9th+GRADE+COMPOSTION+AND+SPEECH


 * Course Description**

**English 9 will encourage and engage students to explore a variety of reading and writing tasks. Students will learn to write in both formal and informal contexts to gain authority and learn to take risks. The writing for this __class__ includes journal keeping, collaborative writing, and in-class responses. They will come in contact with many disciplines and historical periods and gain an understanding of the connections between writing and reading. This course will help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons. The students will be able to write beyond the body paragraphs on each reason and a conclusion that restates the thesis. This course will provide knowledge through additional writing and organizational skills. It will encourage the students to take risks in their writing and excel beyond their own boundaries in reading.** Below are the state standards for reading, writing, listening, speaking, and viewing. Most of my __lesson plans__ include several standards. I have them listed by #. You can look up the standard by accessing the link.

COMMON CORE LINK
[]

COMMON CORE
RL.9-10.1 Cite strong and thorough textual evidence RL.9-10.2 Determine a theme R.L. 4 Analyze the cumulative impact of specific word choices on meaning and tone RL.9-10.3 Analyze how complex characters develop RL.9-10.4 Determine the meaning of words and phrases as they are used in text W.9-10.4-Produce clear and coherent writing W 9-10.5-Demonstrate command of language W.9-10.6-Use technology W.9-10.7-Answer question SL.9-10.1Participate effectively in class discussions L.9-10-1a-Demonstrate command of conventions L.9-10.2 a. Use semicolon b. Use core meaning of style c. Spell correctly knowledge of language to make effective choices f L 3 Apply

OCETI SAKOWIN
Essential Understanding 3 Indicator 1

STATE STANDARD LINKS
[] []

[] []

9TH COMPOSITION
Reading Plus || January 13 Reading Plus || January 14 Reading Plus || January 15 Reading Plus || January 16 Reading Plus ||
 * January 12

NO SCHOOL || January 20 Vocabulary 13 || January 21 Reading Plus || January 22 Reading Plus || January 23 Vocabulary 13 QUIZ ||
 * January 19


 * January 26 || January 27 || January 28 || January 29 || January 30 ||

The Cask of Amontillado” Final Assessment
For your test on “The Cask of Amontillado,” you will present a project to the class that you have created. The object of the project presentation is to demonstrate your thorough understanding of the set.ting, plot, and characters of the story. Additionally, your grade will be influenced by the quality of your __work__, the creativity of your work, and your preparedness.” (See attached rubric for details.) Regarding the format of the presentation, you have several options:
 * ** Individual Project Option 1: ** A decorated CD “cover” complete with song list (minimum 10) that reflects the characters, plot, or setting, //as well as lyrics for two of the songs//. Your lyrics should go into greater detail about the story. (No, you do not have to write the music for your songs, though you are certainly welcome to do so.
 * ** Individual Project Option 2: ** A travel brochure (complete with pictures) that invites your audience to visit Venice during Carnival. For this option, you will need to give some details about Carnival practices/traditions as well as __information__ about the plot and character. You might, for example, choose to portray “The Cask of Amontillado” as a famous historical event, giving appropriate details about the events of the story as well as Montresor and Fortunato. (You may choose other ways of detailing the plot and characters. This is just one idea for this format.)
 * ** Partner Option: ** A stage production of a scene from the story. Your project will be a script you write, including detailed stage directions and setting/costume suggestions. You must also have a stage bill, which briefly reveals the setting and a brief bio of the characters to your audience. **Both** of you must write //and// act. Your script and role play must demonstrate attention to detail and expression.

This project is worth 90 + 10 points and is due to be presented and turned in on Tuesday December 16, NO EXCEPTIONS! Late projects will receive only half credit but will be required nonetheless. This is, in essence, a “project test.”

** “The Cask of Amontillado” Rubric **

Note: Each area of assessment is worth a maximum of 18 points. Novice scores may range from 0-6 points per category; proficient scores may range from 7-15 points per category, and distinguished scores may range from 16-18 points.


 * || **Distinguished** || **Proficient** || **Novice** ||
 * **Setting** || Setting is clearly described in the project; if travel brochure, details of Carnival are given. || Setting is identified but little detail given. || Setting is insufficiently identified. ||
 * **Character** || Both characters’ personalities and flaws are exposed . || Both characters are discussed somewhat, but more detail is needed. || Description/details about one of the characters is missing ||
 * **Plot** || A person who has never read the story would understand what the story is about. || Main points are highlighted, but important details are missing. || Plot information is minimal and incomplete. ||
 * **Written Quality (Visual Appeal)** || The written portion of the project shows a creative approach and effort expended. || The written portion of the project shows a creative planning stage but a lack of production/follow through time. || The written portion of the project appears to be “slapped together” to have something to turn in. ||
 * **Presentation** || Student has clearly prepared for presentation; oral portion flows smoothly and clearly, conveying a sense of professionalism. || Student has prepared somewhat for presentation, but presentation is not of professional quality. || Student has not prepared for presentation, and/or presentation does not meet time requirements. ||

Teaching Basic Poetry
After having taught the basic forms of poetry such as rhyme schemes and metric patterns to ninth graders, I decided that I was getting some apt creations following the 'letter of the law' but not having any of the 'spirit' of poetry. I had seen some spontaneous poetry by students that was charming, but when they tried to follow forms, the feeling of the poetry suffered. So I devised these assignments to try to approach poetry from a different direction. I am not claiming that these techniques make anyone into a poet. Also, I am not saying that this method is superior to the more formal method. I am simply saying that I had some interesting results and would like to share them, perhaps as a supplement or an alternative to a more traditional method. The unit may last up to a week, but be aware that you will be asking the students to shift into their right brains, and then they talk, have to show their poems to each other, need you to look at each poem right away, etc. Depending on the class and their discipline needs, you may have to shorten the time you planned for these activities and leave some out or use them at a later date.

1.) Read "Beware do not read this poem" by Ismael Reed 2.) Write a 'name' poem. A name poem, is perhaps not a poem, but it is a 'right brain' assignment that most students can do to begin poem writing. The pattern is as follows: 1 A- alert 2 L- likable, lean 3 L- lucky, light, lazy 2 A- amiable, active 1 N- Nice In the assignment above, the students spell their names vertically, first and last names. [just the first name was used for the example] Then they follow the numbering pattern shown above. First and last letters of the name have one word which describe the student beginning with the same letter. Then the next letter in, [first and ending] have two words beginning with the same letter, etc. students with longer names have a longer assignment and may grump a little, but they all enjoy it, some saying "well I have to find eight words," beginning with l, etc. At first don't let them use dictionaries or you will end up with a string of dictionary words, but if the students work all class period without mentally finding the words, you might as well allow them. Don't grade this or any of the poetry assignments too rigorously. Their right brains are doing this, and a harsh grade may do the students and your teaching efforts much more harm than good. Also, don't overly comment on the choice of words that they use to describe themselves and don't misuse their unconscious disclosure of their self-image. 3.) Write a poem about water, describing water as pleasant. Make the poem specific and write three lines of any length. [|Water Poems] 4.) Write a poem about fire that is pleasant using specific senses. The poem should be five lines, with three to five words per line. [|Fire Poems] 5.) Write a poem about a wave of the hand that conveys 'good vibes.' The poem should be three lines, no limit in length. [|Wave Poems] 6.) The students now show their poems to each other according to their choice. They must follow two rules. One: say nothing bad about another's poems. Two: Say nothing bad about their own poems. 7.) Write a poem about things that fly. The poem should have five lines, with three to five words per line. [|'Fly' Poems] 8.) Write a poem about things bigger than expected. [Examples- train at night, brown bear in Canada, blood sucker (leech) in a Canadian lake.] Describe three things, one to two lines per thing, with lines two to seven words long. A student asked, 'can we write about colors?' I thought, 'why not?' [|Bigger Poems] 9.) Write five five word sentences in a pinwheel form. The middle word should be the same for each sentence. That is, the five sentences each share the same word on the page. [|Pinwheel Poems] 10.) Write a poem in the form of a square. First, write a six word sentence horizontally. Then write a downward vertical sentence using the first word of the first sentence. Then write a downward vertical sentence using the last word of the horizontal sentence. Then write a second horizontal sentence using the last words of the vertical sentences as the first and last words of the second horizontal sentence. [|'Square' Poems] 11.) Write a poem about three great tastes in three lines with three to seven words per line. 12.) Write a poem about three scary sounds in three lines of seven, three, and eight words respectively. Then add one extra word at the end of each line which makes the sound being described, such as 'hiss', 'whump', 'creak', etc.

= = =**Goals Essay** Name= __ List 5 short-term goals (things you’d like to accomplish in the near future). __ __ 1. __ __ 2. __ __ 3. __ __ 4. __ __ 5. __ __ List 5 long-term goals (things you’d like to accomplish eventually). __ __ 1. __ __ 2. __ __ 3. __ __4.__ __ 5. __ __ Now go back and put a star by any **3** goals of the 10 above that you could write about in an essay. __ __ Remember, a thesis statement is the topic sentence for your entire paper. It should be the **//last//** sentence of your **introduction** and the **//first//** sentence of your **conclusion**. __ __ The **controlling ideas** are the specific points in your thesis. They //control// what details you’ll explain in your paper. Pick three of your goals above to be your controlling ideas in your thesis (A, B, and C). __ __You may use one of the theses below or write your own. Make sure that you use parallel structure. (Keep the goals in the same form, like all nouns, all verbs in the same form, etc.)__ __ *My goals include __, ___, and__. A B C *___,__, and _ are very A B C important to me. *I want to, __, and__ __ A B __ ___ during my lifetime.__ __ C __ __ *During the upcoming years, I plan to ____,__ ___, and__ __ A B __ _. C Every paragraph must be 5-8 sentences long. Remember to indent! Don’t forget a title either! **Don’t** underline your title or use “ .” Your paper must be 5 paragraphs long. Here is an informal sample outline to help you. Each Roman numeral is a new paragraph.

I. Introduction
A. Define/discuss //goals// in general

II. Goal A:__
(Use a transition like //first of all, first, most importantly//, etc. Most transitions are followed by a comma.)

III. Goal B:__
(Use a transition like //next, second, secondly, another goal includes..., in addition,// etc.)

IV. Goal C:__
(Use a transition like //third, thirdly, furthermore, last of all, lastly, moreover, a third goal is..., in addition, finally, most importantly//, etc.)

V. Conclusion
A. Your **thesis** should be the **first** sentence. You may reword it, if desired. Helpful transitions include //overall, consequently, in// // summary, therefore, in short, in closing, // etc. (//In conclusion// is too  obvious.)

B. Summarize your goals overall or discuss goals in general again (using different words, of course).
ALWAYS PROOFREAD!

Effective narrative essays allow readers to visualize everything that's happening, in their minds. One way to make sure that this occurs is to use concrete, rather than abstract, details.

 * ======**Concrete Language**…====== || ======**Abstract Language**…====== ||
 * ======…makes the story or image seem clearer and more real to us.====== || ======...makes the story or image difficult to visualize.====== ||
 * ======…gives us information that we can easily grasp and perhaps empathize with.====== || ======…leaves your reader feeling empty, disconnected, and possibly confused.====== ||

**Concrete: I liked writing short, rhythmic poems and hated rambling on about my thoughts in those four-page essays.**
**ABOUT THIS BOOK http://www.randomhouse.com/teachers/catalog**

Getting a driver's license is the one thing that would make Remy's and Morgan's lives nearly perfect. And it seems as if it's going to be easy and fun. After all, Mr. Fielding, the Driver's Ed teacher, thinks his course is a joke. With their already licensed friend, Nickie Budie, Remy and Morgan take the stop sign at the corner of Warren and Cherry Roads. When this action has fatal consequences, they are forced to deal with death, guilt, and the responses of their friends and families. Though there are no easy answers to their dilemmas, the teenagers struggle to do the right thing in the face of their crime. This powerful story of a prank gone awry will leave teenagers grappling for solutions to tough issues.

**ABOUT THIS AUTHOR**

Caroline Cooney was born in 1947 and grew up in Old Greenwich, Connecticut. An excellent student and ambitious youth, she loved school and was involved in many different activities. By the time she was in tenth grade, Cooney played the piano for musical productions, directed a choir, and had a job as a church organist. Always an avid reader, Cooney often read series books such as //The Hardy Boys// and //Cherry Ames//. These characters had a big influence on her life and in fact, she says "//Cherry Ames, Student Nurse//, was my reason to go to nursing school in Boston later in life."

Cooney graduated from Greenwich High School in 1965 and attended various colleges, where she studied music, art, and English. It was in college that she began writing, and discovered a talent and joy in what would become an award-winning writing career. Cooney professes, "I love writing and do not know why it is considered such a difficult, agonizing profession. I love all of it, thinking up the plots, getting to know the kids in the story, their parents, backyards, pizza toppings."

Cooney's love of writing for young adults is clearly demonstrated in her numerous celebrated novels including: //Driver's Ed// (An ALA Best Book for Young Adults, an ALA Quick Pick for Young Adults, and a //Booklist// Editors' Choice), //Among Friends// (A New York Public Library Books for the Teen Age), //Twenty Pageants Later// (An ALA Quick Pick for Reluctant Young Adult Readers), and the time travel novels, //Both Sides of Time// and //Out of Time//. She is a master of mixing spellbinding suspense with thought-provoking insight into teenagers' lives.

**TEACHING IDEAS**

Using Driver's Ed in the Classroom


 * Pre-Reading Activity**

Provide a copy of your state's Driver Education manual for the class. Allow students to peruse the manual thoroughly. Are there any advantages for teenagers and their families that come from taking Driver's Ed? Have students make a chart of the requirements for obtaining a license in your state. How old do you need to be? What kinds of tests do you need to pass? What skills must be mastered for the driving test? What happens if you fail the written test, the driving test, or both? Display the chart in the room, and refer to it as you study the novel.


 * Thematic Connections**

Responsibility -- In the novel, Mr. Fielding, the Driver's Ed teacher, is described as "merely there" (page 8). Find other examples in the book of Mr. Fielding and the students as "merely there." To what degree, if any, is Mr. Fielding responsible for the behavior of Morgan and Remy? How does the tragic death of Denise Thompson cause him to change? Ask students to think of the best teacher they have ever had. Have them brainstorm the traits that made that person a good teacher. Are the traits based purely upon the teacher's knowledge of the subject matter? What responsibilities and moral obligations do teachers have that people in other professions don't have? To what degree might teachers influence the personal lives of their pupils?


 * Acceptance** -- Morgan and Remy notice an unusual traffic sign which reads "Thickly Settled." Consider the message of the sign in relationship to Morgan's and Remy's lives. How does the plot of the story "thicken" after they take the sign? At the story's end, in what way are the conflicts thickly settled? Have students create a sign that Morgan or Remy might design warning kids of the dangers of vandalism.


 * Family and Relationships** -- Have students compare and contrast the reaction of Remy's parents and Morgan's parents to the news that their children took the stop sign. Were the reactions what you expected? How did the mothers' responses differ from the fathers' responses? In what way did this entire situation affect Remy's brother Mac? Why did it influence him so profoundly?


 * Guilt** -- On page 95, Morgan refers to himself as "a slime." How does the omniscient point of view of the novel help you understand the inner struggles of the characters? How would the story be different if it were told in limited or first person point of view? What perspectives might be gained? Lost? In your view, are Morgan and Remy "slimes"?


 * Friendship** -- What is the irony in Nickie Budie's name? In what way was he anything but a buddy to Morgan and Remy? Define a buddy. Were Morgan and Remy true buddies?


 * Interdisciplinary Connections**


 * History** -- Morgan is the son of a politician. Ask students what the inherent difficulties and benefits might be of growing up in the public eye. Have them research people who were children or teenagers in the White House (Chelsea Clinton; Amy Carter; John F. Kennedy, Jr.; Caroline Kennedy; Julie Nixon Eisenhower; etc.) What are their perceptions of being the child of a public official? What are they doing now?

Invite a criminal lawyer to the class. Ask this person to speak about the similarities and differences between being tried as an adult and as a juvenile. What age limits are involved? Are there any instances in which minors can be tried as adults despite their age? What distinguishes a civil suit from a criminal suit? What are the differences between vandalism, criminal mischief, and malicious mischief? What are the maximum punishments for each of those crimes?


 * Language Arts** -- Have students find a reward notice in the Classified Ads section of your local newspaper. Compare this notice to the one written by Mr. Thompson. Ask them to write an original story explaining the reasons for and the outcomes of their reward notice. Have students share their stories with the class.

Ask students to research their "dream car." Using reference materials like Consumer Reports, have them determine their dream car's price, average gas mileage, optional features available, safety record, etc. Allow students to design an advertisement for their dream cars using this information.


 * Math** -- Have students look up statistics regarding traffic fatalities caused by young drivers in your county. Compare the statistics for males and females. Contrast your county's statistics with those of neighboring counties.


 * Vocabulary/Use of Language**

Why did Remy's mother name her after the artist Rembrandt? In what way does this knowledge about the origin of her name cause her to feel guilty? Ask students if their names are "solid names of old" (page 7) or newer names. Provide a baby name book and have them look up the meaning of their names. What reasons do parents, grandparents, and friends give for the origins of students' first names? Ask students to write original definitions of their first names, using this knowledge. Have them illustrate their definitions and create a class name book.

Teaching Ideas prepared by Jane O. Wassynger, English Teacher, Greenville Middle School, Greenville, SC.

**VOCABULARY**

Why did Remy's mother name her after the artist Rembrandt? In what way does this knowledge about the origin of her name cause her to feel guilty? Ask students if their names are "solid names of old" (page 7) or newer names. Provide a baby name book and have them look up the meaning of their names. What reasons do parents, grandparents, and friends give for the origins of students' first names? Ask students to write original definitions of their first names, using this knowledge. Have them illustrate their definitions and create a class name book.

PARTS OF SPEECH PROJECT INSTRUCTIONS:
 * Create a title page. Include your name on it.
 * Choose one activity for each part of speech.
 * Each activity should be completed on a separate sheet of paper so that you have at least nine pages (counting the title page)
 * title each activity page with the part of speech written in large clear letters
 * Several activities require illustrations-Use your time wisely

GRADING Your grade will be based on several factors
 * Creativity
 * Originality
 * Neatness
 * Spelling, Grammar, and Mechanics
 * Ability to follow directions
 * L/D/N Words
 * If any part of this assignment is plagiarized, the //entire// project will receive a ZERO

NOUNS
 * 1) Draw a rainbow with six colored stripes. Fill the top stripe with nouns that are usually red (EX: apple) Fill the second stripe with nouns that name items that are usually orange (EX: tangerine) Continue with the colors yellow, green, blue, and purple.
 * 2) A home is a mouse house. A slippery tree limb is a slick stick. Think of at least four other rhyming adjectives/noun pairs and write descriptions for them like the examples above. –Illustrate-

VERBS
 * 1) Make alist down your paper of the letters of the alphabet. Now write a verb that begins with each letter of the alphabet. You should have 26 verbs when finished.
 * 2) Find at least ten synonyms for each of the following verbs: talk, walk, run, add. NOTE: make sure you are finding synonyms for verbs!

PRONOUNS
 * 1) Slogans are catchy sayings companies use to help people remember products. Many slogans begin with pronouns, such as we, it, you. Choose ten products or companies and write a clever slogan for each. Do not use existing slogans.
 * 2) Write a pronoun poem. It should be at least ten lines long. Each line should begin with a different pronoun. Use objective, subjective, interrogative, relative, and demonstrative pronouns.

ADJECTIVES
 * 1) Find at least two adjective for each of the following categories” Color, Size, Shape, Distance, Feelings, or Qualities (do not use good, nice, or pretty) Quantity, Temperature, Time, Nationality, Origin. Material, Age, Purpose. Label each category.
 * 2) Make a list down your paper of the letters of the alphabet. Now write an adjective that describes yourself for each letter. You should have twenty-six adjectives when finished.

ADVERBS
 * 1) Make a list of ten actions a football/basketball/baseball player might do. Now for each list two adverbs that could explain how the athlete might have done each of these actions. Use you words to write ten sentences about the athlete you choose.
 * 2) EXAMPLE:
 * 3) Ran=action verb
 * 4) Forward, quickly=adverbs
 * 5) The receiver ran forward quickly to catch the winning pass.
 * 6) Any action verb you use could have an adverb. Write two sentences each with a different action verb. Then rewrite each sentence five times but use a different adverb each time to change the meaning of your sentence. Underline the adverb in each sentence.

EXAMPLE: She got up energetically. She got up carefully. She got up calmly. She got up reluctantly. She got up frantically.

PREPOSTIONS Write a preposition poem. Each line of the poem must begin with a preposition. The poem should have a title.

CONJUNCTIONS
 * 1) To remember the coordinating conjunctions, just remember the word FANBOYS ( for, and, nor, but, or, so, yet, so) Write two different sentences for each of the coordinating conjunction.

INTERJECTIONS 1. Write a short dialogue between two people. Have each person use at least five interjections in the dialogue. Remember to punctuate the dialogue appropriately. NOW IT IS TIME TO LEARN ABOUT SENTENCES AND ADD THEM TO YOUR BOOK! YOU WILL VIEW A POWERPOINTON SIMPLE, COMPOUND, COMPLEX, AND COMPOUND,-COMPLEX SENTENCES.
 * 1) Simple Sentences-Write five simple sentences.
 * 2) A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green.
 * 3) Examples: A. Some students like to study in the mornings. B. Juan and Art play football every afternoon. C. Alicia goes to the library and studies every day.

**1. Although I like to go camping** **,** ** I haven't had the time to go lately, and I haven't found anyone to go with. ** ** * * * * * * * * * * **
 * 1) Compound sentences-Write five sentences
 * 2) A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: //for, and, nor, but, or, yet, so//. (Helpful hint: The first letter of each of the coordinators spells //FANBOYS//.) Except for very short sentences, coordinators are always preceded by a comma. In the following compound sentences, subjects are in yellow, verbs are in green, and the coordinators and the commas that precede them are in red.
 * 3) EXAMPLES: A. I tried to speak Spanish, and my friend tried to speak English. B. Al and played football, so Maria went shopping. C. Al and played football, for Maria went shopping.
 * 4) Complex sentences-Write five sentences
 * 5) A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as //because, since, after, although,// or //when// or a relative pronoun such as //that, who,// or //which//. In the following complex sentences, subjects are in yellow, verbs are in green, and the subordinators and their commas (when required) are in red.
 * 6) EXAMPLES: A. When he handed in his homework, he forgot to give the teacher the last page. B. The teacher returned the homework after she noticed the error. C. The students are studying because they have a test tomorrow. D. After they finished studying,Juan and Maria went to the movies. E. Juan and Maria went to the movies after they finished studying.
 * 4. A compound-complex sentence is made from two independent clauses and one or more dependent clauses. Write five compound/complex sentences. **
 * (http://www.learnamericanenglishonline.com/Orange) **
 * Some examples: **
 * ** in ** ** dependent clause: ** ** "I haven't had the time to go lately" **
 * ** independent clause: ** ** "I haven't found anyone to go with" **
 * ** dependent clause: ** ** "Although I like to go camping... " **
 * 2. We decided that the movie was too violent, but our children, who like to watch scary movies, thought that we were wrong. **
 * ** in ** ** dependent clause: ** ** "We decided that the movie was too violent" **
 * ** in ** ** dependent clause: ** ** "(but) our children thought that we were wrong" **
 * ** dependent clause: ** ** who like to watch scary movies **

=**Commercial Challenge**= =You are an up and coming advertising designer that has been tasked with creating an ad for March Madness. Your challenge is to make an advertisement to convince an audience to buy a product.= =product= =audience= =demographics= =time= = =
 * Propaganda is ** the spreading of ideas, information, or [|rumor] for the purpose of helping or injuring an institution, a cause, or a person.

** Propaganda Techniques ** This technique tries to persuade everyone to join in and do the same thing. An important person or famous figure endorses a product. Good feelings, looks, or ideas transferred to the person for whom the product is intended. The product name or keyword or phrase is repeated several times. Words such as luxury, beautiful, paradise, and economical are used to evoke positive feelings in the viewer. Negative words are used to create an unfavorable opinion of the competition in the viewer's mind. "No really intelligent voter would support his candidacy." Use of a product is credited for creating a positive result.
 * Propaganda is also ** ideas, facts, or allegations spread deliberately to further one's cause or to damage an opposing cause.
 * #1: Bandwagon **
 * #2: Testimonial **
 * #3: Transfer **
 * #4: Repetition **
 * #5: Emotional Words **
 * #6: Name-calling **
 * #7: Faulty Cause and Effect **

The viewer is led to believe one product is better than another, although no real proof is offered. The use of Hollywood styles, fancy clothes, jewelry, etc. The use of words that are vague and unclear as to the meaning or the message. "Try our new and improved, all-natural product.
 * #8: Compare and Contrast **
 * # 9 Glittering Generalities **
 * # 10 Vague Undefined Terms **
 * # 11 Plain Folks **

This technique uses a folksy approach to convince us to support someone or something. These ads depict people with ordinary looks doing ordinary activities.
 * # 12 Card Stacking **

This term comes from stacking a deck of cards in your favor. Card stacking is used to slant a message. Keep in mind that an advertiser is under no obligation "to give the truth, the whole truth, and nothing but the truth."
 * #13 Loaded Words **

The use of powerful words such as power, praise, strength, etc. “We want YOU.”

=**"Half the world is composed of people who have something to say and can't; the other half have nothing to say and keep saying it."**=

=**Anyone can give a speech. Not everyone can give an effective speech.**= =**To give an effective speech there are 6 elements you should consider.**=


 * 1) =**Be Prepared** - Being prepared is by far the most important element. How many times do you practice your speech? As a general rule, you should spend about 30 hours of preparation and rehearsal time for every hour you will be speaking. Use a tape recorder or videotape yourself. This will help you to get an accurate picture of how you speak.=
 * 2) =**Give of Yourself** - Use personal examples and stories in your speech whenever possible. Make sure your stories help to emphasize or support your point. The stories must match your message. Use examples from your personal and professional life to make your point. In either case be willing to give of yourself by sharing some of yourself with the audience.=
 * 3) =**Stay Relaxed** - To stay relaxed you should be prepared. Also, focus on your message and not the audience. Use gestures, including walking patterns. Practice the opening of your speech and plan exactly how you will say it. The audience will judge you in the first 30 seconds they see you.=
 * 4) =**Use Natural Humor** - Don't try to be a stand up comedian. Use natural humor by poking fun at yourself and something you said or did. Be sure NOT to make fun of anyone in the audience. People will laugh with you when you poke fun at yourself but don't over do it.=
 * 5) =**Plan Your Body & Hand Positions** - During the practice of your speech look for occasions where you can use a gesture. Establish three positions where you will stand and practice not only how to move to them but where in your speech do you move. Pick three positions, one on center stage, one to your right, and one to your left. Do not hide behind the lectern. When you do move maintain eye contact with the audience.=
 * 6) =**Pay attention to all details** - Make sure you have the right location (school, hotel, room & time). Make sure you know how to get to where you are speaking. Ask how large an audience you will be speaking to. Make sure you bring all your visual aids and plenty of handouts. Arrive early so you can check out where you will be speaking and make any last minute adjustments.=

=It is very important that you pay attention to even the smallest details. You can never over plan. Remember, "He who fails to plan is planning for failure"=


 * // Speech Rubric //**
 * // NAME: DATE: //**

=
**// Effort //**=====

=
0 no effort to complete task ======

=
1 little effort to communicate ======

=
2 some effort to communicate ======

=
3 real effort to communicate ======

=
4 unusually high effort to communicate ======

=
**// Amount of Communication //**=====

=
0 no relevant information communicated by student =====

=
1 very little information communicated by student =====

=
2 some relevant information communicated by =====

=
student =====

=
3 most relevant information communicated by =====

=
student =====

=
4 all relevant information communicated by =====

=
student =====

=
**// Comprehensibility //**=====

=
0 could not understand anything student said =====

=
1 could understand only isolated words =====

=
2 could understand short sentences =====

=
3 could understand most of what student said =====

=
4 could understand everything student said =====

=
**// Fluency //**=====

=
0 very many unnatural pauses, halting and =====

=
fragmentary delivery =====

=
1 quite a few unnatural pauses, halting and =====

=
fragmentary delivery =====

=
2 some unnatural pauses =====

=
3 few unnatural pauses =====

=
4 no unnatural pauses, almost effortless and =====

=
smooth =====

=
**// Quality of Communication (Accuracy) //**=====

=
0 no statements are structurally correct =====

=
1 very few statements are structurally correct =====

=
2 structural problems and inaccuracies, although =====

=
some statements are correct =====

=
3 most statements are structurally correct =====

=
4 all statements are structurally =====

-Language Arts – MATERIALS: Index cards with arguments *see examples below pens paper
 * Title – PERSUASIVE ARGUMENT**

PROCEDURES: Groups of fourEach group member is given an argument and presents it to group members to discuss and generate ideas for persuasion. Students then independently write an argument, defending their position.

PUBLISHING: Each person reads their argument to the class.


 * Examples: 1. Aids Anguish – Your parents have told you that you are not allowed to associate with your best friend, Alice, anymore because her father has tested positive of the [|__AIDS virus__]. Compose a logical argument, persuading your parents to let you keep your friend. Give reasons to support your argument.

2. Dropout Dora – Your friend Dora has lost interest in school and her grades are suffering. As a result, she will be repeating ninth grade. Dora has decided to quit and work more hours as a waitress to support herself. She says she’ll eventually get her [|__diploma__] on her own. Compose a logical argument convincing Dora to stay in school, with reasons why its to her benefit.

NOTE: High school students like to argue such things as, new policy at school is to do away with canteen. Write argument to persuade the principal to change his mind. OR you are against wearing uniforms to school. Write an argument listing why you think it would be better not to wear uniforms. (You can also turn this around, arguing for uniforms).

For this lesson, students will write a descriptive paragraph about the pictures provided from different area powwows. Goals Students will learn: The definition of a descriptive paragraph How to write a descriptive paragraph How to edit the paragraph First, I will go over the definition of a descriptive paragraph. A descriptive paragraph describes a person, place, or thing. For example, you can describe a person. Here are some questions you would think about when you want to describe a person: What does the person look like? What does the person like to do? What is the person's personality?

You can also describe a setting. For example, you might ask the following questions: Where is the setting? Is it inside or outside? What colors do you see? What odors do you smell? Is there any furniture in the setting? What else do you see?

You can also describe an object. You might ask the following questions: What does the object look like? What color is it? What shape is it?

Students need to use descriptive words to make the person, place, or thing realistic.

Directions: Write a descriptive paragraph on one of the pictures you selected


 * Write a one page narrative essay on the importance of your Native American way of life.**


 * Type of Paper: Narrative**

** Tips for writing effective narrative and descriptive essays: **

 * ====== Tell a story about a moment or event that means a lot to you-- it will make it easier for you to tell the story in an interesting way! ======
 * ====== **Get right to the action!** Avoid long introductions and lengthy descriptions--especially at the beginning of your narrative. ======
 * ====== **Make sure your story has a point! Describe what you learned from this experience.** ======
 * ====== **Use all five of your senses** to describe the setting, characters, and the plot of your story. ======


 * **What do you smell?** || **What do you taste?** || **What do you see?** || **What do you hear?** || **What might you touch or feel?** ||

Effective narrative essays allow readers to visualize everything that's happening, in their minds. One way to make sure that this occurs is to use concrete, rather than abstract, details.

 * ======**Concrete Language**…====== || ======**Abstract Language**…====== ||
 * ======…makes the story or image seem clearer and more real to us.====== || ======...makes the story or image difficult to visualize.====== ||
 * ======…gives us information that we can easily grasp and perhaps empathize with.====== || ======…leaves your reader feeling empty, disconnected, and possibly confused.====== ||

.


 * || **Distinguished** || **Proficient** || **Novice** ||
 * **Setting** || Setting is clearly described in the project; if travel brochure, details of Carnival are given. || Setting is identified but little detail given. || Setting is insufficiently identified. ||
 * **Character** || Both characters’ personalities and flaws are exposed . || Both characters are discussed somewhat, but more detail is needed. || Description/details about one of the characters is missing ||
 * **Plot** || A person who has never read the story would understand what the story is about. || Main points are highlighted, but important details are missing. || Plot information is minimal and incomplete. ||
 * **Written Quality (Visual Appeal)** || The written portion of the project shows a creative approach and effort expended. || The written portion of the project shows a creative planning stage but a lack of production/follow through time. || The written portion of the project appears to be “slapped together” to have something to turn in. ||
 * **Presentation** || Student has clearly prepared for presentation; oral portion flows smoothly and clearly, conveying a sense of professionalism. || Student has prepared somewhat for presentation, but presentation is not of professional quality. || Student has not prepared for presentation, and/or presentation does not meet time requirements. ||

WRITE A FIVE PARAGRAPH ESSAY


 * The objective is to write a narrative essay about a present you were given**

The subject is a **memorable present** The three main subtopics are: General Topic Sentence: **memorable present**
 * **the reason it was given**
 * **a description of it**
 * **and how you felt when you got it**
 * Outline your five paragraph essay; include these elements:**
 * Introductory Paragraph**
 * 1) Subtopic One: **the reason it was given**
 * 2) Subtopic Two: **a description of it**
 * 3) Subtopic Three: **how you felt when you got it**
 * 4) (Transition)
 * First Supporting Paragraph**
 * 1) Restate Subtopic One
 * 2) Supporting Details or Examples
 * 3) (Transition)
 * Second Supporting Paragraph**
 * 1) Restate Subtopic Two
 * 2) Supporting Details or Examples
 * 3) (Transition)
 * Third Supporting Paragraph**
 * 1) Restate Subtopic Three
 * 2) Supporting Details or Examples
 * 3) (Transition)
 * Closing or Summary Paragraph**
 * 1) Synthesis and conclusion of the thesis
 * 2) Rephrasing main topic and subtopics.


 * Write the essay!**