Slaying the Foundations of English Final!
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Slaying the Foundations of English Final!
Block 1 – January 14Block 2 – January 15Block 3 – January 16
Block 4 – N/AFriday – Make Up!
Semester Overview
• Unit 1 – Plot, Setting, and Mood• Unit 2 – Character Development• Unit 3 – Narrative Devices• Unit 4 - Theme• Unit 5 – Author’s Purpose• Unit 6 – Argument and Persuasion• Unit 7 - Poetry
What to Expect on the Final
•53 questions •6 passages (1 poem, 2 non-fiction text, 3 fiction text)
Unit 1 – Plot, Setting, Mood
Short Stories we read: The Bass, The River, and Sheila Mant, Harrison Bergeron.
Setting: the time and place of the story
Mood: the feeling or atmosphere that a writer creates for the readers
Conflict
• A plot is a series of scenes that traces a conflict, or struggle between opposing forces
• Internal Conflict – taking place within the mind
• External Conflict – conflict between a character and an outside force
Plot
• Exposition: This part of a plot introduces the setting and characters and establishes a mood. It may also reveal the conflict or set the stage for it
• Rising Action: Complications arise as the main character struggles to resolve the conflict. “The plot thickens” as suspense builds
Plot
• Climax: The climax is a turning point in the story and the moment of greatest suspense. Often the main character makes a decision or takes an action that makes the outcome of the conflict clear
• Falling Action: This stage shows the results of the decision or action that happened at the climax. Tension eases as the is resolved
• Resolution: The resolution reveals the final outcome of the story and ties up any loose ends.
Unit 1 - For Practice
• Turn to page 80 of your textbook and read How To Build A Fire, by Jack London
• On pg. 96, answer questions as extra credit to turn in to Ms. Sutherland.
Unit 2 – Character Development
• We read: The Possibility of Evil, Lamb to the Slaughter, Like The Sun, Story of An Hour, My Forbidden Face
Unit 2 – Character Development
• Character Traits: a character’s qualities – physical, action, and reactions/interactions with others.
• Round Character: Complex, highly developed characters, exhibit a variety of traits, show a range of emotions
• Flat Character: One-sided, defined by only one or two traits, show only a few emotions, don’t grow or change
Unit 2 – Character Behavior
• Character Motivation – the reasons behind his or her actions – can affect your perception of the character
• Dynamic Characters – characters who change and grow as the plot develops
• Static Characters – characters who remain the same
Unit 2 – Moral Dilemma
• A character facing a moral dilemma must choose between two or more morally questionable options; for example, someone might have to choose between betraying a friend’s trust or breaking a school rule
Denotation vs Conntation
• Denotation = Dictionary definition of word
• Connotation = The experiences, opinions, thoughts you associate with a word
Unit 3 – Narrative Devices
• We read: Love, The Doll’s House, The Man in the Water
• Point of View – refers to the vantage point from which a story is told
• Narrator – the voice that tells the story, using pronouns “I”
Unit 3 – Narrative Devices
• First person – the narrator uses “I”• Third Person Limited – Is not a character in
the story but an outside observer. Using pronouns “He, She, They, Them”
• Third Person Omniscient – is all knowing; has access to the thoughts and feelings of all characters
• Second Person – Uses pronouns, “You”
Unit 3 – Choices about Time
• Foreshadowing – the use of hints to build suspense about what will happen next
• Flashback – account of an event or conversation that happened before the beginning of the story
Unit 4 – Theme Symbol
• We Read: The Interloper, Letter to A Young Refugee From Another, Song of P’eng-Ya
Unit 4 - Theme
• Theme – is an underlying message about life that a writer wants to convey
• Universal Theme – deal with archetypal experiences – that is, experiences common to all cultures.
• Symbol – a person, place, object, or activity that represents an abstract idea – Symbols help establish thematically appropriate moods,
provide information about characters, reveal an author’s perspective, and even show readers something about a work’s historical perspective
How Do I Identify Theme?
• Most of the time the theme is implied (it is NOT directly stated) and readers must analyze elements in the text – the setting, the characters, and the symbols, for example– to uncover the story’s deeper meaning.
Unit 5 – Author’s Purpose
• We read: The Plot Against People, Peruvian Child, Lady Freedom Among Us, The Secret Life of Walter Mitty
Unit 5 – Author’s Purpose
• Author’s Perspective: the unique combination of ideas, values, and beliefs that influences the way a writer looks at a topic
• Tone: attitude toward a subject
Unit 5 – Author’s Purpose
• To Inform• To Persuade• To Entertain• To Express Thoughts or Feelings
Unit 5 – Organization and Format
• Chronological Order: events presented in order of time sequence
• Classification Organization: things or ideas grouped with others that share common characteristics
• Cause-and-Effect Organization: an event presented with its causes, effects, or both
• Compare-and-Contrast: things or ideas discussed in terms of how they are similar to and different from each other
• Turn to page 528 for more information!
Unit 6 – Argument and Persuasion
• We Read: Immigration Articles, I Am Adam Lanza’s Mother, Jovan Belcher’s Manhood
Unit 6 – Argument and Persuasion
• Claim – writer’s position on a problem or an issue. The perspective revealed in the claim may change from argument to argument
• Counterargument – an argument that negates objections to the claim that “the other side” is likely to raise
• Support – reasons and evidence that help to justify the claim
Unit 6 – Argument and Persuasion
Evaluating an Argument• Check the claim – what is the writer trying to convince you
to do or believe?• Examine the evidence – does the information come from a
trustworthy source? Is there enough of it to make the case?• Look for logic – watch for errors in logic, such as hasty
generalizations, or conclusions drawn from too little evidence
• Consider the counter argument – has the writer adequately dealt with both sides of the argument?
Unit 6 – Rhetoric Devices
• Ethos – Appeal to ethics, to value, to moral• Pathos – Appeal to emotions• Logos – Appeal to logic• Word Choice – loaded language – uses words
with positive or negative connotations to stir people’s emotions
• Testimonial – relies on endorsements from celebrities or satisfied customers
Games for Review
• Context Clues: http://www.quia.com/pop/35971.html
• Review Sound Devices:http://www.glencoe.com/sec/literature/course/course4/unit1/poetry.shtml##Quiz yourself on Poetry:https://docs.google.com/spreadsheet/viewform?formkey=dFNaOGFMSXRNY3JfSDJOWDlWWC1YZHc6MQ#gid=0
Games/Videos
• Main Idea:– http://www.brainpop.com/english/writing/mainid
ea/– http://www.catawba.k12.nc.us/schoolpages/
bunkerhill/eoc/shortstoryterms.htm• Play Jeopardy with your classmates:– https://jeopardylabs.com/play/mr-boshears-englis
h-ii-eoc-jeopardy-round-1
Practice
• Reading Comprehension Practice:– http://www.testprepreview.com/modules/reading
1.htm
sore
saw
soar
HomophonesHomophones
right
rite
write
HomophonesHomophones
I’ll
isle
aisle
HomophonesHomophones
pour
paw
pore
poor
HomophonesHomophones
so
sew
sow
HomophonesHomophones
toed
toad
towed
HomophonesHomophones
wail
wale
whale
HomophonesHomophones
wear
ware
where
HomophonesHomophones
way
weigh
whey
HomophonesHomophones
ewe
you
yew
HomophonesHomophones
heel
he’ll
heal
HomophonesHomophones
by
buy
bye
HomophonesHomophones
awe
oar
or
ore
HomophonesHomophones
Bad luck!
Have another go!
Well done!
Spot on!
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