Honors Paideia A 1/26/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW Rhetorical Devices Essay.

Honors Paideia A 1/26/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW Rhetorical Devices Essay BBR (1/28) Complete Warm Up Review the Objectives and Essential Questions Grammar Notes and Practice Stylistic Devices Practice Introduce Poetry Analysis Assign Literary Devices Glossary Project (Due 2/11) Complete a Closure Question

Honors Paideia B 1/27/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute AOW (Due 2/4) BBR (Due 1/29) Complete Warm Up-Finish Test Review the Objectives and Essential Questions Grammar Notes and Practice Stylistic Devices Practice Introduce Poetry Analysis Assign Literary Devices Glossary Project (2/12) Complete a Closure Question

Tone Review Understanding tone requires an understanding of all the elements writers use to create it: diction, detail, figurative language, imagery and syntax. Tone is the expression of the author’s attitude toward his audience and subject matter. It can also be the expression of the speaker OR narrator’s attitude his listener or subject matter. And sometimes it’s a little of both. It is the feeling that grows out of the material, the feeling that the writer creates for the reader. There are many different tones as there are feelings: serious, light-hearted, playful, sarcastic, accepting,etc. The trick is to be able to identify and create tone in writing.

Tone Continued It’s easy to understand tone in spoken language. If your mother says, “Don’t use that tone of voice with me!” you know exactly what she means. You have expressed a disrespectful feeling through what you said and how you said it. And you understand her tone all too well: she is angry with you . We understand tone in speech by listening not only to words but to the way words are said and the facial expressions of those who say them.

Tone Continued It is harder to understand and create tone in writing since you can’t depend on vocal and facial expressions. But it can be done. Just as we understand tone in speech from what is said and how it’s said, the same is true in writing. It just takes more practice. You need practice in figuring out what the tone is and how the tone is created. We create tone through the elements: Diction Detail Figurative language Imagery Syntax When you understand tone, you can connect to the writer’s thoughts and expression.

Create the following chart
Diction Detail Imagery Syntax What words help create the tone? What details add to the tone? How does imagery help create the tone? How does the sentence structure help create the tone?

Practice “The Baudelaire orphans went to the bedroom and glumly packed their few belongings. Klaus looked distastefully at each ugly shirt Mrs. Poe had bought for him as he folded them and put them into a small suitcase. Violet looked around the cramped, smelly room in which they had been living. And sunny crawled around solemnly biting each of Edgar and Albert’s shoes, leaving small teeth marks in each one so she would not be forgotten.” –Snicket, A Series of Unfortunate Events Complete the chart from the previous slide. Using the information identify the tone of the passage. Use the chart for support.

Poetry Notes Poetry is expression that is written in verse, often with some form of regular rhythm. The basis of poetic expression is heightened sense of perception or consciousness. A poem can look like prose, and prose can contain poetic elements.

Poetry Genres Narrative poem- tells a story
Epic Poem- a long poem written in the narrative mode with legendary main characters, heroic figures, and adventurous plot, and an expansive setting Lyric Poem- expresses feelings or ideas in a meter and rhyme that could be sung. Elegy- a lament over the death of someone or the loss of something Ode- a complex, serious, long lyric poem. Odes are very unified with just one theme handled in an extremely dignified manner. The purpose of many odes is to eulogize someone or something. Ballad- narrative songs that may be sung or simply recited. The subjects are usually courage or love. They sometimes contain repetition of words or phrases for effect (a refrain), and consist of four-line stanzas in the abcb defe rhyme scheme. Sonnet English sonnet consists of three quatrains and a couplet with a rhyme scheme of abab cdcd efef gg—called also Shakespearean sonnet Italian sonnet consists of an octave rhyming abba abba and a sestet rhyming in any of various patterns (as cde cde or cdc dcd) —called also Petrarchan sonnet

Rhetorical/ Sound Devices
Rhythm-in poetry is a variation of stressed and unstressed sounds that has some type of regular pattern, with grouping of the sounds into units. Stanza- consists of lines that are grouped together in a poem because of the rhythm, rhyme scheme, and/or meaning Euphony- lines that are musically pleasant to the ear and smooth: “Leap plashless as they swim” Cacophony-lines that are discordant and difficult to pronounce: “Never my numb plunker fumbles”

Rhetorical/ Sound Devices
Onomatopoeia- which is the use of a word that resembles the sound it denotes: quack, buzz, rattle, bang, squeak, bow wow, burp, ding a ling, etc. Alliteration- is the repetition of the same consonant sounds at the beginning of nearby words: “descending dew drops,” “luscious lemons” Assonance- is the repetition of the same vowel sound in nearby words: “asleep under a tree”, “time and tide,” “each evening”

Rhetorical/Sound Devices
Rhyme- is a way of creating sound patterns. Two or more words or phrases that repeat the same sounds (vain, reign, rain) End Rhyme-Comes at the end of lines: It runs through the reeds And away it proceeds. Internal Rhyme-places at least one of the rhymed words within the line: “dividing, and gliding, and sliding” Near Rhyme-also called off rhyme, slant rhyme, and approximate rhyme, the sounds are almost but not exactly alike (home and some, fellow, fallow)

Annotate/SOAPSToneRS Read Aloud Purpose of Elements
How to Analyze Poetry Title Paraphrase Annotate/SOAPSToneRS Read Aloud Purpose of Elements

POETRY SOAPSTONERS Subject/ Theme:
Who or what is the poem ? Does the title emphasize it? What is human truth is the author trying to communicate? Is the theme presented directly or indirectly? Occasion: Genre, is there a specific time and place? Audience: Is there a universal meaning or is it directed to a specific group? If so who? Purpose: Why is the author writing? What emotion does he hope the audience will have Speaker: Who is the speaker? Is it possible to determine the speaker’s age, gender, sensibilities, level of awareness, or values? Tone: What is the tone of the poem? Is the tone consistent? Rhetorical: Is the a specific number of syllables, form, rhyme scheme used? Are specific sound devices used or repeated? What does the diction reveal? Stylistic: What figurative language is used? What images Are there patterns? (metaphor, simile, personification, apostrophe, hyperbole)

Practice Poetry Analysis Narrative Poetry
Entire Class Analysis of “Casey at the Bat” Note the elements typical in fiction (plot structure and SOAPSTONERS) Note the elements typical in poetry (rhetorical and sound devices)

Honors Paideia A 1/28/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Rhetorical Devices Essay AOW Vocabulary No Warm Up Review the Daily Objectives and Essential Questions Complete Test

Honors Paideia Agenda B 1/29/2016
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Review the Objectives and Essential Questions Grammar Review and Detail Review Literary Devices Notes Introduce and Give Examples of Picture Glossary Narrative Poetry Analysis Practice “Casey at the Bat” Literary Analysis Practice Using “The Story of an Hour” Complete a Closure Question

Honors Paideia Agenda A 2/1/2016
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute Vocabulary BBR Warm Up- Complete Test Review the Objectives and Essential Questions Grammar Review and Detail Review Introduce and Give Examples of Picture Glossary Narrative Poetry Analysis Practice “Casey at the Bat” Literary Analysis Practice Using “The Story of An Hour” Complete a Closure Question

Subject Verb Agreement
The verb of a sentence must always agree with its subject. If a sentence contains a singular subject, the verb that goes with it must also be singular. If a sentence contains a plural subject, then the verb that goes with it must also be plural. Example of Incorrect Usage: The best moment during a broadcast filled with many great moments were when the astronaut stepped out of the lunar lander and bounced on the moon. The subject of this sentence is “moment,” which is singular. The main verb of the sentence is “were.” Because the subject is singular the verb should also be singular. The correct form of the verb should be “was.”

Subject Verb Agreement
Now if the original sentence had been written like this: The best moment were when the astronaut steeped out of the lunar lander and bounced on the moon. The error would have been easier to spot. However, you will have to be able to spot the subject and the main verb even when there are modifying phrases and clauses between the subject and the verb. The best way to check subject-verb agreement is to cross out all the words between the subject and verb so that you can see if the subject and verb agree.

Pronoun-Verb Agreement
Remember sometimes, the subject of a sentence turns out to be a pronoun: don’t let that throw you. The verb must still agree with the subject, even if the subject is just a pronoun. Each of these moments have played in my mind again and again as I try to recapture the excitement of that momentous day in June. The subject of the sentence is “each,” which you’ll recall is singular. The verb is “have played,” which is plural. Consequently, they do not agree. The correction (although it may sound awkward) should be: Each of these moments has played in my mind again and again as I try to recapture the excitement of that momentous day in June.

How Do You Spot Subject-Verb Agreement Errors?
Isolate the subject and the verb of the sentence. To see the relationship between the subject and the verb, try drawing a line through any words, phrases, or clauses in between them. Identify if the subject is singular or plural. Make sure that the verb matches its subject.

Grammar Practice Many people (is, are) disgusted by insects.
However, understanding insects (helps, help) people enjoy them. For example, the cricket (is, are) a fascinating creature. Everyone (has heard, have heard) the cricket’s song. The cricket’s musical organs (is, are) on the base of its wings. Scientist (calls, call) them stridulating organs. Stridulate (comes, come) from the Latin word meaning “to creak.” Most insect musicians (is, are) males.

Grammar Answers Many people (is, are) disgusted by insects.
However, understanding insects (helps, help) people enjoy them. For example, the cricket (is, are) a fascinating creature. Everyone (has heard, have heard) the cricket’s song. The cricket’s musical organs (is, are) on the base of its wings. Scientist (calls, call) them stridulating organs. Stridulate (comes, come) from the Latin word meaning “to creak.” Most insect musicians (is, are) males.

Tone Practice “Rachel/Rachelle and some other twit natter about the movie date before Mr. Stetman starts class. I want to puke. Rachel/Rachelle is just “Andythis” and “Andythat.” Could she be more obvious? I close my ears to her stupid asthmatic laugh and work on the homework that was due yesterday.” –Anderson, Speak What is the attitude of the narrator toward Rachel/Rachelle? Identify the diction, details, and imagery that reveal this attitude. What is the tone of the passage? How do you know? Look at your list of tone words and decide which words best describe the tone of this passage. If you think of new words, add them to the list. Write a short paragraph about a particularly awful cafeteria lunch. Your tone should be disrespectful and mocking. Don’t come right out and say that, instead use diction, detail, imagery, and syntax to create your disrespectful, mocking tone.

Close Reading Practice
Click on the links to help you annotate the text. Complete the Questions

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Vocabulary Notes Review the Objectives and Essential Questions Presentation by Mrs. diCarlo

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Vocabulary Notes Review the Objectives and Essential Questions Grammar Review and Detail Review Narrative Poetry Analysis Practice “The Wreck of the Hesperus” Literary Analysis Practice Using “The Scarlet Ibis” Continue Working on the Literary Glossary Complete a Closure Question

Subject-Verb Agreement Practice
The study of foreign languages in the lower grades (is, are) becoming increasingly common. Each student in the biology classes (has, have) visited the medical lab. There (is, are) only a few more sandwiches left. Forty-five dollars (is, are) the price of the new bike.

Answers The study of foreign languages in the lower grades (is, are) becoming increasingly common. Each student in the biology classes (has, have) visited the medical lab. There (is, are) only a few more sandwiches left. Forty-five dollars (is, are) the price of the new bike.

Tone Practice “The haunted house was half in the shadows of the clump of elms in which it stood. The elms were almost bare now, and the ground around the house was yellow with damp leaves. The late afternoon light had a greenish cast which the blank windows reflected in a sinister way. An unhinged shutter thumped. Something else creaked.” – L’Engle, A Wrinkle in Time What is the tone of the passage? How does L’Engle use diction, detail, and imagery to create the tone? Would the tone of the passage change if we deleted the words haunted and sinister? Explain. Rewrite the paragraph with a different tone. Describe a lovely, warm house in summer. Use diction, detail, and imagery to create your tone.

Honors Paideia B 2/5/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Aow (2/4) Review the Objectives and Essential Questions Grammar Review and Detail Review Narrative Poetry Analysis Practice “The Raven” Literary Analysis Practice Using “The Invalid’s Story” Continue Working on the Literary Glossary Assignment (Due 2/12) Complete a Closure Question

Honors Paideia A 2/8/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW (2/5) Review the Objectives and Essential Questions Grammar Review and Detail Review Narrative Poetry Analysis Practice “The Raven” Literary Analysis Practice Using “The Invalid’s Story” Continue Working on the Literary Glossary Assignment (Due 2/11) Complete a Closure Question

Grammar Practice Man horror movies (deals, deal) with giant insects.
The movie Them (tells, tell) a story about giant ants. Supposedly, the ants’ gigantism (was caused, were caused) by nuclear radiation. An entire army (was needed, were needed) to wipe out the ants. Thousands (was killed, were killed) fighting the monstrous creatures. People (seems, seem) fascinated by stories of strange and impossible events. Maybe these stories (helps, help) us face fears that are more real.

Grammar Answers Man horror movies (deals, deal) with giant insects.
The movie Them (tells, tell) a story about giant ants. Supposedly, the ants’ gigantism (was caused, were caused) by nuclear radiation. An entire army (was needed, were needed) to wipe out the ants. Thousands (was killed, were killed) fighting the monstrous creatures. People (seems, seem) fascinated by stories of strange and impossible events. Maybe these stories (helps, help) us face fears that are more real.

Honors Paideia B 2/8/2106 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Review the Objectives and Essential Questions Grammar Review and Detail Review Narrative Poetry Analysis Practice “The Seven Ages of Man” Literary Analysis Practice Using “The Interlopers” Continue Working on the Literary Glossary Assignment (Due 2/12) Complete a Closure Question

Honors Paideia A 2/9/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Test 2/11 Review the Objectives and Essential Questions Grammar Review and Detail Review Narrative Poetry Analysis Practice “The Seven Ages of Man” Literary Analysis Practice Using “The Interlopers” Continue Working on the Literary Glossary Assignment (Due 2/11) Complete a Closure Question

Identify and correct the errors in the following:
The man put the baby into the crib that had fallen asleep. The woman will be giving a talk about Aztec mythology in the green suit. Cosmic rays in this room is striking us right now. The cause of her troubles seem apparent. They really surprised Francine and I. Aunt Ester offered Ian and I some shrimp tempura.

Practice “When I woke up it was light. It was awfully quiet. Too quiet. I mean, our house just isn’t naturally quiet. The radio’s usually going full blast and the TV is turned up loud and people are wrestling and knocking over lamps and tripping over the coffee table and yelling at each other. Something was wrong, but I couldn’t quite figure it out. Something had happened…I couldn’t remember what. Hinton, The Outsiders Hinton starts the passage with two short sentences, a sentence fragment, and another short sentence. Then she writes two longer sentences. Look at these sentences carefully, and contrast the purpose of the short sentences/fragment and the purpose of the longer sentences. How does the sentence length reinforce the meaning of the passage? Hinton uses ellipses (…) in the last sentence to show that something has been left out. What has been left out? How do you know?

Honors Paideia B 2/10/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Test 2/12 Review the Objectives and Essential Questions Grammar Review and Detail Review Narrative Poetry Analysis Practice “Twister Hits Huston” Literary Analysis Practice Using “Three Skeleton Key” Continue Working on the Literary Glossary Assignment (Due 2/12) Complete a Closure Question

Identify and correct the error in the following:
Kimberly read about the building that had been demolished in the Sunday paper. Dangling from a strand of web, Dana spotted a spider. The storm was ferocious, it was short. Regular exercise is important for your heart, lungs, and physical fitness. Everyone there offered their help. Ms. Ogata and her class is taking a field trip.

Practice “The Navy guy and I told each other we were glad to’ve met each other. Which always kills me. I’m always saying “Glad to’ve met you” to somebody I’m not at all glad I met. If you want to stay alive, you have to say that stuff though.” - Salinger, The Catcher in the Rye What is the narrator’s attitude toward people in general? How do you know? Explain how the following elements help you identify the attitude: diction (navy guy, stuff), syntax (use of a fragment and italics) and hyperbole (always kills me, if you want to stay alive). How would the tone of the passage change if it were written: John and I told each other we were glad to have met each other. I’m not sure I really meant it. I’m always saying that to somebody I’m not sure I’m glad I met.

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. No Warm Up Review the Daily Objectives Complete the Test

Honors Paideia A 1/26/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW Rhetorical Devices Essay.

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Honors Paideia A 1/26/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW Rhetorical Devices Essay.

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