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 4/10

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Finish Oral response to literature presentations
• Reflections for portfolio; receive grade sheets; compare grades on grade sheets with graded papers returned
• Review "Metamorphosis" through "Kafka" game

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due Tuesday, lessons 25-26
• Speeches begin Tuesday and end on today
• 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

Daily Agenda 4/9

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due yesterday, lessons 25-26
• Speeches begin Tuesday and end on Thursday
• 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

Daily Agenda 4/8

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature
• Watch Kafka video, if time allows

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due today, lessons 25-26
• Speeches begin today and end on Thursday
• 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

Daily Agenda 4/3

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Overview: Oral Response to literature
• Brainstorming session with UE interns / teacher for speeches

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due Tuesday of this week
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

"The Metamorphosis" Oral Response to Literature

the overview:

One of the best ways to explore literature is to discuss it openly with others. Because "The Metamorphosis" is rife with hidden meanings and multiple interpretations, one may find comfort in knowing it need not be examined in any one way where a concrete "right" and "wrong" explanation exists.

the assignment:

Through an oral response to literature, students will explore a theme of "The Metamorphosis." The speech does not need to be written out ahead of time in essay form; however, students should have a basic outline to turn in after the speech. The outline should be complete; however, it does not need to be typed. Students who complete their outlines while other students give their speeches will receive no credit.

The speech should contain an identifiable introduction, body, and conclusion. Students should speak for approximately 3-5 minutes. Students should be conscious of eye contact, volume, and appropriate posture and gesturing. Wording should be clear and uncomplicated. Students should stay on topic and avoid criticizing the novella; such is not the topic of the speech. Off-topic discussions will adversely effect the total points earned. The content should follow one of the prompts listed below. Information should be accurate and relevant to the chosen topic; remember, as with an essay, the best way to prove a point is by using evidence from the text.

Students should have a prop for the speech: a poster; a PowerPoint presentation; a video or audio clip; an artifact. Again, posters arriving in class unfinished and being worked on during speeches will not be considered for points. Be respectful to your peers and give them your undivided attention during presentations. Please notify me by Monday, April 7 if you'll need any special equipment (LCD projector, overhead projector, etc.) for your presentation.

Advice: Practice. Three to five minutes of relevant material may be difficult for the unprepared presenter.

the content:

• The dictionary defines "metamorphosis" in terms of change -- physical, emotional, or spiritual. Beyond the evident change in Gregor at the beginning, where else does a metamorphic change occur?
• Critics maintain that Gregor finds freedom only in death because there was no other way out. Agree or disagree.
• Why, do you think, has Grete's attitude toward Gregor changed?
• The narrator strongly implies that Gregor starves himself to death. What other forces might have led to Gregor's death?

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. I also check both of my email addresses 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 requirements and plan to deliver your speech on the day for which you signed up. The absolute last day to deliver your speech will be Thursday, April 10. This will be your last "graded" assignment from me for this grading period.

the values:

• Posture, Eye Contact, and Volume, 20 points
• Preparedness / Outline, 20 points
• Stays on Topic / Content, 20 points
• Time Limit, 20 points
• Prop, 20 points
• Total value: 100 points

important dates:

• Wednesday, April 2 -- receive speech handout
• Thursday, April 3 -- sign-up sheet posted before school; choose topic and presentation date
• Thursday, April 3 -- in-class planning / brainstorming session with interns, teacher, and peers
• Tuesday, April 8 & Wednesday, April 9 -- presentations
• Thursday, April 10 -- last day to present (i.e., absences)

objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana State Academic Standards met by this project:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

*Indiana State Academic Standard 10.7.17:
Deliver oral responses to literature that:

• advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages.
• support important ideas and viewpoints through accurate and detailed references to the text and to other works.
• demonstrate awareness of the author’s writing style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.

Daily Agenda 3/10

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will explain how the author uses stylistic devices such as simile, epithet, Homeric simile, metaphor, personification, anthropomorphism, alliteration, foreshadowing, repetition, and symbol to achieve particular effects in an epic.

Today's Standards:
10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12, 10.7.5

Today's Activities:
* Watch cartoon Odyssey
* Write at least 3 similarities on note card; 3 differences on other side

Today's Announcements:
* Interviews due TODAY -- last day accepted = 3/11
* Vocabulary 19-20 due tomorrow
* Double history period tomorrow -- meet in Ms. Hercules' room

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 11/15

Today's Agenda ~

* Finish reading Act 3, scene 5 * read it / discuss / copy notes
* Announcements: open book quiz over Act 3 quiz tomorrow; please turn in missing mini compare/contrast essays ASAP; also turn in vocab ASAP
* Watch 1968 version of Act 3, scene 5; discuss
* Watch 1996 version of Act 3, scene 5; discuss
* Discuss similarities / differences / preferences for this scene

Standards met today: 10.3.3, 10.3.4, 10.3.8, 10.3.10, 10.7.13

Daily Agenda 11/9

*Finish Act III, scene i * read it
*Watch and discuss Zeffirelli and Luhrmann versions of Act III, scene i (3rd option for mini compare/contrast essay)
*Announcements: Mini-compare & contrast essays due Tues. 11/13; vocab 25-26 due Tues. 11/13; contact Mrs. Feller or Ms. Wayne by email if you need help with your essay over the weekend.

Standards met today: 10.3.3, 10.3.4, 10.7.8, 10.7.13

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

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

Standard 7, Speaking and Listening

Standard 7: Listening and Speaking: Skills, Strategies, and Applications

Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.

Comprehension

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.

Organization and Delivery of Oral Communication

10.7.2
Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or references to authoritative sources.

10.7.3
Recognize and use elements of classical speech forms (including the introduction, first and second transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.

10.7.4
Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

10.7.5
Produce concise notes for extemporaneous speeches (speeches delivered without a planned script).

10.7.6
Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.

Analysis and Evaluation of Oral and Media Communications

10.7.7
Make judgments about the ideas under discussion and support those judgments with convincing evidence.

10.7.8
Compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event.

10.7.9
Analyze historically significant speeches (such as Franklin Delano Roosevelt’s “Day of Infamy” speech) to find the rhetorical devices and features that make them memorable.

10.7.10
Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

10.7.11
Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

10.7.12
Analyze the types of arguments used by the speaker, including argument by causation, analogy (comparison), authority, emotion, and logic.

10.7.13
Identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare Shakespeare’s Henry V with Kenneth Branagh’s 1990 film version).

Speaking Applications

10.7.14
Deliver narrative presentations that:
• narrate a sequence of events and communicate their significance to the audience.
• locate scenes and incidents in specific places.
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters.
• time the presentation of actions to accommodate time or mood changes.

10.7.15
Deliver expository (informational) presentations that:
• provide evidence in support of a thesis and related claims, including information on all relevant perspectives.
• convey information and ideas from primary and secondary sources accurately and coherently.
• make distinctions between the relative value and significance of specific data, facts, and ideas.
• include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs.
• anticipate and address the listeners’ potential misunderstandings, biases, and expectations.
• use technical terms and notations correctly.

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.

10.7.17
Deliver oral responses to literature that:
• advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages.
• support important ideas and viewpoints through accurate and detailed references to the text and to other works.
• demonstrate awareness of the author’s writing style and an appreciation of the effects created. • identify and assess the impact of ambiguities, nuances, and complexities within the text.

10.7.18
Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that:
• structure ideas and arguments in a coherent, logical fashion using inductive or deductive arguments.
• contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy).
• clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
• anticipate and address the listeners’ concerns and counterarguments.

10.7.19
Deliver descriptive presentations that:
• establish a clear point of view on the subject of the presentation.
• establish the relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved).
• contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details.