Using the comment section below, please post at least five pieces of textual evidence that supports a Marxist, Psychoanalytic, or Gender Studies Analysis.
Point Value: 30 points in the writing domain.
Due Date: Monday, March 19th.
Criteria: Your sonnet must have all of the following criteria.
- Must describe an ironic situation (4 points).
- Must satisfy the criteria for a Shakespearean Sonnet (12 points).
- 14 lines
- Proper Rhyme Scheme – ABABCDCDEFEFGG
- Iambic Pentameter – 10 syllables per line
- Must include at least 3 of the following pieces of figurative language. Please make these devices stand out (12 points).
- Must be typed on blog (2 points)
Essential Question: What medium would be best to showcase the use of a particular critical lens?
Within a small group, please achieve the following tasks to review our reading of Edgar Allan Poe’s The Cask of Amontillado. To do so, review the written text of The Cask of Amontillado on pages 131-136 in your SpringBoard text.
- Diagram the story’s plot using mentions of the exposition, rising action, climax, and denouement.
- Explain the story’s theme.
- Identify the story’s motif.
- Answer questions 4, 5, 7, 8 & 9 from pages 136 – 137of your SpringBoard Textbook.
Be prepared to present!
Throughout the semester, students from Mr. Rossi’s 9th Grade Literature class will be
charged with examining various pieces of informational media in order to stay updated with world news, formulate opinions based on real events, and begin examining for bias.
Today’s Prompt: What is the purpose of this article? What does the author include in their writing style to achieve that purpose?
I think we all agree that test-taking is a difficult process. In order to combat some of these issues, we will be creating memory aides to help you out during instances when you get stuck. These memory aides will be posted around the room and serve as reminders throughout class time. They will also serve as a review of prior knowledge for literary devices.
- Select a vocabulary term from the list below:
- Ethos, Logos, Bias, Counterclaim, Archetype, Idiom, Inference, Pathos, Subjective, Objective, Figurative Language, Thesis, Audience, Claim, Citation, Allusion, Argument, Foreshadowing, Evidence, Tranistion.
- Using a piece of construction paper, complete the following on the back:
- Print the definition of your literary term (5 points – language).
- On the front of your construction paper, complete the following:
- Neatly, please print your first and last name (5 points writing)
- Print three keywords from the definition in the area surrounding the symbol (5 points – Speaking and Listening)
- Neatly (and preferably largely) draw a symbol you have chosen that represents one of the keywords from your definition (5 points – Writing)
- Using three of the sentences patterns, write three original examples that demonstrates the use of this term. (5 points – writing)
Bonus: Include vocabulary words from The Most Dangerous Game and receive 1 extra credit point for each used correctly.
Using the comment section of the post below, please answer the following questions about a variety of topics.
- What principles and elements of design contribute most to the meaning of this work?
- How does the work take on new meaning when you apply a particular critical lens to it?
- What symbols most contribute to the meaning of the work? What is the effect?
Below are some simple ways to begin editorials in attention grabbing ways. By the end of the class, you should be able to select one to begin your own writing.
1. Make a controversial claim: Beginning with an outright position that is polarizing leaves zero question about the direction of your paper.
“VIRGINIA, your little friends are wrong. They have been affected by the skepticism of a skeptical age. They do not believe except they see. They think that nothing can be which is not comprehensible by their little minds. All minds, Virginia, whether they be men’s or children’s, are little. In this great universe of ours man is a mere insect, an ant, in his intellect, as compared with the boundless world about him, as measured by the intelligence capable of grasping the whole of truth and knowledge.”
2. State the facts: Just like a news report, starting with just the integral facts leaves little for the audience to wonder about.
“President Ford declared flatly today that he would veto any bill calling for “a federal bail-out of New York City” and instead proposed legislation that would make it easier for the city to go into bankruptcy.
In a speech before the National Press Club, Ford coupled repeated attacks on the city’s fiscal management with a promise that, if default came, the federal government would see to it that “essential public services for the people of New York City” would be maintained.”
3. Use a memorable line: Grab your audience’s attention by starting with a unique, startling sentence.
“It’s about ime for Leonard Edwards to take the hot squat.
Edwards, for those of you who haven’t been following his worthless career, has been convicted of two murders. He’s awaiting trial on another murder and the rape of a 14 year old girl.
He’s 29 years old. Hopes of rehabilitating this piece of human crud are doubtful. It’s even wildly optimistic to use the word doubtfully.”
4. Employ repetition: Repeating of a phrase or using parallel structure immediately advances the tone of your position.
“We were wrong, wrong, wrong.”
|Knowledge & Understanding
– opinion is built on research and factual evidence
– writer has at least 2 in-text citations and at least 2 Works Cited Entries
|– demonstrates limited understanding of form of news article
– demonstrates limited understanding of resources read
|– demonstrates adequate understanding of form of news article
– demonstrates adequate understanding of resources read
|– demonstrates considerable understanding of form of news article
– demonstrates considerable understanding of materials read
|– demonstrates thorough understanding of form of news article
– demonstrates thorough understanding of materials read
|Thinking & Inquiry
– critical and creative thinking skills (developing ideas, selecting, organizing, explaining information)
– uses either inductive or deductive reasoning structure
|– demonstrates limited competence developing ideas, selecting, organizing, and explaining information||– demonstrates moderate competence developing ideas, selecting, organizing, and explaining information||– demonstrates considerable competence developing ideas, selecting, organizing, and explaining information||– demonstrates a high degree of competence developing ideas, selecting, organizing, and explaining information|
– audience and purpose
– uses at least 3 vocabulary terms from week 3.
|– communicates information and ideas with limited clarity
– limited awareness of audience and purpose
|– communicates information and ideas with moderate clarity
– moderate awareness of audience and purpose
|– communicates information and ideas with considerable clarity
– considerable awareness of audience and purpose
|– communicates information and ideas with a high degree of clarity
– thorough awareness of audience and purpose
– language conventions (subject/verb agreement, active/passive voice)
– writing process
|– uses language conventions with limited accuracy and effectiveness
– uses the writing process with limited competence
|– uses language conventions with moderate accuracy and effectiveness
– uses the writing process with moderate competence
|– uses language conventions with considerable accuracy and effectiveness
– uses the writing process with considerable competence
|– uses language conventions with a high degree of accuracy and effectiveness
– uses the writing process with a high degree of competence