Transcript English 10 - cloudfront.net

English 10
September 27, 2012
Thursday, September 27
• Lesson Goal
• Identify an author’s perspective or purpose in a text and analyze how an
author uses rhetoric to advance purpose
• Warm up
• Match vocabulary words with definitions
• Reminder
• Vocabulary make up Friday at the start of lunch (room 109)
• Verbs
• Action and linking
• Auxiliary
• Analyze “Portion Distortion” and “If You Pitch It”
Action verbs: express a mental or
physical action
• Physical:
• The airplane landed on the ground.
• The bell rang for the end of lunch.
• Mental:
• We hoped for the best.
• Arthur wants a new jacket.
Linking verbs: connect a noun or pronoun
with words that identify or describe that noun or
pronoun.
• Examples:
• am, are, be, being, is, was, were
• can be, could be, has been, have been, shall be,
should be, will be, would be
• shall have been, will have been, could have been,
should have been, would have been
• appear, feel, seem, sound, become, look, smell,
taste
Linking Verbs: connect a noun or pronoun
with words that identify or describe that noun or
pronoun.
• We were optimistic.
• The verb, were, links the modifier, optimistic,
to the pronoun, we.
• Marcos is my cousin.
• The verb, is, links the identifying phrase, my
cousin, to the noun, Marcos.
Action Verbs v. Linking Verbs
• Dad tasted the fresh water.
• Action
• The water tasted wonderful.
• Linking
• Bill smelled the flowers.
• Action
• The flowers smelled fragrant.
• Linking
Auxiliary (or helping) Verbs
• Auxiliary verbs are combined with other verbs to form verb
phrases.
• Verb phrases express a particular tense (the time being
referred to) or indicate that an action is directed at the
subject.
•
•
•
•
•
be, am, is, are, was, were, being, been
have, has, had
do, does, did
can, could, will, would, shall
should, may, might, must
Auxiliary Verbs
•
•
•
•
•
be, am, is, are, was, were, being, been
have, has, had
do, does, did
can, could, will, would, shall
should, may, might, must
• I will go tomorrow.
• We are leaving now.
• Martin has been studying.
• She should have been elected by the class.
Identifying Verbs
• Edmund Hillary and Tenzing Norgay climbed Mount Everest in
1953.
• Hillary had been a professional beekeeper.
• His fellow climber, Norgay, was a Sherpa from Nepal.
• Tibetans call Mount Everest “The Goddess Mother of the
World.”
• The mountain was named after Sir George Everest, a British
surveyor.
Identifying Verbs
• Mount Everest straddles the border between Nepal and Tibet.
• Everest towers above every other mountain on earth.
• Both Hillary and Norgay used oxygen tanks in the thin
mountain air.
• They could rise at a rate of only one foot per minute.
• The climbers placed two items at the summit: a gift of
chocolate to the Buddhist gods and a crucifix.
Identifying Verbs
• Mountain climbers ________________ carefully for their trips.
• The view from the summit _______________ very beautiful.
• Mountain climbing ______________ a very dangerous sport.
• Edmund Hillary ________________ to the top of Mount Everest.
• The climbers _______________ the peak in late morning.
• Very few people _______________ such a trek.
Identifying Verbs
• K2 __________________ the second highest mountain in the world.
• Cindy _______________ of climbing a cliff on every continent.
• For such a quiet guy, Felipe ______________very daring on a climb.
• Dangerous icefalls _______________ a menacing threat.
• Sherpas ___________________ in Tibet and Nepal.
• In 1954, an Italian expedition _______________ K2.
“Portion Distortion”
• Who are the “heavy users” of fast food? What is their attitude
toward food?
• What is the 20 percent rule?
• How can fast food restaurants make money selling cheap
food? Draw a diagram to illustrate your answer.
• How does high-fructose corn syrup help fast food chains
increase profits?
• What is the “up sell”?
• What is the author’s thesis?
• After reading this article, do you blame fast food restaurants
or consumers for the obesity problem?
“If You Pitch It, They Will Eat”
• Why do companies want to market directly to children?
• Why are some school districts interested in partnering with
fast food restaurants?
• What is the advantage of marketing fast food through
television programs?
Homework
• Reread and annotate “Portion Distortion” and “If You Pitch It.”
• Use underlining, highlighting, check marks, etc.
• Identify each author’s thesis.
• Identify the supporting arguments in each essay.
• Identify evidence that supports these arguments.