Every life has a story. What's yours?

the assignment:
Frederick Douglass's autobiography starts from when he was very small and progresses to the most important turning point in his life: obtaining freedom. You, too, will write an autobiography, similarly scoped -- including information from the beginning of your life and current events as well. Read and think about the six topical requirements below. You do not necessarily need to include them in your autobiography in sequential order, but topics should flow easily from one to the next. Remember, Frederick Douglass told us of the good times (without making us envious) and the bad times (without seeking pity). Thus, your autobiography should not be boastful nor should it be an opportunity to "throw a pity party." You are merely, objectively, telling a story -- a story of your life. It may be humorous (appropriately so) or serious (without being boring). The main premise behind this assignment: you have a story within you -- so tell it and tell it well.

the details:
We will be completing two copies of this autobiography.

Rough draft: The rough draft is due Tuesday, 2 September at the beginning of the period. You will have all period Tuesday to review your partner's autobiography and peer edit. The first half of the period will be dedicated to silent reading / reflection / grading and the second half of the period will be allotted to discussion. Please note: a "rough" copy does not constitute including every grammatical error known to man without a penalty. It should be as complete and correct as possible. Graded rough drafts (peer edited) will be due to the teacher at the end of the period on 2 September. If absent on this day, you and your partner will be allotted one extra day to meet to arrange peer editing. If you do not have your rough draft on the assigned day without a slip signed by a parent explaining legitimate reasoning (not "I just didn't get it done") you will forfeit your 50 points for the rough draft. The teacher will return the rough drafts (with additional commentary) by Tuesday, 9 September.

Final copies: The final copies (due Friday, 12 September at the beginning of the period) will be returned by Monday, 22 September. Final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft under the final copies.

I hate to attach a word count to this kind of writing, because I do not wish to hinder creativity -- but the risk of "cutting corners" and writing the "bare minimum" remains as well. Therefore, I'm asking you to write a [non-negotiable] minimum/maximum of 500-1000 words for this paper -- easy, considering you have no research to do; you're writing about something you should know very much about: yourself.

To review my requirements for formal writings, visit the link below. http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

extra help:
If you feel like you need help beyond what is available in the classroom, I will be available before school (7:15-7:35am) and after school (3:15-4:30pm) Mondays through Thursdays. I also check my email daily and may provide assistance this way as well. Many students last year emailed their papers to me at night where I could bring them a paper with commentary the next day to class. Any papers you have me review before the actual due date will receive no penalty; it is considered "free" help.

the content:
It may be helpful to think of a theme for your autobiographical piece. If we had to attach one word for Frederick's story, it might be "freedom" or "education." Keeping a theme or overall idea in your head before you write will help to focus your writing and prevent too many side-stories which do not directly relate to your autobiography. Include in your autobiography all six points listed below. Again, this is not necessarily in the order listed.

your beginnings: Include all of the following. Your birth--you know the date, but you may need to check with your family about the time and the place, and special events. Your first steps OR your first word. Your parents--or whoever was closest by at the time--can give you the date and details on this.

your good times: A very happy event you remember from your life so far. If you're lucky, you have quite a few to choose from! Maybe you got a puppy, learned to ride a bike, got a good grade on a hard project--any happy event will do. Pick one, and check with your family, friends, or teacher to figure out the date and place.

your not-so-good times: A sad event from your life. Here's hoping you don't have too many of these. Moving, getting in an argument with a friend, or having a death in your family are all guaranteed to make you sad. Choose your event and track down the key data.

that part of you: Include one of the following. How did you discover what you like to do in your spare time? How did you meet your closest friend? What was a life-changing event for you?

other events: Two more important events from your life. You pick! These can be things you remember, or things that happened when you were very small ... or one of each.

a world event: For one of the above, an event that happened in the world around the same time. Use the Internet to find information for this part of your autobiography.

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire story to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Hint: A good speech doesn't explain what you're going to do before you do it; (i.e., "In this speech, I'm going to talk about my life...first I'm going to read you a paragraph about...). Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts or creating a PowerPoint slide show for enhancement of your presentation. (No posters please.) Speeches will take place 17-19 September. Sign-up sheets for time slots will be posted 15 September in the morning outside my door, first come, first serve.

the values:
rough copy of autobiography -- 50 points
final copy of autobiography -- 100 points
presentation of autobiography -- 50 points

resources:

Sample autobiography (correct):
http://english9h.blogspot.com/2006/09/sample-autobiography.html

Source of the Topical equirements:
http://piotech.wsd.wednet.edu/techoneunits/2internetbrowsing/task4/autobiography/amazingautobiographies.htm
Autobiography Project:
http://autobiographyproject.com/

Revision Checklist from the Autobiography Project Website *great checklist!http://benfranklin300.org/autobiographyproject/02_get_started/getstarted03.htm

Biography Maker:
http://fno.org/bio/biomaker.htm

the standards:
10.4.10, 10.4.11, 10.4.12, 10.5.1, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4, 10.7.2, 10.7.4, 10.7.14

Final Exam Study Guide, Spring 2008

The format of the final exam will mirror that of the first semester final. The final will contain seven sections, one for each of the Indiana State Academic Standards for English 10. Each question will value one point, 100 questions total.

I. Word Recognition, Fluency, and Vocabulary Development. 30 questions.
acquittal, antiquity, archaic, autonomy, bestride, closure, defunct, disconcerting, enjoin, facilitate, grimace, hieroglyphic, imposition, indignant, insipid, insolence, naïve, paradox, pastoral, pertinent, plausible, prelude, prevalent, protocol, redundant, rendezvous, rift, stamina, transition, transitory

II. Reading: Comprehension and Analysis of Nonfiction and Informational Text. 5 questions. Read a nonfiction selection and answer questions based on the content provided.

III. Reading: Comprehension and Analysis of Literary Text. 40 questions.

• Literary devices: allusion, ambiguity, dialogue, epithet, extended metaphor, flashback, foreshadowing, Homeric simile, hyperbole, imagery, irony, metaphor, omen, paradox, repetition, simile, soliloquy, speaker, symbolism, synecdoche, theme, tone, understatement, verbal cue
• Literature selections: The Odyssey, “The Metamorphosis,” To Kill a Mockingbird, two poems

IV. Writing: Processes and Features. 10 questions.

• Thesis statement, what it is, where it’s located in a paragraph, parts of
• Paraphrasing and direct quoting, proper format of each
• In-text citation, proper format
• MLA style, requirements for headings, title pages, works cited entries, work cited pages
• Be verbs, recognize in context

V. Writing: Applications. 4 questions.

• Best practices for a response to literature
• Best practices for a research paper
• Best practices for a compare and contrast / analytical essay

VI. Writing: English Language Conventions. 10 questions.

• 1st and 2nd person pronouns
• Fragments and run-ons
• Semi-colons
• Misspellings
• Commonly confused words

VII. Listening and Speaking: Skills, Strategies, and Applications. 1 question.

• Best practices for interviews

Daily Agenda 4/7

Today's Objectives:

• Students will reflect on the use of symbols in literature.
• Students will select a symbol to represent an important issue.
• Students will write a description of the symbol's meaning.
• OR
• Students will be able to answer questions about "The Metamorphosis" including vocabulary, reading comprehension (fiction and nonfiction), and written response with at least 75% proficiency after reading the novella on their own.

Indiana Standards:
10.1.2, 10.1.4, 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12, 10.4.1, 10.4.13, 10.4.5, 10.4.8, 10.4.10, 10.4.11, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

Activities:

• Students will retake the "Metamorphosis" test OR
• Students will do the symbol writing activity

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due tomorrow, lessons 25-26
• Speeches begin tomorrow and end on Wednesday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Response to Literature: The Metamorphosis

the overview:
Some may interpret Gregor Samsa's shocking and sudden transformation into a giant insect symbolic of the way he felt in reality: trapped by a monotonous and mundane existence; victimized by a selfish, blood-sucking family; dehumanized; unable to enjoy simple pleasures in life such as human contact, daily meals, and sleep/relaxation. Others may find Gregor's life too closely connected to Kafka -- the author -- to differentiate between author and protagonist. Like Samsa, Kafka suffered from an incurable illness (tuberculosis); he struggled in his relationships with women; he felt most disrespected and unappreciated by his overbearing and abusive father. Rich with symbolism -- one can simply not label "The Metamorphosis" as a "story about a guy who turns into a bug." Such would be dishonoring the story and Kafka.

the assignment:
In one class period, you will have the opportunity to brainstorm and select a symbol you believe could represent a big idea in today's culture. It could be significant to the world, at large, or your own personal life. Examples might include: increasing violence in society; threat of terrorism; how peer pressure affects behavior. Example: A student carrying around a heavy backpack might symbolize the threat of terrorism -- the student representing people in the United States or people in the world and the backpack representing the heavy burden of having to worry about a random act of terrorism happening anywhere, at any time. Note that this example is symbolic in nature -- a symbol means something other than its literal meaning. In other words, if you choose "increasing violence in video games" as your topic, I would not recommend using an XBox 360` or Wii as your symbol because these are not symbolic.

Tailor your response into at least two paragraphs: (1) explain the use of symbols in "The Metamorphosis" (including at least one example) and (2) describe your symbol and what it represents. You are not limited to two paragraphs; you may write more than two as long as they link together and still follow the criteria already established. The paragraphs should total between 200-300 words. To give you an idea of that length, this and the previous paragraph total 234 words.

You may use your "Metamorphosis" book, any notes contained within it, the dictionary, and/or the thesaurus. Spelling and grammar will count. Avoid 1st and 2nd person. Monitor your writing for fragments and run-ons. Voice/tone should be appropriate for a formal writing assignment.

You may be graded one of two ways for this assignment, depending on your focus.

• If you choose to focus on writing, only, note that you will be graded according to the ISTEP writing rubric. A score of 50 will double to equal 100 points for this assignment.
• If you choose to focus on writing and illustration, your grade will be split. You will still be graded according to the ISTEP writing rubric. A score of 50 will apply 1.5 times to equal 75 points. The remaining 25 points will be for an illustration.
• Essays turned in without an illustration will automatically be graded according to the 'focus on writing' point system.

extra help:
You have one class period to complete this project; the deadline will not be extended as people retaking the test will also have no additional time past the bell. I would recommend taking a scrap sheet of paper and gathering ideas before beginning your writing. If you have a question, please ask; I cannot provide assistance if you do not ask. However, do not whine and tell me you do not know what to write about. Consider previous writing assignments: what is the best way to organize an essay? I would strongly recommend using the following guideline to keep focused until the bell. Note: included in the guideline is a proofreading / editing segment. Grammar and spelling will count. Use the dictionary, if necessary.

5-10 minutes -- planning / pre-writing
20-25 minutes -- writing
5 minutes -- illustration
5-10 minutes -- proofreading / editing

the values:
75 points, using the ISTEP rubric = writing
25 points, illustration

OR 100 points, using the ISTEP rubric = writing

objectives:
Students will reflect on the use of symbols in literature.
Students will select a symbol to represent an important issue.
Students will write a description of the symbol's meaning.

Indiana State Standards met by this project:
10.1.2, 10.1.4, 10.3.7, 10.3.11, 10.3.12, 10.4.1, 10.4.13, 10.4.5, 10.4.8, 10.4.10, 10.4.11, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

resources:
Assignment Discovery Lesson Plan -- Great Books: Kafka's Metamorphosis
http://school.discoveryeducation.com/lessonplans/programs/kafka/

Daily Agenda 3/31

Today's Objective:
Students will be able to answer questions about "The Metamorphosis" including vocabulary, reading comprehension (fiction and nonfiction), and written response with at least 75% proficiency after reading the novella on their own.

Today's Standards:
10.1.2, 10.1.4, 10.2.4, 10.3.2, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12, 10.4.2, 10.4.5, 10.4.11, 10.5.2

Today's Activities:

• Turn in Odyssey Top Ten project
• Receive copy of calendar (next two weeks)
• Take test

Today's Announcements:

• Last day for Odyssey Top Ten project = Friday, April 4
• Vocabulary due tomorrow (lessons 23-24)
• Sub Friday for Mrs. Feller's tech day -- Ms. Endress
• End of grading period = Friday, April 11
• Feller's last day = Friday, April 11; sub: Ms. Yelton
• If you plan to own your own copy of To Kill a Mockingbird, please begin looking to purchase one now; best deal = Target

Odyssey Top Ten

the assignment:

You are going to create a top-ten poster for events, people, and places in The Odyssey. You will give awards based on “best ___ ” and “worst ____ ” or “most ____” and “least ____” . Rate your top ten, 1 being your favorite part from the story. Include in your top ten:

• at least one place (think of all of the places Odysseus went. This should be easy.)
• at least four people or characters (yes, this can include monsters or gods or goddesses)
• at least two events (this is a part of the plot – like, a shipwreck or fight)
• your choice for the remaining 3

Write 3-5 complete sentences explaining why this event, person, or place deserves this award. You may be as creative as you like, as long as it is school appropriate. You may include “___ deserves the award of ________ because…” as one of your sentences. Avoid 2nd person pronouns. This does not have to be typed; it does, however, have to fit either in or on the provided construction paper.

the content:

places:

• Ithaca, Troy, Island of the Cicones, Land of the Lotus Eaters, Island of the Cyclops, Land of the Laestrygonians, Aeaea, The Land of the Dead, Strait of Scylla and Charybdis, Thrinakia, Calypso’s Paradise Ogygia, Phaecia

characters:

• Odysseus, Penelope, Telemachus, Cicones women, Cicones army, Lotus eaters, Cyclops, Polyphemus, Aelous, Laestrygonians, Circe, Eurylochus, Elpenor, Hermes, Teresias, Antikleia, Achilles, Agamemnon, Clytaimestra, Sirens, Charybdis, Scylla, Lord Helios the Sun God, Calypso, Zeus, Poseidon, King Alcinous, Argos, Suitors, Eumaeus, Eurycleia, Antinous, Eurymachus, Maids, Athena

events:

• The Story of the Golden Apple; The Kidnapping of Helen; Odysseus Refuses to go to War; The Trojan War; Achilles's reaction to surrendering Chyrseis; Hector's Death; The Trojan Horse; Stopping at the Cicones Island; Stopping at the Lotus eaters’ Island; 3 men refuse to leave Lotus eaters’ Island; Entering Cyclops’s home; Cyclops eats first 2 men; Odysseus debates killing Cyclops; Odysseus gives Cyclops wine; Cyclops and Odysseus “name game” ; Odysseus pokes Cyclops’ eye out; Odysseus hides under sheep; Odysseus calls back to Cyclops; Odysseus receives bag of winds from Aeolus; Odysseus’s men open bag of winds; Aeolus thinks Odysseus is cursed; Circe turns Odysseus’ men into pigs; Hermes gives Odysseus moly / plan; Odysseus visits Teresias / Land of the Dead; Odysseus meets his dead mother Antiklea; Odysseus meets Agamemnon; Odysseus meets Achilles; Circe warns about Scylla, Charybdis, and Sirens; Sailing by the Sirens; Sailing by Charybdis; Sailing by Scylla; Stopping at Thrinakia; Odysseus leaves men alone / eat cattle; Helios asks Zeus for justice; Odysseus stays at Calypso’s island; Hermes tells Calypso Zeus’s decree; Calypso offers Odysseus immortality; Odysseus builds raft; raft crashes because of Poseidon’s wrath; Odysseus is found by King Alcinous’s daughter – treated kindly – receives ship; Odysseus arrives home – Meets Eumaeus and Telemachus; Telemachus searches for 1 year for father; Odysseus dresses as beggar – treated bad by suitors; Odysseus meets his old dog; Odysseus meets Penelope, still disguised – Eurycleia washes Odysseus’s feet; Penelope proposes test to suitors; Penelope wove rug to postpone wedding – caught by a servant; Odysseus, as beggar, asks for bow – suitors laugh – easily strings bow and shoots it; Odysseus and Telemachus fight suitors – all weapons gone; Odysseus and Telemachus have maids clean dead – hang them; Odysseus and Penelope talk – Odysseus proves he is Odysseus

concepts / themes:

• hospitality, hubris, epithet, loyalty, leadership, epic hero

extra help:

As always, if you feel like you need help beyond what is available in the classroom, I will be available in my classroom before school 7:00-7:25am and after school until 4:30pm. I also check my email daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the assignment and plan to turn it in, completed, on the due date. This assignment will NOT be accepted late, so plan appropriately.

the values:

Cover Design -- with words "Odyssey Top Ten" and illustration -- 20 points
One place -- 5 points
Two Events -- 5 points
Four characters -- 5 points
Bigger numbers -- 5 points
Numbers count backwards from 10 -- 5 points
Award name in big letters -- 5 points
Explanations (3 complete sentences per item) -- 50 points
Symbols or illustrations for each item -- 50 points

Total = 150 points

Indiana State Academic Standards met by this project: 10.3.1, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.4.1, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

Daily Agenda 3/18

Today's Objectives:
* Students will communicate a coherent thesis that conveys a clear perspective on a subject and remain consistent throughout the piece of writing.
* Students will write an essay using evidence in support of a thesis.
* Students will revise written work independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity.
* Students will edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation.
* Students will practice error analysis in own and peer work.

Today's Standards:
10.3.1, 10.3.3, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4

Today's Activities:
* Finish typing final copy of response to literature -- up word count to 250-500; include word count on paper
* Final copy of response to literature due today at the end of the period

Today's Announcements:
* meet in classroom Wednesday
* Vocabulary 19-20 due today
* Odyssey Top Ten due Thursday at the end of the period

Daily Agenda 3/17

Today's Objectives:
* Students will communicate a coherent thesis that conveys a clear perspective on a subject and remain consistent throughout the piece of writing.
* Students will write an essay using evidence in support of a thesis.
* Students will revise written work independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity.
* Students will edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation.
* Students will practice error analysis in own and peer work.

Today's Standards:
10.3.1, 10.3.3, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4

Today's Activities:
* Type final copy of response to literature -- up word count to 250-500; include word count on paper
* Final copy of response to literature due tomorrow at the end of the period

Today's Announcements:
* meet in lab Tuesday
* Vocabulary 19-20 due Tuesday

the Interview

the objectives:

• Students will describe and apply characteristics of a good interview.
• Students will connect the personal experiences of their interviewees with thematic elements in the Odyssey.

the overview:

Although Homer developed the story of the Odyssey hundreds of years ago, his thematic elements still allow us as a modern audience to connect with the plights, successes, and failures of his characters. Nearly everyone has visited a place outside of his/her hometown and found it to be noticably different from home. People nearly always struggle with the concept of growing up and finding one's place in the world. No matter what, people all acknowledge certain traditions or family values. People seek to be honorable and courageous in the face of tremendous uncertainties. And despite how permanent we may believe our lives to be, people we love and cherish will always come and go, and our reactions to these comings and goings may differ based on our own level of maturity.

the assignment:

• We will think about the thematic elements present in the Odyssey and mold an interview with the awareness of those thematic elements. Your interview should take place in person and not over the phone or through email communication. You may interview anyone you like, including someone in your immediate family. Develop your questions ahead of time, based on the options listed under "the content."
• Before the interview, write out at least 10 questions to use during your interview. You may want to consider contacting your person ahead of time and obtaining some intial information to help you focus your questions. Leave plenty of room to write down the interviewee's answers. It's okay to use several sheets of paper for your interview.
• Consider using a tape recorder / video recorder during the interview to preserve information.
• Before conducting your interview, write the following disclaimer statement on your interview sheet and obtain the signature of your interviewee. This is a necessary element for your grade. Failure to obtain a signature of your interviewee will result in the automatic failure of your project. Disclaimer statement: As an interviewee of (Student Name) I realize the information I provide is for a school project and may be used in the context of the English 9H class. (Interviewee Signature).
• You may choose to add to your intial 10 questions based on your interviewee's answers to other questions. Jot down more questions during the interview so you remember to ask them later.
• You may want to rewrite your questions and your interviewee's answers to ensure neatness and readability. Neatness will count -- if I can't read it, I can't grade it. Retain the original with your interviewee's signature. Again, the interview will not be graded without a signature.
• Be kind and courteous during the interview. Be sure to thank your interviewee for his/her participation both before and after the interview.
• Your interview is due Friday, March 7. The interview will not be accepted past March 10; a late penalty of 10% or one letter grade will be applied to interviews received on March 10.

the content:

Choose one from the following list to determine the focus of your interview.

• an exciting trip or vacation to a location away from our hometown
• a significant, life-changing event and its impact on the interviewee's life
• growing up and its effect on the interviewee's successes / failures in life
• re-discovering a long-lost friend or relative after many years of being apart
• one's personal experience with a guardian angel and the influence it had on the interviewee's life
• other (must thematically link to the Odyssey; "other" topics must be presented to the teacher, in writing, by Wednesday, March 5)

extra help:

If you feel like you need help beyond what is available in the classroom, I will be available before or after school Monday through Thursday in my classroom. I also check both of my email accounts daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the assignment and plan to turn it in, completed, on the due date. Again, this assignment will be accepted NO LATER THAN Monday, March 10. Please plan appropriately.

the values:

• at least 10 hand-written or typed interview questions; questions should be "multi-faceted" as discussed above. ["Explain." does not count as a question -- it should be part of a previous question] -- 10 points
• answers, written in complete sentences, to interview questions -- 40 points
• signature of interviewee (this element is necessary to receive points for this assignment; if this is missing, student will receive ZERO points, even if the interview is complete otherwise) -- PASS / FAIL points

the resources:

• Interview Help http://www.readwritethink.org/lesson_images/lesson17/RWTa27-1.PDF
• Sample planning sheet http://www.readwritethink.org/lesson_images/lesson17/RWTa27-3.PDF

Indiana State Academic Standards met by this project:

10.4.10 Review, evaluate, revise, edit, and proofread writing using an editing checklist.
10.4.11 Apply criteria developed by self and others to evaluate the mechanics and content of writing.
10.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
10.6.4 Apply appropriate manuscript conventions — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.
10.7.1 Summarize a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.
10.7.16 Apply appropriate interviewing techniques:
• prepare and ask relevant questions.
• make notes of responses.
• use language that conveys maturity, sensitivity, and respect.
• respond correctly and effectively to questions.
• demonstrate knowledge of the subject or organization.
• compile and report responses.
• evaluate the effectiveness of the interview.

Daily Agenda 2/27

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will analyze narrative elements in the epic, including point of view, setting, characters, theme, tone, conflict, and plot.
* Students will write an essay (response to literature) using evidence in support of a thesis.

Today's Standards:
10.1.3, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12, 10.4.1, 10.4.2, 10.4.13, 10.4.5, 10.4.7, 10.4.8, 10.4.11, 10.5.2, 10.6.2, 10.6.3, 10.6.4

Today's Activities:
* Receive monthly / unit calendar with objectives / standards / activities
* Work time for response to literature

Today's Announcements:
* Vocabulary due Tuesday of this week
* Response to literature due tomorrow at the beginning of the period; last day accepted will be Friday

Daily Agenda 2/26

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will analyze narrative elements in the epic, including point of view, setting, characters, theme, tone, conflict, and plot.
* Students will write an essay (response to literature) using evidence in support of a thesis.

Today's Standards:
10.1.3, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12, 10.4.1, 10.4.2, 10.4.13, 10.4.5, 10.4.7, 10.4.8, 10.4.11, 10.5.2, 10.6.2, 10.6.3, 10.6.4

Today's Activities:
* Quiz, books 5-6
* Discuss questions / concerns with books 5-6.
* Discuss writing assignment (see below)
* Writing assignment, preferably typed.
- 150-200 words, double-spaced (whether hand-written or typed)
- multiple paragraphs (doesn't matter how many, just as long as it's more than one)
- no 1st or 2nd person pronouns
- min. 2 citations [citation style --> (Homer 23) ]
- due 2/28, Thursday --> last day accepted = 2/29, Friday
- address ONE of the FOUR prompts below

Choice 1: Discuss the function of the Agamemnon story in The Odyssey.
Choice 2: What are the attributes of an 'epic hero'? Does being a hero automatically mean one is a good leader?
Choice 3: Explore and analyze one of the following character traits as discplayed in the epic so far: honor, virtue, humility, patience, wisdom, courage, integrity, family values, or maturity.
Choice 4: The ancient Greeks truly believed in caring for strangers. What forces in our time threaten to extinguish this tradition of kindness to and care for strangers?

Today's Announcements:
* Vocabulary due today, lessons 15-16
* Essay (see above) due Thursday at the beginning of the period.
* No reading homework for today.

Rashomon, or What's the True Story?

the overview:
The world perpetually seeks truth. But what exactly is truth? Can we define it? Marcus Aurelius, a Roman stoical philosopher, said “Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.”

In 1950, Japanese director Akira Kurosawa released a film called Rashomon, based on the short story "In the Grove". The movie follows the discussion of a woodcutter, priest, and commoner as they attempt to decipher four completely different accounts of the same event. The climax occurs at the end of the movie, where the sheer horror results not from the apparent deception of the four different accounts -- but in the realization that this ambiguity applies to all of life. No one can ever be sure about anything, ever. To mimic Aurelius, all truth is subjective.

Recall Lady Capulet's words after Tybalt's death: "He is a kinsman to the Montague; /Affection makes him false; he speaks not true: / Some twenty of them fought in this black strife, /And all those twenty could but kill one life" (RJ 3.1.181-184). If this is the way Lady Capulet really saw things, does that still mean that she's lying?

the assignment:
We assume when we read Romeo and Juliet, that the story on paper is the actual, true story. But whose perspective is it? Obviously, from the two movie adaptations, people interpret scenes very differently. So, here’s your chance to present the true story of what happened.

In a short story, you will give a character from the play a chance to make clear the real events. Some of the characters you may choose from died since the beginning of the play. That is okay – you may still write as that character. Your short story will be 500 words in length, approximately 100 for each act, told from the perspective of one of the main characters. So, in other words, using first person pronouns such as "I" and "me" WILL BE APPROPRIATE and necessary for this assignment. Still avoid second person pronouns. Spelling, capitalization, and punctuation still matter, although I will be more lenient for stylistic changes to grammar, as long as they are appropriate. For instance, Mercutio might talk in sentence fragments; the Nurse might talk in run-ons, etc.

You will have half of the period Monday, 26 November to work individually on this project. You will also have Tuesday, 27 November, and Wednesday, 28 November to work the entire period on this project. It will be due at the end of the period on 28 November. You may work on this assignment outside of class as well. However, you should bring all materials to class to work on during these two days. Tuesday and Wednesday will be conducted like a study hall; it should be quiet for people to concentrate on their work.

Although you should include commentary that reflects how your character feels about certain events, major events, like deaths, cannot be altered. However, feel free to be as creative as possible in your interpretation of the play. Consider the adaptation The True Story of the Three Little Pigs when writing this short story.

Realize that when you write this, it should sound as if it came from your chosen character. A story told from Romeo's perspective and a story told from Tybalt's perspective should sound very different. Stories which do not reflect the appropriate tone for that character will experience points deducted.

Use a large piece of construction paper and fold it in half like a book. The front cover should have some illustration on it, either digically created or hand-drawn. It should be in color. The back cover should have at least 3 fictional, comical reviews from popular critics, celebreties, or local community figures praising or berating the book. The story should fit entirely in the middle of the folded sheet of paper -- hand-written or typed. No font restrictions for this assignment -- as long as I can still read it.

the content:
Your short story should be written from one of the following characters' perspectives:

• Romeo
• Juliet
• Nurse
• Friar
• Benvolio
• Lady Capulet
• Tybalt
• Mercutio

Your short story should include the following major events of the play:

• opening fight scene between the servants / households (Act I)
• meeting between Romeo and Juliet (Act I, II)
• Romeo and Juliet's marriage (Act II)
• Mercutio's death (Act III)
• Tybalt's death (Act III)
• Juliet's pressure to marry Paris (Act I, III)
• Juliet taking the potion and faking death (Act IV)
• Romeo not receiving the letter (Act IV, V)
• Romeo's suicide (Act V)
• Juliet's suicide (Act V)
• other scenes important to your character

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date.

the value:
The short story: 75 points
The cover design: 15 points
The back cover: 10 points
total value for this project: 100 points

resources:
What is a parody? http://en.wikipedia.org/wiki/Parody
Hamlet parody, Rosencrantz and Guildenstern are Dead http://en.wikipedia.org/wiki/Rosencrantz_and_Guildenstern_Are_Dead
Short stories: 10 tips for Novice Creative Writers: http://jerz.setonhill.edu/writing/creative/shortstory/index.html

Indiana Academic State Standards met by this project: 10.3.3, 10.3.4, 10.3.8, 10.3.9, 10.3.10, 10.3.13, 10.4.1, 10.4.13, 10.4.10, 10.4.11, 10.5.1, 10.5.2, 10.5.8, 10.6.3

Listen Up: RJ Soundtrack

the overview:
Victor Hugo, world-renowned poet, playwright, and novellist, once said "Music expresses that which cannot be said and on which it is impossible to be silent." Words speak to us, but music, itself, reaches down into the depths of our souls and awakens emotions left indifferent from mere words. This explains then why music accompanies the most dramatic moments in films and plays; the action or dialogue from the characters could not possibly match the power of music. Opera-goers, even when they do not know the language, may find themselves in tears because of the passion, the unutterable emotion often limited by the spoken word.

the assignment:
Fitting for one of the world's most classic and passionate tales of romance and loss, we will create a soundtrack for Shakespeare's Romeo and Juliet. You may work either by yourself or with one partner; your assignment expectations will vary based on the number of people. Individuals will need at least five songs in their soundtrack; partners will need a total of at least ten. The maximum number of songs for either combination is fifteen.

You will have the entire period Friday, 30 November (1/2 day) to do your initial planning. We will be in the lab on Monday, 3 December for researching / printing and back in the classroom to finish up this project on 4 December. The project is due at the end of the period Tuesday, 4 December. This project will not be accepted late.

Five parts make up the requirements for this project. Each part will have its own point value, discussed below.

* list of songs
Students should compile a list of songs to be included in the soundtrack. The master list should include the title of the song, in quotes, the artist, and the correlating act and scene. Each song should be matched up with a specific moment in the play. This master list values 10 points.

* explanations
Students should explain the correlation between the song and the act/scene. Students should write a minimum 5-sentence explanation for each song. (1) Explain which act and scene it connects to and the musical genre. (2) Identify at least one literary device present in the song. (3) Include a quote from the play (including citation) and explain how it appears in the song. (4) Include a quote from the song and explain how it appears in the play. (5) Provide an additional connection, linking overall tone, mood, theme, etc. Partners should each complete 5 explanations. Students may either handwrite these explanations or type them. This element values 50 points. (sample)

* lyrics
Students should print out the lyrics of the songs either directly from a website or by reformatting them in a word processing program (such as Microsoft Word). Songs which link thematically to Romeo and Juliet might have explicit lyrics. However, you may not use songs with more than two obscenities (total, throughout the entire song) and those words must be blacked out / whited out before turning in the final product. Lyrics which do not comply with these criteria will receive zero points. Lyrics will earn 10 points.

* CD cover / spine / back cover design
Students should design the cover, spine, and back cover for their compilation. Students may design it however they like, using clip art or hand-drawings. The artwork should be in color. The front cover should have the name of the album and the name(s) of the compiler(s). The back cover should have a short summary of the play and very short bio(s) of the compiler(s). The album should be attractive and visually appealing to consumers. Previously published album designs will receive no credit. This creative element values 20 points. (See resources section below for links).

* CD design
Students should design the CD, itself. Again, the artwork should be in color, whether created digitally or by hand. The CD should have the name of the album, the compiler(s), and the list of songs with their artists. It should also be visually appealing to consumers. Previously published CD designs will receive no credit. This creative element values 10 points. (See resources section below for links).

NOTE: You do not need to turn in an actual, burned CD but you may if you desire. Please keep in mind that we do not want to encourage or break any copyright laws while completing this project.

the content:
Individuals will need at least one song to represent each of the five acts of the play; partners will need at least two songs per act. Partners should divide up the work so each person needs to find a song for each act.

You will need to find direct quotes from both the play and the lyrics to show a correlation between the two. Citations will be part of your grade for this project.

Soundtracks should reflect an eclectic mix, or one derived from a variety of music influences. Possible genres include: country, oldies/classic, rap, metal, alternative, female artists, rock/pop, easy listening/adult rock, rhythm & blues, and ***previous soundtracks. Partners' mixes should include at least four of the listed musical styles; individuals need at least two. You will need to identify genres as part of your explanations.

*** Although previous soundtracks are an option for a musical genre, you may not use any songs previously used in Romeo and Juliet productions, dramatic or film. This includes the sample provided by the teacher for this project.

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date.

the value:
total of 100 points, broken down into the following 5 elements:

1. list of songs with artist and correlating act and scene number
   individuals: 5 songs min. OR partners: 10 songs min. -- 10 points


2. 5 sentences per song to explain connection, either hand-written or typed -- 50 points


3. printouts of lyrics with obscenities blacked out -- 10 points


4. CD cover / spine / back cover design -- 20 points


5. CD design -- 10 points

resources:

Sample CD soundtrack explanations: http://www.geocities.com/missyfeller/english9h/rjsoundtracksample.pdf

Online CD labeler: http://www.readwritethink.org/materials/cd-dvd/

Blank CD (for printing and designing by hand): http://www.readwritethink.org/lesson_images/lesson861/cd-dvd-label.pdf

Blank CD insert (for printing and designing by hand):

http://www.geocities.com/missyfeller/english9h/cd_insert.pdf

Blank CD with guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_label.pub

Blank CD without guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_label_blank.pub

Blank CD insert with guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_insert.pub

Blank CD insert without guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_insert_blank.pub

Indiana State Academic Standards met by this project: 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.4.1, 10.4.3, 10.4.7, 10.4.8, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.3

RJ Persuasive Essay

the overview:
Although Romeo and Juliet took their own lives at the end of the play, the blame for their premature deaths remains unclear. They didn't exactly have the best role models (their parents and friends) or guides (the Nurse, the Friar) along the way. In fact, every character influenced their decision to take their lives -- but the question remains: who is most at fault?

the assignment:
We will think about and respond to this question in the form of a persuasive essay. The paper should be approximately 1000 words in length. Please include your word count at the end of your essay. You should include a title page with this formal essay. The title page should fit the standard requirements: 12-pt, Times New Roman, double-spaced, with the title 1/3 of the way down the page and the MLA heading 2/3 of the way down the page. As always, double-space, whether hand-written or typed. You must, however, type the final copy. The rough copy of this essay is due on Monday, November 26. The final, typed copy is due on Monday, December 3. The presentations will take place from December 5 through December 7.

Use no more than 10 "be" verbs. Never include 1st or 2nd person pronouns in formal writing, unless specifically requested. Eliminate statements such as "I think" or "I believe." Never write "In this paper I will tell you" or "In this paper you will find." Papers with 2nd person pronouns or 1st person pronouns (unless used in a direct quote) will receive an automatic 15-point deduction. As Honors students, you should be beyond this type of vocabulary / word usage. Proofreading is a must. Too many papers in the past contained silly mistakes. In the immortalized words of my graduate professor, Dr. Michael Slavkin, "Always spell check a document -- Stupid is as stupid does and nothing says stupid more than somoeneone thut cant spull wright."

A persuasive essay should have five paragraphs. Start with an introduction, complete with attention getter, background information, and thesis statement. Your thesis should state: the person you blame for the deaths; three reasons why that person is at fault. Start with the strongest reason and work your way toward the weakest reason. I will provide you with a sample essay; however, you may not write about the same person I chose. Read the sample thesis below.

The responsibility of Romeo and Juliet's deaths rests on Friar Lawrence because of his selfishness, his unreliability, and his unlawful behavior.

My paper will follow the order of my thesis. Since I mentioned selfishness first, my first body paragraph must be about what I mean when I say Friar Lawrence is selfish.

You should include at least 3 direct quotes from the play in this essay. You will need at least one quote in each of the three body paragraphs which support your claim. Look at the example below.

"God pardon sin! / Wast thou with Rosaline?" (RJ 2.3.44).

As with your autobiographical essay, final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft under the final copies. Plan ahead for printing issues. If you need your paper printed, email it to me or bring it in on a jump drive or floppy disk. Make these arrangements before the due date.

As with all formal writings, include your word count at the end of your essay. To review my requirements for formal writings, visit the link below: http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

the content:
Choose from the following list to determine who is to blame for Romeo and Juliet's deaths.

• Romeo
• Juliet
• Nurse
• Capulet
• Montague
• Mercutio
• Tybalt
• Benvolio
• Romeo & Juliet (both)

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire essay to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Hint: A good speech doesn't explain what you're going to do before you do it; (i.e., "In this speech, I'm going to talk about why I think X is to blame from Romeo and Juliet's deaths...first I'm going to read you a paragraph about...). Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts or creating a PowerPoint slide show for enhancement of your presentation. (No posters please.) Please let me know ahead of time if you will need technology equipment for your presentation. Speeches will take place 5-7 December. Sign-up sheets for time slots will be posted 3 December in the morning outside my door: first come, first serve.

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date. We have limited time left in this semester, and I'm sure you all would like to know your grades the day we take our final.

the value:
persuasive rough draft, incl. title page/works cited -- 100 points (not accepted late)
typed persuasive final copy, incl. title page/works cited -- 200 points
persuasive presentation, 2-3 min. in length -- 50 points

work cited:
A work cited page must contain the resources cited in the essay.

Look at the examples below for help. Remember, you must hang indent your entry. Also include the words Work Cited, centered, before the entry. Do not include the label I've included to let you know which copy is which. In the interest of saving paper, you may include your work cited entry at the bottom of your essay, if it fits, rather than placing it on a different page. If you consult additional resources (i.e., the internet), include them in your works cited page.

Prestwick House Paperback: Shakespeare, William. Romeo and Juliet. Clayton, Delaware: Prestwick House, 2005.

English office copy: Shakespeare, William. The Tragedy of Romeo and Juliet. Austin: Holt, Rinehart and Winston, 1994.

No Fear Shakespeare: Shakespeare, William. No Fear Shakespeare: Romeo and Juliet. New York: Spark Notes, 2003.

Simply Shakespeare: Shakespeare, William. Simply Shakespeare: Romeo and Juliet. Hauppauge: Barron's Educational Series, 2002.

Cliff's Complete: Shakespeare, William. Cliff's Complete: Shakespeare's Romeo and Juliet. New York: Hungry Minds, 2000.

resources:
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing1.htm http://www.studygs.net/wrtstr4.htm
http://essayinfo.com/essays/persuasive_essay.php
Sample essay: http://www.geocities.com/missyfeller/english9h/persuasive.pdf

Indiana State Academic Standards met by this project: 10.3.3, 10.3.4, 10.3.8, 10.3.9, 10.3.10, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.5, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.4, 10.6.1, 10.6.2, 10.6.3, 10.6.4, 10.7.2, 10.7.4, 10.7.6, 10.7.18

Daily Agenda 11/7

Today's Agenda ~

* Portfolio reflections (15-20 min.)
* Announcements: mini compare and contrast essays due 11/13 (Tues); vocab 23-24 was due Tues 11/6; Act II quiz tomorrow
* Read Act II, scene vi * read it
* Review for Act II quiz

Standards met today: 10.3.3, 10.3.4, 10.4.11, 10.4.12

Daily Agenda 9/5

Today's Agenda ~

* Secondary seating -- middle seats open
* Frederick Douglass books out
* Writing prompt / connect to text; include citations (in-text notation) and follow all writing criteria listed on the board.
* Announcements: bring grammar workbooks tomorrow; no HW except to start working on final copies of essays; essays must be typed; turn in 2 copies of essays AND rough drafts Wednesday, 9/12.
* Return rough drafts today; start conferencing

Essay prompts:

Choose one:

• When does your voice speak and when does silence speak?
• Is there a god?
• Are you superstitious?
• What has been a turning point in your life?

criteria:
200+ words, NO 2nd person prounouns (you, your, yours), and at least 2 references from Frederick Douglass (at least 1 reference from chapter 10 and one reference otherwise).

i.e., Music plays an important role in my life, just as it played a major part in the lives of slaves. However, I listen to music when I am happy; slaves sung songs when they were sad (Douglass 18).

* Highlight all citations (in-text notation)

Standards met today:

10.2.2, 10.3.3, 10.3.4, 10.3.7, 10.3.9, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.7, 10.4.11, 10.4.13, 10.5.2, 10.6.1, 10.6.2, 10.6.3, 10.6.4

Daily Agenda 9/4

Today's Agenda ~

* Vocabulary lessons 5-6 due today; last day to turn in lessons 3-4
* Make up tests (if applicable)
* Notes from the board on common errors / best practices in formal writing
* Announcements: rough drafts returned tomorrow and conferences start tomorrow in class
* Be finished with chapter 10 by tomorrow (read time)
* Chapter 5-9 test results on board

Best Practices in Formal Writing (copy this down)

Formal writing should sound as if it could be published in a textbook or magazine.
So DO NOT...

* address the reader directly ("Do you know why I said that?" "I bet you're wondering about what that means.")

* comment about the assignment criteria ("I can't think of just one happy time." "This is a very difficult essay to write.")

* abbreviate words (b/c in fw u dont use ne abbr. & #s!!!)

Formal writing concerns the power of words. Use them wisely!
So AVOID...

* overusing phrases or words ("In the ___ grade, I ..." "I can't really remember...")

* "best...ever" ; very ; really ; a lot

* 2nd person pronouns (you, your, yours)

* yep, wow, oh well, anyways, okay, yeah, so, I mean, like

* Starting a sentence with "Because..." --> because that makes it a fragment!

OTHER CONCERNS:

* Introductory paragraphs SHOULD NOT sound exactly like the sample or start with the name and birthdate of the author.

* Divide your writing into paragraphs -- minimum of 5

* include a word count at the end of every formal essay

* double space your paper to ease corrections for BOTH your peer and your teacher

* INCLUDE DETAILS!!!

* Include transitions -- connect your ideas from one to the next

* include a title page and two copies of your final essay

Standards met today:

10.4.1, 10.4.3, 10.4.13, 10.4.10, 10.4.11, 10.4.12, 10.6.2, 10.6.3

Daily Agenda 8/27

Today's Agenda ~

* Secondary seating (middle seats open)
* Receive ISTEP rubrics and symbols of correction sheet
* Proofread / peer edit student papers (25 minutes)
* Announcements: bring grammar workbooks and Frederick Douglass books tomorrow; vocab lessons 3-4 are due tomorrow; tomorrow is last day to turn in lessons 1-2
*6th period received graded papers and progress reports; signed progress reports are due back by Wednesday; signed only if grade is lower than a B-average (79.4 and below)
* Discuss corrections and suggestions with partners.

* Standards met today: 10.4.1, 10.4.10, 10.4.11, 10.4.12, 10.5.1, 10.6.2, 10.6.3

Daily Agenda 8/20

Today's Agenda ~

* Regular seating
* Journal / timed writing (25 minutes) Write 150-200 words. Choose one:

• What is the most cruel punishment a person can give another?
• Where does your PRIDE come from?
• How is music used to affect our (your) emotions?
• What is the importance of music in your life? a certain song? why?
• Have you ever played a trick on someone?
• Does "prejudice" exist?

* Announcements: bring Literature books and Frederick Douglass books tomorrow; vocab lessons 1-2 due tomorrow
* Start reading Frederick Douglass, chapter 1 (class vote: silently or as class [teacher reads])
* Take notes over chapter 1 or use post-its (optional, but recommended)

* Standards met today: 10.4.3, 10.4.13, 10.5.7, 10.6.1, 10.6.2, 10.6.3

Every life has a story. What's yours?

the assignment:
Frederick Douglass's autobiography starts from when he was very small and progresses to the most important turning point in his life: obtaining freedom. You, too, will write an autobiography, similarly scoped -- including information from the beginning of your life and current events as well. Read and think about the six topical requirements below. You do not necessarily need to include them in your autobiography in sequential order, but topics should flow easily from one to the next. Remember, Frederick Douglass told us of the good times (without making us envious) and the bad times (without seeking pity). Thus, your autobiography should not be boastful nor should it be an opportunity to "throw a pity party." You are merely, objectively, telling a story -- a story of your life. It may be humorous (appropriately so) or serious (without being boring). The main premise behind this assignment: you have a story within you -- so tell it and tell it well.

the details:
We will be completing two copies of this autobiography.

Rough draft: The rough draft is due Monday, 27 August at the beginning of the period. You will have all period Monday to review your partner's autobiography and peer edit. The first half of the period will be dedicated to silent reading / reflection / grading and the second half of the period will be allotted to discussion. Please note: a "rough" copy does not constitute including every grammatical error known to man without a penalty. It should be as complete and correct as possible. Graded rough drafts (peer edited) will be due to the teacher at the end of the period on 27 August. If absent on this day, you and your partner will be allotted one extra day to meet to arrange peer editing. If you do not have your rough draft on the assigned day without a slip signed by a parent explaining legitimate reasoning (not "I just didn't get it done") you will forfeit your 50 points for the rough draft. The teacher will return the rough drafts (with additional commentary) by Friday, 31 August.

Final copies: The final copies (due Friday, 7 September at the beginning of the period) will be returned by Friday, 14 September. Final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft under the final copies.

I hate to attach a word count to this kind of writing, because I do not wish to hinder creativity -- but the risk of "cutting corners" and writing the "bare minimum" remains as well. Therefore, I'm asking you to write a [non-negotiable] minimum/maximum of 500-1000 words for this paper -- easy, considering you have no research to do; you're writing about something you should know very much about: yourself.

To review my requirements for formal writings, visit the link below. http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

extra help:
If you feel like you need help beyond what is available in the classroom, I will be available before school (7:00-7:30am) and after school (2:40-4:30pm) Mondays through Thursdays. I also check my email daily and may provide assistance this way as well. Many students last year emailed their papers to me at night where I could bring them a paper with commentary the next day to class. Any papers you have me review before the actual due date will receive no penalty; it is considered "free" help.

the content:
It may be helpful to think of a theme for your autobiographical piece. If we had to attach one word for Fred's story, it might be "freedom" or "education." Keeping a theme or overall idea in your head before you write will help to focus your writing and prevent too many side-stories which do not directly relate to your autobiography. Include in your autobiography all six points listed below. Again, this is not necessarily in the order listed.

• your beginnings: Include all of the following. Your birth--you know the date, but you may need to check with your family about the time and the place, and special events. Your first steps OR your first word. Your parents--or whoever was closest by at the time--can give you the date and details on this.
  
• your good times: A very happy event you remember from your life so far. If you're lucky, you have quite a few to choose from! Maybe you got a puppy, learned to ride a bike, got a good grade on a hard project--any happy event will do. Pick one, and check with your family, friends, or teacher to figure out the date and place.
  
• your not-so-good times: A sad event from your life. Here's hoping you don't have too many of these. Moving, getting in an argument with a friend, or having a death in your family are all guaranteed to make you sad. Choose your event and track down the key data.
  
• that part of you: Include one of the following. How did you discover what you like to do in your spare time? How did you meet your closest friend? What was a life-changing event for you?
  
• other events: Two more important events from your life. You pick! These can be things you remember, or things that happened when you were very small ... or one of each.
  
• a world event: For one of the above, an event that happened in the world around the same time. Use the Internet to find information for this part of your autobiography.
  

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire story to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Hint: A good speech doesn't explain what you're going to do before you do it; (i.e., "In this speech, I'm going to talk about my life...first I'm going to read you a paragraph about...). Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts or creating a PowerPoint slide show for enhancement of your presentation. (No posters please.) Speeches will take place 18-20 September. Sign-up sheets for time slots will be posted 17 September in the morning outside my door, first come, first serve.

the values:
rough copy of autobiography -- 50 points
final copy of autobiography -- 100 points
presentation of autobiography -- 50 points

resources:

Writing a Personal Narrative (language text, p. 62-68)
Writing Workshop: Narration: Autobiographical Narrative (literature text, p. 116-119)

Sample autobiography (correct):
http://english9h.blogspot.com/2006/09/sample-autobiography.html

Source of the Topical equirements:
http://piotech.wsd.wednet.edu/techoneunits/2internetbrowsing/task4/autobiography/amazingautobiographies.htm

Autobiography Project:
http://autobiographyproject.com/

Revision Checklist from the Autobiography Project Website *great checklist!http://benfranklin300.org/autobiographyproject/02_get_started/getstarted03.htm

Biography Maker:
http://fno.org/bio/biomaker.htm

the standards:
10.4.10, 10.4.11, 10.4.12, 10.5.1, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4, 10.7.2, 10.7.4, 10.7.14