Module+3+Objective+1

=**Module 3 Objective 1**=

Given an overview of main literary themes, students will display their ability to identify the theme of Kelly Easton's //Aftershock// by contributing to the seminar wiki using evidence from the book. (Theme/comprehension/analysis/application)

Pre-Assessment
Students will take this short [|pre-assessment]t survey to gauge what their knowledge of theme in literature. The results of this survey are to be used to determine the degree of instructor guidance that will be needed in the upcoming discussion. It will also be used to decide if a theme questions board is appropriate.

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Background Information
Theme conveys the message of a story usually by driving a story through conflict and resolution. Students will discuss the theme of //Aftershock// found under the wiki discussion tab of this page. First, they will review this slideshare from authorstream to better familiarize themselves with the concept of theme in literature.

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Activity
Students will click on the Discussion tab from this page and respond to the prompt.

Assessment Process
Students will post at least one extended original post to the wiki that identifies a main theme or ancillary theme of the story using evidence from the book and information about theme in literature from the slideshow. In addition, students will respond to any comments to their original post and respond to at least two other posts from other students.

Click [|here] for the rubric for this objective.

Tool’s Strengths and Weaknesses: Wikis
A wiki is the assessment tool for this objective, primarily so that the entire class can collaborate on the major and ancillary themes in the book. Further, it will help students to clarify their own understanding of theme as they share their own ideas and respond to others regarding this object. Wikispaces is the recommended wiki platform for this objective because it is ad-free, simple to use and allows more space for users than PBwiki. Simple to use || Potentially takes longer to assess than a face-to-face discussion || Collaborative || Students who have writing deficits will have difficulty || Coordinates everyone’s responses || Students may have limited internet access || Asynchronous ||  ||
 * //Strengths//** ||
 * //Weaknesses//** ||
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Plagiarism and diversity of learning styles
This first objective virtually eliminates the danger of plagiarism for several reasons. First, the unit will always be based upon current young adult literature, literature that has not been made into movies. Unlike the literary canon which often has a movie based on the novel, new current young adult literature is print-based, requiring reading and fresh eyes to analyze theme. Second, because this literature is not part of the literary canon, it has not been analyzed in journals by critics, so students will need to identify, analyze and apply theme themselves or as a class-team. Meanwhile, this assessment tool will allow students who are ordinarily shy in class or reluctant to participate in class discussion to hear their voice as analysis unfolds. Likewise, those students who need to reflect before posing their thoughts to the group will have time to do so. Finally, while it is true that those whose writing skills are better developed will find this as a comfortable means of expression, it is also true that those who need to better develop their writing skills will have continued opportunities to do so in a risk-free environment. That is, they will have the opportunity to improve due to the nature of this formative assessment.