I will post all student worksheets and information sheets that I have available in a format suitable for the computer below. They will be in order ending with the most recent one. Scroll down until you find the ones needed. If you do not see what you need, please contact me.
Past, present, and future project
DUE JANUARY 9
In Dickens’s A Christmas Carol, Ebenezer Scrooge’s reflections on his past and consideration of his present led him to change his future. Since the new year is a time of reflection you will be completing a project to showcase your past, your present, and your plans for the future.
This project will be completed on the paper handed out for that purpose. If you choose, you may use colored poster board of the same size for your project.
Each section must be illustrated with two or more pictures representative of that period in your life. You may draw these pictures, use cut-outs from magazines,etc., create them on a computer, or use photos. If using photos it is recommended that you make photocopies of the photos to use so that none are lost or damaged. You may also use any flat items such as ribbon, stickers, etc. to add interest to your poster. Your poster should reflect your personality in style, color, medium used, décor, etc. It should answer the question: Who are you?
Think about events or influences in your life that made you the person you are today. This might be something as significant as a death or separation or simply joining a sports team or becoming interested in a specific hobby. Maybe a certain person influenced you. When you have identified the events that made you the person you are today, you will have your “past” ideas. Take stock of your life today. What kind of person are you? What are your priorities in life? Paint a snapshot of yourself in words. Are you happy with the person you are? Where do you see yourself in 15 years? Are you on the right track to claim that life or do you need to make adjustments to get where you want to be? This will be the basis of your project.
You will present your conclusions in one of several ways. All three parts must be done in the style you select; no mixing and matching. It needs to be consistent for the maximum impact. Presentation Choices are listed below. Pick only one type and do all three parts the same!
1. Write a series of poems over the stages or events in your life. Use the same type of poetry for each stage. For example, you might write in cinquains, limericks, haiku, concrete poetry, “I am” poems, or any other valid format. However, if writing in rhyming verses, there is a minimum of 8 lines required for each poem.
2. Write short essays about yourself and how that time in your life shaped, or was shaped, by your experiences. Remember you need a catchy introduction, supporting examples, and a conclusion.
3. Make timelines showing significant events in each part of your life and write an explanation by each event. Be sure you explain how each event impacted who you are or what you will become.
Creativity Counts! I will give higher grades to those posters that show me your uniqueness.
“Cereal of the gods”
FRONT-Must have a picture of your Greek god/goddess/hero/monster on it along with the cereal name which is relative to your subject, a symbol of the god/goddess/hero, and an advertising jingle arranged in an attractive format. You have artistic license to tailor the graphics to your chosen subject. (Example-Lucky Charms has the name, a rainbow featuring cereal, Lucky the Leprechaun, and the slogan “It’s magically delicious!” Four leaf clovers and offers of related games or prizes also decorate the front. Occasionally it might say something like “Now with golden coin marshmallows!” You will replace this with graphics that celebrate your chosen subject and the qualities they are known for. Ex. If doing a Hades cereal-“Now with pomegranite seeds!”) MUST BE SCHOOL APPROPRIATE!
RIGHT SIDE-List of ingredients. These are the qualities that make up your subject, their powers, strengths, weaknesses, looks, clothes, symbols, weapons, etc.. Below, write a blurb describing what your cereal is made of. Ex. “Toasted corn bran coated in a shining gold sugar glaze studded with dried fruit “jewels” etc.
LEFT SIDE-This tells the story of your god/goddess/hero/ or monster and deeds they have accomplished. Include a “Did you know… fact” related to your god or goddess.
BACK-As I am sure you all know this, along with the prize, is usually the part that sucks in the kids. You need to design a game or activity on the back that directly relates to your subject. You can include fun facts about them, decorate it with a theme related to the subject, write up a contest, have cereal box trivia, advertise, etc.
PRIZE-Cereal boxes often include a free prize inside. You must design a prize that is a symbol of the subject or something they would use. Advertise this on the front and back of your box. You may make a model of the “prize” or a detailed drawing on the box.
CONSTRUCTION-Trace all six sides of your box on whatever you choose to cover it with: Construction paper, wrapping paper, etc. DO NOT GLUE this on your box until everything is completed. You may print the pages or graphics on your computer if you can make the information fit correctly. It CANNOT wrap over if you get it too big.
When you have your pieces ready, lay them out and get them approved before gluing. It is MUCH easier to fix any errors BEFORE you glue!
MARKETING-Make up a “commercial” for your cereal. Script out what the announcer would say. Write an advertising “jingle” by taking a familiar song tune and replacing the words with ones that promote your cereal and its subject. Be prepared to present it to the class. If you are feeling ambitious, you can dress up and act it out or record it at home and show it. YES, the best ones with the most effort will get BONUS points! A good online source for karioke music to write your jingle to is kariokebar.com. ONLY USE SCHOOL APPROPRIATE SONGS!!!!!!. For example, if you are writing a jingle for Aphrodite’s cereal, you might rework the song “Addicted to Love” to make it reflect the cereal. You must cite the website, song, writer, and artist if given.
MAKING CEREAL-FOR BONUS, YOU MAY DEVELOP AND PUT TOGETHER A SAMPLE OF YOUR CEREAL. IT MUST BE EDIBLE AND YOU MUST INCLUDE A RECIPE. INGREDIENTS MUST BE LISTED ON THE BOX. IF WE HAVE SEVERAL, WE WILL DO TASTE TRIALS AND DETERMINE A WINNER.
“Cereal of the gods” PLANNING PAGE
GOD, GODDESS, HERO, OR MONSTER_______________________________________________
SYMBOLS , POWERS, CHARACTERISTICS__________________________________________
DID YOUKNOW…FACT ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ACTUAL DESCRIPTION OF YOUR CEREAL (REAL INGREDIENTS)________________
SONG TITLE AND CITATION:________________________________________________________
NAME OF YOUR CEREAL_____________________________________________________________
SLOGAN FOR YOUR CEREAL_________________________________________________________
PRIZE FOR YOUR CEREAL____________________________________________________________
DESCRIBE THE FRONT OF YOUR BOX_______________________________________________
DESCRIBE THE BACK OF YOUR BOX_______________________________________________
“JINGLE” SONG LYRICS_______________________________________________________________
CITATIONS FOR SOURCES USED_____________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________BONUS QUESTIONS: 1. From which god/goddess’s Roman name was the word cereal derived? 2. What is the Greek word for cereal?
Banquet of the Gods Planning Sheet
God, Goddess, or Hero Name________________________________________
What is their story?
List any special powers:
Who are they related to? Do they have a significant other?
What do they commonly wear?
Do they have a symbol associated with them? (ex. Zeus-lightning bolts)
Do they also have a Roman name? List it.
Where would you find them besides on Mt. Olympus?
How do you plan to dress up or bring a symbol?
Write your recipe below that you will be bringing.
What country is it from? Greek? Roman? or Iberian?
Would it have been eaten by someone rich or poor?
WRITING A PARODY
PARODY-(a.k.a. a “SPOOF”) Retelling a story with humorous changes
IRONY-When something is the opposite of what you would expect.
ex. When you hear the music for Gangster's Paradise, a song about gang life, and you see instead "Amish Paradise", a song about a very devout religious group who don't believe in modern conveniences. The contrast of seeing the Amish people act with gang mannerisms creates ironic humor.
SATIRE-A type of somewhat mean humor that makes fun of weaknesses and things that are rather stupid.
ex. When you hear the Weird Al version of the Nirvana song and they are making fun of the way Nirvana mumbles and doesn't seem to know the words when they sing. Also common in political cartoons.
EXAGGERATION-(HYPERBOLE)When something is made to be much more than it really is.
ex. When Weird Al blows up and is huge in "Fat", or the way he makes Ricky really vain and Lucy extra-whiny in "Hey Lucy".
ANACHRONISMS-Things that are in the wrong place or time, but are thrown in to make a humorous twist.
ex. Mrs. Brady and the Gilligan's Isle song in "Amish Paradise", the chain saw and other stuff in "Like a Surgeon", the sumo swimmers in "Die Hard".
USE THESE TO BEEF UP YOUR HUMOR!! JUST REMEMBER-A LITTLE GOES A LONG WAY. IF YOU CHANGE IT SO MUCH YOU CAN'T RECOGNIZE THE ORIGINAL, IT IS NO LONGER AS FUNNY. IT IS THE CONTRAST OF WHAT YOU ARE SEEING OR HEARING AND WHAT IT SHOULD BE THAT MAKES IT FUNNY.
***WARNING***THIS SONG MUST BE SCHOOL APPROPRIATE OR YOU WILL REDO IT!
SONG PARODY WORKSHEET
SONG SPOOF WORKSHEET-USE www.kariokebar.com
ORIGINAL SONG TITLE:
ORIGINAL SONG TOPIC:
NEW SONG TITLE:
PLANS FOR NEW SONG TOPIC:
LITERARY DEVICES TO BE USED
Attach to this completed sheet: 1. ) copy of original lyrics, 2. ) copy of new lyrics
RECORD YOUR SONG OR MAKE A VIDEO FOR IT
REMEMBER: IF YOU DON’T WANT TO SHOW IT TO MRS. BRADLEY, DON’T DO IT! MUST BE SCHOOL APPROPRIATE!!
Stealing Freedom Questions Name___________________
1. Why was the Weems family feeding the dogs?
2. What happened when Catharine tried to work in the fields?
3. Why didn’t Ann Maria know how old she was?
4. How was Ann Maria going to find out her age?
5. What had happened to Uncle Abram’s leg?
6. What did Ann’s father say to her about stealing freedom?
7. Why did they have their church services in the woods?
8. What was “slave cloth”?
9. What happened to Joseph when he fought with Richard?
10. How did Richard try to make it up to them?
11. What happened to Uncle Abram and Aunt Mimi after they disappeared?
12. How did Ann’s father say the Prices were being punished for their actions?
13. What gifts did the Prices give the Weems family for Christmas?
14. What did the Weems children wear on their feet in the winter?
15. What happened to Ann’s brothers when Master Charles took them to Baltimore?
16. Why did her father go on a trip?
17. What happened when Mr. Bigelow tried to buy the Weems family?
18. Why was Mistress Carol always angry with Ann after they moved to Rockville?
What did she do to express her anger?
19. How did Ann Maria meet Alfred?
20. How did Sarah’s presence change Mistress Carol?
21. What did Mr. Price have built in their cellar?
22. What was Mr. Price’s business that the women disapproved of?
23. Why did Master Charles refuse to give Ann a travel pass at Christmas?
24. Where did Ann Maria spend Christmas?
25. Describe how Ann Maria learned how to read.
26. How did Alfred and Thomas fool Dr. Anderson?
27. Who was behind Ann Maria’s kidnapping?
28. Describe Ann Maria’s disguise.
29. What did she choose as her new name? Why?
30.Why was Ann not safe in Pennsylvania?
31. How was Ann able to save herself and the Reverend from the search dogs?
32. What did Ann dig through the snow to get once they were in Canada?
33. Why did Ann Maria think something was wrong with Aunt Mimi when she
finally saw her in Canada?
34. How did Ann Maria first find out that Alfred had run away?
35. Look at the map on page 259.
Between which two cities did Ann travel by railroad?
How did Ann travel between Chatham and Dresden?
READ THE AUTHOR’S NOTES.
36. List 3 ways the author researched this book.
37. What happened to Ann Maria’s brothers who had been sold?
38. What did the real “Dr. H” do with the money he was paid for helping Ann
39. Who has a stronger sense of family: The Weems or the Prices? Explain.
40. Pretend you are the little girl, Sarah. Explain how you felt when you realized that Ann
Maria had run away.
41. Pretend that you live in Ann Maria’s time. Write a letter to the editor of the
Local newspaper expressing your views about slavery, the slave trade,
escapes to freedom by slaves, or the work of the Underground Railroad. Your
letter should express your opinion clearly, include details and examples to
support your opinion, and include language that helps persuade readers
to agree. You may write as a slave owner, or as an abolitionist.
50. No records exist of what happened to Alfred and Ann Maria after they went to Canada. Write an ending for their story based on what you have read about them.
Copper Sun Essay Questions
1.Copper Sun is a work of historical fiction. How does the blending of history and fiction make for a successful story? Which elements are purely fictional? Which elements are basically historical? Why does learning history through fiction make the story more memorable? How does this method of telling the story affect the reader's response?
2.As you first meet Amari, even though she lives in the Africa of two hundred years ago, how is she like many fifteen-year-old girls today? How is she different? What strengths do you find in her family and home life? What negatives do you observe?
3.How is the relationship between Besa and Amari similar to teen relationships today? How is it different? Describe how Amari feels about him. What predictions can you make about their future together?
4.Amari makes friends with people who help her survive, who give her the strength she needs at a crucial time in her life. Describe her relationship with Afi, and explain long range and short range influence of Afi on Amari's life.
5.Describe the Middle Passage as described in the novel. What is it about human beings that makes one person mistreat another? What is about humans that makes us survive in spite of it?
6.Why do you think Bill decides to teach Amari English? What does this tell you about him? Why is learning the language a powerful tool for Amari?
7.Discuss the character of Polly and how she comes across as we first meet her. What kind of life has she had? How does her past explain her attitudes? What advantages does Polly have in the society and in the story?
8.Discuss the first meeting between Polly and Amari. Why is this part of the story told from Polly's point of view?
9.How do Teenie and Tidbit and Hushpuppy add color and flavor to life on the plantation? What are their attitudes about being slaves? Give specific examples.
10.How is Mrs. Derby almost like a slave herself? What predictions did you make about Mrs. Derby? What foreshadowing is given to prepare the reader for what happens?
11.What was the overall effect of the gator bait scene? How do you think Tidbit felt when he was in the water? How do you think his mother felt? Amari tried to object, but endangered Tidbit by doing so. How do you think she felt?
12.Why didn't more slaves rise up and protest or fight back? What social and cultural pieces were in place to prevent it?
13.Discuss the argument between Amari and Polly over whether to go north or go south. Why was it extremely unusual to choose a southern route? What does this show about Amari's personality?
14.What does Amari learn about herself, her past and her future through her reunion with Besa?
15.What predictions can you make about Amari in the next five years? Will the three of them still be together or will Polly have gone off on her own? How has Amari grown and changed?
16.What did you learn about Africa, the middle passage, slavery, and African-American history that you did not know before? How has it changed your thinking, if any?
17.You are a reporter at one of the following scenes. Write the story for your newspaper. (use space on next page)
o The destruction of Ziavi
o A day in Cape Coast Castle
o A day on the slave ship
o A day on a plantation
For a slave
For a slave owner
o The day Teenie found out Tidbit was alive
o Clay and the snake
18.Minor characters are often very important in the development of a story. How do the following characters influence the journey of Amari, Polly, and Tidbit? How do they balance some of the horror that had previously happened?
o Dr. Hoskins
o The Spanish Soldier
o Captain Menendez
19.A student recently said, "I don't care about slavery. That happened a long time ago, and I don't want to think about it in my life today. It is no longer important." What do you think about that statement? Tell why you agree or disagree. What would you tell that student if you had the chance to have a conversation?
20.Think back to when you were born. From that time to today is your history, and it is important. You learned, you made mistakes, and you grew. Discuss the importance of knowing your own personal history. Why is it important to study historical information of a country or a people? Why can't the past simply be ignored?
Pre-reading Predictions: This story is about a child who is kidnapped and held for ransom. Before reading the story, answer the following questions in detail on a separate piece of paper:
How would you expect kidnappers to behave?
How would you expect a kidnapped child to react?
How would you expect the parent of the kidnapped child react?
The Ransom of Red Chief by O. Henry
Go back to your list of predictions you wrote before reading the story. Were your predictions correct? Write new answers to the questions, based on how each of the characters in the story actually behaved in response to the kidnapping.
IT LOOKED like a good thing: but wait till I tell you. We were down South, in Alabama -- Bill Driscoll and myself -- when this kidnapping idea struck us. It was, as Bill afterward expressed it, "during a moment of temporary mental apparition"; but we didn't find that out till later.
There was a town down there, as flat as a flannel-cake, and called Summit, of course. It contained inhabitants Of as undeleterious and self-satisfied a class of peasantry as ever clustered around a Maypole.
Bill and me had a joint capital of about six hundred dollars, and we needed just two thousand dollars more to pull off a fraudulent town-lot scheme in Western Illinois with. We talked it over on the front steps of the hotel. Philoprogenitiveness, says we, is strong in semi-rural communities; therefore and for other reasons, a kidnapping project ought to do better there than in the radius of newspapers that send reporters out in plain clothes to stir up talk about such things. We knew that Summit couldn't get after us with anything stronger than constables and maybe some lackadaisical bloodhounds and a diatribe or two in the Weekly Farmers' Budget. So, it looked good.
We selected for our victim the only child of a prominent citizen named Ebenezer Dorset. The father was respectable and tight, a mortgage fancier and a stern, upright collection-plate passer and forecloser. The kid was a boy of ten, with bas-relief freckles, and hair the colour of the cover of the magazine you buy at the news-stand when you want to catch a train. Bill and me figured that Ebenezer would melt down for a ransom of two thousand dollars to a cent. But wait till I tell you.
About two miles from Summit was a little mountain, covered with a dense cedar brake. On the rear elevation of this mountain was a cave. There we stored provisions. One evening after sundown, we drove in a buggy past old Dorset's house. The kid was in the street, throwing rocks at a kitten on the opposite fence.
"Hey, little boy!" says Bill, "would you like to have a bag of candy and a nice ride?"
The boy catches Bill neatly in the eye with a piece of brick.
"That will cost the old man an extra five hundred dollars," says Bill, climbing over the wheel.
That boy put up a fight like a welter-weight cinnamon bear; but, at last, we got him down in the bottom of the buggy and drove away. We took him up to the cave and I hitched the horse in the cedar brake. After dark I drove the buggy to the little village, three miles away, where we had hired it, and walked back to the mountain.
Bill was pasting court-plaster over the scratches and bruises on his features. There was a burning behind the big rock at the entrance of the cave, and the boy was watching a pot of boiling coffee, with two buzzard tailfeathers stuck in his red hair. He points a stick at me when I come up, and says:
"Ha! cursed paleface, do you dare to enter the camp of Red Chief, the terror of the plains?
"He's all right now," says Bill, rolling up his trousers and examining some bruises on his shins. "We're playing Indian. We're making Buffalo Bill's show look like magic-lantern views of Palestine in the town hall. I'm Old Hank, the Trapper, Red Chief's captive, and I'm to be scalped at daybreak. By Geronimo! that kid can kick hard."
Yes, sir, that boy seemed to be having the time of his life. The fun of camping out in a cave had made him forget that he was a captive, himself. He immediately christened me Snake-eye, the Spy, and announced that, when his braves returned from the warpath, I was to be broiled at the stake at the rising of the sun.
Then we had supper; and he filled his mouth full of bacon and bread and gravy, and began to talk. He made a during-dinner speech something like this:
"I like this fine. I never camped out before; but I had a pet 'possum once, and I was nine last birthday. I hate to go to school. Rats ate up sixteen of Jimmy Talbot's aunt's speckled hen's eggs. Are there any real Indians in these woods? I want some more gravy. Does the trees moving make the wind blow? We had five puppies. What makes your nose so red, Hank? My father has lots of money. Are the stars hot? I whipped Ed Walker twice, Saturday. I don't like girls. You dassent catch toads unless with a string. Do oxen make any noise? Why are oranges round? Have you got beds to sleep on in this cave? Amos Murray has got Six toes. A parrot can talk, but a monkey or a fish can't. How many does it take to make twelve?"
Every few minutes he would remember that he was a pesky redskin, and pick up his stick rifle and tiptoe to the mouth of the cave to rubber for the scouts of the hated paleface. Now and then he would let out a war-whoop that made Old Hank the Trapper shiver. That boy had Bill terrorized from the start.
"Red Chief," says I to the kid, "would you like to go home?"
"Aw, what for?" says he. "I don't have any fun at home. I hate to go to school. I like to camp out. You won't take me back home again, Snake-eye, will you?"
"Not right away," says I. "We'll stay here in the cave a while."
"All right!" says he. "That'll be fine. I never had such fun in all my life."
We went to bed about eleven o'clock. We spread down some wide blankets and quilts and put Red Chief between us. We weren't afraid he'd run away. He kept us awake for three hours, jumping up and reaching for his rifle and screeching: "Hist! pard," in mine and Bill's ears, as the fancied crackle of a twig or the rustle of a leaf revealed to his young imagination the stealthy approach of the outlaw band. At last, I fell into a troubled sleep, and dreamed that I had been kidnapped and chained to a tree by a ferocious pirate with red hair.
Just at daybreak, I was awakened by a series of awful screams from Bill. They weren't yells, or howls, or shouts, or whoops, or yalps, such as you'd expect from a manly set of vocal organs -- they were simply indecent, terrifying, humiliating screams, such as women emit when they see ghosts or caterpillars. It's an awful thing to hear a strong, desperate, fat man scream incontinently in a cave at daybreak.
I jumped up to see what the matter was. Red Chief was sitting on Bill's chest, with one hand twined in Bill's hair. In the other he had the sharp case-knife we used for slicing, bacon; and he was industriously and realistically trying to take Bill's scalp, according to the sentence that had been pronounced upon him the evening before.
I got the knife away from the kid and made him lie down again. But, from that moment, Bill's spirit was broken. He laid down on his side of the bed, but he never closed an eye again in sleep as long as that boy was with us. I dozed off for a while, but along toward sun-up I remembered that Red Chief had said I was to be burned at the stake at the rising of the sun. I wasn't nervous or afraid; but I sat up and lit my pipe and leaned against a rock.
"What you getting up so soon for, Sam?" asked Bill.
"Me?" says I. "Oh, I got a kind of a pain in my shoulder. I thought sitting up would rest it."
"You're a liar!" says Bill. "You're afraid. You was to be burned at sunrise, and you was afraid he'd do it. And he would, too, if he could find a match. Ain't it awful, Sam? Do you think anybody will pay out money to get a little imp like that back home?"
"Sure," said I. "A rowdy kid like that is just the kind that parents dote on. Now, you and the Chief get up and cook breakfast, while I go up on the top of this mountain and reconnoitre."
I went up on the peak of the little mountain and ran my eye over the contiguous vicinity. Over toward Summit I expected to see the sturdy yeomanry of the village armed with scythes and pitchforks beating the countryside for the dastardly kidnappers. But what I saw was a peaceful landscape dotted with one man ploughing with a dun mule. Nobody was dragging the creek; no couriers dashed hither and yon, bringing tidings of no news to the distracted parents. There was a sylvan attitude of somnolent sleepiness pervading that section of the external outward surface of Alabama that lay exposed to my view. "Perhaps," says I to myself, "it has not yet been discovered that the wolves have home away the tender lambkin from the fold. Heaven help the wolves!" says I, and I went down the mountain to breakfast.
When I got to the cave I found Bill backed up against the side of it, breathing hard, and the boy threatening to smash him with a rock half as big as a cocoanut.
"He put a red-hot boiled potato down my back," explained Bill, "and the mashed it with his foot; and I boxed his ears. Have you got a gun about you, Sam?"
I took the rock away from the boy and kind of patched up the argument. "I'll fix you," says the kid to Bill. "No man ever yet struck the Red Chief but what he got paid for it. You better beware!"
After breakfast the kid takes a piece of leather with strings wrapped around it out of his pocket and goes outside the cave unwinding it.
"What's he up to now?" says Bill, anxiously. "You don't think he'll run away, do you, Sam?"
"No fear of it," says I. "He don't seem to be much of a home body. But we've got to fix up some plan about the ransom. There don't seem to be much excitement around Summit on account of his disappearance; but maybe they haven't realized yet that he's gone. His folks may think he's spending the night with Aunt Jane or one of the neighbours. Anyhow, he'll be missed to-day. To-night we must get a message to his father demanding the two thousand dollars for his return."
Just then we heard a kind Of war-whoop, such as David might have emitted when he knocked out the champion Goliath. It was a sling that Red Chief had pulled out of his pocket, and he was whirling it around his head.
I dodged, and heard a heavy thud and a kind of a sigh from Bill, like a horse gives out when you take his saddle off. A rock the size of an egg had caught Bill just behind his left ear. He loosened himself all over and fell in the fire across the frying pan of hot water for washing the dishes. I dragged him out and poured cold water on his head for half an hour.
By and by, Bill sits up and feels behind his ear and says: "Sam, do you know who my favourite Biblical character is?"
"Take it easy," says I. "You'll come to your senses presently."
"King Herod," says he. "You won't go away and leave me here alone, will you, Sam?"
I went out and caught that boy and shook him until his freckles rattled.
"If you don't behave," says I, "I'll take you straight home. Now, are you going to be good, or not?"
"I was only funning," says he sullenly. "I didn't mean to hurt Old Hank. But what did he hit me for? "I'll behave, Snake-eye, if you won't send me home, and if you'll let me play the Black Scout to-day."
"I don't know the game," says I. "That's for you and Mr. Bill to decide. He's your playmate for the day. I'm going away for a while, on business. Now, you come in and make friends with him and say you are sorry for hurting him, or home you go, at once."
I made him and Bill shake hands, and then I took Bill aside and told him I was going to Poplar Cove, a little village three miles from the cave, and find out what I could about how the kidnapping had been regarded in Summit. Also, I thought it best to send a peremptory letter to old man Dorset that day, demanding the ransom and dictating how it should be paid.
"You know, Sam," says Bill, "I've stood by you without batting an eye in earthquakes, fire and flood -- in poker games, dynamite outrages, police raids, train robberies and cyclones. I never lost my nerve yet till we kidnapped that two-legged skyrocket of a kid. He's got me going. You won't leave me long with him, will you, Sam?"
"I'll be back some time this afternoon," says I. "You must keep the boy amused and quiet till I return. And now we'll write the letter to old Dorset."
Bill and I got paper and pencil and worked on the letter while Red Chief, with a blanket wrapped around him, strutted up and down, guarding the mouth of the cave. Bill begged me tearfully to make the ransom fifteen hundred dollars instead of two thousand. "I ain't attempting," says he, "to decry the celebrated moral aspect of parental affection, but we're dealing with humans, and it ain't human for anybody to give up two thousand dollars for that forty-pound chunk of freckled wildcat. I'm willing to take a chance at fifteen hundred dollars. You can charge the difference up to me."
So, to relieve Bill, I acceded, and we collaborated a letter that ran this way:
Ebenezer Dorset, Esq.:
We have your boy concealed in a place far from Summit. It is useless for you or the most skilful detectives to attempt to find him. Absolutely, the only terms on which you can have him restored to you are these: We demand fifteen hundred dollars in large bills for his return; the money to be left at midnight to-night at the same spot and in the same box as your reply -- as hereinafter described. If you agree to these terms, send your answer in writing by a solitary messenger to-night at half-past eight o'clock. After crossing Owl Creek, on the road to Poplar Cove, there are three large trees about a hundred yards apart, close to the fence of the wheat field on the right-hand side. At the bottom of the fence-post, opposite the third tree, will be found a small pasteboard box. The messenger will place the answer in this box and return immediately to Summit.
If you attempt any treachery or fail to comply with our demand as stated, you will never see your boy again.
If you pay the money as demanded, he will be returned to you safe and well within three hours. These terms are final, and if you do not accede to them no further communication will be attempted.
TWO DESPERATE MEN.
I addressed this letter to Dorset, and put it in my pocket. As I was about to start, the kid comes up to me and says:
"Aw, Snake-eye, you said I could play the Black Scout while you was gone."
"Play it, of course," says I. "Mr. Bill will play with you. What kind of a game is it?"
"I'm the Black Scout," says Red Chief, "and I have to ride to the stockade to warn the settlers that the Indians are coming. I'm tired of playing Indian myself. I want to be the Black Scout."
"All right," says I. "It sounds harmless to me. I guess Mr. Bill will help you foil the pesky savages."
"What am I to do?" asks Bill, looking at the kid suspiciously.
"You are the hoss," says Black Scout. "Get down on your hands and knees. How can I ride to the stockade without a hoss?"
"You'd better keep him interested," said I, "till we get the scheme going. Loosen up."
Bill gets down on his all fours, and a look comes in his eye like a rabbit's when you catch it in a trap.
"How far is it to the stockade, kid?" he asks, in a husky manner of voice.
"Ninety miles," says the Black Scout. "And you have to hump yourself to get there on time. Whoa, now!"
The Black Scout jumps on Bill's back and digs his heels in his side.
"For Heaven's sake," says Bill, "hurry back, Sam, as soon as you can. I wish we hadn't made the ransom more than a thousand. Say, you quit kicking me or I'll get up and warm you good."
I walked over to Poplar Cove and sat around the post-office and store, talking with the chawbacons that came in to trade. One whiskerando says that he hears Summit is all upset on account of Elder Ebenezer Dorset's boy having been lost or stolen. That was all I wanted to know. I bought some smoking tobacco, referred casually to the price of black-eyed peas, posted my letter surreptitiously and came away. The postmaster said the mail-carrier would come by in an hour to take the mail on to Summit.
When I got back to the cave Bill and the boy were not to be found. I explored the vicinity of the cave, and risked a yodel or two, but there was no response.
So I lighted my pipe and sat down on a mossy bank to await developments.
In about half an hour I heard the bushes rustle, and Bill wabbled out into the little glade in front of the cave. Behind him was the kid, stepping softly like a scout, with a broad grin on his face. Bill stopped, took off his hat and wiped his face with a red handkerchief. The kid stopped about eight feet behind him.
"Sam," says Bill, "I suppose you'll think I'm a renegade, but I couldn't help it. I'm a grown person with masculine proclivities and habits of self-defense, but there is a time when all systems of egotism and predominance fail. The boy is gone. I have sent him home. All is off. There was martyrs in old times," goes on Bill, "that suffered death rather than give up the particular graft they enjoyed. None of 'em ever was subjugated to such supernatural tortures as I have been. I tried to be faithful to our articles of depredation; but there came a limit."
"What's the trouble, Bill?" I asks him.
"I was rode," says Bill, "the ninety miles to the stockade, not barring an inch. Then, when the settlers was rescued, I was given oats. Sand ain't a palatable substitute. And then, for an hour I had to try to explain to him why there was nothin' in holes, how a road can run both ways and what makes the grass green. I tell you, Sam, a human can only stand so much. I takes him by the neck of his clothes and drags him down the mountain. On the way he kicks my legs black-and-blue from the knees down; and I've got to have two or three bites on my thumb and hand cauterized.
"But he's gone" -- continues Bill -- "gone home. I showed him the road to Summit and kicked him about eight feet nearer there at one kick. I'm sorry we lose the ransom; but it was either that or Bill Driscoll to the madhouse."
Bill is puffing and blowing, but there is a look of ineffable peace and growing content on his rose-pink features.
"Bill," says I, "there isn't any heart disease in your family, is there?"
"No," says Bill, "nothing chronic except malaria and accidents. Why?"
"Then you might turn around," says I, "and have a took behind you."
Bill turns and sees the boy, and loses his complexion and sits down plump on the round and begins to pluck aimlessly at grass and little sticks. For an hour I was afraid for his mind. And then I told him that my scheme was to put the whole job through immediately and that we would get the ransom and be off with it by midnight if old Dorset fell in with our proposition. So Bill braced up enough to give the kid a weak sort of a smile and a promise to play the Russian in a Japanese war with him is soon as he felt a little better.
I had a scheme for collecting that ransom without danger of being caught by counterplots that ought to commend itself to professional kidnappers. The tree under which the answer was to be left -- and the money later on -- was close to the road fence with big, bare fields on all sides. If a gang of constables should be watching for any one to come for the note they could see him a long way off crossing the fields or in the road. But no, sirree! At half-past eight I was up in that tree as well hidden as a tree toad, waiting for the messenger to arrive.
Exactly on time, a half-grown boy rides up the road on a bicycle, locates the pasteboard box at the foot of the fence-post, slips a folded piece of paper into it and pedals away again back toward Summit.
I waited an hour and then concluded the thing was square. I slid down the tree, got the note, slipped along the fence till I struck the woods, and was back at the cave in another half an hour. I opened the note, got near the lantern and read it to Bill. It was written with a pen in a crabbed hand, and the sum and substance of it was this:
Two Desperate Men.
Gentlemen: I received your letter to-day by post, in regard to the ransom you ask for the return of my son. I think you are a little high in your demands, and I hereby make you a counter-proposition, which I am inclined to believe you will accept. You bring Johnny home and pay me two hundred and fifty dollars in cash, and I agree to take him off your hands. You had better come at night, for the neighbours believe he is lost, and I couldn't be responsible for what they would do to anybody they saw bringing him back.
"Great pirates of Penzance!" says I; "of all the impudent -- "
But I glanced at Bill, and hesitated. He had the most appealing look in his eyes I ever saw on the face of a dumb or a talking brute.
"Sam," says he, "what's two hundred and fifty dollars, after all? We've got the money. One more night of this kid will send me to a bed in Bedlam. Besides being a thorough gentleman, I think Mr. Dorset is a spendthrift for making us such a liberal offer. You ain't going to let the chance go, are you?"
"Tell you the truth, Bill," says I, "this little he ewe lamb has somewhat got on my nerves too. We'll take him home, pay the ransom and make our get-away."
We took him home that night. We got him to go by telling him that his father had bought a silver-mounted rifle and a pair of moccasins for him, and we were going to hunt bears the next day.
It was just twelve o'clock when we knocked at Ebenezer s front door. Just at the moment when I should have been abstracting the fifteen hundred dollars from the box under the tree, according to the original proposition, Bill was counting out two hundred and fifty dollars into Dorset's hand.
When the kid found out we were going to leave him at home he started up a howl like a calliope and fastened himself as tight as a leech to Bill's leg. His father peeled him away gradually, like a porous plaster.
"How long can you hold him?" asks Bill.
"I'm not as strong as I used to be," says old Dorset, "but I think I can promise you ten minutes."
"Enough," says Bill. "In ten minutes I shall cross the Central, Southern and Middle Western States, and be legging it trippingly for the Canadian border."
And, as dark as it was, and as fat as Bill was, and as good a runner as I am, he was a good mile and a half out of Summit before I could catch up with him.
R-Restate (the Question)
A-Answer (the Question)
C-Cite (Give page(s) # & “Quote” information from the story)
E-Explain/Expand (Answer the question “So what?” & “What does that mean?”)
1. What is the setting (place) of the story?
2. Why is this a good setting for a kidnapping?
3. Why do Bill and Sam choose Ebenezer Dorset’s son to kidnap?
4. Tell two things the boy does before he is kidnapped that should have warned Bill and Sam that he would be trouble.
5. How does the boy react to being at camp? Use details to support your answer.
6. What does Bill find out when he goes to see if people are searching for the kidnapped boy? Did you expect him to see this? Why or Why not?
7. What do you think that Bill is secretly hoping when he asks Sam if he thinks Red Chief will run away?
8. Write a summary of Red Chief’s mischievous activities so far in the story.
9. What are the terms of the ransom note?
10. Do you believe that the kidnappers will get what they have asked for? Make a prediction for the ending.
Name_________________________________ Date___________ Period_________
“The Ransom of Red Chief”
Author Facts: Five of the following statements are true and three are false. Put a “T” by the true statements and “F” by the false ones. BONUS points for correcting the wrong statements.
_____1. The author’s real name was O. Henry, and his pen name was William Sidney Porter.
_____2. The author always uses the correct forms of words to make the story interesting.
_____3. The author is an American author.
_____4. The author uses lots of irony in the story.
_____5. The author was arrested and spent time in jail for embezzlement.
_____6. The author uses both internal and external conflict in this story.
_____7. The author wrote the story in formal English.
_____8. The author uses foreshadowing by having the boy throw rocks at kittens and Bill.
Cast of Characters: Match the characters in the story to the correct information. Characters will be used more than once.
A. Red Chief B. Ebenezer Dorset C. Bill Driscoll D. Sam
_____9. the kidnapper who narrates the story
_____10. the father of Red Chief
_____11. the kidnapper who is most afraid of Red Chief
_____12. a good businessman who cares more for money than people
_____13. a ten year old holy terror
_____14. covered with freckles
_____15. threatened to send the boy home if he continued to hurt the kidnappers
_____16. the “mastermind” of the two outlaws
_____17. the kidnapper who wants to lower the amount of money in the ransom
_____18. the kidnapper who reconnoiters (spies on) the town to see what kind of things the townspeople were doing to find Red Chief
_____19. the person who kidnaps the kidnappers
Sequence of Events: Number the following events in the order (1-6) they happened in the plot.
_____20. Bill runs away from Summit faster than seemed possible for his size.
_____21. Red Chief hits Bill with a rock from a slingshot.
_____22. The kidnappers offer Red candy.
_____23. Red’s father demands $250 to take Red back.
_____24. The leader of the kidnappers goes to a nearby town to mail the ransom letter.
_____25. Red Chief tries to scalp Bill.
Cause and Effect: Give the missing cause or effect in the following flow chart for #s 26 and 29.
26. Because Sam thinks it will be very easy
to commit a crim and get away with stealing
money in the small, country town of Summit....
he talks Bill into___________________________
Bill Driscoll becomes more frightened of
28. Because Read Chief is having so much fun
playing cowboys and indians with Sam and Bill...
Red Chief does not_________________________
29. Because the father loves money and he
knows how terrible Red Chief is...
Dynamic Characters: Static Characters do not change throughout a story. Dynamic characters change from the beginning to end. Two of the following statements prove the character is a static character, and one proves the character is a dynamic character. Put an “S” by the two static characters and a “D” by the one dynamic characters.
_____30. Red Chief is a holy terror at the beginning of the story and he is still a terror at the end.
_____31. At the beginning, Sam and Bill think they are smart, tough criminals, but at the end they are scared of a little boy and outsmarted by his businessman father.
_____32. Ebenezer Dorset is a smart businessman at the first, and at the end he proves he is still smart by getting the kidnappers to pay him to take Red Chief back.
Circle the best description of the genre?
33. realistic fiction horror story tall tale thematic story historical fiction
Point of View: Circle the correct point of view for this story.
34. first person third person limited third person omniscient
Foreshadowing: Give an example of foreshadowing in the story that prepares the reader for the ironic ending.
Irony: Give two examples of situational irony in the story and explain the irony. (3 pts. each)
36. We expect that ________________________________________________________________________________________________________________________________________________________________________but instead ________________________________________________________________________________________________________________________________________________________________________
37. We expect that ________________________________________________________________________________________________________________________________________________________________________but instead ________________________________________________________________________________________________________________________________________________________________________
Each blank below is worth 1 pt.
Perhaps the strongest summary of the irony in the story in that the k___________________________s become the v__________________s , and the v__________________ becomes t he k__________________________.
***Stated another way, the kid_____________________s are held h_________________ by the kid____________________, and the kid________________________s have to pay a r__________________ to be set free from the kid_____________________.****
(***To discover some of the missing words above, think about the meaning and spelling of the words “employer” and “employee.” You can ask me if you are right.)
Make a plot map for this story. Label each part and give examples.
(exposition, rising action, climax, falling action, conclusion)
(Remember the exposition introduces the characters and setting!)
Pretend that you are Red Chief’s father. Write a “ransom note” to the kidnappers stating your terms for taking Red Chief back.
Past, Present, and Future Project
Due January 8!
In Dicken’s “A Christmas Carol”, Scrooge’s reflections on his past, and consideration of his present, led him to change his future. Since the New Year is a time of reflection, you will be completing a project to showcase your past, the present, and plans for the future.
You will present this project in the form of a poster with a section to highlight each period in your life. Poster size should be no bigger than ½ of a large poster board. It is fine if you want to split a poster board with another student.
Each section will be illustrated with pictures representative of that period of your life. You may use photos (I recommend photocopying them if they are valuable to you), pictures from magazines, print pictures from the computer, draw and color pictures, etc. You may also use objects like ribbons or flat items.
You may present your information in several ways (pick one):
1. poems, such as an “I am” poem or other type of
2. Short essays about yourself and how that time in your
life shaped, or was shaped by your experiences.
3. A timeline with descriptions of each event in that
part of your life.
You should include the events in your life that made you the person you are today. You also need to reflect on who you are now, and what you want to become.
Please try to be creative and make the artistic style say who you are. I will be showing some examples for ideas. We will display these in the hall in January. They make a nice gift for parents when we are done with them!
A CHRISTMAS CAROL
Directions: 1.Look up the vocabulary term in a thesaurus and write a synonym for it. 2.Then, use the bold faced word in a sentence and underline it to show you know the meaning (at the bottom). MEMORIZE THESE TERMS FOR THE TEST!
2. want-destitute, lacking necessities/
3. ignorance-lacking knowledge needed to make a living/
4. anonymous-without a name, unknown/
5. destitute-extremely poor, abandoned, lacking necessities/
6. homage-honor, respect/
7. dialogue-conversation between characters/
8. accost-to approach and speak unpleasantly to/
9. brusque-abrupt or blunt in speaking/
12. infuriated-made very angry/
14. theme-author’s message, central idea/
15. stage directions-information given about characters’acting, setting, stage, etc./
MEMORIZE THESE TERMS FOR THE TEST!!!!!
“A Christmas Carol”
Context Clues: the information that comes before and after the phrase or word
Prose: regular writing in sentences (not written in stanzas but in paragraphs)
Drama: a story meant to be performed, usually in parts
Dialogue: conversation between characters
Stage Directions: instructions for actors to follow on stage
Setting: when and where the story takes place
External Conflict: the struggle or problem a character faces with other characters or nature
Internal Conflict: the struggle or problem a character faces with feelings or decisions
Theme: the central message or author’s point (life lesson to be learned)
Fill in the blanks.
Story meant to be performed in parts_____________________.
Struggle or problem a character faces with feelings or decisions__________________.
When and where the story takes place_________________.
Writing that is not poetry, regular writing in paragraphs, not stanzas ____________________.
Struggle or problem a character faces with other characters or nature ____________________.
Instructions for actors to follow on stage__________________.
Conversation between characters_____________________.
Central message, author’s point, or life lesson of a story _______________________.
Information that comes before and after a word or phrase and determines meaning_____________.
The Legend of Sleepy Hollow
by Washington Irving
Legend Vocab. #1
• Adjacent-adj. Near or close
• Stripling-n. Youth, young person
• Sabbath- n. Sunday, usual Christian day of rest and worship
• Sequestered glen- n. narrow secluded valley
• Rustic- adj. Of the country, rural, simple
• Gambols- n. Playful games, outdoor games
• Apparition- n. Ghost, phantom, or anything that appears unexpectedly
• Authentic- adj. Reliable, credible, real
• Superstition-n. Any belief that is not of the average or normal thought-belief in omens, ghosts, or supernatural
• Propensity-n. natural inclination or tendency
• Cognomen-n. Any name, or nickname
• Copybooks-n. Book used for penmanship
• Maxim-n. rule of conduct
• Urchin-n. Mischievous small child
• Chastisement-n. Harsh punishment or scolding
Legend Listening Questions #1
• Sleepy Hollow was a peaceful spot.
• The people of Sleepy Hollow are superstitious.
• Ichabod Crane had lived in Sleepy Hollow all of his life.
• Ichabod was a handsome fellow.
• Ichabod used a lot of discipline in his classroom.
Legend Written Questions #1
• Where was Tarry Town Located?
• Who settled there?
• Why was it known as “Tarry Town”rather than Greensburg?
• Give reasons for the name Sleepy Hollow.
Legend W.Q. #1 continued
• What apparition is most dominant in the area?
• Describe Ichabod Crane.
• Describe the schoolhouse.
• Explain “Spare the rod and spoil the child”
Legend Vocab. #2
• Onerous-adj. Burdensome, oppressive
• Swains-n. Country youth—boys
• Damsels-n. Young unmarried girls, maidens
• Epitaphs-n. Something engraved in remembrance of the deceased; as in a tombstone
• Gazette-n. Newspaper
Harbinger-n. Forerunner, before something
• Topsy Turvy-adj. Upside down, reverse conditions, disorder
• Specter-n. Ghost
• Perambulation-n. A walk
Legend Listening Questions #2
• Ichabod was liked by little children and women.
• Schoolmasters were usually thought to have a fairly easy life.
• Ichabod was extremely shy and backward around women.
• The people of the area hated to see Ichabod visit.
• Ichabod disliked the ghost stories told constantly in the area.
Legend Written Questions #2
• Where did Ichabod live?
• What did Ichabod do to help pay his room and board?
• What did Ichabod do in his spare time?
• Why did the ladies like Ichabod?
• What was Ichabod most knowledgeable about?
• What sort of things scared him during his walks?
• What did Ichabod do when he was afraid?
Legend Vocab. #3
• Coquette-n. a flirtatious girl
• Paternal-adj. Fatherly, on the father’s side
• Pedagogue-n. a teacher
• Chanticleer-n. A rooster
• Resplendent-adj. Shining brightly, dazzling
• Festoons-n. Curved garland or arrangement of flowers or fruit
Legend Vocab. #3 continued
31. Knight-errant-n. Medieval knight looking for adventure
32. Adversaries-n. An opponent or foe
33. Labyrinth-n. Structure which is difficult to follow without losing one’s way: a maze
34. Squall-n. Harsh loud cry or scream
35. Rantipole-adj. Loud talking, boisterous
Legend Listening Questions #3
• Katrina was a coquette.
• The Van Tassels were a family of average wealth.
• Ichabod looked at all of the Van Tassel’s farm animals and thought of eating.
• Ichabod was not overly concerned with money.
• The Van Tassel’s home was plainly decorated.
Legend Written Questions #3
• Give two reasons that Ichabod wanted to court Katrina.
• Give two reasons why it was difficult to court Katrina.
• Who else wanted to court Katrina besides Ichabod?
• How was this other suitor viewed in the community?
5. What was meant by “sparking”?
Legend Vocab. #4
• Amours-n. love affairs
• Piazza-n. Veranda, porch
• Pinnacle-n. Highest point
• Preceptor-n. Teacher
• Eloquence-n. Fluency in speech or writing
• Boorish-adj. Rude or awkward
• Pensive-adj. Thoughtful or reflective
• Ferule-n. Metal ring put on the end of a tool for added strength
• Cavalier-n. Armed horseman, gallant gentleman
• Capricious-adj. Erratic, impulsive
Legend Listening Questions #4
• Katrina seemed to favor Brom Bones over Ichabod.
• Ichabod wanted to end the rivalry with a fight.
• Brom played practical jokes on Ichabod.
• Ichabod borrowed a broken down farm horse to ride to the Van Tassel’s.
• Ichabod and his horse made a funny looking sight as he rode to the Van Tassel’s.
Legend Written Questions #4
• Brom Bones scared other rivals from stopping at Katrina’s house. How did Ichabod get around him?
• What kind of practical jokes did Brom play on Ichabod?
• To what was Ichabod invited?
• How do we know Ichabod was excited about the event?
• Ichabod borrowed a horse named Gunpowder. Did the name suit the horse? Explain.
• Describe how Ichabod and his horse look together.
Legend Vocab. #5
• Parlor-n. Living room, formal
• Itinerant-adj. Traveling
• Knoll-n. Rounded hill, mound
• Countenance-n. Facial expression, referring to the face
• Tête a tête-n. Private conversation between two people, secret
Legend Listening Questions #5
• After entering the Van Tassel’s home, Ichabod went straight to the food table.
• Music for dancing was provided by one musician with a stringed instrument.
• Ichabod thought himself to be as good a dancer as he was a singer.
• Ichabod watched Katrina and Brom Bones dancing.
• Ichabod joined the older men while they sat around telling war stories.
Legend Written Questions #5
• Describe Brom Bone’s horse Daredevil.
• Describe the food table.
• What happened to make Ichabod leave Katrina’s earlier than he intended?
• How did Ichabod feel when he left the quilting frolic?
• What time of night was it? What sounds did he hear?
Legend Vocab. #6
• Bough-n. Main branch of a tree
• Peril-n. Exposure to harm or injury
• Cavernous-adj. Cave-like
• Lateral-adj. Toward the side
• Cranium-n. Skull
Legend Questions #6
• The tulip tree was known as the Van Tassel tree.
• Ichabod began to whistle as he approached the fearful tree.
• Ichabod approached a marshy swamp known as Wiley’s swamp.
• Ichabod didn’t fear the stream where Andre was captured.
• Ichabod was chased by the “Headless Horseman”.
• Predict the outcome of the story.
• Think about: What happens to Ichabod? How does the town react? Do they find out who the “Headless Horseman” really is?
• Provide supporting details for you conclusion.
• Should be at least 2 paragraphs.
Legend Questions # 6
• Where does Ichabod think the Horseman will vanish when he gets there?
• What two items were found at the sight that Ichabod disappeared?
• Do you think Brom Bones is the horseman? Why or Why not?
• What were the rumors given for Ichabod’s leaving.
• What were some of the things that happened to the town after Ichabod’s disappearance?
• Name three things Ichabod supposedly became.
THE LEGEND OF SLEEPY HOLLOW RECAP
1. Which state is Sleepy Hollow located?
2. Ichabod Crane’s scholars were__.
3. Where did Ichabod live?
4. Besides being a school master, Ichabod Crane was the _______.
5. The Headless Horseman was called the _______ of the Hollow.
6. A _____ causes more perplexity to a mortal man than ghosts, goblins, or witches.
7. What was Baltus Van Tassel’s occupation?
8. Brom Bones was famed for great knowledge and skill in _______.
9. What is another word for courting in Sleepy Hollow?
10. Why did Brom Bones play practical jokes on Ichabod Crane?
11. Ichabod felt safe from his pursuer if he reached the _________.
12. Why was school turned loose an hour before the usual time?
13. What was the name of the plough-horse Ichabod borrowed?
14. Ichabod was compared to Saint Vitus, the blessed patron of ________.
15. Where was the Headless Horseman most frequently encountered?
16. The fearful tulip tree was known by the name of ________.
17. Where was the Headless Horseman’s head carried?
18. A _________ was found near Ichabod’s hat.
19. According to an old farmer, what was the last thing Ichabod had done?
20. What happened to Brom Bones?
Pick either the Scrapbook or the Newspaper Project. 5 People to a group. If you have fewer people, members must divide up the extra tasks.
Your task is to create a scrapbook using pictures, journal entries, poems, memorabilia, and other information to answer a series of questions. Each person will be assigned to a group of five. The research is divided into five topics. Each person in the group will be assigned a topic to research. The group will collaborate and share their information to create a group scrapbook.
The five topics of study for the Holocaust Project are:
What was the Holocaust?
Each individual within the group of five will research their topic using the Internet sites. Each group member will work individually on the computer researching and collecting information on their topic. Information found will then be shared and used by the group to help create their scrapbook or newspaper. Class time will be provided for the groups to meet and put their scrapbook together. Each group will be expected to present their research through their scrapbook to the class.
The following rubric was established for the assessment of the project.
Excellent -10, Good-9, Fair-8, Poor-7
Covered all 5 topics clearly and completely. 10 9 8 7
Writing clear, coherent, and detailed information 10 9 8 7
Organizing information and pictures 10 9 8 7
Using the computer efficiently as a resource 10 9 8 7
Managing time 10 9 8 7
Working cooperatively 10 9 8 7
Completing the scrapbook or newspaper 10 9 8 7
Presenting to the class 10 9 8 7
There are hundreds of examples in history involving genocide based on religion, race, culture, and geographic location. One example that stands out from the rest is the mass murder of the Jews by Nazi Germany during World War II, otherwise known as the Holocaust. It is your job to educate others about this important event and help break the cycle of violence.
You are part of a team of American newspaper reporters living during the Holocaust era. You have been sent to Germany in order to report back to the United States the events taking place there. Your team is assigned the task of researching, writing, and editing a single edition of your newspaper. Include headings, bylines, pictures, photographs, and anything else you think will make your newspaper better. The following must be included in your newspaper:
(1) A headline article which tells who, what, where, when, and why about one of the following events:
The Nuremberg Laws
Kristallnacht (Night of Broken Glass)
(2) A feature article about Adolf Hitler or Anne Frank. Discuss that person's life and his/her contributions to the Holocaust.
(3) An editorial that discusses what children of the Holocaust endured.
(4) A letter to the editor from a Jewish person describing what life is like in a concentration or extermination camp. Include what one might have eaten, where one might have slept, how one would have been treated by the guards, how one would pass the time, and what work one was required to do.
(5) An article about the resistance movement. Tell why they would risk their life to help others.
LITERARY TERMS UNIT 1
analyze-break down into smaller parts and examine closely.
plot-the events that take place in the story
conflict-the problem they are struggling to deal with in the story
setting- when and where the story takes place
genre-the different types of literature
external conflict-when the problem comes from a source outside the character
internal conflict-when the problem is inside the character’s mind (personal problem)
flashback-an event mentioned that took place before the start of the story.
foreshadowing-hints that something is not right and something is about to take place
sequence-the order in which the events take place.
cause and effect-a relationship between events in which one makes the other happen
prefix-something added added to the beginning of a word that changes its meaning (ex. non)
suffix-something added to the end of a word that changes its meaning. (ex. ed)
root word- the basic word with nothing added to it
plot diagram- 5 part schematic that shows the parts of the plot:
exposition, rising action, climax, falling action , and resolution
exposition-introduces characters and setting
rising action-plot thickens, events build suspense
climax-high point in action, turning point of story
falling action-things become clear start to come together
resolution-loose ends are all tied up. may not be what is expected.
major character-a character that plays a main part in the story
minor character-a character that is mentioned, but doesn’t really affect the story outcome
personification-when something not human acts like a human animals talk, leaves dance, etc.
fact-something real that can be proven
antagonist-the problem in the story-“the bad guy”
protagonist-the hero of the story-“the good guy”
infer-to look at the information you have and draw a conclusion based on what you know.
evaluate-be able to tell the good from the bad; judge it
website to print Personification-Fact Worksheet
website to print honors animal facts research and story character worksheet
7th Grade Reading
Mrs. Rowe (2009-2010)
Be Prompt, Prepared, Polite, and Positive!
Objectives: To improve reading skills (must pass CRT test at 8th grade level for driver’s license!)
To broaden your understanding of and sample a variety of genres of literature
To enjoy what is read
Supplies Needed Each Day:
1. paper, 2. pencil or blue/black pen, 3. spiral notebook to organize work, 4. reading material (preferably AR book) *Classroom texts are available for checkout in hardback or cd format.
Library: Instruction will be given on conventional library use and computer technology. Students are encouraged to use library sources whenever possible! Students will be able to access both the school and classroom libraries daily as they finish a book.
Homework: Most work assigned in reading will be completed during class. This will allow time for free reading (Student is required to bring library book each day for SSR (sustained silent reading practice). Students will begin each reading class with SSR, and will also read when assignments are finished. AR tests and library visits may be taken during this time.
Following Rules = Good Habits! All students are required to know and obey the MNMS handbook. 3 pink slips= 2 hour detention (Please note: constantly forgetting work/supplies will use up your hall passes quickly, and once you’re out, you will use pink slips to leave class.) Use your passing time WISELY!
Make-up Work: A calendar of assignments is available in class. Students are to copy the assignment, gather any worksheets, and check out texts necessary to do work (if needed). You have the same number of days to complete make-up work as the number of days missed. Work turned in after make-up time has passed will be counted late unless prior arrangements are made with teacher.
*It is the student’s responsibility to get missing assignments and hand them in when he or she returns from an absence (as per the handbook)! Be responsible!
Novels: During the year, we will be reading novels together as a class. At least one novel will be read each nine weeks. Some novels we read are: Number the Stars, A Christmas Carol,The Legend of Sleepy Hollow, and The Outsiders. We will read additional novels
as time allows. Students will take AR tests over these novels.
Grading: 10% AR goal
15% AR Test Scores
75% Literature/Daily Work
phone number- 324-2236 (Will post new extension as soon as phone is updated.)
email is the best way to reach me. If you would like me to call, email a request.
web site address- http://www.quia.com/pages/crowe/page9
STAR-Standardized Test for Assessment of Reading. is a computer program used in conjunction with AR (Accelerated Reader). Results given show a reading level which helps to determine students’ AR goals.
Students who maintain the same level or improve on STAR will not automatically have their goal increased but will work with Mrs. Rowe to set a realistic goal. This encourages students to rise to the challenge of becoming better readers. Students who purposefully fail will not lower their goals. More reading will be required to improve their skills!
AR (Accelerated Reader)- This is a computerized reading program designed to allow each student to practice reading with material at an appropriate level that is of interest to them. After testing with STAR to determine equivalent, the student has an individual goal set. This goal is a specific number of points to be met by reading in class during sustained silent reading, after finishing work, and at home. Books have been assigned a point value based on difficulty of reading. To receive the points the student takes a 10-20 question multiple choice test on the computer to evaluate whether their comprehension. Students will log all books read and tests taken on their AR reading log. A book log will be kept for each book read. Students must have a teacher or parent signature to verify a book was read in order to test. A grade will be given for the reading log at the end of the nine weeks. Students will be required to have parents sign the AR log weekly. NonAR books can be read toward goal with teacher approval and the completion of a book review and writing a test for the book. Points earned must be agreed upon with teacher prior to reading book.
*Grading for AR is 25% of the total reading grade- 10% for % of goal and 15% for test average.
*Bonus is given for students reading over their goals
*At this point students are encouraged to exceed goals and choose to become SUPER, ADVANCED, STAR, and CLASSIC readers. Rewards are given each 9 weeks for attaining different levels of success.
*Students may also write book reviews for bonus. (Can’t copy book cover!)
*Books on Tape: Students may read along with books on tape with permission from Mrs.Rowe. Student must alternate with non-tape books!
AR Testing Options: If you choose to read a non-AR book, you may write your own test. as well as a short review. This must first be approved by Mrs Rowe and points to be earned agreed upon and logged in your notebook. Then following the same format as computer tests, write 10 multiple choice questions with 4 choices for each. Vary your questions as far as content (not 6 questions about main characters and 4 about the plot). Also, questions must be sequential and taken from throughout the entire book. Answers must be included at the end of the test. When finished, give test and book to Mrs.Rowe so level/points can be verified. NOTE: Students must alternate with computer tests!
*Individual requirements and AR details will be sent home later in the nine weeks when the library opens and we are able to STAR test and begin the program.
DUE AT AR DEADLINE!
Often parents ask, “How can I help my child in reading?”
Participating in this project is one way. Also, take time to help your child in reading by doing the following:
Be a reader yourself.
Read with your child.
Take time to listen to your child.
Make reading fun.
Take your child to the library.
Be interested in your child’s work and what they’re reading.
To receive extra credit in reading, listen to your child read aloud (AR book, magazine, newspaper, text) then initial this record sheet. Not only can they receive bonus points at the end of the nine weeks, but it can be a real sharing time!
READ ORALLY TO A PARENT FOR 15 MINUTES.
READING IS THE MAGIC KEY...
TO TAKE YOU WHERE YOU WANT TO BE...
Reading practice is fundamental for:
...communication skills )
Our goal is to MAKE READING A LIFETIME HABIT!