Mystery Novel

Yesterday we took notes about mysteries.

1. Identify the crime. (What happened? When and where did it happen?)
2. Identify the suspects. (Who possibly committed the crime? Who has the motive, or why would the suspect commit the crime?)
3. Identify the clues. Check the alibis. (How does the suspect's excuse match the evidence?)

Today we started reading a mystery novel And Then There Were None by Agatha Christie. Ten characters are invited to Soldier Island. We identified each guest by name and discussed why they are going to the island.

1. General Macarthur
2. Anthony Marston
3. Philip Lombard
4. Dr. Armstrong
5. Justice Wargrave
6. Vera Claythorne
7. William Blore
8. Emily Brent
9. Thomas Rogers
10. Ethel Rogers

On Monday students will work in groups and write profiles about two of the characters using the chart below.

Appearance	Action
He/She Says	Others Say/React

Writing No. 5: Hook and Thesis

Students applied each hook (imagine, definition, and famous quotation) to their introduction paragraphs of Writing No. 5 "Care Creates Change." Students will submit a final draft of the best introduction paragraph on Friday.

Write a Hook and Thesis

To answer an essay question, students will be able to compose an effective introduction paragraph. Today in our notes, we focused on writing a hook and thesis.

The hook connects the audience to the topic. We talked about three ways to begin an introduction paragraph.

1. Write "Imagine" as the first word of your paragraph and create a situation the reader can visualize about the subject.

2. Write definition or fact about the subject.

3. Write a famous quotation related to the subject.

In our notes we reviewed our first writing assignment of the school year: Describe a summer movie. Students wrote these example hooks.

Imagine	Imagine teenagers battling against evil forces to save their school.
Definition	The Merriam-Webster’s School Dictionary defines adventure as an undertaking involving unknown dangers and risks.
Famous Quotation	Manohla Dargis, a New York Times movie critic, says about Harry Potter and the Deathly Hollows Part Two, “It isn’t often in the summer that you enjoy the intense pleasure of a certain kind of old-fashioned cinema experience, the sort that sweeps you up in sheer spectacle…”

The thesis is specific and communicates your perspective about the topic. Perspective is the author's view or interpretation.

Example:

Many fans will agree with me that Harry Potter and the Deathly Hollows is the most thrilling adventure story.

Drawing Conclusions about Characters

These are today's notes for the composition notebook.

Elements of the Narrative: Characters

How do we readers draw conclusions about a character?

Character’s appearance Example: “On her small feet she wore a pair of quilted slippers…I realized how wobbly she was on her feet.” What does this character like to do? How do you know?	Character’s actions Example: “I thought Grandmother deserved an American-style bear hug. However, when I tried to put my arms around her, she stiffened in surprise…” What is different about these characters based on their actions, hugging and stiffened?
What the character says and how he or she says it Example: “Looking ashamed, Grandmother flapped a hand in the air for me to go. ‘None of your business. Now get out.’” If you heard this character speaking, how would the words sound?	What other characters say Example: “By this point, I was in tears. ‘She’s taken everything else. Now she wants my toe-shoe ribbons.’” One character’s reaction is crying. What does the writer want us to think about the character taking (Grandmother)?

Writing No. 5: "Care Creates Change"

Ms. Sharif was a guest teacher yesterday, and she asked us, "What does it mean to care?" In a series of demonstrations, we discussed the topic of "caring" in our education and relationships. We also talked about using goals when we care. In today's writing prompt students prepared a plan to describe a caring person. Students will explain the topic related to education, relationships, and goals. Students must also use the following vocabulary: value, effort, focus, positive and success.

Drawing Conclusions about Jackie Robinson

Write a paragraph for each of the following questions about Jackie Robinson. Practice each response because you will not be allowed to use your notes during the presentation. You will present on Monday.

1. In what ways does Sharon Robinson reveal her interpretation of her father, Jackie Robinson?

2. In what ways does Robert Peterson connect Jackie Robinson to Civil Rights?

3. Both writers, Peterson and Robinson, talk about other people in Jackie Robinson’s life.

a.  How does Robinson view her brother, Jackie Jr.?

b. How does Peterson characterize Branch Rickey?

4. Why are facts important in a biography?

5. How does commentary direct the reader’s thoughts?

A	B	C
Speaks with a loud, clear voice and uses meaningful eye contact.	Speaks with a loud, clear voice, but uses little eye contact.	Speaks quietly or mumbling. Uses little eye contact.
Articulates thoughts in complete sentences and descriptive vocabulary.	Articulates thoughts in complete sentences and generic vocabulary.	Speaks in fragments. Uses minimal or confusing vocabulary.
Answers the prompt concisely. Supports response with three details from the articles.	Supports response with two details from an article.	Supports response with one detail from an article.

Drawing Conclusions

These are today's notes. Copy these into your composition notebook.

1. Before you read, ask yourself: What do I all ready know about the topic?

2. As you read, determine whether the author is a stating a fact or an interpretation.

3. Interpretation – We take the facts as we know them and add our own understanding.

What I All Ready Know + Facts + Author’s Interpretation = Drawing Conclusions