Creating a Literature Soundtrack for Fahrenheit 451



Creating a Theme Song for Fahrenheit 451

This will be worth 100 points and is due:

Congratulations! You have just become a music director for the movie version of Fahrenheit 451. Your job is to propose a theme song to use in the film and to create an old-fashioned record cover proving the connections to the novel.

Here comes the challenge:

1. Find a song (school appropriate!) that would provide the listener insight into the mindset and actions of your selected character or a theme of the novel.

2. Once you have selected the song that relates to your character or theme, print out a copy of the lyrics. Next, annotate, line by line, examples of the connections to the character or theme. The annotated lyrics should be attached to the back of your record cover.

3. Then, create an “old school” record cover with original art that relates to the song and character/theme. Be sure to write the title and artist of the song along with the book title and author on your record cover. You can illustrate the cover by hand or go to my blog and download an electronic version that can be illustrated using clip art, etc.

4. Lastly, in a professional and eloquent presentation, convince the producers (the rest of the class) that this is the appropriate soundtrack that should be purchased for the film. You should display your record cover and annotated lyrics during your presentation. Remember: This is a sales pitch. Be convincing! The presentation should be no more than 2 minutes long, and may also include playing the song for the entertainment of the class. For extra credit, be dressed up – this is a business, you know.

Note: I do not want you to have to spend money downloading songs!

Rubric for Fahrenheit 451 Song Lyric Activity

| |5 |4 |3 |2 |1 |

|Song Lyrics |song choice reflects insight into the |song choice reflects some insight into|song choice reflects a literal |song conveys a vague or inaccurate |provides little to no textual |

| |character or plot |the character or plot |interpretation of the character or |understanding of the character or plot|evidence |

|CONNECTIONS to the novel are |consistent with the tone and mood of |consistent with the tone and mood of |plot |may not be consistent with the tone |makes no connection between |

|annotated on the lyrics and |the novel |the novel |conveys a basic understanding of the |and mood of the novel |information and ideas in the novel |

|discussed in the presentation. |demonstrates an in-depth analysis |conveys a thorough understanding of |text |makes few or shallow connections |and lyrics |

| |makes insightful connections between |the text |consistent with the tone and mood of |between information and ideas in the | |

| |information and ideas in the novel and|makes valid, clear connections between|the novel |novel and lyrics | |

| |lyrics |information and ideas in novel and |clearly states connections between | | |

| | |lyrics |information and ideas in the novel and| | |

| | | |lyrics | | |

|CREATIVITY |demonstrates exceptional originality |demonstrates originality |demonstrates some originality |demonstrates little originality |demonstrates no originality |

| |piece goes over and beyond |neat and professional in quality |Obvious attempt at neatness |quality of project (neatness) is |quality of project (neatness) is |

| |expectations and stands out from the | | |lacking |lacking |

| |rest | | | | |

| |neat and professional looking! | | | | |

| |follows directions precisely |cover and song are original, creative,|cover is neat, but not original or |cover is not neat, not creative, |directions are not followed |

| |cover and song are original, creative,|and neat, but may include minor |creative, and/or may contain |and/or contains spelling/grammar | |

|RECORD COVER |neat, and all words are spelled |spelling/grammar errors |spelling/grammar errors |errors | |

| |correctly |consistent with the tone and mood of |consistent with the tone and mood of |may not be consistent with the tone | |

| |consistent with the tone and mood of |the novel |the novel |and mood of the novel | |

| |the novel | | | | |

|CONTENT |Presentation lasts close to 2 minutes |Presentation lasts close to 2 minutes |Presentation lasts at least 1 ½ |Presentation is 1 minute or less |Presentation is 1 minute or less. |

|KNOWLEDGE |demonstrates full knowledge by |is at ease with questions and answers |minutes |Is uncomfortable with information and |does not have grasp of information;|

| |answering all questions with |all questions correctly, but fails to |is at ease with questions, but answers|is able to answer only basic |student cannot answer questions |

| |explanations and elaboration |elaborate |some questions incorrectly |questions. |about subject |

|Presentation Skills |maintains eye contact with audience, |maintains eye contact most of the time|occasional eye contact, but still |rare eye contact, but still reads most|reads all presented materials with |

| |seldom returning to notes |but frequently returns to notes |reads most of presented materials |of presented materials |no eye contact. |

|Eye Contact and Elocution |uses a clear voice and correct, |uses a clear voice |uses a low voice |uses a low voice |mumbles, incorrectly pronounces |

| |precise pronunciation of terms so that|pronounces most words correctly |pronounces most words correctly |pronounces terms incorrectly |terms, and speaks too quietly for |

| |all audience members can hear |most audience members can hear |audience members have difficulty |members have difficulty hearing |students in the back of class to |

| |presentation |presentation |hearing presentation |presentation |hear |

| |avoids slang |avoids slang |says “like,” “you know,” “or |says “like,” “you know,” “or |says “like,” “you know,” “or |

| |Avoids speaking too quickly |May speak a little too quickly |whatever,” etc., but only a bit |whatever,” etc., too often |whatever,” etc., to distraction |

| | | |May speak quickly |May speak too quickly |May speak too quickly |

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