Communication Arts

1. Communication Arts December 3 & 4

2. Bell Ringer What are the 3 things you need for a counterargument in your project?

3. SSR- Reading Blog All I would like you to do for today is to log the amount of pages that you have read since your last post. So, basically I want you to just create a title with the name of your book, pages read, and its lexile score if you have it.

4. StrunkandWhite • Rule #1: • Form the possessive singular of nouns by adding ‘s. • Possessive: giving an object ownership over something • Singular: only one of an object • Noun: person, place, thing, idea

5. Rule #1 Note: It’s a common mistake to write its for it’s Its is giving the object “it” ownership over something. It’s is a shortened version of the words “it is.” Basically, if you can replace “it’s” with it is, you should use the apostrophe. If you can’t, you should use “its.”

6. Example of Rule #1 • My cousin got in trouble for stealing a childs bicycle. • No change • Childs’ bicycle • Child bicycle • Child’s bicycle • Questions to ask: • Does an object in this sentence own something? • Is this object singular?

7. Examples of rule #1 • The dog dug in the yard for it’s bone. • No change • Its bone • Its’ bone • It bone • Does an object own something in this sentence? • Is the object singular?

8. Example of rule #1 This relates to the aforementioned it’s vs. its rule. Its’ will never be correct- it is not a grammatically correct word. You cannot change the its to it is and have the sentence make sense. Only logical answer is B.

9. Example of Rule #1 • The teacher found the student’s backpack in her classroom. • No chance • Student backpack • Students backpack • Students’ backpack • Does an object own something in this sentence? • Is the object singular?

10. Example of Rule #1 • My mother thinks its okay for me to skip my homework tonight. • No change • Its’ okay • It’s okay • It okay

11. Example of Rule #1 • The companys employees were unhappy with their small holiday bonuses. • No change • Companies • Company’s • companies’

12. Strunk and White rule #2 Actual Rule: In a series of three or more terms with a single conjunction, use a comma after each term except the last. Series: items in a row (a list) Terms: the actual things listed Single: one Conjunction: Connecting word- for, and nor, but, or, yet, so Comma: ,

13. Strunk and White rule #2 Thus write, red, white, and blue gold , silver, or copper He opened the letter, read it, and made a note of its contents.

14. Rule #2 Examples 1. Beautiful homes attractive city squares and a mild climate are characteristics of Savannah, Georgia. Is a series of items present? Are there three or more items in the list? Is a single conjunction present?

15. Rule #2 Examples Shops and restaurants have transformed the old warehouse area. Is a series of items present? Are there three or more items in the list? What is the correct answer?

16. Rule #2 Examples Tourists enjoy shopping visiting historic homes and sampling Southern cuisine. Is a list present? Are there three or more items in the list? Is a single conjunction present?

17. Rule #2 Examples My favorite foods include macaroni and cheese peanut butter and jelly and bread and butter. The street was filled with angry protesters shouting spectators and police.

18. Writing Workshop Finish the rest of your worksheet.

19. Active Reading • What is active reading: • While active reading students mark the pages of the book, passage, or poem as they read. Students note what they think is important, what they think a passage means, and what ideas and questions that passage raises

20. What kinds of questions to ask? • Questioning • ask questions about theme, attitude, character, etc. (basically ask about anything, really, but keep it scholarly) • “ . . . by helping Baptista’s eldest daughter to a husband we set his youngest free for a husband . . . He that runs the fastest gets the ring” (Shakespeare 15). • What students would write in the margin: are they making a bet?

21. Level One questions • Level one: On the Lines- “The literal level” • Ask questions about… • Who, what, where, when, why, and how • Vivid images- language that appeals strongly to one of your five senses • Striking comparisons- figurative language including simile, metaphor, personification, etc. • Striking diction (word choice)- words that stand out for their beauty, uniqueness, harshness, etc.

22. Level Two Questions • Level two: Between the lines- “the interpretive level” • Gather clues and apply background knowledge to draw conclusions about… • The abstract meaning of words • Implied or explicit comparisons/contrasts • Symbols, such as the beating heart beneath the floorboard in Poe • Repetition- repeated words, phrases, ideas • Contrasts- sharp changes in descriptions, mood, etc. • Elements of Persuasion- analogy, parallelism, rhetorical questions, appeals to logos (logical appeal), ethos (ethical appeal), pathos (emotional appeals), and logical fallacies

23. Level Three Questions • Level three: Beyond the lines- “the deepest level” • Written below or at the end of the piece • The piece may need to be read several times to truly “get” this • Abstract- no right or wrong answers • Not what, but so what? • Questions the authors purpose or theme • Evaluates the authors message • Examine own life in light of that message- Text to self connection. • Patterns- repetition of a sequence or contrasts • Tone- cumulative effect of imagery, figurative language, diction, etc. • Theme- the big picture, a complete thought that teaches us a lesson about life • Connections… more on this later

24. Comments to make with Actively Reading • Summarization • outline the main ideas, label important events in the poem, sum up ideas in your own words. • “Why will you mew her up, SigniorBaptista, for this fiend of hell, and make her bear the penance of her tongue” (Shakespeare 14)? • In the margin: Gremiodoesn’t want Bianca to be cooped up.

25. Connections as Comments • Connections • connect related ideas or connect to previous literature, media, culture, or experience • “Tranio, I burn, I pine, I perish” (Shakespeare 15). • In the margin: In the movie 10 Things I Hate About You—didn’t understand that until now. • Three types of connections: • Text to text- this text relates to this book, movie, TV show, song, etc. • Text to self- this text relates to me because of… • Text to world- this text relates to the world because of…

26. Inferences as Comments • Inferences • using the text, determine ideas about character, plot, theme—make an educated guess • “. . . the Slys are no rogues. Look in the chronicles—we came in with Richard Conqueror. Therefore paucuspallabris: let the world slide” (Shakespeare 2). • In the margin: I come from a good family. Latin phrases=showing off • “But in the other’s silence I do see maid’s mild behavior and sobriety” (Shakespeare 34). • In the margin: strong-willed women=unattractive, docile women=attractive

27. Definitions as comments • Defining • have a dictionary handy and underline then define unfamiliar words • “I know the boy will well usurp the grace” (Shakespeare 15). • In the margin: to seize and hold (as office, place, or powers) in possession without the right

28. Opinions as Comments • Opinions • “GRE. O this learning, what a thing it is! • “GRU. O this woodcock, what an ass it is” (Shakespeare 23)! • In the margin: funny

29. Harrison Bergeron We are going to use this text for our first instance of truly active reading in class. You will be getting a grade on how well you actively read.