3. read the tide and heading of the activity. the headings ... · 1. i m so ashamed of my...

1. Read the. cilr'ecdons carefully befox'e you begin.

2. Locate the text page nLimbers for the text you. will be reading.

3. Read the tide and heading of the activity. The headings serve as a reminder so thac you know what

EG expect in the activity. Each activity and page will have specific directions for you to follow.

•* Some of the activities will have che title Before You Read. This section will usuaUy refer to key

vocabulary dial' would be .helpful co become familiar with before reading, or a shore research

project that will help you build, background knowledge.

0 The While You Read secnon gives specific instruction and- guidance on skills chat are featured

and important for the comprehension and analysis of chat reading selection. It will usually

contain a. reading workshop to explain a new skill or concept and a few examples to scan out.

*» The After You Read section is the one that will prompt you to evaluate or reflect on how well

you understood the selection. It will feacure a Selection Sel&Tesc char will contain multiple

choice questions in which yo\i can use your knowledge of che skills ro malce well-mformed.

choices. Every now and chen you migliE see a Journal or a brief questionnaire in this section

and if you do, note that ic will also serve as a reflection piece.

**The writing and-grammar sections do notfollow the Before'&uReadj,WKiie You [email protected], and After

You Read rules. These activities have headings that are specific co the sldll rhar you wi!l be working

on. Look for directions and examples to guide you on chese sections.**

English IOA CP - HS1081 ' Unit 3© Educarion Management Systems III, Inc.

StucicncAcm'hy Workbook - 11/1/13

Big Idea; Authors Perspective

Big Question: What happens when the authors perspective Is not included In a work? Howdoes It affect a work if the author spends too much tune explammg his/her perspective?

Thie authors perspecrive in a literary work mdudes tlie Judgments, .udtudcs, and experiences the

audior brings to due subject. An author's perspective determines whk;h defaiis he or she includes, as

in these examples;

A writer wkh first-hand experience of an event might report his OL- her own L'eacrions as well as generally

known facts. A writer with o. positive view of a subjecE may emphasize ics benefits.

A work may combine, seyeral perspectives. For example} a writer may tell what it felt like to live

tliiough an event. In addition, the wrker may express his or her present views of the experience. As

you read, look for details chat suggest the authors perspective,

Assignment:

1. Navigate to 'yowigadultbookrevistas.cmn and read the ciescripdoiis oi-bool^ If you don?r see one

that interests yoti, then. you can visit the archive on rhe righ.c hand. side, or selecc a category.

2, Select & book dial interests you and chsn read the brief summary of the work. Identify che autKors

perspective from chc summary m 2-3 sencences. 'What Judgments, a-tdtude^ and experiences fron-i

die author can you hear in the synopsis, or summary? Wliac will happen to the reader who reads

this book if die author falls so include his or tier pefspecdve, or spend roo much time focusing on

his/her perspective insteacL of^ ceiling the story?

English 10A CP - HS1081 - Ufur 3© EduciitiOii M;in;igilmetir Sysccius III, Inc.

Stude

Before You Read "One Thousand Dollars" by 0. Henry

WORD LIST

1. assented— to agree (p. 309)

After mo weeks of pleading and begging, Petes mom finally absented to let him spend the night achis friends house.

2. stipzdates ~ inciudes spedScally as pact of an agreement (p. 308)

'This contract stipulates thaE you will respect quiee hours from 9:00 p.m. until 6;00 a.m.," said

Matts landlord with a serious face.

3. inflict - to Impose (p.310)I don't want co mflict my financial troubles on parents because chey have already lenc me so much

money. , ' -

4. imfertinent— bold; disrespectful (p. 3 II)

The comments that my hiscory professor made aboux his wife were impertinenc co the conversation

vre were having about the civil war.

5. incoitsequent ••- illogical (p. 311)

I m glad my roommate asked- me to help her on her researck paper; it was mconsequen.c, and would

have irritated her English professor.

6. disposition — Snal secdemenc of a matter (p. 312)

People who avoid paying chelr bills could receive a disposition that requires them to pay eveiythingback with interest.

7, ^r^^fe^—exercising sound judginent;'cautious (p. 313)

A prudent driver -will most likely have a superior driving record and therefore pay a low insurance

premium.

8. reprehensible — deservm^ o^ reproo^ s&buke (p. 313) •

Throwing food at the people seated next EO us was reprehensible and- for that you are groundecU"

sliouted Andrews mom.

English 10A CP - HS10S1 . Unit 3© Bduc-ition Managcmenc Systems III, Inc.

Student Acdvity Workbook - 11/1/13

^^^ff^^S^^MV;Ss^^^%?^;?^^:;;^!§^':^^^;;^;'^^3^^ ; •!@?^;S3^^^Mii%;;:^^^SW^;!i:SiS¥^^:^^;;:^%S^?S^^^^^ ;.i.'.'' i '•: '^': ^ '

WORD STUDY

Antonyms nre words wich opposite raeanmgs. Rewrite the following sentences by replacing each word

or phrase in Italics wich hs anconym from the vocabuiar;^ list. Then, explain which version of each

sentence makes more sense.

1. I m so ashamed of my investment chat has depleted my retiremenc fund.

2. My brother's commendable behavior goc us both in trouble.

3. One of the qualities thac I a-ppreciate abouE: my girl&iend is her careless nature and how she thinks

everything out before making a decision.

4. I like reading the important commencs from. rude and ignorant people on YoziTube.com.

5. It is not uncommon for confident teenagers to make careful 5ta.temencs about life as they are

learning to be adults.

English IDA CP - HSlOSl - Unit 3

© Education Nanagemerit Syscems III, Inc.

Srudcnt AcEivity Worlcbook - 11/1/13

»S Complete the following graphic organizers for the selected words.

Cartoon or Doodle to

Help You Remember

the Word

D7. Related Words

1>

•=>

6. Your Own Deftnirion

1. Word:

stipulates

<^

5. Syxionyins

Antonym$

2. Part of Speech andDefijaitioxi

3. Sentence from

Context and Page

0

<^

4, Your Own Sentence

English 10A CP . HS10S1 - Unit 3© Education Manitgemcnt Systems III, Inc.

Student Accivit}' Workbooic—11/1/13

8. Cartoon or Doodle to

Help You Remember

the Word

7. Related Words

D6. Your Own Definition

1. Word:

prudent

<=1

5. Synonyms

Antonyms

2. PartofSpeecik and

Definition

^3. Sentence from

Context and Page

<=I

4. Yoiic Own Sentence

English 10A CP - HS1081 - Umr3

© Education l^anagemeitt Systems IIT, Inc

Student Acrivicy Workbook - 11/1/13

8> Cartoon or Doodle to

Help You Remembertlie Word

^>

1. Word:

im^ertment

7 Related Word?

it6. Your Own Definition

<^

5. Synonyms

Antonyms

2. PartofSjpeecK and

Definition

^3. Sentence from

Context and Page

4. Your Own Sentence

English 10A CP - HS1081 - Unit 3© EducaEion Management Systems III, Inc.

Studeiu AcuviEy Workbook " 11/1/13

While You Read "One Thousand Dollars" on p. 308-313

LITERARY ANALYSIS: POENT OF VIEW

* Point of view is the perspective from which a scoiy is told. Most scories are told- from either firsc-

person polnc of view or third"person point of view.

6 In first-^erson point of view, the narracor [s one of the characters and refers to himself or herself

with die pronouns I or me. In "By the "Waters of Babylon," for example, rhesiorys narrator is also

its main character, John.

• In third-person point of vieiv, the narrator does noc parEicipate in the acdon. Instead, the narrator

refers Eo characcers by the rhird-person pronouns he, she, him., her^ chey, and- thcm."0ne Thousand

Dollars" :is told m rhird-person point of view. A narraror outsicle the story tells sbou-t the actions

and experiences of die main character, Bob GiUian.

Somerimes, a writer gives the reader more information chan the narrator or a character has. By doing

so, die writer creates dramacic irony, a forceful conErasc berween.whaE the rea-der lcnows to be true and.

what the narrqcor or character believes-

i: In the margins of One Thousand Dollars there are four literary analysis questions

thac will help you practice with pomt of view. Write your answers to die questions found on p.309-

313 on rhe lines below.

1.

4.

English 10A CP - HS1081 - Unit 3© Education Management S^'scuns III, Inc.

Student Activity Workbook — 11/1/13

»: You will continue with che skill ^w'w? ofwetf In the nexi: few questions.

"Wnte your-answers to the following questions.

1. How can you tell that One Thousand Dollars" is told In rhkd-pcrson point of view?

2. At the end. of "One Thousand Dollars," what do Gillian and the reader kn.ow that the lawyers do

not know?

3. Reread the last sentence of "One Thousand Dollars." How does rhis sentence create dlramaric

irony?

4. Does this dramatic irony make you see other people in a new light? Wiiy or why nor?

English 10A CP - HS1081 - Unic 3

© Education Masiagcmcnt Systems III/ Inc.

Suctcnc Acavity Wockbook -- U/l/13

, ••\ff:^^?^^a^!^^'sfs^^:'}^^:^^^^-^.-:?^. ,.^^:K^s:;S:;^S^^:;S?^l^5^^n^3;^i^:^^

>: Read die questions carefully, Circle the best answer.

'1. In One Uousand Dollars, how does Gillian respond to his $1,000 inheritance?

A, He Is angry that his uncle did nec leave him more money.

B. He finds it an awkward amount of money to have co spend.

C. He is overjoyed char his uncle left hi-m such a large sum of money,

D. He knows thac if he spends ie wisely, he will receive much more money.

2. In One Thousand Dollars," which word best describes LoEta Laurieres response ro Gillian?

A. dismissive '

B. affectionate

C. hostile

D. puzzled

3. In "One Thousand Dollars," why does Gillian give the money to Miriam Hayden?

A. He loves her and wants co declare liis love.

B. He wanes co impress her and show her how rich Ke Is.

C. He feels guilty that she only got a ring and $10 and he got $1,000.

D. He can t think of anything else to do with It.

4. In One Thousand Dollars," Old. Brysons reaction to GUUan suggests that:

A. some oF Gillian s acquaintances like him only because he is wealchy.

B, many ofGillians acqualncances will be jealous of his inheritance.

Q most of Gillian's acquaincances wane what is best for him.

D, some of Gillian's acquaintances find him immature and unlikable.

5. Whar creates irony ac the cad of OnelhoLisand Dollars"?

A, The lawyers know something about Gillian that the reader does noc. -

B. The narrator knows romeching about Gillian that the lawyers do not.

C. Tile reader knows something about Gillian chac che lawyers do not.

D. Tlie lawyers, die reader, and the narracor all discover the truth In <<0ne Th.ousand. Dollars."

6. WKich best describes the poinE of view of the narrator in "One lliousand Dollars"?

A. firsi-person

B. omnlsdenr third-pcrson

C. limited rhird-person

D. nafve first —person

English IDA CP - HS10M - Umc 3© Education Managcmcnc Systems IHj Inc.

Smdenc Activity Worlcbook - 11/1/13

, WORTH 10 PTS*

|Ju$t about every DVD or Blu-ray comes equipped with a special features menu. In char menu one

[can usually find deleted scenes and sometimes an alternate ending. Many times after watching these

s scenes, a movie viewer may be able to liypothesize as-to why the author left out or chose to go with

specific scenes.

IRi€fl©NS? Change how Gillian decided to use the $1,000 or inclLid-e a decision from Mr.

Tolman and ML Sharp. Pretend you are tlie wrirer/ciirector of "One Ttiousand Dollars" and your job is

to wrice an alternace/different ending. The checklisE below explains die requirements of your alternate

ending.

Your ending must:

D include dialogue

D be 1-2 pages

Be original in your writing. It should be wriEien by you and only you,

EngEisti IDA CP ' HS1081 ' UniE 3

© Education Managcincnc Systems III, Inc.

Scudent Activity Workbook -11/1/13

10

b1'^ l.'l«

English 10A CP - HS1081 - Uiuc 3

© Educ.idon Management Systems 111, Inc.

Student Activity Workbook- 11/1/13

11

Alternate Ending Rubric

^?S^tHaMK^:;|

^^pjicei&^N::^u^^xy^\

Bli%ili

^?^^ ^^^%^Writers voice is difficuEt EOdistinguish from originalauthor; distracting to the

reader

The climax, faItEng actionor rcsolurion has not been

altered

NWriters voice is

inconsistent and writing

demonstrates traces of

originality and creauvlry

The climax, falling action

OF resoluHcm of the scory

is altered but is choppy or

awkward

^.

Writers voice is strong and

successfully demonstrates

originality and creativity

The climax, falling acdon,

or resolution of the story

is successfully aJcered and

blends well with the plot

Score

^^Scoi'e^^

J 10English 10A CP ' HS1081 - Unit 3

© Education Managemeiu Sysccms III, Inc.StudcncAcrivicy Workbook " 11/1/13

12

Before You Read '/Evei<est// from Touch the Top of the World byErik Wiehenmayer

WORD LIST

1. apprehension - suspicion or feax of future trouble or evil (p.452)

Sandra admits that on days where everything seems perfect, there is a sense of apprehension that

seenis to ruin fhe moment.

2. mnbient— of die surrounding air or environment (p. 454)

Experts say that die ambient air in one's home can be more toxic than the air OLitside.

3. terrain - a trace of land, mainly referring to its natural features (p. 452)

Ttie rocky terrain of my c\ty makes It difficult to grow my own frulcs and vegetables.

4. logistics— die planning iniplementadon, and coordina-tion of the details of an event, business or

other operation (p. 453)I Just got a save the dace post card that noced the logiscics of the wedding would follow in an official

mvita-tion.

5. implemented - co carxy out; to perform; to fulfill (p.453)Now that the management has impIemenEed a new policy abouc using cell pho-nes ac work due to

theft, I just;--don t b.ocher bringing mine ouc of the car.

6. retrospect— 10 look back upon; conremplate (p. 453)

In retrospect, maybe kwasnt a good Idea to have left my iPhone in the car while I was shopping. •

7. reluctantly— unwilling; dismclined (p. 455)

I reiuLCtantly wrote down my email address on the entry form of the car give away sweepscakes; Ive

been getdng so much spam- email.

8. traversed- to p&ss or move over, along, or chrough (p.456)

The bikers EraYersed the most difficult part of the trail.

9. dissipated— co scatter In various direcdons; disperse (p. 457)As soon as we walked through the doors of the Staples center, our voices dissipated, making it

harder for us EO carxy on .the private conversation diat we were iiavilng in the car.

Bnglish 10A CP - HS1081 - UiUE 3© Education Management- Systems III/ Inc.

Student Acwity Worlcbook - 11/1/13

13

VOCABULARY INVESTIGATION

i: Choose five words from the list that you would like to explore fm-Eher. NexE,

nftvigate co asinearHcles.com and. In die searcli field, type in one of your selected words and you will

find numerous articles tliac use each word, CKoose an article and princ it. After reading each article,

answer the following questions.

1. Summarize die article in 2-3 sencences.

2. Wrlre the sentence that uses die vocabulary word. What part of speech Is this vocabulary word?

3. "What are some context: clues?

4.' What is-the authors purpose? Flow does this word help determine die author's purpose/voice?

EnglisEi 10A CP - HS1Q81 - Unk 3© Education Managcmcne Sysc^nts III, lac.

Student Activity Workbook- 11/1/13

14

'^6 ''••'•'''::9 ~'Jk.~.

WORD STUDY

i; Complete the following graphic organizers for the selected, words.

8. Cartoon orDoodleto

Help You Remember

the Word

•Q7. Related Words

it

^>

6. Your Own Defiaitlon

1. WonH

retrospect

5. 5ynonyjns

Antonyms

t=>

2. PartofSpeecli and

Defmirion

3. Sentence from

Context and Page

^

<^


English 10A CP - HS1081 - Unit 3© Education Management Sysceans III, Inc.

15

Student Actmcy Workbook - 11/1/13

Cartoon OF Doodle to

Help You Remember

the Word

^>

6. Your Own Definition

1. Word:

logistics

<^

5. Syaonyms

Antonyms

2. PartofSpeecK and

Definition

3. Sentence from

Context and Page

^4, Your Own Sentence

English 10A CP - HS1081 - Unit 3© Education Management Systems IIL Inc.

16

Student Activity Workbook - 11/1/13

Reader's WorE<shop

Literary Analyst y does not happen on che 6rsc read of a selection. Good readers know chac cheywoni:

be able to catch everyehing the firsE time. It Is important co look for speci^c elements on a second or

third read. This does not meaii a reader has to read die whole selection from beginning to end a second

and chird. time; it means chat he or she Is deconstrucring the cEaft and scruccure of fhe work.

In order to effectively anai)^e a work, you -will have the following tasks:

8 Describe how the auMior introduces and supports a central idea.

0 Identify die order m whicli ideas are presented and evaluate their logica Deconstruct the elements that the autlior uses to convey Ills or her ideas to the readers

Craft and Structure Elements

ETI^NS: Page 448 of your textbook does an excellent Job of describing the kinds of chlngs to

look for. It breaks down the literary analysis process. Read p. 448 and chen complete the chart below.

In each box^ summarize the task of the reader in each category.

Central Idea and Point of View

A reader should look for key points and pay attentionto the order and timing of those points. A reader

should be able to dmw conclusions about the ciuthor

f)'om his or her point of view. .

Methods of Development

Rlie£orical Devices

Imagery and Figuratlve Language

A reader should be able to recognize figurative

language such as imagery, metafhors^ similes, etc.

dnd determine the effects on the work.

English IDA CP - HS1081 - Uur 3© Education Management Sysccnis 311, Inc.

Smdcnt Acdvity Workbook - 11/1/13

17

Organizational Structure Tone and^brd- Choice

A reader should he ctbie to distinguish between the

style and type of words that the author chooses to

use. He or she should be &Ue to determine the effect

the choices have on the'tone.

lliank you for johung us in this Literary Analysis workshop, You will have the opportunity co

participate in a lecture in which your virtual worksliop leaders will Eake you on a journey where you

will traverse "Everest" from Touch the Top of the World..

Part A»: You can follow the lecture in your cextbook on p. 452-458. You will nouce that the

cext is color coded and there are comments and questions in the margins. Answer the questions from

each category in the corresponding section of the charc below. You will find the section number in

the chart to help you identify wiiere to write your answers. In each box, summarize the task of the

reader in each cacegory.

Central Idea and Point of View

Methods of Development

Organizational Structure

Rhetorical Devices

Imagery and Flgurative Language

Tone and Word Choice

English 10A CP ' HS1081 - Umr3© Education Management System? Ill, Inc.

SaidcnE AccmE}'WoAbook - 11/1/13

18

•t';.;;;

Part B

"Everesc" is a narrative essay^ an essay that tells about an experience that due-writer, Erik^eihenmayer,

has had. Like ail essays, It expressed the writers style, tone, and perspecEive. Style may be defined as

the way in which rhe writer uses language. It involves level of foi-maiit^ ehe use of figurative language,word choice, sentence pacterns, and methods oforgamzstion. Tone is die writers atdEude toward his

or her subject and dudicnce. Perspective is die writers pohit of view or opinion.

i:, On the chart, write details from "Everest" tiiAt reveal Weihenmayers style, tone, and

perspective.

English 10A CP - HS1081 - Utuc 3

© Educsition Management Sysceins III, Inc,

Student Accmcy Workbook - 11/1/13

19

»; Rea.d the questions carefully. Circle the best answer.

!1. According to "Everest," wiilch icems explain v/liy blindness is an adyanrage for 'Weihenmayer while

lie is climbing?

L He is not hampered by darkness.

II. He is not susceptible to snow blindness.

III. He is not bothered by the sound- of the wind.

IV. He does not zvorry &bout his go^gles freezing.

A. IJIJII

B, IJUV

c. uiuv

D. ii, in, iv

2. In "Everest, how does PV make it back to camp?

A> He sees die lighrs from the cents.

B. He stumbles onto the camp by accident.

Q He is brought back by someone who goes co meet him.

D. Pie shouts until someone hears him-and guicle& him back by the sound of his voice.

3. In "Everest, why do the climbers decide not to cum back?

A. Reports from below indicate tliat the weather is improving.

B. They know that the sEorm. is weaker higher up che mountain.

C. They are afraid they will never get another chance to summit,

D. The audior persuades the other members ofche team to go on.

4. According to Everest," Jeff feels faint and. dizzy because:

A. his oxygen regulator has malfunctioned.

B. he has gone too long withoui: eating,

Q he is suffering from frosdbite.

D. he is sick from a virus.

5. According to Everesc," why 15 it advantageoas rhac die ridge of the South SLimmit is drier than ic

has been?

A. The weather is likely to be warm and sunny,

B. The ridge will be less snowy and less steep,

C. The ridge will be less likely co collapse.

D. The climbers will be able EO think clearly.

English 10A CP - HS1Q81 - Unit 3 -

© Edudtioiv Management: Syscems 111, Iiic.

Srudenc Accivicy Worlcbook - il/V13

20

6. According to "Everest, whac do people sa)f about ^eihenmayer's climb?

A. He was able to achieve ic only wlch the assistance of others.

B. He should, not have undertaken such a costly adventure.

C. He should be considered a national hero.

D. He should be ashamed of himself.

7. Accord-lng to Everesc, whac negative consequence ofWeihenmayer's achievement does oite cricic

describe?

- A, Other climbers will boast about dbdir accomplishmencs.

B. Inexperienced climbers will be encouraged to climb Everest.

C. Climbers will become depressed- if they do not reach- die summit of Everest.

D. Climbers will think that they have reached the summlE before they actu.ally have,

8. What attitude toward his critics does 'Weihenmayer express in "Everest"?

A. They are ignorant and pldable,

B. They are narrow-mind.ed and cynical.

C. They should noc be blamed for doubting his achievement.

D. Tliey sliould be disregarded unless they have also climbed Everest.

9. In Everest, what is 'Weihenmayer's perspective on his climb?

A. He Is not surprised thar he made IE to the summit.

B. He is proud of what he has achieved.

C. He is ashamed char he needed help.

D. He is angry that the climb was so difficult:.

10. Whac tone does '^elhenmayer reveal in chls passage from "Everest"?

My teammates constantly come to my rescue with co-Tefidly crafted comebacks like "Before you start

spouting a bunch of lies over a public fonmz, get your facts straight, dude!1

A. - angry

B. ironic

C. hopeful

D. careless

Bngiish IOA CP - HS1081 - Unit 3

© EducaEion Manageineiu Sysrcms 111, Inc.

Student Aaivity Workbook - 11/1/13

21

ACTIVITY 6: ^T(^5T:^THC^LDBtaNHABmNT^M&Ê)^;=^^^^din^^£anHai:3&%rÛt^ti^ . .^^^':W:^r^}^;::lAng^^-5tan^tct5^V^:.;^:^s^tTO^^t^cIar(is:;X^ ''•'•/ ;;.;-^V'^:.\r;:\.-.; •. ; '• • :

Acnvjn<^;<Ê^^W6R!<sH0^Y^:: ^lalLîAnalîsoBCâfcîh^:,;^ '';:ReaHmgStandard^fQr^Lit^ 1

'|-:V,:;ReaHin:g\Stajidardsfo^XltCT^^ 5

ÂCTiVlTYi^^WRi!TINGm:D£SCR!PTIQN OF S&TTENG '':•'? •.• B.eadm^ SEandard-s -For Literûre: Craft and ScrucEure 5 .

; '. .'•.'Writing'Srsndard.s:-' Production and. DlstribuEion oF'Writing4

.\ ' •.'Writing Standards: TexE Types and PLirposes 3 b, d

'Acnvirr.9: SELECTON .SELF-TEST '

Reading Standards for Lltera.ture: Key Idegs and Details 1

Reading Standards for Literature^ Crafc and Stmcture: /^ 5

ACTMTYtO: AUTHOR PROFELEReading Standards for Informational Text: Key Ideas and Derails 1-3'Writing -Standardls: Research to Build and Present Knowledge 7

'; .

22

Before You Read //A Toast to the Oldest Inhabitant: The Weather of NewEngland" by Mark Twain

WORD LIST

1. sumptuous— lavish; costly (p. 521)

Everyone knows that when you visit a college student, you treaE tliem to a sumptuous meal because

they are usually broke and- lacking good nucrklon.. . •

2. forbearing- showing patience and restraint undsr adversity (p. 522)

You would most likely want to have a few forbearing friends and family members when you get aa

emergency call.

3. clisprofortioned - lack of proper relationship of size (p. 523)

For comedic effect, many cartoonists create characters where rhe body parts are dispmp.ortioneci.

4- foliage - the leaves of a plane, collectively, leafage (p. 523)I prefer the foliage of the Eastern red Cedar cree in North Carolina over the Easter Cottonwood

trees in Nebraska.

5- vagaries— an unprediccable or erratic action, occurrence (p. 524)

1c can be a challenge choosing clothes to wear in cercain parts of the country where the ^aganes of

the weather have to be taken into account.

WORD ANALYSIS - Greek and La.tm roots •

Many English words have Greek and La-rin origins. Often times die rooc, prefix or suffix Is either

Greek or Ladn. You will become familiar 'with a chart that you can refer co shroughoui: the unics to

identify che meanings of these word parts.

Key Term^Defmed

a Prefix: word pait added m front of a roof/base dtat changes the meaning of a root

word.

® Root 6]' base: word part that is neither the prefix nor suffbc and carries the cen.h*al

meaning of a word.

» Snffix: word part added to iiie endmg of a- root/base tliat adds or changes its meaning.

i; Identify the prefix, root, and suffix of each vocabulary word- and wrice it In the

correct box. Note: Just because d word starts with a recognizable prefix or suffiX) does not mean that those

letters are affixes that change the meaning of a root word.

Vo cabulaiy Word

disproportioned

jforebearing

sumptuous

Prefix

dis

Root

proponwn

Suffix

ed

Definition

English 10A CP - HS1Q81 - Unit?© Educadon Manageinenc Systems III, Inc

SmdetiE Activity Workbook " 11/1/13

23

Complete rhe following grapliic organizers for the selected words.


Help You Remember

the Word

if7 Related Words

1J-6. Your Own Definition

1. Word:

vagaries

<^

5. Synonym

Antonyms

^

2. Part of Speech andDefinition

3. Sentence from

Context and Page

^

<=!


English 10A CP - HS1081 - Umc3

© Education. Maua.gsmcnc Sysccms III, Inc.

24-

Suidcnc Accivuy Workbook - 1 1/1/13'

:.-ri:


Help You R.emember

the Word

if7. Related Words

D-

6. Your Own Definition

1. Word:

forbearing

<p

5. Synonym

Antonyms

^>

2. Part of Speeck and

Definition

3. Sentence from

Context and Page

^

<^


English 10A CP - HS1081 " Usiii: 3

© Education Managcincnc Systems HI, Inc.

25

SEudcfitAccivnyWofkbook- 11/1/13

Skill: Craft and Structure

Have you. ever been disappointed with a. book thac you read or a movie or TV show that you saw and

you wish you could, complain to tkewricer? Maybe you just want to have a conversation with awrieer

to find- out whac he/she was thinking when he/she made that decision that ruined your experience. In

dlls workshop, yon will get the chance co see how the slightest decision or choice affects an entire work.

Most authors, if not all, would be able EG defend their position about a decision they made and they

would more chan likely come across very confidenc knowing chat they made the right decision. Theirwriting is their craft, or trade that they have worked- hard at. Some writers liave become very successful

at their craft because they have perfected It and taken the time to get feedback. Many published works

have been reedited and published by the author because the author felt there was someching that

needed to be done to make it better.

A writer uses many different techniques and stracegies to entertain or cell a story. If the purpose of she

writing is to be humorous or amusing^ then a wriEer may incorporace hyperbole^ understatement or

satire.

B Hyperbole is exaggeradon for effect in which a writer describes something as if it were much greater

than It Is. Describing a creek as a. "yawning gorge" is an. example of hyperbole.

B A writer uses understatement co portray a person, an event, or an idea as if it were much less

than it is. Saying that the avalanche WSLS a minor inconvenience for Kikers" is an example of

understatement.

• Satire is a writers use ofiiumor to point out the foollshness o-fa. pamcular type of human behavior.

In "The Dog Tbiac Bit People," for example, Th.urber sa-tirhes tlie behavior of pet owners who

believe dieir pets can do no wrong.

?E€tl@II5: Read the following passages from "A Toast to die OIdesr Inhabitant: The Weather

of New England." Uen, Identify each passage as an example of hyperbole or understatement, and

explain what makes it so.

1. In the spring I have counted one hundred and thirty-six different kinds of weather inside of four and

twenty hows.

2. You fix up for the df ought. . . a-nd ten to one you get drowned. You make up )'our mind that the

eg-rthqitake is due . . , and. the first thing you know, you. get struck by lightning. These are yeat

dis&ppointments. But they cant he helped,

English 10A CP - HS1081 - Unil:,3

© Educarion Managetnenc Syscems III, Inc.

Smdcnc Activity Wocicbaok - 11/1/13

26

More Practice

>: Identify the tecKniques: hyperbole, underscacement, and satire that Twain uses to

create humor In his writing. Record these elements and examples in the cKan.

"A Toast to the Oldest InKabitant: The Weather of New England"

Comic Technique

satire

satire

under5tatein£nt

satire

Example in Selection.

On p. 522 Every year they kill a lot of poets for turiting about"Beduttfu.1 Spring.

English 10A CP - HS1081 ' Unit 3© Education Manitgemenc Systems III, I«c.

Smdfcni: Activity Woekbook ~ 1I/3-/13

27

i: Read the questions carefully. Circle rhe best answer.

>1. 'What is this passage from "A Toast to the Oldesc Inhabitant" an example of?

He not only had zueather enough, hut weather to spare; weather to hire out; weather to selk to deposit;

weather to invest; weather to give to the poor.

A. hyperbole

B. conflict

C. understa.cem.ent

D. an unexpected

2. According co Twain, New Euglanders cannoc stand poets because poets:

A, criticize spring weacher in New England.

B. ignore spring weather in New England.

C. try co change spring weather m New.England.

D. admire spring weather In New England..

3. In A Toasi co the Oldest Inhabitant;" what does Iwaln imply about weather Forecasts?

A. They are sometimes KelpfuL

B. They are so generalized as co be useless.

C, They are useful only on a beautiful day.

D. They are usually correct, but only by chance.

4. In AToase co the OIcEesE Inhabitant," Twain says that chere are two things about th-e -wearher chat

New England residents enjoy. "What are these two effeccs ofwead-ier?

A. aummn foliage and. rain

B, rainbows and wind

C. ice storms and fall foliage

D. earthquakes and thunder

English 10A CP - HS1081 - Unit 3© Education Managcmcnc Systems IIT, Inc.

Smdctit Activity Wortcbook - 11/1/13

28

5. In "A Toast to ctie Oldest Inhabitant," Twain says chac New England ram skips over his tin roof-on

purpose. Wha-t human quality is he granting the wea-cher?

A. rudeness

•weariness

C. impadence

D. mischievous ness

6. In "A Toast co the Oldest Inha-bkam," when Twain forgives rhe weather for its "little faults and-

foibles," what technique is he using?

A. hyperbole

B. u nderstatenienr

" C. sacire

D. confiict

English 10A CP - HS1081 - Unic 3© Educacion ManagcmcnE Syscems III, Inc.-

29

Student Acrimy Woflcbook - 11/1/13

Readers Workshop: Dissecting an informational Text

[tl^NS; Much of what a person reads is not liteit-amre at all, but rather functional and

informational cexts. Write a list of 10 things thac the average person reads daily thac is not Ikerature.

It may be challenging to scan tins list, but you will soon discover thac chere are more examples chan

chere are lines.

1.

2.

3.

4.

5.

Strategies

6.

7.

8.

9.

10.

Just like there are su'axegies for reading literary texcs, there are strategies that help a reader to read with

purpose, unmasldng all the pertinent information. Examine the reading skill section p. '578 in your

textbook and briefly identify and- describe the stra.cegies on the lines below in a 4-5 sentence paragraph.

Class Besins Now

Your virtual teacher will help you navigate through three mformacional/Fun.cdonal texxs. He will

demonstrate die thinking skills required for reading these types oftexEs.

>: Read p. 579-580. Pay attention to the.commencs In the margins from your vircual

teacher because you will be summarizm^ these conimencs at ehe end of class. Answer the questions

below.

1, How do you normally conduct research when preparing for a project or paper?

BngHsh 10A CP - HS1081 - Viw 3© Bducirion Maiittgemeitt Systems III, Inc.

Smdesit Acdvicy Workbook - 11/1/13

30

1. How does the reader benefic from reading & well-orgamzed research source?

3. What do the subheadings tell readers a-bouc the sequence of the article?

4. Descdbe the organization of the facts under die heading "Ancient Beginnings." Hmc: Review the

Common Text ScmcEures box on p.578.

5. Identify any new mformadon that was added by "The African Link/

6. Is the sequence of dlls section logical? Explain.

English 10A CP / HS1081 - Unit 3©Bducacion MansgemenE Systems HI, Inc.

Student Activity Workboolc-11/1/13

31

SUMMARY

In 3-5 sentences, summarize the mosc important aspects from todays lesson. You can summarize the

noces In die margins, or che texc Itself.

English 10A- CP - HS1081 - UnicS© Education Management Systems III, Inc.

ScudencActivk/Workbook- 11/1/13

32

AcTjynY? CHARACTER -ANAiysES ^.:^;--Y^:^:^: /-'- r::':,:

;-^Re^cl!riLg Standai:d$ 'for Lite'iMure: Key Ideas- and Details li 3.

ACTIVITY 17; CRITICAL THiNkw RESPONSE ;.;•:; -. •..'. ':•:• :•:-' '-• : •':. •:•:.

.R.eading Standards for Utexature: Key" Ideas and Detail's. 1 .' •.':/'.

•.-': leading Statiya'tds for Literafurgi Crafr and Structure ^ •

; -;. ;.'itead!n'g Stanc^rds for .Informauohal Text: .ICey Ideas and Details I

•.'. / .'R.ead.Ing Standnrd^ for liiformianonal Text; .Craft and Structure 5a.

'AcT'svm" 18:. GRAMMAR'WORKSHOP - CLAUSES

:•; -.Language StAndards: CQ'n^endons ofStandarct English lb» 2a •

:'•/".Writing Standards; Pro.ducuon and Distribution ofWri'ring 5

ACTIVITY T 9.: PERFORMANCE TASK" RESEARCH PROJECT (5 POiNTs)'• Wricing-Standards: PFoducuoxi and Distril?u.Eion of Writing 4-, 6

Wridng- Standards; Research to Build and Present Knowledge 7, SReading Standards: Key Ideas and Details 1

ACTIVITY 20: PERFORMANCE TASK-MULTIMEDIA PROJECT (10 POINTS)Writing Standards; Production and Dlstribu.tion of Writing 6

Language Standards: Conventions of Standard English. 2a,b;3a, b

33

In "Everest," Weihenmayer describes the ways in wliich his blindness makes his climb both easier and

more cllfiicult.

lt§§lll>: Write details, on die graphic organizer ehac describes how his blindness affeccs his

climb. Only wrice details thac pertain co the title of the wedge on the wheel.

For example, ifWeihenmayer started complaining about how hard die climb was, you would add cha-t

detail to "WiiaE a Character Does.'

WHAT ACHARACTER SAYS

WHAT A CHARACTER

THINKS

Bnglish 10A CP - HS1081 - Unit 3© Bducacion Mdiiagemcnt Syscertis III, Itic*

WHAT A

CHARACTER DOES

WHAT OTHERS SAYABOUT CHARACTER

Student Acrivky Woricbook - 11/1/13

34

>a Summarize in five words or less, how would you. describe Erik.

English 10A CP - HS1081 - Unit 3

© Education Maifageinenc Syst&nis III. Inc.

Scudenc Acrivic}'Workbook - 11/1/13

35

You will be participaclng in a series of grammar workshops. These workshops will reach, you how to

vary your speech and. writing to express ideas clearly and efFeccively. The Following components will be

deconstructed: parts of speech, spelling and punccuarkm. By the end of these workshops, you should

have more confidence In your speaking an-d wridng. You are working toward accuracy and variety.

FACTS ABOUT CLAUSES

1. They can be dependent (needing a part in order to stand- alone), or mclependent (having ail the

necessary pares in order to stand alone, or be a sentence).

2. Clauses can build difFerenc sentences.

3. Clauses can make simple sentences, having one main part, or compound sencences wlilcli concalns

two or more pares linked by a semicolon-, or a coordinadng conjunction (but, and, for, nor, or, so,

yet).

4. Clauses help a writer use a variety ofsencences to make the writing look and- sound inteiesting.

LEARNING FOCUS 1: ENDEPENDENT CLAUSES AND THE SIMPLE SENTENCE

A clause Is a group of words with a subject and a verb. A simple sentence is an independent

clause that is a complete thought. A compound-sentence concams two of more indepen.dent

clauses linked- by a semicolon^ or by a coordinating conjimction (sach as and., but, or., for, nor, so, or ye^.

In che following examples, subjects are underlined, once and verbs are underlined twice.

Simple: Myths gxs, the oldest stones in tba iwrU.

Compound: Some myths dsscnhs. solemn events^ but others. ^ m hwnormv episodes,

PRACTICE

i; Identify each sentence as simple or compound.

1. A good storyceller can Kold the attention of an Audience.

2. Tone of voice and pacing are important tools of storytellers.

3. In a good story, rhe characters come alive, and the suspen&e builds.

4. Listeners love plot twists; a humorous twist is especially welcome.

5. Some stories are realistic, but others are magical and fantastic.

6. Some of todays stand-up comedians are good scory tellers.

7. 'We learn about life faom storieSi thae face will never change.

BngEish 10A CP - HS1081 ' Unit 3© Education Management Syscems 111, Inc.

StudencAmvhyWoricbook- 11/1/13

36

>: Choose an opdon below and follow the instructions.

1. Choose a reading selection from this unit and write a cwo paragraph summary (five sentences in

each paragraph) in which you use five simple sencences and five compounc! sencences.

2. Choose two consecutive paragraphs from an assignment In your writing portfolio and modify or

change the sentences so that: there are five simple sentences and- five compouad sentences.

*Note: Be intentional with your sentences. You. can enhance the reader's experience with sentence length

and strwture. Tlnnk about what you are doing to your sentences and why.

Analysis Question: Whac effect did simple sentences and compound sentences have on your writing?

Did it change the flow or tone in your writing?

English IOA CP ' HS1081 - Utiir 3© Sducacioit Manageinent Systems III, Inc.

Student Acdvicy Workbook - 11/1/13

37

LEARNING Focus 2: SUBORDINATE CLAUSE AND COMPLEX SENTENCES

A sii.bordina.te clause also known as a dependent clause has a subject and a verb, bur it cannot stand alone

as a compieEe sentence.

Building Sentences

A complex $entence contains one independent clause and one or more subordinate clauses. A comfoimd-

complex sentence contains at least one subordinate clause and ac least two independent clauses.

In the folLowmg exgmples, ihe independent clauses are underUneci once and the subord.inate clauses

are underlmed twice.

Complex; Witb^us^ft, t.rirklc qf UffhtprQ^U-ccd, hv hea/']. Im-^h^ my sighted team could only see afeivfeet in

front of them.

Compound-Compiex^ ^tefif-ha,w:hm\ hel d hold the new line iwthjw hand, so J raidAlnc/ttftttrt.^rl^-!.? in

PRACTICE

Identify each of the following senEences as complex or compound-complex.

Underline each independent clause once and. each subordinaEe clause twice.

1. For better or worsei, I received my firsc contracts as a writer daere, it wasn't a. high

paying jobi but it gave me good experience.

2. "And the following summer," he would say, "die grass of the llano grew so high.

we couldiu see the cop ofche sheep.'

3. I worked my way into the world of books, bur here is the paradox, a book ac once

quenciies the thirst of the imagination and. ignites new fires.

4. Late in the afternoon, when I was sadateci with reading, when I could no longer

hold in my soul the character^ that crowded there, I heard the call of the liano,

. the real -world of my fathers ran.chito, the solid, warm world of my mothers

kitchen.

5- I do not wish to encumber your understanding with its legal ph.raseology, but I

will acquaint: you with the spirit ofics coacents.

English IDA CP - HS1081 - Um-E 3 Student Acwlty Workbook -11/1/13© Education Managcinctit Systems III, Inc.

38

?S Rewrite the following paragraph using bocb complex, and compound-complex

sentences. Hint: Tlyere are two sentences zuhose verb forms can be changed in order to form complex

sentences. Tl'scre are three sentences that can he combined to form a compound-complex sentence.

A librai.'y can be a vast storehouse for knowledge. 1c holds the wisdom of che ages on every topic. A

library can be a. doorway to new opportunities. 1c provides people with th.e information they need. to

.start new projects or careers. A library can also be a quiet haven away -from noise and crowds—a safe

place to explore a world of Ideas. However, a library muse be carefully organized In order to be useful.

People cannot experience the ex-liilararion of discovering the perfect bookifrhey do not know where it

is. Without a clear order. A library can be a confusing labyrinth. A hopeless maze.

English 10A CP - HS1081 - Uiiit3© Education -Managemctic Systems III, Inc.


39

\^m

^^°^??(™^

i; Look back over the literary and mformarional selections that you have read. in this

umt (Literary: "One Thousand Dollars" p. 308-313; "Everest" from Touch the Top of the World

jp. 449-458; <ATbast to che Oldest Inhabirant: The 'N^acher of New England" p. 520-524; "One

Million Volumes" p. 500-506; Infotmarional: Course Catalog p. 581, 582; webslte p. 697, 698;

Volunteer Applicadon p, 1009-1010). You were encouraged to use the reading strategies while you

were reading.

Your Task; IdearijEy a qtiestion that came to your mind while reading that you wanted co know more

about. M^any rimes a reader has a small amount of knowledge about a subjece they are about to rea.d

and as they continue reading they gain more knowledge and/or develop queseions for further research,

Maybe youd like to know more abour Mt. Everest or Mt. Everest expeciirions, or libraries and the

materials that can be accessed, or the weather In a pamcular councry or region, etc. Complete che

graphic organizer below chat will help you explore yoiir question.

In die "L" category, you will record your .findings from your research. You can start your research by

typing your question inco the search field of Google. corn or Y&hoo.com. Note: Write the wehsite name ar

link dozun so that you can have easy access to somethingyou see that you ivant to incoi'pomte in themmmary,

Scavenger Hunt Begins

You will be directed to pages and pages of search results wich information abouc your topic. It can feel

like a scavenger himr -BE times, bur you must remember what you have already learned about reliable

sources. You want to st'ay away from blogs and sites like answers corn that JUSE gives opinions without

citing how diey know wliat they know. Keep in mind: Reliable websife will have a writer/author, a.

publication year, and. sometimes an affiliation or organization imme,

What do you knowabout your topic?

WEiat do you wantto know abo.ut your

topic?

W3ieredoyou think .you will find theinformation for yourtopic?

What did you !earnabout your topic?

Engiisli IDA CF - HS1081 - Unit 3

©Eduouon Management Syscems III/Inc.

Student Acrivicy Workboolc - 11/1/13

40

?§SIIICtl©H^I: In one 4-5 sentence paragraph, summarize your question, rhe srexi: thai: sparked your

question, and hyporheslze or bminstorrii possible explanations to your question.

English 10A CP - HS1081 - Unit 3

© Educaaon Manageniciit Systems III/ Inc^

Student: AcriviEy Workbook - 11/1/13

41

;Share your knowledge

LA-Muitimcdia project is one chat merges text, sdll phocos, music, video and/or animation. Powerpoint

: is a great program ro incorpomte these components.

TOECtillllS; Create a shore multimedia project of the mforination you learned about your topic

from the KWWL chart.

In your Powerpoint you can include:

0 a video, l.e. an interview

c pictures

a text

a music

The Powerpoint should be 10-12 sUdes. Use die followmg boxes co plan your Powerpoint. After you

plan your Powerpoint, open up Powerpoint on your computer and create your Powerpoint Save it on

your flash drive using the title "Unit 3 Mukimedia." You will need to send this Powerpoint co your

teacher digitally from your fiash drive and print a copy for review.

English 10A CP - HS1081 ' Unit 3© EducEidon Management SysKms III, Inc.

Student: Activity Workbook - U/l/B

42

Multimedia Powerpoint Rubric

•^Stainîjcd^l^j

?y^t?£)l®l^Po^vefcPoiaC^t

^wQ^s^Jii^

1^%1^^^1^:^:3jr!itmH.uces^^|

ûntÎaims^

IMelow^Jie^rsLnUftnl •::.

Asslgnmene is

mcomplete and/

or refleccs basic

knowledge ofPowerpoint and

Internet- to conducr

Research; direct

teaching needed

Assignment lacks

appropriate research

that will help toanswer the original

research quescion

; direcr teaching

needed

yÂ.j^ôiaciuugiE^^^^^Staindaxd i^^.

^^^^:^:/^ff^f:^

Assignment lacks

knowledge of some

of the Features

ofPowcrPoim

and the inccmec

chac can enhance

tiic pcesemacion;

intervention needed

Assignment is

missing some

research that: will

help co answer the

original research

question ; student:

is approachingunderstanding of

subject; intervenrion

needed

;^le£^|xe:3t^nBariEn

Assignment reflects

proficient use of

Powerpoint and the

Internet co conducr

research

Assignment answers

the original research

question and reflects

understanding of

subjecc

•^:;XE?;ciee<IsîiLe ^^

'^:^Stan3arcl^W^

AssignmenE reflects

impressive use of

Powerpoint And the

Inccmec co conduct

rcsep.rch

Assign menc

masterfully a.nswcrs

the original research

quesnon and

rcReccs an advanced

understanding of

subject

* Teacher Note: Points over 10 are considered extra credit. - Score

^Sc6%^:

710

Writing Standards for Production and Distribution of "Writing

6. Use rechnology, including the Incernec, to produce, publish, and update individual or shArcd

wridng produces ,taking advancagc of rcchnologys cftpadt)'- ro' link to other mformsrion fiexibly and dyna.micidly.

Research to Build and Present Knowledge

7. Conducc shore ?.s we]] ss more suscained. rcsearch projects to ans\'i'cr a question (including a

self-genemted question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subjecc, demonstrating understanding ofrhe subject

under invcsdgauon..

43

..Acm[Ty,.21^/GHT;/pM7^5j;::^;^^ •^^•:.:'.^'^^^^ll^^Mlg^t^ ;^^;;:^:^::';.;.f.;:;;:'^:^^^;;;i,';^ :/,:,, .. ^,^.^^:.:^'--,'

^:^^::^faadi?ig^^ârcls^rry KeylHeasanci Details'1 ^2 ;"•'.:-; :• . \\ •:::^: ^;^\-- ''•'. ':

AcT(yiT^^2^Sj<ra^yiOTÊ\^lX3PMENT:^ ;. '•- '•-.'•:;'/.:: IjR^ctnTigSt^cl^ds&r^tcûre 1-3.; ;.;Y\^:^Re^m^ândar^^rUtQ^^^ 5:-\ :\^.f:^n€in^Stsnâ!^'ê^^^^ 3a-e

.',;\:::>:î;ting:^tau<iat^ of Writing 4

^CTOH^: (PLANNING A PERSUASIVE ESSAY USING NJGHT: "<r::'{:;;;R.ea<lmg'Standards, for UterAture; Key Ideas and Details 1-3

: : • '•. "Wrlung Standaifds^ Text Types and Purposes 1 a, 3a-e

.. ; :•' ^Wiring'Standards:. Producdon and Distriburioa ofWriting 4

• ' • ••.•:isingaê Standards: Conv.ention$ of Standard English la> b; 2a, c

ACTIVITY 2:4: PERFORMANCE TASK- PERSUASIVE ESSAY/ PERSONAL WRITSNG EVALUATION

(35 POINTS)Reading Standards for Literature: Key ideas and Details 1-3

'Writing Standards: Text Types and Purposes la., 3a-e

Wflcmg Standards^ Producdon and Discribuuon of Writing 4, 5

Language Srandards: Conventions of Standard-English-la, b; 2a, c

ACTiViTY 25 : WRSTING SUMMARY OF N/CHTReading Standards for Literature: Key Ideas and Details 1-3Writing Standards: Production and Distribution of'Writing 4

44

Before You Read Night by Elie Wiesel

READING WORKSHOP

Skill; Making a Prediction

If you are paying attention and the zwiter has .clone an adequate job of drawing you in as a render, you will

he dbU to predict, or make an educated guess a.boitt what zuill happen next.

It i$ the trend on modern TV d-rama, reality;, and fantasy/sci fi shows TO end. an episode with a cllfflianger

or an uncertain, suspenseful ending that leaves you- wanting more. Unless you renced the season on

Netflix or Hulu or other video on demand, service, you would, have co wait undi the ainng of the next

episode. TV shows even make it worse by showing you scenes from next weeks episode.

. Sometimes when you. cune into the next weeks episode, you. discover that the scenes that they showed

you a week prior do not unfold the way you rhough-c they would,

?: Scenes from last unks "show" will be placed on the graphic organizer below. Your job

1s to make predictions about what you. chink will happen next. You will need to identify any clues

that you think give support TO your predictions.

You will not complete'the column on die far right "'What really happened" unril you have finish&d-

reading p. 47- 65. You will be prompted wKen to complete this secdon.

Event

The narrator (Elie) and

his father are separated.

from his modier and

siscer.

The prisoners are

riioved to Buna, the

new camp.

My prediction Clues froxn tb.e stoiy What really Happenecl

English IDA CP - HS1081 - Unit 3© Education MasLigctneiic Syscems III, Inc,

Smdenc Acrivuy WoAbook - 11/1/13

45

\t^+:^:';

;:»

Setting;

Major Characters:

Minor Characters;

Plot/Problem:

English 10A CP - HS1081 - Unk 3© Education Mana.geinent: Systfiius III,, Inc.

46

Studcnc AcrivUy Workbook - 11/1/13

Event 1: Event 2: Event 3:

Event 6; Event 5: Event 4:

Qutcome:

English 10A CP - HS1081 - Umc 3© Educadon Manageincnc Systems III, Inc.

Studenc Acdviry Workbook - 11/1/13

47

Persuasive ivritingis, nonfiction In.cended L-O convince people co take a particular action or agree with the

autiior's point of view. Persuasive writers present arguments^ using reason to support their positions.

They also use rhetorical devices, or patterns of words that create emphasis and stir emotion. Rhetorical

devices include the followms:

* Rhetorical cfi{.estion$ — questions that are intended to have obvious answers and chat fire asked

for effecL In a shore ess^y that is 2-3 pages, you mlghc only want to use jusc a couple oF rhetorical

questions to vary rhe persuasive elements. If one has too many rhetorical questions in an essay, Ec

can give the impression of Ignorance or unfamlliarity of ones subject matter.

Example: Isn't it ironic that a person should be put to death for treating a feUoiv human with dignity andrespect?

* Repetition —the reuse of a key word or idea for empliasis

Example: If you we a character that shares the same perspective as the writers than you. might repeat, "He

doem't deserve this" or l<He is one of the good ones" Mayhe in the dialogue' betiueen characters, one of these

lines is used midt-iple times by different characters, or the same character.

0 Parallelism — similar grammatical structures used to express related ideas

Example: 7%i? use of several simple sentences for dramatic effect would he appropriate for this kind of essay.

You would want to have more cojnplex and compound complex sentences so that when there was a short,

simple $entence it woidd stand out.

»; 'Write a persuasive essay on the-prompt below. You are making a case and, therefore,

wl!l have arguments and opinions. Remember that -a. persuasive essay attempts co convince readers to

take a course of action or adopt che wrker's viewpoint.

On p. 63 ofNight, a Durch Oberkapo, overseer of the prison, was hanged when the Gescapo or secret

police of Nazi .Germany, found evidence from the power failure at.che electric plant that could be

linked co die Dutch Oberkapo.

Persuasive Prompts; Choose one writing task below,

1. Pretend you are s character in this chapter that Is an eyewitness that can write a narrative essay that

expands upon the perspective ofche author that mciudes his tone and style.

2. Pretend ro be one ofrhe members of the Gescapo and write from the perspecuve of the Gestapo

regarding the matter of the Dutcli Oberkapo and include the Eone and style that you believe theywould have.

English 10A CP - HS1081 - Unic 3© Education Management Systems III, Inc.

Student Acdvicy Workbook - U/V13

48

Read the chart below to get an idea of items to include on chis graphic organizer chat you will use for

your persuasive essay.

hook - sencence that grabs the

readers attention

you may want to start in the

middle of an action

main i'deas/ocganiza-Eional patcern

chronological or circular

chronological order may beused in chls essay

Introduction of characters and.

be sure to include d-ialogue In

your essay

development ofplot/events/

cliamccers

arguments

supporting detailsthetoricEd

devices: parallelism, repeckion

rhetorical quesdons

climax

falling accion

resolution

English 10A CP - HS1081 - Unic 3© Educacion Manageincnr Sysicms III, Inc.

SLudent Activity Workboolc - 1 1/1/13

49

h Use die Essay Graphic Organizer below to organize your choughts then type yourrough draft. R.emember co use 12 pc. Times New Roman. Your essay should equal 2-3 pages in length.

This essay is worth 35 jpoiftts,

|Introduction/Beginning

English 10A CP - HS1081 - Unit 3© Education Manageiuenc SysEcms III, Inc.


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^s^^;

Personal Writing Evaluation

>: Now that you have written your persuasive essay, ajnswer che following self-evaluauon

questions in the boxes below. Be honest and support your answers with details. Avoid yes" or "no*

answers.

CRITERIA

Organization; How clear and effectively paced is tKe sequence of events?

Support/Elaboration; How effective are your de&crJtptJions ofpeople/places and Svents?

Did. you choose a perspective and is It consistent in the essay?

Are your arguments clear and did you support them with details?

Did you use rh-etorical devices?

Voice; Can your voice and- style be detected?

Conventions: Did you use a variety. o£ sentence types: simple, complex, complex compound?

Comments

My Strengths

My skills that need improvement

RATINGSCALE (1-5)

Bnglish 10A CP - HS1081 - Unit 3© Educ.ition Managinienc Sysccms III, Inc.

Student AcriviEy Workbook - 11/1/13

51

worth 35 points

Score Breakdown:

1 = sldlL is not evident in the work (distracts the reader from understanding die purpose and/or events,

takes away From enjoyment: of the wox'k)

3 = skill i$ present, but needs revision (skill is not consistent or could be strongei: to add. to the purpose/

organization/ enjoyment of che work)

5 == skill is present and very effective (adds to the en] oymenc/purpose/unders landing of the work)

How well did you plan yout essay? Did you take advantage of the grapluc

organizers? Does your plaimmg matcK your writing;'

Suppoi-t/Elaboration: How effective are your descriptions of people,

places and events?

Did you clioose a perspective and is it consistent in the essay?

Are your arguments clear and did you support them with. details?

Did you use rhetorical devices?

Voice: Caua your voice and style be detected?

Conventions: Did you use a variety of sentence types: simple, complex,

complex compound?

Comments:

Areas ofstrength/Areas tliat need. improvement

Total Score

1 3

1 3

1 3

1 3

1 ' 3

1 3

1 3

,35

English 10A CP - HS1081 - Unit: 3© Education MEiiugcmcnE Systems III, f.nc.

Student Acrivir^ Workbook ~ 11/1/13

52

^

»; Using die grapluc organizer and other activities in chis lesson, write a 1-2 page

summary of die events in this units mscaihnent of Night. Be sure to supporE your main ideas with

suppomng details from the text. You will need to cite die page number and paragraph ntimbcr for

your supporting details. Circle all page and paragraph numbers within the summary EO make it easy

EO identify for your ceacher.

English 10ACP - HS108X - Uuic 3© Educadofi Managen-ieiK Systems III, Inc.

StuctenE Acriviry Workbook - 11/1/13

53

• j'."

Preparing to rake an exam can be a confusing journey. This page will help you prepare to show off

your proficiency. Studying is not just reading answers in a. workbook. Ii: is a good Idea to determine

what your strengths and weaknesses are before you begin. You have already done chat in che evidence

comer on che last page, Now che next steps will guide you through the review process. If you want to

be successful on your exam, dien you will take chese nexc steps seriously.

Studying can be intecacdve. You can interact with ochers to help you review. You can talk co someone

about a specific copic and discuss what you learned with them. Let them' ask you questions. Teach It

to tliem. This Is the best indicator ro find out if you really are an expert on your subject.

iSIECti^US: You will be tested on die cdtegories below. Prioritize them and spend the most rime

on the categories that you are weakest in. Good luck on your eesrl

Reading Skills,' SEiuiy the Selection Seif-Tests at rhe end. of every selection to review the skills thai

were used In the lessons- You- will not be rested on the same $elecrions, but the sidlls chat you used

in order to obtain the answers. You will read short excerpts or passages and apply your knowledge of

reading, analysis, and grammar skills.

Vocahula-ry: Use your vocabulary mvesciganon pages for review. You will be tested on die selecced

words of each selection. Ask your English SGI teacher how to make flashcards using c^uiziet.com.

Grainmar: To review grammar such' as types of sentencesi take a grammar quiz, online by typing

'grammar quiz on. types of sentences" inco an internet search engine. Ask your teacher or English SGI

ceacher for assistance.

in chis unit.

1: In a short-paragraph answer this question using support From. one of the.selections

TLe Big Question:,

What happens when the authors perspective is noc included In a work? How does it affect a work if

the author spends too much time explaining his/her perspective? ,

English 10A CP ' HS1081 ' Unit 3© Educarion. Managemenc Systems III, Inc.

Studenc Activity Workbook - 11/3/15

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H

y

Alternate Ending

(Activity 3) '

Research Project

(Activity 19)

Muklmedia Projecc

(Activity 20) "

Performance Task: Persuasive Essay

(Activity 24)

Unit 3 Test

(must pass with 70% or better)

0-10

0-5

0-10

0-35

0-40

97-100%

93-96%

90-92%

87-89%

83-86%

80-82%

77-79%

73-76%

70-72%

69% or below =

A+

AA-

B+.

BB"

c+

cc-

INC

Unit Total

Unit Grade

0-100

Hnglish 10A CP ' HS1081 - UnLc 3© Education Masiagemcnt Systems III, Isic.

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SmdciK Accivky Workbook - 11/1/13

3. read the tide and heading of the activity. the headings ... · 1. i m so ashamed of my...

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