RISING 9 TH GRADERS ENGLISH PACKET

FOR THE2012/2013 SCHOOL YEAR

DIRECTIONS : Read the following two selections and the viewing and representing piece. Then answer all of the questions that follow.

The Marble Champ by Gary Soto

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Lupe Medrano, a shy girl who spoke in whispers, was the school's spelling bee champion, winner of the reading contest at the public library three summers in a row, blue ribbon awardee in the science fair, the top student at her piano recital, and the playground grand champion in chess. She was a straight-A student and—not counting kindergarten, when she had been stung by a wasp—never missed one day of elementary school. She had received a small trophy for this honor and had been congratulated by the mayor.

But though Lupe had a razor-sharp mind, she could not make her body, no matter how much she tried, run as fast as the other girls'. She begged her body to move faster, but could never beat anyone in the fifty-yard dash.

The truth was that Lupe was no good in sports. She could not catch a pop-up or figure out in which direction to kick the soccer ball. One time she kicked the ball at her own goal and scored a point for the other team. She was no good at baseball or basketball either, and even had a hard time making a hula hoop stay on her hips.

It wasn't until last year, when she was eleven years old, that she learned how to ride a bike. And even then she had to use training wheels. She could walk in the swimming pool but couldn't swim, and chanced roller skating only when her father held her hand.

"I'll never be good at sports," she fumed one rainy day as she lay on her bed gazing at the shelf her father had made to hold her awards. "I wish I could win something, anything, even marbles."

At the word "marbles," she sat up. "That's it. Maybe I could be good at playing marbles." She hopped out of bed and rummaged through the closet until she found a can full of her brother's marbles. She poured the rich glass treasure on her bed and picked five of the most beautiful marbles.

She smoothed her bedspread and practiced shooting, softly at first so that her aim would be accurate. The marble rolled from her thumb and clicked against the targeted marble. But the target wouldn't budge. She tried

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again and again. Her aim became accurate, but the power from her thumb made the marble move only an inch or two. Then she realized that the bedspread was slowing the marbles. She also had to admit that her thumb was weaker than the neck of a newborn chick.

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She looked out the window. The rain was letting up, but the ground was too muddy to play. She sat cross-legged on the bed, rolling her five marbles between her palms. Yes, she thought, I could play marbles, and marbles is a sport. At that moment she realized that she had only two weeks to practice. The playground championship, the same one her brother had entered the previous year, was coming up. She had a lot to do.

To strengthen her wrists, she decided to do twenty push-ups on her fingertips, five at a time. "One, two, three . . ." she groaned. By the end of the first set she was breathing hard, and her muscles burned from exhaustion. She did one more set and decided that was enough push-ups for the first day.

She squeezed a rubber eraser one hundred times, hoping it would strengthen her thumb. This seemed to work because the next day her thumb was sore. She could hardly hold a marble in her hand, let alone send it flying with power. So Lupe rested that day and listened to her brother, who gave her tips on how to shoot: get low, aim with one eye, and place one knuckle on the ground.

"Think 'eye and thumb'—and let it rip!" he said.

After school the next day she left her homework in her backpack and practiced three hours straight, taking time only to eat a candy bar for energy. With a popsicle stick, she drew an odd-shaped circle and tossed in four marbles. She used her shooter, a milky agate with hypnotic swirls, to blast them. Her thumb had become stronger.

After practice, she squeezed the eraser for an hour. She ate dinner with her left hand to spare her shooting hand and said nothing to her parents about her dreams of athletic glory.

Practice, practice, practice. Squeeze, squeeze, squeeze. Lupe got better and beat her brother and Alfonso, a neighbor kid who was supposed to be a champ.

"Man, she's bad!" Alfonso said. "She can beat the other girls for sure. I think."

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The weeks passed quickly. Lupe worked so hard that one day, while she was drying dishes, her mother asked why her thumb was swollen.

"It's muscle," Lupe explained. "I've been practicing for the marbles championship."

"You, honey?" Her mother knew Lupe was no good at sports.

"Yeah. I beat Alfonso, and he's pretty good."

That night, over dinner, Mrs. Medrano said, "Honey, you should see Lupe's thumb."

"Huh?" Mr. Medrano said, wiping his mouth and looking at his daughter.

"Show your father."

"Do I have to?" an embarrassed Lupe asked.

"Go on, show your father."

Reluctantly, Lupe raised her hand and flexed her thumb. You could see the muscle.

The father put down his fork and asked, "What happened?"

"Dad, I've been working out. I've been squeezing an eraser."

"Why?"

"I'm going to enter the marbles championship."

Her father looked at her mother and then back at his daughter. "When is it, honey?"

"This Saturday. Can you come?"

The father had been planning to play racquetball with a friend Saturday, but he said he would be there. He knew his daughter thought she was no good at sports and he wanted to encourage her. He even rigged some lights in the backyard so she could practice after dark. He squatted with one knee on the ground, entranced by the sight of his daughter easily beating her brother.

The day of the championship began with a cold blustery sky. The sun was a silvery light behind slate clouds.

"I hope it clears up," her father said, rubbing his hands together as he returned from getting the newspaper. They ate breakfast, paced nervously around the house waiting

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for 10:00 to arrive, and walked the two blocks to the playground (though Mr. Medrano wanted to drive so Lupe wouldn't get tired). She signed up and was assigned her first match on baseball diamond number three.

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Lupe, walking between her brother and her father, shook from the cold, not nerves. She took off her mittens, and everyone stared at her thumb. Someone asked, "How can you play with a broken thumb?" Lupe smiled and said nothing.

She beat her first opponent easily, and felt sorry for the girl because she didn't have anyone to cheer for her. Except for her sack of marbles, she was all alone. Lupe invited the girl, whose name was Rachel, to stay with them. She smiled and said, "OK." The four of them walked to a card table in the middle of the outfield, where Lupe was assigned another opponent.

She also beat this girl, a fifth-grader named Yolanda, and asked her to join their group. They proceeded to more matches and more wins, and soon there was a crowd of people following Lupe to the finals to play a girl in a baseball cap. This girl seemed dead serious. She never even looked at Lupe.

"I don't know, Dad, she looks tough."

Rachel hugged Lupe and said, "Go get her."

"You can do it," her father encouraged. "Just think of the marbles, not the girl, and let your thumb do the work."

The other girl broke first and earned one marble. She missed her next shot, and Lupe, one eye closed, her thumb quivering with energy, blasted two marbles out of the circle but missed her next shot. Her opponent earned two more before missing. She stamped her foot and said "Shoot!" The score was three to two in favor of Miss Baseball Cap.

The referee stopped the game. "Back up, please, give them room," he shouted. Onlookers had gathered too tightly around the players.

Lupe then earned three marbles and was set to get her fourth when a gust of wind blew dust in her eyes and she missed badly. Her opponent quickly scored two marbles, tying the game, and moved ahead six to five on a lucky shot. Then she missed, and Lupe, whose eyes felt scratchy when she blinked, relied on instinct and thumb muscle to score the tying point. It was now six to six, with only three

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marbles left. Lupe blew her nose and studied the angles. She dropped to one knee, steadied her hand, and shot so hard she cracked two marbles from the circle. She was the winner!

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"I did it!" Lupe said under her breath. She rose from her knees, which hurt from bending all day, and hugged her father. He hugged her back and smiled.

Everyone clapped, except Miss Baseball Cap, who made a face and stared at the ground. Lupe told her she was a great player, and they shook hands. A newspaper photographer took pictures of the two girls standing shoulder-to-shoulder, with Lupe holding the bigger trophy.

Lupe then played the winner of the boys' division, and after a poor start beat him eleven to four. She blasted the marbles, shattering one into sparkling slivers of glass. Her opponent looked on glumly as Lupe did what she did best—win!

The head referee and the President of the Fresno Marble Association stood with Lupe as she displayed her trophies for the newspaper photographer. Lupe shook hands with everyone, including a dog who had come over to see what the commotion was all about.

That night, the family went out for pizza and set the two trophies on the table for everyone in the restaurant to see. People came up to congratulate Lupe, and she felt a little embarrassed, but her father said the trophies belonged there.

Back home, in the privacy of her bedroom, she placed the trophies on her shelf and was happy. She had always earned honors because of her brains, but winning in sports was a new experience. She thanked her tired thumb. "You did it, thumb. You made me champion." As its reward, Lupe went to the bathroom, filled the bathroom sink with warm water, and let her thumb swim and splash as it pleased. Then she climbed into bed and drifted into a hard-won sleep.

"The Marble Champ" from BASEBALL IN APRIL AND OTHER STORIES, copyright © 1990 by Gary Soto, reprinted by permission of Harcourt, Inc.

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Fast-Forward

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by David Goricki

ST. CLAIR—Barely a teenager, a stranger in a strange land, learning a foreign language, adapting to a new family dynamic . . . you could excuse Addis Habtewold if he chose to run and hide.

Well, Habtewold is running, but in clear view—at the head of the field in every cross-country race he enters.

Not quite three years since he left his native Ethiopia, Habtewold is the talk of the running community.

After Thursday's Marysville Invitational, Habtewold, a 15-year-old sophomore at St. Clair High School, has won all 10 races in which he had competed, setting eight course records in the process.

"A coach is lucky to have a kid like Addis come around once in a lifetime," St. Clair coach Jon Davidson said. "Any coach would be shocked to see the type of results Addis has produced."

Area coaches who have seen him rave about his unlimited potential. But his work ethic and personality most impress his coach and teammates.

"He's one of the fastest guys in the state, [but] he's not arrogant in the least," Davidson said. "He's very humble, works hard and wants to be the best."

Habtewold, who is 5-foot-4 and 115 pounds, has lofty goals.

He wants to be a state champion in his first year in the sport—his best time, a school-record 15 minutes, 35 seconds, is second in the state to Landon Peacock of

Cedar Springs (15:11). Habtewold also wants to run in college and become an Olympic gold medalist, like his native countryman, Haile Gebrselassie.

It's a tall order, but Habtewold is used to accomplishing much in a hurry. Since moving to the United States, he has learned English well enough to earn As and Bs. And, in less than a year, he has developed into an elite high school athlete.

"I love running," Habtewold said. "I feel like I'm missing something if I miss a day.

"I'm surprised I've done this well. I'm breaking records. I want to thank my coach, friends, teammates and parents. Without their support, I'd never been able to accomplish what I have so far."

Coming to America

Habtewold had little interest in running when he was younger. He played soccer in Ethiopia. The only time he ran, he says, was when he was late to school.

"Addis, his older sister, Miti (21), and younger brother, Eyob (14), were orphaned and living with my mother," said Jerusalem Lothschutz, who, with her husband, Jim Lothschutz, eventually adopted them and brought them to the United States. "His mother was my sister. They grew up in the capital city of Addis Ababa where I grew up and went to school."

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Jim Lothschutz, a vice principal at Hamtramck High School, was a teacher at International School in Ethiopia when he met Jerusalem, who worked in the computer lab. They married in 1997 and adopted Addis, Miti and Eyob. They have two other children, Gabbi, 6, and Sammy, 4. Miti lives in Grand Haven and attends Grand Rapids Community College. Eyob is a freshman on the varsity soccer team at St. Clair and plans to run track in the spring.

Jerusalem and Jim moved to the United States in 1998. But it took four years for the adoption to be recognized by the American government, and Addis, Miti and Eyob didn't touch American soil until December 2002 in Godwin Heights near Grand Rapids. They moved to St. Clair last year.

Moving to America was obviously a tough transition for Addis and his siblings. His parents let them settle in before they studied English.

"Nine months after they settled in, they had to focus on English," Jim Lothschutz said. "I gave them a tape player and language tapes and they had to listen to them two hours a day."

Jerusalem, who speaks fluent English, is proud of her children's progress.

"They adapted much faster than I did," she said. "They made friends and were involved in sports."

Fast Start

Habtewold was a starter on St. Clair's soccer team as a freshman and a

teammate of Davidson's son, Colin.

The team ran two miles for conditioning before practice each day. Habtewold's running impressed Colin, who told his father.

"Colin said, 'You've got to see Addis run.' I watched him and then recruited him from the

soccer team," Davidson said.

"We talked Addis into running with us after cross-country season. We had a big group, including a number of seniors, Addis and me, and we ran for six to eight miles."

Jeff Standfest, now a cross-country runner at Oakland University, was part of that initial group.

"We got him to go out running with us one day in November," Standfest said. "We ran six to eight miles, 6:20-minute miles, and Addis was running right with us, chewing gum and breathing through his nose. It was incredible."

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■ Fast-Forward

27 Habtewold recalls that first day, enforces rules more than they did in saying: "I ran eight miles and I was kind of sore the next day. It was a lot of fun. I ran the next day and pretty much every day after."

Ethiopia, and I like that. People have been friendly to me. I have more opportunities to do sports, too.

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Habtewold finished seventh in the 3,200-meter run at the Division 2 state meet. His success spiked his interest in cross country. During the summer, he trained by running hundreds of miles.

He has dominated the competition, his time of 15:54 topping a field of more than 1,000 runners at the Holly Invitational on Sept. 17.

Often, he says, he gets bored from running alone.

"My goals are to win and get my time down," Habtewold said, "but sometimes I feel like quitting halfway through the race because I'm tired and running alone. Coach says I have to just suck it up and run through it."

St. Clair junior Ben Holt said the team follows Habtewold's lead.

"He's not a captain, but he's a leader by how he leads by example," Holt said. "He makes sure we get our mileage in. He's addicted to running."

Fitting In

Addis has attacked his classes in the same manner in which he trains.

"Not being able to speak English was the most difficult thing for me," Addis said. "My mom and dad really helped me with my reading and speaking. I still have some trouble with my reading. Life is good here. Everything is way different. The school

Everyone from my country talks about how nice my mom and dad are to us. Back in Ethiopia, it's a big thing to come to America. We're very fortunate."

Patty McCormick works with Addis every day.

"Think about how difficult it would be for us to go to a foreign country and study in their language," McCormick said. "Addis is very respectful and does what I ask of him. The difference from last year to this has been remarkable. He expresses his ideas more fluidly and has a better grasp of our language.

"We go through his daily planner every day. He's taking physics, math, English literature and history. He needs help with his grammar and spelling. I brainstorm with him, but he develops his ideas and I help him write it down and transcribe it. He types it out. He's a great kid."

Habtewold dreams of being famous one day.

"I know I'll have the chance if I keep my grades up and continue to work hard," he said. "I have a great opportunity here." "Fast-Forward" by David Goricki. Copyright © 2005 by the Detroit News.

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Use "The Marble Champ" to answer questions 1-14.

1 Read the following dictionary entry. 5 Which of these is the best plot summary of the story?

fume \ fyum\ v 1. to perfume with incense 2. to emit as vapor 3. to preserve by smoking A A straight-A student feels embarrassed 4. to exhibit anger or irritation because she is exceptionally

uncoordinated and terrible at sports. She Which definition best matches the use of the is a slow runner, cannot catch a ball, word fumed in paragraph 5? scores a goal for the opposing team, and

still uses training wheels on her bike at A

B

C

D

Definition 1

Definition 2

Definition 3

Definition 4 B

age 11. Because she has such low self- esteem in the area of sports, she decides to find a sport at which she can excel.

A girl attempts to prove herself by entering the marble championship that her brother had entered the year before. She wins matches against a fifth grader and a girl in a baseball cap and then wins

2 Paragraphs 3 and 4 are mainly about — the girls' division. Next she defeats the winner of the boys' division and goes home

AB

C

D

Lupe's lack of success at sports

the love Lupe has for physical activities

Lupe's ability to ride a bike

the difficulty Lupe has when roller-skating

C

with two trophies.

A girl's father is pleasantly surprised to learn that his daughter is training for a marble championship even though she has never been very good at sports. He sets up lights in the backyard so she can practice with her brother at night. Although the girl's father had planned to play racquetball on the day of the tournament, he decides to attend the

3 What is Lupe's biggest problem in the final match of the girls' division?

D

tournament and support his daughter.

A girl who has won many awards for her A

B

C

D

Her opponent is a poor sport.

She does not have enough thumb strength.

The wind blows dust into her eyes.

Too many people have gathered to watch.

academic achievements is frustrated by her lack of athletic ability. She becomes determined to be a champion marble player and trains tirelessly for a playground tournament two weeks away. Through her newly acquired skills and good sportsmanship, she draws a crowd as she defeats the competition and wins the championship.

4 In paragraph 46, the word glumly means —

A sadly

B mysteriously

C quickly

D excitedly

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6 Why is the setting in paragraphs 5 through 8 9 In paragraph 32, Mr. Medrano's promise to important to the story? come to the marble championship shows that

he — A

B

C

D

The handmade shelf in Lupe's room reminds her of her father's love.

The time alone in her room allows Lupe to come up with a solution to her problem.

The rainy weather increases Lupe's feelings of desperation.

The security of her home offers Lupe comfort from the teasing of others.

A

B

C

D

primarily wishes to please his wife

loves watching marble competitions

takes Lupe's goal seriously

is sure Lupe has a good chance of winning

7 Lupe's internal conflict stems from her — 10 Lupe's opponent in the final round of the girls' competition seems serious because —

A

B

C

D

disappointment that her parents do not notice her achievements

envy of her brother for being a better athlete

fear that she will never be good at sports

desire to prove that a girl can defeat a boy in marbles

AB

C

D

she never looks at Lupe

she is wearing a baseball cap she

breaks the marbles first

she stamps her foot when losing

8 Lupe's match against Alfonso in paragraph 14 11 How can the reader tell that Lupe feels a little is significant because it — insecure about her decision to compete in the

marble championship? A persuades Lupe to compete only against

girls in the tournament A She listens to her brother's tips on how to shoot marbles.

B causes Alfonso to turn against Lupe out of jealousy B She can do only 10 fingertip push-ups on

her first day of training. C undermines Lupe's growing self-

confidence C She squeezes a rubber eraser to strengthen the muscle in her thumb.

D shows that Lupe has a real chance of winning the championship D She does not tell her parents about her

plans until her mother notices her thumb.

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12 Which line best illustrates that the crowd was 14 The author structures this story by — excited by Lupe's match with the girl in the baseball cap? A telling it from the point of view of an adult

recalling her childhood A

B

C

D

Onlookers had gathered too tightly around the players.

The score was three to two in favor of Miss Baseball Cap.

Her opponent earned two more before missing.

It was now six to six, with only three marbles left.

B

C

D

beginning in the middle of the action and flashing back to what sparked the conflict

stating the main character's problem and then showing how she solves it

telling the story from the point of view of the main character's father

13 In paragraph 14, the author uses repetition to —

A provide a transition between scenes

B praise Lupe's natural athletic abilities

C create a poetic rhythm with words

D emphasize Lupe's dedication to her goal

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Use "Fast-Forward" to answer questions 15-27.

15 Read the following dictionary entry. 18 Paragraphs 14 through 16 are mainly about —

tough \ təf\ adj 1. able to withstand great strain without tearing or breaking 2. very difficult 3. inclined to violent or disruptive behavior 4. used to express a lack of sympathy

Which definition best matches the use of the word tough in paragraph 17?

A

B

C

Addis, Miti, and Eyob becoming orphans in Addis Ababa

Addis and his new family coming to live in the United States

Jerusalem Lothschutz marrying Jim Lothschutz

A

B

C

D

Definition 1

Definition 2

Definition 3

Definition 4

D the siblings enrolling in schools near Grand Rapids

19 The reader can tell that Jon Davidson encouraged Addis to begin running with his group after the cross-country season because —

16 Addis's adoptive parents met when —

A

B

C

D

they both worked at the International School in Ethiopia

his father was the vice principal of Hamtramck High School

they attended Grand Rapids Community College

Addis, Miti, and Eyob were living in the United States

A

B

C

D

he thought it would get Addis in better shape to play soccer

Addis would not make the team if he did not practice during the off-season

he hoped Addis would join the cross- country team during his sophomore year

Addis could teach running techniques to the others in the group

17 Which words from paragraph 39 best help the 20 Which line from the selection best indicates reader understand the meaning of the word that Addis is an exceptional athlete? transcribe?

A "A coach is lucky to have a kid like Addis A develops his ideas come around once in a lifetime."

B a great kid B "I love running," Habtewold said.

C write it down C He wants to be a state champion in his first year in the sport. . . .

D grammar and spelling D Habtewold, who is 5-foot-4 and

115 pounds, has lofty goals.

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21 The setting is significant in this selection 24 The selection provides evidence to show because — that —

A cross-country running is not a popular A Jon Davidson expected Eyob to become as sport in Grand Rapids strong a runner as Addis

B Addis had to compete in an environment B Addis preferred to be a soccer player whose culture is new to him rather than a runner

C Addis had to pursue his goal in an unruly C Jon Davidson had an important influence and impoverished school in Addis's life

D the rugged terrain made long-distance D Addis would have pursued long-distance running especially challenging running if he had stayed in Ethiopia

22 In paragraph 16, the words "touch American 25 From Patty McCormick's comments, the soil" mean to — reader can infer that —

AB

C

D

become a U.S. citizen

run with a track team

build a new home

arrive in the United States

A

B

C

D

she respected Addis for the progress he had made as a student

Addis could not have passed his classes without her help

her help gave Addis an excuse not to do his homework

she was assigned to help Addis because he was a star athlete

23 Which line best illustrates Addis's sense of humor?

A Since moving to the United States, he has learned English well enough to earn As and Bs.

B The only time he ran, he says, was when he was late to school.

C But his work ethic and personality most impress his coach and teammates.

D Addis has attacked his classes in the same manner in which he trains.

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26 The author's attitude toward Addis can best 27 The author develops the selection mainly be described as — by —

AB

C

D

amused

dismissive

admiring

unsympathetic

A

B

C

D

writing a first-person narrative from Addis's point of view

organizing the information into sections to describe aspects of Addis's life

comparing Addis's daily life in Ethiopia with his daily life in the United States

describing several important events in modern-day Ethiopia

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Use "The Marble Champ" and "Fast-Forward" to answer questions 28-30.

28 Both selections explore the themes of — 30 Unlike Lupe in "The Marble Champ," Addis in "Fast-Forward" —

AB

C

D

sportsmanship and character

self-sacrifice and defeat

cultural acceptance and heritage

pride and arrogance

A

B

C

D

never complains about the difficulty of staying committed to his goal

does not intend to pursue his sport after graduating from high school

is never described as uncertain about his athletic ability

is aware of the stress that training can put on his body

29 The main characters in both selections —

A are immigrants to the United States

B diligently train to achieve a goal

C do not recognize their gifts until someone else points them out

D fail to gain recognition for their achievements

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Use the visual representation “The Obstacle Course” on page 12 to answer questions 31-33.

31 The children in the photograph are included to 33 At whom is the advertisement aimed? show that —

A

B

C

D

the game is fun

stairs are dangerous

only four people can play

the game is fast paced

A

B

C

D

Parents

College students

Toddlers

Managers of toy stores

32 The main purpose of the Obstacle Course is to —

A recreate the excitement of race-car driving

B entertain children while their parents are away

C teach children problem-solving strategies

D explain the classic game of darts

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DIRECTIONS : Answer the following questions in the space provided on the answer document.

34 In "The Marble Champ," why do you think Lupe is so determined to win? Support your answer with evidence from the selection.

35 In "Fast-Forward," what was the biggest challenge that Addis had to overcome? Explain your answer and support it with evidence from the selection.

36 How do Lupe in "The Marble Champ" and Addis in "Fast-Forward" show their determination? Support your answer with evidence from both selections.

VocabularyDIRECTIONS: Using this list of vocabulary words from the Department of Education for 9th Grade Literature and Composition complete a 4 Fold Vocabulary Activity for each word. An example with directions for the 4 Fold Vocabulary Activity is provided after the vocabulary list:

1. Alliteration- the use of the same consonant ( consonantal alliteration ) or of a vowel, not necessarily the same vowel ( vocal alliteration ), at the beginning of each word or each stressed syllable in a line of verse, as in around the rock the ragged rascal ran

2. Analyze- to break something into parts in order to determine the significance of those parts to the whole.

3. Aside-a part of an actor's lines supposedly not heard by others on the stage and intended only for the audience.

4. Author’s purpose- what the author hoped to accomplish by writing the piece.5. Autobiography- a history of a person's life written or told by that person. 6. Bibliography list of resources, formatted according to a particular style sheet, along with

prose commentary f or each source.7. biography- a written account of another person's life:8. Character development- This is the ways the author makes a character known to the

reader, as well as the ways the character grows and develops throughout a work.9. Cognates- Related words. The English word cold  is a cognate of German kalt. 10. Contemporary context -the circumstances in which an event occurs.11. Content vocabulary- refers to those terms relevant to a particular academic content.12. Diary- a daily record, usually private, especially of the writer's own experiences,

observations, feelings, attitudes, etc. 13. Diction- style of speaking or writing as dependent upon choice of words:14. Dramatic irony- irony that is inherent in speeches or a situation of a drama and is

understood by the audience but not grasped by the characters in the play. 15. Dramatic literature- the texts of plays that can be read, as distinct from being seen and

heard in performance.16. Editorial- an article in a newspaper or other periodical presenting the opinion of the

publisher, editor, or editors.17. Essay- a short literary composition on a particular theme or subject18. Evidence- that which is used to support, prove, or clarify an argument, a thesis, a claim,

or an idea.19. Figurative language- words or phrases that depart from straightforward, literal meaning20. Figurative meaning- “figurative” meaning is a meaning that is not literal21. Fixed form poem- any poem that conforms to a formulaic pattern of rhyme, rhythm,

and/or structure22. Foreshadowing- statements or thoughts in a story that lead the reader to know that

something is going to happen, even though he/she can’t specify exactly what it is. 23. Free form poem- any poem that does not conform to a formulaic pattern of rhyme,

rhythm, and/or structure24. Genre- kind, category, or sort of literature25. Historical background- the historical setting of a text.26. Hyperbole- an extravagant statement or figure of speech not intended to be taken literally27. Idioms- an expression whose meaning is not predictable from the usual meanings of its

parts such as kick the bucket  or hang one's head,  28. Imagery- a technique authors use to help readers visualize, connect to, and make meaning

of the text they write

29. Informational text- are written for the purpose of informing a reader about a particular topic

30. Irony- the use of words to convey a meaning that is the opposite of its literal meaning31. Literal meaning- true to fact; not exaggerated; actual or factual32. Lyric poetry- a type of emotional songlike poetry,33. Main idea- the central thought or message of that work 34. Memoir-a record of events written by a person having intimate knowledge of them and

based on personal observation. 35. Metaphor- The comparison of one thing to another without the use of like  or as36. Modes of discourse- the types of communications used to convey information about a

topic37. Monologue- a prolonged talk or discourse by a single speaker, especially one dominating

or monopolizing a conversation. 38. Mood- the atmosphere or emotions an author creates through his/her word choice. 39. Narrative poetry- poetry that has a plot. The poems that make up this genre may be short

or long, and the story it relates to may be simple or complex.40. Nonfiction- all writing or books NOT fiction, poetry, or drama,41. Novel- A long, fictional narration in prose. Great Expectations and Huckleberry Finn are

novels42. Onomatopoeia- . the formation of words whose sound is imitative of the sound of the

noise or action designated, such as hiss, buzz,  and bang43. Periodical (journal/magazine)- a magazine or other journal that is issued at regularly

recurring intervals. 44. Personification- figure of speech in which human characteristics are attributed to an

abstract quality, animal, or inanimate object.45. Point of view- the position of the narrator in relation to the story, as indicated by the

narrator's outlook from which the events are depicted and by the attitude toward the characters.

46. Prose- the ordinary form of spoken or written language, without metrical structure, as distinguished from poetry or verse

47. Rhyme scheme- the pattern of rhymes used in a poem, usually marked by letters to symbolize correspondences, as rhyme royal, ababbcc.

48. Setting- the locale or period in which the action of a novel, play, film, etc., takes place49. Shakespearean comedy- A Shakespearean comedy is one that has a happy ending, usually

involving marriages between the unmarried characters, and a tone and style that is more light-hearted than Shakespeare's other plays.

50. Shakespearean tragedy- Shakespeare’s tragedies share a number of common features, such as a hero with a fatal flaw that leads to his downfall. And the tragedies often focus on the fall of a nobleman. Hamlet, Othello, King Lear and Macbeth are examples of tragedies.

51. Simile- A common figure of speech that explicitly compares two things usually considered different introduced by like  or as

52. Soliloquy- the act of talking while or as if alone. 53. Structure- provides a planned framework for a work of literature54. Symbolism- the practice of representing things by symbols, or of investing things with a

symbolic meaning or character.55. Technical document- In 9th grade these documents are specifically surveys or

questionnaires, technical reports, research studies, and proposals

56. Theme- a universal view or comment on life or society that can be supported by textual evidence.

57. Topic- the subject or main idea around which a work is constructed58. Underlying meaning- informational and expository texts, as well as many poems, present

arguments or structured ideas that don’t really qualify as themes. These arguments or structured ideas provide the underlying meaning of those works.

59. Universal theme- This theme may apply to a variety of works. If a statement is particular to a specific work, that statement is not an acceptable statement of universal theme.

60. Works cited- a page that contains all the information about the documents you referenced in your paper. It is put in alphabetical order

61. Bibliography- a list of sources used in the preparation of a book, thesis, etc62. Cause and effect- noting a relationship between actions or events such that one or more

are the result of the other or others. 63. Chronological order- a sequence according to time of occurrence64. Citation- the quoting of a book or author in support of a fact65. Controlling idea- provides the common thread that ties a text together. A controlling idea

may be expressed as a thesis, as a topic sentence, or as an extended metaphor or image.66. Paraphrase- to put (something) into other words; restate (something)67. Primary sources- original records created at the time historical events occurred or after

events in the form of memoirs and oral histories.68. Secondary sources- analyze, describe, explain, or restate information from primary

sources.69. Style manual- a guide for formatting citations and for preparing documents and papers.70. Synthesize- to combine parts into a more complex whole.71. Exposition- the part of a play, novel, etc, in which the setting and main characters are

introduced72. Setting- the place or time in which the action of a novel, play, film, etc., takes place:73. Rising Action- a related series of incidents in a literary plot that build toward the point of

greatest interest. 74. Climax- a decisive moment that is of maximum intensity or is a major turning point in a

plot.75. Falling Action- the part of a literary plot that occurs after the climax has been reached

and before the conflict has been resolved.76. Resolution- The resolution of the story is how the problem of the story is solved. This

happens at the end of the story after the conflict. It wraps up the story for the reader.4-Fold Vocabulary

Fold your paper into rows of 4 sections each. In the first section, write the word. In the 2nd section, read the definitions above and write a definition of the word in YOUR own words. In the 3rd section, draw a picture or symbol to represent the word. In the 4th section, write a sentence with the word based on your definition.

Word Definition Picture Sentence

Ovenkitchen appliance used for baking or

roasting

We baked cookies in the

oven.

PoetryDirections: Complete the following poetry activity:Bio Poem FormatBelow are line-by-line directions for writing this kind of poem:Line…#1. I am …

#2. Three nouns about which you have strong feelings. Begin each with a capital letter.

#3. A complete sentence about two things that you like.

#4. Three nouns that describe what you like to see in other people; end with "are important to me."Capitalize each noun.

#5. A sentence containing a positive thought or feeling. It can tell what you find acceptable in yourself.

#6.-#7. Sentence in which you show something negative in yourself or others, however the sentence must end by showing that out of something BAD can come GOOD. Use the word "but" to link the bad and good.

#8.-#9.-#10. Each line is a short sentence relating something about which you have strong feelings--likes or dislikes. They do not have to relate to each other or to the previous lines you have written.

#11. End with "This is me" or "I am."1. I Am

2. ____________________, ____________________, ____________________

3.

4. ____________________, ____________________, ____________________

5.

6.7.8.9.10.

11. This is me

PLOTA plot consists of five parts. Exposition, Rising Action, Climax, Falling Action, and Resolution.

1) Select a fairy tale you know well such as Little Red Riding Hood.

2) Use the plot diagram below to fill in the information. Each part of the plot diagram must contain the following:

A) Exposition: What happened?

                     Citation / Quote that backs up what happened

                     Picture of what happened.

B) Rising Action: What happened?

                        Citation / Quote that backs up what happened

                        Picture of what happened.

C) Climax: What Happened?

                 Citation / Quote that backs up what happened

                 Picture of what happened.

D) Falling Action: What Happened?

                         Citation / Quote that backs up what happened

                         Picture of what happened

E) Resolution: What Happened?

                     Citation / Quote that backs up what happened

                     Picture of what happened.

Adapted from Narrative Text Visual Story Mapping (Billmeyer 2003)

Plot Diagram

Title of fairy tale__________________________________________

3. Rising Action

1. ________________________________

2._______________________________

3._______________________________ 4.________________________________

5.________________________________

6.________________________________ 7._______________________________

EXPOSITION

5. Falling Action:

Setting: 2. Characters:

4.Climax:

6. Conflict:

7. Resolution:

Americus Sumter High School North CampusSumter County

Permission to View Film/VideoDear Parent or Guardian,

Occasionally, film/videos are used to illustrate a particular curricular-related concept.

Your student is selecting a film from the list provided with the ELA packet. Please sign below if you give your student permission to view this film.

Film/Video Title: ____________________________________________________________

Motion Picture Industry Rating: _______________

Child’s Name ______________________________________________________________

____ Yes, I give my child permission to view curriculum and school appropriate film/videos related to classroom content and subjects.

____ No, I do not give my child permission to view curriculum and school appropriate film/videos mentioned in this letter.

Signature of Parent or Guardian: ______________________________________________

Date: _______________________________________

Novel and Movie Comparison/Contrast

Think about a time when you read a book and then saw a movie based upon that book. What kind of things did you think about as you watched the movie? For this assignment you need to select one of the following book and movie combinations to read and watch. While you are reading and viewing complete the Focused Reading and Viewing Guide. After you have completed reading and viewing complete the Book and Movie Comparison/Contrast Guide.

Beastly by Alex FlinnI Am Number Four by Pittacus LoreThe Hunger Games by Suzanne CollinsThe Outsiders by S.E. HintonAny of the Harry Potter series by J.K. RowlingAny of the Narnia Series by C.S. LewisEragon by Christopher PaoliniThe Lord of the Ring series by J.R.R. TolkienThe Hitchhiker’s Guide to the Galaxy by Douglas AdamsPercy Jackson and the Olympians : The Lightning Thief by Rick RiordanRebecca of Sunnybrook Farm by Kate WigginThe Red Badge of Courage by Stephen CraneThe Secret Life of Bees by Sue KiddThe Sisterhood of the Traveling Pants by Ann BrasharesThe Help by Kathryn Stockett'To Kill a Mocking Bird by Harper LeeTwilight by Stephenie MeyerEmma by Jane Austen Pride and Prejudice by Jane AustenSense and Sensibility by Jane AustenThe Little Lord Fauntleroy by Frances Hodgson BurnettThe Little Princess by Frances Hodgson BurnettThe Secret Garden by Frances Hodgson Burnett A Christmas Carol by Charles DickensGreat Expectations by Charles DickensNicholas Nickleby by Charles DickensOliver Twist by Charles Dickens 1984 By George OrwellAnimal Farm by George Orwell The Grapes of Wrath by John SteinbeckOf Mice and Men by John Steinbeck The Adventures of Huckleberry Finn by Mark TwainThe Adventures of Tom Sawyer by Mark Twain

Focused Reading and Viewing Guide

Book Title: Film Title:

Setting: Setting:

Characters: Characters:

Plot Events: Plot Events:

Resolution: Resolution:

Book and Movie Comparison/Contrast Guide

Setting: Ways that the book and movie are the same include…

Setting: Ways that the book and movie are different include…

Characters: Ways that the book and movie are the same include…

Characters: Ways that the book and movie are different include…

Plot Events: Ways that the book and movie are the same include…

Plot Events: Ways that the book and movie are different include…

Resolution: Ways that the book and movie are the same include…

Resolution: Ways that the book and movie are different include…