11 weeks

1. Journal
2. Venn diagram with candy
3. Review Marigolds/TKAM Ch. 11 with guided questions. Venn diagram.
4. Plot chart/how to fill in
5. Break into groups to continue review; fill in venn diagram/plot chart.
6. Writing an outline/Basic essay components (intro/conclusion/thesis)
I would recommend reading Marigolds and Ch. 11 again before Thursday to prep for the essay, but you will have access to both.
Due Thursday as well: idea for your short story. You’ll submit those to me in your conversation calendar and get feedback on it.
If you want to turn in the Racism in America homework for any credit, then it needs to be in by 11/5 or will not be accepted for any credit after that date.

Marigolds
 Why do the children hate the marigolds?
 How did their cage, “poverty,” change their actions or affect the story?
 What does Lizabeth feel after what they did?
 What is upsetting to Lizabeth about her life?
 What does she say that she realizes by destroying the Marigolds?
TKAM Chapter 11
 What does Mrs. Dubose do whenever the children pass by?
 What does Jem do to her camellias?
Why?
 What does he have to do to make up for it?
 How did Jem help her by doing that?
 What does Jem receive when she dies?

The flowers symbolize something in each of the stories.
Marigolds: could represent what?
Camellias: could represent what?
Remember that during the Great
Depression people did not have much so even flowers would be something valuable at least to those growing them.

Setting Character Plot
Short story about jumping off the roof
Short story about man plotting to kill out of revenge
Setting Character Plot
Marigolds
Theme
Theme
TKAM Ch. 11

Make sure to read back through both to do this:
 Finish discussing answers to questions
 Fill out a Venn diagram comparing/contrasting Marigolds to TKAM Ch. 11
 Fill out the plot chart
 When finished, wait for next steps.

 Where does a thesis go and how do you write one?
 Bad example: Pollution is bad for the environment.
(everyone already agrees that this is true so it’s not debatable)
 Good example: At least 25 percent of the federal budget should be spent on limiting pollution.
 Or: America's anti-pollution efforts should focus on privately owned cars.
 “The novel To Kill a Mockingbird and the short story “Marigolds” have many similarities in the setting, characters, and themes of each story.” (Be specific with what you will talk about)
Other than that make sure that it is not too board or narrow. You must prove your thesis so if you make it too broad you won’t be able to prove it in the time or space provided, or if it’s too narrow you won’t have enough to talk about.
Your thesis should be in one sentence in your last or second to last sentence of your introduction. I found that many of you either had multiple sentences that could be your thesis or that you proved things in your body paragraphs that weren’t mentioned in your thesis/introduction.

I.
Introduction:
A. Hook: engage your audience (could be a quote, memorable idea, or interesting fact, etc.)
B. Background: give some basic information
C. Thesis
II. 1 st body paragraph:
A. Topic sentence: introduce what you will talk about.
B. Evidence: provide evidence.
C. Explanation/Qualification: explain your evidence and tell us directly why it helps prove your thesis.
III. 2 nd body paragraph: same
IV. 3 rd body paragraph: same
V. Conclusion:
A. Restate thesis in a different way.
B. Summarize important points made.
C. Add extra things to think about/consider. Can always ask a question.

Alice Walker and Maya Angelou are two contemporary African-American writers. Although almost a generation apart in age, both women display a remarkable similarity in their lives. Each has written about her experiences growing up in the rural South, Ms. Walker through her essays and Ms. Angelou in her autobiographies. Though they share similar backgrounds, each has a unique style which gives to us, the readers, the gift of their exquisite humanity, with all of its frailties and strengths, joys and sorrows.

Alice Walker reports the facts to the reader with short sentences written in the present tense. She chooses words which elicit a forceful emotional response from her audience. For example, in telling how her brothers were given BB guns and she was not, Ms. Walker writes, "Because I am a girl, I do not get a gun. Instantly, I am relegated to the position of Indian." The word "relegated" causes the reader to be irate and indignant. Most people do not like being "relegated" to anything. Another illustration of Ms. Walker's use of dynamic words can be found in her description of the encounter with her parents following the accident. She speaks of being "confronted" by her parents. "Confronted" is a combative word. When people are confronted by others, they want to launch an attack. Her style and choice of words make the reader aware that she is alone and fearful. She is left to fight her battles by herself.
Maya Angelou narrates her account in a conversational tone. She uses the past tense which tells her audience "it's over" for her. Her words are free from severity. They encourage the reader to see hope in the midst of sadness. Instead of trying to elicit a particular emotional response, Angelou invites her audience to share in her thoughts and feelings. For instance, having given an account of the rape, she writes, "I thought I had died--I woke up in a white-walled world, and it had to be heaven." The reader feels a connection with her pain, yet realizes redemption lies close at hand. Whereas Walker tells how she was confronted by her parents, Angelou explains,"she [mother] picked me up in her arms and the terror abated for a while." There is no impression of combativeness. There is only tenderness and care. Once again, she invites the reader in. Walker wants the reader to feel for her; Angelou wants her audience to feel with her. They achieve their objectives by directing the reader's attention to specific emotions.

Alice Walker and Maya Angelou are both extremely courageous writers. From each we receive a rare and poignant gift. As her book suggests,
Alice Walker challenges us to search for resolution in the face of loneliness and despair. Maya Angelou, who "knows why the caged bird sings," reminds us that loneliness and despair never have the last word. She gently points us to a window of hope. Both women bless us with shades of being human.

I.
Introduction:
A. Hook: engage your audience (could be a quote, memorable idea, or interesting fact, etc.)
B. Background: give some basic information
C. Thesis
II. 1 st body paragraph:
A. Topic sentence: introduce what you will talk about.
B. Evidence: provide evidence.
C. Explanation/Qualification: explain your evidence and tell us directly why it helps prove your thesis.
III. 2 nd body paragraph: same
IV. 3 rd body paragraph: same
V. Conclusion:
A. Restate thesis in a different way.
B. Summarize important points made.
C. Add extra things to think about/consider. Can always ask a question.
 When deciding how to structure this. Think about a couple ways you could choose to structure your body paragraphs:
1.
Body paragraph 1 could be about setting/character similarities and differences.
2.
Body paragraph 2 could be about plot.
3.
Body paragraph 3 could be about theme.
 2 nd option:
1.
Body paragraph 1 could be about what led to the destruction of the flowers.
2.
Body paragraph 2 could be about the destruction.
3.
Body paragraph 3 could be about the aftermath.
If you have another idea that is alright as well.

 Only include details that matter – ones that actually affect setting, character, plot, or theme. For instance, if you cannot prove that the difference in race between stories was important or affected the plot then it doesn’t matter mentioning it. If you can prove that it was important then you should include it.
 Re-write your thesis if you find that you are proving things that are not already in your thesis.
 Follow your outline.
 Read from the beginning of the essay after writing each paragraph.
 Re-read it a couple times after you finish.
 Plot is the story/events that happen and theme is the lesson learned from that

 Venn diagram/setting, character, plot, theme chart
 Your To Kill a Mockingbird book
 Marigolds
 Notes/guiding questions
 Your outline

 Write out your idea in your conversation calendar and I will respond to it.

 Take the Marigolds short story with you and underline things about plot, theme, setting, and character to use as evidence in your essay.
 Note these things for TKAM chapter 11 as well.

 Why does Boo Radley never run away from home?
 Why does chapter 15 have an odd start to the chapter?
 Does Aunt Alexandra have a good point about the children’s disobedience?
 What would they have done to Tom if they had gotten into the jail?