1 Wednesday, November 19 th What am I learning today? ELACC11-12L1-6: Demonstrate the correct use of vocabulary and grammar in my writing. CCSS.ELA-LITERACY.SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.RI By the end of grade 11, read and comprehend literary nonfiction in the grades 11- CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. What am I going to do today? In LAB 516 Show Ms. Curley a lead-in/lead-out Work on outline due today 1 st COMPLETE draft due Friday What will I do to show I learned it? Continued analysis of characters, themes, symbols, etc. in Gatsby Create analytical journal entry for each chapter Literary analysis paper on The Great Gatsby

2 Lead-ins & Lead-outs Emily and the confederate soldiers view the past as something that never dies, confusing it with a mathematical progression which “conserves everything. In seven you have all that you had in six. Thus if time were only a mathematical progression, it would only add things to the past. There would be no loss, no death, no decay” (Vartany 190). Although strange to the average mind, understanding the concept of mathematical progression helps the reader understand more of why Emily refused to believe she was no longer exempt from paying taxes, killed and sheltered a man whom she loved, and hid in her house (which remained exactly the same) for forty years; she did not want to let go, and convinced herself she didn’t have to if she’d simply keep life exactly the same as it had always been. Body paragraphs are like CEI PARAGRAPHS!

3 Literary Analysis Examine a Symbol Attach it to Author’s Purpose (characterization, style, etc.) Connect it to a theme (What does the novel ultimately teach the readers?)

4 Literary Analysis Text: “A Rose for Emily” Symbol: Dust and Decay Author’s Purpose: Characterization of Emily Theme: The past continues to live on in the present through the form of dust and decay. Claim: Ultimately, the theme of “Rose” is man’s relation to time which is conveyed through the literal and figurative symbolism of dust and decay to characterize Emily.

5 Literary Analysis PROMPT 1 Text: The Great Gatsby Symbol: a particular color Author’s Purpose: Characterization of ______________ and ____________ Theme: attempts to recreate the past result in failure CLAIM: Fitzgerald uses the color __________ to characterize both _________ and ___________ in an attempt to illustrate that attempts to recreate the past must inevitably result in failure.

6 Literary Analysis PROMPT 4 Text: The Great Gatsby Contrasting Characteristics: Jordan’s___________ & Daisy’s _____________ Author’s Purpose: Characterization of ______________ and ____________ Theme: CLAIM:

7 Calendar This Week Wednesday (11/12) In Media Finding sources and crafting claims Thursday (11/13) in lab 113 Claim & Intro due Friday (11/14) in lab 421 Lead-ins & lead-outs due Next Week Monday (11/17) NOT IN LAB Reading quiz Chapters 7-9 All journals due Tuesday (11/18) MOVIE/FOOD DAY Wednesday (11/19) in lab 516 Outlines due Thursday (11/20) in lab 421 Working on drafts Friday (11/21) in lab 113 FINISHED DRAFTS DUE

8 Vocab Exercise—words Word & Part of speech Picture Sentence EX: Commiserate (v) It was nice to have my best friend commiserate with me on that awful day.

INTRODUCTION PARAGRAPH 1 st : Hook 2 nd : Background 3 rd : Context/Transition 4 th : Thesis Statement

INTRODUCTION PARAGRAPH HOOK your reader! You will first want to start off with a frame, some single word, image or allusion that you can use to open up your paper (NOT personal experience). Anecdotes (tell a short, relevant, engaging story) Analogies (make a comparison_ Facts/details (cite relevant details) Imagery (illustrate the idea!)

INTRODUCTION PARAGRAPH Provide background information! MUST include: Title of novel (The Great Gatsby in our case) Author of the piece (F. Scott Fitzgerald) Historical information on the time period (1920s) Post WWI / Jazz Age, Flappers, Consumerism / Before the Great Depression (use your notes or research!) Don’t forget to discuss the American Dream!

INTRODUCTION PARAGRAPH Add context! transition from background info to setting the stage for your thesis What info does your reader need to know to better understand your thesis? Insight into the topic or debatable opinion – does it need to be defined or set in new context? Relevant character information or generalized plot? (not specifics!) For example, if your thesis statement analyzes the oppressive behaviors of Abigail Williams from The Crucible, I need to know a bit about what oppression means and how/why Abigail (in general, not specific instances) is an oppressive character.

INTRODUCTION PARAGRAPH The last sentence is your thesis statement! Your ONE (complex) sentence claim. This is the foundation of your paper and where ALL of your topic sentences come from. It is not a run-on sentence It contains a subject + topic + debatable opinion

STRUCTURE OF THE INTRO PARAGRAPH Hook and Background Info (about 3-5 sentences…compound, complex, etc. ) Context/Transition (2-3 sentences… compound, complex… ) Thesis Statement (1 sentence) NO PRIMARY or SECONDARY QUOTES IN INTRO!

TOPIC SENTENCES Topic Sentences (TS) answer specific topics (ideas) in the thesis. Sample Thesis: Fitzgerald’s use of geographical settings to represent the growing moral decay and emptiness of characters like George Wilson and Tom Buchanan signifies the hollow corruption of the American Dream. What are the important nouns? (geographical settings, Tom Buchanan, George Wilson, American Dream) What are the important associations? (moral decay, emptiness, hollow corruption) What is the relationship pattern? Repetition (growing)

TOPIC SENTENCES Big IDEA: geographic settings lead to moral decay and emptiness in George Wilson Big IDEA: geographic settings lead to moral decay and emptiness in Tom Buchanan Little IDEA: this decay, then, leads to the corruption of the American Dream Each idea gets its own topic sentence! Think of the “who, what, when, where, why, and how” that explains each topic.

TOPIC SENTENCES Remember, a topic sentence: ALWAYS proves a specific idea within the thesis. ALWAYS contains associations that help prove the ideas in the thesis ALWAYS contains a relationship word to establish pattern (repeat or contrast) NEVER contains exact evidence from the primary or secondary sources (this limits the focus!) Example: Through his symbolic connection to the Valley of Ashes, George Wilson is repeatedly shown as a weak man whose hope for a better life is broken by the materialism surrounding him.

TOPIC SENTENCES Gather evidence from the book to support your TS. Think: WHO WHAT WHEN WHERE WHY HOW Remember, it doesn’t just have to be dialogue!