<p> “The Lady of Shalott” with Color and Plot Due Tuesday when you walk in the room—tis all the time you’ve got!</p><p>In groups of no more than four people, you will create a visual, chronological time line of the colors Alfred Lord Tennyson mentions in his narrative poem “The Lady of Shalott.” In addition, you will create a visual representation of the elements of plot in the narrative poem, “The Lady of Shalott”. Please label the elements and combine well-introduced and/or integrated and/or incorporate quotes (when quoting lines of poetry, you use the line/s numbers instead of the page number—please consult the Purdue Owl for examples and instructions), words, and art to convey your understanding of plot and your recognition of the author’s use of color to advance or mirror the plot.  Yes, you will need to make sure that at least one or more of your group’s members has some artistic talent.  Yes, you will need to find some time to work outside of class (or at the very least divide the labor in a strategic manner, so you will have no problem assembling and completing the project by the end of class on Monday.  Work not ready for presentation on Tuesday the moment you walk in the door will be considered late, and your grade will be penalized, per the guidelines set forth in your syllabus—no excuses will be accepted.  This project serves as a Summative performance assessment for the elements of plot and symbolism—it will count as a test grade. You have had very few Summative assessments thus far, so a good grade on this project will improve your overall grade significantly. </p><p>Requirements: This project consists of two main parts (each with sub parts)</p><p>1. The Poster (80 points) which you will present to the class—formal presentation—on Tuesday A. All projects will be completed on a standard-sized poster board. B. The final project should be organized, creative, neat, and polished. I should be able to see three elements: 1. A colorful time line of the colors Tennyson directly mentions in the poem-you may use crayons, markers and colored pencils for this portion of the assignment. 2. A colorful time line of the colors Tennyson indirectly mentions in his poem—this portion of the assignment should be easily distinguishable from the other color portion of the assignment. 3. A visual and verbal representation (art, quotes and words) of ALL the elements of plot in this narrative.</p><p>2. The Paragraph (20 points) which you will turn in with your project A. Each group will submit a one paragraph analysis proving that Tennyson advances his plot through his use of color symbolism  The paragraph will focus on Tennyson’s use of color to advance the plot, signal a shift in the plot and or indicate an element of the plot. B. The final product should follow standard MLA format and be free from grammatical errors  documentation of all quoted/paraphrased material  Your paragraph must have a topic sentence, author’s purpose, symbols, three warrants for your claim and analysis, concluding sentence.  Follow all rules of formal writing posted in the classroom.  No need to double work, take quotes from your poster to form your paragraph. **no contractions and demonstrative pronouns. Avoid linking verbs. Literature lives in the present tense. A creative title for your paragraph is a must. Avoid tired modifiers like never, a lot, really, always, and everything** Timeline/Work Schedule</p><p>Wednesday: Receive and read the poem together. Receive project directions and form groups. Take notes on the meaning of the poem as well as identify and define unknown words. Mark colors directly mentioned in the poem. For example: The red rose sits glistening in the burning embers of love. In this line, you would mark the word red. We will begin a plot diagram. Students should reread the poem for homework, attempting to identify plot diagrams. </p><p>Thursday: Take vocabulary 4 quiz. Mark the poem for images that suggest color (colors you see in your mind without an actual word for any specific color mentioned. For example: The red rose sits glistening in the burning embers of love. In this line, you would mark “burning embers” because the author created imagery and you envision the colors associated with fire (red, yellow, orange, gray and black). Begin your group planning and work. Remember that you are to include a paragraph with your project.</p><p>Friday: Work in groups. As you are working, you will receive feedback about your integrated annotations.</p><p>THE WEEKEND: You will contact your group members, plan and coordinate completion of the project, and gather all supplies you will need to complete the project. If need be, get together, eat some pizza and share some literary love with your group members.</p><p>Monday: You will have the entire class period to work on your projects. Bring the supplies you need to class.</p><p>Tuesday: You will turn in your group’s paragraph and you will have no more than 1 minute to present the basic features of your project and anything really clever you think your group discovered about Tennyson’s poem and his use of symbolism not mentioned in your paper. You will read “The Scarlet Ibis” for homework and take notes over all introductory material and story.</p><p>Wednesday: You will take a quiz over “The Scarlet Ibis” and begin your formal paper due Thursday, October 13th.</p><p>This is a formal project, with a formal paragraph, and a formal presentation. Treat it as such, and you and your group members will earn a fantastic grade. You have learned a great deal in the last six weeks—it’s time to show off!</p>