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E10 may9 2011
 

E10 may9 2011

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    E10 may9 2011 E10 may9 2011 Presentation Transcript

    • Monday, May 9, 2011
      Grammar: Subject/Object Pronouns
      Poetry: Images and Imagery Part 2
    • Housekeeping
      Grammar Quiz Next Monday, May 16th
      run-ons
      subject verb agreement
      articles and count/non-count nouns
      prepositions
      Poetry Exam
      terms
      identification
      one written question
    • Presentations
    • Subject and Object Pronouns
    • QUICK REVIEW
      Every sentence has a subject andverb, and often has an object.
      Maya smiled at Cindy.
      s v o
      Subject = the person or thing doing the action.
      Object = the person or thing receiving the action.
    • Transitive / Intranstitive Verbs
      http://esl.about.com/od/vocabularyreference/a/in_transitive.htm
      http://www.writingcentre.uottawa.ca/hypergrammar/trnsintr.html
    • Subject and Object Pronouns (p.477)
      So, pronouns have different forms depending on whether they are acting as subjects or objects in the sentence.
      Maya smiled at her.
      s v o
      Shesmiled at Cindy.
      s v o
    • Subject and Object Pronouns (p.477)
    • Subject Pronouns (p.477)
      Let’s look at the example sentences for subject pronouns on p. 477 . . .
    • Subject Pronoun Rules (p.478)
      Use a subject pronoun when you have a compound subject:
      NOT: Scottand me went to the movie. x
      BUT: Scott and I went to the movie. 
      TIP: Try out each pronoun by itself in the sentence to see which one sounds right:
      Me went to the movie, OR I went to the movie?
    • Subject Pronoun Rules (p.478)
      Use a subject pronoun after forms of the verb be:
      (am, is, was, were, has been, and have been)
      NOT: It wasme who stole the money. x
      BUT: It wasI who stole the money. 
      TIP: to avoid these awkward sounding sentences, you can reword them.
      I stole the money.
      I was the one who stole the money.
    • Subject Pronoun Rules (p.478)
      3. Use subject pronouns after than or as:
      NOT: You drive much better than him. x
      BUT: You drive much better thanhe (does). 
    • Object Pronouns (p.479)
      Let’s look at the examples of object pronouns on p. 479 . . .
      When two objects follow a verb, use the object pronoun:
      NOT: The cashier cheated Rick and I. x
      BUT: The cashier cheated Rick and me. 
      TIP: To check which pronoun sounds right, omit (leave out) the first object.
      The cashier cheated I, OR The cashier cheated me?
    • Activity 1, p. 479
      Underline the correct pronoun.
      Then circle “S” or “O” to indicate what type of pronoun it is.
      Number 1 is done for you! 
      Do as many as you can in the next ten minutes.
    • Activity 1, p. 479
      done
      me - object
      she - subject
      we – subject
      we – subject (we choir members get to perform . . . )
      them - object
      She – subject
      me - object
      he - subject
      me – object
    • BREAK
    • Images and Imagery in Poetry, p. 70-74
      Any vocabulary to discuss?
      Any other questions?
      Concrete vs. abstract
    • Images and Imagery in Poetry, p. 70-74
      Questions 1-12 were assigned.
      At your table, discuss the question(s) that I assign you for 5-10 minutes.
      Make note of any questions or disagreements.
      We will go over all the questions together now.
    • Questions 1-12
      Group 1 Questions 1,2
      Group 2 Questions 3, 4
      Group 3 Questions 5, 6
      Group 4 Questions 7, 8
      Group 5 Questions 9, 10
      Group 6 Questions 11, 12
    • Questions
      Imagery in “The Chestnut Burr”
      To what senses does the poem appeal?
      sight = chestnut seed,
      touch = how sharp is the burr, the movement of the wind
      sound = wind
    • Questions
      Many haiku juxtapose, or place side by side, contrasting images. How do the images in “The Chestnut Burr” contrast with each other? What do you associate with the images in the poem?
      The image of the “winds of Fall” suggests falling leaves that change colour; this image contrasts with “Yet how green the Chestnut burr” which suggests the burr (seed pod) doesn’t obey this rule; it is growing, not dying as the leaves are.
    • Questions
      Imagery in “Mountain Plum Blossoms”
      3. Reread the poem and identify its place, time, and subject.
      Place = mountain road
      Time = early morning, Spring
      Subject = blossoms, sunrise
      How do the three work together to re-create a specific incident?
      The images work together to create a beautiful, refreshing moment – the start of a Spring day.
      We did not experience this moment ourselves, but we can imagine it quite vividly because we have experienced similar sensations in our own lives.
    • Questions
      4. What senses are most involved in the incident?
      Sight = sunrise, mountain road, blossoms
      Smell = blossoms
    • Questions
      Imagery in “Lightning at Night”
      5. Reread the poem. What do you visualize?
      Darkness, one light, heron crying.
      Setting – near the sea
      What images are juxtaposed?
      The darkness and the light.
      Calm/Silence and the scream
      Which of your senses are affected? Sound, Sight
    • Questions
      6. How does the end of the poem surprise you?
      The beginning of the poem has a calm mood so we are surprised by the heron’s scream.
      We expect to hear thunder, but instead we hear the heron scream.
      There doesn’t seem to be a connection between the darkness and the screaming.
    • Questions
      “The Locust Tree in Flower”
      7. How does the physical appearance of the poem suggest growth?
      The words are arranged in a tall, thin, column that could resemble a tree, suggesting the growth of a tree, which is the poem’s subject.
    • Questions
      “Living”
      8. What are the main images in “Living”?
      fire in leaves and grass – sight
      shivering leaves – sight, hearing, touch
      red salamander – sight and touch
    • Questions
      9. Choose another strong image in the poem and describe how it reflects the mood of the poem.
      Mood always refers to how the poem makes you feel. Some answers were calm, sad, and bittersweet.
      The bittersweet mood is reflected by how intense and alive each image is, but also how temporary or fragile its existence is: the grass will turn brown, the leaves will fall off the tree, the salamander could easily be crushed in the hand. . . .
    • Questions
      10. How do the references to time change during the course of the poem?
      Refrain: Season, Day, minute
      From biggest to smallest
      What does the change reflect about the emotional state of the poem?
      The anxiety to live is growing (Life is felt more intensely?)
      Life is fleeting
    • Questions
      11. Think about the meaning of the poem’s title. According to the speaker, what is true living?
      The speaker believes that we should enjoy each momentfully; we should appreciate the beauty around us.
    • Questions
      12. Like the haiku, “Living” is extremely emotional. How is it similar to or different from the emotions in the haiku?
      Both the haiku and “Living” present strong images that show us beautiful or powerful moments.
      However, the haiku present these moments with very little comment while the “Living” offers us a definite viewpoint about these moments.
    • Homework
      For Wednesday, May 11th
      Writing About Literature, p. 74. Pick one assignment from 1-3 /10
      Bring “English Skills” Text on Wednesday!
      I will be distributing novels on Wednesday, so if you miss that class it is up to you to make other arrangements to get your novel before the weekend.