Quiz

Part I: Read the poem "Mother to Son" and answer the 6 multiple choice questions on your answer sheet 

Part II: On a sheet of lined paper, complete a Quick Write using the TREEES format on the following topic:

What is the important lesson(s) that the mother has learned? How does the author use literary elements/techniques (setting, characterization, tone, repetition, imagery, conflict, simile, metaphor, etc.) to get her point across?

Make sure you use your TAG!

Thesis
Reason
Example/Evidence (textual example and connect to thesis)
Example/Evidence (textual example and connect to thesis)
E*xample/Evidence (textual example and connect to thesis)
Summarize

Today's Work ---EVERYTHING IS DUE BY THE END OF CLASS TODAY NO EXCEPTIONS!!!!

BOTH THE OUTLINE AND ESSAY ARE DUE BY THE END OF CLASS TODAY--NO EXCEPTIONS!!!

Remember, the outline counts for 50 of the 100 essay points!

Essay must be final-copy quality on lined paper (I have some essay paper if you want it)

Please work quietly--this is not a group project!

You should have a MINIMUM OF 1 PIECE OF TEXTUAL EVIDENCE PER MAIN IDEA

I WOULD RECOMMEND USING 2 PIECES OF TEXTUAL EVIDENCE PER MAIN IDEA IF YOU WANT A GRADE THAT IS 80'S AND HIGHER.

Please copy the assignment for the mid-unit assessment (Essay 100 pts.)

Essay Assignment: Due by the end of class Thursday
Determine King's purpose in par. 1-21 (or any others if you want to)
and analyze how he uses rhetoric and specific word choices to advance that purpose.

Purpose: (leave space)


How does he get his purpose across to the audience?
What are his arguments?
How does he support those arguments?
How does he prove the clergymen wrong?

You must fill out your outline first before you start writing.

Today: Work on the homework for "The Blind Alley" together and then take the quiz for MLK #2

Questions for "The Blind Alley"
1. Based on your paraphrases, what can you infer about the speaker's relationship to "they" in the poem?
2. How does the fig. language in stanza 3 relate to the language in stanza 7?
3. What are the similarities between the speaker's relationship with "they" in "The Blind Alley" and African Americans' relationships with the "white power" structure" as expressed in par. 10-11 in "Letter form Birmingham Jail" ?
4. How does King's description of the "vicious mobs" and "hate-filled policemen" in paragraph 11 relate to Shamlu's descriptive language in this poem?
5. What connections can you draw between a central idea from "Letter From Birmingham Jail" and a central present in "The Blind Alley"?

Homework/Vocabulary for 12/11 and Work 12/12

Homework Questions: Please Copy --these are due by Monday 12/15
1. Summarize what the poem is about in your own words.
2. What is a central idea in the poem?
3. What literary elements/techniques can you identify?
4. What connections can you make between "Letter from..." by MLK and this poem?

Definitions to go into your booklet:
extremist (p.12)-n. a person who holds extreme or fanatical political or religious views, especially one who resorts to or advocates extreme action.
immorality (p.13)-n. the state or quality of being immoral; wickedness.
quantity  (p.13)-n. amount
moderate (p.13)-adj.  within reasonable or proper limits; not extreme, excessive, or intense:

Today we will read/listen to from:

 the bottom of p. 7 "Sometimes a law is just on its face..."
to the top of p.12 "And now this approach is being termed extremist"
Youtube link (again)

Please annotate as you read:
? next to things you don't understand
circle/box unknown vocab words
Underline things you want to come back to
! next to things you think are important



Friday:
Youtube video

Questions for the video:

1. What valuable lesson did Martin Luther King, Jr. learn from Mahatma Gandhi? Do you believe Mahatma Gandhi was correct? Why or why not?

2. What did King say about the importance of his personal life when the reporter asked him if King was scared about his personal safety?

3. Why did King and his associates decide to focus their attention on Birmingham, Alabama as opposed to a different city?

4. What did King mean by the term “noncooperation with evil”?

5. What did King mean when he said, “It’s nonviolence or it’s nonexistence”? What do you think he meant when he said “[nonviolence] is a sword that heals”?

Please Copy the following questions for paragraphs 12-15:

1. What does King identify as paradoxical?
2. What can you infer from the clergymen's "anxiety over willingness to break laws"?
3. In par. 13, how does King define unjust laws? Cite his 3 specific definitions.
4. In par. 14 how does King reason that segregation is unjust?
5. What can you infer King means by "democratically structured" in par. 15?

Homework:
1. There are 11 assignment on Castle Learning that are due by Tuesday 12/23
2. In addition, we have 2 homework assignments due this week:

1. Delineating an argument:
*We will begin the work in class--complete it at home:

Delineate King's arguments in paragraphs 12-15 (use the handout I gave you for help)

*You are given the central claim and the supporting claim
*Give evidence that supports this claim (also on this sheet)
*Explain how the evidence is relevant
*Explain whether the evidence is sufficient
(Basically, you are practicing delineating an argument, by taking the chart and putting it into explanatory paragraphs--take the chart and put it into paragraphs so that you are explaining the central and supporting claims using the given evidence and explaining if the evidence is relevant and sufficient) You may use the TREEES format if you wish if this helps.

2. Homework for "In This Blind Alley" Due Monday 12/15 (given in class tomorrow)

Also, there will be 2 quizzes before Christmas Break: Monday 12/15 and Monday 12/22

Today's Work: No Notes!

Homework; 10 assignments have been added to Castle Learning that need to be completed by Tuesday 12/23 at the VERY LATEST.

Today we will:
1.Read par. 10-11
2.Complete worksheet #3 on MLK (RACE not necessary, study guide format, BUT, IT WILL HELP ON THE QUICKWRITE)
3.Complete the Quick Write for MLK "Letter" par. 10-11 (on the back--use TAG please)

Today's Notes:

Please take these notes on the back of the handout I gave you: (on argument)

Notes:

                        Elements of Argument: The Three Persuasive Appeals

Ethos- (ethical appeal): an appeal to a listener or reader’s conscience or sense of what is right or ethical; you believe the author because they are a CREDIBLE SOURCE

Logos-(logical appeal)- means persuading by the use of reasoning (things that make sense)

Pathos- (emotional appeal)-appeals to the audience's emotions (makes them mad, sad, happy, etc.)

Rhetorical question: questions that a speaker or writer asks but does not necessarily expect the reader or listener to answer directly—supposed to make them think instead.

Today we will:

Take notes on argument 

Complete our charts 

Read the next few paragraphs

Take the quiz

Add this vocabulary onto your worksheet for pages 11 and 13

on the worksheet:
page 11-
by-product-the result of another action, often unforeseen or unintended
postponement-the putting off or deferring until a later time

page 13-
tension-(n) the state of being stretched or strained (a relationship or mental/emotional state)
bondage (n)-the state of being bound by or subjected to some external power or control
monologue (n)-a prolonged talk by a single speaker, usually dominating the conversation
dialogue (n)-conversation between two or more persons

In the "Letter" booklet:

untimely-(adj) not occurring at a suitable time or season; ill-timed 

query-(n) a question; an inquiry.

oppressed-(v)  subject to a burdensome or harsh exercise of authority or power

page 8

excruciating-(adj) extremely painful; causing intense suffering; 

torturing

anti-religious-(adj ) an opposition to religion (being against)

Today we will: (this will probably take two days--today and tomorrow)
1. Go over elements of Argument
2. Re-read listen to chunk #2 when necessary to review (through par 9)
2. Work with our groups to complete the textual analysis tool and  the short-answer sheet for chunk 2 (worksheet #2) that we started together on Monday/Wed. (we will TRY IT--IF WE CANNOT WORK QUIETLY WITH A PARTNER YOU WILL HAVE TO GO BACK TO WORKING ALONE)
3. INDIVIDUALLY, we will complete the quick write at the bottom of side 2 (counts as an essay grade so please do it well)--if you prefer you may do it on lined paper and turn it in.

Answer for #6: The purpose of paragraph 6 is to demonstrate why the time for "direct action" has come. He explains the negativity that has occurred in Birmingham and what they have tried so far and how it hasn't worked.

*rhetoric-the art of effective or persuasive speaking or writing, especially the use of figures of speech and other compositional techniques

Quick Write: How does he use rhetoric to advance his purpose (look at your answer for #6)

TREEES format (reminder)
T-thesis (the point you are proving)
R-reason
E-Evidence/Explain (cite and connect to the thesis)
E-(cite and connect to the thesis)
E*-(cite and connect to the thesis)
S-summarize

"Letter to MLK.." work and "Letter from Birmingham Jail" MLK

Today we will:
1. Read/listen to the "Letter to Martin Luther King from a Group of Clergymen" and
annotate as we read.
Focus on:
Using question marks for things that confuse you
Exclamation points for things that seem important
Boxing unknown vocabulary words
Underlining things you want to come back to

2. Complete the chart about "Understanding Primary Sources"
***Let's also add at the top: In your own words, what are the two main audiences in the community that the clergymen are asking for action from? What do they want them to do?

3. Go back to our booklet "Letter from Birmingham Jail"
Re-read paragraphs #1-5/annotate
Begin answering our short-answer questions for this booklet

Here is the link to the audio: Youtube

Homework: MLK's "Six Principles of Nonviolence" and "Six Steps of Non-violence"

Homework Questions: Please Copy

1. Choose 4 of MLK' s 6 Steps to Nonviolence:
a. Explain what the step means in your own words
b. Describe a situation in which you could follow this step.

2. Choose 4 of MLK's 6 Principles of Nonviolence:
a. Explain what the principle means in your own words
b. Describe a situation in which you could follow this principle.

Today we will:
1. Copy the homework
2. Receive the packet "Letter From Birmingham Jail"
3. Listen to a reading of the letter
4. annotate section 1
5. Quiz #1: Marking Period 2

Please copy the following notes on identifying and writing a central idea:

The central idea is the central, unifying element of the piece, which ties together all of the other elements used by the author to tell the story. The central idea can be best described as the dominant impression or the universal, generic truth found in the story/poem. 

Central ideas reflect the discoveries, emotions, conflicts, and experiences of a story’s main character. They are commentaries about the way the world works and or how the author views human existence. Central ideas are supportable. Try to find the interpretation that is most easily supported and covers the greatest percentage of story.

The central idea or theme of a story is an author’s comment, usually implied, on the subject of his narrative. It is NOT ENOUGH to say that the central idea of a story is about a general topic (“loyalty” or “motherhood”), it is SPECIFIC.

(copy if you want an example):

For example, a poorly written central idea for the story of Cinderella would say: "Cinderella is the story of a poor, servant girl who overcomes the cruelty of her family and lives happily every after with Prince Charming." (THAT'S A SUMMARY)

On the other hand, a well-written central idea would say something like: "The story of Cinderella reveals that people who are kind and patient are often rewarded for their good deeds."

Let's answer these questions on the back of page 1 (no need to copy because you will restate: 

"The Nymph's Reply to the Shepherd" is a reply to "The Passionate Shepherd to His Love"

1. Does the Nymph seem interested in the shepherd's offer to "live" and "love" with him? Why do you say this?

2. What function does time serve in the poem (what does it represent)? What words serve as  evidence of this in the poem?

3. What argument is the speaker making about the relationship between youth and love? How did you make this connection?



Let's try this again:
How does Raleigh develop a central idea of his poem? (What is it? How does he do it?)

Thesis (the central idea)
Reason (why is this thesis true)
Evidence/explain (connect the textual evidence to the thesis: how does it prove your central idea?)
Evidence/explain (connect the textual evidence to the thesis: how does it prove your central idea?)
E*vidence/explain (connect the textual evidence to the thesis: how does it prove your central idea?)
Summary (sum up the main points you made)


Comparing the 2 poems side-by-side--how are they the same?

Structural similarities:
Both poems have six stanzas
o Both poems have four-line stanzas
o Both poems use rhyming couplets
o The repeating phrase “live with [me/thee] and be [my/thy] love" in both poems

The words or phrases present in both poems:
“live with me/thee and be my/thy love“ (Marlowe line 1 and line Raleigh 4)
 “mind may/might move“ (Marlowe line 27 and Raleigh line 23)
 “flocks“ (Marlowe line 6 and Raleigh line 5)
 “fields“ (Marlowe line 3 and Raleigh line 5)
 “rocks“ (Marlowe line 5 and Raleigh line 6)
 “rivers“ (Marlowe line 7 and Raleigh line 6)

Please copy the following definitions into your notebook

Review and copy the following poetry definitions:
• line (n.) – a single row of words in a poem
• stanza (n.) – a group of lines in a poem, separated by spaces from other stanzas, much like a
paragraph in prose
• couplet (n.) – two lines of poetry, one after the other, that rhyme and are of the same length and
rhythm
• rhyme (n.) – having the same sound at the end of two or more words
• end rhyme (n.) – rhyming words at the ends of the lines of a poem
• rhyme scheme (n.) – the pattern of end rhymes in a poem
• alliteration (n.) – the repetition of consonant sounds at the beginnings of and within nearby words

Quick Write Topic: Write your answer on lined paper or if you write small on the bottom of your worksheet

How does the structure of Marlowe’s poem develop a central idea of the text? (Marlowe's use of alliteration, the "L" sound in this poem, because it links the concepts of living and loving with delights of the natural world)

Things to think about:
• Identify Marlowe’s use of alliteration, specifically the repetition of the “L” sound, as a structural choice that Marlowe makes in his poem.
• Explain how Marlowe’s alliteration develops a central idea of the poem by linking the concepts of living and loving with the “delights” of the natural world. 

Remember your TREEES format:
Thesis--your central idea
Reason
Evidence/explain (Use lines from the play and connect to your central idea)
Evidence/explain (Use lines from the play and connect to your central idea)
E*vidence/explain (Use lines from the play and connect to your central idea)
Summarize

Today's Work:

Don't forget to finish your Castle Learning by Monday 11/9!!

Today we will:
Read or re-read the final section of  The Palace Thief
Fill out the unit organizer chart
Start the End of Unit Writing Assessment for The Palace Thief

Today's Agenda/Homework:

First--READ PAGES 191-195
Second--answer the QUIZ QUESTIONS THAT WILL BE GIVEN TO YOU.
Third--answer a few of the text-based questions in your packet.

Don't forget about your Castle Learning due by next Monday!

Copy the following answers onto your worksheet for pages 182-187: We will skip this part of the reading

1. Hundert thinks Sedgewick's lack of rancor is due to the fact that he has gotten older and realized he was foolish. He states every teacher hopes to see a "maturation of his disagreeable students" (182).      This does/doesn't seem realistic because...(you fill in this blank---tell me what you think. Do you think it is realistic of Hundert to think Sedgewick holds no ill will towards him?).

2. Hundert means that sometimes when something bad happens to you, you use it to drive you to succeed. Hundert thinks Sedgewick felt like the "Mr. Julius Caesar" Contest and the loss of his intellectual honor" (183) embarrassed him, so it made him want to try harder in his life.

3. Skip or do for extra-credit

4. Hundert means that all of his identity was put into being a teacher and his love of history and without it he feels lost. He says he often sees himself and thinks, "Is that you?" and "What now?" (186).

Today we will:

• Review the notes below on the reading we missed
• Pre-read the text-based questions for this section to help us annotate
• Read pages 187-91 and annotate using our annotation bookmarks
• Answer text-based questions using the RACE format for pages 187-91
• Watch the movie of this section (and slightly ahead)

Pages 182-187

• Thirty-seven years have passed.
• Sedgewick Bell is not the CEO of the 2nd largest company in America: EastAmerica Steel
• Hundert is about to retire, and St. Benedict's asks him to call Sedgewick and ask for a donation.
• Sedgewick agrees on 1 condition: that Hundert offer him a rematch of the "Mr. Julius Caesar. Contest" (the one where he lost to Deepak Mehta because of Hundert)--same contestants, same kids from their class in the audience.
• Hundert is surprised that Sedgewick is so friendly and agrees to the contest.
• Hundert retires and is really bored.
• He is happy he has the competition to prepare for because it keeps him busy

Today's Work: HOPEFULLY, MOVIE CLIP

First-Get with your partner
Second-Complete the chart (green worksheet) from yesterday on yesterday's reading
Third-Read with your partner pages 182-187 and answer questions 1-4 on the white worksheet I give you today---BOTH PEOPLE WILL GET ONE BOTH NEED TO WRITE ANSWERS DOWN.

BOTH OF THESE COUNT AS A GRADE TODAY!!!

Please copy the definitions of the unit vocabulary words: you will need to use them for your end of unit essay

Vocabulary for The Palace Thief: List #1
1. coddled (adj)- treated tenderly
2. deliberation (n)-careful consideration before decision
3. waned- (v)-to decrease in strength or intensity
4. cardinal (adj)-of prime importance
5. demagogue (n)-a person who gains power and popularity by arousing emotions (good or bad)
6. antiquarian (n)-a person who vaules the study of ancient times or former ages
7. rancor (n)- bitter resentment or hatred
8. spurned (v)- rejected with disdain; scorn
9. sovereign (n)- a king, queen or other supreme ruler
10. vindication (n)- when you are cleared of an accusation or suspicion

Today we will:

• Discuss the meaning of unit vocabulary terms (list #1)
• Go over any quiz questions you may have
• Read pages 175-182 and annotate using your notebook (try and do at least 5)
• Underline some specific lines from the text that are needed if you missed them
• With your partner (I will tell you who that is), you will complete the Text-Analysis Tool and turn in for a grade.

Some sentences for annotation: (these will help you with the chart)
pg 175- Sedwick Bell's ascension to the chairmanship of East America Steel...in America.
pg 176- One wonders how much of the boy remained in the man.
pg 176- I admit that it was with some nostalgia that I composed the letter
pg 176- my career had proceeded with steady ascension...dedicated teachers
pg. 178- I knew that we had won. It was my proudest moment at St. Benedict's
pg 179- how it is when fighting for one's life to eat among children!
pg 179-in the company of allies
pg 180- Not one of them seemed unable to eat
pg 182-was doomed the moment (he) threw the pistol in the water
pg 182- by the end of the month he had asked me to retire

Today's Agenda: Quiz and Reading/Questions

1. First, we will read pages  171-175 --please try to annotate using your annotating bookmark as help.
2. Second, we will answer our text-based questions for this section--PLEASE TURN IN FOR A GRADE--NONE OF THEM HAVE BEEN ENTERED YET. MUST USE RACE STRATEGY!
(It may be helpful to you to read the questions first so you can see what you are looking for)
**START WITH UNDERLINING, USING ? BY THINGS YOU DON'T UNDERSTAND, ! NEXT TO THINGS YOU THINK ARE IMPORTANT)
3. Lastly, we will take the quiz on what we have read in The Palace Thief (you may not use the story)
NO TALKING WHATSOEVER OR YOU WILL RECEIVE A ZERO.


HW: DON'T FORGET YOUR CASTLE LEARNING DUE BY MONDAY 11/10 AT THE VERY LATEST---DO 10 OF 13--ALL 13 IF YOU WANT EXTRA CREDIT.

MOVIE TOMORROW!

Today we will Read pages 168-171 complete a Quick Write for a grade

Today we will: Complete the Quick Write using your Multiple Motivations Tool (worksheet)

How do the conflicting motivations of the narrator shape his actions in this passage? (today's reading only)

You must:

•  Use your TAG (The Palace Thief, short-story, Ethan Canin)
•  Use your TREE(E)S format strategy (2 "E"s, 3 if you are advanced)
•  Explain how Hundert struggles to decide what to do during the competition
•  Identify at least one example of a time Hundert decides to allow the cheating to continue, or asks an impromptu ( question that keeps Sedgewick from winning.

(We will not answer the short answer questions in our packet for the pages we read today, but Monday after the quiz)

Quiz on everything we have read in The Palace Thief until yesterday (through pg. 168) on Monday--take what you want home!

Grammar: Verb Tense Consistency: Please copy the correct answers (1-4) and complete (1-4 second set) on your own for Bell Work

Start by copying these examples on your worksheet:

1. Mike had driven quickly, so we arrive on time.
(past) arrived
2. I checked my answering machine, but I hear no messages.
(past) heard
3. Troy sharpens his pencils while I passed out the test.
(present) pass
4. When Brian woke up, he goes straight to the shower.
(past) went

Now, try to complete #'s 1-4 on your own--I will collect it!!!

Today we will:
1. Practice verb tense consistency (complete 1-4 on the bottom as a grade)
2. Review our answers from yesterday for The Palace Thief
3. Answer #13 together as a class--IT'S THE MOST IMPORTANT ONE!!!!
4. Watch The Emperor's Club film clip (an interpretation of the Palace Thief)
5. Turn in an exit visa with your findings from the movie

Today's Assignment and Notes: Pretty Much the Same as Yesterday--but on your own this time

Please COPY THE ANSWERS you are missing INTO YOUR PACKET and we will go over them in a minute:

6. Senator Bell's responses reveal that his opinion of Hundert isn't very high. He states, "I'm sorry young man...but I will mold him. You will merely teach him (163-64) showing that the father thinks Hundert is thinking too highly of his job as a teacher. He thinks he can boss Hundert around and talks down to him.

7. Hundert says his "heart warmed somewhat towards young Sedgewick" because after meeting his dad he felt sorry for him and wondered, "what it must have been like to have been raised under such a tyrant" (164). This shows he is starting to like Sedgewick just a little bit because he realizes Sedgewick was probably treated like he (Hundert) was.

8. The character of Hundert develops further through his interaction with Senator Bell because we learn he isn't as tough as he at first seems to be. He doesn't hate Sedgewick as much as he claims and actually feels sorry for him and also we see him vulnerable for the first time. He says his "hands trembled" (161)and was "frightened" (162) and it hurts him when the Senator "cut him" (164).

Today we will:

• Use Your Annotating Bookmark to annotate pages 164-168 of The Palace Thief

(If you need "baby steps" just start with underlining important phrases, using question marks for things that confuse you, and exclamation points for something you think sounds important)

• Use evidence (specific lines from the reading) to answer text-based questions on pages 164-168 of The Palace Thief (This will be graded at the end of class)

Today's agenda and notes:

1. Today we will annotate our copies of The Palace Thief as we read pages 160-164
2. Answer short-answer questions #1-8 using the RACE FORMAT (you will not receive credit otherwise)
3. Check our annotations and make sure we have the following lines underlined:

"I had never encountered a boy like him before" (160)
"You're not married are you sir?" (160)
"puttin' us in togas" (160)
"Nonetheless, I had told him that I was going to speak with his father" (161)
"loath to call upon such a well-known man"(161).
"I was frightened but determined" (162).
"A Senator but also a father" (162).
"The office was as grand as a duke's"(162).
"This was a question for which I was well prepared"(163).
"I'm sorry young man...but I will mold him. You will merely teach him (163-64).
"My heart warmed somewhat toward young Sedgewick" (164).

Notes: Tomorrow I will return many papers to you (not the essays because they are still coming in)  Homework: Continue working on your Castle Learning Assignments (I will take 10 highest grades of 13 --due by Nov. 10th)

Agenda for Monday October 20th

1. The essay for "Rules of the Game", "Two Kinds" and Friday Night Lights is due today (5 points off every day after today)
2. Today we will take the district online assessment (1 of 4): it will count as our quiz for the week (because this is our first one, you will get full-credit for finishing, but the remaining 3 will count as number grades with the 4th being our final exam for this course).
3. When you are done log into your Castle Learning Account if you have one. If you don't, see the instructions below:

Go to: www.Castlelearning.com

put in your 900# as your username and "password" as your password 

It will then ask you to set a password

If it says you already have one, but you cannot remember it, tell me and I will clear it so you can make a new one.

4. There are 13 ELA assignments listed for you. These will be the homework assignments (other than essays and things we may not finish in class) until the end of the marking period. They will go into your homework grade. They must all be completed by Monday November 10th. You can finish them at your own convenience.

5. Today we will finish 3 (or attempt to finish) so you will have 10 left to finish by the 10th (if you finish all three today). The three we will complete are:
NY 10G: Commas (sep attached/non-ess parts) Prac #1
NY 10G: Commas (sep attached/non-ess parts) Prac #2
NY 10G: Commas (sep attached/non-ess parts) Prac #3

6. PLEASE BRING YOUR COPY OF THE PALACE THIEF TO CLASS TOMORROW AND EVERY DAY UNTIL THE END OF THE MARKING PERIOD.

TREEES Quick Write Method---Please copy this in your notes and place it somewhere where you can find it. You will be able to keep it out for the next few Quick Writes.

T – Thesis statement (THE POINT YOU ARE TRYING TO PROVE--LOOK AT THE TOPIC!)

R – Reason (WHY DO YOU BELIEVE THIS IS TRUE?)

E – Evidence #1 with explanation   (TEXTUAL EVIDENCE-- ACTUAL LINES!  EXPLAIN HOW 

E – Evidence #2 with explanation                 THEY  PROVE YOUR THESIS)       

E – Evidence #3 with explanation

S – Summarizing statement (SUM UP WHAT YOU JUST WROTE IN A SENTENCE OR 2)

NOTE: Your thesis is FROM YOUR MIND!!! Meaning, you looked at what they wanted you to write about and came up with something after reading the text--YOU CAN'T JUST RESTATE THE TOPIC.

Example: How is the character of Sedgewick developed in this section?

Exemplar student responses

Hundert sees Sedgewick as a threat because he believed his classroom was mature and future world leaders, and most importantly he thought he was in control. Then, Sedgewick comes in and he starts losing control and he won't put up with it.

Hundert might see Sedgewick as a threat because before he got there his class was strict and serious. Now that Sedgewick is there he is mocking him and his work. He is making his class funny instead of serious.

----------------------------
Things to think about: (you don't have to write the answers down--we are just talking about them)

• Think about the word CONTROL used in the response above. Why is this so important to Hundert? Do you think Sedgewick is actively/purposefully trying to gain control, or that is just his nature?

• Think about the word THREAT...it's not that Sedgewick is seen by his teacher as an ANNOYANCE but a THREAT. How do these two words compare? How are they different? 

Please read all notes...only copy those in RED

Please copy the notes in RED: (USE YOUR CHART TO HELP YOU ANSWER)

Word/phrase that would describe Hundert (the teacher): 

Evidence:

Explanation:

Word/phrase that would describe Sedgewick (the student): 

Evidence:

Explanation:


Describe one conflict present:


Today we will:

• Re-read some sections of The Palace Thief we read last time (it was awhile ago/most didn't listen anyways)
• Answer some text-based questions on your worksheet about pages 156-60.(hand in on scrap)
• Use your chart to complete the Quick Write--use your rubric to check your work.

Reminder: Essays for Friday Night Lights/Amy Tan stories are  due TOMORROW--10 POINTS OFF ON MONDAY AND EVERY DAY THERE AFTER.........(100 points)--I GAVE OUT AN INTRO YESTERDAY FOR HELP

Quiz Monday (characterization, conflict, using supporting details, author's purpose)

Questions pages 156-160: Turn in on the scrap you were given: no need to copy the question
1. How do the boys in Hundert's class react when they first meet Sedgewick? Why? How do their opinions on him change quickly?
2. Why do you think Hundert sees Sedgewick as a threat? Think of his classroom before and after his entry.

Help for your essay.....

     
Intro:
1. Opening statement
2. TAGs and thesis (point you are proving)--central idea in this piece 
3. Outline: the main topics you will be writing about

        Most of us like to think our parents don't have an effect on us, but they do. In "Rules of the Game" a novel excerpt by Amy Tan and "Dreaming of Heroes" from Friday Night Lights by H.G. Bissinger, both show how parents have both positive and negative effects on their children. Waverly, the main character in "Rules of the Game" and Mike in "Dreaming of Heroes" are driven to succeed because of their parents, but also feel the negative effects of their relationships with them.

Begin The Palace Thief: COPY EVERYTHING BETWEEN THE TWO DOTTED LINES PLEASE

Quick Write topic: (So as we read and take notes, keep in mind this is what you will be writing about)

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Quick Write Topic: How does the character of Hundert develop in this passage? 

*use a minimum of two examples of textual evidence in your answer (RACE)

First think: What does this question mean? What does it mean to develop? How is it done? How do we know? (Think about the characterization worksheets we have been working on)

(Leave Room Here for your notes)

We will:

• Read closely for textual details
• Annotate texts to support comprehension and analysis
• Engage in discussions about the text using evidence to support your answers
• Make claims about the text using specific textual evidence
• Collect and organize evidence from the text to support analysis in writing using the Detail Expansion Tool A (worksheet packet)

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Assessments: 

1.Complete Detail Expansion Tool (the worksheet)

2.Quick Write: using a min. of 2 examples of textual evidence (RACE)

Let's write this on the front of your booklet along with your name etc.
T:The Palace Thief
A:Ethan Canin
G: short story

Here is the information for our unit essay due by Friday 10/17

Directions: Write a min. five (5) paragraph essay addressing the following:

“Rules of the Game” and “Two Kinds” by Amy Tan, as well as Friday Night Lights by H.G. Bissinger explore the problems in parent-child relationships in a unique culture. Choose either “Rules of the Game” or “Two Kinds” by Amy Tan, and compare it to Bissinger’s “Dreaming of Heroes” from Friday Night Lights.  How do the relationships between children and their parents develop a central idea common to these two texts?

In a min. five (5) paragraph essay answer/explain ALL OF the following (3) questions/topics:

(1) Analyze the main problem faced by a main character in each story.

(2)How does this character challenge or give into the traditions and expectations of his/her parents?

(3)To what degree does each main character succeed?

 *****Include text evidence (at least 1 example from each story) and specific text details in your essay and 

Explain why this evidence is significant in proving your claims.  Be specific!****(RACE)

Make sure you:

• ·         Focus on a parent/child relationship from each of your chosen texts (if you want to do both from Friday Night Lights you can)
• ·         Analyze the main problem faced by a main character in each story
• ·         Explain how the character challenges or gives into the traditions/expectations of their parents
• ·         Explain to what degree each character succeed
• ·         Start with a strong introductory sentence and end with a strong concluding sentence
• ·         Use transitions between paragraphs
• ·         Edit for correct spelling/grammar
• ·         Effectively select, organize, and analyze content
• ·         Cite strong and thorough evidence from both texts that support your observations (at least 1 from each text)
• ·         Make sure you use your TAG in the introduction and RACE strategy of response

*Help has been provided for you below (outline).

*Look at the example we did in class. Use your notes/dialectical journals, worksheets and checkerboard tool.

Formal Essay Structure –

            EVERY Essay must be at least 5 paragraphs in length, with at least 6-7 sentences a paragraph.

Introduction - A kind of mini-outline for the paper: it tells the reader what the essay is about. Includes a very small taste of what you will be writing about.  Make sure you include your thesis statement (the point you are trying to prove).

When introducing a story in an essay for the first time, one should use the T.A.G. opening –

            Title – Name of the story

            Author – Person who wrote the story.

            Genre – Type of story that it is (i.e. – Novel, Play, Short Story, etc..)

Body 1 – Topic sentence.  Answer question 1. Make sure that you make a claim that you can back up with evidence, as well as a transitional/closing sentence.  YOU CAN AND SHOULD USE THE R.A.C.E. FORMULA. (make sure you use textual evidence and explain it)

Body 2 – Topic/transition sentence. Similar to the first paragraph, but this time answer question 2. (make sure you use textual evidence and explain it)

Body 3 – Topic/transition sentence. Similar to the first paragraph and second paragraphs, but this time answer question 3. (make sure you use textual evidence and explain it)

Conclusion – Wrap it up.  Summarize your paragraphs and leave the reader with something to think about.

Here are the notes from class for your essay:

Here are the notes we took:

 

Mike Winchell                                                               Billy Winchell

Words “You don’t want nobody to die, but you don’t want him hurtin all the time either” (3)	Actions “When the pressure was on…something seemed to unravel inside him” (3)	Words “He let him know it was ok to have beer every now and then...told his son he loved him” (1)	Actions “Billy and Mike” “There was Mike…” “There was Mike” (2)
Appearance 13/18 years old	Reputation “quiet, loyal, unfailingly steady” (1)	Appearance “sad eyes that had drawn so narrow from the drinking and the smoking” (1)	Reputation “His daddy worshipped him” (Mike) (2)

 

Don Billingsley (son)                                                                       Charlie Billingsley (father)

Words “Sometimes living with Charlie was more like living with an older brother…roommate than a father” (8).	Actions “Like his father Don was a fighter…mixing it up with kids” (9).	Words “I’ve spilt more whiskey than most people have drunk” (7).	Actions “he travelled a lot of miles…too much booze…too many wives…trying to find the way home” (7)
Appearance “the physical resemblance…was striking…same thin power-packed frame…” (9).	Reputation “His reputation was established sophomore year….but Don wasn’t intimidated” (9).	Appearance “lean, mean…170 pounds dripping wet…built like steel beams” (6).	Reputation He “may not have been the meanest kid ever…but he was somewhere near the top” (6).

"Dreaming of Heroes" Chapter 4 work

Today we will:

• select an effective strategy for generating; ideas and planning writing
• gather, analyze, synthesize and organize information from the excerpt
• select specific details relevant to the topic to extend ideas or develop elaboration
• (this will be done using our Friday Night Lights Comparison and Contrast Worksheet)
• use this worksheet as a graphic organizer, and use the accompanying outline to write an essay

WHATEVER WE DO NOT FINISH IN CLASS, WILL BE HOMEWORK!!DUE TOMORROW!

***This will be practice for our in-class writing assessment which will be done on Tuesday (in place of a quiz)--BOTH WILL count as essay grades.****

Agenda:

• Review the last set of reading (from Tuesday)
• Read Ch. 4 as a class
• Fill out our comp/contrast worksheet together
• Begin drafting our essays--we can all use the same introduction (and transition sentences if need)

      Mike Winchell                                                               Billy Winchell

Words	Actions	Words	Actions
Appearance	Reputation	Appearance	Reputation

Don Billingsley (son)                                                                       Charlie Billingsley (father)

Words	Actions	Words	Actions
Appearance	Reputation	Appearance	Reputation

Commentary: What do you think Bissinger wanted his readers to learn about fathers and sons from his discussion of Mike and Billy and Charlie and Don? (Write at least two sentences)

While Friday Night Lights appears to be just a book about Texas football, it has much more to say about the different fathers and sons who both play and love the sport (JUST LIKE THE LAST TWO STORIES BY AMY TAN HAD TO DO WITH MOTHER/DAUGHTER RELATIONSHIPS)

Introduction:

            It was football that "had brought the two of them together in the first place, and it seemed destined to keep them together" (Bissinger 9). This quote shows one of the central ideas in H.G. Bissingers book, Friday Night Lights. In a chapter he entitles "Dreaming of Heroes," Bissinger describes two very different fathers and sons. He does this to show us how each son's relationship with his father, shapes who he is and how the world sees him.

Tuesday's Notes: Part II "Dreaming of Heroes"

Quick Write Topic: 

What connection does Bissinger develop between Don and Charlie Billingsley's relationship and Permian football?

character	quote you find important/interesting(pg.#)	explanation/analysis	lit. element/technique
narrator	“And no one wanted it more, no one felt it more, than Charlie Billingsley” (5)	Charlie feels the excitement more than anyone even Don because it brings back memories of playing	Characterization (of Charlie)
narrator	“not as some two-bit supporter, but as a star, a legend” (5)	The dad is proud and nervous..Don probably feels a lot of pressure to be good	Internal conflict/characterization
narrator	“it seemed impossible not to look down on the field and see his own reflection” (5) (Charlie)	Charlie is living vicariously through Don (he is reliving those experiences)	Characterization/internal conflict
narrator	“Don..the starting tailback ..it was his debut as a starter” (5)	We can guess that Don probably isn’t as good as Charlie was	Conflict (dad vs. son) Internal conflict