Name___________________________________ Date_________________________ Period____________ Extra Credit Homework Organizer Due: Monday, 9 January 2012 No work will be accepted after Monday, 10 January 2011. You may complete as many of the following assignments as you would like (i.e., you do not have to do all of them to receive credit), but all assignments must be completed in their entirety to receive credit. Incomplete or incorrect homework will not receive any points! Assignme nt Number Assignment Description Assignme nt Value Points Earned 1 Guided Reading Questions: “The Leap” All questions answered in complete sentences. 25 2 Guided Reading Questions: “By Any Other Name” All questions answered in complete sentences. 25 3 Vocabulary Development: “The Leap” and “By Any Other Name” All questions answered according to the directions. 25 4 Grammar Practice: Subject-Verb Agreement All questions answered according to the directions. 25 5 Guided Reading Questions: “The Cold Equations” All questions answered in complete sentences. 25 6 Guided Reading Questions: “And of Clay We Are Created” All questions answered in complete sentences. 25 7 Vocabulary Development: “The Cold Equations” and “And of Clay We Are Created” All questions answered according to the directions. 25 8 Grammar Practice: Pronoun-Antecedent Agreement All questions answered according to the directions. 25 9 Guided Reading Questions: “R.M.S. Titanic” All questions answered in complete 25
Extra Credit Homework OrganizerDue: Monday, 9 January 2012
No work will be accepted after Monday, 10 January 2011. You may complete as many of the following assignments as you would like (i.e., you do not have to do all of them to receive credit), but all assignments must be completed in their entirety to receive credit. Incomplete or incorrect homework will not receive any points!
AssignmentNumber
Assignment Description Assignment Value
Points Earned
1 Guided Reading Questions: “The Leap” All questions answered in complete sentences.
25
2Guided Reading Questions: “By Any Other Name” All questions answered in complete sentences.
25
3Vocabulary Development: “The Leap” and “By Any Other Name” All questions answered according to the directions.
25
4 Grammar Practice: Subject-Verb Agreement All questions answered according to the directions.
25
5Guided Reading Questions: “The Cold Equations” All questions answered in complete sentences.
25
6Guided Reading Questions: “And of Clay We Are Created” All questions answered in complete sentences.
25
7Vocabulary Development: “The Cold Equations” and “And of Clay We Are Created” All questions answered according to the directions.
25
8Grammar Practice: Pronoun-Antecedent Agreement All questions answered according to the directions.
25
9 Guided Reading Questions: “R.M.S. Titanic” All questions answered in complete sentences.
25
10 Vocabulary Development: “R.M.S. Titanic” All questions answered according to the directions.
25
11Grammar Practice: Dangling and Misplaced Modifiers All questions answered according to the directions.
25
12Guided Reading Questions: “Through the Tunnel” All questions answered in complete sentences.
25
13Guided Reading Questions: “Stopping by Woods on a Snowy Evening” and “After Apple-Picking” All questions answered in complete sentences.
25
14 Vocabulary Development: “Through the Tunnel,” “Stopping by Woods on a Snowy Evening,” and
25
“After Apple-Picking” All questions answered according to the directions.
15Guided Reading Questions: “Ex-Basketball Player” All questions answered in complete sentences.
25
16 Grammar Practice: Active and Passive Voice All questions answered according to the directions.
25
Total (out of 400)
ASSIGNMENT #1: “The Leap” Guided Reading Assignment (In HLT, pp. 31-38) CLASS:English 10 CP
DATE:Monday, 1/09STANDARD(S) ADDRESSED: LRA 3.6 – Analyze and trace an author’s development of time and sequence, including the
use of complex literary devices (e.g., foreshadowing, flashbacks).ESLR: RESOURCEFUL LEARNER – Study effectively
1. Making Predictions: What clues in the last sentence of the second paragraph on p. 33 hint at something to come? What might that event be?
2. Foreshadowing: In the last paragraph of the first column on p. 33, what hints does the narrator offer about events to come?
3. Making Predictions: The newspaper quotation at the top of the second column on p. 33 creates suspense. What do you predict will happen? What effects might there be?
4. Flashback: Which sentence in the last paragraph on p. 33 signals that the story is moving from the present to the past?
5. Foreshadowing: At what coming tragedy does the quotation on the bottom of the first column on p. 34 hint?
6. Characterization: What character traits do you see in Anna’s behavior during the accident (p. 35)?
7. Understanding Word Derivations: The word hemorrhaged has the Greek root word hem— (hemo—), meaning “blood.” What other medical terms do you know that have this root word?
8. Making Inferences: Notice what the narrator says about her sister and her
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 31-38
REVIEW POINTS:
1. Define flashback.
2. Define foreshadowing.
3. Define prediction.
4. Define metaphor.
5. Define theme.
6. Define inference.
REMINDERS/ASSIGNMENTS:
sister’s grave on p. 35. How do you think the narrator feels about her sister?
9. Flashback: At the bottom of p. 35, what part of the mother’s story will the narrator tell now?
10. Metaphors: What metaphor does the narrator use on p. 36 to compare the trapeze act and the acts of reading and flying? Keeping in mind that the story’s title is “The Leap,” how does the metaphor connect to the title and suggest a theme?
11. Characterization: What does the narrator’s return home to read to her mother (p. 36) suggest to you about the narrator’s character traits?
12. Making Inferences: Why do you suppose the mother insisted on staying in the town where the disaster occurred (p. 37)?
13. Flashback: What shift in time begins with the paragraph beginning “I was seven the year the house caught fire . . .” on p. 37?
14. Making Predictions: After reading the paragraph beginning “Outside, my mother stood below . . .” on p. 38, what do you predict the mother will do?
15. Flashback: The sentence “I know that she’s right” in the last paragraph on p. 38 is a brief shift to the present. Where else in the story does the narrator mention the mother’s comments about falling? What is the effect of this flicker-in-time sequence?
POTENTIAL TEST QUESTIONS:
1. Why has the narrator returned to her childhood home?
2. In a sentence or two, summarize the event that causes the end of the Flying Avalons’ act.
3. How do the narrator’s parents meet?
4. The narrator says she owes her mother her existence “three times.” What are those three times?
ASSIGNMENT #2: “By Any Other Name” Guided Reading Assignment (In HLT, pp. 112-119)
CLASS:English 10 CP
DATE:Monday, 1/09
STANDARD(S) ADDRESSED: LRA 3.3 – Analyze interactions between main and subordinate characters in a literary text; LRA 3.4 – Determine characters’ traits by what the characters say about themselves in narration and dialogue.ESLR: RESOURCEFUL LEARNER – Study effectively
1. Character and Autobiography: After reading the first three paragraphs on p. 114, what does the headmistress (def: woman in charge of a private school) think of Indian culture and of her own English culture? How does the author reveal what the headmistress is like?
2. Comparing and Contrasting: After reading the first paragraph of the second column on p. 114, what similarities and differences do you find in the mother’s attitude toward the British and the headmistress’s attitude toward Indians?
3. Paraphrasing: Paraphrase the saying beginning “You can bury a dog’s tail . . .” on p. 114.
4. Comparing and Contrasting: Which details in the first column on p. 115 help you contrast the status of English children with that of Indian children at this school?
5. Character and Autobiography: How does the writer use indirect characterization on p. 115 to show the distress Santha feels when the English children laugh at her?
6. Character and Autobiography: At only five, Santha speaks, reads, and writes English, although it is not her first language. What character traits does this
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 112-119
REVIEW POINTS:
1. Define indirect characterization.
2. Define autobiography.
3. Define compare.
4. Define contrast.
5. Define paraphrase.
6. Define irony.
7. Define theme.
REMINDERS/ASSIGNMENTS:
fact suggest? Why might the word apple puzzle her?
7. Character and Autobiography: From the beginning of the story to the end of p. 115, what has the author directly said and indirectly shown about Premila’s character?
8. Comparing and Contrasting: How would you contrast the attitude of Santha’s family toward competitive games with that of the English children (p. 116)?
9. Character and Autobiography: How do Santha’s and Premila’s responses to their mother’s questions (p. 116) differ? How does this contrast show the effect on Santha of having her name changed?
10. Irony: What irony do you find on Premila’s character (p. 116)?
11. Comparing and Contrasting: Contrast the actions of Santha’s teacher with those of Premila (p. 117). Which details show that Premila wields (def: uses) authority well?
12. Irony: Irony occurs when events do not turn out the way you might reasonably expect. What irony do you find in the contrast between Premila’s behavior and the teacher’s (p. 117)? What effects do you think this irony creates in the story?
13. Theme: Changing the Indian children’s names is an attempt to change their culture as well—to Anglicize (def: make more English) them. How effective is this attempt with Santha and Premila (p. 118)?
14. Character and Autobiography: What direct statements does Rama Rau make about herself in the last paragraph of the story (p. 118)?
POTENTIAL TEST QUESTIONS:
1. (True/False) Premila is intimidated by the British headmistress.
2. (True/False) The girls’ parents are eager to send them to a British school.
3. (True/False) Santha pays little attention to the lesson because she has already learned most of the
material.
4. (True/False) Premila is sent home because she cheats on a test.
5. (True/False) Santha regrets losing her new identity as “Cynthia” so soon.
Assignment #3 – Vocabulary and Skill Development: “The Leap” and “By Any Other Name”
Content Standards: LRA 3.6 – Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks); LRA 3.3 – Analyze interactions between main and subordinate characters in a literary text; LRA 3.4 – Determine characters’ traits by what the characters say about themselves in narration and dialogue; WFV1.1 – Identify and use the literal and figurative meanings of words and understand word derivations.
ESLR: Resourceful Learner – Study effectively
Part I: Reviewing Plot and Sequence – “The Leap”
Directions: Number the following events from “The Leap” in chronological order.
_____ Anna saves her daughter’s life during a house fire by leaping from a tree to the roof, and from the window ledge to the firefighter’s net.
_____ The narrator’s parents meet when Anna is hospitalized with her injuries.
_____ Anna Avalon saves her own life during a circus fire by grasping a heavy metal wire.
_____ The narrator is staying with her widowed mother in her childhood home.
_____ Anna and the doctor marry, and the narrator is born.
Part II: Vocabulary – “The Leap”
Directions: Circle the word in parentheses that has almost the same meaning as the underlined word in each sentence. You can find definitions for the words in parentheses on page 31 of your textbook.
1. The tightrope walker took a hesitant step onto the high wire. (radiance, tentative)
2. An advancing tongue of fire inched up the canvas wall of the circus tent. (encroaching, extricating)
3. The trapeze artists were within a confining circle of flames. (constricting, illiterate)
4. A plaque memorializes those who lost their lives in the fire. (generates, commemorates)
Directions: Use a word from the Word Bank to complete each sentence. You can find definitions for the words in the Word Bank on page 31 of your textbook.
generate extricating constricting
radiance illiterate tentative
1. The narrator’s mother was _____________________ and could not read or write.
2. Her blindness was _____________________ and limited what she could do.
3. Ashes can rekindle and _____________________ a fire.
4. The _____________________ of the fire’s flames lit up the room.
5. The girl’s mother was concerned about _____________________ her daughter from the burning house.
6. The narrator felt _____________________ about leaping from the window with her mother.
Part III: Reviewing Characterization – “By Any Other Name”
Directions: Match the following literary terms with their definitions. Write the letter of the correct literary term on the line next to the definition.
____ 1. the main character____ 2. character or force that blocks the protagonist____ 3. struggle against an outside force____ 4. struggle against a feeling, such as fear____ 5. character who is neither the protagonist nor the
antagonist____ 6. character who changes in an important way____ 7. character who stays the same____ 8. why a character acts the way he or she does
A. antagonistB. dynamic characterC. external conflictD. internal conflictE. motivationF. protagonistG. static characterH. subordinate character
Directions: Fill in the blanks below to complete each of the sentences about the characters’ traits in “By Any Other Name.” Your answer should form a complete sentence with the frame provided.
1. The headmistress shows that she is insensitive (def: unaware of others’ feelings) when she _________________
Directions: Use a word from the Word Bank to complete each sentence. You can find definitions for the words in the Word Bank on page 112 of your textbook.
intimidated insular peevishness
provincial sedately
1. The ____________________ British saw themselves as separate from and superior to Indians.
2. Each new insult increased Premila’s ____________________.
3. Premila and Santha lived in a small ____________________ town, not a sophisticated city.
4. Santha did not want to show how deeply she had been hurt, so she ____________________ sat down.
5. Premila was so little ____________________ by her teachers that she got her sister and walked out of the school.
Content Standard: WOC1.2 – Understand . . . proper English usage (e.g., consistency of verb tenses).
ESLR: Reflective Communicator – Study effectively
Directions: Review the rules for subject-verb agreement below, and then complete the activities that follow.
To make sure a subject and its verb agree, you’ll need to remember these rules of English grammar:
A singular subject takes a singular verb. A word is singular when it refers to one person, place, thing, or idea.
The reporter rushes to the scene.
The subject reporter is singular, so the verb rushes must be singular, too.
A plural subject takes a plural verb. A word is plural when it refers to more than one person, place, thing, or idea.
Several reporters rush to the scene.
The subject reporters is plural, so the verb rush must be plural, too.
The number of a subject is not affected by a word in a phrase or clause that follows the subject.
The reporters for that newspaper are talented.
The subject is still reporters; for that newspaper is a phrase and cannot be considered for the subject of the sentence.
A compound subject whose parts are joined by the conjunction and is plural and takes a plural verb.
The reporter and the photographer work as a team.
When the parts of a compound subject are joined by the conjunctions or or nor, the verb should agree with the subject nearer to the verb.
Neither the passengers nor the driver is injured.
The subject is compound (passengers, driver), but because they are joined with the conjunction nor, our verb needs to agree with the subject nearest to it (driver).
Neither the driver nor the passengers are injured.
The subject is compound (driver, passengers), but because they are joined with the conjunction nor, our verb needs to agree with the subject nearest to it (passengers).
Special Note: Collective nouns can cause problems because these singular nouns name an entire group of people but require a singular verb. In other words, just because a noun refers to a lot of people doesn’t mean its verb is plural. What are some collective nouns you ask? Here are just a few: army, class, company, corporation, family, group, school, society, team, etc.
Part I Directions: In each of the following sentences, underline the verb in parentheses that agrees in number with its subject.
Example: Neither Renata nor her sister (is/are) going to the dance on Friday night.
1. Two of our cats and our dog (were / was) presents from my uncle and aunt.
2. Not one of our animals (is / are) very well-behaved.
3. The colors in that painting (appear / appears) particularly vibrant in this light.
4. My cousin and I usually (ride / rides) bikes on Saturday.
5. Which one of these sweaters (go / goes) with this pair of pants?
6. Both the park near the river and the baseball field (is / are) owned by the city.
7. Either James or Nigel (come / comes) from Australia.
8. (Have / Has) either of them ever visited New Zealand?
9. None of the children (remember / remembers) all of his or her telephone number.
10. My class (is / are) studying the formation of rivers and lakes.
Part II Directions: In each of the following sentences, decide whether the underlined verb agrees in number with its subject. If the verb form is incorrect, cross it out, and write the correct form above it. If the verb is already correct, write “C” above it.
Example: Each of the students on that block are painted a different color.
1. The book that I borrowed last month is overdue.
2. Unless he get up late, Ralph usually walks to school.
3. Neither Russell nor his brothers has ever been on an airplane.
4. One of his brothers want to be a pilot.
5. Both my grandfather and his brother, my great-uncle Bill, live in Fargo.
6. They used to be farmers, but neither of them farm any longer.
7. Miguel, together with Alicia and Heather, have prepared a slide-show.
8. The layout on these pages of the newspaper look too crowded to me.
9. Most of the children in that elementary school live in this neighborhood.
10. Are either the pool in Garrison or the pool in Stacy Park open yet?
Part III Directions: In each of the following sentences, circle the subject of the underlined verb. Then, if the verb does not agree in number with its subject, write the correct form of the verb above the incorrect form. If the verb already agrees with, write “C.”
Example: The mother of those boys is upset because both of them was playing in the street.
1. The rehearsal will not begin until all of the musicians have taken their seats.
2. One of the trombone players and one of the clarinetists is missing.
3. If seventy-five percent of the eggs hatches, how many chicks will we have?
were
is
4. Marissa, along with several of her classmates, volunteer at the children’s hospital.
5. The price of avocados have varied a lot over the past year.
6. Spaghetti and meatballs is my father’s favorite dish.
7. If the majority of the club don’t want to meet next month, then we’ll cancel the meeting.
8. The highlight of the banquet were the awards.
9. Two fifths of my allowance go into my savings account.
10. How many pieces of chicken do we need for the picnic?
ASSIGNMENT #5: “The Cold Equations” Guided Reading Assignment (In HLT, pp. 163-185)
CLASS:English 10 CP
DATE:Monday, 1/09
STANDARD(S) ADDRESSED: LRA 3.9 – Explain how the choice of a narrator affects characterization and the tone, plot, and credibility of a text.ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively
1. Third-Person Limited POV: After reading the first few paragraphs (pp. 164-165), what makes it clear to you that this story has a third-person narrator?
2. Third-Person Limited POV: The author has the girl speak for herself on p. 167; the third-person-limited narrator can’t know these things about her. What is the effect of “hearing” the girl’s words, as opposed to having a narrator report these facts about her?
3. Third-Person Limited POV: What do the pilot’s thoughts at the end of p. 167—knowing that he can’t prevent what must happen but trying to delay the inevitable—reveal about his feelings toward the girl?
4. Third-Person Limited POV: Unlike an omniscient narrator, the third-person-limited narrator can’t report the thoughts or feelings of anyone but Barton. The narrator can report the girl’s actions, but only as Barton perceives them. Judging from the girl’s actions at the end of p. 169, what do you think she has just realized? What feelings do her actions suggest?
5. Third-Person Limited POV: Barton sees the girl as “small and limp like a little rag doll” and observes that “all the protesting and disbelief” seem to have left her (p. 170). What do his perceptions suggest the little girl is feeling now?
6. Third-Person Limited POV: The narrator reports on p. 170 that Barton struggles to keep “the thickness out of his voice.” What does this inside information tell you about Barton’s feelings?
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 163-185
REVIEW POINTS:
1. Define third-person limited point of view.
2. Define prediction.
3. Define setting.
4. Define inference.
5. Define suspense.
6. Define theme.
REMINDERS/ASSIGNMENTS:
7. Third-Person Limited POV: What do the italics on p. 170 indicate?
8. Third-Person Limited POV: The limited narrator can’t know the commander’s feelings, but Barton notices that the commander doesn’t mention the violation of the rules (p. 173). What do the commander’s actions reveal about his feelings?
9. Theme: What view on technology does the paragraph beginning “The communicator fell silent . . .” on p. 173 convey?
10. Third-Person Limited POV: What is the significance of Barton’s going over of the facts on p. 174 in algebraic terms, using h, m, and x?
11. Theme: The long paragraph beginning “Existence required order . . .” on p. 176 conveys the story’s theme. How would you state the paragraph’s main idea?
12. Third-Person Limited POV: The narrator can’t report what Marilyn feels. What do her words to Barton (p. 178) reveal about her feelings for her family?
13. Third-Person Limited POV: How does Barton’s observation of the details about Marilyn in the first column on p. 179 add to our understanding of Marilyn?
14. Third-Person Limited POV: If Barton knows that the cabin temperature is normal, why does he agree with Marilyn?
15. Third-Person Limited POV: Barton notices “an unconscious pleading for denial” in the way Marilyn speaks (p. 179). What does his observation reveal about Marilyn—and about himself?
16. Third-Person Limited POV: The narrator can’t report directly how Gerry feels about Marilyn. What does the anecdote Marilyn tells about him on p. 180 reveal about Gerry’s feelings for his sister?
17. Third-Person Limited POV: The third-person limited narrator can’t report what Gerry is thinking or feeling. Why do you think Gerry says that everything is all right (p. 181)?
18. Third-Person Limited POV: Which detail shows Barton—and readers—that Marilyn is frightened in the second column on p. 182? How would the effect change if Barton were the first-person narrator and reported, “I saw that the poor girl was terrified, and it broke my heart”?
POTENTIAL TEST QUESTIONS:
1. How does Barton discover the presence of the stowaway?
2. Why does Marilyn steal onboard?
3. What consequences does Marilyn expect?
ASSIGNMENT #6: “And of Clay Are We Created” Guided Reading Questions (In HLT, pp. 256-266)
CLASS:English 10 CP
DATE:Monday, 1/09
STANDARD(S) ADDRESSED: LRA3.2: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.ESLR: Resourceful Learners: think critically; solve problems; study effectively
1. Fact versus Fiction: Read the first paragraph of the text. This is the first paragraph of a short story. How is the language different from what you would expect to find in a factual article?
2. Determining Author’s Purpose: What is the author’s purpose in the paragraph beginning “First a subterranean sob rocked the cotton fields . . .”?
3. Point of View: From what point of view is the story being told? What is the narrator’s relationship to Rolf?
4. Making Inferences: How does Rolf Carlé’s profession affect the way he handles his emotional life (p.259)?
5. Expressing an Opinion: Why do reporters risk their lives to cover battles and other disasters? Does this characterization of Rolf Carlé help to explain their motives (p.259)? Why or why not?
6. Fact versus Fiction: How do the details about the other members of Azucena’s family (“she was also held by the bodies of her brothers and sisters clinging to her legs”) affect the mood of the story?
7. Identifying the Narrator: Who is telling this story? What device enables the narrator to witness the action at Armero (p.260)?
8. Theme and Purpose: Conflict is an important element of fiction, and the outcome of the conflict often gives clues about the theme of a story. After completing page 260, determine the major conflict in the story at this point.
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 256-266
REVIEW POINTS:1. Define genre.
2. Define fiction.
3. Define nonfiction.
4. Define theme.
5. Identify the three most common purposes for writing.
REMINDERS/ASSIGNMENTS:
How might different resolutions of this conflict change the theme?
9. Theme and Purpose: What is being compared in the simile beginning “At times I would be overcome with compassion . . .” (p.261)? What does the comparison suggest?
10. Author’s Purpose: What do you think the author wants us to feel about the tragedy at Armero (p.262)?
11. Theme and Purpose: How does the journalists’ equipment contrast ironically with the availability of other supplies in the disaster area (p.262)? What developing theme does this support?
12. Theme and Purpose: Allende uses the tools of fiction, including characterization and flashback, to develop theme. Consider how Rolf’s relationship with Katharina has influenced his current involvement with Azucena. How might the parallels between Katharina and Azucena hint at a theme of the story (p.263)?
13. Theme and Purpose: What does Rolf Carlé’s “moment of truth” suggest about another possible theme of the story (p.264)?
14. Characterization: Why are the details about Rolf’s childhood (p.264) important?
15. Determining an Author’s Purpose: What is ironic about the visit of the President of the Republic (p.264)? What is the author’s purpose in including this scene?
16. Paradox: A paradox is a seeming contradiction that reveals a truth. What is paradoxical about the narrator’s conclusion in the paragraph beginning “I recognized the precise moment . . .” (pp.264-265)?
17. Determining Author’s Purpose and Theme: What does the tragic ending suggest about the author’s purpose and the story’s theme (p.265)?
POTENTIAL TEST QUESTIONS:
1. How many lives were lost in the eruption?
2. What does Rolf Carlé need in order to free Azucena?
3. Who is Katharina?
4. What does the President of the Republic tell Azucena?
5. After three days and two nights, for what does Rolf Carlé pray?
Assignment #7 – Vocabulary and Skills Development: “The Cold Equations” and “And of Clay We Are Created”
Content Standards: WFV1.1 – Identify and use the literal and figurative meanings of words and understand word derivations.
ESLR: Resourceful Learner – Study effectively
Part I: Vocabulary – “The Cold Equations”
Directions: Match the following words with their definitions. Write the letter of the correct word next to each definition. You can find definitions for these words on p. 163 of your textbook.
____ 1. indescribably; inexpressibly____ 2. heavy and slow-moving____ 3. small increases____ 4. drew back in fear or surprise____ 5. supreme; dominant____ 6. destroy____ 7. unchangeable____ 8. dread____ 9. irreversible____ 10. accustomed to something difficult
Directions: Use a word from the Word Bank to complete each sentence. You can find definitions for the words in the Word Bank on page 163 of your textbook.
annihilate immutable
apprehension irrevocable
Marilyn makes a(n) 1. ____________________ decision when she stows away on the ship. The pilot knows that the
result of her actions is 2. ____________________, so he cannot calm her growing 3. ____________________.
Unfortunately, computer calculations will force him to 4. ____________________ a young girl’s life.
Part II: Reviewing Theme – “And of Clay We Are Created”
Directions: Read the following statements and identify them as a theme, plot summary, topic, or moral by writing the correct term on the line.
1. The main character must fight against alien invaders. ____________________
2. Everyone yearns to feel loved and appreciated. ____________________
3. The difficulties of overcoming shyness ____________________
4. A stitch in time saves nine. ____________________
5. By helping other people, you often help yourself as well. ____________________
Directions: Fill in the blanks below to complete each of the sentences about “And of Clay We Are Created.” Your answer should form a complete sentence with the frame provided.
1. Azucena is stuck in the mud because _____________________________________________________________
Part III: Vocabulary – “And of Clay We Are Created”
Directions: Choose the correct word in parentheses to complete each sentence. Write the word on the line. You can find the definitions of the words in parentheses on p. 256 in your textbook.
1. A volcanic eruption of this (subterranean, magnitude) ____________________ can cause much damage.
2. No (presentiments, resignation) ____________________ helped the narrator foresee the changes that occurred.
3. Rolf uses his (fortitude, ingenuity) ____________________ to figure out a way to keep Azucena from sinking.
4. Azucena’s (equanimity, pandemonium) ____________________ in the face of death keeps Rolf calm, too.
5. As Rolf tries to (commiserate, tenacity) ____________________ with Azucena, she consoles him.
Directions: Circle the word in each group below that does not belong.
Directions: Choose the word from the Word Bank that would be most likely to be used in referring to each subject below. The definitions for the words in the Word Bank can be found on p. 256 in your textbook.
Standard: WOC 1.3 – Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.
ESLR: Reflective Communicator
Directions: Review the rules below for pronoun-antecedent agreement, and then complete the activities that follow.
You know the basic pronouns: I, me, my, he, she, it, they, we, us . . . so you’re off to a good start. But, you need to know a little bit more to understand how to make a pronoun and its antecedent (defined below) agree with a verb. You need to know what an indefinite pronoun is. An indefinite pronoun refers to a person, place, thing, or idea (just like a regular pronoun), but it may or may not be named specifically. To make a verb agree with an indefinite pronoun that is used as a subject, you must first determine whether the pronoun is singular or plural. Review the chart below for common singular and plural indefinite pronouns.
A noun or pronoun to which another pronoun refers is called its antecedent, and a pronoun should agree with its antecedent in both number and gender. Doing this enables us to correctly match our subjects to our verbs.
Example: Each of the applicants was interviewed. The underlined indefinite pronoun each is singular, so it must be matched with a singular verb (was).
Example: Both of the boats are tied to the dock.The underlined indefinite pronoun both is plural, so it must be matched with a plural verb (are).
Special Note: It might seem tricky trying to determine if an indefinite pronoun is singular or plural when it can be both (see the third column of the chart), but this tip should help you avoid trouble. The words in the third column are singular
if they refer to one part of something (all of the water, most of the day); they are plural if they refer to several things (all of the pencils, most of the children).
Part I Directions: In each of the following sentences, circle the antecedent of the pronoun in parentheses. Then, underline the pronoun in parentheses that agrees with the antecedent.
Example: Every student in the class has to finish (their / his or her) project by next Friday.
1. Some people say that dogs come when you call (it / them), but cats take a message and get back to you later.
2. One of the girls in my gym class twisted (their / her) ankle.
3. The members of the concert band will arrive early to tune (its / their) instruments.
4. How long has the United States had (its / their) present system of government.
5. Every citizen should exercise (their / his or her) right to vote.
6. Anyone who is entering a project in the science fair should set up (his or her / their) display.
7. If we work together with the ninth-graders to raise the funds (themselves / ourselves), we won’t have to ask our parents for so much money for the trip.
8. Reggie and Clara reminded (themselves / himself or herself) that the last bus would leave at 6:00PM.
9. If they miss the bus, one of them will have to call (his or her / their) parents for a ride.
10. Unless we can use the darkroom, we won’t be able to develop (our / their) photographs.
Part II Directions: In each of the following sentences, cross out any pronoun that does not agree with its antecedent. Then, write the correct pronoun above the incorrect pronoun. If the sentence is already correct, write “C” above it.
Example: The new camera club has already elected their officers.
1. All three runners from our school have finished her races.
2. My dog Dusty, who was one of a litter of seven puppies, is sleeping in her doghouse.
3. Clay’s younger brother and sister always have peanut butter sandwiches in his or her lunches.
4. Not everyone has turned in his or her permission form yet.
5. Most of the books looked interesting, but cost too much.
6. I prefer to use molasses because their taste is stronger and more distinctive.
7. The encyclopedia is on one the shelves over there; which volumes of it do you need?
8. Rachel, who shares a room with two of her sisters, really enjoys her company.
9. According to my father, when he and his brother were young, he both liked spinach.
10. A search party located the boys in the morning, after they had looked for them all night.
Part III Directions: Complete each of the following sentences by writing a pronoun that agrees with its antecedent.
Example: We need to repair these stone walls before one of them collapses.
1. I need scissors, but I can’t remember where I left ______________________ .
2. Anyone who hasn’t decided on a topic needs to choose ______________________.
3. Both Clarence and his brother keep ______________________ in good condition.
4. My grandparents rode in the camper, and my cousin drove ______________________ car for them.
5. One of your dogs enjoys ______________________ bath, but the other runs away when it’s time for a bath.
6. Despite ______________________ fatigue, the hikers set up camp and cooked a simple meal.
its
7. Let the bread cool on a rack after you take ______________________ out of the oven.
8. The booster club members met ______________________ fundraising goal.
9. Measure two thirds of a cup of milk and mix ______________________ into the batter.
10. When the ten o’clock news comes on, ______________________ may have a story about the regional track meet.
ASSIGNMENT #9: “R.M.S. Titanic” Guided Reading Assignment (In HLT, pp. 328-347) CLASS:English 10 CP
DATE:Monday, 1/09STANDARD(S) ADDRESSED: LRA 3.8 – Interpret and evaluate the impact of ironies in a text.
1. Dramatic Irony: In light of what you know about the fate of the Titanic, how does the description in the first paragraph on p. 331 create dramatic irony?
2. Dramatic Irony: What irony do you see in the description of the ship in the paragraph beginning “But the Titanic needed no whistling steamers . . .” on p. 332?
3. Dramatic Irony: How does mentioning the “men, women, and children” aboard the ship (p. 332) create dramatic irony?
4. Dramatic Irony: What is ironic about the immigrants being on their way to “the land of promise” (p. 332)?
5. Finding Details: In which direction is the Titanic traveling? What are westbound ships ahead of the Titanic seeing? What action does the Titanic’s crew take when they receive notice of the ice from other ships? Why do you think none of these messages are heeded (def: paid attention to)?
6. Dramatic Irony: How does the group’s choice of song at the bottom of p. 333 create dramatic irony?
7. Situational Irony: What might one reasonably expect the captain and officers to do in response to the repeated warnings about ice ahead? How is their actual response (p. 333) an example of situational irony?
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 328-347
REVIEW POINTS:
1. Define situational irony.
2. Define dramatic irony.
3. Define objective writing.
4. Define facts.
5. Define subjective writing.
6. Define opinions.
7. Define theme.
REMINDERS/ASSIGNMENTS:
8. Situational Irony: The collision on p. 335 is the collision that sinks the Titanic. What irony do you find in the description of it?
9. Analyzing: How do crew members and passengers respond to the collision (p. 335)? What role do you think complacency (def: a feeling of pleasure or security) has played so far in the disaster?
10. Speculating: Lifeboat drills were standard procedure; why do you suppose none were held on the Titanic?
11. Situational Irony: How is the event at 12:30 a.m. (second column on p. 336) an example of situational irony?
12. Dramatic Irony: What ironic details do you find on the paragraphs from 12:45 a.m. on p. 336 through the first couple paragraphs on p. 337?
13. Drawing Conclusions: What would happen to the ship’s radiotelegraph (p. 337) if the steam boilers stopped functioning?
14. Theme: Irony is important because it often adds a deeper level of meaning to a story—it makes the reader pause and think about the nature of life and the turns that may be in store for us. What point about human nature might Baldwin be making on p. 339?
15. Interpreting: In the face of disaster, some people are carrying on with their activities: Gentlemen are exercising in the gym; mail clerks are trying to save the mail; band members are playing. How would you interpret the motives of the people who are behaving this way?
16. Comparing and Contrasting: Why is the man’s response to the panicking lady at the top of the second column on p. 340 so different from the “women and children first” attitude that people maintained earlier?
17. Understanding Text Structures: By 2:17 a.m. (p. 340), how long has it been since the Titanic hit the iceberg? Scan the time notations on pp. 334-341 to find out.
18. Objective and Subjective Writing: Does the paragraph beginning “The Titanic had carried boats enough . . .” on p. 343 include only factual information or reveal the writer’s opinion and feelings? Why might Baldwin have chosen to provide this
information objectively?
POTENTIAL TEST QUESTIONS:
1. Why was the Titanic considered unsinkable?
2. Did the appearance of ice surprise the Titanic’s captain and crew?
3. Why was it especially unfortunate that the Californian did not respond to the Titanic’s distress call?
4. After the collision, why were some passengers unaware that the ship was sinking?
5. List two criticisms of the Titanic in the investigators’ report.
Assignment #10 – Vocabulary and Skills Development: “R.M.S. Titanic”
Content Standards: WFV1.1 – Identify and use the literal and figurative meanings of words and understand word derivations.
ESLR: Resourceful Learner – Study effectively
Part I: Definitions
Directions: Match the following words with their synonyms (def: words that mean the same). Write the letter of the correct vocabulary word next to each synonym. You can find definitions for these words on p. 329 of your textbook.
____ 1. balanced
____ 2. supreme
____ 3. quieted
____ 4. fruitlessly
____ 5. determine
____ 6. countercharges
____ 7. supported
____ 8. unconcerned
____ 9. confused
____ 10. connected
A. superlative
B. ascertain
C. corroborated
D. quelled
E. poised
F. perfunctory
G. garbled
H. recriminations
I. pertinent
J. vainly
Part II: Words in Context
Directions: “R.M.S. Titanic” has a lot of words about boats and sailing which you may be unfamiliar with. Look up the following nautical (def: related to sailing) words in a dictionary (or at www.dictionary.com) and write their definitions on the lines below.
Assignment #11 – Grammar Review: Dangling and Misplaced Modifiers
Content Standard: WOC 1.2 – Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).
ESLR: Reflective Communicator
Directions: Review the rules for dangling and misplaced modifiers below, and then complete the activities that follow.
Careful placement of modifiers is essential to clear and precise communication. The general rule is that modifiers should be placed near the word or words they modify. Adjectives almost always come directly before the words they modify. Adverbs are considerably more flexible in their placement, although they usually go directly before or after the words they modify.
Although there are many types of modifiers, we’re going to focus specifically on two types: dangling and misplaced modifiers.
Modifiers are said to dangle when the word they are intended to modify is missing altogether. Dangling modifiers modify the wrong word, often with surrealistic (def: bizarre or unreal) results.
Example: As a little girl, my father liked to tell me stories about mermaids.
Literally, the sentence means that when your father was a young girl he told you stories about mermaids. Not too likely. The intended subject I is missing. To revise, supply the correct subject and place the modifier and the word it modifies in correct proximity (def: closeness), as below.
Revised: As a little girl, I loved listening to my father’s stories about mermaids.
Misplaced modifiers are modifiers that have been placed incorrectly in a sentence. Remember – a modifier should be placed as closely as possible to the word it modifies.
Example: Jana bought four tickets for the concert this weekend at the grocery store.
As it is written now, it appears that the concert this weekend will be held at the grocery store. We know, however, that this is not the case, so we need to move the modifier closer to the word it modifies.
Revised: Jana bought four tickets at the grocery store for the concert this weekend.
Part I Directions: On the lines provided, rewrite the following sentences to correct the misplaced modifiers. You may need to rearrange or add words to make the meaning of the sentence clear.
Example: I unintentionally put the pen into my shirt pocket that was leaking.
I unintentionally put the pen that was leaking into my shirt pocket.
1. Singing an ancient spiritual song, the tourists listened to the elders of the village.
Part II Directions: On the lines provided, rewrite each of the following sentences to correct the dangling modifier. You will need to rearrange or add words to make the meaning of the sentence clear.
Example: After an exciting day at the amusement park, dinner at home was relaxing.
After an exciting day at the amusement park, we had a relaxing dinner at home.
ASSIGNMENT #12: “Through the Tunnel” Guided Reading Assignment (In HLT, pp. 400-408)
CLASS:English 10 CP
DATE:Monday, 1/09
STANDARD(S) ADDRESSED: LRA 3.7 – Recognize and understand the significance of various literary devices, including symbolism, and explain their appeal.ESLR: Resourceful Learners – think critically; solve problems; study effectively
1. Point of View: After reading the first paragraph of the story (pp. 401-402), how do you know that this story is told by an omniscient narrator?
2. Symbolism: In the first paragraph of the story, we learn that Jerry is a young boy who keeps looking between the “safe beach” where his mother is and the “rocky bay.” What might the “safe beach” and the “rocky bay” symbolize?
3. Reading for Details: Which details in the first column on p. 402 suggest that Jerry and his mother have a close, caring relationship?
4. Figurative Language: How does Lessing use figurative language in the second paragraph of the second column on p. 402 to describe the rocks that Jerry sees? Why is this effective?
5. Reading for Details: Which details in the first column on p. 403 show that even though Jerry seems to be accepted by the boys, he does not understand them and is still an outsider?
6. Setting: One function of setting is to create atmosphere. What atmosphere does Lessing create with the expressions big dark rock; heavy blue, dark shapes; black wall of rock looming at him; and blank rock on p. 403?
7. Drawing Conclusions: In the second column on p. 403, why is it important for Jerry to have the older boys’ approval?
8. Figurative Language: How does Lessing use figurative language to describe what Jerry is feeling in the second column on p. 403? Why is this an effective comparison?
9. Making Inferences: Why do the older boys leave in the paragraph beginning “He climbed back . . .” on p. 404?
10. Setting: In the first column on p. 404, Lessing contrasts the mother’s
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 400-408
REVIEW POINTS:1. Define symbol.
2. Define figurative language.
3. Define setting.
4. Define atmosphere.
5. Define inference.
6. Define personification.
7. Define metaphor.
8. Define writer’s style.
9. Define inference.
10. Define irony.
REMINDERS/ASSIGNMENTS:
landscape with Jerry’s landscape. In the former (where Jerry’s mother is), she uses colors; in the latter (where Jerry is), she personifies the boulders and uses another metaphor to describe the rock. What are some specific words that create this contrast? What effect is created?
11. Reading for Details: What details does the writer provide in the paragraph beginning “Under him . . .” on p. 404 to help you visualize the scene in the water?
12. Symbolism: At the top of p. 405, Jerry finds a dark hole in the underwater rock. What might this hole signify?
13. Symbolism: In addition to hole, Lessing uses the words cave and tunnel to characterize the place Jerry must go through on p. 405. What might his journey mean on a symbolic level? Why is a tunnel an appealing symbol?
14. Speculating: Why doesn’t Jerry want his mother to find out what he is doing in the last paragraph on p. 405?
15. Plot (Complication): In the paragraph beginning “In another four days . . .” on p. 406, what events are threatening to spoil Jerry’s plan?
16. Style: In the paragraph beginning “But even after he had made the decision . . .” on p. 406, the author uses parallel structure, repetition, and rhythm. What are the effects of these stylistic elements?
17. Symbolism: In the same paragraph mentioned in question #16, what might the “tons of rock pressed down on where he would go” represent here?
18. Reading for Details: Which details in the second column on p. 406 contribute to the building of suspense?
19. Clarifying: In the last paragraph on p. 406 and the first paragraph on p. 407, the water becomes clear, Jerry sees sunlight, and he is “at the end of what he could do.” How do you know that Jerry still has not reached his goal?
20. Speculating: In the paragraph beginning “He scooped up handfuls of water . . .” on p. 407, why is Jerry no longer interested in the local boys?
21. Proving a Point with Evidence: In the box titled “A Closer Look: Initiation
Rites” on p. 407, what point is the writer trying to make by including the two examples of an initiation rite?
22. Irony: At the end of the story on p. 408, what is ironic about the mother’s comment to Jerry about not overdoing it?
POTENTIAL TEST QUESTIONS:1. Who is the protagonist?
2. Where is the story set?
3. How does Jerry reach the underwater tunnel?
4. What piece of equipment does Jerry need for his adventure?
5. To whom does Jerry brag about finally swimming through the tunnel?
6. Why is it so important to Jerry to be with the boys on the wild beach? What significant details does the author provide to help us understand Jerry’s feelings about the boys (pp. 402-404)?
7. What breakthroughs has Jerry achieved by the story’s end? (Consider Jerry’s conquest of the tunnel, his feelings about himself, and his dependence on his mother.)
8. What do you think is the main message, or theme, of this story? (Consider what the swim through the tunnel means to Jerry and why Jerry no longer feels he has to go to the bay.)
ASSIGNMENT #13: “Stopping by Woods on a Snowy Evening” and “After Apple-Picking” Guided Reading Assignment (In HLT, pp. 433-438)
CLASS:English 10 CP
DATE:Monday, 1/09
STANDARD(S) ADDRESSED: LRA 3.7 – Recognize and understand the significance of various literary devices, including symbolism, and explain their appeal.ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively
1. Reading Poetry: Poets often rearrange sentences to fit the rhyme/rhythm of a poem. Rewrite lines 1-4 of “Stopping by Woods . . .” in normal word order.
2. Symbolism: What is the literal meaning of “the darkest evening of the year” (line 8)? What symbolic meaning might “the darkest evening have”?
3. Symbolism: On a symbolic level, what is attractive about the woods (lines 13-16)? The speaker rejects the woods, explaining that he has “miles to go before I sleep.” What might “miles to go” symbolize?
4. Symbolism: On the literal level of “After Apple-Picking,” what situation is described in lines 1-6? What might the ladder pointing toward heaven symbolize? What might the unfilled barrel and apples symbolize?
5. Finding Sequence of Events: “After Apple-Picking” is not in chronological order. What time of day is it in lines 7-8 and what is the speaker doing? Do lines 9-13 refer to a time before or after lines 7-8? Explain.
6. Interpreting: Literally speaking, what is the “pane of glass” in line 10 that the speaker skimmed from the trough (def: wooden container to store water), and why did the world look strange through it? What symbolic meaning might this passage have?
7. Symbolism: In lines 26-31, the speaker repeats that he is tired of apple-picking. What might “apple-picking” and “the great harvest” symbolize?
8. Symbolism: In lines 37-38, what are the literal and symbolic meanings of the things troubling the speaker’s sleep?
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 433-438
REVIEW POINTS:
1. Define symbol.
2. Define chronological order.
REMINDERS/ASSIGNMENTS:
POTENTIAL TEST QUESTIONS:
1. (True/False) The speaker in “Stopping by Woods on a Snowy Evening” does not know whose woods he is in.
2. (True/False) The speaker is frightened by the silence of the woods.
3. (True/False) The speaker leaves the woods regretfully.
4. (True/False) The speaker in “After Apple-Picking” sees various images from the day as he drifts to sleep.
5. (True/False) The speaker is at peace with the harvest.
Assignment #14 – Vocabulary and Skills Development: “Through the Tunnel”; “Stopping By Woods on a Snowy
Evening”; “After Apple-Picking”Content Standards: LRA3.7 – Recognize and understand the significance of various literary devices, including symbolism, and explain their appeal; WFV1.1 – Identify and use the literal and figurative meanings of words and understand word derivations.
ESLR: Resourceful Learner – Study effectively
Part I: Reviewing Symbolism – “Through the Tunnel”
Directions: On the lines below, write what you think the following objects stand for, or are symbols of. These are common symbols that you should recognize, so put on your critical thinking cap!
1. a dove with an olive branch ____________________2. a blindfolded woman holding a pair of scales ____________________3. yellow rose ____________________4. skull and crossbones ____________________5. dragon (dragons stand for different things in the East and the West) ____________________6. pink ribbon in a lapel (def: collar) ____________________7. owl ____________________
Directions: Imagine you are writing a story or a poem and you want to use a symbol. What could you make the following objects stand for or represent?
1. a baby ____________________2. an old person ____________________3. a lion ____________________4. a balloon released into the sky ____________________5. a summer day ____________________6. a snowy winter day ____________________
Directions: Match the following symbolic details from “Through the Tunnel” with their possible meaning. Write the letter of the possible meaning on the line provided.
____ 1. Jerry wants badly to be with the older boys (p. 402).
____ 2. Jerry insists that his mother buy the goggles right away (p. 404).
____ 3. Jerry learns to control his breathing (p. 405).____ 4. After swimming through the tunnel, Jerry is no
longer interested in the local boys (p. 407).
A. Jerry is gaining control over himself.B. Jerry is taking control from his mother.C. Jerry has gained confidence in himself.D. Jerry wants to be part of an older, more grown-
up world.
Part II: Vocabulary
Directions: Match the following words from “Through the Tunnel” with their definitions. You can find the definitions on p. 401 in your textbook.
____ 1. defiant
____ 2. minute
____ 3. supplication
____ 4. inquisitive
____ 5. contrition
____ 6. incredulous
A. unwilling to believe
B. humble appeal
C. challenging authority
D. extremely small
E. questioning F. sense of guilt at having done wrong
Directions: Use the words above to complete each sentence.
1. The refugee looked at the aid workers with ____________________ in his eyes.
2. We understood that in the corporation’s larger scheme, our role was ____________________.
3. She was ____________________ when he said that it was a counterfeit bill.
4. To be successful as an investigative reporter, it is good to have a(n) ____________________ nature.
5. He became ____________________ after destroying the fence, and the expression on his face showed that he
felt no sense of ____________________.
Directions: Circle True or False for each of the following statements.
1. (True / False) A supplication usually includes a person’s age.
2. (True / False) A grain of beach sand is an example of something minute.
3. (True / False) An inquisitive person might take a risk to get information.
4. (True / False) You are incredulous if you refuse to believe something.
5. (True / False) When you achieve a goal, it’s common to feel contrition.
6. (True / False) Greeting a friend is a defiant action.
Directions: An analogy is a relationship of similarity or likeness between two or more entities (def: objects). For example, a city is to mayor as army is to general. Essentially, this statement says that a city is like an army and a mayor is like a general. We know this statement is correct because a mayor leads a city just like a general leads an army. This analogy can be written “city : mayor : :army : general.” Note: (:) = “is to” (::) = “as”
Use the words above (where you matched the definitions) to complete the analogies below. Begin by identifying the type of relationship in the first word pair. You may need to use a dictionary to help you.
ASSIGNMENT #15: “Ex-Basketball Player” Guided Reading Assignment (In HLT, pp. 518-519)
CLASS:English 10 CP
DATE:Monday, 1/09
STANDARD(S) ADDRESSED: LRA 3.7 – Recognize and understand the significance of various literary devices, including figurative language, and explain their appeal.ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively
1. Rhymes: Identify the rhyming words and the alliteration in lines 1-3 of the poem.
2. Personification: In the second stanza, find words that personify the gas pumps. Do you think Flick is similar to the pumps? Why or why not?
3. Jargon: What sports jargon (def: specialized language) is used in the third stanza (ll.13-18)? What do these terms mean?
4. Alliteration: What example of alliteration do you notice in line 26?
5. Comparison: In the last stanza, what is the candy compared to, and who sees it that way? What do you think this suggests about Flick’s dreams?
6. Details: Find details in the poem that tell readers how Flick spends his time now.
7. Details: Find details in the poem that tell readers how Flick spent his time in the past.
8. Metaphor: Look back at the opening description of Pearl Avenue. How can this street be seen as a metaphor for Flick’s life?
TEXTBOOK REFERENCE PAGE(S):In HLT, pp. 518-519
REVIEW POINTS:
1. Define sound effects.
2. Define structure.
3. Define iambic pentameter.
4. Define internal rhymes.
5. Define alliteration.
6. Define jargon.
REMINDERS/ASSIGNMENTS:
POTENTIAL TEST QUESTIONS:
1. What is Flick Webb’s claim to fame?
2. Where does Flick work?
3. How does Flick remind people of his past fame?
4. What does Flick do when he is not working?
Assignment # 16 – Grammar Review: Active and Passive Voice
Content Standard: WOC 1.2 – Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).
ESLR: Reflective Communicator
Directions: Review the rules for active and passive voice below, and then complete the activities that follow.
Voice indicates whether the subject of a sentence is acting or being acted upon.
Active voice indicates that the subject of the verb is, has been, or will be doing something.
When a sentence is in the active voice, the subject performs the action.
Active voice makes your writing more strong, direct, and lively.
Example: For many years Lou Brock held the base-stealing record. (The subject, Lou Brock, is the one performing the action; it was he who held the record.)
Passive voice indicates that the subject of the verb is being, has been, or will be acted upon.
In passive voice, the subject is acted upon, and the performer of the action (called the agent) either is stated in a prepositional phrase or is missing from the sentence.
Example: For many years the base-stealing record was held by Lou Brock. (In this example, the performer of the action is Lou Brock—indicated by the prepositional phrase by Lou Brock—but is being acted upon.
In other words, active voice emphasizes the agent of the action, whereas the passive voice emphasizes the action.
Remember your super-easy-CAHSEE trick: any time you see a be verb (is, am, are, be, being, been, was, were) plus another verb, passive voice is being used. (Take a look at the example above if you don’t believe us.)
Directions: Underline the “agent of the action” (the person/thing who/that performs the action) once and underline the verb (the action) twice. Then rewrite those sentences that are written in the passive voice. If the sentence is already in active voice, write correct as is.
Example: The Word Dissection replacement quiz was taken by all sophomores.
All sophomores took the Word Dissection replacement quiz.1. The first sip of warm coffee was anticipated by Mrs. DeVries each morning.
