Bell RingerBell Ringer

Welcome to Welcome to English I English I

MondayWeek 10 (23)E1.13EE1.14A

Welcome to the 2Welcome to the 2ndnd 9 weeks!9 weeks!

Some reminders:You have two warnings before you get d-

hall.We will try writing your name on the board,

then adding two strikes to show a d-hall.Every Thursday or Friday, there will be test

or quiz (like last 9 weeks)No more corrections: we will have a review

and go over the material. It’s your job to study on your own and ask questions about what you don’t understand.

Restroom and Nurse Restroom and Nurse PassesPasses

There will be a physical pass.Four per 9 weeks.Hand in the pass with your name on it to

use it.Extra points will be added at the end of the

9 weeks for passes not used.

Unless you are throwing up or bleeding in the classroom, don’t ask to go to the nurse. If she needs you, she will let us know ahead of time.

Late WorkLate WorkIf you are absent, it is your responsibility to get

the work for the day(s) you were out.

You have one extra day to finish the work per day you were absent.

Unless you were absent, work is due on the date the teacher announces.

Work not turned in on this day will be an automatic 70, then another 10 points will be taken off per day it is not turned in.

Content Objective:

Students write universal questions for a literary nonfiction text to draw

complex conclusions.

Students analyze the connotation of selected words as they are used in context.

How does understanding of a genre help to determine the author’s purpose and message?

Vocabulary: Vocabulary: Literary Terms including:Literary Terms including:

Perspective ConnectionsSensory language GenreParadox PerspectiveIrony PronounsSarcasm Author’s Purpose

Denotation AdvertisingConnotation PersuasiveAuthoritative ConveyFigurative language Omniscient

Definition:

adjective

Distraught – very upset, worked up

Distraught

Distraughtly – adverbOverdistraught – adjectiveUndistraught - adjective

adjective

Distraught

Distraught – very upset, worked up

upset, agitated, anxious, crazy,

balanced, collected, peaceful

adjective

Distraughtly – adverbOverdistraught – adjectiveUndistraught - adjective

adjective

Distraught Amy, a freshman, is distraught about her best friend moving to the middle of nowhere.

Distraught – very upset, worked up

Distraughtly – adverbOverdistraught – adjectiveUndistraught - adjective

upset, agitated, anxious, crazy,

balanced, collected, peaceful

adjective

dis – parted, away

Picture dis – parted, away

dis – parted, awayPicture

How does making a personal connection to a text help us understand an author’s message and/or perspective?

How does it help you connect with the reading?

How might understanding the history of the time and genres help to determine the author’s purpose and message?

How might authors of nonfiction convey a message?

TAKE NOTESTAKE NOTESPerspectivePerspective

http://www.ehow.com/info_8603603_types-writing-perspective.htmlRead more: http://www.ehow.com/info_8603603_types-writing-perspective.html

First Person Second Person

Third Person Using the Perspectives

Perspective First PersonPerspective First Person• First person is the most personal of the three writing

perspectives. • This perspective is written from the writer’s point of

view and is often used to convey a personal experience.

• Accordingly, the writer uses the pronouns “I,” “me,” “us,” “my” and “we” when writing a first person text.

• The use of first person point of view makes the writing seem more conversational and natural in tone.

PerspectivePerspective Second PersonSecond Person

• Writing in second person entails using language that addresses the reader.

• Accordingly, second person texts often use the term “you” to engage the reader and involve her in the narrative.

• Authors are more prone to using active and direct language when writing in the second person.

• This style of writing is often used in advertising and marketing campaigns and instructional writings.

Perspective Third Person•Third person is the most authoritative and objective of the three writing perspectives. •Third person is not written from the author or reader’s point of view but instead from that of a third person like a narrator. •This writing perspective is also referred to as the omniscient point of view as the narrator takes on a god-like, all-knowing quality. •He knows all there is to know about the characters and helps the reader understand the characters and the story.

Third personThird person• An author writing in third person will use

pronouns such as “he,” “she,” “they” and “it” in the text.

• This writing perspective is often used in texts where the goal is to report information such as newspapers, reports and scholarly texts.

• It is also the usual point of view when the writing is a business communication.

• Maintaining third person perspective throughout a text can prove difficult.

• The writer may resort to using a passive voice

and distant tone can leave the reader feeling detached from the text.

• An author should select his point of view based upon the message he is attempting to convey, the type of reader he is addressing and the type of text he is writing.

• It is important for an author to choose one writing perspective and continue the same perspective throughout the text.

• Switching perspectives throughout the text runs the risk of confusing and distracting the reader.

Using the PerspectivesUsing the Perspectives

How does making a personal connection to a text help us understand an author’s message and/or perspective?

Text to self:»

» :Text to text

» Text to world:

How does it help you connect with the reading?

??

How might understanding the history of the time and genres help to determine the author’s purpose and message?

How might authors of nonfiction convey a message?

Content Objective: Students examine the use of figurative and sensory language in a literary nonfiction text and make a personal connection by analyzing the theme.

Get out a piece of paper Lesson

1. Take out your Literary Devices handout, and read over it.

2. Read a literary nonfiction text, create a simple graphic organizer and write examples of the Literary Devices you notice in the story.

3. Briefly comment and examine how figurative and sensory language support the author’s perspective and message.

Content Objective: Content Objective: Students examine the use of figurative and Students examine the use of figurative and sensory language in a literary nonfiction text and make a sensory language in a literary nonfiction text and make a

personal connection by analyzing the theme. personal connection by analyzing the theme.

3. Make a personal connection to the text and write a vignette exploring the underlying theme in your personal life.

4. This will be the body of your New paper.

Content Objective: Content Objective: Students examine the use of figurative Students examine the use of figurative and sensory language in a literary nonfiction text and make a and sensory language in a literary nonfiction text and make a

personal connection by analyzing the theme.personal connection by analyzing the theme.

Watch “Ghost Busters” by Ray Parker Jr https://www.youtube.com/watch?v=OiC5_qROyMw

• What are similarities between this and the nonfiction texts we have been read, the moon?

• How does the music capture a moment which illustrates one of the underlying themes of the song?

• Examine the use of figurative and sensory language in a literary nonfiction text and make a personal connection by analyzing the theme.

Review:

Figurative and sensory language Personal connection by analyzing the theme. What is a Vignette ?Well described, Detail filled, MOMENT in time No introduction No conclusion Beginning makes the reader want more.

Ending leaves your reader with a definitively strong feeling of some kind: excitement, sadness, fear, etc.

Content Objective: Content Objective: Students examine the use of Students examine the use of figurative and sensory language in a literary figurative and sensory language in a literary

nonfiction text and make a personal connection by nonfiction text and make a personal connection by analyzing the theme.analyzing the theme.

How does making a personal connection to a text help us understand an author’s message and/or perspective?

Why do you think I chose

“The Night Chicago Died”

by Chicago? Text to self:

»

» :Text to text

» Text to world:

Content Objective: Content Objective: Students examine the use of figurative and sensory Students examine the use of figurative and sensory language in a literary nonfiction text and make a personal connection by language in a literary nonfiction text and make a personal connection by analyzing the theme.analyzing the theme.

Make personal connections to the underlying themes of the literary nonfiction texts helps you understand and analyze.

I know what was happening because I watched the movie when I was younger.

My personal “family” connection is having police officers, highway patrol, and sheriffs in my family. The Ghost Busters are protecting people.

Answer the following questions on your paper. Turn in at the end of the period.

How does making a personal connection to a text help us understand an author’s message and/or perspective?

How does it help you connect with the reading?Name one connection you make to the "Ghostbusters"

by Ray Parker Jr. https://www.youtube.com/watch?v=9J9haehfQeg“

•How might understanding the history of the time and genres help to determine the author’s purpose and message?• How might authors of nonfiction convey a

message?

Closure: 30 Second WriteWhat is the name of the city in the background? Why did I choose it?

Lesson 1. Take out your Literary Devices handout, and read over it.2. Read a literary nonfiction text, create a simple graphic organizer and write examples of the Literary Devices you notice in the story. 3. Briefly comment and examine how figurative and sensory language support the author’s perspective and message. 4. Make a personal connection to the text and write a vignette exploring the underlying theme in your personal life. 5. This could be an example for the body of your next paper.

Watch the Ghost Busters Video. What are similarities between this music video and the nonfiction texts we have been reading? How does the video capture a moment which illustrates one of the underlying themes of the song?Examine the use of figurative and sensory language in a literary nonfiction text and make a personal connection by analyzing the theme.  

 30 Second WriteHow does making a personal connection to a text help us understand an author’s message and/or perspective? How does it help you connect with the reading?Name one connection you made to the song, “Ghost Busters.” How might understanding the history of the time and genres help to determine the author’s purpose and message?How might authors of nonfiction convey a message?

Elements of a Vignette  What is it?A vignette is a very well described, detail filled, MOMENT in time, not a three or four day event. Unlike a narrative essay, it is not necessary to have an introduction or conclusion; just jump right into it!

The beginning of your text should make the reader want to read more.

The ending of your vignette should leave your reader with a definitively strong feeling of some kind: excitement, sadness, fear, etc.

The theme of your vignette does not have to be stated explicitly; it may be implied.

How do you do it?Use strong sensory images to make a vignette unique.

Let your characters scream at the top of their lungs or whisper sadly.

Show: Julio’s eyes were the window to his soul; the pain that he had endured had settled upon him like a heavy fog.

Don’t tell: Julio was sad. Decide on a narration type and stick to it.Consider the verb tense: present, past, future. Make sure each verb is appropriate in the text.Use dialogue and interior monologues. Consider what type of person your character is and use figurative language fitting to their personality. Make the names of your characters count; you would not want your handsome hero named Dork Door. You can always embellish the truth-- if the truth just isn’t that interesting!