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Happy Monday ! BW: Working with Imagery. Consider: The rainy night had ushered in a misty morning-half frost, half drizzle-and temporary brooks covered our paths, gurgling from the uplands . ~ Emily Bronte, Wuthering Heights. Discuss: 1) Bronte uses both visual and auditory images. - PowerPoint PPT Presentation
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Happy Monday! BW: Working with Imagery
Consider: The rainy night had ushered in a misty morning-half frost, half drizzle-and temporary brooks covered our paths, gurgling from the uplands. ~ Emily Bronte, Wuthering Heights
Discuss: 1) Bronte uses both visual and auditory images. UNDERLINE the words that create VISUAL images. CIRCLE the words that create an AUDITORY (sound) image.
2) What feelings are traditionally associated with rain, mist, and frost? How would the feeling of the passage be different if the rainy night had ushered in a brilliant, sunny morning?
Apply:Write a sentence using visual and auditory images that
creates a mood of terror!
Meaning:
Examples:
Explicate
Word MeaningExplicate To explain in detail
Milieu Environment or surroundings
Juxtapose Place side by side
Ebb To weaken or become less
Prattle To talk meaninglessly; to babble
Word List
Part of Speech:
Visual
Meaning:
Examples:
Milieu
Part of Speech:
Visual
Juxtapose
Meaning:
Part of Speech:
Examples:
Visual
Meaning:
Examples:
Ebb
Part of Speech:
Visual
Prattle
Meaning:
Part of Speech:
Examples:
Visual
Descriptive Imagery
“Foul Shot” & “Base Stealer”1) Read to self2) Read together and act out3) Underline VERBS Circle personification & similes (or label p/s) Check mark repetition Double underline alliteration Identify Speaker
“Foul Shot”“Foul Shot”
With two 60s stuck on the scoreboardAnd two seconds hanging on the clock,The solemn boy in the center of eyes,
Squeezed by silence,Seeks out the line with his feet,
Soothes his hands along his uniform,Gently drums the ball against the floor,
Then measures the waiting net,Raises the ball on his right hand,
Balances it with his left,10Calms it with fingertips,
Breathes,Crouches,
Waits,And then through a stretching of stillness,
Nudges it upward.The ball
Slides up and out,Lands,
Leans,20Wobbles,Wavers,
Hesitates,Exasperates,Plays it coy25
Until every face begs with unsounding screams—And thenAnd thenAnd then,
Right before ROAR-UP,30Dives down and through.
1) Read to self2) Read together and act out3) Underline VERBS Circle personification &
similes (or label p/s) Check mark repetition Double underline
alliteration4) Identify Speaker
“Base Stealer”“Base Stealer”
Poised between going on and back, pulledBoth ways taut like a tightrope-walker,
Fingertips pointing the opposites,Now bouncing tiptoe like a dropped ball
Or a kid skipping rope, come on, come on,Running a scattering of steps sidewise,How he teeters, skitters, tingles, teases,Taunts them, hovers like an ecstatic bird,He's only flirting, crowd him, crowd him,Delicate, delicate, delicate, delicate - now
1) Read to self2) Read together and act out3) Underline VERBS Circle personification &
similes (or label p/s) Check mark repetition Double underline
alliteration4) Identify Speaker
Descriptive Imagery
Descriptive Imagery
Descriptive Imagery
Descriptive Imagery
Descriptive Imagery
Descriptive Imagery
Descriptive Imagery
Descriptive Imagery
Please do the following for the picture you chose:1. Create a SIMILE, a METAPHOR, an example of PERSONIFICATION,
vivid VERBS and an example of ALLITERATION that fits your picture. (10 points)
2. Try to mimic the style of “Foul Shot” or “Base Stealer” by writing descriptively about your picture. Include the examples you created for #1. (10 points)
3. Style: prose or poetryLength: Prose = ½ page Poetry = 10 lines minimum
Points: 20
Descriptive Imagery
Happy Tuesday! BW: Working with Syntax
Consider: He had been prepared to lie, to bluster, to remain sullenly unresponsive; but, reassured by the good-humored intelligence of the Controller’s face, he decided to tell the truth, straightforwardly.
~ Aldous Huxley, Brave New World
Discuss: 1) What effect does the repetition of infinitives (to lie, to bluster…) have on the meaning of the sentence?
2) What is the function of the semicolon in Huxley’s second sentence?
Apply:Fill in the sentence skeleton:
The teen had been allowed to ________, to _______, to ________; but, reassured by _________________, the teen _____________ ______________________________________.
Poetic MeterRhythm:
Meter: Foot:
Line:1) “sentence of poetry”
2) Measure by the # of feet in it
1) Wavelike occurrence of sound
or motion
1) Rhythm we can tap our feet to
1) Basic metrical unit
2) Consists of one accented syllable plus one or two unaccented syllables
3) In every word of more than 1 syllable, one syllable is stressed or accented
Poetic MeterSentence:
Examples Foot Names:
Names of Lines:
Words:ENter ONly
interVENE ENterprise
inTERpret winTER
He WENT to the STORE.
ANN id DRIVING her CAR.
winter, the sun Iamb
enter, went to Trochee
intervene, in a hut Anapest
enterprise, color of Dactyl
true-blue Spondee
One foot ------- MonometerTwo feet ------- DimeterThree feet ----- TrimeterFour feet -------- TetrameterFive feet --------- PentameterSix feet ---------- HexameterSeven feet ------- HeptameterEight feet -------- Octameter
Working with Poetic Meter
“Virtue” (excerpt)
Sweet day, so cool, so calm, so bright
The bridal of the earth and sky:
The dew shall weep thy fall tonight,
For thou must die.
Sweet rose, whose hue, angry and
brave,
Bids the rash gazer wipe his eyes:
Thy root is ever in its grave,
And thou must die.
“The Congo” (excerpt)
THEN I SAW THE CONGO,
CREEPING THROUGH THE BLACK,
CUTTING THROUGH THE FOREST
WITH A GOLDEN TRACK.
“The Hound” (excerpt)
Life the hound
Equivocal
Comes at a bound
Either to rend me
Or befriend me
I cannot tell
Working with Poetic Meter: The Sonnet
(Sonnet 18; W. Shakespeare)Shall I compare thee to a summer's day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature's changing course, untrimmed;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to Time thou grow'st.
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.
1) Mark Rhyme Scheme
2) Mark the meter of the first 4 lines
3) Paraphrase the 5 sections marked
Happy Wednesday! BW: Working with Tone
Consider: (“Cut: For Susan O’Neil Roe” ~ Sylvia Plath)
What a thrill- My thumb instead of an onion The top quite gone Except for a sort of hinge
Of skin, A flap like a hat, dead white, Then a red plush.
Discuss:What is the poet’s attitude toward the cut? What words, images and details create the tone?
Apply:
Think of a time when you hurt yourself…did you have the same reaction as in Plath’s poem? Describe!
The Children’s March: ContextGenerating Context:
• Read the narrative poem “Ballad of Birmingham”
• Watch & Analyze “The Children’s March”
• Reread “Ballad of Birmingham”
• Discuss
“Ballad of Birmingham”(On the bombing of a church in Birmingham, Alabama, 1963)
“Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?”
“No, baby, no, you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails Aren’t good for a little child.”
“But, mother, I won’t be alone. Other children will go with me, And march the streets of Birmingham To make our country free.”
“No, baby, no, you may not go, For I fear those guns will fire. But you may go to church instead And sing in the children’s choir.”
“No, baby, no, you may not go, For I fear those guns will fire. But you may go to church instead And sing in the children’s choir.”
She has combed and brushed her night-dark hair, And bathed rose petal sweet, And drawn white gloves on her small brown hands, And white shoes on her feet.
The mother smiled to know her child Was in the sacred place, But that smile was the last smile To come upon her face.
For when she heard the explosion, Her eyes grew wet and wild. She raced through the streets of Birmingham Calling for her child.
She clawed through bits of glass and brick, Then lifted out a shoe. “O, here’s the shoe my baby wore, But, baby, where are you?”
• You may use your notes and prior assignments• When finished, hand in and work quietly on
one or all of the following: 1) Independent Reading Novel 2) Poetic Copy Change (due Monday) 3) Vocabulary (due Tomorrow!)
Happy Thursday! POETRY TEST TODAY
Have out:1) Pen/cil2) NOVEL3) Active Reading Sheet4) Post-its5) Assignments to submit
Happy Friday!Take a few minutes to look over your words:
Word MeaningExplicate To explain in detail
Milieu Environment or surroundings
Juxtapose Place side by side
Ebb To weaken or become less
Prattle To talk meaninglessly; to babble
Novel Day #3Directions:
•Using the post-it notes given to you, take active reading notes as your read through your novel.
•Record the Journal Question when posted
•Respond to the JQ in the space provided.
CharactersSettingLiterary DevicesImportant QuotationsMotifsConflictsPlotTheme POVAuthor’s styleSymbolsForeshadowing
Novel Day #3Journal Question:
What conflicts have your characters experienced so far in your story?
In your response, cite the specific conflicts, state how they affected your characters, their intended purpose and your interpretation of the conflicts.