This week’s agenda: Writing Workshop & Inherit The Wind

1. This week’s agenda: Writing Workshop & Inherit The Wind

2. Objectives:CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, & information to make important connections and distinctions; & graphics.CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

3. Comma Splice • Comma splice: use of a comma to join two independent clauses • Ex: She went home that night, she just wanted to be alone. • Fix it: • Add a conjunction • Use a semicolon • Separate the sentences into two • Ex: She went home that night, for she just wanted to be alone.

4. Comma Splices • A lot happened in my first year of high school, I have to say it was all a lesson learned on who you can and cannot trust. • I always get sidetracked by any small noise, this particular noise happened to be the sound of one of the meanest girls in sixth grade. • I always loved making my parents proud, they were my mentors so I had to show them what I could do. http://wps.pearsoncustom.com/ph_hss_mycomplab_25/75/19253/4928996.cw/index.html#topofquiz1

5. Semicolon • Can join two sentences together. • Ex: Jimmy took my suitcase upstairs. He left his own bag in the car. Jimmy took my suitcase upstairs; he left his own bag in the car. • If a sentence has too many commas, use a semicolon to join them instead. • Ex: I wrote to Ann, Ramona, and Mai, and Jean wrote to Charles, Latoya, and Sue. I wrote to Ann, Ramona, and Mai; Jean wrote to Charles, Latoya, and Sue.

6. Semicolon (cont.) • When you are listing things, use semicolons to join items that already contain commas. • Ex: They visited Phoenix, Arizona; Santa Fe, New Mexico; and San Antonio, Texas. • Ex: Mr. Schultz, my science teacher; Ms. O’Hara, my English teacher; Mrs. Gomez, my math teacher; and Mr. Jones, my social studies teacher, attended the seventh-grade picnic. • DO NOT use semicolons to join an independent clause with a dependent clause or phrase. • Ex: I really wanted to go home; but couldn’t. • Ex: As if she read his mind; he walked to the door.

7. Semicolons • The contestants came from Dubuque, Iowa Memphis, Tennessee and Pittsburgh, Pennsylvania. • I got all dressed up for the party, however, my best friend wore jeans. • Berman is a difficult language to mater, however, if you plan to be a scientist, you may want to study this language. • The roof was leaking, and the walls were sagging, therefore, the Smiths hired a contractor to repair the house. • Applies are usually sold by the pound oranges are sold by the dozen.

8. Second Person • Don’t use second person in formal writing. • You (also thee, thou, thy—but I don’t think you’ll be tempted to use these) • Letters and “How-tos” are different. • An informal style may make listeners feel more comfortable when you are speaking, but a formal writing style can make a good impression. • You should sleep eight hours each night. (informal) • One should sleep eight hours each night. (formal)

9. Revising “You” – Try It Now • Too bad, because the three year old sitting in the booster seat next to you wants to scream at the top of her lungs. • Running long distances in the rain is not the first thing that comes to mind when you think of wrestling. • It’s like when you run until you can’t feel your legs anymore.

10. Verb Tense • Stay in one tense throughout your entire writing piece. • Don’t shift between past and present tense. • Ex: I was so excited to go home. I arrive and tell my mom how much I can’t wait to greet my sister. • ALL PAST: I was so excited to go home. I arrived and told my mom how much I couldn’t wait to greet my sister. • ALL PRESENT: I’m so excited to go home. I arrive and tell my sister how much I can’t wait to greet my sister.

11. Tense – Try It Now • I tell her to wake up, and she ignored me. • He screamed in my face, so I tell my mom. • I laughed so hard, I start crying.

12. Essays • Read through your comments and rubric. • Complete the feedback section. • Then go through your essay and fix places where you made any of the following errors: • Comma splice • “You” • Semicolon misuse • In consistent verb tense • If you don’t have any errors there, go through and see how you might combine some of your sentences using commas and conjunctions or semicolons to make your writing flow more smoothly.

13. Inherit the Wind:the great American battle for freedom of thought “An idea is a greater monument than a cathedral” -Henry Drummond (as Clarence Darrow)

14. Food for thought: • Should government control what you can learn in school? • If it immoral for your school to teach you something different from what you learned at home? • Is there any part of science you should not learn about in school?

15. According to Darwin, your ancestors looked a lot like this:

16. Darwin’s theory: • Natural selection states that more offspring are produced than can possibly survive. • Since traits vary among individuals, when members of a population die they are replaced by the descendants of parents that were better adapted to survive and reproduce. • This process creates and preserves traits that are more adaptive for the organism’s particular environment. • People are thus descended from other earlier primates, from the species of hominids—great apes.

17. Two sides to the story: • 1920s Post-WWI society return to traditional values--particularly a literal interpretation of the Bible. • Darwin’s theory stated that man evolved from ape-like animals. The Butler law outlawed teaching this in many schools across the nation. • According to the Bible’s story of creation in Genesis, man was created on the sixth day of existence, after animals were created the previous day.

18. http://www.answersingenesis.org/media/video/ondemand/new-answers-2-dvd/why-scopes-trial-significanthttp://www.answersingenesis.org/media/video/ondemand/new-answers-2-dvd/why-scopes-trial-significant

19. Still relevant? You bet! • Creationist movement had a resurgence at the turn of the current century—now called “Intelligent Design.” They believe this should be taught in schools--either along with or instead of Darwin’s evolutionary theory. • Supporters say “certain features of universe and of living things are best explained by an intelligent cause, not a possibly undirected process such as natural selection.” • The scientific community argues though that “if you give the idea that there are two schools of thought within science, one that says the earth is round and one that says the earth is flat, you are misleading children."

20. Making connections to Ancient Greek drama:

21. Greek dramatic conventions in the play: • A) Hamartia: the hero’s flaw which causes him to commit a tragic error that leads to his downfall • B) Hubris excessive pride (a type of tragic flaw) • C) Chorus: the collective voice that comments on the dramatic action of the play • D) Reversal of fortune: the completion of the hero’s reversal from high status to complete defeat • E) Catharsis: the audience’s collective emotional purging as both pity and fear

22. Your mission: Greek dramatic conventions jigsaw puzzle • First meeting: Identify and analyze two quotes from the play that reflect the dramatic conventions of Ancient Greek plays. • Second meeting: Then share your findings with your second group and complete the Greek conventions chart. Your second group is counting on you for their notes so be diligent. • You will be assigned to two teams—the first is a letter, the second is a number. (A1, A2, A3,A4, B1, B2, B3, B4, C1, C2, C3,C4, D1, D2, D3, D4, E1, E2, E3, E4) • Your first team: Meets for eight minutes (teams of A, B, C, D and E meet with others with same letter.) • Your second team: Meets for fifteen minutes (four teams, each with at least one representative of each letter)

23. Do Now: Review Act I, scene 1. How is the town and its people characterized in the play? • Read pages 13-18. • Write a brief paragraph with a supporting quote that is embedded in your sentence. • Consider the atmosphere and stage directions. • Focus on dialogue and tone, particularly with Hornbeck and his attitude.

24. Reflection: Do you feel sympathy for Brady as a tragic figure? • Write a brief paragraph based on today’s classwork. • 3-5 sentences, with supporting “quote embedded” in your sentence.