Example Conclusion

This paper’s thesis statement:
Because Christmas has been destroyed by commercialism, the day children receive presents should be postponed until January 6 – the day of the Epiphany – in order to bring back Christmas’s original meaning.
 
 
 

reworded thesis

 
Moving the gift-giving aspect of the Christmas season to Epiphany would be a great way to refocus Christians to the real meaning of Christmas. No one would be harmed by this change. Companies and businesses would still make the same amount of money, and Christmas would regain its intended meaning. In order for Christmas to be truly a spiritual holiday, the commercial aspects of the holiday must be pushed back to the Epiphany. The importance of Christmas day should not hinge on the presents found under the Christmas tree.
 

final thought

Middle section: Summing up the body paragraphs

Fri. Sept.28

Students will copy agenda and complete BR.

BR:

What does this quote mean to you? Have you ever had a great idea but never did anything about it? List some goals you want to accomplish.


Agenda:

• Students will turn in grammar review.
• Literary Terms: Students will look up the definitions of important vocabulary in Canterbury Tales.

Hallowed: (adj) Honored as holy
Sundry: (adj) several
Sanguine: (adj) having red complexion
Benign: (adj) gentle, mild
Dainty: (adj) delicately small and pretty
Lecherous: (adj) having or showing excessive or offensive sexual desire
Palfrey: (noun) a docile horse used for riding
Malady: (noun) a disease or ailment
Herald: (noun) an official messenger
Bier: (noun) a movable frame on which a coffin or a corpse is placed before burial
Rancor: (noun) bitterness
Paramour: (noun) a lover
Amorous: (adj) showing, feeling, or relating to sexual desire
Torrent: (noun) a strong and fast-moving stream of water or other liquid
Victual: (noun) food or provisions
Croon: (v) to hum or sing
Lunacy: (noun) the state of being a lunatic; insanity
Coltish: (adj) energetic but awkward
Fetter: (noun) a chain used to restrain a prisoner or person
Lamentation: (n) a passionate expression of grief or sorrow
Sepulcher: (n) a small room or monument, cut in rock or built of stone, in which a dead person is laid or buried.
Sycophant: (noun) a person who acts obsequiously toward someone in order to gain advantage; a servile flatterer.

• Conclusion Paragraph: Students will take notes on the elements of the conclusion body paragraph.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Thurs. Sept. 27

Students will copy the agenda and complete the bell ringer below.

BR: What do you like most about yourself?

Agenda:

• Grammar Review: Students will review all phrases including prepositional, gerund, infinitive, participle phrases, and appositive phrases. Due on Friday.
• Class share: Students will share their paraphrase with class.
• Body Paragraphs: Students will take notes on commentary.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Wed. Sept. 26

Students will copy the agenda and complete the bell ringer below.




BR: What is your favorite book and why?




Agenda:

• Library: Students will continue writing their essay while teacher assists students who have questions.
• Introductory Paragraph Edits: Students will exchange their introductory paragraphs with a partner. Students will edit paragraphs with the assistance of a checklist for editing. 
• Body Paragraphs: Students will take notes on commentary and correctly incorporating direct quotes in their body paragraphs. Students will practice individually with examples provided by the teacher.
• Grammar Review: Students will review all phrases including prepositional, gerund, infinitive, participle phrases, and appositive phrases.

Tues. Sept. 25

Students will copy the agenda and complete the bell ringer below.
BR: Complete the prompt below. What was your worst mistake and what did you learn from it?
My worst mistake was...
Agenda:

• Grammar: Students will be introduced to appositive phrases. Students will complete pages 61-63.
• Body Paragraphs: Students will learn the importance of avoiding plagiarism. Students will take notes on paraphrasing and summarizing. Students will be provided good examples of paraphrasing.Refer to this link for good examples of paraphrasing.
• Individual Work: Students will use their own research, paraphrase, and be prepared to share it in class.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Mon. Sept. 24

Students will copy the agenda and complete the bell ringer below.

BR: List hook suggestions for your introduction paragraph. How will YOU begin your introduction paragraph?

Turn in BR and outlines.

Agenda:

• Grammar: Students will be introduced to infinitive phrases. Complete pages 57-59. Pick up handouts on podium.
• Outline due: Students will turn in outlines. We will have class edits of outlines on projection to ensure students they are doing them correctly and an opportunity to ask questions.
• Intro to Body Paragraphs: Students will take notes for the body paragraphs of their compare and contrast essay.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Friday Sept. 21

BR:

What are the most challenging aspects of starting the compare and contrast essay?

Agenda:

• Students will turn in working thesis statements and work on outlines.
• Introduction paragraph: Students will learn the elements of the introduction paragraph of the compare and contrast essay: hook, building background, and thesis statement. 
• Library: Students will continue research and begin writing the introduction paragraph.

Thurs. Sept. 20

BR:

Construct a working thesis statement. Make sure you include your specific similarities and/or differences as well as your claim.

Agenda:

• Thesis Peer Edit: Students will exchange thesis statements with one another. Assisted with a checklist, students will edit one another’s statements. 
• Class Edit: As a class, we will edit student thesis statements.

•  Outline Review: Students will be reviewed on the outline and will take notes. Now that you know your main points. Begin working on the outline for your essay. Choose the point-by-point or side-by-side approach (see notes). Outline is due Friday.

• Library: Students will continue research and type outline.

Due Dates: Thesis Statement due Sept. 21, and Outline due on the following Monday

Wed. Sept. 19

BR:

While researching in the library yesterday, what did your research reveal? What two elements are you comparing? What is your argument or claim between these two?

Agenda:

- Thesis Statement: Students will take notes on constructing a thesis statement for the compare and contrast essay. Students will identify basis elements in thesis statements. Students will be able to identify bad, better and best thesis statements.
- Thesis Brainstorm: Students will begin constructing their thesis statements.
- Research: In the library, students will continue researching their modern day topic which will be compared to elements of that in Beowulf.

Tues. Sept. 18

BR:

What is your topic for the Beowulf compare and contrast essay?


Based on your notes, list three important factors regarding this paper.


Agenda:

• Library: Students will begin researching their modern-day topic to compare and contrast with a concept from Beowulf.
• Students will start an outline of their essay. See notes for the proper approach. Choose either the side-by-side or point-by-point approach.
• Beowulf movie

Mon. Sept. 17

BR:

Write a sentence for each of the following:

• Prepositional phrase as an adjective:

• Prepositional phrase as an adverb:

• Gerund phrase:

• Participle Phrase:

What topic are you interested in writing for your Beowulf Compare and Contrast essay?

Agenda:

• Power Point: Students will learn the structure of a compare and contrast essay. Students will take notes in the writing section of their notebook/binder.
•  In pairs, students will discuss possible essay topics. Make a list of themes, comparisons, modern day heroes, modern day villains, and events that parallel with those in Beowulf.
• We will finish the Beowulf movie. Make note of similarities and differences, and the importance of them. * Note: This is an interesting essay topic.

Friday Sept. 14

BR:

List at least two themes in Beowulf and give two specific examples for each.

Agenda:

• Grammar: As a class, we will grade the grammar review of various phrases.
• Writing the Compare and Contrast Essay: Students will learn how to brainstorm a topic and construct the compare and contrast essay.
• Beowulf Movie

Thurs. Sept. 13

BR:

Write the definition down for each of the following:

• Adjective Phrase
• Adverb Phrase
• Participle/Participle Phrase
• Gerund/Gerund Phrase

List some tips for being able to recognize each in a sentence.

What type of grammar game would be interesting to do in class?

Agenda:

• Individual: Grammar Practice- Various Types of Phrases 
• Pairs: Exchange discussion questions with a pair in the class. Answer the questions in complete sentences. 
•  Class: Students will take notes on the elements of expository writing. Students will learn the brainstorming process and begin to formulate possible topic ideas for essay. 
• Beowulf Movie

Wed. Sept. 12

BR:

Grammar: The Gerund- Complete page 53 located on front desk

Agenda:

• Grammar Practice: Gerund and Infinitive Phrases – pgs. 53-55

• Class Reading: Students will finish reading and discussing Part 2 of Beowulf.

• QAR- Students will learn the basic skills of creating various types of questions
• Pair Work: Students will create questions and exchange with another pair to answer.

Requirements for Pair Work:
(5) Right There questions
(4) Think & Search
(2) Author & Me
 (1) On My Own

• Students will then exchange questions and answer them based on the reading of Part 2.

Tues. Sept. 11

BR:

Complete the grammar assignment on pg. 51

 Agenda:

• Students will take notes on expository writing, one of the modes of writing. Begin brainstorming about a compare and contrast essay in regards to the reading of Beowulf.
• Pair Work:  Write a 1-2 paragraph response. Be prepared to share with class.

Discussion Question:

Think about the various acts of violence in our society today. Is it always necessary? How far should society go in response? Should violence answer violence?

 

• Class Work: Students will begin reading Part 2 of Beowulf.
• Summary: What did we cover today as a class? What did you learn?

Mon. Sept. 10

BR:

More practice! Adjective and Adverb Phrases: Complete the worksheet on your desk.

Agenda:

• The Participle: Complete pgs. 50-52
• We will go over discussion questions from Beowulf
• Begin reading Part 2

Thurs. Sept. 6

BR:

Identifying Adverb and Adjective Phrases - Finish grammar worksheets

Agenda:

• Students will present Runes Project
• Continue reading Beowulf through Section 10 while filling out Active Reading Guide
• Students will answer questions pertaining to the reading

Adverb and Adjective Phrases

An adverb phrase is a prepositional phrase that is used like a single adverb. The girl spoke softly. (Softly tells how she spoke.) The girl spoke in a whisper. (The phrase tells how she spoke.)

	An adverb phrase modifies a verb most often.
	An  adverb phrase can also modify an adjective, or an adverb.
	An adverb phrase answer the questions Where? When?How?(How long/to what degree/to what extent) and why?  Adjective phrases: An adjective phrase is a prepositional phrase that is used like a single adjective. Single Adjective:  Main street is a wide street.  (Wide tells what kind of street.) Adjective Phrase:  Main street is a street with four lanes. (With four lanes tells what kind of street.) Answer the questions Which one? or What kind? about a noun or pronoun.    Which One?: The boy on the left is Mary's brother.  (Which boy is Mary's brother? - The one on the left.)   What Kind?: This is a chest without any drawers. (What kind of a chest?- One without any drawers.) Are  located right after the noun or pronoun they describe or modify.

List of Prepositions

A preposition is a word that relates a noun or pronoun to another word in a sentence. "The dog sat under the tree."

about
above
across
after
against
along
among
around
at
before
behind
below
beneath
beside
between
by
down
during
except
for
from
in
in front of
inside
instead of
into
like
near
of
off
on
onto
on top of
out of
outside
over
past
since
through
to
toward
under
underneath
until
up
upon
with
within
without

Wed. Sept. 5

BR:

Summarize the reading from yesterday. Do you think Beowulf will defeat Grendel? With the active reading guide, fill out the boxes characterizing Beowulf, Grendel, and King Hrothgar. Use specific examples.

Agenda:

• Grammar- adjective and adverb phrases - pgs. 47-48
• Continue reading Beowulf- We will read through Section 10 if time allows. As you read, fill out the active reading guide. When finished reading, answer the questions in groups of 4.

Tues. Sept. 4

BR:

Write a paragraph using at least 4 of the Beowulf voc. terms on page 20.

Agenda:

• Grammar- Identifying phrases (pgs. 45-46) Using your phones, look up a list of prepositions and write them on a separate sheet.
• Begin reading Beowulf
• Runes Project- we will have time at end of class to work on project. It is due on Thursday.