English I

Grading Scale A+ 98.00-100% A 93.00-97.99% A- 90.00-92.99% B+ 88.00-89.99% B 83.00-87.99% B- 80.00-82.99% C+ 78.00-79.99% C 73.00-77.99% C- 70.00-72.99% D+ 68.00-69.99% D 63.00-67.99% D- 60.00-62.99% F 0-59.99%

Assignment Weighting per Unit Projects: 40% Tests: 30% Quizzes: 20% Lessons: 10%

What’s in This Syllabus

Course Outline & Weighting/Grading Scales -- A course outline is a nice way to see the overview of the course. All the lessons and projects are listed in the order in which they appear in your coursework. You may want to begin planning how much time you will have to devote to each unit. You’ll also see the weighting and grading scales here.

Course Expectations -- The course expectations are very important. You will be held responsible for all information located in the guidelines in the first section of this syllabus. You will be asked to fill out a form signifying your understanding and willingness to comply.

Projects -- All of your projects for this course are contained in this syllabus. Each project is introduced with the unit number and project title, and each has its own instructions. You are not required to complete any of the projects right now; each project clearly indicates what unit it’s for and when it’s due. However, you may want to look at them now so you know what will be expected of you.

MLA Format & Six Traits Rubric -- An explanation of essay format and the Six Traits rubric are located after the projects. Make sure you follow the essay format requirements. Also, be sure to peruse the rubric. Make sure you understand the traits and are ready to implement them before writing your projects. Take any chance provided to attend classes or watch videos teaching the traits. Finally, keep this syllabus handy in case you need to reference the essay format and rubric again as you work on your projects.

In this LifePac course, you will learn about grammatical and sentence elements that help shape the English language and your own writing, and you will read a wide variety of literature including plays, novels, poems, and short stories to broaden your understanding of literature, life, and ultimately truth. The first nine units will help you develop these communicating, reading, and writing skills, and the tenth unit will help you review.

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Available Resources Academy Support

If you need help, you may message or call your teacher, or call 1-877-543-0148 to speak to the first available teacher

Online Classrooms

An online classroom schedule is sent via email each week. This email contains information on the online classrooms offered, the date and time they are available, and how to connect. This information may also be found here: http://www.aoacademy.com/kb/?a=452

Student

Resource Page Contains many useful links and tips for completing your work. Can be found here: http://www.aoacademy.com/kb/?c=88

Course Outline Unit 1: The Structure of Language

Assignments 1. Student Orientation 19. Personal Pronouns 2. Course Expectations 20. Types of Pronouns 3. English Conversation Assessment Introduction 21. Indefinite and Collective Antecedents 4. Parts of Speech and Noun Types 22. Prepositions 5. Plural Nouns (1) 23. Frequently Misused Prepositions 6. Plural Nouns (2) 24. Conjunctions and Interjections 7. Plural Nouns (3) 25. Quiz 3: Pronouns, Prepositions, and

Conjunctions 8. Plural Nouns (4) 26. Phrases 9. Possessive Nouns 27. Clauses 10. Adjectives 28. Sentence Parts 11. Adjectives Comparison and Suffixes 29. Quiz 4: Sentence Elements 12. Quiz 1: Nouns and Adjectives 30. Documentation 13. Verbs: Principal Parts 31. Works Cited 14. Verbs: Tense, Voice, and Mood 32. Parenthetical Citation 15. Verb Conjugation 33. Documentation Review 16. Transitive and Intransitive Verbs 34. Paraphrasing/Works Cite Project 17. Adverbs 35. Test: Language Structure 18. Quiz 2: Verbs and Adverbs 36. Reference

Unit 2: The Nature of Language Assignments

1. Project: Five-Paragraph Essay Project: Thesis and Outline

7. Word Roots

2. Origin of Language 8. Understanding Word Parts

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3. Ancient Languages 9. Working with Word Parts 4. Old English to Modern English 10. Quiz 2: Word Parts 5. Quiz 1: Language Development 11. Test: The Nature of Language 6. Word Meanings 12. Reference

Unit 3: Words and Writing Assignments

1. Project: Five-Paragraph Essay Project: Rough Draft

7. Quiz 2: Spelling and Pronunciation

2. Using the Dictionary 8. Writing: Preparation 3. Using Words Effectively 9. Researching and Writing the Paper 4. Quiz 1: Vocabulary and Pronunciation 10. Quiz 3: Vocabulary and Sentence Structure 5. Spelling: Pronunciation Techniques 11. Test: Words and Writing 6. Mnemonics 12. Reference

Unit 4: Paragraphs, Essays, and Research Reports Assignments

1. Project: Five-Paragraph Essay Project: Consult 8. The Thesis Statements 2. Project: Five-Paragraph Essay Project: Final Draft 9. The Outline 3. The Structure of a Paragraph 10. Researching and the Library 4. Effective Transitions 11. The Research Report 5. Structure of an Essay 12. Quiz 2: Research Reports 6. Types of Essays 13. Test: Paragraphs, Essays, and Research Reports 7. Quiz 1: Paragraphs and Essays 14. Reference

Unit 5: Short Stories Assignments

1. Project: Short Story Report 6. The Slip-Over Sweater 2. The History of the Short Story 7. Drawing Inferences 3. Short Story Fundamentals 8. The Gift of the Magi 4. Imagery and Symbolism 9. Quiz 2: Short Story Comprehension 5. Quiz 1: Short Story Fundamentals 10. Test: Short Stories 6. Biblical Stories 11. Reference

Unit 6: Structure and Meaning in Prose and Poetry Assignments

1. Course Expectations 9. Quiz 2: Reading Persuasion 2. English Conversation Assessment Introduction 10. Literal Reading: Surface Meaning in Poetry 3. Understanding Author Purpose and Meaning 11. Symbolic Reading: Symbols in Poetry 4. Using Paragraph Structure to Find Meaning 12. Figurative Reading: Language in Poetry 5. Using Visual Aids to Find Meaning 13. Analytical Reading: Patterns in Poetry 6. Quiz 1: Reading for Purpose and Meaning 14. Quiz 3: Understanding and Enjoying Poetry

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7. Recognizing Author Appeal 15. Test: Structure and Meaning in Prose and

Poetry 8. Detecting Logical Fallacies 16. Reference

Unit 7: Communication Assignments

1. Project: Writing and Communication in the Workplace

6. Quiz 2: Listening

2. Speaking 7. Letter Writing 3. Giving a Speech 8. Quiz 3: Letter Writing 4. Quiz 1: Speaking 9. Test: Communication 5. Listening 10. Reference

Unit 8: Drama Assignments

1. The History of Drama 7. The Miracle Worker Act 3 2. Elements of Drama 8. Project: Miracle Worker Response 3. Dramatic Devices 9. Quiz 2: The Miracle Worker 4. Quiz 1: Drama 10. Test: Drama 5. The Miracle Worker Act 1 11. Reference 6. The Miracle Worker Act 2

Unit 9: Studies in the Novel Assignments

1. The Novel 8. Plot Function 2. Types of Novels 9. Project: Twenty Thousand Leagues 3. Modes of Writing the Novel 10. Quiz 2: Twenty Thousand Leagues 4. Quiz 1: The Novel 11. The Critical Essay 5. Twenty Thousand Leagues Under the Sea 12. Quiz 3: The Critical Essay 6. Plot and Perspective 13. Test: Studies in the Novel 7. Episodes 14. Reference

Unit 10: Review Assignments

1. Project: Book Response 9. The Skills of Speaking 2. Structure 10. Quiz 2: Communication 3. Plural Nouns 11. Library Skills and Visual Aids 4. Adjectives 12. Determining the Author’s Message 5. Verbs and Adverbs 13. Quiz 3: Reading and Research 6. Pronouns, Prepositions, Phrases, and Clauses 14. Test: Review 7. Quiz 1: Structure 15. Reference 8. The Skills of Writing

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English I Course Expectations Please read this agreement with your supervising adult. Thank you! We’re looking forward to working with you this year!

Before you begin this course, make sure that you bookmark the student resources page, here: http://www.aoacademy.com/kb/?c=88. This will be a great reference source for you as you work, so make sure to refer back to it often.

The information in this agreement is for your student’s benefit and guidance as he/she works through his/her English class. Your student will be held accountable to remember and adhere to these policies; returning the completed form found in your coursework indicates that the information has been understood and that the supervising adult and student intend and agree to comply with the policies. Adhering to these policies will help the student be successful in his/her learning goals.

Daily Lessons • Please take a moment to read Studying Techniques on the AOA resource center.

As Studying Techniques indicates, it will be extremely beneficial for you to take notes as you read and study your daily lessons. Read your lessons carefully before attempting to answer the lesson questions. The lesson questions are for your benefit – so you can be sure you have understood the concepts and ideas in the lesson. If you find yourself “hunting” for too many answers you may not have comprehended the lesson sufficiently; go back and study the ideas and concepts in your lesson more before proceeding with the questions.

• Do EVERYTHING in the lesson. This includes playing games, watching videos, listening to the audio files, and, most importantly, clicking on the links provided. Several of your lessons cannot be completed if you do not click on these links, so be sure to watch for them.

• When you get a lesson question wrong, pay close attention to that question. Having the chance to answer it again gives you a chance to LEARN that concept more fully. Don’t just go searching for the right answer. It’s important to understand the concept behind the question. It’s not at all uncommon for quizzes and tests to contain material that is similar to daily lesson questions. By ignoring “missed questions” on lessons, you may be setting yourself up to miss any similar questions on quizzes and tests.

• Be aware that you may not always be able to find an answer word for word in the text. As you enter into higher level courses, it is expected that you will take your understanding and apply your knowledge to various situations. You will need to make connections based on what you have learned, not simply hunt for answers in the text.

• All lesson questions must be completed. Lesson questions show your comprehension and understanding of the concepts in the lesson. This is especially true of questions which require a sentence or paragraph answer.

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• Answer in complete sentences with proper punctuation, grammar, and spelling. Points will be deducted for spelling or grammatical mistakes.

• Copying material from the lessons into the lesson answer boxes is not appropriate. Students are required to phrase answers in their own words.

• Copying material from outside webistes is a violation of AOA’s Academic Integrity policy, and doing so will result in serious consequences.

• Understand that you might be tested over anything in a lesson. • A list of vocabulary terms and definitions will be available at the beginning of each lesson, so use

it as a study tool. • If you are running stuck on grammar concepts, try one or more of the sites listed on a document

containing many Writing and Grammar Tools found on the resource center: http://www.aoacademy.com/kb/?a=379

Self tests/quizzes and tests: • Self tests/quizzes and tests are closed book; no study materials, notes, or any other information

are allowed during the assessment. • Think about a student taking a quiz or test in a brick and mortar school building. Once a student

sits down to take a quiz or test, he/she is not allowed to move until after handing in that quiz or test. In the same way, you need to be serious and conscientious about your time and surroundings when you take a quiz or test for your AOA schoolwork.

o Do not open tests until you are ready and have studied thoroughly. o Do not open a test if you do not have sufficient time to dedicate to finishing it. Tests

should be taken in one sitting; do not exit the test or leave it before finishing it. If you leave the test open for too long, it will automatically close, and it will be graded as is. You will not be able to finish your test or change any answers.

Self tests/quizzes - Self tests and quizzes are comprehensive; the student may be tested on any material

covered thus far in that unit.

Tests - Tests may cover everything in your unit. You will have only once chance to complete a test,

so be sure you are prepared before taking it. - Alternate tests may be taken if you desire. Please contact the Academy if you would like to

take an alternate test. (The two test scores will be averaged together.)

Projects: • Project expectations: Essays and assignments must be the student’s original creations,

generated single-handedly by the student. Work may not have been submitted previously for a grade at Alpha Omega Academy, or any other school. No plagiarized, incoherent, incomplete, or distasteful assignment will be accepted. Similarly, assignments may not mention, or refer to, any

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offensive, violent, illegal, disparaging or inappropriate language (including, but not limited to, words that are widely considered offensive to individuals of a certain race, ethnicity, or religion); promote the abuse of alcohol, illegal drugs, or tobacco ; or promote any activities that may appear unsafe or dangerous. Assignments that violate these expectations may be reassigned to the student with a 20% grade deduction. Plagiarized work will be handled according to the Alpha Omega Academy plagiarism policy. Projects may be reassigned to the student for any of the following reasons:

- The instructions were not followed completely. - MLA documentation is missing or incorrect. - The teacher requested changes be made to the project, and the student resubmitted

the work without making the requested changes. - Some projects will be part of a multi-step process (For example – writing a thesis

statement and an outline for a five paragraph essay, finding your sources for a research paper, etc.). Projects which are part of a multiple-step process should be submitted one at a time and in the given order. Not being submitted as such may result in a grade deduction.

If a project has been reassigned for any of the above reasons, it may receive a 20% grade deduction.

• Projects are 40% of your unit grade; it is very important to do your best on them. • Projects are not optional. Every project must be completed to the satisfaction of the teacher. • The formatting of your projects is important and it counts toward your grade. Projects must be

submitted with heading information – which includes your name, the date, your teacher’s name, and the class in the upper left corner of the first page of your assignment. See below for more information on how to format your projects.

• When you first start each unit, read through all the directions for any projects in that unit so that you will be prepared to complete them.

• Projects are not meant to be completed in a matter of minutes. Work on them as you work through your unit, being careful to follow all directions.

• Written projects may take longer to grade than lessons or tests. Be assured that your teachers will grade your work as soon as possible. Projects will be graded in the order in which they are received.

• After your project has been graded, go back to the file you uploaded to look for your teacher’s feedback. This feedback is very important for improving your writing skills and doing better on your next project. If you do not know how to access the graded file, please call the language arts department.

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Academic Support:

• You can find your teacher’s schedule for when they are available in their online office hours using the Gradebook on your Dashboard.

• Students are encouraged to get academic support by contacting their teachers when they need assistance on their lessons. This is the best way to complete your conversation assessments.

• Be specific in your correspondence and communication with your teacher. (“I need help” is not specific.) The better your teacher understands your problem, the quicker he or she will be able to help you.

• Be polite and scholarly in your correspondence and communication with your teacher. Use proper spelling, grammar, and punctuation in all of your academic dealings with your teachers. Texting abbreviations or spellings are not acceptable or appropriate.

• Any message or email that you send to your teacher is expected to have a greeting (“Dear Mr. or Ms. [Teacher’s last name]”) and signed with your name.

• Teachers cannot help students during tests and quizzes, although they can clarify what a question is asking if you are confused.

Unit 1 Paraphrasing and

Works Cited Project Remember to turn in your work before you need to take your test. This project is designed to give you the opportunity to practice paraphrasing information from a source as well as to create a works cited entry for your source.

Here are your goals for this project:

• Use the article and excerpts provided to create three paragraphs of paraphrased information

• Create a works cited entry for each reference

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Remember, paraphrased information is more detailed than a summary, but is not a direct quotation of the material. In a paraphrase, you still maintain the meaning of the original information, but retell the information entirely into your own words. However, “putting things in your own words” does not mean that you simply use a thesaurus to find synonyms to replace each word. Paraphrasing means you understand the material and can re-explain the content of the information in your own way while still maintaining the author’s important ideas and meaning. At the end of your paraphrase, you include an in-text citation.

Part One: Paraphrasing

1. Read the article “D-Day, 70 Years Later” from this site: http://www.timeforkids.com/news/d-day-70-years-later/164631 and paraphrase the information from the article. Put your article paraphrase below. Remember to use an in-text citation.

2. Read the excerpt from 20,000 Leagues Under the Sea by Jules Verne page 99 and paraphrase the information from the excerpt.

“The next morning, the 18th of November, I had quite recovered from my fatigues of the day before, and I went up on to the platform, just as the second lieutenant was uttering his daily phrase.

I was admiring the magnificent aspect of the ocean when Captain Nemo appeared. He did not seem to be aware of my presence, and began a series of astronomical observations. Then, when he had finished, he went and leant on the cage of the watch-light, and gazed abstractedly on the ocean. In the meantime, a number of the sailors of the Nautilus, all strong and healthy men, had come up onto the platform. They came to draw up the nets that had been laid all night. These sailors were evidently of different nations, although the European type was visible in all of them. I recognized some unmistakable Irishmen, Frenchmen, some Sclaves, and a Greek, or a Candiote. They were civil, and only used that odd language among themselves, the origin of which I could not guess, neither could I question them.

The nets were hauled in. They were a kind of “chaluts,” like those on the Normandy coasts, great pockets that the waves and a chain fixed in the smaller meshes kept open. These pockets, drawn by iron poles, swept through the water, and gathered in everything in their way. That day they brought up curious specimens from those productive coasts.

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I reckoned that the haul had brought in more than nine hundredweight of fish. It was a fine haul, but not to be wondered at. Indeed, the nets are let down for several hours, and enclose in their meshes an infinite variety. We had no lack of excellent food, and the rapidity of the Nautilus and the attraction of the electric light could always renew our supply. These several productions of the sea were immediately lowered through the panel to the steward’s room, some to be eaten fresh, and others pickled.”

Put your paraphrase of the 20,000 Leagues Under the Sea excerpt below. Remember to include an in-text citation.

Read the excerpt from the play The Miracle Worker by William Gibson pages 48-50 and paraphrase the information from the excerpt.

KELLER: “Miss Sullivan. One plate or another is hardly a matter to struggle with a deprived child about. ANNIE: Oh, I’d sooner have a more—heroic issue myself, I— KELLER: No, I really must insist you—Now she’s hurt herself. ANNIE: No, she hasn’t. KELLER: Will you please let her hands go? KATE: Miss Annie, you don’t know the child well enough yet, she’ll keep— ANNIE: I know an ordinary tantrum well enough, when I see one, and a badly spoiled child— JAMES: Hear, hear. KELLER [VERY ANNOYED]: Miss Sullivan! You would have more understanding of your pupil if you had some pity in you. Now kindly do as I— ANNIE: Pity? For this tyrant? The whole house turns on her whims, is there anything she wants she doesn’t get? I’ll tell you what I pity, that the sun won’t rise and set for her all her life, and every day you’re telling her it will, what good will your pity do her when you’re under the strawberries, Captain Keller? KELLER [OUTRAGED]: Kate, for the love of heaven will you— KATE: Miss Annie, please, I don’t think it serves to lose our— ANNIE: It does you good, that’s all. It’s less trouble to feel sorry for her than to try to teach her anything better, isn’t it? KELLER: I fail to see where you have taught her anything yet, Miss Sullivan! ANNIE: I’ll begin this minute, if you’ll leave the room, Captain Keller! KELLER [ASTONISHED]: Leave the— ANNIE: Everyone, please KELLER: Miss Sullivan, you are here only as a paid teacher. Nothing more, and not to lecture— ANNIE: I can’t unteach her six years of pity if you can’t stand up to one tantrum. Old Stonewall, indeed. Mrs. Keller, you promised to help. KATE: Indeed I did, we truly want to— ANNIE: Then leave me alone with her. Now!”

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Put your paraphrase of The Miracle Worker excerpt below. Remember to include an in-text citation.

Part Two: Creating Works Cited Entries

You are to imagine that you plan to use each of these sources (albeit unrelated in subject matter) in an upcoming essay. You will need to find the information necessary to create the web source works cited entry. Below you will be provided with information for the two print sources, but some of the information provided for the print sources is information that doesn’t need to be included in your Works Cited page—you will need to discern, using your knowledge from the lessons, what material is needed to create an entry for each source. Keep in mind, entries on a works cited page need to be listed in alphabetical order.

20,000 Leagues Under the Sea Jules Verne Alpha Omega Publications, Inc. Rock Rapids, IA ISBN 978-0-7403-1260-1 Print The Miracle Worker William Gibson New York, New York Simon & Schuster, Inc. June 2008 Pages 48-50 ISBN-13: 978-1-4165-9084-2 ISBN-10:1-4165-9084-6 Manufactured in the United States

Create your Works Cited entries below:

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Unit 2 Five-Paragraph Essay Project:

Thesis and Outline Remember to turn in your work before you need to take your test.

To do well on a project you should be prepared to spend time over several days to do your best work. You should plan to apply yourself to your project, take a break from it, and come back several times to polish and refine your work. Your goal for this project is to complete these three exercises to choose a topic for your essay. The essay will be due in a later unit. As you work on the exercises, understand that your essay can be persuasivee (supporting a position or belief) or expository (informing about a topic) and will be about 600-800 words long (about 2-3 pages). Choose the prompt carefully. Prompts for a Five-Paragraph Essay Look at the writing prompts provided below. You will choose one of these prompts and write your essay on it. Are there any that interest you or cause you to think? You must choose one from the list. Then, on a piece of paper jot down all the ideas that come to mind when you think about that topic. Do not edit your thoughts as they come to you—just write them down. Five-paragraph Essay Prompts

• What is the importance of voting? or Why should all citizens vote? • What is an important trait to have? Help your readers to understand why they should

strive for this trait. • Explain the benefits of an activity that the reader should try (consider one of your favorite

activities). • The best place to grow up is in the city or The best place to grow up is in a rural

area • What is the best season of the year? Try to convince your reader.

Organizing thoughts:

After you have chosen a prompt and jotted down some ideas about that prompt, you can start to organize these ideas. If you are having second thoughts about this prompt, now would be the time to change prompts and try again. Once you complete this project, you cannot change

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topics without redoing this project. To help you get organized, please answer the following questions right here (the space will expand as you type).

1. What do you want to prove or explain about this topic? What will your reader understand more clearly after reading your essay?

2. What are three (and only three) supporting points that you can make about this topic? Remember, a point must be a complete sentence.

3. Think of a few things you could mention or ways you could introduce the topic to make it interesting to your reader. Write these down as possible “hooks” for your introduction.

4. Will this be an expository or a persuasive essay? Explain why.

Writing the Thesis: Every good essay should have a thorough, precise, and strong thesis statement that tells

the reader exactly what you will try to explain or prove. A thesis statement is similar to a compass for your essay. Just like a compass points you in the direction you should go, the thesis explains either what you want to explain to your reader about your topic (if you’re doing an expository essay) or what position you are taking toward your topic (if you’re doing a persuasive essay). By the end of your essay, your readers should reach their “destination”: they should understand your topic better or understand the position you took toward it.

The thesis will also list supporting points surrounding your explanation/position. These points should be similar to those you listed in response to question #2 above. The thesis statement should cover all these supporting points (e.g. “This is true because of reasons A, B, and C.” “Video games are worth playing because they help build creativity, improve hand-eye coordination, and teach problem-solving skills” or “Video games are dangerous because they promote violent behavior, have been linked to ADHD, and are a distraction from more important activities”). Keep in mind that a thesis must cover all of these points in one sentence. No more, no less.

Formulate your own thesis statement about your topic and write it here. Keep in mind that if your teacher thinks that a reader could still ask “So what?” (in other words, if your thesis is not sufficient) the exercise may be reassigned.

Write your thesis statement and your three supporting points for the thesis in complete sentences here:

Making an Outline: The final step in this project is to write an outline for your five-paragraph essay. An

outline will layout the structure and the order of ideas you will follow as you write the essay. You should use your outline as guide when it comes time to write your essay. To write the outline, you need to understand the structure of the five-paragraph essay. Typically, the first

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paragraph of a five-paragraph essay is an introduction. Introduce what your topic will be, explain its importance, and finally state your thesis. The second paragraph of this essay will discuss the first supporting point in detail, before moving on to the third paragraph, which will discuss the second supporting point.

As you can guess, the fourth paragraph contains the third and final supporting point, and the conclusion is the fifth paragraph of the five-paragraph essay. Your conclusion should not introduce new information, but instead summarize the main ideas of your paper and leave your reader with an important thought to take away from your essay. Note that your supporting points need to show up in the order that you discussed them in your thesis statement; any other order will merely confuse the reader.

The outline should be in sentence format only (not topic or word format). Every point, sub-point, fact, or detail needs to be written in a complete sentence. This outline with an introduction, three main points (and all sub-points), and a conclusion will look like the example below. Note the numbering, lettering, and indenting; all of these should be correctly used in your outline, as well.

I. Introduction goes here (including thesis statement). II. First point which supports your thesis goes here.

A. Sub-point A helps support the point. B. Sub-point B helps support the point.

III. Second point which supports your thesis goes here. A. Sub-point A helps support the point.

i. Facts, details, quotes, or explanations to clarify sub-point A. ii. Facts, details, quotes, or explanations to clarify sub-point A.

B. Sub-point B helps support the point. IV. Third point which supports your thesis goes here.

A. Sub-point A helps support the point. B. Sub-point B helps support the point.

V. Conclusion (including brief restatement of thesis) goes here. Eventually, you will want to have facts, details, quotes, or explanations to clarify all of

your sub-points. For now, though, include only those that you have thought of. Write your outline below.

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Unit 3 Five-Paragraph Essay Project: Rough Draft

Remember to turn in your project in before you take the test.

As we have said before, to do well on a project you should plan to apply yourself to your project, take a break from it, and come back several times to polish and refine your work. When you write the rough draft of an essay, you must revise and proofread it. An essay shouldn’t be written and immediately turned over to your teacher.

In a previous project, you’ve already covered brainstorming, choosing a topic, finalizing a

thesis, figuring out supporting points, and creating an outline. You’re well on your way to completing the essay! Now you will be writing your five-paragraph essay, revising it, and editing it. Exercise One: Write!

Using your thesis statement and outline from the previous project to guide you, start writing

your five-paragraph essay. Start writing where you feel comfortable. If you can’t think of a catchy introduction, begin writing the body of your draft and come back to the introduction later. In other words, you do not need to write exactly in the order of your outline; you just need to make sure that your completed draft correctly follows the structure of your outline.

Remember that your draft should be about 600-800 words (2-3 pages). Include your full thesis statement at the end of your introduction, and finish the draft with a conclusion that rephrases the idea of the thesis statement, in different words.

This rough draft does not have to be perfect! In the next unit you will have the chance to talk to your English teacher about what can be improved and/or any questions you may have.

Write your essay at the bottom of these directions, below the grading rubric.

Exercise Two: Revise and Proofread

You’ve gotten all your ideas out of your head and onto paper. Now it’s time to revise and proofread your draft. What’s the difference between the two, you ask? Though the difference may not seem very important at first, the two activities have great impact on separate areas of your essay.

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Proofreading: Proofreading is the process of checking all the little details of your writing. You’ll look for grammatical and conventional errors, as well as any formatting or layout issues. Proofreading covers spelling, punctuation, grammar, word choice, complete sentences, etc. When you are proofreading, you are making sure the reader does not stumble over your message due to conventional errors. Revising: Revising means to re-write and re-work your paper in a broader sense of organization, ideas, and meaning. When you revise, you will be making sure your supporting points are clearly explained, that your sentences are in logical order, your ideas flow smoothly from one paragraph to the next, etc. You may remove sentences or information that is not required, and you may even need to restructure an entire paragraph or two if this would better convey the ideas to the reader. Essentially, when you are revising, you are making sure the reader will understand your thesis, main points, and overall message of the essay. Now that you know what revising and proofreading are, take a break from your essay’s draft (this could be a few hours or a few days). Come back to your draft with fresh eyes. Read through your rough draft to see if your writing makes sense; better yet, read it to another person. If you can’t read it to another person, read it out loud. Sometimes when you read it aloud, you catch misspellings, awkward sentences, and other errors that you may miss while reading in your head. Does it show what you want your reader to understand? If not, make changes to clarify and fix your writing. You are required to proofread and revise your essay. If you do not, it will be clear to your teacher that you skipped this step. However, you are not required to track these changes.

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Exercise Three: Looks Matter

Even though you don’t need to have works cited sources or parenthetical citations for this

essay (unless you choose to use outside sources), you do need to format your essay’s general layout so it meets proper MLA format. Correct your rough draft by using the checklist below to make sure you have met all the MLA format layout requirements. Your teacher will check to make sure your essay is actually formatted correctly. If you are unsure of how to do anything on the chart, ask! Your teacher will be happy to help you.

Correct? (yes/no) MLA Format Layout Requirement

All typed projects or essays in English are to be written using Times New Roman 12-point or Arial 12-point black font.

Margins should be 1 inch on both sides of your writing.

Your writing needs to be double-spaced throughout the entire essay.

Paragraphs need to be indented. Use the Tab button (upper left part of the keyboard) to do this.

Add a header with your name, then your teacher’s name, the class, and the date in the top left corner, each on separate lines. These lines should also be double-spaced.

Finally, include a title for your draft, centered and double-spaced right above your introductory paragraph. Make your title creative, such as “I Beat My Dad on Mario Kart” (instead of the rather bland “Why Video Games Help Families”).

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Unit 4 Five-Paragraph Essay Project:

Consultation You must complete this project before you begin work on the final draft of your paper and after your rough draft has been graded. Read carefully through the directions and complete exercises one and two. Then submit this project, and meet with your teacher to discuss your answers.

A. Exercise One: Reviewing the Six Traits of Writing

Watch the following overview videos on the Six+1 Traits. (Each video is less than five minutes.) Part I: http://www.screencast.com/t/CJlPiI6E Part II: http://www.screencast.com/t/PlhC8WQiOc Part III: http://www.screencast.com/t/1guOAEFlXbfd

Answer the following questions about the videos in the space provided. Your answers must be phrased in your own words and should not use the words of the video.

1. What three parts will be included in a paper with good Organization?

2. Which trait deals with the rhythm and flow of the language in a paper?

3. What does the trait of Presentation deal with?

B. Exercise Two: Respond to Feedback

Go back to the graded copy of the first draft of your essay. Look at what your teacher said about your draft and respond by answering the following questions. Spend some time thinking about both your essay and the trait(s) your teacher has recommended for improvement. Later, you will have a chance to talk to your teacher about that trait(s), ways to improve your essay, and any other questions you might have. Your answer should not be limited to the space provided. The space will expand as you give your answer. You must respond as specifically as possible. General answers will not be acceptable in this

project. 1. What trait(s) did your teacher recommend for you to work on in this essay?

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2. How would you describe a paper that is strong in this trait? You must be specific (for example: If your teacher recommended you work on your paper’s Organization, your answer may not be “A paper that is strong in Organization is well organized.” This does not answer the question. You must describe how a paper is well-organized).

3. Which weak areas have you found in your essay? Explain with specific examples.

Why do you think this area is weak? Later, when you talk to your teacher, be ready to discuss these weaknesses.

4. What are your ideas about how to make your paper stronger in this trait? List concrete ideas.

5. What do you think is the strongest part of your essay? Why do you think this part is strong? Explain specifically.

C. Exercise Three: Teacher Consultation

You do not need to submit any writing for this activity.

After you have submitted your responses to the questions above, you will be ready to talk to your teacher about this project. Login to your teacher’s office hours to talk about your rough draft. Make sure to come prepared to discuss what you have learned through this process and how you will improve your project.

Teacher comments:

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Unit 4 Five-Paragraph Essay Project:

Final Draft Complete this project after your previous project (Consultation). Read these instructions now so you are prepared to do this project well, and come back to it to complete it later. Remember to turn in your project before you need to take your test. Everything you have done up until this point has prepared you for the five-paragraph essay, and now it’s time for you to complete it. Using your previous projects, exercises, and the feedback given by your teacher, write the final draft of your five-paragraph essay, polishing it into a strong, interesting, and

well-written piece. You are almost done! But you will need to concentrate and give this last project you best effort in order to finish it strong! Follow the steps below. Step One: Analyze Teacher Feedback

Look at any suggestions for improvement from your teacher that you may have received in previous projects. Consider what your teacher told you in the consultation. Make a plan for yourself for how you’ll accomplish making the recommended changes.

Step Two: Format Your Writing

Use this checklist and the Six+1 Traits rubric to complete your project. You will be graded according to the Six+1 Traits rubric.

1. Type your final draft. All typed projects in English I are to follow the essay format requirements mentioned in the syllabus.

2. Include an interesting title for your final draft (for example, “Jackals Weren’t the Only Egyptian Dogs” is more interesting than “Dogs in Ancient Egypt”).

3. Make sure you have an interesting introduction that draws the reader in. The introduction will include your full thesis statement at the end.

4. Use what you've learned about well-developed paragraphs, effective transitions, and powerful word choice. If necessary, review your lessons from this unit. You

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want the reader to easily and logically follow your thought/explanation process throughout the entire essay.

5. Your essay’s structure and flow of ideas should match those on your outline. 6. Conclude your essay with a conclusion that rephrases (but does not use the exact

same words as) your thesis statement. This should be written in such a way that the reader feels that your point has been made, that all loose ends are tied up, and that there is no need to say anything else about your topic.

7. Your final draft should be between 700 words. You want to aim for concisely developing your ideas, with no rambling, unnecessary, or repetitive information.

8. It is essential that you attempt to improve the areas of your essay your teacher pointed out on previous projects or discussed with your during the consultation. If there is not a clear attempt to improve in these areas, it will not only hurt your grade on this project, but could hurt your grade on the Consultation project, as well.

9. Remember: projects needing to be reassigned for any reason could suffer a 20% grade deduction at the teacher’s discretion.

Step Three: Proofread/Edit

Once you are finished, take a break from the paper (this could be a few hours or a few days). Come back to your five-paragraph essay with fresh eyes and practice all the techniques you learned in your previous project about proofreading/revising. Does your final draft clearly show what you want your reader to understand? If not, make some notes to yourself on how you can clarify and fix your writing for the final draft. If you can confidently answer “yes” after revisions, your five-paragraph essay is ready to be handed in.

Begin your final essay with your heading and title below this line.

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Unit 5 Short Story Report

“I love short stories because I believe they are the way we live. They are what our friends tell us, in their pain and joy, their passion and

rage, their yearning and their cry against injustice.” – Andre Dubus

Remember to turn in your work before you need to take your test.

For this project, you will be allowed to pick a short story you’d like to read from a list of recommended short story authors and some of their most widely-read works. You’ll need to read the story and then complete both activities listed below.

Choose one of the stories from the following list. If there is another story by one of these authors that you don’t see listed here, you can read that story instead (note: you may not choose a Bible story other than the one listed below). If there is another short story you would like to read, send a message to your teacher asking him or her to approve it.

• Anonymous/Unnamed: the book of Ruth (the Bible) • Ray Bradbury: “A Sound of Thunder” • Sir Arthur Conan Doyle: “The Adventure of the Crooked Man,” or any other Sherlock Holmes story • O. Henry: “The Last Leaf” • Washington Irving: “Rip Van Winkle” • Sandra Cisneros: “Eleven” • Shirley Jackson: “Charles” • Daniel Keyes: “Flowers for Algernon” • Gabriel Garcia Marquez: “The Handsomest Drowned Man in the World”

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• Edgar Allen Poe: “The Purloined Letter” • Max Shulman: “Love is a Fallacy” • Leo Tolstoy: “Where Love Is, There God Is Also” • James Thurber: “The Night the Ghost Got In”

Note that Alpha Omega Academy does not endorse any objectionable content that may appear in these stories. Classic and modern literature may deal with themes that require discernment from a biblical perspective. AOA strongly encourages you discuss these themes with your parents, your pastor, and your teacher.

If any of the above links do not work, you can also look for your short story on one of these websites: Shortstories.com, Classic Reader, Classicshorts.com, or Short Fiction. Please let someone in the Language Arts department know if a link does not work.

Activity One: What Mood Are You In?

One of the important aspects of analyzing a short story is the mood that it creates. The story’s mood is the feelings it creates or the emotions it attempts to portray to the reader. To help you do this, complete the two parts of this activity below.

Part One: Create a Word Cloud

1. Search your story for at least 10 examples of words or phrases that help to create its mood. Next, choose 2-3 quotes spoken by characters, descriptions given by the author, or pieces of exposition that help develop the mood.

2. Go to Tagxedo. 3. Click on the “Create” tab. 4. Click “Load.” Type or paste your words, phrases, and quotes into the second text box and

then click “Submit.” 5. Once the words are generated, play around with their look. Try out all the different

options that are available. Choose a final look that represents the story’s overall mood and themes (for example, if the story has dark overtones, choose a theme with a black background).

6. Once you are satisfied with the way your words look, click “Save.” Choose the tab that says “Web” at the top of the save menu. Enter a title for your piece (preferably something with your story’s title in it), and enter your name and any comments you may have.

7. Click “Submit.” 8. Your word cloud is finished. Find the code/link the website gives you in the “URL

(Complete)” field. Copy and paste it below:

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Step Two: Write a Short Response

Now write a short analysis essay (200-300 words) of your word cloud. You’ll need to answer the questions below, but your essay should read like a normal essay, not a list of answers. You will be graded on the quality of your response.

• What is the mood of the story that you presented in your word cloud? • Choose three words or phrases that you included in your cloud. Why did you choose

them? How do they show the mood? • Why did you choose the color scheme that you used? • How does the shape of your word cloud help show this story’s theme? • Which fonts did you end up choosing? Why? • How do you think the orientation of your words helped to communicate the mood to your

teacher?

Type your short essay below.

Activity Two: Author’s Press Release

In this part of the project, you will be stepping into the mind of another person. Imagine you are the author of the short story you have just read. Your publisher has asked you to write up an explanation of the story’s themes as a press release, such as a newspaper article (or blog post, if you prefer). Pretend you are writing this article as a sort of advertisement to people who haven’t read your story to get them interested in reading it. Choose 2-3 themes that you feel are the most important ones for your readers to grasp, and explain how you developed these themes.

This article is not a plot summary. Instead, you must identify the story’s themes, which are the lessons or points the author is trying to make in his story. What does he want you to learn? The answer to this question is the theme. Then, find events or lines from the story that help communicate these themes to the reader.

Write your article as an essay. But remember, you are pretending to be the author of this story! Your goal is to convince readers to read your story. You want to sound knowledgeable about it, but also very enthusiastic.

Introduce yourself (as the story’s author) and your story before you talk about its themes. You may find it helpful to briefly summarize the plot (no more than 2-3 sentences). You should discuss each of your themes in one to two paragraphs each, and you also should have one direct quotation or example from the story to help explain each theme (you will need to create proper MLA citations for your story). Conclude your essay with an explanation of why you think your themes will benefit readers of your story. Your response must be between 400 and 500 words long.

Write your press release below.

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Unit 7 Writing and

Communication in the Workplace

Remember to turn in your work before you need to take your test.

Have you ever wondered if you’ll actually use anything you’ve learned in English class in real life? Now’s your chance to find out from one person’s perspective! You are going to be interviewing an adult in your life about how writing and communication affects his or her career. Try to choose a career you may be interested in so that you see the connection between that job and your schooling.

This project consists of two parts: You will first interview someone, after which you will need to analyze the role of writing and communication in their job. Then you will need to explain how you believe writing and communication will affect your future life and career, perhaps in the same way as your interviewee’s job. If you have never interviewed someone before, don’t worry; each part of the interview process is explained in the directions below. By the end of this project you will have submitted two items: your conducted interview and your analysis/application. Part One: The Interview

Preparation: Before you actually conduct an interview, you should prepare the following.

1. Write down careers you are interested in pursuing someday, and then write down people you know who do these jobs (your list can include teachers, parents, cousins, relatives, church members, friends, friends’ parents, etc.). If you are not sure about what you want to do when you are in the work force, start writing down jobs that you are curious to learn about that are performed by people you know.

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2. Look through your list and choose one person to interview. Make sure you have a

basic knowledge of the person’s job so you can come up with good questions to ask.

3. You may interview anyone for this project. However, it is your responsibility to find the person who holds this job. You may need to settle for a job that is as close as possible (for example: interviewing a police officer instead of a member of the FBI) or you may need to ask around and find someone that you may not know to interview. Most people would be happy to help if you explain this is a requirement for school.

4. Contact your chosen interviewee and set up a time that works for both of you to do

the interview. Decide on how you’ll conduct the interview; you may film it, record the audio, write down a transcript of it, or conduct it through email. Note that filmed interviews need to be 3-5 minutes in length, and written/typed interviews need to be at least 2 pages long, double-spaced.

• If you choose an in-person interview, you may film the interview or take detailed notes. Better yet, try both!

• If you choose an email interview, you need to save your email correspondence with your interviewee.

• If you choose an instant messaging or chat interview, you need to save your conversation to your computer. Check with your messaging or chat program to find out how you can save conversations to your computer before beginning the interview. You can also copy/paste your interview into a word document to save it.

• If you choose a phone interview, you will have to take very detailed notes on the interview. You may need to ask your interviewee to repeat himself/herself so that you don’t forget any information.

5. Compose roughly 10 questions you can ask your interviewee about how he/she uses

English, language, writing, and communication on the job. You want to make sure these questions are what the journalism industry calls “open-ended” questions; this means you need to ask anything other than “yes/no” questions. If you must use a “yes/no” question, make sure to follow it up with a “why or why not?” (see the second question below). Most open-ended questions start with “how,” “what,” “when,” “where,” “who,” and “why.” Organize your questions in a logical manner. Here are some open-ended question examples:

• How do you use communication at your job? • Do you specifically see writing as a valuable part of your career? Why or

why not?

6. Depending on how you chose to conduct the interview, make sure you obtain the appropriate materials:

a. In-person interview: video/camcorder, good quality video recorder on a phone or digital camera, OR pen/paper/laptop

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b. Email interview: computer with internet connect (be sure to save all important emails!)

c. Phone interview: pen and paper/laptop Conducting the interview: Follow these steps for the interview:

1. Show up earlier than the time you and your interviewee agreed to. Being late reflects negatively on your professionalism as a student and as a future employee. Dress according to the situation; for example, if you’re going to a more formal location to meet your interviewee (like an office), you should dress in nice clothes.

2. Make sure you have everything you need for the interview. If you are recording the interview, be sure to hit the “record” button!

3. Explain to the interviewee the purpose for the interview and your project, and what you hope to learn from the interview. Then proceed with asking the questions you prepared. Practice these interviewing techniques as you conduct your interview:

• Be professional, polite, and honest. • Be prepared to improvise and be flexible! Don’t feel you must ask only your

prepared questions. If a new topic arises, explore it in greater detail with your interviewee. Ask them to explain what they mean, give an example, etc. Always be on the lookout for an opportunity to ask follow-up questions.

• Remember the interview is not about you. Don’t interject your own ideas or biases; you will be able to explain your own ideas later in this project. Keep your questions neutral and bias-free.

• It’s very important to listen. Focus on what your interviewee is saying and don’t think about your next question. Not listening could lead to recording incorrect information, and could cause you to miss a valuable opportunity to ask a question about a new topic that was brought up. This also means no interrupting; if you need to ask your interviewee to clarify, do so when they are done talking. It’s always best to let your interviewee talk freely!

• Take notes. Even if you are already recording the interview, you still must make sure that you write down your own thoughts during the interview. For example, you may want to note how excited your interviewee is about the job or take notes on their body language.

4. When the interview is done, feel free to chat casually but still politely with your

interviewee. End the interview with a grateful “thank you for your time.” If you are recording the interview, be sure to stop recording.

Submitting the interview: Submit your interview below the rubric. Follow the directions for which type of interview you did:

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1. If you videotaped the interview, you can upload the interview to YouTube and paste the video link below. Make sure your video is 3-5 minutes in length, and that you indicate whom you interviewed, how you know him/her, and what job he/she has. You may make your video “Unlisted,” so it won’t show up for people who search, but do not make your video “Private.”

2. If you conducted the interview over email, instant messaging, or chat, edit your interview to appear in question-and-answer format and copy and paste the final product below. Make sure your transcript is 2-3 pages in length, and indicate who you interviewed, how you know him/her, and the job.

3. If you took notes on the interview, type out your notes into question-and-answer format and paste the final product below. Make sure your interview is 2-3 pages long, double-spaced, and that you indicate who you interviewed, how you know him/her, and what job he/she has.

Part Two: The Analysis and Application Next you’ll write a short analysis essay (300-400 words) about what you learned during the interview. Review the interview a few times and look over your notes. You will be graded on the depth and quality of your ideas, so be sure to think carefully about what you want to say. Write an essay that thoroughly answers the following questions:

• What did you learn about writing, language, and communication in your interviewee’s career?

• How important is writing, language, and communication in this career? Could it smoothly function without these things and why or why not?

• Are you still interested in this career after conducting this interview? Why or why not?

• How does this interview change your attitude towards and understanding of your English/language courses? Starting now, what do you think you’ll try to learn from your courses to be ready for your future career?

• Can you see a connection between your future career and any topics you learned about in this semester? Why, and which topics are applicable?

Keep in mind that you need to write an essay, in paragraph form. Projects that are a list of answers to these questions will be reassigned.

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Unit 8 The Miracle Worker Response

Remember to turn in your work before you need to take your test. Complete this project after the lesson “The Miracle Worker (Act 3).” Read these instructions now so you are prepared to do this project well, and come back to it to complete it after the indicated assignment. You have two options for this project. Please read through the options carefully and pick Which one you will complete. Option A: Scene Reenactment

Note: to do this option, you must have both the ability and permission from your parent or supervising adult to record a video and upload it to YouTube The Miracle Worker is a play, and it is therefore meant to be acted out on a stage. Since Alpha Omega is a distance-learning school and cannot put on plays that involve its students in one large production, you have the option of putting on this play yourself! Choose one of the themes that you found in the play. The play’s themes deal with topics like: discipline, prejudice, perseverance, and respect. Remember that a theme is a complete thought and cannot be stated in one or two words, so none of these topics would be a theme. What the play teaches us about these topics is the theme. Now find a section of the play that clearly exemplifies the theme of your choice. Your finished video should be between 3 and 10 minutes long. Keep this in mind when choosing a scene. Determine which character you want to play, then how many other actors/actresses you will need for this scene, and recruit family or friends to fill the roles. Also, decide how realistic you want your setting/scenery and costumes to be; you can choose to go full-out with 1800s-style dresses and an outside water pump, or you could do a “modern” re-make of the scene by staying in your normal clothes and setting the scene in the twenty-first century. You may even choose to use stop motion animation for your reenactment.

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After you have rehearsed the scene a few times with the other actors, film your scene with a camera. Use your family’s camcorder, a quality digital camera with video capabilities, or even a smart phone with quality recording capabilities. Sometimes local libraries even have video recorders for borrowing. If you mess up during the recording, don’t worry! Try again until the scene is recorded the way you like it. Transfer your video file onto your computer (refer to your gadget’s user manual), and upload the file to YouTube. You may want to make your video “Unliste,” however do not make it “Private.” Copy and paste your video’s link into this file at the end of these instructions.

If you are unable complete this option, you must choose Option B to complete this project. Option B: Annie’s Letter

Pretend you are Annie Sullivan. Choose one of the themes that can be found in the play. Your theme should deal with one of the following topics: discipline, prejudice, perseverance, or respect. Remember that a theme is a complete thought and cannot be stated in one or two words, so none of these topics would be a theme. What the play teaches us about these topics is the theme. Write a letter to a friend at the Perkins Institute for the Blind or write to a family member back in Ireland about what you are thinking, feeling, and acting like in relation to your selected theme. If you want to, you can even continue writing the letter Annie started at the beginning of Act Two. Make sure you understand Annie’s character well enough that you can write in her voice and manner—you will be graded on how much your letter sounds like something Annie would write. Some guiding questions to ask yourself about Annie and what she might think about your selected theme are “How does Annie react while this theme is present in the play?” or “What about Annie’s past helps shape her thoughts about this theme?” Use the following guidelines as you write your letter: • All typed projects in English I are to be written using Times New Roman 12-point or

Arial 12-point black font. • Be sure to include a title and the proper heading. • This is a creative piece requiring personal interaction, so you can be as creative as

you want while maintaining a proper respect and analysis of the literature at hand. • Use what you've learned about well-developed paragraphs and effective transitions;

this is a creative piece but you still want the reader to be able to follow your ideas smoothly.

• Be sure your writing is free of conventional and grammatical errors.

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• There is no word count requirement; instead you want to aim for concisely developing your ideas, with no rambling or unnecessary/repetitive information. If you want a general word count guideline, a project of this type tends to be about 400-500 words.

• Once you are finished, take a break from the letter (this could be a few hours or a few days). Come back to it with fresh eyes. Read through your letter aloud to yourself or to another person to see if your writing makes sense. Does it clearly show what you want your reader to understand? Have you written in such a way so that the reader feels like you are Annie herself and the letter fits in with the style of the play? Does your letter flow well, with a beginning, middle, and end?

Paste your link or type your letter here! After completing your response project above, write a paragraph explaining what your theme was, how this theme is communicated in the play, and how you communicated this theme in your project. You must refer to specific scenes or events in the play that helped show your theme and include the page numbers. Your paragraph needs to be at least five sentences (it can be longer). Write your paragraph below:

Unit 9 Twenty Thousand Leagues

When writing on literature, there are always a number of issues and events to explore. Responses to literature include interpretation, analysis, and evaluation.

Here is your goal for this assignment:

• Write a short response (200 words) to an element of the novel

Choose one of the following topics for your essay.

1. What is the turning point that changes Aronnax's evaluation of Captian Nemo? When does it occur? Describe the event(s) that led up to it.

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2. How did Captain Nemo change through the course of the novel?

3. Take an example of a static character, Conseil, and explain why you think he did not change.

4. Take the last paragraph of the novel and discuss it in Christian terms. Does it represent a Christian perspective on their situation? Why or why not?

Highlight or bold the option that you have chosen above.

Write your essay below:

Unit 10 Book Response

It’s time to delve into a whole new world again. In this project, you’re going to read a book and interact with it on a deeper level. Put serious thought and effort into your reading and your project.

Choose a genre that you’d like to read and then pick one of the books listed under that genre.

You’ll need to read the book and then complete the activities listed below in order to complete this project. Please note you can only choose a book from this list for this project. If you’re interested in a different book, you should make sure you read that in your free time!

Action/Adventure The Adventures of Huckleberry Finn by Mark Twain Holes by Louis Sachar The Jungle Book by Rudyard Kipling My Side of the Mountain by Jean Craighead George

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Treasure Island by Robert Louis Stevenson Biography The Cross and the Switchblade by David Wilkerson The Diary of Anne Frank by Anne Frank Story of the Trapp Family Singers by Maria Augusta Trapp Through My Eyes by Tim Tebow Through Gates of Splendor by Elizabeth Elliot Comedy/Humor A Connecticut Yankee in King Arthur’s Court by Mark Twain The Importance of Being Earnest by Oscar Wilde Leave it to Psmith by P.G. Wodehouse Drama & Classics Anne of Green Gables by Lucy Maud Montgomery Great Expectations by Charles Dickens Little Women by Louisa May Alcott The Pearl by John Steinbeck Pride and Prejudice by Jane Austen Romeo and Juliet by William Shakespeare The Secret Garden by Frances Hodgson Burnett Silas Marner by George Eliot Fantasy/Mythology The Aeneid by Virgil Any book in the Lord of the Rings trilogy by J.R.R. Tolkien The Iliad by Homer Inheritance cycle series by Christopher Paolini The Odyssey by Homer The Princess Bride by William Goldman Mystery/Thriller And Then There Were None by Agatha Christie Dracula by Bram Stoker Frankenstein by Mary Shelley The Hound of the Baskervilles by Sir Arthur Conan Doyle The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson This Present Darkness by Frank Peretti Science Fiction Animal Farm by George Orwell The Hunger Games by Suzanne Collins Out of the Silent Planet by C.S. Lewis The Time Machine by H.G. Wells

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Once you have chosen a book, it’s your responsibility to find it and read it. You will probably find most of these books at the library, and many of the classics can be read for free from http://www.gutenberg.org. Otherwise, you can choose to purchase the book.

Note that Alpha Omega Academy does not endorse any objectionable content that may appear in these books. Classic and modern literature may deal with themes that require discernment from a biblical perspective. AOA strongly encourages you discuss these themes with your parents and your teacher. Activity One: Character Facebook Page Pick one of the main characters from the book you read and create a fake Facebook profile for him/her. Do not create a page on the actual Facebook. Choose one of these resources to help you complete the profile: - Fakebook

• http://classtools.net/fb/home/page • This link takes you directly to an easy-to-edit profile that you can save; however,

ads make the format look a bit clunky in the end.

- PowerPoint Facebook Template • http://www.bville.org/tfiles/folder2153/Facebook%20Monet%20Template.pptx • A good option for students who would prefer not to work online, this template has

clickable areas that you can customize according to your chosen character. (Note: the second page of the template has a section called “Resources” that you do need to complete; however, feel free to change this to a topic like “Hobbies” or “Favorites” instead!)

Feel free to have lots of fun with this project! Add the character’s status updates, background information, job, friends, contact information, posts, “likes” and comments, photos, etc. You can make up any information that you cannot find in the story, as long as the information could logically be deduced from the character as he/she is presented in the book (for example, don’t have a country boy talking to a city girl if the book specifically mentioned he’d never been to a city before). The more thorough you are on this project, the more it will show that you understood and thought about your character’s actions and personality. Once you’ve completed the profile, copy and paste the link below, or email your PowerPoint template to your teacher and note that you did so below. Link:

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Activity Two: Story Vs. Style Some books are well-written but have a very boring storyline and characters, while others have an incredibly exciting plot full of vivid personalities that draw you in but ultimately leave you feeling that you were reading a fourth-grade level book. Fortunately, many skilled authors are able to combine solid writing with strong stories and characters.

What type of book was yours? Spend some time reflecting on what you read. Don’t think about whether or not you liked the book, but focus instead on the author’s use of words, his/her pacing and organization, the proper development of characters, any foreshadowing techniques, deeper meanings or symbols within the text, etc.

Once you’ve done this, write one paragraph answering all the questions in each category below. Make sure to include specific details from the book, showing that you have both read and understood it. Your paragraphs for each category need to be at least 100 words in length (but you can write more):

Perspective: • How consistent was the perspective in the book? • Did you have to follow many characters’ thoughts or just one? • Why do you think the author wrote the perspective this way? • Would you have preferred to see a different perspective, and why or why not?

Organization/Pacing:

• What was the organization and structure of the book like? • Were there confusing flashbacks or was the story mostly chronological? • Was the author’s pacing (the speed at which the action progresses) consistent (i.e.

did any areas move too fast or too slow)? How did this help or hinder the story? Character Development:

• In what ways did the author reveal this character’s personality to the reader? • What motivations does the author provide for him/her? • Is there purpose to everything the character does or does he/she seem to act

randomly? • How was the main character affected by the events around him/her, and how did

he/she in turn affect the stories’ events? • Does the character ultimately change at the end of the book, and what is the result

of this? Diction/Writing Style:

• How did the author use words to form the story’s pictures in your head? • Were there any parts of the book that you had difficulties picturing, and why do

you think this was?

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• How would you describe the author’s writing style (flat, lively, powerful, timid, droning, dark, bouncy, etc.)?

• Was the writing style appropriate for the content and themes of the book? • Was the style fitting for the target audience?

Write your responses here: Activity Three: Biblical and Personal Response

God has provided us with His book, the Bible, to help us understand His will and how we should live. Because of this, we need to actively evaluate what is biblical and what is not. You should always do this with anything you read, so you should practice now by using a biblical perspective to evaluate the book you just read.

For this last activity, you will write a biblical and personal response to your book in the form of a blog entry. If you have a blog already, you can simply publish your biblical analysis and send the link to your teacher. If you don’t have a blog, you can sign up for one for free at http://blogspot.com or http://wordpress.com. If you’d prefer to write your analysis like a regular essay or would like to create a video blog instead, please feel free to do so!

Your response should be 300-400 words long. Use the following questions to guide the ideas of your writing:

- What biblical truths or values can you see in the book? Where do you see these most clearly in the events and characters of the story? Remember that just because a book does not specifically mention the Bible or Christianity does not mean there are no biblical truths or values. Even a work that is not explicitly Christian can present truths and values that agree with the Bible.

- How did the author present the idea of sin? In other words, did it seem like the view of the author supported the Bible’s view that evil is the result of sin? What can you infer about the author’s morals and beliefs from the way he/she wrote about sin?

- What was your overall impression of this book? Would you recommend this book to a friend? Why or why not?

It’s important that you be discerning about the book’s message here, not just the events that happen in the book. What happens in the book is just the plot, but what the author wants us to learn from these events is the book’s message.

An example of this could be the biblical story of David and Bathsheba. David covets Bathsheba, another man’s wife, commits adultery with her, and has her husband killed. But even though all of this happens in the story, the Bible is clearly not supporting these acts or presenting them as good things to do. Quite

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the opposite, in fact. It describes these events to show how wrong they are and the consequences of David’s actions. Even though coveting, adultery, and murder happen in the Bible story, the message of the Bible is clearly opposed to these acts. You need to make similar discernments in reading your book.

After you’ve posted, provide the link to your blog post below (make sure you provide the link directly to the post, and not just to your blog) or complete your project below.

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MLA Format Requirements

All typed work at AOA must adhere to these format requirements as stated below (unless specifically stated otherwise in a project’s directions or by your teacher):

Margins of the page should be one inch on all sides. Typed projects must be written using Times New Roman 12-point font or Arial 12-

point font. Font must be black in color. Typed projects must be double-spaced, including the title. Header: Your name, the teacher’s name, the class and assignment, and the date should

be the first thing to appear on the page. These should be listed in that order in the upper left corner of the page.

Title: Title your paper appropriately and center the title in the middle of the page. Start your writing after the title. Writing should always be aligned with the left side of

the page (unless you are indenting the first line). Writing should never be centered like the title.

All new paragraphs must be indented by hitting the “Tab” button on your keyboard, or by pressing the spacebar five times.

If MLA format is required for the project, all sources and parenthetical citations must be written in the most current version of MLA format.

Any typed work that does not meet these requirements could be deducted points and could reduce your overall grade for that work.

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Six+1 Traits Rubric

Some of your projects in English I will be graded according to the Six+1 Traits Rubric. If a certain trait is not applicable to the project type, the teacher will not provide a grade for that trait and it will not be factored into your final grade. Trait Strong Developing Weak

Ideas: The main message of the piece, the theme,

with supporting details that enrich and

develop that theme.

This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme. 1. The topic is narrow and manageable. 2. Relevant, telling, quality details go beyond the obvious. 3. Ideas are crystal clear and supported with details. 4. Writing from knowledge or experience; ideas are fresh and original. 5. Reader’s questions are anticipated and answered. 6. Insightful topic.

The writer is beginning to define the topic, even though development is still basic or general. 1. The topic is broad. 2. Support is attempted. 3. Ideas are reasonably clear. 4. Writer has difficulty going from general observations about topic to specifics. 5. The reader is left with questions. 6. The writer generally stays on topic.

The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details. 1. The writer is still in search of a topic. 2. Information is limited or unclear or the length is not adequate for development. 3. The idea is a simple restatement or a simple answer to the question. 4. The writer has not begun to define the topic. 5. Everything seems as important as everything else. 6. The topic may be repetitious, disconnected, and containing too many random thoughts.

Organization: The internal

structure, thread of central

meaning, logical, and sometimes intriguing pattern or

sequence of ideas.

The organizational structure of this paper enhances and showcases the central idea or theme of the paper; includes a catchy introduction and a satisfying conclusion. 1. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution. 2. Thoughtful transitions connect ideas. 3. Sequencing is logical and effective. 4. Pacing is well-controlled. 5. The title, if desired, is original. 6. Organizational structure is appropriate for purpose/audience; paragraphing is effective.

The organizational structure is strong enough to move the reader through the text without too much confusion. 1. The paper has a recognizable introduction and conclusion. 2. Transitions sometimes work. 3. Sequencing shows some logic, yet structure takes attention away from the content. 4. Pacing is fairly well-controlled. 5. A title, if desired, is present. 6. Organizational structure sometimes supports the main point or story line, with an attempt at paragraphing.

The writing lacks a clear sense of direction 1. No real lead or conclusion present. 2. Connections between ideas, if present, are confusing. 3. Sequencing needs work. 4. Pacing feels awkward. 5. No title is present (if requested). 6. Problems with organizational structure make it hard for the reader to get a grip on the main point or story line. Little or no evidence of paragraphing present.

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Voice: The unique

perspective of the writer

evident in the piece through

the use of compelling

ideas, engaging

language, and revealing details.

The writer of this paper speaks directly to the reader in a manner that is individual, compelling, engaging, and respectful for the audience. 1. Uses topic, details, and language to strongly connect with the audience. 2. Purpose is reflected by content and arrangement of ideas. 3. The writer takes a risk with revealing details. 4. Expository or persuasive writing reflects understanding and commitment to topic. 5. Narrative writing is honest, personal, and engaging.

The writer seems sincere, but not fully engaged or involved. The result is pleasant or even personable, but not compelling. 1. Attempt to connect with audience is earnest but impersonal. 2. Attempts to include content and arrangement of ideas to reflect purpose. 3. Occasionally reveals personal details, but avoids risk. 4. Expository or persuasive writing lacks consistent engagement with topic. 5. Narrative writing reflects limited individual perspective.

The writer seems uninvolved with the topic and the audience. 1. Fails to connect with the audience. 2. Purpose is unclear. 3. Writing is risk-free, with no sense of the writer. 4. Expository or persuasive writing is mechanical, showing no engagement with the topic. 5. Narrative writing lacks development of a point of view.

Word Choice: The use of

rich, colorful, and precise

language that moves and

enlightens the reader.

Words convey the intended message in a precise, interesting, and natural way. 1. Words are specific and accurate. 2. Striking words and phrases create imagery. 3. Natural, effective, and appropriate language. 4. Lively verbs, specific nouns, and modifiers. 5. Language enhances and clarifies meaning. 6. Precision is obvious by choice of words and phrases.

The language is functional, even if it lacks much energy. 1. Words are adequate and correct in a general sense. 2. Familiar words and phrases communicate. 3. Attempts at colorful language. 4. Passive verbs, everyday nouns, mundane modifiers. 5. Language functions, with one or two fine moments. 6. Occasionally, the words and phrases show refinement and precision.

The writer struggles with a limited vocabulary. 1. Words are nonspecific or distracting. 2. Many of the words don’t work. 3. Language is used incorrectly. 4. Limited vocabulary, misuse of parts of speech. 5. Language is unimaginative and lifeless. 6. Jargon or clichés, persistent redundancy.

Sentence Fluency: The rhythm and flow of the

language, the sound of word patterns, the

way in which the writing plays to the

ear, not just the eye.

The writing has an easy flow, rhythm, and cadence. Sentences are well-constructed. 1. Sentences enhance the meaning. 2. Sentences vary in length as well as structure. 3. Purposeful and varied sentence beginnings. 4. Creative and appropriate connectives. 5. The writing has cadence.

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical. 1. Sentences get the job done in a routine fashion. 2. Sentences are usually of similar length, yet constructed correctly. 3. Sentence beginnings are somewhat varied. 4. The reader sometimes has to hunt for connective clues. 5. Parts of the text invite expressive oral reading; other parts may be stiff, awkward, choppy, or gangly.

The reader has to practice quite a bit in order to give this paper a fair interpretive reading. 1. Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural. 2. No “sentence sense” is present. 3. Sentences begin the same way. 4. Endless connectives, if any present. 5. Writing does not invite expressive oral reading.

Conventions: The

mechanical correctness of

the piece; spelling,

punctuation, capitalization,

The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing). 1. Spelling is generally correct. 2. Punctuation is accurate. 3. Capitalization skills are present.

The writer shows reasonable control over a limited range of standard writing conventions. 1. Spelling is usually correct or reasonably phonetic on common words. 2. End punctuation is usually correct.

Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make text difficult to read. 1. Spelling errors are frequent. 2. Punctuation is missing or incorrect.

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grammar usage, and

paragraphing.

4. Grammar and usage are correct. 5. Paragraphing tends to be sound. 6. The writer may manipulate and/or edit for stylistic effect; and it works!

3. Most capitalized words are correct. 4. Problems with grammar and usage are not serious. 5. Paragraphing is attempted. 6. Moderate, inconsistent editing (a little of this, a little of that).

3. Capitalization is random. 4. Obvious grammar or usage errors. 5. Paragraphing is missing. 6. Little, if any, editing; the reader must read once to decode, then again for meaning.

Presentation: The look of the paper, proper use of MLA formatting

when necessary,

correct titling and inclusion

of project instructions

The project is clean, has all directions included, and MLA format was used correctly if needed. 1. Project directions precede the project. 2. Spacing is uniform and font is Times New Roman or Arial 12 point. 3. In a multimedia project, use of visuals is integrated without distraction. 4. Correctly formatted citations and works cited if outside sources were used.

May be some problems in the formatting. 1. Project directions are included, but not placed correctly. 2. There are some problems with font or spacing. 3. For multimedia, the visuals are somewhat unclear or distracting. 4. In those projects for which outside sources were used, MLA formatting is mostly correct. There may be some components missing or improperly formatted.

Errors in formatting create a confusing paper that distracts the reader. 1. Project directions are missing or incomplete. 2. Spacing and font are not standard. 3. Visuals in a multimedia project are confusing and substandard. 4. Works cited page and/or parenthetical citations for those projects where necessary are missing or incorrect.

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