LEARNING TARGETS: 1) I can paraphrase the sequence of events in a complex text 1b. I can describe character development (RL.3) 2) I can write a claim that answers a question. I can support my claim with evidence and background knowledge. 3) I can identify point of view, discern purpose, (SOAPSTONE) 3b. I can explain how style and content impact point of view and purpose (RL.6) 3c. I can I can describe how style and content make a text powerful, persuasive or beautiful 4) I can identify figurative language (metaphor, simile, analogy, imagery, personification) (RL4.) 5) I can analyze the role of figurative language (TROPES/SCHEMES)in the text and how it builds the author s purpose (L.5a) 6) I can identify major thematic elements of a text and how that impacts the reader s interpretation of the story DIRECTIONS: Do each of the following review sections to prepare for your exam. DIRECTIONS: Next, Go to page in your Elements of Lit Book. Read the text Mary Rolwandson and write down the top 8 plot developments in chronological order 1. 2. 3. 4. 5. 6 7. 8.
Learning Target #1B. I can describe Character development. DIRECTIONS: Create a then, now chart for Mary Rowlandson. What was she like at the beginning of the story, what is she like now? Use STEAL characterization for each portion of the chart. THEN NOW SPEECH: SPEECH: THOUGHTS: THOUGHTS: EMOTIONS: EMOTIONS: ACTIONS: ACTIONS: LOOKS: LOOKS:
LEARNING TARGET 3B: I can. DIRECTIONS: Read two separate passages, one with a very distinct style and a passage of a similar topic without that style, and share why the style helped shape the author s purpose and point of view. PASSAGE 1 1) Read Busted Boy 2) Circle which style is used in Busted Boy : Narrative Descriptive Expository Persuasive Argumentative 3) How does this style help shape the authors purpose or point of view? List at least two examples. PASSAGE 2
Native American Poverty, by Tom Rodgers - A Challenge Too Often IgnoredThe time for action is long past due. Native Americans were the very last to be granted the right to vote, and were therefore too long treated as second-class citizens. Now there are those who seek to treat Native American governments as second-class sovereigns. They seek to accomplish this by not availing them of the same tools for self-reliance and recognition afforded to state and local governments. The issue of poverty is an integral first step. Poverty is both the cause and the consequence of all the ills visited upon Native Americans. Failure to address poverty causes deprivation and hardship in these communities today, and robs the next generation of any opportunity to succeed and thrive tomorrow. The invisibility, silence, and neglect must end. As President-elect Barack Obama ascends to the White House, now is the significant moment to address the many problems Native Americans endure, including systemic poverty. 4) Read the article Native American Poverty by Tom Rogers. 5) Circle which style is used in Native American Poverty : Narrative Descriptive Expository Persuasive Argumentative 6) How does this style help shape the authors purpose or point of view? List at least two examples. 7) How is the style of this article different than the first passage? How is each suited better for their purpose? Barack Obamaʼs election symbolizes Americaʼs progress in healing the racial wounds that scar our history. A new commitment to Native Americans will continue that process. His pledge to reduce poverty in America should extend to the Native American communities that feel poverty most acutely, and that have been relegated to the shadows of our society for far too long. Advocates, legislators and the new president must put Native Americans on the national agenda. Including Native Americans in our vision of a better America is an indispensable part of the "change we need." Tom Rodgers is the president of Carlyle Consulting of Alexandria, Virginia. A Blackfoot tribal member, he advocates on behalf of Native American tribal governments and their people. He was previously a congressional staffer for Senator Max Baucus.
LEARNING TARGET 3C: I can DIRECTIONS: Highlight a minimum of three words or phrases. After you highlight, please write a minimum of one sentence describing how that specific example in text is powerful, persuasive, or beautiful
JUNIOR ENLGISH RHETORICAL ANALYSIS PARAGRAPH: Chief Joseph Speech PROMPT After the speech below, answer the prompt. On a separate sheet of paper, please explain how the language Chief Joseph uses helps to shape his in purpose (argument). Consider two rhetorical strategies and how they build ethos, pathos, and/or logos. Be sure to reference specific examples with brief quotations. Use proper technique to quote weave the quotations into the flow of your writing and use correct MLA parenthetical citations to give credit to your source. SUGGESTED ORGANIZATION Body paragraph First Sentence Make an argument about what the author s purpose is and how he uses language to achieve that purpose. Evidence #1 Discuss a rhetorical device you have found (cite the example in MLA format). When you present the quotes, remember to address the following: Lead into the quote Explain what is being said in the quote Identify the rhetorical strategy being used in the quote (This rhetorical device must be present in the quote itself).
Interpret/Analyze the evidence: How does the specific use of the rhetorical device in the quote contribute to the overall purpose, characterization, mood whatever you are being asked to do in the prompt? Evidence #2 Discuss a rhetorical device you have found (cite the example in MLA format). When you present the quotes, remember to address the following: Lead into the quote Explain what is being said in the quote Identify the rhetorical strategy being used in the quote (This rhetorical device must be present in the quote itself). Interpret/Analyze the evidence: How does the specific use of the rhetorical device in the quote contribute to the overall purpose, characterization, mood whatever you are being asked to do in the prompt? fresh Conclusion Sentence wrap things up by returning to your claim statement with a observation that ties everything together. Please Note* The paragraph should follow claim evidence analysis concluding sentence format Surrender Speech by Chief Joseph of the Nez Perce I am tired of fighting. Our chiefs are killed. Looking Glass is dead. Toohulhulsote is dead. The old men are all dead. It is the young men who say yes or no. He who led the young men is dead. It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills and have no blankets, no food. No one knows where they areperhaps freezing to death. I want to have time to look for my children and see how many I can find. Maybe I shall find them among the dead.. Hear me, my chiefs. I am tired. My heart is sick and sad. From where the sun now stands, I will fight no more forever.
RHETORICAL DEVICES RESOURCE CHART (USE THIS RESOURCE CHART BELOWTO HELP YOU IDENTIFY WHAT RHETORICAL DEVICES ARE BEING USED IN THE SPEECH PROVIDED) 1) Identify which trope or scheme is being used 2) Describe how the trope or scheme is being used (pull parts of the quote and explain how it is functioning). 3) Describe how this trope or scheme contributes to the development of ethos, pathos, or logos. SENTENCE STARTERS FOR STEP 1: The author uses (trope or scheme) to achieve his purpose of. SENTENCE STARTERS FOR STEP 2: The author compares to in order to. (simile or metaphor) The author uses a. This helps the reader visualize. (imagery) SENTENCE STARTERS FOR STEP 3: ETHOS: The author builds credibility of the audience when. PATHOS: The author appeals to the audiences sense of (insert adjective here ex: fear, anger etc) LOGOS: The author appeals to the audience s sense of reasoning when. TROPES (artful diction): Simile (Ex: Your pencil wields power like Zeus s thunderbolt) SCHEMES (artful use of syntax): Sentence Types (short vs. Long sentence) Metaphor (Your pencil is an energized thunderbolt) Personification (the tree reached out to me) Oxymoron (Ex: A fine mess) Paradox (Ex: the government which rules is one that does not govern at all) Hyperbole (Syn: exaggeration Ex: I ate a pizza the size of Texas) Interrogative Sentences ( a question Ex. Where would you like to go?) Imperative Sentences ( A command ex: Sit down!) Rhetorical questions (Ex: Can t you do anything right?) Parallel structure (Syn: parallelism/ Ex: I came, I saw, I conquered Julius Caesar) Punctuation (colon, semicolon) Allusion: (reference to a famous text)