8th Grade Humanities (Period 1) Assignments
- Instructors
- Esther Kang
- Lyle Kabalican
- Term
- 2017-2018 School Year
- Department
- 01) Humanities
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Directions
-
Open a search window and enter the hoax website’s URL. Review the sites that come up after the original site.
-
Did the other sites reveal anything about the validity of the hoax website? Write what you learned from the other sites.
Due:
Assignment
How did Victor change over the course of the book? Choose two pieces of evidence from the graphic novel (one quote from early in the book and one quote from Volume III, Chapter 7) and explain what they show. You may refer to evidence from images and text, but do not refer only to images.
4) How did Victor change over the course of the book? Choose two pieces of evidence from the graphic novel (one quote from early in the book and one quote from Volume III, Chapter 7) and explain what they show. You may refer to evidence from images and text, but do not refer only to images.
Use the following sentence frames to help you get started:
- At the beginning of the book, Victor is ___ and ____.
- At the end of the book, he is ___ and ____.
How has Victor changed over the course of the book?
The following quotations have been selected to help you answer this prompt. The first two are from early in the book, while the last two are from the chapter you are reading now.
-
“Such was our domestic circle, from which care and pain seemed for ever banished. My father directed our studies, and my mother partook of our enjoyments.” (24)
-
“My ardour was indeed the astonishment of the students; and my proficiency, that of the masters….I made some discoveries in the improvement of some chemical instruments, which procured me great esteem and admiration at the university."(33)
-
“I was hurried away by fury; revenge alone endowed me with strength and composure; it modelled my feelings, and allowed me to be calculating and calm, at periods when otherwise delirium or death would have been my portion.” (169)
-
“But revenge kept me alive, I dared not die, and leave my adversary in being. I was cursed by some devil, and carried about with me eternal hell.” (173)
Use the following sentence frames to help you get started.
- At the beginning of the book, Victor is ________ and ________. I know this because ________.
- At the end of the book, he is ________ and ________. I know this because ________.
How has Victor changed over the course of the book?
Use the following sentence starters to help organize your writing.
- I believe that….
- I think that…..
- I noticed that….
Original Writing Prompt
How did Victor change over the course of the book? Choose two pieces of evidence from the graphic novel (one quote from early in the book and one quote from Volume III, Chapter 7) and explain what they show. You may refer to evidence from images and text, but do not refer only to images.
- Complete Self-Evaluations (Due Thursday)
- Go to mykla.org
- Look for MR. KABALICAN'S Teacher page
- Click on SELF-EVALUATION 2018
- Make a COPY and rename it "Self-Evaluation 2018 - Your Name"
- Share it with Mr. Kabalican at [email protected]
What has the creature learned from his experiences among men?
What has the creature learned from his experiences among men?
Use the following sentence frames to help you get started.
- When the creature first comes to life, he believes ________. I know this because _______.
- By the end of the book, the creature believes ________. I know this because _______.
Reread the following quotes from the text.
-
“The love of another will destroy the cause of my crimes. My vices are the children of forced solitude that I abhor; and my virtues will necessarily arise when I live in communion with an equal. I shall feel the affections of a sensitive being, and become linked to the chain of existence and events, from which I am now excluded.” (117)
-
“My heart was fashioned to be susceptible of love and sympathy; and, when wrenched by misery to vice and hatred, it did not endure the violence of the change without torture, such as you cannot even imagine.” (190)
-
“No sympathy may I ever find. When I first sought it, it was the love of virtue, the feelings of happiness and affection with which my whole being overflowed, that I wished to be participated.” (191)
-
“Once I falsely hoped to meet with beings, who, pardoning my outward form, would love me for the excellent qualities which I was capable of bringing forth. But now vice has degraded me beneath the meanest animal.” (192)
3) Explain what the creature has learned from his experiences among men.
Use the following sentence frames to help you get started:
- When the creature first comes to life, he believes ______. I know this because ______.
- By the end of the book, the creature believes ______. I know this because ______.
What has the creature learned from his experiences among men?
Use the following sentence starters to help organize your writing.
- I believe that….
- I notice that…..
- I think that…..
Original Writing Prompt
What has the creature learned from his experiences among men?
Directions: Opening Argument
- If you are assigned to the opening argument, develop one reason to support your side. Explain your argument clearly and include evidence from the book.
- If you are not assigned to the opening argument, click NEXT.
Directions: Rebuttals
- If you are assigned to the rebuttals, develop counterarguments for 1–2 points you anticipate the other team making. Explain each argument clearly and include evidence from the book.
- If you are not assigned to the rebuttals, click NEXT.
Directions: Closing Statement
If you are assigned to the closing statement, develop one reason to support your side. Explain your argument clearly and include evidence from the book.
Due:
Assignment
Directions: Opening Argument
- If you are assigned to the opening argument, develop one reason to support your side. Explain your argument clearly and include evidence from the book.
- If you are not assigned to the opening argument, click NEXT.
Directions: Rebuttals
- If you are assigned to the rebuttals, think of 1–2 points you anticipate the other team making, and develop counterarguments to argue against their points. Explain each counterargument clearly, and include evidence from the book.
- If you are not assigned to the rebuttals, click NEXT.
Directions: Closing Statement
If you are assigned to the closing statement, develop one reason to support your side. Explain your argument clearly and include evidence from the book.
Why does Victor destroy the mate he was creating right after seeing the creature's face in the window? Include evidence from the text, and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)
Victor works hard to create the mate the creature has demanded. Why do you think he destroys it?
The following quotes have been selected to help you answer the prompt.
-
“I feared the vengeance of the disappointed fiend, yet I was unable to overcome my repugnance to the task which was enjoined me.” (122)
-
“I saw an insurmountable barrier placed between me and my fellow-men; this barrier was sealed with the blood of William and Justine; and to reflect on the events connected with those names filled my soul with anguish. (130)
-
“....she might become ten thousand times more malignant than her mate, and delight, for its own sake, in murder and wretchedness.” (136)
-
“Had I a right, for my own benefit, to inflict this curse upon everlasting generations?” (137)
Use the following sentence frames to help you get started.
- Victor destroys the mate he is creating because ______________. I know this because ______________.
- Victor is afraid that ______________. I know this because ______________.
3) Explain why you think Victor destroys the mate right after seeing the creature’s face in the window?
Use the following sentence frames to help you get started.
- Victor destroys the mate he is creating because ______.
- Victor is afraid that ______.
We know that the creature has demanded a mate, and we know that Victor is afraid of disappointing him. So why does Victor destroy the mate he was creating right after seeing the creature’s face in the window?
Use the following sentence starters to help organize your writing.
- I believe that….
- I think that…..
- I noticed that….
Original Writing Prompt
Why does Victor destroy the mate he was creating right after seeing the creature's face in the window? Include evidence from the text, and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)
Due:
Assignment
Go to Volume II, Chapter 5, in the graphic novel.
Did your feelings about the creature change from Chapter 5 to Chapter 6? Explain why or why not, using and analyzing evidence from the text, and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)
4) Describe how you felt about the creature when you read Chapter 5. Then, describe how you felt about him when you read Chapter 6. Did your feelings change? Explain why or why not.
Use the following sentence frame to help you get started.
-
My feelings about the creature did/did not change because___________.
-
When the creature ___________, my feelings changed/did not change.
Describe how you felt about the creature when you read chapter 5. Describe how you felt about him when you read chapter 6. Did your feelings change? Explain why or why not.
The following quotes have been selected to help you with your writing.
-
“I learned, from the views of social life, to admire their virtues, and to deprecate the vices of mankind. As yet I looked upon crime as a distant evil; benevolence and generosity were ever present before me.” (101)
-
"I have, unknown to them, been for many months in the habits of daily kindness towards them….” (106)
-
“...overcome by pain and anguish, I quitted the cottage.” (108)
-
“My enemy is not invulnerable; this death will carry despair to him, and a thousand other miseries shall destroy him.” (113)
Use the following sentence frames to help you get started:
-
In chapter 5, the creature seems to be ________ and ________. I know this because ________.
-
At the beginning of chapter 6, the creature seems ________ because ________. I know this because ________.
-
By the end of chapter 6, the creature seems ________. I know this because ________.
Go to volume II, chapter 5, in the graphic novel.
Did your feelings about the creature change from chapter 5 to chapter 6? Use evidence from the text to explain your answer.
Use the following sentence starters to organize your writing.
-
My feelings about the creature...
-
I think that the creature...
-
I noticed that the creature...
Go to volume II, chapter 5, in the graphic novel.
Consider all of the creature’s thoughts, words, and actions in chapters 5 and 6. Do your feelings change when you read chapter 6? Click NEXT to reread paragraphs 1–5 from the previous Solo, where the creature shares his reactions to Paradise Lost, Plutarch’s Lives, and the Sorrows of Werter. Are these reactions reflected in the creature’s thoughts, words, and actions in chapters 5 and 6? How?
Use textual evidence to support your answer.
Original Writing Prompt
Did your feelings about the creature change from Chapter 5 to Chapter 6? Explain why or why not, using and analyzing evidence from the text, and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)
Go to Volume II, Chapter 5, in the graphic novel.
Did your feelings about the creature change from Chapter 5 to Chapter 6? Explain why or why not, using and analyzing evidence from the text, and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)
4) Describe how you felt about the creature when you read Chapter 5. Then, describe how you felt about him when you read Chapter 6. Did your feelings change? Explain why or why not.
Use the following sentence frame to help you get started.
-
My feelings about the creature did/did not change because___________.
-
When the creature ___________, my feelings changed/did not change.
Describe how you felt about the creature when you read chapter 5. Describe how you felt about him when you read chapter 6. Did your feelings change? Explain why or why not.
The following quotes have been selected to help you with your writing.
-
“I learned, from the views of social life, to admire their virtues, and to deprecate the vices of mankind. As yet I looked upon crime as a distant evil; benevolence and generosity were ever present before me.” (101)
-
"I have, unknown to them, been for many months in the habits of daily kindness towards them….” (106)
-
“...overcome by pain and anguish, I quitted the cottage.” (108)
-
“My enemy is not invulnerable; this death will carry despair to him, and a thousand other miseries shall destroy him.” (113)
Use the following sentence frames to help you get started:
-
In chapter 5, the creature seems to be ________ and ________. I know this because ________.
-
At the beginning of chapter 6, the creature seems ________ because ________. I know this because ________.
-
By the end of chapter 6, the creature seems ________. I know this because ________.
Go to volume II, chapter 5, in the graphic novel.
Did your feelings about the creature change from chapter 5 to chapter 6? Use evidence from the text to explain your answer.
Use the following sentence starters to organize your writing.
-
My feelings about the creature...
-
I think that the creature...
-
I noticed that the creature...
Go to volume II, chapter 5, in the graphic novel.
Consider all of the creature’s thoughts, words, and actions in chapters 5 and 6. Do your feelings change when you read chapter 6? Click NEXT to reread paragraphs 1–5 from the previous Solo, where the creature shares his reactions to Paradise Lost, Plutarch’s Lives, and the Sorrows of Werter. Are these reactions reflected in the creature’s thoughts, words, and actions in chapters 5 and 6? How?
Use textual evidence to support your answer.
Original Writing Prompt
Did your feelings about the creature change from Chapter 5 to Chapter 6? Explain why or why not, using and analyzing evidence from the text, and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)
Due:
Assignment
1) Read the following quotes:
- “One of the phenomena which had peculiarly attracted my attention was the structure of the human frame, and, indeed, any animal endued with life.” [34]
- “I paused, examining and analyzing all the minutiae of causation, as exemplified in the change from life to death, and death to life….” [34]
- “I thought that if I could bestow animation upon lifeless matter, I might in process of time renew life where death had apparently devoted the body to corruption.” [36]
- “Who shall conceive the horrors of my secret toil, as I dabbled among the unhallowed damps of the grave?” [36]
2) Is Victor more focused on life, on death or on both as he makes his creation? Use these sentence starters to help you get started writing.
- Victor is most interested in life/death because_____. I know this because _______.
- When Victor says ________, it shows me that he is most interested in life/death. I know this because______________.
Use the following sentence frames to help you organize your writing.
- Victor is most interested in life/death because ________.
- When Victor says ________, it shows me that he is most interested in life/death. I know this because ______________.
Is Victor more interested in life than death? Or could he be equally interested in both life and death? Explain. Use evidence from the text to support your answer.
Use the following sentence starters to help organize your writing.
-
Victor is more interested in life than death/death than life because ________.
-
I think that Victor is more interested in life than death/death than life because _______.
Is Victor more focused on life, on death, or on both as he investigates and makes his creation? Explain your answer using specific details from the text or illustrations.
Write an essay describing Victor’s attitudes toward life and death.
Pay close attention to what he does and says in chapters 3 and 4. How do his goals and feelings change in these pages? How do you explain these changes? Use textual evidence to support your ideas.
Original Writing Prompt
Is Victor more interested in life or death? Explain.
1) Go to volume II, chapter 2, in the graphic novel.
2) Reread the following quotes from the text
-
“I had been the author of unalterable evils, and I lived in daily fear, lest the monster whom I had created should perpetrate some new wickedness.” (74)
-
“You, my creator, detest and spurn me, they creature, to whom thou art bound. You purpose to kill me. How dare you sport thus with life?” (82)
-
“How can I move thee? Believe me, Frankenstein: I was benevolent; my soul glowed with love and humanity: but am I not alone, miserably alone?" (83)
-
“On you it rests, whether I quit forever the neighbourhood of man and lead a harmless life, or become the scourge of your fellow-creatures and the author of your own speedy ruin.” (85)
3) On page 85, Victor Frankenstein says: “For the first time, also, I felt what the duties of a creator towards his creature were.” Why does he say this?
Use the following sentence frames to help you get started.
-
Victor is afraid of the creature because ________. I know this because ________.
-
The creature is miserable because ________. I know this because ________.
-
Victor feels responsible because ________. I know this because ________.
4) On page 85, Victor Frankenstein says: “For the first time, also, I felt what the duties of a creator towards his creature were.” Why does he say this?
Use the following sentence frames to help you get started with your writing.
- The creature is _____ because _____.
- Victor feels _____ because _____.
Chapter 2 of volume II ends with Victor Frankenstein saying, “For the first time, also, I felt what the duties of a creator towards his creature were” (85). What does this mean, and why does he say it?
Use the following sentence starters to help you organize your writing.
- I noticed that Victor feels...
- I think that Victor feels...
- When Victor thinks about the creature, Victor feels...
Chapter 2 of Volume II ends with Victor Frankenstein saying, “For the first time I felt what the duties of a creator towards his creature were” (85). What does this mean, and why does he say it?
Chapter 2 of volume II ends with Victor Frankenstein saying, “For the first time, also, I felt what the duties of a creator towards his creature were” (85). What do you think Victor’s duties are toward his creature?
Think about the chapters you have read and also about the Epigraph, an excerpt from Milton’s famous poem Paradise Lost. How does the title of that poem help you think about this question? Why do you think Mary Shelley used this as an epigraph? Use evidence from the text to support your answer.
Original Writing Prompt
Chapter 2 of Volume II ends with Victor Frankenstein saying, “For the first time I felt what the duties of a creator towards his creature were” (85). What does this mean, and why does he say it?
Due:
Assignment
Due:
Assignment
Why is this chapter titled “What a Foolish Boy”?
-
“We didn’t know where we were going, as a soldier isn’t supposed to now any more than a mule, but has to obey orders.” (4)
-
“When boys enlisted in the army, they expected to fight the enemy and settle the dispute very quickly.” (7)
-
“And once they realized the war would last a long, long time, these boys began to miss the things they had left behind—namely their family and friends.” (7)
-
“Suddenly, the war that had been a romantic dream was all around them like angry bees.” (24)
Use the following sentence frames to help you answer the prompt.
- The young men who enlisted believed the war would be _________ and _________. I know this because _________.
- But instead, the war was _________ and _________. I know this because _________.
3) Why is this chapter titled “What a Foolish Boy”?
Use the following sentence frames to help you answer the prompt.
- The young men who enlisted believed the war would be ___________, but instead the war was _______.
- Before the war the boys thought _______, but once they got to war they realized _______.
- _______ was totally different than what the boys thought.
Why is this chapter titled “What a Foolish Boy”? Give two concrete details from the chapter and tell how you think each supports your answer.
Use the following sentence starters to help you answer the prompt.
- I think this chapter is called "What a Foolish Boy" because...
- I feel this chapter is called "What a Foolish Boy" because...
- This chapter is called "What a Foolish Boy" because...
Why is this chapter titled “What a Foolish Boy”? Give two concrete details from the chapter and tell how you think each supports your answer.
The text details many horrors of the Civil War, including brutal battles, horrific wounds and deaths, inhumane treatment of prisoners, primitive medical conditions, and the likelihood of dying alone and unidentified. How do these circumstances differ from those in other wars you’ve studied or heard about, especially wars being fought during your lifetime? How has combat, weaponry, and medicine changed since the 19th century? Do research as needed, consulting history books in the Amplify Library and elsewhere. If you know anyone who has served in the military, either in the United States or in another country, ask if they’re willing to discuss their experiences. Write about how you think war has changed since the Civil War.
Original Writing Prompt
Why is this chapter titled “What a Foolish Boy”? Give two concrete details from the chapter and tell how you think each supports your answer.
Due:
Assignment
3) Jacobs is making a case for ending slavery. Describe how Chapter 2, with its description of the daily life of a slave, or Chapter 3, with its description of the New Year’s Day slave auction, helps you understand the cruelty of slavery and makes a case for abolition.
The following sentence frames will help you respond to the prompt:
-
In Chapter ___, actions or events such as _____ and _____ illustrate the cruelty of slavery because _____.
-
When Jacobs writes _____ it shows me how cruel slavery was because _____.
**Jacobs is making a case for ending slavery. Select one of the following chapters and show how it helps you understand the cruelty of slavery:
- Chapter 2, with its description of the daily life of a slave
- Chapter 3, with its description of the New Year’s Day slave auction.**
The following sentence frames will help you respond to the prompt.
-
In Chapter 2, actions or events such as _________ and _________ illustrate the cruelty of slavery.
-
In Chapter 3, actions or events such as _________ and _________ illustrate the cruelty of slavery.
Just like Douglass, Jacobs is making a case for abolition.
Consider which parts of her text help you best understand the cruelty of slavery and stake a claim about whether she makes a better case for abolishing slavery when she writes about:
- New Year’s Day as symbol of slavery in Chapter 3
- Her daily life as a slave in Chapter 2
There is no wrong answer here, but be sure to back up your claim with specific ways that Jacobs uses language to help you understand her meaning.
To show that the language of Chapter 2 was stronger than the language of Chapter 3, you will need to use at least one quotation from each chapter.
Use the following sentence starters to organize your writing:
- I think that Jacobs…
- I feel that Jacobs…
- I believe that Jacobs…
Just like Douglass, Jacobs is making a case for abolition.
Decide which of the following chapters better helps you understand the cruelty of slavery:
- Chapter 2, where she describes her daily life as a slave
- Chapter 3, where she writes about New Year's Day
Stake a claim about which chapter provides a more powerful argument for abolition, and back it up with specific ways that Jacobs uses language in each of the two chapters.
There is no wrong answer here, but be sure to back up your claim with specific ways that Jacobs uses language to help you understand her meaning.
To make an argument about which case is stronger you will need to use at least one quotation from each chapter.
At the time Jacobs wrote this book, slavery was both legal and common in many states. It may be hard to imagine trying to justify slavery now, yet many educated people felt strongly that it was their right to have slaves. Research this subject in the American History text you’ll find in the Amplify Library or elsewhere. What arguments did slaveholders make about why this practice was reasonable and should continue? And what were the main arguments against slavery? Pretend that it is 1850, and write an argument calling for the abolishment of slavery. Make sure to respond to the counterarguments you would hear from slaveholders and those who support them.
Original Writing Prompt
Just like Douglass, Jacobs is making a case for abolition.
Decide which of the following chapters better helps you understand the cruelty of slavery:
- Chapter 2, where she describes her daily life as a slave or
- Chapter 3, where she writes about New Year's Day
Stake a claim about which chapter provides a more powerful argument for abolition, and back it up with specific ways that Jacobs uses language in each of the two chapters. There is no wrong answer here, but be sure to back up your claim with specific ways that Jacobs uses language to help you understand her meaning.
To make an argument about which case is stronger you will need to use at least one quotation from each chapter.
1. Title Slide:
- Your name and Partner's name
- Title Slide: Civil War: Union v. Confederate
2. Union:
- President of the Union: ______ (picture)
- General of the Union Army: _______ (picture)
- Color of the Union army: _______
- What was their economy based on: ____
3. Confederate:
- President of the Confederate States: ______ (picture)
- General of the Confederate Army: _______ (picture)
- Color of the Confederate army: _______
- What was their economy based on: ____
4. Battle of Gettysburg:
- Date: ____
- Location of the Battle: __________ (picture)
- Generals involved in the battle (both sides): _________ (picture)
- Which side won? ________
- Number of Casualties: ______
5. Battle of...:
- Date: ____
- Location of the Battle: __________ (picture)
- Generals involved in the battle (both sides): _________ (picture)
- Which side won? ________
- Number of Casualties: ________
Due:
Assignment
Directions
1) In chapter 2, Douglass writes about the slaves singing, which he states is both a happy and a sad act. Highlight 1–2 places where he shows the singing was happy. In a different color highlight 1–2 places where he shows that the singing was sad.
2) What is happy about the singing, and what is sad? How are these two feelings connected?
Use the following sentence frames to help you answer the prompt:
-
Douglass believes that slaves who went to the Great House Farm felt ________ because_________.
-
Douglass believes that slaves sang because ___________.
In chapter 2, Douglass writes about the slaves singing, which he states is both a happy and a sad act. What is happy about the singing, and what is sad? Do these two feelings cancel each other out because they are opposites? Or could these two feelings actually be connected?
Use the following sentence frames to help you answer the prompt.
-
Douglass believes that slaves who went to the Great House Farm were ________ because_______.
-
Douglass believes that slaves sang because _________.
Point to 1–2 places in the text where Douglass shows the reader two elements in opposition to one another. Then, point out how Douglass shows that these seeming opposites are or actually could be intertwined or reinforcing one another.
Use the following sentence starters to help organize your writing.
-
I think that...
-
I notice that...
-
Douglass shows that...
Directions
1) Open the text in the Amplify Library and decide to work with one of the following:
- Chapter 2 to write about the slave songs
- Chapter 3 to write about the Barneys who took care of the horses
- Chapter 4 to write about Mr. Gore and Demby
2) Point to 1–2 places in the text where Douglass shows the reader two elements in opposition to one another. Then, point out how Douglass shows that these seemingly opposite elements are or could be actually intertwined or reinforcing one another.
Select three places in the text where Douglass shows the reader two elements in opposition to one another, two elements that in some way contradict each other. Are these elements really opposed? Why or why not? Why do you think Douglass uses this strategy repeatedly in his autobiography? Support your answer with evidence from the text.
Original Writing Prompt
Point to 1–2 places in the text where Douglass shows the reader two elements in opposition to one another. Then, point out how Douglass shows that these seemingly opposite elements are or could be actually intertwined or reinforcing one another.
Directions
1) Select the part of Douglass's writing that you want to deliver and copy and paste it.
2) Underline the words you will emphasize.
3) Bold 2–3 uses of freedom you want to give special meaning to.
Directions
1) Practice reciting your passage aloud for three minutes.
2) Make any necessary changes as you hear what your choices sound like aloud.
Your Douglass passage selection:
Directions
Practice reading aloud with your group.
1) Take turns reciting your part of Douglass’s passage.
2) After each student recites, offer feedback regarding what he or she did well and how he or she could improve.
Your Douglass passage selection:
Directions
Practice reading aloud your part of Douglass’s passage.
Your Douglass passage selection:
Directions
1) Practice your part of Douglass's passage for one minute.
2) Take turns reciting your part to the group.
Your Douglass passage selection:
Directions
- If your group selected you, recite your Douglass passage.
- If you are listening, go to Card 3 of this activity.
Your Douglass passage selection:
Due:
Assignment
What does Douglass focus on in the beginning of his autobiography?
The following quotes have been selected to help you get started.
-
“I have no accurate knowledge of my age….” (1)
-
“It is the wish of most masters within my knowledge to keep their slaves thus ignorant.” (1)
-
“The opinion was also whispered that my master was my father; but of the correctness of this opinion I know nothing; the means of knowing was withheld from me.” (3)
-
“...she is never better pleased than when she sees them under the lash, especially when she suspects her husband of showing to his mulatto children favors which he withholds from his black slaves.” (6)
Use the following sentence frames to help you answer the prompt:
Douglass focuses on ________ at the beginning of his autobiography.
I know this because________ and ______.
The most important thing to Douglass seems to be _____.
I know this because _____ and _______.
Douglass is most interested in ________ at the beginning of his autobiography.
I know this because ________ and ________.
3) What does Douglass focus on in the beginning of his autobiography?
Use the following sentence frames to help you answer the prompt:
- Douglass focuses on _______ at the beginning of his autobiography.
I know this because _______. - The most important thing to Douglass seems to be _______ because _______.
What does Douglass emphasize in the beginning of his autobiography and what is he telling the reader about what matters to him?
Use the following sentence starters to organize your writing:
- I notice that...
- I believe that...
- Douglass emphasizes...
What does Douglass emphasize in the beginning of his autobiography and what is he telling the reader about what matters to him?
Original Writing Prompt
What does Douglass emphasize in the beginning of his autobiography and what is he telling the reader about what matters to him?
Is clip 1 or clip 2 more powerful to you? Or are they equally powerful? Explain your answer.
The following quotes have been selected to help you get started.
-
“No words, no tears, no prayers, from his gory victim, seemed to move his iron heart from its bloody purpose.” (8)
-
“I remember the first time I ever witnessed this horrible exhibition. I was quite a child, but I well remember it.” (8)
-
“.....soon the warm, red blood (amid heart-rending shrieks from her, and horrid oaths from him) came dripping to the floor. I was so terrified and horror-stricken at the sight, that I hid myself in a closet, and dared not venture out till long after the bloody transaction was over. I expected it would be my turn next.” (8)
-
“It was the blood-stained gate, the entrance to the hell of slavery, through which I was about to pass.” (8)
Use the following sentence frames to help you respond to the prompt:
-
Clip 1/Clip 2 is powerful because____. The most powerful words or moments are _____.
-
Clip 1/Clip 2 is disturbing because_____. The most powerful words or moments are ______.
3) Is Clip 1 or Clip 2 more powerful to you? Or, are they equally powerful? Explain your answer.
Use the following sentence frames to help you answer the prompt:
- Clip 1/Clip 2 is more powerful to me because _____.
- The most powerful words or moments are _____ because _____.
- Clip 1/Clip 2 is disturbing to me because _____.
Assuming Douglass doesn’t want to make his book any longer than it has to be, which passage should he use to help people understand the horrors of slavery—clip 1, clip 2, or both, and why?
Use the following sentence starters to organize your writing:
Douglass should use...
I noticed...
I think…
Assuming Douglass doesn’t want to make his book any longer than it has to be, which passage should he use to help people understand the horrors of slavery: Clip 1, Clip 2, or both, and why?
Reread Douglass’s autobiography to find other episodes he retells from both an adult and a child’s perspective. Analyze the differences between the two approaches. What kind of details does Douglass use in each case? What kinds of observations does he make about the event? What are the advantages of retelling a childhood scene from the child’s perspective? What are the disadvantages? What are the advantages and disadvantages of retelling a childhood scene from an adult perspective? What is gained and lost in each case?
Original Writing Prompt
Assuming Douglass doesn’t want to make his book any longer than it has to be, which passage should he use to help people understand the horrors of slavery: Clip 1, Clip 2, or both, and why?
Due:
Assignment
Benjamin Franklin had many sides to his personality, but his ________ side and _______ side have a special connection. The connection the two sides share is ______. This is evident in _______. In the text, “______,” it states, “__________” (Paragraph #). In other words _________. This is important _______.
Introduction
Lead/Hook - Blue
Author and Title - Purple
Background Information - Blue
Claim - Green
Body Paragraph
Own idea/Topic sentence that connects back to the claim - yellow
Evidence - Red
Citations - Purple
Explanation of the Evidence - Orange
Due:
Assignment
Due:
Assignment
Monday, December 11
This is a link to the Loom, which will open in a new browser window.
Think about what you know about Benjamin Franklin.
What would he say to convince people to agree that the American colonies should become independent from British rule?
Does the phrase “a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation” sound like something you would say? Cite textual evidence to support your ideas.
This is a link to the Loom, which will open in a new browser window.
Imagine that you’re Benjamin Franklin, and you want people to agree that the American colonies should become independent from British rule. What kinds of things would you say to convince them of this? Does the phrase “a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation” sound like one of the things you would say? Cite textual evidence to support your ideas.
Use these sentence starters to help you answer the prompt:
I think that Franklin...
This sentence sounds like...
This is a link to the Loom, which will open in a new browser window.
Does the phrase “a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation” sound like something Franklin would have written? Cite textual evidence to support your ideas.
Use these sentence starters to help you answer the prompt:
I notice that...
I think that...
This is a link to the Loom, which will open in a new browser window.
Focus on the last phrase of the first paragraph of the Declaration of Independence: “a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.” Does this sound like something Franklin would have written?
This is a link to the Loom, which will open in a new browser window.
Think about all the different passages you’ve read by and about Franklin. Can you find other places that have a similar meaning to the phrase “a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation”? Can you find statements that sound like this quotation, or that make you think Franklin wrote it? If not, can you find statements and places that suggest Franklin did not write this phrase? Use evidence from at least three different passages in this unit to support your answer.
Original Writing Prompt
Focus on the last phrase of the first paragraph of the Declaration of Independence: “a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.” Does this sound like something Franklin would have written?
Wednesday,December 13
Thursday,December 14
This is a link to the Loom, which will open in a new browser window.
Do you think Franklin made the change from "sacred and undeniable" to “self-evident”? Cite textual evidence to support your ideas.
Use this sentence starter to help you organize your writing.
- I think Franklin did/ did not make the change from "sacred and undeniable" to "self-evident" because __________.
- Self-evident does/ does not sound like something Franklin would have written because ___________.
This is a link to the Loom, which will open in a new browser window.
What is the difference between the phrases “sacred and undeniable” and “self-evident?” Does this edit sound like something Franklin would have written? Cite textual evidence to support your ideas.
The following sentence starters will help you respond to the prompt.
I think that Franklin...
This sentence sounds like...
This is a link to the Loom, which will open in a new browser window.
Isaacson asserts that the change from “sacred and undeniable” to “self-evident” was made by Franklin, but other historians are not so sure. Does this edit sound like something Franklin would have written? Cite textual evidence to support your ideas.
The following sentence starters will help you respond to the prompt.
I notice that...
I think that...
This is a link to the Loom, which will open in a new browser window.
Isaacson asserts that the change from “sacred and undeniable” to “self-evident” was made by Franklin, but other historians are not so sure. Does this edit sound like something Franklin would have written?
This is a link to the Loom, which will open in a new browser window.
Think about all the different passages you’ve read by and about Franklin. Can you find other places that have a similar meaning to the phrase “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness”? Can you find statements that echo the idea that such truths are self-evident? Use evidence from at least three different passages in this unit to support your answer.
Original Writing Prompt
Isaacson asserts that the change from “sacred and undeniable” to “self-evident” was made by Franklin, but other historians are not so sure. Does this edit sound like something Franklin would have written?
Friday,December 15
Due:
Assignment
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain why.
The following quotes have been selected to help you understand the prompt.
“Franklin reigned as a celebrity philosopher-statesman.” (Isaacson, “Franklin Arrives in France” 2)
“He played to the romance as well as the reason that entranced France’s philosophies, to the fascination with America’s freedom that captivated its public, and to the cold calculation of national interest that moved its ministers.” (Isaacson, “Franklin Arrives in France” 4)
“Indeed, his new rustic look was partly a pose, the clever creation of America’s first great image-maker and public relations master.” (Isaacson, “Franklin Gets in Character” 4)
Use these sentence starters to help you organize your writing.
I like/dislike Franklin for his willingness to “play the part that Paris imagined for him” because ___________.
I think that Franklin’s willingness to “play the part that Paris imagined for him” is ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain. Cite textual evidence to support your ideas.
The following quotes have been selected to help you understand the prompt.
“Franklin reigned as a celebrity philosopher-statesman.” (Isaacson, “Franklin Arrives in France” 2)
“He played to the romance as well as the reason that entranced France’s philosophies, to the fascination with America’s freedom that captivated its public, and to the cold calculation of national interest that moved its ministers.” (Isaacson, “Franklin Arrives in France” 2)
“Indeed, his new rustic look was partly a pose, the clever creation of America’s first great image-maker and public relations master.” (Isaacson, “Franklin Gets In Character” 4)
Use these sentence starters to help you answer the prompt.
I think that Franklin’s willingness to “play the part that Paris imagined for him” is ___________. I can see Franklin’s wilingness to “play the part that Paris imagined for him” when he ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain. Cite textual evidence to support your ideas.
Use these sentence starters to organize your writing.
This passage shows that Franklin ___________.
I noticed that Franklin ___________.
I think that Franklin ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (Isaacson, "Franklin Gets in Character" 4)? Use the text to help explain your answers.
This is a link to the Loom, which will open in a new browser window.
Reread Silence Dogood’s letters and review what you’ve written about her character. Find three adjectives you used to describe her and choose three you would use to describe the Franklin you have read about in Lesson 11. How do your two lists differ, and how do you explain these differences? Use textual evidence from the letters and the readings in this lesson to support your answer.
Original Writing Prompt
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain.
This is a link to the Loom, which will open in a new browser window.
How do these quotes from Isaacson’s biography help you understand Franklin’s autobiography?
The following quotes have been selected to help you understand the prompt.
“Peel back a layer and we can see him as a 65-year-old wry observer...pretending it’s part of a letter to his son, an illegitimate son who has become a royal governor with aristocratic pretension who needs to be reminded of his humble roots.” (Isaacson, “Franklin’s Autobiography” 1)
“His self-deprecation barely cloaks the pride he felt regarding his remarkable rise in the world.” (Isaacson, “Franklin’s Autobiography” 2)
This is a link to the Loom, which will open in a new browser window.
How does a secondary source like Isaacson’s biography help you understand a primary source like Franklin’s autobiography? Cite textual evidence to support your ideas.
Isaacson’s biography helps me understand Franklin’s autobiography when Isaacson shares:
- that Franklin bought puffy rolls as he walked down the street.
- that Franklin passed by the house of his future wife.
- background information about Franklin and his family at various stages in Franklin’s life.
Use the following sentence starter to help you organize your writing.
Isaacson’s biography helps me understand Franklin’s autobiography because ___________.
This is a link to the Loom, which will open in a new browser window.
How does a secondary source like Isaacson’s biography help you understand a primary source like Franklin’s autobiography? Cite textual evidence to support your ideas.
Use these sentence starters to organize your writing.
A secondary source can show...
A secondary source illustrates...
A secondary source provides...
This is a link to the Loom, which will open in a new browser window.
How does a secondary source like Isaacson’s biography help you understand a primary source like Franklin’s autobiography?
This is a link to the Loom, which will open in a new browser window.
Consider the different layers of Benjamin Franklin that Isaacson mentions in “Franklin’s Autobiography.” Identify each layer, and review what you know about Franklin from his own writing that you have read so far. Which layers has Franklin written most about? Why do you think that is? What resources does Isaacson have that Franklin lacks? Use evidence from at least two passages by Franklin and one passage by Isaacson to support your answer.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain why.
The following quotes have been selected to help you understand the prompt.
“Franklin reigned as a celebrity philosopher-statesman.” (Isaacson, “Franklin Arrives in France” 2)
“He played to the romance as well as the reason that entranced France’s philosophies, to the fascination with America’s freedom that captivated its public, and to the cold calculation of national interest that moved its ministers.” (Isaacson, “Franklin Arrives in France” 4)
“Indeed, his new rustic look was partly a pose, the clever creation of America’s first great image-maker and public relations master.” (Isaacson, “Franklin Gets in Character” 4)
Use these sentence starters to help you organize your writing.
I like/dislike Franklin for his willingness to “play the part that Paris imagined for him” because ___________.
I think that Franklin’s willingness to “play the part that Paris imagined for him” is ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain. Cite textual evidence to support your ideas.
The following quotes have been selected to help you understand the prompt.
“Franklin reigned as a celebrity philosopher-statesman.” (Isaacson, “Franklin Arrives in France” 2)
“He played to the romance as well as the reason that entranced France’s philosophies, to the fascination with America’s freedom that captivated its public, and to the cold calculation of national interest that moved its ministers.” (Isaacson, “Franklin Arrives in France” 2)
“Indeed, his new rustic look was partly a pose, the clever creation of America’s first great image-maker and public relations master.” (Isaacson, “Franklin Gets In Character” 4)
Use these sentence starters to help you answer the prompt.
I think that Franklin’s willingness to “play the part that Paris imagined for him” is ___________. I can see Franklin’s wilingness to “play the part that Paris imagined for him” when he ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain. Cite textual evidence to support your ideas.
Use these sentence starters to organize your writing.
This passage shows that Franklin ___________.
I noticed that Franklin ___________.
I think that Franklin ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (Isaacson, "Franklin Gets in Character" 4)? Use the text to help explain your answers.
This is a link to the Loom, which will open in a new browser window.
Reread Silence Dogood’s letters and review what you’ve written about her character. Find three adjectives you used to describe her and choose three you would use to describe the Franklin you have read about in Lesson 11. How do your two lists differ, and how do you explain these differences? Use textual evidence from the letters and the readings in this lesson to support your answer.
Original Writing Prompt
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain.
Due:
Assignment
This is a link to the Loom, which will open in a new browser window.
Imagine that you're Franklin, and you’re going door-to-door to ask your community members to subscribe to the library. What do you tell them? Cite textual evidence to support your ideas.
Use the following quotations to help you get started.
“Our people….became better acquainted with books, and in a few years were observed by strangers to be better instructed and more intelligent than people of the same rank generally are in other countries.” (Franklin, "Franklin on the Library" 2)
The library was “a scheme of a number of friends, who had requested me to go about and propose it to such as they thought lovers of reading.” (Franklin, "Franklin on the Library" 3)
Use these sentence starters for extra help.
In this text, Franklin says people who read books are ___________ than other people.
In this text, Franklin does not take credit for starting the library because ___________ .
Imagine that you're Franklin, and you’re going door-to-door to ask your community members to subscribe to the library. What do you tell them? (Use the answers from above to help you.) Cite textual evidence to support your ideas.
This is a link to the Loom, which will open in a new browser window.
Imagine that you're Franklin, and you’re going door-to-door to ask your community members to subscribe to the library. What do you tell them? Cite textual evidence to support your ideas.
Use these sentence starters to help organize your writing.
I noticed that Franklin ___________.
Franklin says that ___________.
This is a link to the Loom, which will open in a new browser window.
Imagine that you're Franklin, and you’re going door-to-door to ask your community members to subscribe to the library. What do you tell them?
Original Writing Prompt
Imagine that you're Franklin, and you’re going door-to-door to ask your community members to subscribe to the library. What do you tell them?
Directions
1) Use the prompt your teacher assigns to you.
2) “Join, or Die.” is considered the first ever published political cartoon. It appeared in the Pennsylvania Gazette in 1754 and is attributed to Franklin. While examining the cartoon, consider its historical context; these are the years leading up to the American Revolution.
-
Writing Prompt 1: Describe the cartoon and then consider: What does the cartoon say about the way Franklin reached out to people?
-
Writing Prompt 2: Describe the cartoon and explain what the cartoon says about the way Franklin reached out to people. Is this similar or different to the way he tried to persuade people to subscribe to the library? Use details from the cartoon and the text to support your ideas.
What is the purpose of a parlor trick (like Dr. Spencer performed) and what is the purpose of science (like Franklin practiced)? How are they different?
This is a link to the Loom, which will open in a new browser window.
Write four to five sentences explaining what made Franklin “the perfect person to turn electricity from a parlor trick into a science” (Isaacson, “Franklin the Scientist” 2). Cite textual evidence to support your ideas.
Use the following quote to help you with your response.
Franklin was “a clever and ingenious person who had the curiosity to perform practical experiments plus enough mechanical talent and time to tinker with a lot of contraptions.” (Isaacson, “Franklin the Scientist” 2)
This is a link to the Loom, which will open in a new browser window.
Explain why the detail you chose above makes Franklin the perfect person to turn electricity into a science. Cite textual evidence to support your ideas.
This is a link to the Loom, which will open in a new browser window.
What about Franklin made him “the perfect person to turn electricity from a parlor trick into a science” (Isaacson, “Franklin the Scientist” 2)? Cite textual evidence to support your ideas.
Use these sentence starters to help organize your writing.
This passage shows that Franklin ___________.
I learned that Franklin ___________.
I think that Franklin ___________.
This is a link to the Loom, which will open in a new browser window.
What about Franklin made him “the perfect person to turn electricity from a parlor trick into a science” (Isaacson, “Franklin the Scientist” 2)?
This is a link to the Loom, which will open in a new browser window.
Reread “Franklin and the Socratic Method.” What connections can you make between the Socratic method and Franklin’s scientific study of static electricity? How might the Socratic method help Franklin in this or other scientific experiments? Use evidence from both texts in your answer.
Original Writing Prompt
What about Franklin made him “the perfect person to turn electricity from a parlor trick into a science” (2)?
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain why.
The following quotes have been selected to help you understand the prompt.
“Franklin reigned as a celebrity philosopher-statesman.” (Isaacson, “Franklin Arrives in France” 2)
“He played to the romance as well as the reason that entranced France’s philosophies, to the fascination with America’s freedom that captivated its public, and to the cold calculation of national interest that moved its ministers.” (Isaacson, “Franklin Arrives in France” 4)
“Indeed, his new rustic look was partly a pose, the clever creation of America’s first great image-maker and public relations master.” (Isaacson, “Franklin Gets in Character” 4)
Use these sentence starters to help you organize your writing.
I like/dislike Franklin for his willingness to “play the part that Paris imagined for him” because ___________.
I think that Franklin’s willingness to “play the part that Paris imagined for him” is ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain. Cite textual evidence to support your ideas.
The following quotes have been selected to help you understand the prompt.
“Franklin reigned as a celebrity philosopher-statesman.” (Isaacson, “Franklin Arrives in France” 2)
“He played to the romance as well as the reason that entranced France’s philosophies, to the fascination with America’s freedom that captivated its public, and to the cold calculation of national interest that moved its ministers.” (Isaacson, “Franklin Arrives in France” 2)
“Indeed, his new rustic look was partly a pose, the clever creation of America’s first great image-maker and public relations master.” (Isaacson, “Franklin Gets In Character” 4)
Use these sentence starters to help you answer the prompt.
I think that Franklin’s willingness to “play the part that Paris imagined for him” is ___________. I can see Franklin’s wilingness to “play the part that Paris imagined for him” when he ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain. Cite textual evidence to support your ideas.
Use these sentence starters to organize your writing.
This passage shows that Franklin ___________.
I noticed that Franklin ___________.
I think that Franklin ___________.
This is a link to the Loom, which will open in a new browser window.
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (Isaacson, "Franklin Gets in Character" 4)? Use the text to help explain your answers.
This is a link to the Loom, which will open in a new browser window.
Reread Silence Dogood’s letters and review what you’ve written about her character. Find three adjectives you used to describe her and choose three you would use to describe the Franklin you have read about in Lesson 11. How do your two lists differ, and how do you explain these differences? Use textual evidence from the letters and the readings in this lesson to support your answer.
Original Writing Prompt
Do you like or dislike Franklin for his willingness to “play the part that Paris imagined for him” (4)? Explain.
Due:
Assignment
Directions
Write a script for a debate. The part of the aggressive arguer who thinks of an argument as a fight is done for you. Use Benjamin Franklin’s techniques to successfully persuade the aggressive arguer.
Work with your partner, and use the space to write how Franklin would respond to the aggressive arguer. Feel free to expand the script, if you have time.
Directions
Write the script for a debate between two people.
- One person will play the part of the aggressive arguer who thinks of an argument as a fight.
- The other person will use Ben Franklin’s techniques to successfully persuade the aggressive arguer.
Due:
Assignment
2) Describe why the detail you chose makes Franklin into a “founding father who winks at us” (1).
Use these sentence starters to help you begin writing.
- Isaacson describes Franklin as “the founding father who winks at us” because________.
- One reason Isaacson gives for calling Franklin "the founding father who winks at us" is ______.
Describe one reason why Isaacson describes Franklin as “the founding father who winks at us” (1).
Explain at least two pieces of evidence from the reading in your answer.
Use these sentence starters to help you begin writing.
- Isaacson describes Franklin as “the founding father who winks at us” because________.
- One reason Isaacson gives for calling Franklin "the founding father who winks at us" is ______.
- Someone who winks and chats is a _______ person. Benjamin Franklin is a _______ person. I know this because _______.
This is a link to the Loom, which will open in a new browser window.
What does Isaacson mean when he calls Franklin “the founding father who winks at us” (1)?
Use these sentence starters to help with your writing.
- Isaacson describes Franklin as “the founding father who winks at us” because________.
- One reason Isaacson gives for calling Franklin "the founding father who winks at us" is ______.
- Someone who winks and chats is a _______ person. Benjamin Franklin is a _______ person. I know this because _______.
This is a link to the Loom, which will open in a new browser window.
What does Isaacson mean when he calls Franklin “the founding father who winks at us”? (Isaacson, "The founding father who winks at us" 1)
This is a link to the Loom, which will open in a new browser window.
What does Isaacson mean when he calls Franklin “the founding father who winks at us”? (Isaacson, "The founding father who winks at us" 1)
Reread the first passage, “Introducing Ben Franklin.” Find more evidence here to explain why Isaacson calls Franklin “the founding father who winks at us.” Use evidence from both passages in your answer.
Original Writing Prompt
What does Isaacson mean when he calls Franklin “the founding father who winks at us”? (Isaacson, "The founding father who winks at us" 1)
This is a link to the Loom, which will open in a new browser window.
How can you tell that Franklin was trying to create a likable character?
Use the following quotes to help you get started.
"I lived a cheerful country life, spending my leisure time either in some innocent diversion with the neighboring females, or in some shady retirement, with the best of company, books.” (Franklin, "Silence Dogood’s First Letter to the New-England Courant" 8)
I am not insensible of the impossibility of pleasing all, but I would not willingly displease any.” (Franklin, "Silence Dogood’s First Letter to the New-England Courant" 9)
Use these sentence starters for extra help.
Silence Dogood thinks her master treated her ___________.
I know this because ___________.
Silence Dogood does not want to offend anyone. I know this because ___________.
This is a link to the Loom, which will open in a new browser window.
How can you tell that Franklin was trying to create a likable character? Cite textual evidence to support your ideas.
- Reread Silence Dogood’s first letter, paying special attention to the phrases in bold.
- Select one of the bold parts of the letter and explain how it makes Silence Dogood a likable character.
- Then select a second bold part in the letter and explain how it makes Silence a likable character.
This is a link to the Loom, which will open in a new browser window.
Reread Silence Dogood’s first letter. Then select two bold parts of the letter that explain how you can tell that Franklin was trying to create a likable character? Cite textual evidence to support your ideas.
Use these sentence starters to structure your writing.
This passage shows that Silence Dogood is ___________.
I noticed that Silence Dogood is ___________.
This is a link to the Loom, which will open in a new browser window.
How can you tell that Franklin was trying to create a likable character?
This is a link to the Loom, which will open in a new browser window.
Read Silence Dogood’s first and second letter. Find evidence from both letters to explain how you know that Franklin was trying to create a likable character. Use textual evidence from both passages in your answer.
Original Writing Prompt
How can you tell that Franklin was trying to create a likable character?
Due:
Assignment
Revision Assignment: Developing Your Paragraph
- Reread the paragraph you completed.
- Underline the sentence where you state your idea about this person most clearly. Consider:
- Do you present textual evidence that supports your idea about this person?
- Do you describe the key parts of your evidence?
- Do you explain how this evidence supports your idea about this person?
- Use this time to develop any part of your paragraph to make your ideas and evidence more convincing.
Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
Compare two of the people Dahl meets during his travels. What is Dahl's overall impression of each person?
Skip a line at the end of your first body paragraph and write your second body paragraph, comparing Dahl's impression of a second person to the first.
Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
Compare two of the people Dahl meets during his travels. What is Dahl's overall impression of each person?
Skip a line at the end of your first body paragraph and write your second body paragraph, comparing Dahl's impression of a second person to the first.
Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
Revision Assignment: Developing Your Evidence
-
Underline two places in your body paragraphs to revise. The first should be a place where you can add more evidence, and the second can be a place where you could develop your evidence further.
-
Reread the moments from the text that relate to the parts of your essay you want to revise.
-
Highlight any additional details in the text that provide evidence for your claim.
Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
- For each place you have identified as needing revision, write 3–5 sentences that present additional evidence or describe your evidence further.
- Reread your body paragraph with the new sentences and revise the sentences so they connect clearly with one another.
Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
Directions
- Copy and paste your favorite lead from the box, at left, to the top of the writing space below.
-
Write the beginning of your introductory paragraph just after your lead. Make sure you include:
- The title of the text and the author's name
- A sentence or two of key background information
Finish writing your introductory paragraph by adding a sentence or two that clearly states your claim about how these two people compare.
Choose from the claims you already wrote or write a new one.
Original Essay Prompt
Compare two of the people Dahl meets during his travels. What is Dahl's overall impression of each person?
4) Decide if your original sentence or your rewritten sentence makes the clearest transition from the introduction to the body of your essay.
5) Copy and paste the sentence you like better into the right position in your essay draft. (You may need to delete or adjust the next sentences to make your sentences flow smoothly.)
6) Reread the rest of your essay. Do the sentences make sense? Are they in the correct order? Do they flow smoothly from one line to the next?
-
Now write a conclusion to your essay below your body paragraphs. Remember to include the following:
-
A restatement of your claim
-
A final thought for your reader to take away
-
-
Write your conclusion paragraph below your body paragraphs. Include both elements of a conclusion:
- A restatement of your claim/argument
- A final thought for your reader to take away
-
Click NEXT if you want to review anything from the text.
Original Essay Prompt
Compare two of the people Dahl meets during his travels. What is Dahl's overall impression of each person?
Due:
Assignment
Directions
- Choose a detail from the board or your work.
- Does this detail make you think Mdisho or Roald acted more heroically?
- Skip a line below your old writing. Add 3-5 more sentences to to explain who acted more heroically. Be sure to use at least one direct quote from the text.
Use the sentence starters below to help you.
- Mdisho/Roald acted more heroically because ________.
- The text says, “________.”
- This made me think that ________.
Choose one of the details listed on the board (or one of your own) and explain how it connects to your idea about whether Mdisho or Roald acted more heroically in his encounter with the Germans. (This new detail might add to your idea, or it might change it. Either way is fine!)
Skip a line below your old writing, and then add 3–5 more sentences. Use at least one direct quote.
Use the sentence starters below to help you.
- Mdisho/Roald acted more heroically because __________.
- The text says, “__________.”
- This made me think that __________.
Directions
-
Choose one of the details listed on the board (or one of your own) and explain how it connects to your idea about whether Mdisho or Roald acted more heroically in his encounter with the Germans. (This new detail might add to your idea, or it might change it. Either way is fine!)
-
Skip a line below your old writing, and then add 3–5 more sentences. Use at least one direct quote. (Click NEXT to see "Mdisho of the Mwanumwezi.")
Write about one way that Roald’s conversation with David Coke is different from his conversation with the Fitter.
Use these sentence starters to help you organize your writing.
The conversations are different because ________.
When Dahl talked to Fitter _______, but when he talked to David Coke _______.
Write about one way that Roald’s conversation with David Coke is different from his conversation with the Corporal.
Click NEXT to see Roald's conversation with David Coke.
You may use the quotations we’ve just discussed to explain what you’re thinking. You must also include at least one additional quote from the chapter.
Original Writing Prompt
Write about one way that Roald’s conversation with David Coke is different from his conversation with the Corporal.
Choose one of the people Dahl meets during his travels.
What is Dahl's overall impression of this person. Use details from Dahl's description to explain your answer.
Note: You can also open the text in the library, which will display the text in a separate tab. This will allow you to use the library tools to search your annotations and the text.
Original Essay Prompt
Compare two of the people Dahl meets during his travels. What is Dahl's overall impression of each person?
Due:
Assignment
3) Describe one difference between the ways that Mdisho and Roald think about war. (Use details from the text to show what you mean.)
Use these sentence starters to help you organize your writing:
Roald thinks that war is ___________.
Mdisho thinks that war is ___________.
I know this because the text says ___________.
Describe one difference between the ways that Mdisho and Roald think about war. (Use details from the text to show what you mean.)
Use these sentence starters to help you organize your writing:
- One way Roald and Mdisho think differently about war is _______.
- I know this because the text says ________.
- Roald and Mdisho think differently about war because _______.
Describe one difference between the ways that Mdisho and Roald think about war. Use details from the text to show what you mean.
Original Writing Prompt
Describe one difference between the ways that Mdisho and Roald think about war. (Use details from the text to show what you mean.)
Reread paragraphs 86-112 of “The Beginning of War.”
Was Roald heroic when he faced the Germans? Why or why not?
Use these sentence starters to help you organize your writing:
Roald was/was not heroic because ___________.
The text says ___________.
This makes me think that ____________.
-
Reread paragraphs 86–112 of “The Beginning of War.”
-
Reread Mdisho’s story starting at paragraph 26.
Who do you think acted more heroically: Mdisho or Roald? Use one specific detail from the text to support your answer.
Use this sentence starter to help you organize your writing:
__________ was more heroic because __________.
After hearing Mdisho’s story, Roald says: "I myself am tremendously proud of you….To me, you are a great hero" (Mdisho of the Mwanumwezi, 57).
Who do you think acted more heroically in his encounter with the Germans, Mdisho or Roald?
Compare the two characters by using a specific detail from each of their stories. (You can reuse passages you highlighted in the Magnificator app.)
Use these sentence starters to help you organize your writing:
_______ was more heroic because _______.
I think that _______ is less heroic because he _______.
Who do you think acted more heroically in his encounter with the Germans, Mdisho or Roald?
Compare the two characters by using a specific detail from each of their stories. (You can reuse passages you highlighted in the Magnificator app.)
Click NEXT to see "Mdisho of the Mwanumwezi."
Original Writing Prompt
Who do you think acted more heroically in his encounter with the Germans: Mdisho or Roald?
Due:
Assignment
Monday, September 18
3) Write 4–5 sentences explaining what this passage shows you about Roald Dahl?
Use these sentence starters to help you organize your writing:
- When I read this passage, I learned _______.
- This passage shows me _______.
- When the text says _______, it helps me to understand that Roald is _______.
Choose one passage—yours or somebody else’s. What does this passage show you about Roald Dahl?
Use these sentence starters to help you organize your writing:
- When I read this passage, I learned _______.
- This passage shows me _______.
- When the text says _______, it helps me to understand that Roald is _______.
Choose one passage—the one you picked or the one somebody else picked. What does that passage show you about what's interesting, weird, or funny about Roald?
Use these sentence starters to help you organize your writing.
When I read this passage, I realized that Roald Dahl is ___________.
When the text says___________, it helps me to understand that Roald is ___________.
Choose one passage—the one you picked or the one somebody else picked. What does that passage show you about what's interesting, weird, or funny about Roald?
Original Writing Prompt:
Choose one passage—the one you picked or the one somebody else picked. What does that passage show you about what's interesting, weird, or funny about Roald?
Tuesday, September 19
Directions
- In your group, discuss your writing about a moment you were doing something you enjoyed.
- Select one group member’s writing to adapt into a skit. Your group can act it out to show the emotion.
- Have that person copy and paste their selected writing into the blank writing space. Write each group member’s name at the top of the writing.
- As a group, turn the moment into a short skit by adding details to show your audience the emotion.
- Dialogue
- Action
- Details of people's reactions and expressions
- (You may decide to add details that change the original emotion of the piece.)
- Rehearse and be prepared to perform your skit.
Original Writing Prompt:
Write about one time you were doing something you really enjoyed.
Wednesday, September 20
Thursday, September 21
Directions
- Read your writing from Lesson 2.
- Find the passage you wrote about from "The Voyage Out."
- On a separate piece of paper, copy down the text passage you wrote about when you answered the prompt below.
- Follow the directions your teacher is projecting.
Original Writing Prompt
Choose one passage—the one you picked or the one somebody else picked. What does that passage show you about what's interesting, weird, or funny about Roald?
In your last Writing Response, you chose a passage and wrote about what that passage shows you about what's interesting, weird, or funny about Roald.
Reread what you wrote, skip a line, and then add 3–5 more sentences that explain what else this passage shows you about Roald.
Friday, September 22
Due:
Assignment
Write about a moment when you took a risk. Use strong verbs to show what happened.
Original Writing Prompt
Write about a moment when you took a risk. Use strong verbs to show what happened.
Original Writing Prompt
Write about a moment when you took a risk. Use strong verbs to show what happened.
Revision Assignment: Adding Showing
Directions
- Find the place your teacher marked for your Revision Assignment. This is a place where you could add precise details to help the reader picture this moment more clearly.
- Write 3–4 more sentences to focus on just this highlighted moment, using precise details so that your reader can picture it.
- Skip a line and write your new sentences below your original response.
Original Writing Prompt
Write about one awful moment from a recent day at school (or one great moment).
Original Writing Prompt:
Write about one awful moment from a recent day at school (or one great moment).
Write about a moment during elementary school when something went really wrong—or really right—for you.
Show the reader what it looked like and how it felt.
Use these sentence starters to help you organize your writing:
-
In elementary school, something went really wrong/right when _______.
-
When _______ happened, I felt _______.
Write about a moment during elementary school when something went really wrong—or really right—for you.
Think about these details to help you show the reader what it looked like and felt to you.
- What is one thing you thought?
- What is one thing you said?
- What do you remember most about this moment?
- Who was with you?
- What did your body look like?
Use these sentence starters to help you organize your writing:
-
In elementary school, something went really wrong/right when __.
-
When it happened, I felt __.
- My face was ___ and if you looked at me, you would’ve seen____.
Write about a moment during elementary school when something went really wrong—or really right—for you.
Show the reader what it looked like and how it felt.
Use these sentence starters to help you organize your writing:
-
In elementary school, something went really wrong/right when ____.
-
When it happened, I felt ____.
-
My face was _____ and if you looked at me, you would’ve seen______.
Write about a moment during elementary school when something went really wrong—or really right—for you. Describe how the moment looked and felt to you, back when you were younger.
Directions
If you’re sharing your Revision Assignment, do the following:
- Read your original highlighted sentence.
- Read the sentences you added.
Directions
If you're sharing your Writing Response, do the following:
1. Read loudly and slowly.
2. When you’re done, call on 2–3 volunteers to respond.
Original Writing Prompt
Write about a moment during elementary school when something went really wrong—or really right—for you.
Original Writing Prompt:
Write about one awful moment from a recent day at school. (Or one great moment.)
Original Writing Prompt:
Write about a moment during elementary school when something went really wrong—or really right—for you.
Show the reader what it looked like and how it felt.
Try to describe how the moment looked and felt to you, back when you were younger.
Due:
Assignment
Directions
- Reread the writing you completed and find a place where you focused on one moment but could add even more details to develop this moment further.
- Add 2–3 focused sentences to develop this moment, using precise details to create a picture of the moment and convey the overall feeling.
Note: You revised one piece of this writing in Lesson 2. Now you will do a second piece of revision to focus and develop the tone of this moment.
Revision Assignment: Developing Focus
Original Writing Prompt:
Write about one time you were doing something you really enjoyed.
Directions
-
Consider the skills you have been practicing:
- Writing Productivity
- Focus: to write exclusively about one moment or idea to fully develop it
- Showing: to use detail to create a picture and convey emotion to the reader
- Reread your writing, including your revisions.
- Answer the poll.
Original Writing Prompt
Write about one time you were doing something you really enjoyed.
Write 4–5 sentences describing your awful or great day.
Use the sentence starters to help you get started writing:
- I had an awful/great day when _______.
- One day, a truly awful/great thing happened when _______.
Write about one awful moment from a recent day at school (or one great moment).
Before you start writing think about the following:
- Who was there with you?
- What is one thing you said?
- What is one thing you thought?
- What is one thing you were thinking?
- What did your face or body look like?
Use the sentence starters to help you get started writing:
- I have an awful/great day when _______.
- One day a truly awful/great thing happened when _______.
Write about one awful moment from a recent day at school (or one great moment).
Use the sentence starters to help you get started writing:
- I had an awful/great day when _______.
- One day a truly awful/great thing happened when _______.
Write about one awful moment from a recent day at school (or one great moment).
Original Writing Prompt
Write about one awful moment from a recent day at school (or one great moment).
Original Writing Prompt
Write about one awful moment from a recent day at school (or one great moment).
Write about one moment that shows this person acting that way.
Use the sentence starters below to help you:
- _______ was acting _____ when _____.
- When he/she was acting _____ , I saw _____.
- I heard _______.
- I felt _______.
Write about one moment that shows this person acting that way.
Think about:
- What does this person do?
- What does this person say?
- How does this person's body look when he or she acts this way?
Use the sentence starters below to help you:
_______ was acting _______ when _______.
When he/she was acting _______, I saw _______.
I heard _______.
I felt _______.
Write about one moment that shows this person acting that way.
Use the sentence starters below to help you:
_______ was acting _______ when _______.
When he/she was acting _______, I saw _______.
I heard _______.
I felt _______.
3) Write about one moment that shows this person acting that way.
Original Writing Prompt:
Choose one interesting person you live with and pick one word to describe that person. Write about one moment that shows this person acting that way.
Reread your writing from today.
Write about a moment when you took a risk. Use strong verbs to show what happened.
Original Writing Prompt
Write about a moment when you took a risk. Use strong verbs to show what happened.
Original Writing Prompt
Write about a moment when you took a risk. Use strong verbs to show what happened.
Due:
Assignment
Write 3–5 sentences describing this moment when you were doing something you really enjoyed.
Use these sentence starters to help you:
One time I really enjoyed was _____.
I saw/heard/felt _____.
The best part of _____ was when _____.
Write about one moment when you were doing something you really enjoyed. Focus in on one part that happened in two minutes or less.
Use these sentence starters to help you:
One time I really enjoyed was _____.
I saw/heard/felt _____.
The best part of _____ was when _____.
Directions
Before you start writing, think about the questions below:
- Who was there?
- What did you see?
- What is one thing you said?
- What is one thing you did?
- What is one thing you thought?
Write about one time you were doing something you really enjoyed.
Use these sentence starters to help you:
One time I really enjoyed was _____.
I saw/heard/felt _____.
The best part of _____ was when _____.
Write about one time you were doing something you really enjoyed.
Directions
- Read loudly and slowly.
- When you’re done, call on two volunteers to respond.
Original Writing Prompt
Write about one time you were doing something you really enjoyed.
Original Prompt
Write about one time you were doing something you really enjoyed.
Revision Assignment: Adding Vivid Details
Original Writing Prompt:
Write about one time you were doing something you really enjoyed.
Directions
- Find one place in your writing where you can focus more on one small moment.
- Write 2–3 more sentences, adding vivid details to capture the feel of your moment.
Original Writing Prompt
Write about one time you were doing something you really enjoyed.
Directions
- In your group, discuss your writing about a moment you were doing something you enjoyed.
- Select one group member’s writing to adapt into a skit. Your group can act it out to show the emotion.
- Have that person copy and paste their selected writing into the blank writing space. Write each group member’s name at the top of the writing.
- As a group, turn the moment into a short skit by adding details to show your audience the emotion.
- Dialogue
- Action
- Details of people's reactions and expressions
- (You may decide to add details that change the original emotion of the piece.)
- Rehearse and be prepared to perform your skit.
Original Writing Prompt:
Write about one time you were doing something you really enjoyed.
Directions
- Reread the writing you completed and find a place where you focused on one moment but could add even more details to develop this moment further.
- Add 2–3 focused sentences to develop this moment, using precise details to create a picture of the moment and convey the overall feeling.
Note: You revised one piece of this writing in Lesson 2. Now you will do a second piece of revision to focus and develop the tone of this moment.
Revision Assignment: Developing Focus
Original Writing Prompt:
Write about one time you were doing something you really enjoyed.
Directions
-
Consider the skills you have been practicing:
- Writing Productivity
- Focus: to write exclusively about one moment or idea to fully develop it
- Showing: to use detail to create a picture and convey emotion to the reader
- Reread your writing, including your revisions.
- Answer the poll.
Original Writing Prompt
Write about one time you were doing something you really enjoyed.
Write 4–5 sentences describing your awful or great day.
Use the sentence starters to help you get started writing:
- I had an awful/great day when _______.
- One day, a truly awful/great thing happened when _______.
Write about one awful moment from a recent day at school (or one great moment).
Before you start writing think about the following:
- Who was there with you?
- What is one thing you said?
- What is one thing you thought?
- What is one thing you were thinking?
- What did your face or body look like?
Use the sentence starters to help you get started writing:
- I have an awful/great day when _______.
- One day a truly awful/great thing happened when _______.
Write about one awful moment from a recent day at school (or one great moment).
Use the sentence starters to help you get started writing:
- I had an awful/great day when _______.
- One day a truly awful/great thing happened when _______.
Write about one awful moment from a recent day at school (or one great moment).
Original Writing Prompt
Write about one awful moment from a recent day at school (or one great moment).
Original Writing Prompt
Write about one awful moment from a recent day at school (or one great moment).