Should Jackie go to juvenile hall? Analyze and prove your opinion.

Show your analytical writing skills by making a claim about Jackie's innocence (or lack thereof).  Prove that you are right with cold, hard evidence.  Use the Analytical Structure.

Your claim should come in the form of:
Jackie ______ the most responsible for the theft because _____________________________.  
Then, prove that you are right using the evidence from the testimonials and witness report.

Facts from Jackie's case

Analytical Paragraph Structure (11-14 sentences)

Example for analyzing the theme/meaning of a text

      -Claim (Clearly this text is about              because             )

        Set up the evidence

      -Evidence (a quote, word, or phrase from the text is a clue to the text’s meaning)

-Explanation (what does the evidence mean in your own words, how does it fit into the overall text?)

-Analysis (how does your example prove that the text is about what you say it’s about?)

  Transition to next piece of evidence

      -Evidence (a quote, word or phrase from the text is a clue to the poem’s meaning)

-Explanation (what does the evidence mean in your own words, how does it fit into the overall text?)

Analysis (how does your example prove that your text is about what you say it’s about?)

 Transition to next piece of evidence

      -Evidence (a quote, word or phrase from the text is a clue to the text’s meaning)

-Explanation (what does the evidence mean in your own words, how does it fit into the overall text?)

-Analysis (how does your example prove that your text is about what you say it’s about?)

-Concluding Statement (Connect all main points of the paragraph back to the claim)

Here are a couple sentence stems for examples that your group might find helpful:

In line (paragraph, page, etc.) # ____, the author used the word (or phrase) __________ .

            The author chose to use words like ___________ which are often associated with

__________.                                    

     (topic)

When the author chose to use words like _______, she/he clearly wanted the reader to think about __________.

             (topic)

Phrases and words to use in analysis sentences:

            This proves that this text is about __________ because…

            This demonstrates that the author wanted the reader to think about __________

while reading this text because ____________…

The author obviously intended for the reader to think/feel __________because…

indicates            illustrates            demonstrates            proves            signifies                    reflects

implies            refers to            suggests                  reveals                        means (careful!)       shows

New Year's Resolution

Well, I will try to be better about keeping this up to date in 2011.  That is one of my resolutions.  What is yours?

How about turn in more homework on time??  If so, make sure that you have this ready on Monday.

Analytical Writing Assignment for This is What it Means to say Phoenix, Arizona” and the film, Smoke Signals

Due Monday, January 3

You will write a full-page analysis of Victor’s character based on what we learned about him in the short story and by watching the film.  This will be your first attempt this year at real analytical writing, and you will practice it many times over as the year progresses.

DO: Make a claim about Victor’s character that is an opinion, not a fact.  The claim must also be able to be proven by evidence from the story or film.  It should be something you are ready to argue about Victor’s overall person.

Poor Claim: Victor’s dad died. (this is a fact, there is no argument to be made)

Poor Claim: Victor wanted to be a famous basketball player because of his dad. (this may be true, but there is nothing about this in the text.  You could not prove this claim)

Strong Claim: Victor was deeply affected by the death of his father. (this is an opinion, and could be backed up with evidence from the text.

Once you have a strong claim, you will then proceed to write a full page, using evidence from the text to support and prove what you are saying about Victor.  Draw upon the notes that you took on pages 2 & 3 of the yellow packet.  If you are discussing something about Victor that was one way in the book and another way in the film, you can bring that difference up and talk about it.  By the end of your page, you should prove why you think what you think about Victor.  Use show, don’t tell writing as much as you can.

Monday & Tuesday

Monday
Objective:  You will analyze how you are connected to the people around you through listening to understand, and tracking the stories that are shared.

Agenda

1. Show, Don't Tell Writing
2. Review Group Agreements
3. Personal Narrative Sharing & Tracking

HW: Read your Independent Reading Book for a minimum of 30 minutes & complete a Metacog Log

Tuesday
Objective:  You will analyze how you are connected to the people around you through listening to understand, and tracking the stories that are shared.

Agenda

1. Independent Reading (15 minutes) and Metacog Log
2. Review Group Agreements
3. Personal Narrative Sharing & Tracking

HW: Review the Literary Devices (hint hint)
         1 full page Show, Don't Tell Writing - I was filled with regret.

Personal Narrative Sharing

Beginning on Friday, each class has set out on our process of learning about each other by sharing our Personal Narratives.  In order to complete this assignment, students must read their Personal Narratives to the class. 

As Narratives are read, the class takes notes on what they hear.  This allows you to remember what each person shares, as well as to take a shot at answering the Essential Question of the 9th grade Semester 1 Exhibition, How am I connected to the people around me?



We have also begun the Independent Reading Program, and have spent time each day reading a book of your choice and then reflecting on what what our brains are doing while we read.


Homework due Friday:
1.  Bring your IRP book
2.  1 full page of Show, Don't Tell writing, beginning with the following prompt:  "I never knew that about you..."

Personal Narrative Due FRIDAY 10/15

Writing Assignment #1
Personal Narrative Essay


Who Am I? & How Has the World Shaped Me?           
I am who I am today because of…

This personal narrative will ask you to demonstrate your development in descriptive writing, your understanding of narrative writing conventions, as well as deep investigation and reflection about your identity.  You will answer the two questions listed above through storytelling and description.


Personal Narrative Essay Assignment:

• Develop a clear purpose/message for your narrative that directly addresses the prompts above.  What do you want readers to know about you overall after reading your narrative?

• Your narrative should begin with the phrase I am who I am today because of... You will complete this phrase by identifying which part of your identity has played the most critical role in shaping who you are.

• You must select at least one specific story that illustrates your claim – what experience(s) would best “prove” how this part of your identity has been so important?  Think about using one or more of your Parallel Writings – that is why they were assigned.

• Demonstrate your growth as a descriptive writer using Show, Don’t Tell writing that includes at least one simile, metaphor, personification, and alliteration.

• Include 5 paragraphs, following the traditional academic essay structure: Introduction, 1st Body, 2nd Body, 3rd Body, Conclusion.

Oral Presentation:
You should write your narrative knowing it is a public document.  Part of the assignment is an oral presentation of your narrative.  Every student will read his/her narrative out loud to the class.  The purpose of this is to demonstrate the link between writing and speaking and, more importantly, is to help you answer the EQ for the Exhibition: How Am I Connected to the People Around Me? 

The oral presentations of the narratives will begin on the due date of the 3rd Draft (10/15) and will continue until all class members have read.  Failure to read the narrative aloud to the class will result in an incomplete grade for this assignment.