English 3 Honors- Please be sure to complete the Study Guide for English III Honors EOE
Definitions of literary terms- use definitions that you understand!
- Setting
- Theme
- Conflict
- Narrative
- Tone
- Diction
- Figurative language
- Literal language
- Protagonist
- Antagonist
- Narrator
- Hyperbole
- Metaphor
- Simile
- Symbolism
- Personification
- Irony
- Alliteration
- Objective
- Subjective
- Satire
- Mood
- Imagery
- Connotation
- Denotation
- Thesis and import aspects of a thesis statement in an essay
- Analysis– Be able to explain literary devices from literature we have read. Nothing to complete for this section.
- Metaphor b. symbolism simile d. personification e. hyperbole
- Poetry/poetry terms
- Review and study poetry terms & define Stanza, ballad, rhythm, rhyme scheme, sonnet, haiku, blank verse, free verse
- Read poems and answer questions from poems; some may have figurative language in them
- Read passages or essays and answer reading comprehension questions and questions about possible themes and literary devices.
- Specific poems and specific passages- be able to read and to specific answer higher level questions about these passages and poems.
Write down title of the work and then answer the questions in complete sentences on another sheet of paper.
“The Surrender Speech of Chief Joseph” Write down title of the work and then answer the questions in complete sentences on another sheet of paper.
I am tired of fighting. Our chiefs are killed. Looking Glass is dead. Toohulhulsote is dead. The old men are all dead. It is the young men who say no and yes. He who led the young men is dead. It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills and have no blankets, no food. No one knows where they are—perhaps they are freezing to death. I want to have time to look for my children and see how many of them I can find. Maybe I can find them among the dead. Hear me, my chiefs, I am tired. My heart is sad and sick. From where the sun now stands I will fight no more forever.
Hear me, my chiefs! I am tired; my heart is sick and sad.
- Discuss the main idea of this speech. What words really stand out and why?
Identify the tone and explain why.
“Boy at Window”
Seeing the snowman standing all alone
In dusk and cold is more than he can bear.
The small boy weeps to hear the wind prepare
A night of gnashings and enormous moan.
His tearful sight can hardly reach to where the pale-faced figure with bitumen eyes
Returns him such a god-forsaken stare
As outcast Adam gave to Paradise.
The man of snow is, nonetheless, content,
Having no wish to go inside and die.
Still, he is moved to see the youngster cry.
Though frozen water is his element,
He melts enough to drop from one soft eye
A trickle of the purest rain, a tear
For the child at the bright pane surrounded by
Such warmth, such light, such love, and so much fear.
bitumen-soft coal
- What images of bitter winter emphasize the boy’s sympathy for the snowman?
- What common feeling moves both the boy and the snowman?
- Why does the snowman pity the boy?
- What allusion is contained in lines 6-8?
- Why is the phrase god-forsaken appropriate to the subject of the poem?
- The boy is surrounded by fear as well as warmth and love. A. To what extent is fear a part of childhood? B. In spite of the security of a home and family, can childhood be an unhappy time?
“ The Negro Speaks of Rivers” by Langston Hughes
I’ve known rivers:
I’ve known rivers ancient as the world and older than the flow
of human blood in human veins.
My soul has grown deep like rivers.
I bathed in Euphrates when dawns were young.
I built my hut near Congo and it lulled me to sleep. 5
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln went
down to New Orleans, and I’ve seen its muddy bosom turn
all golden in the sunset.
I’ve known rivers:
Ancient, dusky rivers.
My soul has grown deep like rivers. 10
- What does the poet imply abut the durability and dignity of his people when he refers to the great age of rivers?
- In what ways is the “I” in the poem a symbol of something larger?
- Each of the four rivers is associated with a region that developed into a civilization.
- Identify these civilizations and explain the significance of each one ( try your best).
- What is the poet implying about his race in lines 4-7? Be specific.
Additional Suggested Reading Passages:
- “Poetry”
- “Life’s Tragedy”
- “Richard Cory”
- “Traveling Through the Dark”
- “Boy at the Window”
- “Song of Myself”
- “I Hear America Singing”
- “A Noiseless Patient Spider”
- “Reconciliation”
- “My Bondage and My Freedom” (Crtl +F and put in “make a noise” and read until “Obdurate heart”)
AICE GP-Details on the Project as well as Enrichment points by the end of the week if you get your Summer Reading Books (Double Points if you go to Barnes & Noble and mention the Interact Fundraiser!-needs note on reciept).
Creativity “Final Exam” Project
This Project is to replace the traditional final exam; as for the 10th grade the FSA counts as your score for the End of Course Exam Grade. The premise is that you will wrap up this year in a fun way and hopefully these projects will introduce the topics of the class to students next year.
Due Dates: 5/24-25 (and explained, this is your “sales day”-get people to want to play your game, & voting!) Then on the day of the scheduled exam period we will have the potluck (thank you Marc for that suggestion) and play the games. 🙂
Project Details
- You will be able to work Individually, in pairs, or teams of three; across all classes (but each project will have to be explained to the classes applicable.)
- Select your medium:
- Board Game (no larger than 1/2 a piece of poster board 18×24)
- Cahoot
- Card Game
- Select your Subject:
- Lit Devices (Min of 20 from the 35 Master List)
- Allusion Study (Min 20 from the 25 Stories)
- Novels (Either 1 Novel or a mix of the novels we have read all year-cover plot, themes, devices)
- Requirements of the games:
- Trivia Cards (with Answers)
- Objective of the Game (How do you win?)
- Prizes for the game
- Possible Penalty Cards (think “Lose a Turn” or “Go to Jail” cards)
- If creating a Cahoot must be fully ready to download
Examples:
- Of Mice & Men “Shoots & Ladders”
- Lit Device “Candyland”
- A Tale of Two Cities “Old Maid”
- Allusion Study “Game of Life”
- 1984 “Clue”
- Animal Farm “Stratego”
- The Once & Future King “Trivial Pursuit”
Rubric:
A Level Great game! Satisfies all the requirements. Contains more information than needed in order to prove your understanding of the work. Thought provoking game play. Uses knowledge to successfully complete the game. Sparks student interest and enjoyment, shows diligence and care in creation.
B Level Good game! Satisfies requirement. Contains enough information to prove your understanding of the work. Effective analysis but not as thorough as a “great game”. Uses some knowledge to win the game. Students show some interest in playing, shows time in creation.
C/D Level Poor game. Lack of effort and thought. Lacks requirement areas. lack of student interest in playing
F Level Charade at AICE level work. You threw this together. No thought or observation.
**Bonus Points-Creative boxing, storage, themed food on day of the exam.**