A COMMUNITY OF WRITERS AND
THINKERS
Welcome to English 11
HOUSEKEEPING ISSUES
We operate on a point system
Excellent attendance expected
Full participation and decorum expected at all times
No electronic devices
No video, audio, photo, or written comments can be posted, tweeted, sent, or linked to any
electronic, print, or audio media without the prior expressed written consent of Mrs
Parlarg, Ms. Christiansen, and the Utica Community Schools District.
Keep connected - Schoology; pages, files/links, discussions
QBQ68-SBW6D
Remind 101
ELA essentials – Critical Reading, Effective Writing, Engaged Speaking and Listening and
all skills necessary to make that happen
A Growth Mindset is essential for learning
A COMMUNITY OF CRITICAL
READERS
“Proficient readers are those who comprehend what a passage states, implies,
and assumes, who can interpret the passage both sympathetically and critically,
and who can apply its meanings to relevant life situations. Fostering the skills
of application and critical interpretation is best achieved through discussion
of the passage in the context of a classroom community of inquiry. In such a
community and through such dialogue students can develop appreciation for
the variety of possible interpretations, points of view, and perspectives and try
out relevant applications under the watchful eyes of their peers.”
LET’S BEGIN…
You will hear three songs.
For each song record facts about the song (tempo, lyrics, instruments
showcased, etc.), reactions, questions, conclusions you have.
http://www.youtube.com/watch?v=WA4iX5D9Z64
http://www.youtube.com/watch?v=yi6NZCPYYxI
http://www.youtube.com/watch?v=s1tAYmMjLdY
General Discussion
Compare and Contrast these three songs
WORDS TO DISCUSS MUSIC
Rhythm
Tempo
Harmony
Melody
Instrumentation
Dynamics
Genre
What are some general conclusions we can draw about artist choice?
Create a one sentence statement that specifically addresses at least 2 of the choices
above for “Am I Blue” and “Miss You”
Be sure to pick the topic and give evidence to support your general statement
What are some conclusions you can draw about the “speaker” in each song?
NOW ON TO PRINT ART
Facts, Reactions, Questions, Conclusions?
General conclusions about artist choice. General conclusions about characterization.
WORDS TO DESCRIBE ART
Scale
Contrast
Color
Movement
Shape
Tone
Line
NOW ON TO LITERATURE
“WHAT FOR”
What does Hongo value?.
“WHAT FOR”
Let’s Take Another Look…
How does Hongo develop the speaker’s character?
Break it down…
Speaker v. Author
What is the poem about?
What are some interesting/key details you notice?
What do you notice about the structure of the poem?
What do we know about the speaker? How?
Now answer the question – How does Hongo develop the speaker’s
character?
STEAL – Speech/dialogue, Thoughts, Effect on others or their
reactions, Actions, Looks
Literary Analysis 101
WHAT DO YOU VALUE?
GENERATE A LIST
Names of games
Names of clothes
School memories
Things you were too small to reach or too small to do
Family memories
Strong memories
Music you loved
Television shows you watched
Movies you watched
Books you read
A COMMUNITY OF EFFECTIVE
WRITERS
Share your lists
Circle the 5-6 ideas that really shaped you to be the person you’ve become
Create your own “What For”
OUR WORK THIS YEAR
Read Critically
Write Effectively
6 Purposes of Writing:
Express/Reflect
Inform/Explain
Evaluate/Judge
Inquire/Explore
Analyze/Interpret
Take a Stand/Propose a Solution
EXPRESS AND REFLECT
MRS. PARLARDG
When I was 12, I lived for sports. For the smell of the hardwood, the creak of
the gym floors, the clank of the ball on the metal rim. For the dust on my cleats,
sun in my face and a bat in my hand. Nothing was better than being on a team.
I lived for trying to fit in and searching for popularity. For not always being the
tallest girl and hoping my dad would make it to "this" game or longing to just be
cool like all the other girls who seemed to belong.
I lived for freedom from my mom's watchful eye and my sister's nosy habits;
always listening to my conversations, reading my notes and snooping in my room.
I wanted to help my mom pay for the new shoes "I had to have", the camps and
clinics or the hotel rooms every weekend over the summer during the travel ball
season. Hoping to Just ease the burden of a single parent.
EXPRESS AND REFLECT
CHRISTIANSEN’S WHAT FOR
At 27 I lived for the Leave it to Beaver illusion
I wanted Currier and Ives Christmases and
Dinners in the dining room.
BBQs in the yard and
The myth of the perfect family
By 30 reality abandoned that fairy tale
Discarded it like rabbit ears on an HD TV
Useful no more, a throwback to a bygone era
Better to turn the channel than try to reincarnate the
cancelled
At 35 I lived for my kids
The two biological ones growing stronger and more
beautiful each year
The ones I would lay down my life for who are the best
reason
To survive and thrive
And the 150+ I meet each year who give me purpose and joy
At 47 I live for the next chapter
My youngest gone to college and me left to reinvent
myself
Carve out a new existence, figure out who I am and
what comes next
Decide if life is a drama or a sit com and being
grateful it’s not a Lifetime movie.
I wanted wonderful memories of family and great
lives for my children
When I started this journey I had a clear script, a
vision of perfection
But the perfection only exists in the opening credits,
not during the episode
Though like all TV shows I love, it somehow
resolves itself in the allotted time
And all of the conflict and strife settles by looking
at the situation with a little humor
And remembering
It all works out in the end
And leaves you a little wiser and a whole lot happier.
A COMMUNITY OF WRITERS
Share your “What For” with a partner
Partner will indicate one or two things that he/she likes about the classmate’s
poem and one thing he/she would like to learn/hear more about (even if it is
in another text)
Turn in your poem
“ELEVEN” BY SANDRA CISNEROS
The elements of literature review…
DELVE DEEPLY INTO “ELEVEN”
Facts, Reactions, Questions, Conclusions
What are some general conclusions we can draw about artist choice?
What are the elements of a story?
Plot
Setting
Characterization (direct and indirect)
Symbols
Stylistic Choices
Theme
Discuss how Cisneros develops the speaker’s character.
Remember STEAL - Speech/dialogue, Thoughts, Effect on others or their
reactions, Actions, Looks
ANNOTATION 101
STEAL
Remember the prompt – character and technique
Interesting elements/facts to remember
What they don’t understand about birthdays and what they never tell you is that
when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and
five, and four, and three, and two, and one. And when you wake up on your
eleventh birthday you expect to feel eleven, but you don’t. You open your eyes and
everything’s just like yesterday, only it’s today. And you don’t feel eleven at all. You
feel like you’re still ten. And you are—underneath the year that makes you eleven.
Like some days you might say something stupid, and that’s the part of you that’s
still ten. Or maybe some days you might need to sit on your mama’s lap because
you’re scared, and that’s the part of you that’s five. And maybe one day when
you’re all grown up maybe you will need to cry like if you’re three, and that’s okay.
That’s what I tell Mama when she’s sad and needs to cry. Maybe she’s feeling three.
ANNOTATION 101
Because the way you grow old is kind of like an onion or like the rings inside a
tree trunk or like my little wooden dolls that fit one inside the other, each year
inside the next one. That’s how being eleven years old is.
You don’t feel eleven. Not right away. It takes a few days, weeks even, sometimes
even months before you say Eleven when they ask you. And you don’t feel smart
eleven, not until you’re almost twelve. That’s the way it is.
Only today I wish I didn’t have only eleven years rattling inside me like pennies in
a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven
because if I was one hundred and two I’d have known what to say when Mrs.
Price put the red sweater on my desk. I would’ve known how to tell her it wasn’t
mine instead of just sitting there with that look on my face and nothing coming
out of my mouth.
ANNOTATION 101
“Whose is this?” Mrs. Price says, and she holds the red sweater up in the air for all
the class to see. “Whose? It’s been sitting in the coatroom for a month.”
“Not mine,” says everybody. “Not me.”
“It has to belong to somebody, ”Mrs. Price keeps saying, but nobody can
remember. It’s an ugly sweater with red plastic buttons and a collar and sleeves all
stretched out like you could use it for a jump rope. It’s maybe a thousand years old
and even if it belonged to me I wouldn’t say so.
Maybe because I’m skinny, maybe because she doesn’t like me, that stupid Sylvia
Saldivar says, “I think it belongs to Rachel.” An ugly sweater like that all raggedy
and old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right
on my desk, but when I open my mouth nothing comes out.
“ELEVEN” ANALYSIS
REFLECTIONS
Remember BLOT
2 parts to the prompt: who is the character and what are the techniques
In her short story “Eleven,” Sandra Cisneros develops the character of Rachel
as a thoughtful and emotional girl through the use of symbolism and contrast.
(draw conclusions) Character is…
(how do we know what we know?) Techniques are…
Loop it back to your BLOT
Use specific textual evidence to support your conclusions
Avoid mere plot summary
Watch for writing principle #2 for additional suggestions
THE BIG 4
Stylistic elements always present:
Diction
Syntax
Tone
Details
DICTION – THE POWER OF
WORDS
Estimated words in English ½ -1 million
15,000 – 50,000 active words; 100,000 passive words
Let’s look at 3 distinct selections
Remember Our Charge: Facts, Reactions, Questions, Conclusions
The Star-Bellied Sneetches
The Curious Incident of the Dog in the Nighttime
A Clockwork Orange
Categorize Diction Elements
DICTION
Connotation v. Denotation
Levels of Diction – formal, semi-formal, informal, technical, jargon, bureaucratese,
euphemism
“Awash in Euphemism”
Eponyms – Jezebel, Judas, Don Juan, Casanova, Cardigan, Cashmere, Morphine, Watergate
(or any gate), Malapropism
"We cannot let terrorists and rogue nations hold this nation hostile or hold our allies
hostile.”
Words from Words
Robot—Fembot
Roots
Fer – to carry, bring, bear
Confer, transfer, refer….
Root creation
SPAM
DICTION
Acronyms
NASA
Committee to Re-Elect the President
New Words
Chilax
Muffin top
geobragging
Nonwords
Gobbledygook
Doohickey
Thingamabob
Gazillion
Gynormous
DICTION
Figures of Speech
Hightail It
Fork Over
Cliché
Cock and Bull
Figurative Language
In a group, list all you can think of (no cheating) for a round-robin
competition
DICTION
Alliteration
Anthimeria
Colloquial
Hyperbole/overstatement
irony
Juxtaposition
Litote/understatement
Metaphor
Metonymy
Onomatopoeia
Personification
Rhetorical question
Simile
Synecdoche
SYNTAX
Elements of Syntax: sentence length, number of sentences, rhythm of
sentences, sentence beginnings (variety or pattern), word order/arrangement
of ideas, sentence types
Sentence Types:
Declarative
Imperative
Interrogative
Exclamatory
Simple, complex, compound, compound-complex, fragments/run-ons
SYNTAX
See if you can spot the strategy:
Balance Schemes
Her purpose was to impress the ignorant, to perplex the dubious, and to startle the complacent .
Parallelism
“Evil men fear authority; good men cherish it.”
Antithesis
“But many who are first will be last,
and many who are last will be first.”
Chiasmus
Other Schemes
New developments in a language, it seems, tend to arise in colloquial speech .
Interruption
"This is the sort of English up with which I will not put."
Anastrophe
“And he to England shall along with you.”
Omission
SYNTAX
“I’m nobody! Who are you?
Are you nobody too?
Then there’s a pair of us-don’t tell!
They’d banish us you know.” –Emily Dickinson
Repetition
Special Types of Repetition
"We shall not flag or fail. We shall go on to the end. We shall fight in France,
we shall fight on the seas and oceans. We shall fight with growing confidence
and growing strength in the air. We shall defend our island, whatever the cost
shall be."
Anaphora
SYNTAX
Special Types of Repetition
"He's learning fast; are you earning fast?"
Epistrophe
Other syntax terms
“I came I saw I conquered.”
Asyndeton
“I am taking AP Physics and AP English and AP Psychology and AB Calc and AP
Econ and AP Bio.”
I’ll give you a hint…it ends with syndeton
polysyndeton
One more…
“Dear God, sorry to disturb you”
Apostrophe
Let’s practice…
PUTTING DICTION AND SYNTAX
TOGETHER
Read the first two pages of Of Mice and Men
Focusing on diction and syntax remember our charge and mark up the text:
Facts, reactions, questions, conclusions
STEAL - Speech/dialogue, Thoughts, Effect on others or their reactions,
Actions, Looks
With a partner, discuss the passage in an attempt to answer the following
question:
How does Steinbeck’s use of diction and syntax in the opening pages of the
novel reveal the conflict that is later to come?
Steinbeck uses contrasting diction and varied syntax to demonstrate the
destruction imposed upon nature by man which later parallels the novel’s
conflict that results in the ultimate victimization of outcast characters.
YOUR TURN…
This is a group project
Select a passage
Another acronym DIDLS
Diction, Images, Details, Language, Sentence Structure
Annotate the passage - Facts, reactions, questions, conclusions keeping in mind
our strategies (STEAL- Speech/dialogue, Thoughts, Effect on others or their
reactions, Actions, Looks for fiction and DIDLS for non-fiction)
If you can’t tell the genre, call me over and I’ll tell you if it’s fiction or non-fiction
Using the appropriate strategy, analyze your text and present your analysis to the
class
The author uses _________ (diction) and _________ (syntax) to reveal his/her
____________ (claim/purpose).
TONE
The author’s attitude about the subject
Select a “tone” from the hat and using voice and body language convey tone
when saying “Mary had a little lamb, its fleece was white as snow.”
The rest of us will “guess” your tone.
https://www.youtube.com/watch?v=naleynXS7yo
Tone in writing is displayed through diction and syntax choices
Tone examples
While we read these together, remember your charge: facts, reactions,
questions, conclusions focusing on diction and syntax that reveal the author’s
attitude about the subject.
PUTTING IT ALL TOGETHER
Dr. Martin Luther King’s March on Washington Address
The Modified SOAPSTone
Draft an essay in which you explain how the diction, syntax, and tone choices
work together to advance the author’s purpose.
All 3 writing principles must be demonstrated:
#2 – plan
#1 – BLOT
#3 – transitions
Show your plan, *your BLOT and transitions
TAKE A STAND/PROPOSE A
SOLUTION
Personal technology devices like phones and Ipods should be banned from
the classroom setting.
Take a stand on this statement and draft an essay in
which you use appropriate diction, syntax, and tone
choices to argue your position.
TECHNOLOGY
RHETORICAL ANALYSIS
ARGUMENT EVALUATION
From Reality is Broken
Let’s read the epigraph from Edward Castronova’s book Exodus to the Virtual World
aloud.
“Anyone who sees a hurricane coming should warn
others. I see a hurricane coming.”
Mark the references to weather.
What is the likely intended
effect of the word choice and the analogy?
Write a one-sentence summary of this portion of
the epigraph.
ANALYZING VISUALS
Facts, Reactions, Questions, Conclusions
Consider design elements – line, scale, shape, texture, patterns, color
Consider arrangement – balance, contrast, dominance/subordination,
emphasis (focus), movement, repetition, rhythm, variation, unity
Consider subject – main/supporting
Consider context – culture, symbols, background
Consider purpose and audience
Look at titles, captions, dialogue (if present)
Let’s start with the facts (we will pick the key ones to draw inferences later)
WHAT VISUAL AND TEXTUAL
OBSERVATIONS DO YOU MAKE?
DRAWING INFERENCES
Visual and Textual Observations
Inferences
RHETORICAL ANALYSIS
Key Terms:
Claim
Argument
Evidence
PUTTING VISUALS TO THE TEST
What is Twohy arguing in his cartoon?
What evidence does he include to make his argument?
If he were making that same argument in a print text, what other kinds of
evidence might he need to include?
What claim is presented in the three-paragraph epigraph we read?
How would you make a similar claim that Castronova makes, but in a visual
text?
RHETORICAL ANALYSIS
How do claims, evidence, and reasoning work
together to produce an argument?
REALITY IS BROKEN
(PARAGRAPHS 1-2)
“Gamers have had enough of reality.”
Who is the “they”? What is “it”?
How is the word abandoning different in tone than its near synonym leaving?
Why did McGonigal choose the term abandoning?
What does in droves mean? How does that term help convey the author’s
message and intended tone?
What are they abandoning reality for?
How does McGonigal personalize the claim and connect to the audience in
the last two sentences?
REALITY IS BROKEN
(PARAGRAPH 3)
Which part of the initial claim is best supported by this
paragraph?
How are evidence and/or reasoning used to effectively reinforce
the claim in this paragraph?
How does McGonigal use diction (word choice) to strengthen her
argument?
The effectiveness of an argument is not only dependent upon the
quality of the evidence and how logically the reasoning develops;
it can also draw strength from how it sounds and how it’s
structured.
REALITY IS BROKEN
How does McGonigal choose to open this paragraph, and what effect do you
think this opening has on the reader?
How is the rest of the paragraph structured? Do you see any similarities
between the second and third sentences? What effect do you think that
structure was intended to have on the reader?
Do you notice anything about sound patterns in this paragraph? What effect
do you think those sound patterns were intended to have on the reader?
REALITY IS BROKEN
Read your assigned sections:
paragraphs 4-6, 7-8, 9-11, 12-14.
Which part of the initial claim is best supported by these paragraphs? (Refer
to specific words and phrases in the opening claim as you answer this
question.)
How are evidence and/or reasoning used to effectively reinforce the claim in
these paragraphs? (Refer to specific words and phrases in your assigned
paragraphs as you answer this question.)
Does McGonigal use any specific words that make her argument more
effective? (Refer to specific words and phrases in your assigned paragraphs as
you answer this question.)
REALITY IS BROKEN
Read paragraphs 15-17 individually and write a response to the following
prompt:
How does McGonigal expand her initial claim in this section? What evidence
has she provided so far to support this newly expanded version of the claim?
REALITY IS BROKEN
Both the cartoon and the Reality is Broken excerpt are contrasting life within
virtual environments and life in reality. Would McGonigal most likely agree or
disagree with the claim that Twohy makes in his cartoon?
What evidence from McGonigal’s excerpt supports your response?
USING NARRATIVE TO
STRENGTHEN AN ARGUMENT
State of the Union Address 2013
The issue: Gun Control
Of course, what I’ve said tonight matters little if we don’t come together to
protect our most precious resource: our children. It has been two months since
Newtown. I know this is not the first time this country has debated how to
reduce gun violence. But this time is different. Overwhelming majorities of
Americans -- Americans who believe in the Second Amendment -- have come
together around common-sense reform, like background checks that will make it
harder for criminals to get their hands on a gun. (Applause.) Senators of both
parties are working together on tough new laws to prevent anyone from buying
guns for resale to criminals. Police chiefs are asking our help to get weapons of
war and massive ammunition magazines off our streets, because these police
chiefs, they’re tired of seeing their guys and gals being outgunned.
USING NARRATIVE TO
STRENGTHEN AN ARGUMENT
Each of these proposals deserves a vote in Congress. (Applause.) Now, if
you want to vote no, that’s your choice. But these proposals deserve a vote.
Because in the two months since Newtown, more than a thousand birthdays,
graduations, anniversaries have been stolen from our lives by a bullet from a
gun -- more than a thousand.
One of those we lost was a young girl named Hadiya Pendleton. She was 15
years old. She loved Fig Newtons and lip gloss. She was a majorette. She was
so good to her friends they all thought they were her best friend. Just three
weeks ago, she was here, in Washington, with her classmates, performing for
her country at my inauguration. And a week later, she was shot and killed in a
Chicago park after school, just a mile away from my house.
USING NARRATIVE TO
STRENGTHEN AN ARGUMENT
Hadiya’s parents, Nate and Cleo, are in this chamber tonight, along with more than two
dozen Americans whose lives have been torn apart by gun violence. They deserve a vote.
They deserve a vote. (Applause.) Gabby Giffords deserves a vote. (Applause.) The
families of Newtown deserve a vote. (Applause.) The families of Aurora deserve a vote.
(Applause.) The families of Oak Creek and Tucson and Blacksburg, and the countless
other communities ripped open by gun violence –- they deserve a simple vote. (Applause.)
They deserve a simple vote.
Our actions will not prevent every senseless act of violence in this country. In fact, no
laws, no initiatives, no administrative acts will perfectly solve all the challenges I’ve outlined
tonight. But we were never sent here to be perfect. We were sent here to make what
difference we can, to secure this nation, expand opportunity, uphold our ideals through the
hard, often frustrating, but absolutely necessary work of self-government.
Why is the use of narrative effective in this case?
USING NARRATIVE TO
STRENGTHEN AN ARGUMENT
The ancient Greek historian Herodotus
Which sentence best identifies the reason that the ancient Lydians engaged in
games?
McGonigal chose to use the words “engage in games” instead of “play
games.” How does each phrase communicate a different tone? Why might
McGonigal have chosen the words “engage in games?”
McGonigal chose to use the words “scarcity,” “famine,” and “abstain.” What
do these words have in common, and why might McGonigal have selected
them?
What point is McGonigal trying to prove or support by including the story of
the ancient Lydians as evidence? Give the quote that provides your answer.
USING COUNTERCLAIMS TO
STRENGTHEN AN ARGUMENT
Why are counterclaims essential?
Who are the groups that McGonigal thinks most likely would disagree with
her argument?
What emotions does McGonigal associate with those groups?
According to McGonigal, how do these opposing parties view gaming?
How does the acknowledgment of these opposing parties strengthen
McGonigal’s argument?
Choose one of the opposing perspectives that McGonigal identified (par 1521) and write a paragraph or two voicing your concerns about gaming from
that point of view. Be sure to assert a claim and supply evidence and
reasoning to support that claim. Word choice should be appropriate to the
perspective ascribed by McGonigal.
EVALUATING THE USE OF
ANALOGIES
Definition
Reread and annotate paragraphs 23-29 and summarize similarities the author
identifies between the two stories
ANALYZING ARGUMENT IN AN
ALTERNATIVE MEDIUM
McGonigal’s TED Talk “Gaming Can Make a Better World”
Look for the claim and relate it to at least one example of quantitative
evidence and one example of visual evidence featured in the slide McGonigal
displays.
http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_worl
d?language=en
LET’S TRY ONE…
WHAT’S THE CLAIM?
WHAT’S THE CLAIM?
WHAT’S THE EVIDENCE?
WHAT’S THE CLAIM?
WHAT’S THE APPEAL TYPE?
FOOD INSECURITY/HUNGER
What do you know about the problem of hunger nationwide or locally?
What is the rate of food insecurity in Macomb county?
Where is the nearest food bank?
Who does hunger affect?
What are the consequences to hunger for adults? For children?
FOOD INSECURITY/HUNGER
https://www.youtube.com/watch?v=PtODh6fQ5i0
https://www.youtube.com/watch?v=03GYS9af9c4
THE PHOTO ESSAY
Using visuals to tell a story
One in five children lives in a household that struggles to put food on the table.
That’s 16 million hungry Americans.
Macomb County – 845,197 population; 122,030 food insecurity
Your challenge:
Create an original photo essay that addresses the problem of childhood hunger in
the United States. How does childhood hunger affect the lives of teens and
children where you live? This persuasive essay can take any form: personal,
political, objective, etc. Use your photographs effectively to help deliver the
message or tell the story you want to tell.
Step 1: write your claim
Step 2: take your photographs (3-5 final)
Step 3: outline your essay and argument
Photographs and essay outline due by Friday, October 9
ANALYZING ADDITIONAL
SOURCES
What is the message these signs are trying to communicate?
What are the elements these signs use to effectively communicate their
message?
FOCUS BY DANIEL GOLEMAN
Take 2 minutes to write a response to the following prompt:
Imagine going 48 hours without your cell phone. What would you lose access
to? What would you miss? What feelings would you experience?
ANALYZING CHARTS AND
GRAPHS
What is the message this sign is making?
What are the ineffective elements used?
What makes the second sign more effective
at communicating its message?
So, rhetorical analysis is about identifying a
text’s claim and explaining how the elements the
author selected are used to support that claim.
WHAT STATEMENT DO YOU THINK THE RESEARCHERS
WHO CREATED THE GRAPH ARE TRYING TO MAKE ABOUT
THE RELATIONSHIP BETWEEN TECHNOLOGY AND
COMMUNICATION AMONG TEENAGERS?
FIRST READING – DANIEL
GOLEMAN
Why do you think teens prefer to use their cell phones for texting
rather than for talking?
Define multitasking and give examples of multitasking.
What are the benefits of multitasking? What, if anything, suffers while
you are multitasking?
Read the first 13 paragraphs of “The Endangered Human Moment”
from Focus by Daniel Goleman.
Independently read the excerpt and underline any examples of
multitasking that Goleman describes.
Create a chart where you list the examples of multitasking on one
side and the things that suffer next to each example
RESULTS
Example of Multitasking
What suffers? The Consequences
of Multitasking (explicitly stated
or implied)
Mother parenting while using her
iPad (paragraph 1)
neglected child (implied); “The
mother, though, didn’t respond to
her…absorbed in her iPad”
sorority sisters socializing while
using mobile devices (paragraph 2)
no conversation (stated) “desultory
conversations sputtered”
SECOND READING
Vocabulary: reprise, desultory, lexicon, indignant, absorbed, symptoms, vanguard, and
epicenter. Definitions? Effect?
RHETORIC
Rhetoric – the faculty of observing in any given case the available means of
persuasion
www.youtube.com/watch?v=626Dt9JdjQs
Annotate the text for words/ideas that represent the claim and are effective in
advancing his claim.
What’s his claim?
What worked?
Context – occasion or the time and place written/spoken
Purpose – goal the speaker/writer has
THE ARISTOTELIAN/RHETORICAL
TRIANGLE
IDENTIFYING CLAIMS AND
RHETORICAL APPEALS
Returning to “The Endangered Human Moment”
What is Goleman’s central claim? How do you know it is a claim?
Look back through paragraphs 1-6 to identify appeals. With a group, create a
rhetorical triangle for these paragraphs.
RECOGNIZING A SHIFT IN TONE
AND REASONING
Paragraph 7 group: According to paragraph 7, when do people have the
opportunity to learn to “read” nonverbals? What example is given of a person
being “all thumbs” when it comes to reading nonverbal behavior?
Paragraph 8 group: What evidence of loneliness and isolation does the college
student provide? According to paragraph 8, how does virtually reporting fun
affect the fun you may experience?
Paragraphs 9-11 group: What evidence of “deficits in core mental skills” does
the eighth-grade teacher describe? How does she see a relationship between
texting and reading comprehension?
Paragraph 12 group: How does Goleman use statistics as evidence to support
the idea of technology being related to a national health crisis? How does
Goleman use “scare tactics” to illustrate the dangers of gaming addiction?
Are there any scary or threatening content in your assigned paragraphs?
CALL TO ACTION – PARAGRAPH 13
Based on the context clues “joint attention” and “mutual focus,” what do you
think “rapport” means?
The last paragraph is a call to action. What action is the reader being asked to
take? Which words and phrases make that clear?
How does Goleman’s use of pronouns in this paragraph show that his point
of view has shifted? How does that shift affect the reader?
Goleman uses the metaphor “ocean of distractions we all navigate.” What
does the ocean represent? What earlier evidence did Goleman provide to
illustrate the “ocean of distractions”?
USING TEXTUAL EVIDENCE TO
CREATE A PSA
Look for factual evidence, a call to action, effects to scare or shock the
audience
https://www.youtube.com/watch?v=dzykVhaEOPg
CREATE A PSA
Write a short script for a public service announcement warning how
“digital engagement comes at a cost.” The audience is teenagers
and parents of teenagers, the message is Goleman’s warning that
“digital engagement comes at a cost,” and the deficit Goleman
portends must be conveyed convincingly.
Keep your PSA brief, not exceeding one minute.
Your PSA must cite at least one direct quote from the passage.
You can choose the delivery format for your PSA. You could dramatize your
assigned scenario by acting out the illustration from your section, or you may
choose to have one “talking head” warning the audience, or you may choose to
only use a series of images and text.
Your PSA should end with a call to action (based on paragraph 13).
ANALYSIS OF AN ARGUMENT
Using the Goleman text we are going to work on writing a mini analysis…
Let’s focus on the use of facts and statistics as evidence to support his claim.
Skim through the text and your annotations looking for each time a number is
used to support his claim.
How do these strengthen his claim?
We need a common idea that brings this material together and will act as a
thesis.
In the “The Endangered Human Moment” excerpt from Daniel Goleman’s
Focus, Goleman uses ___________ to persuade the audience that _________.
With a partner draft a thesis
BODY PARAGRAPH EXAMPLE
In the “The Endangered Human Moment” excerpt from Daniel Goleman’s Focus,
Goleman uses facts and statistics to persuade the audience that teenagers prefer
technology to human, face-to-face interaction. The fact that the portmanteau
word pizzled has a definite entry date into our language in 2006 indicates a time
when preferring technology over human interaction was viewed as an intrusion
and looked down upon. Since then, our attitudes have shifted. The statistic of
3417 text messages teens create monthly speaks to the amount of time teens
communicate with each other electronically, as well as the constant sending and
receiving over a hundred texts per day. A student who can relate that he has spent
two thousand hours in a year playing video games is someone not concerned
much with spending time with real people in proximity to him. Furthermore,
Goleman’s use of the statistic that 8 percent of teens aged eight to eighteen meet
the qualifications for addiction strengthens his claim that teens have close
relationships with their technological devices, so much so that it can be viewed as
we would view a physical addiction.
With a partner, sketch out a draft of body paragraph of a different tactic.
REVISITING MCGONIGAL
We’ve looked at McGonigal’s excerpt and her use of incorporating reasoning
and evidence, providing a narrative example, addressing counterarguments,
using rhetorical features such as powerful language, repetition, and the
organizational structure.
Create a thesis that addresses your selected element.
Draft one body paragraph being sure to use textual evidence to support your
analysis.
REVISITING WORD CHOICE AND
WORD PLAY
Listen to the following spoken word poem and make note of examples of
word play from multiple meaning words and/or homophones
https://www.youtube.com/watch?v=GAx845QaOck
“TOUCHSCREEN”
Tech-related word (and meaning)
Word (and non-tech-related meaning)
“TOUCHSCREEN”
When Jones says, “we cannot disconnect,” what meaning of connect and
disconnect is he intending in this context?
If you consider “Touchscreen” as an argument with an implied claim, how
would you summarize that claim?
What textual evidence does Jones supply to support his claim?
How well does Jones support his claim?
You have now examined claims presented in a variety of genres, including
nonfiction books, cartoons, presentations, public service announcements,
graphs, and poetry. Select three genres you have studied and discuss with a
partner the similarities and differences of how arguments are presented in
those genres.
“THE FLIGHT FROM
CONVERSATION”
Let’s revisit Goleman’s comment “technology captures our attention and
disrupts our connections” what does he mean by connection?
Sherry Turkle “We live in a technological universe in which we are always
communicating. And yet we have sacrificed conversation for mere
connection.”
Let’s read “The Flight from Conversation” – what is her claim? How is the
argument organized?
Break down the claim. Reread and look for the most relevant pieces of
evidence for the first half of Turkle’s claim and how does she show/prove to
the reader that we are “always communicating.”
How does she convince the reader about the repercussions of constant digital
communication. Annotate examples for discussion.
SOCRATIC SEMINAR
Student Guidelines:
Bring your copy of the annotated article and your responses to the guided reading questions to
the seminar.
Generate a minimum of 2 questions for discussion
Refer to the text as you ask and answer questions.
If you assert an opinion, back it up with textual evidence.
Take notes as others are speaking, and make references to your classmates’ comments as you
respond. Always use the speaker’s name when you refer to the comment.
Incorporate key vocabulary terms into your questions and responses. (For example: “ Turkle’s use
of ethos is evident when she…” or “Turkle uses rhetorical questions to …”)
Maintain eye contact with the students in the circle. Instead of addressing the teacher, address
your classmates.
Be polite. Don’t interrupt another speaker mid-stream, and resist engaging in side conversations.
Unlike a debate, the goal of the Socratic Seminar is not to “win” an argument. The goal is to
understand the ideas in the text more deeply by considering multiple viewpoints.
SOCRATIC QUESTION
To what extent does technology assist or impair our ability to communicate
with one another?
SOCRATIC REFLECTION
What is the most interesting point that was raised in the seminar that you had
not yet considered before it was raised?
Reflecting on your own participation, what do you wish you would have said
that you neglected to say? Or, what do you wish you could restate more
clearly?
Did any of your opinions or insights about the article change throughout the
course of the seminar? If so, which one(s) and how?
When preparing for another Socratic Seminar, what personal goals will you
set?
“THE FLIGHT FROM
CONVERSATION”
Stylistic elements in Turkle’s text
Anecdotal evidence
Interviews
Allusions
Research
Appeals to authority
Pathos
Figurative language
Others?
Select 2 or 3 of the best strategies
NARROWING THE
FOCUS/DRAFTING A THESIS
What does the text want you to believe? How do you know?
What does the text want you to do? How do you know?
Samples Thesis Statements:
Turkle makes the point that we are not communicating as well as we used to.
In ‘The Flight from Conversation,’ Turkle used a variety of strategies to
support her claim.
Turkle misses the point about how we communicate; texting is no big deal.
Turkle uses figurative language, allusions and personal anecdotes to illustrate
how our tech connections are continuously allowing us to hide from one
another behind our devices.
PLAN YOUR BODY PARAGRAPHS
Topic sentence
Textual evidence as support
Embed quotes
INTRODUCTION
The ANT up approach to writing an introduction:
A attention getter is optional, but many good writers do this
N necessary information: author, title, genre, situation/context
T hesis: your position (stated as robustly as possible) Hint: Get to the “why” or
“how” even in your thesis
We often assume that connection enables communication. However, Sherry Turkle
is arguing that it is connection that is making it hard to communicate. In her
article “The Flight from Conversation,” Turkle is claiming that technology has
enabled us to connect on a superficial level, and we are therefore losing our ability
to have meaningful conversation. Turkle uses figurative language, allusions and
personal anecdotes to illustrate how our tech connections are continuously
allowing us to hide from one another behind our devices. By the end of her
argument, this combination of strategies convinces the reader through reasoning
and emotion that we need to become more aware of our isolation and try to do
something about it.
MY BODY PARAGRAPH
Turkle’s use of allusions to literature and philosophy show the reader the need to look beyond the temporary “fix” that
technology provides to see the long term negative affects this isolation causes. The author ’s first allusion to
Goldilocks and the idea that we can create a “just right” version of ourselves that is perhaps far removed from the
reality of ourselves, causes us to lose the ability to truly connect on a personal level. Turkle discusses the fact that
trust must occur in order for true relationship to exist and points out that our fear of rejection leaves us facing the
fact that it is “hard to do anything with 3,000 Facebook friends except connect.” Like Goldilocks, continually
searching for just right instead of just us, creates the fiction of connection rather than the reality of relationship.
Additionally, Turkle uses Shakespeare’s Sonnet 73 to remind us “We are consum’d with that which we were nourish’d
by.” The sonnet is a lamentation about impending death and a call to love (and therefore truly connect) and Turkle’s
use of this particular sonnet reminds the reader of all that is lost by superficial relationships. It is a call to the reade r
to make the most of our short time on this earth. Continuing a harkening to literary references, Turkle, evokes the
memory of Thoreau who rejected the materialism of society in his time to “suck the marrow out of life” and avoid
getting to the end of his life and realizing he had not lived. Ending her text with this specific reference coupled with
Sonnet 73’s call to action, advise the reader that, like Shakespeare and Thoreau before us, we must decide to leave this
world having experienced life and love in a way that only personal connection allows us. Finally, Turkle paraphrases
Descartes, the French philosopher, who said, “I think, therefore I am.” Her use of this famous adage reminds the
reader that we have lost touch with our thoughts and feelings by enslaving ourselves to technology. She reminds us
that while the past had thought precede connection, the new impulse of “I want to have a feeling; I need to send a
text” is a dangerous trend that leaves us neither thoughtful nor connected. Used together, these allusions help Turkle
delve into the emotions that literature and poetry evoke while reminding us that great thought and reasoning existed
before our flight from conversation. These great thinkers of the past serve to remind readers that great thought and
feeling and creativity does not exist under the confines of 140 characters or the contrived perfection of our Facebook
persona.
CONCLUSIONS
Conclusions should echo the ideas introduced in their introductions but
should also try to answer the question “So what?” It’s a chance to comment
on the significance of Turkle’s argument and how she crafted it. These
questions may be helpful in trying to figure out what to emphasize in the
essay’s closing statements:
What does the text want you to feel? How do you know?
What does the text want you to believe? How do you know?
What does the text want you to do? How do you know?
FEEDBACK AND REVISION
Look back at the Scoring Guide for the Assessment and self or peer evaluate a
portion of your draft.
What’s the good news so far?
What are the aspects that need to be improved?
What questions/concerns does the draft raise?
“LET THERE BE DARK”
•
Read, annotate, and draft a thesis for an analysis on “Let There Be Dark”
As you read the passage below, consider how Paul Bogard uses
•
Evidence such as facts or examples to support claims
•
Reasoning to develop ideas and to connect claims and evidence
Stylistic or persuasive elements, such as word choice or appeals to emotion, to
add power to the ideas expressed.
Write an essay in which you explain how Paul Bogard builds an argument to persuade his
audience that there is value in darkness. In your essay, analyze how Bogard uses one or
more of the features listed above (or features of your own choice) to strengthen the logic
and persuasiveness of his argument. Be sure that your analysis focuses on the most
relevant aspects of the passage.
Your essay should not explain whether you agree with Bogard’s claim, but rather explain
how the author builds an argument to persuade his audience.
“END ILLEGAL WILDLIFE
TRAFFICKING ON WORLD WILDLIFE
DAY”
•
•
Read, annotate, and draft a thesis for the passage.
As you read the passage below, consider how [the author] uses
•
Evidence such as facts or examples to support claims
Reasoning to develop ideas and to connect claims and evidence
Stylistic or persuasive elements, such as word choice or appeals to
emotion, to add power to the ideas expressed.
ANALYSIS IMPROMPTU
Write an essay in which you explain how Kerry, Holder, and Jewell build an
argument to persuade their audience to support and participate in taking
action against illegal wildlife trafficking. In your essay, analyze how the
authors use one or more of the features in the directions that precede the
passage (or features of your own choice) to strengthen the logic and
persuasiveness of their argument. Be sure that your analysis focuses on the
most relevant features of the passage.
Your essay should not explain whether you agree with the authors’ claims, but
rather it should explain how the authors build an argument to persuade their
audience.
LITERARY ANALYSIS
Characterization
THE INTRODUCTION OF A
NOVEL
Elements of a novel
Plot
Setting
Theme
Characters
Characterization – direct and indirect
Things Fall Apart – how is the character of Okonkwo developed (follow along
as I read and think aloud about the first 2 paragraphs)
What have we learned about Okonkwo? Write a sentence that summarizes
what we have learned.
SETTING
Looking back at the first 2 paragraphs, with a partner, discuss what we learn
about the setting?
STEAL – Speech/dialogue, Thoughts, Effect on others or others’ reactions,
Actions, Looks
Create an Okonkwo Chart using paragraphs 1-3:
Direct Characterization/Indirect Characterization (consider STEAL) – use
specific textual evidence
Metaphor/Simile – circle the metaphors/similes in paragraphs 2-3; what is
their meaning and purpose?
EVIDENCE-BASED REASONING
What are some of the reasons that Okonkwo’s fight with Amalinze resulted in
fame for Okonkwo?
How do the words “springs” and “pounce” add to the characterization of
Okonkwo?
What did paragraph 3 reveal about Okonkwo’s father?
Based on what has been revealed so far about Okonkwo, what adjectives
might you use to describe him?
Read the rest of the passage and Create a Characterization Chart for Unoka;
be sure to quote the text
VOCABULARY
“In his day he was lazy and improvident and was quite incapable of thinking
about tomorrow.”
Im –
Not
Prov – (what other words share this root?)
Latin for prove, proof, honesty, integrity
Ent –
Adjective
Paragraph 4 – “folly” and “debtor”
Paragraph 5 – “haggard”
Paragraph 11 -- “intricate”
FOIL
Definition
How might Unoka be a foil to Okonkwo?
Which qualities does Unoka have that are in direct contrast to Okonkwo’s
qualities?
What inferences can you make about other qualities Okonkwo may have based
on Unoka’s characterization?
How might the father’s character influence the son’s choices?
PREPARING A WRITTEN
RESPONSE
Based on our discussion regarding characterization, draft a paragraph that
addresses selected elements of characterization. Include the following:
a BLOT topic sentence
Inferences about Okonkwo supported by textual evidence
Okonkwo is __________. (use adjective(s))
Commentary about the importance of the evidence you provide (intro,
evidence, link)
VOCABULARY
Highlight any challenging vocabulary in paragraphs 7-end
Paragraph 10 “impending” and “intricate”
Paragraph 13 “skirting” “mirth”
Paragraph 16 “prowess”
ACADEMIC DISCUSSION
What methods of characterization does Chinua Achebe use to introduce
Okoye?
What methods of characterization does Chinua Achebe use to introduce
Unoka?
How is Okoye a character foil to Unoka? How are these characters similar and
different?
Unoka justifies his actions with a proverb from the tribe’s elders. What is this
proverb, and how does Unoka interpret it?
PROMPT
How does Chinua Achebe use the scene between Okoye and Unoka
(paragraphs 7-14) to further develop Unoka’s character? Write a response in
which you discuss at least two methods of characterization used in this
passage.
BLOT topic sentence:
Achebe uses (Unoka’s) (method 1) and (method 2) to show that he is
(characteristic).
Textual evidence to support your analysis
Commentary about the importance of your evidence
THE CANTERBURY TALES
The “Granddaddy of Characterization”
Feudal system: Knight, Squire, Yoeman, Franklin, Plowman, Miller, Reeve
Religious life: Nun, Monk, Friar, Cleric, Parson, Summoner, Pardoner
Rising Middle class: Merchant, Sergeant at Law, Five Tradesmen, Cook,
Skipper, Doctor, Wife of Bath, Manciple, Host
The Frame Story…
THE CANTERBURY TALES
Entertaining Yourself Chaucer-Style
Road Trip Boredom Busters
Counting Game
Twenty Questions
Alphabet Game
License Plate ID
License Plate Lingo
I Spy
“My Cow”
Advanced Games of Boredom
WHAT’S MY NAME?
WHAT’S MY JOB?
WHAT’S MY STORY?
WHAT’S MY NAME?
WHAT’S MY JOB?
WHAT’S MY STORY?
WHAT’S MY NAME?
WHAT’S MY JOB?
WHAT’S MY STORY?
YOUR JOB…
You will be given a photo
Create the characterization of that person by answering the questions:
What’s my name?
what’s my job?
What’s my story?
Keep in mind how character is developed – STEAL (Speech/dialogue,
Thoughts, Effect on others or others’ reactions, Actions, Looks)
We will be going on a pilgrimage and sharing our stories – best one wins!
THE PROLOGUE
As we read through the prologue, make notes regarding the names and
descriptions of the various characters.
You will later be assigned a character to study further.
THE PROLOGUE
Step 1 – characterization for your story:
With your partners, locate the section of the prologue that addresses the
person who will tell the tale you have chosen.
Using the text as support, add elements on the drawing to demonstrate dress
and appearance of your character. On the left write quotes that address the
physical and behavioral attributes of the character according to Chaucer. On
the right, draw some conclusions about society based on the description. This
requires deep thought. Look up any phrases/words you don’t understand.
THE DOCTOR AND THE FRIAR
Create a chart with the following columns and 2 rows:
Character, appropriate behavior, Chaucer’s description, difference
Under characters write – doctor and friar and discuss and fill in the
appropriate behavior column for each.
Now find, reread, and discuss Chaucer’s description of each
Copy significant quotes into the appropriate column
THE DOCTOR AND THE FRIAR
Now discuss the differences between your view of “appropriate behavior” for
the given profession and the description. Create a general statement that
indicates these differences.
Individually - Draft an essay in which you discuss Chaucer’s views on society
as evidenced by the characterization of the doctor and the friar. Use your
general statements as a topic sentences and specific descriptions and quotes to
support your interpretation.
THE CANTERBURY ESSAY
ANT (intro)
Attention Getter (consider what you are discussing)
Necessary Info – Geoffrey Chaucer, The Canterbury Tales, value of the text
Thesis – The characterization of both the doctor and the friar serve to
highlight the complexity of the changes in society experienced in the time of
Chaucer.
Reminders:
Topic sentence that links to thesis
Body paragraphs that link to thesis
Appropriate conclusion
THE SCARLET LETTER
The narrator’s perspective
Let’s talk about Chaucer’s view about his characters. Share with a person next
to you a brief reminder about your character and his/her description.
What techniques did Chaucer use to develop this character?
Let’s read the first paragraph of The Scarlet Letter. Find diction and imagery
choices that reveal the narrator’s tone.
How does the narrator feel about the Puritans? How can you tell?
Read paragraph 2 looking for diction and imagery choices as they relate to the
prison.
THE SCARLET LETTER
Create a chart in which you indicate the textual evidence on the left and make
a commentary about that evidence on the right.
Read paragraph 3 and annotate the text for effective or nuanced diction,
imagery, and tone. Record this information in the chart you started.
Let’s look back at paragraphs 1-3 to answer the following:
How do the clothing descriptions in paragraph 1 help characterize the
Puritans?
What does the narrator infer about why the Puritans founded the new colony?
Why does the narrator mention the cemetery as well as the prison?
SYMBOLISM
“Finding it so directly on the threshold of our narrative, which is now about
to issue from that inauspicious portal, we could hardly do otherwise than
pluck one of its flowers, and present it to the reader. It may serve, let us
hope, to symbolize some sweet moral blossom that may be found along the
track, ,or relieve the darkening close of a tale of human frailty and sorrow.”
What can we infer about the setting of the novel based on this opening
chapter?
MEETING THE PROTAGONIST
Let’s read paragraph 1 of chapter 2
How does the narrator feel about the Puritans? What textual evidence leads
you to that conclusion?
How does Hawthorne use this paragraph to build suspense?
Read paragraphs 2-8 underlining textual details that provide characterization
for the women of the town. Circle the words “Hester” and “Prynne”
anytime they appear.
How do the women of the town feel about Hester Prynne?
What evidence supports your claim?
GROUP PARAGRAPH ANALYSIS
DIALOGUE
For your assigned paragraph (3-8) highlight/underline all the dialogue and
discuss so you can present the following:
An oral reading of the dialogue in the paragraph by one or more of the group
members with appropriate vocal and visual delivery (tone, volume, rate,
inflection, gestures, facial expression)
A definition of at least one vocabulary word and an explanation of how they
defined it (context clues, dictionary, etc.)
An interpretation of what was said and how the meaning characterizes the
speaker and/or the society
An analysis of how it was said (tone, diction, imagery, syntax) and how the
voice characterizes the speaker and/or the society
DIALOGUE PRESENTATIONS
As each group presents, the rest of you need to take notes to record textual
evidence and inferences about each speaker.
Use textual evidence as we answer each of the following questions:
What does Hawthorne want readers to know about the townspeople?
How are the townspeople similar to and different from each other?
What adjectives could you use to describe the townspeople as a collective
group?
What do we already know and/or what can we already infer about Hester
Prynne?
ANALYZING CHARACTERIZATION
Read paragraphs 9-11, annotating the text to note the characterization of
Hester Prynne. Look for both direct and indirect characterization. Be sure
you have determined the meaning of any unfamiliar vocabulary terms.
Create and complete a characterization chart (like the Okonkwo chart) for
Hester Prynne.
CHARACTERIZATION REVIEW
All of your notes/graphic organizers can be used to answer the following:
Using specific textual evidence, write a brief description of Okonkwo. Then
explain the techniques Achebe uses to introduce Okonkwo to the reader.
In Things Fall Apart, Okonkwo’s personal traits are described in both positive
and negative terms. Describe these contrasts and explain the effect Achebe
achieves by using them.
Using specific textual evidence, write a brief description of Hester Prynne.
Then explain the techniques Hawthorne uses to introduce Hester to the
reader.
In The Scarlet Letter, Hester is presented as a sharp contrast to the
townspeople. Describe the contrast an explain the effect Hawthorne achieves
through it.
HESTER PRYNNE VISUALIZED
Based on the characterization presented in paragraphs 10-11, how would
Hester Prynne look as she exited the prison?
As you look at the following pictures, determine what aspects of Hester’s
character are portrayed. What textual evidence supports this interpretation?
When we have looked at all of the pictures, determine which one is the best
representation of Hester?
HESTER PRYNNE VISUALIZED
HESTER PRYNNE
VISUALIZATION
HESTER PRYNNE VISUALIZED
DIALOGUE
I need 4 volunteers. You will each get one paragraph (12-15) and will read the
dialogue while I read the narration.
The rest of you need to annotate the text to determine the tone of the
individual speaking and what those words reveal about Hester.
QUESTIONS
In paragraphs 12-13, Hawthorne continues to show contrasts between Hester
and the people of the town. How do we know that Hester’s appearance is
met with criticism for most of the onlookers?
In paragraph 14, the youngest woman seems to express a different attitude
toward Hester than the attitude expressed by the others. How would you
describe the tone of the youngest woman? Why might Hawthorne set this
woman apart from the others? What might he be trying to achieve through
this differentiation?
In paragraph 15, the beadle praises the Massachusetts colony as a place
“where iniquity is dragged out into the sunshine!” What is the meaning of the
word “iniquity,” and why would it be considered good to bring it into the
sunshine? What is ironic about this statement?
Summarize what we’ve learned about Hester Prynne.
GROUP EFFORT
Read the rest of chapter 2
Underline or circle unfamiliar words that seem important to the text, and work
together to determine word meanings. Write a synonym in the space above
the unfamiliar word.
Mark the text for direct and indirect characterization. Remember STEAL
(Speech/dialogue, Thoughts, Effect on others or others’ reactions, Actions,
Looks)
Create a one-sentence summary for each paragraph and create 2 higher order
questions for each paragraph.
THE PROOF GAME
Organize your notes to answer the questions re: Hester:
She looks like…
Her actions include…
Other people’s actions toward her include…
Others say…
Others think…
She’s different from others in her community because…
Shuffle the cards and player one selects one and answers it
The remaining player(s) ask player one to support (with specific textual
evidence) the statement made
Award points based on the SAT rubric
THE ESSAY
Let’s compare and contrast the entrance of Okonkwo to that of Hester.
Write a well-organized essay in which you describe the character of Okonkwo
and analyze how Achebe introduces and establishes the character. In your
analysis, you may wish to consider such elements as descriptive details,
dialogue, the character’s actions, or others.
The TAG statement (title, author, genre)
YOUR ESSAY
Write a well organized essay in which you describe the character of Hester
Prynne and analyze how Hawthorne introduces and establishes the character.
In your analysis, you may wish to consider such elements as descriptive details,
dialogue, the narrator’s perspective and tone, or others.
THERE EYES WERE WATCHING
GOD
Let’s read the first 5 paragraphs. What are your initial impressions?
For each of the first 5 paragraphs, answer the following:
Who or what is being described?
What do you notice about the word choice, syntax, and/or figurative
language?
What language or images produced by the language stands out to you?
Is there a particular word, phrase, or sentence that catches your attention?
THE HARLEM RENAISSANCE
http://www.history.com/topics/roaring-twenties/videos/the-harlemrenaissance
DIALECT
Paragraph 6 parts
What have we learned about the protagonist based on the words spoken by
others?
SOCRATIC SEMINAR
Read through the rest of the text and generate three questions that will
stimulate discussion regarding the text. These will be shared in a Socratic
Seminar-style discussion.
QUESTIONS
When the woman greets the porch sitters, they “left their mouths setting open
and their ears full of hope.” What does that phrase imply?
What is the difference between the way the men view the woman and the way
the women view her?
The woman’s faded shirt and muddy overalls are described as “a weapon
against her strength.” what is the meaning of that metaphor?
Paragraph 9 contains only one sentence. What is the effect of this one
sentence and its parallel structure and repetition of the word “nobody”?
Lulu Moss declares that “she ain’t even worth talkin’ after.” Why is that
statement ironic?
What clues do we have that Pheoby is a close friend of the woman?
QUESTIONS
Pheoby declares that she is the woman’s best friend, yet she doesn’t know
what’s been happening in the woman’s life. What does this reveal?
Pheoby tries to defend her friend. What are some of the defenses she uses?
What do we learn about Pheoby and the woman through this dialogue?
Mrs. Sumpkins volunteers to go with Pheoby to the woman’s house. What is
the most likely reason?
When Pheoby gets to the house, we finally learn the main character’s name.
What is the significance of Hurston revealing the character’s name in the same
paragraph that Pheoby arrives at the house? What can we infer from the fact
that Pheoby enters through the back door?
What can the reader infer about Janie based on her clothes, dirt, tiredness, and
hunger?
QUESTIONS
What term does Janie use to refer to the porch sitters? What does that reveal
about Janie’s attitude toward them?
Janie describes her opinion of the porch sitters by saying, “If God don’t think
no mo’ bout ‘em then Ah do, they’s a lost ball in de high grass.” What is the
meaning and significance of that metaphor?
Janie says that she’s “been a delegate to de big ‘ssociation of life.” What does
she mean?
Pheoby and Janie hope to get different things out of their conversation. What
are those differences?
FILM V NOVEL
As we watch the beginning of the film, compare the way Janie is represented
in the film to how she is represented in the novel.
What are the methods of characterization presented in the film.
THE LITERARY ANALYSIS ESSAY
Requirements:
Demonstrate a thorough comprehension and accurate interpretation of the
text.
Shows an understanding of the text’s most important details.
Demonstrates skillful use of textual evidence.
Offers a perspective and persuasive analysis of explicit and implicit meanings.
Offers a thorough, well-considered evaluation of characterization methods
and/or literary devices.
Maintains a consistent focus on the most important aspects.
Writes a cohesive response with highly effective use and command of
language.
LITERARY ANALYSIS
Includes an explicit and insightful claim.
Demonstrates a highly effective organizational structure.
Demonstrates a firm command of language.
Demonstrates a strong command of conventions.
THE LITERARY ANALYSIS
PROMPT
In the first chapter of Zora Neale Hurston’s 1937 novel, Their Eyes Were
Watching God, the narrator introduces the protagonist, Janie, who has just
returned to the town of Eatonville after an absence of over a year. As a
widow who left town to marry a younger man, Janie is of much interest to the
people of Eatonville who watch from their porches and speculate about what
has caused her to return.
Read the passage carefully. Then write an essay in which you analyze Janie’s
character as Hurston develops it through such techniques as dialogue, imagery,
and interactions with other characters.