December 6, 2010 Peer Resource Write in journal-They need to be collected Friday, December 10 since grades are due: Tomorrow morning we are going to provide breakfast for Mr. Daw’s Class. I need to bring ________________ (check with Felipe). If I am helping, I need to get a permission slip so my teacher(s) are aware. Some of the class helped at the Ventura County Rescue Mission on Friday…I did/did not help (write one). I wish that…. I should think about going to the PFSO meeting tonight. It starts at 6:30 and lasts about an hour. It is in the cafeteria. I know I need to attend at least one meeting. And I need to join…it is $5.00. This organization supports ME! Sunday, Dec. 13, 2010 at 5:30 am Santa to the Sea! Scholarships available (next year) if I volunteer. $500.00!!! It will be fun and worth my time. Movie: The Elephant Man-questions on TeacherWeb… December 6, 2010 English Periods 1 and 4 CA Standards: 10RL3.10 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature Language and Learning Objectives: Today I will share my answers to the drama quiz with my classmates. I will know the differences between an ACT and a Scene and dialogue and monologue. Closure: I need to make flashcards of all the drama terms for homework-due Wednesday. There are 22 of them. (See next slide for examples) Agenda: 1. SSR-Read background of play.. 2. Continue with drama pretest 3. Begin reading Crucible 4. Homework: Make the note cards 1. Extra Credit-go to the PFSO meeting tonight at 6:30-7:30 (Wolfe will be there) When there is a problem between either: Person to person “I don‟t like you” Person against society: “I can‟t drive legally because I haven‟t taken drivers‟ training behind the wheel.” or “Skateboarding is not legal on school property.” Person against nature: “I can‟t go snowboarding because there is no snow yet in the mountains Person to himself: “I can‟t go swimming because I am afraid of the water and can‟t swim” One side of the note card-just write the bold words These are called CONFLICTS Which conflicts are these: A.“I can‟t go snowboarding because there is no snow yet in the mountains B.“I can‟t go swimming because I am afraid of the water and can‟t swim” C.“I don’t like you” D. “I can’t drive legally because I haven’t taken drivers’ training behind the wheel.” or “Skateboarding is not legal on school property.” Which conflicts are these: A.“I can‟t go snowboarding because there is no snow yet in the mountains Person vs. nature B.“I can‟t go swimming because I am afraid of the water and can‟t swim” Person vs Himself C.“I don‟t like you” Person vs. Person D. “I can‟t drive legally because I haven‟t taken drivers‟ training behind the wheel.” or “Skateboarding is not legal on school property.” Person vs Society December 6, 2010 English Period 2 CA Standard:11RL3.4 Narrative Analysis of Grade-Level-Appropriate Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Language and Learning Objectives: Today I will learn about some new poems. I will be practicing my listening and speaking as well as my ability to analysis poetry. Closure: Today, before leaving, I will be able to say 3 things about Emily Dickinson and I will know what an allusion is. Agenda: 1. SSR- Catcher in the Rye 2. Write for 5 minutes about Emily Dickinson-you may look at your textbook book to remind you-but I would expect you could write at minimum a half a page about this award winning poet. 3. Continue with poetry sharing 4. Homework: Read about Robert Frost-be prepared to write about him 5. Extra Credit: Go to the PFSO meeting tonight. 6:30-7:30ish (Wolfe will be there) December 6, 2010 English Period 3 CA Standard:11RL3.4 Narrative Analysis of Grade-Level-Appropriate Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. Language and Learning Objectives: Today I will be learning about two poems and analysis them with annotation. Closure: Today I will fill out a status sheet about my newsletter article. Agenda: 1. Fill out status sheets- 2. Begin reading poetry-analyze 3. Create Venn-Diagram to compare contrast the two poems 4. Poetry test tomorrow on the poems from today POETRY FORM A word is dead • FORM - the appearance of the When it is said, words on the page Some say. • LINE - a group of words together on I say it just one line of the poem Begins to live That day. • STANZA - a group of lines arranged together Allusion Definition: An allusion is a reference, within a literary work, to another work of fiction, a film, a piece of art, or even a real event. An allusion serves as a kind of shorthand, drawing on this outside work to provide greater context or meaning to the situation being written about. Readers who get the allusions gain a richer understanding of the work, but those who don't can still follow the story and be entertained or enlightened by it NARRATIVE POEMS • A poem that tells a Examples of Narrative story. Poems • Generally longer than the lyric styles of “The Raven” poetry b/c the poet “The Highwayman” needs to establish characters and a plot. “Casey at the Bat” “The Walrus and the Carpenter” REFRAIN • A sound, word, “Quoth the raven, phrase or line „Nevermore.‟” repeated regularly in a poem. CONCRETE POEMS • In concrete poems, Poetry Is like the words are Flames, Which are arranged to create a Swift and elusive Dodging realization picture that relates to Sparks, like words on the the content of the Paper, leap and dance in the Flickering firelight. The fiery poem. Tongues, formless and shifting Shapes, tease the imiagination. Yet for those who see, Through their mind‟s Eye, they burn Up the page. Allusion • Allusion comes from A tunnel walled and overlaid the verb “allude” With dazzling crystal: we which means “to refer had read to” Of rare Aladdin‟s wondrous cave, • An allusion is a And to our own his name we reference to gave. something famous. From “Snowbound” John Greenleaf Whittier ASSONANCE • Repeated VOWEL sounds in a line or lines of poetry. (Often creates near rhyme.) Lake Fate Base Fade (All share the long “a” sound.) ASSONANCE cont. Examples of ASSONANCE: “Slow the low gradual moan came in the snowing.” - John Masefield “Shall ever medicine thee to that sweet sleep.” - William Shakespeare ALLITERATION • Consonant sounds repeated at the beginnings of words If Peter Piper picked a peck of pickled peppers, how many pickled peppers did Peter Piper pick? ONOMATOPOEIA • Words that imitate the sound they are naming BUZZ • OR sounds that imitate another sound “The silken, sad, uncertain, rustling of each purple curtain . . .” SAMPLE RHYME SCHEME The Germ by Ogden Nash A mighty creature is the germ, a Though smaller than the pachyderm. a His customary dwelling place b Is deep within the human race. b His childish pride he often pleases c By giving people strange diseases. c Do you, my poppet, feel infirm? a You probably contain a germ. a NEAR RHYME • a.k.a imperfect ROSE rhyme, close rhyme LOSE • The words share Different vowel EITHER the same sounds (long “o” and vowel or consonant “oo” sound) sound BUT NOT Share the same BOTH consonant sound INTERNAL RHYME • A word inside a line rhymes with another word on the same line. Once upon a midnight dreary, while I pondered weak and weary. From “The Raven” by Edgar Allan Poe END RHYME • A word at the end of one line rhymes with a word at the end of another line Hector the Collector Collected bits of string. Collected dolls with broken heads And rusty bells that would not ring. FREE VERSE POETRY • Unlike metered • Free verse poetry is poetry, free verse very conversational - poetry does NOT sounds like someone have any repeating talking with you. patterns of stressed and unstressed • A more modern type syllables. of poetry. • Does NOT have rhyme. RHYTHM • The beat created by the sounds of the words in a poem • Rhythm can be created by meter, rhyme, alliteration and refrain.
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