1 / 29

Happy Monday ! BW: Working with Imagery

Happy Monday ! BW: Working with Imagery. Consider: The rainy night had ushered in a misty morning-half frost, half drizzle-and temporary brooks covered our paths, gurgling from the uplands . ~ Emily Bronte, Wuthering Heights. Discuss: 1) Bronte uses both visual and auditory images.

leona
Télécharger la présentation

Happy Monday ! BW: Working with Imagery

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Happy Monday! BW: Working with Imagery Consider: The rainy night had ushered in a misty morning-half frost, half drizzle-and temporary brooks covered our paths, gurgling from the uplands. ~ Emily Bronte, Wuthering Heights Discuss: 1) Bronte uses both visual and auditory images. UNDERLINE the words that create VISUAL images. CIRCLE the words that create an AUDITORY (sound) image. 2) What feelings are traditionally associated with rain, mist, and frost? How would the feeling of the passage be different if the rainy night had ushered in a brilliant, sunny morning? Apply: Write a sentence using visual and auditory images that creates a mood of terror!

  2. Meaning: Word List Part of Speech: Explicate Examples: Visual

  3. Meaning: Meaning: Part of Speech: Part of Speech: Juxtapose Milieu Examples: Examples: Visual Visual

  4. Meaning: Meaning: Part of Speech: Part of Speech: Prattle Ebb Examples: Examples: Visual Visual

  5. Descriptive Imagery

  6. “Foul Shot” & “Base Stealer” • Read to self • Read together and act out • Underline VERBS Circle personification & similes (or label p/s) Check mark repetition Double underline alliteration Identify Speaker

  7. “Foul Shot” “Foul Shot” With two 60s stuck on the scoreboardAnd two seconds hanging on the clock,The solemn boy in the center of eyes,Squeezed by silence,Seeks out the line with his feet,Soothes his hands along his uniform,Gently drums the ball against the floor,Then measures the waiting net,Raises the ball on his right hand,Balances it with his left,10Calms it with fingertips,Breathes,Crouches,Waits,And then through a stretching of stillness,Nudges it upward. The ballSlides up and out,Lands,Leans,20Wobbles,Wavers,Hesitates,Exasperates,Plays it coy25Until every face begs with unsounding screams—And thenAnd thenAnd then,Right before ROAR-UP,30Dives down and through. • Read to self • Read together and act out • Underline VERBS Circle personification & similes (or label p/s) Check mark repetition Double underline alliteration 4) Identify Speaker

  8. “Base Stealer” “Base Stealer” Poised between going on and back, pulledBoth ways taut like a tightrope-walker,Fingertips pointing the opposites,Now bouncing tiptoe like a dropped ballOr a kid skipping rope, come on, come on,Running a scattering of steps sidewise,How he teeters, skitters, tingles, teases,Taunts them, hovers like an ecstatic bird,He's only flirting, crowd him, crowd him,Delicate, delicate, delicate, delicate - now • Read to self • Read together and act out • Underline VERBS Circle personification & similes (or label p/s) Check mark repetition Double underline alliteration 4) Identify Speaker

  9. Descriptive Imagery

  10. Descriptive Imagery

  11. Descriptive Imagery

  12. Descriptive Imagery

  13. Descriptive Imagery

  14. Descriptive Imagery

  15. Descriptive Imagery

  16. Descriptive Imagery

  17. Descriptive Imagery Please do the following for the picture you chose: • Create a SIMILE, a METAPHOR, an example of PERSONIFICATION, vivid VERBS and an example of ALLITERATION that fits your picture. (10 points) • Try to mimic the style of “Foul Shot” or “Base Stealer” by writing descriptively about your picture. Include the examples you created for #1. (10 points) • Style: prose or poetry Length: Prose = ½ page Poetry = 10 lines minimum Points: 20

  18. Happy Tuesday! BW: Working with Syntax Consider: He had been prepared to lie, to bluster, to remain sullenly unresponsive; but, reassured by the good-humored intelligence of the Controller’s face, he decided to tell the truth, straightforwardly. ~ Aldous Huxley, Brave New World Discuss: 1) What effect does the repetition of infinitives (to lie, to bluster…) have on the meaning of the sentence? 2) What is the function of the semicolon in Huxley’s second sentence? Apply: Fill in the sentence skeleton: The teen had been allowed to ________, to _______, to ________; but, reassured by _________________, the teen _____________ ______________________________________.

  19. Poetic Meter Line: Rhythm: 1) “sentence of poetry” 2) Measure by the # of feet in it Wavelike occurrence of sound or motion Meter: Foot: Basic metrical unit Consists of one accented syllable plus one or two unaccented syllables In every word of more than 1 syllable, one syllable is stressed or accented 1) Rhythm we can tap our feet to

  20. Poetic Meter Words: Sentence: ENterONly interVENEENterprise inTERpretwinTER He WENT to the STORE. ANN id DRIVING her CAR. Examples Foot Names: Names of Lines: winter, the sun Iamb enter, went to Trochee intervene, in a hut Anapest enterprise, color of Dactyl true-blue Spondee One foot ------- Monometer Two feet ------- Dimeter Three feet ----- Trimeter Four feet -------- Tetrameter Five feet --------- Pentameter Six feet ---------- Hexameter Seven feet ------- Heptameter Eight feet -------- Octameter

  21. Working with Poetic Meter “Virtue” (excerpt) Sweet day, so cool, so calm, so brightThe bridal of the earth and sky:The dew shall weep thy fall tonight,For thou must die.Sweet rose, whose hue, angry and brave,Bids the rash gazer wipe his eyes:Thy root is ever in its grave,And thou must die. “The Congo” (excerpt) THEN I SAW THE CONGO, CREEPING THROUGH THE BLACK, CUTTING THROUGH THE FOREST WITH A GOLDEN TRACK. “The Hound” (excerpt) Life the hound Equivocal Comes at a bound Either to rend me Or befriend me I cannot tell

  22. Working with Poetic Meter: The Sonnet (Sonnet 18; W. Shakespeare)Shall I compare thee to a summer's day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And summer's lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course, untrimmed; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, Nor shall death brag thou wand'rest in his shade, When in eternal lines to Time thou grow'st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. Mark Rhyme Scheme Mark the meter of the first 4 lines Paraphrase the 5 sections marked

  23. Happy Wednesday! BW: Working with Tone Consider: (“Cut: For Susan O’Neil Roe” ~ Sylvia Plath) What a thrill- My thumb instead of an onion The top quite gone Except for a sort of hinge Of skin, A flap like a hat, dead white, Then a red plush. Discuss: What is the poet’s attitude toward the cut? What words, images and details create the tone? Apply: Think of a time when you hurt yourself…did you have the same reaction as in Plath’s poem? Describe!

  24. The Children’s March: Context “Ballad of Birmingham” (On the bombing of a church in Birmingham, Alabama, 1963) “Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?” “No, baby, no, you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails Aren’t good for a little child.” “But, mother, I won’t be alone. Other children will go with me, And march the streets of Birmingham To make our country free.” “No, baby, no, you may not go, For I fear those guns will fire. But you may go to church instead And sing in the children’s choir.” “No, baby, no, you may not go, For I fear those guns will fire. But you may go to church instead And sing in the children’s choir.” • Generating Context: • Read the narrative poem “Ballad of Birmingham” • Watch & Analyze “The Children’s March” • Reread “Ballad of Birmingham” • Discuss She has combed and brushed her night-dark hair, And bathed rose petal sweet, And drawn white gloves on her small brown hands, And white shoes on her feet. The mother smiled to know her child Was in the sacred place, But that smile was the last smile To come upon her face. For when she heard the explosion, Her eyes grew wet and wild. She raced through the streets of Birmingham Calling for her child. She clawed through bits of glass and brick, Then lifted out a shoe. “O, here’s the shoe my baby wore, But, baby, where are you?”

  25. Happy Thursday! POETRY TEST TODAY • You may use your notes and prior assignments • When finished, hand in and work quietly on one or all of the following: 1) Independent Reading Novel 2) Poetic Copy Change (due Monday) 3) Vocabulary (due Tomorrow!)

  26. Happy Friday!Take a few minutes to look over your words: Have out: • Pen/cil • NOVEL • Active Reading Sheet • Post-its • Assignments to submit

  27. Directions: • Using the post-it notes given to you, take active reading notes as your read through your novel. • Record the Journal Question when posted • Respond to the JQ in the space provided. Characters Setting Literary Devices Important Quotations Motifs Conflicts Plot Theme POV Author’s style Symbols Foreshadowing Novel Day #3

  28. Journal Question: What conflicts have your characters experienced so far in your story? In your response, cite the specific conflicts, state how they affected your characters, their intended purpose and your interpretation of the conflicts. Novel Day #3

More Related