Wednesday, February 26, 2020

Expository Essays

Intro:
*Immediately engage reader (attention getter)
·       get the reader “in the ballpark”
          *Establish context (topic of essay)
·       usually 2-3 sentences narrowing down to the point of the paper
·       cite your source with title and author (if using one source)
          *Strong & complete thesis statement
Body:
*Begin paragraphs with a clear, concise topic sentence
·       *Use concrete details (CD)
·       these include facts or quotes
·       cite sources when necessary (simplified: such as author’s last name & pg #)
·       *Create insightful commentary to support concrete details (2-3 comments per CD)
·       shoot for at least 2 CD per paragraph (+ commentary)
        
                    
Conclusion:
       *Transition into summary of key points
*Restate thesis (say it another way!)
*Refer back to the attention getter and tie things up
       *Answer “So what?”
·       Leave reader feeling persuaded or at least challenged
·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)
Suggested sentence starter for commentary:
        “This shows that…” (eventually teach kids to eliminate it)
        “This proves that…”
“This demonstrates that…”
 
Suggested sentence starters for conclusion:
        “We need to…”
        “It’s our responsibility to …”
        “It’s important to…”
        “In order to______, we must…”
        “It would be to our benefit to…”
Encourage:
        Incorporate transitions           
        Use high-level vocab
Vary sentence patterns          
Create a strong “voice”
 
 
 
 

Monday, February 24, 2020

expository essays

Unit Learning goal: Students will be able to research, write and perform an original expository essay that informs or explains some idea, task, or problem of the student’s choice.  


 
Scale/Rubric relating to learning goal:
4 – The student can write and perform an original expository speech that both informs/explains and persuades some idea or problem of that the student is interested in.  The writing and performance are both exemplarily effective. 
3 – The student is able to write an original expository speech that informs or explains something that the student is interested in.
2 – With some direction/help from the teacher the student is able to write an original expository speech that informs or explains something that the student is interested in.
1 – Even with help from the teacher the student is unable to write an original expository speech that informs or explains something that the student is interested in.

Students will be able to

1) Write a hook, thesis statement, and order of development
2) Organize an essay according to introductory paragraph, body paragraphs and conclusion
3) Write a proper conclusion
4) Use specifics to back up ideas
5) Use the order of development as a map for the essay
6) Cite sources according to proper MLA format
7) Deliver a speech by making eye contact, using proper pronunciation and effective enunciation, and avoiding the use of “uhms” or other filler words or sounds.

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Here are two short - but decent - videos are in-text citations and works cited page

Go HERE and Also go here for an additional video on WORKS CITED PAGE 

The best place to go for help with MLA structure or any other essay question is Purdue OWL online.

For Parallel Structure go HERE



Thesis
Organization
Evidence
(Concrete Details)
Analysis
(Commentary)
Style/Audience
Conventions
5
The thesis statement is clear, well-developed and relevant to the topic.
Transitions within and between paragraphs flow smoothly.
There are four well chosen, concrete details or examples of evidence in each paragraph.  **The concrete details support the thesis.
All commentary synthesizes concrete details and supports the thesis statement.**
The style is engaging and effective.
The essay contains few if any errors in the conventions* of the English language.  (Errors are generally first-draft in nature.)
4
The thesis statement is clear and relevant to the topic.
The structure within paragraphs is clear and easy to follow.
There are three concrete details or examples of evidence in each paragraph.  The concrete details support the thesis.
All commentary explains concrete details and supports the thesis statement.
The style is appropriate for an academic paper.
The essay contain some errors in the conventions* of the English language.  (Errors do not interfere with the reader’s understanding of the essay.)
3
The thesis statement is somewhat relevant to the topic and/or somewhat clear.
There are clear introduction, body, and conclusion paragraphs.
There are two  concrete details or examples of evidence.
AND/OR
Some concrete details from the text support the thesis.
Some or most commentary explains the concrete details and supports the thesis statement.
AND/OR
Commentary re-states concrete detail.
The style is sometimes appropriate for an academic paper.
The essay contains several errors in the conventions* of the English language.  (Errors may interfere with the reader’s understanding of the essay.)
2
The thesis statement is not clear.
The essay is missing an introduction, body or concluding paragraph.
There are some concrete details.
Some or all commentary is unclear or irrelevant and does not support the thesis statement.
The style is rarely appropriate for an academic paper.
The essay contains serious errors in the conventions* of the English language.  (Errors interfere with the reader’s understanding of the essay.)
1
The thesis statement is missing or off topic.
There is no organization to the essay.
There are no concrete details.
The writer does not include commentary.
The style is never appropriate for an academic paper.
The paper is incomprehensible because of the number of convention* errors.
* Conventions of the English language refer to grammar, punctuation, spelling, capitalization and usage.
** Details from text must be cited appropriately and all commentary must be of the writer’s own views and thoughts.  Plagiarism is not tolerated and will result in a zero for the assignment.

Sunday, February 16, 2020

Monday

Students should be working on writing an essay focing on "Who is to blame for the deaths of Romeo and Juliet".  Students should use evidence from the text to back up there position.

These essays will be due at the end of the week:


Assignment: Students are required to write a 1-2 page essay evaluating a character’s motivations and assignment blame to who is responsible for the deaths of Romeo and Juliet.  The essay needs to have a thesis statement, a conclusion, and use evidence from the text to support it’s reasoning. 

Standards:
RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences drawn from the text.
RL3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
WI: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W1a: Introduce precise claims, distinguish claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons and evidence.
W1b: Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
W1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims.
W1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W1e: Provide a concluding statement or section that follows from and supports the argument present. 
W4: Produce clear and coherent writing in which the development, organization, style and features are appropriate to task, genre, purpose, and audience
W9: Draw evidence from literary or information texts to analysis, reflection, and research


4
3
2
1
Thesis Statement/Opening Paragraph
Thesis statement evaluated a character and his/her motivation to come up with two or more interpretations for the deaths of Romeo and Juliet.  Contains a hook.
Thesis statement evaluates a character and his/her motivations to come up with an interpretation on who is to blame for the deaths of Romeo and Juliet.  Contains a hook.
Thesis statement is unclear or fails to evaluate a character’s motivates or to come up with reasons for the deaths of Romeo or Juliet. 
No thesis statement
Body Paragraphs/Evidence
Essay use three or more specific examples from the text to back up and prove thesis statement.  Examples are aptly analyzed
Essay uses at least two specific examples from the text to back up and prove thesis statement.  Examples are analyzed.
Examples are not specific or they are generalizations or don’t back up thesis statement.  They may or may not be analyzed.
No evidence used.
Conventions
No mistakes
1-3 small mistakes that don’t infer with reading
4 or more mistakes
Multiple mistakes that interfere with the reading or comprehension of the text
Length
3 or more pages
1-2 pages
Less than a page
A paragraph

Friday, February 7, 2020

Romeo and Juliet Study Guide


Romeo and Juliet Unit Test

Each question is worth five points except the essay, which is worth 50 points.


  1. List the five elements of a tragic hero.







  1. List the five elements of a tragedy.






  1. List the four elements of a sonnet.







  1. List three things the prologue does.





  1. Define monologue.






  1. List two pairs of dramatic foils and explain how they are dramatic foils.




  1. Give one example of a soliloquy from the play.  Name the speaker, where they are, and briefly what they are talking about.








  1. Romeo and Juliet’s marriage is an example of ____________. (PLOT)


  1. Romeo’s decision to go to the ball is an example of _____________. (PLOT)


  1. Juliet stabbing herself with a dagger is an example of ___________. (PLOT)


  1. The Prince announcing that the next bawl will result in death is an example of ____________. (PLOT)


  1. What is the climax?




FOR THE FOLLOWING QUESTIONS IDENTIFY THE SPEAKER:

  1. “I do protest I never injured thee,
But love thee better than thou canst devise
Till thou shalt know the reason of my love.”   _______________

  1. “Why, is not this better now than groaning for love?
Now art thou sociable, now art thou Romeo; now
art thou what thou art, by art as well as by nature, for
this driveling love is like a great natural that runs
lolling up and down to hide his bauble in a hole.”  _______________

  1. “Hie you to church. I must another way,
To fetch a ladder by the which you love
Must climb a bird’s nest soon when it is dark.
I am the drudge, and toil in your delight
But you shall bear the burden soon at night.” ______________

  1. “Hang thee you baggage, disobedient wretch!
I tell thee what, get thee to church a Thursday,
Or never after look me in the face.
Speak not, reply not, do not answer me.” ______________

  1. “Boy, this shall not excuse the injuries
That thou has done me, therefore turn and draw.” ___________

  1. “If thou dost love, pronounce it faithfully.
Or if thou thinkest I am too quickly won,
I’ll frown and be perverse, and say thee nay,
So thou wilt woo; but else not for the world.” ____________

  1. “Well, think of marriage now.  Younger than you,
Here in Verona, ladies of esteem,
Are already mothers.”                                 _____________

  1. “I do but keep the peace, put up thy sword,
Or mange it to part these men with me.”   _____________

  1. “Wisely and slow, they stumble that run fast.” ______________



For the following questions circle the most sufficient answer.

  1. “O serpent heart, hid with a flow’ring face!
Did ever dragon keep so fair a cave?
Beautiful tyrant, fiend angelical,
Dove-feathered raven, wolvish-ravening lamb
Despised substance of divinest show,
Just opposite to what thou justly seem’st
A damned saint, an honourable villain!”

A)   metaphor
B)   falling action
C)   oxymoron
D)   Juliet’s discovery of Tybalt’s death
E)    A and C
F)    All of the above






  1. “O happy dagger this is thy sheath”

A)   personification
B)   oxymoron
C)   metaphor
D)   A and C
E)    All of the above

  1. “These violent delights have violent ends
And in their triumph die, like fire and powder
Which, as they kiss, consume”

A)   rising action
B)   foreshadow
C)   implied metaphor
D)   simile
E)    all the above


  1. “But soft, what light through yonder window breaks?
It is the East, and Juliet is the sun.
Arise fair sun and kill the envious moon,
Who is already sick and pale with grief,
That thou her maid art far more fair than she.”

A)   personification
B)   exposition
C)   metaphor
D)   A and C
E)    B and C
F)    All of the above

  1. “A plague on both houses” is an example of

A)   exposition
B)   rising action
C)   foreshadow
D)   the revenge of the Queen of Mab
E)    B and C
F)    A and C
     





  1. “She’ll not be hit/ With Cupid’s arrow/ And, in strong proof of chastity well armed/ She will not stay the siege of loving terms”

A)   Romeo’s discussion of Rosaline
B)   Rising action
C)   A metaphor comparing love to a battle
D)   A and C
E)    All the above
F)    Romeo’s stupidity

     The following questions are short answer.

  1. The friar is a man of many plans.  Briefly outline the plans he lays in the play and how the affect the characters.







  1. In your opinion why does the nurse betray Juliet?  How do you feel about her after she this event?








  1. How long does the potion the Friar gives to Juliet last?




  1. Briefly discuss who the Queen of Mab is and what she does.






  1. What side of the feud is Sampson and Gregory on?  What is their role in the play?

  1. How would you describe the relationship between Capulet and Lady Capulet?







  1. What is original about the Pilgrim Sonnet?





  1. Outline the following characters (flat, round, static, dynamic, color, etc.)

Romeo:





Juliet:





Nurse:





Capulet:






Mercutio:


  1.    In the following page pick out 2 direct, 2 extended and 2 implied metaphors.

This will be ACT 5 Scene 3, Romeo’s big long soliloquy before he kills himself
 
Other things to know:

  1. What is Romeo’s tragic flaw? 





  1. Why does Capulet demand that Juliet marry Paris?





  1. Describe one symbol in the play?




  1. Define personification.




  1. Define oxymoron.




  1. Summarize each act of the play: briefly tell what happens in each ACT.











  1. Name one theme of the play.



  1. List the setting.


  1. List two foreshadows.






  1. Who is your favorite character?  Why?







  1. Who is your least favorite character?  Why?





  1. Who is the Romeo of the Freshmen class?




  1. Tell me one thing you learned from Romeo and Juliet?





  1. Discuss one symbol from the new movie?




51.  Name one allusion.  List where Mercutio’s name comes from and what Benvolio’s name means.