1. English I Honors—January 22, 2015 Bell work: In “Spotlight”, from Speak, Melinda mentions “that new girl, Heather.” Write two questions that Melinda could ask Heather if she wanted to try to get to know her. Homework: – Study Island homework (connotation and denotation) due Friday at midnight. – Unit 4 grammar test next Monday (January 26). Lesson 1 vocabulary test next Tuesday (January 27) – Independent Reading Project due Feb. 2. – Marigolds writing prompt due to the CPATC website by Monday. I will discuss this in a few minutes.

2. English I Honors— Lesson 1 Vocabulary Review 1. commemorate: to serve as a memorial or reminder of. – On Sunday, we will have a service to commemorate my grandfather’s life and his military accomplishments. 2. eulogy: a speech or writing in praise of a person or thing, especially a set oration in honor of a deceased person. – Family members who loved grandpa will give eulogies. 3. quarry: any object of search, pursuit, or attack. – A mouse is the typical quarry of a cat. 4. vital: necessary to life. – It is vital that I pass my quiz, or my social life will be non- existent. 5. sustenance: a means of sustaining life; nourishment. – Usually, a sandwich and a bottle of water at lunch is enough sustenance to get me through the rest of the day.

3. English I Honors— Lesson 1 Vocabulary Review 6. dire: causing or involving great fear or suffering; dreadful; terrible. – The circumstances are now more dire than ever. 7. immortality: unending life – Ponce de Leon believed the key to immortality was to drink from the Fountain of Youth. 8. epitaph: a commemorative inscription on a tomb or mortuary monument about the person buried at that site. – If you ride the Haunted Mansion ride at Disney, you will see silly epitaphs written on the tomb stones. 9. predator: any organism that exists by preying on other animals. – Domesticized animals tend to lose some of their natural predatory instincts. 10. longevity: a long individual life; great duration of individual life. – A woman on Facebook believes that avoiding men is the key to longevity.

4. Why Study Sentences? To ensure we write complete sentences and use correct punctuation. To learn to vary our sentence structure (syntax). To make us better writers and proofreaders! S

5. Kinds of Sentences A declarative sentence makes a statement and usually ends with a period. – Diet soda is my favorite drink. An imperative sentence gives a command or makes a requests. The subject “you” is understood. – (You) Report any safety violations to the supervisor. An interrogative sentence asks a question and ends with a question mark. – Are your allergies bothering you? An exclamatory sentence shows a strong or sudden feeling. It ends with and exclamation point. – We won the game!

6. Sentence Fragments A sentence fragment is an incomplete sentence. It may lack a subject, a verb, or both. Alternatively, it may be a subordinate clause that cannot stand alone. Correct it by adding the missing phrase or words. – Although he bought the tie for his brother (fragment) – Although he bought the tie for his brother, he kept it for himself. (Sentence)

7. Run-on Sentences A run-on sentence contains two or more complete sentences written as one. – Incorrect: There was a mistake on our bill, the server took care of it. (two main clauses separated by a comma instead of a period) – Correct: There was a mistake on our bill. The server took care of it. (Break up with a period or semicolon or a comma and coordinating conjunction.) – Incorrect: I ran into Margaret she is leaving for Florida tomorrow. (two main clauses with no punctuation between them) – Correct: I ran into Margaret; she is leaving for Florida tomorrow. (Break up with a period or semicolon or a comma and coordinating conjunction.)

8. English I Honors EA1: Writing and Presenting an Interview Narrative You will define a specific interview plan in Activity 1.12, but you need to start thinking about whom you eventually want to interview. Strategize: to plan the actions you will take to complete a task. p. 55 Scoring Guide Describe an incident from an interviewee’s college experience that influenced his or her coming of age. Incorporate vivid examples from the three descriptive categories (appearance, actions, and speech). Present an interviewee’s unique point of view by conveying his or her distinct character. Follow a logical organizational structure for the genre by orienting the reader, using transitions, and maintaining a consistent point of view. Use descriptive language, telling details, and vivid imagery to convey a strong sense of the interviewee’s voice. Embed direct and indirect quotations smoothly. Demonstrate correct spelling and excellent command of standard English conventions.

9. Writing Prompt Describe the voice of (Lizabeth) the narrator. Then explain how the diction and imagery create this voice. – Be sure to: Begin with a clear thesis for your position. Include direct quotations to support your claim, and punctuate them correctly. Include transitions and a concluding statement. You will submit this to the CPATC website under the assignment that states “Submit Marigolds Writing Prompt Here”.

10. Sample Response The narrator, Lizabeth, has chosen to retell a story as an adult reflecting on a significant incident from her childhood. Her voice is that of a reflective, thoughtful adult, but she tells the story with the vivid detail of a child who experienced it. The narrator sets the tone by saying she is recalling “that devastating moment when I was suddenly more woman than child.” From her diction, using the word “devastating”, the reader knows the incident was significant and probably negative. After the child, Lizabeth, “leaped furiously into the mounds of marigolds and pulled madly, trampling and pulling and destroying the yellow blooms,” the adult realizes she has also destroyed “whatever was love and beauty and joy” for Miss Lottie and herself. The imagery and diction convey the angry, bewildered child whose adult self is, in an act of reflection, trying to understand herself.

11. Learning How to Interview The ability to ask open-ended questions is very important in many vocations, including education, counselling, mediation, sales, investigative work and journalism. An open-ended question is designed to encourage a full, meaningful answer using the subject's own knowledge and/or feelings. Closed-Ended QuestionsOpen-Ended Questions These questions require a “yes” or “no” or one word response. Do you get along with your boss? Who will you vote for in this election? What color shirt are you wearing? These questions or statements require a more detailed response. Tell me about your relationship with your boss. What do you think about the candidates in the election? That’s an interesting shirt your wearing. Why did you choose that color?

12. Open-Ended Questions Think back to your bell work. What were some of the questions Melinda could have asked Heather to really get to know her?

13. Introducing Your Partner Once you complete your draft on p. 27, rewrite it on a sheet of notebook paper. Make sure to follow the directions in step #10 on p. 28. You will introduce your partner to your peers at your table. I will ask for volunteers to introduce partners in front of the class, and I will give you bonus points for doing so.