King Henry Rhetorical Analysis

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King Henry Rhetorical Analysis

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The King (2019) - King Henry's Speech

I recommend just the first three sections unless you assign each student a different section or two there are 52 total to try to translate. Add this pairing to your American Literature unit. These two texts offer easy opportunities for comparison: both have strong settings and character development. I like to have students follow up with writing their own character portrait poetry, zooming in on someone real or made up. Students always surprise me by creating an intense portrait in a very small amount of space. Do they fear death or do they welcome it? How do the poet and artist feel about the life they have lived?

Both the poem and song have lines that require some thinking. For example, what does Terry Jacks mean when he sings, "But the stars we could reach were just starfish on the beach"? In Dickinson's poem, students can examine her use of personification. How does death become a character in her poem? Students can also consider her use of capitalization and how it affects or doesn't affect meaning in the poem.

When my freshmen read Romeo and Juliet , I begin with a thematic hook. All of these examples help us pose the question: Why are stories of forbidden love so popular? As students make connections, offer opinions, and draw thematic conclusions, we prepare to begin Shakespeare's play. This discussion is the perfect way to make classic poems relevant. Why read Romeo and Juliet? Why read "Pyramus and Thisbe"? The stories reflect modern issues that impact modern teens. In comparing the poem and song, first have students focus on the birds. What are the conditions of their imprisonment?

Then move on to the tone of the poet and artist. Are they similar or different? How does that connect to the experiences of the birds? Finally, have students discuss the use of the different gender pronouns. How does Dunbar's use of he and Keys's use of she potentially transform the meaning in the poem versus the song? In fact, when I introduce American Literature at the beginning of my semester, I use poetry, music, and art to get students engaged. Both the poem and song share a purpose to improve American society, the song as an anthem for the Civil Rights movement and the poem as an appeal for equal treatment of all Americans.

Excellent for analysis of poetic devices, both include examples of rhyme, alliteration, figurative language, symbolism, and allusion. Once the symbolism is discussed, you can have students practice identifying rhyme scheme. Do students prefer one pattern over the other? This pairing can also lead to a deep philosophical discussion about choices and fate. Robert Frost maintains that "Two roads diverged in a wood, and I— I took the one less traveled by, and that has made all the difference, " while George Harrison claims that, "If you don't know where you're going, any road will take you there. Then allow students to debate the question using examples from literature. Both poets use a counter argument structure: they acknowledge the faults of their cities, then come right down and defend their homes.

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Black Star: Marcus Garvey. Michael Dawson on Garvey and Black Nationalism. A Race Capital: the Harlem Renaissance. Freedom Through Art: Alain Locke. Leonard Harris on Alain Locke. Making History: Carter G. Live Long and Protest: W. Du Bois, Info Alerts Maps Calendar Reserve. Alerts In Effect Dismiss. Dismiss View all alerts. An Overview of the Declaration of Independence. Between the Committee of Five and the Second Continental Congress, there were 86 edits to the document. The Second Continental Congress removed whole sections. Jefferson was most angered by the removal of one particular clause, a clause blaming the King for forcing the slave trade upon the American colonies. The final draft of the Declaration of Independence contains a preamble, a list of grievances, a formal declaration of independence, and signatures.

Preamble This first part of the Declaration contains an assertion of individual rights. In their complaints, the colonists make it clear that they are angry with the British king and government for taking away their rights as English citizens. They point out that the king has ignored or changed their colonial governments, as well as their rights to a trial by jury.

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