Speak notes & Graphic Organizer for the critical lens & Questions 26 & 27

Speak, Laurie Halse Anderson Setting Characters Conflicts Themes Symbols Syracuse 2000s POV: 1st person POV Melinda Sordino Rachel/Rachelle Andy Evans (IT) Mr. Freeman (art teacher) Heather from ohio Nicole (lax girl) M v M Andy rapes Melinda M v Society M calls police at the party and she is shunned in school M v self Melida starts talking Do not be afraid to stand up for yourself. Whenever you fall, stand back up. Popularity at the expense of friendship is not an even trade. Tree Maya Angelou poster

Regents Exam: Task #4 The Critical Lens Essay Your interpretation of the quote: Work 1 title: underlined Author 1   1st example from work 1 which proves your interpretation of the quote [including a literary element/device]: 2nd example from work 1 which proves your interpretation of the quote [including a literary element/device]: Work 2 title: underlined 1st example from work 2 which proves your interpretation of the quote [including a literary element/device]:

The following is a frame for writing the critical lens essay [Add a grabber: an interesting way to begin the essay which is connected to the topic.] Rewrite the quote. The quote means …. This quote is valid [or] The speaker of the quote is correct. by [author’s name] and by [author’s name] support the interpretation of the quote. Both authors use [place your literary elements here] which support the quote. In [title] by [author’s name], give an example that supports your interpretation of the quote. This example should be a literary element. ex: point of view, conflict, characterization, symbolism. [Ex: In Harper Lee’s To Kill a Mockingbird, the narrator of the story, Scout, gives a first person point of view of the story. This specific point of view enables…] Choose your second example in the same way. [Ex: Ms. Lee also uses the constant build-up of the conflicts of the story to … ] Lastly, tie these literary element examples to the interpretation of the quote (if you haven’t done so already). Do the same for the second work of literature. Remember to always connect your specific examples/ details to your interpretation of the quote. In conclusion, title of work 1 by [author’s name] and title of work 2 by [author’s name] support [restate the interpretation of the quote]. They do this through the use of [name your literary elements]. Add a clincher: the final thought, related to the topic, that you want your reader to think about.

Outline for Question 26 CONTROLLING IDEA Possibilities: 1. Everyone has evil inside of them. 2. All evil traces back to human beings. 3. It is man’s own mind, not his enemy that lures him into evil ways. Work 1 Evidence Work 2 Evidence

Outline for Question 26 CONTROLLING IDEA: 1. Both passages convey the idea that evil will succeed so long as humans allow it to because evil exists within us. Work 1 Evidence: Excerpt from LoF Work 2 Evidence: “Sympathy for the Devil” “I’m warning you. I’m going to get angry….You’re not wanted…. We are going to have fun on this island…” Explanation/connection to CI: 2. “Get back to the others and we’ll forget the whole thing.” 3. “There isn’t anyone to help you. Only me. And I’m the Beast.” 4. “Or else,” said the Lord of the Flies, “we shall do you. See? Jack and Roger and Maurice and Robert and Bill and Piggy and Ralph. Do you. See? 1. “Just as every cop is a criminal/ And all the sinners saints…” 2. “And I was ‘round when Jesus Christ/ Had His moment of doubt and pain/ Made damn sure that Pilate/ Washed his hands and sealed His fate” 3. “Stuck around St. Petersburg/ When I saw it was time for a change/ Killed the Czar and his ministers/ Anastasia screamed in vain” 4. “I shouted out, who killed the Kennedys/ When after all, it was you and me”

Outline for Question 27 Main idea of paragraph: Use the controlling idea from Q 26 as a guide for how the literary element develops the passage Supporting Textual Evidence 1: Supporting Textual Evidence 2: Supporting Textual Evidence 3:

Outline for Question 27 Main idea of paragraph: Jagger and Richards use irony to convey the idea that evil/ devil exists inside each of us. Supporting Textual Evidence 1: The title of the passage is “Sympathy for the Devil”. This is ironic because one does not expect to have sympathy for an evil creature who has toppled kings and queens, presidents and czars. [Quote from the passage to support.] These acts could not, however, have been done without the involvement of humans. Supporting Textual Evidence 2: The devil is a threatening figure who has “…been around a long, long year/ Stole many a man’s soul and faith.” Additionally, he admonishes us that if we meet him, we should “…have some courtesy/ Have some sympathy, and some taste/ Use all your well earned politesse/ Or I’ll lay your soul to waste.” That last line is a direct threat to humanity and, as such, it is ironic that humans would have sympathy for the creature that will bring about our destruction. Supporting Textual Evidence 3: “Just as every cop is a criminal/ And all the sinners saints…” further underscores the idea that evil exists even in the best or most noble/moral among us. The irony used here is in thinking of saints as sinners and cops as criminals. [It brings to mind the adage that “the devil has the ability to assume a pleasing shape” as well as the running theme in Shakespeare that appearances can be deceiving.