MONDAY, JANUARY 8. Open seating (for today!)

Transcription

1 MONDAY, JANUARY 8 Open seating (for today!)

2 HOW WAS BREAK?

3 Agenda Semester 2 expectations/ syllabus 2 nd semester survey Goal review/goal setting Daily Show and Elizabeth Loftus on language DO: Understand course requirements Evaluate and create goals to improve/achieve goals Understand language uses and identify routes to analysis.

4 2 nd semester interest survey Name Favorite thing from over break Winter activities (at school, work, etc.) One thing you re looking forward to in 2 nd semester One thing you re not Anything else! (can include seat preference)

5 Syllabus reminder Late homework can be submitted for partial credit until the end of the Outcome This semester, you will have to complete a late homework slip letting me know why it is late, and when you will turn it in. One quiz retake per Outcome One benchmark retake per Outcome These are privileges, not rights If absent, you must make up quizzes/tests within 2 days Keep checking the absent folder for handouts Check my Teacher Web Page No cell phones!

6 OUTCOME C BIG PICTURE

7 Outcome C study language First 2-3 weeks: Study Shakespearean Sonnets Start Hamlet Monday, January 29 (finish end of February) with weekly reading checks ($4 in the main office) Language focus: Rhetorical devices Literary devices Translations Purpose & message Ultimately, we ll be exploring how an author (specifically Shakespeare) uses language to convey his ideas/meaning.

8 Today Review semester 1 goals Set semester 2 goals Trevor Noah & Elizabeth Loftus on language

9 Semester 1 Goals Reflect back on your goals from semester 1; did you meet these goals? How so? Did your goals change? If so, what did they change to?

10 Semester 2 Goals What area are you most interested in working on this semester? Skill improvement? Homework completion? Time management? Paying attention? Something else? Write your goal down!

11 Strategies to meet goals What will you do to meet your goals? Some strategies include: Scheduling (marking out in advance when you will complete things) Extra practice (what can you do to further practice skills?) Study groups Different mindset

12 Language As we start to look at language, consider not only what is said, but how it is said as well.

13 THE DAILY SHOW

14 While watching Consider how Noah both uses language and analyzes language (defines its meaning). What is his purpose? What specific language aspects is he focusing on? How does he interpret Trump s diction choices?

15 Things to consider Why do you think Noah uses so many similes and comparisons? Is it for jokes? What is he trying to explain? Why does he use so many clips? What is the purpose of showing Trump speaking so much, and then responding? He is using the same format you use in essays; how is his purpose similar or different? How do his rhetorical questions work? (the lock her up section) You re not going to answer him, so why does he pose questions? Does he answer them himself? Why do that? How does he use swearing? Is it effective?

16 Language and Loftus Language influences how we not only see the world, but how we understand it.

17 Scenario: Assume you are a server; the customer misreads the menu and orders a relatively expensive dish. He then accuses you of up charging him and threatens to get you fired. How would you tell this story to the following people? Your coworkers Your best friend Your boss (who thinks the customer is always right) Your parents Social media

18 Scenario: A customer misreads the menu and orders a relatively expensive dish. He then accuses you of up charging him and threatens to get you fired. What s the difference between these two? I tell this dude the specials and he says, nah, I d like this and points to picture of the fish. So I bring it to him. When he gets the bill he flips out and starts screaming like a baby about how I m ripping him off and he s going to take my job. I explain to the customer the specials and he says I d like this and points to the picture of the fish. So I bring it to him. When he gets the bill he s very upset, and says that I m intentionally upcharging him, and said I should be fired.

19 Language is determined by audience, purpose, and meaning. Consider: What the author needs to say (plot) How she s saying it (similes/metaphors? Lots of description? Straightforward language?) Why she s saying it (purpose)

20 Diction (What s the connotation?)

21 Can I just talk for a moment about how much I love how, if you know them well, words don t have synonyms? English, for example, is a fantastic disaster. It has so many words for things that are basically the same, and I find there s few joys in writing like finding the right word for a sentence. Hunting down that peculiar word with particular meaning that fits in seamlessly in a structure, so the story flows on by without any bumps or leaks. Like how a shout is typically about volume, while a yell carries an angry edge and a holler carries a mocking one. A scream has shrillness, a roar has ferocity, and a screech has outrage. This is not to say that a yell cannot be happy or a holler cannot be complimentary, or that they cannot share these traits, but they are different words with different connotations. I love choosing the right one for a sentence, not only for its meanings but for how it sounds when read aloud. (Do I want sounds that slide together, peaceful and seamless, or something that jolts the reader with its contrast? Snap!) I love how many words for human habitats there are. I love how cottage sounds quaint and cabin sounds rustic. I love steadiness of house, the elegance of residence, the stateliness of manor, and tired stubbornness of shack. I love how a dwelling is different to a den. And I love how none of them can really touch the possessive warmness of all the connotations of home. Words are great. Tumblr source: lullabyknell

22 TUESDAY, JANUARY 9

23 Diction (What s the connotation?)

24 Agenda Introduction to sonnets Sonnet 130 DO: Understand and identify the structure of sonnets. Identify and analyze use of literary and/or rhetorical devices in sonnets. HW: Get a copy of Hamlet (Signet classics)

25 Language is determined by audience, purpose, and meaning. Consider: What the author needs to say (plot) How she s saying it (similes/metaphors? Lots of description? Straightforward language?) Why she s saying it (purpose)

26 Focus on language, with the help of structure As we focus on sonnets, the structure of sonnets will help you make sense of the poem Think about how you already use structure: if you watch a cop show, if they catch the killer in the first 10 minutes, what s the likelihood that s actually the killer? How do you know?

27 Sonnets - formula Format 3 quatrains (4 lines of text) 1 couplet (2 lines of text) What do they do? The first quatrain establishes the main idea (what the sonnet is about) The second and third quatrains elaborate on this further Couplet provides the resolution of the sonnet, where the author will resolve whatever the main idea/conflict is.

28 Approaching sonnets Break it into smaller chunks (quatrains & couplets) Translate/paraphrase into your own words Reread the sonnet

29 PUZZLE PIECE SONNETS

30 Directions Each squad will receive a copy of the sonnet in mixed order As a group, you will need to put the sonnet in order. Some clues: Use what you know about structure There is a rhyme scheme

31 TRY IT OUT!

32 Take 2 First line: My mistress eyes are nothing like the sun Rhyme scheme: abab cdcd efef gg The couplet (last 2 lines) includes a resolution (or turn of ideas)

33 SONNET 130 My mistress eyes

34 Modern day translation As a group, focus on translating your assigned lines. You will then present your findings to the class. By translating the sonnet into modern day language, you will better understand the sonnet, and it will help you analyze it better

35 SHARE OUT!

36 Step 1: Read through the sonnet Carefully and slowly read the sonnet. On your first read, you want to get a general idea for what the sonnet is about. ***You will need to read a sonnet multiple times in order to properly analyze it***

37 My mistress eyes are nothing like the sun; Coral is far more red than her lips red If snow be white, why then her breasts are dun; If hair be wires, black wires grow on her head. I have seen roses damask d red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground: And yet, by heaven, I think my love as rare As any she belied with false compare. damask d =the colors of Belied =misrepresented

38 Step 2: Determine the main idea Write a line dividing the 3 quatrains of the poem. On the right, write a summary detailing what that section is discussing. You will need to reread in order to do so. You are encouraged to translate the poem into modern day English. Your summary should demonstrate that you understand what the sonnet is saying in each line.

39 Quatrain one My mistress eyes are nothing like the sun; Coral is far more red than her lips red If snow be white, why then her breasts are dun; If hair be wires, black wires grow on her head. He is describing how his mistress looks, and is not complimentary. My mistress s eyes look nothing like the sun The color coral is more red than her lips Since snow is the color white, her breasts then are a dirty color (not white) If hair can be called a wire, that s what her black hair looks like)

40 Quatrain two I have seen roses damask d red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. He continues to describe how his mistress is not pretty, and other flaws she has. I have seen red and white roses But there aren t any in her cheeks (ie. They are neither red nor white) Some perfumes smell, but they are nicer than my mistress breath.

41 Quatrain three I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground: He continues to describe how his mistress is not pretty, and other flaws she has. While I like to hear her speak, I know that her voice is not as pretty as music. I also have never seen a goddess walk by Because my mistress walks on the ground (and is normal)

42 Couplet And yet, by heaven, I think my love as rare As any she belied with false compare. Despite all the fake, flowery things people say about their lovers, I love my mistress for who she is, not all the fancy things I can say about her; and that proves I love her more than flatters. And yet, by God, I think my love is just as special As any you can describe with false descriptions/flattery.

43 Step 3: Analysis Now that you have a basic understanding of the sonnet, go back and identify literary/rhetorical devices on the left side of the sonnet. Ex. He uses figurative language in Quatrain 1 to describe what his mistress looks like.

44 Step 4: Determine meaning You will need to determine purpose, meaning, theme, etc. in analysis. Use your annotations to answer the questions on the sonnet with your partner.

45 My mistress eyes are nothing like the sun; Coral is far more red than her lips red If snow be white, why then her breasts are dun; If hair be wires, black wires grow on her head. I have seen roses damask d red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground: And yet, by heaven, I think my love as rare As any she belied with false compare.

46 WEDNESDAY, JANUARY 10

47 Lit Fest Submissions! See Ms. Ferraro for more details!

48 Agenda Recap sonnet basics Answer Sonnet 130 questions Write your own sonnet! DO: Understand and identify the structure of sonnets. Identify and analyze use of literary and/or rhetorical devices in sonnets. HW: Get a copy of Hamlet (Signet classics)

49 Sonnets - formula Format 3 quatrains (4 lines of text) 1 couplet (2 lines of text) What do they do? The first quatrain establishes the main idea (what the sonnet is about) The second and third quatrains elaborate on this further Couplet provides the resolution of the sonnet, where the author will resolve whatever the main idea/conflict is.

50 Sonnet 130 Comprehension Check Using your notes, independently answer the multiple choice questions on the sonnet.

51 WRITING YOUR OWN SONNET

52 Sonnet Features 14 lines Rhyme scheme: a b a b c d c d e f e f g g Establish main idea in quatrain 1 and expand upon it in quatrains 2 & 3 Resolve your main idea/conflict in the couplet (last 2 lines) Use figurative language (similes, metaphors, imagery, etc.)

53 Example My college life has left me without sleep. I study every night locked in my room. The loneliness doth cause my soul to weep, The walls at times feel almost like a tomb. My social life has vanished in the haze That drifts about me when I think of love, And hours doeth creep by in a blurry daze With hope of romance stolen from above. My health is really starting to erode. I cannot walk and talk cause I must pant And wheeze because my bod cannot the load Endure; and as to run, well I just can t. So from the doctor I must seek some help. I bet he will suggest I eat some kelp.

54 Possible topics Open ended! Some may include: Love Nature Friends Work School Sports Etc.

55 SHARE OUT?

56 SQUAD SONNETS!

57 In your groups, you will now write a specific sonnet; however you will each have a different attitude towards your subject. Write a 14 line sonnet that establishes your assigned main idea as well as your assigned attitude. Your purpose should be clear to readers (ie what are you trying to say about your main idea?) Consider what type of language you will need to convey the assigned attitude. Use connotations and figurative language to help you accomplish this.

58 THURSDAY, JANUARY 11

59 Agenda Sonnet 71 RATA and partner questions DO: Understand and identify the structure of sonnets. Translate Shakespearean language into modern day language. Identify and analyze use of literary and/or rhetorical devices in sonnets. HW: Get copy of Hamlet

60 Expectation reminder Do the work No off task talking/talking while others are No cell phones I will start writing referrals/calling home

61 Translation pro-tips Every time you see thou, thy, or thee, replace it with you. We will talk about the purpose behind this when we get to Hamlet Don t be thrown off by apostrophes that cut out letters. For example, know'st is know. est is often added to the ends of words, focus on the stem word for understanding if you are confused. Inverted language the order of words may seem odd, but treat it like Yoda. The more you read Shakespeare carefully, the easier it is to understand!

62 SONNET 71 No longer mourn for me when I am dead

63 Step 1: Read through the sonnet Carefully and slowly read the sonnet. On your first read, you want to get a general idea for what the sonnet is about. ***You will need to read a sonnet multiple times in order to properly analyze it***

64 Step 2: Determine the main idea Write a line dividing the 3 quatrains of the poem. On the right, write a summary detailing what that section is discussing. You will need to reread in order to do so. You are encouraged to translate the poem into modern day English. Your summary should demonstrate that you understand what the sonnet is saying in each line.

65 Quatrain one No longer mourn for me when I am dead Than you shall hear the surly sullen bell Give warning to the world that I am fled From this vile world with vilest worms to dwell; What is he describing? How does he seem to feel about what he is describing? What words are giving you trouble?

66 Quatrain two Nay, if you read this line, remember not The hand that writ it; for I love you so, That I in your sweet thoughts would be forgot, If thinking on me then should make you woe. What is he asking his audience to do? Translate into modern day language to help you understand his meaning.

67 Quatrain three O, if (I say) you look upon this verse, When I (perhaps) compounded am with clay, Do not so much as my poor name rehearse, But let your love even with my life decay, What time period is he referring to? What is he continuing to ask of his reader?

68 Couplet Lest the wise world should look into your moan, And mock you with me after I am gone. How is he resolving the conflict of the sonnet? Ie. What is his final command to his reader?

69 Modern day translation (No Fear Shakespeare) When I am dead, mourn for me only as long as you hear the funeral bell telling the world that I ve left this vile world to go live with the vile worms. No, if you read this line, don t remember who wrote it, because I love you so much that I d rather you forgot me than thought about me and became sad. I m telling you, if you look at this poem when I m, say, dissolved in the earth, don t so much as utter my name but let your love die with me. Otherwise, the world, in all its wisdom, will investigate why you re sad and use me to mock you, now that I am gone.

70 Step 3: Analysis Now that you have a basic understanding of the sonnet, go back and identify literary devices on the left side of the sonnet. Simile Metaphor Imagery Etc.

71 Step 4: Determine meaning You will need to determine purpose, meaning, theme, etc. in analysis. Use your annotations to answer the questions on the back of the sonnet with your partner.

72 1) What is the speaker asking of his audience in the sonnet? Don t miss me when I m dead.

73 2) The speaker tells his audience he loves her greatly; what is he worried she would do if she doesn t take his advice in lines 5-8? She would be sad ( If thinking on me then should make you woe )

74 3) What does the speaker fear in lines 13 & 14? The wise world will mock her for mourning him/ use him to make fun of her.

75 4) What effect do the parenthesis in the third quatrain have on the sonnet s meaning? It modifies the certainty of his future death; it also softens his words.

76 5) What is the speaker s purpose in the sonnet? Cite a line supporting your interpretation. His purpose is to convince his audience to forget about him once he has died. Because he loves his audience so much, he wishes That I in your sweet thoughts would be forgot,/if thinking on me then should make you woe (Shakespeare 7-8). The speaker is concerned about his audience s well being, and as a result wants her to avoid future pain by forgetting about him.

77 6) Consider the sonnet as a whole; what seems to be the author s message about death? Death is a natural part of life that should be accepted and not overly mourned.

78 FRIDAY, JANUARY 12

79 Agenda Sonnet 87 DO: Translate Shakespearean language into modern day language. Identify and analyze use of literary and/ or rhetorical devices in sonnets. Evaluate intent and meaning through language. HW: Get a copy of Hamlet (Signet classics)

80 Translation pro-tips Every time you see thou, thy, or thee, replace it with you. We will talk about the purpose behind this when we get to Hamlet Don t be thrown off by apostrophes that cut out letters. For example, know'st is know. est is often added to the ends of words, focus on the stem word for understanding if you are confused. Inverted language the order of words may seem odd, but treat it like Yoda. The more you read Shakespeare carefully, the easier it is to understand!

81 SONNET 87 Farewell! thou art too dear for my possessing

82 On your own, read Sonnet 87 Some word clues: patent = right (think about patents for inventions, which is when a person owns the rights to a product/process) misprision = false understanding Think about where you might have heard these words before. For example, estimate you know from hearing about getting an estimate on a product, ETA = Estimated time of arrival