Nonfiction

Introduction to Nonfiction

1/6 and 1/7

Nonfiction 

 Goal: Students will be introduced to nonfiction

 1. Nonfiction- Factual prose writing.  It is literature that is true.  It is based on facts- real people, actual places and true incidents

 

-Through nonfiction, the author communicates his/ her own opinion and reveals their personality

-An author of nonfiction usually writes for a very definite purpose and audience.

-The author's TONE usually indicates the purpose and audience in mind

-The title and style may reveal the author's purpose in a piece of nonfiction

 What is AUTHOR'S PURPOSE?

 

2. Exploring Essays and Speeches

Nonfiction PowerPoint

Characteristics of Essays and Speeches

Essays are short works of nonfiction. Their authors are usually named and are always real people. Speeches are nonfiction literary works that a speaker delivers to an audience.

• An essay - In French essai means "an attempt."  An author always has a purpose in writing an essay;  he or she writes to communicate a particular idea or opinion on a particular topic. The Essay examines and discusses a topic, often presenting the writer’s personal viewpoints. Essays typically explore ideas and opinions.
• The essayist uses facts, details, incidents, and reasons to develop that idea or support opinion
• FORMAL ESSAYS- are serious and impersonal
• INFORMAL ESSAYS- ARE MORE PERSONAL AND ENTERTAINING
• A speech presents a topic and often marks a specific occasion. There are many types of speeches, ranging from informal talks to formal lectures.

Essays or speeches offer more than ideas and facts; they also express a writer’s style, tone, perspective, and purpose.

• Style is the distinctive way in which an author uses language. Style reflects an author’s individuality and can be as unique as a fingerprint. Many factors contribute to an author’s style, including level of formality, use of figurative language, word choice, sentence patterns, and methods of organization.
• Tone is the author’s attitude toward both the subject and the audience. When you listen to a speech, you can hear the speaker’s tone just as you do when you engage in conversations. Authors of written works convey tone through word choice and details. Tone is often described with a single adjective: formal, ironic, amused, angry, and so on.
• Perspective is the viewpoint or opinion an author expresses. Bias occurs when the presentation of a viewpoint becomes so one-sided that a writer distorts facts or uses emotional language to unfairly influence the reader or listener.
• Purpose is the author’s reason for writing or speaking. Common purposes include the following: to inform, to entertain, to persuade, to praise, to celebrate, to warn.

Types of Essays

Essays can be categorized by the mode of composition, or author’s purpose. 

• A narrative essay tells the story of real events or an individual’s personal experiences.
• A descriptive essay creates an impression about a person, an object, or an experience.
• An expository essay provides information, explores ideas, or explains a process.
• A persuasive essay attempts to convince readers to take a course of action or adopt the writer’s position on an issue.
• A reflective essay conveys the writer’s thoughts and feelings about a personal experience or an idea.

Types of Speeches

Speeches can be categorized by their levels of formality, which are determined by the speaker, occasion, and purpose. 

• An address is a formal, prepared speech that is usually delivered by someone of importance.
• A talk is an informal speech delivered in a conversational style.
• An oration is an eloquent speech given on a formal occasion.
• A lecture is a prepared speech that informs or instructs an audience.

NOTES:  TYPES OF NONFICTION  - see worksheet for more terms

Check Your Understanding

Choose the letter of the answer that best matches each numbered item.

1. a writer’s unique use of language
   1. descriptive
   2. style

unfair presentation of facts

1. bias
2. address

a history of World War II

1. persuasive
2. expository

the story of an athletic triumph

1. expository
2. narrative

playful, sarcastic

1. tone
2. perspective

II. Students will review a PowerPoint and take notes

11.B.2.2.1 Identify and interpret first and third person point of view

1.1.B.2.2.2  Analyze the effectiveness of the author's use of point of view and purpose

1.1.B.3.1.1 Analyze the use of facts and opinions n nonfictional text

A Christmas Memory

https://www.youtube.com/watch?v=G0vjTfVyZco

"One Perfect Rose" and "To Satch"

Poetry Quiz

Goal: Students will analyze poetry

I. Brief intro to the author's of both poems

Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude  For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"

Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature

-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-Satchell Paige once said, "How old would you be if you didn't know how old you are?"  He had one of the longest professional baseball careers in history.

Quiz

After the quiz, students will write a journal:

Pick one of the poems from our packet, and discuss how you or your life relates to it.  Use specific examples from your life and the poem.
Turn your journal into www.turnitin.com

1 page minimum

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

Narrative Poetry

Goal: Students will read, comprehend, and interpret poetry
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry


Bell Ringer:  Explain the following statement:  One's immediate actions may result in immediate consequences.

Introduction to Rudyard Kipling:

Rudyard Kipling - 1865-1936
Most famous work:  The Jungle Book

Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist

Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature

1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry

Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion

-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme

Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event
Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable?  What really accounts for the physical problems of the men?




Thursday-
"To Satch" and "One Perfect Rose"

Friday- Poetry test - Be able to apply all of your terms

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret speakerr, hyperbole, satire imagery, foreshadowing and irony

"Metaphor" and "The Wind Tapped"

Goal: Students will analyze poetry
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry:  sonnet, haiku


Terms: Figurative language, simile, metaphor, personification


Students will read two poems that contain imagery, metaphoric comparisons, 

I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.

II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."

III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)

1. Students will discuss imagery, personification and the overall metaphor discussed in the poem

IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets 
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable,  However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.

1. Discuss the following scene:  Imagine being home alone at night and it is very windy.  What do you hear?  What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem

V. Compare and contrast the attitudes of the two authors


11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

"Generations" and "Night Clouds"

Goal: Students will be able to identify Cycles presented in text
Students will identify imagery and supporting details from text
Students will make inferences and draw conclusions based on text
Students will identify and evaluate text organization

Terms: Figurative language, imagery, simile and metaphor

Students will be introduced to Amy Lowell
1874-1925
Famous for her readings and lectures, as well as poetry.
Won Pulitzer Prize after her death for her writing
A pioneer of the Imagist movement
Influenced by haiku poets, the Imagists focused on a single, precisely presented image.
"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.

Pre- Reading discussion
"Generations"  will discuss their families and the importance of generations
"Night Clouds" will discuss shapes of clouds
1. Students will read the poems by Lowell: "Generations" and "Night Clouds"
2. Students will pick out Figurative language, imagery, simile and metaphor and imagery,
3. Students will discuss both poems
4. Students will analyze the cycles presented in both poems.
5. Students will compare and contrast both poems


11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony 

The Fish

Poetry

Goal: Students will read, comprehend and interpret poetry

Students will apply poetry terms during reading sessions

Monday, 12/10-

I. Students will be introduced to Elizabeth Bishop (p. 262 in text)

1911-1979- Born in Massachusetts, but loved to travel

Spent many years in Brazil.

1945- Springboard for her career- She won a poetry contest, and was published in her first book: North and South

"I think geography comes first in my work, and then animals.  But I like people, too."

-Mood: the atmosphere or tone of a poem.  The poet uses specific words, phrases, and images to convey the mood of the poem.

-In "The Fish," the poet says, "I looked into his eyes/ which were far larger than mine/ but shallower, and yellowed./ the irises backed and packed/ with tarnished tinfoil....."  

-These specific words convey the speaker's longing to understand the fish by looking into its eyes.  

Find examples in the poem that shows Bishop has experience catching fish.

Find an example in the poem where the author reveals atmosphere and tone

Discuss the "Medals" discussed in the poem.

Poetry

Goal: Students will read, comprehend and interpret poetry

Students will apply poetry terms during reading sessions: Simile, hyperbole, tone, mood

Monday, 12/10-

I. Students will be introduced to Elizabeth Bishop (p. 262 in text)

Students will read the poem and practice making predictions

In groups, students will pull out their analysis paragraphs and debate their interpretation of the poem versus the author’s purpose

2. Students will read and discuss the poem.

3. Assessment: Questions on page 267 of text

Students will read the poem and practice making predictions

In groups, students will create analysis paragraphs and debate their interpretation of the poem versus the author’s purpose

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony 

Haiku Poems

Goal: Students will analyze poetry Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku

Bell Ringer:
What is a Haiku

IV. The Haiku

Meet the Authors:

Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object

Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)

The Haiku
-Can be read from line 1-3 and line 3-1

-The Camillia Flower

- Sumida River








-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)

1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time.  What two things do we see in these works?
3.  What does Basho describe in his haiku?
4. What small creatures does Issa write about in his haiku
5. A haiku can make us see two things at the same time.  What two things do we see in Issa's poem?

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony 

Frost Analysis

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Students will read, comprehend and interpret poetry

Students will apply poetry terms during reading sessions

Bell Ringer:

Make a chart as indicated below:  Compare and contrast the two poems

"After Apple Picking"             |                    "Mowing"

1. Similarity                                       Similarity
2. Similarity                                       Similarity    
3. Similarity                                       Similarity
4. Similarity                                       Similarity  

1. Difference                                         Difference
2. Difference                                         Difference

Now that we covered two Robert Frost poems, it is your turn.
"Two Tramps in Mud Time"

Literal Definitions:
Tramp
Vocation
Avocation

Pre-Reading Discussion:

Have you ever been in a situation where you did something you didn't want to do because you didn't’t want someone else to replace you/ look better than you?

1. Read the poem "Two Tramps in Mud Time"

2. Complete the graded worksheet

3. We will review the worksheet and discuss/ analyze the poem

4. We will add this poem to the chart we started in today's bell ringer.

5.  We will discuss patterns/ similarities in Frost's poems

Closure:  If time allows, we will complete the Study Island exercises

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

     

Robert Frost

Monday and Tuesday:
1. Students will be introduced to Robert Frost: Introduction in text.  (PG. 182-3; Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems.  Pg 187
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.

Teacher and students will discuss the quiz


After Apple Picking Questions:
1. What pictures flash through the speaker's mind as he drifts off to sleep?
2. What sensations does he feel?
3. What does he hear?
4. 2 hyperbole
5. 2. metaphor
6. 2 similes
7. 2 personifications
8. 2 alliterations
9. Symbolism:
-Winter
-Apple picking
-Sleep
-Ladder pointing toward heaven

10. Allegory of the entire play

Mowing:
1. What is one sound the speaker hears?
2. What does the speaker of "Mowing" say the "sweetest dream that labor knows'?
3. Why is the setting of ""Mowing" important?
4. What is the speaker doing?
5. What is the rhyme scheme?
6. 1 example of personification
7. 1 ex. of assonance
8. 1 ex of consonance
9. What is the tone of the poem?
10 How are both poems similar?


Wednesday:  Study Island Exercises

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

Intro to Poetry

Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Tuesday:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

 Friday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday and Wednesday:
1. Students will be introduced to poetry terms
 A. Students will copy terms

Click on link::  Poetry Terms

 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings

Wednesday/ Thursday:
2. Students will be introduced to Robert Frost: Introduction in text.  

go to www.PHSchool.com

Click on Course Content

Use code eqe-9403

Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems

Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.

Quiz/ Worksheet

Monday:  Poetry Terms Test

Teacher and students will discuss the exam

CC.1.3.11-12.G: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Finalize Essay

Monday, 11/18 -
Students will finish essay

1. Finalize www.grammarly.com
2. Finalize peer editing
- You must read your essay aloud to another student
-Another student must read your essay aloud to you...sign your paper
-2 students must complete peer editing
 (4 reads total)

Goals:
Review: Problem/ Solution  5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will continue writing their 5 paragraph essay- Problem/ Solution

**Tuesday, Vocab unit 4 will be due
15 original sentences will be turned in with your test on Friday.
10 words from the unit
Bell Ringer words:


WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

Practice Exercise #1
Remember to  Add Details.....Be specific

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Below are three words. Take a few minutes and write as many details as you can about each subject.

Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself

ASSIGNMENT:
1. Overview of paper

2. Possible Topics

3. Essay Outline Overview

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

7. MLA Format
Deadlines:

Monday - Final day for writing.  All papers are due
Papers must be turned in to www.turnitin.com

Tuesday - Vocab 4 With 10 original sentences


Closure:  We will reflect/ comment on one element of our paper/ writing each day.

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition

R11.B.1: Understand components within and between texts.

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Essay

Bell Ringer:
Students will discuss one aspect of their paper with their neighbor.

Goals:
Review: Problem/ Solution  5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will continue writing their 5 paragraph essay- Problem/ Solution

**Tuesday, Vocab unit 3 will be due with 15 original sentences.
10 words from the unit
Bell Ringer words:
August
Doughty
Credulity
Prosaic
Avaricious

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

Practice Exercise #1
Remember to  Add Details.....Be specific

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Below are three words. Take a few minutes and write as many details as you can about each subject.

Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself

ASSIGNMENT:
1. Overview of paper

2. Possible Topics

3. Essay Outline Overview

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

7. MLA Format
Deadlines:
Monday/ Tuesday:  Rough Draft
Wednesday- Check papers on www.grammarly
Thursday- Fix errors/ peer edit (all papers must be read aloud to one student and one student must read your paper to you.   Two people must proof your paper)
Friday - Vocab 3 Test - Continue paper after test

Monday - Final day for writing.  All papers are due


Closure:  We will reflect/ comment on one element of our paper/ writing each day.

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition

R11.B.1: Understand components within and between texts.

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Problem/ Solution Essay

Monday  and Tuesday Bell Ringer: 

Bell Ringers:  Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent


Monday and Tuesday:
Goal:  Students will review parallel structure
Students will be able to identify and correct sentences using proper parallel structure
Students will be able to write original sentences using parallel structure:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES

Parallel Structure
Links:

https://owl.english.purdue.edu/owl/resource/623/1/
After the review, students will take a quiz on parallel structure

Quiz:
http://bhscomp1.blogspot.com/2013/11/parallel-structure.html

After quiz, students will explore writing complete sentences by avoiding fragments and run-ons
Students will review commas, semicolons and colon rules
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES

Fragments, Run-ons, and Sentences....OH MY! 

More resources:
Extra Help: There are several practice exercises below that will help students review sentence structure:

Online Practice
Fragments, Run-ons, and Sentences....OH MY!

http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
http://www.chompchomp.com/exercises.htm http://wps.prenhall.com/hss_harris_phrefguide_1/56/14508/3714243.cw/content/index.html

Wednesday- Friday Bell Ringer:

3. His father, smiling shamefacedly at his own CREDULITY, held up the talisman.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

Tuesday/ Friday:
Goals:
Introduction: Problem/ Solution  5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will begin their 5 paragraph essay- Problem/ Solution

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

Practice Exercise #1
Remember to  Add Details.....Be specific

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Below are three words. Take a few minutes and write as many details as you can about each subject.

Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself

ASSIGNMENT:
1. Overview of paper

2. Possible Topics

3. Essay Outline Overview

4. Student Outline/ Planning Sheet

5. Rubric

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition

R11.B.1: Understand components within and between texts.

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**You will be required to give your name to enroll in the updates

Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.

DO NOT GIVE YOUR ENTIRE LAST NAME

**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES