1. MONDAY, OCTOBER 1 BELLRINGER Today we will: You will need:
Edit writing assignments 1&2 to form the body of the culminating essay for “The Most Dangerous Game” by Richard Connell
Introduce APP Article Response Question rd Period Only
You will need:
Culminating Essay Writing Instructions
Essay Outline
MDG Writing Assignments 1&2
Pencil
BELLRINGER

2. APP Literacy Article Assignment
“Why is Reading Important in Today’s Society”
by Zaib Fatima Rizvi
This assignment will not be worked on during class – you must complete it during APP or at home.
Read and annotate the article
Be sure to follow all instructions
Write a 5-8 sentence summary on the cover sheet using the template I have given you as a guide.
Completed annotation and summary is due this Friday

3. APP Literacy Article Constructed Response Question:
Can reading ability affect a person’s happiness?
Use evidence from the article to support your claim.
Be sure to follow the RAGES format and the rules of formal writing.
Attach the cover sheet to the front of your response and staple the annotation with cover sheet to the back.

4. Writing a Body Paragraph
In the body of the essay, the topic you have chosen must now be explained, described, or argued. Each subtopic that you wrote down in your thesis statement will become one of the body paragraphs.
Begin with a topic sentence to introduce your first subtopic. Be sure to clearly state your point.
Introduce your supporting evidence. This is a good place to lead into your quote by explaining what is going on in the story and who is involved.
Use a quote from the text (include page #). If you are using a character’s dialogue, make sure to state who is speaking.
Explain the example you chose and how it relates to your topic.
Finally, conclude your paragraph with a closing statement that restates your topic.
Use transitions to connect ideas
Should be 5-8 sentences.

5. Writing a Body Paragraph
Example:
Topic Sentence: In “The Necklace,” de Maupassant uses indirect characterization to exaggerate the difference in personality between Mme. Loisel and her husband M. Loisel.
Quote Set Up: Mme. Loisel and her husband sit down for dinner.
Text Quote: “When dining at the round table, covered for the third day with the same cloth, opposite her husband, who would raise the cover of the soup tureen, declaring delightedly, ‘Ah! A good stew! There’s nothing I like better…’ she would dreams of fashionable dinner parties…” (de Maupassant, 210).
Analysis: Apparently, M. Loisel is content with the average life they live and thankful for what they have, whereas Mme. Loisel wants a better life.
Closing Sentence: Through characterization, the author is able to show us that the characters do not feel the same way about their life.

6. Model Body Paragraph
One literary device that is clearly evident in “The Necklace” is characterization. The author wants the reader to understand the difference between Mme. Loisel and her husband M. Loisel, so he does this through indirect characterization. As Mme. Loisel and her husband sit down for dinner, De Maupassant writes, “When dining at the round table, covered for the third day with the same cloth, opposite her husband, who would raise the cover of the soup tureen, declaring delightedly, ‘Ah! A good stew! There’s nothing I like better…’ she would dreams of fashionable dinner parties…” (210). In other words, while M. Loisel is content with the average life they live and thankful for what they have, Mme. Loisel wants to have what she considers a better life. Through characterization, the author is able to illustrate that the characters do not feel the same way about their life.

7. Writing a Body Paragraph
Edit and revise your MDG writing assignments 1 & 2 then rewrite them as body paragraphs on your essay outline worksheet. After you are done, ask yourself the following:
Does my paragraph begin with a transition and a topic sentence?
Does it include a quote from the text with page # to support my ideas?
Does it clearly explain the part of the text in which the quote takes place?
Does it clearly explain how the quotes support my ideas?
Does it conclude with a closing sentence that restates my topic and ends the paragraph?
Does it include one and ONLY one topic? Do the sentences flow from one idea to the next?

8. Using Transitions Effectively
Transitions join, or glue, ideas together. They make your sentences flow better and add variety.
During your editing and revising, make sure to add transitions appropriately. Each paragraph should have at least 2-3 transitions.
Below is a list of possible transitions you can use.
For example
For instance
In addition
On the other hand
After that
Meanwhile
However
Consequently
In general
In fact
After awhile
Furthermore
In conclusion
Therefore
As a result
To clarify

9. Monday, October 1 HOMEWORK
Work on body paragraphs

10. Please take a grammar worksheet (3.2) and begin working QUIETLY!
TUESDAY, OCTOBER 2
You will need:
Culminating Essay Writing Instructions
Essay Outline
MDG Writing Assignments 1&2
Pencil
Today we will:
Complete the Body of the Culminating Essay for Unit One
BELLRINGER
Please take a grammar worksheet (3.2) and begin working QUIETLY!
You have 5 minutes.

11. Tuesday, October 2 HOMEWORK
Complete the body of your essay – we will move on to the conclusion tomorrow.

12. WEDNESDAY, OCTOBER 3 Today we will: You will need:
Write the conclusion of the culminating essay for “The Most Dangerous Game” by Richard Connell
You will need:
Culminating Essay Writing Instructions
Essay Outline
Pencil
BELLRINGER
Please take an index card and begin writing the term and definitions from Unit 3 on the index card. Work QUIETLY!
You have 5 minutes.

13. Writing a Conclusion
The conclusion is the final paragraph of the essay. It reminds the reader of the points you made and is your last chance to convince the reader that your ideas are valid. A good concluding paragraph should be at least three sentences and :
Restate the thesis (using different words).
Summarize the main points of the essay.
Make a final comment about the essay's main idea and somehow connects back to the beginning/hook of the essay.
Leave the reader with a final thought
DO NOT INTRODUCE NEW IDEAS IN A CONCLUSION. A conclusion only restates or gives further commentary on ideas already discussed in the essay.

14. Writing a Conclusion Example:
Restate thesis: In conclusion, de Maupassant’s use of characterization and irony in the story not only helps the reader develop a relationship with the characters, it also conveys the idea that everyone should be more thankful for what he/she has.
Summarize Main Points: This point is made clear as Mme. Loisel spends years of her life in poverty trying to pay off her debt and realizes that her life before that was not as bad as she thought.
Final Thought connecting to meaning/hook: As a final thought, this does not mean a person should give up on his/her dreams, but realize that things could always be worse.

15. Model Conclusion
In conclusion, de Maupassant’s use of characterization and irony in the story not only helps the reader develop a relationship with the characters, it also conveys the idea that people should be more thankful for what they have. Clearly, this is the point he is trying to make when Mme. Loisel finally realizes that her life was not as bad as she thought. Certainly, de Maupassant did not mean to imply that people should give up on their dreams, but perhaps they should realize that things could always be worse.

16. Writing a Conclusion
On your essay outline worksheet, write a concluding paragraph for your essay. When you are done, ask yourself:
Does the conclusion clearly remind the reader of the thesis statement?
Is the thesis stated in different words than in the introduction?
Does the conclusion summarize your main points?
Does the conclusion seem to be linked to the beginning of the essay?
Does the conclusion leave the reader with something interesting to think about?

17. Wednesday, October 3 HOMEWORK
Complete the conclusion of your essay
Be ready to edit your essay tomorrow

18. Please take a grammar worksheet (3.3) and begin working QUIETLY!
THURSDAY, OCTOBER 4
Today we will:
Edit the culminating essay for unit one
Add transitions and complete the final draft
You will need:
Culminating Essay Writing Instructions
Essay Outline
Pencil
Red pen
Highlighter
BELLRINGER
Please take a grammar worksheet (3.3) and begin working QUIETLY!
You have 5 minutes.

19. Proofreading & Editing Your Essay
Proofreading and editing is what you begin doing as soon as you finish your first draft. Read over your rough draft. Look for any obvious mistakes. Then complete the following:
Look for any changes in tense (present vs. past)
Look to make sure you have not used any personal pronouns or contractions.
In one color, highlight your subtopics in the thesis statement.
In the same color, highlight the subtopic in the topic sentence of each body paragraph and again in the concluding sentence of each body paragraph.
In another color, highlight anywhere the title and author’s name appears in each paragraph.
In the same color, highlight the page number behind each of the quotes.
In a third color, highlight each transition word/phrase used in your essay. If you don’t have at least one transition in each paragraph, look to see how you can add them.

20. Checking Your Final Draft
Before turning in your final draft, you might want to have someone else look over it for mistakes.
Also, don’t forget to use the checklist you were given and attach it to the front of your essay.

21. Thursday, October 4 HOMEWORK:
Type your essay! It is due Tuesday the 9th.
Handwritten essays will not be graded!
You will lose 5 points each day after the due date.
Absolutely last day is Thursday, October 11th
Essays WILL NOT be accepted after Thursday)

22. Literary Analysis Writing Frames

23. Literary Analysis Writing Frames

24. Literary Analysis Writing Frames

25. English I LEAP 2025 Writing Rubric8 7 6 5 4
Comprehension
demonstrates full comprehension and provides an accurate analysis
demonstrates good comprehension and/or provides a mostly accurate analysis
demonstrates basic comprehension of ideas and/or provides a generally accurate analysis
demonstrates limited comprehension of ideas and/or provides a minimally accurate analysis
demonstrates no comprehension of ideas and/or provides an inaccurate or no analysis
Development of Ideas
effectively addresses the prompt and clearly develops ideas/claims that are appropriate to the task, purpose, and audience
addresses the prompt and develops ideas/claims that are mostly appropriate to the task, purpose, and audience
addresses the prompt and develops ideas/claims that are somewhat appropriate to the task, purpose, and audience
somewhat addresses the prompt and develops ideas/claims that may have a limited connection to the task, purpose, and audience
does not address the prompt and/or ideas/claims are undeveloped and/or inappropriate to the task, purpose, and audience
Support
uses effective textual evidence and reasoning to fully supports ideas/claims
uses textual evidence and reasoning that mostly supports ideas/claims
uses textual evidence and reasoning that somewhat supports ideas/claims
uses limited reasoning and/or textual evidence
includes little to no evidence and/or reasoning
Organization & Structure
is effectively organized with clear and coherent writing;
is organized with mostly clear and coherent writing;
demonstrates some organization with somewhat coherent writing;
demonstrates limited organization and coherence;
lacks organization and coherence;
Style
establishes and maintains an effective style.
establishes and maintains a mostly effective style.
has a style that is somewhat effective.
has a style that is minimally effective.
has an inappropriate style. 3 2 1
Sentence Fluency & Cohesiveness
Consistent variety of sentence structure throughout; effective use of transitions with clear relationships between claims and reasons.
Uses a variety of sentence structure with transitions and clear connections between claims and reasons.
Some variety of sentence structure with transitions attempts to make connections between claims and reasons.
Limited variety in sentence structure; lacks transitions and/or little connection between claims and reasons.
Little or no variety in sentence structure; no transitions used and/or no connections made between claims and reasons.
Conventions
demonstrates exceptional command of the conventions of standard English using highly effective word choice with very few minor errors in mechanics, grammar, and usage that do not affect the meaning.
demonstrates full command of the conventions of standard English using effective word choice.A few minor errors in mechanics, grammar, and usage, but meaning is clear.
demonstrates basic command of the conventions of standard English. Errors in mechanics, grammar, and usage may occasionally impede understanding, but the meaning is generally clear.
demonstrates limited command of the conventions of standard English. Errors in mechanics, grammar, and usage impede understanding.
demonstrates a lack of command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

26. Turning in Your Essay
Before you turn in your typed essay, you must do the following:
In one color, highlight your subtopic in the topic sentence of each body paragraph
In another color, highlight the page number behind each of the quotes.
In a third color, highlight each transition in your essay.