8.29-9.2

1. 8.29-9.2

2. the man swiftly kicked the dead mosquito - Monday • Article (art) • Noun (n) • Pronoun (pro) • Adjective (adj) • Adverb (adv) • Preposition (prep) • Conjunction (conj) • Interjection (int) • Verb – action (av), linking (lv), helping (hv) • Write a label above every word

3. Calendar • You’ll get one each six weeks • Look here first if you’re absent (or know you’re going to be) • Look on the website for power points and assignments • Ask friends for notes • Come see me in the mornings for more help, to ask questions, to finish assignments

4. Frederick Douglass Exam • Open-Ended Response Questions • You need • A topic sentence that directly answers the question • Justification from the text (quote, summary, paraphrase, example) • Discussion/analysis

5. Frederick Douglass Exam • Sample question • Consider the role of violence in Douglass' story. Why were slaves punished so harshly and arbitrarily?

6. Frederick Douglass Exam • Sample response • In Douglass’s narrative, slave holders and overseers use violence against slaves in order to maintain power and control. Slaves were punished arbitrarily in order to keep them constantly paranoid for their safety and submissive to their masters. Because slaves were unable to protest against such violence, the slave owners had both physical and mental control over their slaves.For example, slaves would be forced to say to those who asked that their masters treated them well in order to avoid possible future punishment. Additionally, Douglass narrates a story in which an overseer kills a slave and is not prosecuted for the crime.Violence against slaves, even to the point of murder, was not considered a crime because the slaves were not considered human. Violence, therefore, becomes one of the most dehumanizing effects of slavery in the narrative.

7. Your turn • How did slaves distinguish a good from a bad master, a good from a bad overseer? By what standard did slaves measure kindness?

8. Check your partner’s response • Write a 1 next to the topic sentence • 2 next to their example/justification • 3 next to their analysis/commentary

9. Writer’s Notebook • Guide • Spelling • Vocabulary • Reader Response • Are always due the day after they’re assigned • Weekly Writing • Will check for on Mondays

10. the man swiftly kicked the dead mosquito Tuesday • Simple subject (s) • Complete subject • Simple predicate/verb • Transitive verb (vt): takes a direct object • Intransitive verb (vi): does not take a direct object • Complete predicate/verb • Direct Object • A noun or pronoun, follows an action verb • “subject, verb, what?”

11. Topic Blast Prompt • Topic Blast Essay • Write an essay/personal narrative in which you reflect on one of your writing territories. Be sure to include supporting examples and details in your narrative. In addition to telling a story, the essay should arrive at a conclusion about the significance of your topic to your life. Why is it important? Why does it matter to you? What impact has it had on your life? What have you learned? The answer to this question will help create your thesis statement.

12. Thesis Statements • A thesis statement is a controlling idea or an argument which guides a paper. • For this reflective essay, your thesis statement should state the significance of your topic. Subsequently, each body paragraph should support your thesis, i.e. each paragraph should help to explain why your topic matters or is significant to your life. • Thesis statement = last sentence of introduction

13. Example thesis statement • At first I did not read the Harry Potter novels because I found the stories to be too fantastic and childish; however, after reading them, I find the novels complex and socially engaging. Reading Harry Potter challenged me to step outside of my normal reading range and to become more opened-minded about finding academic, literary, social, and cultural value in popular fiction.

14. Find your thesis statement • Skim through your rough draft • Highlight any sentences that discuss why your topic is important/how it has impacted you • Use these to help you to compose your thesis statement

15. Organization • Introduction with thesis • Hook the reader • Set the scene • Thesis • Body paragraphs based on topic blast • Chronological • Compare/Contrast • Subtopics • Topic sentences that identify topic of body paragraphs • Use transitions between paragraphs • Conclusion that restates thesis in a new way and offers additional insights on your topic

16. STAR Revision • Substitute • Overused words • Weak verbs with strong verbs • Weak adjectives with strong adjectives • Common nouns with proper nouns • “dead” words • Take things out • Unnecessary repetitions • Unimportant or irrelevant information • Parts that might belong in another place

17. STAR Revision • Add • Detail • Description • New information • Figurative language • Development • Clarification of meanings • Expanded ideas • Rearrange • The sequence to produce a desired effect • The order for a more logical flow

18. Formatting • Typed essay • 1 inch margins • Times New Roman, size 12 • Double spaced • MLA heading (see example) • You can print in the library; I cannot print for you

19. Essay Rubrics • Color-coded rubrics • 8 standing criteria • 1 criterion specific to each assignment

20. the man swiftly kicked the dead mosquito Wednesday • Clause (independent, dependent) • Sentence type (simple, compound, complex, compound-complex…) • Purpose (declarative, interrogative, imperative, exclamatory) Thursday • Punctuation • Capitalization

21. Agree/Disagree • Parents should have a say in their children’s future careers. • Killing is always wrong. • One should remain loyal to his or her religion no matter what. • Only uneducated people hold superstitions. • People should never be persecuted for their beliefs.

22. 5 Minute Write • Of these five statements, about which one do you hold the strongest opinion? Write in the RR section of your WJ about your opinion for 5 minutes. • How is this issue presented in BMU? How did you respond to the issue in the novel? Write for another 5 minutes about the way this issue in the novel made you feel.

23. the man swiftly kicked the dead mosquito Friday • Diagramming Subject transitive verb direct object • Add articles and modifiers under the words they describe

24. Bless Me UltimaLiterary Elements • Plot • Beginning/Exposition • Rising Action/Suspense • Climax/Conflict • Falling Action/dénouement • Resolution/Ending • Character development (internal/external) • Setting • Mood • Suspense • Theme (implicit, explicit) • Imagery/sensory details • Dialogue • Point of view • Foreshadowing • Analogy, simile, metaphor • Irony • Allusion

25. BMU Literary Elements Mini-Project • Each group will be assigned 3 chapters • As a group, write a summary for each chapter and decide where the chapter would fall on a plot chart • Then, each group member will be responsible for finding examples of different literary devices in (each of) the chapters • 1 – setting and sensory details • 2 – character development and dialog • 3 – simile, metaphor, foreshadowing • 4 – theme, suspense, allusion (if any) • Find quotes to use as examples of these devices (note pg numbers)

26. BMU Literary Elements Mini-Project • For each chapter, write your group’s summary on one side of a piece of construction paper (group grade) • On the other side, divide the paper into four boxes • Write each group member’s name in the boxes, his or her literary devices and examples (individual grade) • You will present your chapters as a group on either Wednesday or Friday