On Voice and Change

Writers, Speakers, and Problem Solvers
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Hillary Kidwell Periods bookspilekids.jpg2, 3, 4, 6
ext. 7113 classroom: Mansion 1 office: Mansion 3rd floor
hkidwell@hyde.edu


In preparation for life, we develop writers, speakers and problem-solvers through
the cultivation of the AICR learning process



Description:
In Senior English, students will consistently practice the writing process in order to develop better communication skills and personal voice. In the fall, students will read a lengthy satirical novel, Jonathan Swift’s Gulliver’s Travels, pertaining to the study of societal character and commentary. Along with this novel, they will practice and enhance their analytical writing skills. In the winter, students will focus on style and critique of various short fiction and non-fiction selections, as well as writing many short essays to apply various rhetorical modes. The winter term will finish with a significant Anthology Project. In the spring, the work on personal voice will culminate with each student’s labor to become informed, polished, and published in both local and global arenas. This final trimester will also include instruction on conducting advanced research and proper documentation of sources. In addition, each trimester, students will have the opportunity to have their voice tested at the level of public performance with speeches presented under the Chandelier. Overall, seniors will benefit from the exposure to real world reading, writing and speaking applications as well as the chance to discover their own personal voice and flair.
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Course Syllabus:


Recommended Resources: On Reading and Writing
Purdue University's On Line Writing Lab
A Pocket Style Manual, by Diana Hacker

Writing Conventions:

Citation: MLA format, in-text
Ex: "Quote" (32).
Essay Conventions: Times New Roman, Size 12, double-spaced, 1” margins
þ No extra spaces between paragraphs
Essay Heading (preferably upper right hand)
Name
Date (full form)
Class period
Assignment



Fall Satire & Literary Analysis

gulliver_2.jpg
... exaggation, parody, incongruity, reversal


Fall Unit Plans

September 8-17

September 18-October 22nd


October 27th-November 13th


Fall Handouts






Definition/Types of Satire & Utopia/Dystopia

Double Entry Notes


Reading Questions



Vocabulary


Response Sheets



Final Analytic Essay





Final Exam Review Sheet



Winter Soliloquy & Developing Voice

TheWritingProcess.gif

Winter Unit Plans

December Class Plans

Senior Soliloquy Project

— Write a personal soliloquy that is a dramatic representation of your own inner monologue at this point in your life.

You are alone on stage, there is no ongoing action, and you are simply reflecting on and expressing your thoughts and emotions.

¯ Moment of conflict/struggle/conscience/commitment
¯ Style – figurative language (metaphor, simile, imagery, allusion, personification, hyperbole); exclamations & questions
¯ Format – set margins at ½ page, left aligned
¯ 20 lines minimum
¯ Tense – no action/movement happening in present…
¯ First person – your voice!
¯ NO RHYME!
- Draft written by December 8th

FCAs
Content/Conflict
4 pts.
Style/Devices
4 pts.
Dramatic Delivery/Eye Contact
4 pts.
Draft Progress
4 pts.
(Deducted from 30 points)

Class Plan:
— Writing/Revision time

— Memorization/Performance practice

— Class Performances! (Under the Chandelier)
- Bring typed copy of soliloquy & e-mail to hkidwell@hyde.edu

Final night
— Performances in front of school

Unit Plan

1
Intro to Soliloquy
▫ Shakespeare info
JC synopsis
  • Intro to Unit, Shakespeare, vocab & resources
■ Read JC synopsis
2

▫JC reading activity
  • Soliloquy Practice/reading
  • [Mark Antony reading activity]
■ DE notes/summary with soliloquy
3


  • Introduce Soliloquy writing
■ Title & outline of your play
4


  • Soliloquy writing
■ Writing/revising
5


  • Soliloquy writing (workshop)
■ Writing/revising
6


  • Writing/Peer edit
■ Finalize!
7


  • Practice Performance
■ Practice/Memorize
8


  • Performance



Winter Handouts

December



January-February Class Plans


Lesso
#
Topics
(What)
Reading & Resources required
Learning Objectives
and/or
Tasks to be completed
Evaluation and Homework
1
Week #4
Intro to Nonfiction/ Rhetorical Modes
Unit Plans
ú Reading
  • Break Moment activity – Style & voice
  • Identify writing strengths/goals
  • Style vocabulary – definitions!
■ Readings (Salinger/Hemingway)
2

ú Greenburg
  • Fairytale rewrite activity
■ Read & summary (Lamott)
3
-
ú Rhetorical modes handout
ú Eighner
  • Portfolio/revision notes set-up
  • Intro to nonfiction/modes
  • Essay rubric/FCAs
■ Reading
4
Week #5
Intro to Description
A
úEighner
  • Go over sample descriptive essay
  • Intro to description
■ Brainstorm
5
I
ú Brainstorming
  • Brainstorming/Freewriting
■ Drafting
6
C
ú Draft
  • Writing workshop - Drafting
  • Editing/Revision
■ Drafting
7
R
ú Draft/Final
ú Readings
  • Editing/Revision
  • Share essays
■ Reading (Bryson, Kothari)
8
Week #6
Intro to Exposition
A
ú Bryson, Kothari
  • Intro to Exposition
  • Sample critique
■ Brainstorm
9
I
ú Brainstorming
  • Brainstorming/Freewriting
■ Drafting
10
C
ú Draft
  • Drafting
  • Editing/Revision
■ Drafting
11
R
ú Final
  • Share essays
*

Week #7
Exposition #2
A I C R


Week #8
“This I Believe” essay
A I C R


Week #9
Mid-Year Reflection
A I C R


Week #10
Begin Anthology
SYNERGY


Week #11
Anthology Project/
Public Presentation
SYNERGY



January





reading/exposition examples






more resources available at This I Believe

- Mid-Year Reflection Papers - DUE Friday, February 13th!


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- End of Term Anthology Revision Project - Portfolios Due Monday, February 23rd






Senior Spring

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Senior Spring – English
~ Global Insight, Personal Impact ~



Objective: To develop your understanding about a significant issue to advance your writing voice, your communication/presentation skills, and your understanding of the world.

1) Choose your topic of interest. Over the break, you should develop an idea about a world event/topic that you want to pursue, via news/media, people, any other sources of information. Buy books over break!!!

2) Following break: Read a book (recent nonfiction) that relates to your chosen topic (from the list provided or you choose).

3) Generate essential questions that you would like to address regarding your topic in order to focus your research.

4) Gather additional information in support of your topic as supplementary sources – (i.e. newspapers, video, TED Talk, scholarly interviews, journal articles). You will become Hyde’s expert on your world issue through the process of critical research.

5) Develop a reference list of resources in the format of an Annotated Bibliography. This should include at least 8 sources (Database),including your chosen nonfiction book.

6) Write a 250-word Editorial Letter in which you express your own argument/proposal about your topic to a designated public audience.


Deadlines:

April 137th: English - Book Completed

April 28th: English - Annotated Bibliography Due

May 6th: English - Editorials Due


Spring Handouts

Senior Spring Outline/Calendar


Letter to Author Form


Database Research


Annotated Bibliography


Editorial Project Overview




Spring FCAs and Assessments




Honors - Embedded Course


writing-habits.jpg

Honors Course Materials





Satirical News The Onion News