Connections, Conflict, Metaphor, and Character

In The Crucible

11 CP

• REMINDER!

• PSAT sign up by Wednesday, , October 5th.

• $15 (business office)

• Study books available

This week’s Vocabulary (Friday quiz)

• From Act Two . . .

• avid- eager for; dedicated to

• indignant- annoyance or anger over an unfairness towards someone or something

• pallor- paleness in complexion

• vengeance- punishment in return for a wrongdoing

• wily- clever; deceitful

Entry task/Journal: Please identify and explain two connections between this story and The Crucible

A Very Proper Gander by James ThurberNot so very long ago there was a very fine gander. He was strong and

smooth and beautiful and he spent most of his time singing to his wife andchildren. One day somebody who saw him strutting up and down in his yard

and singing remarked, “There is a very proper gander.” An old hen overheardthis and told her husband about it that night in the roost. “They said

something about propaganda,” she said. “I have always suspected that,”said the rooster, and he went around the barnyard next day telling

everybody that the very fine gander was a dangerous bird, more thanlikely a hawk in gander’s clothing. A small brown hen remembered atime when at a great distance she had seen the gander talking withsome hawks in the forest. “They were up to no good,” she said. A

duck remembered that the gander had once told him he did notbelieve in anything. “He said to hell with the flag, too,” said the

duck. A guinea hen recalled that she had once seen somebody wholooked very much like the gander throw something that looked

a great deal like a bomb. Finally everybody snatched up sticks andstones and descended on the gander’s house. He was strutting in his

front yard, singing to his children and his wife. “There he is!” everybodycried. “Hawk-lover! Unbeliever! Flag-hater! Bomb-thrower!” So they set

upon him and drove him out of the country.Moral: Anybody who you or your wife thinks is going to overthrow the

government by violence must be driven out of the country.

Reading / viewing in Act Two

Reading strategies

• Homework: Complete Vocabulary sheet if incomplete.

• Be sure all answers for Act Two (up to the point we stop reading) are complete.

Conflict Types

• Partner up and determine the conflicts described.

• Are they main conflicts or smaller, sub-conflicts?

Nonfiction reading with new vocabulary

Declaration of Independence

11AP

• REMINDER!• PSAT sign up by Wednesday, October 5th.• $15 (business office)• Study books available

• HOMEWORK: Create a short argument in the classical model (see page 13). BE SURE TO LABEL the parts of your argument!

List from 3rd• Antecedent• Anaphora• Aphorism• Parallelism• Absolute• Indignation• Inured• Inductive Argument/persuasion• Prudence• Connotation• Oration• Usurpation• Complex syntax• Circular reasoning• Moral tone• Futility • Periodic and loose sentences

List from 5th• Usurpation• Anaphora• Transient• Parallelism• Aphorism• Despotism• Prudence• Absolute• Periodic and loose sentences• Inductive and deductive arguments• Oration• Circular reasoning• Evinces

New terminology

• Anaphora: the repetition of words or phrases at the beginning of consecutive lines or sentences

• Aphorism: a concise statement that expresses succinctly a general truth or idea, often using rhyme or balance

• Absolute: Absolute- a word free from limitations or qualifications (“best,” “all,” “unique,” “perfect”)

• Periodic Sentence: A sentence in which the main clause or its predicate is withheld until the end; for example, “Despite heavy winds and nearly impenetrable ground fog, the plane landed safely.”

• Loose sentence: is a type of sentence in which the main idea (IC) is elaborated by the successive addition of modifying clauses or phrases. Typically the clause resides at the start of the sentence. Also known as a cumulative sentence. For example:

• "Bells rang, filling the air with their clangor, startling pigeons into flight from every belfry, bringing people into the streets to hear the news."

Inductive reasoning

• Inductive reasoning takes a specific representative case or facts and then draws generalizations or conclusions from them. Inductive reasoning must be based on a sufficient amount of reliable evidence. In other words, the facts you draw on must fairly represent the larger situation or population.

• Example:• Fair trade agreements have raised the quality of life for coffee

producers, so fair trade agreements could be used to help other farmers as well.

• In this example the specific case of fair trade agreements with coffee producers is being used as the starting point for the claim. Because these agreements have worked the author concludes that it could work for other farmers as well.

Deductive reasoning

• Deductive reasoning begins with a generalization and then applies it to a specific case. The generalization you start with must have been based on a sufficient amount of reliable evidence.

• Example:• Genetically modified seeds have caused poverty, hunger,

and a decline in bio-diversity everywhere they have been introduced, so there is no reason the same thing will not occur when genetically modified corn seeds are introduced in Mexico.

• In this example the author starts with a large claim, that genetically modified seeds have been problematic everywhere, and from this draws the more localized or specific conclusion that Mexico will be affected in the same way.

Circular reasoning

• Circular reasoning--This restates the argument rather than actually proving it.

• Example:• George Bush is a good communicator because he

speaks effectively.• In this example the conclusion that Bush is a "good

communicator" and the evidence used to prove it "he speaks effectively" are basically the same idea. Specific evidence such as using everyday language, breaking down complex problems, or illustrating his points with humorous stories would be needed to prove either half of the sentence.

Verbals

• English has three kinds of verbals:• Participles which function as adjectives (e.g. burnt log,

a betting man);• Gerunds which function as nouns and can be used with

or without an article (the Running of the Bulls, "studying" is an academically beneficial practice)

• Infinitives which have noun-like (the question is to be or not to be), adjective-like (work to do), and adverb-like functions (she came over to talk). If in order can precede the infinitive ("she came over in order to talk"), then it must be acting as an adverb. Infinitives are often preceded by 'to'; but not necessarily.

General Vocabulary

• Prudence—governed by logic or rational behavior

• Usurpations—to seize and hold power

• Inured--able to withstand hardship, strain, or exposure