Saturday, December 25, 2010

A Christmas Memory - story published, read aloud in class

A Christmas Memory

By Betsy Lynch (first published in the Plattsburgh Press Republican, Dec. 23, 1993)

(Preface: I used to teach a story, “A Christmas Memory”, by Truman Capote, in which he remembers his aunt and the Christmas preparation of fruit cakes after her death.

It always prompted a writing assignment for my students, and I used it with my night students, too, at the maximum security prison in Dannemora. At the same time, the Press was running a contest, and I sent mine in. Here it is, written still in the present tense, which is a tough thing to do, by the way.)

It is December 23rd, about a decade ago. Night school in Dannemora. I’m there. I can feel it. Clinton Correctional Facility-English Class. “A teacher’s dream”, we are in the habit of joking wryly with the officers on the floor, Bill and Steve. “Yup, a captive audience. They’re not going anywhere.”

In truth, the class of 15 maximum security prisoners does try very hard. But this night, nothing about their motivation levels interests me. I’ve brooded and whined and built up in myself a rotten attitude the whole day. My Christmas spirit is shot.

I want to be anyplace else, and I feel quite sorry for myself. I want to be shopping and wrapping presents and baking cookies and playing Christmas carols with my kids.

I scan their faces as they struggle with their writing assignment: “A Christmas Memory.” Thank you, Truman Capote. Thank you, Press-Rekpublican. A worthy assignment, to be sure. I continue to write the assignment myself, as I usually do, to anticipate questions and “model.”

(It seems to me I remember writing something funny that night about my “Fisher Price Chrismas,” when my two toddlers had so many toys that in a frenzied overdose, they ended up using the Fisher Price Castle and the Fisher Price Garage as bumper cars. I think I was trying some Erma Bombeck-style lesson to young parents on the evils of materialism.) My piece doesn’t come out very well, but I read it anyway.

I look at my watch. Still another hour. I don’t want to be here. It’s depressing. Why am I here? Why are THEY here? Am I wrong to have this extra job? What is Christmas for, anyway. I should be in church or something.

My mother is still alive, now, this December 23 I’m remembering, and I can hear her favorite quote of the time: “Be patient with all that is unanswered in your heart, and learn to love the questions themselves, like a precious book locked in a secret room…” Oh yeah, Mom? Well, I don’t feel patient. And I don’t love the questions, and I want to get out of here and go home.

“Christmas with Criminals,”I think cynically. Now there’s a good title. Too bad I can’t think of anything to write.

Time to collect their assignments and read them. Good, that takes up some time. I read a few aloud, remark positively on content, discuss some verb changes, write some spelling words on the board, review some subject/verb agreement stuff. But the, I come to Mr. Gonzales’ paper. I do not “correct” it:

“I ache to be with my family this Christmas. My youngest son is four. I remember his first Christmas, but he does not. So big his eyes! So talented now! He is an artist. The card he sent he made himself. I will not be with my family for many Christmases. I have missed two already, and there will be probably 15 more. I must pay for my crime, and my family, they must pay, too. I was drinking and taking drugs, and I killed a man. I hardly remember, but I know it’s true. Thank God for my family. When I get out, it will be the best Christmas. We will start over again, my wife and I. I will make it up to all of them. Merry Christmas, teacher, and God bless you. Enjoy your family when you are with them tonight.”

I am stunned. I am no longer the center of the universe, but just the tiniest fragment of its intricacies. I think I say something. I think I try to thank him for the miraculous gifts of hope and faith he has given me. (I would have thanked him, wouldn’t I? I think I did. But I don’t remember that part clearly.)

On the way downw toward the gate, the snow begins to fall steadily. I read again Mr. Gonzales’ paper to my colleague, Laura. My one ungloved hand begins to stiffen with the cold.

“That’s beautiful, Bets,” she says. The bars slam shut behind us, and we open the heavy electrified door to the street. “Merry Christmas, Laura,” I say.

“You too, Bets. Have a great one!”

As I brush the snow off my car, my heart brimming now with Christmas spirit, I think, “When the student is ready, the teacher will appear.”

December 23, a decade ago. I am there. I can feel it. Thank you again, Mr. Gonzales.

_____________________________________________________________

Note:____________published in the Plattsburgh Press Republican as “Adult Winner” on December 19, 1993. A recollection in the present tense about 1983 or 1984, and as a post-script, I’d like to tell you several things: Laura, my colleague, called to tell me the following week that after years and years of trying, she was pregnant! AND, 9 years later, I received a letter from “Mr. and Mrs. Gonzales” (whose names were changed in the story, of course.) Their family was together again for Christmas, and the miracles of faith and love had again worked their magic. The little boy was now a scholar and, indeed, an artist! The family had 3 more children. And I was blessed once more. In fact, to this day, I consider myself the luckiest woman on the planet to have work I love and enjoy, healthy children and grandchildren, a beloved partner (and forgiving former partners), and a richness of friends beyond my wildest dreams. I believe in the miraculous power of love and faith.

Sunday, December 5, 2010

Funny Macbeth summary!

http://www.shmoop.com/macbeth/botw/resources?d=http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramamacbeth/macbethplotact.shtml

Christmas Food Court Flash Mob, Hallelujah Chorus - Must See!

Friday, December 3, 2010

Re-read pages 387 and 387, famous speeches

Next week, we will do some creative writing as responses to this. By the way, some of you have not done the characters commenting and answering to one another yet. Don't forget!

We will also read summary and watch "Othello", either before or after the holidays.

We'll do the Dead Poets Society meeting the last week of classes, either Thursday or Friday, dependending on when I have your classes last. A celebration. Yay!

Writing about Macbeth

We've finished the play, and groups are now ready to write in groups the scenes to be presented.

Here is the rubric for the assignment:

Rubric for group presentations on Macbeth

Demonstrates the direct identifiable connection to a scene in Macbeth

Written script demonstrates skill in writing authentic dialogue

Stage directions are clear

Setting is identified

Characters are named and described

Scripts are available for all players

Groups can be 2,3, or 4 but if you need to borrow a few people briefly, make sure they understand what they are supposed to do.

Tuesday, November 23, 2010

We'll be reading Macbeth from Act 3 on after Thanksgiving

You'll also be reading Othello. It's shorter, and easier in some ways.
Your UPA for this unit, apart from the sonnet, will be a short scene written as though in modern times from either play, performed as a group for the class.

Not so hard, right?

Have a great holiday, and study the SAT words and read when you have time!

:)Ms. Lynch

Saturday, November 13, 2010

Writing contest! WE had winners last year! Come on!

Martin Luther King, Jr.

Essay & Speech Contest

RULES

· Complete a 500 - 700 word essay responding to the following: Making a Difference - Dr. Martin Luther King, Jr. attempted to make a difference for all people. Use the topic: "What Can I Do to Make a Difference in My Community?" to explain how you can make a difference.

· You must be a middle school student or a high school student in the Manatee County School District.

· Essay must be your own work.

· Essay must be typed and double-spaced.

· Each submission must include a cover sheet with the following information: (1) first and last name, (2) complete home address, (3) home phone number, (4) school name, and (5) grade level.

· One entry per student.

· Middle school and high school Grand Prize winners will read their essay at the Martin Luther King banquet on January 14, 2011.

· All winners will take part in the Martin Luther King Parade on January 15, 2011.

· Submit entries to the Palmetto Youth Center, Attention: Essay Contest, P.O. Box 608, Palmetto, Florida 34221.

· Entries must be turned in or postmarked by December 10, 2010.

· All semi-finalists will be notified by January 1, 2011.

· The semi-finals will be held at the Palmetto Youth Center on January 6, 2011.

Sponsored by the Palmetto Youth Center

Grand Prize

$150 & Computer

Second place

$100

Third Place

$75

“ I have a dream…”

Friday, November 12, 2010

Dead POets Society - Blog or write a poem, ok?

DEAD POETS’ SOCIETY: Coming of Age in (the 50’s) or (under the shadow of the nuclear age) or (under the shadow of the space race) or (then and now)

As compared to other stories we will read in 1102: Araby, Recitatif, Pair of Tickets, The Lost World

For now, in consideration of the poems you need to recite for Poetry Out Loud, and in consideration of the sonnet you need to write, it’s good timing.

Points for discussion in a paper, blog or presentation might include:

· The relationship between these described 50’s prep school experience and the present public school experience – differences / similarities?

· Mr. Keating’s role in Neil’s death – guilty?

· Practical study vs. Alternative study – what is learned that is outside traditional study techniques? What’s the POINT of education? To absorb a body of knowledge, or to learn to look, think for yourselves, seek?

· Romanticism vs. Realism – which characters embrace which? Why?

· “All the good girls go for jerks, Pittsy…” Agree or disagree? Why? Among the most popular “Coming of Age” themes!

· The role and importance of creativity

· Poem to Dead Poets Society characters?

Todd’s poem:

A sweaty toothed madman

With a stare that pounds my brain

All the time whispering

Truth is like a blanket

That always leaves your feet cold

From the moment you enter crying

To the moment you leave dying

It will never cover any of us

As you wail

And cry

And scream.

“Mr. Anderson believes that everything inside of him is worthless and embarrassing, isn’t that right, Todd? Well, I’m going to show you that you have something very valuable inside of you. I sound my barbaric YAWP to the world!” (What has Todd learned? Translate the lesson into your own terms.) How is truth “like a blanket that leaves your feet cold?”

“Business, Law, Medicine, these are all noble pursuits, necessary to sustain life;

But Beauty, Truth, Love, PASSION - these are what we are alive FOR.

The powerful play goes on, and you may contribute a verse! Yes, the powerful play goes on, and you may contribute a verse! What will YOUR VERSE be?”

(So, what will YOUR VERSE – your life, your contribution to this little planet among so many others….what will you do with this small, precious time you’re allotted?)

“You see, these boys are food for worms, lads. They’re fertilizing daffodils. Did they make something extraordinary of their lives? Listen to their message to you: CARPE DIEM, boys. Make your lives extraordinary.)”

When can respect for authority conflict with your own personal beliefs?

What does the Dead Poets Society offer the boys that’s missing in their lives?

Write an essay or poem for the National Gallery.

If you want, I’d be glad to set up a once a month poetry café, typical of the 50s, 60s, and 70s ala the Nuyorican Poetry Café, or the Peoples’ Poetry Gathering.

Monday, November 8, 2010

Renaissance Unit

Your major tasks, other than short writes are to write a sonnet, and to write a scene from MacBeth (modernized) and act it out in class with a group.

We'll be reading many sonnets and MacBeth, by William Shakespeare.

Also: learn your literary terms, your vocabulary for SAT, and keep reading.

CLASS

BLOCK 1 & 5

Essential Question:What is the legacy for us of the Renaissance period?

Objectives:Students read and analyze sonnets, read section of Macbeth, write a sonnet in modern terms

write a scene from Macbeth (modernized) in groups

Key Terms: Sonnet, rhyme scheme, meter, sacred, secular, humanism, metaphysical, iambic pentameter, octave, sestet, couplet

Bell Work: Write a short paragraph about the differences between the Medieval Period of literature and the Renaissance, as discussed in the homework reading.

Lesson Activities:

Review bellwork.

Art, p. 239 still life, John Donne, p.239 (secular and sacred) Discuss Thomas More

Read "Development of the sonnet" p. 242-3

Italian (Petrarchan), English, Spenserian sonnet

Iambic pentameter

paraphrase the sonnet, discuss

Read p. 256,257, Spenserian sonnet, fire and ice

Begin to collect couplets

"Such is the power of love in gentle mind,

That it can alter all the course of kind" Spenser, Sonnet 30

Sonnet 75, P 258 Spenser

Begin Dead Poets Society

Macbeth next week.

Practice sonnets

College classes:

Review of British Literature overviews (2)

Sonnets

Dead Poets Society

Shall I Compare Thee to a Summer’s Day?

P. 281-300 Shakespeare’s songs and soliloquies!

Sonnet to “copy” Sonnet 29, Shakespeare

When in despair with Bureauracracy’s lies

I cry, bemoaning stupid legislates,

And text in vain to colleagues more than sighs,

And whine to those near me this wretched STATE,

Wishing I alone could write curriculum guides

Instead of those who rule from empty pates

Rejecting others’ work instead of my own writes

Content to gripe without a hint of working late,

Yet , these hateful thoughts create insights

Until I finally think on you, and then I feel

More like an osprey soaring high above

The Gulf to spot a new and fresher meal,

I love this teaching life with all its quirks

And I’d not choose another place to work.

Friday, October 29, 2010

King Arthur Book Finish!

Please finish up our book version of King Arthur, p. 339-384 by Friday, Nov. 5, and turn in a one page summary (in "news" style, if you can!). By then, we will also be finished with our King Arthur News. (Don't forget to turn in the required items: news story, editorial, occupation, Merlin's advice, other visuals).

We'll continue with clips of both "King Arthur" and "First Knight", and compare various versions of the great legend.

If you can, for extra credit, blog here for a few sentences about what you think King Arthur legends offered the people, and what similar legends we have in modern times. Do we need another hero?

Shakespeare is Hip-Hop SAT vocabulary is also due by November 18 for test! :)


Friday, October 22, 2010

King Arthur, Week of Oct 24

Week of Oct. 25

King Arthur newspaper….

Your assigned chapter needs to have a major news story written by no later than Tuesday.

We will begin pasting them on Thursday.

Other tasks to be completed by November 1 include:

Letter from Merlin or Merlin’s advice column, or letter to the editor as though you were living in that time.

Advertisement

Obituaries

Continue working on the Poetry Out Loud memorization

Continue working on Chapter Two Flocabulary

Continue working on independent reading

Wednesday, October 13, 2010

Quiz next week on SAT Unit ONE! Come on, bookworms!

This week, we're reading King Arthur and the excerpt on "Sir Gawain and the Green Knight" in textbook, page 166-183.
We'll watch a video critique of the story as well.

Next week, 10/18, we'll text on the vocabulary.
We'll review your required summaries of both "Sir Gawain and the Green Knight" and chapters though 5 of King Arthur. Some students will do presentations on Grendel. (Some have finished)

Our UPA for this unit is:
1. A resume for a fictional character we've read about this year.
2. A personal resume based on the guide on page 26, Writers and Composition

:) See you soon!

Thursday, October 7, 2010

Assignments for Monday, Oct. 11

Finish the Prologue to Canterbury Tales, ends p. 123
Read Chapter One of King Arthur
Study and practice "Hip hop vocabulary"
If you haven't finished your "Tales Character Poster", get 'r done!
If you haven't finished your independent reading book to present, be sure it's ready no later than Monday.

All students must have independent reading to present.
Honors students must finish and show Grendel.

Keep practicing your "Poetry Out Loud" selection.

Remember to keep that creative flow going....we're going to have a LITERARY JOURNAL!
(Poetry, ART, Photography)

Thursday, September 23, 2010

Friday plans

Block One:

Friday plans, Sept. 24

EQ: How has my understanding of “Epic Warrior Heroes” changed as a result of reading and watching the Beowulf and Lord of the Rings excerpts?

Objectives:

Students write an end of unit essay (using prior writings, if they like) after reading “History of Heroes”, p. 72-76 (answer question 8 (Connect) p. 76

Activities:

1. Students should read History of Heroes, 72-76, either silently or out loud.

2. Write an essay of 300-400 words using examples from the texts in the book and films watched, respond to Question 8, p. 76.

3. If extra time, continue with independent reading.

Remind them about HipHop vocabulary for next week.

College essays will be reviewed next week. (Most are on computers)

Tuesday, September 21, 2010

Independent reading for honors

Don't forget to keep working on your independent reading, and begin to prepare a slide show or other presentation for the class, due in early October.

College Application Essays, Writing Ideas, Other Points of View

College Application Essays are due by 9/28, Tuesday.

Lord of the Rings, p. 62-65, excerpt

Read carefully, and make a list of the good guys and the bad guys!
We will discuss it in class, and compare with the video clip by writing a brief compare/contrast essay.

Thursday, September 16, 2010

College Essays, Lord of the Rings, This I Believe

EQ: What makes a hero?

How are YOU heroic?

Work on College Application Essays and “THIS I BELIEVE”. First read pages 20-22 in “WRITERS CHOICE” on college essays.

List FIVE STRENGTHS, CIRCLE TWO that apply to college skills

Then: Flocabulary if time (individually with headphones also ok)

Tuesday:

Read page 62. In last section, “CONTENT”, notice summary of

“Good guys” and “Bad guys” and “Places”

Make three columns and scan selection from


“Lord of Rings”

Good guys Bad Guys Places

Group: Read aloud with audio from Lord of Rings

Make lists of words used to characterize each……

Continue work on College Essays

(HW: continue work on College Essays, continue independent reading)

Thursday: College essays due

Read p. 72-76, History of Heroes

Don't forget your independent reading is due 9/30 and some of you are reading Grendel.

Tuesday, September 14, 2010

Hip-Hop Vocabulary

I'm not doing this just to be funny! I'm interested in building your vocabulary so you'll be successful in college level testing. These are the 500 most frequently used SAT words, set to music. If you don't like them, feel free to write and perform your own tunes using these words.
I'm paying for performances out of my own pocket, because that's how much I believe it will help. You don't necessarily have to memorize the whole thing, but you need to be SO familiar with it that it's almost second nature as you sing along with the audio. My goal is to have each of you have a disc to memorize them, and to take down the words into your notebooks as you go along.

Be ready for the tests!
Word list for number one:

myopic, ratiocinate, render, recapilulate, loquacious, verbose, gregarious, elocution, circumlocution, cogent, seminal, meritorious, redact, placate, tedious, tome, peruse, entomology, ostracize, pariah, persevere, latent, burgeon, diligent, paragon, commodious, clairvoyant, cosmopolitan, vast, voluminous, recalcitrant, exorbitant, extravangt, colossus, synopsis, cadence, cavort, boisterous, daft, deft.

Also, you should know: Omniscient - all knowing (God)
raillery - mockery, teasing

So, anyway...listen, practice, listen, practice....then perform. About 2 weeks.

Sunday, August 29, 2010

IMPORTANT READING ON AVOIDING PLAGIARISM, DOCUMENTING SOURCES

Hi, everybody. As you know, there will be many papers asking you to analyze the work of others, and each needs to be cited correctly according to MLA Style. In the Riverside REader, p. 615-648, there are careful directions to avoid plagiarism, which we'll review in class. But you are responsible for reading this section, and examining the "Sample Research Paper", p.639-649, by September 7.

Friday, August 13, 2010

overview of British Literature

Senior English Honors Overview

Unit One

CORE RESOURCE(S): Summer Reading Selections. Glencoe Literature Florida Treasures: British Literature. Beowulf , “The Battle of Pelennor Fields” (from The Return of the King by J.R.R. Tolkien),”A Brief History of Heroes” (TIME), “The Seafarer”. Grendel by John Gardner (Honors). Writer’s Choice Grammar and Composition, Grade 12: Using a Journal (1.2), Writing a College Application Essay (1.4).

SUPPLEMENTAL ACTIVITIES: Anglo-Saxon Riddles. The Fellowship of the Rings activity. Writer’s Choice Unit 2. Review fragments and run-ons: Glencoe Literature Florida Treasures: British Literature – 972, 1145, and 1203. Writer’s Choice Grammar and Composition, Grade 12 – “Troubleshooting” (9.1 – 9.2), Lesson 13.9 and 13.10.

UNIT PERFORMANCE ASSESSMENT: Students will write personal statement essays using anecdotes. For example, students could write college application essays, statements of personal strengths, or descriptions of personal goals.

Example prompts:

  1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
  2. Discuss some issue of personal, local, national, or international concern and its importance to you.
  3. Indicate a person who has had a significant influence on you, and describe that influence.
  4. Describe a character in fiction, an historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.

Unit Two

CORE RESOURCE(S): Glencoe Literature - Florida Treasures: British Literature. Ballads: “Bonny Barbara Allan”, “Get Up and Bar the Door”. Canterbury Tales by Geoffrey Chaucer: “The Prologue”, “The Pardoner’s Tale”, “The Wife of Bath’s Tale”. King Arthur and His Knights of the Round Table by Roger Green. “The Roads Now Taken” (TIME). Reference Section: R22-R23 (sample resume and cover letter). Writer’s Choice: Grammar and Composition Grade 12: Editing/Proofreading: Finalizing (2.8).

SUPPLEMENTAL ACTIVITIES: Writer’s Choice: Business and Technical Writing – Business Letters; Resume (1.5). Review apostrophes and common word choice errors: Writer’s Choice – “Missing or Misplaced Apostrophe” (9.10), Additional Lessons 17.1 and 21.13, Unit 19 Usage Glossary. Student could create actual resume for use in college or job applications.

UNIT PERFORMANCE ASSESSMENT: Students will create a fictional resume and cover letter for one of the characters from the literature selections in Units 1 or 2. Students will follow standard professional formatting, edit for conventions, and publish using applicable vocabulary and graphics (Samples available online for literary characters).

Unit Three

CORE RESOURCE(S): Glencoe Literature Florida Treasures: British Literature. Macbeth by William Shakespeare. “A Midsummer Night’s Spectacle” (TIME). “The Development of the Sonnet”. Sonnets: “Sonnet 31” (Sidney), “Sonnet 30” and “Sonnet 35” (Spenser), “Sonnet 43” (Browning), “Sonnet 130” (Shakespeare). Othello by William Shakespeare (Honors). Writer’s Choice Grammar and Composition, Grade 12.

SUPPLEMENTAL ACTIVITIES: Write an email, memo, or introduction between two characters (Macbeth/Lady Macbeth, Macduff/Malcolm).

UNIT PERFORMANCE ASSESSMENT: Students will work in small groups to adapt a scene from Macbeth into modern form. Students will perform their adaptations for the class. Each student will write an evaluation of a different group’s scene. Students might evaluate the theme, characters, plot, setting, etc. (Scotland, PA is an example of an adaptation)

Unit Four

*Senior Experience Research Paper due before the end of 1st Semester. Remainder of Unit finished 2nd Semester.

CORE RESOURCE(S): Glencoe: Florida Treasures: British Literature. Lord of the Flies by William Golding. Gulliver’s Travels by Jonathan Swift (excerpts). Paradise Lost by John Milton (excerpts), “Genesis”. “A Modest Proposal” by Jonathan Swift (Honors). Writer’s Choice Grammar and Composition Grade 12.

SUPPLEMENTAL ACTIVITIES: Review subject/verb agreement and pronoun/antecedent: Writer’s Choice – “Subject/Verb Agreement” Lessons 9.3 and 16.1; “Pronoun/Antecedent Agreement” Lessons 3.2, 9.4, and 17.6. Star Trek episode “Space Seed”. Star Trek movie The Wrath of Khan (used with Paradise Lost).

UNIT PERFORMANCE ASSESSMENT: Students will work in small groups to create a mini-newspaper about events from the literature studied. Students must include a headline article, character interview, and editorial. Additional options include: advertisement, editorial cartoon, or any other feature found in a newspaper. The students will format the newspaper according to traditional newspaper design.

Unit Five

CORE RESOURCE(S): Romantic Poets: “The World is Too Much With Us” by William Wordsworth, Songs of Experience: “The Chimney Sweeper” and Songs of Innocence “The Chimney Sweeper”, “A Poison Tree”, “The Lamb”, and “The Tyger” by William Blake, “She Walks in Beauty” by George Gordon, Lord Byron, “Ode on a Grecian Urn” by John Keats, “Ozymandias” by Percy Bysshe Shelley, “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge. “Comparing Literature Across Time and Space”. The Importance of Being Earnest by Oscar Wilde (Honors).

SUPPLEMENTAL ACTIVITIES: Review sentence variety – Writer’s Choice pgs. 907-910.

UNIT PERFORMANCE ASSESSMENT: Students will create and present poetry books that include an original poem, analysis of song lyrics as poetry, and an annotation of a Romantic poem. The poetry book must have a unifying theme. The original poem will use poetic elements learned during the unit (e.g. – rhyme, rhythm, simile, imagery). The students will analyze song lyrics for poetic devices in an essay that includes an explanation of the theme, poetic devices, and personal connection. The students will annotate a poem from the Romantic period.

Unit Six

CORE RESOURCE(S): Glencoe Literature Florida Treasures: British Literature. The Man Who Would be King by Rudyard Kipling. DVD: The Man Who Would be King. Heart of Darkness by Joseph Conrad (Honors).

SUPPLEMENTAL ACTIVITIES: Review grammar as needed: Writer’s Choice: “Troubleshooting” Unit 9.

UNIT PERFORMANCE ASSESSMENT: The student will present on a self-selected topic (Senior Experience) using technology.

Unit Seven

CORE RESOURCE(S): Introduction to Literature Circles: Animal Farm by George Orwell (used to demonstrate literature circle participation roles). Literature Circles Selections: Unwind by Neal Shusterman; Uglies by Scott Westerfield; Feed by M.T. Anderson; The Running Man by Stephen King; Alas, Babylon by Pat Frank. Honors: 1984 by George Orwell; Brave New World by Aldous Huxley; Cry, The Beloved Country by Alan Paton; The Road by Cormac McCarthy; The Handmaid’s Tale by Margaret Atwood.

UNIT PERFORMANCE ASSESSMENT: Each student will write a position paper on an ethical issue introduced by one of the literature circle novels. Students will briefly summarize the issue, present an argument, then suggest a solution.

· Organize and outline your viewpoint on an issue

· Formally inform others of your position
as a foundation to build resolution to difficult problems

· Present a unique, though biased, solution
or a unique approach to solving a problem

· Frame the discussion in order to define the "playing field."
This can put you in an advantageous position with those who may not be so well prepared as regards the issues behind their positions

· Establish your credibility
Here you are demonstrating that you have a command of the issues and the research behind them, and can present them clearly

· Let your passion be demonstrated in the force of your argument
rather than in the use of emotional terms

· Guide you in being consistent in maintaining your position in negotiation

The better prepared you are
the more disadvantaged are your opponents
and more likely they will defer to you

· Develop supporting evidence for both sides
including factual knowledge, statistical evidence, authoritative testimony

· Identify the issues and prejudices keeping in mind your audience
List these as appropriate and anticipate counterclaims

· Assume familiarity with basic concepts
but define unfamiliar terms/concepts or state meanings that define your point of departure

· Refer to those who agree with your position to assist you in developing your argument

· Familiarize yourself with those who disagree with you to prepare your defense.
Summarize their argument and evidence, then refute

(http://www.studygs.net/wrtstr9.htm)