english 10 instructor: h. fritz week 22: 2/14/11-2/18/11

English 10Instructor: H. Fritz

Week 22: 2/14/11-2/18/11

Poetry Out Loud Competition Tempest Essay (Skill Focus– Analysis)

Tuesday 2/15/11Learning Goals: SWBATIdentify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt.

Do Now: • Reflect on how it felt to

recite your poem in yesterday’s POL competition.

Homework: Thesis Statements due tomorrow!

Agenda: 1. Do Now 2. Additional recitations.3. Finish watching end of The

Tempest4. Introduce Tempest Essay topic

(10 minutes)5. What are the three parts of an

MCAS prompt? 6. Partner work: thesis

statements– to be handed in and graded. (15 minutes)

Guidelines: As the final assessment for unit three, you will write a five paragraph essay in which you analyze The Tempest in response to an MCAS long composition prompt. The purpose of this assessment is for you to show how much you understood the play and also to further prepare you for next month’s MCAS exam. Follow the steps below to complete all pieces of the assessment:

• Turn the prompt into a kid friendly question (KFQ)• Identify the three parts of the prompt• Work with a partner to write a thesis statement that conveys an accurate and sophisticated

understanding of the play and that addresses all three parts of the prompt. • Identify the parts of the body paragraphs by filling in the parts of the essay outline.• Complete an essay outline. • Find evidence from the play to support your thesis. • Work on improving your analysis by using sentence chaining. • Use the rubric to revise/improve your essay. • Use writing time in class wisely! • Ask for help if you get stuck!

Final essay is due the Monday after February Vacation: Monday Feb. 28, 2011!

10th Grade World LiteratureInstructors: Ms. Fritz and Ms. Breindel

Unit Three: Tempest Essay Prompts and Guidelines

WRITING PROMPT

The protagonist is the main character in a work of literature who often changes in some important way by the end of the work.

Select a character from The Tempest who changes in some important way by the end of the work. In a well-developed composition, identify the protagonist, and explain why the protagonist changes in some important way by the end of the work. Finally, explain how this change impacts the work as a whole.

LG/SWBAT: Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt

Unpacking the Prompt

LG/SWBAT: Identify three parts of the MCAS prep long comp. prompt and compose a thesis statement that addresses all three parts of the prompt

Step One: Identify the three parts of the writing prompt. 1. Identify a protagonist who has changed by the end of the play.

2. How does the character change.

3. Explain how this change affects the entire play.

Step Two: Turn the Writing prompt into a KFQ (a question in your own words). What are they asking you?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sample Framework for thesis statement: You don’t necessarily have to use this, but if you’re stuck you can.

___________________, one of the main characters from The Tempest by William Shakespeare, changes by the end of the play because …This change is significant because …This change affects the entire play as …

Thesis Statement

Our Thesis:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Wednesday 2/16/11 (double block) Learning Goals: SWBATEvaluate their thesis statements using the thesis statement rubric and peer review. Describe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis.

Do Now: • Review the long comp.

thesis statement rubric and give your thesis a grade.

• Explain why you gave yourself this grade.

• What do you think you could do to revise/improve your thesis?

Agenda: 1. Do Now 2. Review Mid-Term Thesis

Statements (pass back mid-terms– you can’t keep them!)

3. Thesis Statement Peer Review4. Vocab. lesson on Analysis and

partner work on “Further Understanding” Questions

5. Whole class analysis practice6. Outline

Learning Goals: SWBATEvaluate their thesis statements using the thesis statement rubric and peer review.

Thesis 5/6 4 3 2 1

Clearly and completely develops an argument in response to an appropriate text

Explains how their argument affects the work as a whole.

Completely and clearly develops an argument in response to the writing prompt in relation to an appropriate text, but the argument doesn’t encompass the work as a whole.

Addresses the prompt, but lacks a clear and/or complete argument in response to the writing prompt and the argument doesn’t encompass the work as a whole.

Addresses the prompt, but lacks a clear and/or complete argument in response to the writing prompt and the argument doesn’t encompass the work as a whole.

The thesis does not address the prompt.

Thesis Statement Rubric

Thesis Statement Peer Review

Guidelines: • Read your thesis statement to your partner. • Make any notes to yourself as you read if you

notice anything that needs to be fixed. • Explain to your partner what grade you gave your

thesis statement and why. • For the partner: Explain what grade you would

give the thesis and what suggestions you have for your partner on how to revise/improve.

Learning Goals: SWBATEvaluate their thesis statements using the thesis statement rubric and peer review.

Term: AnalysisMy Understanding: Circle one1 2 3 4

Describe: In your own words…____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Learning Goals: SWBATDescribe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis.

Draw: Further Understanding: How do you use analysis every day, outside of essay writing? Why is it hard to analyze in writing? How does analysis relate to your thesis?

What is Analysis?

Description: • Analysis is the process of breaking down a complex idea into

smaller parts in order to gain a better understanding of it. • The dissection of an idea in order to organize thoughts• Taking an idea apart as a way to gain a deeper understanding• Taking apart an idea and looking closely at the parts and trying

to understand how all the parts connect/relate to form the big picture.


In Essay Writing, Analysis…

• Is when you take apart the big idea of your essay (your thesis) by breaking it down into three parts (your sub-arguments in each of your body paragraphs)

• The topic sentence, or sub-argument of the three body paragraphs is a part of your analysis of your thesis.

• Is when you break down your evidence and explain how your evidence is connected to your sub-argument and to the big idea.

• Comes after your contextualization and after your evidence. • Is longer than your contextualization. • Looks closely at parts of the evidence– specific important words/phrases,

rather than just the whole quote. • Always answers the questions: Why? Why is this an important quote in

support of the big idea of the essay? How? How does this piece of evidence relate to the other pieces of my analysis?


Analysis Practice Learning Goals: SWBATDescribe in their own words and illustrate analysis. Explain the relationship between evidence, contextualization and analysis.

Prompt: Often, works of literature include characters that change as a result of a particular event. From a work of literature you have read either in or out of school, select a character that has been changed by a particular event. In a well-developed composition, identify the character, describe the event, and explain why the character’s change is important to the work as a whole.

Thesis: Prospero, the main character from William Shakespeare’s The Tempest, is greatly changed when he is betrayed by his brother Antonio. His brother convinces the King of Naples that Prospero is an unfit Duke and steals his dukedom. This causes Prospero to become consumed with anger and revenge and to dedicate himself even more passionately to becoming a magician. This change has an impact on the entire play as the plot and conflicts in the play revolve around Prospero seeking revenge on his enemies.

Evidence: “My brother and thy uncle, called Antonio—I pray thee, mark me– that a brother should Be so perfidious!– he whom next thyselfOf all the world I loved, and to him putThe manage of my state…Those being all my study,The government I cast upon my brotherAnd to my state grew stranger, being transportedAnd rapt in my secret studies…” (1.2, lines 84-95, p.17)

Analysis: •Which part of the prompt and thesis does this quote support? •Which parts of this quote seem most important and why? •Which parts of this quote seem most directly connected to the thesis and why? •Which body paragraph in the essay do you think this quote would best fit into and why?

Analysis: Whole class!

• Topic Sentence/sub-argument that connects to a part of the thesis/prompt and the evidence:

Prospero believed that his brother Antonio betrayed him. This caused him to change as be became bitter and angry and motivated by revenge.

Contextualization/Background Information about the quote-- In act one, scene two, Prospero decides to finally talk to his daughter Miranda about the past and how they ended up on the island. He asks her if she has any memories of life in Milan and she confesses that she has only a few. She doesn’t know that her father was the former Duke of Milan. He says,

Quote/Evidence

Analysis: When Prospero refers to his brother as “perfidious” he is telling Miranda that his brother betrayed him. He tells Miranda that he loved Antonio more than anyone next to his own daughter, “he whom next to thyself/Of all the world I loved”. He also tells her that he trusted his brother with his Dukedom while he focused on his magic. Despite this love and trust, Antonio stabbed him in the back and stole Prospero’s political power. This causes Prospero to be consumed with anger as the person who was closest to him in the world caused him intense pain.


Thursday 2/17/11Learning Goals: SWBATExplain the relationship between evidence, contextualization and analysis. Identify all of the parts of an essay and explain how the parts work together.

Do Now: • How do you use analysis

every day, outside of essay writing? Why is it hard to analyze in writing? How does analysis relate to your thesis?

Homework: Outline due tomorrow!

Agenda: 1. Do Now2. POL 3. Review analysis notes from

yesterday and pass back graded thesis statements.

4. Partner Work: Understanding the relationship between evidence, contextualization and analysis.

5. Mini-lesson on outline: Review parts of the essay.

6. Assessment: Exit Ticket

Analysis: Further UnderstandingIdentifying the Relationship Between

Evidence, Contextualization and Analysis

Evidence

AnalysisContextualization

Learning Goals: SWBATExplain the relationship between evidence, contextualization and analysis.

Directions: Work with a partner and describe each of these three parts of the essay in your own words. In the space that overlaps, explain how they connect to one another and work together. In the space that does not overlap, explain what makes them different from one another. What distinguishes one from the other? You will write in the circles as well as in the white space around the venn diagram.

10TH Grade World literatureInstructor: Ms. Fritz

Unit Three Essay OutlineText: The Tempest by William Shakespeare

Introduction: (first paragraph)

Hook: Opening sentence that grabs the reader’s attention– not yet directly about the text or the thesis, but connected. No questions!

___________________________________________________________

___________________________________________________________

___________________________________________________________

Lead-In: Connects the hook to the thesis and introduces the text and author that you’ll be writing about.

___________________________________________________________

___________________________________________________________

___________________________________________________________

Thesis: Needs to be specific, arguable and needs to directly and clearly address all three parts of the prompt.

___________________________________________________________

___________________________________________________________

___________________________________________________________

Body Paragraph One

Sub-Argument 1/Topic Sentence: Connected to one specific part of your three part thesis.

Explanation: Explanation of your sub-argument– how it connects to your thesis and why it’s important.

Contextualization: Background information about your quote/evidence

Who is speaking? Who are they speaking to and about? WHat was happening at this point in the play?

Evidence: Quote (cite act, scene, line numbers and page number).

Analysis: What specific parts of the evidence are most important and most connected to the argument you are making? Why is this quote interesting? How does it support your thesis?

Body Paragraph 2




Who is speaking? Who are they speaking to and about? What was happening at this point in the play?



Body Paragraph 3




Who is speaking? Who are they speaking to and about? What was happening at this point in the play?



Conclusion: Paragraph 5

Thesis: Revisit Thesis in new words.

Synthesis: Summarize the three sub-arguments you wrote about in your three body paragraphs and explain how they all connect/work together to support your thesis.

Food for Thought: Explain how the ideas in your essay connect to life in general, or the real world. How is your argument relevant and important?

Exit Ticket

1. What is analysis? Explain in your own words.

2. What is the connection between evidence, analysis and contextualization?

3. What are the parts of a body paragraph?

Learning Goals: SWBATExplain the relationship between evidence, contextualization and analysis. Identify all of the parts of an essay and explain how the parts work together.

Friday 2/18/11Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis.2. Compose chained sentences in the body paragraphs of their Tempest essays.

Do Now: • Read the following sentences from one

of the body paragraphs of a fake student’s essay:

• What do you think? What could the writer do to make his/her writing more interesting or analytical?

Agenda: 1. Do Now and HW check: outline2. Lesson: What is sentence

chaining? What are the types? How will it help me with analysis in the body paragraphs of my essay?

3. Partner Practice: Writing sentence chains

Homework: 1. Typed first draft of essay due on

Monday 2/28/11. 2. Visit the blog if you forget what

to do or need to review the lessons from this week

www.phaenglish.wordpress.com

Prospero was betrayed by his brother Antonio. Prospero wanted revenge on Antonio and his other enemies. He learned a lot of magic to help him accomplish revenge. Prospero worked on his magic for 12 years while he was on the island with his daughter Miranda. He was obsessed with getting revenge. This supports my thesis statement because it shows that Prospero wanted revenge after his brother betrayed him.

http://www.phaenglish.wordpress.com/

http://www.phaenglish.wordpress.com/

Parts of the Sentence

• There are two parts to every sentence: a topic and a comment. • The topic of a sentence is the beginning of the sentence and tells what the

sentence is about. • The comment is the rest of the sentence. It’s what the writer has to say

about the topic.

Learning Goals: SWBAT1. Identify three different types of sentence chaining and explain the connection between sentence chains and analysis.

Prospero is obsessed with revenge.

Topic Comment.

Prospero Studied his books for 12 years in order to become a great magician.

Topic Comment

Practice

Directions: Work with a partner to identify the topic and the comment in each of the sentences below. Underline the topic and double underline the comment.

1. Miranda tells her father that she has very few memories of her life in Milan. 2. Caliban is afraid Prospero because he is sometimes tortured by his spirits.3. Trinculo and Stephano attempt to usurp the island from Prospero. 4. Time and time again, Ariel fulfills each part of Prospero’s plan. 5. Ariel longs for freedom.6. Freedom is important to Ariel. 7. Greed motivates Antonio to convince Sebastian to try to kill Alonso and Gonzalo. 8. This attempted murder was prevented by Ariel’s invisible presence. 9. Forgiveness wins out over revenge at the end of the play. 10. True love never dies.


What is Sentence Chaining?

Notes1. Sentence chaining is…

2. The purpose of sentence chaining is…

3. Repetition:

4. Nominalization:

5. Substitution:


Sentence Chaining Practice: Repetition:

Nominalization:


Miranda Falls instantly in love with Ferdinand. Topic Comment

Topic Comment

Ariel remains loyal to Prospero, despite his desire for freedom.

Topic Comment

Topic Comment

Sentence Chaining Practice:

Substitution


In Act 5, Alonso asks for Prospero’s forgiveness.

Topic Comment

Topic Comment

What is Sentence Chaining?

• A writing technique used to improve style and to expand on ideas and analysis of a big idea.

• Connecting the comment of a sentence to the topic of the sentence that comes after it. This helps you build on your ideas and expand your thinking.

• It helps writers avoid repetitive dead end writing (like the Do Now) and helps the reader follow your line of thinking.


Sentence Chaining Technique #1

• You’ve probably been told that repetition is bad. It’s true that you don’t want to overdo it! Overrepetition can make your writing monotonous. However, some repetition can be useful in helping you develop your ideas.

• You can take a word from a comment and repeat it in the following topic. • Examples:


In The Tempest, William Shakespeare

explores how greed motivates characters to make bad decisions.

Topic Comment

Greed drives these characters towards betrayal.

Topic Comment

Nominalization

• Nominalization is a word that means taking a word that isn’t a noun and turning it into a noun.

• Often this can be done by adding –ion, -ness, -ity to the end. So a verb like communicate can be turned into the noun communication. The word polite can become the noun politeness, or the word scarce can become scarcity.

• Using nominalization, a verb or adjective in a comment can be turned into a noun in the next topic.

Example:


Antonio betrays Prospero.

Topic Comment

This betrayal motivates Prospero to become even more dedicated to his studies of magic.

Topic Comment

Substitution

• To substitute, you can use a synonym for one of the key words in the comment, use a pronoun, or summarize the main idea of the comment.

• Sometimes writers try to summarize just with the pronoun this. However, this often leave the reader wondering what this refers to.

• When using this, it is best, most of the time, to follow it with at least a noun that indicates to the reader what you’re discussing.

Example:


Caliban is treated like an uncivilized animal by Prospero.

Topic Comment

This dehumanization

strips Caliban of his agency.

Topic Comment

english 10 instructor: h. fritz week 22: 2/14/11-2/18/11

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