BELL RINGER 17. to understand history better the students have went to see shakespeare’s play Julius caesar 18. after the play rod and saku were discussing the action when rod said i didnt think romans fighted hard enough Corrections: Proper nouns, comma, verb, underline, capitalization, quotation marks, verb, apostrophe

BELL RINGER 19. irregardless of who wins this game i still think miguel is the best of the too players 20. we bought the following items a stove a tent and three sleeping bags Comma, capitalization, colon, homophone, comparative degree

SUMMER READING MAKE-UP If you still need your summer reading I will be hosting make-up sessions here in my classroom until 5pm on: Tuesday Sept. 23 rd Thursday Sept. 25 th Tuesday Sept. 30th Buses and Dinner are provided We will first read the book and work on the dialectical journal entries and OER If we have time we will watch the movie and answer the 10 questions **Be sure to inform your parents if you will be staying!!!!

BUZZ WORD Exotic (exótico) - Adj: strikingly unusual or strange in effect or appearance; different; alluring Line: “viewed by Anglos as perhaps exotic, Perhaps inferior, definitely different (lines 9-10)”

ANAPHORA the repetition of the same word or group of words at the beginnings of two or more clauses or lines Anáfora: repetición de la misma palabra o grupo de palabras al comienzo de una o más cláusulas o versos Example: My life is my purpose. My life is my goal. My life is my inspiration

METAPHOR a comparison between two unlike things in which one thing is spoken of as if it were another; for example, the moon was a crisp white cracker Metáfora: comparación entre dos cosas diferentes en la que se habla de una cosa como si fuera otra; por ejemplo, la luna era una galletita blanca crujiente Example: The assignment was a breeze.

PERSPECTIVE a way of looking at the world or a mental concept about things or events, one that judges relationships within or among things or events Perspectiva: manera de visualizar el mundo o concepto mental de las cosas o sucesos, que juzga las relaciones dentro o entre cosas o sucesos:

POINT OF VIEW the perspective from which a narrative is told; i.e., first person, third person limited, third person omniscient Punto de vista: perspectiva desde la cual se cuenta un relato; es decir, primera persona, tercera persona limitada, tercera persona omnisciente Example: “I felt like I was getting drowned with shame and disgrace.” (first person)

RHYTHM the pattern of stressed and unstressed syllables in spoken or written language, especially in poetry Ritmo: patrón de sílabas acentuadas y no acentuadas en lenguaje hablado o escrito, especialmente en poesía Example: DOU-ble, / DOU-ble / TOIL and / TROU-ble; FI-re / BURN, and / CAL-dron / BUB-ble. (Macbeth by Shakespeare) These two lines are taken from Macbeth. The chorus of the witches’ spell shows a perfect example of trochees. Stressed pattern is shown in capitals.

SPEAKER the imaginary voice or persona of the writer or author Orador: voz o persona imaginaria del escritor o autor Example: The speaker in the poem is a young boy.

STEREOTYPE an oversimplified, generalized conception, opinion, and/or image about particular groups of people. Estereotipo: concepto generalizado, opinión y/o imagen demasiado simplificada acerca de grupos específicos de personas. Example: Guys are messy and unclean. Girls are not good at sports.

SYMBOL Symbol: anything (object, animal, event, person, or place) that represents itself but also stands for something else on a figurative level Símbolo: cualquier cosa (objeto, animal, evento, persona o lugar) que se representa a sí misma, pero también representa otra cosa a nivel figurativo Example: A red rose or red color stands for love or romance.

“SURE YOU CAN ASK ME A PERSONAL QUESTION” BY DIANE BURNS PG What are some common stereotypes? Read the poem silently Highlight in orange any culture words Circle any words that stand out to you (diction) Highlight in yellow any imagery We will do the TWIST graphic organizer together for this poem

“LEGAL ALIEN” BY PAT MORA Read the poem silently Highlight in orange any culture words Circle any words that stand out to you (diction) Highlight in yellow any imagery

“LEGAL ALIEN” BY PAT MORA PG. 30 Each group will complete a piece of the TWIST chart and present it to the class Remember you need both a response (assertion) and textual evidence (line from the poem) With your group, choose roles: Presenter-presents the group’s answers to the class Secretary-writes the group’s answers down neatly so it can be read when presented Response finder-finds the answer for the response section Text evidence finder-finds the answer for the text evidence section Commentary developer-creates commentary for the response and text evidence: Why does your group think this? Why did the author choose this element? Fill out your portion of the TWIST chart Make sure everyone has their part filled out You have 15 minutes to do this and then you will present to the class under the document reader Everyone will copy down the answers so that your TWIST chart is full

PAIRED PASSAGE SAR PRACTICE With your group answer this question: How is the tone of “Legal Alien” and “Sure You Can Ask Me a Personal Question” similar? Use evidence from the text to support your answer. Frame statement: The tone in “Legal Alien” and “Sure You Can Ask Me a Personal Question” is _______________________ which ___________ because ____________________ (assertion)(marker verb) ____________________________________ as shown on line __ “______________ (commentary) ________________________________________” and line __ “________________ (text evidence passage #1) ________________________________________________” (text evidence passage 2)

COLOR CODE IT: Assertion=yellow Commentary=pink Text Evidence #1=orange Text Evidence #2=green or blue ***You will ALWAYS color code your SARs before turning them in*** it is an automatically -15 points if you do not do so