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8th and 9th Grade English

Ms. Menard’s Class Page

Kinard Core Knowledge Middle School

mmenard@psdschools.org

488-5480

This page was updated on November 18th.

My name is RAM, and my tank is full.

I’m all brawn, all brain

built not to last, but to outlast

not to achieve, but to overachieve

My tank is full.

I carry a full payload

the loyalty of my owners

the accolades of my industry.

I carry reputations

I carry livelihoods

and I deliver the goods without fail.

My name is RAM, and my tank is full.

My name is _____________, and _______________________________________

I’m all _______________, all ________________

built not to ______________, but to _____________________

not to _________________, but to _____________________

_____________________________________

I carry ______________________________

the ________________________________

I __________________________

and I _________________________ without fail.

My name is __________________, and __________________________.

This side of the paper is designed to help you understand what has been included in the actual paper. Each font is different on purpose so you can see the information in each piece of the paper and how the pieces fit together. J

Format:

Double spaced with 1 inch margins

Size 10, 11, or 12 of a text font

Heading includes:

Student’s name

Name of class

Name of assignment

Date (written out)

Centered title – not underlined or in “quotes”; a bold and happy font is fine

Hook – a question, statement, shocking fact, or statement with figurative language to introduce your topic in a creative and memorable way

Bridge – provides safe and easy passage for the reader between the hook and thesis statement

Thesis statement – your entire essay could be reduced to this sentence. A thesis statement in an essay serves the same purpose that a topic sentence does in a paragraph.

Preview or map statement – If your thesis doesn’t include your five specific points, they should be identified here in the order you will discuss them.

Ms. Menard

8^th Grade English

Country Research Paper

November 16, 2009

Stronger the Second Time

“Let’s try that again” is a motto for anyone who is trying to sell a product that solves issues. Staples has the Easy Button, Tide detergent has created a pen to release accidental stains, White Out is an essential item in any desk drawer, and video games have a reset button to allow a “do over” after a less-than-desirable result in a critical competition. If the game has already been lost, if the player has been outwitted by a computer program, then what is the point of trying again? Without a second chance, and a third, fourth, fifth, twentieth, and millionth, what is the point of improving or trying to mend behavior in meaningful ways? It is quite obvious that the citizens of the world are not perfect, but more importantly, the key focus is that regardless of how badly someone has muddled a situation, he can earn a second chance to regain his honor, integrity, reputation, and opportunity to make wise and safe choices in a community. If given the task of creating a new country with no limitations and five exemplary characters to be a model to society, redemption and accountability would be the cornerstone of Greenberg, a tiny country tucked away in the quiet mountains. As model citizens who have received the gift of a second chance in life and used their new opportunities for good, Jean Valjean from Les Miserables, A Tale of Two Cities’ Sydney Carton, dear, sweet Lucy from Uncle Tom’s Cabin, Elie Wiesel, a Nobel Peace Prize winner and survivor of Auschwitz, and Special Agent Leroy Jethro Gibbs from NCIS would keep an appropriate balance between accountability and offering a second chance in the country of Greenberg.

Topic Sentence for the first body paragraph – you should be discussing points in the same order you stated them in your thesis statement or preview statement.

1^st main point to prove that your topic sentence is true -

neato details, examples, reasons, facts, or statistics to be used as evidence.

2^nd main point to prove that your topic sentence is true - more nifty details and examples are clearly used to prove your point.

3^rd main point to prove that your topic sentence is true – use your details to make your ideas look credible and believable.

Synthesis statement – mix all the ingredients from all three points together to create a tasty final product in this sentence.

Conclusion sentence – wrap up your ideas in a logical way that prepares me for the next paragraph.

Teenager Research Information:

1. You do not need to do research if you are the teen in your country.

2. A personal interview (with questions of your choice) is appropriate research for a friend or classmate.

3. Regular research from a database or book is required for a famous teenager or for someone you can’t interview.

Example of Topic Planning

(This is the same structure we used in class.)

(Plan B)

Leadership in Unusual Circumstances

Person #1 Person #2 Person #3 Person #4 Person #5

Examples Examples Examples Examples Examples

(Plan C)

Experts in Their Fields

Person #1 Person #2 Person #3 Person #4 Person #5

Examples Examples Examples Examples Examples

(Plan A)

Inventive and Creative when Solving Problems

Person #1 Person #2 Person #3 Person #4 Person #5

Examples Examples Examples Examples Examples

Dear Parents,

I will update all grades for the Animal Farm project on Friday, November 13th and Monday, November 16th. If your son or daughter earns a Z on an assignment, I will send home the following letter for you to sign. All work may be redone or turned in for full credit by Friday, November 20th. All grades will become final after the 20th. I will continue to update the website over the weekend after I speak with students in individual conferences on Friday and Monday during class.

Thanks,

Megan Menard

Friday 13th or Monday 16^th, November 2009

Upon grading all the projects, I have discovered that your son/daughter has not completed all their work. This may be due to absences or neglect. However, I would like your son/daughter to find success. I will offer them one opportunity to “make up” their missing work and close the gap in their learning. They will have until Friday, November 20^th to turn in any missing pieces of their project or correct any “redo” pieces that were not proficient. If your child understands the assignment, there is no need to meet with me. If your child feels they don’t understand the assignment, there are several things they can try to find success:

1. Ask a parent for help. J

2. Go online for help with definitions, explications and paragraph writing.

3. Ask me for help any time during lunch.

4. Ask me for help after school on Thursdays.

5. Come to a help session on Tuesday, November 17^th with Mrs. Herrick from 3:30-4:30 in her classroom.

6. Come to a help session on Thursday, November 19^th with Ms. Menard from 3:30-4:30 in her classroom.

I hope that your son/daughter uses this opportunity, and I look forward to receiving their work! Thank you so much. Also, if you are interested in the next two weeks’ assignments, information is posted on my Kinard website with upcoming projects and homework. If you have further questions, please email me at mmenard@psdschools.org.

Missing Work:

Poetry Explications—this includes following the worksheet and analyzing two poems in our setting packets. This also includes two mirror poems.

Descriptive Paragraph—this is a paragraph that uses details and descriptions, rather than explain, to “show” the reader what their country is about. Describe the physical setting of your country.

Setting—this is an actual physical setting/map/layout of their country with a minimum of twenty labels.

List of Twenty Characters—This is a brainstorm of twenty people they would have in their country with four reasons for each one.

Ms. Menard

Outline

English

November 13, 2009

Students, here is the outline format for each person.

Country Characters

I. Albert Einstein

A. Noteworthy Qualifications

1. Won the Nobel Peace Prize – “He won the Nobel Peace Prize in July 2009 for his scientific contributions” (www.database.com)

a. He created electricity.

B. He shocked himself by accident.

2. Created “quote” (page #)

3. He did

B. Unique Qualities or Special Traits

C. Expected Outcome of Including Person in Country

D. Limitations

II. Repeat with all five characters.

Planning Dates for Odd Classes

November Dates for

Assignments or Activities

Class on Wednesday, November 11th

You will learn how to write an outline for the first 10 minutes of class. Your final draft outline should be typed and turned in on Thursday (11/19).

The majority of class will be spent brainstorming how you want to approach your research topic and thesis statement. In order to meet your future deadlines, it is critical to complete this work in class today.

Technically you have no homework, but you have many things that are due next week if you want to get started on them.

Class on Friday, November 13^th

The computer lab is reserved for Nov. 11^th. You have the entire day to research or get help from Ms. Menard on how to plan your essay. Your research is due at the beginning of the next class (11/17 Tuesday).

Class on Tuesday, November 17^th

You will have the entire time to type the rough draft of your 7 paragraph essay during class. This is the last time you will be in the computer lab before the paper is due. Make sure you email yourself a copy of the work you get done in class.

Homework: The complete draft of your essay needs to typed, double spaced, and put in font size 11 with 1 inch margins. You need to have a heading (name, class, assignment title, date) and a title in size 16 and in bold. This is due at the beginning of the next class (11/19 Thursday).

Class on Thursday, November 19^th

The complete and typed draft is due at the beginning of class today. Class time will be spent revising and writing your Works Cited page.

Homework: The final draft with corrections and the Works Cited page are due at the beginning of the next class (11/23 Monday).

Class on Monday, November 23^rd

Country wars – all assignments must be done in order to participate.

No homework over the break J

Wednesday, November 25^th

You’ll be on Thanksgiving Break. J

Planning Dates for Even Classes

Nov. 12 (Thursdsay) Computer Lab reserved

Week of Nov. 16th Draft and revise paper

Nov. 20 (Friday) Final draft of research paper is due

Section 1 Assignments

Advanced

Proficient

Redo

Creation of Country

~         scrapbook map

~         shoebox diorama

~         poster

Labels of 20 elements are included without any errors

(3o points possible)

Holistic Scores

4+ = 100% (30 points)

4 = 95% (28.5 points)

4- = 91% (27.3 points)

• The setting has 15-20 setting elements properly labeled.

• The geography of the land is creatively represented, and all graphics are attractive, colorful, and support the content of the presentation.

• All features are drawn to scale in relation to one another.

• The presentation is neat and clear to the viewer. The project shows considerable consideration to construction. All items are secured onto project.

• The tone or mood of the country is obvious to the audience.

Holistic Scores

3+ = 89% (26.7 points)

3 = 85% (25.5 points)

3- = 81% (24.3 points)

• The setting has 13-15 setting elements properly labeled.

• The geography of the land is represented, and all graphics are, colorful and support the content of the presentation.

• All features are drawn close to scale in relation to one another.

• The presentation is mostly neat and clear to the viewer. The project shows some consideration to construction. Most items are secured onto project.

• The tone or mood of the country may need some explanation.

Any work at a 1 or 2 level must be redone until it is proficient or advanced.

Cause and Effect T-Chart for Setting

(30 points possible)

Holistic Scores

4+ = 100% (30 points)

4 = 95% (28.5 points)

4- = 91% (27.3 points)

• The document is in the correct format.

• The document in written in complete, accurate, and detailed sentences.

• A direct correlation between the cause and the effect is evident.

• The effects indicate the domino effect on the country.

• A concluding effect sentence indicates your country’s creative, yet realistic response.

Holistic Scores

3+ = 89% (26.7 points)

3 = 85% (25.5 points)

3- = 81% (24.3 points)

·      The document is mostly in the correct

format.

• The document in written in complete and accurate sentences.

• A direct correlation between the cause and the effect is implied.

• The effects indicate some elements of the domino effect on the country.

• A concluding effect sentence indicates your county’s realistic response.

Any work at a 1 or 2 level must be redone until it is proficient or advanced.

Poems

(30 points possible)

Holistic Scores

4+ = 100% (30 points)

4 = 95% (28.5 points)

4- = 91% (27.3 points)

• Two poetry explications include: comments about imagery, patterns or repetitions, themes, definitions of unknown words, literary techniques, reader’s insights, reader’s thoughts on author’s purpose, tone of poem, and potential speaker of the poem.

• Both written poems mirror the sample poem’s format, language use, tone, and purpose.

• Themes of individual poems must be consistent with the country you have built.

Holistic Scores

3+ = 89% (26.7 points)

3 = 85% (25.5 points)

3- = 81% (24.3 points)

• Two poetry explications include several: comments about imagery, patterns or repetitions, themes, definitions of unknown words, literary techniques, reader’s insights, reader’s thoughts on author’s purpose, tone of poem, and potential speaker of the poem.

• Both written poems mirror most of the sample poem’s format, language use, tone, and purpose.

• Themes of individual poems are mainly consistent with the country you have built.

Any work at a 1 or 2 level must be redone until it is proficient or advanced.

Descriptive Paragraph

(30 points possible)

Holistic Scores

4+ = 100% (30 points)

4 = 95% (28.5 points)

4- = 91% (27.3 points)

Supporting details are relevant and

provide important information about the

topic.

• The writing has balance; the main idea

stands out from the details.

• The writer seems in control and develops

the topic in a logical, organized way.

• The writing connects ideas to the

specified purpose.

• The introduction is analytical, relational, or

insightful. The topic has been approached

in a creative or specific way to identify the

purpose.

• An analytical conclusion reviews and reflects

on the key points in a thoughtful manner that

leaves the reader with an overall sense of

understanding.

The writer selects words that are

accurate, specific, and appropriate for

the specified purpose.

• The writer experiments with words,

or uses figurative or descriptive language.

• The writer uses a variety of sentence

structures.

• The writing is readable, neat, and nearly

error-free.

Holistic Scores

3+ = 89% (26.7 points)

3 = 85% (25.5 points)

3- = 81% (24.3 points)

The writer has defined but not

thoroughly developed the topic, idea, or

story line.

• Some supporting details are relevant but

limited, or overly general, or less

important.

• The writer makes general observations

without using specific details or does not

delineate the main idea from the details.

• The writer attempts to develop the topic

in an organized way, but may falter in

either logic or organization.

• The writer connects ideas with the

specified topic implicitly rather than

explicitly.

• The writer mostly selects words that are

accurate, specific, and appropriate for

the purpose of the writing.

• The writer uses age-appropriate words

that are accurate but may lack precision.

• The writer uses simple but accurate

sentence structures.

• The writing is mostly readable and neat.

• Errors in language usage, spelling, and

mechanics do not impede communication.

Any work at a 1 or 2 level must be redone until it is proficient or advanced.

Animal Farm Setting Potential Disasters

(3o points possible)

Holistic Scores

4+ = 100% (30 points)

4 = 95% (28.5 points)

4- = 91% (27.3 points)

• An accurate map of 10 critical Animal Farm elements are labeled correctly.

• At least two dangers and opportunities for each element are included on the map and are thoughtful and specific.

• A creative and realistic solution to all setting dangers or threats is written on the map beside each element.

Holistic Scores

3+ = 89% (26.7 points)

3 = 85% (25.5 points)

3- = 81% (24.3 points)

• An accurate map of 7-9 critical Animal Farm elements are labeled.

• At least two dangers and opportunities for each element are included on the map.

• A solution to all setting dangers or threats is written on the map beside each element.

Any work at a 1 or 2 level must be redone until it is proficient or advanced.

Section 1: Setting

Project Requirements

1. Create a T-chart that has CAUSES on one side and EFFECTS on the other side. Whenever you get a culture card, you will add it to the cause side of your t-chart and then have to figure out the effect that will have on your culture. (1 per group)

2. Decide how you will physically present your country to your audience. Create a shoebox diorama, a scrapbook, or get another similar project idea approved by your teacher. Then gather your supplies use the time you have in class to make a plan and divide the work. You won’t have time to build or draw your entire country in class, so you need to divide the work and create some of the project at home. ELO would also be a great time to finish building your country. (1 per group)

3. Label the most important elements of your country on your map or in your box. For example, add a label to the sky to show me what type of weather to expect in this region. If your country has a natural disaster possibility, like a tornado, hurricane, volcano eruption, drought, etc., explain and label the possible threat and your country’s safety plan or response. (1 per group)

4. Core Knowledge Poetry: First, select two of the three poems and write an explication of both poems. Then use the poems you chose to write two poems of your own for your country. Use the same format and goals that the author used. (1 per person)

5. Write a descriptive paragraph to explain the most important elements of your setting. Focus on giving an overview of your place, but also help the audience appreciate the brilliant details you’ve included in your creation. (1 per person)

6. Potential Setting Disasters in Animal Farm: Draw a map of the setting in Animal Farm and label the most important buildings and locations. Include a list of 10 possible setting conflicts or challenges that could occur in the novel. (1 per group)

Guiding Questions

1. Causes/Effect: How will this enrich or hurt your culture? What opportunities will this create for your people? How will this change your community? How will this change the physical layout of your town? How will this change relationships of the people?

2. Build or draw your country: How will you use your space effectively so you don’t run out of room later in the project? How will you draw or create the elements of your country? Is there a tone or mood in your country, and if so, how can you make your audience understand the “feeling” of your place?

3. Label the most important elements: If the audience members can’t ask you any questions, what should you label so they understand your world without talking to you? How can you guide their thinking so they really understand what you’ve created?

4. Core Knowledge Poetry: Do you want to present the good and bad parts of your country? Would you prefer to focus on that special place in your country where you can escape and take a break, like a park or the mountains? What animals live in your country, and which animal would you like to make sure your audience notices?

5. Descriptive Paragraph: How could you use the five senses to help describe your place more clearly? How could you describe your place with figurative language to help the audience understand what it’s really like? Can you include comparisons or descriptions to help the audience paint a picture in its mind?

6. Potential Setting Disasters: What can you learn from reading about the setting on Animal Farm? How could you prevent similar mistakes from happening in your own country?

Setting Planning Page

As you plan the setting of your country, you need realistic answers to each of the following issues.

1. What type of project are you going to create? (scrapbook, diorama, poster, mobile, etc.)

2. What is the geography of your country? (mountains, oceans, volcanoes, prairie, marshes, fertile soil, rocky soil, etc.)

3. What is the mood of your country? (optimistic, capitalistic, despondent, etc.)

4. What are the weather patterns and natural threats in your country? (sunshine, light breezes, constant wind, flooding, drought, forest fires, tornadoes, hurricanes, sea storms, global warming, moving glaciers, etc.)

5. What are the major population areas of your country like? (cities, villages, metropolitan development, etc.)

6. How many people live in your country? (location of people, ways to support themselves in the area, etc.)

7. Which luxurious areas can be found in your country? (beautiful mountains, stunning ocean views, rich and fertile soil for farming, etc.)

8. Which animals live in your country? (location, possible threat level, treatment of animals in your country, etc.)

9. What are the building structures like in your country? (houses, government buildings, shops, market buildings, recreation buildings, etc.)

10. As producers, what type of land do you want for trade and goods? (products for farming, development, exporting, importing, etc.)

11. What 20 elements will you include and label to represent your country?

Next Steps:

1. What are you next steps to plan your country?

2. What needs to be gathered for supplies?

3. Who is bringing what?

4. How will you organize this project?

Worksheet: Comparison Matrix

Category

Sierra Lione

USA

What conclusions can you draw about people and beliefs?

What conclusions can you draw from information that hasn’t been included?

Per capita income

Life expectancy

Illiteracy rate

Internet users

Electricity use

Idea for worksheet adapted from the Peace Corps Geography: It’s More than Just a Place activity found online at

http://peacecorps.gov/wws/guides/insights/geography/module2/lesson1/wksheet5.html.

Poetry Explication for Section 1

Steps to Explicate Any Poem

1. Look at the title. Does the title have a special or hidden meaning? Is it an opposite of the poem topic? What attitude does it set at the beginning of the poem?

2. Read the poem the first time. Annotate your thoughts as you read.

3. Identify the tone and speaker of the poem. Who is the speaker? What is the speaker’s mood or tone toward the subject of the poem?

4. Identify the figurative or descriptive language. Highlight or mark the similes, metaphors, alliteration, imagery, hyperbole, symbolism, onomatopoeias, oxymorons, or other literary elements. What is the purpose of including this information at the exact time it was included?

5. Look for repetition in words, phrases, or themes. How is the author using words wisely to make you notice patterns or reach conclusions because of his word choice?

6. Determine the author’s purpose or goal in writing the poem. What was his reason for writing? Record your ideas on the page wherever you have room.

7. Read the poem one more time. Record your final impression now that you understand the poem and the author’s purpose better.

Core Knowledge Poetry Options

Author of Poem

Title of Poem

Topic of Poem

Carl Sandburg

“Chicago”

Cites have good and bad elements. Be realistic about both parts, but focus your attention on having a positive attitude about your city.

William Butler Yeats

“The Lake of Innisfree”

Everyone needs to have a place to escape from the stress of life and recharge in a setting that gives them calm and peace.

William Butler Yeats

“The Wild Swans at Coole”

Some animals are majestic and beautiful in their natural habitat. Appreciate the simple beauty of quiet creatures.

CHICAGO
by Carl Sandburg

HOG Butcher for the World,
     Tool Maker, Stacker of Wheat,
     Player with Railroads and the Nation's Freight Handler;
     Stormy, husky, brawling,
     City of the Big Shoulders:

They tell me you are wicked and I believe them, for I
     have seen your painted women under the gas lamps
     luring the farm boys.
And they tell me you are crooked and I answer: Yes, it
     is true I have seen the gunman kill and go free to
     kill again.
And they tell me you are brutal and my reply is: On the
     faces of women and children I have seen the marks
     of wanton hunger.
And having answered so I turn once more to those who
     sneer at this my city, and I give them back the sneer
     and say to them:
Come and show me another city with lifted head singing
     so proud to be alive and coarse and strong and cunning.
Flinging magnetic curses amid the toil of piling job on
     job, here is a tall bold slugger set vivid against the
     little soft cities;

Fierce as a dog with tongue lapping for action, cunning
     as a savage pitted against the wilderness,
          Bareheaded,
          Shoveling,
          Wrecking,
          Planning,
          Building, breaking, rebuilding,
Under the smoke, dust all over his mouth, laughing with
     white teeth,
Under the terrible burden of destiny laughing as a young
     man laughs,
Laughing even as an ignorant fighter laughs who has
     never lost a battle,
Bragging and laughing that under his wrist is the pulse.
     and under his ribs the heart of the people,
               Laughing!
Laughing the stormy, husky, brawling laughter of
     Youth, half-naked, sweating, proud to be Hog
     Butcher, Tool Maker, Stacker of Wheat, Player with
     Railroads and Freight Handler to the Nation.

The Lake of Innisfree
by William Butler Yeats

I will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made:
Nine bean-rows will I have there, a hive for the honey-bee;
And live alone in the bee-loud glade.

And I shall have some peace there, for peace comes dropping slow,
Dropping from the veils of the morning to where the cricket sings;
There midnight’s all a glimmer, and noon a purple glow,
And evening full of the linnet’s wings.

I will arise and go now, for always night and day
I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core.

The Wild Swans at Coole

by William Butler Yeats

The trees are in their autumn beauty,

The woodland paths are dry,

Under the October twilight the water

Mirrors a still sky;

Upon the brimming water among the stones

Are nine-and-fifty Swans.

The nineteenth autumn has come upon me

Since I first made my count;

I saw, before I had well finished,

All suddenly mount

And scatter wheeling in great broken rings

Upon their clamorous wings.

I have looked upon those brilliant creatures,

And now my heart is sore.

All's changed since I, hearing at twilight,

The first time on this shore,

The bell-beat of their wings above my head,

Trod with a lighter tread.

Unwearied still, lover by lover,

They paddle in the cold

Companionable streams or climb the air;

Their hearts have not grown old;

Passion or conquest, wander where they will,

Attend upon them still.

But now they drift on the still water,

Mysterious, beautiful;

Among what rushes will they build,

By what lake's edge or pool

Delight men's eyes when I awake some day

To find they have flown away?

Section 2: Allegorical Characters

Project Requirements

1. Create a T-chart that has CAUSES on one side and EFFECTS on the other side. Whenever you get a conflict card, you will add it to the cause side of your t-chart and then have to figure out the effect that will have on your culture. (1 per group)

2. Create a list of 20 specific people or types of characters you want to include in our country. Include specific names or a brief description of the kind of person you want. (1 per group)

3. Determine the importance of your characters by narrowing your list of 20 down to 5 real people. You need to choose 5 people who really do or did exist and let these 5 people represent an entire group of people (an allegory). For example, if I want to include a well-educated group with expertise in math and science, I might include Albert Einstein. Every time the audience sees him in your country they will know he represents all math and science types of people. One of your 5 people must be a teenager, and you may choose to include yourself or a different person in this category. (1 per group)

4. Write an outline in correct format to explain the definition of allegory, identify your characters, and show the reasons you decided to include these characters as the 5 most important characters to begin your country. You will have computer lab time on October 29^th and 30^th to type your outline. (1 per group)

5. Research your characters according to the outline format. Include key facts in your outline, and make sure you include information that specifically meets the outline criteria. (1 per person)

6. INDIVIDUALLY, write a research paper to show how the combination of your five characters will help your country succeed. Use this format for your research paper: (1 per person)

a. Introduction paragraph (1) – explain the concept of creating your own country and why you are choosing characters to represent groups of people; also, define allegory.

b. Thesis statement – the last sentence of your introduction paragraph needs to be the thesis statement which identifies the names of all characters and your purpose in combining these people together.

c. Body paragraphs about each researched person (4) – evidence of research will be located in your four body paragraphs as you use your information to explain why this person will be of great importance to your country an its success. Use the key points in the outline you created to present your person in these paragraphs. Include quotes in MLA format from your research to defend the quality and truth of your statements. Embedded and advanced transitions need to be included.

d. Body paragraph about your teenager or yourself (1) – you don’t need to do research for this paragraph, but you do need to explain why you chose to include this person in your country. How will this teenager represent youth inthe best way? What will this teen’s goals be in your country? Find a way to include one quote in this paragraph, but you can be creative in what you choose to use as a quote. Perhaps a line from a song or an inspirational quote would fit best here.

e. Conclusion to synthesize (1) – when you synthesize, you stir all your ingredients together into a final product or result. What will the end product or result be of mixing this combination of people together? Restate your thesis, review one very important reason you included each character, remind me about your teenage perspective, and show the possibilities that could happen with these characters. Leave the audience thinking, “Wow, can you imagine what it would be like to live there?” or make the audience think about how a few changes in its world could cause incredible results.

f. Bibliography in MLA format – the last page of your research paper needs to be an MLA bibliography. All guidelines and examples can be found online at: http://www.liu.edu/CWIS/CWP/library/workshop/citmla.htm. Make sure to scroll down on the webpage to see formatting directions for the entire page.

Guiding Questions

1. Cause/Effect: What will happen to the people if this conflict occurs? Will they go about their business as normal? How will they react to the situation? What will have to change in your society? Who will respond? What will happen to your structures? How will you recover? How will you celebrate?

2. List of Characters: What types of people do you need for a successful country? Is it fair to leave some people out? Is it realistic to leave some people out? How will you make sure that these people can have their unique personalities, talents, and ideas, while still finding a way for everyone to get along and live in peace?

3. Final List of Characters: Even though a country has many, many people, which groups do you want to focus on for this assignment? George Orwell included a small group of animals to represent the major world powers at the time. How could you decide who to include, and who needs to be represented the most?

4. Outline: Why did you select one person over someone else? What or who does this person represent in your country? What is your expected outcome in including this character? What are the limitations of this person?

5. Research and the Research Paper: How can you use researched information to justify the selection of your people?

Character Selection in Our Country

I. Person #1 (name of person goes here)

A. Noteworthy Qualifications (Academic or Achievements in Area)

1. Rescued Jews from Poland during Holocaust – “…considered one of the greatest heroes of the time.” (The Holocaust Chronicle 52)

a. Nazis had left the Jews to die (52)

b. Gathered them up, fed, them, and paid passage to America (52)

B. Unique Qualities or Special Traits (The cool stuff)

C. Expected Outcome of Person (Why did you include this person in your country?)

D. Limitations of (name of person)

II. Person #2 (name of person goes here)

(Repeat the process of A through D as seen in #1)

III. Person #3 (name of person goes here)

(Repeat the process of A through D as seen in #1)

IV. Person #4 (name of person goes here)

(Repeat the process of A through D as seen in #1)

V. Person #5 (name of teenager goes here)

(Repeat the process of A through D as seen in #1)

Ms. Menard’s Example

1. Who would I like to CONSIDER including in my country? I’ll write down all my ideas and cross off the ones I don’t want later. These are in random order, just the way I thought of them.

~ Jack Baurer from 24 Trusted, loyal to country, security clearance, integrity, proven ability to protect

~ Abraham Lincoln courage to do what’s right, even when it makes some people upset

~ Stryder/Aragorn from Lord of the Rings -humble king with a servant’s heart; protector; defends weak

~ Albert Einstein – problem solver, inventive, intellectual, respected, produces results

~ John Adams – bulldog in politics; always fights for right thing; tried to eliminate slavery through Dec. Indep.

~ My best friend, Mary – wise, rancher, teacher, always fights for the underdog, sees many perspectives, fair

~ Favorite band/artist – gotta have good music or I’ll lose my mind

~ Air Force pilot – need to research a good one; respected, defense, discipline, love of country

~ Doctor/Surgeon – need to research a good one (maybe House; maybe from Mayo Clinic or famous hospital)

~ King Arthur of Camelot – balanced power of authority; round table because no leader; shared responsibilities

~ William Wilberforce – passed bill that ended slave trade in Britain; dedicated entire life to equality for all

~ a survivor from Auschwitz – to hear his voice and remember to honor everyone, even if they believe and act differently than others

~ Lance Armstrong – cancer survivor; never gave up hope; thrive; come back to life you love after obstacles

~ Need a teen example – research someone I respect

2. Uug! I want to keep all of them, so how can I narrow down this list to just 5? Maybe I could combine qualifications so people could serve more than one role. Which people are the most important for my country?

~ Jack Bauer (government, safety, defense, great physical condition, great advice, family man)

~ Albert Einstein (math, science, thinks beyond what he sees, wants to know why/root cause of problem)

~ Surgeon (health care, safety, expert in field, needed, intellectual, cares for others, values peaceful living)

~ I still need someone who can manage the country’s money with honesty

~ Auschwitz survivor (different perspective, experienced unfair and poor treatment, but would fight for peace)

~ Lance Armstrong ( if I can’t find information one of the top 5 characters above, I’ll use Lance in my paper.)

~ I still need a teen representative. That means I’ll need to cut one more person after I pick my teenager.

3. What do I need to research after I’ve selected my characters and back up characters?

~ Noteworthy Qualifications

~ Representation of a Group in Society

~ Expected Outcome of Including (name of person) in Country

~ Limitations of (name of person)

4. How many sources are required?

~ 3 different credible sources for each person (Wikipedia is not a valid source)

~ MLA documentation is required for all sources

Section 3: Governing System

Project Requirements

1.) System of Government: Determine the type of government of your country. Write out a document that lists all of the following criteria for your country: (1 per group)

a. Is it a democracy (ruled by many), dictatorship (ruled by one individual), aristocracy (ruled by a few elite citizens), monarchy (ruled by a king and/or queen), tyranny (ruled by an individual who has taken the power by force), or anarchy (no organized form of government)? Why did you choose this form of government?

b. How is your government structured? Who is in charge? How will you establish this leadership in your country? What is the chain of command in your country (Think about the US- President, Vice President, Secretary of the State, etc.)?

c. How will laws be created in your country? How will they be enforced? Who will be responsible for enforcing the law? What will be the consequences for breaking the law?

d. How will your government handle war or invasion? What type of military does your government have or does your government have a military?

e. Does your country have a class system? (Rich, middle class, poor, etc.) If so, what is the system?

2.) Trade and Currency: Create a collage to identify the forms of monetary units you will use to exchange goods and the products your country is known for. (1 per group)

3.) Commandments: Look back to Chapter 2 in Animal Farm and review the seven commandments the animals create to follow Animalism. After you have reviewed their commandments, write out seven commandments for your country. (1 per group)

4.) Speech: Read and annotate the inaugural speech “Ask not what your country can do for you” by John F. Kennedy. Now, write your own call to action speech for your country. Write the speech from the perspective of the leader of your country (if you have an anarchist country, write the speech from the perspective of a powerful person or sect of people that are trying to influence change for their country). This speech should be a persuasive speech. (1 per person)

Your speech should include the following:

a. A convincing introduction

b. Convincing reasons to serve your country

c. Explanations of those reasons

d. How people can get involved in their country

e. Conclusion that leaves people thinking

5.) Political Belief Statement: In one statement (3-4 sentences), write a political belief statement for your country. This statement should encompass all of your country’s beliefs in a nut shell. (1 per group)

6.) Political Campaign Poster: Create a political campaign poster demonstrating propaganda. (1 per group)

Guiding Questions

1.) System of Government: How does “how” a government is structured influence the way a country is lead? Why might a government be overthrown?

2.) Commandments: How do the laws reflect the moral values of your country? Could any of your commandments be thought of as bad if it was set in a different context

3.) Speech: How do political leaders influence or impact their constituents? Or, do they have an impact? What is the purpose of public speaking?

4.) Political Belief Statement: What are the values of your country? How do you create a statement that citizens will know and understand as the core value of their country?

5.) Political Campaign Poster: What message are you trying to get across to your audience? How can you send additional emotional or social issues that will increase pride and motivate others to join your cause?

Section 4: Culture

Project Requirements

2. Create a billboard or map or brochure that describes the top five cultural attractions of your country. This should include the attractions name, what they contain, costs, location, hours of operation and special events.

(1 per group)

3. From the list of spelling words, choose five words that you really like and would want to use in your community. These words must be used somewhere in the culture section of your project. Please highlight the words on your project so they are identifiable. (1 per group)

4. From the list of foreign phrases, choose three foreign phrases that you really like and are applicable for your society. Please incorporate three of these somewhere into the culture section of your project. Please highlight these words in a color different from the spelling words. (1 per group)

5. Choose one poem from the poetry list and create a piece of art that represents that poem. The art must include three images from the poem into the piece of art, it must “summarize” the poem, it must contain key words or phrases that are significant from the poem, it must be in color and it must be at least 81/2 by 11 in size. (1 per group)

6. Your culture has one famed writer named__________________(choose your name and fill in the blank). This writer is famous for their writing about _____________________. Please create a short story, satirical cartoon, poem or other piece of writing that reflects on, contains a story about or uses pieces of Animal Farm within. (1 per person)

Guiding Questions

2. Billboard/map/brochure: What are the cultural attractions here in Fort Collins? How about Denver? Do you want sporting areas to be part of your culture or all museums? Will you have zoos or music amphitheaters? Will they be outdoor/indoor? Who do you want to access them? Will they only be for the “rich” or for everyone? How will they operate—with what funds? What entertainment did they have in Animal Farm?

3. Spelling words: What type of community are you creating? Do you have a lot of production workers that need specific technical language? Is it a mixed society? Is it a farming society? What words will have the most significance?

4. Foreign phrases: What do the phrases mean? Does that define your culture? Where will you use those phrases? Do they apply to a different section of your project more than they apply to culture? Where would they fit?

5. Art: What art medium can you use to best depict this poem?

6. Writing: What type of creative writing best fits your group? Are you up for a challenge? What do you have to say about Animal Farm?

Culture Choice Sheet

Spelling Words:

absence

accommodate

analysis

attendance

believe

bureau

capitol

colonel

committee

correspondence

counterfeit

courageous

curiosity

defendant

dessert

desperate

dissatisfied

extraordinary

fascinating

foreign

guarantee

hygiene

independence

laboratory

library

lightning

maintenance

mileage

necessary

occurrence

permanence

physician

prairie

sergeant

souvenir

straight

technique

temporary

vacuum

whether

Foreign Phrases:

au revoir

avant-garde

bete noire

c’est la vie

carte blanche

cause celebre

coup de grace

coup d’etat

déjà vu

enfant terrible

fait accompli

faux pas

Madame

merci

piece de resistance

raison d’etre

savoir-faire

tete-a-tete

Goodbye, until we see each other again

A group developing new or experimental concepts

A person or thing especially dreaded or avoided

That’s life, that is how things happen

Full discretionary power (literally—blank page)

A very controversial issue that generates full public debate

A decisive finishing blow

Overthrow of a government by a group

Something overly familiar (literally—already seen)

One whose remarks or actions cause embarrassment (literally—terrible child)

An accomplished fact, presumably irreversible

A social blunder (literally—false step)

Mrs.

Thank you

The principal part of the meal, a showpiece item

Reason for being

The ability to say or do the right thing in any situation

Private conversation between two people (literally—head to head)

Poems

Elizabeth Barrett Browning

3

Sonnet 43

Robert Browning

4

How They Brought the Good News from Ghent to Aix

Robert Frost

12

The Gift Outright

Gerald Manley Hopkins

15

Spring and Fall

Langston Hughes

16

Theme from English B

Dylan Thomas

26

Do Not Go Gentle into that Good Night

William Blake

35

A Poison Tree

Robert Burns

36

A Red, Red Rose

Section 5: Conflicts

Project Requirements

2. How will you deal with conflicts in your country? Please create a diagram that lists the chain of command in a conflict situation. These can be conflicts varying from neighborly disputes to war. (1 per group)

3. Your group is required to read “God Sees the Truth, But Waits” by Leo Tolstoy. This story reflects one society’s response to a “criminal” and his subsequent punishment. You must include a paragraph in this section that responds to this prompt: “Explain why the society in that story responds well to the situation or does not respond well to the situation. Explain why your society would react similarly or differently and how.” (1 per person)

5. Your culture must take a stand on animal rights. Read the story “Death of a Pig” by E. B. White. Use this story, your knowledge of Animal Farm and your own beliefs to create your culture’s belief system. Please demonstrate on a “want ad” (1 per group) a criminal that is wanted for going against whatever rights you set up for your community. This must include the “why” he/she is charged with and what is the punishment. On the back of this ad or somewhere within your project, you must summarize Death of a Pig in one paragraph. (1 per person)

Guiding Questions

2. Diagram: Will you have a military? Will you have a local guard? Will there be counselors or a committee that handles disputes? Will you have a police system? What happens in Fort Collins if there is a dispute? What happens in Animal Farm if there is a dispute? What would you keep the same and what would you change?

3. Did the punishment seem fair? Did they explore the case enough? If you just look at the beginning of the story and not the end, did it seem like a just punishment? How could they have done anything differently? Is our system always going to be imperfect because we have to look at “stories” or people’s observations and testimonies?

5. Want Ad/Summary: Are you a vegetarian society? Are you farmers? Do you have animals as pets? Is your society similar to ours in Fort Collins? What animal rights do we have here? Do we have a humane society? Can we hunt? What are our laws around animal rights?

8^th Grade English Standards

For all sections we will be reading Animal Farm. This is not only a Core Knowledge required text, but it also addresses PSD Standard 6.2: Read a variety of literary and informational texts.

Section One:

1.3 Adjust reading strategies for different purposes (poems)

1.5 Use information from reading to increase vocabulary and enhance language use (poems)

2.4 Use a variety of devices to convey meaning (poems & descriptive paragraph)

4.1 Use thinking and analytical skills in writing, reading, speaking, listening and viewing (potential disasters)

6.1 Recognize and use literary terminology (setting representation)

Section Two:

2.1 Students write and speak in a variety of genres (essay)

2.3 Use the steps of the writing process (essay)

2.5 Use a variety of strategies to organize written and oral presentations (essay)

2.6 Use appropriate strategies to publish writing (essay)

4.2 Use reading, writing, speaking, listening and viewing to define and solve problems (narrowing char. list)

5.2 Use a variety of strategies to organize information (character outlines)

5.3 Document information sources (essay)

5.4 Communicate the results of research (essay)

6.2 Recognize and use literary terminology (character outline—allegory)

Section Three:

1.1 Students will use a variety of comprehension skills in reading (speech)

1.2 Make connections between texts and prior knowledge and identify knowledge needed before reading

about a topic (commandments)

2.2 Write and speak for a variety of audiences and purposes (speech)

4.3 Recognize, express and support opinions orally and in writing (system of govn’t document)

Section Four:

3.4 Use conventions of capitalization in writing (brochure)

3.5 Use conventions of spelling in writing (spelling words)

4.4 Know the purpose, perspective and historical and cultural influences of a speaker, author or director

(free writing piece using Animal Farm)

6.4 Use a variety of strategies to understand and analyze texts (piece of art)

Section Five:

1.1 Students will use a variety of comprehension skills in reading (summary paragraph)

1.3 Adjust reading strategies for different purposes (short stories)

4.1 Use thinking and analytical skills in writing, reading, speaking, listening and viewing (p. response)

4.3 Recognize, express and support opinions orally and in writing (paragraph response & want ad)

6.2 Recognize and use literary terminology (diagram)