1. BLESS ME, ULTIMA Senior English Spring 2015

2. SEPTEMBER 14, 2015 Homework: Write your pre-assessment assignment Do Now: Turn your signed syllabus into the black box (in the back of the room). Read “La Llorona” T4 – look for tone shifts Circle any strong words Agenda: Do Now Book Checkout Notebook Setup Homework Learning Target I will be able to identify tone shifts in literary text. I will be able to provide evidence and justification for my claims.

3. NOTEBOOK SET-UP ON COVER Your Name Teacher’s Name Class Period

4. NOTEBOOK SET-UP ON 1 ST PAGE Your Name Teacher’s Name Class Period

5.  On the next page  Place a tab labeled “Table of Contents”  Write “Table of Contents” on the top of the page  Number pages  Left side label “A”  Right side label “B” Table of Contents

6. BLESS ME, ULTIMA  On page 6B, place a tab  Label it “Bless Me, Ultima”

7. GLOSSARY  On page place a tab labeled Glossary  Divide the remaining pages into 4 boxes per page  Label each box with a letter until you have labeled each box and used every letter A - Z

8. WORK ON PRE-ASSESSMENT ASSIGNMENT Do the best job that you can I will use the assessment to guide instruction If everyone in the class has already mastered a skill I don’t want to bore you by teaching it again Due at the end of class tomorrow.

9. ESSAY PROMPT Storytelling was a way for older people to pass some wisdom and understanding on to the young. “La Llorona” (The Weeping Women) told by Joe Hayes, tells a simple, universal wisdom. Read the story carefully. Then in a well-written essay analyze the literary devices, such as character development, symbolism and tone, Hayes uses to develop this wisdom. (Hint – thesis should be the wisdom Hayes states).

10. SEPTEMBER 15, 2015 Homework: Read Chapter 1 of Bless Me, Ultima Do Now: Turn your signed syllabus into the black box (in the back of the room). Read “La Llorona” T4 – look for tone shifts Circle any strong words Agenda: Do Now Homework Learning Target I will be able to identify tone shifts in literary text. I will be able to provide evidence and justification for my claims.

11. SEPTEMBER 16, 2015 Homework: Read Chapter 2 Do Now: Review Ch. 1 Work on your Reading log – page 7A Agenda: Do Now FAST Gallery Walk Exit Slip Learning Target I will be able to characterize Antonio and Ultima and use evidence to support analysis.

12. SEE, THINK, JUSTIFY, WONDER

13. AT YOUR TABLE GROUPS Character NameF = FeelingsA = ActionsS = SpeechT = Thoughts Evidence (quote)Evidence (quote Analysis

14. GALLERY WALK Complete your own table for Chapter 1 characterization Both characters need to be completed

15. EXIT SLIP Write 1 paragraph analyzing one of the characters. What does a character learn? Or what is a character’s personality like? Use evidence from your graphic organizer.

16. MODEL PARAGRAPH Antonio’s father is feeling hopeless. For example, when he is reflecting on how life was like in the past; when his compardes would visit, his “eyes lit up as they … talked of the old days and told the old stories.” (Anaya, 3). As he is reminiscing about the past he realized how much he longed to return to that lifestyle – to return to Las Pasturas; to return to being a vaquero. This longing for the past creates a sense of hopelessness or depression in Antonio’s father. He wants what he no longer can have and this longing adds to his already overwhelming sense of the necessity for providing for his family. His pride has led him to feeling unhappy. Antonio’s father feels conflicted. He is caught between two worlds: the world where he feels pride in providing for his family and the world where he longs to return to the life of a vaquero – free and wild. This confliction turns to hopelessness.

17. SEPTEMBER 17, 2015 Homework: Read Chapter 3 Do Now: Finish Gallery Walk – fold and glue on page 7B Review Ch. 2 Work on your Reading log – page 8A Agenda: Do Now One-page Exit Slip Learning Target: I will be able to analyze how imagery/setting creates theme (meaning of the text as a whole).

18. THEME a main idea or an underlying meaning of a literary work that may be stated directly or indirectly. Write definition on page 8A under “Do Now” Write “Theme” and page “8A” in the “T” section of your glossary

19. ONE-PAGER GUIDELINES Use printer paper Fill the entire page Remember to correctly cite passages Includes at least 3 quotes from chapter 2 Use as much color as possible Include ALL of the following (arrange on the page anyway you choose). Chapter, title, and author Three or more excerpts from the reading that demonstrate imagery A personal response to each passage (analysis) – connect setting to theme One or more graphic representations (imagery/setting)

20. EXAMPLE #1

21. EXAMPLE #2

22. EXAMPLE #3

23. EXIT SLIP Write 1 paragraph analyzing how imagery/setting creates the meaning of the text as a whole (theme). Use the evidence and analysis you wrote on your one-pager.

24. SEPTEMBER 18, 2015 Homework: Read chapter 4. Do Now: Complete Reading Log for Ch. 3 Agenda: Do Now Leveled Questions Socratic Seminar Homework Learning Target I will be able to effectively participate in a class discussion.

25. LEVELED QUESTIONS Level 1Level 2Level 3 Recalls factsenable students to process information require students to go beyond the concepts or principles they have learned and to use these in novel or hypothetical situations. Write 2 level 2 questions and 2 level 3 questions for chapters 1, 2, 3

26. BMU SECTION SIDE B Write from Antonio’s point of view answering – who are you? Journal needs to be at least ¾ page. Underline your favorite part of journal – which sentence best describes who Antonio is.

27. SOCRATIC SEMINAR GUIDELINES Everyone participates – it is okay to invite classmates to participate. 3 before me Be respectful – value others opinions even if they disagree with you Remember we are discussing ideas Actively listening – paraphrase what was said before

28. SEPTEMBER 22, 2015 Homework: Read chapter 5. Work on Reading Logs. Do Now: Complete Reading Log for Ch. 4 Agenda: Do Now 2 – voice poem Homework Learning Target I will be able to characterize Antonio and Ultima and use evidence to support analysis.

29. 2 – VOICE POEM With a partner compare and contrast today’s teenagers to either Antonio or Ulitma. Think about more than obvious – consider personality and mental endurance You will be sharing these in small groups tomorrow.

30. SEPTEMBER 23, 2015 Homework: Read chapter 6. Work on Reading Logs. Do Now: Finish 2-voice poem Complete Reading Log for Ch. 5 Agenda: Do Now Share 2 – voice poem One-page activity Homework Learning Target I will be able to analyze how imagery/setting creates theme (meaning of the text as a whole).

31. ONE-PAGER GUIDELINES Use printer paper Fill the entire page Remember to correctly cite passages Includes at least 3 quotes from chapter 2 Use as much color as possible Include ALL of the following (arrange on the page anyway you choose). Chapter, title, and author Three or more excerpts from the reading that demonstrate imagery A personal response to each passage (analysis) – connect setting to theme One or more graphic representations (imagery/setting)

32. MODEL PARAGRAPH Even though Antonio is only six years old, he is quickly losing his innocence: his childlike nature. The setting of the river symbolizes the ever-changing soul of Antonio. Although he was once afraid of the river, he is starting to appreciate its beauty, “the river was silent and brooding. The presence was watching over us.” (41). Anaya’s use of the ever- changing river adds to Antonio’s loss of innocence because this is where he has witnessed events that have led him to grow up faster than a normal six year old. Although Antonio is growing up fast he still remains a child, “I went to Jason’s house and we played” (43). This change in setting reflects Antonio’s desire to remain a child. Anaya’s use of conflicting settings enforces Antonio’s internal struggle where he is quickly losing his childlike innocence.

33. SEPTEMBER 24, 2015 Homework: Notebook check tomorrow!!! Do Now: On 11B Write 2 level 2 questions and 2 level 3 questions for Ch. 4, 5, 6 Complete Reading Log for Ch. 6 Agenda: Do Now Leveled Questions Socratic Seminar Homework Learning Target I will be able to effectively participate in a class discussion.

34. RUBRIC – GLUE ON INSIDE COVER Exceeds – 8Meets – 7Approaches – 6Below – 5No Evidence – 4 Speaker has prepared and asked or answered several high level questions (level 2 & level 3) based on the text. Speaker thoughtfully moves the conversation forward through their answers or questions. Speaker makes insightful connection to others and refers insightfully to the text. Speaker has prepared and asked or answered few higher level questions (level 2 & level 3) based on the text. Speaker predictably moves the conversation forward. Speaker makes predictable connections to others and refers to the text. Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions. Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher. Speaker tends to debate, not add to the dialogue. Speaker’s ideas are not always connected to others or the text. Speaker has not prepared and asked or answered questions. Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment. Speaker was always absent on Socratic Seminar days. CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.

35. PAGE 11B Antonio has many dreams, which provide insights into his beliefs, fears, desires, and hopes. Choose two or three dreams, from chapters 1 – 6 and explain how they reflect Antonio’s ideas and how they influence him.

36. SOCRATIC SEMINAR GUIDELINES Everyone participates – it is okay to invite classmates to participate. 3 before me Be respectful – value others opinions even if they disagree with you Remember we are discussing ideas Actively listening – paraphrase what was said before

37. EXIT SLIP – 3 X 5 CARD Grade yourself for today. Use the rubric. Justify why you gave yourself that grade. What was something that you wish you had said?

38. SEPTEMBER 25, 2015 Homework: Read Chapter 7 & 8. Do Now: Work on one of the following: Reading Logs 1- page activity (ch. 2 & 5) Read chapter 7 & 8 Agenda: Do Now Work Day Learning Target I will be able to organize my notebook.

39. SEPTEMBER 28, 2015 Homework: Read Chapter 9 Do Now: Review Ch. 7 & 8 Work on your Reading log – page 13A Agenda: Do Now FAST Gallery Walk Exit Slip Learning Target I will be able to characterize Antonio and Ultima and use evidence to support analysis.

40. AT YOUR TABLE GROUPS Character NameF = FeelingsA = ActionsS = SpeechT = Thoughts Evidence (quote)Evidence (quote Analysis

41. GALLERY WALK Complete your own table for Chapter 1 characterization Both characters need to be completed

42. EXIT SLIP Write 1 paragraph analyzing one of the characters. What does a character learn? Or what is a character’s personality like? Use evidence from your graphic organizer.

43. SEPTEMBER 29, 2015 Homework: Read Chapter 10 (pages 83 – 93) Do Now: Review Ch. 9 Work on your Reading log – page 14A Agenda: Do Now Finish Gallery Walk Sandburg Poem Poem Learning Target I will be able to analyze how imagery/setting creates theme (meaning of the text as a whole).

44. READ POEM How does Sandburg feel about his city? Does his feeling about his city change? Where? What evidence demonstrates his feeling(s)?

45. ASSIGNMENT Using Sandburg’s poem as a model, with a partner write a poem from Antonio’s point of view. Remember to include how he feels Show his conflict between the different settings (Llano, river, Las Pastures) Make connections between setting and theme.

46. SEPTEMBER 29, 2015 Homework: Read Chapter 10 (pages 84 – 105) Do Now: Review Ch. 10 Work on your Reading log – page 15A Agenda: Do Now Finish Poem Reading Logs Share Poem Exit Slip Learning Target I will be able to analyze how imagery/setting creates theme (meaning of the text as a whole).

47. EXIT SLIP ON 3 X 5 CARD Write 1 paragraph analyzing how the author’s use of characterization supports the theme. TS: Anaya’s use of characterization demonstrates that ________________ (character) ________________________________ (theme).

48. OCTOBER 1, 2015 Homework: Read Chapter 11 Do Now: On 15B Write 2 level 2 questions and 2 level 3 questions for Ch. 7, 8, 9, 10 Complete Reading Log for Ch. 10 Agenda: Do Now Quickwrite Socratic Seminar Exit Slip Learning Target I will be able to effectively participate in a class discussion.

49. BMU SECTION:15B – CH. 10 After Ultima comes to live with the Marez family, there are several major turning points in Antonio’s life, events that change the course of his life from that point forward. Choose which event you think is the most significant and writing from Antonio's point of view explain the impact that event had on your young life.

50. RUBRIC Exceeds – 8Meets – 7Approaches – 6Below – 5No Evidence – 4 Speaker has prepared and asked or answered several high level questions (level 2 & level 3) based on the text. Speaker thoughtfully moves the conversation forward through their answers or questions. Speaker makes insightful connection to others and refers insightfully to the text. Speaker has prepared and asked or answered few higher level questions (level 2 & level 3) based on the text. Speaker predictably moves the conversation forward. Speaker makes predictable connections to others and refers to the text. Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions. Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher. Speaker tends to debate, not add to the dialogue. Speaker’s ideas are not always connected to others or the text. Speaker has not prepared and asked or answered questions. Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment. Speaker was always absent on Socratic Seminar days. CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.

51. EXIT SLIP – ON A 3 X5 CARD 1.Based on the rubric, give yourself a grade. Remember to provide evidence to support your claim. Learning target: I will be able to actively and effectively participate in a class discussion.

52. OCTOBER 2, 2015 Homework: Read Chapter 12 Do Now: Complete Reading Log for Ch. 11 Agenda: Do Now DIDLS Exit Slip Learning Target I will be able to analyze text using author’s diction, imagery, details, language and syntax to identify Author’s tone and theme.

53. DIDLS – ANTONIO’S DREAM PAGES 119 – 121 “THAT NIGHT IN MY DREAMS…I COULD REST” Read the dream again Analyze dream using DIDLS protocol – graphic organizer D = Diction - The author’s choice of words and their connotations I = Imagery -The use of descriptions that appeal to sensory experience D = Details - Facts included or those omitted L = Language - Characteristics of the body of words used (slang, jargon, scholarly language, etc.) S = Syntax - The way the sentences are constructed

54. OCTOBER 5, 2015 Homework: Read Chapter 13 Do Now: Complete Reading Log for Ch. 12 Agenda: Do Now DIDLS Tone Exit Slip Learning Target I will be able to analyze text using author’s diction, imagery, details, language and syntax to identify Author’s tone and theme.

55. DIDLS – ANTONIO’S DREAM PAGES 119 – 121 “THAT NIGHT IN MY DREAMS…I COULD REST” Read the dream again Analyze dream using DIDLS protocol – graphic organizer D = Diction - The author’s choice of words and their connotations I = Imagery -The use of descriptions that appeal to sensory experience D = Details - Facts included or those omitted L = Language - Characteristics of the body of words used (slang, jargon, scholarly language, etc.) S = Syntax - The way the sentences are constructed

56. TONE – 17A an attitude of a writer toward a subject or an audience.

57. DIDLS – PAGES 133 – 135 “IT IS A TRUE TEST….I WOULD NEVER” KNOW.” Read the section again Analyze dream using DIDLS protocol – graphic organizer D = Diction - The author’s choice of words and their connotations I = Imagery -The use of descriptions that appeal to sensory experience D = Details - Facts included or those omitted L = Language - Characteristics of the body of words used (slang, jargon, scholarly language, etc.) S = Syntax - The way the sentences are constructed

58. EXIT SLIP Write 1 paragraph analyzing how one literary device (diction, imagery, details, language, or syntax) demonstrates your chosen theme. Hint – the overall tone should be your topic sentence.

59. OCTOBER 6, 2015 Homework: Read Chapter 14 (pages 143 – 157) Do Now: Review Ch. 13 Work on your Reading log – page 18A Agenda: Do Now Body Map Gallery Walk Exit Slip Learning Target I will be able to characterize Antonio and Ultima and use evidence to support analysis.

60. BODY MAP Guidelines are on your table Work as a table group – use your cups if you need help Thematic Statement: At a young age, Antonio has had experiences that have caused him to grow up too fast – he has lost his childlike innocence before most kids. Learning Target : I will be able to characterize Antonio and Ultima and use evidence to support analysis.

61. GALLERY WALK Fill out your own body map. Remember to read every poster and take the best. Glue your body map on page 18B of your notebooks Learning Target : I will be able to characterize Antonio and Ultima and use evidence to support analysis.

62. EXIT SLIP 3 X 5 CARD Using the thematic sentence, write a paragraph analyzing Antonio’s character. Remember to connect your evidence with the theme of the book – loss of innocence. At a young age, Antonio has had experiences that have caused him to grow up too fast – he has lost his childlike innocence before most kids. Learning Target : I will be able to characterize Antonio and Ultima and use evidence to support analysis.

63. OCTOBER 7, 2015 Homework: Read Chapter 14 Do Now: Work on one of the following: Reading Logs (Chapters 7 – 15) Chapters 7 & 8 FAST Chapter 9 Chicago Poem Chapter 10 Quickwrite Chapter 11 DIDLS (pg 119 – 121) Chapter 12 DIDLS (pg 133 – 135) Chapter 13 Body Map Read chapter 14 Agenda: Do Now Work Day Learning Target I will be able to organize my notebook.

64. OCTOBER 8, 2015 Do Now: Complete Reading Log for Ch. 14 on page 19A Homework: Read chapter 15. Work on Reading Logs. Notebooks due tomorrow! Agenda: Do Now One-page activity Homework Learning Target I will be able to analyze how imagery/setting creates theme (meaning of the text as a whole).

65. ONE-PAGER GUIDELINES Use printer paper Fill the entire page Remember to correctly cite passages Includes at least 3 quotes from chapter 14 Use as much color as possible Include ALL of the following (arrange on the page anyway you choose). Chapter, title, and author Three or more excerpts from the reading that demonstrate imagery A personal response to each passage (analysis) – connect setting to theme One or more graphic representations (imagery/setting)

66. OCTOBER 9, 2015 Homework: Read Chapter 16 Do Now: On 20B Write 2 level 2 questions and 2 level 3 questions for Ch. 11, 12, 13, 14, 15 Complete Reading Log for Ch. 15 on 20A Agenda: Do Now Quickwrite Socratic Seminar Exit Slip Learning Target I will be able to effectively participate in a class discussion.

67. BMU SECTION:20B – CH. 15 After Ultima comes to live with the Marez family, there are several major turning points in Antonio’s life, events that change the course of his life from that point forward. Choose which event you think is the most significant and writing from Antonio's point of view explain the impact that event had on your young life. Use only chapters 11 – 15. Think about how this events connects to theme.

68. RUBRIC Exceeds – 8Meets – 7Approaches – 6Below – 5No Evidence – 4 Speaker has prepared and asked or answered several high level questions (level 2 & level 3) based on the text. Speaker thoughtfully moves the conversation forward through their answers or questions. Speaker makes insightful connection to others and refers insightfully to the text. Speaker has prepared and asked or answered few higher level questions (level 2 & level 3) based on the text. Speaker predictably moves the conversation forward. Speaker makes predictable connections to others and refers to the text. Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions. Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher. Speaker tends to debate, not add to the dialogue. Speaker’s ideas are not always connected to others or the text. Speaker has not prepared and asked or answered questions. Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment. Speaker was always absent on Socratic Seminar days. CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.

69. EXIT SLIP – ON A 3 X5 CARD 1.Based on the rubric, give yourself a grade. Remember to provide evidence to support your claim. Learning target: I will be able to actively and effectively participate in a class discussion.

70. OCTOBER 12 - 16, 2015 Do Now: Finish the book and chapter activities. Homework: Finish the book and activities by 10/19! Agenda: Do Now Homework Learning Target I will be able to analyze how imagery/setting creates theme (meaning of the text as a whole).

71. OCTOBER 19, 2015 Homework: Finish chapter activities Do Now: On 27B Write 2 level 2 questions and 2 level 3 questions for Ch. 16, 17, 18, 19, 20, 21, 22 Complete Reading Log for Ch. 22 on 27A Agenda: Do Now Quickwrite Socratic Seminar Exit Slip Learning Target I will be able to effectively participate in a class discussion.

72. QUICKWRITE ON PAGE 27B Antonio voices one of the major themes of the novel, “…the tragic consequences of life can be overcome by the magical strength that resides in the human heart.” (249) Writing from Antonio’s point of view, defend or challenge this statement.

73. RUBRIC Exceeds – 8Meets – 7Approaches – 6Below – 5No Evidence – 4 Speaker has prepared and asked or answered several high level questions (level 2 & level 3) based on the text. Speaker thoughtfully moves the conversation forward through their answers or questions. Speaker makes insightful connection to others and refers insightfully to the text. Speaker has prepared and asked or answered few higher level questions (level 2 & level 3) based on the text. Speaker predictably moves the conversation forward. Speaker makes predictable connections to others and refers to the text. Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions. Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher. Speaker tends to debate, not add to the dialogue. Speaker’s ideas are not always connected to others or the text. Speaker has not prepared and asked or answered questions. Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment. Speaker was always absent on Socratic Seminar days. CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.

74. EXIT SLIP – ON A 3 X5 CARD 1.Based on the rubric, give yourself a grade. Remember to provide evidence to support your claim. Learning target: I will be able to actively and effectively participate in a class discussion.

75. OCTOBER 20, 2015 Homework: Finish pre- write and intro section Do Now: Read the essay prompt choices and rubric (papers you were handed at the door). Agenda: Do Now Unpack essay prompts and rubrics Intro section Thesis Exit Slip Learning Target I will be able to create a pre- write. I will be able to write an intro section to an analytical paper.

76. “You never get a 2 nd chance to make a 1 st impression.” This is the purpose of an introductory sections. Use one of the following attention grabbers to start your paper. (Asking a question is safe and predictable – for an exceeds you need to take a risk- try something new). INTRODUCTION CCSS W 12.1A The text thoughtfully and creatively introduces the topic including a unique attention grabber, and effectively includes all parts of an introductory section. The text adequately introduces a specific topic and uses a unique attention grabber, and adequately includes all parts of an introductory section. The text predictively introduces the topic but it may use a question as an attention grabber, and attempts to include all parts of an introductory section. The text vaguely introduces the topic but may be unclear or missing one or more parts of an introductory section. The text makes no attempt at an introductory section.

77. TAKE A RISK – TRY SOMETHING NEW! Use a quotation. A quotation is usually a good beginning because you have chosen the quoted material just because it is important to your story; therefore, the reader will also probably find it important. The reader may also recognize the quote and feel comfortable about it, sharing some of your insight. This is why politicians use quotes all of the time in their speeches. Use an outrageous statement. The reader will probably not agree with the statement, but at least you have gotten the reader's attention. After that you can qualify your statement. Begin with a dramatic scene. Drama means conflict, and conflict gets our interest. Begin with a descriptive scene. Descriptive detail acts like a photograph. It appeals to us. This is why magazines use photographs to attract our attention.

78. EXAMPLES 68% of dating teenagers say that their boyfriends/girlfriends have posted their embarrassing pictures on the internet (NYC.gov) “Let us always meet each other with smile, for the smile is the beginning of love.” (Mother Theresa)Let us always meet each other with smile, for the smile is the beginning of love. While waiting for their blueberry pancakes and omelets to arrive, the little sister decided to pick up one of her crayons and toss it at her brother. Instead of hitting her brother, it flew past the side of his head and hit a man sitting behind them at another table at our local IHOP.

79. THESIS STATEMENT Developing a thesis is a lengthy process. For an exceeds you will need to revise your thesis. You can start with a “working thesis” but refine and edit the statement into a well-crafted thesis. It can be longer than 1 sentence. A good thesis statement must be Interesting. Specific Manageable Arguable

80. EXAMPLES Bad Thesis: “Mark Twain’s Huckleberry Finn is a great American novel.” Better: “Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American ideals, one must leave ‘civilized’ society and go back to nature.” Bad Thesis: “There is a lot of symbolism in The Scarlet Letter.” Better: “Hawthorne’s use of symbolism in The Scarlet Letter falters and ultimately breaks down with the introduction of the character Pearl.” Great Thesis: “In All’s Quiet on the Western Front, through Paul’s experience behind the lines, at a Russian prisoner of war camp, and especially under bombardment in the trenches Erich Maria Remarque realistically shows how war dehumanizes a man.”

81. THESIS TEST 1. Is this a complete sentence (and not a question)? 2. Does it have an opposing argument? 3. Is every word clear and unambiguous in meaning? 4. Is the sentence a dead end, or does it call for additional information and explanation? 5. Does the statement make such a large claim that you believe the writer has no hope of proving it to be true in the space of 3 to 5 pages? 6. What evidence will you need to see before you will believe that the thesis is true?

82. EXIT SLIP 3 X 5 CARD Write a working draft of your thesis statement.