Transcript Literary Analysis and Composition 2014-2015

Literary Analysis and
Composition 2014-2015
Wednesday, December 3
Literature 5.3
GUM 6.1
Literature 5.3
• What are our lesson objectives?
• What will I be able to do by the end of this lesson?
• I will be able to:
• Demonstrate knowledge of authors, characters,
and events in works of literature.
• Recognize author's purpose and devices used to
accomplish it, including author's language,
organization, and structure.
• Identify and interpret the use of figurative
language.
• Identify and interpret allusions.
• Identify and interpret sensory language.
• Identify and interpret the use of imagery.
• Compare and contrast literary characters or
selections.
• Recognize how point of view affects literature .
Keywords and Pronunciation
• allusion : a reference to a familiar literary or historical
person or event, used to make an idea more easily
understood
• free verse : poetry that does not use rhyme or meter
• image : a picture evoked from the words in a piece of writing
• imagery : language that creates a mental picture by
appealing to the senses, that makes readers see, hear, smell,
taste, or feel things in their imagination; for example, "the
coal-black night," "the stinging cold," "the rapping and
tapping of rain on the roof"
• mood : the emotions or feelings that are conveyed in a
literary work
Keywords and Pronunciation
• refrain : a phrase repeated at intervals throughout a poem
• sensory detail : descriptive detail that appeals to any of the
senses—sight, hearing, touch, smell, or taste
e. e. cummings, 1894-1962
In Just• Illustrated video with author reading:
• https://www.youtube.com/watch?v=NA836Ax7scw
In Just•
in Just-
•
spring
•
luscious the little
•
lame balloonman
•
whistles
when the world is mud-
far
and wee
•
and eddieandbill come
•
running from marbles and
•
piracies and it's
•
spring
•
when the world is puddle-wonderful
•
the queer
•
old balloonman whistles
•
far
•
and bettyandisbel come dancing
and
wee
•
from hop-scotch and jump-rope and
•
•
it's
•
spring
•
and
•
the
•
•
goat-footed
balloonMan
•
far
•
and
•
wee
whistles
July (by Susan Hartley Swett)
•
When the scarlet cardinal tells
•
Her dream to the dragonfly,
•
And the lazy breeze makes a nest in the trees,
•
And murmurs a lullaby,
•
It's July.
•
When the tangled cobweb pulls
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The cornflower's cap awry,
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And the lilies tall lean over the wall
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To bow to the butterfly,
•
It's July.
•
When the heat like a mist veil floats,
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And poppies flame in the rye,
•
And the silver note in the streamlet's throat
•
Has softened almost to a sigh,
•
It's July.
•
When the hours are so still that time
•
Forgets them, and lets them lie
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Underneath petals pink till the night stars wink
•
At the sunset in the sky,
•
It's July.
Let’s Compare
• 1. In what ways does the language differ in these
two poems? Which one seems like it was written
earlier? Why?
• 2. How is the season brought out and developed in
the first poem? Is it the same season as the one
described in the second poem?
• 3. If you had to write a poem imitating one of these
two authors, which would you feel more
comfortable imitating? Why?
GUM 6.1
• What are our lesson objectives?
• What will I be able to do by the end of this lesson?
• I will be able to:
• Use the correct verb form to complete a sentence.
• Identify the principal parts of regular and
irregular verbs.
Keywords and Pronunciation
• irregular verb : a verb that does not form its past and past
participle by adding -ed or -d to the present form
• past participle : a verb form, often ending in -d or -ed; may
be used as an adjective
• past tense : expresses action that has already taken place or
that was completed in the past
• present participle : a verb form ending in -ing; may be used
as an adjective
• present tense : expresses action that is going on now
• principal parts : the four building blocks of a verb: the
present, the present participle, the past, and the past
participle
Keywords and Pronunciation
• regular verb : a verb that forms its past and past
participle by adding -ed or -d to the present form
• tense : the time expressed by a verb
• usage : the ways words are employed in speaking
and writing
• verb : a word used to express an action or a state of
being
• verb forms : different ways verbs are used; usually
require a change in spelling and may include the
addition of a helping verb
What will GUM Unit 6 cover?
• This unit covers the principal parts of verbs, verb
tense, shifts in tense, and active and passive voice.
The lessons will show students how to avoid
common errors in verb usage; how to express
tense, including progressive forms, correctly; how
to recognize and correct tense shifts in
sentences; and how to distinguish between active
and passive voice verbs.
Let’s Practice!
• Write the past or past participle of each verb in parentheses.
• 1. In first-century Rome, Nero had snow (bring) from the
nearby mountains.
• 2. With the snow, he (make) the first frozen dessert.
• 3. He (experiment) with snow, honey, and fruit.
Let’s Practice!
• Write the past or past participle of each verb in parentheses.
• 4. Until the thirteenth century, no one in Europe had (see) a
frozen milk dessert.
• 5. Marco Polo (introduce) a version of ice cream to Europe.
• 6. Improvements on this dessert (lead) to the creation of ice
cream in the sixteenth century.
Let’s Practice!
• Write the past or past participle of each verb in parentheses.
• 7. Ice cream, however, (remain) a treat for the rich only.
• 8. For years the great chefs (keep) the secret of ice cream to
themselves.
• 9. After a French café (begin) serving ice cream, it (become)
everyone’s favorite.
Let’s Practice!
• Write the past or past participle of each verb in parentheses.
• 10. Only a few Americans had (eat) ice cream before 1700.