September 26-27, 2017 Objectives: Discuss how an author achieves artistic unity in a literary text. Peer-edit academic compositions. Catalyst: Turn in your Stranger essay components Staple hand-written and peer drafts; CLIP – DON’T STAPLE – final to top Homework for next class: Senior board speech rehearsals Use the outline on my website to structure your speech Prepare for rehearsal like it’s the real deal

What are the Gothic elements in "A Rose for Emily"? Notes on Gothic (late 18th century - late 19th century): Goths: Germanic tribe (barbaric, crude) Contemporary association with uncouth, grotesque, Medieval Period architecture (gargoyles) Literary genre characterized by the following: mood of decay, suspense, terror action: dramatic, violent or disturbing, destructively passionate settings: grandiose, if gloomy or bleak Gothic Authors and Literatures: Edgar Allen Poe's "The Fall of the House of Usher" Shelley's Frankenstein Emily Bronte (Wuthering Heights) and Charlotte Bronte (Jane Eyre) and Henry James (The Turn of the Screw) drew heavy influence. What are the Gothic elements in "A Rose for Emily"?

Artistic Unity in “A Rose for Emily” 20 minutes New groups! How does the author achieve artistic unity? Use the elements from the Plot and Structure chapter of Perrine’s. Come up with a thematic statement (MOWAW) by the end of your discussion.

Letter to the Board peer-editing In your current groups, rotate your letter to the review board to two readers. Use the rubric to determine if and to what degree students meet expectations. Write directly on the letter if specific issues need to be addressed. Remember, you should bring three hard copies of your revised letter to your board next Tuesday.

Senior Board speech: Outline on my website, Graduation Project tab The Presentation – Guidelines Provide each board member with a copy of your letter. Wait for a signal from the Review Board before you begin your presentation, or ask the Review Board members if they are ready. Introduce yourself to the Review Board. Remember that you will be making a formal presentation. Please dress appropriately. Do not chew gum. Be aware of your body language. Avoid nervous gestures that may adversely affect your presentation. Maintain eye contact with the Review Board. Do not read your presentation.

Senior Board speech: Outline on my website, Graduation Project tab The Presentation – Guidelines Practice your presentation several times until you feel comfortable with its format and content. Also, time your presentation to be sure that you do not exceed the ten-minute maximum. Practice imagining what questions your Review Board might ask you (or ask a parent or a friend to compose questions for you) and plan the answers you would give. Your board may not ask these exact questions, but this will give you an opportunity to practice answering questions. Remember that questions should address a clarification or extension of your topic. Review Boards will be trained regarding the nature of appropriate questions. However, if you are asked a question that you feel is not appropriate (e.g., a question that is purely personal), you have the right to reply politely that the question does not relate to your research.

Visual Aid requirement (per CMS rubric) You do not have to reinvent the wheel here.    Visuals aids may be: a self-generated document, image, or artwork. a cited visual aid a prop or model (i.e. a student presenting on concussion risk in sports could use helmets from various sports show how they offer protection from concussion). A brief (20-30 second*) video clip Students should directly reference and integrate the visual aid into their presentation.  Visual aids may be distributed to the board, displayed centrally, or viewed via the Promethean board. Some specific examples include graphs/charts (boring), timelines, photography, political cartoon, comparative models (before & after), or scale model.

Native Son prose passage analysis The directions ask you to: Annotate for specific choices/devices Compose a response to those devices Analyze/evaluate Wright’s verb choice