Transcript Literary Analysis and Composition 2014-2015

Literary Analysis and
Composition 2014-2015
Wednesday, March 18
Literature 8.3,
Composition 5.4
GUM 9.3
Literature 8.3
• What are our lesson objectives?
• What will I be able to do by the end of this lesson?
• I will be able to:
• Describe characters based on speech, actions, or
interactions with others.
• Demonstrate knowledge of authors, characters, and
events in works of literature.
• Identify character traits and motivations.
• Identify elements of Greek drama and Greek dramatic
conventions.
• Identify and interpret imagery.
• Compare and contrast literary characters or selections.
• Identify choices and consequences.
• Identify conflict and resolution.
• Identify and interpret allusions.
• Identify and interpret figurative language.
Keywords and Pronunciation
• metaphor : a figure of speech that suggests or states a
comparison between two unlike things, without using such
words as like or as; for example, "The cat´s eyes were
emeralds shining in the night."
• symbol : something that stands for something else in
literature; for example, a dove may be a symbol for peace
Quick Write/Discussion Questions
• How are Creon's and Antigone's views on law different?
• Consider Antigone and Ismene. How does their belief in Fate
affect the way they behave?
Quick Write/Discussion Questions
• You have already learned that in a tragedy, the tragic hero
has a tragic flaw. Who suffers from a tragic flaw?
• What do Antigone's lines suggest about Creon's rule?
Quick Write/Discussion Questions
• Based on what you have learned about the characters and
what you now know about Fate in ancient Greek literature,
make predictions for the following characters:
• Antigone:
• Ismene:
• Creon:
Composition 5.4
• What are our lesson objectives?
• What will I be able to do by the end of this lesson?
• I will be able to:
• Take notes for a research paper.
• Identify and use the steps in the writing process: prewriting,
writing, and revising.
What is important to remember
when taking notes for a research
paper?
• 1.
• 2.
• 3.
• 4.
GUM 9.3
• What are our lesson objectives?
• What will I be able to do by the end of this lesson?
• I will be able to:
• Use verbs that agree in number with subjects that express
amounts.
• Use verbs that agree in number with collective noun
subjects.
• Use verbs that agree in number with their subjects.
• Use contractions whose verb parts agree in number with
their subjects.
Keywords and Pronunciation
• collective noun : a word that names a group of people or
things
• contraction : the shortened form of two or more words, with
an apostrophe to replace missing letters
• linking verb : a verb that links the subject with another
word that renames or describes the subject
Subject and Verb Agreement
• This section teaches how to make many different types of
subjects agree with verbs. In each case a singular subject
must have a singular verb; a plural subject must have a
plural verb.
• Some examples of these subjects and the verbs that agree
with them follow:
• Don't and Doesn't
• Doesn't he like sports?
• Don't they like sports?
• Collective Nouns
• The team is ready for the play-offs. (The team as a whole is
ready.)
• The team are discussing the plays. (Individuals are
discussing.)
• Words Expressing Amounts
• Two dollars is the price. (The amount is considered one unit.)
• Two dollars were on the table. (Each bill is considered
individually.)
• Singular Nouns That Have Plural Forms
• Mathematics is fun!
• Subjects with Linking Verbs
• The problem is too many pets.
• Too many pets are the problem.
• Titles
• “Little Brothers” is the title of my story. (Titles are singular
because they refer to only one thing.)
Let’s Practice!
• Write the verbs that do not agree with their subjects.
Then write the verbs correctly. If a sentence is
correct, write C.
• 1. The groundhog for years have been used to predict the
arrival of spring.
• 2. The fuzz on wooly caterpillars are used to determine how
hard a winter will be.
• 3. Neither a groundhog nor caterpillars is really dependable
for forecasting, though.
• 4. Many of the predictions are wrong.
• 5. There are reports that some kind of animals can sense
earthquakes.
• Write the verbs that do not agree with their subjects.
Then write the verbs correctly. If a sentence is
correct, write C.
• 6. Ten catfish in a research laboratory was observed for two
years.
• 7. During that time twenty earthquakes was experienced in
the area.
• 8. Most of the earthquakes was inaccurately forecast by
humans.
• 9. Seventeen of the quakes, nevertheless, were sensed early
by the fish.
• 10. Catfish does not talk, of course, but they wiggled their
whiskers just before the quakes struck.