Web viewAttach your completed grammar packet to this homework organizer. Because we complete this as a class, you must have all portions of

Name_______________________________________________ Date____________________ Period______________

Unit 2: Point of View & Theme Homework OrganizerDue: Wednesday, 19 October 2011

All homework must be completed in its entirety. Incomplete or incorrect homework will not receive any points! Random homework checks will be completed at the teacher’s discretion and students will be expected to have all assigned work complete and ready to be stamped at any time.

Assignment Number

Assignment Description Due Date Assignment Value

Points Earned

1 Practice Guided Reading Questions: The Three Little Pigs All questions answered in complete sentences.

Tuesday, 10/04 25

2 Point of View Practice All questions answered according to the directions.

Thursday, 10/06 25

3 Guided Reading Questions: “The Storyteller” All questions answered in complete sentences.

Monday, 10/10 25

4 Vocabulary Development: “The Storyteller” All questions answered according to the directions.

Tuesday, 10/11

25

5 Guided Reading Questions: “Catch the Moon” All questions answered in complete sentences.

Thursday, 10/13 25

6 Vocabulary Development: “Catch the Moon” and “The Bass, The River, and Sheila Mant” All questions answered according to the directions.

Tuesday, 10/18

25

7 Guided Reading Questions: “The Bass, The River, and Sheila Mant” All questions answered in complete sentences.

Monday, 10/17

25

8 Unit 2 Study Guide Attach your completed study guide to the back of this packet. All questions answered according to the directions.

Wednesday, 10/19

25

9 Unit 2 Grammar Review Packet Attach your completed grammar packet to this homework

organizer. Because we complete this as a class, you must have all portions of the review complete or you will receive a zero. In the event you are absent, you will need to get the notes from your tablemate so that you may complete the independent activities.

Wednesday, 10/19 50

Total Points250

Name ___________________________________________________ Date _______________________ Period ________

Rationale: Before we get started with our unit homework organizers, we would like to familiarize you with our homework format. We call the type of assignment you will complete tonight a “GRQ” (Guided Reading Questions). Each time you are given a reading assignment you can expect to complete a “GRQ.” You should also anticipate having an “RCQ” (Reading Check Quiz) the following day. Don’t worry, you’ll get the hang of this in no time!

Directions: Read the following story and use it to complete the homework assignment on the next page.

Assignment #1 – The Three Little Pigs1 Once upon a time there were three little pigs who left their mother and father to see the world.

2 All summer long, they roamed through the woods and over the plains (def: large spaces of land with no trees), playing games and having fun. No one was happier than the three little pigs, and they easily made friends with everyone. Wherever they went, they were given a warm welcome, but as summer drew to a close, they realized that their new friends were drifting back to their usual jobs and preparing for winter. Autumn came, and it began to rain. The three little pigs started to feel they needed a real home. Sadly, they knew that the fun was over now and they must set to work like the others. Otherwise, they'd be left in the cold and rain with no roof over their heads. They talked about what to do, but each decided for himself. The laziest little pig said he'd build a straw hut (def: small single-story building).

3 "It will only take a day,” he said. The others disagreed.

4 "It's too fragile," they said disapprovingly, but he refused to listen. Not quite so lazy, the second little pig went in search of planks (def: long, flat pieces of wood)of seasoned (def: dried out)wood.

5 "Clunk! Clunk! Clunk!" It took him two days to nail them together. But the third little pig did not like the wooden house.

6 "That's not the way to build a house!" he said. "It takes time, patience, and hard work to build a house that is strong enough to stand up to wind, rain, and snow, and most of all, protect us from the wolf!"

7 The days went by, and the wisest little pig's house took shape, brick by brick. From time to time, his brothers visited him, saying with a chuckle, “Why are you working so hard? Why don’t you come out and play?”

8 But the stubborn bricklayer pig just said, "No. I shall finish my house first. It must be solid and sturdy. And then I'll come and play! I shall not be foolish like you! For he who laughs last, laughs longest!"

9 It was the wisest little pig that found the tracks of a big wolf in the neighborhood.

10 The little pigs rushed home in alarm. Along came the wolf, scowling fiercely at the laziest pig's straw hut.

11 "Come out!" ordered the wolf, his mouth watering. “I want to speak to you!"

12 "I'd rather stay where I am!" replied the little pig in a tiny voice.

13 "I'll make you come out!" growled the wolf angrily, and puffing out his chest, he took a very deep breath. Then he blew with all his might, right onto the house. And all the straw the silly pig had heaped against some thin poles fell down in the great blast. Excited by his own cleverness, the wolf did not notice that the little pig had slithered out from underneath the heap of straw and was dashing towards his brother's wooden house. When he realized that the little pig was escaping, the wolf grew wild with rage.

14 "Come back!" he roared, trying to catch the pig as he ran into the wooden house. The other little pig greeted his brother, shaking like a leaf.

15 "I hope this house won't fall down! Let's lean against the door so he can't break in!"

16 Outside, the wolf could hear the little pigs' words. Starving as he was, at the idea of a two course meal, he rained (def: gave in large quantities over a long period of time) blows (def: hard hits) on the door.

17 "Open up! Open up! I only want to speak to you!"

18 Inside, the two brothers wept in fear and did their best to hold the door fast against the blows. Then the furious wolf braced (def: prepared for something difficult or unpleasant) himself for a new effort: he drew in a

really enormous breath and went . . . WHOOOOO! The wooden house collapsed like a pack of cards.

19 Luckily, the wisest little pig had been watching the scene from the window of his own brick house, and he rapidly opened the door to his fleeing brothers. And it was not a moment too soon, for the wolf was already hammering furiously on the door. This time, the wolf had grave (def: serious) doubts. This house was much more solid than the others. He blew once, he blew again, and then blew a third time. But all was in vain (def: pointless or unsuccessful). The house did not budge an inch. The three little pigs watched him and their fear began to fade. Quite exhausted by his efforts, the wolf decided to try one of his tricks. He scrambled up a nearby ladder onto the roof to have a look at the chimney. However, the wisest little pig had seen this ploy (def: strategy planned to deceive or frustrate an opponent), and he quickly said, “Quick! Light the fire!”

20 With his long legs thrust (def: pushed forcefully) down the chimney, the wolf was not sure if he should slide down the black hole. It wouldn't be easy to get in, but the sound of the little pigs' voices below only made him feel hungrier.

21 "I'm dying of hunger! I'm going to try and get down," the wolf thought to himself. He let himself drop. But landing was rather hot, too hot! The wolf landed in the fire, stunned by his fall.

22 The flames licked his hairy coat and his tail became a flaming torch.

23 "Never again! Never again will I go down a chimney!" he squealed, as he tried to put out the flames in his tail. Then he ran away as fast as he could.

24 The three happy little pigs, dancing round and round the yard, began to sing. "Tra-la-la! Tra-la-la! The wicked black wolf will never come back . . . !"

25 From that terrible day on, the wisest little pig's brothers set to work with a will. In less than no time, up went the two new brick houses. The wolf did return once to roam in the neighborhood, but when he caught sight of three chimneys, he remembered the terrible pain of a burnt tail, and he left for good.

26 Now safe and happy, the wisest little pig called to his brothers. "No more work! Come on, let's go and play!"

ASSIGNMENT #1: “Three Little Pigs” Guided Reading Assignment (on previous page) CLASS:English 10

DATE:Due Tues. 10/04

STANDARD(S) ADDRESSED: Review of all Literary Response and Analysis (3.0) standardsESLR: Resourceful Learner

Directions: Answer the following questions as you read through “The Three Little Pigs” on the previous page. We encourage you to highlight and underline key phrases as you read. All questions must be answered in complete sentences to avoid a homework card (this means it must have a subject and a verb and express a complete thought).

1. Setting: According to paragraph 2, what is the setting (time and place) of the fairy tale?

2. Characterization: According to paragraph 2, list three adjectives that describe the character traits of the three little pigs.

3. Characterization: Use evidence from paragraphs 3 and 4 to prove that the first little pig was the “laziest little pig.”

4. Predicting/Foreshadowing: What do you think will happen to the first and second little pigs’ houses? How do you know?

5. Literary Devices: What is the literary term for a word like “Clunk” (paragraph 5) that sounds like what it means?

6. Characterization: According to paragraphs 6-9, how is the third pig different from his brothers?

7. Foreshadowing: What clue do we get in paragraph 7 that something bad is going to happen to the three little pigs?

8. Characterization: In paragraph 12, when the first little pig speaks “in a tiny voice,” what emotion is he probably experiencing?

9. Characterization: What mistake does the wolf make in paragraph 13?

10. Literary Devices: When the author states that the first little pig “slithered out from underneath the heap of straw,” he is using a metaphor to compare the pig to what animal?

11. Literary Devices: There are two similes in paragraphs 14-18. What are they? (Note: write the two quotes below.)

TEXTBOOK REFERENCE PAGE(S):On previous page

REVIEW POINTS:1. Define setting.

2. Define onomatopoeia.

3. Define simile.

4. Define metaphor.

5. Define allusion.

6. Define theme.

REMINDERS/ASSIGNMENTS:

POV Quiz Friday 10/07

Word Dissection 1-4 Quiz Tuesday 10/18

Homework Packet due on Wednesday 10/19

Unit 2 Exam Wednesday 10/19

12. Characterization: What character trait describes the third little pig in the first sentence of paragraph 19?

13. Literary Devices: In paragraph 22, when the author compares the wolf’s tail to “a flaming torch,” is he using a simile or metaphor? How do you know?

14. Allusion: In paragraph 24, the pigs’ celebration is an allusion to what famous movie? (Hint: It involves a green character and a yellow brick road.)

15. Characterization: According to paragraph 25, what lesson do the pigs learn? What lesson does the wolf learn? Does this make them static or dynamic characters?

16. Theme: What theme, or lesson about life, can we take away from this fairy tale?

POTENTIAL TEST QUESTIONS:Directions: Fill in the Venn diagram below to show how the three little pigs are similar and how they are different. Write at least one similarity in each space where the circles overlap (the space where all three circles overlap would show how all three pigs are the same). Write at least one difference in each space that does not overlap. You should fill in all seven (7) spaces.

First Little Pig

Third Little Pig

Second Little Pig

How are Pigs #2 and 3 the same?

How is Pig #1 different?How are Pigs

#1, 2, and 3 the same?

How is Pig #2 different?

How is Pig #3 different?



Assignment #2: Point of View PracticeDue Thursday, 6 October 2011

CONTENT STANDARD: LRA 3.9 – Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.ESLR: Resourceful Learner – think critically; solve problems; study effectively

Directions: Read each of the following passages and identify the point of view as either first person, third person limited, or third person omniscient. (Refer to your notes from class yesterday for help.) Then, underline at least two clues in the passage that helped you determine the point of view. Finally, answer the question that follows each passage in a complete sentence.

Sample Response:

Laurie Halse Anderson, SpeakI wipe my eyes. They wait with unsure smiles. The snowball grows larger. When I snuck home that night, they weren’t in the house. Both cars were gone. I was supposed to have been at Rachel’s all night long – they weren’t expecting me, that’s for sure. I showered until the hot water was gone. Then I crawled in bed and did not sleep. Mom pulled in around 2 a.m., Dad just before sunup. They had not been together. What had they been doing? I thought I knew. How can I talk to them about that night? How can I start?

Point of View: First PersonWhy did the author choose this point of view (keeping in mind that point of view lets us see the narrator’s thoughts and feelings)? Does the point of view add to the narrator’s characterization or credibility, build suspense, or move the plot forward? The first person point of view helps shows us the narrator is confused about her parents and worried about telling them what happened the night she was supposed to be at Rachel ’ s. Truman Capote, In Cold BloodMr. Clutter seldom encountered trespassers on his property; a mile and a half from the highway, and arrived at by obscure roads, it was not a place that strangers came upon by chance. Now, suddenly a whole party of them appeared, and Teddy, the dog, rushed forward roaring out a challenge. The visitors proved to be five pheasant hunters from Oklahoma…By custom, the hunters, if they are not invited guests, are supposed to pay the landowner a fee for letting them pursue their enemy on his premises, but when the Oklahomans offered to hire hunting rights, Mr. Clutter was amused. “I’m not as poor as I look. Go ahead, get all you can,” he said. Then, touching the brim of his cap, he headed for home and the day’s work, unaware that it would be his last.

Point of View: ______________________________Why did the author choose this point of view (keeping in mind that point of view lets us see the narrator’s thoughts and feelings)? Does the point of view add to the narrator’s characterization or credibility, build suspense, or move the plot forward? ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________Sophie Kinsella, Confessions of a ShopaholicIt’s a habit of mine, itemizing all the clothes I’m wearing, as though for a fashion page. I’ve been doing it for years – ever since I used to read Just Seventeen. Every issue, they’d stop a girl on the street, take a picture of her, and list all her clothes. “T-Shirt: Chelsea Girl, Jeans: Top Shop, Shoes: borrowed from friend.” I used to read those lists avidly, and to this day, if I buy something from a shop that’s a bit uncool, I cut the label out. So that if I’m ever stopped in the street, I can pretend I don’t know where it’s from.


____________________________________________________________________________________________________________Billie Letts, Where the Heart IsNovalee hoped he wasn’t watching her through the library window when she lifted the buckeye from behind some evergreens, but she felt sure he was. She carried the tree to the end of the block, then stopped to dig the city map out of her beach bag. She was going to the last house on Evergreen Street, the house where Sister Husband lived…As she walked the first few blocks, her mind was on the strange man she had met in the library. She kept going over what he had said, trying to make sense of it, but she wasn’t even sure she knew what he was talking about. She hoped the book in her bag, the one he had checked out for her, would help her understand.

Point of View: ______________________________

Why did the author choose this point of view (keeping in mind that point of view lets us see the narrator’s thoughts and feelings)? Does the point of view add to the narrator’s characterization or credibility, build suspense, or move the plot forward? __________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Stephenie Meyer, TwilightThe door opened again, and the cold wind suddenly gusted through the room, rustling the papers on the desk, swirling my hair around my face. The girl who came in merely stepped to the desk, placed a note in the wire basket, and walked out again. But Edward Cullen’s back stiffened and he turned slowly to glare at me – his face was absurdly handsome – with piercing, hate-filled eyes. For an instant I felt a thrill of genuine fear, raising the hair on my arms. The look only lasted a second, but it chilled me more than the freezing wind. He turned back to the receptionist.


____________________________________________________________________________________________________________L.M. Montgomery, Anne of Green GablesMr. Phillips was back in the corner explaining a problem in algebra to Prissy Andrews and the rest of the scholars were doing pretty much as they pleased, eating green apples, whispering, drawing pictures on their slates, and driving crickets, harnessed to strings, up and down the aisle. Gilbert Blythe was trying to make Anne Shirley look at him and failing utterly, because Anne was at that moment totally oblivious, not only of the very existence of Gilbert Blythe, but of every other scholar in Avonlea school and of Avonlea school itself. With her chin propped on her hands and her eyes fixed on the blue glimpse of the Lake of Shining Waters that the west window afforded, she was far away in a gorgeous dreamland, hearing and seeing nothing save her own wonderful visions…Gilbert Blythe wasn’t used to putting himself out to make a girl look at him and meeting with failure. She should look at him, that redhaired Shirley girl with the little pointed chin and the big eyes that weren’t like the eyes of any other girl in Avonlea...


____________________________________________________________________________________________________________J.K. Rowling, Harry Potter and the Goblet of FireIt was worse than Harry could ever have imagined sitting there and listening. The crowd screamed…yelled…gasped like a single many-headed entity, as Cedric did whatever he was doing to get past the Swedish Short-Snout. Krum was still staring at the ground. Fleur had now taken to retracing Cedric’s steps, around and around the tent. And Bagman’s commentary made everything much, much worse…Horrible pictures formed in Harry’s mind as he heard: “Oooh, narrow miss there, very narrow”…”He’s taking risks, this one!”…”Clever move – pity it didn’t work!”…And then, after about fifteen minutes, Harry heard the deafening roar that could only mean one thing: Cedric had gotten past the dragon and captured the golden egg.


____________________________________________________________________________________________________________E.B. White, Charlotte’s WebTwilight settled over Zuckerman’s barn, and a feeling of peace. Fern knew it was almost suppertime but she couldn’t bear to leave. Swallows passed on silent wings, in and out of the doorways, bringing food to their young ones. From across the road a bird sang “Whippoorwill, whippoorwill!” Lurvy sat down under an apple tree and lit his pipe; the animals sniffed the familiar smell of strong tobacco. Wilbur heard the trill of the tree toad and the occasional slamming of the kitchen door. All these sounds made him feel comfortable and happy, for he loved life and loved to be a part of the world on a summer evening. But as he lay there he remembered what the old sheep had told him. The thought of death came to him and he began to tremble with fear.


____________________________________________________________________________________________________________

ASSIGNMENT #3:“The Storyteller” Guided Reading Assignment (In HLT, pp. 154-161)

CLASS:English 10

DATE:Due Monday, 10/10

STANDARD(S) ADDRESSED: LRA 3.9 – Explain how the choice of a narrator affects characterization and the plot and credibility of a text.ESLR: Resourceful Learners – think critically; solve problems; study effectivelyDirections: Answer the following questions as you read through “The Storyteller.” In order to receive credit, you must answer each question in a complete sentence.

1. Determining Author’s Purpose: Remember that the way characters are introduced can provide clues as to the author’s purpose. Why do you suppose Saki describes the aunt as “belonging” to the children (p. 155)? (Hint: What does it suggest to you about the relationship between the aunt and the children?)

2. Point of View: Remember that point of view is the vantage point (def: perspective) from which the writer tells a story. Is Saki’s narrator a first-person, third-person limited, or omniscient narrator? What details or clues reveal the narrator’s point of view?

3. Context Clues: Describe the situation leading up to the reference to a “communication cord” on p. 156 and, in a separate sentence, list three context clues (def: words or phrases in a sentence that give clues as to a word’s meaning) that help the reader understand what it is.

4. Narrator’s Effect on Characterization: Readers are inclined (def: likely) to trust an omniscient narrator. However, such narrators also have biases, which are often revealed in the specific words they use. Who is this narrator biased against? Find at least three words or phrases that support your answer.

5. Characterization: At first, the girl in the aunt’s story and the girl in the bachelor’s story seem to be similar. How is Bertha similar to the girl in the aunt’s story? What is the first clue that Bertha and the story about her will be different?

Similar:

Different:

6. Acceleration: What does the phrase “horribly good” (p. 157) suggest to you? The phrase is an example of an oxymoron, a combination of two contradictory words. What is another example of an oxymoron?

“horribly good”:

Example:

7. Narrator’s Effect on Credibility: The bachelor becomes an omniscient narrator for his story about Bertha. How do the children respond to the omniscient narrator and his explanation of why there are no sheep in the park (p. 157-158)?

8. Hypothesizing: Why do you think the bachelor has the Prince decide to have pigs

TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 154-161

REVIEW POINTS:1. Define point of view.

2. Define omniscient point of view.

3. Define satire.

4. Define bias.






instead of flowers in his park (p. 158)?

9. Satire: Remember that satire is a kind of writing that ridicules human weakness or folly. Common targets of satire are greed, injustice, or cruelty. How does Bertha feel about her goodness as she enters the park? How does she feel about her goodness at the end of the passage (p. 159)? Based on your answers to these two questions, what do you think Saki might be satirizing?

Feeling at beginning:

Feeling at end:

Subject of satire:

10. Narrator’s Effect on Plot: What do you think will happen to Bertha? Support your answer with details from the story and with what you know about the narrator.

11. Satire: Saki uses irony (def: situation involving a contrast between expectations and reality) for the purpose of satire. What is comically ironic (the opposite of what we would expect) about Bertha’s fate (p. 159)? What do you think Saki is satirizing in “The Storyteller” (revise your answer from question #9)?

12. Theme: What theme, or perception (def: an attitude or understanding based on what is observed or thought) about human nature, do you think Saki wants to share with readers?

POTENTIAL TEST QUESTIONS:Directions: Decide whether each of the following statements is true or false. Then, on the line below each statement, include one quote from the story to support your answer. Be sure to cite your source by including the page number in parentheses after your quote!

1. Two girls, a boy, and their aunt and uncle share a train compartment. True / FalseSample Quote: “An aunt belonging to the children occupied one corner seat, and the further corner seat on the opposite side was occupied by a bachelor who was a stranger to their party, but the small girls and the small boy emphatically occupied the compartment” (155).

2. Neither the children nor the bachelor like the aunt’s story. True / False____________________________________________________________________________________________________________________________________________________________________________________________________3. Bertha gets to go to the park because she is so good. True / False____________________________________________________________________________________________________________________________________________________________________________________________________4. Bertha’s medals for goodness cause her to be eaten by the wolf. True / False____________________________________________________________________________________________________________________________________________________________________________________________________5. The children think the bachelor’s story is mean. True / False____________________________________________________________________________________________________________________________________________________________________________________________________

Assignment #4: Vocabulary and Skills Development – “The Storyteller”

Due Tuesday, 11 October 2011STANDARDS ADDRESSED: WA1.1: Identify and use the literal meanings of words

ESLR: Resourceful Learners: think critically; solve problems; study effectively

PART I: DEFINITIONSDirections: Match the following words with their definitions. Write the letter of the correct definition next to each word._____ 1. assail

_____ 2. conviction

_____ 3. deplorably

_____ 4. diversion

_____ 5. persistent

_____ 6. petulant

a. something that distracts attentionb. continuingc. irritable; peevishd. very badlye. strong belief; certaintyf. attack

PART II: USING CONTEXT CLUES

Directions: In addition to using your word dissection skills, the best way to determine the meaning of unfamiliar words is through the use of context clues. Context clues are words within a sentence that act as “hints” to help you discover the meaning of unfamiliar words.

To help you practice finding the clues, you will be provided with the definitions of the “unknown words.” This may, then, make it seem like a pointless activity; however, this is PRACTICE. When the CAHSEE comes around in March, you’ll be glad you spent some time developing your skills with context clue hunting!

Read each of the following vocabulary word’s definition and sentence. Then, underline the words acting as clues/hints about the vocabulary word’s meaning. Note: all sentences have multiple words acting as clues!

1. sultry: hot and humid; sweltering

The bright August afternoon was typically sultry.

2. persistent: continuing

It was a persistent problem, one that would never go away.

3. diversion: something that distracts the attention

The whole event became a welcome diversion for the bored onlookers.

4. resolute: determined

He was resolute about never leaving his beloved boyhood home.

5. petulant: impatient; irritable; peevish

The girl’s sharp, nagging questions were both petulant and rude.

6. deplorably: very badly

Everyone was angry that she behaved deplorably.

7. conviction: strong belief; certainty

She was a woman of great willpower and conviction.

8. retort: sharp reply

The bad-tempered clerk gave the customer a quick retort.

9. assail: attack

The lawyer feared reporters would assail her as she left the courtroom.

Directions: While we just practiced identifying context clues for words that you already know the definition of, you will usually use context clues to help you understand words that you do not already know. With this in mind, we want you to use context clues to discover the meaning of new words in the sentences below.

Read each sentence below. Use context clues to decide what each of the bold-faced words means. Underline the context clues (yes, more than one per sentence) that helped you guess the meaning of the bold-faced word, then, on the line below the sentence, write what you think the word means based on the way it is used in the sentence.

1. Juan was very excited about the soccer tryouts. He arrived at the field promptly at two o’clock.

Definition: immediately; on time

2. Sandra had lost her appetite. She picked up her fork and poked listlessly at her food.

Definition: ________________________________________________________________________________

3. Felicia rarely worried about what other people might think. She walked unconcernedly down the hall in a ridiculous polka-dot clown suit.

Definition: ________________________________________________________________________________

4. The man had been quiet for a long time. Everyone was surprised when he suddenly joined the conversation and demanded to be heard.

Definition: ________________________________________________________________________________

5. The woman eyed her food with disapproval. “This is not at all what I had in mind,” she told the waiter stiffly.

Definition: ________________________________________________________________________________

ASSIGNMENT #5:“Catch the Moon” Guided Reading Assignment (In HLT, pp. 232-242)

CLASS:English 10

DATE:Due Thursday, 10/13

STANDARD(S) ADDRESSED: LRA 3.5 – Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.ESLR: Resourceful Learners – think critically; solve problems; study effectivelyDirections: Answer the following questions as you read “Catch the Moon.” In order to receive credit, you must answer each question in a complete sentence.

1. Theme and Character: In the first paragraph on p. 234, how does Luis feel about his stay in juvenile hall? What do his reactions say about him as a character?

2. Theme and Character: What does Luis’s involvement in the gang (first paragraph on p. 235) say about his character? Does it show that he has negative traits, positive traits, or a complex mix of both? (Note: this may seem like an opinion question, but your response must be based on evidence in the text.)

3. Making Generalizations: First Luis outsmarts everybody by registering his gang as a “social club” (p. 235). Later, he has to “talk fast” to stay out of trouble. What generalizations about Luis’s character and/or motivations could you make from his actions?

4. Theme and Character: What do you learn about Luis in the paragraph beginning “His father was a problem too…” on p. 235?

5. Figurative Language: What kind of figure of speech (def: language not meant to be taken literally) is the phrase “like a smooth wood carving” (first column on p. 236), and how do you know? How does it help you to visualize the girl?

6. Monitoring Progress: What is Luis’s attitude toward the work he must perform for his father? Why does Luis toss the wrench (p. 236)?

7. Theme and Character: Have Luis’s emotions changed in the three years since his mother’s death? If so, how?

8. Monitoring Progress: Remember that the changes a main character undergoes are often clues to a story’s theme. Summarize what you have learned about Luis’s character from the beginning of the story to the bottom of p. 237. Pay close attention to any changes that occur in Luis as a result of his encounter with Naomi.

9. Theme and Character: What is notable (def: worth paying attention to) in Luis’s feeling in the paragraph beginning “Luis washed hubcaps all day…” on p. 237?

10. Making Generalizations: What generalization can you make about Luis’s attitude toward his father before his realization in the paragraph beginning “Pop…” on p. 237?


REVIEW POINTS:1. Define theme.

2. Define generalization.

3. Define character trait.

4. Define figure of speech.

5. Define simile.






11. Making Generalizations: Consider the interaction between Luis and his father in the first column on p. 238 as well as the details of earlier interactions with his father. What generalization can you make about how Luis communicates with his father?

12. Comparing and Contrasting: Compare the description of the mother’s attitude toward Luis at the top of the first column on p. 239 with the one he attributes (def: to regard somebody or something as having particular qualities) to his father.

13. Theme and Character: What is important about the moment where Luis cries in the first paragraph on p. 239?

14. Theme and Character: Why are Luis’s actions surprising in the first paragraph of the second column on p. 239?

15. Questioning: What is Luis trying to find in the second column on p. 239?

16. Theme and Character: What do Luis’s actions on p. 240 say about the way he has changed?

17. Characterization: What role does Naomi play in the story? What character traits, aside from her beauty, make her attractive to Luis?

18. Theme: In light of the changes Luis undergoes and the reasons for those changes, what would you say is the story’s theme, or broad generalization about life? Remember that a theme is always a complete sentence.

POTENTIAL TEST QUESTIONS:Directions: Answer each of the following questions in a complete sentence and include one quote from the story that helped you find the answer. Be sure to cite your source by including the page number in parentheses after your quote!

1. Why is Luis working for his father?

Answer: Luis is working for his father as part of his court sentence for breaking and entering.

Quote: “The judge said six months of free labor for you, not life, okay?” (237)

2. Who are the Tiburones, and what does their name mean?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

3. What “treasure hunt” does Luis go on late one night?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

4. Why is the story ‘s title “Catch the Moon”?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

Assignment #6: Vocabulary and Skills Development“Catch the Moon” and “The Bass, The River, and Sheila

Mant”Due Friday, 14 October 2011

STANDARDS ADDRESSED: WA1.1: Identify and use the literal and figurative meanings of wordsESLR: Resourceful Learners: think critically; solve problems; study effectively

PART I: USING LITERAL MEANINGS OF WORDS

“Catch the Moon”Directions: Match each words with its definition. Write the letter of the correct definition on the line next to the word.

_____ 1. sarcastic

_____ 2. vintage

_____ 3. dismantled

_____ 4. ebony

_____ 5. relics

_____ 6. harassing

a. dating from a long time past

b. dark or black

c. mocking; taunting

d. bothering; troubling

e. took apart

f. objects or things from the past that may have special meanings or associations, sometimes religious ones

Directions: Read each sentence. Choose one of the words above to complete each sentence.

1. Luis tended to answer his father in a(n) ____________________ tone of voice.

2. It is difficult to find automobile parts for ____________________ cars and trucks.

3. Luis’s father ____________________ each car so that he could sell the parts.

“The Bass, The River, and Sheila Mant”Directions: Complete each of the following sentences with the correct word from the Word Bank.

WORD BANK

denizens pensive dubious antipathy filial

surreptitiously conspicuous concussion luminous quizzical

1. In the days leading up to the debate, ____________________ between the two rivals increased.

2. Thinking about her future on graduation day, my sister remained in a ____________________ mood.

3. Since James nearly failed math, I am ____________________ about him pursuing a career in science.

4. The hurricane destroyed the flimsy houses, leaving their ____________________ homeless.

5. We easily found Jeremy in the crowd because his purple hat made him ____________________.

6. I hoped no one would notice when I ____________________ reached for a third helping.

7. Forget about ____________________ loyalty, Dad. I’m not sharing my dessert!

8. The ____________________ shattered windows blocks away.

9. The teacher gave me a ____________________ look when I asked to teach the class.

10. Her face was ____________________ with pride when she received the award.

PART II: USING FIGURATIVE MEANINGS OF WORDSFigurative language is langue that is not meant to be taken literally. Here are three common types of figurative language.

An idiom is an expression that is peculiar to a language and cannot be understood from the literal definitions of its words.“The old man looked like he wanted to walk down memory lane.”When you take a walk down memory lane, you’re not literally walking anywhere—you’re just recalling fond memories.

A simile uses the word like, as, than, or resembles to compare two unlike things.“The tree looked different now, not like a skeleton, as it had then, but green with leaves.”How can a tree look like a skeleton? When it is down to its “bare bones”—its trunk and branches.

A metaphor compares two unlike things by saying that something is something else. It also omits the word like, as, than, or resembles.“Luis Cintron sits on top of a six-foot pile of hubcaps and watches his father walk away into the steel jungle of his car junkyard.”The jumbled auto parts are compared to a densely overgrown jungle.

Directions: Label each of the following figures of speech as an idiom, a simile, or a metaphor.

1. “He yells at no one, ‘Someday, son, all this will be yours,’ and sweeps his arms like the Pope blessing a crowd ____________________ over the piles of car sandwiches ____________________ and mounds of metal parts…”

2. “‘That’s what I’m doing, right? Working my hands to the bone ____________________.’…”

3. “‘I’ll be back by ten, and keep the ice on that egg ____________________.’…”

4. “The hubcap was as round and shiny as the moon ____________________.”

5. “The girl’s mahogany skin was a smooth wood carving ____________________.”

Now You Try! Write one simile and one metaphor about falling in love (since that’s what our two stories are about).

Simile: ___________________________________________________________________________________

__________________________________________________________________________________________

Metaphor: ________________________________________________________________________________

__________________________________________________________________________________________

ASSIGNMENT #7:“The Bass, The River, and Sheila Mant” Guided Reading Assignment (In HLT, pp. 243-250)

CLASS:English ¾ CP

DATE:Due Monday, 10/17

STANDARD(S) ADDRESSED: LRA 3.5 – Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.ESLR: Resourceful Learners – think critically; solve problems; study effectivelyDirections: Answer the following questions as you read through “The Bass, The River, and Sheila Mant.” In order to receive credit, you must answer each question in a complete sentence.

1. Making Inferences/Character Motivation: Based on the first sentence of the story (p. 245), what inferences can you make about the narrator’s major interests at this time in his life?

2. Understanding Idioms: On p. 245, the author says that at the age of seventeen, Sheila was “all but out of reach.” All but means “nearly” or “just about.” The literal meaning of “out of reach” is “beyond how far a person can reach,” but the phrase has the figurative meaning of “unobtainable.” Based on this information, what does the author mean when he says Sheila was “all but out of reach”?

3. Theme and Conflict: What internal conflict obsesses the narrator all summer long?

4. Making Inferences/Character Motivations: Why doesn’t the narrator just say “mounted my reel on my spinning rod” (p. 246, top of the second column)? Why do you think he also names the manufacturer of each item?

5. Questioning: Why does the narrator lower his fishing gear into the water as he paddles to the Mants’ dock (p. 246)? Make sure you pay attention to the effects of this action as you continue to read the story.

6. Theme and Conflict: Once the narrator has gotten his wish and Sheila is accompanying him to the dance, what new problem does he face?

7. Making Inferences/Character Motivations: Strokes number four is a sculling (def: rowing a rowboat) term. Who might Eric Caswell be? Why might Sheila mention him?

8. Characterization: What do Sheila’s comments about fishing (p. 247) show about her character?

9. Theme and Conflict: What internal conflict does the narrator face at the bottom of p. 247?

10. Acceleration: What do the details in the first few lines of p. 248 indicate about the narrator? From his behavior, what generalization about life could you make?

11. Characterization: What do Sheila’s thoughts about choosing a college reveal about her personality?


REVIEW POINTS:(These terms can be found in your CAHSEE Terms glossary.)1. Define narrator.

2. Define theme.

3. Define conflict.

4. Define external conflict.

5. Define internal conflict.

6. Define motivation.

7. Define inference.






12. Theme and Conflict: What physical struggle does the narrator face on p. 248?

13. Imagery: Why do you think the writer includes such specific details about Sheila’s appearance in the first column of p. 249?

14. Theme and Conflict: What two tugs or “longings” make the narrator feel “split in half”? According to the narrator, what more general aspects (def: viewpoints) of life do Sheila and the bass represent?

15. Theme and Conflict: How does the image of the unbending rod at the bottom of the first column on p. 249 resolve the story’s conflict?

16. Plot and Sequence: What is the story’s climax—the moment of greatest excitement, when the conflict is resolved?

17. Comparing Universal Themes: How might the themes of “Catch the Moon” and “The Bass, The River, and Sheila Mant” be similar? How are they different?

Similar:

Different:

POTENTIAL TEST QUESTIONS:Directions: Answer each of the following questions in a complete sentence and include one quote from the story that helped you find the answer. Be sure to cite your source by including the page number in parentheses after your quote! See the Potential Test Questions for “Catch the Moon” if you need a sample to get you started.

1. What is the story’s setting?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

2. What are the narrator’s two passions?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

3. Who else notices Sheila Mant?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

4. Where does the narrator ask Sheila to go with him?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

5. At the end of the story, what does Sheila call the narrator?

Answer: __________________________________________________________________________________________

Quote: ___________________________________________________________________________________________

Documents

Web viewAttach your completed grammar packet to this homework organizer. Because we complete this as a class, you must have all portions of