Use the attached websites and media to assist you in learning about the following stories. 

Please analyze each work and take notes. Student can use a plot summary or general note taking using Cornell notes format.  

Terms:

Write Literary Terms with examples from the text:

• Figure of speech

• Imagery 

• Allusion

• Symbols

• Allegory

• Mood

• Tone

• Theme

• Character

• Tone

Terms can be found at: https://literarydevices.net/ 

Notes:

Questions:

“Through the Tunnel” Discussion Questions

1. What two conflicts are presented in this story? (Do you remember the three types?) Explain where and how.

2.  Against whom or what is Jerry fighting? Identify at least two.

3.  What is Jerry’s age and family situation?

4.  Using clues from the text, how do you know that the conflicts are or are not resolved in the end?

5.  Why does Jerry cry when he cannot dive through the tunnel? 

6.  Why does Jerry keep this feat from his mother? 

7.  What does the last sentence of this short story imply?

8.  What does Jerry fear as he is swimming in the tunnel? Maybe there is more than one thing that he fears.

9.  If Jerry would have  had his own set of friends at the bay, would he have felt the need to follow the older boys?

10. What are some signs of Jerry’s immaturity?  Refer directly to the text to find your answers.

11. Why do you think Frost uses the word "woods" instead of "forest"? How are these two words different from one another?

12. Why does our speaker worry so much about who owns the woods?

13. Many people have criticized Frost for being too concerned with the past or with things that have nothing to do with the modern world (like blenders, radios, and TV). Do you agree with this criticism? Can you relate to this poem?

14. Why do you think Frost titled this poem "Stopping by Woods on a Snowy Evening?"

15. Does it bother you that Frost rhymes "sleep" with "sleep"?

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay that compares and contrast two works from above. Be sure to explain how they are similar or different with specific evidence from the work. In order to get full credit, you must explain how these works connect to themes of modern literature. 

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Embedded Assessment #2: 

Your assignment is to synthesize at least three to five sources in regards to the theme of the works above. Use your own observations to defend, challenge, or qualify the statement of the theme of coming of age in modern literature. This question requires you to integrate a variety of sources or works (three to five) into a coherent, well-written argumentative essay. Your argument should be central; the sources and your observations should support this argument.

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Take exam at https://testmoz.com/class/16400 

Additional Curriculum Works for the Unit:

• “Coming of Age, Latino Style…”, (Cindy Rodriguez) Vision Quest, "Crossing the Threshold to Adulthood" (Barnes) 

• “Stopping by Woods on a Snowy Evening” (Robert Frost)

• “After Apple Picking”  (Frost)

• “The Masque of the Red Death” (Edgar Allan Poe)

• “Through the Tunnel” (Doris Lessing)

Terms:

Write Literary Terms with examples from the text:

• simile

• metaphor

• Allusion:  

• Alliteration

• Assonance

• Caesura

• Couplet

• Epigraph

• Iambic Pentameter

• Meter

• personification

• Shakespearean Sonnet

found at: https://literarydevices.net/ 

Notes:

Questions:

“Shall I compare Thee” Discussion Questions

1. Who is "thee"?

2. Does this poem necessarily keep living so long as humans keep breathing? Is the speaker right?

3. Lines 8 and 12 seem to do a bit of foreshadowing. Why? Why not just surprise us with the turn and the couplet?

4. What’s up with all of the personification?

5. Did you like the poem? 

"We Real Cool" Questions...

1. Whose voice and opinions come through in the poem "We Real Cool"? How does Brooks create a persona for the pool players that both sounds like them and sounds like someone criticizing them?

2. Why does Brooks put the word "We" at the end of almost every line? What effect does this have on the way you read the poem?

3. To what extent do you think your reading of the poem is influenced by stereotypes? Does Brooks acknowledge or undermine these stereotypes in any way?

4. Do the pool players seem like good or bad people? Would you want to hang out with them?

5. Does the poem romanticize "sin" or criticize it? Does it have kind of a "boys will be boys" tone?

Additional Curriculum Works for the Unit:

• “The Flying Cat” (Naomi Shihab Nye) 

• “Miss Rosie”  (Lucille Clifton)

• “The Legend” (Garrett Hongo)

• “Simile” (N. Scott Momaday)

• “since feeling is first” (E.E. Cummings)

• “Ode to My Socks” (Pablo Neruda)

• “We Real Cool” (Gwendolyn Brooks)

• “Sea Fever” (John Masefield)

• “Shall I Compare…” (Shakespeare)

• “This is the land the Sunset washes” (Emily Dickinson)

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay regarding one of the poems above. This essay should use the strategies of definition and different perspectives from the unit to help you develop a complex and thoughtful definition of what the theme of the poem is regarding. 

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Embedded Assessment #2: 

Your assignment is to write a multi-paragraph essay that compares and contrast two works from above. Be sure to explain how they are similar or different with specific evidence from the work. In order to get full credit, you must explain how these works connect to themes of modern American literature. 

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**Take exam at https://testmoz.com/class/16400 

*hand in ALL work to teacher with test results on the front. Work should be 5-10 pages when completed for full credit.

Terms:

• • Magical Realism

  • style

  • diction

  • colloquial 

  • Narrative

  • Lyrical

  • Observational

  • Persuasive

  • Imagist

  • Descriptive

  • Comic

  • Occasional 

found at: https://literarydevices.net/ 

Notes:

 Questions:

THE HOUSE ON MANGO STREET CHAPTER 25 "Geraldo No Last Name" Who said this quote and why is it important: 

1. But what difference does it make? He wasn't anything to her […] Just another brazerwho didn't speak English. Just another wetback. You know the kind. The ones who always look ashamed. (25.5)

2.  They never saw the kitchenettes. They never knew about the two-room flats and sleeping rooms he rented, the weekly money orders sent home, the currency exchange. How could they? (25.8) 

3. His name was Geraldo. And his home is in another country. The ones he left behind are far away, will wonder, shrug, remember. Geraldo – he went north…we never heard from him again. (25.9) 

4. Cisneros has said that, in order to be a good writer, you need to think of what you can say that no one else can say. In other words, "write what you know." Cisneros's experience of growing up in a Latino neighborhood of Chicago inspired The House on Mango Street. How might the story be different if the author had grown up in a suburban or rural environment? Do you imagine the novella's message would change if the author weren't Latina, or if she were a man?

5. What do you think of Cisneros's project to create a form of literature that is at once easy for anyone to understand and beautiful? Does ease of accessibility take away from art? Does the author's political project make her art more interesting?

6. How can we save us in the call of the wild? 

7. What does García Márquez present as the typical human responses to weakness, dependence, and difference?

8. In view of the story’s central theme, how might we interpret the old man’s refusal to leave?

9. What is the material manifestation of the magic and wonder that the old man brings to Pelayo and Elisenda’s lives?

10. What symbol does García Márquez use to suggest that the old man is at once natural and supernatural?

Test

Embedded Assessment #1:

Go to http://wwnorton.com/college/english/naal8/section/volE/overview.aspx and find a topic regarding complementary literature and style. Write an assessment of how world events affected literature of that time period. 

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Embedded Assessment #2: 

Your assignment is to write a multi-paragraph essay that compares and contrast two works from above. discuss the theme, tone and style of the works. Be sure to explain if the theme is common or not. Defend your thesis with quotes from the works. 

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**Take exam at https://testmoz.com/class/16400 

Additional Curriculum Works for the Unit:

• “A Very Old Man with Enormous Wings” (Gabriel Garcia Marquez)

• “Sonnet for Heaven Below” (Jack Agueros)  

• “Geraldo No Last Name” (Sandra Cisneros)

• “Night Calls” (Lisa Fugard)

• “Call of the Wild-Save Us!” (Norman Myers)

Write a 4 page research paper on the topic of your choice.  

The paper must be:

·        MLA format

·        Typed 12 point font, double spaced, 1 inch margins top, bottom, and sides.  

You must use multiple types of sources at least 2 of the following:  internet, books, newspaper, periodicals, etc. 

RESEARCH PAPER IS THE EXAM: 

Please send to your instructor through Gmail. 

The Research Paper Rubric

• 4 pages

•  Thesis and conclusion

• MLA Format

• 2 sources or more

• 5 paragraphs 

• 6 sentences each paragraph 

• Times New Roman 12 point font

Terms:

• • tragedy

  • climax

  • resolution

  • tragic hero

  • tragic flaw

  • exposition

  • rising action

  • iambic pentameter 

  • play

  • scene

  • act

  • soliloquy 

  • theme

• found at: https://literarydevices.net/ 

Notes:

Questions:

1. Is Cassius responsible for turning Brutus' thoughts to murdering Caesar? That's usually the claim, but we know that Brutus is vexed by some personal issues before Cassius even brings up the idea of murder. Is there any indication in the play that Brutus had already been thinking about killing Caesar? Why would he?

2. What type of ruler does the average Roman citizen in the play want? A king? An arrogant and confident ruler? Someone who uses reason and acts honorably?

3. Women seem kind of superfluous to this play. Even Brutus, who loves Portia, seems to treat her unkindly. Could this whole tragedy have been avoided if the women had been heeded? Why is what some might call "woman's intuition" dismissed in the play as cowardice and foolishness?

4. From the very first time Antony meets with Octavius and Lepidus, it's clear that he lacks loyalty. He starts trash-talking Lepidus as soon as the guy leaves the room. In historical reality, these three men did join together to lead Rome and later broke up and turned against each other. In the play, many of Rome's powerful men feel no shame about betraying or lying for their advantage, usually under the cover of the national good. Was this just a natural and accepted part of power, or did the triumvirate that replaced Julius Caesar really think they would be honorable to each other? Is this addressed in the play?

5. Rhetoric is an important part of the play, as it was in ancient Rome. Much of the main action in the play relating to treachery is never even spoken – everyone involved is persuaded by veiled and cautious words. Is this because the rhetoric of the time was so powerful that people didn't know they were being manipulated, or did they secretly agree with the subtext of betrayal? Does rhetoric work the same way now? Have people changed that much with regard to how they hear their leaders and interpret their own fears?

Who said the quote and what does it mean: 

6. 

This was the noblest Roman of them all.

All the conspirators save only he

Did that they did in envy of great Caesar.

He only in a general honest thought

And common good to all made one of them. (5.5.74-78) 

7. 

Caesar, now be still.

I killed not thee with half so good a will.         He dies. (5.5.56-57) 

8. 

It is no matter. His name's Cinna. 

Pluck but his name out of his heart, and turn him 

going. (3.3.28-36) 

9.

Strike as thou didst at Caesar, for I know

When thou didst hate him worst, thou lovedst him 

   better

Than ever thou lovedst Cassius. (4.3.116-119) 

10. 

He would be crowned:

How that might change his nature, there's the 

   question.

It is the bright day that brings forth the adder,

[...]

And therefore think him as a serpent's egg

Which, hatched, would, as his kind, grow 

   mischievous,

And kill him in the shell. (2.1.12-15; 33-36) 

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay discussing loyalty in Julius Caesar.  This essay should explain not only the plot, but the motive in the play. In order to score exemplar the essay must explain theme, plot, and tone. 

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Your assignment is to write a multi-paragraph essay that deals with the time period of Julius Caesar. Explain the rationale of Brutus and how his character affects the plot. Address the theme of the play in your explanation. 

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**Take exam at https://testmoz.com/class/16400 

____________________________________________________________

Additional Curriculum Works for the Unit:

• The Tragedy of Julius Caesar (Shakespeare) Act 1

• The Tragedy of Julius Caesar (Shakespeare) Act II

• The Tragedy of Julius Caesar (Shakespeare) Act III

• The Tragedy of Julius Caesar (Shakespeare) Act IV

• The Tragedy of Julius Caesar (Shakespeare) Act V