English II Name Academic Vocabulary and Literary Terms Directions: Write out the definition of each word. 1. allusion 2. stereotype 3. artifact 4. empirical evidence 5. logical evidence 6. anecdotal evidence 7. fallacy 8. setting 9. sequence of events 10. point of view 11. theme 12. characters 13. memoir 14. dialogue tags 15. narrative pacing 16. persona
English II Name Academic Vocabulary and Literary Terms Directions Use each of the following words in a sentence that clearly shows understanding of the meaning of the word. Make sure to spell each word correctly in your sentences. 1. allusion 2. stereotype 3. artifact 4. empirical evidence 5. logical evidence 6. anecdotal evidence 7. fallacy 8. setting 9. sequence of events 10. point of view 11. theme 12. characters 13. memoir 14. dialogue tags 15. narrative pacing 16. persona
English II Name Academic Vocabulary and Literary Terms Review Directions: The teacher will read the definitions, and the student will say the corresponding word and spell it correctly. 1. allusion a reference to a well-known person, event, or place from history, music, art, or another literary work 2. stereotype - an oversimplified, generalized conception, opinion, and/or image about particular groups of people. 3. artifact any object made by human beings, especially with a view to subsequent use 4. empirical evidence evidence based on experiences and direct observation through research 5. logical evidence evidence based on facts and a clear rationale 6. anecdotal evidence evidence based on personal accounts of incidents 7. fallacy a false or misleading argument 8. setting the locale or period in which the action of a novel, play, film, etc. takes place 9. sequence of events the order in which things happen in a story 10. point of view the perspective from which a narrative is told, that is, first person, third-person limited, or third person omniscient. 11. theme a writer s central idea or main message about life, which can be explicit or implied 12. characters people, animals, or imaginary creatures that take part in the action of a story 13. memoir an account of one s personal life and experiences 14. dialogue tags the phrases that attribute a quotation to the speaker, for example, she said or he bellowed 15. narrative pacing the speed at which a narrative moves 16. persona the voice assumed by a writer to express ideas or beliefs that may not be his or her own
Name Academic Vocabulary and Literary Terms Quiz Directions Write the correct word on each line. Make sure each word is spelled correctly. 1. an oversimplified, generalized conception, opinion, and/or image about particular groups of people. 2. any object made by human beings, especially with a view to subsequent use 3. a reference to a well-known person, event, or place from history, music, art, or another literary work 4. evidence based on facts and a clear rationale 5. evidence based on personal accounts of incidents 6. evidence based on experiences and direct observation through research 7. the locale or period in which the action of a novel, play, film, etc. takes place 8. the order in which things happen in a story 9. a false or misleading argument 10. a writer s central idea or main message about life, which can be explicit or implied 11. people, animals, or imaginary creatures that take part in the action of a story 12. the perspective from which a narrative is told, that is, first person, third-person limited, or third person omniscient. 13. the phrases that attribute a quotation to the speaker, for example, she said or he bellowed 14. the speed at which a narrative moves 15. an account of one s personal life and experiences 16. the voice assumed by a writer to express ideas or beliefs that may not be his or her own
English II Name Activity 2.2 Images of Cultural Identity Learning Target: Analyze poetry to identify imagery, structure, and technique. Where I m From pp. 92-93 by George Ella Lyon 1. List two images that Lyon uses to show where and what she is from. 2. What can you infer about the speaker s culture from her diction and use of descriptive details? 3. What do you notice about the structure of the poem? What does each stanza represent? 4. Anaphora is the repetition of a word or phrase at the beginning of a line of poetry. Give an example of anaphora from Lyon s poem.
Russell Fox A Poem Modeled after Where I m From by George Ella Lyons June 30, 2006 Where the Poet Says I m From I am from slot racers, from Coca-Cola, and the Bible. I am from a comfortable Marietta ranch to a cold trailer in Goshen, Ohio, and the smell of spoiled food. I am from Venus flytraps, defending my roses against Japanese beetles, and a walking stick carved by Uncle Fred. I am from cards at Grandma s, alcoholism, and my mother s suffering, from trying to keep up with my older brother, Bobby, and my favorite aunt, Gayle, who ate my peas so I could go play. I am from a competitive nature and the value of education, From thinkers and doers and You re not allowed to quit. I am from Christ, who came to divide brother from brother, and make man s enemies the members of his own house. I m from Deer Park, Marietta, the Bahamas, Chicken McNuggets, and LaRosa s pizza, From a raccoon on a leash, dart frogs, and launching myself down a snowy hill on skis for the first time, following Bobby. I am from photo albums and slideshows that tell the stories again and again, as if I fear that someday I will start to forget.
English II Name Creating Your Own I Am From Poem Learning Target: Write an original poem reflecting cultural imagery. 1. Imagine that you were asked to bring in a shoebox filled with artifacts that represent aspects of your culture and who you are as a person. List ten things you would bring in (you don t have to limit yourself to things that would actually fit in a box). Explain why each item is on your list. 2. Thinking about the items on your list, fill out the chart below with at least 5 items in each column: Things I Remember about my Life Things I can still see in my mind Things I can still hear in my mind Things I can still feel (touch) Things I remember the taste of Smells I remember 3. Using the George Ella Lyon poem, your list of artifacts, your sensory details chart above, and any other example(s) I shared in class, write your own I Am From poem. In your poem, try to make your memories relate to one another in a general way, and try to appeal to as many senses as you can. You may use the following template if you wish: I am from (three concrete images you remember from childhood). I am from (three places that you remember that are important to you. Try to include details that appeal to senses other than sight). I am from (three flowers or images from nature that you relate to). I am from (three or four people who are important to you, and possibly brief memories you have with them). I am from (two or three values or character traits that you were taught by the people above), From (two or three quotes from the people you mentioned preferably things you were taught). I am from (the person who is most important to you, and what you remember most about him or her). I m from (three or four places that reveal your ancestry or are important to you, and two foods you grew up eating), From (Two or three unique experiences you have had, especially if they taught you something). I am from (three or four artifacts from your box above. Try to appeal to senses other than sight).
English II Name Activity 2.3 Cultural Narrative Learning Target: Analyze a narrative and identify key narrative components. From Funny in Farsi pp. 95-97 by Firoozeh Dumas 1. What do you notice about the sequence of events in this memoir? 2. How does Dumas signal shifts in time and location? Give an example. 3. What point of view is the story told from? How would it be different if it were told from a different point of view? 4. How does the fact that the story is told from a child s point of view affect the story? Give an example of a passage that effectively demonstrates the child s point of view. 5. What is the theme of this memoir? 6. Give three examples from the text that support your answer to number five, and explain how each passage supports your thesis.
English II Name -------------------------------------------- Activity 2.4 Author s Stylebook: Dialogue Learning Target: Analyze the narrative technique of dialogue. Excerpt from Kaffir Boy by Mark Mathabane pp. 99-101 1. The author uses dialogue to create the relationship between the mother and son. What details in the story illustrate the culture of family and mother-son relationships? 2. List three rules for punctuating dialog that you notice in this selection. 3. One important element of good writing is to use specific nouns and verbs, rather than adjectives and adverbs, whenever possible. List five specific verbs used in this selection. 4. Give an example of direct dialogue and an example of indirect dialogue from this selection. 5. Model writing the two methods of dialogue turning your indirect example from #4 into an example of direct dialogue by using punctuation and dialogue tags. Then paraphrase your direct dialogue example from #4 so that it is an example of indirect dialogue. 6. Using the excerpt from Kaffir Boy as inspiration, write a brief narrative that illustrates a scene from your childhood. Be sure to: a. Show the culture of your family in your narrative. b. Provide a well-structured sequence of events. c. Include both direct and indirect dialogue.
English II Name -------------------------------------------- Activity 2.5 Author s Stylebook: Pacing Learning Target: Analyze the narrative elements writers use to create a sense of pacing in a narrative. Pick One by David Matthews pp. 103-104 1. How does a writer slow the pacing of a narrative? What effect does this have on the reader? 2. How does a writer speed up the pacing of a narrative? What effect does this have on the reader? 3. Think of a movie scene where an explosion happens, or a car runs off a cliff. At what pace do these climactic events take place? Why? 4. How can you create the same effect you identified in #3 in a written narrative? 5. At what pace should the climax of a narrative be written, compared to the rest of the narrative? Why? 6. Give an example from the essay where the pacing changes, and describe the effect this change has on the reader. 7. Revise the narrative you wrote in Activity 2.4 incorporating what you learned about pacing in this activity.
English II Name -------------------------------------------- Activity 2.6 Author s Stylebook: Description Learning Target: Identify and evaluate the use of sensory details and figurative language. Excerpt from If You Are What You Eat, Then What Am I? by Geeta Kothari pp. 106-107 1. Before reading the essay, think about how the food that you and your family eats reflects your culture and your heritage. Are there items that show up every holiday or items that you turn to for comfort? List two foods that your family typically eats, and then share how your culture or heritage is reflected in those foods. 2. Give five examples of sensory details from the book including three that do not appeal to sight. 3. What do these descriptive details indicate about the author s culture? 4. How would you describe the pacing of the essay? How does the pacing affect your perception of the author and the situation? 5. In the passage a simple can of tuna becomes a stinking glob that represents a barrier between cultures. Think of an artifact that could be found in your house that represents an aspect of your culture. Describe the artifact in a way that shows something about your culture or heritage. Be sure to: a. Use vivid language and details to create imagery that appeals to as many different senses as possible. b. Consider the pacing of your description. c. Vary sentence length and punctuation.
English II Name -------------------------------------------- Activity 2.9 Telling a Story with Poetry Learning Target: Analyze a poem for the author s use of details, diction, and imagery to convey a cultural perspective. Woman with Kite by Chitra Banerjee Divakaruni p. 121 1. Give an example of how the poet uses description to create the setting. 2. Give an example of how the poet uses description to reveal something about the characters to the reader. 3. List the sequence of events in the poem. 4. What does the reaction of the widows on the park bench reveal about the culture in which the speaker lives? Grape Sherbet by Rita Dove p. 122 1. Explain the perception of Memorial Day that the speaker had as a child. 2. Explain the perception of Memorial Day that the speaker has as an adult. 3. Why is her perception as an adult so much different from what her perception had been as a child?
English II Name -------------------------------------------- Activity 2.10 Struggling with Identity: Rethinking Persona Excerpt from The Hunger of Memory by Richard Rodriguez pp. 124-126 1. List two allusions Rodriguez uses in his memoir. 2. What is the tone of this excerpt? Give two examples of diction that help to establish this tone. 3. Identify two forces that seem to be pulling Rodriguez in different directions, and explain how. 4. Give an example of vivid imagery from the memoir. 5. Do you think cultural identity is important to Rodriguez? Explain your reasoning. 6. How would Rodriguez define success? Would he consider himself a success? 7. Rodriguez says that he has argued particularly against two government programs affirmative action and bilingual education. Pick one of the two programs and research to find out more about it. Then explain why an immigrant such as Rodriguez, whom the program is intended to help, might be opposed to it.
English II Name -------------------------------------------- Activity 2.13 Justice and Culture Background Information on Michael Fay Controversy p. 141 1. If a news story were written on this event by a reporter who thought that the punishment was justified, list two words or phrases that you would expect to find in the story, and explain your reasoning. 2. If a news story were written on this event by a reporter who thought that the punishment was unjustified, list two words or phrases that you would expect to find in the story, and explain your reasoning. 3. Do you think the punishment of caning was justified in this case? Explain your reasoning. 4. Regardless of how you answered #3, do you think it was appropriate for an American president to get involved in trying to convince the government of Singapore to reduce Fay s sentence? Explain your reasoning. Time to Assert American Values from The New York Times editorial page pp. 142-143 5. What is the strongest part of the argument the writer makes in this editorial? Explain your reasoning. 6. Identify the hook in this editorial and write it out. 7. Identify the point where the writer states the opposing viewpoint. 8. How does the culture of the writer affect his perspective on the incident? Rough Justice by Alejandro Reyes pp.143-145 9. According to Reyes, what is the major difference between the values of Western culture and the values of Eastern culture? 10. From either essay, give an example of each of the three types of evidence: A. empirical evidence B. logical evidence C. anecdotal evidence 11. Read through the five common logical fallacies on page 146. Find an example of any two logical fallacies in either of the two pieces on the Michael Fay incident.
English II Name -------------------------------------------- Activity 2.14 Taking a Stand on Justice Learning Target: Identify author s purpose and analyze the argument presented. 1. Define civil disobedience. 2. Read the list of quotes about civil disobedience on page 147. Choose one of the quotes and explain what it means. 3. Do you think there is a current law in America that is unjust, and that you would be willing to disobey in order to do the right thing? If so, what is it, and how could you disobey it? What might you accomplish through disobedience? What might the consequences of disobedience be, and would they be worth it? 4. Read About the Author p. 147 to learn about Mohandas Gandhi. Then read the excerpt from On Civil Disobedience on page 148. Who is Gandhi s audience? Give evidence from the text to support your answer. 5. How would Gandhi advise you to respond to an unjust law? Support your answer with the text. 6. What do you think Gandhi s purpose was for writing this text? 7. Is civil disobedience a moral responsibility of a citizen? If you were to write a persuasive essay on this topic, write a thesis statement that would begin this essay. 8. List one counterclaim that someone who disagrees with your position in #7 might make. 9. How would you refute the counterclaim made in #8?
English II Name -------------------------------------------- Activity 2.15 Taking a Stand on Legal Issues Learning Target: Analyze the use of rhetorical appeals in argument. On Women s Right to Vote by Susan B. Anthony pp.151-152 1. Define logos, ethos, and pathos. 2. What is Susan B. Anthony s claim? 3. What evidence does Anthony use to support her claim? 4. What type of rhetorical appeals (from #1) does Anthony make? Give examples. 5. It is said that most persuasive texts should rely mostly on logos and ethos, but that, occasionally, pathos can be used. Do you agree with this statement? Give an example of a situation where pathos could be effective in persuasion.
English II Name -------------------------------------------- Activity 2.16 Taking a Stand Against Hunger Learning Target: Identify an author s purpose and analyze the argument. School s Out for Summer by Anna Quindlen pp. 157-159 1. Identify the hook in Quindlen s essay. 2. Identify the main claim that Quindlen makes in her essay. 3. Identify one piece of evidence that Quindlen uses to support her claim. 4. Identify one concession made in the essay. 5. How does Quindlen refute the concession made in #4? 6. Identify Quindlen s call to action. 7. Give an example of Quindlen s use of logos, pathos, or ethos. 8. Quindlen claims that childhood hunger is an issue of justice. Do you agree with this claim? Explain your answer. 9. Give an example of one of Quindlen s arguments and label it as logical, empirical, or anecdotal and discuss the effectiveness of the argument. 10. Identify one logical fallacy in the essay.
English II Name -------------------------------------------- Activity 2.16 (Supplemental) Whose Job is it to Feed Your Child? Learning Target: Identify an author s purpose and analyze the argument. America Has Dependency and Poverty of Spirit by Walter Williams (handout) 1. Identify the claim Williams makes in his essay. 2. Identify one piece of evidence Williams uses to support his claim. 3. Identify one concession Williams makes in his essay. 4. How does Williams refute the concession made in #3? 5. What conclusion does Williams come to about the state of dependency in America? 6. Give an example of William s use of logos, ethos, or pathos. 7. Williams claims that the racial discrimination is not the cause of poverty among blacks in America today. Do you agree with this claim? Explain your answer. 8. Give an example of one of Williams arguments and label it as logical, empirical, or anecdotal, and discuss the effectiveness of the argument. 9. Identify one logical fallacy in Williams essay. 10. Which essay on poverty do you find more convincing, Quindlen s essay School s Out for Summer or Williams essay America Has Dependency and Poverty of Spirit? Explain your reasoning.
Williams: America has dependency and poverty of the spirit Posted: February 16, 2014-11:59pm Updated: February 17, 2014-1:18am By Walter Williams There is no material poverty in the U.S. Here are a few facts about people whom the Census Bureau labels as poor. Dr. Robert Rector and Rachel Sheffield, in their study Understanding Poverty in the United States: Surprising Facts About America s Poor, report 80 percent of poor households have air conditioning; nearly three-quarters have a car or truck. Two-thirds have cable or satellite TV. Half have one or more computers. Forty-two percent own their homes. Poor Americans have more living space than the typical non-poor person in Sweden, France or the U.K. What we have in our nation are dependency and poverty of the spirit, with people making unwise choices and leading pathological lives aided and abetted by the welfare state. The Census Bureau pegs the poverty rate among blacks at 35 percent and among whites at 13 percent. The illegitimacy rate among blacks is 72 percent, and among whites it s 30 percent. A statistic one doesn t hear much about is the poverty rate among black married families has been in the single digits for more than two decades, currently at 8 percent. For married white families, it s 5 percent. Now the politically incorrect questions: Whose fault is it to have children without the benefit of marriage and risk a life of dependency? Do people have free will, or are they governed by instincts? There may be some pinhead sociologists who blame the weak black family structure on racial discrimination. But why was the black illegitimacy rate only 14 percent in 1940, and why, as Dr. Thomas Sowell reports, do we find census data going back a hundred years, when blacks were just one generation out of slavery... showed that a slightly higher percentage of black adults had married than white adults. This fact remained true in every census from 1890 to 1940? Is anyone willing to advance the argument that the reason the illegitimacy rate among blacks was lower and marriage rates higher in earlier periods was there was less racial discrimination and greater opportunity? No one can blame a person if he starts out in life poor, because how one starts out is not his fault. If he stays poor, he is to blame because it is his fault. Avoiding long-term poverty is not rocket science. First, graduate from high school. Second, get married before you have children, and stay married. Third, work at any kind of job, even one that starts out paying the minimum wage. And finally, avoid engaging in criminal behavior.
It turns out a married couple, each earning the minimum wage, would earn an annual combined income of $30,000. The Census Bureau poverty line for a family of two is $15,500, and for a family of four, it s $23,000. By the way, no adult who starts out earning the minimum wage does so for very long. Since President Lyndon Johnson declared war on poverty, the nation has spent about $18 trillion at the federal, state and local levels of government on programs justified by the need to deal with some aspect of poverty. In a column of mine in 1995, I pointed out that at that time, the nation had spent $5.4 trillion on the War on Poverty, and with that princely sum, you could purchase every U.S. factory, all manufacturing equipment, and every office building. With what s left over, one could buy every airline, trucking company and our commercial maritime fleet. If you re still in the shopping mood, you could also buy every television, radio and power company, plus every retail and wholesale store in the entire nation. Today s total of $18 trillion spent on poverty means you could purchase everything produced in our country each year and then some. There s very little guts in the political arena to address the basic causes of poverty. To do so risks being labeled as racist, sexist, uncaring and insensitive. That means today s dependency is likely to become permanent. WALTER E. WILLIAMS is a professor of economics at George Mason University. His column is distributed by Creators Syndicate, 5777 W. Century Blvd., Suite 700, Los Angeles, CA 90045.
English II Name -------------------------------------------- Embedded Assessment 2.2 Creating an Argument (Two Page Persuasive Essay) Assignment Your assignment is to create a two-page (minimum) original persuasive essay. You will choose a position, target audience, and effective organizational strategy to convey your argument. Planning 1. Look at the list of contemporary issues that has been distributed to you, and pick four or five statements that you feel strongly about, either because you agree or disagree with them. 2. As your classmates choose topics, mark them off of your list. No two students may argue the same position on the same topic. When your turn comes, I strongly suggest that you choose a topic, and not pass. Passing will result in fewer choices next time around. 3. Once you have decided on your topic, compose your thesis statement. You may use the suggested topic statement as is, or you may revise it. 4. Make a list of three points you will make in your argument. 5. Write out one point that someone who holds an opinion opposite yours might make, and how you will refute it. 6. Identify the types of sources you will need to use in order to make your argument fair, balanced, and accurate. You must use at least 3 sources. Researching 1. You will have one day to research in the media center or lab. Use your time wisely. First, find a minimum of three sources of reliable information on your topic. Make sure these sources are written by authorities in the field. Your sources must also be objective, or balanced by sources written by experts on the other side of the issue. 2. Organize your sources on a properly formatted MLA style Works Cited page. Consult the handout: How to Format a Paper and Document Correctly in MLA Style or use the following links to access websites that will help you create a properly formatted page: easybib.com bibme.com Purdue OWL (online writing lab) https://owl.english.purdue.edu/owl/resource/747/01/ 3. Once your sources are selected, begin taking notes or highlighting printed passages from your sources. Select information that supports your thesis, as well as at least one main counterargument made by someone who disagrees with you. Decide how you will refute your opponent s argument. Outlining 1. Use the template (handout) to organize your argument or create an outline of your own.
English II Name -------------------------------------------- Embedded Assessment 2.2 Creating an Argument (Two Page Persuasive Essay) Outline I. Title of Essay (Identify issue and your position) II. Claim (Write out your thesis statement: III. Evidence: Point #1 A. Explanation of point #1 (How does it support your claim?) IV. Evidence: Point #2 A. Explanation of point #2 V. Concession(s) (Acknowledge counterclaim(s) made by people who disagree with you use a quote) A. Refutation (Explain why the counterclaim is not valid, or point out any logical fallacies it Contains) VI. Evidence: Point #3 (strongest evidence)
A. Explanation of Point 3 VII. Conclusion (May include Call to Action)
Drafting 1. Compose your argument. Examine and consider your choices in terms of syntax. Consider changes that might make your arguments more effective. 2. As you write your rough draft, make sure to use parenthetical citations to cite any information that came from your sources, whether you are using direct quotes or paraphrasing. 3. Complete your rough draft by this due date: Peer Review/Revising 1. Exchange papers with at least one classmate and make constructive comments on one another s papers. Fill out the peer review sheet.
English II Mr. Fox Persuasive Essay Peer Review Speech Writer: Peer Reviewer: Editor s Instructions: Step One: Read the Essay! Read with a pen/pencil in your hand that s easy to see (red, green, etc.; NOT the writer s color). Comment and mark ON THE ESSAY as you read positive and negative, grammar and spelling mistakes (even if you re not sure yourself of what s correct), questions you have, things you feel are really strong about the essay, things you feel need work, the thoughts that strike you as you read. Underline, circle, draw arrows, make comments. Do NOT turn to the author for any explanations or comments! WRITE them to him/her on the essay. That way, your comment will be more permanent. If you can t read something, WRITE that on the essay. Step Two: Respond to These Points: 1. Does the writer s TOPIC have two definite sides? Is it possible for reasonable people to argue both sides of the issue? Is the topic interesting? Comment on the writer s topic here. 2. Write the THESIS of the essay here. (You don t have to quote it; just state it as you understand it. This will tell the author if s/he was actually properly understood.) 3. Comment on how LOGICAL you feel the argument in this essay is. Identify any logical fallacies: 4. Comment on the EMOTIONAL response the essay brings to you, or the passion shown by the writer: 5. Comment on the ETHICAL appeals or WRITER s CREDIBILITY:
6. Comment on the USE OF LANGUAGE in the essay: 7. Comment on the GRAMMAR and SPELLING in the essay: 8. Comment on the FORM, whether the paragraphs work as paragraphs (staying on one point and developing it well) to help the argument and organization of the essay. Also check the length of the paper. Minimum length is two full typed pages (26 lines). If the rough draft is handwritten, it should be at least four full pages. The final draft must be typed. 9. Identify where the author acknowledges the counterargument against his or her point. Then explain how the writer refutes the counterargument. 10. Check the writer s Works Cited page for accuracy. Check to make sure the writer uses parenthetical citations correctly throughout the paper. Comment on the writer s use of citations. 11. Write a final comment at least a few sentences to the writer: