1. Honors English I Agenda 8/6/2018
Please locate your assigned seat (Hint: Seating is arranged in alphabetical order by last name.)
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Complete the Reading Survey
Review the Essential Question and the Objectives
Explain the Purpose for this class
Review the Syllabus for this class
Review the directions for the T-shirt Assignment
Complete the Vocabulary and Context Clues Assessment
Begin the T-shirt Assignment
Complete a Closure Question
Syllabus, Reading Survey, What is the Purpose Power Point, Vocab Assessment (Section 7), Reading List, Scantron

2. Objectives
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

3. Essential Questions:
How do we create a positive culture within our school?
What are the benefits and drawbacks of tradition? How do traditions influence who individuals become?
How can we progress and change while still having respect for custom and convention?
What are the basic tools used by an author to manipulate the audience?
As readers, how do we identify and analyze these tools?

4. Honors English I Agenda 8/7/2018
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
T-shirt
Class Overview
Complete the Ticket-In
Review the Essential Questions, Daily Objective, and the Ticket-In
Review the Public Speaking Rubric
Public Speaking Pre-Assessment (T-shirt Presentations)
Complete the Pre-Assessment- Literary Devices
Introduce Context Clues Notes
Complete the Closure Questions
Need Public Speaking Rubric, Vocab Context Clues Activity, ACT Reading Passage, Use the short story that is nothing but dialogue from Kelly Gallagher-How can you understand the story?

5. Objectives:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

6. Essential Questions:
How do we create a positive culture within our school?
What are the benefits and drawbacks of tradition? How do traditions influence who individuals become?
How can we progress and change while still having respect for custom and convention?
What are the basic tools used by an author to manipulate the audience?
As readers, how do we identify and analyze these tools?

7. Honors English I Agenda 8/8/2018
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Complete both sides of the Ticket-in
Review the Essential Questions and Daily Objective
Complete Assessment-Reading
Close Reading and Annotation Notes
Practice Close Reading using “Shame” by Gregory and “Eleven” by Cisneros
Complete the Closure Questions
How to tork guzballs, AP Assessment Poetry, ACT Grammar, The Dumbest Generation page 167 of Language and Composition

8. Objectives:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

9. Essential Questions:
How do we create a positive culture within our school?
What are the benefits and drawbacks of tradition? How do traditions influence who individuals become?
How can we progress and change while still having respect for custom and convention?
What are the basic tools used by an author to manipulate the audience?
As readers, how do we identify and analyze these tools?

10. Read “Conversation Piece” by Ned Guymon
What happened in this story?
The ability to answer this question requires you to move beyond “puzball” reading. You must move beyond the literal and interpret the text. How do you do this? Through close reading…

11. What is Close Reading?
Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc. Focusing on the text itself
The reader is required to do the following:
Re-reading deliberately
Reading with a pencil (annotating)
Noticing patterns and motifs in the work
Noticing things that are confusing
Discussing the text with others
Responding to text-dependent questions

12. Steps in Close Reading
1. FIRST READ: KEY IDEAS AND DETAILS: Focus on the plot or key ideas and details in the text, making sure that as readers you know the main idea, story elements, or key details that the author includes. After every text you read you will be required to write a bullet summary or a list of key ideas and details in your own words. 2. SECOND READ: CRAFT AND STRUCTURE: For a second, close read, reread the text. Literary texts will include complex elements or ideas that you should explore to arrive at a deep understanding of the it. After rereading, you may be asked to discuss the text with partners or in small groups, focusing on the author’s craft (The techniques a writer uses to make his or her writing interesting) and organizational patterns. This may include diction (vocabulary choices), text structure or text features that they author included. After every text you read you will be required to SOAPSTONERS the text. 3. THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS: If time permits, the third close reading of a text should go even deeper, requiring you to synthesize and analyze information and the texts as a whole. This will require you to respond to the text in writing- either through text dependent question or paragraph/essay.

13. Please answer the following questions about the text, “Shame”:

14. Annotation: written observations and comments about what you are reading AS you are reading.
Is…
Is not…
Questions- about things you don’t understand and things you are trying to predict
Identification- recognizing a simile is of little help, what is more important is why the author is using it
Interpretations-meaning or depth that requires thinking or inferences and putting information together
Personal Reactions- your opinion does not count; the focus should be on analysis based on information in the text
Summary-putting information into your own words or paraphrasing information in the margins especially after finishing a section of the text.
Symbols- putting a star or underling a passage will not help you remember its importance
Patterns- connecting sequences, oppositions, repeating images, symbols, words, other literary devices etc.
Over Highlighting-you are not hear to color; if everything is important than nothing is
Words-unique diction or syntax

15. Annotation EVERYTHING you read must be annotated!
Summarize/ Paraphrase- What does this part of the text seem to be about or to explain?
Clarify- What parts confuse or obstruct meaning? This may include particular vocabulary or phrases.
Question- Analyze the structure of the text, the rhetorical and literary devices, character motivation, bias, tone, etc.
AFTER YOU READ:
Deconstruct it using the acronym SOAPSToneRS
Ask questions of peers or the teacher if any additional clarification is needed.

16. SOAPSToneRS
Subject: The subjects of texts are often abstract—the right to die, racism, poverty, conformity, etc. The subject is the issue at hand, not the character or specific situation. There will often be direct (refer to the title)as well as a indirect subject (a combination of the direct subject and tone).
Occasion: Remember that naming the occasion is both the time/place and the genre. Is the text a memory? Speech? Letter? Critique? Argument? About what event? Where? When?
Audience: Who is the intended audience? Whose attention does the speaker seek to gain? Who is the writer speaking to? In MLK’s “I Have a Dream,” he is not speaking to African Americans but to readers who may harbor racial prejudices—perhaps to policy makers. Is it a general audience? Specific audience?

17. SOAPSToneRS
Point of View and its Purpose: Remember that the speaker cannot simply be the author/writer. Is there an identifiable point of view ? Is it reliable, unreliable, biased, or unbiased? How does it work to communicate the Purpose? Think about the modes of writing and the purposes behind those modes. Authors write to entertain, to inform, to persuade, to critique, to complain, to explain, to reflect, to describe, sometimes to simply express a truth. Often, writers have a dual purpose. It is not enough to say to inform—to inform about what? To complain about what? To explain what?

18. SOAPSToneRS
Structure: The organization or the dominant pattern of development. The organization is a tool for effectively communicating the author purpose/subject to the audience.
In nonfiction the 4 primary modes: Exposition: illustrates a point, Narration: tells a story, Description: creates a sensory image, and Argumentation: takes a position on an issue and defends it.
Each mode can be further organized in one of the following ways: exemplification (examples), cause and effect (reasons for an occurrence or consequence of the occurrence) , comparison and contrast (similarities or differences between two or more things), classification and division (grouping by common characteristics or breaking an entity into small groups), definition (explains what something is), process/chronology(time sequence or a series of steps)

19. SOAPSToneRS
Tone: Tone is the attitude of the speaker towards his subject and audience. What is the speaker’s attitude towards his subject? Does the speaker consider the audience superior, equal, or beneath him?
Negative
Neutral
Positive
Condescending
Factual
Affirming
Didactic
Formal
Sympathetic
Critical
Objective/ Impartial
Laudatory/ Celebratory
Biting/ Acerbic
Analytical
Nostalgic
Sarcastic
Understated
Appreciative
Read “Shanghai School Approaches Pushes Students” to Practice Nonfiction

20. SOAPSToneRS
Rhetorical Devices: Rhetoric is consciously manipulating language to have a persuasive or impressive effect on the audience. It includes writer’s use of mode (narration, exposition, description, and persuasion), appeal (ethos, logos, pathos), detail (evidence such as personal experience, example, definition, statistics, research), and other devices (satire, sarcasm, understatement, anecdotes, alliteration, parallelism, diction (denotation/connotation),syntax, organization, etc.)
Stylistic Devices: Literary Devices with a figurative meaning including (but not limited to) simile, metaphor, personification, foreshadowing, flashback, imagery, allusions, irony, symbols, etc.

21. Honors English I Agenda 8/9/2018
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
Complete both sides of the Ticket-In
Review the Essential Question and the Daily Objectives
Annotation Notes
Practice SOAPSToneRS and Annotations for “Shame” and “Eleven”
Complete Grammar Assessment
Complete Notes on Voice and Activity
Complete the Closure Questions
AP/ ACT Reading Passage

22. Objectives:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

23. Essential Questions:
How do we create a positive culture within our school?
What are the benefits and drawbacks of tradition? How do traditions influence who individuals become?
How can we progress and change while still having respect for custom and convention?
What are the basic tools used by an author to manipulate the audience?
As readers, how do we identify and analyze these tools?

24. What is “Voice”
Voice is what gives color and texture to communication (as well as art and music) and keeps the audience involved. It is the expression of personality. When you hear a song an know who is singing in the first few seconds or see a painting and know the artist, you are tuning into voice.
Voice is created through conscious choices and tools to create a certain effect. It is never an accident.
The basic tools are rhetorical devices, stylistic devices, and text structure.
As a class we will consider each of these elements of voice separately

25. The Basic Elements of Literary “Voice "and Style
Rhetorical Devices
Diction- the author’s choice of words
Detail-facts, observations, and incidents that develop a topic
Syntax-includes sentence structure, word order, and punctuation
Tone- the expression of attitude in writing
Inverted Syntax, Rhetorical Questions, Analogy, Paradox/Oxymoron, Parable, Parody, Satire, Understatement, Parallelism, Euphemism, Allusion, Digression, Anecdote, Repetition, Ethos, Logos, and Pathos
Stylistic Devices
Imagery-the use of words to capture a sensory experience
Figurative Language-the use of words in an unusual way to reveal new meaning, meaning that is not literal and makes the reader think
Text Structure
Fiction (plot structure-exposition, conflict, rising action, etc.)
Nonfiction (narration, description, process analysis, example, definition, classification, comparison/contrast, cause/effect, and argument/persuasion)

26. Voice Analysis Examine the following self-portraits:
Van Gogh’s “Self Portrait in Front of the Easel” (
Chagall’s “Self Portrait with Seven Digits” (
Complete SOAPSTone for each work
Then analyze how each expresses his “voice” (style/personality) by answering the following questions:
What is each artist saying about himself (who he is and what he feels)? Make sure you base your analysis on the picture not on your feelings.
How does the audience know what each artist is saying about himself? What evidence from the picture supports your statements?
Compare and contrast each artist’s “voice” by considering the following: color, facial expression, dress, background, and other objects

27. Honors English I Agenda 8/10/2018
Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc.
BBR Text
Voice Analysis
Complete both sides of the Ticket-in
Review the Essential Questions and Daily Objectives
Review Voice Analysis
Complete the Writing Assessment
Begin Reading the BBR (Due 8/30/17)
Use article “Police Sweep Arrest Parents for Skipping School”

28. Objectives:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

29. Essential Questions
How do we create a positive culture within our school?
What are the benefits and drawbacks of tradition? How do traditions influence who individuals become?
How can we progress and change while still having respect for custom and convention?
What are the basic tools used by an author to manipulate the audience?
As readers, how do we identify and analyze these tools?

30. Writing Assessment Directions
Read and Annotate the Article “What Kids are Reading” Using SOAPSToneRS
Write a 5 Paragraph Essay Responding to the Prompt: Do you agree with forcing students to read academically challenging text or should they be allowed to self-select their reading material?

31. Tom broke the vase.
Noun- is a word used to name a person, place, thing, or an idea (Tom, vase)
Verb- a word that expresses action or a state of being (broke)
Article- a word that modifies or limits a noun ( the)
There are only 3 in English (a, an, the)
*Subject- the person, place, or thing that is “doing” the action (Tom)
*Object- receives the action of the verb (vase)
*Passive voice is the exception and will be discussed later.

32. Sarah fluffed the pillow. Agnes made the bed. Todd planted the flowers
Grammar Practice- Identify the noun, verb, article, subject and object in the following sentences:
Jane played the harp.
Allen drank the milk.
Sarah fluffed the pillow.
Agnes made the bed.
Todd planted the flowers

33. The boy enjoyed the soda. Susan sang the song. Evelyn ate the cake.
Grammar Practice- Identify the noun, verb, article, subject and object in the following sentences:
Rebecca won the race.
The boy enjoyed the soda.
Susan sang the song.
Evelyn ate the cake.
Ronald cleaned the house.
Nick bought the popcorn.
The girls played the game.
Edith watched the movie.

34. Subordinating Conjunctions-How to begin a topic sentence
Subordinating Conjunctions establish the Relationship Between Ideas
Time: After, Before, Since, Until, When, While
Reason: As, Because, Since
Purpose: In order that, So that
Condition: As long as, If, Unless,
Contrast: Although, Even though, Though, Whereas, While
Choice: Than, Whether, Where, Wherever