Johnny Got His Gun

In conjunction with Johnny Got His Gun by Dalton Trumbo, you will be working in groups on a thematic unit entitled Poetry of the Great War. You will be visiting a virtual museum that contains art work, propaganda, poetry and music. This museum will be the source of most of the information you will need to complete all the aspects of your assignment.

Every member of your group will be held individually accountable for his/her role in the group and will receive a grade for his/her assignment as well as a grade for the work of the group as a whole.

Each member of the group should have a title. Since these tasks revolve around WWI, you might consider giving yourselves military ranks. For example, the leader of your group could be the General; he’s in charge of planning all the maneuvers and holding everyone else accountable for his/ her job. The Supply Sergeant would be responsible for procuring poster board, copies of poems, etc. The choice of titles is up to you, but I must have a list of names and jobs by Friday, November 17. Be sure to divide the tasks equally; no one student should do the bulk of the work to complete these tasks. I will be spot checking. You will also fill out an evaluation form for each of your group mates at the end of the unit.

After following the steps outlined, your group will compose an analysis of one of the four poems. Since there are 8 parts to step number 4, I would recommend that each group member be responsible for 2 of them. Decide, in as democratic a way as possible, which poem you will analyze, and then make a copy for each group member. Refer to the scoring rubric as you formulate your answers to the questions.

When all of the responses have been collected I would recommend that you draft an outline to help you organize your information.

Refer to your notes about what a thesis statement should do and write a great one! Develop your introductory paragraph around it. As you draft your essay all group members should participate in editing and revising. One group member should be responsible for word processing, so make sure that all changes are clear.

Student Activity 2: Creating a Propaganda Poster

After following the steps outlined, your group will create a propaganda poster for WWI. Although one in your group may be more artistic than the others, this should not be a solo project. Notice that you must also turn in careful notes taken during your "tour" of the Art Museum. You may create your poster using original art work or images downloaded from the internet or a graphics software application of your own. The notes should be word processed and clearly indicate the subject to which they refer.

These journals will be done individually and must contain 3 entries. Use the form that I have provided. When everyone’s journals are completed, hand them in as one unit. We will do number 5 as a class.

Art of the First World War

Follow the steps outlined. Everyone must participate; you should have one poem for every member of the group. From these individual poems, the group must create one final piece of writing. Refer to the activity as well as the scoring rubric to check on necessary elements. Hand in all original poems.

Follow the steps outlined. This will be done individually. Use the Venn diagram that I have provided. With the information you have accumulated in your Venn diagram, compose a persuasive speech on the topic, "Man’s responsibility to his nation". Use the outline provided in the web site to outline your speech. Refer to the scoring rubric to make sure that you fulfill all the requirements.

1. Essay has a precise thesis statement that reveals the purpose of the paper. A well-constructed introduction tells the reader what to expect in the body of the essay. All questions in number 4 which apply to the poem are fully answered with supporting details from the poem. Details work together to expand the main topic, giving the whole piece a strong sense of focus. All direct quotes are cited correctly. The writer uses precise, vivid language and strong transitions leading to a satisfying conclusion. Sentences are well crafted with a strong and varied structure. The writer’s message is remarkable clear and easy to interpret. Sophisticated connections between the writing and the themes and issues of its historical period.

2. Essay has an identifiable thesis statement that reveals the purpose of the paper. The introduction and conclusion are recognizable and functional. All or most of the questions in number 4 are dealt with; some lack supporting evidence from the poem. It is easy to see where the paper is headed, though more expansion is needed to complete the picture. Transitions are usually present, but sometimes a little too obvious or too structures. Attempts at precise, lively language. Sentences are mostly grammatical with some variety in structure and length. Adequate connections between the writing and the themes and issues of its historical period.
3. Thesis statement is simplistic( in this paper I am going to...) or vague. Weak introduction that leaves the reader unsure of the paper’s purpose. Significant parts of number 4 are missing. Several statements are not supported by evidence from the poem. Missing or unclear transitions. Language is simplistic. Short choppy sentences or overuse of connectives to create long, run-on sentences. Rudimentary connections made between the poem and the themes and issues of its historical period.
4. No identifiable thesis statement. Introduction is missing. Simplistic treatment of some elements of number 4, with several parts missing entirely. Little use of evidence from the poem to support conclusions. Sentence structure nearly always faulty. Vague words and phrases make it difficult for the reader to grasp the intended message. No connections made between the poem’s themes and issues and its historical period. Conclusion missing.

3.  Poster is required size. Language and pictures are appropriate for the attitude toward WWI during the years 1914-1916. The images are original and accurate for the time period. Some detail is present. Use of color and space are effective. Poster is accompanied by thoughtful notes taken during the "tour" of the museum. Shows clear understanding of propaganda.

2.  Poster is required size. Language or pictures appropriate for the attitude toward WWI during the years 1914-1916. Images are either original or accurate for the time period. Effective details missing. Use of either color or space inappropriate. Poster is accompanied by rudimentary notes taken during the "tour" of the museum. Shows some evidence of understanding of propaganda.

1.  Poster is less than required size. Language and/or pictures could be applicable to the attitude toward WWI during the years 1914-1916. Little attention to detail. Little evidence of thought given to color or use of space. Poster accompanied by sketchy notes taken during the "tour" of the museum. Show lack of understanding of propaganda.

 

• Propaganda

Persuasive communications directed at a specific audience that are designed to influence the targeted audience's opinions, beliefs and emotions in such a way as to bring about specific, planned alterations in their behavior. The information communicated by the propagandist may be true or false, the values appealed to may be sincerely held by the propagandist or cynically manipulated, and the presentation may be either logically and dispassionately argued or rhetorically tailored to arouse the most irrational emotions and prejudices -- but the message content of propaganda is always deliberately selected and slanted to lead the audience toward a predetermined mindset that benefits the cause of the propagandist

 

• Renga Poem Scoring Rubric

1. The tone of the piece fits the topic, purpose and audience. Precise, vivid and natural language paints a strong, clear and complete picture in the reader’s mind. The writer’s message is remarkably clear and easy to interpret. Lively verbs lend the writing power. Details work together to expand the main topic, giving the whole piece a strong sense of focus. The entire piece has a strong sense of direction and balance. Sophisticated and satisfying conclusion. Punctuation effectively determines the pace of the piece. Appropriate use of literary devices that add to the poem’s overall effectiveness.
2. The tone of the piece fits the topic, purpose and audience with minor inconsistencies. Attempts at colorful language are mostly successful. The general meaning is clear, but the poem lacks subtleties. It is easy to see where the poem is headed, but more expansion is needed. The organization of ideas and images allows the reader to move through the text without confusion. Satisfactory conclusion. Punctuation is correct.  Use of literary devices usually effective in enhancing the overall impression of the poem.
3. The tone of the piece is somewhat inconsistent with the topic, purpose and audience. The language is routine; it gets the job done. The message is not always clear. Details are missing; the reader must make inferences. Sequencing of ideas not always clear. Conclusion is weak; ideas are not tied together in a meaningful way. Punctuation sometimes missing or used incorrectly. Some evidence of literary devices.
4. The tone of the piece is inappropriate for the topic, purpose and audience. Vocabulary is limited and/or words are used incorrectly. The reader has trouble grasping the writer’s intended message. The main topic is unclear. Sequence of ideas and images appears random. Conclusion is missing; the poem just ends. Use of punctuation causes faulty pace and communication. Literary devices missing or awkward; detract from poem’s overall impact.