Today’s Goals:

1. Yay, essays! Today’s Goals: • Review character analysis • Begin our next summative assessment—a character analysis essay.

2. Review: Character Analysis Steps to character analysis: • Choose a character. • Make a fact-based opinion statement about your character. • Support with textual evidence.

3. Review: Little Red Riding Hood Steps to character analysis: • Choose a character. • Little Red Riding Hood • Make a statement about your character. • Little Red Riding Hood is a victim of parental neglect. What makes a good statement? Good statement = a fact-based opinion

4. Thesis Statement • A thesis statement • is a complete sentence (subject + verb). • informs your reader what your literary analysis is going to be about. • is the last sentence of the introduction paragraph. • is an analysis or opinion that you (the writer) are going to support or prove. How does your character develop from the beginning to the end of the story? How does your character interact with other characters? How does your character advance the plot or develop theme?

5. Do these statements work? • Little Red Riding Hood wears red a lot. • Nope: the text states that “Whenever she went out, the little girl wore a red riding cloak.” • Problem: don’t use generic terms like “a lot” • Grandmother is shaken by her interaction with the wolf. • Nope: the text states that she was “frazzled” after being cut out of the wolf (duh!). • The wolf is a cross-dresser. • Nope: it doesn’t work because this is a fact: he dresses in grandmother’s clothes. • The wolf does not identify himself as a male. • Potential—he is drawn towards females in the story; he wears women’s clothes and perfume • Problem: you probably can’t write an entire essay* *Remember: our ultimate goal is to write a character analysis essay

6. Discuss: “Just Lather, That’s All” • Who is the good guy? How do you know? • Who is the bad guy? How do you know? Your thesis statement should NOT state who the good or bad guy is – why?

7. Thesis Statement Examples • Example thesis statements • Little Red Riding Hood is reckless. • It takes a village to raise Little Red Riding Hood. • Little Red Riding Hood is the third of three generations of fools. • Little Red Riding Hood shares many characteristics with Gretel. • Where does a thesis statement belong inyour literary analysis? Thesis Your thesis is an opinion about the personality or purpose of the character within the story.

8. L.02: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.02c: Spell correctly. L.03: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.03a: Write and edit work so that it conforms to the guidelines in a style manual (MLA format) W.09a: Apply grades 9–10 Reading standards to literature. RL.01:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.03:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Character Analysis

9. Character Analysis Overview: Graphic Organizer • Each shape represents one paragraph • are the introduction and conclusion • are the body paragraphs (3 minimum) Introduction Body paragraphs Conclusion

10. Introduction • An introduction paragraph for a literary analysis should include • Hook—catch your reader’s attention (more than one sentence) • Author and “Story Title” • Brief objective summary—focusing on your chosen character • Thesis statement (last sentence) Note it! Begins broad Ends with (narrow) thesis statement

11. Thesis Statement • A thesis statement • is a complete sentence (subject + verb). • informs your reader what your literary analysis is going to be about. • is the last sentence of the introduction paragraph. • is an analysis or opinion that you (the writer) are going to support or prove. How does your character develop from the beginning to the end of the story? How does your character interact with other characters? How does your character advance the plot or develop theme?

12. What’s next? • Once you have a thesis statement, the remainder of your character analysis is going to be focused on supporting your thesis statement. • You will support your thesis statement using information from the story—“Just Lather, That’s All.” Each body paragraph should support your thesis statement.

13. Topic Sentences • Each of your body paragraphs (minimum of three) must support your thesis statement. • Each of your body paragraphs must begin with a topic sentence. • A topic sentence supports the thesis and includes the main point of the paragraph. 2nd point to support your thesis 1st point to support your thesis 3rd point to support your thesis

14. Thesis and Topic Sentences: Examples Thesis Statement Little Red Riding Hood is reckless. Topic Sentences • She ignores warnings about Stranger Danger. • She approaches a wild animal as if he were a potential friend. • Once she recognizes that her “grandmother” is a wolf, she sticks around to ask questions—just to make sure.

15. Thesis and Topic Sentences: Examples Thesis Statement Little Red Riding Hood is the third of three generations of fools. Topic Sentences • Little Red Riding Hood makes several foolish decisions on her way to Grandma’s. • Little’s mother is no more wise in the way she counsels her daughter. • It’s easy to see that this generational trait probably began with Grandma.

16. Body Paragraphs Using Textual Evidence to Prove It

17. Supporting Evidence: • In order to support your thesis statement and topic sentences, you will use textual evidence or “quotes” from your text. • A “quote” can be any written words from the text. • A “quote” does not have to be a character speaking (dialogue). • A “quote” should support your topic sentence.

18. “Quotes” • When directly “quoting” the text, you must • Use “quotation marks” to signify words that are not your own. • Include the page number (in parentheses) of where you found the quote: • The page number is part of the sentence; therefore, the period is after the parentheses. • Example: Her mother admits that the woods are a dangerous place, yet still sends Little Red Riding Hood off with a cautionary “Don’t talk to strangers” (1). • BUT, if you summarize, don’t use quotation marks, just include the page number • Example: Instead of fleeing at the first sight of the wolf in her grandmother’s house, Little Red Riding Hood asks a series of questions to clarify that the wolf is indeed not her grandmother (3). Note it! Note it!

19. Plopping Quotes • No plopping! • A “quote” should not just be plopped into a paragraph. • A “quote” should be combined with two pieces of background information to form a complete sentence: • Who • When • Quote + who + when = complete quote sentence Note it!

20. Plopping Quotes • A quote should fit naturally into your writing and support the topic sentence. • Topic Sentence #1: Little RRH ignores warnings about stranger danger. • Quote to support: "Don't dawdle along the way and please don't talk to strangers!” (1). • Remember: No Plopping!

21. Example of “plopping” • Little RRH ignores warnings about Stranger Danger. "Don't dawdle along the way and please don't talk to strangers!” (1). But sure enough, she takes her time and talks to the first wolf she sees. • The use of this quote is an example of plopping and what not to do. Why?

22. Example: Non-plopped Evidence Little Red Riding Hood is a victim of parental neglect.Her mother admits that the woods are a dangerous place, yet still sends Little Red Riding Hood off with a cautionary“Don’t talk to strangers”(1).Her mother has also been negligent in teaching Little Red Riding Hood how dangerous wild animals can be. When she encounters the wolf in the woods for the first time, Little Red Riding Hood ispolite, thinking that no harm will befall her, andanswers his questionsinstead of having the proper fear of the carnivorous, forest-dwelling animal(2). Little Red Riding Hood’s parents have also done her a disservice in not curbing her intense curiosity. Instead of fleeing at the first sight of the wolf in her grandmother’s house, Little Red Riding Hoodasks a series of questionsto clarify that the wolf is indeed not her grandmother (3), putting herself in a very precarious situation.

23. Conclusion • A conclusion should include • Thesis statement—restated* • A connection to the hook—restated* *Restated means to state again using different words • A conclusion should not include • Any new information • Any repeated, word-for-word, sentences Note it!

24. Character Analysis Quiz Directions: Number your paper. Write the letter corresponding with the answer that best describes you. • Do you prefer having • more friends? • fewer, but better, friends? • Do you prefer eating • more pieces of pizza? • fewer pieces, but more pizza toppings? • Do you prefer receiving • more text messages? • fewer, but longer, text messages?

25. Throughout the school year, do you prefer • more breaks? • fewer, but longer, breaks? • On your birthday, do you prefer • more presents? • fewer, but more expensive, presents? • Would you prefer • getting a good night’s sleep? • taking multiple naps throughout the day?

26. Do you prefer • getting organized and then finding support? • finding support and then organizing it? Tally up your results:are you an “A” person or a “B” person?

27. Character Analysis Quiz Results • The way you begin writing your essay can be based on the results of your quiz: • Organize your thoughts into a fact-based opinion statement and topic sentences, then gather textual evidence to support. • Gather textual evidence, then organize your thoughts into a fact-based opinionstatement and topic sentences. • If you are somewhere in between, you’ll have to decide for yourself.

28. Some of you have gathered evidence on a character from “Just Lather, That’s All” • You still have two choices on how to write your essay: • Organize your thoughts into a fact-based opinion statement and topic sentences, then gather more textual evidence to support. • Gather more textual evidence, thenorganize your thoughts into a fact-basedopinion statement and topic sentences. • But first we discuss…

29. A: Write your thesis statement. Write your three topic sentences. Find textual evidence—quotes or summary of the text that support your topic sentences. B: Find textual evidence—quotes or summary of the text that support your topic sentences. Now, based on the patterns or groupings in the evidence you collected: Write your thesis statement. Write your three topic sentences. You have two choices: A or B

30. Hook Author/Title Summ. Thesis Introduction Topic Sentence Commentary Support Topic Sentence Commentary Support Topic Sentence Commentary Support TS Conclusion Restate Thesis Connect to Hook Body Paragraphs Thesis TS TS Organization—Just Do It • Introduction • Hook • Author and Title • Brief Summary • Thesis • Body • Topic Sentence • Commentary • Textual Support • Topic Sentence • Commentary • Textual Support • Topic Sentence • Commentary • Textual Support • Conclusion • Restatement of thesis • Tie back to the hook Note one!

31. Title • When you give your essay a title, remember • There is no punctuation/font funkiness • It should be interesting and convey meaning • Character Analysis and Barber are bad titles • And now, a quiz . . . • Number your paper and do not talk Note it!

32. True/False Quiz • The thesis is the last sentence of the introduction, and everything in the essay is about that sentence. • A topic sentence is a reason why or one way that your thesis is true. • You should use more than one quote or summary as support in each paragraph. • It’s important that you explain and make the writing flow around the textual evidence. • Your thesis and topic sentences should not be textual evidence (e.g. a quote). • A character is developed by what he says, what he does, and what other people say about him. • The author and title of the story are not the first sentence of the introduction, but they should be included in the introduction.

33. You’ve got it; let’s go! • Start where you left off last time • Organize it • Find more textual evidence if needed • Think about your introduction and conclusion • Start drafting your essay • Double-check your notes • Make sure you have not plopped • You should have a rough draft by the end of the period; if not, it’s homework • Bring a full draft with you next time; we will be in the computer lab A-day Lab 263 B-day Lab 203

34. 10/30 (Tuesday) and 10/31 (Wednesday)

35. Tasks for Today • Pay close attention to your MLA formatting • Including internal citations (page numbers) • Instructions are in my outbox • We’ll begin together • Type your Character Analysis • Save often • Once it is typed, reread it to make sure (done today) • You’ve included all of the parts • You’ve developed it • You’ve said what you meant to say • Next time • Editing • Finalizing • Due at class end Open a Word document, save it, and stay with me.

36. To change margins: • Go to “File” then “Page Setup” and change all margins (top, bottom, right, and left) to 1” then click okay. To change spacing: • Go to “Format” then “Paragraph” and change “Line spacing” to “Double.” To insert right-side header: • Go to “View” then “Header and Footer” and click the “Align Right” button. • Type your last name and press the space bar ONCE. • Press “Insert Page Number” to automatically number the pages. • Press “Close.” To insert left-side heading: • Begin typing: your name (enter), your teacher’s name (enter), the class and period (enter), and the date (enter). • You should only have to press enter once to get it to double-space. After you type the date, press enter once then press the “Center” button to center the title: • Type your title and press enter once. Press the “Align Left” button. • You may now begin typing your essay. • Be sure to use the “Tab” key to indent each new paragraph.

37. 11/01 (Thur.) and 11/02 (Fri.)

38. FINAL DRAFT is DUE TODAY! • Edit and Scoring Sheet • Carefully edit and complete the student side • Rubrics are on the back • Print once • Reread your final copy • If you find errors, mark them on your printed copy • Show me to get a check off to print again • Staple the assessment sheet to the back of your essay. • Make sure you’ve assigned yourself scores • Turn it in before you go! • Next Time: • Back to the classroom