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Happy Thursday! 

Happy Thursday!  . What do I need: Act 1 Questions in the HW Bin Composition Notebook Independent Reading Book Writing Utensil Daily Handout. Warm-Up: Independent Reading and Reading Journal. Today’s Outlook.

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Happy Thursday! 

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  1. Happy Thursday!  What do I need: Act 1 Questions in the HW Bin Composition Notebook Independent Reading Book Writing Utensil Daily Handout

  2. Warm-Up: Independent Reading and Reading Journal

  3. Today’s Outlook Goal: Thesis Statements; Continue analyzing character development through the reading of Act 2 and an independent writing assignment. Agenda: • Warm-Up: IR • Act II Vocabulary definitions • Reading Act II • Craft Mini Lesson • Independent Writing Assignment

  4. Expectations for Tomorrow

  5. Act II Vocabulary • Step 1: See image. • Step 2: Predict definition based on image. • Step 3: Write down correct definition.

  6. ameliorate to improve or make better

  7. avid eager for; dedicated to

  8. blasphemy disrespect for God or other sacred things

  9. crone a derogatory term referring to a woman’s age or appearance

  10. flailing hitting or swinging violently http://www.youtube.com/watch?v=YtespeLin2c

  11. indignant annoyance or anger over an unfairness towards someone or something

  12. pallor paleness in skin tone

  13. poppet a rag doll

  14. vengeance punishment in return for a wrongdoing

  15. wily clever and deceitful

  16. Today’s Reading: Act II, p. 26 – 34Continue using “Contrast and Contradiction” and “AHA Moment” Homework: Complete reading questions # 1 – 10 in complete sentences.

  17. Writing Grammar Guide

  18. Thesis Statements •  A thesis, simply put, is an argument. It is a brief statement that explains the overarching or primary point you will attempt to convince your audience of in any given piece of writing—be it a short response, a lengthy response, or a full length, formal essay. •  A strong thesis statement is they key to focused writing—and reading. Writers who are required to begin a piece with a clear thesis have no choice but to think before they commence writing; instead of rambling a list of ideas, they must clarify, in their own minds and on paper, the precise argument they hope to deliver. Thesis statements also serve as a guide for readers; they clearly and openly state the objective of the piece, leaving no room for confusion.

  19. Thesis Statements • Write to a new reader. Forget that your thesis will be read by your teacher; instead, pretend that you are writing to an “unknowing reader”—someone who has not read the prompt or question you were given, has very limited knowledge of the topic you are writing about, and is, quite frankly, lazy. You must clearly state all of the information the unknowing reader needs in order to understand your thesis. For shorter responses, you will need to include character names; for longer responses and essays, you will need to include the author and title of the work you are responding to. Never begin a thesis with “yes” or “no”—the unknowing reader will have no idea what you are agreeing or disagreeing with, and cannot be expected to do any work to find out.

  20. Thesis Statements • Use strong, clear language. If your thesis lacks confidence, your reader is less likely to be convinced. Avoid uncertain, flimsy terms like “sometimes,” “maybe,” “seems,” and “a lot.” NEVER begin with “I think,” or “I believe,” or “To me.” • Argue about something worth arguing about. How many arguments have you had about the name of the first letter of the English alphabet? About the color of grass? Probably none. The first letter of the English alphabet is “A”—that’s a fact. Grass is usually green; perhaps you could argue that it is often brown or even yellowish, but who cares? A strong thesis is disputable (it cannot simply state a fact) and interesting (it must compel the reader to continue reading).

  21. Thesis Statements • Address the question or prompt provided. On occasion, you will be given a text and asked to deliver an interpretation all your own, or you will be asked to simply elaborate on or discuss a text. Most of the time, however, teachers prompt student responses with specific questions; your thesis, in these cases, must appropriately and completely respond to the question.

  22. Thesis Statements • The Persuasive Thesis • When you write a persuasive essay or response, your thesis will most likely be a simple, single sentence statement of your argument; you will be asked to defend or support a statement, or to take a side on a particular issue. • The Analytic Thesis • Analytic theses build on persuasive theses; when you write an analytic essay or response, you will still attempt to persuade your readers. Instead of taking a stand on a public issue or defending a prefabricated statement, however, your analytic thesis will convince readers of your own ideas about an author’s intended message or artistic decisions—of your own interpretation of a text or texts. Because analysis focuses on a text or a set of texts (either fiction or non-fiction), an analytic thesis must mention the author(s) and title(s) of the text(s). (See page 70 for examples and further explanation.)

  23. Template • In ___________________ by ______________, [creates/ develops/ explains, etc. (pull from the prompt)] _________________________________________ as shown by _______________________, ________________, ___________________. • Introduce, Rephrase the prompt, make a claim, provide three sub claims/ reasons.

  24. Body Paragraphs • TOPIC • SUPPORT • ANALYSIS • TRANSITION

  25. Drafting Thesis Statements • Throughout “The Crucible”, Arthur Miller engages reader in the tragedy by inviting them to understand the “weakness, strengths, passions, and nobility” of the characters. Throughout the play Miller allows the reader to create meaning by connecting to and internalizing the character’s fortunes and actions. • The characters in “The Crucible” are very complex and can be described in several ways. In an organized and supported literary analysis essay, explain how one of our main characters embodies a main theme of the play. • Choose three of the character traits provided to explain your character’s embodiment of the theme. Organize the traits in a logical way, then develop an essay that shows how Shakespeare reveals these traits through the characters’ speech (diction/ syntax!), thoughts, actions, effects on others, and looks [STEAL]. Organize your paragraphs in a logical order, and develop them with specific references and quotations from the play.

  26. Drafting Thesis Statements • Impulsive • Naïve • Deceiving • Manipulative • Polite • Hopeless • Humorous • Ignorant • Wicked • Cautious • Confident • Decisive • Determined • Encouraging • Faithful • Loyal • Envious • Impatient • Rational • Irrational • Adventurous • Ambitious • Arrogant • Bold • Optimistic • Practical • Accepting • Fearful • Thoughtful

  27. Independent Writing • Using your work from yesterday and today’s readings, draft your first body paragraph and thesis for the characterization essay. • Make sure you label T-SAT • Make sure you have at least two examples from the text • Make sure your examples are introduced and cited

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