Collection #2 – The Struggle for Freedom
Activities from: “from Cairo: My City, Our Revolution” pg. 73 – 80
Name: ______________________________________________ Date: _________________
Period: ________
I. Performance Task:
Throughout this entire unit, we will be focusing on various aspects and interpretations of freedom. Over the last two
weeks we focused on the ideology, as stated in the United States Constitution, “that all me are created equal.” As stated on
pg. 46 and in your last work packet, explain in your own words what task you will be required to do at the end of
Collection (Unit) 2? (W.3.7)
By the end of Collection 2, I must ____________________________________________________________________
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II. Academic Vocabulary:
In your own words, define the following terms used throughout the current text (what do these words mean): (RI.2.4)
1. Imagery –
2. Opaque –
3. Tone –
4. Reveal –
5. Integrates –
6. Reclaim –
7. Prism –
8. Intermittent –
9. Syntax 10. Momentous –
11. Connotations –
III. As You Read:
What details in the story reveal the author’s feelings about Cairo and the revolution?
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IV. Close Reading:
Use the specific lines to answer the questions that follow from pages 73 – 80.
1. In lines 3 – 13, what time-order words does the author use to signal the sequence of events in the beginning of the
story? (RI.1.3)
2. Reread lines 3 – 13. Based on the author’s description of her location moments before, infer why Soueif is traveling
in a boat. (RI.1.3)
3. In lines 5 – 9, what details help you see and feel what the author experiences? (RI.2.4)
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4. In lines 20 – 23, what details does Soueif provide about why she decides to return to the site of the protest? (RI.1.3)
5. In lines 20 – 23, what can you infer about Soueif’s reasons to return to the site of the protest based on the above
details? (RI.1.3)
6. Reread lines 24 – 31. Identify words in the paragraph that help Soueif convey an attitude or feeling about eh events
she describes. (RI.2.4)
7. Reread lines 44 – 48, summarize how Cairo and the revolution have influenced Soueif as a writer. (RI.1.3)
8. Explain how the arrangement of short and long sentences in lines 61 – 69 has an impact on the meaning and tone.
(RI.2.4)
9. In lines 73 – 82, explain how the description of the events of eight months ago adds to Soueif’s description of the
present. (RI.1.3)
10. Use the space below to explain why Soueif changes her mind about going home. Discuss how she feels about her
decision to become a part of the revolution. Cite specific textual evidence from the diary to support your ideas.
(W.4.10 and SL.2.4)
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V. Organizational Patterns: Time Sequence: (RI.1.3)
In the following sequence chart, list the order in which events happened in the story.
 Note phrases and clauses that describe the author’s actions.
 Identify time-order words that signal when events occurred.
First
Next
Next
Next
Next
Next
Last
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VI. Applying Academic Vocabulary (L.3.6 and L.3.4c)
To analyze the impact of Soueif’s word choice, identify words that reveal a certain tone. Then, explain how Soueif
integrates these words with both negative and positive connotations to create shifts in tone.
Reveal
Integrate
Negative connotations
Positive connotations
VII. Analyze the Impact of Word Choice on Tone (RI.2.4)
In a three-column chart, list examples from the text that show Soueif’s attitude or feelings about the revolution and Cairo.
With a partner, write a synonym or paraphrase for each example. Then, identify Soueif’s tone in each of the examples
chosen. Discuss the differences between each example.
Example from Text
Synonym/Paraphrase
Author’s Tone
VIII. Analyzing the Text (RI.1.1, RI.1.3, RI2.4)
Answer the questions from pg. 78 below using textual evidence and complete sentences.
1. __________________________________________________________________________________________
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RI.1.3
2. __________________________________________________________________________________________
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RI.1.1
3. __________________________________________________________________________________________
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RI.2.4
4. __________________________________________________________________________________________
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RI.1.1
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5. __________________________________________________________________________________________
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RI.2.4
6. __________________________________________________________________________________________
___________________________________________________________________________________________
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RI.1.3
7. __________________________________________________________________________________________
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___________________________________________________________________________________________
RI.1.3 & RI.2.4
IX. Critical Vocabulary (L.3.4c, L3.4d, L3.6)
Use the Critical Vocabulary words to answer each question. Then, with a partner, take turns supporting your
answers.
opaque
reclaim
prism
intermittent
momentous
1. Which word is an antonym, or a word opposite in meaning, to the word insignificant?
2. Which word most closely relates to the word irregular?
3. Which word is an antonym to the word transparent?
4. Which word most closely relates to the word reflection?
5. Which word most closely relates to the word restore?
XI. Vocabulary Strategy: Reference Sources – Practice and Apply (RI.2.4)
The underlined words in these sentences are also used in “Cairo: My City, Our Revolution.” Use context clues in each
sentence to write a definition for the underlined word. Then look up the words in a dictionary, glossary, or thesaurus.
Confirm or revise your definitions with additional information from the reference source.
1.
2.
3.
4.
The protester avoided contact and shied away from the angry crowd.
The car went careering toward the barrier at full speed to break it down.
The people sent the government a message when they wrote their declaration of freedom.
The tall fences could not hold back the crowd as they slowly pushed and surged down the street.
Word
Context Clues
My Guessed Definition
Dictionary Definition
shied
careering
declaration
surged
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