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Created byChance Phillips
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Behind the Curtain: A Literary Journey Through Oz

Grade 7English15 days
In this 7th-grade English project, students act as youth advocates and media critics to launch a "Self-Reliance Campaign" inspired by 'The Wizard of Oz.' By analyzing character growth, figurative language, and structural differences between L. Frank Baum’s novel and the 1939 film adaptation, students explore themes of internal strength versus external validation. The experience culminates in the creation of a "Self-Reliance Manifesto" and a multi-media toolkit designed to empower peers to recognize their own inherent capabilities and resilience.
Self-relianceCharacter ArchetypesMedia LiteracyNarrative StructureIdentityResilienceLiterary Analysis
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as youth advocates and media critics, launch a "Self-Reliance Campaign" that uses the archetypes in 'The Wizard of Oz' to help our peers overcome the pressure of external validation and recognize their own internal strengths?

Essential Questions

Supporting questions that break down major concepts.
  • How does analyzing a character's specific actions and dialogue provide evidence of 'hidden' strengths they don't realize they have?
  • In what ways do real-world obstacles (our own 'Yellow Brick Roads') function as necessary tools for developing identity and resilience?
  • How do different media structures—like a novel versus a film—manipulate how an audience perceives the 'truth' of a person's journey?
  • How can we use figurative language and tone to persuasively communicate the difference between who we are and who society tells us to be?
  • How can we synthesize literary themes with modern social issues to create a compelling argument for self-worth to a teenage audience?
  • How does the 'search for home' in literature mirror the modern struggle to find a sense of belonging in a digital and physical world?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze character development in both the novel and film versions of The Wizard of Oz, citing specific evidence to prove that characters possessed their desired traits (courage, heart, brains) from the start.
  • Students will evaluate how the theme of self-discovery develops through key plot events and character interactions, connecting these elements to the broader concepts of 'home' and 'identity.'
  • Students will compare and contrast the narrative structures of the novel and the film adaptation, analyzing how specific structural choices (such as the 'dream' sequence vs. reality) impact the story's meaning.
  • Students will analyze the impact of figurative language and specific word choices on the tone and mood of different regions within the Land of Oz.
  • Students will produce a well-developed, modern argumentative or narrative piece that redefines 'home' and 'identity,' utilizing a recursive writing process of planning, drafting, and revising.
  • Students will demonstrate mastery of standard English conventions in their written work and oral presentations.
  • Students will participate in collaborative discussions to refine their interpretations of literary themes and present their final claims to an audience with clear reasoning and salient evidence.

Common Core State Standards for English Language Arts

R.8.1
Primary
Cite the strongest evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: This is the foundation of the project; students must use 'strongest evidence' from the book and film to prove their claims about the characters' internal qualities.
R.8.2
Primary
Analyze how a theme or central idea develops over the course of a text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.Reason: Students are tasked with tracing the development of the themes of 'home' and 'identity' through the journey of Dorothy and her companions.
R.8.3
Primary
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.Reason: The project requires students to look at how the challenges on the Yellow Brick Road act as catalysts for character growth and realization.
R.8.4
Secondary
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.Reason: One of the essential questions specifically asks students to analyze how word choice and figurative language create the tone of different regions in Oz.
RL.8.5
Primary
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.Reason: This standard is critical for the inquiry into how the structural differences between the novel and the film (e.g., the framing of the journey) change the 'truth' of the experience.
W.8.1
Primary
Write arguments to support claims with clear reasons and relevant evidence. (Adapted from W.8.1)Reason: Students will craft a modern argument or narrative to prove their thesis about identity and internal strength.
SL.8.1
Primary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.Reason: The inquiry framework explicitly mentions using collaborative discussions and feedback to refine interpretations of themes.
SL.8.4
Primary
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.Reason: Students will present their final 'modern storyteller' findings to an audience, requiring clear evidence and focused delivery.

Entry Events

Events that will be used to introduce the project to students

The Emerald City Tourist Trap

Students are 'invited' to move to the Emerald City through a series of glowing advertisements, only to find 'Redacted' letters from citizens describing the reality of life under the Wizard's rule. This triggers an inquiry into the themes of appearance vs. reality and how propaganda uses figurative language to mask the truth.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Dimension Hopping: The Structure Showdown

Students will compare the structural choices of L. Frank Baum’s novel and the 1939 film adaptation. Specifically, they will analyze the 'Dream Sequence' structure of the movie versus the 'Objective Reality' structure of the book. They will debate how these structural choices change the message about 'Identity' and 'Home.'

Steps

Here is some basic scaffolding to help students complete the activity.
1. Compare the ending of the book (where Oz is a real place) to the ending of the film (where Oz is a dream), noting the differences in narrative structure.
2. Discuss in small groups how the 'dream' structure impacts the theme of 'internal strength'—is it more or less powerful if it was 'all a dream'?
3. Draft a comparative analysis focusing on how the differing structures contribute to the overall style and meaning of the story.

Final Product

What students will submit as the final product of the activityA 'Structure Showdown' essay or presentation that argues which version (book or film) makes a more compelling case for Dorothy's self-reliance based on its narrative structure.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RL.8.5 (comparing and contrasting the structure of two texts and analyzing how it contributes to meaning).
Activity 2

The Yellow Brick Road Resilience Map

Students will map the development of the 'Self-Reliance' theme along the Yellow Brick Road. They will identify three 'Crucial Crossroads' (key plot events) where characters had to choose between waiting for the Wizard or taking action themselves. This prepares them for their final campaign.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify three specific obstacles on the Yellow Brick Road that forced a character to make a difficult decision.
2. Analyze how these decisions connect to the central idea of 'internal strength' over 'external validation.'
3. Engage in a 'Socratic Seminar' with peers to discuss how these literary obstacles mirror real-life challenges for modern teenagers.

Final Product

What students will submit as the final product of the activityAn illustrated 'Resilience Map' that traces the theme's growth, including 'Theme Statements' for the beginning, middle, and end of the journey.

Alignment

How this activity aligns with the learning objectives & standardsAligns with R.8.2 (analyzing theme development) and SL.8.1 (collaborative discussions).
Activity 3

The 'No Place Like Home' Campaign Manifesto

This is the project's 'Public Product.' Students synthesize everything they’ve learned to create a 'Self-Reliance Campaign' for their peers. Using the Oz archetypes as metaphors, they will write an argument (Manifesto) and create a presentation that helps other students recognize their own 'hidden brains, hearts, and courage.'

Steps

Here is some basic scaffolding to help students complete the activity.
1. Draft a 'Self-Reliance Manifesto' that uses at least one archetype from Oz to make an argument about self-worth to a teenage audience.
2. Participate in a Peer Review Workshop to strengthen the voice, tone, and evidence in the writing, focusing on audience impact.
3. Present the campaign to the class (or a panel of 'Media Critics'), using clear pronunciation, eye contact, and salient evidence from the text to support the argument.

Final Product

What students will submit as the final product of the activityA multi-media 'Self-Reliance Toolkit' consisting of a written 'Manifesto for the Modern Oz' and a live or filmed pitch.

Alignment

How this activity aligns with the learning objectives & standardsAligns with W.8.1 (argumentative writing), W.8.5 (planning/revising), and SL.8.4 (presenting claims).
Activity 4

The Wizard's Spin: Decoding Propaganda

Building on the 'Emerald City Tourist Trap' entry event, students analyze the 'glowing advertisements' of Oz vs. the 'redacted' reality letters. They will explore how the Wizard uses figurative language, hyperbole, and specific connotative word choices to create a tone of perfection that masks the reality of his rule.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify three examples of figurative language (metaphors, similes, or personification) used in the Wizard's 'advertisements' for the Emerald City.
2. Analyze the 'connotative' meaning of these words—what do they make the audience feel, and what are they trying to hide?
3. Write a 'Media Critic' paragraph explaining how this word choice creates a specific tone (e.g., awe-inspiring or intimidating) to maintain power.

Final Product

What students will submit as the final product of the activityA 'Propaganda vs. Reality' T-Chart or infographic that highlights specific metaphors and similes used by the Wizard and explains their manipulative effect.

Alignment

How this activity aligns with the learning objectives & standardsAligns with R.8.4 (determining figurative meaning and analyzing the impact of word choice on tone).
Activity 5

Character Case Files: The Hidden Strengths

In this foundational activity, students act as 'Identity Detectives' to investigate a character (Dorothy, Scarecrow, Tin Man, or Lion). They must find evidence that the character already possesses the trait they are seeking (brains, heart, courage, or a sense of home) long before they meet the Wizard. This challenges the 'external validation' myth of the Emerald City.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one of the four main travelers to the Emerald City and define the specific internal trait they believe they are missing.
2. Scan the text/film for three specific instances where the character's actions or dialogue actually demonstrate that trait (e.g., the Scarecrow coming up with a plan to save Dorothy).
3. Write an 'Inference Report' for each piece of evidence, explaining why this moment contradicts the character's belief that they are 'lacking.'

Final Product

What students will submit as the final product of the activityA digital 'Character Evidence File' featuring three key scenes with cited dialogue and a short analysis of how these moments prove the character's internal strength.

Alignment

How this activity aligns with the learning objectives & standardsAligns with R.8.1 (citing strongest evidence) and R.8.3 (analyzing how dialogue and incidents reveal character).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The Wizard of Oz: Self-Reliance Campaign Rubric

Category 1

Textual Analysis & Character Investigation

Focuses on the student's ability to act as an 'Identity Detective' by citing evidence and analyzing character development (R.8.1, R.8.3).
Criterion 1

Evidence-Based Character Inferences

Identifies and cites the strongest textual and visual evidence to prove that characters possessed internal strengths (brains, heart, courage) before reaching the Wizard.

Exemplary
4 Points

Cites multiple pieces of exceptionally strong evidence. Inferences are sophisticated, distinguishing between character actions and external validation with high-level insight. Analysis provides a deep connection between specific dialogue/incidents and character growth.

Proficient
3 Points

Cites clear and relevant evidence from the text/film. Inferences are logical and accurately identify when a character's actions demonstrate internal traits. Analysis explains how dialogue and incidents reveal character.

Developing
2 Points

Cites some evidence, but it may not be the 'strongest' available. Inferences are basic or occasionally inconsistent. Analysis provides a surface-level connection between incidents and character traits.

Beginning
1 Points

Provides minimal or irrelevant evidence. Struggles to make inferences about character traits. Analysis of dialogue or incidents is missing or inaccurate.

Category 2

Thematic Development & Synthesis

Evaluates how students analyze theme development and synthesize literary concepts with modern-day peer challenges (R.8.2).
Criterion 1

Thematic Evolution & Real-World Connection

Traces the development of 'self-reliance' and 'identity' through the plot and connects these themes to modern real-world contexts.

Exemplary
4 Points

Develops a complex theme statement that shows how self-reliance evolves. Synthesizes literary themes with modern social issues with remarkable depth and originality. Resilience map is highly detailed and insightful.

Proficient
3 Points

Develops a clear theme statement that traces the central idea throughout the text. Effectively connects the journey on the Yellow Brick Road to real-life resilience and identity. Resilience map is complete and logical.

Developing
2 Points

Identifies a theme but the development is only partially traced. Makes a basic or literal connection to real-world issues. Resilience map is missing key elements or transitions.

Beginning
1 Points

Identifies a topic (e.g., 'bravery') rather than a theme. Fails to connect literary events to real-world resilience. Resilience map is incomplete.

Category 3

Structural & Media Analysis

Assesses the student's ability to analyze how structural choices in different media impact the perception of truth and theme (RL.8.5).
Criterion 1

Narrative Structure Comparison

Compares and contrasts the narrative structures of the novel and the film, specifically the 'dream' vs. 'reality' framing.

Exemplary
4 Points

Provides a sophisticated analysis of how the 'dream sequence' vs. 'objective reality' changes the story's style and meaning. Evaluation of which version is more 'truthful' is nuanced and highly persuasive.

Proficient
3 Points

Effectively compares and contrasts the two structures. Analyzes how the 'dream' structure impacts the theme of internal strength compared to the book's reality structure. Argument is clear and supported.

Developing
2 Points

Describes differences between the book and film structure but analysis of 'meaning' or 'style' is limited. Argument about which version is better is present but lacks depth.

Beginning
1 Points

Identifies simple differences between the book and film but does not address narrative structure or its impact on the message. Argument is missing or unclear.

Category 4

Linguistic Analysis & Decoding Propaganda

Focuses on the 'Wizard's Spin' activity, evaluating the decoding of figurative language and tone (R.8.4).
Criterion 1

Rhetorical Analysis & Word Choice

Analyzes how the Wizard's use of figurative language and connotative word choices creates a specific tone and influences the audience.

Exemplary
4 Points

Identifies subtle nuances in language. Analysis of 'propaganda' shows a deep understanding of how word choice manipulates emotion and masks reality. T-Chart provides comprehensive and insightful explanations of manipulative effects.

Proficient
3 Points

Correctly identifies figurative language (metaphors, similes) and explains their connotative meanings. Analysis accurately describes how these choices create a specific tone in the Emerald City ads.

Developing
2 Points

Identifies some figurative language but struggle to explain the 'connotative' impact. Analysis of tone is basic or lacks connection to specific word choices.

Beginning
1 Points

Misses or misidentifies figurative language. Fails to explain how words affect the reader or the tone of the text.

Category 5

Argumentative Writing & The Manifesto

Evaluates the final 'Self-Reliance Manifesto' for its quality, purpose, audience awareness, and technical accuracy (W.8.1, W.8.5, L.8.1/2).
Criterion 1

Argumentative Writing & Revision Process

Produces a compelling argument for self-worth using Oz archetypes, showing evidence of planning, revision, and mastery of conventions.

Exemplary
4 Points

Manifesto is powerful and persuasive with a distinct, engaging voice. Uses sophisticated archetypal metaphors. Conventions are flawless. Clear evidence of significant improvement through the revision process.

Proficient
3 Points

Manifesto is well-developed with a clear argument and relevant evidence. Voice and tone are appropriate for a teenage audience. Demonstrates command of English conventions with minor errors. Evidence of revision is clear.

Developing
2 Points

Manifesto has a basic argument but may lack evidence or a consistent voice. Conventions have errors that occasionally distract the reader. Revision is present but limited to surface-level changes.

Beginning
1 Points

Manifesto is incomplete or lacks a clear argument. Frequent errors in conventions hinder understanding. No evidence of planning or revision.

Category 6

Collaborative Communication & Presentation

Assesses the student's ability to pitch their 'Self-Reliance Campaign' and participate in the Socratic Seminar (SL.8.1, SL.8.4).
Criterion 1

Oral Delivery & Collaborative Discourse

Presents the campaign with clarity and confidence, while engaging in collaborative discussions that build on the ideas of others.

Exemplary
4 Points

Presentation is captivating with exceptional eye contact, volume, and emphasis on salient points. In discussions, consistently synthesizes others' perspectives to reach deeper understanding. Provides visionary leadership in group work.

Proficient
3 Points

Presents claims and findings in a focused, coherent manner with relevant evidence. Maintains appropriate eye contact and clear pronunciation. Engages effectively in collaborative discussions, contributing and responding to ideas.

Developing
2 Points

Presentation is generally clear but may lack focus or salient evidence. Eye contact or volume is inconsistent. Participates in discussions but does not consistently build on others' ideas.

Beginning
1 Points

Presentation is disorganized or lacks evidence. Oral delivery (volume/eye contact) needs significant improvement. Struggles to participate in collaborative discussions or requires constant prompting.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Now that you've completed your 'Self-Reliance Campaign,' which specific character archetype (Dorothy, Scarecrow, Tin Man, or Lion) do you feel is the most important for teenagers today to understand, and how does their journey change your view on 'external validation'?

Text
Required
Question 2

How confident do you feel in your ability to identify 'The Wizard's Spin' (propaganda and manipulative figurative language) in the media you consume every day?

Scale
Required
Question 3

Which part of this project most changed your understanding of what it means to 'find your way home' or discover your own identity?

Multiple choice
Required
Options
Investigating 'Hidden Strengths' in the Character Case Files
Decoding propaganda and figurative language in 'The Wizard's Spin'
Comparing the 'Dream' vs. 'Reality' structures in 'Dimension Hopping'
Mapping resilience and real-world obstacles on the 'Yellow Brick Road'
Question 4

In the 'Structure Showdown,' you compared the book's reality to the film's dream sequence. How did analyzing these different structures change your opinion on whether Dorothy's journey was successful? Use evidence from your analysis to explain.

Text
Required
Question 5

Think about your own 'Yellow Brick Road' during this 15-day project. What was one 'obstacle' you faced (either in writing your manifesto or collaborating with others), and what 'hidden strength' did you use to overcome it?

Text
Optional