1. Daily Warm-up: What is something fun you have planned for the long (Yay!) weekend? Homework: Reading Plus due Sunday at 11:59. Interview Narrative due Friday at 12:00 a.m. English I Honors--September 4, 2015

2. Unit 1—Academic Vocabulary synthesis: the act of combining ideas from different sources to create, express, or support a new idea perspective: a way of looking at the world or a mental concept about things or events, one that judges relationships within or among things or events argument: a form of writing that presents a particular opinion or idea and supports it with evidence claim: a thesis statement describing the position the writer is taking on an issue counterclaim: a position taken by someone with an opposing viewpoint concession: an admission in an argument that the opposing side has valid viewpoints refutation: the reasoning used to disprove an opposing point

3. Unit 1—Literary Terms voice: a writer’s or speaker’s distinctive use of language to express ideas as well as his or her persona syntax: the arrangement of words and the order of grammatical elements in a sentence; the way in which words are put together to make meaningful elements such as phrases, clauses, and sentences conflict: a struggle or problem in a story theme: the writer’s central idea or main message about life thematic statement: an interpretive statement articulating the central meaning of a text allusion: a reference made to a well-known person, event, or place from history, music, art, or another literary work symbol: anything (object, animal, event, person, or place) that represents itself but also stands for something else on a figurative level image: a word or phrase that appeals to one or more of the senses and creates a picture figurative language: imaginative language not meant to be taken literally, such as similes and metaphors

4. English I Honors EA1: Writing and Presenting an Interview Narrative 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.

5. Interview Interview Transcript Narrative List of questions and answers from interview Tells a story Includes the elements of a narrative

6. Elements of a Narrative plot - sequence of events with a beginning middle and end characters - developed using techniques of characterization (appearance, words, actions) setting - initiates the backdrop and mood of the story central conflict - may or may not be resolved point of view - affects how readers think and feel about the story theme - main message about life

7. Approaching the Narrative Excerpt 1 POV: Uses first-person pronouns (we, me). Plot: The interview itself is the focus of the narrative; the writer tells the story of the interview in present tense. Conflict: Mrs. Gamer was not the A student. Character: Mrs. Gamer Main Idea/Theme: Mrs. Gamer’s life choices are a reflection of her theatrical personality. Excerpt 2 POV: Third-person narrative Plot: Emphasis is on the content of the transcript. Conflict: Ruth was restless despite being prepared. Character: Ruth Main Idea/Theme: Although one can be prepared for anything, it doesn’t mean you will feel complete.

8. Parallel Structure Parallel structure (also called parallelism) is the repetition of a chosen grammatical form within a sentence. Whether creating narratives or other forms of writing, writers use sentence structure (syntax) to create the effects they want. Using parallelism is one way of create balanced sentence structure. When similar elements do not have the same form, they are said to have faulty parallelism. Faulty parallelism can easily be detected by looking for the pattern; it can be corrected by completing the pattern.

9. Levels of Parallel Structure Words: simple nouns, pronouns, adjectives, adverbs, gerunds; e.g., “My guinea pig eats nuts, seeds, and lettuce leaves.” Phrases: prepositional phrases (prepositions followed by nouns): e.g., “My cat raced in the door, onto the table, and into my lap.” Clauses: parallel subject and verb; e.g. “We swept the floor, we dusted the mantle, and we cooked a hot meal to welcome our guests.”

10. Levels of Parallel Structure Look at the sentences below that use parallel structure (from the Gettysburg Address by Abraham Lincoln). Identify the parts that can be described as parallel. “But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground.” “...government of the people, by the people, for the people shall not perish from the earth.” Which of the above uses parallel prepositional phrases and which uses parallel clauses?

11. Levels of Parallel Structure Parallel structure is typical of powerful speeches. The following sentences are from Abraham Lincoln’s second inaugural address. Describe the parallelism used in these examples (words, phrases, or clauses): “To strengthen, perpetuate, and extend this interest [slavery] was the object for which the insurgents would rend the Union, even by war...” “With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in...”

12. Levels of Parallel Structure Identify the parallelism in the sentences below from John F. Kennedy’s Inaugural Address. “The torch has been passed to a new generation of Americans--born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage...” “Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.”

13. Embedded Assessment 1— Interview Narrative Due Date: Friday, 9/11 at 12:00 a.m. You will submit the assignment to Turnitin.com. Format: MLA –Times New Roman, 12 point font –Double spaced –1 inch margins (do not adjust margins) –Heading with your name, my name, class, date, word count –Header with your name and page number Word Count: 600-750 words Scoring: I will use the Rubric we discussed in class on Thursday. I will also take off points for incorrect formatting or papers that do not meet word count.

14. Embedding Quotations https://www.youtube.com/watch?v=Pedp6_W lVsMhttps://www.youtube.com/watch?v=Pedp6_W lVsM https://www.youtube.com/watch?v=2Fsm9ya vLdAhttps://www.youtube.com/watch?v=2Fsm9ya vLdA http://writingcenter.unc.edu/handouts/quotatio ns/http://writingcenter.unc.edu/handouts/quotatio ns/ https://owl.english.purdue.edu/owl/resource/7 47/03/https://owl.english.purdue.edu/owl/resource/7 47/03/

15. Effective Transitions https://www.youtube.com/watch?v=Kgk0JW8w6fc https://www.youtube.com/watch?v=IsDR3XEv50E https://www.youtube.com/watch?v=vL05g8eW10s https://owl.english.purdue.edu/owl/resource/574/0 2/https://owl.english.purdue.edu/owl/resource/574/0 2/ http://writingcenter.unc.edu/handouts/transitions/

16. Interview Narrative Introduction Example Jane Doe did not have a typical college experience. When she attended college, she faced trials which helped shape who she is today. Jane is a strong, confident woman, but it took her awhile to become this bold person. When Jane speaks, she exudes confidence, "I was always shy when I was younger; however, when I went to college, I really came out of my shell. I always wanted to be a lawyer, and I realized I would never achieve my goal if I was always the shy, quiet girl." As Jane reminisces about her college experience over a cup of coffee, she seems happy despite the challenges that almost kept her from achieving her dreams. Notice I discuss appearance and actions, I use a direct quote to try and capture her voice, and I tell a little about the setting of the interview. I also let the reader know I am going to discuss the challenges that Jane faced. From here, I would go on into the body paragraphs and discuss those coming of age experiences.