1. Welcome to English III Tuesday Week 4 10

2. Bell Ringer Abstract nouns: Choose one word from the list, and Free Write about the word for 1-2 minutes in the Reader’s Notebook.

3. Students analyze theme in a literary work to better interpret the view on the human condition. Abstract nouns are the opposite of concrete nouns— they are intangible, not touchable. Adjective form of intangible: means incapable (not able) of being perceived by the sense of touch not definite or clear to the mind: Example: the goodwill of a business. Origin: medieval Latin, Synonyms: vague, elusive, fleeting.

4. Students analyze theme in a literary work to better interpret the view on the human condition What do these words represent? Share your responses. Abstract words/ideas often exemplify topics in literature. These topics ultimately lead to theme(s) in literature through the writer’s use of sensory details, plot, setting, characters, mood, figurative language, etc.

5. Content Objective: Students write an introductory paragraph for an analytical essay.

6. Students analyze theme in a literary work to better interpret the view on the human condition Literary Elements of Fiction and explain of the concept of theme addressed on slides 26-29 PowerPoint. Handout: Analysis and Evaluation and copies of the short stories or novel.

7. Students analyze theme in a literary work to better interpret the view on the human condition Work in groups and engage in a Focused Reading of the text. You must use the reading strategies. Handout: Analysis and Evaluation in order to interpret how the author used literary elements to express the theme. Record group responses on a separate sheet of paper.

8. Theme (element) The theme is the central or universal idea of a piece of fiction. An implicit theme refers to the author’s ability to construct a piece in such a way that through inference the reader understands the theme. ©2011, TESCCC 06/08/12 Slide 26 of 28

9. Theme The theme is also the main idea of a nonfiction essay. An explicit theme refers to when the author overtly states the theme someplace in the work. ©2011, TESCCC 06/08/12 Slide 27 of 28

10. Theme A universal theme transcends social and cultural boundaries and speaks to a common human experience. The human condition encompasses all of the experience of being human. The ongoing way in which humans react to or cope with life experiences is the human condition. ©2011, TESCCC 06/08/12 Slide 28 of 28

11. Theme Finding the theme of a story is a higher order skill and requires the reader to make an inference. Consequently, some students have a difficult time identifying themes. Because this skill is frequently evaluated on state reading tests, it is important that your students identify themes with reasonable reliability. I find that properly teaching students how to identify themes goes a long way toward meeting this goal. Properly Define Theme: students need to know that theme is the life lesson of a story or the author’s message

12. Theme Infer: You need to learn to infer and understand that in most stories (with the exception of fables), the author will not tell readers what the theme or lesson of the story is. Readers will have to think about what the characters did wrong or right and what they can learn from the character’s experience.

13. Theme Extract The “Big Idea”: One common mistake that students make when attempting to identify the theme is that they get hung up on the characters or events in the story. You have to practice to think beyond the small world elements of the story to extract the big world lesson of the theme. Example: Tim hated his old baseball glove. He wanted to play with a new glove, but he didn’t have any money, so he decided to steal it. But when Tim got caught stealing the glove, his parents said he couldn’t play baseball all summer.

14. Theme A student who understands the concept of theme is likely to give a response like, “The lesson of the story is: if you want something, you should work for it.” This shows that the student is processing the events of the story and extracting a larger idea, one which can be directly applied to someone’s life. A student who doesn’t understand theme will fixate on story level events.

15. Theme For example: “Tim shouldn’t steal.” This response demonstrates comprehension of the text, it doesn’t show higher order thinking. The student is stuck in the small world of the story and needs to take the mental jump to the big world idea. You need to distinguish between the small world of the story and the big world idea.

16. Theme Individual Activity Identifying Themes: You have a worksheets and activities where you can identify themes in a variety of very short stories.

17. Essay Hooks Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:_____) http://hooksforessays.com/ The introductory part of the essay: the reader a chance to decide and make up his mind whether to continue reading your work or not. the bait is for the readers. the topic is appealing to the audience. grabs the attention of readers. an interesting sentence or phrase glues the reader to your piece of writing.

18. Essay Hooks Usually appear in the first sentence of the article. It could be: some interesting quote, Just do it! a well-known fact, a little known fact that connects to your topic, a statistic or some famous last words. The main aim is to make your work: creative and attractive to compel one to read.

19. Essay Hooks popular hook sentences used for articles: Shocking statements – can attract people easily to join the conversation impose an idea to the reader that would either shock or provoke Scene hook – start the essay by mentioning that your friend was a Hollywood star tell about an incident that took place with you or your friend

20. Essay Hooks Literary quote hooks – is used in articles that are not fictional in nature. quotes from popular works such as Romeo and Juliet could become a hook especially when the theme of the essay utopian Humorous hook – using a humorous hook does not mean that the work is a comedic platform. humor in your essay could simply provide a statement that is ridiculously funny or absurd. it can make the article more exciting and develops the reader’s interest into the topic.

21. Essay Hooks Question hook – using question hooks in can lure readers to read the article. to entice, frame the question so that it is an open ended question, not a YES or a NO question. It requires the reader to answer and to become inquisitive to read the rest of the article. Quotes from famous people – may have more authority and influence as compared to others. a quote from a famous person’s speech or writings can become an essay hook as well. Writing quotes gives a beautiful introduction and a great start to the topic in an essay. Pay attention to the overall presentation of the essay and give your best to attract the readers to go through their work.

22. Learning Applications Engage in a Focused Reading of the text in small groups. Respond to questions from Handout Write an analysis and Evaluation in the Reader’s Notebook. Engage in a discussion about the text. Teacher’s Group: Work with small groups

23. Activity Writing Apply the writing process to writing an analytical essay. The next step in the writing process is drafting. Today you will write an effective introductory paragraph. Number a sheet of paper from 1 to 3, leaving ample space beneath each number. Next to each number, label the part of the introductory paragraph as below. An effective introductory paragraph usually contains three parts: The outline contains the thesis statement. Refer to the outline and copy the thesis statement next to the number three. 1)a hook 2) a bridge 3) a thesis statement.

24. Instruct students to copy their thesis statements next to the number three on their sheets of paper. Explain that the purpose of the hook is to hook the reader’s attention, and the purpose of the bridge is to connect the hook to the thesis statement. Ask: How can you hook your reader’s attention in an essay? List student responses. Discuss responses. Add more examples of hooks as applicable. Think Aloud to model writing a hook for the teacher introductory paragraph. Write the hook next to number one.

25. Conclusion Share key information from your discussions with the class. What were the themes addressed in the short stories/novel? What message about the human condition emerged from the themes of the stories you read today? How is this theme relevant to our world? Discuss as a class.

26. 30 Second Write How is this theme relevant to our world? Turn in your responses and place Handout: Analysis and Evaluation in your Reader’s Notebook.