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English 10 Instructor: H. Fritz Week 22: 2/14/11-2/18/11

English 10 Instructor: H. Fritz Week 22: 2/14/11-2/18/11. Poetry Out Loud Competition Tempest Essay ( Skill Focus– Analysis) .

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English 10 Instructor: H. Fritz Week 22: 2/14/11-2/18/11

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  1. English 10Instructor: H. FritzWeek 22: 2/14/11-2/18/11 Poetry Out Loud Competition Tempest Essay (Skill Focus– Analysis)

  2. Tuesday 2/15/11Learning Goals: SWBATIdentify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt. Do Now: Agenda: Do Now Additional recitations. Finish watching end of The Tempest Introduce Tempest Essay topic (10 minutes) What are the three parts of an MCAS prompt? Partner work: thesis statements– to be handed in and graded. (15 minutes) • Reflect on how it felt to recite your poem in yesterday’s POL competition. Homework: Thesis Statements due tomorrow!

  3. 10th Grade World LiteratureInstructors: Ms. Fritz and Ms. BreindelUnit Three: Tempest Essay Prompts and Guidelines Guidelines: As the final assessment for unit three, you will write a five paragraph essay in which you analyze The Tempest in response to an MCAS long composition prompt. The purpose of this assessment is for you to show how much you understood the play and also to further prepare you for next month’s MCAS exam. Follow the steps below to complete all pieces of the assessment: • Turn the prompt into a kid friendly question (KFQ) • Identify the three parts of the prompt • Work with a partner to write a thesis statement that conveys an accurate and sophisticated understanding of the play and that addresses all three parts of the prompt. • Identify the parts of the body paragraphs by filling in the parts of the essay outline. • Complete an essay outline. • Find evidence from the play to support your thesis. • Work on improving your analysis by using sentence chaining. • Use the rubric to revise/improve your essay. • Use writing time in class wisely! • Ask for help if you get stuck! Final essay is due the Monday after February Vacation: Monday Feb. 28, 2011!

  4. LG/SWBAT: Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt WRITING PROMPT The protagonist is the main character in a work of literature who often changes in some important way by the end of the work. Select a character from The Tempest who changes in some important way by the end of the work. In a well-developed composition, identify the protagonist, and explain why the protagonist changes in some important way by the end of the work. Finally, explain how this change impacts the work as a whole.

  5. LG/SWBAT: Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt Unpacking the Prompt Step One: Identify the three parts of the writing prompt. 1. Identify a protagonist who has changed by the end of the play. 2. How does the character change. 3. Explain how this change affects the entire play. Step Two: Turn the Writing prompt into a KFQ (a question in your own words). What are they asking you? _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

  6. Thesis Statement Sample Framework for thesis statement: You don’t necessarily have to use this, but if you’re stuck you can. ___________________, one of the main characters from The Tempest by William Shakespeare, changes by the end of the play because …This change is significant because …This change affects the entire play as … Our Thesis: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

  7. Wednesday 2/16/11 (double block) Learning Goals: SWBATEvaluate their thesis statements using the thesis statement rubric and peer review. Describe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis. Do Now: Agenda: Do Now Review Mid-Term Thesis Statements (pass back mid-terms– you can’t keep them!) Thesis Statement Peer Review Vocab. lesson on Analysis and partner work on “Further Understanding” Questions Whole class analysis practice Outline • Review the long comp. thesis statement rubric and give your thesis a grade. • Explain why you gave yourself this grade. • What do you think you could do to revise/improve your thesis?

  8. Thesis Statement Rubric Learning Goals: SWBATEvaluate their thesis statements using the thesis statement rubric and peer review.

  9. Learning Goals: SWBATEvaluate their thesis statements using the thesis statement rubric and peer review. Thesis Statement Peer Review Guidelines: • Read your thesis statement to your partner. • Make any notes to yourself as you read if you notice anything that needs to be fixed. • Explain to your partner what grade you gave your thesis statement and why. • For the partner: Explain what grade you would give the thesis and what suggestions you have for your partner on how to revise/improve.

  10. Learning Goals: SWBATDescribe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis. Term: AnalysisMy Understanding: Circle one1 2 3 4 Describe: In your own words… ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Draw: Further Understanding: How do you use analysis every day, outside of essay writing? Why is it hard to analyze in writing? How does analysis relate to your thesis?

  11. Learning Goals: SWBATDescribe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis. What is Analysis? Description: • Analysis is the process of breaking down a complex idea into smaller parts in order to gain a better understanding of it. • The dissection of an idea in order to organize thoughts • Taking an idea apart as a way to gain a deeper understanding • Taking apart an idea and looking closely at the parts and trying to understand how all the parts connect/relate to form the big picture.

  12. Learning Goals: SWBATDescribe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis. In Essay Writing, Analysis… • Is when you take apart the big idea of your essay (your thesis) by breaking it down into three parts (your sub-arguments in each of your body paragraphs) • The topic sentence, or sub-argument of the three body paragraphs is a part of your analysis of your thesis. • Is when you break down your evidence and explain how your evidence is connected to your sub-argument and to the big idea. • Comes after your contextualization and after your evidence. • Is longer than your contextualization. • Looks closely at parts of the evidence– specific important words/phrases, rather than just the whole quote. • Always answers the questions: Why?Why is this an important quote in support of the big idea of the essay? How? How does this piece of evidence relate to the other pieces of my analysis?

  13. Learning Goals: SWBATDescribe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis. Analysis Practice

  14. Learning Goals: SWBATDescribe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis. Analysis: Whole class! • Topic Sentence/sub-argument that connects to a part of the thesis/prompt and the evidence: Prospero believed that his brother Antonio betrayed him. This caused him to change as be became bitter and angry and motivated by revenge. Contextualization/Background Information about the quote-- In act one, scene two, Prospero decides to finally talk to his daughter Miranda about the past and how they ended up on the island. He asks her if she has any memories of life in Milan and she confesses that she has only a few. She doesn’t know that her father was the former Duke of Milan. He says, Quote/Evidence Analysis: When Prospero refers to his brother as “perfidious” he is telling Miranda that his brother betrayed him. He tells Miranda that he loved Antonio more than anyone next to his own daughter, “he whom next to thyself/Of all the world I loved”. He also tells her that he trusted his brother with his Dukedom while he focused on his magic. Despite this love and trust, Antonio stabbed him in the back and stole Prospero’s political power. This causes Prospero to be consumed with anger as the person who was closest to him in the world caused him intense pain.

  15. Thursday 2/17/11Learning Goals: SWBATExplain the relationship between evidence, contextualization and analysis. Identify all of the parts of an essay and explain how the parts work together. Do Now: Agenda: Do Now POL Review analysis notes from yesterday and pass back graded thesis statements. Partner Work: Understanding the relationship between evidence, contextualization and analysis. Mini-lesson on outline: Review parts of the essay. Assessment: Exit Ticket • How do you use analysis every day, outside of essay writing? Why is it hard to analyze in writing? How does analysis relate to your thesis? Homework: Outline due tomorrow!

  16. Learning Goals: SWBATExplain the relationship between evidence, contextualization and analysis. Analysis: Further UnderstandingIdentifying the Relationship Between Evidence, Contextualization and Analysis Directions: Work with a partner and describe each of these three parts of the essay in your own words. In the space that overlaps, explain how they connect to one another and work together. In the space that does not overlap, explain what makes them different from one another. What distinguishes one from the other? You will write in the circles as well as in the white space around the venn diagram.

  17. 10TH Grade World literatureInstructor: Ms. FritzUnit Three Essay OutlineText: The Tempest by William Shakespeare Introduction: (first paragraph)

  18. Body Paragraph One

  19. Body Paragraph 2

  20. Body Paragraph 3

  21. Conclusion: Paragraph 5

  22. Learning Goals: SWBATExplain the relationship between evidence, contextualization and analysis. Identify all of the parts of an essay and explain how the parts work together. Exit Ticket • What is analysis? Explain in your own words. 2. What is the connection between evidence, analysis and contextualization? 3. What are the parts of a body paragraph?

  23. Friday 2/18/11Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis.2. Compose chained sentences in the body paragraphs of their Tempest essays. Do Now: Agenda: Do Now and HW check: outline Lesson: What is sentence chaining? What are the types? How will it help me with analysis in the body paragraphs of my essay? Partner Practice: Writing sentence chains Homework: 1. Typed first draft of essay due on Monday 2/28/11. 2. Visit the blog if you forget what to do or need to review the lessons from this week www.phaenglish.wordpress.com • Read the following sentences from one of the body paragraphs of a fake student’s essay: • What do you think? What could the writer do to make his/her writing more interesting or analytical? Prospero was betrayed by his brother Antonio. Prospero wanted revenge on Antonio and his other enemies. He learned a lot of magic to help him accomplish revenge. Prospero worked on his magic for 12 years while he was on the island with his daughter Miranda. He was obsessed with getting revenge. This supports my thesis statement because it shows that Prospero wanted revenge after his brother betrayed him.

  24. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. Parts of the Sentence • There are two parts to every sentence: a topic and a comment. • The topic of a sentence is the beginning of the sentence and tells what the sentence is about. • The comment is the rest of the sentence. It’s what the writer has to say about the topic.

  25. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. Practice Directions: Work with a partner to identify the topic and the comment in each of the sentences below. Underline the topic and double underline the comment. • Miranda tells her father that she has very few memories of her life in Milan. • Caliban is afraid Prospero because he is sometimes tortured by his spirits. • Trinculo and Stephano attempt to usurp the island from Prospero. • Time and time again, Ariel fulfills each part of Prospero’s plan. • Ariel longs for freedom. • Freedom is important to Ariel. • Greed motivates Antonio to convince Sebastian to try to kill Alonso and Gonzalo. • This attempted murder was prevented by Ariel’s invisible presence. • Forgiveness wins out over revenge at the end of the play. • True love never dies.

  26. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. What is Sentence Chaining? Notes 1. Sentence chaining is… 2. The purpose of sentence chaining is… 3. Repetition: 4. Nominalization: 5. Substitution:

  27. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. Sentence Chaining Practice: Repetition: Nominalization:

  28. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. Sentence Chaining Practice: Substitution

  29. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. What is Sentence Chaining? • A writing technique used to improve style and to expand on ideas and analysis of a big idea. • Connecting the comment of a sentence to the topic of the sentence that comes after it. This helps you build on your ideas and expand your thinking. • It helps writers avoid repetitive dead end writing (like the Do Now) and helps the reader follow your line of thinking.

  30. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. Sentence Chaining Technique #1 • You’ve probably been told that repetition is bad. It’s true that you don’t want to overdo it! Overrepetition can make your writing monotonous. However, some repetition can be useful in helping you develop your ideas. • You can take a word from a comment and repeat it in the following topic. • Examples:

  31. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. Nominalization • Nominalization is a word that means taking a word that isn’t a noun and turning it into a noun. • Often this can be done by adding –ion, -ness, -ityto the end. So a verb like communicate can be turned into the noun communication. The word polite can become the noun politeness, or the word scarce can become scarcity. • Using nominalization, a verb or adjective in a comment can be turned into a noun in the next topic. Example:

  32. Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis. Substitution • To substitute, you can use a synonym for one of the key words in the comment, use a pronoun, or summarize the main idea of the comment. • Sometimes writers try to summarize just with the pronoun this. However, this often leave the reader wondering what this refers to. • When using this, it is best, most of the time, to follow it with at least a noun that indicates to the reader what you’re discussing. Example:

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