1. Writing Portfolio with Mr. Butner

2. Writing Portfolio Due Date: December 18th Requirements (3 sections) 1. Analytic Essay 2. Comparison/Contrast Essay 3. Poetry (two poems) Materials Needed 1. Paper 2. Pencil/Pen 3. A folder, specifically for the portfolio materials.

3. Writing Portfolio Note The two essays you will write will look exactly like what will be asked of you in February on the writing assessment. In other words, this is going to help you. :)

4. Analytic Summary Essay Using the informational text “The Woman Called Moses,” students will write one analytic essay. The purpose of this essay is to analyze the different aspects (parts) of the article. We will discuss how to do this later.

5. Comparison/Contrast Essay Students will use the informational texts “The Woman Called Moses” and “Leaders of the Civil War Era: Harriet Tubman” to write a comparison and contrast essay. You will use both articles in your essay. You will compare and contrast the points of view and opinions of each article. Again, this essay will be discussed at a later date.

6. Poetry Select and compose two different poems from the list below: 1. Review Poem (Figurative Language) 2. Who Am I? Poem 3. Cinquain 4. Colorful Poem

7. Analytic Summary Essay This essay will cover the article “The Woman Called Moses” by Walter Oleksy and Meg Mims. The essay is an analytic summary, which means that you will summarize the articles main points, yet you will also break down or explain each main point.

8. Analytic Summary Essay The Prompt: After you have read the article, determine one central idea from the text and write an essay that both summarizes and analyzes how that central idea is conveyed through particular details. Cite evidence from the text to support your analysis. Follow the conventions of standard written English.

9. Analytic Summary Essay Analyze the Article Follow along as we read the article together. Also, update your central idea graphic organizer. For each central idea found within the article, you will list several supporting details with the line numbers. You should discuss at least 2 central ideas, each with at least 3 supporting details.

10. Analytic Summary Essay Essay format: I. Introduction A. Hook B. General discussion of the topic C. Thesis statement II. Body Paragraph A. Topic sentence B. 2-3 supporting details C. Concluding sentence III. Body Paragraph A. Topic sentence B. 2-3 supporting details C. Concluding sentence IV. Body Paragraph A. Topic sentence B. 2-3 supporting details C. Concluding sentence V. Conclusion A. Restate the thesis statement. B. General summary of the essay C. Strong concluding sentence

11. Analytic Summary Essay Introduction I. Introduction A. Hook B. General discussion of the topic C. Thesis statement What is a hook? Why is a hook necessary?

12. Analytic Summary Essay Introduction A hook is an attention getter. Hooks are extremely important as they set the tone for the entire essay. A strong hook is like a firm handshake; it lets the reader know you mean business, and you will entertain and inform them along the way.

13. Analytic Summary Essay Introduction For this essay, select one of the following types of hooks. Each of the examples could be a way to begin “Little Red Riding Hood”: 1. Begin your essay with a strong simile or metaphor. Example: The wolf was a tornado changing the lives of all who crossed his path. 2. Begin with an interesting question for the reader to ponder. Example: Who would have thought that a simple trip to Grandma's house would end in tragedy? 3. Use a string of adjectives Example: Tall, dark, and with an air of confidence, the woodsman entered the house.

14. Analytic Summary Essay Introduction Based on the previous slide, select 1 of the previous hooks. Compose your own hook that follows the pattern provided. Sample Hook 1. Begin your essay with a strong simile or metaphor. Like a hidden, flickering lantern, Harriet Tubman lit the way to freedom for hundreds of slaves trapped within the darkness of the nineteenth-century South.

15. Analytic Summary Essay Introduction General Discussion of the Topic Provide one or two sentences that briefly summarize your topic and what you will be writing about. DO NOT use anything like this: In this paper, I will talk about... I'm fixin' to tell you a story... If you do, a monkey will find you during lunch and proceed to throw bananas at your face, so just don't. Please.

16. Analytic Summary Essay Introduction Thesis Statement The thesis statement is where you state your claim for the paper. It will include the article title, author, what you believe the central idea to be, and the three points you will write about. Your thesis statement will be one sentence. Example In the article “The Woman Called Moses,” Walter Oleksy and Meg Mims assert that Tubman had one single focus: to escape slavery and to live free; evidence of this claim can be found in Tubman's childhood, when she escapes from slavery, and when she returns to free slaves on the Underground Railroad.

17. Analytic Summary Essay Introduction At this point, your introduction should basically be written. All you need to do is put the pieces together. Sample Introductory Paragraph Like a hidden, flickering lantern, Harriet Tubman lit the way to freedom for hundreds of slaves trapped within the darkness of the nineteenth-century South. Years before the Civil War would begin Tubman sought her own freedom, and additionally, she risked her life to ensure the freedom of many other Southern slaves. In the article “The Woman Called Moses,” Walter Oleksy and Meg Mims assert that Tubman had one single focus: to escape slavery and to live free; evidence of this claim can be found in Tubman's childhood, when she escapes from slavery, and when she returns to free slaves on the Underground Railroad.

18. Analytic Summary Essay Body Paragraph For each body paragraph, you select a point from your thesis statement and develop it further. You provide a topic sentence (what the paragraph will be about) then 2 or 3 supporting details from the article. (Cite line numbers in parentheses.) II. Body Paragraph A. Topic sentence B. 2-3 supporting details C. Concluding sentence

19. Analytic Summary Essay Body Paragraph Sample Body Paragraph I Even as a young child, Tubman began developing words that analyzed slavery. Looking back, Tubman remarked, “I think slavery is the next thing to hell. If a person would send another into bondage, he would... send him to hell” (20-22). Additionally, Ozleksy and Mims note a night during Tubman's childhood when her owners celebrated a harvest. Stars twinkling in the sky, “Harriet's fear was replaced with a single focus: to escape from slavery and to live free” (13-14). Clearly, Tubman possessed great strength of character from and early age.

20. Analytic Summary Essay Body Paragraph Sample Body Paragraph II Although she escaped from slavery, Tubman felt morose. For example, she commented, “...” Likewise, Tubman notes, “...”

21. Analytic Summary Essay Body Paragraph Sample Body Paragraph III After Tubman saved her family, she continued returning to the South to rescue other slaves on the Underground Railroad. Emphasizing this point, Oleksy and Mims discuss, “...” Moreover, Tubman herself remarks, “...”

22. Analytic Summary Essay Conclusion The conclusion wraps up the essay, reminds the reader of you main points, and ends with a strong sentence. V. Conclusion A. Restate the thesis statement. B. General summary of the essay C. Strong concluding sentence

23. Analytic Summary Essay Conclusion Sample Conclusion In conclusion, in the article “The Woman Called Moses,” Oleksy and Mims assert that Tubman, through her words, displayed great fortitude during childhood, after escaping bondage, and while leading slaves via the Underground Railroad. Only a handful of people throughout history commit their lives to such a monumental task, but Harriet Tubman did. Stalwart, staunch, and steadfast, Tubman altered the course of history.

24. Analytic Summary Peer Revision Peer Revision Peer Revision is the process of correcting, or revising, a classmates paper. Revision is meant to produce a better grade for you and your partner. Peer Revision Rules 1. When you review, comments should be respectful. 2. Point out opportunities for improvement in the essay. 3. Completely answer each question on the peer revision handout.

25. Analytic Summary Peer Revision Sample Paragraph In my paper, I will talk about Harriet Tubman. Harriet was a smart woman. Harriet freed many slaves on the Underground Railroad. monkeys. Harriet was a strong woman. In the article the woman called moses Oleksy and mims talk about Harriet's childhood, when she escaped slavery, and when she worked on the Underground Railroad. First, I will talk about Harriet Tubman's childhood. Martin Luther King Jr. was a great man. She always wanted to be free. She said, I got a right to 2 things: Death or Liberty.

26. Analytic Summary Final Draft As you complete the final draft, correct any errors you may have made, including spelling, grammar, or citation errors. Make sure your quotation marks are in the correct spot. Also, correct the following items. Underline these items in your final draft, in order to show you completed them: 1. Revise at least five words in your essay. Make the words more vivid. Use a thesaurus for assistance. 2. Change the beginnings of at least two sentences to add more variety. Ex: Begin the sentence with a prepositional phrase or and -ing verb.

27. Revision Practice Revise the sentence below to include a more vivid word for “said.” Tubman said, “We were always uneasy. Now I've been free, I know what slavery is” (17).

28. Comparison/Contrast Essay This essay will cover the articles “The Woman Called Moses” by Walter Oleksy and Meg Mims and “Leaders of the Civil War Era: Harriet Tubman” by Ann Malaspina. The essay is an comparison and contrast essay, which means that you compare and contrast ideas found within both of the articles.

29. Comparison/Contrast Essay The Prompt You have now read two texts about Harriet Tubman. Write an essay that compares and contrasts the authors’ purposes and how their purposes are conveyed in the two texts. Be sure to cite evidence from both texts to support your analysis. Follow the conventions of standard written English.

30. Comparison/Contrast Essay Block Essay Format I. Introduction A. Hook B. General discussion of the topic C. Thesis statement II. First item A. Topic Sentence B. Evidence C. Conclusion III. Second item A. Topic Sentence B. Evidence C. Conclusion IV. Conclusion A. Restate the thesis statement. B. General summary of the essay C. Strong concluding sentence

31. Comparison/Contrast Essay Analyze the Article Follow along as we read the article together. Also, update your purpose graphic organizer. After you have found the purpose of the article, note at least five supporting details with line numbers.

32. Comparison/Contrast Essay I. Introduction A. Hook B. General discussion of the topic C. Thesis statement The introduction for this essay will be similar to the last one you wrote. However, you will go ahead and begin loosely comparing and contrasting in your introduction.

33. Comparison/Contrast Essay For this essay, select one of the following types of hooks and modify it for your topic. Each of the examples could be a way to begin “Little Red Riding Hood”: 1. Start with a short (four or five word maximum), effective sentence: Example: Her hair shone gold. 2. Fill in these blanks: “___ was the kind of ___ who/that ___.” Example: Little Red was the kind of girl who thought wolves would never bother her. 3. Begin with alliteration Example: Courageous, confident, and cautious, the girl with the crimson hood crept through the woods.

34. Comparison/Contrast Essay Example 3. Begin with alliteration. Heroic, humble, and hopeful, Harriet Tubman strove against slavery both before and during the Civil War.

35. Comparison/Contrast Essay General Discussion Again, you generally discuss the article here, no quoting yet. Example: In her childhood, Tubman longed to be free. Eventually, she captured that freedom and continued fighting for the freedom of her brethren for the rest of her life.

36. Comparison/Contrast Essay Thesis Statement The thesis statement is where you state your claim for the paper. It will include the article titles, authors, what you believe the central ideas to be, and the two points on which you think the articles compare and contrast. Your thesis statement will be one sentence. Example In the article “The Woman Called Moses,” Walter Oleksy and Meg Mims assert that Tubman had one single focus: to escape slavery and to live free, yet, in “Leaders of the Civil War: Harriet Tubman,” by Ann Malaspina, the author depicts Tubman as a war hero striving for her people; both articles contain many similarities and differences.

37. Comparison/Contrast Essay Introduction Here is what it looks like put together. Example Heroic, humble, and hopeful, Harriet Tubman strove against slavery both before and during the Civil War. In her childhood, Tubman longed to be free, Eventually, she captured that freedom and continued fighting for the freedom of her brethren for the rest of her life. In the article “The Woman Called Moses,” Walter Oleksy and Meg Mims assert that Tubman had one single focus: to escape slavery and to live free, yet, in “Leaders of the Civil War: Harriet Tubman,” by Ann Malaspina, the author depicts Tubman as a war hero striving for her people; upon analysis, both articles contain many similarities and differences.

38. Comparison/Contrast Essay Body Paragraph Differing from the last essay, here each body paragraph will be devoted to one article. Each paragraph should list ways that the two articles are similar and different from one another.

39. Comparison/Contrast Essay Body Paragraph I Example While analyzing many areas of Tubman's life in their article “The Woman Called Moses,” Mims and Oleksy maintain focus on Tubman's desire to escape slavery and live free. For example, in Oleksy and Mim's article Tubman states, “There's two things I got a right to... and these are Death or Liberty” (28). Obviously, the authors were focused on Tubman's pursuit of this ideal throughout her whole live. Additionally, after she gained her freedom, the authors claim Tubman, “realized she couldn't be free until her people were free” (39). Thus, Tubman turned to the Underground Railroad to help free those still enslaved. Clearly, Tubman fought for freedom throughout her whole life.

40. Comparison/Contrast Essay Body Paragraph II Example On the other hand, while examining Tubman's desire for freedom for both herself and her people, in her article, “Leaders of the Civil War: Harriet Tubman,” Ann Malaspina focuses specifically on Tubman's time spent in the Civil War. For instance, Malaspina specifically notes that the skills Tubman gained on the Underground Railroad helped her in the Civil War, as, “Her abilities to track through the woods, disguise herself, and lead others on secret missions equipped her well to help carry on activities behind enemy lines” (23-24). Moreover, Malaspina focuses on the fame Tubman acquired when she and the Union army, “brought back 700 to 800 slaves who were laborers on nearby plantations, as well as much enemy property” (48-49). After analysis, one can safely assume Malaspina was concerned with the Civil War, whereas Oleksy and Mims told the story of Tubman's entire life.

41. Comparison/Contrast Essay IV. Conclusion A. Restate the thesis statement. B. General summary of the essay C. Strong concluding sentence The conclusion will follow a pattern similar to that of the last essay. The only difference will be that you include the two articles in your conclusion and briefly state how they compare and contrast.

42. Comparison/Contrast Essay Conclusion Example In conclusion, the articles “The Woman Called Moses” by Walter Oleksy and Meg Mims and “Leaders of the Civil War” by Ann Malaspina both discuss Tubman's desire for freedom; however, Malaspina focuses solely on Tubman's time spent in the Civil War, whereas Oleksy and Mims show a span of Tubman's whole life. In both articles, Tubman is depicted as a strong, valiant woman, who fought for what she believed was right. Due to her fierce determination, Tubman's accomplishments stand as a beacon of hope for those who continue to fight for their dreams.

43. Poetry Writing

44. Who Am I? Poem Prewriting: Think of things you like, things you do, things you don't like, and things you don't like to do. Add at least four items to each list: Things I Like Things I Don't Like to Do Things I Don't Like Things I Like to Do

45. Who Am I? Poem Drafting: Pick four things that you like and four things that you do not like, and use them in a “Who Am I?” poem. In the poem, tell who you are, but use the things from your list. In the first stanza, tell who you are. In the second stanza, tell who you are not. Who Am I? I'm chocolate milk. I'm flying kites. I'm throwing water balloons. I'm scary stories. I'm frogs. I'm roller coasters. I'm not worksheets for homework. I'm not a trip to the dentist. I'm not a clean room. I'm not allergy shots. I'm not sardines.

46. Who Am I? Poem Revising: Can you add, delete, or change words? Can you add phrases or clauses? Try to give more information about each thing in each line. Who Am I? I'm a chocolate milk moustache. I'm flying kites on a cool, windy day. I'm throwing water balloons on a sticky summer afternoon. I'm scary stories told in whispers on stormy nights. I'm frogs submarining through secret ponds. I'm roller coasters rocketing through space. I'm not worksheets for homework, the ones that make my brain feel like a tiger pacing in a cage. I'm not a trip to the dentist, where my mouth feels like a candy bar melting in the sun. I'm not a clean room, a place too perfect to live. I'm not allergy shots, weekly spikes in the arm. I'm not sardines, those dead fish in a coffin can.

47. Colorful Writing Poem Prewriting: Think of ten to fifteen colors: green, blue, red, yellow, and others. Be as creative and as specific as possible. Shoot for colors that are not a common, such as aquamarine for blue and amber for golden.

48. Colorful Writing Poem Drafting: Choose five or six green things and write about them using this pattern: What is (insert your color)? (Insert your color) is: Example: What is green? Green is: a frog summer grass a cat's eyes a dollar bill a gremlin's face

49. Colorful Writing Poem Revising: Tell more about each thing your wrote about in your draft. Add adjectives and other vivid words. What is green? Green is: a lumpy bullfrog, the emperor of the pond, perched on a lily pad, croaking rough music across his watery kingdom, soft summer grass swaying, catching secret whispers of wind, a cat's eyes peering out into the dark from inside the deep dark of a cardboard box, a dollar bill crumpled in a pocket of a pair of jeans about to be tossed into a churning washing machine, a gremlin's face after he gulped a dozen rotten eggs.