Reading - 2nd Period-02 Assignments

If you need the points from an extra grade, or you did not fully understand chapters 1-2, then complete this Edpuzzle. IT IS NOT MANDATORY, BUT IT IS FOR A GRADE.

Open this guide up in Kami, and answer the questions. 
Give your opinion for each of the nine statements.
Research and write about the eight terms. 
Define all of the literary terms given,
Everything should be in complete sentences, and it should show thought and effort.

Jessica got a book from her Aunt called "101 Easy Cats to Make at Home." To thank her for the book, Jessica wanted to make a craft for her aunt. The materials list called for scissors, felt, glue, googly eyes, markers, and glitter. Jessica looked online to find out what felt is and printed a picture of it. Then, she opened up her craft box and got out five of the materials that she needed. She only needed to get one thing from the store.

Write in complete sentences, and answer honestly. I will not share with the class unless you want me to.


GROW - something that didn't go well/could be improved on
GLOW - something that went really well/should be celebrated

Each evening for a full five minutes,
when the light is right, the elm
across the street casts its shadow
upon my neighbor’s house.

5 The tree
seems to grow into the house, its shadow
alive in the solid stucco. The leaves
dance within the windows, filled,
fractured, by the wind, the twilight.

10 For years I never noticed. Then,
one morning, the saws awakened me.
That evening the tree was gone,
cut up and carted off in trucks.

The gap it left created a silence,
15 an emptiness, along the street:
the presence of the absence of the tree.

That evening, before the darkness fell,
the sky burned brilliant red and gold
and the shadow of the outline of the tree
20 fell full against my neighbor’s house.

Each evening for a full five minutes,
when the light is right, the elm
across the street casts its shadow
upon my neighbor’s house.

5 The tree
seems to grow into the house, its shadow
alive in the solid stucco. The leaves
dance within the windows, filled,
fractured, by the wind, the twilight.

10 For years I never noticed. Then,
one morning, the saws awakened me.
That evening the tree was gone,
cut up and carted off in trucks.

The gap it left created a silence,
15 an emptiness, along the street:
the presence of the absence of the tree.

That evening, before the darkness fell,
the sky burned brilliant red and gold
and the shadow of the outline of the tree
20 fell full against my neighbor’s house.

Each evening for a full five minutes,
when the light is right, the elm
across the street casts its shadow
upon my neighbor’s house.

5 The tree
seems to grow into the house, its shadow
alive in the solid stucco. The leaves
dance within the windows, filled,
fractured, by the wind, the twilight.

10 For years I never noticed. Then,
one morning, the saws awakened me.
That evening the tree was gone,
cut up and carted off in trucks.

The gap it left created a silence,
15 an emptiness, along the street:
the presence of the absence of the tree.

That evening, before the darkness fell,
the sky burned brilliant red and gold
and the shadow of the outline of the tree
20 fell full against my neighbor’s house.

Students will read and take notes on both articles and answer the questions, and then be prepared to share answers, notes, and/or reasoning with the class.

Each evening for a full five minutes,
when the light is right, the elm
across the street casts its shadow
upon my neighbor’s house.

5 The tree
seems to grow into the house, its shadow
alive in the solid stucco. The leaves
dance within the windows, filled,
fractured, by the wind, the twilight.

10 For years I never noticed. Then,
one morning, the saws awakened me.
That evening the tree was gone,
cut up and carted off in trucks.

The gap it left created a silence,
15 an emptiness, along the street:
the presence of the absence of the tree.

That evening, before the darkness fell,
the sky burned brilliant red and gold
and the shadow of the outline of the tree
20 fell full against my neighbor’s house.

"Becca and I both started laughing and continued to
dance as our anger crept out of the living room."


5 Nonetheless, he replayed the song until we both agreed to start
dancing. Becca went first—making a sarcastic, jerky movement—but
it was all I needed to break out my best moves. Becca and I both
started laughing and continued to dance as our anger crept out of
the living room. After the five minutes were over, we were laughing
so hard that neither of us remembered Olivia or why we had been
angry.

7 Now it was the night before Becca moved across the country to
attend college, and it had been a whole month since our last dance
party. We were older now, and I understood that Becca had things
to do and was preoccupied with spending her final days of high
school with her friends. I never realized how much I had cherished
those nightly dance parties with my sister. I couldn’t shake the
feeling of how upset I would be if we didn’t get to have one last
dance party

11 My mom sighed but agreed. I stared at the empty chair at the table
and started to reminisce about times with Becca as I finished my
meal. I thought about the days when our biggest problems involved
Olivia the doll.

His only equipment two hands and two feet
The city's his court: each structure, each street
There's no grass and no net—just a sea of concrete

It's all about motion; all about flow
5 His feet do the thinking
They always say go
The playground's deserted. He flips over swings,
bounds over buildings like his ankles have springs

He's quick as a river. You'd swear he has wings
10 It's all about motion; all about flow
His feet do the thinking
They always say go
Up drainpipes and stairs till he stands at the summit—

Horns sound when bystanders think he's reached his limit,
15 but he bridges the rooftop, climbs safely down from it
It's all about motion; all about flow
His feet do the thinking
They always say go

He leaps over planters and jumps the bike rack
20 Half instinct, half art-he was born with the knack
for creating a route without trail, without track

Parkour's so demanding, but he's got the chops
for making all structures his free-running props
And it's not until he gets home that he stops

His only equipment two hands and two feet
The city's his court: each structure, each street
There's no grass and no net—just a sea of concrete

It's all about motion; all about flow
His feet do the thinking
They always say go
The playground's deserted. He flips over swings,
bounds over buildings like his ankles have springs

He's quick as a river. You'd swear he has wings
It's all about motion; all about flow
His feet do the thinking
They always say go
Up drainpipes and stairs till he stands at the summit—

Horns sound when bystanders think he's reached his limit,
but he bridges the rooftop, climbs safely down from it
It's all about motion; all about flow
His feet do the thinking
They always say go

He leaps over planters and jumps the bike rack
Half instinct, half art-he was born with the knack
for creating a route without trail, without track

Parkour's so demanding, but he's got the chops
for making all structures his free-running props
And it's not until he gets home that he stops

9 The soldiers at Camp Verde paid little attention to them. Some camels wandered off; three traveled to the war-torn countryside of Arkansas. One Confederate general used a camel to carry his company's baggage. Soldiers reported seeing this camel "swinging along, under a little mountain of carpet-sacks, cooking utensils, blankets, etc."

10 When the Civil War ended in 1865, the camels at Camp Verde became the property of the U.S. government. A year later, the 66 remaining camels were auctioned off. Edward Beale, who had been so taken with the camels, bought some of them. Beale's camels retired to his California ranch, where they lived in comfort. Others were bought and used to carry supplies over land. When these camels were no longer needed, the owners turned the camels loose. Over the years, settlers and miners claimed to see wild camels roaming the American Southwest.

7 Five years after the camels arrived in the United States, the Civil War divided the country. The Southern states decided to secede—or break away—from the Northern states and form the Confederate States of America. As Texas politicians argued whether their state should also secede, General Twiggs saw a way to finally rid his command of the camels. He suggested that he could save the U.S. government more than $500 each month by ending the Camel Corps. He asked permission to sell the camels or let them loose on the prairie. But before he received an answer, Texas did secede. Camp Verde surrendered to Confederate soldiers, who now found themselves in charge of weapons, supplies, and a total of 80 camels.

Part A:
The word “politician” has a Greek root that means “affairs of the city.” Based on this information, what does the word politicians mean as it is used in paragraph 7?
A - People who supervise transportation systems
B - People in charge of buying and selling goods
C - People who frequently debate
D - People engaged in government

Part B:
Which phrase from paragraph 7 best supports the answer to Part A?
A - argued whether their state should also secede
B - rid his command of the camels
C - before he received an answer
D - found themselves in charge of weapons, supplies

1 Every boy, when he reached the age of fourteen, was expected to train for service in the Inca empire. To pay his , or tax requirement, each was assigned a particular service. Some were chosen to be builders or soldiers. Others were servants in the Sapa Incas' household. The fastest and most dependable boys were chosen to be Chasquis.

15 After a few moments, the judges announced the beginning of the
event and called Brittany’s name first. Brittany approached the edge
of the mat with her head held high. She saw Alix, giving two thumbs
up, and Brittany envisioned the judges giving her the same gesture
after her routine. She felt a weight lift from her shoulders, now
buoyed by a dose of support from her friend.

"She felt a weight lift from her shoulders, now
buoyed by a dose of support from her friend."


15 After a few moments, the judges announced the beginning of the
event and called Brittany’s name first. Brittany approached the edge
of the mat with her head held high. She saw Alix, giving two thumbs
up, and Brittany envisioned the judges giving her the same gesture
after her routine. She felt a weight lift from her shoulders, now
buoyed by a dose of support from her friend.

10 When the day of the competition finally arrived, Brittany was
plagued with nerves. Her parents were in the stands, and Coach Jen
was in the front row beside other coaches. Brittany practiced her
moves and, although she had memorized the routine, she felt
clumsy and insecure. Brittany stood with a solemn expression,
concerned that this was about to be a disaster.

Click the link that will take you to the Nearpod lesson. Read the passage and answer the questions. If you get done before the end of class, you need to make sure that you are caught up on ALL homework; when you are done with absolutely everything, then you may play the Blooket attached.

13 It was like walking into another world. A hot, moist world exploding with
greenery. Huge flat leaves, delicate wisps of tendrils, ferns and fronds and vines
of all shades and shapes grew in seemingly random profusion.

Today we will be looking at our final two inferencing activities; we will be inferencing character traits based on short passages by using the clues to help us determine the character traits of the main character. We will also be inferring setting based on various scenarios by looking for clues in the text and determining why those clues make sense. These will be finished and checked in class with groups/the teacher.

15

There, in a shaft of the wan afternoon sunlight, was a single blood red
blossom.

Open the pdf in Kami and answer each question on at least five pages. Make sure your answers are in complete sentences and you are using context clues from the conversation(s) to answer. Your evidence needs to be a direct quote or paraphrase from the text messages. This may be completed in table groups or independently. We will be doing the first page together!

Today we will be practicing inferring details by looking at different images and asking ourselves what we see, what we infer, why we inferred that, and what we still wonder. We will also be practicing inferring tone based on Amazon reviews by reading them and deciding whether they are positive or negative and why. This will be completed and checked during class time with your groups/the teacher.

13 Kun Ya handed Ting the elephant umbrella. Ting stood up and twirled the
umbrella overhead as she skipped around the clearing, her movements light and
strong. “Look, Noi, the elephant is dancing!”

14 Noi laughed.

"The flit of the butterflies moved into her, then
out into the brush, so the paint seemed to lay
itself down."

Read this information about the roots of the word translucent: "from Latin trans, meaning 'through' + lucere, meaning 'to shine'."

10 All morning, Noi and Ting had opened the umbrellas, getting them ready for
Kun Ya’s brush. They pushed the fretwork of bamboo slivers up the bamboo pole
until the silk bloomed into translucent flowers of pinks, greens, purples.

This is to be completed when we are done with our in-class refresher

Students will be creating a poster in Canva based on the attached story: "Who is Katherine Johnson?"

Students will read the story, decide what the main idea is, and then create a poster in Canva using facts relevant to the main idea. Two simple examples have been included, but the sky is the limit as far as how creative these posters can be; all colors, designs, fonts, etc. are up to the student. However, I do not want to see any poster turned in that looks exactly the same as they example posters that I have included. Be creative and have fun with it!

Each poster needs to include the main idea and at least 4 relevant facts from the story. 

Slowly over the years, many of those who
laughed at their neighbor have now joined him

3 Sawadogo patiently explained that rain would come eventually. When it did,
most of it would run off of the ground’s surface, which was baked hard as
concrete. But in his field, the zaïs would catch and hold much more of the
precious water than the dry ground could alone. Moisture would linger longer
underground through the dry season. The damp, rich compost would continue to
nourish his sprouting crops and the small trees he planted. Sawadogo said that
in 20 years’ time, he could visualize a lush, green field and forest taking place of
the rocky, barren desert. Zaï farming was really an old method that Africans had
used long ago, Sawadogo said. It had worked once; perhaps it was time to try it
again.

“Whatever your age, whatever you wish to
achieve, if you are courageous, persistent, and
hardworking, you are sure to succeed.”

1 Art can come in many forms and from many places. Sometimes it can be
created quickly, and other times its creation requires a prolonged effort. Over a
century ago, a mail carrier named Ferdinand Cheval began a masterpiece that
took over 33 years to complete.

He followed no design rules and mixed cultures
from around the world. (paragraph 5)

Untrained in architecture or construction, he
nonetheless had a vision. (paragraph 9)

4 Before long only a few people could still whistle
this unique language.

4 To preserve the language, the government
took action and required that el Silbo be taught
in the schools.

2 El Silbo has a history that reaches back for many generations. No one is certain
of its origin. Some speculate that it began as a northern African language.
Historians do know that the whistled language was used by the original
inhabitants of the island. When the Spanish explorers arrived during the 1500s
and 1600s, they adopted the language and el Silbo was widely spoken for
centuries after.

Paragraph 6: Although some islanders consider the language to be a novelty, others embrace
el Silbo. A young islander named Cyro is one of the few whistlers who learned
the language directly from his parents instead of in school. His family eventually
left the island to find jobs and lead new lives in a more modern place. Cyro left
too but made his way back home to La Gomera. “After being away for eight
years, I decided to come back,” Cyro explains. “I like being in nature. I like my
animals and my whistle. And here I will stay, because the island needs me.”
Cyro loves whistling to communicate. He whistles with his friends and with his
animals, a flock of playful goats. He is especially proud that his goats recognize
his whistle. Cyro is helping to keep the tradition of el Silbo alive.

18 PETE: [Firmly.] Delete it.
19 ANGIE: [Firmly.] No.
20 PETE: I didn’t give anyone permission to film me. I’m sure there’s a law about
this somewhere. Hand over that videotape. [Holds out his hand.]
21 ANGIE: It’s not illegal. You’re being absurd. I’m here to record the football
game, not your tragic rendition of “The Star-Spangled Banner.” And besides,
we’re living in the digital age, if you haven’t noticed. There is no physical tape
for me to hand over.
22 PETE: [Almost yelling.] Do you have any idea what it feels like knowing the
most humiliating moment of your life is on video?
23 ANGIE: [Calmly.] No, I don’t. I would never put myself in that position. And
neither would 99 percent of the audience out there. If people give you a hard
time, remind them that they would never stand in front of 2,500 people to belt
out one of America’s most difficult songs. Really, why would someone write a
song with a range of notes hardly anyone can sing?

29 ANGIE: [With a sly grin and sarcastic tone.] Soon the media club members are
going to combine the video clips into a montage and call it “A Star-Spangled
Catastrophe.” Then we’ll post it on the Internet. But honestly, your flub is on the
boring end of the spectrum. I don’t think you’ll make the final cut. [She shrugs
her shoulders.]

3 [The audience can be heard applauding
halfheartedly.]

Use "Sorry, Wrong Number" to complete this journal

33 (And suddenly the group finds themselves
surrounded by silhouettes and the sound of
voices—horses—rising like a tidal wave around
them.)

12 SACAGAWEA: (Stares, nods to herself . . . and points.) That way. If you follow
that path, you’ll save two days travel time.

19 CHARBONNEAU: Sir, I hate to be the bearer of bad news—
20 CLARK: Of course you do.
21 CHARBONNEAU: Our canoes are overturning. The tow ropes are breaking—
22 CLARK: I know.
23 CHARBONNEAU: You, yourself, sir, are injured—our trade goods and powder
and medicine are wet and damaged—
24 CLARK: And is any of this going to improve by your constant moaning about it?
25 CHARBONNEAU: Somebody’s got to tell the truth, sir! We can’t go on like this!
26 CLARK: Are you suggesting we turn back? And are you going to be the one to
face President Jefferson and tell him we were wet and cold and tired and so we
came home?

34 LEWIS: (Pulling SACAGAWEA forward.) I told them I had a Shoshoni woman
and child with me—they’ll know we’re not a war party if they see a woman and
child . . .

37 MARTHA: George—this young woman is no spy.
38 WASHINGTON: Indeed—then what is she?
39 MARTHA: I’ll tell you privately, George. There is no reason for her
secret to be shared by the entire army.
40 WASHINGTON: (Dubiously.) But, surely—
41 MARTHA: (Irritated.) George, certainly you don’t doubt the word of
your own wife.
42 WASHINGTON: (To Silas and Caleb.) Give her something warm to
drink.

6 SILAS: My meaning should be clear. Here you are, creeping about
the camp on a night as cold as King George’s heart, and dressed as
a man, too! It’s as plain as a dish of beans that you’re bent on
mischief.

Read this sentence from paragraph 5
"If you notice that those around you are using their
phones too much, speak up."

What is the most likely reason the author uses direct address in
this sentence?

Paragraph 5: "Being more mindful of when we use technology allows us to be more
present when interacting with others. Doctors and scientists are
concerned that the heavy use of electronic devices is creating a
generation that is easily distracted. People who depend on
technology shift their attention from one media platform to another
about 27 times per hour. Additionally, the majority of young people
say they would rather text people than speak with them in person.
It can be difficult to have a meaningful conversation with friends
when everyone is distracted by a cell-phone screen. If you notice
that those around you are using their phones too much, speak up. It
is much more rewarding to have a conversation with people who are
attentive."

2.

What does the word attentive mean in paragraph 5?

Paragraph 4: "Another boundary that people can set is avoiding using digital
devices before going to sleep. Doctors suggest establishing a
specific time of night when all devices must be turned off. Stopping
the use of digital devices two hours before bedtime will likely lead to
better sleep. Staring at a cell phone, computer, or television screen


right before bedtime is distracting. Researcher Jean Twenge says
that 'answering texts and scrolling through social media is mentally
and emotionally stimulating, which leads to disturbed sleep.' In
addition, the blue light that smartphones emit keeps the brain from
producing melatonin. Melatonin helps people fall asleep and stay
asleep throughout the night."

9.

What is the most likely reason the author includes a quotation in
paragraph 4?

This assignment is due 01/15/2024. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

The short answer question needs to be answered like an SCR!

We will analyze the story together in class and fill out the organizer together. This can be opened in Kami and turned in here. 

Paragraph 1: "Young people today rely heavily on digital technology. Text
messaging and email allow people to effortlessly stay connected to
others. Television and computer screens provide people with
constant entertainment. Everywhere you look people are distracted
by screens. Technology can be useful, but it is easy for someone to
become too dependent on it. In fact, research has shown that the
way young people interact with each other and with the world is
rapidly changing due to digital overload. Staying connected has
become so important that many young people find it stressful to be
away from their phones. As a result, people have developed bad
habits. They spend less time outside, get less sleep, and develop a
shorter attention span. However, it is possible to achieve a more
balanced relationship with technology. People should consider going
on a 'digital diet.'”

7. What is the most likely reason the author includes the phrase
“Everywhere you look” in paragraph 1?

"When people think of a diet, they usually think about it in relation to
food. There are some healthy eating habits you can develop, and
there are bad eating habits. A digital diet helps promote developing
healthy habits with technology. Developing healthy habits with
digital devices looks different for everyone. But overall the main goal
is to limit the amount of time we spend using digital devices."

5. The author uses a comparison to present the ideas in paragraph 2 so that the reader will understand that a digital diet —

Finish your questions from yesterday, and then fill out this Venn Diagram. As the page says: "You are looking to compare and contrast the book version versus the movie adaptation. You must have a minimum of FIVE unique items in each category. The first one is done for you. You must do 5 MORE of each." This should be done silently and independently. If you get done, then you should be working on/studying your Final Exam Study Guide.

We will be filling out the first page of questions together. The second page will be filled out as an independent assignment. Each question needs to be answered in 2-3 complete sentences.

This is where you need to attach all 4 vocabulary journals and your dialectical journal with all 12 entries. We have been working on this for 4 weeks, and this should not have been something you put off until now, but just in case you lost your copy or didn't do it, here are extra copies.

Find tine, mood, theme, and author's purpose; then, provide text evidence from the book. These could be certain events (things that happened) and/or direct quotes from things that characters said/did in the book. If you choose to support your answer with quotes, there needs to be at least two quotes. If you choose to support your answer with an event from the book, then you need to explain the event in detail; below is an example of this. 

BAD EXAMPLE: Ponyboy fought in the rumble. (NO)
GOOD EXAMPLE: The theme is _____ because Ponyboy got incredibly injured in the rumble. The rumble was where the Socs and the Greasers fought to see who would get rights to the territory between them; the rumble originated from Johnny the Greaser killing Bob the Soc. Ponyboy participated in the rumble with his friends and family because he is a Greaser, and he got kicked, punched, and thrown. Ponyboy sustained many injuries, and learned a valuable lesson that _____________. (YES)

Fill this out in Kami or Google Docs. This is independent, not group work. Use the examples of types of conflict to answer each question, and remember that internal conflict is within a person's mind/body and external conflict is due to outside forces (other people, nature, etc.). Find 2-3 other examples for the last part. 

Open the document in Google Docs or Kami. Answer the questions in complete sentences. We will be talking about some of these together in class today, and some will be on your own. 

This assignment is due 11/07/2023. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

Open the document in Kami or Google Docs, then work together with your group to answer the questions. Some will be answered from your opinion, some will have to be researched on the internet for answers. Don't do part 2; go straight from part 1 to part 3.

Either answer the question on Kami, or answer them on a Google Doc. Make sure to answer in complete sentences.

We will be finishing our TP-CASTT practice from last week - both together and individually. If you are satisfied with your TP-CASTT analysis from last week after we finish, then you may resubmit it here. If you would like to change/add something before you submit it again, then you may do so and submit it here after. 

Pick one poem out of the three, and complete the TP-CASTT poetry analyzation. We will go over it in class on Tuesday and look at a complete example. Each part needs to be answered completely in 2-3 sentences. Your analysis needs to show that you slowed down and thought about your answers. 

MIRROR
I am silver and exact. I have no preconceptions.
Whatever I see I swallow immediately
Just as it is, unmisted by love or dislike.
I am not cruel, only truthful‚
The eye of a little god, four-cornered.
Most of the time I meditate on the opposite wall.
It is pink, with speckles. I have looked at it so long
I think it is part of my heart. But it flickers.
Faces and darkness separate us over and over.

Now I am a lake. A woman bends over me,
Searching my reaches for what she really is.
Then she turns to those liars, the candles or the moon.
I see her back, and reflect it faithfully.
She rewards me with tears and an agitation of hands.
I am important to her. She comes and goes.
Each morning it is her face that replaces the darkness.
In me she has drowned a young girl, and in me an old woman
Rises toward her day after day, like a terrible fish

"Nothing Gold Can Stay": By Robert Frost

Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
So nothing gold can stay.

For each sheet, read the poem and answer the corresponding questions. Your answers need to be in complete sentences and show an effort to understand and analyze. 

The instructions are included in the assignment as well as some helpful questions to guide your thinking/conversations. The actual assignment will be written on a piece of paper or typed on a Google Doc.

What figurative language is used in this sentence? How do you know?

What is the figurative language that is modeled in this sentence? How do you know?

What figurative language is this sentence displaying? How do you know?

Find the figurative language in this sentence and identify it.

Open the document in Kami or Google Docs, identify what type of figurative language is being used, and answer the question "What does the author mean by this statement?" for each sentence. Your answer needs to be in 2-3 complete sentences.

What kind of figurative language is modeled in this sentence?

What type of figurative language is "black as coal?"

Open up the worksheet in Kami, and read the passage in your groups. Each answer to page 2 needs to have at least two complete sentences, each answer for page 3 needs to have at least two complete sentences, and your answer for page 4 needs to be at least a paragraph. Make sure you are writing in complete sentences, and that you are reading/answering the entire question, not just part of it.

R.A.C.E.R. (restate, answer, cite evidence, explain evidence, and reword) takes R.A.C.E. (restate, answer, cite evidence, and explain evidence) and adds an extra element that will be useful when writing Short Constructed Responses on the STAAR test; R.A.C.E. is still an excellent way to answer questions when using text evidence in your classes (especially mine), but R.A.C.E.R. is going to be the chosen method for the STAAR test. This lesson will help us learn about what a Short Constructed Response is, and how we can best answer it. We will practice the 2022 questions together and the 2023 question independently.

Watch the mini lesson and fill in the blanks in the notes as you watch. Then, watch the video for "Believer" by Imagine Dragons, and complete the corresponding worksheet. 

To be completed after notes are taken. Each question needs to be answered in 2-3 complete sentences. I will count off for misspellings, capitalization, and punctuation errors.

Answer the questions on the google form, and then go through the slides and complete those questions. Each of you should have a personal copy of the slides so that you can put your answers directly on there. This is independent work. 

Excerpt from: I Have a Dream - Martin Luther King, Jr.
Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.
What evidence did the author give to support the theme of "fight for equality" in this excerpt?

Michael woke up with a start. Someone was banging at the front door. Heavy footsteps clomped over the bare boards of the hallway. A shouting of voices. Jacko's familiar growl, then the front door slammed shut. Michael shivered and pulled the thin blanket closer around his shoulders. Through the cracked glass of the curtainless window, the sky looked gray and dirty. A groan from the other mattress told him that Toby was awake as well.
Which of the following would be considered explicit textual evidence?

Stephen and Joseph Montgolfier were papermakers, but they had been interested in flying for many years. One night, in 1782, Joseph noticed something that gave him an idea. He was sitting in front of the fire when he saw some small pieces of scorched paper being carried up the chimney.Soon afterwards, the brothers conducted an experiment. They lit a fire under a small silk bag, which was open at the bottom; at once, the bag rose to the ceiling. After this, Stephen and Joseph conducted many more experiments, both indoors and in the open air. Eventually, they built a huge balloon of linen and paper. On June 5th, 1783, they launched their balloon in the village of Annonay.
Which sentence in this article provides text evidence for the inference that the Montgolfier brothers used hot air to lift their balloon?

Choose one of the 4 short stories linked below. Read the story and then complete the activity I have linked (highlight and copy the url and paste it into the search bar on a new tab). It is through a website called Easel, and it will have a text box under each question for you to write in your answers. I want complete sentences, and I will be taking a grade on this assignment. Make sure that it is marked "turned in" when you are done.

https://www.astro.sunysb.edu/fwalter/AST389/ASoundofThunder.pdf 

https://xpressenglish.com/our-stories/one-friday-morning/ 

https://www.smashwords.com/extreader/read/269093/2/whats-the-worst-that-could-happen 

https://d3jc3ahdjad7x7.cloudfront.net/07fPGDCSTUpS9m4y2v5jFQ13oXazz1wwrg1D40MFatrz6bkL.pdf?fbclid=IwAR39DQYWdI16e0Ex5YtNrxuxUzHN15H9xmYkcrNITVozeBP3K6y6knDbwYs