Composing Points of View in a Narrative through Common

Themes of a Particular Literature Period

A WebQuest for 10th Grade English/Language Arts
Designed by
Savannah Davis
sd5261@stu.armstrong.edu

( Zupitza, 1882 as quoted by Wheeler, n.d., Beowulf Page)

Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher

Page

Introduction
Welcome to Victorian England! Its excellent that youve decided to join us--magnifique! Here you
will find such interesting people like Oscar Wilde, Dorian Gray, Harry Jekyll, Robert Louis

Stevenson, and more--but you already knew that, didnt you?

So! Wild changes have been happening here and I sometimes feel I just dont know England
anymore. While youre here, would you mind keeping a journal for me? Its only a week, I know, but
I know that you of all people can help me navigate the life of Victorian England. Look at this place!
The art, the architecture, the culture, the literature! Fin de sicle--the end of the century is upon us,
and so is a new life.
As you have likely guessed (or been directly told) by now, you are to write a 7-day journal. You will
all be placed into groups of two and each of you will be given a book from the Victorian era of
English literature. All of these books are books you have read but you might want to read them
again and analyze them. For this lesson, you are going to be researching Victorian England and
then writing a 7-day journal from the point of view of one of the main characters in your book (you
will be given a small list of characters from your book to choose from or, in the case of books with
limited characters, you will be directly given a character). The point of this journal is to expand your
imagination and your creative writing skills, so have fun! But, along with the fun parts, you will also
develop higher levels of thinking and analysis, build research skills, and develop and show a deep
understanding of the common themes and characteristics of Victorian literature, culture, values,
and (if appropriate for your book) key historical events in Victorian England. Finally, you will show a
deep understanding of the book and the characters, specifically the motivations of the character
you are writing as and how his or her plot line and/or character builds and drives the story forward.

The Task
The end result of this task will be a 7-day journal written from the point of view of a main character
in your novel. The journal will show your understanding of:
developing and writing an engaging story;
how to identify a characters development and how that affects the plots/events of the
story
correctly using grammar and syntax;
ability to understand and integrate multiple parts of a historical period into a story;
analyze a story for themes; and
research a particular period of literature.
It is important to note that this is also a creative writing assignment. By this I mean
that you can come up with completely new events that didnt happen in your novel,
provided those events make sense (for example, Oscar Wildes iconic character, Dorian
Gray, would not be seen texting his crush, Sybil Vane, but he might be seen writing
her a letter or walking with her through popular parts of their area). Try to emulate
the style of writing that your author employs: You will not be graded on how well you
emulated the style; You will be graded on whether or not you tried to emulate the author.
Show the internal thoughts, feelings, motivations, etc. of your character. Maybe create a quality
about the character that wasnt mentioned in the original work (does your character hate steak but
love salad?). Include common themes from Victorian England (specifically, themes that either occur
in your novel or would fit within your original novel). There may be historical events to include--does
your character witness the beginning of Industrialization as the Victorian era falls to an end? Does

your character see the centennial pass? This is your chance to show how well you can research a
period of literature, how well you know your character and your novel, and to have fun while doing
so! Have at it!

The Process
We will spend five weeks on this assignment and the following steps will take place in this order:
1. You will reread your novel and research the Victorian period. This will take about two
weeks.
2. You will begin to brainstorm ideas for your 7-day journal. This process will last one
week and will serve to answer key questions, including:
a. What will happen on each day?
b. What sorts of things will your character do that still fit within the original
character developed in the novel?
c. How do common cultural values, literature themes, artistic innovations,
and more from the Victorian period affect your character and, thus, your story?
d. How will you incorporate these things into your journal?
3. You will continue to do research and work with your partner for support, socialization,
teamwork, and inspiration as needed. During this time, you will:
a. write your 7-day journal within two weeks;
b. remember, your partner can help you come up with and/or expand on
ideas. Connect with your partner to see if you both find common themes in your
novels or aspects of your novels that you found interesting.
*Note: You will not need to buy your book: I will supply the books for you.
Here are many resources from which you will derive your knowledge of Victorian England and your
ability to develop your 7-day journal:
Amazon.com link to the Barnes & Noble Classics series of the Oscar Wildes
The Picture of Dorian Gray.
Amazon.com link to the Norton Critical Edition of Robert Louis Stevensons
Strange Case of Dr. Jekyll and Mr. Hyde.
http://www.victorianweb.org/index.html - An excellent resource for information
on the Victorian era as regards Victorianism, literature, culture, art, theatre, science, music,
and popular entertainment. The links within this site are endless and the details thorough:
Most students working with the Victorian period of literature will find this to be sufficient for
all of their research on history, culture, Victorianism, art, literature, etc.
http://www.victorianweb.org/authors/wilde/index.html - A direct link from
Massachusetts Institute of Technology OpenCourseWare (found below the Oscar
Wilde subheading on this page: http://tinyurl.com/zuh2qpt), this part of the the
Victorian Web website gives insight into themes, historical facts, ideas, values,
and more as they related to Englands Victorian age and Oscar Wildes The
Picture of Dorian Gray as a whole.
http://www.victorianweb.org/authors/stevenson/index.html - A link to the

Victorian Web websites information, articles and more on Robert Louis

Stevenson and his famed novel, Strange Case of Dr. Jekyll and Mr. Hyde.
http://www.victorianweb.org/authors/index.html - Victorian Webs list of
authors from the Victorian era of literature.
http://www.victorianweb.org/decadence/index.html - Victorian Webs
resource on decadence, symbolism, and aestheticism: All of which are important
in late-Victorian-era novels such as The Picture of Dorian Gray and Strange Case
of Dr. Jekyll and Mr. Hyde.
The following links should prove helpful to students researching the Victorian era:
University of Wisconsin, Oshkosh: http://tinyurl.com/deu2g
University of Nevada, Las Vegas: http://tinyurl.com/llwvbex
The Norton Anthology of English Literature:
http://tinyurl.com/hcx8ml3
The Encylopdia Brittanica: http://tinyurl.com/zmcp4t5
Ms. Burkharts English Classes: http://tinyurl.com/jkj5rj6
http://www.cws.illinois.edu/workshop/writers/ - The CWS page from the
University of Illinois will prove useful for students in need of help with grammar. Students can
access this but likely wont actually need to cite this as an official source.
http://www.cws.illinois.edu/workshop/writers/tips/writersblock
/ - Another resources from the CWS of the University of Illinois to help students
combat writers block and undertand the causes of writers block.
https://owl.english.purdue.edu/ - A long-used and rich resource for students in
high school and college, Purdues OWL provide support in things such as grammar,
research, writing and more. Students will particularly find OWLs MLA citation guide helpful.
http://ocw.mit.edu/courses/comparative-media-studies-writing/21w-7302-the-creative-spark-fall-2004/study-materials/wrkshp_essay_i.pdf - A possible
source for students to use in their groups as they brainstorm and try to
formulate major themes, ideas, points, and more from the text they are working
on. This PDF file was retrieved from the following MIT OCW:
http://ocw.mit.edu/courses/comparative-media-studies-writing/21w-730-2-thecreative-spark-fall-2004/study-materials/
http://ocw.mit.edu/courses/literature/21l-010-writing-with-shakespearefall-2010/assignments/MIT21L_010F10_assn01.pdf - Another MIT OCW writing
resource, this PDF document might be used before the lesson begins to help
students adjust to writing with the author. The PDF document was retrieved
from http://ocw.mit.edu/courses/literature/21l-010-writing-with-shakespearefall-2010/assignments/
The following two PDF files from MITs OCW writing course Writing and
Reading Short Stories Assignments section (found here
http://ocw.mit.edu/courses/comparative-media-studies-writing/21w-755writing-and-reading-short-stories-spring-2012/assignments/) will help students plan
their stories and characters as well as work out how to write from a characters point of view:
Character Exercise: http://ocw.mit.edu/courses/comparativemedia-studies-writing/21w-755-writing-and-reading-short-stories-spring-

2012/assignments/MIT21W_755S12_character.pdf
Point of View
Exercise:http://ocw.mit.edu/courses/comparative-media-studieswriting/21w-755-writing-and-reading-short-stories-spring2012/assignments/MIT21W_755S12_pov.pdf
The following resource on writing are from MITs OCW and will be particularly helpful
to students as they write and research their subjects:
Exercises on Research and Note-Taking (PDF)
http://tinyurl.com/h25ej7j (retrieved from http://tinyurl.com/jboqy2x)
Examples of Notes on a Scholarly Article (PDF)
http://tinyurl.com/jlp6z5l (retrieved from http://tinyurl.com/jboqy2x)
Advice on Writing (PDF) http://tinyurl.com/z6c69t3
(retrieved from http://tinyurl.com/z8q6ugb)
To map out your story, you might find it helpful to bounce ideas off of your partner or your teacher.
Some people also find it helpful to brainstorm by writing out possible events, usually in a graphic
organizer of some sort (such as the bubble method where the center of the story/day is in one
large bubble with smaller bubbles branching out with related events, ideas, etc.).
For assistance in grammar, syntax, or any other mechanical structuring/working of the journal, feel
free to speak directly to me, your partner, or look at the resources above. Many of the above
resources can be used throughout the rest of your high school and college career (from personal
experience, I can promise you that websites, such as OWL Purdue, will become your best friend
and most-hated enemy throughout high school and college).
Remember to have fun with this project! And, if you are struggling, I am happy to help!

Evaluation
You will be graded individually for this assignment. See the following rubric for details:

Included
common
Victorian
literature
themes in
journal,
specifically
as they relate
to original
novel

Student showed
(nor tried to
show) no
knowledge of
common
Victorian
literature
themes,
specifically as
they relate to
original novel.

Student attempted
but inaccurately
showed
knowledge of
Victorian literature
themes,
specifically as
they relate to
original novel.

Student showed
some knowledge
of Victorian
literature themes,
specifically as
they relate to
original novel.

Student showed
thorough
understanding of
common theme
in Victorian
literature,
specifically as
they relate to
original novel.

Score

Journal
contained
realistic moral,
cultural, social,
psychological,
philosophical,
and historical
characteristics
from the
Victorian age

Showed an
understanding
of how the
character was
developed

Showed how
the characters
development
furthered the
storys
events/plots

Journal was
well-written,
free of
grammatical
and
syntactical
errors
Student
showed deep
understanding
of novel

Student did
not attempt to
show any
characteristics
from the
Victorian age,
specifically as
they relate to
original novel.

Student tried
but was unable
to correctly
show any
characteristics
from the
Victorian age,
specifically as
they relate to
original novel.

Student
showed some
characteristics
of the Victorian
age,
specifically as
they relate to
original novel.

Student
showed
thorough
knowledge
and an
intricate
understand of
the
characteristics
of the
Victorian age,
specifically as
they relate to
original novel.

Description of
identifiable
performance
characteristics
reflecting a
beginning level
of performance.

Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.

Description of
identifiable
performance
characteristics
reflecting mastery
of performance.

Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.

Description of
identifiable
performance
characteristics
reflecting a
beginning level
of performance.

Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.

Description of
identifiable
performance
characteristics
reflecting mastery
of performance.

Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.

Description of
identifiable
performance
characteristics
reflecting a
beginning level
of performance.

Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.

Description of
identifiable
performance
characteristics
reflecting mastery
of performance.

Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.

Student did not

appear to have
read the novel.

Student only
showed
knowledge of
basic characters
and main events
of the novel.

Student show
some in-depth
knowledge of the
novel.

Student showed
thorough and
deep
understanding of
the novel, its
characters, and
events.

Student
showed
quality
research and
research
citation skills

Student did not

cite sources
used and/or did
not appear to
employ research.

Student either
researched
Victorian era
somewhat well
or cited sources
inaccurately.

Student showed
enough research
to complete the
project on a basic
level and may or
may not have
cited all sources
in a completely
accurate manner.

Student showed
excellent
research,
appearing to
have spent a
great deal of time
and effort on
researching
Victorian
England. Student
cited all sources
accurately.

Student
attempted to
emulate
authors style
of writing

At no point did
the student
attempt to
emulate the
authors style of
writing.

This point is
unavailable in this
category.

These points are

unavailable in this
category.

Student
showed at
least some
attempt, in at
least part of
the journal, to
emulate the
authors style of
writing.

Students
journal was
engaging and
flowed
logically

Students journal
showed no
engagement with
audience and did
not make events
flow in a logical
manner.

This point is
unavailable in this
category.

Student attempted
but struggled to
engage audience
and create a
logical flow within
journal.

Student showed
the ability to
engage an
audience and to
move the journal
in a logical order.

Students
journal
showed
creative
insight and
careful
attention

Student
appeared to
throw journal
together at last
minute without
original thought
or attention to
detail. Student
showed little
care for
creativity.

Student attempted
to show creative
insight and/or to
provide careful
attention to
journal, but clearly
lacked in attention
to detail and care
for story.

Student showed a
healthy amount of
creative insight
and provided a
good deal of
attention to detail.

Student showed
exemplary
creative insight,
using original
ideas,
sometimes
expanding from
existing events
in original work,
and using
completely
original events
that would
accurately fit into
the original work.
Students
attention to
detail was
spectacular with
minimal
mistakes.

Student
worked well
with a partner,
helping and
receiving help,
focusing and
socializing as
appropriate

Student either
spent too much
time socializing
with partner or
did not engage in
a healthy,
professional, and
friendly manner
with partner.

Student had to
constantly be
corrected to stay
on task with
partner. Student
did not give
helpful advice or
moral support to
partner when
needed.

Student showed a
high amount of
teamwork ability
and mutual
respect.

Student showed
exemplary
maturity and
kindness.
Student was
helpful when
necessary, able
to receive help,
socialized with
partner when
appropriate, and
focused on task
with partner
when
appropriate.

Conclusion
By the end of this project, you will have accomplished many things. At the finish, you will have
successfully engaged in one-on-one teamwork, able to assess when it was okay to play and when
it was time to focus, able to receive help and give help. You will understand the major themes of
Victorian literature as well as the cultural, moral, philosophical, psychological, historical, artistic, etc.
characteristics that made up Victorian literature, Victorian society, and your novel. You will have a
deeper understanding of your novel and your character. You will have developed an understanding
of how your character developed throughout the original work and how the affected the events/plots
of the story. Finally, you will have learned how to create an engaging, well-written, logically flowing,
well-researched work of creative writing, including the pre-writing process, the writing process, the
revision process, and the final review and rewrite process.
*Note: You will likely not have to cite any sources other than your original work. Please
ensure that, for any sources you cite, you use MLA formatting as described on the OWL
Purdue website (link is located in the Process section).

Credits & References

Thanks goes to the following websites for their invaluable and innumerable resources (for specific
links, please see the Resources Needed section of this document):
Amazon.com
Barnes & Noble Classics
Encyclopdia Britannica
Massachusetts Institute of Technology
Ms. Burkharts English Class
The Norton Anthology of English Literature
Norton Critical Editions
OWL Purdue

University of Illinois
University of Nevada, Las Vegas
University of Wisconsin, Oshkosh
Victorian Web
Wikipedias Creative Commons
Works Cited
Wheeler, L. K., Dr. (n.d.). Beowulf Page [Online Image]. Retrieved from Dr. L. Kip Wheelers
official website. Retrieved on 24 July 2016. Retrieved from
http://web.cn.edu/kwheeler/beowulfpage3.html