I didn't think so: Atticus was trying to show, it seemed to me, that Mr. Ewell could have beaten up Mayella. That much I could follow. If her right eye was blacked and she was beaten mostly on the right side of the face, it would tend to show that a left-handed person did it. Sherlock Holmes and Jam Finch would agree.
This passege shows that the author used a different fictional character from another book to make the reader relate this character to. This makes you want to keep on reading.
Giorgos Eleftheriadis
Thursday, January 21, 2010
Discribing Paragraph on page # 254 Passage #4
The weather was unusually warm for the last day of October. We didn't even need jackets. The wind was growing stronger, and Jem said it might be raining before we got home. There was no moon.
This passage shows us what the weather was like in Maycomb. It gives us an idea of how to imagine it.
Giorgos Eleftheriadis
This passage shows us what the weather was like in Maycomb. It gives us an idea of how to imagine it.
Giorgos Eleftheriadis
Discribing Paragraph on page # 106 Passage #3
Her face was the color of a dirty pillowcase, and the corner of her mouth glistened with wet, which inched like a glacier down the deep grooves enclosing her chin.
This passage discribes how an old person looked to the eyes of a young girl. This gives us an idea on how to imagine her.
Giorgos Eleftheriadis
This passage discribes how an old person looked to the eyes of a young girl. This gives us an idea on how to imagine her.
Giorgos Eleftheriadis
Discribing Paragraph on page # 57 Passage #2
The night-crawlers had retired, but ripe chinaberries drummed on the roof when the wind stirred, and the darkness was desolate with the barking of distant dogs
This passage describes what the nighttime sounded like. It uses discriptive words so that it can make the reader feel as if they are in the book.
Giorgos Eleftheriadis
This passage describes what the nighttime sounded like. It uses discriptive words so that it can make the reader feel as if they are in the book.
Giorgos Eleftheriadis
Smell passage on page #179 Passage #1
In Maycomb County, it was easy to tell when someone bathed regularly, as opposed to yearly lavations: mR. Ewell had a scalded look; as if an overnight soaking had deprived him of protective layers of dirt, his skin appeared to be sensitive to the elements. Mayella looked as if she tried to keep clean, and I was reminded of the row of red geraniums in the Ewell yard.
This passage shows that the people in the Maycomb County couldn't and didn't take bathes that often. They tried. It describes the look of a clean person and a dirty person.
Giorgos Eleftheriadis
This passage shows that the people in the Maycomb County couldn't and didn't take bathes that often. They tried. It describes the look of a clean person and a dirty person.
Giorgos Eleftheriadis
Tuesday, November 17, 2009
RUBRIC
Paired Reading Project Rubric
Criteria
4 (exceeding standards)
3 (meeting standards)
2 (Approaching standards)
1 (Far below the standards)
Choosing significant passages
Students have chosen the most significant passages that add to the meaning of the novel.
Students have chosen significant passages that develop the meaning of the novel.
Students have chosen 10 passages in the novel that are meaningful.
Students have chosen 10 passages without thought.
Analysis of the passages
Each analysis is thoughtful and insightful. The students can recognize and understand the significance of a wide range of literary elements and use those
elements to interpret all the passages.
The students can recognize and understand the significance of a wide range of literary elements and use those
elements to interpret all of the passages.
The students can recognize and understand the significance of a wide range of literary elements and use those
elements to interpret most of the passages.
The students describe what is happening in the passages instead of analyzing the significance of the passages.
Conventions
The final draft shows evidence of thorough editing. In addition to editing moves we have discussed in class, the author has found other errors to correct.
The final draft shows evidence of editing. The piece does not contain errors that were addressed in class.
There is some evidence of editing. There are some places where words are missing or phrasing is awkward. Some mistakes addressed in class lessons remain.
There is little evidence of the editing process. The final draft may be the only draft included or the final draft may not show evidence of any editing strategies from class.
I tried to get the whole box but it wouldn't come up this is all I could get
Criteria
4 (exceeding standards)
3 (meeting standards)
2 (Approaching standards)
1 (Far below the standards)
Choosing significant passages
Students have chosen the most significant passages that add to the meaning of the novel.
Students have chosen significant passages that develop the meaning of the novel.
Students have chosen 10 passages in the novel that are meaningful.
Students have chosen 10 passages without thought.
Analysis of the passages
Each analysis is thoughtful and insightful. The students can recognize and understand the significance of a wide range of literary elements and use those
elements to interpret all the passages.
The students can recognize and understand the significance of a wide range of literary elements and use those
elements to interpret all of the passages.
The students can recognize and understand the significance of a wide range of literary elements and use those
elements to interpret most of the passages.
The students describe what is happening in the passages instead of analyzing the significance of the passages.
Conventions
The final draft shows evidence of thorough editing. In addition to editing moves we have discussed in class, the author has found other errors to correct.
The final draft shows evidence of editing. The piece does not contain errors that were addressed in class.
There is some evidence of editing. There are some places where words are missing or phrasing is awkward. Some mistakes addressed in class lessons remain.
There is little evidence of the editing process. The final draft may be the only draft included or the final draft may not show evidence of any editing strategies from class.
I tried to get the whole box but it wouldn't come up this is all I could get
POINT OF VIEW passage on page # 129 PASSAGE # 1
Jem was twelve. He was difficult to live with, inconsistent,moody. His appetite was appaling, and he told me so many times to stop pestering him I consulted Atticus:
In this passage the main character SCout is telling us what's going on with her brother Jem through her eyes. NO one else is narrating the story just Scout. SHe uses the words difficult to live with, inconsistent, and moody. NO one else in the story could say it like her, because it is coming from her point of view.
Being that she lives with him she can say that he goes through all different moods at the same time. She knows. This is a significant passage because we see that Jem is growing. As Jem is growing so is Scout, and she is narrating the book at many different ages.
MAYA
In this passage the main character SCout is telling us what's going on with her brother Jem through her eyes. NO one else is narrating the story just Scout. SHe uses the words difficult to live with, inconsistent, and moody. NO one else in the story could say it like her, because it is coming from her point of view.
Being that she lives with him she can say that he goes through all different moods at the same time. She knows. This is a significant passage because we see that Jem is growing. As Jem is growing so is Scout, and she is narrating the book at many different ages.
MAYA
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