Honors English I Agenda 8/26/2019

Honors English I Agenda 8/26/2019
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute Vocabulary and AOW BBR (Due 8/28) Complete Warm-Up-Assessment Reflection Review the Daily Objectives and Essential Questions Grammar Notes and Practice Diction Practice Read, Analyze, and Annotate Truth’s “Ain’t I a Woman” and Staple’s “Just Walk on By” Complete the Closure Questions

Objectives: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Essential Questions What factors can hinder one’s voice? Can these factors be overcome? How can voice and rhetoric create a sense of unity? How can they create division? Are there consequences for using one’s voice for a cause? Are there consequences for silence? Can one’s voice be wasted?

Orally Review Verbs, Articles, Noun Subjects, and Noun Objects
Jane played the harp. Allen drank the milk. Sarah fluffed the pillow. Agnes made the bed. Todd planted the flowers.

Tom accidentally broke the big vase of flowers.
Adverb- a word that modifies a verb, an adjective, or another adverb (accidentally) Adjective- a word that modifies a noun (big) Preposition- a word that notes the relation of the noun to an action or a thing (of- shows the relationship between vase and flowers) Prepositional phrase- a group of words beginning with a preposition (of flowers – acts as an adjective by modifying vase) Phrase-a group of words that stand together as a single unit, typically as part of a clause or a sentence. A does not contain both a subject and verb and, consequently, cannot convey a complete thought.

Label the adverbs, adjectives, prepositions, and prepositional phrases in each sentence.
Jane enthusiastically played the euphonic harp to the audience. Allen greedily drank the cold milk from the glass. Sarah happily fluffed the new pillow on her bed. Agnes angrily made the disheveled bed for her brother. Todd regretfully planted the flowers on the grave.

Rhetorical Purposes Devices used to construct balance or link ideas:
Parallelism and Antithesis Devices used gain attention, or (most often) emphasizing certain word(s) (those at the beginning and the end of the sentence): Inverted Syntax, Rhetorical Question, and Repetition Devices used to deviate from the normal or principal interpretation of the word or phrase: Oxymoron, Paradox, Hyperbole, Understatement, Euphemism, and Irony Devices used to help the audience identify with the speaker: Colloquial diction, informal diction, monosyllabic diction, concrete diction Devices used to elevate the speaker: Formal diction, polysyllabic diction, abstract diction

Diction Practice “Swallow, Swallow, little Swallow,” said the Prince, “far away across the city I see a young man in a garret.* He is leaning over a desk covered with papers, and in a tumbler by his side there is a bunch of withered violets. His hair is brown and crisp, and his lips are red as a pomegranate, and he has large and dreamy eyes.” -Wilde, “The Happy Prince” *an attic room Look carefully at the diction in this passage. Is the young man rich or poor? How do you know? What does it mean to have crisp hair? Sketch a picture of someone with crisp hair. Write a short description of a dog. First decide whether you want to describe a fancy, pedigreed dog or a scruffy mutt. Then capture the dog using strong diction.

How to Write a Hook Name of the author, the type and title of the work, and a brief summary of the text. In his speech “The Gettysburg Address,” President Lincoln dedicates the cemetery in Pennsylvania during the middle of the Civil War. Long works – underline the title (magazines, books, newspapers, academic journals, films, television shows, epic poems, plays, operas, musical albums, works of art, websites) When word processing the writer will use italics. Short works- place quotation marks around the title (poems, articles, AOWs, songs, short stories)

How to Write a Good Thesis Statement
The purpose of a topic sentence/thesis/claim is to state the subject and tell the reader what will be proved or explained. We will use Occasion/Position Statements. An Occasion/Position Statement is usually a complex (two-part)sentence that begins with subordinate conjunction followed by the occasion (subject or reason for writing) followed by the position (what you plan to prove or explain. SC+O+P

SC+O+P Subordinate conjunctions work as transitions to an idea. An effective topic sentence should be use the following pattern: Subordinate Conjunction + Occasion+ Position

Subordinate Conjunctions
Subordinating Conjunctions establish the relationship between ideas by creating a dependent clause Time: After, Before, Since, Until, When, While Reason: As, Because, Since Purpose: In order that, So that Condition: As long as, If, Unless, Contrast: Although, Even though, Though, Whereas, While Choice: Than, Whether, Where, Wherever

SC+O+P The Occasion The Position
Follows the subordinate conjunction (dependent clause) Is the first part of the topic sentence Introduces your reason for writing Can be any event, problem, idea, solution, or circumstance that gives you a reason to write The Position Is the second part of the topic sentence Follows the occasion States what you plan to prove or explain in your paragraph Is the independent clause in the complex sentence

Examples: The plain text is the Occasion; the italics is the Position
Although my family and I have taken many wonderful vacations, none was more fun and exciting than our camping trip to the Grand Canyon. Before you make the decision to light up a cigarette, consider the problems caused by smoking. Even though bike helmets are sometimes unfashionable and uncomfortable, all cyclists should wear them. If students use chemicals to do science experiments, it is important that they learn the proper way to dispose of them.

Topic/Thesis/Claim As part of the occasion, he delivers a speech with a tone of reverent nationalism.

Label the Subordinate Conjunctions, Occasions and Positions in the Following Sentences.
Even though flag burning is a childish, rebellious act, there should not be a law against it. Although baseball cards are just pieces of cardboard with pictures on them, some of them are worth a lot of money. When I made the choice to run for student council, several friends gave me good advice. Unless you are willing to take risks, you may not reach your goals. Because my aunt needed special help, we asked her to live with us.

Sentence 3: The SDFP Sentence 3 (Statistics/Data/Facts/Paraphrase)/ Sentence of Clarification: An explanation of how the author develops and/or supports the thesis. This explanation is usually presented in the same chronological order that the items are presented in the work. (For instance, comparing, contrasting, narrating, illustrating, defining, demonstrating, showing, enhancing, etc.) Example: The author produces this his attitude through his use of diction.

Sentence 3: The SDFP Sentence 3 (Statistics/Data/Facts/Paraphrase)/ Sentence of Clarification: An explanation of how the author develops and/or supports the thesis. This explanation is usually presented in the same chronological order that the items are presented in the work. (For instance, comparing, contrasting, narrating, illustrating, defining, demonstrating, showing, enhancing, etc.) Example: The author produces this tone through diction that conveys both veneration and patriotism.

Sentences 4 and 5: Elaborations
Sentences 4&5 (Elaborations): A statement of the purpose, followed by a “IN ORDER TO” phrase in which you explain what the author intends the audience to do or feel as a result of reading the work. Examples: He repeats the words “conceived,” “dedicated” in order to focus the audience on the creation of the nation. This in turn causes a tone of deference and establishes the founding of America as a sacred event.

Helpful Transitions Thus illustrating In particular In an effort to
In order that So that To that end, to this end For this purpose To illustrate To demonstrate Specifically For the purpose of As an illustration

Sentences 6 (and 7): Quotations
Sentences 6 &7 (Quotation): Embed the quotation in your own sentence. Remember all quotes are not created equal. Choose carefully which words you wish to quote. (Do Not Forget the Citation!) The quotation selected should not be more than 2-3 sentences. Example: The tone becomes increasingly reverential as the speaker states, “But, in a larger sense, we can not dedicate, we can not consecrate we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract (Lincoln, 1).”

Analysis, Analysis, Analysis!!!!
Sentences 8 & 9 (Analysis): Remember that quotes and elaborations doesn’t show anything, prove anything, or make anything obvious or evident. You as the writer, have that job. How the quotation/elaborations impact the intended audience and/or the relationship the author establishes with the audience should be explained. Example: By using diction that alludes to holiness and religion, Lincoln is able to create a tone that elevates this simple speech of dedication into a reminder that God has chosen America to be a beacon of liberty.

Outline Format Outline: How does Abraham Lincoln manipulate tone in “The Gettysburg Address?” Hook In his speech “The Gettysburg Address,” President Lincoln dedicates the cemetery in Pennsylvania during the middle of the Civil War. Thesis/TS/ Claim As part of the occasion he delivers a speech with a tone of reverent nationalism SDFP (Statistics, Details, Fact, Paraphrase) The author produces this tone through diction that conveys both veneration and patriotism . Elaborations He repeats the words “conceived,” “dedicated” in order to focus the audience on the creation of the nation. This in turn causes a tone of deference and establishes the founding of America as a sacred event. Quotations The tone becomes increasingly reverential as the speaker states, “But, in a larger sense, we can not dedicate, we can not consecrate we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract (Lincoln, 1).” Analysis By using diction that alludes to holiness and religion, Lincoln is able to create a tone that elevates this simple speech of dedication into a reminder that God has chosen America to be a beacon of liberty.

Final Paragraph In his speech “The Gettysburg Address,” President Lincoln dedicates a cemetery in Pennsylvania during the middle of the Civil War. As part of the occasion, he delivers a speech with a tone of reverent nationalism The author produces this this tone through diction that conveys both veneration and patriotism. He repeats the words “conceived,” “dedicated” in order to focus the audience on the creation of the nation. This in turn causes a tone of deference and establishes the founding of America as a sacred event. The tone becomes increasingly reverential as the speaker states, “But, in a larger sense, we can not dedicate, we can not consecrate we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract (Lincoln, 1).” By using diction that alludes to holiness and religion, Lincoln is able to create a tone that elevates this simple speech of dedication into a reminder that God has chosen America to be a beacon of liberty.

Writing Reminders Do not use rhetorical questions as elaborations
Do not use “I” or “You” in academic writing- even if it is asking for your opinion. It makes the speaker sound biased or informal. Try to use third person pronouns and objective terms (“the reader,” “the audience,” “he,” “she,” “they,” etc.) Indent each paragraph Avoid transitions that number the work-the first point, second point, etc. Embed quotations in a sentence

“How to Tame a Wild Tongue”
As you read consider the following: Purpose of Spanish passages Divisions of the Text and Rhetorical Mode Paragraph 27 which has the most direct statement of the author’s position The appeals she uses Intended audience Tone Read closely paragraphs and note the rhetorical strategies

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Vocabulary Notes BBR Due Tomorrow Complete both sides of the Ticket-in Review the Daily Objectives and Essential Questions Presentation by Mrs. diCarlo Grammar Practice Diction Practice Read, Annotate, and Analyze “How to Tame a Wild Tongue” Complete the Closure Questions

Objectives Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Randy mowed the flowers. Cathy declined the invitation.
Grammar Practice- Identify the noun, verb, article, subject and object in the following sentences: Randy mowed the flowers. Cathy declined the invitation. Stephanie hung the picture. Mary cooked the meal. Janet debated the other student.

Label the adverbs, adjectives, prepositions, and prepositional phrases in each sentence.
Randy accidentally mowed the beautiful flowers of his mother. Cathy respectfully declined the unwanted invitation to the party. Stephanie carefully hung the picture on the wall. Mary unwillingly cooked the meal for her five brothers. Janet intellectually debated the other student on evolutionary theory.

Diction Practice “There was a scurrying around and then eight of them snatched up their guns, formed up into twos, and marched out behind the office. He wheeled his horse about and trotted toward me. I jumped back and plunged for the tavern doorway.” Collier-My Brother Sam is Dead Look at the word “snatched” in the first sentence. Notice how clearly you can “see” the action because of the strong verb. How would it change the meaning of the sentence if it read, “ eight of them picked up their guns?” What does the use of the word “plunged” in the third sentence tell you about the narrator’s attitude toward the other characters in this passage? Use the word “plunged” in a sentence, but instead of having the word express fear and desperation, have it express excitement and happiness. (Remember context determines meaning.)

Assignment Using reliable sources, select an article related to “voice” in the United States Read, Annotate, SOAPSToneRS, and record Key Details/ Summary for each article. Write 1-2 sentences explain how the article reflects the theme of “voice.” Create 3-5 discussion questions based on the texts covered. Please remember the questions must relate to the previous reading and/or the theme.

Internet Research Basics
Not all sites are reliable- generally speaking .org and .edu sites are the most reliable. Always make sure you corroborate your information with another source. Where to begin: Sweet Search How to Cite a Website in MLA: Basic Structure of Citation: Last name, First name. "Article Title." Website Title. Publisher of Website, Day Month Year article was published. Web. Day Month Year article was accessed. <URL>. Noodletools (first initial last name, lunch number password) Easybib

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. BBR Complete both sides of the Ticket-in Review the Daily Objectives and Essential Questions Grammar Practice Diction Practice Read, Annotate, and Analyze Anzaldua’s ”How to Tame a Wild Tongue” Complete the Closure Questions

Annabelle joyfully bought the beautiful new dress for her sister.
Label the adverbs, adjectives, prepositions, and prepositional phrases in each sentence. Annabelle joyfully bought the beautiful new dress for her sister. Rachel artistically sketched an exact likeness of her father for her art class. Camille thankfully acknowledged the help of her friends in resolving the problem. Hiram enthusiastically celebrated the A he received on his paper. John quietly returned to the house after his curfew.

Diction Practice “Brown as a coffee-berry, rugged, pistoled, spurred, wary, indefeasible*, I saw my old friend, Deputy-Marshall Buck Caperton, stumble, with jingling rowels,**into a chair in the marshal’s outer office. –O.Henry, “The Lonesome Road” *something that can’t be cancelled **a sharp-toothed wheel at the end of a spur Look at the words “pistoled” and “spurred.” Both of these words describe Caperton. What do they mean? How would the meaning change if the author said, “I saw my old friend Deputy-Marshall Buck Caperton, who was wearing a pistol and spurs, stumble, with jingling rowels, into a chair in the marshal’s outer office? The word indefeasible is usually used to describe a contract or some kind of legal document instead of a character. What does it mean in this context? In other words, how can a person be indefeasible? How does this choice of diction impact the sentence?

Socratic Seminar-Prior to the Discussion
Student Responsibilities Students must come prepared with three self selected article(s) about the voice, voicelessness Students must annotate and “SOAPSToneRS” each of the articles Students must prepare 3-5 discussion questions based on all the texts covered (Gettysburg, Speech to VA Convention, Four Freedoms, Declaration of Sentiments/Declaration of Independence, Just Walk on By, Ain’t I a Woman, and How to Tame a Wild Tongue) View Clip:

What is a Socratic Seminar?
View Clip from the Paideia Institute

Socratic Seminar Norms:
Students are required to have at least 2 comments and 2 quotations Refer to the text and other relevant sources Interpret the text in light of the questions asked Acknowledge, Respond to, and build on previous comments No one can receive the grade of an “A” unless everyone speaks at least once Do not raise hands to speak, but focus on the main speaker and wait for a turn Respond to each other using each other’s names Use polite language; express agreement and disagreement in a courteous and thoughtful manner Make clear and accurate statements Teacher appoints a student facilitator to begin the discussion and prompt others Teacher does not speak but acts as the recorder View Clip:

Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete both sides of the Ticket-in Review the Daily Objectives and Essential Questions Grammar Practice Diction Practice Read, Annotate, and Analyze “28 Witnesses” Mini-Seminar Socratic Seminar Complete the Closure Questions

Grammar Review-Label the each word in the sentence with the correct Part of Speech.
Wallace excitedly cooked the delicious meal for his family. Mary gratefully soaked in the hot tub after the long camping trip. Charles sorrowfully apologized to her dog. To be careful, Sophia carefully held the sharp scissors. Gary guiltily sneaked in the house after his curfew.

Diction Practice “n you at the ivory-n-ebony
crooning “I Left My Heart…” to momma, winkin n smiling n jazzin n profiling n sangin n sangin n sangin n soundin sweeeeeeeeeeeeee t. -Williams, “The Famous Door” The words in this poem imitate the way someone talks. Why do you think the author uses these kinds of words instead of standard English words? What does the diction add to the total effect of the passage? How would the impact the of passage change if the author wrote “And you at the piano/ singing to momma,/ winking and smiling/ and singing/ and sounding sweet. Write a short poem that captures the way you sound when you talk to your friends. Use colloquial diction (slang) and creative spelling to make it sound like talking when it is read.

Socratic Seminar Norms
Students are required to have at least 2 comments and 2 quotations Refer to the text and other relevant sources Interpret the text in light of the questions asked Acknowledge, Respond to, and build on previous comments No one can receive the grade of an “A” unless everyone speaks at least once Do not raise hands to speak, but focus on the main speaker and wait for a turn Respond to each other using each other’s names Use polite language; express agreement and disagreement in a courteous and thoughtful manner Make clear and accurate statements Teacher appoints a student facilitator to begin the discussion and prompt others Teacher does not speak but acts as the recorder

Take a few minutes… Review your notations
Review the quotations you have selected and what they show

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

Honors English I Agenda 8/26/2019

Similar presentations

Presentation on theme: "Honors English I Agenda 8/26/2019"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Honors English I Agenda 8/26/2019

Similar presentations

Presentation on theme: "Honors English I Agenda 8/26/2019"— Presentation transcript:

Similar presentations

About project

Feedback