Storm Warning (Imagery and Diction Continued) Pre-AP english II

Bell Ringer Prepare for your presentation! Poem Artifact Turn in Diction/Imagery Homework

“Storm Warning” Read “Storm Warning”: Paraphrase each stanza Identify the theme of the poem Highlight significant diction AND annotate how the diction supports the intended mood Explain the meaning of the title Create three questions about the poem (must fit within the three high levels of Bloom’s)

Analysis Break down a concept or idea into parts and show relationships among the parts. What can you infer _________________? What ideas validate ______________________? How would you explain ____________________? What can you point out about ________________? What is the problem with _____________? Why do you think _____________?

synthesis Bring together parts of knowledge to form a whole and build relationships for new situations. What would happen if _________________? How would you portray ______________? Devise a way to _____________. How would you compile the facts for _____________? How would you elaborate on the reason ________________? How would you improve _____________?

evaluation Make informed judgments about the value of ideas or materials. Use standards and criteria to support opinions and views. What choice would you have made _______________? How would you determine the facts ______________? What is the most important _____________? What would you suggest ____________? How would you grade ____________? What is your opinion of ______________? How could you verify ______________?

Storm Warnings (Day 2 – Syntax/Structure)

Bell ringer – “Storm Warnings” Titles play a significant role in poetry. Often, the title seemingly does not relate to the poem, but on second glance, the reader the discovers its true purpose. If you were to rename the poem “Storm Warnings,” what would the title be and why? Be sure to discuss the impact the title change would have on the mood of the poem. Read the quote that follows: A smooth sea never made a skillful sailor. Explain how the quote relates to the poem “Storm Warnings.” Be sure to use evidence from the text to support your response. ** KEEP YOUR POEM “STORM WARNINGS!!!” **

“Storm Warning” Let’s Discuss! Paraphrase each stanza Identify the theme of the poem Highlight significant diction AND annotate how the diction supports the intended mood Explain the meaning of the title Ask three questions about the poem What images are created? What literary devices does the poet use to communicate the mood? Diction of paragraph #1?

Syntax The order of words and the sentence structure Elements to consider: Punctuation placement Length of Sentences: Long vs. Short Sentences Structures: Simple, Compound, Complex, Compound-Complex Type of Sentence: Declarative, Interrogative, Imperative, Exclamatory

Rhetorical Sentences Types Sentence Type Definition Example Impact Loose Main clause first, followed by dependent clauses and phrases I knew I had found a friend in the woman,, who herself was a lonely soul, never having known the love of man or child Periodic Ideas occur chronologically with the climax at the end of the sentence In spite of heavy snow and cold temperatures, the game continued. Parallel Uses same pattern of words to show that two or more ideas have the same level of importance Mary likes to hike, to swim, and to ride a bicycle. Balanced Ideas are organized symmetrically with complementary or opposite ideas on either side. Ask not what your country can do for you but what you can do for your country. Loose: main clause first, followed by dependent clauses and phrases Ex. I knew I had found a friend in the woman,, who herself was a lonely soul, never having known the love of man or child Periodic: ideas occur chronologically with the climax

Review Storm Warnings With your team, identify the syntactical elements the author uses.

“We real cool” Working alone, rewrite the poem with the structure you think creates the intended meaning. You may split sentences! At the bottom, write what effect the structure of your poem has on the meaning. Do not forget to consider the syntax, diction, and imagery at play

Structure We Real Cool By Gwendolyn Brooks What was the author’s purpose? Effect on reader? Effect of split sentences, why? Mood?

Due Tuesday, September 8th (A-Day) & Wednesday, September 9th (B-Day) homework Complete “Syntax” handout (front and back!) Due Tuesday, September 8th (A-Day) & Wednesday, September 9th (B-Day)