English 10 Honors (Period 1346) Assignments

Identify the Falling Action and Denouement

For each, offer grounds and brief analysis

• Discuss how your text illustrates that element of the plot
• Justify your assertion with brief analysis

(each bullet is one passage and brief analysis)

Character Analysis:

• “Who” is Rosaura?
• “Who” is Rosaura’s mother?
• “Who” is Senora Ines?

For each figure, offer text evidence from throughout the story that traces their “character,” establishing what kind of person each is as the story progresses. (Hint: note consistencies as well as changes in our perception of their “character”)

Full Plot Diagram

Offer passages that demonstrate each of the Plot Elements:

• Exposition: 4-6 quoted passages
• Rising Action: 5-8 
• Climax: 1-2 
• Falling Action: 1-2 
• Denouement: 1-2

• Justify the start of each plot segment: explain how or why this segment is what it is: 2-3 sentences.
• Justify each passage. Link pass/point: why does this passage “fit” this plot element.

• Full Intro paragraph: does the theme statement offer a stance (a position or POV) on an idea that is central to all three poems?

• Full 1st Body: discuss how one of your poets addresses the theme

(think lit-devices driven or idea driven)

• 2nd and 3rd paragraph Body Map:

• Claim: discuss how another poet addresses the theme, and compares to your previous poet. This is comparative analysis
• Grounds and Analyses (grounds linked and cited, bullets)

• Typed, formatted

***Vocab Test Tues. 3/3

***Revised Essays DUE

Given each speaker’s perspective, and how he progresses throughout the poem, consider how each speaker faces a life challenge, and ultimately what does he learn or “discover” about himself?

• Identify a theme that is common to three of the poems we’ve read.  Remember, a theme is a sentence and a stance; this is your thesis. (Frost must be one of your three poets)

• Offer three claim statements to support the theme you’ve identified

• Essay Map:

• Thesis
• Three supporting claims
• Grounds (linked and cited)

“Road Not Taken” - Literary devices in use

• Stanza by stanza
• Grounds (link and cite) and brief Analysis:
• Explain the literary device; use the vocab of the term to discuss
• Offer Frost’s intent; consider the context within that stanza

“Who” is the speaker?

• Physically (literally)
• Describe his thoughts and actions
• (consider his perspective; his POV throughout the poem)

Allusion:

Roy Rogers, guayabera, September 16th, the Cinco, Ninos Heroes, Alamo, Pocahontas, Malinche, Aztlan

• What is each (9 total): identify the origin
• Explain the purpose in context (think: why is Burciaga referring to this?  What’s his intent here, in context?)
• What is Burciaga’s intent in that stanza on the whole?
  • Name the stanza, and offer what you believe is Burciaga’s purpose for alluding to _______.  Discuss what he is trying to convey.

“Skool Daze”

Identify symbolism, hyperbole, pun

• Quote the example
• Explain how it exhibits that literary device (briefly explain how the passage illustrates the device being used)
• Offer Burciaga’s intent in using that device

“Who” is this speaker?

• For stanzas 1-8, consider his thoughts and experiences and
  describe the speaker
• What are others around him like?
• Offer text evidence to support your assertions (cite with line numbers)

Prompt: The art of rhetoric, as defined by Aristotle, has created a long-standing tradition of orators who have sought to persuade listeners to act on idea, correct an injustice, or even wage war.  In the speeches we have read, choose three* and consider how the speakers employ their skills of argumentation to fulfill their intent. Discuss rhetorical, as well as literary devices, and consider how these speakers utilize these tools to stir their listeners and prompt action.

HW:

• Copy the prompt on a sheet and identify the Tip and the Task
• Full Essay Map: Thesis, Three S.Claims, Grounds linked and
  properly cited, Analysis 1-2 sentences
• Typed, formatted
• PEER EDIT on Monday

Body Paragraph Maps:

Choose any two metaphors and two instances of anaphora

• Claim: the device and King’s purpose
• Grounds: 2 min, linked, cited
• Analysis: 
  • discuss its immediate meaning in context
  • Discuss King’s intent overall (how does this metaphor or instance of anaphora enhance his point or deepen the impact unto the audience)

Four paragraph maps total (bullets, typed and formatted)

Peer Edit tomorrow: be ready!

“I Have a Dream”

Metaphor and Anaphora:

• Two lists
• Quote the metaphor/anaphora (link passage to point)
• Offer King’s intent (Consider the context  (1-2 add’l sentences)

• • Clear Claim, Grounds, brief
    Analyses
  • Due tomorrow, Thursday 12-5
  • Typed and separate pages, recommended
  • See class notes for specifics

The effect rhetoric has on the audience: How words can literally change the world

 For all three orators, outline each speaker’s use of rhetoric

• Identify rhetorical devices in use and discuss how each speaker uses the rhetoric to convey his purpose
• Open with a clear claim that reflects your purpose
• Consider the context of your grounds in your discussion
• Grounds: link and cite
• Analysis: clear, relevant, addresses intent

 *Hint: this will serve as study notes to prepare for the Final Exam

Essay Paragraph: 

“Gettysburg Address”

Consider Lincoln’s use of taxis: how does he arrange the “sections” of his speech? 

• Offer grounds and analysis that illustrate Lincoln’s intent
• G. and A. must come from all three sections
• Discuss the relevance of the grounds you raise: what does the text reveal about Lincoln’s purpose as he proceeds throughout the speech
• Remember what taxis is, and use the vocabulary of the word to help explain your point

“Gettysburg Address” - “Section” by section: 

• What’s Lincoln saying, literally?
• Explain his intent:
  • Grounds: link passage to the point
  • Analysis: brief and concise

Map Henry’s speech: consider what he says in each “section” and “map” his thoughts/intent throughout the speech: (label each section as you discuss)

• Offer key passages that reveal his purpose
• Phrase properly: link passage/point 
• Incorporate rhetoric in your explanation

Identify Taxis:

• State the initial point
• Offer comparative text evidence
• Offer Henry’s intent: discuss his purpose in arranging it 
  the way he does
• Consider the sentence models to help you frame your explanation

• Quote the passage (link passage/point)
• Explain how that passage demonstrates Henry’s use of lexis (2-3 sentences: explain how it
  is lexis; use the vocabulary of the definition to help you explain the rhetorical device)

Identify logos in use:

- Quote the passage (link passage/point)

- Explain how that passage demonstrates Henry’s use of logos (2-4 sentences: explain how it is logos; use the vocabulary of the definition to help you explain the rhetorical device)

Hint:  Use the vocabulary of the term to explain and use the sentence models

Find evidence of Henry use of ethos and pathos throughout the opening two sections:

1. Quote evidence and offer brief analysis (bullets, ok)

2. Be mindful of the orator’s purpose 

“Speech at the Virginia Convention” – the opening of his speech:

- What is Henry saying, literally?  Offer text evidence

- What is his purpose here? Offer grounds and analysis: for each passage you offer, explain Henry’s intent in the context of him opening his speech to the audience

- Annotate the two images:

    -“Read” both images and annotate and draw sound conclusions from what you see

• ID what is Henry saying; what’s he talking about, literally
• Offer Henry’s purpose: what is his intent, in that paragraph
• Hint - paragraph 3: offer more bullets (lots going on  here)

• Thesis
• One full body paragraph
• One (or two) other Supporting Claims
• Full Counterargument paragraph
• Option: additional Counterclaim (plus clarification and transition sentences)
• Grounds (linked and cited)
• Typed, formatted

“One Word of Truth Outweighs the World” - Solzhenitsyn (Springboard p. 193)

- 2Ps - Bullet Key Points and Key Passages

- Synopsis - consider the entire piece; no editorializing

1 Compound Sentence

1 Compound Sentence using a semicolon

2 Complex sentences  [       ] (       )  and  (       ), [       ]

1 Compound-complex sentence

Rules:

Your essay is the subject matter for the sentences

Make all grammar markings in a different color

(parentheses, brackets, S-V, etc, like we did in class)

Draft an Essay Map:

• Thesis statement (address the specifics of the prompt)
• Two Supporting Claims 
• One Counterargument (write the counterclaim)

Note:

• Check that these claims support your Thesis statement
• Consider the order of these three body paragraphs; your argument should flow smoothly and make sense on the whole.

Write an essay paragraph that addresses the essay prompt

• Full essay paragraph
• Typed, double spaced, properly formatted (standard 12pt font)
• Peer Edit on Tuesday: be prepared

Revise your Claim/Thesis (consider the Tip and the Task; know your purpose)

• Offer at least two pieces of text evidence that support your assertion (one piece of text evidence must be one of the four allusions)

• For each piece of the text you chose, discuss your point; explain the relevance of the text you chose to the point you’re trying to make

• Bullet point your responses

Given the allusions in the piece, discuss Matthews’ intent: what’s his purpose?

• Address each pair of the allusions separately

(decide how to pair them)

• For each pair of allusions, explain the author’s intent; 

what purpose do the allusions serve?

Identify key passages that reveal a significant facet of the speaker’s tone, as well as the writer’s intent

• Identify key passages from throughout the piece (at least 5 quotes that represent the entirety of the narrative).

• Each response should discuss both the tone the words elicit and the author’s intent.

• Bullet responses are ok; answer with clarity and depth.  Follow the model sentences.