PROJECTS & ASSESSMENT
Students will write and deliver an original persuasive speech
on a topic of their choice. The students will focus on all four
elements of persuasion - speaker (why they are qualified to
speak about their topic?), audience (why is this topic of interest
to their classmates?), techniques (what techniques are
effective with this audience?) and occasion - (does this topic
tie in to an event or special day?).
Requirements: See Rubric.
For additional help click here.
on a topic of their choice. The students will focus on all four
elements of persuasion - speaker (why they are qualified to
speak about their topic?), audience (why is this topic of interest
to their classmates?), techniques (what techniques are
effective with this audience?) and occasion - (does this topic
tie in to an event or special day?).
Requirements: See Rubric.
For additional help click here.
| PERSUASIVE SPEECH November 30, December 1-3 2009 |
| SPOON RIVER PROJECT March 15, 2011 F. Oller - Dr. Meyers A. Romero - Amos Sibley M. Hornedo- Margaret Fuller Slack A. Mendez- Dora Williams R. Lastra- Church C. Velez - Lilian Stewart E. Ramirez- Russian Sonia M. Bolivar- Julia Miller N. Crane - Rosie Roberts I. Perez - Nicholas Bindle G. Rodriguez - Nellie Clark C. Aliff - Elsa Wertman N. Ramirez - Lydia Humphrey M. Hernandez - Alfonso Churchill G. Casal - Ippolit Konavaloff M. Fucile - Anne Rutledge C. Vergne - Village Atheist Ma. Hernandez - Dorcas Gustine E. Iglesias - Capt. Orlando Killion C. Alfaro - Mickey M'grew E. Gonzalez - Felix Schmidt K. Rosario - Hod Putt F. Ortiz - Alfred Moir S. Mundo - Harold Arnett R. Rivera - Benjamin Painter L. Santini - Henry Layton A. Melero - Oscar Hummel S. Morales - Roger Heston |
Students will choose one of the poems from Edgar Lee
Master's collection of poems: Spoon River Anthology,
memorize it, and present it to the class. Poems must be at
least 12 lines long. Students will dress according to the
personality of the character as revealed in the poem.
Students are urged to investigate any names mentioned in
their chosen poems in order to fully understand the poem.
Masters created over 212 different people in his supposed
cemetery at Spoon River. Students will also make a
tombstone representing the character of their chosen
poem and will explain the meaning of the poem as well.
The tombstone should be 3-dimensional and seem real
(stone or marble looking) and should reflect the personality
and status of the character. (Should have name, birth and
death dates and a line from the poem)
Requirements: See Rubric.
J. Rosario - Blind Jack
G. Vizcarrondo - Theodore the Poet
K. Garcia - Jack McGuire
L. Carus - Tom Merritt
N. Orsini - Mrs. Merritt
C. Vantaggiato- Minerva Jones
D. Rodriguez - John Cabanis
M. Galanes - Amelia Garrick
J. Badrena - George Trimble
S. Esparza - Francis Turner
Master's collection of poems: Spoon River Anthology,
memorize it, and present it to the class. Poems must be at
least 12 lines long. Students will dress according to the
personality of the character as revealed in the poem.
Students are urged to investigate any names mentioned in
their chosen poems in order to fully understand the poem.
Masters created over 212 different people in his supposed
cemetery at Spoon River. Students will also make a
tombstone representing the character of their chosen
poem and will explain the meaning of the poem as well.
The tombstone should be 3-dimensional and seem real
(stone or marble looking) and should reflect the personality
and status of the character. (Should have name, birth and
death dates and a line from the poem)
Requirements: See Rubric.
J. Rosario - Blind Jack
G. Vizcarrondo - Theodore the Poet
K. Garcia - Jack McGuire
L. Carus - Tom Merritt
N. Orsini - Mrs. Merritt
C. Vantaggiato- Minerva Jones
D. Rodriguez - John Cabanis
M. Galanes - Amelia Garrick
J. Badrena - George Trimble
S. Esparza - Francis Turner
| PERSUASIVE ELEMENTS October 2009 |
Students will choose a print advertisement (magazine or
newspaper) and analyze the four persuasive elements:
speaker, audience, techniques and occasion, based on notes
taken in class from Jonathan Edward's Sinners in the Hands
of an Angry God.
Requirements: See Rubric.
newspaper) and analyze the four persuasive elements:
speaker, audience, techniques and occasion, based on notes
taken in class from Jonathan Edward's Sinners in the Hands
of an Angry God.
Requirements: See Rubric.
| FINAL REVIEWS PROJECT May 10, 2011 |
| TRANSCENDENTAL JOURNAL PROJECT January 30 2009 |
Students will create a personal reflective journal for the
month of January. Topics are the choice of the student and
may be chosen from a list or may be created by the student.
Requirements are: minimum 15 entries; each entry must
include headings of time, place, date, topic; each entry must
be longer than a paragraph - no limit on maximum length;
handwriting must be legible; spelling and grammar mistakes
will not count towards the grade BUT ideas must be clearly
expressed. This journal will be required in class and on the
field trip to El Yunque and Luquillo on Friday, January 23rd.
month of January. Topics are the choice of the student and
may be chosen from a list or may be created by the student.
Requirements are: minimum 15 entries; each entry must
include headings of time, place, date, topic; each entry must
be longer than a paragraph - no limit on maximum length;
handwriting must be legible; spelling and grammar mistakes
will not count towards the grade BUT ideas must be clearly
expressed. This journal will be required in class and on the
field trip to El Yunque and Luquillo on Friday, January 23rd.
Try the new "Grammar Girl's Quick and
Dirty Tips for Better Writing" podcasts to
your left! Choose any one that strikes
your fancy and just listen!
Dirty Tips for Better Writing" podcasts to
your left! Choose any one that strikes
your fancy and just listen!
Students will work in groups of three to produce a Review for
the Final Exam in various areas - historical background,
writers and their works, literary terms & novels.
Students will make the review INTERACTIVE - in the form of a
game or quiz. All answers must be included at the end of the
presentation. Good choices include Jeopardy, Who wants to
be a Millionaire, and other similar games. Students may
create their own games in a Power Point presentation if they
want. Reviews will be judged on thoroughness, correct
content, and "playability."
All reviews must be "up and running" on the class wiki by
May 10. 2011 We will use the reviews in class during review
days.
the Final Exam in various areas - historical background,
writers and their works, literary terms & novels.
Students will make the review INTERACTIVE - in the form of a
game or quiz. All answers must be included at the end of the
presentation. Good choices include Jeopardy, Who wants to
be a Millionaire, and other similar games. Students may
create their own games in a Power Point presentation if they
want. Reviews will be judged on thoroughness, correct
content, and "playability."
All reviews must be "up and running" on the class wiki by
May 10. 2011 We will use the reviews in class during review
days.
| WITCH HUNTS - ARE THEY STILL A PROBLEM? August- September 2009 |
Students will work in groups to brainstorm and research the
ideas of modern 'witch hunts" as suggested by Arthur Miller's
play The Crucible. Each group will choose a different example
to present in a video montage that will be combined into one
project. See DEADLINES
Requirements: See Rubric.
Template
For additional help click here.
ideas of modern 'witch hunts" as suggested by Arthur Miller's
play The Crucible. Each group will choose a different example
to present in a video montage that will be combined into one
project. See DEADLINES
Requirements: See Rubric.
Template
For additional help click here.
| A Connecticut Yankee GROUP PROJECT March 24, 2010 |
Students will create and present an interpretation of two
chapters of A Connecticut Yankee in King Arthur's Court by
Mark Twain. The project may be in the form of a video, puppet
show, live performance, Power Point presentation, or any other
multi-media format. Emphasis will be on understanding the
humor as well as the criticism by Twain of the various themes
of the novel. Presentations of his main characters are also part
of the project. The ability to work effectively as a group is also
important. See rubric.
chapters of A Connecticut Yankee in King Arthur's Court by
Mark Twain. The project may be in the form of a video, puppet
show, live performance, Power Point presentation, or any other
multi-media format. Emphasis will be on understanding the
humor as well as the criticism by Twain of the various themes
of the novel. Presentations of his main characters are also part
of the project. The ability to work effectively as a group is also
important. See rubric.