A Christmas Memory

 3/28- The Dog That Bit People

3/29-A Christmas Memory by Truman Capote

3/30- - NF Quiz 

3/31Albert assignment- Friday, 3/31 in class

Please complete by midnight on Sunday, 4/2

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The Dog That Bit People Lesson Link:  

https://bhscomp1.blogspot.com/2022/05/thurber-non-fiction-i.html

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A Christmas Memory Lesson Link:  

Lesson Link: Read A CHRISTMAS MEMORY BY TRUMAN CAPOTE

(BELOW YOU WILL FIND THE LESSON LINK TO THE STORY.  PLEASE READ AND COMPLETE)

http://bhscomp1.blogspot.com/2023/03/a-christmas-memory.html

A CHRISTMAS MEMORY LESSON LINK:

Audio Link Read by Truman Capote: 

https://www.youtube.com/watch?v=RUKoXXhvnyg

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MLK; Propaganda; NF Quiz

 1. Monday, 3/20- Tuesday, 3/21-Read, Analyze, and Discuss I HAVE A DREAM

-Evaluate Textual and Contextual elements to locate the author's rhetorical devices utilized throughout the speech

2.  Wednesday, 3/22-   Continue with MLK speech

3. Thursday,  3/23- and Friday, 3/24- Propaganda Unit

Link to Lesson:

https://bhscomp1.blogspot.com/2021/05/propaganda-web-quest.html

POWERPOINT

https://docs.google.com/presentation/d/1L6W1vBsSRrP0gVnBx2U-KjymElL7UDMY/edit?usp=share_link&ouid=115237694256539959089&rtpof=true&sd=true

Due to Google Classroom by Monday, 3/27 before you enter class.

4. 3/27A Christmas Memory;  

NF Quiz (Monday, 3/27)

Lesson Link: Read A CHRISTMAS MEMORY BY TRUMAN CAPOTE

(BELOW YOU WILL FIND THE LESSON LINK TO THE STORY.  PLEASE READ AND COMPLETE)

A CHRISTMAS MEMORY LESSON LINK:

Audio Link Read by Truman Capote: 

https://www.youtube.com/watch?v=RUKoXXhvnyg

--

Attachments area

Preview YouTube video Truman Capote Reading His "A Christmas Memory" - Original 1959 Album

Truman Capote Reading His "A Christmas Memory" - Original 1959 Album

A CHRISTMAS MEMORY LESSON LINK: 

http://bhscomp1.blogspot.com/2023/03/a-christmas-memory.html

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"I Have a Dream"

Background: Lincoln's Emancipation Proclamation

Introduction

When the American Civil War (1861-65) began, President Abraham Lincoln carefully framed the conflict as concerning the preservation of the Union rather than the abolition of slavery. Although he personally found the practice of slavery abhorrent, he knew that neither Northerners nor the residents of the border slave states would support abolition as a war aim. But by mid-1862, as thousands of slaves fled to join the invading Northern armies, Lincoln was convinced that abolition had become a sound military strategy, as well as the morally correct path. On September 22, soon after the Union victory at Antietam, he issued a preliminary Emancipation Proclamation, declaring that as of January 1, 1863, all slaves in the rebellious states “shall be then, thenceforward, and forever free.” While the Emancipation Proclamation did not free a single slave, it was an important turning point in the war, transforming the fight to preserve the nation into a battle for human freedom.

GOALS:
To read, comprehend, and analyze Martin Luther King, Jr's speech, “I Have a Dream"
To identify the author's purpose
1. Read the excerpt  "I Have a Dream" from your online textbook- 9th grade Aqua PAGE 494

I  have a dream

in remembrance of Martin Luther King Day, we are going to listen to a short excerpt from his famous "I Have a Dream" Speech

Pages

https://drive.google.com/drive/folders/1SGYJqfZbZgExjlnuRMXk1uSIrJp6Pdcz?usp=share_link

https://drive.google.com/drive/folders/1SGYJqfZbZgExjlnuRMXk1uSIrJp6Pdcz?usp=sharing

Background

The Civil Rights Movement The U.S. Constitution guarantees certain rights to all Americans. The struggle of African Americans to have their rights recognized is known as the civil rights movement. Marked by demonstrations and legal challenges, this movement began in the 1950s and was led by figures like Martin Luther King, Jr.

Intro to the author:

Dr. Martin Luther King, Jr.

(1929–1968)

Born in Atlanta, Georgia, Dr. Martin Luther King, Jr., was the most charismatic leader of the civil rights movement. During the 1950's and 1960's, King organized nonviolent protests to bring about equal rights for all Americans.

A Voice for the Oppressed, King first came to national attention in 1956 in Montgomery, Alabama, when he organized a 382-day boycott of the city's segregated buses by African Americans. He went on to lead other protests and to speak out eloquently against poverty and social injustice. He was assassinated on April 4, 1968. His birthday, January 15, has since become a national holiday.

Fast Facts

• At thirty-five, King became the youngest man and only the third black man to be awarded a Nobel Peace Prize.
• The song “Pride (in the Name of Love)” by the famous rock band U2 is a tribute to Martin Luther King, Jr.

 I HAVE A DREAM

• hallowed adj. sacred The battlefield is considered by many to be hallowed ground. 
• degenerate v. grow worse Don’t let this discussion degenerate into a shouting match. 
• creed n. statement of belief The creed of brotherhood is preached by many who do not practice it.

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Rhetoric: 

Build Skills

I Have a Dream 

Practice these skills with either “I Have a Dream” 

Literary Analysis

A persuasive speech is a speech that tries to convince listeners to think or act in a certain way. Persuasive speeches may appeal to reason or emotion or both. In order to engage the audience, speakers often include rhetorical devices, patterns of words and ideas that create emphasis and stir emotion in the audience. Common rhetorical devices include the following:

• Parallelism: repeating a grammatical structure or an arrangement of words to create a sense of rhythm and momentum
• Restatement: expressing the same idea in different words to clarify and stress key points
• Repetition: expressing different ideas using the same words or images in order to reinforce concepts and unify the speech
• Analogy: drawing a comparison that shows a similarity between unlike things

RHETORICAL DEVICES: ETHOS (CREDIBILITY), PATHOS (EMOTIONAL APPEALS), LOGOS (LOGIC)

Reading Skill

Persuasive techniques are devices used to influence the audience in favor of the author’s argument. In addition to presenting evidence in a persuasive speech, a speaker may also use emotionally charged language and rhetorical devices, such as those listed above.

To analyze and evaluate persuasive techniques, read aloud to hear the effect. Notice the emotional impact of certain words and the rhythm and momentum created by specific word patterns. Consider both the purpose and effect of these persuasive techniques. Use a chart like the one shown to organize your analysis.

Vocabulary Builder

Textual analysis is the rhetorical concept that are used to analyze the features of texts. … In another simpler definition, textual analysis is the sole focus on a piece of rhetoric while contextual analysis is the focus on the “big picture"

Both textual and contextual analysis are generally used when doing an in depth rhetorical analysis of various works. While they are both taken advantage of, they are on opposite ends of the spectrum of analysis and entail entirely different approaches. Textual analysis involves looking at the text as it is and what literary strategies it entails. There is an emphasis on analyzing the style of the piece, words used and the way in which the speaker delivers the message. Textual analysis also looks at the appeals; pathos, ethos and logos, to better understand the argument that the author or speaker is trying to convey in their work. Overall, the textual approach to rhetorical analysis is used to dig deep into the literal text and better understand what is being said and what the speaker is trying to defend or present to the reader.

Contextual evidence on the other hand focuses on better understanding the reasons behind why a particular piece is written, looking at it as part of a bigger picture, not just words on a paper, but something that has a role in a particular time or event. In order to understand and analyze the context of any piece, one must have information on the background of the topic, background of the author as well as information about the time in which it is written. This is necessary to help construct the bigger picture in which a particular piece is a part of because the contextual approach to rhetorical analysis looks at things as a part of a larger picture or a response to something else. Therefore, the context cannot be fully understood if one does not know the background, but through contextual analysis, one can find out these various facts and best understand the true reasons for a particular work, not just the literal words used.

One famous example that can be analyzed for contextual as well as textual analysis is Dr. Martin Luther King’s “I Have a Dream” speech. Looking at it textually, King makes use of repetition of the phrase, “I have a dream” to emphasize how he sees something better for the country that he hopes one day will happen. He is relying on pathos throughout in order to relate to his audience, regardless of race,  because the issue of discrimination is a powerful subject and his details bring out emotion. He also uses words such as we, us and together throughout to stress that the country needs to strive for unity among all and by repeating these words he is emphasizing that this truly is important for all people. As part of the bigger picture, this speech was given in 1963 during the Civil Rights Movement, a time in which African Americans were fighting for equal rights. Therefore, it is important to know that Dr. King is African American and that this movement directly effects him making his speech more meaningful and powerful. It also makes people realize that equality among people is not literally a dream, instead it is something that needed to be done in the United States and it needed to happen as soon as possible so everyone could be treated fairly.

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Years after his death Martin Luther King, Jr, continues to touch the lives of millions of people throughout the world.  Politicians, writers, musicians--people from all walks of life--continue to promote King's message of equality and harmony.  The following song by the popular Irish rock band U2 was written as a tribute to King and his message.

Students will read background info and listen to CD

II. Background:

• This is a tribute to Martin Luther King, Jr. An exhibit dedicated to the civil rights leader was on display at the Chicago Peace Museum in 1983 when the band visited.
• Bono is speaking about those throughout history who have died because they preached of the equality of all men and practiced nonviolence as the only way to achieve their goal of having this equality universally recognized.
  
  MLK is the primary example of nonviolent resistance as the only way to bring about changes in civil rights.
  
  The song is about singular "people" that lived their life with pride. Not in a boastful way, but with the pride a person has when their thoughts and actions are motivated by their understanding and full awareness of the dignity and sanctity of ALL human life.
• King was killed on a Memphis motel balcony on April 4, 1968. Bono sings "early morning, April 4," but King was actually killed in the evening. Bono has acknowledged the mistake and sometimes sings it as "early evening, April 4."

  U2 "Pride" (youtube link)
Pride

Pride (In The Name Of Love)
U2
One man come in the name of love
One man come and go
One man come he to justify
One man to overthrow
In the name of love
What more in the name of love
In the name of love
What more in the name of love
One man caught on a barbed wire fence
One man he resist
One man washed up on an empty beach
One man betrayed with a kiss
In the name of love
What more in the name of love
In the name of love
What more in the name of love
Early morning, April four
Shot rings out in the Memphis sky
Free at last, they took your life
They could not take your pride
In the name of love
What more in the name of love
In the name of love
What more in the name of love
In the name of love
What more in the name of love
In the name of love
What more in the name of love

III.

Connecting to the Literature

I Have a Dream, Martin Luther King, Jr., challenges Americans to live up to national ideals of equality and justice. Write a 5 paragraph essay in which you describe some other ideals that you consider to be characteristically American. Use at least three of these words: embody, comprise, define, invoke.

IV.
1. How does the song's message relate to (pay tribute to) King's message in "I Have a Dream"?
2. What similar emotions do both evoke?  Explain (Indicate the emotions, explain and use examples/ lines from each and explain)
3. What messages do the speech and song convey? compare and contrast each selection. Support your answer

Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject. 

Christmas Memory

Thursday, 3/16- Since less than half of the class will be present, we are going to discuss the approach to the Julius Caesar essay.  

Monday, 3/20- Read A CHRISTMAS MEMORY BY TRUMAN CAPOTE

(BELOW YOU WILL FIND THE LESSON LINK TO THE STORY.  PLEASE READ AND COMPLETE)

A CHRISTMAS MEMORY LESSON LINK:

http://bhscomp1.blogspot.com/2023/03/a-christmas-memory.html

Tuesday, 3/21- Finish Christmas Memory

-Nonfiction terms test

JC and Introduction to Nonfiction

 1. Monday,     - review directions for Wednesday's in-class essay.  

-Intro to non-fiction

2. Tuesday,     - continue with non fiction

3. Wednesday,    - JC Essay.

4. Thursday,  - Read A CHRISTMAS MEMORY BY TRUMAN CAPOTE

(BELOW YOU WILL FIND THE LESSON LINK TO THE STORY.  PLEASE READ AND COMPLETE)

A CHRISTMAS MEMORY LESSON LINK:

http://bhscomp1.blogspot.com/2023/03/a-christmas-memory.html

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Introduction to Nonfiction

 GOAL: STUDENTS WILL BE INTRODUCED TO NONFICTION

1. Nonfiction- Factual prose writing.  It is literature that is true.  It is based on facts- real people, actual places and true incidents

 

-Through nonfiction, the author communicates his/ her own opinion and reveals their personality

-An author of nonfiction usually writes for a very definite purpose and audience.

-The author's TONE usually indicates the purpose and audience in mind

-The title and style may reveal the author's purpose in a piece of nonfiction

 

 WHAT IS AUTHOR'S PURPOSE?

 

2. EXPLORING ESSAYS AND SPEECHES

NONFICTION POWERPOINT

CHARACTERISTICS OF ESSAYS AND SPEECHES

Essays are short works of nonfiction. Their authors are usually named and are always real people. Speeches are nonfiction literary works that a speaker delivers to an audience.

• An essay - In French essai means "an attempt."  An author always has a purpose in writing an essay;  he or she writes to communicate a particular idea or opinion on a particular topic. The Essay examines and discusses a topic, often presenting the writer’s personal viewpoints. Essays typically explore ideas and opinions.
• The essayist uses facts, details, incidents, and reasons to develop that idea or support opinion
• FORMAL ESSAYS- are serious and impersonal
• INFORMAL ESSAYS- ARE MORE PERSONAL AND ENTERTAINING
• A speech presents a topic and often marks a specific occasion. There are many types of speeches, ranging from informal talks to formal lectures.

Essays or speeches offer more than ideas and facts; they also express a writer’s style, tone, perspective, and purpose.

• Style is the distinctive way in which an author uses language. Style reflects an author’s individuality and can be as unique as a fingerprint. Many factors contribute to an author’s style, including level of formality, use of figurative language, word choice, sentence patterns, and methods of organization.
• Tone is the author’s attitude toward both the subject and the audience. When you listen to a speech, you can hear the speaker’s tone just as you do when you engage in conversations. Authors of written works convey tone through word choice and details. Tone is often described with a single adjective: formal, ironic, amused, angry, and so on.
• Perspective is the viewpoint or opinion an author expresses. Bias occurs when the presentation of a viewpoint becomes so one-sided that a writer distorts facts or uses emotional language to unfairly influence the reader or listener.
• Purpose is the author’s reason for writing or speaking. Common purposes include the following: to inform, to entertain, to persuade, to praise, to celebrate, to warn.

TYPES OF ESSAYS

Essays can be categorized by the mode of composition, or author’s purpose. 

• A narrative essay tells the story of real events or an individual’s personal experiences.
• A descriptive essay creates an impression about a person, an object, or an experience.
• An expository essay provides information, explores ideas, or explains a process.
• A persuasive essay attempts to convince readers to take a course of action or adopt the writer’s position on an issue.
• A reflective essay conveys the writer’s thoughts and feelings about a personal experience or an idea.
  

TYPES OF SPEECHES

Speeches can be categorized by their levels of formality, which are determined by the speaker, occasion, and purpose. 

• An address is a formal, prepared speech that is usually delivered by someone of importance.
• A talk is an informal speech delivered in a conversational style.
• An oration is an eloquent speech given on a formal occasion.
• A lecture is a prepared speech that informs or instructs an audience.

NOTES:  TYPES OF NONFICTION  - see worksheet for more term

Check Your Understanding

Choose the letter of the answer that best matches each numbered item.

1. a writer’s unique use of language
1. descriptive
2. style

unfair presentation of facts

1. bias
2. address

a history of World War II

1. persuasive
2. expository
   
   

the story of an athletic triumph

1. expository
2. narrative

playful, sarcastic

1. tone
2. perspective

3. Rhetoric: See Google Classroom

* I will upload the blog link by the end of the day.

II. Truman Capote:  A Christmas Memory - 

Audio Link;  https://www.youtube.com/watch?v=RUKoXXhvnyg&t=359s

LESSON LINK: http://bhscomp1.blogspot.com/2023/03/a-christmas-memory.html

https://www.youtube.com/watch?v=G0vjTfVyZco

III. Students will review a PowerPoint and take notes

11.B.2.2.1 Identify and interpret first and third person point of view

1.1.B.2.2.2  Analyze the effectiveness of the author's use of point of view and purpose

1.1.B.3.1.1 Analyze the use of facts and opinions n nonfictional text

A Christmas Memory

FRIENDS, ROMANS, COUNTRYMEN, LEND ME YOUR EARS.....IT'S JULIUS CAESAR TIME!

 Act 4 and Act 5

GOALS: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Acts 4 and 5

2. Students will read and discuss  Acts 4 and 5

**Students will complete Active reading  Old English/ Modern English

** Students should complete their work packets

3. Review packet

4. ASSESSMENTS: Test on Act 4 , Reading checks, pop quizzes

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Friday, 3/3- Finish reading Act 4

Monday, 3/6 - Make sure your packets are completed

    -homework:  before you enter class on Tuesday, 3/7- read the Modern English of Act         5     , scene 1.    **see note below

Tuesday, 3/7- Act 4 Test

                      -Read and discuss Act 5 scene 1

Wednesday, 3/8-  Read the rest of Act 5....Finish the play.  Read and annotate the modern English  **See note bwlow

Before YOU ENTER CLASS

**You are responsible for reading the MODERN ENGLISH sections assigned to you each night.  You are expected to take comprehensive notes, highlight and write a summary on each page.  This will be graded.

***We will NEVER READ the Modern English version in class.

Read, highlight, make notes in side margins, and list all important actions that occurred on each page (AT THE BOTTOM of the page below the modern English section

-Complete the corresponding study guide questions.

Thursday, 3/9- Friends, romens, Countrymen, IT'S ANTONY SPEECH DAY!   WEAR YOU FAVORITE TOGA FOR BONUS POINTS!!

FRIDAY, 3/10- REVIEW ACT 5

-PLAY TIC, TAC, TOGA BINGO

MONDAY, 3/14- ACT 5 TEST ;  ASSIGN ESSAY.

REVIEW:

Act Summaries: http://bhscomp1.blogspot.com/2020/07/jc-review-and-audio.html

A Christmas Memory

 

A Christmas Memory

"A Christmas Memory" 

Video link/ Audio link: Here is a video, it is not exactly like the story.  You should listen to it...Capote actually narrates the story.  

https://www.youtube.com/watch?v=G0vjTfVyZco

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

-Reminisce about a childhood memory.  (One that you talk about frequently)

-Be ready to discuss what makes these types of tales (a person's reminiscence) interesting to others.

1.What aspects of you life do you often wonder about?  Can you control your future? 

2.What makes a memory memorable?  (Think of your memories...good or bad....or the memories of events that have occurred in our society.  Why will people always remember them?  How do they shape one's lives?

**These bell ringers will help Students will analyze the effectiveness of reminiscence in an autobiographical story

Objective: Students will interpret literary elements in nonfiction

I. Truman Capote:

-1924-1984

-Born in New Orleans, Louisiana

-Spent most of childhood in the care of relatives in the South.  

-One of these relatives was an elderly cousin.  Her name was Sook Faulk.  (She was the inspiration for "A Christmas Memory"

-Wrote In Cold Blood.

Reminiscence- An autobiographical account of an experience from the past.  Unlike a full-length autobiography, which usually recounts most, if not all of the writer's life.  A reminiscence focuses on an experience of particular significance.  It presents the events and the characters, as well as the special quality or meaning that keeps the memory alive and fresh in the writer's mind.

-Set in the past, the author makes the reader aware of another time and place.

2.  Read the story "A Christmas Memory" (Story is linked below)

Audio Book read by Truman Capote:- Original 1959 Album

https://www.youtube.com/watch?v=RUKoXXhvnyg

Story link:

http://bhsworldlit.blogspot.com/2012/12/a-christmas-memory-truman-capote.html

Video link/ Audio link: Here is a video, it is not exactly like the story.  You should listen to it...Capote actually narrates the story.  

https://www.youtube.com/watch?v=G0vjTfVyZco

"A Christmas Memory" by Truman Capote

Questions:

1. Briefly describe Capote's cousin

2. What are some of the ways the two earn money?

3. What three tasks in preparation for Christmas  Capote and his cousin accomplish?

4. What gifts do Capote and his cousin exchange?

5. How does Capote feel about the members of the household?

6. Why do Capote and his cousin send the fruitcakes to people they hardly know?

7. What are Capote's feelings about leaving and being apart from his cousin?

8. Reread the final paragraph.  What does Capote mean by "a lost pair of kites hurrying toward heaven"?

9. Why does Capote use the present tense to describe events 20 years old?

10. Explain how the story is a reminiscence

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs