Presentation Transcript

1. Final Exam Review Notes

   Power points are in order of the review *If you can’t locate the answer, please let me know.

2. The World Helps to Build Character

   : one of the attributes or features that make up and distinguish an individual Learning Goal: How does the world around me really affect me and help develop who I am and who I will become? DirectTV Commercial
3. Figurative Language Words used in an unusual, CREATIVE way. Figurative Lang. is often symbolic- one thing represents another. Examples include similes, metaphors, personification, onomatopoeia, and alliteration.
4. Figurative Language Quiz Write a SIMILEcomparing HUNGRY. I am hungry like a ___________. Write a SIMILE comparing TIRED. I am as tired as a _____________. Write a METAPHOR comparing HUNGRY. I am a __________ when I am hungry. Write a METAPHOR comparing TIRED. I am a _____________ when I am tired.
5. EXTENDED METAPHORS Definition: A metaphor comparing two unlike things that continues over multiple sentences, and that is sometimes extended throughout an entire work (poetry or story). Ex. 1: I am a walking encyclopedia. I am filled with information of all kinds. Just ask me! Ex. 2: I am an either-grade caterpillar. All year long I am in the cocoon of middle school. At the end of the year, I develop wings and fly away to become a high school butterfly.
6. EXTENDED METAPHORS
7. Author’s Purpose- Why did the author write this anyhow? Learning Goal: To remember purpose is what you get out of reading, “So What.” Persuade- to influence the reader toward the writer’s idea about a person or topic. Inform/Describe/Explain- to provide detailed information or teach the reader about a person or topic. Entertain- to provide drama, humor, action for the reader about a person or a topic.

8. Author’s Purpose- How do I figure out

   1. Tone- the author’s attitude about the topic. 2. Detail/Images- the author’s choice of words to describe the meaning (theme) Instructions: Read “ An Open Heart.” Highlight any words REPEATED that you think add to the Author’s Purpose. Discuss- Questions about the text and Repetition. Group Emoticon Activity- Using the emoticon faces, find evidence of the author’s TONE that help you better understand Author’s Purpose. SNSB Strategy- SomebodyNeededButSo (topic)(details/images) (problem)(Theme/Conclusion)

9. Unit 3 Theme- The World helps build character

   What does this advertisement want you to see, learn, understand about hunger? Pathos? Ethos? Logos? Does it work for you? Can you create a more persuasive ad that fits you? Learning Goal: What does character look like? You can show persuasive elements using charity as the topic.
10. Types of Persuasive Appeals: EMOTIONAL (Pathos)-plays to the feelings or emotions of the audience. Most commonly self-interest, fear, pity, humor, sympathy, jealousy, desire, or pride. ETHICAL (Ethos)- plays to the values or principles of the audience. Such as fairness, honesty, freedom, loyalty, patriotism, helping the less fortunate, education, kindness to animals, respect for the elderly. LOGICAL (Logos)- plays to the rational (level-headed) argument, the use of facts, and evidence.
11. 6 Ways to Persuade People Environment Health and Safety Family Technology Education Money

12. Diary of Anne Frank- Drama

    Instructions: Today you are going to continue reading a play based on The Diary of Anne Frank. Hopefully you recognize a part of the history involving this story and will have a better understanding of what happened to people like Anne Frank. Your goal today again is to see how words can be turned into action using Stage Directions. You are responsible for recording the stage direction on your worksheet as the play is read to you. Then, you will use the stage directions today to write your own scene for Anne Frankand see if you can act it out
13. Stage Directions are instructions in a play for the director, performers, and the stage crew that are usually printed in italics or enclosed in parentheses (). Stage directions are an important dramatic element in The Diary of Anne Frankbecause they help move the audience back and forth in time. Turn to page ____, where you left off yesterday. Complete listening to Act 1- Scene 3 of “The Diary of Anne Frank.” Make sure you record how the performers are to speak, move, even act. How would a play read differently without knowing what the performers are supposed to behave? Create your own Stage Directions- Take the section from Scene 3 and WITHOUT USING THE TEXTBOOK, create the directions for how you see the performers. TURN IN WORKSHEET AT THE BELL.
14. Point of View:It’s all in what you The person from whose eyes the story is being told (where you place the camera). First Person point of view- Narrator is a character in the story. Reporter of only his/her character’s thoughts & feelings. The reader loses access to every other character's thoughts and feelings. Some scenes might be more clear or explained if from a different viewpoint. 1. What is Point of View? 2. 1st Person Point of View? 3. What are some weaknesses with 1st Person Point of View?
15. Point of View:It’s all in what you Third Person Point of view - Narrator is outside the story. Reporter of only one character’s thoughts & feelings. Third Person Omniscient- Narrator is not a character in the story. Reporter of every character’s thoughts, all places, past, future, etc. 5. 1st Person uses the pronoun “I” or “we” and 3rd Person uses the pronoun “he,” “she,” or “they.” 4. What other Point of view can you use? 5. How can you tell a story is written in 1st Person vs. 3rd Person?

16. Summarization“Say what you need to say, nothing more.”

    What is a real life situation where summary skills come in handy? How would you use skills to help others get your point?

17. Summarization“Say what you need to say, nothing more.”

    SWBS- Narrative Chart “Sick” Summarization- tool for examining a piece of expository writing. It allows the writer to summarize the elements of an essay and develop the summary into a retelling of the essay. TOBS- Expository Chart

18. Summarization“Say what you need to say, nothing more.”

    SWBS- Narrative Chart “Sick” TOBS- Expository Chart PreAP Extension- Each of the topic sentences is developed into paragraph by adding three or four detail sentences. Little Peggy Ann McKay was up telling her mom all the ailments she felt that day. She was sick and her wanted her mom to keep her home from school. However, at the end of Peggy’s long list of symptoms, she learned it was Saturday. So, she was really pretending to be sick and went outside to play.
19. Compare Fiction and Non-fiction- Pre AP used this text Cory Friedman woke up one morning when he was five years old with the uncontrollable urge to twitch his neck. From that day forward his life became a hell of irrepressible tics and involuntary utterances, and Cory embarked on an excruciating journey from specialist to specialist to discover the cause of his disease. Soon it became unclear what tics were symptoms of his disease and what were side effects of the countless combinations of drugs. The only certainty is that it kept getting worse. Simply put: Cory Friedman's life was a living hell. Instructions: Read “Med Head” by James Patterson and “Growing up with Tourette's Syndrome: Information for Kids.” Then, show connections you found between the two texts. You may use bullets, but MUST use sentences directly from the text along with your own additions for showing connections. On the board- write a theme you feel fits both the article and the story.
20. Compare Fiction and Non-fiction- On-Level used this text From "The Burn Journals" (Vintage Books, 2005), by Brent Runyon One time, when I was little, I was sitting up front in the old Datsun we used to have and Mom went into a store to buy something and left me in the car by myself. I pushed in the cigarette lighter because it looked like something you should push in, and then after a while it popped back out. And I took it out and held it in my hand. The inside was a pretty color of orange and it was shaped in a spiral like my fingerprint, and I wanted to touch my fingerprint to it because they were such a perfect match. And I did. I pushed my thumb right into the orange cigarette lighter and it was either hot or cold, I couldn't tell which at first, and then it was hot, really, really hot, and I screamed and dropped the cigarette lighter and opened the door with my other hand. It was winter and there was a pile of snow right outside the car and I stuck my thumb into the snow. ... When Mom came back to the car, I didn't want to tell her what I did, so I just sat in the front seat the whole way home, letting the pain build up inside me. I kept my face blank and made it all the way home without her finding out what I did. Instructions: Read “Burn Journals entry” by Brent Runyon and “KidsHealth from Nemours- Suicide” Then, show connections you found between the two texts. You may use bullets, but MUST use sentences directly from the text along with your own additions for showing connections. On the board- write a theme you feel fits both the article and the story.

21. Character and Conflict

    Instructions: What are your hidden qualities and talents? List some things you are good at or enjoy doing. Pick one and write on the index card, then put in the bowl. We will use later after the story. Raymond’s Run by Toni Cade Bambara is a story about a tough, smart, funny, streetwise girl called Squeaky. Squeaky is an interesting CHARACTER who you will notice as you read, has a number of CONFLICTS. As you read, we will examine the CHARACTERSand CONFLICTS“Raymond’s Run” to better understand how people deal with problems and relate their solutions to what we would do. Lean on me when you’re not strong, And I’ll be your friend, I’ll help you carry on For it won’t be long Till I’m gonna need somebody to lean on. Bill Withers
22. Types of Characters Dynamic – one who experiences a basic change in personality through the events of the story. This change is internal and may be sudden, but the events of the plot should make it seem inevitable.
23. Types of Characters STATIC – one who does not experience a basic personality change during the course of the story. |--------------------------------------------------------------------------| StaticDynamic Every character lies somewhere on this continuum
24. Internal Conflict Internal Conflict- A struggle that takes place in a character's mind is called internal conflict. 1. Man vs. Self
25. External Conflict A struggle between a character and an outside force is an external conflict. 1. Man vs Man 2. Man vs. Nature 3. Man vs. Society 4. Man vs. Machine
26. Types of Conflict _____ Vs. _____ - a problem between two characters; often protagonist and antagonist. _____ Vs. ______-character meets ______ or obstacle in natural world (weather, etc.). _____ Vs. _______ - character is in conflict with society’s ______ or _____ . Man Man Man Nature danger Man Society values rules
27. Types of Conflict ______ Vs. __________ - character is dealing with conscience or personal emotion. ______ Vs. __________ - character has a problem caused by some sort of technology. Man Him/Herself Man Machine
28. Mythology What?collection of stories that explain our beliefs and our history; also help explain the unexplainable Myths usually confront major issues: origin of humanity and its traditions, and the way in which the natural and human worlds function Well known myths: Greek, Roman, Native American
29. Six Purposes of Mythology 1. Myths grant stability to a culture. They foster a shared set of perspectives, values, and history. 2. Myths present guidelines for the living. The attitudes of the deities create a moral tone within society. 3. Myths justify a culture’s activities. They establish rituals, laws, and social norms. 4. Myths give meaning to life. Painful experiences become more bearable when it is believed that the struggles have meaning. 5. Myths explain the unexplainable. They unravel the mysteries of life, the natural world, and life after death. 6. Myths offer role models. Adults and children can relate to the themes found within the stories and “look-up” to the archetypal characters who must overcome the odds.
30. Holocaust Terms and Holocaust Research Questions- Unit 4 #33-49 on your review can be found on your Holocaust Vocabulary Test If you didn’t keep the test, the terms can be found on my website using the following website: Holocaust Vocabulary A-Z- terms and definitions of the Holocaust http://www.holocaustresearchproject.org/appendix/glossary.html #50-59 on your review can be found using the links on my website or the Scavenger Hunt in your Holocaust packet. CAUTION IN USING GOOGLE- search longer for answers.