1 Essential Skills Workbook - MRS. KROPLEWSKI TEACHER PAGE · 2018. 8. 10. · 4 Essential Skills...

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Essential Skills Workbook Knopp 2014

Essential Skills Workbook

of

Reading, Writing, and Language

For the College-Bound Student

This Workbook is Property of

______________________

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Table of Contents

I. Contents, Introduction & Instructions – p 2

II. Reading Passages: N = Nonfiction, F = Fiction, P = Poetry a. The Adventures of Huckleberry Finn (American) F – p 4 b. “An African Pet” (French-American) N – p 7 c. “The Supreme Christmas Joy” (American) N – p 10 d. “The Poet” (Japanese) P – p 13 e. “A Mad Tea-Party” (English) F – p 16 f. Book of Ruth (Hebrew) N – p 19 g. “Spanish Johnny” (American) P – p 22 h. Our Vanishing Wildlife (American) N – p 25 i. “Farewell Address” (American) N – p 28

III. References

a. SOAPSTone – p 3 b. Tone words – p 31 c. Rhetorical Devices – p 32 d. Essential Grammar Skills – p 33

Introduction

This workbook paces students through various readings, questions, and activities that demonstrate skills contained in reading standards for literature and informational text as well as writing and language standards for the Common Core.

Instructions

Working ahead is acceptable so long as you have your book daily and participate in discussions regarding the content. Complete the readings, short responses, multiple choice questions, and other activities for each week in preparation for a formal assessment every two weeks.

***Note

Take care of your book. You will be evaluated periodically on your work, so keep it handy and in good shape. A small fee will be charged to repair or replace damaged or misplaced books.

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SOAPSTone:

An Acronym for Analyzing Texts General Overview

Subject This is the overall focus or ____________ of the text.

You must determine the general idea of the piece.

Occasion This includes the _____________________of the text.

You must determine ___________________to cause

the author to create the text.

Audience This is the ____________of the rhetoric. You must

determine __________the text is directed or meant.

Purpose This is the ____________the speaker wants to

achieve. You must determine what his/her reason

is and what s/he wants the audience to __________

or ________after viewing his/her ideas.

Speaker This is the ____________from which the speech or

text is delivered. The speaker is not always the

author. Sometimes the speaker may use a

____________, like a character the speaker creates.

Tone Tone is the _______________________ toward his/her

subject. To determine this, you must consider

diction (word choice), detail, syntax (sentence

construction), figurative language and imagery.

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from Mark Twain’s The Adventures of Huckleberry Finn, 1885

(told from the perspective of Huck Finn, a thirteen-year-old boy living with the overbearing Miss Watson and gentler and more likeable Widow Douglas in Missouri)

1 Tom says: "Now, we'll start this band of robbers and call it Tom Sawyer's Gang. Everybody

that wants to join has got to take an oath, and write his name in blood."

Everybody was willing. So Tom got out a sheet of paper that he had wrote the oath on, and read it. It swore every boy to stick to the band, and never tell any of the secrets; and if anybody 5 done anything to any boy in the band, whichever boy was ordered to kill that person and his

family must do it, and he mustn't eat and he mustn't sleep till he had killed them and hacked a cross in their breasts, which was the sign of the band. And nobody that didn't belong to the band could use that mark, and if he did he must be sued; and if he done it again he must be killed. And if anybody that belonged to the band told the secrets, he must have his throat cut, and then have his 10 carcass burnt up and the ashes scattered all around, and his name blotted off of the list with

blood and never mentioned again by the gang, but have a curse put on it and be forgot forever.

Everybody said it was a real beautiful oath, and asked Tom if he got it out of his own head. He said, some of it, but the rest was out of pirate-books and robber-books, and every gang that was high-toned had it.

15 Some thought it would be good to kill the families of boys that told the secrets. Tom said it

was a good idea, so he took a pencil and wrote it in. Then Ben Rogers says:

"Here's Huck Finn, he hain't got no family; what you going to do 'bout him?"

"Well, hain't he got a father?" says Tom Sawyer.

"Yes, he's got a father, but you can't never find him these days. He used to lay drunk with 20 the hogs in the tanyard, but he hain't been seen in these parts for a year or more."

They talked it over, and they was going to rule me out, because they said every boy must have a family or somebody to kill, or else it wouldn't be fair and square for the others. Well, nobody could think of anything to do—everybody was stumped, and set still. I was most ready to cry; but all at once I thought of a way, and so I offered them Miss Watson—they could kill her. Everybody said:

25 "Oh, she'll do. That's all right. Huck can come in."

Then they all stuck a pin in their fingers to get blood to sign with, and I made my mark on the paper.

[…] Little Tommy Barnes was asleep now, and when they waked him up he was scared, and cried, and said he wanted to go home to his ma, and didn't want to be a robber any more.

30 So they all made fun of him, and called him cry-baby, and that made him mad, and he said

he would go straight and tell all the secrets. But Tom give him five cents to keep quiet, and said we would all go home and meet next week, and rob somebody and kill some people.

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Activities for Week 1 – Twain’s The Adventures of Huckleberry Finn

Day 1: ____________ (date) Read the passage and complete the SOAPS.

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Day 2: ____________ (date) Multiple Choice: Mark the letter of the BEST answer.

1. Is Twain’s style in this passage appropriate for his intended purpose in writing?

A. Yes, his use of formal diction and quotations builds his credibility as a writer.

B. Yes, his use of dialect and contractions adds to the realism and humor of the scene.

C. No, his use of informal diction makes it too difficult for readers to enjoy the scene.

D. No, his use of dialect and contractions lessens the teenage narrator’s voice.

2. In paragraph two, how does Twain use language to create Huck’s sense of youthful excitement?

A. He rotates long and short sentences to speed and slow the reader.

B. He emphasizes negative terms such as “kill,” “hack,” and “curse.”

C. He manipulates time by employing polysyndeton.

D. He uses the semicolon to link important and related ideas.

3. Based on Tom using what he sees as legitimate sources for creating his gang’s oath, “high-toned” in line 14 most closely means

A. respectable B. overly proud C. dark D. despicable

4. When paired with lines 8-11, lines 31-32 most closely demonstrate which literary technique?

A. metaphor B. oxymoron C. irony D. antithesis

5. What concerns Huck most about getting into Tom’s gang?

A. Huck can’t stand the sight of blood. B. The gang can’t meet regularly.

C. The gang intends to be violent. D. Huck doesn’t have family to kill.

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Day 3: ____________ (date) Grammar Skills: Identify and correct the errors in the passage.

1. Some sources claims it took Mark Twain 9 years to write The Adventures of Huckleberry Finn.

2. In 1876. Twain published The Adventures of Tom Sawyer the 1st appearance of Twains Huck

character.

3. Mark Twain was a widely popular american author, who wrote a number of popular books in his

lifetime but he still struggled at times with his finances.

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by using an

introductory phrase and a suitable coordinating conjunction (FANBOY) that joins two sentences.

Mark Twain published Huck Finn. This happened in 1884. The novel gained immediate attention and acclaim.

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Day 5: ____________ (date)

Constructed Response: With what attitude are readers expected to view this scene about Tom’s “band of robbers”? Provide evidence from the text that supports your perspective.

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from Paul B. du Chaillou’s The African Forest and Jungle, “An African Pet”

1 Toward twelve o'clock, when we were crossing a kind of high table-land, we heard the cry of

a young animal, which we all recognized to be a nshiego mbouve*. [*a species of ape.] Then all my troubles at once went away out of mind, and I no longer felt either sick or hungry.

We crawled through the bush as silently as possible, still hearing the baby-like cry. At last, 5 coming out into a little cleared space, we saw something running along the ground toward where

we stood concealed. When it came nearer, we saw it was a female nshiego running on all fours, with a young one clinging to her breasts. She was eagerly eating some berries, and with one arm supported her little one.

Querlaouen, who had the fairest chance, fired, and brought her down. She dropped without 10 a struggle. The poor little one cried, "Hew! hew! hew!" and clung to the dead body, burying its

head there in its alarm at the report of the gun.

We hurried up in great glee to secure our capture. I cannot tell my surprise when I saw that the nshiego baby's face was pure white—very white indeed—pallid, but as white as a white child's.

[…] I immediately ordered a return to the camp, which we reached toward evening. The 15 little nshiego had been all this time separated from its dead mother, and now when it was put

near her body, a most touching scene ensued. The little fellow ran instantly to her, but, touching her on the face and breast, saw evidently that some great change had happened. For a few minutes he caressed her, as though trying to coax her back to life. Then he seemed to lose all hope. His little eyes became very sad, and he broke out in a long, plaintive wail, "Ooee! ooee! ooee!" which made my 20 heart ache for him. He looked quite forlorn, and as though he really felt his forsaken lot. The

whole camp was touched at his sorrows, and the women were especially moved.

While I stood there, up came two of my hunters and began to laugh at me. "Look, Chelly," said they, calling me by the name I was known by among them; "look at your friend. Every time we kill gorilla, you tell us look at your black friend. Now, you see, look at your white friend." Then came 25 a roar at what they thought a tremendous joke.

[…] Two weeks after [the nshiego’s] capture he was perfectly tamed. […] He had a great affection for me, and used constantly to follow me about. When I sat down, he was not content till he had climbed upon me and hid his head in my breast. He was extremely fond of being petted and fondled, and would sit by the hour while any one stroked his head or back.

30 […] If I did not immediately pay attention to him, he began to howl, "Hew! hew! hew!"

louder and louder, till, for peace's sake, his wants were satisfied. Of course, I could not tell what he had chosen for dinner of my different dishes, and would offer him first one, then another, till the right one came. If he received what he did not want, he threw it down on the ground with a little shriek of anger and a stamp of his foot; and this was repeated till he was served to his liking. In short, 35 he behaved very much like a badly spoiled child.

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Activities for Week 2 – Chaillu’s “An African Pet”


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1. What appears to be the author’s purpose in using sound effects in lines 10, 19, and 30?

A. to negate the feelings of the ape by demonstrating its incomprehensible language

B. to enliven his prose through loud sounds

C. to keep the reader interested by using onomatopoeia

D. to provide an emotional scene through auditory imagery

2. Which evidence does NOT support the theme of the text?

A. Paragraph 2, sentence 1 (line 4) B. Paragraph 4, sentence 1 (line 12)

C. Paragraph 5, sentence 7 (line 20) D. Paragraph 8, sentence 4 (line 35)

3. Beginning in paragraph 4, how does Chaillu’s cultural point of view begin to change?

A. He first sees the ape as a trophy but begins to see him as a being with feelings.

B. He first believes apes to be a danger but sees how weak and docile they are.

C. He first believes animals should be conquered but begins to view all animals as equals.

D. He first sees man as a superior being but begins to think maybe man is truly inferior.

4. How does sentence 4 in paragraph 2 contribute to the development of Chaillu’s main idea?

A. It proves that man and ape have a shared ancestry.

B. It compares the young ape to a human child.

C. It argues that the young ape could tell his life was changed forever.

D. It demonstrates the cruelty of man toward lesser creatures.

5. Based on paragraph 6, what is the attitude of Chaillu’s hunters toward Chaillu and the nshiego?

A. cold & aloof B. brash & determined

C. mocking & uncompassionate D. alarmed & sympathetic

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1. Paul B. du Chaillu a mid 19th century french explorer wrote The African Forest and Jungle.

2. Chaillus journey into the african jungles are considered the first by a modern European.

3. In many current sources Chaillu is credited by researchers as the discoverer of gorillas and the

pygmy people.

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by linking like

ideas and eliminating redundancies.

Chaillu’s experience taught him something important. It taught him that loss and camaraderie are not just human emotions. They are felt by other species, as well.

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Day 5: ____________ (date)

Constructed Response: How does Chaillu use his interactions with the nshiego to help develop the theme? Use examples from the story in your response.

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“The Supreme Christmas Joy”

(a letter from Theodore Roosevelt to his younger sister, Mrs. Douglas Robinson)

1 White House, Dec. 26, 1903.

. . . . . . . .

We had a delightful Christmas yesterday—just such a Christmas thirty or forty years ago we used to have under Father's and Mother's supervision in 20th street and 57th street. At seven all the children came in to open the big, bulgy stockings in our bed; Kermit's terrier, Allan, a most friendly little dog, 5 adding to the children's delight by occupying the middle of the bed. From Alice to Quentin, each

child was absorbed in his or her stocking, and Edith certainly managed to get the most wonderful stocking toys. Bob was in looking on, and Aunt Emily, of course. Then, after breakfast, we all formed up and went into the library, where bigger toys were on separate tables for the children. I wonder whether there ever can come in life a thrill of greater exaltation and rapture than that which comes 10 to one between the ages of say six and fourteen, when the library door is thrown open and you

walk in to see all the gifts, like a materialized* fairy land**, arrayed on your special table?

. . . . . . . .

I wonder if you are old enough yet to care for a good history of the American Revolution. If so, I think I shall give you mine by Sir George Trevelyan; although it is by an Englishman, I really think it on the whole the best account I have read. If I give it to you you must be very careful of it, because 15 he sent it to me himself.

P. S.—The Bond parrot for mother has turned up; it is a most meritorious parrot, very friendly, and quite a remarkable talker.

*tangible; made real **magical, imaginary place

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Activities for Week 3 - “The Supreme Christmas Joy”


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1. Which words in paragraph one best express the passages tone?

A. friendly, occupying, greater B. delight, wonderful, exultation

C. absorbed, bigger, thrown open D. delightful, stocking, thrill

2. What is the effect of the oxymoron used in the simile in line 11?

A. It compares two like things to show the equality of their meanings.

B. It compares two unlike things to confuse his reader.

C. It emphasizes the disbelief his children feel at seeing their presents Christmas morning.

D. It emphasizes a feeling his children will never get to experience.

3. What assumption does Roosevelt make about his sister in the first sentence of the second paragraph?

A. She is incapable of understanding the language of the book he is suggesting.

B. She is well-suited for this book because she is his sister.

C. Her age may be a detractor from her enjoying the American Revolution history.

D. Her age may increase her enjoyment of the American Revolution history.

4. What implied argument does Roosevelt counter in the second sentence of the second paragraph?

A. Sir George Trevelyan is the best writer of any nationality in the early 1900s.

B. Roosevelt’s sister can’t take care of books and must be cautioned about its care.

C. Books about history are best read during the Christmas season.

D. Because the English lost the American Revolution, an Englishman couldn’t write a good, unbiased account of the war.

5. Based on context clues, the word “meritorious” in line 16 most closely means

A. praiseworthy B. award-winning C. strange D. likeable

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1. On December 26, 1903, president Roosevelt mailed a brief 3 paragraph letter to his sister.

2. In the letter Roosevelt’s sister is told about: Christmas, a book about the american revolution, and

a friendly parrot.

3. The children get to quickly open presents, because they are excited about Christmas.

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by using the

proper coordinating conjunction to create a compound sentence.

Roosevelt seems to be in good humor. He writes about a friendly dog. He also writes about a friendly parrot.

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Day 5: ____________ (date)

Constructed Response: Analyze how the postscript (PS, lines 16-17) helps build Roosevelt’s character. Include related details from the letter to support your analysis.

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“The Poet”

by Yone Noguchi

1 Out of the deep and the dark,

A sparkling mystery, a shape,

Something perfect,

Comes like the stir of the day:

5 One whose breath is an odor,

Whose eyes show the road to stars,

The breeze in his face,

The glory of heaven on his back.

He steps like a vision hung in air,

10 *Diffusing the passion of eternity;

His abode is the sunlight of morn,

The music of eve his speech:

In his sight,

One shall turn from the dust of the grave,

15 And move upward to the woodland.

*To circulate, spread, or disperse

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Activities for Week 4 - “The Poet”


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1. Which words best express the speaker’s tone?

A. dark, passion, woodland B. deep, sunlight, speech

C. stir, stars, abode D. sparkling, perfect, glory

2. Select the lines that contrast the insight of a poet with the ignorance that their work combats.

A. lines 1-4 B. lines 5-7 C. lines 8-9 D. lines 11-12

3. Which line best supports the speaker’s implied claim that a poet is divinely called to his profession?

A. line 1 B. line 5 C. line 8 D. line 15

4. What is the author’s purpose in using a metaphor as the central technique of the poem?

A. The author demonstrates that, like a metaphor, a poet can make the unknown known.

B. The author wants readers to compare the poet to eternity and see that both are limitless.

C. The author prefers metaphors because they are easier to use than other techniques.

D. The author hopes to confuse readers with comparisons the way a poet does with a poem.

5. The central claim of lines 14-15 is

A. The reader is the truly powerful being—the poet—of the passage.

B. The reader can be transformed and enlightened by poetry.

C. The poet has the literal power to raise the dead.

D. The poet can give life instructions through his work.

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1. Yone Noguchi’s poem which has only 15 lines claim in the 3rd line that the poet is “perfect”.

2. I can read the poem quick but I lose the meaning if I don’t focus on it’s figurative qualities.

3. Did you know that the Japanese word for “poet” is shijin its pronounced shee-jeen.

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by using at

least one nonessential phrase or clause.

Poets are admired in many cultures. The Japanese word for “poet” is shijin. It is pronounced shee-jeen.

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Day 5: ____________ (date)

Constructed Response: Explain how the theme is developed throughout the poem. Use specific details to support your answer.

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from Lewis Carroll’s Alice’s Adventures in Wonderland, Chapter 7, “A Mad Tea-Party”

There was a table set out under a tree in front of the house, and the March Hare and the Hatter were having tea at it: a Dormouse was sitting between them, fast asleep, and the other two were using it as a cushion, resting their elbows on it, and talking over its head. “Very uncomfortable for the Dormouse,” thought Alice; “only, as it's asleep, I suppose it doesn't mind.”

5 The table was a large one, but the three were all crowded together at one corner of it: “No room! No room!” they cried out when they saw Alice coming. “There's plenty of room!” said Alice indignantly, and she sat down in a large arm-chair at one end of the table.

“Have some wine,” the March Hare said in an encouraging tone.

Alice looked all round the table, but there was nothing on it but tea. “I don't see any wine,” 10 she remarked.

“There isn't any,” said the March Hare.

“Then it wasn't very civil of you to offer it,” said Alice angrily.

“It wasn't very civil of you to sit down without being invited,” said the March Hare.

“I didn't know it was your table,” said Alice; “it's laid for a great many more than three.”

15 “Your hair wants cutting,” said the Hatter. He had been looking at Alice for some time with great curiosity, and this was his first speech.

“You should learn not to make personal remarks,” Alice said with some severity; “it's very rude.”

The Hatter opened his eyes very wide on hearing this; but all he said was, “Why is a raven 20 like a writing-desk?”

“Come, we shall have some fun now!” thought Alice. “I'm glad they've begun asking riddles.--I believe I can guess that,” she added aloud.

“Do you mean that you think you can find out the answer to it?” said the March Hare.

“Exactly so,” said Alice.

25 “Then you should say what you mean,” the March Hare went on.

“I do,” Alice hastily replied; “at least--at least I mean what I say--that's the same thing, you know.”

“Not the same thing a bit!” said the Hatter. “You might just as well say that ‘I see what I eat’ is the same thing as ‘I eat what I see’!”

30 “You might just as well say,” added the March Hare, “that ‘I like what I get’ is the same thing as ‘I get what I like’!”

“You might just as well say,” added the Dormouse, who seemed to be talking in his sleep, “that ‘I breathe when I sleep’ is the same thing as ‘I sleep when I breathe’!”

“It is the same thing with you,” said the Hatter, and here the conversation dropped, and the 35 party sat silent for a minute, while Alice thought over all she could remember about ravens and writing-desks, which wasn't much.

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Activities for Week 5 - “A Mad Tea-Party”


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1. The overall tone of the passage can best be described as

A. childishly malicious B. ominously taunting

C. humorously whimsical D. scornfully outlandish

2. “Your hair wants cutting” (line 15) uses all of the following rhetorical techniques EXCEPT

A. personification B. euphemism C. simple sentence D. antithesis

3. The Hatter’s response to Alice’s criticism of him (Lines 19-20) demonstrates that the Hatter

A. is surprised but can’t focus on a single topic long.

B. is traumatized and wants to get out of the conversation quickly.

C. is thrilled but can’t express his emotions properly.

D. is horrified and dismissive of Alice’s point of view.

4. Which line best supports the Hatter’s claim in line 34?

A. line 2-3 B. line 5 C. line 21 D. line 28-29

5. Which lines best express the use of antithesis?

A. Lines 1-4 B. Lines 8-14 C. Lines 19-22 D. Lines 26-33

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1. Alice who has arrived in wonderland sit among a group of talking animals that speak incessantly

about off the wall topics.

2. The conversation between Alice, the Hare, and the Hatter disturb the Dormouse’ sleep.

3. “Why is a raven the Hatter asks like a writing desk”.

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by supplying

a compound subject. Also use a relative clause to modify one of the characters.

The Hare is drinking tea. The Hatter is enjoying tea as well. Alice joins them. She is new to Wonderland.

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Day 5: ____________ (date)

Constructed Response: Describe how Carroll uses language to develop the character of the March Hare. Use at least two examples from the text as you support your position.

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From William T. Hornaday’s PREFACE to Our Vanishing Wildlife, 1913

1 The writing of this book has taught me many things. Beyond question, we are exterminating our

finest species of mammals, birds and fishes according to law!

I am appalled by the mass of evidence proving that throughout the entire United States and

Canada, in every state and province, the existing legal system for the preservation of wild life is

5 fatally defective. There is not a single state in our country from which the killable game is not

being rapidly and persistently shot to death, legally or illegally, very much more rapidly than it is

breeding, with extermination for the most of it close in sight. This statement is not open to argument;

for millions of men know that it is literally true. We are living in a fool's paradise.

The rage for wild-life slaughter is far more prevalent to-day throughout the world than it was in

10 1872, when the buffalo butchers paved the prairies of Texas and Colorado with festering

carcasses. From one end of our continent to the other, there is a restless, resistless desire to "kill, kill!"

I have been shocked by the accumulation of evidence showing that all over our country and

Canada fully nine-tenths of our protective laws have practically been dictated by the killers of the

game, and that in all save a very few instances the hunters have been exceedingly careful to

15 provide "open seasons" for slaughter, as long as any game remains to kill!

And yet, the game of North America does not belong wholly and exclusively to the men who kill!

The other ninety-seven per cent of the People have vested rights in it, far exceeding those of the

three per cent. Posterity has claims upon it that no honest man can ignore.

I am now going to ask both the true sportsman and the people who do not kill wild things to

20 awake, and do their plain duty in protecting and preserving the game and other wild life which

belongs partly to us, but chiefly to those who come after us. Can they be aroused, before it is too

late?

[…] The fatalistic idea that bag-limit laws can save the game is to-day the curse of all our game

birds, mammals and fishes! It is a fraud, a delusion and a snare. That miserable fetish has been

25 worshipped much too long. Our game is being exterminated, everywhere, by blind insistence

upon "open seasons," and solemn reliance upon "legal bag-limits." If a majority of the people of

America feel that so long as there is any game alive there must be an annual two months or four

months open season for its slaughter, then assuredly we soon will have a gameless continent.

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Activities for Week 6 - Hornaday’s Our Vanishing Wildlife


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1. Which group of words most closely reflects the author’s tone toward current hunting laws?

A. solemn, gameless, open season B. posterity, killable, paved

C. fatalistic, appalled, snare D. festering, legal, restless

2. In line 18, “posterity” most closely means

A. “men” line 16 B. “people” line 17

C. “people who do not kill” line 19 D. “those who come after us” line 21

3. How does the author organize his argument?

A. Thesis, Name-calling, Hopeful Perspective, Conclusion

B. Claim, Proofs of Position, Plea for Action, Implications

C. Insightful facts, History of issue, Evidences, Cautious Optimism

D. Evidences, Counterargument, Emotional Plea, Ending Statement

4. How does paragraph four refine the author’s claim that “the existing system for the preservation of wildlife is fatally defective”?

A. It compares Canadian law to American law.

B. It asserts that those who help create the laws are also those who benefit from them.

C. It demonstrates the care that hunters put into creating laws.

D. It displays concrete facts and statistics by which to draw clear conclusions about hunting.

5. Based on the text, which of the following statements would exhibit fallacious reasoning?

A. “Game birds” will be extinct within a decade unless we change current hunting laws.

B. “Bag-limit laws” merely disguise the true damage being done to animal populations.

C. Hunters and non-hunters must unite to protect animal populations.

D. Our descendants will bear the consequences of our current actions and laws.

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1. Hornaday is the man, that saved a number of hunted creatures from extinction the death of an

entire animal group.

2. For instance the American bison and the Alaskan fur seal; although they’re numbers dwindled

Hornaday fought to save them eagerly.

3. “Our game” Hornaday says in the Preface to his book is being exterminated.”

Day 4: ____________ (date) Sentence Combining: Combine like ideas in the following sentences and eliminate redundancies.

William T. Hornaday wrote a book. His book was about the disappearance of animals in nature due to overhunting. The book was called Our Vanishing Wildlife.

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Day 5: ____________ (date)

Constructed Response: Is Hornaday effective in arguing his position? Use textual evidence to support your position.

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“Spanish Johnny” by Willa Sibert Cather

THE OLD West, the old time,

The old wind singing through

The red, red grass a thousand miles—

And, Spanish Johnny, you!

5 He’d sit beside the water ditch

When all his herd was in,

And never mind a child, but sing

To his mandolin.

The big stars, the blue night,

10 The moon-enchanted lane;

The olive man who never spoke,

But sang the songs of Spain.

His speech with men was wicked talk—

To hear it was a sin;

15 But those were golden things he said

To his mandolin.

The gold songs, the gold stars,

The word so golden then;

And the hand so tender to a child—

20 Had killed so many men.

He died a hard death long ago

Before the Road came in—

The night before he swung, he sang

To his mandolin.

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Activities for Week 7 - Cather’s “Spanish Johnny”


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1. In line 3, what effect do “red, red” and “a thousand miles” NOT have?

A. They emphasize the deep color of the grass and vastness of the setting.

B. They combine to arouse the limitless nature of Cather’s memory.

C. They deliver an image of child-like wonder at a seemingly infinite landscape.

D. They compare Cather’s childhood environment to another planet.

2. Which diction best exemplifies Cather’s personal memories of Spanish Johnny?

A. sin, died, mandolin

B. singing, blue night, killed

C. old wind, wicked talk, hard death

D. moon-enchanted, olive man, so tender

3. The contrasting character of Spanish Johnny as seen in lines 13-16 is repeated most clearly in lines

A. 17-18 B. 19-20 C. 21-22 D. 23-24

4. Based on context clues, Spanish Johnny’s “hard death” came as a result of

A. being hung B. being stabbed C. being shot D. disease

5. The greatest shift in tone and perspective occurs in line

A. 9 B. 10 C. 13 D. 15

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1. Cathers poem, Spanish Johnny, recounts her childhood memories of a local man in her town.

2. She calls the man Spanish Johnny who is a character in other stories to.

3. Cather shows there relationship was conflicted. When she says “And the hand so tender to a child /

Had killed so many men.”

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by

demonstrating relationships between and among ideas.

Johnny is a complex character. Cather displays mixed views of him. This creates depth.

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Day 5: ____________ (date) *Kvasnicka, Mellanee. “Breaking Them Into Life: A Lost Lady in the High School

Classroom.” Teaching Cather. Northwest Missouri State University. Fall 2000, Vol 1: 4-7. Print.

Constructed Response: In writing about A Lost Lady, a novel by Willa Cather, Mellanee Kvasnicka* says, “Cather understood how it is with us poor, pitiful human beings; we struggle to learn to live with the people around us. And that means coming to terms with other human beings, accepting or rejecting relationships based on character strengths and weaknesses.” How does Cather’s childhood memory of Spanish Johnny demonstrate this theme of accepting and rejecting character strengths and weaknesses? Use evidence from the poem to form your response.

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From The Book of Ruth (NIV)

1 In the days when the judges ruled, there was a famine in the land. So a man from Bethlehem in Judah, together with his wife and two sons, went to live for a while in the country of Moab. 2 The man’s name was Elimelek, his wife’s name was Naomi, and the names of his two sons were Mahlon and Kilion. They were Ephrathites from Bethlehem, Judah. And they went to Moab and lived there. 3 Now Elimelek, Naomi’s husband, died, and she was left with her two sons. 4 They married Moabite women, one named Orpah and the other Ruth. After they had lived there about ten years, 5 both Mahlon and Kilion also died, and Naomi was left without her two sons and her husband. 6 When Naomi heard in Moab that the Lord had come to the aid of his people by providing food for them, she and her daughters-in-law prepared to return home from there. 7 With her two daughters-in-law she left the place where she had been living and set out on the road that would take them back to the land of Judah. 8 Then Naomi said to her two daughters-in-law, “Go back, each of you, to your mother’s home. May the Lord show you kindness, as you have shown kindness to your dead husbands and to me. 9 May the Lord grant that each of you will find rest in the home of another husband.” Then she kissed them goodbye and they wept aloud 10 and said to her, “We will go back with you to your people.” 11 But Naomi said, “Return home, my daughters. Why would you come with me? Am I going to have any more sons, who could become your husbands? 12 Return home, my daughters; I am too old to have another husband. Even if I thought there was still hope for me—even if I had a husband tonight and then gave birth to sons— 13 would you wait until they grew up? Would you remain unmarried for them? No, my daughters. It is more bitter for me than for you, because the Lord’s hand has turned against me!” 14 At this they wept aloud again. Then Orpah kissed her mother-in-law goodbye, but Ruth clung to her. 15 “Look,” said Naomi, “your sister-in-law is going back to her people and her gods. Go back with her.” 16 But Ruth replied, “Don’t urge me to leave you or to turn back from you. Where you go I will go, and where you stay I will stay. Your people will be my people and your God my God. 17 Where you die I will die, and there I will be buried. May the Lord deal with me, be it ever so severely, if even death separates you and me.” 18 When Naomi realized that Ruth was determined to go with her, she stopped urging her. 19 So the two women went on until they came to Bethlehem. When they arrived in Bethlehem, the whole town was stirred because of them, and the women exclaimed, “Can this be Naomi?” 20 “Don’t call me Naomi*,” she told them. “Call me Mara**, because the Almighty has made my life very bitter. 21 I went away full, but the Lord has brought me back empty. Why call me Naomi? The Lord has afflicted me; the Almighty has brought misfortune upon me.” 22 So Naomi returned from Moab accompanied by Ruth the Moabite, her daughter-in-law, arriving in Bethlehem as the barley harvest was beginning. * Naomi means pleasant. ** Mara means bitter.

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Activities for Week 8 - the Book of Ruth


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1. Which passage does NOT support Naomi’s claim that “the Lord has afflicted [her]” (v. 21)?

A. Verse 1 B. Verse 3 C. Verse 9 D. Verse 20

2. The parallelism in verse 16 is used to

A. emphasize Ruth’s bond with Naomi. B. emphasize Ruth’s urge to flee.

C. contradict Naomi’s beliefs about God. D. contradict Naomi’s beliefs about death.

3. Based on the context clues, “deal with” in verse 17 most likely means

A. Take care of B. Punish C. Eliminate D. Antagonize

4. What is Naomi’s main reason for her daughters-in-law NOT coming with her?

A. They are not fit to travel with.

B. They are not her family by blood.

C. She doesn’t want her bad luck to be passed onto them.

D. She can’t bear them more sons to marry.

5. By the end of the narrative, Naomi can best be described as__________ whereas Ruth can best be described as __________.

A. mournful; indignant B. worn; appreciative

C. bitter; loyal D. desperate; abandoned

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1. Naomi Orpah’s and Ruth’s mother-in-law want her daughters to return home, to find new

husbands, and worshiping their former gods is also something she wants them to do.

2. Orpah returns home but Ruth stays behind she don’t want to leave Naomi all alone.

3. Ruth is adamant that her and Naomi is not going to be parted, but are going to stay together til

the end.

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by including

a nonessential appositive and demonstrating a cause and effect relationship.

Naomi is Ruth’s mother-in-law. Naomi’s husband died. Naomi wants to return home to Bethlehem.

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Day 5: ____________ (date)

Constructed Response: Discuss how the author uses language to create a theme. Provide at least two evidences from the text to support your assertion. Revise your response to include parallel structure (beyond the parallelism used in the Ruth text).

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from George Washington’s “Farewell Address”, 1796

1 Friends and Citizens: The period for a new election of a citizen to administer the executive government of the United

States being not far distant, and the time actually arrived when your thoughts must be employed in designating the person who is to be clothed with that important trust, it appears to me proper, 5 especially as it may conduce to a more distinct expression of the public voice, that I should now apprise you of the resolution I have formed, to decline being considered among the number of those out of whom a choice is to be made.

I beg you, at the same time, to do me the justice to be assured that this resolution has not been taken without a strict regard to all the considerations appertaining to the relation which binds a 10 dutiful citizen to his country; and that in withdrawing the tender of service, which silence in my situation might imply, I am influenced by no diminution of zeal* for your future interest, no deficiency of grateful respect for your past kindness, but am supported by a full conviction that the step is compatible with both.

The acceptance of, and continuance hitherto in, the office to which your suffrages have twice 15 called me have been a uniform sacrifice of inclination to the opinion of duty and to a deference for what appeared to be your desire. I constantly hoped that it would have been much earlier in my power, consistently with motives which I was not at liberty to disregard, to return to that retirement from which I had been reluctantly drawn. The strength of my inclination to do this, previous to the last election, had even led to the preparation of an address to declare it to you; but mature 20 reflection on the then perplexed and critical posture of our affairs with foreign nations, and the unanimous advice of persons entitled to my confidence, impelled me to abandon the idea. […]

The impressions with which I first undertook the arduous trust were explained on the proper occasion. In the discharge of this trust, I will only say that I have, with good intentions, contributed towards the organization and administration of the government the best exertions of which a very 25 fallible** judgment was capable. Not unconscious in the outset of the inferiority of my qualifications, experience in my own eyes, perhaps still more in the eyes of others, has strengthened the motives to diffidence*** of myself; and every day the increasing weight of years admonishes me more and more that the shade of retirement is as necessary to me as it will be welcome. Satisfied that if any circumstances have given peculiar value to my services, they were temporary, I have the 30 consolation to believe that, while choice and prudence invite me to quit the political scene, patriotism does not forbid it.

[…]If benefits have resulted to our country from [my] services, let it always be remembered to your praise, and as an instructive example in our annals, that under circumstances in which the passions, agitated in every direction, were liable to mislead, amidst appearances sometimes dubious, 35 vicissitudes**** of fortune often discouraging, in situations in which not unfrequently want of success has countenanced the spirit of criticism, the constancy of your support was the essential prop of the efforts, and a guarantee of the plans by which they were effected. Profoundly penetrated with this idea, I shall carry it with me to my grave, as a strong incitement to unceasing vows that heaven may continue to you the choicest tokens of its beneficence; that your union and brotherly 40affection may be perpetual; that the free Constitution, which is the work of your hands, may be sacredly maintained; that its administration in every department may be stamped with wisdom and virtue; that, in fine, the happiness of the people of these States, under the auspices of liberty, may be made complete by so careful a preservation and so prudent a use of this blessing as will acquire to them the glory of recommending it to the applause, the affection, and adoption of every 45nation which is yet a stranger to it. *enthusiasm; fervor **capable of error ***shyness; modesty ****unwelcome change of circumstance

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Activities for Week 9 - Washington’s “Farewell Address”


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1. In line 8, to what does Washington refer when he says “this resolution”?

A. His decision to not run for President B. He’s referring to the Constitution.

C. His decision to fight against English oppression D. His decision to run for President

2. Because “diminution” (line 11) is structurally parallel to “deficiency” (line 12), it probably means

A. Heightening B. Lessening C. Expanding D. Humiliating

3. What appears to be the tone of the second and third sentences of paragraph four (line 23-28)?

A. Reserved boasting B. Self-deprecating humility

C. Biased patriotism D. Feigned superiority

4. Which perspective best summarizes Washington’s opinion about the Constitution as discussed in lines 32-45?

A. The freedoms guaranteed by the Constitution must be wisely maintained as a sign to others countries of its virtue and strength.

B. The Constitution is so perfect that no one could ever misuse it.

C. Freedoms are only guaranteed when a nation’s citizens agree to uphold the law.

D. The Constitution should be used as a weapon to gain power in other nations.

5. As Washington discusses his decision to not seek re-election, what conflicting themes does he NOT present in his speech?

A. Personal privacy vs Public service B. Patriotic duty vs Self-interested desires

C. Personal inclinations vs Trusted advice D. Political fervor vs Private depression

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1. George Washington takes on the persona of both a fellow citizen and leader, when he addresses

his audience as friends and citizens.

2. Because he is unqualified, aging, and because he is ready to retire Washington decides to give up

his Presidential post.

3. The credit for a stable country and wisely-run Government is Washington’s and the citizen’s.

Day 4: ____________ (date) Sentence Combining: Combine the following sentences by including

a nonessential appositive and demonstrating a cause and effect relationship.

George Washington is the first President of the United States. He tells the citizens his reasons for not running for reelection. He wants to be a private citizen again.

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Day 5: ____________ (date)

Constructed Response: How does the organizational structure of Washington’s speech help achieve his purpose? Identify specific examples.

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Tone Vocabulary

As you come across words you don’t know, look them up and supply a short definition or synonym so that you can add a good tone word to your vocabulary.

abandoned

alarmed

aloof

appreciative

biased

bitter

boasting

brash

cold

desperate

determined

feigned

humble

indignant

loyal

malicious

mocking

mournful

ominous

outlandish

patriotic

reserved

self-deprecating

scornful

superior

sympathetic

taunting

uncompassionate

whimsical

worn

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Terms, Techniques, and Devices Important for Language and Rhetoric

Assumption (Week 3) a thing that is accepted as true or as certain to happen, without proof;

presumption

Antithesis (Week 7) balancing two contrasting ideas, usually through parallel structure

Claim (Week 6) what an arguer is trying to prove; the conclusion of an argument

Compound Sentence (Week 3) a sentence made up of two or more independent clauses (usually

joined by a conjunction) and no dependent clauses

Counterargument (Week 3) an argument or idea that opposes an idea or theory developed in

another argument

Dialect (Week 1) regional language; a form of language that is spoken in a particular area

Euphemism (Week 7) a polite or inoffensive way of saying something unpleasant or embarrassing

Fallacious Reasoning (Week 9) an argument that uses poor logic to reach conclusions; faulty logic

Irony (Week 1) the opposite of expectation; a contrast between the expected outcome and the

actual outcome

Metaphor (Week 6) a figure of speech that shows a thing to be similar or congruent to another,

without using “like” or “as”

Onomatopoeia (Week 2) the creation of words that imitate natural sounds

Oxymoron (Week 3) a figure of speech where two apparently contradicting terms are used

together

Parallelism OR Parallel Structure (Week 10) using the same pattern of words to show that two or

more ideas have the same level of importance; a balance of similar words, phrases, and/or clauses

Polysyndeton (Week 1) the use of conjunctions (most commonly “and”) in close succession

Simile (Week 3) a figure of speech that makes a comparison using “like” or “as”

Simple Sentence (Week 7) a sentence containing only one independent clause

Theme (Week 2) the overriding message of a text; recurring idea; the subject of a discourse

Tone (multiple weeks) the author or speaker’s attitude toward the subject

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Essential Grammar Skills

Week 1

Appositives (restrictive vs nonrestrictive)

Capitalization of nationality / proper adjective

Comma (after introductory prepositional phrase)

Coordinating conjunctions (used with comma to combine two sentences)

Ordinal numbers (spell out)

Relative clauses (essential vs nonessential)

Spelling out numbers through one hundred

Subject/verb agreement

Underlining or italics with book titles; quotation marks with short works

Week 2

Active vs passive voice

Apostrophes (singular possession)


Capitalization of nationality / proper adjective

Hyphen with “mid” prefix

Subject/verb agreement


Week 3

Capitalization (events)

Capitalization (titles)

Colon Use

Commas – no comma before subordinate/dependent clauses

Commas – use after introductory phrases

Hyphen with compound adjective

Split Infinitive

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Week 4

Adverbs to modify verbs


Foreign words – underline or italicize

Its – possessive pronoun

Ordinal numbers (spell out)


Spelling out numbers through one hundred

Week 5


Between vs Among

Capitalization (place names)

Hyphen with compound adjective

Quotation Marks (punctuating split quotation)


Relative Pronouns (That, Which, Who): begin relative/dependent clauses

Subject-verb Agreement

Week 6


Comma (after introductory prepositional phrase)

Fragment

Homophone

Misplaced Modifier

Quotation Marks (punctuating split quotation)


Relative Pronouns (That, Which, Who): begin relative/dependent clauses

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Week 7



Fragment

Homophone

Quotation Marks (punctuating)



Week 8


Apostrophes (dual / shared possession)

Commonly misused word (until, not til)


Parallel Structure

Pronoun case and order

Redundancy

Run-on sentence

Subject-verb Agreement

Week 9

Apostrophes (dual / shared possession)

Capitalization (not a title)

Commas – no comma before subordinate/dependent clauses

Diction

Quotations with exact words

Use of exact words with a quotation

Wordiness

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