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Warm-Up 2-22-12

Warm-Up 2-22-12. Use coordinating conjunctions, semicolons, and conjunctive adverbs to combine each of the following pairs of sentences and create a compound sentence. Example: The storm was ferocious. It was short. The storm was ferocious; however, it was short.

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Warm-Up 2-22-12

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  1. Warm-Up 2-22-12 Use coordinating conjunctions, semicolons, and conjunctive adverbs to combine each of the following pairs of sentences and create a compound sentence. • Example: The storm was ferocious. It was short. The storm was ferocious; however, it was short. • That song always makes me cry. I love to hear it. • At first, our team’s bobsled led the race. We were truly excited.

  2. PLAN! Character’s Identity Introduction of Western ideas into Ibo culture Character’s Response THEME

  3. Organization Possibilities Intro Character Identity—theme Intro of Western Ideas—theme Character Response—theme Conclusion • Intro • Character Identity/western ideas/Character response • Effect on novel/theme • Conclusion

  4. Body Paragraph Organization Topic Sentence Concrete Detail Commentary Commentary Concluding Sentence

  5. Example Body Paragraph THESIS: In Harper Lee’s To Kill a Mockingbird, Scout develops from a naïve girl dependent on the ideas of others to shape her view of the world to an independent thinking individual with convictions of her own. BODY: Because she is a child, it is not surprising that Scout is naïve about the world and depends on others for her own opinions and thoughts. Children are often sheltered from the world by their parents and tend to see events through their parents’ eyes. Scout’s early knowledge of Maycomb comes from her father, Atticus.As a child, Scout depends on Atticus’ wisdom to help her make sense of the actions of others, which is the case with Mr. Cunningham. After hearing Atticus’ take on the situation, Scout agrees that “Mr. Cunningham has more than paid him.” Therefore, Scout is no different than other children her age who rely on others to shape their thoughts and opinions.

  6. Thesis Statement In __________ __________’s _____________, the __________ character _________ responds to the cultural collision by ________________, which challenges his/her __________ identity and shapes the meaning of the work as a whole. Author’s 1st name Author’s last name Title of book Adjective Character’s name Character’s response Adjective

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