Station 1 Handout
Station 1 Handout
1. In line 10, the word “ambivalent” most nearly means
A) unrealistic.
B) conflicted.
C) apprehensive.
D) supportive
2. The passage indicates that the assumption made by gift-givers in lines 41-44 may be
A) insincere.
B) unreasonable.
C) incorrect.
D) substantiated.
3. Which choice provides the best evidence for the answer to the previous question?
A) Lines 53-55 (“Perhaps... consideration”)
B) Lines 55-60 (“According... relationship”)
C) Lines 63-65 (“As... consideration”)
D) Lines 75-78 (“In... relations”)
4. As it is used in line 54, “convey” most nearly means
A) transport.
B) counteract.
C) exchange.
D) communicate.
5. In sentence 25, “to wit” means…
6. Which words from sentence 81 help the reader understand what “expenditures” means?
7. In your own words, what does “intuitive” mean in sentence 46?
8. The “social psychologists” mentioned in paragraph 2 (lines 17-34) would likely describe the “deadweight loss”
phenomenon as
A) predictable.
B) questionable.
C) disturbing.
D) unprecedented.
9. What do the words “multiple attribution errors” mean in sentence 34?
10. Which words from sentence 68 help the reader understand what “puzzling” means?
11. What do the words “theoretical terms” mean in sentence 75?
Station 2 Handout
A. Open the following link on your electronic device
a. https://goo.gl/am1Z23
B.
C.
D.
E.
Listen to the audio of Martin Luther King Jr.’s “I Have a Dream” speech.
While listening, answer the questions below.
The speech is about 17mins long, you must work while you listen in order to complete the work on time.
You can use the transcript on the back of this handout to follow along.
Answer the following questions:
1. Identify 3 different examples of rhetorical devices used in the speech. Name the rhetorical
device, copy the example & explain why it is your named rhetorical device.
2. The author links the occasion of his speech to the Emancipation Proclamation by using
biblical language (reminding listeners that he is a minister), and defined his personal author
to establish what? (1 sentence)
3. Dr. Martin Luther King Jr. uses the metaphor “we will not be satisfied until justice rolls down
like waters and righteousness like a mighty stream” to convey to the audience… (2 sentences)
4. Why did Dr. King write this selection? (2 sentences)
5. Why does Dr. King include details of certain members of his own family? (1 sentence)
6. Why does Dr. King organize his speech in the way presented? Think about the various
figurative languages used, the order, emphasis, historical references etc… (3 sentences)
Station 2 Handout
I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the
history of our nation.
Five score years ago a great American in whose symbolic shadow we stand today signed the Emancipation
Proclamation. This momentous decree is a great beacon light of hope to millions of Negro slaves who had been seared in the
flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But 100 years later the
Negro still is not free. One hundred years later the life of the Negro is still badly crippled by the manacles of segregation and
the chains of discrimination. One hundred years later the Negro lives on a lonely island of poverty in the midst of a vast ocean
of material prosperity. One hundred years later the Negro is still languished in the corners of American society and finds
himself in exile in his own land. So we’ve come here today to dramatize a shameful condition.
In a sense we’ve come to our nation’s capital to cash a check. When the architects of our Republic wrote the
magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which
every American was to fall heir. This note was a promise that all men—yes, black men as well as white men—would be
guaranteed the unalienable rights of life, liberty and the pursuit of happiness. . . .
We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative
protests to degenerate into physical violence. . . . must not lead us to distrust all white people, for many of our white brothers,
as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny.
. . . We cannot walk alone. And as we walk we must make the pledge that we shall always march ahead. We cannot
turn back. There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied
as long as the Negro is the victim of the unspeakable horrors of police brutality.
We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of
the highways and the hotels of the cities.
We cannot be satisfied as long as the Negro’s basic mobility is from a smaller ghetto to a larger one. We can never be
satisfied as long as our children are stripped of their adulthood and robbed of their dignity by signs stating “For Whites Only.”
We cannot be satisfied as long as the Negro in Mississippi cannot vote and the Negro in New York believes he has
nothing for which to vote.
No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a
mighty stream. . . .
I say to you today, my friends, though, even though we face the difficulties of today and tomorrow, I still have a dream.
It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up, live out the true
meaning of its creed: “We hold these truths to be self-evident, that all men are created equal.”
I have a dream that one day on the red hills of Georgia sons of former slaves and the sons of former slave-owners will
be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state
sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and
justice.
I have a dream that my four little children will one day live in a nation where they will not be judged by the color of
their skin but by the content of their character. I have a dream . . . I have a dream that one day in Alabama, with its vicious
racists, with its governor having his lips dripping with the words of interposition and nullification, one day right there in
Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today . . .
This will be the day when all of God’s children will be able to sing with new meaning. “My country, ’tis of thee, sweet
land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim’s pride, from every mountain side, let freedom
ring.” And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New
Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of
Pennsylvania. Let freedom ring from the snowcapped Rockies of Colorado. Let freedom ring from the curvaceous slopes of
California.
But not only that. Let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of
Tennessee. Let freedom ring from every hill and molehill of Mississippi, from every mountain side. Let freedom ring.
When we allow freedom to ring—when we let it ring from every city and every hamlet, from every state and every city,
we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and
Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last, Free at last, Great God amighty, We are free at last.”
Station 3 Handout
Station 3 Handout
Complete the graphic organizer prior to answering the following questions.
1 How are the train and the speaker similar?
A Like the train that has a schedule to keep, the speaker has an approaching responsibility.
B Like the train that brays and boasts, the speaker acts in an overly proud manner.
C Like the train that travels at midnight, the speaker prefers to work during the night.
D Like the train that stays on a straight course, the speaker avoids change.
2 Which line from the poem best expresses the speaker’s sense of dread?
F Line 2: and it’s midnight,
G Line 7: and needed rest.
H Line 8: When I lie in wait
J Line 15: from so many miles away . . .
3 The metaphor in the first stanza is used to emphasize that the —
A speaker behaves like a small child on the weekend
B speaker’s weekend of fun and relaxation is over
C speaker uses the weekend to organize things
D speaker’s time is wasted during the weekend
4 The poet uses a simile in lines 23 and 24 to reveal that the speaker —
F wants to be outside
G cannot get comfortable
H does not like fishing
J might be having a dream
5 Dividing the poem into two stanzas allows the poet to —
A compare the speaker’s schedule with the train’s schedule
B ask questions to keep the reader guessing about what will happen
C contrast the speaker’s feelings about weekends and Mondays
D incorporate reminders for the reader about where the action takes place
6 The train is important to the poem because it represents —
F reflecting on the past
G visiting distant places
H following a planned routine
J interrupting peaceful memories
7 The poet likely intends for the last two lines to express the speaker’s —
A regret over the experiences of the weekend
B concern about doing well in school
C fear of the arriving train
D anxiety about the coming day
Station 4 Handout
Station 4 Handout
1. Create the following frayer model on both sides of the poster paper.
My Definition & Image
1.
2.
1.
1.
2.
2.
2. With your group, complete the frayer model for two of the following words:
Antipathy – sentence 34
Poignant – sentence 42
Pittance – sentence 61
Faculties – sentence 15
Sentinels – sentence 53
Malignity – sentence 52
3. In the center circle write the word you are analyzing.
4. All group members must contribute to this activity in order to earn full points.
Station 5 Handout
A Gift from a Ghost by Mike Cox
1 I’d had a great day catching my limit of red snapper, but eight hours on a boat out in the Gulf of Mexico under a summer sun wrings out a lot of
energy along with the sweat. Now, though, having enjoyed a long shower and fried shrimp for supper, I sat with my wife on the balcony of our
rented condo four stories above a South Padre Island beach, taking in the surreal scene below as dozens of moving flashlight beams played back
and forth across the sand.
2 The roar of the surf all but washed out the excited squeals of the kids below as they scurried here and there chasing ghosts—ghost crabs
(Ocypode quadrata). It’s the seaside version of catching fireflies and putting them in a jar, except that the crabs are bigger than bugs, about the
size of a small child’s fist.
3 Our daughter Hallie opened the sliding-glass door and joined us on the porch. “Daddy, I want to go catch some crabs,” she said. I tried at first to
beg off, but she persisted. Finally, realizing how disappointed she would be if we didn’t go, I gave in. Looking back, I’m sure glad I did.
4 Ghost crabs, whose pale coloring blends in so well with the sand that they seem to disappear, are so named because they primarily come out at
night to scavenge the beach for food—from sand fleas to dead fish. During the day, these crustaceans spend most of their time digging, cleaning
and repairing their burrows. And they dash to the water’s edge several times a day to wet their gills, thereby enabling them to extract oxygen from
the air.
5 With large, black eyes on the ends of long, vertical stalks, ghost crabs have excellent 360-degree vision—and a startling appearance. They also
live up to their genus name, Ocypode, which is derived from a Greek phrase that means “swift-footed.” When ghost crabs spot something
threatening or bigger than they are—like a little girl with a flashlight and a green plastic bucket with a yellow handle—their eight legs can propel
them up to speeds of 10 mph.
6 Operating on pure fight-or-flight instinct, the crabs don’t realize it’s all just a game when a kid is on their trail. If captured, they don’t get cooked
or even kept for “life.” A seasoned crab chaser, Hallie only holds them in her partially sand-filled bucket overnight. She releases them on the beach
the next morning, none the worse for wear.
7 On a good night, she can round up a dozen or more crabs in an hour. And each year, she gets better at it. Now on the verge of being too cool for
such childish behavior, especially with her dad tagging along to offer an extra light as well as parental supervision, she could offer ghost-crabbing
lessons:
• The bigger crabs, maybe 3 inches wide, tend to be found farther from the surf.
• Those larger crabs, though not as common, run slower and are easier to catch.
• Bigger crabs are best captured by throwing sand on them. When the sand hits them, they usually stop running and dig in. But they
seldom get deep enough to save themselves from a bucket ride.
• Sometimes, a particularly sizable crab will turn and stand to fight, its pinchers snapping menacingly in the air. Keep the crab occupied
while your buddy sneaks around and catches it from behind. And try not to let it pinch you.
8 Despite the experiential knowledge Hallie has gained on our annual trips to South Padre, a crab taught father and daughter a lesson neither of us
has forgotten.
9 As we walked along the beach on the night that I tried to get out of going with her, Hallie’s flashlight beam soon locked on a hefty crab scooting
rapidly across the sand on its spindly legs. I tried to keep my flashlight trained on it as it zigged and zagged. The chase went on and on, a human–
crab version of “America’s Scariest Chase Videos.” Finally, Hallie got it cornered, tossing a handful of sand on it.
10 “It’s daring us,” she said, moving in for the capture. I looked closer and saw its larger of two claws extended and ominously opening and closing
in a silent warning to back off. Then I spotted something shiny in the circle of light my flashlight made: coins. The feisty crab had drawn its
figurative line in the sand surrounded by coins. “Looks like somebody lost some money,” I said.
11 Hallie waited for the right moment and snatched the crab as I started collecting the scattered coins—an assortment of quarters, dimes and
nickels. Catching her breath after the spirited race, Hallie began to process what had just happened. “He led us to treasure,” she said. “He paid for
his freedom.” Thinking for a moment, she added, “I’m gonna let him go.”
12 “Good idea,” I said, busy counting the ransom money.
13 As treasures go, it wasn’t much. A little more than $3, barely enough for a caffe latte. But treasure, I began to realize, is not just money. That
night’s real treasure was the chance to experience a real-life fairy tale with a young princess. Not only had the crab led us leprechaun-style to a
small pot of gold—well, contemporary silver coins—it had turned the tables and captured us in a special father-daughter moment.
14 As I pocketed the gritty change, Hallie reached in the bucket, pulled out the crab and gently released it. We both watched as it hurried away, its
own story to tell.
Station 5 Handout
Answer the following questions:
1 Complete the chart.
2 The author uses a bulleted list in order to highlight — (include a 1 sentence justification)
F ways to avoid being pinched by a crab
G tips for being successful at capturing crabs
H the various sizes of crabs found on the beach
J the advantages of being an experienced crab chaser
3 Which sentence suggests that catching crabs is a popular activity on the beach? (include a 1 sentence justification)
F A seasoned crab chaser, Hallie only holds them in her partially sand-filled bucket overnight.
G Operating on pure fight-or-flight instinct, the crabs don’t realize it’s all just a game when a kid is on their
trail.
H It’s the seaside version of catching fireflies and putting them in a jar, except that the crabs are bigger than
bugs, about the size of a small child’s fist.
J When ghost crabs spot something threatening or bigger than they are—like a little girl with a flashlight and
a green plastic bucket with a yellow handle—their eight legs can propel them up to speeds of 10 mph.
4 The author includes the detailed description of ghost crabs most likely to — (include a 1 sentence justification)
A help readers relate to the challenge of capturing the crabs
B demonstrate that he is knowledgeable about sea life
C explain why he values the time he spends at the beach with his family
D motivate readers to learn more about the characteristics of the crabs
5 What is the most likely reason why the author is glad that he agreed to Hallie’s request? (include a 1 sentence
justification)
A He witnesses Hallie capturing the largest crab she has ever chased.
B He understands that catching such a large crab can be a challenging task.
C He recognizes that finding money on the beach at night is an unusual event.
D He realizes that Hallie is reaching an age when she will no longer want to chase crabs.
6 What can readers conclude about Hallie based on her father’s description of their experience with the crab on the
beach? (include a 1 sentence justification)
F She respects the crab’s efforts to avoid being captured.
G She realizes that she needs her father’s help in order to catch the crab.
H She is not very experienced at catching crabs.
J She thinks that chasing crabs is an activity that families should do together
7 In which sentence does the author use an analogy to express the significance of the night on the beach with
Hallie? (include a 1 sentence justification)
F As I pocketed the gritty change, Hallie reached in the bucket, pulled out the crab and gently released it.
G Despite the experiential knowledge Hallie has gained on our annual trips to South Padre, a crab taught
father and daughter a lesson neither of us has forgotten.
H Not only had the crab led us leprechaun-style to a small pot of gold—well, contemporary silver coins—it
had turned the tables and captured us in a special father-daughter moment.
J The feisty crab had drawn its figurative line in the sand surrounded by coins.
Station 6 Handout
Station 6 Handout
1. Complete the graphic organizer.
2. Create the following graphic organizer on chart paper.
3. With your group fill in the graphic organizer.
4. You must work together with your group members in order to receive full points.