Daily Agenda 11/29

Today's Agenda ~

* Middle seats open please
* Explain letter / memo requirements
* Make-up quizzes
* Announcements: progress reports / online grades; Ms. Wayne at Benjamin's TODAY; 1/2 day tomorrow so work on soundtracks (sample soundtrack)
* Work on memo / letter -- due at the end of the period

Daily Agenda 10/24

Today's Agenda ~

* Finish Prince Escalus letters (1st 20 minutes)
* Turn in Prince Escalus letters after 20 minutes
* Announcements: Ms. Wayne available after school TODAY in Benjamin's; outlines NOT accepted past Friday; vocab due every Tuesday; final copies of compare/contrast due Wednesday 10/31
* Start reading Act I, scenes ii-iii

Daily Agenda 10/11

Today's Agenda ~

* Read and discuss chapter 6 of Night
* Announcements: checking rough drafts of business letters today (you should have something started) -- business letters due MONDAY, 10/15
* "Columbus Dying"

Daily Agenda 10/9

Today's Agenda ~
* Darfur
* Business letter
* Announcements: vocab 15-16 due today; quote reflection essay due today
* Read chapter 5 of Night

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.

Dear Abby, I have a problem...

the overview:
Boy! Romeo and Juliet sure have made a mess of things. People will go great lengths in the name of love. But if Romeo and Juliet had better mentors or guides in their lovesick journey -- would things have turned out like they did?

the assignment:
Write a “Dear Abby” letter as if you were Juliet. Describe your situation as of the end of Act III. Be creative! What would you think about doing if you were Juliet? Write at least three paragraphs, with 5-7 sentences per paragraph.

the content:
Write a business letter to Abby asking for advice. Your letter should follow standard business letter format. Check your handouts if you do not remember how to do this. The content of the letter should be as follows:

• Header and closing addressed appropriately
• 3 paragraphs, divided as follows:
  First paragraph: Explain to her your problem.
  Second paragraph: Describe all of your different options.
  Third paragraph: Ask for her opinion.

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. I also check my email daily and may provide assistance this way as well.
the value:

resources:
Dear Abby Online
http://www.uexpress.com/dearabby/

Abby's address:
Abigail Van Buren
P.O. Box 69440
Los Angeles, CA 90069

Sample Prince Escalus Letter

Prince Escalus
The Castle
Royalty Boulevard
Verona, Italy 98765
812 / 987 - 6543
October 31, 2006



Mr. and Mrs. Capulet
456 Capel Road
Verona, Italy 98765

Dear Mr. and Mrs. Capulet:

This is the first sentence of my first paragraph. The first paragraph should tell why I am upset with the Capulets and the Montagues. I don’t need to discuss the punishment yet because I’ll do that in the next paragraph. I shouldn’t be redundant with my ideas yet sure I explain thoroughly and completely why I am upset, as Prince Escalus. I am not writing this as a student.

This is the first sentence of my second paragraph. In this paragraph, I’ll explain what I’ve decided to do if the fighting continues, again, as Prince Escalus. I’m not writing this as a student. Also, I can’t make up any punishment I want because if I read the book carefully enough, I'd know what the Prince really decided. I understand I will be docked points if my punishment doesn’t match what the Prince clearly said in his speech.

My closing will go here. I simply need to thank the reader for considering these suggestions, thank them for their time, etc. One or two sentences is enough to receive full credit for this section.

Sincerely,






Prince Escalus

PE/MF

Daily Agenda 10/27

Today, we accomplished...

• discussed Act I, scenes 1-3
• read/discussed Act I, scene 4
• turned in missing work / Prince Escalus letters (due today) and vocab (also due today)

"Rebellious subjects" rubric

Heading = 4 points
Inside address / salutation = 4 points
Body paragraph 1 = 5 points
Body paragraph 2 = 4 points
Body paragraph 3 = 4 points
Closing / signature / printed name = 4 points

Double score out of 25 = ____ / 50 points possible

Rebellious subjects, enemies to peace

Reread Prince Escalus' speech to the Montagues and Capulets around line 81 in Act I, scene i. He's not very happy with their behavior lately. But let's pretend he wasn't able to meet them face to face and instead sends them a letter, discussing his concerns. Write your letter from Prince Escalus' point of view. Be kind and courteous but firm. Your letter should follow standard business letter format. Check your handouts if you do not remember how to do this. The content of the letter should be as follows:

• Addressed to either Lord and Lady Montague OR Lord and Lady Capulet
• Both the Prince and the Montagues/Capulets live in Verona, Italy
• 3 paragraphs, divided as follows:

1. First paragraph: Tell them why you are upset. (5-7 sentences)
2. Second paragraph: Explain what you have decided. (5-7 sentences)
3. Third paragraph: Thank them for their cooperation. (1-2 sentences)

Rebellious subjects, enemies to peace,
Profaners of this neighbour-stained steel,–
Will they not hear? What, ho! you men, you beasts,
That quench the fire of your pernicious rage
With purple fountains issuing from your veins,
On pain of torture, from those bloody hands
Throw your mistemper'd weapons to the ground,
And hear the sentence of your moved prince.
Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturb'd the quiet of our streets,
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
For this time, all the rest depart away:
You Capulet; shall go along with me:
And, Montague, come you this afternoon,
To know our further pleasure in this case,
To old Free-town, our common judgment-place.
Once more, on pain of death, all men depart.

Rubric for this assignment

Sample business letter

Indiana State Academic Standards met by this project: 9.3.3, 9.4.3, 9.5.5, 9.5.7, 9.5.8, 9.6.2, 9.6.3

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

Technical documents

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

9.5.5 Write documents related to career development, including simple business letters and job applications that:

• present information purposefully and in brief to meet the needs of the intended audience.
• follow a conventional business letter, memorandum, or application format.

Example:

Write a letter requesting an informational interview with a person in a career area that you would like to know more about. Complete a job application form for a part-time job and attach a memorandum outlining the particular skills you have that fit the needs of the position.

Go to our business letter, semester 1

9.5.6 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:

Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples so that all students will understand what is expected of them.