ENG 1DYP Culminating Assignment: The Altered Book

Portfolio
Culminating Assignment Policies:
All culminating work must be submitted
Assignments may be turned in early. No assignment will be accepted
after the last day of classes
If a student is absent on presentation day or does not present, the
teacher will call home.
Plagiarism in any form will result in a referral to the Vice Principal

Process:
Step 1: The novel you selected for our FNMI Literature Circles should be completed prior to beginning this
assignment.
Step 2: You will analyze the parts of an altered book, and identify effective techniques and how they convey
the meaning.
Step 3: You will create an altered book based on the FNMI novel you selected following the criteria listed
below.
Step 4: You will prepare an oral presentation to showcase your altered book, and explain your artistic choices
to the class.

Altered Book Requirements:

TASK 1: Colour Collage

Front and back cover:

Choose several significant or memorable events from your book and create a
symbolic collage on the front and back covers which focuses on colours to reflect
the feelings, ideas and emotions from one significant event in the book. Remember
a collage should include images, colours and text.

*Use the colour chart below to help you select colours that connect to feelings
and emotions.

Colours
Black

Blue

Symbolism
Black is the color of the night, and of "evil. Black can also represent ideas such as power, sexuality,
sophistication, formality, wealth, mystery, fear, evil, unhappiness, depth, style, sadness, remorse,
anger, and mourning. Black can also represent a lack of color, the primordial void, emptiness. It can
also mean sorrow or mourning, in the Christian tradition of wearing black to funerals.
Blue is the color of the Virgin Mary, and is associated with girls who have similar pure qualities. It is the
color of water and the sea, blue usually indicates femininity, life, purity, etc., just as water does. Blue

can also symbolize peace, calm, stability, security, loyalty, sky, water, cold, technology, depression,
faith, wisdom, truth, heaven, trust and friendship

Brown

Brown represents the ideas of earth, hearth, home, the outdoors, comfort, endurance, simplicity,
comfort, concentration, courage and energy.

Green

Green can represent nature, growth, the environment, fertility and vitality, stability, endurance, hope,
good luck, youth, harmony, vigor, healing and balance, peace, jealousy, envy, and misfortune.

Orange

Orange can represent energy, balance, adventure, creativity, excitement, desire, pleasure, wisdom,
wealth, warmth, enthusiasm, flamboyant, and demanding of attention. Orange is a combination of both
yellow and red and therefore incorporates the passion and energy of red with the happiness and joy of
yellow.

Pink

The color pink can be used to show childish innocence (or a characters child-like personality), or a more
flirtatious personality. Often associated with girls and femininity. Pink is considered a color of good
health and life, appreciation/gratitude, happiness, admiration, unconditional love, friendships, and
compassion and harmony.

Purple

Purple can represent royalty, spirituality, nobility, power, luxury, ambition, dignity, magic, ceremony,
mysterious, wisdom, enlightenment, cruelty, arrogance, and mourning.

Red

Red can symbolize many things; from blood, to love, to infatuation. Basically red symbolizes strong
emotions, or things of strong emotions rather than intellectual ideas. For example, red can symbolize
excitement, energy, speed, strength, danger, passion, and aggression.

White
White is a sacred and pure color. Its the color of angels and gods, as the color reflects that which is
sacred and pure. It is also the color of doctors, nurses, and others in the health profession, as well as
cleanliness. White can also represent reverence, purity, truth, innocence, simplicity, humility,
protection, youth, winter, snow, good, cold, clinical, cleanliness, and sterile.

Yellow

Yellow can symbolize joy, happiness, energy, intellect, creativity, freshness, optimism, idealism, gold,
dishonesty, cowardice, deceit, illness, and hazard.

Curriculum
Expectations:
Choice of colours
and event.
M 1.2
Appropriate
forms and
techniques used
to create collage.
M 3.4

Colours choices
clearly
communicate
emotions
connected to the
event.

Colours choices
communicate
emotions
connected to the
event.

Colours choices
communicate
emotions
somewhat
connected to the
event.

Limited
communication
of emotions
through colour
choice.

No collage
created.

Sophisticated use
of elements to
produce a highly
effective collage.

Good use of
elements to
produce an
effective collage.

Somewhat
effective use of
elements to
produce a
collage.

Limited use of
elements to
produce a
collage.

Collage is
missing too
many essential
elements.

TASK 2: Artistic Interpretation of Quotations How Words Look

Any 2 pages within the book

No symbolic use
of colours.

When you read, whether it is a novel, short story or poem, you have your own internal movie reel or video that
turns the words on the page into images in your mind.
Pick two significant quotations from your FNMI novel, and creatively interpret each from the image in your
minds eye onto paper. Be sure to have the quotation appear somewhere on the page.
Curriculum
4
3
2
1
R
Expectations:
Sophisticated use Good use of
Somewhat
Limited use of
No quote
The visual is
of techniques to
techniques to
effective use of
effective
selected.
original and
communicate
communicate
techniques to
techniques to
detailed
metaphor or
metaphor or
communicate
communicate
M 3.3
imagery.
imagery.
metaphor or
metaphor or
imagery.
imagery.
No visual created.
The visual is
Visual clearly
Good connection
clearly linked to
connects to the
between visual
Visual somewhat
Limited
the quote(s)
text.
and text.
connects to text.
connection
No apparent
M 3.4
between visual
connection.
and text.

Task 3: Found Word Poetry

Two pages side by side

Create a poem with the words found on two pages within the novel you are altering. The poem should span a
minimum of two pages side by side and must be based on one of the themes in the novel. When creating your
poem, ensure that the words are linked logically to express theme.
Consider highlighting, cutting, or circling words to express your ideas.
For example, your poem should look something like this:

Curriculum
Expectations:

Poem is creative
and thoughtful.
Words are clearly
connected.
M 3.2

Sophisticated and
creative choice of
words. Words are
clearly connected.

Good choice of
words. Words do
connect.

Words have been

chosen with some
effectiveness.
Words have some
connection.

Words have been

chosen with
limited
effectiveness.
Words have

R
No poem created.

Words are

Poem clearly
represents/
connects to the
themes from The
Book Thief
M 1.2

limited
connection.
Sophisticated
interpretation of
theme.

Good
interpretation of
theme.

Theme has been

interpreted with
some
effectiveness.

Theme has been

interpreted with
limited
effectiveness

random.

No evidence of
theme.

Task 4: Artistic Expression

Any two pages

For these two pages you are allowed to select any artistic medium to express your knowledge of characters
and setting. This can include but is not limited to the methods mentioned above.
Page one must connect to a character. My selected character is: ___________________________
Page two must connect to setting. The setting I have selected is: ___________________________
Curriculum
Expectations:

Visual 1 clearly
represents/
connects to a
character
M 1.1

Sophisticated use
of visuals to
represent
character.

Good use of
visuals to
represent
character.

Visuals have been

used with some
effectiveness to
represent
character.

Visuals have been

used with limited
effectiveness to
represent
character.

No visuals have
been created.

Visual 2 clearly
represents/
connects to the
setting
M 1.1

Sophisticated use
of visuals to
represent setting.

Good use of
visuals to
represent setting.

Visuals have been

used with some
effectiveness to
represent setting.

Visuals have been

used with limited
effectiveness to
represent setting.

Creative/ original
interpretation of
text
M 3.4

Sophisticated and
creative use of
techniques.

Techniques have
been used with
considerable
effectiveness.

Possible supplies for the Altered Book:

Techniques have
been used with
some
effectiveness.

Techniques have
been used with
limited
effectiveness.

Visuals do not
connect to
character.
Visuals do not
connect to setting.
No techniques
have been used.


Paints: watercolors, acrylics

Applicators: brushes, sponges, toothpicks.

Pens, paint pens, highlighters, markers, photo tinting markers,

colored pencils.

Papers and fabrics: card stock, tags, bingo cards, vellum, ticket
stubs, newsprint, magazine clippings, stamps, fabric scraps, colored
threads, ribbons.

Scissors, hole punch, craft knife, cutting mat.

Adhesives: UHU or Avery brand glue stick, white craft glue, monoadhesive double-sided tape.

Photos: instant camera photos, laser color or black-and-white copies,

postcards, drawings.

Embellishments: lace, hankies, charms, beads, alphabet beads,

mini bottles, screen, grommets, tassels, wire, dried flowers, found
objects, etc.

Oral Presentation of Altered Book

Name ________________
___________________

Assigned Presentation Date

Instructions:
Now that you have finished creating your altered book it is now time to present your final product to
the class. Your task will be to plan a 3-5 minute engaging talk that informs the class about the artistic
choices you have made within your altered book. While you present your altered book will be
enlarged for the class to view using the document camera.
Your presentation will include:

An engaging introduction
Explain each artistic task (1-4)
Your explanation should discuss:
- Which part of the novel has been focused on and why it was selected
-Your choices in regards to colour, imagery, text and artistic medium (paint, pencil, collage)
-A summary of your strengths and weaknesses as a media text creator in relation to your altered book
A personal connection to the altered book
Your connection could be to:
-Events from the novel
-Similar experiences to the characters
-Relationships you can identify with
-Places you have been
-Lessons you have learned etc.
A clear conclusion
Q & A- A time where the class may ask questions

Curriculum

Expectations:
Oral
communication
skills
O 2.5

Excellent volume,
tone and pace.

Good volume, tone

and pace.

Excellent eye
contact and
posture; gestures
enhance
presentation.

Good eye contact

and posture;
gestures seem
natural.

Ability to articulate
choices (colour and
medium etc.)
O 2.1

Excellent
explanation of
artistic choices.

Good explanation of
artistic choices.

Ability to extend
understanding and
make connections
O 1.6

Sophisticated
explanation of
personal
connections.

Good explanation of
personal
connections.

Overall structurecommunicating in
a coherent and
logical order
O 2.3

Original,
interesting and
engaging hook,
body and
conclusion.
Presentation
follows a very
logical order.

Interesting hook
body and
conclusion.
Presentation follows
a logical order.

Non-verbal skills
O 2.6

Volume, tone and

pace are somewhat
effective.

Volume, tone and

pace are of limited
effectiveness.

Some eye contact;

some swaying and
shifting of posture,
some gestures seem
natural.

Limited eye
contact; swaying
and shifting of
posture, gestures
are distracting.

Explanation of
artistic choices was
somewhat effective.

Explanation of
artistic choices was
of limited
effectiveness.

Explanation of
personal connections
was somewhat
effective.
Hook, body and
conclusion were
somewhat effective.
Presentation has
some sense of order.

Explanation of
personal
connections was of
limited
effectiveness.
Hook, body and
conclusion were of
limited
effectiveness.
Presentation has a
limited sense of
order.

Did not
present.