Ms. C. Gordon
2015 - 2016
Today’s Warm-up 9/16-9/17
Sentence Modeling #1
•
Sentence Modeling - Students learn to write
by copying the form of sentences, using the
same blueprint while supplying new words.
•
Complete in the Writing section of your
binder.
• Directions: For this exercise,
• 1. Rewrite the original sentence exactly
•1. The waitress at
Jenny’s diner served
me my coffee strong
and black.
as it appears.
• 2. following the sentence model,
rewrite the sentence 3 times.
• Each time, you will keep the same
sentence structure and just change the
words.
• Be certain to match word for word each
form/structure class or part of speech.
• Ex. The server at Don’s
restaurant brought me my
pancakes warm and fluffy.
Today’s Warm-Up 9/18-9/21
SAT Vocabulary
• In the Vocabulary section of
your binder:
• 1. Copy the term, part of
speech, and definition for each
term.
• adulation -- (n) high
praise
• circuitous -- (adj)
indirect, taking the
longest route
• 2. Write one sentence for each
term (highlight the term).
• 3. List one synonym & antonym
for each term.
• haughty -- (adj) arrogant
and condescending
Today’s Warm-up 9/22-9/23
Parts of Speech Review
• In the Grammar section of your binder:
• Copy the sentences onto your sheet of paper.
• Then list the 8 Parts of Speech and identify what is the part of speech for each
word. (Hint: articles=adjectives)
• Both sentences contain at least one example of ALL 8 parts of speech.
• Ah, if only my brother and I could travel to Paris and see
the amazing sights there!
• Exhausted from the previous day, Darrell could barely
manage a tired "ugh" as he stepped onto the blue and
yellow wrestling mat.
Today’s Warm-up 9/22-9/23
Parts of Speech Review Answers
• Interjections : ah; ugh
• Nouns : brother, Paris, sights; day, Darrell, mat
• Pronouns: my, I; he
• Verbs: (could) travel, see; Exhausted, manage,
stepped
• Articles: the; the, a
• Adjectives: amazing; previous, tired, blue, yellow
• Adverbs: only; barely
• Conjunctions: and; as, and
• Prepositions: to; from, onto
Early American Writing: Notes Answers
• Infancy
• when the world of the Europeans first intersected with that of
the Native Americans
• The quotations show how unfamiliar each group was with the
other’s way of life. The Native Americans had never before seen a
ship, while the Europeans viewed North America as “a desolate
wilderness.”
• Jamestown, 1607
• First colonists thought of themselves as English subjects &
supported England economically.
• Great Britain tried to tax the colonists to recover money spent on
French & Indian War.
• Benjamin Franklin, Thomas Jefferson, Declaration of
Independence, Constitution of the United States
Early American Writing: Notes Answers
• Religion
• Puritans were a group of English Protestants who had sought
to “purify” the Church of England and return to simpler ways of
worshiping.
• To escape persecution
• They were inflexible in their religious faith & intolerant of
viewpoints other than their own.
• Enlightenment, Puritan
• the citizens agree to abide by government laws and rules. In
return, the government promises to protect the citizens’ rights
and freedoms.
• Benjamin Franklin, Thomas Paine, and Thomas Jefferson
Early American Writing: Notes Answers
• As American colonists adapted Enlightenment ideas, they too
questioned traditional authority, causing them to reject British
control and move toward democratic government.
• Personal liberty was valued above all else.
• Preacher helped with First Great Awakening
• Both led people to question traditional authority.
• Orally
• “When you write things down you don’t have to remember
them...”
• Oral requires everyone to memorize details & communicate;
written creates a lasting record
• When Native Americans were exposed to European diseases, as
many as 90% of them died, leaving fewer people to remember
and preserve the oral tradition.
Early American Writing: Notes Answers
• “For Your Notes” page 27.
• Smith wrote vivid, “sometimes embroidered” accounts of life in the
early colonies; Bradford and Winthrop reflected on “their role in God’s
plan for a better society.” Equiano recounted his capture and brutal
treatment, offering readers insight into the life of a slave.
• “For Your Notes” page 28.
• Puritans’ prefer things are simple and functional (plain glass) over
things that are decorative and fancy (stainedglass windows).
• Both focus on Puritan ideals of faith and family, Bradstreet’s poetry = a
woman living in a “male-dominated Puritan society.” Taylor =“writing
should be useful, a tool to help readers understand the Bible and guide
them in their daily lives.”
• “For Your Notes” page 29.
Early American Writing: Notes Answers
• The political writing in pamphlets was widely read and
discussed. It helped to ignite the discontent that people were
feeling about British rule and added to the movement for
independence.
• the idea that people are born with rights and freedoms and
that it is the function of government to protect those
freedoms.
• “That all men are created equal…unalienable rights; that
among these are life, liberty, and the pursuit of happiness…”
• Wheatley wrote about the rights of African Americans and the
unfairness of their enslavement. Adams spoke out for the
rights of women.
Colonial American Literature
• Native American Literature
• Literature of Exploration - Virginia
• Northern Colonies
• Southern & Middle Colonies
The first people…
• Native Americans immigrated over the land bridge from Asia in
35,000 BC
• The first Europeans enter North America in 1600’s.
• The last colonies were settled in 1732
Native
American
Literature:
Creation
Myths
Myth
A traditional story, passed down through generations, that explains
why the world is the way it is.
Events usually result from the actions of supernatural beings.
Myths
• Contain supernatural elements
• Often explain the unexplainable
• Have also been told in order to teach a moral lesson.
• All cultures have myths, though often do not see their stories myth
but as fact.
Oral tradition
•Native American
myths originated
as oral tradition:
stories passed
down verbally
Oral Tradition. . .
• Native American creation myths were not written down until just a few
hundred years ago.
• It was passed down
by storytelling and
performances.
Examples:
lullabies, bedtime
stories.
Four functions of
myth:
1. To awaken us to
the mystery and
wonder of creation
2. To explain the
workings of the natural
world: every corner,
every rock, hill, stone,
and flower has its place
and its meaning.
3. To pass down the moral and
ethical codes that support and
validate social customs.
4. To teach:
to guide the people through
the trials of living
Creation myths
•Explain how the universe, the
earth, and life on earth began.
Quick Write
What different accounts of creation- biblical, scientific or stories from family
or other cultures have you heard or read? Write a brief response to what
you believe and how you came to know it…
Essentials of Creation Myths
Creation Myths…
1.
To instill awe
2.
Explain the workings of the natural world
3.
To support customs
4.
Guide people through the trials of living
Trickster Tales
• Trickster- some one is creative curious and often gets into
trouble. Will sometimes find wisdom through their curiosity.
More About Native American
Literature
• Oral Traditions
• Integration of the natural world with the human
world
• No separation of spiritual and physical
• Importance of ancestors
• Trixter figure – often a coyote
• Rich literary tradition – developed mythology
• Extremely diverse
• Native American legacy today – Sherman Alexie
Agenda
• Read “The World on the Turtle’s Back” pg 36 and complete Cornell
Notes while reading.
• Class discussion
1. What mysteries of nature does the myth attempt to explain?
2. Make inferences about the social values or customs taught
through the characters and situations.
• HMWK: Write your own myth! Make sure it explains some mystery
of nature (ex. Why is the sky blue? Why do rainbows appear? Etc.)
• *Also, highlight and label an example of each Part of Speech*
Today’s Warm-Up 9/24-9/25
Notes on Thesis Statement
• A thesis
statement is a complete sentence, usually the last sentence
in the introduction, that answers the prompt or question being asked
about a text (in the case of an expository essay).
• A complete thesis statement contains three parts:
• Topic - what the essay will be about or is the main subject of the
prompt and essay. This may be a character, the author, a literary
device, etc.
• Position - the writers opinion about the topic, how you as the writer
feel about the subject matter you are writing about in the essay. Make
sure the 'position' is truly an opinion and NOT a fact. The options for
the position can usually be found directly in the prompt.
• Rationale - your reason why you hold that position or opinion, this is
your 'because...' The part of the thesis where you explain why you have
that particular opinion.
Today’s Warm-Up 9/24-9/25
Notes on Thesis Statement
• T+P+R = Thesis Statement
• Directions: Read each thesis statement and identify the 3 parts that create a
thesis statement.
• Topic= highlight yellow, Position= highlight green, Rationale= highlight pink
1. Harry Potter proves to be a dynamic character because of his
growth from a naive reluctant hero to a young adult who fully
embraces his destiny.
2. John Steinbeck demonstrates how man needs companionship
because of George's dependence on Lennie, despite Lennie's lack of
mental development.
3. The symbol of the scarlet ibis represents the character Doodle
because both the ibis and Doodle share many characteristics that
make them both unique and vulnerable to the outside world.
Today’s Warm-Up 9/24-9/25
Notes on Thesis Statement: Answers
1. Harry Potter proves to be a dynamic character because of his growth from a
naive reluctant hero to a young adult who fully embraces his destiny.
2. John Steinbeck demonstrates how man needs companionship because of
George's dependence on Lennie, despite Lennie's lack of mental development.
3. The symbol of the scarlet ibis represents the character Doodle because both the
ibis and Doodle share many characteristics that make them both unique and
vulnerable to the outside world.
Today’s Warm-Up 9/28-9/29
Notes on Thesis Statements (cont’d)
• Three things to ALWAYS avoid when writing a thesis statement:
• – announces itself
•
•
"I'm going to talk about …"
– personalizes "I think …" or " I believe…"
– questions "Is English hard to learn?“
•Practice: On a loose-leaf sheet of paper,
•Re-write this thesis statement and highlight the 3
parts that a strong thesis statement should have
(T+P+R=thesis statement)
•I learned that if I procrastinate, my essays will
not come out as good.
Today’s Warm-Up 9/28-9/29
Notes on Thesis Statements (cont’d)
• So what’s wrong with this thesis statement:
• I learned that if I procrastinate, my essays will not come out as good.
• 1. It is personalized; contains the pronoun “I.”
• 2. Does not have a definite topic or position.
• 3. Does not have a rationale at all.
• Say why:
• For many student writers, procrastination is based on fear; this fear keeps
students from improving their writing because they do not take the time to
fully develop their ideas.
• Say how:
• English teachers often overwhelm students by giving them too many
things to think about when writing essays: thesis statements, grammar,
spelling, organization, audience, etc.
Agenda 9/24-25
• Finish reading “The World on the Turtle’s Back”
• Read Iroquois Background information on page 36 & complete the Cornell
Notes for Vocabulary and Background Information.
• Class discussion
1.
What mysteries of nature does the myth attempt to explain?
2.
Make inferences about the social values or customs taught through the
characters and situations.
• Complete Venn Diagram by researching a creation myth of your choosing
to compare and contrast with “WotTB.”
• Write a 4-5 paragraph essay comparing and contrasting “WotTB” with the
creation myth of your choice.
• Underline the ENTIRE thesis statement THEN highlight the 3 elements of
the thesis statement; topic=yellow, position=green, and rationale=pink
• Remember to use the MLA guidelines
First Settlers…?
• The first migration to the
Americas was not by the
British.
• The first migration occurred
20 – 40,000 years ago when
Ice Age Hunters traveled from
Siberia to Alaska.
• Slowly these people and their
descendents migrated south.
When European exploration
began, these were the people
who were living in the “New
World.”
•In 1492, Columbus
“discovered”
America.
•Taking Native
Americans with
him to Spain.
•Stories began to
circulate about the
wonders of the
New World, about
its exoticism and
bountifulness.
Spanish and French
explorers wrote about
this new world in overexaggerated styles,
praising its beauty,
making it appear as Al
Dorado (the place of
hopes and dreams).
America was viewed as
the land of plenty, the
land of peace and
hospitality, the land of
riches.
•This brought hope for those who were
being prosecuted across the world.
•When Europeans began voyaging to this
world, they unleashed diseases such as
smallpox, measles, typhus, and so on, on
the Natives, who were also enslaved and
mistreated.
•In the face of this, Native American
population began to decline rapidly, and
thus, Spain introduced African slavery in
1501.
•The period of European exploration
brought with it a huge body of literature
that is referred to as a literature of
witness or exploration narratives.
• The early settlers brought with them their
knowledge of written communication with
its particular style and content.
•They wrote about their new experiences in
forms that were familiar to them – letters,
factual records, sermons, and poems.
Captain John Smith: A Description of New England (1616)
The Landing of the Pilgrims, 1620,
relief by Enrico Causici on
doors of U.S.Capitol Rotunda
(1825)
Remember:
This passage to the New World was
filled with memories of the violence of
the old country and the fear of the
unknown terrors of the new one: the
loss of home, of kinship (relationships,
connections), of worldly possessions,
of cultural and personal identity
Exploration Literature
• Captain John Smith:
• The General History of Virginia, New England, and the Summer Isles
(1624)
The Generall Historie is Smith’s most comprehensive discussion of
conquest and exploration and stands today as an exemplary text in the
exploration literature of the 16th and 17th century.
• William Bradford:
• Of Plymouth Plantation (1650): a journal comprising the story of the
Pilgrims and the early years of the founding of their colony (from 1608 to
1647)
Pocahontas
Jamestown Colony
•Jamestown founded in 1607.
•Life in Jamestown settlement was not easy for the
gentle men and women of England. The trip was
long, food was constantly scarce, and knowledge
of the land and people of the New World was
nonexistent.
•Disease, famine, and lack of survival skills caused
many of the original Jamestown colonists to die
within a matter of a couple of years.
Pilgrims v. Puritans
• So, what’s the difference between Pilgrims and Puritans?
• Well, both groups were considered Christian.
• However, the Pilgrims wanted to completely separate from
the Church of England and England itself.
• The Puritans wanted to stay “members” of the Church of
England but they wanted to “purify” the church.
• Pilgrims=Political Reform; Puritans=Biblical Reform
•Pilgrims settled on Plymouth Rock in 1620.
•Puritans settled in Massachusetts Bay (Salem) in 1630.
Today’s Warm-Up 10/06-10/07
EOC Possible Writing Prompts
• In the “SOLs Stuff” Section of
your binder,
•Prompt:
•It has been said that actions
exactly as written (yes, this is an speak louder than words.
actual VDOE EOC Writing
Based on your experiences,
Prompt that is eligible to appear
do you agree or disagree
on the SOL in March.)
with this saying? Take a
• 2. Construct a well-developed
thesis statement that answers position on this issue.
the prompt.
Support your response with
reasons and specific
• Topic=yellow
examples.
• Position=green
• Rationale=pink
• 1. Write the Prompt below
Persuasive Writing
•Writing that tries
to convince the
reader to do
something or to
think/believe a
certain way about
a topic.
Persuasive Writing
• Persuasive Writing
can be used to:
• Support a cause
• Urge people to
action
• Promote change
• Refute a theory
• Arouse sympathy
• Stimulate interest
• Solve problem
• Win agreement
Persuasive Writing
•When trying to persuade someone:
•1. You must know your audience- who is it that
you are trying to convince?
•2. Pick a side- you are either for or against
something (with persuasion there is no in
between or neutral). Your position needs to be
clearly stated in your thesis.
•3. Target your appeals to your audience.
•4. Be ready to counterclaim!
Persuasive Writing:
Types of Appeals
•
There are three types or methods of appealing
to your audience.
•
1. Ethos: Greek for “character.”
•
In order to convince people to agree with you:
•
need to establish that you are worth listening
to. If your audience thinks you are trustworthy,
knowledgeable, likeable, and respectable, they
will tend to believe what you are saying.
•
The impression you make on the reader is just
as important as the information you present.
Ethos in Action
• “Let
tyrants fear. I have always so behaved myself that, under God, I
have placed my chiefest strength and safeguard in the loyal hearts and
good-will of my subjects. And therefore I am come amongst you, as you
see, at this time, not for my recreation or disport, but being resolved, in
the midst and heat of the battle, to live and die amongst you all.”
•-
Queen Elizabeth I (1588) from a speech meant to
encourage her troops to fight against an invasion by the
Spanish Armada
Persuasive Writing:
Types of Appeals
• Pathos
means appealing to
the audience’s emotions.
•
If you can inspire an emotional connection
with your audience, get them to feel what
you feel, such as anger or pity, or get them
to feel sympathetic to your cause, they are
more likely to agree with your position.
Pathos in Action
• “Gentlemen
may cry, Peace, Peace-- but there is no peace. The war is
actually begun! The next gale that sweeps from the north will bring to our
ears the clash of resounding arms! Our brethren are already in the field!
Why stand we here idle? What is it that gentlemen wish? What would they
have? Is life so dear, or peace so sweet, as to be purchased at the price of
chains and slavery? Forbid it, Almighty God! I know not what course others
may take; but as for me, give me liberty or give me death!”
•-
Patrick Henry (1775) from speech delivered to Second
Virginia Convention
Persuasive Writing:
Types of Appeals
• Logos
means to persuade
an audience by logic.
• This is where you present
facts, evidence and reason
to convince your audience.
• Citing authorities and
showing that your
argument is wellresearched can lend your
argument credibility.
Logos in Action
• “Yesterday,
December 7th, 1941 -- a date which will live in infamy – the
United States of America was suddenly and deliberately attacked by
naval and air forces of the Empire of Japan. The United States was at
peace with that nation and, at the solicitation of Japan, was still in
conversation with its government and its emperor looking toward the
maintenance of peace in the Pacific…Japan has, therefore, undertaken a
surprise offensive extending throughout the Pacific area. The facts of
yesterday and today speak for themselves.”
Franklin Delano Roosevelt (1941) from “Pearl Harbor
Address to the Nation”
•-
Shipwrecked!
• Imagine
that you are on a boat with two other people and are about to be
shipwrecked on a desert island.
• You
have fishing line and hooks, a knife and matches.
• There
are three bags of supplies on the boat, but you can only bring one
for the whole group. Decide which bag you want to bring.
• Unfortunately,
• Write
the other two people each want to bring a different bag.
one paragraph for each of the persuasion techniques, ethos, pathos
and logos, to convince the others to bring the bag you want.
Shipwrecked! You have fishing line and hooks, a knife and matches
Bag 1: One roll of toilet
paper, one queen size
blanket, & two cans of
tuna fish.
Bag 2: One large can of
beans, an iPod, & one
canteen of water.
Bag 3: One bottle of
sunscreen, one
saucepan, & three
granola bars.
Today’s Warm-Up 10/15-10/16
Sentence Patterns & Clauses Notes
1. Grab a copy of the “Sentence Patterns” Worksheet & put it in the “Writing Section” of
your binder.
2. Copy these notes on clauses into the “Writing section” of your binder.
A clause is a group of related words. A clause has both a subject and a
predicate. There are two types of clauses.
• Independent Clause - An
independent clause can
stand alone as a sentence.
• Example: We walk to
school. (This sentence
expresses a complete
thought and can stand
alone. Therefore, it is an
independent clause.)
• Dependent Clause (aka subordinate
clause) - A dependent clause cannot
stand alone as a sentence.
• Provides additional information to
the independent clause
• Example: when the cake is done
baking (Since this clause does not
express a complete thought and
cannot stand alone, therefore, it is a
dependent clause.)
Today’s Warm-Up 10/15-10/16
Sentence Patterns & Clauses
• Ok, now for a little teacher humor.
• I know this is cheesy and corny but it is a great way to remember independent
clauses. So come SAT or SOL day, sing this to yourself if you’re having trouble
distinguishing between independent and dependent clauses. You’re welcome
• Think of lyrics to the song “Independent” by Webbie
• “I-n-d-e-p-e-n-d-e-n-t do you know what that mean?
She got her own house
She got her own car
Two jobs work hard you a bad broad…”
• With independent clauses, the same concept applies:
• “I-n-d-e-p-e-n-d-e-n-t do you know what that mean?
She got her subject
She got her own predicate
Complete thought stand alone you an independent clause!”
Today’s Warm-Up 10/15-10/16
Sentence Patterns & Clauses Practice
•
On a loose leaf sheet of paper, write one sentence exemplifies each of the 5 sentence
patterns. Label each one as simple, compound, or complex. (**Hint: Use your notes and
handout to help you**)
• Examples (turn-in into the blue bin on the front table when done.)
• For the complex sentence examples, the independent clauses are underlined.
• 1. I went for a walk. (simple)
• 2. The sky is clear; the stars are twinkling. (compound)
• 3. Everyone was busy, so I went to the movie alone.
(compound)
• 4. Everyone laughed when he got a pie smashed in his face.
(complex)
• 5. When she was younger, she believed in fairy tales. (complex)
•
Extra Credit: Write an example of either a compound or complex sentence from “Sinners
in the Hands of an Angry God” and underline the independent clause(s) in the sentence.
(10 points added to the Gen. His. Of VA/ Of Plymouth Plantation Quiz)
Today’s Warm-Up 10/19-10/20
Sentence Modeling #2
•
Sentence Modeling - Students learn to
write by copying the form of sentences,
using the same blueprint while supplying
new words.
•
Complete in the Writing section of your
binder.
• Directions: For this exercise,
• 1. Rewrite the original sentence
exactly as it appears.
• 2. following the sentence model,
rewrite the sentence 3 times.
• Each time, you will keep the same
sentence structure and just change
the words.
• Be certain to match word for word
each form/structure class or part of
speech.
•2. We feared
Mr. Marsh, with
his irrational,
bipolar
imbalances.
•Ex: I disliked Ms. Johnson
due to her unrealistic,
lofty expectations.