FIRST THING FIRST Why TODAY Finish movie notes

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FIRST THING FIRST Why?

FIRST THING FIRST Why?

TODAY Finish movie notes Collect Embedding/Formatting Quotations

TODAY Finish movie notes Collect Embedding/Formatting Quotations

COMPONENTS OF THE BODY PARAGRAPH Finding Quotation s Formattin g Quotation s Body Paragraph

COMPONENTS OF THE BODY PARAGRAPH Finding Quotation s Formattin g Quotation s Body Paragraph s Embeddin g Quotation s

FINDING QUOTATIONS Make sure they are proving your THEME They should not be summarizing

FINDING QUOTATIONS Make sure they are proving your THEME They should not be summarizing the event There is a time and place for summaries—it is NOT in your textual evidence

THEME: IT’S WRONG TO HURT THE INNOCENT PROVING IT WITH: JEM Which works better?

THEME: IT’S WRONG TO HURT THE INNOCENT PROVING IT WITH: JEM Which works better? “The foreman handed a piece of paper to Mr. Tate who handed it to the clerk who handed it to the judge…I shut my eyes. Judge Taylor was polling the jury: ‘Guilty…guilty…” (282). “‘Guilty…guilty…guilty…’ I peered at Jem: his hands were white from gripping the balcony rail, and his shoulders jerked as if each ‘guilty’ was a separate stab between them” (282).

THEME: COURAGE IS DOING THE RIGHT THING PROVING IT WITH: ATTICUS AND BOB Which

THEME: COURAGE IS DOING THE RIGHT THING PROVING IT WITH: ATTICUS AND BOB Which works better? “It was Miss Stephanie’s pleasure to tell us: this morning Mr. Bob Ewell stopped Atticus on the post office corner, spat in his face, and told him he’d get him if it took the rest of his life” (290). “Miss Stephanie said Atticus didn’t bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat” (291).

FINDING RELEVANT QUOTATIONS The quotations should support your theme If you’re theme is people

FINDING RELEVANT QUOTATIONS The quotations should support your theme If you’re theme is people are not always as they appear: First quotation: how they appear Second quotation: how they really are If you’re theme is the innocent should not be harmed: First quotation: how they are harmed Second quotation: how they are innocent or vice versa

1. EMBEDDING A QUOTATION IN YOUR PAPER Lee writes, “ Atticus says, “ It

1. EMBEDDING A QUOTATION IN YOUR PAPER Lee writes, “ Atticus says, “ It is described as, “ Describe the scene: When Bob Ewell spits in Atticus’ face, Miss Stephanie tells the children that the lawyer, “didn’t bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat” (291).

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face,

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, Miss Stephanie tells the children that the lawyer, “didn’t bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat” (291). Present Tense

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face,

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, Miss Stephanie tells the children that the lawyer, “didn’t bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat” (291). Comma before quotation

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face,

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, Miss Stephanie tells the children that the lawyer, “didn’t bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat” (291). Quotation marks

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face,

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, Miss Stephanie tells the children that the lawyer, “didn’t bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat” (291). Page number in parentheses

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face,

1. EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, Miss Stephanie tells the children that the lawyer, “didn’t bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat” (291). Period after parentheses

2. CHANGING WORDS: IF IT SAYS “HE” AND YOU WANT THE READER TO KNOW

2. CHANGING WORDS: IF IT SAYS “HE” AND YOU WANT THE READER TO KNOW WHO “HE” IS: Original Quotation: “He was a man learned in the law, and although he seemed to take his job casually, in reality he kept a firm grip on any proceedings that came before him” (220). How to fix it: “[Judge Taylor] was a man learned in the law, and although he seemed to take his job casually, in reality he kept a firm grip on any proceedings that came before him” (220).

3. DIALOGUE IN YOUR QUOTATION: Original text: Atticus looked at me over his glasses.

3. DIALOGUE IN YOUR QUOTATION: Original text: Atticus looked at me over his glasses. “You don’t have to go with Jem, you know. ” How to fix it: “Atticus looked at me over his glasses. ‘You don’t have to go with Jem, you know’” (287).

4. IF YOU WANT TO TAKE SOMETHING OUT Original Text: “People generally see what

4. IF YOU WANT TO TAKE SOMETHING OUT Original Text: “People generally see what they look for, and hear what they listen for, and they have the right to subject their children to it, but I can assure you of one thing: you will receive what you see and hear in silence or you will leave this courtroom, but you won’t leave it until the whole boiling of you come before me on contempt charges” (232). § How to fix it: “People generally see what they look for, and hear what they listen for…” (232).

5. IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL LINES:

5. IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL LINES: Block it: Judge Taylor says: People generally see what they look for, and hear what they listen for, and they have the right to subject their children to it, but I can assure you of one thing: you will receive what you see and hear in silence or you will leave this courtroom, but you won’t leave it until the whole boiling of you come before me on contempt charges. (232) This shows that the people in the town have already decided that Tom is guilty.

FORMATTING QUOTATIONS: IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL

FORMATTING QUOTATIONS: IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL LINES: Block it: Colon Judge Taylor says: People generally see what they look for, and hear what they listen for, and they have the right to subject their children to it, but I can assure you of one thing: you will receive what you see and hear in silence or you will leave this courtroom, All lines but you won’t leave it until the whole boiling of you come are charges. (232) indented before me on contempt

FORMATTING QUOTATIONS: IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL

FORMATTING QUOTATIONS: IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL LINES: Judge Taylor says: People generally see what they look for, and hear what they listen for, and they have the right to subject their children to it, but I can assure you of one thing: you will receive what you see and hear in silence or you will leave this courtroom, but you won’t leave it until the whole boiling of you come before me on contempt charges. (232) No quotation marks

FORMATTING QUOTATIONS: IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL

FORMATTING QUOTATIONS: IF YOU TYPE YOUR QUOTATION AND IT COVERS MORE THAN 3 FULL LINES: Judge Taylor says: People generally see what they look for, and hear what they listen for, and they have the right to subject their children to it, but I can assure you of one thing: you will receive what you see and hear in silence or you will leave this courtroom, but you won’t leave it until the whole boiling of you come before me on contempt charges. (232) Period before ()

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the lawyer responds by saying, “I wish Bob Ewell wouldn’t chew tobacco” (291). Present Tense

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the lawyer responds by saying, “I wish Bob Ewell wouldn’t chew tobacco” (291). Comma before quotation

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the lawyer responds by saying, “I wish Bob Ewell wouldn’t chew tobacco” (291). Quotation marks

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the lawyer responds by saying, “I wish Bob Ewell wouldn’t chew tobacco” (291). Page number in parentheses

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the

EMBEDDING A QUOTATION IN YOUR PAPER When Bob Ewell spits in Atticus’ face, the lawyer responds by saying, “I wish Bob Ewell wouldn’t chew tobacco” (291). Period after parentheses

TASK On a piece of loose leaf… Brainstorm what events you are going to

TASK On a piece of loose leaf… Brainstorm what events you are going to use for each of your topics Figure out what kind of quotation you will be looking for tomorrow and Wednesday Determine a logical order Chronological, least to most or most to least important, etc. Start looking for your quotations and write them down

BODY PARAGRAPHS A topic sentence/transitional sentence TWO quotations The quotations should support your theme

BODY PARAGRAPHS A topic sentence/transitional sentence TWO quotations The quotations should support your theme YOUR OWN THOUGHTS AND IDEAS A concluding statement

TOPIC SENTENCE The topic sentence is the central idea around which a paragraph is

TOPIC SENTENCE The topic sentence is the central idea around which a paragraph is developed. It introduces the reader to the topic without announcing it It’s the first sentence. It tells you what the rest of the paragraph(s) will be about.

EXAMPLE: Remember my introduction paragraph? There is more than one side to a person.

EXAMPLE: Remember my introduction paragraph? There is more than one side to a person. In Harper Lee’s To Kill a Mockingbird, the author portrays many characters who are perceived differently from their real personalities. Mrs. Dubose appears to be a cruel and racist woman. Mr. Raymond is known as the town drunk. Boo Radley is assumed to be a monster because he does not leave his house. In To Kill a Mockingbird, Lee uses Mrs. Du. Bose, Mr. Dolphus Raymond, and Arthur “Boo” Radley to show that people are not always as they seem.

EXAMPLE: Sample topic sentence: In Maycomb County, many characters voice their opinions of Atticus

EXAMPLE: Sample topic sentence: In Maycomb County, many characters voice their opinions of Atticus and his role in the trial; Mrs. Du. Bose is one of these people.

FRAME OF REFERENCE Explains what is going on in the novel at this point

FRAME OF REFERENCE Explains what is going on in the novel at this point Provides a brief summary Sets up your quotation Example: Mrs. Dubose is a bitter old woman who loudly expresses her opinions of Atticus and his children to Jem and Scout as they pass her house to go into town. Even though the children try to hold their heads high and ignore Mrs. Du. Bose, they cannot help feeling contempt toward her. Scout reflects, “Jem and I hated her. If she was on the porch when we passed, we would be raked by her wrathful gaze, subjected to ruthless interrogation regarding our behavior, and given a melancholy prediction on what we would amount to be when we grew up, which was nothing” (132).

EXPLANATION OF QUOTATION Explain how the quotation works for your argument Example: Scout and

EXPLANATION OF QUOTATION Explain how the quotation works for your argument Example: Scout and Jem’s interactions with Mrs. Du. Bose are always negative. The children do not like her. She is rude and racist. The children see her as nothing more than a irascible old woman whom they must walk past.

TRANSITION TO SECOND QUOTATION Smoothly move from your first example to the second Make

TRANSITION TO SECOND QUOTATION Smoothly move from your first example to the second Make sure you (once again) provide a frame of reference Example: Mrs. Du. Bose constantly harasses the children as they walk to and from school. Jem and Scout try to keep calm, but one day Jem snaps and destroys Mrs. Du. Bose’s garden. As punishment, Jem has to read to the cranky woman every day. It is then that Jem realizes that there is more to Mrs. Du. Bose than just a cruel, racist woman.

ADD YOUR EXPLANATION Lee creates a character who is unlikeable, yet the reader still

ADD YOUR EXPLANATION Lee creates a character who is unlikeable, yet the reader still feels sorry for Mrs. Du. Bose. Her declining health and losing battle with addiction cause the children to reevaluate their perception of this woman. They learn that she is not just a cruel woman; she is also a courageous soul fighting to beat a morphine addiction. The children learn that she is not entirely responsible for her beliefs. Mrs. Du. Bose was raised to be racist, and through spending time with her, the children discover that there is more to a person than the persona they display on his or her front porch.

CONCLUDING SENTENCE This sentence wraps up what your paragraph was about HINT: This sentence

CONCLUDING SENTENCE This sentence wraps up what your paragraph was about HINT: This sentence will be a statement on how your choice proves your theme/what lesson the character (s) learn(s) It’s the main point you want to get across on your topic. EX: Lee creates a racist character who the children sympathize with; Jem and Scout learn that even cruel people have some good in them.

In Maycomb County, many characters voice their opinions of Atticus and his role in

In Maycomb County, many characters voice their opinions of Atticus and his role in the trial; Mrs. Du. Bose is one of these people. Mrs. Dubose is a bitter old woman who loudly expresses her opinions of Atticus and his children to Jem and Scout as they pass her house to go into town. Even though the children try to hold their heads high and ignore Mrs. Du. Bose, they cannot help feeling contempt toward her. Scout reflects, “Jem and I hated her. If she was on the porch when we passed, we would be raked by her wrathful gaze, subjected to ruthless interrogation regarding our behavior, and given a melancholy prediction on what we would amount to be when we grew up, which was nothing” (132). Jem and Scout try to keep calm, but one day Jem snaps and destroys Mrs. Du. Bose’s garden. As punishment, Jem has to read to the cranky woman every day. It is then that Jem realizes that there is more to Mrs. Du. Bose than just a cruel, racist woman. Scout describes the dying woman as laying “in the corner of the room [in a] brass bed…I wondered if Jem’s activities had put her there, and for a moment I felt sorry for her” (141). Lee creates a character who is unlikeable, yet the reader still feels sorry for Mrs. Du. Bose. Her declining health and losing battle with addiction cause the children to reevaluate their perception of this woman. They learn that she is not just a cruel woman; she is also a courageous soul fighting to beat a morphine addiction. The children learn that she is not entirely responsible for her beliefs. Mrs. Du. Bose was raised to be racist, and through spending time with her, the children discover that there is more to a person than the persona they display on his or her front porch. Lee creates a racist character who the children sympathize with; Jem and Scout learn that even cruel people are not completely bad.

USE YOUR TRANSITIONS HANDOUT TO HELP Figure out what kind of relationship you want

USE YOUR TRANSITIONS HANDOUT TO HELP Figure out what kind of relationship you want to show between your paragraphs and use the corresponding examples to help you. Just as the children learn that there is more than one side to a person through Mrs. Du. Bose, Mr. Dolphus Raymond shows them that perceptions do not equal the truth.