1. MONDAY, OCTOBER 26, 2015 9 TH GRADE MYP Quoting and Citing Evidence

2. Reading Snippet (pg. 20)10/26/15 Week 2 Oct. 26-28  External Conflict: Marigolds p. 76  Text: “I suppose that futile waiting…created him to fly free.” Questions:  What type of conflict is present in this passage? Internal or External? Explain.  What factors are causing the poverty that Elizabeth is experiencing?  Citing text evidence to support your response, describe her poverty.

3. Objective, Agenda, & Homework Objective: I will use my annotations to correctly quote and cite evidence about a claim. Agenda:  Reading Snippet (Pg. 20)  Recap Greek Roots  Formative #2 (Quoting and Citing Evidence)  Read and Annotate Poems Homework: Study for Greek roots 29-32 quiz.

4. Greek Roots 29-32 Recap 29. neuro = ? 30. bio = ? 31. psych = ?, ? 32. astr = ?

5. Notes: Types of Conflicts Internal  Character vs. Self External  Character vs. Other Character  Character vs. Nature  Character vs. Technology  Character vs. God  Character vs. Society

6. The Taming of the Shrew Vocabulary 170: rail = to complain 175: volubility = talkative 177: pack = leave 180: banns = notice of marriage 186: bonny = sweet 199: bear = carry weight 200: bear = have children 201: jade = ill-tempered woman 204: swain = admirer 210: waspish = spiteful 220: cuff = hit 223: arms = nobility 224. herald = royal messenger 225: crest = coat of arms 225: coxcomb = stupid man 227: craven = coward 229: crab = crab-apple 233: glass = mirror 237: wither’d = wrinkled 241: chafe = annoy 241: tarry = stay 242: whit = bit 243: coy = disdainful 243: sullen = gloomy 247: askance = mistrust 251: affable = friendly 259: gait = way of walking 263: extempore = off the cuff 271: nill = refuse

7. The Taming of the Shrew Annotation Write these notes to the right of the text. What are the characters saying? How are their words developing the external conflict?  As we read and annotate, think about who is winning the argument: Petruchio or Katharina.

8. Recap: Introducing Quoted Evidence Tag Lines: Begin a quotation from the text with an introductory or transitional phrase.  According to Shakespeare, “….  Mrs. Flowers says, “….  Later in the poem, the speaker claims “….  Initially, the author shows “….  Another example is when “….  Or just incorporate the quotation into the sentence.  The townspeople admired Richard Cory because “he was rich—yes, richer than a king” (Robinson 9).  Romeo loves Juliet because she is “a winged messenger of heaven” (Shakespeare 2.2.30).

9. Recap: Quoting Evidence (Punctuation) Quotation Marks: When you rewrite what the author wrote word- for-word, all of that textual evidence must go in quotation marks.  Example: In “Incident in a Rose Garden,” Death tells the master, “I only meant to ask him/To show me to his master” (Justice 47- 48).  Example: Marguerite comments that Mrs. Flowers had remained throughout her life “the measure of what a human being can be” (Angelou 1). Periods:  If the quotation ends with a period, move the period outside of the quotations AND put it AFTER the citation.  If the quotation ends with a question mark or exclamation point, then put it in the quotation marks. In addition, put a period after the citation in parentheses.

10. Notes: Citing Evidence All citations go in parentheses after the quotation but before the period. Citation for a Shakespeare Play:  (author’s last name act#.scene#.line#’s)  (Shakespeare 2.2.46-48)

11. MYP: Language and Literature Literary Analysis Formative #2 Criterion 1-23-45-67-8 B: Organizing The student: iii.makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention. The student: iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention. The student: iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention. The student: iii. makes excellent use of referencing and formatting tools to create an effective presentation style.

12. Example of Formative #2 (by Miss G) In Shakespeare’s Othello, Desdemona’s love for Othello is true love because she cares for his struggles and gives him greater importance in her life than anyone else. Desdemona is emotionally moved by the slavery, travels, and battles that Othello endures because Othello tells all that “I loved her that she did pity them [his struggles]” (Shakespeare 1.3.194). Later, Desdemona tells her father that she now owes a greater duty to Othello than to Brabantio when she states, “I am hitherto your daughter. But here’s my husband. And so much duty as my mother showed to you, preferring you before her father, so much I challenge that I may profess due to the Moor my lord” (Shakespeare 1.3.213-218).

13. Formative #2 (15 minutes) Look back at your notes for The Taming of the Shrew. On your half sheet of paper, write a one sentence claim: Who won the argument, Petruchio or Katharina?  Include the title and author.  Include a specific and debatable idea.  Include 2 reasons to support the claim. Then, find 2 pieces of textual evidence from the play to support your claim. The first evidence should support reason #1, and the second evidence should support reason #2.  Be sure to QUOTE your evidence word-for-word (instead of paraphrasing).  Also, be sure to correctly cite each piece of evidence.

14. Internal Conflict in Poetry “Hope” is the thing with feathers - BY EMILY DICKINSONEMILY DICKINSON “Hope” is the thing with feathers - That perches in the soul - And sings the tune without the words - And never stops - at all - And sweetest - in the Gale - is heard - And sore must be the storm - That could abash the little Bird That kept so many warm - I’ve heard it in the chillest land - And on the strangest Sea - Yet - never - in Extremity, It asked a crumb - of me. Source: The Poems of Emily Dickinson Edited by R. W. Franklin (Harvard University Press, 1999)

15. There's a certain Slant of light, BY EMILY DICKINSON There's a certain Slant of light, Winter Afternoons – That oppresses, like the Heft Of Cathedral Tunes – Heavenly Hurt, it gives us – We can find no scar, But internal difference – Where the Meanings, are – None may teach it – Any – 'Tis the seal Despair – An imperial affliction Sent us of the Air – When it comes, the Landscape listens – Shadows – hold their breath – When it goes, 'tis like the Distance On the look of Death – Source: The Poems of Emily Dickinson Edited by R. W. Franklin (Harvard University Press, 1999) Internal Conflict in Poetry