1. An intro to English 9 Honors

2. Diagnostic—not evaluative Looking at the basics Thesis: do you have one, is it correctly placed, does it have the correct pieces Topic sentences: are they there, correctly placed, function Structure: essay= multiple paragraphs! Support: QUOTES or VERY specific details from the story We will use this as a learning experience

3. Before you can be expected to write, you have to be able to have read and done some primary analysis on the piece Close Reading: a type of interactive reading/note taking ideal for short pieces Good readers do 5 things…

4. A strategy that we will practice is called “close reading” Close reading: An interaction with the text as you read It involves highlighting, writing, and making connections (literally drawing lines to connect) Step 1: always look at the extras: the bios, summaries, dedication, pictures, etc. Don’t ever forget to look at title before AND after you read

5. Take your time with the text, slow down! This is not a race Think about what you are reading Absorb in the information-be a sponge

6. Ask questions about Clarity: Characters, Plot, etc that you aren’t understanding Big ideas Vocabulary Anything that puzzles or interests you Sometimes you can answer them as you read, some once you are finished, and some will remain.

7. As a reader, you should try to identify with the book on a personal level in some way, personal connections will help improve your memory These might be mental connections (in the form of notes) or physical connections (arrows) You should also look for historical, societal, other textual, cultural connections (text to self, text to text, text to world)

8. Once you are finished, stop and THINK Think about the importance, impact, purpose of the content What questions can you answer? What questions do you still have? Think about the big ideas of the piece and what the author is trying to teach you about these themes (we will do more with theme next week)

9. ONE hot summer’s day a Fox was strolling through an orchard till he came to a bunch of Grapes just ripening on a vine which had been trained over a lofty branch. “Just the things to quench my thirst,” quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success. Again and again he tried after the tempting morsel, but at last had to give it up, and walked away with his nose in the air, saying: “I am sure they are sour.”

10. Re-read the prompt and your essay. Take a few minutes to respond. What do you think you did well on? What areas did you struggle with? Discuss with a partner Rewind! Let’s look at prompt. Discuss. So, did your paper execute the requirements?

11. Highlight the sentence which states the essay’s main idea (this is called the thesis). Highlight the sentences which state the main idea of each body paragraph (these are called the topic sentences). Discuss: 1. What is the purpose of a thesis statement? 2. What is the purpose of a topic sentence? 3. How can using these effectively help the writer AND the reader?

12. Look at the handout provided for more tips. Highlight the important info on the front side Examine the examples on the back and try your own

13. Write a thesis for “Samuel” Left side: your thematic root is pride Right side: your thematic root is responsibility Write two topic sentences that support your thesis

14. Share your thesis statement with a partner who had the same thematic root as you did Pick one and write it on the board Now we will work on topic sentences

15. Begins each body paragraph, sometimes called a claim Answers HOW or WHY the thesis is true Is NOT plot-related Example thesis: We must accept what we cannot change. (Theme—acceptance) Topic sentence: A lack of acceptance often creates bitterness Then back it up with evidence from the piece

16. Now that you have your topic sentence (which is a HOW or WHY your thesis is true), it is time to bring in the story…  Evidence: quotes, character and plot references (very specific—no summary) that support your topic sentence (which supports your thesis)

17. We will define this and discuss it later, but for now, explain the connection between your topic sentence and your evidence Check out the essay map and outline

18. Thesis—big idea that answers the prompt, what your paper will prove Topic sentences= CLAIMS not plot-based EVIDENCE= the stuff from the text EXPLINATION= your analysis, connect the evidence to the claim