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

SHOULD CHILD VACCINATIONS BE MANDATORY IN THE US? The Problem The Problem: Some illnesses such as measles are highly communicable (can spread easily from person to person) and can be fatal in some cases. The Solution The Solution: Many countries, such as the US, have child immunization programs that are currently voluntary. The Controversy The Controversy: Some parents refuse to vaccinate their children due to fears that the vaccine may cause autism. The Current Situation The Current Situation: Unvaccinated children attending a theme park in California have led to a current measles outbreak in the US. RESEARCH QUESTION RESEARCH QUESTION: Should child vaccinations be mandatory in the US?

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, ___________, ___________.

RESEARCH WRITING PACKET: STEP 1 DIRECTIONS: Choose a controversial scientific issue to research, write a research question, and begin preliminary research. 1.Circle at least THREE possible scientific issues / questions to research (front page of packet). 2.Begin preliminary research using the library databases and Google Scholar to see if there is enough credible information available on this issue in order to write a valid 4-5 page research paper. 3.Write ONE research question and preliminary information from THREE credible sources onto your STEP 1 sheet. 4.Raise your hand so your research question can be approved.

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 ______________.

IRONY Irony is when something is said or happens that is the OPPOSITE of what is expected. There are three types: verbal (say the opposite of what you mean), dramatic (audience is aware of something the character is not), and situational (ending is opposite of what is expected).

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 _________________________________________________ _______________________________________________________________________________