10D English Daybook

 

 

Date

Description

What Is Due Today

September 3

 

Learning Goal: Course expectations and self-reflection.

  1. Discuss  course outline evaluation breakdown, course units, course and classroom expectations.
  2. OSSLT site
  3. Website + Google Classroom
  4. NOTE: - you are expected to bring in a laptop from home if you have one available. There will be no printed handouts.
  5. Fill out "getting to know you" handout - posted on Google Classroom
  6. Review - Symbolism
  7. Any Old Bag Assignment

 

September 4

Learning Goal: review - what is a symbol? how to analyze a symbol

  1. Review symbolism - come up with as many details about an ice cream cone in relation to physical, functional, and emotional symbolism. (TPS)
  2. In groups of 3-5, take one of the objects I provide and explain how it could symbolize a person - consider: physical attributes;  function of the object; emotional associations to the object.
  3. Present.

 

 

September 5

Learning Goal: define hero; review poem analysis and theme

  1.  Brainstorm a list of heroes in their lives and in society. (TPS) - share with class.
  2. Identify the qualities that a hero should possess.
  3. Ask students to provide names or examples of people they believe to be heroes.  (spidermap).
  4. Come up with  characteristics of  a hero and celebrity. (hero:  helpful, selfless, courageous, etc.; celebrity:  famous, talented, beautiful, etc.)
  5. Character traits of heroes according to ENG 2D1-05: collaborative, takes risks, determined, overcomes challenges, caring, learns from others, selfless, self-sacrificing, does good, brave, resilient, integrity.
  6. Character traits of heroes according to ENG 2D1-03: selfless, brave, courageous, kind, helpful, leaders, positive mindset, role models, fearless, determined.
  7. Many examples of heroes can be considered celebrities. What is the difference between a hero and a celebrity?
  8. Definition of a hero:  Any person admired for great courage, nobility, qualities, or achievements and regarded as an ideal or model.
    Definition of a celebrity:  A highly visible person, usually recognized for some form of talent, beauty, or quality.
  9. Play "Superman"  song and identify what makes this man a hero.  Make a list of what makes this man a hero.
  10. Look at lyrics more closely as a poem and analyze - what is the theme of the poem and why do you say this (evidence?)
  11. Make a T-chart - Tarzan vs. Superman - what makes one a hero and the other not.
  12. What is this poem really about, symbolic? The poem is saying something about society today. Explain.
  13. Take up questions to the 1st Superman Song (Crash Test Dummies)
  14. Play 2nd Superman song.   (listen)
  15. Look at lyrics more closely as a poem and analyze.
  16. Who is the hero in this poem?
  17. Is he a true hero? Explain.
  18. The hero's journey video explanation.
  19. The Hero's Journey PDF
  20. Work on Any Old Bag Assignment

 

September 8

Learning Goal: What is symbolism? How to analyze a symbol. The key elements to a good oral presentation.

Randomly determine order of presentations - - wheel

  1. Kahoot for the Hero's Journey
  2. Hand out monomyth pattern. discuss fully.
  3. Take up - Powerpoint presentation on Joseph Campbell. Take notes..
  4. Discuss archetypes:  characters or things that follow observable pattern or mould; universal; part of collective unconscious (Jung).  (video) (Watch this for more breadth - psychology)
  5. Video on character archetypes.
  6. List the archetypes in the presentation.
  7. Examples of Archetypes: the hero, the villain, the mother, the innocent, the orphan, etc can then be divided into many archetypes.
  8. Various villain archetypes - list.
  9. Work on Any Old Bag Assignment
  10. TPS - what makes a good presentation. Take up

 

September 9 
  1. Rehearse presentation
  2. Present

Present Any old bag

September 10

Learning Goal: How does The Matrix fit the Hero's journey pattern?

  1. Hand out chart to fill as you watch The Matrix. (If time) - Review stages of the hero's journey.
  2. Fill out the chart as we watch the movie (The Matrix)
  3. Watch The Matrix

 

September 11

Watch The Matrix

 

September 12
  1. Finish watching The Matrix
  2. Take up chart.
  3. Chris Vogler discusses The Matrix
  4. Both Carl Jung and Joseph Campbell argue that there is a pattern to the heroic journey that can be traced through most myths and in most stories.  While there may be minor variations, the basic pattern of the journey or quest is repeated time and again in all types of literature.

5.      Look at hero's journey in Star Wars and The Matrix.  Both of these movies very intentionally follow the hero's journey pattern articulated by Joseph Campbell and others.

  1. Other archetypal stories - the creation story, the flood, the hero's journey (the fall, the quest, coming of age, etc.)
  2. Hand out Hero's Journey movie assignment.- discuss.
  3. Hand out Film Convention and Quotation chart and hero's journey chart.
  4. You may not choose Star Wars or The Matrix as an option.
  5. Get into pairs; choose a movie and divide work/stages - I need to know who your partner is (if you have one) and what the movie is you are presenting. One movie per pair.
  6. Work period for presentation

HW: Watch the movie you have chosen for your project and take notes.

 

September 15

Learning Goal: Learn now film conventions affect the meaning and elicits a response from the audience.

  1. Movie analysis - angles and effects (discuss) images bird's eye; images low angle; images high angle.
  2. Camera angles and their effects
  3. Handout for camera movement and scene analysis.
  4. camera movement
  5. Top 20 cinematic techniques.
  6. For each of the following scenes state at least 3 camera angles and/or movements and describe the effect: Scene 1; Scene 2; Scene 3; Scene 4.
  7. Take up.
  8. Work period for presentation

 

September 16

Learning Goal: What makes a good PowerPoint presentation

  1. Presentation on what to do and what not to do for a slide show. (How to make a presentation.)
  2. Work on assignment.

 

September 17
  1. The Hero's Journey related to psychology.
  2. Fill in the Blanks.
  3. Take up
  4. Randomly determine order of presentations - wheel

Work period

HW: Work on Movie Presentation

 

September 18

Work Period

HW: Work on Movie Presentation

 

September 19

Work Period

 

HW: Work on Movie Presentation

 

September 22

Work Period

 

HW: Work on Movie Presentation

 

September 23

Work Period

 

HW: Work on Movie Presentation

 

September 24

 

 

September 25

 

September 29

Presentations due

HW: Work on reflection.

Presentations

September 30

Presentations

HW: Work on reflection.

Presentations

October 1

Presentations

HW: Work on reflection.

 Presentations

October 2

Learning Goal: What is a theme?

  1. Finish presentations
  2. What is a thematic statement?
  3. Developing Thematic statements
  4. Developing thematic statements 2
  5. Thematic statement slide show
  6. Themes in a bag - In groups of 2-4, choose two topics from the list of  "Themes in a Bag" and fill out the following chart:
  7. Work on Thematic statement activity - groups
  8. Take up
  9. Short Story terms matching for notes.
  10. Review PACTS => Plot, Atmosphere, Character, Theme, Setting
  11. Review Plot graph
  12. Show hero's journey on plot graph
  13. Review conflict.=> person vs self; person vs society; person vs. person; person vs. nature; person vs. supernatural; person vs. technology
  14. Read "The Bicycle" p. 32 in Sightlines or "The Bicycle" and answer the posted question.

 

 October 3

Learning goal: how to read for meaning - how to discover analyze literary devices - metaphor, simile, personification, symbol, etc. to arrive at theme. How to use evidence to analyze character.

Read "The Bicycle" and answer the following questions.

1. Describe Tante Rose and provide evidence.
2. Describe Hannah and provide evidence.
3.  Indicate where foreshadowing occurs in the story.
4. Why is Hannah sent to live with Tante Rose?
5. What 2 things does Tante Rose forbid Hannah to do and why?
6. How does Tante Rose learn that Hannah has been riding a bicycle?
7. Motif:  repeated image, word.  In this story the word  "choice" is a motif.  Explain the significance of this motif.
8. The first half of the story is primarily telling.  The second half is dialogue.  Why does the author do this?
10. Map Hannah's journey.
11.  Name two conflicts in the story and explain with evidence.                                                               

 12. What is the theme of this story? Explain with evidence.

13.   What symbols exist in the story and what do they represent? Explain.      

Take up questions

HW; (If not done) finish questions on "The Bicycle"

 Reflection is due

October 6

Learning Goal: To understand the context of Maya Angelou's memoir. How to analyze poems to arrive at theme.

  1. Finish questions for "The Bicycle" - submit to Google Classroom.
  2. Has anyone ever heard of Maya Angelou?
  3. Bio
  4. Caged Bird, And Still I Rise
  5. What is the message/theme of each poem? Provide 3 pieces of evidence from the poem to substantiate your claim and explain. - write answer on Google Classroom.

Answer to "The Bicycle" questions; Read poems and submit answer to question on poems to Google Classroom.

October 7

Learning Goal: To review short story terms. How to analyze quotations effectively.

  1. Kahoots - short story terms
  2. Read "Mrs Bertha Flowers" (long version) or "Mrs Bertha Flowers" (shorter version) and answer the questions.
  3. How to analyze quotations - state who is speaking, to whom, provide the context and explain the significance as it relates to one or two of  PACTSO => Plot, Atmosphere, Character, Theme, Setting, Other (literary devices) - EXPLAIN HOW the quote reveals the significance you have chosen.

Submit answers to "Bertha Flowers" question  to Google Classroom.

October 8

Learning Goal: To review short story terms. How to analyze quotations effectively.

  1. Caged Bird, And Still I Rise
  2. What is the message/theme of each poem? Provide 3 pieces of evidence from the poem to substantiate your claim and explain. - write answer on Google Classroom.
  3. Read "Mrs Bertha Flowers" (long version) or "Mrs Bertha Flowers" (shorter version) and answer the questions.
  4. How to analyze quotations - state who is speaking, to whom, provide the context and explain the significance as it relates to one or two of  PACTSO => Plot, Atmosphere, Character, Theme, Setting, Other (literary devices) - EXPLAIN HOW the quote reveals the significance you have chosen.

 

October 10
  1. Answer the questions on "Mrs. Bertha Flowers"
  2. Take up answers.
  3. Read "David"
  4. Answer questions

Submit answers to "Bertha Flowers" questions to Google Classroom.

October 14

Learning Goal: What is a narrative poem? How to analyze poems using literary devices to arrive at theme.

  1. Finish answering the questions on "David."
  2. Take up  answers.

Submit answers to "David" questions - Google Classroom.

October 15
  1. Take up questions on "David"
  2. Format of Test -
  3. Test #1
  4. Part A  Matching -  K /15  - What you should know : Carl Jung, Joseph Campbell, archetype, some examples of archetypes, some literary devices, monomyth, characters from the literature studied.                   
  5. Part B - Short Answer T /6 - Answer two of five questions - symbolism in  "The Bicycle," "The Caged Bird", “David.”   Part C - Quotation Analysis K/8 T /8- Choose 4 out of 6 Quotes and identify story or poem, who is speaking, to whom, context and explain the significance (PACTSO);  literature you should know - "Still I Rise", "David", "The Caged Bird" "The Bicycle", "Mrs Bertha Flowers", "The Matrix".
  6. Test Day 2 - Part D - Answer  questions on a Sight Story Sight story - be sure to read the story before; these questions will be similar to the questions we have answered on other short stories.                                                                                     
  7. Part E - Hero's Journey Chart K /10 A /10 - identify 10 major stages of the journey and apply to your own life experience (or someone you know).

 

October 16

Assign literary analysis paragraph - see Google Classroom.

Due today - What book do you want to read for your novel study? What story will your paragraph be on and what is the theme you are going to prove?

October 17

Assign literary analysis paragraph - see Google Classroom.

 

October 20

Assign literary analysis paragraph - see Google Classroom.

 

October 21

Test  - day 1

HW: Read short story for test.

Test

October 22

Test  - day 2

Test

October 23

Learning Goal: How to effectively participate in a literature circle. To understand the roles of Thematic Thinker, Literary Luminary, and Discussion Director.

  1. Hand out novels and discuss  literature circle assignment.
  2. Choose - Lord of the Flies or Fahrenheit 451, or On he Come-up, or The Hate U Give, or Children of Blood and Bone
  3. Hand out literature circle assignment.
  4. Hand out Quotation analysis exemplar. (Literary Luminary).
  5. put students into selected groups - 4 per group
  6. Divide books into three equal sections and assign roles.

 

October 27

Work on novel Section 1

HW: Read first third of the book and take notes for first discussion.

 

October 28

Work on novel Section 1 or paragraph

HW: Read first third of the book and take notes for first discussion.

 

October 29

Work on novel Section 1 or paragraph

HW: Read first third of the book and take notes for first discussion.

 

October 30
  1. Book Talk
  2. Hand in Lit Circle Write-Up #1
  3. Share a developing theme and quote with the class - explain significance

HW: Read second 1/3 and take notes for next discussion.

Lit Circle Write Up #1 

 

 

October 31

Learning Goal: What is a comma splice and fused sentences? How to spot them and how to fix them.

  1. Word Crimes
  2. Complete the following interactive exercises on comma splices and fused sentences
  3. Take up
  4. Work on Lit Circle

HW: Read second 1/3  and take notes for next discussion.

 

November 3

Learning Goal: What is a sentence fragment? How to spot them and how to fix them. When do you use a comma?

  1. Continue interactive exercises on sentence fragments and commas.
  2. Take up
  3. Work on section 2

HW: Read second 1/3  and take notes for next discussion.

 

November 4

Learning Goal: What are the different forms of sentences according to structure? It is important to use these to create variety in writing style.

  1. Slide share on sentence structure
  2. Take up
  3. Work on section 2

HW: Read second1/3  and take notes for next discussion.

 

November 5
  1. Book Talk
  2. Hand in Lit Circle Write-Up #2
  3. Share theme and quote.

HW: Read third 1/3  and take notes for next discussion.

Lit Circle Write Up #2

November 6
  1. Finish up any work from yesterday.
  2. PowerPoint on the comma
  3. Google slides on the comma and sentence structure
  4. Work on section 3 of novel study.

HW: Read third 1/3  and take notes for next discussion.

 

November 7

Learning Goal: What is an apostrophe and when do you use an apostrophe?

  1. Continue grammar -  interactive exercises on apostrophe.
  2. Work on section 3 of the novel.

HW: Read third 1/3  and take notes for next discussion.

 

November 10

Learning Goal: What words are often spelled wrong and how do you spell them and use them correctly? they're, there, their, who, whom, its, it's, who's, whose, to, too, two

  1. Continue  interactive exercises  on the apostrophe
  2. Continue  interactive exercises  on Word Choice.
  3. Review grammar.Continue  interactive exercises  on parallel structure.
  4. Work on section 3 of the novel.

HW: Read fourth 1/4  and take notes for next discussion.

 

November 11
  1. Book Talk
  2. Hand in Lit Circle Write-Up #2
  3. Share theme and quote.

Lit Circle Write Up #3

November 12

Learning Goal: What is the difference between the active and the passive voice and when do you use theme?

  1. Novel Test - multiple choice
  2. Active vs passive voice - check Google classroom
  3. A quick kahoot on active vs passive voice
  4. Using semi colons

Study for Grammar Test - Comma Splice, Fused Sentence, Sentence Fragments, Sentence Structure, Apostrophe,  parallel structure, passive vs active voice., Word Choice (they're, there, their, who, whom, its, it's, who's, whose, to, too, two). Review what you struggle with for grammar:   interactive exercises 

Novel Test

November 13

Learning Goal: Review symbolism. What is irony?

Learning Goal: What is allegory? Is the novel you read allegorical? How? 

 

  1. Grammar Test
  2. Symbolism in novels:
    • Symbols = objects, even characters that represent an abstract idea - i.e - fire = destruction, rebirth, purification; the sun/light = life, knowledge, purity
    • Universal symbols - recognized universally as representing something specific - TPS - come up with as many as you can
    • Take up
    • Constructed symbol - not universal - author creates it to represent an abstract idea
    • In Groups - list as many important objects as you can from the novel (at least 10). What do you think these objects (or characters) represent? How do you know? How do these symbols or their representative quality change? Connect to a theme. (These can be universal or constructed.)
    • Take up
    • How a character reacts/feels toward an object can also suggest what that object may represent.
    • Listen to a story to practise understanding of symbolism.
    • What symbols did you notice and what did they represent? Explain.

3.      Can you think of any irony in the novels?

4.      Lord of the Flies Allegory - discuss

Grammar Test

November 14
  1. Introduce PSA.
  2. What is a PSA
  3. Show examples of PSAs
  4. From the examples - provide some characteristics of a PSA
  5. Show slideshow - PSA - Google Classroom
  6. Assign PSA - discuss

November 13

Work period for PSA - work on storyboard

Teacher conferencing for feedback

 

November 14

Work period for PSA - work on storyboard

Teacher conferencing for feedback

 

November 17

Learning Goal: Context , themes, and connections as an introduction for Taming of the Shrew. Specifically to understand the role of men and women today and during Elizabethan times.

  1. Introduce Taming of the Shrew with If I Were a Boy
  2. What is the song saying about gender roles? What is the main message of the song? - write up and share
  3. Anticipation Guide for Taming of the Shrew.
  4. Rapid writing - choose one of the statements and write a short paragraph explaining your position.
  5. Share
  6. PPT on women in Elizabethan England.
  7. What is a shrew?
  8. Taming of the Shrew online version - click on scene to see the play.
  9. Video on The Great Chain of Being - Discuss and Take notes
  10. Great Chain of Being => Elizabethans believed that there was a hierarchical order to everything - society, religion, politics, family, the army, and man (reason vs emotion). At the top is God. When the chain is in tact, and everything is in its place there is harmony; however, the devil is constantly trying to upset the chain; when he does, there is chaos.
  11. Assign roles for reading the play
  12. Cast for induction
  13. Begin reading play - Induction

 

November 18

Learning Goal: Understanding the context, plot, characters, literary devices and themes of Taming of the Shrew. To Understand the purpose of the induction.

  1. Finish reading induction
  2. Discuss the Induction and purpose of Induction.
  3. Discuss how this sets the stage for the comedy.  Explain the concept of the framing technique.  This is the only play be Shakespeare that does not begin dealing with the story right at the start of the play.
  4. Gender Roles - then and now
  5. Read Act 1

 

November 19

Learning Goal: To understand significant drama terms and review the plot, characters, themes of Acts 1 and 2

  1. Hand out matching drama terms.
  2. Fill in the blanks for Induction and Act 1.
  3. Watch Acts 1 and 2

 

November 20

Learning Goal: To review how to analyze quotes using PACTSO

  1. Literary device exercise - see Google Classroom.
  2. Fill in the blanks for Acts 1 and 2
  3. Review on Significant quotations (how to analyze). (Significant quotes for Induction and Act 1) (+ significant quotes for Act 2.)
  4. Assign quotes

HW: Quote analysis for Act 1 and Induction.

 

November 21

1.      Watch PSAs

2.      Discuss Culminating Assignment - posted on Google Classroom.

PSA due in Class

November 24
  1. Take up Significant quotes for Induction and Act 1)
  2. Watch Act 2
  3. Take up fill in the blanks for Act 2
  4. Assign significant quotes for Act 2.

 

 

November 25

Learning Goal: To review the plot and characters of Act 3.

  1. Kahoot - Acts 1-2 - Review
  2. Take up quotes
  3. Watch Act 3
  4. Take up Fill in the blanks. for Act 3.

 

November 26
  1. Introduce culminating project - see Google Classroom.
  2. Look at character web.
  3. Assign quotes for  Act 3
  4. Take up quotes

 

November 27
  1. Watch Acts 4
  2. Fill in the blanks for Act 4
  3. Take up

 Reflections due

November 28
  1. Watch Act 5.
  2. Fill in the blanks for Act 5 and take up

Rationale for ISU is due

December 1
  1. Assign quotes  Acts 4 - 5.
  2. Take up

 

December 2

1.      Multiple Choice test on T of S

2.      10 Things

Multiple Choice Test T of S

December 3

Learning Goal: To understand the connections between Taming of the Shrew and 10 Things I Hate About you - to understand how the themes from the play connect to today.

Finish watching 10 Things

 

 

December 4

Finish watching 10 Things

 

Introduce the Essay

December 5

 Learning Goal: How to write an effective thesis statement. How to write an effective formal, literary analysis essay, including MLA, words not to use, structure, voice ,and style

Hand out essay outline, graphic organizer, essay checklist, exemplar outlines, Lord of the Flies - sample  intro, body paragraph, R & J sample intro body, conclusion (graphic organizer),

  1. Power point presentation on the thesis statement
  2. Slide share on formulating a thesis statement
  3. Handout on MLA format.
  4. MLA tutorial
  5. Review: formal writing mean: no contractions; use present tense (no conditional - no speculation); use 3rd person; no slang or colloquial language; etc.
  6. No No Words
  7. Some time to come up with possible thesis statements.
  8. Take up possible thesis statements.
  9. Taming of the Shrew - possible thesis statements
  10. Decide on a thesis and fill in outline.

Essay work period

 Essay outline due

December 8

Work period essay

 Intro  due

December 9

Work period essay

 Body paragraph  due

December 12

Work period essay

Deadline for feedback

December 15

Work period  ISU

 

December 17

Work period  ISU

 

December 18

Work period essay

Essay is due

January 5

Work period  ISU

 

January 6

Work period  ISU

 

January 7

Begin Presentations

ISU Package of Charts are  due

Presentations

January 8

Presentations

Presentations

January 9

presentations

Presentations

January 12

presentations

Presentations

January 13

presentations

Presentations

January 14

 

 

January 15

Exam Review

 

January 16

 

 

January 19

 

 

January 20

 

 

January 21

Exam Review

Jeopardy Game

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

extra

Why we should eat more meat not less

Answer the following questions:

  1. What is the thesis of this presentation?
  2. How long does it take land that was plowed once to return to its original state?
  3. What did early humans eat?
  4. What is our stomach acid PH similar to?
  5. What is "deception #1"?
  6. What happened when the dietary guidelines were introduced with carbs forming the basis of the food pyramid?
  7. What is the risk factor for red meat being a carcinogen vs smoking?
  8. According to Sanders, why can't we get enough nutrition from plants?
  9. How many beans would you have to eat compared to beef to get the same protein?
  10. What happens to the death rate in Europe with increased saturated fat consumption?
  11. How are low carb diets beneficial, according to Sanders?
  12. How did Dr. Eric Westman reverse Type 2 Diabetes in his patients?
  13. What is "deception #2"?
  14. What is the real problem regarding damage to the environment?
  15. What food product is the #1 producer of greenhouse gases?
  16. What is the difference between methane and CO2?
  17. ________% of land used for grazing cattle can't be farmed.
  18. Plants and crops mainly __________ from the soil, while animals ________  ________ to the soil.
  19. How are plants worse for the environment than animals?
  20. What is nature's miracle that we should be embracing? Explain.
  21. What would happen if we all stopped eating meat?
  22. How many animals die when producing crops?
  23. How many products are produced from cattle? How will those products be produced if we stop raising cattle and why is that a problem?
  24. What does Sanders believe will be our downfall and why?

Take up.

OR

Answer a question on Google Classroom re the similarities between Taming of the Shrew and 10 Things - details and theme.

    1. Introduction to Lord of the Flies
    2. Introduction to Frankenstein
    3. Introduction to the Great Gatsby
    4. Another introduction to Lord of the Flies

 

 

 

 

 Learning Goal: How to write an effective thesis statement. How to write an effective formal, literary analysis essay, including MLA, words not to use, structure, voice ,and style

Hand out essay outline, graphic organizer, essay checklist, exemplar outlines, Lord of the Flies - sample  intro, body paragraph, R & J sample intro body, conclusion (graphic organizer),

My model paragraphs are based on Lord of the Flies. It goes without saying that you may not use the topic I have used for your thesis. You may use other

allegories as your thesis, but you must connect the allegory to a thematic statement.

  1. Power point presentation on the thesis statement
  2. Slide share on formulating a thesis statement
  3. Handout on MLA format.
  4. MLA tutorial
  5. Review: formal writing mean: no contractions; use present tense (no conditional - no speculation); use 3rd person; no slang or colloquial language; etc.
  6. No No Words
  7. Some time to come up with possible thesis statements.
  8. Take up possible thesis statements.
  9. Lord of the Flies possible thesis statements.
  10. Decide on a thesis and fill in outline.

Essay work period

 

 
  1. Kahoot
  2. Take up quotes
  3. Work period for creative assignment or study for test.

Format of Test:

Part 1

Part A - Multiple Choice - characters, places, relationships, plot, Drama Terms.

Part B - Quotation Analysis (6 out of 9)

Part C - Short answer - comparing Taming of the Shrew to Ten Things I Hate About You

Part 2

Literary analysis paragraph - I will provide the questions you will choose from the day before the test; you may bring in 2 quotes (be sure to cite them and you will need a Work Cited page); follow the body paragraph organizer from the essay organizer.  - fill it in  on the day of the test and then type up the paragraph in MLA format. Submit to Turnitin.