Day 4—June 5

1. Day 4—June 5 • Build your concluding ¶ so that your paper returns to your thesis and answers the “So What” question. • Revise your opening paragraph that leads to this thesis. • Review your body ¶’s: • Do you have 3 sources? • Do you have at least one quote? (Two is expected.) • Do you maintain a consistent focus from ¶ to ¶ ? • Do you use vocabulary, names, dates, place names, and other specific details?

2. Key Vocabulary WORDS YOU MUST USE WORDS YOU COULD/SHOULD USE spiritual resistance religious prejudice (Judaism) racial prejudice (The Poisonous Mushroom) deportation occupation sabotage Nuremberg laws/race laws extermination camps (killing centers) inferior race/superior race (Aryan race)—eugenics Dachau, Auschwitz, Theresienstadt Kristallnacht the SS, the Gestapo • the Holocaust • anti-Semitism, anti-Semetic (adj. form) • Jew, Jewish • resistance • Anne Frank/Anne Frank’s diary • Adolph Hitler • the Nazi Party • the Final Solution • concentration camps • courage (Label the type.) • World War II

3. Day 5—June 6 • Organize the paper so it has an opening ¶, a correctly paragraphed body, and a concluding ¶ . • Improve topic sentences in your body ¶ ‘s so that one ¶ leads smoothly into the next. • Proofread one more time for details, vocabulary, and names. • Proofread for conventions as listed on the rubric.

4. LDC Prompt: After reading required and self-selected pieces of fiction, non-fiction, and poetry write an essay that defines types of courage during the historical period of the Holocaust. Support your discussion with evidence from a minimum of three texts. What conclusions or implications about humanity can you draw?

5. LDC Prompt: Building a Thesis from a Word Bank phrases Verbs—Do not build a thesis with a linking verb (“is/are”, “was/were”, “will be”) To act courageously To act cowardly To decide To refuse To endure To survive To suffer To reveal To show To abandon To read To remember • Holocaust literature • evil • acts of courage • horrific events • the Holocaust • individual moments • humanity • inhumanity • fictional characters • actual people

6. LDC Prompt: 4 Sample Theses Holocaust literature proves that evil people and horrific events cannot crush the human spirit. Reading about the Holocaust reveals how humanity can endure through simple acts of courage. Individual moments of courage still occurred despite countless acts of inhumanity during the Holocaust. To act courageously rather than cowardly defines the refusal of people during the Holocaust to abandon their humanity.

7. THE BLUEPRINT for LDC—Opening ¶ A general observation about the Holocaust that grabs the reader’s attention. Background information on this time period related to the LDC’s subject. Consult the “required” vocabulary list. Sentences that focus on the prompt’s key words—courage and humanity. Thesis Statement—What is your focus? Types of courage examples in Holocaust literature Holocaust literature examples of couarge

8. What makes a good concluding paragraph? An effective conclusion re-connects the reader with the opening ¶ and thesis statement. An effective conclusion NEVER REPEATS the wording of the opening ¶ and thesis statement. An effective conclusion NEVER introduces a new point. An effective conclusion has a memorable last sentence: something wise, passionate, or funny.

10. THE Re-Statement for LDC—Concluding ¶ Remind the reader of what has been the paper’s thesis. What has been your focus—courage or literature? What have the different examples cited in your paper revealed about human nature (humanity)? SO WHAT???? What lessons about life and living do these readings offer? What conclusions or implications about humanity do they present? End with a memorable last sentence: Something wise or passionate last sentence.