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English8LiteratureGuide
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Lesson1:Fiction
Read“Raymond’sRun”(TLLpp.3240)andcompleteConnecttoYourLifeandReader’sNotebookassignment(TLLp.32)asyouread. Definethefollowingwords:
1. clutch
2. relay
3. periscope
4. prodigy
5. sidekickAnswerthefollowingquestions:
1. WhydoesSqueakysometimesthinkthatRaymondisyoungerthanheis?
2. WhatisSqueaky’sspecialtalent?
3. WhatplansdoesSqueakyhaveforRaymondattheendofthestory?
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Expositionisthefirststageintheplotofastory.Theexpositionintroducesthecharacters,establishesthesetting,andsetsthetoneforthestory.Thisinformationmaybedirectlystatedinthetextofimpliedthroughdialogueordescriptionsofscenesandcharacters.
WhatdoyoulearnaboutSqueakyfromtheexposition?
Conflictinaliteraryworkisastrugglebetweentwoopposingforcesorcharacters.Anexternalconflicttakesplacebetweenacharacterandanothercharacteroranoutsideforce.Aninternalconflicttakesplacewithinacharacter.Therecanbemorethanoneconflictinawork,butthecentralconflictisthemainconflictofthestorythatinvolvesthemaincharacters.
Whatistheaspectofthisstorythatrepresentsanexternalconflict?
Determinetwootherconflictsinthestoryandidentifythemaseitherexternalorinternal.
Identifythecentralconflict.
Risingactionisthesecondstageoftheplot.Inthisstage,complications,events,orproblemsareintroducedthataffectthecentralconflict.Additionalconflictsmaybeintroducedalso.Therisingactionisthegreaterpartofthestoryandleadstotheclimax.Squeaky’sinternalconflictinvolvingherneedtocareforherbrotherversushercommitmenttorunningiscomplicatedwhensherunsintoGretchenandGretchen’ssidekicks.
Identifytheactionoreventintheirmeetingthatcomplicatestheconflict.
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Theclimaxofaliteraryworkisthepointofhighestinterestandintensity.Itgenerallyoccursneartheendofthestoryandinvolvesanimportantevent,decision,ordiscoverythataffectstheoutcome.Thefallingactionoccursaftertheclimaxandconsistsofeventsthatresolvetheconflictandtieuplooseends.Forexample,inthisstory,allevents(risingaction)haveleduptothemomentoftherace.Thereaderanticipatestheoutcome.Therefore,thecompletionoftheraceisthepointofhighestinterest.ThefallingactionistheresolutionofSqueaky’sexternalandinternalconflictsfollowingtherace.
Onaseparatesheetofpaper,identifytheresolutionofthecentralconflict(Squeaky’sinternalconflictinvolvingherresponsibilityforRaymondversusherdedicationtoherownrunning)andtheconflictbetweenSqueakyandGretchen.ThiswillbeyourworksampleforLearningPeriod1.
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Read“TheRansomofRedChief”(TLLpp.69–79)andcompleteReader’sNotebookassignment(TLLp.69)asyouread.
Definethefollowingwords:
1. collaborate
2. commend
3. comply
4. diatribe
5. impudent
6. palatable
7. pervade
8. proposition
9. ransom
10. surreptitiously
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Answerthefollowingquestions:
1. WhatreasondoBillandSamhaveforkidnappingEbenezerDorset’sson?
2. WhataresomeofthethingsthatRedChiefdoestoannoyBill?
3. WhatdoesRedChief’sfatherthinkofhim?
Settingisthetime,place,andcultureinwhichtheactionofastoryhappens.Settingincludesgeographiclocation,historicaltimeperiod,seasonoftheyear,andthebehaviorandbeliefsofacommunityoragroupofpeople.Settingcanbedirectlystatedorimplied.
Identifypassagesorphrasesonpages7173thatindicatesetting.
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Motivationisthereasonwhyacharacterthinks,feels,oractsacertainway.Acharacter’smotivationcanbeeitherdirectlystatedorimpliedbytheauthor.
Whatdoesthefollowingstatementrevealaboutcharactermotivation?
“Billandmehadajointcapitalofaboutsixhundreddollars,andweneededjusttwothousanddollarsmoretopulloffafraudulenttown‐lotschemeinWesternIllinois.”
Findthreeotherexamplesofmotivationinthestory.Listthecharacters’names,theaction,andthemotivationfortheaction.
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JOURNALENTRY
WriteanaccountofRedChief’skidnappingfromhispointofview.Asyoupreparetowrite,thinkofRedChief’smotivationsandreactions.Besuretotellwhathappenedaswellashowtheboyfeltabouthisexperiences.
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Grammar:PronounsandTheirAntecedents
Readpage82inTLL.Pronounscanhelpavoidtheawkwardnessofusingthesamenounagainandagain.Lookatthefollowingsentences:Awkward:TherockhitSambehindSam’sear,andthenSamfellintothefire.Better:TherockhitSambehindhisear,andthenhefellintothefire.Intheexample,thepronounshisandheclearlyrefertoSam.However,whenpronounsdonothaveclearantecedents,orreferents,writingbecomesconfusing.Lookatthisexample:Confusing:RedChiefthrewarockatBill,andthenhefellintothefire.(Whofellintothefire?)Clear:RedChiefthrewarockatBill,andthenBillfellintothefire.Inthefollowingsentences,circleallthepronounsandidentifytheirantecedents.Ifareferentisunclear,indicatethisbywritingaquestion.
1. RedChiefsatonBill’schestandpreparedtoscalphim.
2. ThemountainwastwomilesfromSummit.Itwasveryisolated.
3. ThekidnapperswrotealettertoMr.DorsetaboutreturningRedChief,buthewasn’thappyabouttheidea.
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Readpage83inTLL(InformalLanguage–IdiomsandSlang).Below,dotheEXERCISEatthebottomofpage83inTLL.Makesuretowritetheentiresentence.
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Read“TheKingofMazyMay”(TLLpp.148157)anddoReader’sNotebookassignment(TLLp.148)asyouread.Definethefollowingwords:
1. antic
2. capsize
3. commissioner
4. flounder
5. liable
6. peer
7. prospector8. stampede
9. summit
10. yaw
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Answerthefollowingquestions:
1. WhyareWaltandhisfatherlivingonMazyMayCreek?
2. WhydoesWaltstealtheclaim‐jumpers’sledanddogs?
3.WhatdoWaltandLorenHalldoattheendofthestory?
Characterizationreferstothefourbasicmethodsawriterusestodevelopacharacter:describinghowacharacterlooks;portrayinghowacharacterthinks,speaks,andacts;presentingwhatotherssayorthinkaboutthecharacter;andmakingdirectstatementsaboutacharacter’sbehaviororpersonality.Inthethirdparagraphonpage150,theothergivesadirectdescriptionofWalt.SummarizeWalt’scharacter.
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Theprotagonistofastoryisthecentralcharacterorhero.Opposingtheprotagonistisanantagonist.Theantagonistisusuallyanothercharacter(the“villain”),butsometimestheantagonistcanbeaforceofnatureorasetofcircumstances.WhatdoyoulearnaboutWaltinthefirsttwoparagraphsofthestory?WhatkindofplacemightWaltlivein?Remember,settingisthetime,place,andcultureofthestory’saction.Thesettingcaninfluencethemood(atmosphere),andtone(author’sattitudetowardthesubjectofawork).Settingmayalsobeafactorintheconflictofthestory.Thisstory’ssettingisacold,remoteareainthelate1800’s.Whatkindofmooddoesthiscreate?Thesettingisalsoanantagonistinthestory,whichmeansitplaysadirectroleinthestory’sconflictand,therefore,caninfluencethemeaningofthestory.Choosesentencesorpassagesonpages152153thatusethesettingtodevelopmood,tone,ormeaninginthetext.
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Authorsoftenusevividlanguageasaliterarydevice.Vividlanguageincludesverbs,adjectives,andadverbsthataddaspecificdescriptionofhowsomethinghappensorhowitlooks.Awriteroftenhasacertainstylethatcanberecognizedinthelanguageused.JackLondonusespreciseverbsandmodifiersthatcreateasuspensefulmoodasinthesecondparagraphonpage153.Identifywordsorphrasesofvividlanguageusedinthesecondparagraphonpage153.Therisingactioninaplotoccursbetweentheopeningexpositionandtheclimaxofastory.Risingactionincludesanunfoldingconflict,problemsandcomplicationsintheaction,andsuspensethatbuildsasthemaincharactersworktosolvetheconflict.Inthisselection,theunfoldingconflictinvolvesWalt’sdecisiontoracetheclaimjumperstoLorenHall’sclaim.Pointoutoneofthecomplicationsthataddstotheconflictonpages152153.Aliteraryselectionoftenreflectstheauthor’sattitudeandbeliefsaboutlife.Infiction,aspecificcharactermayreflecttheauthor’sattitudesaboutwhatdefinesanadmirableperson.Forexample,Waltisacharacterwhosetraitstheauthorseemstoadmire.IdentifyWalt’straits.
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Grammar:SentenceVariety
Readpage158inTLL.Youcanmakeyourwritingmoreinterestingbyvaryingsentencetypes,suchascompoundandcomplexsentences,andbyusingappropriatelypunctuatedindependentanddependentclauses.Readthefollowingpassage: Waltwasbrave.Heactedquicklytotaketheclaimjumpers’dogs. HestartedforDawsonathighspeed.Still,heneededgoodluckto stayaheadoftheclaimjumpers.NoweveryonecallsWalttheKing ofMazyMay.Combiningsomeoftheshortsentencesintolongeroneswouldvarysentencestructureinthepassageandmakeitmoreinteresting. Walt,whomeveryonenowcallstheKingofMazyMay,actedquickly andbravelytotaketheclaimjumpers’dogs.ThoughhestartedforDawson athighspeed,hestillneededgoodlucktostayaheadoftheclaimjumpers.Onaseparatesheetofpaper,dotheWRITINGEXERCISEonpage158inTLL.Makesuretowritetheentiresentence.Thiswillbeturnedinforagrade.
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Read“StoptheSun”(TLLpp.4854)anddoReader’sNotebookassignment(TLLp.48)asyouread.Definethefollowingwords:1. chant2. dry3. founder4. inert5. persistOnewaytounderstandandlearnnewvocabularywordsistoidentifysynonymsforthem.Asynonymisawordthathasnearlythesamemeaningasanother(game/sport;flower/blossom;pants/trousers).Writeasynonymforeachofthesewords:chant,dry,founder,inert,andpersist.Answerthefollowingquestions:1. WhydoesTerry’sfathersometimesactstrangely?2. Whathappensinthehardwarestore?3. WhathappenedtoTerry’sfatherinVietnam?
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Thethemeofaliteraryworkisthemainmessage,meaning,ormoralthatthewriterwishestocommunicatetoreaders.Athemeisoftennotstated,butimplied.Toinferastory’stheme,thereadermustgathercluesfromthetext,includingkeystatementsandphrases,repeatedideas,andlessonslearnedbythemaincharacter.Forexample,neartheendof“Raymond’sRun,”Squeakysays,“ItoccurredtomethatRaymondwouldmakeaveryfinerunner.”Amongotherstatements,thisprovidesacluetothetheme,becauseitisakeystatementsignalingalessonlearnedbythemaincharacter.Identifykeystatementsonpage50inTLLthatcouldbecluestothestory’stheme.Causeandeffectrelationshipsareimportantinadvancingtheplot.Inaseriesofevents,theeventthatmakesanothereventhappenisthecauseofthesecondevent.Thesecondevenittheeffect.Forexample,onpage50inTLL,Terry’smothertellshimtostopaskingquestionsabouthisfather(cause).ThenTerryasksMr.CarlsonforinformationaboutVietnam(effect).Mr.CarlsonrefersTerrytosomebooks(cause),andTerrylearnssomethingaboutwhatitwasliketoparticipateincombat(effect).Findapassageonpage51inTLLthatdemonstratesacauseandeffectseriesofeventsintheplot.Writethepassagehere:
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Review:CharacterMotivationIdentifyapassageonpage52inTLLthatdemonstratesthefather’smotivationfornottellingTerryabouthisVietnamexperience.Putthefather’smotivationintoyourownwordsandwriteithere:HowdoesTerryreact?
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Plot
Readpage18inTLL.Thetermflashbackhastwoimportantandrelatedmeanings.Inonesense,itdescribesasectionofnarrativethatretellseventspriortothemainnarrativeasiftheytookplaceatthesametimeasthemainnarrative.ThestoryTerry’sfathertellsisnotaflashbackinthissense,becauseitistoldwithintheframeworkofthemainstoryasdialogue.Theotherimportantsenseofthewordflashbackisanepisodeinwhichsomeonebelievesheorsheisinasituationthatoccurredearlierinlife.Terry’sfatherwashavingaflashbackwhenhecrawleddowntheaisleofthehardwarestore.IsTerry’sfatherhavingaflashbackwhenhetellshisstorytoTerry?Whyorwhynot?Determinetheeventsoftherisingaction,climax,andfallingactionin“StoptheSun.”
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Thesametheme–thecentralmessage,meaning,ormoralofaliterarywork–mayappearinmorethanonework.Eventhoughtwoworksofliteraturemaypresenttwoverydifferentstories,thethemeofeachcouldstillbethesameornearlythesame.Whatdothefollowingstatementshaveincommon?1. Ittakesefforttounderstandothers,butit’sworthit.2. Sometimesyouhavetoseetheotherperson’spointofviewtogain
understanding.Ifyousaidthatbothstatementspointoutthatunderstandingothersisimportant,you’reright.Readthefollowingstatementsanddeterminewhichapplytoboth“Raymond’sRun”and“StoptheSun.”Providereasonsforyourchoices.1. Growingupmeanslearningtounderstandtheabilitiesandlimitationsof
others.2. Enemiescanbecomefriends.3. Understandingbringstolerance.
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Read“DearAmerica”(TLLp.55)Theauthorofthisletter,PrivateFirstClassGeorgeRobinson,wasasoldierinVietnam.HewasassignedtotheReconPlatoon,basedatDiAn,Vietnam.OnJune11,1966,afterthisletterwaswritten,hewaswoundedinaction.HenowlivesinNorthMassapequa,NewYorkandteacheshistoryatRoslynJuniorHighSchoolthere.Onaseparatesheetofpaper,contrasttheparentchildrolesin“StoptheSun”and“DearAmerica.”Comparehowtheveteransineachselectionfeelaboutdiscussingwhattheyexperienced.Thiswillbeturnedinforagrade.
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Read“AMotherinMannville”(TLLpp.5965)anddoReader’sNotebookassignment(TLLp.59)asyouread.Definethefollowingwords:1. abstracted2. blunt3. clarity4. communion5. ecstasy6. impel7. inadequate8. instinctive9. kindling10. predicatedAnswerthefollowingquestions:1. WhattwofriendshipsdoesJerrydevelopatthecabin?2. Howdothenarrator’sfirstimpressionsofJerry’sabilitychange?
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3. WhatdoesthenarratorlearnasaresultofhervisittoMissClark?Settingcanbesymbolicofcharacters.Itcansymbolizethecharacters’personalities,situationinlife,orrelationshiptoothercharacters.Rereadpage60inTLL.WhatdoesthesettingtellyouaboutthenarratorandaboutJerry?Justassettingcanbesymbolicofthecharactersinastory,itcanaffecttheplot,aswell.Forexample,inthisstorythenarratorlivesinacabinthatbelongstotheorphanage.Whensheneedssomeworkdone,sheaskstheorphanageifshecanhireoneoftheboys,andthismakesthemeetingbetweenherandJerrypossible.Theproximityofthecabinandtheorphanage,plustheirremotelocationcreatestherelationshipbetweenthenarratorandJerry.Explainhowthefogfillingthemountainpassesaffectsthecharactersandtheplotof“AMotherinMannville.”
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Review:PlotRememberthefourstagesofeventsinaplot(seeTLLp.18formoreclarification):exposition,risingaction,climax,andfallingaction.Identifyaplotcomplicationintherisingactionof“AMotherinMannville.”Determinethethemeof“AMotherinMannville”byanalyzingkeystatementsandphrases,repeatedideas,andwhatthemaincharacterlearns.
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Writing–BiographyAbiographyisawriter’saccountofanotherperson’slife.
WriteaonepagebiographyofJerry.Describewherehelivedbeforehecametotheorphanage,andtellhowhecametotheorphanage.
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Lesson2:Nonfiction
Read“TheDinnerParty”(TLLpp.566567)anddoReader’sNotebookassignment(TLLp.565)asyouread.Definethefollowingwords:1. arresting2. naturalist3. rafter4. sober5. spiritedAnswerthefollowingquestions:1. Whatwasthedisagreementbetweenthecolonelandtheyounggirl?
2. WhydoesMrs.Wynneshaveabowlofmilkputoutsidethedoor?
3. Howdidthehostessknowtherewasacobraintheroom?
Rememberthatsynonymsarewordsthathavesimilarmeanings.Whenyouencounteranunfamiliarword,youcansubstituteawordthatseemstomakesenseinthesentenceandthenreadontoseeifyouencounterasynonymthatclarifiesthemeaning.Inthefirstparagraphof“TheDinnerParty,”theauthorreferstothe
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Americannaturalist;inthefourthparagraphsheusesasynonym,referringtotheAmericanscientist.Ineachofthesentencesbelow,substituteasynonymfortheunderlinedword.
1. Thelawyer’sspiriteddefenseofhisclientseemedtoimpressthejury.
2. Anarrestingportraitofthehostessdominatesthedrawingroom.
3. Exposedraftersaddinteresttoaceiling.
4. Hisexpressionwassosoberthatweknewhehadbadnews.Inyouropinion,whobehavesheroicallyinthisstory?Istheheroanunlikelyoneinthecontextofthestory’ssetting?Givereasonsforyouranswers.DoyouthinkthecolonelwouldhavemadehisremarkaboutwomenifhehadmetSqueakyin“Raymond’sRun”?Whyorwhynot?
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JournalWriting
Journalsoftencontainsentencefragmentsandabbreviationsbecausethewriterwantstorecordhisorherimpressionsquicklyandsuccinctly.Whilereading“CivilWarJournal,”payattentiontothedatestogetasenseoftheamountoftimethatispassing.Read“CivilWarJournal”(TLLpp.784789)ReadonlytotheendoftheNovember1862entry,thenrecordyourpredictionsaboutwhethernursingthewoundedwillchangeAlcott’sdesiretofightinthewar.Readtotheendoftheselection.Returntoyourprediction.Wasyourpredictionaccurate?Whydidyoumakethatprediction?WritedownanyrevisedimpressionyoumayhaveofLouisaMayAlcott.Onaseparatesheetofpaper,writeabriefsummaryoftheselection.ThiswillbeyourworksampleforLearningPeriod2.
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Read“HarrietTubman:ConductorontheUndergroundRailroad”(TLLpp.756768)anddoReader’sNotebookassignment(TLLp.756)asyouread.Definethefollowingwords:
1. borne
2. cajoling
3. disheveled
4. dispel
5. eloquence
6. fastidious
7. indomitable
8. instill
9. mutinous
10. sullenAnswerthefollowingquestions:
1. WhatimpressedyoumostaboutHarrietTubman?
2. WhyisHarrietTubmanleadingabandofslavestoCanada?
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3. Whycan’tTubmanallowadespairingrunawaytogobacktotheplantation?
4. HowdoeslifefortherunawayschangeoncetheyreachCanada?Abiographyishistoricalwritingthathellsthestoryofaperson’slifeaswrittenbysomeoneelse.Thebiographeroftenusesbothprimaryandsecondarysources,generallyorganizestheworkinachronologicalpattern,andsometimesmakesupdialogueamongcharacters.Sometimesabiographerknowswhatwassaidinhistoricalsituationsbecauseheorshehasdiariesorotherwrittenevidence.Inothercasesabiographerknowsbasicallywhathappenedbutdoesnothaveanyrecordofspokendialogue.Thisbiographerhasnosuchrecord.Howdoyouthinkshecametowritethisdialogue?WhatdoesTubmanmeanbyherstatementthat“freedom’snotboughtwithdust”?Themainideaofaparagraphisthecentralpointthatthewriterwishestocommunicate.Supportingdetailsaretheevidencegiventosupportthemainidea.Mainideascanbefoundatthebeginning,inthemiddle,orattheendofaparagraph.Readthethirdfullparagraphonpage758.Thefirstsentencestatesthemainidea:“Onceshehadmadeherpresenceknown,wordofhercomingspreadfromcabintocabin.”Someofthesupportingdetailsare:TheslavestoldeachotherthatMoseshadarrived.Somepreparedtogowithher.Theyputsomefoodinabandannaandwaitedforthesignaltostart.Choosethreeparagraphsonpages762763inTLLandidentifythemainideasandtheirsupportingdetails.Lookforthemainideastatementsindifferentplaceswithineachparagraph.Onaseparatesheetofpaper,writethemdown.Thiswillbeturnedinforagrade.
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Asummaryisabriefrestatementinone’sownwordsofthemainideasofapassageorselection,omittingthelessimportantdetails.Onaseparatesheetofpaper,summarizethefourparagraphpassagebeginning“LateinDecember1851...“onpage764inTLL.Remember...nofluff!Thiswillbeturnedinforagrade.
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Grammar:WritingCompleteSentences
Readandstudypp.R75‐R76inTLL,WritingCompleteSentences.Below,completetheGrammarPracticeonR75andonR76.Rewritetheentireparagraph(s)correctingthesentencefragmentsandrun‐onsentences.
Grammar:MakingSubjectsandVerbsAgree
Readandstudypp.R76‐R79inTLL,MakingSubjectsandVerbsAgree.Below,completetheGrammarPracticeonR77,R78,andR79.WRITETHEENTIRESENTENCE!
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ReadtheAuthorStudyofMarkTwain(TLLpp.790793).Read“RoughingIt”(TLLpp.794803)anddoReader’sNotebookassignment(TLLp.794)asyouread.Lookforexamplesofexaggerationasyoureadtheselection.Youmayaskyourselfquestionslike:
• Iswhatthenarratorsaysliterallytrue?• Whatpartofthestatementorstoryisexaggerated?• Whateffectdoestheexaggerationhave?• Isitfunny?• Doesitmakeonepartofthestorystandout?
Definethefollowingwords:
1. affluent
2. barren
3. board
4. contrive
5. emigrant
6. endow
7. lavish
8. legitimate
9. proprietor
10. vocation
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Answerthefollowingquestions:
1. Whydotheownersofthegrocerystore,bookstore,anddrugstoreletthenarratorgo?
2. Whatdoesthenarratordecideaboutminingasanoccupation?
3. Howdoesthenarratorfilluphistwonewspapercolumns?Atextoftenreflectstheauthor’sheritage,traditions,attitudes,andbeliefs.Theauthormaymakedirectstatements,orthereadermayinferinformationabouttheauthorbyexaminingtoneandtheauthor’suseoflanguage.Forexample,whatdoyoulearnabouttheauthorfromthissentence:“YetifIrefusedthisplaceImustpresentlybecomedependentuponsomebodyformybread,athingnecessarilydistastefultoamanwhohasneverexperiencedsuchahumiliationsincehewasthirteenyearsold.”Lookatthelastparagraphofthisselection(TLLp.801).Whatdoesthispassagerevealaboutthenarrator?Explainwhatthenarratormeanswhenhesayshewas“scaredintobeingacityeditor.”WhatwasthefunniestpartofthisnarrativebyMarkTwain?
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Grammar:CreatingComplexSentencesforVarietyOnewaytocreatecomplexsentencesisbyaddingadjectiveoradverbclausesthatmodifynounsorverbsinthemainclauses.Thesemodifyingclausescanbeplacedbefore,after,orinthemiddleofthemainclauses.Thesubordinateclausesareoftenseparatedfromthemainclauseswithcommas.Readandstudypp.R89‐R91inTLL–PhrasesandClauses.Below,completeGrammarPracticeonpp.R90‐R91.Writetheentiresentence.
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Read“TheStoryofanEyewitness”(TLLpp.159167)anddoReader’sNotebookassignment(TLLp.159)asyouread.Definethefollowingwords:
1. compel
2. conflagration
3. contrivance
4. dear
5. enumeration
6. flank
7. flotsam
8. menace
9. refugee
10. surmountAnswerthefollowingquestions:
1. Whatnaturaldisastercausedthefire?
2. Whatfirefightingtechniqueswereused?
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3. Whyweresoldiersinthecity,andwhatweretheydoing?Anauthor’sstyleisamannerofwriting,orhowsomethingissaid.Figurativelanguage,includingmetaphors,isanelementofstyle.Inthisfeaturestory,JackLondonusesmetaphortoprovideamoreaccuratedescriptionoftheearthquake’sdevastation.Forexample,“thesmokeofSanFrancisco’sburningwasaluridtower.”Whatdoesthatstatementsayaboutthescene?Chronologicalorderisaverycommonpatternoforganizationinnonfiction.Londonusesphrasessuchas“Withinanhouraftertheearthquake,”“OnWednesdaymorning,”“ByWednesdayafternoon,”andsoforth,tosignalthetimeandtheprogressionofthefire.However,Londonalsosometimesgoesoutsideastrictprogressionofeventstotellrelatedstoriesfromthefireortoexplaineventsthatarehappeningoveranextendedperiodoftime.Examinethefirstandsecondparagraphsunderthesubhead“TheFireMadeItsOwnDraft”onpage161inTLL.Writedownphrasesthatindicatetimeshifts.
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Thewayawriterusesimageryasaliterarydevicecanreflectthewriter’sstyle.Imageryconsistsofwordsandphrasesthatappealtothefivesenses.Suchlanguagehelpsreadersimaginehowthingslook,feelsmell,sound,andtaste.Londonusesimagerytoengagereaders’imaginationssotheygetabetterpictureofthesceneshedescribes.Forexample,inthepassage“Fromeverysidecametheroaringofflames,thecrashingofwalls,andthedetonationsofdynamite,”Londonusesthewordsroaring,crashing,anddetonations.Whichsenseisbeingappealedtointhispassage?Tonerevealsanauthor’sattitudetowardhisorhersubjectorcharacters.Inthisfeaturestory,Londonusesdescriptivedetailsthatrelateterrifyingscenesofthephysicaldevastationtothecity’sstructures.Pointoutdescriptivedetailsofthecity’sdevastationandexplaintheauthor’stoneinthosepassages.Read“LettertoHisPublisher”(TLLpp.168169)Thetextofaselectionoftenreflectsthewriter’sheritage,traditions,attitudes,andbeliefs.InthisletterfromLondontohispublisher,Londondiscusseshislifefromhisownperspective.WhathaveyoulearnedaboutLondonafterreadingthisletter?Whichpassagesin“TheKingofMazyMay”and“TheStoryofanEyewitness”reflecttheauthor’sheritage,traditions,attitudes,andbeliefsexpressedinthelettertohispublisher?
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Writing:AGreatConclusion
Lookbackthroughtheselectionsyou’vereadsofarthisyear.Makealistoftechniquesthatauthorsusedtoconcludetheirwork.Seeyourclassnotesifyouhavequestions!
• “Raymond’sRun”
• “TheRansomofRedChief”
• “TheKingofMazyMay”
• “StoptheSun”
• “AMotherinMannville”
• “TheDinnerParty”
• “HarrietTubman”
• “RoughingIt”
• “TheStoryofanEyewitness”
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Grammar:UsingNounsandPronouns
Readandstudypp.R79‐R83inTLL.Below,doGrammarPracticesonpp.R80,R81,R82,andR83.Makesuretowritetheentiresentence.
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Lesson3JohnnyTremainbyEstherForbes
Read“MeetEstherForbes”and“IntroducingtheNovel”onthefollowingpages.MeetEstherForbesNomatterhowmuchexternalthingschange,thehumanemotionsdonotseemtochangemuch.—EstherForbesForEstherForbes,thepastwasasaliveasthepresent.Forbes’sloveofhistorydatedbacktoherearliestchildhooddaysinruralMassachusetts.Theyoungestoffivechildren,Estherwasbornin1891intoafamilywithatraditionofstudyinghistory.Hermotherwasanantiquarian—anexpertonobjectsfrommuchearliertimes—whoseworkfocusedonNewEngland.YoungEsther’shomewasfilledwithphysicalremindersconnectingherpresentlifetothepast.TheForbesfamilyalsopreservedhistorywithstoriesofitsownpast.Oneofthestorieswasaboutanancestorjailedforwitchcraft.Inthesesurroundings,Forbesquicklydevelopedherloveofhistoryandofstoriesbasedonhistoricalevents.Shereadwidely—everythingfromtheclassicalIliad,tohermother’smanuscripts,tobooksfoundinherattic.Notsurprisingly,Forbes’sfirstattemptatanovel,writtenatagethirteen,hadahistoricalsetting.ForbesalsospenttimeridingherponythroughthecountrysideofMassachusettsandscouringpondsforturtles,whichshecollected.ThestoryofJohnnyTremainbeginsin1773intheBostonhomeandworkshopofoldMr.Lapham,amastersilversmith.Fourteen‐year‐oldJohnnyTremainisoneofthreeapprenticeswholivewiththeLaphamfamilywhilelearningthesilversmithtrade.AlthoughJohnnyisanorphan,hehadtheadvantageofamotherwhotaughthimtoreadandwrite.Theseabilities,alongwithJohnny’sintelligenceandsuperiorskillasanapprenticesilversmith,makehimoverlyproud.Hewinsnofriendswithhishaughtyattitudetowardtheothertwoapprentices.JohnnyissoproudandawareofhisvaluetotheLaphamsthat,attimes,heeventreatshismaster’sfamilydisrespectfully.Asthestorybegins,Johnnyisfarmoreinterestedinhispersonalambitionsthaninthepoliticalturmoilbrewingallaroundhim.Atthistime,thecolonieswereontheeveoftheAmericanRevolution,andBostonwasahotbedoftensionandunrest.ManycolonistswerefiercelyengagedindebatinghowmuchcontrolGreatBritainshouldhaveoverthecoloniesandwhethertoformaseparatenation.Johnny’sstoryisfilledwithcharacters,places,andeventsthatmakeBoston,asitexistedintheearly1770s,comealive.Somecharactersaremostlyinterestedintheirdailylives.Othercharactersarepassionatelyinterestedinthepoliticalchangeseruptingaroundthem.Thoughmanyofthesecharactersarefictional,Forbeshasskillfullyinterwoventheirstorieswiththoseofrealpeopleandeventsfromhistory.Infact,theauthorhascombinedfactandfictionsoseamlesslythatreadersmaynotalwaysknowwhatisrealandwhatisinvented.Inthewordsofonecritic,“If
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JonathanLyteTremainneverlivedintheflesh,helivesvividlywiththemenofhistime.”InwritingJohnnyTremain,ForbesdrewupontheextensiveresearchshedidforherbiographyofafamousBostonpatriot:PaulRevere.WithForbes’svividdescriptions,readerscanimaginewhatitwasliketowalkdownBoston’scobblestonestreetsintheearly1770s.TheycansharethesenseofdangerandexcitementsurroundingsuchrealeventsastheBostonTeaParty,PaulRevere’sfamousride,andtheBattlesofLexingtonandConcord.ReadersalsolearnmoreaboutsuchgreatPatriotthinkersandleadersasSamAdams,JohnHancock,andJohnAdams.InJohnnyTremain,readerssharenotonlyahistoricaljourneybutalsoJohnny’spersonaljourneyofgrowthanddiscovery.Whenplanningthenovel,Forbeswasdetermined“togiveJohnnyroomenoughtochangeandgrow.”Shealsowanted“anobstacle[for]Johnny...tofacefromthebeginningtotheendofthebook....Thisobstaclewastohavepsychologicalsignificance.”Atthebeginningofthenovel,Johnnyisanarrogantandimpulsiveboy,butthenlifeknockshimaroundquiteabit.Herunsintosomebadluckandalsocreatessomeproblemsforhimselfwithhisexcessivepride.Hehastofacehisproblemsandtrytofigureoutwhoheisandwhatmatterstohim.WhenthedramaticeventsoftheAmericanRevolutioninvolveJohnny,hemustdecidewhatideasandbeliefsareworthfightingfor.THETIMEANDPLACEThestoryofJohnnyTremaintakesplacemainlyinBoston,beginninginthesummerof1773andendinginApril1775.Atthistime,Bostonwasanimportantcolonialcitywithathrivingeconomy.ThethirteenAmericancolonieswerewellestablishedandhadgrowninpopulationtotwoandahalfmillion.Thegeographicareaofthecolonieswaslargerthanthatofthemothercountry,GreatBritain.Transportationwithinandbetweencolonieswasveryslow,withhorseorhorse‐drawncarriagethefastestmethodoftravel.Mailservicewasminimalandnewscouldtakedays,weeks,ormonthstocirculate.IntroducingtheNovelCopyright©byTheMcGraw‐HillCompanies,Inc.JohnnyTremainStudyGuideNotallcolonistswereWhigs—peoplewhosupportedindependencefromBritainandopposedBritishcontrolofthecolonies.SomecolonistsprotestedthetaxestheBritishimposedonthemyetdidnotsupportindependencefromthemothercountry.OthercolonistswereTorieswhoopposedtheWhigsentirelyandsupportedKingGeorge’srule.TheissuewasnotsimplyhowmuchcontroltheBritishshouldhave,buthowgovernmentsshouldbeorganizedandhowmuchsayindividualsshouldhaveintheirgoverning.Somemerchants,likeMr.Lyteinthenovel,triedtostayneutralinthepoliticaldisagreementinordertokeepcustomers.TheyclaimedtosupporttheStampActboycotts,forexample,butthensecretlytradedwiththeBritish.Importantreal‐lifeWhigssuchasSamAdams,hiscousinJohnAdams,andJohnHancockappearinJohnnyTremain.SeveraloftheBritishleadersandsoldiersinthenovel—forexample,GovernorHutchinsonandGeneralGage—werereal‐lifeTories.AccordingtoForbes’sresearch,theyweredecent
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peoplewhodisagreedverypolitelywiththeirBostonneighbors.Infact,WhigsandToriesweresometimesfriends,despitetheirpoliticaldifferences,bothinthenovelandinreallife.DidYouKnow?ThecircumstancesleadingtothemomentoushistoricaleventsdescribedinJohnnyTremainhadbeenbrewingformorethanadecade.In1763GreatBritainfounditselfdeeplyindebtaftertheendoftheFrenchandIndianWar.TheBritishgovernmentdecidedthatitwastimethattheAmericancolonieshelpedpayfortheirowndefense.Between1763and1775,theBritishParliamentapprovedavarietyoflawsrequiringcoloniststopaynewtaxes.ManycolonistsobjectedstronglytopayingthesetaxesbecausetheyhadnorepresentativesinParliament.Thus,theysaid,Parliamenthadnoauthoritytotaxthem.“Notaxationwithoutrepresentation”becametherallyingcryofcolonistsopposedtothenewtaxes.Oneofthenewlaws,theStampAct,meantcolonistshadtopayatax—incash—formostproductsmadefromorusingpaper.Asthistaxaffectednearlyeverypurchase,thecolonistsdecidedtoprotestbyboycotting,orrefusingtobuy,Britishgoods.Someprotestsledtoviolence.ThemostimportanteffectoftheStampAct,however,wasthatthecoloniesbegantounify.PeoplelikeSamAdamsbegantoorganizegroupsdedicatedtothecauseoffightingBritishtyranny.AnothereventthathelpedtriggertheAmericanRevolutionwastheBostonMassacrein1770.ConfusionduringaroutinestreetdisputeledtoviolenceandbloodshedbetweencolonistsandBritishsoldierswhowerestationedinBoston.ThiseventfurtherconvincedPatriotssuchasSamAdamsthatallthecoloniesshoulduniteagainstGreatBritain.Heencouragedregularcommunicationbetweenimportantleadersfromthedifferentcolonies.Eventually,Adams’s“committeesofcorrespondence”becametheContinentalCongress,whichmetforthefirsttimein1774.Whatpersonalqualitiesoraccomplishmentsareyouproudof?Whataresomeofthepositiveeffectsofpride?Whataresomeofthenegativeeffectsofpride?
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JohnnyTremainChapters15BACKGROUNDTimeandPlaceInthe1770s,thecityofBostonwasalmostanisland.ItprojectedoutintoBostonHarbor,connectedtothemainlandbyathinstripoflandcalled“theNeck.”ThiswasbothgoodandbadforBostonians.ItwasgoodbecauseitprovidedeasyaccesstoBostonHarbor,whiletheNeck’sguardedgateshelpedprotectthecityfromattack.Itwasbadbecauseitmeantthatthecitycouldbeeasilyisolatedfromcommunitiesonthemainland.Thecityitselfwasafairlytypicaleighteenth‐centuryBritish‐styletown.AmainfeaturewastheCommon,whichstillexiststoday.Thislandwassharedbyallandwasusedforpastureland,militarytraining,horse‐riding,andgeneralrecreation.PeoplegatheredattheCommontoexchangenews,astheydidatthemanywaterpumpsscatteredthroughoutthecity.DidYouKnow?JohnnyTremain,likemanypoorboysofhistime,wasapprenticedtoamastercraftsmantolearnhistrade:silversmithing.Apprenticesworkedandusuallylivedwiththeirmastersforaperiodofaboutsevenyears.Inexchangefortheboy’sefforts,themasterwouldtrain,house,andfeedhim.PaulRevere,whomJohnnyconsultsforadviceonadifficultsmithingtask,wasaverytalentedandwell‐regardedsilversmithinBoston.Helearnedthetradeduringanapprenticeshipwithhisownfather.Reverewasparticularlyfamousforhisabilitytokeepthebasicbeautyofadesign,whileaddingmanydecorativefrillsthatwerepopularatthetime.ReadJohnnyTremainchapters15Definethefollowingwords:
1. belligerent
2. chagrin
3. enigmatical
4. exuberant
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5. fatuous
6. flaccid
7. nonchalantly
8. unobtrusively
9. venerableAnswerthefollowingquestions:
1. DescribeJohnny’spositionandhisbehaviorintheLaphamhouseholdatthebeginningofthenovel.Whatdoeshisbehaviorrevealabouthischaracter?
2. WhathappenstochangeJohnny’spositioninthefamily?
3. WhatroledoesDoveplayinthisevent?
4. HowdoesJohnnyreacttohisnewstatus?
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5. WhatobstaclesdoesJohnnyfaceashetriestoredirecthislife?
6. HowdoesJohnny’sfriendRabhelphim?
7. HowdoestheirfriendshipchangeJohnny?
8. CompareandcontrastthedailylivesofteenagersinJohnny’sworldwithteenagersinyourowncommunity.
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Grammar:TheStructureofSentences
Readandstudypp.R92‐R93inTLL.Below,doGrammarPracticesonpp.R92andR93.Makesuretowritetheentiresentence.
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WritingAssignmentOnaseparatesheet(s)ofpaper,writeanessayevaluatingthepositiveandnegativeeffectsofJohnnyTremain’spride.InwhatwaysdoesJohnny’spridebenefithimandotherpeople?InwhatwaysdoesitharmJohnnyandothers?Howdoeshisprideaffecthowothersviewandtreathim?WhatroledoesprideplayinJohnny’saccident?Supportyourideasandopinionsusingdetailsfromthenovel.Bringittoclasswithyoutomorrowsowecanworkonit.Thiswilleventuallybeturnedinforagrade.
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JohnnyTremainChapters68BACKGROUNDTimeandPlaceAsearlyas1767,theBritishweretaxingtheteathatwasshippedtotheAmericancolonies.SomecolonistsbeganboycottingBritishtea;asaresult,teaexporterssuchasTheEastIndiaCompanylostagreatdealofmoney.Tohelpthisimportantbusiness,theBritishgovernmentgaveitexclusiverightstosellteaintheAmericanColonies,underTheTeaActof1773.InSeptemberofthatyear,theEastIndiaCompanyfilledsevenshipswithteaboundforthecolonies.Theseships,carryinghundredsofthousandsofpoundsoftea,wereheadedforBoston,NewYork,Philadelphia,andCharleston.Protestsbrokeoutinallthesecities,andseveraloftheshipsturnedbacktoEngland.TheshipsboundforBostonreachedtheirdestinationinNovember1773.ThePatriotsrespondedwithadramaticprotestthatyouwillreadaboutinthenextsectionofthenovel.DidYouKnow?Inthe1770s,BostonwasakeyAmericanshippingport,bothbecauseofthefineshipsbuiltthereandthemanydifferentproductstradedontheBostonwharves.MostBostoniansweresomehowconnectedtotheshippingtradeortothefishingindustry:avarietyofcraftspeoplebuiltships;unskilledworkersloadedandunloadedmerchandisefromshipsandwarehouses;otherBostoniansmadealivingcatchingandsellingfishandoysters.ManyofBoston’swealthyfamilieshadmadetheirmoneythroughshippingandtrade.ReadJohnnyTremainchapters68Definethefollowingwords:
1. commandeer
2. divulge
3. dun
4. gesticulate
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5. inflammatory
6. inundate
7. lamentably
8. paroxysm
9. proximityAnswerthefollowingquestions:
1. Doestheideaofplayingapersonalroleinhistoricaleventsappealtoyou?Whyorwhynot?
2. ExplaintheBritishtaxoncolonialtea.WhatresponseisplannedbySamAdamsandtheotherObservers?HowdoesJohnnyhelpimplementtheseplans?
3. DescribeJohnny’srelationshipswithCilla,LaviniaLyte,andDovenowthatJohnnyislivingwithRabandhisfamily.
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4. WhatdotheserelationshipsrevealaboutJohnnyandhispersonalgrowth?
5. WhatpositionsinfavorofrevolutionarearguedbySamAdamsandJamesOtis?HowdoesJohnnyreacttoOtis’swords?
6. DoyouthinktheBostoniansarejustifiedintheirreactiontothetaxontea?Whyorwhynot?
7. DoyouthinkBritain’sresponseisfair?Explain.
8. Inyouropinion,isRabagoodfriendtoJohnny?Givereasonsforyouranswer.
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Grammar:CorrectingCapitalization
Readandstudypp.R94‐R95inTLL.Below,doGrammarPracticesonpp.R95.Makesuretowritetheentiresentence.
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JohnnyTremainChapters912
Doyouthinkthatanindividualcanplayanimportantroleinhistoricalevents?Doyouthinkthatasmallnumberofpeoplewhoaredeeplycommittedtoacausehavethepowertochangethecourseofhistory?Whyorwhynot?BACKGROUNDTimeandPlaceBostoniansrespondedwithoutragetotheclosingoftheirportandthearrivalofBritishsoldiersandwarships.TheCommitteesofCorrespondencethatSamAdamsbeganintheearly1770sevolvedtoplayanevenmoreactiverole.InSeptember1774,allthecoloniesexceptGeorgiasentrepresentativestotheFirstContinentalCongressinPhiladelphia.TheCongressdecidedonaboycottofBritishgoodsandpromisedtostandtogetherindefenseofBoston.Oneresultofthispromisewastheforming,arming,andtrainingofcolonialmilitias.TheCongressalsopreparedasummaryofitscomplaintsforKingGeorge.Theking,however,wasnotinterestedinreviewingthesecomplaintsandsentmoresoldiersandshipstoBoston.DidYouKnow?Colonialmilitiamenhadnouniformsandhadtosupplytheirowngunsandammunition,aswellasfoodandotheraccessories.ManyhadlearnedtoshootwhilehuntingforfoodorfightingNativeAmericansinthecountryside.TheywerehardlypreparedfortheorganizedandalmostpolitemethodofwarfarepracticedbytheBritisharmy,inwhichsoldierslineduponoppositesidesofthebattlefieldandadvancedtowardtheenemy,shooting.Thoughthemilitiamen’srifleswereaccurate,theyheldonlyoneshotandoftenlackedthebayonets(knives)attachedtoBritishguns.Thismeantthatwhilethemilitiamenwerereloading,theyweredefenseless.Ontheotherhand,theBritishsoldiers’bright‐reduniformsmadethemeasytargets.
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ReadJohnnyTremainchapters912Definethefollowingwords:
1. converge
2. dilapidated
3. dilatory
4. disconsolately
5. inebriated
6. lassitude
7. maudlin
8. punctilious
9. sedition
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Answerthefollowingquestions:
1. WhataresomewaysthatthePatriotsprepareforwar?
2. HowwouldyoudescribethemoodbetweenBostoniansandtheBritishtroopsoccupyingtheircity?
3. ExplainhowtheMinuteMenlearnoftheBritisharmy’sactualbattleplans.WhatdotheseeffortsrevealaboutthePatriots’commitmenttoindependence?
4. SummarizewhathappensafterJohnnyfindsRabatLexington.
5. Attheendofthenovel,whatdecisiondoesJohnnymakeabouthisfuture?Whatdoesthisdecisionrevealabouthisvaluesandcharacter?
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6. Howdoestheauthorcreatesuspenseduringthefinalchaptersofthenovel?
7. AccordingtoJohnny,atsixteenheis“aboyintimeofpeaceandamanintimeofwar.”Doyouagreewiththisstatement?Doyouthinkmoreisexpectedofyoungpeoplewhenacountryisatwar?Explain.
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WritingAssignment
ImagineyouareareporterforeithertheObserverorforaBritishnewspaper.WriteanewsreportabouttheBattlesofLexingtonandConcord.Remembertocoverthefactsbyansweringthesequestions:Who?What?When?Where?Why?How?Thoughanewsreportshouldbeunbiased,youwillwanttoconsideryouraudience.Forexample,aLondonaudiencewouldbemoreinterestedinthebravedeedsofitsowntroopsthaninthoseofcolonialtroops.Writeyourarticleonseparatesheetofpaper.Thiswillbeturnedinforagrade.
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Lesson4:Poetry
ReadPoetryOverview(TLLpp.187191)Therearethreegenresofpoetry:narrative,dramatic,andlyric.
• Narrativepoetrytellsastoryorrecountsevents.Likefiction,itincludesaplot,characters,andsetting.Formsofnarrativepoetryincludeepicsandballads.
• Dramaticpoetrymayalsotellastorybutfocusesmoreoncharacter.Formsofdramaticpoetryincludesoliloquiesandmonologues.
• Lyricpoetrypresentsthethoughtsandfeelingsofasinglespeaker.Itsformsincludethesonnet,elegy,ode,andfreeverse.
Readthepoem“MiMadre”(TLLp.139).Identifyitsgenreofpoetryandexplainhowyoucametothatconclusion.FormandStructureTheformofapoemcancreateavisualeffectthatreinforcesthepoem’smessage.Thespacingandphysicalshapeofthewordsofapoemcanconveyfluidity,contrast,ormovement.Theformcanalsoaffectthesoundofapoembycreatingarhythm.Poemswithlongerlinesandstanzascanhaveadifferentrhythmandsoundthanpoemswithshorterlinesandstanzas.Onewaytoclarifyyourunderstandingandappreciationofapoemistoreaditaloud.Asyouread,payparticularattentiontothepoem’srhythmandrhymes.Alsolistenfortherepetitionofwordsandphrasesandalliteration(theuseofrepeatedconsonantsoundsatthebeginningofwords).
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ReadALOUDTheBalladoftheHarpWeaver(TLL647653)anddoReader’sNotebookassignment(TLLp.647)asyouread. Balladsarenarrativepoemsthataremeanttobesung.Anarrativepoemislikeashortstory.Ithascharacters,aplot,asetting,apointofview,andatheme.Aballadusuallyfocusesonasingletragicincident,containsstanzasoffourlines,hasapatternofrhymeandrhythm,andreliesondialogueandrepetition.Whichoftheseelements(characters,plot,setting,pointofview,theme)arefoundinthefirststanza(see“FormandStructureTLLp.188ifyou’veforgottenwhatastanzais)?Afterreadingthefifteenthstanza,summarizethemajorconflictintheplotofthisballad.Howdoesthespecificsettingcontributetothestory?Plotcomplicationsareproblemsoreventsthatmakeitmoredifficulttoresolvethecentralconflict.Inthisballad,thecentralconflictisthatthemotheristoopoortoprovidefoodandclothingforherson.LookatthestanzasonTLLp.649andnameoneeventthatmakestheconflictworse.WhataresomeotherplotcomplicationsonTLLpp.650‐651?
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LookforcharacteristicsofaballadinthefifthstanzaonTLLp.650.HowdothesoundsoftheeighthstanzaonTLLp.650reflectthemeaningofthewords?Howistheendingtypicalofaballad?Answerthefollowingquestions:
1. Whatwasyourreactiontothepoem’sending?Why?
2. Whycan’ttheboygotoschool?
3. Intheboy’sdream,howdoeshismotherusetheharp?
4. Whatdoestheboydiscoverwhenhewakesup?
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5. Millaydoesnotfullyexplaintheeventsthattakeplace.Whydoyouthink
thisisso?Whateffectdoesthishaveonthepoem’smood?Howwouldyouexplainthecauseoftheamazingevents?
6. Howdoesthepome’srhythm,rhyme,repetition,andalliterationhelptosupportthemeaningofthepoem?
7. Howdidreadingthepoemaloudhelpclarifyyourunderstanding?
8. Millaydedicatedthispoemtohermothertothankherfortheexcellenteducationshehadreceiveddespitethehardtimes.Inyouropinion,whatisthemostimportantgiftaparentcangiveachild?
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Writing
Onaseparatesheetofpaper,writeaballaddescribingadreamthatyouhavehad(ormakeoneupifyoucan’tthinkofasuitabledream).Usedescriptive,sensorydetailstobringyourdreamtolifeforthereader.Rememberthatsensorydetailsarethosethatappealtothesenses:sight,hearing,taste,touch,andsmell.Besuretoincludefour‐linestanzasandaregularrhymepattern.Youwillbereadingthisoutloudinclassforagrade.
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Readaloud“PaulRevere’sRide”(TLLpp.716720)anddoReader’sNotebookassignment(TLLp.716)asyouread.Familiarizeyourselfwiththefollowingwords:
1. belfry2. Middlesex3. moorings4. man‐of‐war5. spar6. grenadiers7. stealthytread8. somber9. sentinel’s10. impetuous11. saddlegirth12. spectral13. Mystic14. alders15. aghast16. bleating17. BritishRegulars18. peril
Remember,narrativepoemsuseplot,characters,andsettingtotellastory,justasaworkofnarrativefictiondoes.Identifythesettingof“PaulRevere’sRide.”Inwhichstanza(s)isthesettingestablished?Whoarethecharactersinthispoem?Whataresomeoftheeventsoftheplot?
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Answerthefollowingquestions:
1. HowdoesReverefindoutwhichroutetheBritishtroopswilltake?
2. Howmanylampsareplacedinthebelfry?
3. Whathappenedlaterthatday?
4. “PaulRevere’sRide”isfullofdescriptivelanguagethatappealstothesenses.Whichimagesdoyoufindparticularlystriking?Why?
5. In“PaulRevere’sRide”thereareseveralreferencestothepastandthefuture.WhatisLongfellowsayingabouthistory?
Thinkabout:
• whythepoemisaddressedto“mychildren”• why,inline78,Longfellowwritesthat“Thefateofanationwasriding
thatnight”• thefinalstanza,inwhichLongfellowwritesthatRevere’sridewill
“echoforevermore...borneonthenight‐windofthePast”
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Chooseastanzafrom“PaulRevere’sRide”thatyouthinkcreatesastrongmood.Writeitbelow.Howdoesthatparticularstanzamakeyoufeel?Howdorhyme,rhythm,andfigurativelanguagehelpcreatethemood?Paraphrasingisrestatingtextinone’sownwordsorinadifferentform.Lookatthesecondstanzaofthepoem.Aparaphraseofthisstanzamightbe“PaulReveresetupasignalcodewithhisfriend.HetoldhimtosignalfromtheNorthChurchtowerwithonelanterniftheBritishwereattackingbyland,andwithtwolanternsiftheywereattackingbysea.ThenReverewouldridethroughthecountrysidetoalertthepeopletotakeuparms.”Onaseparatesheetofpaper,paraphrase“PaulRevere’sRide.”Thiswillbeturnedinforagrade.
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Readaloud“TheChargeoftheLightBrigade”(TLLpp.197200)anddoReader’sNotebookassignment(TLLp.197)asyouread.Rememberthatanarrativepoemcontainsallthestagesofplot:exposition,risingaction,climax,andfallingaction.Expositionintroducesthereadertothecharactersandthesetting.Identifythestanzathatcontainstheexpositionandexplainyouranswer.RisingactionoftenbeginswhenthecentralconflictissetinmotionItincludescomplicationsandproblemsthatmovetheplottoitsclimax.Inthispoem,thecentralconflictisaboutsurvivingabattle.Wheredoestherisingactionbegininthispoem?Therisingactionleadsuptotheclimax,ortheturningpointoftheaction.Theclimaxisthepointofgreatestinterestandintensityandinvolvesanimportantevent,decision,ordiscovery.Thefallingactionfollowstheclimaxandincludeseventsthatresolvetheconflictandtieuplooseends.Identifythestanzasandeventsthatsignaltheclimaxandfallingactionof“TheChargeoftheLightBrigade.”
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Answerthefollowingquestions:
1. Whydoesthebrigadereceivetheordertocharge?
2. Whatiswaitingfortheminthevalley?
3. Whatistheoutcomeofthecharge?
4. Describetheimageyouconsidermostpowerfulinthepoem.Whydidyouchoosethisimage?
5. DoyouconsiderthesoldiersoftheLightBrigadetobeheroes?Whyorwhynot?
6. Inyouropinion,whatisthetheme,ormessage,ofthispoem?
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Readaloud“StoppingbyWoodsonaSnowyEvening”(TLLp.391)anddoReader’sNotebookassignment(TLLp.390)asyouread.Poetsconsiderrhymeschemewhenchoosingtheformofapoem.Therhymescheme,orpatternofrhyme,helpsestablishtheform.Forexample,in“TheChargeoftheLightBrigade,”noticetherhymepatterninthissix‐linestanza: Whencantheirgloryfade? O’thewildchargetheymade! Alltheworldwonder’d Honorthechargethemade! HonortheLightBrigade! Noblesixhundred.Noticethatlines1,2,4,and5rhyme,andlines3and6rhyme.TherhymeschemeisAABAAB.Lookatthefirststanzain“StoppingbyWoodsonaSnowyEvening.”Whichlinesrhyme?Whatistherhymeschemeineachofthestanzas?Answerthefollowingquestions:
1. Whatwordsorphrasesfromthispoemlingerinyourmind?Howdoethesewordsandphrasesmakeyoufeel?
2. Wheredoesthespeakerstop?
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3. Whatdoesthespeakerdecidetodo?
4. Manycriticsthinkthispoemisaboutmorethan“stoppingbywoodsonasnowyevening.”Whatdeepermeaningcanyoufindinthepoem?Thinkabout:thetimeofdayandtheseason,whomightownthewoods,andthephrase“andmilestogobeforeIsleep.”
Onaseparatesheetofpaper,writeapoemdescribinganaturalsetting.Makesurethepoemhasadistinctiveformandpatternofrhythmandrhyme.Besuretoincludesensorydetails.Thiswillbeturnedinforagrade.
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Readaloud“IsteppedfromPLANKtoPLANK”(TLLp.297)anddoReader’sNotebookassignment(TLLp.296)asyouread.Answerthefollowingquestions:
1. Whatisyourimpressionofthespeaker?Givereasonsforyouranswer.
2. Howdoesthespeakerinthispoemcommunicateasenseofdanger?Supportyouranswerwithexamples.
3. Whydoyouthinkthespeakersays(inline3)thatshe“felt”thestars,ratherthanthatshesimplysawthem?Howdoesthiswordchoiceaddtothepoemsimagery?
4. Whatdoesthespeakermeanby“experience”?Whatdoyouthinkofthisdefinition?
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Read“ChildonTopofaGreenhouse”(TLLp.298)anddoReader’sNotebookassignment(TLLp.296)asyouread.Answerthefollowingquestions:
1. Whatmemoriesorthoughtsdidthispoembringtoyourmind?
2. Whatdoesthechilddo?
3. Whatarethepeopleonthegrounddoing?
4. Whydoyouthinkthechildgoestothetopofthegreenhouse?
5. Howwouldyoudescribethemoodofthispoem?Inwhichofthetwopoems(“StoppingbyWoodsonaSnowyEvening”and“ChildonTopofaGreenhouse”),canyoumoreclearlyvisualizethescenedescribed?Supportyouranswer.
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Remember,poemsaremeanttobereadaloud.Poetsusesounddevicestoreinforcemeaning.Inreadingapoemaloud,youmustpayattentiontopunctuation.Youshouldnotpauseautomaticallyattheendofeachline,butshouldlookforcommas,periods,andotherpunctuationmarksthatindicatepauses.Practicereadingoneofthetwopoems(“StoppingbyWoodsonaSnowyEvening”and“ChildonTopofaGreenhouse”)aloud.Marktheplaceswhereyouwillpauseandmarkwordsthatyouwishtoemphasize.Practiceusingeffectiverate,volume,pitch,andtone.Youwillreadyourchosenpoemaloudinclass.
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Readaloud“OCaptain!MyCaptain!”(TLLp.780)anddoReader’sNotebookassignment(TLLp.779)asyouread.Readthepoemagain.Asyouread,keepalistofwordsorphrasesfromthepoemthatgivecluestotheauthor’spurpose.Writethemhere.Identifythegenre,mainidea,purpose,andtonefor“OCaptain!MyCaptain!”Answerthefollowingquestions:
1. Whomdoesthecaptainrepresent?
2. Whatdoesthespeakerseeonthedeckoftheship?
3. What“prize”hasbeenwon?
4. HowdoyouthinkthatthespeakerofthepoemfeelsaboutAbrahamLincoln?Supportyouranswerwithexamplesfromthepoem.
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Read“Lincoln:APhotobiography”(TLLpp.770775)anddoReader’sNotebookassignment(TLLp.769)asyouread.Definethefollowingwords:
1. abduction
2. assailant
3. falter
4. revoke
5. vindictivenessAnswerthefollowingquestions:
1. WhatdoyouthinkofLincolnafterreadingthisselection?
2. WhywereLincoln’sfriendsandassociatesconcernedforhissafety?
3. WhendidLincoln’sassassinationtakeplace?
4. HowdidthenationshowitsgriefinthedaysfollowingLincoln’sfuneral?
5. WhydoyouthinkRussellFreedmanincludedthedescriptionofLincoln’sdream?
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6. WhatifLincolnwerepresidenttoday?Basedonwhatyouhavelearnedabouthiminthisselection,whatgoalsdoyouthinkhewouldpursue?
Onaseparatesheetofpaper,answerthefollowingquestions.Thiswillbeturnedinforagrade.
1. Doestheexcerptfrom“Lincoln:APhotobiography”or“OCaptain!MyCaptain!”conveyagreatersenseoflosstoyou?Explainyouranswer.
2. WhatdidyoulearnaboutLincolnfromeachtext?
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Lesson5:Speeches
Read“OneMillionVolumes”(TLLpp.851858)anddoReader’sNotebookassignment(TLLp.851)asyouread.Asyouread,makeanoteofpassagesthatprovidecluestoAnaya’spurposeorpurposesforwriting.Definethefollowingwords:
1. censorship
2. ignite
3. induce
4. litany
5. paradoxWritershavefourmainpurposes:toentertain,toinform,toexpressopinions,andtopersuade.Oftenawriterhasmorethanonepurpose.Whatisthepurposeofthisspeech?Howdoyouknow?
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Answerthefollowingquestions:
1. HowdoyoufeelaboutRudolfoAnayaafterreadingthisspeech?
2. WhyisAnayagivingthisspeech?
3. HowdidAnayaspendSaturdaysasayoungboy?
4. Whatdid“theoldones”dothatinspiredAnayatolovebooks?
5. Basedonthisspeech,howwouldyoudescribeAnaya’sfeelingsabouthisheritage?
6. Anayabelievesthatabookboth“quenchesthethirstoftheimaginationandlightsnewfires.”Howcanabookdobothofthesethingsatthesametime?
7. HasAnaya’sspeechchangedthewayyoufeelaboutlibrariesandbooks?Whyorwhynot?
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Readfrom“StillMe”(TLLpp.375379)anddoReader’sNotebookassignment(TLLp.374)asyouread.Definethefollowingwords:
1. access
2. affliction
3. logistics
4. rehabilitation
5. severThemainideaofaparagraphoraselectionisthemostimportantpointthewriterwantstocommunicate.Amainideacanbestateddirectlyoritcanbeimplied.Whenimplied,themainideaisindirectlystatedthroughdetailsinthetext,andthereadermustinferthemainideabasedonthedetails.
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Readthefollowingtwosentences:“ChristopherReeveplannedhewouldattendTheCreativeCoalition’sannualfundraisingdinner.”“ChristopherReeveandseveralfriendsfoundedTheCreativeCoalitiontoaddressimportantissues.”Whichofthesedoyouthinkstatesthemainideaofthefirstparagraphof“StillMe.”Why?Determinethemainideaofthesecondparagraphandexplainyourdecision.Answerthefollowingquestions:
1. WhyisReeve’striptotheHotelPierresuchachallenge?
2. Whatisthemeaningofthetitle“StillMe”?
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Below,writedownfivegoodquestionsthatyouwouldliketohaveaskedChristopherReeve(ifhewerestillalive).Goodquestionsrequiremorethanayesornoresponseandavoidfactualinformationthatisavailablefromothersources.Questionsshouldnotbetoopersonalorpotentiallyembarrassing.
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Read“Speech”(TLLpp.381382)anddoReader’sNotebookassignment(TLLp.374)asyouread.Answerthefollowingquestions:
1. Hasyourattitudeaboutpeoplewithdisabilitieschangedafterreadingtheseselections?Whyorwhynot?
2. WhatisthemainideaofChristopherReeve’sspeech?
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Grammar:CorrectingCapitalization
Readandstudypp.R94‐R95inTLL.Below,doGrammarPracticesonp.R95.Makesuretowritetheentiresentence.
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Lesson6:TheCalloftheWildByJackLondon
Readthefollowing:MeetJackLondonJackLondonnotonlywroteadventurestories,helivedthem.HewasoneofthousandsofmenwhowenttoCanadaduringthe1890stoprospectforgold,andheoncetraveledhundredsofmilesacrosstheUnitedStatesbyhoppingfreighttrains.Theauthor‐adventurerwasbornJohnGriffithChaneyonJanuary12,1876.Shortlythereafter,theboytookhisstepfather’slastname,London.ThefamilylivedinOakland,California.Londonquitschoolwhenhewasfourteenandalternatelyworkedandtraveledforseveralyears.Forawhile,hemadealivingstealingoysters.Thenheswitchedjobsandworkedonagovernmentpatroltopreventpeoplefromstealingoysters.HealsowenttoJapan,workingasasailor.WhenLondonwasnineteen,hereturnedtoschool.Hecompletedafour‐yearhighschoolcurriculuminoneyearandenteredtheUniversityofCalifornia.Afterayearattheuniversity,hecouldn’tresistthelureoftheKlondikegoldrushinCanada.Heneverreturnedtocollege,buthealsonevergotrichfromhistriptothegoldfields.LondoncamehomefromCanadanotwithgold,butwithideas.Becomingawriterwasonewaytoescapewhathefeltwouldbeadrearyexistenceasalaborer.Hetrainedhimselfbystudyingotherwriters’works.Hebegansubmittingjokes,stories,andpoemstomagazinesandreceivedmanyrejectionletters.Gradually,however,successcame.Hisfirstbook,TheSonoftheWolf,waswellreceivedwhenitwaspublishedin1900.TheCalloftheWild,publishedthreeyearslater,broughtLondonlastingfame.Londonwasapopularfigure.Heusedhispositiontowinsupportforcertaincausesinwhichhebelieved,suchassocialism,women’ssuffrage,andprohibition.Healsoendorsed,orrecommendedforuse,certaincommercialproducts,makinghimoneofthefirstcelebrityspokespersons.EvenafterLondonachievedsuccessasawriter,hecontinuedtobewelldisciplinedabouthiswork.Hecompletedfiftybooks—includingnovelsandshortstorycollections—duringhisseventeen‐yearwritingcareer.Atthetime,hewasthehighestpaidwriterintheUnitedStates.Londonwasmarriedtwice.Heandhisfirstwifehadtwodaughters.In1905heboughtaranchinGlenEllen,California.There,hepracticedagriculturaltechniqueshehadlearnedinJapan.ThoughthecircumstancesofLondon’sdeatharesomewhatcontroversial,heprobablydiedfromkidneydisease.Hewasonlyfortyyearsoldwhenhedied,buthehadachievedagreatdealinhislifetime.Translationsofhisworksarestillwidelyreadallovertheworld.TheCalloftheWildcouldbecalledanentertainingtaleaboutadog,butitismuchmoretoitsreaders.Londonexploresbasicquestionsaboutaperson’srelationshiptohimorherself,toothers,andtothenaturalworld.Thestoryappealstomanydifferenttypesofreaders.Anyonewhohasknowntheloyaltyofadogcan
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understandhowsomeofBuck’smastersfeel.Adventurersandrisk‐takerswillseethemselvesinthesleddriversastheytravelacrossthefrozenexpansesoftheYukon.ThedetailofthestoryisrichbecauseLondonwroteaboutsubjectswithwhichhewasfamiliar.HehadbeenintheYukonTerritoryduringthegoldrush,hadfeltthecold,heardthedogfights,andseenthemanydifferentkindsofpeoplewhowerethere.HeweaveshisstoryofBucksocarefullythatreaders,too,canbeintheYukon.THETIMEANDPLACEGeorgeWashingtonCarmack,TagishCharlie,andSkookumJimmadeadiscoverythatbroughttensofthousandsofpeoplestreamingintothenorthwesternpartofCanada.TheydiscoveredgoldinBonanzaCreek,atributaryoftheKlondikeRiver,inAugust1896.ThiswasnotthefirsttimegoldInuit,anativepeopleofNorthAmerica,werethefirsttousedogstopullsledsoverthesnowandiceofCanadaandAlaska.Dogsledswerepracticalfortransportingsuppliessuchasfirewoodorfreshlykilledmeat.Somepeoplestillusedogsledsforworkandtransport.However,airplanesandsnowmobileshavemostlyreplacedthedogsledsasameansoftransportation.Dogsleddinghasbecomeapopularhobbyandsportinsomeareas.Moderndogsledsarestillmadeofwood,liketheearlyInuitsleds,buttherunnersarecoveredwithaluminumorsteel.Lightweightashwoodisusedtomakeracingsleds.Dogsareespeciallytrainedforsledracing.BreedssuchasEskimos,Siberianhuskies,Samoyeds,andmalamutesarebestsuitedtothetaskbecauseoftheirstrength,coats,anddisposition.Mostdogteamsincludeoddnumbersofdogs—usuallyfive,seven,ornine.Themethodofhitchingthedogstothesled,calledaganghitch,requiresanoddnumber.Asingledogleads,withtheotherdogshitchedinpairsbehind.Thedogsrespondtovoicecommandsfromthedriver,ormusher.Averageracesaretwelve‐tothirtymileslong.Driversandtheirteamsraceagainsttime.PerhapsthemostfamousdogsledracingeventisAlaska’sIditarodTrailrace.Therace’sfamestemsfromitslength—over1,150miles.Theroutefollowsamailroutethatwasestablishedin1910betweenKnik,acitynearAnchorage,andNome.Atthattime,dogsledscarryingmailregularlycoveredthedistance.Therace,asitistoday,beganin1973andisruninMarcheachyear.The1973winnertookabouttwentydaystocompletethecourse.Inthe1990s,thewinnerswerefinishinginaboutelevendays.Goldhadbeenfoundinthatregionoftheworld.ProspectorshadbeenworkinginandaroundtheKlondikeandYukonriversforseveraldecades.ButthefindonBonanzaCreekwasnotablefortworeasons.First,thequantityofthegoldinthestreamwasremarkable.Second,muchofthegoldwaseasytogetusingsimpleminingtechniques.TheKlondikegoldrush,asitcametobecalled,attractedthousandsofhopefulminers.ManycamebyshiptoSkagway,Alaska,wheretheypurchasedsuppliesatinflatedpricesandoutfittedthemselvesforthetripnorth.Winterwastheeasiestseasonduringwhichtotravelbecausetheriverswerefrozen,butwintertemperaturesregularlyregistered50degreesbelowzero.Duringthesummer,humansandanimalswereattackedbyswarmsofmosquitoesandflies.Fewminerscameawaywealthy.Manywhoactuallydidfindgoldspentitallwhile
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celebratinginboomtownssuchasDawsonCity.Merchantsandopportunistswerealltooreadytoacceptgolddustandnuggetsfromminerswhowerehappytoshowofftheirgoodfortune.Minerswereoftenthetargetoflawlessmenwhowerewillingtorobormurdertogetashareoftheriches.Inadditiontothehazardsofboomtownswerethedangersofwildernesstravel.Theelementsclaimedmanyvictimsasinexperiencedprospectorsfroze,starved,orgotlostintheforestsandsnowfields.Theterritory’srushingriversalsoclaimedmanyvictims.TheCalloftheWildChapters13BACKGROUNDDidYouKnow?InTheCalloftheWild,JackLondonwritesabouthismaincharacter,thedogBuck,asifthedogwerehuman.Theformalnameforgivinghumanqualitiestoanimalsisanthropomorphism.ThiswordcomesfromtheGreekwordsfor“human”and“form.”Toanthropomorphizesomethingistogiveithumanform,orhumancharacteristics.Londondoesn’thaveBuckspeakorwalkupright,buthedoesgivethedoghumanthoughtsandemotions.Ashumans,werelatetothosethoughtsandemotionsandacceptthem.Asreaders,weidentifycloselywithBuckbecausewefeelthesameanger,thesamesurprise,andthesamefear.TheNineteenthCenturyInthenovel,thenineteenthcenturyisnearlyover.AsthousandsofpeopleheadforthegoldfieldsinCanadaandAlaska,whatareotherAmericansdoingandthinkingabout?Thefinaldecadesofthenineteenthcenturyareconsideredatimeofgrowthandchange.ThepopulationoftheUnitedStatesincreasedbymorethanfiftypercentfrom1880to1900.Muchofthisincreasewasduetoimmigration.PeoplefromEuropecametotheUnitedStatesinrecordnumbers.Duringthisperiod,Americansbegantousemachinestodotheirwork.Industrializationspreadquickly.Waysofdoingthingschanged.Smallfactoriesbecamelargerandproducedmoregoods,creatingmorejobsforpeople.Athome,machinesalsohelpedwitheverydaytasks.Bookandchaptertitlesprovidecluestocontent,hintingatactionstocome.WhatdoesthetitleTheCalloftheWildsuggestthatthebookwillbeabout?Whatdothetitlesofthefirstthreechapterssuggest?
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ReadChapters13inTheCalloftheWildDefinethefollowingwords:1.auspiciously2.cowed3.discomfiture4.divers5.insular6.latent7.malignant8.primordial9.score10.unwonted
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Answerthefollowingquestions:
1. HowdidyoufeelwhenManuelsoldBucktothemanintheredsweater?Why?
2. WhatisBuck’slifelikeatJudgeMiller’splace?WhydoesBuckassumeheissimplyoutforastrollwithManuel?
3. WhatdoesthemanintheredsweaterteachBuck?WhywasthisanimportantlessonforBucktolearn?
4. WhatdoFrancoisanPerraultexpectoftheirdogs?WhydotheyadmireBuck?
5. ThestoryismainlytoldfromBuck’spointofview.HowdoesthisperspectiveinfluencehowyoufeelaboutBuck?
6. Howmightthestorychangeifitweretoldfromthedogtrainer’spointofview?
7. Doesthestory–agoldrushandakidnappeddog–seemtruetolife?
Explain.
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Inmanystoriesandnovels,thegoalofthemaincharacteristoimprovehimselforherselfinsomeway.InTheCalloftheWild,thenarratorpointsoutthatonceBucklearnstostealfood,hismoraldecayhasbegun.Hethensaysthatthisisvital,orabsolutelynecessary,forBuck’ssurvival.Onaseparatesheetofpaper,inoneortwoparagraphs,explainwhatthismeans.Doyouagreewiththenarrator’sstatement?Whyorwhynot?Thiswillbeturnedinforagrade.
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TheCalloftheWildChapters45BACKGROUNDDidYouKnow?Northernregionsthatarefarinlandhavecolderwintersthantheareasthatareclosertotheocean.TheinteriorplainsofnorthwesternCanadaarecharacterizedbyshortsummersandlong,coldwinters.InTheCalloftheWild,thedogsanddriverstravel“comfortably”ondaysthatare–50°F.Thatisfarcolderthanmostofuscouldstand.Atthattemperature,exposedfleshfreezesinamannerofminutes.Thedriverswouldhavebeenwrappedandbundledfromheadtotoe.YukonTerritoryPriorto1898,theareawheretheYukonandKlondikeriversflowwaspartofCanada’svastsparselypopulatedNorthwestTerritories.Withthediscoveryofgoldintheregion,thepopulationgrewquickly.In1898theCanadianParliamentseparatedthemostnorthwestportionoftheregionintoitsownterritory.NooneyetrealizedthatthepopulationgrowthofthisnewYukonTerritorywouldbeonlytemporary.By1899theKlondikegoldrushwasalmostover.GoldhadbeendiscoveredinAlaskaandmanyYukonprospectorspackedupandheadedtothewest.TheareaweknowasAlaskahadbeenpurchasedfromRussiain1867.TheU.S.officialwhopushedforthepurchasewasWilliamSeward.ManyAmericansopposedSeward’sidea.Whatgoodcouldcomefromowningallthatland?Itwasn’tevenconnectedtotheotherstates.TheylabeledAlaska“Seward’sFolly,”orfoolishact.HowpleasedthosesameAmericanswerewhengoldwasdiscoveredinAlaskanotmanyyearslater.Haveyoueverhadtogetcontroloforleadagroup?Howdidyoudoit?Jotdownbriefnotesaboutthesituationandwhatyoudidtogaincontrol.Howdidyoucommunicatetothegroupthatyouintendedtobetheleader?Wereotherstryingtoleadthegroupaswell?
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ReadChapters45inTheCalloftheWildDefinethefollowingwords:
1. callowness
2. inexorable
3. manifested
4. obdurate
5. perambulating
6. plaint
7. prerogative
8. rend
9. salient
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Answerthefollowingquestions:
1. HowdoFrancoisandPerraultrespondwhentheydiscoverthatBuckhaskilledSpitz?Whyhadthedogteambecomeunruly?
2. HowarethedogstreatedbytheScotchhalf‐breed?HowdoesthisbecomeimportanttoBuck’sfuture?
3. WhatdoesMercedesdoto“help”thedogsthatonlyendsupharmingthem?Whatdoheractionsallowyoutoconcludeabouther,Hal,andCharles?
4. Howdoesreadingaboutthesethreedifferentkindsofowners—oneaftertheother—affectyourresponsetoeachowner?
5. DoyouthinkthatHal,Charles,andMercedesarerealisticcharacters?OrdoyouthinkthatLondonhasexaggeratedtomakeapoint?Explain.
SupposeyouareoneofBuck’sowners—François;themanknownastheScotchhalfbreed;orHal,Charles,orMercedes.Onaseparatesheet(s)ofpaper,writealettertosomeonebackhomeaboutyourexperienceintheYukon.Tellaboutthetravelconditions,yourtravelcompanions,andthedogteam.Remembertowritefromthepointofviewofthecharacteryou’vechosen.Borrowdetailsfromthestorytoaddspecificstoyourletter.Thiswillbeturnedinforagrade.
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TheCalloftheWildChapters67BACKGROUNDDidYouKnow?WolvesanddomesticdogsarebothmembersoftheCanidaefamily.Weknowthem,morecommonly,ascanines.Theysharecharacteristics—suchaspowerfulteethandbushytails—anddifferincertainotherdetails,suchassizeandweight.Scientistsbelievethatdogswerethefirstwildanimalstobedomesticated.Archaeologistshavefoundevidenceinsitesdatingasfarbackas8,000yearsthatdogswerelivingwithhumans.WolvesstillsurviveinsignificantnumbersinAlaskaandCanada.IntheUnitedStates,however,onlysmallpopulationsexist.Overtheyears,urbanexpansionhaseliminatedthewolves’habitat.Peoplehavelongbelievedthatwolvesaredangerousanimals.Infact,therearefewinstancesofwolvesattackinghumans.Theattitudepersists,however,andthereisrelativelylittlesupportforincreasingthewolfpopulationintheUnitedStates.RealismHaveyoueverlookedatanoldpaintingandthoughtthecharactersandthesettinglookedlikeascenefromadream?Chancesare,youwerelookingattheworkofaromanticist—someonewhocreatedartinahighlysubjective,oremotional,manneraccordingtoideasandcustomsthatwerefashionableinhisorhertime.Aroundthemiddleofthe1800s,someartistsandwritersattemptedtoshowandtowriteaboutthingsastheyreallywere,notassomeonethoughttheyoughttobe.Theattempttodepictordescriberealhumanbehaviorandcircumstancesiscalledrealism.JackLondonusesrealisminhistellingofTheCalloftheWild.Hedoesnotpickandchooseonlythe“nice”detailsoronlytheunpleasantones.Londonincludesdetailsandepisodesthatrepresentlifefaithfully,evenifthatlifeisunpleasant.Howdoesitmakeyoufeelwhenyouexperiencedéjàvu—afeelingthatyouhavedonesomethingorbeensomeplacebefore?Writeaboutanexperienceyouhavehadwithdéjàvu.Didthefeelingmakeyouuneasy?Ordiditreassureyouinsomeway?
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ReadTheCalloftheWildChapters67Definethefollowingwords:
1. commingled
2. expediency
3. feigned
4. ministrations
5. palpitant
6. peremptorily
7. plethoric
8. tangibleAnswerthefollowingquestions:
1. HowdidyoureacttoBuckbecomingwild?Didyoufindyourselfcheeringforhim?Ordidyoufeelregretthathewasmovingawayfromtheworldofmen?Explain.
2. How,ifatall,wouldyouchangewhathappenstothevariouscharacters?
3. WhywasThorntoncampingalone?Whywashetheidealmaster?
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4. WhatdoThorntonandhispartnersfindafteralongsearch?Whydoesthis
causeBucktomovetowardthecallofthewild?
5. WhatdoesBuckfindwhenhereturnstocampafterkillingthemoose?WhydotheYeehatsconsiderBuckanEvilSpirit?
6. HowdoesLondoncreatesuspenseinthesceneinwhichBuckpullsthethousand‐poundload?
7. WereyousurprisedbywhathappenedtoJohnThornton?Whyorwhynot?
8. DoyouthinkBuck’sstoryisasadoneorahappyone?Explainyouranswer.ThestoryofBuckmovesgraduallyfromhislifeasapamperedpettowildwoodlanddog‐wolf.Onaseparatepieceofpaper,describetheprocessofBuck’sreturntothewild.What,ifanything,doesLondondotopreparereadersforJohnThornton’sdeath?Inyouropinion,couldthestoryhaveendedwithoutThornton’sdeath?Whyorwhynot?Thiswillbeturnedinforagrade.
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Grammar:CorrectingCapitalization
Readandstudypp.R96‐R97inTLL.Below,doGrammarPracticesonpp.R96andR97.Makesuretowritetheentiresentence.
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Lesson7:Drama
ReadDramaGenreFocus(TLLpp.259262)Howareplaysdifferentfromnovelsandshortstories?Theconflictsandresolutionsinplaysarelikethoseofotherstories.Whatpracticalreasonscanyouthinkoffordividingaplayintoscenes?Inashortstory,theauthorcandescribeacharacter’sattributes,thoughts,andfeelingsdirectly;inaplay,however,thesethingsmustbecommunicatedthroughdialogue.Theplaywrightmustdevisebelievablesituationsinwhichtheseissuesarediscussedbythecharactersorrevealedthroughtheactionofascene.
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You’llbereading“TheMillion‐PoundBankNote”whichisaradioplay,whichiswrittentobeheardratherthanseen.Itthereforehasfewerstagedirectionsthanaplaymeanttobeperformedinatheater.Definethefollowingwords:
1. accommodation
2. ad‐libbing
3. competent
4. discreet
5. diversion
6. eccentric
7. judicious
8. precarious
9. rebukePlaywrightssometimesprovidedetaileddescriptionsofcharactersinaplay.Thesedescriptionscangiveinformationaboutcharacters’physicalappearances,behavior,andpersonalities.Asyouread“TheMillion‐PoundBankNote,”createdescriptionsofthemaincharactersbasedoninformationintheselection,aswellasyourownimpressionsofthecharacters’physicalappearancesandpersonalities.
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Read“TheMillionPoundBankNote”(TLLpp.263278)anddoReader’sNotebookassignment(TLLp.263)asyouread.Rememberthedefinitionofsetting:thetime,place,andcultureinwhichtheactionofastoryoccursordevelops.Settinginaradioplaymustbepresenteddifferentlyfromsettinginastageplayorworkoffiction.Itneedstobetolddirectlytotheaudienceorimpliedthroughsoundsanddialogue.Unlikeastageplayorwrittentext,aradioplaycannotoffervisualcuestodescribethesettingindetail.LookatthedialogueonTLLp.265.Inhisspeech,thecharacterofHenrydirectlydescribesthesettingwhenhesays,“Onemorningattwo,...LloydHastingsandIwenttotheWhatCheerrestaurantinFrisco.Aswelingeredoverourcoffee,heofferedmeaproposition.Withthesefewlines,areadercanmakeinferencesabouttimeandplace.Makeinferencesaboutthesettingusingdetailsfromthetext.Writethedetailsandthepagenumbersbelow.DescribeHenry’scharacter.Giveevidencefromtheplaytojustifyyouranswer.
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Characterscanbedevelopedthroughphysicaldescription,thoughts,speech,actions,anddirectstatementsabouttheirnature.Dialogue,inparticular,revealsacharacter’spersonalityandmotivations.Forexample,inthedialogueonp.268inTLL,Henrytriestofindthewealthybrotherssothathecanreturnthemillion‐poundbanknote.Whenthebutlerexplainstheyhaveleft,Henrysays,“There’sbeenanimmensemistakemade…TellthemI’vebeenhere,andthatI’llkeepcomingtillit’sallmaderight,andtheyneedn’tworry.”Henry’sresponserevealsthatheisanxious,persistent,andhonest.Answerthefollowingquestions:
1. WereyoupleasedbytheoutcomeofHenry’ssecondinterviewwiththeFeatherstones?Explainyourreaction.
2. WhatisHenry’sconditionwhenhearrivesinLondon?
3. WhyisHenryamazedwhenheopenstheenvelopefromthetwoEnglishgentlemen?
4. HowisHenryabletohelpLloydHastingswithoutspendingthemillion‐poundbanknote?
5. Howdoeshavingthemillion‐poundnoteaffectHenry?
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6. Whydoyouthinkpeople’sattitudestowardHenrychangewhentheythinkheisrich?
7. WhatisyouropinionoftheFeatherstones’bet?Explainyouranswer.Chooseadeservingcause.Then,onaseparatesheetofpaper,writealettertoHenry,tellinghimwhyyourcausedeserveshishelp.Createapersuasivemessagethatwillencouragehimtomakeadonation.Besuretopresentevidence,examples,andreasoningtosupportyourargument.Thiswillbeturnedinforagrade.
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“TheDiaryofAnneFrank”Read“WhoWasAnneFrank?”(TLLpp.444446)WhentheGermanpolicearrestedtheFranks,theythrewAnne’sdiaryonthefloor,scatteringthepages.MiepGies,oneofthepeoplewhoshelteredtheFranks,savedAnne’sdiaryandtheFranks’photoalbums.Anne’ssister,Margot,alsokeptadiarywhileinhiding,butitwaslost.ItwasneverdeterminedwhoturnedintheFranks,theVanPels,andFritzPfeffer.TherewasarashofburglariesinAmsterdamatthetime.Theofficehadbeenburglarizedthreetimesduringthefamilies’twoyearsofhidingthere.AtleastoneofthewarehouseworkerswonderedwhyMiepandBepoftentookgroceriesupstairswiththem.TheNazisofferedrewardsforturninginmissingJews.Haswareveraffectedyourlifeorthelifeofsomeoneyouknow?Thesequenceofeventsthatmovesthestoryforwardiscalledtheplot.Atypicalplotintroducescharactersandsettingintheexposition,presentsthemainconflictsintherisingaction,reachesaturningpointintheclimax,andtiesupthelooseendsintheresolution.Lookforthesestagesofplotasyouread“TheDiaryofAnneFrank.”Familiarizeyourselfwiththefollowingwords:
1. appalled2. conspicuous3. disgruntled4. foreboding5. inarticulate6. indignantly7. jubilation8. loathe9. oppression10. ostentatiously11. pandemonium12. remorse13. vile14. wallow15. zeal
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Youwillbereading“TheDiaryofAnneFrank”inseveralsittings.ReadActI,Scenes13(TLLpp.449474)anddoReader’sNotebookassignment(TLLp.447)asyouread.Answerthefollowingquestions:Rememberthatplayshaveaplotformatjustasshortstoriesandnovelsdo.Pointouttheexposition(introducesthecharactersandthesetting)inthestagedirectionsonTLLpp.451and453,andinthedialogueonpp.452455.Astory’sconflictisastrugglebetweenopposingforces.Anexternalconflicttakesplacebetweenacharacterandsomeoutsideforceorcharacter.Aninternalconflicttakesplacewithinacharacter.Manyworkshavemorethanoneconflict.Oftentherearebothexternalandinternalconflicts.Duringtheplot’srisingactioncomplicationsareintroduced,theconflictdevelops,andsuspenseincreases.Identifyseveraleventsthatcontributetotherisingactionoftheplayonpp.454457.
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Asubplotisanadditional,orsecondary,plotthatmayweaveintothemainplotofaworkoffiction.Thesubplotcontainsitsownconflict,oftenseparatefromthemainconflictofthestory.Identifyanysubplotsthathavebeenintroducedintheplayuptothispoint.Theconflictofasubplotisdevelopedandresolvedjustasthecentralconflictoftheplotmustbedevelopedandresolved.Sometimesthedevelopmentandresolutionofthesubplot’sconflictmayaffectthecentralconflictofthemainplot.ThinkaboutthesubplotinvolvingthetensionbetweenMrs.FrankandAnne.Howmightthisconflictaffectornotaffectthecentralconflictoftheplot?IdentifytheconflictinthesubplotinvolvingAnneandPeter.Doesthisconflictaffectthecentralconflictoftheplot?
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Acharacter’smotivationisthereasonheorshethinks,feels,orreactsandactsinacertainway.Inaplay,charactermotivationisimplied,unlessthecharacterdirectlystateshisorherreasonsfordoingsomethingorfeelingacertainway.ReadthedialoguebetweenMr.DusselandAnneonTLLp.473.WhatcanyouinferaboutAnne’smotivationforherreactionstoMr.Dussel?Answerthefollowingquestions:
1. WhatkindofpersondoyouthinkAnneis?Howdoyoufeelabouther?
2. InScene1,shyhasOttoFrankreturnedtotheSecretAnnex?WhatdoeshereceivefromMiepGies?
3. InScene2,whyhavetheFranksandtheVanDaansgoneintohiding?
4. WhateventinScene3changesthelivesofthefamiliesinhiding?
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5. InScene2,Mr.FranktellsAnne,“Therearenowalls,therearenobolts,nolocksthatanyonecanputonyourmind.”Whatdoeshemeanbythis?Howhaveyoufeltwhensomeonehastriedtorestrictyourfreedom?
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Read“TheDiaryofAnneFrank”ActI,Scenes45(TLLpp.476487)anddoReader’sNotebookassignment(TLLp.447)asyouread.Answerthefollowingquestions:Rememberthataplotcomplicationisaproblemthataffectsthecentralconflict.RecallthatanearlierplotcomplicationinthisplayoccurredwhentheresidentsoftheAnnexbegantogetoneachother’snerves.Howhasthiscomplicatedthecentralconflict?Identifyanewplotcomplicationbeginningonp.485inTLL.Answerthefollowingquestions:
1. HowdoyoufeelaboutAnneattheendofScene5?Haveyourfeelingstowardherchanged?Explainyouranswer.
2. WhydoesAnnewakeupscreaming?
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3. HowdoesAnnebehavewhenhermothertriestocomforther?
4. WhateventoccursastheyareallcelebratingHanukkah?
5. InScene4,Annesaysthatsheistryingtochangeherbadqualitiesandbehavior.Doyouthinkitispossibletochangeinthisway?Explainyouropinion.
6. ImaginethatMr.Frankhadencounteredthethiefwhenhewenttoinvestigatethenoise.Discusswhatmighthavehappenedandhowtheothercharactersmighthaveresponded.
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Read“TheDiaryofAnneFrank”ActII,Scenes13(TLLpp.489507)anddoReader’sNotebookassignment(TLLp.447)asyouread.Thesettingofaplaycanbedeterminedthroughthestagedirectionsandthedialogue.ThesettingatthebeginningoftheflashbackoftheplaywasthetopfloorannexofawarehouseinAmsterdam,Holland,intheearlymorningofaJulydayin1942.Howmuchtimehaspassed?Theresolutionisthepartofastoryordramainwhichthemajorconflictisresolvedorended.Mostminorconflictsarealsoresolvedbytheendofastory.Howwerethemajorandminorconflictsresolved?Subplotsorsecondaryplotsmayhaverisingaction,aclimax,andresolutionjustasthemainplotdoes.Complicationsoccurinthesubplot’sconflict,justastheydointhemainplot.Forexample,recallthesubplotofPeterandAnne’sdevelopingrelationship.OneoftheearlycomplicationsintheirrelationshipisPeter’sattitudetowardAnne.WhatisPeter’sattitudetowardAnne?Identifythecomplicationsinthesubplotsofar.
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Read“TheDiaryofAnneFrank”ActII,Scenes45(TLLpp.507512)anddoReader’sNotebookassignment(TLLp.447)asyouread.Theplotoftheflashbackincludesclimaxandresolution.Remember,climaxistheturningpointoftheplot;thepointofgreatestintensity.Resolutionisthetyingupoflooseends.TheendofScene4istheendofMr.Frank’sflashback,themajorpartoftheplay.Identifythedialogueandstagedirectionsthatindicatetheclimaxoftheflashbackinthatscene.Youhaveidentifiedtheclimaxandresolutionofthecentralconflictoftheflashback.Thecentralconflictinthemainplotneedstoberesolved.Howmightyourecognizetheclimaxandresolutioninthemainstory?Answerthefollowingquestions:
1. CompareAnne’scharacterasitisportrayedattheendoftheplaywithhercharacteratthebeginning.Haveyourfeelingsforherchanged?Explain.
2. WhydoesMr.Franksuggestofferingthemaninthestoreroomaraiseinsalary?
3. Whatisthesignificanceofthecarsthatcometoascreechingstopoutsidethebuilding?
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4. InScene5,wherearetheotherpeoplewhowereinhidingwithMr.Frank?
5. ShortlybeforeAnneisarrested,shehasafinalconversationwithPeter.Inthisconversationshesaysthatshebelievesthatpeoplearegoodatheart.WouldyouhavefeltthiswayifyouhadbeeninAnne’ssituation?Whyorwhynot?
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Read“Who’sonFirst?”(TLLpp.870871)“Who’sonFirst?”isacomedyskitmadefamousbythecomediansAbbottandCostello(althoughtheauthoroftheskitisunknown).Answerthefollowingquestions:
1. Whatarethenamesofthefirst,second,andthirdbasemen?
2. WhyisCostellohavingdifficultyunderstandingAbbott?
3. WhyisAbbotthavingdifficultyunderstandingCostello?Read“Who’sonFirst?”severaltimesandbecomecomfortablewithit.Youwillchooseapartnertoperformthisfortheclass.
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Lesson8:OralTraditionRead“RisingtotheChallenge”–theOralTradition(TLLpp.916917)Read“RacingtheGreatBear”(TLLpp.918924)Inthestory,theoldchief’sconsultationoftheclanmotherssuggeststhatwomenhadagreatdealofpowerinIroquoissociety.TheIroquoiswerematrilocal–youngmarriedcoupleswenttoliveinthehouseofthewoman’smother.Theywerealsomatrilineal,meaningthataperson’sdescentwastracedthroughthemother’sfamilyratherthanthefather’s.Allofafamily’spossessionsbelongedtothewomen.Additionally,whilethecouncilthatgovernedeachtribeoftheIroquoisnationwascomposedexclusivelyofmen,thewomenelectedeachmemberandcouldremoveanymemberwithwhomtheyweredissatisfied.AnalyzeSwiftRunner’scharacter.Pointtoevidenceinthetexttosupportyourresponse.Listsomeoftheconflictsinthestory.Howweretheyresolved?
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Read“Otoonah”(TLLpp.925931)ThinkabouthowOtoonahfeelswhenherfamilysendsheraway.Howwouldyoufeelifyourfamilyaskedyoutomakeahugesacrificeforthebenefitoftherestofthefamily?DoyouthinkOtoonah’sbrothers’argumentsarereasonable?ShouldOtoonahbesentaway?Whyorwhynot?Whatlessonsaretaughtinthestory?Howdoeseachcharacterhelpconveyalesson?Usespecificevidencefromthetexttosupportyourresponse.Gettingmarriedandlivinghappilyeverafterisacommonthemeinliterature.Whyisthisthemesocommon?
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Read“PaulBunyanandBabe,theBlueOx”(TLLpp.934937)Theimportanceoffriendshipandtheunusualwaysinwhichpeoplebecomefriendsarecommonthemesinliterature.Chooseanexampleofanunusualfriendshipfromabook,movie,ortelevisionshow.Thefriendsshouldhaveverydifferentpersonalitiesandareloyaltoeachother.Describethedifferencesinthetwocharacters’personalities,whatmakesthefriendshiplast,andhowthecharactersfirstmet.StoriesaboutPaulBunyanwereknowntolumbermeninPennsylvania,Wisconsin,andtheNorthwestevenbeforethefirstwrittenmentionofhimappearedin1910.In1914,andcontinuingforabout30years,hewasincludedinthepamphletsoftheRedRiverLumbercompanytopublicizetheirproducts.Hisstrengthandhissizewerelegendary,andhebecameasymbolofthenation.Thegiantlumberjackdidnotappearonlyinadvertising.HewasthesubjectofpoemsbyRobertFrost,CarlSandburg,andRichardWilbur.Hewaseventhesubjectofanoperetta,writtenbythepoetW.H.Auden,incollaborationwiththecomposerBenjaminBritten.Selectexamplesfrom“PaulBunyan”thatsupportthethemeofself‐sufficiencyandindependence.
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Itisimportanttoadaptspokenlanguagesuchaswordchoice,diction,andusagetotheaudience,purpose,andoccasion.Whenyouarethinkingaboutayoungeraudience,youshouldpayparticularattentiontoyourwordchoice.Youmayalsowanttosimplifytheplot.Imagineyouwillbepresenting“PaulBunyanandBabe,theBlueOx”toyoungchildren.Writeyourrevisedversionbelow.
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Read“JohnHenry”(TLLpp.956958)Recallinourpoetryunit,thataballadisakindofnarrativesong.Balladsarecharacterizedbyregularstanzas,refrainsandotherrepetitions,andstrongstorylinesinvolvingromance,tragedy,historicalevents,andtheexploitsofrebels,outlaws,orunderdogs.Identifytherepetitionattheendsofthestanzas.Describetheeffectsoftheserepetitions.ReadthelastlineofeachstanzaonTLLpp.956‐957.Whatideasandimagesarerepeatedandwhatdothesesuggestabouttheending(foreshadowing)?Answerthefollowingquestions:
1. WhatdoesJohnHenryplantodobeforethesunsets?
2. Whydoesheasktheshakerto“singjustafewmorerounds”?
3. WhatisJohnHenry’smotivationforwantingtobeatthesteamdrill?
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4. HowisJohnHenry’slackofmoney(seeTLLp.956lines16‐17)relevanttothevaluesthissongcelebrates?
5. Whatisthecentralconflictinthisballad?
6. Howisthisconflictresolved?
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Read“PecosBill”(TLLpp.959965)Tellersoftalltalesrelyonexaggerationforhumorandentertainmentvalue.Findexamplesofexaggerationthatmakethisatalltale.Answerthefollowingquestions:
1. HowdoesPecosBillendupbeingraisedbyapackofcoyotes?
2. HowdoesBillenduponaranch?
3. WhydoesPecosBillleavetheranch?
4. WhatdoesPecosBilldowhenhefindstheHell’sGateGang?
5. WhydoestheheadoftheHell’sGateGangimmediatelymakePecosBilltheleader?
Thestorytellerusespersonificationtoconveyanimageofthecycloneasawildanimal.Thiscreatesdramaandhumor.Identifydescriptivedetailsthatshowthestoryteller’spersonificationofthecyclone.
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Inoraltradition,storiesaretoldfromthethird‐personpointofview,withthestorytellerasthenarrator.Incontrast,amonologueistoldfromafirst‐personpointofview.Monologuescanbeaddressedtoothercharactersortotheaudience,ortheymayinvolvecharacters’talkingtothemselves.Selectanepisodeinthestoryandonaseparatesheet(s)ofpaper,rewriteitfromthefirst‐personpointofviewofeitherPecosBillorSlue‐footSue.Choosewordscarefullytoreflecthowyourcharacterswouldspeak.Youwillreadthismonologuealoudtotheclassforagrade.
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Lesson9:ReadingforInformationRead“DoTryThisatHome”(TLLpp.4447)Whilereading,usethematerialintheright‐handcolumnasaguidetoreadingthemagazinearticle.Doyoufinditdifficulttoreadandremembertextthathasmanyfactsanddetails?Creatinganoutlineisonewaytoorganizethemainideasanddetailsandhelpimproveyourcomprehension.Asyoureadthemagazinearticleaboutmentalimaging,thinkabouthowtheinformationcouldbeputintoanoutline.Outliningisapoint‐by‐pointlistofthemainideasanddetailsoftext.Usinganoutlinecanhelpyoumakesenseoflogordetailedmaterial.Usethequestionsandactivitiesbelowtohelpyoucreateanoutlineofthismagazinearticle.Whenyoubeginanoutline,writeoutthemainideaofeachparagraph.Themainideaisastatementaboutthemaintopicinaparagraph.Whatisthemainideaofthefirstparagraph?Inanoutline,Romannumeralsareusedtoindicatemaintopics,capitalletterstoshowsubtopics,andnumberstolistdetails.Themaintopicsarethekeyideasormajorcategories.Thesubtopicsarethelessimportantideasordetails.Subtopicsoftencontainsupportingdetails.Atopicoutlineforparagraphnumber2isshownonTLLp.45.Whatarethemaintopicandthetwosubtopicsofthisoutline?Readthefirstsentenceintheblue“3”sectiononTLLp.46.Wouldyouconsiderthissentenceamaintopicorasubtopic?Explain.
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Youcanorganizeinformationinanoutlinebylistingideasinorderofimportance,orintheorderinwhichtheyaregiven.Asentenceoutlineusescompletesentencestodescribethemainideasanddetails.Atopicoutlineuseswordsorphrasesforthemainideas.Createatopicoutlinefortheparagraphsnumbered3and4onTLLpp.4647.
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Read“FoundMoney”(TLLpp.283284)Asummarycontainstheimportantpointsofawrittenpassage.Whenreadingasummaryofanarticleorportionofatext,youshouldlookforthemainideaanditssupportingdetails.Themainideaisthemostimportantpointthewriteristryingtocommunicatetothereader.Thesupportingdetailsincludefacts,examples,anecdotes,andquotationsthatprovideevidenceforthemainidea.Usethequestionsthatfollowtohelpyousummarizethenewsbrief,“FoundMoney.”
1. Watchforfactsandinformationthatmightexpressthemainideaofthenewsbrief.WhatimportantdetailsaboutTequestaAllenfindingawalletareincludedonTLLp.283?
2. Oftenawriterdevelopsthemainideaofanewsbriefbyincludingdescriptions,explanations,examples,stories,andquotationstocreateavividmentalimageforthereader.Howdoesthewriterdevelopthemainideainthetwoparagraphswiththe“blue2”onTLLp.284?
3. Inordertosummarizewhatyouread,youneedtostatethemainidea.Sometimesyouhavetoinfer(ormakelogicalguessesabout)themainideafromthewholetext.Usethedetailsinthisnewsbrieftoidentifythemainidea.
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Read“BikeaHistoricTrail”(TLLpp.733736)Paraphrasemeanstorestateapassageinone’sownwords.Toplagiarizeistousesomeoneelse’swordsastheywereone’sown.Whenyouwanttorememberaphonenumberoraddress,youprobablywritedowntheinformation.Likewise,notetakingcanhelpyourememberinformationthatyou’veread,organizewhatyou’veheardduringalecture,orwriteawell‐organizedreport.Notetakingandparaphrasingaremethodsoforganizinginformationinawaythathasmeaningtoyou.TakingNotes
• identifythemainideasortheimportantpointsofthetext• usewordsandphrases,ratherthancompletesentences,toconvey
eachideaParaphrasing
• simplifyanideaandrestatethewriter’sideasinyourownwords• recordtheimportantinformationinsentencesandparagraphs
Asyoutakenotes,orparaphraseinformation,jotdownthemostimportantideasandleaveouttheunimportantdetails.Usethequestionsandactivitiesthatfollowtohelpyoutakenotesandparaphrase“BikeaHistoricTrail.”
1. Notefactsandconceptsthatexpressthemainidea.WhatdetailsaboutLewisandClark’srouteareincludeinthepassagemarkedwiththeblue“1”onTLLp.734?
2. Intheparagraphmarkedwithablue“2”onTLLp.734,thewriterexplainswhatisinvolvedintravelingthishistoricbikeroute.Paraphrasethemainideaofthisparagraph.
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3. Asyoutakenotes,lookupunfamiliartermsandwords.Useyouownwordstowritedownadefinitionoftopographic.Seetheparagraphmarkedwiththeblue“3”onTLLp.735.
4. Identifythemainideaoftheparagraphmarkedwithablue“4”onTLLp.735.Whichdetailssupportthemainidea?
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FreeChoiceDay!Chooseastoryfromyourliteraturebook(onewehaven’treadinclass).Readitandwriteabriefsummarybelow.
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Lesson10:TheAdventuresofTomSawyerbyMarkTwain
MarkTwainoncesaidthat“humor...isthegoodnaturedsideofanytruth.”Twaincreatedhumorthroughsarcasm,amusingdescriptions,andirony.Becauseofhishumorousstyle,Twaincouldentertainhisreaderswhilepresentinghisviewoftheworld.KeyStylePoints
• Sarcasm–Sarcasmisanironicmannerofcriticizingsomeoneorsomething.Sarcasmcanbewounding,anditisoftenhumorous.
• AmusingDescriptions–Twain’sabilitytocreatevividimagesofcharactersandsituationsaddstothehumorouseffectofhiswriting.
• Irony–Ironyisthecontrastbetweenwhatisexpectedandwhatactuallyexistsorhappens.
Readthefollowingselectionsfrom“RoughingIt.”Whereisthesarcasminthefollowingpassage? “Ihadbeenabookseller’sclerkforawhile,butthecustomersbotheredmeso muchIcouldnotreadwithanycomfort...”Identifythedetailsinthefollowingpassagethathelpcreateanamusingdescriptionofthenarrator. “Iwasarustylookingcityeditor,Iamfreetoconfess–coatless,slouchhat, bluewoolenshirt,pantaloonsstuffedintoboottops,whiskeredhalfdownto
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thewaist,andtheuniversalnavyrevolverslungtomybelt.”Explaintheironyinthefollowingpassageandwhatitrevealsaboutthenarrator’scharacter. “NowinpleasanterdaysIhadamusedmyselfwithwritingletterstothechief paperoftheterritory...andhadalwaysbeensurprisedwhentheyappeared inprint.Mygoodopinionoftheeditorshadsteadilydeclined;foritseemed tomethattheymighthavefoundsomethingbettertofillupwiththanmy literature.Readthefollowing:MEETMARKTWAINTherealnameoftheauthorweknowasMarkTwainwasSamuelLanghorneClemens.Hisfatherwasalawyerandstoreowner.Whilenotpoor,thefamilywasneverwell‐off.Fouryearsafterhisbirth,SamuelClemens’sfamilymovedtoHannibal,Missouri,afast‐growingtownontheMississippiRiver.Samuelspentthenextfourteenyearsthere.Allkindsofboats,fromsimpleraftsandbargestomagnificentsteamboats,traveledtheMississippiRiver.Inhismemoir,LifeontheMississippi(1883),Twainrecallstheexcitementwhenthelazysummerairwaspiercedbythecryof“S‐t‐e‐a‐m‐boatacomin!”“Allinatwinkling,”hewrites,“thedeadtownisaliveandmoving.”Hannibalwasalsohometorelatives,friends,andtownspeoplewhowouldresurfaceyearslaterascharactersinTwain’sfiction.ManyofthemappearinTomSawyer.Clemenswasonlyelevenyearsoldwhenhisfatherdied.Atthirteenhebecameaprinter’sapprentice.Whenhewasseventeenandhadlearnedthetrade,ClemensleftHannibaltoworkinprintingshopsandonnewspapersfromIowatoNewYork.Whenhewastwenty‐one,ClemensreturnedtotheMississippiRiver.Hetrainedforthejobhehadalwayswanted:steamboatpilot.WhentheCivilWarbeganin1861,ClemenstookajobinVirginiaCity,Nevada.Therehebegantowritehumoroussketchesandtalltalesforthelocalnewspaper.InFebruary1863,hefirstsignedastorywiththepennamethathewouldmakefamous:MarkTwain.Itwastheriverboatman’stermfor
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watertwofathoms,ortwelvefeet,deep—meaningjustbarelydeepenoughtonavigatesafely.ClemensnextmovedtoCaliforniawherehetriedminingforawhile.In1865anationalmagazinepublishedhisretellingofatalltalehehadheardfromminers.“TheCelebratedJumpingFrogofCalaverasCounty”wasaninstantsuccess.Asareporterforseveralnewspapers,hetraveledtoHawaii,Europe,andtheMiddleEast.Thebookhewroteabouthistravels,TheInnocentsAbroad,madehimfamous.In1870,attheageofthirty‐four,ClemensmarriedOliviaLangdonandlatermovedtoHartford,Connecticut.Atthesametime,Clemensbeganhissuccessfulcareerasalecturer,tellinghumorousstoriesandreadingfromhisbooks.Morebooksfollowed,includingRoughingIt,TheAdventuresofTomSawyer,TheAdventuresofHuckleberryFinn,andThePrinceandthePauper.Thankstohislecturetoursandbooks,theimageofthebushy‐haired,mustachioedauthorknownasMarkTwainbecamefamiliararoundtheworld.Hediedin1910.INTRODUCINGTHENOVELIn1876manyAmericanswereinamoodtolookbackward.ItwasthehundredthanniversaryofthesigningoftheDeclarationofIndependence.ThecountryhadcomealongwaysinceitwonitsindependencefromBritain.TheUnitedStateswasbecomingapowerfulindustrialcountry,withlargecities,greatfactories,andrailroadsthatcrisscrossedthenation.Forcitydwellers,lifewasgrowingbusierandbusier.Theylongedforasimplertime,withoutsmoke‐spewingfactoriesandclangingstreetcars.ToAmericans,smalltownsandfarmingcommunitiesseemedfriendlierthanthecities.MarkTwainalsofeltthislongingforasimplertime.Hewasabusyman,aworld‐famousauthorandlecturer,livingintheEastfarfromhissmall‐town,southwesternroots.Intheearly1870s,Twain’snostalgiawastriggeredbyavisithemadetoHannibal.Hewrote:Duringmythreedays’stayinthetown,IwokeupeverymorningwiththeimpressionthatIwasaboy—forinmydreamsthefaceswereallyoungagain,andlookedastheyhadlookedintheoldtimes.IntheHannibalofhisboyhood,italwaysseemedtobesummer.ThenameTwainchoseforthefictionalversionofhishometowntellsyouhowhighlyhevaluedit.HecalleditSt.Petersburg.InChristianbeliefs,St.Petertendsthegatesofheaven,andtheimaginarytownofSt.PetersburgisveryclosetoheaveninMarkTwain’seyes.InthesecondchapterofTomSawyer,hedescribeslifeinHannibal:[T]hesummerworldwasbrightandfresh,andbrimmingwithlife.Therewasasongineveryheart....Therewascheerineveryfaceandaspringineverystep.Anotherwriter,theAmericanscholarBernardDeVoto,echoedawordTwainhimselfusedtodescribethenovel.ReferringtoTomSawyer,DeVotosaid:
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Itisahymn...totherichnessandsecurityofachild’sworld,toaphaseofAmericansocietynowvanishedaltogether,...tomanyotherthingsinwhichmillionsofreadershaverecognizedthemselves.TomSawyerisoftendescribedasanidyll.Anidyllisaremembranceofsimple,peaceful,andinnocentcountrylife,oftenbyapersonwhonowlivesinthecity.ManypartsofTomSawyerarecertainlyidyllic.However,MarkTwaindoesnotrememberonlythepleasantpartsoflifeinHannibal.EvilisfloatingaroundtheedgesofTom’ssmall‐townparadise.Inaddition,St.Petersburgisdividedintostrictsocialclasses,fromwealthy,educatedpeopletopennilessdrunks,enslavedAfricanAmericans,andhomelesspeople.Twaincontraststheworldofchildhoodwiththeworldofadults.Oftenthesetwoworldsareinconflict.Moreoftenthannot,theyoungpeopleinTomSawyersucceedintrickingtheadults.Inmanyways,Tomandhisfriendsseemtorunthetown.Thereisareasonforthis.OneofMarkTwain’spurposesinwritingTheAdventuresofTomSawyerwastomakefunofatypeofbookwrittenforchildrenatthattime.Thesebooksportrayedadmirableboyswhoalwaysworkedhard,behavedthemselvesperfectly,madetouchingsacrificesforothers,attendedchurchwillingly,studiedhard,savedtheirpennies,andneverplayedhookyfromschool.Twain,alongwithsomeotherauthorsofthetime,feltthesestorieswerepreachy,unrealistic,andcompletelylackinginthefunandhumorofrealchildren’slives.Fromtheveryfirstchapter,Twainmakesfunof“ModelBoy”books.Throughoutthenovel,Twainshowsthatheadmiresimagination.Tom’sgreateststrengthishisimagination.Itleadshimtoadventure,friendship,andevenwealth.ItisthequalitythatliftshimabovethetownspeopleofHannibal,whoaretoobusywiththeirdailytaskstopayattentiontothewonderfulworldaroundthem.ImaginationletsTomseethewonderindailylife.EventhoughTomSawyerhasaseriousside,mostreaderswillrememberthenovelforitshumor.InadditiontooneofthemostfamousepisodesinAmericanliterature(thefencepainting),TomSawyercontainshumorofallkinds.MarkTwaincanbeslyorcleverwithwords.Hecanchooseslapstickhumororsocialcriticismwithacomicsting.Thenovelfeaturesoddballcharacters,imaginativemisadventures,andvividfrontierspeech.However,MarkTwain’shumoralwayshasadarkside.Hisdisgustwithcruelty,greed,hypocrisy,anddishonestyrunsthroughmanyepisodes.SomecriticsclaimthatreadersrecognizesomethingofthemselvesinTomSawyer.Tomrepresentsafreedomthatfew,ifany,peopleenjoy.Thisisanotherreasonforthebook’scontinuingpopularity.WhowouldnotwanttojoininTom’ssearchforlosttreasure?Whohasnotdreamedofescapingtoadesertedislandtofish,swim,andplayinthesummersun?Whohasnotlongedtoleavereallifebehindforawhileandliveinaworldoftheimagination?
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THETIMEANDPLACETheAdventuresofTomSawyerissetinaMississippirivertowncalledSt.PetersburgandisbasedonTwain’srealhometownofHannibal,Missouri,abouteightymilesnorthofSt.Louis.Thetimeisthemid‐1840s.Duringthecourseofthenovel,thecharactersspendtimeonanislandintheriveraboutfivemilesfromtownandinacaveseveralmilesoutsideoftown.TheAdventuresofTomSawyerChapters110BACKGROUNDPointofviewistherelationshipofthenarrator,orstoryteller,totheeventsofthestory.TomSawyeristoldfromthethirdpersonpointofview.Youcanimaginethenarratorasapersonwhoobservestheactionbutdoesnottakepartinit.Thereaderseeseverythingthroughthenarrator’seyesandisgiventhisperspectiveonevents.Inthefirstpersonpointofview,oneofthecharacters,oftenthemaincharacter,tellsthestoryusingpronounslikeIandme.Sometimes,asinTomSawyer,thethird‐personnarratorisverysimilartotheauthor.Inthisnovel,itissafetoassumethattheopinionsofthenarratorarethoseofMarkTwainhimself.Inotherthird‐personbooks,thenarratordoesnotexpresstheopinionsoftheauthor.However,thecharactersinanovelspeakwiththeirownvoices.OneexampleisHuckleberryFinn’scolorfulbutgrammaticallyincorrectlanguage.ThisisnotthewayTwainhimselfspoke.AnotherimportantexampleoccursinChapter6,whenHuckandTomuseracialslurs.MarkTwainhimselfbecameasupporterofequalrightsforAfricanAmericans.OneofTwain’slastworkswasabitterattackonEuropeancolonialexploitationofAfrica.ReadTheAdventuresofTomSawyerChapters110Definethefollowingwords:
1. anatomy
2. apprehensively
3. beguiled
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4. despair
5. loathe
6. perplexed
7. reluctance
8. turmoil
9. wilyAnswerthefollowingquestions:
1. WhatisyourfirstimpressionofTom?Makealistofwordsorphrasesthatyouthinkdescribehim.
2. HowdoesTomgethisfriendstowhitewashthefenceforhim?AccordingtoMarkTwain,what“greatlawofhumanaction”ishefollowing?
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3. WhoisHuckleberryFinn?WhydoesTomfindhimappealing?
4. WhatdoTomandHuckwitnessinthegraveyard?Whatagreementdotheymakeaboutwhattheyhaveseen?
5. MarkTwaindoesnottelluswhathappensattheendofChapter4,whenTomisunabletoanswerthejudge’squestioncorrectly.Why,inyouropinion,didTwainnotexplainhowthesceneends?
Chapter9marksaturningpointinthenovel.Uptonow,Tom’sadventureshavebeenplayandmake‐believe.Inthesceneatthegraveyard,heandHuckwitnessrealevil.Tomisforcedtomakelifeanddeathdecisions.Onaseparatesheet(s)ofpaper,analyzethischapter,addressingsuchquestionsasthefollowing:HowdoesTwaincreatethefrighteningatmosphereinthegraveyard?Towhichsensesdoesheappeal?Howdoesheuseforeshadowing—cluesplantedbyanauthorthatpointtoeventstocome—topreparethereaderforthechangeinmood?Endyouranalysisbymakingapredictionabouthowyouthinktheevents
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TomandHuckwitnesswillaffecttherestofthenovel.Thiswillbeturnedinforagrade.
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TheAdventuresofTomSawyerChapters1124BACKGROUNDIronyandsatirearetwoliterarytechniquesusedbyMarkTwaininTomSawyer.Ironyisacontrastbetweenrealityandwhatseemstobereal.Twaincommentsonaspectsofsocietythathedislikesandpokesfunatpeopleandbehavior.AnexampleofhisironyisthefuneralsermoninChapter17.AlthoughTom,Joe,andHuckwereconsideredtroublemakers,theminister’ssermonpaintsthemassweet,generous,noble,andbeautiful.Twain’scomedyisalsoexpressedbysatire.Satireisaformofwritingthatexposessocialevilsandabusesbymakingfunofthem.Twainhatedmanythingsaboutthesocietyhegrewupin:itscruelty,itshypocrisy,itsgreed,anditsignorance.EventhoughtheseelementsdonotdominateTomSawyer,theyarethere.Forexample,Twainsatirizestheignoranceandcrueltyofsmall‐townschoolteachersinthecharacterofDobbins.DIDYOUKNOW?MarkTwaincreatedthecharactersandplacesinhisnovelspartlyfromthepeopleandplacesheknew.Tom,MarkTwainlaterwrote,ismadeupofhimselfasachildandtwoofhisfriends.AuntPollyisbasedonTwain’smother,andBeckyonLauraHawkins,aneighbor.Henry,Twain’syoungerbrother,appearsinthebookasSid,butTwainnotedthatHenrywasneveratattletale.TomBlankenship,sonofaHannibalne’er‐do‐well,wasthemodelforHuck.Inreallife,InjunJoewasapitifulhomelessperson.Keepinmindthatthereal‐lifepeopleTwainusedarenotthecharactersthemselves.TheyhavebeenfilteredthroughTwain’simagination.ReadTheAdventuresofTomSawyerChapters1124Definethefollowingwords:
1. apprehension
2. chronic
3. conspicuous
4. frivolous
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5. notoriety
6. ominous
7. repentant
8. vindictiveAnswerthefollowingquestions:
1. Whichscenewasyourfavoriteinthissection?Why?
2. HowdoTomandHucktreatMuffPotterafterhehasbeenputinjail?Whyinyouropinion,dotheytreathiminthisway?
3. CompareandcontrastTom’sandBecky’sactionswhenTomispunishedforspillingtheinkandBeckyisalmostpunishedfortearingthebook.
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4. WhatimportantdecisiondoesTommakeattheendofthissection?Whatresultdoesthedecisionhave?
5. DoyoufeelthatMarkTwainissuccessfulincreatingInjunJoeasavillain?DoesInjunJoeseemlikearealpersontoyou?Explainyouranswer.
6. SomereadersfeelthatTomgoestofarinhispranks.Whatdoyouthink?
TheAdventuresofTomSawyerChapters2535BACKGROUNDYoureadonpages10and11aboutthe“goodboy”novelsthatMarkTwainpokedfunat.InthefinalsectionofTheAdventuresofTomSawyer,you’llseewhathappenstoTom,thebadboy,andhis“bad”comrade,HuckFinn.Keepinmindthatthegoodboysoftheotherbooksnevermisbehavedandwererewardedwithwealth,truelove,andtherespectandadmirationofothers.ThesegoodboysavoidedtheactivitiesthatTomtakesmostpleasurein:dreamingaboutpiratesandrobbers,playinghooky,smoking,stealing,andmakingmischief.TheReturnofTomSawyer—andHuckFinnMarkTwainhadgreataffectionforhisliterarycreations,TomandHuck.Hebroughtthembackinothernovels.In1885,nineyearsafterTheAdventuresofTomSawyerwaspublished,TwainpublishedthefirstsequeltoTomSawyer.Thisnovel,AdventuresofHuckleberryFinn,isconsideredTwain’smasterpieceandoneofthegreatAmericannovels.ItfollowsHuckandtherunawayJimonajourneydowntheMississippiRivertofreedom.In1894
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TwainpublishedTomSawyerAbroadandtwoyearslater,TomSawyer,Detective.ReadTheAdventuresofTomSawyerChapters2535Definethefollowingwords:
1. apathy
2. boundless
3. insignificance
4. insipid
5. sentry
6. subdued
7. tedious
8. threadbare
9. windfallAnswerthefollowingquestions:
1. AreyousatisfiedwiththeendingofTomSawyer?Whyorwhynot?Doyoufeelitfitswiththerestofthenovel?Ifso,explainwhy.Ifnot,whatkindofendingmightyouprefer?
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2. WhoisUncleJake?WhatdoesHuck’sfriendshipwithhimsayaboutHuck?WhatdoesitsayaboutthedifferentlevelsofSt.Petersburgsociety?
3. HowdoesHuckhelpWidowDouglas?Whydoeshewanthisactionskeptsecret?
4. HowwouldyoudescribeTom’sbehaviorinthecavewithBecky?Whatpersonalcharacteristicsdoeshedemonstrate?
5. Inwhatwayscanthenovelbeseenasastudyoftheeffectsmoneyhasonpeople’slives?
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Read“AFable”(TLLpp.805808)Rememberthatsatireoftenusesexaggerationtocreateitshumor.Listsomeexamplesofexaggerationasyouread.Thespecificwayinwhichawriteruseslanguagetopresenthismessagetoareaderiscalledthewriter’sstyle.Awriter’sstylemaybeformalorinformal,seriousorsarcastic,floweryorsparse.Certainliterarydevicesrevealthestyle.Thesedevicesinclude:
• metaphorsandsimiles–figuresofspeechcomparingtwoobjects
• irony–contrastbetweenwhatisexpectedandwhatactuallyhappens
• satire–exaggeratedhumorusedtoexposefaultsandweaknesses
• imagery–languagethatappealstothereader’sfivesenses.Findtwotothreeparagraphs(justlistthepagenumberandthefirstfewwordsoftheparagraph)in“AFable”thatshowadistinctivestyleandexplainwhattheparagraphsrevealabouttheauthor’sstyle.
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Answerthefollowingquestions:
1. Whatdidyouthinkaboutthecatattheendofthefable?
2. Whydoestheartistplaceamirrorinfrontofthepicture?
3. Howdoesthecatexplainthemirrortotheotheranimals?
4. Whichanimalisthelasttolookinthemirror?
5. Whyiseachanimaleagertotestthemirrorafterhearingabouttheexperiencesofotheranimals?Whatdoesthisrevealabouthumannature?
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6. Howwouldyouexplainthemoralofthestoryinyourownwords?
Read“MarkTwain’sComedyKnight”(TLLpp.811813)Ironyisthecontrastbetweenwhatisexpectedandwhatactuallyhappens.Whymightastoryaboutamodernpersonvisitingthepastcontainexamplesofirony?Paycloseattentiontowhoisspeakingineachexcerpt.Notewhoisspeakingineachpassage.
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AnalyzethewayTwainorganizesandpresentsideas.Itisimportanttofollowasequencewhendonningasuitofarmor.Notesequencesignalwords(first,next,etc.)inthetext.IdentifybynumberthesequenceofstepsHankmustundergotodress.Answerthefollowingquestions:
1. Whichpassagedoyouthinkisthefunniest?
2. WhydoesHankMorganfindthearmoruncomfortable?
3. ManypeoplehavearomanticimageoftheMiddleAges.DoyouthinkTwaindescribesthisperiodofhistoryinaromanticorrealisticway?
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Onaseparatesheetofpaper,writeabrieffableinwhichyoucriticizeamoderncustom,fad,orinjustice.Thiswillbeturnedinforagrade.