Author: Mr. Kertes

Notice:

• Theory is rigorous and systematic, so doing theory (analysis) requires that you look at something as a bunch of parts that work together (as a system is a bunch of parts that work together)
• The text (book, novel, poem, song) is a system (as it is made up of parts)
• You learn about literary devices, elements of narrative, 3-Act Structure, and features of text in order to apply systems thinking when writing a textual analysis essay
• So you need to know what literary devices are, what elements are narrative are, what 3-Act Structure is, and what features of text are IN ORDER TO WRITE A TEXTUAL ANALYSIS ESSAY at the systems-thinking level (level of explain, level of theory)
• As you recall… the first thing we learned as theory and system… those are the key ideas
• A good paper explains a theory…. that is why you use the Levels of Analysis and why you know what a system is and what a system’s elements are (parts, inputs, outputs, function, boundary)
• In addition, when writing an essay your essay is also a system (made up of the Five Fs, LOAs, features of text, etc.)
• For Essay 2…. your thesis will be a theory that explains how or why the text (novel) was written and to do this you will focus on how the author uses literary devices, how they use elements of narrative, or how they use 3-Act Structure
• And do not forget… there are systems in systems…
  • Literary devices are a sub-system that is made up of parts
    • Alliteration
    • Metaphor
    • Sensory imagery
    • Simile
    • Allusion
  • Elements of narrative are a sub-system is that made up of parts
    • Setting
    • Characters
    • Point of view
    • Theme
    • Plot
    • Climax
    • Resolution
    • Tone
  • 3-Act structure is a sub-system that is made up of parts
    • Act I
    • Act II
    • Act II
    • Plot line
    • Rising action
    • Climax
    • Resolution

Quiz 7 Read a young adult romance novel from the class set of thirty choices as part of the Future of Writing Presentation. Then take a quiz to demonstrate that you have read and understand the key selling features of the book (for the purpose of publishing it, another book like it, or better – likely to be more profitable – book like it). You choose your book for this quiz and project (each book is assigned to a specific seat/desk). Other YA romance novel choices are available. 

Future of Writing Presentation Working as part of a group (of your choice), develop a marketing plan and book proposal that will result in an instant best seller and help you and your team get a big bonus from the YA publishing division where you work, applying the models, systems, and processes of this course. You will use only AI to write your materials, make your book cover, write a bio of your author, and develop your business plan. In addition, you will create social media content using both AI and your group members. This project connects to the novel you read for Quiz 7. There are three parts to this assignment for marking: Part 1 – Business Plan; Part 2 – Research Notes; and Part 3 – Presentation/Discussion Participation.

1. Themes
   • Money, Money, Money (in a rich man’s world….)
     • Power to get the things I want…
   • Power of Love
     • Power to belong and build community
   • Justice! (An eye for an eye….)
     • Power to survive
2. “Silence = Death”
   • Power to survive is life and death, speaking up and being heard to get what you and your community need
3. Martin Luther King Speech
   • March on Washington for Freedom and Jobs
   • I Have a Dream Speech
   • Connection – Time Machine (and the themes)
4. Shakespeare
   • Why did he write?
   • How did he become so famous?
   • How to read his work
   • Understanding the history of the times, context
5. Romeo and Juliet
   • Learn about changes in meanings of the words
   • Act 3, Scene 2
   • Why double meaning?
   • What can it mean?
   • Why do you think that?
   • How does this connect to modern communication?

Auden Poem – Read the entire poem here

Write a textual analysis essay on Romeo and Juliet, The Outsiders, or The Giver (your choice of play or novel).

1. Choose one of the three texts.
2. Develop a plan. Start with your focusing question. Write it out. Write your focusing question in your journal.
3. With the focusing question in mind, read or re-read your choice of text. While reading, take notes. The notes should focus on details related to the focusing question. Take 10-15 pages of notes (bullet point form or outline form). (Fewer pages are required for a score of 1, 1+, or 1++. (Write the notes in your journal.)
4. As you are developing your thesis and supporting ideas, write at least five reflections in your journal. These are speed writes. As you do this, read other texts that are related to your inquiry. Take notes in your journal of these sources. (Be sure to record the source title, author, page number, date of publication.)
5. Once you have read or re-read the text, write your thesis statement and at least three supporting ideas. Then write the outline – for Proficient and Extending plan a 3-section paper (10-15 paragraphs, under 2000 words) and for Emerging and Developing plan a 5-paragraph paper (at least 25 sentences). At this point, you will have your literary element or literary element in mind as well. Write these in your journal.
6. Once you have a thesis statement, at least three supporting ideas, and outline, write your first draft. Focus on FILLER and FOCUS – do not focus on FORM or FLOW. Just write out your thoughts in support of the thesis, supporting ideas, sources, and literary devices/elements. Your first draft should include development of your own thoughts and development of your own theory in relation to the text. Draft 1 should go in your journal.
7. For draft 2, use lined paper and double space. Revise draft 1 by reflecting on how to be more focused, clearer, and better at explaining and supporting your idea. Be sure to go back over the evidence, examples, sources, quotes, etc. At this point, follow the outline and be sure to use correct format for your in-text citations. Play attention to FOCUS, FORM, FILLER, FLOW, and FEELING. Apply all the LOAs. Use systems thinking. Be sure to check over the English 9 rubric as you write the draft.
8. For draft 3, you have a choice. You may type it or write it using lined paper and blue or black ink. Revise, improve, refine, and edit. Apply MLA format.  Be sure to check over the rubric as you work on the draft. (If using lined paper and pen, spelling errors are not marked down but you should use correct capitalization, indentation, and punctuation – and you should use white out, not cross outs, for this essay.)

Essays are marked according to the English 9 Essay Rubric – using these marks: Insufficient Evidence (0), Initial Understanding – Passing (1), Partial Understanding – On Track (2), Complete Understanding – Complete (3), and Sophisticated Understanding – Extending (4). 

Quiz 5 is on Shakespeare, Measure for Measure, and textual analysis and draws on All Is True, Romeo and Juliet, and the review/overview lessons from Nov. 5 to Nov. 14.

We will take notes on the following (see below) in lessons on Nov. 5/7, Nov. 6, Nov. 12/14, and Nov. 13.

1. Shakespeare
   • Why Shakespeare is so famous
     • The role of theatre (its popularity) in 1500s London and England
     • Making money as a shareholder in a theatre
     • Looking at inner emotion, connecting with everyone, human motivation and psychology
     • The expansion of English power and influence (right time, right place)
   • How Shakespeare shaped so much of English literature
     • Literary devices
     • Narrative structure
     • Characters – inner motivations and human psychology
   • Narrative theory and Shakespeare
     • Shakespeare’s innovations and contributions
     • How Shakespeare used existing models and conventions
   • Literary devices used by Shakespeare
     • Allusion
     • Hyperbole
     • Alliteration
     • Foreshadowing
     • Sensory imagery
     • Pun
     • Personification
     • Dramatic Device
     • Dramatic Irony
     • Monologue
     • Soliloquy
     • Symbolism
   • The life and time of Shakespeare
     • Government and law
       • Queen Elizabeth and King Edward
     • Economics – class and status
       • Colonizing Ireland
       • England’s status in Europe
     • Status of women
       • Examples from All Is True, Romeo and Juliet, and Measure for Measure
     • History English language and literature
       • Greek and Roman influences
       • Indigenous (to England) influences
2. Measure for Measure
   • Plot overview
   • Characters
   • Theme
3. Textual analysis
   • How to research for a textual analysis essay
   • Taking notes while reading the text
   • Identifying themes, patterns, literary devices, interesting passages
   • Sources and citations
   • Development of your theory
   • Focusing question, thesis statement, and supporting ideas (writing an outline)
4. All Is True
   • Themes
   • Life and times
   • Use of literary devices in the film
5. Romeo and Juliet
   • Textual analysis of the play

Quiz 5 will use the same format as Quiz 4. Answers are not provided this time (same format as Quiz 4 but you must do this on your own for Quiz 5). The quiz is open note (max. one sheet of notes, using the paper provided, both sides of the paper may be used). You should study for the quiz at home in advance of it.

A score of at least 75% is required for a “completed” mark, which is required for an overall grade of Proficient or Extending for the term. You may retake the quiz during Homework Help with Mr. Kertes (M/W/F from 7:45 to 8:45 AM in room 308 – be sure to confirm the day before if you want to attend Homework Help to make up the quiz).  

1. Assignments and Assessments (revised – Nov. 5 to Jan. 27)
2. Course Calendar (revised – Nov. 5 to Jan. 27)
3. Progress Report (revised – Nov. 5 to Jan. 27)

We will go over these materials on Wednesday Nov. 6 as we prepare for the major assignments for the 2nd Quarter of the term.

1. Assignments and Assessments (revised – Nov. 5 to Jan. 27)
2. Course Calendar (revised – Nov. 5 to Jan. 27)
3. Progress Report (revised – Nov. 5 to Jan. 27)

We will go over these materials starting Tuesday Nov. 5.

The end of the first quarter was on Friday Nov. 1. Informal progress reports were emailed home to all parents/guardians on Friday Nov. 1 and Saturday Nov. 2.

The Mid Term Report Cards for CHSS will be entered this week and then sent home. I will post grades for the report cards on Monday Nov. 4 at 3:00 PM.

The Make Up Day for the first quarter is Monday Nov. 4. Students with missing work should attend to complete the work. Late work is accepted without penalty. The next Make Up Day is Monday Jan. 27.

The 2nd Quarter starts Tuesday Nov. 5. An updated calendar, overview of assignments, and other information about 2nd Quarter is now posted on the course page for each class (A1, A2, A3, and A4) for this term.