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March 11, 2010
March 11, 2010
History Chapter 15:
Exhibit Guide Project is due Friday, 3/12, and is worth 20 points.
(See 3/9 for details.)
Reading:
Review "Names/Nombres" p.263, "A Mason-Dixon Memory" p.357, and "Amigo Brothers" p.308 by 3/12.
From your literature book, on pp. 263, 357, and 308, be prepared to compare and contrast events, themes, and your interpretations of the characters, and the authors' points of view.
Short Story/Essay test is 3/12.
(See 3/9 and 3/10 for an additional study guide.)
Literature Study Guide for “Names/Nombres,” A Mason-Dixon Memory” and “Amigo Brothers.”
“Names/Nombres” From literature book, p.267:
1. Julia Alvarez has been known by the different names listed below. Explain who uses each name or group of names and what the names mean to Alvarez. “little girl”, Julita, Judith/Juliet, Jules/Jude, Alcatraz, Judy, Julia Altagracia Maria Teresa Alvarez Tavares Perello Espaillat, and Julia Alvarez.
2. How does Julia picture the people who mispronounce her name?
3. As a teenager, why does Julia want to be called Judy? How do you think her attitude has changed since then?
4. Why do you think the writer gave this piece the title “Names/Nombres” instead of just “Names” (or just “Nombres”)? What connection can you see between this title and Alvarez’s comment about being “on the border between two worlds”?
5. What would you say is the main idea of “Names/Nombres”? List three significant details or quotations from the story that you think back up the main idea.
6. Is this essay subjective or objective? How do you know?
“A Mason –Dixon Memory,” by Ms. Scott, Horrace Mann Middel School
1. Describe the setting of Dondre Green’s part of the story. Include each element of “setting.
2. What is the decision that Murphy asks his seniors to make?
3. What is the significance of the Mason-Dixon line in the conversation the author, Clifton Davis, has with the chaperone of his trip?
4. Davis noticed that at the Lincoln Memorial, Lincoln’s face seems both “alive and so terribly sad”. He says the next morning he understood a little better why Lincoln wasn’t smiling. What was it that Davis understood?
5. On the last page of the story, it reads,
In his words and in his life, Lincoln had made it clear that freedom is not free. Every time the color of a person’s skin keeps him out of an amusement park or off a country club fairway, the war for freedom begins again. Sometimes the battle is fought with fists and guns, but more often the most effective weapon is a simple act of love and courage.
Interpret this passage. (Explain what the author means.)
** On the last page of the story, it reads,
In his words and in his life, Lincoln had made it clear that freedom is not free. Every time the color of a person’s skin keeps him out of an amusement park or off a country club fairway, the war for freedom begins again. Sometimes the battle is fought with fists and guns, but more often the most effective weapon is a simple act of love and courage.
Interpret this passage. (Explain what the author means.)
“Amigo Brothers” p. 318
1. Why do both boys wish for an early knockout? What does this wish show about them and their feelings for each other?
2. The last sentence refers to both boys as “champions.” In what sense are they both champions?
Compare and Contrast
1. What are the similarities and differences in these stories? Identify common themes.
2. Reflect on the stories: did you like/dislike the stories? Were the characters believable? Did you find a connection between the stories?
Spelling and Vocabulary:
Alphetebize, syllables, parts of speech, accent marks, and sentences are due Wednesday, 3/10.
Words written three times paper is due Friday, 3/12.
Test is on Friday, 3/12.
(See 3/9 for Spelling/Vocabulary list.)
Posted by ValerieC at March 11, 2010 05:13 PM