January Learning Guide Key

Teaching Objective: Students will study the novel The Wednesday Wars to learn knowledge and understanding of literary elements:  character, setting, plot, rising action, conflict, climax, turning point, falling action, resolution, RL 8.2

Learning Objective:  Students will use sticky notes to follow along with the story then using the sticky note they will be able to complete their Learning Guides.  Taking notes on literary elements from the white board and continue working in small groups to complete Wednesday Wars - January Learning  Guide.

Starter: adeles cousin recently took a rafting trip on the colorado river



KEY:  Wednesday Wars – January

A.  Vocabulary:  Become familiar with the words.
*fortifying - strengthen                                              *vengeance – punishment/retribution
*intercepted – cut off/obstruct                                    *ample – more than enough/plentiful
*consonant – speech sound that is not a vowel

B.  Identify if the italicized word is a predicate nominative (PN), or a predicate adjective (PA).
1. Holling Hoodhood is embarrassed.  PA
2.  Doug’s brother is a mean, mean bully.  PN
3.  Holling’s sister was upset. PA
4.  Sycorax and Caliban are loose. PA
5.  The Home Town Chronicle is a home town paper.  PN
6.  Doug is a good friend.   PN
7.  Holling’s dad says that having a kid in school is a big plus.  PN
8. The busses were late.  PA

***Underline and label the complement in the following:
9. “Malice is not always small and petty”.  PA
10. Mr. Guareschi is the “dictator-of-a-small-country”.  PN
C.  Apostrophes – answers will vary
D.  *she would/she’d                    *cannot/can’t                   *they are/they’re
      *did not/didn’t                           *will not/won’t                 *you will/you’ll
      *we have /we’ve                       *there is/there’s              *that was/that’s

E.  Rewrite the phrases using an apostrophe to show ownership.  Will somewhat vary
1.  The book belonging to Holling /  It is Holling’s book.  / The book is Holling’s.
2.  The books from the library. / It is the library’s book. /  The book is the librarie’s.
3.  The dusters used by the teachers.  / It is the teachers’ duster.  / The duster is the teachers’.
4.  The cream puffs bought by Mrs. Baker.  / They are Mrs. Baker’s cream puffs.
5.  The plays written by Shakespeare. / They are Shakespeare’s plays.

F:  Figurative Language:  Underline and label the figurative language. There may be more than one in each.
1.  “There was a flash of inspiration and ambition (personification) – which was, according to Shakespeare, what Macbeth (allusion), was feeling a day or so before he murdered Duncan.  (allusion)
2.  “Let’s keep you on your toes,” (cliché/idiom) she said cheerfully.
3.  “Fix this or you die,” (hyperbole/cliché ) she said.
4.  I walked home under gray clouds whose undersides had been shredded.  They hung in tatters and a cold mist leaked out of them.”  (personification)
5.  “…and then the rain started to spatter (onomatopoeia) thickly on the window, and then all sounds of it faded away, and my room began to grow cold.  (personification)
6. “…he couldn’t control the Long Island Power Company, which that morning was spending its time not giving electricity to most of its customers – including Camillo Junior High.” (personification)
7.  “Now,” said Mrs. Baker, “While the sugar is coursing through your veins.” (personification)
8.  “Not that she had suddenly become filled with the milk of human kindness. (metaphor) (That’s from the Tragedy of Macbeth, by the way).  (allusion)
9.  “The wind sculpted the snow first into low mounds and then into strange, sharp shapes.” (personification)  (strange sharp shapes – alliteration)
10.  “At times the Long Island Power Company would muster up some electricity and send it out.” (personification)
11. “…the four of us huddled together under blankets like the pioneers .” (simile)  (pioneers – allusion)
12.  “I hiked through knee-deep drifts to school, (hyperbole/cliché) the wind still wailing and throwing itself against me.” (personification)
13.  “Right away the radiators began to clank (onomatopoeia) and pound as if Mr. Vendleri was going at them with a wrench.”  (simile)
14.  “The radiators were giving off that hot iron smell, (personification) sort of like a southwest wind that blisters you all over.” (personification, simile)
15.  “Most of the water component of my body had been sucked (personification) into the little cotton compartments of my thermal underwear.” (personification, metaphor – water component compared to cotton compartments)
16. “…the flakes that were coming down were the kind that really wanted to be rain but couldn’t quite get there.” (personification)
17.  “…and so the clock clicked (alliteration, clicked – onomatopoeia) down to the end of the school day. (clicked down to the end of the school day – personification)
18.  “I headed outside, watching, watching, watching (alliteration) for Doug Swieteck’s brother, his words hovering  (personification) like the snow in the air. (simile)
19.  “They stood in line like a platoon, (simile) and each one lifted up his left arm and pointed at me.  In their right hands they held snowballs as big as bowling balls.” (simile)
20.  “There were pictures of soldiers capturing a Vietcong POW. (allusion)  There were pictures of soldiers standing (alliteration) around supply catches.”

G.  Understanding What You Have Read
1.  Often people are excited to get their picture on the front page of the newspaper.  Why didn’t Holling like it?  Holling felt very embarrassed.
2.  What did Doug Swieteck’s brother do with the newspapers he stole?  Doug’s brother had cut out and colored the newspaper pictures of Holling as Ariel, and put them all over the school.
3.  What further evidence is there that Doug is a good friend to Holling?  Doug took a black eye from his brother when he refused to color the pictures.
4.  Compare Holling’s sister’s attitude toward his front page fame, with her attitude toward him when he suggested he would go to military school.  __________________________________________________
 When Holling’s picture in yellow tights gets taped to her locker his sister is mad and embarrassed.  When he talks about military school in front of their father she says it is no more ridiculous than the school they attend.  When she talks with Holling privately she realizes he could end up fighting at war and she “couldn’t stand it…”  (if she were to lose him).
5.  Describe the setting (time and place) and tone (feelings/mood).  (p. 110-112).  Ice storm, slippery, mad bus drivers, no electricity, gray, cloudy, uncomfortable/miserable
6.  About Holling’s Ariel photo, Mrs. Baker says it is a “wonderful picture of you playing a wonderful part,” and “people will soon forget about Ariel.”   Holling says, “It’s not like it’s your picture in the halls, or that you have all that much to worry about.”   What evidence is there that this is upsetting to Mrs. Baker?  What would upset her about it?    Mrs. Baker tells Holling to go sit down and she doesn’t speak to him the rest of the day.  Mrs. Baker’s husband is away at War.  It is insensitive for Holling to think she has nothing to worry about/it is a reminder to her that it is a worry that he is in harm’s way.      
7.  When Holling alludes to Macbeth, Mrs. Baker claims Shakespeare is showing “that pride combined with stubbornness can be a disater” (p 109).  What evidence is there that this statement might apply to Mr. Guareschi?   Mr. Guareschi refuses to close the school when it snows and the roads ice over, forcing the buses to continue running and all teachers and students to attend school for standardized tests.
8.  Since cause is what happens, and effect is the result of the cause, what indirect effect is there regarding Holling and Mr. Guareschi’s stubbornness in keeping the schools open?   Holling getting hit by an out-of-control bus while trying to save his sister.
9.  Who goes with Holling to the hospital?  Mrs. Baker and Mr. Guareschi
10.  In regards to Holling going to the hospital, explain which character you think is there out of genuine concern for Holling’s well-being, and which might be more concerned about being liable for the accident.  Answers vary - Mrs. Baker out of concern.  She drives him and waits with him.  Mr. Guareschi might be worried about liability, because school probably should have been closed.
11.  Foreshadow is when the author gives hints or clues about things that might happen in the story.  When Holling notices Mrs. Baker watching TV in the waiting room (pg 127), what is inferred?   This is not the first reference to Mrs. Baker and her unspoken emotional reaction.  What might the author be foreshadowing with these inferences?   Mrs. Baker is watching the new and worrying about her husband.  It might be foreshadowing that something will happen to her husband.
12.  During the snowstorm, Holling sees a chance for revenge against Doug Swieteck’s brother by throwing a snowball at him. How does Doug’s brother know it is Holling who hit him with the snow ball?  When Holling goes into the bathroom an eighth grader recognizes Holling as being the one and tells Doug’s brother
13.  Holling compares himself to Malcolm, the son of the murdered king in Macbeth, who has no more need for vengeance after Macbeth is killed and he finally becomes king. Why do you think Holling no longer feels a need for revenge on Doug’s brother?  Since pictures were posted of Holling saving his sister, Holling probably feels that his reputation has been saved.
14.  The chapter begins and ends with Holling walking down the hallway and everyone smiling at him.  Compare and contrast how the two situations are the same and how they are different.
Same:  involve photos of Holling “flying” in the air…different:  The first one was out of vengeance to be mean and Holling was upset and embarrassed.  The second showed him as a hero so he was proud.


Novel:  Wednesday Wars - February, with Learning Guide (Use sticky notes to mark important things in the chapter while listening to the audio).

Narrative Writing Pretest 10/20-21/15

10/20/15

Language Arts

Teaching Objective: Students will study the novel The Wednesday Wars to learn knowledge and understanding of literary elements: character, setting, plot, rising action, conflict, climax, turning point, falling action, resolution. RL 8.2

Learning Objective:   Students will fill out the pretest handout for literary writing terms. Students will then share and fix answers on their pretest for completion of their own personal learning guide.

Starter: Correct this week’s sentence by identifying sentence parts including complete subject, simple subject, complete predicate, verb, direct object, indirect object, predicate nominative, predicate adjective, noun of direct address, appositive or appositive phrase, prepositional phrase, etc.

Sentence Starter:  are there any alligators in that swamp mom

Literary Writing Handout: this will need to be gotten from me.

Power Point Check: After completing the handout students will check and correct/ discussion bringing in Wednesday Wars.

Follow-up: Reminder of December Learning Guide check off will be dead Wednesday 21^st no points after this date.

Novel: Wednesday Wars January Learning Guide audio beginning 10/21/15

Comprehensive Listening:  Procedure: Place sticky notes identifying figurative language, things you question or don’t understand, want to refer back to, or find important to the story while listening to the audio.  The last few minutes of class go to your sticky notes and transfer page numbers, paragraph numbers and key words onto paper so you will have it for reference in the novel at a later date. 

Stained Glass 8th

Stained Glass Assignment/ Criteria

Objective: Students will learn a process of mosaic my using construction paper and tissue paper

Directions:

*Using thin paper divided into 4, draw roughs, these may be a design/ pattern, nature, and or a landscape. It must utilize the space on the paper same as it should look for a final on the construction paper.

*When choosing the best remember you are thinking stain glass, not how large can I make my sections or how quickly can I get this assignment done. Every area must be no larger than 2” by 2” that includes any item that is the same such as sky, land, water, or just designs.

*Enlarge best on black construction paper, draw a ½ inch border, the border must be showing in the composition at the end not just to start, (important).

*When drawing your choice you need to intertwine everything together, including the border.  Too much black showing becomes boring, not enough black makes design too weak. There should not be any area of black larger than the border, all sections need to be ¼” unless some sections need just a hair larger for interlocking.

*You are trying to recreate a stain glass not just a project. All rules for a stain glass must apply to your finished product. The border is the frame, the tissue is the glass, and the black is the lead, keeping all the pieces together.

*Using an x-acto knife, and lap board cut out sections leaving thicknesses of black. 

*Using tissue paper, glue and scissors to cut the tissue, trace your sections of tissue to the appropriate size for the section, do not extent outside the shape, cut tissue and glue to the back of the construction paper. You should be gluing to the pencil side so on the completed project there should be no pencil showing.   Section by section will need to be addressed with each tissue paper color.

*Be creative to show values, level change, and section change. Taking large sections of tissue and pasting it to the back is not stained glass. This is just being lazy.

*See examples, for ideas and best results.

*This assignment shows elements of art: line (curved, diagonal, horizontal, and vertical), shapes (geometric and organic), space (positive and negative) and color (any and all from the tissues found in box). Principles of design: balance (asymmetrical or symmetrical), and could even show rhythm (pattern).

 

Final Color 9th

Final Project: Color (pencils)

This is the final project and time should be spent on it. There are things you will need to consider when looking for a final project (reference). Look in magazines, books, calendars, novelty magazines, if you look on the internet to print off make sure you have color in the printer and it is a good quality picture not something small that needs to be enlarged a lot. etc.  The list can go on you need only look. It must be in color. Pick something that will challenge but not so hard you get frustrated.

1. You will need to think of the subject matter:

*no cartoons/ or coloring book style (black outlines, or flat shapes)

            *no logos/ numbers/ letters/ silhouettes, etc. no exceptions.

            *it must be realistic, not fantasy 

            *nature, landscape, inanimate, portrait, etc. are a few examples.

2.      You will need to think of the Composition. It must be a good composition, filling 3/4‘s of the paper. Must be 3/d the whole picture needs to be looked at, the positive / negative space, asymmetrical or symmetrical balance and more will need to be considered, outlines should be the start only I should not see pencil by the end of your composition. If a line starts the project then color and values should finish it. 

3.      Values; these are a very important part of your final. They will help you make your composition 3/d. You will be using colored pencils, because of this you will need to consider your values in a different way. Changing the intensity of the colors going from a deeper color to lighter in the same pencil, or each section outlined, these are not values. Values in color are used with white, black, and even a gray pencil. Another way would be using the direct complement and even the opposite of what you are using for example if using a red using green as the complement or the cool colors as the values.  It is not always better to use black or gray for a darker value.  Remember one pencil will not give you values you must use multiple pencils for the whole of the picture. 

4.      Proportions, Texture, Craftsmanship, Form will also be considered. You need to remember how an overall effect will look. This makes a difference to how I think you feel about the final. If it looks sloppy, ripped, folded, wrinkled, not finished or even looks like a rushed job, you could care less about your grade. A person can tell if you have taken time to work on a project. 

5.      You will be using large thick paper, (80 weight is what I have) and may have a 1” border (not mandatory) . If you are going to use your own colored pencils, look for a large enough set (more than 12). If you are planning to purchase your set and are looking at a really good set consider the prismacolor brand.  These are more expensive but they are the better quality for your money.  (We sell then here at the school, or you may spend more at other stores).

6.      Parents I would like you to keep track of how much time your student spends on their assignment and the amount of effort they put into it.  How well they do their values, proportions, texture, balance, space, form (3/d), unity, overall quality of work.  I would also like you to give your student a rating between 1-25 with 1 being no effort or time spent and 25 being many hours and a high quality effort spent.  (what would you give them points wise for a grade) Thanks for your help.  Ms. Ewell

Due: ________________________________ Late work will only receive ½ credit. It is at the end of the trimester and not much time to get it in later. 

Final Color Parent Scoring Sheet

Student Name: __________________________________             Hour: ______

Comments:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Score (1 - 25): _______________

Signed by: ______________________________________ Date: __________

Relationship to Student: ______________________________

Final Mythical Creature Sculpture

Final Requirements: Mythical Creature Sculpture

¨  *Skeletal/ armature must be constructed from cardboard, measuring no smaller than 1 foot in diameter, but may be larger and fit through all doors (no bigger than 36” please). This armature is much like the skeletal of your own body it is the basic mold for the inside of the creature. The creature must be a full body not just a head but with legs as well. This will be a 3/d creature no flat objects. It must stand or be stable in position you have chosen. Everything, (just like your body) should be part of the armature.

¨   

¨  *Construction: must hold together, you will be coming from home to school.  Using glue, tape, wire, thread, yarn, etc. Some things work out better than others, experiment to find out which one for your creature. (hot glue gun is not always the best)

¨   

¨  *Cover: you must cover the outer with what will complete you creature i.e. fur, wrapping paper, paint, feathers, bling, fabric, yarn, please no lined paper, or construction paper this will just fall apart and not help with a final look, just remember the original cardboard must not be showing, etc.

¨   

¨  *No drawing on creature with marker, pencil etc. you must make or paint your eyes, mouth or any physical features and body parts, etc. to complete your creation. Go the extra mile.

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¨   *Tag: This is your information; you must include a tag with your creature’s name, your name along with the hour.  Use yarn or string to tie the tag onto the creature it looks better than just a scrap piece of paper scribbled on with information with tape holding it in place.  The tag will be graded along with the creature make it good.

¨   

¨  *Creativity: this means background knowledge and using your imagination along with items that are common and turning them into an uncommon way, this will play a huge part in the project.  Take time to come up with an original mythical creature.

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*Elements of art: color (any that will enhance the beauty of the creature), texture (feathers, bling, cloth, etc.), form (every angle must be considered 3/d) these are the most predominant found on your project.

*Principles of design: balance (symmetrical or asymmetrical it must be able to stand on its own), unity (everything that comes together and works with it, nothing looks out of place), proportions (the head, legs, body work with each other not against having the creature fall over) are the most predominant.

¨  *Take the time to create, don’t wait till the night before. You have time to create but only if you don’t wait.

¨   

¨ *Parents I would like you to rate you student between 1-25 on effort, time spent, creativity, construction, and overall completion on this project.  I would like you to consider all aspects of this project. Read the instructions for what is to be the finished product. A parent form has been attached for you to fill out, and your student is to return the form for points. Make sure the project is finished before you send the form.  Thanks for your help comments are welcome. If you lose the form another one may be found on my blog.

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¨  *Due date: __________________________, No late work will be accepted for full credit second day only ½ points given. This will be due at the end of the trimester. Do your best to be on time. *

Mythical Creature Sculpture Parent Grading Sheet

Student Name: __________________________________             Hour: ______

Comments: (This should reflect how you feel your student has accomplished the assignment, using the criteria assigned)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade (1 - 25): _______________

Signed by: ______________________________________ Date: __________

Relationship to Student: ______________________________

*_** Parent please 

Key- December Learning Guide Wednesday Wars

KEY -  Wednesday Wars – December

A.  Vocabulary

*Seclusion  /  private                                                   *exquisite  / extremely beautiful

*Corresponding  / similar, written communication     *insubstantial  / lacking strength

*Obliterate / destroy                                                   *eminent  / famous

B.  Objects

1.  Hoodhood family lived in a perfect house.

                                  ___________________

2.   The cream puffs were placed on the classroom windowsill.

                                 __________________________________

3.   Holling felt desperate when he asked for the cream puffs.

                   ________________________________________

4.   He was embarrassed when his classmates saw him in the play.

            _______________________________________________

5.   Heather and Holling went to the church and lit a candle for Robert Kennedy.

                                        ____________________________________________

C.  Edit the following sentences, so they are correctly written. 

1. Every Wednesday Holling was the only student in Mrs. Baker’s classroom.

2. The Jewish students went to Temple Beth-El and the Catholic students went to Saint Adelbert’s, but Holling was Presbyterian and stayed at school.

3.  He thought that reading The Merchant of Venice by William Shakespeare would be dull.

4.  Mr. Hoodhood watched the news, read by Walter Kronkite, every evening.

5  Heather was working on Robert Kennedy’s campaign for the election in November.

6. Mr.Hoodhood bought a red Ford Mustang and drove it every day.

7. This novel takes place in New York City.

8.  Some students find math and science easy, but have difficulty with English and French.

9.  Canada, Mexico and the United States make up the continent of North America.

10. Heather had driven west from New York and stopped in Chicago.

11.  Holling would rather go to the moon, Mars or Venus than be seen in yellow tights.   

Figurative Language: 

D.  Answer the following.  Refer to notes and previous handouts to help you with meaning if necessary.

1. Explain how Camillo Junior High is personified in the lines “The reputation of the school was at stake, he told us, and he was very, very, very confident that we would not let Camillo Junior High down.”  The “school” can’t be let down.

2.    What shows alliteration in in “The rest of the morning announcements were as exciting as December drizzles…”    “D” sounds in December Drizzles

3.  Explain what the simile in “the rest of the morning announcements were as exciting as December drizzles” means.  Will Vary – Drizzles get monotonous – steady, slow

4.  Explain the meaning of the simile in “Balls as big as grapefruits hung from each branch.”  The ornaments were large

5.  To say that the bronze cups standing on the white linen cloth were as huge as History means the bronze cup was very large because history itself is very large

6.  To say the feathers will “sort of wave in the breeze when you walk” shows personification because to wave is a humanistic trait – feathers don’t wave

7.  Explain what the metaphor “Suspicion is an unbecoming passion” means.  To be overly suspicious as in a passion is not a good trait

8.  From the simile “He’s fighting like a jousting knight” what can we infer about the character’s fighting abilities?   He has a talent for fighting – good at it

9.  Metaphorically speaking, what does “You’re on a knife’s edge” mean?  Taking great risk – on the edge

10.  The characters of Prospero and Ariel are in reference to historical literature.  Besides being metaphors, to say “She was Prospero” and “I was Ariel” are examples of what figurative language? Allusion

11.  What is being personified in the line “beg the audience to send its gentle breath to fill the sails of our  freedom?”  audience’s breath

12.  What is being personified in the line “the scent of diesel fumes came in on the breeze – which was cutting right through my floral cape?   The breeze is cutting through the cape – it is cold

13.  What does the simile “I was about as frantic as a fairy warrior being very quiet can ever get” say about Holling’s state of mind?   Stressed!

14.  What can be inferred about Mickey Mantle from the similes “He had hands as large as shovels, and the forearms that came from his sleeves were strong as stone…his legs…looked like they could run down a train on the Long Island Rails Road?”  very large with strong legs

15.  What do you infer is the meaning behind the figurative language used in the line “Outside, it was the first really cold night of winter, and the only fire in sight was the stars high above us and far away, glittering like ice”?   it is cold and there is no heat, but the sky is lit up like it is on fire

16.  What do you infer about the baseballs from the simile “…their covers as white as snow”?  brand new

E.  Understanding What You Have Read – Answer the questions.  Some Answers will Vary

1.  Everyone at Camillo Jr. High is decorating for the holidays, except for Mrs. Baker.  Make an inference as to why you think she doesn’t.  Her husband is fighting in the war.  Her friend’s husband was just killed.  She just isn’t in the spirit of celebrating. 

2.  Why doesn’t Holling want to play the part of Ariel?  He is embarrassed to wear yellow tights with feathers “waving” on the butt

3.  What does Mrs. Baker reveal to the students that Holling is trying so hard to keep quiet about?  His performance in the play

4.  How does Mrs. Baker help Holling with his part in the play?  Practices his lines with him – helps hin “feel” it

5.  When Holling looks through the peephole from backstage, he sees Danny’s parents but not his own.  Site evidence from page 85 that indicates how Holling might feel about this.  Sad, On verge of crying - “And I guess you can’t look out stage peepholes very long, because your eyes start to water and the stuff in your nose gets drippy…”

6.  How do Danny, Meryl Lee, and Mai Thi react to Holling’s performance?  They are teary eyed – standing ovation

7.  What conflicts does Holling encounter on his way to meet Mickey Mantle?  When play is over the dressing room is locked so he has to stay in his costume.  Parents aren’t there to pick him up.  He doesn’t have bus money.  It is cold.  His  ball for signing was in his pants pocket…

8.  In reference to #7, how are some of Holling’s conflicts resolved?  Bus driver lets him on for free, gives him a baseball

9.  What evidence is there, from Mickey Mantle’s refusal to sign Holling’s baseball, that Danny is a sympathetic, caring friend?  Danny gives back his signed ball

10.  What does Holling mean when he talks about gods dying inside people?  He says, “When gods die, they die hard.”   (page 93)?    This is metaphorical death of a hero – athletes can be heroes and seem larger than life, but they are human and flawed.  When the flaw becomes too evident, the hero worship dies.  

11.  What do Mrs. Baker and her brother-in-law arrange for Danny, Doug and Holling?  The boys meet and practice with two popular Yankee Players – Pepitone and Horace Clarke.  They get new mits, baseballs, hats and a jacket.

12.  In reference to #11, what are the boys given?  They get new mitts, and baseballs.  Danny and Doug get hats.  Hollings gets Pepitone’s  jacket.

13.  What happens to #166 (page 99)?  Doug backs off   

14.  What does President Lyndon Johnson do on Christmas day (page 100)?   cease fire in Vietnam

Key Wednesday Wars Learning Guide November

Language Art

This learning guide will be dead on Wednesday the 7th. 

We will be checking it today in class 10/2/15

Wednesday Wars Learning Guide – November  Key

A. Vocabulary:  Become familiar with each word.

 *devious – underhanded                   *reconnaissance – examine / inspect

*virtue – high moral standards         *nefarious – wicked or criminal

*rhetorical – verbal language            *woe - sorrow

Grammar – Pronouns

Pronouns are used instead of or to take the pace of nouns in sentences.  Pronouns rename or replace a noun.   Example:  Holling felt that Mrs. Baker was always picking on Holling.  (noun)

                                   Holling felt that Mrs. Baker was always picking on him.  (pronoun)

B.  Underline the pronouns in these sentences.

1.  “She is always picking on me,” said Holling.

2.  Everyone was angry with them when the rats ate the cream puffs.

3.  “I am not sure I will like this,” muttered Holling to himself.

4.  Our living room was perfect because no one ever went in it.

5.  When Holling saw the rats he ran fast because they were chasing him.

6.  Holling thought the plays might be dull, but changed his mind after he had read several.

7.  “Who has the knives and forks?”  asked Mrs. baker.

Figurative Language – WORD BANK - simile, metaphor, onomatopoeia, personification, cliché, allusion, alliteration, analogy, symbolism,  

Allusion:  reference to event or person out of history, often found in literature

Alliteration:  using the same letter or sound at the beginning of adjacent or closely connected words.  

Analogy:  a comparison in which an idea or a thing is compared – relationship of ideas/things.

Symbolism:  something that stands or represents something bigger

C.  Choose from the word bank to Identify the figurative language.

1.  “November dripped onto Long Island as it did every year” Personification

2.  “The days turned gray and damp, and a hovering mist licked everything.”  Personification

3.  “The azaleas lost the remnants of their white and pink blossoms…and since they were half-naked and    embarrassed, my father wrapped them in tight burlap.”  Personification

4.  “…the stain was as wide as a garbage can lid, and dark with mold.”  Simile

5.  “…because I wanted to make the “strange stuff” come out more like a hiss.”  Onomatopoeia

6.  “Strange stuff, the dropsy drown you,” I whispered.  Alliteration

D.  For each of the following, identify ALL of the figurative language used (there may be more than one in each line), AND explain the meaning.

1.  “Stand here and we’ll see how you’ve done,” she said, which is sort of like a dentist handing you a mirror and saying, “Sit here and watch while I drill a hole in your tooth.  Simile and analogy – “like a dentist…” comparing seeing what you miss on a test to the bad experience of watching your dentist at work.

2.  ”…she slashed through my answers with a broad swathe of bright red ink.  It looked like my test was bleeding to death…“The gushing blood slowed to a trickle, and then, for the last thirty questions in a row, a complete stop.  Simile, personification, symbolism – “Looked like my test was bleeding to death: - means missed a lot on test – red ink symbolizes blood, which symbolizes death / failure

3.  “…And I remembered the death threats hanging over me like Shylock’s knife hanging over Antonio’s chest.”  Personification and simile – “death threats hanging… like Shylock’s knife” – means fears for life

4.  “Then they danced through the kitchen…out onto the front stoop, down the stairs and past the embarrassed azaleas.”  Personification – means azaleas are no longer in bloom – they are bare

5.  “…My charms crack not, my spirits obey, and Time goes upright with his carriage.”  Onomatopoeia – crack, Personification – spirits obey, time goes upright

6. “…finally the school clock clicked to noon…”  alliteration – clock clicked, onomatopoeia - clicked

7.  “So like an unstoppable mob, like a tidal wave, like an avalanche, we rushed into Camillo Junior High…”  simile – like unstoppable mob, like tidal wave, like an avalanche we rushed…meaning they went crashing in

8.  “I found out that I was going to play Ariel from The Tempest.  Ariel is a fairy.”  Metaphor – character is that of a fairy

 

Understanding What You Have Read

E.  Answer the questions. 

1.  How does mother nature almost seem to go to war with Hollings father (49)?  Roofs leaks into his perfect living room

2.  What evidence is there that Holling enjoyed reading The Tempest (50…)?  Holling practices the delivery of the cuss words – likes the plot, the storm, attempted murders, witches, wizards, invisible spirits, monster

3.  From pages 53-56, how do you know HHH really likes Shakespeare?  Recites lines constantly

4.  What explicitly does Holling tell Mrs. Baker he likes about Shakespeare (55)?  The rhythm

5.  Who is Miss Violet (56)?  chorus teacher

6.  In chorus Meryl stomped on Holling’s foot.  What is the effect of that (58-59)?  foot has pain running in gym class

7.  What good news does Holling’s dad get (62)?  Baker Sports is hiring him

8.  Who is Mr. Goldman (63)?  Owner of Goldman’s Best Bakery

9.  How is Holling able to buy twenty-four cream puffs for two dollars and forty-two cents (64-65)?  By knowing Shakespeare lines – Mr. Goldman is impressed and provides the cream puffs

10.  Everyone is looking forward to eating the cream puffs, but it is not to be.  What happened (67)?   Rats eat them

11.  Who does Holling play in the Tempest play (68)?  Ariel the fairy

12.  Holling’s friends insist that Holling buy cream puffs again for everyone.  How was it solved (70)?  Mrs. Baker buys cream puffs for everyone

13. What happens at the end of November that upsets Mrs. Bigio (72)?  Husband dies in Vietnam War

14. How does Holling compare the war and the sergeant’s death, with Shakespeare’s plays?  In The Tempest everyone (except Caliban) is happy and forgiven – happy ending.  “That’s how it is in Shakespeare.  But Shakespeare was wrong.  Sometimes there isn’t a Prospero to make everything fine again.”  Life doesn’t always have happy endings.