Tuesday, December 1, 2015
Help with annotation
When annotating poetry look for each of the following in your poem. Start with identifying the various examples of figurative language within your poem and continue on...
Tuesday, November 17, 2015
The Websites You Asked For!!!
YALE UNIVERSITY COURSE:
http://oyc.yale.edu/african-american-studies/afam-162
GATES' DOCU:
http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/
http://oyc.yale.edu/african-american-studies/afam-162
GATES' DOCU:
http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/
Wednesday, November 11, 2015
Help with Poems
Help with both Eros Poems:
https://joelsal.wordpress.com/2008/11/06/eros/
https://moodle.cpsd.us/moodle/mod/forum/discuss.php?d=6969
https://joelsal.wordpress.com/2008/11/06/eros/
Help with "We Grow Accustomed..."
http://www.shmoop.com/we-grow-accustomed-to-the-dark/stanza-1-summary.html
http://www.shmoop.com/we-grow-accustomed-to-the-dark/analysis.html
http://kp2-oedipus.wikispaces.com/Poem+Analysis
Help with "Acquainted with the Night..."
http://www.shmoop.com/acquainted-with-night/summary.html
http://www.shmoop.com/acquainted-with-night/analysis.html
https://joelsal.wordpress.com/2008/11/06/eros/
https://moodle.cpsd.us/moodle/mod/forum/discuss.php?d=6969
https://joelsal.wordpress.com/2008/11/06/eros/
Help with "We Grow Accustomed..."
http://www.shmoop.com/we-grow-accustomed-to-the-dark/stanza-1-summary.html
http://www.shmoop.com/we-grow-accustomed-to-the-dark/analysis.html
http://kp2-oedipus.wikispaces.com/Poem+Analysis
Help with "Acquainted with the Night..."
http://www.shmoop.com/acquainted-with-night/summary.html
http://www.shmoop.com/acquainted-with-night/analysis.html
Monday, November 9, 2015
EXAMPLE OF A PARAPHRASED SONNET
SONNET 1
From fairest creatures we desire increase,
That thereby beauty's rose might never die,
But as the riper should by time decease,
His tender heir might bear his memory:
But thou, contracted to thine own bright eyes,
Feed'st thy light's flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world's fresh ornament
And only herald to the gaudy spring,
Within thine own bud buriest thy content
And, tender churl, makest waste in niggarding.
Pity the world, or
else this glutton be,
To eat the world's
due, by the grave and thee.
We desire that all created things may grow more plentiful,
So that nature's beauty may not die out,
But as an old man dies at the hand of time,
He leaves an heir to carry on his memory:
But you, interested only in your own beauty,
Feed the radiant light of life with self-regarding fuel,
Making a void of beauty by so obsessing over your own looks,
With this behavior you are being cruel to yourself.
You are now the newest ornament in the world, young and
beautiful
And the chief messenger of spring,
But you are burying the gifts you have been given within
yourself
And, dear one, because you deny others your beauty, you are
actually wasting it.
Take pity on the
world, or else be regarded as a selfish glutton,
By the laws of God
and nature you must
create a child, so that the grave does not
devour the memory of your loveliness.
Help with Poems
Point of view is a reflection of the opinion an individual from real life or fiction can have. Examples of point of view belong to one of these three major kinds:
1. First person point of view involves the use of either of the two pronouns “I” and “we”.
- Example:
- “I felt like I was getting drowned with shame and disgrace.”
2. Second person point of view employs the pronoun “you”.
- “Sometimes you cannot clearly discern between anger and frustration.”
3. Third person point of view uses pronouns like “he”, “she”, “it”, “they” or a name.
- “Mr. Stewart is a principled man. He acts by the book and never lets you deceive him easily.”
IMAGERY
As a literary device, imagery consists of descriptive language that can function as a way for the reader to better imagine the world of the piece of literature and also add symbolism to the work. Imagery draws on the five senses, namely the details of taste, touch, sight, smell, and sound. Imagery can also pertain to details about movement or a sense of a body in motion (kinesthetic imagery) or the emotions or sensations of a person, such as fear or hunger (organic imagery or subjective imagery). Using imagery helps the reader develop a more fully realized understanding of the imaginary world that the author has created.
Comparison and Contrast Info Packet
http://scsworkshops.info/wp-content/uploads/2012/01/The-Literary-Comparison-Contrast-Essay.pdf
Comparison and Contrast Essay Information and video links
Comparison and Contrast
Essay Information and video links
Comparison and Contrast
Essay Lesson Plan:
Step
1: Choose Your Poems
Emily
Dickinson's Poem "We grow accustomed..." HERE
http://poetry-fromthehart.blogspot.com/2014/04/we-grow-accustomed-to-dark-emily.html
A. Read the TWO poems
B. Paraphrase BOTH POEMS
http://www.slideshare.net/Bulldog4/14-2-paraphrasing-power-point
C. Annotate
your copy. Look for literary techniques that each poet uses and determine
how they each go about elaborating on the topic.
https://www.youtube.com/watch?v=6cVU-0Zqnq4&spfreload=10
https://www.youtube.com/watch?v=9RFqnrBfgCA
D. Come
up with a theme and find two pieces of textual evidence to support
your theme.
Theme:
A lesson about life. Not a one word topic. It relates to all people, not just
the characters.
Example:
In life everyone must face their own mortality at some point.
Packet and Model:
Step 2: (ELEMENTS OF A COMPARISON AND CONTRAST
ESSAY):
·
View and answer the following questions
o
What should be in your introduction?
o
What is a topic sentence and where should it be
within your paper?
o
What are examples of concrete details?
o
What should the commentary explain?
o
What is the concluding sentence and what is its
purpose?
o
What elements are required to be in my concluding
paragraph?
·
Notes of Point-by-Point Method
o
How many paragraphs are used in this method?
o
How many concrete details and commentary are needed
in each paragraph?
o
How many sentences should be in each body
paragraph?
o
List all of the sentences needed in each paragraph
and in the order they appear.
o
Using the example, explain the purposes of the
concrete detail and commentary sentences.
·
Notes on the Block Method
o
How many body paragraphs are in this method?
o
How many concrete details per paragraph do you have
using this method?
o
How many sentences are needed in each body
paragraph?
o
What will you be eliminating using this methods?
Step 3: (GRAPHIC ORGANIZERS):
·
Poster Board Sheets
Use the graphic organizer to begin comparing and
contrasting the two poems. Find textual support for each aspect of the
organizer.
Step 4: (THESIS):
- View the video
clip and compose your thesis statement.
- When you are
finished everyone in your group should have a solid thesis statement for
their essay.
- Now add your own
standpoint or argument to the thesis.
Step 5: (OUTLINE):
·
Copies of worksheets
Use of the graphic organizers and organize your
essay.
Step 6: (EMBEDDING QUOTES):
You will use the quotes from your organizer to
embed in your essay.
Step 7: (FINAL ESSAY)
Below are the requirements for each paragraph of
your essay:
View this video and answer the following questions:
1. What
should be in the introduction?
2. What
is a good hook? (WE ARE DOING THE UNIVERSAL HOOK)
3. What
is the purpose of the topic sentence?
4. What
is the commentary?
5. What
are transitions? Provide examples.
Introduction:
1. Hook 2. Introduction of the author and title of
both works 3. Overall Meaning of
both works in 1-2 Sentences 4. Plot
Summary of each in 1-2 sentences 5.
Emotions of the speakers in each 6.
Thesis explaining how you think they compare or contrast overall
Body 1:
1. Topic
Sentence on similarities 2. Similarity
evidence (1-2 sentences) 3.
Similarity analysis (3 sentences)
Body 2:
1. Topic
Sentence on differences 2. Differences
evidence (1-2 Sentences) 3. Differences
analysis (3 sentences)
Body/Conclusion:
1. Restate
your thesis (use totally different wording)
2. Restate
your topic sentences using totally different wording
3. Write
your “So What” sentence.
A.
What new revelation can be acquired about the
themes by understanding the way these words are similar and different?
B.
How does the message from the two connect to the
human experience, although they are told differently and similarly?
Friday, October 30, 2015
Wednesday, October 28, 2015
Autobiographical Narrative Example
Autobiographical Narrative
Definition: An autobiographical
narrative tells the story of an experience that took place in the
author’s life. It usually focuses on the details associate with the experience,
but it also lets the author express his or her thoughts and feelings about what
happened.
Using the following example as a model, write your own
autobiographical narrative. Be sure to stay focused on one event/moment/day.
The essay will be 600-700+ words, but no more than 800. Type your essay and double-space or print it
in black ink, skipping lines. Use a creative title. Use descriptive words and
dialogue. Use the active voice. Rough draft due _______________________.
Writer’s Model
|
Introduction
Attention-grabbing opener
Hint at meaning
Background information; main character
Background information; main event
Description
BODY BEGINS
Event one (chronological order)
Dialogue
Description
Event two
Thoughts and feelings
Event three
Description; action details
Dialogue; thoughts and feelings
Event four
Conclusion
Meaning of experience; thoughts and feelings
Final thought
|
An Actor is Born
I wish I could
say that I was planning my debut on Broadway the next season – or even that
the experience was mildly successful. But I can’t. I don’t even know how I
became involved in the first place. I’ve always known all the techniques for
avoiding attention. I’m never late for class. I always sit in the back row. I
keep my head down at the right times. But last year my family got involved,
and life hasn’t been the same since.
The yearly
drama production is always a big event around school. Last year, posters with
strange objects that were supposed to be windmills, but looked more like
clock hands run amok, went up everywhere. They decorated every available
space and featured only two words: Don Quixote.
Not long after
these decorations appeared, my parents began one of those dinner table
conversations about “Susan’s Shyness and What Can Be Done About It.”
“Why don’t you
sign up?” my father urged. “There are lots of things you can do offstage
–lights, costumes, prompting. And it’ll be good for you. You’ll meet people
and get out of yourself a little.”
Silence from
me.
For some
reason, this particular play really caught on at school. Maybe it was just
the nuttiness—the strange, wonderful man who thought he was a knight and went
off fighting windmills and showed People what it was like to have a dream. We
has seen pictures of him in our world literature books, dressed up in his
great-grandfather’s old, rusty armor. Anyway, my one true friend signed up
and, in a moment of misguided fervor; so did I.
After that, it
was all a chain of circumstances. Halfway through rehearsal, the actress
playing Teresa got sick. I was leaning to work the lights, enjoying my place
in the half-darkness of the theater, when Mr. Jacobs called my name. I don’t
know why he ever chose me as an understudy in the first place—probably
because it was a minor role and he had to have somebody, after all. It
certainly wasn’t my stage presence. Anyway, no one thought for a moment that
Everything
happened awfully fast that night. I was rushed into
Later, they
told me that I seemed to be saying my lines but that nobody could hear them.
It didn’t get easier as the longest play in history went on. I remember
stumbling onto the stage each time in a kind of merciful daze. I discovered
that if I didn’t look at the audience, I could retrieve most of my lines from
my dim memory. No one mentioned afterward that Teresa seemed fixated on the
empty space above the stage.
I didn’t
suddenly blossom into Katharine Hepburn, but the world didn’t come to an end
either. You still won’t find me leaping up to answer questions in class. But
it was fun to go to the party with the rest of the cast, to laugh at some of
the funny bloopers, and to feel good because everyone like the play so much.
For once in my life, I’d been in the limelight a little. And it didn’t feel
so bad, after all.
|
The following is another example, but please use the previous model
as your guide.
On this morning in August when I was 13, my mother sent us
out to pick tomatoes. Back in April I’d have killed for a fresh tomato, but in
August they were no more rare or wonderful than rocks. So I picked one and
threw it at a crab apple tree where it made a good splat, and then threw a tomato at my brother. He whipped one back
at me. We ducked down by the vines, heaving tomatoes at each other. My sister,
who was a good person, said, “you’re going to get it.” She bent over and kept
on picking.
What a target! She was 17, a girl with big hips, and bending
over, she looked like the side of a barn.
I picked up a tomato so big it sat on the ground. It looked
like it had sat there a week. The underside was brown, small white worms lived
in it, and it was very juicy. I stood up and took aim, and went into the
windup, when my mother called my name in a sharp voice. I had to decide
quickly. I decided.
A rotten Big Boy hitting the target is a memorable sound,
like a fat man doing a belly-flop. With a whoop and a yell the tomatoee—came
after me faster than I knew she could run, and grabbed my shirt and was about
to brain me when Mother called her name in a sharp voice. And my sister, who
was a good person, obeyed and let go—and burst into tears. I guess she knew
that the pleasure of obedience is pretty thin compared with the pleasure of
hearing a rotten tomato hit someone in the rear end.
~ From Lake Wobegon
Disney Dreamers Academy
USE THE URL BELOW FOR MORE INFORMATION:
https://www.disneydreamersacademy.com/
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