ELA 10, CP ELA 10, HONORS ELA 10 – Packet 4

Student Name: ____________________________________________

Course Title and Class Period: ____________________

Teacher: ________________________________________________

Ms. Ashley Fritch (ehelmi@sasd.us / school ext. 3427) Ms. Julie Abel (jabel@sasd.us / school ext. 3554)

Please contact your teacher via email, Zoom (11:30-12:30), or phone if you have any questions!

*The contents of this packet are required items. Online materials (located on teacher websites) are for extra instruction and are optional.

Packet Contents:

- Commonly Confused Words exercise – pp. 2-4- “Jabberwocky” Instructions and Questions/Tasks – pp. 5-6- Lewis Carroll Biography Paragraph Corrections and “Jabberwocky” Poem – p. 7- MLA Style Overview and Questions – pp. 8-9- MLA Citation Core Elements – p. 10- MLA Practice Citations – p. 11 (use the Core Elements guide to help!)- Poetry Analysis and Writing Assignment – p. 12

Online Materials:

- Commonly Confused Words Answer Key/Tutorial- “Jabberwocky” Scansion (rhyme, meter, literary/poetic elements, etc.) Video (strongly recommendedfor Honors students with Internet access)

- Lewis Carroll Paragraph Corrections Key- “Jabberwocky” Questions Answer Key Tutorial- Lewis Carroll Short Biography Video Link- MLA Style/Citations Overview PowerPoint- MLA Questions Answer Key/Tutorial- MLA Practice Citations Key/Tutorial- MLA Works Cited Quick Guide Link- MLA In-text Citations Extra Practice

*As the 2019-2020 school year comes to a close, we must acknowledge both its uniqueness and the manychallenges it has presented, particularly in working toward our academic (and other) goals. Rememberthat through all things there are lessons to be learned and that despite challenging circumstances, yourdrive to succeed will always prevail. It has been a pleasure to work with all of you this year!

Name: ________________________________________ Date: __________________ Block: ______________

Commonly Confused Words

Accept – to receive Ex: He accepts defeat well. Except – to take or leave out Ex: Please take all the books off the shelf except for the red one. Advise – to offer advice Ex: I strongly advise you to study for this test. Advice – recommendation Ex: I always ask my mom for advice Affect – to influence Ex: Lack of sleep affects the quality of your work. Effect – N., result, V., to accomplish Ex: The subtle effect of the lighting made the room look ominous. A lot (two words) – many Ex: A lot of people spell a lot wrong. Allusion – an indirect reference Ex: The professor made an allusion to Virginia Woolf’s work. Illusion – a false perception of reality Ex: They saw a mirage: that is a type of illusion in the desert. All ready – prepared Ex: Dinner was all ready when the guests arrived. Already – by this time Ex: The turkey was already burned when the guests arrived. Altogether – entirely Ex: Altogether, I thought that the student’s presentation was well planned. All together – gathered, with everything in one place Ex: We were all together at the family reunion last spring. Ascent – climb Ex: The plane’s ascent made my ears pop. Assent – agreement Ex: The alien assented to undergo experiments. Break – to separate into pieces; to take a rest Ex: He decided that he needed a break. Brake – N. a device that slows or stops, V. to slow or stop Ex: I had to slam on my brakes. Breath – N. air inhaled or exhaled Ex: You could see his breath in the cold air. Breathe – V. to inhale or exhale Ex: If you don’t breathe, then you will die. Capital – seat of government; financial resources Ex: The capital of Alabama is Montgomery. Capitol – the actual building in which the legislative body meets Ex: The governor gave a speech in the Capitol. Course – program of study; class; action chosen Ex: You are all currently taking an English course. Coarse – rough; vulgar Ex: He had coarse hair. Cite – to quote or document Ex: I cited ten quotes from the same author in my paper. Sight – vision Ex: The sight of American flag arouses pride in my country. Site – position or place Ex: The new office building was built on the site of a cemetery. Complement – N. something that completes; V. to complete Ex: The bread complements the cheese. Compliment – N. praise, V. to praise Ex: The professor complimented Betty’s paper. Conscience – sense of right or wrong Ex: The student’s conscience kept him from cheating on the test. Conscious – awake Ex: I was conscious when the burglar entered my house. Council – a group that consults or advises Ex: The council voted in favor of the renovation. Counsel – to advise OR the person doing the advising or the advice itself Ex: The parole officer counsels the convict before he is released. Die – to pass away or to stop Ex: He died in his sleep. Dye – to color Ex: She dyed her hair with purple hair dye. Elicit – to draw or bring out Ex: The teacher elicited the correct response from the student. Illicit – illegal Ex: The Columbian drug lord was arrested for his illicit activities.

Good – ADJ. Ex: He did a good job protecting the quarterback. Well – ADVERB Ex: He protected the quarterback well. Its – of or belonging to it Ex: The baby will scream as soon as its mother walks out of the room. It’s – contraction for “it is” Ex: It’s a beautiful day in the neighborhood. Lie – to lie down (a person or animal) – no direct object Ex: I have a headache, so I’m going to lie down. Lay – to lay an object down – has a direct object Ex: Lay the paper on the table Lose – V. to misplace or not win Ex: Mom sternly told Mike, “If you lose that new lunchbox, don’t come home.” Loose – Adj. to not be tight, V. to release Ex: The burglar’s pants were so loose that he lost them! Passed – V. past tense of “to pass,” to have moved Ex: The tornado passed through the city quickly. Past – N. Time period before now Ex: The teacher said, “The time to study is in the past.” Precede – to come before Ex: Pre-writing precedes the rough draft of good papers. Proceed – to go forward Ex: He proceeded to pass back the graded papers. Principal – ADJ. most important, N. a person who has authority Ex: The school’s principal made the schedule. Principle – a general or fundamental truth Ex: The study was based on the principle of gravity. Stationary – standing still Ex: The accident was my fault because I ran into a stationary object. Stationery – writing paper Ex: My mother bought me stationery that was on recycled paper. Than – use with comparisons Ex: I would rather go out to eat than eat at the dining hall. Then – at that time, or next Ex: I studied for my exam for seven hours, and then I went to bed. Their – possessive form of “they” Ex: Their house is at the end of the block. There – indicates location Ex: There goes my chance of winning the lottery! They’re – contraction for “they are” Ex: They’re in Europe for the summer. Through - by means of; finished; into or out of Ex: He drove through the stop light. Threw – past tense of “throw” Ex: She threw away all of his love letters. Thorough – careful / complete Ex: John thoroughly cleaned his room. To – toward/preposition Ex: I went to the University of Mississippi. Too – also, or excessively Ex: He eat too much at Thanksgiving dinner. Two – a number Ex: Only two students did not turn in the assignment. Ware – N. similar articles of the same material Ex: She sold her wares at the market. Wear – V. to put on, deteriorate from use Ex: The tires wear out quickly. Where – ADVERB Ex: Where are my shoes? Were – plural linking verb / helping verb Ex: We were going to the dance but changed our minds. Who’s – contraction of “who is” Ex: Do you know who’s missing? Whose – possessive pronoun Ex: Whose jacket is this? Who – pronoun, referring to a person or persons Ex: I wonder how Jack, who is so smart, could fail. Which - pronoun, replacing a singular/plural thing(s) Ex: Which section did you get into? That – used to refer to things or a group or class of people Ex: I lost the book that I bought last week. Your - possessive pronoun Ex: Your brother just called me. You’re - contraction of “you are” Ex: You’re early to class today.

Commonly Confused Words Practice 1 Directions: Correct the following sentences by crossing out the incorrect word and writing the correct word above it. Not all sentences contain an error!

1. You need to remove you’re hat once you enter the building.

2. Your negative attitude has no effect on me.

3. The group was already to go, but my car wouldn’t start.

4. The business has enough capitol to expand.

5. Sometimes, I feel like I can’t breath.

6. I was barely conscience when you explained the assignment.

7. My new top has received a number of complements.

8. The hiker’s ascent was full of obstacles.

9. You must sight all of your sources.

10. Its so close to Thanksgiving holidays.

11. I wish that we could all just lay down and take a nap.

Commonly Confused Words Practice 2 Directions: Choose the correct word from the given options in parentheses.

1. There are (a lot, alot) of people missing from class today,

2. The cat licked (its, it’s) paw.

3. The movie trailer (elicited, illicted) a positive response.

4. The (allusion, illusion) was to the previous class’s behavior.

5. His pants were too (lose, loose).

6. You need to include appropriate (citations, sitations) in your speech.

7. He (preceded, proceeded) to eat the cookie despite his mother’s scream to stop.

8. There are (two, too) many people and (too, to) many personalities in this room.

9. Are you going to (ware, wear) your new sweater tonight?

10. He (thorough, threw) in the towel.

11. The performance went (good, well).

12. The (course, coarse) is about American Literature from the 1900s to present.

13. All of you (except, accept) those that are not finished, can go to lunch.

14. Please take my (advise, advice) and pay attention in school.

15. The (affect, effect) of the new policy is remarkable.

16. You are (all ready, already) finished with your test!

17. He was not (all together, altogether) there.

18. The administrator’s (ascent, assent) to the plan was a surprise.

19. My mom bought me new (stationary, stationery) for my birthday.

20. She bought a new hair (die, dye) with her paycheck.

12. The explanation is better than that one.

13. That conversation is a part of the passed.

14. The principle reason we are here is to learn

and to grow.

15. I am looking forward too your presentations

16. Are you threw with your meal?

17. The car was stationery in the parking lot.

18. The art supplies are over their.

19. The puppy, who is lying at my feet, just

jumped.

20. The students wished to receive counsel

during the tragic time.

“Jabberwocky” Instructions -Correct the sentence errors in the short Lewis Carroll biography excerpt -Read the poem carefully -Mark the rhyme scheme (starting with A). -Read the following information about Ballads and make note of the specific elements from “Jabberwocky” that fit for each element! -Answer the Text Dependent and Literary/Poetic Elements questions found below (you can use a separate piece of paper or a document) Adapted from http://www.math.grinnell.edu/

*Ballads have strong associations with childhood: much children's poetry comes in ballad form, and English poets traditionally associated ballads with their national childhood as well. Ballads emphasize strong rhythms, repetition of key phrases, and rhymes; if you hear a traditional ballad, you will know that you are hearing a poem. Ballads are meant to be song-like and to remind readers of oral poetry--of parents singing to children, for instance, or of ancient poets reciting their verse to a live audience.

* Stories: Ballads tend to be narrative poems, poems that tell stories, as opposed to lyric poems, which emphasize the emotions of the speaker. *Ballad stanzas: The traditional ballad stanza consists of four lines, rhymed abcb (or sometimes abab--the key is that the second and fourth lines rhyme). The first and third lines have four stresses, while the second and fourth have three (see optional video notes on teacher website). *Repetition

*Dialogue: As you might expect in a narrative genre, ballads often incorporate multiple characters into their stories and those characters may engage in dialogue

Text-dependent Questions

Describe the scene in the first stanza. What is the tone of stanza 1? Supply the evidence from the text that supports your answer. Rewrite stanza 1 in your own words. Reread stanza 2. Use the real and nonsense words to explain what is happening. Characterize the Jabberwock. Supply the evidence from the text that supports your answer. In stanza 3, who is “he”? What is he doing?

Explain what happens in stanza 4.

Explain what the author means in stanza 5 by, “And through and through/The vorpal blade went snicker-snack.”

In stanza 6, who “chortled in his joy”? Why does he chortle?

Reread stanza 6. What mood is evident in this stanza? Supply the evidence that supports your analysis and thinking. How many lines are in each stanza? How many sentences are in the poem? Identify 3 nonsense words and use context clues to determine the meaning of each. (Hint: Use word endings and articles to help you determine the parts of speech.) Who is the speaker of the poem? What evidence from the poem supports your answer? Why are the first and last stanzas the same?

Literary/Poetic Elements

Find an example of alliteration in the poem. Find an example of onomatopoeia. Find an internal rhyme (words within the same line that rhyme). Find an example of assonance in the poem (the same vowel sounds in words that do not rhyme: as/path is an example)

“Jabberwocky” by Lewis Carroll

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,

And the mome raths outgrabe.

“Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!

Beware the Jubjub bird, and shun

The frumious Bandersnatch!”

He took his vorpal sword in hand;

Long time the manxome foe he sought—

So rested he by the Tumtum tree

And stood awhile in thought.

And, as in uffish thought he stood,

The Jabberwock, with eyes of flame,

Came whiffling through the tulgey wood,

And burbled as it came!

One, two! One, two! And through and through

The vorpal blade went snicker-snack!

He left it dead, and with its head

He went galumphing back.

“And hast thou slain the Jabberwock?

Come to my arms, my beamish boy!

O frabjous day! Callooh! Callay!”

He chortled in his joy.

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,

And the mome raths outgrabe.

Proofreading Practice

Read the paragraph below and make 11 corrections. (errors may include spelling, punctuation, etc.)

Charles Lutwidge Dodgeson was born in Cheshire England in 1832. He was one of eleven childen and his

siblings love hearing and reading the stories and poem he made up he studied math in school an became a math

professor at Oxford university. However, you know him best as Lewis Carroll, the author of Alice’s Adventures in

Wonderland. He also wrote jabberwocky.”

Poet:_____________________________ Poem Title:_______________________________

Poem Analysis

*Please use poetryoutloud.org to find your poem. If you use another source, it is extremely important that you tell me the name of that source. You may select any poem that reaches out to you (please be school appropriate). If you do not have Internet access, choose a poem that has been sent home to you or that you have on hand.

Purpose: Students will identify a poem that is meaningful to them. They will analyze the poem and then explain in writing its personal significance.

Task: Students should answer the following questions about their poem. Students should work on analyzing their selected poems. This goes beyond basic summary. Try to think deeper about your poem. You should answer the following questions a separate sheet of paper or document if possible. Write the title of your poem as well as your poet at the top of the paper. Once your initial analysis is complete, please answer the writing prompt to the best of your ability.

Questions:

1. Who is the speaker? What do you know about it/him/her? (For example: interests, who they might be addressing, age, gender, any evident bias, etc.)

2. What is the setting or occasion for the poem? What evidence do you have to support this?

3. What is going on in the poem? Summarize your poem in a few sentences.

4. What is the central theme? How do you know?

5. What is the tone of the poem? How do you know?

6. Does your poet employ any literary devices or figurative language? This can include, but is not limited to, alliteration, onomatopoeia, allusions, metaphors or extended metaphor, symbolism, imagery, personification, etc. Annotate any of these on the copy of your poem. Turn this in with your responses.

Writing Assignment: Explain in an essay why this poem is meaningful to you. What elements of the poem reached out to you? What do you like about it? How does it relate to you? How does it make you feel? Why is it important? What about it would you want to share with others? How do you interpret it? What does it remind you of or make you think of? Use academic language, write complete sentences, and be thorough and thoughtful.