Bell Ringer

1. Bell Ringer • Respond to the quote: • “We could never learn to be brave and patient if there were only joy in the world.” –Hellen Keller • If you’re stuck, here are some questions to think about. Do you agree or disagree with the quote? Why? • What would a world full of joy look like? Do you think that could exist? • Are bravery and patience qualities worth having in the modern world? Why or why not?

2. English The Language of Poetry English I Unit: 02A Lesson: 01 Daily Lesson 2 READING TEKS: E1.Fig19B; E1.2C; E1.3A; E1.7A; E1.26A

3. Homework Due: Please Take out the Newspaper Scavenger Hunt

4. Review Media Station: Newspaper Scavenger Hunt Directions: Find and highlight the following choices, write the page number next to the item. Editorial Letters to the editor Newspaper’s address A date for an event Classified ads. A quote A dash Commas (10) Apostrophe Picture Caption Advertisement Comic Television schedule Volume Number Wedding announcements Executive editor Managing editor Publishers Puzzle City names (2) Find a job you may be interested in trying.

5. Key Concepts and Guiding Questions Word Studyhttps://www.youtube.com/watch?v=RPoBE-E8VOc&index=2&list=PLt11c68CdlvTViu2vSkN2gbyJ_j3rnbO8 • Literary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message.  How does a poet’s use of literacy devices enhance meaning?

6. Vocabulary •Diction • Imagery • Irony • Sarcasm • Paradox

7. Take notes: • Diction – choice of words in speaking or writing for clear and effective expression Diction in Divergent: The language used in this book is very informal diction that is used in everyday life. Most words are familiar, with the exception of the names of the factions (Amity, Candor, Dauntless, Erudite, and Abnegation) and the name for what Tris is labeled as (Divergent), but over the course of the book, these terms are clarified so that they make sense to the reader.

8. Imagery used to create mental images and sensory impressions: *used for emotional effect *intensify the impact on the reader.

9. One of the primary literary devices used by Veronica Roth in Divergent is imagery. Roth uses imagery throughout, but particularly in describing scenery. One example is when she describes the area where the factionless live: “Just past the Abnegation sector of the city is the stretch of building skeletons and broken sidewalks that I now walk through.”

10. Imagery, another example • Roth could have written: “The train was very loud and went by quickly.” • Instead she writes: “The train whistle blares, the sound resonating in my chest. The light fixed to the front of the train clicks on and off as the train hurtles past the school, squealing on iron rails.” –pg 7. • What other examples from Divergent painted vivid pictures for you?

12. Let’s practice adding imagery to make a sentence more interesting. • Start with: I walked across the bridge. It was very high and I was cold. • We want to convey a sense of fear and danger, using most of the five senses (smell, sight, taste, touch, hearing). • What should we add? How can we show this through what our character does instead of telling it?

13. What are some examples of simile in Divergent? Tris actually uses some similes in her regular speech. Tris uses similes for sarcasm, but it's still good writing on Veronica Roth's part. "It must be because your approachable, " I say flatly. "You know, like a bed of nails." “Instead of growling, it barks and snarls and snaps, and its muscles bunch up like coiled wire. About to pounce.” pg 16 What examples did you find?

14. Personification What are some examples of personification in Divergent by Veronica Roth? "He leaped into vicious waters to get there." -Eric, page 307. This shows the rough and brutal waters of the chasm in the story. The water pulls at my legs with irresistible force.  My lungs scream for air. I twist and grab the edge of the rock, pulling myself above the water. “My eyes cling to them wherever they go.” pg 7

15. What are some examples of metaphor in Divergent? “I crouch, listening to the thunder of wings behind me, and run my hand through the grass, just above the ground.” “My heart hammers in my chest and I stare as vacantly as possible ahead of me, focusing the rhythm of my feet.” What are some examples of onomatopoeia? “The birds squawks and my stomach clenches, but then I feel something hard and metal in the grass.” Did you find any? Did they help you picture what was going on?

16. Content Objective: Students analyze the effects of diction and imagery in poetry. Mini Lesson Writing Appetizer 2. Anchor Chart: Diction and Imagery in Poetry. Record the information in the Reader’s Notebook. https://www.youtube.com/watch?v=2sfUVJSeA7U https://www.youtube.com/watch?v=LHB7lr6s5RQ Using one of the selected poems, share specific examples of each in context as needed.

17. Content Objective: Students analyze the effects of diction and imagery in poetry. 3. Display or distribute the other selected poem and explain its historical and cultural setting. 4. Ask for student volunteers to read aloud the poem. Instruct students to pay close attention to the language the poet uses to convey the message.

18. Content Objective: Students analyze the effects of diction and imagery in poetry. Refer to the Anchor Chart to identify diction and imagery in the poem. Discuss the poem and take notes in the Reader’s Notebook: • Describe the effects of diction and imagery in the poem. • Is Figurative language used indicative of the cultural and historical setting of the piece?

19. Annalyze the effects of diction and imagery in the piece.

20. Content Objective: Students analyze the effects of diction and imagery in poetry. Learning Applications In Collaborative Groups, students read another poem from the class collection and analyze the effects of diction and imagery in the piece.

21. Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres.  How does genre shape meaning? Content Objective: Students determine how poetic literary techniques shape meaning in the genre of poetry.

22. Content Objective: Students analyze the effects of diction and imagery in poetry. Each group shares an example of diction and/or imagery from their poem and describes the effects on the poem.

23. Closure 30 Second Write  How does an author/poet’s use of literacy devices enhance meaning?

24. My November Guest By Robert Frost My Sorrow, when she's here with me, Thinks these dark days of autumn rain Are beautiful as days can be; She loves the bare, the withered tree; She walks the sodden pasture lane. Her pleasure will not let me stay. She talks and I am fain to list: She's glad the birds are gone away, She's glad her simple worsted grey Is silver now with clinging mist. The desolate, deserted trees, The faded earth, the heavy sky, The beauties she so truly sees, She thinks I have no eye for these, And vexes me for reason why. Not yesterday I learned to know The love of bare November days Before the coming of the snow, But it were vain to tell her so, And they are better for her praise - See more at: http://allpoetry.com/My-November-Guest#sthash.ObFhFr0U.dpuf

25. Ode To The Artichoke The artichoke With a tender heart Dressed up like a warrior, Standing at attention, it built A small helmet Under its scales It remained Unshakeable, By its side The crazy vegetables Uncurled Their tendrils and leaf-crowns, Throbbing bulbs, In the sub-soil The carrot With its red mustaches Was sleeping, The grapevine Hung out to dry its branches Through which the wine will rise, The cabbage Dedicated itself To trying on skirts, The oregano To perfuming the world, And the sweet Artichoke There in the garden, Dressed like a warrior, Burnished Like a proud Pomegranate. And one day Side by side In big wicker baskets Walking through the market To realize their dream The artichoke army In formation. Never was it so military We strip off The delicacy And eat The peaceful mush Of its green heart. - See more at: http://allpoetry.com/Ode- To-The-Artichoke#sthash.U5ph3Mj6.dpuf • Poems to Use

26. If you can talk with crowds and keep your virtue, Or walk with Kings — nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you, but none too much: If you can fill the unforgiving minute With sixty seconds' worth of distance run, Yours is the Earth and everything that's in it, And which is more; you'll be a Man, my son! - See more at: http://allpoetry.com/If....#sthash.C6lgM9Lg.dpuf Written by Rudyard Kipling Rudyard Kipling was born in Bombay on December 30th 1865, son of John Lockwood Kipling, an artist and teacher of architectural sculpture, and his wife Alice. His mother was one of the talented and beautiful Macdonald sisters, four of whom married remarkable men, Sir Edward Burne-Jones, Sir Edward Poynter, Alfred Baldwin, and John Lockwood Kipling himself If....  If you can keep your head when all about you Are losing theirs and blaming it on you; If you can trust yourself when all men doubt you, But make allowance for their doubting too: If you can wait and not be tired by waiting, Or, being lied about, don't deal in lies, Or being hated don't give way to hating, And yet don't look too good, nor talk too wise; If you can dream — and not make dreams your master; If you can think — and not make thoughts your aim, If you can meet with Triumph and Disaster And treat those two impostors just the same:. If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop and build'em up with worn-out tools; If you can make one heap of all your winnings And risk it on one turn of pitch-and-toss, And lose, and start again at your beginnings, And never breathe a word about your loss: If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: "Hold on!"

27. Alone From childhood's hour I have not been As others were; I have not seen As others saw; I could not bring My passions from a common spring. From the same source I have not taken My sorrow; I could not awaken My heart to joy at the same tone; And all I loved, I loved alone. Then- in my childhood, in the dawn Of a most stormy life- was drawn From every depth of good and ill The mystery which binds me still: From the torrent, or the fountain, From the red cliff of the mountain, From the sun that round me rolled In its autumn tint of gold, From the lightning in the sky As it passed me flying by, From the thunder and the storm, And the cloud that took the form (When the rest of Heaven was blue) Of a demon in my view. Written by Edgar Allan Poe Edgar Allan Poe, son of Actress Eliza Poe and Actor David Poe Jr., born 19th of January 1809, was mostly known for his poems and short tales and his literary criticism. He has been given credit for inventing the detective story and his psychological thrillers have been influences for many writers worldwide.

28. We Wear the Mask We wear the mask that grins and lies, It hides our cheeks and shades our eyes,- This debt we pay to human guile; With torn and bleeding hearts we smile, And mouth with myriad subtleties. Why should the world be over wise, In counting all our tears and sighs? Nay, let them only see us, while We wear the mask. We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world dream otherwise, We wear the mask! Written by Paul Laurence Dunbar Paul Laurence Dunbar was the first African-American poet to garner national critical acclaim. Born in Dayton, Ohio, Dunbar penned a large body of dialect poems, standard English poems, essays, novels and short stories before he died at the age of 33. His work often addressed the difficulties encountered by members of his race and the efforts of African-Americans to achieve equality in America. He was praised both by the prominent literary critics of his time and his literary contemporaries. - See more at: http://allpoetry.com/We-Wear-the-Mask#sthash.lNUdShtr.dpuf

29. Autumn BY JOAN MITCHELL The rusty leaves crunch and crackle, Blue haze hangs from the dimmed sky, The fields are matted with sun-tanned stalks — Wind rushes by. The last red berries hang from the thorn-tree, The last red leaves fall to the ground. Bleakness, through the trees and bushes, Comes without sound Joan Mitchell (1925–1992) was born in Chicago and educated at Smith College and the School of the Art Institute of Chicago. She was among the leading Abstract Expressionist painters in New York in the fifties, and in 1955 began dividing her time between New York and France. In 1968 she settled permanently in Vétheuil, France, where she lived and worked the rest of her life. Over her career of more than fifty years, she produced a body of paintings and works on paper that represents one of the stunning artistic achievements of the second half of the twentieth century. Mitchell’s work can be seen in museums and public collections around the world.