"I Am Somebody" Project

-Lily Tomlin

We will be starting a new project this week called the "I Am Somebody" Project. You will need to find a cause, project, idea, or movement that you want to support to help change the world for the better. This project will be an exercise in considering others and their needs, rather than our own. This will be a continuation of the persuasive writing unit. In the last writing assignment, you used persuasion to convince your parents of something that you needed. This project will allow you to use persuasion to convince others to support a cause in which you believe whole heartedly. You will need to consider what cause to support, how you can support them, and how you can convince others to do the same.We will be doing extensive research, so try to find a cause that truly inspires you.  You will be working with a partner throughout this project. We will complete all requirements in class together over the next few weeks. There will be a research/writing assignment as well as a multi-media presentation. The requirements for both are below:

 

 

Written Essay 

*Each of the following bulleted requirements is worth five points*

 

 

Introduction

·         includes an attention-grabbing hook

·         includes a thesis that clearly states the topic and the author’s opinion of the topic

·         lists two different logical points that support the thesis

 

Body Paragraph (each person in a partnership/group is responsible for writing one body paragraph)

·         focuses on a single point

·         each point is logical and clearly supports the thesis

·         includes a clear topic sentence (introducing the point)

·         includes at least three supporting detail sentences

·         includes at least two outside facts or examples within the supporting details that clearly support each reason

·         includes a clincher that summarizes and brings the paragraph to a close

·         includes a parenthetical citation at the end of each outside fact

·         lists reasons (one per paragraph) in the same order as the introduction

 

Conclusion 

·         restates the thesis

·         relists reasons

·         gives a clear call to action

Works Cited 

·         contains at least three credible outside sources

·         correctly formatted (correctly punctuated and capitalized, double-spaced, labeled, alphabetized, and on a page by itself)

Vocabulary

·         maintains a formal style (not conversational, avoids talking to the reader or about the essay, etc.)

·         essay does not use the following: I, you, my, us, we, our, your, mine, yours, ours

Transitions

·         uses transitions appropriately between sentences and paragraphs to clarify the relationships between ideas

Conventions

·         contains no errors in spelling, punctuation, capitalization, or word usage

 

 

Multi-Media Presentation 

 

This is your chance to show your creativity and “sell” your cause!  Design a multi-media presentation (including images, graphics, music, etc.) that clarifies the information in your speech and compels your audience to take action.

 

Format Choices (If you have other ideas, ask Mrs. Oliveira).  

·         slideshow

·         video

·         PowerPoint

·         Prezi

 

Grading

*Each of the following bulleted requirements is worth ten points.*

·         Multi-media presentation includes an extensive variety (8 minimum) of images and/or other graphics (charts, graphs, maps, etc.) that clarify the information included in your essay.

OPTIONAL: Include music/sound that appropriately enhances the effect.

·         Multi-media presentation includes persuasive sentences to compel your audience to support your cause (could include facts/statistics, questions, etc.).

·         Multi-media presentation includes a credits page citing web addresses for images and other graphics found online.

·         Speaker pronounces words clearly.

·         Speaker makes eye contact with audience throughout the presentation.

·         Speaker projects voice loudly enough to be heard.

·         Speaker uses pauses effectively (doesn’t rush).

·         Speaker demonstrates understanding of the topic (pronounces words correctly, explains ideas accurately, is able to answer basic questions).

·         Speaker appears well-rehearsed (presentation flows smoothly, speaker doesn’t stumble over words or forget parts to presentation, etc.)

·         Listener pays close attention to each presentation and does nothing to distract other audience members.

 

GO Pay it Forward

READING: Excerpt from Riding Freedom

STOP, Notice, and Note: Words of the Wiser

 

 

Excerpts from Riding Freedom by Pam Munoz Ryan

 

Background: Riding Freedom is about a young girl named Charlotte who lives during the mid-1800s. Her parents are dead and she lives in an orphanage. She loves horses, but the overseer of the orphanage where she lives forbids her to work with them simply because she’s a girl. Life there is hard, and at some point she realizes she cannot stay there, so she decides to run away from the orphanage. This scene is when Charlotte tells a trusted older and wiser adult at the orphanage that she must escape. The friend’s name is Vern, and his job at the orphanage is to take care of the horses. One of the horses is named Justice.

 

                “Thanks, Vern. I wish I could stay with you and work with the horses, but…I’d be in the kitchen and I’d be missin’ Justice and frettin’ ‘cause I wouldn’t get to see Charity’s foal…or help you name it.”

                “I know. I know, Miss Charlotte,” said Vern. “You gotta do what your heart tells you.”

                “I won’t ever forget you,” said Charlotte.

                “I guess I’m not likely to forget you, Miss Charlotte.”

Consider the following questions with your group. Write down the answers you agree upon.

-What "words of the wiser" do you see in this excerpt?

-How do you think this advice will change the Charlotte?

-What does this advice indicate about what may happen later in the story?

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Background: Charlotte leaves the orphanage and her good friends Vern and Hayward. She eventually finds a nice older man who lets her live in his barn and begins to teach her to drive a six-horse stagecoach. Learning to drive the coach is hard work.

 

                “Here were six strong horses waiting for her commands, her tugs on the reins, to tell them which way to go. She yelled, “Haw” and “Gee” to get them to bear left and right, like she did when she was riding one horse or driving two.

                She wished Hayward could see her. And Vern. Vern would have never let her get out of that wagon until she figured out the turns. Just like when he taught her to ride, he kept putting her back on Freedom [her horse] after each fall, saying, “Every time you fall, you learn somethin’ new ‘bout your horse. You learn what not to do next time.”

 Consider the following questions with your group. Write down the answers you agree upon.

-What "words of the wiser" do you see in this excerpt?

-How do you think this advice will change Charlotte?

-What other "Stop, notice, and note" do you see in this excerpt?

 

 

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Background: Charlotte is now a good stagecoach driver, but on this day someone from her past wants to ride on her stagecoach and that upsets her. Ebeneezer, the man who taught her to drive a six-horse stagecoach, sees that she’s upset.

 

                “What are you blabberin’ about? The mail’s gotta go through, same as them passengers.”

                Ebeneezer put his hand on Charlotte’s shoulder. “Now listen, don’t you pay them passengers no mind. You are what you are. And what you are, is a fine horseman. And the best coachman I ever saw. You remember that. under the circumstances, there ain’t nothing left for you to do but your job. So get to it.”

                Charlotte looked square at Ebeneezer.

                Ebeneezer looked square at Charlotte and said, “You’re the coachman. You’re in charge, so load ‘em up.”

Consider the following questions with your group. Write down the answers you agree upon.
-What "words of the wiser" do you see in this excerpt?

-How do you think this advice will change Charlotte?

-What does this advice indicate about the lesson the author wants you to learn in this story?

READING: Excerpt from Hope Was Here

STOP, Notice, and Note: Memory Moment

 

Excerpts from Hope Was Here by Joan Bauer

 

Background: This book is about a girl named Hope who, once again, must leave a place she’s called home to move. We pick up in the novel as she and her aunt are getting in their car to begin their latest move.

                We walked across the street to the old Buick that was packed to the hilt with everything we owned and had a U-Haul trailer chained to the back.

                It was May 26. We were heading to Mulhoney, Wisconsin, to start work in a diner there that needed a professional manager and cook (Addie), was short on waitresses (me), and was giving us an apartment. The man we were going to work for had been diagnosed with leukemia and needed help fast. I don’t mean to sound ungenerous, but working for a close-to-dying man didn’t sounds like a great career move to me. I had to leave school right before the end of my undistinguished sophomore year, too.

                I hate leaving places I love.

                We were about to get into the car just as Morty the cabdriver double-parked his Yellow taxi.

                Good old Morty. The first time I waited on him, he unloosened his belt a notch before he even looked at the menu. I knew I had a true believer.

                I raised my hand to a great tipper.

                “You always took care of me, kid!” He shouted this from across the street as a UPS truck started honking at him to move his cab.

                “I tried, Morty!”

                “Wherever you go, you’ll do okay. You got heart!”

                The UPS driver screamed something heartless at Morty, who screamed back, “Watch your mouth, big man in a brown truck!”

                I didn’t know what kind of customers I’d get in Wisconsin.

Consider the following questions with your group. Write down the answers you agree upon.

-What memory was mentioned in this part of the exceprt?

-What does this tell us about the main character, Hope?
-What emotion does this memory makes us feel that Hope is also feeling?

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Background: This is about the same point in the book. Hope has gotten in the car with her aunt, Addie, about to set out on the trip to a new life in Wisconsin. Addie is trying to reassure her.

 

                She grabbed my hand and gave it a squeeze.

                Addie never promised that life would be easy, but she did promise that if I hung with her the food would be good.

                Believe me when I tell you, I know about survival.

                I was born too early and much too small (two pounds and five ounces). For the first month of my life I kept grasping for air, like I couldn’t get the hang of breathing. I couldn’t eat either, couldn’t suck a bottle. The doctors didn’t think I would make it. Shows what they know. my mother didn’t want the responsibility of a baby so she left me with Addie, her older sister, and went off to live her own life. I’ve seen her exactly three times since I was born—when she visited on my fifth, eighth, and thirteenth birthdays.

                Each time she talked about being a waitress. What made a good one (“great hands and personality”). What were the pitfalls (“crazed cooks and being on your feet all day”). What was the biggest tip she ever got ($300 from a plumber who had just won the instant lottery).

                Each time she told me, “Hon, leaving you with Addie was the best thing I could have done for you. You need constants in your life.” She had a different hair color each time she said it.

                Addie’s been my number-one constant….

                Because of this, I don’t buy into traditional roles. My favorite book when I was little had pictures of baby animals, like foxes and lambs and ducklings, who were being raised by other animals, like dogs, geese, and wolves.

                Addie said it was our story.

 

Consider the following questions with your group. Write down the answers you agree upon.

-What memory or memories are mentioned in this excerpt?

-What do they tell us about the relationship between Hope and Addie?

-What have we learned about the character in this memory?

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I stared out the window as the Buick roared west to whatever.

                Harrison Beckworth-McCoy, my best male friend at school,… had given me a goodbye present, and I was opening it now as Addie pushed the Buick through Ohio. Inside the box was a small glass prism that caught the sun.  A hand-painted note from Harrison read, “New places always help us look at life differently. I will miss you, but won’t lose you.”

                Harrison was always saying sensitive things like that, which put him instantly on Jocelyn Lindstrom’s male sensitivity chart. He was the only male either of us knew who had made the chart consistently over twelve months. Donald Raspigi, who occasionally said sensitive things like “Nice sweater,” had been on twice.

                Enter memories, sweet and sour.

                Harrison and me baking enormous mocha chip cookies for the high school bake sale and having them stolen on the Lexington Avenue subway.

                Harrison’s African fighting fish, Luther, who ate Chef Boyardee ravioli without chewing.

                Harrison reading my mother’s photocopied annual Christmas letter that she sent to family and friends—“Dear Friends….” (She’d cross out “Friends” and write in “Addie and my little Tulip.”) Harrison commenting that motherhood should be like driving a car—you should have to pass a test before you get to do it legally.

                I held the prism up to the light. The sun hit it and showered colors through the windshield. “Now isn’t that something?” Addie said, smiling at the sight. “Yeah.” I looked out the window, trying not to cry.

Consider the following questions with your group. Write down the answers you agree upon.

-What memories are mentioned in this excerpt?

-Did the author use this memory moment to reveal important information about Harrison or   Hope?

-What did we learn about the characters in this excerpt?

 

Persuasive Parent Letter

This week we have been working on persuasive letters to parents. Students are suppose to consider something they want that their parents will not allow and attempt to persuade them through a letter. The purpose of the assignment is for students to understand the "know your audience" aspect of persuasive writing. Students should have their parent/guardian read the letters. Parents should mark a "check" next to sentences they think are persuasive and an "x" next to sentences they do not think are persuasive. Students understand it is their responsibility to make sure their parent reads the letter, marks and signs it.

Requirements

-Quick Write "Know your audience"
-Brain Storm "T" chart
-Rough Draft with Peer Edits
-Final Draft
       -correct spelling, capitalization, and punctuation
       -parent signature and "x" or "check" marks (see above)
       -should demonstrate understanding of "know your audience"

The above requirements are due in class on Monday, March 17.

This post is simply a reminder to have your parents read the letter over the weekend. Students should have completed the other requirements this week in class.

Persuading Commercials

 

 

 

 



Consider the following for each of these commercials:
-What are they trying to persuade you to do?
-Who do you think is the "target audience" they are trying to reach?
-Do you think this commercial has good persuasion techniques? Why/why not?