English 10B Assignment Sheet

Transcription

1 English 10B Assignment Sheet Unit 1: A+ Assignments (10 Pts/lesson) Unit 2: Literature (As assigned by Instructor) Book Review (75 pts) A+ Literature Assignments: Unit 3: Writing The Jungle (140 pts-a+) The Adventures of Huckleberry Finn (140 pts-a+) Current Events (15 pts) Mythical Story (25 pts) (Video: Creatures Fantastic: Mythical Horses) Employee Manual (25 pts) Persuasive Paper (25 pts) (Video: DLA: Research) Suggested Percentages: Units: 1. 40% 2. 20% 3. 25% 4. 5% 5. 10% Unit 4: Public Speaking Demonstration Speech (25 pts) (Video: Perfect Communication) Unit 5: United Streaming videos and quizzes (10 pts each) Great Books: The Jungle Great Books: The Adventures of Huckleberry Finn Creatures Fantastic: Mythical Horses Perfect Communication Discovering Language Arts: Research Skills

2 Plagiarism: What is it? Simply put, plagiarism is stealing written work from another writer. It is not copying or borrowing. It is theft and it could even be considered to be fraud, which is a crime! No matter what your excuse for turning in someone else s work as your own, it is still cheating and very unethical behavior. It can happen at all levels of society and the definition doesn t change whether at the high school level or professional. To prevent turning in a plagiarized paper, a writer must cite the work if there is anything that is not original thought added to the written work. Your teacher will give you guidelines for the proper method(s) of citing your research paper or any other writing assignment you may have to complete. Some examples of plagiarism are: 1) turning in someone else s work as your own 2) copying words or ideas from someone else without giving credit 3) failing to put a quotation in quotation marks 4) giving incorrect information about the source of a quotation 5) changing words by copying the sentence structure of a source without giving credit 6) copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not. [ Don t forget: citing your sources and giving credit for material you want to use makes your written work ethical and trustworthy, and a reflection of who you are as a person. Citing allows you to write papers that other people will want to read and perhaps be encouraged to continue to do further research on their own. Be a leader, not a follower. Write your own thoughts and ideas. If you want to support your ideas with those of others, remember to cite the material properly. It is very easy to cheat and plagiarize. It is, as well, very easy for your teacher to check to see if your paper has been plagiarized. Penalties can be severe, so do it right...it is worth it! / cp VPL English 10B

3 English 10B Unit 2: Book Review Assignment 75 Points Introduction Have you grumbled about book reports in the past? This is your chance to complete a book review project as an alternative to a book report. You will show your creativity and talents by completing an original project to summarize your book. Be creative and have fun! Step 1: Choice: Visit with your instructor about a book to read and review for your English class. Your teacher has been provided with a list of books that match the themes of your English class. You may choose from that list or you may choose a book with a different theme but be sure your book choice has been approved by the teacher. The school library or the public library in your community will have other books that revolve around the same themes as your English class. Instructor approval: Step 2: Format: Next, choose the book review presentation you want to use from the following list. Your book review project must be presented to your class and/or teacher. If your book project will take special materials to complete, you are responsible for finding those materials. Your book review project must also be approved by your instructor. Note: You must choose a different project than was selected in 10A. Follow all requirements carefully! Instructor approval:

4 English 10B Book Review Project List 1. Write a seven paragraph feature article (with a headline) that tells the story of the book as it might be found in the local newspaper where the story takes place. Include one original diagram or picture with your article. Find a local newspaper from your own community and cut and paste your article into the front page, modifying the name of the newspaper and other features so it appears that your article is authentically from the town/city/community in the book. Present your project to your class or teacher. 2. Create a new board game that summarizes the story of your book. Include characters, setting, plot, events, problems, problem resolution, and the ending in your game. Include a written set of directions for playing your story game. Play the game with a classmate or your teacher in order to present your project. 3. Using software, draw a comparison and contrast chart on the computer. Display 10 ways that the setting of your book is unique from your own community; 10 ways that the setting in the book is similar to your own community. Be creative and give enough details to thoroughly explain the similarities and differences. Include environment, transportation, architecture, communication, and the habits of the people in both places. Present your review to your class or teacher. 4. Write an obituary for one of the characters in the book. Read, print, or cut out other obituaries from at least two sources. Highlight the details that are included in the obituaries. (Turn your highlighted copies in with your final copy of your character obituary.) Then, write and type the obituary to detail the life of the character you have chosen. Include at least seven major life events about the character staying true to the story line. Draw a picture of the character to be included with the obituary. Then, draw a picture of their tombstone by free hand or on the computer and include an appropriate inscription. Present your completed project to the class or teacher. 5. Create a puppet show to summarize major events in the book. You must create at least two character puppets from recycled materials and the show must have an introduction and at least 3 different scenes or acts that are presented. Create a background for the puppet show. Write your script and get at least two people to give you suggestions for improvements. Present the puppet show twice: once without the audience (class or teacher) seeing the script; and once with the audience allowed to follow along with the script. 6. Write your own original book review format here:.

5 Step 3: Complete the Book Review Title Page and turn in with your book review project. Book Review Title Page Name of Book & Author (3 pts.) Publisher & Date published (3 pts.) Major themes in the book (ex. Man vs. man; man vs. nature etc.) (3 pts.) What is learned by the main character(s)? How does the main character change? Did the main character overcome a problem? (9 pts) Your favorite quote from the book: (3 pts.) Write one paragraph giving at least 3 reasons for or against recommending the book to someone else.(14 pts.) /35 pts

6 Book Review Project & Title Page Grading Rubric Name 5=Exceeds Requirements 3 = Meets Requirements 1=Needs Improvement Category Book Review is neatly organized and shows careful planning. 2. Book Review Title Page is complete and turned in with project. 3. Title page gives solid evidence of reading comprehension. 4. Book Review project is creative and attractive. 5. Book Review project gives solid evidence of reading comprehension. 6. Written work within Book Review project is organized effectively with correct grammar and punctuation. 7. Graphics and drawings within Book Review are neat, creative, and precise. 8. Oral presentation was professional, energetic, and effective. Project: 40 pts. Title Page: 35 pts. = 75 pts. Total /75 pts

7 English 10B Unit 3: Current Events 15 Points Name STEP 1: Choose three articles from various sources (Internet, magazine, newspaper, radio or a television news program) discussing a similar problem and possible solutions. Make sure to have an instructor approve the articles. Article 1: Source: (Be specific) Instructor Approval Article 2: Source: (Be specific) Instructor Approval Article 3: Source: (Be specific) Instructor Approval

8 STEP 2: Complete this graphic organizer using the information you have collected. Question? Article 1 Article 2 Article 3 What is the problem? What are possible solutions? Similarities? Differences? What part of the problem will it solve? How long lasting is the solution? What other problems might the solution cause?

9 STEP 3: Write a paper that summarizes each article. Make sure to include your response to the three articles. Include the following: Introduction Paragraph: Use a statement that will draw in the audience. Explain what the paper will be about. Body of Paper: This part of your paper should summarize each article and answer the questions stated in the graphic organizer you have completed. Conclusion: Sum up what you have stated in your paper, and leave the reader with a lasting thought. Turn in: Final draft, worksheet, and articles (15)

10 Grading Rubric: Current Events Name Criteria Focus Organization Writing Conventions Word Selection Understanding of Content 1 = Meets Standards Focused on topic. Purposeful and reflects insight. Organization and use of transitional devices meet requirements Minimal errors in sentence structure, sentence structure varied. Good word choices. Few errors in grammar and mechanics. Uses appropriate vocabulary to convey meaning. Paper shows good understanding of content of article. 0 = Needs Revision Unfocused on topic and includes many loosely related ideas. Organization totally disjointed. Numerous errors in sentence structure, unsatisfactory word choice, numerous errors in grammar and mechanics. Score Reflects a poor grasp of the content of the article. Reflects a poor grasp of the content of the article. TOTAL /5 Instructor Comments:

11 English 10B Unit 3: Mythical Story 25 Points Name STEP 1: View the video Creatures Fantastic: Mythical Horses and complete the quiz before starting this assignment. Introduction: Stories were created throughout history to explain the unexplainable. The Greeks explained worldly events that occurred as acts of the gods. Myths, much like the fairy tales of later years, were developed explaining how the gods had caused worldly events such as volcanoes or earthquakes. Each god was given certain powers and people feared angering the gods for what they might do. Throughout history, the unknown has intrigued us. Movies such as Star Wars show figures with super human or God-like powers. In the video Creatures Fantastic: Mythical Horses, horses were revered and given special powers. Why do you think horses were chosen? Is there an animal that you feel deserves recognition for having an enormous impact on the world? Why do you feel this way? STEP 2: Pre-writing: For this assignment, you will write your own mythical story. Start by selecting a special animal, perhaps a cat, dog, horse, or maybe even a chicken that you think should be recognized for its special powers. Complete the following chart: Animal Selected Power(s) the animal possesses. Setting: Where does the story take place--a fairy land, a real world? Describe what this land looks like. Characters: Who is the story about? Plot: What will happen in the story?

12 STEP 3: With all your information in hand, start the writing process. Remember that you need to have an introduction, body, and conclusion. Introduction: What you write should draw the reader into the story. Refer back to the video and how they drew the audience into their stories. Body: The story should lead up to a climax. You will need to tell your story in chronological order or the order in which events naturally occur. Conclusion: Leave the audience with a special feeling that brings them closer to your animal creation - something that helps them understand the greatness of this beast. To be turned in: Worksheet (10 pts) First Draft Final Draft (15 pts) (Instructor: To evaluate student writing products use the rubrics provided by your state for writing evaluation, or please use the writing rubrics adopted by your district or building. An optional rubric has been included in the teacher resource section.)

13 English 10B Unit 3: Employee Manual 25 Points Name Introduction: You have a hobby that you really enjoy doing and now you want to turn it into a business. To do this, you realize that you will need to hire some employees to assist with the work. What expectations will you have for your employees? What rules will you need to establish? What are some of the laws that cover employee rights? So that everyone receives the same information and to make sure that your employees know what to expect, you have decided to put together an Employee Manual. Follow these steps in constructing your Employee Manual. [These skills fall under the category of Business Marketing and Management on the Kansas Career Fields and Clusters Model.] STEP 1: What type of business will you open? STEP 2: List 10 things you feel you should cover in your manual. The first one has been done for you. (Hint: For assistance, type Employee Manual into a search engine on the internet. The first one has been done for you). Cite your sources. 1. Work hours and reporting STEP 3: From your list, select five categories that you feel are most important to your business, one of them being Work hours and reporting. Write a paragraph about each one. For Work hours and reporting, you will need to state what time employees need to arrive, and what time they need to leave. If your business has different shifts, you will need to explain this for each shift. What happens if they are late? Do they call in? Do they get penalized? What if they are sick? Remember, you want to spell everything out to avoid future conflicts! STEP 4: Format: You will put the information into a creative booklet format, including a Cover with the company name, a Table of Contents, an Introduction, the Job Category Descriptions, and a Works Cited page with your sources in standard MLA format. Your manual will be graded on content as well as neatness and creativity.

14 Employee Manual Rubric Name The Manual includes a table of contents and an introduction No grammatical or spelling errors Superior 4 Above Average 3 Average 2 Poor 1 Content is relevant and accurate Neat and well organized Meets the requirements of the assignment. Cited sources. Total /20 Comments: To be turned in: Worksheet (5 pts) First draft with worksheet and grading rubric attached Final draft with first draft attached (20 pts) (Instructor: To evaluate student writing products use the rubrics provided by your state for writing evaluation, or please use the writing rubrics adopted by your district or building. An optional rubric has been included in the teacher resource section.)

15 English 10B Unit 3: Persuasive Paper 25 Points Note: Before starting this assignment, watch the video Discovering Language Arts: Research Skills and complete the quiz. Introduction: Many times in your life, issues may come up that affect you. For example, in , a group in western Kansas wants to build a coal-fired energy plant, but the governor is against the idea citing environmental issues. Building the plant would boost the economy of the western part of the state where there is a decline in population growth. Because you live in Kansas, this issue has an impact on your life. You have been hired to write a persuasive paper that will defend one of the two sides. [These skills fall under the category of Academic and Technical Skills on the Kansas Career Fields and Clusters Model.] STEP 1: Thesis statement: In the space provided, write a sentence that will persuade your audience either for or against the coal plant. STEP 2: Write five questions you need to ask about your subject, as you search for information

16 STEP 3: Head to the library. Locate three sources on your subject and list them below. When selecting your sources, make sure they are reliable. Complete the following chart on your three sources. Make a copy of each article to be attached to your assignment. Name of article Source 1 Source 2 Source 3 Date of Publication Source Does it cover the subject well? What is the motivation of the author? Has it been factchecked? STEP 4: Synthesize the information. For each of your three articles, take notes and paraphrase them in your own words. Using a highlighter, go through the copies of the articles that you have made and highlight the important information. Make sure what you highlight answers the questions for which you are searching. STEP 5: Note Cards: In order to avoid plagiarism, it is important that you write the information in your own words. Take notes on 3 x 5 note cards. If it is an important quote that you want to add to your article, be sure to put quotation marks around it and list the author and his or her title. Include the following information: Title of Article Source and page number Date *Summary of what you have read in your own words. *Quote with quotation marks and name and title of person making the quote, if applicable.

17 STEP 6: Composition. The next step is to put all your information together in a logical sequence. Complete the following diagram to assist you with this task. Write your topic in the oval, list your three main points in the boxes provided, and the supporting details in the boxes below them. Topic Main Point 2 Main Point 1 Main Point 3

18 STEP 7: Write a two page paper, double spaced, typed in Times New Roman 12 pt. font. The first paragraph will contain your thesis statement. Each of the following paragraphs will contain one of the above main points and the supporting details. Your last paragraph will summarize the material and leave the reader persuaded to agree with your thoughts. Remember to use appropriate transitions to connect your ideas within and between paragraphs and vary your sentence structure and length. Check your work for spelling and grammatical errors before turning your paper in to your instructor. Your work will be evaluated using the Kansas Assessment Persuasive Writing Rubric. To be turned in: Worksheet with copies of the articles and note cards attached. (10 pts) First Draft with worksheet, articles and note cards attached for instructor Final Draft with above material attached (15 pts) (Instructor: To evaluate student writing products use the rubrics provided by your state for writing evaluation, or please use the writing rubrics adopted by your district or building. An optional rubric has been included in the teacher resource section.)

19 English 10B Unit 4: Demonstration Speech Name Note: Before starting this assignment, view the video Perfect Communication and complete the quiz. Introduction: A demonstration speech gives you the opportunity to teach someone how to do something. Demonstration speeches are used in a variety of situations. For example, a basketball coach will show or demonstrate to the players what he wants them to do when teaching a new drill. On the infomercials on TV, the uses of a new product are demonstrated to encourage you to purchase the item. [These skills fall under the category of Foundation, Knowledge and Skills on the Kansas Career Fields and Clusters Model.] Now it is your turn to put your demonstration speech together. It will need to be 8 10 minutes in length. It isn t that hard to do. Just follow these steps: STEP 1: Establish what your speech will be about. For a demonstration speech, it should be some task that you can actually perform. For instance, if you can t dance, don t try to demonstrate it. On the other hand, if you have a specific talent, show it off! List four of your talents in the boxes below: Usually there is a time limit on a speech. Always prepare a speech that stays within the time limits you are given. Which of the above tasks could you demonstrate in a ten minute time period? If you need to, walk through the steps to see how long they will take you. Narrow your four selections down to one topic and list your topic here: STEP 2: Research your subject. What do you already know? What do you need to learn? Get some background information on your task. If you are demonstrating how to shine your boots, you may want to find some of the history about boot shining. When did people first start shining their boots? When and why did the term spit shine originate? You may want some statistics to share such as how many people are in the occupation of shining shoes. There is always something else to learn about a topic that will make your speech more interesting.

20 List two things you have discovered about your topic by doing research: STEP 3: Planning and organizing your material. The best way to organize a demonstration speech is in chronological order. List the steps you need to do to complete your task. 1: 2: 3: 4: 5: 6: 7: 8: 9: 10: List supplies needed to complete this task: List any equipment needed for this task: With all your supplies and equipment handy, go through your speech. Have you forgotten any of the steps, supplies, or equipment? If so what did you forget?

21 Make any adjustments or corrections and move on to Step 4. STEP 4: Preparing an Introduction Use something that will catch your audience s attention. Make the introduction tie in with what you are going to talk about - a lead in to the speech. Think back to the tactics used in the video Perfect Communication. Which type of introduction will you use for your speech? Write out your introduction: STEP 5: Preparing a Conclusion A conclusion ties everything together and sums up what you have done. It also leaves the audience with a good feeling - something that will help them remember what you have talked about. For instance, performers on the TV food channel always end the show by tasting the food or having a dinner party and telling the audience how good it is. Write out your conclusion: STEP 6: Visual Aids. Create a poster(s) to go with your speech. This could be a list of supplies and equipment you will need, the steps necessary to complete the task, or both. You will find that this is a big help when giving the talk, because you can refer to the poster as you go and you will not need notes. Be sure to make your poster neat and attractive. Add some color and perhaps a graphic to make it more appealing. Sketch out what you will put on your poster(s) below and get your instructor s approval. Instructor s Approval:

22 Step 7: Asking for Questions This is a given. At the end of your presentation, simply say it like this. Are there any questions? This allows the audience to have you clarify any information you have given them or ask about your demonstration. Remember: You must prepare ahead of time to be able to answer any questions that might come up, so do some research. Anticipate what the audience might ask, and have the answers down. For example, if you are talking about a hobby, they may ask how long you have been doing your hobby. It is not easy to think on the spot under pressure, so be prepared. List two questions that the audience might ask you about your speech: STEP 8: Practice!!! Put the three parts (introduction, body, and conclusion) together and practice your speech. Remember, when you give your speech, you may use notes (or better yet, refer to your posters) rather than write the entire speech out. First Performance: Get in front of a mirror so that you can see your facial expressions and body movements. Perform your speech. Listen to your voice. Is it loud enough for the audience to hear? Are you using uh or and too much? Can the audience see what you are doing or are you blocking their view? Complete the self-evaluation form. Make the necessary corrections to your presentation.

23 Second Performance: When you feel confident, perform your speech a second time and evaluate your performance on the self-evaluation form once more. Presentation: You should feel confident at this point! Present your speech to your instructor. You will be surprised at how easy it is to do when you are prepared! To be turned in: Worksheet (10 pts) Speech self-evaluation sheet (5 pts) Presentation to Instructor (10 pts) Demonstration Speech Self-Evaluation Form Directions: Fill out this form answering the questions with a Yes, No, or N/A (not applicable) for your first performance and for your final performance. After filling out the form, be sure to list your opportunities for improvement and then hand-in to your instructor. First Performance Final Performance Introduction: Was the purpose or objective of the speech clear? Did the Introduction gain audience attention? Organization: Were the main points clearly identifiable? Did the main points follow a consistent pattern? Did you use transitions to connect main points? Content: Did you consider the audience knowledge? Did you provide good reasoning or examples? Did you provide evidence and cite sources?

24 Did you use appropriate persuasion techniques? Did the speech include how, when, where, why, who? Did the speech go beyond general information? Conclusion: Did the conclusion summarize key points? Did the conclusion leave a lasting impression? Delivery: Did you seem confident? Did you show enthusiasm? Did you maintain good eye contact? Did you use varied tone and expressive language? Did you talk clearly and loudly? Was the speech within the time limit? Did you make good use of note cards? Audio Visuals: (if applicable) Were audio visual materials visually neat and readable? Did you refer to the visual aids? Did the visual aids add to or improve the speech? First Performance Opportunities for Improvement:

25 Explain in a few sentences how you improved from your first performance to your final performance.