Teenage Tragedy, Trauma, and Tribulation

A unit on Grief
English 9
Mr. McNeely

Eulogy Project
Desired Outcomes:
Students will be proficient in, and demonstrate the following Minnesota
State Standards:
o 9.5.5.5. Analyze in detail how an authors ideas or claims are
developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
o 9.7.3.3 Write narratives and other creative texts develop real or
imagined experiences or events using effective technique, wellchosen details, and well structured event sequences.
a. Engage and orient the reader by setting out a problem,
situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.
b. Use literary and narrative techniques, such as dialogue,
pacing, rhythm, repetition, rhyme, description, reflection,
and multiple plot lines, to develop experiences, events,
and/or characters.
c. Use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, figurative
and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre)
that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative or
creative text.
o 9.7.4.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
o 9.9.6.6. Adapt speech to a variety of contexts, audiences,
tasks, and feedback from self and others, demonstrating
command of formal English when indicated or appropriate.

Throughout this unit, we have explored issues revolving around teenage

trauma and the process of grief through a variety of genres of literature and
media presentation. Using what you have learned from your readings, our
in-class discussions, and the activities that you have participated in and
completed over the course of this unit, your task is to undertake in the
challenge of composing a eulogy* (use the eulogy scenes from TFIOS as
reference). The role you are to assume while composing is that of if you
were formally requested to write and perform said eulogy at an actual
memorial service (or celebration of life). To do this, the subject of your
eulogy may be any living or deceased person, and should be a person whom
you have a personal connection with, and/or someone you feel you can
adequately honor and represent*. Your goal is to create a piece that will
inform your audience of the person you write about in a way that you believe
appropriately represents that individual. As discussed through the unit,
eulogies can be presented through many different lenses (humor, personal
narrative, biographical, etc.), so you may choose through which lens you
wish to conduct your writing. Prior to performing the eulogy you have
composed, you will annotate and reflect upon the work you have done.
Within this reflection, you will address such topics as who your target
audience is (e.g., family, friends, peers, etc.), and why what you have written
is appropriate for them. After you have completed this project, you will
present it to your classmates (live or via video-recording). Your final product
will be evaluated using the checklist provided, and the included rubric. Refer
back to your checklist and rubric throughout the construction of your project
to help you make sure you have completed all required steps.
*Alternative writing assignments are available upon request. Please speak
with Mr. McNeely outside of class if you would like to explore these options*
To complete this project, you will follow the subsequent steps:
Daily Journal: Throughout this unit we have written many quick writes on
grief, tragedy, and traumatic experiences. Look back at the readings,
videos, discussion notes, journal entries, etc. to help you harmonize key
elements of our unit. As you conduct this project, reflect on your
experiences throughout your writing process. I have provided examples of
what you may choose to write about over the course of this project: What is
challenging? What do you think is going well? What can I (Mr. McNeely) do to
help you with your writing process?
Step 1 Brainstorming: The first step to this project requires you to
reflect upon the unit and synthesize your thoughts on the key elements and
themes we discussed. Look back on the texts, videos, discussions, etc. to

help you remember. Who will you write about? Why do you want to write
about this person? Why does this person deserve the honor of your
composing about them? Through which lens do you want to focus your
writing through? How will you make this project seem as real as possible?
You should collaborate with your peers throughout your brainstorming
process. In your journal, please use at least one form of graphic organizer
that we have used throughout this semester to help centralize your ideas.
Step 2 Draft a Proposal: Given the content of the project, it is
encouraged that students have a personal connection with the subject they
write about. However, I know that this may be difficult to articulate this early
in the writing process. Therefore, prior to beginning the construction of your
project, I would like you to submit a proposal to me that includes he
information within your brainstorming process. You should include any
questions, hopes, and hesitations you have regarding the project. After you
submit your proposal, I will read it and provide feedback. Please write your
proposal in your journal. When you hand in your Proposal you will also sign
up for a conference with Mr. McNeely during which time we will discuss your
project in more detail.
Step 3 Conference with Mr. McNeely: This is when you will receive your
Proposal with feedback from me. We will also discuss and concerns you have
with the upcoming project, and any other general questions you would like
addressed.
Step 4 Draft Your Eulogy: After you have had your proposal returned,
and you have discussed your project with Mr. McNeely you may begin your
writing process, and complete your writing by the assigned due date.
Step 5 Small Group Conference: With your rough draft (multiple copies)
in hand, you will meet in peer groups of three or four to present and discuss
your drafts. You will be asked to provide context to your paper, helping your
peers understand deeper meanings behind the writing. You will offer each
other feedback and suggestions on how to improve your draft. I suggest
using your checklist and rubric to help guide your feedback. I will also be
going around to each group to offer my personal suggestions, or to answer
any questions you may have.
Step 6 Revise Original Eulogy Draft: Using the feedback from your
peers, revise your project.
Step 7 Peer Editing: After your revision process, you will get back
together into your peer editing groups. You will trade projects (no one has
their own) and perform peer editing. I will provide you with a handout to
help guide you through the editing process.

During this time you will receive a handout to help guide you through
your final annotation/reflection.

Step 8 Compose Final Draft: Compose your final draft. Refer back to
the rubric and make sure you completed the required steps in your checklist.
Step 9 Annotate/Reflect on Final Draft: Once you have completed your
final draft, print off a second hard copy. On the second copy, go through and
annotate your work. I will provide a handout to help guide you through the
annotation process. This is where you will be given the opportunity to
provide any context you believe is important to fully understanding and
appreciating your eulogy. You will make connections to the material from our
unit, and will be encouraged to dissect your writing process. Some
questions/things to keep in mind while writing your reflection are: How were
you able to draw from our texts when composing your eulogy? In what ways
were the different processes of grief we discussed able to help you develop
your understanding of grieving? What do you believe is worth
acknowledging (about the person you are writing about) that you did not feel
was appropriate to put in your writing? Analyze which character from our
texts is most relatable to the person you wrote about.
Please Note: Your final grade will be weighted heavily on your
annotation/reflection.
Step 10 OPTIONAL: Present Your Final Project:
A. Perform and present your final eulogy to your classmates.
B. If you do not want to perform and present your eulogy to your
classmates live, you may film your performance. All filmed
performances will be presented to your classmates upon request.
CHECKLIST You must complete the following criteria in order for your final
project to be evaluated.
____ Journal entries (3 entries required in addition to your brainstorm and
draft proposals).
____ Project proposal turned in and approved by teacher prior to drafting
process.
____ Project is free of spelling errors.
____ Project is free of grammatical errors.
____ Student participated in peer group activities.
____ Students final draft was presented to the class.
____ Student uses annotations to make clear connections to unit (e.g.,
audience appropriateness, tone, etc.).

Rubric

1 (Acceptable)

3 (Meets Standard)

Ideas, Content,
and
Organization

Describes
events using
some detail.
Uses
narrative
techniques.
Introduction
and
Conclusion

Performance

Speaks in a
voice that is
understandab
le.
Shows
emotion
Demonstrates
familiarity
with formal
English.

Reflection

Connects with
texts from
class.
Includes
intended
audience and

Describes
events using
well-chosen
details
Uses effective
narrative
techniques such
as: pacing,
repetition,
rhyme,
reflection, and
rhythm.
Engages
audience.
Provides a clear
Introduction and
Conclusion with
appropriate
sequencing.
Speaks with a
clear,
expressive, and
projecting voice.
Shows
appropriate
emotion through
voice: humor,
honestly,
suspense, etc.
Shows
appropriate
emotion through
body language.
Demonstrates
command of
formal English
when
appropriate.
Draws direct
connections to
texts from class
with appropriate
reasoning.
Describes

purpose.
Main ideas
and
supporting
detail are
include.

intended tone,
audience, and
purpose, and
reasoning
behind choices.