Agenda:
1. Kindred A. Theme work; B. read
What we did:
1. We reviewed that definition of theme. Students wrote their revised themes on a half sheet to make sure that they had "insight," were specific to the text but also had relevance to the world outside the text.
After students revised their themes, three students wrote theirs on the board and as a class we looked to make them stronger. A strong theme will indicate why the "lesson" is important and will not leave the reader thinking: So what?
We reviewed the hierarchy of evidence
1. Direct quotations with page numbers are best
2. Direct quotations without pages numbers are next best.
3. Indirect quotations are next.
4. Good generalizations are next.
5. General generalization are next.
6. B.S. is least effective (Bluffing Students).
Students wrote three pieces of evidence to support their themes. They choice the most effective of the three.
Then, they wrote warrant for the evidence.--They explained how/why the evidence supported the claim.
When students finished that, they read.
In addition, students checked the list to see if they had to make up either the "Perfect" Works Cited or Master the Parts of Speech test.
FOLDER DUMP FRIDAY!
