Honors English II Agenda 3272016 Housekeeping place homework

Honors English II Agenda 3/27/2016 � Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute Vocabulary and AOW BBRs Due Wednesday �Complete the Literary Devices/Vocabulary Review �Review the Objectives and Essential Questions �Introduce Resume Writing-Ms. Stephens �Complete Resume (Due Thursday) �Complete a Closure Question

Objectives �Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. �Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. �Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential Questions �How does the audience influence the format of your writing? �How does the purpose of your writing influence the format of your writing? �Why is information organized in different ways? �How can we use evaluation and reflection to improve our writing? �What is the purpose of applying grammar and mechanics skills?

Too many short sentences can make your writing choppy and disconnected. This can be corrected by combining sentences. 1. Sentences can be combined by using a compound subject (person or thing the sentence is about), a compound verb (aka simple predicate conveys an action or state of being about the subject), or a compound object (the what or whom the subject is acting upon_. � � 2. Sentences can be combined by joining two main or independent clauses (must include a subject and a verb)to create a compound sentence. � � 3. The antelope was looking for enemies. It did notice the lion. The antelope was look for enemies, but it did notice the lion. Sentences can be combined by changing one sentence into a subordinate clause (a clause that can not stand alone as a sentence) to create a complex sentence. � � 4. Mary enjoyed watching the lions. Charles enjoyed watching the lion. Mary and Charles enjoyed watching the lions. We were frightened. We thought the lion we saw was hungry. We were frightened because we thought the lion was hungry. Sentences can be combined by changing one of them into a phrase (group of words in a sentence that lacks either a subject or verb) � � My team plays tomorrow. We play the Cougars. My team plays against the Cougars tomorrow.

Combining Sentences Using Phrases �The women stand at the box office. They wait to buy tickets. �The women standing at the box office wait to buy tickets. 1. The sun rises between the trees. It is a breathtaking view. 2. Many movies have been made by that director. He is a hard-working man. 3. Mrs. Campbell approached the podium. Mrs. Campbell appeared excited. 4. The audience clapped for the actors. The actors were still wearing costumes.

Syntax Practice � “The impact of poetry is so hard and direct that for the moment there is no other sensation except that of the poem itself. What profound depths we visit then- how sudden and complete is our immersion! There is nothing here to catch hold of; nothing to stay us in our flight…. The poet is always our contemporary. Our being for the moment is centered and constricted, as in any violent shock of personal emotion. ” Woolf -How Should One Read a Book 1. 2. 3. Woolf uses a variety of sentence types in this selection. Among them is an exclamatory sentence. Identify the exclamatory sentence and explain its effect. Classify each sentence as to length: short, medium, or long. How is the meaning of the passage reinforced and clarified by sentence length? Write a declarative sentence about college entrance examinations. Then write an exclamatory sentence which amplifies or clarifies the declarative sentence.

Presentation by Ms. Stephens REMINDERS: �Resumes due Thursday (3/30) �BBRs due Wednesday (3/29) �Benchmark Friday (3/31)

Brainstorm-What Service Projects/Honors Have You Completed or Earned at WYWLA Consider the following: �Service Projects through GLC �A/B Honor Roll �Recognition for “lead, learn, & serve” �Volunteerism in the Community �Club Membership �Religious Organizations in which you are Active

Honors English II Agenda 3/28/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Vocabulary Notes �Complete Warm Up �Review the Objectives and Essential Questions �Practice Argument Writing Using “Crime and Puzzlement” �Complete a Closure Question

Objectives �Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. �Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. �Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential Questions �How does the audience influence the format of your writing? �How does the purpose of your writing influence the format of your writing? �Why is information organized in different ways? �How can we use evaluation and reflection to improve our writing? �What is the purpose of applying grammar and mechanics skills?

Read each pair of sentences. Then, combine the sentences by changing one into a subordinate clause (using the coordinating or subordinating conjunction) � I stay active. I jog every day. (because) � I stay active because I jog every day. 1. 2. 3. 4. 5. The team won the game. They didn’t practice all week (although) I cleaned the closet. Boxes spilled out. We called for room service. No one responded. The pathway was slick. We could not keep our footing. We could come back. We could stay here for the night.

Syntax Practice Brother, continue to listen. You say that you are sent to instruct us how to worship the Great Spirit agreeably to his mind; and, if we do not take hold of the religion which you white people teach, we shall be unhappy hereafter. You say that you are right and we are lost. How do we know this to be true? - Chief Red Jacket, “Chief Red Jacket Reject a Change” 1. The words “you say” are repeated several times in the sentence. What is the repetition’s function? 2. The question at the end of the passage is a rhetorical question. What attitude toward the audience is expressed by the use of the rhetorical question?

Argumentative Writing-Terms � Claim (thesis) - The overall thesis the writer will argue for- What are you trying to prove? � “Data” (key idea+rdf) - Evidence gathered to support the claim - Include data from the text to support, or prove, your claim. This should be in the form of a quote (with a citation) or specific examples from the text. If it is not a text-based question, then you must use data from your own readings, observations, or personal experiences. � “Warrant” (e/e + significance) - Connect the data to the claim. How does your data prove/support your claim? Elaborate as needed. This explains the significance of the claim. If you present data to your audience without explaining how it supports your thesis your readers may not make a connection between the two or they may draw different conclusions

Argumentative Writing Terms � Counterclaim – A claim that negates or disagrees with thesis/claim. Don't avoid the opposing side of an argument. Instead, include the opposing side as a counterclaim. Find out what the other side is saying and respond to it within your own argument. This is important so that the audience is not swayed by weak, but unrefuted, arguments. Including counterclaims allows you to find common ground with more of your readers. It also makes you look more credible because you appear to be knowledgeable about the entirety of the debate rather than just being biased or uninformed. � Rebuttal-Evidence that negates or disagrees with the counterclaim. � Conclusion - Make a concluding statement to bring your answer to an end.

Example �Claim: Hybrid cars are an effective strategy to fight pollution. �Data 1: Driving a private car is a typical citizen's most air polluting activity. �Warrant 1: Because cars are the largest source of private, as opposed to industry produced, air pollution switching to hybrid cars should have an impact on fighting pollution.

�Data 2: Each vehicle produced is going to stay on the road for roughly 12 to 15 years. �Warrant 2: Cars generally have a long lifespan, meaning that a decision to switch to a hybrid car will make a long-term impact on pollution levels. �Data 3: Hybrid cars combine a gasoline engine with a battery-powered electric motor. �Warrant 3: This combination of technologies means that less pollution is produced. According to ineedtoknow. org "the hybrid engine of the Prius, made by Toyota, produces 90 percent fewer harmful emissions than a comparable gasoline engine.

Example Continued �Counterclaim: Instead of focusing on cars, which still encourages a culture of driving even if it cuts down on pollution, the nation should focus on building and encouraging use of mass transit systems. �Rebuttal: While mass transit is an environmentally sound idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work; thus hybrid cars are a better solution for much of the nation's population.

When Creating an Essay Introduction: Hook+ Thesis Hook(why is this topic important? Or what is the context) Thesis (claim) Body Paragraph 1 : Topic Sentence + Data + Warrant + Quotation/ Citation + Significance (This is the same as topic sentence + RDF + Elaborations/ Examples + Quotation/ Citation + Significance) Body Paragraph 2 : Topic Sentence + Data + Warrant + Quotation/ Citation + Significance (This is the same as topic sentence + RDF + Elaborations/ Examples + Quotation/ Citation + Significance) Body Paragraph 3: Counter claim + Rebuttal Transition 1(One might object that. . . , It might seem that. . . It's true that. . . Admittedly. . . Of course…Although)+Alternate Thesis+ Alternate Data+ Transition 2 (but, yet, however, nonetheless, still)+ Data that shows the fallibility of the Counter claim Conclusion

Practice Argumentative Writing Using Crime and Puzzlement �In groups of 4 determine the if the accused is guilty? �Complete the graphic organizer (using the post-its) as a group and be prepared to share your findings.

Assignment-Is Mary guilty of killing her husband John? � As a group, read “A Murder is Arranged” � Complete the graphic organizer using the “A Murder is Arranged” Identify and prepare the claim, data, elaborations, counter claims, rebuttal � Then using Google Doc or other collaborative means write an essay responding to the question: Is Mary guilty of killing her husband John? � In a small group you will complete the shared essay. One person will write the introduction and conclusion the first body paragraph supporting the claim (using data and elaborations) One person will prepare a second body paragraph supporting the claim (using data and elaborations) and prepare a counter claim and rebuttal

Honors English II Agenda 3/29/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. BBR �Review the Objectives and Essential Questions �Use the Districts Note Taking Guide to Record Information on the Topic: Good vs. Evil, Complete Outline, and the Essay (2 hrs 30 min) �Complete a Closure Question

Objectives �Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. �Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. �Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential Questions �How does the audience influence the format of your writing? �How does the purpose of your writing influence the format of your writing? �Why is information organized in different ways? �How can we use evaluation and reflection to improve our writing? �What is the purpose of applying grammar and mechanics skills?

Read the sentences. Then combine them using compound subjects, verbs, or objects. 1. 2. 3. 4. 5. Tom Richards went to law school. My mother went to law school. The bald eagle symbolizes our country. The bird also symbolizes independence. Dale will choose a turkey sandwich. He will choose cole slaw. While on vacation, Jules visited a museum. Jules also visited an aquarium. Wally wrote his essay over the weekend. Wally handed in his essay on Monday.

Syntax Practice “No sooner had the reverberation of my blows sunk into silence, then I was answered by a voice from within the tomb! – by a cry, at first muffled and broken, like the sobbing of a child, and then quickly swelling into one long, loud, and continuous scream, utterly anomalous and inhuman – a howl! – a wailing shriek, half of horror and half of triumph, such as might have arisen only out of hell, conjointly from the throats of the damned in their agony and of the demons that exult in the damnation. –Poe, “The Black Cat” 1. The dashes in this long sentence set off a series of appositives (a noun or noun phrase place beside another noun or noun phrase to identify or explain it. ) What noun phrase is explained by the appositives? 2. This sentence makes syntactic and semantic sense if it ends with the first exclamation point. What do the appositives add to the meaning and effectiveness of the sentence?

Benchmark �Take notes from sources on at least 4 of the 5 resources and complete the “Note Taking Guide” �Make sure you take notes that identify people as innately good or evil AND given the right circumstance, will individuals revert to a more primal nature, or will their morality win out over evil? �Pay attention to the bias of each source �You will need to submit a hard copy for grading purposes!

Links: Right Click to Open as a Hyperlink � https: //www. youtube. com/watch? v=o. AX 9 b 7 ag. T 9 o � http: //www. essence. com/2013/08/28/unsung-hero-civil-rights-claudette- colvin � https: //www. biblegateway. com/passage/? search=Genesis+3 � http: //www. cnn. com/2012/12/17/us/connecticut-shooting-teacherheroism/ � http: //www. cagle. com/michael-ramirez/2014/08/evil-empire-strikes-back � http: //www. cnn. com/2014/08/21/us/starbucks-pay-it-forward-chain/ � http: //www. huffingtonpost. com/2013/10/16/giving-100 -to-thehomeless_n_4108930. html � http: //mccrindle. com. au/the-mccrindle-blog/good-versus-evil-kindnessstrangers

Honors English II Agenda 3/30/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Resume �Complete the Ticket In �Review the Objectives and Essential Questions �Ms. Stephen Presentation �Complete Part 1 of the District Benchmark Writing Assessment �Complete a Closure Question

Objectives �Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. �Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. �Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential Questions �How does the audience influence the format of your writing? �How does the purpose of your writing influence the format of your writing? �Why is information organized in different ways? �How can we use evaluation and reflection to improve our writing? �What is the purpose of applying grammar and mechanics skills?

Read the sentences. Then combine them using compound subjects, verbs, or objects 1. 2. 3. 4. 5. Tom Richards went to law school. My mother went to law school. The bald eagle symbolizes our country. The bird also symbolizes independence. Dale will choose a turkey sandwich. He will choose cole slaw. While on vacation, Jules visited a museum. Jules also visited an aquarium. Wally wrote his essay over the weekend. Wally handed in his essay on Monday.

Syntax Practice “Now, the use of culture is that it helps us, by means of its spiritual standard of perfection, to regard wealth but as machinery, and not only to say as a matter of words that we regard wealth but as machinery, but really to perceive and feel that it is so. If it were not for this purging effect wrought upon our minds by culture, the whole world, the future as well as the present, would be inevitably belong to the Philistines. ” -Arnold, “Sweetness and Light” 1. Paraphrase the first sentence (put it into your own words). How does the sentence’s complexity add to its impact? 2. Where are the most important words in the second sentence of this passage – at the beginning or at the end? What effect does this have on the reader?

Honors English Agenda 3/31/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. �Review the Objectives and Essential Questions �Complete Part 2 of the District Benchmark Writing Assessment (Outline and Essay) �Complete a Closure Question

Objectives �Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. �Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. �Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential Questions �How does the audience influence the format of your writing? �How does the purpose of your writing influence the format of your writing? �Why is information organized in different ways? �How can we use evaluation and reflection to improve our writing? �What is the purpose of applying grammar and mechanics skills?

Honors English II Agenda 4/3/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute Vocabulary and AOW �Complete Warm Up �Review the Objectives and the Essential Questions �Grammar Review and Practice �Poetry Review and Analysis Practice �Practice Literary Analysis using Poe’s The Masque of the Red Death �Complete a Closure Question

Objectives �Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e. g. , where a story is set, how the action is ordered, how the characters are introduced and developed). �Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e. g. , satire, sarcasm, irony, or understatement). �Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Essential Questions �How are literary devices used to enhance literature and its meaning? (i. e. , form, structure, diction, imagery, figurative language) �How does a reader analyze a literature for understanding and meaning? (i. e. , paraphrasing, annotating, SOAPSTRS, etc. ) �How have themes been utilized by writers throughout the development of literature to convey universal human experiences ?

Grammar Practice- Review Colon, Semicolons, Dashes � Semicolon (; )- use to link two or more closely related independent clauses. Gives equal weight to two ideas � Colon (: )-use to introduce a list or a quotation. Directs the reader to the words that follow. � Dash (-)- marks a sudden change in thought or tone. Mary Frances ordered three magazines Time, Essence, and The New Yorker. 2. The sun is beginning to rise soon the sky will be filled with color. 3. Your test I told you this last week should have been completed Friday. 1.

Phrase Review �A phrase is a group of related words that is used as a single part of speech and that does not contain both a verb and its subject. Prepositional phrase (includes a preposition)- under the bed based on what it modifies it can be an adjective or an adverbial phrase Participial phrase- (word that is typically a verb is used as an adjective or adverb and may use ing) discarded needlessly Gerund phrase-(ing that is used as a noun) the growling of dogs Infinitive phrase (to+verb)- to go quickly Appositive phrase (a noun/pronoun next to another noun/pronoun to describe it) the dog, a brown collie,

Clause Review � A clause is a word group that contains a verb and its subject and that is used as a sentence or as part of a sentence. � Sentence- has a subject +verb+ complete thought. The hurricane may hit here. � Independent clause- expresses a complete though and can stand by itself as a sentence. Two independent clauses need to be joined by a comma and a coordinating conjunction or a semicolon. The hurricane may hit here; we need to leave. The hurricane may hit here, so we need to leave. � Subordinate/ dependent clause- a clause that does not express a complete thought and cannot stand alone as a sentence even though it has a subject and a verb. Since I work after school Before Holly threw me that ball

Phrases and Clauses- the underlined word group as a phrase or clause. If it is a phrase, label it as adjective, adverbial, participial, gerund, infinitive, or appositive. If it is a clause label it as independent or subordinate. Correct any errors in punctuation. 1. 2. 3. 4. 5. 6. Some people love working in the kitchen , others do not. She found her jacket in the closet. Most high school students have an opportunity to read Shakespeare. I waited for my friend; who had to stay late. The woman who is seated on the bench: is my mother. Ever since she was young; Camille has loved flowers.

Syntax Review “The seven years’ difference in our ages lay between us like a chasm: I wondered if these years would ever operate between us as a bridge. ” –Baldwin, “Sonny’s Blues 1. What function does the colon serve in this sentence? 2. How would the meaning and impact of the sentence change if the sentence read as follows: The seven years’ difference in our ages lay between us like a chasm, and I wondered if these years would ever operate between us as a bridge. 3. Write two independent clauses; join the two with a colon, giving emphasis to the independent clause which follows the colon.

Symbols Review Emotion/State of Being Color Symbol Freedom Love Joy Peace Fear Life Death Sadness *Begin reading “The Masque of the Red Death” on page 372 and complete annotations and SOAPSTONERS.

Complete the Chart Literary Device/Quotation Purpose and Diction Question Characterization (1) How does the development of the main character impact the audience’s ability to identify with him. Plot (2) How does the author manipulate plot structure to enhance the climax? Irony/ Tone (3) In what way is the climax ironic? Does the author’s tone mimic the narrator’s? Explain. Point of View (4) Describe the narrator. How does his point of view influence the reader? Symbol / Setting (5) How does the use of the clock and color impact the reader? How does the setting impact the mood of the text?

Honors English II Agenda 4/4/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Vocabulary Notes �Complete Warm Up �Review the Objectives and Essential Questions �Grammar Review and Practice �Stylistic Devices Review �Practice Literary Analysis Using “A Rose for Emily” �Complete a Closure Question

Objectives �Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e. g. , where a story is set, how the action is ordered, how the characters are introduced and developed). �Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e. g. , satire, sarcasm, irony, or understatement). �Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Essential Questions �How are literary devices used to enhance literature and its meaning? (i. e. , form, structure, diction, imagery, figurative language) �How does a reader analyze a literature for understanding and meaning? (i. e. , paraphrasing, annotating, SOAPSTRS, etc. ) �How have themes been utilized by writers throughout the development of literature to convey universal human experiences ?

Modifier Review �The Law of Proximity �Any modifier should be as close as possible to the word it modifies. �Of course, there are many other kinds of modifying phrases including participial phrases, gerund, appositives, prepositional, and infinitives.

Define (or give the purpose) of the following. Then create an example using each correctly 1. 2. 3. 4. 5. 6. 7. 8. 9. Modifier Semicolon Dash Colon Infinitive phrase Appositive phrase Prepositional phrase Participial phrase Gerund Phrase

Syntax Review “I slowed still more, my shadow pacing me, dragging its head through the weeds that hid the fence. ” – Faulkner, The Sound and the Fury 1. In this sentence, form imitates meaning. How does Faulkner slow the sentence down, reinforcing the sentence’s meaning? 2. How would the impact of the sentence change if it was rewritten as follows: I slowed still more. My shadow paced me and dragged its head through the weed-obscured fence. 3. Using Faulkner’s sentence as a model, write a sentence that expresses reluctance. Use at least two phrases and one subordinate clause to reinforce the meaning of your sentence.

Read “A Rose for Emily. ” As You Annotate: �Pay close attention to the details, literary devices, and structure in the text �Use the details to analyze each character. �Complete SOAPSTONERS

Honors English II Agenda 4/5/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. �Warm Up �Review the Objectives and Essential Questions �Introduce the Socratic Seminar �Continue to Read and Analyze “A Rose for Emily” �Begin “A Good Man Is Hard to Find” �Complete a Closure Question

Objectives �Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e. g. , where a story is set, how the action is ordered, how the characters are introduced and developed). �Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e. g. , satire, sarcasm, irony, or understatement). �Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Essential Questions �How are literary devices used to enhance literature and its meaning? (i. e. , form, structure, diction, imagery, figurative language) �How does a reader analyze a literature for understanding and meaning? (i. e. , paraphrasing, annotating, SOAPSTRS, etc. ) �How have themes been utilized by writers throughout the development of literature to convey universal human experiences ?

Identify the error in following sentences (pronoun agreement, misplaced modifier, subject/verb agreement, parallel structure, incorrect punctuation) 1. 2. 3. 4. 5. 6. Each of the leads were eventually abandoned by the detective. Aspirin, besides a good night’s sleep, help a headache. Three buses arrived but Carlos wasn’t on any of them. The teacher acknowledged us, Rita and I. The fire was snuffed out by the storm that we accidentally started. I examined the parts of the book; preface, text, and index.

Answers �Sub/verb �Punctuation �Pronoun case �Modifier (misplaced) �Punctuation

Identify the phrases in each sentence: 1. 2. 3. 4. 5. 6. 7. The offer was hard to refuse (infinitive) The comedian told the joke without cracking a smile. (gerund) Cooking smells filled the house. (participial) Paul enjoys cooking. (gerund) Swaying in the wind, the trees are like dancers. (participial) The unicorn, a creature with one horn, is a mythical animal. (appositive) Simmer the stew over low heat. (prepositional)

Syntax Practice “I’m clean, Carlito, I’m not using. ” My voice dropped to a whisper. “I’m not using. ” And oh, God, I found my mind, thinking, Wonder what it would be like again? Wonder…-Thomas, Down These Mean Streets 1. Thomas repeats the question “Wonder what it would be like again? ” three times in the passage. What effect does this repetition have on the impact of the passage? 2. At the end of the passage, Thomas uses ellipses (…) to indicate an omission of words required for complete syntactical construction but unnecessary for understanding. What words are missing? What impact does this omission have on the passage?

Mini-Seminar Questions “A Rose for Emily” is narrated in first-person plural. Why did Faulkner choose “we” rather than “I” as the voice for the story? How might this narrative strategy be related to the description of Emily as “a tradition, a duty, and a care; a sort of hereditary obligation upon the town? ” 2. Trace the timeline of this story, and then analyze why the author decided to recount the tale in this manner. How does the order of the telling help shape the story’s meaning? What details foreshadow the story’s conclusion? What governs the five-part division of the story? 1.

“Rose For Emily” Continued �How is Miss Emily “a fallen monument”? To what is she a monument? Why is she repeatedly called an “idol? ” What connection can you draw between these images and one of the story’s themes? �Describe Emily’s relationship with her father. What details in the story support your view? How does this relationship influence the development of events in the story? �How does Faulkner create the surprise ending? Explain why Miss Emily was motivated to do what she did.

Continued �Discuss how this story might be viewed a s a conflict between North and South. Keep in mind that Homer Barron is a construction foreman and a northerner, while Emily Grierson comes from a genteel southern family. How might the physical descriptions of Miss Emily relate to this theme. �Look at paragraph 55. How do the diction, syntax, and imagery in this paragraph reinforce one of the story’s themes.

Read “A Good Man is Hard to Find. ” As You Annotate: �Pay close attention to the details, literary devices, and structure in the text �Use the details to analyze each character. �Complete SOAPSTONERS

Honors English II Agenda 4/6/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. �Complete Ticket In �Review the Objectives and Essential Questions �Continue Practicing Literary Analysis Using “A Good Man is Hard to Find” �Complete a Closure Question

Objectives �Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e. g. , where a story is set, how the action is ordered, how the characters are introduced and developed). �Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e. g. , satire, sarcasm, irony, or understatement). �Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Essential Questions �How are literary devices used to enhance literature and its meaning? (i. e. , form, structure, diction, imagery, figurative language) �How does a reader analyze a literature for understanding and meaning? (i. e. , paraphrasing, annotating, SOAPSTRS, etc. ) �How have themes been utilized by writers throughout the development of literature to convey universal human experiences ?

Identify the errors in the following: 1. 2. 3. 4. 5. 6. 7. The sun set, the forest was quiet. The sale at Filene’s features jeans for women with minor flaws. Losing hope, the mountains rose in the distance. Jake is someone who I greatly respect. My neighbor helped he with the model Each of the players have been disqualified. The box of Christmas decorations are in the basement.

Answers �Incorrect Punctuation �Modifier (misplaced) �Modifier (dangling) �Pronoun case �Pronoun Case �Subject Verb

Identify the Phrases In Each Sentence: 1. 2. 3. 4. 5. 6. Their house in the mountains is spectacular. (prepositional) The play Cats is based on poems by T. S. Eliot (appositive) The centerpiece, and arrangement of roses, was beautiful. (appositive) An amused smile played across her face. (participial) A rolling stone gathers no moss. (gerund) The music began to play. (infinitive)

Syntax Practice “He had been prepared to lie, to bluster, to remain sullenly unresponsive; but reassured by the good-humored intelligence of the Controller’s face, he decided to tell the truth, straightforwardly. ” – Huxley, Brave New World 1. What does the repetition of infinitives (to lie, to bluster, to remain) in the first clause have on the meaning of the sentence? How do these infinitives prepare you for the infinitive phrase (to tell the truth) in the second clause? 2. What is the function of the semicolon in Huxley’s sentence? 3. Write a sentence with two independent clauses connected by a semicolon. In the first clause a series of infinitives (as in Huxley’s sentence). In the second clause, use an infinitive to contradict your first clause.

Second Reading- A Good Man is Hard to Find �Reread the text silently highlight or underline the following: 1. A sentence that you feel captures a central idea of the text and/or is meaningful to understanding the text. 2. A phrase that demonstrates powerful language (author’s craft) 3. A single word the author chose that you found particularly effective 4. In small groups share, discuss, and record your choices. What are the similarities and differences? What about the story was not captured in your choices?

Mini Seminar Questions “A Good Man is Hard to Find” �What can you infer about the grandmother by reading the opening paragraph? What does she represent in the story? Consider the role she plays in her family as well as how she might embody a different era in the culture of the South. What does she mean when she tells The Misfit “Why you’re on of my babies. You’re one of my own children? �The main characters in a story usually have names. In this story, however, several main characters- The Misfit, the grandmother, and the children’s mother- are unnamed. What is the purpose of not giving these characters names, referring to them only by their roles? How might leaving these characters unnamed connect to theme of the story?

Continued �When Red Sammy says to the grandmother, “A good man is hard to find, ” what does he mean? Why did O’Connor choose this particular line for the stories title? Also consider why, in the final scene, the grandmother repeatedly tells The Misfit that she knows he is a “good man. ” �Discuss instances in which the grandmother’s nostalgia for the past seems warranted and others in which it becomes limiting, even threatening. (consider her desire to paint a picture of a “pickaninny, her story about Mr. Teagarden, her story of the house with the secret panel)

Continued �How does O’Connor use foreshadowing in the text? What effect did the foreshadowing have on your first reading of the story? �Contrast the description of the grandmother’s outfit with the rest of the family’s traveling attire. What do the character’s clothes tell us about them? What is significant about The Misfit’s appropriation of Bailey’s parrot shirt?

Continued �Explain how the setting shifts once the family takes a detour off the main road. Why is this shift important to the story’s plot? How does the shift in setting contribute to the shift in the story’s tone? �The Misfit’s words are often given a phonetic rendering. What effect does this use of dialect have on your understanding of The Misfit’s character? What other characters in the story speak in dialect, and what does it say about them? �The reader stays close to the grandmother’s point of view throughout most of the story. When does O’Connor move away from this perspective, and what effect does this have?

Honors English II Agenda 4/7/2017 �Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW �Complete Essay and Test �Complete a Closure Question