Download Lesson 17 - January 9/10, 2012

Second Quarter Notes
Lesson 3 – November 15/16, 2011
1. Myths and Legends Notes
a. Myths (pg 660) –
i. Traditional stories about gods and heroes
ii. Religious
iii. Explain values and mysteries
iv. Example – “Theseus” pg 663
b. Legends (pg 644) –
i. Stories about extraordinary deeds
ii. Shared by a group of people
iii. Some historical basis
iv. Example – “The Sword in the Stone” pg 645
Lesson 4 – November 17/21, 2011
1. Notes: Define the following poetry terms, using the Handbook of Literary Terms in your
Literature books. Leave at least two lines after each definition to allow room for
examples.
a. Alliteration
k. Lyric poetry
b. Allusion
l. Metaphor
c. Assonance
m. Ode (pg. 502)
d. Ballad
n. Poetry
e. Blank Verse
o. Prose Poem (pg 460)
f. Diction
p. Refrain
g. Free Verse
q. Rhyme scheme
h. Haiku
r. Simile
i. Iambic Pentameter
s. Sonnet
j. Imagery
t. Stanza
2. Read the following poems and be
prepared to discuss them:
a. “A Storm in the Mountains”
pg 459
b. “Same Song” pg 463
c. “Eating Together” pg 466
d. “Grape Sherbet” pg 468
e. “Simile” pg 479
Lesson 6 - November 28/29, 2011
1. Poetry Forms – English Sonnet
a. Fourteen-lined poem, written in iambic pentameter
b. Contains three quatrains and a rhyming couplet
c. Also known as the Shakespearean sonnet because he wrote 154 of them!
d. Read “Shall I Compare Thee to a Summer’s Day?” page 494.
e. In your notes, paraphrase this poem to explain the points Shakespeare is making.
f. Class discussion.
2. Poetry Forms – Lyric Poem and Ballad:
a. “I Am Offering This Poem”, page 483 (lyric poem)
b. “Bonny Barbara Allan”, pages 510-511 (ballad)
Lesson 7 - November 30/December 1, 2011
1. Poetry Forms –Ballad: “Bonny Barbara Allan”, pages 510-511 (ballad)
2. Notes: Phrases and Verbals
a. A phrase is a group of related words that is used as a single part of speech. It does
not contain both a subject and a verb.
b. Prepositional Phrases - A prepositional phrase starts with a preposition and ends
with a noun or pronoun. The noun or pronoun at the end is called the object of
the preposition (op).
i. Adjective phrase - An adjective phrase is a prepositional phrase that
describes a noun or a pronoun.
ii. Adverb phrases - An adverb phrase is a prepositional phrase that describes
a verb, adjective, or adverb.
c. Verbals – Verbals are words that are usually verbs which have been changed into
another part of speech.
i. Participle – Pg 472 – a verb used as an adjective.
1. Exercise 4 – Write the word before and after the inserted participle.
Underline the participle.
ii. Gerund – Pg 476 – a verb with an “ing” ending used as a noun. In a
sentence, it can be the subject, a predicate nominative, a direct object, an
indirect object, or the object of a preposition.
1. Exercise 6 – Write out the sentences, underline gerunds, circle
participles, and identify the role of the gerund.
iii. Infinitive – Pg 479 – “to” plus a verb. It may be used as a noun, adjective,
or an adverb.
Lesson 9 - December 6/7, 2011
1. Grammar Study Guide – Students will label sentences for:
a. Parts of Speech –
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Noun (n)- Names a person, place, object, or idea
Pronoun (pro) – takes the place of a noun or pronoun
Adjective (adj) – describes a noun or pronoun
Verb (v) – action or state of being
Adverb (adv) – describes a verb, adjective, or adverb
Preposition (prep) – shows the relationship of a noun or pronoun to another word in the sentence
Conjunction (con) – joins words, phrases. or clauses.
Interjection (int) – shows emotion only
b. Parts of the Sentence
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Subject (s) – Answers “who” or “what” before the main verb
Helping Verb (hv) – Usually a form of “be,” “have,” or “do,” or a modal like “could” or “may.”
Action Verb (av) – shows a physical or mental action
Linking Verb (lv) – connects the subject to words that describe or identify the subject.
Direct Object (do) – answers “who” or “what” after an action verb
Indirect Object (io) – answers “to whom” “to what” “for whom” or “for what” the action is done
Predicate Adjective (pa) – an adjective that completes a linking verb and describes the subject.
Predicate Nominative (pn) – a noun or pronoun that completes a linking verb and identifies the subject
c. Phrases and Verbals
i.
ii.
iii.
iv.
v.
Adjective Phrase (adj ph) – a prepositional phrase that modifies a noun or a pronoun
Adverb Phrase (adv ph) – a prepositional phrase that modifies a verb, adjective, or adverb
Participle (part) – a verb with an “ing” or “ed” ending that is used as an adjective
Gerund (ger) – a verb with an “ing” ending that is used as a noun
Infinitive (inf) – a verb form with “to” in front of the verb
Lesson 10 - December 8/9, 2011
1. Descriptive Essay Notes
A descriptive essay must contain the following details:
 Sensory Details – words that appeal to the five senses
 Descriptive Details – specific names of people, places, and objects
 Figurative Details – language that is not literally true (metaphors, similes,
personification, hyperbole)
 Thoughts and Feelings
Lesson 11 - December 12/13, 2011
1. Notes on Clauses and Sentence Structures
a. A clause is a word group that contains a verb and its subject. It is used as a
sentence or part of a sentence.
b. An independent clause (or main clause) expresses a complete thought and can
stand by itself as a sentence.
c. A dependent clause (or subordinate clause) does not express a complete thought
and cannot stand by itself as a sentence.
i. A dependent clause often begins with a relative pronoun or a
subordinating conjunction.
ii. Relative Pronouns: who, whom, whose, which, that
iii. Subordinating Conjunctions: after, because, if, since, until, when,
where, why
d. There are four sentence structures: simple, compound, complex, and
compound-complex. They are determined by the number of [independent] and
(dependent) clauses they contain.
i. A simple sentence contains one independent clause and no subordinate
clauses.
[I drove to the theater last night.]
ii. A compound sentence contains two or more independent clauses and no
subordinate clauses. [I drove to the theater last night], and [I watched
Hugo.]
iii. A complex sentence contains one independent clause and at least one
subordinate clause. (Since I wanted to watch a movie), [I drove to the
theater last night.]
iv. A compound-complex sentence contains at least two independent clauses
and at least one subordinate clause. (Because I was hungry), [I drove to
the store], and [I bought groceries.]
2. Notes: Run-on sentences
a. A run-on sentence can be a fused sentence or a comma splice.
i. R/O - I was hungry I went to the grocery store.
ii. C/S - I was hungry, I went to the grocery store.
b. Three ways to fix a run-on sentence:
i. Add a comma and a coordinating conjunction (and, but, for, so).
1. Ex/ I was hungry, and I went to the grocery store.
ii. Add a semicolon (;).
1. Ex/ I was hungry; I went to the grocery store.
iii. Add a semicolon (;) and a conjunctive adverb (therefore, instead,
meanwhile, still, however).
1. Ex/ I was hungry; therefore, I went to the grocery store.
Lesson 17 - January 9/10, 2012
English 10 SOL
1. Literary Criticism – “Charming Billy” Questions, 2 through 6 from page 630.
2. It is ironic that Billy Boy Watkins dies from fear. Billy thinks he will die
from the wound, but his fear of dying causes his heart attack. It is also ironic
that Billy Boy’s body falls from the medevac helicopter because readers
would expect his body to be treated with respect.
3. The song “Where Have You Gone, Billy Boy?” is sung by PFC Paul Berlin to
help him forget he is afraid, and it is used in a morbid way when the soldiers
are searching for Billy Boy’s body. The flashbacks to safe camping trips
contrast with the danger of the jungle. Paul’s giggling shows that he cannot
control himself because of his fear. He could not stop laughing just as Billy
could not stop his fear. Toby represents friendship and learning through
experience.
4. Paul Berlin has discovered that war can be more than trying to kill an enemy;
the soldiers have to conquer their fear. One theme of this story is that fear can
be as destructive as the cause of the fear.
5. Tim O’Brien’s tone is dark and threatening. He describes the fear as “like the
nighttime fears of a child, a boogey man in the closet ….”
6. Paul Berlin expects to feel safe and to relax when he and the other soldiers
reach the sea. He wants to dig a hole in the sand and look at the clouds;
instead, he continues to feel fear even when he reaches the sea.
2. Historical criticism uses information about the society when the story was written or set
to understand the story.
3. Biographical criticism uses background information from the author’s life to understand
the story.
4. A primary source is a first-hand (eye-witness) account, original material that has not
been interpreted or edited by other writers.
5. A secondary source contains information (often researched in primary sources) that is
retold, summarized, or interpreted by the writer.