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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.