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Critical Thinking. Grammar: You will have 3 minutes to complete this activity. I will not check these during the 3 minutes because I will need to read your explanation. The explanation here is as important as the answer. No talking. Grammar - Adjectives.
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Critical Thinking Grammar: You will have 3 minutes to complete this activity. I will not check these during the 3 minutes because I will need to read your explanation. The explanation here is as important as the answer. No talking.
Grammar - Adjectives The lines below are from the nonsense poem “The Jabberwocky” by Lewis Carroll. Which words in the rhyme are adjectives? Explain how you can tell. ‘Twasbrillig, and the slithytoves Did gyre and gimble in the wabe; All mimsy were the borogoves And the momerathsoutgrabe.
Answers • Slithy – the article “the” preceding “toves” indicates that “toves” is a noun. Slithy precedes toves, so it must be an adjective. • All – if you identify mimsy as a noun, then “all” must be an adjective. • Mimsy – Because of the “borogoves” being a noun, the sentence is likely inverted. If it is, then you have a linking verb “were,”so “mimsy” must be either a predicate nominative or a predicate adjective. • Mome – similar to “slithy,” the word raths must be a noun, so “mome” preceding a noun, it would have to be an adjetive. • Possibly “brillig” –being preceded by ‘twas could indicate that this is an adjective, as in ‘twas cold, but in Carroll’s notes, he does explain that he meant brillig to mean afternoon, which would be a noun.
Goals for the Day • If given a rhetorical choice and the author’s argument, purpose, or tone, I can explain how the rhetorical choice helps the author develop the overall argument, purpose, and/or tone.
Quick Vocabulary Quiz #8 1. Open to Socrative 2. Login to Bauer2016 3. Type your first name and last name 4. You have exactly five minutes to complete the quiz.
Voice Lesson Findings • Turn to those around you and share some of your sentences with peers. • Then, discuss your findings. Do most people place the most important words in their sentences at the beginning or the end of the sentence? After discussing your findings, determine what impact it would have when people flip their sentence and the opposite of what is typical.
Voice lesson - Syntax Consider: The impact of poetry is so hard and direct that for the moment there is no other sensation except that of the poem itself. What profound depths we visit then – how sudden and complete is our immersion! There is nothing here to catch hold of; nothing to stay in our fight. . . The poet is always our contemporary. Our being for the moment is centered and constricted, as in any violent shock of personal emotion - Virginia Woolf, “How Should One Read a Book?” Discuss: Woolf uses a variety of sentence types in this selection. Among them is the exclamatory sentence. Identify the exclamatory sentence and explain its effect. Classify each sentence as to a length: short, medium, or long. How is the meaning of the passage reinforced and clarified by sentence length? Apply: Write a declarative sentence about college entrance examinations. Then write an exclamatory sentence which amplifies or clarifies the declarative sentence. Share your sentences with the class.
Parts of a Sentence Simple Subject – The main word or word group that tells whom or what the sentence is about. Complete Subject – The simple subject and any words or word groups used to modify the simple subject. Simple Predicate – The main word or word group that tells something about the subject. Complete Predicate – The verb and all words used to modify the verb and complete its meaning.
Learning From Each Other • Let’s explore a few paragraphs you wrote yesterday about MLK’s Letter from a Birmingham Jail. • We will read it. • You will get in groups to discuss the positives. • What do you see that you would like to do? • What is effective? What does the writer do that works? • When it works, how is the writer structuring his/her writing? • You will get in groups to discuss the areas of potential growth. • What could be improved upon? • How would the writer go about improving? • What prevents the writing from being as effective as it could be? • We will share out some of the highlights of your conversations. • You will listen closely to each other and the feedback that is given. • I will likely ask you to respond to each other’s feedback to ensure you are listening carefully.
Homework • Be sure you have answered questions 1-4 on page 72 if you haven’t done so already. • Be sure you have turned in your 5 Voice Lessons for Syntax. • Complete the next assignment on Albert – Atticus Finch’s Closing Argument (Harper Lee, 1960).
