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ENGLISH III

ENGLISH III. Unit 5 day 4- symbolism, metaphor, simile, Langston Hughes .

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ENGLISH III

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  1. ENGLISH III Unit 5 day 4- symbolism, metaphor, simile, Langston Hughes

  2. Leader: Good afternoon, Pumas.  Please compose yourselves for prayer by taking a comfortable position in your chairs.  Leader: Ad Majorem  . . . All: Dei Gloriam.  Leader: We study, work and play . . . All: for the greater glory of God. 2-minute reflection Leader: We close by saying, “Glory to the Father, and to Jesus the Son, and to the Holy Spirit . . . All: as it was in the beginning, is now, and will be forever. Amen! ”

  3. Do-now: Have out “The Highwayman” Determine whether each sentence uses the correct pronoun. If it’s correct write, “correct,” but FIX it if it’s wrong. • Everyone took their seat. • INCORRECT. Subject: everyone (singular). Pronoun: their (plural). Should be: HIS OR HER. • In class, all students perform at his or her different levels. • INCORRECT. Subject: all (plural). Pronoun: his or her (singular). Should be: their Reminder: Singular indefinite pronouns: either, neither, everybody, everyone, each, etc. Plural indefinite pronouns: all, several, both, few

  4. Announcements/Reminders: • Outside reading is due Monday, April 14th. • TURN IN GATSBY BOOKS AT THE TABLE ON YOUR WAY OUT! • SIGN-IN YOUR BOOK BY TELLING WHAT BOOK NUMBER YOU’RE TURNING IN (Even if it’s not your own book)

  5. Tip of the day: • CORRECT OR INCORRECT? He use to avoid eating mushrooms, but now he likes them. • INCORRECT: *used, not use • CORRECT OR INCORRECT? He was weary about the creepy guy in the alley, but fortunately nothing happened. • INCORRECT: *wary, not weary. (wary = cautious, weary = tired)

  6. Prayer: • Period 6: Socorro, • Thurs: Anthony C., Fri: Rita • Period 7: Dolo, • Thurs: Jenni, Fri: Bryan • Period 8: Diana, • Thurs: Cindy, Fri: Sammie

  7. SWBAT: • Explain the use of metaphors, similes, and symbolism in a poem.

  8. “The way it is now” by Charles Bukowski • Circle 5-8 words in the poem that really stand out to you or that you find striking. • Try to replace each word with a word that is similar. • For example, if you chose, “gorgeous,” change it out with something like “beautiful” or “pretty” • Two-three people to share their new poems? • Do these poems have the same effect? • What can we learn from this demonstration?

  9. Diction • Diction = word choice! • It matters! (I think) “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” -Mark Twain

  10. What would you compare yourself to and why? • Ms. Stitt: I am like a pink camera… At times, I can only focus on one thing at a time, but after a little time and development, I can see the whole picture. And… I like to have a little interesting flair in my life besides plain black.

  11. Literary Devices Create a section in your notes and title it “Literary Devices.” • Put “diction” in this section (it means word choice) • Then put “simile” • Simile: a comparison between two things that initially seem different, but have an interesting similarity. Uses the words “like” or “as” to compare. • Curley was flopping like a fish on a line. • Uses “like” and compares Curley to a flopping fish. • Sarah was as busy as a bee. • Uses “as” to compare Sarah to a bee.

  12. Literary Devices: Metaphor • Metaphor: Same thing as a simile, but does NOT use the words “like” or “as.” • You’re a rose, an absolute rose. • Comparing “you” to a “rose,” perhaps due to good smells, or delicateness, or elegance, with maybe a side of prickliness. • Though he had a hard life, he knew his life would be clear skies from here on out. • Comparing “life” to “clear skies” implies that life will be easier.

  13. Literary Devices: Symbolism • Symbolism: when an object represents an idea • The green light for Gatsby • Represents his dream, what he is constantly yearning for. • Mice for Lennie • Represent comfort for Lennie

  14. Langston Hughes • We’ll do “Harlem” together and look for similes, metaphors, and symbolism. • We’ll also do “Sonnet 130” together. With the other poems on the sheet, you and a partner will: • Underline and label any similes, metaphors, or symbols in each poem. • In a sentence, explain why you think the literary device is being used. Share with the class what you learned.

  15. HW: • Read “The World’s a Stage” and do the following: • Annotate • Underline 1-2 examples of literary devices you find in the poem (simile, metaphor, diction, symbolism) • At the bottom of the poem, explain in 4-5 sentences why you think the author used these literary devices. • Vocab 11 due tomorrow

  16. Exit: • Explain one of the four literary devices we talked about today.

  17. Personification: • Emily Dickinson’s “because I could not stop for death…” • Homage to my hips

  18. Onomoatopoeia • Cynthia in the Snow

  19. Game: • Use the orange…

  20. Just for Fun Poems for Later… • Go to “Assortment of Poems” in e-mail… • DO 3 a day? • Altruists poem • Body poem • After work poem (mi vida, mi corazon) • English is a silly language • America Poems– I too, Sing America etc. • It might have been otherwise • Valentine for Ernest Mann • Ed • More and more poems

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