Tuesday, Feb. 11th

Goals: 
Student synthesizes information for a purpose that goes beyond explicit text information. Student narrows or broadens research, seeking multiple, reliable sources, including primary source.

Baby Pig says: 

• Rough Draft Friday, Feb. 14th 
• Friday: bring a contender for love poetry tournament. 
• Final Drafts due Monday, Feb. 24th 
• Read one of the Mentor Texts below.  Take notes and be prepared to discuss how it uses evidence. 
  • ​"Nick Carroway is Queer and in Love With Jay Gatsby"--Mya Nunnally (reading one text through a lens)
    
  • "The Tenacity of Hope"---Natalie Standiford (evaluative comparison between two texts
    

1. Writer's Notebook: "Spotlight Sentence"
"When Pop tell me he need my help and I see that black knife slid into the belt of his pants, I follow Pop out the house, try to keep my back straight, my shoulders even as a hanger; that's how Pop walks. I try to look like this is normal and boring so Pop will think I've earned these thirteen years, so Pop will know I'm ready to pull what needs to be pulled, separate innards from muscle, organs from cavities." 'Sing, Unburied, Sing' by Jesmyn Ward  

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2. Lesson: Using Evidence in your paper

​Plot Summary vs. Evidence 

• Talk about the plot ONLY in context of your thesis. You USE plot elements to prove your point. 
• Assume your audience knows the text. 

10 on 1 is still relevant

• ​Why does this piece of evidence matter?  What is special, representative, important about it? 
• How does this piece of evidence support or demonstrate my thesis? What do I see in this evidence that I want my reader to see too? 
• How does this evidence confirm our expectations about this topic?
• How does this evidence challenge our expectations about this topic?

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3. Writing Workshop

• Work on rough drafts. 

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