Reflective Essay, Night 2008

the overview:
When reading literature, part of our experience consists of learning about another time or culture -- an experience far removed from our own. But another part of our reading experience involves reflecting on the literature -- finding a unique connection between what goes on in our own lives with that of the fictional characters we discover through reading.

the assignment:
You will be writing a reflective essay on some of the chapters we will study during our Night/Holocaust unit in place of a quiz. You should not work collaboratively on this assignment. Papers, written by friends, which appear similar in concept or wording, will be asked to be re-written.

As I said before, this will be very difficult for those of you who believe you may skip reading assignments (or blatantly NOT pay attention during class—which, by the way, is very disrespectful and rude) and still receive a decent grade. No gifts will be given with these assignments; you will receive the grade you earn.

Keep in mind, grammar and spelling always count. Neatness also counts; if I cannot read it, I will not grade it.

Include an MLA heading. Double-space the entire essay. This does not have to be typed, although I would prefer it that way. Those who opt to type will receive a 5 point bonus (half a letter grade). Also include the word count at the end of the paper.

First, choose an important/meaningful quotation from the chapter to reflect upon. The quote should be no more than 3 sentences long and does not count toward your word count. You should write the quote on the top of your paper and include the page and paragraph found.

Next, explain the quotation and its relationship/significance to: a) the rest of the chapter; b) the novel, in general; and c) Elie’s character. You must include all three of these topics.

Then, describe your personal emotional response to the quotation. Why did you choose this quotation? What word or words demand an emotional response from its reader? (I’m looking for specifics here. Statements like “This quote is sad. This book makes me sad. It’s a sad story.” will receive 0 points. Explain, in detail, all your thoughts. Maturity also matters – disrespectful, irrelevant, or sarcastic comments will also receive 0 points.)

Finally, include any literary devices which connect to the quotation. (i.e., simile, metaphor, symbolism, foreshadowing, irony, etc. P.S. If there are “no literary devices used” you should pick a different quote.)

the content:
Choose a meaningful quote from chapter 4 of Night.

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 7:15-7:35am and after school until 4:30pm. I also check my email daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the assignment and plan to turn it in, completed, on the due date. This assignment will be accepted up to three days late, with a

the values:
This essay will be graded using the ISTEP writing rubric.
quote: 5 points
explanation: 15 points
personal response: 15 points
literary devices: 15 points
content and grammar: 50 points
total: 100 points

Indiana State Academic Standards met by this assignment:

resources:
* sample correct response
* sample incorrect response

Agenda 10-6

Activities:
* Bellringer
* Quiz over chapter 3 of Night
* Receive reflection essay handout
* Begin reading and discussing chapter 4 of Night

Announcements:
* No more quizzes this week
* Please turn in any missing butterflies, 10% off
* No school on Friday, 10-10

Objectives:

* Explore the themes of fear, subjugation, anger, and tragedy

* Read a memoir

Daily Agenda 4/7

Today's Objectives:

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

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

Activities:

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

Announcements:

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

Response to Literature: The Metamorphosis

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

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

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

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

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

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

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

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

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

OR 100 points, using the ISTEP rubric = writing

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

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

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

Daily Agenda 3/20

Today's Objectives:
* Students will communicate their interests through surveys created by UE-interns.
* Students will create a project which demonstrates knowledge of the Odyssey, its problems, and its strengths.

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

Today's Activities:
* Take student interest survey with UE interns
* Work on Odyssey Top Ten

Today's Announcements:

* read The Metamorphosis / listen to it on CD -- be prepared for test when we return

* Odyssey top ten due when we return from break

* have a wonderful and safe spring break!

Odyssey Top Ten

the assignment:

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

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

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

the content:

places:

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

characters:

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

events:

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

concepts / themes:

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

extra help:

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

the values:

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

Total = 150 points

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

Daily Agenda 3/18

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

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

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

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

Daily Agenda 3/17

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

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

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

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

Daily Agenda 2/28

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will analyze narrative elements in the epic, including point of view, setting, characters, theme, tone, conflict, and plot.

Today's Standards:
10.1.3, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12

Today's Activities:
* Receive book 7 notes
* Read / discuss book 7 of the Odyssey
* Scheduled observation by Mrs. Viner

Today's Announcements:
* Vocabulary due Tuesday of this week
* Response to literature due today at the beginning of the period; last day accepted will be Friday
* Homework: read book 8
* quiz tomorrow over book 7-8

Daily Agenda 2/27

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

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

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

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

Daily Agenda 2/26

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

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

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

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

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

Daily Agenda 11/21

Today's Agenda ~

* Act V Quiz -- secondary seating please
* Bonus Quote Quiz
* Announcements: persuasive essays due 11/26; vocab was due Tuesday
* Receive soundtrack project sheet

SCHEDULE FOR NEXT WEEK:

Monday -- persuasive rough drafts due ; peer editing ; start working on short stories
Tuesday -- vocab 29-30 due ; work day for short stories ; conferences on essays
Wednesday -- work day for short stories ; conferences continue ; short stories due at the end of the period
Thursday -- complete the conferences ; Friar Lawrence memo ; watch Reduced Shakespeare Company RJ
Friday -- 1/2 day ; work on soundtracks

Rashomon, or What's the True Story?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Listen Up: RJ Soundtrack

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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


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


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


5. CD design -- 10 points

resources:

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

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

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

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

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

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

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

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

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

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

Daily Agenda 10/4

Today's Agenda ~

* Journal 2 due today
* Announcements: quotes need to be chosen by the end of the period today; paper is due Tuesday 10/9; email Miss Wayne regarding questions
* Read chapter 4
* Class time to work on papers

Reflective Essay, Night

You will be writing a reflective essay on some of the chapters we will study during our Night/Holocaust unit in place of a quiz. You should not work collaboratively on this assignment. Papers, written by friends, which appear similar in concept or wording, will be asked to be re-written. For this reason, you will sign up for your topics. As I said before, this will be very difficult for those of you who believe you may skip reading assignments (or blatantly NOT pay attention during class—which, by the way, is very disrespectful and rude) and still receive a decent grade. No gifts will be given with these assignments.; you will receive the grade you earn.

Below, you will find an outline of how points will be distributed for this assignment.

General Requirements:

* Grammar and spelling always count.

* Choose an important/meaningful quotation from the chapter to reflect on. The quote should be no more than 3 sentences long and does not count toward your word count. You should write the quote on the top line of your paper and include the page and paragraph found. (5 points)

* Explain the quotation and its relationship/significance to: a) the rest of the chapter; b) the novel, in general; and c) Elie’s character. (5 points/each = 15 points)

* Describe your personal emotional response to the quotation. Why did you choose this quotation? What word or words demand an emotional response from its reader? (I’m looking for specifics here. Statements like “This quote is sad. This book makes me sad. It’s a sad story.” will receive 0 points. Explain, in detail, all your thoughts. Maturity also matters – disrespectful, irrelevant, or sarcastic comments will also receive 0 points.) (15 points)

* Include any literary devices which connect to the quotation. (i.e., simile, metaphor, symbolism, foreshadowing, irony, etc. P.S. If there are “no literary devices used” you should pick a different quote.) (15 points)

* ISTEP rubric (50 points)

* Neatness will count – if I can’t read it, I will not grade it.

* MLA heading

* double-spaced

* word count at the end of the paper

* typed = 5 points bonus


Total value: 100 points

Daily Agenda 10/2

Today's Agenda ~

* Quiz on chapter 3 of Night
* Announcements: vocabulary lessons 13-14 due TODAY; bring Night book tomorrow and Thurs.
* Explain chapter 4 reflection paper (response to lit), due Tuesday, Oct. 9

* sample incorrect response
* sample correct response

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 3, Reading

Standard 3, Reading: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 10, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.

Structural Features of Literature

10.3.1
Analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Analyze the features of plays, such as I Never Sang for My Father by Robert Anderson or Arsenic and Old Lace by Joseph Kesselring or A Piano Lesson by August Wilson or The Buck Private by Luis Valdez.

10.3.2
Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how each genre shapes the author’s presentation of the theme or topic.
Example: Compare three different reactions to Lincoln’s death: Walt Whitman’s poem “O Captain! My Captain!” Frederick Douglass’ eulogy, and the report of Lincoln’s death from The New York Times on April 12, 1865. Analyze the differences among the genres and how the form impacts the reader’s perception of the event.

Analysis of Grade-Level-Appropriate Literary Text

10.3.3
Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot.
Example: Compare the development of the characters as they are represented in Merlin: The Coming of Arthur by Sir Thomas Malory, retold in a collection by David Day and The Acts of King Arthur and His Noble Knights by John Steinbeck.

10.3.4
Analyze characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
Example: Read works, such as “I’m Nobody! Who Are You?” by Emily Dickinson or In Search of Our Mothers’ Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description.

10.3.5
Compare works that express a universal theme and provide evidence to support the views expressed in each work.
Example: Analyze and compare selections that deal with the theme of independence developed in The House on Mango Street by Sandra Cisneros and The Childhood Story of Christy Brown (based on the film My Left Foot) by Christy Brown.

10.3.6
Evaluate an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
Example: Discuss how the games the boys play in school foreshadowed the coming of the war in A Separate Peace by John Knowles.

10.3.7
Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Example: Evaluate the imagery in poetry, such “I Wandered Lonely as a Cloud” by William Wordsworth and “Shall I Compare Thee to a Summer’s Day?” by William Shakespeare.

10.3.8
Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text.
Example: Read selections from short stories by Franz Kafka and evaluate the manner in which ambiguity and allegory function.

10.3.9
Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Example: Read Darkness at Noon by Harold Krents and discuss the impact of the narration as the story unfolds.

10.3.10
Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
· Dialogue: a conversation between two characters
· Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
· Asides: words spoken by characters directly to the audience
· Character foils: characters who are used as contrasts to another character
· Stage designs: directions and drawings for the setting of a play
Example: Evaluate the function of different dramatic devices in Shakespeare’s The Tragedy of Julius Caesar.

10.3.13
Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text.

Literary Criticism

10.3.11
Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Example: Read Jurassic Park by Michael Crichton or The Perfect Storm by Sebastien Junger and evaluate the way the author’s style and descriptions help create a mood of tragedy and suspense.

10.3.12
Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Example: Read a book such as Hornblower During the Crisis by C. S. Forester and tell how the author uses the story to convey larger themes about a period of transition in British history.

Guidelines for Reader Response (To Kill a Mockingbird)

Below you'll find suggestions for your written response to To Kill a Mockingbird. As this is a formal piece of writing, please refer to the criteria (included below), provided on the class website, and given to you the first day of class. Although I will not require this piece to be typed, I highly suggest it. Criteria for hand-written papers remains that it must be legible, above all else, and double-spaced with writing on every other line (no writing on the backs of pages, either). Criteria for typed also remains that it must be double-spaced, Times New Roman font, size 12-point only. Both hand-written and typed papers require a work(s) cited page. No title page is necessary; include an MLA heading at the top, left corner of the first page. Correct format constitutes part of your percentage and grade for this assignment.

For your assignment, respond to the following prompt:

What is the purpose of education?

You should thoroughly develop a 500-1000 word, 5-paragraph essay seeking to answer this conundrum.

First paragraph should briefly introduce your topic, starting with an exciting and interesting attention getter. Consider starting with a quote (not necessarily from To Kill a Mockingbird) as long as it is appropriate for your topic. Consider your audience. Your introduction should end with your three part thesis, formatted similarly: The purpose of education remains to ___, ___, and ___ .

Your body paragraphs should follow the lead you established with your thesis, following the same order as your three subtopics.

Your conclusion should review the main points you made in your essay. Rephrase your thesis and include it in your conclusion.

Requirements:

Do not include any first or second person in this essay, unless it appears in a direct quote (and try to avoid those as well). An essay with an author statement ("In this essay, I will tell you..." "In the following paragraph, you will read about..." "I believe..." "I feel..." "I think...") will result in an immediate drop in a letter grade for the paper.

Spelling and grammar always count. Use formal, standard English. This is a formal essay, not a note, text message, or IM to a friend.

Include your word count after the last sentence in your final paragraph. Be honest.
Scout makes several references to education and her opinion of the formal system in the first part of the novel. Refer to To Kill a Mockingbird, either paraphrasing an event or directly quoting it (no longer than 2 sentences quoted, please) and include an in-text citation (Last Name page number). You are required to make mention of TKM in at least one of your body paragraphs. You may do more, if desired. Also consider using other sources, either read in this class or those you've read on your own, to help defend your answer to the prompt.

Include a Work(s) Cited page at the end of your paper. If it will fit on the bottom of your essay, you do not need to include it on a separate page. Do not include the work(s) cited in the word count.

In-class work time will depend on you. We will work on this Monday and your work ethic will determine the amount of time you receive tomorrow. We will not begin reading TKM again until next week, but I would still recommend bringing the book. We may do vocabulary from the book if working on a 500-1000 word essay is not enough to fill up a class period.

Rough draft due: Friday, April 20, 2007. Value: 150 points.
Final copy due: TBA.