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First Six Weeks


Analogy is just a term that means "word relationships".

Analogies are sometimes formatted as follows:

 [word 1] : [word 2] : : [word 3] : [word 4]

In this analogy format, : reads "is to" and : : reads "as"

This means that

water : liquid : : ice : solid

is read as

Water is to liquid as ice is to solid.

*Complete the blanks in each of the analogies below.

*Use the following categories to determine the purpose for the analogy. From this you will be able to understand better the relationship between the two words.


Sample Analogy


end: terminate


artificial: real

Worker and Tool Used

photographer: camera

Tool and Object Its Used Upon

scissors: paper

Worker and Object He Creates

poet: poem

Cause and Effect

negligence: accident

Effect and Cause

tsunami: earthquake

Material Used and End Product

lumber: house

Function of a Tool

saw: cut

Part to Whole

leaf: tree

Person and What He Looks For

mineralogist: ore

Person and What He Avoids

student: failure

Masculine and Feminine

host: hostess


infant: adolescent

Person and Closely Related Adjective

commander: competent

Person and Least Related Adjective

commander: coward

Symbol and What It Stands For

rose: love

Mathematical Relationship

seven: forty-nine


mile: distance

Classification and Type

dog: greyhound

Degree of Intensity

cold: pneumonia


“Water is to liquid”


“ice is to solid”


picture : postcard

: :

leg : ___________


pointy : rounded

: :

quick : ___________


tarantula : spider

: :

__________: award


tooth : dentist

: :

hair : _________


pure : purify

: :

short : ________


loose : tight

: :

deep : ________


dog: bites

: :

bee : _________


doctors : patients

: :

________: students


careful : carefully

: :

fast : _________


circle : round

: :

            triangle : ________


soccer : field

: :

_________ : court


give : given

: :

swell : _______


cat : kitten

: :

pig : _________


beautiful : beauty

: :

_________: youth


baseball : bat

: :

tennis : ________


stomachache : doctor

: :

toothache : ______


pencil : write

: :

________: shoot


yesterday : the day before yesterday

: :

       month : _________


graceful : clumsy

: :

hot : __________


skyscraper : shack

: :

jetliner : _______


elevator : escalator

: :

________ : bridge


chimney : fireplace

: :

pipe : ________


sport : football

: :

literature : _______


fish: river

: :

________: sky


volleyball : net

: :

basketball : _____


Spring : rain

: :

Santa Claus : ______


procrastinator : delay

: :

________: design


pauper : money

: :

_________: food


platoon : soldier

: :

school : _______


gills : breathing

: :

eyelashes : _______


Second Six Weeks


The Elements of Plot Development

If an author writes, "The king died and then the queen died," there is no plot for a story. But by writing, "The king died and then the queen died of grief," the writer has provided a plot line for a story.

A plot is a causal sequence of events, the "why" for the things that happen in the story. The plot draws the reader into the character's lives and helps the reader understand the choices that the characters make.

A plot's structure is the way in which the story elements are arranged. Writers vary structure depending on the needs of the story. For example, in a mystery, the author will withhold plot exposition until later in the story.

What Goes into a Plot? Narrative tradition calls for developing stories with particular plot elements in place. Those plot elements include:

  1. Exposition is the information needed to understand a story.
  2. Complication is the catalyst that begins the major conflict.
  3. Climax is the turning point in the story that occurs when characters try to resolve the complication.
  4. Resolution is the set of events that brings the story to a close.

*With the following exercises, use the plot stages diagram and the information included in the question.

Plot Stages and Conflict

At the heart of any plot is a conflict, or struggle, between opposing forces. A conflict is either internal or external. (Internal conflict is a struggle within a character’s mind. An external conflict is a clash between a character and an outside force.) As the character attempts to resolve the conflict, “the plot thickens” at each stage.

Week 1-Read the following passage keeping the plot stages in mind. Identify the conflict(s) and then tell whether the conflict(s) is external or internal and how you know.


from “Brothers are the Same” by Beryl Markham


        Yet in his mind Temas now trembled. Fear of battle was a nonexistent thing –but fear of failure could be real, and was. It was real and living – and kept alive by the nearness of an enemy more formidable than any lion – an enemy with the hated name Medoto.

       He thought of Medoto – of that Medoto who lay not far away in the deep grass watching the same ravine. Of  that Medoto who, out of hate and jealousy over a mere girl, now hoped in his heart that Temas would flinch at the moment of his trial…


1.     What conflict(s) do you identify in the passage? Highlight the lines that indicate this conflict.


2.     Tell whether the conflict(s) is internal or external and the opposing force (ie. man vs. nature) then tell how you know?


3.     What can Temas do to find a resolution to his conflict?

4.     Illustrate the conflict.

5.     What is the author’s purpose for creating this conflict in the story?

Week 2-Analyzing Plot

Read the following paragraphs (one per day) from “A Touch of Gold.” Focus on what Midas does, the problem he faces, how he tries to solve the problem, and how it is finally resolved. Answer the question(s) following the paragraph in complete sentences.


Paragraph 1

     There once was a king named Midas. He was a good king who was happiest when he was helping others. One day a poor man named Silenus came to ask for help. “Do not worry, my friend,” said the good king. He gave orders that Silenus should be housed, clothed and fed.


What event tells us what kind of man King Midas was?

Why is this information important to this story?


Paragraph 2

     Now Silenus was a friend of Dionysus, one of the Greek gods. When Dionysus heard this story, he granted King Midas a wish. “Midas, you are a great king,” Dionysus said, “Wish for whatever you like.” King Midas, though rich, was envious of those who had greater wealth. So he wished that everything he touched would turn to gold. “If you’re sure that’s what you want, your wish is granted,” said Dionysus. Midas told Dionysus he was certain.


What happened as a result of King Midas’s kindness?

Do you think Midas made a wise choice as a result? Why?

Could you predict from these first two paragraphs that Midas would experience a conflict in the story? How or why?

Paragraph 3

     The king began to touch things. He turned the palace gold, and then some of the hills and valleys. He began rejoicing. He turned individual leaves on various trees gold. Even the corn and potatoes in the fields and the knives and forks in the kitchen he turned to gold.


What happened next?

What problems (conflicts) came about because of Midas’s wish?

What can he do to solve his problem?

Paragraph 4

     Midas held a feast for all the men, women, and children of the kingdom. The food looked delicious, but when Midas tried to eat, his food turned to gold. When he tried to drink, his wine turned to liquid gold. “Oh father, what is happening?” his daughter cried. The king reached to comfort her. He dropped his hand, but it was too late. His daughter was already turned to gold.

What happens next?

What further problems (conflicts) came about because of Midas’s wish?

What can he do to solve his problem?

Paragraph 5

     King Midas regretted his wish. His loud sobs sent echoes through the palace. Dionysus heard the king’s cry and appeared. Midas begged Dionysus to save him. Dionysus felt sorry for the king. “Go bathe in the river,” he said. “Your wish will be washed away.” Midas hurried to the river and followed the god’s instructions. The golden touch was washed away. Midas was sorry he had been so greedy. He gave up his wealth and moved to the country, where he lived simply among the forest creatures.


How did Midas solve his problem (conflict)?

This Greek myth explains how people should behave. From this Greek myth, what might you expect the ancient Greeks believed about wealth?


Week 3- Analyzing Plot

  Tell students that “The Strange Orchid” is about a problem faced by a man named Mr. Wedderburn. Remind students that in most stories the plot follows a pattern: as the main character tries to solve a problem, the events lead to a turning point, and then, finally, to a resolution, or solution. As students read, ask them to keep these questions in mind: How does Mr. Wedderburn try to solve his problem? What other important events occur as a result?

Part 1

    Arthur Wedderburn was a lonely man, and his life was very boring. To pass the time, he had his own greenhouse, and he liked to go to orchid sales. Buying orchids gave him a secret thrill. He could buy a brown, dried-up root, not knowing what kind of orchid it would be. Then, if he was lucky, it might grow into a spectacular new kind of flower.

     One morning Wedderburn was eating breakfast with his housekeeper, Lucille. As he wiped his mouth, he said, “I have a feeling that something is going to happen to me today.”

     “Oh, don’t say that!” she said. Lucille always thought that saying “something happening” meant trouble.

     “I don’t mean that anything bad will happen,” he said. “It’s just that there’s an orchid sale in London today. They’re selling some plants that a man named Batten found in the East Indies.” He continued, “I wonder why nothing exciting ever happens to me. Things happen to other people. Batten was only 36 when he died. He died shortly after finding the orchids. By then, he’d been married twice. He almost died of malaria four times. Once he was shot with a poisoned dart. In the end, jungle leeches killed him.”

     “I’d rather not have so much excitement,” said Lucille.

What problem does Wedderburn have with his life?

How does Wedderburn plan to solve his problem?

What gives you the indication that something about Wedderburn’s life is about to change?

Part 2

     When Wedderburn got back from the orchid sale, he showed Lucille several orchid roots that he had bought. As he touched one of the roots, he said, “No one knows what kind of orchid this is, but it was the last one that Batten ever collected.”

     “It looks like a spider playing dead,” said Lucille, making a face.

     Wedderburn smiles and said, “It may turn out to be a very beautiful flower.” Then Wedderburn frowned a little. “They found Batten lying dead in a swamp with one of these orchids crushed under his body. He’d had some kind of fever, and I guess he must have fainted. By the time they found him, jungle  leeches had drained every drop of blood from his body.

What does Wedderburn do at the orchid sale?

How does he think this will solve his problem?

What information gives you a clue that things are going to get worse?

Part 3

      When it began to grow, Wedderburn brought Lucille out to the greenhouse to see it. “This is a bud,” he pointed out. “Soon there will be leaves over here, and those little things are roots that grow above the soil. Perhaps it will make me famous.”

     After one more visit, Lucille refused to go into the greenhouse anymore. By then, the outside roots of the orchid had grown about a foot long. They reminded her of the long arms that reached out after her in her worst nightmares.


How does Wedderburn think the orchid might change his life?

What event suggests that things will get worse?

Part 4

     Some days later, Wedderburn went inside the greenhouse and noticed a rich, sweet smell in the air. He hurried over to the orchid, which now held three great white blossoms. Wedderburn was so happy, but he also felt strange, almost dizzy. He took a step – the whole greenhouse seemed to swing sideways as he fainted.

     At 4:30, Lucille had tea ready, but Wedderburn did not come in as usual. She went to the greenhouse, opened the door, and called his name. Then she saw Wedderburn lying on the brick floor, the outside roots of the plant clinging to his chin, neck, and hands. A drop of blood trickled down his cheek.

     Lucille snapped off two of the leech-like roots, and their sap dripped red. The smell of the blossoms began to make her dizzy. She knew she must not faint, so she quickly dragged Wedderburn  and the clinging orchid outside. With garden shears, she cut the sucker roots. Wedderburn was free, but he was very pale and was bleeding.

     Upstairs, the next day, Wedderburn was bright and lively, talking about his adventure. At last, something had happened to him.


What happens to Wedderburn?

How does the story end?

Did the orchid solve Wedderburn’s problem? Explain why or why not.


Part 5

Have students complete the following graphic organizer in reference to the story. In order to complete the graphic organizer they should go back to the story and underline details that relate to Wedderburn’s problem, his attempts to solve the problem, and events that lead to a solution.


Text Box: 1.     Story Problem
Text Box: 5. Resolution
Text Box: 2. Attempts to solve the problem.
Text Box: 3. Turning point
Text Box: 4. Story events that lead to a solution.
















Possible answers:

1.     Wedderburn is lonely and bored.

2.     He buys an orchid.

3.     The orchid attacks him.

4.     Lucille saves him.

5.     Wedderburn is happy because something exciting has finally happened to him.


Week 4 Identifying Author’s Purpose


Explain to the students that every author has a purpose for writing. At different times, an author may want to inform, persuade, or entertain their readers. Sometimes an author may have more than one purpose for writing a text. Point out that identifying the author’s purpose can help readers better understand what they read. The tone and subject matter of a passage, and the author’s use of language, can provide clues about the author’s purpose. For example, if a passage is written to entertain, it may contain amusing comments written in informal language. The author may also address the reader personally.


Students should read each part of the following selection entitled “The Science of Magic.”  After each part, ask the students to respond to the questions that follow.

Part 1

     Have you ever wondered how magicians do their tricks? Do they need the help of an assistant? Well, sort of. A magician’s real assistant is physics, the science that explores how and why things move the way they do. Magicians use forces – such as gravity and friction – to create what looks like magic. Let’s see what really happens in these “mysteries.”


What does the first paragraph tell you about the author’s purpose?

Part 2

“Look, Ma, No Gravity!”

     What you see: A person is chosen to be an assistant to a magician. The assistant lies down on a table. The magician waves a wand, and the person floats in the air. Presto!

     What you don’t see: When the magician gives a signal, stagehands behind the curtain press on the end of a lever and the person floats off the ground. A lever is a bar that rests on a point called a fulcrum. Levers make it easier to lift a weight with less effort. In this trick, the magician hides one end of a lever, such as a board, under the person. Curtains or other props cover the fulcrum.


Is the subtitle “Look, Ma, No Gravity!” serious or silly?

What might the author’s use of a humorous, informal voice indicate about his or her purpose?

Does the author share any information?

Part 3

Some Slippery Science!

     What you see: Now the magician approaches a table set with plates, glasses, a vase of flowers, and a tablecloth. (Drum roll, please!) He pulls the tablecloth quickly off the table, and everything on the table stays in place!

     What you don’t see: the magician pulled the tablecloth quickly and straight out to the side to reduce the friction. Friction is a force that prevents two objects from sliding against each other easily. Because the dishes are heavy, their weight produces inertia. Inertia means that an object resists movement. You’d expect that the friction between the tablecloth and the dishes would bring the dishes crashing to the floor. But the magician used a tablecloth made of slippery fabric to reduce the friction. That’s not so “tricky” now, is it?


What two physics concepts does the author want to explain to readers in this section?

After reading the selection, what was the author’s purpose for writing? (persuade, inform, or entertain)How do you know this?


Part 4

     Complete the following graphic organizer in determining the author’s purpose.



P is for Persuade


Is the author trying to convince me to believe something?


          YES                 NO


How Do I Know?















I is for Inform


Did the author write this to inform me about something?



           YES                 NO



E is for Entertain


Did the author write this to entertain me?




          YES                 NO




How did the author achieve his or her purpose?









Part 5

     Tell how you think the passage would have been different if the author were trying to persuade you to believe something. Write one paragraph based on the same topic of magic. Your paragraph will be a sample of the type of writing one might see in a persuasive passage.

Week 5       Identifying the Main Idea

     Tell students that the article “Handwriting Secrets” is about handwriting and people who study it. Explain that the writings have a main idea. The main idea is the most important point mentioned in the writing. It is often stated outright, but at times, the reader must infer the intended main idea by gathering information and using their own knowledge to determine the main idea.


Read each paragraph and then answer the questions that follow.

Paragraph 1

     Did you know that some people think if your handwriting automatically slants upwards across the page, you are probably brimming with enthusiasm? You are likely to work hard to meet your goals. You might make an excellent leader. But if your handwriting slants downwards on the page, beware! It could indicate that you are feeling rather sad and discouraged.


What is the first paragraph mostly about?

By reading this information, make a prediction about what the remainder of the article will be about.

Paragraph 2

     Here’s what else they say your handwriting might reveal about you. If you cross your t’s hard, you could be a strong-willed person. You prefer to have things your way. If you o’s and a’s are wide, you are probably quite friendly. If those same letters are narrow, you might be a loner or an individual who keeps to himself or herself.


Which details in this paragraph support the ideas in the first paragraph?

State whether or not your predictions from the previous paragraph are correct. How do you know?

Paragraph 4

     People who study handwriting are called graphologists. Many people use handwriting experts. Graphologists are sometimes called in by police to help solve crimes. Imagine that there has been a bank robbery and the police have a note written by the bank robber. A graphologist can examine the robber’s handwriting and attempt to describe the criminal. Of course, this description is not exactly like a photograph, but it may help the police capture the criminal. Business people also employ handwriting experts. Graphologists study the handwriting of applicants who want to work for the business. Employers hope that a graphologist can tell if a prospective employee is suited for a particular job.


What is the third paragraph mostly about?

What purpose do you think a graphologist would serve in the school system?

Paragraph 4

     Some people think handwriting doesn’t necessarily indicate much about a writer’s personality. But other people believe that it is extremely useful. So the next time you sign your autograph, pay attention to how you cross your t’s and make your o’s. Your handwriting might reveal a lot about you!


What do all four paragraphs have in common?

What is the main idea of the article?

What do you think your handwriting might be saying about you?

Part 5

      Remind students that a paragraph also contains a main idea and details to support it. Have students use the graphic organizer below to record the main idea and supporting details in the third paragraph.

Text Box: Detail
Text Box: Detail
Text Box: Detail
Text Box: Detail
Text Box: Main Idea




















Week 6 Symbolism

     Explain that a symbol is something that stands for something else. In fiction, writers often use symbols to represent abstract ideas. A character, a setting, an object, or an event can be a symbol of something else. It is up to the reader to understand what each symbol represents.


Read the following paragraphs. Identify the symbol in each paragraph and tell what is represented by the author’s use of the symbol in the passage. Tell why you think the author chose these symbols?

Paragraph 1

     In a distant land a long time ago, there lived a proud lion. During the day, he explored the jungle. The lion was absolutely fearless, for he’d never lost a fight. At sunset, he would return to his den and fall asleep without a care.


Paragraph 2

     One night, the lion was asleep as usual. After a while, a confused mouse wandered in. The mouse wasn’t paying attention. She sniffed here, and sniffed there. Her eyes darted all around. Before long, she said, “Oh no! I think I’ve made a BIG mistake. I think I’m in a lion’s den.” She squeaked and ran for the door.

Paragraph 3

      “Tell me as soon as you have finished,” said Johnsy, closing her eyes, and lying white and still as a fallen statue, “because I want to see the last one fall. I’m tired of waiting. I’m tired of thinking. I want to turn loose my hold on everything, and go sailing down, down, just like one of those poor, tired leaves.”

Paragraph 4

     “Oh no!” he said quickly, smiling at her out of that unfailing impulse of contrition – a sort of chivalry. Yet, walking down the path with her, he blurted out, “I’d like to go and have a look at those rocks down there.”

     She gave the idea her attention. It was a wild-looking place, and there was no one there; but she said, “Of course, Jerry. When you’ve had enough, come to the big beach. Or just go straight back to the villa, if you like.” She walked away, that bare arm, now slightly reddened from yesterday’s sun, swinging. And he almost ran after her again, feeling it unbearable that she should go by herself, but he did not.

     She was thinking, Of course he’s old enough to be safe without me. Have I been keeping him too close? He mustn’t feel he ought to be with me. I must be careful.

Paragraph 5

    That day and the next, Jerry exercised his lungs as if everything, the whole of his life, all that he would become depended upon it. Again his nose bled at night, and his mother insisted on his coming with her the next day. It was a torment to him to waste a day of his careful self-training, but he stayed with her on that other beach, which now seemed a place for small children, a place where his mother might lie safe in the sun. It was not his beach.

Third Six Weeks


Quotations Bellringer Instructions

1.      Read the quote/prompt and copy it onto your own paper.

2.      Skip one line, and then write your response of 5-6 meaningful, complete sentences.

3.      You may start a new journal on the front of the same sheet of paper.

4.      You may finish a journal on the back of the page, but DO NOT start a new journal on the back.

Ways to Respond:

·        Rephrase or restate the question in your own words.

·        Explain the quotation. What do you think the author meant? What does the quotation say about the life and personality of the author? What does the quotation mean in your life?

·        Summarize the quotation. Have experiences been the same or different from those expressed in the quotation?

·        Pose questions. What questions does the quotation spark? What questions would you ask the author? What questions about life does the quotation raise for you?

·        Offer an alternative view. Explain why you disagree with the sentiments expressed in the quotation.

·        Note your first thoughts when you read the quotation. What images, feelings, or memories does the language evoke?

·        Describe a situation in which this quotation relates to your life.


**You may use one or more of these means of response in order to create a meaningful response of an appropriate length.

The following websites can be used to find the daily quotations.





Fourth Six Weeks


What poems do you remember?


Week 1 Write down the words to one of your favorite poems. Choose from poems you have read, heard, or memorized. Answer the following questions:

·        What is your poem about?

·        Has it been set to music?

·        Are there any words that rhyme or repeat?

·        Do you picture anything when you read or hear read the poem?

·        What is your favorite part of the poem?

·        Discuss with your classmates the best qualities of your favorite poem. Try to determine a common ground…Did anyone choose the same poem? Did anyone choose a poem with the same information? Did anyone choose a poem by the same author? Etc.

Week 2   Literary Analysis


Where the Sidewalk Ends



There is a place where the sidewalk ends
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the
moon-bird rests from his flight
To cool in the peppermint wind.

Let us leave this place where the smoke blows black
And the dark street winds and bends.
Past the pits where the
asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.

Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the sidewalk ends.

Shel Silverstein


Read the poem above then use the index and glossary of your English textbook to assist you in answering the following questions.

·        State the form of the poem, tell the number of lines and the number of stanzas in the poem.

·        Identify figurative language in the poem. Can you find one metaphor or simile in the poem and what impact does that have on the meaning of the poem?

·        Identify rhyming words or lines. How does this add to the poem? Imagine the poem without the rhyme. Tell the difference you think the rhyming makes.

·        Identify the speaker. Tell how the speaker’s presence in the poem makes a difference in its overall appreciation or lack thereof. Imagine if the poem were told from a completely different viewpoint. What difference would this have made?

·        Can you find any examples of personification in the poem? What effect do these types of devices add to the poem’s overall effect?

Week 3      Reading of poetry

Read one poem of the five below, each on a separate day. As you are reading, visualize what you are reading paying attention to clues as to the setting or plot (action). Make inferences by applying what you know about topics mentioned to determine the meaning of those you don’t know. Paraphrase the meaning of the poem by writing one short paragraph about the poem’s meaning.

Day 1

i carry your heart with me


i carry your heart with me(i carry it in
my heart)i am never without it(anywhere
i go you go,my dear; and whatever is done
by only me is your doing,my darling)
i fear
no fate(for you are my fate,my sweet)i want
no world(for beautiful you are my world,my true)
and it's you are whatever a moon has always meant
and whatever a sun will always sing is you

here is the deepest secret nobody knows
(here is the root of the root and the bud of the bud
and the sky of the sky of a tree called life;which grows
higher than the soul can hope or mind can hide)
and this is the wonder that's keeping the stars apart

i carry your heart(i carry it in my heart)

ee cummings


Day 2


One Inch Tall



If you were only one inch tall, you'd ride a worm to school.
The teardrop of a crying ant would be your swimming
A crumb of cake would be a feast
And last you seven days at least,
A flea would be a frightening beast
If you were one inch tall.

If you were only one inch tall, you'd walk beneath the door,
And it would take about a month to get down to the
A bit of fluff would be your bed,
You'd swing upon a spider's thread,
And wear a thimble on your head
If you were one inch tall.

You'd surf across the kitchen
sink upon a stick of gum.
You couldn't hug your mama, you'd just have to hug her thumb.
You'd run from people's feet in fright,
To move a
pen would take all night,
(This poem took fourteen years to write--
'Cause I'm just one inch tall).

Shel Silverstein


Day 3


Fire and Ice


Some say the world will end in fire,
Some say in ice.
From what I've tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

Robert Frost


Day 4


One Inch Tall



If you were only one inch tall, you'd ride a worm to school.
The teardrop of a crying ant would be your swimming pool.
A crumb of
cake would be a feast
And last you seven days at least,
A flea would be a frightening beast
If you were one inch tall.

If you were only one inch tall, you'd walk beneath the door,
And it would take about a month to get down to the
A bit of fluff would be your bed,
You'd swing upon a spider's thread,
And wear a thimble on your head
If you were one inch tall.

You'd surf across the kitchen
sink upon a stick of gum.
You couldn't hug your mama, you'd just have to hug her thumb.
You'd run from people's feet in fright,
To move a pen would take all night,
(This poem took fourteen years to write--
'Cause I'm just one inch tall).

Shel Silverstein


Day 5


"Hope" is the thing with feathers




"Hope" is the thing with feathers—
That perches in the soul—
And sings the tune without the words—
And never stops—at all—

And sweetest—in the Gale—is heard—
And sore must be the
That could abash the little
That kept so many warm—

I've heard it in the chillest land—
And on the strangest Sea—
Yet, never, in Extremity,
It asked a crumb—of Me.

Emily Dickinson


Week 4 Read the following stanzas from famous poetry or music. In  a short paragraph tell the meaning behind the passage.

Day 1


Heartless by Kris Allen


In the night I hear 'em talk,
The coldest story ever told,
Somewhere far along this road
He lost his soul,
To a woman so heartless
How could you be so heartless?
oh, how could you be so heartless?


Day 2


Fifteen by Taylor Swift


You take a deep breath and you walk through the doors
It's the morning of your very first day
You say hi to your friends you ain't seen in a while
Try to stay out of everybody's way
It's your freshman year and your gonna be here
For the next four years in this town
Hoping one of those senior boys will wink at you and say
You know I haven't seen you around, before

Day 3


Careful Where You Stand by Coldplay


I feel safe, I feel warm when you're here,
When I do no wrong,
I am cured, when I'm by your side.
I'm alright, alright.
I am safe, when I am with you,
And I feel warm, If you want me to,
I am cured, when I'm by your side.
I'm alright.


Day 4


Disturbia by Rihanna


it's a thief in the night
to come and grab you
it can creep up inside you
and consume you
a disease of the mind
it can control you
it's too close for comfort


Day 5


Baby Blue by The Dave Matthews Band


You will rest your head, your strength once saving.
And when you wake, you will fly away,
Holding tight to the legs of all your angels.
Goodbye, my love, into your blue, blue eyes.
Your blue, blue world.
You're my baby, blue.


Week 5 Read the following stanzas from famous poetry or music. In  a short paragraph tell the meaning behind the passage.

Day 1


The Climb  by Miley Cyrus


I can almost see it
That dream I'm dreaming but
There's a voice inside my head sayin,
You'll never reach it,
Every step I'm taking,
Every move I make feels
Lost with no direction
My faith is shaking but I
Got to keep trying
Got to keep my head held high


Day 2


That’s Just the Way We Roll by the Jonas Brothers


And I know
We get a little crazy
And I know
We get a little loud
And I know
We're never gonna fake it
We are wild
We are free
We are more than you think
So call us freaks
But that's just the way we roll


Day 3


Coffee’s for Closers by Fall Out Boy


I can't explain a thing
I want everything
To change and stay the same on top
Doesn't care about anyone or anything
Now come together, come apart
Only get loaded when you read the charts
Oh baby, when they made me
They broke the mold
Girls used to follow me around
Then I got cold


Day 4


Fall to Pieces by Avril Lavigne


I looked away,
I looked back at you...
You try to say things that you cant undo
If i had my way,
I would never get over you.
Today is the day,
i pray that we make it through.
Make it through it fall...
Make it through it all.


Day 5


I’m Yours by Jason Mraz


Well open up your mind and see like me
open up your plans and damn you're free
look into your heart and you'll find love love love
listen to the
music of the moment people dance and sing
We're just one big family
It's your god forsaken right to be loved loved loved loved Loved


Week 6 Read the following stanzas from famous poetry or music. In  a short paragraph tell the meaning behind the passage.

Day 1

Finally Here by Flo Rida


No, no I won’t settle for nothing less than the air that I breathe
I-I-I know it’s a struggle, but who the hell g’on do it for me
Who the hell g’on do it free
If I don’t get up and bust my ass, that’s my motto
I can’t put my faith in the lotto, luck don’t stay nowhere near where I go


Day 2


Final Goodbye by Usher


Is there a reason why our love could not last
I ask was it too strong for you to hold on pretty
I thought we had a master plan
But it takes a stronger man to walk away
Than to watch our love fade away

I often wonder how and why
I did not cheat I did not lie
I hope you know how hard I tried
But it's over for now
It's time to say goodbye


Day 3


That’s Why You’re Beautiful by Beyonce


Diamonds used to be coal
Look young cause they got soul
That's why they're beautiful
And my heart used to be cold
'Til your hands laid on my soul
Baby, that's why you're beautiful

I'm not wondering why....
The sky's blue; that's not my business
All I know is I....
Look up and tell myself
"Be patient, love...that could be us..."


Day 4


Fingerprints by Katy Perry


I wanna break the mold, I wanna break the stereotype
Fist in the air I'm not going down with out a fight
It's my life and I'm not sitting on the sidelines watching
It pass me by
I'm leaving you my legacy
I gotta make my mark
I gotta run it hard
I want you to remember me
I'm leaving my fingerprints
I'm leaving my fingerprints
I'm leaving my fingerprints on you


Day 5


When the Wind Blows by All American Rejects


I've got to breathe
You can't take that from me
Cause it's all that you left that's mine
You had to leave
And that's all I can see
But you told me your love was blind

There are times
You're so impossible that I should sign a waiver
And you will find
Someone worth walking on when you ask me to go



Fifth Six Weeks


Writing Creatively--Using the following website, illicit responses from students on a daily basis. It is suggested that they be allowed to respond creatively. If the student writes a poem, short story, commentary, song, etc. this is okay. The purpose of the bellringers this six weeks is to get the students to tap into their creativity. Responses can be kept in a private journal that should not be graded, but reviewed. Students are more apt to write openly and more creatively. Go to the website daily and display a writing prompt using your computer and projector.




Sixth Six Weeks


Following the suggested information below, engage students in writing a script and then animating it using storyboards. The students can work on either their story or their storyboard at the beginning of each class. A culminating activity for the six weeks can be a final representation of their storyboard.


Consult the following website if you need assistance:



S t o r y b o a r d s

Storybaord image from Gone with the Wind

What is a storyboard?

Once a concept or script is written for a film or animation, the next step is to make a storyboard. A storyboard visually tells the story of an animation panel by panel, kind of like a comic book.

Your storyboard will should convey some of the following information:

  • What charaters are in the frame, and how are they moving?
  • What are the characters saying to each other, if anything?
  • How much time has passed between the last frame of the storyboard and the current one?
  • Where the "camera" is in the scene? Close or far away? Is the camera moving?

Why make a storyboard?

Creating a storyboard will help you plan your animation out shot by shot. You can make changes to your storyboard before you start animating, instead of changing your mind later. You will also be able to talk about your animation and show your storyboard to other people to get feedback on your ideas.

Example of a six shot storyboard

How do I make a storyboard?

Most commonly, storyboards are drawn in pen or pencil. If you don't like to draw you can also take photos, cut out pictures from magazines, or use a computer to make your storyboards. Keep in mind that your drawings don't have to be fancy! In fact, you want to spend just a few minutes drawing each frame. Use basic shapes, stick figures, and simple backgrounds. If you draw your storyboard frames on index cards, you can rearrange them to move parts of the the story around.




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