Hook, Housekeeping & Homework MONDAY FUNDAY

Hook, Housekeeping & Homework MONDAY FUNDAY I am sometimes called a groundnut or a goober-pea. I am used to make medicine, soap, paint, and kitty litter. Peanut We are birds, but we don't fly. Most birds are afraid of people, but we are not. We all live in the Southern Hemisphere. Penguin I am made from a bean. Long ago I was used to make a bitter drink. Today I am sometimes found in ice cream. Chocolate Three eyes have I, all in a row; when the red one opens, all freeze.” I’m a traffic light. “What animal walks on all fours in the morning, two in the afternoon and three in the evening?” Man I have holes in my top and bottom, my left and right, and in the middle. But I still hold water. What am I? I am a sponge. What can run but never walks, has a mouth but never talks, has a head but never weeps, has a bed but never sleeps? A river. • Homework: Do a CLOSE READING of your short story for DETAIL • Final, correctly formatted, printed AND turnitin.com introductory paragraphs due today by 3:05!

Past, Present, Future MONDAY • Short Story Analysis: Elements of Fiction + Statements of Theme to THESIS to Introductory Paragraph + Outlining ideas + Embedding Quotes into a Literary Analysis • Intro. Due • Close Reading for Stylistic Devices: Detail • Detailed Discussion - haha, get it?!  - • Close Reading for Stylistic Devices: Diction

Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. Objectives: you will be able to review a short story and re-examine it for detail Relevance: Assuming responsibility for and participation in small group activities (such as a sports team, debate team, fundraising, part-time job, service project) improves the quality of the intended goal. Enlisting all members of a team to do their part can often lead to new and unexpected outcomes and ensures a “win” and a successful team. Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? their texts? What are some strategies for effective communication for oral presentations?

Instruction: ObtainI DO DETAIL:facts & observations = develops a topic Adds life & action, influences how the topic is viewed - focusingthe reader’s attention on particular objects, incidents, or ideas. Understatement, or lack of detail, is also a way in which an author creates meaning. Literary Elements in Action • Basic Sentence: Robbie reached for the ball. • Detail Sentence: Robbie reached for the ball, successfully took possession, pulled it to his chest, looked at the basket, then aimed, threw, and watched it drop through the rim to score the winning point. Purpose: • to describe • To inform • To overwhelm the reader with proof, reasons, facts, etc. to make a point • To establish tone • To offer a list of events, reasons, etc.

Instruction: ObtainI Do Apply: Think of 2 contrasting characters. Write a sentence for each showing their different reactions to a dangerous situation or fight. Do not explain the different reactions; instead, show the different reactions through use of detail. • The baby chipmunk was scared and took cover The honey badger is mean and fights back. = NO!!! • The cat approached, and the baby chipmunk quivered, made itself low to the ground, and slowly crept, with a quiet whimper, to its nest. • The cat approached, and the honey badger raised up on its feet, elongated its claws, opened it powerful jaw to expose its large teeth and hissed.

Reading for details: select details that describe the two women and the girls. What patterns do you see? What is the overall purpose and effect? “The lady I had left might be about twenty-nine; the one who went with me appeared some years younger: the first impressed me by her voice, look, and air. Miss Miller was more ordinary; ruddy in complexion, though of a careworn countenance; hurried in gait and action, like one who had always a multiplicity of tasks on hand: she looked, indeed, what I afterwards found she really was, an under-teacher. Led by her, I passed from compartment to compartment, from passage to passage, of a large and irregular building; till, emerging from the total and somewhat dreary silence pervading that portion of the house we had traversed, we came upon the hum of many voices, and presently entered a wide, long room, with great deal tables, two at each end, on each of which burnt a pair of candles, and seated all round on benches, a congregation of girls of every age, from nine or ten to twenty. Seen by the dim light of the dips, their number to me appeared countless, though not in reality exceeding eighty; they were uniformly dressed in brown stuff frocks of quaint fashion, and long holland pinafores. It was the hour of study; they were engaged in conning over their tomorrow's task, and the hum I had heard was the combined result of their whispered repetitions.” – Jane Eyre by Charlotte Bronte Patterns: speaker observes details about physical appearance and actions - voices and conversations are low/can’t be discerned – a similarity among the girls is revealed Tone: Explanatory/expository, confused, gloomy Purpose: To provide detailed accounting of Jane’s impression upon first entering Lowood, a girl’s boarding school

Instruction: ObtainI DO DETAIL Focus on characters & their actions “The dog stood up and growled like a lion, stiff-standing hackles, teeth uncovered as he lashed up his fury for the charge. Tea Cake split the water like an otter, opening his knife as he dived. The dog raced down the back-bone of the cow to the attack and Janie screamed and slipped far back on the tail of the cow, just out of reach of the dog’s angry jaws. “ – from Their Eyes were Watching God by Zora Neale Hurston Pattern: violent, aggressive, scary, threatening = dog has rabies Teacake = active & in control • Splits the water, opens the knife, dives Janie = passive & helpless • Screams, slips out of reach Purpose & Effect: Details re-create the terror of the scene allowing the reader to participate in the action; they also reveals a more traditional attitude of men & women, and characterizes these two main characters (Teacake: proactive, purposeful, protective; Janie: reactive, passive, protected)

Activity: Develop We DO Purpose:to practice close reading skills by identifying & analyzing detail (and then, eventually, explaining and elaborating on its purpose and effect on the meaning of the work as a whole) Tasks: • Re-read your short story examining it for detail. Use the Close Reading Ritual to help guide your understanding • You may want to start by focusing on details for… • A character (and/or character contrast) • A particular event or action • Setting • Lens: Detail – Patterns – New Understanding • Take notes on important details, patterns and understanding on the chart Outcome: Be prepared to share ideas with your story-mates tomorrow DETAIL:facts & observations = develops a topic Adds life & action, influences how the topic is viewed - focusing the reader’s attention on particular objects, incidents, or ideas. Understatement, or lack of detail, is also a way in which an author creates meaning. Literary Elements in Action • Basic Sentence: Robbie reached for the ball. • Detail Sentence: Robbie reached for the ball, successfully took possession, pulled it to his chest, looked at the basket, then aimed, threw, and watched it drop through the rim to score the winning point. Purpose: • to describe • To inform • To overwhelm the reader with proof, reasons, facts, etc. to make a point • To establish tone • To offer a list of events, reasons, etc.

Release & Review What did you new learning or understanding do you have about detail? Try your hand at it… • Write a sentence describing someone with disgusting eating habit; use at least 3 vivid details. • Describe jumping over a puddle: 1st sentence general, stating action; 2nd clarify the intensity. • Write a detailed description of a sporting event. Emphasize some violent or extreme action by repeating at least 2 vivid details. • Chose a color and describe a scene with at least 3 varieties of that color. Try to mix details of landscape and people. Homework: Intro. By 3:05 Close Reading Ritual: Read for Detail, look for patterns, draw and overall conclusion. Using the worksheet, come in with an excerpt where you have identified and analyzed detail.

Hook, Housekeeping & Homework TUESDAY Read the selection below. Look at the details included about the setting. What stands out? What patterns do you see? Be prepared to share! So we took the nursery at the top of the house. It is a big, airy room, the whole floor nearly, with windows that look all ways, and air and sunshine galore. It was nursery first and then playroom and gymnasium, I should judge; for the windows are barred for little children, and there are rings and things in the walls. The paint and paper look as if a boys' school had used it. It is stripped off--the paper in great patches all around the head of my bed, about as far as I can reach, and in a great place on the other side of the room low down. I never saw a worse paper in my life. One of those sprawling flamboyant patterns committing every artistic sin. It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide--plunge off at outrageous angles, destroy themselves in unheard of contradictions. The color is repellent, almost revolting; a smouldering unclean yellow, strangely faded by the slow-turning sunlight. It is a dull yet lurid orange in some places, a sickly sulphur tint in others. No wonder the children hated it! I should hate it myself if I had to live in this room long. There comes John, and I must put this away,--he hates to have me write a word. Homework: Be prepared for a close reading ritual of DICTION tonight for your assigned story: you are headed to a group & individual analysis (BTW, this is NOT a research assignment = Academic Honesty)

Past, Present, Future TUESDAY • Short Story Analysis: Elements of Fiction + Statements of Theme to THESIS to Introductory Paragraph + Outlining ideas + Embedding Quotes into a Literary Analysis • Intro. Due • Close Reading for Stylistic Devices: Detail • Detailed Discussion - haha, get it?!  - • Close Reading for Stylistic Devices: Diction • Close Reading for Stylistic Devices: Imagery • Close Reading for Stylistic Devices: Figurative Language • Close Reading for Stylistic Devices: Syntax

Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. Objectives: you will be able to review a short story and re-examine it for detail AND diction Relevance: Assuming responsibility for and participation in small group activities (such as a sports team, debate team, fundraising, part-time job, service project) improves the quality of the intended goal. Enlisting all members of a team to do their part can often lead to new and unexpected outcomes and ensures a “win” and a successful team. Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? their texts? What are some strategies for effective communication for oral presentations?

Activity: Develop We DO Purpose: to work in a collaborative group to examine details in your short story Tasks: Share & compare your detail ideas with your peers Does detail seem to be important in this story – Does the author seem to be drawing your attention to anything in particular? Is anything revealed about characters or setting? Outcome: Be prepared for a close reading ritual each night for your assigned story: you are headed to a group & individual analysis BTW, this is NOT a research assignment (Academic Honesty)

Instruction: ObtainI DO DICTION: Specific Word Choice Literary Elements in Action • Basic Sentence: Robbie reached for the ball. • Detail Sentence: Robbie reached for the ball, successfully took possession, pulled it to his chest, looked at the basket, then aimed, threw, and watched it drop through the rim to score the winning point. • Diction Sentence: Desperate to win, Robbie lunged for the ball. • Refers to the author’s choice of words. • Words are the writer’s basic tools: they create the color and texture of the written work; • They both reflect and determine the level of formality; • They shape the reader’s perceptions • Depends of the occasion • Connotation & Denotation • Imparts freshness and originality

Instruction: Obtain • Denotation VS. Connotation Detail + Diction

Instruction: Obtain I DO “DURING the whole of a dull, dark, and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, had been passing alone, on horseback, through a singularly dreary tract of country; and at length found myself, as the shades of the evening drew on, within view of the melancholy House of Usher. I know not how it was --but, with the first glimpse of the building, a sense of insufferable gloom pervaded my spirit. I say insufferable; for the feeling was unrelieved by any of that half-pleasurable, because poetic, sentiment, with which the mind usually receives even the sternest natural images of the desolate or terrible. I looked upon the scene before me --upon the mere house, and the simple landscape features of the domain --upon the bleak walls --upon the vacant eye-like windows --upon a few rank sedges --and upon a few white trunks of decayed trees --with an utter depression of soul which I can compare to no earthly sensation more properly than to the after-dream of the reveller upon opium --the bitter lapse into everyday life-the hideous dropping off of the reveller upon opium --the bitter lapse into everyday life --the hideous dropping off of the veil. There was an iciness, a sinking, a sickening of the heart --an unredeemed dreariness of thought which no goading of the imagination could torture into aught of the sublime. What was it --I paused to think --what was it that so unnerved me in the contemplation of the House of Usher? It was a mystery all insoluble; nor could I grapple with the shadowy fancies that crowded upon me as I pondered. I was forced to fall back upon the unsatisfactory conclusion, that while, beyond doubt, there are combinations of very simple natural objects which have the power of thus affecting us, still the analysis of this power lies among considerations beyond our depth. It was possible, I reflected, that a mere different arrangement of the particulars of the scene, of the details of the picture, would be sufficient to modify, or perhaps to annihilate its capacity for sorrowful impression; and, acting upon this idea, I reined my horse to the precipitous brink of a black and lurid tarn that lay in unruffled lustre by the dwelling, and gazed down --but with a shudder even more thrilling than before --upon the remodelled and inverted images of the gray sedge, and the ghastly tree-stems, and the vacant and eye-like windows.” – “The Fall of the House of Usher” by Edgar Allan Poe • Tones: Foreboding, ominous, somber, frightening, dangerous, desolate • Since this is the opening scene of the story, it sets the tone. The purpose of the passage is to foreshadow dramatically the weird, terrible, and frightening events.

Instruction: ObtainI DO Diction “Twenty bodies were thrown out of our wagon. Then the train resumed its journey, leaving behind it a few hundred naked dead, deprived of burial, in the deep snow of a field in Poland.” – Night by Elie Wiesel • Demonstrates the horror of the experience • Men have been dehumanized, in the eyes of the Nazis and in their own eyes; they have been stripped of all possessions, loved ones and dignity. When they die, they become simply bodies, like discarded trash. • If changed, passage would lose its power. Changing it to “people” would recognize a vestige of humanity and not serve Wiesel’s purpose. This exact diction focuses the reader’s attention and allows them to respond with conviction.

Instruction: ObtainI Do • Fifteen chickens were slaughtered to the feast. • Fifteen chickens were cooked for the feast. Notice the degrees of verbs and adjectives. I found my father sleeping at his desk and had to cover my laugh. VS. I stumbled upon my father dozing at his desk, but I was able to muffle my giggles so that no one heard.

Activity: We Do Diction: Read & Think As I watched, the sun broke weakly through, brightened the rich red of the fawns, and kindled their white spots. - E.B. White, “Twins,” Poems and Sketches of E.B. White • What kind of flame does kindled imply? • How does the verb suit the purpose of the sentence? • Would the sentence be strengthened or weakened by changing the sun broke weakly through to the sun burst through? Explain the effect this change would have on the use of the verb kindled? • Brainstorm a list of action verbs that demonstrate the effects of sunlight.

Activity: We Do Diction: Read & Think An aged man is but a paltry* thing A tattered coat upon a stick… -- W.B. Yeats, Sailing to Byzantium • What picture is created by the use of the word tattered? • By understanding the connotations of the word tattered, what do we understand about the persona’s attitude toward an aged man? • List three adjectives that can be used to describe a pair of shoes. Each adjective should connote a different feeling about the shoes. • Share and discuss. *small, meager

Release & Review What did you learn today about diction? Homework: Close Reading Ritual: Read for Diction, look for patterns, draw an overall conclusion. Using the worksheet, identify and analyze your story for diction. You may want to select an excerpt (e.g. note length of “The Fall of the House of Usher”) focused on setting or an event or trace the diction used for character or setting or particular event throughout.

Hook, Housekeeping & Homework WEDNESDAY Consider our work with detail and diction. Keep in mind the pattern of questioning in a close reading ritual: What? How? Why? So what? Select one of the works of art on this slide. What details do you notice? How are the presented (color, texture, arrangement)? Why are they presented this way? So what is the purpose and effect? Homework: Tomorrow we will discuss Imagery. Re-read you story for specific ideas that you can hear, see, smell, taste, & touch. Use Close Reading Ritual: Read for Imagery (but you may want to hold off writing on it).

From What? and HOW? “A Storm on the Mediterranean Coast” Ship and the rocks on the shore – upright castle/monolithic structure behind, small people • Painting with darker colors (greys, browns, etc.), diagonal lines(shore, people, boats, vs. tree, clouds – contrast building) “He Can No Longer at the Age of 98” Man bent over canes • Pencil drawing with white taking up most of space - positive and negative space; the man and his shadow occupy the positive space, while the white space surrounding him is the negative space “The Annunciation” Angel (wings) with woman, hands, red drape, etc. • Contrast and Intensity of color • Bright colors – undiluted, often associated with positive energy and heightened emotions (bright red drapery) • Dull colors - diluted by mixing with other colors, create a sedate or serious mood (gray stone interior)

To Why? So What? “A Storm on the Mediterranean Coast” Ship and the rocks on the shore – upright castle/monolithic structure behind, small people • Painting with darker colors (greys, browns, etc.), diagonal lines (shore/rocks, people, boats, vs. tree, clouds – contrast building) • angles of the ship and the rocks on the shore convey a feeling of movement or speed in this stormy harbor scenecreating tension “He Can No Longer at the Age of 98” Man bent over canes • Pencil drawing with white taking up most of space - positive and negative space; the man and his shadow occupy the positive space, while the white space surrounding him is the negative space • Disproportionate amount of negative space accentuates the figure's vulnerability and isolationrevealing the inevitable decline of death and allows one to question our importance “The Annunciation” Angel (wings) with woman, hands, red drape, etc. • Contrast and Intensity of color • Bright colors – undiluted, often associated with positive energy and heightened emotions (bright red drapery) • Dull colors - diluted by mixing with other colors, create a sedate or serious mood (gray stone interior) • To capture both the seriousness and the joy of the scene of the angel (Gabriel) informing the woman (Mary) of her pregnancy

Past, Present, Future WEDNESDAY • Short Story Analysis: Elements of Fiction + Statements of Theme to THESIS to Introductory Paragraph + Outlining ideas + Embedding Quotes into a Literary Analysis • Intro. Due • Close Reading for Stylistic Devices: Detail • Close Reading for Stylistic Devices: Diction • Close Reading for Stylistic Devices: Imagery • Close Reading for Stylistic Devices: Figurative Language • Close Reading for Stylistic Devices: Syntax • Tone

Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. Objectives: you will be able to review a short story and re-examine it for detail, diction AND imagery Relevance: Assuming responsibility for and participation in small group activities (such as a sports team, debate team, fundraising, part-time job, service project) improves the quality of the intended goal. Enlisting all members of a team to do their part can often lead to new and unexpected outcomes and ensures a “win” and a successful team. Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? their texts? What are some strategies for effective communication for oral presentations?

Instruction: Review When examining diction (word choice) consider… • the narrator’s (if told from 3rd person) word choice and/or the descriptions provided • as well as the characters’ word choices • the potential “bias” of a 1st person narration • dialogue between and among characters 1st person narration, used to describe the outside: “I get a lovely view of the bay and little private wharf… There is a beautiful shaded lane…”“A lovely shaded winding road… a lovely country too, full of great elms and velvet meadows.” My narrator is ‘trapped’ in the house (remember yesterday’s details?), but notice the pattern of positive diction (adjective word choices) that is added to these details. The outside world is juxtaposed to that of the inside (purpose)and reflect her desire to leave the room in which she is forced to live (effect). (next)

Instruction: Review Note now the diction pattern in the dialogue of the husband. • I got up softly and went to feel and see if the paper did move, and when I came back John was awake. "What is it, little girl?" he said. "Don't go walking about like that--you'll get cold.“ • Then he said--very quietly indeed, "Open the door, my darling!“ x3 • "Bless herlittle heart!" said he with a big hug, "she shall be as sick as she pleases! But now let's improve the shining hours by going to sleep, and talk about it in the morning!“ • His paternal addresses imply that he sees and treats her like a child. How might the positive and negative diction about her surrounding and the connotation of the way he addresses tie to my brainstormed themes? • Sometimes people are the most misunderstood by those who should seemingly be the closest to them. • Marital relationships can be thrown out of balance when dictated by societal norms or traditional gender roles that may oppress a partner.

Activity: Develop & Apply • Before getting in your groups today, please take a moment to review your work form last night on diction. • Take into consideration the ideas presented in the previous slides as well as denotation vs. connotation. Sleep – Slumber – Nap – Snooze – Doze Like - Affection – Love – Desire - Lust

Activity: Develop We DO Purpose: to work in a collaborative group to examine diction in your short story Tasks: Share & compare your diction ideas with your peers • Does there seem to be a difference between the narrator’s diction and the characters? • Is there similar diction throughout the story? Or does it shift? • What level and type of diction is it? What words describe the diction used overall? In certain sections or for certain voices? • What patterns are you noticing? Outcome: What new understanding of the story (its plot, characters, setting, point of view, symbols, and/or tone) do you have based on the patterns found in details and diction? Be prepared for a close reading ritual each night for your assigned story: you are headed to a group & individual analysis. BTW, this is NOT a research assignment (Academic Honesty)

Release & Review How might the details and diction you’ve examined support an understanding of a theme (central insight) you have identified? Homework: Tomorrow we will discuss Imagery. Re-read you story for specific ideas that you can hear, see, smell, taste, & touch. Use Close Reading Ritual: Read for Imagery (but you may want to hold off writing on it).

Hook, Housekeeping & Homework THURSDAY Quickly read the following and orally identify the imagery in each: For example… The great bird peered intently at the water, hoping to find dinner. Suddenly, it swung around, swooping low for the catch. – appeals to sight 1. Clutching the stolen toy, the toddler wailed as if in serious distress when the teacher attempted to take it from him. 2. The muggy night was oppressive as the heat settled around us. 3. I heard a Fly buzz - when I died The Stillness in the Room Was like the Stillness in the Air – Between the Heaves of Storm – 4. The girl reeled in horror at his disgusting appearance. 5. The day was so hot that I savored each slurpy lick of my fast-melting ice cream, as big, sugary drops slithered off my chin too quickly for me to catch. 6. He wriggle his nose when he lifted the lid to the garage can and the putrid odor escaped. • clutching=sight, wailed=sound • muggy=touch, oppressive=touch, heat settled=touch • Fly buzz=sound, stillness-sight/sound, Heaves of Storm=sight • reeled in horror=sight • Savored=taste, slurpy lick=taste & sound, sugary drops=taste, slithered=sight • wriggled=sight, putrid odor=smell • Homework: Be prepared for a close reading ritual of Figurative Language tonight for your assigned story: you are headed to analysis (BTW, this is NOT a research assignment = Academic Honesty)

Introduction to AP Literature Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. Objectives: you will be able to review a short story and re-examine it for detail, diction AND imagery Relevance: Assuming responsibility for and participation in small group activities (such as a sports team, debate team, fundraising, part-time job, service project) improves the quality of the intended goal. Enlisting all members of a team to do their part can often lead to new and unexpected outcomes and ensures a “win” and a successful team. Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? their texts? What are some strategies for effective communication for oral presentations?

Past, Present, Future THURSDAY • Intro. Due • Close Reading for Stylistic Devices: Detail + Detail • Close Reading for Stylistic Devices: Imagery • Close Reading for Stylistic Devices: Figurative Language • Close Reading for Stylistic Devices: Figurative Language • Close Reading for Stylistic Devices: Syntax • Writing + Models

Instruction: ObtainI DO IMAGERY: the verbal representation of a sensory experience Visual imagery – Auditory imagery – Tactile imagery – Gustatory imagery – Olfactory imagery Literary Elements in Action • Basic Sentence: Robbie reached for the ball. • Detail Sentence: Robbie reached for the ball, successfully took possession, pulled it to his chest, looked at the basket, then aimed, threw, and watched it drop through the rim to score the winning point. • Diction Sentence: Desperate to win, Robbie lunged for the ball. • Imagery Sentence: Robbie felt the round, nubby ball as his hands curled around the worn leather, hugged it protectively to his chest then lobbed it toward the basket as the crowd roared. Imagery depends on detail and diction; its success results from the author’s choices. Imagery evokes vivid experiences, conveys specific emotions, and suggests particular ideas. Imagery itself is not figurative.

Instruction: ObtainI Do “Once upon a time -- of all the good days in the year, on Christmas Eve -- old Scrooge sat busy in his counting-house. It was cold, bleak, biting weather: foggy withal: and he could hear the people in the court outside go wheezing up and down, beating their hands upon their breasts, and stamping their feet upon the pavement stones to warm them. The city clocks had only just gone three, but it was quite dark already -- it had not been light all day: and candles were flaring in the windows of theneighbouring offices, like ruddy smears upon the palpable brown air. The fog came pouring in at every chink and keyhole, and was so dense without, that although the court was of the narrowest, the houses opposite were mere phantoms. To see the dingy cloud come drooping down, obscuring everything, one might have thought that Nature lived hard by, and was brewing on a large scale.” – from A Christmas Carol by Charles Dickens • Senses: Sight & Touch & Sound • Tones: Oppressive, creepy, dreary • Irony: the darkness and dreariness on Christmas Eve

Instruction: ObtainI Do Ha! let me see her: out, alas! she's cold:Her blood is settled, and her joints are stiff;Life and these lips have long been separated:Death lies on her like an untimely frostUpon the sweetest flower of all the field. - from Romeo and Juliet by William Shakespeare • Senses: Sight & Touch • Tones: Pitiful, tragic • Simile: “like an untimely frost”

Instruction: ObtainI Do Queen: There is a willow grows askant the brook, That shows his hoar leaves in the glassy stream. There with fantastic garlands did she make Of crowflowers, nettles, daisies, and long purples . . . There on the pendent boughs her crownet weeds Clamb’ringto hang, an envious sliver broke, When down her weedy trophies and herself Fell in the weeping brook. Her clothes spread wide, And mermaid-like awhile they bore her up, Which time she chanted snatches of old lauds, As one incapable of her own distress, Or like a creature native and indued Unto that element. But long it could not be Till that her garments, heavy with their drink, Pulled the poor wretch from her melodious lay To muddy death. — from Hamlet by William Shakespeare Madness = she did nothing to save herself from drowning • Kept afloat only by her clothes • Sings songs as she floats, buoyed by her clothing, certain to drown • But oblivious to danger • A plaintivesimplicity exists and the imagery makes no judgement. The strength of this passage lies in the imagery that captures and reflects her simplicity and her oblivion to impending doom

Activity: Develop We DO Purpose: to work in a collaborative group to examine imagery in your short story Tasks: Discuss what you have notice about imagery in your story Outcome: Complete your Close Reading sheet

Review & Release…. Almost What did you learn today about imagery? Homework: Close Reading Ritual: Read for Figurative Language, look for patterns, draw an overall conclusion. Using the worksheet, come in with an excerpt where you have identified and analyzed imagery. Let’s Review… (next)

Introduction to AP LiteratureThursday Standard Colorado Academic Standards 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies; 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills e. obtain and use information from text and text features to answer questions, perform specific tasks, and identify/solve problems. Objectives: you will be able to review a short story and re-examine it for figurative language Relevance: Assuming responsibility for and participation in small group activities (such as a sports team, debate team, fundraising, part-time job, service project) improves the quality of the intended goal. Enlisting all members of a team to do their part can often lead to new and unexpected outcomes and ensures a “win” and a successful team. Interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions How does an author create meaning in a work of literature? What are the essential features of a literary analysis? How can we clearly express ideas about a literary work? their texts? What are some strategies for effective communication for oral presentations?

Instruction: ObtainI DO Figurative Language • Figurative language uses figures of speech to be more effective, persuasive, and impactful. Figures of speech such as metaphors, similes, and allusions go beyond the literal meanings of the words to give readers new insights. On the other hand, alliterations, imageries, or onomatopoeias are figurative devices that appeal to the senses of the readers. • https://literarydevices.net/figurative-language/ Literary Elements in Action • Basic Sentence: Robbie reached for the ball. • Detail Sentence: Robbie reached for the ball, successfully took possession, pulled it to his chest, looked at the basket, then aimed, threw, and watched it drop through the rim to score the winning point. • Diction Sentence: Desperate to win, Robbie lunged for the ball. • Imagery Sentence: Robbie felt the round, nubby ball as his hands curled around the worn leather, hugged it protectively to his chest then lobbed it toward the basket as the crowd roared. • Figurative Language Sentence: Thinking like a winner, Robbie’s controlled frenzy enabled him to reach for the ball, jump gracefully as a gazelle as he threw it toward the basket, and – unfortunately – heard it smack against the backboard and rebound into the arms of an opponent. • Simile – oxymoron – simile - onomatopoeia

Instruction: Obtain I Do “Making a Fist” - Nye “The Cleaving” - Lee Like my grandmother is not a simile; like or as does not automatically mean there is a simile. (e.g. “I look like my mother” = literal) This man/with my face = figurative = metaphor; he does not literally have her face; look so much alike it is as if; literal = mans’ face; figurative = her face; comparison is implied making it a metaphor (not a simile) • Metaphor = Compares stomach to a melon split wide inside [her] skin; Literal = stomach; Figurative: melon split wide inside [her] skin; Means = 1. pain; 2. sick; 3. tense • Without metaphor, lines lose complexity & color; no specificity , reader would be left with general understanding of vaguely expressed feeling

Instruction: Obtain I Do The Sisterhood of the Traveling Pants - Brashares Charlie and the Chocolate Factory - Dahl Hyperbole = “I could eat the whole field!” said Grandpa Joe, grinning with delight. “I could go around on all fours like a cow and eat every blade of grass in the field!”; Literal = Grandpa Joe likes taste of swudge & could eat it a lot Extended hyperbole = carries pleasure of the experience to the extreme; it adds color & helps the reader understand just how pleasurable this experience is for him. • Personification = the protective mountain standing shoulder to shoulder; Literal = mountains; Figurative = people standing protectively shoulder to shoulder • Without personification, loses power to intensify meaning; it becomes a simple statement without added meaning of protection & camaraderie; also, visual impact would diminish, diminishing reader’s understanding of scene.

Instruction: Obtain I Do Return of the King - Tolkien At Wit’s End - Bombeck Thrilling = ironic = not thrilling to watch sick, teased kids. Sentence = opposite of what is said (not sarcastic). Intent/Purpose = lighthearted humor vs. hurtful criticism. Whole passage = making fun of family vacations, something audience can identify with; there is an underlying affection rather than disgust implied in sarcasm; the whole family is included (we, us) & good humor prevails (That one really breaks us up.) Bombeck’s version = more effective, showing humor vs. explaining it. Thrilling shot, hovering, breaks up = diction helps establish tone – use of verbal irony allows reader to understand author’s attitude towards family vacations (never what we expect, ½ the fun = memories). Irony helps reader understand attitude underlying the description: playful, tongue-in-check, accepting family foibles • Rings typically = eternity (no beginning or end), faith & love (wedding ring), power (kings, queens, gods) • Ring on its own would be heavy, a burden, or torment; it is simply a ring. As a symbol = much more/deep meaning = ultimate power, commitment, eternity. Complexity of symbol helps reader see complexity of power – its allure & responsibilities; symbol compresses meaning, allowing reader to understand Frodo’s peril with explaining its endlessness

Review & Release Homework: Close Reading Ritual: Read for figurative language, look for patterns, draw an overall conclusion. Using the worksheet, come in with an excerpt where you have identified and analyzed imagery. What did you learn today about imagery and/or figurative language?

Coming Soon… Monday - Diction Tuesday - Detail Wednesday –Imagery Thursday – Figurative Language Friday – Syntax Tone (Mood) Monday – Tuesday - Wednesday Group Intro/Thesis & and Individual body paragraph due next Monday • Look at exam & lang to lit prompts

AP = Accelerated Pace Ambiguity Possible Address the Prompt Analysis, Please Always Poetry Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise

Hook, Housekeeping & Homework Friday Figurative Language Review What are they? “The riotousold-fashioned flowers, and bushes and gnarly trees… [the] shaded lane that runs down there…” • This is used for the emphasis on the beautiful outdoors, and for extra detail for the description. Also, it emphasises the narrator’s idea that the outside is pristine and alive – a peaceful place that is (possibly) able to help her out of her “nervous weakness.” • Also used for the paper. “The paper looks to me as if it knew what a vicious influence it had!” • This statement is important as it emphasises to the audience that the narrator sees the paper as having a life, and perhaps her feeling that even the paper was against her, as were the people around her. Also, it increases the sense of ethereality of the room, as even inanimate objects were given life. • Used for wallpaper. “The pattern lolls… up and down and sideways they crawl…” • This once again is another description of the pattern, emphasising the narrator’s obsession with it, but the curious thing about this is that she wrote “sideways they crawl.” This emphasises the personification, as “they” appears to be a word that is more easily related to the readers rather than “it,” which is more neutral. This possibly emphasises the feeling of the narrator that the pattern is alive and “[crawling]”. Homework: Complete “Short Story Analysis – Drafting Your Individual Analysis” for Monday; use the outline to draft you analysis. This is not a large essay; it is a chance for you to show me what you know in “micro-theme” = a couple slices of PIE. BTW, this is NOT a research assignment = Academic Honesty optional extension activity due no later than Tuesday the beginning of class

Past, Present, Future FRIDAY • Close Reading for Stylistic Devices: Detail + Detail + Imagery + Figurative Language • Close Reading for Stylistic Devices: Figurative Language • Close Reading for Stylistic Devices: Syntax • No school for students on Monday • Models • Written Analysis

Hook, Housekeeping & Homework MONDAY FUNDAY