mrward

1st PERIOD ENGLISH III

08/31 – 09/01/2015

As I Lay Dying (Day 1cc)

Objective: Determine the effect setting has on an author’s work

Determine the effect multiple narrators has on a work

Procedures:

  • Students discuss what it means to be a “southerner”?
    • Where is the south?
    • Is being southern a state of mind or is it a location?
  • Discuss the prolific use of The South as a literary setting.
    • What makes The South a good place to set a narrative?
  • Objective:
    • Understand and explore the use of multiple voices in narration
    • Examine the Bundren family through the subjective evidence provided by a multiplicity of characters

    Guiding Questions:

    • What does a character’s voice reveal about themselves?

    • What are the strengths and weaknesses of learning about something or someone through perspectives?

    Procedures:

    • Whole Class Discussion:
      • What is narrative voice?
        • Narrative voice is the term used to describe how the narrator tells a story. It is the voice, sometimes of a character in the story, sometimes an unseen voice, that provides background information, insight, or describes the actions of a scene.
      • Ask students to brainstorm what ‘voice’ might mean in terms of a novel—what sorts of things would a person’s voice reveal?
      • Handout The Many Voices of As I Lay Dying worksheet.
        • To be turned in at end of novel.
    • Give out AILD reading schedule
    • Discuss student’s essays, “What Is A Southerner?”
    • What makes “the South” an interesting setting?
    • Discuss assumptions and stereotypes about the South vs. historical facts.
    • Define Narrator
    • Discuss different types of narrators and the effect of 1st, 2nd, 3rd Narrators and omniscient narrators
    • Discuss reliable and unreliable narrators
    • What does it mean to have multiple voices or perspectives instead of just one?

    Read aloud through page 28 (Dewey Dell).

    Assign questions and vocabulary: (see attached)

Name____________________________________ Date_______________ Class______

As I Lay Dying Chapter Questions

Darl (pg 3)

Vocabulary

1. Adze

2. Dilapidation

3. Endued

4. Plumb-line

1. What details about Jewel foreshadow his personality?

2. What is the significance of the comparison of the wooden boards to gold?

3. Explain the spacing of the words “Chuck. Chuck. Chuck”

Cora (Pg 6)

Vocabulary

1. Chide

2. Shucks

1. How does Cora contradict herself in this chapter?

2. What detail indicates past tension between Cora and Addie?

Darl (pg 10)

Vocabulary

1. brogans

2. gourd

3. hiatus

4. leech

5. myriad

6. orifice

1. What details are used to show the difference between the Bundren family and the Tull family, as far as social position?

2. What is unusual about the way Jewel interacts with his horse?

Jewel (Pg 14)

1. What is unusual about the structure of this novel so far?

2. What does Jewel think Cash’s motive is for building the coffin?

3. What is the significance of the repeated phrase “One lick less”?

Darl (Pg 16)

Vocabulary

1. aghast

2. decorous

3. flail

1. What literary device enhances the exact nature of Vernon Tull’s spitting?

2. What details are used to show Anse Bundren’s (Pa’s) incomplete masculinity?

3. What repeated details are you noticing about Jewel?

Cora (Pg 21)

Vocabulary

1. coddled

2. frailed

3. partiality

1. What elements are unique to Cora’s narrative style?

2. According to the Tulls, what seems to be the primary motivating ethic for the Bundrens?

Dewey Dell (Pg 26)

Vocabulary

1. dassent

1. In the first section, Darla views Cash’s work as turning the boards into gold as they become their mother’s coffin. How does Dewey Dell view this work?

2. What details about Dewey Dell’s sexual encounter with Lafe link it with fate and death?

08/28/2015

To revise sentences to vary beginnings; to revise a paragraph to vary sentence structure; to revise sentences to reduce wordiness

Review”Varying Sentence Beginnings” (510-512)  Ex.1(513)Rev. Answers Aloud

Review “Varying Sentence Structures” (513-514)  Ex 2 (514) Rev. Answers Aloud

Review “Revising to Reduce Wordiness” (514-516)    Ex.3 (516) Rev. Answers Aloud

Homework Given: Review A-B on pages 517

08/27/2015

To combine sentences by inserting modifiers; as well as prepositional, participial, absolute, and appositive phrases.

Review”Combining Sentences by Inserting Words and Phrases” “Single-Word Modifiers”, “Prepositional Phrases” (498-500)

Ex.1(501) Aloud

Review “Participial Phrases”, “Absolute Phrases” “Appositive Phrases” “Coordinating Ideas”, “Subordinating Ideas” (501-508)

Ex.2 (503) Aloud; Ex 3(504) Aloud; Ex 4(505-506) Aloud; Ex 5 (508) Aloud

Review A-B on pages 508-509

08/26/2015

Review”Obstacles to Clarity/Sentence Fragments” (489-490)

Review “Phrase and Subordinate Clause Fragments” (491-493)

Ex.4(490-491) Review Answers Aloud

Ex 5 (493-494) Review Answers Aloud

Review “Run-on Sentences” (494-495)

Ex. 6 (495-496) review Answers Aloud

Review B on pages 496-497

08/25/2015

WRITING CLEAR SENTENCES

Review”Ways to Achieve Clarity (480-482) [adverb clauses]

Ex. 1 on page 48-484. Review Answers Aloud

Review Adjective Clauses (484-485)

Review “Parallel Structure” on pages 486-487

Ex. 2 (485)  Review Answers Aloud

Ex. 3 (487)  Review Answers Aloud

Homework Given: Review A on page 488

08/24/2015

Elements of Language

Clauses

Students complete Diagnostic Review A and B on pages 120-121.

Review Answers on Board

Review pages 122-123 aloud.

Students do Exercise 1 on pages123-124

Review Answers on Board

Review pages 124 – 126 aloud

Students complete Exercise 2 on page 126

Review Answers on Board

08/24/2015

Elements of Language

Clauses

Review pages 126-127 aloud.

Students do Exercise 3 on page 128

Review Answers on Board

Assignment: Students do Review A on pages 128-129

Review pages 129 – 130 aloud

Students complete Exercise 4 on page 131

Review Answers on Board

Assignment: Students complete Review B on pages 131-132

08/21/2015:

You have now read two texts relating to the American colonists’ desire to be free from British rule:

excerpt from “Common Sense” by Thomas Paine

excerpt from “Give Me Liberty or Give Me Death” by Patrick Henry

Write an essay that argues which author more effectively uses rhetoric to advance his purpose. Be sure to cite evidence from both texts to support your argument.

08/20/2015

Students do Prompt I from TCAP Grade 11 Writing Practice Task II:

You have now read the excerpt from Common Sense by Thomas Paine. In this text, Pain develops several central ideas.

Determine two central ideas of the text and write an essay that analyzes how the author develops these ideas over the course of the text, including how they interact and build on one another. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.

08/19/2015

Analytical Essay (Day 3): Rhetorical Devices

Vocabulary: ethos, pathos, logos, rhetoric

  1. Begin the lesson by asking students what needs to be present in order for a speech to occur.

    Though the question may seem puzzling—too hard, or too simple—at first, students will eventually identify, as Aristotle did, the need for a speaker, a message, and an audience.

  2. The class should discuss audience and the importance of identifying the audience for speeches, since they occur in particular moments in time and are delivered to specific audiences.

    This is a good time to discuss the Rhetorical Triangle (Aristotelian Triad) or discuss a chapter on audience from an argumentative textbook.

    You may wish to share information from the ReadWriteThink.org lesson Persuasicve Techniques in Advertising and The Rhetorical Triangle from The University of Oklahoma.

  3. Next distribute Queen Elizabeth’s speech to the troops at Tilbury (with questions) and use the speech and its historical context as a model for the processes students will use on the speech they select.

     Provide a bit of background informationon the moment in history.

  4. Then, as a class, go over Queen Elizabeth’s speech and discuss the rhetorical devices in the speech and the purpose for each one.  

    Adjust the level of guidance you provide, depending on your students’ experiences with this type of analysis.

     The questions provide a place to start, but there are many other stylistic devices to discuss in this selection.

  5. Discuss the audience and the author’s manipulation of the audience.  Consider posing questions such as

    • This is a successful speech.  Why?

    • Elizabeth uses all of the appeals – logos, pathos, and ethos – to convince all of her listeners to fight for her from the loyal follower to the greedy mercenary.  How?

    • The tone shifts throughout the selection.  Where?  But more importantly, why?

Vocabulary:

  • Cite

Read “Two Days With No Phone” aloud

Students complete “Cite Your Evidence” worksheet

Assignment:

Text-Dependent Questions for Thomas Paine’s “Common Sense”

  1. What did you learn after reading lines 52 -56? Why is this important to the overall point of the essay?
  2. What is the most important point in lines 37 – 51? How do you know?
  3. What supporting details does the author include to help you learn about England’s relationships with other nations? (Give line numbers for each detail.)
  4. What does the author think about people who argue that Britain is the “parent country” of the American Colonies?

08/18/2015

Analytical Essay (Day 2): Analyzing NonFiction

  • Students look up the following terms and add to vocabulary notebook:
    • analyze
    • text
  • Review “Changing the Ecosystem” on screen:
  • Students complete exercises from “Changing the Ecosystem” handouts.
  • Students write a one page summary of “Common Sense” excerpt.

08/17/2015

Analytical Essay (Day 1): Finding the Main/Central Idea

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