SING DOWN THE MOON OVERVIEW

About the Author
Scott O'Dell was born on May 23, 1903, in Los Angeles, California. Although he traveled widely, he made his home in southern California, the region in which many of his books are set.
O'Dell attended Occidental College, the University of Wisconsin, Stanford University, and the University of Rome but never completed a degree. Believing that he did not need an academic degree to become a successful writer, he attended these institutions to study the subjects that interested him most: history, philosophy, psychology, and literature.
In addition to being a prolific novelist, O'Dell worked briefly as a movie cameraman, served in the

Air Force, and pursued journalism. He married Jane Rattenbury in 1948.
After publishing several adult novels, O'Dell began a career as an author of novels for young readers with Island of the Blue Dolphins. He went on to write more than twenty novels for young adults, most of which received awards and achieved popularity. One of the best of these is Sing Down the Moon, a Newbery Honor Book. O'Dell's other awards include the 1961 Newbery Medal for Island of the Blue Dolphins, a 1968 Newbery Honor Book citation for The Black Pearl and the 1972 Hans Christian Andersen Award for lifetime contribution to children's literature. Two of his novelsIsland of the Blue Dolphins and The Black Pearlwere adapted to feature−length films. O'Dell died on October 15, 1989, in Mount Kisco, New York.

Overview
O'Dell called Sing Down the Moon an adventure about loyalty. Bright Moming, a young Navaho woman, remains loyal to her family, her homeland, and her people. The book opens with Bright Morning remembering the first time she took her family's sheep onto the mesa at Canyon de Chelly to begin the spring grazing. When a late spring blizzard strikes, she secures the sheep in a grove of trees but becomes frightened and abandons the flock. Although the sheep survive, Bright Morning feels that by leaving, she has betrayed both them and her family. Looking back on the incident a year later and recalling her family's disapproval, Bright Morning understands the importance of loyalty. Her experiences throughout the novel being captured as a slave, being forced to participate in the Navaho "long walk" into exile from Canyon de Chelly, marrying the recently crippled Tall Boy, and returning with her new husband to the canyontest and strengthen her loyalty to the people and places that are part of her identity and her integrity.

Setting
Sing Down the Moon takes place mainly in Arizona and New Mexico between 1863 and 1865. The story begins and ends in Canyon de Chelly, now a national monument. O'Dell is a careful historical novelist. In addition to giving his readers the pleasure of adventures set in another time and place, he offers a glimpse into the life and culture of Navahos in the nineteenth−century Southwest. He creates a vivid sketch of traditional Navaho life, basing his story of "the long march" on an actual historical event. In 1863 the U.S. government removed all the Navahos from the Four Comers region of the Southwest (where the borders of Arizona, Utah, Colorado, and New Mexico all meet) to Fort Sumner, southeast of Santa Fe, New Mexico.

Colonel Kit Carson led U.S. Cavalry troops in destroying Navaho villages and crops and killing those who resisted the three−hundred−mile walk. About ten thousand Navahos were removed; about eighty−five hundred reached Fort Sumner alive. Another fifteen hundred died during two years of exile. Sing Down the Moon captures the horror of this long march from a young Navaho woman's point of view.

Social Concerns
Much of O'Dell's fiction revolves around two major areas of interest: the history of the Southwest and the conflict between Native Americans and white people. Sing Down the Moon deals with the canyons and deserts of Arizona and the attempts to resettle the Navajo people from these, their homelands. Bright Morning, a fourteen−yearold Navajo girl, leads a simple but happy life, caring for her mother's sheep and sharing in the work and celebrations of her community. Her first encounter with whites almost brings an end to this way of life, as Bright Morning and her friend Running Bird are captured by Spanish slavers and taken south to a large city. There the girls are sold as household help and meet young Indian girls from several tribes, even from as far north as the Nez Perce, an indication of the widespread trade in Indian slaves by the Spanish. While some of the young women have adjusted and even enjoy the softer city life, Bright Morning's fierce desire for freedom helps her and Running Bird to escape and return home. This episode, which serves both as an introduction to the abuse of the Indians by the whites and as a demonstration of the determination and love of freedom of the Navajo, deals with a widespread practice of the Spanish in the Southwest to use and abuse the native population for labor. The seemingly idyllic life of the old Spanish families is based on such exploitation of the natives, often under the guise of making them converts to Christianity.
But while Rosarita, another captured Navajo girl, goes willingly to the white man's church, Bright Morning refuses stubbornly during her captivity to have anything to do with the god of her captors.
The second part of the confrontation between whites and Indians occurs when the army, "the Long Knives," forcibly relocates the Navajo and marches them to a reservation, a long, painful journey reminiscent of the Cherokee's Trail of Tears to Oklahoma.

This treatment of the Native Americans is even harsher, and some of Bright Morning's
people suspect that the army tries to eliminate them and does not wish them to survive. Illness, starvation, and lack of shelter take a terrible toll of the Indians at Bosque Redondo, the inhospitable desert where their new reservation is located.

Problem/ Solution Essay

Students will brainstorm, outline and write a Problem/ Solution Essay.

Goals:

Students will be introduced to the concept of a Problem/ Solution Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will write their Problem/ Solution Essay

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY

OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue if it is unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better. 

(You are establishing a foundation for your position by presenting relevant information)

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Brainstorm Sheet

ASSIGNMENT:

1. Overview of paper / Procedure

2. Possible Topics (Link)

3. Essay Outline (Specifics for the outline)

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

7. MLA Format

Research Guidelines for your

RESEARCH NOTEBOOK and WORKS CITED: 

1. Students will create a page in their ONE NOTE classroom notebook

-Entitle it Research

2. As you research your topic, remember to write down your notes and the MLA information for the Works Cited page.  (Please use proper format)

*Remember to place quotation marks around direct quotations 

*Remember to cite both direct quotations and paraphrased material.

3. You are required to cite two different citations in your paper.  Ex:  (Christian 12).

Sample note pages in One Note.  

Research Resources:

You may collect your information from the following:

Power Library

Professional website (.edu  ; .gov) 

YOU MAY NOT USE WIKIPEDIA 

Tips

1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event, a social issue,  a person or a newsworthy incident.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive details. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

4. Use DESCRIPTIVE DETAILS:(Remeber, NEVER assume the reader knows what you are talking about.  Provide descriptive details and examples.  Be very specific.  

Details help a strong writer avoid repetition in their writing.  

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.

When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Deadlines:

1. Students will research on Tuesday, 5/22

2. Outlines are due on Thursday, 5/24. Class Check: Friday, 5/25-  (Opening paragraph/ Thesis statement)
4.Tuesday, 5/29- First Proof:  All papers must be run through Grammarly:  www.grammarly.com/edu

5. Finalize peer editing

- You must read your essay aloud to another student

-Another student must read your essay aloud to you...sign your paper

-2 students must complete peer editing

 (4 reads total)

6.THE DEADLINE HAS BEEN EXTENDED AS A RESULT OF THE INTERNET OUTAGE ON 5/29.
-Wednesday, 5/30 -Please find a partner and read your paper to them.
-Make sure your papers are turned in to www.turnitin.com
-You may have class time to work on your final draft today and tomorrow.

Papers must be turned in to www.turnitin.com

MATERIALS USED:
Smart Board, MLA, www.bhscomp1.blogspot.com (class blog), brainstorm sheet, planning sheet, direction sheet, outline sheet, computers, and ONE NOTE notebook.

Standard - CC.1.4.9-10.T

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.4.9-10.J

Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.

JC Act 5 - Conclusion

Objective: Introduction to ACT 5:  (Falling Action)  Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

1. Students will read and review Act 5
2. Students will read and discuss/ Analyze Act 5
3. Students will identify and discuss cathartic moments from Act 5
** Students should complete their work packets and plot structure sheet

Who is alive and why did Shakespeare focus on these characters to conclude the play?
Continue the death list



Act 5 Analysis
Complete all parts of each question. All answers MUST contain specific examples from the play.  Include (Act, Scene, line)

1. Now that you have read the play in its entirety, decide for yourself whether or not Shakespeare believed that the murder of Caesar was in the best interests of the Roman people?
-To answer this question, reflect upon the facts of the play: who lives? (were their acts just?), who dies? (were their acts unjust?), and how do the speeches associated with their deaths shed light on the way “God” (in the case of a fictitious story, the playwright himself) would judge them and their actions?


2. . Since Brutus himself is said to have been “the noblest Roman of all” (V, 74), why do you think he is referred to in this manner?  Do you agree with this statement?  Explain


3. . What is said and done in Act V that supports the comment: Brutus' and Cassius' defeat is revenge for Caesar's murder?

4. Using detail from the play, discuss a moral lesson learned from the tragic events that transpired

5. Who was/ were the tragic heroes?  Provide evidence from the play that proves they were tragic heroes

6. Julius Caesar is filled with examples of dramatic irony.  Define dramatic irony (from your notes) and give two specific instances of it from the play

Resources/ Materials used:  Textbook, Smart Board, and Packet

Standards:

Standard - CC.1.2.9-10.A

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

Act 4

Thinking About Thinking: (Meta-cognitive Thinking)
Bell Ringer: 

Monday:

Discuss the mind frame of the crowd
Tuesday:
Discuss the manipulation used by Antony
Wednesday:
Discuss elements of the falling action

Goal: Introduction to ACT 4:  (Falling Action)  Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.


1. Students will continue to read and review Act 4
 2. Students will read and discuss Act 4
** Students should complete their work packets and plot structure sheet


HOMEWORK:

 THE PACKET

Falling Action:

Act 4 Analysis

SStudents will analyze Act 4 through Journal Writing

  Must use specific examples from the act.  Please indicate page and line numbers.

A.      What is the overall theme of this act? Give specific examples from the act to support your answer

2B.      How has Antony changed in Act IV? Give specific examples from the act to support your answer

C.      Describe the triumvirate. (List the members and discuss the stability of the government)

 Give specific examples from the act to support your answer

5D.      What disturbing news does Brutus use to explain his irritable mood in scenes II and III?

6E.      List three mistakes that Brutus has made up to this point in the play.Give specific examples from the act to support your answer

7F.      Why does Brutus want to attack Antony and Lepidus directly at Phillipi?  How does Cassius feel about this plan?  How do you feel about this plan?

8G.      What does Caesar’s ghost symbolize?

Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Peer Editing Checklist

Peer Editing Checklist

TURN ALL WORK IN TO WWW.TURNITIN.COM



Peer Editing Checklist

Please staple this sheet to your partner's essay.

Peer Editing Checklist

Use the following checklist to help you evaluate your partner’s writing.  Remember to offer 2 constructive suggestions and point out 2 parts you especially like.

Your Name _____________________________  

Your Partner’s Name _____________________

1. Can you identify the main idea or thesis in this essay?  Yes/No

2. If so, write the thesis here___________________________________________________

3. Does the thesis contain the author’s topic and their opinion or stand on this subject?  Yes/No

4. Does this essay have an introduction?  Yes/No

5. Does the introduction give an outline/ blueprint of what the author is going to talk about?  Yes/No

6. Is the blueprint parallel?  Yes/ NO 

7. Write the blueprint/ or 3 parallel topic sentences here:___________________________________________________________________________________________________________________________________________________

8. Is the writing clear and understandable?  Yes/No

9. Are there parts of the essay that are unclear?  If so, underline them and put a question mark next to the passage.

10. Does the essay have a clearly organized middle section, with ideas separated into paragraphs?  Yes/No

11. Does each paragraph begin with a topic sentence?  Yes/No

12. Does each paragraph end with a transition sentence, smoothly connecting the ideas of the previous paragraph to the next?  Yes/No

13. Does the essay contain persuasive language and strong vocabulary?  Yes/No

14. If the essay contains little persuasive language, circle 10 nouns, verbs, or adjectives that you think could be changed for stronger words.

15. Does the essay contain facts to support the claims made?  Yes/No

16. Does the essay contain contextual evidence to support the claims made?  Yes/No

17. Does the essay have a concluding paragraph?  Yes/No

18. Does the conclusion restate the main points of the essay in a new way and give a sense of completion to the essay?  Yes/No

19. Read the essay out loud without stopping.  Next, read the essay out loud again.  This time, label the problem areas as follows:  AWK  or AWKWARD;  Punctuation error; Poor Structure; Fragment; and Check grammar.

20. Are there obvious punctuation errors?  Mark them.

21. Are there obvious grammar errors?  Ex. Subject Verb agreement, tense.  Mark them

22. Evaluate this essay.  Do not just say, “It’s good.” State the positive, give pointers, and make the writer aware of BIG issues.

JC Act 3

Monday/ Tuesday- Antony Speeches

Toga!  Toga!Toga! for bonus points!!

Tuesday-
-Finish Act 3
-Review the packet
-Review the Analysis Questions from the blog
Complete Study Island for Act 3;  (Answer 10 questions and receive a score of 80%)

Antony's Speech

-1. What reason does Caesar give for not reading Artemidorus’s letter?

2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’

response and why does he give this response? What was the propose of this petition?

3. What was each of the following characters to do at the capitol:

Trebonious, Cimber, Casca, Brutus?

4. What is Caesar’s opinion of himself? How do we know this? What does

he reference himself as?  Why is this ironic?

5. What does “Et tu, Brute?” mean? How do these words relate to the theme

of friendship in the play? Why would Caesar say this?

6. Summarize Antony’s main points in his funeral speech?

7.Discuss each step of Antony’s plan to sway the plebians

8. . Summarize Antony’s soliloquy. 

Homework for Wednesday:  Complete Vocab for Acts 4 and 5

Wednesday, 4/9 - Begin Act 4

Act 3 Test on Thursday  

This will also include vocab for Acts 4 and 5

JC Act 3

1.  Take the JC vocab test for Acts 1-3
2. In small groups, complete the following Analysis questions (BELOW). You should be able to answer all of the questions. 
3. Work on Packets and Plot Structures

Act 3 Analysis

1. What reason does Caesar give for not reading Artemidorus’s letter?

2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’

response and why does he give this response? What was the propose of this petition?

3. What was each of the following characters to do at the capitol:

Trebonious, Cimber, Casca, Brutus?

4. What is Caesar’s opinion of himself? How do we know this? What does

he reference himself as?  Why is this ironic?

5. What does “Et tu, Brute?” mean? How do these words relate to the theme

of friendship in the play? Why would Caesar say this?

6. Summarize Antony’s main points in his funeral speech?

7.Discuss each step of Antony’s plan to sway the plebians

8. . Summarize Antony’s soliloquy. 

Have a great weekend.  Enjoy the sunshine!!!!!!!!!!!    : )

Act 3

Wednesday, 5/2
1. Complete Act 2 in Study Island.
Answer 10 questions and receive an 80% ; If you fail to receive an 80%, continue until you receive 80%
Friday, 5/4 Vocab test Acts 1-3 
__________________
Intro to Act 3 (Plan for Entire Act)
**Tuesday/ Wednesday (Wednesday only if needed) - Antony speech days!!!!!!

I. Response questions
Answer the following questions:

1. What is betrayal?

2. What omens have come true
3. What would you do if you witnessed such a scene?

4. What events in this act prove that it is the Climax?

II. Packet

Complete Acts 1-3 in the packet

III. Study Island

-Complete Act 3 in Study Island

-Answer 15 questions and receive an 80%

Iv. Read and Analyze Act 3 scenes 

-Highlight and take notes

Goal: Introduction to ACT 3 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

1. Students will read and review Act 3 Scene 1
 2. Students will read and discuss Act 3 sc 2
** Students should complete their work packets
3. Students will discuss betrayal

4. What would you do if you witnessed such a scene?

3. Review packet 

Climax
1. Students will read and discuss Act 3
2. Answer packet questions
3. Continue with Plot Structure

ANSWER:  BECAUSE PURPLE IS MY FAVORITE COLOR!!!  :)
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Essay Ideas

Problem/Solution Essay Ideas

Social Issues for Problem Solution Essays

1.

How can we help homeless people in our community?2.

How can we prevent people from dropping out of high school?3.

What is the best way to utilize social media in high school?4.

How can students be best convinced not to experiment with drugs?5.

How can we encourage students to be more responsible in/ with… (ex. school, life choices, money,

daily decisions) ?6.

What can be done to eliminate or prevent racism?7.

What is the best way to help people who are victims of family violence?8.

How can we persuade people to make healthy lifestyle choices like not smoking, exercising and keepinga correct BMI?9.

How can we balance the right for free speech with the right to not be insulted or abused?10.

What should we do to help people get jobs?

Relationship Problem Solution Essay Topics

1.

How can we prevent social media bullying?2.

What is the best way to help someone who is depressed?3.

How can you help a friend or roommate who is making poor life choices?4.

How can you get out of a bad relationship?5.

How has texting affected face-to-face relationships? What can be done to make sure that people todayactually know how to have "real" relationships?

Problem Solution Essays about Sports

1.

Should college athletes be paid? How can colleges handle the combination of athletics, collegeeducations and business better?2.

Do kids train too hard in athletics at young ages? What is the best way for a young athlete to learn asport? (You might want to talk about a particular sport you know well).3.

How can coaches encourage their athletes to do their best?4.

Think about your local sports team. What can be done to make that team more effective? How can thefans be made to support the team more?5.

How can players prepare themselves for the inevitable loss in sports?

Education Problem Solution Essay Topics

1.

How can we make education better for students who have trouble in school?2.

How can we make education better for students who excel in school?3.

What should be done about misbehaving and disrupting students?4.

What should be done to make Gifted and Talented education programs more effective? (Literally, howcan you improve your current educational status?)5.

How can cheating in school be best handled? What can teachers do? What should students do?6.

Should schools require more physical education? How can schools help develop a healthier society?

Parenting and Family Life Problem Solution Topics

1.

How can parents handle their child's cell phone and social media use appropriately?2.

How can parents help their children have a correct body image and avoid eating disorders?3.

How can parents teach their children about money management?4.

How can parents encourage their children to be honest?