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-sentence types quiz

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Allison Anderson

on 15 October 2014

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Transcript of -sentence types quiz

Bellwork: Sentence types quiz, review section 3 to prepare for GC Quiz
Glass Castle Quiz 3
Syntax Prezi (G4)
John Case Study Activity; explain the steps you chose (G4)
Introducing Tone, Mary Poppins
Tone Skits
*** Glass Castle Section 4,(155-205) due September 24

English 9 Hon, Sept 18, 2014
Tone
In your journal, describe the tone of the film using your two word lists.
English 9, 9/18 & 19/2014
DCQ Bellwork
I'm checking to make sure all definitions are
in vocab document, so pull them up.
Finish character Frayer
Irony, "Isn't it ironic?"
How to Write a Body Paragraph
Unscramble imagery paragraph
Write your own
No Red Ink
Anderson
English 9 , Sept. 18, 2014
Tone
Next to your original list, write down the new tone for this different version.
What attitude does the author take about hiring a nanny in the first version? How can you tell? What details are included to support the tone words you selected? What about the second version?
Take a Closer Look...
Your turn...
1. You will be paired with one other person from the class.

2. You will each be given a tone word that will indicate your attitude toward the situation in your skit.

3. You will choose a scenario from the list and perform the scene as the character embodying that tone.
The class will attempt to guess your tone.
Scenarios:

1. A parent confronting his/her child about a low grade.

2. A coach talking to his/her star player about the upcoming game.

3. A boyfriend/girlfriend deciding to break up.

4. You have to explain to your friend that while you were pet sitting their dog, he got hit by a car and died.
What is CDQ? - Challenge, Defend, Qualify
Defend – You agree with what is written. All the evidence you provide supports this viewpoint.

Challenge – You disagree with what is written. All the evidence you provide disproves the viewpoint of the prompt.

Qualify – You agree with parts and disagree with parts of what is written. You must provide evidence that supports a portion of the prompt and evidence that disproves a portion of the prompt. Be careful with this one: too often, students choose this answer and sound wishy-washy – “Well, sometimes it could be true, but sometimes it could be untrue.” If you opt for qualification, you must set up conditions under which it is true and untrue.


If you choose to defend the above statement, you would focus on the notion that to be successful, you must first be happy with who you are and what you stand for, that to live by your own principles in a society that mandates some level of conformity shows strength and determination, thereby making you success in life.

If you choose to challenge the above statement, you would focus on the idea that success is often associated with the workforce. In professional fields, a cooperative effort is necessary, sometimes requiring a compromise of your own beliefs for the greater good of the company.

If you choose to qualify the above statement, you first need to establish conditions for success. In order to achieve personal success, you must stick with your convictions and live as you deem appropriate. In order to achieve professional or financial success, you often must sacrifice some of your own beliefs for a more productive collaboration.
EX – There is only one success – to be able to spend your life in your own way.
Christopher Morley
US author & journalist (1890 – 1957)
On your exit slip, write the 1st tone word you chose and list 2 ways you would create that tone in writing!
What are the tools that a writer uses to create a particular tone in his/her writing?
Diction - this refers to a writer's (or speaker's) word choice; besides the dictionary definition of a word (its denotation) a word can have an emotional charge or association that creates a secondary meaning (its connotation)
Mark Twain once said, "The difference between the right word and almost the right word is the difference between lightning and a lightning bug." What do you suppose he meant by that?

Imagery - look carefully at the pictures that a writer creates; note his/her descriptive details in the setting such as: colors, objects, weather, seasons, use of light or darkness, look at any symbols and what feelings they may suggest

Characterization - look at the various elements of characterization and assess what messages the writer is sending through his characters' actions, reactions, thoughts, speech, physical description or what other characters say about them

Plot - what feelings are created by the writer structures the series of events that occur? What feelings are created by the conflict and how it is solved or resolved?

Theme - Think about the author's message; what attitude comes through in his/her main point?

After collecting evidence in all of these areas, a reader can look at the overall attitude or feeling
that the writer is expressing in all of these subtle ways.
As we examine our own writing, are we using all of the tools we can to create a unified tone or
attitude?
Definition: Tone is defined as the writer's attitude toward the reader or the subject matter of a
literary work. An author may be serious, humorous, sarcastic, playful, angry and so forth. The
tone may remain constant, or it may vary in degree of intensity, or shift entirely at some point in
the piece of writing.
The Tools of Tone: How do we create a certain tone in our writing?
https://www.youtube.com/playlist?list=PL-bYf6_s0mOAqQPOLfFYitdpc0CqviVpf
**Section 4: Chapters 33-40 (p. 158-207), due September 22, 23**
Agenda
Bellwork: DCQ, update your U1 Vocab
Present John Case Study Steps, (G4)
Tone Introduction, (Mary Poppins), read tone packet/annotate (G4)
Tone Skits
Foreshadowing discussion, activity
Syntax review, voice lesson
A narrative device that hints at coming events; often builds suspense or anxiety in the reader.
Foreshadowing
Notice the hints given to indicate certain events to come. List the clue for each clip as we watch.
Text Example: "Promise you'll close the door behind you," (p. 119).
What did that foreshadow?
(clues about what's to come)
English 9, September 22/23, 2014
**Section 5: Chapters 41-49 (p. 208-257) September 26, 29**
Acquire and use accurately general academic and content specific vocabulary.
Apply the writing process to plan, draft and revise.
*** Glass Castle Section 4,(155-205) due September 24
Bellwork: Frayer Reflection, finish Frayer 10 minutes, MUST have 4 inferences, Quizlet flashcards when finished
Irony, "Ironic, I think I'm getting so huge I need a shrink..."
Quiz 4Bruiser
Tone words and "Mary Poppins"
Foreshadowing Discussion/Activity
Guided Practice, Section 4
Parts of the Body Paragraph
Unscramble imagery paragraph
Writing your own for bellwork next time
Acquire and use accurately general academic and content specific vocabulary.
Apply the writing process to plan, draft and revise.
September 22, 2014
Agenda:
Bellwork: Tone voice lesson, No Red Ink
Quiz 4
Foreshadowing discussion, activity
"Bad Parenting", Philadelphia Magazine
Exit response

** Glass Castle Section 5, (206-241) due September 30**
Acquire and use accurately general academic and content specific vocabulary.
Apply the writing process to plan, draft and revise.
English 9 Hon, Sept. 24, 2014
Agenda:
Bellwork
Guided Practice, Section 4
Parts of the Body Paragraph
Unscramble imagery paragraphs
Writing your own
Irony, "Ironic, I think I'm getting so huge I need a shrink..."
Tone words and "Mary Poppins"
Foreshadowing Discussion/Activity
Bellwork, 9/24 and 25/14
Choose 1 of your quotes from the Frayer you did
Write it on a small, yellow post-it, you MUST cite correctly, including quotations marks and page number, WRITE YOUR NAME ON FRONT

EX: "Wordsworth stated that Romantic poetry was marked by a spontaneous overflow of powerful feelings" (263).

Hang that up (don't write the inference - just the quote)
Choose a quote that someone else has posted, on the back write what you were able to infer by the quote they posted an write your name on the back
Pick up your Section 4 guided practice and start if you finish early.
Acquire and use accurately general academic and content specific vocabulary.
Apply the writing process to plan, draft and revise.
September 25, 2014
English 9 Hon, Sept 26, 2014
Agenda:
Bellwork: "Bad Parents" written response, discussion (What's the effect of that type of parenting? Is it good or bad?), view new terms on Quizlet
U1 vocab: Foreshadowing, Allusion, Oxymoron, Stanza, Central Conceit/Extended Metaphor
Analyzing Poetry, TP-CASTT
**Section 5: Chapters 41-49 (p. 208-257) September 26, 29**
Walk around the room and find a partner to exchange charts with and discuss article (5 min): each time you discuss with a partner, sign their chart
Find a different partner to discuss article with and switch charts (5 min)
Activity: One side of classroom is Jeanette Walls' parents and the other is the parenting type described in the article. Stand somewhere on the line where you fall (your thoughts on how parents should be) (5 min)
In this spot, sit down and complete your written response via Google Classroom
Bellwork, Sept 26, 2014
Written Response: The author states that parents who give their kids “everything and ask for nothing in return” produce children who are clueless and entitled. Do you agree or disagree? Write a response in which you defend your opinion. You must use/reference 2-3 examples/quotes from the article or your own knowledge to support your reasoning.
Allusion: A reference to another work of literature, person, or event.

Oxymoron: A figure of speech that combines opposite or contradictory terms in a brief phrase; ex: jumbo shrimp, hot mess

Stanza: A group of consecutive lines in a poem that form a single unit; a division of a poem that is often referred to as a "paragraph of poetry"

Extended Metaphor: A metaphor developed at great length, occurring frequently in or throughout a work, ex: "Stereohearts" by Adam Levine

Euphemism: An indirect, less offensive way of saying something that is considered unpleasant
Allusion
Euphemism
People use euphemisms to:
soften an expression
be polite
be sarcastic/make something
serious seem less serious
Let's read some examples: http://examples.yourdictionary.com/examples-of-euphemism.html
What are these euphemisms for?
All of these are allusions to Rosie the Riveter.
Write all the allusions you recognize from the music video:
Oxymoron
Standards:
Acquire and use accurately general academic and content specific vocabulary.
Apply the writing process to plan, draft and revise.
What is holding you back?
Explain in 3-5 sentences. Is it like the blue lawn chair is to this horse or is it a realistic obstacle?
What do you want to do that you aren't letting yourself do?
Agenda:
Kahoot
Bellwork, Quizlet 10 minutes
Go over GP, section 4
Section 5 Quiz
Make sure you've turned in your inference body paragraph
Irony, "Ironic, I think I'm getting so huge I need a shrink..."
Foreshadowing/Allusion
Tone words and "Mary Poppins"
Tone introduction packet and skits
Section 5 GP
Allusion: A reference to another work of literature, person, or event.
**Section 6: Chapters 50-60 (p. 258-300) October 2, 3**
** Glass Castle Section 5, (206-241) due September 30**
Standards:
Acquire and use accurately general academic and content specific vocabulary.
Apply the writing process to plan, draft and revise.
English 9, Sept 26/29, 2014
"TP-CASTT", John Doe died today
15 min: TP-CASTT the poem
5 min: rotating through the "TP-CASTT" of other groups (3 total)
read theirs, make additions
Decide which aspect of voice (diction, imagery, tone, syntax, details, figurative language) you will analyze with this poem and we will do that next time.
Agenda:
finished 15 min group TPCASTT
need to rotate, need to review new vocab terms, allusion, foreshadowing, euphemism
Quiz section 5
either read Death of the Chore, Amy Korman, or Why Chinese Mothers are the Best
Agenda:
DCQ, define defend, challenge, qualify
Essay Prompt Quizlet
Kahoot: Essay Prompts
Bruiser Quiz 6
review tone
introduce mood
GP Section 6
Full transcript