Week Two, Spring Semester

Puns, Oxymorons, Tone, and SonnetsEnglish 9 and Pre-AP English 9

Mrs. Solt

MONDAYLab time

Target for Monday

• Target: I will conduct short research project to answer a question by gathering relevant information from multiple authoritative print and digital sources.– Conditions: I will work with a partner in the computer lab to

finish researching the topic of my project and prepare my presentation

– Criteria: completed research project and presentation with rubric goals met

Standards: • CCSS.ELA-LITERACY.W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• CCSS.ELA-LITERACY.W.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Homework

• Collect cover sheet signatures• Assignment: Puns/Oxymorons– Due Friday for English 9– Due Monday for Pre-AP English 9

Lab

• We’re in the lab today to finish your research project. Speeches begin tomorrow.

• Today you should– Plan your presentation – Finish any research you have left– Complete your 50 word (TOTAL) slide show– Make your 25 word cards– PRACTICE WITH YOUR PARTNER!

TUESDAYPuns and Oxymorons

Target for Tuesday

• Target: I will be able to define and interpret the figurative language of puns and oxymorons in preparation for analyzing their role in the context of the Shakespearean text.– Conditions: I will take notes on the definitions and read multiple

examples. – Criteria: completed homework assignment

Standards: • CCSS.ELA-LITERACY.L.9-10.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• CCSS.ELA-LITERACY.L.9-10.5.AInterpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Tons of Puns

Shakespeare used ‘emjest for the fun of it

Puns

• Definition: a joke exploiting the different possible meanings of a word or the fact that there are words that sound alike but have different meanings

Two ShipsTwo ships were crossing the Pacific. One carried blue paint from Singapore. The other ship carried red paint from Los Angeles. Somewhere in the middle of the ocean, the two ships crashed into each other. The ships were both lost to

the sea and the crews of both are believed to be marooned.

Pun ContestI entered a local Pun Contest.

I sent in 10 different puns in the hope that at least one of the puns would win.Unfortunately, no pun in 10 did.

Fruit Basket

When I got sick, my psychiatrist sent me a basket of fruit. It was shrink

wrapped.

Counting CattleI know a farmer who has 200 head

of cattle. He thought there were only 196 until he rounded them up.

Tardy Kid

A tardy student limped into my classroom with a lame excuse.

Baseball

I wondered why the baseball was getting bigger. Then, it hit me.

Banana Time

Time flies like an arrow.Fruit flies like a banana.

Ugly Boy

I knew a boy who was small and ugly. Now he grew some.

Oxymoron

Jumbo shrimpAct natural

Crash landing(As a result of friendly fire from a

peacekeeping missile?)Dodge Ram

P.C. (personal computer)Agree to disagree

A figure of speech that combines conflicting terms to create something new

Create your own meme

• See the homework assignment for this week

Speeches

• Elizabethan Era Speeches• Take notes!

Exit

• What is a pun?• What is an oxymoron?• What is something you’ve learned about the

Elizabethan period?

WEDNESDAY/THURSDAYBlock Days: Speeches and Sonnets

Target for Wednesday/Thursday

• Target: I will present information, findings, and evidence clearly; I will learn details about life in Elizabethan England.– Conditions: I will give a speech on my assigned topic; I will take

notes from my classmates’ presentations.– Criteria: completed presentation and completed notes

Standards: • CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

• CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Speeches

• Continue speeches• Take notes!

• Introduction to Sonnets

Let’s Practice!

Reminder (English 9 only)

• Homework due tomorrow: Pun/Oxymoron Meme

Exit

• How many lines does a sonnet have?• What is the “meter” of a sonnet called?– What does that mean?

• What are the last two lines of a sonnet called?• What is the “rhyme scheme” of a sonnet?• What is something you’ve learned about the

Elizabethan period?

FRIDAYTone

Target for Friday

• Target: I will present information, findings, and evidence clearly; I will learn details about life in Elizabethan England.– Conditions: I will give a speech on my assigned topic; I will take

notes from my classmates’ presentations.– Criteria: completed presentation and completed notes

Standards: • CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

• CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Homework (English 9 Only)

• Turn in your memes.• Homework assigned: Finish and perfect the

sonnet that you started in class this week. – Make sure the meter is correct.– Make sure the rhyme scheme is correct.– Make sure spelling, grammar, and punctuation is

correct.

Speeches

• Continue speeches• Take notes!

Literary Tone vs. Tone of Voice

• What do you remember about literary tone? How is it different than mood? (Write this in your notes.)

• Today we’re going to talk about a different kind of tone which impacts the spoken word (which is important in a play). This is also called tone, but it is referring to the tone of voice.

Understanding ToneIt’s not just what you say,

it’s how you say it.

O

What is this?

OExpressing (according to intonation) surprise, frustration, discomfort, longing, disappointment, sorrow, relief, hesitation, etc.

Used mainly in imperative or exclamatory sentences or phrases, as in: “O take me back again!”

“O for another glimpse of it!”“O the pity of it!”“O dear!”

The Oxford English Dictionary

Right! It can be all those things. It’s also an actual word!

SubtextAn underlying and often distinct theme in a piece of writing or conversation

Ex. of subtext:

At your lunch table today, your buddy has three chocolate cookies. You say,“Are you going to eat all of those?”

What’s the subtext here?What are you really asking?

Tone (of voice, as opposed to literary tone)

A particular quality, pitch, modulation,

or inflection of the voice expressing or indicating affirmation, interrogation, hesitation, decision, or some feeling or emotion; vocal expression.

The Oxford English Dictionary

O

OK, back to…

surprised

First student volunteer, say “O”

angry

awed

suspicious

excited

sad

exhausted

lusty

with contempt

afraid

Good job! Now stress (or emphasis) is also important in determining tone and meaning.

StressRelative loudness or force of vocal utterance; a greater degree of vocal force characterizing one syllable as compared with other syllables of the word, or one part of a syllable as compared with the rest; stress-accent. Also, superior loudness of voice as a means of emphasizing one or more of the words of a sentence more than the rest.

Oxford English Dictionary

Let’s give this a try. Read the line, emphasizing the word in red.

I didn’t say he killed our King.

I didn’t say he killed our King.

I didn’t say he killed our King.

I didn’t say he killed our King.

I didn’t say he killed our King.

I didn’t say he killed our King.

I didn’t say he killed our King.

Some lines from Shakespeare

Get ready…more lines arecoming around the room.

O, how I love thee! How I dote on thee!

(lusty)

O, for a stone-bow, to hit him in the eye!

(angry)

O, I am out of breath in this fond chase!

(exhausted)

O, I am fortune’s fool!

(regret)

O, speak again, bright angel!

(lusty)

O lamentable day!

(misery)

O, she doth teachthe torches to burn bright!

(excited)

O me, O me! My child, my only life.

(distraught)

O, wilt thou leave me so unsatisfied?

(disappointed)

Our play is done!

(relief)

Exit

• What is subtext?• What is tone of voice?• What is stress?• How do tone and stress impact the meaning

of the lines read?• What is something you’ve learned about the

Elizabethan period?