1. Vocabulary
Direct Quotation: represents a person’s exact words. These words are enclosed in quotation marks.
Indirect Quotation: what someone said, but restates it in your own language. Quotations are not used with indirect quotations.

2. Pre-AP English 9/2 Agenda Outcome Continue 1.5— “Defining Experiences”
Explain how a writer creates effects through the connotations of words and images
Use textual details to support interpretive claims
Vocabulary Quiz Thursday, September 4
EA1—Interview Narrative uploaded to Turnitin.com September 22

3. Paragraphs 40-41
Lizabeth overhears her parents’ conversation. How does it make her feel? What is the consequence of her hearing this conversation?

4. Paragraph 58
What can you infer from the text as to Lizabeth’s reasons for her final act of destruction?

5. Paragraph 60
Paragraph 60 is especially rich in juxtaposition. Examine the diction and imagery, and show your understand of juxtaposition by identifying two images or words set up for comparison.

6. Fill in the Chart
Fill in the chart on page 23 with examples of diction and imagery that help convey the voice of the narrator.
Opening:
“as I recall that devastating moment when I was suddenly more woman that child, years ago in Miss Lottie’s yard”
“the dust and squalor of our lives”

7. Grammar Complex Sentence:
Dependent marker dependent clause[,] independent clause[.]
Dependent markers: because, before, since, while, although, if, until, when, after, as, as if
Ex. Because doctors are concerned about the rising death rate from asthma, they have called for more research into its causes.
Independent clause dependent marker dependent clause[.]
Ex. Doctors are concerned about the rising death rate from asthma because it is a common, treatable illness.

8. Pre-AP English 9/3 Agenda Outcome Writing Prompt
Begin 1.6— “Learning how to interview”
Develop effective open-ended interview questions
Reproduce another person’s voice through direct and indirect quotations
Vocabulary Quiz Thursday, September 4
EA1—Interview Narrative uploaded to Turnitin.com September 22

9. Writing Prompt
Describe the voice of the narrator. Then explain how the writer’s diction and imagery create this voice. You might also mention other literary elements, such as juxtaposition, that contribute to the narrator’s voice or point of view.
Be sure to:
Begin with a clear thesis (claim) of your position
Include multiple direct quotes to support your claim
Include transitions and a concluding statement

10. Build a Thesis Do not say “I think” or “I believe”.
This is your paragraph; inherently, everything you say is what you believe/think
Make a claim about the narrator’s voice—what type of voice does it sound like? Mature? Child-like? Reflective? Shallow? Kind?

11. Build a Thesis
Tell me what the author Collier incorporates to shape the voice?
Diction
Syntax
Imagery
Flashback
Juxtaposition
Simile
Metaphor
Internal Conflict

12. Build a Thesis
Make sure to include the author’s last name, and the title of the work in your thesis statement
Collier
“Marigolds”

13. Thesis
In the short story “Margolds,” Collier creates a protagonist with a _______ voice through the use of ______ and _______.
You may leave the last two blanks blank until you find your examples.
You may revise your thesis statement once you find your examples.

14. Textual Support We have our working thesis.
Now we need examples/evidence from the text to support our claim.
Make sure that the text actually supports the claim you made—don’t switch topics. (Ex. Don’t claim she has a mature voice, and then point to examples of immaturity.)

15. Bullet List
Under your thesis, make a bulleted list of two to three quotes from the text that support your claim.
What type of examples/evidences did you pull?
Go back and fill in the blanks/update your thesis

16. Commentary
Commentary is when you tell me how the textual evidence supports your claim/thesis.
For each bullet point, tell me how it this exemplifies or illustrates the claim you’ve made.
Ex. Speak— “The speaker has a sarcastic voice. We see this with the diction “basketball pole.” When referring to her peer, she calls him a “Basketball Pole” instead of a person or fellow student, illustrating that she has a biting and dry sense of humor because she exaggerates a physical trait to such an extreme.

17. You have all the parts… Now it is time to smooth out the kinks.
You have your thesis, your textual support, and your commentary. Put them all together to form a well-developed paragraph.
Typically, I will do:
Thesis statement
Example 1
Example 1 Commentary
Example 2
Example 2 Commentary
Concluding Sentence to wrap it all up
Ta-da! You are finished.

18. Example
In the short story “Margolds,” Collier creates a narrator with a reflective voice through the use of diction and imagery. The narrator, Lizabeth, has chosen to retell the story as an adult reflecting on a significant incident from her childhood. Her voice is that of a reflective, thoughtful adult, but she tells the story with the vivid detail of the child who experienced it. The narrator sets the tone by saying she is recalling “that devastating moment when [she] was more woman than child.” From her diction, using the word “devastating,” the reader can infer the incident was negative and significant, causing the narrator to think—or reflect—about it later. When Lizabeth “leaped furiously into the mounds of marigolds and pulled madly, trampling and pulling and destroying the perfect yellow blooms,” the adult narrator comments that she has also destroyed “whatever was of love and beauty and joy” for Miss Lottie and for herself. This imagery of destruction, and the realization of that destruction, conveys an angry child whose adult self reflects clearly on the action that defined her coming of age. Through the use of diction and imagery, the author creates a reflective narrator.

19. Vocabulary No vocabulary today.
Clear your desks of everything but a pencil.

20. EA1—Interview Narrative uploaded to Turnitin.com September 22
Pre-AP English 9/4
Agenda
Outcome
Begin 1.6— “Learning how to interview”
Develop effective open-ended interview questions
Reproduce another person’s voice through direct and indirect quotations
EA1—Interview Narrative uploaded to Turnitin.com September 22

21. Step 1
Introduce yourselves
Fill in your partners name

22. Step 2
Write 4 questions that you could ask to learn important information about your partner

23. Step 3
When you interview someone, it is important to ask open-ended questions. Open-ended questions or statements require more than a simple “yes” or “no” response. They give your interviewee an opportunity to provide insight and explanation.

24. Step 3 Circle the open-ended question or statement.
1.Explain some of the best parts of playing soccer.
2. Do you like playing soccer?
3. As the youngest child in your family, do you think you get your own way?
4. What are the advantages and disadvantages of being the youngest child in your family?

25. Step 3 Circle the open-ended question or statement.
1.Explain some of the best parts of playing soccer.
2. Do you like playing soccer?
3. As the youngest child in your family, do you think you get your own way?
4. What are the advantages and disadvantages of being the youngest child in your family?

26. Step 4 Revise each of the following to be an open-ended question.
Is it fun to be in the band?
Have you always lived in this town?

27. Step 4 Revise each of the following to be an open-ended question.
Is it fun to be in the band?
Revision: What do you like or dislike about being in the band?
Have you always lived in this town?
Revision: What activities would you recommend to someone new to this town?

28. Step 5
Look back at your original questions. Revise them to be open-ended.

29. Step 6 Using your questions, interview your partner.
Record their responses in the box.
Be sure to get a few direct quotes (word-for-word quotes) as well as indirect quotes (putting their words into your own words).

30. Step 7 & 8 Prepare to introduce your partner.
Look over your notes and find quotes that best illustrate your partner’s voice.
Include direct and indirect quotes.
DO NOT SAY, “I ASKED… THEY SAID…”

31. SSR
For the first 15 minutes of class, read silently and independently.

32. Pre-AP English 9/5 Agenda Outcome Begin Presenting
Begin 1.7— “Conversations with Characters”
Analyze the diction, syntax, and imagery by which an author creates the voice of a narrator
Write open-ended questions to prepare for an interview

33. Step 9
Revise to include one parallel sentence.

34. Present We will begin presenting our partners. First…

35. 1. Coming of Age Think about what it means to come of age?
What do you gain?
What do you lose?
Fill in the graphic organizer with different topics.

36. 2. Interview a Character Pick either Miss Lottie or Lizabeth.
Write 5 open-ended questions to ask the characters.
These questions should push the characters to reflect on the significance of the key events revealed in the narrative—what he or she learned about himself/herself or about the world.

37. 3. Style of Interviewee After picking your character, fill in…
How you would describe the voice of the character (adjectives)
Feature of language that characterize her voice
What does the character usually talk about? With what tone?

38. 4. Draft
Answer the questions from the character’s perspective and voice.
Try to navigate direct and indirect quotations in your interview narrative.

39. Pre-AP English Agenda Outcome
Begin 1.8— “Two Versions of One Narrative”
Compare language and content in two texts in different genres
Construct interview questions appropriate to a particular audience and topic
Draft an account of an interview narrative