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8th Grade ELA Spring Break Packet

(Houses 2, 3 &4)

This packet includes skills, strategies and vocabulary review from all the materials

we’ve covered from September. You need to complete the packet as a review and study guide to help prepare you for the

state exam

FACTS ON THEME

The theme of a piece of fiction is its view about life and how people behave. It is the universal message the author wants to convey to the reader. This message must be general and speak to the world.

Theme is not a topic word like “friendship.” Rather it is a sentence or phrase that might give a message about friendship. Such as, “Be honest and kind to your friends because good friends are hard to come by.”

A theme is NOT your opinion. It is what you think the author is trying to teach readers.

You must figure out the theme by yourself. You extract it from the story by asking yourself what big ideas are present or if patterns or symbols are repeated.

When you write about themes make sure to relate it to the world. It must be a general statement.

Sample: The Walking Dead television series:

Possible Topic words to help me come up with a theme: survival and teamwork Theme: People should work together and build strong relationships during difficult times.

Your Turn! Read and answer the questions below.

Derek was doing his homework on his computer one night when he saw an a pop-up ad for a

free Gamebox 9000. He clicked on the ad with great interest and was taken to a webpage with

details about the offer. It seemed simple enough. All he had to do was post some content to his

social networking pages and complete a few offers. Derek didn't really approve of the content

that he was required to share, but he really wanted the new Gamebox, so he shared the required

links with all of his friends and family. Then Derek began completing the offers. The offers

were organized into three tiers. According to the website, he had to complete three offers in

each tier and then he would get his Gamebox for free. So Derek started completing the offers in

the first tier, which required him to create accounts on a bunch of websites that he had no

interest in joining. He completed the first tier in a couple of hours and he was really getting

excited about getting a free Gamebox 9000. The second tier required Derek to become a

member at more websites and to get three of his friends to sign up to the program. Signing up to

the websites was pretty easy (though time consuming), but getting his friends to participate in

the program was much harder. Most of them warned Derek that he was falling for a scam, but

Derek finally found three freshman who agreed to participate. Derek was pumped up.

Unfortunately, the third tier required him to sign up for satellite television service, change his

phone service provider, and get approved for several credit cards. Derek finally did what he

should have done from the beginning and walked away from these offers.

List some possible topic words to help you extract big ideas:

Write a possible theme for the story – remember – it should speak to the world!

_____________________________________________________________________________

What evidence in the text supports the theme you wrote?

_____________________________________________________________________________

_________________________________________________________________________________________________________________________

Sound and Sufficient Evidence Guide

When reading a persuasive text, you often have to DELINEATE (identify) and author’s argument/claim and EVALUATE (breakdown) if the argument is SOUND (valid, strong) and SUFFICIENT (there is enough evidence, usually requires 2-3 sound pieces of evidence to be considered “enough”). Below are a list of questions you should use to help EVALUATE is a text is sound and sufficient.

Question to Ask What it helps determine When was the text published/written? Determines if the results/ideas current and valid for the

time period of the intended audience.

Primary or secondary source? Determines if the source is valid for its purpose.

Intended audience? Determines the level of info required to prove point.

Can the results be retested/proven? Determines if this is a valid experiment/idea.

Biased? Does source have an invested interest? Determines if the source has a reason to persuade the

audience a certain way.

Is there a missing argument? No counter-claim? Are

all POVs represented?

Determines if the argument is fairly represented or if

there is bias.

What tone is the author using? Determines if the author has his feelings influencing

the claim through word connotation.

You may be required to write an essay that prompts you to compare the strength and weakness of TWO TEXTS and compare if they are sound and sufficient in proving their claim. In a question like this you only have THREE possible claims:

1. BOTH are sound and sufficient because they have more strengths than weaknesses in their argument.

2. BOTH are NOT sound and sufficient because they have more weaknesses than strengths in their argument

3. ONE is SOUND and ONE is NOT SOUND for the same reasons above.

Sample Graphic Organizer to Help Your Organize Your Ideas for TWO Texts

ARTICLE 1 ARTICLE 2

CLAIM: CLAIM: Strengths: List valid arguments Strengths: List valid arguments Include paragraph/line #s Include paragraph/line #s Weaknesses: List arguments that are NOT valid Weaknesses: List arguments that are NOT valid Include paragraph/line #s Include paragraph/line #s SOUND? Yes, only if there are more strengths SOUND? Yes, only if there are more

strengths

Practice on Identifying Fact vs. Opinion to Support Sound and Sufficient Reasoning Sometimes, especially if we are reading swiftly, we take something we read as fact when it is really an

opinion. We may have missed a key word that foretold that an opinion was going to be expressed. The result might be that we are influenced by and respond to opinion as though it were fact. We might, for

example, pass information on that could cause someone else a problem. Following is a group of sentences that all express opinions. Circle the word or words in each sentence that signal an opinion is being expressed.

1. Apparently, he didn’t follow directions or he would be here by now.

2. My guess as to the amount of damage caused by the storm is $100,000.

3. The governor made the prediction that we will soon have a law allowing people to drive if they are

15 years old.

4. The possibility is strong that he failed the driver’s test because he is colorblind.

5. It is my supposition that no one will ever high-jump more than nine feet.

6. He speculated that Florida State University would be chosen to play in the Orange Bowl.

7. His hypothesis was that crickets make chirping noises when they are frightened.

8. He surmised that Hurricane Zeke would string Bermuda early Saturday morning.

9. It is my belief that there is no life on the planet Pluto.

10. Perchance she will succeed if she studies harder.

11. Sharks have been sighted offshore, so it seems reasonable that swimming has been prohibited.

12. He conjectured that only 80% of the students will pass the course.

13. It is likely that we will run out of gas before we get there.

14. The theory is that the Spanish sailing ship was attached because it was carrying gold and silver.

15. I don’t think it was done on purpose; it probably was an unfortunate accident.

LITERARY DEVICES Alliteration – when words with the same consonant sound occur close together

Ex. - Sara smiled slowly as she sang. Assonance – similarity in sound between internal vowels

Ex. - the sweep of easy wind Consonance-repetition of consonant sounds

Ex. – deep down the pain dwindles Hyperbole-an exaggeration

Ex. – I am so hungry I could eat a horse. Idioms-phrases where the words have a different meaning than the literal meaning

Ex. – Give it a shot. A piece of cake. Imagery-to use figurative language to represent objects, actions, and ideas in a way that it appeals to our physical senses

Ex. – After apple picking magnified apples appear and disappear…every fleck of russet showing clear. Irony – a figure of speech in which words are used in a way that their intended meaning is different from their actual meaning.

Ex. - He chuckled at the misfortune of the men, unaware the same fate was about to befall him. Metaphor- a comparison of two unlikely things without using like or as

Ex. – The stages of love are stepping stones to death. Onomatopoeia – words used to spell out a sound

Ex. - The vroom, vroom of the engines disturbed the peace and quiet of our street. Oxymoron – when two opposite ideas are joined to create an effect

Ex. – Feather of lead bright smoke Personification – giving a non human or object a human characteristic

Ex.- The wind puffed his chest and rained down his deadly destruction across the island. Simile – a comparison showing similarities between two different things using like or as

Ex.- He is as big as a house.

Identify the literary device for each of the following _________________ Lebron was a beast on the court at last nights game. _________________ Chelsea leaped without a peep off the chimney sweep. _________________ Leontyne Price has a voice as sweet as a birds song in spring. _________________ The stench of death created a cold fire throughout the entire house. _________________ We all shouted for the actors to break a leg during their auditions. _________________ Terry tried triumphantly to take control. _________________The class drank enough water to fill an ocean. _________________ The clank clank of dishes resounded through the dining hall. _________________ The chair screamed under her weight. ________________ The moonlight reflected in the depths of her brown eyes to reveal her true feelings. _________________ He dug the trap for the bear with skill and major effort, only to become victim to

the snare _________________ Tread lightly when you tangle with a thief.

Tone vs. Mood Study Guide Definitions:

Tone is how the author feels about his/ her subject. Mood is how the reader feels about the text.

Both terms have to do with emotion, but differ in who feels or expresses that emotion. We identify

tone and mood by analyzing the author’s word choice and connotative meaning of word, which gives us clues how the author feels and the reader should feel.

How word choice and connotative meaning:

“My uncle is so youthful that you’d never

guess he is 62 years old.”

“My uncle is so childlike that you’d never

guess he is 62 years old.”

Analysis: Implies that the uncle is energetic,

fun, and carefree.

Analysis: Implies that the uncle is immature

and irresponsible.

Example:

Lord Voldemort: “I’m going to kill you, Harry Potter. I’m going to destroy you. After tonight, no one will ever again question my power. After tonight if they speak of you, they’ll only speak of how you begged for death. And how I being a merciful Lord… obliged.”

Tone = angry, powerful, and confident Mood = frightening and tense

Tone Words Positive Neutral Negative

appreciative

calm

casual

cheerful comic

compassionate

confident

empathetic optimistic

passionate

excited

forthright

friendly funny

happy

interested

joyful nostalgic

proud

relaxed

respectful

romantic self-assured

silly

straightforward

sympathetic tender

indirect

meditative

objective

questioning speculative

unambiguous

unconcerned

understated

angry

annoyed

anxious

cold cynical

demanding

desperate

disappointed disrespectful

embarrassed

enraged

fearful

frustrated

furious gloomy

harsh

haughty

hopeless indifferent

mocking

nervous

pessimistic

sarcastic

serious solemn

somber

suspicious

tense uncertain

unfriendly

Mood

Angry

Fanciful

Melancholy Frightening

Mysterious

Frustrating

Romantic

Gloomy Sentimental

Happy

Sorrowful

Joyful Suspenseful

IDENTIFYING TONE & MOOD For each example identify the tone, what context clues are used to convey the tone, and the overall mood of the sentence. 1. Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she told about her fiancé and their wedding plans. Tone _________________________________________________________________________________________________________ Context Clues __________________________________________________________________________________________________ Mood ________________________________________________________________________________________________________ 2. She huddled in the corner, clutching her tattered blanket and shaking convulsively, as she feverishly searched the room for the unknown dangers that awaited her. Tone _________________________________________________________________________________________________________ Context Clues __________________________________________________________________________________________________ Mood ________________________________________________________________________________________________________ 3. Bursting through the door, the flustered mother screamed uncontrollably at the innocent teacher who gave her child an F. Tone _________________________________________________________________________________________________________ Context Clues __________________________________________________________________________________________________ Mood ________________________________________________________________________________________________________ 4. Drawing the attention of his classmates as well as his teacher, the student dared to experiment with his professor’s intelligence by interrogating him about the Bible. Tone _________________________________________________________________________________________________________ Context Clues __________________________________________________________________________________________________ Mood ________________________________________________________________________________________________________ 5. He furtively glanced behind him, for hear of his imagined pursuers, then hurriedly walked on, jumping at the slightest sound even of a leaf crackling under his own foot. Tone _________________________________________________________________________________________________________ Context Clues __________________________________________________________________________________________________ Mood ________________________________________________________________________________________________________ 6. Gently smiling, the mother tenderly tucked the covers up around the child’s neck, and carefully, quietly, left the room making sure to leave a comforting ray of light shining through the opened door should the child wake. Tone _________________________________________________________________________________________________________ Context Clues __________________________________________________________________________________________________ Mood ________________________________________________________________________________________________________ 7. The laughing wind skipped through the village, teasing trees until they danced with anger and cajoling the grass into fighting itself, blade slapping blade, as the silly dog with golfball eyes and flopping, slobbery tongue bounded across the lawn. Tone _________________________________________________________________________________________________________ Context Clues __________________________________________________________________________________________________ Mood ________________________________________________________________________________________________________

Narrative Perspective / Point of View Who is telling the story?

When studying the perspective of the narrator, the reader is concerned with the relationship between the person telling the story (the narrator) and the agents referred to by the story teller (the characters).

The following modes of narration explain the distance of the narrator from the story and how much the narrator

reveals about the thoughts and feelings of the characters:

First Person

The narrator

IS THE CHARACTER

telling the story

Can be recognized easily because the

narrator uses first person pronouns such as

“I,” “me,” “my,” “we,” “us,” and “our”

Second Person

The narrator is

speaking to

YOU

A very unusual point of view in which the

narrator speaks directly to the reader by

using the second person pronoun “you.”

Third Person

The narrator is

WATCHING

the story happen;

they are NOT in the story.

Indicated by the use of third person

pronouns such as “he,” “she,” “they,” and

“them.” This point of view can have

different types of narrators:

Omniscient narrator: the narrator is all

knowing and sees everything, and can be

thought of as “god-like.” The narrator

knows what all the characters are thinking

and reveals those thoughts to the reader.

Limited narrator: the narrator does not

know everything. The narrator only knows

what SOME (usually one or two) of the

characters are thinking and reveals those

thoughts to the reader.

Objective narrator: the narrator relates

only what the characters do and say and

does not reveal the thoughts of any

characters. Examples:

First Person I missed the bus that morning because I couldn't convince myself to get out of bed. It was just too cozy under

the comforter, with the cat curled up next to me. I was going to have to walk all the way to work.

Second Person: You missed the bus again because you just couldn't convince yourself to get out of bed. The comforter

made a cozy nest around you, and there was the cat, a warm ball of fur curled next to you. So you had to walk all the way

to work.

Third Person Omniscient: She missed the bus. She spent nearly an hour arguing with herself about getting up. “You have

to be awake now, it's a work day. But it's so warm. Just a few more minutes. You'll be late. I don't care. Yes you do.”

Curled up there with the cat, it was so hard to move, so warm and cozy. And so she missed the bus, and swore, and told

herself how stupid she was. Then she started the long walk to work.

Third Person Objective: She arrived panting at the bus stop when the bus was already long gone. She looked at her watch

and swore. "Damn cozy blankets," she said. "Damn warm, purring cat." She sighed and walked along the sidewalk in the

direction of her office building.

Third Person Limited: She arrived panting at the bus stop only to see a far-off glimpse of the back of the bus, moving

quickly away. She glanced at her watch. It was already half past eight. "Damn cozy blankets," she said out loud to no one

but herself. She had stayed in bed so long she didn't even have time for a shower, and now she'd missed the bus. It was the

warm cat curled up next to her that had made it so hard to get out of bed. "Damn warm, purring cat," she said, and headed

along the sidewalk to work.

Directions: Read the following passages and determine the narrative perspective, then explain how you were able to identify

the point of view- if the passage is third person, explain which character’s thoughts are revealed.

Narrative Perspective (point of view): first-person, second-person, third-person objective, third-person limited,

third-person omniscient.

White Fang by Jack London

They spoke no more until camp was made. Henry was bending over and adding ice to the bubbling pot of beans

when he was startled by the sound of a sharp snarling cry of pain from among the dogs. Henry grunted with a tone

that was not sympathy, and for a quarter of an hour they sat on in silence, Henry staring at the fire, and Bill at the

circle of eyes that burned in the darkness just beyond the firelight.

Narrative Perspective: _________________________________________________________________

If it is third-person, which character’s thoughts are revealed? __________________________________

The Ninja Housewife by Deborah Hamlin

After dropping her son off at school, Sara sat at a traffic light and waited. She was on her way to her office job

as a secretary in a law office. It was mainly paperwork with very little time to interact with other people, but Sara

had gotten used to that. It also gave her plenty of time to daydream, something she had also gotten quite used to.

She was a woman in her mid-30s, married 13 years, with one child.



How to grill by Steven Raichlen

Once you have your grill assembled, the next thing to decide is where to put it. A grill puts out a lot of heat,

so you should position it several feet away from the side of the house or any plants or shrubbery. You’ll have

an easier time with a spot that is sheltered from the wind. When positioning a grill on a wooden deck, remember

that sparks and live embers can fall from a charcoal grill.



Alice's Adventures in Wonderland by Lewis Carroll, John Tenniel

Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or

twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, “and what

is the use of a book,” thought Alice, “without pictures or conversations?” So she was considering, in her own mind

whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies,

when suddenly a White Rabbit with pink eyes ran close by her.



Shiloh by Phyllis Reynolds Naylor

The day Shiloh come, we’re having us a big Sunday dinner. Dara Lynn’s dipping bread in her glass of cold tea, the

way she likes, and Becky pushes her beans over the edge of her plate in her rush to get ’em down. Ma gives us her

scolding look. We live high up in the hills above Friendly, but hardly anybody knows where that is. Friendly’s near

Sistersville, which is halfway between Wheeling and Parkersburg. Used to be, my daddy told me, Sistersville was

once of the best places you could live in the whole state.



Anne of Green Gables by L. M. Montgomery

Marilla’s lips twitched understandingly. She had expected Mrs. Rachel to say this; she had known that the sight of Matthew

jaunting off so unaccountably would be too much for her neighbor’s curiosity. If Marilla had said that Matthew had gone to

Bright River to meet a kangaroo from Australia Mrs. Rachel could not have been more astonished. She was actually quiet for

five seconds. It was unsupposable that Marilla was making fun of her, but Mrs. Rachel was almost forced to suppose it.



Author’s Purpose

Why is the author writing this text?

Example:

Writing to Persuade Writing to Inform Writing to Entertain Attempts to influence the reader.

Usually makes an argument.

Examples:

Political speeches

Advertisements

A cover letter for your

resume

An essay urging readers to recycle

Often called expository writing.

It shows or explains facts.

Examples:

Biography of Barack Obama

News report about a shooting

Note to a friend

Essay about “killer bees”

Writing the has a story

a beginning, middle,

and end.

Examples:

Harry Potter books

Poems about love

Narrative essay /Big Rocks

Script for a TV show

Directions: Read the descriptions of each item and determine the author’s main purpose (to entertain, persuade, or inform). Then, in a sentence or two, explain your answer. 1. A one page printout showing how to put together a coffee table that came in a box Author’s Purpose: ______________________________________________________________ Explain Your Answer: Write a sentence or two.

2. A speech in which a student promises daily pizza rations if he is elected class president

Author’s Purpose: ______________________________________________________________ Explain Your Answer: Write a sentence or two.

3. A picture book about a dog that gets lost on a family vacation and has to find his way home Author’s Purpose: ______________________________________________________________ Explain Your Answer: Write a sentence or two.

4. A timeline showing important events from the American Civil War


5. An internet ad banner telling you to click it for a free iPhone Author’s Purpose: ______________________________________________________________ Explain Your Answer: Write a sentence or two.

6. An orange sign advising drivers that the road beyond is under construction


7. A classified ad in which the seller lists a chair in good condition for ten dollars or best offer Author’s Purpose: ______________________________________________________________ Explain Your Answer:

Write a sentence or two.

Citing Evidence to Make Inferences People who claim there’s life on other planets use evidence, such as UFO sightings, to back up their claims. Evidence is information used to support an opinion or belief. Evidence can also be used to support an inference, or reasonable guess, that’s based on new facts combined with what you already know. Look at the picture below, which many people thought showed an alien spacecraft. What evidence in the image and the caption supports or disproves that idea?

While returning from the moon to Earth on April 27, 1972, Apollo 16 astronauts captured an unidentified flying object (UFO) on film. The image, which was described as a “saucer-shaped object with a dome on top,” was visible in the film for about 4 seconds.

Text/Photo Evidence + Background Knowledge = Inference

The photo was taken in 1972

The object looks saucer shaped.

Something else can be seen to the left of the saucer

People often misinterpret what they see in photos.

No one has confirmed that alien life exists.

The “saucer shaped object” is probably NOT an alien spacecraft. There is probably another explanation.

Good readers combine new evidence with their own background knowledge to support an inference. Although

this UFO was spotted in 1972, no concrete proof of alien life has never been discovered. Plus, the image to the

left of the “saucer” has to be explained, too. As it turns out, NASA scientists have shown that the “UFO” was

actually the floodlight and boom from the Apollo 16 spacecraft itself.

Now you try! Read the passage below, use the evidence in the text and background knowledge to fill out

the organizer and answer the questions:

What are Auroras? By Georgiana Tomes

Imagine a brilliant laser light show in the sky where ribbons of green, red, or violet dance across the

atmosphere. While these fascinating lights might look like they come from machines, they are actually a natural

phenomenon known as an aurora.

Auroras occur when highly charged electrons from solar wind interact with elements such as oxygen and

nitrogen in the atmosphere. When the electrons strike the oxygen and nitrogen atoms, rays of light are formed.

The color of these rays depends on which atoms collide and the altitude, or height, at which they meet. They

rays often run parallel and take turns dimming and brightening in the night sky.

But where exactly do these light spectacles form? Like the needles of a compass, auroras are attracted to

Earth’s two magnetic fields: the geographic North and South Poles. The rays themselves follow the slanting

direction of Earth’s magnetic field.

Fill out the chart and complete the inference below:

Text/Photo Evidence + Background Knowledge = Inference

I can infer that people feel _________ about auroras.

Auroras occur along “auroral ovals,” which surround the magnetic poles. These ovals roughly

correspond with the Arctic and Antarctic circles. Aurora borealis (the Northern Lights) are visible near Earth’s

magnetic north pole from high northern latitudes in North America, Eurpoe, and Asia. Aurora australis (the

Southern Lights) are visible near Earth’s magnetic southern latitudes in Antarctica, South America, New

Zealand, and Australia.

Auroras also occur on other planets with magnetic poles, including Saturn and Jupiter.

A student makes the following inference based on reading the text: Auroras are not visible from

the low latitudes around the equator.

Which choice is the strongest piece of evidence to support this claim:

A Auroras are seen from high latitudes near each magnetic pole.

B The Aurora borealis is visible in North America and Europe.

C The Aurora australis is visible in Antarctica and New Zealand.

D Auroras form near the magnetic poles of other planets as well.

Explain why the answer you chose is the strongest support for the claim about auroras’ visibility.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Text Structure: Refers to in what format a text is written in like an interview, poem, narrative, recipe, menu, etc. It also refers to how the information is organized within a passage and the relationships between specific paragraphs and sentences. There are clue words that help you recognize the structure. Study the diagram and examples below.

Examples Have you ever wondered what the inside of a volcano

looks like? Deep underground is a magma chamber.

The magma chamber is under the bedrock of the earth's

crust. The conduit or pipe runs from the magma chamber

to the top of the volcano and brings the magma to the

surface.

Linux and Windows are both operating systems.

Computers use them to run programs. Linux is totally free

and open source, so users can improve or otherwise

modify the source code. On the other hand, Windows is

proprietary, so it costs money to use and users are

prohibited from altering the source code.

-Eating cereal is easy. First, get out your materials.

Next, pour your cereal in the bowl and add milk. Finally,

you sit down and enjoy it.

-When I was a baby I ate spinach but when I turned

eight I was very stubborn and refused to eat it. Now that

I’m an adult I actually love it again and eat it in many

different ways.

Thousands of people die each year in car accidents

involving drugs or alcohol. Lives could be saved if our

town adopts a free public taxi service. By providing such a

service, we could prevent intoxicated drivers from

endangering themselves or others.

The dodo bird used to roam in large flocks across

America. Interestingly, the dodo wasn’t startled by gun

shot. Because of this, frontiersmen would kill entire

flocks in one sitting. Unable to sustain these attacks, the

dodo was hunted to extinction.

Read the passages below. Describe the text structure the writer uses. Identify any signal words that help you determine the structure. Then compare and contrast the two passages. Passage A: As young boys, Orville and Wilbur Wright enjoyed making new things. They loved using tools and reading about mechanics and science. In 1892, the brothers opened a bicycle shop in Ohio. Later their interest turned to flight. They studied flying models, birds, and anything related to making things fly. In 1899, Orville and Wilbur built a biplane kite to better understand how to control a flying machine. By 1903, the brothers were experimenting with gliders and later built a power-driven flying machine. On December 17th, 1903, Orville and Wilbur Wright made the first controlled and sustained flights in an airplane while at their Kitty Hawk camp in North Carolina. Text Structure: __Order & Sequence_____________________ Signal words:__young boys/In 1892/Later/In 1899/By 1903/______________________ How does this structure add to meaning of text? (What insight/effect/impact does the structure have on the theme because of the structure?) To answer this always remember: Structure + Structure key words + theme = effect of the structure or explains how it adds meaning to the text The structure of Order & Sequence adds to the meaning of the text because it shows how creativity and determination from a young age helped Orville and Wilbur Wright become world renowned inventors over time NOW IT’S YOUR TURN! Passage B: In the early 1900s many inventors were trying to become the first to fly. Two brothers succeeded but not without a lot of trial and error. The Wright Brothers faced many problems on the road to the first successful flight in an airplane in 1903. One problem was to design a wing that would lift the plane and control the side-to-side and forward motion as the plane flew. To solve this problem, they built a wind tunnel to test different wing shapes and how they performed. As a result of these tests, they were able to design better wings for better gliders and planes. Their scientific method of analyzing problems and testing solutions paid off. Orville and Wilbur Wright are famous for their contributions to aviation. Text Structure: ____________________________________________ Signalwords:_________________________________________________________ How does this structure add to meaning of text? (What insight/effect/impact does the structure have on the theme because of the structure?) _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Passage A: At the end of the French and Indian War, the British government needed money. They decided to raise money through a series of taxes on the American colonies. In March 1765, the Stamp Act was passed. After much protest, the act was repealed in March 1766. Then in June of 1767, the Townshend Acts were passed, which placed import taxes on paint, glass, lead, paper, and tea. Following these new taxes, protests spread throughout the colonies. Finally, in April 1770, the Townshend Acts were repealed. All taxes on imports were repealed except for tea. Then in May 1773, the Tea Act took effect. This kept the tax on tea. Colonists felt these taxes were not fair because they or their representatives had not voted on them. Text Structure: ____________________________________________ Signalwords:_________________________________________________________

How does this structure add to meaning of text? (What insight/effect/impact does the structure have on the theme because of the structure?) _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Passage B: Life in the colonies was changing. Roads had been built connecting the cities. The colonies were trading with one another more. People and ideas were moving along with goods. These changes resulted in making the ties among the colonists stronger. They were beginning to feel more American than British. Then, in 1765, the British passed the Stamp Act. It was one of the taxes that the British were using to help pay for their war with France. As a result, the colonists were furious. It wasn’t only the money, although times were hard. They were angry because they hadn’t voted for this tax. The colonists believed that only representatives they chose could ask them to pay taxes. The colonists said there could be “no taxation without representation.” And so the first step toward the American Revolution began over a fight about taxes. Colonists refused to pay the stamp tax. Some people boycotted, or refused to buy, British goods or enter any store that carried British goods. Text Structure: ____________________________________________ Signalwords:_________________________________________________________ How does this structure add to meaning of text? (What insight/effect/impact does the structure have on the theme because of the structure?) _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________

CHARACTER TRAIT FACTS:

Character traits are descriptive adjectives.

They describe how characters act during certain situations or what kind of people they are.

I’m super naïve!

Character traits can be negative: rude, dishonest, greedy, aggressive

Character traits can be positive: honest, patient, determined, creative

What a character thinks, says or does(actions) reveal his/her character trait

================================================== NOTICE THE EXAMPLE BELOW: THE WORDS AND ACTIONS OF THE CHARACTER IN THE EXCERPT BELOW HAVE BEEN UNDERLINED AS CLUES TO WHAT KIND OF PERSONALITY SCOUT HAS. LOOK AT THE CLUES AND THEN READ THE CHARACTER TRAIT INFERENCE. The words below are Scout reflecting at the end of To Kill a Mockingbird. “Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough” (Lee 321). CHARACTER TRAIT INFERENCE:

The underlined words and actions suggest that Scout is mature, empathetic, and compassionate. She has grown to

understand what Atticus has taught her about seeing things from another person’s point of view.

NOW IT’S YOUR TURN! Read the examples below, underline the personality clues and then make your inference!

1. "Clean out your desk. You're fired. I want you out of here by the end of the day," Lawrence shouted at Miguel Diaz, a low-level machine operator.

"But, Mr. Roberts, sir, may I have two more weeks to find another job? I have kids," responded Miguel with tears in his eyes. Lawrence Roberts

laughed, "Yeah, a lot of kids are starving in Asia too, and they aren't getting two more weeks either. End of the day, Me-gail!" Mr. Roberts replied,

deliberately mispronouncing Miguel's name. Miguel went to clean out his desk and Lawrence Roberts went to lunch.

What does this dialogue suggest about Lawrence Robert’s character?

A. He is uneducated and ignorant because he mispronounces Miguel’s name. B. He is inflexible and cold-hearted because he insults Miguel and doesn’t allow him time to find another job. C. He is violent and aggressive because he wants to fight with Miguel D. He is greedy and materialistic because he doesn’t want to pay Miguel a fair salary.

2. The next day at school, Lily was walking to the pencil sharpener when she noticed that Maria was using a mechanical pencil. "Hey Maria, let me

hold that pencil." Maria looked down at her mechanical pencil. It had kitties and stars on it and she liked it very much. She replied, "I can't, Lily. It's

my last one." Lily put one hand on her hip, sneered at Maria, and said, "Well, you've gotten to use it quite a bit. I haven't gotten to use it at all. Can't

you see that's unfair?" Maria gulped, "Um, yeah, I guess I can see that. Here, you can use it for now, but maybe I can get it back at the end of the

day," replied Maria as she handed Lily her pencil. Lily used the mechanical pencil with the kitties and the stars on it until the end of the day while

Maria used a cheap wooden pencil. When the bell rang, Lily brought over Maria's pencil in several pieces and dropped it on her desk. "Here's your

pencil. It's not working," Lily said, holding back her giggles as she left.

What does this dialogue suggest about Lily’s character?

A. She is assertive and self-confident because she is standing up for what she believes in.

B. She is feminine and and ladylike because she loves pencils with kitties and stars on them.

C. She is impatient and emotional because she put her hand on her hip and sneered at Maria.

D. She is bossy and inconsiderate because she forced Maria to lend her the pencil and giggled when she returned it to her in broken pieces.

Review the following character 10 traits. Write the definition for each and assign it to a person you know (friend or family) or a character in a movie

or on a TV show and write a sentence each. What does that person say, do or think that makes them this way? Write it on loose-leaf and attach to this

packet.

For example: Vengeful: seeking to harm someone in return for a perceived injury

Rick Grimes from the TV Series “The Walking Dead” is vengeful because he wants to

hurt anyone who harms his friends or family instead of just letting it go.

Courageous: not deterred by danger or pain; brave

My sister is courageous because she went sky diving.

1. Perseverant 2. Sarcastic 3. Humble 4. Hardworking 5. Considerate

6. Assertive 7. stubborn 8. Cowardly 9. Naïve 10. Responsible

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