ELA B10STUDENT HANDOUT

PACKAGE2019-2020

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WARMAN HIGH SCHOOLELA B10 2019-2020: Mrs. FishleyIdentity and social action/responsibility are explored using traditional and contemporary literature. The themes for the two units are: “Equity and Ethics” (Who and What is Right?; Empowerment; Degrees of Responsibility; Rights and Responsibilities; Justice and Fairness) and The World Around and Within Us (Perspectives; Diversity of Being; The Natural and the Constructed Worlds; Individuals and Communities; Stewardship). The development of reading, writing, speaking, listening, and viewing skills is an integral part of the course.

ELA B10 Goals and Outcomes:Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend and respond to a variety of contemporary and traditional grade-appropriate texts in a variety of forms (oral, print, and other media) from First Nations, Metis and other cultures for a variety of purposes including for learning, interest, and enjoyment.

Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

Assess and Reflect (AR). Students will extend their abilities to assess and reflect on their own language skills; discuss skills of effective viewers, listeners, readers, representers, speakers, and writers; and set goals for future improvement.

Course Objectives:

The objectives of this course require students to demonstrate proficiency in the six strands of ELA: Reading, writing, listening, speaking, viewing, and representing.

The course will include a minimum of: 5 short stories 2 non-fiction texts 5 essays 10 poems 2 plays (one must be Shakespeare) 2 novels: one teacher selected AND an

independent novel study Other media presentations

Assessment:

Assessment:Day to day assignments, major projects, and exams will each fall into one or more of the following categories.

Comprehend & Respond 35% Compose & Create 35% Assess & Reflect 10% Final Exam 20%

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Important Contact InformationEmail: tennille.fishley@spiritsd.ca School Phone: (306) 933-2377Website: mrsfishley.weebly.com Password: ela10 (no spaces or capitals)Remind: @elab10fish Fresh Grade: nsid@whs.spiritsds.ca

Due Dates:

Term I Cut Off: April 2, 2020Term II Cut Off: June 12, 2020

Philosophy

Students are responsible for completing all assignments and for keeping track of due dates.  Assignments are designed to give opportunity for students to demonstrate their understanding of curricular outcomes. Incomplete assignments do not allow teachers to assess student understanding.  While a student may earn a grade above 50%, failure to meet all outcomes through incomplete assignments may result in a student not earning the course credit.

In the case that assignments are not completed on time:

a) Daily work will be due on the deadline given by the teacher.  Some of this work is time sensitive - it loses its purpose if it is not ready for class that day - this work will be marked NHI and remain as such. Other daily work permits learning outcomes to be still demonstrated regardless of date submitted.  At the teacher's discretion, this work may be accepted after the due date up to, but not past, the end of the unit.  Once a new unit is started, daily work from past units will no longer be accepted.

b)  Major assignments not handed in on the due date will be marked as a ZERO and parents will be notified. The teacher and student will formulate a plan to complete the work. Assignments submitted after two weeks will not be immediately marked; the teacher will retain the assignment until the end of the semester, at which time only the assignments required to demonstrate outcome proficiency will be marked. 

Exam Policy:

Students are expected to be present and prepared to write all exams on the scheduled date. If a student knows they will be absent for an exam, they need to make arrangements with their teacher prior to the exam date to write at an alternate time. Any unexcused absences during a scheduled exam will result in a student receiving an NHI for that exam, and will require a parent/guardian to contact the teacher before a rescheduled exam date is considered.

Rewrites are only given in extreme circumstances and after consultation with student and a parent/guardian.

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Grade 10 - Outcomes

B10 Comprehend and Respond (CR)CR B10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address:

• identity (e.g., Diversity of Being);• social responsibility (e.g., Degrees of Responsibility); and• social action (agency) (e.g., Justice and Fairness).

CR B10.2 View, interpret, and report on ideas and information from more than one source to develop and

support positions on various topics related to the course including identity, social responsibility, and personal agency.

CR B10.3 Listen to, comprehend, interpret, and summarize information and ideas presented in a variety of literary and informational texts including group discussion, oral readings, interviews, prepared talks, and a talkback show about a topic or issue being studied.agency.

CR B10.4 Read, interpret, and summarize a wide variety of classical and contemporary literary (including drama, biography, autobiography, poetry, short stories, novels) and informational (including letters, diaries, memoranda, electronic communications) texts.

B10 Compose and Create (CC)CC B10.1 Compose and create a range of visual, multimedia, oral, and written texts to explore:

• identity (e.g., Diversity of Being);• social responsibility (e.g., Degrees of Responsibility); and• social action (agency) (e.g., Justice and Fairness).

CC B10.2 Create and present a visual or multimedia presentation supporting a prepared talk on a researched issue, using either digital or other presentation tools.

CC B10.3 Use oral language to express a range of information and ideas in formal (including a prepared talk on a researched issue, an interview, an oral reading of prose or poetry, and an explanation and defence of a personal point of view) and informal (including discussion and group work) situations.

CC B10.4 Create a variety of written informational (including a business letter, biographical profile, problem-solution essay) and literary (including fictionalized journal entries and a short script) communications.

B10 Assess and Reflect (AR)AR B10.1 Establish and apply criteria to evaluate own and others’ work.

AR B10.2 Set personal language learning goals and select strategies to enhance growth in language learning.

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ELA B10 Curriculum Assignment List Groupwork

Prepared Talk on a Researched Issue

Oral Reading of Prose or Poetry

Explanation and Defence of Personal Point of View

Biographical Profile

Problem-Solution Essay

Business Letter

Fictionalized Journal Entries

Short Script

Visual or Multimedia Presentation supporting Researched Talk using either Digital or Other

Presentation Tools

Letter of Complaint

Obituary

Brochure

Other daily assignments as assigned

Questions for Deeper Understanding1. What are some of the factors that create inequalities? How have inequalities shaped our

world?2. What is my role and responsibility in addressing inequalities? 3. What is the relationship between rights and responsibilities? 4. Who decides what is right? Why should we do the right thing? How can I act on the right

thing? 5. How does one become an ethical person?6. What are our relationships and responsibilities to the communities and environments of

which we are a part? How are we related to and responsible for natural and constructed environments? For technology?

7. Why is it important to be in touch with the world?8. The world is a difficult text: how can we read it and respond to it critically? 9. How can I have a positive influence upon my world? 10.How must we show respect and care for the community of life?

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11.

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Short Story Analysis Questions

A. Provide 3 examples from the story which illustrate when this story takes place? Explain how these examples demonstrate a time period.

B. Provide 3 examples from the story which illustrate where this story takes place? Explain how these examples demonstrate a location.

C. Label the plot of the short story - exposition, complication, rising action, climax, resolution.

D. From which point of view is the short story told? Provide examples to support this point of view.

E. Provide 1 example of External Conflict and 1 example of Internal Conflict. For each example, highlight which two entities are at conflict.

F. Provide 3 different examples of figurative language found within the short story and classify each–EXCLUDING SIMILES.

G. What is the tone or mood of the story? Provide a brief explanation, utilizing at least 1 example from the story to support your answer.

H. What is the mode of the story? Provide a brief explanation, utilizing at least 1 example from the story to support your answer.

I. What is the theme of the story? Provide a brief explanation, utilizing at least 1 example from the story to support your answer.

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Main Elements in a Story

1. Setting: The background in which the story takes place. There are several aspects to setting: a) Place: This is the geographical location of the story. Since novels are lengthy, the story

may move from one place to another. When asked to describe the setting, you may give the general geographical location (e.g., in a novel which takes place in numerous locations around Italy, you may mention only the country) or you may describe several specific locations.

b) Time: First, this refers to the period of history, if the story is set in the past. If the story could happen now or at some recent unspecified time, we say that it is "contemporary." If it is a science fiction story, it may be set in the future. When describing setting, be as specific as the author is. Novels usually span (take place over) a much longer period of time than short stories, so you may need to say that a novel's setting in time is from 1937 to 1956. When describing the setting of a portion of the novel, you may be able to specify the season, month, and even time of day.

c) Climate/Weather: This is an aspect of setting which is often forgotten, but it can be important to the novel. If the story begins in the midst of a hurricane, it is significant to the story.

d) Lifestyle: This refers to the daily life of the characters. If a story takes place in a particular historical period, the lifestyle of the characters (e.g., whether they are poor farmers or residents of the court) is part of the setting.

2. Atmosphere: The mood or feeling of the story, the emotional quality that the story gives to the reader. This is usually evoked by the setting and, like the setting, may change throughout the novel. You may say that a novel opens with a mysterious atmosphere, a gloomy atmosphere, a light, carefree atmosphere, etc.

3. Conflict: the struggle between opposing forces in the story. Conflict provides interest and suspense. There are various types of conflict, which can usually be categorized as one of the following:

a) a character struggling against nature b) a struggle between two or more characters c) a struggle between the main character and some aspect of society d) a struggle of opposing forces within one character

4. Characters: the people, animal, robots, etc., who take part in the action of the story. The reader usually follows the actions of one main character throughout the novel; this character is referred to as the protagonist. The force with which the protagonist is in conflict is called the antagonist. In the case of the fourth type of conflict listed, the antagonist would be another internal force within the protagonist, e.g., self-doubt.

5. Plot: The storyline; the ordered arrangement of incidents in a story. Plot arises out of the conflict in the story, which builds to a climax. The climax of the novel is the point at which the conflict or problem is solved.

6. Theme: the central idea in the story or novel. It can usually be expressed in a short statement about human nature, life, or the universe.

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Literary Point of View

Point of view refers to who is telling or narrating a story. A story can be told in three different ways: first person, second person, and third person. Writers use point of view to express the personal emotions of either themselves or their characters. The point of view of a story is how the writer wants to convey the experience to the reader.

First-person Point of ViewWith first-person point of view, the character is telling the story. You will see the words "I," "me," or "we" in first-person point of view. This point of view is commonly used for narratives and autobiographies.

First-person point of view can be singular or plural. The singular form uses "I" or "me" and plural form uses the word "we." Both are used to give the writer's personal perspective.

Some examples of first-person narrative include:

I always look forward to my summer vacation at the beach. I like to collect seashells and swim in the ocean.

We love walking the dogs in the woods. We all think it is so much fun. If it was up to me, I would choose the white car. We didn’t want to drive so we took the train to the city and back home.

Second-person Point of ViewWhen writing in second-person point of view, the writer has the narrator speaking to the reader. The words "you," "your," and "yours" are used in this point of view. Some common uses for second-person point of view are directions, business writing, technical writing, song lyrics, speeches, and advertising.

Some examples of second-person point of view are:

In just a few simple steps you can make a big change in your life! To make a great chili is you must season it early and often. Management is very happy with the progress you are all making. You gotta fight for your right to party! - "Fight for Your Right," Beastie Boys

Third-person Point of ViewThird-person point of view has an external narrator telling the story. The words "he," "she," "it," or "they" are used in this point of view. This point of view can either be omniscient where the reader knows what all the characters are doing in the story or it can be limited to having the reader only know what is happening to one specific character. Third person can also be gender specific or neutral, singular or plural.

Third-person point of view is often used in academic writing and fictional writing. Some examples of third person point of view:

He is a great football player. He scored the most touchdowns this season. She was the one who knew all the answers on the test. She had the highest grade in the entire class. What they told her was not the truth. She heard a loud crash in the middle of the night. She was so scared that she didn't know what she

should do next.

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Types of CharactersThere are different types of characters in literature, and they all serve a purpose. See if you can come up with examples of the different types of characters.

1. Confidante: Someone in whom the central character confides, thus revealing the main character's personality, thoughts, and intentions. The confidante does not need to be a person.

2. Dynamic Character: A character who changes during the course of a story or novel. The change in outlook or character is permanent. Sometimes a dynamic character is called a developing character.

3. Flat Character: A character who reveals only one, maybe two, personality traits in a story or novel, and the trait(s) do not change.

4. Foil Character: A character that is used to enhance another character through contrast.

5. Round Character: A well-developed character who demonstrates varied and sometimes contradictory traits. Round characters are usually dynamic (change in some way over the course of a story).

6. Static Character: A character that remains primarily the same throughout a story or novel. Events in the story do not alter a static character's outlook, personality, motivation, perception, habits, etc.

7. Stock Character: A special kind of flat character who is instantly recognizable to most readers. Possible examples include the "geek with the pen protector," "silly blond," or "book worm." These characters definitely fit the mold of a stereotypical character. They are not the focus nor developed in the story.

8. Protagonist: The good character in the story...often times the victim or the nice guy/girl/animal/character.

9. Antagonist: A character who antagonizes the other characters... he/she is not nice at all.

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Plot Development

ProtagonistThe leading character or one of the major characters in a drama, movie, novel, or other fictional text.

AntagonistA person who actively opposes or is hostile to someone or something; an adversary.

ExpositionWhen you first get on the roller coaster a voice over a loud speaker gives background information such as when the coaster was built, how long the ride will last, or how high or fast you will be traveling. The exposition also gives background information. It is the introduction of the story. The exposition contains the setting and introduces the main characters. Readers need this information to understand a story.

Rising ActionThe next part of the ride is the big hill. No matter which type of coaster you are riding this is the longest part of the ride. Your excitement builds as you slowly climb. The long climb of the coaster may be compared to the rising action of the story. In the rising action, a series of events takes place which builds the excitement of the story.

ClimaxThe top of the big hill on the roller coaster may be compared to the story’s climax. This is the most exciting part in both the coaster ride and the story. No looking back, the action must move forward. You are full of suspense about what is about to take place.

Falling ActionThe downhill race in which the coaster may fly around sharp corners, flip upside down while passing through corkscrew turns, or bounce over a series of hills is the fast-paced action part of the ride. The same is true of a story’s falling action. During the falling action, the characters begin to solve the conflict. Exciting action fills the pages.

ResolutionFinally the roller coaster ride has come to the end. As riders get off, they talk about the experience. The resolution is the end of the story or how everything winds up. A reader will discover if the protagonist gets what s/he wanted or not. Just like the roller coaster ride may change a person, the experiences the characters go through in the book change them as well. During the resolution, the reader sees just how the characters have changed.

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Elements of a StorySettingIncludes things like time, place, culture, historical period, geography, hour (morning/night) weather, social norms, etc.CharactersList the characters in the story and tell me what type of character they are (refer to handout for the different types).

Characters: Type:

PlotYou do not have to identify all of the events that occur throughout the story, just the main ones: exposition, rising action, climax, falling action, denouement

Exposition:

Rising Action:

Climax:

Falling Action:

Denouement:

ConflictGenerally explain what the conflict is and who it is created by. Also explain what type of conflict is present (refer to the handout for the four different types)

Conflict:

Type:

Point of ViewOut of the four types of POV (refer to your handout), how is the story told?SymbolismAre there any objects in the story that signify or represent something greater or abstract?ThemeWhat message was the author trying to get across? What is one sentence that could

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sum up the moral of the story?

Poetry Analysis Questions

1. Write a 3-4 sentence synopsis of the poem. ie. What is the poem about? What is happening in the poem?

2. Identify 3 examples of figurative language found within the poem. Explain its classification.

3. Is there an established rhyme scheme? Support your answer.

4. What is the mood and tone of the poem? – Provide 2 examples to clearly support your answer.

5. What is the mode of the poem? – Provide 2 examples from the poem which aid in defending your answer.

6. What is the theme of the poem? – Provide 2 examples from the poem which led you to this conclusion.

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Tone is the author or poet’s attitude or feeling toward a person, a thing, a place, event or situation. It is also the emotional feeling in the poem/story.

Ex. Apologetic, appreciative, concerned, critical, curious, defensive, direct, disappointed, encouraging, enthusiastic, formal, frustrated, hopeful, humorous, informal, inspirational, ironic, judgmental, lighthearted, mocking, negative, neutral, nostalgic, objective, optimistic, pessimistic, sarcastic, satirical, sentimental, sincere, sympathetic, urgent, etc.

Mood is the feeling you get as a readerEx. Happiness, disappointment, stressed, humorous, loneliness, competitive, anger, etc.

Mode is the way the literary text is expressed.

Ironic – the result is somewhat unexpected. There is a twist of logic in the outcome and/or actions taken Tragic – the result is usually involving death or great loss. There is a sense of sadness or grief Expository - Usually involves non-fiction writing. Often providing or exposing information Romantic – is the style of writing which focuses on the positive. Seeing the world through rose-coloured glasses

or a sense of optimism Comedic – a whimsical style of writing focussing on the lighter side of life. Humour is the base Philosophic – generally opinion based writing on the big questions of life.

Ex. Reincarnation, peace, war, etc. Satire – a form of humour, the purpose of which is to expose human follies and weaknesses so as to bring about

a change or improvement. Can be bitter and malicious or gentle and kind.

Theme is what the author wants us to know about the general truth of the story. For example, if the story is about “love,” the author probably knows something about love that he/she conveys through the story and the characters. Theme is an idea that is true for most people over time and across cultures.

Ex. Courage, equality, love, jealousy, acceptance, achievement, hard work, etc.

Motif: a motif is a recurring image or idea. The repetition of the idea reinforces the value of the image or idea and usually gets the reader to think about theme.

Rhyme Scheme is a poet’s deliberate pattern of lines that rhyme with other lines in a poem or stanza. The rhyme scheme, or pattern, can be identified by giving end words that rhyme with each other the same lame.

Ex. Twinkle, twinkle, little star, AHow I wonder what you are. AUp above the world so high, BLike a diamond in the sky. BTwinkle, twinkle, little star, AHow I wonder what you are! A

Each time you get to the end of the line, label the rhyme with a letter. By the time you finish the stanza or the poem, you will be able to identify the rhyme scheme.

Free Verse Poetry – Not all poetry contains a rhyme scheme. If a poem doesn’t have a particular rhyme scheme pattern, it is probably written in free verse. Free verse poetry is free from having to conform to any particular pattern, rule, or convention.

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Literary TermsPre-Grade 9 (To be reviewed in Gr. 9)1. Plot: what happens in the story2. Exposition: the beginning of the story when we meet the protagonist and find out the

initial conflict of the story.3. Conflict: the struggle between two forces, one generally being the protagonist of the story.

The antagonist can be the self, another person, animal, nature, technology/machine, society, or the supernatural.

4. Climax: the point in the story where the conflict is at its peak, when the conflict has reached its crisis and one of the two forces “wins”.

5. Resolution: the conclusion of the story, the unfolding of the theme, the “happy ending”, the tying together; what occurs in the resolution depends on the kind of story and the author’s purpose.

6. Protagonist: the main character of the story7. Antagonist: the force that works against the protagonist; the antagonist does not have to

be a person (see types of conflicts). Grade 91. Foreshadowing: clues in the writing that lead the reader to predict what will happen later

in the story.2. Suspense: the author intentionally leaves information out, or doesn’t answer questions to

prompt the reader to wonder, often anxiously, about what will happen next. Suspense is the quality of “being on the edge of our seat” as we read to see what will happen next.

3. Flashback: a strategy where the author takes the reader back to events that occurred before the present time in the story.

4. Theme: the theme is what the author wants us to know about the general truth of the story. For example, if the story is about “love,” the author probably knows something about love that he/she conveys through the story and the characters. Theme is an idea that is true for most people over time and across cultures.

5. Diction: diction is the author’s choice of words. If they choose one word over another, it is probably because that word implies some social or connotative meaning.

6. Repetition: repeats the same words or phrases a few times to make an idea clearer, or to add emphasis

7. Stanza: a group of lines in a poem that stand as one unit. 8. Rhyme Scheme: the pattern of rhyme that comes at the end of each verse or line in

poetry. The rhyme scheme, or pattern, can be identified by giving end words that rhyme with each other the same letter.

Grade 101. First person point of view: the narrator, usually the protagonist, tells the story from

his/her perspective using I, me, we, etc.2. Second person point of view: a story told using “you,” which places the reader

immediately and personally into the story.3. Third person omniscient point of view: the narrator uses third person pronouns

(he/she/they, etc.) and is God-like: all knowing (omniscient). This type of narrator is not limited by time or space.

4. Third person limited point of view: the narrator tells the story using third person 15

pronouns but limits herself to what one character can sense; the limitations are the same as in first person.

5. Objective point of view: the narrator does not judge or interpret in any way; he/she simply presents the story as if recording it on film as it happens.

6. Tone: the author or poet’s attitude or feeling toward a person, a thing, a place, event or situation. It is also the emotional feeling in the poem/story.

7. Dramatic irony: a discrepancy between what the character knows and what the reader knows to be true; it’s when the reader knows something the character does not know.

8. Free verse: lines of poetry that do not have exact patterns, either rhyme, meter, or both.9. Style: the mode of expression in language; the characteristic manner of expression of an

author. Many elements contribute to style, and if a question calls for a discussion of style or of “stylistic techniques,” you can discuss diction, syntax, figurative language, imagery, selection of detail, sound effects, and tone, using the ones that are appropriate.

10. Theme: the main thought expressed by a work. In poetry, it is the abstract concept which is made concrete through its representation in person, action, and image in the work.

11. Tone: the manner in which an author expresses his or her attitude; the intonation of the voice that expresses meaning. (Remember that the “voice” need not be that of the poet.) Tone is described by adjectives, and the possibilities are nearly endless. Often a single adjective will be enough, and tone may change from stanza to stanza, or even line to line. Tone is the result of allusion, diction, figurative language, imagery, irony, symbol, syntax, and style.

12. Mode: a broad, but identifiable literary style that is not specific to a certain genre. (ie. satiric, ironic, comic, philosophical)

13. Mood: the atmosphere or emotional element of a piece of writing that is brought about using word choice and descriptions.

Figurative LanguagePre-Grade 9 (To be reviewed in Gr. 9)1. Metaphor: a comparison of two generally unlike things meant to illuminate truth. Direct

metaphors use “is” to make the comparison explicit. Implied metaphors suggest comparison.2. Simile: a metaphor using like, as, than or similar comparative words to make the connection

between two generally unlike things. The intent of a simile is to illuminate truth. 3. Alliteration: the repetition of beginning sounds in words. Ex: I rarely rush past red roses.4. Rhyme: words that sound alike. There are either exact rhymes, where the end sounds of the

words are identical, like lark and spark, or there are slant rhymes where the words sound similar but are not identical, like lake and lark.

5. End Rhyme: This is what we call it when the words at the ends of lines rhyme. Ex: Line one: The maiden called to me/ Line 2: As I went out to sea.

Grade 91. Personification: giving human characteristics to non-human things in order to give light to

human action, emotion, ideas, etc.2. Hyperbole: exaggeration. The opposite of hyperbole is understatement. By using contrast,

an idea can be emphasized. 3. Exact Rhyme: This is when words sound exactly alike: cat, hat, rat4. Slant or Approximate Rhyme: When words share the same vowel sound or similar vowel

sound and same end sound, they “sort of” rhyme, but not exactly. Ex: which and fish have the same vowel sound, but the end sounds are not exactly the same. If you were scanning for a rhyme scheme, you could say that these two words do rhyme.

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5. Apostrophe: a figure of speech in which someone (usually, but not always absent), some abstract quality, or a nonexistent personage is directly addressed as though present.

“Twinkle, twinkle, little star,How I wonder what you are.Up above the world so high,Like a diamond in the sky.”

6. Imagery: Imagery is a language that appeals to the senses. It is description that makes the reader feel he or she is “in the setting.” There are six basic kinds of imagery: visual (sight), auditory (sound), olfactory (smell), gustatory (taste), tactile (touch), and kinesthetic (movement).

7. Irony: the contrast between actual meaning and the suggestion of another meaning. Verbal irony is a figure of speech in which the actual intent is expressed in words which carry the opposite meaning. Irony is likely to be confused with sarcasm, but it differs from sarcasm in that it is usually lighter, less harsh in its wording though in effect probably more cutting because of its directness. The ability to recognize irony is one of the surer tests of intelligence and sophistication. Among the devices by which irony is achieved are hyperbole and understatement.

8. Internal Rhyme: Words that rhyme can occur within a line. Ex: The cat sat on the hat.9. Oxymoron: a form of paradox that combines a pair of contrary terms into a single

expression. This combination usually serves the purpose of shocking the reader into awareness. Examples include “wise fool,” “sad joy,” and “eloquent silence.”

10. Understatement: the opposite of hyperbole. It is a kind of irony that deliberately represents something as being much less than it really is. For example, Macbeth, having been nearly hysterical after killing Duncan, tells Lenox, “’Twas a rough night.”

Grade 101. Onomatopoeia: words that sound like what they mean. Ex: “hiss” sounds like the hiss of a

snake.2. Allusion: An allusion is a reference to something in history, culture, or literature (especially

historical). An allusion adds to the depth of our understanding. If we know the reference then the poet or writer’s comparison helps us to see the poem or prose piece more fully.

3. Extended metaphor: an implied analogy, or comparison, which is carried throughout a stanza or an entire poem. In “The Road Not Taken”, Robert Frost compares the choice between two roads to the choices we make in life. Since he carries these comparisons all the way through the poem, these are considered “extended metaphors.”

4. Sarcasm: a type of irony in which a person appears to be praising something but is actually insulting it. Its purpose is to injure or to hurt.

5. Idiom: a set expression or a phrase comprising two or more words, that is not interpreted literally. The phrase is understood as to mean something quite different from what individual words of the phrase would imply. Alternatively, it can be said that the phrase is interpreted in a figurative sense. Further, idioms vary in different cultures and countries.

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Common Features of Shakespeare's Tragedies The fatal flaw: Shakespeare’s tragic heroes are all fundamentally flawed. It is this weakness that

ultimately results in their downfall. The bigger they are, the harder they fall: The Shakespeare tragedies often focus on the fall of a

nobleman. By presenting the audience with a man with excessive wealth or power, his eventual downfall fall is all the more tragic.

External pressure: Shakespeare’s tragic heroes often fall victim to external pressures. Fate, evil spirits, and manipulative characters all play a hand in the hero’s downfall.

A tragic hero: The purpose of a tragic hero is to evoke sad emotions, such as pity and fear, which makes the audience experience catharsis, relieving them of their pent up emotions. The tragic flaw of the hero leads to his demise or downfall that in turn brings tragic end. This gives wisdom to the audience to avoid such things in their everyday lives.

A dichotomy of good and evil: In religion, ethics, philosophy, and psychology "good and evil" is a very common dichotomy. Evil is usually perceived as the antagonistic opposite of good, in which good should prevail and evil should be defeated.

A tragic waste: The good being destroyed along with the bad at the resolution of the play. Often played out with the unnecessary loss of life, especially of "good guy" characters.

Issues of fate or fortune: The concepts of fate and fortune have often been interpreted as one's destiny – quite simply as the end result of divine providence vs. context of human free will.

Greed: One of the themes in William Shakespeare's play Macbeth is greed, especially what a strong desire for money, possessions, or power can do to a person.

Supernatural elements: Magic, witchcraft, ghosts, etc. Internal Conflict: The struggle the hero engages in with his/her fatal flaw. External Conflict: This can be a problem facing the hero as a result of the plot or a "bad guy"

character. The paradox of life: A paradox is a statement that may seem contradictory but can be true (or at least

make sense). This makes them stand out and play an important role in literature. Ex. Comic Relief: One or more humorous characters who participate in scenes intended to lighten the

mood. Foil: Characters set up as opposites of each other. This is used to emphasize the good points of one

against the bad points of the other to make them seem “more” good or “more” bad.

The Structure of a Play & Script

Script – the written form of drama

Cast of Characters – a list of who is in the play

Stage Directions – tell actors what to do; they are written in italic print

Dialogue – the conversation between characters

Monologue – when one character speaks at length to other characters

Aside – when one characters speaks to themselves in the presence of other characters, but the other

characters don’t hear what is said; think of it as hearing the character’s thoughts

Soliloquy – is when a character is alone on stage and thinks aloud (think solo)

Scene – the action that takes place in a specific setting and for a specific length of time. If you change

settings, you change scenes.

Acts – made up of several scenes grouped together (often) using plot structure

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