READ THIS FIRST: If you are logging in during the break, you will want to go to the left sidebar and pull up Chapter XIV, where we left off Friday 2/1/2010. This was Friday's home work for the day we left. This will be due on Monday.

I decided to put the future blogs out early for those who are at home and want to work ahead over the break.

This NOT going to be required for when we get back, but will console those eager readers who don't want to lose the scent of the hunt!

You will be expected to continue reading in class and to to turn in your journals at the normal due date.

If you read the other blogs after XIV, there will be SPOILERS!

Enjoy your Spring Break!























Manuscript

Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

assuage
inexorable
maudlin
abhorrent
incongruous


Journal: Writing the One Paragraph Essay

You will have two days to complete this journal entry along with it's steps.

You must do each step of the writing yourself before moving on to the next.

DAY ONE

STEP A. Choose one of the following prompts:

EASY DIFFICULTY - How does Agatha Christie use the imagery and the metaphor of humans as animals in her novel And Then There Were None?

- or -

MEDIUM DIFFICULTY - How is the theme of guilt woven into the novel And Then There Were None by Agatha Christie?

- or -

CHALLENGE DIFFICULTY - How is the theme of retribution woven into the novel And Then There Were None by Agatha Christie?


STEP B - Brainstorm ideas on one page of your journal.


STEP C - Use this outline (in the exact same format) to organize your ideas on one page. Don't write in full sentences yet, just short blurbs or words for your ideas.

I. Introduction: Topic Sentence ______________________________
II. Body.
A. 4ESSD #1_________________________________
B. 4ESSD #2_________________________________
C. 4ESSD #3_________________________________
III. Conclusion: Restate Topic Sentence _______________________

STEP D - Write the 1 paragraph essay as a rough draft. It should be no more than nine sentences and a single page and a half of your journal.

Now take a break. Let the ideas simmer for 24 hours. When you look at your work with fresh eyes you will be much better off than if you try to cram it all in at once.

__________________________________________________

DAY TWO

STEP E - Now go back and revise, edit, and polish your paragraph

- check spelling, grammar, mechanics

- does each of your 3 4ESSDs fit perfectly? Which one is weakest? Can you replace it with a better idea, or fix it to make it more clear?

- VERY IMPORTANT: Read it out loud to yourself. Did you leave out or insert any words? Sometimes we have a tendency to skip over these things when writing. Or, when we read our words out loud exactly as written (verbatim) we realize that we forgot to add something important.

Are your ideas on the page perfectly clear? Fix them.


STEP F - Rewrite the paragraph in your BEST handwriting. This is for 50 points so it had better be amazing!

Epilogue

Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

savoury (savory)
scrupulous
vindicative
stolid (-ly)
peritonitis


Journal Questions:

1. THE ELEVENTH VICTIM. Yet another victim ends up dead, beyond the "Indian Island Ten." Who was the eleventh victim? What details do we learn about his or her death? Using your inference skills, why do you think this person was targeted? (one paragraph)

2. THE INCREDIBLE MOVING CHAIR. According to the police report, the chair that Vera stood on, and then kicked out from under herself, was found neatly placed against the wall. What does this important detail tell us about her death and the identity of the murderer? (one paragraph)

3. MAINE AND LEGGE'S CONCLUSIONS. The two investigators draw some interesting conclusions about who the murderer is by shedding light on such details as:

- what happened to Isaac Morris,
- who Elmer Robson was,
- who recorded the gramophone record,
- how the boy scouts were involved,
- the seaweed on the chair,
- and what ever happened to Edward Seton.

Who do they think, then, "dunnit?" (short answer)

4. YEAH, RIGHT... WHATEVER, AGATHA. To make a good mystery work, the author has to sustain the belief of the readers by creating a world that feels entirely plausible, realistic, and full of verisimilitude.

Do you believe that this story stretches credibility to the point of breaking any sense of reality? Or do you believe this story is grounded in reality enough as to feel possible? Explain your answer with several reasons to support your belief. (one paragraph)

Chapter XVI

Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

unheeded
adroit (-ness)
lull
automaton
warily

Journal Questions:

1. FRIZZLE MY SCHIZZLE. In the nursery rhyme, the next victim "got frizzled up" which means to burn. Another word for to burn somebody is to trick somebody, as in "Oooo, burn!"

How does Vera trick Lombard? Also, what will happen to Lombard's corpse if it's left out in the open sun? (one paragraph)


2. VERA SENSES HUGO IN THE ROOM. What two lines of text tell us that Vera believed that Hugo was in her bedroom at the time of her hanging? Do you think he was there? Was anyone there, really? How do you think the noose got there in the room, conveniently waiting for her? (one or two paragraphs)


3. AND THEN THERE WERE... NONE? There are no suspects left. What? That's it? How can that be?

Speculate on who you think was the murderer and how the murderer might have been planned and executed the grand scheme. (at least one big paragraph)


4. EMOTIONAL SOFT SPOTS. Everyone has certain vulnerabilities, or parts of their personalities where they are emotionally sensitive. Clearly Vera had hers. Someone appears to have not only known her weaknesses, but to have manipulated her with them.

What was she sensitive to? What specific manipulations by the killer triggered Vera's descent into madness? In other words, what did U.N. Owen do to get her to go over the edge? (one very detailed paragraph)

Chapter XV

I decided to put these blogs out early for those who are at home and want to work ahead over the break.

This NOT going to be required for when we get back, but will console those eager readers who don't want to lose the scent of the hunt!

You will be expected to continue reading in class and to to turn in your journals at the normal due date.

Enjoy your Spring Break!

MINI LESSON

WRITING PARAGRAPH RESPONSES - TAKE 2

Just a reminder - I've noticed many of the journals are beginning to sag in the quality of the responses given. A good, solid paragraph response should include:

1. A topic sentence that restates the question as a statement that includes an answer.

2. Several 4ESSDs to support the topic sentence. Remember, 4ESSD is:

Explanation - connect the dots and explain what you mean. You can't assume the reader knows otherwise.

Elaboration - add additional information to "fill in the gaps" and build off of what was said.

Evidence - imagine if this was a court case and you needed evidence to prove your point. Provide the evidence that makes your point completely clear and undeniable.

Examples - from the text that support your topic sentence. They can be direct quotations or just paraphrasing what happened.

and Specific Supporting Details - little, exact moments that definitely demonstrate precisely what you mean.

3. A conclusion that ties the 4ESSDs back to the topic sentence.


Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

innocuous
lassitude
quietus
raucous
bunkum


Journal Questions:

1. ZOO LANDERS. What did Vera mean when she said, "We're the zoo." Elaborate, explain and support your point with details. (one paragraph)

2. SIMPLY DIVINE. Vera tells Lombard that his whole situation could be "divine retribution." What is divine retribution? How could the situation be considered to be divine retribution within the context of the story? (one paragraph)

3. THE BLORE CONUNDRUM. How was Blore killed? In your opinion is it possible for either Vera or Lombard to have committed this murder? What conclusions can you draw about the murder at this point in the story? (one paragraph)

4. TWO MORE BODIES. In a double plot twist, two more bodies are found at the end of this chapter. Whose? What was the apparent cause of death for each? How does it fit with the poem? (one paragraph)

5. IF YOU LIKED ATTWN... Suppose you've enjoyed this book so far. Do some research and name at least three other famous Agatha Christie Mystries that you could read if you wanted to. Also, name three other famous mystery genre novelists. (3 titles, 3 authors)

Chapter XIV

Mini Lesson : What is NOT Theme

Previously we discussed the idea of theme as being a central concept that ties together a narrative, a driving idea about human nature.

It's important to distinguish that is not genre. "Suspense" is a genre. "Adventure" is a genre. These aren't the same a a theme, genre is a certain type of story.

It's important to distinguish that theme is not a moral. "Help Your Neighbors" or "Don't Talk to Strangers" are morals, but not themes. True themes are similar to a moral or message (as described earlier).

The difference is that a moral is more like a direction telling somebody a wise course of action, where a theme is more of universal statement about and idea or value.

To help understand the concept, consider the concept of a "Themelet" (created courtesy of a class discussion in 6th hour.)


"THEME-LETS"

Many people have wanted to use single word as a theme, and indeed they are partially correct in doing so. Words like "Faith," "Love," or "Fear" can be the root ideas of themes, or underdeveloped themes. However, these words by themselves don't make up a true "Thematic Statement" about what the author is saying universally about life.

In ATTWN, some of the correctly identified Themelets in your journals that have come up so far include:

Crime
Retribution
Punishment
Manipulation
Trust
Guilt
Revenge
Justice
Karma


Exploring "Themelets"

The challenge is to take one of these core ideas, and then attempt to expand them into a universal statement, asking yourself a questions like:

(NOTE: These are not journal questions. They are here just to get you thinking.)

Q: "Okay, so if Agatha wrote ATTWN about ________, what is she trying to say about ______?"

Q: "Where and how does _______ play out with different characters development and plot?"

Q: What is the opposite of ________? If so, is there evidence of that opposite in the story?"

Q: "What statement could tie several of the plot lines together under the idea of _________?"

Q: "Is there examples of the theme of _______ being demonstrated in a negative or opposite version of ______?



Okay. This was all pretty abstract and deep, so take it for what it's worth.


Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

astute (-ness)
ebonite
farce
sagacity
conjure

Journal Questions

1. THE ORDER OF THE DEATHS. Examine the order of who died. There is a definite pattern.

Part of Agatha Christie’s genius is how the order of the deaths seems to be based upon the severity of the crimes they committed. The victims who were deemed by the killer to be “less severe” were murdered first, and the victims who were deemed “more severe” were killed most recently.

Predict the future death order based upon the severity of the crimes of those four who are remaining alive, explaining in detail your reasoning. In other words, if the pattern holds, who should die next? Who should die last? Provide a justification for your order based upon how the crimes are growing increasingly severe. (four paragraphs, one for each character)


2. BLORE STARTS TO FEEL GUILT. In the beginning Blore barely remembered his alleged murder victim, Landor. Now he can recall every feature of his face and thinks about the man’s wife and daughter. What brought about this change? Would this change have happened if he hadn’t been in the situation he now finds himself? (one paragraph)


3. CASTING CALL. Sometimes it helps to imagine modern, popular actors playing the roles of characters in a book you are reading in order to get beyond just names on a page and to be able see the characters as people.

What actors would you cast for each of the ten, primary characters? Think about the character’s age, gender, personality, and previous roles, as well as the professions of each character.

For example, one student in class today suggested that Lombard could be George Clooney and some else saw him as Jonny Depp. (ten bullets)

Chapter XIII

Hope you enjoyed the two day break. We've got some catching up to do.

Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

tacit
bestial
aeons (or eons)
lithe
pretence (pretense)


Journal Questions:

1. CHAPTER XI - LOMBARD DISSES BLORE. In what way does Lombard insult Blore when he voices his opinion that Blore is not the murderer? What specific qualities does Lombard believe that Blore is lacking? What chances does Lombard give Blore of surviving? (one paragraph)

2. CHAPTER XII - WARGRAVE TAKES ACTION. What two steps does Wargrave want to take to ensure the safety of the five remaining guests? What gets locked up and where? Which two characters were chosen to guard the keys and why? (one paragraph)

3. CHAPTER XIII – PLANTING SEA PLANTS. Who do you think had the opportunity to put seaweed in Vera’s room? What was the point of doing that? What was her reaction? (one paragraph)

4. CHAPTER XIII – DRESSING FOR THE PART. How was Wargrave’s body made up to look like a judge? How does this connect back to the rhyme? (one paragraph)

5. CHAPTER XIII – SOMETHING FISHY GOING ON. In what sense is the term “red herring” from the rhyme used to have a double meaning? (one paragraph)

Chapter XII

ASSIGNMENTS

Vocabulary Words:

conclave
cumbrous
giddy
suffused
meticulous (-ly)

Journal Questions:

No journal topics tonight out of respect for the religious holiday. However, tomorrow there will be questions on Chapters 11, 12, and 13.

Just for fun... These are some most excellent examples of some creativity courtesy of question number 4 in chapter 10.

Chapter XI

Mini Lesson



Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

laconic
penal
ascertain (ed)
affable
congeal


Journal Questions:

No journal questions tonight. Enjoy a night off.

Chapter X

No Mini Lesson tonight. Have a good weekend!

Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

hared
grimace
cliche (-s)
surreptitious (-ly)
tenacious


Journal Questions:

1. MISSING THINGS. What two everyday items come up missing in this chapter? Who notices them? What possible reasons could there be for them being missing? If they were to be used for some evil purpose, how could they be? (two items, one paragraph)


2. BRENT'S GUILTY REVELATION. What evidence is there that Miss Brent feels guilty for Beatrice Taylor's suicide? Describe the evidence and elaborate as to why it is reveals her sense of guilt. (one quote, one paragraph)


3. PREDICTING DISASTER. At this point in the story, according to the nursery rhyme, how will the next victim die? Using that line in the rhyme, take a guess as to who, what, when, where, and how it will go down. (one quote, one paragraph)


4. DISTILLATION OF PLOT.

Enjoy the link here.

Notice how they condensed the entire Napoleon Dynamite movie into 30 seconds. Wow! To do so, they had to isolate important scenes, lines of dialog, sound effects, music, and memorable visual moments.

Now, imagine if angryalien.com hired you as a cartoonist or a writer and wanted you to do something very similar for ATTWN. It would be called:

"And Then There Were None in 30 Seconds (and Re-Enacted by Bunnies)"

The entire novel would need to be told in 30 seconds. What would you include for chapter 10?

You may choose to either:

A. Draw a quick series of boxes to show what you'd include, like in a comic strip including dialog, visuals, music and sound. (3 to five cartoon boxes)

or

B. Write the visuals and dialog, music, and sound within a series of quick bullet points. (3 to five bullet points)

Think about the highlights, important and memorable moments that took place at this point in the story.

Have fun with this one, and don't worry if you're an artist or not. The grading on creative projects like this is very flexible.

Just try your best and be creative!

The more energy you put into it, the more fun you will have.

Chapter IX

MINI LESSON

Understanding Theme

VERY IMPORTANT - Make sure you understand that theme is not "genre." A mystery, a thriller, suspense are not themes, they are genres.

Here are pictures from our Power Point in class today. You can click on them to expand their size if you want to:































































If you still feel stuck, take a look at these three links on themes here, here, and here.


Understanding Outlining

You can find in your Language Arts textbook (The Language of Literature) a definition and example of an outline on page R55 (7.6 "Making an Outline").

There are examples on page 323 and page 617.

Also, here is an example of an outline from a previous comment:

I. TOPIC SENTENCE Peanut butter and jelly are the best sandwiches.

IIA. First Point - They are nutritious
IIA1. 4ESSD - Peanut Butter has protein

IIB. Second Point - They are convenient
IIB1. 4ESSD - Stores at room temperature

IIC. Third Point - They taste great
IIC1. 4ESSD - Combination of flavors work together

III. Conclusion - PB&Js are the best thing since sliced bread.


Okay, here we go...

__________________________________________________

ASSIGNMENTS

Vocabulary Words:

reiterate
idiosyncrasy
exonerate )-d)
perjury
heliography (-aphing)

Journal Questions:

1. STAYING INVESTED

One of the biggest challenges when reading an assigned book is staying invested in it. By invested, I mean caring about the story and being genuinely interested in what's happening to the characters.

Some people are already put off by having to read a book that they didn't choose, but go ahead and try to have an open mind about it. Then at some point they either get hooked and actually want to read the book, or they don't. If they don't it can make the remaining work very difficult.

Is it easier to be successful with a book you naturally like? Why? (one paragraph)

Can you realistically expect to like all the books you're being assigned to read? (short answer)

If you don't like the book and lose interest, what is the possible downside for you? (short answer)

Finally, what can you do to prevent that from happening? In other words, how can you get yourself back into the zone of actually being into the book? (one paragraph)


2. LOMBARD FESSES UP

Lombard has been keeping a secret from the others. What is that secret? (one paragraph)

Why do you think Lombard "comes clean" about the nature of the invitation he received to come to the island? What does he stand to gain or lose by disclosing this information? (one paragraph)


3. REFINE YOUR THEME

Yesterday you brainstormed four themes and did a rough outline. Now you've had 24 hours to let the ideas further develop. You may have talked to some friends about it, may have discussed it in class, or maybe you just finally know now what it is you're trying to say.

Revisit the previous entry in your journal. Review what a theme is again. Are you happy with your choice of theme? Do you have a brand new theme that is better? Or maybe you have the same theme, only you have it more narrowed down and more specific.

Write your theme in a single sentence like:

"The central theme for the novel And Then There Were None by Agatha Christie is..."
(one sentence)


4. REFINE YOUR OUTLINE

Take what you have learned about outlining and theme and do your outline over again, this time refining it with more clarity and precision.

Apply what you have learned.

This is the skeleton for your future on paragraph short essay, not the essay itself.
(one outline in correct format)

Chapter VIII

Survey Results:

The question was "For you personally, how challenging is this unit, And Then There Were None, so far overall?"


















__________________________________________________


ASSIGNMENTS

Vocabulary Words:

furtive (-ly)
festoon
admonitory
dubious (-ly)
proxy

Journal Questions:

1. MACARTHUR AT THE BEACH. At the beach MacArthur has a very different perspective about the current situation than Vera does. How does he see their situation? Pick a line of dialogue that MacArthur speaks that captures his thoughts on what is going on. There is one particular line that is very chilling -- see if you can find it. You only need to pick one. (at least on paragraph)

Why do you think he feels this way? What in his past or in his life might motivate him to have this outlook? (at least one paragraph)


2. THEME DEFINITION. Copy down the definition for the literary term "Theme" in your Language Arts textbook (The Language of Literature) on page R164. (just one definition verbatim)


3. THEME BRAINSTORMING. Based on this definition, what do you see as at least four different, possible themes of our novel so far? Focus on the overall story.

Go back to the definition above and recheck if your four themes really can be considered to be "themes." (list of four)


4. THEME OUTLINE
Choose the best theme of the four. Write an outline for a short, one paragraph essay using the following template and prompt:

PROMPT: What is the central theme of the novel And Then There Were None by Agatha Christie?

OUTLINE TEMPLATE:

I. Topic Sentence - Answer the Prompt

IIA. First Major Point
IIA1. Evidence, Example, Explanation, Elaboration, or Specific Supporting Detail

IIB. Second Major Point
IIB1. Evidence, Example, Explanation, Elaboration, or Specific Supporting Detail

IIC. Third Major Point
IIC1. Evidence, Example, Explanation, Elaboration, or Specific Supporting Detail

III. Conclusion - Restate the Topic Sentence


HELPFUL STRATEGIES:
- Fill in the outline with short sentence or words that fit with each part of the outline to explain your ideas.

- Your topic sentence needs to directly answer the prompt.

- The three major points are key ideas that support your topic sentence.

- The 4ESSDs need to support the major point they follow.

- The conclusion should restate the topic sentence without using most of the same words. In other words, restate or rephrase your topic sentence.

This is only an outline, so you don't have to write the actual essay (yet). Just organize your thoughts into a structure that makes sense. (one complete outline)

That's it. Good luck!

CHAPTER VII



__________________________________________________


ASSIGNMENTS

Vocabulary Words:

placid
spinster
acquiesce
forte
ferret (the verb, not the noun)

Journal Questions:

1. ATTWN - The Soundtrack. Sometimes it helps to listen to "mood music" while reading to help your imagination to really feel the tone of the novel. Listen to the following passage of music here.

Does this fit with the tone and mood of the novel as you see it, or does it feel different to you? How so?

Is there another song that you can think of that better captures the mood to you? If so, what is the title of the music and the composer/performer? Why does this song fit better for you? (one paragraph)


2. A Searching We Will Go. Why do Lombard, Armstrong, and Blore decide to search the house and the island? What do they hope to accomplish? What is their plan and what will they do if they succeed? (one paragraph)


3. Author's use of Imagery. Read the following passage from chapter 7:

"She turned her face to Vera. There was no self-reproach, no uneasiness in those eyes. They were hard and self-righteous. Emily Brent sat on the summit of Indian Island, encased in her own armour of virtue."

Expand on what Agatha Christie is telling us about Brent in this passage. Based upon this description, how would you describe Emily Brent? What kind of person is she? (one paragraph)


4. *Bonus. In Charlotte Doyle there was a particular word used to describe a pointed weapon. In the movie Clue there was another particular word used to describe a knife-like object. In this chapter of ATTWN there is yet another word to describe a knife. The three different words are all synonyms, variations on the same idea.

See if you can name the three different vocabulary words, in order. (3 word list)

CHAPTER VI

Mini-Lesson: How to Avoid "Telling You're Telling"

Another common mistake young student writers make is explaining what they are doing within an essay or response. Here's an example:

"My topic sentence will be The Big, Bad Wolf was a serious, threatening villain. What follows is my first key point: he was relentless as he pursued the first two pigs without giving up. Some evidence to show this is that even after he couldn't blow down the brick house, he didn't quit. He even tried climbing down their chimney. Another important point is that the Wolf also had amazing powers. Let me explain that. Most animals would be incapable of blowing down any physical structure with just their breath, even if they were made of straw or sticks. He blew two entire houses down! Finally, my third idea is going to be that the villain was a predator, with long fangs and claws. To elaborate on this further, to a little pig this would be terrifying, as they are beneath him on the food chain. So, in my conclusion, that's why he was a serious, threatening villain."

Notice how self-conscious the writing is. It is as if the writer is afraid that the reader won't understand that they are hitting all of their structural marks. Unfortunately this only bogs down the writing and makes it feel stilted, choppy, and overly conversational. It comes across as if the writer is peeking between the lines of the text, or even apologizing because they are insecure that their ideas aren't strong.

Instead, just make your point, give it several 4ESSDs, and move on.

But wait a minute. I thought we were supposed to use transitional phrases? Doesn't "in conclusion" and transitions like "first" and "finally" help the reader to move from one idea to another?

Yes they do. But don't confuse using good and helpful transitions with "telling you're telling." Try to avoid writing fragments like:

"... And now I'm going to tell you..."
"... My first point is..."
"... Now that you understand about this, let's take a look at that...
or
"... So that's what I think about..."

but transitions like these ones are just fine:

"... first..."
"... Additionally..."
"...As a result of..."
or
"...in conclusion..."

The difference between "Telling you're telling" and good transitions is that the writer inserts themselves into the text in an almost conversational tone with words like "you" and "I."

In formal academic writing you should let your ideas stand on their own.

Here's a helpful link for some great transitions that DO work: Here.

That's it. Here we go...


____________________________________________________


ASSIGNMENTS

Vocabulary Words:

solicitude
rheumatism ("-icky")
parcel
balmy
obliquely

Journal Questions:

1. MAKE OR BREAK RELATIONSHIPS. In a survival situation, what kinds of relationships a character forms with others may hold the key to whether they survive or die.

A. AN ALLIANCE. Name two characters who appear to have formed an alliance. Support your idea with evidence from the text. Speculate as to why have they appeared to have formed a bond. (one paragraph)

B. A DISLIKE. Name two characters who appear to not like each other very much. Support your idea with evidence from the text. Speculate as to why have they appeared to have a strained relationship. (one paragraph)

C. A LONER. Name one character who appears to be going it alone, neither attempting to form alliances nor making any enemies. Support your idea with evidence from the text. Speculate as to why have they appeared to have chosen to avoid forming relationships with others. (one paragraph)


2. *BONUS QUESTION - ANIMAL METAPHORS. Agatha Christie uses the metaphor of the characters being like frightened animals in a cage. She specifically describes several characters as appearing or acting like particular animals, repeating the same metaphorical creature assigned to each character throughout the book.

Name one character who is described like an animal. Which character and which animal? Support your idea with evidence from the text. Why does she choose to assign this particular animal's attribute's to this particular character? How does it help tell the story?

You may need to got back to look into previous chapters. (one paragraph)

CHAPTER V


Mini-Lesson: Summaries vs. Controlled Responses

A common mistake young student writers make is summarizing instead of selectively picking and choosing their information. For example, a student might be asked to respond to the prompt "What made the big bad wolf a serious, threatening villain?" Inexperienced writers might write something like this:

"The Big, Bad Wolf was a serious, threatening villain. When the three pigs built their houses, they all built them out of different things. One used straw, another sticks, and yet another bricks. The wolf came along and he was able to blow the first two houses down and scared those pigs so they ran as fast as they could over to their brother's house. He had the brick one. So the wolf tried to blow down the house but couldn't. He then went down the chimney only to get burned in the fire and ran away. That's why he was a serious, threatening villain."

GRADE = C +

Teachers see this well-intentioned mistake all the time. Clearly what was written is true -- there's no denying it.

But what was written didn't directly address the prompt in an organized, controlled and precise manner. What was written was a summary. If one were to outline it, it would look something like this:

1. Topic Sentence (BBW = serious, threatening villain)
2. Beginning of story
   
3. Middle of story
   
4. End of story
   
5. Conclusion (restate Topic Sentence)
   

While that's a great outline for a summary, it's a very weak outline for making a point. The young author assumed that the reader would "know what I mean." The author felt that the facts spoke for themselves, when unfortunately they don't.

Imagine if a legal defense team didn't highlight critical points for their case, but instead just told the jury a summary of what they thought happened. They'd lose the case.

To win you need to focus and develop important details that support your main point. A successful writer needs to connect the dots for the reader. They also need to leave out much of the story information and instead choose only those elements that directly address and answer the question.

Think of it as finding three key points, then supporting them with the 4ESSD model described in the previous lesson. Compare the above response to this one:

"The Big, Bad Wolf was a serious, threatening villain. He was relentless as he pursued the first two pigs without giving up. Even after he couldn't blow down the brick house, he didn't quit. He even tried climbing down their chimney. The Wolf also had amazing powers. Most animals would be incapable of blowing down any physical structure with just their breath, even if they were made of straw or sticks. He blew two entire houses down! Finally, the villain was a predator, with long fangs and claws. To a little pig this would be terrifying, as they are beneath him on the food chain. That's why he was a serious, threatening villain."

GRADE = A -

Notice how elements of the plot are pulled out and described so that they support three key points. The response above could have been outlined like this:

1. Topic Sentence (BBW = serious, threatening villain)
2. POINT A - He's relentless
3. Evidence he's relentless
   
4. POINT B - He's got powers
5. Example of how he's got powers
   
6. POINT C - He's terrifying
   
7. Specific Detail of how he's terrifying
   
8. Conclusion (restatement of Topic Sentence)

This also is less work, because the student writer didn't waste valuable time and energy writing down details that failed to address the prompt. Many students make this mistake because they are desperately attempting to "cover all their bases" in order to give the grader what they are looking for.

Work smart, not hard.

Be focused, not desperate.

But wait a minute. What happened to what was said earlier about how important it is to be thorough? I thought it was better to have too much, as opposed to not enough.

That's still true. This is not to say that the above response couldn't have been longer. It could have. But only if it continued to expand on the 4ESSD -- as opposed to wandering off track. If the writer dumps all the information he or she can think of, without any organization or focus, it will be like being asked to grill a steak and someone cooking the entire menu. Better to have a great steak that was cooked with meticulous attention to every detail.

Remember, unless the question says "summarize," don't make the mistake of just rehashing what you know happened. It's poor form and you can do better than that. Instead you'd be better served to narrow, control, and support your ideas.

Okay. Here we go...

_____________________________________________

ASSIGNMENTS

Vocabulary Words:
pious
rancor (or rancour in British English)
asphyxiation
inert
brusque (or brusquely)


Journal Prompts:

1. EXPLORING MORTAL FEAR. Vera fears for her own life. What kinds of behaviors, emotions, or ways of coping do people express when they realize that they might die at any moment? How might it change people's personalities? Is it possible to face eminent death in a positive way? Would most people do so? Finally, if you knew you were in very real danger, how might you react? (two to three paragraphs)


2. WHAT THE HECK DOES THAT MEAN? When you come across a word or a reference that is unfamiliar, how do you handle it? Be honest. What are the benefits of using this strategy? What are the consequences of using this strategy? Can you use this strategy all the time, or only sometimes? Explain your reasoning. (one to two paragraphs)


3. FEEDBACK SURVEY. As someone who strives to be a most excellent teacher, I would love to get a sense of where you all are as a class. Please click the link below and take the survey one time only. Any more than one response each will ruin the data.

Link is HERE.


4. SELF FEEDBACK.

A. Write one strength - an area you feel good about how well you can do this kind of schoolwork.

B. Write one challenge - an area you believe you can improve at doing this kind of schoolwork.

C. Write the name of one person you can go to for support if you get stuck on this unit.

D. Write the name of one person you can give support to if they get stuck on this unit.

(four sentences)


5. ATTWN MASH UP. If you were to take the And Then There Were None story template and translate it into another setting with different characters, what would the story be like?

It could be another fictional world (like Harry Potter, Glee, or the X-Men), or maybe it could be something non-fiction (like your school, your track team, or American Idol. ) You decide.

Who would be the suspects? Where would they be isolated? How would the poem go (Ten Little Wizards? Ten little Gleeks?) How would the story be different or the same?

This should be a fun assignment, so be creative and let your imagination run wild!

Just don't offend anyone (especially your teachers and your friends).

(as long as you want, minimum one paragraph)

CHAPTER IV

MINI-LESSON: The Importance of Being Thorough

I'm expanding the 3ESD to now be 4ESSD in order to help emphasize the importance of thoroughness in your responses.

4Es = Elaborate, Example, Evidence, Explanation
SSD = Specific Supporting Details

You have to not only tell your ideas, but show them -- demonstrate them. You have to assume the reader doesn't know what you mean. Use words like "Because..." Connect the dots of your thoughts.

Many of you are already there. Some of you are improving but need more help. And a few are really not putting forward the effort required to be successful.

Lastly, and this is key... filling the page with more words doesn't necessarily mean that there are more ideas. Avoid repeating the same thing. Avoid just putting down information for it's own sake. Focus, organize and be precise with your ideas!

Okay. Here we go...

ASSIGNMENTS

Vocabulary Words: reconnaissance, pukka sahib, tumult, epistolary, bewilderment.


Journal Prompts:

1. Getting into their "head space." Notice how from time to time the author chooses to go into the internal world of her characters, sharing their thoughts, dreams, hallucinations, and feelings. Examine one particular incidence of this that happened in the last 4 chapters by...

a) ...naming the chapter the event occurred in and the name of the specific character (one number, one name)

b) ...explaining where they were physically in the reality of the story world at the time (one sentence)

c) ...explaining what was going on in the character's mind - where were they in their head? Who or what were they thinking about? (one paragraph, summarize with at least four sentences -- include details)

d) ...explaining why this is an effective tool for storytelling. Why does Agatha do this? What do we gain as readers? How does it improve the story? Why does she bother? (one paragraph, at least three good solid points)


2. Island Research. Use the internet to research and hunt down the name of the real island that Indian Island was based upon. Use the clues that are apparent in the text to narrow your search: where in England is it? and who wrote the book?

Write the name of the island down. (two words)

BONUS: Use Google Maps to print out a satellite photo of the actual island. It does not have to be in color, but must be framed so that it is clear. (one print out)


3. Reactions and Accusations. Track how each character (that's EACH character) reacts to their individual accusations of murder on the gramophone. Who takes responsibility? Who makes excuses? Who blames others? Explain each character. (a bullet list of 9 characters with commentary)


4. So... Whodunnit so far? At this point you are probably already suspecting someone of being the killer. Who is your current pick? Give three intelligent, well thought out reasons why they are the most likely candidate at this time. (one paragraph, at least three supporting points)

CHAPTER III

PLEASE, post your new comments on the current day's post, not the one from the first day. Thanks!

Feedback: One of the keys to success is finding ways to have fun with what you are doing. Think about how to make these journal responses a game for yourself.



ASSIGNMENTS

Vocabulary Words:

swan song, gramaphone, indictments, preposterous, naive


Journal Prompts:

1. Who Was Accused of What? List each character and the crime they are accused of from the voice on the gramophone. (short answers).


2. Central Object. The ceramic Indians will play a significant role in the story that follows. What important central objects or focal points have you seen before in other books, tv shows, or movies? For example, in The Lion, the Witch, and the Wardrobe, the "wardrobe" is a very important object. Give your own example of a central object that helps drive the narrative from another story you've read or seen. Explain in detail, with examples of how that object works to shape and control that story. (1 paragraph)


3. The Call of Leadership. After the gramophone plays the record, which character or characters seem to step into leadership roles, attempting to take control of the situation, and how? Why do you think these people were the natural leaders? Explain and support your point with 3E SD. (about 1-3 paragraphs)


4. Play on Words. What does U. N. Owen really mean? (short answer)


5. Diabolic Machinations. What does the combination of the Ten Little Indians poem, the swan song record, the ceramic figurines, and the use of the name U.N. Owen tell you about the "dangerous and homicidal lunatic" who invited them to the island? Fully explain your ideas with well developed thoughts. (about 1-2 paragraphs)

CHAPTER II


Feedback: You guys have asked lots of great questions and seem to be really digging in deeply for the long haul. That's a great, positive attitude to have. This is not an assignment you can expect to be successful at if you don't take it seriously. Remember: this novel is a marathon, not a sprint.

Think about the story deeply. Re-read for comprehension. Look up words if you don't know them. Do anything and everything you can do to wrap your brain around this dense, complex text.

The more you let it come alive for yourself, the more it will suck you in and give you a thrilling, mind-bending story with a wham-bang ending! If you don't do the work up front, you're setting yourself up for a lot of drudgery and boredom.

Regarding the journals, many people are not being as thorough as they could be with their entries. When the prompt asks for "each character," that means to go through them one by one. If you write a general statement about all of the characters, you are missing the point. When in doubt, it is better to be too thorough, with too many examples, evidence, and elaboration than not enough.

3Es and SD - Who remembers this from our writing at the beginning of the year? Evidence... Elaboration... Examples... and Specific Details. Support statements in your writing with additional information, otherwise it will come across as weak, unclear and/or incomplete.


CHAPTER II ASSIGNMENTS

Vocabulary Words:

conscientiously
monotonous
shrewd
chancery
inlet


Journal Prompts:

1. What is each character's attitude or opinion about being on the island as they settle in? Give evidence to support your point for each character. (a bullet list of 8)

2. How does the poem make you feel? What does it remind you of? What images, associations or visions does it conjure in your imagination? Read each line out loud. Write a prediction about how you think the author is going to utilize this poem as a narrative device. Elaborate and think deeply about this question, including details and your own thoughts. (one paragraph)

3. Engage your sensory imagination for sound and smell. Imagine what being on the island would sound like. What would you hear? Imagine what the island and the house would smell like. Describe these in your best words. Use a thesaurus if you can't think of any good adjectives. What would be the source of these sounds and smells? (one paragraph)

4. Who is Mr. Dave, really? Explain what clues gave away his real identity. (one short paragraph)

5. Draw a rough sketch or map of the layout of the island and the mansion -- of what you know so far. This is a sketch you can come back to revisit as your knowledge of the physical world of the story increases. (two sketches)

**** ONE FINAL THING

Please post any new "comments" you have right below the most recent posting - not at the bottom of the page.

If the new comments are all put only on the first posting, we'll be going over the same old issues again and again.

CHAPTER I

Welcome to Mr. Chappell's most excellent blog. If you attend Derby Middle School in the 7th grade, you have found the right place!























GRADING: For this unit will comprise of journal entries, vocabulary sheets, a comprehension test, and a vocabulary test.

JOURNALS: Remember the composition book you were supposed to get at the beginning of the year? Well, we will be using this book for writing every day. For each chapter you are expected to write complete, thoughtful response to each question posted. The next day the journal is due at the beginning of class. Your journal will be returned to you at the end of class.

VOCABULARY SHEETS: Remember the Voc/Sum sheets we used for reading Roll of Thunder, Hear My Cry? Well, these new ones are similar and can be found here. The vocabulary will be collected at the end of the unit after the vocabulary test.

CHAPTER I - JOURNAL WRITING PROMPTS:

1) What information do you know about each character upon their arrival? What information provided is obvious, and what can be inferred?

2) Which character had “the list?” What do you think was the point of the list?

3) Was each character invited to the island by the same person? If not, who was invited by whom? What was the reason they were invited?

CHAPTER 1 - VOCABULARY: Semitic, Guineas, Pacifically, Bedouin, Scrutinize

ACTIVITY: Watch the following short video in order to get acquainted with the concept of blogging.

*EXTRA CREDIT: There was a video game made for the PC and for the Nintendo Wii based upon the novel we are reading, And Then There Were None. Check out the trailer.

If you have access to a PC or a Wii and are interested in playing, just create a gaming log (similar to our reading log) and a write up once you are done for some fun extra credit. NOTE: The video game is similar but not the same as the novel. There are differences and those differences might inadvertently cause some confusion for the comprehension test.

That's it! If you care to comment on the new blog, please keep it constructive and appropriate.

See-yah!