Agenda 9-2

Activities:
* Bellringer
* Instructions for peer editing
* Peer edit your partner's paper (first 20 minutes = grading, second 20 minutes = discussion)
* Turn your paper in when finished

Announcements:
* HW: read chapter 5 of Frederick Douglass and be prepared to discuss
* Test grades, chapters 1-4
* Bring Frederick Douglass books tomorrow

Objectives:
* Write an autobiography
* Peer edit a paper using constructive criticism
* Peer edit using proofreading symbols

Agenda 8-29

Activities

• Bellringer
• Quiz, Frederick Douglass, chapters 1-4 and "Success is counted sweetest" by Emily Dickinson
• Film clip, if time allows
• Work on autobiographies, if time allows

Announcements

• Autobiographies due Tuesday, 2 September -- these WILL NOT be accepted late
• Decide who your peer editing partner will be

Objectives

• Read an autobiography
• Write an autobiography
• Understand / analyze autobiographical writing / slave narratives
• Understand literary devices, such as chiasmus, alliteration, rhyme scheme
• Explore key idea of education and cruelty

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

lit devices: types of writing 1

allegory: a story in which people, things, and actions represent an idea or generalization about life; allegories often have a strong moral or lesson example: Allegory of the Cave by Plato

autobiography: an author's account or story of her or his own life example: Narrative of the Life of Frederick Douglass, an American Slave

biography: the story of a person's life written by another person example: Albert Einstein: a Biography

comedy: literature that deals with life in a humorous or satiric manner; in comedy, human errors or problems appear funny; comedies end on a happy note example: The Taming of the Shrew *

drama: the form of literature known as plays; but drama also refers to the type of serious play that is often concerned with the leading character's relationship to society example: 12 Angry Men

epic: a long narrative poem that tells of the deeds and adventures of a hero example: The Epic of Gilgamesh

epitaph: a short poem or verse written in memory of someone example: famous epitaphs

essay: a piece of prose that expresses an individual's point of view; usually, it is a series of closely related paragraphs that combine to make a complete piece of writing example: "Self-Reliance"

fantasy: a piece of prose that takes place in a nonexistent and unreal world, such as fairyland, or concerns incredible and unreal characters, or relies on scientific principles not yet discovered or contrary to present experience example: The Lion, the Witch, and the Wardrobe

fiction: narrative writing drawn from the imagination rather than from history or fact example: Wicked

genre: refers to a category or type of literature based on its style, form, and content

gothic novel: a type of fiction that is usually characterized by gloomy castles, ghosts, and supernatural or sensational happenings -- creating a mysterious, chilling, and sometimes frightening story example: Frankenstein

legend: a narrative or tradition handed down from the past; distinguished from a myth by having more of a historical truth and perhaps less of the supernatural; legends often indicate the lore of a people and thus serve as at least partial expressions of a national spirit example: King Arthur

memoir: a form of autobiographical writing dealing usually with the recollections of one who has been a part of or has witnessed significant events; memoirs differ from autobiographies in that they are usually concerned with personalities and actions other than those of the writer, whereas autobiographies stress the inner and private lives of their subjects example: Out of Africa

Daily Agenda 9/17

Today's Agenda ~

* Meet in classroom; discuss expectations for behavior during visit from guest speaker
* Go to library
* Announcements: autobiographies will not be accepted past Wednesday, 9/19; remember presentations start tomorrow; be prepared; look at rubrics for presentations
* ISTEP reminders

* RUBRIC FOR AUTOBIOGRAPHY PRESENTATIONS

Daily Agenda 9/13

Today's Agenda ~

* Secondary seating, middle seats open please
* Chapter 11, appendix, run-on and fragment quiz
* Answers for purple sheet (FD questions) must be in complete sentences. You must write at least 2 sentences for each question to receive full credit.
* Turn in FD books when finished with test
* Wrong book number? You need to find the book you signed out.
* Announcements: no books tomorrow OR next week. Only assignment between now and next Friday is vocabulary on Tuesday. "Activity day" tomorrow. Special guest speaker on Monday. Movie next Friday. Will not accept autobiography final copies past Wednesday of next week.
* First 15 minutes of class tomorrow to finish quizzes

Grading Period One

During grading period one (13 August - 21 September), we studied the following topics:

• literary devices (connect to literature)
• vocabulary (2 lessons due per week)
• grammar (commonly confused words [such as their, they're, there] , run-ons and fragments)
• textbook workshops (literal comprehension strategies, interactive reading strategies, and effective listening)
• poetry ("Some Like Poetry" , "All" , "Also All" , "Success is counted sweetest" , "Conscientious Objector" , "Making a Fist")
• essay ("Style")
• autobiography (Narrative of the Life of Frederick Douglass, an American Slave)
• written autobiography (rough draft and final copy)
• peer editing skills
• written response to literature and citing literature within a written response
• narrative presentation (presentation of autobiographical essay)

Daily Agenda 9/10

Today's Agenda ~

* Finish discussing "Conscientious Objector" -- literary device sheet out please

* Announcements: vocab #7-8 due tomorrow; last day to turn in vocab #5-6 is tomorrow; autobiography final copies due Wednesday 9/12, must be typed, 2 copies; email me for questions OR to print out your paper
*extra credit: logic puzzle OR parent at Open House on Wednesday (YOU do not have to attend); 15 points each
* OPEN BOOK Frederick Douglass quiz either Thursday or Friday over chapter 11, appendix, run-ons and fragments

Daily Agenda 9/7

Today's Agenda ~

* Begin reading chapter 11 of Frederick Douglass ; discuss themes (happiness, pros and cons of freedom)
* Announcements: next quiz will cover chapter 11, appendix, and fragments and run-ons; no textbooks on Monday, but bring FD books; final copies of autobiographies due Wednesday, 9/12, 2 copies, must be typed, with title page (discuss how-to title page)
* Read, write on, and begin discussion of poem "Conscientious Objector"
* Bring poems back on Monday to complete discussion

Daily Agenda 9/6

Today's Agenda ~

* Fragments and Run-on notes (see board)

• Fragments -- missing either a subject (noun) or a verb
• i.e., The soft and fluffy dog. (missing a verb)
• i.e., Ran down the road. (missing a subject)
• To solve the issue of fragments, check yourself with each sentence in question...
• Ask yourself: The soft and fluffy dog did what? --> no answer, then missing a verb
• Ask yourself: Who or what ran down the road? --> no answer, then missing a subject
• Run-ons -- two different kinds: fused or comma splice (CS)
• Fused sentences merge two or more sentences together with no punctuation.
• i.e., The soft and fluffy dog ran down the street we had to chase after it.
• Note, there is NO punctuation separating the two sentences.
• A comma splice separates two or more sentences using only a comma. A comma is simply not strong enough to hold two sentences together by itself. It can connect phrases, words in a list, or an indepedent clause and a subordinate clause, but not two complete sentences.
• i.e., The soft and fluffy dog ran down the street, we had to chase after it.
• We can solve the issue of run-ons in three different ways:
• put a period in place of the comma and capitalize the next word: The soft and fluffy dog ran down the street. We had to chase after it.
• put a semi-colon in place of the comma and do nothing to the next word: The soft and fluffy dog ran down the street; we had to chase after it.
• leave the comma in place and add a conjunction: The soft and fluffy dog ran down the street, and we had to chase after it.

* Grammar workbook p. 33-34 (extra copies available); due in approx. 15 min.
* Announcements: no textbook tomorrow; bring FD books tomorrow; final copies due Wednesday -- no HW until final copies due (except vocab)
* Revise essays from yesterday using checklist from the board

• check spelling, capitalization, and punctuation
• check for fragments and run-ons
• check that there is NO 2nd person (you, your, yours)
• highlight all be verbs: is, am, are, was, were, be, being, been, and helping verbs: may, might, must, do, does, did, would, could, should, has, had, have, will, shall, can (this counts for the negative as well, i.e., isn't, aren't, wasn't, etc.)

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 8/24

Today's Agenda ~

* Secondary seating chart for quiz (leave middle seats open)
* Quiz (closed book) over chapters 1-4 in Frederick Douglass. NO TALKING! Answer in complete sentences; answers not written in complete sentences will be docked points. Quiz = 20 questions X 2 points each = 40 points + essay question 10 points = 50 points
* Announcements: no textbook OR Frederick Douglass books Monday; ROUGH DRAFTS OF AUTOBIOGRAPHIES DUE MONDAY!!!
* Questions over the weekend about autobios? Email me missyfeller@yahoo.com or mafelle@evsc.k12.in.us

* Standards met today: 10.3.5, 10.5.1

Daily Agenda 8/23

Today's Agenda ~

* Regular seating today
* Review / finish reading chapter 3 (first ten minutes)
* Discuss chapter 3
* Discuss evidence of CHIASMUS in FD's style: "He was just the man for such a place, and it was just the place for such a man." (chapter 4, 2nd paragraph). "His words were in perfect keeping with his looks, and his looks were in perfect keeping with his words." (chapter 4, 3rd paragraph).
* Announcements: no textbooks tomorrow; bring Frederick Douglass books tomorrow; QUIZ over chapters 1-4 and Emily Dickinson poem "Success is counted sweetest" tomorrow; autobiographies due Monday
* Read and discuss chapter 4 in Frederick Douglass

* Standards met today: 10.3.3, 10.3.6, 10.3.7, 10.3.9, 10.5.1

Daily Agenda 8/22

Today's Agenda ~

* Finish reading chapter 2 (silent) (first 10 minutes)
* Discussion over chapter 2
* Announcements: bring Frederick Douglass books tomorrow; reminder: rough drafts due Monday
* Poem: "Success is counted sweetest" by Emily Dickinson
* Work time: read chapter 3 of Frederick Douglass and work on autobiographies

* Standards met today: 10.1.4, 10.3.2, 10.3.7, 10.5.1

Daily Agenda 8/21

Today's Agenda ~

* Finish Chapter 1 of Frederick Douglass (read silently)
* Finish discussing chapter 1
* take notes (optional)
* Literature text, p. 116-119 "Narration: Autobiographical Narrative"
* Announcements: Bring Frederick Douglass books tomorrow
* Homework: Start working on Autobiographies and read chapter 2
* Project sheets: Every life has a story. What's yours?
* Sample essay
* Work time: start reading chapter 2 of Frederick Douglass OR start working on autobiographies

* Standards met today: 10.5.1

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 5, Writing

Standard 5, Writing: Applications (Different Types of Writing and Their Characteristics)

At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, Grade 10 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:

10.5.1
Write biographical or autobiographical narratives or short stories that:
• describe a sequence of events and communicate the significance of the events 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 the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings.
• pace the presentation of actions to accommodate changes in time and mood.
Example: After reading an example of an autobiography, such as Helen Keller’s Story of My Life, use the structure of the autobiography to compose an autobiography of your own.

10.5.2
Write responses to literature that:
• demonstrate a comprehensive grasp of the significant ideas of literary works.
• support statements with evidence from the text.
• demonstrate awareness of the author’s style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.
• extend writing by changing mood, plot, characterization, or voice.
Example: After reading a short story, such as “The No-Guitar Blues” by Gary Soto, “The Lottery” by Shirley Jackson, or “The Metamorphosis” by Franz Kafka, write responses that address each of the bulleted points.

10.5.3
Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that:
• gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
• communicate 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.
• use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic.
• include visual aids by using technology to organize and record information on charts, maps, and graphs.
• anticipate and address readers’ potential misunderstandings, biases, and expectations.
• use technical terms and notations correctly.
Example: On self-selected appropriate topics, keep an academic log that lists essential student-generated questions on the topic, information in response to each question from a variety of sources including word, pictorial, audio, and Internet resources complete with accurate citations. When each question has been researched, summarize in your own words how you would synthesize the information in order to arrive at an overall thesis on the topic. Write an essay on the thesis.

10.5.4
Write persuasive compositions that:
• organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
• use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a 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.
• address readers’ concerns, counterclaims, biases, and expectations.
Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings.

10.5.5
Write business letters that:
• provide clear and purposeful information and address the intended audience appropriately.
• show appropriate use of vocabulary, tone, and style that takes into account the intended audience’s knowledge about and interest in the topic and the nature of the audience’s relationship to the writer.
• emphasize main ideas or images.
• follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents’ readability and impact.
Example: Write a letter of support or complaint in response to service that you received at a store or restaurant. Address the letter to the manager, including a clear account of the incident and requesting that he or she take appropriate action in response.

10.5.6
Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that:
• report information and express ideas logically and correctly.
• offer detailed and accurate specifications.
• include scenarios, definitions, and examples to aid comprehension.
• anticipate readers’ problems, mistakes, and misunderstandings.
Example: Take notes while watching or listening to a physical therapist give instructions on the proper way to lift, carry, or move large objects. Incorporate these notes into a safety manual to be used in the classroom or in a job setting.

10.5.7
Use varied and expanded vocabulary, appropriate for specific forms and topics.
Example: Write a sentence for use in a formal letter of complaint: The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund.

10.5.8
Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

Research Application

10.5.9
Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations.
• synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions.
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
• demonstrates that sources have been evaluated for accuracy, bias, and credibility.
• organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited).
Example: Write a report on the Globe Theatre, gathering information from books, such as Shakespeare’s Theatre by Jacqueline Morley, videos such as “Shakespeare’s Globe Theatre Restored,” and Web sites by using a key word search for “Shakespeare” and “Globe Theatre.” Explain why the theatre was significant in the development of Shakespeare’s works.

Standard 5: Writing: Applications

(Different Types of Writing and Their Characteristics)

At Grade 9, students combine the rhetorical strategies of narration, exposition,
persuasion, and description in texts (research reports of 1,000 to 1,500 words
or more). Students begin to write documents related to career development.
Student writing demonstrates a command of Standard English and the research,
organizational, and drafting strategies outlined in Standard 4 — Writing
Processes and Features. Writing demonstrates an awareness of the audience
(intended reader) and purpose for writing.

9.5.1 Biographical or autobiographical narratives or short stories

9.5.2 Responses to literature

9.5.3 Expository compositions, including analytical essays

9.5.4 Persuasive compositions

9.5.5 Documents related to career development

9.5.6 Technical documents

9.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics.
Example: Write a formal and persuasive speech using words that will convince an audience to accept your point of view.

9.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

9.5.9 Research report

Narrative Presentations

According to the Indiana Department of Education's Academic Standards for English 9

9.7.14 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.

Daily Agenda 10/9

Today, we accomplished...

• turned in responses to literature
• turned in vocabulary lesson 15-16 (early)
• started presentations (autobiographies and information from USHMM.org website)
• presentations will continue Tuesday and Wednesday