Welcome to English 11

A COMMUNITY OF WRITERS AND THINKERS

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

HOUSEKEEPING ISSUES

“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.”

A COMMUNITY OF CRITICAL READERS

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

LET’S BEGIN…

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?

WORDS TO DISCUSS MUSIC

Facts, Reactions, Questions, Conclusions?General conclusions about artist choice. General conclusions about

characterization.

NOW ON TO PRINT ART

Scale

Contrast

Color

Movement

Shape

Tone

Line

WORDS TO DESCRIBE ART

What does Hongo value?.

NOW ON TO LITERATURE“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 FOR”

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

WHAT DO YOU VALUE? GENERATE A LIST

Share your lists

Circle the 5-6 ideas that really shaped you to be the person you’ve become

Create your own “What For”

A COMMUNITY OF EFFECTIVE WRITERS

Read Critically

Write Effectively

6 Purposes of Writing:

Express/Reflect

Inform/Explain

Evaluate/Judge

Inquire/Explore

Analyze/Interpret

Take a Stand/Propose a Solution

OUR WORK THIS YEAR

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 REFLECTMRS. PARLARDG

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.

EXPRESS AND REFLECT CHRISTIANSEN’S WHAT FOR

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

A COMMUNITY OF WRITERS

The elements of literature review…

“ELEVEN” BY SANDRA CISNEROS

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

DELVE DEEPLY INTO “ELEVEN”

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.

ANNOTATION 101

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

“ELEVEN” ANALYSIS REFLECTIONS

Stylistic elements always present:

Diction

Syntax

Tone

Details

THE BIG 4

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 – THE POWER OF WORDS

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

DICTION

Elements of Syntax: sentence length, number of sentences, rhythm of sentences, sentence beginnings (variety or

pattern), word order/arrangement of ideas, sentence typesSentence Types:

DeclarativeImperative

InterrogativeExclamatory

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…

SYNTAX

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.

PUTTING DICTION AND SYNTAX TOGETHER

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).

YOUR TURN…

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.

TONE

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

PUTTING IT ALL TOGETHER

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.

TAKE A STAND/PROPOSE A SOLUTION

TECHNOLOGY

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.

RHETORICAL ANALYSIS ARGUMENT EVALUATION

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)

ANALYZING VISUALS

WHAT VISUAL AND TEXTUAL OBSERVATIONS DO YOU

MAKE?

Visual and Textual Observations

Inferences

DRAWING INFERENCES

Key Terms:

Claim

Argument

Evidence

RHETORICAL ANALYSIS

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?

PUTTING VISUALS TO THE TEST

How do claims, evidence, and reasoning work

together to produce an argument?

RHETORICAL ANALYSIS

“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 (PARAGRAPHS 1-2)

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 (PARAGRAPH 3)

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?

REALITY IS BROKEN

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 NARRATIVE 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 15-21) 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.

USING COUNTERCLAIMS TO STRENGTHEN AN

ARGUMENT

Definition

Reread and annotate paragraphs 23-29 and summarize similarities the author identifies between the two stories

EVALUATING THE USE OF ANALOGIES

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_world?language=en

ANALYZING ARGUMENT IN AN ALTERNATIVE MEDIUM

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?

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

FOOD INSECURITY/HUNGER

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

THE PHOTO ESSAY

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?

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?

FOCUS BY DANIEL GOLEMAN

ANALYZING CHARTS AND GRAPHS

What is the message this sign is making?What are the ineffective elements used?

What makes the second sign more effectiveat communicating its message?

So, rhetorical analysis is about identifying atext’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?

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

FIRST READING – DANIEL GOLEMAN

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”

Vocabulary: reprise, desultory, lexicon, indignant, absorbed, symptoms, vanguard, and epicenter. Definitions? Effect?

SECOND READING

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

RHETORIC

THE ARISTOTELIAN/RHETORICAL TRIANGLE

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.

IDENTIFYING CLAIMS AND RHETORICAL APPEALS

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?

RECOGNIZING A SHIFT IN TONE AND REASONING

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”?

CALL TO ACTION – PARAGRAPH 13

Look for factual evidence, a call to action, effects to scare or shock the audience

https://www.youtube.com/watch?v=dzykVhaEOPg

USING TEXTUAL EVIDENCE TO 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).

CREATE A PSA

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

ANALYSIS OF AN ARGUMENT

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.

BODY PARAGRAPH EXAMPLE

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 MCGONIGAL

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

REVISITING WORD CHOICE AND WORD PLAY

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.

“TOUCHSCREEN”

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.

“THE FLIGHT FROM CONVERSATION”

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 SEMINAR

To what extent does technology assist or impair our ability to communicate with one another?

SOCRATIC QUESTION

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?

SOCRATIC REFLECTION

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

“THE FLIGHT FROM CONVERSATION”

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.

NARROWING THE FOCUS/DRAFTING A THESIS

Topic sentence

Textual evidence as support

Embed quotes

PLAN YOUR BODY PARAGRAPHS

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.

INTRODUCTION

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 reader 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.

MY BODY PARAGRAPH

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?

CONCLUSIONS

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?

FEEDBACK AND REVISION

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.

“LET THERE BE DARK”

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.

“END ILLEGAL WILDLIFE TRAFFICKING ON WORLD WILDLIFE

DAY”

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.

ANALYSIS IMPROMPTU

LITERARY ANALYSISCharacterization

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.

THE INTRODUCTION OF A NOVEL

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?

SETTING

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

EVIDENCE-BASED REASONING

“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”

VOCABULARY

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?

FOIL

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)

PREPARING A WRITTEN RESPONSE

Highlight any challenging vocabulary in paragraphs 7-end

Paragraph 10 “impending” and “intricate”

Paragraph 13 “skirting” “mirth”

Paragraph 16 “prowess”

VOCABULARY

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?

ACADEMIC DISCUSSION

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

PROMPT

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

THE CANTERBURY TALES

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?

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!

YOUR JOB…

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 PROLOGUE

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 DOCTOR AND THE FRIAR

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 CANTERBURY ESSAY

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?

THE SCARLET LETTER

“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?

SYMBOLISM

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?

MEETING THE PROTAGONIST

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

GROUP PARAGRAPH ANALYSISDIALOGUE

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?

DIALOGUE PRESENTATIONS

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.

ANALYZING CHARACTERIZATION

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.

CHARACTERIZATION REVIEW

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 VISUALIZED

HESTER PRYNNEVISUALIZATION

HESTER PRYNNE VISUALIZED

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.

DIALOGUE

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.

QUESTIONS

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.

GROUP EFFORT

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 PROOF GAME

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)

THE 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.

YOUR ESSAY

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?

THERE EYES WERE WATCHING GOD

http://www.history.com/topics/roaring-twenties/videos/the-harlem-renaissance

THE HARLEM RENAISSANCE

Paragraph 6 parts

What have we learned about the protagonist based on the words spoken by others?

DIALECT

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.

SOCRATIC SEMINAR

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?

QUESTIONS

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.

FILM V NOVEL

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.

THE LITERARY ANALYSIS ESSAY

Includes an explicit and insightful claim.

Demonstrates a highly effective organizational structure.

Demonstrates a firm command of language.

Demonstrates a strong command of conventions.

LITERARY ANALYSIS

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.

THE LITERARY ANALYSIS PROMPT