LEA Name:

LEA Name: Roanoke Rapids Graded School DistrictLEA Code: 421

School: Roanoke Rapids High School

Course Name: Honors English IICourse Code: 1022

Teacher’s Name: Kasey Overton

Electronic submission of this portfolio certifies that honors level course portfolios for each teacher within the LEA have been reviewed using the North Carolina Honors Level Course Implementation Guide and Rubric and that this portfolio has been selected to represent the level of teaching and learning for this honors course across the LEA.

As part of the NCDPI Honors Course Portfolio Review, if you are submitting copyrighted material or material that has a user license, ensure that you have obtained the appropriate permissions to share this information.

I. Curriculum Content

1. Teacher rationale for curriculum content considering vertical alignment for advanced learners (intentional reflection & philosophy)

The tenth grade English curriculum is based on thematic units consisting of Survival, Individual vs. Society, and Freedom vs. Free Will. These topics cover an in-depth study of Common Core State Standards utilizing major texts and ancillary materials, such as short stories, poems/songs, and informational articles. By the end of the course, students will have learned how to identify, analyze, and justify many literary terms including, but not limited to: theme, tone, motif, refinement/development, structure, purpose, rhetoric, etc.

English II puts the focus on fostering growth in students by tapping into their prior knowledge and expanding that knowledge in the hopes that students will become critical thinkers and life-long learners. Honors English II places an emphasis on independent learning, such as Socratic seminars and argumentative, expository, and synthesis essays. Pre-AP strategies are used throughout Honors English II in the hopes that advanced learners will continue higher-level thinking and learning skills into AP English 11.

2. Standards and objectives - how will the required standards and clarifying objectives be taught with extensions beyond the standard level for advanced learners?

Unit I: Survival (7 weeks)

Essential Questions: How far will you go in order to survive?

What does it take to survive?

How is one’s will to survive diminished when their freedom, identity, and dignity is taken away?

Common Core State Standards:

RI.10.1, RI.10.2, RI.10.3, RI.10.5, RI.10.7, RL.10.6, RL.10.3, W.10.2, W.10.4, W.10.5, W.10.10, SL.10.1, SL.10.6, all Language objectives

In Unit I, students expand their knowledge on RI/RL.10.2 (development of theme) and RI/RL10.5 (text structure) by utilizing the memoirs Night and A Long Way Gone: Memoirs of a Boy Soldier. By reading and analyzing these two texts, students will be able to complete an expository essay in which they discuss character analysis. (English II students will read Night. They will write a narrative essay where they create their own memoir).

Unit II: Individual vs. Society (8 weeks)

Essential Questions: Do individuals control groups, or do groups control individuals? How does society maintain order? What makes an individual powerful?

Common Core State Standards: RL.10.1, RL.10.2, RL.10.3, RI.10.1, RI.10.2, RI.10.5, L.10.1-6, SL.10.1, SL.10.4, SL.10.5, W.10.1, W.10.2, W.10.5, W.10.10

In Unit II, students will expand their knowledge on RL.10.3 (analyze characters) by studying three novels: Anthem, Lord of the Flies, and The Good Earth. Students will complete a character analysis/synthesis essay in which they compare the individual to society used in two of the three novels. (English II students will only read Anthem and complete a character analysis essay).

Unit III: Fate vs. Free Will (4 weeks)

Essential Questions: Do you control your destiny or does everything happen for a reason? How does rhetoric affect a reader? How does Shakespeare examine the themes of fate and free will?

Common Core Objectives: RL.10.1, RL.10.3, RL.10.4, RL.10.5, RL.10.6 RL.10.9, RL.10.10, RI.10.1-10, L.10.1-6, SL.10.1, SL.10.3, SL.10.5, W.10.1

In Unit III, students will extend their knowledge of RL.10.6 (author’s use of rhetoric) by completing an in-depth study of logos, pathos, and ethos while reading Julius Caesar. Students will also study other famous speeches in history to identify and analyze rhetorical devices. Students will then create their own speech by utilizing rhetorical devices. (English II students will read several famous speeches).

Unit IV: Oedipus Rex (3 weeks)

Essential Questions: How does ancient Greek drama differ from modern drama? Do we control our destinies?

How are a country’s leaders a reflection of that country? How do your decisions/actions change or impact

your future? How does Oedipius’ tragic flaw lead to his downfall?

Common Core Objectives: R.L. 10.2, R.L. 10.3, R.L. 10.4, R.L. 10.6, L. 10.1&2, L. 10.5, S.L. 10.1, S.L. 10.5, and W.

10.2

In Unit IV, students will broaden their knowledge of connecting themes throughout literature. Pride is a

connecting theme throughout other novels we read throughout HN English II. Students will also analyze how

Oedipus Rex illustrates tragic heroes, tragic flaws, and other aspects of drama. The difference between English

II and Honors English II is that English II students do not complete the end of unit project.

3. Curriculum Plan (pacing guides, course syllabus, scope & sequence, curriculum maps, etc.)

Honors English II Pacing Guide-Possible Units (Not all units are taught, but are provided)

Unit I: Survival (7 weeks)Essential Questions: How far will you go in order to survive? What does it take to survive? How is one’s will to survive diminished when their freedom, identity, and dignity is taken away?Common Core State Standards: RI.10.1, RI.10.2, RI.10.3, RI.10.5, RI.10.7, RL.10.6, RL.10.3, W.10.2, W.10.4, W.10.5, W.10.10, SL.10.1, SL.10.6, all Language objectivesMajor Works: A Long Way Gone: Memoirs of a Boy Soldier, NightAncillary Materials: Elie Wiesel’s Nobel Prize Acceptance Speech, President Obama’s Speech on Preventing Mass Atrocities, Three non-fiction articles on human trafficking, Nuremberg Laws, and Three non-fiction articles on boy soldiers in AfricaPoems/Songs: “What Makes a Man,” “Running up That Hill,” “Do Not Go Gentle Into That Good Night,” “Dedication,” “Ghosts That We Knew”Film: I’m Still Here: documentary of teens during HolocaustWriting: Expository (Synthesis and Character Analysis), NarrativeProject: Research on Genocides (Google SlideShow Presentation)

Unit II: Individual vs. Society (8 weeks)Essential Questions: Do individuals control groups, or do groups control individuals? How does society maintain order? What makes an individual powerful?Common Core State Standards: RL.10.1, RL.10.2, RL.10.3, RI.10.1, RI.10.2, RI.10.5, L.10.1-6, SL.10.1, SL.10.4, SL.10.5, W.10.1, W.10.2, W.10.5, W.10.10Major Works: Anthem, Lord of the Flies and The Good EarthAncillary Materials: “Harrison Bergeron”, non-fiction articles on the roles of men and women in Chinese culturePoems/Songs: “No Man is an Island”, “Invictus” Film(s): Divergent, clips of the original Lord of the Flies filmWriting: Argumentative, ExpositoryProject: Utopia Group Project

Unit III: Fate vs. Free Will (4 weeks)Essential Questions: Do you control your destiny or does everything happen for a reason? How does rhetoric affect a reader? How does Shakespeare examine the themes of fate and free will? Common Core Objectives: RL.10.1, RL.10.3, RL.10.4, RL.10.5, RL.10.6 RL.10.9, RL.10.10, RI.10.1-10, L.10.1-6, SL.10.1, SL.10.3, SL.10.5, W.10.1Major Works: Julius CaesarAncillary Materials: “Letter From a Birmingham Jail,” JFK’s Inaugural Address, and MacArthur’s Duty, Honor, Country speechPoems/Songs: N/A for this unitFilm(s): clips from Julius Caesar and Mean GirlsWriting: Argumentative, ExpositoryProject: Create argumentative speech using rhetorical devices

Unit IV: Oedipus Rex (3 weeks)Essential Questions: How does ancient Greek drama differ from modern drama?bDo we control our destinies? How are a country’s leaders a reflection of that country? How do your decisions/actions change or impact your future? How does Oedipius’ tragic flaw lead to his downfall?Common Core Objectives: R.L. 10.2, R.L. 10.3, R.L. 10.4, R.L. 10.6, L. 10.1&2, L. 10.5, S.L. 10.1, S.L. 10.5, and W. 10.2Major Works: Oedipus Rex by SophoclesAncillary Materials: Video (Introduction to the Greek theatre), Video (elements of Greek theatre and how it is used today), and “The Oedipus Complex” by Sigmund Freud.Writing: Argumentative: Do you believe in fate, that every decision we make is predetermined OR do you believe that our future is based on every individual action/decision we make? Students must choose a side and then engage in a class discussion where we hear both sides to this argument.Informational: Students will write a brief essay where they must identify Oedipus’ tragic flaw (pride/arrogance) and give 3 examples from the play where his pride contributed to his downfall. Project: Students will be placed into groups and given a specific Act and Scene that they must act out in front of class. Along with this portion of the project, they must also do a writing portion where they must reflect on how acting out the play informed their understanding of the play itself.

II. Instructional Materials and Methods

1. Teacher rationale for instructional materials and methods for advanced learners

Unit I

Over the course of seven weeks, Honors English II students will delve deep into the thematic unit of Survival. The major work for the Standard English II class is Night. A Long Way Gone follows the true story of a 15-year-old Sierra Leone boy and his involvement during the Sierra Leone Civil War. This memoir is relevant to the students because they can relate to his age and style of writing. Honors English II students will study motifs along with this memoir in order to study how they can help develop a theme. Four weeks of instructional time is taken to cover A Long Way Gone. Students also complete an in-depth study of Night, a Holocaust memoir by Elie Wiesel, over the course of three weeks. Honors English II students track Elie’s journey by analyzing how his freedom, identity and dignity were taken from him during his time in the concentration camps. They then relate how those three human rights were also taken from Ishmael Beah, author of A Long Way Gone. Since both texts are non-fiction, students expand their knowledge of the Reading Informational Common Core Standards. Each novel also allows the student to focus on the theme of survival by combining how each main character was able to survive even though they endured hardships. High school students can relate to survival because, even if they are not fighting a war or enduring the Holocaust, each character was their age when these atrocities occurred, causing students to make connections from self to book.

Methods used for this unit are: lecture, class discussion (teacher and student led), collaborative groups for discussing theme and development, Paideia seminars, reading assignments (chapters/sections of novels), close reading of sections in novels, and student-led vocabulary. At the beginning of the semester, the instruction is more teacher-centered using the Personal Model so students adjust to classroom rules and expectations. As we move throughout the unit, students become the facilitator in leading discussions and writing essays. A variety of different methods are used during the first several weeks in order to differentiate instruction and see how well the class dynamic works in accordance with each method. Honors English II students must adapt to becoming an independent learner with critical thinking and problem-solving skills within the first few weeks in order to maintain rigor in the classroom.

Unit II

Over the course of eight weeks, students study the thematic unit of Individual vs. Society with three major works: Anthem, Lord of the Flies and The Good Earth. Anthem is a futuristic dystopian novella that centers on the individual being above society and groups. Honors English II students study character development throughout the novella with the ultimate goal of understanding Collectivism vs. Individualism in all societies. Honors English II students also study tone shifts and structure throughout the novella in order to prepare for AP English Language. Standard English II only concentrates on character development and overall tone. Honors English II also reads Lord of the Flies in correlation with Anthem. (Standard does not read Lord of the Flies). Lord of the Flies is a novel about a group of young boys stranded on an island with no adults. This novel is taught using allegory, where students learn and analyze a deeper meaning of the themes and characters. After both novels are read, students write a character synthesis essay where they compare/contrast the characters and societies in both novels. To wrap up the Individual vs. Society unit, students read The Good Earth, a novel focusing on the life of a Chinese family before World War I. The characters in this novel struggle with being an individual and staying true to their Chinese cultural values, or following the “new” society that places an emphasis on straying from Chinese cultural roots. Honors English II students then write an essay where they address the Essential Question of “What Makes an Individual Powerful?”(Standard does not read The Good Earth).

The methods used in this unit are mainly collaborative work, class discussions, and essays.

Unit III

Over the course of four weeks, students study the thematic unit of Fate vs. Free Will. Honors English II students read Julius Caesar. Standard students read the novel, Black and White, about two high-school athletes who begin robbing people for money. Honors English II students expand on their knowledge of rhetoric by conducting close readings from Julius Caesar, as well as other famous speeches. Students will then take that knowledge and create their own speech using rhetorical devices. Honors English II students read their speeches aloud to the class, trying to sway their classmates to their argument. Standard English II students create a shorter version of a speech that is turned in for revision and editing purposes. Honors English II students also write an argumentative essay on whether or not characters in Julius Caesar had fate or free will in making choices.

The methods used in this unit are teacher lecture, class discussions, and essays.

Unit IV

Over the course of three weeks, students will study Oedipus Rex and themes/topics such as pride, tragic heroes, and tragic flaws. While both Honors English II and English II students read this play, English II readers will read an easier publication of Oedipus Rex that will allow reading on a lower lexile level and easier comprehension. Honors English II will read a more rigorous version of the play. Honors English II readers will also be required to engage in a presentation where students will present a certain scene from the play that is assigned to them. They will be required to not only convey the emotion of the characters, but they also must understand stage directions. Afterwards, they must complete a reflective essay where they explain how acting out the play helped inform their understanding of the play and its characters. Honors English II students must create a brief essay where they will identify Oedipus’ tragic flaw (pride/arrogance) and give three examples from the play where his pride contributed to his downfall; in order to incorporate the examples from the novel, they must have a deep understanding of the accurate way to integrate quotes from the text, along with in-text citations.

Methods: The methods used for teaching this unit vary, but it highly focuses on student-lead instruction. Students will be responsible for taking on different character roles each day that we read in class, along with perfecting one specific scene in a group setting to act out in front of class. This unit stresses the importance that plays are not meant to be solely read, but are also meant to be acted out for a sense of true emotion in the play itself. We will also use reflective-style methods for this unit. By students taking on the role of the characters, I want them to reflect on how this informs their learning and understanding of the play better, along with its characters. In preparation for the English II EOC, students must also effectively integrate evidence from the text to back up their ideas and arguments for a formal-style paper that is due at the end of the unit. Along with these methods, students must also engage in frequent class discussions, moving from teacher-led to student-led by the end of the unit.

2. Instructional materials and methods (instructional resources, methods, strategies, equipment, and technology)

Instructional resources, equipment, and technology: Copies of text(s) for students (listed on Pacing Guide), SMART board, access to computer and internet, Google Classroom

Instructional Strategy Methods: Discussion (teacher-led, class-led, student-led), Close Reading (annotating text), ACES constructed response (Address/Answer Question, Cite Evidence, Explain Evidence, Summarize Question/Answer), Exit Tickets, TPS (think-pair-share), self-selected vocabulary (word logs), presentations, steps of writing process

3. Sample units, lesson(s), and assignments indicating connections to real-world skills, context and use of higher level critical thinking skills and creativity for advanced learners

See Sample Unit 1: Survival-Night (Appendix A1)

See Sample Lesson 1: Compare/Contrast of Poem and Song (Appendix A2)

See Sample Lesson 2: Quiz and Discussion (Appendix B1)

See Sample Lesson 3: Expository Essay on Night (Appendix C1)

4. Student work samples

See Student Work Sample from Sample Lesson 1: Compare/Contrast of Poem and Song (Appendix A3)

See Student Work Sample from Sample Lesson 2: Quiz and Discussion (Appendix B2)

See Student Work Sample from Sample Lesson 3: Expository Essay on Night (Appendix C2)

III. Assessment

1. Teacher rationale for assessment practices for advanced learners

Honors English II students are assessed through multiple and varied products, all stemming from rigorous lessons in the classroom. Students are required to think critically and utilize higher-level thinking skills inside the classroom and out. Formative and summative assessments are used throughout the semester. Students must show evidence that they can read complex tests and analyze the information through multiple choice and constructed response items. Students work individually on constructed response items as well as essays, however, they collaborate most days in formative assessments such as seminars and class discussions.

2. Assessment practices (grading practices, use of rubrics and/or scoring guides, use of formative and summative assessment)

Students are graded on the following: Classwork, Homework, Quizzes, Essays, Tests, Projects, and Vocabulary.

Classwork/Homework/Quizzes and Vocabulary are formative assessments. The quizzes are implemented daily as reading checks. Students also write an Exit Ticket at the end of each class answering the Essential Question of the day. Exit Tickets are not graded, but provide a formative assessment to the teacher on what standards need to be covered more thoroughly. Another formative assessment used daily is class discussions and seminars. These provide a way for students to foster their Speaking/Listening skills, as well as analyze the text deeper by hearing other points of views. In regards to Vocabulary, as students read the assigned text, they look for words they do not know and define them. They are required to complete five “Word Log” entries per week that include the following information: part of speech, definition, synonym, sentence from novel, and create a sentence using the word.

Essays/Tests/Projects are summative assessments. Students write an essay at the end of each unit answering one of the Essential Questions. English II students also take two benchmark tests and a final End of Course test.

Grading Scale

Essays/Tests/Projects: 35%

Quizzes: 30%

Classwork/Homework: 20 %

Vocabulary: 15 %

Rubrics

Essays are graded on the 6+1 writing rubric that concentrates on: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.

Projects are graded based on specific rubrics designed by the teacher.

3. Assessment samples (pre-assessment, description of formative assessment, and summative assessment)

Pre-assessment: Students are given a teacher-made pre-assessment that covers a variety of RL and RI Common Core Standards. The pre-assessment is 30 multiple-choice questions that is meant to resemble questions students will see on the EOC. Students take the pre-assessment, and then make test corrections. (Appendix D)

Formative Assessment: In Sample Lesson 2, students complete a quiz on Chapter 1 of Night that asks them to identify and analyze the following literary terms:

(Appendix B1)

Summative Assessment: In Sample Lesson 3, students begin writing their Expository essay on Elie’s character in Night. (Appendix C1)

4. Student work assessment samples

See Student Work Sample from Sample Lesson 1: Appendix D

See Student Work Sample from Sample Lesson 2: Appendix B1

See Student Work Sample from Sample Lesson 3: Appendix C1

Appendix A

RRGSD Unit Planning Template

Grade Level/Course/Subject Area: Honors English II

Unit Title: The Will to Live

Big Idea: Survival

Enduring Understanding: One’s will to live is diminished when their freedom, dignity, and identity are taken away.

Essential Question: How is one’s will to survive diminished when their freedom, dignity, and identity are taken away? What does it take to survive?

Time frame: 3 weeks This unit guide is only for the memoir, Night)

Learning Targets – What students will know, learn and be able to do

Standards & Objectives (CCSS or NCES)

Bloom’s Taxonomy

Student-friendly Translation

RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Remembering

Understanding

Apply

Analyze

Analyze

Analyze

Create/Evaluate

Remembering

Understanding

Understanding

Applying

I will be able to find evidence from the text to support my answer.

I will be able to determine a theme and how it develops throughout the novel.

I will be able to determine the author’s purpose in writing the novel and analyze certain word choices and literary terms.

I will be able to compare and contrast Wiesel’s memoir, speech, and TV interview.

I will be able to explain certain events from Night in my journal.

I will be able to write an essay explaining how Elie’s rights being taken away helped to develop the theme of survival.

I will be able to share with my class my findings.

I will be able to define words, find synonyms, and create sentences using unknown words from the text.

Assessment Options - Evidence of learning and progress towards learning targets

Pre-Assessment

Get Off the Fence-Agree/Disagree Chart

Formative:

Chapter Quizzes on Night

Exit Tickets

Quick Writes

Summative:

Research Project

Essay

Learning Plan – Suggested lesson components

Student tasks/activities

Resources (texts, primary sources, websites, tools)

Writing Products

Key Vocabulary

· Identify quotes from Night (RI.10.1)

· Memorize excerpt from Night (RI.10.1)

· Read Night (RI.10.1-2)

· Predict what happens next when reading Night

· Explain certain events that Elie goes through in Night (SL.10.1) (RI.10.6)

· Organize quotes from Night into chart: Identity, Freedom, Dignity (RI.10.1)

· Analyze relationship between Elie and his father (RI.10.6)

· Compare and Contrast Elie’s memoir, speech, and TV interview (RI.10.7)

· Consider other points of view during Seminar (SL.10.1)

· Justify answers in Seminar (W.10.2)

· Summarize Elie’s Nobel Peace Prize speech (W.10.2)

· Compose essay based on quotes found about Identity, Freedom, Dignity (W.10.2)

· Connect how Elie’s basic rights being taken away helps to develop the theme of survival (W.10.2)

Night

Elie Wiesel’s Nobel Peace Prize Acceptance Speech

Elie Wiesel’s interview with Oprah

Argumentative: Can someone survive if his or her freedom, dignity, and identity are taken?

Informational:

Essay- How is one’s will to survive diminished when their freedom, dignity, and identity are taken away?

Research: Survivors of the Holocaust, Photos of the Holocaust

Infer

Determine

Analyze

Does this task/activity align to the standard? Yes

Does this task/activity meet the level of Bloom’s Taxonomy? Yes

Is this resource reliable and research based?

Yes

Revised August 4, 2014

Appendix A1

Sample Lesson 1

Unit: Survival

Content Area/Grade Level: Honors English II

Time Frame: 90 minutes

Common Core Standards:

RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.7-Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Resources: Copies of the poem “Dedication” by Rilke

Copies of the song “Ghosts That We Knew” by Mumford and Sons

Copies of Quiz on Chapters 6-7 of Night

SmartBoard/Speakers

Essential Questions: How do authors develop a theme throughout their work? How do I effectively compare and contrast two pieces of literature? How can I relate ancillary materials to our main work?

SWBAT: Compare and Contrast poem and song to the memoir Night

Relate poem and song to memoir Night

Bell Ringer

8 min

Students will complete an EOC Question of the Day.

Students will answer the journal prompt: A guard in the concentration camp tells Elie that, “Every man must live for himself.” What do you think of that idea? In what ways should every many live for himself? In what ways is that advice wrong?

Quiz

30

Students will complete a quiz on Chapters 6-7 of Night

Poem Analysis

10

Teacher will read aloud the poem “Dedication”

Students will take notes on each stanza

Students will then determine theme

Song Analysis

10

Teacher will play the song “Ghosts That We Knew” as students read along with the lyrics

Class Discussion

5

Teacher will lead discussion on the poem and song, giving instructions for the Compare/Contrast

Compare/Contrast

25

After analyzing the poem and song, students will then write a ½ page to whole page comparing and contrasting the two and then relating to Elie’s faith in Night.

Exit Ticket

2

Choose one of the Essential Questions to answer

“Dedication” by Rainer Maria Rilke

I have great faith in all things not yet spoken.I want my deepest pious feelings freed.What no one yet has dared to risk and warrantwill be for me a challenge I must meet.

If this presumptuous seems, God, may I be forgiven.For what I want to say to you is this:my efforts shall be like a driving force,quite without anger, without timidnessas little children show their love for you.

With these outflowing, river-like, with deltasthat spread like arms to reach the open sea,with the recurrent tides that never ceasewill I acknowledge you, will I proclaim youas no one ever has before.

And if this should be arrogance, so let mearrogant be to justify my prayerthat stands so serious and so alonebefore your forehead, circled by the clouds.

“Ghosts That We Knew” by Mumford and SonsYou saw my pain washed out in the rainBroken glass, saw the blood run from my veinsBut you saw no fault, no cracks in my heartAnd you knelt beside my hope torn apart

But the ghosts that we knew will flicker from viewWe'll live a long lifeSo give me hope in the darkness that I will see the light'Cause oh that gave me such a frightBut I will hold as long as you likeJust promise me we'll be alright

So lead me back, turn south from that placeAnd close my eyes to my recent disgrace'Cause you know my callAnd we'll share my allAnd our children come and they will hear me roar

So give me hope in the darkness that I will see the light'Cause oh that gave me such a frightBut I will hold as long as you likeJust promise me we'll be alright

Directions: Compare and contrast how these represent Elie’s ideas about faith. Must be ½ page in length or more.

Appendix B1

Sample Lesson 2

Unit: Survival

Content Area/Grade Level: Honors English II

Time Frame: 90 minutes

Common Core Standards:

RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.10.3-analyze characters

W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Resources: Copies of Quiz on Chapter 1 of NightSmartBoard/Speakers

Essential Questions: How do authors develop a theme throughout their work? How do authors develop a character throughout a story?

SWBAT: Define and identify characterization in Chapter 1 of Night

Identify and Analyze author’s symbols and motifs

Identify and Analyze author’s use of structure

Justify rationale for Chapter 1 of Night

Bell Ringer

8 min

Students will complete an EOC Question of the Day.

Students will answer the journal prompt: When the Nazis start making the Jews wear the Yellow Star, Elie’s dad says, What of it? You don’t die of it.” What do you think of his thoughts? Is death the worst that could happen to them? Explain.

Quiz

30

Students will complete a quiz on Chapter 1 of Night

Rationale

15

Students will create a title for Chapter 1 of Night and explain in a ½ page constructed response why they chose that title.

Class Discussion

20

Discuss Chapter 1

Characterization

15

Find an example of Characterization from Chapter 1

Exit Ticket

2

Choose one of the Essential Questions to answer

Chapter 1 Quiz-Night

Fill in the boxes below with appropriate information. You may use the book. Direct quotes are not necessary, but encouraged. Each box should be filled with plenty of examples.

Character Development

Who was present in this chapter?

What did you learn about them?

Important Plot Details

What happened in this chapter? List at list 5 details that occurred.

Recurring Ideas of Patterns

Conflict

What types of conflict were occurring in this chapter and why?

Symbols/Motifs

What symbol(s) did you notice and what was their importance?

What motifs is the author using to develop the theme?

Reference to title or deliberate use of structure

How many times did Wiesel mention the word ‘night’ and why?

Use of Figurative Language

Find two examples of Figurative Language and list them here with page number

Author’s style of word choice (tone)

What was the overall tone of this chapter and why?

Rationale: Create a title that best reflects the PURPOSE of the first chapter. Record your rationale below.

Title:

Rationale:

Discussion Questions-Chapter 1

1. What sort of boy is Elie in 1941, when Night opens?

2. How would you describe Elie’s father, Chlomo, at the start of the book?

3. Describe the relationship between Elie and Moshe the Beadle.

4. Why do you think the Jews of Sighet refuse to believe the warnings of Moshe the Beadle?

5. Why do you think Wiesel includes the detail about the German office who gives Madame Kahn a box of chocolates?

6. When the Hungarian police come to Sighet, what decrees do they make?

7. Why do the Jews of Sighet at first like living in the ghetto areas?

8. What news does Elie’s father bring back from the council meeting?

9. Describe the deportation of the Jews.

10. Why do you think Mr. Wiesel refuses to immigrate to Palestine or accept Martha’s offer?

11. Why do you think Wiesel ends the chapter where he does, without telling us the train’s destination?

12. What is the significance of the contrast between night and dawn?

Appendix C1

Sample Lesson 3

Unit: Survival

Content Area/Grade Level: Honors English II

Time Frame: 90 minutes

Common Core Standards:RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Resources: Copies of Essay RubricComputers/Internet/Google Docs

Essential Questions: How is one’s will to survive diminished when their freedom, identity, and dignity is taken away?

SWBAT: Create an essay to analyze Elie Wiesel’s survival

Bell Ringer

10 min

Students will complete an EOC Question of the Day.

Students will answer a journal prompt

Essay

80

· Students will have filled out their Quote Chart tracking how Elie’s freedom, identity and dignity were taken away in his memoir, Night.

· Students will then begin writing an essay explaining how Elie was able to overcome these obstacles and still survive the Holocaust.

· Teacher will monitor students’ progress by checking individual intro paragraphs and thesis statements

· Students are not allowed to submit their essay until the teacher has checked the above

As we read Night, you will need to find examples of how Elie’s freedom, dignity, and identity are taken away. You will need to find three quotes for each. This will be an outline for your essay. Be sure to include the page number.

Freedom

Dignity

Identity

Night Essay Outline

You will be writing an essay for the project grade of this book. This is merely an outline of what your essay should resemble. I will not count sentences, but it is provided to help you measure your paragraph lengths.

I. Intro Paragraph (5 or more sentences)

a. A major theme of Night is how Elie’s freedom, dignity and identity are taken away during his time at the concentration camps. Describe this theme in your intro paragraph. It would be wise to include details about his faith and survival throughout your essay.

II. 1st Body Paragraph (7 or more sentences)

a. How is his freedom taken away? You must include two quotes.

III. 2nd Body Paragraph (7 or more sentences)

a. How is his dignity taken away? You must include two quotes.

IV. 3rd Body Paragraph (7 or more sentences)

a. How is his identity taken away? You must include two quotes.

V. Conclusion (5 or more sentences)

a. Wrap up everything you wrote in a nice little conclusion. You should explain how Elie was able to overcome strife in order to survive.

Rubric for Night Essay

A

B

C

D

F

Format:

12 point font

Header

Typed/Double-Spaced

Correct font, header, typed, and double-spaced

One of the required formats is missing

Two of the required formats is missing

Three of the required formats is missing

You didn’t know what to do

MLA Citation:

In-text

Works Cited

Correct in-text citations and works cited

One in-text citation is wrong OR Works Cited incorrect

Two or more citations incorrect

All citations incorrect

What’s a citation?

Style/Voice

The essay has a flow-I can tell you wrote this paper. The transitions are smooth and match the outline.

There are some mistakes, but it does not confuse the reader. The word “I” is used.

Transitions do not follow outline. The word “I” is used.

Transitions do not follow outline. The writer says, “My essay” or “In conclusion.”

There was an outline?

Spelling/Grammar

1-2 minor mistakes

3-5 mistakes

6-8 major mistakes, especially run-ons and spelling

9-12 mistakes, all grievous

Many mistakes that make Miss O cry.

Quotes

6 quotes used from book WITH explanation.

6 quotes used from book with NO explanation.

4 quotes used with little to no explanation.

2 quotes used with no explanation.

I was supposed to use quotes?

Appendix D

Declaration of Sentiments (excerpt II)the Seneca Falls Conference

1Whereas, the great precept of nature is conceded to be that "man shall pursue his own true and substantial happiness." Blackstone in his Commentaries remarks that this law of nature, being coeval with mankind and dictated by God himself, is, of course, superior in obligation to any other. It is binding over all the globe, in all countries and at all times; no human laws are of any validity if contrary to this, and such of them as are valid derive all their force, and all their validity, and all their authority, mediately and immediately, from this original; therefore,

2Resolved, That such laws as conflict, in any way, with the true and substantial happiness of woman, are contrary to the great precept of nature and of no validity, for this is superior in obligation to any other.

3Resolved, that all laws which prevent woman from occupying such a station in society as her conscience shall dictate, or which place her in a position inferior to that of man, are contrary to the great precept of nature and therefore of no force or authority.

4Resolved, that woman is man's equal, was intended to be so by the Creator, and the highest good of the race demands that she should be recognized as such.

5Resolved, that the women of this country ought to be enlightened in regard to the laws under which they live, that they may no longer publish their degradation by declaring themselves satisfied with their present position, nor their ignorance, by asserting that they have all the rights they want.

6Resolved, that inasmuch as man, while claiming for himself intellectual superiority, does accord to woman moral superiority, it is preeminently his duty to encourage her to speak and teach, as she has an opportunity, in all religious assemblies.

7Resolved, that the same amount of virtue, delicacy, and refinement of behavior that is required of woman in the social state also be required of man, and the same transgressions should be visited with equal severity on both man and woman.

8Resolved, that the objection of indelicacy and impropriety, which is so often brought against woman when she addresses a public audience, comes with a very ill grace from those who encourage, by their attendance, her appearance on the stage, in the concert, or in feats of the circus.

9Resolved, that woman has too long rested satisfied in the circumscribed limits which corrupt customs and a perverted application of the Scriptures have marked out for her, and that it is time she should move in the enlarged sphere which her great Creator has assigned her.

10Resolved, that it is the duty of the women of this country to secure to themselves their sacred right to the elective franchise.

11Resolved, that the equality of human rights results necessarily from the fact of the identity of the race in capabilities and responsibilities.

12Resolved, that the speedy success of our cause depends upon the zealous and untiring efforts of both men and women for the overthrow of the monopoly of the pulpit, and for the securing to woman an equal participation with men in the various trades, professions, and commerce.

1. How do the authors advance their purpose in the text?

A) They contrast women's behavior with men's behavior.

B) They create analogies to show proper social conduct.

C) They refute ideas in the Commentaries by Blackstone.

D) They claim to know the will and intent of the Creator.

2. What evidence do the authors provide to support their claims?

A) scientific facts to analyze the various laws of nature

B) personal anecdotes to illustrate goals and experiences

C) religious and philosophical concepts to claim injustice

D) economical figures to show gender inequality in society

3. Which paragraph BEST supports the conclusion that the authors detect unfair hypocritical attitudes in society?

A) Paragraph 1

B) Paragraph 4

C) Paragraph 5

D) Paragraph 8

4. What is the meaning of the phrase great precept of nature in Paragraph 1?

A) a dangerous imbalance

B) an intolerable restriction

C) a situation lacking justice

D) an underlying universal rule

5. What is the central idea of Paragraph 7?

A) Every case needs to be judged on its own merits.

B) People should not be subject to social expectations.

C) Men should be judged and punished just as women are.

D) Women have traditionally been judged quite leniently.

6. What are the authors' MOST LIKELY purpose for writing this text?

A) to explain the reasoning behind a social movement

B) to record facts pertaining to a struggle for civil rights

C) to persuade readers to take specific steps toward equality

D) to entertain readers with reflections on gender differences

7. How do the authors help readers understand the connection between natural laws and human laws?

A) by comparing specific human laws and natural precedents

B) by criticizing claims that natural laws apply in modern life

C) by summarizing the history of human laws since ancient times

D) by explaining that natural laws are superior to all other laws

Democracy in America, Introductory Chapter (excerpt II)Alexis de Tocqueville

1There is a country in the world where the great revolution which I am speaking of seems nearly to have reached its natural limits; it has been effected with ease and simplicity, say rather that this country has attained the consequences of the democratic revolution which we are undergoing without having experienced the revolution itself. The emigrants who fixed themselves on the shores of America in the beginning of the seventeenth century severed the democratic principle from all the principles which repressed it in the old communities of Europe, and transplanted it unalloyed to the New World. It has there been allowed to spread in perfect freedom, and to put forth its consequences in the laws by influencing the manners of the country.

2It appears to me beyond a doubt that sooner or later we shall arrive, like the Americans, at an almost complete equality of conditions. But I do not conclude from this that we shall ever be necessarily led to draw the same political consequences which the Americans have derived from a similar social organization. I am far from supposing that they have chosen the only form of government which a democracy may adopt; but the identity of the efficient cause of laws and manners in the two countries is sufficient to account for the immense interest we have in becoming acquainted with its effects in each of them.

3It is not, then, merely to satisfy a legitimate curiosity that I have examined America; my wish has been to find instruction by which we may ourselves profit. Whoever should imagine that I have intended to write a panegyric will perceive that such was not my design; nor has it been my object to advocate any form of government in particular, for I am of opinion that absolute excellence is rarely to be found in any legislation; I have not even affected to discuss whether the social revolution, which I believe to be irresistible, is advantageous or prejudicial to mankind; I have acknowledged this revolution as a fact already accomplished or on the eve of its accomplishment; and I have selected the nation, from amongst those which have undergone it, in which its development has been the most peaceful and the most complete, in order to discern its natural consequences, and, if it be possible, to distinguish the means by which it may be rendered profitable. 

4I confess that in America I saw more than America; I sought the image of democracy itself, with its inclinations, its character, its prejudices, and its passions, in order to learn what we have to fear or to hope from its progress.

8. How does the author use rhetoric to advance his purpose in the text?

A) He uses emotional appeals to sway his readers.

B) He shares humorous anecdotes to make his points.

C) He cites historical facts in support of his claims.

D) He utilizes hyperbole to exaggerate his point of view.

9. What claim does the author make in paragraph 1?

A) Americans acquired the idea of the democracy from English law.

B) The American Revolution was achieved with very little bloodshed.

C) The French can learn about democracy by watching American actions.

D) The pilgrims should have implemented all principles of the English.

10. What is the meaning of the word repressed in paragraph 1?

A) communicated freely

B) showing strong willpower

C) stop from being conveyed

D) attract greater attention

11. What does the author’s use of the phrase the image of democracy itself reveal about his attitude toward America?

A) He wants to ridicule American government.

B) He has admiration for American government.

C) He is upset by America’s political direction.

D) He has a critical opinion of American politics.

12. What is the author’s MOST LIKELY purpose for writing this text?

A) to highlight the political consequences of a democracy

B) to sell people on the idea that they should visit America

C) to intrigue readers with anecdotal details of American history

D) to explain to readers the value in studying American democracy

13. What is the author’s central idea in this text?

A) The author is trying to determine why democracy has been more successful in American than in France.

B) The author is reviewing the history of America in the hopes that he can find reasons to move to this country.

C) The author is studying America for insights into how a democratic government works and how it might work elsewhere.

D) The author is considering the reasons for the failed French revolution and wondering if the French should copy America.

14. Read this sentence from the text.

Whoever should imagine that I have intended to write a panegyric will perceive that such was not my design; nor has it been my object to advocate any form of government in particular, for I am of opinion that absolute excellence is rarely to be found in any legislation;…

What does the author mean by panegyric?

A) a document that condemns fully

B) a document of extravagant praise

C) a document covering whole history

D) a report with perceived injustices

Acupuncturehttp://nccam.nih.gov/health/acupuncture/#visit

What is acupuncture?

1 Acupuncture is one of the oldest, most commonly used medical procedures in the world. Originating in China more than 2,000 years ago, acupuncture began to become better known in the United States in 1971, when New York Times reporter James Reston wrote about how doctors in China used needles to ease his pain after surgery.

2 The term acupuncture describes a family of procedures involving stimulation of anatomical points on the body by a variety of techniques. American practices of acupuncture incorporate medical traditions from China, Japan, Korea, and other Eastern countries. The acupuncture technique that has been most studied scientifically involves penetrating the skin with thin, solid, metallic needles that are manipulated by the hands or by electrical stimulation.

What does acupuncture feel like?

3 Acupuncture needles are metallic, solid, and hair-thin. People experience acupuncture differently, but most feel no or minimal pain as the needles are inserted. Some people are energized by treatment, while others feel relaxed. Improper needle placement, movement of the patient, or a defect in the needle can cause soreness and pain during treatment. This is why it is important to seek treatment from a qualified acupuncture practitioner.

Is acupuncture safe?

4 The U.S. Food and Drug Administration (FDA) approved acupuncture needles for use by licensed practitioners in 1996. The FDA requires that sterile, nontoxic needles be used and that they be labeled for single use by qualified practitioners only.

5 Relatively few complications from the use of acupuncture have been reported to the FDA in light of the millions of people treated each year and the number of acupuncture needles used. Still, complications have resulted from inadequate sterilization of needles and from improper delivery of treatments. Practitioners should use a new set of disposable needles taken from a sealed package for each patient and should swab treatment sites with alcohol or another disinfectant before inserting needles. When not delivered properly, acupuncture can cause serious adverse effects, including infections and punctured organs.

How might acupuncture work?

6 Acupuncture is one of the key components of the system of traditional Chinese medicine (TCM). In the TCM system of medicine, the body is seen as a delicate balance of two opposing and inseparable forces: yin and yang. Yin represents the cold, slow, or passive principle, while yang represents the hot, excited, or active principle. Among the major assumptions in TCM are that health is achieved by maintaining the body in a "balanced state" and that disease is due to an internal imbalance of yin and yang. This imbalance leads to blockage in the flow of qi (vital energy) along pathways known as meridians. It is believed that there are 12 main meridians and 8 secondary meridians and that there are more than 2,000 acupuncture points on the human body that connect with them.

7 Preclinical studies have documented acupuncture's effects, but they have not been able to fully explain how acupuncture works within the framework of the Western system of medicine that is commonly practiced in the United States. It is proposed that acupuncture produces its effects through regulating the nervous system, thus aiding the activity of pain-killing biochemicals such as endorphins and immune system cells at specific sites in the body. In addition, studies have shown that acupuncture may alter brain chemistry by changing the release of neurotransmitters and neurohormones and, thus, affecting the parts of the central nervous system related to sensation and involuntary body functions, such as immune reactions and processes that regulate a person's blood pressure, blood flow, and body temperature.

15. Which statements would be LEAST likely to convince an audience of acupuncture's safety?

A) People experience acupuncture differently, but most feel no or minimal pain as the needles are inserted.

B) Still, complications have resulted from inadequate sterilization of needles and from improper delivery of treatments.

C) Relatively few complications from the use of acupuncture have been reported to the FDA in light of the millions of people treated each year and the number of acupuncture needles used.

D) The acupuncture technique that has been most studied scientifically involves penetrating the skin with thin, solid, metallic needles that are manipulated by the hands or by electrical stimulation.

16. How do people feel after undergoing acupuncture?

A) miserable and exhausted

B) energized and/or relaxed

C) completely drained of all energy

D) as if they had drunk a gallon of coffee

17. What are some of the adverse effects of improper delivery of acupuncture treatments?

A) infections

B) punctured organs

C) bacterial infection

D) infections and punctured organs

18. Which addition to this article would be most beneficial to patients in the U.S. considering acupuncture treatments?

A) explanation on other TCM alternative treatments

B) information concerning the cost of acupuncture treatments

C) further explanation on the practice's origins and history

D) a better explanation of the yin and the yang regarding the body’s balance

19. Which statement supports the idea that acupuncture treatments are believed to balance the systems of the body?

A) People not living a balanced life would most likely not benefit from acupuncture.

B) Practitioners from the East and the West agree on the healing benefits of acupuncture.

C) The body is seen as a delicate balance of two inseparable forces represented by the Yin and the Yang.

D) An equal number of metallic needles should be placed on either side of the meridian to achieve results.

20. What evidence is provided to indicate that acupuncture is an acceptable medical procedure?

A) Acupuncture is one of the oldest medical procedures in the world.

B) Acupuncture produces its effects through regulating the nervous system.

C) The use of acupuncture needles by licensed practitioners has been approved by the FDA.

D) James Reston wrote about how doctors in China used needles to ease his pain after surgery.

The Shepherd’s Lute: A Chinese FolktaleNatalie Stewart

Honors Level

Implementation Guide

Curriculum and Instruction DivisionCareer and Technical Education Division

1Long ago in a medieval village, a wealthy but bitter farmer named Chao employed an affable shepherd named Jiang, who truly enjoyed playing the lute. Jiang’s instrument was simple and plain, crafted from the wood of a native bamboo tree. Despite its modest appearance, the lute brought Jiang much joy. He created appealing music that lured the other villagers out to listen to him. Having an audience made Jiang feel accepted, and he quickly formed an important bond with the poor villagers.

2Chao, however, didn’t like Jiang. He hated Jiang’s lute playing and the way the villagers admired Jiang. Although Jiang was an excellent person and a hard worker, Chao fired Jiang from his job and smashed the lute into pieces.

3Miserable and brokenhearted, Jiang hung his head as he walked through the forest. Good fortune soon came to him, however, when he bumped into a compassionate old man who felt sorry for Jiang’s loss.

4The elderly man carved a new lute for Jiang and taught him to refine his playing technique. Soon, Jiang played better than ever before. Villagers and woodland creatures from all over came to hear him perform.

Chao heard gossip of the woodland animals and decided that he wanted to capture a flaxen white rabbit with a spotted head. He promised his farm and his fortune to the son who could capture the specific rabbit for him. 

The sons had never laid eyes on such a rabbit before, and they didn’t know where to find one, but because they knew the rabbit would bring them riches, they decided to search for it.

Into the forest went the first son. He approached Jiang and described the mystical rabbit. Jiang said that if the son paid him, he would help him find the rabbit. At first, the son didn’t want to pay. Then he realized that locating the rabbit would earn him his father’s fortune, so he paid Jiang the money.

8Jiang began performing a song on his lute and, upon hearing him, the forest creatures gathered, including the flaxen rabbit! The farmer’s son seized the rabbit, but the creature struggled. Eventually, the rabbit darted back to the woods to hear Jiang play the lute, and the son couldn’t recapture it. The unsuccessful son returned home, upset that he had lost his money.

The other sons remained determined to catch the rabbit, so they too ventured into the woods and paid Jiang to help them attract the creature. As before, however, when Jiang played his lute, the rabbit scampered away.

Chao boiled with anger and scolded his sons for losing their money and failing to catch the rabbit. He finally set out with intentions of unearthing the rabbit by himself.

11As Chao entered the forest, flocks of birds and packs of creatures approached him. He trembled like a leaf in the wind.

“Farmer, beware!” called Jiang. “If I strum my lute, the creatures will attack!”

Chao begged Jiang to save him from this misfortune and promised to do anything.

“You must promise to treat people better and donate half of your possessions to the less fortunate villagers,” Jiang directed.

Chao quickly agreed because he was so terrified, and he followed through on his promise. Satisfied, Jiang continued to work as a shepherd and play his lute.

21. Read the passage on the left to answer the following questions:

Miserable and brokenhearted, Jiang hung his head as he walked through the forest. Good fortune soon came to him, however, when he bumped into a compassionate old man who felt sorry for Jiang’s loss.

In paragraph 3, the word compassionate means

A) indifferent.

B) kindhearted.

C) mature.

D) stern.

22. Long ago in a medieval village, a wealthy but bitter farmer named Chao employed an affable shepherd named Jiang, who truly enjoyed playing the lute. Jiang’s instrument was simple and plain, crafted from the wood of a native bamboo tree. Despite its modest appearance, the lute brought Jiang much joy.

In paragraph 1, the word affable means

A) elderly.

B) grizzly.

C) pleasant.

D) wealthy.

23. What words are clues that this story includes aspects of Chinese culture?

A) The plot of the story is indicative of Chinese culture.

B) The professions of the characters are indicative of Chinese culture.

C) The titles and names of the characters are indicative of Chinese culture.

D) The friendly conversation between the characters are indicative of Chines culture.

24. How do the animals' actions in the tale help to characterize Jiang for the reader?

A) They make him scarier.

B) They make him more lovable.

C) They make his power clearer.

D) They make his lute-playing seem better.

25. What cultural aspect is mentioned in this Chinese short story excerpt?

A) The story contains a rather cruel father and farmer.

B) The story demonstrates the power of music over people's lives.

C) The story explains celebrates music and the playing of the lute.

D) The story uses the symbol of a rabbit as mystic, spiritual animal.

The Golden Fish: A retelling of a Russian taleLee Washington

1The old fisherman floated on the Black Sea, boat bobbing from side to side as a frigid wind sliced through his threadbare sweater. Though the fisherman and his wife were struggling to survive without much money, he thought happily of the meager but delicious dinner of homemade bread that was waiting for him at home. Suddenly, he felt a sharp pull on the fishing line, and the fisherman heaved a large, shining, yellow fish onto the boat. Its fins sparkled like coins cascading from a treasure chest.

2The fish began to beg. “If you release me,” the fishblubbered, “I’ll give you everything you need.” 

The fisherman eyed the fantastic creature. “I am content with what I have, but I will let you go regardless,” the fisherman said as he plopped the fish back into the sea. 

4When the sun’s heavy eyelids began to droop, the fisherman returned home through the town. He passed a wealthy man arguing with a shopkeeper about merchandise and sadly shook his head at the annoyed men as he entered his house.

“What did you catch today?” his wife inquired as she handed him some morsels of bread. The fisherman related the story of the remarkable talking fish. 

“No fish and no wish? You threw away a lucky gift!” the wife scolded, her usual affectionate manner absent as she sent her husband back to ask for more food.

The drowsy fisherman walked back to the water’s edge and called the name of every fish in the sea until finally the golden fish arrived on a small, sparkling wave.

“My wife wants more food,” he told the fish, who simply nodded its scaly head and slipped back under water.

9After receiving more food, the wife sent the fisherman to ask the fish for a bigger house while she nervously picked at the expensive lobster feast spread before her. She became perpetually restless and irritable, pacing the house until the fisherman returned home each day to discover his wife’s latestlonging. 

Soon his wife felt unsatisfied with the new, luxurious house; she wanted to control more things on earth, so she sent her husband back to the fish with a request to make her queen of the seas. Once again, the exhausted fisherman walked to the sea. Hesitantly, he called every fish that lived there until the golden fish pushed aside each sardine and minnow, ready to grant the next wish. But when the fish heard that the wife wanted control of everything in the fish’s aquatic home, the fish squinted at the uncertain fisherman. 

“ENOUGH!” said the fish, and the fisherman’s new house immediately turned back into the small cottage where he and his wife had once lived. Their extravagant food became simple again, and the fisherman’s wife once again learned to cherish the little that they had. Their love renewed once riches and wishes ceased breaking them apart. Although the fisherman still caught fish of every other name, the golden fish never returned.

26. Why does the fisherman shake his head at the wealthy man and the shopkeeper?

A) He does not care about other people’s problems at that moment.

B) He does not think that the men should be arguing in the street.

C) He does not understand why some people are so consumed by money.

D) He does not agree with the wealthy man’s argument about the merchandise.

27. Their extravagant food became simple again, and the fisherman’s wife once again learned to cherish the little that they had.

Which is the best meaning of the word extravagant as it is used in this sentence?

A) very hot and spicy

B) very simple or basic

C) bitter and too salty

D) wildly expensive and rich

28. What techniques does the author of this passage use to create a sense of tension and suspense?

A) The author makes the golden fish into a very creepy, aggressive, and ominous character.

B) The old fisherman's endless greed suggests that something quite terrible will happen to him.

C) The extremely detailed use of imagery in painting the setting of the story creates suspense.

D) The continual escalation of requests of the golden fish from the fisherman imply a dark reckoning will come.

29. In paragraph 2, the word blubbered means

A) waited.

B) welcomed.

C) whimpered.

D) wished.

30. Another word for heaved is

A) held.

B) dragged.

C) skipped.

D) invited.