Lesson 4H: Review Summer Reading *Look through SB books *Acquire and use accurately general academic & domain-specific words/phrases *Cite strong textual evidence to support analysis of what the text says

Book Sign Out  Please make sure you sign the form acknowledging you received a book  Write your name in your book as soon as you receive it  DO NOT LOSE --$20-30 replacement fee  Online Access  avoncommunityin.springboardonline.org avoncommunityin.springboardonline.org  Access Code: QEGFLW

Content Look Through  Open to Table of Contents (Page V)  Bracket in Unit 1 Activity 1.1 to EA 1  Bracket in Unit 2 Activity 2.1 to 2.10  These two combined are Unit 1  Unit Concepts: Coming of Age & Defining Style  Focus: Literary Terms and Ideas through short stories

Coming of Age: Page 1  Based on the passage, what are some of the things your are going to be doing or learning about?  How does SSRAW tie into this?  What do you think Coming of Age means?  Jot down “buzz” words and phrase to the left of the unit overview

Coming of Age: Table of Contents Page 2-3  Cross out the following activities:  1.6: Learning How to Interview  1.7: Conversations with Characters  1.9: Reading an Interview Narrative  1.10: Examining the Art of Questioning  1.11: Transforming the Transcript  1.12: Planning an Interview  All of Page 3 Activities  Change Embedded Assessment 1 to:  Writing a Personal Narrative Essay

Unit Goals and Academic Vocab + Lit Terms  Understand the concept of coming of age  Identify diction, syntax, imagery, and tone—and to understand the way they work together to convey an author/speaker’s voice  Incorporate voice effectively in writing ▪ Strategize ▪ Inference ▪ Denotation ▪ Connotation ▪ Voice ▪ Tone ▪ Narrative ▪ Narrator ▪ Diction ▪ Juxtapositio n

Previewing EA 1.1: Writing a Personal Narrative Essay

EA 1.1 Rubric Primary Focus: Development of Ideas

Summer Packet  Make sure name is on it, pass it forward  We ARE reviewing these activities  Big picture concepts for the year  Want to see what you did over summer

1.1 Previewing Unit (First half of Unit 1)  Big Year Idea: Coming of Age  Essential Question  Unit Goals, First Half  Academic Vocabulary  Literary Terms  Highlight Activities

1.2: Talking About Voice  Literary Terms  Voice  Tone  Diction  Imagery  Syntax  How do these terms connect together?

Pizza Speakers  Based on the speaker’s description about pizza, what are three inferences you can draw about the speaker’s voice?  Remember to cite details to support your inference. (Literary Terms!)  Eating pizza is rather like embarking on a transcontinental excursion. You embark on the journey without being quite certain of what you will encounter. A well-made pizza contains the aromatic essence of fresh basil, oregano, and garlic that beckon invitingly. Once you bite into a perfectly sliced piece of pizza, your taste buds awaken and celebrate. When properly prepared, pizza is an extraordinary culinary creation.

With a Partner (Page 7)  Take turns with the other three speakers on “pizza”  Try to take on that person’s voice  What inferences can you make based on the person’s voice? What can you say about them based on the literary terms of syntax, diction, imagery, tone?

Group Discussion Norms: Period 6  Working A LOT in groups, pairs, trios, whole class  Norms are provided on page 7, but create our own.  Posted in room—keep each other honest!

Exit Ticket  How do syntax, diction, tone, and imagery all contribute to a person/character’s voice?  Based on a person’s voice, what might you be able to infer about them?

1.4 Parallel Structure  Two or more words, phrases, or clauses that are similar in length and grammatical form  A Phrase is a group of related words in a sentence, such as prepositional phrases, participial phrases, infinitive phrases, etc.  A Clause is a group of words containing both a subject and a predicate. It can be either dependent or independent  To create parallel structure, you need to have same pattern of words in a series or in a compound structure to show balanced ideas

Examples  “To strengthen, perpetuate, and extend this interest [slavery] was the object for which the insurgents would rend the Union, even by war…”  “With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in…” How are these two examples using parallel structure?