Learning Targets I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. I can analyze.

Presentation on theme: "Learning Targets I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. I can analyze."— Presentation transcript:

1 Learning Targets I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. I can analyze the impact of specific word choices on meaning, mood, and tone. I can analyze how differences in the points of view and perspectives of the characters and the audience or reader (e.g., created through the use of dramatic irony) create effects such as suspense or humor.

2 “The Tell-Tale Heart” Part A Answers

3 “The Tell-Tale Heart” Part B Answers
Makes me suspicious of the narrator He kept repeating words such as, steadily,or quietly/ He insisted that he wasn’t crazy. He asked us multiple times if we “fancy (him) mad”.

4 “The Tell-Tale Heart” Part C Answers
1. Compare the narrator’s language at the beginning of the text (paragraphs 1-8) with the end of the text (paragraphs 17-18). Review the length of sentences, repetition, and use of punctuation. What is the difference? What is the significance of the differences? Towards the end of the text, the narrator starts to use shorter sentences and more repetitive language to put emphasis on his lowering sanity. 2. Throughout the text the narrator argues he is not a madman and proceeds to provide evidence to support his argument. Working with a partner, evaluate the narrator’s argument. What claims does he make? How does he support his claims? Is his argument logical, reasonable, and valid? Is his evidence sufficient and relevant? Would you consider the narrator reliable or unreliable? The narrator’s argument is invalid because throughout the poem, he uses language and a way of speaking that clearly signifies insanity, such as “TRUE! --nervous --very, very dreadfully nervous I had been and am; but why will you say that I am mad?” The slashes and shortened sentences also add to the insane feeling. 3. How does your point of view differ from that of the narrator? How does the narrator distinguish his point of view from others at the beginning of the text? What is the effect of the differences in the various points of view? He speaks directly to the reader (second person) by saying “ …but why will you say that I am mad?” The reader can listen top what he says but see his actions therefore evaluating his reliability as a narrator.

5 Effect vs. affect

6 The majority of the time you use affect with an a as a verb and effect with an e as a noun.
 When Should You Use Affect? Affect with an a means "to influence," as in, "The arrows affected Aardvark," or "The rain affected Amy's hairdo." Affect can also mean, roughly, "to act in a way that you don't feel," as in, "She affected an air of superiority." When Should You Use Effect? Effect with an e has a lot of subtle meanings as a noun, but to me the meaning "a result" seems to be at the core of all the definitions. For example, you can say, "The effect was eye-popping," or "The sound effects were amazing," or "The rain had no effect on Amy's hairdo."

7 III. HOW MUCH DOES THE NARRATOR KNOW?
Read along: Paragraphs 1-3 and Section III: How Much Does the Narrator Know? of “Narrative Point of View: Some Considerations” from the Brock University Department of English Language & Literature, John Lye III.   HOW MUCH DOES THE NARRATOR KNOW? An important element in the telling of the story is how much the narrator knows. a. If we are assured that the narrator 'knows everything,' then we read the story with trust: what is presented to us is 'what is.' b. If we are not so assured, we read the story with suspicion, noting the things that the narrator does not know, or does not understand, and struggling to make sense of the 'data' of the story ourselves and to decipher the narrator as well as the story. 2. This question may arise both with external and internal narrators. We see limited knowledge in internal narrators as normal, expected. But it is also possible for an 'author' to write a story in which it becomes clear that the external narrator does not understand the implications of what she is narrating, is misrepresenting what is happening, and so forth: it becomes clear that the 'author' and the narrator are not 'the same.‘ 3. This question of what the narrator knows is a separate matter from what the narrator chooses to tell us.

8 As you read “The Ransom of Red Chief,” pg
As you read “The Ransom of Red Chief,” pg. 579)notice how the narrator of the story and the various points of view are important to the meaning and effect of the text. As you read “The Ransom of Red Chief,” pg. 579) pay close attention to the vocabulary. Some of the spelling, meaning, pronunciation is related to time and place (dialect.)

9 (a.)What do they mean and (b.)how are they used for effect?
inhabitants ferocious emit couriers boxed hereinafter foil brute leech fraudulent scheme provisions prominent industriously dashed comply captive distracted stealthy external proposition counterproposition peremptory desperate incontinently sullenly concealed subjugated inclined extracting Use the defined words at the bottom of the pages too to help you better understand what you’re reading. Use your affix knowledge to figure out meaning.

10 Roots & Affixes(prefixes/suffixes)
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13 “The Ransom of Red Chief” O. Henry Guiding Questions
1. Comic Language 1. apparition 2. Exaggeration and Comic Language 2. It is funny because summit, meaning “the highest point,” is the opposite of what you would expect a town on flat land to be called. 3. Comic Language 3.Parents in small towns love their children; the lack of newspaper reporters in a small town will make the kidnappin easier to pull off. 4. Foreshadowing 4. Kid abuses animals and throws a piece of brick at Bill.

14 “The Ransom of Red Chief”
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