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TURN IN RESEARCH PAPER!1. NEW rubric (top)2. Originality Report 3. REVISED PAPER4. REVISED Works Cited Page5. GRADED PACKET (bottom)

BELLWORK

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Thursday, December 4th •What am I learning today?• Language – Learning Goal: Demonstrate the correct use of vocabulary and grammar in my

writing. (ELACC12L1-6)• Reading – Learning Goal: Brave New World: Identify evidence of literary techniques and structures as a

basis for interpreting the literature. Evaluate Huxley's futuristic community of England. Synthesize my thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELACC12RL1, 2, 7, 10; ELACC12SL2; ELACC12RI7, 10

•What am I going to do today?• Food Day!• RESEARCH PAPER DUE TOMORROW—MUST DO Originality report and FIX any

plagiarism• Continue reading/analyzing BNW (chapter 15)– compare this “utopia” to The

Island , V, and Pleasantville• Create 3 questions: 1 level 2 and 2 level 3s• Discuss Socratic Seminar

•What will I do to show I learned it?• PAPER REWRITE DUE THURSDAY – Work day tomorrow• Compare/Contrast this futuristic community with our own. (formative assessment)• Compose higher level questions (formative assessment) using Bloom’s verbs to use in Socratic Seminar (summative assessment).

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Paper Feedback• Revision due: THURSDAY, DECEMBER 4th (food day)

• CAN submit paper as already graded, with the same score, duplicated by 3 (for 300 total points), as long as you DO provide originality report.

• Paper MUST INCLUDE:• 3 or more secondary sources, properly cited• At least some writing on page 4 • MLA format, no extra spacing; Times New Roman, 12pt font• 3 vocab words, but may include up to 10 (for up to 7 points of

extra credit)• “Originality Report” (using Blackboard). We’ll do this in class the

week we get back.

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Lead-ins & Lead-outsEmily and the confederate soldiers view the past as something that never dies, confusing it with a mathematical progression which “conserves everything. In seven you have all that you had in six. Thus if time were only a mathematical progression, it would only add things to the past. There would be no loss, no death, no decay” (Vartany 190). Although strange to the average mind, understanding the concept of mathematical progression helps the reader understand more of why Emily refused to believe she was no longer exempt from paying taxes, killed and sheltered a man whom she loved, and hid in her house (which remained exactly the same) for forty years; she did not want to let go, and convinced herself she didn’t have to if she’d simply keep life exactly the same as it had always been.

Body paragraphs are like CEI PARAGRAPHS!

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Literary Analysis

Examine a Symbol

Attach it to Author’s Purpose

(characterization, style, etc.)

Connect it to a theme

(What does the novel ultimately

teach the readers?)

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Literary Analysis

Text: “A Rose for Emily”Symbol: Dust and DecayAuthor’s Purpose: Characterization of EmilyTheme: The past continues to live on in the present through the form of dust and decay.Claim: Ultimately, the theme of “Rose” is man’s relation to time which is conveyed through the literal and figurative symbolism of dust and decay to characterize Emily.

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Literary Analysis

PROMPT 1

Text: The Great GatsbySymbol: a particular colorAuthor’s Purpose: Characterization of ______________ and ____________Theme: attempts to recreate the past result in failureCLAIM: Fitzgerald uses the color __________ to characterize both _________ and ___________ in an attempt to illustrate that attempts to recreate the past must inevitably result in failure.

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Literary Analysis

PROMPT 4

Text: The Great GatsbyContrasting Characteristics: Jordan’s___________ & Daisy’s _____________Author’s Purpose: Characterization of ______________ and ____________Theme: CLAIM:

INTRODUCTION PARAGRAPH

• 1st: Hook• 2nd: Background• 3rd: Context/Transition• 4th: Thesis Statement

INTRODUCTION PARAGRAPH

• HOOK your reader! • You will first want to start off with a frame, some single word, image or allusion that you can use to open up your paper (NOT personal experience). • Anecdotes (tell a short, relevant, engaging story)• Analogies (make a comparison_ • Facts/details (cite relevant details)• Imagery (illustrate the idea!)

INTRODUCTION PARAGRAPH

• Provide background information! • MUST include:• Title of novel (The Great Gatsby in our case)• Author of the piece (F. Scott Fitzgerald)• Historical information on the time period (1920s) • Post WWI / Jazz Age, Flappers, Consumerism / Before the Great

Depression (use your notes or research!)

• Don’t forget to discuss the American Dream!

INTRODUCTION PARAGRAPH

• Add context! • transition from background info to setting the stage for your thesis • What info does your reader need to know to better

understand your thesis?• Insight into the topic or debatable opinion – does it need to be

defined or set in new context?

• Relevant character information or generalized plot? (not specifics!)

• For example, if your thesis statement analyzes the oppressive behaviors of Abigail Williams from The Crucible, I need to know a bit about what oppression means and how/why Abigail (in general, not specific instances) is an oppressive character.

INTRODUCTION PARAGRAPH

• The last sentence is your thesis statement! • Your ONE (complex) sentence claim. • This is the foundation of your paper and where ALL of your topic sentences come from. • It is not a run-on sentence• It contains a subject + topic + debatable opinion

STRUCTURE OF THE INTRO PARAGRAPH

Hook and Background Info (about 3-5 sentences…

compound, complex, etc. ) Context/Transition (2-3 sentences…

compound, complex… )

Thesis Statement

(1 sentence)

NO PRIMARY or SECONDARY QUOTES IN

INTRO!

TOPIC SENTENCES

• Topic Sentences (TS) answer specific topics (ideas) in the thesis. • Sample Thesis: Fitzgerald’s use of geographical settings to

represent the growing moral decay and emptiness of characters like George Wilson and Tom Buchanan signifies the hollow corruption of the American Dream. • What are the important nouns? • (geographical settings, Tom Buchanan, George Wilson, American

Dream)

• What are the important associations? • (moral decay, emptiness, hollow corruption)

• What is the relationship pattern? • Repetition (growing)

TOPIC SENTENCES

• Big IDEA: geographic settings lead to moral decay and emptiness in George Wilson• Big IDEA: geographic settings lead to moral decay and emptiness in Tom Buchanan• Little IDEA: this decay, then, leads to the corruption of the American Dream

• Each idea gets its own topic sentence! • Think of the “who, what, when, where, why, and how” that

explains each topic.

TOPIC SENTENCES

• Remember, a topic sentence: • ALWAYS proves a specific idea within the thesis. • ALWAYS contains associations that help prove the ideas in the

thesis• ALWAYS contains a relationship word to establish pattern

(repeat or contrast) • NEVER contains exact evidence from the primary or

secondary sources (this limits the focus!)

Example: Through his symbolic connection to the Valley of Ashes, George Wilson is repeatedly shown as a weak man whose hope for a better life is broken by the materialism surrounding him.

TOPIC SENTENCES

• Gather evidence from the book to support your TS. Think: • WHO • WHAT• WHEN• WHERE• WHY• HOW

• Remember, it doesn’t just have to be dialogue!

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Question Count (as of 12/3):

Level #

1 6

2 7

3 9

TOTAL: 22