The Challenge of Heroism

The Challenge of Heroism

1.1 Previewing the Unit/Unpacking EA 1 What is a hero?
Page 1…Mark the text, and highlight words and phrases that will help you predict what this unit will be about.

Spiral Prompt: What do you think of when you hear the word hero? What words and images come to mind Record your ideas in your spiral.

Think-Pair-Share Think about the concept of heroism and what it means to be a hero. Do you have the same ideas about what a hero is now as you did when you were a child? Write down your thoughts in your spiral.

Unit Goals To create an original, illustrated narrative based on the Hero’s Journey Archetype. To analyze and synthesize a variety of texts to develop an original definition of hero. To analyze and evaluate expository texts for ideas, structure, and language.

Learning Targets Preview the big ideas and vocabulary for the unit
Identify the skills and knowledge needed to complete the Embedded Assessment successfully Activity 1.1

Making Connections Read “Making Connections” on page 4
Highlight any unknown words Share out unknowns

Essential Questions What defines a hero?
How does the Hero’s Journey archetype appear in stories throughout time?

Create a QHT Chart in your spiral
Create a QHT Chart in your spiral *use a pencil as you will move terms based upon your understanding through the unit Q: I have questions/never heard of it H: I have heard of it/it is familiar to me T: I could teach this concept

Academic Vocabulary Archetype Pacing Imagery Epic Setting Diction
Point of View Conflict Protagonist Mood Plot Thesis Pacing Epic Diction Denotation Connotation Nuance Definition Essay Allegory Coherence Students should record words into their QHT chart using PENCIL so they can move them accordingly.

Embedded Assessment 1 Turn to page 49; Writing a Hero’s Journey Narrative Underline the important words verbs/action: tasks nouns/things: skills Previewing the assessment

Then turn to page 50, and do the same with the EXEMPLARY column on the Scoring Guide.
Underline the important words (tasks and skills).

Graphic Organizer: Unpacking the Embedded Assessment
This can be a poster on the wall

Ideas- What 4-5 literary ideas do you need to understand in order to do well on the final assessment? Structure- What 4-5 writing elements will be most important in order to do well on the final assessment? Language (1st bullet)- What 4-5 creative writing ideas do you need to understand in order to do well on the final assessment? Conventions (2nd Language bullet)- What 4-5 punctuation and grammar rules do you need to understand in order to do well on the final assessment? Students fill in their own copy of the graphic organizer- copied onto half sheets. (not in Springboard book--added by teacher)

EA 1: Writing a Hero’s Journey Narrative
Plan, draft, revise, and edit a narrative of an original hero’s journey. rate with peers in the editing process. Create a believable, original protagonist. Use details, dialogue, and description for effect. Sequence plot based on the Hero’s Journey Archetype. Establish context through point of view, setting, and conflict. Use transitions to link events and signal shifts. Use connotative diction, vivid verbs, sensory language, and figurative language for effect. Demonstrate command of conventions. Use visual techniques to enhance illustrations.

Reflection… Skim and scan the Table of Contents (2) for this unit.
In the blank space on Page 3, reflect & write: 1. What looks most interesting to learn in this unit. 2. What I know will challenge me. 3. What I am excited about in this unit.

1.2 Understanding Challenges
Learning Goals: Analyze quotes and identify connections between the concepts of challenges and heroism.

In your spiral respond:
When you hear the word challenges, what comes to mind? Is the word positive or negative? How can challenges be helpful to an individual? How can they be harmful? PAGE 5

Academic Vocab: Paraphrase
Synonyms of parphrase: re-write, re-word, re-phrase Verb: express the meaning of (the writer or speaker or something written or spoken) using different words, especially to achieve greater clarity. Noun: a rewording of something written or spoken by someone else.

Quote Analysis “The true measure of a man is not how he behaves in moments of comfort and convenience, but how he stands at times of controversy and challenges.” – Rev. Dr. Martin Luther King Jr. (clergyman, activist) People should be judged by how well they behave in a difficult situations rather than how they behave in easy situations

Quote Analysis “Accept the challenges so that you can feel the exhilaration of victory.” ~ George S. Patton (U.S. Army Officer) Taking on difficult challenges allows a person to have greater sense of victory

At your table group… Assign roles for each member of your group (if you only have three people, you may need to double up on roles: Leader: Reads the quote aloud and facilitates discussion Recorder: Takes accurate notes Illustrator: Captures ideas for a visual display Time Keeper: encourages the group to stay on task, and announces when time is nearly up on a given task

A reminder…. Even though each of you is responsible for ONE main role, ALL of you should be actively engaged in all steps of the process the entire time. For example, each of you should participate in CREATING the poster even though the illustrator is in charge.

In your groups: First, identify and define (annotate) unfamiliar words. Paraphrase the quote. Brainstorm examples from life or literature that support the speaker’s idea about challenges. Categorize the quote based on how the speaker defines a challenge: obstacle, task or opportunity. How does the speaker’s definition of challenge connect to the concept of heroism? Record your answers.

In your group, create a poster that represents the meaning of your quote. Your poster must include:
quote written/typed with author accurate paraphrase 3 examples from life/literature Obstacle, task, or opportunity illustration bring attention to quote or example (you may illustrate an example of the quote in life or literature – draw, or print an example out from online from home.) group names color/creative layout (border, etc.)

Check your understanding…
Respond to the Quickwrite on page 7 before you leave class. Homework: Write a paragraph about your independent reading book, connecting it to the ideas we discussed about heroism, and respond to the Independent Reading Link on page 7.

1.3 Opening with Imagery 1.3 Learning Targets:
Analyze the imagery in a novel excerpt. Revise writing by substituting a different point of view and adding imagery for effect.

1.3 Opening with Imagery Academic Vocab/Literary Terms
In your spiral, write down what you think the following terms mean: Imagery Details Context Contextual Information

In your journal: Take 5 minutes to silently respond to the Before Reading questions on page 8. Be prepared to share!

A Wrinkle in Time As we read, mark words and phrases that you can easily picture in your mind. Note how the author uses imagery to set the context for the story and grab the reader’s attention.

Check your understanding
Complete the Check Your Understanding writing prompt on the bottom of page 10. Your homework: Use the opening sequence of your independent reading novel and do the same thing.

Use Paula’s PPT for 1.5

Understanding the Hero’s Journey Archetype 1.5
Learning Targets: * Analyze how a film uses the Hero’s Journey to structure plot * Apply the Hero’s Journey to a new text

Mark the text... As we read page 15, mark the text for key details.
**What are the differences and similarities between archetype, prototype, and stereotype?

How do the elements of plot structure connect to the Hero’s Journey?

In your table groups... Decide upon a familiar story, and create a plot diagram to map the main events in the appropriate order of the Hero’s Journey.

Movie Time! As we watch the movie “Butterfly Circus,” watch for the stages of the Hero’s Journey, and take notes on page 19.

1.6 The Departure Learning Targets:
Analyze a story for archetypal structure and narrative techniques. Draft the opening of an original hero’s journey narrative. Demonstrate understanding of visual techniques used for effect by illustrating an event.

The first stage of the Hero’s Journey is called the departure
The first stage of the Hero’s Journey is called the departure. This activity will focus on the three steps of the Departure Stage: the Call to Adventure, Refusal of the Call, and the Beginning of the Adventure.

Before Reading…(answer in your spiral)
Think of some examples of hero stories that you may have heard. Share in your table groups. What are common events that represent a “call to adventure” for the hero? Why would a hero REFUSE his or her call? Why might this be a common event in hero stories?

Look at the title of the short story we are about to read
Look at the title of the short story we are about to read. What can you PREDICT about the story and how it might follow the archetypal Departure stage of the hero’s journey?

As you read… Analyze the text to identify the Departure stage of the Hero’s Journey by trying to determine how each step (The Call to Adventure, the Refusal of the Call, the Beginning of the Adventure) fits the story. Mark the text for examples of each AND answer the Key Ideas and Details Questions in the My Notes section of your text.

Read to paragraph 7 What clues in the story show that the boy is afraid? Underline clues as we read. Write down what you think in the “My Notes” section on page 21.

1.6 The Departure Read to paragraph 22 and answer questions in your spiral: What is the boy’s job in the war? How does the boy feel about his role in the war? Compare his perspective with the general’s. How did Joby join the army? How can you tell?

Read to paragraph 37 Why does the general think the drummer is important to the army?

Read through paragraph 44
Notice how the pace is speeding up. Talk to your elbow partner, and underline where you think the text shows the story moving faster. Underline the passages that make you feel the excitement of the general.

Add to the word wall Dialogue: Conversation between characters
Remember: You will be using dialogue in your Embedded Assessment. Underline where dialogue moves the plot forward AND develops characters.

After Reading With your elbow partner, complete the After Reading questions, and record your answers in the “My Notes” section.

A few notes to help with the “After Reading” Questions;
#5 asks you to “embed at least one direct quotation.” Remember, this means to add context to the quote. Who is saying it? Why are they saying it? #6 asks you for a “theme statement.” What does Joby feel about himself and about his job at the end of the story? How can you tell? #7 is going to be on page 26.

Check Your Understanding…
At the bottom of page 26, you are being asked to create an original hero. Use the next blank page in your journal for your sketch and your description. Remember that your hero should have an original and meaningful name. Make sure you LIKE your hero, as you will be using this character in your Embedded Assessment.

What are some hero stories we could write about?

After you have an idea of your character…
Work on the graphic on page 27 on your own. This will be the pre-work for your Embedded Assessment.

Time to get writing! Read the writing prompt on page 27. You will be creating the first draft of your Hero’s Journey narrative. You will also be creating a rough sketch of at least ONE visual for the beginning of the story.

Visual techniques review
As you plan your visual, remember the visual techniques that we have studied. PLAN which techniques you will use…That means you must record in your planning sheet which techniques you have chosen and WHY.

Feeling lost? The red tables have several examples of the stages of the Hero’s Journey. Make your way to the table to peruse the examples and see if they help. This was something I did for struggling learners

The Initiation 1.7 Learning Targets:
Analyze an excerpt of an epic poem for archetype and narrative techniques. Demonstrate understanding of these concepts by drafting and illustrating an event in a hero’s Road of Trials.

1.9 The Return Learning Targets:
Analyze a short story for archetype and narrative techniques.

HW: Before Reading Answer in your text
Which four steps define The Return? List them in order. What is the purpose of the final stage? What might keep a hero from returning home?

Word Connections The prefix re-, as in return, is a very common and useful Latin prefix that means “again” or “back.” You can see it in many words such as retry, replay, rewrite, replace, regenerate, recreate, and so on.

1.9 The Return *Copy into your spiral
The Return resolves the conflict, and cements and finalizes the protagonist's role as a hero. In many stories, heroes hesitate to go home because they may doubt that their return will bring change or they may prefer to stay in a better place.

1.9 The Return *Copy into your spiral
Refusal of the Return – hero may refuse to return with boon The Magic Flight – adventure or danger when hero returns Rescue from Without – assistants help hero in the return The Crossing, or Return Threshold – hero must keep wisdom gained

1.9 The Return: During Reading
Read the excerpt from A Wrinkle in Time. Analyze the text and identify stages and steps in the Hero’s Journey. Underline passages that indicate the stage/step and annotate in the margin of your text. Highlight transitions that indicate sequencing through time. Answer the “Key Ideas and Details” questions in the margin of your text. Highlight or underline the text that supports your answer!

Discuss Go back to paragraphs 1-41.
Is there any evidence that Meg has refused to return with the boon? Although the reader does not have the context of the whole story, what are some of the dangers that Meg faces when she returns? Who helps assist Meg in her quest to rescue her brother Charles Wallace?

Discuss Review paragraphs 35-55.
What is the power of “the Black Thing” and of “IT” that Meg has to battle against? In the end, what power does Meg have that helps her defeat IT and save her brother Charles Wallace?

Discuss Review paragraphs 55-73.
How does Meg use “the Ultimate Boon” to conquer the power of IT? What does she learn from her Hero’s Journey? Choose an especially vivid and significant scene from this passage and sketch or draw the image.

After Reading In partners go back and skim/scan the excerpt to answer questions #5-8. Be prepared to share your answers and explain where you found your responses.

Narrative Writing Prompt
Revisit your hero narrative. What might your hero learn by the end of the Return Stage in his or her journey? Draft an ending to your narrative using your understanding of the Crossing/Return Threshold to guide your development. Add at least two frames for visuals to support your narrative.

Narrative Writing Prompt
Be sure to: Use narrative techniques such as dialogue, pacing, and description to communicate ideas. Use connotative diction and imagery for effect. Sequence the event logically and naturally (with beginning and middle). Visualize the major theme or idea of your journey story. Use visual techniques for effect. Challenge yourself to use two frames to communicate one theme.

Language and Writer’s Craft: Revising and Editing 1.8
Learning Targets: Identify effective techniques and strategies for writing groups. Participate in collaborative discussions to revise and edit a narrative draft.

In your journal... 1. Describe your past experience with working in writing groups. Were they helpful for improving your writing? Why or why not? I may skip this slide, as my students haven’t had much/any experience in writing groups. It could be a large group question to hear from any student who feels they have had an experience to share.

Writing Group Roles As you read, circle and/or highlight important words or phrases. Question #2: After reading the descriptions of The Reader, The Listener, and The Writer, summarize each of those jobs in a brief sentence- in “My Notes on page 37.

The Revision Process As you read, circle and/or highlight important words or phrases. #3: As you think about revising your Hero’s Journey Narrative drafts, what are some guiding questions you might ask each other to help with that task? Consult the Scoring Guide on page 50 for some ideas!

Self-Editing, Peer Editing
In your groups, separate sheets of paper, create a Writer’s Checklist for the Hero’s Journey Narrative. Each group member will write out a matching copy as you create the checklist together. Refer to your ideas in #3 as well as the Scoring Guide on page 50. FORM WRITING GROUPS BEFORE THIS STEP

Read & Discuss Drafts Page 38 #5
Assign roles in your group: Reader, Listener, Writer. Review your roles on Page 36/37. Read and discuss each group member’s draft. Rotate roles each time.

Using Resources & References to Revise
Add Delete Rearrange Substitute Using the writer’s checklist, the feedback from your peers, and the revision strategies above, make a revision to your draft and share that revision with your Writing Group.

Is it Revision or Editing?
REVISION: focuses on ideas, organization and language- it involves adding, deleting, rearranging and substituting. EDITING: focuses on conventions of standard English and involves close proofreading and consulting reference sources to correct errors in grammar and usage, capitalization, punctuation, and spelling. Restate this difference in your own words. Be prepared to share with the class!

Verbs and Mood Think-Pair-Share: Try to find another example for each of the moods indicated in the table on page 39. Record your ideas in your journal.

Check Your Understanding
Return to your draft and self-edit. With a partner, create an Editing Checklist based on the Scoring Guide (page 50). Trade drafts with a partner and edit each other’s narratives. Respond to the CYU questions on Page 41. Be prepared to share your responses with the class. Page 41

Part 2!

Previewing the Definition Essay
Essential Question: How does the hero’s journey archetype appear in stories throughout time? What is the definition essay? Writing that explores and explains the meaning of a complex idea. This is a great point to review and resort the academic vocabulary from the beginning of the unit This is also a great time to reflect on the learning from the 1st half and how it could help us learn in the second half.

Unpacking the Definition Essay 1.10
Ideas Language Definition Essay Conventions Structure

Preparing for expository writing:
With your elbow buddy, create a list of similarities and differences between expository writing and narrative writing.

Preparing and practicing expository writing
Abstract concepts can be difficult to explain and define, but it is important that we are able to consider all the parts to create our personal meanings of these important concepts.

Practice! First, try to list words that describe the concepts below.
Next, pick one of the concepts, and with your elbow buddy, write a short paragraph that defines and explains the concept. Freedom Responsibility Sacrifice Friendship

1.12 Nuance of tone The subtle differences between a writer’s or speaker’s attitude toward a subject.

Denotation: direct meaning of a word.
Connotation: the implied associations, meanings, or emotions associated with a word. The reader must understand the nuance behind the word. For example: “Let’s have a chat” vs. “Can we talk?”

More Academic Vocabulary
What is Tone?: What is Diction?:

SMART What is the connotation of these synonyms that also mean smart?
wise bright brainy clever quick-witted With your elbow partner, describe the nuances between all these words.

Name your nuance! Turn to page 54 to complete chart with your group
Group 1: Angry Group 2: Happy Group 3: Sad Group 4: Honest Group 5: Calm Group 6: Nervous

Check your understanding page 54
1) Which words would you use to describe the protagonist of the story you are reading? 2) Which words would you to use to define a hero? (come up with a minimum of 5 each)

Question and Answer Samples and Techniques
“ A Man” by Nina Cassian 1.12 Predict what you think this poem is about. Question and Answer Samples and Techniques Have the stu

What is TPCASTT? It is a strategy used to analyze and understand poetry. Each letter represents (or stands for) a piece of the poem you will break apart and closely examine.

T= TITLE Closely examine the title BEFORE you read the poem and make predictions.

P= PARAPHRASE (read it 3X)
Carefully read the poem and paraphrase (put it in your OWN words). Dissect the poem into pieces you can understand.

C= CONNOTATION Highlight words or phrases you see as important.
Think about their connotations. What ideas or feelings do you associate with the words?

A= ATTITUDE (AKA TONE) What is the speaker’s attitude toward the situation or circumstance?

S= SHIFTS Are there shifts in the speaker?
Does the person speaking change within the poem? Does the attitude of the speaker change? If so, where?

T= TITLE Look at the title AGAIN! How have your ideas about the meaning of the title changed?

T= THEME What is the poet saying? What is the overall message or idea of the poem?

Let’s go through TPCASTT with “The Man”
You can do the first couple together and then have them finish as a group and share out, or you can have them complete as a group and then share out

“The Man” T=TITLE Think about the title BEFORE you read the poem. What do you think the poem might be about? The title makes me think of every man, all men, ordinary people.

P=PARAPHRASE Reread the poem and put it into your own words
P=PARAPHRASE Reread the poem and put it into your own words. WHAT IS THE POEM SAYING? A man has lost his arm during a war. He is afraid he will only be able to do things halfway; however, he is determined to work TWICE as hard in life. Due to this decision, the man lives life more FULLY than most.

half, halves, either, or, only, never, twice, wing
C=Connotation Jot down words that are important or significant. Think about their connotations. half, halves, either, or, only, never, twice, wing

A= ATTITUDE What is the speaker’s attitude toward the situation?
At the beginning, he is said to be AFRAID. However, at the end he is said to be determined, unafraid, inspired, and hopeful.

S=SHIFTS Does the person speaking change within the poem
S=SHIFTS Does the person speaking change within the poem? If so, where does it occur? There is no shift. There are three shifts; beginning, middle and end. There is a shift from fear to enthusiasm and determination. There is a shift from the speaker’s happiness to sadness. All of the above

T=TITLE Look back at the title…have your ideas changed? If so, HOW?
This man is EVERY MAN! His experience appeals to everyone and anyone who felt a loss. His positive response to a life changing challenge makes all of the difference.

T=THEME—What is the poet saying
T=THEME—What is the poet saying? What is the overall message or theme of the poem? People overcome their greatest fears by having a positive outlook. Out of great tragedy can come a new spirit of determination. One can overcome one’s greatest fears by changing one’s attitude. Physical challenges can be overcome through a change in attitude. All of the above.

“A Soldier Returns Home After Losing His Leg in Afghanistan”
During Reading: You will read a newspaper article about a soldier. As you read, think about the audience and purpose.

In Your Journal: 6. Compare and contrast the audience and purpose for the two texts. 7. In both texts, the subject faces physical and mental challenges. How are these challenges similar and different? 8. An informational article and a poem would seem to have different purposes. How does the LANGUAGE in the text differ? (what language stands out in each)

Check your Understanding!
In your group, write a thematic statement about heroism that connects to both texts.

Free Writing: pg. 60 Complete the free write in your journal:
Explore the topic of physical and mental challenges and their connection to heroism. Encourage students to explore as many ideas as they can.

Definition Strategies
1.13 1.13 Definition Strategies

Writing to define For the definition essay, you will share your personal understanding of the concept of heroism. You will need various strategies and knowledge to create an expanded definition of this concept.

Three types of definition:
Definition By Function: Use nouns, verbs and adjectives to describe how a hero FUNCTIONS (operates) in the world. Definition By Example: Use specific EXAMPLE of a hero from a text or life. Definition By Negation: This explains what a hero is NOT, so you can use examples of non-heros and antonyms of heroism. This slide is out of order because when teaching the three functions, it was easier for the students to list all the adjectives, nouns and verbs while practicing example by function.

Read the passages on page 62.
Read the passages on page 62. With your group, label each passage with example, function or negation. Each group did this and then we checked our answers

TEACHER NOTE! At this point, my students were not feeling confident with these terms. I completed a graphic organizer using the concept student. We described a student through example, function and negation and it helped clarify these concepts.

“Where I Find My Heroes”
During Reading: You have a yellow, green and pink highlighter. While you read, highlight the following details: Pink: function Yellow: example Green: negation

After reading 5.How is Stone’s definition different from the traditional idea of a hero as represented by the examples in paragraph 1? 6. State Stone’s thesis (definition of a hero) in one concise statement. 7. How does Stone use the function strategy to support his definition? (cite!) 8. How do the final sentences provide a call to action and final clarification of heroism?

Searching for a hero!!! Oliver Stone mentioned quite a few heroes! Can you search a name of a historical or contemporary person and find what made them a hero?

EXAMPLES OF HEROES IN HISTORY
1.14 Historical Heroes EXAMPLES OF HEROES IN HISTORY

Before Reading We will be reading about historical heroes. Let’s figure out what we know! What do we know about the following ? Civil War Abraham Lincoln Emancipation Proclamation Frederick Douglass

During Reading The texts that we will read today connect to our unit about heroes. Be thinking as we analyze the texts about our definitions of heroes and how they relate to what we read. The analysis of these texts can be used for the text evidence needed for our hero definition essay. Take careful notes!

Sermon for Abraham Lincoln
The two texts that follow were both written to remember and praise Abraham Lincoln. Think about how these authors view Lincoln as a hero. Use the notes on the side to help your comprehension!

TP-CASTT Using the TP-CASTT method, silently read “O Captain! My Captain!” While reading, fill out the TP-CASTT chart in your journals. Remember to answer the “key ideas and details” question in the margin of the poem. This will be homework if you do not get it done, we will be stamping tomorrow.

TP-CASTT Using the TP-CASTT method, silently read “Frederick Douglass”
While reading, fill out the TP-CASTT chart in your journals. Remember to answer the “key ideas and details” question in the margin of the poem. This will be homework if you do not get it done, we will be stamping tomorrow.

“The Narrative and Life of Frederick Douglass”
Highlight evidence in this excerpt of heroism.

After Reading Compare Hayden’s poem to Douglass’ autobiography. What topics do you see that are similar? Why does Hayden think Douglass is a hero?

Writing a Well-Developed Expository Paragraph
Reminders! Topic sentence Supporting details Inferences and analysis! Remind them that this is practicing expository writing for their definition essay.

Expository Prompt: 1 paragraph
How does Douglass’ autobiographical writing give detail to him as an example of a heroic person? I changed this prompt form page 73 to help lend itself to the example paragraph that it is practicing.

Transitions and Quotations
1.15

Clear and orderly presentation of ideas in a paragraph, essay or speech
How do transitions help coherence? Coherence

Transition sentence starters!
Go through the transitions on page 74 and star the ones that you have used before Circle the ones that you would like to try Transition sentence starters!

We will watch a short clip from Mulan and then look at a paragraph written about the film.
We watched the clip called ”I’ll make a man out of you”

As I read the paragraph on page 75 aloud, put a star anywhere that you believe could use a transition. After I read, your table will insert an appropriate transition Mulan We watched the clip called ”I’ll make a man out of you”

Supporting details in your essay can be paraphrased or a direct quote.
What is the difference? Supporting Detail

How to add Direct Quotations to support your claim
Embedding a quote can really help the flow and coherence of your essay! Turn to page 76 and look at the chart for embedding a quote. Go over the TLQC strategy for putting in quotes How to add Direct Quotations to support your claim

Embed this quote into a sentence in the Mulan paragraph
“It’s going to take a miracle to get me into the army” Embed this quote into a sentence in the Mulan paragraph

Add Direct Quotations to support your claim
Go back to your Frederick Douglass paragraph, and revise it to embed your quotes! Add Direct Quotations to support your claim

Negation Strategy for Definition
1.16 Negation Strategy for Definition The following slides help students in their writing of negation. When I taugh it, I added in my own examples using topics such as school uniforms.

What is the negation strategy again? Let’s review!
The following slides help students in their writing of negation. When I taugh it, I added in my own examples using topics such as school uniforms.

Defining a horse on page 78

Using Negation In your journal, create a list of descriptions that do NOT fit your definition of a hero. Challenge of negation: The list must be related to the idea of a hero Good: a hero is not dishonest Bad: a hero is not a car HINT: USE ANTONYMS!

“A Definition of a Gentleman”
Read the text on pages 78-79 Highlight key words that are a cue for negation (never, not, etc) If you have a group that struggles witht his text, use the text on the following page instead

Possible alternate text
Some people think that wearing school uniforms has a positive impact on student identity, but it still leads to student frustration. For example, people think that it simplifies a student’s wardrobe, but it really makes students look the same. If all students look the same they will not express their individuality. Children use clothing style to choose friends and as a common ground to start conversation. Another example is people claim it reduces bullying. Children who pick on others will find a new area to focus on like race, gender, or beliefs. Uniforms are not the answer to bullying; only standing up to them will effectively stop the incidents. Students would benefit from a uniform free environment where self expression will help them grow. •

How did it work?? How did negation help strengthen and clarify the definition?

Check your understanding
As a group, try writing a concise negation paragraph. You may choose from the following topics: Freedom Responsibility Sacrifice Friendship I changed this from hero to the 4 words because otherwise students feel they are just redoing /repeating work when writing the essay

Organizing your definition essay
1.17 Organizing your definition essay What is a hero?

Introduction Introduction:
Hook: Get your reader’s attention with this sentence Bridge: 1 sentence summary of your book to tie together your hook and thesis Thesis: Answer the question: What is a hero? Preview: State your 3 main points that you will explain in your body paragraph.

Function Paragraph Body Paragraph 1:
Topic sentence: How is a hero described? NOUN Text evidence from an outside source VERB ADJECTIVE Conclude and transition into the next paragraph

Example Paragraph Body Paragraph 2:
Topic sentence: How is the protagonist a hero? Text Evidence from the novel Inference Inference Elaboration for clarity and depth Inference Elaboration Conclude and transition into the next paragraph

Negation Paragraph Body Paragraph 3:
Topic sentence: Describe who is not a hero? Text Evidence from the novel Inference Inference Elaboration Text Evidence from the novel or an outside source Conclude and transition into the next paragraph

Conclusion Conclusion Review your main points (3 sentences)
Restate your thesis in different words Leave your reader with a thought about your subject

Editing All formal MLA writing rules
Check your quotes to make sure that they are all cited with (author-last-name page-#). (Hinton 23). Run spell check Did you use 5 vocabulary words?

Revise Ensure that you have a mixture of complex, compound and simple sentences for coherence CHECK FOR DEPENDENT WORDS! Do you use transition words for coherence? Pg. 74 Check your content Do you use accurate text evidence? Do you inferences align with your thesis? Do you elaborate your inferences for clarity

Transitioning into your quotes: Building them in
Not built in: Esperanza is a hero in the novel Esperanza Rising. “I knew I had to do something to help. I need to save all of my money” (Ryan). Built in: Esperanza is a hero in the novel Esperanza Rising. After emigrating to America, Esperanza wanted to help her grandmother as well so she thought, “I knew I had to do something to help. I need to save all of my money” (Ryan).

Transitioning Between Paragraphs
Between paragraphs, use key words to transition in your essay. Esperanza is a hero in the novel Esperanza Rising. After emigrating to America, Esperanza wanted to help her grandmother as well so she thought, “I knew I had to do something to help. I need to save all of my money” (Ryan). This shows that she is putting aside her own selfishness in order to help others. Not all the characters in Esperanza Rising are heroes. Tio Luis is Esperanza’s uncle, and he is everything that a hero should not be.

Read your essay aloud to a partner!
Have a pencil or pen in your hand so that every time you find a mistake, you correct it on the paper. After your partner reads, give them a compliment and a critique

Review the rubric! Does your essay meet all the necessary criteria?
Fill out the rubric with your self assessment.

The Challenge of Heroism

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The Challenge of Heroism

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Presentation on theme: "The Challenge of Heroism"— Presentation transcript:

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