Transcript File

Honors English I Agenda 8/15/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

Distribute Vocabulary and AOW
 Complete the Ticket-In
 Review the Essential Questions and Objectives
 Grammar Notes and Practice
 Rhetorical Devices Notes and Practice
 Writing Notes and Practice
 Analyze the Excerpt from “Hard Times”
 Complete a Closure Question
Essential Questions:
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Tom broke the vase.
 Noun- is a word used to name a person, place, thing,
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


or an idea (Tom, vase)
Verb- a word that expresses action or a state of being
(broke)
Article- a word that modifies or limits a noun ( the)
There are only 3 in English (a, an, the)
*Subject- the person, place, or thing that is “doing”
the action (Tom)
*Object- receives the action of the verb (vase)
Grammar Practice- Identify the noun, verb, article, subject
and object in the following sentences:
1.
Jane played the harp.
2. Allen drank the milk.
3. Sarah fluffed the pillow.
4. Agnes made the bed.
5. Todd planted the flowers
What is diction and why is it important?
 Diction is the author’s choice of words.
 It is the foundation of all other rhetorical and stylistic
devices.
 Authors consciously select their diction based on their
on subject, purpose, and occasion.


The subject often determines the specificity and sophistication of the
diction. Example: Articles on computers are filled with technical
language like: interface, blogging, e-mail.
The author’s type of appeal (ethos, logos, pathos) and purposepersuade, entertain, amuse, inform- determine diction. Words are
chosen for a particular effect. Example: If the author’s purpose is to
inform, the reader should expect straightforward diction. On the
other hand, if the author’s purpose is to entertain, the reader will
likely encounter words used in ironic, playful, or unexpected ways.
Diction Notes
 When studying diction, students must understand both the
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connotation (the meaning suggested by the word) and the
denotation (literal meaning).
Example 1: when a writer calls a character slender, the word
evokes a different feeling from calling the character gaunt.
Effective diction is shaped by words that are clear, concrete,
and exact. Good writers avoid words like pretty, nice, and
bad. Instead they employ word that invoke a specific effect.
Example 2: (Okay) The army wants revenge. (Better) The
army thirsts for revenge.
Example 3: (Okay) The door shuts. (Better) the door thuds
6 things to consider when analyzing diction
1. Denotation and Connotation


Consider the denotation- the literal meaning of the
word there are no emotions, values, or images
associated with denotative meaning. Scientific and
mathematical language carries few, if any emotional
or connotative meanings.
Consider the connotation- the implied meaning of the
word the emotions, values, or images associated with
a word. The intensity of emotions or the power of the
values and images associated with a word varies.
Words connected with religion, politics, and passion
tend to have the strongest feelings and images
associated with them.
6 things to consider when analyzing diction
2. If the language is formal or informal language.
Formal diction is when a person speaks properly
and has a complex demeanor. They will sound very
wise and use a wide range of vocabulary. Also
Formal diction consists of a dignified, impersonal,
and elevated use of language; it follows the rules of
syntax exactly and is often characterized by
complex words and lofty tone. Informal diction is
common speaking. Informal diction represents the
plain language of everyday use, and often includes
idiomatic expressions, slang, contractions, and
many simple, common words.

Example 1: Hey girl, how ya doing? Vs. Good Afternoon, I
hope you are well today.
6 things to consider when analyzing diction
3. If the language is colloquial (slang/dialect),
4. If the language is technical (related a specific
field or area of study)

Example 2: Articles on computers are filled with
specialized language like: interface, blogging, e-mail.
5. If the words are monosyllabic or polysyllabic
words.

Example 3: She was plain vs. The woman carried an
unattractive visage.
6. Does the diction cause the audience to identify
with the author or separate himself from the
author? Does it make the subject seem universal
or for a select group?
Connotation Practice
 Arrange each word into an order from negative (left)




to positive (right)
labor, work, toil, employment
sleepy, tired, exhausted, drained
inaccurate, bogus, mistaken, wrong
happy, delighted, ecstatic , content
Diction Practice
“A redheaded woman was there with Trout. Kate could see
her rummaging through the cabin, dumping drawers
and knocking things from the shelves of cabinets. -Louis
Sachar, Holes
1. What image does the reader get when the second
sentence is read? would the meaning of the sentence
change if the diction was
2. How altered in the following way?
Kate could see her searching through the cabin, emptying
drawers and taking things off of the shelves of cabinets.
3. Write a sentence describing a small boy making a mess
in a restaurant. Choose words that are clear, concrete and
exact. (Avoid vague words like bad, mean, ugly, think,
terrible , a lot, etc.)
Good Ideas, Poor Organization
I do agree with arresting parents of chronically truant student
because sometimes kids don’t realize that what they do can have
serious consequences, and you can’t push your parents around so you
can do whatever you want. Sometimes parents don’t know how to be
parents, and they need to learn how to discipline their children. It
doesn’t mean they should be arrested but it is an eye opener that all
they’re doing by letting their kids skip school is harming them. I don’t
see why they wouldn’t get a tutor for their kids or some other help in
the first place, but is something that they definitely need to start
doing. Enforcing that skipping school is a crime and helping others do
it is also one is a good idea, at least in theory, so the student can get
the proper education they need. It’s not just the parents either that
need to be reminded of the law, because all of those kids have a mind
of their own and know exactly what they’re doing when they skip.
Arresting students might be a good idea as well.
Basic Outline Format
Thesis/Claim (Must include an Occasion-what you are writing about) and
a Position- the stance the writer is taking
Criteria ( Clarifying sentence)
Elaborations/Evidence
Elaborations/Evidence
Quotation
Significance
O+P
 The Occasion
 Is the first part of the topic sentence
 Introduces your reason for writing
 Can be any event, problem, idea, solution, or circumstance that
gives you a reason to write
 The Position
 Is the second part of the topic sentence
 Follows the occasion
 States what you plan to prove or explain in your paragraph
 Is the independent clause in the complex sentence
Claim/Thesis
A Short Constructed Response should contain all of the following:
Sentence 1 (Thesis): Name of the author, the type and title of
the work, a strong verb that describes what the author is doing
in the text, and a “THAT” clause in which you state the major of
assertion (that reflects the question)?
 Do you agree with the policy of arresting the parents of
chronically truant students?
Example: In his article, “Police Sweep Arrests Parents for Kids’
Skipping School,” Greg Hardesty suggests that parents of
chronically truant students should be arrested.
*****Long works – underline the title
*****Short works- place quotation marks around the title
Helpful Verbs
Asserts
Details
Alludes to
Implies
Clarifies
Portrays
Inspires
Describes
Suggests
Connotes
Reveals
Delineates
Shifts
Specifies
Evokes
Notes
Depicts
Tackles
Hints at
Highlights
Constrains
Explores
Alters
Manipulates
Produces
Elicits
Juxtaposes
Construes
Solidifies
Differentiates
Transcends
Emphasizes
Explains
Enhances
Ignites
Changes
Invokes
Exemplifies
Conveys
Repudiates
Compares
Masters
Creates
Refutes
Documents
Maintains
Demonstrates
Stirs
Dispels
Elucidates
Criteria (Clarifying Reason, Details, or Facts)
 Sentence 2 Criteria: An explanation of how the
author develops and/or supports the thesis. This
explanation is usually presented in the same
chronological order that the items are presented in
the work. (For instance, comparing, contrasting,
narrating, illustrating, defining, demonstrating,
showing, enhancing, etc.)
 Example: This policy was put in place in Orange Co.
California in 2011 and allows the police to arrest
parents of students who have missed over 10 days of
school.
Elaborations
 Sentences 3-4 (Elaborations): A statement of the
purpose, followed by an “IN ORDER TO” phrase in
which you explain what the author intends the
audience to do or feel as a result of reading the work.
 Examples: The policy is only used as a last resort
once parents have ignored other resources including
tutoring and counseling. This is done in order to
keep students in school and away from dangerous
situations including gangs.
Helpful Transitions
Thus illustrating
In particular
In an effort to
In order that
So that
To that end, to this end
For this purpose
To illustrate
To demonstrate
Specifically
For the purpose of
As an illustration
Quotation
 Sentences 5-6 (Quotation): Embed the quotation in
your own sentence. Remember all quotes are not
created equal. Choose carefully which words you
wish to quote. (Do Not Forget the Citation!)
 Example: According to the article, truancy sweeps in
Orange Co. have resulted in a “dramatic increase in
attendance and decreased suspension and
expulsions, as well as increased test scores at the
targeted schools (Hardesty, paragraph 13).”
Significance
 Sentences 7-8 (Significance): Remember that a mere
quote doesn’t show anything, prove anything, or
make anything obvious or evident. You as the writer,
have that job. How the quotation impacts the
intended audience and/or the relationship the
author establishes with the audience should be
explained.
 Example: As this clearly demonstrates, arresting
parents of chronic truants in an effective means of
keeping kids motivated to stay in school.
Sample Outline
Thesis/Claim
In his article, “Police Sweep Arrests Parents for Kids’
Skipping School,” Greg Hardesty suggests that parents of
chronically truant students should be arrested
Criteria
This policy was put in place in Orange Co. California in 2011 and
allows the police to arrest parents of students who have missed
over 10 days of school.
Elaborations/
Evidence
The policy is only used as a last resort once parents have ignored
other resources including tutoring and counseling. This is done in
order to keep students in school and away from dangerous
situations including gangs.
Quotation
According to the article, truancy sweeps in Orange Co. have
resulted in a “dramatic increase in attendance and decreased
suspension and expulsions, as well as increased test scores at the
targeted schools (Hardesty, paragraph 13).”
Significance
As this clearly demonstrates, arresting parents of chronic truants in
an effective means of keeping kids motivated to stay in school.
Good Ideas, Good Organization
In his article, “Police Sweep Arrests Parents for Kids’
Skipping School,” Greg Hardesty suggests that parents of
chronically truant students should be arrested. This policy was
put in place in Orange Co. California in 2011 and allows the
police to arrest parents of students who have missed over 10
days of school. The policy is only used as a last resort once
parents have ignored other resources including tutoring and
counseling. This is done in order to keep students in school and
away from dangerous situations including gangs. According to
the article, truancy sweeps in Orange Co. have resulted in a
“dramatic increase in attendance and decreased suspension and
expulsions, as well as increased test scores at the targeted
schools (Hardesty, paragraph 13).” As this clearly demonstrates,
arresting parents of chronic truants in an effective means of
keeping kids motivated to stay in school.
Create an Outline for the Following Topic:
What makes an ideal learning environment?
Thesis/Claim (Must include an Occasion-what you are writing about)
and a Position- the stance the writer is taking
Criteria ( Clarifying sentence)
(must relate to the O+P)
Elaborations/Evidence
(should come from the text)
Elaborations/Evidence
(should come from the text)
Quotation***
(must come from the text)
Significance
(must relate to the O+P)
After reading “Hard Times” and completing
SOAPSTONERS, answer the following questions:
1.
2.
3.
4.
5.
6.
What is the setting and how is it described? How does it
help establish the mood? (Mood- how the reader is
supposed to feel about the subject)
Which words are used to describe the students in the text?
What does this reveal about the author’s purpose?
Which words is repeated in the text? What does this reveal
about the speaker? What does it reveal about the author’s
tone? How does he want the reader to feel about the
speaker?
What words are used to describe the speaker’s physical
appearance? How does the diction emphasize the author’s
tone and purpose?
What is the direct subject of the text? What is the indirect
subject?
Why does the author purposefully withhold the names of the
characters?
Honors English I Agenda 8/16/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

Vocabulary Notes
 Complete the Ticket-In
 Review the Essential Questions and Objectives
 Grammar Practice
 Diction Practice
 Writing Practice
 Practice SOAPSToneRS using Cisneros’ “Eleven” and
Gregory’s “Shame”
 Complete a Closure Question
Essential Questions
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Grammar Practice- Identify the noun, verb, article, subject
and object in the following sentences:
1.
2.
3.
4.
5.
6.
7.
8.
Rebecca won the race.
The boy enjoyed the soda.
Susan sang the song.
Evelyn ate the cake.
Ronald cleaned the house.
Nick bought the popcorn.
The girls played the game.
Edith watched the movie.
Diction Practice
 “M.C. heard him scramble and strain his way up
the slope of Sarah’s mountain.”

-Hamilton, M.C. Higgins, the Great
What does it mean to scramble and strain up a
mountain? What would it look like?
2. How would it change your mental picture if it was
rewritten like this: M.C. heard him walk up the
slope of Sarah’s mountain.
3. Write a sentence describing someone slowly
climbing up a flight of stairs. Use Hamilton’s
sentence as a model.
1.
Create a Picture of an Ideal School
Begin by considering the following:
 Where are the students and what are they doing?
 How many students are there?
 Who is responsible for instruction? What does it
look like?
 What is the role of the community? Parents?
 What does the physical environment look like?
 What is the overall goal and how is it presented?
Read, Annotate, and Complete SOAPSToneRs Using
both Texts. Then answer the following questions:
1.
2.
3.
4.
5.
6.
Gregory’s narration begins in paragraph 3, following two
paragraphs of commentary about Helene Tucker, a girl on whom
the narrator had a crush. What is the purpose of the preliminary
paragraphs? How would the audience’s reaction change if he
altered the structure?
Beginning with paragraph 9, Gregory’s narrator adds
conversation to the narration. What is the effect of the technique?
What is the main theme (lesson about life) revealed in the text? Is
it implied (indirect) or stated (direct)?
In paragraph 5, what is Gregory’s purpose of repeating the word
“pregnant”? What does the author mean?
Gregory’s narrator states, “everybody’s got a Helene Tucker.”
What does Helene Tucker symbolize? Use evidence from the text
as support.
Compare and contrast “Shame” and “Eleven.” How do the “voices”
of Gregory and Cisneros differ?
Honors English I Agenda 8/17/2016
 Housekeeping- place homework on the right corner,

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
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


sharpen your pencils, dispose of any trash etc.
Complete the both sides of the Ticket-In
Review the Daily Objective and Essential Questions
Grammar Practice
Diction Practice
Complete Analysis of “Eleven” and “Shame”
Writing Practice
Read and Annotate “Superman and Me”
Complete the Closure Questions
Essential Questions
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Grammar Practice- Identify the noun, verb, article, subject
and object in the following sentences:
1.
2.
3.
4.
5.
6.
7.
8.
Rachel killed the bug.
Lily petted the dog.
Amber popped the balloon.
Ralph cut the cake.
Stephen ate the pizza.
Harriet chopped the wood.
Michael rode the bike.
Samuel cleaned the room.
Questions
1.
2.
3.
4.
5.
6.
7.
Gregory’s narration begins in paragraph 3, following two
paragraphs of commentary about Helene Tucker, a girl on whom
the narrator had a crush. What is the purpose of the preliminary
paragraphs? How would the audience’s reaction change if he
altered the structure?
Beginning with paragraph 9, Gregory’s narrator adds
conversation to the narration. What is the effect of the technique?
What is the main theme (lesson about life) revealed in the text? Is
it implied (indirect) or stated (direct)?
In paragraph 5, what is Gregory’s purpose of repeating the word
“pregnant”? What does the author mean?
What other highly connotative words are used in the text? How
does it impact the tone?
Gregory’s narrator states, “everybody’s got a Helene Tucker.”
What does Helene Tucker symbolize? Use evidence from the text
as support.
Compare and contrast “Shame” and “Eleven.” How do the “voices”
of Gregory and Cisneros differ?
Create an Outline for the following: How does the
author use diction to manipulate the audience?
Thesis/Claim (Title, Author, Genre, Occasion, “That” Clause, Position)
Criteria ( Clarifying sentence)
Elaborations/Evidence
Elaborations/Evidence
Quotation
Significance
Honors English I Agenda 8/18/2016
 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
Complete the Grammar Practice
Complete Diction Practice
Writing Practice
Read, Annotate, and Analyze Alexie’s “Superman and
Me”
Read, Annotate, and SOAPSToneRS Talbot’s “Best in
Class”
Complete the Closure Questions
Essential Questions
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Grammar Practice- Identify the noun, verb, article, subject
and object in the following sentences:
1.
2.
3.
4.
5.
6.
7.
8.
The raccoon ate the trash.
The dog buried the bone.
The tree leveled the house.
The wind blew the leaves.
The man fled the storm.
The bird ate the worm.
The teacher closed the book.
The lightning struck the pole.
Diction Practice
 For nearly a year, I sopped around the house, the Store,
the school, and the church, like an old biscuit, dirty and
inedible. Then I met, or rather got to know, the lady who
threw me my first lifeline.”
- Angelou, I Know Why the Caged Bird Sings
1. What is the denotation of the verb sop? This word is
not usually used to describe a person’s actions. What
effect does this have on the reader?
2. What is a lifeline? How is Angelou’s use of the word
different from its usual use? How does this diction
affect your understanding of the sentence?
3. Write a sentence using the verb “ring” in a fresh new
way to capture your behavior around your house. Use
Angelou’s sentence as a model.
Answers
1.
2.
Sop means to soak or drench in liquid. Used here, the word
evokes a feeling of total, debilitating misery. The freshness of the
word use surprises the reader and helps him/her understand the
intensity and completeness of the misery (like a piece of bread
used to sop up gravy until it’s heavy and falling apart).
A lifeline is an anchored line thrown to someone drowning. The
word usually used literally. Here it’s used figuratively. The
narrator is not drowning in the literal sense; instead, she is
drowning emotionally (carrying through the idea connoted by sop
in sentence 1). The use of the word lifeline lets the reader
understand just how difficult the narrator’s situation is and how
desperately she needs help. It also lets the reader know how
strong the lady is- that she is anchored and able to provide the
emotional lifeline the narrator needs.
“Superman and Me” Questions
1.
2.
3.
4.
5.
6.
What is the purpose of the first paragraph in regards to the piece
as a whole?
The second paragraph makes a shift (change)? What is the shift
and why does the author make it?
In paragraph three the author uses the extended metaphor of the
“paragraph.” How does he use it to define and explain two very
different things?
In the paragraph on top of page 7 (paragraph 5) the author shifts
from the pronoun “I” to “he.” What is the author’s purpose in
making this shift in diction? How would the paragraph be
different without it?
In the 6th paragraph underline all the pronouns (I, me, my, he,
she, they, her, him, them, you, we, our, etc.) What is the purpose
of using the different pronouns? What do these shifts regarding
diction suggest abut the author’s place in the culture? What is the
effect of pronoun use in paragraph 7?
Why does he use the pronoun “our” to close the essay?
How do Alexie’s shifts in pronouns throughout
“Superman and Me” help elucidate the development of
his identity within society?
Thesis/Claim (Title, Author, Genre, Occasion, “That” Clause, Position)
Criteria ( Clarifying sentence)
Elaborations/Evidence
Elaborations/Evidence
Quotation
Significance
Turn Your Outline Into a Paragraph:
View the Clip
 A National Disgrace
 https://www.youtube.com/watch?v=4xypiZ-hqdY
“Best in Class” Questions
1.
2.
3.
4.
Talbot spends a good deal of time at the outset of the essay
describing the situation at Sarasota High School and then
returns to it at the end; however, her primary subject is
neither that school nor its students. What is her purpose in
examining this one school in such depth?
In paragraph 14, the author refers to her own experience in
high school. What is the effect of the personal element?
Why does the author rely so heavily on interviews with
students? What would this approach appeal to her
audience?
Beginning with paragraph 25, Talbot presents some
historical background on the American high school. How
would the effect of this information have differed if she had
opened the article with it?
Honor English I Agenda 8/19/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

AOW on Right Corner
 Complete both sides of the Ticket-in
 Review the Daily Objectives and Essential Questions
 Complete the Quiz
 Complete the Assessment Reflection
Essential Questions
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Honors English I Agenda 8/22/2016
 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
 Diction Notes and Practice
 Writing Notes and Practice
 Read and Annotate (with SOAPSToneRS) Mann’s
“Report of the Massachusetts Board of Education”
 Complete the Closure Questions
Essential Questions
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Tom broke the vase - quickly review noun
subjects, verbs, articles, and noun objects.
1.
Jane played the harp.
2. Allen drank the milk.
3. Sarah fluffed the pillow.
4. Agnes made the bed.
5. Todd planted the flowers.
Tom accidentally broke the big vase of flowers.
 Adverb- a word that modifies a verb, an adjective, or




another adverb (accidentally)
Adjective- a word that modifies a noun (big)
Preposition- a word that notes the relation of the noun to
an action or a thing (of- shows the relationship between
vase and flowers)
Prepositional phrase- a group of words beginning with a
preposition (of flowers – acts as an adjective by
modifying vase)
Phrase-a group of words that stand together as a single
unit, typically as part of a clause or a sentence. A does not
contain both a subject and verb and, consequently,
cannot convey a complete thought.
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
Jane enthusiastically played the euphonic harp to
the audience.
2. Allen greedily drank the cold milk from the glass.
1.
3. Sarah happily fluffed the new pillow on her bed.
4. Agnes angrily made the disheveled bed for her
brother.
5. Todd regretfully planted the flowers on the grave.
Rhetorical Devices
 Are used primarily in nonfiction (ex: editorials, advertising,
speeches, essays) to manipulate the reader.
 Rhetorical devices use words as tools to persuade the reader
and/or to evoke a particular emotion in the reader or audience.
 Rhetorical devices will appeal to the three types of argument
 Pathos- Arguments based on Emotion
 Logos- Arguments based on Facts and Reason
 Ethos-Arguments based on Character (of the speaker/author)
 Rhetorical figures or devices are employed to achieve particular
emphasis and effect. Rhetorical devices, however, are different from
“figures of speech”. Wherever and whenever a figure of speech is
used in written texts and speech, it alters meanings of words. For
example, the metaphor used in the expression “He is a tiger,” is a
complete altered form of a simple idea “He is brave”
Rhetorical Devices (An Overview)
 Diction: The author’s choice of words. It is the
foundation to all other rhetorical and literary
devices. (We reviewed this last week)
 Hyperbole: An extravagant exaggeration of fact,
used either for serious or comic effect. “I’m so
sleepy I might fall asleep standing here”.
 Analogy: A comparison between two things in
which the more complex is explained in terms of
the more simple. In the same way as one cannot
have the rainbow without the rain, one cannot
achieve success and riches without hard work.
Rhetorical Devices
 Parable: A short story from which a lesson may be
drawn. Parable of the “Prodigal Son” is used to teach
about God’s forgiveness in the New Testatment.
 Parallelism: Using the same part of speech or
sentence structure “The mathematics test included
arithmetic, algebra, and geometry.”
 Inverted Syntax: Reversing the normal word order of
a sentence. "him who from harm has set us free "is
from the ordinary “him who has set us free from
harm"
 Antithesis: A connection between two opposing
ideas/things within a sentence. When Neil Armstrong
walked on the moon it might have been “one small
step for a man but it was one giant leap for
mankind.”
Rhetorical Devices
 Satire: A literary work in which vices, abuses,
absurdities etc. Are held up to ridicule and
contempt; the use of ridicule, sarcasm, irony,
etc. to expose vices, abuses etc. Example: Swift’s
A Modest Proposal
 Allusion: A brief reference to a famous person,
place, literary work, etc. that represent general
concepts and moral qualities. “It’s no wonder
everyone refers to Mary as another Mother
Teresa in the making; she loves to help and care
after people everywhere- from the streets to her
own friends.”
Rhetorical Devices
 Anecdote: A short entertaining nonfiction account of




some happening, frequently personal or
biographical.
Winston Churchill was very fond of his pet dog Rufus. He ate
in the dining room with the family on a special cloth and was
treated with utmost respect. When enjoying movies, Rufus
had the best seat in the house; on Winston Churchill's lap.
While watching “Oliver Twist,” Churchill put his hands over
Rufus' eyes during the scene where Bill Sike's intends to
drown his dog. Churchill is believed to have said to Rufus:
“don't look now, dear. I'll tell you about it later.
Pathos- Arguments based on Emotion
Logos- Arguments based on Facts and Reason
Ethos-Arguments based on Character
Rhetorical Devices
 Syntax: In grammar, the arrangement of words as
elements in a sentence to show their relationship.
The sentence "The man drives the car" would follow
normal syntax in the English language. By changing
the syntax to "The car drives the man", the sentence
becomes awkward.
 Rhetorical Questions: a question asked for rhetorical
effect to emphasize a point, no answer being
expected. “Are you talking back to me?”
 Paradox: A statement composition which seems self
contradictory, but which may be true in fact. “High
walls make not a palace; full coffers make not a king”
 Oxymoron: A figure of speech in which contradictory
terms or ideas are combined (usually two or three
words). “He possessed a cold fire in his eyes”
Rhetorical Devices
 Understatement: Deliberately representing
something as much less than it really is “The
earthquake was a little disruptive.”
 Euphemism: The use of a word or phrase that is
less direct, but that is also less distasteful or less
offensive than another. Using “to put out to
pasture” when one implies retiring a person
because they are too old to be effective.
 Digression: A temporary departure from the
main subject in speaking or writing.
 Tone : A way of wording or expressing things
that expresses an attitude. “Positive, Regretful,
Uplifting, etc”
Practice Identifying Rhetorical Devices
 Use the excerpt from “A Tale of Two Cities” to
practice identifying rhetorical devices.
 Read over the “Song Assignment” Due Wednesday
What is the purpose of public education in
America?
Thesis/Claim (Must include an Occasion-what you are writing about) and
a Position- the stance the writer is taking
Criteria ( Clarifying sentence)
Elaborations/Evidence
Elaborations/Evidence
Quotation***
Significance
Create a paragraph using your outline
“Report of the MA Board of Education”
Why does Mann begin with the description of the
“feudal lords in England and on the Continent?”
(paragraph 3)
2. What does Mann mean by the following statement:
“Property and labor in different classes are
essentially antagonistic; but property and labor in
the same class are essentially fraternal?” (para 4)
3. When Mann uses the term intelligence, does he
mean innate ability or developed skill?
4. Describe Mann’s diction and style in this excerpt.
In what ways is it appropriate for his audience?
1.
Honors English I Agenda 8/23/2016
 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
 Diction Notes and Practice
 Grammar/Writing Notes and Practice
 Read, Annotate, SOAPSToneRS using Ravitch’s
“Stop the Madness”
 Complete the Closure Questions
Essential Questions
 To what extent do American schools serve the true goals
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
of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Grammar Practice- Identify the noun, verb, article, subject
and object in the following sentences:
1.
2.
3.
4.
5.
Randy mowed the flowers.
Cathy declined the invitation.
Stephanie hung the picture.
Mary cooked the meal.
Janet debated the other student.
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
1.
2.
3.
4.
5.
Randy accidentally mowed the beautiful flowers of
his mother.
Cathy respectfully declined the unwanted invitation
to the party.
Stephanie carefully hung the picture on the wall.
Mary unwillingly cooked the meal for her five
brothers.
Janet intellectually debated the other student on
evolutionary theory.
Diction Practice
Weak Action
Verb
Perfect Action
Verb
Weak
Descriptive
Adjective
Perfect
Descriptive
Adjective
Stand
Slouch
Pretty
Delicate
Walk
Nice
Move
Good
Talk
Smart
Mean
Looked
Bad
Take
Soft
“Stop the Madness” Questions
1.
2.
3.
4.
5.
What effect does Ratvitch achieve by opening with an
explanation of how and why she changed her mind on the
No Child Left Behind (NCLB) legislation?
What does she mean by “toxic flaw” (para 4)? What other
criticisms does she level on NCLB?
Ratvitch ends the first section of her article by enumerating
why NCLB’s “assumptions were wrong” (para 8). How does
that analysis connect with the following section, where she
describes her “favorite teacher?”
What is the difference between “training” and “educating”
that the author implies in paragraph 18?
In paragraph 17, the author lists what most people want
education to include, but her list would be quantify and
measure. Should these qualities be goals for public
education?
Honors English I Agenda 8/24/2016
 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
Diction Notes and Practice
Grammar/Writing Notes and Practice
Read, Annotate, SOAPSToneRS using Jack Connor’s
“Will Spelling Count?”
Complete the Closure Questions
Essential Questions
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Grammar Practice- Identify the noun, verb, article,
subject and object in the following sentences
1.
Annabelle bought the dress.
2. Rachel sketched a likeness.
3. Camille acknowledged the help.
4. Hiram celebrated the “A”.
5. John returned to the house.
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
1.
2.
3.
4.
5.
Annabelle joyfully bought the beautiful new dress
for her sister.
Rachel artistically sketched an exact likeness of her
father for her art class.
Camille thankfully acknowledged the help of her
friends in resolving the problem.
Hiram enthusiastically celebrated the A he received
on his paper.
John quietly returned to the house after his curfew.
Diction Practice
“He spent hours in front of the mirror trying to herd his teeth
into place with his thumb. He asked his mother if he could have
braces, like Frankie Molina, her godson, but he asked at the
wrong time.” - Soto, “Broken Chain”
1. What is Gary Soto implying about the narrator’s teeth when
he uses the verb “herd” in the first sentence?
2. How would the meaning change if the sentence were written
as: He spent hours in front of the mirror trying to push his
teeth into place with his thumb.
3. Fill in the blank below with a strong verb that creates a clear
picture-avoid such obvious verbs as brush, comb or fix.
She spent hours in front of the mirror trying ____ her hair in
place for the party.
“Will Spelling Count?”
1.
2.
3.
4.
5.
What conspicuous change did the author make in his
approach to teaching composition? How long did it
take him to make that change?
How does the author’s essay come full circle at the end?
How effective is this strategy? What does it bring to the
essay?
How is paragraph 14 different from the other
paragraphs? What does it do for the essay?
What is the purpose of paragraphs 19 to 23? What
would the essay lose if these paragraphs were deleted?
How does Connor indicate the passage of time? What
is remarkable about the pacing of the text?
Honors English I Agenda 8/25/2016
 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
Diction Practice
Introduce the Mini Research Project and Socratic
Seminar
Read, Annotate, and SOAPSToneRS a Variety Texts
about Education
Complete the Closure Questions
Essential Questions
 To what extent do American schools serve the true goals





of education?
Are American high schools an effective place to learn?
Is the public education system broken? If it is, can it be
fixed?
What is true learning? Who is responsible for making
sure it happens?
Is the current generation learning what they are
supposed to from public education?
Are there core-ideas, beliefs, texts, etc.-that every
American should have?
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
1.
2.
3.
4.
5.
Wallace excitedly cooked the delicious meal for his
family.
Mary gratefully soaked in the hot tub after the long
camping trip.
Charles sorrowfully apologized to her dog.
To be careful, Sophia carefully held the sharp
scissors.
Gary guiltily sneaked in the house after his curfew.
Diction Practice
Diction Practice
What is a Socratic Seminar?
Internet Research Basics
 Not all sites are reliable- generally speaking .org and .edu sites are the most



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


reliable.
Always make sure you corroborate your information with another source.
Where to begin:
Children’s Defense Fund (pages 120-152)
http://www.childrensdefense.org/library/data/cradle-prison-pipelinereport-2007-full-lowres.pdf
sweetsearch.com or http://destiny.wcpss.net/
Search nytimes.com, washingtonpost.com, and newsobserver.com to find
an article that reflects or illustrates your topic
How to Cite a Website in MLA:
Basic Structure:
 Last name, First name. "Article Title." Website Title. Publisher
of Website, Day Month Year article was published. Web. Day
Month Year article was accessed. <URL>.
Honors English I Agenda 8/26/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.



AOW on Right Corner
Reminders- BBR Due 8/31
Mini-Research/Socratic Seminar 9/1
 Complete both sides of the Ticket-in
 Review the Daily Objectives and Essential Questions
 Complete the Quiz
 Complete the Assessment Reflection
As 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
Remember:
 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
Nouns, Verbs, Articles, Subject, Object
1.
Jane played the harp.
1.
Allen drank the milk.
2. Sarah fluffed the pillow.
3. Agnes made the bed.
4. Todd planted the flowers.
Label the adverbs, adjectives, prepositions, and
prepositional phrases in each sentence.
Jane enthusiastically played the euphonic harp to
the audience.
2. Allen greedily drank the cold milk from the glass.
1.
3. Sarah happily fluffed the new pillow on her bed.
4. Agnes angrily made the disheveled bed for her
brother.
5. Todd regretfully planted the flowers on the grave.
Grammar Practice- Now label the pronoun, subordinate
conjunction, independent and dependent clauses.
1.
2.
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.
3.
Before her grandmother retired for bed, Sarah happily
fluffed the new pillow on her bed.
4.
After she got in trouble, Agnes angrily made the disheveled
bed for her brother.
5.
When he was finally alone, Todd regretfully planted the
flowers on the grave.
Grammar Practice-Label the pronoun(s), subordinate
conjunction, independent and dependent clauses.
1.
2.
3.
4.
5.
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.
Grammar Practice-Label the pronoun(s), subordinate conjunction,
independent and dependent clauses.
1.
2.
3.
4.
5.
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.