1. DOL  him to who gave the flu.  He are me, the Masked avenger

2. HOMEWORK Welcome to Unit II! In this unit we will learn how to analyze poetry, figurative language, verb tense, and the syntax of compound sentences.

3. HOMEWORK  Complete the left column of a #-Column Analysis of Vultures by Chinua Achebe  Read The House on Mango Street DUE 11/14  Vocab 5 Quiz Friday 10/24  Unit 1 Test & Binder Check 10/21 (Marcet)  Night Quiz 10/21 (Marcet)

4. POETRY

5.  Poetry — A composition of language with a distinct rhythm or meter. Poetry may be written or spoken, but is generally meant to express and excite emotion and imagination.  Prose— The ordinary form of a written or spoken language. It has no meter or rhythm.

6. MY PAPA’S WALTZ By Theodore Roethke

7. MY PAPA’S WALTZ  Vocab you may need  Waltz (n, v)—a type of dance; to dance a waltz  Whiskey (n)—a type of alcohol  Romp (v)—to play in a lively way  Countenance (n)—a face or the expression on a face  Batter (v)—to beat or pound, to damage through beating or hard use  Buckle (n)—the part of a belt that holds it together  Cake (v)—to form a crust

8. MY PAPA’S WALTZ  What is this poem about?  Why do you think what you think?

9. 3-COLUMN ANALYSIS Metacognition

10. METACOGNITION  Metacognition—thinking about, analyzing, and controlling how we think  Why would we want to study metacognition?

11. METACOGNITION: 3-COLUMN ANALYSIS  3 areas of focus when analyzing a poem:  Column 1: What the poet says  Column 2: What the poet does  Column 3: What the poet implies

12. COLUMN 1: WHAT THE POET SAYS  Reading for literal meaning  Speaker and point of view  Characters  Setting  Situation  Conflict  Do not make inferences at this stage!

13. COLUMN 1: WHAT THE POET SAYS  Reading for literal meaning  Speaker and point of view  Who is the author? Are they in the poem?  Theodore Roethke, man, poet, the little boy  Characters  Who is in the poem?  Papa, son, mother

14. COLUMN 1: WHAT THE POET SAYS  Reading for literal meaning  Setting  Where is the poem?  In a house, in a kitchen, right before bedtime  Situation  What are the characters doing?/What is happening to the characters?  Father and son are dancing a waltz, mother is watching, then father takes the boy to bed

15. COLUMN 1: WHAT THE POET SAYS  Reading for literal meaning  Conflict  What tension is resolved (or shown)?  Possible dangers of the waltz that the father and son are doing

16. COLUMN 2: WHAT THE POET DOES WWhat the poet does—reading for writing strategies DDiction SSyntax MMechanics IImagery FFigurative Language TTone/Mood MMeter

17.  Analyze My Papa’s Waltz for syntax by identifying parts of speech.  Make lists of each type of word in your notebook: nouns, pronouns, verbs, adjectives

18. COLUMN 3: WHAT THE POET IMPLIES  Making inferences and drawing conclusions  Draw conclusions about why the author uses certain strategies based on the literal content.  Make assertions about what the ultimate effects or learnings are for the reader  What is this poem about?  Why do you think what you think?