Student Name_from Mississippi Solo_Memoir by Eddy Harris.pdf - Sydni A LeDuff Student Name from Mississippi Solo Memoir by Eddy Harris Due Date Grade

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Unformatted text preview: Sydni A. LeDuff Student Name from Mississippi Solo / Memoir by Eddy Harris Due Date Grade Earned 2/17/17 100 Points Why This Text? Memoirs and other forms of autobiographical writing show how writers reflect on personal experiences. By analyzing a memoir, you can gain insight into the writer’s mind and build an understanding of the writer’s craft. This lesson introduces students to the memoir genre and to how various choices create a writer’s style. Key Learning Objective: The student will be able to identify features of a memoir and analyze the author’s style. Click Here to Read from Mississippi Solo by Eddy Harris Common Core Standards RI 1 Cite textual evidence RI 2 Determine central idea. Text Complexity Rubric Quantitative Measures from Mississippi Solo LEXILE: 830L Levels of Meaning/Purpose RI 3 Analyze how a text makes connections Single topic Structure RI 4 Determine the meanings of words; analyze the impact of word choices W 9 Draw evidence from informational texts to support analysis. L 3a Choose language that expresses ideas precisely and concisely. Qualitative Measures L 5a Interpret figures of speech in context. Less traditional Language Conventionality and Clarity some figurative language Knowledge Demands Everyday knowledge required Eddy Harris (b. 1956) is a writer, adventurer and seeker who spent his early years in New York City before moving to St. Louis where he grew up along the banks of the Mississippi River. For a long time, Harris had the dream of canoeing the entire length of the Mississippi River –to experience the adventure, challenge himself, and make self-discoveries. The voyage from Lake Itasca in Minnesota to the Gulf of Mexico in Louisiana covers more than 2,300 miles. His first book, Mississippi Solo, chronicles the canoe trip he took down the entire length of the Mississippi River in the 1980s –a risky trip that this city dweller was unprepared for. He has also written about adventurous journeys in other southern regions and in Africa. Watch these videos to build background knowledge. Eddy Harris Mississippi River Trip 1 Video: Eddy Harris Mississippi River Trip 2 Video: This Information Will Be Tested Analyze Text: Memoir Standard: RI.3 Analyze the interaction between individuals, events, and ideas. Note: A memoir is a form of autobiographical writing in which a writer shares his or her personal experiences and observations of significant events or people. Memoirs are often written in the first person. Authors of memoirs often • “talk” to readers, using informal language and sharing personal feelings • Recall actual events and emphasize their reactions to them • Show how their experiences changed their attitudes and lives 1 Too many marvelous days in a row and you begin to get 2 used to it, to think that’s the way it’s supposed to be. Too 3 many good days, too many bad days –you need some break 4 in the monotony of one to appreciate the other. Analyze Text: Memoir - What features of a memoir appears in lines 1 to 4 of the excerpt from Mississippi Solo? It is 1 is that Appears in line 1-4 is that The man Was scared of going into the lake of Mississippi....Because he was scared of what could happen even though he did this twice and he is probably talking about when he did this once he is talking about probably being scared again."When he said many good days,too many bad days" He was probably used to the bad days and not good one of the bad days was probably when crossing the river of Mississippi and something bad happened to him which probably made him scared. Analyze the Meanings of words and Phrases Standard: RI.4 Determine the meanings of words; analyze the impact of word choices. The author’s style is the manner of writing –how something is said rather than what is said. Readers can analyze an author’s style by making observations about these elements: • Word choice • Sentence fragments • Sentence types • Repetition of one or more words • Sentence length • Descriptive details An author’s style can be formal, using complex language and sentence structures, or informal, using simpler language, sentences, and fragments. Figurative language is an imaginative use of words to express ideas that are not literally true but that are meaningful and can have an emotional impact. This chart shows three common kinds of figurative comparisons. Comparison Example Effect Simile: a comparison of two unlike Clouds rolled overhead in wild swirls Vivid image of changing sky things using the word “like” or “as” like batter in a bowl. (lines 26-27) Metaphor: a comparison of two …the far curtain of the insulated Warmth that is trapped inside a unlike things that have qualities in air…(lines 35-36) barrier common, without using “like” or “as” Personification: the giving of human The river was talking to me …(line 14) A feeling of connectedness. qualities to an animal, object, or idea. Find another example of a simile in this memoir. What does it help you understand Another example of a simile in this memoir is found in lines... Clouds rolled overhead in wild swirls like batter in a bowl. Setting a Purpose: Pay attention as you read to how the author recounts a special moment from his life while he canoed by himself down the Mississippi River. What makes his experience so meaningful for him? Because it was like he was stirring through a hurricane Chunk 1: Unfamiliar and Misunderstood Words (Lines 1 to 12) Directions: The following words have been identified and words that you may struggle to understand in the text. We will discuss these words in class and you are to write an original sentence for each word. Marvelous 1. Write Your Sentence Monotony 2. Write Your Sentence (adjective) The definition of marvelous is a surprising, amazing or very good person, thing or event. Ex. The author was surprised by the week of marvelous sunshine because for the previous 3 weeks it had rained every day. I had a Marvelous grade on my test (noun) Monotony is defined as boring sameness or a lack of variety and interest. Ex. The student found the monotony of Biology class to be mind-numbingly boring. I found the monotony of listing to my mother to be so boring and I have other things on my mind and other things to do. Standard: RI.1 Cite textual evidence; make inferences Standard: RI.3 Analyze the interaction between individuals, events, and ideas. Note: A memoir is a form of autobiographical writing in which the author tells about personal experiences. 3. Analyze Text: Memoir Read lines 6 to 8. Cite textual evidence that reveals and proves that this text is a memoir. How have the events already shaped the author’s ideas about this day? Your answer should be in R.A.C.E format. After rereading line 6-8 it acts as a memoir because the author is telling that this been happened by the past tense when he said he crossed this river once and he did it again it didn't say what was going on in his life right now it was telling what happened a long time ago.It "..." Shows how their experiences changed their attitude and lives. Standard: RI.1 Cite textual evidence; make inferences Standard: RI.4 Determine the meanings of words; analyze the impact of word choices. Note: Style is how an author writes, rather than what an author writes. An author’s style includes ways of shaping sentences. This author’s style includes sentence fragments, which are groups of words that are only parts of sentences. Click Link: Sentence Fragment Notes 4. Identify and explain the two purposes that authors use sentence fragments. 1.To communicate in a casual and informal manner,like a person is having an everyday conversion. "Fragments could be used in an informal essay,or any written piece that is purposely casual. They would be used to promote understanding and cater to a certain audience that will likely appreciate and respond favorably to Informality. 2. To communicate a sense of fragmentation about a character in a piece of literature."When Characters in a novel experience fragmentation, sentence fragments can do a great job of describing that sense of something or someone isolated, broken apart or disoriented. 5. Analyze the Meanings of Words and Phrases: Read line 10. Locate examples of sentence fragments in line 10 and explain your ideas about why the author chose to write in this style. Your answer should be in R.A.C.E format. In line 10,the sentence fragment is, "No singing,No talking to myself just feeling" Those are Sentence fragments I think he wrote this to describe the way to communicate and to tell and show the reader's personal feelings.The author also wrote in this style to communicate as if he is not even thinking complete thoughts. Chunk 2: Idle 6. Write Your Sentence Chatter 7. Write Your Sentence Jabber 8. Write Your Sentence Donned 9. Write Your Sentence Unfamiliar Words and Misunderstood Words (page 138, lines 13 to 25) (adjective) Having no value, use, or significance; worthless; useless: idle talk Ex. The students were engaged in idle talk while they waited for the bell to ring. I was only making Idle conversation. (noun) The definition of chatter is ongoing silly or meaningless talk. Ex. Al couldn’t wait to leave his house because of his Peg’s and her mother’s chatter. Dean picked up Gladys's Chatter in Med-conversation. (noun) The definition of jabber is excited, fast talk that often times does not make sense. Ex. Leilani, in her excitement, was trying to speak but her words came out as jabber. I am always Nervous when My brother Jabbers up things that happen in the world. (verb) Past tense of the word don. To don is defined as to put on a piece of clothing. Ex. I drifted and donned my yellow rain suit and hood. We Don Garment after Garment,as if we grew like exongenous plants addition without. Standard: RI.1 Cite textual evidence; make inferences Standard: RI.4 Determine the meanings of words; analyze the impact of word choices. Note: The way an author describes things is another aspect of style. This author uses personification, which is a figurative comparison in which human qualities are given to something that is not human. Personification is a form of figurative language, which is the imaginative use of words to express ideas that are not literally true, but are meaningful and can have an emotional impact. Chunk 2: (page 138, lines 13 to 25) 10. Analyze Meanings of Words and Phrases: (1) Underline the words that tell what is being described. (2) Highlight in yellow the words that tell what the thing that is being described is like. 13 on the river bed. Each change had something to say, and I listened to the river. The river was talking to me, changing 15 colors from puce to brown to think, murky green. Saying nothing. The idle chatter you get when you walk with your 17 favorite niece or nephew going no place in particular with nothing special on your minds and he feels like it. The river was 19 like that to me. A comfortable buddy sharing a lazy day. Nothing else mattered then. Going someplace or not. 21 Arriving in New Orleans or shooting past and landing In Brazil. I didn’t care about anything. The river kept me 23 Company and kept me satisfied. Nothing else mattered. Then the river whispered, “Get ready. Get ready.” 25 The day turned gray and strange. Clouds rolled overhead In wild swirls like batter in a bowl. I could see the rainstorm 27 Forming off in the distance but swirling rapidly toward me Like a dark gray avalanche. 11. Cite Text Evidence: Read line 13 to 25. Cite textual evidence of how the author personifies the river, and discuss the effect this comparison has on the text. Note:The literary tool of personification helps readers relate to non-human subjects by ascribing human qualities and traits to ideas, objects, animals and other items. Personification works by making non-human objects more relatable to humans using vivid descriptions, feelings and emotions. In The Textual Evidence He said The The River Is talking to him and Whispers "Get ready. Get ready." And He Also Describes How the River looks to him that it looks all muddy and Teeming with life. And Some Aura Is Sending Something to the Character to Fear of how the River Presents Himself. Note or Helping Example:In the Textual Evidence in lines 13 to 25 that shows author's use of personification for the river is, "The river is talking to me." Saying nothing.The idle chatter you get when you walk with your favorite niece or nephew going no place in Particular with nothing special on your minds and feels like it." "A comfortable buddy sharing a lazy day." "The River kept me company and Kept me satisfied." "The river whispered. Get ready. Get ready." The author's use of personification was to make the river more relatable to the reader. The Author compares the river to a close friend,a familiar pestering niece or nephew. Teacher Model of Close Reading Screencasts In the Close Read video you will observe two readers discuss and annotate the following key passage that begins on line 19 “The river was like that to me” to line 27 “like batter in a bowl.” Click Here for Close Read Video 19 away because it’s comfortable and he feels like it. The river was 20 like that to me. A comfortable buddy sharing a lazy day. 21 Nothing else mattered then. Going someplace or not. 22 Arriving in New Orleans or shooting past and landing 23 in Brazil. I didn’t care about anything. The river kept me 24 company and kept me satisfied. Nothing else mattered. 25 Then the river whispered, “Get ready, Get ready.” 26 The day turned gray and strange. Clouds rolled overhead 27 In wild swirls like batter in a bowl. I could see the rainstorm 12. What are some of the things that were discussed in the screen cast? Of how His POV was like to the river.. It was like the River was Challenging him Personally in His mind. Then When Boating and Taking on the River The River Decided to take him on with a Storm when he said it was swirling like batter in a bowl it was a Brewing and Was a big one that Tested Him and Weither He would Live or Die. CRITICAL VOCABULARY (noun) any large, overwhelming quantity that comes suddenly. Avalanche Ex. There was an avalanche of water that rushed down the river. The author compares a distant rainstorm to an avalanche. 13. What feelings are suggested by the word avalanche? How might a rainstorm be like an avalanche? Reread lines 27 to 29. Avalanche is Fast and Hard and Dangerous causes a lot of damage he was comparing that bad Storm to an Avalanche of how dangerous and suffocating it was. Chunk 3: Teasingly 14. Write Your Sentence Urge 15. Write Your Sentence Unfamiliar Words and Misunderstood Words (page 139, lines 52 to 79) (adverb) Teasingly the way it is used means to strongly urge in a persistent manner. Ex. The voice of the river came out and spoke to me teasingly. He eyes me teasingly. (noun) Urge is defined as a strong force that stimulates someone to take action. Ex. The urge came over him to try out for the football team. She fought the urge to run. Standard: RI.1 Cite textual evidence; make inferences Standard: RI.4 Determine the meanings of words; analyze the impact of word choices. Note: The author uses descriptive language to help the reader share the experience of the storm. A simile is a king of figurative language comparison in which unlike things are shown to be alike in some way. A simile makes the comparison by using the words “like” or “as.” 16. Read lines 62 to 70 below. Highlight in yellow the simile that the author uses to describe trees. 62 No sooner had I ducked into the trees than the sky split 63 open with a loud crash and a splintery crackly of lightning. 64 I was not going to make it through the trees. The wind came 65 in at hurricane strength. The tips of the trees bent way over 66 and aimed toward the ground, like fishing rods hooked on a 67 big one. Water flooded like the tide rushing upstream. The 68 trees swooshed loudly as the leaves and branches brushed 69 hard together. Branches fell. Rains came and poured down 70 bucketfuls. 17. Analyze the Meanings of Words and Phrases: Read lines 62 to 70. Cite textual evidence of what the tips of the trees are compared to and describe the impact this simile has on the text. He compared the trees where it was compared the water flowing and rushed like a tide. And how the trees swooshed loudly as the leaves and branches brushed hard together and it describe that it was a hurricane because of how the trees and environment. CRITICAL VOCABULARY (verb) to break up into sharp, thin pieces. Splinter Ex. The ball struck the mirror and caused it to splinter. The author describes the crash of thunder and the “splintery crackle” of lighting. 18. What do you think lightning made of splintery crackles might look like? Can you compare what splintery lightning might look like? It was like a splinter because like how a splinter penetrates the skin the lightning penetrate the sky and a crackle was like a loud boom which is known as thunder right after the crackle. Chunk 3: Drench 19. Write Your Sentence Cocoon 20. Write Your Sentence Intuition 21. Write Your Sentence Ethereal 22. Write Your Sentence Unfamiliar Words and Misunderstood Words (page 139, lines 52 to 79) (Verb.) To wet through and through; soak. (Adj.) To describe something as being very wet. Ex. The boy walked into the front office of the school and was drenched from head to toe. The snow was drenched with blood, like an immortal snow cone. (noun) Something that envelops, covers, protects, or isolates. Ex. I enjoyed the feeling of the water all around me and on me, enveloping me like a cocoon. Eggs deposited in a cocoon after copulation. (noun) direct knowing or learning of something without consciously thinking or reasoning about it. Ex. Mothers are said to have an intuition about their children. Ex. My intuition told me to avoid taking the highway home, I later learned there was a bad accident. His greatest administrative gift was a fine intuition in choosing men to serve him. (Adj.) The word ethereal is used to describe something as being light and airy; heavenly. Ex. I sat and watched the spider spin an ethereal web that stretched across the doorway. Her hair fell softly around her face and she had an ethereal glow about her. Standard: RI.3 Analyze the interaction between individuals, events, and ideas. Note: The author of a memoir recalls particular events that have left a strong impression on him or her. A memoir describes how events have shaped the author’s ideas about the experience being recounted (told to the reader.) 23. Read lines 85 to 100. Highlight the events that would have been memorable to you if you were in this situation. 85 The wind shifted as the storm came directly overhead. 86 Water streamed straight down. I was drenched, and the canoe 87 was filling up quickly. Anything in the canoe that could float 88 was floating. If the rain continued for long or if the wind kept 89 up strong and the rain kept spilling into the canoe, I would 90 sink. But I was not worried, hardly more than concerned. In 91 fact I enjoyed the feeling of the water all around me and on 92 me, enveloping me like a cocoon, and despite the drama I 93 felt no real threat. I was more amazed than anything, 94 trying to analyze the voice I had heard or whatever instinct or 95 intuition it was that urged me to park in these trees. It had 96 been something so very definite that I could feel it and yet 97 so ethereal that I could not put my finger on it. So I stopped 98 trying and just sat there patiently waiting and hugging my 99 tree. I was one with this river, and nothing could happen to 100 me. 24. Analyze Text: Memoir Read lines 85 to 100. Explain why this particular episode is so memorable for the author and how events shaped his ideas about the events that took place. He was in a situation with an ethereal feeling like how the wind did a massive impact on his mind and imagery of what was happening when he was fighting against the storm. When he act...
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  • Fall '19
  • Mississippi River, River, Eddy Harris, Mississippi Solo

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