Wildcat Notes on Two-chunk Paragraph

1. Wildcat Notes on Two-chunk Paragraph Final Tips before the Summative Assessment

2. Essential Question: How can I use a topic sentence and transition to further improve my two-chunk analysis paragraph?

3. EQ: How can I use a topic sentence and transition to further improve my two-chunk analysis paragraph? Questions • Teacher Notes: • TOPIC SENTENCE: identifies the main idea of the paragraph. It also states the point the writer wishes to make about that subject. A paragraph’s topic sentence must be general enough to express the paragraph’s overall subject. But it should be specific enough that the reader can understand the paragraph’s main subject and point. • For our prompt your TS must state the extent to which you agree or disagree with the statement. • Agree + summary of statement • Disagree + summary of statement • Agree with this portion of statement, but disagree with this portion of statement

4. EQ: How can I use a topic sentence and transition to further improve my two-chunk analysis paragraph? Questions Teacher Notes: Sample TS (from formative 2): 1. Martin Luther King Jr’s belief that if one does not stand up to an oppressor, then he/she is just as guiltyis exactly right. Agree + summary of statement

5. LEFT PAGE: 2. Martin Luther King Jr. thought that not doing anything to an unjust system is the same thing as helping it. What is missing? How can we fix it?

6. LEFT PAGE: 3. As a citizen, it is necessary to stand up for the beliefs and the treatment of each individual in order to make sure that an unjust system is not put in place. What is missing? How can we fix it?

7. LEFT PAGE: 4. Oppression is present in every person’s life. Whether it affects one on a small scale daily or on a monumental level every once in a while, oppression has limited everyone’s lifestyle.  At a certain point there comes a time when people must say no to the limiting and seemingly higher power. What is missing? How can we fix it?

8. LEFT PAGE: 5. Henry David Thoreau and Elie Wiesel powerfully support Martin Luther King Jr’s insightful statement that “to accept passively an unjust system is to cooperate with that system.” What is missing? How can we fix it?

9. EQ: How can I use a topic sentence and transition to further improve my two-chunk analysis paragraph? Questions • Keys to successful topic sentences: • Summarize the author’s statement • Give credit to the author • State whether you agree or disagree or both without using “I agree” • State the two pieces of support you will include (optional)

10. EQ: How can I use topic sentences and transitions to further improve my two-chunk analysis paragraph? Questions Transitions:words and phrases used to relate ideas. Writers may use transitions within paragraphs or between paragraphs so that ideas flow smoothly between sentences and between paragraphs. At a minimum you need to use a transition between chunks in your two-chunk paragraph so the reader knows you are making an additional, related point to prove your topic sentence. Transition words to show additional point: besides, equally important, furthermore, what's more, moreover, in addition Transitional phrases: Not only … but also (Not only King, but also Thoreau advocated civil disobedience. (first chunk was on King, second chunk was on Thoreau))

11. EQ: How can I a use topic sentence and transition to further improve my two-chunk analysis paragraph? Questions: Teacher Notes: Summary: Answer the essential question

12. Summative Prompt 2 chunk paragraph

13. In his speech titled “On Civil Disobedience”, Mohandas Gandhi suggests there are two ways to deal with injustice. One is “to smash the head of the man who perpetrates injustice and to get your own head smashed in the process.” The second option is nonviolent resistance in which one “does not have to break another’s head; he may merely have his own head broken.” In a two-chunk paragraph, discuss the extent to which you agree or disagree with this statement. Support your position by providing reasons and examples from your own experienceacademic knowledge, observations, or reading. Use two different sources and be certain to use an example from at least one text we have read.

14. First things, first: What does the statement mean? Draw this chart In his speech titled “On Civil Disobedience”, Mohandas Gandhi suggests there are two ways to deal with injustice. One is “to smash the head of the man who perpetrates injustice and to get your own head smashed in the process.” The second option is nonviolent resistance in which one “does not have to break another’s head; he may merely have his own head broken.”

15. Now, Take a Stand! Look at the chart and Gandhi’s claim. Do you agree? Disagree? Agree with part? Disagree with part? Is there a 3rd option? Write down your stance.

16. Now that you know your stance… If you agree, go to the corner of the room by the pod door. If you disagree, go to the corner of the room by the classroom door. If you partially agree, go right front corner (by the computers). If you partially disagree, go to the left front corner (by the teacher’s desk).

17. Group Brainstorm – write down what your group decides What are some academic examples that support your opinion? Explain how. 1. 2. 3. 4. 5. Which of the texts we read this unit support your opinion? Explain how. “Sinners in the Hands of an Angry God” “Declaration of Independence” “Self-Reliance” “Civil Disobedience” “Stride Toward Freedom” “The Story of an Hour” “The Yellow Wallpaper” “On Civil Disobedience”

18. Next Steps Have me check these notes in order to receive a stamp. Next class you will write your summative ESA response. You must write your response in class, so be present! You will be able to use the textbook, your notes and formative paragraphs

19. Now, write your topic sentence • Write an effective topic sentence addressing the prompt. • Give the original author credit (Gandhi) • Summarize his argument • State whether you agree or disagree without using “I agree/I disagree” • When you finish, exchange with your neighbor and have them peer edit your TS. • Peer editors: Give them feedback based on the above criteria. • Ex: If they do not clearly state whether they agree/disagree, write that they are missing that.