1. DOL  The Trans-Siberian orchestra to I sounds like harmoniously music?  who will andy and him get dinner for this evening.

2. HOMEWORK Remember parts of speech are the names of each type of word. Syntax is grammar, which includes parts of speech, but analyzing syntax is more complex than identifying parts of speech.

3. HOMEWORK  Vocab Cards 6  Complete the right column of a 3-Column analysis of Vultures by Chinua Achebe  Read The House on Mango Street DUE 11/14

4. VOCAB QUIZ 5 Good luck!

5. VOCAB QUIZ 5 #28#23

6. VOCAB QUIZ 5 21.B 22.J 23.H 24.E 25.I 26.F 27.A 28.D 29.C 30.G 11.J 12.G 13.F 14.A 15.I 16.D 17.H 18.E 19.C 20.B 1.B 2.H 3.F 4.I 5.J 6.G 7.E 8.D 9.C 10.A

7. 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

8. 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!

9. 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

10. 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

11. 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

12. 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

13.  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

14. 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?

15. VULTURES By Chinua Achebe

16. VULTURES  Vocab you may need  Despondent (adj)—showing profound hopelessness or gloom  Harbingers (n)—messengers that go before something (often something negative)  Gorge (v)—to stuff with food  Telescopic (adj)—a face or the expression on a face  Charnel-house (n)—a place where the bodies or bones of the dead are deposited  Fumes (n)—odors or scents  Offspring (n)—something’s child  Providence (n)—fate or luck  Perpetuity (n)—eternity, an endless existence

17. VULTURES …A German officer lodged in the Kahns' house across the street from us. We were told he was a charming man, calm, likable, and polite. Three days after he moved in, he brought Mrs. Kahn a box of chocolates. The optimists were jubilant: "Well? What did we tell you? You wouldn't believe us. There they are, your Germans. What do you say now? Where is their famous cruelty?” The Germans were already in our town, the Fascists were already in power, the verdict was already out—and the Jews of Sighet were still smiling… From Night by Elie Wiesel

18. VULTURES: WHAT THE POET SAYS  Take notes on the literal meaning of Vultures. Consider:  Speaker and point of view  Characters  Setting  Situation  Conflict  Do not make inferences at this stage!

19. VULTURES: WHAT THE POET DOES  Analyze Vultures for syntax by identifying parts of speech and syntax features  Make lists of each type of word in your notebook: nouns, pronouns, verbs, adjectives  Make a list of syntax features in your notebook

20. VULTURES: WHAT THE POET IMPLIES  Homework:  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?