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Honors English II Agenda 8/8/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Locate your assigned seat (alphabetical order by last name) Distribute Book List, Syllabus, and Vocabulary Bring in August Novel for BBR (Due 8/12) Complete Warm Up (Self Assessment) Review the Essential Questions and Daily Objectives Review the Purpose and Syllabus for the Class Complete the Pre-Assessment Introduce and Begin “The Name Assignment” Review Annotating and Practice Essential Questions: How do we create a positive culture within our school? What is the purpose of this class? How do we ensure that this purpose is met? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? What is the Purpose of this Class? Honors English II is designed to develop each student’s ability to: analyze literature and non fiction, appropriately apply English grammar, strengthen vocabulary, and enhance public speaking skills. This goal must be achieved in order for students to perform effectively on college entrance exams (SAT and/or ACT) and in the college English courses they are scheduled to take next year. The students at WYWLA must accomplish this task in 2 semesters instead of the 4 semesters of English they would be exposed to in a traditional high school. Always Maintain a College Focus: School Acceptance Rate GPA Average SAT Average ACT Verbal Score Reading Score NC State 51.4% 4.42 (weighted) 607 32 UNC 28.5% 3.61 (unweighted) 600-710 28-33 Duke 11.4% 4.17 (weighted) 690-780 31-34 Spelman College 48% 3.61 (unweighted) 520 25 NC A & T 57.65 2.48 (unweighted) 490 20 How Will Our Goals Be Achieved: Review Syllabus Honors English II Agenda 8/9/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Signed Syllabus My Name Assignment Distribute Rubrics Review the Daily Objectives and Essential Questions “My Name” Presentations Review Context Clues Review SOAPSToneRS Practice Annotating Using “The Effects of Pop Culture on Teens” Complete the Closure Questions Essential Questions: How do we create a positive culture within our school? Within our community? To what extent does popular culture reflect our society’s values? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interest control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? As You Read You Must Annotate: Annotation: written observations and comments about what you are reading AS you are reading. 1. Summarize/ Paraphrase- What does this part of the text seem to be about or to explain? 2. Clarify- What parts confuse or obstruct meaning? This may include particular vocabulary or phrases. 3. Question- Analyze the structure of the text, the rhetorical and literary devices, character motivation, bias, tone, etc. (Always pay attention to patterns and repetition). AFTER YOU READ: 1. Deconstruct it using the acronym SOAPSToneRS 2. Ask questions of peers or the teacher if any additional clarification is needed. Annotation Is… Is not… Questions- about things you don’t understand and things you are trying to predict Identification- recognizing a simile is of little help, what is more important is why the author is using it Interpretations-meaning or depth that requires thinking or inferences and putting information together Personal Reactions- your opinion does not count; the focus should be on analysis based on information in the text Summary-putting information into your Symbols- putting a star or underling a own words or paraphrasing information passage will not help you remember its in the margins especially after finishing importance a section of the text. Patterns- connecting sequences, Over Highlighting-you are not hear to oppositions, repeating images, symbols, color; if everything is important than words, other literary devices etc. nothing is Words-unique diction or syntax Of Course We Remember SOAPSTONERS! Subject: The subjects of texts are often abstract—the right to die, racism, poverty, conformity, etc. The subject is the issue at hand, not the character or specific situation. There will often be direct (refer to the title)as well as a indirect subject (a combination of the direct subject and tone). Occasion: Remember that naming the occasion is both the time/place and the genre. Is the text a memory? Speech? Letter? Critique? Argument? About what event? Where? When? Audience: Who is the intended audience? Whose attention does the speaker seek to gain? Who is the writer speaking to? In MLK’s “I Have a Dream,” he is not speaking to African Americans but to readers who may harbor racial prejudices— perhaps to policy makers. Is it a general audience? Specific audience? SOAPSTONERS Purpose: Think about the modes of writing and the purposes behind those modes. Authors write to entertain, to inform, to persuade, to critique, to complain, to explain, to reflect, to describe, sometimes to simply express a truth. Often, writers have a dual purpose. It is not enough to say to inform—to inform about what? To complain about what? To explain what? Speaker: Remember that the speaker cannot simply be the author/writer. Is there an identifiable speaker? Is the speaker reliable? What other clues are there as to the speaker? Age? Gender? Social class? Emotional state? Occupation? SOAPSTONERS Tone: Tone is the attitude of the speaker towards his subject and audience. Who is the speaker? What is the subject? What is the speaker’s attitude towards his subject? Use your Vocabulary of Attitudes sheet for reference. Rhetorical Devices: The writer’s use of mode—narration, exposition, description, and persuasion. The writer’s use of ethos, logos, pathos; the writer’s use of evidence such as personal experience, example, definition, statistics, research; the writer’s use of satire, sarcasm, understatement, anecdotes, alliteration, parallelism, diction (denotation/connotation), detail, syntax, organization, etc. Stylistic Devices: Literary Devices with a figurative meaning including (but not limited to) simile, metaphor, personification, foreshadowing, flashback, imagery, allusions, irony, symbolism, etc. What constitutes pop culture? “Pop culture” definition: Popular culture is a term that refers to cultural activities or commercial products reflecting, suited to, or aimed at the tastes of the general masses of people. Including- Assignment Using one of the magazines find an example of “pop culture”- it can be a picture, advertisement, an article etc. Complete SOAPSToneRS Pay attention to the target audience and the implied subject: how are they conveyed to the audience? Honors English II Agenda 8/10/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Review the Daily Objectives and Essential Questions Rhetorical Devices Notes Review SOAPSToneRS Practice Annotating using McBride’s “Hip Hop Planet” Complete the Closure Questions Essential Questions How do we create a positive culture within our school? Within our community? To what extent does popular culture reflect our society’s values? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? Rhetoric: The art of using words effectively in writing or speaking so as to influence or persuade Write the definitions for the following rhetorical devices. Diction Imagery Hyperbole Syntax Inverted Syntax Rhetorical Questions Analogy Paradox/Oxymoron Parable Parody Satire Understatement Parallelism/Antithesis Euphemism Allusion Digression Anecdote Tone Repetition Ethos, Logos, and Pathos Rhetorical Devices Diction: The author’s choice of words. It is the foundation to all other rhetorical and literary devices. The reader must consider if the diction is monosyllabic or polysyllabic, colloquial, formal or informal, technical, what impact it has on the relationship between the author and the audience Hyperbole: An extravagant exaggeration of fact, used either for serious or comic effect. “I’m so sleepy I might fall asleep standing here”. Inverted Syntax: Reversing the normal word order of a sentence. "him who from harm has set us free "is from the ordinary “him who has set us free from harm" Analogy: A comparison between two things in which the more complex is explained in terms of the more simple. In the same way as one cannot have the rainbow without the rain, one cannot achieve success and riches without hard work. Rhetorical Devices Parable: A short story from which a lesson may be drawn. Parable of the “Prodigal Son” is used to teach about God’s forgiveness in the New Testament. Antithesis: A form of parallelism in which there is a connection between two opposing ideas/things within a sentence. When Neil Armstrong walked on the moon it might have been “one small step for a man but it was one giant leap for mankind.” Pathos- Arguments based on Emotion Logos- Arguments based on Facts and Reason Ethos-Arguments based on the Character/Righteousness of the Speaker Rhetorical Devices Satire: A literary work in which vices, abuses, absurdities etc. Are held up to ridicule and contempt; the use of ridicule, sarcasm, irony, etc. to expose vices, abuses etc. Example: Swift’s A Modest Proposal Parallelism: Using the same part of speech or syntactic structure in (1) each element of a series (2) before and after coordinating conjunctions (FANBOYS) (3) after each of a pair or correlative conjunction (not...only, both…and, neither…nor) “The mathematics test included arithmetic, algebra, and geometry.” Allusion: A brief reference to a famous person, place, literary work, etc. that represent general concepts and moral qualities. “It’s no wonder everyone refers to Mary as another Mother Teresa in the making; she loves to help and care after people everywhere- from the streets to her own friends.” Rhetorical Devices Anecdote: A short entertaining nonfiction account of some happening, frequently personal or biographical. Winston Churchill was very fond of his pet dog Rufus. He ate in the dining room with the family on a special cloth and was treated with utmost respect. When enjoying movies, Rufus had the best seat in the house; on Winston Churchill's lap. While watching “Oliver Twist,” Churchill put his hands over Rufus' eyes during the scene where Bill Sike's intends to drown his dog. Churchill is believed to have said to Rufus: “don't look now, dear. I'll tell you about it later.” Imagery: Lively descriptions which impress the images of things upon the mind; figures of speech- it can be literal or figurative. “The gushing brook stole its way down the lush green mountains, dotted with tiny flowers in a riot of colors and trees coming alive with gaily chirping birds.” Rhetorical Devices Syntax: In grammar, the arrangement of words as elements in a sentence to show their relationship. The sentence "The man drives the car" would follow normal syntax in the English language. By changing the syntax to "The car drives the man", the sentence becomes awkward. Rhetorical Questions: a question asked for rhetorical effect to emphasize a point, no answer being expected. “Are you talking back to me?” Paradox: A statement composition which seems self contradictory, but which may be true in fact. “High walls make not a palace; full coffers make not a king” Oxymoron: A figure of speech in which contradictory terms or ideas are combined (usually two or three words). “He possessed a cold fire in his eyes” Rhetorical Devices Understatement: Deliberately representing something as much less than it really is “The earthquake was a little disruptive.” Euphemism: The use of a word or phrase that is less direct, but that is also less distasteful or less offensive than another. Using “to put out to pasture” when one implies retiring a person because they are too old to be effective. Digression: A temporary departure from the main subject in speaking or writing. Tone : A way of wording or expressing things that expresses an attitude. “Positive, Regretful, Uplifting, etc” Honors English II Agenda 8/11/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Annotations of Article or Advertisement Review the Daily Objectives and Essential Questions Complete Paragraph Writing Review Continue Close Reading, Annotating, Rhetorical Devices Analysis Using McBride’s “Hip Hop Planet” Complete the Closure Questions Essential Questions To what extent does popular culture reflect our society’s values? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? After reading the article, identify the general purpose of each rhetorical device? Device Diction Connotation/Denotation Monosyllabic Polysyllabic Colloquial (slang) Formal Informal Technical Hyperbole Inverted Syntax Analogy Parable Antithesis Purpose Diction Practice-connotation/denotation, formal informal, colloquial(slang), technical, monosyllabic/polysyllabic “Art is the antidote that can call us back from the edge of numbness, restoring the ability to feel for another.” -Kingsolver, High Tide in Tucson 1. By using the word “antidote,” what does the author imply about the inability to feel for another? 2. If the reader changed the word “antidote” to “gift,” what effect would it have on the meaning of the sentence? 3. Create a list of medical terms; then write a sentence using a medical term to characterize love. Honors English II Agenda 8/12/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. BBR Novel Complete the Ticket-In Review the Essential Question and the Daily Objectives Complete Mc Bride’s “Hip Hop Planet” Complete the Closure Questions Purpose of Rhetorical Devices Cont’d Device Pathos, Logos, Ethos Satire Parallelism Allusion Anecdote Imagery Syntax Rhetorical Questions Paradox Understatement Euphemism Digression Tone Purpose Diction Practice “Once I am sure there’s nothing going on I step inside, letting the door thud shut.” -Phillip Larkin, “Church Going” 1. What feelings are evoked by the word thud? 2. How would the meaning change if the speaker let the door slam shut? 3. Fill in the following chart. Verbs expressing the closing of a door. 1. 2. 3. 4. 5. Feeling evoked by the verb. “Hip Hop Planet” 1. 2. 3. 4. 5. 6. What do you consider McBride’s primary purpose in the essay? Do you think this is a personal essay or a cultural study? Explain your response. McBride’s “hook” (the opening paragraph) could be considered provocative, if not confrontational. Having completed the essay, reread the “hook.” Is it an effective introduction to the essay, or could it be considered misleading? Explain. What rhetorical strategies does McBride use in his “hook” to establish his voice and credibility? Consider irony, hyperbole, metaphor and colloquialisms. What is McBride’s central argument? What are his secondary arguments? How does he bring them together? How does he use cause and effect to provide the reasons for hip hop’s development? Look carefully at paragraph 12. How does McBride’s style mirror the paragraph’s subject matter? Assignment Read McBride’s “Hip Hop Planet” Annotate as you Read-Summarizing, Clarifying, and Questioning as you Read Complete SOAPSToneRS for the text Writing Pre-Assessment Complete “Hip Hop Planet” Use your Annotations, SOAPSToneRS, and Questions to Write a 5 Paragraph Essay Responding to the Prompt: How does McBride manipulate rhetorical devices to enhance the theme of his text “Hip Hop Planet?” Make sure you use quotations form the text to support your response. Honors English II Agenda 8/15/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute AOW and Vocabulary Roots Review the Daily Objectives and Essential Questions Grammar Review Begin Close Reading, Annotating, Rhetorical Devices Analysis Using Twain’s “Corn Pone Opinions” Practice Paragraph Writing Complete the Closure Questions Essential Questions: To what extent does popular culture reflect our society’s values? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? Parts of Speech Review-Tom broke the vase Noun- a word used to name a person, place, a thing, or an idea (Tom, vase) Verb- a word that expresses action (broke) Article- a special type of adjective (a, an, the)that modifies or limits a noun. *Subject- the person, place, or thing that is “doing” the action (Tom) *Object- receives the action of the verb (vase) Tom accidentally broke the big vase of flowers. Adverb- a word that modifies a verb, an adjective, or another adverb (accidentally) Adjective- a word that modifies a noun (big) Preposition- a word that notes the relation of the noun to an action or a thing (of- shows the relationship between vase and flowers) Prepositional phrase- a group of words beginning with a preposition (of flowers – acts as an adjective by modifying vase) As he ran across the room, Tom accidentally broke the big vase of flowers Pronoun- a word that takes the place of a noun (he) Clause- a group of words that contains a subject and verb. Independent clause- has a subject + verb + complete thought. It can stand alone as a sentence (Tom accidentally broke the big vase of flowers) Dependent clause- is missing either a subject or a verb or a complete thought (as he ran across the room- lacking a complete thought) Grammar Practice- Identify the noun, verb, article, subject and object in the following sentences: 1. Joe played the song. 2. Camille nibbled the chocolate. 3. Aaron folded the clothes. 4. David made the bed. 5. Wallace planted the vegetable. Diction Practice-connotation/denotation, formal informal, colloquial(slang), technical, monosyllabic/polysyllabic “As I watched, the sun broke weakly through, brightened the rich red of the fawns, and kindled their white spots.” -White, “Twins” 1. What kind of flame does “kindled” imply? How does this verb suit the purpose of the sentence? 2. Would the sentence be strengthened or weakened by changing “the sun broke weakly through” to “the sun burst through?” Explain the effect this change would have on the use of the verb “kindled.” 3. Brainstorm a list of action verbs that demonstrate the effects of sunlight Homework Create a review of the Greek and Latin roots you learned last year: Flashcards “Test” or “Quiz” Game Art work Mnemonic Devices Foldable Collage ***You can be creative! Questions 1. 2. 3. 4. 5. 6. Trace Twain’s use of personal pronouns. What is the effect of changing from “I” to “we”? (diction) What does the anecdote about the young slave preaching add to his argument? Does it detract in any way? Explain. Identify Twain’s appeals to logos. Do the subjects of the appeals (hoopskirts, bloomers, wine glasses) strengthen the appeals or weaken them? Explain. What is the effect of the parallelism in the two long sentences that make up paragraph 12? What is the effect of capitalizing “Public Opinion” and “Voice of God” at the end of the essay? Find examples of understatement and hyperbole. Discuss their effects. Honors English II Agenda 8/16/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Vocabulary Review Complete the Ticket-In Review the Essential Question and the Daily Objectives Paragraph Writing Review Close Reading, Annotating, Rhetorical Devices Analysis of Hanes’ “Little Girls or Little Women?” Complete the Closure Questions Essential Questions: To what extent does popular culture reflect our society’s values? What women value? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? Label the adverbs, adjectives, prepositions, and prepositional phrases in each sentence. 1. 2. 3. 4. 5. Joe passionately played the euphonic song to the audience. Camille slowly nibbled the creamy chocolate in the café. Aaron accidently folded the dirty clothes in the laundry room. David angrily made the disheveled bed for his sister. Wallace gently planted the tender vegetable in the garden. Diction Practice-connotation/denotation, formal informal, colloquial(slang), technical, monosyllabic/polysyllabic “An aged man is but a paltry thing/A tattered coat upon a stick…” –Yeats, “Sailing to Byzantium” 1. What picture is created by the use of the word “tattered?” 2. By understanding the connotations of the word “tattered,” what do we understand about the narrator’s attitude toward “an aged man?” 3. List three adjectives that can be used to describe a pair of shoes. Each adjective should connote a different feeling about the shoes. Short Constructed Response Information Constructed Response Information According to the Department of Public Instruction (DPI): The short constructed response items on the English II EOC assessment require a brief response of approximately 5-8 sentences. Although the text box offers additional space to write a short answer response, scorers only review for the specific criteria as stated in the question. Additional information not required in the answer does not increase the student’s score. Students should not write an essay for short constructed response items, and they must not be led to believe longer responses may receive higher scores. The key is to answer the question with the specified supporting evidence. Thesis A Short Constructed Response should contain all of the following: Sentence 1 (Thesis): Name of the author, the type and title of the work, a strong verb that describes what the author is doing in the text, and a “THAT” clause in which you state the major of assertion (that reflects the question)? Example: How does Edgar Allan Poe manipulate tone in “The Tell Tale Heart”? In his short story, “The Tell Tale Heart,” Poe evokes a feeling of fear that creates a tone of nervous cynicism. • Long works – underline the title • Short works- place quotation marks around the title Helpful Verbs Asserts Details Alludes to Implies Clarifies Portrays Inspires Describes Suggests Connotes Reveals Delineates Shifts Specifies Evokes Notes Depicts Tackles Hints at Highlights Constrains Explores Alters Manipulates Produces Elicits Juxtaposes Construes Solidifies Differentiates Transcends Emphasizes Explains Enhances Ignites Changes Invokes Exemplifies Conveys Repudiates Compares Masters Creates Refutes Documents Maintains Demonstrates Stirs Dispels Elucidates Reason, Data, Details, Facts Sentence 2 (Reasons/Data/Details/ Facts): An explanation of how the author develops and/or supports the thesis. This explanation is usually presented in the same chronological order that the items are presented in the work. (For instance, comparing, contrasting, narrating, illustrating, defining, demonstrating, showing, enhancing, etc.) Example: The author produces this tone through his use of syntax. Elaborations Sentences 3-4 (Elaborations): A statement of the purpose, followed by an “IN ORDER TO” phrase in which you explain what the author intends the audience to do or feel as a result of reading the work. Examples: He interrupts longer sentences with several phrases and dashes in order to disrupt the flow of the narration. This in turn causes the audience to view the narrator’s thoughts as disjointed and frantic. Helpful Transitions Thus illustrating In particular In an effort to In order that So that To that end, to this end For this purpose To illustrate To demonstrate Specifically For the purpose of As an illustration Quotation Sentences 5-6 (Quotation): Embed the quotation in your own sentence. Remember all quotes are not created equal. Choose carefully which words you wish to quote. (Do Not Forget the Citation!) Example: The tone becomes increasingly tense as the narrator states, “When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little-a very, very little crevice in the lantern. So I opened it-you cannot imagine how stealthily, stealthily-until, a single dim ray…fell full upon the vulture eye (Poe, 3).” Significance Sentences 7-8 (Significance): Remember that a mere quote doesn’t show anything, prove anything, or make anything obvious or evident. You as the writer, have that job. How the quotation impacts the intended audience and/or the relationship the author establishes with the audience should be explained. Example: By interrupting the flow of the sentence with phrases and dashes, Poe slows down the movement of the sentence and increases the tension. The reader has to wait for the action to unfold as slowly as the action itself. Outline: How does Edgar Allan Poe manipulate tone in The Tell Tale Heart? Thesis In his short story, The Tell Tale Heart, Poe evokes a feeling of fear that creates a tone of nervous cynicism. RDF(Reason/ Data/Details/ Facts) The author produces this tone through his syntax. Elaborations He interrupts longer sentences with several phrases and dashes in order to interrupt the flow of the narration. This in turn causes the audience to view the narrator’s thoughts as disjointed and frantic. Quotations The tone becomes increasingly tense as the narrator states, “When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little-a very, very little crevice in the lantern. So I opened it-you cannot imagine how stealthily, stealthily-until, a single dim ray…fell full upon the vulture eye. (Poe, 3)” Significance By interrupting the flow of the sentence with phrases and dashes, Poe slows down the movement of the sentence and increases the tension. The reader has to wait for the action to unfold as slowly as the action itself. The Paragraph In his short story, “The Tell Tale Heart”, Poe evokes a feeling of fear that creates a tone of nervous cynicism. The author produces this tone through his use of syntax. He interrupts longer sentences with several phrases and dashes in order to disrupt the flow of the narration. This in turn causes the audience to view the narrator’s thoughts as disjointed and frantic. The tone becomes increasingly tense as the narrator states, “When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little-a very, very little crevice in the lantern. So I opened it-you cannot imagine how stealthily, stealthily-until, a single dim ray…fell full upon the vulture eye (Poe, 3).” By interrupting the flow of the sentence with phrases and dashes, Poe slows down the movement of the sentence and increases the tension. The reader has to wait for the action to unfold as slowly as the action itself. Outline for an Essay Hook (Author’s Name, Title, Genre, and Summary of the text): Thesis (Must include an O and P): Key Idea 1 (Include an O and P) RDF (Criteria): E/E (Evidence/ Elaborations) E/E E/E E/E E/E Key Idea 1 (Include an O and P) RDF (Criteria): E/E (Evidence/ Elaborations) E/E E/E E/E E/E Key Idea 1 (Include an O and P) RDF (Criteria): E/E (Evidence/ Elaborations) E/E E/E E/E E/E Conclusion (Restate the O and P) (Anecdote)? Respond to the following prompt using the text from yesterday: How does Twain use rhetoric to enhance the theme of “Corn Pone Opinions”? View the Clip From Miss Representation and read “Little Girls or Little Women” Watch and analyze the clip from Miss Representation using SOAPSToneRS 2. Read the article “Little Girls or Little Women” and analyze the text using SOAPSToneRS 3. Use both the visual and written text to respond to each of the Essential Questions. Include quotations of support. 1. Honors English II Agenda 8/17/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Ticket-In Review the Essential Question and the Daily Objectives Close Reading, Annotating, Rhetorical Devices Analysis of Becker’s “Television, Disordered Eating, and Young Women in Fiji” and Dillon’s “Evictions at Sorority Raise Issue of Bias” Complete the Closure Questions Essential Questions To what extent does popular culture reflect our society’s values? What women value? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? Grammar Practice- Identify the noun, verb, article, subject and object in the following sentences 1. Annabelle bought the dress. 2. Rachel sketched a likeness. 3. Camille acknowledged the help. 4. Hiram celebrated the “A”. 5. John returned to the house. Label the adverbs, adjectives, prepositions, and prepositional phrases in each sentence. 1. 2. 3. 4. 5. Annabelle joyfully bought the beautiful new dress for her sister. Rachel artistically sketched an exact likeness of her father for her art class. Camille thankfully acknowledged the help of her friends in resolving the problem. Hiram enthusiastically celebrated the A he received on his paper. John quietly returned to the house after his curfew. Diction Practice-connotation/denotation, formal informal, colloquial(slang), technical, monosyllabic/polysyllabic “The man sighed hugely.” - Proulx, The Shipping News What does it mean to sigh hugely? 2. How would the meaning of the sentence change if it was written “The man sighed loudly?” 3. Fill in the blank with an adverb: The man coughed___________________. **Your adverb should make the cough express an attitude(don’t state the attitude; use an adverb to imply it). 1. Assignment Read the articles “Television, Disordered Eating, and Young Women in Fiji” and “Evictions at Sorority Raise Issue of Bias”and analyze the text using SOAPSToneRS 2. Generate “good” discussion questions related to text structure, rhetoric, and pop culture based on your analysis. 1. Honors English II Agenda 8/18/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Ticket-In Review the Essential Question and the Daily Objectives Read, Annotate, and Analyze Chapters 1 and 2 from Orwell’s 1984 Introduce the Rhetorical Devices Advertisement Project Complete the Closure Questions Label the adverbs, adjectives, prepositions, and prepositional phrases in each sentence. 1. 2. 3. 4. 5. Wallace excitedly cooked the delicious meal for his family. Mary gratefully soaked in the hot tub after the long camping trip. Charles sorrowfully apologized to his dog. To be careful, Sophia carefully held the sharp scissors. Gary guiltily sneaked in the house after his curfew. Diction Practice-connotation/denotation, formal informal, colloquial(slang), technical, monosyllabic/polysyllabic “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)> Honors English II Agenda 8/19/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW on Right Corner No Warm Up- Begin Test Review the Essential Question and the Daily Objectives Complete the Test and Essay Honors English II Agenda 8/22/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Ticket In Review the Essential Questions and Daily Objectives Introduce Logical Fallacies Practice Analyzing Logical Fallacies and Rhetorical Devices using Shakespeare’s Julius Caesar Begin Rhetorical Devices Project (Due 8/30) Complete a Closure Question Essential Questions To what extent does popular culture reflect our society’s values? What women value? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? Parts of Speech Reminders The verb is the most important part of the sentence. A verb is what conveys the essential meaning of a clause (clause: a string of words that convey an idea that contains a noun and a verb). However, verbs are not easy to spot. In which of the following sentences is “swim” used as a verb? The ducks swim in the pond. The ducks love to swim. In the sentence The ducks swim in a pond says Something swims somewhere, so the verb is to swim. In the sentence The ducks love to swim says Something loves something, so the verb is love. Every sentence requires a subject, that is, what does the verb. In both sentence, the subject is ducks. The verb may also require an object, that is, what receives the verb. In The ducks love to swim, the object is swim, because that is the thing that is loved. Label the subject, verb, and object in the following When David approached third base, the coach waved him home. Clause 1: When David approached third base Verb: approached Subject: David Object: Third Base Clause 2: the coach waved him home Verb: waved Subject: the coach Object: him Subject Verb Agreement Every verb and subject must agree in number (singular or plural) with its subject. The best way to check for subject-verb agreement is to find the subject and the verb (ignoring all the intervening words) and say them together. Remember the following pronouns are singular: each, anyone, anybody, anything, another, neither, either, every, everyone, someone, no one, somebody, everything, little, and much. To check agreement you can replace any of the pronouns with “it” and it will make sense. The following words are plural: phenomena (singular: phenomenon), media (singular: medium), data(singular: datum), and criteria (singular: criterion) To check agreement you can replace any of them with “they” and it will make sense. All of the following can be singular or plural: none (of), any (of), some (of), most (of), more (of), and all (of) If using correlative conjunctions (neither…nor, either…or) they must agree with the noun closer to the verb. Phrases joined by coordination conjunctions (FANBOYS) are plural –Sam and Bob, but phrases like Sam, in addition to Bob, are singular. These phrases are “interrupters” which are not part of the main subject. Interrupters include: as well as, together with, along with, in addition to. Usually the subject comes before the verb, but when the syntax is inverted, check subject verb agreement by “uninverting” the sentence. Practice: Next to each noun or phrase write “S” if it is singular and “P” if it is Plural 1. 2. 3. 4. 5. 6. 7. 8. Neither rain nor snow Crowd of rowdy fans Media Criterion One or two Everything Either of the candidates Phenomena Diction Practice-connotation/denotation, formal informal, colloquial(slang), technical, monosyllabic/polysyllabic “Abuelito under a bald light bulb, under a ceiling dusty with flies, puffs his cigar and counts money soft and wrinkled as old Kleenex.” –Cisneros, Woman Hollering Creek 1. How can a ceiling be dusty with flies? Are the flies plentiful or sparse? Active or still? Clustered or evenly distributed? 2. What does Cisneros mean by a “bald” light bulb? What does this reveal about Abuelito’s room? 3. Take Cisneros’s phrase “under a ceiling dusty with flies,” and write a new phrase by substituting the word dusty with a different adjective. Logical Fallacies The term "logical fallacy" refers to the concept of making an error in terms of reasoning. Often they are used intentionally (however inaccurate they may be) when creating an argument or appeal that appeals to “pathos” It is crucial to understand logical fallacies so that they can be identified and avoided when attempting to persuade. Types of Logical Fallacies Ad Homineum Fallacy — “to the man;” a person’s character is attacked instead of his argument Ad Populum Fallacy — “to the crowd;” a misconception that a widespread occurrence of something is assumed to make it right or wrong- The Escort is the most widely sold car in the world; therefore, it must be the best Appeal to Authority- Citation of information from people recognized for their special knowledge of a subject for the purpose of strengthening a speaker’s arguments. Bandwagon – threat of rejection is substituted for evidence, desire to conform to beliefs of a group Guilt by Association – claim is rejected because disliked people accept the claim Logical Fallacies Continued Loaded Words — using highly connotative words to describe favorably or unfavorably without justification Oversimplification — tendency to provide simple solutions to complex problems Pedantry — narrow-minded, trivial scholarship or arbitrary adherence to rules and forms Condemning with Faint Praise- Intentional use of a positive statement that has a negative implication – Your new hairdo is so...interesting False Dilemma- Too few of the available alternatives are considered, and all but one are assessed and deemed impossible or unacceptable –A father speaking to a son says “are you going to go to college and make something of yourself, or are you going to end up be unemployable bum like me? Diction Practice-connotation/denotation, formal informal, colloquial(slang), technical, monosyllabic/polysyllabic “Meanwhile, the United States Army, thirsting for revenge, was prowling the country north and west of the Black Hills, killing Indians wherever they could be found.” - Brown, Bury my Heart at Wounded Knee 1. What are the connotations of “thirsting?” What feelings are evoked by this diction? 2. What are the connotations of “prowling?” What kind of animals prowl? What attitude toward the U.S. army does this diction convey? 3. Use an eating or drinking verb in a sentence which expresses anger about a speeding ticket. Express the anger through the verb. Honors English II Agenda 8/23/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Ticket In Review the Essential Questions and Daily Objectives Continue Working on Rhetorical Devices Project (Due 8/30) Complete a Closure Question Essential Questions To what extent does popular culture reflect our society’s values? What women value? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? 1. 2. 3. 4. 5. 6. 7. Neither of the cars (is/are) equipped with antilock brakes. The flock of geese (was/were) startled by the shotgun blast. The data on my computer (was/were) completely erased when the power failed. Mathematics and history (is/are) my favorite subjects. None of the roast (was/were) eaten. All of the games (was/ were) play on real grass fields. Pride and Prejudice (is/ are) my favorite Jane Austen novel. Diction Practice “Most men wear their belts low here, there being so many outstanding bellies, some big enough to have names of their own and be formally introduced. These men don’t suck them in or hide them in loose shirts; they let them hang free, they pat them, they stroke them as they stand around and talk.”-Keillor, “Home” 1. What is the actual meaning of outstanding? What is its meaning here? What does this pun reveal about the attitude of the author toward his subject? 2. Read the second sentence again. How would the level of formality change of we changed suck to pull and let them hang free to accept them? 3. Write a sentence or two describing an unattractive but beloved relative. In your description, use words that describe the unattractive features honestly yet reveal that you care about this person, that you accept and even admire him/her, complete with defects. Honors English II Agenda 8/24/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Ticket In Review the Essential Questions and Daily Objectives Continue Working on Rhetorical Devices Project (Due 8/30) Complete a Closure Question Essential Questions To what extent does popular culture reflect our society’s values? What women value? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? 1. 2. 3. 4. 5. 6. Neither of the twins (is/are) allergic to penicillin. Much of what I hear in those lectures (goes/go) in one ear and out the other. Amy, along with Jamie and Jen, (is/are) apply to Mount Holyoke. None of the books (was/were) considered fit for public consumption. All of the eggplant (was/were) used to make the sauce. Amid the lilies and wildflowers (was/were) one solitary rose. 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. Honors English II Agenda 8/25/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Ticket In Review the Essential Questions and Daily Objectives Continue Working on Rhetorical Devices Project (Due 8/30) Complete a Closure Question Essential Questions To what extent does popular culture reflect our society’s values? What women value? To what extent does popular culture determine what our society values? What is the relationship among pop culture, politics, and commerce? Do commercial interests control what is offered to the public, or does old-fashioned word of mouth tell what should be of interest or valuable? What impact does American culture have on the world? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools? Diction Practice “ Pots rattled in the kitchen where Momma was frying corn cakes to go with vegetable soup for supper, and the homey sounds and scents cushioned me as I read of Jane Eyre in the cold English mansion of a even colder English gentleman.” -Maya Angelou, I know Why the Caged Bird Sings 1. By using the word cushioned, what does Angelou imply about her life and the life of Jane Eyre? 2. What is the difference between the cold of the English mansion and the cold of the English gentleman? What does Angelou’s diction convey about her attitude towards Jane’s life? 3. Write a sentence using a strong verb to connect one part of your life with another. Use an exact verb (like cushioned), one which connotes the attitude you want to convey. Share your sentence with the class. Honors English II 8/26/2016 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW on Right Corner No Warm Up- Begin Test Review the Essential Question and the Daily Objectives Complete the Test and Essay