PBD ENGLISH



12A OFFLINESAnalyzing Themes in Literature________/100Denotative & Connotative Meanings ________/100Tactics Used by Media________/100Etymology in Literature ________/100Nature of Poetry________/100Final Essay ________/1007 Habits of Teens ________/100Notes Turned Inyes/noFinal course grade__________%All off-lines must be completed and notes must be turned in before a grade can be assigned. Analyzing Themes in Literature12AObjective: List examples from a text, movie, or other media that contain the following themes and describe how the theme is present in the literature.A theme is a broad idea in a story or a message conveyed by a work. This message is usually about life, society, or human nature, and is generally implied. A recurring theme is known as a motif. This is something that can be identified throughout a piece of work.Universal themes are present in literature throughout every culture. They are universal because they are uniform throughout the world and do not change in meaning despite the many specific ways that they can be presented in literature. Some examples of universal themes are: love and duty, heroism, illusion and reality, salvation, and death and rebirth.List examples from a text, movie, or other media that contain the following themes and describe how the theme is present in the literature.ThemeDefinitionText or MovieExampleWhy the Example fits into the ThemeLove and DutySomeone loves a person/country so they do their duty to save/protect them/itHeroismTo be a hero, show heroic traitsIllusion and RealitySomething seems real, but in reality it’s fake SalvationAct of saving someone/thingDenotative & Connotative Word Meanings12AObjective: Understand the difference between denotative & connotative word meaning, apply your knowledge to Regan’s “Tear Down this Wall”.The English language has a rich vocabulary that allows writers to express themselves in many different ways by considering subtle differences in the meanings of words and phrases. Generally, an author’s meaning is easily deciphered. Sometimes, however, an author carefully chooses his or her words to achieve a desired effect or get an emotional response from the reader.Consider the words fly and soar.I watched the eagle fly above me.I watched the eagle soar above me.The words “fly” and “soar” have similar denotations (meanings) but different connotations. The word soar hints at greater heights and speed and evokes an emotional reaction in the readerDenotation: the dictionary definition of a word. This is used when a writer means what he says and uses the literal definition of the word he or she choosesConnotation: the emotional associations or implied/hidden meanings a word carries.Step 1. Look at the following sentences and decide whether the bold word in each sentence is using a denotative or connotative meaning.A. She sauntered into the classroom._________________________B. Maria is a good student._________________________C. I usually walk to school each morning._________________________D. Cletus is a real loner; he doesn’t have friends._________________________E. Pat crammed for the test last night._________________________F. Wow! That ring has a lot of ice. _________________________G. It is going to rain later tonight. _________________________H. What’s up, dog? _________________________I. I’m just nuts about the state fair! _________________________J. I’m going to the dance tonight. _________________________K. The alligator ate a marshmallow! _________________________L. She went crazy when the band started to sing. _________________________Step 2. Look at an example of how authors use the connotative power of words in their writing to achieve a specific effect. Access Ronald Reagan’s speech “Tear Down this Wall.” This speech was made during the Cold War at a time when the United States and the Soviet Union were in a state of conflict over political differences (communism vs. capitalism). Using the chart, find and record five examples of connotative meaning from the text. Then write whether the word or phrase has a negative or a positive connotation and the effect Reagan was trying to achieve by using it.Link:Ronald Reagan “Tear Down this Wall” it: TextPositive or NegativeWhat effect was Reagan trying to achieve?Friends, let us come together united.PositiveHe was trying to bring people together so that they wouldn’t fight anymore. Tactics Used by the Media12AObjective: For this activity, you will look at how the media influences its target audience. 1. What do we mean when we talk about “the media?” “Media” refers to the means of communication, as radio and television, newspapers, and magazines that reach or influence people widely. In the chart below, list a specific example of each kind of media.Media TypeExampleTelevision StationEx: KWWLNewspaperRadio StationWebsiteMagazineSelect one of the examples from above and try to determine its intended audience. How do the media’s presentations of their message make you think they are aimed toward a particular trait (age, gender, education level)? Use the chart below and explain your reasoning for each estimate you give. An example has been done for youType of Media________________________Example Kwwl___________________Audience TraitTarget Range/LevelReasoning/ExamplesWhat Age Range is being targeted?Ex: 14 year olds+Ex: People that have basic understanding of the news events. Most don’t start to care about local/world news until high school.Is there a Specific Race being targeted?Ex: All racesEx: News affects all racesWhich Gender is being targeted?Ex: Both GendersEx: News affects both gendersWhich Income Range is being targeted?Ex: All income rangesEx: News affects all income levelsWhich Education Level is being targeted?Ex: at least 5th gradeEx: 5th grade+ has a basic understanding of world events.Etymology in Literature12AObjective: It is important to understand where words are deriving. For this activity, you will look up the etymology of common everyday words to understand how they were made, where they come from, and how they have changed over time.Links:Online Dictionary Harper’s Online Etymology Dictionary is the history of a word, or its origin, shown by tracing its development from one language to another. Look at this etymology of the word windowMiddle English WINDOWE, from Old Norse vingauga, from vindr wind (akin to Old English wind) + auga eye; akin to Old English eage eyeThe etymology shows that the word window can be traced back to the Old Norse word vindauga, deriving from the Old Norse vindr (wind) and auge (eye), then to the Middle English word windowe, and then to its modern form window.Shakespeare, writer of famous works like Romeo & Juliet, Caesar, A Midsummer Night’s Dream, and Othello, was known for creating words. In his lifetime, Shakespeare crafted around 1,700 words that had not been in the English language before. Some of the most popular words he created are in the chart below.Look up each word in the Douglas Harper’s Online Etymology Dictionary and write down each word’s etymology. If you are given a list of etymology choices, always write down the first definition block.WordEtymology DefinitionEventfulSuspiciousCourtshipAccommodationDislocateGenerousThe Nature of Poetry12AObjective: It is important to understand how a poem’s meaning is affected by the poetic elements. For this activity, you will study how the two intertwine. Links:, from the Academy of American Poets Glossary, from (The Academy of American Poets) literature students enjoy reading poetry for the personal, emotional response a poem can bring about after one hears or reads it. A poem’s meaning is often rooted in both the poem’s content and its form. Content refers to the plot-like elements of the poem: its speaker (narrator); the person, event, or issue being addressed; the setting or context; and the poem’s overall theme or argument. Form refers to the poem’s figurative language and its structure.In great poems in the relationships between the poems form and content support each other. An example of a poem that marries form and content is the Renaissance writer Thomas Nashe’s “A Litany in Time of Plague.” Nash uses each of the elements of poetry defined in the chart below. After reading Nashe’s poem, fill in the missing parts of the chart. Poetic ElementDefinitionExample from PoemExplanationImageryMental picture drawn by wordsPersonificationGiving a non-human a human characteristic (Ex. The sad desk)MetaphorComparing between two things without using ‘like’ or ‘as’AlliterationThe repetition of sounds, usually at beginning of a words (Peter piper picked)Repetition/RefrainRepeated use of words or phrases for some rhetorical effectA poem’s punctuation can also have a significant effect on how you read the poem and how the poem conveys its meaning. As you noticed, Nashe’s poem is written so that almost every line ends with punctuation. Rewrite the first stanza of the poem so that there are no breaks in lines and no punctuation._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How does this change the poem’s tone, meaning, or flow?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ENGLISH 12A ESSAYYour final essay will give you three choices to write on. Choose ONE. Your paper should seek to be 5 paragraphs or longer; Each paragraph should be 6+ sentences long. A typed paper is preferred. Objective: Analyze your actions/choices through writing. Note how you have made a personal connection with the information given, detail how it has changed you, and cite information from other sources to help you (if needed).Paper Steps to be CompletedBy the End of the Quarter: By the End of the Semester: A. Brainstorm (draft ideas for paper) D. Revisions (made after Flo edits) B. Outline (format ideas into paper) E. Final Draft: Cover Page, Works Cited C. Rough Draft (including quotes used)Dress Code (PersuasiveAt First Glance (Narrative)Advice to Freshman (Expository)Some high schools are requiring students to follow a dress code. Think about the reasons for instituting dress codes and why they might be needed or necessary.Write a letter to your principal stating your position for or against a dress code and support it with convincing reasons."You can't judge a book by its cover" is a common saying. Another way of expressing this idea is, "Things are not always as they appear at first glance." Write an essay about an experience you've had that illustrates this theme. As a senior, you will soon be graduating from your high school. What advice would you give a freshman at your school to help them have happy, productive years in high school? Write an essay detailing the experiences and advice you feel would be helpful to someone beginning his or her high school years.7 Habits of Highly Effective Teens- 12ABy: Sean CoveySean Covey is an internationally known author of thinking and self-help books; his work has changed the lives of millions of people. For this assignment, Read Pages 105-128 of “Put First Things First”, and answer the questions. Logistics: a paragraph is 6 sentences or more. Please make sure your thoughts are clear and well-written. A typed paper is preferred in Times New Roman or Arial, Size 12 font, 1” marginsSection 1: (4 paragraphs) Describe each of the four quadrants in their own separate paragraph: The Procrastinator, The Yes-Man, The Slacker, The Prioritizer Section 2:(1 paragraph or more) Explain which of the three quadrants you fall under and WHY. If you fall under more than one quadrant, feel free to write more: The Procrastinator, The Yes-Man, or The SlackerSection 3:(1 paragraph or more) Explain the steps you will take to be more like The Prioritizer and less like the person you stated in Section #2. (I.e. what are things you will do, what are some goals you will make, or what are some steps you will take.)*BONUS QUESTION, 10 points: How has reading this chapter made a positive impact on you/changed your views on life? ................
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