Core Skills Workout: Mood
Drama: The Rocket’s Red Glare, pages 10-16
September 2014
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Name: ___________________________________________________ Date: ________________________
Exploring Mood
Mood is the feeling the reader gets from reading a piece of writing. Another way to describe mood is atmosphere.
When you walk into a place, it has an atmosphere that makes you feel a certain way; when you “walk into” a story, it too
has an atmosphere that creates a feeling. Authors create mood through word choice, imagery, dialogue, setting, and plot.
Directions: Read The Rocket’s Red Glare, then answer the questions below to explore the mood of different scenes.
1. The mood of Scene 1 is welcoming and determined. Which details help create this mood?
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2. Consider the mood of Scene 2.
A. Circle the word that best describes the mood of Scene 2.
disappointed
anxious
exhausted
B. How do the stage directions—that is, the lines in the narration that describe the characters’
movements—contribute to that mood?
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C. Which other details in Scene 2 help create the mood?
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3. What is the mood of Scene 5? Choose a line in Scene 5 and explain how it helps create that mood.
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4. What imagery does the author use in Scene 6? What mood do these descriptions create?
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5. Describe the mood of Scene 7. At what point does the mood shift? Explain.
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Prewriting
DRAMA: The Rocket’s Red Glare, pages 10-16
September 2014
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Name: ___________________________________________________ Date: __________________
Organize Your Thoughts
Read The Rocket’s Red Glare and “Why Do We Sing the National Anthem at Games?” Then complete this activity to help
you prepare to answer the writing prompt on page 16.
Directions: Answer the questions below. You do not need to write in complete sentences.
I n this section, you will consider what “The Star-Spangled Banner” meant to people at three
different points in history. To answer the questions below, write your ideas about what the
national anthem symbolized and what emotions it was used to express.
What did “The Star-Spangled
Banner” mean to Francis Scott
Key when he wrote the words?
What did “The Star-Spangled
Banner” mean at the first game
of the 1918 World Series?
What did “The Star-Spangled
Banner” mean at the Boston
Bruins game on April 17, 2013?
I n the box below, write your ideas about how sporting events have helped preserve the meaning
of our national anthem. Consider what you wrote above, and include any other ideas you have.
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Prewriting
DRAMA: The Rocket’s Red Glare, pages 10-16
September 2014
List reasons for and against playing the national anthem at sporting events. First, list reasons
that are mentioned in the essay “Why Do We Sing the National Anthem at Games?” Then list any
additional ideas you have.
Reasons FOR
playing the national anthem
at sporting events
Reasons AGAINST
playing the national anthem
at sporting events
From the essay:
From the essay:
Your own ideas:
Your own ideas:
In your opinion, should we continue to play the national anthem at games? (check one)
yes
no
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page 2 of 2
Close Reading/Synthesis
drama: The Rocket’s Red Glare, pages 10-16
September 2014
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Poetry Dive
Below is the first verse of “The Star-Spangled Banner.” Originally written as a poem (titled “Defence of Fort M’Henry”) 200 years ago,
it can be a bit challenging to understand. In this activity, you will dive into its meaning.
Directions: As a class or in groups, discuss the questions that appear in smaller type around the poem. Use a dictionary to look up unfamiliar words.
Then answer the questions on page 2 of this activity.
What does spangled mean?
“The Star-Spangled Banner”
by Francis Scott Key
Put “what so proudly
we hailed” in your
own words.
O say can you see, by the dawn’s early light,
What so proudly we hailed, at the twilight’s last gleaming,
Whose broad stripes and bright stars through the perilous fight,
What are ramparts?
“O’er” is an
old-fashioned way
of saying ____ .
O’er the ramparts we watched, were so gallantly streaming?
And the rocket’s red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there;
O say does that star-spangled banner yet wave,
How could rockets and
bombs prove that the
American flag was still
flying during the night?
O’er the land of the free and the home of the brave?
Circle the rest of the pronouns
in this stanza. What do you
notice about them? How do they
affect the feeling or meaning of
the poem for the person reading
or singing these lines?
What time of day
is this?
What’s another
word for perilous?
First question: What does
gallantly mean? Second
question: Why do you think
Key chose the words “gallantly
streaming”? Why not just say
“The flag was flying”?
What’s another way of
saying this line?
So, just to be clear: These free, brave people are . . . who? And their home is . . . where?
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Close Reading/Synthesis
drama: The Rocket’s Red Glare, pages 10-16
September 2014
Connect the Poem to the Play
To answer the following questions, you will draw on the play The Rocket’s Red Glare
as well as the first verse of “The Star-Spangled Banner.”
1. From the play The Rocket’s Red Glare, you know that the “perilous fight” in the poem refers to what?
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2. The first verse of “The Star-Spangled Banner” is basically one question. Write that question in your own
words. Then identify the point in the play where this question is asked.
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3. W
rite a line from the play that explains why the characters were so concerned about whether they could see
the American flag in the “dawn’s early light” after the “perilous fight.”
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4. How do you think Key wants the reader (or singer) to feel about America? Explain your answer.
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5. There are three more verses to “The Star-Spangled Banner,” and none of them mentions the British by
name. Why might Key have chosen not to focus on the enemy in his poem?
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Close Reading
The Rocket’s Red Glare, pages 10-16
September 2014
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Name: ___________________________________________________ Date: __________________
Close-Reading Questions
The Rocket’s Red Glare
1. In Scene 2, what does Skinner mean when he says, “Even amid the savagery of war, soldiers
must abide by certain rules”? (interpreting text)
. Why does General Ross agree to release Dr. Beanes? (inference)
2
3. How does the author build tension and suspense in Scenes 6 and 7? (author’s craft))
4. What was happening on land during the bombardment of Fort McHenry? (map reading)
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Critical Thinking
The Rocket’s Red Glare, pages 10-16
September 2014
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Name: ___________________________________________________ Date: __________________
Critical-Thinking Questions
The Rocket’s Red Glare
1. D
r. Beanes helped injured British troops. What does this reveal about his character?
2. H
ow does Skinner and Key’s relationship change?
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Close Reading
The Rocket’s Red Glare, pages 10-16
September 2014
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Name: ___________________________________________________ Date: __________________
Close-Reading Questions
“Why Do We Sing the National Anthem at Games?”
1. What does the author mean when she writes that what happened at the 2013 Bruins game
“echoed a moment from history”? (interpreting text)
2
. How does the author support her claim that the anthem “still holds tremendous meaning
for many Americans”? (supporting details)
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Critical Thinking
The Rocket’s Red Glare, pages 10-16
September 2014
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THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: __________________
Critical-Thinking Questions
“Why Do We Sing the National Anthem at Games?”
1. W
hy did the national anthem have special significance at the games described in the
essay? How are the circumstances of those games similar to the circumstances under
which Key wrote the anthem?
2. The essay states that some people “find the anthem too violent and object to what they see
as its glorification of war.” Would Key agree?
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Vocabulary Acquisition
DramA: The Rocket’s Red Glare, pages 10-16
September 2014
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Name: ___________________________________________________ Date: ________________________
Vocabulary:
The Rocket’s Red Glare and “Why Do We Sing the National Anthem at Games?”
Directions: Read the following definitions and example sentences. Then add two more words from the play or essay.
1. abide (uh-BIDE) verb; 1. to accept without opposition or question; 2. to stay or live
somewhere; 3. to remain or continue
• example 1: Our teacher told us that if we wanted to remain in her class, we would have to abide
by her rules.
• example 2: The king abides in the castle on the hill.
• example 3: The young couple thought their love would abide forever.
2. bombardment (bahm-BARD-ment) noun; 1. a continuous attack with bombs or other
explosives; 2. a rapid or overwhelming outpouring of many things at once
• example 1: The bombardment of the city damaged many buildings.
• example 2: That was quite a bombardment of information in math class today. I’m not sure
how well I’m going to remember all those formulas.
3. fervent (FUR-vunt) adjective; having or showing strong or intense feeling
• example: Susan’s fervent refusal to go swimming with us surprised me. I had no idea she was so
terrified of the water.
4. g
lorification (glor-uh-fih-KAY-shun) noun; the act of describing something as fabulous,
often as more wonderful than it really is
• example: My mother finds the media’s glorification of celebrities irritating.
5. hull (HULL) noun; 1. the frame or main body of a ship or boat; 2. a covering or casing
• example 1: The boat began to sink after it hit a rock that punched a hole in its hull.
• example 2: Before you eat that sunflower seed, be sure to remove the hull.
6. languish (LANG-gwish) verb; to become weak, feeble, or spiritless
• example: We languished in the heat of August; by the end of the month even turning the pages
of our magazines took more energy than we had.
7. stench (STENCH) noun; a very bad smell
• example: We finally discovered the source of the stench in the kitchen: a dead mouse under the
refrigerator. Yuck!
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Vocabulary Acquisition
DramA: The Rocket’s Red Glare, pages 10-16
September 2014
8. strain (STRAYN) noun; 1. a section of a musical piece or song that creates a distinct melody;
2. a different variety or type of the same thing
• example 1: At the Lorde concert, the audience broke into wild cheers after hearing the first few
strains of “Royals.”
• example 2: Many different strains of wheat are grown in America.
9. wits (WITS) noun; mental abilities or senses
• example: “Be sure to stay alert and keep your wits about you,” said our guide as we walked into
the cave. “This can be dangerous.”
10. _ __________________________ ( _________________________________ ) ___________________________________________
____________________________________________ ; _____________________________________________________________
• example: _______________________________________________________________________________________________
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11. _ __________________________ ( _________________________________ ) __________________________________________
____________________________________________ ; _____________________________________________________________
• example: _______________________________________________________________________________________________
_________________________________________________________________________________________________________
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Vocabulary Acquisition
DramA: The Rocket’s Red Glare, pages 10-16
September 2014
Vocabulary Practice:
The Rocket’s Red Glare and “Why Do We Sing the National Anthem at Games?”
Directions: In each row of words, draw an X on the word that does not belong.
11.
stink
2. fervent
stench
passionate
3. dwell
stay
fragrance
funk
intense
unemotional
depart
abide
Directions: In front of each word on the left, write the letter of the word or phrase on the right with the
most similar meaning.
_______4. bombardment
A. reek
_______5. strain
B. husk
_______6. glorification
C. brains
_______7. hull
D. attack
_______8. wits
E. waste away
_______9. languish
F. celebration
_______ 10. stench
G. type
Directions: Write two sentences. In each, use at least one word from the list of vocabulary words on pages 1 and 2 of this
activity (including the words you chose). Challenge yourself to use more than one vocabulary word in each sentence!
11. ________________________________________________________________________________________________________________________________________________
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12. ________________________________________________________________________________________________________________________________________________
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Page 3 of 3
Assessment–LL
Drama, pages 10-16
September 2014
®
THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ________________________
The Rocket’s Red Glare Quiz
Directions: Read The Rocket’s Red Glare. Then answer the questions below.
1. What is the main purpose of the prologue?
A to introduce the play’s main characters
B to give an account of the American Revolution
C to explain Britain’s conflict with France
D to provide background information about the
War of 1812
2. Choose one word that describes Francis Scott Key
in Scene 2.
A courageous
C furious
B anxious
D serene
3.Which of the following lines best supports your
answer to question 3?
A N1: The hot sun shimmers on the waves as the
boat glides through the bay. (p. 12)
B KEY: You’re quite sure the British won’t fire on
us? (p. 12)
C SKINNER: We’re displaying the truce flag. (p. 12)
D KEY: I will not get in your way. (p. 13)
4.Which of the words below is closest in meaning to
consulting as it is used in the following line?
Sailors and soldiers are busily loading cannons,
consulting maps, and adjusting sails. (p. 13)
A referring to for information
B giving advice to
C asking advice from
D discussing
5. Which of the following is a central idea of the
essay “Why Do We Sing the National Anthem at
Games?”
A The national anthem is especially important to
people from Boston.
B The national anthem is meaningful to many
Americans.
C Baseball is the most patriotic sport.
D “The Star-Spangled Banner” is hard to sing.
6.Choose the sentence from the text that supports
your answer to question 5.
A “Something extraordinary happened that
evening.”
B “That night, our national anthem seemed
to hold a special meaning for the people of
Boston.”
C “But as what happened at the Bruins game
in April 2013 shows, our national anthem
still holds tremendous meaning for many
Americans.”
D “Some argue that the song has nothing to do
with sports.”
Constructed-Response Questions
Directions: Write your answers to the questions below on the back of this paper or type them up on a computer.
7. How does the relationship between Francis Scott
Key and John Stuart Skinner change over the course
of the play? Use two details from the play to support
your answer.
8. Do you think that Jennifer Dignan supports or
opposes singing the “The Star-Spangled Banner”
at sporting events? Use two details from “Why
Do We Sing the National Anthem at Games?” to
support your response.
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Assessment–HL
Drama, pages 10-16
September 2014
®
THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ________________________
The Rocket’s Red Glare Quiz
Directions: Read The Rocket’s Red Glare. Then answer the questions below.
1. What is the main purpose of the prologue?
A to introduce the play’s main characters
B to give an account of the American Revolution
C to explain Britain’s conflict with France
D to provide background information about the
War of 1812
2. In Scene 2, Francis Scott Key is characterized as
____ .
A courageous
C furious
B anxious
D serene
3. Which of the following lines best supports your
answer to question 3?
A N1: The hot sun shimmers on the waves as the
boat glides through the bay. (p. 12)
B KEY: You’re quite sure the British won’t fire on
us? (p. 12)
C SKINNER: We’re displaying the truce flag. (p. 12)
D KEY: I will not get in your way. (p. 13)
4. You can infer from the play that Key wrote the
poem that would eventually become our national
anthem because
A he hoped to become famous.
B he wanted to inform future generations about
the War of 1812.
C he was trying to impress Officer Skinner and
Dr. Beanes.
D he wanted to express the strong emotions he
felt during the battle at Fort McHenry.
5. Which sentence best expresses a central idea of
the essay “Why Do We Sing the National Anthem
at Games?”
A “Something extraordinary happened that
evening.”
B “That night, our national anthem seemed
to hold a special meaning for the people of
Boston.”
C “But as what happened at the Bruins game
in April 2013 shows, our national anthem
still holds tremendous meaning for many
Americans.”
D “Some argue that the song has nothing to do
with sports.”
6. “Why Do We Sing the National Anthem at
Games?” suggests all of the following EXCEPT:
A Singing the anthem together unifies people.
B In times of crisis, the national anthem can be
particularly meaningful to people.
C Most sports fans know little or nothing about
the circumstances under which the national
anthem was written.
D People sing the national anthem to express their
patriotism.
Constructed-Response Questions
Directions: Write your answers to the questions below on the back of this paper or type them up on a computer.
7. Describe the relationship between Francis Scott Key
and John Stuart Skinner, as portrayed in the play. How
does their relationship change over the course of the
play? Use text evidence in your response.
8. What can you infer is Jennifer Dignan’s point of
view about singing “The Star-Spangled Banner” at
sporting events? Use evidence from the essay in
your response.
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Literary Elements and Devices
DRAMA: The Rocket’s Red Glare, pages 10-16
September 2014
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THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ________________________
Literary Elements and Devices
Identifying the basic elements of a literary work can help you understand it better.
Use this activity to help you understand The Rocket’s Red Glare.
See Scope’s “Glossary of Literary Terms” for definitions of the words that appear in bold.
Section 1: Characters
1. For the characters of Francis Scott Key and General Ross, and one other character of your choice: (1) decide
whether the character is major or minor; (2) briefly describe the character, including his or her appearance,
personality, and background; and (3) decide whether the character is static or dynamic and explain why.
A.
francis scott key is a
major
minor (check one) character.
Description: _______________________________________________________________________________________
__________________________________________________________________________________________________
He is a
static
dynamic (check one) character. I think so because
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B.
general ross
is a
major
minor (check one) character.
Description: _______________________________________________________________________________________
__________________________________________________________________________________________________
He is a
static
dynamic (check one) character. I think so because
__________________________________________________________________________________________________
C.
is a
major
minor (check one) character.
Description: _______________________________________________________________________________________
__________________________________________________________________________________________________
He/She is a
static
dynamic (check one) character. I think so because
__________________________________________________________________________________________________
PAGE 1 OF 3
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Literary Elements and Devices
DRAMA: The Rocket’s Red Glare, pages 10-16
September 2014
2. Consider the characterization of Francis Scott Key.
A. Give an example of something Key says. What does this line reveal about his character?
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B. Give an example of something Key does. What does this action reveal about his character?
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Section 2: Setting
3. Where and when does the play take place?
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4. Describe what was going on during that time in that place.
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5. How do the fall of darkness in scene 6 and the rising of the sun in scene 7 create drama?
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Section 3: Plot and Structure
6. Consider the role of the Historians.
A. What kind of information do the Historians provide? What is the Historians’ purpose in the play?
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Literary Elements and Devices
DRAMA: The Rocket’s Red Glare, pages 10-16
September 2014
B. How do the Historians differ from the Narrators?
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7. Why do you think the author included a prologue and an epilogue? What purpose do they serve?
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Section 4: Genre
8. The genre of this play is historical fiction, meaning it is based on actual people and events. Fill in the boxes
to show which characters, locations, and other details of the play you think are real and which you think the
author invented.
FICTIONAL
REAL
Section 5: Symbolism
9. What does the flag that Mary Young Pickersgill made represent after the battle at Fort McHenry?
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PAGE 3 OF 3
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Argument Writing
ESSAY: “Why Do We Sing the National Anthem at Games?” page 16
September 2014
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THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ________________________
Write an Argument Essay
Directions: Read the play The Rocket’s Red Glare and the essay “Why Do We Sing the National Anthem at
Games?” Then follow the steps below to write an essay about whether you think “The Star-Spangled Banner”
should be sung at sporting events.
Step 1: decide what you think
Should we sing “The Star-Spangled Banner” at sporting events? Consider what you read in the play and
essay, as well as your own viewpoint. Check the box next to the point of view you will support in your
essay. Or write your own opinion in the space provided.
Yes! Sing loud and proud!
No! Sports are not about rockets and bombs!
___________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 2: Find your support
What information in the essay supports your opinion? Find two examples.
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What are other points that support your opinion? You may include personal experiences or observations.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 3: acknowledge the other side
If you support singing “The Star-Spangled Banner” before sporting events, summarize the main reasons
some people think it should not be sung. Alternatively, if you think our national anthem should not be
sung at games, explain why some people disagree with you.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
page 1 of 3
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Argument Writing
ESSAY: “Why Do We Sing the National Anthem at Games?” page 16
September 2014
Step 4: CRAFT your thesis
The thesis is where you tell readers what your essay is going to be about. The thesis should be a clear,
strong statement of the opinion you stated in Step 1. The rest of your essay should support your thesis.
Your thesis: ____________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 5: Write your hook
The very beginning of your essay is called the hook because it “hooks” your readers’ attention. The hook
should relate to the topic of your essay, but it can take many forms. It can be an anecdote (a very short
story), a fact, a quote, or a rhetorical question (a question to which you don’t expect an answer). Choose
one of the ideas below, or use your own idea, and write a hook on the lines provided (1-3 sentences).
1. ANECDOTE: Describe a time when the national anthem affected the crowd at a game.
2. SURPRISING FACT: Find a fact that will raise your readers’ eyebrows. Several interesting facts are
included in the article. You can also do some research to find a fact that is not in the article.
3. RHETORICAL QUESTION: Ask your readers a question that reflects your point of view about the
anthem. You could structure your question like this: “Should we really be singing about _________
when we’ve come to a game to cheer for _________?”
Your hook: _________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 6: Summarize the issue
Let readers know a little about the issue you will be writing about. This is not your point of view; it’s a
very brief summary of the issue—in this case, the debate over whether our national anthem should be
sung at games.
Your summary of the issue: ______________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 7: Start writing
Now that you have the key ingredients for your essay, you are ready to start writing. On the next page,
you’ll find guidelines for how to organize your ingredients, as well as hints about what else you’ll need to add.
page 2 of 3
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Argument Writing
ESSAY: “Why Do We Sing the National Anthem at Games?” page 16
September 2014
Directions: Follow the guidelines below to write a strong essay on whether “The Star-Spangled Banner”
should be sung at sporting events. You will use what you wrote on the first two pages of this activity.
INTRODUCTION
Open with your hook from Step 5.
Write a transition sentence that relates your hook to the question of singing the anthem at games.
(See Scope’s handout “Great Transitions” for some ways to link your ideas.)
Write your summary of the issue from Step 6.
Finish with your thesis from Step 4.
BODY PARAGRAPH(S)
Here’s where you write your supporting points from Step 2. For each one, write 1-3 sentences
that provide additional details. You can put your supporting points and detail
sentences together in one paragraph, or you can break them into several paragraphs.
It depends on how much you want to write about each point. Order your supporting points
from weakest to strongest. Readers tend to remember best the details that are presented last.
Acknowledge the other side
Now it’s time to recognize the other side of the argument. Use what you wrote in Step 3.
Then explain why you think the opposing point of view is wrong.
CONCLUSION
Use 2-3 sentences to remind your readers of your main points.
Finish with a strong final sentence. Looking for an idea? Try referring to your hook,
finding a quote, or inspiring your readers.
Read and Revise
Use Scope’s “Argument-Essay Checklist” to evaluate and edit what you have written.
Make any necessary changes and write a second draft.
page 3 of 3
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Critical Thinking
DRAMA: The Rocket’s Red Glare, pages 10-16
September 2014
®
THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: __________________
Video Discussion Questions
Time Machine: 1810-1820
1. According to the narrator, farm work in the early 1800s was grueling. Using context clues,
explain what grueling means.
2. Explain the key factors that contributed to the outbreak of the War of 1812.
3. How is life in America after the War of 1812 portrayed in the video? Consider the music,
narration, and images.
4. W
hat were some positive outcomes of the War of 1812? What were some negative
outcomes?
©2014 by Scholastic Inc. Teachers may project or make copies of this page to distribute to students.
Writing Contest Entry form
Star-Spangled Contest
How have sporting events helped preserve the meaning of our national
anthem? Should we continue to play the anthem at games? Use details from
both the play and the essay to support your ideas. Five winners will each
receive Nothing But the Truth by Avi.
Entries will be judged on:
a a clearly stated central idea
a use of supporting evidence
a good organization and transitions
a grammar, spelling, and punctuation
My name: _____________________________________________________________________________________________
My home phone number: ______________________ My grade: _________________________________________
My teacher’s name :_______________________________ My teacher’s e-mail: ______________________________
School name: ________________________________________________________________________________________________________________
School address: _______________________________________________________________________________________
City: ______________________________________________ State: ____________________ zip: ____________________
School phone number: ________________________________________________________________________________
My parent or legal guardian consents
to my participation in this contest.
Parent’s or legal guardian’s signature:_________________________________________________________________
Include this sheet with your written entry and send both to: [email protected]
Or mail to: Star-Spangled Contest, c/o Scope, P.O. Box 712, New York, NY 10013-0712
ENTRIES MUST BE RECEIVED BY October 15, 2014!
©2014 by Scholastic Inc. Teachers may project or make copies of this page to distribute to students.