Name___________________________________ Date_________________________ Period____________ Extra Credit Homework Organizer Due: Monday, January 11, 2010 All assignments must be completed in their entirety. Incomplete or incorrect homework will not receive any points! Assignment Assignment Description In Packet Assignment Points Number Value Earned Guided Reading Questions: “The Leap” 1 Yes/No 25  All questions answered in complete sentences. 2 3 4 5 6 7 Guided Reading Questions: “By Any Other Name” •
Guided Reading Questions: “The Cold Equations”  All questions answered in complete sentences. Guided Reading Questions: “And of Clay We Are Created”  All questions answered in complete sentences. Guided Reading Questions: “R.M.S. Titanic” •
All questions answered in complete sentences. Guided Reading Questions: “Through the Tunnel”  All questions answered in complete sentences. Guided Reading Questions: “Stopping by Woods on a Snowy Evening” and “After Apple-­‐Picking” •
8 All questions answered in complete sentences. Yes/No 25 Yes/No 25 Yes/No 25 Yes/No 25 Yes/No 25 Yes/No 25 Yes/No 25 All questions answered in complete sentences. Guided Reading Questions: “Ex-­‐Basketball Player”  All questions answered in complete sentences. Total Points Earned (of 200) NOTES: “The Leap” Guided Reading Assignment (In HLT, pp. 31-­‐38) STANDARD(S) ADDRESSED: LRA 3.6 – Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). ESLR: RESOURCEFUL LEARNER – Study effectively 1. Making Predictions: What clues in the last sentence of the second paragraph on p. 33 hint at something to come? What might that event be? CLASS: English ¾ CP DATE: Monday, January 11 TEXTBOOK REFERENCE PAGE(S): In HLT, pp. 31-­‐38 REVIEW POINTS: 1. Define flashback. 2. Foreshadowing: In the last paragraph of the first column on p. 33, what hints does the narrator offer about events to come? 3. Making Predictions: The newspaper quotation at the top of the second column on p. 33 creates suspense. What do you predict will happen? What effects might there be? 2. Define foreshadowing. 3. Define prediction. 4. Define metaphor. 4. Flashback: Which sentence in the last paragraph on p. 33 signals that the story is moving from the present to the past? 5. Foreshadowing: At what coming tragedy does the quotation on the bottom of the first column on p. 34 hint? 6. Characterization: What character traits do you see in Anna’s behavior during the accident (p. 35)? 7. Understanding Word Derivations: The word hemorrhaged has the Greek root word hem— (hemo—), meaning “blood.” What other medical terms do you know that have this root word? 8. Making Inferences: Notice what the narrator says about her sister and her sister’s grave on p. 35. How do you think the narrator feels about her sister? 9. Flashback: At the bottom of p. 35, what part of the mother’s story will the narrator tell now? 10. Metaphors: What metaphor does the narrator use on p. 36 to compare 5. Define theme. 6. Define inference. REMINDERS/ASSIGNMENTS: the trapeze act and the acts of reading and flying? Keeping in mind that the story’s title is “The Leap,” how does the metaphor connect to the title and suggest a theme? 11. Characterization: What does the narrator’s return home to read to her mother (p. 36) suggest to you about the narrator’s character traits? 12. Making Inferences: Why do you suppose the mother insisted on staying in the town where the disaster occurred (p. 37)? 13. Flashback: What shift in time begins with the paragraph beginning “I was seven the year the house caught fire…” on p. 37? 14. Making Predictions: After reading the paragraph beginning “Outside, my mother stood below…” on p. 38, what do you predict the mother will do? 15. Flashback: The sentence “I know that she’s right” in the last paragraph on p. 38 is a brief shift to the present. Where else in the story does the narrator mention the mother’s comments about falling? What is the effect of this flicker-­‐in-­‐time sequence? POTENTIAL TEST QUESTIONS: 1. Why has the narrator returned to her childhood home? 2. In a sentence or two, summarize the event that causes the end of the Flying Avalons’ act. 3. How do the narrator’s parents meet? 4. The narrator says she owes her mother her existence “three times.” What are those three times? NOTES: “By Any Other Name” Guided Reading Assignment (In HLT, pp. 112-­‐119) STANDARD(S) ADDRESSED: LRA 3.3 – Analyze interactions between main and subordinate characters in a literary text; LRA 3.4 – Determine characters’ traits by what the characters say about themselves in narration and dialogue. ESLR: RESOURCEFUL LEARNER – Study effectively 1. Character and Autobiography: After reading the first three paragraphs on p. 114, what does the headmistress think of Indian culture and of her own English culture? How does the author reveal what the headmistress is like? CLASS: English ¾ CP DATE: Monday, January 11 TEXTBOOK REFERENCE PAGE(S): In HLT, pp. 112-­‐119 REVIEW POINTS: 1. Define indirect characterization. 2. Comparing and Contrasting: After reading the first paragraph of the second column on p. 114, what similarities and differences do you find in the mother’s attitude toward the British and the headmistress’s attitude toward Indians? 2. Define autobiography. 3. Define compare. 3. Paraphrasing: Paraphrase the saying beginning “You can bury a dog’s tail…” on p. 114. 4. Define contrast. 5. Define paraphrase. 4. Comparing and Contrasting: Which details in the first column on p. 115 help you contrast the status of English children with that of Indian children at this school? 6. Define irony. 5. Character and Autobiography: How does the writer use indirect characterization on p. 115 to show the distress Santha feels when the English children laugh at her? 6. Character and Autobiography: At only five, Santha speaks, reads, and writes English, although it is not her first language. What character traits does this fact suggest? Why might the word apple puzzle her? 7. Character and Autobiography: From the beginning of the story to the end of p. 115, what has the author directly said and indirectly shown about Premila’s character? 8. Comparing and Contrasting: How would you contrast the attitude of Santha’s family toward competitive games with that of the English children (p. 116)? 7. Define theme. REMINDERS/ASSIGNMENTS: 9. Character and Autobiography: How do Santha’s and Premila’s responses to their mother’s questions (p. 116) differ? How does this contrast show the effect on Santha of having her name changed? 10. Irony: What irony do you find on Premila’s character (p. 116)? 11. Comparing and Contrasting: Contrast the actions of Santha’s teacher with those of Premila (p. 117). Which details show that Premila wields [def: uses] authority well? 12. Irony: Irony occurs when events do not turn out the way you might reasonably expect. What irony do you find in the contrast between Premila’s behavior and the teacher’s (p. 117)? What effects do you think this irony creates in the story? 13. Theme: Changing the Indian children’s names is an attempt to change their culture as well—to Anglicize them. How effective is this attempt with Santha and Premila (p. 118)? 14. Character and Autobiography: What direct statements does Rama Rau make about herself in the last paragraph of the story (p. 118)? POTENTIAL TEST QUESTIONS: 1. (True/False) Premila is intimidated by the British headmistress. 2. (True/False) The girls’ parents are eager to send them to a British school. 3. (True/False) Santha pays little attention to the lesson because she has already learned most of the material. 4. (True/False) Premila is sent home because she cheats on a test. 5. (True/False) Santha regrets losing her new identity as “Cynthia” so soon. NOTES: “The Cold Equations” Guided Reading Assignment (In HLT, pp. 163-­‐185) STANDARD(S) ADDRESSED: LRA 3.9 – Explain how the choice of a narrator affects characterization and the tone, plot, and credibility of a text. ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively 1. Third-­‐Person Limited POV: After reading the first few paragraphs (pp. 164-­‐165), what makes it clear to you that this story has a third-­‐person narrator? 2. Third-­‐Person Limited POV: The author has the girl speak for herself on p. 167; the third-­‐person-­‐limited narrator can’t know these things about her. What is the effect of “hearing” the girl’s words, as opposed to having a narrator report these facts about her? CLASS: English ¾ CP DATE: Monday, January 11 TEXTBOOK REFERENCE PAGE(S): In HLT, pp. 163-­‐185 REVIEW POINTS: 1. Define third-­‐person limited point of view. 2. Define prediction. 3. Third-­‐Person Limited POV: What do the pilot’s thoughts at the end of p. 167—
knowing that he can’t prevent what must happen but trying to delay the inevitable—reveal about his feelings toward the girl? 3. Define setting. 4. Define inference. 4. Third-­‐Person Limited POV: Unlike an omniscient narrator, the third-­‐person-­‐
limited narrator can’t report the thoughts or feelings of anyone but Barton. The narrator can report the girl’s actions, but only as Barton perceives them. Judging from the girl’s actions at the end of p. 169, what do you think she has just realized? 5. Define suspense. What feelings do her actions suggest? 5. Third-­‐Person Limited POV: Barton sees the girl as “small and limp like a little rag doll” and observes that “all the protesting and disbelief” seem to have left her (p. 170). What do his perceptions suggest the little girl is feeling now? 6. Define theme. REMINDERS/ASSIGNMENTS: 6. Third-­‐Person Limited POV: The narrator reports on p. 170 that Barton struggles to keep “the thickness out of his voice.” What does this inside information tell you about Barton’s feelings? 7. Third-­‐Person Limited POV: What do the italics on p. 170 indicate? 8. Third-­‐Person Limited POV: The limited narrator can’t know the commander’s feelings, but Barton notices that the commander doesn’t mention the violation of the rules (p. 173). What do the commander’s actions reveal about his feelings? 9. Theme: What view on technology does the paragraph beginning “The communicator fell silent…” on p. 173 convey? 10. Third-­‐Person Limited POV: What is the significance of Barton’s going over of the facts on p. 174 in algebraic terms, using h, m, and x? 11. Theme: The long paragraph beginning “Existence required order…” on p. 176 conveys the story’s theme. How would you state the paragraph’s main idea? 12. Suspense: How does the author draw out the suspense in the second column on p. 176? 13. Third-­‐Person Limited POV: The narrator can’t report what Marilyn feels. What do her words to Barton (p. 178) reveal about her feelings for her family? 14. Third-­‐Person Limited POV: How does Barton’s observation of the details about Marilyn in the first column on p. 179 add to our understanding of Marilyn? 15. Third-­‐Person Limited POV: If Barton knows that the cabin temperature is normal, why does he agree with Marilyn? 16. Third-­‐Person Limited POV: Barton notices “an unconscious pleading for denial” in the way Marilyn speaks (p. 179). What does his observation reveal about Marilyn—and about himself? 17. Third-­‐Person Limited POV: The narrator can’t report directly how Gerry feels about Marilyn. What does the anecdote Marilyn tells about him on p. 180 reveal about Gerry’s feelings for his sister? 18. Third-­‐Person Limited POV: The third-­‐person limited narrator can’t report what Gerry is thinking or feeling. Why do you think Gerry says that everything is all right (p. 181)? 19. Third-­‐Person Limited POV: Which detail shows Barton—and readers—that Marilyn is frightened in the second column on p. 182? How would the effect change if Barton were the first-­‐person narrator and reported, “I saw that the poor girl was terrified, and it broke my heart”? POTENTIAL TEST QUESTIONS: 1. How does Barton discover the presence of the stowaway? 2. Why does Marilyn steal onboard? 3. What consequences does Marilyn expect? NOTES: “And of Clay Are We Created” Guided Reading Questions (In HLT, pp. 256-­‐
266) STANDARD(S) ADDRESSED: LRA3.2: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. ESLR: Resourceful Learners: think critically; solve problems; study effectively CLASS: DATE: English ¾ CP Monday, January 11 1. Fact versus Fiction: Read the first paragraph of the text. This is the first TEXTBOOK REFERENCE PAGE(S): paragraph of a short story. How is the language different from what you would In HLT, pp. 256-­‐266 expect to find in a factual article? 2. Determining Author’s Purpose: What is the author’s purpose in the paragraph beginning “First a subterranean sob rocked the cotton fields…”? REVIEW POINTS: 1. Define genre. 2. Define fiction. 3. Point of View: From what point of view is the story being told? What is the narrator’s relationship to Rolf? 3. Define nonfiction. 4. Making Inferences: How does Rolf Carlé’s profession affect the way he handles his emotional life (p.259)? 4. Define theme. 5. Expressing an Opinion: Why do reporters risk their lives to cover battles and other disasters? Does this characterization of Rolf Carlé help to explain their motives (p.259)? Why or why not? 6. Fact versus Fiction: How do the details about the other members of Azucena’s family (“she was also held by the bodies of her brothers and sisters clinging to her legs”) affect the mood of the story? 7. Identifying the Narrator: Who is telling this story? What device enables the narrator to witness the action at Armero (p.260)? 8. Theme and Purpose: Conflict is an important element of fiction, and the outcome of the conflict often gives clues about the theme of a story. After completing page 260, determine the major conflict in the story at this point. How might different resolutions of this conflict change the theme? 9. Theme and Purpose: What is being compared in the simile beginning “At times I would be overcome with compassion…” (p.261)? What does the comparison suggest? 10. Author’s Purpose: What do you think the author wants us to feel about the tragedy at Armero (p.262)? 5. Identify the three most common purposes for writing. REMINDERS/ASSIGNMENTS: 11. Theme and Purpose: How does the journalists’ equipment contrast ironically with the availability of other supplies in the disaster area (p.262)? What developing theme does this support? 12. Theme and Purpose: Allende uses the tools of fiction, including characterization and flashback, to develop theme. Consider how Rolf’s relationship with Katharina has influenced his current involvement with Azucena. How might the parallels between Katharina and Azucena hint at a theme of the story (p.263)? 13. Theme and Purpose: What does Rolf Carlé’s “moment of truth” suggest about another possible theme of the story (p.264)? 14. Characterization: Why are the details about Rolf’s childhood (p.264) important? 15. Determining an Author’s Purpose: What is ironic about the visit of the President of the Republic (p.264)? What is the author’s purpose in including this scene? 16. Paradox: A paradox is a seeming contradiction that reveals a truth. What is paradoxical about the narrator’s conclusion in the paragraph beginning “I recognized the precise moment…” (pp.264-­‐265)? 17. Determining Author’s Purpose and Theme: What does the tragic ending suggest about the author’s purpose and the story’s theme (p.265)? POTENTIAL TEST QUESTIONS: 1. How many lives were lost in the eruption? 2. What does Rolf Carlé need in order to free Azucena? 3. Who is Katharina? 4. What does the President of the Republic tell Azucena? 5. After three days and two nights, for what does Rolf Carlé pray? NOTES: “R.M.S. Titanic” Guided Reading Assignment (In HLT, pp. 328-­‐347) STANDARD(S) ADDRESSED: LRA 3.8 – Interpret and evaluate the impact of ironies in a text. ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively 1. Dramatic Irony: In light of what you know about the fate of the Titanic, how does the description in the first paragraph on p. 331 create dramatic irony? 2. Dramatic Irony: What irony do you see in the description of the ship in the paragraph beginning “But the Titanic needed no whistling steamers…” on p. 332? 3. Dramatic Irony: How does mentioning the “men, women, and children” aboard the ship (p. 332) create dramatic irony? CLASS: English ¾ CP DATE: Monday, January 11 TEXTBOOK REFERENCE PAGE(S): In HLT, pp. 328-­‐347 REVIEW POINTS: 1. Define situational irony. 2. Define dramatic irony. 3. Define objective writing. 4. Dramatic Irony: What is ironic about the immigrants being on their way to “the land of promise” (p. 332)? 5. Finding Details: In which direction is the Titanic traveling? What are westbound ships ahead of the Titanic seeing? What action does the Titanic’s crew take when they receive notice of the ice from other ships? Why do you think none of these messages are heeded (def: paid attention to)? 4. Define facts. 5. Define subjective writing. 6. Define opinions. 6. Dramatic Irony: How does the group’s choice of song at the bottom of p. 333 create dramatic irony? 7. Situational Irony: What might one reasonably expect the captain and officers to do in response to the repeated warnings about ice ahead? How is their actual response (p. 333) an example of situational irony? 8. Situational Irony: The collision on p. 335 is the collision that sinks the Titanic. What irony do you find in the description of it? 9. Analyzing: How do crew members and passengers respond to the collision (p. 335)? What role do you think complacency (def: a feeling of pleasure or security) has played so far in the disaster? 10. Speculating: Lifeboat drills were standard procedure; why do you suppose none were held on the Titanic? 11. Situational Irony: How is the event at 12:30 a.m. (second column on p. 336) an example of situational irony? 7. Define theme. REMINDERS/ASSIGNMENTS: 12. Dramatic Irony: What ironic details do you find on the paragraphs from 12:45 a.m. on p. 336 through the first couple paragraphs on p. 337? 13. Drawing Conclusions: What would happen to the ship’s radiotelegraph (p. 337) if the steam boilers stopped functioning? 14. Theme: Irony is important because it often adds a deeper level of meaning to a story—it makes the reader pause and think about the nature of life and the turns that may be in store for us. What point about human nature might Baldwin be making on p. 339? 15. Interpreting: In the face of disaster, some people are carrying on with their activities: Gentlemen are exercising in the gym; mail clerks are trying to save the mail; band members are playing. How would you interpret the motives of the people who are behaving this way? 16. Comparing and Contrasting: Why is the man’s response to the panicking lady at the top of the second column on p. 340 so different from the “women and children first” attitude that people maintained earlier? 17. Understanding Text Structures: By 2:17 a.m. (p. 340), how long has it been since the Titanic hit the iceberg? Scan the time notations on pp. 334-­‐341 to find out. 18. Objective and Subjective Writing: Does the paragraph beginning “The Titanic had carried boats enough…” on p. 343 include only factual information or reveal the writer’s opinion and feelings? Why might Baldwin have chosen to provide this information objectively? POTENTIAL TEST QUESTIONS: 1. Why was the Titanic considered unsinkable? 2. Did the appearance of ice surprise the Titanic’s captain and crew? 3. Why was it especially unfortunate that the Californian did not respond to the Titanic’s distress call? 4. After the collision, why were some passengers unaware that the ship was sinking? 5. List two criticisms of the Titanic in the investigators’ report. NOTES: “Through the Tunnel” Guided Reading Assignment (In HLT, pp. 400-­‐408) STANDARD(S) ADDRESSED: LRA 3.7 – Recognize and understand the significance of various literary devices, including symbolism, and explain their appeal. ESLR: Resourceful Learners – think critically; solve problems; study effectively 1. Point of View: After reading the first paragraph of the story (pp. 401-­‐402), how do you know that this story is told by an omniscient narrator? 2. Symbolism: In the first paragraph of the story, we learn that Jerry is a young boy who keeps looking between the “safe beach” where his mother is and the “rocky bay.” What might the “safe beach” and the “rocky bay” symbolize? CLASS: DATE: English ¾ CP Monday, January 11 TEXTBOOK REFERENCE PAGE(S): In HLT, pp. 400-­‐408 REVIEW POINTS: 1. Define symbol. 2. Define figurative language. 3. Reading for Details: Which details in the first column on p. 402 suggest that Jerry and his mother have a close, caring relationship? 4. Figurative Language: How does Lessing use figurative language in the second paragraph of the second column on p. 402 to describe the rocks that Jerry sees? Why is this effective? 3. Define setting. 4. Define atmosphere. 5. Define inference. 5. Reading for Details: Which details in the first column on p. 403 show that even though Jerry seems to be accepted by the boys, he does not understand them and is still an outsider? 6. Setting: One function of setting is to create atmosphere. What atmosphere does Lessing create with the expressions big dark rock; heavy blue, dark shapes; black wall of rock looming at him; and blank rock on p. 403? 7. Drawing Conclusions: In the second column on p. 403, why is it important for Jerry to have the older boys’ approval? 8. Figurative Language: How does Lessing use figurative language to describe what Jerry is feeling in the second column on p. 403? Why is this an effective comparison? 9. Making Inferences: Why do the older boys leave in the paragraph beginning “He climbed back…” on p. 404? 10. Setting: In the first column on p. 404, Lessing contrasts the mother’s landscape with Jerry’s landscape. In the former (where Jerry’s mother is), she uses colors; in the latter (where Jerry is), she personifies the boulders and uses another metaphor to describe the rock. What are some specific words that 6. Define personification. 7. Define metaphor. 8. Define writer’s style. 9. Define inference. 10. Define irony. REMINDERS/ASSIGNMENTS: create this contrast? What effect is created? 11. Reading for Details: What details does the writer provide in the paragraph beginning “Under him…” on p. 404 to help you visualize the scene in the water? 12. Symbolism: At the top of p. 405, Jerry finds a dark hole in the underwater rock. What might this hole signify? 13. Symbolism: In addition to hole, Lessing uses the words cave and tunnel to characterize the place Jerry must go through on p. 405. What might his journey mean on a symbolic level? Why is a tunnel an appealing symbol? 14. Speculating: Why doesn’t Jerry want his mother to find out what he is doing in the last paragraph on p. 405? 15. Plot (Complication): In the paragraph beginning “In another four days…” on p. 406, what events are threatening to spoil Jerry’s plan? 16. Style: In the paragraph beginning “But even after he had made the decision…” on p. 406, the author uses parallel structure, repetition, and rhythm. What are the effects of these stylistic elements? 17. Symbolism: In the same paragraph mentioned in question #16, what might the “tons of rock pressed down on where he would go” represent here? 18. Reading for Details: Which details in the second column on p. 406 contribute to the building of suspense? 19. Clarifying: In the last paragraph on p. 406 and the first paragraph on p. 407, the water becomes clear, Jerry sees sunlight, and he is “at the end of hat he could do.” How do you know that Jerry still has not reached his goal? 20. Speculating: In the paragraph beginning “He scooped up handfuls of water…” on p. 407, why is Jerry no longer interested in the local boys? 21. Proving a Point with Evidence: In the box titled “A Closer Look: Initiation Rites” on p. 407, what point is the writer trying to make by including the two examples of an initiation rite? 22. Irony: At the end of the story on p. 408, what is ironic about the mother’s comment to Jerry about not overdoing it? POTENTIAL TEST QUESTIONS: 1. Who is the protagonist? 2. Where is the story set? 3. How does Jerry reach the underwater tunnel? 4. What piece of equipment does Jerry need for his adventure? 5. To whom does Jerry brag about finally swimming through the tunnel? 6. Why is it so important to Jerry to be with the boys on the wild beach? What significant details does the author provide to help us understand Jerry’s feelings about the boys (pp. 402-­‐404)? 7. What breakthroughs has Jerry achieved by the story’s end? (Consider Jerry’s conquest of the tunnel, his feelings about himself, and his dependence on his mother.) 8. What do you think is the main message, or theme, of this story? (Consider what the swim through the tunnel means to Jerry and why Jerry no longer feels he has to go to the bay.) NOTES: “Stopping by Woods on a Snowy Evening” and “After Apple-­‐Picking” Guided Reading Assignment (In HLT, pp. 433-­‐438) STANDARD(S) ADDRESSED: LRA 3.7 – Recognize and understand the significance of various literary devices, including symbolism, and explain their appeal. ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively 1. Reading Poetry: Poets often rearrange sentences to fit the rhyme/rhythm of a poem. Rewrite lines 1-­‐4 of “Stopping by Woods…” in normal word order. 2. Symbolism: What is the literal meaning of “the darkest evening of the year” (line 8)? What symbolic meaning might “the darkest evening have”? 3. Symbolism: On a symbolic level, what is attractive about the woods (lines 13-­‐16)? The speaker rejects the woods, explaining that he has “miles to go before I sleep.” What might “miles to go” symbolize? 4. Symbolism: On the literal level of “After Apple-­‐Picking,” what situation is described in lines 1-­‐6? What might the ladder pointing toward heaven symbolize? What might the unfilled barrel and apples symbolize? CLASS: English ¾ CP DATE: Monday, January 12 TEXTBOOK REFERENCE PAGE(S): In HLT, pp. 433-­‐438 REVIEW POINTS: 1. Define symbol. 2. Define chronological order. REMINDERS/ASSIGNMENTS: 5. Finding Sequence of Events: “After Apple-­‐Picking” is not in chronological order. What time of day is it in lines 7-­‐8 and what is the speaker doing? Do lines 9-­‐13 refer to a time before or after lines 7-­‐8? Explain. 6. Interpreting: Literally speaking, what is the “pane of glass” in line 10 that the speaker skimmed from the trough (def: wooden container to store water), and why did the world look strange through it? What symbolic meaning might this passage have? 7. Symbolism: In lines 26-­‐31, the speaker repeats that he is tired of apple-­‐picking. What might “apple-­‐picking” and “the great harvest” symbolize? 8. Symbolism: In lines 37-­‐38, what are the literal and symbolic meanings of the things troubling the speaker’s sleep? POTENTIAL TEST QUESTIONS: 1. (True/False) The speaker in “Stopping by Woods on a Snowy Evening” does not know whose woods he is in. 2. (True/False) The speaker is frightened by the silence of the woods. 3. (True/False) The speaker leaves the woods regretfully. 4. (True/False) The speaker in “After Apple-­‐Picking” sees various images from the day as he drifts to sleep. 5. (True/False) The speaker is at peace with the harvest. NOTES: “Ex-­‐Basketball Player” Guided Reading Assignment (In HLT, pp. 518-­‐519) STANDARD(S) ADDRESSED: LRA 3.7 – Recognize and understand the significance of various literary devices, including figurative language, and explain their appeal. ESLR: REFLECTIVE COMMUNICATOR – Think, read, write, listen, speak well; RESOURCEFUL LEARNER – Study effectively 1. Rhymes: Identify the rhyming words and the alliteration in lines 1-­‐3 of the poem. 2. Personification: In the second stanza, find words that personify the gas pumps. Do you think Flick is similar to the pumps? Why or why not? 3. Jargon: What sports jargon is used in the third stanza (ll.13-­‐18)? What do these terms mean? CLASS: English ¾ CP DATE: Monday, January 12 TEXTBOOK REFERENCE PAGE(S): In HLT, pp. 518-­‐519 REVIEW POINTS: 1. Define sound effects. 2. Define structure. 3. Define iambic pentameter. 4. Alliteration: What example of alliteration do you notice in line 26? 4. Define internal rhymes. 5. Comparison: In the last stanza, what is the candy compared to, and who sees it that way? What do you think this suggests about Flick’s dreams? 5. Define alliteration. 6. Details: Find details in the poem that tell readers how Flick spends his time now. 6. Define jargon. 7. Details: Find details in the poem that tell readers how Flick spent his time in the past. REMINDERS/ASSIGNMENTS: 8. Internal Rhyme: Cite an example of internal rhyme from the poem. 9. Metaphor: Look back at the opening description of Pearl Avenue. How can this street be seen as a metaphor for Flick’s life? POTENTIAL TEST QUESTIONS: 1. What is Flick Webb’s claim to fame? 2. Where does Flick work? 3. How does Flick remind people of his past fame? 4. What does Flick do when he is not working?