English II—February 9, 2015 Bell work: What do you know about quilts? Add this to last week’s Bell Work. Homework: – Study for Lesson #3 Vocabulary Quiz tomorrow – Study Island homework (textual evidence) due Friday. I will collect the “Where Worlds Collide” work today.

English II—Lesson 3 Vocabulary A base word carries the meaning of a word. For example, the words restart and startle share the base word start. A root, unlike a base word, cannot stand alone. For example, the words predict and dictator share the Latin root dict, which means “say”. dispassionate—adj. not influenced by strong emotion, and so able to be rational and impartial infamous—adj. well known for some bad quality or deed systematic—adj. done or acting according to a fixed plan or system; methodical disposition—n. a person’s inherent qualities of mind and character retort—v. say something in answer to a remark or accusation, typically in a sharp, angry, or wittily incisive manner

English II—Lesson 3 Vocabulary torsion—n. the act of twisting or the state of being twisted, especially of one end of an object relative to another regress—v. to return to a former or less developed state protracted—adj. lasting for a long time or longer than expected or usual traction—n. the grip of a tire on a road or a wheel on a rail digression—n. a temporary departure from the main subject in speech or writing

EA2: Writing a Synthesis Paper Synthesis: the act of combining ideas from different sources to create, express, or support a new idea. p. 86 Scoring Guide State a strong and clear claim that takes a specific position. Develop the argument effectively by integrating relevant evidence from a variety of texts and personal insights. Use effective organization that establishes clear relationships among claims, counterclaims, reason and evidence. Introduce ideas smoothly, develop claims and counterclaims fairly, and provide a satisfying conclusion. Use appropriate and varied transitions. Use diction and syntax that convey formal, authoritative voice. Correctly embed and punctuate parenthetical citations. Demonstrate correct spelling and excellent command of standard English conventions. To what extent does one’s culture inform the way one views others and the world? Be sure to support your claim with evidence from at least three different texts you have read, viewed or listened to in this unit, as well as with personal experience and insights.

Perspectives on Poetry Partner Work Complete the following in the SB book: – Reread the poem, highlighting 5 or 6 strong examples of imagery. – Find and label examples of the following figurative language: Simile, alliteration x 3; metaphor x2, personification, anaphora (repetition of same words at the beginning of a line) Complete the following with your partner on the same sheet of paper: – Choose one example of figurative language and explain its effect and why you like it. – List examples of colors, places, seasons, fabrics, textures. How do these create a sense of family history told through the quilts? – What are the connotations (the emotional overtones of a word – for example, ‘knotted’ has the connotation of something tied tightly to last forever) of the following words: pounding, dime store velvets, cemented, cracked linoleum floor, thrashings. – Answer key ideas and details questions and complete SIFT on p.56