AGENDA 1.WARM UP: 1.WARM UP: ALLUSION ACTIVITY 2.READ: 2.READ: BUTTERFLIES & TAKE NOTES 3.RESEARCH: 3.RESEARCH: CONTINUE PRELIMINARY RESEARCH IN LAB 1109

I Hear America Singing by Walt Whitman I hear America singing, the varied carols I hear, mechanics Those of mechanics, each one singing his as it should be blithe and strong, The carpenter singing his as he measures his planks or beam, The mason singing his as he makes ready for work, or leaves off work, deckhand The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing as he stands, The woodcutter’s song, the plowboy’s on his way in the morning, or at noon intermission or at sundown. The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, Each singing what belongs to him or her and to none else. The day what belongs to the day – at night the party of young fellows, robust, friendly, Singing with open mouths their strong melodious songs.

I, Too, Sing America by Langston Hughes I, too, sing America. I am the darker brother I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong, Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then. Besides, beautiful They’ll see how beautiful I am ashamed And be ashamed – I, too, am America.

Name(s)_______ Block_______ Date_______ WARM UP: LITERARY DEVICES - ALLUSION LANGSTON HUGHES’ ALLUSION TO WALT WHITMAN DEFINITION: An ALLUSION is a reference in literature to another work or idea external to it. 1.What is the message or central idea of “I Hear America Singing” by Walt Whitman? 2.What is the message or central idea of “I, too, Sing America” by Langston Hughes? 3.Why does Hughes allude to Whitman’s work in his title? What is Hughes’ argument? 4.Does Hughes’ argument still apply today? Who is left out of his argument? Consider undocumented immigrants, women, homosexuals, etc.

RESEARCH WRITING PACKET: LAB WORK 1.COMPLETE STEP 1 RESEARCH QUESTION a.WRITE YOUR RESEARCH QUESTION SUMMARIES b.WRITE SUMMARIES FROM (3) SOURCES PRELIMINARY ANSWER c.WRITE YOUR PRELIMINARY ANSWER BASED ON EARLY RESEARCH TEACHER INITIALS d.RAISE YOUR HAND FOR TEACHER INITIALS (BY NOON) 2.COMPLETE STEP 2 REVISED RESEARCH QUESTION a.WRITE YOUR REVISED RESEARCH QUESTION (MORE FOCUSED / REWORD) SUMMARIES b.WRITE SUMMARIES FROM (6) SOURCES (ONE MUST BE PRINT!) TEACHER INITIALS c.RAISE YOUR HAND FOR TEACHER INITIALS

LITERARY DEVICES: CLASS ACTIVITY 1.READ 1.READ BUTTERFLIES TOGETHER 2.WRITE 2.WRITE IN THE GRAPHIC ORGANIZERS a.NARRATIVE STRUCTURE b.LITERARY DEVICES 3.DISCUSS 3.DISCUSS WITH A PARTNER AND BE PREPARED TO SHARE RESPONSES

Name(s)_______ Block_______ Date_______ NARRATIVE NOTES: IN THE TIME OF THE BUTTERFLIES MAIN CHARACTERS: EXPOSITION / STORY SET UP: RISING ACTION: CLIMAX: FALLING ACTION: RESOLUTION: DENOUEMENT:

Name(s)_______ Block_______ Date_______ BUTTERFLIES LITERARY DEVICES Notes 1.LITERARY DEVICES are used by Alvarez to engage the reader in this historic story. They are defined as______________________________________________________________. 2.Examples of these devices can be seen in the following scenes from the text: a.[DEVICE / DEFINITION]_____________________________________________________________________________ b.[EXAMPLE OF USE IN TEXT]___________________________________________________________________________ c.[DEVICE / DEFINITION]_____________________________________________________________________________ d.[EXAMPLE OF USE IN TEXT]___________________________________________________________________________ e.[DEVICE / DEFINITION]_____________________________________________________________________________ f.[EXAMPLE OF USE IN TEXT]___________________________________________________________________________ 3.I believe the author’s purpose for using EACH device was to achieve this intended effect on the audience: _______________________________________________________________________________

ACTIVITY: CONTINUE READING BUTTERFLIES 1.FINISH PART I NOTES 2.BREAK INTO GROUPS AND READ YOUR ASSIGNED BUTTERFLY SECTIONS TOGETHER. 3.EACH GROUP MEMBER TAKE NOTES ON: a.WHO THE BUTTERFLY IS (NAME AND DETAILED DISCRIPTION FOR EACH CHAPTER) b.WHAT MAKES THIS BUTTERFLY HEROIC (GROUP DECISION BASED ON HER ACTIONS SO FAR IN THE TEXT) – OR YOUR GENERAL OPINION OF THIS PERSON c.WHAT VISUAL METAPHOR COULD YOU USE FOR THIS BUTTERFLY?

COMMON LITERARY DEVICES 1. Imagery: It is the use of figurative language to create visual representations of actions, objects and ideas in our mind in such a way that they appeal to our physical senses. For example:Imagery The room was dark and gloomy. -The words “dark” and “gloomy” are visual images. The river was roaring in the mountains. – The word “roaring” appeals to our sense of hearing. 2. Simile and Metaphor: Both compare two distinct objects and draws similarity between them. The difference is that Simile uses “as” or “like” and Metaphor does not. For example:SimileMetaphor “My love is like a red red rose” (Simile) He is an old fox very cunning. (Metaphor) 3. Hyperbole: It is deliberate exaggeration of actions and ideas for the sake of emphasis. For example:Hyperbole Your bag weighs a ton! I have got a million issues to look after! 4. Personification: It gives a thing, an idea or an animal human qualities. For example:Personification The flowers are dancing beside the lake. Have you see my new car? She is a real beauty! 5. Alliteration: It refers to the same consonant sounds in words coming together. For example:Alliteration Better butter always makes the batter better. She sells seashells at seashore. 6. Allegory: It is a literary technique in which an abstract idea is given a form of characters, actions or events. For example:Allegory “Animal Farm”, written by George Orwell, is an example allegory using the actions of animals on a farm to represent the overthrow of the last of the Russian Tsar Nicholas II and the Communist Revolution of Russia before WW II. In addition, the actions of the animals on the farm are used to expose the greed and corruption of the Revolution. 7. Irony: It is use of the words in such a way in which the intended meaning is completely opposite to their literal meaning. For example:Irony The bread is soft as a stone. So nice of you to break my new PSP! ***WE’LL DISCUSS SATIRE LATER ****

BUTTERFLIES GROUP ASSIGNMENT PARTNER 1.FIND A PARTNER (3 PEOPLE MAX) 2.READ 2.READ ASSIGNED “BUTTERFLY” CHAPTERS PRESENTATION 3.BE PREPARED TO DELIVER A PRESENTATION ON THAT BUTTERFLY WHY IS THIS BUTTERFLY A HERO? a.MUST ANSWER THE QUESTION OF WHY IS THIS BUTTERFLY A HERO? b.MUST USE AT LEAST ONE VISUAL THAT REPRESENTS THIS BUTTERFLY TO YOUR GROUP. c.MUST BE ACCOMPANIED BY A (1) PARAGRAPH SUMMARY OF YOUR PRESENTATION

LESSON: LITERARY DEVICES 1.DEFINITION: a.Literary Devices refers to the typical structures used by writers in their works to convey his or her message(s) in a simple manner to his or her readers. b.The purpose of using these devices is to have an effect on the audience or to help them see the world in the way that the writer does. 2.EXAMPLES a.Allusion: a reference to an external text (ex: “He’s such a Romeo.”) b.Imagery: an appeal to the senses / sensory detail (ex: Green is the color of….) c.Kenning: a compound word that employs figurative language in place of a more concrete single-word noun. (ex: axe = Saxon-Killer) 3.ASSIGNMENT: a.Read Butterflies b.Identify examples of literary devices used c.Be able to explain the author’s purpose for using the device (what was the intended audience effect?)

Name(s)_______ Block_______ Date_______ BUTTERFLIES THEME Notes 1.The theme (or CENTRAL ARGUMENT) of BUTTERFLIES is these women were heroic because they____________________________. 2.Examples of this can be seen in the following scenes from the text: a.__________________________________________________________________________________________ b.__________________________________________________________________________________________ c.__________________________________________________________________________________________ d.__________________________________________________________________________________________ e.__________________________________________________________________________________________ f.__________________________________________________________________________________________ g.__________________________________________________________________________________________ h.__________________________________________________________________________________________ 3.I (challenge / support / modify) Ms. Alvarez’s position / argument for the following reasons: _______________________________________________________________________________

HOMEWORK: ARTICLE ANALYSIS 3 (AFTER BREAK) 1.CHOOSE A NEWS ARTICLE FROM THE STACK AND CUT IT OUT. 2.ANNOTATE IT (UNDERLINE & WRITE THE CLAIM & SUPPORT) 3.ASSEMBLE YOUR SECOND NEWS ANALYSIS PACKET a.ANALYSIS PARAGRAPH b.ARGUMENT ANALYSIS NOTES c.ANNOTATED ARTICLE

Name(s)_______ Block_______ Date_______ ARGUMENT ANALYSIS OF A NEWS ARTICLE 2 The argument or position expressed in (TITLE OF ARTICLE) was for (against) ________________________. The first reason that the article gave in support of this argument was ____________. The next reason the article gave in support of this argument was _________________. The final reason this article gave in support of this argument was ___________________. As a result, I agree / disagree that ______________; however, ______________________. My reasons are as follows:______________________________.

Name(s)_______ Block_______ Date_______ ARGUMENT ANALYSIS NOTES 1.The argument or position expressed in this article was for / against ______________________________. 2.The reasons supporting this position were: a.__________________________________________________________________________________________ b.__________________________________________________________________________________________ c.__________________________________________________________________________________________ d.__________________________________________________________________________________________ 3.I (challenge / support / modify) this argument in the following way: I agree / disagree that _________________________________________________ _______________________________________________________________________________

Name_______ Block_______ Date_______ WARM UP: Research Writing Preparation 1.RESEARCH QUESTION: Should child vaccinations be mandatory in the US? 2.POSSIBLE ANSWER: The US should make child vaccinations mandatory for the following three reasons:________, ______, and ________. 3.SOURCES OF CREDIBLE EVIDENCE / SUPPORT: news articles, medical research studies, ___________, ___________.

Name_______ Block_______ Date_______ EXIT PASS: Research Writing Preparation 1.I am interested in the following ethical / scientific issues ___________________ because ________________________ 2.People in general should be interested in knowing more about this issue because ______________________________. 3._________ should (not) do ________ for the following three reasons: _________, ____________, and ______________.