Daily Agenda 1/24

Today's Agenda ~

* Meet in library to work on typing rough drafts
* Outlines returned today

Daily Agenda 1/23

Today's Agenda ~

* Meet in computer lab to begin typing rough drafts
* Last day to turn in outlines is TODAY
* Remember vocabulary was due yesterday
* Graded outlines returned today; the rest will be returned tomorrow

Daily Agenda 1/18

Today's Agenda ~

* Work on outlines ; outlines due Tuesday 1/22

Daily Agenda 10/18

Today's Agenda ~

* Begin reading "The Uprooting of a Japanese-American Family" (memoir)
* Read and respond to the story for 20 minutes (at least to page 61) -- keep and bring back for tomorrow
* Announcements: Darfur letters were due Monday; vocab was due Tuesday; outlines due Friday, 10/19
* Discuss outline topics

Daily Agenda 10/17

Today's Agenda ~

* Read and discuss "The Yellow Star" (from Night text)
* Announcements: vocab 17-18 due today; Darfur letters due yesterday; sign up for topics by Wednesday
* Discuss outline topics

Daily Agenda 10/16

Today's Agenda ~

* Finish reading / discussing chapters 8-9
* Look at examples of outlines / essays
* Announcements: vocab 17-18 due today; Darfur letters due yesterday; sign up for topics by Wednesday
* Read and discuss "The Yellow Star" no time -- consider doing tomorrow
* Honors reflection again, no time -- will consider doing tomorrow

Daily Agenda 10/19

Today, we accomplished...

• returned graded outlines
• met with topic groups to discuss outlines / rough drafts
• worked on rough drafts individually
• (rough drafts due Monday -- no late work accepted on this!)

Sample Outline--Compare & Contrast essay

Student Name

Mrs. Feller

English 9H

18 October 2006

Outline for Compare/Contrast Essay --

Climaxes in Frederick Douglass and Night

I. Introduction

A. Attention getter: In the pinnacle moment when one looks inwardly

and discovers the true self, one may find strength while others discover a

shell encasing disregarded and abandoned opportunity.


B. Background information (Frederick Douglass): After facing the daily

oppression of slave life, frequent changes in ownership, and deaths of

family and acquaintances, Frederick Douglass leaves Master Thomas to

work as a hired slave for Edward Covey. Although active in the church,

Covey lashes out against Frederick and the other slaves, maintaining his

reputation as a “slave-breaker” (Douglass 58). The climax in Douglass’

autobiography occurs after Covey nearly beats Frederick to death, and

Frederick appeals to Master Thomas for help. Master Thomas sends him

back to Covey, and a couple days later, Covey attempts to whip

Frederick once more. However, Frederick “resolve[s] to fight,” “seize[s]

Covey hard by the throat,” and thus creates a hopeful turning-point for

him in his long journey toward freedom (Douglass 69).


C. Background information (Night): A. Wiesel, too, struggles toward

freedom from his bondage. Throughout his memoir, Wiesel depicts

horrendous acts of genocide he observes during the Holocaust, including

the slaughter of innocent youths, senseless murder of invalids, and

other, unpredictable executions. After surviving numerous selections

and a long death march, Elie and his father arrive at Buchenwald. Soon

after, Elie’s father suffers from dysentery and dies. Three months later,

the Americans rescue the survivors left at Buchenwald, including Elie.

The climax of his autobiography occurs at the end, when Elie finally

views himself in a mirror – the first time since he left the ghetto. Yet Elie

does not discover hope as he peers into the eyes of the reflection. “From

the depths of the mirror, a corpse gaze[s] back” (Wiesel 77).


D. Thesis statement: The climaxes represent change in the narrators of

Frederick Douglass and Night; however, Elie realizes his lack of self-

knowledge whereas Frederick’s idea of self comes to fruition.


II. Compare


A. Topic sentence: The climaxes of Frederick Douglass and Night both

signify a culmination of their times as victims of injustices.


B. Supporting details: both characters start naïve


C. Supporting details: both characters experience a realization


D. Supporting details: both use their own strength when the climax

occurs


III. Contrast


A. Topic sentence: The climaxes of Frederick Douglass and Night

represent moments of realization for the two narrators; Frederick finds

strength, and Elie sees his frailty.


B. Supporting details: climax of Frederick Douglass occurs midway

through autobiography; climax of Night occurs at the end


i. Frederick Douglass contains chapters reflecting the effect of the

climax; Frederick’s life positively affected by the climax


ii. Night ends with the climax signifying limitations / no where else

to go; his life is the Holocaust and its events; Holocaust consumes his life

and himself


C. Supporting details: hopeful/positive climax of Frederick Douglass;

gloomy/negative climax of Night


IV. Conclusion


A. Restate/reword thesis: Although both narrators seek and discover

the “self” in the climaxes of Frederick Douglass and Night, their findings

differ greatly.