Grammar Review Document

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TEWWG - Socratic Seminar Discussion Questions

Here they are.

TEWWG - Examining Quotations

TEWWG - Examining Quotations Closely - Ch 12-18

Quotations - For your group’s quotation, go back to the text and think about the significance of the quotation.  How is this quotation significant?  What human tendency or theme does it illustrate and/or what important character traits does it illustrate?

1. It was hard to love a woman that always made you feel so wishful.  (116)

2. If Ah ever gits tuh messin’ round another woman it won’t be on account of her age.  It’ll be because she got me in de same way you got me--so Ah can’t help mayself.  (121)

3. He pinched her in the side and ignored what she said.  (122)

4. “You musta thought yo’wife was powerful ugly...You neve even ‘lowed me tuh git dat close.”  (124)

5. It was part of him, so it was all right.  She rather found herself angry at imaginary people who might try to criticize.”  (126)

6.  “When Ah ain’t got nothin’ you don’t git nothin.’” (128)

7. Only here, she could listen and laugh and even talk some herself if she wanted to.  (134)

8. All gods who receive homage are cruel....Real gods require blood.  (145)

9. Being able to whip her reassured him in possession.  (147)

10. “It’s so many people never seen de light at all.”  (159)

Revision of Compare/Contrast Essay

Consider the following as you revise your essays:

-Your beginning - what tone (sarcastic, condescending, nostalgic, ironic, biting, sincere, reflective, regretful, etc.) do you want to establish?  Do you establish this tone from your very first few sentences?

Reexamine the first few lines of the two model essays.  How do they establish a clear tone from the beginning?

Do you maintain this tone throughout your essay?

Diction - do you make conscious choices about the words you are using?  Examine your verbs and adjectives in particular.
Ex: I drank it in, in a speechless rapture.
Ex:When these narrow fellows spring at me, I quiver in my toes.

Imagery - do you create a few memorable images that relate to one or more of the five senses?
Ex: A broad expanse of the river was turned to blood; in the middle distance the red hue brightened into gold, through which a solitary log came floating, black and conspicuous.

Details - have you carefully selected details that contribute to your tone?
Ex: If God was up there, fat people could have two doughnuts and a big orange drink anytime they wanted it.

Language - what is your overall language like?  Is it consistent?  Does it adhere to a certain style (formal, conversational, slang, etc.)?
Ex: There were graceful curves, reflected images, woody heights, soft distances, and over the whole scene, far and near, the dissolving lights drifted steadily, enriching it every passing moment with new marvels of coloring.

Syntax - have you thought about the way that your sentences are constructed?  Have you made choices about punctuation, repetition, etc.?  Do you have a variety of short and long sentences for effect?
Ex: Their good intentions, bony torsos, tight ships, neat corners, cerebral machinations, and pat solutions loom like dark clouds over the loose, comfortable, spread-out, soft world of the fat.

Look at the last paragraph of "That Lean and Hungry Look" and examine the diction and the syntax.
Look at the last paragraph of "Two Ways of Seeing a River" and examine the syntax and the details.

TEWWG - Quotation Analysis

Their Eyes Were Watching God - Quote Analysis - Ch 4-5

When we analyze significant quotations from a novel, we want to be on the lookout for big ideas/themes/connections to real life, as well as what the quotes may signify about a character, a situation, or a truth that the author wants us to understand.  We want to consider particular comparisons that a quotation makes, particular word choices, the tone of the quote, and the images it evokes.  Examine the following quotations.   Note the context for each quotation, and then consider what sorts of larger issues/ideas/human truths they bring up.  For each one, make a connection to something outside of the book.  Also, consider elements of DIDLS if any stand out.

1. “That irritated Hicks and he didn’t know why.  He was the average mortal.  It troubled him to get used to the world one way and then suddenly have it turn different.  He wasn’t ready to think of colored people in post offices yet” (39).

2. “It must have been the way Joe spoke out without giving her a chance to say anything one way or another that took the bloom off of things” (43).

3. “But any man who walks in the way of power and property is bound to meet hate” (48).

4. “They bowed down to him rather, because he was all of these things, and then again he was all of these things because the town bowed down” (50).

Hurston Essay

Read this essay, "How It Feels to Be Colored Me" by Zora Neale Hurston and discuss the following questions in your groups.

1. Hurston uses a number of extended metaphors in this essay.  What extended metaphor does she use in paragraph 3?  For what purpose?  How does it help to establish the tone of her essay?
   
2. How does Hurston indicate that paragraph five is the end of the introduction to the essay?
   
3. What do you think Hurston moves by the phrase "tragically colored" in line 38?  Why is the choice of this adverb significant?
   
4. What does Hurston mean by the metaphor, “The terrible struggle that made me an American out of a potential slave said, ‘On the line!’ The Reconstruction said, ‘Get set!’ and the generation before said, ‘Go!’”
   
5. Examine the paragraphs in which she discusses when she feels the "most colored" which begin at line 61 and continue through line 91.  What language choices does she make in these paragraphs and to what purpose?  Consider comparisons she makes, specific word choices, sentence structure, etc.
   
6. Explain the main metaphor in the last paragraph of the essay. 
   

Comparing and Contrasting

Here are three articles that compare American schools to schools abroad.

Why the World is Smarter Than Us

A Hop Across the Pond

Born Well

In each article, notice the different elements that are being compared and contrasted.  Also, notice how each writer organizes his/her piece.

Dystopian Book Groups: Icon Project

Here is the descriptor and rubric for this project.

Pronouns/Antecedents

Here is another link to our original notes on pronouns and antecedents.

Othello Performance Descriptor

Click here for access to the Othello Performance Descriptor.

Othello Essay

-Please find the product descriptor for the Othello essay here.
-For a brainstorm/outline template click here and make a copy to your own google docs.

Thesis Statements

Period 6 --> Post your thesis statements to this group document.
Period 7 --> Post your thesis statements to this group document.

Soliloquy Formative

On Friday, you will present at least 15 lines of material from Shakespeare's Othello to the class.  The monologue you deliver should contain the following elements:
- A POETIC speech from one character that is (more or less) memorized
- Significant action
- Prop and/or costume
- Clear emotion
- A brief written explanation of the choices you made in your scene (3 or so sentences are fine)

There are many famous soliloquies and long speeches to choose from...
- Iago (1.3.426, 2.1.308, 2.3.49, 2.3.356, 3.3.367)
- Othello (1.3.149, 3.3.299)
- Desdemona (4.2.175)
- Emilia (4.3.95)
...And you may choose from any of these or try something else entirely.  You may edit the speech as you see fit or patch together similar speeches as long as the end result makes sense and satisfies the above requirements.

TIPS:
- Do not just memorize this in your head.  Saying your speech out loud many times is the only way to truly practice.
- Gesturing with your arms absentmindedly is not considered significant action or emotion.
- A fast speech delivered in one breath is not necessarily a good speech.  Pause, collect your thoughts, let the audience hang.... on... your... eve... ry... word.  (This will also make acting easier.)
- Figure out the correct pronunciations of words you do not know.
- Read punctuation mark to punctuation mark, not line to line.
- Get help from your fellow students.

Here are two links (1, 2) to soliloquies from Shakespeare's Hamlet that may give you some inspiration.

Grammar Formative

In order to take today's grammar formative, please complete the following steps:

1.  Click on this link to access the quiz.
2.  COPY-PASTE the quiz into your own google doc account.
3.  Complete the quiz.
4.  Allow nsilverson@capeelizabethschools.org to edit the document.
5.  Await judgement.

Pronoun/Antecedent Exercises

Fill in the missing word.

1. Everyone should bring             mother to the picnic.   

2. Parents must supervise             children at all times.

3. Every company wants to retain             best employees.

4. Each employee must sign             time sheet before Friday.

Correct the errors.

5. When Alexander drove the car through the garage door, he badly damaged it.

6. The treaty provided a peaceful way to settle international disputes.  It was an important step forward for all nations.

7. When a student is late for class, you should apologize to the professor.

8. They say that three out of four people prefer walking on his or her feet.

9. Mark called Mary's house, but she never answered the phone.  

Click here for the answers.

OUTLINE +1 Product Descriptor

For this formative writing assignment, you will complete a basic outline for a Five Paragraph Essay and write 1 (only 1!) of the body paragraphs.

1. Make a copy of this google doc to your own account, so you can edit it.

2. Write a thesis and organize your evidence into the three body paragraphs, making sure to assign a label or heading to each body paragraph.

• You may use our Villains Quote activity as a guide.  
• You do not need to write full sentences or analyze the evidence in the outline.
• The thesis must be written out in full, but the rest of the outline should be only headings and quotes.   

3. Choose one of the body paragraphs and write it.

4. Refer to our Analyzing Shakespeare document to remind you of the techniques of analysis and thesis writing we've discussed in class (Period 6, Period 7).

Pronoun/Antecedent Exercises

Click here to access our notes on pronoun/antecedent agreement.

Rewrite the following sentences to avoid any pronoun confusion.

1.  Beezer's clothes were always colorful, and he liked the looks he got for it.

2.  May-Ella said that Jo-Beth took her stapler, but she realized she made a mistake when she checked her pocket and found it.

3.  The source of Iago's evil is much debated among scholars.  This is why he is considered to be one of the most complex characters ever put on the page.

4.  It says that the best way to clear up a rash is to air it out.

5.  Alana the Terrible was the kind of queen who would ask you to give her an honest critique of her hair style and then throw you in jail no matter what you said.  It was horrible!

Midterm Study Guide

Click here to access a study guide for the upcoming midterm exam.

Digital Othello

Here is a link to a .pdf version of Othello.