ELA REVIEW
WORKSHOP
Grades 9-12 Duration: 2 Days
Mrs. Michael
Walnut Grove High School
terri.michael@walton.k12.ga.us
1
Workshop Schedule
Monday
8:00-8:30
Meet and Greet
8:30-8:45
Workshop Overview
8:45-10:45
Literary Elements Activity (whole group/individual practice)
10:45-11:00
Break
11:00-11:45
Grammar Basics (whole group/individual practice)
11:45-12:00
Wrap Up
Tuesday
8:00-8:15
Review Monday
8:15-10:15
Reading Practice-Close Reading (whole group/individual practice)
10:15-10:30
Break
10:30-11:00
Literary Movements (whole group/individual practice)
11:00-11:30
Grammar Basics (individual practice)
11:30-12:00
Research and MLA
http://www.myprimaryparadise.com/author/admin/
2
Introductions
1. Introduce yourself using your first name and three words
that describe you that begin with the first letter of your first, middle,
and last names. For example . . .
My name is Terri New Michael so I would say,
“My name is Terri. I am a teacher, I am nutty, and I am a mother.”
Now you. First write it all down . . .
__________________ _____________________ _____________________
First
middle
last
Now three words that describe you using first letter of each name
__________________ _____________________ _____________________
2. Two Truths and a Lie
Write two things that are true about you and one thing that is not.
Truths:
___________________________________________________________
___________________________________________________________
Lie:
___________________________________________________________
Now we will share and guess which is the lie.
3
We will review the following during this workshop:
4
Literary Elements-Figurative Language
Fancy, poetic, picture words that dress up writing
Personification: giving an inanimate object human characteristics
Examples
• When the stars threw down their spears and water'd heaven with their tears
• It is dreams that have destroyed us
• The dilapidated house appeared tired and depressed.
• I watched as the tree stretched its arms in the breeze.
WATCH THIS VIDEO: http://m.youtube.com/watch?v=RKexdSZNiLc
Hyperbole: exaggeration
Examples
• The score stood four to two, with but one inning left to play. And then when Cooney died at first,
and Barrows did the same
• Oh, never, if I live to a million, shall I feel such a terrible pain.
• I am so hungry, I could eat a horse. WATCH THIS VIDEO: http://m.youtube.com/watch?v=RKexdSZNiLc
Metaphor: a DIRECT comparison between two unlike things
Examples
• The moon was a ghostly galleon tossed upon cloudy seas, The road was a ribbon of moonlight
over the purple moor
• My brain is fire--my heart is lead
• I hold the world buts as the world, Gratiano;/A stage where every man must play a part,
And mine a sad one.
Simile: a comparison between two unlike things using the words "like" or "as"
Examples
• As flies to wanton boys, are we to the gods./They kills us for their sport.
• O my luve's like a red, red rose,/ That's newly sprung in June;/O my luve's like the melodie/
That's sweetly played in tune.
• I wandered lonely as a cloud /That floats on high o'er vales and hills
WATCH THIS VIDEO: http://m.youtube.com/watch?v=RKexdSZNiLc
Paradox: a statement that seems at odds with itself but is actually true.
Examples
• It is the beginning of the end.
• To die to Christ is to live.
• Men work together whether they work together or apart.
• Sometimes you have to be cruel to be kind.
• What a pity that youth must be wasted on the young.
5
Figurative Language Our Way
• Let's write a poem that includes 2 examples of each:
• personification, hyperbole, metaphor, simile and paradox
• Topic?
• Type of poem?
__________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
6
7
Another literary device that confuses students is IRONY, so let’s spend some time talking about it.
IRONY (has nothing to do with ironing)
When you think “irony,” think “opposite.”
According to http://artsbeat.blogs.nytimes.com/2008/06/30/isnt-it-ironic-probably-not/,
Irony requires an opposing meaning between what’s said and what’s intended. Sounds simple, but it’s not.
A paradox, something that seems contradictory but may be true, is not an irony. The Times stylebook,
Which . . . offers useful advice:
The loose “use of irony and ironically, to mean an incongruous turn of events, is trite.
Not every coincidence, curiosity, oddity and paradox is an irony, even loosely. And where irony does exist,
sophisticated writing counts on the reader to recognize it.”
Alanis Morissette’s song “Ironic” is equally useful. If it rains on your wedding day, that’s a coincidence, not an irony.
If you win the lottery and drop dead before claiming the money, it’s good luck followed by bad luck. If you meet the
man of your dreams and then meet his beautiful wife, it’s a bummer. But if a song called “Ironic” contains no irony,
is that in itself ironic? Nope.
It may just be … dumb. It depends on the creator’s intent. So, as has been suggested, if Morissette purposely wrote
a song called “Ironic” that contained no irony at all, is that ironic?
Let’s listen and look . . .
"Ironic" by Alanis Morissette
http://www.youtube.com/watch?v=xFQypLPZejA
An old man turned ninety-eight
He won the lottery and died the next day
It's a black fly in your Chardonnay
It's a death row pardon two minutes too late
And isn't it ironic... don't you think
Well life has a funny way of sneaking up on you
When you think everything's okay and everything's going right
And life has a funny way of helping you out when
You think everything's gone wrong and everything blows up
In your face
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take
Who would've thought... it figures
A traffic jam when you're already late
A no-smoking sign on your cigarette break
It's like ten thousand spoons when all you need is a knife
It's meeting the man of my dreams
And then meeting his beautiful wife
And isn't it ironic...don't you think
A little too ironic...and, yeah, I really do think...
Mr. Play It Safe was afraid to fly
He packed his suitcase and kissed his kids goodbye
He waited his whole damn life to take that flight
And as the plane crashed down he thought
"Well isn't this nice..."
And isn't it ironic... don't you think
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take
Who would've thought... it figures
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take
Who would've thought... it figures
Life has a funny way of sneaking up on you
Life has a funny, funny way of helping you out
Helping you out
8
Let’s look at
irony in literature. There are three types:
1. Verbal irony: saying one thing but meaning the exact opposite. (Sarcasm)
For example, you ask your teacher if it’s okay if you turn in your paper two
days late, and he/she responds:
“Sure. I love it when students turn assignments in late.”
Does he/she really mean this?
OF COURSE NOT!!!!
2. Dramatic irony: when the audience knows more about what is happening in a
story than a character does. (Oedipus Rex is the classic example of this. For a
quick summary, go to http://www.shmoop.com/oedipus-the-king/summary.html.)
Bottom line of Oedipus Rex, the audience knows Oedipus killed his father
and married his mother and had three children wither, but Oedipus does
not know this.
3. Situational irony: occurs when what happens in a story is the opposite of what
was expected to happen or what should have happened.
One example is The Wizard of Oz. The scarecrow, tinman, and lion travel to
Oz to ask the wizard for a brain, a heart, and courage only to find out they
had these all along.
Another example is Macbeth. The witches tell Macbeth that he will be king, but
do not tell him what happens after that.
Great summary from
http://www.ereadingworksheets.com/reading-worksheets/three-types-of-irony-lesson.htm
Something that is ironic is unexpected.
If unexpected by a character, it’s dramatic.
If unexpected by everyone, it’s situational.
If it’s sarcasm, it’s verbal.
Now, let’s look at other examples and see if you can identify
the type 0f irony . . . verbal, dramatic, or situational.
Irony worksheet 1: http://www.ereadingworksheets.com/reading-worksheets/irony-worksheet.htm
Irony worksheet 2: http://www.ereadingworksheets.com/reading-worksheets/irony-worksheet-2.htm
9
Five more literary devices that may be on the test are:
Foreshadowing
Flashback
Epistolary
Synecdoche
Metonymy
Quick Review
Foreshadowing: when the writer hints at what is to come in the story
Juliet says, "Methinks I see thee, now thou art below,/ As one dead in the bottom of a tomb:/
Either my eyesight fails, or thou look'st pale." These lines foreshadow Romeo's death later in
the play. Romeo hints at Juliet's impending death, as well, when he responds, "And trust me,
love, in my eye so do you." This is one of many examples of language centered on death and
suicide used in the play to heighten the audience's anticipation of events to come.
http://www.reference.com/motif/reference/example-of-foreshadowing-in-romeo-and-juliet
Flashback: writer interrupts story with events from an earlier time in order to provide
needed information to the reader
J.K. Rowling used this literary device when Harry would remember,
or flashback, to the night of his parents’ deaths.
Epistolary: using letters to help tell a story
The novel Frankenstein uses letters from Robert Walton to his sister Mrs. Saville as part of the storytelling.
Synecdoche: A part of a thing or object is commonly used in place of the
whole thing.
The term field "hand" is often used to represent an entire person who works on a farm.
The word “head” refers to cattle.
The word “bread” can refer to food in general.
Metonymy: A thing or object commonly associated with something is substituted for that thing.
The word "crown" is often substituted for king or queen. The word “pen” for written words.
"In a corner, a cluster of lab coats made lunch plans." (Karen Green, Bough Down. Siglio, 2013)
GO TO
http://quizlet.com/4415606/ghsgt-figu-language-flash-cards/ and work with flashcards AND
http://quizlet.com/1996901/michael-literary-elements-fiction-flash-cards/
10
Writing Basics Review
1. Place a comma before a coordinating conjunction
F_____
A_____
N_____
B_____
O_____
Y_____
S_____
For example . . .
I will eat the cake, and Sam will eat the ice cream.
Remember . . .
COMMA, Conjunction
WATCH THIS VIDEO: http://m.youtube.com/watch?v=k2ug9xr0Ias
Let's practice . . .
Click on the following links
http://www.quia.com/quiz/1488487.html?AP_rand=1494229200
http://www.proprofs.com/quiz-school/story.php?title=coordinating-conjunctions-quiz
Write five compound sentences using a different FANBOYS for each sentence.
2. Place a comma after an introductory dependent clause.
To understand this rule, you must know the difference between dependent clauses and independent clauses
Remember the definition of a simple sentence . . . well that is also the definition of an independent clause.
Not all groups of words with a subject and a verb can stand alone and express a complete thought.
For example . . .
While I was waiting for the bus Contains a subject and verb, I was waiting, but does it express a complete
thought? The answer is NO. You are still waiting on more information, aren't you.
While I was waiting for the bus, is a dependent clause. It needs another clause added to it, or it
"depends" on another clause to express a complete thought.
While I was waiting for the bus, I talked with a very nice gentleman.
This expresses a complete thought, and is a complex sentence.
"I talked with a very nice gentleman" is an independent clause. It doesn't depend on other words in order to
express a complete thought.
So, what you need to take away from this is . . .
Place a comma after a dependent clause when it comes first in a complex sentence.
EXAMPLES . . .
If you go to the dance tonight, take your cell phone with you.
Before Sammy decided on a college, he visited several with his parents.
WATCH THIS VIDEO: http://m.youtube.com/watch?feature=plpp&v=Ps6q_5zpBew
Let's practice . . .
http://lessons.englishgrammar101.com/EnglishGrammar101/Module5/Lesson5-9.aspx
11
3. Set off nonessential clauses with commas
Essential clauses are just that. They are "essential" or necessary to complete the meaning of the sentence.
Nonessential clauses are just added information, that if removed from the sentence, do not change the meaning
of the sentence
WATCH THIS VIDEO: http://m.youtube.com/watch?v=Ns6TjF62RD0
Now go to this site to practice:
http://www.quia.com/quiz/300693.html?AP_rand=691471300
4. Don't confuse homonyms
it's
their
your
its
there they're
you're
WATCH THESE VIDEOS: http://m.youtube.com/watch?v=SXfT5W7MyIs
http://m.youtube.com/watch?feature=related&v=jdyhxtIZsJc
http://m.youtube.com/watch?v=XJp3_t84Jgk
Now, you practice . . .
http://www.chompchomp.com/hotpotatoes/wordchoice13.htm
http://www.chompchomp.com/hotpotatoes/wordchoice01.htm
http://www.funtrivia.com/playquiz/quiz536616276a0.html
5. Parallelism
Think of the math concept of parallel lines. They flow along together nice and
smoothly. Just look at the images. The parallel lines seem at peace.
The intersecting lines seem a little chaotic.
Now, think about words, phrases and clauses. They must flow smoothly, also,
or they cause chaos in the reader's mind.
WATCH THIS VIDEO: http://m.youtube.com/watch?v=A2OxxVcCrG8
Now you practice:
http://www.chompchomp.com/structure01/structure01.htm
http://www.chompchomp.com/structure02/structure02.htm
http://www.chompchomp.com/structure04/structure04.htm
6. Avoid writing run-ons, comma splices, and sentence fragments
Run-ons and comma splices are basically the same error.
You are incorrectly joining two sentences.
How they are different:
Run-on . . . trying to join two sentences with no punctuation.
Michael ran to the finish line Bobby walked all the way.
Comma Splice . . . trying to join two sentences with just a comma.
Michael ran to the finish line, Bobby walked all the way.
12
Two ways to correct the sentence . . .
Michael ran to the finish line. Bobby walked all the way. OR Michael ran to the finish line, but Bobby walked all
the way.
Let's practice . . .
http://www.chompchomp.com/csfs01/csfs01.htm
http://www.chompchomp.com/csfs02/csfs02.htm
http://www.chompchomp.com/csfs02/csfs02.htm
Now, let's look at sentence fragments.
A sentence fragment is a group of words that act like a sentence but do not express a complete thought.
For example, a dependent clause is a sentence fragment . . .
While I was waiting for the bus.
Other types are:
Swimming in the pond.
The singing bird.
WATCH THIS VIDEO: http://m.youtube.com/watch?v=mQfJdhyeQfU
Let’s practice . . .
http://www.chompchomp.com/frag01/frag01.htm
http://www.chompchomp.com/frag02/frag02.htm
http://www.chompchomp.com/frag03/frag03.htm
13
Tips on Effectively Reading Passages
Close Reading Strategies
No reader, no matter how strong he or she is, can read a passage one time and grasp it all. Good
readers use strategies to help them remember the information. For this test, use the following
strategies:
1. Read the passage first before looking at the question.
2. Underline or circle important words and phrases
3. Write any questions, ideas, or connections in the left
margins that come to mind as you read.
4. For each paragraph, write a quick “text message”
type summary in the right margin.
5. Now read the question.
6. Reread the passage and choose
the best answer.
Let’s practice . . .
14
PLEASE FEEL FREE TO MARK UP THESE PASSAGES.
From: Collins, Suzanne. The Hunger Games. London: Scholastic, 2011. Print.
Which answer represents a simile used in the passage?
a. . . . Prim, curled up on her side, cocooned in my mother’s body, their cheeks pressed
together.
b. Prim’s face is as fresh as a raindrop . . .
c. . . . as lovely as the primrose for which she was named.
d. b and c
Which answer represents the use of hyperbole in the passage?
a. Sitting at Prim’s knees, guarding her, is the world’s ugliest cat.
b. He hates me. Or at least distrusts me.
c. . . . belly swollen with worms . . .
d. None of the above
15
From Green, John. The Fault in Our Stars. New York: Dutton Books, 2012. Print.
What is the writer’s tone in this passage?
a. Hopeful
b. Depressed
c. Sarcastic
d. Cheerful
The heart of Jesus represents a ___________.
a. Simile
b. Paradox
c. Metaphor
d. Hyperbole
16
From: Houston, Jean. The Wizard of Us: Transformational Lessons from Oz. New York: Simon & Schuster, Inc., 2012. Print.
The writer’s purpose in this passage is to
a. Entertain
b. Inform
c. Persuade
d. None of the above
The main topic of this passage deals with
a. Women as heroines
b. The hero’s journey
c. The Wizard of Oz
d. None of the above
17
From: Abrams, David. Fobbit. New York: Black Cat, 2012. Print.
The “mother’s skirt” described in the first passage is a metaphor to represent
a. Scared, young soldiers
b. FOB, or Forward Operating Base
c. Generals
d. Saddam Hussein’s marbled palaces
The writer’s tone toward Fobbits is
a. Patient
b. Proud
c. Confused
d. Disdainful
18
MLA Book Citation Practice
Last Name, First Name. Title of Book. City: Publisher, Year.
Directions: Write the correct MLA Works Cited entry for each
of the following books:
1. Title: How to Read Literature Like a Professor
Author: Thomas C. Foster
Year Published: 2008
City Published: Alexandria
Name of Publisher: ASTD Press
_______________________________________________________________
_______________________________________________________________
2. Title: African-American Inventors
Author: Patricia and Fredrick McKissack
Year Published: 1994
City Published: Brookfield, IL
Name of Publisher: Millbrook Press
______________________________________________________________
______________________________________________________________
3. Title: Community, Trade, and Networks: Southern Fujian Province
from the Third to the Thirteenth Century.
Author: Hugh R. Clark
Year Published: 1991
City Published: Cambridge
Name of Publisher: Cambridge UP
______________________________________________________________
______________________________________________________________
19
MLA Magazine Citation Practice
Author’s Last Name, First Name. “Title of Article.” Title of Magazine.
Date of Article: # of the page.
Directions: Write the correct MLA Works Cited entry for each of the
following magazines:
1. Author: Angela Pirisi
Title of Article: Eye-catching advertisements
Magazine: Psychology Today
Date of article: Jan.-Feb. 1997
Page number: 14
________________________________________________________________________
________________________________________________________________________
2. Author: Deborah Churchman
Title of Article: Be a Nature Detective
Magazine: Ranger Rick
Date of article: Mar. 2002
Page number: 28-31
________________________________________________________________________
________________________________________________________________________
3. Author: Susan Dominus
Title of Article: Why Pretty Isn’t Pretty Enough Anymore
Magazine: Glamour
Date of article: Jan. 2004
Page number: 136+
________________________________________________________________________
________________________________________________________________________
20
ANSWER KEY for MLA Citation practice:
Books
Foster, Thomas C. How to Read Literature Like a Professor. Alexandria: ASTD Press,
2008. Print.
McKissack, Patricia and Frederick. African-American Inventors. Brookfield, IL:
Millbrook Press, 1994. Print.
Clark, Hugh, R. Community, Trade, and Networks: Southern Fujian Province
from the Third to the Thirteenth Century. Cambridge: Cambridge UP, 1991.
Print.
Magazines
Pirisi, Angela. “Eye-catching advertisements.” Psychology Today. Jan.-Feb. 1997: 14.
Print.
Churchman, Deborah. “Be a Nature Detective.” Ranger Rick. Mar. 2002: 28-31. Print.
Dominus, Susan. “Why Pretty Isn’t Pretty Enough Anymore.” Glamour. Jan. 2004: 136+.
Print.
21