April 23-24, 2018 Objectives: Discuss ideas collaboratively. Compose short outlines according to AP expectations. Catalyst: Sound and Meaning poems Homework & Reminders: King Lear assessment 4.25/4.26 King Lear seminar 4.27/4.30 King Lear makeup 4.30 AP Exam 5.9

Sound and Meaning In first-rate poetry, sound never exists for its own sake nor for mere decoration but to enhance its meaning. Poetic Sound Devices: Choosing words that suggest meaning: onomatopoeia (sounds like its meaning) Repetition of sounds to create meaning Alliteration: repetition of sound beginnings euphony: pleasant sounds (l, m, n, r, soft s, fl, wh) cacophony: harsh sounds (b, d, g, k, p, t) Consonance: repetition of consonant sounds Assonance: repetition of vowel sounds

Sound and Meaning Describing rhythm Pattern of stressed and unstressed syllables Meter: fast or slow Fast: unaccented syllables are placed together Slow: unstressed and stressed syllables placed next together Describing rhyme end rhyme internal rhyme - Why? approximate rhyme - Why? masculine rhyme - one syllable : dance-pants feminine rhyme - two or more syllables (final usually unstressed): ceiling-appealling

Sound and Meaning Pease Porridge What sound devices are present? What is the purpose of the devices? Pease porridge hot, pease porridge cold, Pease porridge in the pot, nine days old; Some like it hot, some like it cold, Some like it in the pot, nine days old.

"We Real Cool" What is the impact of the placement of the pronouns on sound? Meaning? What types of rhyme are present?

King Lear pre-writing (7 mins) In your composition notebook, write the following: The meaning of the work as a whole. You should have through at least Act IV completed by now, but if you don't, you can still compile some larger insight. Underneath that: write ten details from the text that support that meaning. Bullet points are fine. When you finish, find your top 5 prompt years for the novel on Google Classroom. Star/circle your absolute favorite.

King Lear 10-7-5-3-1 Your groups are: Choose your own 3 or 4 Be productive Be academic Be thorough

Collaborative: Find common ground Determine quotations (3) that could work, no matter which prompt Draft a 10-7-5-3-1. 10 universal, specific textual references-events 7 characters who will force their way into your essay (5 musts, two diamonds) 5 significant character thoughts, realizations, or decisions 3 undeniably universal quotes from the text 1 theme that brings all of the above together in any number of ways (MOWAW!) Create a skeleton outline (basic - not crazy elaborate) **based on your agreed-upon prompt year

Potential Prompt Years: 2B 3B 1982 1974 1990 1983 2001 2011 2008 2016