World LiteratureJanuary 20, 2015

Do Now

• SSR!

• DED/J

Objectives

• SWBAT Use idiomatically appropriate prepositions following verbs in situations involving sophisticated language or ideas

• SWBAT Provide idiomatically and contextually appropriate prepositions following verbs in situations involving sophisticated language or ideas.

What do you notice about these words?

Because the shopping center was being remodeled, Auntie Grace did not know where to go inside the supermarket to buy eggs. She went past a turnstile and found that she was beneath the wrong floor. Up she went to Level 1, only to find that before her and by her were shelves of baby food. When she looked between the sign, she read that eggs were over the next aisle and inside the bread. Beside she reached the section, she realized that her sister. Who had been opposite her, had vanished. 

insidebesideuppastbyoveroppositebetweenbeneathat before

What if we use the wrong prepositions?

Because the shopping center was being remodeled, Auntie Grace did not know where to go in the supermarket to buy eggs. She went through a turnstile and found that she was on the wrong floor. Down she went to Level 1, only to find that behind her and around her were shelves of baby food. When she looked on the sign, she read that eggs were across the next aisle and near the bread. After she reached the section, she realized that her sister. Who had been with her, had vanished. 

insidebesideuppastbyoveroppositebetweenbeneathat before

Complete each of these sentences by using one of the prepositions: for, onto, since, out or among. 

• He has been waiting ........ this morning.

• They found it ........ the shoes. 

• I have no time ..... nonsense. 

• He could see a blue bird ...... the others. 

• Did he step ...... the puddle? 

• I bought these ......... you. 

• How long is it ......... you cleaned your shoes? 

• You will find that it will lead you ...... trouble.

Using the wrong preposition

creates confusion and

can change the meaning. 

A preposition is a part of speech that shows a relationship between two things. • Location (on, under, in)• Timing (before, after, during)• Direction (from, toward, to)

What is a preposition?

Prepositions

• A preposition describes a relationship between other words in a sentence.

• Let’s look at an example

• Over the river and through the woods to grandmother’s house we go.

• Prepositions are nearly always combined with other words in structures called prepositional phrases.

• Over the river and through the woods to grandmother’s house we go.

Ok great, so where’s the problem?

• Sounds pretty simple, until you consider the craziness of the English language:• We say we are ______ the hospital to visit a friend who

is ______ the hospital.• We lie ______ bed but ______ the couch.• We watch a film ______ the theater but ______ television.

•  

• Using the correct preposition is called creating an idiomatically appropriate preposition.• An idiom is a word, phrase, or expression used in

everyday language.

All you can do is practice!

Be careful!

• When the idiomatic use of phrases calls for different prepositions, be sure to do so!• The children were interested ______and

disgusted ________the movie• It was clear that this player could both

contribute ________and learn ______every game he played.

• He was fascinated ______and enamored ______this beguiling woman.

• Sheryl was intimidated ______the local politicians and annoyed ______the press.

Let’s Try Some Easy Examples FirstThere Are No Children Here, But There Is Grammar!

Part One Directions: For each of the following sentences, choose the correct preposition(s) to make the sentence idiomatically correct. • 

1. LaJoe remembers the day she moved ( onto into in ) the Henry

Horner Homes ( on at of ) the age of four with her parents and

siblings.

2. The projects were new with some still ( under into within )

construction, so she was excited ( by to for ) the richness of the

brand new bricks and clean windows.

3. The project was one of many controversial publicly financed high

rise housing projects sprouting ( in on among ) cities across the

nation, typically built ( in on among ) the edge of existing slums.

4. As with most public high rises, the Henry Horner homes were built

( for with in ) breezeways rather than walled hallways so that

elevator cables constantly froze ( within in at ) the winter.

Let’s Try Some Easy Examples FirstThere Are No Children Here, But There Is Grammar!

Part One Directions: For each of the following sentences, choose the correct preposition(s) to make the sentence idiomatically correct. • 

5. The walls were built with cinderblock and with medicine cabinets

joined ( by to from ) one apartment to the next so tenants could

be robbed or assaulted ( before if until ) the cabinets were yanked

out.

6. In contradiction ( with to for ) his brutal career, Lee occasionally

helps out families financially and because ( of for from ) his love

for children, won't let them join his gang.

7. Bird Leg is a unique child ( from through with ) his passion and

connection ( within to about ) the canine world.

8. Pharoah asks to go to the railroad tracks because he keeps thinking

( of to with ) the momentary peace of mind he felt at the tracks

when they were hunting ( for with about ) snakes.

Let’s Focus:Idiom/Expression Meaning Example

Consisted of to be made up or composed This cake consists mainly of sugar, flour, and butter.

Covered with to be or serve as a covering for; extend over; rest on the surface of

The fields were covered with grass.

Derives from to receive or obtain from a source or origin

All the income derived from the work does not equal profit.

Stood around to wait around, standing; to loiter.

Please don't stand around. Get busy! Why are all these people standing around doing nothing?

In contrast a person or thing that is strikingly unlike in comparison

In contrast to the diligent bee, the butterfly flies hither and yon with no apparent purpose.

Taste for To like something. I have a taste for classical music.

Draws from To take or pull out: I draw strength from my friends.

Partner Practice—Write Complete Sentences Using Idiomatically

Appropriate Prepositions

1. What makes the best breakfast? (consists of)

2. Would you rather the roof of your house be covered with your baby pictures or cheese steaks? (covered with)

3. Should a person’s opinion be derived from facts or lies? (derived from)

4. In high school, do you think Ms. Byrd stood around the mall or the library? (stood around)

5. How are Beyonce and Jay-Z different? (in contrast)

6. What kind of music do you like? (taste for)

7. What is the main thing you want to draw a teacher’s attention away from? (draw attention from)

Independent Practice

• Use the common idiomatically-challenging phrases to write sentences about five people you know. (Include one about Esperanza)

Exit Ticket

• 5 minutes!

• 5 points!

Homework

• Grammar Handout

• Study for Quiz (Colons and Prepositions) on Friday

Wednesday January 21, 2015

• Grammar Review

Directions: Commas, semicolons, and colons are three punctuation marks that are often incorrectly interchanged. Choose the best punctuation mark listed below

to complete each of the black spaces.

• The Thomas Jefferson Building ______ one of the three buildings that make up the Library of Congress ______ is one of the loveliest buildings on Capitol Hill ______ its architecture and the art within its walls help contribute to the beauty of this magnificent building. Of course ______ the Library of Congress is mostly famous for one , thing ____ __ its incredible collection of books. However ______ visitors should not underestimate this building’s other charms ______ it’s full of surprises. The Library of Congress acquires more than 10 ______ 000 new items per working day ______ that’s an incredible number at the end of each year. Actually ______ as mentioned previously ______ there are three buildings that make up the Library of Congress ______ the Library of Congress, Jefferson Building. Thomas Jefferson Building ______ named after Thomas Jefferson ______ The Adams Building ______ named after John Adams ______ and the Madison Building ______ named after James Madison. Though all three of these buildings are visually distinct ______ all of them have the same primary purpose ______ to house books ___,___ films ______ maps ______ and other forms of information for the United States.

Objectives

• SWBAT use TPCASTT to understand the theme of How I Got That Name poem by Marilyn Chin.

Figurative Language Review

• On your handout, try to define these terms and provide examples. Feel free to work with a partner if necessary.

Analyzing Poetry

• Poetry can be very complex and symbolic, so we will use a very structured method to analyze his work called TPCASTT. Each letter stands for a different aspect of the poem that we will look at and then we will put all of our analysis together to determine the overall message of the poem, or the theme.

Title

• The first step is to look at the title. What does the title suggest about the topic of the poem?

• Work with your partner to make a prediction about the content of the poem based solely on the title.

Paraphrase

• The second step is to paraphrase the poem to make sure we have a clear understanding of the literal meaning of the poem. We will work through this first poem together. You can do your paraphrasing on a separate sheet of paper or in the margins of the poem.

Connotation

• We’ll note important figurative language during this section: similes, metaphors, personification

• The next item we will analyze is diction, or word choice. We are specifically looking for examples of highly connotative words.

• A word’s connotative meaning is the collection of feelings, images, or ideas that are associated with the word.

• For example, the word heart may conjure up ideas of love, romance, or passion.

Attitude

• Here, we are identifying the speaker’s tone.

• Be sure to use enriched vocabulary!

Shifts

• Often in poetry, a major shift in attitude, rhyme scheme, diction, or other devices can be very helpful in identifying the theme.

• It can be helpful to look back at your paraphrase to see if you identify any major changes in the plot of the poem or at your attitude section to note changes.

• What might these changes suggest about the poet’s message?

Title

• Yep, that’s right. We’re back to where we started. Now that we’ve really read the poem deeply, we’re going to go back to the title and see if we have any new insights about our earlier predictions and ideas.

Theme

• Finally, we are ready to determine what the theme or central message of the poem is. In order to do that, we will follow these steps.

• 1. What is the poem about? (Think about BIG ideas and BIG questions here: life, death, lost love, etc.)

• 2. What is the author’s message about that big idea as it relates to the human condition? In other words, what does life, death, lost love have to do with what it means to be human?

While reading

• Highlight and label examples of figurative language in the following poem:

• Metaphor = M

• Simile = S

• Personification = P

• Hyperbole = H

• Juxtaposition = J

How I Got That Name by Marilyn Chin

• Born in Hong Kong and raised in Portland, Oregon.

• A noted anthologist, translator and educator as well as a poet and novelist.

• Chin’s work distills her experiences both as an Asian American and as a politically attuned woman.

• Her poetry is noted for its direct and often confrontational attitude.

Homework

• Finish TPCASTT of How I Got That Name

• Grammar Worksheet

Thursday January 22, 2015

• SSR!

Let’s Talk

• Discuss your TPCASST

• Share out the story behind your names!

• Discuss your opinions of your name. Do you like it or not? How does your name affect your identity?

• How does Esperanza and Chin compare?

Objectives

• SWBAT engage in a 4 Corners Discussion concerning Esperanza and Marilyn Chin.

Four Corners

• Listen to the claim.

• Decide where you stand.

• With your pen and paper, silently move to the corner of your choice.

• Wait their for further instructions.

Claim #1

• Esperanza does not appreciate her heritage.

Claim #2

• Esperanza is a feminist.

Claim #3

• Assimilation is inevitable.

Claim #4

• Marilyn Chin is a racist.

Claim #5

• It is impossible to truly be one’s self.

Homework

• Grammar Worksheet

• Study for Grammar Quiz

Friday January 23, 2015

• Clear off your desks and take out something to write with.

• It’s time to test your knowledge!

• 20 point MQ!

Writing Assignment

• Review the feedback you have for the writing assignment you turned in last week.

• Rewrite keeping in mind the feedback given to you.

• Must be in a full essay format, not a paragraph! Use the poem/short story and personal experience as evidence.

• Use rubric.

• Neatly written (type if you can)…I will not grade it if it is illegible!

• Due: Monday (No ifs, ands, or buts!)

• 10 points!

• How does Cisneros use the name Esperanza as a symbol to convey what it can feel like to grow up?

Homework

• Finish editing and rewriting your assignments.

• Must be in a full essay format, not a paragraph!

• Neatly written (type if you can)…I will not grade it if it is illegible!