2020-2021 Week 14

Language Arts

spelling
category
celery
diamond
discourage
encounter
endurance
foreign
geometry
hygiene
inconvenient

Monday

Write each spelling word two times each.

Grammar: Simple Predicate

The simple predicate is simply the main verb in the sentence or the action that is being preformed by the subject of the sentence.

examples:

Kathy and Kim danced in the ballet at Christmas time. 

Danced in the ballet at Christmas time is the complete predicate.
Danced is the action preformed by the subjects, Kathy and Kim, and is the simple predicate.

The barking dogs angered their sleeping neighbor. 

 Angered their sleeping neighbor is the complete predicate. 

Angered  is the action preformed by the subjects, the barking dogs, and is the simple predicate.

Underline the complete predicate and circle the simple predicate in each of the following sentences.

1. Felicity mentally arranged the flowers into a new category.

2. The celery grew tall and strong in our little garden.

3. Samantha got all starry eyed when she looked at the diamond.

4. The teacher didn't want to discourage her students with difficult math.

5. Sam was afraid that he'd encounter the neighbors dog on his walk to the river.

6. Issac ran the race with high endurance.

7. Matsuo felt awkward in class as he was the only foreign student.

8. Rachel felt surprise at how much she loved geometry.

9. They laughed embarrassingly at the hygiene video the health teacher put on.

10. Mom thought the trip to the dentist an inconvenient interruption to homeschool.

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Onomatopoeia

Onomatopoeia is a fun literary device. It's a fun word that simply represents a sound by resembling or imitating the sound such as: meow, bam, boom, clang, roar.

Famous example:

How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Yet the ear it fully knows,
By the twanging
And the clanging,
How the danger ebbs and flows;
Yet the ear distinctly tells,
In the jangling
And the wrangling,
How the danger sinks and swells,—
By the sinking or the swelling in the anger of the bells,
Of the bells

~Edgar Allan Poe, The Bells

Write 5 sentences with some onomatopoeia in each.

1.______________________________________________________________________________

________________________________________________________________________________

2._______________________________________________________________________________

_________________________________________________________________________________

3._______________________________________________________________________________

________________________________________________________________________________

4._______________________________________________________________________________

________________________________________________________________________________

5._______________________________________________________________________________

_________________________________________________________________________________

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

No one would have believed, in the last years of the nineteenth century, that human affairs were being watched keenly and closely by intelligences greater than man's and yet as mortal as his own ; that as men busied themselves about their affairs they were scrutinized and studied, perhaps almost as narrowly as a man with a microscope might scrutinize the transient creatures that swarm and multiply in a drop of water. With infinite complacency men went to and fro over this globe about their little affairs, serene in their assurance of their empire over matter. It is possible that the infusoria under the microscope do the same. No one gave a thought to the older worlds of space as sources of human danger, or thought of them only to dismiss the idea of life upon them as impossible or improbable. It is curious to recall some of the mental habits of those departed days. At most, terrestrial men fancied there might be other men upon Mars, perhaps inferior to themselves and ready to welcome a missionary enterprise. Yet, across the gulf of space, minds that are to our minds as ours are to those of the beasts that perish, intellects vast and cool and unsympathetic, regarded this earth with envious eyes, and slowly and surely drew their plans against us. And early in the twentieth century came the great disillusionment. The planet Mars, I scarcely need remind the reader, revolves about the sun at a mean distance of 140,000,000 miles, and the light and heat it receives from the sun is barely half of that received by this world. It must be, if the nebular hypothesis has any truth, older than our world, and long before this earth ceased to be molten life upon its surface must have begun its course. The fact that it is scarcely one-seventh of the volume of the earth must have accelerated its cooling to the temperature at which life could begin. It has air and water, and all that is necessary for the support of animated existence. Yet so vain is man, and so blinded by his vanity, that no writer, up to the very end of the nineteenth century, expressed any idea that intelligent life might have developed there far, or indeed at all, beyond its earthly level. Nor was it generally understood that since Mars is older than our earth, with scarcely a quarter of the superficial area, and remoter from the sun, it necessarily follows that it is not only more distant from life's beginning but nearer its end.
~H.G. Wells, The War of the Worlds

1. According the author in this passage what do humans think about life on other planets?__________

_________________________________________________________________________________

_________________________________________________________________________________

2. What does this passage say about "intelligences greater than man's"?________________________

_________________________________________________________________________________

_________________________________________________________________________________

3. How does the author feel about humans not giving heed to the idea that life can be found on other planets?_________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

4. What are three things the author gave as facts about the planet Mars?_______________________

________________________________________________________________________________

________________________________________________________________________________

Thursday

Poetry and Creative Writing

Now that you have a character and place for the character to act in, you need an event. What will happen to your character in your short story. A good way to collect your ideas and make them work is to write a timeline before you begin writing. You will need an opening where you introduce your character and story, and middle where things will happen to your character. This usually means that a problem is presented to your character. Finally there is the end where the problem is resolved.

Fill out this worksheet.

Opening:
1.Where is your character and what is he or she doing at the beginning of your story?____________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Body:
1. What problem does your character encounter?________________________________________

______________________________________________________________________________

_______________________________________________________________________________

2. Name three ways your character will do to try and solve the problem:

1)______________________________________________________________________________

________________________________________________________________________________

2)______________________________________________________________________________

________________________________________________________________________________

3)_______________________________________________________________________________

_________________________________________________________________________________

3. What are three things that makes this problem particularly difficult for your character?

1)_______________________________________________________________________________

2)_______________________________________________________________________________

3)_______________________________________________________________________________

4. What are three abilities that your character has that will help him solve this problem?

1)______________________________________________________________________________

2)______________________________________________________________________________

3)_______________________________________________________________________________

5. List three events in order that happen that help your character solve the problem.

1)_______________________________________________________________________________

2)_______________________________________________________________________________

3)_______________________________________________________________________________

Closing:

1. How does your character ultimately solve the problem?____________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

Pride and Prejudice 61 chapters
Monday- Chapters 49, 50, and 51
Tuesday- Chapters 52, 53, and 54
Wednesday- Chapters 55, 56, and 57
Thursday- Chapters 58, 59, 60, and 61

Geography

Mon- Wed: Learn all of the Capitol Cities of all of the Countries in Southeastern Europe.
Test on Thursday. Tests will be first in the day on Thursday

2020-2021 Week 13

Language Arts

Spelling
securing
significance
transferred
transferring
uncontaminated
vertical
weariness
accessible
accompanied
benefited

Monday

Write each spelling word two times each.

Grammar: Simple subject

The Simple subject is simple. It's the noun that is the subject or the main noun that's completing the action in the sentence. The subject contains all of that noun's modifiers. The simple subject is simply the noun of the subject.


examples:

The animals in the zoo roared and cooed at feeding time.

The animals in the zoo is the subject
Animals are what are roaring and cooing.

Jason called his family when we got off the airplane.

In this example, Jason is both the subject and the simple subject because there are no modifiers.


Worksheet:
In each sentence, underline the subject and circle the simple subject.

1. The bank began securing it's assets when the pandemic began.

2. The girl sitting in the back of the classroom did not understand the significance of pi.

3. The trucking company transferred the candles from the warehouse to the store.

4. The cowboys began transferring their cattle to the slaughter house near the end of August.

5. The used masks tossed on the parking lot ground were not uncontaminated.

6. The geometry student forgot that they y-axis is the vertical line on the plane.

7. The extreme heat added to the weariness of the animals at the zoo.

8. Robert's teacher wanted to make her books accessible to all of the students for after school hours.

9. The flock of blackbirds flying across the sky accompanied the sparrows on their flight south.

10. Rachel knew that benefited from sharing a room with her older sisters.

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Polysyndeton

Polysyndenton is the opposite of asyndeton. Instead of removing coordinating conjunctions, more  are added. This gives more rhythm to a piece of writing. Polysyndeton comes from a Greek word meaning “bound together.” These coordinating conjunctions (like and, or, but, and nor)  join successive words, phrases, or clauses even when they would normally have been omitted.

examples:
 This is part of a longer poem that I wrote, it makes good use of polysyndeton to keep the rhythm of piece.

we once sang hi to the life of a bear
we once sang ho and we didn't care
we had wars and germs and colors and talk
but we didn't fall down in angry shock

and we dream like it happened so long ago
an older century, a black and white show
a place in the distance with memories light
but that was just yesterday, it happened last night

before the new normal for the contemporary man
brought boarders, controls, and a stricter plan
with regulated cooks and relief for the crooks
and masks appearing to hide dirty looks

Notice that and appears 9 times in 12 lines. It was placed to keep the rhythm and to give emphasis to certain words.

Here are some famous examples:

And Joshua, and all of Israel with him, took Achan the son of Zerah, and the silver, and the garment, and the wedge of gold, and his sons, and his daughters, and his oxen, and his asses, and his sheep, and his tent, and all that he had.
~Holy Bible, Joshua 7:24

There were frowzy fields, and cow-houses, and dunghills, and dustheaps, and ditches, and gardens, and summer-houses, and carpet-beating grounds, at the very door of the Railway. Little tumuli of oyster shells in the oyster season, and of lobster shells in the lobster season, and of broken crockery and faded cabbage leaves in all seasons, encroached upon its high places.
~Charles Dickons, Dombey and Son

Write a poem with at least 10 lines using polysyndeton. You can use and, or, like, or nor. 

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

Whether I shall turn out to be the hero of my own life, or whether that station will be held by anybody else, these pages must show. To begin my life with the beginning of my life, I record that I was born (as I have been informed and believe) on a Friday, at twelve o’clock at night. It was remarked that the clock began to strike, and I began to cry, simultaneously. In consideration of the day and hour of my birth, it was declared by the nurse, and by some sage women in the neighbourhood who had taken a lively interest in me several months before there was any possibility of our becoming personally acquainted, first, that I was destined to be unlucky in life; and secondly, that I was privileged to see ghosts and spirits; both these gifts inevitably attaching, as they believed, to all unlucky infants of either gender, born towards the small hours on a Friday night. I need say nothing here, on the first head, because nothing can show better than my history whether that prediction was verified or falsified by the result. On the second branch of the question, I will only remark, that unless I ran through that part of my inheritance while I was still a baby, I have not come into it yet. But I do not at all complain of having been kept out of this property; and if anybody else should be in the present enjoyment of it, he is heartily welcome to keep it.

~Charles Dickons, David Copperfield

1. What does David Copperfield say about being a hero?____________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. At what time was David Copperfield born and what was interesting about that?_________________

_________________________________________________________________________________

________________________________________________________________________________

3. What inheritance did David Copperfield say he had not claimed?___________________________

________________________________________________________________________________

4. What does this whole passage foretell?______________________________________________

_______________________________________________________________________________

Thursday

Poetry and Creative Writing

Last week we began preparing to write your first short story by establishing a character. You should have written down at least nine things about that character. This week I want you to think about where your character lives and write about that. Think about it like you're painting. Today you are painting the background for the character that will be in the foreground of your story.

Here are six things to think about:

1. Is this a city setting or a country setting?

2. Is this in the world or an imaginary place?
3. What's the weather like?
4. What specific things define the background such as a rich and beautiful garden or an old neglected building with chipped and peeling paint.
5. What colors are in your background? Is it painted gold by the sun or all grey from the clouds? Is it full of green foliage and fuchsia flowers with an azure sky or is it in the black of night, shiny and dense like an onyx stone?

6. What time period is this set in?

Now write six detailed sentences painting your background. Using the 6 questions above.

1.____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2._____________________________________________________________________________

_______________________________________________________________________________

________________________________________________________________________________

3._______________________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________________

4._______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

5._______________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

6._______________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

Pride and Prejudice 61 chapters
Monday- Chapters 37, 38, and 39
Tuesday- Chapters 40, 41, and 42
Wednesday- Chapters 43, 44, and 45
Thursday- Chapters 46, 47, and 48

Geography

Mon- Wed: Learn all of the Countries in Southeastern Europe.
Test on Thursday. Tests will be first in the day on Thursday

2020-2021 Week 12

Language Arts

spelling
immobilize
impossibility
jalepino
lambaste
morale
nonfiction
occasion
pheasant
quavering
recipe

Monday

Write each spelling word two times each.

Grammar: Subject and Predicate

Subjects and Predicates are very simple and by the ninth grade this topic should be a review from years past.

The Subject is what the sentence is about or who or what is doing the action plus any of it's modifies such as articles and adjectives.

The Predicate is the verb and everything else.

Every sentence has a subject and a predicate.

examples:

I ate the pizza.
I is the subject and ate the pizza is the predicate.

The smiling goldfish swam gleefully through the sparkling clean water.The smiling goldfish is the subject and swam gleefully through the sparkling clean water is the predicate.


Worksheet:
Circle the subject and underline the predicate in each sentence.

1. The police immobilized a swat team after the bank robbery.

2. The fat girl thought that losing weight was an impossibility.

3. The fat man bit into the spicy jalapeno pepper.

4. The angry mob lambasted the priest with insults.

5. The school kids had heightened morale after the sports assembly.

Write 5 sentences of your own then circle your subject and underline your predicate.

1._______________________________________________________________________________

________________________________________________________________________________


2. ______________________________________________________________________________

________________________________________________________________________________


3._______________________________________________________________________________

_________________________________________________________________________________


4.________________________________________________________________________________

_________________________________________________________________________________


5.________________________________________________________________________________

_________________________________________________________________________________

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Asyndeton

Asyndeton, derived from the Greek word asyndeton, which literally means “unconnected,” is a stylistic device used in literature and poetry that eliminates conjunctions between the phrases. Yet with asyndeton grammatical accuracy should be maintained. This helps in reducing the indirect meaning of a phrase to present the sentence in a concise form. It was first used in Greek and Latin literature.

Asyndeton can be used between phrases and clauses in a single sentence or to connect more than one sentence into one without conjuctions.


examples:

He loved, lost, mourned, wept all the days of his life.

Repent
the rain fell hard, fell fast, fast furious

'til the rivers bled over the banks

and the dams burst in sorrow

God stretched a weary hand

calling, calling, pleading, pleading

repent said the rain, repent said the wind,

repent said our God


Here are some famous examples:

Are all thy conquests, glories, triumphs, spoils, Shrunk to this little measure?
~William Shakespeare, Julius Caesar

Without looking, without making a sound, without talking

~Sophicles, Oedipus at Colonus

Write 3 sentences using Asyndeton to emphasize your meaning and feelings.

1._______________________________________________________________________________

_________________________________________________________________________________

2._______________________________________________________________________________

_________________________________________________________________________________

3._______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Write a five line poem using Asyndeton:

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

The Lady of Shalott
by: Alfred Lord Tennyson

On either side the river lie
Long fields of barley and of rye,
That clothe the wold and meet the sky;
And thro' the field the road runs by
To many-tower'd Camelot;
And up and down the people go,
Gazing where the lilies blow
Round an island there below,
The island of Shalott.

Willows whiten, aspens quiver,
Little breezes dusk and shiver
Thro' the wave that runs for ever
By the island in the river
Flowing down to Camelot.
Four gray walls, and four gray towers,
Overlook a space of flowers,
And the silent isle imbowers
The Lady of Shalott.

By the margin, willow-veil'd,
Slide the heavy barges trail'd
By slow horses; and unhail'd
The shallop flitteth silken-sail'd
Skimming down to Camelot:
But who hath seen her wave her hand?
Or at the casement seen her stand?
Or is she known in all the land,
The Lady of Shalott?

Only reapers, reaping early
In among the bearded barley,
Hear a song that echoes cheerly
From the river winding clearly,
Down to tower'd Camelot:
And by the moon the reaper weary,
Piling sheaves in uplands airy,
Listening, whispers ''Tis the fairy
Lady of Shalott.'

PART II


There she weaves by night and day
A magic web with colours gay.
She has heard a whisper say,
A curse is on her if she stay
To look down to Camelot.
She knows not what the curse may be,
And so she weaveth steadily,
And little other care hath she,
The Lady of Shalott.

And moving thro' a mirror clear
That hangs before her all the year,
Shadows of the world appear.
There she sees the highway near
Winding down to Camelot:
There the river eddy whirls,
And there the surly village-churls,
And the red cloaks of market girls,
Pass onward from Shalott.

Sometimes a troop of damsels glad,
An abbot on an ambling pad,
Sometimes a curly shepherd-lad,
Or long-hair'd page in crimson clad,
Goes by to tower'd Camelot;
And sometimes thro' the mirror blue
The knights come riding two and two:
She hath no loyal knight and true,
The Lady of Shalott.

But in her web she still delights
To weave the mirror's magic sights,
For often thro' the silent nights
A funeral, with plumes and lights,
And music, went to Camelot:
Or when the moon was overhead,
Came two young lovers lately wed;
'I am half sick of shadows,' said
The Lady of Shalott.

PART III


A bow-shot from her bower-eaves,
He rode between the barley-sheaves,
The sun came dazzling thro' the leaves,
And flamed upon the brazen greaves
Of bold Sir Lancelot.
A red-cross knight for ever kneel'd
To a lady in his shield,
That sparkled on the yellow field,
Beside remote Shalott.

The gemmy bridle glitter'd free,
Like to some branch of stars we see
Hung in the golden Galaxy.
The bridle bells rang merrily
As he rode down to Camelot:
And from his blazon'd baldric slung
A mighty silver bugle hung,
And as he rode his armour rung,
Beside remote Shalott.

All in the blue unclouded weather
Thick-jewell'd shone the saddle-leather,
The helmet and the helmet-feather
Burn'd like one burning flame together,
As he rode down to Camelot.
As often thro' the purple night,
Below the starry clusters bright,
Some bearded meteor, trailing light,
Moves over still Shalott.

His broad clear brow in sunlight glow'd;
On burnish'd hooves his war-horse trode;
From underneath his helmet flow'd
His coal-black curls as on he rode,
As he rode down to Camelot.
From the bank and from the river
He flash'd into the crystal mirror,
'Tirra lirra,' by the river
Sang Sir Lancelot.

She left the web, she left the loom,
She made three paces thro' the room,
She saw the water-lily bloom,
She saw the helmet and the plume,
She look'd down to Camelot.
Out flew the web and floated wide;
The mirror crack'd from side to side;
'The curse is come upon me!' cried
The Lady of Shalott.

PART IV


In the stormy east-wind straining,
The pale yellow woods were waning,
The broad stream in his banks complaining,
Heavily the low sky raining
Over tower'd Camelot;

Down she came and found a boat
Beneath a willow left afloat,
And round about the prow she wrote
The Lady of Shalott.

And down the river's dim expanse—
Like some bold seer in a trance,
Seeing all his own mischance—
With a glassy countenance
Did she look to Camelot.
And at the closing of the day
She loosed the chain, and down she lay;
The broad stream bore her far away,
The Lady of Shalott.

Lying, robed in snowy white
That loosely flew to left and right—
The leaves upon her falling light—
Thro' the noises of the night
She floated down to Camelot:
And as the boat-head wound along
The willowy hills and fields among,
They heard her singing her last song,
The Lady of Shalott.

Heard a carol, mournful, holy,
Chanted loudly, chanted lowly,
Till her blood was frozen slowly,
And her eyes were darken'd wholly,
Turn'd to tower'd Camelot;
For ere she reach'd upon the tide
The first house by the water-side,
Singing in her song she died,
The Lady of Shalott.

Under tower and balcony,
By garden-wall and gallery,
A gleaming shape she floated by,
Dead-pale between the houses high,
Silent into Camelot.
Out upon the wharfs they came,
Knight and burgher, lord and dame,
And round the prow they read her name,
The Lady of Shalott.

Who is this? and what is here?
And in the lighted palace near
Died the sound of royal cheer;
And they cross'd themselves for fear,
All the knights at Camelot:
But Lancelot mused a little space;
He said, 'She has a lovely face;
God in His mercy lend her grace,
The Lady of Shalott.'



1. What type of land is Shalott? What city is it near?______________________________________

_______________________________________________________________________________

2. A curse comes on the Lady of Shalott if she does what?_________________________________

_______________________________________________________________________________

3. For whom did the Lady of Shalott look upon that brought the curse and what cracked?_________

_______________________________________________________________________________

4. What did the Lady of Shalott do when she knew she would die?__________________________

_______________________________________________________________________________

Thursday

Poetry and Creative Writing

Let's move away from poetry for a few weeks and focus on  short stories. First let's look at Characters and character development. To write a good short story, you're going to need a good character that people can relate to. You'll have to start by brainstorming a few things.

1. Gender
2. Age
3. Communication style: How does your character talk?

4. History: Where does your character come from? What is his or her background?
5. Appearance: What does your character look like and dress like. Think about hair, eye color, body type, scars, teeth, the way he or she dresses and stands or sits.

6. Relationships: Who are your characters friends and family and how does he or she get along with them?

7. Ambition: What does your character want out of life?
8. Flaws and Weakness: What is your character good at? How does that affect how your character speaks and acts?

9. Strengths: What are your characters talents and skills?

Now take these 9 things and write up an outline for one character that will be a part of your first short story in two weeks time.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

Pride and Prejudice 61 chapters
Monday- Chapters 25, 26, and 27
Tuesday- Chapters 28, 29, and 30
Wednesday- Chapters 31, 32, and 33
Thursday- Chapters 34, 35, and 36

Geography

Mon- Wed: Learn all of the Capitol cities of all of the Countries in Northeastern Europe.
Test on Thursday. Tests will be first in the day on Thursday

2020-2021 Week 11

Language Arts

spelling
capital
capitol
description
diameter
encircle
enclosing
flagrant
guarantee
humidity
humility

Monday

Write each spelling word two times each.

Grammar: Types of Dependent Clauses

As we mentioned last week. There are three types of dependent clauses:

Noun Clauses
Adverbial Clauses
Adjective (Relative) Clauses

Noun Clauses
a noun clause is a dependent clause in which the whole clause is used as a noun in a sentence. A noun clause will act as the subject of the sentence or a direct object and usually answers the question What? Which? or Who?

example:
I know which super heroes can fly.

Notice: Super Heroes is a subject
            can fly is a verb.
            Which super heroes can fly cannot stand as its own sentence, but it has a subject and a verb and is therefore a clause.
            Which super heroes can fly answers the question What? What does the subject "I" know? It also acts as the direct object of the sentence.

Whoever wakes up first, feeds the animals.
Notice: Whoever functions as a subject in the clause.
             Wakes up functions as the verb in the clause.
             Whoever wakes up first cannot stand as its own sentence, but it has a subject and a verb and is therefore a clause.
             Whoever wakes up first is the subject of the whole sentence, answers the question who? and acts as the subject of the sentence.


Adverbial Clauses
Adverbial clauses play the role of an adverb, and like all clauses, an adverbial clause will contain a subject and a verb.


example:

Keep folding the laundry until I tell you to stop.

Notice:  I is a subject
              Tell a verb
              Until I tell you to stop cannot stand as its own sentence and is therefor a dependent clause.
              Until I tell you to stop modifies the verb phrase folding the laundry and is therefore and adverbial clause.

An easy way to tell if the clause is an adverbial clause is to replace it with and adverb and see if the sentence still makes sense.

Keep folding the laundry currently.
instead of
Keep folding the laundry until I tell you to stop.

both work as adverbs and makes sense.

Adjective (Relative) Clauses
Adjective (Relative) Clauses are multi-word adjectives with both a subject and a verb. The entire clause will modify a noun in the sentence. Adjective clauses will start with a relative pronoun (who, whom, whose, that, or which) or  (when, where, or why), have a subject and a noun, and tells us more about a single noun in the same sentence.

examples:

The swimming pool, that you built last year, is moldy.
Notice: You is a subject.
             Built is a verb.  

             That you built last year cannot stand as its own sentence and is therefor a dependent clause.

             That you built last year describes the swimming pool and can be replaced with a single word adjective and still make sense.

The first year, when we moved to Utah, was colder than normal.

Notice: We is a subject.
             Moved is a verb.  

             When we moved to Utah cannot stand as its own sentence and is therefor a dependent clause.

             When we moved to Utah describes the swimming pool and can be replaced with a single word adjective and still make sense.

The flour that she wanted to put into the cookies spilled on the floor.

Notice: She is a subject.
             Wanted is a verb.  

            That she wanted to put into the cookies cannot stand as its own sentence and is therefor a dependent clause.

           That she wanted to put into the cookies describes the swimming pool and can be replaced with a single word adjective and still make sense.

Worksheet:
Underline the clause in each sentence and label it as noun, adverbial or adjective clause.

1. Josh earned more capital when he invested his money into tech stocks.______________________

2. The capitol city, of the country at war, fell to the angry mobs.______________________________

3. The description Ariana gave, of the whale swimming under the ship, frightened the passengers.__

________________________________________________________________________________

4. The diameter of the balloon, that Fred was blowing, grew larger by the second._________________

5. The bird encircled the yard, while she looked for seed.___________________________________

6. The enclosing around the chicken coop, that you put in last year, has rusted.___________________

7. He knows a boy that plays chess like a master._________________________________________

8. She thinks that the guarantee, that she bought with the refrigerator, will replace it for five years.___

________________________________________________________________________________

9. She believes that the summertime has high humidity in Florida._____________________________

10. Keep seeking humility until the day that you die. ______________________________________

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Colloquialism

Colloquialism is the use of informal language or slang in writing to give the writing more authenticity and a general feel that the people in the writing are in the time and place that the event is occurring. Forms of colloquialism include words, phrases, and contractions that aren't real words (such as "gonna" and "ain't" or "What's up").

examples:
"She ain't my real mother," Bobby cried.
"Y'all comin' to the party tonight?" questioned Sydney.

I wasn't born yesterday.
There's more than one way to skin a cat.
Let's go to Macca's. (Macca's is McDonald's in Australia.)

famous examples:

“I didn’t want to go back no more. I had stopped cussing, because the widow didn’t like it; but now I took to it again because pap hadn’t no objections… But by-and-by pap got too handy with his hick’ry, and I couldn’t stand it. I was all over with welts. He got to going away so much, too, and locking me in. Once he locked me in and was gone three days. It was dreadful lonesome.”

~Mark Twain, The Adventures of Huckleberry Finn

BARDOLPH: Well met, Corporal Nym.
NYM: Good morrow, Lieutenant Bardolph.

~William Shakespeare, Henry V

On a separate sheet of paper, write a 200 to 500 word short story using colloquialism.

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

Annabel Lee
by Edgar Allen Poe

It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of ANNABEL LEE;
And this maiden she lived with no other thought
Than to love and be loved by me.

I was a child and she was a child,
In this kingdom by the sea;
But we loved with a love that was more than love-
I and my Annabel Lee;
With a love that the winged seraphs of heaven
Coveted her and me.

And this was the reason that, long ago,
In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsman came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.

The angels, not half so happy in heaven,
Went envying her and me-
Yes!- that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.

But our love it was stronger by far than the love
Of those who were older than we-
Of many far wiser than we-
And neither the angels in heaven above,
Nor the demons down under the sea,
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee.

For the moon never beams without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling- my darling- my life and my bride,
In the sepulchre there by the sea,
In her tomb by the sounding sea.

1. When the poem begins what time of life is Annabel Lee and the author at?___________________

________________________________________________________________________________

2. What happened to Annabel Lee and why did the author say that happened?___________________

_________________________________________________________________________________

3. What does the moon do for the author?________________________________________________

________________________________________________________________________________

4. What does the poem say about Angels and demons, and wiser men?_________________________

_________________________________________________________________________________

Thursday

Poetry and Creative Writing

This week we are going to learn one more form of Japanese poetry, The Haibun.

The haibun is the combination  prose poem and haiku. The 17th century Japanese poet Matsuo Basho, popularized this fun form of poetry. The prose poem and haiku work together to build a story with background and emotion. The Haibun can begin with Haiku and can have one or more prose paragraphs with haiku in between. Haibun usually end with Haiku.


example:

pretty candles
on a colored birthday cake
happiness

Little blond haired, blue eyed Sam turned three. Excited, he spent two weeks singing "Happy Birthday" to himself. His older brother turned fifteen the week previous. Sam thought all birthday's his, but managed that day with all the grace that an almost three year old can muster.

cerulean eyes
peering from golden tresses
sweetly singing

When Sam's birthday actually came, he had a marvelous day beginning with a breakfast of a bagel smeared with thick cream cheese and adorned with a little blue candle. Sam sang happy birthday and managed to keep his flowy toddler hair out of the fire. He then opened his present of playdough, singing to himself again, and playing happily for hours.

playdough creations
delight imagination
gummy dinosaurs

Write one Haibun making sure the haiku add to the prose.

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

Pride and Prejudice 61 chapters
Monday- Chapters 13, 14, and 15
Tuesday- Chapters 16, 17, and 18
Wednesday- Chapters 19, 20, and 21
Thursday- Chapters 22, 23, and 24

Geography

Mon- Wed: Learn all of the Countries in Northeastern Europe.
Test on Thursday. Tests will be first in the day on Thursday

\

2020-2021 Week 10

Language Arts

spelling
questionable
receiving
secretary
traitor
unnecessary
version
wheelbarrow
absorb
abundant
benefiting

Monday

Write each spelling word two times each.

Grammar- Clauses

A clause of a sentence must contain and subject and a verb. Large complicated sentences, important in writing, contain multiple clauses. Being able to pick out the clauses of a sentences helps the writer know where commas and conjunctions need to be placed to make a complete sentence with correct punctuation. Clauses can contain any number of phrases or other sentences parts, but they must contain both a subject and a verb. There are two types of clauses:

Independent Clauses and Dependent clauses.

Independent Clauses contain both a subject and a verb and while a part of a sentence, can also stand alone as its own sentence.

examples:
We went camping, and we went fishing.

we went camping
is an independent clause because it can make it's own sentence.

We went fishing
is a second independent clause because it too can become an independent sentence.

notice that in each clause there is the subject we and the verb went.


Dependent Clauses contain both a subject and a verb, but additionally contain a subordinating conjunction or a relative pronoun that the clause dependent on other phrases or clauses in the sentence to be complete. A dependent clause can never stand alone as its sentence. There are three types of dependent clauses that we will learn about next week:

Noun Clauses
Adverbial Clauses
Adjective (Relative) Clauses

For today, we will only discuss whether or not a clause is dependent or independent.

First, your relative pronouns are:

That
What
Who
Whom
Which
Whose
Whoever
Whomever
Whichever

There are many subordinating conjunctions. Here are some examples:

After, As, As long as, As soon as.
As though, Before, Even if, If,
If when, Inasmuch, Just as, Now,
Now that, Once Provided that, Since,
Supposing, That, Though, Until,
Whenever, Whereas, Wherever, Which,
Who

Let's look at examples of dependent clauses:

Whoever is going to the lake, needs to get into the car.

Notice that whoever is the subject
is going is the verb
Therefore, Whoever is going to the lake is a clause. However, it needs other words to be a complete sentence, therefore it is a dependent clause.

After John searched through reviews, he decided to buy the Samsung laptop.

Notice that John is the subject
and searched is the verb
Therefore, After John searched through reviews, is a clause. But After John searched through reviews, cannot stand alone as it's own sentence, therefore it's a dependent clause.


Worksheet
Underline the clauses in each sentence and then write "D" above the clause for Dependent clause of "I" above for independent clause.

1. Julie thought the trip was questionable, but she went anyways.
2. Lila liked receiving letters, but she did not like writing letters.

3. Before the secretary went home, she locked the file cabinets.

4. The traitor, Guy Fawkes, betrayed his country, and became his own holiday.

5. After the unnecessary war ended, the government held a day of silence for the dead.

6. Diana threw deleted the old app on her phone before she installed the new version.

7. The rabbit hopped on the wheelbarrow so that he could see across the vast onion field.

8. The cotton cloth absorbed the spilled milk, and the spray cleaner washed the surface.

9. She danced among the abundant rose bushes, after she dug the weeds.

10. The donated toys benefited the poor children, and the donated clothes helped their parents.

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Anthropomorphism

Anthropomorphism is where animals and objects are given human abilities to the point that they become human in function such as Mickey Mouse. So you're talking cat that's driving to the grocery store is an example of anthropomorphism but the mouse whispering hello before scurrying to hide is personification. Note that the cat can talk, drive, and buy groceries, but the mouse merely whispered while continuing to be a mouse. Many kid cartoons use anthropomorphism.

Literary examples of anthropomorphism include:  E. B. White’s Charlotte’s Web, Anna Sewell’s Black Beauty, Rudyard Kipling’s Jungle Book, and J.R.R. Tolkien’s The Lord of the Rings. In these novels animals and non-humans act and behave as if they were human.


Read this passage from Charlotte's web where Wilbur the pig is very much characterized as if we were human.

“Wilbur never forgot Charlotte. Although he loved her children and grandchildren dearly, none of the new spiders ever quite took her place in his heart. She was in a class by herself. It is not often that someone comes along who is a true friend and a good writer. Charlotte was both.”
~ E.B. White, Charlotte's Web

Now, on a separate piece of paper, write a 200 to 500 word short story in which you use anthropomorphism to make an animal or object human-like in your story. Be sure to use correct spelling, grammar, and punctuation.

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

The Road Not Taken
by Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

~Robert Frost, The Road Not Taken

1. How did Robert Frost feel when he came to two diverging roads?__________________________

________________________________________________________________________________

________________________________________________________________________________

2. What were the differences between the two roads?_______________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3. Which road did Robert Frost take and why?_____________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

4. Why do you think Robert Frost wrote that the road he took made all the difference?_____________

_________________________________________________________________________________

_________________________________________________________________________________

Thursday

Poetry and Creative Writing

We'll continue learning about Japanese poetry forms. Today, we'll learn about the Gogyohka.

The Gogyohka was developed by Enta Kusakabe. The word Gogyohka translates literally to "five-line poem." It's  like the tanka form, but not strict with syllables. The rules are simple:

The poem is comprised of five lines 
One phrase per line

Here's are two examples:

flowers nod

in the hot afternoon sun

while sweaty children

sip lemonade

on a sweltering deck

a war lost

and ink drips

from broken pens

words failed
and swords won

Here's a famous Gogyohka

 what kind of

stained glass

have your

rose-coloured cheeks

passed through

~Enta Kusakabe

Now write two  Gogyohka

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

Pride and Prejudice 61 chapters
Monday- Chapters 1, 2, and 3
Tuesday- Chapters 4, 5, and 6
Wednesday- Chapters 7, 8, and 9
Thursday- Chapters 10, 11, and 12

Geography

Mon- Wed:  Learn all of the  capitol cities of all of the Countries in the Middle East.
Test on Thursday. Tests will be first in the day on Thursday

2020-2021 Week 9

Language Arts

Spelling
fatigue
grievance
horrify
immediately
judicial
linguistics

misbehaved

nutritionist

obviously

pedestrian

Monday

Write each spelling word two times each.

Grammar: Appositive Phrase

An appositive phrase is a type of noun phrase that clarifies another noun. It can come before or after the noun that it clarifies. The one thing to remember about appositive phrases is that they always come right before or right after the noun that it clarifies. 

examples:

The smallest state, Rhode Island, has a beautiful coastline. 

Spring, my favorite season, arrives at the end of March. 

My sisters, Angie and Beth, danced in the ballet.
The friendly kitten, Annabel, ran to greet us.

That's it. These are the easiest phrases.

Worksheet
Underline the appositive phrase in each sentence.

1. The old librarian, Mrs. Applebee, suffered from fatigue.

2. Safeway, the local grocery store, had a grievance with the city counsel over the traffic light.

3. Frances, the little grey mouse, horrified the elephant when he ran across his toe. 

4. Zoe, my baby sister, fell asleep immediately after I picked her up.

5. Ms. Harper, the only woman on the judicial committee, walked proudly through town.

6. The linguistics instructor at the local university, Prof. Peters, knows six languages.

7. Harry and Sam, my fat bulldogs, misbehaved when we left them home alone for twelve hours.

8. The fat nutritionist, Dr. Sanders, could never help people effectively. 

9. Obviously, my ruckus brother, Adam, broke several bones before he graduated high school.

10. Jeff, the student driver, stopped for the pedestrian in the cross walk.

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Personification

Personification is a writing technique where an object, animal, or idea is given human qualities or characteristics. In writing it is the making an object or idea do something that only people do without transforming the object or animal to completely behave like a person. A thing or idea is made to have person like qualities, but not to become a person.

Note that personification not anthropomorphism (we'll learn about that next week), where animals and objects are given human abilities such as talking and walking to the point that they become human in function such as Mickey Mouse. So you're talking cat that's driving to the grocery store is not personified, but the sun reaching down to touch your face, or the mouse whispering hello before scurrying to hide is.

Let's look at some examples of Personification.

That car keeps cutting me off.
Justice is blind and sometimes deaf.
The wind whispered in my ear.
The daisies danced in the sunlight.

Society is going to hell in a handbasket.

That building makes me crazy.

Here are some famous examples:

Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.

~ Emily Dickinson, Because I could not stop for Death

Blackberries
Big as the ball of my thumb, and dumb as eyes
Ebon in the hedges, fat
With blue-red juices. These they squander on my fingers.
I had not asked for such a blood sisterhood; they must love me.
They accommodate themselves to my milkbottle, flattening their sides.
~ Sylvia Plath, Blackberrying

Write four sentences of your own making that include personification.

1.______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

2.______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

3._______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

I can listen no longer in silence. I must speak to you by such means as are within my reach. You pierce my soul. I am half agony, half hope. Tell me not that I am too late, that such precious feelings are gone for ever. I offer myself to you again with a heart even more your own than when you almost broke it, eight years and a half ago. Dare not say that man forgets sooner than woman, that his love has an earlier death. I have loved none but you. Unjust I may have been, weak and resentful I have been, but never inconstant. You alone have brought me to Bath. For you alone, I think and plan. Have you not seen this? Can you fail to have understood my wishes? I had not waited even these ten days, could I have read your feelings, as I think you must have penetrated mine. I can hardly write. I am every instant hearing something which overpowers me. You sink your voice, but I can distinguish the tones of that voice when they would be lost on others. Too good, too excellent creature! You do us justice, indeed. You do believe that there is true attachment and constancy among men. Believe it to be most fervent, most undeviating, in F. W.

I must go, uncertain of my fate; but I shall return hither, or follow your party, as soon as possible. A word, a look, will be enough to decide whether I enter your father's house this evening or never.

~Jane Austen, Persuasion

1. Is the narrator of this passage a man or a woman?______________________________________

2. What does writer want to convey to the intended reader?________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. What did the writer want from the reader to know if he could enter her father's house?_________

________________________________________________________________________________

________________________________________________________________________________

Thursday

Poetry and Creative Writing

The Tanka is another Japanese form of poetry. It's like the Senyru with two more lines. It is much freer than Haiku as it makes use of poetic devices such as metaphor and personification where haiku does not.

So Tanka has 5 lines and with a maximum syllable count:
line 1: 5 syllables

line 2: 7 syllables

line 3: 5 syllables

line 4: 7 syllables

line 5: 7 syllables

Here's an example:

the stars
in black midnight silence

spin, dip, and twirl
and we know it not

neither do we comprehend

Here's a famous Japanese example:

足引きの 山鳥の尾の しだり尾の  ながながし夜を ひとりかもねむ

Ashibiki no
Yamadori no o no
Shidari o no
Naganagashi yo wo
Hitori kamo nen

English

like a long
and hang down
tail of a copper pheasant,
I sleep alone
at long long night.

~Kakinomoto Hitomaro (662-710)


Now write one tanka all your own.

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

The Mark of Zorro
Monday- Chapters 33 and 34
Tuesday- Chapters 35 and 36
Wednesday- Chapters 37 and 38
Thursday- Chapter 39

Geography

Mon- Wed: Learn all of the Countries in the Middle East.

Test on Thursday. Tests will be first in the day on Thursday

2020-2021 Week 8

Language Arts

Spelling
university
vehicle
wilderness
youthfulness
zooplankton
absolutely
baggage
capable
descendant
emphasize

Monday

Write each spelling word two times each.

Grammar: Gerund Phrases

A Gerund is a noun made from a verb root plus ing, the present participle. So it is words like reading, running, swimming that act as nouns that are gerunds. A gerund phrase consists of a gerund and any of it's modifiers.

examples of gerunds and gerund phrases as the subject :

Swimming is  my favorite sport.
(Swimming is a present participle verb functioning as a noun and in this case the subject of the sentence. Swimming is therefore a gerund.)

Swimming in the ocean is my favorite activity.
(In this sentence swimming is the gerund and swimming in the ocean is the gerund phrase because in the ocean modifies swimming.)


Reading makes me happy.
(Reading is a gerund)

Reading classic novels makes me happy.
(Reading classic novels is a gerund phrase.)

examples of gerunds and gerund phrases as the object of the sentence.

George enjoys running.
(Running is a present participle verb functioning as a noun, and in this case the object of the sentence. Notice that running answers the question what. It is a noun because it is not the current action George is doing, but the thing that George likes to do.)

George enjoys running fast.
(In this sentence running is the gerund and running fast is a gerund phrase because fast modifies running. Note that fast in this sentence is an adjective because it is modifying a gerund which is a noun and not a verb.)

The cats like eating.
(Eating is a gerund.)

The cats like eating tuna fish.
(Eating tuna fish is a gerund phrase.)

Don't confuse gerunds and gerund phrases with participial phrases. Gerunds are present participles that are nouns. Participial phrases use present and past participles as adjectives. If it is not a noun, then it is a participial phrase.

Look at the difference:

Eating peanut butter, the boy coughed.
(This is a participial phrase because it modifies the boy, which is a noun.)

The boy loves eating peanut butter.
(This is a gerund phrase because eating peanut butter is the thing that the boy loves, and is therefore a noun.)

Worksheet
In each sentence circle the gerund and underline the gerund phrase.

1. Studying at the University is what Bella does each evening.

2. In their vehicle, the Jacobson's love practicing singing.

3. Walking in the wilderness is a calming activity.

4. The youthfulness of the puppy makes cleaning his messes less unpleasant.

5. The dogs relish barking all night.

6. He absolutely loves eating giant hamburgers.

7. Carrying baggage at the airport is Adam's new job.

8. Singing in the rain is exhilarating.

9. Growing tall seems to be a trait of Roger's descendants.

10. She can't emphasize enough how much she loves acting on stage.

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Epistrophe

Epistrophe  is related to anaphora. They're both devices in which words or phrases are repeated.  But in this case of epistrophe the repeated word or phrase comes at the end of poetry lines or statements in prose or speeches. The purpose, like anaphora is to evoke an emotional response in the reader.

example:
she sang of sorrow in the rain

dripping wet and feeling pain
tears washed her cheeks in the rain

leaving her barren and plain


Here are some famous examples:

It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom, and that government of the people, by the people, for the people, shall not perish from the earth.

~Abraham Lincoln, Gettysburg Address (1863)

If you had known the virtue of the ring,
Or half her worthiness that gave the ring,
If you did know for whom I gave the ring
And would conceive for what I gave the ring
And how unwillingly I left the ring
When nought would be accepted but the ring
You would abate the strength of your displeasure.

~William Shakespeare, Merchant of Venice

Write an 8 line poem using Epistrophe to evoke emotion in the reader. At least half your lines should have repeating endings. 

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.

~Abraham Lincoln, Gettysburg Address, November 19, 1863

1. What did Abraham Lincoln say the Civil War was testing?________________________________

________________________________________________________________________________

2.What did Abraham Lincoln say about dedicating and consecrating the battle field?_____________

_______________________________________________________________________________

________________________________________________________________________________

3. From this speech, what important thing was the battle fought for?___________________________

________________________________________________________________________________

________________________________________________________________________________

Thursday

Poetry and Creative Writing

Senryu Poems

This is another Japanese style of poetry. It is like the Haiku in that it is at most 3 lines with 5, 7, 5 syllable count. But unlike Haiku, senryu poems are not about nature.



Here's some famous Senyru written by J.C. Brown



The stone saint                     Namekuji ni
is kissed on the mouth          kuchi o suwareta
by a slug.                              ishi Jizō



When I think it’s mine,          Waga mono to
how light this big bundle is.  omoemba karushi
                                              ōzutsumi

Here's some examples:

soccer balls

kicked over their heads
into the goal

creamy and white
in a graham cracker crust

cherries on top

pierced by his words

her head hung down in shame

hiding crimson cheeks

Now write 4 senryu of your own. 

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

The Mark of Zorro
Monday- Chapters 25 and 26
Tuesday- Chapters 27 and 28
Wednesday- Chapters 29 and 30
Thursday- Chapters 3.1 and 32

Geography

Mon- Wed: Learn all of the Capitol Cities of all of the Countries in Africa.

Test on Thursday. Tests will be first in the day on Thursday.

2020-2021 Week 7

Language Arts

Spelling

knowledgeable
liquidation
miniature
nurture
obstacle
paralysis
quotation
receipt
scenery
tragedy

Monday

Write each spelling word two times each.

Grammar- Infinitive Phrases part 2

Remember that: Infinitive phrases use the infinitive form of the verb: to work, to clean, to have, to be doing, etc.

An infinitive phrase will begin with "to" and have a verb and will function as a noun in the subject or object of a sentence. Additionally, an infinitive phrase can function as an adjective or an adverb. Today we will look at how infinitive phrases function as adverbs or adjectives.

1. Infinitive phrases functioning as adverbs.

For the most part,  infinitive phrases that function as adverbs will answer the question "why" an action occurred. Infinitive Phrases functioning as adverbs can start with "in order to" instead of just "to".

examples:

The ducks swam in the pond to catch waterbugs. (To catch waterbugs is why the ducks swam.)
John and Thomas went to the store to buy candy. (To buy candy is why the boys went.)
The teacher read the phrase in order to see if the students understood. (to see if... is why the teacher read.)

These phrases basically answer the question why.

2. Infinitive phrases as adjectives.

An infinitive phrase acts as an adjective only when it describes a noun or pronoun.

examples:
The best way to cook steak is on a grill.  (To cook steak modifies the noun "way".)
I need a puzzle to put together in my free time. (To put together modifies the noun "puzzle".)
Another way to solve the problem is by adding first. (To solve the problem modifies the noun "way.")

Worksheet
Underline the infinite phrase and write whether it is functioning as an adjective or and adverb.

1. The knowledgeable lawyer argued the point to show how wrong the defendant was. ____________

2. The liquidation of the product occurred in the store to sell what was left. ______________________

3. I need a miniature book to keep in my pocket. __________________________________________

4. She put on the ointment to nurture the wound. __________________________________________

5.  The way to avoid the obstacle is to not go there. ________________________________________

Tuesday

Write each spelling word in a sentence that uses only active verbs. That means you cannot use any form of the verb "to be": am, was, are, were, is.

Literary Device: Irony

Irony is a figure of speech in which the intended meaning differs from the actual meaning. It may be expressed by writing the opposite of the literal meaning. Irony can be a situation that ends up differently than what is generally anticipated. Irony can be metaphorical to emphasize a discrepancy. Simply put, irony is the difference between appearance and reality.

examples:

I spent an hour on Facebook complaining about the problems of social media.

The sun was so hot we froze.

She was so worried about being late, she didn't pay attention and drove under the speed limit.

The people were worried about getting germs, but went to a crowded protest. 

The doctor was as nice as a rabid dog.

We talked about how much we loved to swim but wouldn't go in the water because the temperature dropped. 

The government said the water was safe to drink after reporting that many of the fish had died in the reservoir.

Here are some famous examples of irony:

“Water, water, everywhere,
And all the boards did shrink;
Water, water, everywhere,
Nor any drop to drink.”

~Samuel Coleridge, The Rime of the Ancient Mariner

This is ironic because the character's stranded in the ocean, literally in water, but cannot drink it.

The Gift of the Magi by W.H. Auden is an example of situational irony. A poor couple wants to get each other a Christmas gift. The wife cuts and sells her beautiful hair to buy a chain for her husband's gold watch, and the husband sells his gold watch to buy a hair clip for his wife's beautiful hair. 

In William Shakespeare's, Julius Caesar

he writes:

Yet Brutus says he was ambitious; And Brutus is an honorable man.

This example from the famous Friends, Romans, Countrymen… speech by Mark Antony is an oft-quoted instance of verbal irony. The reader's already aware that Brutus is a traitor, therefore calling him honorable is meant in full irony.

Write 2 examples of irony.

1._____________________________________________________________________________

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2.______________________________________________________________________________

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Write a short 50 word story using irony to make your point. It will be important to choose your words carefully so that you can get the most impact in such a short amount of words. 

Wednesday

Write the spelling words two times each.

Reading Comprehension: Read the passage and answer the questions.

The Love Song of J. Alfred Prufrock

Let us go then, you and I,
When the evening is spread out against the sky
Like a patient etherised upon a table;
Let us go, through certain half-deserted streets,
The muttering retreats
Of restless nights in one-night cheap hotels
And sawdust restaurants with oyster-shells:
Streets that follow like a tedious argument
Of insidious intent
To lead you to an overwhelming question …
Oh, do not ask, “What is it?”
Let us go and make our visit.

In the room the women come and go
Talking of Michelangelo.

The yellow fog that rubs its back upon the window-panes,
The yellow smoke that rubs its muzzle on the window-panes
Licked its tongue into the corners of the evening,
Lingered upon the pools that stand in drains,
Let fall upon its back the soot that falls from chimneys,
Slipped by the terrace, made a sudden leap,
And seeing that it was a soft October night,
Curled once about the house, and fell asleep.

And indeed there will be time
For the yellow smoke that slides along the street,
Rubbing its back upon the window-panes;
There will be time, there will be time
To prepare a face to meet the faces that you meet;
There will be time to murder and create,
And time for all the works and days of hands
That lift and drop a question on your plate;
Time for you and time for me,
And time yet for a hundred indecisions,
And for a hundred visions and revisions,
Before the taking of a toast and tea.

In the room the women come and go
Talking of Michelangelo.

And indeed there will be time
To wonder, “Do I dare?” and, “Do I dare?”
Time to turn back and descend the stair,
With a bald spot in the middle of my hair—
[They will say: “How his hair is growing thin!”]
My morning coat, my collar mounting firmly to the chin,
My necktie rich and modest, but asserted by a simple pin—
[They will say: “But how his arms and legs are thin!”]
Do I dare
Disturb the universe?
In a minute there is time
For decisions and revisions which a minute will reverse.

For I have known them all already, known them all:—
Have known the evenings, mornings, afternoons,
I have measured out my life with coffee spoons;
I know the voices dying with a dying fall
Beneath the music from a farther room.
So how should I presume?

And I have known the eyes already, known them all—
The eyes that fix you in a formulated phrase,
And when I am formulated, sprawling on a pin,
When I am pinned and wriggling on the wall,
Then how should I begin
To spit out all the butt-ends of my days and ways?
And how should I presume?

And I have known the arms already, known them all—
Arms that are braceleted and white and bare
[But in the lamplight, downed with light brown hair!]
It is perfume from a dress
That makes me so digress?
Arms that lie along a table, or wrap about a shawl.
And should I then presume?
And how should I begin?

Shall I say, I have gone at dusk through narrow streets
And watched the smoke that rises from the pipes
Of lonely men in shirt-sleeves, leaning out of windows?…

I should have been a pair of ragged claws
Scuttling across the floors of silent seas.

And the afternoon, the evening, sleeps so peacefully!
Smoothed by long fingers,
Asleep … tired … or it malingers,
Stretched on the floor, here beside you and me.
Should I, after tea and cakes and ices,
Have the strength to force the moment to its crisis?
But though I have wept and fasted, wept and prayed,
Though I have seen my head [grown slightly bald] brought in upon a platter,
I am no prophet—and here’s no great matter;
I have seen the moment of my greatness flicker,
And I have seen the eternal Footman hold my coat, and snicker,
And in short, I was afraid.

And would it have been worth it, after all,
After the cups, the marmalade, the tea,
Among the porcelain, among some talk of you and me,
Would it have been worth while,
To have bitten off the matter with a smile,
To have squeezed the universe into a ball
To roll it toward some overwhelming question,
To say: “I am Lazarus, come from the dead,
Come back to tell you all, I shall tell you all”—
If one, settling a pillow by her head,
Should say: “That is not what I meant at all.
That is not it, at all.”

And would it have been worth it, after all,
Would it have been worth while,
After the sunsets and the dooryards and the sprinkled streets,
After the novels, after the teacups, after the skirts that trail along the floor—
And this, and so much more?—
It is impossible to say just what I mean!
But as if a magic lantern threw the nerves in patterns on a screen:
Would it have been worth while
If one, settling a pillow or throwing off a shawl,
And turning toward the window, should say:
“That is not it at all,
That is not what I meant, at all.”

No! I am not Prince Hamlet, nor was meant to be;
Am an attendant lord, one that will do
To swell a progress, start a scene or two,
Advise the prince; no doubt, an easy tool,
Deferential, glad to be of use,
Politic, cautious, and meticulous;
Full of high sentence, but a bit obtuse;
At times, indeed, almost ridiculous—
Almost, at times, the Fool.

I grow old … I grow old …
I shall wear the bottoms of my trousers rolled.

Shall I part my hair behind? Do I dare to eat a peach?
I shall wear white flannel trousers, and walk upon the beach.
I have heard the mermaids singing, each to each.

I do not think that they will sing to me.

I have seen them riding seaward on the waves
Combing the white hair of the waves blown back
When the wind blows the water white and black.

We have lingered in the chambers of the sea
By sea-girls wreathed with seaweed red and brown
Till human voices wake us, and we drown.

~T.S. Eliot

1. Eliot uses irony when he says, "a patient etherized upon a table". What makes this line ironic? _____

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2. What is Eliot trying to point out when he says, "In the room the women come and go 

Talking of Michelangelo. "____________________________________________________________

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3. What is the main idea in this poem?___________________________________________________

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Thursday

Poetry and Creative Writing

One of the most elementary forms of poetry is the Acrostic poem.

An Acrostic Poem spells a word vertically on the left side. Each line of the poem starts with the letter of the verticly spelled word to describe that word.

Many kids do this for Mother's day. They write the word mother down the side of the page, and then use each letter to describe their mother. Acrostic poems can have lines with many words, however. They can rhyme or have no rhyme. Let's look at an example.

FISH
Fins pushing and pulling long
In the water, a bubbly song
Swimming in schools, parties of fun

It's your turn. Choose an animal word, and write an acrostic poem about the animal. Use more than one word per line.
Hiding away from the heat of the sun

Scriptures

Continue with your Book of Mormon reading. You're required to finish by the end of the semester. Read two to three chapters a day.

Reading

The Mark of Zorro
Monday- Chapters 17 and 18
Tuesday- Chapters 19 and 20
Wednesday- Chapters 21 and 22
Thursday- Chapters 23 and 24

Geography

Mon- Wed: Learn  all of the Countries in Africa

Test on Thursday. Tests will be first in the day on Thursday.