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Honors English II Agenda 1/30/2017
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

Distribute AOW and Vocabulary Notes
 Warm Up-Complete Friday’s Test
 Review the Essential Questions and Daily Objectives
 Grammar and Stylistic Devices Practice
 Poetry Notes and Practice
 Rhetorical Devices Project Presentations
 Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Parallel Structure Review
 Good writers try to present a series of ideas in
similar grammatical structures so the ideas will read
smoothly. If one element in a series in not parallel
with the others, the result may be jarring or
confusing.
 Parallelism involves presenting equal ideas in words,
phrases, clauses, or sentences of similar types.
Parallel Structure Examples
Parallel Words: The surfer looked strong, fit, and agile.
Parallel Phrases: The greatest feeling I know is to ride
a giant wave flawlessly and to have all my friends
watch me enviously.
Parallel Clauses: The surfboard that you recommended
and that my brother wants is on sale.
Parallel Sentences: It couldn’t be, of course. It could
never, never be.
 Faulty parallelism can involve words, phrases, and
clauses in a series of comparisons.
Phrases
 When one adjective or adverb cannot convey enough
information, a phrase can contribute more detail to a
sentence.
 A phrase is a group of words that does NOT include a
subject and verb and can NOT stand alone as a
sentence.
 There are several kinds of phrases, including
prepositional phrases, adverbial phrase, adjectival
phrase, appositive phrases, participial phrases,
gerund phrases, and infinitive phrases.
Phrases
 A prepositional phrase consists of a preposition and a
noun or pronoun, called the object of the preposition.

Example: over their heads, until dark, and after the baseball game.
 An adjectival phrase is a prepositional phrase that
modifies a noun or pronoun by telling what kind or
which one.

Ex: A picture of great beauty hung in the meeting hall, I gave the
people on the trip a tour.
 An adverbial phrase is a prepositional phrase that
modifies a verb, an adjective, or an adverb by pointing
out where, why, when, in what way, and to what extent.

During the earthquake a creek disappeared , I was worried by the
weather report.
Phrase Practice- Identify the prepositional phrase in the
following sentences. Then, identify the phrase as adjectival or
adverbial.
1.
2.
3.
4.
5.
6.
I often play at the park on Post Street. (2)
Rosa chose the dress with blue stripes.
The plane flew over the airport.
The ball rolled across the floor.
The library across the road has been an asset.
Germany is a country with many castles.
Revise the following sentences to correct any
flaws in parallelism.
The animals of the Amazon included anacondas,
macaws, insects, and a toad.
2. Every table in the diner was set with a knife and
fork, a cup and saucer, and a salt shaker and a
pepper shaker.
3. I could not wait to buy a new dress, eat at the
restaurant, and to attend the formal dance.
4. Most people prefer chocolate chip cookies to eating
oatmeal raisin.
1.
Diction Practice
“ Doc awakened very slowly and clumsily like a fat man
getting out of a swimming pool. His mind broke the surface
and fell back several times.”
- John Stienbeck, Cannery Row
1. What is the subject of the verb broke? What does this
tell you about Doc’s ability to control his thinking at
this point in the story?
2. To what does surface refer?
3. List three active verbs that could be used to complete
the sentence below. Act out one of the verbs for the
class, demonstrating the verb’s connotation.
He __________ into the crowded auditorium.
Poetry Notes
 Poetry is expression that is written in verse, often
with some form of regular rhythm. The basis of
poetic expression is heightened sense of perception
or consciousness. A poem can look like prose, and
prose can contain poetic elements.
Poetry Notes
 Narrative poem- tells a story
 Epic Poem- a long poem written in the narrative mode with legendary main
characters, heroic figures, and adventurous plot, and an expansive setting
 Lyric Poem- expresses feelings or ideas in a meter and rhyme that
could be sung.



Elegy- a lament over the death of someone or the loss of something
Ode- a complex, serious, long lyric poem. Odes are very unified with just one
theme handled in an extremely dignified manner with formal diction. The
purpose of many odes is to eulogize someone or something.
Ballad- narrative songs that may be sung or simply recited. The subjects are
usually courage or love. They sometimes contain repetition of words or phrases
for effect (a refrain), and consist of four-line stanzas in the abcb defe rhyme
scheme.
 Concrete poetry- concrete poems are highly graphic, modern poems
that are also graphic art.
 Sonnet: Sonnets are poems with 14 lines, usually with 10 syllables in
each line, following the traditional English rhythm of unstressed
and stressed beats called iambic pentameter.
Poetry Notes
 Rhythm-in poetry is a variation of stressed and
unstressed sounds that has some type of regular pattern,
with grouping of the sounds into units.
 Stanza- consists of lines that are grouped together in a
poem because of the rhythm, rhyme scheme, and/or
meaning
 Enjambment-In poetry it means moving over from one
line to another without a terminating punctuation mark.
It can be defined as a thought or sense, phrase or clause
in a line of poetry that does not come to an end at the line
break but moves over to the next line.

The holy time is quiet as a Nun
Breathless with adoration; the broad sun
Is sinking down in its tranquility;
Poetry Notes
 Chiasmus-a rhetorical device in which two or more clauses are
balanced against each other by the reversal of their structures
in order to produce an artistic effect. A simple chiasmus can
be broken into parts labeled ABBA


Oh she will, will she
All for one, and one for all.
 Apostrophe-used in literature is an arrangement of words
addressing a non-existent person, an abstract idea, or thing in
such a way as if it were present and capable of understanding
feelings. Ex: “Twinkle, twinkle little star, how I wonder what
you are…”
 Conceit-an extended metaphor that compares two very
dissimilar things.

In a sense we’ve come to our nation’s capital to cash a check…. It is
obvious today that America has defaulted on this promissory note,
insofar as her citizens of color are concerned. Instead of honoring this
sacred obligation, America has given the Negro people a bad check, a
check which has come back marked “insufficient funds.
Poetry Notes
 Onomatopoeia- which is the use of a word that resembles
the sound it denotes: quack, buzz, rattle, bang, squeak,
bow wow, burp, ding a ling, etc.
 Alliteration- is the repetition of the same consonant
sounds at the beginning of nearby words: “descending
dew drops,” “luscious lemons”
 Assonance- is the repetition of the same vowel sound in
nearby words: “asleep under a tree”, “time and tide,”
“each evening”
 Consonance-repetitive sounds produced by consonants
within a sentence or phrase. Consonant sounds can be
present at the beginning (alliteration), middle, or end of
several successive words, rather than merely at the ends
of words (rhyme).

The ship has sailed to the far off shores.
Poetry Notes
 Rhyme- is a way of creating sound patterns. Two or
more words or phrases that repeat the same sounds
(vain, reign, rain)
 End Rhyme-Comes at the end of lines:
It runs through the reeds
And away it proceeds.
 Internal Rhyme-places at least one of the rhymed words
within the line: “dividing, and gliding, and sliding”
 Slant Rhyme-also called off rhyme, near rhyme, and
approximate rhyme, the sounds are almost but not
exactly alike (home and some, fellow, fallow)
 Rhyme Scheme-the pattern of rhyme that comes at the
end of each verse or line in poetry. In other words, it is
the structure the end words of a verse or line that a poet
needs to create when writing a poem. (ABAB CDCD EE)
How To Analyze Poetry
1.
2.
3.
4.
5.
Title
Paraphrase
Annotate/SOAPSToneRS
Read Aloud
Purpose of Elements
SOAPSToneRS for Poetry
Subject/
Theme:
Who or what is the poem about ? Does the title emphasize it?
What is human truth is the author trying to communicate?
What theme is stated directly? Indirectly?
Occasion:
Genre and Setting (is there a specific time and place?)
Audience:
Is there a universal meaning or is it directed to a specific group? If so
who?
Purpose:
Why is the author writing? What emotion does he hope the audience will
have (mood)?
Speaker:
Who is the speaker? Is it possible to determine the speaker’s age, gender,
sensibilities, level of awareness, or values?
Tone:
What is the tone of the poem? Is the tone consistent? If not when does it
change?
Rhetorical:
Is the a specific number of syllables, form, rhyme scheme used? Are
specific sound devices used or repeated? What does the diction reveal?
Stylistic:
What figurative language is used? What images Are there patterns?
(metaphor, simile, personification, apostrophe, hyperbole, etc)
Please Copy the Following Chart:
Group
Members/
Product
Type
Rhetorical
Devices
Visual
Fallacy/
Purpose
Logical,
Ethical ,
Emotional
Fallacy/
Purpose
Grade
“Big Brother” Assignment
Honors English II Agenda 1/31/2017
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.


Vocabulary Notes
BBR Due Tomorrow
 Warm Up-Poetry Practice
 Review the Essential Questions and Daily Objectives
 Presentations
 Grammar and Stylistic Devices Practice
 Introduce and Begin Analyzing Orwell’s 1984
 Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Make the following sentences parallel.
Scheduling, purchasing, and management of
inventory are all steps in the retail process.
2. I could not wait to taste the new foods, to
experience the new restaurant, and visiting the
town.
3. Some experts feels that jogging is not a sport, but it
requires athleticism.
4. Most people prefer apples to eating celery.
1.
Diction Practice
“A rowan like a lipsticked girl.” -Heaney, “Song”
***a rowan is a small tree that has white flowers and
orange berries.
1. Other than color, what comes to mind you think of
a “lipsticked” girl?
2. How would it change the meaning and feeling of
the line if, instead of “lipsticked girl,” the author
wrote “girl with lipstick on?”
3. Write a simile comparing a tree with an animal. In
your simile, use a word that is normally used as a
noun (like lipstick) as an adjective (lipsticked).
Chapter 1 Reflection
Honors English II Agenda 2/1/2017
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

BBR
 Warm Up-Poetry Practice
 Review the Essential Questions and Daily Objectives
 Grammar and Stylistic Devices Practice
 Begin Analyzing Orwell’s 1984 in Centers
 Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Grammar Review- Identify the errors in the
following sentences:
_____ 1. After Benjamin finished work, Alice, Sal,
and him went to the game together.
a. pronoun agreement
b. subject/verb agreement
c. parallel structure
_____ 2. A good way to test the reliability of
medical textbooks is by examining the credentials of
its editorial boards.
a. pronoun agreement
b. subject/verb agreement
c. parallel structure
_____3. Anyone who misses the morning bus
knows that they will be picked up by the van in the
afternoon.
a. pronoun agreement
b. subject/verb agreement
c. parallel structure
_____4. The handwriting was so poor that Jana
couldn’t determine to who the letter was written.
a. pronoun agreement
b. subject/verb agreement
c. parallel structure
Detail Review
 Details are facts, observations, and incidents that are




used to develop a topic and impart author’s style.
Details can be general or specific. Specific details are
used to refer to fewer things in a precise manner usually
creating a mental picture.
The author uses detail to focus the reader’s attention and
bring the reader into the scene.
Consequently, detail shapes the reader’s attitude by
focusing attention: the more specific the detail, the
greater the focus on the object described.
Remember, detail can also state by understatement; the
absence of details can be used to contrast the specific
details in a given text.
Detail Practice
“How fine it is to enter some old town, walled and turreted, just
at approach of nightfall, or to come to some straggling village,
with the lights streaming through the surrounding gloom; and
then, after inquiring for the best entertainment that the place
affords, to “take one’s ease at one’s inn!” – Hazlitt, “On Going a
Journey”
1. What details support the generalization, “how fine it is?”
2. What feelings are evoked by the details of the town (old,
walled, turreted)? How does this selection of detail
communicate Hazlitt’s attitude toward the town?
3. Imagine going to a motel after a long day on the road. The
motel is the only place to sleep in town, and the next town is
200 miles away. The motel is old and dirty; your room is
shabby and dark. Write a brief description which expresses
your attitude toward this room.
Honors English II Agenda 2/2/2016
 Housekeeping- place homework on the right corner,





sharpen your pencils, dispose of any trash etc.
Warm Up-Poetry Practice
Review the Essential Questions and Daily Objectives
Grammar and Stylistic Devices Practice
Introduce Orwell’s 1984
Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Make the following sentences parallel.
1.
2.
3.
4.
5.
Planning, drafting, and revision are three steps in
the writing process.
Jaime delights in foggy days as much as sunny days
delight other people.
I was wet, cold and needing sleep.
This weekend we have a paper to write, a cake to
bake, and a birthday party.
Tell me about the students in your classes and your
soccer team.
Detail Practice
“We went upstairs, through period bedrooms swathed in rose
and lavender silk and vivid with new flowers, through dressingrooms and poolrooms, and bathrooms, with sunken bathsintruding into one chamber where a disheveled man in pajamas
was doing liver exercises on the floor.” –Fitzgerald, The Great
Gatsby
1. List three general adjectives that you could use to describe
this house. Explain the connection between the detail in
Fitzgerald’s sentence and the adjectives you have chosen.
2. How does the “disheveled man in pajamas…doing liver
exercises on the floor” help created the mood and
atmosphere of the house?
3. Rewrite the sentence eliminating the specific detail. Read
your sentence to your partner and discuss the change in
impact and meaning.
Honors English II Agenda 2/3/2017
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

AoW
 No Warm Up
 Complete the Test
Honors English II Agenda 2/6/2017
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.


Distribute AOW and Vocabulary
BBR novel (from the list), AOW and Test 2/10
 Warm Up-Complete Test From Friday or begin AOW
 Review the Essential Questions and Daily Objectives
 Grammar and Stylistic Devices Practice
 Introduce Poetry Project
 Continue Introducing Orwell’s 1984 in Centers
 Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Phrase Practice- Identify the prepositional phrase in the
following sentences. Then, identify the phrase as adjectival or
adverbial.
1.
2.
3.
4.
5.
6.
The cavalry will reach the fort by noon.
She drove for hours in the storm. (2)
The flock of gray birds flew overhead.
The boat landed on an island near the coast.
I wish I could return to the lake house.
I like stories about other countries.
Writing Reminders
 All essays demand careful reading of the text and
planning. If you do not spend time creating an outline
often your work will be underdeveloped, illogical or off
topic.
 As the writer you are required to fully address the
prompt and support your position logically using:
facts/statistics, details, quotation, needed definitions,
examples, anecdotes, contrast and comparison, cause
and effect, appeal to authority.
 The tone must match the purpose and audience; it
should always be formal and objective (avoid personal
pronouns and informal diction)
Writing Reminders
 When creating the introduction
 In the Hook
 Provide the context of the essay using anecdote, summary, or
quotation
 Include the author, genre, and title
 In the Thesis:
 Refer specifically to the prompt
 Clearly state your position on the given issue
 Agree, disagree or qualify
Writing Reminders
 The body


Most essay prompts will imbed a logical way to divide the key ideas
Outside of the hook you should never summarize the text! You are
not telling the reader the events of the text in chronological order. At
most, you are giving specific instances when the thesis was proven.
(If you are giving more than two-three sentences of what happened
in the text, you are summarizing)
 The conclusion


In a brief essay the reader can remember what you’ve already said so
there is no need to summarize your major points.
The final remark should be of interest and appropriate to purpose. If
you have no idea what to write, restate the prompt in a create way.
Imagery Review
 Imagery is the verbal representation of a sensory
experience.
 In literature all five senses may be represented:
sight(visual imagery), sound (auditory imagery),
touch (tactile imagery), taste (gustatory imagery),
and smell (olfactory imagery).
 Visual imagery is the most common, but good writers
experiment with a variety of images and even
purposefully intermingle the sense (giving smells a
color, for example)
Imagery Review Continued
 Imagery depends on both diction and detail: an
image’s success in producing a sensory experience
results from the specificity of the author’s diction
and choice of detail.
 Imagery contributes to the author’s style by evoking
vivid experience, conveying specific emotion, and
suggesting a particular idea.
 Remember imagery itself is not figurative, but may
be used to impart figurative or symbolic meaning.
For example a vividly described river can be
symbolic for life’s journey.
Imagery Practice
“The many men, so beautiful!/ And they all dead did lie:
And a thousand thousand slimy things/ Lived on; and so
did I.
Within the shadow of the ship/ I watched their rich attire:/
Blue, glossy green, and velvet black,/ They coiled and
swam; and every track/ Was a flash of golden fire.” –
Coleridge, “The Rime of the Ancient Mariner”
1. These stanzas from “The Rime of the Ancient Mariner”
show the Mariner’s changing attitude toward the
creatures of the sea. What is the Mariner’s attitude in
the first stanza? What image reveals this attitude?
2. What is the Mariner’s attitude in the second stanza?
Analyze the imagery that reveals this change.
Plot Reminders
 Structure- how the text is organized and how it progresses.




Events in the plot can be presented in a variety of orders:
A chronological arrangement begins with what happens first,
then second, and so on until that last incident is related.
Some stories begin at the end and then lead up to why or how
the events worked out as they did.
Some stories jump between the past and present. These
stories employee flashback, a device that informs the
reader about events that happened before the
opening scene of the work.
And still others begin in the middle of things. This is
called in medias res.
Basic Plot Structure in Fiction
 Exposition- the beginning of a fictional text that is an





introduction to characters, setting, and situations.
Conflict- develops the antagonist and creates
interest.
Rising Action- adds complications to the conflict and
leads to the
Climax- the point of highest emotional involvement
Falling Action- presents the results of the climax
Resolution- gives the final outcome.
Oppositions/Juxtaposition
 Opposition occurs when any pair of elements contrast
sharply. Another way to think about opposition is tensionthink of two opposing elements as if they are magnetized
poles attracting and repelling each other.
 A specific form of Opposition is called Juxtaposition.
 Juxtaposition is a literary technique in which two or more
ideas, places, characters and their actions are placed side by
side in a narrative or a poem for the purpose of developing
contrasts or (unlike opposition) comparison.
 Opposition may be as blatant as “night” and “day” or it may be
less obvious: a character who is naïve and a character who is
sophisticated. Opposition may be between an author’s style
and his subject- for example a formal, elevated style that is
heavy on analysis in a story about a hog farmer.
Oppositions
 Good writers often work with “quiet oppositions”- if you aren’t
paying attention you’ll feel what’s going on without realizing
where it is coming from.
 Many literary oppositions come from within a character.
Particularly if that character is dynamic (changes during the
course of a text) and round (has a variety of characteristics).
For example the character who wants a job that his
personality not cut out for.
 Another important opposition is tone. Some writers will write
about the silliest thing possible in a serious way (satire-A
Modest Proposal)
 Another important opposition occurs through the setting,
particularly time. Authors will often let the past stand in
opposition to the present. The story of a once proud family
that has fallen on hard times would be an example.
Characterization Review
 Characterization=methods by which a writer creates
people in a story so that they seem to actually exist.
 Authors have 2 major methods of presenting
characters
Showing=indirect
characterization
Telling=direct characterization
Character Roles
 Flat characters- two dimensional, described without
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details necessary to view the characters as individuals
Round characters- three dimensional, complex, and as
life like as possible.
Stock characters- are used frequently in certain forms
such as Prince Charming in fairy tales
Type characters- represent the characteristics of a
particular class or group of people but still are
unpredictable and individualized
Stereotype- are predictable, repeated without variation
from one story to the next; they lack originality.
Characters
 Hero(ine)/Protagonist- the leading male or female character, who
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generally exhibits superior qualities or who simply is the main character
Antagonist- a character who is often characterized as evil and in opposition
to the protagonist
Antihero/tragic hero- a protagonist who is more ordinary than a
traditional hero or one who is somewhat villainous. A tragic hero has a
flaw in his character that causes hiFoil- a contrasting character, who
through that very contrast causes the reader to see more clearly the
personality of another character
Climate- the prevailing attitude of a group of people (such as a family or
community or nation).
Motivation-reason for how the character behaves and what they say
Confidant- a friend who draw out the person into talking about private
matters
Archetypal Character-is a recurring character type, one that appears
in the literature of different times and places. The "rebellious young man,"
Methods of Characterization
 Characters thoughts- (through such devices as
interior monologue and stream of consciousness)
can be a rich source for insight into motivation and
character; be alert for elements of self delusion.
 Words of others- much can be learned about a
character by “listening in” what other characters
have to say about him
 Use of setting- the setting to varying degrees can
be a factor in determining character as the character
is influenced by his environment
Things to Consider
 Character development- is when character traits are
revealed or changes within the narrative. The
development must be credible:
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Did the character have sufficient motivation to change?
Was there sufficient times for the character change to be
realistic and probable?
Has the reader been give adequate information about the
character to make the change seem believable?
 Remember-Individual traits are not as important as
the total character of the person.
How to Analyze Character
 To understand character students must recognize not only a
character’s particular traits but also how those traits interact
to form an overall impression of the character.
STEP 1:
1. Analyze the first impression given to the reader in the
exposition but know that it may need to be changed or
modified.
2. As readers we make inferences based on our prior
knowledge however we must test it against the information
in the text.
3. We must notice the kinds of people who are often unfamiliar
or invisible to us in our day to day lives
4. The context of the text provides the rules by which the
character must be governed. By piecing together bits of
information the reader is able to interpret a character.
DO NOT
Simply focus on surface feature of characters rather
than the personality the writer has created.
2. Simply focus on the current emotional state of the
character (happy she won the race) instead focus
on their basic traits (happy person)
1.
Honors English II 2/7/2017
 Housekeeping- place homework on the right corner,
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sharpen your pencils, dispose of any trash etc.
Complete Ticket In
Review the Essential Questions and Daily Objectives
Grammar Notes
Stylistic Devices Notes and Practice
Grammar and Stylistic Devices Practice
Begin Analyzing Orwell’s 1984 in Literature Circle
Groups
Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people
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believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Identify the Adverbial Phrases
1.
2.
3.
4.
5.
She ran with speed.
I was frightened at the time.
The deer ran through our yard.
Charles was annoyed beyond belief.
During the snow storm the school closed.
Correct the Errors in Parallel Structure
1. In the spring, summer, or in the winter, we will go to
Germany.
2. Eric Foreman decorates the Christmas tree, picks up
his grandma from the nursing home, and friends are
invited over for dinner.
3. The internet can be used to find word meanings,
medical information, and locating hotels.
4. Tennis requires hand-eye coordination, flexibility,
and to be able to concentrate.
Answers
In the spring, summer, or winter, we will go to
Germany. OR In the spring, in the summer, or in the
winter, we will go to Germany.
2. Eric Foreman decorates the Christmas tree, picks up
his grandma from the nursing home, and invites
friends over for dinner.
3. The internet can be used to find word meanings,
medical information, and hotels. - The internet can be
used to find word meanings, research medical
information, and locate hotels.
4. Tennis requires hand-eye coordination, flexibility, and
concentration.
1.
Imagery Practice
“A woman drew her long black hair out tight/ And fiddled
whisper music on those strings/ And bats with baby faces
in the violet light/ Whistled, and beat their wings/ And
crawled head downward down a blackened wall/ And
upside down in air were towers/ Tolling reminiscent bells,
that kept the hours/ And voices singing out of empty
cisterns and exhausted wells.” – Eliot, “The Waste Land”
1. Paraphrase the image of the first two lines. What mood
does the image create?
2. List the auditory images in these lines. How do these
images help create the mood of the passage?
Honors English II Agenda 2/8/2017
 Housekeeping- place homework on the right corner,



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
sharpen your pencils, dispose of any trash etc.
Complete Ticket In
Review the Essential Questions and Daily Objectives
Grammar and Stylistic Devices Practice
Continue Analyzing Orwell’s 1984 in Literature
Circle Groups
Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Identify the Following Adjective Phrases- Remember identify
the prepositional phrases and see if it is modifying a verb or a
noun.
1.
2.
3.
4.
5.
6.
The woman of great beauty danced with the king.
Mary had lunch from a paper bag.
The price of the guitar was too high.
The house across the street was vacant.
Let’s take a picture of Victoria Falls.
Finland is a country with a great education system
Correct the Flaws in Parallelism
The teacher has the responsibility of providing
supplemental help and to review all test material
with the students.
2. Veronica threw the rock at the window and the
glass was broken.
3. Brad and Dennis rode their motorcycles, swan with
sharks, and ran with bulls.
4. The professor scolded the student for failing the
test, coming to school late, and bullying his
classmates.
1.
Imagery Practice
“At first I saw only water so clear it magnified the fibers in
the walls of the gourd. On the surface, I saw only my own
round reflection. The old man encircled the neck of the
gourd with his thumb and index finger and gave it a shake.
As the water shook, then settled, the colors and lights
shimmered into a picture, not reflecting anything I could
see around me. There at the bottom of the gourd were my
mother and father scanning the sky, which was where I
was.” –Kingston, The Woman Warrior
1. What kind of imagery is used in this passage? Identify
the images.
2. Compare and contrast the imagery of the last sentence
with the imagery of the first four sentences
Honors English II Agenda 2/9/2017
 Housekeeping- place homework on the right corner,





sharpen your pencils, dispose of any trash etc.
Complete Ticket In
Review the Essential Questions and Daily Objectives
Grammar and Stylistic Devices Practice
Continue Analyzing Orwell’s 1984 in Literature
Circle Groups
Complete a Closure Question
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?
Agreement Review-Indicate if the following sentences have parallelism or
pronoun/antecedent agreement problems. If the sentence is correct write
“C” if the sentence is incorrect write “I.”
_____1. My uncle Julius likes bagels, lox, and eating
chicken salad.
_____2. Everyone is expected to do his share.
_____3. The house sitter lost the keys, neglected the
dogs, and she also trashed the kitchen.
_____4. The radio station’s board of directors drafted
a proposal modifying its advertising policies.
_____5. The museum received so many donations
that they actually had to return over a million dollars
to the benefactors.
Imagery/Detail Practice
“It was a mine town, uranium most recently. Dust devils
whirled sand off the mountains. Even after the heaviest of
rains, the water seeped back into the ground, between
stones, and the earth was parched again.” -Linda Hogan,
“Making Do”
1. In this quotation is the author using details, imagery, or
both? Explain.
2. What feeling do you associate with the details of dusty
mountains and dry earth?
3. There are two images associated with the land in the
third sentence. Identify the two images and compare
and contrast the feelings these images evoke.
Honors English II Agenda 2/10/2017
 Housekeeping- place homework on the right corner,
sharpen your pencils, dispose of any trash etc.

AOW
 No Warm Up
 Complete Test
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.
 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
 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
 How is a culture created?
 How does the manipulation of language impact how people





believe, think, feel, and react?
How do culture, propaganda, and the government influence how
people believe, think, feel, and react?
Is it possible for thoughts or words to be illegal?
To what extent does popular culture determine what our society
values?
Is it possible to protect oneself from the influence of media,
government, and propaganda? Is it possible to be completely
objective?
What are the basic tools used by an author to manipulate the
audience? As readers, how do we identify and analyze these
tools?