Wmg€ Hm€we@ame€t$em

Big ldeas

In Ultirs 1-4, rhele \\r.ts one bie iciea or questirxr tbi the u4role unit. Unit 5 is a comprehensive r-tnii,

:1 Lu'rir in t,hicl-r skills, r'ocabulirrr,, lier. terms and concepts rvill leappear. fhet'e are iht'ee big ideas in

UniL j: oue lor reldinq, n'riring, and langr"rage. These bis ideas.,r,ill rtssisr )'or.t iu pi'.iolitizine and

r-e'ier'i.o 11.e rn,rre,.1 fr:on-r the coLrrse. Skills and concepis flor.r'r thc r,Lnits ivill reaPlteaf. As thel'irrq trrL

rL-xppeilr, r.ou rr,'ijl qer tire opporrr-rrriq' ro expllin. defend ),oru !inorrdedge on rhese toi-tics. Jhis is 1'or-rr

chance ro talce ),our leirrning co the highest level.

A erolrp of edr.rcators led b1' Benjamir: Bloon-r created a leveled clirssification s)'stem For learninq called

Bloom's Taxonom;'. To palaphr,rse, Bloom's Taxonomy explains rvhar a persort should be able to

do r.,hen he or she lias lcalned a skill. According to Blootr's Taxonontr', .r learr:et'shoLrld l)roqressrh::orish differer-rr srages thar ri'iil iead him or her on a jou::nev from low ordel ihinking skills (having

basic :r1d limited know'ledge of a slrbject and onl;' being able ro::ecall) to high order thirrkine skilis .

(iraving an experr ievel of undersranding and being able to analyze, criticize and rake u'har hc, or she

has learned ro produce or creare an original ir:r,ention, brand, outcome, theorl', or ilake charrges ro

exisring in1'enrion, brand, outcorne or rheory'),

How does Bloomb Tlxonomy affect;'ou?

You s,i1l be prornpted ro complete assignmenrs rind activities ihat u'ili suppor{ you ott your )earning

vo)'age.

F!RE€TIOHS: Complete rhe K\0V chart b':lorv for each big idea" Refer ro the rvord bank to

supph')'ou v'ith the skilllacademic vocabularv for each big idea.

Re,qtiNc IX/oRB BaI.{r

AnalyzingThernecharacter wpe, setting, conflict, piot (events), auchort perspective, tide

Y/ruuN-c-.Wgno Ber'.rr

Developing a Critical Eye

pacing, flashback, strucrLrre, spelling, sentence lengrh and n'pe, purpos€, rnain idea, rhesis, fact,

opinion, voicc, argument, clairn, evidence, the u'riting Process

Elglish 10A CP - HS10Bl - Unir 5G) Educitior., ivlanagemertc Systcms I1I, Inc.

Studcnr Activity Workbook - L7/I/B

Wmt{€ Hm€wwdww€emmc.ri'."Jor, -;%&,' LeNcu..\ct Wono Bax ri

Sqylistic Choices

n'olds,rnd ;thiitses rr'ith cotruotetions, nrer-rnirrq,rnd rorre, fiqr-Lr':rtive lirnqr,rlrqe,:rnd n,ord choice

RraprNc Brc loee: ANawzrr.*c Tnr,lrr

English 10A CP - HSl031 - Unir 5

@ Educ:rtion iVlanager:rcnr S;'srcms IIi, I:rc

Ke

H w wWhar do you linow nrbotrr rrour'

topic?Vhat do yolr want ro hrrorv.]a^,,, .rarrrr rn-i.)

Whe.e rvill yoLr f;nd rlrcinfornrririor-r for yor-rr ropic?

SruJcnr Activiry \\lorkbook ^ I\ / U 1)

Wmt{€ Hm€wedwe€t{em

ffi w w\X/har do yoit know irbor-ti \,our

copici

Whar do J/ou want ro ltno*,abour yoLrr topic?

S7here u'ill 1/oLr find rhe

inforr-narior-r for youl topic?

English 10A CP - 1"151081 . Llnic 5

O Educarion Nlanagcrrrcnt Sl,srcnrs 1II, Inc.

Srrrdelrr Activiry WoLkbook - lt / | / 13

KevWeae€ Km€wedwe€Hem

Concdols .#4. LaNcuacr Brc; lnra: Sryirsrrc Cuorcrs

Engiisir f 0A CP - H51081 - Unir 5

O Educariorr il'lanlgcincnt Sysierrrs III, lnc.

H w wV/har clo -r'ou rhinii you linow^l- ^.,- -,^.,,. -^,-l--)<1 UVLrr \ULrr LWIrlLr

Wl.rat r.ori 'rvarlt to linor.' rrbolLt

).or-rl ropic?

\fl-hc.r. do you rhink vou t'illiitrd rhe infbinrirtion ibr r.or-rr

toirici

Studcrrt Acriviry l'Vorkbool< - 1l/1/13

&c€r$ws€W $s 66@eceepm€eem €emdeec€ewc€€eee

Before You Read "Occupation Conductorette" by Maya Angelou

Wono Lrsr

i. tef-ttffic'errrjr - indepeudetrce (p. 79)

Sells*ffisienc), is ri4rai rnorivares nalr\r 1/oung adrilts to get a job alier hish school, firrthel their

educarior-i ol do borh sin-rultaneoltsh,.

2. ind.igrzatiou * arlger rhlr is a reacrion ro injustice or nleanness (p. 80)

Afrcr lisrening ro rhe nero,s srorir sf tl-re high schooi student that u,;rs shot ar-rd killed bv a

rreighborhooJ,'..,'*r.h volunreer', Sreven ro,as 6iecl rviih incligpation so he srarred rvririns a blos to

express his opinions and frusrrations.

3. dhtgj, - ir-r a dull, unvarf ing ivay (p. B1)

Hospirals rrralie Alfred anxious, so u'hen l-re rvalked rllrough the ding)'halhvar. to r.isii his uncle, he

had ro rake deep brearhs and rhink positir.e thoughrs so he rvould be tn good spirirs for l-ris uncle'

4. sz4sercilious- expressing an attitude of superioriry; conternPruous (p. 81)

Brenda and rhe rest of her- Organic Chemistry class are grorving tired of their profcssor's suPercilious

reaching sq'ie and d1s1r plan to go to rhe dean to complain.

7. hypocrisy- rhe act of saf ing one thing but doing another (p' 81)

Young rrorers can'r ignore rhe hyppgris)'of some the candidates thar are running for office.

B. tlexterotts - having or showing tnental skill (p, 83)

Serena Villiams is an agile plal.er on che court and rlexterous during intert'ieu,s, making her a rt'ell-

follor.ed rennis plal'er.

EngLish l0A - HS1081 - Unit 5

@ Educarion N'[:rrt:rgcrlcu! Systcms III,Inclrrsrrucror ivlanuzl - 1l lt/I)

ffie#eweYew ffiemffia 66&ceeepm€deme €emdwc€ewe€€eee

Woso Sruov

tsfRE€KEgHS, Thinli,rboirt rhe rncanins oFeach iralicized rvord. Then, answer the question.

1. lf a friend \var'rrs ro pror,e hel self-ulffcian j/to )'ou, rr,hat u,ill she probablv sav ro4tett )'oit offer to

lrclp lrcr?

2, Ifanacror|tasasuparci#ar-iatcirlrdedr-rringaniuten.ies',n,hacmighccireinten'ien'errvliteabortrhim?

j. Vhar needs ro be done to a room that is ditzg,?

4. If someone's remarls cause J/ou ro feel indignatiotz, r.''har might rhar person have said?

5. $7hat could a','egetariarr do that u'ould reveal his or her hj,pocrisl,?

6. Your friend is ver)' r/exterous in laneuage arts, so rn'hat does she probably like to do?

English 10A CP - HS108l - Unir 5O Educarion l\4ruaqc:rcrrt Sysrems III, Inc.

Srudenr Accivity \L/orkbook - tl l i /L)

ffie#ewe Wew ffiemdg 66@ecwpm€cem €wmdwe€ec-ed€eee

BERE€YE@ffiSr Th. Latir-r prefix supn'- rnerrls "above." Provide an cxDlliri-rrion for )r0Lrr Ans\\Ief to

eirch qr-resrion conrair-iirig ii rvorc{ u,itl-r the plefix srpci-: sttperfr-t<r,.rs, stll.rersede. snpe rsciitrr.

1. If yor,i lrave .irlpti'fl:!ous papet'in vot,r l'rrrclclrircli, clcl )rort rreed to save ir?

2. lf 1,otr wanr a new piece of 1'eur: arrr'l.ork to srtperscc{e the pictur-e on rhe g'all, r.4rar *'il1 r'ou do?

3. \i/'hen \.ou.uvtite a superscript on a jotirtlal entrl', rvhac har-e )'ou done?

English 10A CP - HS10S1 - Unit 5@ Educarion Nlanagc:lctrr Sysrerirs III, Inc

Scuderrt Acrivity Workbook - Ll /1 l13

ffic#wweWww ffiemss gg$eewffim€ewm €wmdwe€ewe€€eee

Wonn AN,a,Lysts

&ERE6YE&HS, Complete rhe elaphic orsrnize's Lrel,r*,tbL rhe selecrrd *'orcls.

B, Cartoon or Doodle roI-Ielp You Renremberthe Word

7. Related Words

6. Your Own Definition

Enelislr I0A CP - HS1081 - Unir5O Educauon Marrage::rcnr Sysrerr:s Iii,

1. 'Word:

self-sufftienc1,

KEY

VOCABULARY

5. Synonyms

Antonyms

2. Part ofSpeech andDefinition

3. Sentence fromContext and Page

4. Your Own Sentence

lnc.Srudcrrt ,{ctivity Wolkbook - 11 /1/ 13

ffic$we-e Yew fficmdg $6@eewpm€t$em ffiemdwe€ewe€€eee

8. Cartoon or Doodle ro

Help You Renremberthe lWord

7. Related Vords

6, Your OwnDefinition

Engtish 10A CP - HS1081 - U:rir 5@ Educarion M:ruagcmcirr Svsicurs III, Inc.

l. \X/ord:

indignatiort

KEY

VOCABULARV

5. Synonvms

Antonyms

2, Part ofSpeech andDefinition

sSentence fromContext and Page

s4. Your Own Sentence

+

Siudcrrr Activiry \\iorkbook - I1/I111

t2l

&c€$w6€W Bs ffiemdeffes WmwkshepDeterrnining Author's Perspective, Purpose, and Point of View

llrc follol,irrq irrFolrrrrrrioir is nor nc\\r. so ro nrrrlic rliinqs nrole inretesiing. r'orr rvill p;lLcicipitte iit il

rer.ierl'ganfe.

BERE$?[SH$: Ctrooseir:oprfte.r,ordL',rpkbeLou,ap<icompletetfie senrenceslf isll'1re,1,r',.,,]ri.rFrl.oid or phrase.

Tire aut/torls perspectiae in a iiterarv u,ork includes the I{

, and [3] rhe ar-rihor brings to the subject. An author's

pelspecrive derermines rl'hich derails he or she ir-rcludes. A rvriter t,ith firsthand experience of an event

mighr reporr his or her olvn reacrions as lvell as genera[1' linown facts. A s'ork ma]' combine several

perspecrives- For exan'rpie, a rvriter malr lsll q'hat it feit like to live through aI) evenc. In addition, dre

rl,riter may €xpress his or her presenr viervs of rhe experience. As vou read, look for details that suqgesr

the auth<;rt perspective.

Author's Purpose

An autltor's putl"pose is his or her

ro inForrn. explain, persuade, [5]

main [4] for rvriting. An author n:av seek

, or e'tertain. He or she mal' 1i5s have [6]

pufpose .

If an author's primarl' purpose is to irrform or persuade, the aurhor prese nts a

17l -rhe rnain point or argument about the subject. To explain and prove the

iacrs, and oth.r detaiis confirming rhetlresis, che author supplies sr:pport, [B]

thesis.

English 10A CP . HS1081 - Unir 5

O Educarion N'ianagerlerrr S1'stclrrs Ii1, Inc

reasoll

ir r rl orrren rq, --*b-"-^--"

describe

nartator

hel

evide ncr:

ern{-r ie n aPc-"r----""*-

PIOnOUnS

mole rhan one

ch,rr,rcte rs

attitudes

lr.o,r"o-

rhes is

Srudcnr Activir), Workbook - lI I 1 / !)

Alothe r'

&e€rf,w$€W &s fficm@effies Wewtuefteffi

s ir'le.

Poir.rr of \/ietv

JLe aLithor's choice of a [0] can a$eci ihe credibilin-, or believabiliti', oF a

sror\r Poinrofyiervisrfie pelspectiyefromrr,hichastor'lrisrold. Moststoriesareroldfromoneofthe

Folloi.r'i ng pelspectives :

Fit'st-persott poittt of aieu: thc nart'ator is or-re of the characrers and refers to i-rirnself or herself rvitl-r

I and nte- one kind of fir.sr-person narraror is the nair.e first-pefson

narraror. This r-rarrator under:rands less aboui evenrs in dte srory rhan rhe readels do.

Third-per.sorz point tf aieu: The narrator does not pardcipare in

ar-e referred to by rhe third-person PronoLlns

the1., and them. The narrator's poinr of rriew mal'

(a11-knorving), or ic may be limiied (restricred).

wa\r ar-iil:ot's :rchier.e llttrt-lose

. Word choict-, sentellce

is rluouqh theii'

lenqth, and cot-upiexitt'

style rhe 'r' ttse of

contriLlute to,ttt,tttrltot''siel

rhe [11]

F2l

E3l

rhe action.

he, she, irim,

be omniscient

English 10A CP - HSl081 - Unir 5

O Educariou Nlanagenrcrrr S1'srerns I1I, lnc.

Studcrrr Acririty Workbook - 11l1/L)

&e€gw6€W Bs ffiemdcwes WewffistuepPractice

BIRE€TI@HS: Use this orsrrnizcL to detcrmine r]re ai-ithor! Plrrpose fbr u'ririuq "occupario'Corrdtrctorcrte" .ttrd the p6i115 ol .'icr,' iltrd ;'tc15llsgrivc tltc ittttIot trxPrcsses i1 tltis sro;r'.

Imp ortant'Words/Phrases/Sentences

I(inds of Details

iltl

trtrn

Fircrs

Reasor-rs

Examples

Seirsorlr details

Other (explain)

Author's Purpose and Perspective

n lo informD To persuade

[] To describe

tr To enrertainPo". -..tirrc..

Errglish l0A CP - HS1081 - Unir 5(g Educariort Iv[anagcnrenr Sysrems III, Irrc.

Srudenr Acriviry Worl<book - lIl 1ll1

ffie€swc€W ffia ffifumvmc€ep &, ffiEe€ ffieweEepmcm€

B!RH€?H6MS| ur* rhis orsanizer

Identifu AnceloLr\ rnorivrrrions that

English l0A cP - HSl081 - unir 5

rg EducatiolL iVlanagerlent S1'srenrs iII, Lrc.

ro analyze rhe miiin cl'rai.rcter in "OccrLplrion Conductor€trc'-

help advance rhe srort,'.s plor and hel;', develop the srorr".s tiretne.

W'hat the Character DoesSfhat the Character Says

Hos,the Character Advances PlotHow the Character Develops Therne

Srudcnr Acrivity \\Iorkbook -- II / 7 | L)

&c€dws€W ffie €fume-me€ep &, ffiEwd ffiewcBepmem€

ldentifying Strong Textual Evidence

F!ffiE€YESH$: Use rlris gr-lphic orqanizer ro identify rire irrosr inrl:orrrrirr derails i' ''Occrrlniioii

Conductot:erre ."

Enelislr l0A CP - HS1081 - Unic 5@ Education l\4an:rgenrenr Syscems [II, Inc.

Detail about Character, Setting, Conflict lWhv It Is Imoortant

1.

2.

3.

I

).

Stude rrr Acriviry \\brkl:ook * 11l1/fi

tuffisffi@ffi RR

ASSHCN&4ENTS

Acrrvrn' 6: Porrnv REvrrr,v

Reading Standalds tbl Lireratrire: Iiey Ideas irnd Derail.s l-3' Reading Siandards ibl Literatr-rre: Craft arrd Strr,rciure 4-6

Laneuage Standards: Vocabulary AcqLrisirion and Use 4a-d; 6

Acttr,,rl T: Pnncrrcr wirH PoETtc FcR,\.1

Reading Standalds fbr Literaturc: Kel,Ideas rr,nd De rails I-.iReading Sianciards fbr Literature: Crafi and Strr-rcture 4-6

Acrrvrry B: ,AnnLyzrNC,\ CENTRAL IDEA cR TrirrirrI Rcading Standards fbr Literarure: I(e,r' Ideas and Details 1-3

' Reiding Standards for Literarure: Crafr and Srrucu.rre 4-6

Aclvrn'9: AN,+LvzrNc Wonn CHclcrs - MrnNlNc AND ToNE

, ,Language Standards: \'ocabularv Acquisirion and Use 4a-dReadi:rg Srandards for Lircrarure: Key ldeas and Derails 1-3

Reading Srandards for Literature: Crafr and Srruciure 4-6Langqag.- Standards: Vocabuiarv Acquisirion and Use 4a-d; 6

Acrrvrrv 10: lH,tponm,Nl Qursrros\ilriting Standards: Research ro Build and Present l(noiviedqe 7Reading Standards for Literarure: Kel,Ideas and Deiails 1

&e€Hwrx€W Ss ffiee€my fficwr*ewAs 1's1, ahe,rdt'knou', rhere is a irroper \vAy ro rpalyzc, discLrss, lrr-rc1 rer.j poerry. If rrotr wepr ro ar.l ilrrtlluSeLltll, fbotbtll galtlc, consrrlcriol sire, cogrt rool1, r-"rc.J rfier.e rvoLrid be specihc r.ocabr,rlar.\,t[ai1'or-t rvottld trse to discuss, rtsk questions and per.foinr funcrions. '1}e fbllorving rerms are neccssirry ilaccltrateh'anallzinq the elentents o[poeut,. Follon the direcrions be]ou,ro revieu,r,orr lnotleder ofDOetf \..

@!ffiEgYl@H$! Match the co'r'ecr u,ord ,o,irh its clef irior, ro resr ),or-rL. l.rorvleclee of rhe rrcader'iclalrguage. YotL can check l'our u,ork Llv looiiing; in rhc glossary lr rhe back of the rexrL'rook begirlningon p. Ri j.

A. ihe u'riier''s rrrirr-rde ror.,,ard hi.s or her. audiencernd subjcct

rheme

Z- tolle

3. 6gurative languaee

4. n:ood

5. denotarion

6. connoraiion

English fOA CP - HS1081 - Ur:ir 5

O Educ;rcion lvlanagerncrit S;,scems I]1, Inc

B. ihe feeline created in rhe reader b1' 2 111s1'"ry s'orkof passage

C. rhe dicrionarl' or lireral meaning of a rvord

D. r:he ser of ideas associared rn'idr a rvord's meaning

inro life revealedF t conrrrl nrccc.oP nr ineiolrr

rhroush a Licerarv work------if"^ * ^.'"*^j

rvriting or speech rhat is used to creare vividimpressions b). setting up comparlsons behveendissimilar thinss

16

S:udcrrc Activiq. Workbook - 11/I/I)

&e€ewc€W Ss ffiee€ww ffiewsew

Poetic Form

To irr-rili,soLrr.icls ancl ideas in ;r poem, a poe t rnay follos' a poetic.fot'rz, or sirlrctrtre , usinq'.t se t trumbeL

of iines. Some h,l.,,e a ulique rneter, o..hvth,t"t,,rnd,r r-rniqr,te Pilttefll of iltjatzes-

B!ffiHg?leH$i Co*plete the niissir-rg infbnrration rvith.in the charr. YorL can lcf'er to p- 671-672 of

your texibook ro check vollr '.tlls\lrers-

VillanelleElements

l4: rhree 4-line qr-Latrait-is + a

2-line coupletN*mber of lines

poets malt fbllot' ciifl-erent

Parterlls

usuallv ren si,llables ;rer lineNumber of syllables/each line

poets nlay follo.,l' difrerent

Parrerns.

Patterns ofaccetrts

aba, aba, aba, aba, aba, aba

idea.s in quatrains can answer

one anorher; coupiet is a

surnmary

Characteristics

English 10A CP - HS1o81 - Unir 5

G) Educario:r Nluagcrncut Sysrerrts III, Irrc

Srudcrrt Acrivicy \\/orl<book - 11/ 1i 1j

ffiedt$wtd€W Ss Fec€wy ffiewr$cwHow to Read Poetry

\T4te;l readinq poerfy, one shouid ie ird aloudAs vou Leird aloud, i'ea,1 iluenrlv aiid ldjLrsrremem[.rer to:

Fit'sr, r'ead tltrough slo*'l)' a.nd carefullr,. Mal<e sLu'r 116s undersLiir.rd rhe poenr'scourPlex rlrorrqhts a'cl rhar l,ou cilr proilource all the *,ords.Use pr-urctr-ratiort:rnd qroltpr s,ords for meirning. Do uor p:ruse ar rhe encl of a linelunless a pr,u'rctuation r-nar.li indicares rhar t,ou should.Slon, dou,n ro emphirsizc an idea or rhe sounds of q,ords.

The chart belorv shon,s horv to urark up a poem ro help l,on read ir flueltlir

BIRE€r|6HS: n" reading rates ha'e bee' excluded fro'r rhe chari beion,. Complete rl-re c6arichoosing one choice from rhe list belori

l1:pause slorv dorlr: speed up

R.efer to ?. 673 for revieg, or ro check t our n,ork.

Englislr 10A C? - HS1081 - Unir 5tcJ tcucf,lon .\4rrr.tgerrrcrrr Sl.srcrns [)i, Inc.

ro ap;xeciare and share rhe musical qualiries oFrhe poenr,

)'oul rc'lt-linq r:rre in rhe lollo.ving rvelrs. \Vhen re,rdinq,

by

Mark the Text Adjusting Reading RateCircle puncruarion marks.

Underline q'ords or sounds ro ernphasize.

Bracket phrases or groups of rvords ro readrogerher.

Scudcnr Acrivity Work'oook - 1 1l i / I l

ffie€HwH€W Fs Wwme€Hce we€ffi ffiee€xe Fewm

While You Read "My City"

SERE€TESHSI R""d ".t\'ly Cirrj' on p. (,77 alor.rtl, then answer the qr-restior.rs.

I. Horv nranv lines ,rle iii rhe poenr?

2. \X/h:rr is ihe rhi'n-:e scher:re of the poem?

i ln rvl.,rr rrneri,- fi,..-. ;- .l-= ,-^-,-. ,,,-i'.-n?J. rll \\lldL PUttrl Lvllrl rJ (rrL

furrrl \\'rrrLL

4. Reread rhe lasr for-rr lines of rhe poem. Vhich puncruation nar'l<s shou. that the last nvo lines.h^,'lrl rerei'e cr.eeiel emnheqis)

5. How do rhe last m'O lines stand out xsiJe fr^- rh. "^..i,1 "mphasis of the punctuarion?

While You Read "The Walcing"

EIRgg?l$H$i Reaa "The \7aking" or p. 685 aloud, rhen answer rhe quesrions below.

l. Hotry manl' lines nre in rhe poe rn?

2. Hou, man)'sranzas are in rhe poern?

3. Vhat ciraracteristics make dris poern a villanelle?

Enelish 10A CP - H51081 - Unir 5@ Education Ivlenegemcirr Sy-scens III, Inc,

IY

Studcrrr Acrir,iry \\/orkbook - 1I/1,/13

&c€r{wrfi€w Fs Fwme€dce w$€Ee ffiww€He ffiwwm4' Ho$'ha^s,rhe Iepetirior-r clf Iines i :rrrci 3 chrnced rheir.siq'ifi.ca.ce or trssociatecl lteli'es bv rhe e'rci

of tlte vlliaitelle a

5' In $4rar $'av should the plrtrcrr,tatio;'r in lines 7-9 affbct rhe pace ancl erlphasis of rheir r.eadipq?

While You Read Sonnet 1B

BlaE€flOHSi neaa sonner rB on p. 6g7, rhen ansrver rhe quesrio's beloq,.

1. Hou' many lines are in rire poen-r?

2. V'hat is the rhtme schemei

3. In u'har poetic for-m is riris poem wrinen?

4' In rvhar way does rhe couplet ac rhe conclr-rsion summarize rhe main idea of rhe poemi

Engiish 10A Cp - HS10g1 - Unir 5

Q Educariorr N4anagcnrcnr Sy'sccrrrs IIi, I:ic.Studcnr Acriviry, \Arorkbooli - Il/1/13

&c€Hwd€W ffis &mmHyetfm$ & ffiem€weB Hdem em BBBeSB€e

Choos.'ihree inrpot'tanr detirils from dil}-erent parts of rhe rext fbllon,ir-rg poer'rs. Remenrber ch,ir rhe.rederails niiqhr relare to the tlitju cl-raracters, rire settinq, rl:e cenu'al conllict, or everr rhe rirle. 'lher-r

lLse the orqanizel to anairze ltori' the iruthor r-rses rhese derails ro de,,elop the re-xr's rheme , or cenrralinessilgf .

Likc rlosi fcrnrs oIalr, diffelcur lrcoplc ri'ill qei diftcLenr ":rnsu,cLs" r,,'hen thev rrv ro fiqure orri ri,hrriil poejf i "t.irerlts". Poeriv is ar:rlrigr-ror-rs, which means there is rrrore than one right answer, Thisdoes not me,rn thar rher.e ar-e no !\rl.onq itnsurets**tltere arel A rvr.onq allsrver c:1rrfiof be .xpirrincd Lry

leai'nins,rbotrr rhe pocnr. lt is an expl,rnarion rhrc is prilled our oFrhc air. If vorr lb]lou'rirc rollorvingsreps: i.e,rdirig tlrc poerlr ser'.t'al tinres and cx;rnrining irs lirirgrr;ige, cmorions. aud svirrbolism,.yalsl:oulc{ bc c{i[c lo jusriJj, 1,our ic/trrs abotft t/tr poatn's rnea.nin,g b1' cltoosiitg specif c quotas anr/ c**pLtitrittg tt,hrrt

)'ou beli.erc tltc.1'117sn11, If rtott cntr do rhar, rhen t,our ruls\\/cr is correcr. If 1'e1, continue to examir.re rhe

poern, and le;u'n about rlie poet's lile and rhe peLiod of hisrorl' u4ren ir rvas ,,r,rirren, ),ou will undelsrandrhe poem nroie completell' 2t-r6 r1t an even deeper level.

B!nE€flGHS, Cotrrplete the eraphic organizer for each of the rhree poems.

"My City"

+

Imp ortant Detaili'Vf'ord/Phrase:

What It Showsr

English 10A CP- HS108i - Llrrir 5

O Educarion Ma:ragcnrcr:t S1'stcr:r5 III, Inc

Lnportant DetailllWordiPhrase:

What It Shows:

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Important Detail/WordlFhrase:

'Villrat It Shows:

Theme

Srudent Acrivirl, Workbook - II l1 lli

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"The Waking"

+

Important Detaill\Word/Phrase:

\X/hat It Shows:

English 10A CP - HS1081 - Unir 5

i0 Educarion lvl:rrrrgcmcrrr Syseerls III, lnc.

+

Theme

Important Dctail/$(iord/Phrase:

What It Showsr

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Lnpor tant D etail/Yrord/Phrase:

'W'hat It Shows:

Scudent Acrivity $'orkbook - I I /1/ Ii

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Sonnet 18

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Important Detail/Word/Phrase:

W-hat It Shows:

English 10A CP - HS1O81 - Unrr5O Educ;rLiorr N4anagcrrrcnr Slsrenrs iJl, Irrc

+

Theme

Important Detail/'Word/Phrase:

'What It Shows:

Important Derail/WordlPhrase:

W.hat It Shows:

Srrrdcrrr Acrilicl, \\/orkbook - Il / ) /lj

effiffiffi@ffi & ffi

ASSECNMENTS

Acrrvln' I i : LaNcrracE WoRxsuop * Rcclrs/prrrrxrs/Sr,rrrrxesReadinc Sta'da'ds fbr Lirerarure: Crafi. a'cl Strr-rct'r:e 4Languaqe Srarrdards: \/ocabulary AcqLiisirion and Use 4a, b

Acrrvrv-,l2: Laxcrrrcr wcnrsnop - ptrNcrtrATroN rN clALrsrsLansuage Scardards: Cor:vcntions of Srandarcl English 2a

Acrrvtry 13: P;r.nqLLttrs,vr is wnirrNcLanguage Standards: Convenrions of Srandard English la, tr

Acrrvrn, 1zl; RrruRs oF THE WnrriNc pRocrss,Iajl.lt* Standards: Produmion and Disrribr.rtion of \y/ririne 5liTriting standards: Research to Build and present Knor.vrei'ge 7

Acrrvrrr'15: PEnroR,vnNcr Tr,sx - warrrNc Fr,..el Dnqrr (30 r,orNrs)Vriiing Srandards: Texr q,pes and purposes 2a_f; 3a_evriting srandards: Production and Disrribudon ofvririns 4-6Reading Standards for Literarure: Ke1, Icleas ancl Derails ILanguaee srandards: Co'ventions of Standard English 1a, b; 2a, cspeal<ing and Lisrening srandards: comprehensioir and collaboratio' ra

ffiw€dwd€W H Rs tummgwffiS@ WewksffieffiPunctuation in Clauses

-[ris lesson qLrickll, Levie$'s the pr,rncrr.ririion rhar is rreeded for s;',ecific c]truses. Yor: irave ,rlreldt'

reccived instrr:criot't on t\;Pcs oi:cl,r,r.cs end 1,11114111 rrion rlrrs urodeIed. brrr nor enrph,rsized. Wirlroutilccurate pr,Ltrctr.iatiou, a reader llli.l\- 11ot l<uott'ltou'io r:eld ,r specific rexr. Hrrr-i'q lirro*'ledge of ho*'to pLrnctlrate clauses rurd pienn'of practice develops vour artenrion ro derail. iu jusi rbout everv job

or care€r one needs to pay irttention ro cletai]. ]rr son:e cases, rl-re lacli ol ittteniion to detail c'ln ltnve

rr rr f a vo ra bl e consequellces.

What if n cltef did nor i'ea/ize thttt he or sltc r.u(ts nddingsugrrr iit-ctead of salt to lr snuor)t d;sh l;hc Clticleen

Alfrdo zuitlt fcrtttccinc? \Ylotrlc{.i)ou &rt it?

A comnra and a conjunction (and, brri, or') arc used ro join nr.o or more independenr clar-ises to fbrn-r

a con:por,rnd sentence.

Use a (;) semicolon ro join independent clauses rhar are not ioined b1,a conjr.inction. Additionally. use

a semicolon and a conjuuctir.e advelb (horvever, foL'e.rample, nevertheiess) follorved lr), ^.o,rl*a ro

join mrc independent clauses.

Finalll', use semicolons to separare irems in a series s,hen one or mofe of th.e items includes a cornna.

Examples:

7. Use s cottutn(,) utd a cottfinrctiort:

Jim rvill cook pasta, and i will pr-€pare rhe sauce.

Please hurr\', or we will be late.

2, Use n senticolon(;) ztlwt the clmrces nre not joittetlby n conyurctiarc:

HeJen is noL feeling rvell; please caLl the nurse.

The decorarions are frnished; ler rl:e parr-r'begin!

3. LIse s setticolort(;) ntd n cotrjturctizte ndz,erlt, follotuedlty n cottnno:

John r,vas absenr v-esterdal.; therefbre, he missec the quiz.

As a child, I was afraid of large dogs; hou'ever, youi dog has cured me oithat-

Here are commonly used conjuncrive adr.erbs. Nore their differenr meanings and uses-

To show similariry similarll', likewise'Io shoq'contrast however, nevertheless

To shoq, an effect or conclusion che refo re, rhus, co nseq uentllt, accordin el1t

To shov' an al[ernative insread, orhenvise'Io shov, additional or srronser infolmation additionally, furrhermore, rrloreover

To provide an example for example, for instance

English 10A CP - HS10Sl - Unit 5

O Educarion Mar,egcrrrcr:! Syscenrs III, Inc.

25

Str-rdcnr Acrivir), Workbooli - 1l / | I I)

fummgaxeffie WewHqsfuep * ffiwme€wm€Hem em €Hmwces4. Use senicolotrc(;) to seytnrnte itents irt n series tplrctt rstte or

\x/i'ne.s i' rhe essal, co'resf ir.ere fa*re-s Ari, fiLsr placer r\n:rrhird place.

Pnacrrcr A

tstRE€Fl@HSl Ettl-t se nte.ce is ''rissi'g ore or more semicolo*s. Add ser:ricolons(;) *,here rhe' are

lte eQec -

1. I live in Tex:rs, rvhere poirds do nor fleeze in rite rl,inter consequencly, I hacl ner.er.sk:rtecl on ir pond.

2' ]didn'tltaveanl'.\/armrvitrterclotiresaddirionaily, Idiclntrhinktobrinqm'sliares.

3' Luckili', mI'cousin Petros had e'ou-gh u,arm ciorhe-s ro share orhe^lrise, I rvould ha'e frozenl

4. He loaned r:re a rhick parka, u,l-rich fir perfecrll, i brought one rhai rvas too srnall.

5. He didnt have an extra pair of skares accordingll,, I renred a pair at the iocal sporring goods store.

Pnncrrcr B

BIRE€trISH$: Rewrite each pair of senrences as a single senrence. Follow tl,re direcrions inparenrheses. Remernber to place a conlna after a conjuncriine adr.erb.

I ' My great grandfarher gre\\r up i' France. He mo'e d he re in 1946. (Use a semicolon and houeoer.)

2' r;enf men \\rere called to duq' during the s,ar. L{e became a subrnariner. (Use a semicolon andthtrs.l

Errehsh 10A Cp - HS108t - Unir 5

'G) Educatio:r lviala{emenr S),sre:ns III, Inc

utore itettts ct'nrfaitrs fi conrlito:

Chin, second place; and Vlt,r'on Lee,

Scudcrrt Acriviry Worl<book - 11 / 1/ 13

fummffiwffiS& Wmmffisffimp * ffiwme€eem€eem em €HmwsesWorld \X,'ar il sulrmarines did uor have moden.r tecl:rnolosyandfor exantp[e.)

Iacl<ed son,rr- (I-Is. a semicolon

4. WithoLrt sotritr, thel'coLticl nor derecr othel subm:rrines. Trere q,ere pra11, colli"ions and close c,rlls(Use a semicolon and tlterefore.)

5- Gre:it Clatrdpa's srilrrrrarine:rnd its creu, r'emained safe, They \\/er.e very Iuckii (Use a semicolon.)

English 10A CP - FIS1081 - Linir 5

O EdLrciriorr i\'lrnlgc:ucrrr S1'srcrns IIT, Inc.

Thev

Scudenr Acrivitl' \.1/orkbool< - II / 1 / 13

&c€t$wrx€W H ffi; ffimwmHEeHaem t{m Wmc€t$HEW

Parallelistrr is the use of similar giarttmaric:rl for,ll. or- prlrrem-s ro express sinril-.rr. ideas. Oi-re ca' e'rlrratetlle qt',ttltnar of I seutetrce bv Jooliinq ar paiallel srrucrllrc. Ir jusc means rhar tlre srructLire/anirronl'/design of t'oLLr sentence is consistenr and billanced. JrLsr lilieivhat i,ou do io one side of an algebraic-^,,.'ri^,. ,-^,, 1..,,- .^ l^ -^ .1.- ^.1- r r l!!lL,(rLrulr'.rvLr rrrlvr Lo do ro the otlterl yoltf ser.ttence lus to be brlanced. 1l I senrence does not havef.irallcl sirllcILlles, ir t,ill cl'r:rnge rhe fiorl,of rhe g.r-jtir-ig from smoorh ro cho;:pv iurc{ ,rt4iu,rrld.

Examples:Parailel cortstrLicrions place equal ideas iu rvords, phrases, o:: clrnrses of similar fl,pes. Ideas ar€ norpalaliel if rhe gramm:rrical srructure shifi.s,

Sir:-rilar n'pes of u'ordsNon|rarallel: V/e u'enr fi.shing, snimrling, ancl on a hilie.(The phrase on a hike is a shifr in dre grammaricalsrrucrure.)Parallel: \7e u'enr 6shing, su'inrrnins, and hiking.

Similar o'pes of phrasesNonparailei: Helen enjoy's singine in the chorus aud ro sing in rl:e to.rvn cl:oir.(a preposiiioaal phrase is follo..ved bv an infinirive phrase.)Parallel: Helen enjovs singing in the chorus and in rl:e torvn choir.

Nonparallel: The;'wanr io practice, ro rnake progress, and plalrirlg a grear concerr.(The second and rhird phrases creare a confusing shifc in grammarical srruccure.)Parallel: They rvanr ro practice, ro make progress, and ro pla1. a great conc€rr.(Three infinicive phrases creare parallelisrn and shoiv equal ideas.)

Similar qypes of clauses

Nonparallel: Interesring hobbies include rhose rhar reqi-Lire imaginarion or buildingskiils.(an adjecrir.al clause creares a parallci srrucrure,)Parallel: Interesring hobbies include rhose rhat require imaginarion or manipulation.

Engiish l0A CP - HS1081- Unic 5tg Educarion lvlanage mcnr Sl,srenrs IIi, L.rc.

28

Stnderrr Activir,r' \4/olkbook - Il/I/I)

&e€Hwru€p 6 ffie ffimm-mHBeH6sm $m Wpm€tHmW

Practice Using Parallel Structures

SnRE€EE@HSl R"o,rite e,rch senrence so rhar ir conrtrins pa.allel strlrctlrres.

1. Arrqrlit.r loi,cs slirricborrrci inq,rnrl ro ski.

2. She h;rs stlonq mLrscles, good b,rlance. and is fearless.

3. She beg,rn skareborrding u'hen she rvas five and skicd since she rvas eighc.

4. This 1,g2r-, she srarted reaching orher kids and u'orks in rlre ski .shop.

5. She says rhat when peopLe ski, the1. must use their legs, their- arms, and chink, too.

5. It rvas rhe studeni n,lto rvas a r.er]' timid skier at first and rvho had a hard time with his balance.

7. Angelica urged hirn ro keep praciicing, workhard, and overcoming his flears.

Errglisir 10A CP - HSIOS1 - U:rir 5

O Edr:c;rriorr IVlanagcruc:rt St,stcr:rs III, Inc.

29

Scudenr Acrivity \Vorkbook - 11l1/13

8. Im:-,gine horo' ltrotrd shc ro'

ffie€t$wd€W ffimwmHBeHcsm wm Wwc€cmg

L) ' After rhar' Angelica sr.tggested thirt lte become a skiing reacher- arrcl to helg, 1,6u11qsr sl<iers ad.,a,rce.

i 0. Todai', he rvorks ar che slii schooi r'd bei'g a gr-ear slaior:r siiier.

t t t' j: hard for Angelica to ren-retnber him as rhe sruderr q,ho was afraid. of losing his balance andIalIlng,

English l0A CP - FIS1 0S1 - Urir 5O Education fu{anagen.rerlr Sl,srcrns II[, hc.

Hffig

as s'herr h.' u,or-r the rrrce trnd rlrar-riie d het fot lrcr srr;.,;>or r.

Srudcrrr Acrivirl. \4/orkbooil - .t]rl1l13