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Honors English 1

Honors English 1. September 12 th through 14 th. Monday, September 12 th. Journal DLP Share your coat of arms Discuss symbolism Begin reading “The Scarlet Ibis” Finish story for homework. Journal 6.

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Honors English 1

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  1. Honors English 1 September 12th through 14th

  2. Monday, September 12th • Journal • DLP • Share your coat of arms • Discuss symbolism • Begin reading “The Scarlet Ibis” • Finish story for homework

  3. Journal 6 • Describe your relationship with your siblings. If you do not have any, describe how you feel about being an only child, or describe a relationship with another relative or friend with whom you are close.

  4. Proofreading Warm-up Item 13 My Dad usualy includes the following in his holiday cakes vanilla ginger raisins walnuts and cherrys. Corrected My dad usually includes the following in his holiday cakes: vanilla, ginger, raisins, walnuts, and cherries.

  5. Proofreading Warm-up Item 14 Working by the fireside, the pecans were all shelled that night. Corrected Working by the fireside, they shelled all the pecans that night. (sentence revised)

  6. Tuesday, September 13th • Vocabulary Quiz • Receive new vocabulary words • Create presentation on assigned element of short story with your group • Each group must create at least five slides • Each group must use at least five quotes; some will use more. • Use visuals on each slide

  7. Cask of Amontillado Vocabulary

  8. Precluded • Made impossible in advance; prevented

  9. impunity • Freedom from punishment or harm

  10. retribution • punishment

  11. Immolation • destruction

  12. Connoisseurship • Expert knowledge

  13. Impose • Take advantage of

  14. Recoiling • Moving backward, as in fear

  15. endeavored • tried

  16. obstinate • stubborn

  17. succession • series

  18. Group 1: Plot • Directions • Present the main events of the story • Use the plot triangle and tell which events correspond with which parts (exposition, etc.) • Group members • Tia, JD, Haley G.

  19. Group 2: Setting • Give geographical place and historical year, using quotes to explain how you got the information • Extending the setting: The narrator describes a place full of life using plants, birds, and weather. There are several passages where he creates strong imagery. Find at least three of each to show as many examples as you can of the life he describes. • Group members: Collin, Larry W., Allyson H.

  20. Group 3: Character • Group members: Kiara, Chris G., Jason, Annie • Your presentation should include the answers to a list of character-related questions you will receive.

  21. Group 4: Point of View and Developing Characters • Group members: Larry Y., Merritt, Webster • Describe the point of view and explain how you know that is the POV. • A developing (or dynamic) character is one who changes by the end of the story. He is one who learns something important that changes him, makes him more mature or gives him insight into himself or others. Is the narrator a developing/dynamic character? You must also say how you think he changed or what it is he learned. Support your answer with evidence from the story.

  22. Group 5: Similes and Metaphors • Group members: Taylor, Leah, Tristin • Similes/metaphors: • Hurst uses some great similes and metaphors that help the reader see exactly what he’s describing. Find as many as you can and show what is being compared—both the literal term (the thing being compared) and the figurative term (the thing being compared to). After recording the simile or metaphor, include the page number in ( ).

  23. Group 6: Symbols • Group members: Emmie, Rebekah, Conor, Liam • The author implies that the bird is like Doodle, and at the end of the story, the narrator tells us himself that his brother looks just like the sad, lifeless bird. To get us ready for this symbol, the author “paints” his story red. Skim through the story and find as many things, images, ideas that are red and record them here. Put page #s in parentheses for where you found your quotes.

  24. Group 7: Imagery • Group members: Chris C., Kameron, Donna • Death imagery: • Find as many examples of death images in the story as you can. Give the page number following the example. Also, use quotation marks to show that you have taken the example from the story.

  25. Group 8: Language and Tone • Group members: Paul, Keeley, Michal, Tina • The tone is the emotional aspect of the literature. The author creates a specific feeling right in the first paragraph. After we read this paragraph in class, complete this activity. • What is the feeling you get from the first paragraph? The middle of the story? The end? • Give examples (phrases taken directly from the first paragraph) that reinforce the tone of each section. Put quotation marks around each phrase to show that you have taken them from the text.

  26. Group 9: Theme • Group members: Remigio, Danae, Haley E. • Think of two different ways to state a theme idea for this story in addition to the first one that is done for you as an example. They can be about different ideas. Make your statement a complete sentence that reveals a truth about human behavior. Use quotes from the text to show why you believe these to be possible themes. •  Example: Too much pride can make us treat those we love in cruel ways.

  27. Wednesday, September 14th • Computer lab to work on PowerPoint presentations

  28. Thursday, September 15th • Give presentations

  29. Friday, September 16th • Short Story Unit review

  30. Monday, September 19th • Short Story Test • 75 multiple choice • 4 essays • “The Necklace,” “The Cask of Amontillado,” “The Most Dangerous Game,” “The Scarlet Ibis” and short story notes and terms

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