Housekeeping place homework on the right corner sharpen your pencils dispose of any trash etc Distribute Vocabulary and AOW Complete both sides of the Ticketin Review the Daily Objectives and Essential Questions ID: 775583
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Slide1
Honors English I Agenda 9/3/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Distribute Vocabulary and AOW
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Notes and Practice
Stylistic Notes and Practice
Read and Annotate (with
SOAPSToneRS
) Maxwell’s “Love”
Complete the Closure Questions
Slide2Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide3Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide4As he ran across the room, Tom accidentally broke the big vase of flowers.
To the original sentence a secondary clause containing a pronoun has been added.
Pronoun
- is a word that takes the place of a noun. The pronoun
he
replaces Tom.
Clause
- a group of words that contains a subject and a verb.
Independent Clause
- Contains a subject, verb, and a complete thought. It can stand alone as a sentence-
Tom accidentally broke the big vase of flowers.
Dependent Clause
- Contains a subject, verb, but lacks a complete thought.
As he ran across the room
Subordinate Conjunction-
A word that joins the dependent clause (also called the
subordinate
clause) to a main clause.
As
Slide5Remember:
First label the nouns, verbs, articles, subject, and object in the sentence.
Then label the adverbs, adjectives, prepositions, prepositional phrase
A
phrase
does not contain both a
subject
and
verb.
A clause will have both a subject and verb but may not have a complete thought –dependent subordinate clause
Slide6Nouns, Verbs, Articles, Subject, Object
Jane played the harp.
Allen drank the milk.
Sarah fluffed the pillow.
Agnes made the bed.
Todd planted the flowers.
Slide7Label the adverbs, adjectives, prepositions, and prepositional phrases in each sentence.
Jane enthusiastically played the euphonic harp to the audience.
Allen greedily drank the cold milk from the glass.
Sarah happily fluffed the new pillow on her bed.
Agnes angrily made the disheveled bed for her brother.
Todd regretfully planted the flowers on the grave.
Slide8Grammar Practice- Now label the pronoun, subordinate conjunction, independent and dependent clauses.
When she arrived on stage, Jane enthusiastically played the euphonic harp to the audience.
As soon as he sat down for dinner, Allen greedily drank the cold milk from the glass.
Before her grandmother retired for bed, Sarah happily fluffed the new pillow on her bed.
After she got in trouble, Agnes angrily made the disheveled bed for her brother.
When he was finally alone, Todd regretfully planted the flowers on the grave.
Slide9Stylistic Devices
Stylistic Devices are also known as Literary Devices and/or Figurative Language.
Figurative language is any language that is NOT used in a literal (meaning exactly what it says) way. It is a way of saying one thing and meaning another.
We use figurative language, or figures of speech all of the time. For example, at a baseball game we may say:
That catcher was the heat!
That ball sat in the outfield.
Jimmy ran like a cheetah to first base.
If we look at these statement literally, they make no sense at all. (A person is heat, a ball can’t sit, and Jimmy is not a cheetah)
Even though the statement make no literal sense we understand them. We know that when we say the catcher is the heat- we man he is skilled, practices, and maybe cute too.
We use figurative language because it is rich, strong, and a vivid way to express meaning. Consequently, we are able to say much more in fewer words.
When it is overused, however it becomes a cliché (a stale and overused expression) Example: pretty as a picture and quiet as a mouse.
Slide10We will begin with metaphors, similes, and personification
Metaphors and
similes
are used to compare things that are not usually seen as similar.
Metaphors
imply
the comparison
, and
similes state
the comparison directly.
Example: The test was a bear! You are not saying that it was a literal bear but that it was unpredictable and hard to deal with. The comparison between the test and bear is not directly stated. Instead, the comparison is implied or suggested. You identify the bear with the test. That’s what a metaphor does.
A metaphors and similes are used to make abstract concepts concrete to the reader.
Slide11Metaphors and Similes
Simile is a comparison, too. With a simile, however, the comparison is directly stated. The writer makes the comparison explicit.
The test was like struggling with a bear. It is still non-literal language (taking the test is not really like struggling with a bear) but with a simile you come right out and state the comparison.
Similes have a signal word that give you a hint a simile is coming. These words include as, like, than, similar to, and resembles.
Be careful these words don’t always indicate similes. I look like my sister is not using a simile it is a literal. To be a simile or metaphor, the comparison must be of essentially unlike things.
Slide12Metaphors and Similes
Metaphors and similes have literal terms and figurative terms.
The literal term is what we are comparing to something else. It’s what’s real: it means what it is. For example the literal term in the metaphor, that test was a bear is test. We are really talking about a test.
The figurative term is what is being compared to the literal term. The figurative term means something other than itself, something non literal. The figurative term in the metaphor is bear. The test is not a bear, but it has some bear-like qualities that can help us understand just how hard the test was.
Slide13Practice
Figure of Speech
Metaphor
or Simile?
Literal Term
Figurative Term
I got
a flood of mail yesterday.
Alice sang like a crow.
Jeff was taller than the Empire State Building.
The shoes cost a king’s ransom.
Slide14Personification
Personification
is a special kind of metaphor that gives human qualities to something that is not human, such as an animal, an object, or an idea.
The tree sighed sadly in the cold- we are using personification. A tree can’t really sigh or be sad. We are giving the tree characteristics of a person.
Personification, since it is a kind of metaphor, has a literal and figurative term. In the example above, the literal term is the tree (it is really a tree) and the figurative term is a person (the tree is not really a person who can sigh and be sad). In personification the figurative term is always a person.
Slide15More Practice
Literal Term
Possible Figurative
Terms
Metaphor
Simile
Personification
Friendship
Lighthouse, warm blanket
Lea’s friendship is a
lighthouse.
Lea’s friendship is like a lighthouse.
Lea’s friendship wrapped my sadness in a warm blanket
Cleaning
your room
Shirt
Cafeteria lunch
Dancing
Slide16We will continue with symbols, irony, and foreshadowing
A
symbol
is something that stands for something else. Like metaphors and similes, symbols mean more than they say. A symbol, however, means something else
and
itself. In other words, symbols actually appear in the text, but they also represent an idea, something else.
For example, a rainbow is a symbol of hope. If we were reading a story about a group of kids who survive a shipwreck by floating through dangerous waters and the story ends with a description of a rainbow over an island, we know that the kids will make it to the island and there is hope in their futures. It is a rainbow, but it is also a symbol of hope.
Symbols add meaning and depth to writing and allows the author to communicate (sometimes repeatedly) an idea or emotion in few words.
Slide17Practice: Complete the following chart
Symbol
What the symbol stands for
Lion
Skull and crossbones
Lighthouse
Sunrise
Rainbow
Freedom
Love
Death
Slide18Irony
Irony
is saying/writing the opposite of what you mean.
Sarcasm is a type of irony that is meant to hurt. Sarcasm is always ironic, but irony is not always sarcastic. When the cafeteria has served a tasteless and overcooked meal and you say, “Great lunch,” you are using irony by saying one thing and meaning another.
Irony is sometimes hard to understand because it can be funny, serious, affectionate, or contemptuous. You have to read carefully and watch the way the words and details are used.
Caution: if you misunderstand irony, you will miss the whole point of what you are reading.
Slide19Irony
The three primary forms of irony are
verbal
(saying the opposite of what is meant),
situational
(event that occurs that directly contradicts the expectations of the characters),
and
dramatic
(contradiction between what the character thinks and what the audience knows).
Slide20Look at the following sentences and decide whether or not they are ironic.
Sentence
Ironic (figurative)
Not Ironic (literal)
Your favorite
team just lost by a wide margin and you are pretty disgusted about it. You say, “Great game!”
You are traveling in the mountains and see a lovely meadow full of flowers. You say, “Nice view!”
Your
best friend is learning to ride a dirt bike, something you have always wanted to do. You say, “Wow, I wish I could do that!”
You best friend has to take care
of her baby sister every day after school, a job you wouldn’t want and your friend isn’t happy about it. You say, “ Wow, I wish I could do that!”
Slide21Foreshadowing
Foreshadowing
uses word, phrases, metaphors, similes, symbols, etc. to give the reader a hint of something that is going to happen without revealing the story or spoiling the suspense. Foreshadowing is often used to suggest the outcome to the story.
Example:
“He had no idea of the disastrous chain of events to follow”. In this sentence, while the protagonist is clueless of further developments, the reader learns that something disastrous and problematic is about to happen to/for him.
Slide22SOPASToneRS in Fiction
Subject-Theme
Occasion- Genre and Setting
Audience- To whom the author is communicating
Point of View- NEVER the author (reliable/ unreliable) Purpose- Usually to critique/entertain (pay attention to the tone)
Structure-Traditional (does it follow or differ from the typical plot structure)
Tone-The author’s feeling toward the subject or audience
Rhetorical Devices- Diction, Details, Antithesis, Repetition, Parallelism, etc.)
Stylistic Devices- Usually called Literary Devices (Imagery, Characterization, Metaphor, Simile, Personification, etc.)
*(Some devices can be rhetorical or stylistic depending on how they are used)
Slide23Think of Your Favorite Teacher
Can a teacher really make a difference in one’s life, one way or the other?
What made this person special?
How did this person make you see yourself?
Slide24Practice Identifying Stylistic Devices
Read and complete
SOAPSToneRS
for Maxwell’s short story “Love”
Slide25Foreshadowing Practice
Foreshadowing: A hint given to the reader as to what will happen in the text.
What foreshadows the death of the teacher at the end of the story?
Pay attention to:
The repetition of particular images (funeral/flower/cemetery)
Specific diction alluding to what will happen to the teacher
Point of view
Circus Poster as a symbol
Slide26Foreshadowing in Love
Funeral/Cemetery Images
“graven in stone”
“wormed”
“raised the lid of the box”
“go to the cemetery”
“dim light”
“churches”
“angels”
Flower Imagery
“pansies”
“asters”
“sweet peas”
Use of language
She was there to “help us past the hard part”
“Many happy returns to Miss Vera Brown”
“her delicate fingers”
“We meant to have her for our teacher forever”
“We intended to pass right up through the sixth, seventh…”
“She belonged to her illness”
The circus poster (symbol) -The circus poster was once colorful and a sign of youth, hope, and optimism-though the narrator could never see the end of it. Now, when the boys ventured out to visit the ill teacher, the poster was weather beaten with loose strips of paper hanging down.
Slide27Complete the Simile
The boys’ love for Miss Brown is like (a) __________________________________ because___________________________________.
Slide28Honors English I Agenda 9/4/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Vocabulary Notes
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Practice
Stylistic Devices Practice
Read, Annotate,
SOAPSToneRS
using de Maupassant's "The Necklace"
Complete the Closure Questions
Slide29Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide30Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide31Grammar Practice-Label the pronoun(s), subordinate conjunction, independent and dependent clauses.
When he turned his attention to his lovely neighbor, Randy accidentally mowed the beautiful flowers of his mother.
Because she knew Ralph was pompous, Cathy respectfully declined the unwanted invitation to the party.
After she broke the first frame, Stephanie carefully hung the picture on the wall.
Upon learning that her mother had to work late, Mary unwillingly cooked the meal for her five brothers.
When he challenged her religious beliefs, Janet intellectually debated the other student on evolutionary theory.
Slide32Stylistic Devices Practice
“I have a dream that one day even the state of Mississippi, a desert state sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice.” –King, Jr. “I Have a Dream”
Identify two examples of figurative language in the passage. Are the figures of speech metaphors or similes? How do you know the language is figurative?
What does the figurative language add to the passage?
Rewrite the passage from Dr. King’s speech without any figurative language. Contrast your sentence with the original.
Slide33School Cancellation 9/5/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Practice
Stylistic Practice
Introduce the Literary Devices Glossary
Read, Annotate, and SOAPSTONERS Using “The Scarlet Ibis"
Complete the Closure Questions
Slide34Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide35Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide36Grammar Practice-Label the pronoun(s), subordinate conjunction, independent and dependent clauses.
Because she twisted her ankle on the curve, Rebecca barely won the difficult race at the finish line.
After snatching it from his brother, the greedy boy thoroughly enjoyed the strawberry soda from the can.
When she opened the concert, Susan beautifully sang the beautiful song for the eager audience.
As her family took pictures, Evelyn tearfully ate the lovely cake at her graduation.
As if she was part of a fairy tale, Cinderella happily cleaned the messy house for her stepsisters.
Slide37Metaphors/Simile Practice
“I was seven, I lay in the car/ watching palm trees swirl a sickening pattern past the glass./ My stomach was a melon split wide inside my skin.” –Nye, “Making a Fist”
What is the metaphor in this poem? What is the literal term? What is the figurative term? What does the metaphor mean?
How would the meaning and impact of these line change if Nye said simply, “My stomach really hurt?”
Rewrite the figurative term in Nye’s metaphor. Try to express feelings of anxiety and pain-both physical and emotional-with your metaphor.
My stomach was_________________________.
Slide38Second Reading
Plot Structure-(How does the story begin? How does the author engage the reader?)
Characterization- What is the main character like? How do you know? Is he a reliable or unreliable narrator?
Setting- Time and location (pay attention to the weather as well as the seasons)
Foreshadowing- How does the author foreshadow the death of Doodle?
Theme- What is it? How can you tell?
Tone- What is it? How can you tell?
Irony- Dramatic, Situational or Verbal-Explain.
Diction- Where does the author place emphasis? Where does he use repetition?
Allusions- What purpose do the Biblical allusions serve in the text? (Jesus, Resurrection, etc.)
Symbol-What does the ibis represent? How does the author use light and darkness?
Slide39School Cancellation 9/6/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
AOW on Right Corner
BBR Novel
Review the Daily Objectives and Essential Questions
Complete the Test and Essay
Closure Question
Slide40Honors English I Agenda 9/9/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Distribute Vocabulary and Literary Devices Glossary Assignment
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Notes/Practice
Stylistic Devices Notes and Practice
Literary Analysis Practice Using “The Scarlet Ibis"
Introduce the Literary Glossary Assignment
Complete the Closure Questions
Slide41Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide42Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide43Conjunctions
When two independent clauses appear in the same sentence they are often joined by a conjunction- a word that joins words or groups of words.
Coordinating Conjunctions:
for, and, nor, but, or, yet, so
(FANBOYS)
Correlative Conjunctions are always used in pairs:
either…or, neither…nor, both…and, not only…but(also), whether…or
Subordinating Conjunctions are used to begin a dependent clause (also called a subordinate clause)
Since
you can’t help me, I will do it my self.
After, although, as, as if, as long as, as soon as, because, before, even, even if, even though, if, in order that, in order to, since, so that, though, unless, until, when, whenever, where, wherever, whether, while,
etc
Slide44Identify the conjunctions (subordinate, correlative, or coordinating), independent, and dependent clauses in each sentence.
Before you write your paper, you must submit an outline.
After I had read the novel
The Return of the Native
, I became a Thomas Hardy fan.
Monday’s meeting had gone smoothly yet I felt a controversy brewing.
Jerry gave me some good advice, and I gave him some in return.
Because the weather forecaster had predicted rain, we had to decide either to stay or go.
Slide45Let’s Review the Basics
View Literary Devices Slides
Slide46Metaphors/Similes Practice
“Now only the night moved in the souls of the two men bent by their lonely fire in the wilderness; darkness pumped quietly in their veins and ticked silently in their temples and their wrists.” –Bradbury, “The Dragon”
Is the word “night” literal or figurative? If it is literal, what does it literally mean? If it is figurative, explain why.
When Bradbury says, “darkness pumped quietly in their veins and ticked silently in their temples and their wrists” what does he literally mean? This entire clause is a metaphor, what two unlike things are being compared? What are the literal and figurative terms of the metaphor?
Slide47Honors English I Agenda 9/10/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Vocabulary Notes
BBR Novel
2x2 Sheet
Complete the Assessment Reflection
Review the Daily Objectives and Essential Questions
Grammar Practice
Stylistic Devices Practice
Continue Reading and Analyzing “The Scarlet Ibis”
Complete Character Chart
Begin Working on the Literary Glossary Assignment
Complete the Closure Questions
Slide48Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide49Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide50Grammar Practice-Identify the conjunctions (subordinate, correlative, or coordinating),phrases, independent, and dependent clauses in each sentence.
I did my homework, but they watched television.
On weekends, Kevin sleeps later than I do.
Neither Jake nor Rachel know where Sabrina is.
Teresa won the race, so she will go to the state track meet.
As soon as the teacher arrives, class will begin.
Although they were very successful, the team continued to practice very hard.
Slide51Stylistic Practice
“But my mother’s hair, my mother’s hair, like little rosettes, like little candy circles all curly and pretty because she pinned it in
pincurls
all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and Papa snoring.” - Cisneros,
The House on Mango St.
List the four similes and metaphors in this passage. Then identify the literal and figurative term in each.
Why doesn’t Cisneros simply say,
My mother’s hair smelled good?
Write several sentences describing someone’s hair that you don’t like. Use at least one simile and one metaphor.
Slide52Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide53Honors English I Agenda 9/11/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Progress Reports
Character Chart
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Practice
Stylistic Devices Practice
Complete the Literary Analysis using Poe's "Cask of Amontillado"
Complete the Closure Questions
Slide54Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide55Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide56Grammar Practice-Identify the conjunctions (subordinate, correlative, or coordinating), phrases, independent, and dependent clauses in each sentence.
I arrived late, and I forgot my books.
Sophia played several instruments well; however, her favorite is the piano.
While at the zoo, he saw both lions and tigers.
During the summer, neither John nor Joan came to the picnic.
As soon as the volunteers arrived, the cleanup work began.
Because they are important to the ecosystem, we protect the wetlands.
Slide57Personification Practice
“The ruddy brick floor smiled up at the smoky ceiling; the oaken settles, shiny with long wear, exchanged cheerful glances with each other; plates on the dresser grinned at pots on the shelf, and the merry firelight flickered and played over everything without distinction.” –Grahame,
The Wind and the Willows
Remember that personification is a kind of metaphor, an implied comparison that always has a human being as its figurative term. Identify 4 examples of personification form the passage and identify the literal term and figurative term (what are the person’s characteristics)
How does the use of personification help the reader visualize and connect to the passage? What kind of feeling is created by the personification?
Slide58First Reading
Create a one paragraph story depicting revenge.
Begin with the following sentence:
“As I awoke that morning, I knew he had to die.”
Read the short story. As you read use the sheet notes to annotate the story and complete
SOAPSToneRS
.
Slide59SOAPSToneRS the text and then answer the following questions.
Literary Device
Question
Characterization/ Point of view
How does the development of the main character impact the audience’s ability to identify with
him?
Describe the narrator. How does his
point of view influence the reader?
Plot
How does
the author manipulate plot structure to enhance the climax?
Setting
How
does the setting impact the mood of the text?
Diction
Is
the diction formal or informal? Why is this type of diction necessary in the text? Give specific examples.
Allusion/
Foreshadowing/Irony
What is the Biblical allusion used in the text? How does it foreshadow what will happen in the text? What are the other examples of foreshadowing used in the text? Write examples of verbal irony in the text.
Tone
Does
the author’s tone mimic the narrator’s? Explain.
Symbol
How does the use
light/darkness and the family crest to contribute to the overall understanding of the text?
Slide60Honors English I Agenda 9/12/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Practice
Stylistic Devices Practice
Continue to Analyze “Cask of Amontillado”
Begin Literary Devices Glossary
Complete the Closure Questions
Slide61Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide62Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide63Grammar Practice-Identify the conjunctions (subordinate, correlative, or coordinating), phrases, independent, and dependent clauses in each sentence.
After Kyle returned, he reported his findings.
Allison knew the answer, yet she did not volunteer.
In my opinion, bridges are some of the most delightful architectural structures.
Either Benjamin or Dwayne would make a good class president.
We will leave as soon as the car is loaded.
For the salad, we need both cucumbers and tomatoes.
Slide64Personification Practice
“The camp faced a wide cove of white sand and palm trees. The bay was so perfectly blue, it looked like it had been retouched for a tourist brochure. Across the bay stood protective mountains, shoulder to shoulder, across the Concepcion peninsula.”-
Brashares
,
The Sisterhood of the Traveling Pants
Write the example of personification in the passage. What are the literal and figurative terms?
How would the meaning of the third sentence change if it were written as “There were mountains across the Concepcion peninsula.”
Describe a place you like to go in the summer. In your description, use at least one example of personification.
Slide65Honors English I Agenda 9/13/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
AOW
“Love,” “Character Chart,” “
SOAPSToneRS
for Cask of Amontillado,” and a Textbook
No Warm-Up- Begin Test
Review the Daily Objectives and Essential Questions
Complete the Test
Closure Questions
Slide66Honors English I Agenda 9/16/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Distribute Vocabulary and AOW
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Notes/Practice
Stylistic Devices Practice
Literary Analysis Practice Using Chopin’s, “The Story of an Hour”
Complete the Literary Glossary Assignment (Due 9/20)
Complete the Closure Question
Slide67Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide68Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide695 Often Used Sentence Structures/Punctuation
Independent clause (period) new independent clause (period).
Jane lit the campfire. Frank set up the tent.
Independent clause (comma plus conjunction) independent clause (period).
Jane lit the campfire, and Frank set up the tent.
Independent clause (semicolon) independent clause (period).
Jane lit the campfire; Frank set up the tent.
Independent clause (comma) dependent clause(period)
Jane lit the campfire, while Frank set up the tent.
Dependent clause (comma) independent clause (period)
As Jane lit the campfire, Frank set up the tent.
Slide70Reminders for creating good sentences
Try to use a combination of the 5 often used sentence structures to keep your writing interesting and fresh.
Remember the diction! Use active verbs.
Okay- She had eaten a great meal around noon.
Better- She ate a great meal around noon.
Use strong verbs, making sure your diction is specific.
Instead of eat/ate – consumed, devoured, gobble, gnaw, chew, wolf, munch, etc.
Instead of great-appetizing, delectable, luscious, savory, scrumptious, yummy, etc.
Best-She devoured the scrumptious meal around noon.
Slide71Common Errors in Sentence Structure
Sentence Fragments
Run-ons and comma splices
Misplaced modifiers (descriptive words)
Non-parallel construction
Slide72Error #1: Sentence Fragments
A complete sentence must have a subject, verb, and a complete thought. In other words it must be or contain an independent clause.
Tom broke the vase- This is an independent clause.
We can change it into a dependent clause by adding just one word
When Tom broke the vase- Even though it still has a subject and a verb, this clause can no longer stand alone because it lacks a complete though.
You can turn any independent clause into a dependent clause by adding one of the following words to the beginning of the clause:
when, where, why, how, if , as , because, although, while, despite, that, who , what -
these words may be considered subordinating conjunctions, relative pronouns, or prepositions depending upon how they are being used.
Slide73Sentence Fragments Continued
There are two types of sentence fragments
The first is just a dependent clause waiting for a second half that isn’t there.
Example: As the children ran behind, shouting and laughing
This can be corrected by adding the complete thought.
The second type of sentence is formed when incorrect punctuation is used.
Example: Although it will always be associated with Shakespeare’s famous literary character. The castle at Elsinore was never home to Hamlet.
This can be corrected by removing the subordinate conjunction or combining both clauses to make one long sentence.
Slide74Identify the independent and dependent clauses in each sentence. Then indicate if the sentence is a correct or a fragment. If it is a fragment, correct the sentence.
The Capitol is on Congress Avenue. Which is the widest street in the city.
Dr. Anderson resigned her professorship, a position she had held for twenty years.
The reporter from CNN asked the senator probing questions. Suspecting a cover-up.
To break the story; that was the reporter’s goal.
David cleaned his glasses. Absentmindedly, with the hem of his lamb’s wool sweater.
Slide75Identify the independent and dependent clauses in each sentence. Then indicate if the sentence is a correct or a fragment. If it is incorrect, then correct the sentence
Hector wanted to be an actor, acting jobs were hard to get.
Math is easy for me I also do well in science.
The beach is very pretty, you can see into tide pools at low tide.
The trick amazed the group they had never seen anything like it.
Senator Price was the speaker he talked about citizenship
Several committee members opposed the increase, they voted against it.
Slide76What is the difference between a paragraph and an essay?
Slide774 Paragraph Essay Outline
Hook
Thesis (SC+O+P)
Transition +Topic Sentence (Key Idea 1)
SDFP:
E/E:
E/E:
*Embedded Quotation:
Analysis:
Transition +Topic Sentence (Key Idea 2)
SDFP:
E/E:
E/E:
*Embedded Quotation:
Analysis:
Conclusion:
Slide78Writing a Conclusion
Using synonyms restate your position, remind your readers of your topic
You may want to
summarize
the paragraph/essay,
convince
the reader of your position,
challenge
the reader o think about the issue,
encourage
the reader to take action.
Vary the sentence structure. For example, if your topic sentence was an SC+O+P , use a simple sentence.
Consider the following phrases: certainly, clearly, definitely, in conclusion, obviously, as a result of, due to, indeed, overall, consequently
Slide79Please DO NOT…
Refer to the author by his first name
Use personal pronouns to refer to yourself or the audience “I,” “me,” “I think,” “I feel” etc. It destroys your reliability.
Forget to underline the title of a long work (novel, autobiography, movie) and put the title of a short work in quotation marks (poems, articles, essays, short stories)
The Joy Luck Club
(novel) vs “A Cask of Amontillado” (short story)
Forget to use in text parenthetical citations. (Author’s last name, page number) (Tan, 56)
Use redundancy when describing the genre
Wrong: fictional novel or nonfiction article
Correct novel (all novels are fiction) or article (all articles are nonfiction)
Slide80Similes, Metaphors, Personification
He gossips like my grandmother, this man/ with my face, and I could stand/ amused all afternoon/ in the Hon
Kee
Grocery,/ amid hanging meats he/ chops…
- Lee, “The Cleaving”
Look at the first line. Is
like my grandmother
a simile? Explain.
Is
this man/with my face
figurative? If so, is it a metaphor or a simile? Explain.
Write a metaphor in which you compare yourself to a family member or a friend.
Slide812nd Reading
1. What is the nature of Mrs. Mallard's "heart trouble," and why would the author mention it in the first paragraph? Is there any way in which this might be considered symbolic or ironic?
2. The setting of the story is very limited; it is confined largely to a room, a staircase, and a front door. How does this limitation help to express the themes of the story?
3. In what ways is this passage significant? "She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves." What kinds of sensory images does this passage contain, and what senses does it address? What does the vision through the open window mean to her? Where else does she taste, smell, or touch something intangible in the story?
4. What kind of relationships do the Mallards have? Is
Brently
Mallard unkind to Louise Mallard, or is there some other reason for her saying "free, free, free!" when she hears of his death? How does she feel about him?
5. Mrs. Mallard closes the door to her room so that her sister Josephine cannot get in, yet she leaves the window open. Why does Chopin make a point of telling the reader this? How might this relate to the idea of being "free" and to the implicit idea that she is somehow imprisoned? Do other words in the story relate to this idea?
6. What does Josephine represent in the story? What does Richards represent?
7. Mrs. Mallard is described as descending the stairs "like a goddess of Victory." In what ways does she feel herself victorious?
8. The last line of the story is this: "When the doctors came they said she had died of heart disease-of joy that kills." In what ways is this an ironic statement? What is gained by having the doctors make such a statement rather than putting it in the mouths of Josephine or Richards?
9. What view of marriage does the story present? The story was published in 1894; does it only represent attitudes toward marriage in the nineteenth century, or could it equally apply to attitudes about marriage today?
10. If this is, in some sense, a story about a symbolic journey, where does Mrs. Mallard "travel"?
Slide82Honors English I Agenda 9/17/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Vocabulary notes
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Notes/Practice
Stylistic Devices Practice
Read Connell’s “Most Dangerous Game”
Complete the Literary Glossary Assignment (Due 9/20)
Complete the Closure Questions
Slide83Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide84Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide85Identify the independent and dependent clauses in each sentence. Then indicate if the sentence is a correct or a fragment. If it is incorrect, then correct the sentence.
Bucking a Washington tradition, some politicians have willingly left office to pursue new interest. Pat Schroeder and J.C. Watts among them.
People suffer from many peculiar phobias. For example hydrophobia,
aviophobia
, and
vestiphobia
.
The technology of computer animation has developed rapidly over the past decade; making a spectacular range of special effects possible.
Yellowstone is the oldest of America’s national parks, it is located in Wyoming.
Slide86Symbol Practice
“Flowers and other things have been laid against the wall. There are little flags, and old teddy bear, and letters, weighted with stones so they won’t blow away. Someone has left a rose with a droopy head.” –Bunting,
The Wall
The passage is from a book about the Vietnam War Memorial in Washington D.C. There are several symbols in the passage. Identify the symbols and explain what they mean.
Look at the last sentence about the rose. Remember that it is a rose, but it also something else. What does the rose usually symbolize? Why does it have a droopy head here? What does the droopy head add to our understanding of the symbol and the feeling of the passage?
Slide87Complete the Chart for the "Most Dangerous Game"
Device
Purpose
Textual
Evidence (Quotation)
Plot Structure
Characterization
Setting
Irony
Motifs (colors black, red, and animals)
Slide88Honors English I Agenda 9/18/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Notes/Practice
Stylistic Devices Practice
Read, Annotate, and Analyze “The Sheriff’s Children"
Complete the Literary Glossary Assignment (Due 9/20)
Complete the Closure Questions
Slide89Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide90Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide91Identify the independent and dependent clauses in each sentence. Then indicate if the sentence is a correct or a fragment. If it is incorrect, then correct the sentence
At the edge of a grove of pine trees; we pitched our tent on the north side of the lake.
My parents gave me permission to go with Gayle to the game at West Point.
Aunt Deborah came bearing gifts. A wristwatch for Aaron and a ring for me.
Elizabeth Blackwell was born in 1821, and she died in 1910.
After leaving England, she establish a school for girls. Feeling depressed by the economic plight of her family.
Slide92Symbolism Practice
“As I reached for the porch to steady myself, there was a sense of quiet movement in the darkness. The moon slid from its dark covers, cloaking the earth in a shadowy white light, and I could see Mr. Morrison clearly, moving silently, like a jungle cat, from the side of the house to the road, a shotgun in his hand.” –Taylor,
Roll of Thunder Hear My Cry
Traditionally, darkness symbolizes evil and deception, and light symbolizes goodness and truth. What is going on in this paragraph? How does the use of traditional symbolism help you understand the passage?
Mr. Morrison is described as “moving silently, like a jungle cat.” Is jungle cat a symbol? Explain your answer.
Slide93Complete the Chart for the Sheriff’s Children
Device
Purpose
Textual
Evidence (Quotation)
Plot Structure
Characterization
Setting
Irony
Dialect
Slide94Honors English I Agenda 9/19/19
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Complete both sides of the Ticket-in
Review the Daily Objectives and Essential Questions
Grammar Notes/Practice
Stylistic Devices Practice
Complete the Literary Glossary Assignment (Due Tomorrow)
Complete the Closure Questions
Slide95Honors English I Agenda 9/20/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Literary Glossary
Complete both sides of the Ticket-in
Test
Complete the Closure Questions
Slide96Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
Slide97Essential Questions
What literary techniques does an author use to effectively manipulate his audience?
What are the purposes behind each literary device?
How does the structure of the text and the point of view influence the reader?
How does an author combine literary elements to create a particular tone, theme, and purpose?
Slide98Symbol Practice
“The one tree in Francie’s yard was neither a pine nor a hemlock. It had pointed leaves which grew along green switches which radiated from the bough and made a tree which look like a lot of opened green umbrellas. Some people called it the Tree of Heaven. No matter where its seed fell, it made a tree which struggled to reach the sky. It grew in boarded up lots and out of neglected rubbish heaps and it was the only tree that grew out of cement. It grew lushly, but only in the tenement districts. –Smith,
A Tree Grows in Brooklyn
This paragraph is about a tree, but it’s also about something else. What is that something else? (When you identify the something else, you have understood the symbol.)
How would the passage be different if Smith had used a simile instead of symbolism, “Francie’s spirit was like a tree with pointed leaves which grew along green switches which radiated from the bough and made a tree which looked like a lot of opened green umbrellas. She always tried to rise above her troubles like a Tree of Heaven which struggles to reach the sky, no matter where it seed falls.
Slide99Identify the independent and dependent clauses in each sentence. Then indicate if the sentence is a correct or a fragment. If it is incorrect, then correct the sentence
The dance was in full swing in the gym people crowded together.
The paper needed cutting we could not locate the scissors.
Our city has many activities, for example it hosts the National Ballet.
Laila did a wonderful job, we know she would.
The children played in the backyard, the swing amused them.
We made three easy outs it was our team’s turn at bat.
Slide100Sentence Structure Review
Independent clause (period) new independent clause (period).
Jane lit the campfire. Frank set up the tent.
Independent clause (comma plus conjunction) independent clause (period).
Jane lit the campfire, and Frank set up the tent.
Independent clause (semicolon) independent clause (period).
Jane lit the campfire; Frank set up the tent.
Independent clause (comma) dependent clause(period)
Jane lit the campfire, while Frank set up the tent.
Dependent clause (comma) independent clause (period)
As Jane lit the campfire, Frank set up the tent.
Slide101Punctuation
Sentence Fragments
Run-ons and comma splices
Misplaced modifiers (descriptive words)
Non-parallel construction
Slide102Comma Splice
In a
comma splice
,
two independent clauses
are jammed together into one sentence, with only
a comma
to try to hold them together.
Example: Aunt Sally ran into the room, Tom was already there.
Slide103Comma Splice
There are several ways to fix a comma splice:
Break it into two sentences:
Aunt Sally ran into the room. Tom was already there.
If there is a clear connection between the thoughts, then they can be joined with a comma and a conjunction:
Aunt Sally ran into the room, but Tom was already gone.
Separate the clauses with a semicolon instead of a period:
Aunt Sally arrived home several hours later; Tom was already gone.
Slide104Run On Sentences
A
run-on sentence
is that same thing as a
comma splice
but without the comma.
Aunt Sally swept up the shards of glass she was furious.
The problem can be solved in the same manner as a comma splice.
Aunt Sally swept up the shards of glass. She was furious.
Aunt Sally swept up the shards of glass; she was furious.
Aunt Sally swept up the shards of glass, and she furious.
Slide105Grammar Practice
The bride and groom drove away in their car.
As the
children ran behind, shouting and laughing.
No change c. During which the
While the d. The
2. Although it will always be associated with Shakespeare’s famous
character. The
city of Venice was never home to Othello.
No change c. character; the
character, the d. character. A
Slide106Practice
1. There is not much difference between the decision to enter politics and the decision to jump into a pit of
rattlesnakes, in fact,
you might find a friendlier environment in the snake pit.
a. No change b. rattlesnakes. In fact,
c. rattlesnakes in fact d. rattlesnakes, in fact
2. The college’s plans for expansion included a new science building and a new
dormitory if
the funding drive is successful, there will be enough money for both.
a. no change b. dormitory, if
c. dormitory; if, d. dormitory. If
Slide107Answers
1. There is not much difference between the decision to enter politics and the decision to jump into a pit of
rattlesnakes, in fact,
you might find a friendlier environment in the snake pit.
a. No change
b. rattlesnakes. In fact,
c. rattlesnakes in fact d. rattlesnakes, in fact
2. The college’s plans for expansion included a new science building and a new
dormitory if
the funding drive is successful, there will be enough money for both.
a. no change b. dormitory, if
c. dormitory; if,
d. dormitory. If
Slide108Answers
The bride and groom drove away in their car.
As the
children ran behind, shouting and laughing.
No change c. During which the
While the
d. The
2. Although it will always be associated with Shakespeare’s famous
character. The
city of Venice was never home to Othello.
No change c. character; the
character, the
d. character. A
Slide109Read the following sentence and label them as correct or incorrect. If the sentence is incorrect please correct it.
The thunderclap startled my brother and he jumped up from the chair.
I washed the dishes, swept the floor and put away the groceries.
David must have arrived on time or we would have received a phone call from the school.
The tubas stopped playing but the drum line continued the song.
I called Jake but he did not answer.
His face red with embarrassment Doug picked up the scattered papers.
Slide110Read the following sentence and label them as correct or incorrect. If the sentence is incorrect please correct it.
I took an umbrella; but Joe left it at his friend’s house.
The bus driver was running behind schedule and then the bus broke down.
I’m tired yet I can’t fall asleep.
We sat around the campfire and John told a gruesome story.
We watched the movie, and cheered at every victorious part.
With their faces glowing, the bride and groom greeted their guests.