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English 10

English 10 . September 27, 2012. Thursday, September 27. Lesson Goal Identify an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance purpose Warm up Match vocabulary words with definitions Reminder

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English 10

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  1. English 10 September 27, 2012

  2. Thursday, September 27 • Lesson Goal • Identify an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance purpose • Warm up • Match vocabulary words with definitions • Reminder • Vocabulary make up Friday at the start of lunch (room 109) • Verbs • Action and linking • Auxiliary • Analyze “Portion Distortion” and “If You Pitch It”

  3. Action verbs: express a mental or physical action • Physical: • The airplane landed on the ground. • The bell rang for the end of lunch. • Mental: • We hoped for the best. • Arthur wants a new jacket.

  4. Linking verbs: connect a noun or pronoun with words that identify or describe that noun or pronoun. • Examples: • am, are, be, being, is, was, were • can be, could be, has been, have been, shall be, should be, will be, would be • shall have been, will have been, could have been, should have been, would have been • appear, feel, seem, sound, become, look, smell, taste

  5. Linking Verbs: connect a noun or pronoun with words that identify or describe that noun or pronoun. • We were optimistic. • The verb, were, links the modifier, optimistic, to the pronoun, we. • Marcos is my cousin. • The verb, is, links the identifying phrase, my cousin, to the noun, Marcos.

  6. Action Verbs v. Linking Verbs • Dad tasted the fresh water. • Action • The water tasted wonderful. • Linking • Bill smelled the flowers. • Action • The flowers smelled fragrant. • Linking

  7. Auxiliary (or helping) Verbs • Auxiliary verbs are combined with other verbs to form verb phrases. • Verb phrases express a particular tense (the time being referred to) or indicate that an action is directed at the subject. • be, am, is, are, was, were, being, been • have, has, had • do, does, did • can, could, will, would, shall • should, may, might, must

  8. Auxiliary Verbs • be, am, is, are, was, were, being, been • have, has, had • do, does, did • can, could, will, would, shall • should, may, might, must • I willgo tomorrow. • We areleaving now. • Martin has been studying. • She should have been elected by the class.

  9. Identifying Verbs • Edmund Hillary and Tenzing Norgay climbed Mount Everest in 1953. • Hillary had been a professional beekeeper. • His fellow climber, Norgay, was a Sherpa from Nepal. • Tibetans call Mount Everest “The Goddess Mother of the World.” • The mountain was named after Sir George Everest, a British surveyor.

  10. Identifying Verbs • Mount Everest straddles the border between Nepal and Tibet. • Everest towers above every other mountain on earth. • Both Hillary and Norgay used oxygen tanks in the thin mountain air. • They could rise at a rate of only one foot per minute. • The climbers placed two items at the summit: a gift of chocolate to the Buddhist gods and a crucifix.

  11. Identifying Verbs • Mountain climbers ________________ carefully for their trips. • The view from the summit _______________ very beautiful. • Mountain climbing ______________ a very dangerous sport. • Edmund Hillary ________________ to the top of Mount Everest. • The climbers _______________ the peak in late morning. • Very few people _______________ such a trek.

  12. Identifying Verbs • K2 __________________ the second highest mountain in the world. • Cindy _______________ of climbing a cliff on every continent. • For such a quiet guy, Felipe ______________very daring on a climb. • Dangerous icefalls _______________ a menacing threat. • Sherpas ___________________ in Tibet and Nepal. • In 1954, an Italian expedition _______________ K2.

  13. “Portion Distortion” • Who are the “heavy users” of fast food? What is their attitude toward food? • What is the 20 percent rule? • How can fast food restaurants make money selling cheap food? Draw a diagram to illustrate your answer. • How does high-fructose corn syrup help fast food chains increase profits? • What is the “up sell”? • What is the author’s thesis? • After reading this article, do you blame fast food restaurants or consumers for the obesity problem?

  14. “If You Pitch It, They Will Eat” • Why do companies want to market directly to children? • Why are some school districts interested in partnering with fast food restaurants? • What is the advantage of marketing fast food through television programs?

  15. Homework • Reread and annotate “Portion Distortion” and “If You Pitch It.” • Use underlining, highlighting, check marks, etc. • Identify each author’s thesis. • Identify the supporting arguments in each essay. • Identify evidence that supports these arguments.

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