5 paragraph essay

Monkey's Paw /Answering Essay Questions

Bell Ringer:
9/ 29 -
What is situational irony?

9/30-
Define Foreshadowing

 10/1-Use three vocab words in complete sentences.  Underline your context clues

 10/2- Select 5 vocab words and create synonyms

 10/3 vocab test

Goal: Students will review The Monkey's Paw

The Monkey's Paw

Goals:
1. Students will read, comprehend and interpret a short story

2. Students make personal connections to the story

3. Students will explore foreshadowing/ contextual evidence and plot structure

4. Students will respond to the story through writing, speaking and listening 



Procedure:

1. Students will locate contextual evidence that displays foreshadowing in "The Monkey's Paw" in their packet -p 45

 2. Students will review key points of the sto

3. Students will discuss the irony in "Paw" 
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 53

7. Students will turn in and discuss the plot structure worksheet

8. Student will be introduced to the John Collin's form of assessment.

9. Students will be introduced to the topic of "Answering Essay Questions"

10. Students will integrate writing rules and the John Collin's Method as they complete a journal.

Responding to Literature

Goal: Students will be able to understand how to answer a prompt/ essay question

http://www.bhsworldlit.blogspot.com/2013/07/tips-to-write-essay-response.html

1. Students will review steps to writing an essay question

 Assessment
1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:http://owl.english.purdue.edu/owl/resource/737/1/

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:

Writing Assessment 1:  Journal:

"Be careful what you wish for," is a common adage.  How can this saying be incorporated as the theme in the story, "The Monkey's Paw" by WW Jacobs?

Type 2 Quiz/ Essay

1. Must use at least three points of contextual evidence.....Underline contextual evidence.

2. Contextual evidence must be explained

3. Use complete sentences.

4. Essay must be organized.

 Students will finish their essays and submit their work to www.turnitin.com

Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance
Make sure you justify each of your key points with support

We will be exploring more structured responses throughout the week.  



5 paragraph essay instructions

Example:  STEP BY STEP 

Students will identify all components of a 5 paragraph essay

(Students will outline and highlight a 5 paragraph essay)
Sample to use an initial example:

http://www.gc.maricopa.edu/English/essay/

Assignment:
Students will identify all components of a 5 paragraph essay

(Students will outline and highlight a 5 paragraph essay)
Sample to use an initial example:

http://www.gc.maricopa.edu/English/essay/

 Links:

5 Paragraph essay format LINK
5 Paragraph Outline LINK

Students will Explore the Purdue owl link.

1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/


Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
journal prompt

 Be specific and use examples.

3. Students will review steps to writing an essay question
4. Students will complete their essays and have them proofed by 5 people onwww.turnitin.com

Closure:

9/29- Find an example of situational irony in the story

9/30 -  Find an example of foreshadowing in the story

10/1- Study for Vocab

10/2- Select 5 vocab words and write 5 antonyms.

10/3 vocab test

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

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

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

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

5 paragraph outline

5 Paragraph essay outline

Title: ____________________

I. Introduction
A. Introductory statement
B. Thesis statement: ____________________
C. Blueprints:
1. ____________________
2. ____________________
3. ____________________
Transition:
Body
D. First Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
E. Second Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
F. Third Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition
II. Conclusion
A. Closing statement
B. Restate thesis: ___________________

5 Paragraph essay

5 paragraph essay form

1. Students will review the form and technique for writing a 5 paragraph essay.
2. Students will become familiar with the various parts of the 5 paragraph essay

The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.

Body Paragraphs 2-4: Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Final Paragraph: Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.


To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html

B. Three Body Paragraphs 
*The body paragraphs will follow the order of the three blueprint ideas

Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
(TRI Paragraphs)
Transition

*Example of body paragraph 1:

Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm

C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.

Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three 
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html

Sample 5 paragraph essay:

http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML- a second example

TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.

The Monkey's Paw

Bell Ringer
9/10
Circle the context clues in the sentence.  Select the correct answer

9/15
Circle the context clues in the sentence.  Select the correct answer
1. If you enjoy COVERT activities, become a secret agent.

a. Obvious     b. Concealed   C. Easy to bear     D. Popularity

2. The wealthy benefactor who paid for the child's operation prefers to remain anonymous

a. financial supporter    b. social critic  c. cooperative person
9/16
1. After a long game in the August heat, the young baseball players ALLEVIATED
their thirst with ice-cold water.
A. To consider      B. "To hide    C. To ease

2. Mr. Smith was a CYNIC about people until he fell down on a street corner and several strangers rushed to his aid
a. Someone who believes the worst     B. Someone who gives help    C. Someone with a bad reputation.

9/17

Vocab Quiz on Wednesday

Quiz to follow9/11
Procedure:

1. Students will read "The Monkey's Paw" on page46 in the packet 
2.Students will discuss "Fables and Folk Lore"
3. Students will make predictions about the "Monkey's Paw" 
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 53 and complete a worksheet

7. Students will complete structure worksheet

Assessment:  There will be a short quiz following the reading

Closure:
Write original sentences using your bell ringer words each day.  Underline your context clues.

Standards: 

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

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

The Monkey's Paw

The Monkey's Paw

Wednesday, 9/10, Thursday, 9/11 and Friday 9/12

Bell Ringer
9/10
Circle the context clues in the sentence.  Select the correct answer

9/10
Circle the context clues in the sentence.  Select the correct answer
1. His teeth were exposed in a frozen grimace.  
A. Skillfulness      B. Unnoticeable    C. Twisted facial expression

9/11
2.The strength was gone from his legs;  his shivering hands--numb, cold and desperately rigid had lost all deftness.
 A. Skillfulness      B. Unnoticeable    C. Twisted facial expression

9/12
3. By a kind of trick--by concentrating his entire mind on first his left foot, then his left hand, then his other foot, then his other hand--Tom Benecke was able to move almostimperceptibly.
 A. Skillfulness      B. Unnoticeable    C. Twisted facial expression

9/10

Today, we will go over the plot structure and questions from "Contents of A Dead Man's Pockets"

Quiz to follow9/11
Procedure:

1. Students will read "The Monkey's Paw" on page46 in the packet 
2.Students will discuss "Fables and Folk Lore"
3. Students will make predictions about the "Monkey's Paw" 
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 53 and complete a worksheet

7. Students will complete structure worksheet

Assessment:  There will be a short quiz following the reading

Closure:
Begin your vocab homework...Unit 14....due on Friday

Standards: 

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

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Contents of a Dead Man's Pockets

Contents of a Dead Man's Pockets

Contents of a Dead Man's Pockets


Bell Ringer
Circle the context clues in the sentence.  Select the correct answer

9/8
Circle the context clues in the sentence.  Select the correct answer
1. He had financial issues, so he decided to make his own money.  He was sent off to Leavenworth for seven years for COUNTERFEITING.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

2.Out of the WARRENS in the wall, tiny little robot mice darted.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/9
1. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages


2. In the kitchen, the stove could be seen making breakfasts at a PSYCHOPATHIC rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips, which, eaten by the fire, started the stove working again, hysterically hissing!

A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages


REMINDER: 
Vocab Unit 2 Test Tuesday
1. Students will learn to make conclusions using clues/ context clues
A. Each student will get a sheet of paper
B. Students will review "evidence: from a crime scene
C. Students will evaluate the circumstances and reasons for the victim's death
D. After reviewing the evidence, the students will write a short paragraph discussing the cause of the person's death.  Students will also list "character traits"  that are evident from the evidence.

Students will offer their opinions of other "popular mysteries"

Procedure:

1. Students will continue reading "Contents of a Dead Man's Pockets" in their text

.2. Students will discuss why people take risks

3. Students will make predictions about the "Contents"  and take "notes" while actively reading

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 19 and complete a worksheet

7. Students will complete a plot structure worksheet

Assessment:  There will be a short quiz following the reading

Materials: Packets, Smart Board, highlighters, pens

Tuesday:  Vocab Unit 2 Test

Closure

9/8

Closure

Use GRIMACE in an original sentence...indicate your context clues
9/9
Closure:  Use COUNTERFEITING in a sentence

Standards:

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

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language