- First, begin by, locating the first ten vocabulary words--highlight or circle them.
- Then, write their definitions (shorten if needed) onto the passage:
1. taunting--(v) a remark made in order to anger, wound, or provoke someone.
paragraph 3, line 1:
2. genocide--(n) the deliberate killing of a large group of people, especially those of a particular ethnic group
paragraph 5, lines 2, 5, and 6:
3. anecdote--(n) a short and amusing or interesting story about a real incident or person.
4. avid-- (adj) having an eager desire/interest for something.
5. mantra--(n) a statement or slogan repeated frequently; a motto
paragraph 6, line 2:
6. optimistic--(adj) hopeful and confident about the future.
paragraph 7, line 1:
7. dispersed--(v) distribute or spread over a wide area.
paragraph 7, line 6:
8. crucible--(n) a ceramic or metal container in which metals or other substances may be melted or subjected to very high temperatures or a situation of severe trial, or in which different elements interact, leading to the creation of something new.
9. forging--(v) make or shape (a metal object) by heating it in a fire or furnace and beating or hammering it.
paragraph 8, lines 7 and 8
10. boisterous-- (adj) of a person, event, or behavior) noisy, energetic, and cheerful; rowdy
-----------------------(we will do the next set of words tomorrow_____________________
11. squabbled
12. coup
13. pantomiming
14. pondering
15. grimace
16. aspire
17. paradox
18. inexorable
19. asylum
20. Achilles' heel
Today we will:
- Continue reading the passage--Par 10-20 together as a class.
- We will add on 2-3 examples to our characterization chart from yesterday.
- Then you will finish reading the entire passage from where we left off today (paragraph 21 on page 5).
- Try to highlight or underline as you read to help you fill in your chart at the end—this will make it much easier. When you finish reading, add at least 3-5 entries onto your chart that characterize Gilbert/identify literary elements and techniques. IF YOU DID NOT FINISH—FINISH FOR HOMEWORK.
Note: you will need this chart for tomorrow’s Quick Write, so if you do not do it, your job will be very difficult.
3. The affects of the cuts were because of the racism. "when the cast of Raisin, the musical, became involved in defense of a family whose home in Queens, New York City, had been fire-bombed,...Human Rights Report, citing "eleven cases in the last eighteen months in which minority-owned homes had been set afire or vandalized, a church had been bombed, and a school bus had been attacked" -in New York City!" This explains that cuts were got cut out of for the safety of the race and racism were still a problem during that time.
ReplyDelete