Gender Roles: Mrs. G's Essay

First Claim:

• Today, publishing companies more positively impact writers of dystopia literature.
• No sources to support this.

Revised Claim:  Writers of dystopian literature impact female characters in a positive manner.

Outline:

I. Creative Lives

II. Stronger Roles
     A.  Male Expectations


Introduction

• Hook:  live vicariously through female main characters in dystopian literature
• Claim: Writers of dystopian literature impact female characters in a positive manner.

Body Paragraph 1

• "Portrayals of passive females can certainly be found; nevertheless, readers are often offered a chance to experience what females could be instead of what they are." (Source, pg 12)
• Some say
• I say

Body Paragraph 2:

• I Say:  "female characters demonstrated male characteristics, but male characters typically did not deviate from their stereotypical norm" (Source, pg 11)

• I say
• I say

Source List

• Check out my list of sources on Delicious.

Thematic Analysis: Fall 2014

Click here to view Mrs. Gillmore's Literary Analysis paper.

Where I'm from...

Assignment:  Using George Ella Lyon's poem "Where I'm From" as a model, draft and then type your own version of this poem.

• THEN, for each stanza, add three participial phrases that describing the images in the stanzas.
• Click here to preview a list of active verbs you may use to create your participial phrases.  Try to NOT use a verb more than once.

Mrs. Gillmore's Poem

I am from tires, 

from Chevrolet and batteries.

• unloading by the truck load,
• washing many used cars,
• driving my detailed rides.

I am from the creek beside our house, 

(cold, running, 

it tasted like frozen ice cubes).

• overflowing into our tire shop,
• catching crawdads that pinched,
• removing leeches from my feet.

I am from the zinnas, 

the marigolds,

whose weeds I had to remove.

• filling the beds with color,
• planted yearly by my mother,
• resulting in my now planting them, too.

I am from peanut butter pie and a stubbed nose,

from Ollie Jo and Wilford.

• eating enough dinner so dessert I could have,
• carrying on the Friel genes
• blessed beyond measure by them both.

I am from the yard sale bargains

and no TV's,

• obtaining "Best Dressed in Who's Who,
• watching the "one-eyed devil" at the neighbors,
• growing up different but okay.

from "rise and shine" and "you look nice."

• groaning for just a few minutes more of snooze time,
• complimenting me every Sunday morning on my design,
• waving that final good-bye.

I am from "Only Believe"

with beliefs solid, strong,

and the piano I play by ear.

• learning one note at a time,
• staying true to my convictions,
• absorbing, singing word after word.

I'm from Friel and Irish descent,

popcorn and fried chicken.

• frying as only my momma could,
• making dad's snack every night,
• giving credit for my red-hair.

From the work habits of my ever-doing parents,

the miles traveled to and from church three times every week.

• owning multiple businesses,
• mowing all the surrounding yards,
• cleaning house every Saturday morning.

I am from the box in the back of the closet,

stuffed to the top,

many black and white,

easier years later to view.

• preserving memories of parents and siblings from years past,
• bringing to life the faces now deceased,
• absorbing who I was, who I am.

I am from those moments - 

standing, oh, so proud --

family traits I do possess.

1.1: Current Connection

Assignment:

• Become familiar with your assigned current event.
• Write a argument on your topic.
• Include a minimum of two appositive phrases.

Mrs. Gillmore's Topic:  Six-Year High School

Claim:

Experiencing a six-year school would be beneficial for many students.

Chunk 1:

• Signal Phrase + Verb + "Evidence"
• According to Sam Litow, a IBM vice president, in an article entitled "Six Years of High School?  An Educational Experiment in Chicago," he stated, "Right now, only about 25 percent of students that start at community colleges complete.  If you can move that number up to 60 percent or 70 percent or larger, the economic gains are really, really substantial."
• Commentary 1
• This means requiring students to spend more time in school helps ensure their future monetary stability.
• Commentary 2
• For example, many of those just entering our local community college would more succeed from such a decision as this.

Chunk 2: Counterclaim

• Signal Phrase + Verb + "Evidence"
• Opposing this, professor of psychology Jeffrey Jensen Arnett at Clark University in his editorial "At 18, It's Time for a Change," countered, "They [high school seniors] have a strong sense of being ready to move on to a new life stage in which they will have more independence and freedom to make their own decisions."
• Commentary 1
• His research illustrates the thoughts of many students today who even think they would benefit from not having to attend their senior years.
• Commentary 2
• These soon-to-be graduates relate to this as many of them already have mounting bills and secured to jobs to assist in their financially supporting themselves.

Chunk 3:  Rebuttal

• Signal Phrase + Verb + "Evidence"
• Even President Obama, though, as reported in "Obama, at Brooklyn School, Pushes Educational Agenda" supported a six-year school when he spoke,"If you think education is expensive, wait until you see how much ignorance costs."
• Commentary 1
• In other words, those not furthering their education will make less money and, in many instances, cost the taxpayers more money.
• Commentary 2
• Thus, promoting such educational increases also add to our economic growth as a nation.

Concluding Sentence

Therefore, secondary institutions across the land should consider this shift in a non-traditional school setting.

Current Connection 1.1

• Bold the signal phrase + evidence sentence.
• Highlight the transitions.
• Change the color of the appositive phrases.

      Experiencing a six-year school would be beneficial for many students.  According to Sam Litow, a IBM vice president, in an article entitled "Six Years of High School?  An Educational Experiment in Chicago," he stated, "Right now, only about 25 percent of students that start at community colleges complete.  If you can move that number up to 60 percent or 70 percent or larger, the economic gains are really, really substantial."   This means requiring students to spend more time in school helps ensure their future monetary stability.  For example, many of those just entering our local community college would more succeed from such a decision as this.  Opposing this, professor of psychology Jeffrey Jensen Arnett at Clark University in his editorial "At 18, It's Time for a Change," countered, "They [high school seniors] have a strong sense of being ready to move on to a new life stage in which they will have more independence and freedom to make their own decisions."  His research illustrates the thoughts of many students today who even think they would benefit from not having to attend their senior years.  These soon-to-be graduates relate to this as many of them already have mounting bills and secured to jobs to assist in their financially supporting themselves.  Even President Obama, though, as reported in "Obama, at Brooklyn School, Pushes Educational Agenda" supported a six-year school when he spoke,"If you think education is expensive, wait until you see how much ignorance costs."  In other words, those not furthering their education will make less money and, in many instances, cost the taxpayers more money.  Thus, promoting such educational increases also add to our economic growth as a nation.  Therefore, secondary institutions across the land should consider this shift in a non-traditional school setting.

National Poetry Month

Assignment:  Write one poem.


Due Date:  April 25 on your blog

Requirements:

1. Must represent YOU.
2. Must be worthy of a test grade.

Topics:

• NaPoWriMo's 30 Poems in 30 Days Challenge
• Mrs. Gillmore's poems for this challenge.
• HINT:  none are worthy of a test grade!
• Is this one worthy of a test grade?
• 30/30 Poetry Challenge
• Writer's Digest Poem a Day (PAD)

_____________________________________________________
Sample

• Compound-Complex Sentence
• Sentence Draft:
• Work remains an avocation for me, for I daily enjoy my job as I "play" with curriculum plans and watch them come to fruition as my students implement each mini-lesson.
• Revised Draft:
• Suggestions?
• YOUR Turn!

Resources:

• Academy of American Poets

Ms. Newell's Pilgrimage

Living a life focused on creativity,

She will expand her artistic strengths into her thirties,

An age of lifelong accomplishments.

Teaching, writing, dancing, dreaming,

Possibly striking out for the western states

Saving her hard-earned money to travel the world

Always calling Arkansas her home.

Hopefully printed in more journals and magazines

Her name may have one word changed.

Using her love of language to spread inspiration

And a spirit that will get things done.

She may finally tune her guitar fingers back in shape

And capture her world through a camera’s lens

At this age, maybe even watching her family line grow.

A Decade's Journey

Assignment:  Modeling Chaucer's characterization of his pilgrims, write a characterization of yourself, using third person point of view, being sure to include plot, setting, and characterization as you choose precise diction.
_____________________________________________

Mrs. Gillmore's Pilgrimage

Standing before students, sitting with students,
Talking with students, listening to students,
Modeling for students, writing with students,
Reading with teachers, reading with students,
Mrs. Gillmore completes her 33 year career in education.
She left the secondary world at year 25
   upon obtaining her doctorate in education,
Moving to the undergraduate world
   working with  teacher-wanna-be's.

At the age of 47, Mrs. Gillmore's GRANDkids returned.
   Their parents deciding to end their career in the military,
      returning to the Plant World, spending time with Tam Tam.
Tea parties, picnics at the River, wagon rides, Gingerbread-making.
Time for nails. hair, and Girl Dates.
Fun, this was for Mrs. Gillmore,
   experiencing the lives of these two precious babies
   turning into young ladies, growing, sparkling,
   again, modeling.
   Always modeling the behaviors of who they will one day be.

At the age of 46, Mrs. Gillmore began leading a Sunday School class.
   Learning more than the attendees, she thrived as she experienced
      their fears, their troubles, their successes, their growth,
      their life's experiences.
  The class grew, divided...and grew and divided.
      Those first attendees?  Now leaders of the newbies.

Music her thing, although only by ear.
   Mrs. Gillmore found the time to learn to read music,
      thereby, learning more and more songs,
      playing more and more songs,
      all Sunday long.

The Hubby retired to plant, to shoot, to make honey-do's,
   yearly traveling with  his wife on a trip to some state,
      all 50 their goal.
   Crafty he now is, building, sanding, painting, selling.
      His wife had the ideas; he had the brawn.
      Together, they became J & T's Gillmore Designs.
         Flags his love, seasonal his fun.
   A marksman he still is, having time now to travel
      time to travel and instruct, time to model and lead.
   A Patriot, he is, his wife standing with him
      for love of country, that is why.

Her daughter Holly...the miracle heart baby?
   She married, became a teacher.
   Could more grands be in the future?
   Tea sets stay in place.
   Play dates penciled in the calendar.
   Family dinners with kids all three.
   Grandkids now number three plus three.
   Tam Tam and Papaw John smile,
      as all six they load up with Moe and Joe,
      and off they go.

Retirement soon?
   No.
   Too much to do.
   Too little time to share The Good News.