Wmg€ Hm€we@ame€t$em - JustAnswer
Transcript of Wmg€ Hm€we@ame€t$em - JustAnswer
Wmg€ Hm€we@ame€t$em
Big ldeas
In Ultirs 1-4, rhele \\r.ts one bie iciea or questirxr tbi the u4role unit. Unit 5 is a comprehensive r-tnii,
:1 Lu'rir in t,hicl-r skills, r'ocabulirrr,, lier. terms and concepts rvill leappear. fhet'e are iht'ee big ideas in
UniL j: oue lor reldinq, n'riring, and langr"rage. These bis ideas.,r,ill rtssisr )'or.t iu pi'.iolitizine and
r-e'ier'i.o 11.e rn,rre,.1 fr:on-r the coLrrse. Skills and concepis flor.r'r thc r,Lnits ivill reaPlteaf. As thel'irrq trrL
rL-xppeilr, r.ou rr,'ijl qer tire opporrr-rrriq' ro expllin. defend ),oru !inorrdedge on rhese toi-tics. Jhis is 1'or-rr
chance ro talce ),our leirrning co the highest level.
A erolrp of edr.rcators led b1' Benjamir: Bloon-r created a leveled clirssification s)'stem For learninq called
Bloom's Taxonom;'. To palaphr,rse, Bloom's Taxonomy explains rvhar a persort should be able to
do r.,hen he or she lias lcalned a skill. According to Blootr's Taxonontr', .r learr:et'shoLrld l)roqressrh::orish differer-rr srages thar ri'iil iead him or her on a jou::nev from low ordel ihinking skills (having
basic :r1d limited know'ledge of a slrbject and onl;' being able ro::ecall) to high order thirrkine skilis .
(iraving an experr ievel of undersranding and being able to analyze, criticize and rake u'har hc, or she
has learned ro produce or creare an original ir:r,ention, brand, outcome, theorl', or ilake charrges ro
exisring in1'enrion, brand, outcorne or rheory'),
How does Bloomb Tlxonomy affect;'ou?
You s,i1l be prornpted ro complete assignmenrs rind activities ihat u'ili suppor{ you ott your )earning
vo)'age.
F!RE€TIOHS: Complete rhe K\0V chart b':lorv for each big idea" Refer ro the rvord bank to
supph')'ou v'ith the skilllacademic vocabularv for each big idea.
Re,qtiNc IX/oRB BaI.{r
AnalyzingThernecharacter wpe, setting, conflict, piot (events), auchort perspective, tide
Y/ruuN-c-.Wgno Ber'.rr
Developing a Critical Eye
pacing, flashback, strucrLrre, spelling, sentence lengrh and n'pe, purpos€, rnain idea, rhesis, fact,
opinion, voicc, argument, clairn, evidence, the u'riting Process
Elglish 10A CP - HS10Bl - Unir 5G) Educitior., ivlanagemertc Systcms I1I, Inc.
Studcnr Activity Workbook - L7/I/B
Wmt{€ Hm€wwdww€emmc.ri'."Jor, -;%&,' LeNcu..\ct Wono Bax ri
Sqylistic Choices
n'olds,rnd ;thiitses rr'ith cotruotetions, nrer-rnirrq,rnd rorre, fiqr-Lr':rtive lirnqr,rlrqe,:rnd n,ord choice
RraprNc Brc loee: ANawzrr.*c Tnr,lrr
English 10A CP - HSl031 - Unir 5
@ Educ:rtion iVlanager:rcnr S;'srcms IIi, I:rc
Ke
H w wWhar do you linow nrbotrr rrour'
topic?Vhat do yolr want ro hrrorv.]a^,,, .rarrrr rn-i.)
Whe.e rvill yoLr f;nd rlrcinfornrririor-r for yor-rr ropic?
SruJcnr Activiry \\lorkbook ^ I\ / U 1)
Wmt{€ Hm€wedwe€t{em
ffi w w\X/har do yoit know irbor-ti \,our
copici
Whar do J/ou want ro ltno*,abour yoLrr topic?
S7here u'ill 1/oLr find rhe
inforr-narior-r for youl topic?
English 10A CP - 1"151081 . Llnic 5
O Educarion Nlanagcrrrcnt Sl,srcnrs 1II, Inc.
Srrrdelrr Activiry WoLkbook - lt / | / 13
KevWeae€ Km€wedwe€Hem
Concdols .#4. LaNcuacr Brc; lnra: Sryirsrrc Cuorcrs
Engiisir f 0A CP - H51081 - Unir 5
O Educariorr il'lanlgcincnt Sysierrrs III, lnc.
H w wV/har clo -r'ou rhinii you linow^l- ^.,- -,^.,,. -^,-l--)<1 UVLrr \ULrr LWIrlLr
Wl.rat r.ori 'rvarlt to linor.' rrbolLt
).or-rl ropic?
\fl-hc.r. do you rhink vou t'illiitrd rhe infbinrirtion ibr r.or-rr
toirici
Studcrrt Acriviry l'Vorkbool< - 1l/1/13
&c€r$ws€W $s 66@eceepm€eem €emdeec€ewc€€eee
Before You Read "Occupation Conductorette" by Maya Angelou
Wono Lrsr
i. tef-ttffic'errrjr - indepeudetrce (p. 79)
Sells*ffisienc), is ri4rai rnorivares nalr\r 1/oung adrilts to get a job alier hish school, firrthel their
educarior-i ol do borh sin-rultaneoltsh,.
2. ind.igrzatiou * arlger rhlr is a reacrion ro injustice or nleanness (p. 80)
Afrcr lisrening ro rhe nero,s srorir sf tl-re high schooi student that u,;rs shot ar-rd killed bv a
rreighborhooJ,'..,'*r.h volunreer', Sreven ro,as 6iecl rviih incligpation so he srarred rvririns a blos to
express his opinions and frusrrations.
3. dhtgj, - ir-r a dull, unvarf ing ivay (p. B1)
Hospirals rrralie Alfred anxious, so u'hen l-re rvalked rllrough the ding)'halhvar. to r.isii his uncle, he
had ro rake deep brearhs and rhink positir.e thoughrs so he rvould be tn good spirirs for l-ris uncle'
4. sz4sercilious- expressing an attitude of superioriry; conternPruous (p. 81)
Brenda and rhe rest of her- Organic Chemistry class are grorving tired of their profcssor's suPercilious
reaching sq'ie and d1s1r plan to go to rhe dean to complain.
7. hypocrisy- rhe act of saf ing one thing but doing another (p' 81)
Young rrorers can'r ignore rhe hyppgris)'of some the candidates thar are running for office.
B. tlexterotts - having or showing tnental skill (p, 83)
Serena Villiams is an agile plal.er on che court and rlexterous during intert'ieu,s, making her a rt'ell-
follor.ed rennis plal'er.
EngLish l0A - HS1081 - Unit 5
@ Educarion N'[:rrt:rgcrlcu! Systcms III,Inclrrsrrucror ivlanuzl - 1l lt/I)
ffie#eweYew ffiemffia 66&ceeepm€deme €emdwc€ewe€€eee
Woso Sruov
tsfRE€KEgHS, Thinli,rboirt rhe rncanins oFeach iralicized rvord. Then, answer the question.
1. lf a friend \var'rrs ro pror,e hel self-ulffcian j/to )'ou, rr,hat u,ill she probablv sav ro4tett )'oit offer to
lrclp lrcr?
2, Ifanacror|tasasuparci#ar-iatcirlrdedr-rringaniuten.ies',n,hacmighccireinten'ien'errvliteabortrhim?
j. Vhar needs ro be done to a room that is ditzg,?
4. If someone's remarls cause J/ou ro feel indignatiotz, r.''har might rhar person have said?
5. $7hat could a','egetariarr do that u'ould reveal his or her hj,pocrisl,?
6. Your friend is ver)' r/exterous in laneuage arts, so rn'hat does she probably like to do?
English 10A CP - HS108l - Unir 5O Educarion l\4ruaqc:rcrrt Sysrems III, Inc.
Srudenr Accivity \L/orkbook - tl l i /L)
ffie#ewe Wew ffiemdg 66@ecwpm€cem €wmdwe€ec-ed€eee
BERE€YE@ffiSr Th. Latir-r prefix supn'- rnerrls "above." Provide an cxDlliri-rrion for )r0Lrr Ans\\Ief to
eirch qr-resrion conrair-iirig ii rvorc{ u,itl-r the plefix srpci-: sttperfr-t<r,.rs, stll.rersede. snpe rsciitrr.
1. If yor,i lrave .irlpti'fl:!ous papet'in vot,r l'rrrclclrircli, clcl )rort rreed to save ir?
2. lf 1,otr wanr a new piece of 1'eur: arrr'l.ork to srtperscc{e the pictur-e on rhe g'all, r.4rar *'il1 r'ou do?
3. \i/'hen \.ou.uvtite a superscript on a jotirtlal entrl', rvhac har-e )'ou done?
English 10A CP - HS10S1 - Unit 5@ Educarion Nlanagc:lctrr Sysrerirs III, Inc
Scuderrt Acrivity Workbook - Ll /1 l13
ffic#wweWww ffiemss gg$eewffim€ewm €wmdwe€ewe€€eee
Wonn AN,a,Lysts
&ERE6YE&HS, Complete rhe elaphic orsrnize's Lrel,r*,tbL rhe selecrrd *'orcls.
B, Cartoon or Doodle roI-Ielp You Renremberthe Word
7. Related Words
6. Your Own Definition
Enelislr I0A CP - HS1081 - Unir5O Educauon Marrage::rcnr Sysrerr:s Iii,
1. 'Word:
self-sufftienc1,
KEY
VOCABULARY
5. Synonyms
Antonyms
2. Part ofSpeech andDefinition
3. Sentence fromContext and Page
4. Your Own Sentence
lnc.Srudcrrt ,{ctivity Wolkbook - 11 /1/ 13
ffic$we-e Yew fficmdg $6@eewpm€t$em ffiemdwe€ewe€€eee
8. Cartoon or Doodle ro
Help You Renremberthe lWord
7. Related Vords
6, Your OwnDefinition
Engtish 10A CP - HS1081 - U:rir 5@ Educarion M:ruagcmcirr Svsicurs III, Inc.
l. \X/ord:
indignatiort
KEY
VOCABULARV
5. Synonvms
Antonyms
2, Part ofSpeech andDefinition
sSentence fromContext and Page
s4. Your Own Sentence
+
Siudcrrr Activiry \\iorkbook - I1/I111
t2l
&c€$w6€W Bs ffiemdeffes WmwkshepDeterrnining Author's Perspective, Purpose, and Point of View
llrc follol,irrq irrFolrrrrrrioir is nor nc\\r. so ro nrrrlic rliinqs nrole inretesiing. r'orr rvill p;lLcicipitte iit il
rer.ierl'ganfe.
BERE$?[SH$: Ctrooseir:oprfte.r,ordL',rpkbeLou,ap<icompletetfie senrenceslf isll'1re,1,r',.,,]ri.rFrl.oid or phrase.
Tire aut/torls perspectiae in a iiterarv u,ork includes the I{
, and [3] rhe ar-rihor brings to the subject. An author's
pelspecrive derermines rl'hich derails he or she ir-rcludes. A rvriter t,ith firsthand experience of an event
mighr reporr his or her olvn reacrions as lvell as genera[1' linown facts. A s'ork ma]' combine several
perspecrives- For exan'rpie, a rvriter malr lsll q'hat it feit like to live through aI) evenc. In addition, dre
rl,riter may €xpress his or her presenr viervs of rhe experience. As vou read, look for details that suqgesr
the auth<;rt perspective.
Author's Purpose
An autltor's putl"pose is his or her
ro inForrn. explain, persuade, [5]
main [4] for rvriting. An author n:av seek
, or e'tertain. He or she mal' 1i5s have [6]
pufpose .
If an author's primarl' purpose is to irrform or persuade, the aurhor prese nts a
17l -rhe rnain point or argument about the subject. To explain and prove the
iacrs, and oth.r detaiis confirming rhetlresis, che author supplies sr:pport, [B]
thesis.
English 10A CP . HS1081 - Unir 5
O Educarion N'ianagerlerrr S1'stclrrs Ii1, Inc
reasoll
ir r rl orrren rq, --*b-"-^--"
describe
nartator
hel
evide ncr:
ern{-r ie n aPc-"r----""*-
PIOnOUnS
mole rhan one
ch,rr,rcte rs
attitudes
lr.o,r"o-
rhes is
Srudcnr Activir), Workbook - lI I 1 / !)
Alothe r'
&e€rf,w$€W &s fficm@effies Wewtuefteffi
s ir'le.
Poir.rr of \/ietv
JLe aLithor's choice of a [0] can a$eci ihe credibilin-, or believabiliti', oF a
sror\r Poinrofyiervisrfie pelspectiyefromrr,hichastor'lrisrold. Moststoriesareroldfromoneofthe
Folloi.r'i ng pelspectives :
Fit'st-persott poittt of aieu: thc nart'ator is or-re of the characrers and refers to i-rirnself or herself rvitl-r
I and nte- one kind of fir.sr-person narraror is the nair.e first-pefson
narraror. This r-rarrator under:rands less aboui evenrs in dte srory rhan rhe readels do.
Third-per.sorz point tf aieu: The narrator does not pardcipare in
ar-e referred to by rhe third-person PronoLlns
the1., and them. The narrator's poinr of rriew mal'
(a11-knorving), or ic may be limiied (restricred).
wa\r ar-iil:ot's :rchier.e llttrt-lose
. Word choict-, sentellce
is rluouqh theii'
lenqth, and cot-upiexitt'
style rhe 'r' ttse of
contriLlute to,ttt,tttrltot''siel
rhe [11]
F2l
E3l
rhe action.
he, she, irim,
be omniscient
English 10A CP - HSl081 - Unir 5
O Educariou Nlanagenrcrrr S1'srerns I1I, lnc.
Studcrrr Acririty Workbook - 11l1/L)
&e€gw6€W Bs ffiemdcwes WewffistuepPractice
BIRE€TI@HS: Use this orsrrnizcL to detcrmine r]re ai-ithor! Plrrpose fbr u'ririuq "occupario'Corrdtrctorcrte" .ttrd the p6i115 ol .'icr,' iltrd ;'tc15llsgrivc tltc ittttIot trxPrcsses i1 tltis sro;r'.
Imp ortant'Words/Phrases/Sentences
I(inds of Details
iltl
trtrn
Fircrs
Reasor-rs
Examples
Seirsorlr details
Other (explain)
Author's Purpose and Perspective
n lo informD To persuade
[] To describe
tr To enrertainPo". -..tirrc..
Errglish l0A CP - HS1081 - Unir 5(g Educariort Iv[anagcnrenr Sysrems III, Irrc.
Srudenr Acriviry Worl<book - lIl 1ll1
ffie€swc€W ffia ffifumvmc€ep &, ffiEe€ ffieweEepmcm€
B!RH€?H6MS| ur* rhis orsanizer
Identifu AnceloLr\ rnorivrrrions that
English l0A cP - HSl081 - unir 5
rg EducatiolL iVlanagerlent S1'srenrs iII, Lrc.
ro analyze rhe miiin cl'rai.rcter in "OccrLplrion Conductor€trc'-
help advance rhe srort,'.s plor and hel;', develop the srorr".s tiretne.
W'hat the Character DoesSfhat the Character Says
Hos,the Character Advances PlotHow the Character Develops Therne
Srudcnr Acrivity \\Iorkbook -- II / 7 | L)
&c€dws€W ffie €fume-me€ep &, ffiEwd ffiewcBepmem€
ldentifying Strong Textual Evidence
F!ffiE€YESH$: Use rlris gr-lphic orqanizer ro identify rire irrosr inrl:orrrrirr derails i' ''Occrrlniioii
Conductot:erre ."
Enelislr l0A CP - HS1081 - Unic 5@ Education l\4an:rgenrenr Syscems [II, Inc.
Detail about Character, Setting, Conflict lWhv It Is Imoortant
1.
2.
3.
I
).
Stude rrr Acriviry \\brkl:ook * 11l1/fi
tuffisffi@ffi RR
ASSHCN&4ENTS
Acrrvrn' 6: Porrnv REvrrr,v
Reading Standalds tbl Lireratrire: Iiey Ideas irnd Derail.s l-3' Reading Siandards ibl Literatr-rre: Craft arrd Strr,rciure 4-6
Laneuage Standards: Vocabulary AcqLrisirion and Use 4a-d; 6
Acttr,,rl T: Pnncrrcr wirH PoETtc FcR,\.1
Reading Standalds fbr Literaturc: Kel,Ideas rr,nd De rails I-.iReading Sianciards fbr Literature: Crafi and Strr-rcture 4-6
Acrrvrry B: ,AnnLyzrNC,\ CENTRAL IDEA cR TrirrirrI Rcading Standards fbr Literarure: I(e,r' Ideas and Details 1-3
' Reiding Standards for Literarure: Crafr and Srrucu.rre 4-6
Aclvrn'9: AN,+LvzrNc Wonn CHclcrs - MrnNlNc AND ToNE
, ,Language Standards: \'ocabularv Acquisirion and Use 4a-dReadi:rg Srandards for Lircrarure: Key ldeas and Derails 1-3
Reading Srandards for Literature: Crafr and Srruciure 4-6Langqag.- Standards: Vocabuiarv Acquisirion and Use 4a-d; 6
Acrrvrrv 10: lH,tponm,Nl Qursrros\ilriting Standards: Research ro Build and Present l(noiviedqe 7Reading Standards for Literarure: Kel,Ideas and Deiails 1
&e€Hwrx€W Ss ffiee€my fficwr*ewAs 1's1, ahe,rdt'knou', rhere is a irroper \vAy ro rpalyzc, discLrss, lrr-rc1 rer.j poerry. If rrotr wepr ro ar.l ilrrtlluSeLltll, fbotbtll galtlc, consrrlcriol sire, cogrt rool1, r-"rc.J rfier.e rvoLrid be specihc r.ocabr,rlar.\,t[ai1'or-t rvottld trse to discuss, rtsk questions and per.foinr funcrions. '1}e fbllorving rerms are neccssirry ilaccltrateh'anallzinq the elentents o[poeut,. Follon the direcrions be]ou,ro revieu,r,orr lnotleder ofDOetf \..
@!ffiEgYl@H$! Match the co'r'ecr u,ord ,o,irh its clef irior, ro resr ),or-rL. l.rorvleclee of rhe rrcader'iclalrguage. YotL can check l'our u,ork Llv looiiing; in rhc glossary lr rhe back of the rexrL'rook begirlningon p. Ri j.
A. ihe u'riier''s rrrirr-rde ror.,,ard hi.s or her. audiencernd subjcct
rheme
Z- tolle
3. 6gurative languaee
4. n:ood
5. denotarion
6. connoraiion
English fOA CP - HS1081 - Ur:ir 5
O Educ;rcion lvlanagerncrit S;,scems I]1, Inc
B. ihe feeline created in rhe reader b1' 2 111s1'"ry s'orkof passage
C. rhe dicrionarl' or lireral meaning of a rvord
D. r:he ser of ideas associared rn'idr a rvord's meaning
inro life revealedF t conrrrl nrccc.oP nr ineiolrr
rhroush a Licerarv work------if"^ * ^.'"*^j
rvriting or speech rhat is used to creare vividimpressions b). setting up comparlsons behveendissimilar thinss
16
S:udcrrc Activiq. Workbook - 11/I/I)
&e€ewc€W Ss ffiee€ww ffiewsew
Poetic Form
To irr-rili,soLrr.icls ancl ideas in ;r poem, a poe t rnay follos' a poetic.fot'rz, or sirlrctrtre , usinq'.t se t trumbeL
of iines. Some h,l.,,e a ulique rneter, o..hvth,t"t,,rnd,r r-rniqr,te Pilttefll of iltjatzes-
B!ffiHg?leH$i Co*plete the niissir-rg infbnrration rvith.in the charr. YorL can lcf'er to p- 671-672 of
your texibook ro check vollr '.tlls\lrers-
VillanelleElements
l4: rhree 4-line qr-Latrait-is + a
2-line coupletN*mber of lines
poets malt fbllot' ciifl-erent
Parterlls
usuallv ren si,llables ;rer lineNumber of syllables/each line
poets nlay follo.,l' difrerent
Parrerns.
Patterns ofaccetrts
aba, aba, aba, aba, aba, aba
idea.s in quatrains can answer
one anorher; coupiet is a
surnmary
Characteristics
English 10A CP - HS1o81 - Unir 5
G) Educario:r Nluagcrncut Sysrerrts III, Irrc
Srudcrrt Acrivicy \\/orl<book - 11/ 1i 1j
ffiedt$wtd€W Ss Fec€wy ffiewr$cwHow to Read Poetry
\T4te;l readinq poerfy, one shouid ie ird aloudAs vou Leird aloud, i'ea,1 iluenrlv aiid ldjLrsrremem[.rer to:
Fit'sr, r'ead tltrough slo*'l)' a.nd carefullr,. Mal<e sLu'r 116s undersLiir.rd rhe poenr'scourPlex rlrorrqhts a'cl rhar l,ou cilr proilource all the *,ords.Use pr-urctr-ratiort:rnd qroltpr s,ords for meirning. Do uor p:ruse ar rhe encl of a linelunless a pr,u'rctuation r-nar.li indicares rhar t,ou should.Slon, dou,n ro emphirsizc an idea or rhe sounds of q,ords.
The chart belorv shon,s horv to urark up a poem ro help l,on read ir flueltlir
BIRE€r|6HS: n" reading rates ha'e bee' excluded fro'r rhe chari beion,. Complete rl-re c6arichoosing one choice from rhe list belori
l1:pause slorv dorlr: speed up
R.efer to ?. 673 for revieg, or ro check t our n,ork.
Englislr 10A C? - HS1081 - Unir 5tcJ tcucf,lon .\4rrr.tgerrrcrrr Sl.srcrns [)i, Inc.
ro ap;xeciare and share rhe musical qualiries oFrhe poenr,
)'oul rc'lt-linq r:rre in rhe lollo.ving rvelrs. \Vhen re,rdinq,
by
Mark the Text Adjusting Reading RateCircle puncruarion marks.
Underline q'ords or sounds ro ernphasize.
Bracket phrases or groups of rvords ro readrogerher.
Scudcnr Acrivity Work'oook - 1 1l i / I l
ffie€HwH€W Fs Wwme€Hce we€ffi ffiee€xe Fewm
While You Read "My City"
SERE€TESHSI R""d ".t\'ly Cirrj' on p. (,77 alor.rtl, then answer the qr-restior.rs.
I. Horv nranv lines ,rle iii rhe poenr?
2. \X/h:rr is ihe rhi'n-:e scher:re of the poem?
i ln rvl.,rr rrneri,- fi,..-. ;- .l-= ,-^-,-. ,,,-i'.-n?J. rll \\lldL PUttrl Lvllrl rJ (rrL
furrrl \\'rrrLL
4. Reread rhe lasr for-rr lines of rhe poem. Vhich puncruation nar'l<s shou. that the last nvo lines.h^,'lrl rerei'e cr.eeiel emnheqis)
5. How do rhe last m'O lines stand out xsiJe fr^- rh. "^..i,1 "mphasis of the punctuarion?
While You Read "The Walcing"
EIRgg?l$H$i Reaa "The \7aking" or p. 685 aloud, rhen answer rhe quesrions below.
l. Hotry manl' lines nre in rhe poe rn?
2. Hou, man)'sranzas are in rhe poern?
3. Vhat ciraracteristics make dris poern a villanelle?
Enelish 10A CP - H51081 - Unir 5@ Education Ivlenegemcirr Sy-scens III, Inc,
IY
Studcrrr Acrir,iry \\/orkbook - 1I/1,/13
&c€r{wrfi€w Fs Fwme€dce w$€Ee ffiww€He ffiwwm4' Ho$'ha^s,rhe Iepetirior-r clf Iines i :rrrci 3 chrnced rheir.siq'ifi.ca.ce or trssociatecl lteli'es bv rhe e'rci
of tlte vlliaitelle a
5' In $4rar $'av should the plrtrcrr,tatio;'r in lines 7-9 affbct rhe pace ancl erlphasis of rheir r.eadipq?
While You Read Sonnet 1B
BlaE€flOHSi neaa sonner rB on p. 6g7, rhen ansrver rhe quesrio's beloq,.
1. Hou' many lines are in rire poen-r?
2. V'hat is the rhtme schemei
3. In u'har poetic for-m is riris poem wrinen?
4' In rvhar way does rhe couplet ac rhe conclr-rsion summarize rhe main idea of rhe poemi
Engiish 10A Cp - HS10g1 - Unir 5
Q Educariorr N4anagcnrcnr Sy'sccrrrs IIi, I:ic.Studcnr Acriviry, \Arorkbooli - Il/1/13
&c€Hwd€W ffis &mmHyetfm$ & ffiem€weB Hdem em BBBeSB€e
Choos.'ihree inrpot'tanr detirils from dil}-erent parts of rhe rext fbllon,ir-rg poer'rs. Remenrber ch,ir rhe.rederails niiqhr relare to the tlitju cl-raracters, rire settinq, rl:e cenu'al conllict, or everr rhe rirle. 'lher-r
lLse the orqanizel to anairze ltori' the iruthor r-rses rhese derails ro de,,elop the re-xr's rheme , or cenrralinessilgf .
Likc rlosi fcrnrs oIalr, diffelcur lrcoplc ri'ill qei diftcLenr ":rnsu,cLs" r,,'hen thev rrv ro fiqure orri ri,hrriil poejf i "t.irerlts". Poeriv is ar:rlrigr-ror-rs, which means there is rrrore than one right answer, Thisdoes not me,rn thar rher.e ar-e no !\rl.onq itnsurets**tltere arel A rvr.onq allsrver c:1rrfiof be .xpirrincd Lry
leai'nins,rbotrr rhe pocnr. lt is an expl,rnarion rhrc is prilled our oFrhc air. If vorr lb]lou'rirc rollorvingsreps: i.e,rdirig tlrc poerlr ser'.t'al tinres and cx;rnrining irs lirirgrr;ige, cmorions. aud svirrbolism,.yalsl:oulc{ bc c{i[c lo jusriJj, 1,our ic/trrs abotft t/tr poatn's rnea.nin,g b1' cltoosiitg specif c quotas anr/ c**pLtitrittg tt,hrrt
)'ou beli.erc tltc.1'117sn11, If rtott cntr do rhar, rhen t,our ruls\\/cr is correcr. If 1'e1, continue to examir.re rhe
poern, and le;u'n about rlie poet's lile and rhe peLiod of hisrorl' u4ren ir rvas ,,r,rirren, ),ou will undelsrandrhe poem nroie completell' 2t-r6 r1t an even deeper level.
B!nE€flGHS, Cotrrplete the eraphic organizer for each of the rhree poems.
"My City"
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Imp ortant Detaili'Vf'ord/Phrase:
What It Showsr
English 10A CP- HS108i - Llrrir 5
O Educarion Ma:ragcnrcr:t S1'stcr:r5 III, Inc
Lnportant DetailllWordiPhrase:
What It Shows:
Iv
Important Detail/WordlFhrase:
'Villrat It Shows:
Theme
Srudent Acrivirl, Workbook - II l1 lli
&c€svd€y ffi; &mmHgedxtffi & €emdrmE ESem ww H$eeERBe
"The Waking"
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Important Detaill\Word/Phrase:
\X/hat It Shows:
English 10A CP - HS1081 - Unir 5
i0 Educarion lvl:rrrrgcmcrrr Syseerls III, lnc.
+
Theme
Important Dctail/$(iord/Phrase:
What It Showsr
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Lnpor tant D etail/Yrord/Phrase:
'W'hat It Shows:
Scudent Acrivity $'orkbook - I I /1/ Ii
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Sonnet 18
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Important Detail/Word/Phrase:
W-hat It Shows:
English 10A CP - HS1O81 - Unrr5O Educ;rLiorr N4anagcrrrcnr Slsrenrs iJl, Irrc
+
Theme
Important Detail/'Word/Phrase:
'What It Shows:
Important Derail/WordlPhrase:
W.hat It Shows:
Srrrdcrrr Acrilicl, \\/orkbook - Il / ) /lj
effiffiffi@ffi & ffi
ASSECNMENTS
Acrrvln' I i : LaNcrracE WoRxsuop * Rcclrs/prrrrxrs/Sr,rrrrxesReadinc Sta'da'ds fbr Lirerarure: Crafi. a'cl Strr-rct'r:e 4Languaqe Srarrdards: \/ocabulary AcqLiisirion and Use 4a, b
Acrrvrv-,l2: Laxcrrrcr wcnrsnop - ptrNcrtrATroN rN clALrsrsLansuage Scardards: Cor:vcntions of Srandarcl English 2a
Acrrvtry 13: P;r.nqLLttrs,vr is wnirrNcLanguage Standards: Convenrions of Srandard English la, tr
Acrrvrn, 1zl; RrruRs oF THE WnrriNc pRocrss,Iajl.lt* Standards: Produmion and Disrribr.rtion of \y/ririne 5liTriting standards: Research to Build and present Knor.vrei'ge 7
Acrrvrrr'15: PEnroR,vnNcr Tr,sx - warrrNc Fr,..el Dnqrr (30 r,orNrs)Vriiing Srandards: Texr q,pes and purposes 2a_f; 3a_evriting srandards: Production and Disrribudon ofvririns 4-6Reading Standards for Literarure: Ke1, Icleas ancl Derails ILanguaee srandards: Co'ventions of Standard English 1a, b; 2a, cspeal<ing and Lisrening srandards: comprehensioir and collaboratio' ra
ffiw€dwd€W H Rs tummgwffiS@ WewksffieffiPunctuation in Clauses
-[ris lesson qLrickll, Levie$'s the pr,rncrr.ririion rhar is rreeded for s;',ecific c]truses. Yor: irave ,rlreldt'
reccived instrr:criot't on t\;Pcs oi:cl,r,r.cs end 1,11114111 rrion rlrrs urodeIed. brrr nor enrph,rsized. Wirlroutilccurate pr,Ltrctr.iatiou, a reader llli.l\- 11ot l<uott'ltou'io r:eld ,r specific rexr. Hrrr-i'q lirro*'ledge of ho*'to pLrnctlrate clauses rurd pienn'of practice develops vour artenrion ro derail. iu jusi rbout everv job
or care€r one needs to pay irttention ro cletai]. ]rr son:e cases, rl-re lacli ol ittteniion to detail c'ln ltnve
rr rr f a vo ra bl e consequellces.
What if n cltef did nor i'ea/ize thttt he or sltc r.u(ts nddingsugrrr iit-ctead of salt to lr snuor)t d;sh l;hc Clticleen
Alfrdo zuitlt fcrtttccinc? \Ylotrlc{.i)ou &rt it?
A comnra and a conjunction (and, brri, or') arc used ro join nr.o or more independenr clar-ises to fbrn-r
a con:por,rnd sentence.
Use a (;) semicolon ro join independent clauses rhar are not ioined b1,a conjr.inction. Additionally. use
a semicolon and a conjuuctir.e advelb (horvever, foL'e.rample, nevertheiess) follorved lr), ^.o,rl*a ro
join mrc independent clauses.
Finalll', use semicolons to separare irems in a series s,hen one or mofe of th.e items includes a cornna.
Examples:
7. Use s cottutn(,) utd a cottfinrctiort:
Jim rvill cook pasta, and i will pr-€pare rhe sauce.
Please hurr\', or we will be late.
2, Use n senticolon(;) ztlwt the clmrces nre not joittetlby n conyurctiarc:
HeJen is noL feeling rvell; please caLl the nurse.
The decorarions are frnished; ler rl:e parr-r'begin!
3. LIse s setticolort(;) ntd n cotrjturctizte ndz,erlt, follotuedlty n cottnno:
John r,vas absenr v-esterdal.; therefbre, he missec the quiz.
As a child, I was afraid of large dogs; hou'ever, youi dog has cured me oithat-
Here are commonly used conjuncrive adr.erbs. Nore their differenr meanings and uses-
To show similariry similarll', likewise'Io shoq'contrast however, nevertheless
To shoq, an effect or conclusion che refo re, rhus, co nseq uentllt, accordin el1t
To shov' an al[ernative insread, orhenvise'Io shov, additional or srronser infolmation additionally, furrhermore, rrloreover
To provide an example for example, for instance
English 10A CP - HS10Sl - Unit 5
O Educarion Mar,egcrrrcr:! Syscenrs III, Inc.
25
Str-rdcnr Acrivir), Workbooli - 1l / | I I)
fummgaxeffie WewHqsfuep * ffiwme€wm€Hem em €Hmwces4. Use senicolotrc(;) to seytnrnte itents irt n series tplrctt rstte or
\x/i'ne.s i' rhe essal, co'resf ir.ere fa*re-s Ari, fiLsr placer r\n:rrhird place.
Pnacrrcr A
tstRE€Fl@HSl Ettl-t se nte.ce is ''rissi'g ore or more semicolo*s. Add ser:ricolons(;) *,here rhe' are
lte eQec -
1. I live in Tex:rs, rvhere poirds do nor fleeze in rite rl,inter consequencly, I hacl ner.er.sk:rtecl on ir pond.
2' ]didn'tltaveanl'.\/armrvitrterclotiresaddirionaily, Idiclntrhinktobrinqm'sliares.
3' Luckili', mI'cousin Petros had e'ou-gh u,arm ciorhe-s ro share orhe^lrise, I rvould ha'e frozenl
4. He loaned r:re a rhick parka, u,l-rich fir perfecrll, i brought one rhai rvas too srnall.
5. He didnt have an extra pair of skares accordingll,, I renred a pair at the iocal sporring goods store.
Pnncrrcr B
BIRE€trISH$: Rewrite each pair of senrences as a single senrence. Follow tl,re direcrions inparenrheses. Remernber to place a conlna after a conjuncriine adr.erb.
I ' My great grandfarher gre\\r up i' France. He mo'e d he re in 1946. (Use a semicolon and houeoer.)
2' r;enf men \\rere called to duq' during the s,ar. L{e became a subrnariner. (Use a semicolon andthtrs.l
Errehsh 10A Cp - HS108t - Unir 5
'G) Educatio:r lviala{emenr S),sre:ns III, Inc
utore itettts ct'nrfaitrs fi conrlito:
Chin, second place; and Vlt,r'on Lee,
Scudcrrt Acriviry Worl<book - 11 / 1/ 13
fummffiwffiS& Wmmffisffimp * ffiwme€eem€eem em €HmwsesWorld \X,'ar il sulrmarines did uor have moden.r tecl:rnolosyandfor exantp[e.)
Iacl<ed son,rr- (I-Is. a semicolon
4. WithoLrt sotritr, thel'coLticl nor derecr othel subm:rrines. Trere q,ere pra11, colli"ions and close c,rlls(Use a semicolon and tlterefore.)
5- Gre:it Clatrdpa's srilrrrrarine:rnd its creu, r'emained safe, They \\/er.e very Iuckii (Use a semicolon.)
English 10A CP - FIS1081 - Linir 5
O EdLrciriorr i\'lrnlgc:ucrrr S1'srcrns IIT, Inc.
Thev
Scudenr Acrivitl' \.1/orkbool< - II / 1 / 13
&c€t$wrx€W H ffi; ffimwmHEeHaem t{m Wmc€t$HEW
Parallelistrr is the use of similar giarttmaric:rl for,ll. or- prlrrem-s ro express sinril-.rr. ideas. Oi-re ca' e'rlrratetlle qt',ttltnar of I seutetrce bv Jooliinq ar paiallel srrucrllrc. Ir jusc means rhar tlre srructLire/anirronl'/design of t'oLLr sentence is consistenr and billanced. JrLsr lilieivhat i,ou do io one side of an algebraic-^,,.'ri^,. ,-^,, 1..,,- .^ l^ -^ .1.- ^.1- r r l!!lL,(rLrulr'.rvLr rrrlvr Lo do ro the otlterl yoltf ser.ttence lus to be brlanced. 1l I senrence does not havef.irallcl sirllcILlles, ir t,ill cl'r:rnge rhe fiorl,of rhe g.r-jtir-ig from smoorh ro cho;:pv iurc{ ,rt4iu,rrld.
Examples:Parailel cortstrLicrions place equal ideas iu rvords, phrases, o:: clrnrses of similar fl,pes. Ideas ar€ norpalaliel if rhe gramm:rrical srructure shifi.s,
Sir:-rilar n'pes of u'ordsNon|rarallel: V/e u'enr fi.shing, snimrling, ancl on a hilie.(The phrase on a hike is a shifr in dre grammaricalsrrucrure.)Parallel: \7e u'enr 6shing, su'inrrnins, and hiking.
Similar o'pes of phrasesNonparailei: Helen enjoy's singine in the chorus aud ro sing in rl:e to.rvn cl:oir.(a preposiiioaal phrase is follo..ved bv an infinirive phrase.)Parallel: Helen enjovs singing in the chorus and in rl:e torvn choir.
Nonparallel: The;'wanr io practice, ro rnake progress, and plalrirlg a grear concerr.(The second and rhird phrases creare a confusing shifc in grammarical srruccure.)Parallel: They rvanr ro practice, ro make progress, and ro pla1. a great conc€rr.(Three infinicive phrases creare parallelisrn and shoiv equal ideas.)
Similar qypes of clauses
Nonparallel: Interesring hobbies include rhose rhar reqi-Lire imaginarion or buildingskiils.(an adjecrir.al clause creares a parallci srrucrure,)Parallel: Interesring hobbies include rhose rhat require imaginarion or manipulation.
Engiish l0A CP - HS1081- Unic 5tg Educarion lvlanage mcnr Sl,srenrs IIi, L.rc.
28
Stnderrr Activir,r' \4/olkbook - Il/I/I)
&e€Hwru€p 6 ffie ffimm-mHBeH6sm $m Wpm€tHmW
Practice Using Parallel Structures
SnRE€EE@HSl R"o,rite e,rch senrence so rhar ir conrtrins pa.allel strlrctlrres.
1. Arrqrlit.r loi,cs slirricborrrci inq,rnrl ro ski.
2. She h;rs stlonq mLrscles, good b,rlance. and is fearless.
3. She beg,rn skareborrding u'hen she rvas five and skicd since she rvas eighc.
4. This 1,g2r-, she srarted reaching orher kids and u'orks in rlre ski .shop.
5. She says rhat when peopLe ski, the1. must use their legs, their- arms, and chink, too.
5. It rvas rhe studeni n,lto rvas a r.er]' timid skier at first and rvho had a hard time with his balance.
7. Angelica urged hirn ro keep praciicing, workhard, and overcoming his flears.
Errglisir 10A CP - HSIOS1 - U:rir 5
O Edr:c;rriorr IVlanagcruc:rt St,stcr:rs III, Inc.
29
Scudenr Acrivity \Vorkbook - 11l1/13
8. Im:-,gine horo' ltrotrd shc ro'
ffie€t$wd€W ffimwmHBeHcsm wm Wwc€cmg
L) ' After rhar' Angelica sr.tggested thirt lte become a skiing reacher- arrcl to helg, 1,6u11qsr sl<iers ad.,a,rce.
i 0. Todai', he rvorks ar che slii schooi r'd bei'g a gr-ear slaior:r siiier.
t t t' j: hard for Angelica to ren-retnber him as rhe sruderr q,ho was afraid. of losing his balance andIalIlng,
English l0A CP - FIS1 0S1 - Urir 5O Education fu{anagen.rerlr Sl,srcrns II[, hc.
Hffig
as s'herr h.' u,or-r the rrrce trnd rlrar-riie d het fot lrcr srr;.,;>or r.
Srudcrrr Acrivirl. \4/orkbooil - .t]rl1l13