Examples of Propaganda Techniques: Glittering Generalities

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

Examples of Propaganda Techniques: Card Stacking

Card Stacking:

Alias:

Ignoring the Counter Evidence

Slanting

John Stuart Mills:

He who knows only his own side of the case, knows little of that. His reasons may be good, and no one may have been able to refute them. But if he is equally unable to refute the reasons on the opposite side, if he does not so much as know what they are, he has no ground for preferring either opinion.

From his book, ON LIBERTY

Card stacking, Slanting, Suppressed Evidence

Card stacking, otherwise known as omission, is one of the seven techniques of propaganda as identified by the Institute for Propaganda Analysis. Card stacking is the presentation of information that is favorable to an idea, product or proposal and the omission of information that is not favorable. The use of card stacking is very effective in propaganda, whether it be in commercials, political campaigns, or business proposals. The information presented may be factually accurate but the danger is that negative information is not presented so the message is lop-sided and incomplete. The best way to protect oneself from “card stacking” is by seeking more information from outside sources.

Example:

You’ve spoken about having seen the children’s prisons in Iraq. Can you describe what you saw there?

The prison in question is at the General Security Services headquarters, which was inspected by my team in January 1998. It appeared to be a prison for children – from toddlers to pre-adolescents – whose only crime was to be the off-spring of those who have spoken out politically against the Saddam Hussein regime. The scene was horrific. Actually, I am not going to describe what I saw there because what I saw was so horrible that it can be used by those who would want to promote war against Iraq, and I want to wage peace.

Source: Massimo Calabresi, “Scott Ritter: In His Own Words”, Time Magazine, 9/14/2002.

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

         What emotions are aroused by these words and images?

Examples of Propaganda Techniques: Name Calling

Name Calling/Pinpointing the Enemy:

The techniques of name calling and pinpointing the enemy are used most frequently in times of war and politics but seldom in advertising.

Name calling is the use of derogatory language or words to describe an enemy. This technique is designed to dehumanize and demonize the enemy and to create a sense that the enemy is different from us; he or she is the “other”.

Name calling frequently uses sarcasm and ridicule. When we examine name calling as a propaganda technique we should separate our feelings about the name and our feelings about the actual idea or proposal.

Pinpointing the Enemy:

This technique is used to simplify a complex situation by pinpointing one group or person as the cause of the problem. Although there may be many factors contributing to the problem, the audience is urged to reduce the problem or issues to the fault of one group.

When one is confronted with this type of propaganda technique, one should carefully consider other factors which may be contributing to the problem. The best way to confront this and other propaganda techniques is to investigate a wide and varying spectrum of information about this issue, which includes investigating reliable resources presenting opposing views. An informed person is better armed against this type of propaganda.

Examples of Propaganda Technique: Bandwagon Appeal, Assertion

Bandwagon Appeal:

Etymology: The “bandwagon fallacy” comes from the phrase “jump on the bandwagon”. There are various stories or theories where this phrase came from. One version is that the 19^th Century Abolitionist  movement employed bandwagons pulled by draft horses, and filled with preachers, speakers, supporters and musicians,  would roll through towns encouraging the drunks to hop on the bandwagon. This is also where the term ”falling off the wagon” comes from. If a recovering drunk took a swig from a beer bottle,  he had “fallen off the wagon”. The bandwagon was also used for campaigning politicians who would use the same concept: bandwagons filled with politicians, speakers, supporters and bands of musicians rolling through town, getting the message out: Vote for Me!

Alias:

Appeal to Popularity

Argument by Consensus

Form:

Idea A is popular;

Therefore, A  is correct.

The Bandwagon fallacy occurs whenever anyone argues for an idea based on its irrelevant appeal to popularity.

Advertising is a rich source of examples of the “Bandwagon Appeal” with many companies claiming to be number one or most popular, even though its popularity is irrelevant to the product’s merit.

Assertion:

Assertion is commonly used in advertising and modern propaganda. An assertion is an enthusiastic or energetic statement presented as a fact, although it is not necessarily true. The assertion often implies that the statement requires no explanation or back up, but that it should merely be accepted without question. 

Examples of assertion, although somewhat scarce in wartime propaganda, can be found often in modern advertising propaganda. Any time advertisers state that their product is the best without providing evidence for this, they are using an assertion. The customer, ideally, should simply agree to the statement without searching for additional information or reasoning. Assertions, although usually simple to spot, are often dangerous forms of propaganda because they often include falsehoods or lies.

“One in ten people need a new mattress!” is a good example of an innocuous form of assertion; how do the advertisers at Leeds' mattress know that one in ten people need a new mattress? What are the criteria for making such an assertion?

October 10, 2011 - October 14, 2011 Agenda for 9th Grade Honors English

Monday, October 10th:

Finish the "Continue the Story; The Necklace: What Happens Next?"

Improvs: Break into groups of three and create improvs using situational irony.

Tuesday, October 11th:

Grammar:

Break into groups and work on: "Semi:Colons" and "Run-on Sentences".

Wednesday, October 12th:

Persuasion Unit:

PERSPECTIVES in MULTICULTURAL LITERATURE

Academic Vocabulary; page 3

Informational Text; pages 4 and 5

Before You Read; pages 6 and 7

"Rising Tides"; pages 8, 9 and 10

"An Arctic Floe of Climate Questions"; pages 11 and 12

Thursday, October 13th:

After You Read; pages 13 and 14

Before You Read; pages 15

"Where I Find My Heroes"; pages 16 and 17

"Heroes with Solid Feet"; pages 18, 19 and 20

After You Read; pages 21

Friday, October 14th:

Informational Text; pages 22 and 23

Using the Sources; page 24

"Before you Read"; pages 25 and 26

"Free Minds and Hearts at Work"; pages 27 - 29

"Jackie Changed the Face of Sports"; pages 30 - 32

After You Read; pages 33 - 36

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How to Write an Essay

The essay must be a minimum of two pages

Please do not write front and back

If you type it, then please double space!

Please use a dark pen in blue or black

Font should be no less than 12.

Thy shalt not use Olde English font

The essay should have a title and should have a reference to “The Necklace”

The first paragraph should have a thesis statement:

Madame Loisel, the protagonist from Guy De Maupassant’s short story, “The Necklace”, is a vain, narcissistic woman whose character flaws lead to her downfall.

The thesis statement is a topic sentence but it should also include your position on the topic.

Please do not use the pronouns "I" or "you" or "my".

It should include the title of the short story and the author’s name.

Madame Loisel is a very vain woman. Other readers may maintain that Loisel is not vain; however, the evidence pointing to her vanity is overwhelming.

In the first paragraph quickly devote one sentence to each paragraph topic you will be discussing.

You need an attention grabber!!!! Something that is going to make me, the reader, want to read your paper. (The hook!)

How would you feel if?

What if?

Why?

Has Mathilde really changed at the end of the story? Why or why not?

You should briefly recount the story. Briefly detail the schematic or outline of the story.

DO NOT SUMMARIZE!!!!

You might want to discuss her behavior before she lost the necklace.

You might want to discuss her behavior after she lost the necklace.

You might want to discuss how she reacted when she saw Madame Forestier ten years after the necklace incident. What did she think to herself? What did she say to Madame Forestier?

There should be a concluding sentence at the end of each paragraph:

Body Paragraphs:

The first sentence should be the mini-topic sentence of your paragraph. (So the reader will know what the paragraph is about!!!!)

Develop the mini-topic sentence. (This should be  one to four sentences.)

Details: from the story! Either quotations or concrete details (you paraphrase this). This is the meat in your essay sandwich.

Paraphrase means to put into your own words!!

You must show how your evidence supports your thesis!!!! Comment on what you have quoted or the concrete detail you have supplied!!!! This is the bread.

You write a concluding sentence which is the bow on your little paragraph present or it is the icing on your little paragraph cake.

Use transitional words to link sentences or paragraphs together.

There should be a minimum of three body paragraphs.

Please do not write in your concluding paragraph: “In conclusion…..”

Briefly recap the main points of your essay which you first stated in the first paragraph.

OCTOBER 3, 2011 - OCTOBER 7, 2011
Weekly Schedule for 9th Grade Honors English






Monday, October 3rd:
Finish reading "The Necklace"
Discuss
Pass out "The Necklace" vocabulary and literary devices packet

Tuesday, October 4th:

An essay for "The Necklace" will be assigned and will be due on Monday, October 10th.

Essay topics are (choose one):

Discuss the use of irony in "The Necklace"

or

Discuss how Mathilde's character lead to her downfall.

or

Discuss how De Maupassant's use of third person point of view leads to the ironic surprise at the end.
0r
Has Madame Loisel's character really changed at the end of the story? Why or why not?

Work on the vocabulary and irony packet for "The Necklace"
Continue the Story: What Happens the Next?
Break into groups of four and continue the story after the final line of the story

Wednesday, October 5th:
Go over "How to Write an Essay"
Begin work on the continuation of "The Necklace: What Happens Next?"
Break into groups to do assignment on "Run-ons and Punctuation".

Thursday, October 6th:
Continue presentation of "What Happens Next?"
Your grammar homework is due: "Handout on Run-ons and Punctuation".

Friday, October 6th:
Warm-up:
Using your vocabulary words from Unit 1, write five sentences using your grammar homework as a guide.
Your essay is due
Irony Improve game!

September 30, 2011 The Necklace

THE NECKLACE

The Necklace

Page 160

Class notes:

Vocabulary

Dowry: property that a woman brings into a marriage. The property or money is part of the marriage contract. If a woman’s family is poor than her prospects for marriage were slim.

Incessantly: without stopping or ceasing

Nyallah: I have been incessantly wanting pie lately.

Tia: I incessantly tapped on the desk while waiting for the surgery to begin.

Niceties (noun): small but important perks of good living

Chocolate; caramel; ice cream; play station 3 - all these are niceties of the modern teenager's life.

Disconsolate: so unhappy that one cannot be roused out of the depression; in a state where nothing can make one happy

Cassey: Mathilde was disconsolate because everything around her made her unhappy.

Tatevik: She was worthy of more than what she had. What would bring her happiness?

She wanted the niceties of life: nice clothes; jewels;

nice furnishings;

Tapestries: thick, luxurious wall coverings made of beautiful, expensive material with beautiful designs on it of pastoral scenes.

Mathilde wants the life of a rich person like Oprah.

She is beautiful and young.

Curios: rare, expensive and unusual items; knickknacks.

Tureen: large bowl

Sphinx: a mysterious character from Greek mythology that had the body of a lion, wings, claws and the face of a woman;

Convent: a place where nuns live and work; like a monastery but for nuns;

Convent school: Catholic school where the teachers are nuns and priests.

Setting: the nineteenth century (1800 – 1899); Paris, France

Vexation: annoyance; anger, irritation

Loisel is Mathilde’s last name

Monsieur Loisel worked as a clerk for the Ministry of Education

What did he come home with: an invitation to a fancy-shmancy party.

Is Mathilde happy about the party? No! Why? Because she does not have a fancy-shmancy dress or jewels.

It is written in 3^rd person pov. Do we know what anyone but Mathilde is thinking? No, we just know what Mathilde is thinking. Therefore, it is 3^rd person pov, from her point of view.

Franc: an old fashioned form of money used in France until the 1990’s. It would be the equivalent of the dollar.

Loisel gives her 400 francs to buy a nice dress.

Loisel saved the 400 francs to buy a rifle so he could go hunting with his friends while on vacation; instead, he decides to give his wife the 400 francs to buy a nice dress for the party.

Madame Forestier: convent school friend of Madame Loisel; very wealthy woman with lots of jewels, one of which she loans to Mathilde.

Venetian: from Venice, Italy

Was Mathilde a hit at the party?

Adulation: the state of adoring; the state of being viewed with great awe.

How late did she stay at the party?

Why did Mathilde run out of the party?

Martyrs: someone who suffers for a long time

Could the name of the street be a sort of foreshadowing?

September 26, 2011 - September 30, 2011 Agenda for 9th Grade Honors English

Monday, September 26th:

Break into groups, rehearse and then present to class.

Tuesday, September 27th:

Continue the presentations.

Wednesday, September 28th:

Work on the Irony handout for THE SNIPER

Go over Unit One of Vocabulary form Vocabulary Workshop

Assign grammar homework; due Monday, October 3rd

Thursday, September 29th:

No school

Friday, September 30th:

Read "The Necklace"

Pass out "The Necklace" vocabulary and irony packet

SEPTEMBER 19, 2011 WEEKLY AGENDA for 9TH GRADE HONORS ENGLISH

Monday, September 19th:
Final touches on your group presentations
Begin presenting.
The presentations should include the following:
Some sort of visual presentation, such as posters, to outline the main ideas.
A narrator to provide cohesion and direction
At least two dramatizations of the conflict between the Irish and the British

Tuesday, September 20th:
Your Unit One Vocabulary Workshop homework is due today.
Pass out vocabulary, Irony and vocabulary handouts for “The Sniper”
Go over the vocabulary and irony concepts

Wednesday, September 21st:
Begin reading “The Sniper”

Thursday, September 22nd:
Discussion of ‘“The Sniper”
Discussion of Irony
Break into groups of four
Rewrite the “The Sniper” from the pov of the four other characters in “The Sniper” plus the “omniscient” pov.

Friday, September 23rd:
Continue working on POV rewrites of “The Sniper”
We will present these on Monday, September 26th.

The Sniper Historical Background

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September 15, 2011

The Sniper

Break into groups, read and take notes for the group’s section of the Irish/British Conflict.

Write at least one important date on the time line on the board.

Prepare what the narrator is going to read:

It should be the over view of what the presentation will be about.

Each group should have a poster or some sort of visual that people can look at and/or read to understand the main idea.

The students can have bullet points for the poster.

Each group should prepare a script dramatizing the events for their section of the history of the Irish/British conflict.

Each group should rehearse their scene(s).

ON THE DAY OF THE PRESENTATION:

The narrator should give to the audience the main ideas and the important dates for her/his group’s section. A visual of some sort, such as a poster, should be displayed to help with the audience’s understanding.

Then each group should act out the important events of its part of the Irish history handout.

Vocabulary

Vocabulary Homework for Week of August 27, 2012

Unit One in VOCABULARY WORKSHOP: Level C

Definitions:

1. Write the vocabulary words on pages 21, 22, 23

2. Write the part of speech: (adj.) write the definitions and the brief phrase.

Completing the Sentence: (pages 24 and 25) (Be sure to write the correct subtitle for each section you are doing!) In each section, please be sure to write the title. This section is entitled: COMPLETING
THE SENTENCE:

1. Just write the word, not the entire sentence! (Sentences 1 – 20)

Example:

1. Laggards

SYNONYMS (page 25; 1 - 15) Please be sure to write the title for this section: SYNONYMS

1. Write the sentences! Underline the boldfaced word. Write the correct vocabulary word and underline it!

Example:

1. As the ad campaign slowly unfolded; evolved

ANTONYMS:  (pages 25 and 26; 16 - 20)

1. Write the sentence. Underline the boldfaced word. Write the correct vocabulary word and underline it. 

Example:

16. Surprised by the harmonious ending of the piece: discordant

Choosing the Right Word (page 26)

1. Just write the correct word!

Example:

1.Collaborated

Due on Wednesday, September 5, 2012

hollywoodhighschool.net

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9^th Grade

Monday, September 12, 2011
Assign Unit One in Vocabulary Workshop
Due Date: Friday, September 16th
Break into groups
Read assigned information on The Irish and British Conflict
Write a short scene dramatizing the conflict to present to the class

Tuesday, September 13th:
Shortened day
Continue working on reading, writing and rehearsing short scene dramatizing the Irish/British conflict



Wednesday, September 14th:
Present the individual scenes to class
Pass out vocabulary and irony packet to class
Due date for the packet is Monday, September 19th.

Thursday, September 15th:
Read "The Sniper"

Friday, September 16th:
Finish "The Sniper"
VOCABULARY WORKSHOP, Unit One is due today

Card Stacking:









Aliases:

One sidedness
Ignoring the Counter-Evidence

Examples of Propaganda Technique: Assertion

Assertion:

Assertion is frequently used in advertising and in modern propaganda. An assertion is an enthusiastic statement presented as fact without any supporting evidence - which is not to say that in advertising, the product is not good or the best, but no evidence is given to support the assertion. It is frequently implied that the statement requires no explanation or supporting evidence.

If  you say something often enough, people will come to believe it.

Assertions are easy to spot in advertising:
"Did you know that nine out of ten people need a new mattress?" - Leeds Mattress,
but can be dangerous for they frequently include half-truths or lies.

Ideas for Mythology Section

Ideas for Mythology Section:

Divide into groups of four

Hand out to each group a packet on one myth:

Included in the packet is a myth plus:

1. Background information about myth

2. Themes found in myth

3. Modern day application for myth

Students read and answer questions about their group’s myth.

1. Myths were used to explain natural occurrences:

a. What are the occurrences your myth explains?

b. What modern day remnant remains from myth?

l. Example: the word cereal from the goddess Ceres

2. Example: the psychiatric term Narcissistic Personality Disorder

They present the myth to the class.

They create a script which is modeled on the myth but updated to modern times.

Possible Myths to Be Used:

Narcissus and Echo

Psyche and Cupid

Chronos and Zeus

The Titans

Persephone, Demeter and Hades

Arachnid and Athene

Poseidon

MAY 30, 2011 - JUNE 3, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, May 30th:
No school!

Tuesday, May 31st:
Watch film of Act 3, Scene 1 of ROMEO and JULIET
Go over Act 3, Scene 1
Pair up and analyze Scene 1 for comprehension
Act out the duel between Mercutio and Tybalt, and Romeo and Tybalt
For homework:
1. Work on the "Characters' Emotions Chart"
2. Go through the text we read in class today and find three quotations which deal with a character's emotional state or thoughts. Write down the quotations on the "Quotation" graphic organizer; then write in your own words what the character is saying. This will be due on Wednesday, June 1st.

Wednesday, June 1st:
Pass out Act 3 Vocabulary and Figurative Language Handout
Read Act 3, Scene 2
Pair up and analyze Scene 2 for meaning, characterization, plot, and figurative language
Share with class. Class discussion
For homework:
1. Work on the "Characters' Emotion Chart"
2. Go through the text we read in class today and find three quotations which deal with a character's emotional state or thoughts. Write down the quotations on the "Quotation" graphic organizer; then write in your own words what the character is saying. This will be due on Thursday, June 2nd.

Thursday, June 2nd:
Read Act 3, Scene 3
Pair up and analyze Scene 3 for meaning, characterization, plot and figurative language
Share with class. Class discussion
For homework: Read the above. It's the same.

Friday, June 3rd:
Read Act 3, Scene 4 and Scene 5
Pair up and analyze Scenes 4 and 5 for meaning, characterization, plot and figurative language
Share with class. Class discussion.
For homework: Read the instructions for Tuesday and Wednesday. It's the same.

WEEKLY AGENDA FOR MAY 23, 2011 - MAY 27, 2011

9th GRADE HONORS ENGLISH

Monday, May 23rd:

Review for test on Act 2 of ROMEO and JULIET

Please bring your notes, your Act 2 Vocabulary and Characterization Handout

Tuesday, May 24th:

Test over Act 2 of ROMEO and JULIET

Wednesday, May 25th:

Read Act 3 of ROMEO and JULIET

Pair up; read for comprehension, vocabulary and figurative language

Thursday, May 26th:

Read Act 3 of ROMEO and JULIET

Pair up; read for comprehension, vocabulary and figurative language

Friday, May 27th:

Finish Act 3

Act out the duel between Mercutio and Tybalt

Review for test over Act 3

May 16, 2011 - May 20, 2011 9B Honors English

MAY 16, 2011 - MAY 20, 2011

CST TESTING

9TH GRADE HONORS ENGLISH

Monday, May 16th:

Review packet for CST

Capitalization

Colons

Placement of Modifiers

Active and Passive Voice

Revising for Parallelism

Consistency of Tense

Manuscript Form

Combining Sentences Using Subordinate Clauses

Run-On Sentences

Semi-Colons

Commas with Interrupters

Tuesday, May 17th:

No class today: CST Testing

Wednesday, May 18th:

No class today: CST Testing

Thursday, May 19th:

Collected CST packet today

Paired up; read Act 2, Scene 4 from Mercutio's "Old Hare Hoar" to end of scene

Went over for comprehension, vocabulary, figurative language.

Read Act 2, Scene 5 up to Nurse's entrance

For homework: Reread Juliet's soliloquy; write down and identify all metaphors, similes, personifications and allusions.

Friday, May 20th:

Go over last night's homework

Read Act 2, Scenes 5 and 6; pair up and go over for comprehension, vocabulary, and figurative language.

Pass out ROMEO and JULIET Act 2 Vocabulary and Characterization Handout; the Characterization Handout and the Quoting the Text Handout.

MAY 9, 2011 - MAY 13, 2011

WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, May 9th:

Read Act 2, Scene 3 of Romeo and Juliet

Pass out handout for Act 2: Vocabulary and Characterization

For homework tonight:

Go through Act 1 and discover two examples of Romeo using figurative language to express his moods.

Go through Act 2 and discover two examples of Romeo using figurative language to express his moods.

Have Romeo's mood changed? If so, how have they changed?

Tuesday, May 10th:

Read Act 2, Scene 4 of Romeo and Juliet

Pass out "Quoting the Text"

Pass out "Characters' Boxes of Emotions"

Holt Handbook homework will be due today: Holt, pages 105 - 108; exercise 5 and Review A: "Identifying Subordinate Clauses".

Wednesday, May 11th:

Read Act 2, Scene 5 of Romeo and Juliet

Go over figurative language

Thursday, May 12th:

Romeo and Juliet test

Friday, May 13th:

Read Act 3, Scene 1 of Romeo and Juliet

MAY 2, 2011 - MAY 6, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, May 2nd:
ROMEO and JULIET Act 1 Test
Correct in class

Tuesday, May 3rd:
Go over the Noun Clause Handout
Begin reading Act 2 of ROMEO and JULIET
For homework tonight, find as many metaphors, similes, personifications, allusions and alliterations as possible in Act 2, Scene 2. This wil be due tomorrow.

Wednesday, May 4th:
Please bring the Holt Handout book; pages 109 - 111; exercise 6 will be assigned and
will be due on Friday, May 6th
Go over last night's homework: the figurative language found in Act 2, Scene 2 of ROMEO and JULIET
Continue reading ROMEO and JULIET

Thurday, May 5th:
Continue reading ROMEO and JULIET
Find examples of figurative language in the Friar's speech in Act 2, Scene 3: metaphor, simile, personification, inversion, paradox.

Friday, May 6th:
Go over grammar homework
Break into groups and find examples of figurative language in Act 2, Scene 4.
Continue reading ROMEO and JULIET

Grammar

Exercise 7 on page 91 Handout on NOUN CLAUSES.

This is due on Wednesday, April 27^th.

A predicate is everything that is not the subject. The verb is in the predicate.

Bob knows who broke the window.

BOB IS THE SUBJECT

KNOWS IS THE VERB

PREDICATE: KNOWS WHO BROKE THE WINDOW

RELATIVE PRONOUN: WHO (introduces the noun clause)

The VERB in the NOUN CLAUSE is broke

Predicate Nominative: Window

ANSWER TO NUMBER 1! The noun clause is: WHO BROKE THE WINDOW!!!!!!!

The NOUN CLAUSE is being used as a direct object. (It receives the action of the verb.)

A prepositional phrase begins with a preposition.

Anna is sitting in the chair.

APRIL 25, 2011 - APRIL 29, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, April 25th:
Pass out Noun Clause Handout; go over; this will be due on Wednesday, April 17th.
Break into groups, and prepare selection of your group’s part of Act 1, Scene 5 to present to class.

Tuesday, April 26th:
Unit 7 Vocabulary will be due today.
Make masks for the party scene!
Learn a simple dance for the scene.

Wednesday, April 27th:
Noun clause handout is due today.
Perform scenes

Thursday, April 28th:
Act 1 test over ROMEO and JULIET

Friday, April 29th:
Begin reading Act 2 of ROMEO and JULIET
HOLT HANDBOOK, pages 109 - 111; exercise 6 will be assigned today. This will be due on Tuesday, May 3rd.

APRIL 11, 2011 - APRIL 15, 2011
9TH GRADE HONORS ENGLISH AGENDA





Monday, April 11th:
Go over Act 1 handout on vocabulary, blank verse and iambic pentameter
Watch Act 1 of ROMEO and JULIET

Tuesday, April 12th:
Shortened day!
You will be broken into groups and given a selection of Act 1, Scene 5 to act out.
Unit 7 Vocabulary will be assigned today. This will be due on Monday, April 25th.

Wednesday, April 13th
The Noun Clause Handout will be given to you today. This will be due on Tuesday, April 26th.
Make masks and learn a dance for ROMEO and JULIET!

Thursday, April 14th:
Please bring your HOLT HANDBOOK to class today; pages 109 – 111, exercise 6 will be assigned. This will be due on Wednesday, April 27th.
Perform your scenes today!

Friday, April 15th:
Test over Act 1
Your Act 1 vocabulary, blank verse and iambic pentameter handout will be due today.

April 4, 2011 - April 8, 2011 Weekly Agenda for 9th Grade English

APRIL 4, 2011 – APRIL 8, 2011

WEEKLY AGENDA FOR 9^TH GRADE ENGLISH

Monday, April 4^th

Unit 6 Vocabulary Jeopardy!

Read and act out Act 1, scene 3 of ROMEO and JULIET

Tuesday, April 5^th:

Regular Schedule!

Iambic Pentameter/Prose and Poetry Handouts

Read and act out Act 1, scene 4 of ROMEO and JULIET

Analyze “Queen Mab” speech by Mercutio; divide into groups of three and choose one scene from the speech to act out.

For homework tonight: Select four scenes from the speech to illustrate; then write the lines underneath as captions. This will be due on Thursday, April 7^th.

Wednesday, April 6^th:

Please bring your HOLT HANDBOOK:

Pages 106, 107, 108; exercise 5 and Review A will be assigned today and will be due on Monday, April 11^th.

Read and act out Act 1, Scene 5 of ROMEO and JULIET

Break into groups of five and select a portion of Scene 5 which you will perform in front of the class.

We will learn a dance and perform it to music as part of the performance of Act 1, Scene 5

Thursday, April 7^th:

Perform Act 1, Scene 5 of ROMEO and JULIET

Friday, April 8^th:

Review for Act 1 test over ROMEO and JULIET

Test

For the Week of March 28, 2011:

How to do the vocabulary homework:

Unit 6 Vocabulary
Write the word; the part of speech; the definition and the short example
Completing the Sentence:
Just write the word
Synonyms:
Write the entire list of words and then write and underline the vocabulary words.
Antonyms:
Same as synonyms!
Choosing the Right Word:
Just write the right word.

Grammer:

HOLT HANDBOOK; adverbial clauses; pages 104 - 106; exercise 4

On the grammar homework:
Write the entire sentence
Underline the adverbial
Circle the subordinate conjunction
Tell how the adverbial phrase is being used.
Whenever we climb Mount Shasta, we are thrilled by the view.
Adverbial clause describes the verb
An adverbial clause is introduced by something called a subordinate coordinating conjunction:
As
As if
As long as
Although
Before
Since
When
The words which follow the subordinate coordinate conjunction are part of the adverbial clause.
The adverbial clause answers the following questions:
When something was done
How it was done
Under what condition
Why it was done
To what extent something was done

1. If you look through newspapers from the first half of the twentieth century, you will see many pictures of Gandhi. (Under what circumstance do you find a picture of Gandhi – if you look through the newspapers!)

This man led India to Independence from Britain, and he took his spinning wheel wherever he went. (The adverbial clauses answers where? Where he would take his spinning wheel? Wherever he went!)

MARCH 28, 2011 - MARCH 30, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, March 28th:
Read and act out Act 1, Scene 1 of ROMEO and JULIET

Tuesday, March 29th:
Grammar homework is due today; HOLT HANDBOOK; adverbial clauses; pages 104 - 106; exercise 4.
Oxymoron handout
Read and act out Act 1, Scene 2 of ROMEO and JULIET

Wednesday, March 30th:
Unit 6 Vocabulary is due today.
Act One Vocabulary and Iambic Pentameter handout
Read and act out Act 1, Scene 3 of ROMEO and JULIET

Thursday, March 31st:
Read and act out Act 1, Scene 4 of Romeo and Juliet
Analyze Mercutio's "Queen Mab" speech. Divide into groups of three; choose one scene from Mercutio's "Queen Mab" speech and act it out.
For homework tonight:
Choose four scenes from Mercutio's speech; illustrate the four scenes and then write the lines underneath as captions. This will be due on Tuesday, April 5th.

MARCH 21, 2011 - MARCH 25, 2011

Weekly AGEND FOR 9TH GRADE HONORS ENGLISH

Monday, March 21st:

If you haven't already begun work on the essay portion of the CAHSEE DIAGNOSTIC, please begin on it today.

Assign Vocabulary Unit 6; this will be due on Friday, March 25th

Tuesday, March 22nd:

Finish the essay portion of the CAHSEE DIAGNOSTIC

Please bring your vocabulary book and HOLT HANDBOOK (grammar)

Adverbial Clauses; pages 104 - 106, exercise 4 will be assigned today; this will be due on Thursday, March 24th.

Wednesday, March 23rd:

Begin working on ROMEO and JULIET

Shakespearean Insults

Thursday, March 24th:

"Words from Shakespeare"

ROMEO and JULIET

Friday, March 25th:

"Phrases from Shakespeare"

ROMEO and JULIET

March 14, 2011 - March 18, 2011 Weekly Agenda for 9th Grade English; The Odyssey, Death in the Palace, Odysseus and Penelope

MARCH 14, 2011 - MARCH 18, 2011
Weekly Agenda for 9th Grade Honors English






Monday, March 14th:
Finish reading "Death in the Palace"
Reading logs: comprehension, vocabulary, literary devices
Read Odysseus and Penelope
Reading logs: comprehension, vocabulary, literary devices
Pass out "Book 12, Developing Vocabulary";go over vocabulary words

Tuesday, March 15th:
Pass out the "Epic Handout"
Pass out "Books 16 and 17, Developing Vocabulary"; go over vocabulary words
Review the story

Wednesday, March 16th:
THE ODYSSEY test

Thursday, March 17th:
Go over THE ODYSSEY test

Friday, March 18th:
Begin ROMEO and JULIET
Shakespearean Insults

MARCH 7, 2011 - MARCH 11, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS

Monday, March 7th:
Vocabulary Walk Around: Pair up and write the correct vocabulary word and a correct sentence using the vocabulary word from Unit 5 under the definition which will be posted on the wall.
Read "The Beggar and the Nurse"
Reading Log
Read "The Beggar and the Bow"
Reading Log

Tuesday, March 8th:
Vocabulary Walk Around: Pair up and write the correct vocabulary word and a correct sentence using the vocabulary word from Unit 5 under the definition which will be posted on the wall.
Read "Death in the Hall"
Reading log
Review Conflict: External and Internal

Wednesday, March 9th:
Write five sentences with adjective clauses using words from Unit 5
Read "Odysseus and Penelope"
Reading log
Review figurative language: metaphors, similes, personification

Thursday, March 10th:
Go over vocabulary and literary terms handouts
Essay will be assigned today.
Go over structure and tips for good essay writing.

Friday, March 11th:
Begin working on ROMEO and JULIET
Shakespearean Insults!
Begin reading and acting out Act 1, Scene 1 of ROMEO and JULIET

February 28, 2011 - March 4, 2011
Weekly Schedule for 9th Grade Honors English

Monday, February 28th:
Break into groups and work on scenes for “The Sirens”, “Scylla” and “Charybdis”


Tuesday, March 1st:
Read “The Sirens”, “Scylla”, “Charybdis”

Do a reading log for each book, which should include a brief summary; at least three vocabulary words plus their definitions; and any examples of figurative language you might encounter.

Break into groups and work on scenes

Assign handout on adjective clauses; this will be due on Thursday, March 3rd


Wednesday, March 2nd:
Present scenes from THE ODYSSEY

Vocabulary Walk Around: Definitions will be posted on the wall; pair up and write the correct Vocabulary Unit 5 word next to the definition.


Thursday, March 3rd:
Adjective Clause handout is due today; go over in class

Vocabulary Walk Around: Vocabulary words will be posted on the wall; pair up and write a sentence using the vocabulary word from Unit 5. You must do at least three sentences.

Read THE ODYSSEY; “The Trip Home to Ithaca” and “The Father and Son Reunion”

Do the reading log for each book which should include a brief summary; at least three vocabulary words plus their definitions; and any examples of figurative language you might encounter.


Friday, March 4th:
Write five sentences with an adjective clause using your Unit 5 vocabulary.

Read “The Beggar and the Faithful Dog” and “The Beggar”.
Do a reading log for each book, which should include a brief summary; at least three vocabulary words plus their definitions; and any examples of figurative language you might encounter.

FEBRUARY 22, 2011 - FEBRUARY 25, 2011
WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

No School on Monday!




Tuesday, February 22nd:
Your Vocabulary Unit 2 is due today. After we go over the homework in class, you cannot turn it in late.
Read Odysseus and Circe
Read Odysseus and the Land of the Dead
Reading logs

Wednesday, February 23rd:
I won't be here today. There will be a field trip to the Ahmanson to see 33 Variations.
Today finish watching The Odyssey

Thursday, February 24th:
Assign handout on "Adverbial Phrases"; this will be due on Tuesday, February 29th.
Read Odysseus and "The Sirens", "Scylla and Charybdis"

Friday, February 25th:
I won't be here today or Monday so continue reading "The Island of Helios"

Monday, February 28th:
Continue reading "The Court of Alcinous" and "The Meeting Between Father and Son".