1. Session 3: Fine-Tuning Themes by Studying the Author’s Craft ▪ Today’s Teaching Point: When literary essayists are analyzing a text, they pay careful attention to not just the details of the plot, but to the details of the author’s craft as well. There is a connection between the author’s message and his or her craft (style). Literary essayists can use this craft analysis to inform their thinking about the text.

2. Revisiting Critical Scenes ▪ Recently, we looked at critical scenes in our texts to advance our ideas about theme ▪ Today, we are going to look at crafting decisions. Are there specific literary devices the author used to advance his or her message?

3. Literary Devices that Authors Use to Highlight Themes Metaphors- a comparison in which one thing is said to be another. – She is a walking dictionary. Similes - compares two things that are alike in some way. To help you identify a simile versus a metaphor, know that the words “like” or “as” are typically used in a simile. - She is as cute as a kitten. Alliteration - the first letter in each word is the same. – Sally sells seashells at the seashore Repetition -repeated use of words or phrases (think the chorus of a song) Descriptive words or sentences Personification -giving human traits to non-living things. ▪ The door moaned as it opened. Short and long sentences (sentence variety)

4. Let’s look first at our short story at the scene where Margot is locked in the closet, because that is a crucial scene. This time pay special attention to the author’s craft (literary devices) that help us see more about our main idea (jealousy makes people selfish and blind to others). “Oh, but,” Margot whispered, her eyes helpless. “But this is the day, the scientists predict, they say, they know, the sun…” “All a joke!” said the boy, and seized her roughly. “Hey, everyone, let’s put her in a closet, before the teacher comes.” “No,” said Margot, falling back. They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door. They stood looking at the door and saw it tremble from her beating and throwing herself against it. They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived. Turn and Talk-Find at least one craft move the author used!

5. What did you see? ▪ Class discussion- – What craft moves did the author use? – How did that craft move show the theme? – How could the authors craft change our thinking about the theme?

6. Example of my writing that uses craft to highlight the theme ▪ Make sure I focus on the craft of the text and connect that craft to the theme. In this scene, Bradbury uses descriptive language to show how vulnerable Margot is, and he uses long sentences to show how the children have gotten swept up in their jealousy. This connects to the idea that jealousy makes you blind to others, because the children cannot see how much they are hurting Margot. The long sentence, “They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door,” shows them almost not knowing what they were doing. They are caught up in their own jealousy. This makes me realize that this story shows us that when you get caught up in your own pain, you can hurt other people. Bradbury uses descriptive language and long sentences to illustrate how out of control the children have become because of their jealousy. Raise your hand if you noticed me do something that helped connect the craft of the story to my theme. Discuss

7. How to Write a Thematic Essay ▪ Look for purposeful craft moves the author used and think about how they reveal more about the theme.

8. Writing Claims ▪ Tomorrow we are going to begin drafting your final essays in class. This will combine parts of the small pieces you’ve already been creating based on the themes in your texts. ▪ Before we can begin drafting though, you must have a claim/thesis (an arguable statement). ▪ Here are some samples of possible claims (arguable statements) for my written essay for “All Summer in a Day” – Jealousy makes people selfish – When jealousy and grief get the best of us, everyone suffers (this is the one I will choose) – When you act out of jealousy, you will feel guilty – It is difficult to watch someone grieve what you never had. ▪ Talk with you partner and try to create a claim for your essay. Jot anything down in your notebook that you come up with

9. Homework ▪ Identify your claim/thesis statement. (When jealousy and grief get the best of us, everyone suffers) ▪ Create an outline for your essay. If nothing else, use your thesis to create topic sentences for each of your body paragraphs. ▪ When jealousy and grief get the best of us, everyone suffers. – Margot’s classmates are jealous of her memory. (topic sentence for paragraph 1) ▪ The students treat her badly. Examples from the text to support this… – Margot’s classmates feel grief over not remembering the sun. (topic sentence for paragraph 2) ▪ The students are sad and distraught and act out towards Margot. Examples from the text to support this… – Even Margot feels grief over this memory. (topic sentence for paragraph 3) ▪ Margot misses the sun and looks forward to its return. She is also upset by the student’s actions against her. Examples from the text to support this. ▪ Collect more ideas on themes found in your book. Write briefly about them in your notebook or in Google Drive.