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Essay Structure

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  • 1. Line Words I don’t understand Paraphrase What does the line mean? Hold fast to dreams strong, close, and steadfast, e.g. in a relationship Grasp tightly to goals The speaker urges the reader to not give up on a dream. For if dreams die Life is a broken-winged bird
  • 2. Nature’s law
    • Natural law or the law of nature ( Latin : lex naturalis ) is a theory that posits the existence of a law whose content is set by nature and that therefore has validity everywhere. [1] oxygen
  • 3. Paragraph Bread/Topic Sentence The speaker urges the reader to not give up on a dream. Meat/ Supporting example The poem begins with a request, “Hold fast to dreams”. Bread/ analysis Life without a dream is pointless. The speaker asks the reader to keep a tight grasp on their dreams.
  • 4. Figurative Language Test
    • Write the following poem on your paper
    • “ You Are to Me…”
      • My dreams fell like the leaves
      • Of the tree
      • That protects and loves me
      • As the house I live in.
      • My house is my home I call
      • You.
  • 5. Number 4
    • 4.
    • Simile- Dreams and leaves are being compared using like.
    • Personification- The tree is given human qualities because it “loves” and “protects” the speaker.
    • Metaphor- “House” and “you” are being compared but not using like or as.
    • Extra Credit- compare the 1 st test with the “Redo” test. Think about your mistakes. What did you learn by reviewing the second test? What did you do wrong on the 1 st test?
  • 6. Figurative Language Test
    • Write down and answer the following questions-
    • What are the three components of figurative language?
    • Describe each component- 3 points
    • Identify the three forms of figurative language in the poem you wrote on your paper.
    • How is this an example of each component? 3
  • 7. Objectives – Summarize in your note book
    • Academic Standard:
      • A.12.2- Explain the structure of selected classical and contemporary works of literature , in whole and in part, from various cultures and historical periods , and illustrate ways in which authors use syntax, imagery , figures of speech , allusions , symbols , irony, and other devices in the context of history, culture, and style .
      • B.12.2- Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain .
      • C.12.1- Listen to understand and will speak clearly and effectively for diverse purposes.
    • Content Standard:
      • Know the characteristics of good writing . (organization, voice , word choice, ideas, conventions)
      • Listening skills, and read fluently and expressively before an audience.
    • Performance Standard:
      • Can you analyze a poem and write a 5 paragraph essay about your chosen poem?
      • Can you identify a poem’s rhyme scheme ?
      • Can you identify a poem’s imagery ?
      • Can you identify a poem’s figurative language ?
      • Can you show good listening skills and read fluently and expressively before and audience?
  • 8. Basic Essay Structure
    • Include the following in your notes.
    • You will have a test on this.
    • It will be on the final exam.
  • 9. Format
    • Introduction
    • Body
    • Conclusion
    • Double space your essay
    • Indent to indicate a new paragraph
    • No spaces in between a paragraph
    • 12 point font
    • Times New Roman
  • 10. Introduction
    • General statement
    • Main Topic A
    • Main Topic B
    • Main Topic C
    • Thesis statement
  • 11. Main Topic A, B and C
    • Topic Sentence
      • Your words
      • The point you’re trying to make that backs up the thesis statement
    • Supporting Detail
      • Facts
      • Line from a poem
      • Detail from the story
      • Statistic
    • Analysis
      • You should write at least three sentences of analysis
      • These are your words
    Bread/Topic Sentence Meat/Sup.Detail Bread/Analysis
  • 12. Practice making a “sandwich”
    • Texting while driving is dangerous.
    • Write a sentence that supports that statement (and will introduce the statistic):
    • First, texting while driving can have fatal consequences.
    • Insert Statistic: “Each year, 21% of fatal car crashes involving teenagers between the ages of 16 and 19 were the result of cell phone usage.”
    • Now write three sentences that support your position (keep the stat in mind)- ____________________________________
  • 13. Result- Let’s hear some examples
  • 14. Practice making a “sandwich”
    • Thesis: Women should not stay in abusive relationships.
    • Write a sentence that supports that statement (and will introduce the statistic):
    • First, women who are in abusive relationships run the risk of being killed.
    • Insert Statistic: Statistic: “In 1995, 7 percent of all murder victims were young women who were killed by their boyfriends.” ()
    • Now write three sentences that support your position (keep the stat in mind)- ____________________________________
  • 15. Result- Let’s hear some examples
  • 16. Conclusion enormous
    • Thesis Statement
    • Main topic A, B, and C
    • Closing statement
      • Consider it a bow that ends your essay. It leaves your reader with a final thought.
  • 17. Review Grammar
    • Basic Sentence
      • Subject + Verb = I ran
    • Commas
      • Coordinating conjunction
        • She went to the store, but she forgot to buy butter.
        • FANBOYS = For, And, Nor, But, Or, Yet, So
      • Dependent clause , Independent clause
        • Since we arrived to school early , we went inside and worked on our homework.
  • 18. Poetry Analysis
    • Pick up a handout
    • Review
    • Choose a poem
      • Write poem in your notebook
      • Write the chart in your notebook
      • Paraphrase each line
      • Complete the rest of the chart
  • 19. Public Speaking
    • Making eye contact with the crowd
    • Reading out loud and modulating your voice
      • Modulating: transitive verb to change the tone, pitch, or volume of sound, e.g. of a musical instrument or the human voice
  • 20. Listening skills
    • The U.S. Department of Labor wrote the following about good listening skills in the work place.
      • Why You Need Good Listening Skills
      • better understand assignments and what is expected of you;
      • build rapport with co-workers, bosses, and clients;
      • show support;
      • work better in a team-based environment;
      • resolve problems with customers, co-workers, and bosses;
      • answer questions; and
      • find underlying meanings in what others say.
  • 21. How to show you are listening
    • maintain eye contact;
    • don't interrupt the speaker;
    • sit still;
    • nod your head;
    • lean toward the speaker;
    • repeat instructions and ask appropriate questions when the speaker has finished.
    • *this works well in relationships as well*
  • 22. Model
  • 23. Guided Practice
  • 24. Assessment
  • 25. Independent Practice
  • 26. Differentiated Instruction for grade, skill and language differences
  • 27. Reflect on what you learned
    • Review the learning objective.
    • Did you meet the objective? Yes or no.
    • If yes, how do you know you met the objective?
    • If no, how do you know you did not meet the objective?
    • What do you want to learn more about this subject?
    • What can Mrs. Navejar do to make this lesson more interesting?