Ch.16-22 Practice

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Part 1

Author's Craft

Use your book and your notes to help you practice identifying the author's craft and analyzing its meaning.

*Make sure to write a few examples in your notebook to help you on the quiz.

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"Where there should have been an army of carpenters, masons, glaziers, plasterers, and painters, I only saw empty shells of buildings..." (Anderson 116)

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"Fever victims lay in the gutters, thieves and wild men lurk on every corner " (Anderson 116)

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"Heat from the brick houses filled the street like a bake oven" (Anderson 118).

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"Yellow fever was wrestling the life out of Philadelphia..." (Anderson 119).

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"It was an ordinary-looking house, more expensive than some, but typical of Philadelphia: brick front, windows trimmed in white paint, metal railings, and a thick oaken door" (Anderson 120).

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"'Only if you sit as well,' I said. 'Your face is as red as an overripe cherry.' I did not mention how hard he was breathing" (Anderson 124).

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"A familiar yowl came from the back door. Silas waited at the threshold..." (Anderson 126).

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"I carried the bucket inside and poured a mug for Grandfather. ... His color was better, and he was snoring like a barn full of plow horses." (Anderson 127).

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"An hour later, I examined my treasure on the kitchen table: two handfuls of green beans, four stunted crookneck squash that had been nibbled by mice,... " (Anderson 128).

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"The tall thief lifted Grandfather's sword from the mantle. 'Go to New York if you wish, but I know a gentleman in Wilmington who will pay a pretty price for this.'" (Anderson 141).

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"This haint here will tell us where they've hidden all their silver. I'm sure they have a strongbox as well,' the tall man said as he tied my wrists together in front of me. I spat at him. Smack! The tall man slapped me across the face, jerking my head backward" (Anderson 143).

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"Crying wouldn't help anything. My duty was clear. I understood why the cart man walked so slowly. Death was a heavy companion." (Anderson 151).

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"Nell mimicked them, hiding her face in my neck. If I didn't put her down soon, my arms were going to snap off at the shoulder" (Anderson 172).

Part 2: Vocabulary

Use your book and your notes to help you practice identifying the meaning of this unit's vocabulary words and using them correctly in sentences.

*Make sure to write the definitions and a few examples in your notebook!

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(adjective) without the basic necessities of life; not having.

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(verb) an angry argument or disagreement, typically between people who are usually on good terms.

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(verb) to recover from illness or exertion; to recover or regain (something lost or taken).

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(noun) serious and immediate danger

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(adjective) extremely hungry

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After spending the whole day sneezing, Mrs. Rupard left school early to go home and _____________.

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Annie and the other girls at Ms. Hannigan’s orphanage are ________________.

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Mrs. Johnson and Mrs. Ritter _________ over who was the better bottle flipper at the Winter Assembly.

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Today I had to eat lunch an hour later than I usually do, so by the time I eat my lunch I will be ___________!

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As the shark swam closer, we realized our lives were in ______.

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Type each vocab word that should go in the blanks in order (check spelling) with a comma and space between each word. Example: strawberry, orange, apple

WORD BANK: peril, quarreled, recuperate, destitute, famished

It was time for the Winter Party and everyone was excited, except for Ramona. She forgot money at home and couldn't buy a snack after school. Having no money or food made Ramona feel _____. Her stomach grumbled because she was so . Sometimes when she got hungry she _ with her friends over nothing at all. She did not want to put her friendship in by fighting. She decided to just go home so she could _________ after such a long week of school.

Part 3: Mood & Tone

Use your book and your notes to help you practice identifying the mood and tone of different passages.

*Watch the video below and make sure to create a sketchnotes page about mood & tone!

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There are four steps to understanding mood. Add to your notes as you go! You can do this practice activity as many times as you need!

The first step is to IDENTIFY THE MOOD of the text you are reading.

What is mood, again? Select all that are true.

1

To IDENTIFY THE MOOD of the text you are reading, analyze (look closely at) three things:

1. word choice
2. imagery
3. setting

How do you identify the mood? Choose all that apply.

1

Now you try! Identify the mood of this text. Remember to look at the WORD CHOICE, IMAGERY, and SETTING.

"Dead? Polly’s dead?” I couldn’t have heard her properly. “Polly Logan?” The sweat on my neck turned to ice and I shivered. “Our Polly? That can’t be.” (Anderson 14)

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How did you identify it? What WORD CHOICE, IMAGERY, or SETTING details did you find? Select three.

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Awesome job! Now, do you remember how to identify mood?

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Step two is to IDENTIFY THE TECHNIQUE the author uses to make it hot and intensify the plot.

Here are a few common techniques, or strategies, authors use to "spice things up". Make sure to copy these into your note if you are not familiar with these.

TECHNIQUES:
Repetition- repeating words or phrases to emphasis the meaning
Listing- when an author lists items to add emphasis
Very short sentences- used to draw the reader’s attention and create suspense
Simile/Metaphors- comparing two things
Personification- an object or idea is given human characteristics or qualities.
Imagery- to represent objects, actions and ideas in such a way that it appeals to our physical senses.
Alliteration- The repetition of usually initial consonant sounds in two or more neighboring words or syllables
Hyperbole- exaggerated statements or claims

What are these techniques used for? In other words, why would an author use these?

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Now you try! IDENTIFY THE TECHNIQUE Ms. Anderson used in this part.

"Dead? Polly’s dead?” I couldn’t have heard her properly. “Polly Logan?” The sweat on my neck turned to ice and I shivered. “Our Polly? That can’t be.” (Anderson 14)

HINT: Choose three (one is a type of figurative language).

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Here's a good guide to EXPLAINING HOW MOOD IS CREATED. (I would jot this down, so you can use it later!!)

The author creates a (mood) by (quick explanation).
Using (technique), shows how (detailed explanation).
Using (technique), shows how (detailed explanation).
Using (technique), shows how (detailed explanation).
*Repeat for every technique used!

Here is what it looks like all put together.

The author creates a chilling mood by showing Mattie’s shock at hearing of Polly’s death.
Using repeated, short sentences shows how Mattie is struggling to process what happened
and exaggerating her cold sweat shows the chilling effect of her fear.

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Put it all together and try this passage. IDENTIFY THE MOOD & TECHNIQUES. EXPLAIN HOW THE MOOD WAS CREATED.

"I had to take Polly’s place in the kitchen, washing up, sweeping the floors, dusting the tables, and putting everything back in its proper place so we would be ready to do the same thing the next day. My arms felt as heavy as lead from carrying the trays. My shift was sticky with perspiration, and I smelled of tobacco smoke and unwashed strangers. How did Polly do this every day?" (Anderson 22)

Which sentences should be included in your answer?

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Put it all together and try this passage. IDENTIFY THE MOOD.

"It was night in the middle of the day. Heat from the brick houses filled the street like a bake oven. Clouds shielded the sun, colors were overshot with gray. No one was about; businesses were closed and houses shuttered. I could hear a woman weeping. Some houses were barred against intruders. Yellow rags fluttered from railings and door knockers—pus yellow, fear yellow—to mark the homes of the sick and the dying. I caught sight of a few men walking, but they fled down alleys at the sound of the wagon. " (Anderson 118)

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Now, IDENTIFY THE TECHNIQUES and EXPLAIN HOW THE MOOD WAS CREATED.

Here is a student's paragraph response. Which sentence should NOT be included?

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Now, you try one on your own. Choose one of the passages from the slides above to write a paragraph about. Make sure to follow the steps and use the sentence starters if you need them.

Ch.16-22 Practice

"Where there should have been an army of carpenters, masons, glaziers, plasterers, and painters, I only saw empty shells of buildings..." (Anderson 116)

"Fever victims lay in the gutters, thieves and wild men lurk on every corner " (Anderson 116)

"Heat from the brick houses filled the street like a bake oven" (Anderson 118).

"Yellow fever was wrestling the life out of Philadelphia..." (Anderson 119).

"It was an ordinary-looking house, more expensive than some, but typical of Philadelphia: brick front, windows trimmed in white paint, metal railings, and a thick oaken door" (Anderson 120).

"'Only if you sit as well,' I said. 'Your face is as red as an overripe cherry.' I did not mention how hard he was breathing" (Anderson 124).

"A familiar yowl came from the back door. Silas waited at the threshold..." (Anderson 126).

"I carried the bucket inside and poured a mug for Grandfather. ... His color was better, and he was snoring like a barn full of plow horses." (Anderson 127).

"An hour later, I examined my treasure on the kitchen table: two handfuls of green beans, four stunted crookneck squash that had been nibbled by mice,... " (Anderson 128).

"The tall thief lifted Grandfather's sword from the mantle. 'Go to New York if you wish, but I know a gentleman in Wilmington who will pay a pretty price for this.'" (Anderson 141).

"This haint here will tell us where they've hidden all their silver. I'm sure they have a strongbox as well,' the tall man said as he tied my wrists together in front of me. I spat at him. Smack! The tall man slapped me across the face, jerking my head backward" (Anderson 143).

"Crying wouldn't help anything. My duty was clear. I understood why the cart man walked so slowly. Death was a heavy companion." (Anderson 151).

"Nell mimicked them, hiding her face in my neck. If I didn't put her down soon, my arms were going to snap off at the shoulder" (Anderson 172).

(adjective) without the basic necessities of life; not having.

(verb) an angry argument or disagreement, typically between people who are usually on good terms.

(verb) to recover from illness or exertion; to recover or regain (something lost or taken).

(noun) serious and immediate danger

(adjective) extremely hungry

After spending the whole day sneezing, Mrs. Rupard left school early to go home and _____________.

Annie and the other girls at Ms. Hannigan’s orphanage are ________________.

Mrs. Johnson and Mrs. Ritter _________ over who was the better bottle flipper at the Winter Assembly.

Today I had to eat lunch an hour later than I usually do, so by the time I eat my lunch I will be ___________!

As the shark swam closer, we realized our lives were in ______.

There are four steps to understanding mood. Add to your notes as you go! You can do this practice activity as many times as you need!The first step is to IDENTIFY THE MOOD of the text you are reading. What is mood, again? Select all that are true.

To IDENTIFY THE MOOD of the text you are reading, analyze (look closely at) three things: 1. word choice2. imagery3. settingHow do you identify the mood? Choose all that apply.

Now you try! Identify the mood of this text. Remember to look at the WORD CHOICE, IMAGERY, and SETTING."Dead? Polly’s dead?” I couldn’t have heard her properly. “Polly Logan?” The sweat on my neck turned to ice and I shivered. “Our Polly? That can’t be.” (Anderson 14)

How did you identify it? What WORD CHOICE, IMAGERY, or SETTING details did you find? Select three.

Awesome job! Now, do you remember how to identify mood?

Now, IDENTIFY THE TECHNIQUES and EXPLAIN HOW THE MOOD WAS CREATED.Here is a student's paragraph response. Which sentence should NOT be included?

Now, you try one on your own. Choose one of the passages from the slides above to write a paragraph about. Make sure to follow the steps and use the sentence starters if you need them.

"Where there should have been an army of carpenters, masons, glaziers, plasterers, and painters, I only saw empty shells of buildings..." (Anderson 116)

"Fever victims lay in the gutters, thieves and wild men lurk on every corner " (Anderson 116)

"Heat from the brick houses filled the street like a bake oven" (Anderson 118).

"Yellow fever was wrestling the life out of Philadelphia..." (Anderson 119).

"It was an ordinary-looking house, more expensive than some, but typical of Philadelphia: brick front, windows trimmed in white paint, metal railings, and a thick oaken door" (Anderson 120).

"'Only if you sit as well,' I said. 'Your face is as red as an overripe cherry.' I did not mention how hard he was breathing" (Anderson 124).

"A familiar yowl came from the back door. Silas waited at the threshold..." (Anderson 126).

"I carried the bucket inside and poured a mug for Grandfather. ... His color was better, and he was snoring like a barn full of plow horses." (Anderson 127).

"An hour later, I examined my treasure on the kitchen table: two handfuls of green beans, four stunted crookneck squash that had been nibbled by mice,... " (Anderson 128).

"The tall thief lifted Grandfather's sword from the mantle. 'Go to New York if you wish, but I know a gentleman in Wilmington who will pay a pretty price for this.'" (Anderson 141).

"This haint here will tell us where they've hidden all their silver. I'm sure they have a strongbox as well,' the tall man said as he tied my wrists together in front of me. I spat at him. Smack! The tall man slapped me across the face, jerking my head backward" (Anderson 143).

"Crying wouldn't help anything. My duty was clear. I understood why the cart man walked so slowly. Death was a heavy companion." (Anderson 151).

"Nell mimicked them, hiding her face in my neck. If I didn't put her down soon, my arms were going to snap off at the shoulder" (Anderson 172).

(adjective) without the basic necessities of life; not having.

(verb) an angry argument or disagreement, typically between people who are usually on good terms.

(verb) to recover from illness or exertion; to recover or regain (something lost or taken).

(noun) serious and immediate danger

(adjective) extremely hungry

After spending the whole day sneezing, Mrs. Rupard left school early to go home and _____________.

Annie and the other girls at Ms. Hannigan’s orphanage are ________________.

Mrs. Johnson and Mrs. Ritter _________ over who was the better bottle flipper at the Winter Assembly.

Today I had to eat lunch an hour later than I usually do, so by the time I eat my lunch I will be ___________!

As the shark swam closer, we realized our lives were in ______.

There are four steps to understanding mood. Add to your notes as you go! You can do this practice activity as many times as you need!The first step is to IDENTIFY THE MOOD of the text you are reading. What is mood, again? Select all that are true.

To IDENTIFY THE MOOD of the text you are reading, analyze (look closely at) three things: 1. word choice2. imagery3. settingHow do you identify the mood? Choose all that apply.

Now you try! Identify the mood of this text. Remember to look at the WORD CHOICE, IMAGERY, and SETTING."Dead? Polly’s dead?” I couldn’t have heard her properly. “Polly Logan?” The sweat on my neck turned to ice and I shivered. “Our Polly? That can’t be.” (Anderson 14)

How did you identify it? What WORD CHOICE, IMAGERY, or SETTING details did you find? Select three.

Awesome job! Now, do you remember how to identify mood?

Now, IDENTIFY THE TECHNIQUES and EXPLAIN HOW THE MOOD WAS CREATED.Here is a student's paragraph response. Which sentence should NOT be included?

Now, you try one on your own. Choose one of the passages from the slides above to write a paragraph about. Make sure to follow the steps and use the sentence starters if you need them.

There are four steps to understanding mood. Add to your notes as you go! You can do this practice activity as many times as you need!

The first step is to IDENTIFY THE MOOD of the text you are reading.

What is mood, again? Select all that are true.

To IDENTIFY THE MOOD of the text you are reading, analyze (look closely at) three things:

1. word choice
2. imagery
3. setting

How do you identify the mood? Choose all that apply.

Now you try! Identify the mood of this text. Remember to look at the WORD CHOICE, IMAGERY, and SETTING.

"Dead? Polly’s dead?” I couldn’t have heard her properly. “Polly Logan?” The sweat on my neck turned to ice and I shivered. “Our Polly? That can’t be.” (Anderson 14)

Now, IDENTIFY THE TECHNIQUES and EXPLAIN HOW THE MOOD WAS CREATED.

Here is a student's paragraph response. Which sentence should NOT be included?

There are four steps to understanding mood. Add to your notes as you go! You can do this practice activity as many times as you need!

The first step is to IDENTIFY THE MOOD of the text you are reading.

What is mood, again? Select all that are true.

To IDENTIFY THE MOOD of the text you are reading, analyze (look closely at) three things:

1. word choice
2. imagery
3. setting

How do you identify the mood? Choose all that apply.

Now you try! Identify the mood of this text. Remember to look at the WORD CHOICE, IMAGERY, and SETTING.

"Dead? Polly’s dead?” I couldn’t have heard her properly. “Polly Logan?” The sweat on my neck turned to ice and I shivered. “Our Polly? That can’t be.” (Anderson 14)

Now, IDENTIFY THE TECHNIQUES and EXPLAIN HOW THE MOOD WAS CREATED.

Here is a student's paragraph response. Which sentence should NOT be included?