This I Believe Essay Revision: Ideas, Organization, Craft, Style

1. Honors English 9 Week 10: October 22-26, 2012

2. Due Today: Hard Copy of Essay Monday, October 22, 2012 • Walk-In: Take out your hard copy of your “This I Believe” Essay. • Learning Objective: • Students will various revision strategies in order to revise for ideas and organization, craft and style, and conventions. • Agenda: • This I Believe Essay Revision Homework: Bring your essay to class tomorrow. Final due Friday with all process work.

3. Steps for Revision • 1. TurnItIn.com Grammar Revision • 2. Touchstone Text Comparison Ideas and Organization • 3. Jackie Robinson Essay: Sentence Imitation for Conventions, Craft and Style • Peer Revision for revision of your choice

4. This I Believe Touchstone Text • Open up the white binder to the This I Believe essay that you would like to be your touchstone text—the one essay that you are inspired by, or want to borrow from the most. • On a sheet of paper create the following graph for each paragraph/section of the touchstone text. • Paragraph 1 (section 1) • How are the ideas presented and what techniques are used? • 1. • 2. • Paragraph 2 (section 2) • How are the ideas presented and what techniques are used? • 1. • 2.

5. This I Believe Revision • Now, take out your rough draft, and divide it up into the same sections—complete this directly on your draft. • Paragraph 1 (section 1) • How are my ideas presented and what techniques did I use? • 1. • 2. • Paragraph 2 (section 2) • How are my ideas presented and what techniques did I use? • 1. • 2. • Compare your draft to your touchstone text? How similar are they? How can you use the touchstone text to help you expand and revise ideas, as well as develop or reorganize your essay?

6. This I Believe Revision • Now, take out your Always, Sometimes, and Never Chart. • Look at the Always column. Use this as a checklist to make sure that you have incorporated the techniques that are Always in a This I Believe Essay. Revise accordingly. • Look at the Sometimes column. Use this column to make choices about techniques that you want to incorporate to make yours unique and take risks in the genre. • Look at the Never column. Scan your essay to make sure that you are not incorporating techniques that are never seen in this genre.

7. Due Today: Hard Copy of This I Believe Essay Tuesday, October 23, 2012 • Walk-In: Take out your hard copy of your This I Believe Essay. • Learning Objective: • Students will revise their body paragraphs include more specific personal evidence. • Students will practice imitating a variety of punctuation for a clear purpose and effect. • Students will understand the different types of context clues, identify different types of context clues, and guess definitions of different words. • Agenda: • Body Paragraph Revision • Mentor Text Punctuation Close Study • Vocabulary Workbook Homework: Final Draft of This I Believe Essay with all Process Work

8. Body Paragraph Revision • Types of Evidence in a “This I Believe” Essay • Anecdotal—brief separate personal stories • Mr. Lawrason’s • Plot Chart—one personal story • “Just Do It” • Figurative, Sarcastic—Hypothetical or Anecdotal. This must be in first person • “Be Cool To the Pizza Dude”

9. Semicolon • “This is organized major league baseball, and I am standing here with all the others; everything that takes place includes me.” • “Free minds and human hearts were at work all around me; so there was the probability of improvement.”

10. Dash, Hyphen, Colon, Parenthesis, Semicolon • “But I do believe—and with every fiber in me—that what I was able to attain come to be because we put behind us (no matter how slowly) the dogmas of the past: to discover the truth of today; perhaps to find the greatness of tomorrow.” • “It would have been impossible for me to fight at all, except that I was sustained by the personal and deep-rooted belief that my fight had a chance.” • “Not once was the situation so cast-iron rigid that I had no chance at all.” • “It couldn’t be a losing fight—not when it took place in a free society.” • “I could say to my children: there is a chance for you.”

11. Vocabulary Workbook: Context Clues • Context Clues • Read and annotate Page 1 and 2 as well as page 141 and 142 for main ideas related to using context clues and types of context clues to determine the meaning of unknown words. • Vocabulary Workbook Unit 1 • Page 3-6 (you do not need to complete the structure and sound box) • For page four, annotate the selected words by identifying the context clues and the type.

12. Due Today: Wed/Thurs, October 24-25, 2012 • Walk-In: Take out your rough draft of the “This I Believe” Essay, and your body paragraph that you revised Tuesday in class. • Learning Objective: • Students will use various revision strategies to improve their “This I Believe” Essay. • Students will build background information about To Kill A Mockingbird. • Agenda: • “This I Believe” Essay Revision • To Kill A Mockingbird Introduction • Vocabulary Workbook Homework: Final Draft with all process work and rubric To Kill A Mockingbird Exploration

13. Punctuation for a Purpose • Underline any and all sentences that use either a semicolon, a colon, a dash, a hyphen, and parenthesis. • Semicolon Purpose: to signal a connection or relationship between ideas in two complete sentences • Colon Purpose: to signal a shift from a general idea or topic to add more specific detail, many times in a list. The first part needs to be a complete sentence • Dash Purpose: to signal pause and an emphasize the phrase that follows. This follows the same rules as a comma. • Hyphen Purpose: to create a more detailed noun or adjective by combining two words. • Parenthesis Purpose: to separate information that is an afterthought or a thought that is less important or to conceal a thought or idea

14. Semicolon • “This is organized major league baseball, and I am standing here with all the others; everything that takes place includes me.” • “Free minds and human hearts were at work all around me; so there was the probability of improvement.”

15. Dash, Hyphen, Colon, Parenthesis, Semicolon • “But I do believe—and with every fiber in me—that what I was able to attain come to be because we put behind us (no matter how slowly) the dogmas of the past: to discover the truth of today; perhaps to find the greatness of tomorrow.” • “It would have been impossible for me to fight at all, except that I was sustained by the personal and deep-rooted belief that my fight had a chance.” • “Not once was the situation so cast-iron rigid that I had no chance at all.” • “It couldn’t be a losing fight—not when it took place in a free society.” • “I could say to my children: there is a chance for you.”

16. Body Paragraph Revision • Types of Evidence in a “This I Believe” Essay • Anecdotal—brief separate personal stories • Mr. Lawrason’s • Plot Chart—one personal story • “Just Do It” • Figurative, Sarcastic—Hypothetical or Anecdotal. This must be in first person • “Be Cool To the Pizza Dude”

17. To Kill A Mockingbird Exploration Your task is to record • 5 pieces of information about the characters of the novel, • 4 pieces of information about themes subjects or motifs, as well as symbols, • 3 pieces of information about the setting, historical context, and social context, • 2 pieces of information about Harper Lee, and • 1 piece of information about Bildungsroman For example, if you only found 2 bits of information about the setting, and historical and social context of the novel then you need to research one more.

18. To Kill A Mockingbird

19. All I Ever Really Needed to Know I Learned in Kindergarten~by Robert Fulgham~ Most of what I really need to know about how to live, and what to do, and how to be, I learned in Kindergarten. Wisdom was not at the top of the graduate school mountain, but there in the sandbox at nursery school. These are the things I learned: Share everything.  Play fair.  Don't hit people.  Put things back where you found them.  Clean up your own mess.  Don't take things that aren't yours.  Say you're sorry when you hurt somebody.  Wash your hands before you eat.  Flush. Warm cookies and cold milk are good for you.  Live a balanced life.  Learn some and think some and draw and paint and sing and dance and play and work some every day. Take a nap every afternoon. When you go out into the world, watch for traffic, hold hands, and stick together.  Be aware of wonder. Remember the little seed in the plastic cup.  The roots go down and the plant goes up and nobody really knows how or why, but we are all like that.

20. Goldfish and hamsters and white mice and even the little seed in the plastic cup ~ they all die.  So do we. And then remember the book about Dick and Jane and the first word you learned, the biggest word of all:  LOOK.  Everything you need to know is in there somewhere.  The Golden Rule and love and basic sanitation, ecology and politics and sane living. Think of what a better world it would be if we all ~the whole world  had cookies and milk about 3 o'clock every afternoon and then lay down with our blankets for a nap.  Or if we had a basic policy in our nation and other nations to always put things back where we found them and clean up our own messes.  And it is still true, no matter how old you are, when you go out into the world, it is best to hold hands and stick together.

21. Why are some books considered classics? To Kill A Mockingbird is a well-written novel that has unique characters, a heartbreaking plot, and timeless themes. All of which make it as powerful and interesting to read now as when it was written nearly fifty years ago. It won the Pulitzer Prize the year after it was published in 1960, but it isn’t about the 60s. It’s about the tumultuous 1930s.

22. This novel was written in 1960 by Harper Lee and immediately received critical acclaim. It is the only piece she published. What were Americans facing in the 1960s? You must first understand…

23. Nelle Harper Lee was the daughter of a Southern judge. She grew up in segregated Alabama during the 1930’s. This novel is somewhat autobiographical since Ms. Lee found inspiration from significant events in her own childhood. Great writers write about what they know! Nelle Harper Lee 1926-

24. The Setting • This novel takes place in small, fictional Maycomb, Alabama in the 1930s. • The time spans several years of the childhood of Scout, Jem, & Dill. • We know that harsh economic realities hit America hard in the early 30s. • What were conditions like for Black Americans in the 1930s (especially in the south)?

25. Even though slavery had ended, ideas were extremely slow to change. As an African American living in segregation, you would face ignorance, hatred, cruelty, and prejudice on a daily basis. There was no guarantee for your safety or a fair trial. Racial Segregation

26. After reading Of Mice and Men, we know that following the stock market crash of 1929, businesses closed, workers were laid off, people were forced to live off the land, and all Americans were effected. Just think … the same time Lennie & George were on the farm working, Scout, Jem & Dill are growing up in Maycomb. The Great Depression

27. Motifs • a reoccurring idea, subject, or theme that is developed throughout a work

28. Motifs in the Novel • Coming of Age (Bildungsroman) & Growing Up • Persecution of the Innocent • The Coexistence of Good and Evil • Courage • Sight & Social Blindness • Secrets & Hypocrisies • Battles & Weapons • Boundaries, Real Rules, & Hidden Rules • Superstitions & Scare-Stories • Prejudice, Bias, and Inequality * racial, gender, religion, social

29. The Mockingbird:A Major Symbol

30. Harper Lee chose a witty and unique voice to tell this story. Scout (Jean Louise) Finch is a grown woman recalling a profound and funny story of childhood. The story is told using a first person point of view. Point of View & Narration

31. Main Characters • Atticus Finch: a single father, lawyer • Jem Finch: 12 year old son of Atticus • Scout Finch: 10 year old daughter of Atticus – your narrator • Calpurnia: a strict housekeeper/nanny for the Finch children • Dill: an unusual neighbor and friend of the Finch children

32. More Characters • The Radley Family – the neighborhood weirdoes (sorry, but it’s true) • Tom Robinson – a black man accused of a crime • The Ewells – a poor, ignorant family • The Cunninghams– a poor, but honest family

33. If you read closely and actively, this novel will: • make you laugh, • make you cry, • make you think, • make you angry, • make you question, • make you look at life differently.

34. Remember this when reading … • Harper Lee wrote this novel as a political statement supporting civil rights. • It has won many awards from different humanitarian organizations. • If, at points, it makes you mad…..good. I would worry about you if it didn’t. Any piece of literature that doesn’t make you feel isn’t worth reading.

35. You’re on your way, Freshmen! • Congratulations! You are about to begin reading one of America’s most beloved novels. It will require your attention, discipline and commitment, but will be worth every ounce of effort!

36. Coming of Age • bildungsroman: noun • a type of novel concerned with the education, development, and maturing of a young protagonist • (An easy way to think of this concept is through life lessons)

37. Early Years Activities • To truly understand To Kill a Mockingbird a reader needs to think like a kid. By reading Robert Fulgham’s piece and completing the yearly years reflection boxes your mind will be prepared to think about the world like Scout, Jem and Dill. • Reflect on your childhood and the many life lessons that you have learned through your experiences at school and outside the classroom.

38. Vocabulary Workbook: Context Clues • Context Clues • Read and annotate Page 1 and 2 as well as page 141 and 142 for main ideas related to using context clues and types of context clues to determine the meaning of unknown words. • Vocabulary Workbook Unit 1 • Page 3-6 (you do not need to complete the structure and sound box) • For page four, annotate the selected words by identifying the context clues and the type.

39. Vocabulary Workbook: Context Clues • Context Clues • Re-read page 141 and 142 for main ideas related to using context clues and types of context clues to determine the meaning of unknown words. • Page 143-148 Homework • For page 143-144, annotate the bolded words by underlining the context clues and identifying the type of context clue. • Write the synonym for the word in the section below.

40. Due Today: Friday, October 26, 2012 • Walk-In:Take out your “This I Believe” Essay Plan, any and all rough drafts, your body paragraph re-write, final draft, and rubric. • Put the rubric on top, then your plan, then your drafts, and your final on the bottom. Staple these together. • Learning Objective: • Students will understand the reading expectations for To Kill a Mockingbird. • Agenda: • To Kill a Mockingbird Book Check Out • VocabWorkbook Check • To Kill a Mockingbird Reading Expectations • To Kill a Mockingbird: Chapter 1 Homework: Vocab Workbook and Read To Kill a Mockingbird and complete reading log

41. Vocabulary Workbook Answers for Page 5 Answers for Page 6 11. I – extremity 12. A – epic 13. G – replenish 14. H – negotiable 15. C – inconspicuous 16. B – intact 17. F – demoralize 18. D – disperse 19. E – landlocked 20. J – annals 21. D 22. A 23. D 24. B 25. E 26. B 27. A 28. C 29. D 30. A

42. Vocabulary Workbook: Context Clues • Context Clues • Re-read page 141 and 142 for main ideas related to using context clues and types of context clues to determine the meaning of unknown words. • Page 143-148 Homework • For page 143-144, annotate the bolded words by underlining the context clues and identifying the type of context clue. • Write the synonym for the word in the section below.

43. To Kill A Mockingbird Reading Expectations 1. Create a unique title for each chapter. The title should reflect the main idea of that chapter. 2. Key Events - List three to five major events for the pages that you read. 3. Key Concepts - Identify a passage or statement that is significant in one of the chapters you read (some suggestions are passages that relate life lessons, coming of age, discrimination, morality/immorality) After writing this noteworthy quote and documenting the character and page number, jot down a brief explanation why this is a significant quote for the book as a whole or from this particular chapter. Be absolutely sure you’ve included a parenthetical citation (Lee #). • Example: “The neighborhood thought that when Mr. Radley went under Boo would come out. . . . ‘Let’s make him come out’ ” (Lee 12 - 13). The children are curious of Boo and the town has labeled him as evil. Therefore this foreshadows the significance of Boo Radley in the novel. The town and children will continue to be curious about Boo. 4. Levels of Questions - Write a level 1, a level 2, and a level 3 question based on what you just read. Use the back of this worksheet for help when writing your questions. • Example: Level 1 question – What is Scout’s legal name? • Level 2 question – Why does Charles Baker Harris, Dill, spend every summer with his Aunt? • Level 3 question – Should parents establish limits for the type or content of role playing games? Why? Why not?