Commentary day three March 12, 2015

First task—lit terms 1.On the blank sheet, put a mark next to the terms that you know. 2.Add your total and record your number. 3.Copy the first 15 definitions from the packet to the blank, purple sheet. 4.We will have a quiz on these 15 terms Wednesday.

Registration We are going to the LRC to register. Get your form when you enter. Find a computer and enter your classes and alternates. Wait quietly until it is time to come back to the room. When you come back to the room, pretend like class is just starting. Be ready for commentary.

Entry task 1. What is commentary? 2. What is the dominant effect of a passage? 3. In the commentary grid there are four boxes: context, key ideas, nuts and bolts, movement/ shifts. Give an example of something you could put in each. Try to do this without looking at the handout.

Task one Look at passage #2 in your packet Create a commentary grid for passage #2 with your partner/ triad. Put two things in each box. Whole group grid

Task two 1.The dominant effect revisited. 2.What is the dominant effect of this passage? 3.Copy down and use this stem: In this passage, Hurston focuses on (devices) The dominant effect of this passage is…

Structuring a commentary 1.Thesis (devices  dominant effect & theme/author’s message ) 2.Lit features: meaning (interpretation) and connection to DE and theme (Use the grid if needed) 3.Moments: connection to other moments in the work and their significance (NOTE: 2 & 3 are intermingled in best commentaries) 4.Final statement of meaning (conclusion)—hit your take on the author’s purpose and message again— this is your final chance to show your listener that you are an intelligent analyzer of literature

Exit slide 1.What is the dominant effect of a piece of literary text? 2.What is the theme of a literary text? 3.What is the difference between theme and dominant effect? 4.What are the four steps to a commentary? 5.What are 10 descriptive tone words? (bonus)