Name:___________________Date:______Pg.

World Literature
Semester 1 Handbook

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2021-2022 Course Syllabus

Mr. Morris

Email – [email protected]
Website: tchsmorris.weebly.com

Room 611

Course Description: Honors English 10

Honors English 10 is the required course for students who have been successful in English 9.
Students read a variety of literary genre, including short stories, articles, poetry, essays, plays and
novels. They also compose essays and specialized pieces of writing, including the saturation report.
Responding to literature by writing and in discussion is emphasized. Meets UC/CSU (English“b”)
requirements.

Course Goals and Objectives:

Students will:

1.0 Apply knowledge of word origins to determine the meaning of new words encountered in
reading.
2.0 Identify and use literal and figurative meanings of words, distinguish between the denotative
and connotative meanings of words.
3.0 Identify Greek, Roman, and Norse mythology and their influences on the origins and meanings
of words.
4.0 Read and analyze in-depth grade-level-appropriate material from a list of core and extended
works which are historically or culturally significant.
5.0 Read and understand the structural features of informational materials.
6.0 Write and speak with a command of standard English conventions.
7.0 Use the writing process to compose biographical or autobiographical narrative or short story,
response to literature, expository composition, persuasive composition, business letter, and
technical documents.
8.0 Use speaking strategies to deliver narrative and expository presentations, apply appropriate
interviewing techniques, oral responses to literature, persuasive arguments, and descriptive
presentations.

Textbook: McDougal Littell – The Language of Literature (A class set will be used. Library
copies available.)

School Materials (accommodations made upon request)

• Three-ring notebook to maintain Semester 1 and 2 handbooks, paper, and assignments.
• Loose-leaf notebook paper – college ruled and NOT spiral bound
• Blue or Black pens, highlighters in 5 colors for annotations.
Suggested Materials:
• Home computer with internet access, email, and google apps.
• Laptop access during school hours
• Colored Pencils, markers, highlighters, and other art supplies

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Assignments: Students will be expected to participate in all classroom activities, including reading,
writing, class discussions, in-class assignments, oral presentations, peer evaluations, and small
group learning. Students should expect regular homework, which includes reading and writing
assignments. Formal papers will follow the MLA (Modern Language Association) format.

Attendance: Students are expected to be in class on time and in their seat, prepared for learning when
the bell rings. Students will be held accountable to the attendance and tardy policies of Temescal
Canyon High School.

Makeup work will be given for excused absences only. If a student is absent he/she has three days to
make up the assignment he/she has missed. Papers must be labeled “absent” to receive full credit. If
an assignment was assigned before the absence occurred, it is due upon the day of return. Students are
responsible for obtaining makeup work and arranging time to make up tests and quizzes during
seminar study hour. Extended absences require an independent study contract from the office.

Grading: Letter grades for individual assignments will be based on how carefully the student
completes the assignment’s requirements. Grades will be updated on Fridays and posted on the
classroom door as well as online; each student is responsible for keeping track of his/her progress.
On any assignment, the grading scale is as follows: 100 -90% = A, 89 -80% = B, 79 -70% = C,
69 - 60% = D, 59 - 0% = F

Late Work: Late work is not accepted. Due dates are created well in advance and can be tracked at
remind.com or using google classroom. Students will be given plenty of time to complete
assignments. On some occasions I will give students up to one week to redo/ rewrite an assignment
to show improvement if the assignment has been be whole-heartedly attempted the first time.
Students will be given a one-day grace pass for ONE late assignment per quarter (10% off).

Extra Credit: Will be given often to students who have completed regular work for the purpose of
building on and enriching the skills mastered in the regular curriculum.

Plagiarism: Cheating is a serious offense and will be severely punished. First offense will result in
a referral, while a second offence will result in removal from the course with a withdraw/fail.

Classroom Behavior Expectations:

Members of the class are expected to treat one another with respect. Rude or disruptive behavior
will not be tolerated and will result in referral and possible removal from the course with loss of
credit.

Classroom Disruption/Tardy/Truancy Consequences Chart

Classroom Disruption Unexcused Tardies Truancies
Step 1 ➢ Warning 1st – 3rd Tardy 1st Truancy
➢ Student-Teacher conference Teacher warning ➢ SWS
Step 2 ➢ Parent-teacher conference
Step 3 ➢ Office referral 4th & Subsequent Tardies Subsequent Truancies
➢ Discipline contract ➢ Office referral ➢ SWS
Step 4 ➢ Office referral ➢ SWS ➢ SARB
➢ SWS ➢ Contact District Attorney;
Step 5 ➢ Office referral possible fine
➢ Possible suspension
* SWS = Saturday Work Study

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Film Viewing Permission

Dear Parents/Guardians,

As part of the instructional process we occasionally use video or film to complement a

specific aspect of literary study. In many instances only a clip from the film is shown. A complete
listing of the curricular connections for each title is available upon request. Because some of the
titles carry a rating or PG 13 or R your permission is needed before your student may view the
video.
All movies with a PG-13 and/or R rating are fully edited to remove mature content
where necessary.

An alternative assignment, to be completed in the library, will be available to those students

who are unable to participate in the video lessons. Please circle any film titles that you DO NOT
wish your student to view.

English: grade 10
An American Icon - Ray Bradbury (NR)
A Tale of Two Cities (NR)
Scott Pilgrim vs. The World (PG 13) Holocaust (NR)
Seven Pounds (PG 13) Ellie Wiesel (NR)
Last Samurai (PG 13)
Life is Beautiful (PG 13) (clip only)
Noah (PG 13)
The Trial (NR)
Dante the Divine Comedy (NR)
Madame Bovary (PG 13) (clip only)
Illiad (R) (Edited for TV)
The Tempest (NR) What Dreams May Come (PG 13)
Helen of Troy (NR) Minority Report (PG 13)
Nabokov of Kafka (NR) Moon (R, edited for TV)
Moulin Rouge (P 13)
Oedipus the King (NR)
The Prestige (PG 13)
Excalibur (R) (clip only) Loving Vincent (PG 13)
The Boy Who Harnessed the Wind (TV PG) Civilizations (TV 14)
One Day in the Life of Ivan Denisovich (G)
Equilibrium (R, edited for TV)

Man of La Mancha (NR)

Baraka (NR)
Fahrenheit 451 (1966 version) (NR)
Les Miserables (NR)
A Midsummer Nights Dream (PG 13) (clip only)
The Merchant of Venice (NR)
Taming of the Shrew (NR)
10 Things I Hate About You (PG 13) (clip only)
The Tempest (NR)

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Dear Parents/ Guardians:

I am excited to have your student in English 10 this year as we lay the foundation for

language success in high school and beyond.

I find that an important element to every student’s success is communication between

teacher and parent. I can be reached via phone at (925) 302-9345 or very quickly by email at

[email protected] If you have any questions regarding the syllabus or anything about

this course, please feel free to contact me. Remember that assignments and grades can be tracked at

leusdca.infinitecampus.org. Assignments are typically due Friday, with the previous week’s

activities updated in the Infinite Campus gradebook along with Google Classroom.

Please acknowledge the receipt of this information by filling out the sections below and

returning this page ONLY with your student before the end of this week (worth +50 points). I look

forward to working with you to ensure your student’s successful first year at tch.leusd.k12.ca.us.

Justin Morris

Movie Consent Signature (List is on back, all films are fully edited for TV viewing)

Student name________________________________________________

Parent name_________________________________________________

Parent signature______________________________________________

Phone #______________________________Work phone # (optional) _______________________

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Ebscohost: Scavenger hunt (200 EC)

Go to search.ebscohost.com
Username: lakeeslinore
Password: #login2021

Use one of EBSCO's Academic Search databases to find answers to the questions below. To get started, enter keywords in the search box, using
Boolean operators “and,” “but” and “or” then select “full text” in the Limiters section.

1. Astronaut and astrophysicist Sally Ride was the first woman to travel in space aboard the Space Shuttle Challenger in 1985.
Provide two examples of her quotes about being a role model.

A:
B:

Sources: Issue and Date:

2. As president, Barack Obama made many important policy changes and passed several new laws. Describe two of these:

A:
B:

Sources: Issue and Date:

3. Justice Ruth Bader Ginsburg has had two motion pictures made about her extraordinary life. Besides being one of the first women
appointed to the Supreme Court, what are two major accomplishments that make her life story so interesting and important to
share?

A:
B:

Sources: Issue and Date:

4. Climate change is one of the most serious crises facing the world today. Scientists estimate that we have limited time to prevent
our advancement toward a 1.5° C increase in the Earth’s

temperature. What is the significance of 1.5° C and what will be three major consequences of that temperature increase?

A:
B:
C:

Sources: Issue and Date:

5. “Brexit” is Britain’s plan to exit the European Union. This will drastically change the economics of the region, due to the fact that
Europe is Britain’s biggest export market. Provide one example each of a pro-Brexit argument and a con-Brexit argument.

Pro:
Con:_____________________________________________________________________________________________________________

Sources: Issue and Date:

6. Zoologists like Diane Fossey, Steve Irwin and Jane Goodall brought attention to the habits and habitats of many intriguing animal
species. Name three animals added to the endangered species list in recent years and watch at least one video to find the answer.

Animal A: Animal B: Animal C:

Sources: Issue and Date:

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Literary Denotation Monomyth Old English Tone

Terms Denouement Regional novel Omniscient Transcendentalism
Abstract Detail Robinsonade narrator Trope
Adage Deus ex machina Social realism Onomatopoeia Understatement
Aesthetic Diction Satire Ontological Verbal irony
distance Dialogue Tragedy criticism Verisimilitude
Allegory Dilemma Haiku Oxymoron Voice
Alliteration Dionysian Hamartia Parable Wit
Allusion Dramatic Foil Hero Paradox
Ambiguity Dramatic monologue Hubris, hybris Parody
Anachronism Elegy Humanism Parallelism (200 EC Pts)
Analogy Ellipsis Humor Pastoral
Anecdote Empathy Hyperbole Pathos Directions:
Antagonist Epic Idiom Periodic
Annotation Epigram Idyll sentence Complete Gimkit
Antithesis Epiphany Inference Persona assignment by
Aphorism Epithet Imagery Personification the end of
Apollonian Ethos Impressionism Plot line September!
Apostrophe Euphemism Invective Plot
Archetype Exegesis Irony (Verbal, Point of View
Assonance Existentialism Dramatic, Prosody
Aside Expose Situational) Protagonist
Audience Exposition Lampoon Pun
Ballad Explication Light verse Purpose
Bard Expressionism Limerick Realism
Baroque Extended Metaphor Litotes Repetition
Bathos Euphony Logos Rhetoric
Belles-lettres Fable Loose sentences Rhyme
Bias Falling action Lyric Romanticism
Bildungsroman Fantasy Malapropism Sarcasm
Blank verse Figurative Language Maxim Sentiment
Bombast Flashback Melodrama Setting
Burlesque Foreshadowing Metaphor Volta
Cacophony Free verse Metaphysical Simile
Catharsis Genre poetry Slang
Carpe Diem Adventure Meter Soliloquy
Character Anecdote Metonymy Sonnet
Characterization Autobiography Middle English Sound Devices
Classical(ism) Biography Mode Stanza
Cliché Comedy Montage Stereotype
Climax Coming of age Mood Stream of
Comic Relief Courtroom drama Moral Consciousness
Conceit Epic poem Motif Structure
Conflict Fiction Motivation Style
Concrete terms Memoir Muses Surrealism
Connotation Novella Myth Suspense
Consonance Novel Narrative Symbol
Context NonFiction Narration Synecdoche
Couplet Poetry Narrator Syntax
Crisis Prose Nonsequitur Tension
Ode Theme

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The 10 Steps for Writing Essays (50 EC)

1. __________ Document:
Handwritten, big idea, general details, word-maps, informal
research bibliography. Checked off at the end of class.

2. Begin __________:
Construct formal working bibliography, save 3-9 quotes
to directly reference or indirectly cite in your paper. Use
search.ebscohost.com or scholar.google.com

3. __________ Statement:
Typing your thesis in google docs. See Thesis tutorial at:
http://tiny.cc/tcthesis

4. __________Draft:
Type in google docs. Use only the file created for you in Google
Classroom. This is connected to my account, and gives me access for
peer editing, rubric grading, audio comments, etc.

5. Peer __________:
Share with someone on your team. Use levels of questioning
bookmark and answer the peer review questions behind
document on one other person’s document.

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6. __________submission:
Generate originality report from Turnitin.com and take a
screenshot. Paste your report picture at the end of the
document.

7. __________:
If the originality report and grammar check needs revisions, fix
them. You should not submit any assignments with a high score
of plagiarism, or any grammar error checks.

8. __________ submission:
Make sure it is in your google document that has been shared
with you, and you are properly submitted!

9. Instructor__________:
Rubric score and additional comments.

10. __________for higher grade:

Anything less than a 7 needs to be resubmitted to count for your

grade. 1-6 scored papers will not be awarded any points.

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Developing a Thesis (50 EC)
Definition: A thesis statement connects the MAIN IDEA of the writing prompt with your central
ARGUMENT of your paper as an introduction to its content and evidence.
Theme: PURPOSE
Reason: The Thesis gives your paper a real PURPOSE and directs the reader towards the supporting details
in subsequent paragraphs.
What NOT to Do: When the writer merely restates the question as a complete sentence, it offers no new
information about your paper.
1. Sample Prompt: “What two societal themes are inherent in Shakespeare’s portrayal of 16th
century Venice? Consider character motivations, Christian motifs, and poetic syntax in your
analysis.”

2. Poor Thesis: “Shakespeare used societal themes in his portrayal of 16th century Venice and
used character motivations, Christian motifs, and poetic syntax to accomplish it.”

3. Why? It tells me nothing new about your paper. It is simply a restatement of the prompt

4. Advice: BE SPECIFIC. Summarize the character motivations (maybe narrowing down to

Antonio’s prejudices or Shylock’s greed), List 1 Christian motif (the difference between justice
and mercy) and focus on one literary device (such as the use of iambic pentameter for noble
characters).

Strong Thesis: “Shakespeare develops a commentary on religious and minority cultural conflicts through his
development of Shylock’s betrayal and greed, the dichotomy of justice and mercy, and the selective use of
iambic pentameter to denote class distinctions.”
Your turn:

Design your own prompt from last year’s readings in English 09i:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
MAP (Main words, Asking?, Points):
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Thesis:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Instructor Global Comments

1. MLA Format error (citations, formatting, spacing)

2. Sources are missing. Any assertions, evidence or statistics without reference are not correct.

3. Thesis statement is underdeveloped or missing. Every intro paragraph should include a

summary argument that ties the prompt, the evidence, and your position together in 1-3
sentences.

4. Transitional topic sentence need to be evident. Often, students respond to the parts of a
prompt as if in conversation with the instructor. This creates an overall lack of unity in your
essay. Transitions should occur between paragraphs to develop your argument and tie your
paper together.

5. Lacking supporting evidence or counter arguments. Each body paragraph should develop
strong, fact-based approaches to a position. Drop any unnecessary opinions, persuasive
language, or logical fallacies that are not grounded in a cited source.

6. Grammar/Syntax is wrong. Several students are using punctuation incorrectly. Read

sentence out-loud (with appropriate pauses where punctuation occurs) to get a better feel for
proper syntax.

7. Your Say, Mean, Matter technique is underdeveloped. Even if you have evidence, you still
need to bring it back to answering the prompt and clearly supporting your thesis throughout
your writing.

8. Is your statement/paragraph supporting your thesis? Many students started out supporting a
position, only to abandon it half-way through and begin arguing for another position. How
do you reconcile complex views about a topic while still maintaining focus, consistency and
clarity? Do counter-arguments have to change your view half way through your writing, or
can you refute them? If so, how?

9. Fix your Works Cited. It should follow proper MLA conventions found here:
https://owl.english.purdue.edu/owl/resource/747/05/

10. avoid summary.

11. Embed your quote within a transition

12. What is the allusion origin?

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Connect to the World Project

1. Background:
During your sophomore year, you will be exploring diverse cultures throughout the world.
You should not just be a student of world history and literature, but an active member of
your local and global communities.
2. Objective:
Each student will complete a campaign or activity in each of the four areas:

Volunteer/Giving Teaching

No one is useless in this world who It is the supreme art of the teacher to
lightens the burdens of another. awaken joy in creative expression and
Charles Dickens knowledge.

Albert Einstein

Connecting Playing/Traveling
A good traveler has no fixed plans and is
We are all connected. To each other, not intent on arriving.
biologically. To the earth, chemically.
To the rest of the Universe, atomically. Lao Tzu

Neil deGrasse Tyson

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After completing each campaign, submit a 600 word reflection of your experience on your
career portfolio website. Each reflection will have the
following subtitled parts:

1. Background
2. Preparation
3. Observations
4. Reflection
5. Future
6 Suggested Resources:
1. Choose a project from volunteermatch.org or What I know now is that we're all
similar project or charity. Develop a campaign, give interconnected and that's a really
beautiful thing. We have links to
of your time or money, and/or directly volunteer to everyone else in our lives and in
the cause. the world. Different people have
different journeys for different
reasons. You can't judge, but you
2. Get friends or family members involved in can celebrate that there are
your campaigns. Consider how to make the connections everywhere.
Jane Seymour
campaign easier/bigger when you can delegate the
roles of your campaign to others.

3. Connect with ASB and link crew to become a peer tutor. You may also create a study
group in a classroom and invite peers or freshman to study with you. Positive peer role
models are important early in your educational career.

4. Consider starting a bucket list at challengelistcreator.com and make a list of goals

for this year (or for the next five) to complete for yourself.

5. Find ways to connect with other people from different cultures. This may include
befriending someone who thinks/looks/acts different than you. You may also use global
community systems that are safe like interpals.net if you want to expand your friend
horizons. Do not give out personal information.

6. Take a weekend trip, or plan something more adventurous during winter break. Go to
tripadvisor.net at see what amazing things you can do in California in just one day!

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#titanscare Project
Directions:
Bring in one of the following hypoallergenic plants (can be bought at Lowe’s or
Home Depot for less than 5 dollars). Let’s clean the air while we learn to
nurture a life that is different than our own!
Houseplants for Allergies (From gardeningknowhow.com):
Once you realize that having plants in your home can actually be a good thing,
the question remains: Which houseplants relieve allergies the best? NASA
conducted a Clean Air Study to determine which plants would work well in
closed environments such as Mars and Lunar bases. The top plants they
recommend include the following:
1. philodendron which can control formaldehyde
2. Snake plant to humidify the air
3. Lady palm and bamboo palm as general air cleaners
4. Calachoe, well known for grabbing allergens from the air and holding them in its leaves

Plants often remind me of family (trees, roots, cycles of growth)

Describe a family tradition that continues today. What are its origins? What is its significance? Why
is it important to your family legacy? Do you carry it on? Why or why not? Underline your family
tradition, highlight 10 adjectives you use to describe it.

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Plant Growth Inventory:

Semester 1

Type of Plant:
Care Research:

Week Height Change observations How are you feeling this week?
(3 sent. Each) (2 sentences)

10

11

12

13

14

15

16

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Summer Sensory Writing

In short, no more short-cuts. Only specific Directions:
sensory detail: action, smell, taste, sound,
and feeling. 1. Do you remember your senses? Inside your hand, label all 5
Chuck Palanuik senses. Research and list the best 10 best sense words for

Fight Club
your summer. (color code and decorate for 20 pts. EC)
2. Outline your hand in the space provided.
3. Brainstorm 3 specific events from your summer. Use
5 detail sentences that describe the event that DO NOT
begin with “I think” or “I feel”, etc. (i.e. describe ONLY the
outside world, not your inside thoughts, don’t DESCRIBE
you, let the reader BE you).

Draw Hand Below:

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Introduction Paragraph (6 Sentences)

High Point Paragraph (conflict, most valuable descriptions, etc.) (6 Sentences)

Reflection Paragraph (projecting how events might change who you are in the future). (6 sentences)

Go to the “Spark Video” app on your iPad. Post your video link to:
Produce your paragraphs as a 6-10 slide video.
You may narrate pictures, or place captions over Google Classroom
pictures. *pictures do not have to be personal.
Search in App.

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Find a quote from Bradbury about the importance of writing.

Biggest Accomplishments:
1. _______________________________________MLA:__________
2. _______________________________________MLA:__________
3. _______________________________________MLA:__________

Life and Times: What are 3 historical themes that

Early Childhood: MLA:____________________________________ Bradbury uses in Fahrenheit 451? Find
1._____________________________________________________ 1 academic source and summarize the
2. _____________________________________________________ historical events that influenced the
3. _____________________________________________________ novel (3 sentences)
Career and Family: MLA:_________________________________
1. __________________________
_____________________________________________________
__________________________
2. _____________________________________________________ __________________________
3. _____________________________________________________ __________________________
Death and Legacy: MLA:___________________________________ 2. __________________________
1. _____________________________________________________ __________________________
2. _____________________________________________________ __________________________
3. _____________________________________________________ __________________________
3 Novel Summaries: MLA:__________________________________ 3. __________________________
1. _____________________________________________________ __________________________
__________________________
2. _____________________________________________________
__________________________
3. _____________________________________________________
Source (MLA):
__________________________
__________________________

Complete a Say Mean Matter from Fahrenheit 451 that represents Bradbury’s style:

Say:____________________________________________________________________________(Pg._____)

Mean: ___________________________________________________________________________________

Matter: __________________________________________________________________________________

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Story Board for Ray Bradbury Biography Video (100 Pts.)

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F451 Imagery IR Worksheet (100 Pts.)
Directions:
1. Read the Selection from Fahrenheit 451.
2. Answer the questions below.
3. Highlight 15 examples of imagery and create picture snapshots using the descriptions
in the right column.

It was a pleasure to burn.

It was a special pleasure to see things eaten, to see things blackened and changed. With
the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the
world, the blood pounded in his head, and his hands were the hands of some amazing conductor
playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of
history. With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange
flame with the thought of what came next, he flicked the igniter and the house jumped up in a
gorging fire that burned the evening sky red and yellow and black. He strode in a swarm of
fireflies. He wanted above all, like the old joke, to shove a marshmallow on a stick in the
furnace, while the flapping pigeon-winged books died on the porch and lawn of the house.
While the books went up in sparkling whirls and blew away on a wind turned dark with burning.

Montag grinned the fierce grin of all men singed and driven back by flame. He knew that
when he returned to the firehouse, he might wink at himself, a minstrel man, burnt-corked, in the
mirror. Later, going to sleep, he would feel the fiery smile still gripped by his face muscles, in
the dark. It never went away, that smile, it never ever went away, as long as he remembered.

He hung up his black beetle-colored helmet and shined it; he hung his flameproof jacket
neatly; he showered luxuriously, and then, whistling, hands in pockets, walked across the upper
floor of the fire station and fell down the hole. At the last moment, when disaster seemed
positive, he pulled his hands from his pockets and broke his fall by grasping the golden pole. He
slid to a squeaking halt, the heels one inch from the concrete floor downstairs.

Whistling, he let the escalator waft him into the still night air. He walked toward the
corner, thinking little at all about nothing in particular. Before he reached the corner, however,
he slowed as if a wind had sprung up from nowhere, as if someone had called his name….

Use Say, Mean, Matter writing to answer the following questions:

1. Describe the irony of this alternate reality. What do firemen do in this future world? (3 sent.)
Say:______________________________________________________________________ __________________(p. )
Mean:_____________________________________________________________________ _______________________
Matter:____________________________________________________________________ _______________________

2. Describe the initial character of Guy Montag. What kind of person does he seem to be? (2 sent.)
Say:_________________________________________________________________________________________(p. )
Mean:______________________________________________________________________________ ______________
Matter:_____________________________________________________________________________ ______________

3. Finish the last paragraph. Predict who or what might have stopped Montag and why. (2 sent.)
Say:_________________________________________________________________________________________(p. )

Mean:________________________________________________________________ ____________________________

Matter:_____________________________________________________________ ______________________________

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Create an “exquisite corpse” based on the imagery from the first page of Fahrenheit 451

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Approaching the Novel :____________________

Please answer all questions completely and thoroughly TITLE / AUTHOR / DATE

1) Cover Information (What can you learn about the novel from looking at its outside cover?—the
pictures, the blurbs, the reviews, the title, etc.)

2) Setup (When was the book published? Does it have an epigraph, dedication, or preface? Is there
an afterward or extra reading? How many pages? Chapters? Are the chapters labeled? Are there
good stopping places?)

3) Author’s Style (Do a random read. What can you tell about the way the author writes? Does he
use figurative language, slang, allusions? Will it be an easy read?)

4) Reflections (What are your thoughts about approaching the novel? Why did you choose to read
this book? What challenges might you face?)

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Evaluation Page

Each answer should be a developed, short explanation (2-3 sentences).

1) Was the book entertaining? How? Explain

2) Was the book believable? How? Explain

3) Was the book original? How? Explain

4) Was the book emotionally-charged? How? Explain

5) What did you learn? Explain.

On a scale of 1 to 10, how do you rate this book?_____________

Would you recommend it to a friend for the next project? Why?

Likes:

Dislikes:

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Themes Inventory
Theme Say, Mean, Matter Picture

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Montag

Clarisse Faber
Beatty
When she said… It made Montag… When he said… It made Montag…

When he said… It made Montag…

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 Say, Mean, Matter Inventory
Primary Source:
Say Mean Matter Predict
(quote with p.#) (Identify Lit. Devices) (Pick 1 analytical strategy) 1. Based on this title, I think this is going to be
about…
2. I think the next part will be about…
3. Based on…(clue), I predict…
4. Based on what…said, I predict…

Visualize

5. In my mind I can see…

6. When I read this, I can see…
7. I can picture…

Connect

8. This reminds me of…

9. If I were…
10. It seems like…
11. I wonder why…
12. I really like (don’t like) …
13. I can’t believe…
14. I’m not sure…
15. I know how (a character) feels because…
16. I was surprised…

Question

17. Who is it…?

18. When is…?
19. Where is…?
20. Why is this…important?
21. How are… and … alike (unalike)?
22. What caused…to…?
23. What did…say?
24. To what extent…?
25. What does the author mean when s/he
says…?
26. A question I have is…?

Clarify

27. This seems to be about…

28. This character seems…
29. The author believes…
30. The most important idea is…
31. I think this word…means…
32. At first I thought…, but now I think…

Evaluate

33. This is like…because…

34. This is different from…because…
35. I agree/disagree with the writer because…
36. I like…because…
37. I don’t like…because…
38. This is a great word…here because…
39. This character seems…
40. If the setting were…, the story would be
different because…
41. If I were the author, I would…
42. I think the author wrote this because…
Name:___________________Date:______Pg. 27

27
 Name:___________________Date:______ Pg.
28

Misquoting History
Post a picture with a fake quote and nobody
bats an eye…Call someone out for posting a fake
Directions:
quote and everybody loses their minds!
1. Create a meme that misquotes a famous person with
bad advice.
2. Tell a friend a false fact “did you know…” write
down their reaction below.

3. Publish to tiny.cc/misquote

Historical Fact-Checking:

Quote from History:

Real Source:

Celebrity or Fake Authority:

Reaction from friends/family:

2 SMM’s from Fahrenheit 451 regarding misquoting history:

Say:
(P. )
Mean:

Matter:

Say:
(P. )
Mean:

Matter:

28
 Name:___________________Date:______Pg. 29

Life-Hack: Passing Psych Evaluations

Scenario:

A co-worker is constantly disagreeing with you and trying to make you look bad. Currently, he has worked
here less than you, and is younger. However, he is better educated than you and is also considered a fast
learner. You know from a third party that he is interested in taking over some of your responsibilities.

A. You wait to see how things develop; at the moment this information is merely hearsay.
B. You call your co-worker in for a talk. You explain that cooperation is an essential feature of any workplace
and tell him you believe both of you can learn from one another. If he refuses to understand you take more
serious steps.
C. You do not want to take any chances with such issues. You report the matter to your supervisor and advise him
to consider replacing your co-worker.
D. Since you do not want to make a "big deal" out of the issue, you ask a third party to intimate to your co-
worker that his behavior is unacceptable.

Explain (3 sentences):

Go to tiny.cc/psychtest and take the 25 question pre-employment quiz

Results:

Would you be hired? Why or why not? (2 sentences)

2 SMM’s from Fahrenheit 451 regarding psychology or work:

Say:
(P. )
Mean:

Matter:

Say:
(P. )
Mean:

Matter:

29
 Name:___________________Date:______ Pg.
30

Propaganda Commercial
Choose a character to be your audience: Characteristics (5 words):
Montag
Clarisse
Mildred
Beatty
Choose a type of commercial: War? Protest? PSA Warning? Entertainment? Product Advertisement?
1.

Description:

What idea motivates their actions the most? (1 sentence).

1.

Choose 3 objects (symbols) that represent their motivation to exploit in your product.
1.
2.
3.

Write a catch phrase and develop a 1 paragraph explanation to go on your poster

Go to the “Spark Video” app on your iPad. Post your video link
Produce your paragraphs as a 6-10 slide video. Google Classroom
You may narrate pictures, or place captions over
pictures. *make a story with pictures.
30
 Name:___________________Date:______Pg. 31

Passionate Speech
I am passionate about:_______________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
It is important to me because:___________________________________________
__________________________________________________________________
__________________________________________________________________
It affects me because: ________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
If things don’t change, then:___________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
We need to:________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
________________________________________________________________

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 Name:___________________Date:______ Pg.
32
Dover Beach Poetry Analysis
Matthew Arnold

The sea is calm tonight.

The tide is full, the moon lies fair
Upon the straits; on the French coast the light
Gleams and is gone; the cliffs of England stand,
Glimmering and vast, out in the tranquil bay.
Come to the window, sweet is the night-air!
Only, from the long line of spray
Where the sea meets the moon-blanched land,
Listen! you hear the grating roar
Of pebbles which the waves draw back, and fling,
At their return, up the high strand,
Begin, and cease, and then again begin,
With tremulous cadence slow, and bring
The eternal note of sadness in.

Sophocles long ago

Heard it on the Ægean, and it brought
Into his mind the turbid ebb and flow
Of human misery; we
Find also in the sound a thought,
Hearing it by this distant northern sea.

The Sea of Faith

Was once, too, at the full, and round earth’s shore
Lay like the folds of a bright girdle furled.
But now I only hear
Its melancholy, long, withdrawing roar,
Retreating, to the breath
Of the night-wind, down the vast edges drear
And naked shingles of the world.
Ah, love, let us be true
To one another! for the world, which seems
To lie before us like a land of dreams,
So various, so beautiful, so new,
Hath really neither joy, nor love, nor light,
Nor certitude, nor peace, nor help for pain;
And we are here as on a darkling plain
Swept with confused alarms of struggle and flight,
Where ignorant armies clash by night.
32
 Name:___________________Date:______Pg. 33

TPCASTT Application to Poem

TITLE
Ponder the title before reading:
what do you think it means, if
anything? Consider both
denotation & connotation of words
used.
PARAPHRASE
In two to four sentences, translate
the poem into your own words.

CONNOTATION Quote/Line Type of Figurative

Contemplate the poem for Language/Interpretation
meaning BEYOND the literal
meaning. What is this poet
trying to impart to his readers? Quote/Line Type of Figurative
Look for figurative language Language/Interpretation
(Symbolism/ Imagery/
Personification/Simile/Metaphor/
Repetition/etc.) and anything that Quote/Line Type of Figurative
is beyond literal meaning. Language/Interpretation
Include 3 quotes and
commentary.
ATTITUDE
What is the speaker’s attitude or
tone? What is the poet’s? Are
they the same, or different? Is
there more than one attitude or
tone in different parts of the
poem?

SHIFTS Before Shift:

What shifts in attitude or tone do
you see? Where do they occur?
Poem Location Occurs between
lines After Shift:
_______& ______

TITLE
After reading the poem, re-
examine the title on an interpretive
level. Does it mean something
else to you now that you have
analyzed the poem?
THEME Thematic Topic:____________________________
What is the thematic topic & what Theme Statement:
is the author trying to tell you
about it?

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 Name:___________________Date:______ Pg. 34

Happy Documentary Review

Read the questions before you watch the film so that you will know what to look for while you watch. At breaks
during the showing or at the movie's end, you will have an opportunity to make short notes in the spaces
provided. If you make notes while the movie is playing, make sure that your note taking doesn't interfere with
carefully watching the film. You do not need to make any notes on the worksheet, but after the movie is over,
you will be required to fully respond to the questions.

1. State the title of the film and the year it was released. Then briefly describe what the film is about.

Notes: ______________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________

2. Identify the people, places, events, or aspects of people, society, or nature that are the focus of this film.
Describe and clarify the significance of each.

Notes: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________

3. List six facts described in the film that impressed you and explain how each fact relates to the film’s premise
or theme.

Notes: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 Name:___________________Date:______Pg. 35

4. Nonfiction can enrich viewers in several important ways. Describe an aspect of the film that showed you
something you hadn’t seen before, caused you to think in a new way, or helped you understand something more
thoroughly than before. In addition, describe how it changed your thinking.

Notes: ______________________________________________________________________________
______________________________________________________________________________

5. Was there anything that you saw or heard in the film that was unconvincing or which seemed out of place?

Notes: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________

6. What particularly appealed to you in the cinematic presentation of the film, such as the way in which
particular scenes, images, or sounds were presented?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________

7. If the filmmakers were to ask you how the film could be improved, what would you tell them? Describe the
changes you would suggest in detail and the reasons for your suggestions.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________

8. If someone asked you whether you would recommend this film, how would you respond? Fully explain your
reasons.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________

35
 Name:___________________Date:______ Pg. 36

F451 Part 3 Analysis

“And hold on to one thought: You're not important. You're not anything.
Someday the load we're carrying with us may help someone. But even
when we had the books on hand, a long time ago, we didn't use what we
got out of them. We went right on insulting the dead. We went right on
spitting in the graves of all the poor ones who died before us. We're going
to meet a lot of lonely people in the next week and the next month and the
next year. And when they ask us what we're doing, you can say, We're
remembering. That's where we'll win out in the long run. And someday
we'll remember so much that we'll build the biggest goddam steam-shovel
in history and dig the biggest grave of all time and shove war in and cover
it up. Come on now, we're going to go build a mirror-factory first and put
out nothing but mirrors for the next year and take a long look in them.”

1. Analyze for DIDST in a paragraph. How is the plan for a new society going to be different than the one
that was destroyed?

2. What allusions exist in part III? Identify 1 and analyze its origins, meaning in the novel, and connection to
our modern society.

36
 Name:___________________Date:______Pg. 37

3. Explain the following symbols or ideas (Find Say, Mean, Matters):

a. the river (139)
Say:
Mean:___________________________________________________________________
Matter:__________________________________________________________________

b. burning (141-)
Say:
Mean:___________________________________________________________________
Matter:__________________________________________________________________

c. senses (139-145)
Say:
Mean:___________________________________________________________________
Matter:__________________________________________________________________

d. fire (145)
Say:
Mean:___________________________________________________________________
Matter:__________________________________________________________________

e. book burning (147-155)

Say:
Mean:___________________________________________________________________
Matter:__________________________________________________________________

4. Who is Granger and what is his importance? Name 3 Character Descriptions

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________

5. How does the book end? Explain why Bradbury ends it this way? (3 opinions)
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________

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 Name:___________________Date:______ Pg. 38

EQUILIBRIUM
DISCUSSION QUESTIONS (100 Pts.)

1.When Preston mentions the word “friend” to the female sense offender in the interrogation room, she says:
“I’m wondering if you have any idea what that word means…Friends!” know what the word means.”
Later in the conversation, she asks:
“Why are you alive?”
A. What do these questions say about what Preston has been “missing” while on his daily Prozium dose?
B. What do we have in our world today that “numbs” us in the way Prozium numbs the inhabitants of
EQUILIBRIUM?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2.Later in the conversation, she tells him…

“To feel is as vital as to breathe.”
To what extent is this true for you? Would you rather society be at peace if it meant no one can feel neither
elation or depression, just pure logic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3.At 31:30 in the film, Preston stares at his dose for what seems like a very long time. What was going through
his mind in this scene? What are the dilemmas that are “dancing” in his head?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4.This movie communicates much of what is going on in Preston’s thought processes through his dreams and
“flashbacks.” When he awakes from one of these dreams, he peels back the covering of the glass. What is the
significance of this action?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

38
 Name:___________________Date:______Pg. 39

5. As Preston “withdraws” from his daily dose of Prozium, his mannerisms change significantly. Discuss the
significance of the following (and others) that stood out to you:

A. What other evidence is there of an awakening of his senses?

B. What evidence is there of the awakening of his emotions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. In his meeting with “Father’s” representative (45:10), Preston asks:

“Sir, without the logic of process, is it not just mayhem? What we have worked so hard to eradicate?”
What does this reveal about Equilibrium as a dystopic society?________________________
___________________________________________________________________________
___________________________________________________________________________

7. He is told:
“You must understand, Preston…that while you and even I might not always agree with it, it is not the
message that is important. It is our obedience to it. Father’s will…call it FAITH! You have it, I assume?”
What is the film’s definition of “faith”? Is having “faith” in a higher system (government, religion, family)
unethical? Why or why not? What might it depend on?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

39
 Name:___________________Date:______ Pg. 40

ES.1 F451 Essay Planning Document

Prompt: To what extent are literary elements such as character development/interaction, direct
sensory imagery, and literary/historical allusions contributing to the thematic meaning of Fahrenheit 451?
Identify 2 specific element in each of the categories, and at least 2 themes with explanation. Cite the novel,
and at least 1 academic literary critique. In conclusion, comment on the intersectionality of feeling “safe” in a
society, and having freedom. How does the novel compare to other dystopic narratives such as Equilibrium,
and what impact has Fahrenheit 451 it had on the genre?

Suggested outline:
Introduction: Introduce Fahrenheit 451, the central protagonist, and key imagery descriptions and genre
Thesis: answers the prompt in one sentence with adjectives (how? Why? Important?) and arguments that
will become the topic sentences of each body paragraph (assert three clear ideas, be specific).
Body 1: Character development/interaction connecting to a theme
Body 2: Imagery connecting to a theme
Body 3: Literary/historical allusions connecting to a theme.
Conclusion: Freedom and Safety commentary. Equilibrium comparison and impact on genre.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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 Name:___________________Date:______Pg. 41

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
41
 Name:___________________Date:______ Pg. 42

Ancient Near East

Titles 1-3 Summary Bullets & Important Info about Key Terms
Mesopotamian, 1. Why It matters: ______________________________
Egyptian and 2. River Cultures: _______________________________
Hebrew Literature 3. Mesopotamia: ________________________________
(16-17)
4. The Hebrews and Israel: ________________________
5. Egypt:_______________________________________
Historical •Summary:
Highlights (18-19)
Sumerians 1.
(______-_______BC) 2.
3.
Akkadians 1.
(______-_______BC) 2.
3.
Babylonians 1.
(______-_______BC) 2.
3.
Assyrians 1.
(______-_______BC) 2.
3.
Neo-Babylonians 1.
(______-_______BC) 2.
3.
Civilizations and 1.
Culture (p.19) 2.
3.
Egypt: History, 1.
Arts and Culture
(20-21)
Old Kingdom 1.
2.
3.

Middle Kingdom 1.
2.
3.
New Kingdom 1.
2.
3.

Life and Afterlife 1.

2.
3.
Hebrews (22-23) 1.
2.
3.

42
 Name:___________________Date:______Pg. 43

Early H. 1.
(______-_______BC) 2.
3.

Exodus 1.
(______-_______BC)
2.
Kingdom 1.
(______-______BC)
2.
History to Literature 1.
(p.22) 2.
The Divided Kingdom 1.
2.
3.
Center of Cultural Life 1.
2.
3.
Searching for the Past
(24-25)
1.
How Writing Was 2.
Invented 1.
2.
Breaking the Code 1.
2.
Library in the Sand 1.
2.
King Tut’s Tomb 1.
2.
Timeline (26-27)
Literature 1.
2.
3.
Ancient Middle East 1.
2.
3.
World History 1.
2.
3.
Connect to Today
Law 1.
2.
Modern Hebrew 1.
2.
Three Religions 1.
2.
Architecture 1.
2.
Libraries 1.
2.
Writing 1.
2.

43
 Name:___________________Date:______ Pg. 44

Days of Creation (100 Pts.)

Day 1 Day 2 Day 3 Day 4

Day 5 Day 6 Day 7 Importance of Day 7:

What is repeated?

Why is it repeated?

1) Why was each day created in the order shown? What does it reveal about the beliefs of the Hebrew people?
a) Describe the order:

b) Beliefs it reveals:

2) What are 2 symbols that we use today found in this account? (Analyze)

3) From the Garden story, explain the Themes found in this culture with 2 SMMs. (Evaluate)
S
M
M

S
M
M

44
 Name:___________________Date:______Pg. 45

Background:

PopulVuh
Underline words that are similar to the 1.What do the creators want the people to do? Give
English: two examples
• Esta es la relación de cómo todo estaba en
suspenso, todo en calma, en silencio; todo
inmóvil, callado, y vacía la extensión del
cielo.
2.How do the people meet or fail their expectations?
• Esta es la primera relación, el primer
Give two examples.
discurso. No había todavía un hombre, ni
un animal, pájaros, peces, cangrejos,
árboles, piedras, cuevas, barrancas, hierbas
ni bosques: sólo el cielo existía. 3.What do the creators do in response? One example.

• No se manifestaba la faz de la tierra. Sólo

estaban el mar en calma y el cielo en toda
su extensión.
• No había nada que estuviera en pie; sólo el 4.What is the resolution? One example.
agua en reposo, el mar apacible, solo y
tranquilo. No había nada dotado de
existencia.

Background:

Rig Veda
Name 5 paradox statements.

How do the paradox make this creation poem seem complex or reflective?

Argue which of the three narratives seems the most plausible in the modern era.

45
 Name:___________________Date:______ Pg. 46

How the World was Created

from a Drop of Milk
Directions: Read p. 624-626. Draw a picture in the box underneath each title categorizing the types of creation relationships.
Complete a 3 word diagram (cite line numbers for each). Compare and contrast (SMM format) with an observation from one
other creation myth. Answer questions 1-6 from p. 627
Word Diagram: Compare and Contrast SMM
Chronological

Word Diagram: Compare and Contrast SMM

Cause and Effect

Word Diagram: Compare and Contrast SMM

Hierarchical

Word Diagram: Compare and Contrast SMM

Constituent

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

6. __________________________________________________________________________________

46
 Name:___________________Date:______Pg. 47

Anansi and Iktomi the Spiders

Directions: Read p. 651-662. Complete a “Trickster Characteristics” chart for both spiders. Compare with the
serpent in the Genesis Creation Myth. Answer q. 2-4 on p. 657, and q. 2-5 on p. 662

Characteristic Anansi (West African) Iktomi (Lakota) Serpent (Hebrew)

Clever

Heroic

Powerful

Greedy/selfish

deceitful

Proud

Foolish

q. 2-4 on p. 657, and q. 2-5 on p. 662

2.__________________________________________________________________________________
__________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. __________________________________________________________________________________
__________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
__________________________________________________________________________________
5__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 Name:___________________Date:______ Pg. 48

Gilgamesh Hero Journey (100 Pts.)

0.__________________________
11.______________________ Gilgamesh’s Flaws: 1. ________________:
1.
2.

10.___________________________ _______ World 2.______________________:

__ 1.
Predict how life continues for 2.
Giglamesh: 3.

9.____________ 3. ________

_______ World
8. 4.____________________
_______________________ (1 sentence with par.#):
6._________________________
What is it? Draw and Label: 1.
What does he lose?

What does it represent?

2.
What does he gain?

3.

7.________________________ 5.___________________
(1 sentence with par.#): (1 sentence with par.#):
1. 1.

48
2. 2.
 Name:___________________Date:______Pg. 49

The Epic of Gilgamesh

Directions:
1. As we read, highlight characteristics of Gilgamesh as his character changes throughout the story.
2. Underline Passages that are similar to the Genesis creation/flood account.
3. Label and identify paragraphs that contain monomyth elements.

1. I will proclaim to the world the deeds of Gilgamesh. This was the man to whom all things were known; this was the king
who knew the countries of the world. He was wise, he saw mysteries and knew secret things, he brought us a tale
of the days before the flood. He went on a long journey, was
weary, worn-out with labor, returning he rested, he engraved on First written down around 2000 BCE, the
a stone the whole story. story of Gilgamesh is one of the oldest
surviving works of world literature. Based
2. When the gods created Gilgamesh they gave him a perfect body. on an actual historical figure, King
Gilgamesh of Uruk (reigned c. 2700 BCE),
Shamash the glorious sun endowed him with beauty, Adad the
it recounts Gilgamesh’s travels, adventures,
god of the storm endowed him with courage, the great gods and his search for immortality. In the
made his beauty perfect, surpassing all others, terrifying like a process, it provides evidence of ancient
great wild bull. Two thirds they made him god and one third man Mesopotamian ideas about death, the place
of humanity in the universe, and societal
organization. The work survives in
3. Gilgamesh went abroad in the world, but he met with none who multiple copies, and it seems to have been a
could withstand his arms till he came to Uruk. But the men of compilation of several hero narratives
Uruk muttered in their houses, 'Gilgamesh sounds the tocsin for associated with Gilgamesh, his rival-
his amusement, his arrogance has no bounds by day or night. No turned-friend Enkidu, and the gods and
men they encountered throughout their
son is left with his father, for Gilgamesh takes them all, even the travels. This selection draws on multiple
children; yet the king would be a shepherd to his people. His lust sections of the “Epic”, and it gives a flavor
leaves no virgin to her lover, neither the warrior's daughter nor of the whole.
the wife of the noble; yet this is the shepherd of the city, wise,
comely, and resolute.

4. The gods heard their lament, the gods in heaven cried to the Lord of Uruk, to Anu the god of Uruk: 'A goddess
made him, strong as a savage bull, none can withstand his arms. No son is left with his father, for Gilgamesh
takes them all; and is this the king, the shepherd of his people? His lust leaves no virgin to her lover, neither the
warrior's daughter nor the wife of the noble.' When Anu had heard their lamentation the gods cried to Aruru, the
goddess of creation, 'You made him, O Aruru, now create his equal; let it be as like him as his own reflection,
his second self, stormy heart for stormy heart. Let them contend together and leave Uruk in quiet.'

5. So the goddess conceived an image in her mind, and it was of the stuff of Anu of the firmament. She dipped her
hands in water and pinched off clay, she let it fall in the wilderness, and noble Enkidu was created. There was
virtue in him of the god of war, of Ninurta himself. His body was rough, he had long hair like a woman's; it
waved like the hair of Nisaba, the goddess of the corn. His body was covered with matted hair like Samuquan's,
the god of cattle.

6. In Uruk the bridal bed was made, fit for the goddess of love. The bride waited for the bridegroom, but in the
night Gilgamesh got up and came to the house. Then Enkidu stepped out, he stood in the street and blocked the
49
 Name:___________________Date:______ Pg. 50

way. Mighty Gilgamesh came on and Enkidu met him at the gate. He put out his foot and prevented Gilgamesh
from entering the house, so they grappled, holding each other like bulls. They broke the doorposts and the walls
shook, they snorted like bulls locked together. They shattered the doorposts and the walls shook. Gilgamesh

7. bent his knee with his foot planted on the ground and with a turn Enkidu was thrown. Then immediately his fury
died. When Enkidu was thrown he said to Gilgamesh, 'There is not another like you in the world. Ninsun, who
is as strong as a wild ox in the byre, she was the mother who bore you, and now you are raised above all men,
and Enlil has given you the kingship, for your strength surpasses the strength of men.' So Enkidu and Gilgamesh
embraced and their friendship was sealed.

8. [Gilgamesh and Enkidu become great friends. Together they set out on a long journey to the Cedar Forest in the
North. They slay a fire-breathing monster called Humbaba who is the guardian of the forest. After their return,
Ishtar, the goddess of love, becomes infatuated with Gilgamesh and offers to marry him. Gilgamesh, citing
Ishtar's fickle nature in matters of love, refuses. Ishtar becomes incensed.]

9. Ishtar opened her mouth and said again, 'My father, give me the Bull of Heaven to destroy Gilgamesh. Fill
Gilgamesh, I say, with arrogance to his destruction; but if you refuse to give me the Bull of Heaven I will break
in the doors of hell and smash the bolts; there will be confusion of people, those above with those from the lower
depths. I shall bring up the dead to eat food like the living; and the hosts of dead will outnumber the living'....

10. When Anu heard what Ishtar had said he gave her the Bull of Heaven to lead by the halter down to Uruk. When
they reached the gates of Uruk the Bull went to the river; with his first snort cracks opened in the earth and a
hundred young men fell down to death. With his second snort cracks opened and two hundred fell down to
death.

11. With his third snort cracks opened, Enkidu doubled over but instantly recovered, he dodged aside and leapt on
the Bull and seized it by the horns. The Bull of Heaven foamed in his face, it brushed him with the thick of its
tail. Enkidu cried to Gilgamesh, 'My friend, we boasted that we would leave enduring names behind us. Now
thrust the sword between the nape and the horns.' So Gilgamesh followed the Bull, he seized the thick of its tail,
he thrust the sword between the nape and the horns and slew the Bull. When they had killed the Bull of Heaven
they cut out its heart and gave it to Shamash, and the brothers rested.

12. [The death of the Bull of Heaven offends the gods. As compensation, they decree that one of the two heroes
must die. After a ominous dream, Enkidu passes away. Gilgamesh greatly mourns for his friend and for the fate
of all mortal men. He decides to seek the secret of immortality from Utnapishtim, the Mesopotamian Noah to
whom the gods granted everlasting life.]

13. Bitterly Gilgamesh wept for his friend Enkidu; he wandered over the wilderness as a hunter, he roamed over the
plains; in his bitterness he cried, 'How can I rest, how can I be at peace? Despair is in my heart. What my brother
is now, that shall I be when I am dead. Because I am afraid of death I will go as best I can to find Utnapishtim
whom they call the Faraway, for he has entered the assembly of the gods.' So Gilgamesh traveled over the
wilderness, he wandered over the grasslands, a long journey, in search of Utnapishtim, whom the gods took after
the deluge; and they set him to live in the land of Dilmun, in the garden of the sun; and to him alone of men they
gave everlasting life.
14. [Gilgamesh then encounters Siduri, "the woman of the vine, the maker of wine." She offers him sage advice
concerning his quest.]

50
 Name:___________________Date:______Pg. 51

15. She answered, 'Gilgamesh, where are you hurrying to? You will never find that life for which you are looking.
When the gods created man they allotted to him death, but life they retained in their own keeping. As for you,
Gilgamesh, fill your belly with good things; day and night, night and day, dance and be merry, feast and rejoice.
Let your clothes be fresh, bathe yourself in water, cherish the little child that holds your hand, and make your
wife happy in your embrace; for this too is the lot of man.'

16. [After an arduous journey, Gilgamesh finds Utnapishtim. Utnapishtim tells the hero the story of the flood:
mankind's incessant activity had disturbed the rest of the gods, who thus decided to destroy the humans by
flooding the earth. Ea, the god of the waters, warned Utnapishtim of the coming deluge. By building a strong
ship, Utnapishtim and his family survive. The gods then repented of their action and granted immortality to the
survivor. Utnapishtim also reveals another important secret to Gilgamesh.]

17. 'Gilgamesh, I shall reveal a secret thing, it is a mystery of the gods that I am telling you. There is a plant that
grows under the water, it has a prickle like a thorn, like a rose; it will wound your hands, but if you succeed in
taking it, then your hands will hold that which restores his lost youth to a man.'

18. When Gilgamesh heard this he opened the sluices so that a sweet-water current might carry him out to the
deepest channel; he tied heavy stones to his feet and they dragged him down to the water-bed. There he saw the
plant growing; although it pricked him he took it in his hands; then he cut the heavy stones from his feet, and the
sea carried him and threw him on to the shore. Gilgamesh said to Urshanabi the ferryman, 'Come here, and see
the marvelous plant. By its virtue a man may win back all his former strength. I will take it to Uruk of the strong
walls; there I will give it to the old men to eat. Its name shall be "The Old Men Are Young Again"; and at last I
shall eat it myself and have back all my lost youth.' So Gilgamesh returned by the gate through which he had
come, Gilgamesh and Urshanabi went together. They traveled their twenty leagues and then they broke their fast;
after thirty leagues they stopped for the night.

19. Gilgamesh saw a well of cool water and he went down and bathed; but deep in the pool there was lying a
serpent, and the serpent sensed the sweetness of the flower. It rose out of the water and snatched it away, and
immediately it sloughed its skin and returned to the well. Then Gilgamesh sat down and wept, the tears ran down
his face, and he took the hand of Urshanabi; 'O Urshanabi, was it for this that I toiled with my hands, is it for this
I have wrung out my heart's blood? For myself I have gained nothing; not I, but the beast of the earth has joy of
it now. Already the stream has carried it twenty leagues back to the channels where I found it. I found a sign and
now I have lost it. Let us leave the boat on the bank and go.'

20. The destiny was fulfilled which the father of the gods, Enlil of the mountain, had decreed for Gilgamesh: 'In
nether-earth the darkness will show him a light: of mankind, all that are known, none will leave a monument for
generations to come to compare with his. The heroes, the wise men, like the new moon have their waxing and
waning. Men will say, "Who has ever ruled with might and with power like him?" As in the dark month, the
month of shadows, so without him there is no light. O Gilgamesh, this was the meaning of your dream. You
were given the kingship, such was your destiny, everlasting life was not your destiny. Because of this do not be
sad at heart, do not be grieved or oppressed; he has given you power to bid and to loose, to be the darkness and
the light of mankind. He has given unexampled supremacy over the people, victory in battle from which no
fugitive returns, in forays and assaults from which there is no going back. But do not abuse this power, deal
justly with your servants in the palace, deal justly before the face of the Sun.'
Source: N.K. Sandars. trans.. The Epic of Gilgimesh. (London: Penguin Books Ltd., 1978), pp. 61,62-
3,69,87-8, 102,116-7,118.
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 Name:___________________Date:______ Pg. 52

Epic of Gilgamesh:
Vocabulary: Definition with P. #
a) libations i) deluge
b) Incantation j) acolytes
c) Lament k) Dirges
d) Musing l) Gilgamesh
e) Ominous m) Uruk
f) cubit n) Enkidu
g) presumption o) Ishtar
h) firmament
2. Why does Gilgamesh want to find Utnapishtim? 1 SMM.

3. What story does Utnapishtim tell Gilgamesh? 1 SMM

4. How does Utnapishtim become immortal? 1 SMM

5. The Epic of Gilgamesh uses several concrete (physical objects) and abstract (ideas, conflicts) nouns.
Choose two instances from each and explain how they function in developing Gilgamesh as a hero that
must learn an important lesson. (2 SMMs total).
______________________________________________________________________________________
______________________________________________________________________________________

52
 Name:___________________Date:______Pg. 53

Epic of Gilgamesh:
Active reading: Evaluating
Event With Gilgamesh (1 SMM each) Human Superhuman
Qualities Qualities

Pause and Reflect Questions (p. 47)

6. What does Gilgamesh need to learn from his Hero Journey? Explain 3 adjectives to describe Giglamesh
with 1 SMM. use pg. citations to support your
description)
1.
2.
3.
7. Why can’t Gilgamesh accept the fact that human beings die? 1 SMM

3 adjectives to describe
8. What event in the story do you think that the strongest effect on Utnapishtim (use pg. citations to
Gilgamesh, and why? 1 SMM support your description)

1.
2.
3.

53
 Name:___________________Date:______ Pg. 54

Psalm 23 IR WORKSHEET (100 Pts.)

The LORD is my shepherd; I shall not want.

1. A shepherd is: Draw a picture of a
a. ___________________________ shepherd. What are the
b. ___________________________ characteristics of a
c. ___________________________ shepherd?

2
He makes me to lie down in green pastures: he leads me beside the still waters.

2. The Israelites Believes God…

Draw a picture that a. ___________________________
represents the perfect b. ___________________________
relaxation spot for you. c. ___________________________
Where would you go to
unwind?

3
He restores my soul: he leads me in the paths of righteousness for his name's sake.
3. What does this mean? (put in your own words)

Draw a picture of
something being
4. Why does this matter? (how is it similar to the story of Noah, for instance?)
“restored”

4
Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy
rod and thy staff they comfort me.
5. How do Israelites overcome fear and evil?

Draw a picture that

6. What advice would you give to someone who is fearful or is facing something evil?
represents a fear you
have.

5
Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup
runneth over.
7. Is it ever right to have enemies? give three sentences as arguments: Draw a picture of your
a. _____________________ “enemies” (people or
things that represent
b. _____________________
evil for you)
c. _____________________
6
Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of
the LORD forever.
8. Word Map: “House”
a. ________________________________
b. ________________________________ Draw a picture of the
c. ________________________________ Hebrew temple
54
 Name:___________________Date:______Pg. 55

3 Imagery SMM’s
Book of the Dead
Thy dawn, O Ra, opens the new horizon, 1. SMM 1
And every realm that you hast made to live
Is conquered by thy love, as joyous Day Say:
Follows thy footsteps in delightful peace.
And when thou settest, all the world is bleak; Mean:
Houses are tombs where blind men lie in death; Matter:
Only the lion and the serpent move
Through the black oven of the sightless night. 2. SMM 2
Dawn in the East again! The lands awake,
And men leap from their slumber with a song; Say:
They bathe their bodies, clothe them with
Fresh garments, Mean:
And lift their hands in happy adoration. Matter:
The cattle roam again across the fields;
Birds flutter in the marsh, and lift their wings 3. SMM 3
Also in adoration, and the flocks
Run with delight through all the pleasant Say:
meadows.
Both north and south along the dazzling river Mean:
Ships raise their sails and take their course before Matter:
thee;
And in the ocean, all the deep-sea fish
Swim to the surface to drink in thy light.
For thou art all that lives, the seed of men,
The son within his mother’s womb who knows
The comfort of thy presence near, the babe One quote
To whom thou givest words and growing wisdom; unique to
The chick within the egg, whose breath is thine, Adoration of the
Who runneth from its shell, chirping its joy, Disk
And dancing on its small, unsteady legs
To greet the splendor of the rising sun.

Thy heart created all, this teeming earth,

One Idea they
Its people, herds, creatures that go afoot,
both share in
Creatures that fly in air, both land and sea,
common
Thou didst create them all within thy heart.
Men and their fates are thine, in all their stations,
Their many languages, their many colors,
All thine, and we who from the midst of peoples,
Thou madest different, Master of the Choice. One quote
And lo, I find thee also in my heart, unique to Psalm
I, Khu enAten, find thee and adore 23
O thou, whose dawn is life, whose setting, death,
In the great dawn, then lift up me, thy son.

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 Name:___________________Date:______ Pg. 56

P. 98-99: Prodigal Son IR Worksheet

Summarize the Background (p. 98) What do the 3 summary points reveal about the
1. purpose and meaning behind the parable? (3
sentences)
2.

3.

4. Locate 5 important words for understanding the parable.

1. 4.
2. 5.
3.

5. Why is it insulting to ask for your father’s inheritance? (SMM)

6. Who would accept money from a father’s undead inheritance? (SMM)

7. How are pigs valued in Hebrew/Israeli Society? (SMM)

8. What makes the father’s actions towards his son loving? (SMM)

9. Is the brother right to be upset? Why or Why Not? (SMM)

56
 Name:___________________Date:______Pg. 57

Connect to: Say Mean, Matter

Father’s actions
towards the son

How the story

teaches Hebrews
and everyone.

What is Jesus
saying about God?

Which character
from the parable
do you most
identify with?
Why?

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 Name:___________________Date:______ Pg. 58

The Story of Rama and Sita

This is the story of Prince Rama and his wife Sita.

Prince Rama was the son of a great King, and was expected to become King himself one day. However his
stepmother wanted her own son to become King, and tricked her husband into banishing Rama and his wife Sita
to live in the forest.

But this was no ordinary forest. This was the forest where demons lived, including Demon King Ravana. Ravana
had twenty arms and ten heads. There were two eyes on each head and a row of sharp yellow teeth. When
Ravana saw Sita he wanted her for himself and so decided to kidnap her.

Ravana placed a beautiful deer into the forest. When Sita saw the deer she asked Rama if he could capture
it for her so they could have it as a pet.

However when Rama was out of sight Ravana came swooping down in a chariot pulled by flying
monsters and flew off with Sita.

Sita, although afraid, was also clever. Being a princess she wore lots of jewellery and she dropped her jewels,
piece by piece onto the ground to leave a trail for Rama.

Sure enough Rama, realising he had been tricked, discovered the trail, and also came upon his friend Hanuman,
King of the Monkeys. Hanuman promised Rama he and all the monkeys would help Rama to find Sita and they
searched the world looking for her.

Eventually a monkey located Sita on a dark, isolated island, surrounded by rocks and stormy seas. Hanuman
flew to Sita to make sure it really was her. She gave him her last precious pearl to give to Rama and prove it
really was her and she had been found.

The monkeys helped Rama for a second time by throwing stones

and rocks into the sea until they had built a great bridge to the
island.

Rama and his faithful army battled with the demons until they
were victorious.

Finally Rama took his wonderful bow and arrow, specially made to
defeat all evil demons, and shot Ravana through the heart, killing
him.

There were huge celebrations when Rama and Sita returned to

the kingdom. Everyone placed a light in their windows and
doorways to show that the light of truth and goodness had
defeated the darkness of evil and trickery.

58
 Name:___________________Date:______Pg. 59

Can you retell the story of Rama and Sita as a comic strip?
The Story of Rama and Sita

59
 Unit 2: Ancient Civilizations Final Prompt (100 pts.)
1. Annotate, highlight and underline the following prompt:
How does the plot of “Scott Pilgrim v. The World” represent the Hero Journey? How is it similar to the primary
sources from Unit 2? Choose 1 source beyond the film and analyze the similarities in the use of ancient
formulas such as the origin story, heroes overcoming obstacles, or death and forgiveness.
1. Intro Par. (HOT):
1. Hook: ______________________________________________________________
2. Orient: In the novel, _____________________, written by __________________,
_____________________________________________________________________
(1 sent. novel summary)
3. Thesis: ____________________________________________________________________
2. Body 1-2: Hero Journey 1-2 (2 SMM’s)
Intro: Topic sent. On Hero Journey:___________________________________________________
Say: _________________________________________________________________________
Mean: This means that __________________________________________________________

Matter: This reveals _____________________ (Journey Element 1) and connects to the theme of
______________________because________________________________________________.
Say: _________________________________________________________________________
Mean: This means that __________________________________________________________

Matter: This reveals _____________________ (Journey Element 2) and connects to the theme of
______________________because________________________________________________.
Conclusion: Summarize how the Journey Elements connects to the Themes:_____________________
_____________________________________________________________________________.
2. Body 3: How the themes are similar/connected to ancient formula
Intro: Topic sent. On Hero Journey:___________________________________________________
Say: _________________________________________________________________________
Mean: This means that __________________________________________________________

Matter: This reveals _____________________ (Journey Element 3) and connects to the theme of
______________________because________________________________________________.
Say: _________________________________________________________________________
Mean: This means that __________________________________________________________

Matter: This reveals _____________________ (Journey Element 4) and connects to the theme of
______________________because________________________________________________.
Conclusion: Summarize how the Journey Elements connects to the Themes:_____________________
_____________________________________________________________________________.
 Name:___________________Date:______Pg. 61

Setting:
Does their Relationship last? Scott’s Internal Conflict: Call to Adventure:
Why? Scott’s External Conflict: 3.
4.

Predict how life continues for Scott: Ordinary Friends who Help Scott and How:
1. 1.
2.
World 2.
3. 3.

Crossing the Crossing the

Threshold: Threshold:
Draw: Draw:

Extraordinary
Elixir/Treasure? World Trials: Evil Exes and Powers
What is it? Draw and Label: 1.

Final Conflict: Hour of Death 2.

What does he lose?
3.

4.

What does it represent? What does he gain? 5.

6.

61
 Name:___________________Date:______ Pg. 62

Ancient Greece IR Wrksht (100 Pts.)

Titles Summary Bullets & Important Info about Key Terms
Lit. of Ancient • Why It matters:
Greece (162-163) 1. A famous War:
2. A Mountainous Terrain:
3. Cradle of Democracy:
4. A Land of city-States
Historical •Summary:
Highlights (164-
165)
The Heroic Age 1.
(______- 2.
3.
_______BC)
The Decline 1.
(______- 2.
3.
_______BC)
City-States 1.
(______- 2.
3.
_______BC)
The Great Wars 1.
(______- 2.
3.
_______BC)
Macedonia/Hellenis 1.
m 2.
3.
(______-
_______BC)
People and Society 1.
(p.166-167) 2.
3.
Culture (p. 168- •
169)
Religion (Including 1.
Olympians box) 2.
3.

Political Life 1.
2.
3.
Education (including 1.
The Alphabet box) 2.
3.
Athletics 1.
2.
3.
Arts and 1.
Humanities (p. 170- 2.
3.
171)

62
 Name:___________________Date:______Pg. 63

Sculpture 1.
2.
3.
Music and Dance 1.
2.
Literature 1.
2.
Architecture 1.
2.
Rhapsodes (in bold) 1.
2.
3.

Center of Cultural Life 1.

2.
3.

Timeline (172-173)
Literature 1.
2.
3.
Ancient Greek History 1.

2.

3.

World History 1.

2.

3.
Connect to Today
Olympics 1.
2.
Mythology 1.

2.

Comedy/Tragedy 1.

2.

Architecture 1.

2.
Democracy 1.

2.

Legacy of Language 1.

2.

Ancient Greece, 3 main Themes:__________________,____________________,_________________.

63
 Name:___________________Date:______ Pg. 64
Vocabulary: Definition with P. #
p) Epithet: nickname x) Little Ajax
q) Scaean y) Diomedes
r) Thebe z) Dirges
s) Bereft aa) Pelian
t) Blazoned bronze bb) Waver
u) Nymphs cc) Groveling
v) Haled dd) scourge
w) Artemis
2. Why is it so important to Andromache that Hector not return to the battlefield? (p. 197) 1 smm.

3. Why is Hector so determined to keep fighting? 1 smm.

4. What does Hector think the future holds for his wife? 1 smm.

5. Hector says that “no one alive has ever escaped” fate (line 121). How would you describe Hector’s attitude
toward fate? Use details from Hector’s speech to his wife in lines 61-94 to support your judgment. 2 smms.

64
 Name:___________________Date:______Pg. 65

Active reading: Evaluating

Character or Event Motive or Cause My Evaluation

Pause and Reflect Questions (p. 212)

6. Although Hector is doomed to die, he will stand and fight. Why? 1 3 adjectives to describe Hector
smm. (use pg. citations to support
your description)

7. Do you think Achilles is justified in his treatment of Hector’s corpse? 1.

Support your opinion with evidence from the text. 1 smm. 2.
3.

8. Consider the roles played by Athena, Zeus, and Apollo in the exerpt
from Book 22. To what extent do the gods seem to control human life? 2 3 adjectives to describe
smm. Achilles (use pg. citations to
support your description)

1.
2.
3.

65
 Name:___________________Date:______ Pg. 66

Oedipus Rex IR Worksheet (100 Pts.)

Titles Summary Bullets & Important Info about Key Terms
Socratic Seminar 11 Question: Can you change your destiny?
Greek Drama 1. Thespian means: Actor, from the Greek poet, Thespis of Icaria
(p. 256-257) 2. Were plays religious? What themes did they explore? Yes, exploring deep Q’s of
life.
3. Tragedy means: Goat, sacred animal of dionysus
4. Name a writer of tragedy and a work of his: Euripedes, Medea
5. Purpose of Tragedy? Pain and suffering. All the characters die.

Oedipus Rex 1.
P. 258 2.
3.
Draw map of Thebes (p.
Sophocles’ Theban 1. 258)
Plays 2.
3.

Aristotle and 1.
Tragedy 2.
3.

The Legend of 1.
Oedipus 2.
3.
A Fateful Night 1.
2.
3.
Murder at the 1.
Crossroad 2.
3.

Riddle of the Sphinx 1.

2.
3.
Oedipus, Ruler of 1.
Thebes 2.
3.

Greek Theater 1.
(p. 260-261) 2.
3.
Cast of Characters 1. 7.
(Highlight your 2. 8.
3. 9.
part) 4. 10.
5. 11.
6. 12.

*Props to Bring for your Character(1 or 2)

1.

2.

66
 Name:___________________Date:______Pg. 67

2 SMM on Imagery S
and Fate
M
Draw Picture:

M
2 SMM on Plot S
Details
M
Draw Picture:

M
2 SMM on Character S
Motivation
M
Draw Picture:

M
2 SMM on minor S
Character’s M
foreshadowing M
Draw Picture:
S
M
M

67
 Name:___________________Date:______ Pg. 68

Minority Report
Questions and Film Analysis (100 Pts.)

1. What is the benefit to seeing into the future according to the opening scene? Why does the film start with the
best scenario, rather than the worst? Predict how this technology can be abused. (3 sentences)

2. What is John Anderton’s (Tom Cruise) main internal conflict? How does it motivate him throughout the
narrative? (2 sentences)

3. Choose three scenes where imagery is important, and identify 3 symbols (1 for each scene) to discuss. (4
sentences)

4. Identify 2 similarities between John Anderton and Oedipus Rex regarding the initial conflict. How is the plot
similar? (2 sentences).

5. What is a minority report? How might it reveal a flaw in the precog system? (2 sentences)

6. How does the imagery of blindness differ between John Anderton and Oedipus Rex? (2 sentences)

7. Does John Anderton have a Minority Report? Predict what might make John Anderton commit a premeditated
murder. (2 sentences)
68
 Name:___________________Date:______Pg. 69

8. Who is Ann Lively? Identify the irony within the development of pre-crime prevention. (2 sentences)

9. Is it better to have pre-crime offenders released, or imprisoned? Why? (3 sentences)

Hero Journey Model: John Anderton

Call to Adventure:

Helpers:

Threshold:

Trials:

Innermost Cave:

Death:

Reward:

Road Back:

New Life:

69
 Name:___________________Date:______ Pg. 70

Unit 3: Greek Lit. Final Prompt (100 Pts.)

1. Annotate, highlight and specify the following prompt:
In Greek literature, the concept of Fate acting against the will of a struggling protagonist is projected in a variety
of reoccurring motifs (scales, oracles, prophets, gods) and literary devices (epithets, dialogue, dramatic irony,
light/dark symbolism, choruses). In a five paragraph essay, analyze how the tension between fate and free-will of
the protagonist is expressed in The Illiad or Oedipus Rex. Identify and explain two reoccurring motifs and two
literary devices in your explanation. Compare similar motifs and literary devices found in Minority Report and
show how the film draws on Greek philosophy. As you conclude, argue the extent to which fate (or free-will)
does or does not exist scientifically using 1 peer-reviewed source.

2. Intro Par. (HOT):

Hook: _____________________________________________________________________________________
Orient:
a. In the novel, _____________________, written by __________________,
__________________________________________ (1 sent. novel summary)
b. In the film, _____________________, directed by __________________,
__________________________________________ (1 sent. novel summary)

Thesis: Develop your argument. Make specific reference to the prompt (restate) while clearly identifying both the types of
motifs/devices you will analyze, as well as their specific descriptions in comparison to the film. Make sure your thesis
clearly summarizes your argument using a varied syntax (complex sentence with adjectives, nouns, and verbs).
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________2. Body
Par. 1: Greek Literary source analyzed with 2 reoccurring motifs and 2 literary devices. (2 SMMS)
Intro: Connect and summarize par. fully:___________________________________________________
Say: (transition to naturally embedded citation)__________________________________________________( )
Mean: Describe the literary device used and why_____________________________________________________

Matter: This reveals _____________________ (reoccuring motif) and connects to the theme of fate
because______________________________________________________________________________________.
Say: (transition to naturally embedded citation)__________________________________________________( )
Mean: Describe the literary device used and why_____________________________________________________

Matter: This reveals _____________________ (reoccurring motif) and connects to the theme of fate
because______________________________________________________________________________________.
Conclusion: Summarize and transition into a comparison of your film analysis:_____________________________
_____________________________________________________________________________________________.
3. Body 2: Film as Literary Source analyzed with 2 reoccurring motifs and 2 literary devices. (2 SMMS)
Intro: Connect and summarize par. fully:___________________________________________________
Say: (transition to naturally embedded citation)__________________________________________________( )
Mean: Describe the literary device used and why_____________________________________________________

Matter: This reveals _____________________ (reoccuring motif) and connects to the theme of fate
because______________________________________________________________________________________.

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Say: (transition to naturally embedded citation)__________________________________________________( )

Mean: Describe the literary device used and why_____________________________________________________

Matter: This reveals _____________________ (reoccurring motif) and connects to the theme of fate
because______________________________________________________________________________________.

Conclusion: Summarize and transition into your analysis of the Greek origins of the film’s themes:________
_____________________________________________________________________________________________.
4. Body 3: Influences of Greek literary themes on the film (2 SMMs)
Intro: (Summrize your argument and transition)___________________________________________________
Say: (naturally embed peer-reviewed source quote)______________________________________ ___________( )
Mean: (explain concept in own words)____________________________________________________________

Matter: (supports your argument)_______________________________________________________________.

Say: (naturally embed peer-reviewed source
quote)____________________________________________________________________________________
________________________________________________________________________________________________( )

Mean: (explain concept in own words)____________________________________________________________

Matter: (supports your argument)_______________________________________________________________.

Conclusion: Summarize how the lit element connects to the themes:_________________________________
_____________________________________________________________________________________________.
5. Conclusion Paragraph: : Arguing the extent to which fate does or does not exist scientifically (2 SMMs)
Intro: (Summarize your argument and transition)___________________________________________________
Say: (naturally embed peer-reviewed source
quote)____________________________________________________________________________________
________________________________________________________________________________________________( )
Mean: (explain concept in own words)__ __________________________________________________________

Matter: (supports your argument)_______________________________________________________________.

Say: (naturally embed peer-reviewed source
quote)____________________________________________________________________________________
_______________________________________________________________________________________________( )
Mean: (explain concept in own words)____________________________________________________________

Matter: (supports your argument)_______________________________________________________________.

Conclusion: Summarize how the lit element connects to the themes:____________________________________
___________________________________________________________________________________________.

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Halloween Macabre IR Worksheet (200 Pts.)

Warm-Up – Fear (personification):
1. Describe Fear using 1 extended metaphor (4 sent.):

2. What are you afraid of? Describe using ABAB rhyme scheme (4 sent.)

3. Why do we love to be afraid? Write in free verse imagery (4 sent.)

4. What do people do to frighten, or be frightened, for fun? 10/31 Traditions? (4 sent.)

Make a mood word cloud from the word “fear” (make the First one largest, get smaller as you go
down the list, choose 10 at least):

Popcorn Imagery Exercise (10 words each)

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Look Like: Smells Like:

Feels Like: Tastes Like: Sounds Like:

The Raven – Edgar Allan Poe Annotations (per stanza)

Once upon a midnight dreary, while I pondered, weak and weary, 1. Highlight 3 mood words
Over many a quaint and curious volume of forgotten lore— 2. Underline 3 alliteration.
While I nodded, nearly napping, suddenly there came a tapping, 3. Circle 3 internal rhyme
As of some one gently rapping, rapping at my chamber door.
4. Identify rhyme scheme
“’Tis some visitor,” I muttered, “tapping at my chamber door—
Only this and nothing more.”
5. Draw a symbol for each stanza

Ah, distinctly I remember it was in the bleak December;

And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;—vainly I had sought to borrow
From my books surcease of sorrow—sorrow for the lost
Lenore—
For the rare and radiant maiden whom the angels name Lenore—
Nameless here for evermore.
And the silken, sad, uncertain rustling of each purple curtain
Thrilled me—filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
“’Tis some visitor entreating entrance at my chamber door—
Some late visitor entreating entrance at my chamber door;—
This it is and nothing more.”

Presently my soul grew stronger; hesitating then no longer,

“Sir,” said I, “or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you”—here I opened wide the
door;—
Darkness there and nothing more.

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Deep into that darkness peering, long I stood there wondering,
fearing,
Doubting, dreaming dreams no mortal ever dared to dream
before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word,
“Lenore?”
This I whispered, and an echo murmured back the word,
“Lenore!”—
Merely this and nothing more.

Back into the chamber turning, all my soul within me burning,

Soon again I heard a tapping somewhat louder than before.
“Surely,” said I, “surely that is something at my window lattice;
Let me see, then, what thereat is, and this mystery explore—
Let my heart be still a moment and this mystery explore;—
’Tis the wind and nothing more!”

Open here I flung the shutter, when, with many a flirt and
flutter,
In there stepped a stately Raven of the saintly days of yore;
Not the least obeisance made he; not a minute stopped or
stayed he;
But, with mien of lord or lady, perched above my chamber
door—
Perched upon a bust of Pallas just above my chamber door—
Perched, and sat, and nothing more.

Then this ebony bird beguiling my sad fancy into smiling,

By the grave and stern decorum of the countenance it wore,
“Though thy crest be shorn and shaven, thou,” I said, “art sure no
craven,
Ghastly grim and ancient Raven wandering from the Nightly
shore—
Tell me what thy lordly name is on the Night’s Plutonian shore!”
Quoth the Raven “Nevermore.”

Much I marvelled this ungainly fowl to hear discourse so plainly,

Though its answer little meaning—little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door—
Bird or beast upon the sculptured bust above his chamber door,
With such name as “Nevermore.”

But the Raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing farther then he uttered—not a feather then he
fluttered—
Till I scarcely more than muttered “Other friends have flown
before—
On the morrow he will leave me, as my Hopes have flown before.”
Then the bird said “Nevermore.”

Startled at the stillness broken by reply so aptly spoken,

“Doubtless,” said I, “what it utters is its only stock and store
Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden
bore—
Till the dirges of his Hope that melancholy burden bore
Of ‘Never—nevermore’.

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But the Raven still beguiling all my fancy into smiling,

Straight I wheeled a cushioned seat in front of bird, and bust and
door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore—
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Meant in croaking “Nevermore.
This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosom’s core;
This and more I sat divining, with my head at ease reclining
On the cushion’s velvet lining that the lamp-light gloated o’er,
But whose velvet-violet lining with the lamp-light gloating o’er,
She shall press, ah, nevermore!

Then, methought, the air grew denser, perfumed from an

unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
“Wretch,” I cried, “thy God hath lent thee—by these angels he
hath sent thee
Respite—respite and nepenthe from thy memories of Lenore;
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!”
Quoth the Raven “Nevermore.”

“Prophet!” said I, “thing of evil!—prophet still, if bird or devil!—

Whether Tempter sent, or whether tempest tossed thee here
ashore,
Desolate yet all undaunted, on this desert land enchanted—
On this home by Horror haunted—tell me truly, I implore—
Is there—is there balm in Gilead?—tell me—tell me, I implore!”
Quoth the Raven “Nevermore.”

“Prophet!” said I, “thing of evil!—prophet still, if bird or devil!

By that Heaven that bends above us—by that God we both
adore—
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore—
Clasp a rare and radiant maiden whom the angels name Lenore.”
Quoth the Raven “Nevermore.”

“Be that word our sign of parting, bird or fiend!” I shrieked,

upstarting—
“Get thee back into the tempest and the Night’s Plutonian shore!
Leave no black plume as a token of that lie thy soul hath
spoken!
Leave my loneliness unbroken!—quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my
door!”
Quoth the Raven “Nevermore.”

And the Raven, never flitting, still is sitting, still is sitting

On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon’s that is
dreaming,
And the lamp-light o’er him streaming throws his shadow on
the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted—nevermore!

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Write 10 sensory words in each of the 5 categories while watching “Thriller”.

Look Like: Smells Like:

Tastes Like:

Feels Like: Sounds Like:

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Islamic Literature
Titles Summary Bullets & Important Info about Key Terms
Title Page • What does the quote from Muhammad mean in your own words (1 smm:
(P. 562-563)

Mysticism Morals, Why it Matters:

and Magic (564- Map (Identify Mecca, Persia, and
565) Arabia)
Persia:

Arabia:

Mecca:

The Islamic Empire at Its Peak:

Historical Highlight 1 SMM Summary:

(566-567)

Pre-Islamic Persia 1.
(______- 2.
3.
_______BC)
Arabs and the Rise 1.
of Islam 2.
3.
(______-
_______BC)

Persian Rebirth 1.
(______- 2.
3.
_______BC)
History to Literature 1.
2.
3.
People and Society 1 SMM Summary:
(568-569)

Nomads 1.
2.
3.

The Ruling Class 1.

2.
3.
The Lower Class 1.
2.

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Merchants and Traders 1.

2.
3.
The Learned Class 1.
2.
3.

Islamic Mystics 1.
2.
3.
Women 1.
2.
Arts and Culture 1 SMM Summary:
(570-571)
Islamic Architecture 1.
2.
Scholarshipp and 1.
Science 2.
3.

Literature 1.
2.
3.
Decorative Arts 1.
2.

Timeline (172-173)
Arabic Literature 1.
2.
3.
Middle East 1.

2.

3.

World History 1.

2.

3.
Connect to Today
Banking 1.
2.

Astronomy 1.

2.

Mathematics 1.

2.

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Quran and Sufism Primary Sources IR

Directions: Read p. 578-580 and complete the questions below.
3 Say, Mean Matter sentences showing different forms of Parallelism
1. When the Qur’an says “_______________________________________________________”
2. It means ____________________________________________________________________.
3. The parallelism shows _____________________is important because ___________________
____________________________________________________________________________.

4. When the Qur’an says “_______________________________________________________”

5. It means ____________________________________________________________________.
6. The parallelism shows _____________________is important because ___________________
____________________________________________________________________________.

7. When the Qur’an says “_______________________________________________________”

8. It means ____________________________________________________________________.
9. The parallelism shows _____________________is important because ___________________
____________________________________________________________________________.

P. 581: Answer questions 3-5

1. What image or images did you find most memorable in these excerpts? Explain your response.
___________________________________________________________________________.
2. Design 3 questions that you believe are important (and respectful) to ask a Muslim about the beliefs written
in these sections? What would you like to know?
___________________________________________________________________________.
3. According to the Qur’an, what qualities and actions make a person righteous?
When the Qur’an says “________________________________________________________”
It means someone is righteous because ___________________________________________.
I do the same thing when I ______________________________________________________.

4. How do the excerpts you read support the idea of “God, the Compassionate, the Merciful”?
1. The kind of behavior God wants from people:
__________________________________________________________________
2. How God punishes sin:
__________________________________________________________________
3. How God rewards goodness:
__________________________________________________________________
5. How might the words of the Qur’an be applied not just to individuals but also to governments or
social groups? Give one example and explain (2 sentences).
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Read P. 600-601 about Rumi and Sufism

1. Was Rumi educated? How do you know?
Rumi was educated because it says in the section “_______________” that
___________________________________________________________________________.
2. What is a Muslim mystic?
___________________________________________________________________________
3. Sufism is a ________form of Islam in which _____________seek _____________love and ___________
through direct personal ______________with God.

4. What other religion have we studied that is similar to Sufism? Why? (1 sentence)
__________________________________________________________________________.
Draw a picture of each stanza (paragraph) and tell me what the author is feeling in each stanza (tone)
There is an excess
in spiritual searching
that is profound ignorance.

Let that ignorance be our teacher.

The Friend breathes into one
who has no breath.

A deep silence revives the listening

and the speaking of those two
who meet on the riverbank.

Like the ground turning green in a spring

wind,
like birdsong beginning inside the egg.

Like this universe coming into existence,

the lover wakes, and whirls
in a dancing joy,

then kneels down

in praise.

P. 605: Answer Questions 3-5

1. Is the work difficult, or simple to understand? Why? (2 sentences)
___________________________________________________________________________.

2. How is Rumi’s poetry similar to the imagery of Moso Soseki’s haikus on Zen teaching? (1 SMM)

It is similar to Zen teaching when Rumi says “_______________________________________

__________________________________________________________________”(par.___)
because they both ____________________________________________________________.

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Ancient China
Maxims:
Who is Confucius? (2 facts):
1.
2.

Pg. 436-439: Analects of Confucius

Prompt: How does Confucius use Maxims as a literary device to describe a person’s obligation to moral
living?
Say:

Mean:

Matter:

Say:

Mean:

Matter:
Maxim:
1. Predict:
Say:

Mean:
2. Visualize:

Matter:
3. Connect
Say:

Mean:
4. Question:
Matter:

Say:
Mean:
Matter:
Say:
Mean:
Matter:

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Paradox:
Who is Lao-tzu? (2 facts):
1.
2.

Pg. 442-443: Tao Te Ching by Lao-tzu

Prompt: How does Lao-tzu use Paradox as a literary device to describe a person’s harmony with nature
regarding moral living?

Say:

Mean:

Matter:

Say:

Mean: Compare/Contrast: 1 idea each from

Confucius and Lao-tzu
Matter:

Say:

Mean:

Matter:

Say:

Mean:

Matter:

Say:

Mean:

Matter:

Say:

Mean:

Matter:

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Ancient Japan
Japanese 1.______________,2.________________3.
_________________4._______________

3 experiences from George Takei’s interview regarding Internment:

1.
2.
3.

Pg. 486-497 Ancient Japan Culture Notes

Prompt: To what extent might American culture be influenced by or similar to the ideas of Ancient
Japan? Consider Historical Periods, People/Society, and the Arts?

Historical Periods Say:

Read these pages and summarize two statements of
fact. Mean:
1. 488-489
2. 494-495
3. 496-497
Matter:
Say:
1.
Mean:
2. Matter:

People and Society Say:

Read these pages and summarize two statements of
fact. Mean:
1. 486-487
2. 490-491 Matter:
3. 496-497
Say:
1.
Mean:
2. Matter:
Arts/Culture Say:
Read these pages and summarize two statements of
fact. Mean:
1. 492-493
2. 494-495 Matter:
3. 496-497
Say:
1.
Mean:
2.
Matter:

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P. 512-515: Zen Parables

Parable:________________________________________________________________________________
Relate to other literature?_________________________________________________________________

Prompt: What 2 themes best represent teachings of Zen? How is it different from Confucian or Islamic
Literature?

Theme 1:
S:
Highlight the Focus of Your
M: Being

M:

Theme 2:
S:

M:

M:

Health Connection: Is it possible to stop thinking? To “Empty your Mind”? http://tiny.cc/think

Scientific Understanding Poetic Understanding

1. 1.

Synthesis:

2. 2.

3. 3.

4. 4.

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World Literature
Semester Final
Points: (10% of total grade) Part 1 is required. Choose 2 more parts to complete individually. Complete a 4th for EC
Part 1: Creative Challenge
Prompt: In a team of four or less, design a creative presentation representing one of the cultures discussed from Semester BUT
USE A SOURCE WE DID NOT READ IN CLASS. Although open-ended, it is suggested that you choose two of the
following:
1. Sensory Lesson: Bring in cultural food, smells, sights, or make music, etc. and teach how it is connected to the
cultural source. Recite excerpts from the source using proper tone and diction. (3-5 minutes)
2. Artwork Lesson: Make a collage, painting, etc. 1 per person not to exceed 8x11 (framed). Recite excerpts from the
source using proper tone and diction. (3-5 minutes of reading and analysis)
3. Dance Lesson: Choreograph a dramatic dance with three people, while one narrates with excerpts from the source
using proper tone and diction. (3-5 minutes)
4. Drama Lesson: Create an authentic and artistic video dramatizing excerpts from the source. Avoid movie trailers,
comedy, modern adaptations, etc. Capture the original and intentional feeling of the literature (3-5 minutes of footage)

Part 2: Socratic Seminar Challenge

Prompt: Create a 3-minute analysis and reflection of your favorite Socratic Seminar topic using Adobe Voice or similar app.
Use the following outline:
1. Introduction: Tell us the question. Define 1 or 2 words. Ask two related and clarifying questions.
2. Discussion of Sides: Summarize some of the positions people were taking on the topic.
3. Research summary: Cite and summarize in 3-4 sentences 2 sources that investigate the question from a historical,
ethical, psychological or literary position.
4. Conclusion: What is your own position? How do you answer the question for yourself?

Part 3: Final Essay Challenge

Prompt: Create a 5-minute Adobe Spark Video visual essay summarizing your arguments from the 4 essays we wrote this year.
Make sure to complete the following:
1. Recite an excerpt from each essay using proper tone and diction.
2. Choose the correct soundtrack to properly establish mood.
3. Make sure each paragraph has at least 1 picture that represents the idea that part of the essay.

Part 4: In-Class Review Challenge (Completed on Finals)

Prompt: Complete 1 hour of short response questions (10 minutes each) regarding the 4 units we have completed this semester
thus far.

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Part 1: Creative Challenge (Time in class on Friday, 12/9, but most should be done outside of school)
Propsal:__________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Roles (name and what he/she will complete):

1.___________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
4.___________________________________________________________________________________
Part 2: Socratic Seminar Challenge (Time in class on Thursday, 12/10)
Socratic Seminar Topic: _________________________________________________________________
Intro:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Research summary:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Conclusion:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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89