Tuesday, March 31 Literature 11.2 GUM 12.2 Literary Analysis and Composition

Literature 11.2 What are our lesson objectives? What will I be able to do by the end of this lesson? I will be able to: Demonstrate knowledge of authors, characters, and events in works of literature. Recognize the effect point of view has on literature. Identify and interpret allusions.

Recognize the use of language to convey mood. Identify theme. Identify and interpret the use of imagery. Identify and interpret the use of figurative language. Recognize author's purpose and devices used to accomplish it, including author's language, organization, and structure.

Keywords and Pronunciation imagery : language that creates a mental picture by appealing to the senses, that makes readers see, hear, smell, taste, or feel things in their imagination; for example, "the coal-black night," "the stinging cold," "the rapping and tapping of rain on the roof" psalter (SAHL-tuhr)

Why are we studying the Bible in a literature class? A distinction needs to be made between, on one hand, teaching the Bible as a guide to belief, and, on the other hand, teaching stories from the Bible as literature. Teaching the Bible as a guide to belief is a religious task that belongs to the family (if the family so chooses) or the church. Teaching stories from the Bible as literature—which is the goal of these lessons—is an educational task intended to promote cultural literacy. As E. D. Hirsch, Jr. explains in The Dictionary of Cultural Literacy (2nd edition, Boston: Houghton Mifflin, 1993), “No one in the English-speaking world can be considered literate without a basic knowledge of the Bible.” Stories, characters, and expressions from the Bible are woven into the fabric of English, in everything from the sportscaster’s casual allusion to an uneven match as a “David and Goliath contest” to the poetry of Chaucer, Shakespeare, and Milton.

Quick Write/Discussion Questions Answer the following question about the final verse of Psalm 23. How does the final verse make the relationship between the author and the Lord seem particularly close?

GUM 12.2 What are our lesson objectives? What will I be able to do by the end of this lesson? I will be able to: Use commas to separate items in a series. Use commas correctly with dates and addresses and in letters. Use commas to separate certain adjectives before nouns. Use commas before the coordinating conjunctions that join the parts of compound sentences. Use commas after certain introductory elements.

Keywords and Pronunciation adjective : a word that modifies, or describes, a noun or pronoun adverb clause : a subordinate clause that is used mainly to modify a verb compound sentence : two or more simple sentences, joined by a comma and coordinating conjunction or by a semicolon participial phrase : a participle joined with related words prepositional phrase : a group of words that begins with a preposition, ends with a noun or pronoun, and is used as an adjective or adverb

How do I use commas to separate? This section will show us how to use commas to separate words, phrases, and clauses. Two or more items in a series should be separated by commas. Words: Mark, Pete, and Cate are making the costumes. Phrases: Kittens were on my bed, in the closet, and in the hall. Clauses: You must know who the candidates are, what they stand for, and how they have voted.

How do I use commas to separate? Similarly, when two or more adjectives precede a noun, they are often separated by commas, unless they refer to size, shape, or age. A light at the end of a long, shady lane beckoned us forward. The big yellow dog was wagging its tail. The clauses of compound sentences should be separated by commas. Mr. Nichols will drive, and Mrs. Collins will chaperone. Certain introductory elements, such as yes and no, also require a comma, as do dates, addresses, and the salutations and closings of letters.

Let’s Practice! Read the paragraphs below. Add commas where necessary. Pinnipeds are fin-footed mammals with limbs that are used as paddles or flippers. The three main kinds of pinnipeds are the walrus the sea lion and the seal. All pinnipeds are meat eaters and they all live in the water. Most pinnipeds live in the cold waters of the Arctic and the Antarctic oceans but several forms live in fresh water. Since pinnipeds spend most of their lives in the water they have become well adapted to this kind of existence. Their tapered streamlined bodies make them excellent swimmers. Their thick layer of blubber gives them added buoyancy and helps keep them warm.

Let’s Practice! Searching for food pinnipeds can dive two or three hundred feet below the water’s surface. When they are underwater their nostrils close. Most pinnipeds have sharp backward- pointing teeth. This feature makes it possible for a pinniped to seize prey and direct it down its throat. Because pinnipeds are sociable animals they live together in large herds. The walrus is one type of pinniped. Some scientists classify the walrus as a type of large seal. Having tusks to defend itself the walrus can protect itself from the threat of the much larger polar bear. When walruses climb onto ice they can also use their tusks as hooks.

Let’s Practice! The sea lion lives in the northern Pacific Ocean and parts of the Southern Hemisphere. Using all four flippers sea lions can walk on land. Their thick blubbery layers keep them warm. The harbor seal and elephant seal are two kinds of earless seals. Without ear flaps but with ears these seals have excellent hearing. They cannot use their rear flippers for walking but they move along on their bellies.