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Bellwork 4/23 Dear Editor: I am opposed to the closure of the Main Street Library. I treasure this neighborhood resource and want it to remain a library, open to the public. I am upset with the library board's recommendation to close this branch. The board incorrectly states that Main Street Library is the least popular branch. Due to prior cutbacks, the branch is only open three days a week. The library's use is determined by how many people visit daily. It is hard to use a closed facility. I understand that the city faces tough financial times and that cuts need to be made citywide. However, the only cuts in last year's budget were at the expense of the city libraries. No one should support the closing of our library. Other letters have addressed this issue far more eloquently than I have. I simply want to add my opinion to those who have already spoken out in favor of keeping all remaining libraries open. I empathize with residents living near the recently closed Center Street branch who must drive to other branches. P. Brown 1. Which sentence in the letter shows bias? A. Due to prior cutbacks, the branch is only open three days a week. B. The library's use is determined by how many people visit daily. C. However, the only cuts in last year's budget were at the expense of the city libraries. D. No one should support the closing of our library. 2. Which statement shows that the author of the letter is open to other viewpoints? A. I treasure this neighborhood resource and want it to remain a library, open to the public. B. The board incorrectly states that Main Street Library is the least popular branch. C. I understand that the city faces tough financial times and that cuts need to be made citywide. D. I simply want to add my opinion to those who have already spoken out in favor of keeping all remaining libraries open.
Story Starter Read the following description of a Trickster: "Teachers and parents know the Trickster well, because there is one in every classroom and every large family. Trickster is the class clown, the child who seems to have a genius for walking a thin line between fun and trouble, the child who is always 'up to something'" Do you know someone who fits this description? If so write briefly about this real-life trickster.
Read "Charles" on pps. 297-303 and answer the following questions: 1) How does Laurie change when he starts kindergarten? 2) How does Laurie feel about Charles? 3) How can you tell? 4) Since the time when Jackson wrote this story, concern about child abuse has grown and disciplinary methods used in schools have changed. In your opinion, which of the punishments Charles receives during the first week of school are appropriate? Why? 5) Which do you believe are inappropriate? Why? 6) If you had been Charles's teacher during that first week of school, what punishments would you have given him? 7) What are the differences Laurie lists between himself and Charles? 8) What was the reason Laurie's mom could not go to the first Parent-Teacher meeting? 9) After Charles kicks the teacher's friend, how do you feel about him? Why? 10) Do you think Charles will be thrown out of school or will he behave differently? Why do you think so? 11) What might make his behavior improve? 12) After the third and fourth weeks of school there seems to be a change in Charles? How has he changed? 13) What has caused the change? 14) What do you think caused Charles to start behaving badly again? 15) Why do you think Laurie's mom is anxious about approaching the teacher at the PTA meeting? 16) According to the teacher who has had trouble adjusting but is now a good helper? 17) What can you infer from the teacher's last remark? 18) Should Laurie's mom have known the truth sooner in the story? What clues was she given? On p. 304 do questions 1-6 and the Reading Check
4/23 Critical Thinking Write a brief dialogue that takes place between Laurie and his mother after they get home from the PTA meeting.
Bellwork 4/24 The Coming of Arthur (paraphrased excerpt) Alfred Lord Tennyson Leodogran, the King of Cameliard, Had one fair daughter, and none other child; And she was the fairest of all flesh on earth, Guinevere, and in her his one delight. For many a petty king before Arthur came Ruled in this isle, and ever waging war Each upon other, wasted all the land; And still from time to time the heathen host Swarmed overseas, and destroyed what was left. And so there grew great tracts of wilderness, Where wild beasts were ever more and more, But man was less and less, till Arthur came. For first Aurelius lived and fought and died, And after him King Uther fought and died, But both failed to make the kingdom one. And after these King Arthur for a space, And through the use of his Table Round, Drew all their petty princedoms under him, Their king, and made a realm, and reigned. 1. Look at the plot diagram. What is the resolution of the poem? A. Arthur brought everyone together at his round table. B. Arthur waged war against all the petty princedoms. C. Arthur met and fell in love with the beautiful Guinevere. D. Vikings swarmed in from abroad and destroyed everything. 2. What background information would most help a reader to understand this poem? A. knowledge of King Arthur and the knights of the Round Table B. knowledge of King Uther and the terrible beasts in the woods C. knowledge of the kingdom of Cameliard D. knowledge of ancient sword fighting Climax Rising Action Falling Action Introduction Resolution
Name-calling an attack on a person instead of an issue
Bandwagon appeal tries to persuade the reader to do, think, or buy something because it is popular or because “everyone” is doing it.
Red Herring an attempt to distract the reader with details not relevant to the argument
Emotional Appeal tries to persuade the reader by using words that appeal to the reader’s emotions instead of to logic or reason
Testimonial attempts to persuade the reader by using a famous person to endorse a product or idea
Repetition attempts to persuade the reader by repeating a message over and over again
Sweeping Generalization (Stereotyping) makes an oversimplified statement about a group based on limited information
Circular Argument states a conclusion as part of the proof of the argument
Appeal to numbers, facts, or statistics attempts to persuade the reader by showing how many people think something is true
Plain Folks tries to convince the reader that the candidate is a regular person
Transfer uses symbols, quotes, or the images of famous people to convey a message not necessarily associated with them.
Fear convinces the reader that something bad will happen unless things change
Logical Fallacy draws conclusions from one or more established premises.
Glittering generality words that have different positive meaning for individual subjects, but are linked to highly valued concepts
Card Stacking selective omission
Author's Purpose and Bias http://www.laflemm.com/dynamic/online_practice.php?practice_id=28 Read the two Articles "Year-Round School is the Answer" and "S.O.S." (Save Our Summers!) Create a diagram to show the differences in the arguments in both articles and point out any bias in the articles. How do you feel about the issue?
4/24 Critical Thinking Create your own ad using a propaganda technique.
Bellwork 4/25 The New Housing Development I wish to speak out against the construction of the new housing development because of my sense of duty to the community. My name is Patricia Dawson. I have been a professor of city planning at Vermont University for fifteen years and a citizen of Banesville for the last twenty-five years. I am sixty-five years old. My views have been shaped by my work as a conservationist here and elsewhere for about thirty years. The city must be made aware of the impact that this construction will have on Griffin Woods and the animals that live there. Marston Creek, which runs through the woods, will have to be re-routed. The stream will probably become polluted and will be unable to support the abundance of fish that live there now. There are a number of rare species of birds that will have no home once the big trees have been cut down. For years, city dwellers have hiked the beautiful trails, winding their way through Griffin Woods. Those trails will be bulldozed. Quality of life matters to all of us. The quality of our lives has been made better by the presence of this peaceful place within our city. It has changed our whole environment. I appeal to your sense of community. Don't build this housing development! 1. Which position does Professor Dawson support? A. the bulldozing of hiking trails B. the re-routing of Marston Creek C. the preservation of Griffin Woods D. the building of a new housing development 2. Which type of persuasive technique is the author of this selection using? A. expert opinion B. statistics C. glittering generality D. bandwagon 3. If the housing development is built, what will be the effect on both people and animals? A. They will complain to officials. B. They will be deprived of recreation. C. They will have to live elsewhere. D. They will lose a peaceful place. 4. Which statement from the selection best supports the argument that construction will have a negative impact on Griffin Woods and the animals that live there? A. I have been a professor of city planning at Vermont University for fifteen years and a citizen of Banesville for the last twenty-five years. B. My views have been shaped by my work as a conservationist here and elsewhere for about thirty years. C. There are a number of rare species of birds that will have no home once the big trees have been cut down. D. The quality of our lives has been made better by the presence of this peaceful place within our city.
Verbal Irony When a person says or writes one thing and means another. Another word for it is Sarcasm. Write/Draw another example of Verbal Irony
Situational Irony When the outcome of a situation or story is different than you expected or the characters expect Write/Draw another example of Situational Irony
Dramatic irony When the audience knows something the characters do not. Write/Draw another example of Dramatic Irony
Read the story "The Ransom of Red Chief" and answer the following questions: 1. What point of view is the story written from? 2. What is ironic about the name of the town Bill and the narrator visit? 3.Why did Bill and the narrator chose the child that they did? 4. What did the boy look like? 5. When the narrator saw the boy throwing rocks at the cat, should he have known something was wrong? 6. What is the type of irony that is shown about the boy? 7. What is the reason that the boy says he doesn't want to go home? 8. What will happen to Bill in the morning? 9. How is the kidnapping turning into a case of situational irony? 10. What does the boy do to Bill on the second day of his kidnapping? 11. What does the narrator threaten the boy with to make him act better? 12. Why do you think Bill and the narrator sign the letter the way they do? 13. What does Ebenezer Dorsett's letter reveal? 14. How is the ending an example of irony?
4/25 Critical Thinking Create a chart that shows the different types of irony from “The Ransom of Red Chief”
Bellwork 4/26 1. Rank the following resources from greatest reliability to least reliability for an essay on "War in Iraq." 1. Newspaper article, "War in Iraq," by a war correspondent 2. Tabloid article, "What They Don't Let Us Know" 3. Internet site on Iraq and the postwar period 4. Journal of a soldier serving in Iraq A. 3–2–4–1 B. 3–1–4–2 C. 1–3–2–4 D. 1–4–3–2 2. What is the correct way to rewrite the following sentence? Are you to going too the store, two? A. Are you two going too the store, to? B. Are you too going to the store, to? C. Are you two going to the store, too? D. Are you to going two the store, two? 3. Which sentence is written correctly? A. France give the "Statue of Liberty" to the United States. B. Thousands of people takes a ferry every day to see the statue. C. In the 1980s, many people sat out to raise money to repair the statue. D. The repairs were completed in time for the statue's one hundredth birthday.
First-Person -the narrator is a character in the story -the reader only shares what the narrator sees, is a part of, or learns about -uses pronouns such as I, me, my, our, and we -the reader participates in the story As I walked up the hill, I realized that the atmosphere was just too quiet. There was no sound from the cardinal who was nearly always singing from the top of the maple tree. I thought I saw a shadow move high up on the slope, but when I looked again it was gone. Still, I shuddered as I felt a silent threat pass over me like a cloud over the sun.
Second-person -narrator tells the story to another character -uses pronouns such as you, your, and yourself -rarely used in fictional materials As you walk up the hill, you realize that the atmosphere's just too quiet. There's no sound from the cardinal you know is almost always singing from the top of the maple tree. You think you see a shadow move high up on the slope, but when you look again it's gone. You shudder as you feel a silent threat pass over you. You feel cold, like a cloud just passed over the sun.
Third-person Limited -narrator is not a character in the story -narrator is only revealing the inner thoughts of 1 or no character at all -usually gives names of characters -pronouns used are he, she, they, etc. As she walked up the hill, she realized that the atmosphere was just too quiet. There was no sound from the cardinal who she so often heard singing from the top of the maple tree. She thought she saw a shadow move high up on the slope, but when she looked again it was gone. Nevertheless, she shuddered as she felt a silent threat pass over her. It felt like a cloud creeping over the sun.
Third-person omniscient -narrator is not a character in the story -narrator sees all characters -reader shares thoughts and feelings of all characters As the girl walked up the hill, she realized that the atmosphere was just too quiet. The cardinal tipped his head back and drew breath to sing, but just as the first note passed his beak he heard the crack of a dead branch far below his perch high in the maple tree. Startled, he looked down, cocking his head to one side and watching with great interest while the man rattled the blades of grass as he tried to hide himself behind the tree. As the man saw her start up the hill, he moved quickly into the shelter of the huge old maple tree. If she saw him now, everything would be ruined. She thought she saw a shadow move high up on the slope, but when she looked again it was gone. The man thought if he could stay hidden until she came within range, she'd have to talk to him. Wouldn't she? The girl shuddered as she felt a silent threat pass over her. It felt like a cloud creeping over the sun.
Read “After Twenty Years” on pps. 358-360 Questions 1-5 and Reading Check on p. 363
4/26 Critical Thinking Write about a day in the life of a non-human object. Make sure to use pronouns for that object. Give it some dialogue and/or thoughts.
Bellwork 4/27 Rocky Road Candy Rocky road candy is a tasty no-bake dessert that features delicious chocolate, chewy marshmallows, and sweet cereal pieces. This fun treat is great for those late night cravings during a TV-fest. Ingredients: 2 lbs. white or dark chocolate candy morsels 3 c. sweetened colored cereal 3 c. unsweetened cereal 2 c. miniature marshmallows, colored Directions: Melt candy morsels slowly in a double boiler, but do not permit it to boil, or the candy will harden too quickly. Grease the bowl to prevent adherence to the sides. Mix cereals together in a large bowl and pour the melted candy over them. Mix thoroughly, add colored marshmallows, mix again, and then drop by tablespoonfuls onto waxed paper. Cool until firm. Makes about 3 dozen. For variations, you can add 1 cup pecan pieces, 1 cup unsalted peanuts, 1/2 cup broken pretzels, or replace the marshmallows with raisins. 1. If you use another recipe that involves melting chocolate, what should you remember to do? A. Always melt the chocolate in a microwave. B. Let the chocolate melt slowly, rather than boil. C. Use liquid chocolate so it does not have to be melted. D. Allow the chocolate to come to a full boil. 2. The recipe says, "Mix thoroughly, add colored marshmallows, mix again, and then drop by tablespoonfuls onto waxed paper." By dropping tablespoonfuls of the mixture onto the waxed paper, what will you be doing? A. placing equal amounts of the mixture on the paper B. placing a small quantity of liquid on the paper C. mixing the ingredients again D. preventing the mix from boiling 3. How does the organizational pattern of the recipe help the reader? A. The recipe provides the directions in a bulleted list to make them easier to follow. B. Ingredients are listed first so that the cook can gather them together before starting. C. The entire recipe is written in paragraph form to catch and hold the reader's attention. D. By glancing at the list of ingredients, the cook can determine whether cooking is required.
-after test finish any work you did not finish this week and turn it in
