1. Bellringer: Nov. 30 Your unit 1 project is due today.
If you have submitted it electronically, you must turn in the scoring guide (it’s on the original directions) and WRITE where the project is.
If you don’t have your unit project today, complete an “Oh no!” slip.
Everyone will hand me something.

2. Tone review
On a piece of paper which you WILL HAND IN, explain the connection between TONE, connotation, diction, syntax, figurative language, and imagery. You can use one of the pieces we have read to help your explanation.

3. UNIT 2: Knowing the World
Why is it difficult to view the world around us objectively?

4. Objective
when something is said without the influence of personal feelings, prejudices, or interpretations
the “facts only” approach
this term is NOT the same as having an objective (a goal)

5. Often, people will employ ARTIFICE, but attempt to pass it off as objective.
Using your device, find a definition or an example for “artifice.”
Artifice: Clever or cunning devices or expedients, esp those used to trick or deceive others; trickery or deceit.

6. Spoiler Alert! The Sixth Sense
Malcolm Crowe is a child psychologist who receives an award on the same night that he is visited by a very unhappy ex-patient. After this encounter, Crowe takes on the task of curing a young boy with the same ills as the ex-patient. This boy "sees dead people". Crowe spends a lot of time with the boy (Cole) much to the dismay of his wife. Cole's mom is at her wit's end with what to do about her son's increasing problems. Crowe is the boy's only hope. (From IMDB plot summary) However… Sixth Sense Ending
Video is 5 minutes long. Link is fixed.

7. So, how did Malcolm seem to realize that everything he thought was true, wasn’t?

8. How was “artifice” created by filmmakers to keep the viewers in the dark?
- Point of view was specific to Malcolm Crowe – we only saw what he thought he saw until he realized the truth of his situation. Then the filmmakers showed his new perspective. We all got the “AHA!” at the same moment.

9. How does this artist “trick” our eyes?
Tie to an objective view in opposition to the optical illusion created.

10. Discussion: How do these artists “trick” our eyes?
Tie to an objective view in opposition to the optical illusion created.

11. How do we see through the artifice, the illusions, and our own limited perspectives to see the objective truth?
CONSIDER that the author may be twisting the truth
ANALYZE the situation (break it down, look at it carefully)
EVALUATE (make some logical judgements)

12. Upcoming Lessons in Unit 2
Characterization and word choice – how do authors manipulate these and our perceptions?
Unreliable narrators – what do we do when we can’t trust our narrator to tell the truth?
Manipulating viewpoints – how do we know the truth of the story when it is edited to hide the truth until the end?
Factual interpretations – how do we know the truth of an event when different perspectives interpret the same facts differently?

13. Performance Task You will not have a independent project.
Your “project” will be a guided performance task.
You will be completing a performance task in school. This is a type of assessment which asks you to investigate information and then write an expository piece using the texts you investigated.

14. Common assessment
You will take this at the end of the unit – probably in January.
It will be similar to the common assessment you just took for unit 1.
This assessment is different from the performance task which is more research based.
Keep all these things in perspective.

15. Write Now – on a piece of paper
Write Now – on a piece of paper. You will be using this paper again today.
Why do we need to be able to separate truth from artifice? (2-3 complete sentences)

16. Write Now – use the paper from the previous slide.
Which statement do you agree with more and why?
“Being nice to someone you don’t like isn’t being two-faced; it’s being mature.” OR
“When people are two-faced, the only thing you’ll know for certain is that you can’t trust either of them”
SAVE your discussion while you respond in writing.
We will share with each other momentarily.

17. “The Possibility of Evil”
By Shirley Jackson

18. Summary
71-year-old Adela Strangeworth writes anonymous letters to select townspeople, alerting them to the possibility of suspected, but unproven, evil in their lives. Eventually, Miss Strangeworth’s destructive meddling is found out, with painful consequences. --McDougal Littell Literature textbook

19. LEQ Characterization
How does Shirley Jackson use characterization and word choice to illustrate the difference between perception and reality in “The Possibility of Evil”?

20. Character Refresher Ways to learn about a character: Direct comments
S.T.E.A.L.
Speech, thoughts or actions of a character
How others react to character
Physical description
Types of characters:
protagonist vs. antagonist
dynamic vs. static
major vs. minor
foil

21. Character Motivation (reason behind a character’s behavior)
Readers need to ask WHY a character behaves in a certain way:
Find stated reasons
Look for clues:
background – age, description, home, etc.
speech, thought, actions, revealing expressions & gestures
key events – how the character interacts
Consider human nature – emotions shared by all, changes, common reactions (stress, fear, etc.)
Infer the motives

22. WORD CHOICE
Authors will repeat specific descriptions, phrases, or words to emphasize, or draw attention, to an idea or a symbol.
(Example from “Fifteen” – “I was fifteen”)
Authors will also use unusual descriptions or words to express something. They do this to draw your attention to it and to create an effect which will support their theme.
(Example from “Fifteen” – his “companion” becomes another man’s “machine”)

23. Discussion Qs Partner A: How good are you at judging people?
Partner B: What criteria do you use for judging others?
Partner A: Are first impressions accurate?
Partner B: How do you define evil?

24. PALS reading
You will be using PALS step 3 to read the text today. Please follow the script.
You will need to WRITE down your 10 word summaries – each partner writes his or her own summary and keeps it in his or her own notebook.
Stop after the second switch and discuss word choices – refer to word choice slide

25. Honors Reading Read the story. Answer the questions.
Enjoy Miss Adela Strangeworth.

26. Exit Ticket – on the paper from earlier
3 – Three adjectives which describe Adela (NOT THE PAINTING IN THE BOOK!!!!!) 2 - Two actions that Adela does 1 – One character trait that you infer about Adela