English II Honors—September 16, 2015 Daily Warm-up: What makes a person a good story teller? Reading Plus due Sunday at 11:59. Study for Lesson 9 and 10 Vocabulary.

Lesson #9 Vocabulary pestilent—adj. destructive to life; deadly stagnation—n. a failure to progress, develop, or advance. disdain—n. the feeling that someone or something is unworthy of one’s consideration or respect; contempt. pervade—v. to spread throughout impetuous—adj. acting or done quickly without thought or care

Lesson #9 Vocabulary flaunt—v. display (something) ostentatiously, especially in order to provoke envy or admiration or to show defiance sedate—adj. calm, dignified, unhurried curtail—v. reduce in extent or quantity; impose a restriction on solace—n. comfort or consolation in a time of distress or sadness alluring—adj. powerfully and mysteriously attractive or fascinating; seductive

Lesson #10 Vocabulary periphery—n. the outer limits or edge of an area or object traumatic—adj. emotionally disturbing or distressing anachronism—n. a thing belonging or appropriate to a period other than that in which it exists, especially a thing that is conspicuously old-fashioned. euthanasia—n. the painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma. The practice is illegal in most countries. genealogy—n. a line of descent traced continuously from an ancestor.

Lesson #10 Vocabulary psychopath—n. a person suffering from chronic mental disorder with abnormal or violent social behavior anthropomorphic—adj. having human characteristics hypodermic—n. a hypodermic syringe or injection hierarchy—n. a system or organization in which people or groups are ranked one above the other according to status or authority dehydration—n. excessive loss of water from the body or from an organ or body part, as from illness or fluid deprivation

Unit 2 Embedded Assessment 1—Writing a Narrative Your assignment is to write a narrative about an incident, either real or imagined, that conveys a cultural perspective. Throughout this unit, you have studied narratives in multiple genres, and you have explored a variety of cultural perspectives. You will now select the genre you feel is most appropriate to convey a real or fictional experience that includes one or more elements of culture.

Skills and Knowledge Write a narrative, either real or imagined, that conveys a cultural perspective. Use narrative techniques (dialogue, pacing, and description). Identify and examine the aspects of culture as they are presented in literature. Provide a conclusion that reflects on what is experienced, observed, and resolved over the course of the narrative.

Indirect and Direct Dialogue Indirect: A paraphrase what is said by a character or narrator. It does not need quof otation marks. Example: When my mother began dropping hints that I would soon be going to school, I vowed never to go because it was a waste of time. Direct: Exact words spoken by a person. It uses quotation marks and dialogue tags. Example: “This time next fall, you’ll be in school,” hinted my mother. “Why would I go to school? You’ll never see me waste my time at school!” I vowed.

Brainstorm: Dialogue tags A “I can show you where the library is,” April assisted. B Bob boasted, “Look at my new iPhone!” C “She’s dating Sean!” Cassandra cackled. D David demanded, “Give me all your lunch money!” E “I turned my essay in on time,” Emily exhaled. F “I said no tomatoes!” Frank fumed. G George gesticulated, “Come sit over here.” H “I have to do my homework,” Hector huffed. I Ignacio interrupted, “I have a couple ideas.” J “Interrupting cow— Moo!” Josh joked. K “You’re wish is my command,” Kevin kowtowed. L “You look ridiculous,” Lucy laughed. M Mona moaned, “I have so much work to do!” N “Fix the sink, Nathan!” Nancy nagged. O “I see an octopus,” Oliver observed. P “Please give me an A,” Paul pleaded. Q Quincy quivered, “Did you hear that creepy sound?” R “Remember when we went to the rodeo?” Reba reminisced. S “I saw a g-ghost!” Sally stuttered. T “I bet you wish you had this delicious pizza,” Thomas taunted. U “I want to go to Universal,” Ulysses uttered. V “I am vexed,” Vanessa vented. W “I want watermelon!” Wendy whined. Y “YOLO!” Yolanda yelled.

Brainstorm: Dialogue tags ABCDE FGHIJ KLMNO PQRST UVWY

Kaffir Boy by Mark Mathabane Go back through the story and find the dialogue tags that add characterization. How does the variety of dialogue tags serve as characterization? The author uses dialogue to create the relationship between the mother and son. What details in the story illustrate the culture of family and mother-son relationship? Does the dialogue speed up or slow down the story? How does it convey action? Are the verbs active or passive? How does this affect the story?

Direct vs. Indirect Dialogue Direct DialogueIndirect Dialogue “Are they here? I didn’t hear any noises,” I said in the usual way. Since I heard no noises, I wondered if they were here.

Kaffir Boy Setting Point of View Characters Plot Exposition: Rising Action: Climax: Falling Action: Resolution: Theme

Writing Prompt Write a narrative about an incident, either real or imagined, that conveys a cultural perspective. Be sure to: Write a narrative about an incident, either real or imagined, that conveys a cultural perspective. Make it sound and feel like literature (use imagery to describe the experience). Include narrative elements: setting, sequence of events, and characters. Add dialogue both direct and indirect. Try to include a theme. Write at least one page.