Youngstown City Schools Curriculum Project
ENGLISH / LANGUAGE ARTS - - Grade 9
Grade 9
Unit #2 SELF-DISCOVERY (3 weeks) 2013-14
SYNOPSIS: Students will consider fiction and non-fiction selections focused on Self-Discovery, parallel to the Enlightenment Unit in Social
Studies. Students will reflect on Ben Franklin’s 13 Virtues and their own 21 st century accomplishment of those virtues through weekly
Journals. As they read various fiction pieces, students will analyze characters and their impact on advancing plot events; in addition,
they will examine the authors’ choice of words to determine how figurative devices and connotative language help achieve the tone of
the piece. In non-fiction, students will examine figurative devices, connotative language, and technical terms to analyze the author’s tone.
Students will compare two different “mediums” of the same text (e.g., print and video) in terms of the detail included in both. In
preparation for their final project students will examine the essays of several Enlightenment thinkers and relate their ideas - - many of
which shaped the birth of American democracy - - to self-discovery in the 21st Century.
STANDARDS
RL 9.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
RL 9.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone).
RI 9.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court
opinion differs from that of a newspaper).
RI 9.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia),
determining which details are emphasized in each account.
W 9.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W 9.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
SL 9.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line
of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Fiction
“On the Sidewalk Bleeding,”
Evan Hunter
Non-Fiction
Essays by or about the Thinkers
[ Locke, Rousseau, Voltaire, Montesquieu, etc.]
“Gone Fishing,” Chris
Crutcher (short story)
[ if available ]
Ben Franklin’s “13 Virtues” (attached)
Poem from the film Ten
Things I Hate about You
“The Education of Women,” Daniel Defoe
“Who am I?” Sean Covey
“Marigolds,” Eugenia Collier
(in text)
[OPTION}
“Wit and Wisdom from Poor Richard’s Almanac,” Dave Barry
“Autobiography in Five
Short Chapters,” Portia
Nelson [OPTION]
The 7 Habits of Highly Effective Teenagers, Sean Covey
Poetry
“If,” Rudyard Kipling
Drama
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Key Terms
General Vocabulary
analyze
emerges
autobiography
enlightenment
virtue
habits
Literary Skills
theme
central idea
reflection
figurative
language
connotation
reflection
technical
language
Writing Skills
task
purpose
audience
style
summary
interpretation
MOTIVATION
Speaking /Listening Skills
body language
eye contact
gestures
visual aids
TEACHER NOTES
NOTE for ELA Teachers: it may be helpful to know some of the background students will have
been given about Pre-Enlightenment and Enlightenment thinking, discussed in Social Studies class.
pre-Enlightenment ideas; e.g.,
 government is headed by the King or religious leader re: Divine Right
 the majority of people are un-educated and work under the control of the educated and wealthy minority
 people remain in the same occupation as their parents
 the belief system is mainly superstition, myth, and tradition
 independent thinking, reason, logic, and discovery are limited and discouraged
Enlightenment thinking; e.g.,
 people should have some “say” over who governs them (democracy, republic)
 people have the right to defend themselves (due process) and cannot be imprisoned by fiat
 people have the capacity and right to be educated and make choices for themselves
 people can “change” their destinies with hard work and become what they wish to
 the belief system is based on scientific discovery, logical thinking, creativity, confidence in human
capacity
1. Teacher gives student the “Enlightenment Anticipation Guide” (Attachment #1). Students will
agree or disagree with statements, and discuss as a class. Students will then identify the
statements that reflect enlightenment ideas.
2. Teacher introduces the idea of “Self-Discovery” in the 21st Century - - the importance of human
effort and talent; self-determination, etc. Teacher records brainstormed ideas.
3. Students read the poem “If” by Rudyard Kipling (Attachment #2); working in 2s, students
paraphrase each stanza in the margins and highlight or underline lines that exemplify
Enlightenment and Self-Discovery ideas.
4. Students will respond in their Journals: What advice did you get from the “If” poem. Identify two
pieces of advice from the poem that you could use in your own life.
5. Teacher reminds students about the successful completion of Journal entries re: task, audience,
and purpose; AND recording notes as directed; teacher asks students to look at Journal entries
from Unit 1 (re: t, a, p). Sample Journal entry page is attached (Attachment #3).
6. Teacher posts or distributes Ben Franklin’s 13 Virtues (Attachment #4); students discuss the
virtues in the context of Enlightenment and Self-Discovery; each student selects one of the first
12 Virtues and records a Journal entry for the following prompt: “How will developing this Virtue
lead YOU to self-discovery or self-determination of a successful future?” Be sure students
consider task, purpose, and audience. [ for Teacher: Task: Interpret a Virtue; Audience:
Hoped-for Employer; Purpose: to relate the Virtue to our own success. ]
(e.g., Virtue 13: Humility: “Imitate Jesus and Socrates.”
When Mr. Franklin tells us to act like
Jesus, I think he meant Jesus’ kindness to others and his not bragging about all the stuff he could do.
Socrates told us to “know ourselves” or to be just who we are and not to pretend to be big shots. If we
act like those two guys, we will have humility or be humble. That will help us find success because it will
keep us from showing off. We will keep our weaknesses in mind and not lie to ourselves about what we
can do. We will also be kind to others and offer to help them succeed, too. )
[ cont’d ]
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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MOTIVATION
TEACHER NOTES
7. Teacher helps students set goals for the Unit (1 personal and 1 academic ); students record in
Notebooks.
8. Teacher previews “authentic assessments” as expectations for the Unit ( i.e., explains what students
will be expected to accomplish by the end of the Unit ). Teacher reminds students of Independent
Reading Requirement - - Unit #1.
TEACHING-LEARNING ACTIVITIES
TEACHER NOTES
1. Teacher introduces “On the Sidewalk Bleeding” (Attachment #5) with activity re: characterization.
Teacher asks students what makes a “character” who and what he or she is ? - - (a) physical
attributes; (b) behaviors; (c) thoughts or attitudes; (d) treatment of others; (e) treatment by others;
and (f) any changes over the duration of the piece. Teacher and students do a “profile” - - (a)
through (e) - - of a character. To teach these, students can often relate to a popular movie
character or a fairy tale. See attached “Character Grid” as an organizer. Teacher can use the
SmartBoard to model, and students copy familiar example in Journals or notebooks. But since the
next activity deals with the character’s change over time, may want to begin with a familiar story
such as “The Tortoise and the Hare.”
2. Teacher directs students to make interpretive statements based on the Character Grid (Attachment
#6) - - i.e., statements that are not literal but can be inferred from characters OWN actions and
reactions as well as those of OTHER characters toward him and her. Teacher helps students
contrast complex characters with simplistic ones. Teacher focuses students’ attention to how a
character’s change as well as interaction with other characters advances the plot; e.g., Teacher
may want to use a flow-chart to illustrate sample fairy tales or favorite movies. “The Tortoise and
the Hare” example may be most convenient. (RL 9.3)
3. Teacher and students read Unit selection “On the Sidewalk Bleeding” using a combination of
teacher read-aloud; individual students’ read-aloud; partner reads; and silent reading. Students
process information as they read, completing the Character Grid and the Vocabulary Recording
sheet (Attachment #7) as they go. Teacher asks students to be on the lookout for a character’s
change during the selection.” (RL 9.3 and RL 9.4)
4. Teacher checks for understanding of story detail as well as vocabulary - - figurative language and
connotative meanings - - to establish tone. Teacher makes sure students see the relationships and
conflicting emotions among complex characters over the course of the piece - - and how these and
the language advance the plot. Students practice making interpretive statements. NOTE: Teacher
may need to review Figurative Language and Connotation. See Attachment #8.
5. [ IF AVAILABLE ] Teacher assigns the short story “Gone Fishing” by Chris Crutcher. Students read
in 2s or 3s, take notes, and then complete a Character Grid as well as a Vocabulary sheet. For
clarity,
a. circle words or phrases that are figurative devices; arrow to the margins, and interpret
b. underline words with connotative meanings; arrow to the margins, and explain
c. write bullets to describe how author’s language impacts his or her message, (e.g., loss,
worth, gratitude, anxiety, etc. ), including - (1) evokes time and place
(2) conveys formal and/or informal tone (RL 9.3 and RL 9.4)
6. Students then respond to the following writing prompt:
“Why did Lion choose to forgive Neal at the end of the story? Was this act of forgiveness more
beneficial to Neal or to Lion himself? Explain. Describe an example from your own life or a piece
of literature where a character discovers that forgiveness is the best decision, although it may not
always be the easiest.” (W 9.10)
[ cont’d ]
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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TEACHING-LEARNING ACTIVITIES
TEACHER NOTES
7. Students read the poem (Attachment #9) “Ten Things I Hate about You” from the movie. Working
alone, students will circle words that create the tone and arrow into the margins connotative and
figurative language, including interpretations. Trace the shift in tone from the beginning to the end
of the poem. (RL 9.3 and RL 9.4)
8. Teacher shows students a two-minute clip of the poem being read in the film Ten Things I Hate
About You. [ http://www.youtube.com/watch?v=gGV4hxhxW8o ] and if necessary, re-evaluate and
re-label, the tone of the poem. Students will discuss how it is more difficult to understand written
tone versus spoken. Students might share examples of how text messages or emails were misread
because of a tone implied by the reader. Teacher and students compare and contrast the
“message” as conveyed in print vs film. (RI 9.7)
9. Teacher reminds students of previous activities (Attachment #8) dealing with figurative language
and connotations; explains that non-fiction also contains technical language. Students read the
handout “Technical Language” (Attachment #10) as an example of technical language used in the
sport cricket.
10. Teacher helps students identify technical language in the first paragraph of the student essay “The
History Essay by a Student” (Attachment #11). Teacher informs students that technical language
is used in other non-fiction; e.g., newspaper articles, editorials, diary entries, political speeches, etc.
containing examples.) Students record notes in Journals. (RI 9.4)
11. Students practice with the remaining text in the essay “The History Lesson by a Student,”
containing figurative language, connotation, and technical language to help convey author’s
meaning and tone. (RI 9.4)
12. Teacher gives students guided practice analyzing the non-fiction text “The Education of Women”
by enlightenment thinker Daniel Defoe (Attachment #12) - - photocopied with wide margin;
students will - a. circle words or phrases that are figurative devices; arrow to the margins, and interpret;
b. underline words with connotative meanings; arrow to the margins, and explain;
c. technical words and phrases; and
d write a brief essay to describe how author’s language impacts his or her message and
conveys meaning and tone. (RI 9.4)
12. Students read the poem “Who Am I?” by Sean Covey (Attachment #13). In the margin, students
circle figurative language in the poem and explain their literal meanings. Students discuss the
poem as a class or in small groups. (RL 9.4)
13.
Students read through the 7 Habits article (Attachment #14) rating themselves using
a Likert scale. Working in 2s, students discuss the 7 habits and compare them to Franklin’s 13
Virtues. Each student Journals to the prompt “Which of the 7 habits do you feel is the most
important in order to be a ‘highly effective teen?’” Students include a minimum of three reasons to
support their choice. (W.9.10)
14. In preparation for the Authentic Assessment, the teacher demonstrates for students how to
compile the Biographical profile of one of the Enlightenment Thinkers, including brief (a)
biographical details; (b) his role in the Enlightenment, including a major work; (c) ideas and
thoughts that influenced the formation of the United States; and (d) how his influence is still felt
today. As a model, teacher may want to use Ben Franklin. (W 9.7)
http://www.mychandlerschools.org/cms/lib6/AZ01001175/Centricity/Domain/1073/franklin.pdf].
15. T shows Ss how to present the findings from their research on the Enlightenment Thinker; e.g.,
a. key information about the Thinker
b. findings about his work and influence during the Enlightenment
[ cont’d ]
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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TEACHING-LEARNING ACTIVITIES
TEACHER NOTES
c. ideas and thoughts that influenced the formation of the United States
d. how his influence is still felt today; if the Thinker were alive today, how would he be received?
(SL 9.4)
16. T models the right and wrong way to approach making the presentation, including - a. organization and development of the material - - so listeners can follow
b. delivery of the presentation - - what would be the most effective, interesting way
c. style - - depends on task, purpose, and audience [ Ss will need to select these 3 ]
d. mechanics of delivery; i.e., eye contact, body language, phraseology, use of visuals, etc.
Attachment #15 shows how to do Annotations.
TRADITIONAL ASSESSMENT
TEACHER NOTES
1.
Unit test, including - a. multiple choice items
b. 2- and 4-pt responses; e.g., asking students to compare a stage-play with a short story (RI 9.7)
2.
Weekly Journal entries
3.
Documents of completed tasks
AUTHENTIC ASSESSMENT
TEACHER NOTES
Each student will - 1. Analyze a passage from a NEW (not read during the Unit) NON-FICTION text dealing with selfdiscovery; from that analysis, the student will - - [ on a response form provided ]
a. determine the meaning of marked words and phrases in the text, including figurative,
connotative, and technical meanings; (RI 9.4)
b. determine the impact of the author’s language on conveying meaning and tone. (RI 9.4)
2. View a short snippet of film and read print script of the same material; compare the details presented
and highlighted in both. (RI 9.7) Present to classmates. (SL 9.4)
TEACHER: the NON-FICTION passage relates to Braille. This is one YouTube that you might consider;
but you should review it (as well as others) to decide which one would work best with your students.
www.youtube.com/channel/HCGFtYVs1oycE
3. Analyze a passage from a NEW (not read during the Unit) FICTION passage dealing with selfdiscovery; from that analysis, the student will - - [ on a response form provided ]
a. determine how complex characters (those with multiple or conflicting motivations) develop
over the course of the text, interact with other characters, and advance the plot or develop
the theme. Present this as a sequential diagram; (RL 9.3)
b. determine the meaning of marked words and phrases in the text, including figurative and
connotative meanings; (RL 9.4)
c. determine the impact of the author’s language on conveying meaning and tone. (RL 9.4)
[ cont’d ]
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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AUTHENTIC ASSESSMENT
TEACHER NOTES
4. Analyze a passage from a NEW (not read during the Unit) NON-FICTION text dealing with selfdiscovery; from that analysis, the student will - - [ on a response form provided ]
a. determine the meaning of marked words and phrases in the text, including figurative,
connotative, and technical meanings; (RI 9.4)
b. determine the impact of the author’s language on conveying meaning and tone. (RI 9.4)
5. Complete a research “Profile” on one Enlightenment thinker, including AT LEAST
a. key information about the Thinker
b. findings about his work and influence during the Enlightenment
c. ideas and thoughts that influenced the formation of the United States
d. how his influence is still felt today, in the 21st Century (W 9.7)
SEE SAMPLE RESEARCH SITES in NEXT SECTION
SAMPLE SITES
 Montesquieu: French philosopher who argued for a monarchy but under a system of “Separation of
Powers.”
http://www.questia.com/popularSearches/montesquieu.jsp
Charles-Louis de Secondat, Baron de Montesquieu resources.
 Rousseau: Swiss philosopher who believed direct democracy would best ensure peoples’ freedoms.
Associated with the Social Contract.
http://www2.lucidcafe.com/lucidcafe/library/96jun/rousseau.html
A brief biography that includes information on related resources

Hobbes: English philosopher believed that an absolute monarch could best keep the “social
contract.”
http://www.utm.edu/research/iep/h/hobmoral.htm
Biography and information from The Internet Encyclopedia of Philosophy
 Locke: English philosopher who argued governments are created to protect our “natural rights” of life,
liberty and property.
http://www.utm.edu/research/iep/l/locke.htm
Biography and information from The Internet Encyclopedia of Philosophy

Voltaire biography [ http://www.online-literature.com/voltaire/ ] and view the United Streaming clip
“Voltaire and the Enlightenment”
[http://player.discoveryeducation.com/index.cfm?guidAssetId=D90D74C0-6C34-4CC7-8FD82896078A5789&blnFromSearch=1&productcode=US]. [w. 9.7]
5. Evaluate progress on Unit goals.
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Authentic Assessment ELA GR 9, Unit 2
“Self-Discovery”
1. Analyze the following passage from a NEW (not read during the Unit) NON-FICTION text dealing
with self-discovery; from that analysis, respond to the questions that follow:
Reading Without Seeing
(Non-Fiction)
Louis Braille was born in France in 1809. His relatively normal childhood was tragically
destroyed when an accident left him blind. As with other blind children at the time, it was
thought that Louis would need to live his life without the benefit of being able to read.
But Louis would blow everyone away by creating revolutionary form of communication
that transcended blindness and transformed the lives of millions.
As an 11-year old at the National Institute of the Blind in Paris, Braille stumbled upon a
secret code devised for the French military. This code was called "night writing" and was
used by soldiers to communicate in the absence of light. It was based on a twelve-dot cell,
two dots wide by six dots high. Each dot or combination of dots within the cell stood for a
letter or a phonetic sound. The hitch with the military code was that the human fingertip
could not feel all the dots with one touch. After nine years of effort, Louis Braille refined
the code to be based on a cell of six dots. This crucial improvement meant that a fingertip
could encompass the entire cell unit with one impression and move rapidly from one cell
to the next. Over time, Braille’s system gradually came to be accepted throughout the
world as the fundamental form of written communication for unsighted individuals, and
today it remains basically as he invented it and the Declaration Independence for the
blind. A grateful world named the system after its founder. Braille died in 1852, but will
never be forgotten.
How does Braille’s system work? Even though the blind cannot see, they can process
information by their sense of touch - - a synaptic connection between brain and fingers
that allows them to feel books and papers. Close your eyes and feel this paper. You
cannot feel the letters and words, can you? But what if the paper had small dots that were
bumps in the paper? You would be able to feel those. Now imagine the bumps are a code
for letters. In Braille’s system, each letter is made of small dots that rise out of the paper in
a special pattern.
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Authentic Assessment, p. 2
Blind people using their fingers to feel each letter become artfully ambidextrous as their
speed increases and they devour print at up to 200 words a minute. At the end of this
article is a picture of the patterns in Braille’s alphabet.
Today, Braille’s letters are found in books, on elevator buttons, on medicine boxes, and
there are even Braille computer keyboards. There are Braille Monopoly and Scrabble
game-boards; Disneyland and Walt Disney World have Braille maps; and most eateries
make Braille menus available for blind customers.
a. Determine the meaning of marked words and phrases in the text, including figurative, connotative,
and technical meanings (RI 9.4)
1. blow everyone away
definition: ______________________________________________________________________
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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figurative meaning: _______________________________________________________________
[ cont’d ]
Authentic Assessment, p. 3
2. night writing
definition: ______________________________________________________________________
technical meaning: _______________________________________________________________
3. hitch
definition: ______________________________________________________________________
connotative meaning: _____________________________________________________________
4. impression
definition: ______________________________________________________________________
technical meaning: _______________________________________________________________
5. Declaration of Independence
definition: ______________________________________________________________________
figurative meaning _______________________________________________________________
6. synaptic connection
definition: ______________________________________________________________________
technical meaning: ______________________________________________________________
7. artfully ambidextrous
definition: ______________________________________________________________________
connotative meaning: _____________________________________________________________
8. devour
definition: ______________________________________________________________________
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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figurative meaning: _____________________________________________________________
Authentic Assessment, p. 4
b. Explain the impact of the author’s language on conveying meaning and tone. (RI 9.4)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. View a short snippet of film [ TEACHER: see note in Authentic Assessment section, #1 ] and
read print version of similar material; compare the details presented and highlighted in both. (RI
9.7) Present to classmates. (SL 9.4)
a.
Which details are emphasized in the Non-Fiction print account about Braille?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b. Which details are emphasized in the YouTube about Braille?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c. Which details are emphasized in BOTH?
______________________________________________________________________________
______________________________________________________________________________
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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______________________________________________________________________________
Authentic Assessment, p. 5
1. Analyze the following passage from a NEW (not read during the Unit) FICTION text dealing with
self-discovery; from that analysis, respond to the questions that follow:
“Heroes In the Sky” (Fiction)
by Kelly Hashway
Jason picked up a model helicopter on his grandfather’s desk.
“This is cool,” he said, spinning the blade on top. His grandfather walked over and took the
helicopter in his hand. He looked at it for a moment without saying a word. “It’s a Huey. I flew one
just like it in Vietnam.”
“You mean the Vietnam War, Pap? Jason asked. He knew his grandfather had fought in the war,
but he usually clammed up whenever it was mentioned.
Jason’s Pap nodded pensively. “The Huey was equipped with rockets and machine guns. Some
of them even had grenade launchers.”
Jason’s first instinct was to say that was cool. A helicopter with all those weapons would be a
technology bonanza. But then he remembered that his Grand-Pap was a war veteran. - - and
the reason why he didn’t like to talk about the war was because it had been frightening. “Were
you scared?” Jason asked, looking into Pap’s vacant eyes.
“Of course. But I had a very important job in the Huey. I had to escort troops for the Army and
Marines in and out of harm’s way. The Huey became a symbol of the U.S. forces in Vietnam,” Pap
said, his voice quiet. “To men trapped in the jungle, the sound of those rotors was a Godsend.”
“Did you help wounded soldiers, too?” Jason asked. He remembered his history teacher saying
something about the helicopters airlifting the wounded and the casualties to medical facilities. Pap
nodded again, but then he smiled at something far away. Jason had never seen him look so proud.
“Vietnam was the first real helicopter war. By the end of the war, the Army had an Air Force of
its own.”
“Thanks to the Huey and brave people like you who flew them,” Jason said. “You helped change
history, Pap. You’re a real hero.” Grand-Pap smiled. “I wouldn’t call myself a hero. I did what so
every soldier did at that time. We were as faithful as the sun coming up, never leaving one of our
own behind.”
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
11
Jason reached for the model Huey. “I’d really like to hear more about your time in Vietnam. I want
to know what it was like to fight for your country, to risk your life to save others. I want to know
what it feels like to be a hero.”
Authentic Assessment, p. 6
Pap shook his head. His face was a mixture of pain and pride. “There’s that word again.”
“Because you are a hero, Pap.” The older man ignored the tear from his eye and began telling
Jason about his time in Vietnam.
a. Determine how complex characters (those with multiple or conflicting motivations) develop
over the course of the text, interact with other characters, and advance the plot or develop the
theme. Present this as a sequential diagram. (RL 9.3)
b. determine the meaning of marked words and phrases in the text, including figurative and
connotative meanings; (RL 9.4)
1. clammed up
definition: ____________________________________________________________________
figurative meaning: _____________________________________________________________
2. pensively
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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definition: ____________________________________________________________________
connotative meaning: ___________________________________________________________
Authentic Assessment, p. 7
3. bonanza
definition: ____________________________________________________________________
figurative meaning: _____________________________________________________________
4. vacant
definition: ____________________________________________________________________
connotative meaning: ___________________________________________________________
5. God-send
definition: ____________________________________________________________________
figurative meaning: _____________________________________________________________
6. faraway
definition: ____________________________________________________________________
connotative meaning: ___________________________________________________________
7. faithful as the sun coming up
definition: ____________________________________________________________________
figurative meaning: _____________________________________________________________
8. ignored
definition: ____________________________________________________________________
connotative meaning: ___________________________________________________________
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Authentic Assessment, p. 8
c. Explain the impact of the author’s language on conveying meaning and tone. (RL 9.4)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.
Complete a research “Profile” on one Enlightenment thinker, including AT
LEAST
a. key information about the Thinker
b. findings about his work and influence during the Enlightenment
c. ideas and thoughts that influenced the formation of the United States
d. how his influence is still felt today, in the 21st Century (W 9.7)
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Enlightenment Anticipation Guide
Attachment #1
Name:
______________________________
Date: _______________
Mark each of the
following statements
as to whether you
agree (A) or
disagree (D).
Place an E beside
each statement that
is an Enlightened
idea.
1. All men (and women) are created equal.
2. People are naturally cruel, selfish, and greedy. If they are not controlled by a
government, they will fight, rob, and oppress one another.
3. Everything that a person does is aimed at doing some good for him / herself.
4. People can use reason to discover “natural laws” or rules that apply to all things
(like gravity).
5. People have natural rights (rights that belong to each human at birth) to life,
liberty, and the pursuit of happiness . . . . but not to “take” what they want from
others without their permission.
6. People should have freedom of speech.
7. Most problems in society (crime, poverty, and war) are the result of unequal
distribution of wealth.
8. The wealth of middle class and wealthy people should be redistributed to the poor.
9. If the poor receive government handouts, they should do public service work in
return.
10. American Indians are less corrupted by modern civilization.
11. If people believe their government is doing a bad job, they should alter or end that
government by whatever means necessary, including violence.
12. It is a good thing that school and learning is separated into math, social studies,
English, science, physical education, and so on.
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Attachment #2
IF.....
By Rudyard Kipling
IF you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don't deal in lies,
Or being hated, don't give way to hating,
And yet don't look too good, nor talk too wise:
If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build 'em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: 'Hold on!'
If you can talk with crowds and keep your virtue,
' Or walk with Kings - nor lose the common touch,
if neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man, my son!
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Attachment #3
JOURNAL RESPONSE FORM
DATE_________
NAME__________________________________________

TASK: ______________________________________________________________________________

AUDIENCE: _________________________________________________________________________

PURPOSE: __________________________________________________________________________
Later focus will include  clarity
 coherence
 development  organization  style
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Attachment 3, cont’d
YOUNGSTOWN CITY SCHOOLS
JOURNAL RESPONSE FORM
SAMPLE
DATE 9/3/11
NAME J. Smith

TASK: A Note to a 9th grade friend about my first week of 8th grade

AUDIENCE: my 9th grade friend - - who told me it would be really HARD

PURPOSE: to put into words how it really was compared to what I expected
I just want someone to know I survived my first week in
9th grade. I did better than I thought I would. My pal
________ said I should look out for the big kids. And
the bad food. And the mean teachers. She said I’d have
tons of homework.
Later focus will include  clarity
- - J. Smith
 coherence
 development  organization  style
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Attachment #4
Ben Franklin's virtues
Temperance: Eat not to dullness; drink not to elevation
Silence:
Speak not but what may benefit others or yourself; avoid trifling
conversations
Order:
Let all your things have their places; let each part of your business
have its time
Resolution:
Resolve to perform what you ought; perform without fail what you
resolve
Frugality:
Make no expense but to do good to others or yourself; that is, waste
nothing
Industry:
Lose not time; be always employed in something useful; cut off all
unnecessary actions
Sincerity:
Use no hurtful deceit; think innocently and justly; speak accordingly
Justice:
Wrong none by doing injuries or omitting the benefits that are your
duty
Moderation:
Avoid extremes; forbear resenting injuries so much as you think you
deserve
Cleanliness:
Tolerate no uncleanliness in body, clothes or habitation
Tranquility:
Be not disturbed at trifles or accidents common or unavoidable
Chastity:
Rarely use venery but for health or offspring; never to dullness,
weakness, or the injury of your own or another's peace or reputation
Humility:
Imitate Jesus and Socrates
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Attachment #5
ON THE SIDEWALK BLEEDING by Evan Hunter
The boy lay on the sidewalk bleeding in the rain. He was sixteen years old, and he wore a bright purple jacket, and
the lettering across the back of the jacket read THE ROYALS. The boy's name was Andy and the name was
delicately scripted in black thread on the front of the jacket, just over the heart. ANDY.
He had been stabbed ten minutes ago. The knife entered just below his rib cage and had been drawn across his
body violently, tearing a wide gap in his flesh. He lay on the sidewalk with the March rain drilling his jacket and drilling
his body and washing away the blood that poured from his open wound. He had known excruciating pain when the
knife had torn across his body, and then sudden comparative relief when the blade was pulled away. He had heard
the voice saying, 'That's for you Royal! " and then the sound of footsteps hurrying into the rain, and then he had fallen
to the sidewalk, clutching his stomach, trying to stop the flow of blood.
He tried to yell for help, but he had no voice. He did not know why his voice had deserted him, or why there was an
open hole in his body from which his life ran readily, steadily, or why the rain had become so suddenly fierce. It was
11:13 p.m. but he did not know the time.
There was another thing he did not know.
He did not know he was dying. He lay on the sidewalk, bleeding, and he thought only: That was a fierce rumble. They
got me good that time, but he did not know he was dying. He would have been frightened had he known. In his
ignorance he lay bleeding and wishing he could cry out for help, but there was no voice in his throat. There was only
the bubbling of blood from between his lips whenever he opened his mouth to speak. He lay in his pain, waiting,
waiting for someone to find him.
He could hear the sound of automobile tires hushed on the rain swept streets, far away at the other end of the long
alley. He lay with his face pressed to the sidewalk, and he could see the splash of neon far away at the other end of
the alley, tinting the pavement red and green, slickly brilliant in the rain.
He wondered if Laura would be angry. He had left the jump to get a package of cigarettes. He had told her he would
be back in a few minutes, and then he had gone downstairs and found the candy store closed. He knew that
Alfredo's on the next block would be open. He had started through the alley, and that was when he had been
ambushed.
He could hear the faint sound of music now, coming from a long, long way off. He wondered if Laura was dancing,
wondered if she had missed him yet. Maybe she thought he wasn't coming back. Maybe she thought he'd cut out for
good. Maybe she had already left the jump and gone home. He thought of her face, the brown eyes and the jet-black
hair, and thinking of her he forgot his pain a little, forgot that blood was rushing from his body.
Someday he would marry Laura. Someday he would marry her, and they would have a lot of kids, and then they
would get out of the neighborhood. They would move to a clean project in the Bronx, or maybe they would move to
Staten Island. When they were married, when they had kids.
He heard footsteps at the other end of the alley, and he lifted his cheek from the sidewalk and looked into the
darkness and tried to cry out, but again there was only a soft hissing bubble of blood on his mouth.
The man came down the alley. He had not seen Andy yet. He walked, and then stopped to lean against the brick of
the building, and then walked again. He saw Andy then and came toward him, and he stood over him for a long time,
the minutes ticking, ticking, watching him and not speaking.
[ cont’d ]
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Attachment #5, cont’d
Then he said, "What's the matter, buddy'?"
Andy could not speak, and he could barely move. He lifted his face slightly and looked up at the man, and in the rain
swept alley he smelled the sickening odor of alcohol. The man was drunk.
The man was smiling.
"Did you fall down, buddy?" he asked. "You must be as drunk as I am." He squatted alongside Andy.
'You gonna catch cold there," he said. "What's the matter? You like layin' in the wet?"
Andy could not answer. The rain spattered around them.
You like a drink?"
Andy shook his head.
"I gotta bottle. Here," the man said. He pulled a pint bottle from his inside jacket pocket. Andy tried to move, but pain
wrenched him back flat against the sidewalk.
Take it," the man said. He kept watching Andy. "Take it." When Andy did not move, he said, "Nev' mind, I'll have one
m'self." He tilted the bottle to his lips, and then wiped the back of his hand across his mouth. "You too young to be
drinkin' anyway. Should be 'shamed of yourself, drunk and layin 'in a alley, all wet. Shame on you. I gotta good mind
to call a cop."
Andy nodded. Yes, he tried to say. Yes, call a cop. Please call one.
"Oh, you don' like that, huh?" the drunk said. "You don' wanna cop to fin' you all drunk an' wet in an alley, huh: Okay,
buddy. This time you get off easy." He got to his feet. "This time you get off easy," he said again. He waved broadly
at Andy, and then almost lost his footing. "S'long, buddy," he said.
Wait, Andy thought. Wait, please, I'm bleeding.
"S'long," the drunk said again, "I see you around," and the he staggered off up the alley.
Andy lay and thought: Laura, Laura. Are you dancing:?
The couple came into the alley suddenly. They ran into the alley together, running from the rain, the boy holding the
girl's elbow, the girl spreading a newspaper over her head to protect her hair. Andy watched them run into the alley
laughing, and then duck into the doorway not ten feet from him.
"Man, what rain!" the boy said. 'You could drown out there."
"I have to get home," the girl said. "It's late, Freddie. I have to get home."
"We got time," Freddie said. 'Your people won't raise a fuss if you're a little late. Not with this with kind of weather."
[ cont’d ]
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Attachment #5, cont’d
"It's dark," the girl said, and she giggled.
'Yeah," the boy answered, his voice very low.
"Freddie . . . . ?
"Um?"
"You're ... standing very close to me."
"Um."
There was a long silence. Then the girl said, "Oh," only that single word, and Andy knew she had been kissed , and
he suddenly hungered for Laura's mouth. It was then that he wondered if he would ever kiss Laura again. It was then
that he wondered if he was dying.
No, he thought, I can't be dying, not from a little street rumble, not from just being cut. Guys get cut all the time in
rumbles. I can't be dying. No, that's stupid. That don't make any sense at all.
"You shouldn't," the girl said.
"Why not?"
"Do you like it?"
"Yes."
"So?"
"I don't know."
"I love you, Angela," the boy said.
"I love you, too, Freddie," the girl said, and Andy listened and thought: I love you, Laura. Laura, I think maybe I'm
dying. Laura, this is stupid but I think maybe I'm dying. Laura, I think I'm dying
He tried to speak. He tried to move. He tried to crawl toward the doorway. He tried to make a noise, a sound, and a
grunt came, a low animal grunt of pain.
"What was that?" the girl said, suddenly alarmed, breaking away from the boy.
"I don't know," he answered.
"Go look, Freddie."
[ cont’d ]
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Attachment #5, cont’d
"No. Wait."
Andy moved his lips again. Again the sound came from him.
Freddie!"
"What?"
"I'm scared."
"I'll go see," the boy said.
He stepped into the alley. He walked over to where Andy lay on the ground. He stood over him, watching him.
"You all right?" he asked.
"What is it?" Angela said from the doorway.
"Somebody's hurt," Freddie said.
"Let's get out of here," Angela said.
"No. Wait a minute." He knelt down beside Andy. "You cut?" he asked.
Andy nodded. The boy kept looking at him. He saw the lettering on the jacket then. THE ROYALS. He turned to
Angela.
"He's a Royal," he said.
"Let's what. . . .what . . . do you want to do, Freddie?"
"I don't know. I don't know. I don't want to get mixed up in this. He's a Royal. We help him, and the Guardians'll be
down on our necks. I don't want to get mixed up in this, Angela."
"Is he . . . is he hurt bad?"
"Yeah, it looks that way."
"What shall we do?"
"I don't know."
"We can't leave him here in the rain," Angela hesitated. "Can we?"
"If we get a copy, the Guardians'll find out who," Freddie said. "I don't know, Angela. I don't know."
[ cont’d ]
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Attachment #5, cont’d
Angela hesitated a long time before answering. Then she said, "I want to go home, Freddie. My people will begin to
worry."
"Yeah," Freddie said. He looked at Andy again. "You all right?" he asked. Andy lifted his face from the sidewalk, and
his eyes said: Please, please help me, and maybe Freddie read what his eyes were saying, and maybe he didn't.
Be hind him, Angela said, "Freddie, let's get out of here! Please!" Freddie stood up. He looked at Andy again, and
then mumbled, "I'm sorry." He took Angela's arm and together they ran towards the neon splash at the other end of
the alley.
Why, they're afraid of the Guardians, Andy thought in amazement. By why should they be? I wasn't afraid of the
Guardians. I never turkeyed out of a rumble with the Guardians. I got heart. But I'm bleeding.
The rain was soothing somehow. It was a cold rain, but his body was hot all over, and the rain helped cool him. He
had always liked rain. He could remember sitting in Laura's house one time, the rain running down the windows, and
just looking out over the street, watching the people running from the rain. That was when he'd first joined the Royals.
He could remember how happy he was when the Royals had taken him. The Royals and the Guardians, two of the
biggest. He was a Royal. There had been meaning to the title.
Now, in the alley, with the cold rain washing his hot body, he wondered about the meaning. If he died, he was Andy.
He was not a Royal. He was simply Andy, and he was dead. And he wondered suddenly if the Guardians who had
ambushed him and knifed him had ever once realized he was Andy? Had they known that he was Andy or had they
simply known that he was Royal wearing a purple silk jacket? Had they stabbed him, Andy, or had they only stabbed
the jacket and the title and what good was the title if you were dying?
I'm Andy, he screamed wordlessly, I'm Andy.
An old lady stopped at the other end of the alley. The garbage cans were stacked there, beating noisily in the rain.
The old lady carried an umbrella with broken ribs, carried it like a queen. She stepped into the mouth of the alley,
shopping bag over one arm. She lifted the lids of the garbage cans. She did not hear Andy grunt because she was a
little deaf and because the rain was beating on the cans. She collected her string and her newspapers, and an old
hat with a feather on it from one of the garbage cans, and a broken footstool from another of the cans. And then she
replaced the lids and lifted her umbrella high and walked out of the alley mouth. She had worked quickly and
soundlessly, and now she was gone.
The alley looked very long now. He could see people passing at the other end of it, and he wondered who the people
were, and he wondered if he would ever get to know them, wondered who it was of the Guardians who had stabbed
him, who had plunged the knife into his body.
"That's for you, Royal!" the voice had said. "That's for you, Royal!" Even in his pain, there had been some sort of
pride in knowing he was a Royal. Now there was no pride at all. With the rain beginning to chill him, with the blood
pouring steadily between his fingers, he knew only a sort of dizziness. He could only think: I want to be Andy.
It was not very much to ask of the world.
[ cont’d ]
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Attachment #5, cont’d
He watched the world passing at the other end of the alley. The world didn't know he was Andy. The world didn't
know he was alive. He wanted to say, "Hey, I'm alive! Hey, look at me! I'm alive! Don't you know I'm alive? Don't you
know I exist?"
He felt weak and very tired. He felt alone, and wet and feverish and chilled. He knew he was going to die now. That
made him suddenly sad. He was filled with sadness that his life would be over at sixteen. He felt all at once as if he
had never done anything, never seen anything, never been anywhere. There were so many things to do. He
wondered why he'd never thought of them before, wondered why the rumbles and the jumps and the purple jackets
had always seemed so important to him before. Now they seemed like such small things in a world he was missing, a
world that was rushing past at the other end of the alley.
I don't want to die, he thought. I haven't lived yet. It seemed very important to him that he take off the purple jacket.
He was very close to dying, and when they found him, he did not want them to say, "Oh, it's a Royal." With great
effort, he rolled over onto his back. He felt the pain tearing at his stomach when he moved. If he never did another
thing, he wanted to take off the jacket. The jacket had only one meaning now, and that was a very simple meaning.
If he had not been wearing the jacket, he wouldn't have been stabbed. The knife had not been plunged in hatred of
Andy. The knife hated only the purple jacket. The jacket was as stupid meaningless thing that was robbing him of his
life.
He lay struggling with the shiny wet jacket. His arms were heavy. Pain ripped fire across his body whenever he
moved. But he squirmed and fought and twisted until one arm was free and then the other. He rolled away from the
jacket and lay quite still, breathing heavily, listening to the sound of his breathing and the sounds of the rain and
thinking: Rain is sweet, I'm Andy.
She found him in the doorway a minute past midnight. She left the dance to look for him, and when she found him,
she knelt beside him and said, "Andy, it's me, Laura."
He did not answer her. She backed away from him, tears springing into her eyes, and then she ran from the alley.
She did not stop running until she found a cop.
And now, standing with the cop, she looked down at him. The cop rose and said, "He's dead." All the crying was out
of her now. She stood in the rain and said nothing, looking at the purple jacket that rested a foot away from his body.
The cop picked up the jacket and turned it over in his hands.
"A Royal, huh?" he said.
She looked at the cop and, very quietly, she said, "His name is Andy."
The cop slung the jacket over his arm. He took out his black pad, and he flipped it open to a blank page.
"A Royal," he said. Then he began writing.
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Attachment #6
Character Grid (for RL 9.3)
Story: ______________________________ Author: ________________
Sample
The Hare
( name )
(a)
Physical Attributes
Character 1
____________
( name )
Character 2
____________
( name )
Character 3
____________
( name )
Character 4
____________
( name )
- Furry body
- Long floppy ears
- Quick, agile
(b)
Actions or
Behaviors
Brags about being
unbeatable; fools
around during the race;
falls asleep along the
way; loses the race
(c)
Thoughts or
Attitudes
(d)
Treatment OF
Others
- Overly-confident
- Used to winning
Disrespected the
speed of other animals;
teased the tortoise
about being so slow
(e)
Treatment BY
Others
The tortoise got sick
of the bragging and
challenged him to a
race.
(f)
Changes during the
“story” to advance
the theme
The hare’s early
arrogance and lack of
respect for others
became his undoing.
He realized that his
over-confidence and
the greater cleverness
of the tortoise were
what lost him the race.
By the end of the
story, he was
humiliated in defeat,
illustrating the
author’s message that
arrogance and
underestimation of
others leads to defeat.
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Attachment #7
EdFOCUS Initiative SAMPLE Sheet for Recording VOCABULARY (World-Builder)
Date: __________ Source: ____________________________________ Inclusive pages __________________
Word or Phrase
Location (p. # and “context” )
e.g., capital
p. 3 In this Op-Ed piece, the guy objects to English proficiency being a
requirement for U.S. Citizenship
Original sentence that shows understanding
Definition in THIS context
Other definitions in OTHER contexts
resources or influence
The Senator used the last of his political capital
(1) A crime punishable by
that can be “spent” to
to get a bill passed to help his district create
death; (2) The city in which
get a desired end
Connotation ?
neutral
jobs.
state government is located
Word or Phrase
Definition in THIS context
Connotation ?
Word or Phrase
Definition in THIS context
Connotation ?
Word or Phrase
Definition in THIS context
Connotation ?
Figurative Expression ?
not here
Location (p. # and “context” )
Original sentence that shows understanding
Other definitions in OTHER contexts
Figurative Expression ?
Location (p. # and “context” )
Original sentence that shows understanding
Other definitions in OTHER contexts
Figurative Expression ?
Location (p. # and “context” )
Original sentence that shows understanding
Other definitions in OTHER contexts
Figurative Expression ?
YCS Grade 9 English / Language Arts: Unit 2 - - SELF DISCOVERY 2013-14
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Attachment #8
Quick Review of CONNOTATION and FIGURATIVE LANGUAGE
CONNOTATION / DENOTATION
DENOTATION - - dictionary definition of a word; typically “neutral”
CONNOTATION - - a definite feeling or attitude that surrounds a word
May be POSITIVE; e.g., angel, commend, flawless, luxury, and personable
May be NEGATIVE; e.g., criminal, distasteful, horrific, terrorist, and vermin
PRACTICE ACTIVITY
[ cut into pieces; place in an envelope; ask Ss to “sort” ]
cheapskate
thin
forthright
thrifty
economical
considering
loyal
skinny
aggressive
discrete
equivocal
secretive
assertive
undecided
faithful
slender
renegade
sycophant
individualist
non-conformist
cautious
ANSWER KEY - - and space for students to add three more ORIGINAL examples
Positive Connotation
slender
thrifty
assertive
discrete
considering
loyal
individualist
Neutral / Denotation
thin
economical
forthright
cautious
undecided
faithful
non-conformist
Negative Connotation
skinny
cheapskate
aggressive
secretive
equivocal
sycophant
renegade
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Attachment #8, cont’d
FIGURATIVE LANGUAGE
Five examples are provided for each technique; once they understand each
technique, students should be capable of adding another five original
examples.
IDIOMS
1. . . . make a mountain out of a molehill
2. . . . hit the nail on the head
3. . . . paint us all with the same brush
4. . . . good case of butterflies in the stomach
5. . . . her bark is worse than her bite.
SIMILES
1. Israel is like a cornered mountain lion.
2. The virus swept through the class as if each student were a magnet.
3. Our DNA is like a genetic zipper.
4. The water cycle is as regular as the turn of a Ferris wheel.
5. Finding the square root of a number is like finding twins; finding its cubed root is like
finding triplets.
6. Equations are like extended bars on a balance beam, and the equal sign is like the
fulcrum in the middle.
7. Strangely, the noise and chatter in the cafeteria was like a symphony to my ears.
8. Joaquin’s mind was like a computer.
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Attachment #8, cont’d
METAPHORS
1. This candidate’s platform is to lower taxes, and every plank is an idea of how to do so.
2. The Civil War was a knife in the heart of the Union and President Lincoln.
3. A lunar eclipse is the earth being swallowed by the moon’s shadow.
4. Mitosis is each cell making a Xerox copy of itself.
5. A thermometer turned on its side becomes a number line.
6. A line is a dot that went for a walk.
7. The librarian becomes a beast if you mess up her books.
8. Trying to help you pass science is a mountain I’m not sure I can climb.
ONOMATOPOEIA
1. - - The plop of pebbles as they enter a fountain
2. - - The buzzing of a swarm of bees
3. - - A clash of cymbals
4. - - The shriek of a woman’s scream
5. - - A crackling fire
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Attachment #8, cont’d
PERSONIFICATION
1. The wind whistled a friendly little tune as it made its way down the mountain.
2. Suddenly, the volcano belched smoke and ash into the sky.
3. My cell phone must have grown legs and walked away.
4. During the most crucial play of the game, the football refused to be caught.
5. The giant roller coasters hold court over every amusement park.
OXYMORON
1. jumbo shrimp
2. a real phony
3. clearly confused
4. a civil war
5. dry wine
PUN
1. A bicycle can't stand on its own because it is two tired.
2. Incongruous: Where bills are passed.
3. I used to work in a blanket factory, but it folded.
4. Every calendar's days are numbered.
5. I wondered why the baseball kept getting bigger. Then it hit me.
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Attachment #9
Poem from Ten Things I Hate About You
I hate the way you talk to me
And the way you cut your hair
I hate the way you drive my car
I hate it when you stare
I hate your big dumb combat boots
And the way you read my mind
I hate you so much that it makes me sick
It even makes me rhyme
I hate the way you're always right
I hate it when you lie
I hate it when you make me laugh
Even worse when you make me cry
I hate the way you're not around
And the fact that you didn't call
But mostly I hate the way I don't hate you
Not even close, not even a little bit, not even at all.
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Attachment #10
Technical Language in Nonfiction
Technical Language—Language belonging or relating to a particular
subject. For example, doctors, lawyers, computer engineers, etc. have
a specialized vocabulary unique to their professions.
Read the following text:
The Batsmen were merciless against the Bowlers. The Bowlers placed
their men in slips and covers. But to no avail. The Batsmen hit one
four after another along with an occasional six. Not once did their balls
hit their stumps or get caught.
Can you answer the following questions?
1. Who were merciless against the Bowlers?
2. Where did the Bowlers place their men?
3. Was this strategy successful?
4. Who hit an occasional six?
5. How many times did the Batsmen’s balls hit a stump?
YCS Gr 9 ELA Unit 2 Self-Discovery; June, 2012-13
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Attachment #11
History Essay by a Student
Do you agree with the Enlightenment thinkers such as Ben Franklin that humans are basically good?
The Scientific Revolution had led people looking for laws governing human behavior. The ideas of
the Scientific Revolution paved the way for a new period called the Enlightenment, also known as the
Age of Reason. This period took place in the eighteenth- century. This was the philosophical
movement that emphasized the pursuit of knowledge through reason and refused to accept ideas on
the strength of religion or tradition alone. Thinkers and philosophers of the time included, Ben Franklin,
Thomas Hobbes, John Locke, and many more. The belief that appealed to most political figures of the
time, was deism. Deism was the belief that God created the universe in such a way that no divine
intervention was necessary for its continued operation. Most thinkers of the time believed that humans
were basically good. In today’s life it is noticeable that this belief does not apply to all, hardly to any.
Although it is also not fair to say that all humans are sinners.
Thomas Hobbes, an English philosopher of the 1600’s, tried to create a science of politics. After
witnessing the horrors of the English Civil War, Hobbes decided that conflict was part of human nature.
Without governments to keep order, Hobbes said, there would be “war of everyone against everyone”.
In this state of nature life would be “nasty, brutish, and short.” In his book Leviathan, Hobbes argued
that to escape such a bleak life, people gave up their rights to a strong ruler. In exchange, they gained
law and order. Hobbes called this agreement, by which people created a government, the social
contract. Hobbes basically saw people as naturally selfish and violent.
John Locke was another philosopher of the Enlightenment. He viewed human nature very
differently from Hobbes. Locke said a person is not born good or evil. Rather he said, people’s
characters are shaped by their experiences. Locke felt people could learn from experience and
improve themselves, which led him to believe in self-governing. According to Locke, all people are
born free and equal, with three natural rights- life, liberty and property. He believed that the purpose of
a government of is to protect these rights and if they fail the people would have the power to overthrow
them. This idea is still standing today.
The key thinkers of the Enlightenment had very definite views on the ideal government. They all
admired the English system, with its limitations on royal power. However only a few of them, notably,
Locke and Rousseau, believed that people were capable of governing themselves. The others hardly
had trust in humans. I find that John Locke is the most agreeable. He believes that neither humans
were evil or good. The only difference is that I believe people do fall in certain categories individually.
One can be good while the other standing next to him can be the total opposite, they can be evil.
How to Cite this Page - - MLA Citation: "Enlightenment Thinkers." 123HelpMe.com. 29 Apr 2012
htttp://www.123HelpMe.com/view.asp?id=64329>.
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Attachment #12
Daniel Defoe:
(On) The Education Of Women, 1719
Introductory Note
Daniel Defoe (c. 1661-1731) was the son of a London butcher called Foe, a name which Daniel bore for more
than forty years. He early gave up the idea of becoming a dissenting minister, and went into business. One of
his earlier writings was an "Essay upon Projects," remarkable for the number of schemes suggested in it which
have since been carried into practise. He won the approval of King William by his "True-born Englishman," a
rough verse satire repelling the attacks on William as a foreigner. His "Shortest-Way with Dissenters," on the
other hand, brought down on him the wrath of the Tories; he was fined, imprisoned, and exposed in the pillory,
with the result that he became for the time a popular hero. While in prison he started a newspaper, the
"Review" (1704-1713), which may in certain respects be regarded as a forerunner of the "Tatler" and
"Spectator." From this time for about fourteen years he was chiefly engaged in political journalism, not always
of the most reputable kind; and in 1719 he published the first volume of "Robinson Crusoe," his greatest
triumph in a kind of realistic fiction in which he had already made several short essays. This was followed by a
number of novels, dealing for the most part with the lives of rogues and criminals, and including "Moll Flanders,"
"Colonel Jack," "Roxana," and "Captain Singleton." Notable as a specially effective example of fiction disguised
as truth was his "Journal of the Plague Year."
In the latter part of his career Defoe became thoroughly discredited as a politician, and was regarded as a mere
hireling journalist. He wrote with almost unparalleled fluency, and a complete list of his hundreds of publications
will never be made out. The specimen of his work given here show him writing vigorously and sincerely, and
belong to a period when he had not yet become a government tool.
The Education Of Women
I have often thought of it as one of the most barbarous customs in the world, considering us as a civilized and a
Christian country, that we deny the advantages of learning to women. We reproach the sex every day with folly
and impertinence; while I am confident, had they the advantages of education equal to us, they would be guilty
of less than ourselves.
One would wonder, indeed, how it should happen that women are conversible at all; since they are only
beholden to natural parts, for all their knowledge. Their youth is spent to teach them to stitch and sew or make
baubles. They are taught to read, indeed, and perhaps to write their names, or so; and that is the height of a
woman's education. And I would but ask any who slight the sex for their understanding, what is a man (a
gentleman, I mean) good for, that is taught no more? I need not give instances, or examine the character of a
gentleman, with a good estate, or a good family, and with tolerable parts; and examine what figure he makes
for want of education.
The soul is placed in the body like a rough diamond; and must be polished, or the lustre of it will never appear.
And 'tis manifest, that as the rational soul distinguishes us from brutes; so education carries on the distinction,
and makes some less brutish than others. This is too evident to need any demonstration. But why then should
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women be denied the benefit of instruction? If knowledge and understanding had been useless additions to the
[cont’d ]
Attachment #12, cont’d
sex, God Almighty would never have given them capacities; for he made nothing needless. Besides, I would
ask such, What they can see in ignorance, that they should think it a necessary ornament to a woman? or how
much worse is a wise woman than a fool? or what has the woman done to forfeit the privilege of being taught?
Does she plague us with her pride and impertinence? Why did we not let her learn, that she might have had
more wit? Shall we upbraid women with folly, when 'tis only the error of this inhuman custom, that hindered
them from being made wiser?
The capacities of women are supposed to be greater, and their senses quicker than those of the men; and what
they might be capable of being bred to, is plain from some instances of female wit, which this age is not without.
Which upbraids us with Injustice, and looks as if we denied women the advantages of education, for fear they
should vie with the men in their improvements. . . .
[They] should be taught all sorts of breeding suitable both to their genius and quality. And in particular, Music
and Dancing; which it would be cruelty to bar the sex of, because they are their darlings. But besides this, they
should be taught languages, as particularly French and Italian: and I would venture the injury of giving a woman
more tongues than one. They should, as a particular study, be taught all the graces of speech, and all the
necessary air of conversation; which our common education is so defective in, that I need not expose it. They
should be brought to read books, and especially history; and so to read as to make them understand the world,
and be able to know and judge of things when they hear of them.
To such whose genius would lead them to it, I would deny no sort of learning; but the chief thing, in general, is
to cultivate the understandings of the sex, that they may be capable of all sorts of conversation; that their parts
and judgements being improved, they may be as profitable in their conversation as they are pleasant.
Women, in my observation, have little or no difference in them, but as they are or are not distinguished by
education. Tempers, indeed, may in some degree influence them, but the main distinguishing part is their
Breeding.
The whole sex are generally quick and sharp. I believe, I may be allowed to say, generally so: for you rarely see
them lumpish and heavy, when they are children; as boys will often be. If a woman be well bred, and taught the
proper management of her natural wit, she proves generally very sensible and retentive.
And, without partiality, a woman of sense and manners is the finest and most delicate part of God's Creation,
the glory of Her Maker, and the great instance of His singular regard to man, His darling creature: to whom He
gave the best gift either God could bestow or man receive. And 'tis the sordidest piece of folly and ingratitude in
the world, to withhold from the sex the due lustre which the advantages of education gives to the natural beauty
of their minds.
A woman well bred and well taught, furnished with the additional accomplishments of knowledge and
behaviour, is a creature without comparison. Her society is the emblem of sublimer enjoyments, her person is
angelic, and her conversation heavenly. She is all softness and sweetness, peace, love, wit, and delight. She is
every way suitable to the sublimest wish, and the man that has such a one to his portion, has nothing to do but
to rejoice in her, and be thankful.
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[ cont’d ]
Attachment #12, cont’d
On the other hand, Suppose her to be the very same woman, and rob her of the benefit of education, and it follows
If her temper be good, want of education makes her soft and easy.
Her wit, for want of teaching, makes her impertinent and talkative.
Her knowledge, for want of judgement and experience, makes her fanciful and whimsical.
If her temper be bad, want of breeding makes her worse; and she grows haughty, insolent, and loud.
If she be passionate, want of manners makes her a termagant and a scold, which is much at one with Lunatic.
If she be proud, want of discretion (which still is breeding) makes her conceited, fantastic, and ridiculous.
And from these she degenerates to be turbulent, clamorous, noisy, nasty, the devil! . . .
The great distinguishing difference, which is seen in the world between men and women, is in their education;
and this is manifested by comparing it with the difference between one man or woman, and another.
And herein it is that I take upon me to make such a bold assertion, That all the world are mistaken in their
practice about women. For I cannot think that God Almighty ever made them so delicate, so glorious creatures;
and furnished them with such charms, so agreeable and so delightful to mankind; with souls capable of the
same accomplishments with men: and all, to be only Stewards of our Houses, Cooks, and Slaves.
Not that I am for exalting the female government in the least: but, in short, I would have men take women for
companions, and educate them to be fit for it. A woman of sense and breeding will scorn as much to encroach
upon the prerogative of man, as a man of sense will scorn to oppress the weakness of the woman. But if the
women's souls were refined and improved by teaching, that word would be lost. To say, the weakness of the
sex, as to judgment, would be nonsense; for ignorance and folly would be no more to be found among women
than men.
I remember a passage, which I heard from a very fine woman. She had wit and capacity enough, an
extraordinary shape and face, and a great fortune: but had been cloistered up all her time; and for fear of being
stolen, had not had the liberty of being taught the common necessary knowledge of women's affairs. And when
she came to converse in the world, her natural wit made her so sensible of the want of education, that she gave
this short reflection on herself: "I am ashamed to talk with my very maids," says she, "for I don't know when
they do right or wrong. I had more need go to school, than be married."
I need not enlarge on the loss the defect of education is to the sex; nor argue the benefit of the contrary
practice. 'Tis a thing will be more easily granted than remedied. This chapter is but an Essay at the thing: and I
refer the Practice to those Happy Days (if ever they shall be) when men shall be wise enough to mend it.
Source:
English essays from Sir Philip Sidney to Macaulay. With introductions and notes. New York, Collier [c1910],
The Harvard classics v. 27.
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http://www.fordham.edu/halsall/mod/1719defoe-women.asp
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Attachment #13
Who am I?
from 7 Habits of Highly Effective Teens, Sean Covey
I am your constant companion. I am your greatest helper or heaviest burden.
I will push you onward or drag you down
to failure. I am completely at your command.
Half the things you do you might just as
well turn over to me and I will be able to do
them quickly and correctly.
I am easily managed--you must merely
be firm with me. Show me exactly how you
want something done and after a few lessons
I will do it automatically. I am the
servant of all great individuals and, alas, of
all failures, as well. Those who are great I
have made great. Those who are failures,
I have made failures.
I am not a machine, though I work
with all the precision of a machine plus
the intelligence of a human. You may run
me for a profit or run me for ruin--it
makes no difference to me.
Take me, train me, be firm with me,
and I will place the world at your feet. Be
easy with me and I will destroy you.
Who am I?
I am habit
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Attachment #14
The 7 Habits of Highly Effective Teens
Sean Covey http://www.7habits4teens.com/
“The Principle of Sowing & Reaping
Sow a thought, and you reap an act;
Sow an act, and you reap a habit;
Sow a habit, and you reap a character;
Sow a character, and you reap a destiny. Samuel Smiles
THE Private VICTORY – Inside First
Habit 1
BE PROACTIVE
I am the force. Take responsibility for your life.
Being proactive is more than taking initiative. It is accepting responsibility for our own behavior (past, present, and future) and
making choices based on principles and values rather than on moods or circumstances. Proactive people are agents of change and
choose not to be victims, to be reactive, or to blame others. They take an Inside-Outside Approach to creating changes.
Habit 2
BEGIN WITH THE END IN MIND
Control your own destiny or Someone Else Will Define your mission and goals in life.
All things are created twice – first mentally, second physically. Individuals, families, teams, and organizations shape their own future
by creating a mental vision and purpose for any project. They don’t just live day to day without a clear purpose in mind. They
mentally identify and commit themselves to the principles, values, relationships, and purposes that matter most to them.
Habit 3
PUT FIRST THINGS FIRST
Will and Won’t Power Prioritize, and do the most important things first.
Putting first things first is the second or physical creation. It is organizing and executing around mental creation (your purpose,
vision, values, and most important priorities.) The main thing is to keep the main thing the main thing.
THE Public VICTORY – Outside Second
Habit 4
THINK WIN-WIN
The Stuff That Life Is Made Of Have an everyone-can-win attitude.
Thinking win-win is a frame of mind and heart that seeks mutual benefit and is based on mutual respect in all interactions. It’s not
about thinking selfishly (win-lose) or like a martyr (lose-win). In our work and family life, members think interdependently -- in terms
of “we,” not “me.” Thinking win-win encourages conflict resolution and helps individuals seek mutually beneficial solutions. It’s
sharing information, power, recognition, and rewards.
Habit 5
SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD
You Have Two Ears and one Mouth Listen to people sincerely
When we listen with the intent to understand others, rather than with the intent to reply, we begin true communication and
relationship building. Seeking to understand takes kindness; seeking to be understood takes courage. Effectiveness lies in
balancing the two.
Habit 6
SYNERGIZE
The “High” Way Work together to achieve more
Synergy is about producing a third alternative – not my way, not your way, but a third way that is better than either of us would have
come up with individually. Synergistic teams and families thrive on individual strengths. They go for creative cooperation.
Habit 7
SHARPEN THE SAW
It’s “Me Time” Renew yourself regularly
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Sharpening the saw is about constantly renewing ourselves in the four basic areas of life: physical, social/emotional, mental, and
spiritual. It’s the habit that increases our capacity to live all the other habits of effectiveness.
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Attachment #15
How to Annotate a Text
As an "active reader," you already know that when you read textbook assignments, you should have questions in
your mind. As you read, you should be looking for the answers to these questions. You should also have a pencil
in hand so that you can "annotate" your text. As the word suggests, you "take notes" in your textbook.
Unlike "highlighting," which is a passive activity, the process of annotating text helps you to stay focused and
involved with your textbook. You'll find that the process of taking notes as you read will help you to concentrate
better. It will also help you to monitor and improve your comprehension. If you come across something that you
don't understand or that you need to ask you instructor about, you'll be able to quickly make note of it, and then
go on with your reading.
Annotation is your thinking on paper. It is also evidence to your teacher that you read and thought about the
reading.
The following is a list of some techniques that you can use to annotate text:

Mark anything that you think is important, confusing, interesting, or surprising.

Underline important terms.

Circle definitions and meanings.

Write key words and definitions in the margin.

Signal where important information can be found with key words or symbols in the margin. Use circles,
underlines, and arrows to help identify information.

Write short summaries in the margin at the end of sub-units.

Write the questions in the margin next to the section where the answer is found.

Indicate steps in a process by using numbers in the margin.

Annotation is to help you become a better reader and learner. It is not polished and perfect. Thinking is
messy, and so your annotations may also be a little messy.
http://faculty.bucks.edu/specpop/annotate.htm
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