October 24, 2013 - Collaborative Creative Story

I can write a collaborative creative story that demonstrates understanding of conflict and character development.

To be able to do this I must use my background knowledge of the types of conflict and characterization.

I will show this is my collaborative creative story.

GROUP WINNERS WILL BE BASED ON FLUENCY, CREATIVITY, CONFLICT AND CHARACTERIZATION. 

Directions for writing:

1. Form a group of 2-4 people (no more than that)

2. Every one will begin at the same time.

3. First section of writing: each person starts a story that establishes a setting and introduces a character

4. Second section: Trade papers and continue partners story. Be sure to establish conflict in this part.

5. Third section: Trade papers again with a new person (unless you are just a pair) and show character actions.

6. Final section of writing: trade papers again with a new person (unless you are in a group of 2 or 3) and write a conclusion to that story.

7. Read over your stories and choose the best one from your group to be submitted for the contest

Teacher Example (Pair)

Story 1

Mr D’Andrea’s (Setting/Character Appearance)

It felt so strange walking back into that classroom with the cream colored walls after seeing our teacher on the news just a week ago. The school and students really haven’t been the same since everything happened. Hallways are filled with whispers of disbelief and conspiracy theories. “I can’t believe it was him. He didn’t look like the type of person who could do that. His hair was always neat and his clothes were always ironed.” I heard one sophomore say in passing.  “You have to admit, he was kinda strange for a teacher though. He seemed so quiet.” another student replied. Kids seem uneasy about being around their teachers. One kid in my Science class, Jeremey, always participates, but today he looked like how I did when my mom told me my dog died.  The principal is addressing the school later, but everyone already seems to have their own ideas about Mr. Potowski.

Mr. Ryan’s turn (Conflict):

Every kid in every class had their phones out.  YouTube videos of Mr. Potowski, caught by a security camera’s lens in a Target. eating  the face off of some poor shopper with mouthwash and toilet paper in her basket.  It was surreal, like he was possessed or high or some, dare I say, zombie.

I watched it about fifty times before I noticed a pair of Converse.  A pair of converse with two anarchy symbols Sharpied on the white ends.  A pair of Converse that I saw a million times.  Jeremy’s converse.  

And right before the camera clicks off, Jeremy’s Converse is kicking at Mr. Potowski.  

Mr. D’Andrea’s (Character’s Action)

I tried not to think about those shoes. Or Jeremy. Or Mr. Potowski. But it was impossible. Around 5th period, the principal called us down to the theatre for our debriefing.  When we got to theatre, everyone was there.  “Now I know that many of you are alarmed because the videos floating around of Mr. Potowski’s actions, but I assure you that there is nothing to be worried about. The police are here and they are confident that they will find Mr. Potowski.”  How can they tell us not to worry I thought. We should be home with our families.  “The School is the safest place,” our principal continued. Yea right.  Everyone here saw the video of Mr. Potowski eating that shopper like she was one of his groceries. You could see his eyes glare at her right before he jumped over the shopping cart and started devouring.  

Mr. Ryan’s (Resolution)

I looked around at the exits.  A policeman stood at every door.  Deans and useless teachers walked around and stared at their phones.  I was three seats away from Jeremy.  I looked at him and he seemed to be sleeping.  Once in a while he would jerk forward and then back.  He was deep asleep.   

Sleeping?  At a time like this?  

I decided that I needed to get out of here.  The lunch pizza buzzed around in my belly.  A nice, stinky fart should be coming at any minute.  My plan: go to the door and say I have to use the bathroom.  Then I would fart.  The smell would prove I had to go and they’d let me out.

“No.  No one is allowed out at this time,” Officer Butthole said.  

I squeezed out the fart.  It was silent (a good thing) but deadly.

“God,” he said.  “Go sit down.”

I was about to explain to him that I really had to go, but I didn’t need to.  

A scream erupted from somewhere near where I was sitting.  

I looked over as Jeremy was hopping over the seats.  A stream of blood jetted up into the air.  Officer Butthole took off running and so did I.  

Story 2

Mr Ryan’s Story (Setting/Appearance)

Savannah, the blondest girl with the blackest wig at the Halloween party, offered herself a drink.  She had been standing in the corner watching zombies smelling like ketchup and witches smelling of cotton candy perfume parade around the house hunting for fresh victims.  Victims in this case meant boyfriends or girlfriends.  Shoot, it was Halloween, what better time to be shot to death by love’s clumsy arrows.

Mr. D’Andrea’s (Conflict)

As the party got turned up, and the zombies and ninjas got more faded, Savannah became a little better looking to the most popular pirate at the party, Eric.  Eric was the epitome of what every parent wants their son to be at age seventeen: smart, considerate, college-bound and athletic.  Even the teachers admired Eric.  But, that night after Eric had thrown back one too many rum and cokes, Savannah looked unusually attractive to him.  He decided then and there that she was going to “walk the plank.”

Mr. Ryan’s (Character’s Actions)

Eric, walking up to Savannah, took out his sword and jumped into some swashbuckling stance and said aloud, “Ahoy there matey.”  

Savannah took a drink and looked up to the ceiling.  A crack from one wall to the next caught her attention.  
“So,” Eric said, “Polly want a drink and a cracker.  I’ll be the cracker.”  He laughed uncontrollably for a good two minutes.  

Savannah never looked down.  She drove her eyes over and over the crack.  Back and forth, back and forth.  She started to get sick.  Sea sick.

A drop of water hit her forehead.  Another drop.  

“Come on witch, I have this great tattoo of a skull and crossbones you gotta check out”

“I hope you can swim,” Savannah answered.  

The crack became an opening.  Water poured down from the ceiling.  Gallons upon gallons crashed upon the heads of unsuspecting halloweeners.  Some guy in some ironic cardboard box cracked his head on the table.  Some Spongebob fell face first into the floor.  

Still, more water fell.

Mr. D’Andrea (Conflict Resolution)

After years of being tormented by athletes for not being pretty enough, Savannah perceived Eric’s genuine attempt at wooing her as just another dumb jock trying to tease her.  She watched that crack because she made that crack.  She stood there as the rain came down because she thought that rain. She wanted to wash away years of being bullied, years of d-bags making fun of her for being weird. But they never put it together.  No one ever realized that all those strange things that happened while Savannah was around were because of her.  And now, it was too late for them.  They would be swept away in a wall of water. And Savannah would be standing there, soaking wet, laughing menacingly.  

October 23, 2013 - Reading Assessment - Analysis Questions "Tell TaleHeart"

I can answer analysis questions about "The Tell Tale Heart" that demonstrate my knowledge of conflict and characterization.

To be able to do this I will use my annotated text and notes about conflict and characterization to help me answer analysis question.

I will show this by turning in my answers to the analysis questions.

“The Tell-Tale Heart”     

by Edgar Allan Poe

1.      The narrator insists from the very beginning that he is not insane, what characteristics does he say proves his sanity?  What characteristics suggest he is mad (insane) instead?

2.      What is the main conflict? Use quotes to support your claim.

3.      How does the narrator’s mood change after he commits the murder?  Use textual evidence to support your answer.

4.      What two main character traits would you give the narrator?  Explain why?

5.      Write two specific examples from the story that the author uses to create an atmosphere of horror or suspense. These are sentences that set or enhance the MOOD of the story.

6.      Why do people like to read or watch horror movies?

7.      What do you think made the narrator mad (insane)? 

8.      Why is called “The Tell-Tale Heart?”

9.      How does the writer words and punctuation to create tension in the last paragraph? 

10.  Find one example of each of the following:

a.     Alliteration – Ex

b.     Simile – Ex    

c.     Personification – Ex.

11.  In paragraph one, what does the word “acute” mean?  

October 22, 2013 - Reading Assessment - Analysis Questions "Tell Tale Heart"

I can answer analysis questions about "The Tell Tale Heart" that demonstrate my knowledge of conflict and characterization.

To be able to do this I will use my annotated text and notes about conflict and characterization to help me answer analysis question.

I will show this by turning in my answers to the analysis questions.

“The Tell-Tale Heart”     
by Edgar Allan Poe

1.      The narrator insists from the very beginning that he is not insane, what characteristics does he say proves his sanity?  What characteristics suggest he is mad (insane) instead?

2.      What is the main conflict? Use quotes to support your claim.

3.      How does the narrator’s mood change after he commits the murder?  Use textual evidence to support your answer.

4.      What two main character traits would you give the narrator?  Explain why?

5.      Write two specific examples from the story that the author uses to create an atmosphere of horror or suspense. These are sentences that set or enhance the MOOD of the story.

6.      Why do people like to read or watch horror movies?

7.      What do you think made the narrator mad (insane)? 

8.      Why is called “The Tell-Tale Heart?”

9.      How does the writer words and punctuation to create tension in the last paragraph? 

10.  Find one example of each of the following:

a.     Alliteration – Ex

b.     Simile – Ex    

c.     Personification – Ex.

11.  In paragraph one, what does the word “acute” mean?  

October 21, 2013 - Elements of Characterization and Conflict in "Tell Tale Heart"

I can understand how an author uses conflict and the elements of characterization to bring a character to life.

To be able to do this I must understand the types of conflict and elements of characterization

I will show this in my annotated text that prepares me for analysis question.

Notes:

4 Elements of Characterization

We understand people and characters through examining the following:

1. Appearance (How they look) - Example - Someone who wears there pants really high may be considered to be weird.
2. Action (What they do) - Example - A Boyfriend who checks his girlfriends facebook every ten minutes may be considered insecure or jealous. 
3. Speech (What they say)- Example - Someone who says they hate school and that all assignments are stupid may be understood as someone who struggles with school and therefore claims to hate it. 
4. What others say about them - Example - If many students say that one teacher is very strict then we might consider the teacher to be mean or not very understanding. 

Class Assignment: Read "The Tell Tale Heart" by Edgar Allen Poe and annotate for elements of characterization and types of conflict. (Text and Video Below)

THE TELL-TALE HEART

by Edgar Allan Poe
1843

TRUE! --nervous --very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses --not destroyed --not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily --how calmly I can tell you the whole story.

It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! He had the eye of a vulture --a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees --very gradually --I made up my mind to take the life of the old man, and thus rid myself of the eye forever.

Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded --with what caution --with what foresight --with what dissimulation I went to work! I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it --oh so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly --very, very slowly, so that I might not disturb the old man's sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! would a madman have been so wise as this, And then, when my head was well in the room, I undid the lantern cautiously-oh, so cautiously --cautiously (for the hinges creaked) --I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights --every night just at midnight --but I found the eye always closed; and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he has passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept.

Upon the eighth night I was more than usually cautious in opening the door. A watch's minute hand moves more quickly than did mine. Never before that night had I felt the extent of my own powers --of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea; and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think that I drew back --but no. His room was as black as pitch with the thick darkness, (for the shutters were close fastened, through fear of robbers,) and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily.

I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out --"Who's there?"

I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed listening; --just as I have done, night after night, hearkening to the death watches in the wall.

Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief --oh, no! --it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself --"It is nothing but the wind in the chimney --it is only a mouse crossing the floor," or "It is merely a cricket which has made a single chirp." Yes, he had been trying to comfort himself with these suppositions: but he had found all in vain. All in vain; because Death, in approaching him had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of the unperceived shadow that caused him to feel --although he neither saw nor heard --to feel the presence of my head within the room.

When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little --a very, very little crevice in the lantern. So I opened it --you cannot imagine how stealthily, stealthily --until, at length a simple dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye.

It was open --wide, wide open --and I grew furious as I gazed upon it. I saw it with perfect distinctness --all a dull blue, with a hideous veil over it that chilled the very marrow in my bones; but I could see nothing else of the old man's face or person: for I had directed the ray as if by instinct, precisely upon the damned spot.

And have I not told you that what you mistake for madness is but over-acuteness of the sense? --now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well, too. It was the beating of the old man's heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.

But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried how steadily I could maintain the ray upon the eve. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder every instant. The old man's terror must have been extreme! It grew louder, I say, louder every moment! --do you mark me well I have told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me --the sound would be heard by a neighbour! The old man's hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once --once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes, the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eve would trouble me no more.

If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs.

I then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye --not even his --could have detected any thing wrong. There was nothing to wash out --no stain of any kind --no blood-spot whatever. I had been too wary for that. A tub had caught all --ha! ha!

When I had made an end of these labors, it was four o'clock --still dark as midnight. As the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart, --for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbour during the night; suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises.

I smiled, --for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search --search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.

The officers were satisfied. My manner had convinced them. I was singularly at ease. They sat, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct: --It continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness --until, at length, I found that the noise was not within my ears.

No doubt I now grew very pale; --but I talked more fluently, and with a heightened voice. Yet the sound increased --and what could I do? It was a low, dull, quick sound --much such a sound as a watch makes when enveloped in cotton. I gasped for breath --and yet the officers heard it not. I talked more quickly --more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men --but the noise steadily increased. Oh God! what could I do? I foamed --I raved --I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder --louder --louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God! --no, no! They heard! --they suspected! --they knew! --they were making a mockery of my horror!-this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die! and now --again! --hark! louder! louder! louder! louder!

"Villains!" I shrieked, "dissemble no more! I admit the deed! --tear up the planks! here, here! --It is the beating of his hideous heart!"

-THE END-

October 18, 2013 - "Zombie's Lament" - Analysis Question

I can answer analysis questions about "Zombie's Lament"

To be able to do this I must understand how to use annotations to help me answer questions about types of conflict and characterization.

I will show this in my answer that are written in complete sentence

“Zombies Lament” by S.G. Brown

Directions: Answers the questions in complete sentences.  Your grade will depend on complete sentences and correct answers, so if the question asks for quotes, use them.  Thanks. 

1.  What is the main conflict of “Zombie’s Lament?”  Use quotes/textual evidence to support your answer.  There are two possible answers.

2.  The line “Just because some Asians don’t know how to drive doesn’t mean they’re all bad drivers” indicates what about the narrator’s problem?

3.  How did the narrator die?  Use quotes/textual evidence for support.

4. The terms “ethereal” in paragraph 10 most likely means what?  How do you know?

5.  What does the title mean? 

6.  What is the narrator’s opinion about being a Zombie?

7.  Make a prediction about the narrator’s actions if the story continued. 

8.   If you were a Zombie, what would be your biggest complaint? 

9.  Based on your annotations for character traits, what do you think his most prominent trait is?  Support it with textual evidence.    

10.  Reread paragraph 5.  Who is George Romero? 

Best Student Six Word Memoirs

October 17, 2013 - annotating for conflict and character traits

I can read and annotate for types of conflict and character understanding. 

To be able to do this I must understand types of conflict and be able to make inferences about the the character/narrator.

I will show this in my annotated text that identifies character traits and conflicts. 

- in class, we read and annotated "Zombie's Lament" by S.G. Browne. The skill you focused on while reading was annotating based on inferences. Underline examples of conflict and write which type of conflict the line showed. Also, underline parts of the story that reveal character traits. 

Link for character traits: 

http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf

October 16, 2013 - no class - testing

Sophomores were required to take the ACT Explore test this morning.

PLEASE TURN IN LATE ESSAYS!

October 15, 2013 - Six Word Memoirs about Conflict

I can write about each type of conflict in six words.

To be able to do this I must understand how to refer back to my notes to develop a stronger understanding of the six types of conflict that we will be studying this quarter. I must also understand how punctuation and sentence structure can effect meaning.

I will show this by handing in six six word memoirs that show each type of conflict.

Teacher Examples:

Person vs. Self

Start with noun or adjective descriptor then a colon

Hipster: Should have ignored existential questions.

Person vs. Person

Start with a verb

Delivering newspapers, Chad punched my face.

Harrass my cousin, taste my fist.

Raising voices, older sister always wins.

Person vs. Supernatural

Complete Sentence: 

I swear that wasn’t there before.

Something had control of my arms.

I heard it in the trees.

Person vs. Technology

List with periods: 

Text.  Red light.  Send.  Crash.  Hospital.     

Computer. Crash. Homework. Gone. Teacher. Angry.

Phone. Bing. Message. Ignore. Friend. Talking.

       

Person vs. Society

Two Sentences: 

White guy.  Black girl.  Mixed kid.

White guy. Asian girl. At Quinceanera.

Person vs. Nature

Comma list: 

Blizzard, walk to work, closed, Ugh!

       

Rain, Rain, Rain, Go home.  Yes!  

Ice, Slip, Fall, Cry, Laughed at.

Angry, Mother goose, scared, little, boy.

October 14, 2013 - Identifying the Six Types of Conflict

I can identify the six types of conflicts from watching movie trailers.

To do this I must have an understanding of the six different types of conflicts that we study this quarter.

I will show this by verbally presenting and supporting my opinion.

Extra Credit: * comment on today's lesson.  Write about the conflict from your favorite movie. Or, write a movie review about ANY movie and discuss the main conflict. 

6 Types of Conflict

Person vs. Person 

Person vs. Nature

Person vs. Society

Person vs. Self

Person vs. Technology 

Person vs. Supernatural 

Mr. D'Andrea's "Most Powerful" Essay Example

Quarter One: Final Power Essay.  

Throughout this quarter we have read about various people using and abusing various powers. But power can be measured in different ways.  For example, Eichmann could be said to be responsible for killing millions of Jewish prisoners, but Tookie Williams saved an undocumented number of the world’s youth from joining gangs.  Of all the people we have read about and discussed in class, who is the most powerful and why?

Those golden arches called my name on the way home from work.  My mom doesn’t even bother making us food any more because she knows that we will just complain. How can she compete with that dollar menu? “Let me get ah . . . french fries, a McDouble, a Coke, and some of them cookies.” Four dollars. Four course meal.  As McDonald’s erects its golden arches across the globe, less and less families sit down and eat together, more people eat unhealthy meals, and health effects like diabetes have skyrocketed. McDonalds is the most powerful topic discussed this quarter in English 10 because they are recognized by millions world-wide, they use their recognition to target children, hooking them on their fatty foods, and they have impacted and continue to impact the health and lives of more people than any of the other subjects we studied.

Recognition gives people and companies power.  Some people will choose what to buy just based on a logo, like Nikes. Some people will lay down their life or their morals for a symbol, like the American flag or the Swastika.  It is no surprise that McDonalds is extremely powerful.  According to Business Insider, “The golden arches are the most recognizable symbol in the world” (Lubin).  McDonald’s has gained more recognition in its fifty-eight years than most countries gain in centuries.  In a recent study conducted by the International Olympic Committee, Ronald McDonald was found to be more recognizable than Jesus.  According to the study, “In a survey of 7,000 people in six countries, 88 percent identified [McDonalds] two commercial trademarks, compared with 54 percent who recognized the Christian cross” (Carter).  This shows that McDonalds has used its marketing power to establish itself as one of the most recognizable companies and symbols in the world.  This is important because it demonstrates that recognition is necessary in order to expand a business and become more powerful.  However, sometimes when companies have such a powerful symbol, like McDonalds, they use their recognition to spread a product that may have adverse effects in order to gain a profit.  

Companies, like McDonalds, spread their product to become more powerful by targeting children with commercials, enticing them to become hooked on their food at an early age.  The earlier a company attracts a consumer, the longer they will have the customer.  McDonald’s creates life-long customers by attracting children and offering parents a cheap and convenient form of dinner. According to a 2010 study conducted at Yale University, “a whopping 40% of parents reported that their child asked to go to McDonald’s at least once a week, and 15% of preschoolers’ parents said they fielded such a request every day.” This shows that children, especially young children, like preschoolers, have been intentionally targeted by McDonald’s. This is important because it demonstrates how influential advertisements can be to children.  McDonald’s does more than just run commercials with kid friendly characters. They also use toys in their happy meals to attract children.  According to Eric Schlosser, author of Fast Food Nation, “nine out every ten American children between the ages of three and nine visit a McDonald’s once a month- as they and their parents are drawn by the seductive combination of playground facilities and give­away or special-edition toys, as well as the food.” This shows that McDonald’s knows that if they use strategies to attract children, they will have customers in the future. This is important because it shows that McDonald’s power is cyclical; by targeting children their power will continue to grow and as McDonald’s becomes more powerful, families will become weaker and people will become more unhealthy.

It is undeniable that America has grown less healthy since McDonalds started in the 1950’s. While McDonalds cannot be responsible for all of America’s growing health problems, they have played a significant role.  According to the Huffington Post, “Our fast-food culture has produced a population with widespread chronic illness and is a primary reason that health care costs are taking a devastating toll on just about everyone.”  This shows McDonalds is extremely powerful because not only do they produce mass amounts of food that are consumed by millions every day, they also affect the entire United States by contributing to higher healthcare costs.   People are more prone to obesity and diabetes because America’s fast food culture. This is important because it shows that McDonalds has the ability to impact an entire country’s health, lifestyle, and costs.

McDonalds is the most powerful topic discussed in English 10 because their impact on society is spreading.  If McDonalds keeps growing at the rate it has been over the last fifty years, the world will be in trouble.  They strategically use their power to hook children on their unhealthy foods by using commercials and providing cheap, convenient meals for parents to buy for their families.  As McDonalds puts up more golden arches across the world, people will become more sick and healthcare will rise affecting even the people who do not eat there.  This is why McDonalds is the most powerful.  

October 10, 2013 - Writing a Conclusion

I can write a proficient conclusion

To be able to do this I must use past examples and the teacher model to help construct a concluding paragraph that includes the following:

1. Summary of learning
2. Connections to main ideas
3. Connection to the "big picture" (the world or humanity) What implications does the subjects power have on the world or on many people?

I will show this in my five paragraph essay. 

Mr D's Conclusion Paragraph

McDonalds is the most powerful topic discussed in English 10 because their impact on society is spreading.  If McDonalds keeps growing at the rate it has been over the last fifty years, the world will be in trouble.  They strategically use their power to hook children on their unhealthy foods by using commercials and providing cheap, convenient meals for parents to buy for their families.  As McDonalds puts up more golden arches across the world, people will become more sick and healthcare will rise affecting even the people who do not eat there.  This is why McDonalds is the most powerful.  

October 9, 2013 - Writing Body Paragraphs Cont.

I can write a proficient body paragraph

To be able to do this I must use my notes and other supports to construct body paragraphs that contain the following:

1. Topic sentence 
2. Textual Evidence - direct quotes
3. Comment #1 - Explains textual evidence 
4. Comment #2 - Explains importance and answers question "So what?"
5. Transition - sentence that blends two paragraphs

I will show this in my five paragraph essay

Mr. D's Example #2

Companies, like McDonalds, spread their product to become more powerful by targeting children with commercials, enticing them to become hooked on their food at an early age.  The earlier a company attracts a consumer, the longer they will have the customer.  McDonald’s creates life-long customers by attracting children and offering parents a cheap and convenient form of dinner. According to a 2010 study conducted at Yale University, “a whopping 40% of parents reported that their child asked to go to McDonald’s at least once a week, and 15% of preschoolers’ parents said they fielded such a request every day.” This shows that children, especially young children, like preschoolers, have been intentionally targeted by McDonald’s. This is important because it demonstrates how influential advertisements can be to children.  McDonald’s does more than just run commercials with kid friendly characters. They also use toys in their happy meals to attract children.  According to Eric Schlosser, author of Fast Food Nation, “nine out every ten American children between the ages of three and nine visit a McDonald’s once a month- as they and their parents are drawn by the seductive combination of playground facilities and give­away or special-edition toys, as well as the food.” This shows that McDonald’s knows that if they use strategies to attract children, they will have customers in the future. This is important because it shows that McDonald’s power is cyclical; by targeting children their power will continue to grow and as McDonald’s becomes more powerful, families will become weaker and people will become more unhealthy.

October 8 - Writing Body Paragraphs

I can write a proficient body paragraph

To be able to do this I must use my notes and other supports to construct body paragraphs that contain the following:

1. Topic sentence 
2. Textual Evidence - direct quotes
3. Comment #1 - Explains textual evidence 
4. Comment #2 - Explains importance and answers question "So what?"
5. Transition - sentence that blends two paragraphs

I will show this in my five paragraph essay

Mr. D's Example

Recognition gives people and companies power.  Some people will choose what to buy just based on a logo, like Nikes. Some people will lay down their life or their morals for a symbol, like the American flag or the Swastika.  It is no surprise that McDonalds is extremely powerful.  According to Business Insider, “The golden arches are the most recognizable symbol in the world” (Lubin).  McDonald’s has gained more recognition in its fifty-eight years than most countries gain in centuries.  In a recent study conducted by the International Olympic Committee, Ronald McDonald was found to be more recognizable than Jesus.  According to the study, “In a survey of 7,000 people in six countries, 88 percent identified [McDonalds] two commercial trademarks, compared with 54 percent who recognized the Christian cross” (Carter).  This shows that McDonalds has used its marketing power to establish itself as one of the most recognizable companies and symbols in the world.  This is important because it demonstrates that recognition is necessary in order to expand a business and become more powerful.  However, sometimes when companies have such a powerful symbol, like McDonalds, they use their recognition to spread a product that may have adverse effects in order to gain a profit.