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!
Assignment
Number
Assignment Description
Assignment
Value
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”

25
All questions answered according to the directions.
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 sentences.
25
10
Vocabulary Development: “R.M.S. Titanic”
 All questions answered according to the directions.
25
11
Grammar Practice: Dangling and Misplaced Modifiers
 All questions answered according to the directions.
25
12
Guided Reading Questions: “Through the Tunnel”
 All questions answered in complete sentences.
25
13
Guided 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 “After
Apple-Picking”
 All questions answered according to the directions.
25
15
Guided Reading Questions: “Ex-Basketball Player”
 All questions answered in complete sentences.
25
Points
Earned
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)
STANDARD(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?
CLASS:
English 10 CP
DATE:
Monday, 1/09
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 31-38
REVIEW POINTS:
2. Foreshadowing: In the last paragraph of the first column on p. 33, what hints
does the narrator offer about events to come?
1. Define flashback.
2. Define foreshadowing.
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?
3. Define prediction.
4. Define metaphor.
4. Flashback: Which sentence in the last paragraph on p. 33 signals that the story
is moving from the present to the past?
5. Define theme.
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
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
6. Define inference.
REMINDERS/ASSIGNMENTS:
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?
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 112-119
REVIEW POINTS:
1. Define indirect
characterization.
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.
2. Define autobiography.
3. Define compare.
4. Define contrast.
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. Define paraphrase.
6. Define irony.
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
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
7. Define theme.
REMINDERS/ASSIGNMENTS:
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.
____ 2.
____ 3.
____ 4.
____ 5.
the main character
character or force that blocks the protagonist
struggle against an outside force
struggle against a feeling, such as fear
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.
B.
C.
D.
E.
F.
G.
H.
antagonist
dynamic character
external conflict
internal conflict
motivation
protagonist
static character
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 _________________
___________________________________________________________________________________________
2. Santha shows that she is easily intimidated when she _______________________________________________
___________________________________________________________________________________________
3. Santha shows that she is sensitive but proud when she ______________________________________________
___________________________________________________________________________________________
4. Premila shows that she is excitable (def: easily excited) and proud when she _____________________________
___________________________________________________________________________________________
5. The girls’ mother shows that she is protective when she _____________________________________________
___________________________________________________________________________________________
Part IV: Vocabulary – “By Any Other Name”
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
provincial
sedately
peevishness
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.
Assignment #4: Grammar Review – Subject-Verb Agreement
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.
is
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.”
were
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?
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?
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 163-185
REVIEW POINTS:
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?
1. Define third-person limited
point of view.
2. Define prediction.
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-personlimited 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?
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
3. Define setting.
4. Define inference.
5. Define suspense.
6. Define theme.
REMINDERS/ASSIGNMENTS:
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,
CLASS:
DATE:
pp. 256-266)
English 10 CP
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 . . .”?
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 256-266
REVIEW POINTS:
1. Define genre.
2. Define fiction.
3. Point of View: From what point of view is the story being told? What is the
narrator’s relationship to Rolf?
3. Define nonfiction.
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.
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
4. Define theme.
5. Identify the three most
common purposes for
writing.
REMINDERS/ASSIGNMENTS:
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
A. paramount
____ 2.
heavy and slow-moving
B. irrevocable
____ 3.
small increases
C. increments
____ 4.
drew back in fear or surprise
D. inured
____ 5.
supreme; dominant
E. apprehension
____ 6.
destroy
F. ineffably
____ 7.
unchangeable
G. annihilate
____ 8.
dread
H. recoiled
____ 9.
irreversible
I. ponderous
____ 10. accustomed to something difficult
J. immutable
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 _____________________________________________________________
___________________________________________________________________________________________
2. Rolf puts a tire under Azucena’s arms so __________________________________________________________
___________________________________________________________________________________________
3. Rolf wants a pump so that ______________________________________________________________________
___________________________________________________________________________________________
4. As Rolf waits with Azucena, he starts to remember __________________________________________________
___________________________________________________________________________________________
5. At the end of the story, the narrator hopes ________________________________________________________
___________________________________________________________________________________________
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.
1.
2.
3.
4.
5.
surrender
equanimity
pandemonium
fortitude
comfort
acceptance
buried
presentiments
magnitude
sympathize
tenacity
subterranean
panic
greatness
commiserate
resignation
underground
confusion
size
ingenuity
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.
commiserate
fortitude
magnitude
presentiments
subterranean
equanimity
ingenuity
pandemonium
resignation
tenacity
1. a fortuneteller ____________________
2. a leader calming an unruly (def: difficult to control) crowd ____________________
3. a student abjectly (def: miserably) accepting a failing grade ____________________
4. size of an earthquake on the Richter scale (def: device for measuring earthquakes) ____________________
5. an inventor ____________________
6. a search-and-rescue dog following a scent ____________________
7. New York City’s Times Square on New Year’s Eve ____________________
8. a memorial service ____________________
9. a subway system ____________________
10. a firefighter ____________________
Directions: Highlight or circle four words in the Word Bank above that describe character traits that would be helpful
during a crisis.
Assignment #8 – Grammar Review: Pronoun-Antecedent Agreement
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.
SINGULAR INDEFINITE
PRONOUNS
another
anybody
anyone
anything
each
either
everybody
everyone
everything
neither
nobody
no one
nothing
one
somebody
someone
something
PLURAL INDEFINITE
PRONOUNS
SINGULAR OR PLURAL
INDEFINITE PRONOUNS
both
all
few
any
many
more
several
most
none
some
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.
its
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.
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)
STANDARD(S) ADDRESSED: LRA 3.8 – Interpret and evaluate the impact of ironies in a text.
ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively
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?
CLASS:
English 10 CP
DATE:
Monday, 1/09
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 328-347
REVIEW POINTS:
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?
1. Define situational irony.
2. Define dramatic irony.
3. Define objective writing.
4. Dramatic Irony: What is ironic about the immigrants being on their way to “the
land of promise” (p. 332)?
4. Define facts.
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)?
5. Define subjective writing.
6. Define opinions.
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?
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?
7. Define theme.
REMINDERS/ASSIGNMENTS:
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
A. superlative
____ 2.
supreme
B. ascertain
____ 3.
quieted
C. corroborated
____ 4.
fruitlessly
D. quelled
____ 5.
determine
E. poised
____ 6.
countercharges
F. perfunctory
____ 7.
supported
G. garbled
____ 8.
unconcerned
H. recriminations
____ 9.
confused
I.
pertinent
____ 10.
connected
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.
1. longshoremen _______________________________________________________________________________
2. deckhands __________________________________________________________________________________
3. stewards ____________________________________________________________________________________
4. crow’s nest __________________________________________________________________________________
5. bow _______________________________________________________________________________________
6. purser ______________________________________________________________________________________
7. bridge ______________________________________________________________________________________
8. stern _______________________________________________________________________________________
Directions: Using the words that you just looked up, complete the following sentences.
1. A group of strong ____________________ loaded the ship with supplies.
2. The ____________________ made sure the passengers’ rooms were ready for them.
3. On the ____________________, the captain looked over his maps and charts.
4. Once the ship was at sea, lookouts would climb to the ____________________.
5. One of the jobs of the ____________________ was to hold lifeboat drills for the passengers.
6. A(n) ____________________ onboard saw to all paperwork and finances.
7. As the ship left the harbor, its ____________________ cut through the waves.
8. From the ____________________ of the ship, passengers could see the land disappearing.
Directions: Answer the following questions in complete sentences about words used in the Eyewitness Accounts (pp.
345-346).
1. Is a bunk the bed in which a sailor sleeps or the table at which the sailor eats?
___________________________________________________________________________________________
2. Do firemen on ships tend the lifeboats or the ship’s boilers?
___________________________________________________________________________________________
3. When sailors muster on deck, do they gather on deck or clean up the deck?
___________________________________________________________________________________________
4. Is steerage on a ship first class or the lowest class?
___________________________________________________________________________________________
5. When the Titanic was perpendicular to the water, was it on its side or standing upright in the water?
___________________________________________________________________________________________
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.
_______________________________________________________________________________________
2. Vast and calm, we watched the sun set over the Pacific Ocean.
_______________________________________________________________________________________
3. The crowd cheered as the runner rounded the bases, stomping and whistling loudly.
_______________________________________________________________________________________
4. The hurricane finally hit the coast that had been stalled out in the ocean.
_______________________________________________________________________________________
5. Twitching its tail and meowing hungrily, the man placed the saucer of food in front of the kitten.
_______________________________________________________________________________________
6. The woman gave one of the cones to a man, who had bought two ice cream cones.
_______________________________________________________________________________________
7. As we walked among the trees, we could hear the songs of the birds, towering and ancient.
_______________________________________________________________________________________
8. Rolling down the hill backwards, the man ran after his car.
_______________________________________________________________________________________
9. When she fell off the tricycle, the woman comforted the little girl.
_______________________________________________________________________________________
10. The purple martin house is now occupied by sparrows that we put up last fall.
_______________________________________________________________________________________
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.
1. While waiting in line, the music started.
_______________________________________________________________________________________
2. Before visiting my grandparents, the flat tire had to be fixed. (Hint: Get rid of the use of passive voice!)
_______________________________________________________________________________________
3. To teach someone to drive, patience and a calm manner are important.
_______________________________________________________________________________________
4. When sledding down the big hill near my house, a rock was in the path of the sled.
_______________________________________________________________________________________
5. Prepared and well-rested, the final exam in geometry was not difficult at all.
_______________________________________________________________________________________
6. Leaving through a gate that someone had left open, the road was blocked by the cows’ passage.
_______________________________________________________________________________________
7. Determined to unravel the mystery, all the clues were re-examined.
_______________________________________________________________________________________
8. Hurrying through the crowd as the final whistle blew, the train pulled out of the station.
_______________________________________________________________________________________
9. As a stranger in the city, the one-way streets and traffic circles were confusing.
_______________________________________________________________________________________
10. Weary from days of traveling under the hot desert sun, the oasis provided shade and water.
_______________________________________________________________________________________
ASSIGNMENT #12: “Through the Tunnel” Guided Reading Assignment (In HLT, pp.
400-408)
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?
CLASS:
English 10
CP
DATE:
Monday, 1/09
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 400-408
REVIEW POINTS:
1. Define symbol.
2. Define figurative language.
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?
3. Define setting.
4. Define atmosphere.
5. Define inference.
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?
6. Define personification.
7. Define metaphor.
8. Define writer’s style.
9. Define inference.
10. Define irony.
REMINDERS/ASSIGNMENTS:
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
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 ApplePicking” 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.
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 433-438
REVIEW POINTS:
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?
1. Define symbol.
2. Define chronological order.
REMINDERS/ASSIGNMENTS:
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?
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 ApplePicking”
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.
2.
3.
4.
5.
6.
7.
a dove with an olive branch ____________________
a blindfolded woman holding a pair of scales ____________________
yellow rose ____________________
skull and crossbones ____________________
dragon (dragons stand for different things in the East and the West) ____________________
pink ribbon in a lapel (def: collar) ____________________
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.
2.
3.
4.
5.
6.
a baby ____________________
an old person ____________________
a lion ____________________
a balloon released into the sky ____________________
a summer day ____________________
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.
B.
C.
D.
Jerry is gaining control over himself.
Jerry is taking control from his mother.
Jerry has gained confidence in himself.
Jerry wants to be part of an older, more grownup 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
____ 6.
incredulous
____ 2.
minute
A. unwilling to believe
____ 3.
supplication
B. humble appeal
____ 4.
inquisitive
C. challenging authority
____ 5.
contrition
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.
1. HUGE : ELEPHANT :: ____________________ : gnat
2. SADNESS : MOURNING :: ____________________ : regretting
3. SECURE : SAFE :: ____________________ : curious
4. NEEDY : BEGGAR :: ____________________ : skeptic
5. WHISPER : SHOUT :: ____________________ : demand
6. BRILLIANT : SMART :: ____________________ : stubborn
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.
TEXTBOOK REFERENCE PAGE(S):
In HLT, pp. 518-519
REVIEW POINTS:
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?
1. Define sound effects.
2. Define structure.
3. Define iambic pentameter.
4. Alliteration: What example of alliteration do you notice in line 26?
4. Define internal rhymes.
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?
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?
5. Define alliteration.
6. Define jargon.
REMINDERS/ASSIGNMENTS:
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.
_______________________________________________________________________________________
2. Ms. Handley was known by the smiling employees of Starbucks.
_______________________________________________________________________________________
3. On cold mornings, Mrs. DeVries was beckoned out of bed by the thought of warm coffee.
_______________________________________________________________________________________
4. Mrs. Harkins enjoys the quiet of the afternoon in her classroom.
_______________________________________________________________________________________
5. Starbucks gift cards are graciously accepted by Ms. Handley.
_______________________________________________________________________________________
6. The brownies at Corner Bakery are deemed the best by Mrs. DeVries, Ms. Handley, and Mrs. Harkins.
_______________________________________________________________________________________