English I Honors—January 21, 2015 Bell work: Write a compound-complex sentence. Remember, a compound-complex sentence contains two independent clauses and one or more dependent clauses. – Example: I did my homework, but I forgot it at home because I was rushing to get ready for school. The independent clauses are in red (notice this is a compound sentence). The dependent clause is in purple (this is what makes the sentence CC). Homework: – Complex/Compound-complex sentence homework due tomorrow. Only complete the even numbers. – Study Island homework (connotation and denotation) due Friday at midnight. – Unit 4 grammar test next Monday (January 26). Lesson 1 vocabulary test next Tuesday (January 27) – Independent Reading Project due Feb. 2.

English I Honors— Lesson 1 Vocabulary 1. commemorate: to serve as a memorial or reminder of. 2. eulogy: a speech or writing in praise of a person or thing, especially a set oration in honor of a deceased person. 3. quarry: any object of search, pursuit, or attack. 4. vital: necessary to life. 5. sustenance: a means of sustaining life; nourishment.

English I Honors— Lesson 1 Vocabulary 6. dire: causing or involving great fear or suffering; dreadful; terrible. 7. immortality: unending life 8. epitaph: a commemorative inscription on a tomb or mortuary monument about the person buried at that site. 9. predator: any organism that exists by preying on other animals. 10. longevity: a long individual life; great duration of individual life.

Why Study Sentences? To ensure we write complete sentences. To learn to vary our sentence structure (syntax). To make us better writers and proofreaders! S

Review Main clause: a clause that can form a complete sentence standing alone, having a subject and a predicate. Also referred to as an independent clause. Subordinate clause: a clause, typically (not always) introduced by a conjunction, that forms part of and is dependent on a main clause. Also referred to as a dependent clause. A simple sentence contains a subject and a verb, and it expresses a complete thought. A compound sentence contains two independent clauses joined by a coordinating conjunction. Parallel structure is repetition of the same pattern of words or phrases within a sentence or passage to show that two or more ideas have the same level of importance.

Complex Sentences A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinating conjunction or a relative pronoun. – When he handed in his homework, he forgot to give his teacher the last page. – The teacher returned the homework after she noticed the error. – Even though they would rather watch TV, the students are studying because they have a test tomorrow.

Compound-Complex Sentences A compound-complex sentence is made from two independent clauses and one or more dependent clauses. – Although I like to go camping, I haven't had the time to go lately, and I haven't found anyone to go with. – We decided that the movie was too violent, but our children, who like to watch scary movies, thought that we were wrong.

English I Honors EA1: Writing and Presenting an Interview Narrative You will define a specific interview plan in Activity 1.12, but you need to start thinking about whom you eventually want to interview. Strategize: to plan the actions you will take to complete a task. p. 55 Scoring Guide Describe an incident from an interviewee’s college experience that influenced his or her coming of age. Incorporate vivid examples from the three descriptive categories (appearance, actions, and speech). Present an interviewee’s unique point of view by conveying his or her distinct character. Follow a logical organizational structure for the genre by orienting the reader, using transitions, and maintaining a consistent point of view. Use descriptive language, telling details, and vivid imagery to convey a strong sense of the interviewee’s voice. Embed direct and indirect quotations smoothly. Demonstrate correct spelling and excellent command of standard English conventions.

Defining Experiences When do you believe the process of “coming of age” starts and ends? What are some significant “coming of age” events that occur during these ages?

Defining Experiences Section 1—Paragraphs 1-7 – 1. Summary: The narrator Lizabeth (now an adult) recalls the summer when she was fourteen going on fifteen. – 2. Conflict: Lizabeth wrestles with feelings of regret as she remembers an incident that occurred in the past (internal conflict). – 3. New vocabulary: skein—a tangled or complicated arrangement, state, or situation. shantytown—a deprived area on the outskirts of a town consisting of large numbers of crude dwellings. poignantly—evoking a keen sense of sadness or regret. These words all have a negative connotation. – 4. Key ideas and details: “When I think of…” “…all that I seem to remember” “Surely there must have been..” She juxtaposes the “arid sterile dust” which has a negative connotation with the marigolds described as “a brilliant splash of sunny yellow” and has a hopeful connotation. – 5. Figurative language: brown dust and marigolds (juxtaposition); “memory is an abstract painting” (metphor) – 6. Tone: poignant—the narrator feels some sense of regret and mixed emotions as she remembers that summer. – 7. Voice: “Joy and rage and wild animal gladness and shame become tangled together in the multi-colored skein of fourteen-going-on-fifteen as I recall the devastating moment when I was suddenly more woman than child, years ago in Miss Lottie’s yard.” This quote captures Lizabeth’s voice because even though she is going to describe the incident from her childhood, the reader knows that it is a grown woman telling the story.

Marigolds Sections Section 2—Paragraphs 8-21 Section 3—Paragraphs Section 4—Paragraphs Section 5—Paragraphs 43-62

Writing Prompt Describe the voice of (Lizabeth) the narrator. Then explain how the diction and imagery create this voice. – Be sure to: Begin with a clear thesis for your position. Include direct quotations to support your claim, and punctuate them correctly. Include transitions and a concluding statement.

Sample Response The narrator, Lizabeth, has chosen to retell a story as an adult reflecting on a significant incident from her childhood. Her voice is that of a reflective, thoughtful adult, but she tells the story with the vivid detail of a child who experienced it. The narrator sets the tone by saying she is recalling “that devastating moment when I was suddenly more woman than child.” From her diction, using the word “devastating”, the reader knows the incident was significant and probably negative. After the child, Lizabeth, “leaped furiously into the mounds of marigolds and pulled madly, trampling and pulling and destroying the yellow blooms,” the adult realizes she has also destroyed “whatever was love and beauty and joy” for Miss Lottie and herself. The imagery and diction convey the angry, bewildered child whose adult self is, in an act of reflection, trying to understand herself.