Literary Analysis and Composition 2014-2015

Literary Analysis and Composition 2014-2015 Wednesday, March 18 Literature 8.3, Composition 5.4 GUM 9.3

Literature 8.3 • What are our lesson objectives? • What will I be able to do by the end of this lesson? • I will be able to: • Describe characters based on speech, actions, or interactions with others. • Demonstrate knowledge of authors, characters, and events in works of literature. • Identify character traits and motivations. • Identify elements of Greek drama and Greek dramatic conventions.

Identify and interpret imagery. • Compare and contrast literary characters or selections. • Identify choices and consequences. • Identify conflict and resolution. • Identify and interpret allusions. • Identify and interpret figurative language.

Keywords and Pronunciation • metaphor : a figure of speech that suggests or states a comparison between two unlike things, without using such words as like or as; for example, "The cat´s eyes were emeralds shining in the night." • symbol : something that stands for something else in literature; for example, a dove may be a symbol for peace

Quick Write/Discussion Questions • How are Creon's and Antigone's views on law different? • Consider Antigone and Ismene. How does their belief in Fate affect the way they behave?

Quick Write/Discussion Questions • You have already learned that in a tragedy, the tragic hero has a tragic flaw. Who suffers from a tragic flaw? • What do Antigone's lines suggest about Creon's rule?

Quick Write/Discussion Questions • Based on what you have learned about the characters and what you now know about Fate in ancient Greek literature, make predictions for the following characters: • Antigone: • Ismene: • Creon:

Composition 5.4 • What are our lesson objectives? • What will I be able to do by the end of this lesson? • I will be able to: • Take notes for a research paper. • Identify and use the steps in the writing process: prewriting, writing, and revising.

What is important to remember when taking notes for a research paper? • 1. • 2. • 3. • 4.

GUM 9.3 • What are our lesson objectives? • What will I be able to do by the end of this lesson? • I will be able to: • Use verbs that agree in number with subjects that express amounts. • Use verbs that agree in number with collective noun subjects. • Use verbs that agree in number with their subjects. • Use contractions whose verb parts agree in number with their subjects.

Keywords and Pronunciation • collective noun : a word that names a group of people or things • contraction : the shortened form of two or more words, with an apostrophe to replace missing letters • linking verb : a verb that links the subject with another word that renames or describes the subject

Subject and Verb Agreement • This section teaches how to make many different types of subjects agree with verbs. In each case a singular subject must have a singularverb; a plural subject must have a plural verb. • Some examples of these subjects and the verbs that agree with them follow: • Don't and Doesn't • Doesn'the like sports? • Don'tthey like sports?

Collective Nouns • The team is ready for the play-offs. (The team as a whole is ready.) • The team are discussing the plays. (Individuals are discussing.) • Words Expressing Amounts • Two dollars is the price. (The amount is considered one unit.) • Two dollars were on the table. (Each bill is considered individually.) • Singular Nouns That Have Plural Forms • Mathematics is fun!

Subjects with Linking Verbs • The problem is too many pets. • Too many pets are the problem. • Titles • “Little Brothers” is the title of my story. (Titles are singular because they refer to only one thing.)

Let’s Practice! • Write the verbs that do not agree with their subjects. Then write the verbs correctly. If a sentence is correct, write C. • 1. The groundhog for years have been used to predict the arrival of spring. • 2. The fuzz on wooly caterpillars are used to determine how hard a winter will be. • 3. Neither a groundhog nor caterpillars is really dependable for forecasting, though. • 4. Many of the predictions are wrong. • 5. There are reports that some kind of animals can sense earthquakes.

Write the verbs that do not agree with their subjects. Then write the verbs correctly. If a sentence is correct, write C. • 6. Ten catfish in a research laboratory was observed for two years. • 7. During that time twenty earthquakes was experienced in the area. • 8. Most of the earthquakes was inaccurately forecast by humans. • 9. Seventeen of the quakes, nevertheless, were sensed early by the fish. • 10. Catfish does not talk, of course, but they wiggled their whiskers just before the quakes struck.

Literary Analysis and Composition 2014-2015