4/11 English III

Make sure you have the following words for the new set of M&M, record the charts and write your own sentence using context clues.

53. panacea n. cure all
Prefix: pan: all,every  Root:akos:cure    Suffix:ia: typically as in names of diseases
Model: Some feel Airborne is a panacea for all illnesses, while others feel it's a hoax.

54. synergy n. interaction of elements, cooperation
Prefix: syn: together   Root: ergon: work    Suffix: y: forms nouns and adj
Model: The synergy of this class could be improved if everyone was here every day, on time, working together at the same pace.


55. contiguous adj: touching, alongside, in contact
Prefix: con: together, with   Root: tingere: to touch    Suffix: -ous: forms adj
Model: The couple was separated by their teacher because of their contiguous behavior in class. 


56. gratuitous free, voluntary, given without charge
   Root: gratia: favor   Suffix: -ous: forms adj
Model: In American public schools, students receive a gratuitous education, because they don't have to pay for the knowledge they receive. 


57. indigenous: native, original, inhabitant, natural, inherent
Prefix: indu/endo: in or within   Root: gen: produce   Suffix: -ous: forms adj
Model: Sugarhill Gang's Rapper's Delight is indigenous because it influenced much of modern day rap.

58. brevity: shortness of time or duration; briefness

Prefix: x  Root: brief: short  Suffix: -ity: forms abstract nouns
Model: Due to FCAT, the brevity of time students will spend in English class will be minimal.

59. corroborated: verify, support, validate.
Prefix: cor/con: together, with   Root:robust: strong    Suffix: -ate: forms adj
Model: The lack of completed Raven packets and missing words corroborated the substitute's story that 5th block was off task and breaking class rules.

Batten review R19-Raven packet in detail, which students received last week. Directions are thoroughly discusses with examples of each device in the poem. Read background, summary, completed point of view

4th: listened to poem and started marking
5th: hasn't listened yet

 R19-Raven Packet-Due By Friday 4/19 50 pts/80%
W5-Gothic Short Story/Poem assigned-100 pts/80%-follow packet. Due 4/25 or 4/26.

FCAT schedule next two weeks

Homeroom every day until 7:45 a.m. 

M 4/15:HR, 7th, 6th, 5th
T  4/16: HR, 7th, 3rd, 2nd
W 4/17 HR, 4th, 6th, 5th
R 4/18  HR, 1st, 3rd, 2nd
F  4/19  Regular B day schedule (R19-Raven Packet Due-50 pts/80%)

M 4/22:HR, 7th, 3rd, 2nd
T  4/23:HR, 7th, 6th, 5th
W 4/24 HR,  1st, 3rd, 2nd

R 4/25  HR,  4th, 6th, 5th

F  4/19  HR Regular A day schedule (W5-Gothic short story/poem- Due-100 pts/80%)

4/9 English III

 SUB Plan

Students sent to testing locations if applicable.Notice given to inform students of FCAT practice if they are interested, and gives them their FCAT location and date. Explorer is optional and is only if they would like help before testing.

 4^th/5th Block Lesson

 Students are to add words 55, 56, and 57 to their words 53 and 54. (Middle of board) For each they should, record the chart, infer the definition and write their own sentence.

Next, students are to work on R19 Raven Packet. Please remind them to use the key at the top of their packet. For example Alliteration says to circle consonants, many students ignore this and circle the whole word, which will result in a loss of point for alliteration. You might remind them to circle the sound (might be more than one letter)h not just the letter. It has been suggested to them to use a pencil for easy fixes. Also students should only mark one device at a time to avoid confusion. Once marking pages 1-4 they should answers the questions on 5-8 to the best of their ability. They should NOT COPY from each other, and should work on this alone. Packet should be done by the next class.

4/4 English III

4/4

Add the following notes about metaphor, simile, personification, alliteration, internal/external rhyme, repetition, onomatopoeia to R16 Cnotes. Raven packet distributed. R17-R18 Due.

Alliteration:

Repeated consonant sounds occurring at the beginning of words (within or at the end of words is called consonance)

Alliteration signifies importance, makes words memorable

 Example: She was wide-eyed and wondering while she waited for Walter to waken.

Proper alliteration is NOT a repetition of letters; it is a repetition of sound.

For example, never and knight alliterate because they begin with the same consonant sound.

   Conversely, even though tin and thank begin with the same letter, they do not alliterate because they don’t begin with the same consonant sound.

Onomatopoeia: Words that mimic or sound like what they describe

   Example: “woosh”, “beep”,“click”, “slither”

External Rhyme: a repetition of identical or similar sounds in two or more different words at the end of a line of poetry

Example:

Makes the phrase or line more memorable The sun did not shine. It was too wet to play.

So we sat in the house all that cold, cold, wet day.

Internal Rhyme: A repetition of identical or similar sounds in two or more words within a line of poetry

Example: “Once upon a midnight dreary, while I pondered, weak, and weary.”

Repetition: Repeating words or phrases

 Used for emphasis; can unify a poem

  Example:

            Because I do not hope to turn again
Because I do not hope
Because I do not hope to turn....

Emphasizes how he does not have hope

Refrain: Repeating words or phrases

 Used for emphasis; can unify a poem

  Example:

            Because I do not hope to turn again
Because I do not hope
Because I do not hope to turn....

Emphasizes how he does not have hope

Simile: A comparison of unlike things using “like” or “as”

Example: His feet were like boats.

Metaphor: A comparison of unlike things without using like or as; implied through to be verbs or words that don’t typically go together

Example: His feet were boat

Personification: giving human characteristics to things, animals, or ideas.

Example: The wind threw me across the playground.

From MORD: …there came from the brazen lungs of the clock so musical a sound which was clear and loud and deep and exceedingly musical…

Identify which device is present and explain how you know it’s that device.

1. I look around, my heart a jackhammer in my chest, blood thudding in my ears.

2. Each breath is like inhaling fire, and I think I’m weeping.

3. He leaves me in a wide, windowless corridor crammed with people sitting on metallic folding chairs.

4. The sky was a deep black when the phone shook me from my sleep.

5.Her orange and crooked grin made me uneasy.

6. The chair grabbed me and wouldn’t let me leave the room.

7.Her laugh was like that of a hyena.

8.I like long, scenic walks around the turquoise ocean.

9. Her caramel colored car was hideous.

10.She tapped her fingers against the table. 

R19-Raven Packet distributed to students. Students are asked to work in pencil to avoid mistakes or redoing packets. Students also directed to mark one device at a time. 

4/2 English III

Finish "Mirror" Exit 11 and submit. Look at R16 cnotes to assist you. Do not copy others.

Work on R17 and R18 Visualizing Due next class. You will not have time to read the next class.

Work on submitted assessments (80% grades) that you need a better grade, such as reading entries. For exit slips, you can only fix one question.

If concerned about your grade, come to after school tutoring Thursday. All recent work has not been uploaded to Oncourse still due to glitches prior to spring break.

3/19 English III

Read 20 min R17-R18 visualizing

Pgs 111-130 Owen Meany

Copy Exit 11: “Mirror” (7 pt)

1. Name 1 pattern of diction in Mirror. Why do you think this pattern was used?
2. What is the mood/tone of this poem? Label both
3. Who is the speaker? (don’t put author’s name)
4. What is the theme? Must be 1 sentence.

       Bonus: What is ironic in this poem?

Add to R16 Figurative Device Cnotes: pattern, diction, mood, tone, and speaker. Take notes on the right, leave the left side of your notes blank until later in class.

Diction: author’s word choice. These are words chosen on purpose by the author for a specific purpose. For example, in MORD, Poe used fatal to describe the disease when he could have used a less severe word. To describe the castle he said “the wall girdled it in”

Pattern: When there are words that have a relationship or similarity to one another. For example in The Sound of Silence by Simon and Garfunkel, there are words that reflect light: halo, street lamp, neon, naked light, neon god  there are also patterns of religions/spiritual words:vision, god, prophet.

Mood: The way the reader is supposed to feel in a story. Mood will most likely shift throughout the story, and typically can be associated with the main character’s feelings. For example, in MORD the mood is whimsical, secure, confident, uncomfortable, uneasy, horrified, frantic

Tone: The way the author feels about the what they’ve written about. It is not the same as mood. For example, Poe’s tone in MORD was skeptical, cynical, harsh.

An example of why tone and mood aren’t the same would be in shows such as Southpark or the Simpsons. The mood in each episode alters, but will always be humorous. The tone on the other hand isn’t humorous, but is sarcastic, mocking

Speaker: The person/object speaking in piece. It is NOT the author. If a name isn’t given, you would describe the speaker. In MORD, the speaker is an objective narrator.

3/21 Reading Mirror explanation, Exit 11. Deadline Grading term 3, all late work

Some students testing.

“Mirror” by Sylvia Plath discussed with class.

Discussion notes:

There are patterns of positive, negative, water, and religion/spiritual, relationship

The mirror or a reflection is telling the story about themselves.

The tone seems direct, meditative, harsh, bitter, while the mood is confident, loving, insecure, and fearful

The theme might be not to get caught up in superficial things, Age/Looks don’t define beauty. There are more important things in life besides looks.