Tuesday, November 27, 2018

Month 4 Week 1 Thanksgiving

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Hope you had a wonderful Thanksgiving!

Month 4 week 2 Connotation and Denotation


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Watch Ms. Craig's explanation of connotation and denotation, I couldn't have explained it better.
Connotation and Denotation
Our goal as writers is to explore the use of connotation to enhance our writing. We can improve our our sentences with words with the same denotative meaning. This is the important aspect for young writers. When you go to the thesaurus to find a word to improve you writing be careful not to choose a word that does not have the same denotation. You want to choose words that give the reader a more accurate and detailed description of the actions of a character or sense of the setting.

Let's practice: read the paragraph below and then rewrite one or two sentences using more descriptive words to convey a different meaning to the paragraph. Or write your own paragraph and ask for a classmate to rewrite it for you.


 Gray skies, cold air, and the smell of wet snow hangs heavily. Not nearly as exciting as a thunderstorm coming, but exciting enough when the kids are called out of school for fear of bad roads and slippery conditions. The wind begins to blow, the temperature drops, and sleet hits against the windows outside with a hiss. Oh how cozy it is inside with a mug of cocoa next to the fireplace, wrapped in a favorite blanket while sleet gives way to snow and soon the winds die away. Big flakes are falling as night advances with a quiet serenity... the calm after the storm. Leaving the fire’s warmth, but only for a little bit, she wraps up in a down jacket to go outside. Grabbing a woolen scarf and mittens before braving the elements, the young mother finds that the winds have died and the snow is falling gently, swirling in residual currents around the streetlamp. The next morning begins with brilliance. Blue skies, sparkling lawns, pine trees all blanketed in snow. Everything shines, pure and clean. A new day, a new paradise.

Month 4 Week 3 Literary Analysis



literary analysis is an argumentative analysis about a literary work. Although some summary is needed within the argument of a literary analysis, the objective is not to write a report about a book or story. This type of assignment encourages you to think about how and why a poem, short story, novel, or play was written.  To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons.  Your essay should point out the author’s choices and attempt to explain their significance. 
Another way to look at a literary analysis is to consider a piece of literature from your own perspective.  Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms). You’ll just need to use the original text to defend and explain your argument to the reader.

Allegory - narrative form in which the characters are representative of some larger humanistic trait (i.e. greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme.
Character - representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction.
Connotation - implied meaning of word. BEWARE! Connotations can change over time.
Denotation - dictionary definition of a word
Diction - word choice that both conveys and emphasizes the meaning or theme of a poem through distinctions in sound, look, rhythm, syllable, letters, and definition  
Figurative language - the use of words to express meaning beyond the literal meaning of the words themselves.
Connotation - implied meaning of word. BEWARE! Connotations can change over time.
Foot - grouping of stressed and unstressed syllables used in line or poem
Imagery- the author’s attempt to create a mental picture (or reference point) in the mind of the reader. Remember, though the most immediate forms of imagery are visual, strong and effective imagery can be used to invoke an emotional, sensational (taste, touch, smell etc) or even physical response.
Plot- the arrangement of ideas and/or incidents that make up a story
Point of View-pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author's intentions.
Setting - the place or location of the action.  The setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. Example – In Poe’s The Fall of the House of Usher, the crumbling old mansion reflects the decaying state of both the family and the narrator’s mind. We also see this type of emphasis on setting in Thomas Mann’s Death in Venice.
Speaker - the person delivering the poem. Remember, a poem does not have to have a speaker, and the speaker and the poet are not necessarily one in the same.
Structure (fiction) - The way that the writer arranges the plot of a story.
Symbolism - when an object is meant to be representative of something or an idea greater than the object itself.

Link for review:


Sample Story

Robin Hood
Summary

Robin Hood stole goods and money from the rich residents of his town to give to the town’s poorer residents. 
Analysis

The use of a monarchy or kingdom setting in Robin Hood allowed the author to portray the abuses of power that often occur among the wealthiest members of a community.

Please choose a children's book (Snow White, Cinderella, Three Little Pigs, etc.) and complete the three categories. The analysis is the most important aspect of a literary analysis.

Month 4 Week 4 Who Whom

In reviewing the skills needed for the SAT and ACT College Board Exams, the PSAT National Merit Scholarship Exam, and English SAT Achievement test, WHICH GRAMMAR SKILLS ARE EMPHASIZED ON These TESTS?

  • For National Merit Scholarships, the PSAT English score is counted twice and the math score once.
  • The ACT College Board Exam includes English, reading, math, and science. In essence there, too, verbal ability counts twice.
  • If a student chooses to attend a selective college that requires SAT Achievement Tests, the school usually requires that the student take an achievement test in English, math, and his area of specialty.
  • The SAT College Board Exam also relies heavily on verbal ability.
Several concepts were emphasized more than others:
  • Correct use of commas, semi-colons, apostrophes, quotation marks, and hyphens in sentences.
  • When to use a possessive pronoun and when to use a contraction: it's vs. its.
  • Correct use of who vs. whom especially when whom is part of a prepositional phrase in the beginning of a sentence: To whom should I give this?
  • Use of subject pronouns vs. object pronouns especially with linking verbs and in compound prepositional phrases: It is I. Keep this between you and me.
  • The use of his/her or they with indefinite pronouns: Will everyone please pass up his or her paper?
  • Correct verb usage in sentences with neither/nor and either/or conjunctions: Neither Tom nor the boys go. Neither the boys nor Tom goes.
  • Correct use of which, who, or that in sentences.
  • Avoiding dangling modifiers and misplaced modifiers: Do you know what I am speaking about?
  • Use of active voice, verb consistency, and parallel construction in sentences. Avoiding redundancy.
  • The rhetoric sections of these tests frequently emphasize the ability to identify main idea and author's bias.
  • The ability to identify a logical order for sentences or paragraphs in a long passage is also essential.
  • I frequently saw questions concerning the proper use of affect and effect (http://www.educationworld.com/a_curr/curr075.shtml).
So, let's start our grammar lessons. Who, Whom
Read this site and take the test. Give a comment on what else you would like to practice. 

Thursday, November 15, 2018

Monday, October 22, 2018

Month 3 Week 1 Logos, Ethos, Pathos

CCSS.ELA-LITERACY.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.Ethos, Logos, and Pathos

Find an example of an argument and its claims, how is it valid?

Month 3 Week 2 Textual Evidence

USING AND CITING TEXTUAL EVIDENCE

https://learnzillion.com/lesson_plans/5723-cite-evidence-from-the-text-in-your-own-wordshttps://www.youtube.com/watch?v=hN5-3fX0cjE



Selecting Textual Evidence

  • Choose textual evidence to that supports / proves / illustrates your topic.  For a five paragraph essay, select as many quotations as you can find to support your topic; then, narrow down the textual evidence to what best support your thesis.
§  Determine the topic of each body paragraph before selecting textual evidence so that your textual evidence can support that specific topic.
§  Textual evidence should be no longer than one to two sentences.  Shorter text, such as phrases, is appropriate. 
Example-
Body paragraph 2 topic- Explaining Tom Robinson as a mockingbird
Quotation: “He likened Tom’s death to the senseless slaughter of songbirds by hunters and children” (241).
Shorter version: “senseless slaughter” (241).

Citing and Punctuating Textual Evidence

  • If you are introducing a piece of textual evidence, it must have a comma.
Example- When Atticus says, “’remember, it’s a sin to kill a mockingbird’” (Lee 90).
  • Quotation marks around the quotation only.
  • Single quotation marks around dialogue
Example- When Atticus says, “’remember, it’s a sin to kill a mockingbird” (Lee 90).
  • Cite the page number and author’s last name: (Raffel 62).
  • Correct punctuation: closing quotation marks, parentheses with author’s last name (NO COMMA) and page number, period.
Example- “It’s a sin to kill a mockingbird” (Lee 90).
  • When quoting lines of poetry up to three lines long separate one line of poetry from another with a backslash.  Capitalize the first letter of the word after the backslash.
Example-
“Cassio represents not only a political but also a personal threat to Iago: "He hath a daily beauty in his life / That makes me ugly . . ." (5.1.19-20).
  • Commas and periods go inside the closing quotation marks; the other punctuation marks
go outside.
Examples-
Lawrence insisted that books "are not life"; however, he wrote exultantly about the power of the novel.
Why does Lawrence need to point out that "Books are not life"?

Where and How to Insert Textual Evidence

  • The introduction will open with a piece of textual evidence that relates to the thesis statement.
  • After that, you’ll start every paragraph with your own words (topic sentence).
  • Then, in around the third sentence of each paragraph, you can use a well-integrated piece of textual evidence to illustrate or prove the topic sentence of that paragraph.
  • And finally, you can close off each paragraph with an explanation/reflection of your own showing how that quote worked to support your point.
Example-
            King brought the crowd to a cheering roar like the sound of a great cataract when he asserted that the promise of Abraham Lincoln’s Emancipation Proclamation had not yet been fulfilled. “One hundred years later, the Negro is still anguished in the corners of American Society and finds himself in exile in his own land,” he stated (303). King noted that the purpose of the giant gathering on the Mall was to illustrate the exact conditions across the South that make the Negro feel like exiles.

Patterns for Incorporating Textual Evidence into Sentences

  • An introducing phrase or orienter plus the quotation:
Examples-
1.      In this poem it is creation, not a hypothetical creator, that is supremely awesome. The speaker asks, "What immortal hand or eye / Dare frame thy fearful symmetry?"
2.      Gatsby is not to be regarded as a personal failure. "Gatsby turned out all right at the end" (176), according to Nick.
3.      As Grendel endures the brutality of Hrothgar’s men, he mutters, “They hacked at me, yipping like dogs” (Gardner 2).

  • An assertion of your own and a colon plus the quotation:
Examples-
1.      Vivian hates the knights for scorning her, and she dreams of achieving glory by destroying Merlin's: "I have made his glory mine" (390).
2.      Fitzgerald gives Nick a muted tribute to the hero: "Gatsby turned out all right at the end" (176).
3.      Cassio represents not only a political but also a personal threat to Iago: "He hath a daily beauty in his life / That makes me ugly . . ." (5.1.19-20).

  • An assertion of your own with quoted material worked in:
Examples-
1.      For Nick, who remarks that Gatsby "turned out all right" (176), the hero deserves respect but perhaps does not inspire great admiration.
2.      Satan's motion is many things; he "rides" through the air (63), "rattles" (65), and later
explodes, "wanders and hovers" like a fire (293).

  • Signal Phrases to set up quotations:
acknowledges, adds, admits, affirms, agrees, argues, asserts,  believes, claims, comments, compares, confirms, contends, declares,  demonstrates, denies, disputes, emphasizes, endorses, grants,  illustrates, implies, insists, notes, observes, points out, reasons,  refutes, rejects, reports, responds, states, suggests, thinks,  underlines, writes

Your turn, can you post something that will create a discussion based on the information in this post? Post a correct or incorrect in text citation. Hopefully this will create some discussion. "To err is human to forgive is divine" (Pope). 

Month 4 Week 1 Thanksgiving

Hope you had a wonderful Thanksgiving!