Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
I can write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
If you were absent for Friday, March 13th's vocabulary
quiz, you need to make arrangements to make it up any
period but during your class. See me!
In class: 1. new vocabulary class handout / copy below
2. working on your epitaphs.
This material was reviewed in class on Friday. You were to have completed the graphic organizer over the weekend. If
you have not, that is what you need to do FIRST!
Only if you have finished the organizer, which is a participation grade, will you be able to write the epitaph.
Look carefully at step 7 to put the finishing touches on the
epitaph and complete your figurative language write up.
Detailed directions and examples are on the handout from
Friday. Read over and ask specific questions.
Tomorrow you will copy your completed work onto a tombstone.
By the end of class tomorrow, you must have a completed epitaph copied onto a tombstone. (I have the material.)
On the back of the tombstone you will copy out the figurative language devices from your poem. Again, check the model on your handout.
To be successful with this project, it is very important that you follow the step by step directions. I will collect the graphic organizer as a class participation grade.
Directions for writing your epitaph
1) Fill out the plan sheet as a pre-write. This will be collected and grade as a separate class participation grade.
8. Now make decisions about the physical arrangement of the words in lines. How many words do you want on each line? What should be emphasized? Make conscience choices about where line breaks occur.
Now create a final copy following the format requested
9. When you have finished, you will staple your poetic epitaph to your gravestone and your analysis to the back.
name____________________________
Epitaph Planning Organizer
Name of the deceased / age
Occupation or how majority of time was spent
Details about the character's death
How did the character feel about his/her death
Describe a relationship this character had
Significant life events
Character’s outlook on life or his/her advice to those still living.
Hobbies and spare time activities
Emotions and feelings about the character in the other epitaph
Other details, physical characteristics, ideas, etc.
I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
I can write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
If you were absent for Friday, March 13th's vocabulary
If you were absent for Friday, March 13th's vocabulary
quiz, you need to make arrangements to make it up any
period but during your class. See me!
In class: 1. new vocabulary class handout / copy below
2. working on your epitaphs.
This material was reviewed in class on Friday. You were to have completed the graphic organizer over the weekend. If
you have not, that is what you need to do FIRST!
Only if you have finished the organizer, which is a participation grade, will you be able to write the epitaph.
Look carefully at step 7 to put the finishing touches on the
epitaph and complete your figurative language write up.
Detailed directions and examples are on the handout from
Friday. Read over and ask specific questions.
Tomorrow you will copy your completed work onto a tombstone.
By the end of class tomorrow, you must have a completed epitaph copied onto a tombstone. (I have the material.)
On the back of the tombstone you will copy out the figurative language devices from your poem. Again, check the model on your handout.
To be successful with this project, it is very important that you follow the step by step directions. I will collect the graphic organizer as a class participation grade.
Directions for writing your epitaph
1) Fill out the plan sheet as a pre-write. This will be collected and grade as a separate class participation grade.
2. On a “practice” sheet, write the name of your character at the top of the page. The character should have your initials and may be male or female.
3. Pretend that you are that character and are in essence speaking from the great beyond. This is called writing in first person. You will use the pronoun I.
4. Choose one of the details from your plan sheet that you (as the character) feel strongly about, and write a sentence about it. You might choose some feeling about someone with whom you had a relationship. Or you might write a sentence about how you died. You could also choose an event that was important as the subject of your first line of the epitaph. It really doesn't matter.
5. Once you have begun, continue letting the thoughts and strong emotions of the character come out. Remember in this type of epitaph you are telling only those thoughts and feelings that are so strong as to have you "speaking from your grave".
6. Once you believe you are done, read several times and make changes where necessary.
*7. Now go back and look for or add the poetic devices. YOU MUST HAVE:
a. at least one simile or metaphor
b. an example of anaphora
c. at least one example of alliteration (the occurrence of the same letter or sound at the beginning of adjacent or closely connected words)
d. any two of any of the following (the same one may be used twice, if you wish)
allusion
hyperbole ( overstatement or exaggeration of speech for an effect)
personification (describing an inanimate object with human or lifelike qualities)
oxymoron (figurative language that contains two seemingly contradictory elements, such as "wise
fool")
imagery (detailed description which incorporates the five senses -- sight, sound, smell, taste and
touch)
litotes (ironical understatement in which an affirmative is expressed by the negative of its contrary
(e.g., you won't be sorry, meaning you'll be glad)
synecdoche ( a literary device in which a part of something represents the whole or it may use a
whole to represent a part- all hands on deck)
symbol
8. Now make decisions about the physical arrangement of the words in lines. How many words do you want on each line? What should be emphasized? Make conscience choices about where line breaks occur.
Now create a final copy following the format requested
9. When you have finished, you will staple your poetic epitaph to your gravestone and your analysis to the back.
name____________________________
Epitaph Planning Organizer
Name of the deceased / age
| ||
Occupation or how majority of time was spent
| ||
Details about the character's death
| ||
How did the character feel about his/her death
| ||
Describe a relationship this character had
| ||
Significant life events
| ||
Character’s outlook on life or his/her advice to those still living.
| ||
Hobbies and spare time activities
| ||
Emotions and feelings about the character in the other epitaph
| ||
Other details, physical characteristics, ideas, etc.
|
This will go on the front of your “tombstone”
Sample student epitaph
This will go on the obverse of your stone
Sample student analysis of epitaph
Marlene Flouher
47 years I spent looking, smelling, wanting a garden.
47 years I spent looking, smelling, wanting a garden.
A simple garden with flowers like a jungle
To tame the wild beast within my heart.
But Anthony said, "No it's a frivolous thing
Do something worthwhile;
Don't be silly and dig in the dirt.
He denied me my garden.
He denied me my desire.
He denied me my life.
He denied ....me.
Now I rest in death undenied
As flowers above me bloom.
|
(irony) Marlene Flouher 
47 years I spent looking, smelling, wanting a garden.
A simple garden with flowers like a jungle (SIMILE)
To tame the wild beast within my heart.
But Anthony said, "No it's a frivolous thing
Do something worthwhile Don't be silly and dig in the dirt.
He denied me my garden.
He denied me my desire. (ASSONANCE)
He denied me my life.
He denied ....me. (anaphora)
| 47 years I spent looking, smelling, wanting a garden. A simple garden with flowers like a jungle (SIMILE) To tame the wild beast within my heart. But Anthony said, "No it's a frivolous thing Do something worthwhile Don't be silly and dig in the dirt. He denied me my garden. He denied me my desire. (ASSONANCE) He denied me my life. He denied ....me. (anaphora) |
Acquisitive to tenable Vocabulary week of March 16 quiz Friday, March 20
1) acquisitive- concerned with acquiring wealth or property,
greedy, avaricious
2) arrogate- verb- to claim or take
without right, usurp, expropriate
3) banal- adj- hackneyed, trite,
commonplace, stale
4) belabor- verb- overwork, pummel, to
thrash soundly
5) coherent –adj- consistent,
comprehensible, cohesive, unified
6) congeal- verb- to change from liquid
to solid, thicken, harden, jell, coagulate
7) emulate- verb- to imitate with the
intent of equaling or surpassing, copy, mimic
8) eschew- verb- to avoid, shun, keep
away, steer clear of, forgo
9) germane-adj- relevant, appropriate,
apropos, fitting
10) taciturn- adj- habitually silent or
quiet, tight-lipped, uncommunicative; laconic
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