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Bell-ringer Activity 8: Infinitive phrases

Bell-ringer Activity 8: Infinitive phrases. Copy the following: A split infinitive is the error of putting an adverb between two parts of a full infinitive. Example: to boldly go . Correct the following sentences. 1. Steve decided to quickly remove Amy's cats.

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Bell-ringer Activity 8: Infinitive phrases

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  1. Bell-ringer Activity 8: Infinitive phrases Copy the following: A split infinitive is the error of putting an adverb between two parts of a full infinitive. Example: to boldly go. • Correct the following sentences. • 1. Steve decided to quickly remove Amy's cats. • 2. "I'm going to quickly wash the dog."

  2. Announcements and Agenda • Announcements • 1. Textbooks: today and Thursday • 2. Signed forms for flip cameras • 3.Presentations/recordings will be on: • February 7th and 8th • You will be given two days prior to plan (4th and the 5th Feb) and one ½ day to complete your packet in your groups. Agenda: Introduction to the Romantic Era

  3. The Romantic Era: an era of revolutionary spirit Task 1: analyze this painting on page 878 in your textbook and explain in two sentences what you think is happening in the painting. List four words to describe the atmosphere and what this man could be thinking. Caspar David Friedrich 1818

  4. The Age of Romanticism: why it matters… • 1. Romantics rejected science and reason. • 2. Romantics embraced: • Nature • Emotion • Individual experience • 3. The romantics pushed for the rights of the common people. This lead to a struggle for freedom and reform.

  5. Historical Highlights

  6. Arts and Culture: Literature • The Romantic Movement in England began with the publication of a collection of poems: • Lyrical Ballads by William Wordsworth and Samuel Taylor Coleridge. Other writers include: Victor Hugo Johann Wolfgang Van Goethe

  7. In their poetry… (pg 878-79) • Writers explored their own minds and complexities of their emotions… • Terms to know: • In groups of two define and answer the following: 1. Define Romantic: 2. Define Romanticism: 3. Identify the differences between the neoclassicists and the romantics. 4. What is a romantic hero? 5. German romanticism emphasized an interest in ____________ and an ______________________. 6. How did Wordsworth define romantic poetry? 7. Identify two famous works by Victor Hugo: what did these works focus on?

  8. Bell-ringer • Answer the following questions by writing 2 sentences: Why do you think the Romantics found such strong inspiration in the natural world?

  9. Bell-ringer: split infinitives • Copy and correct the following sentences containing split infinitives: • 1. I was told to always keep a good look out. • 2. I really want to fully understand this concept. • 3. He decided to completely re-write his essay. • 4. The bandits wanted to suddenly strike.

  10. Announcements • Monday: Progress report cards • Homework: Questions due. • Signed forms for flip cameras: alternative essay assignment • Agenda • Today: Author Study/Gallery • Monday: “The Rime of the Ancient Mariner”/Prep work for Parody. • Any questions?

  11. Group Activity: Author Study • Divide into groups of 2. • Each group will be given a romantic writer. • Use a laptop and research for the following on your writer: • 1. Youth and childhood: early life • 2. Career: later life • 3. Political views/inspirations • 4. Famous Works • Each group will create a poster reflecting the biography of their writer.

  12. Exit ticket • Identify one bibliographical fact about a romantic writer from another group. • Write your fact on an index card and place it in the blue basket on the way out of the door.

  13. Bell-ringer Activity: Dangling Modifiers Copy: Dangling Modifiers are words or phrases that do not have a clear term to modify in a sentence. Re-write the following sentences to eliminate the dangling modifiers. • The car on the bridge which is green is mine. • I showed my dog to the veterinarian with the fleas • When only a baby, Mom took me scuba diving.

  14. Announcements and Agenda Turn in signed progress reports for extra credit. • Turn in signed forms for flip cameras: last day is today! • Next week: • We will be in the library Tuesday & Thursday. • Parody project students = tables • Alternative assignment students = computers. • Parody presentations: Feb 8th • Any questions?

  15. Agenda • 20 minutes to complete posters. • Tape to the wall when you have completed. • 20 minutes = gallery walk. • Walk and observe other students posters and complete the worksheet given to you.

  16. Group Activity: Author Study • Divide into groups of 2. • Each group will be given a romantic writer. • Use a laptop and research for the following on your writer: • 1. Youth and childhood: early life • 2. Career: later life • 3. Political views/inspirations • 4. Famous Works • Each group will create a poster reflecting the biography of their writer.

  17. Bell-ringer activity: misplaced modifiers • Copy the sentences below and underline the subject with two lines and the adjective/adverb with one. • Re-write the sentence if the adj/adverb is in the wrong place. • 1. Always eager for cake, the birthday party was attended by everyone. • 2. Hoping it would rain, the umbrella was brought. • 3. Wagging her tail, the new puppy climbed into my lap.

  18. Agenda for today: • 1. Parody projects • Your goal today is to • 1. practice • 2. assemble any props • 3. Complete dialogue, print off and have it approved.

  19. Announcements and Agenda 1.The following students need to turn in their gallery walks from Friday: Joshua, Kora, Austin, Samuel, O’lexis, and Tara.

  20. Agenda for Parody Project. • Change of plans: parody presentations will be next Monday and Tuesday. • You will the following days for preparation and practice: • Today • Friday • Monday (10 min prior to performance)

  21. Due at the end of class today • 1. Checklist completed by director • 2. Individual packets = daily grade • 3. Group packet = to be completed by director. • Any questions? See me!

  22. Bell-ringer One: Vocabulary Review • Copy and complete the following sentences using the word bank: • Distraught B. Credulous C. Jovial D. Monotone E. Sordid F. Emphatic • The mother was left ________ after she found out her children were missing. • ___________ consumers will often buy products of little or no real value. • My team mates are very good players with their ______ souls and good sportsmanship.

  23. https://www.youtube.com/watch?v=4EpuaCaPML8 • Above is the link to the “The Rime of the Ancient Mariner” part 1 & 2

  24. Bell-ringer: vocabulary review Copy the following sentences and, using the word bank, complete them. • A. Indifference B. Inept C. Pompous D. Piety E. Sordid F. Monotone 1. If a person is ___________, he or she is both pretentious and ostentatious. 2. The _________ details of her sin shocked everyone: they were ghastly and dirty. 3. Ashley was not chosen for the musical as her voice was sadly ______________. 4. It was concluded that Jo was _____ at playing basketball: he was clumsy and had no dribbling skills.

  25. Announcements and Agenda • Today: • Review of Part 1 and 2 • Group analysis of Part 3 and 4 • Wrap up of poem on Tuesday • Tuesday-Friday: parodies

  26. Literary Focus: terms to know for “The Rime of the Ancient Mariner” • 1. Lyrical Ballad: a long, narrative poem set to music. • 2. Form and structure: identify stanza form:__________ rhyme scheme_______. • 3. Symbolism: • 4. Alliteration: • 5. Simile/metaphors: • 6. Use of Archaic Words

  27. Author Study: Samuel Taylor Coleridge • 1772-1834 • Born in Devonshire and youngest son of the vicar of Ottery St. Mary • Had a close friendship with Dorothy and William Wordsworth • Is credited for officially beginning Romantic Literature in England

  28. Activating Prior Knowledge… • What do you remember about this poem?

  29. “The Rime of the Ancient Mariner” By Samuel Taylor Coleridge

  30. After listening to the poem, copy the following questions into your notebook • 1. Describe the mariner • 2. Who did the mariner stop? Why is this significant? • 3. Identify the two natural forces that take place against the ship. • 4. What could the albatross symbolize? • 5. What happens to the ship once the albatross is shot? • 6. How do the men punish the mariner?

  31. Group Activity • Divide into your group of two • You have 20 minutes to complete the worksheet activity. • At the conclusion of 20 minutes, I will randomly call on you to either • 1. paraphrase the part • 2. paraphrase a part of the part • 3. answer any of the questions

  32. Bell-ringer activity: vocabulary review • Using context clues, match the following vocabulary words to the correct sentences. • Copy all sentences for FULL CREDIT. • 1. Sarah’s aloof attitude was that of ________: she couldn’t have cared less about the award she won. • 2. Due to living in a tree house by himself for years, Toby was socially _______. • 3. There is no __________ to gossip. • 4. Jordan’s _______ was reflected in his frequent trips to church.

  33. Concluding the Poem… Romantics embraced nature, emotion and the individual experience… • How does Coleridge’s poem embrace nature? • How powerful is the human imagination in this poem? What does the use of the imagination suggest? • Identify the variety of emotions the mariner experiences. • Infer the overall theme of the poem.

  34. Parody Presentations • Will be presented in the classroom Thursday and Friday • Do not exceed 10 min • Today will be a practice day in the auditorium.

  35. Analysis of Kubla Khan by S.T. Coleridge • Writing prompt. • Respond to one of the following writing prompt by writing at least 5 sentences: • 1. Describe a vivid, dream that you remember having. Discuss details, plots.

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