Levels of Questions

Level One - Read the lines Level one questions can be answered directly from the text or examples.

Level Two – Read between the lines Level two questions are answered by inferring, predicting and applying information presented in the text. Readers are to take the next logical step.

Level Three – Read beyond the lines Level three questions take the issues and ideas presented and apply them to the life of the reader or society in general.

EXAMPLE:

I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one Nation, under God, indivisible, with liberty and justice for all.

Level One questions: What country’s flag is being alluded to? What kind of government is the United States of America? What rights are guaranteed according to the pledge?

Level Two questions: Why would Americans take this pledge? Why are the words “one nation” used here? Why do we make a pledge to a flag and not to the country?

Level Three questions: Do you agree with the words “under God” as part of a pledge that represents all citizens? Do you really believe the country to be indivisible? Do you believe that all Americans benefit from liberty and justice? Response Journals Response journals, sometimes called Learning Logs, are a way to increase your understanding of difficult reading. It leaves behind a reference for you to remember what you’ve read. They can also be a good way to take notes in classes other than English. Response journals work very well for Science and Social Studies as well, or any subject that requires you to read from textbooks. There are many different types of response journals, but I will only cover the two that has worked best for most kids over the years.

The two types of journals require you to split a page of notebook paper in half. If you like to read a whole section of text and then GO BACK and do an assignment, then you will use type 1. If you like to read a little, answer a question, then go back and read some more, you will most likely prefer type 2.

Type 1 – The Hamburger Fold The hamburger fold needs to be divided in half across the middle of your paper. The top half is folded until it touches the bottom half. Like this:

The top half of the paper is then used to summarize the information read, while the bottom half of the paper is used to respond to the text read. Responses can include connections to previous learning, to self, to the world, to other texts, opinions, reactions, questions, feelings, ideas and thoughts about the material that was read. Here’s an example:

Summary : The Lion King is a movie about a pride of lions who live at Pride Rock. Mufasa, the king, teaches his son, Simba, the way of life at Pride Rock. Mufasa’s brother, Scar, betrays the family, murders Mufasa, with the alliance of the hyenas, and chases Simba into the desert to die. A meerkat and a warthog called Timon and Pumba save Simba from death and raise him with a more cavalier set of values. After many years, Simba is discovered by his childhood sweetheart Nala. She convinces him to return to Pride Rock, battle Scar and take his rightful place as heir to the throne. Scar is destroyed, the hyenas run away and order is restored to Pride Rock with the production of a new royal heir.

Response : (text to text) The Lion King is kind of like what we read in World History about how the English Monarchy lived and died. (text to self) I knew just how Simba felt when he wanted to run away from his responsibilities because that’s how I feel sometimes. (text to world) We watched this thing on Channel One about bullying and Scar was definitely a bully! (reaction) I got really sad when Mufasa died and Simba found him. In that situation I’m not sure I could have been as brave as Simba. (opinion) This was a great book. I loved the characters! (question) Where did the yenas go after the big battle? Will they come back and stir up trouble? (thought) I think Mufasa should have killed Scar or run him off in the beginning of the movie. Type 2 – The Hot Dog Fold If you like to do a little note taking while you read instead of after you read, this will work for you. You will need to take your notebook paper and fold it in half long-ways. Fold the left edge until it is even with the right, like this:

The left side of the paper is used to summarize major events, while the right side holds your connections, reactions, thoughts, feels and questions. Here is an example:

Summary of events: Mufasa is king of Response: I hope this isn’t going to be a Pride Rock and Simba is his son. babyish story. (opinion)

What a creep! The way he wants to do in Scar, Simba’s uncle, wants to take over his family to take over the throne is like the pride. what we read in history. (text to text)

Scar is using the hyenas for “muscle”. That sounds like that mob boss guy who was on the news last week. (text to world) Timon and Pumba save Simba from death in the heat. How is this going to work? Won’t Simba want to eat them? (question)

If you aren’t sure how to start the response part of your Response Journals here are some quick starts to get you going:

My favorite part was… The part that confused me was… This was kind of like… When I read this I felt… The thing that stood out the most was… I want to know more about… SMELL

Pre-AP Strategies for speeches and letters

S – Sender-receiver relationship – Who is the speaker (sender) and the audience(receiver) and dhow would the two react to one another in this letter or speech?

M – Message – What is the speaker’s purpose or point that he/she is trying to get across?

E – Effect – What effect is the speaker/sender trying to create? What is the goal here?

L – Logic – What logical/rhetorical strategies are used to convince/effect the audience/receiver?

L – Language – What specific diction or literary devices are used by the sender/speaker for effect? SOAPSTone

Nonfiction passage analysis

S – Speaker – Who is the speaker/author? What background do they come out of? What time period did they come from and how would that affect their writing/speech? What historic or autobiographical events might have affected the speaker? Keep an eye out for education, socioeconomic status, race, gender, religion, marital status, political leanings etc. that might affect the speaker.

O – Occasion – Why is the speaker writing/talking? Is it for a fund raiser or to get reelected? How does the occasion affect the speaker? Is it a formal or informal occasion, public or private?

A – Audience – Whom is the speaker addressing? How does the audience affect the speaker and the words chosen/written? Is the audience large or one person? Is the audience known or unknown; private or public; formal or informal; rich or poor; calm or hostile etc?

P – Purpose – What does the speaker hope to gain? Why is this speaker writing/speaking? Is the speaker reacting to an event, trying to influence change, trying to gain personally, trying to make money, to change opinions, trying to express the ideals of a generation etc?

S – Subject – What is the speaker talking about? Could the work/speech be a metaphor for something else?

Tone – What tone does the speaker use to convey his/her ideas? What effect do you think this tone will have on the audience? In what ways does the speaker create this tone? 8th grade essay topics

What you love/hate about school? What you love or hate about your parents? What you love or hate about your brothers/sisters? What your dreams are? What is your biggest fear? What is your biggest weakness? What is your most embarrassing moment? What is your most prized possession? What the dumbest thing you’ve ever done? What do you think is the biggest problem with Drew Central? Who was your favorite teacher? If you could change one thing about Monticello what would it be? Imagine your life 10 years from now. How would it be different? Why should people be smart with their money? What are some advantages of a good education? Who is one person you really admire and why? Do you think video games make kids act more violently? Do you think heavy metal music has a connection to destructive behavior in kids? Do you think the state of Arkansas should continue the Benchmark testing? Why have you chosen the religion you are? What would be a perfect day? If you could own your own business what would it be and how would it change you? What would you do with two million dollars? If you could sit on a committee to improve our school what would you say? If you could produce your own T.V. show, what would your show be like? How do you feel about animal testing? What skills do you think you are learning now that you will use your Senior year? What would the perfect prom look like? What are some things that make your family different from other families? How has technology changed the way people live from day to day? Why do you think tattoos are so popular now? What is one skill that you need for life that you cannot learn in school? What is the worst thing one person could o to another? What are the qualities of a good friend? How do you learn your favorite hobby? How is your favorite holiday held at your house? Do you believe in the death penalty, why or why not? Do you believe in gun control laws, why or why not? What are ways that you could help the environment? What is the funniest story you know? Write about a time when you were really scared. Mrs. Cooper's Classroom Policies

The Rules: * Follow all policies in the Drew Central Handbook or English Department Handbook * Please stay out of my stuff (computer, desk, closet, carts, book bags) * Be honest. Own up to what you have done; both positive and negative. That includes not cheating. * Don't bully others verbally or physically. Be nice to everyone. * Only water, fresh fruit and fresh veggies are aloud for consumption.

The Rewards: * A well organized pleasant classroom * A high quality education * A fun time learning new things * A nice, happy, appreciative teacher. * Higher test scores * Higher grades * Higher self-esteem

The Punishments: * Disappointing me, your parents, your school community * Staying in at lunch in my room or the cafeteria to write * parent phone call * parent/teacher conference * d-hall * ISS * removal from class for severe infractions * Zeroes for cheating

Leaving class: You will each have 3 passes per nine week grading period to use the restroom, go to your locker, the nurse, the office, the phone etc. After those passes have been used you will not be allowed out of class. You may not borrow passes from another student. You may not give your passes to another student. Passes will be kept up with by me and shared during parent/teacher conferences. Please plan ahead and don't use a pass unless you really have to. Your PLANNER is your hall pass. No planner, no go.

Visitors: Please encourage your parents, preachers, grandparents, doctors, and all other important persons in your life to come and be a part of our class for a day. Try to let me know ahead of time if we will be having a visitor, but as my hairdresser says, "Walk-ins are welcome!" Literary Archetypes

Archetypes are fundamental “building blocks” of storytelling. Carl Jung, a German psychologist in the , came up with the term ARCHETYPE. He thought that most people fell into certain categories. Later, English teachers noticed that the way Mr. Jung described people were also the same as certain characters that showed up in stories. The term changed and students all over the planet study Literary Archetypes.

Certain characters, plots and settings show up over and over in stories from all over the world and in all time periods. These archetypes have special symbolic meanings. Archetypes represent universal symbols of bigger ideas, just like a baby represents youth and innocence. A road may represent not just a trip, but the journey through life.

Here is a partial list of common Archetypal Settings, Archetypal Characters, and Archetypal Plots. ARCHETYPAL SETTINGS

1. The River – Almost any source of water will focus on the importance of life. Without water there is no life. A journey on or down a river is often a metaphor for life’s journey or a character’s journey, especially if the river is shown as a road or means of travel – pulling or pushing a character through changes. (Twain’s Huck Finn) Rivers can also be a metaphor for the passage of time (Big Fish) or the stages of a human life (creek, roaring river, sea; or the crossing of the river Styx in Greek myths). Since rivers are often used as political borders or boundaries, crossing one may be seen as a “passing over” or a decision that cannot be taken back. In Africa, and thus African literature, rivers are the largest sources of income and commerce and so have additional meaning leaning toward the source of life and morality and the where the fight for good and evil happens.

2. The Garden – In ancient times, across many cultures (Sumeria, Greece, Rome) the garden was seen as a place of earthly delights. Often stories about young love had couples meeting in gardens. Gardens came to symbolize love, fertility and the female body – until the spread of Christianity. With increased teachings of the Bible the “garden” (Eden) became a symbol of an eternal, forbidden paradise. The walled gardens of later Christian art show the Madonna/Virgin Mary figure with baby Jesus protected behind the garden walls, which implies that garden walls protected virginity in young women. William Shakespeare in Romeo and Juliet manages to blend the old and the new in his balcony scene. Japanese gardens, as in Japanese literature, have a totally different cultural history. Intricate landscaping and water features were used to create a place of harmony for people to find balance in their energies and help to rejuvenate the mind and body. A more modern literary concept of the garden is where a person must “tend” (to the garden and their own business) an orderly place of tranquility where a person retires to. 3. The Forest/Wilderness – The thick forest imagined in children’s fairy tales have usually represented a dangerous world full of beasts and darkness. The forest, or sometimes the jungle, is a wild, uncontrolled place. The forest, as a setting, has a rich history of characters who find themselves leading a solitary life (Hester Prynn, Red Riding Hood, Tarzan, Dracula). Christian values depict the forest as where sinners loose themselves in the “wilderness” or stray from the “path” of righteousness. A developing modern approach, perhaps influenced by Native American culture and current environmental awareness, shows the forest as a precious resource where new animals and medicinal plants are found and thrill-seekers venture into to “get away” from industrialized life and reconnect with nature.

4. The Sea – Again, water nearly always symbolizes the source or mother of all life. The sea has always had a good and an evil side throughout literature. The Greek god Poseidon could churn up giant whirlpools, storms or tidal waves. Characters have been lost at sea, swallowed by whales, attacked by pirates or drowned. No doubt the sea can be written about as a dangerous force of nature. The sea has also been home to huge pearls, found treasures, and has been the livelihood of many fisherman, especially in Japanese literature. Also since “all rivers lead to the ocean” the sea can symbolize heaven or infinity where all souls “empty” into. The sea has sometimes been represented as the subconscious human mind.

5. Boats – Related to the sea is the boat/ship setting where characters brave the sea and death and return to a type of spiritual, emotional or material rebirth. Journeys on boats are usually long and fraught with dangers that are overcome. Boats are also related to islands, since crew is isolated from the regular rules of society.

6. The Island – The Island is a metaphor for isolation. People on islands are separated from their society. This can have a positive or negative effect on characters (Robinson Crusoe vs. Lord of the Flies) Without the rules of society; the island setting strips away characters down to the very basics of humanity.

7. The Mountain – The mountain in Hindu (India) culture was seen as the center of the universe from which all things could be seen. Since people climb “up” mountains, characters that climb the mountains can be seen as moving upward on a spiritual/emotional journey. Biblically, mountains are places where God reveals his truths to man. In nearly all stories mountains are mysterious, powerful places.

8. The Wasteland – Often a desert, the wasteland represents an emotionally/physically barren place or time in a character’s journey. A character is usually cleansed of fear or doubt and reconnects to his/her sense of faith or inner strength. Characters usually emerge from the wasteland stronger and more focused. Occasionally the wasteland wins and a character emerges from the wasteland insane. 9. The Pasture/Field – The pasture represents a simple farming life that is predictable and calm. Often referred to as a pastoral setting, many characters either begin here and are thrust into danger and personal growth, or they end up here as a reward for their efforts and struggles. In Christian literature, pastures are where congregations or sheep are watched over by Jesus, or a metaphorical shepherd.

10. The Tower – In ancient times, towers were places of worship, or burial. They were associated with priests, power and the elements. Biblically, towers that reach from Earth toward God are usually seen as a symbol of human pride and folly. Most towers “fall” or are overthrown like the Christian Tower of Babel. Towers, like garden walls, can also be seen as a protection of maidenhood or virginity as seen in many fairy tales.

11. The Castle/Gothic Mansion – This setting, like the sea and the island, has a distinct, two-faced identity. The castle, when set close to the time it was built, is a huge building bustling with life and high ideals. Castle walls are meant to house an entire community of workers and farmers belonging to a mid- ranged lord, or landowner. King Arthur and his ideas of equality, Camelot, are a perfect example. However, on the flip side of this coin, if you add three or four hundred years to the castle you get a story that includes a run-down, gloomy, nearly empty, gothic mansion. The owner of the neglected estate is usually the descendent of a dying royal bloodline. This is a common setting for creepier stories who have characters with family “secrets”.

12. The Inn – A remote roadside setting where traveler and locals interact, the inn is rarely a place of good news. Fear of the unknown often accompanies the tragedies of inn inhabitants. In some stories, a beautiful woman is an unexpected surprise at the inn.

13. The Small Town – Everyone knows and judges everyone else in this archetypal setting. Small towns in literature are notorious for expecting everyone to act just like everyone else. Small towns usually persecute, or run off characters that are different or seen as sinners. The small town often symbolizes intolerance or ignorance.

14. The Underworld – Any representation of a descent/entrapment into hell or the “depths” (caves, belly of the whale, etc.) can be considered an underworld setting. Characters go through a symbolic “death”, travel through an underworld and re-emerge through some kind of rebirth. A variation on this setting involves a passage through a maze, or labyrinth which can symbolize the complex journey through the human mind. ARCHETYPAL CHARACTERS

1. The Hero – The hero in it’s modern form is a protagonist character who fulfills a task and restores balance to the community. He/she is a born leader, whether they know it or not. He/she is a real survivor who has faith in good. Others are willing to believe in this hero and will follow him/her. (Odyssues, Theseus, Prince Charming)

2. The Young Person from the Provinces/Orphan – This special kind of hero was orphaned or taken away at a young age and raised by strangers. Later they return home as a stranger who offers a new perspective to some old problems (Harry Potter, Tarzan)

3. The Initiates – An innocent young pre-hero who must go on a quest, or special training before earning the right to be a hero or protector.(King Arthur)

4. Mentors – Mentors are the teachers in literature who counsel initiates almost the way a parent does. They show examples, sometimes magical, to teach the initiate skills and information. (Gandalf, Merlin, Dumbledore, Rafiki)

5. Loyal Companions/Sidekicks – These loyal peers are there to protect the hero at all costs. They are willing to face hardships and dangers and even death either because they believe in the hero, or the cause.

6. The Earth Mother – This female character is symbolic of all things natural and motherly. She is a protector, and a symbol of fertility, emotional and spiritual well-being, abundance and balance. She is usually middle-aged or older OR she shows up at various ages depending on the seasons. (Fairy Godmother)

7. The Librarian/Professor – This role has a male and female side. If male, the professor is usually cool and intellectual. He is a thinker, logical, honest and faithful. He has a tendency to not be flexible. He is often an inventor. If female, the librarian character is also cool and controlled, prim and proper and smart, but underneath her cool exterior she hides an uncontrolled passionate side longing for adventure and can be quite reckless when let out for the day.

8. The Fool/Free Spirit – This character is always optimistic that things will turn out well. He/she is symbolic of blind hope and always has time for silly things, flowers and rainbows and always sees the best in people. The fool wears his/her heart on his/her sleeve easily giving and getting hurt. Sometimes the fool grows out of this role and into another archetype. 9. The Swashbuckler/Adventurer – Always ready for adventure, the swashbuckler is full of life and risk-taking. He knows little fear and acts with reckless abandon. Some swashbucklers search for gold, or secrets, or love, but one thing is certain – it is the thrill of the hunt that keeps the swashbuckler on the move. (Jack Sparrow)

10. The Warrior/Protector – The original “knight in shining armor”, the warrior is always ready to fight to defend honor, his country, and the helpless. He is chivalrous, an expert in protocol and handy with a sword. In the modern day he may also be handy with technology/computers. (Neo, Sir Percival)

1. The Rebel – Reckless and fearless, this is what happens when the fool grows up. Once believing in great ideas, he finds that the world is corrupt or uncaring and turns bitter. He is violent, strong and usually in the wrong, but savvy and smart. Sometimes he rebels against something in particular, but most of the time he rebels against everything. Sometimes in literature he will have a loyal streak, still hanging on to the remnants of his old life. (Dallas Winston)

2. The Seductress – A real beauty, this female character always gets her man. He stunning beauty and ability to manipulate men can cause a hero to fall into her trap. Sometimes this character is just evil, but most of the time this woman has had to use this technique to survive or to get ahead.

3. The Tyrant – This leader, male of female, is obsessed with power. He/she may have started their journey with good intentions, but now they only want power and control and will step on anyone who gets in the way, sometimes violently. Many tyrants have a two-faced quality sending others to do their dirty-work, especially if in the political arena.

4. The Devil – Truly evil, the devil speaks with charm and poise and offers the hero everything he might want in order to tempt him away from his course. The devil is bent only on conquest and destruction of the human soul. He seeks out weakness, and makes contracts and in the end offers only eternal pain.

5. The Traitor – A character who uses words carefully, he/she weaves elaborate plots in order to trap heroes. Most others don’t realize how dangerous or manipulative this person is. He often plays people off against each other, but usually likes to be the one to stab you in the back, then look you in the face and laugh about it. Female traitors often do this to gain possession of a man, or betray friends for their own benefit. 6. The Evil Genius – This archetype was the kid who got bullied on the playground for being smart and is now out to seek revenge. He/she loves showing off his superior brain and inventions of torture. He hates everyone and is usually bent on destruction.

7. The Sadist – This character is truly a loony. Usually male, his only desire is to create pain and suffering, either of the body or of the mind. A true sick-o, he is violent and loves to be in ultimate control of life and death. A psychopath/sociopath, he will never change and cannot be saved. This mind- game torturer is savage and cruel and should be locked up for life.

8. The Creature/Predator – This nightmarish exaggeration of a wild animal plays on our deepest fears of being eaten by something we never quite saw. We see this in literature that includes vampires and werewolves. In the movies we have seen giant sharks, anacondas, spiders – you name it.

NEUTRAL

1. The Matriarch/Patriarch – This mother or father is the strong-armed leader of the family. The dark side of this archetype is controlling, meddlesome and never sees his/her children as quite good enough.(The Godfather) The good side of this archetype is loving, supportive and strong – a real leader, willing to take a bullet for the family.

2. The Star-Crossed Lovers – Victims of a bad situation, the lovers come from backgrounds that destined to not get along because of their histories, or their differences. The bad side of this relationship leads to tragedy and death. (Romeo and Juliet) The good side of this situation can result in all characters learning a valuable lesson about tolerance. (Boo Radley in To Kill a Mockingbird)

3. Evil figure with a good heart – This dark figure who is often portrayed as the devil’s right hand man, is often saved by the nobility of the hero. A good guy who at the last minute finds redemption from his evil path, his redemption often causes his death. (Darth Vader)

4. The Damsel in Distress – Again, an archetype with two distinct points of view, the damsel in distress may be a true victim who cannot save herself. (Snow White) Alternatively she may be a week-minded idiot who is too stupid or vain to save herself. Either way she is vulnerable and must be saved by the hero. Because the hero knows this, the damsel is often used as a trap.

5. The Cause Fighter/Terrorist – This archetype also can take two paths. Both characters begin their journey with strong commitments to a political or personal cause. They’ve both decided that there is something worth fighting for. Neither one can be persuaded to change their minds. The Cause Fighter accepts that to change the world one has to stage rallies, make land-mark court cases, call the papers and fight the good fight. The Terrorist, on the other hand, will use whatever means necessary to make a statement, and if that includes hurting the innocent to draw attention to the cause, so be it. 6. The Tragic Artist/Outcast – These characters, like the one above, start in similar places, but have very different destinies. Both archetypes begin with a great deal of creativity and sensitivity. They are often shy but want to belong. The artist takes his creative “weirdness” and puts it to use to create something beautiful, thus gaining a place of acceptance. The Outcast becomes tortured and finds himself/herself willing to hurt others in order to be accepted.

7. The Uncommitted Lover – This Don Juan type is a true charmer. Usually male, this “player” creates every woman’s fantasy. He is romantic, kind, passionate, fun and attends to a woman’s every need – except stability. He cannot be counted on and breezes out of one woman’s life and into another’s. Don’t expect him to stick around to get through life’s hard times.

8. The Best Friend – This loyal companion and regular guy is the moral center of our hero. He never lets the hero get distracted or lost and often pulls his hero friend to the side to counsel him. He is dependable, honest, soft hearted and will always “be there”.

9. The Trapped Spouse – This husband/wife married young. The marriage was based on politics, money, or family contacts and not based on a supportive, loving relationship. This leaves an incredibly boring and dry, but stable and safe relationship. The trapped spouse can either make the best of it, go through trials, and eventually find true love, OR the trapped spouse can take some risks, and make a break of the marriage.

10. The Hag/Witch/Shaman – The hag or witch is always an older woman, sometimes very old who has a great deal of wisdom, and usually a connection with magical forces. People in the community come for advice or information. The Shaman is a male version of this. This archetype always lives alone or with symbolic animals. Usually good or neutral in nature, this character plays a vital part of the hero quest, but is uninvolved with the outcome of events.

11. The Prophet/reporter – The prophet (sometimes physically blind) serves as a way to warn heroes of the perils to come. Many prophets get ignored and the heroes who ignore them are always sorry about it later on. The modern prophet is the reporter who puts two and two together and predicts how things will turn out without being interested in the outcome. ARCHETYPAL PLOTS

1. The Quest – This plot concentrates on finding on object, such as the Holy Grail, that will restore fertility to a wasteland, health to the ill, or plenty to the impoverished.

2. The Task – This refers to a certain superhuman feat that must be accomplished in order for the hero to reach his goal. 3. The Journey – Characters must go through a journey or travel which sends the hero through many trials and dangers in which he must face his fears in order to restore happiness, fertility, justice, or harmony to his community. The hero often must endure a wasteland or underworld where he/she is “reborn”

4. The Fall – Many characters who begin this plot line in a high safe place, find themselves suffering from a personal weakness that causes them to fall from grace. A fall is usually accompanied by either a redemption or tragedy.

5. The Battle of Good vs. Evil – This is a common plot that is pretty self- explanatory. Usually good triumphs.

6. The Wound that Never Heals – This wound, of the body or the mind, can never be fully healed, usually from a loss of innocence. Sometimes the wound leads a character to insanity.

7. The Magic Weapon – Often related to a task, this plot relies on the hero’s ability to learn how to use a piece of equipment, possible a magic sword, or in the modern world, a computer program. The use of this magic Whatever- it-is solves the main conflict and proves the worth of the hero.

8. Boy-meets-girl – The basis of all romantic plot lines.

9. Loss of Innocence – A good person, usually young and inexperienced, sees and experiences something of the world and learns how things really work.

10. The Rite of Passage/Ritual – This is an organized event or ritual in which a young person officially becomes an adult.

11. The Initiation – This situation refers to a moment, usually psychological, in which an individual becomes mature and accepts a certain responsibility. He/she expresses a new understanding of problems and accepts that he/she is an important part of the solution. Typically, a hero gets a calling or message or sign that sacrifices must be made and he/she has to grow up. (The Lion King) Poetry terms – Regular 8th grade

Simile – comparing two things using the words like or as

Metaphor comparing two things NOT using like or as

Onomatopoeia – a word that represents a sound

Repetition – the use of the same word or group of words over and over again

Alliteration – the use of the same sound at the beginning of several words that are close together

Personification – giving objects that are NOT human, actions or feelings that ARE human

Meter – how many syllables are in each line, and does it make a rhythm

Rhyme – when words end with the same sound

Couplet – two lines that rhyme together

Quatrain – 4 lines that rhyme together

Stanza – a short paragraph, but in poetry Quotes that can be used in many circumstances

“If a man hasn’t discovered something that he will die for, he isn’t fit to live.” Martin Luther King Jr.

The only reason people want to be masters of the future is to change the past.” Milan Kundera

The history of every country begins in the heart of a man or a woman.” Willa Cather

We should all be concerned with the future because we will have to spend the rest of our lives there.” Charles Franklin Kettering

“Life’s a tough proposition, and the first hundred years are the hardest.” Wilson Mizner

“Be nice to people on your way up because you’ll meet them on your way down.” Wilson Mizner

“Knowledge is power.” Francis Bacon

“Writing is easy. All you do is stare at a blank sheet of paper until drops of blood form on your forehead.” Gene Fowler

“Grown-ups never understand anything for themselves, and it tiresome for children to be always and forever explaining things to them.” Antoine de Saint-Exupery

“Patience is the best remedy for every trouble.” Titus Plautus

“Common sense is not so common.” Voltaire

“It matters not how a man dies, but how he lives.” Samuel Johnson

“The only thing we have to feat is fear itself.” Franklin Roosevelt

“Never before have we had so little time in which to do so much.” Franklin Roosevelt

“If a free society cannot help the many who are poor, it cannot save the few who are rich.” John Kennedy

Remember, you can use song lyrics as quotes!! Crofford - Childers MS – Tone WORDS Positive Tone Words: lighthearted hopeful exuberant enthusiastic confident amused cheery optimistic loving complimentary elated sympathetic compassionate passionate proud Negative Tone Words:

angry disgusted outraged bitter furious wrathful threatening irritated indignant inflammatory accusing condemnatory

Humor - Irony - Sarcasm: contemptuous scornful disdainful condescending sarcastic cynical patronizing critical facetious mock-heroic satiric sardonic mock-serious bantering irreverent pompous taunting insolent whimsical ironic flippant amused

Sorrow - Fear - Worry: melancholic somber elegiac mournful sad disturbed apprehensive solemn serious despairing concerned fearful foreboding gloomy sober resigned hopeless staid

Neutral Tone Words:

formal incredulous nostalgic ceremonial objective didactic shocked reminiscent restrained candid informative baffled sentimental detached clinical authoritative disbelieving objective factual urgent questioning learned instructive admonitory matter-of-fact Common themes in literature Money money is the root of all evil money should be spent charitably money isn’t evil, but greedy people are money is all for show and has nothing to do with character getting money changes people people are judged not for who they are, but for how much money they have Love love conquers all love is a two way street it takes more than love to make a relationship work true love always triumphs love is an outdated, romantic concept loving foolishly leads to disaster Nature Nature is at war with mankind and seeks only to destroy him Nature is at war with technology and people are in the middle having to choose Nature is being destroyed by people and technology Reconnecting with Nature leads to a simpler, more peaceful existence God God is angry and punishes the wicked God is all-loving and forgives sinners God is just and fair, what goes around comes around God is only an interested observer God is the ultimate teacher/parent Death Death is part of living, giving life it=s final meaning Death is the ultimate absurd joke on life There is no death, only a different plane or mode of life without a physical body Without love, death appears to be the only alternative to life. Personal growth Boys and girls must go through some kind of trials or tasks before maturing. Man/Womanhood is often established by an abrupt crisis, sometimes at an early age. A person grows as he or she faces a crisis of identity. People hold on to their childhood issues and only grow when those issues are let go. People outgrow relationships or plans when they achieve growth. The Individual Society and a person’s inner nature are always at war. Society determines a person’s final destiny. Society only influences inclinations set by Nature. A person’s identity is determined by his/her place in society. In spite of wanting to be with people, an individual is really always alone. Rewards or tragedies comes from not conforming to society. Human nature People are naturally good. People are naturally corrupt. People are driven by power or ambition. People are basically concerned with the good of the group. People are only out for themselves. Marriage and Relationships Marriage is a comedy bound to fail. Marriage is a relationship in which each partner is supported and enabled to grow. Violence in a relationship results in evil consequences. Relationships based on physical beauty are doomed. Relationships based on respect end in true love. Men’s domination in relationships leads to tragedy for women. Friendship Few friends are really willing to make sacrifices Friends are easily gained and easily lost. False friendships lead to tragedy. To have a friend, one must be a friend. Friends are destined to let you down. Alienation an individual is isolated from fellow human beings and foolishly tries to bridge the gap. Through alienation comes self-knowledge. The World The reality of issues is different than the perception. Paradise will always be lost. Lost paradise will be regained. Prophecies come true, whether you believe in them or not. The World is an evil place and everyone is out to get you. Pre-AP Literary Analysis Painters create art with canvas and paint. Writers create art with the skillful arrangement of words. One of the most important concepts for students to understand is that writers make conscious choices about how to use words, phrases and sentences to communicate meaning and effort.

You will need to become familiar with the list of literary terms. You will be given passages of text. You will, individually and in groups, analyze these passages using these terms and a variety of Pre-AP strategies (the wall posters). Although some of these terms are more applicable to poetry, they cross all types of literature.

You will become proficient at breaking down the writing of others using these terms. You will also be expected to use examples of these terms within your own writing. The use of these terms by serious readers and writers are the same as painters who use such words as brushstrokes, medium, pigment and shading. Literary Terms

Alliteration – the practice of beginning several consecutive or neighboring words with the same sound: the twisting trout twinkled below – Nick knows nuns with pneumonia.

Allusion – a reference to a mythological, literary or historical person, place or thing. He met his Waterloo

Antithesis – a direct opposite of structurally parallel words, phrases or clauses for the purpose of contrast – sink or swim

Apostrophe – a form of personification in which the absent or dead are spoken to as if present and the inanimate, as if animate. These are all addressed directly: “Milton! Thou shoulds’t be living at this hour.”

Assonance – the repetition of accented vowel sounds in a series of words – nice white smile – the long “I” sound in each of these words makes them an example of assonance.

Consonance - the repetition of a consonant sound within a series of words to produce a harmonious effect – “And each slow dusk a drawing-down of blinds.” The “d” sound in consonance. The “s” sound is too.

Details – the facts revealed by the author or speaker that support the attitude or tone in a piece of poetry or prose.

Diction – word choice intended to convey a certain effect – diction is the difference in saying “dog” verses saying “large, dirty, brown, three-legged, mangy mutt with a lazy blue eye”. Figures of Speech – words or phrases that describe one thing in terms of something else. They always involve some sort of imaginative comparison between seemingly unlike things. Not meant to be taken literally, figurative language is used to produce images in a reader’s mind and express ideas in fresh, vivid, and imaginative ways. The most common examples of figurative language used in both poetry and prose, are simile, metaphor and personification. Also, analogy.

Flashback – a scene that interrupts the action of a work to show a previous event.

Foreshadowing – the use of hints or clues in a narrative to suggest future action.

Hyperbole – a deliberate, extravagant, and often outrageous exaggeration that may be used for serious or comic effect – the shot heard ‘round the world

Imagery – the words of phrases a writer uses to represent persons, objects, actions, feelings and ideas descriptively by appealing to the five senses (sight, sound, smell, touch, taste)

Irony – occurs in three types. Verbal irony is when a speaker or narrator sys one thing and means the opposite. “It’s easy to stop smoking. I’ve done it many times.” Situational irony is when a situation turns out differently from what one normally expects. A deep sea diver drowning in a bathtub would be situationally ironic. Dramatic irony occurs when a character or speaker says or does something that has different meanings from what he or she thinks it means, though the audience and other characters understand the full implications of the speech or action. Oedipus curses the murderer of Laius, not realizing that he is himself the murderer and so is cursing himself.

Metaphor – a comparison of two unlike things not using “like” or “as” – the moon was a shimmering pearl on a velvet sky.

Mood – the atmosphere or predominant emotion in a literary work

Motivation – a circumstance or set of circumstances that prompts a character to act in a certain way or that determines the outcome of a situation or work.

Narration – the telling of a story in writing or speaking.

Onomatopoeia – moo – the use of words that mimic sounds they describe – buzz, clack, bang

Oxymoron – a form of paradox that combines a pair of opposite terms into a single unusual expression – sweet sorrow, grotesque beauty

Paradox – occurs when the elements of a statement contradict each other. Although the statement may appear illogical, impossible or absurd, it turns out to have a cohesive meaning that reveals a hidden truth. – Much madness is divinest sense. Personification – a kind of metaphor that given inanimate objects or abstract ideas human characteristics – the wind cried in the dark – justice frowned upon him Plot – the sequence of events in a short story, play, novel or narrative poem

Point of View – the perspective from which a narrative is told

Prosody – the study of sound and rhythm in poetry

Protagonist – the central character of a drama, novel, short story or narrative poem. Conversely, the antagonist is the character who stands directly opposed to the protagonist.

Pun – a play on words that are identical or similar in sound but have sharply diverse meanings. Puns can have serious as well as humorous uses. “Tomorrow you shall find me a grave man.”

Repetition – the deliberate use of any element of language more than once – sound, word, phrase, sentence, grammatical pattern, or rhythmical pattern.

Rhyme – the repetition of sounds in two or more words or phrases that appear close to each other in a poem. End rhyme comes at the end of lines; internal rhyme, within a line. Slant rhyme is approximate rhyme. A rhyme scheme is the pattern of end rhymes.

Sarcasm – the use of verbal irony in which a person appears to be praising something but is actually insulting it – as I fell down the stairs headfirst, I heard her say, ‘Look at that coordination’.

Setting – the time, place and mood in which events in a short story, novel, play or narrative poem takes place.

Shift or turn – refers to the change or movement in a piece resulting from an epiphany, realization, or insight gained by the speaker, a character or the reader.

Simile – a comparison of two different things or ideas through the use of the words “like” and “as”. It is a definitely stated comparison in which the poet say one thing is like another.

Sound Devices – stylistic techniques that convey meaning through sound. Rhyme (two words having the same end sound); assonance (repetition of vowel sounds); consonance (repetition of consonant sounds at the middle or end of words); alliteration (words that begin with the same sound); onomatopoeia (words that mimic sounds)

Structure – the framework or organization of a literary selection. For example the structure of fiction is usually determined by plot and by chapter division; the structure of drama depends on its division into acts and scenes; the structure of an essay depends upon the organization of ideas; the structure of poetry is determined by its rhyme scheme and stanzaic form.

Style – the writer’s characteristic manner of employing language

Suspense – the quality of a short story, novel, play or narrative poem that makes the reader or audience uncertain or tense about the outcome of events Symbol – any object, person, place or action that has both a meaning in itself and that stands for something larger than itself, such as a quality, attitude, belief or value – the turtle in Steinbeck’s The Grapes of Wrath suggests the toughness and resilience of the migrant workers – the brick house in The Three Little Pigs symbolizes that hard work and thinking things through provides safety

Synecdoche (metonymy) – a form of metaphor. In synecdoche, a part of something is used to signify the whole – All hands on deck; or on the reverse, the whole can represent a part – Canada played the United States today. Another form of synecdoche involves the container representing the thing being contained – the pot is boiling. Also the material from which an object is made stands for the object itself – the quarterback through the pigskin. In metonymy, the name of one thing is applied to another thing with which it is closely associated – I love Shakespeare.

Syntax – the arrangement of words and the order of grammatical elements in a sentence

Theme – the central message of a literary work. It is NOT the same thing as a subject, which can be expressed in a word or two: courage, survival, war, pride, etc. The theme is the idea the author wishes to convey about the subject. It is expressed as a sentence or general statement about life or human nature. A literary work can have more than one theme, and most themes are not directly stated but are implied. The reader must think about all the elements of the work and use them to make inferences, or reasonable guesses, as to which themes seem to be implied. An example of a theme on the subject of pride might be that pride often precedes a fall from grace.

Tone – the writer’s or speaker’s attitude toward a subject, a character, or audience, and it is conveyed through the author’s choice of words and detail. Tone can be serious, humorous, sarcastic, indignant, objective, etc.

Understatement (meiosis, litotes) – the opposite of hyperbole. It is the kind of irony that deliberately represents something as being much less than it really is – WWII being referred to as “a little argument between Hitler and his neighbors” Rhetoric: A Translation from Adult reading to Kidspeak

Rhetoric:

Introduction: Rhetoric is the art (and ART it is) of using just the right words to convince people of your opinions in writing or in speech. Obviously that’s a really powerful skill. Who uses these skills? Politicians, teachers, parents, voters, leaders, advertisers. Can you think of any others? Any decent English department should include a study of rhetoric into the AP curriculum. The foundations of rhetoric are the basis for students to develop decent arguments. YOU MUST LEARN HOW TO CONVINCE PEOPLE THAT YOU ARE RIGHT. Studying logic will lead you to be able to tell what the truth is. Also, rhetorical skill will be needed when you take the AP Language Exam.

Rhetorical theory: When we are discussing argumentation, what we mean is writing persuasive essays. To do that well you have to understand your purpose and your targeted audience. You have to have a reasonable argument. A logical fallacy is an error in your (or someone else’s) reasoning. If your argument is illogical, people will rip your ideas to shreds. That would be bad. You have to gather some information and when you are ready to write, you will need to come up with a strong thesis statement, which is also know as your claim. There are many ways, or modes of discourse, to get your claim across to the reader. The best way to suck your read into your opinions is to support your claim with logic (logos), with emotions (pathos) and with ethics (ethos). If you can use all three you’ll end up with a bang-up essay/speech.

You combine these ELEMENTS OF ARGUMENTATION to achieve your goals. Logical Fallacies : Logical fallacies are important. If you ever debate an issue, you want to try to catch your opponent in a logical fallacy and use it against him/her. Falling into a logical fallacy yourself will make you look stupid and illogical. According to Webster (you know, the dictionary folks) fallacy is defined as: original deception; aptness to mislead; deceptive or delusive quality; a false or mistake idea, opinion; error; an error in reasoning; flaw or defect in argument. In short, a fallacy means that somebody screwed up. It can also mean that someone out there is trying to take advantage of you. Logical fallacies come from certain basic mistakes like claiming too much, oversimplifying complex issues and supporting your claims with wishy-washy vague evidence.

Here are some of the most common logical fallacies:

Ad hominem: “to the individual” – attacking the person instead of the issue “I hate that woman, look at how short she is!” ad populum: “to the crowd”, a widespread occurrence is assumed to be right “All my other friends get to wear make-up, so I should too.”

Begging the question: taking for granted something that really needs to be proven. “Of course, Cheerios reduce cholesterol.”

Circular reasoning: trying to prove one idea with one that is too close to the first idea. “A writer is a person who writes.”

Either/Or reasoning: seeing issues as only having two sides “Firearms should be completely banned or completely legal.”

Hasty Generalization: a general and premature conclusion based on a few cases. “All African-Americans can dance well.”

Non sequitur: “It does not follow” – an inference or conclusion that does not follow established evidence “He really does believe in what he’s saying, so he must be right.”

Pedantry – narrow-minded and trivial scholarship, blindly following rules and forms. “Mary has excellent knowledge of commas, she should do well on essays.”

Post hoc, ergo propter hoc: “after this, therefore because of this” – the assumption that one event that comes before another event must have caused the second event. “You cleaned your room. Your grades went up. Clean rooms must cause rising grades.”

Propaganda: writing or images that persuade using strong emotions rather than logical proof “Donny’s infatuation with the model’s red lips, sparkling eyes, and beautiful teeth made him believe that Suave is the best shampoo.”

Modes of Discourse: (fancy way to say types of writing/speaking)

Description: describes images and puts those images in some kind of logical order.

Narration: story-telling; what happened, when and where it happened

Exposition: to inform, instruct, present ideas and general truths objectively. Comparison Contrast Cause and Effect Classification Division Definition Argumentation: persuasion – can use inductive (moving from observation/experiences to the general idea) or deductive (moving from the general idea to observations/experiences) reasoning

Classical Argumentative Scheme : (how to write a persuasive paper/speech) Please notice children that each one of these is labeled as “part” and not as “paragraph”. You MUST get used to the idea of writing more than five paragraphs for an essay. Essays need to have enough paragraphs to adequately cover all the “parts”.

Part I – Introduction- Catch interest Present the issue or topic with concrete image or anecdote (pathos) Provide any relevant background information Define terms State claim (thesis statement)

Part II – Concession and Refutation – Recognize how your opponent/opposing view will react to your thesis. Argue at length against the opposing forces. Show them how they are wrong about their own view. This is how you give validity to the other guy while still showing him he’s wrong. Some folks put all this in one section of the body, while others deal with each idea and go back and forth between refuting the other and confirming their own claim.

Part III – Confirmation Paragraphs – The longest and most important part of the paper/speech. This part is where you prove that you are right. Give reasons and evidence to back up your claim. Show logical development of the argument and emotional appeals to human needs or values. You can incorporate several modes of discourse to help you out. Part IV – Conclusion – Wrap up your argument Restate your claim Provide a new appeal to needs or values Enrich with additional commentary Voice a final plea for readers to take action or change thinking Refrain from repeating information

Rhetorical Analysis Here’s a visual on how to get the most out of your argumentative paper/speech.

Title Issue and Image Introduction Background info Definition of terms (if needed) Claim Thesis Statement Body of essay/speech

Reasons and evidence Reason 1 – type of evidence Reason 2 – type of evidence Reason 3 – type of evidence

Emotional appeal Need or value 1 Need or value 2 Need or value 3

Opposing Viewpoints Opposing view 1 – concede/refute “yes/but” Opposing view 2 – concede/refute “yes/but” Opposing view 3 - concede/refute “yes/but”

Restatement of claim Conclusion Revisit Image Urge to take action or change thinking Summary over Rhetoric – Reg. 8th grade

An argumentative paper should reflect how the person feels toward a specific issue and should use rhetoric to help persuade a person to believe your point. For example, William Faulkner wrote “A Rose for Emily” for a reason. It had to do with his failings.

To write this paper you have to have three things: an argument, a purpose and an audience. Your argument should have a purpose and pointed at a certain audience. You need to have good reasoning and a good thesis statement. It should be logical, emotional and ethical.

An example of a writer’s purpose is to support a cause or to promote a change. Your audience is very critical to the writer. Appeals to logic would be to use deductive reasoning or create a syllogism. Appeals for emotional would be to develop tone. Ethical appeals would be to support your purpose with some evidence.

Your logical fallacies, errors in reasoning, would be to claim too much, oversimplify issues, and to not use good evidence. Some people attack the person instead of the argument. Also, they use propaganda. These are all things you shouldn’t do.

Modes of discourse include: description, narration, exposition, and argumentation. Description depicts images, narration is to tell information about events; exposition is used to inform a person on ideas; argumentation is used to persuade the audience.

To write an argumentative paper, you need an introductory paragraph, concession and refutation paragraphs and a conclusion. Your introduction should catch the reader’s interest and present the topic. Your concession/refutation paragraphs should show both sides of the issue, but show why you think what you think. Your confirmation paragraphs contain your reasons and evidence to the issue. Your conclusion should wrap-up the argument and restate your “claim”. SWIFTT method of prose analysis (identify, explain, evaluate)

S – Symbolism W – Word choice/Diction I – Imagery (sight, sound, smell, touch, taste) F – Figurative Language (alliteration, onomatopoeia, simile, metaphor, analogy, repetition, assonance) T – Tone T – Theme

S – Step one - READ THE STORY AT LEAST ONCE. Look for symbols. Does an item or act represent something more than what it appears? Look at the use of names, colors, animals, seasons of the year, nature, industry etc.

W – Step two - Notice how the author uses words and language. What specific verbs, nouns and adjectives does the author use to give you a real image in your head, or an emotion when you read the work. Instead of “red” does the author use the words like plum, crimson, or mahogany?

I – Step three - Go back and find examples where the author uses certain words, or certain phrases that appeal to the five senses. How does the author create sounds, smells, sights, tastes and textures to make the writing seem more realistic?

F – Step four - Writers use language in specific ways to create interest and show off their craftsmanship. Did the author use alliteration, repetition, assonance, onomatopoeia, metaphor, simile, allusion or other literary devices?

T – Step five - Tone is the way the words make you feel. A writer may start a story making you feel happy and relaxed. The writer may then move you toward a suspenseful or angry tone and then into something else completely. There may be many tones within one piece of writing. Check your TONE WORDS list to help you.

T – Step six - Why did the author write this piece of literature? What was his/her point? What was the moral of the story? What was the central meaning? Easy Annotation System Thinking Notes

Yes = agree X = disagree + = new idea ! = WOW ? = I wonder ?? = don’t understand, ask in class * = important

If all teachers would commit to using this strategy with only their 1st period classes, all students would be trained in how to use it. Elements of Literature

Character Flat character - one sided character, often stereotyped Round character - fully developed character, has both faults and virtues Dynamic character - is changed by events in the plot or interactions with others Static character - always is the same Narrator - a speaker or character who tells the story Protagonist - the main character, sometimes the hero Antagonist - character or force in conflict with the antagonist

Setting time - the time that the story takes place (1940s, morning, present day) place - where the story begins mood - what is the atmosphere

Plot: the sequence of events in a literary work Exposition - The part of literature that introduces the characters, setting and situation Conflict - the struggle between two or more forces man vs. man - man vs. nature man vs. society man vs. himself Rising Action - when the conflict increases Climax - highest point of interest or suspense Falling Action – ending of the central conflict Resolution – tying up loose ends, happily ever after

Point of View - perspective or vantage point from which a story is told Perspective st rd 1 or 3 person Omniscient or Limited

Theme - a central idea, concern, or purpose in a literary work patterns - birth, life, death, rebirth

Novel and Drama Record – Drew Central Schools – 5-8 level Student Name______Title______Author______Grade Level: 5 6 7 8

I. Setting A. Time/s the story took place______B. Place/s the story occurred______C. Mood created for the story______

II. Characters A. Protagonist/Main character (name, description, type)______B. Antagonist (name, description, type)______C. Minor character (name, description relation to main character)______D. Minor character______

III. Point of View A. 1st person B. 3rd person C. 3rd person omniscient

IV. Conflicts ______

V. Themes______

VI. Brief Summary (50 words)______

VII. Recommendation______

How to Write a Book Report There are just certain things that need to go into every book report. This handout will explain what those things are and how to do it. Some teachers will ask you to do a report just on the characters, or just on the theme, but for most, if a teacher says, AWrite a book report@, this is what they will look for.

The Introduction - Just about every paper you turn in will have some sort of an introduction that gives the reader an idea of what the paper will be about. In a book report, the introduction has some very basic information. These items should be present in the introduction of EVERY book report: The title and author of the book Whether the book is fiction or nonfiction and which genre(western, mystery, etc.) Whether the author wrote any other books with the same characters or setting The theme - if there is one. Is the book about fulfilling a promise, or about survival? Special information - Is the book told from the point of view of a dog, or an insane person? Is there any other special information that would effect how another person would red and understand the book? The Setting - This is an optional paragraph. Some teachers require it. If the setting is part of the plot and really important to the book, give it it=s own paragraph. A tropical island where all characters are stuck, or an apartment building where everyone is snowed in might require their own paragraph.

The Main Characters - Every book report should talk about the major characters. Minor characters are discussed only if they are important to the plot or somehow change the major characters. Here is the information that should be addressed for each major character: Name sometimes a BRIEF physical description, unless important to the story Background (age, gender, career, marital status, parental status, personality, etc.) Any symbolism about the character (Some book reports you do will focus ONLY on the characters of the book and nothing else) Protagonist or Antagonist, Round of Flat, Static or Dynamic (check your EOL) Whether anything happened to change that character

Minor characters - This is an optional paragraph. If minor characters are really important to a book you can give them their own paragraph following the same rules as the main characters.

The Plot - This is the paragraph where you describe the main events that happened to the characters. Who got murdered? What was lost? What was found? How did the characters survive? This section just deals with the Awhat happened@ questions? The Theme/Universal Meaning - Basically this paragraph should answer what the Alesson@ was for the book. What was the author=s point? Was this a story about friendship, learning to love again, greed, corruption, finding peace of mind, overcoming life=s challenges?

Analysis- Describe what you did and did not like about the book. Maybe you liked the characters, but not the author=s style? What would you have changed about the book? Did the writer do anything really interesting or innovative? Was the idea good, but that characters unbelievable?

Conclusion/recommendation - Would you recommend this books to others, to children, to teens? Would you read other books written by the same author? Was this book so bad that all copies should be burned? Now, wrap up and mention the title and author again.

REMEMBER TO REVISE!!!!

Prewriting.

1st draft

2 peer reviews

2nd draft teacher review How to Write the Standard Five Paragraph Essay

You follow the Writing Process. You will need to write five paragraphs in the Drafting stage. All five paragraphs talk about one big topic. Each of the three middle paragraphs breaks the topic down.

A. Introduction - 1. Make your audience want to read your opinion with an attention getter. 2. Introduce the topic with a topic sentence. This is your thesis statement.

B. Supporting topic sentence #1 1 concrete detail followed by 1 or two comments 2nd concrete detail followed by one or two comments 3rd concrete detail followed by 1 or 2 comments

C. Supporting topic sentence #2 1 concrete detail followed by 1 or 2 comments 2nd concrete detail followed by 1 or 2 comments 3rd concrete detail followed by 1 or 2 comments

D. Supporting topic sentence #3 1 concrete detail followed by 1 or 2 comments 2nd concrete detail followed by 1 or 2 comments 3rd concrete detail followed by 1 or 2 comments

E. Conclusion 1. Transition 2. Restate your main topic and 3. tell how it relates to the real world Reading Strategies

1. Visualize - Readers will create a Amovie@ inside their heads to follow along with the actions in the text.

2. Connect - Readers try to connect information already in their heads with new information in reading passages. Readers will connect to other text, to their own experiences and to the world they know about.

3. Predict - Readers will learn to guess what is going to be next in the text. They will learn to put pieces together and make the next logical step BEFORE they read the results.

4. Stop and think - Readers will stop and think about what they=ve red BEFORE finishing the entire reading passage. Good readers sometimes pause to reflect about the text, then continue.

5. Question - Readers will learn to ask questions WHILE they are reading, then read further to see if those questions get answered. Readers will ask who, what, when and where type questions.

6. Use print conventions - Readers will learn to pick out headings, subheadings, bold words and italicized words to teach them what things might be important in text.

7. Retell what you’ve read to someone else - Readers will discuss what they’ve read. They will learn to summarize and explore main ideas with other who have read the same material.

8. Notice patterns in text structure - Readers will learn how certain kinds of reading is organized. They will learn to use an index, a table of contents, etc. to find information more quickly.

9. Adjust speed - Readers will learn to tell when they are reading too fast and need to slow down, or when they are reading too slowly and focusing on details that are not as important. 10. Write about what you’ve read - Readers will write opinions, reports, and essays about what they’ve read. Readers will also co-author a book this year about a young student struggling with a math class. Book Ends

Book Ends are a different way of testing you over a book you are reading or have completed. Not everyone chooses the same type of book and not everyone succeeds with one type of test. These are various options to use for your teacher to see if you understood the book.

Written Book Report – You will write a standard written book report over the book you have read including sections on plot, main characters, minor characters, major problem/conflict, and recommendation.

Book Talk – A five minute talk with a poster will be given to the class about your book. Sections of the poster must include an illustration, the title and author, the main character, setting, main problem, and an excerpt from the book.

Book Art Portfolio – You will divide your book in fifths. You will produce an original piece of artwork for each one fifth of the book and present your art, with explanation, to the class. You artwork should cover a major event, major character or theme from the book. Drawings should be done on larger sketch paper that you purchase, not on computer or notebook paper.

Accelerated Reading Test – If the book you have chosen is an Accelerated Reader book, you may take an AR test and a grade out of 100 will be calculated as your Book end grade.

Character Letters – You will divide your book into fifths. In each one fifth of your book you will write the main character a letter that must directly relate to a topic/decision in the book. The letter must be written so that the reader can tell details about the book and what is happening to the main character.

Response Journal – You will divide your book into one fifths. For each fifth you will write a response journal having both sections (summary and response) in hot dog or hamburger folds. Each journal entry is to be no shorter than 100 words. The response journal should be written so that the reader can tell about main characters and events in the book.

Reader’s Theater – You will divide your book into fifths. For each one fifth you will introduce a section of your book, then act out part of the story line or dialogue. Each section should be no shorter than two minutes. Your acting should cover the main characters, major plot events and the resolution to the story line. You should dress as your character. Each Book End will be worth 200 points and will serve as your “test” over the book. Book Ends allow students to choose books that interest them and allow them to “test” in the way that will best show comprehension and completion. Literacy / Cooperative Learning Strategy Brief Description Say Something Tell students what you want them to say after they read a section of text. Ex: Circle one word/phrase you know and can explain to someone else. Put a question mark beside a word/phrase you don’t know. Turn to a partner and share what you marked. Book talk Teacher or student gives a brief blurb about a book and reads a short passage.

T chart A T chart or double-entry journal is used to help students recall whats in the text and then interpret or analyze it. The left side of the T is used for literal, in-the-text examples. The right is used for higher- order thinking. Ex: What does it say/What does it mean; Quotation/React to Quotation; Literary technique/Why it’s effective; What Text Says/What I Say

Sticky-note discussion Give each student 3 sticky notes. As a during- and post-reading activity, have the student create three questions, each requiring a different level of thinking. (Let students use Q chart)

Learning Log Students can be asked to stop at any point during a lesson to summarize what they have learned in a list, through pictures, a short memo, bumper sticker, etc.

Sketch-to-Stretch Students draw a picture to represent a concept or topic they are or have learned. Then they add 1 or 2 sentences of explanation under it.

P-Q-P Teach students to give one another feedback using the PQP acronym—one Praise, one Question, and one Polish. You will need to model for them how to make their feedback specific and appropriate.

Jigsaw Assign a section of text to a group of students. Give them specific directions about what you want them to “get out of” their reading. Then, ask them to create a product—such as a poster—to share their assigned section with other students. This is a great way to cover large amounts of material, particularly to give an overview of a whole chapter or unit.

Reporting Out to Whole Group After students have worked in pairs or groups, give them 1 minute to report to the large group what they have learned. Let the group decide who will Fiction Analysis Checklist

 Author – What do you know about the writer? What was his/her cultural/ethnic/religious/political/economic/educational background? Are there any major events from his/her life that would have affected how the author perceives the world? What events in society influenced the author?

 Publication date – When was the story published? Where there any historical events or inventions or new technology that might have influenced the writing of the piece? What was going on politically? Was it a time of peace or unrest?

 Setting – What is the setting of the story? Setting includes time, place and mood. How is the setting important to the story? How does the setting affect the characters? Does the setting mirror any other elements in the story? Is the setting symbolic? Is there any relevant background information that might effect the story (such as the story being set during a war, a revolution, a famine)?

 Plot – Be able to complete a basic diagram including exposition, rising action, climax, falling action and resolution. Be able to identify all the conflicts and what types they are (man vs. self, society, nature, man, or fate). Be able to summarize.

 Characters – You need to know Protagonist and Antagonist; major and minor characters; whether those characters are flat, round, static or dynamic. You need to be able to describe any physical characteristics of a character, his/her flaws and strengths, what motivates him/her, what his/her goal is and how that character changes. IS there any aspect of the character that is symbolic? How does he/she relate to: his/her environment, society, other characters?

 Genre - What category of fiction does this piece fall into? (See Genre handout)

 Point of View – From what perspective is the story told? 1st or 3rd person, limited or omniscient, participant or nonparticipant

 SWIFTT the piece. (See SWIFTT method of Prose Analysis handout) Tone and Theme are especially important.

 Syntax – How does the author use language and sentence structure and punctuation to create meaning for the reader?

 Connections – How does the breakdown of the above information compare with other fiction that you have read? How can you connect this piece with society today, other literature, yourself, history, the future? Text to text, text to self or text to world?  Unresolved questions – What questions/issues are brought up by this piece of fiction? What questions did it present to you personally, to you as female/male, to you as a young person, to you as a writer, to human nature/mankind in general, to God or the greater good?

Genres

Autobiography Biography Realistic Fiction Historical Fiction Science Fiction Fantasy Horror/Gothic Mystery Western Romance Classical Literature War Young Adult fiction Children’s Lit Poetry Religious/Inspirational Nonfiction Technical Reference Periodical Self-Help Letters Speeches Drama Book End Rubric for Art Portfolio Name______Date______Book______

Content Student included a Student had some Student included Student included great deal of detail from the some detail, but I little detail and it details from the book and it was was unsure if they was obvious that book and I could obvious that the had really read it he/she hadn’t read tell they had read student had read at all the book and understood least most of the book 25 points 20 points 15 points 10 points Scene selection Student chose Student chose Student had a few Student chose scenes of mostly important important events scenes that were importance from events or or characters irrelevant or the book, major important portrayed showed the events or character aspects audience little important aspects about the book of the characters 25 points 20 points 15 points 10 points Presentation Student used good Student used Student used some Student used few posture, eye mostly good good conventions or none of the contact, gestures, conventions of of speech conventions of volume, grammar speech good speaking and pronunciation 25 points 20 points 15 points 10 points Art Student used Student used Student made Student threw creative, colorful average art some effort to be something together art medium that medium that was artistic, but didn’t with little represented the competent but not understand the forethought, little book creative artistic elements of artistic the medium understanding and little talent 25 points 20 points 15 points 10 points Type of Comments about Drawing: Used all Collage: Other: medium used the artwork: space available Used a variety of mediums: photos, Used appropriate drawing/painting, medium: pastels, 3-d items, fabric charcoal, pencils, paints Used items that were symbolic or Good use of line artful and shading Places items Showed effort and carefully and forethought creatively

Showed effort and forethought