English IIIEOC Review

Lesson 1:

Benchmark:Write and speak using correct grammar, syntax usage, punctuation, capitalization, and spelling.

Concept/Topic:capitalization, punctuation, word usage

Underline the words that need to be capitalized.

1. we must find a way to help. But how?2. What a silly thing that was to say! golly!3. Resolved: that students with straight A's be exempt from taking mid-terms.4. The driver exclaimed. "wow! That was a close call."5. The halbert clinic accepts both blue cross and medicare patients.6. The Alhambra in Granada is a famous example of moorish architecture.7. Both the republican and democratic candidates are hoping for a big win in new York.8. The metroliner does not stop in metro park, new jersey.9. Our neighbor, ellen blair, has just replaced her surephoto brand camera with unilens.10. The army of the Cumberland operated in the states of Georgia, Tennessee, and Kentucky during the

civil war.

Choose the correct work for each sentence.

1. If you do not stop cheating, you will (lose, loose) the teacher's respect.2. Go (too, to) the bank for me, please.3. There are (to, two) different ways to look at the problem.4. I want to go (to, too).5. They will give this (there, their) best try.6. I (all ready, already) told you that once.7. One pink orchard grew (among, between) the many white ones.8. I was nervous when I (dived, dove) into the water.9. Everyone (accept, except) me was dressed in black.10. My new computer (can, may) do more than my old one.

Put commas where they belong.

1. The dessert had a fluffy cream topping.2. We requested the book weeks ago yet it hasn't come back so far.3. The cookies should be cooled drizzled with melted chocolate and sprinkled with chopped nuts.4. The fish was served with a rich tangy sauce.5. The marshmallows melted in the streaming hot chocolate.6. Paula tried to reach Jack all day but she had no luck.7. Potted palms Easter lilies and pink azaleas banked the stage.8. My first job was a happy rewarding experience.9. We had hoped to see that new musical but not tickets were available.10. My. Hawkins has a large collection of rare coins.

Add the necessary punctuation. If none is needed, write "correct."

1. Confucius, who died in 470 BC was a philosopher. __________2. Are more space fights being planned by NASA. __________3. The tiny toad was 15 mm long. __________

4. The calendar page gave the following date: Oct 26. __________5. The package was addressed to Mr Luis Ramirez 23 Grove St. St Paul, Minn. __________6. At 10:30 PM the baby finally fell asleep. ___________7. I Vitamin A __________

A Sources ___________ 1 Milk butter, eggs ___________ 2 Green and yellow vegetables __________B Value __________ 1 Preserves health of skin __________ 2 Preserves health of mucous membranes __________

8. His train is due to arrive on Sat. Apr 17, at 8 AM. __________9. Jeannette rankin was the first woman elected to the US Congress __________10. The book was written by historian Arthur Schlesinger, Jr. ___________

Lesson 2:

Benchmark: Analyze setting, plot, theme, characterization, and narration in literary prose, particularly in classic and contemporary short stories and novels.

Concept/Topic:imagery

Using the ACE format, write a response to the following statement:

Using your knowledge of a book or store, find a phrase, line, or passage that shows imagery, discuss the senses it appeals to, and discuss how it shows the tone.

Answer: In ____(name of book or short story) ____ the author shows a tone of _____________.{This is your topic sentence.}

Cite: Give the phrase, line or passage that shows imagery.{This is your evidence.}

Explain: Explain what senses the image appeals to (sight, sound, taste, touch, and smell) and how {explanation} those images show the tone.(1-3 sentences)

Example:

In _________________, the author shows a tone of disgust towards the character Pew. He describes him as "His shapeless hat was pulled over his face. His mouth was a slot of teeth. His hands were bare and purple. Nothing else could be seen. He was a rough shape of human." All of these sight images describe Pew as a man who seems unkempt and barely a human. The reader gets the impression that Pew is not a desirable character or human being.

Lesson 3:

Benchmark:Identify the use of irony in a text and understand its affect on the piece.

1. Why does Charlie Brown resist the boy’s suggestion to take the letter to the girl’s home?A. Charlie Brown fears something will go wrong. B. Charlie Brown is unsure where the girl lives.C. Charlie Brown wants to give the letter to the girl at school.D. Charlie Brown would rather have the other boy deliver the letter.

2. The cartoonist created this comic strip to —A. inform the reader about the dangers involved in expressing loveB. persuade the reader to write more letters to loved onesC. illustrate one way a person can express love for another personD. entertain the reader with a funny story about the troubles of being in love

3. Which of these statements best captures what Charlie Brown is likely thinking in the last panel?A. “Whoever opens the door will be glad to see me.” B. “I knew this was going to happen.”C. “This wasn’t as bad as I thought.” D. “I’m really glad I listen to others.”

4. Discuss the cartoonist’s use of irony in this Peanuts comic strip.

Lesson 4:

Benchmark:Analyze the overall style of prose works, including narration, imagery, diction, dialogue, plot, and characterization.

Read the passage and answer the attached questions.

LETTER THAT CHANGED MY LIFEby Dennis Smith

1 - I was not yet 30 years old and was working as a firefighter in the South Bronx's Engine Co. 82, probably the world's most active firehouse at the time. It was warm and sunny, the kind of leisurely Sunday that brought extra activity to the neighborhood and to its firefighters. We must have had 15 or 20 calls that day, the worst being a garbage fire in the rear of an abandoned building, which required a hard pull of 600 feet of cotton-jacketed hose.

2 - Between alarms I would rush to the company office to read Captain Gray's copy of the Sunday New York Times. It was late in the afternoon when I finally got to the Book Review section. As I read it, my blood began to boil. An article blatantly stated what I took to be a calumny--that William Butler Yeats, the Novel Prize-winning light of the Irish Literary Renaissance, had transcended his Irishness and was forever to be known as a universal poet.

3 - There were few things I was more proud of than my Irish heritage, and ever since I first picked up a book of his poems from a barracks shelf when I was in the military, Yeats had been my favorite Irish writer, followed by Sean O'Casey and James Joyce.

4 - My ancestors were Irish farmers, fishermen and blue-collar workers, but as far as I can tell, they all had a feeling for literature. It was passed on to my own mother, a telephone operator, who hardly ever sat down without a book in her hands. And at that moment my own fingernails might have been soiled with the soot of the day's fires, but I felt as prepared as any Trinity don to stand up in the court of public opinion and protest. Not only that Yeats had lived his life and written his poetry through the very essence of his Irish sensibility, but that it was offensive to think Irishness--no matter of it was psychological, social or literary--was something to be transcended.

5 - My stomach was churning, and I determined not to let an idle minute pass. "Hey, Captain Gray. Could I use your typewriter?" I asked.

6 - The typewriter was so old that I had to use just one finger to type, my strongest one, even though I could type with all ten. I grabbed the first piece of clean paper I could find--one that had the logo of the Fire Department of the City of New York across the top--and, hoping there would be a break in the alarms for 20 minutes or so, wrote out a four-paragraph letter of indignation to the editor of the Sunday Book Review.

7 - Throughout his poetry, I postulated. Yeats yearned for a messiah to lead Ireland out from under the bondage of English rule, and his view of the world and the people in it was fundamentally Irish.

8 - Just as I addressed the envelope, the final alarm of my tour came in, and as I slid down the long brass pole, I felt unexpectedly calm, as if a great rock had been purged from the bottom of my stomach.

9 - I don't know why I felt it my obligation to safeguard the reputation of the world's greatest poet, at least next to Homer and Shakespeare, or to inscribe an apologia for Irish writing. I just knew that I had to write that letter, in the same way a priest has to pray, or a musician has to play an instrument.

10 - Until that point in my life I had not written much of value--a few poems and short stories, the beginning of a coming-of age novel. I knew that my writing was anything but refined. Like a beginning artist who loves to draw, I understood that the more one draws, or writes, or does anything, the better the end result will be, and so I wrote often to better control my writing skills, to master them. I sent some material to various magazines and reviews but found no one willing to publish me.

11 - It was a special and unexpected delight, then, when I learned something I'd written would finally see print. Ironically it wasn't one of my poems or shorts stories--it was my letter to the Times. I suppose the editor decided to publish it because he was first attracted by the official nature of my stationery (was his staff taking smoke breaks out on the fire escape?), and then by the incongruity of a ghetto firefighter's using words like messianism, for in the lines below my letter it was announced that I was a New York City firefighter. I'd like to think, though, that the editor silently agreed with my thesis.

12 - I remember receiving through the fire department's address about 20 sympathetic and congratulatory letters from professors around the country. These letters made me feel like I was not only a published writer but an opinion maker. It was as if I was suddenly thrust into being someone whose views mattered.

13 - I also received a letter from True magazine and one from The New Yorker, asking for an interview. It was the latter that proved momentous, for when an article titled "Fireman Smith" appeared in that magazine, I received a telephone call from the editor of a large publishing firm who asked if I might be interested in writing a book about my life.

14 - I had little confidence in my ability to write a whole book, though I did intuit that my work as a firefighter was a worthy subject. And so I wrote Report from Engine Co. 82 in six months, and it went on to sell two million copies and to be translated into 12 languages. In the years that followed, I wrote three more best-sellers, and last year published a memoir, A Song for Mary: An Irish-American Memory.

15 - Being a writer had been far from my expectations; being a best-selling author was almost unfathomable. How had it happened? I often found myself thinking about it, marveling at it, and my thoughts always came back to that letter to the New York Times.

16 - For me, the clearest explanation is that I had found the subject I was searching for, one I felt so strongly about that the writing was a natural consequence of the passion I felt. I was to feel this same kind of passion when I began writing about firefighters and, later, when writing about my mother. These are subjects that, to me, respect the great values of human life--decency, honesty and fairness--subjects that burn within me as I write.

17 - Over the years, all five of my children have come to me periodically with one dilemma or another. Should I study English or art? Should I go out for soccer or basketball? Should I take a job with this company or that one?

18 - My answer is always the same, yet they still ask, for reassurance is a good and helpful thing. Think about what you're feeling deep down in the pit of your stomach, I tell them, and measure the heat of the fire there, for that is the passion that will flow through our heart. Your education and your experience will guide you toward making a right decision, but your passion will enable you to make a difference in whatever you do.

19 - That's what I learned the day I stood up for Ireland's greatest poet.

Reprinted with permission from the July 2000 Reader's Digest. Copyright @ 2000 by The Reader's Digest Assn., In

QUESTIONS

1. In paragraph 2, the word calumny means:a. disappointmentb. anecdotec. slanderd. compliment

2. Before the publication of his letter, what had Smith written?a. A biographical essay on Yeatsb. Poems, short stories, and part of a novelc. Review for the New York Times Book Reviewd. Report from Engine Co. 82

3. Which of these is the best summary of the article?a. A firefighter working at the South Bronx's Engine Co. 82 is distracted by the amount of fires in his neighborhood. He attempts to read the newspaper and write letters, but the constant alarms make concentration impossible. He is finally able to find time to write and becomes a best-selling author.

b. A writer of Irish ancestry believes that William Butler Yeats is one of the finest poets who has even lived. He is convinced that the Irish poet's reputation should be defended, so he writes a letter to the New York Times stating his position. The writer is excited when his letter is eventually published in the newspaper.

c. A firefighter agrees with an article he reads about his favorite Irish writer. His strong feelings prompt him to write a response that captures the attention of the publishing industry. He credits his eventual success as a writer to the force of emotion that drove him to write the letter.

d. A best-selling author is interested in the poetry of William Butler Yeats. Although this author has little confidence in his own ability, he writes a book titled Report from Engine Co. 82 and a memoir called A Song for Mary: An Irish-American Memory. He is surprised by his own success.

4. What angers Smith when he reads the article about Yeats?a. The idea that Yeats is no longer considered primarily an Irish poetb. The presumption that firefighters cannot appreciate the poetry of Yeatsc. The notion that Yeats did not deserve the Novel Prized. The belief that James Joyce was a better writer than Yeats

5. Why is "Letter That Changed My Life" a good title for this selection? Explain your answer and support it with evidence from the selection.

Lesson 5:

Benchmark:Demonstrate knowledge of significant literary works from around the world. Analyze works of literature for what they suggest about the time period and social or cultural context in which they are written.Analyze how a particular piece of literature has changed societal and cultural attitudes.

Read the following speech and paraphrase each stanza. Answer the questions about the speech.

SPEECH TO THE SECOND VIRGINIA CONVENTION

It is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? 

Paraphrase __________________________________________________________________________

For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves, and the House?

Paraphrase __________________________________________________________________________

Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with these war-like preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled, that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask, gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us; they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them?

Paraphrase ___________________________________________________________________________

Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done, to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne. In vain, after these things, may we indulge the fond hope of peace and reconciliation. 

Paraphrase __________________________________________________________________________

There is no longer any room for hope. If we wish to be free if we mean to preserve inviolate those inestimable privileges for which we have been so long contending if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained, we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of Hosts is all that is left us!

Paraphrase ___________________________________________________________________________

They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? 

Paraphrase ___________________________________________________________________________

Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations; and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged!

Paraphrase ___________________________________________________________________________

Their clanking may be heard on the plains of Boston! The war is inevitable and let it come! I repeat it, sir, let it come. It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!

Paraphrase ______________________________________________________________________

QUESTIONS

In 1775, Patrick Henry made his speech to his audience of Virginia legislators to convince them that Virginia should join the War of Independence.

1. Identify and discuss three major points Henry uses to support his argument.

2. Explain why these points were appropriate to convince his audience to join the war. Use information from the speech to support your discussion.

3. What does Henry mean when he says "Suffer yourself not to be betrayed by a kiss."

4. What literary element is used in that sentence?a. metaphor b. onomatopoeiac. allusion d. hyperbole

5. How would you describe the tone of the piece?a. thoughtful b. confusedc. worried d. determined

Lesson 6:

Benchmark:Demonstrate knowledge of the common elements of poetry: metrics, rhythm, structure, diction, devices and other conventions.

"War Is Kind"by Stephen Crane

Do not weep, maiden, for war is kind. 1Because your lover threw wild hands toward the skyAnd the affrighted steed ran on alone,Do not weep,War is kind. 5Hoarse, booming drums of the regiment,Little souls who thirst for fight,These men were born to drill and die.The unexplained glory flies above them,Great is the battle-god, great, and his kingdom -- 10A field where a thousand corpses lie.Do not weep, babe, for war is kind.Because your father tumbled in the yellow trenches,Raged at his breast, gulped and died, 15Do not weep, War is kind.Swift blazing flag of the regiment,Eagle with crest of red and gold,These men were born to drill and die. 20Point for them the virtue of slaughter,Make plain to them the excellence of killingAnd a field where a thousand corpses lie.Mother whose heart hung humble as a buttonOn the bright splendid shroud of your son, 25Do not weep.War is kind.

Respond to the short answer essay questions using details from the poem to support your conclusions.

1. Discuss the irony in the title of the poem and explain the author's purpose for choosing an ironic title for this poem.

2. Compare and contrast the tone and mood of stanzas 1, 3, and 5 with the toe and mood of stanzas 2 and 4.

3. The poet uses refrain throughout "War is Kind." Identify two examples of the use of refrain found in the poem and discuss how each refrain reinforces the theme of the poem.

4. Which definition most closely represents the meaning of "shroud" in line 25.a. hidden b. cloth over a coffinc. silky d. case for burial clothes

Lesson 7:

Benchmark:Determine the meaning of words using context clues.

(From Common Threads)

1. I detect a whiff of aftershave, and something tightens hard across my chest. Suffering the embarrassment of parents a verity of childhood, as inevitable as scraped knees and bent bicycles. It is doubly uncomfortable, however, when you re the child of immigrants, the prized possession of a well-meaning but clueless Mami and Papi who just don't get it, and maybe never will.

In this paragraph, the word verity means --a. truthb. mysteryc. resentmentd. delight

(From The Trailblazer: Jackie Robinson)

2. Rickey believed Jackie Robinson, who was a star shortstop in the Negro Leagues, could compete with the best in the major leagues. But Rickey wanted to make sure Robinson had the composure to withstand the racial taunts of fans and opposing players.

What is the meaning of the word composure in this paragraph?a. creativityb. strengthc. talentd. agility

(From Letter That Changed My Life)

3. Between alarms I would rush to the company office to read Captain Gray's copy of the Sunday New York Times. It was late in the afternoon when I finally got to the Book Review section. As I read it, my blood began to boil. An article blatantly stated what I took to be a calumny--that William Butler Yeats, the Novel Prize-winning light of the Irish Literary Renaissance, had transcended his Irishness and was forever to be known as a universal poet.

In this paragraph, the word calumny means --a. disappointmentb. anecdotec. slanderd. compliment

(From The Miraculous Phonograph Record)

4. When I walked into the house, all excited, with the phonograph hitched to my hip, my mother gave me a look that suggested an eight-ounce day. She said nothing, however, and I said nothing as I placed the phonograph on the round table in the parlor, checked it for any accidents to expose parts that might have happened in transit, found none, lifted the record from the turntable where the girl in the store had fixed it with two big rubber bands, examined both sides of it, and noticed that my mother was watching.

While I was still cranking the machine, she spoke at last, softly and politely, which I knew meant she didn't like the looks of what was going on. She spoke in Armenian.

Read the following dictionary entry.

fix \fiks\ v 1. to stabilize 2. to capture the attention of 3. to get ready for 4. to repair or mend

Which definition best matches the use of the word fixed in this paragraph?a. definition 1b. definition 2c. definition 3d. definition 4

(From The Police Beat)

5. Read these sentences from the article.

…she left and was replaced by Steve Burgard, who also came in early and read a lot of my copy.Steve, who is now at The Los Angeles Times, always asked a lot of questions about facts in thestory.

What is the most likely meaning of the word copy?a. a printout of a newspaperb. editorial criticisms of writingc. grammatical concerns of writingd. text that reporters write for the paper

(From The Snob)

6. Young Harcourt stood beside Grace, brushing against her soft shoulder, and made faintly aware again of the delicate scent she used. There, so close behind him, she was holding within her everything he wanted to reach out for, only now he felt a sharp hostility that made him sullen and silent.

Which words from this paragraph help the reader understand the meaning of the word sullen?a. faintly awareb. delicate scentc. sharp hostilityd. brushing against

(From The Solace of Open Spaces)

7. Today the sun is out--only a few clouds billowing. In the east, where the sheep have started off without me, the benchland tilts up in a series of eroded read-earthed mesas, planed flat on top by a million years of water; behind them, a bold line of muscular scarps rears up ten thousand feet to become the Big Horn Mountains. A tidal pattern is engraved into the ground, as if left by the sea that once covered this state. Canyons curve down like galaxies to meet the oncoming rush of flat land.

Read this excerpt from the paragraph above.

…planed flat on top by a million years of water…

The word planed is from the Latin root plan, which meansa. levelb. broadc. fadedd. polished

8. Read this sentence from "Walking."

They all are, somehow, one plant, each with a share of communal knowledge.

What does the word communal mean?a. basicb. diversec. growingd. mutual

Lesson 8:

Benchmark:Analyze the overall style of prose works, including narration, imagery, diction, dialogue, plot, and characterization.

excerpt from Young Goodman Brown

by Nathaniel Hawthorn

e1 Young Goodman1 Brown came forth at sunset into the street at Salem village; but put his head back, after crossing the threshold, to exchange a parting kiss with his young wife. And Faith, as the wife was aptly named, thrust her own pretty head into the street, letting the wind play with the pink ribbons on her cap while she called to Goodman Brown.

2 “Dearest heart,” whispered she, softly and rather sadly, when her lips were close to his ear, “prithee put off your journey until sunrise and sleep in your own bed to-night. A lone woman is troubled with such dreams and such thoughts that she’s afeard of herself sometimes. Pray tarry with me this night, dear husband, of all nights in the year.”

3 “My love and my Faith,” replied young Goodman Brown, “of all nights in the year, this one night must I tarry away from thee. My journey, as thou callest it, forth and back again, must needs be done ’twixt now and sunrise. What, my sweet, pretty wife, dost thou doubt me already, and we but three months married?”

4 “Then God bless you!” said Faith, with the pink ribbons; “and may you find all well when you come back.”

5 “Amen!” cried Goodman Brown. “Say thy prayers, dear Faith, and go to bed at dusk, and no harm will come to thee.”

6 So they parted; and the young man pursued his way until, being about to turn the corner by the meeting-house, he looked back and saw the head of Faith still peeping after him with a melancholy air, in spite of her pink ribbons.

7 “Poor little Faith!” thought he, for his heart smote him. “What a wretch am I to leave her on such an errand! She talks of dreams, too. Methought as she spoke there was trouble in her face, as if a dream had warned her what work is to be done to-night. But no, no; ’twould kill her to think it. Well, she’s a blessed angel on earth; and after this one night I’ll cling to her skirts and follow her to heaven.”

8 With this excellent resolve for the future, Goodman Brown felt himself justified in making morehaste on his present evil purpose. He had taken a dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind. It was all as lonely as could be; and there is this peculiarity in such a solitude, that the traveller knows not who may be concealed by the innumerable trunks and

the thick boughs overhead; so that with lonely footsteps he may yet be passing through an unseen multitude.

9“There may be an Indian behind every tree,” said Goodman Brown to himself; and he glanced fearfully behind him as he added, “What if the devil himself should be at my very elbow!”

1Goodman: title of respect for farmer or householder.

10His head being turned back, he passed a crook of the road, and, looking forward again, beheld the figure of a man, in grave and decent attire, seated at the foot of an old tree. He arose at Goodman Brown’s approach and walked onward side by side with him.

11“You are late, Goodman Brown,” said he. “The clock of the Old South was striking as I came throughBoston, and that is full fifteen minutes agone.”

12“Faith kept me back a while,” replied the young man, with a tremor in his voice, caused by the sudden appearance of his companion, though not wholly unexpected.

[Public Domain]

Answer the following questions.

1. During the Colonial period, the forest embodied all that was evil, including the unknown. This is most apparent in which of the following paragraphs?a. 1 and 2b. 6 and 7c. 8 and 9d. 11 and 12

2. In the final paragraph, Goodman Brown tells the man he meets in the woods that "Faith kept me back a while." Literally, he means that his wife made him late. What other meaning could this remark have had?a. His religious faith almost kept him from the journey.b. His faith in his marriage was more important than the journey.c. Faith is necessary to complete the things one is required to do.d. The remark could have no meaning beyond the literal one.

3. This excerpt suggests that all people must, at some time, chose between good and evil. All of the following contribute to the reader's perception that Goodman Brown knows that he is about to embrace evil excepta. paragraph 3, Goodman Brown says, "…of all nights in the year, this one must I tarry away from thee."b. paragraph 7, Goodman Brown thinks, "…[it was] as if a dream had warned her what work is to be done tonight."c. paragraph 8, "…Goodman Brown felt himself justified in making more haste on his present evil purpose."d. paragraph 1, "Young Goodman Brown came forth at sunset into the street at Salem Village…"

4. This excerpt suggests that Hawthorne's philosophical position includes which one of the following ideas?a. Man is predisposed to do evil.b. Man's first impulse is to do good.c. Man creates his own reality.d. Man is responsible for his actions.

Lesson 9:

Benchmark: Read and interpret a variety of literature to develop an understanding of people, societies, and the self.

THE POLICE BEATby Wayne Dawkins

an excerpt from My First Year as a Journalist

Wayne Dawkins is an assistant metro editor at the Courier-Post inCamden/Cherry Hill, New Jersey, where he also was an editorialwriter. He also writes a weekly opinion editorial column that covers topics such as urban issues, race relations, and diversity. He has abachelor's degree in journalism from Long Island University and amaster's degree in journalism from the Columbia University GraduateSchool of Journalism, where he received a distinguished alumni award in 1990. He is the author of Black Journalists, The NABJ Story, published by August Press.

Young reporters often get assigned to cover the police beat because it requires a lot of energy. You definitely learn from it, but it's a beat that doesn't get the priority it deserves. It really deserves experienced people because it's a sensitive beat.

A lot of things in journalism you learn by osmosis. Coworkers don't tell you directly and textbooks can't teach you, but in certain situations you have to make ethical calls by trusting your instincts. No one is there to tell you the right course of action to take. In interviews, for example, you can ask official sources really tough questions because they're sophisticated about talking to the press. But it's different when talking with ordinary people, and you need to know when you may be taking advantage of them or invading their privacy. I try to make it as clear as possible that I am from the newspaper, that my intent is to write stories, and not try to mislead them. Being so eager to get a story, some reporters may misrepresent themselves.

Five or six reporters and two editors were based at my office. There was a strong New England influence at Westchester-Rockland newspapers, which felt different from my first journalism experience as an intern in Brooklyn. With hard news and fast-breaking stories, the Argus editors were very detail-oriented, making sure you got all the essential elements. There was so much breaking news, but if you had holes in your stories, the editors still would ask, "What about this? What about that? Was a weapon found near a crime scene?" I wouldn't be angry at the editors for asking. I'd be madder at myself for forgetting to ask in the first place. They wanted the information, so I'd pick up the phone and call or find some other way to get it. Later on, I had a better idea of what questions to ask. You have to get those important details.

One of the biggest things I learned that first year is that you have to be accurate. The Argus is an afternoon paper, and covering the police beat, I was the only reporter who wrote on deadline. One of the editors, Nancy Keefe, would often yell at me, even when I was writing brief items for the police notebook, about minor style rules such as when to abbreviate "street" or "avenue." It was a big thing to her. Aside from style, which is right. Sometimes stories about events that had happened at six or seven that morning would get printed in the paper so quickly that the public could read them by eleven. When you're writing with not that much time, you have to work hard to get it right, and when you get it wrong, you hear about it--that day.

There's one mistake I always wince about. We ran a Monday feature called "Spotlight," where each

reporter on a rotating basis had to write a twenty-five-inch profile of a person in the community who had done something interesting in a job or hobby. I did one on a local woman, a schoolteacher, and I spelled her name wrong throughout the story. That was terrible. This was a profile, not just a story that I had to write fast. You don't take things for granted, especially with names.

The paper also emphasized good writing. At newspapers you often have very strong writers, or very strong reporters, and some with a rare ability who are good at both gathering information and telling a story. I learned a lot about both, although I'm probably a stronger reporter. If I can g out and look at something, or interview someone face-to-face, I can craft a pretty good story. Some people can sit in their offices and turn out beautiful copy without seeing what they're writing about. I have to see it.

My editor, Nancy Keefe, would take time working with me on writing. After I was there about seven months, she left and was replaced by Steve Burgard, who also came in early and read a lot of my copy. Steve, who is now at The Los Angeles Times, always asked a lot of questions about facts in the story. It wasn't that he changed things. He just wanted to make sure he understood the story and that the details checked out. I knew why Steve was doing what he was doing. If something was wrong, he'd point it out and say, "Maybe you should do it this way." Some editors annoy reporters because they make changes without asking and ruin the meaning of a story. The rare times when there was time, stories would kick back to us, and we'd get another chance at trying to improve them. I'm grateful for that. There are a lot of reporters who think they're hotshots1 and who don't know how bad their copy is. I got rigorous training where I worked. When I moved on, my stories didn't have to be heavily rewritten.

I had decided to be a journalist when I was fifteen. My favorite subjects in school were social studies and English. I liked to write and read, and had developed the newspaper reading habit. I was used to seeing my parents read the paper, and I had an uncle in Panama who was a newspaperman. I started as a sportswriter in high school, covered sports in college, then switched to news stories, and eventually was an associate editor. I now have bachelor's and master's degrees in journalism, and I'm glad I do. I have some designs to teach.

At the end of my first year in Mount Vernon, I joined the National Association of Black Journalists. Recently I wrote a book, Black Journalists, The NABJ Story, a history of modern-day African-American journalists who have broken into mainstream journalism since the 1960s. I felt there was nothing out there that told that story. I feel an obligation as an African-American journalist to increase our numbers in daily journalism and all parts of the craft.

1 hotshots: slang for people of impressive, often aggressive skill

Answer the following questions over the article.

1. How did Dawkins change after working with the Argus editors?

a. He learned to ask the right questions for a story.b. He learned to meet deadlines in a timely manner.c. He began to check his own work for errors in grammar.d. He became familiar with the newspaper-making process.

2. Dawkins regrets having misspelled a person's name in a profile he wrote. Why is this error more embarrassing to him than other errors he has made?a. His subject was a schoolteacher.b. He had a reputation to maintain.c. His editor failed to catch the error.d. He had no excuse for such an error.

3. Using what you have learned from "The Police Beat," explain why the duties of a newspaper editor are important. Use details and information from the article to support your answer.

4. "The Police Beat" was written in the same style asa. a news reportb. a formal speechc. a persuasive paperd. a personal narrative

5. Why did the author write "The Police Beat"?a. to present the lessons learned by a first-year reporterb. to encourage the reader to take up a career in journalismc. to describe the process by which a report becomes a news storyd. to relate the experiences of one reporter while covering crime stories

Lesson 10:

Benchmark:Listen to, read, react to, and interpret information. Respond to informational texts.

"THE SILENCING"

As his name was called, James J. Pelosi, the 452nd West Point cadet of the class of 1973, drew in his breath and went to the podium - steeling himself for one last moment of humiliation. The slender, bespectacled young man accepted his diploma, then turned to face the rows of starched white hats and - so he expected - a chorus of boos. Instead, there was only silence. But when he returned to his classmates, the newly fledged lieutenant was treated to something new - a round of handshakes. "It was just as if I were a person again," he said. Thus ended one of the strangest and most brutal episodes in the long history of the corps of cadets of West Point.

Nineteen months earlier, the Long Island cadet was hauled up before the West Point Honor Committee and charged with cheating on an engineering exam. In spite of conflicting testimony given at his trial and his own determined plea of innocence, the third-year cadet, one of the most respected in his company and himself a candidate for the Honor Committee, was convicted. Pelosi's case was thrown out by the Academy superintendent after his military lawyer proved there had been undue influence over the proceeding by the Honor Committee adviser, but that wasn't the end of it. The Academy honor code reserves a special fate for those thought by the majority to be guilty even when there is insufficient evidence to convict. It Is called "Silencing".

Pelosi's fellow cadets voted to support the Honor Committee sentence. And so for most of his third and all of his fourth year at West Point, Pelosi was ostracized. he was transferred by the Academy to what one friend called a "straight-strict" company - "one of the toughest in the corps." He ate alone each day at a table for ten; he lived by himself in a room meant for two or three; he endured insult and occasional brickbats tossed in his direction; he saw his mail mutilated and his locker vandalized. And hardly anyone, even a close friend who wept when he heard the Silencing decision, would talk to him in public. Under those conditions, most cadets resign. But even though he lost 26 pounds, Pelosi hung tough. "When you're right," he said later, "you have to prove yourself…I told myself I didn't care."

And in the end, James Pelosi survived - one of only a handful of Academy cadets in history to graduate after Silencing. He may even be the last, since six other cadets are now in the process of suing the Academy over its honor system. Now that he is out, and even though he faces the possibility of Silencing by some West Point graduates for the rest of his life if he stays in the Army, Lieutenant Pelosi is almost dispassionate in his criticism of the Academy and his fellow cadets. About as far as he will go is to say that "Silencing should be abolished. It says cadets are above the law. This attitude of superiority bothers me." As for his own state of mind during the ordeal, he said, "I've taken a psychology course and I know what isolation does to animals. No one at the Academy asks how it affects a person. Doesn't that seem strange?"

Answer the following questions over the story.

1. The statement that best describes the main idea of "The Silencing" is:

a. Military academies encourage bullying and discrimination in order to produce tough soldiers.b. The idea of "innocent until proven guilty" will not prevent people from treating someone accused of wrong-doing like a criminal.c. The use of Silencing is a good technique to punish cadets who go against standards of conduct at military academies.d. Lt. Pelosi was treated unfairly but he has no hard feelings about it.

2. The author of "The Silencing" seems to feel _______________________.a. The administrators and cadets of West Point Military Academy simply obeyed tradition when they used Silencing against Lt. Pelosi.b. The cadets who enforce Silencing against one of their own are upholding a long military tradition that produces tough soldiers.c. Lt. Pelosi should have quit West Point rather than enduring the Silencing.d. The cadets who enforced the Silencing on Lt. Pelosi were guilty of much worse offense than what Lt. Pelosi was accused of doing, especially since he was found not guilty of cheating.

3. In paragraph 3, the word "ostracized" in the first sentence means:a. weakb. bulliedc. excludedd. punished

4. Explain the connection between "The Silencing" and the broader issue of bullying in schools throughout America today.

5. Based on the information you read in "The Silencing" how might the ordeal he suffered as a cadet at West Point shape Lt. Pelosi's future military career, his self-esteem, and his relationship with the men and women under his command?

Lesson 11:

Benchmark:Cite strong and thorough textual evidence to support analysis of what text says, as well as inferences drawn from the text.Determine the theme or central idea of a text.Determine the meaning of words and phrases as they are used in the text.

Women Who Shaped the Constitution

BY ROSALYNN CARTER

REVOLUTIONARIES

When the Founding Fathers met in Philadelphia in 1787 to draft the Constitution, they did not have women’s rights on their minds. They did not grant women the right to vote or a voice in the government that was being formed. There was a simple reason for this neglect: both the Constitution and the Bill of Rights were based on an eighteenth‐century concept of justice and equality that was an exclusively white, male system of law and order. The Founding Fathers were simply the patriarchal1 products of their time.

The prevailing thought of the day was that the American voter must be independent and uncoerced. Men without property could not be independent and uncoerced because they were vulnerable to their landlords. Married women were subject to their husbands’ wishes, so it followed that they could not be independent voters. Under this reasoning,one would think that unmarried propertied women would have the vote, but as John Adams said, “You have to draw the line somewhere!”

Our Constitution was not perfect when it was signed; it is not perfect today. But our forefathers had the wisdom to make it possible for us to amend it. Thus, even without formal constitutional rights and lacking the right to vote throughout most of our history, the influence of women on the constitutional process, from the beginning, has been significant.

Who are these invisible women who struggled to protect our rights—or to demand them? They need to be remembered so they can be institutionalized as contributors to our democratic heritage.Abigail Smith Adams is one of the few women of the eighteenth century who has remained in the public eye. There are several reasons for the continued interest in her life. Hundreds of the letters she wrote over her lifetime were preserved by her family. She also lived during an importantera of American history and was related to famous men. Her husband, John Adams, was one of the founders of the nation and the second president of the United States. Her son, John Quincy Adams, was the sixth president, as well as a diplomat and member of Congress for more than two decades.

1patriarchal: relating to a family, community, or society governed by men

Abigail was a woman of her times and believed that a woman’s role was domestic. But she

was intelligent, self‐educated, and articulate and could understand and comment upon political issues, as her letters show. And although she did not shape her husband’s policies, her correspondence with him, as illustrated in the following excerpt, informs us of the desire of some women of that period to be included in affairs of state.

Abigail Adams to John Adams, as he sat at the Second Continental Congress, March 31, 1776.

[I]n the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the husbands. Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice, or representation.

One woman who influenced the thinking of the day when the Constitution was being written was Mercy Otis Warren. She was born into a politically prominent family in Massachusetts, and at a time when other females were learning flowery letter writing, she was sharing her brother’s Harvard College classwork. She married a Massachusetts legislator who encouraged her involvement with public affairs, and she was known by most of the framers and founders of the Constitution, including George Washington, Benjamin Franklin, Samuel Adams, John Adams, and Thomas Jefferson. She corresponded with them about social and political issues, the ideals and ideas of the day.

During the growing protest among the Colonies against British rule, Warren and her husband were part of a small circle of patriots, including Samuel Adams, John Adams, and John Hancock, who met in their homes to exchange ideas about forming a government for this new country, debating the structure, function, and processes of colonial, confederate, and constitutional governments.

Although she never strayed far beyond Boston, Mercy Warren’s extensive correspondence, satirical plays, poetry, and anti‐Federalist tracts were read and discussed in all the states and in Europe. Her writings reflected on the very essences of liberty and democracy as she argued for the complete protection of human rights. She influenced the language of the Constitution even though she was not allowed to be present at the convention that adopted it. Influenced by her reading of John Locke and other Enlightenment philosophers, Warren once wrote that “man is born free and possessed of certain unalienable rights”—a principle now etched in the Declaration of Independence.

Abridgment of “Women Who Shaped the Constitution” by Rosalynn Carter from A Voice Of Our Own, Nancy M. Neuman, ed., text copyright © 1996 by Jossey-Bass, Inc., Publishers.

Answer the following stories over the text.

1. What is the main idea of this article?

a. Women have had political influence since the Revolutionary period.b. Women have accepted their political roles since the Revolutionary period.c. The Revolutionary period was a time when women achieved political equality.d. The Revolutionary period was a time when women increased their political power.

2. What is the author’s point of view in this article?

a. She favors women's rights. b. She opposes politic al families. c. She favors a patriarchal system.d. She opposes women in government.

3. What is the main idea of the first paragraph?

a. The Constitution contained provisions for women’s right to vote.b. Women’s rights were not considered when the Constitution was drafted.c. The Founding Fathers came from similar economic and racial backgrounds.d. In 1797, women had no right to vote, but they did have a voice in government.

4. What is the meaning of the word uncoerced as used in this sentence from the second paragraph in the article?

The prevailing thought of the day was that the American voter must be independent and uncoerced.

a. unbiasedb. unconcernedc. uneducatedd. unforced

5. Which phrase best describes participation in democratic government in the eighteenth century?a. available to some menb. available to citizens onlyc. available to some womend. available to property owners

6. What is the meaning of the phrase "vulnerable to" as used in this sentence from the second paragraph of the article?

Men without property could not be independent and uncoerced because they were vulnerable to their landlords.

a. able to be injured by

b. unable to escape from

c. likely to be influenced by

d. susceptible to attack from

7. What action was John Adams justifying when he said, "You have to draw the line somewhere"?

a. denying voting rights to women

b. requiring property ownership for voting

c. writing a new constitution for the country

d. restricting constitutional privileges of men

8. Abigail Adams' letters are important today because they

a. provide insight into early U.S. history.

b. changed opinions of the Founding Fathers.

c. influenced the language of the Constitution.

d. established policy for John Adams' administration.

9. In his response to Abigail Adams' letter of March 31, 1776, John Adams wrote the following:

Your letter was the first intimation that another tribe, more numerous and powerful than all the rest, were grown discontented.

Based on information in Abigail Adams' letter, what is the "tribe" to which John Adams is referring?

a. ancestors

b. husbands

c. ladies

d. tyrants

10. What was true of BOTH Abigail Adams and Mercy Otis Warren?

a. They attended Harvard University.

b. They favored more rights for women.

c. They were first ladies of the United States.

d. They influenced language in the Constitution.

11. Based on the information about BOTH Abigail Adams and Mercy Otis Warren, which of these conclusions is accurate?

a. They married men who became American presidents.

b. They predicted that women would revolt if not given their rights.

c. They contributed to the wording used in the Constitution of the United States.

d. They wrote letters that contain important information about early U.S. history.

ANSWER KEY

Lesson 1:

Underline the words that need to be capitalized.

11. we must find a way to help. But how?12. What a silly thing that was to say! golly!13. Resolved: that students with straight A's be exempt from taking mid-terms.14. The driver exclaimed. "wow! That was a close call."15. The halbert clinic accepts both blue cross and medicare patients.16. The Alhambra in Granada is a famous example of moorish architecture.17. Both the republican and democratic candidates are hoping for a big win in new York.18. The metroliner does not stop in metro park, new jersey.19. Our neighbor, ellen blair, has just replaced her surephoto brand camera with unilens.20. The army of the Cumberland operated in the states of Georgia, Tennessee, and Kentucky during

the civil war.

Choose the correct work for each sentence.

11. If you do not stop cheating, you will (lose, loose) the teacher's respect.12. Go (too, to) the bank for me, please.13. There are (to, two) different ways to look at the problem.14. I want to go (to, too).15. They will give this (there, their) best try.16. I (all ready, already) told you that once.17. One pink orchard grew (among, between) the many white ones.18. I was nervous when I (dived, dove) into the water.19. Everyone (accept, except) me was dressed in black.20. My new computer (can, may) do more than my old one.

Put commas where they belong.

11. The dessert had a fluffy, cream topping.12. We requested the book weeks ago, yet it hasn't come back so far.13. The cookies should be cooled, drizzled with melted chocolate, and sprinkled with chopped nuts.14. The fish was served with a rich, tangy sauce.15. The marshmallows melted in the streaming, hot chocolate.16. Paula tried to reach Jack all day, but she had no luck.17. Potted palms, Easter lilies, and pink azaleas banked the stage.18. My first job was a happy, rewarding experience.19. We had hoped to see that new musical, but no tickets were available.20. Mr. Hawkins has a large collection of old, rare coins.

Add the necessary punctuation. If none is needed, write "correct." Teacher can write in answers.

11. Confucius, who died in 470 BC was a philosopher. __________12. Are more space fights being planned by NASA. __________13. The tiny toad was 15 mm long. __________14. The calendar page gave the following date: Oct 26. __________15. The package was addressed to Mr Luis Ramirez 23 Grove St. St Paul, Minn. __________16. At 10:30 PM the baby finally fell asleep. ___________

17. I Vitamin A __________A Sources ___________ 1 Milk butter, eggs ___________ 2 Green and yellow vegetables __________B Value __________ 1 Preserves health of skin __________ 2 Preserves health of mucous membranes __________

18. His train is due to arrive on Sat. Apr 17, at 8 AM. __________19. Jeannette rankin was the first woman elected to the US Congress __________20. The book was written by historian Arthur Schlesinger, Jr. ___________

Lesson 2:

Answers will vary depending on book or story selected by student.

Lesson 3:

Peanuts comic strip:

1. A

2. D

3. B

4. Answers will vary

Lesson 4:

Letter That Changed My Life

1. C

2. G

3. C

4. F

5. D

6. F

7. B

8. F

9. B

10. J

11. C

12. SA

Lesson 5:

Speech to the Second Virginia Convention

1. Answers will vary

2. Answers will vary

3. Answers will vary

4. B

5. D

Lesson 6:

War is Kind

Student answers will vary.

Lesson 7:

Context Clues

1. A

2. B

3. C

4. A

5. D

6. C

7. A

8. D

Lesson 8:

excerpt from Young Goodman Grown

1. C

2. A

3. D

4. A

Lesson 9:

The Police Beat

1. A

2. I

3. D

4. EXAMPLE OF A TOP‐SCORE RESPONSE: 

Newspaper editors are responsible for making sure reporters have written the essential 

elements and details of a story. Editors must be certain there are no "holes" in the reporter's story and may assist the reporter with the writing of their story 

to make sure it does not violate "style rules." Most important, it is the job of  editors to 

check the accuracy of information in a story before it goes to print in the newspaper 

5. I

6. A

Lesson 10:

"The Silencing"

1. B

2. D

3. C

4. Answers will vary

5. Answers will vary

Lesson 11:

Women Who Shared the Constitution

1. F2. A3. G4. D5. F6. C7. F8. A9. H10. B11. I