Transcript File

Honors Paideia A 1/26/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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AOW
Rhetorical Devices Essay
BBR (1/28)
Complete Warm Up
Review the Objectives and Essential Questions
Grammar Notes and Practice
Stylistic Devices Practice
Introduce Poetry Analysis
Assign Literary Devices Glossary Project (Due 2/11)
Complete a Closure Question
Honors Paideia B 1/27/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Distribute AOW (Due 2/4)
BBR (Due 1/29)
 Complete Warm Up-Finish Test
 Review the Objectives and Essential Questions
 Grammar Notes and Practice
 Stylistic Devices Practice
 Introduce Poetry Analysis
 Assign Literary Devices Glossary Project (2/12)
 Complete a Closure Question
Tone Review
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Understanding tone requires an understanding of all
the elements writers use to create it: diction, detail,
figurative language, imagery and syntax.
Tone is the expression of the author’s attitude toward
his audience and subject matter. It can also be the
expression of the speaker OR narrator’s attitude his
listener or subject matter. And sometimes it’s a little of
both. It is the feeling that grows out of the material,
the feeling that the writer creates for the reader. There
are many different tones as there are feelings: serious,
light-hearted, playful, sarcastic, accepting,etc. The
trick is to be able to identify and create tone in writing.
Tone Continued
 It’s easy to understand tone in spoken language. If
your mother says, “Don’t use that tone of voice with
me!” you know exactly what she means. You have
expressed a disrespectful feeling through what you
said and how you said it. And you understand her
tone all too well: she is angry with you . We
understand tone in speech by listening not only to
words but to the way words are said and the facial
expressions of those who say them.
Tone Continued
 It is harder to understand and create tone in writing since you
can’t depend on vocal and facial expressions. But it can be
done. Just as we understand tone in speech from what is said
and how it’s said, the same is true in writing. It just takes
more practice. You need practice in figuring out what the
tone is and how the tone is created. We create tone through
the elements:
1. Diction
2. Detail
3. Figurative language
4. Imagery
5. Syntax
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When you understand tone, you can connect to the writer’s
thoughts and expression.
Create the following chart
Diction
Detail
Imagery
What words help
create the tone?
What details add to How does imagery
the tone?
help create the
tone?
Syntax
How does the
sentence structure
help create the
tone?
Practice
 “The Baudelaire orphans went to the bedroom and
glumly packed their few belongings. Klaus looked
distastefully at each ugly shirt Mrs. Poe had bought for
him as he folded them and put them into a small
suitcase. Violet looked around the cramped, smelly room
in which they had been living. And sunny crawled
around solemnly biting each of Edgar and Albert’s shoes,
leaving small teeth marks in each one so she would not
be forgotten.” –Snicket, A Series of Unfortunate Events
1. Complete the chart from the previous slide. Using the
information identify the tone of the passage. Use the
chart for support.
Poetry Notes
 Poetry is expression that is written in verse, often
with some form of regular rhythm. The basis of
poetic expression is heightened sense of perception
or consciousness. A poem can look like prose, and
prose can contain poetic elements.
Poetry Genres
 Narrative poem- tells a story
 Epic Poem- a long poem written in the narrative mode with legendary main
characters, heroic figures, and adventurous plot, and an expansive setting
 Lyric Poem- expresses feelings or ideas in a meter and rhyme that
could be sung.
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Elegy- a lament over the death of someone or the loss of something
Ode- a complex, serious, long lyric poem. Odes are very unified with just one
theme handled in an extremely dignified manner. The purpose of many odes is
to eulogize someone or something.
Ballad- narrative songs that may be sung or simply recited. The subjects are
usually courage or love. They sometimes contain repetition of words or phrases
for effect (a refrain), and consist of four-line stanzas in the abcb defe rhyme
scheme.
 Sonnet
 English sonnet consists of three quatrains and a couplet with a rhyme scheme
of abab cdcd efef gg—called also Shakespearean sonnet
 Italian sonnet consists of an octave rhyming abba abba and a sestet rhyming in
any of various patterns (as cde cde or cdc dcd) —called also Petrarchan sonnet
Rhetorical/ Sound Devices
 Rhythm-in poetry is a variation of stressed and
unstressed sounds that has some type of regular
pattern, with grouping of the sounds into units.
 Stanza- consists of lines that are grouped together in
a poem because of the rhythm, rhyme scheme,
and/or meaning
 Euphony- lines that are musically pleasant to the ear
and smooth: “Leap plashless as they swim”
 Cacophony-lines that are discordant and difficult to
pronounce: “Never my numb plunker fumbles”
Rhetorical/ Sound Devices
 Onomatopoeia- which is the use of a word that
resembles the sound it denotes: quack, buzz, rattle,
bang, squeak, bow wow, burp, ding a ling, etc.
 Alliteration- is the repetition of the same consonant
sounds at the beginning of nearby words:
“descending dew drops,” “luscious lemons”
 Assonance- is the repetition of the same vowel sound
in nearby words: “asleep under a tree”, “time and
tide,” “each evening”
Rhetorical/Sound Devices
 Rhyme- is a way of creating sound patterns. Two or
more words or phrases that repeat the same sounds
(vain, reign, rain)
 End Rhyme-Comes at the end of lines:
It runs through the reeds
And away it proceeds.
 Internal Rhyme-places at least one of the rhymed words
within the line: “dividing, and gliding, and sliding”
 Near Rhyme-also called off rhyme, slant rhyme, and
approximate rhyme, the sounds are almost but not
exactly alike (home and some, fellow, fallow)
How to Analyze Poetry
1. Title
2. Paraphrase
3. Annotate/SOAPSToneRS
4. Read Aloud
5. Purpose of Elements
POETRY SOAPSTONERS
Subject/
Theme:
Who or what is the poem ? Does the title emphasize it? What
is human truth is the author trying to communicate? Is the
theme presented directly or indirectly?
Occasion:
Genre, is there a specific time and place?
Audience:
Is there a universal meaning or is it directed to a specific group? If so
who?
Purpose:
Why is the author writing? What emotion does he hope the audience
will have
Speaker:
Who is the speaker? Is it possible to determine the speaker’s age,
gender, sensibilities, level of awareness, or values?
Tone:
What is the tone of the poem? Is the tone consistent?
Rhetorical:
Is the a specific number of syllables, form, rhyme scheme used? Are
specific sound devices used or repeated? What does the diction reveal?
Stylistic:
What figurative language is used? What images Are there patterns?
(metaphor, simile, personification, apostrophe, hyperbole)
Practice Poetry Analysis Narrative Poetry
 Entire Class Analysis of “Casey at the Bat”
 Note the elements typical in fiction (plot structure and
SOAPSTONERS)
 Note the elements typical in poetry (rhetorical and sound
devices)
Honors Paideia A 1/28/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Rhetorical Devices Essay
AOW
Vocabulary
 No Warm Up
 Review the Daily Objectives and Essential Questions
 Complete Test
Honors Paideia Agenda B 1/29/2016
 Housekeeping- place homework on the right corner,
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sharpen your pencils, dispose of any trash etc.
Review the Objectives and Essential Questions
Grammar Review and Detail Review
Literary Devices Notes
Introduce and Give Examples of Picture Glossary
Narrative Poetry Analysis Practice “Casey at the Bat”
Literary Analysis Practice Using “The Story of an
Hour”
Complete a Closure Question
Honors Paideia Agenda A 2/1/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Distribute Vocabulary
BBR
 Warm Up- Complete Test
 Review the Objectives and Essential Questions
 Grammar Review and Detail Review
 Introduce and Give Examples of Picture Glossary
 Narrative Poetry Analysis Practice “Casey at the Bat”
 Literary Analysis Practice Using “The Story of An Hour”
 Complete a Closure Question
Subject Verb Agreement
 The verb of a sentence must always agree with its subject.
If a sentence contains a singular subject, the verb that
goes with it must also be singular. If a sentence contains
a plural subject, then the verb that goes with it must also
be plural.
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Example of Incorrect Usage: The best moment during a broadcast
filled with many great moments were when the astronaut stepped
out of the lunar lander and bounced on the moon.
 The subject of this sentence is “moment,” which is
singular. The main verb of the sentence is “were.”
Because the subject is singular the verb should also be
singular. The correct form of the verb should be “was.”
Subject Verb Agreement
 Now if the original sentence had been written like
this:
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The best moment were when the astronaut steeped out of the
lunar lander and bounced on the moon.
 The error would have been easier to spot. However,
you will have to be able to spot the subject and the
main verb even when there are modifying phrases
and clauses between the subject and the verb.
 The best way to check subject-verb agreement is to
cross out all the words between the subject and verb
so that you can see if the subject and verb agree.
Pronoun-Verb Agreement
 Remember sometimes, the subject of a sentence turns
out to be a pronoun: don’t let that throw you. The verb
must still agree with the subject, even if the subject is
just a pronoun.
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Each of these moments have played in my mind again and again as
I try to recapture the excitement of that momentous day in June.
 The subject of the sentence is “each,” which you’ll recall
is singular. The verb is “have played,” which is plural.
Consequently, they do not agree.
 The correction (although it may sound awkward) should
be:
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Each of these moments has played in my mind again and again as
I try to recapture the excitement of that momentous day in June.
How Do You Spot Subject-Verb Agreement
Errors?
Isolate the subject and the verb of the sentence.
2. To see the relationship between the subject and the
verb, try drawing a line through any words,
phrases, or clauses in between them.
3. Identify if the subject is singular or plural.
4. Make sure that the verb matches its subject.
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Grammar Practice
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Many people (is, are) disgusted by insects.
However, understanding insects (helps, help) people
enjoy them.
For example, the cricket (is, are) a fascinating creature.
Everyone (has heard, have heard) the cricket’s song.
The cricket’s musical organs (is, are) on the base of its
wings.
Scientist (calls, call) them stridulating organs.
Stridulate (comes, come) from the Latin word meaning
“to creak.”
Most insect musicians (is, are) males.
Grammar Answers
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Many people (is, are) disgusted by insects.
However, understanding insects (helps, help) people
enjoy them.
For example, the cricket (is, are) a fascinating creature.
Everyone (has heard, have heard) the cricket’s song.
The cricket’s musical organs (is, are) on the base of its
wings.
Scientist (calls, call) them stridulating organs.
Stridulate (comes, come) from the Latin word meaning
“to creak.”
Most insect musicians (is, are) males.
Tone Practice
“Rachel/Rachelle and some other twit natter about the movie
date before Mr. Stetman starts class. I want to puke.
Rachel/Rachelle is just “Andythis” and “Andythat.” Could
she be more obvious? I close my ears to her stupid
asthmatic laugh and work on the homework that was due
yesterday.” –Anderson, Speak
1. What is the attitude of the narrator toward
Rachel/Rachelle? Identify the diction, details, and imagery
that reveal this attitude.
2. What is the tone of the passage? How do you know? Look
at your list of tone words and decide which words best
describe the tone of this passage. If you think of new words,
add them to the list.
3. Write a short paragraph about a particularly awful cafeteria
lunch. Your tone should be disrespectful and mocking.
Don’t come right out and say that, instead use diction,
detail, imagery, and syntax to create your disrespectful,
mocking tone.
Close Reading Practice
 http://www.vcu.edu/engweb/webtexts/hour/storyof
hour.html
 Click on the links to help you annotate the text.
 Complete the Questions
Honors Paideia Agenda B 2/2/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Vocabulary Notes
 Review the Objectives and Essential Questions
 Presentation by Mrs. diCarlo
Honors Paideia Agenda A 2/3/2016
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Vocabulary Notes
 Review the Objectives and Essential Questions
 Grammar Review and Detail Review
 Narrative Poetry Analysis Practice “The Wreck of the
Hesperus”
 Literary Analysis Practice Using “The Scarlet Ibis”
 Continue Working on the Literary Glossary
 Complete a Closure Question
Honors Paideia Agenda B 2/4/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Vocabulary Notes
 Review the Objectives and Essential Questions
 Grammar Review and Detail Review
 Narrative Poetry Analysis Practice “The Wreck of the
Hesperus”
 Literary Analysis Practice Using “The Scarlet Ibis”
 Continue Working on the Literary Glossary
 Complete a Closure Question
Subject-Verb Agreement Practice
The study of foreign languages in the lower grades
(is, are) becoming increasingly common.
2. Each student in the biology classes (has, have)
visited the medical lab.
3. There (is, are) only a few more sandwiches left.
4. Forty-five dollars (is, are) the price of the new bike.
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Answers
The study of foreign languages in the lower grades
(is, are) becoming increasingly common.
2. Each student in the biology classes (has, have)
visited the medical lab.
3. There (is, are) only a few more sandwiches left.
4. Forty-five dollars (is, are) the price of the new bike.
1.
Tone Practice
“The haunted house was half in the shadows of the clump of
elms in which it stood. The elms were almost bare now, and
the ground around the house was yellow with damp leaves.
The late afternoon light had a greenish cast which the blank
windows reflected in a sinister way. An unhinged shutter
thumped. Something else creaked.” – L’Engle, A Wrinkle in
Time
1. What is the tone of the passage? How does L’Engle use
diction, detail, and imagery to create the tone?
2. Would the tone of the passage change if we deleted the
words haunted and sinister? Explain.
3. Rewrite the paragraph with a different tone. Describe a
lovely, warm house in summer. Use diction, detail, and
imagery to create your tone.
Honors Paideia B 2/5/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Aow (2/4)
 Review the Objectives and Essential Questions
 Grammar Review and Detail Review
 Narrative Poetry Analysis Practice “The Raven”
 Literary Analysis Practice Using “The Invalid’s Story”
 Continue Working on the Literary Glossary Assignment
(Due 2/12)
 Complete a Closure Question
Honors Paideia A 2/8/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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AOW (2/5)
 Review the Objectives and Essential Questions
 Grammar Review and Detail Review
 Narrative Poetry Analysis Practice “The Raven”
 Literary Analysis Practice Using “The Invalid’s Story”
 Continue Working on the Literary Glossary Assignment
(Due 2/11)
 Complete a Closure Question
Grammar Practice
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Man horror movies (deals, deal) with giant insects.
The movie Them (tells, tell) a story about giant ants.
Supposedly, the ants’ gigantism (was caused, were
caused) by nuclear radiation.
An entire army (was needed, were needed) to wipe out
the ants.
Thousands (was killed, were killed) fighting the
monstrous creatures.
People (seems, seem) fascinated by stories of strange
and impossible events.
Maybe these stories (helps, help) us face fears that are
more real.
Grammar Answers
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Man horror movies (deals, deal) with giant insects.
The movie Them (tells, tell) a story about giant ants.
Supposedly, the ants’ gigantism (was caused, were
caused) by nuclear radiation.
An entire army (was needed, were needed) to wipe out
the ants.
Thousands (was killed, were killed) fighting the
monstrous creatures.
People (seems, seem) fascinated by stories of strange
and impossible events.
Maybe these stories (helps, help) us face fears that are
more real.
Honors Paideia B 2/8/2106
 Housekeeping- place homework on the right corner,
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sharpen your pencils, dispose of any trash etc.
Review the Objectives and Essential Questions
Grammar Review and Detail Review
Narrative Poetry Analysis Practice “The Seven Ages of
Man”
Literary Analysis Practice Using “The Interlopers”
Continue Working on the Literary Glossary Assignment
(Due 2/12)
Complete a Closure Question
Honors Paideia A 2/9/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Test 2/11
 Review the Objectives and Essential Questions
 Grammar Review and Detail Review
 Narrative Poetry Analysis Practice “The Seven Ages of
Man”
 Literary Analysis Practice Using “The Interlopers”
 Continue Working on the Literary Glossary Assignment
(Due 2/11)
 Complete a Closure Question
Identify and correct the errors in the following:
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The man put the baby into the crib that had fallen
asleep.
The woman will be giving a talk about Aztec
mythology in the green suit.
Cosmic rays in this room is striking us right now.
The cause of her troubles seem apparent.
They really surprised Francine and I.
Aunt Ester offered Ian and I some shrimp tempura.
Practice
 “When I woke up it was light. It was awfully quiet. Too quiet. I
mean, our house just isn’t naturally quiet. The radio’s usually going
full blast and the TV is turned up loud and people are wrestling and
knocking over lamps and tripping over the coffee table and yelling
at each other. Something was wrong, but I couldn’t quite figure it
out. Something had happened…I couldn’t remember what. Hinton,
The Outsiders
1.
Hinton starts the passage with two short sentences, a sentence
fragment, and another short sentence. Then she writes two longer
sentences. Look at these sentences carefully, and contrast the
purpose of the short sentences/fragment and the purpose of the
longer sentences. How does the sentence length reinforce the
meaning of the passage?
2. Hinton uses ellipses (…) in the last sentence to show that
something has been left out. What has been left out? How do you
know?
Honors Paideia B 2/10/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
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Test 2/12
 Review the Objectives and Essential Questions
 Grammar Review and Detail Review
 Narrative Poetry Analysis Practice “Twister Hits Huston”
 Literary Analysis Practice Using “Three Skeleton Key”
 Continue Working on the Literary Glossary Assignment
(Due 2/12)
 Complete a Closure Question
Identify and correct the error in the following:
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Kimberly read about the building that had been
demolished in the Sunday paper.
Dangling from a strand of web, Dana spotted a
spider.
The storm was ferocious, it was short.
Regular exercise is important for your heart, lungs,
and physical fitness.
Everyone there offered their help.
Ms. Ogata and her class is taking a field trip.
Practice
“The Navy guy and I told each other we were glad to’ve met each
other. Which always kills me. I’m always saying “Glad to’ve
met you” to somebody I’m not at all glad I met. If you want
to stay alive, you have to say that stuff though.” - Salinger,
The Catcher in the Rye
1. What is the narrator’s attitude toward people in general?
How do you know? Explain how the following elements
help you identify the attitude: diction (navy guy, stuff),
syntax (use of a fragment and italics) and hyperbole (always
kills me, if you want to stay alive).
2. How would the tone of the passage change if it were written:
John and I told each other we were glad to have met each
other. I’m not sure I really meant it. I’m always saying
that to somebody I’m not sure I’m glad I met.
Honors Paideia Agenda A 2/11/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
 No Warm Up
 Review the Daily Objectives
 Complete the Test
Honors Paideia Agenda B 2/12/2016
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.
 No Warm Up
 Review the Daily Objectives
 Complete the Test