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Students wrote the final draft of the solid waste essay to include all five paragraphs.

Please write an effective introduction for the following writing prompt:

Writing Situation
Alvin Toffler, author of Future Shock, referred to modern society as the Athrow away@ generation.
As locations for garbage disposal fill to capacity, communities are faced with the problem of handling
waste materials. The students in your civics class have studied ways to solve the solid waste problems in
your school. They identified the problems in your school environment and considered alternative ways to reduce the quantity of waste. As spokesperson for the class, it is your job to persuade your school's
student body and administration to support their recommendations.

Directions for Writing
Write a feature article for the school newspaper in which you present the alternative solutions for
reducing the quantity of solid waste in your school environment. Try to persuade your readers to support the proposed program. Include reasons, examples, and evidence to convince the readers to agree with your position.

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Character Recipe

Objective: You will demonstrate your understanding of an author’s choice of character and its impact on the plot by creating a character in a recipe form.  Imagine that you were to cook up that character.  Create a recipe that the author might have used to develop the character they have selected. Baste themselves in creative juices every so often. In essence, I’m asking you to record what comprises that character.

Writing Process: Look at a few recipes from magazines to see how they are written.

Prewriting
1. Using the “Act One Standards Focus: Characterization” worksheet, select a character from the literary work you are currently devouring and document the character’s main motivation, main conflict, personality, and effect on plot.

Writing 2. Next, on a sheet of notebook paper, complete the “Ingredients” section of the recipe by listing character traits and descriptions as they appear in the novel, short story, biography, etc.

3. Next, complete the “Preparation” section of the recipe by determining which ingredients need to be prepared before making the recipe.  Determine and list events or forces that they believe helped shape the character.  Does anything need to be chopped, minced, diced, etc.?  How long will this recipe take to cook?  How will I cook it?  Will I sauté, grill, fry, etc.?
4.  Next, complete the “Directions” section of the recipe by explaining in recipe language how the ingredients are combined to create the character recipe.
5.  Lastly, complete the “Serves” section of the recipe by explaining in three to five sentences of recipe and literary language who the recipe will serve and how it will impact the people it serves.  This is the part of the recipe in which you show mastery of the standard that asks you to analyze the author’s choice (Why did the author create this character to have the specified personality?) and determine the impact of the author’s choice on other story elements (How does the character impact the plot of the drama?)

Revising / Editing
6.  Make sure that you have all the pertinent ingredients and reasonable measurements.  Add ingredients if needed.
7.  Check to make sure preparation instructions are clear and in logical order.

8.  Check to make sure that the directions make sense and contain recipe language.

9.  Be sure that your serves section thoroughly explains why the author created the character to have the specified personality and how the character affects the plot of the drama.

10.  Check spelling, abbreviations for measurements, and preparation instructions are delivered using imperative sentences (if you don’t know what one is, find out!).

Final Draft 11.  Rewrite your recipe so that it is neat, clean, and legible.

12.  Include a picture of your recipe.

Character Recipe

Rubric

4

Excellent

3

Good

2

Fair

1

Poor

Ingredients

Character Traits

This recipe provides at least 10 ingredients that are clearly reflective of the character’s traits and flaws

This recipe provides at least 7 ingredients that are clearly reflective of the character’s traits and flaws

This recipe provides at least 5 ingredients that are clearly reflective of the character’s traits and flaws

This recipe provides at least 3 or less ingredients that are clearly reflective of the character’s traits and flaws

Preparation

Process

This recipe provides the instructions for prepping the ingredients before combining to make the recipe.  Process time and method are explicitly stated and are relative to the characters experience

This recipe provides some instructions for prepping the ingredients before combining to make the recipe.  Process time and method are explicitly stated and are mostly relative to the characters experience

This recipe provides little instructions for prepping the ingredients before combining to make the recipe.  Process time and method are explicitly stated and are somewhat relative to the characters experience

This recipe does not provide instructions for prepping the.  Process time and method are not explicitly stated and are not relative to the characters experience

Directions

Recipe steps combined with ingredients

The recipe is written like an actual recipe, has at least five steps, and shows the creative use of adjectives and actions verbs to show insight into character

The recipe is written like an actual recipe, has at least four steps, and shows the creative use of adjectives and actions verbs to show insight into character

The recipe is written like an actual recipe, has at least three steps, and shows general use of adjectives and actions verbs to show insight into character

The recipe does not show creative use of adjectives and actions verbs to show insight into character and it has less than three steps

Serves

Analysis of character’s impact

The explanation is thoughtful and relates to standard ELACC11-12RL3 by including description of the character and analysis of the character’s importance  to the plot

The explanation may not be very thoughtful but still relates to standard ELACC11-12RL3.

The passage is missing analysis of the character’s personality or has little to do with the character’s impact on the plot.

The explanation lacks thought and does not relate to standard ELACC11-12RL3.

The passage is missing both analysis of the character’s personality and analysis of how the character impacts the plot

The explanation provides little to no thought was put into the character analysis.

A random passage was chosen that is irrelevant to the plot and is missing the descriptors of the character’s personality.  Standard ELACC11-12RL3 is not addressed at all.

Grammar and spelling

No mistakes in grammar or spelling

Few mistakes in grammar and spelling

The mistakes in grammar and spelling are distracting to the reader

Lots of grammar and spelling mistakes that make the report difficult to read

Name:  __________________________   Score:  __________

Example:  Soufflé from Hale

Ingredients:

3 cups Religious Fervor (Puritan flavor)

1 cup Fear of Authorities

1 bunch Books Weighted with Authority

3 heaping tablespoons Pride

2 cups Faulty Logic

3 drops Yellow food coloring

pinch of Truth

1 pint Compassion

sprinkle Guilt

1 piece Rope

Preparation Time: Preheat the oven to 350 degrees.  Spray the dish with Baker’s Joy and set aside.  Chop the rope so that there will be more to go around.  Soak the books weighted with authority so that they are very dense.  Be sure to bake this soufflé for three months.

Directions:

Start with Religious Fervor and Books Weighted with Authorities. Knead until

thoroughly mixed. Slowly fold in Faulty Logic, one chunk at a time. Sprinkle Pride

over mixture and blend until thoroughly combined. Place in a hot Salem kettle. When mixture is in the heat, the backbone will be exposed. Carefully remove and discard.  Add Yellow food coloring.  During cooking, mixture will slowly turn colors. Carefully add Truth. The yellow color will fade, giving way to a vibrant color. The Pride in the mixture will shrink, giving way to a healthier formation. Add Compassion. The Turnovers will remove themselves from the heat. Serve on a plain dish, garnished with a portion of Rope.

Serves: The Soufflé from Hale serves all the people of Salem Village.  One ramekin of this tasty treat should yield proof of witchcraft.  After just one bite, Tituba confesses to being a witch and Abigail’s gang accused others.  This delicious dish is intended to influence oblivious villagers to be vigilant about the trickery of witches disguised as “friends”.  If you want your next event to be the talk of the town because your guests will be gossiping the all the conflict, be sure to this dish!

Example of a Real Recipe

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ELACC11-12RL1: Cite Textual Evidence (Act 1 R Q)

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ELACC11-12RL1: Cite Textual Evidence (Act 1 R Q)

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See me to make up this quiz.

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Directions: Choose one of the statements from the anticipation guide with which you strongly agree or disagree. Explain your feelings about this statement in a brief paragraph that follows a formal paragraph format.

Your paragraph must include the following:
1. Topic Sentence: Statement of choice.

2. Introduction Evidence: Why or why not?

3. Quote or Evidence: Provide an example from real life that serves as evidence to your opinion.

4. Analysis: What does this example show? How does it support your opinion?

Statements:
1. It is okay to lie or cheat as long as you don't get caught.
2. Withholding the truth is the same thing as telling a lie.
3. It is never okay to rat out a friend.
4. A person's reputation influences whether they will be my friend or not.
5. Gossiping is a harmless but fun way to pass time.
6. If the majority of people believe something is true, then it must be true.
7. If a group of people have proven to be threats to the safety of our country or community, it is fair for them to be investigated.
8. The legal system treats all people fairly regardless of race, religion, creed, or sexual preference.
9. Going to church helps individuals become better people.
10. Those who condone evil by not protesting it are as guilty as those who commit it.

Example: A persons’ reputation influences whether they will be my friend or not. I’ve often heard the cliche that “birds of feather flock together”. Because this statement tends to be true, I must be careful of who I choose to spend time with and call my friend. I do not want negativity associated with my name; I do not want my character assassinated because of another person’s choices and behavior. For example, if my friends are known to steal, then it is likely that teachers would think the same thing a bout me because we are friends. This example shows how easily a person’s reputation can influence not only themselves, but also others. Therefore, it is a good idea to choose one’s friends wisely.

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ELACC11-12RL1: Cite Textual Evidence (Act 4 R Q)

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ELACC11-12RL1: Cite Textual Evidence (Act 4 R Q)

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Please see me to make up this quiz.

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ELACC9-10RL4: Connotative Meanings (Act IV Voc.)

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ELACC9-10RL4: Connotative Meanings (Act IV Voc.)

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Students participated in a Socratic Seminar after reading Act III of The Crucible. This assignment cannot be made up.

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Using the strategies discussed in class, write a conclusion paragraph for the solid waste essay.

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Write a paragraph with a counter argument and a rebuttal.  The writing prompt was on unblocking social networking sites for use at school.  Students had to agree that they sites be unblocked.

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ELACC11-12RL4: Determine the meaning of words

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ELACC11-12RL4: Determine the meaning of words

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For Bell ringer, students answered Q # 15 on page GA 76 of the AIO workbook. This assignment cannot be made up.

What is the meaning of the word host in the phrase 'in a host of cooperative ventures"?

A.  one who receives guests in a social or business capacity

B.  the master of ceremonies of a radio or television program

C.  a great number

D.  any organism that supports another oganism

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Students participated in a district mock exam for the GHSWT. This assignment cannot be made up.

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Write a brief constructed response in which you answer the following question: In what way is the literary theme of "Half Hanged Mary" similar and different than the literary theme of The Crucible?

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ELACC11-12SL1c: Propel Conversations (lit. cir.)

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ELACC11-12SL1c: Propel Conversations (lit. cir.)

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Students participated in a group discussion with members of their literature circle. There is no way to make up this assignment.

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Skill:  Summarizing  (ACT III The Crucible)

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Skill:  Summarizing  (ACT III The Crucible)

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Write a complete summary of act 3 of The Crucible; use all of the act three vocabulary words.

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ELACC11-12RL4a:  Use Context (Act II Voc.)

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ELACC11-12RL4a:  Use Context (Act II Voc.)

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CLASS WORK ASSIGNMENT:  IRONY

ELACC11-12RL3:  Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed)

Directions:  Using the “Act Three Standards Focus: Irony” worksheet as a guide, compose a constructed response to the following writing prompt:
Identify, classify and explain an ironic occurrence within act three. Next, analyze the impact of Arthur Miller’s decision to include irony in act three by relating his use of irony to plot. Finally, explain what effect the irony has on you as the reader.  What does the irony call to your attention?  Does it heighten dramatic tension for you?  What exactly does the irony do for you?

Example: In the short story, “The Gift of the Magi”, the author creates an ironic ending.  Situational irony appears when the husband gifts his wife with a beautiful hair comb, but the wife has no purpose for the comb as she has cut off all her hair in order to obtain money to buy him a Christmas present.  This situation is ironic because the reader expects the wife to like and to enjoy her Christmas present, but she is unable to do so.  The author of short story strategically places the irony at the end of the plot in order to underscore his / her message about the true meaning of Christmas without preaching his / her point; the author wants the reader to come to that conclusion independently.  As a reader, the irony helped me to gain a new insight about Christmas gifts.  Prior to reading the text, I thought that Christmas gifts were essential to have a good Christmas; now, I understand that gifts are not as important as sacrifice and love.

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Complete the worksheet below.

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ELACC11-12RL1: Cite Textual Evidence (Act 3 R Q)

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ELACC11-12RL1: Cite Textual Evidence (Act 3 R Q)

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See me to make up this assignment.

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ELACC11-12L4a: Use Context (Act 3 Voc. Quiz)

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ELACC11-12L4a: Use Context (Act 3 Voc. Quiz)

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See me to make up this assignment.

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Skill:  Summarizing (ACT II The Crucible)

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Skill:  Summarizing (ACT II The Crucible)

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Provide a summary of act II of The Crucible; use all of the vocabulary words for act II.

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ELACC11-12L4c: Use context (Act 2 Voc. Quiz)

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ELACC11-12L4c: Use context (Act 2 Voc. Quiz)

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See me to make up this quiz.

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ELACC11-12RL1:  Cite Textual Evidence (Act 2 R Q)

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ELACC11-12RL1:  Cite Textual Evidence (Act 2 R Q)

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See me to make up this quiz.

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ELACC11-12L4c: Use Context (Act 1 Voc. Quiz)

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ELACC11-12L4c: Use Context (Act 1 Voc. Quiz)

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See me to make up this quiz.

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ELACC11-12W5:  Revised 3 Body Paragraphs

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ELACC11-12W5:  Revised 3 Body Paragraphs

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Using the 5 4 3 2 1 strategy, revise and edit the original three body paragraphs. Highlight and label your changes.

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ELAC11-12W5: Develop Writing (Ori. 3 Body Para.)

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ELAC11-12W5: Develop Writing (Ori. 3 Body Para.)

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Using the same writing prompt on solid waste, write three body paragraphs. Be sure to include a counter argument with a rebuttal in one of three paragraphs.

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WRITE JUST AN INTRODUCTION PARAGRAPH FOR THE FOLLOWING WRITING PROMPT.

Writing Situation
Alvin Toffler, author of Future Shock, referred to modern society as the Athrow away@ generation.
As locations for garbage disposal fill to capacity, communities are faced with the problem of handling
waste materials. The students in your civics class have studied ways to solve the solid waste problems in your school. They identified the problems in your school environment and considered alternative ways to reduce the quantity of waste. As spokesperson for the class, it is your job to persuade your school's student body and administration to support their recommendations.

Directions for Writing
Write a feature article for the school newspaper in which you present the alternative solutions for
reducing the quantity of solid waste in your school environment. Try to persuade your readers to support the proposed program. Include reasons, examples, and evidence to convince the readers to agree with your position.