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ANNOTATIONS

ANNOTATIONS. …we need to talk. Read the item all the way through one time. As you read, annotate for: meaning and purpose main ideas and arguments inferences vocabulary what that author is saying (or trying to say). WHAT TO DO – STEP 1.

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ANNOTATIONS

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  1. ANNOTATIONS …we need to talk

  2. Read the item all the way through one time. • As you read, annotate for: • meaning and purpose • main ideas and arguments • inferences • vocabulary • what that author is saying (or trying to say) WHAT TO DO – STEP 1

  3. Read the item all the way through a second time. • As you read, annotate for: • Diction • Tone • Devices • Syntax • Theme • Etc. WHAT TO DO – STEP 2

  4. DO NOT MISS THE FOREST FOR THE TREES

  5. Yes, you are having a conversation with the text! Pretend this literature is your only friend. Talk to them. • You can add your personal thoughts and ideas… but not if you don’t understand what the author is saying. WHAT ELSE?

  6. Didn’t get a 100? FIX IT! • Highlight what you’ve added/changed on the original annotations. • NEXT STEP: Complete a TPCASSTT on “I Could not Stop for Death”. • Handwritten? Blue/black ink. Front side only. • Typed? No Comic Sans. Double Spaced. • At the bottom of the TPCASSTT, write a brief paragraph comparing/contrasting the poem and PWB. • Attach revamped (or untouched) annotations + TPCASSTT (hard copy) and turn in during the next class. ABOUT THIS ASSIGNMENT…

  7. Title: what do you think the title means? • Paraphrase: by each STANZA. • Connotation: 2 examples – minimum • Attitude- 1 example but answer all of the questions. • Shifts- 2 examples minimum • Sentence Structure- 1 example • Title- what does the title mean now that you’ve read the poem? • Theme- 1 example/explanation. Need help with theme statement? Check the next slide. • *And for this one: the brief paragraph comparing the poem to PWB. TPCASSTT REQ’S

  8. When attempting to determine the theme or themes of a piece of literature, follow these steps: 1. Determine what words offer the main idea (s). EX: love, hate, prejudice, loyalty, etc. 2. Ask yourself these questions: What is the meaning of this work? What is the author’s message in this work? Why did he/she write it? What does the author want me to hold on to after I have finished reading? What basic truth in this novel applies not only to me, but to all of society? (Remember a literary work can, and often does, have more than one meaning –theme.) What is the author saying about the idea or topic word you have selected above? Possible statements: • Loyalty can overcome adversity. • Loyalty and love go hand in hand • Loyalty can be found in those who love us. • Loyalty is measured by love. A theme is NOT: • A theme is not a moral, a lesson, or an order. (e.g. Respect your elders) • A theme does not make a command. (e.g. Give ‘till it hurts) • A theme is not a cliché or a maxim (absence makes the heart grow fonder; actions speak louder than words) • A theme is not a plot summary • A theme does not use names of characters, settings, or events • Avoid the use of words like all, never, always, everything when writing a thematic statement. THEME HELP

  9. T- I think this poem will be about a dirty house with roaches in it. • P-Stanza 1: The narrator finds a roach in his bathroom. Stanza 2: He kills the roach and expresses his dislike of the insects. Stanza 3: He remembers how roaches are primitive survivors, and they begin to haunt his dreams , causing him to become fearful of their return. • C-Simile – On line 15 the author states that the roaches are “crouched like lions” which is a simile that shows they are fiercely awaiting their prey. • Imagery – In order to sufficiently disgust the reader, the author employs vibrant imagery on lines 28-34. He claims he can “feel their light feet probing in [his] veins” and “whiskers nibbling the insides of [his] toes” and feel their “patient scrambling” up his throat. This vivid description causes the reader to scratch at their own skin, feeling an overwhelming wave of disgust come over them as they relate to the disturbing description. • Personification- The author personifies the roaches as having “light feet” that probe into his veins. As roaches obviously do not have feet, the author uses this device to make them seem more of an equal opponent to a human, causing more fear in himself and the reader. • A – The tone of the poem begins as angry, resentful, and hateful. The author kills the roach with one blow, refusing to have them breeding quickly and invading his home. The tone then shifts to one of fear, anxiety, and paranoia. His mind floods with the idea that these primitive creatures will come back for him, crawling up his body and down his throat. The mood of the poem is one of fear and disgust. The reader finds themselves grimacing at Wild’s vivid descriptions and shuddering at the idea that these vile insects could come back for revenge. • S- There are several shifts throughout the poem. The poem begins with lines 1-9 describing the narrator discovering a roach in his bathroom. The events quickly shift to the narrator killing the insect in lines 10-13. The narrator’s disdain for the creatures is evident in lines 14-25. The reader notes another shift on lines 22-34, when the author’s tone turns to fear as he describes his paranoia of roaches crawling over him in his sleep. • S- There are many short, choppy sentences in this poem. This exemplifies the disgust and almost “hurried” nature the author writes in and with. The best example of this is in line 29 where he says “It’s gross. I hate it. Go away.” • T- The title is indicative of the author’s topic of choice: roaches. That one simple word encompasses anger and fear, paranoia and resentment, and disgust and awe. • T- The theme of this poem would be “things can always come back to haunt you” as the actions of the narrator left him with haunting lucid dreams. TPCASST BASIC EXAMPLE

  10. FINALLY

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