Welcome to English II I & IV

Week 3 Monday 8

Bell Ringer

bluecake

cottages

Today we are testing!

•Computer: : http://www.mynextmove.org/

Brigance

TEKS• E3.1E • E3.Fig19A ,B• E3.5A, B, D• E3.15Cii, iii• E3.Fig19A, B• E3.6A• E3.7A• E3.12A• E3.2B• E3.15Ci,ii iii

• Vocabulary of Mood (1 per student) • Set of 3 images that reflect a variety of

moods (1 set per group)• Manila envelopes (1 per group)

E4.Fig19A E4.15Ci

Vocabulary of Mood (1 per student)

Set of 3 images that reflect a variety of moods (1 set per group)

Manila envelopes (1 per group)

Vocabulary• Setting• Sensory detail• Mood• Literary element• Literary device• Plot• Flashback• Foreshadowing• Literary device• Characterization• Internal development• External development• Literary device

Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres.

What happens when authentic communication is diminished in society?

• In a time when communication availability and convenience are at a high point (cell phones, texting, email, Internet), are we becoming less articulate?

• Could this impair our quality of

communication in the long run?

Supplies:Analytical response Note card (1 per student)IR Book Page (1 per student)PowerPoint: Quotes

• Preview PowerPoint: Quotes and prepare additional quotations about literacy if appropriate.

• Search the Internet for statistics and facts related to literacy crisis or shift happens. Create a PPT with interesting facts and statistics about this topic.

• Create an Anchor Chart: What Effective Readers Do. Create three columns: “Pre-reading,” “During Reading,” and “After Reading.” Display strategies. Examples of strategies for each section include:

• Pre-reading—ask questions, set goals for reading, make predictions.• During Reading—use context clues, pay attention to text structures, use prior

knowledge, annotating text, making inferences• After Reading—analyze, reflect, discuss• Duplicate Handout: IR Book Page (1 per student). • Each student will need a Reader’s Notebook. Prepare accordingly. The teacher

can have the same notebook (Teacher Reader’s Notebook).• The intent of the teacher notebook is for teachers to include their own

entries to share with students as the opportunities arise. The

• 3. Prepare to provide students relevant background knowledge about the short story or novel selected, including the historical context of the text.

• 4. Prepare a set of 3 images (photographs or paintings) to put in manila envelopes (1 set per group). Be prepared to discuss the context of the images with students. Consider using images of American art.

• Prepare questions to include in the manila envelopes with the images.

Examples include: • What would you name this image? • What do you notice about this image?• What effect does this image have on you? • How does this image make you feel?

• What time period, time of day, and time of year does this image represent?

• How do you know?• What kind of people could be in this image? • What could they be doing in this image?

• PowerPoint: Literary Understanding the connections between literary elements facilitates the reader’s ability to make meaning of text.

• How do the perspectives on the human condition emerge in literature?

Literary Devices (elements and Techniques)

of fiction

Bold, blue definitions from Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System

Review: Literary Devices of Fiction

ELEMENTS• Setting• Mood• Plot• Flashback• Foreshadowing

TECHNIQUES• Allusion• Figurative Language

– Simile– Metaphor– Imagery– Alliteration– Personification– Onomatopoeia– Hyperbole– Idiom

Dialogue

Literary device: A specific convention or structure that is employed by the author to produce a given effect, such as imagery, irony, or foreshadowing. Literary devices are important aspects of an author’s style.

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Setting (element)

• The setting of a narrative is the time and place in which it occurs.

• Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place.

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Sensory Details (techniques)

• Sensory details are details in writing that describe what is seen, heard, smelled, tasted, or touched.– Writers often use sensory details to enhance

the mood and theme in writing.

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Mood (element)

• The mood of a story is

the atmosphere or

feeling created by the

writer and expressed

through imagery,

word choice, setting,

voice, and theme.

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Plot (element)• Plot is the basic sequence of events in a story. In

conventional stories, plot has three main parts: rising action, climax, and falling action.

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Flashback (technique)

• A flashback is a literary device by which a work presents material that occurred prior to the opening scene.

• Methods include recollections of characters, narration by the characters, dream sequences, and reveries.

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Foreshadowing (technique)

• Foreshadowing is the presentation of material in a work in such a way that upcoming events are prepared for. The purpose of foreshadowing is to prepare the reader or viewer for action to come.

• Foreshadowing can result from: – the establishment of a mood or atmosphere, – an event that adumbrates the later action,– the appearance of physical objects or facts, or – the revelation of a fundamental and decisive character trait.

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Allusion (techniques)

• An allusion is a reference within a literary work to another work of literature, a piece of art, or a real event. The reference is often brief and implied.– Mythological allusion—a direct or indirect

reference to a character or event in mythology– Biblical allusion—a reference to a character or

event from the bible

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Figurative Language (technique)

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Figurative LanguageSimile • A comparison of two

things that are essentially different, usually using the words like or as.– Example: “Oh my love is like

a red, red rose.” (from “A Red, Red Rose” by Robert Burns)

Metaphor• A subtle comparison in

which the author describes a person or thing using words that are not meant to be taken literally.– Example: “Time is a

dressmaker specializing in alterations.” (Faith Baldwin)

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Figurative LanguageImagery • The use of language to

create mental images and sensory impressions. Imagery can be used for emotional effect and to intensify the impact on the reader.– Example: “such sweet

sorrow”

Alliteration• The repetition of the same

sounds at the beginning of two or more adjacent words or stressed syllables.– Example: “furrow followed

free” (from The Rime of the Ancient Mariner by Samuel Taylor Coleridge)

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Figurative LanguagePersonification

• Nonhuman things or abstractions are represented as having human qualities.– Example: “A tree that may in

summer wear a nest of robins in her hair” (from “Trees” by

Joyce Kilmer)

Onomatopoeia• The use of words that sound like

what they mean.– Example: “Hear the sledges with

the bells— Silver bells! What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle, In the icy air of night!” (from “The Bells” by Edgar Allan Poe)

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Figurative LanguageHyperbole

• An intentionally exaggerated figure of speech for emphasis or effect.– Example: "All the perfumes of

Arabia could not sweeten this little hand." (from Macbeth by William Shakespeare)

Idiom• An expression that has a

different meaning from the literal meaning of its individual words. Idioms are particular to a given language and usually cannot be translated literally.– Example: Under the weather

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Characterization

• Characterization is the creation of imaginary persons so that they seem lifelike. There are three fundamental methods of characterization.

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Characterization

• The explicit presentation by the author of the character through direct description, either in an introductory block or, more commonly, woven throughout the work and illustrated by action (external characterization).

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Characterization

• The presentation of a character in action, with little or no explicit comment by the author, with the expectation that the reader can deduce the attributes of the character from his/her actions (external characterization).

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Characterization

• The representation from within a character, without comment by the author, of the impact of actions and emotions on the character’s inner self (internal characterization).

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Character Development

• Internal Character Development

– Feelings

– Thoughts

– Emotions

• External Character Development

– Actions

– Relationships

– Dialogues

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Review: Literary Devices of Fiction

ELEMENTS• Setting• Mood• Plot• Flashback• Foreshadowing

TECHNIQUES• Allusion• Figurative Language

– Simile– Metaphor– Imagery– Alliteration– Personification– Onomatopoeia– Hyperbole– Idiom

• Dialogue

Literary device: A specific convention or structure that is employed by the author to produce a given effect, such as imagery, irony, or foreshadowing. Literary devices are important aspects of an author’s style.

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Point of View-Narrator (element)

• The narrator is the teller of a story.

– Reliable narrator—the reader accepts the statements of fact and judgment without serious question

– Unreliable narrator—the reader questions or seeks to qualify the statements of fact and judgment

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Point of View• The point of view is the perspective from

which the events in the story are told. The author may choose to use any of the following:– Omniscient/third-person omniscient– Omniscient/third-person limited– Objective– First person/subjective– Limited

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Point of View• Omniscient/third-person omniscient—

The narrator tells the story in third person from an all-knowing perspective. The knowledge is not limited by any one character’s view or behavior, as the narrator knows everything about all characters.– Signal pronouns—he, she, they

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Point of View• Omniscient/third-person limited—The

narrator restricts his knowledge to one character’s view or behavior.– Signal pronouns—he, she, they

• Objective—The narrator reveals only the actions and words without the benefit of the inner thoughts and feelings.– Signal pronouns—he, she, they

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Point of View• First person/subjective—The narrator

restricts the perspective to that of only one character to tell the story.– Signal pronouns—I, we, us

• Limited—A narrative mode in which the story is told through the point of view of a single character and is limited to what he or she sees, hears, feels, or is told.– Signal pronouns—I, we, us

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Theme (element)

• The theme is the central or universal idea of a piece of fiction.– An implicit theme refers to the author’s ability to

construct a piece in such a way that through inference the reader understands the theme.

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Theme

• The theme is also the main idea of a nonfiction essay.– An explicit theme refers to when the author

overtly states the theme someplace in the work.

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Theme

• A universal theme transcends social and cultural boundaries and speaks to a common human experience.

• The human condition encompasses all of the experience of being human. The ongoing way in which humans react to or cope with life experiences is the human condition.

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1. What does it mean to be an effective writer?

Connect the writing cycle to the effective writers’ practice of reflection on what you have written and improvement of your writing skills through practice and application of proper grammar.

The Writer’s Notebook will be a place for you to practice different revision and editing strategies as well.

Designate sections as follows: “Ideas for Writing,” “Revision Strategies,” and “Editing Strategies.”

Talk about Limericks Power Point

New Stations this week

Origin: It is said that rhyme did not exist until the 14th century. (Guess they were pretty grouchy up until that time?)

The man who is credited with inventing the limerick is named Edward Lear (1812-1888) an English humorist and painter. He wrote and illustrated "A Book of Nonsense" (1846, 1861, 1863) and "Nonsense Songs" (1871, 1872, 1877).

The poem, limerick, begins with the first two lines of the triplet, followed by the couplet, and finished with the final line of the triplet. The rhyme pattern looks like this:

a, a, b, b, a

The last line of a well-written limerick contains the punch line, or joke, of the poem. In spite of that, many of Lear's limericks simply repeated the rhyme from the first line. He was known to sometimes create a nonsense word to fit the rhyme. This is known as "pulling a Lear!“

For the next few minutes we are going to decode the meaning of a few limericks. Then tonight, you will get to do one on your own.

There once was a lady named Sue (a)Who had nothing whatever to do (a)And who did it so badly (b)I thought she would gladly (b)Have stopped before she was through. (a) Using your ideas of “doing nothing,” what could she have been doing? Can someone tell me what this limerick means?

There once was a lady named Sue (a)ThesisWho had nothing whatever to do (a) DetailAnd who did it so badly (b)DetailI thought she would gladly (b) DetailHave stopped before she was through. (a) Punch line

Put the Limerick in proper order:

Weighed down by B.B.s and Lit.D’s,Collapsed from the strain,Said her doctor, “It’s plainYou are killing yourself ____by degress!”A maiden at college, Miss Breeze,

Analogy

__________ is to out as up is to down

Go is to green as _____________is to stop.

Vocabulary Station: you may work together

1.Use the following website: http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp )

2.to make a Crossword Puzzle, CrissCross” 3.Print the CrissCross out with a key 4.Use the Figurative Language Terms for the

CrissCross5.Make sure your names are on it.

Vocabulary Station: you may work

together

6Choose two other activities. 7. These are due on Friday. 8. Prepare for a quiz.9. What is the significance of the layout of a dictionary entry? What does the dictionary tell you about words?

Additional Resources: http://dictionary.reference.com/

Vocabulary Station: you may work

together

Look up the following, give a definition, a sentence example and raw a picture to help you remember. Use note cards. Write word on one side and the definition and picture on the other.

Divergent Vocabulary Chapter 1:Reprimand aptitude abandon abnegation aisle dauntless placid candor devour erudite amity antagonistic unassuming perplex resonating

Literary Terms:Theme genre SettingSensory detail Mood Literary elementLiterary device Connotation Denotation Etymology CharacterizationInternal development External development

Root Words:Universe Uniform UnrestUnfair Unseen

If you do not finish your vocabulary, it is homework. Work on it. You will see this again.

Vocabulary Station: you may work

together

Look up the following, give a definition, a sentence example and raw a picture to help you remember. Use note cards. Write word on one side and the definition and picture on the other.

Give Examples of these types of Sentences: Declarative sentenceInterrogative sentenceImperative sentenceExclamatory sentence

Vocabulary Station E1.1E• Rely on context to determine meanings of words and phrases such as figurative language,

idioms, multiple meaning words, and technical vocabulary. 9:6B, 10:6B, 12:7B• Expand vocabulary through wide reading, listening, and discussing 9:6A, 10:6A, 11:6A,

12:7A• Use reference material such as glossary, dictionary, thesaurus, and available technology to

determine precise meanings and usage 9:6E, 10:6E, 11:6E, 12:7E• Apply meanings of prefixes, roots, and suffixes in order to comprehend 9:6C, 10:6C, 11:6C,

12: 7C• Discriminate between connotative and denotative meanings and interpret the connotative

power of words. 10:6F, 11:6F, 12: 7F• Read and understand analogies.10: 6G, 11:6G, 12: 7G• Research word origins as an aid to understanding meanings, derivations, and spellings as

well as influences on the English language 10:6D, 11:6D, 12:7D• Understanding new words, concepts, and relationships enhances comprehension and oral

and written communication• Connections: Using a thesaurus, students will determine how their family and they fit

into the story. • Students will discuss new words, Novel concepts, and relationships which enhance

comprehension and oral and written communication.

Vocabulary Development: E1.1E• Understanding new words, concepts, and relationships enhances comprehension

and oral and written communication• Connections: Using a thesaurus, students will determine how their family and

they fit into the story. • Students will discuss new words, Novel concepts, and relationships which

enhance comprehension and oral and written communication.

Writing Station Sequence the limericks line by line. Write 2 sentences telling what it was about.

Go to the Grammar Station.

Brainstorm: What do you do when you do nothing?

Analogy Wheel is to ___________ as Tire is to Car Land is to Dirt as Ocean is to __________ Limerick:Found a rather large mouse in his stew.And wave it about,A young gourmet dining at CreweOr the rest will be wanting one, too.”Said the waiter, “Don’t shout

Writing StationUse prewriting strategies to generate ideas, develop voice, and plan 9:2A, 10:2A, 11:2A, 12:2ADevelop drafts, both alone and collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose 9:2B, 10:2B, 11:2BRefine selected pieces frequently to publish for general and specific audiences 9:2D, 10: 2D, 11:2DRefine selected pieces to publish for general and specific audiences 12:2HProofread writing for appropriateness of organization, content, style, and conventions 9:2C, 10:2C, 11:2C

Grammar Station1. Take out the two grammar

sentences in the Handout.2. Work with a partner to create 3

new sentences per rule per person.

3. Edit your short answer questions from the Writing Station.

Grammar Station• Produce legible work that shows accurate spelling and

correct use of the conventions of punctuation and capitalization such as italics and ellipses 9:3A, 10:3A, 11:3A, 12:3A

• Produce error-free writing in final draft 9:3D, 10:3D, 11:3D, 12:3D

• Demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism 9:3B, 10:3B, 11:3B, 12:3B

On your paper, write 3 sentences per person(Rule 3)Use a comma when an –ly adjective is used with other adjectives.

Note: To test whether an –ly word is an adjective, see if it can be used alone with the noun. If it can, use the comma.

Examples: Felix was a lonely, young boy. I get headaches in brightly lit rooms. Brightly is not an adjective because it cannot be used alone with rooms; therefore, no comma is used between brightly and lit.

Grammar Rules

On your paper, write 3 sentences per person. (Rule 4)Use commas before or surrounding the name or title of a person directly addressed. Examples: Will you, Aisha, do that assignment for me? Yes, Doctor, I will.

Grammar Rules

When to use “a” or “an.”When a noun begins with a vowel, the correct article to use with it is an. When a noun begins with a consonant, the correct article to use with it is a. However, adding an adjective in front of the noun can change the article. If the adjective begins with a vowel, the article should be “an.” If the adjective begins with a consonant, the article should be “a.” Let’s look at an example: An elephant becomes a large elephant, because the article is based on the adjective, which begins with a consonant.

Reading Station: Read, Pair, Share

1. Read Chapter 1 Divergent2. Use your reading strategies3. One person reads the first page out loud 1 while the second listens. 4. The listener retells the story in a sentence or two. 5. Repeat until both have read and told two times each.

Reading Station

Look up the following Literal types of questions and talk about it. • Interpretive question• Evaluative question• Universal question

Go to Writing Center

Reading Comprehension: E1.Fig19AReaders make connections in order to better understand themselves and the world around them by reading a variety of texts and genres.TEKS:

Listening Skills:E1:24 A+B(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes;

Sustained Silent Reading1. Take out your library book and read.2. Enjoy3. When you are finished, tell a friend

about the story.

Work on your vocabulary

Silent Reading StationRead silently with comprehension for a sustained period of time 9:7J, 10:7I, 11:7I, 12: 7I

30 Second Write Students write a short

reflection in the Writer’s Notebook about their

expectations for themselves as writers.