Literature+9

====Welcome to the wikispace for students in Ms. Gillette's **9th Grade Literature and Writing** class. Most recent additions including relevant links and documents related to coursework will be at the top. Please contact me any time at====

jgillette@aisv.lt
Sincerely/Pagarbiai, Ms. Gillette

First-Hand War Stories Unit

HOMEWORK for May 16
[|Go to the Pulitzer Prize website] to see **Craig F. Walker** of //The Denver Post's// intimate portrait of a teenager who joins the Army at the height of insurgent violence in Iraq, poignantly searching for meaning and manhood.

OR

[|Go to the Pulitzer Prize website] to see **Craig F. Walker** of //The Denver Post's// compassionate chronicle of an honorably discharged veteran, home from Iraq and struggling with a severe case of post-traumatic stress, images that enable viewers to better grasp a national issue.

1. Choose one photo from the photoessay. 2. Copy and paste this image along with its caption into a word processing document. 3. Make notes on an analysis of the composition of the image, and how all the elements of the image affect the purpose of the photo. How can PROXIMITY, ALIGNMENT, REPETITION, CONTRAST, and FOCUS be used to understand the composition of the image? How do the SPEAKER, AUDIENCE, and CONTENT reveal the PURPOSE of the image? How does the caption extend the argument made by the image? 4. Polish these notes into one well-developed paragraph (use strong topic and conclusion sentences!), 250-300 words. This should NOT just summarize the story of the photo, but how the photo works to communicate its purpose. This paragraph due in class ===Here is the in-class presentation with a model paragraph over a photo from a different Pulitzer-Prize winning photo essay:=== [|Visual Literacy.pdf]

==HOMEWORK for May 15: Follow this link to the Radio segment "Strangers in a Strange Land - Johnny Get Your Mouse" from This American Life.== [|This American Life] Listen to the story (hit the arrow shape below the picture) and make notes of at least four direct connections you make between the stories told in the blogs and the themes we've been discussing in class. Record specific details, quotes if possible. I will collect these notes during the next class. (You can read a transcript of the whole show - the part you're listening to is the second half, so scroll down) at this link: [|"Strangers in a Strange Land" transcript]

=Persuasive Debates= 10 Ways to Influence People in Oral Arguments

1. Know your audience: provide context, define key terms (eurozone, child labor, homeschooling, Crimea...), connect to what they already know 2. State position and outline main arguments by end of introduction so they sound familiar when later reading 3. Provide name/publication/date before quotes or facts so clearest when listening 4. Use charged language to build emotion (pathos) 5. Use facts to support your claims (logos) 6. Use quotes from people with personal knowledge to build your credibility (ethos) 7. Propose questions for audience reflection; follow with convincing answers 8. Use a powerful repeating phrases for emphasis 9. Anticipate the other side’s argument and refute its claims 10. End with a reasonable solution to the problem

= = =Shakespeare - Macbeth=

Complete On-line Original Text of Macbeth with side-by-side modern interpretation
[|No Fear Shakespeare]

Reading for October 1, 2012
Below is the .pdf for Books 19-20.

September 27, 2013 - Reading for September 30
Below is a .pdf version of the graphic novel The Odyssey, Books 17-18. Read and be prepared to discuss the behavior of the suitors.

September 20, 2013
Below is a .pdf version of The Odyssey from the anthology, Books 10-12. Homework for Monday: finish the paragraph comparing different characterizations of Odysseus started in class and read Books 10 and 11.

September 17, 2013
View the in-class presentation on writing about images from the graphic novel, including characterization of Telemachus and Odysseus/Penelope, including a sample paragraph.