As syntax fades into the past, the majority of classes are fully ensconced in the diction world.
1: We finished up phase 2 of the Alcott prompt, which allowed you to share your introductions, body paragraphs, and conclusions and evaluate other groups' writing for content, quality, and organization. Afterwards, we - yes - looked at the punctuation handout, practicing how to approach all those clauses in their different forms. Last, you received your Cindy syntax prompt - with the class average improving 1.8 points! We are wrapping up syntax on Friday, so first hour won't feel so left out not being part of diction world.
3: With our quick use of the projector, we looked at semicolon and colon rules in order to practice punctuation on a handout. Then, you received your syntax prompt - with the class average improving by 2 points! With syntax hanging out in the back seat, diction took over as our driver as we looked at "A Birthday" https://www.poetryfoundation.org/poems/44992/a-birthday by Christina Rossetti and identified the rhetorical elements and concentrated on the types of diction. We constructed a thesis statement with author, active verb, two specific adjectives detailing the diction, and a mature purpose. Keeping up with the thesis theme, we circled on the floor to read quotes, circle key words, clarify specific diction, identify the purpose, and compose a thesis statement for each one. Here are the quotes if you would like a refresher: Marilyn Monroe, Agatha Christie, Bette Davis, Leo Tolstoy, Thomas
Jefferson.
7: After looking at colons, you completed the punctuation practice handout to review all of those rules connected to independent and dependent clauses. Then, we moved into the world of diction by looking at "A Birthday" by Christina Rossetti (link above in third hour) and constructing a thesis statement with author, active verb, two specific adjectives detailing the diction, and a mature purpose. Family bonding commenced as we circled on the floor to read quotes, circle key words, clarify specific diction, identify the purpose, and compose a thesis statement for each one. (Links to those quotes are under third hour.) To finish class, you worked in groups to analyze the diction of a longer quote, which we will resume on Friday.
4: Adding with Thursday's class - with an earthquake drill no less - we looked at our punctuation handout and reviewed the punctuation and rules too. Then, we finished up our fabulous thesis statements for the celebrity quotes, which if you want to look at again, check out the links under third hour. And next up on the docket, we did a group activity looking at diction and creating thesis statements. If you were absent, you will need to see me for a copy of a quote, which you will circle all the key words and compose an original thesis statement. And at last, we did a read-through of Thomas Gary's Cat poem, which we will resume with tomorrow. Meow.
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