Keep scrolling down to find the notes you need by date. I keep the notes for
at least one nine week period.
8.26
Genres:
I. Poetry: characteristics:
1. Figurative Language
2. Uses less space
3. Lyric Poetry- shows poet's feelings
4. Plays with sounds
5. Intended to be read aloud
6. Narrative Poetry- tells a story
8.27.08
II. Nonfiction
A. Biography
1. Tells about a real person
2. Describes the person's environment
3. Shows how the person affects other people
4. Shows the writer knows about this person
5. Provides anecdotes (stories) that show the person in action
6. States or implies how the person feels about the person
B. Autobiography
1. Main character is the writer
2. Describes major influences on the writer (people, places, events).
3. Reveals the writers feelings, reactions, and goals.
4. Recounts key incidents in the writer's life.
5. Describes the interactions between the writer and significant
people in his/her life.
C. Reports of information
1. Focuses on a central idea or controlling idea.
2. Includes plenty of facts.
3. Organizes the facts in a way that helps readers learn the infor-
mation.
4. Uses examples, explanations, and descriptions to clarify ideas that
may be new to the audience.
III. Fiction
A Realistic Fiction
1. Characters are fictional but they behave in realistic ways
2. There is a conflict or problem to solve
3. Places, events, and characters are vividly described
4. Setting- modern times- recognizable kind of place
5. Plot makes sense and ends with a resolution to the problem
6. Dialogue- the characters’ words show their
personalities and help move the plot along.
B. Historical Fiction
1. all may be fictional, or some may be real, while others are
fictional; they all behave in realistic ways.
2. Conflict/problem: the characters are involved in a problem
that is realistic for that time period.
3. Places, events, and characters are vividly described. The
author explains historical information that may be
unfamiliar to the reader.
4. Setting: a definite period in history; a real historical place
5. Plot: plot makes sense and ends with a solution to the
problem. Real events are mixed with fictional events.
6. Dialogue: The characters' words show their personalities,
move the plot along, and reflect what people knew and
thought about in those times.
C.Folk Literature
a.Usually does not have a single, identifiable author
b. Originates in oral tellings, and thus may appear in
different versions in print
c. Features stock characters who are either "all bad" or "all good"
d. Has fantastic or unrealistic elements in it
e. Usually has an easily discernible lesson or moral
f. Is set in a vague historical past "long ago"
D. Mystery:
a. Character: All involved in the basic problem to solve, or
puzzle
b. Setting: realistic
c. Clues: The writer drops hints that might help the reader
solve the mystery
d. Distractions: Some things in the story are meant to distract
readers; that is, to lead them away from the solution.
e. Plot: Each major event is linked in steps that make sense.
f. Conclusion: The story ends with a credible, realistic
solution to the mystery.
E.Fantasy
a. Plot: The major events could not happen, according to
science as we know it today. It might involve magic or
magical forces.
b. The story takes place in a realistic setting. The time
is usally present
c.Problem: The characters solve a problem by using
magic or impossible strategies
d. Characters: They may be magical, human, or non-human, but they
act in ways that make sense in a fantasy situation.
F. Science Fiction
a. Plot: The major events might really happen, based on scientific
facts that we know today.
b. Setting:The place is Earth or another location that
scientists theorize may exist. The time is usually in
the near or distant future.
c.Problem: The characters solve a problem by using actual scientific
data
d.Characters: They may be human or imaginary; they are often aliens
or robots. They act in ways that make sense from a scientific
point of view.
G. Myths
-- gods and goddesses
--stories that represent the deepest wishes and fears of human
beings
--explained to the ancient people the mysterious and sometimes
frightening forces of the universe, such as seasonal changes, lightning,
floods, drought, and death
--used for these purposes:
1. explain the creation of the world
2. explain natural phenomena
3. to give story form to ancient religious practices
4. to teach moral lessons
5. to explain history
6. to express, as dreams do, the deepest fears and hopes of the human
race
Reader's Response Journal (RRJ): Please see "Sample RRJ" page for examples.
What is it?
·a formal piece of writing
·a paragraph written on an assigned topic
·written in third person point of view (Never first person--"I"--or second
person--"you"
·head your paper MLA style
·skip lines
·the first line must include the name and author of the novel
· the paragraph must include a topic sentence, three or more details with
supporting evidence, and a closing sentence
·the paragraph must include three or more quotations
·the quotations must be cited using MLA parenthetical citations
Plagerism?
Each RRJ needs to have three citations of evidence from the book. When you
copy a writer's words without giving him or her credit for writing the
words, that is called plagerism and is against the law. Since you have to
copy the author's words for evidence, you must learn to give the author
credit. We do this by using the MLA style of citing evidence (parenthetical
citations).
Rules for puncuation MLA citations
1. First, you must put quotation marks around the words you are
copying from your book.
2. Next, you put the page number where you found the citation in
parenthesis after the citation.
3. Next, you must decide if the sentence you are copying ends with a
period, a question mark, or an exclamation mark.
·Ends with a period-
"The boy was ten years old" (13).
·Ends with a question mark-
"Was any boy ever so clever as he was?" (14)
·Ends with an exclamation point-
"It rained so hard it seemed as though it would never end!"(25)
·If the evidence is dialogue, you must use a "quote within a quote" like
this: "John said, 'He is my friend'"(33).
Plot- what happens in a story.
Parts of a plot:
exposition- the part of the story where we meet the main character, find out
the setting, and learn the conflict of the story
Rising action- events happen, complications arise (conflicts)
Climax- the turning point of the story, the most exciting part where
questions are answered or mysteries are revealed
Resolution- how the story turns out
9.19.08
How to complete your character map RRJ (Also, look for the sample on the
sample RRJ page.)
Character Map Directions:
1. Put an MLA heading on your computer paper.
2. Choose the main or a main character from your book.
3. Draw a picture of the character in the center of your paper. Put the
title and author of the book over the picture.
4. Color the picture. (It must look like you worked on it!) Label the picture
with the character's name.
5. Around the picture, write four character traits for that character.
Under the character trait, write an MLA citation from your book
as evidence for the character trait.
Socratic Seminar Questions- book banning:
1. What reasons might be given for the banning or challenging of a book?
2. Why might a group or particular person want to protect a child from ideas
in a challenged book?
3. How might controversial books be used to breakdown stereo-types and bias?
4. What is the relationship between the first amendment and book banning?
Noun Notes See your notes for more complete ideas.
1. A noun is a person, place, thing, or idea.
2. Common Noun- any one of a group of persons, places, things, or ideas:
woman, teacher, city, country, monument, religion, thought
3. Proper Noun- specific people, places, things, or ideas; must be
capitalized. Aunt Josie, Los Angeles, Asia, Lincoln Memorial, Judaism
4. Concrete Nouns- nouns that can be physically seen or touched: chair,
leaf, girl, wall, dirt
5. Abstract nouns- nouns that are unable to be physically seen or touched,
but are still ideas: love, hope, justice, freedom
6. Nouns of direct address- a noun used to call upon a person or get their
attention. Nouns of direct address are set off by commas.
Jim, we are leaving soon.
7. Forming the plurals of nouns:
1. to form the plurals of most nouns, add s.
snack- snacks, oven- ovens, breeze- breezes
2. form the plurals of nouns ending in s,x z ch,or sh by adding es.
glass-glasses, fox-foxes, buzz- buzzes, itch- itches
3. Form the plurals of nouns that end in a consonant plus y by changing
the y to i and adding es.
country-counties, mummy-mummies
4, form the plurals of nouns that end in a vowel y by adding s.
boy-boys, turkey-turkeys, holiday-holidays
5. Form the plurals of nouns that end in vowel o by adding s.
rodeo- rodeos, patio-patios,
6. form the plurals of nouns that end in a consonant plus o by adding es.
tomato-tomatoes, echo-echoes
(musical terms- just add o- piano-pianos, soprano-sopranos
execeptions- auto-autos, Latino-Latinos
7. Some plurals of nouns are formed by changing the whole word:
woman-women, man-men, foot-feet, child-children
8. Some nouns are the same in singular or plural:
deer, fowl, sheep, Sioux
9. To make the plurals of nouns ending in f or fe, change the f to v and
add es or s.
knife-knives, leaf-leaves, half-halves
To make some nouns that end in f or fe plural- just add s
roof-roofs, cuff-cuffs, belief-beliefs
10.27 Audience Etiquette Rules
We should respect our auditorium and others in it by observing the following
rules:
1. Enter in a quiet, orderly fashion, be seated with your class, and remain
seated until the end of the performance.
2. Candy, gum, food, and drinks are not allowed in the auditorium.
3. When the lights dim, get quiet so the show can begin.
4. Applause is encouraged, but applaud appropriately (no cat calls, etc.),
and applaud at the appropriate time (end of a scene or musical number, when
a performer has done particularly well on a difficult song or dance
movement, and when performers take a bow).
5. Don't do anything to distract the performers or other audience members.
This includes talking, getting out of your seat, feet on seat, sleeping,
leaving, etc.
Subject/Object Pronouns:
Subject Pronoun (performer or does action) Object Pronoun (receives action)
I me
you you
he him
she her
it it
we us
they them
who whom
Use Subject Pronouns as subjects of a sentence or after a linking verb as a
predicate pronoun.
ex. As the subject of a sentence: She is coming with us to the store.
They are going, too.
ex (as a predicate pronoun) The teacher is she.
The contestants are Jim and I.
Linking verbs: is, am, are, was, were, appear, remain, become, seem, feel,
grow, sound, look, taste
**Smell and taste can also be action verbs:
Action- I am smelling the flower. linking- The flowere smells good.
I am tasting the soup. The soup tastes good.
Object pronouns: Use as direct objects, indirect objects, and objects of the
preposition: me, you, her, him, it, us, you, them.
ex. (direct object) Jake wrestled him for the state title.
ex. (indirect object) The teacher gave Joe and me detention.
ex. (object of preposition) The show will be for all of them.
If you have a compound object, say each object separately. Then you will
always get the right answer. ex. Sarah baked a cake for Sheila and (I,me).
Sarah baked a cake for Sheila.
Sarah baked a cake for me.
so...Sarah baked a cake for Sheila and me!
Bio Poem:
Line 1: first name
line 2: four character traits
line 3: relative of....(brother, sister, etc.)
line 4: lover of....(three thing the character loves)
line 5: Who feels...(3 items)
line 6: who needs...(3 items)
line 7: Who fears....(3 items)
line 8: Would like to see...(3 items)
line 9:Resident of...(where do you live?)
line 10: Last name
ex. Tammy
Loud, funny, singer, mom
Relative of Stephen, Rob, and English
Lover of a good book, a great meal, and a scary movie.
Who feels tired, happy and loved.
Who needs God, family, and friends
Who fears worms, death, and loneliness
Who would like to see her grandchildren one day
Resident of Summerville, SC
Ratliff
January 26-
PASS Vocabulary 1-11-these are the words, if you lost your cards you will
have to find the definitions in the dictionary.
adequate
appropriate
awareness
clarify
command
components
consistent
conventions
devices
effective
elaboration
Core Concepts/Key Questions:
1. All media messages are constructed:
• Who created the message?
2. Media messages are constructed using a creative language with its own
rules.
• What creative techniques are used to attract my attention?
3. Different people experience the same media message differently.
• How might different people understand this message differently from
me?
4. Media have embedded values and points of view.
• What lifestyles, values and points of view are represented in, or
omitted from, this message?
5. Most media messages are constructed to gain profit and/or power.
• Why is this message being sent?
Subordinating Conjunctions:
A-after, although, as
W-when, while, where
H-how
I-if
T-than
E-even though
B-because, before
U-until, unless
S-since, so that (x2)
Sing to the tune of "Are You Sleeping"
Figurative Language: see powerpoint on "Downloads" page
Kinds of Poetry:
Couplet: two lines of poetry that rhyme.
Ex:
Spaghetti
My gram's sphaghetti makes me smile
I could eat it by the mile
I eat it with parmesan cheese
Can I have more please?
The sauce is made of tomatoes
I love it more than potatoes
I'll eat it warm; I'll eat it hot
But mostly I just like to eat it a lot!
Nicole Sellers
Quatrain: a four line form of poetry that rhymes: possible rhyme schemes:
ABCB, ABAB, AABB, ABBA-all stanzas should have the same rhyme scheme.
Ex.
How to Stay up LATE
At night when grown-ups start to yawn
Beneath their reading lamps
Is when I whip my album out
To stick in foreign stamps.
And when pajama time draws near
I start to write the story
Of Lincoln's life, or set up school
Like Maria Montessori.
So Kids, wise up. Unless you like
To go to bed too fast
Just save your most impressive play
Of all day long for last.
by X.J. Kennedy
Limerick:
Meter- the pattern of stressed and unstressed syllables in a poem; The rhythm
or beat of a poem
A limerick has 5 lines. It's rhyme scheme is AABBA
Meter:
Line 1: three meters (beats)
Line 2: three meters
Line 3: two meters
Line 4: two meters
Line 5: three meters
(Think of "Hickory Dickory Dock")
dadaDAdadaDAdadaDA
dadaDAdadaDAdadaDA
dadaDAdadaDA
dadaDAdadaDA
dadaDAdadaDAdadaDA
Ex.
There once was a girl named Maureen
Who wished she were skinny and lean
But she loved pizza pie
Pastrami on rye
And ate till her plate was clean
Free Verse Poem- a free verse poem has no rhyme or meter pattern. It is a
poem that is full of emotion
Ex.
Time stands still
Yet time marches on
How can you kill time
If time isn't alive?
And how can you make time?
And what are the ingredients?
How can you keep time
If time is everwhere?
And for that matter, how do you lose time?
So,
What time is it?
by Lee Burbage
Ode- A poem that praises or honors someone or something. It can be a person,
an animal, or an object or idea. (See "Ode to Mi Gato" in lit book...or think
about "Ode to Pablo's Tennis Shoes")
Haiku- a Japanese form of poetry that has three lines and a total of 17
syllables. Line1- 5 syllables; Line 2- 7 syllables; Line 3- 5 syllables.
Haiku are about the seasons and usually have a "kigo" which is a season word
like: cherry blossoms, fall leaves, snow, wind, etc.
A balmy spring wind
Reminding me of something
I cannot recall
Richard Wright
Sonnet: a fourteen line poem- We are writing a Shakespearian Sonnet- it is
composed of three quatrains and a couplet
Quatrain (ABAB) These three quatrains are called the dilemma
Quatrain (CDCD)
Quatrain (EFEF)
(Volta- sort of like an intermission of a play)
Couplet (GG)(Called the heroic couplet because it is a twist or an
explanation for the rest of the poem)
Meter- Iambic Pentameter- 5 beats to a line (like the beating heart)
taDAtaDAtaDAtaDAtaDA (You can think of it
as 10 syllables and you'll do fine.)
ex.(from a previous student- the iambic pentameter isn't perfect...but it's
fine.)
Sonnet (you will need a title)
I hit my mother's car with a baseball
I hope she will not notice it too soon.
I will be grounded 'til the end of fall
I will be singing to the caged bird's tune.
I could say that the boy across the street
Was practicing hitting off of a tee
And hit the ball straigt into her front seat
While I was drinking a glass of sweet tea.
I guess that I should have been watching Tess
I will get into more trouble if I lie
So I paid off the car debt in its fullness
She told me that she had started to cry.
My mom told me that she was very proud
That I had not ever followed the crowd.
by Scott Coghill (Mrs. Taylor's previous student)
Poetry Review: 4.16.09
1. Know how to recognize figurative language:
simile
metaphor and extended metaphor
personification
hyperbole
alliteration
assonance
onomatopoeia
Extended Metaphor: a metaphor that is extended through several lines or even
an entire piece of literature.
ex.
The Fog
The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches
and then, moves on.
Carl Sandburg
Sounds of Poetry:
repetition
refrain
stanzas
rhyme scheme
end rhyme
internal rhyme
meter
Types of poems:
haiku
narrative
lyrical
couplet
quatrain
limerick
ode
sonnet (GATE)
free verse
metered
Reading a poem:
Read the title!!!!
Read through the poem for enjoyment to get a feel for it.
Read through and identify unknown vocabulary
Read through and identify figurative language
Read through to find meaning.
Poet Research Essay Outline( I have filled out some of the outline as an
example. You will need your own information!)
I. Introduction: (You will need to start out broadly and narrow down tro
your thesis statement,
Thesis: [Ex. Through out his life, Walt Whitman touched the hearts of
Americans with his words.]
II. Body Paragraph 1--Poet's Early Life
Topic Sentence: Walt Whitman started life very simply.
A. Walt was inspired by his mother. "Walt attributed his creativity to
the influence of his mother, Louisa Van Velsor Whitman" (Levin, 5) [for an
article with no author put the title of the article in parentheses...if no
page number, leave it out.]
B.
C.
Concluding Sentence:
III. Body Paragraph 2--Poet's Later Life
Topic Sentence:
A.
B.
C.
Concluding Sentence:
IV. Body Paragraph 3--Poet's Accomplishments
Topic Sentence:
A.
B.
C.
Concluding Sentence:
V. Conclusion
Restate thesis
Restate main points
End brilliantly
Parenthetical citations:
book (author (or editor), page)
article (author, page) if no author (title, page) If there's no
page...leave the page out. If more than one article has the same title...put
the next thing on the citation that is different.
