Tuesday, October 6th

Link to your storycorps Interviews

Announcement:
To prepare better for exhibition and to support each other, I'd really encourage you all to listen to a few of your classmates podcasts this week. See the button link above.

Today's Goal:

• Understand Thoreau's main arguments in Civil Disobedience about the role of the individual and the government in creating justice
• Understand the basic premise of a literary analysis essay

Starter #21: Review Civil Disobedience

• What was Thoreau's main argument in this essay and what is a quote that captures that? Please set it up like this:  Thoreau's main argument in Civil Disobedience is ______________.  He expresses this idea as he writes, "QUOTE" (4).  

• What was a passage or line from Civil Disobedience that you do not understand or that confuses you? Please set it up like this:  I was quite confused when Thoreau writes, "QUOTE"(3). 

Agenda 
1. Small group discussion on Civil Disobedience

• Share your BOTH of your starter responses and try to help each other break down the passages you didn't understand 

2. Whole class discussion on Civil Disobedience by Thoreau

• What strategies can you use to improve your reading comprehension for dense texts like this?
• What questions weren't you able to answer in your small group?

• What does he mean when he writes, "The mass of men serve the state thus, not as men mainly, but as machines"(page 2, paragraph 5)
• What is Thoreau's critique of voting? Why would he say that we become slaves ourselves when we wait to make something change by casting our vote and accepting majority rule (paragraph 8, page 3)
• On page 2, paragraph 6, Thoreau criticizes our government as being hypocritcal.  How does he do this and why would he believe that to be so? Do you agree?
• Overall, What does Thoreau want us to do as individuals?
• What does he want from the government?

3. Go over the Literary Analysis In-Class Essay assignment (DOWNLOAD THIS TO YOUR DESKTOP)

• Read through the assignment and take a glance at the resources
• Read the example student essay (intro, body paragraph #1 and conclusion) and in groups, grade it using the rubric.
• What changes would you like to pose to the rubric?

4. What do you notice in the example essay about....

• How to introduce quotes
• How to cite the page number
• What type of information the intro has

5. Thesis Statement, Literary Present and Third Person Mini-Lessons 

• See the essay assignment packet for summaries

Literary Analysis Essay Resources

• Examples of Introducing Quotes and Block Indentation with prose and poems
• TNTSJ Literary Analysis Essay prompt/student example/tips/rubric
• Parenthetical Documentation and Works Cited Page
• Setting up quotes 
• Owl at Purdue's Writing Lab on Block Quotes (for quotes that are 4 lines or longer)
• Titles: Quotes or Italics?
• Example student essay #1
• Example student essay #2
• Conclusion paragraphs: The Good, The Bad, The Ugly
• Ashley's 12th grade English paper for Mr. London
• Owl at Purdue on MLA Bibliographies)
• Passive Voice 
• How to write concisely (AKA: Streamlining)

6. If time: Select a topic for your essay from one of the prompt options

• Conference with Ashley
• Talk to at least 3 other classmates about which topic they are doing
• Re-read TNTSJ with an eye toward your topic and begin selecting quotes you think go with that topic (be sure to track page #s)