Activity Pack. Literature Made Fun! The Grapes of Wrath by John Steinbeck

Transcription

1 Pack Literature Made Fun! by John Steinbeck

2 Pack Literature Made Fun! by John Steinbeck Copyright 2004 by Prestwick House, Inc., P.O. Box 658, Clayton, DE Permission to copy this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN Item No

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4 Table of Contents Pre-reading Research/Presentations and Posters...8 Chapters One - Two Imagery...10 Chapter Two Characterization...14 Momentum and Rhythm...16 Chapter Three Levels of Imagery...14 Chapter Four Character Analysis...18 Chapters One - Seven Economic Background...22 Chapter Five Simile and Metaphor...28 Chapter Six Foreshadowing/Inference...32 Chapter Seven Point of View...34 Chapter Eight Allusion...40 Chapter Nine Characterization...42 Chapters Eight - Eleven Foreshadowing...44 Chapter Ten Characterization/Point of View...46 Dialect...48 Theme...50 Chapters Eight - Eleven Spirituality vs. Religion...52 Copyright 2005, Prestwick House, Inc. 4

5 Chapter Eleven Family Rules...54 Theme...56 Chapter Twelve Mapping...58 Chapters One - Twelve Theme...60 Chapter Thirteen Critical Thinking/Writing Creatively...62 Writing...66 Chapters Twelve - Eighteen Characterization...68 Chapter Fourteen Anaphora...70 Chapter Fifteen Style...74 Inference...78 Chapter Sixteen Conceptual Thinking...80 Chapter Seventeen Found Poem...82 Chapter Eighteen Dialogue...84 Letter to the Editor...86 Chapters One - Eighteen Character Development...88 Chapter Nineteen Research...90 Chapters Nineteen - Thirty Theme...92 Chapter Twenty Brochure...94 Journal Entry/Point of View...96 Headlines and Bias Copyright 2005, Prestwick House, Inc.

6 Chapter Twenty-One Collage Chapter Twenty-Two Decision Making Chapter Twenty-Three Storytelling and Music Chapters Nineteen - Thirty Theme Chapter Twenty-Six Characterization Chapters Nineteen - Thirty Theme Chapters Twenty-Seven and Twenty-Eight Creative Decision-making/Critical Thinking Chapter Twenty-Nine Personification Chapter Twenty-Four and Twenty-Five Comprehension Check Puzzle Chapter Thirty Symbolism Wrap-Up Synthesis Review Appendix Terms and Definitions Small Group Learning Dramatization of Scenes in a Novel Newspaper Copyright 2005, Prestwick House, Inc. 6

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8 Teacher s Page All references come from the Penguin edition of, published Pre-Reading Research Presentations and Posters Objectives: Researching topics to provide a context for the reading of Presenting research to the class Note to Teacher: Break class into (roughly) groups of three. (If your class is smaller, decide beforehand which of the following research topics are most necessary to your study of.) is an historical novel, and it will help you to learn a bit more about the events and people that shaped the times before you begin reading. To this end, your team will be assigned one of the following topics to research and will prepare a five-minute presentation to deliver in class on that topic. Your team must also prepare a poster to be used during the presentation and displayed in the classroom for the duration of the unit on. Posters should cover key points about your topic and may include photographs, illustrations, graphs, and whatever other visual aids you deem appropriate. Your team may use the Internet, your school library, or any other research aids available to you. Topics for Research: The Stock Market Crash of 1929 and Its Effects on the Economy Migrant Farm Workers in 1930s California Migrant Farm Workers in California Today (and the Labor Laws that Protect Them) The Dust Bowl The Great Depression The History of Route 66 The Arvin Migratory Labor Camp The New Deal Copyright 2005, Prestwick House, Inc. T - 8

9 Student s Page Name: Date: Pre-Reading Research Presentations and Posters Objectives: Researching topics to provide a context for the reading of Presenting research to the class is an historical novel, and it will help you to learn a bit more about the events and people that shaped the times before you begin reading. To this end, your team will be assigned one of the following topics to research and will prepare a five-minute presentation to deliver in class on that topic. Your team must also prepare a poster to be used during the presentation and displayed in the classroom for the duration of the unit on. Posters should cover key points about your topic and may include photographs, illustrations, graphs, and whatever other visual aids you deem appropriate. Your team may use the Internet, your school library, or any other research aids available to you. Topics for Research: The Stock Market Crash of 1929 and Its Effects on the Economy Migrant Farm Workers in 1930s California Migrant Farm Workers in California Today (and the Labor Laws that Protect Them) The Dust Bowl The Great Depression The History of Route 66 The Arvin Migratory Labor Camp The New Deal S - 9 Reproducible Student Worksheet

10 Teacher s Page Chapters One - Two Imagery Objectives: Observing the way imagery contributes to tone and theme Examining the relationship between imagery in intercalary and plot chapters I Note to Teacher: Answers in the fourth column may vary; those provided are merely examples. In the opening chapter, Steinbeck makes repeated use of colors to describe the farmland and the weather. Find as many words describing color and shade as you can and write them in the COLOR CHART that follows. Count the number of times each is used. What ideas do you associate with each color? Record them in the third column. One chart entry has been done for you as an example. COLOR CHART Color Word Examples Ideas Associated red the air and the sky darkened and through them the sun shone redly hell, heat, dryness gray the dust lifted up out of the fields and drove gray plumes into the air like sluggish smoke smoke, ashes, death, dryness green a line of brown spread along the edge of each green bayonet freshness, youth, fertility pale the earth became pale, pink in the red country weakness, sickness, lack of fertility Copyright 2005, Prestwick House, Inc. T - 10

11 Student s Page Name: Date: Chapters One - Two Imagery Objectives: Observing the way imagery contributes to tone and theme Examining the relationship between imagery in intercalary and plot chapters I In the opening chapter, Steinbeck makes repeated use of colors to describe the farmland and the weather. Find as many words describing color and shade as you can and write them in the COLOR CHART that follows. Count the number of times each is used. What ideas do you associate with each color? Record them in the third column. One chart entry has been done for you as an example. COLOR CHART Color Word Examples Ideas Associated red the air and the sky darkened and through them the sun shone redly hell, heat, dryness gray green pale S - 11 Reproducible Student Worksheet

12 Teacher s Page II Note to Teacher: Answers may vary. alternates between chapters about the Joads and others called intercalary chapters, which are usually more generalized, impersonal, and do not deal directly with the plot. Chapter One, for instance, describes the changes in Oklahoma s land and weather caused by the Dust Bowl, while Chapter Two introduces us to Tom Joad. The plot and intercalary chapters are usually connected by imagery or theme. In the CONNECTIONS CHART that follows, fill in each category with a detail from chapters one and two. Follow the example provided. Then answer the question that follows the chart. CONNECTIONS CHART Image or Idea Examples from Chapter One Examples from Chapter Two time as the sharp sun struck day after day The dust was long in settling back again. Now and then the flies roared listless light In the gray sky a red sun appeared, a dim red circle that gave a little light, like dusk The sun cut into the shade of the truck as noon approached. wind Now the wind grew strong and hard A small outlet fan turned silently tools/machines The plows crossed and recrossed the rivulet marks the exhaust of the Diesel engine whispered in quick puffs of blue smoke. people and their environment The people came out of their houses and smelled the hot stinging air Under the clinging man the highway blurred dizzily by. What is the overall tone and thematic preoccupation of the first two chapters? The first chapter describes a natural disaster a drought and dust storm and the reaction of a rural people to it. The next chapter describes a new world, in which people are cut off from the land and machines do the work. In this world, time seems to stand still. The first two chapters show both the natural conditions and the economic/social/technological changes that drove people off of their farms. Copyright 2005, Prestwick House, Inc. T - 12

13 Student s Page Name: Date: II alternates between chapters about the Joads and others called intercalary chapters, which are usually more generalized, impersonal, and do not deal directly with the plot. Chapter One, for instance, describes the changes in Oklahoma s land and weather caused by the Dust Bowl, while Chapter Two introduces us to Tom Joad. The plot and intercalary chapters are usually connected by imagery or theme. In the CONNECTIONS CHART that follows, fill in each category with a detail from chapters one and two. Follow the example provided. Then answer the question that follows the chart. CONNECTIONS CHART Image or Idea Examples from Chapter One Examples from Chapter Two time as the sharp sun struck day after day The dust was long in settling back again. Now and then the flies roared listless light wind tools/machines people and their environment What is the overall tone and thematic preoccupation of the first two chapters? S - 13 Reproducible Student Worksheet

14 Teacher s Page Chapter Two Characterization Objective: Understanding how external details reveal character Note to Teacher: Answers may vary. may be performed individually or in groups. The description of Tom s physical features and his clothes tells us a lot about his character. To complete the PHYSICAL FEATURES AND CHARACTER CHART, record a quotation with details about each feature listed and briefly explain its significance. Make sure to include page numbers after your quotations. One entry has been completed for you as an example. PHYSICAL FEATURES AND CHARACTER CHART Feature Quotation or Detail Possible Significance bones his cheek bones were high and wide strong natural features show strength of character lines in face strong deep lines cut down his cheeks pain; suffering; experience lips hands eyes suit the lips stretched to cover [his teeth], for this man kept his lips closed his hands were hard the space between thumb and forefinger and the hams of his hands were shiny with callus eyes rested broodingly (9) dark quiet eyes of cheap gray hardcloth shirt stiff and smooth with filler the coat was too big, the trousers too short silence; thoughtfulness used to work; has probably spent a lot of time doing hard labor thoughtful; observant not a wealthy man shoes army last utilitarian; practical Copyright 2005, Prestwick House, Inc. T - 14

15 Student s Page Name: Date: Chapter Two Characterization Objective: Understanding how external details reveal character The description of Tom s physical features and his clothes tells us a lot about his character. To complete the PHYSICAL FEATURES AND CHARACTER CHART, record a quotation with details about each feature listed and briefly explain its significance. Make sure to include page numbers after your quotations. One entry has been completed for you as an example. PHYSICAL FEATURES AND CHARACTER CHART Feature Quotation or Detail Possible Significance bones his cheek bones were high and wide strong natural features show strength of character lines in face lips hands eyes suit shoes S - 15 Reproducible Student Worksheet

16 Teacher s Page Chapter Two Momentum and Rhythm Objective: Understanding how an author builds and resolves suspense through detail Steinbeck builds momentum and suspense in Chapter Two through small details about the characters actions and their environment. The speed of the truck, the silence of Tom, and the nervous movements of the driver all build towards the climax of the chapter. Trace this buildup by drawing a plot line across a piece of paper. Make the line flat when there is little tension, and record upward movement when the suspense builds. Include plateaus when nothing of significance is happening. Add points to the line to signify major tension-builders in the chapter. Beside each point, explain in words what it signifies. Tom tells driver that he murdered a man Driver builds up speed Tom confronts driver seems neutral again driver probes more Quiet activity around the diner Copyright 2005, Prestwick House, Inc. T - 16

17 Student s Page Name: Date: Chapter Two Momentum and Rhythm Objective: Understanding how an author builds and resolves suspense through detail Steinbeck builds momentum and suspense in Chapter Two through small details about the characters actions and their environment. The speed of the truck, the silence of Tom, and the nervous movements of the driver all build towards the climax of the chapter. Trace this buildup by drawing a plot line across a piece of paper. Make the line flat when there is little tension, and record upward movement when the suspense builds. Include plateaus when nothing of significance is happening. Add points to the line to signify major tension-builders in the chapter. Beside each point, explain in words what it signifies. S - 17 Reproducible Student Worksheet

18 Teacher s Page Chapter Three Levels of Imagery Objective: Understanding literal and metaphorical imagery Note to Teacher: Answers may vary. may be done individually or in small groups. Chapter Three describes a turtle struggling to cross a highway. The passage works on a narrative, on a descriptive, and on a symbolic level. To complete the TURTLE IMAGERY CHART that follows, list some of the details recorded about the turtle in the first column, being sure to include page numbers. In the second column, record whether you think each detail is primarily descriptive, narrative, or symbolic. If you think a detail is symbolic, explain its symbolism. One entry has been completed for you as an example; make at least eight more. TURTLE IMAGERY CHART Detail the old humorous eyes a red ant ran into the shell Front clawed feet reached forward but did not touch The wild oat head fell out and three of the spearhead seeds stuck in the ground the driver saw the turtle and swerved to hit it He came over the grass leaving a beaten trail behind him turning aside for nothing The back legs went to work not really walking, but boosting and dragging his shell along Narrative, Descriptive, or Symbolic Descriptive Symbolic the turtle represents the ancient struggle of a people who have had enough experience to be wise Narrative Symbolic yet another trial the people have to endure Descriptive Narrative Narrative Symbolic shows the connection and determination of the people to the land Narrative Symbolic shows the new confrontation between the people and the crushing indifference of those in power Descriptive Symbolic shows the connection of the people to their past struggles Narrative Symbolic shows the people s determination Descriptive Descriptive Symbolic the people must carry their lives with them on the road, just as the turtle carries his shell Copyright 2005, Prestwick House, Inc. T - 18

19 Student s Page Name: Date: Chapter Three Levels of Imagery Objective: Understanding literal and metaphorical imagery Chapter Three describes a turtle struggling to cross a highway. The passage works on a narrative, on a descriptive, and on a symbolic level. To complete the TURTLE IMAGERY CHART that follows, list some of the details recorded about the turtle in the first column, being sure to include page numbers. In the second column, record whether you think each detail is primarily descriptive, narrative, or symbolic. If you think a detail is symbolic, explain its symbolism. One entry has been completed for you as an example; make at least eight more. TURTLE IMAGERY CHART Detail the old humorous eyes Narrative, Descriptive, or Symbolic Descriptive Symbolic the turtle represents the ancient struggle of a people who have had enough experience to be wise S - 19 Reproducible Student Worksheet

20 Teacher s Page Chapter Four Character Analysis Objectives: Understanding Jim Casy s views on religion and spirituality Determining whether or not Casy is a religious Christian I From Casy s own speech, outline his philosophy. What are his main beliefs? Note to Teacher: Answers may vary. Divide class into small groups for the activity, then have groups share answers in a class discussion. In this chapter, we meet a preacher, Jim Casy, who will be an important companion to Tom and his family. Although Casy says he has given up preaching, he is the most traditionally spiritual figure in the book. Casy s main beliefs: All men and women are one and share one soul. Everything that human beings do is holy. There are no such things as sin and virtue. II Divide into groups to discuss the biblical quotations that follow. Formulate your answer in a paragraph that you write collaboratively with your group. Be prepared to share your answer with the rest of the class. Determine if Casy s ideas about religion seem to contradict these quotes. In your opinion, can Casy still be called a Christian? Whoever then relaxes one of the least of these commandments [the ten commandments] and teaches men so, shall be called least in the kingdom of heaven Matthew 5:19 A new commandment I give to you, that you love one another; even as I have loved you, that you also love one another. By this all men will know that you are my disciples, if you have love for one another. John 13:34-35 Copyright 2005, Prestwick House, Inc. T - 20

21 Student s Page Name: Date: Chapter Four Character Analysis Objectives: Understanding Jim Casy s views on religion and spirituality Determining whether or not Casy is a religious Christian I From Casy s own speech, outline his philosophy. What are his main beliefs? In this chapter, we meet a preacher, Jim Casy, who will be an important companion to Tom and his family. Although Casy says he has given up preaching, he is the most traditionally spiritual figure in the book. Casy s main beliefs: II Divide into groups to discuss the biblical quotations that follow. Formulate your answer in a paragraph that you write collaboratively with your group. Be prepared to share your answer with the rest of the class. Determine if Casy s ideas about religion seem to contradict these quotes. In your opinion, can Casy still be called a Christian? Whoever then relaxes one of the least of these commandments [the ten commandments] and teaches men so, shall be called least in the kingdom of heaven Matthew 5:19 A new commandment I give to you, that you love one another; even as I have loved you, that you also love one another. By this all men will know that you are my disciples, if you have love for one another. John 13:34-35 S - 21 Reproducible Student Worksheet

22 Teacher s Page Chapters One - Seven Economic Background Objectives: Understanding Steinbeck s views on the economic situation in the United States in the 1930s, especially financial and political causes, and relating it to classic economic theory Understanding what Socialism is I Label each section in the pyramid that follows by assigning a rank to each of the groups of characters. Put the least powerful group on the bottom and the most powerful on the top. Which group is the most populous? a. tractor drivers, middlemen b. tenant farmers and their families c. owners, large banks and corporations owners, large banks and corporations tractor drivers, middlemen tenant farmers and their families The most populous group is the tenant farmers and their families. Copyright 2005, Prestwick House, Inc. T - 22

23 Student s Page Name: Date: Chapters One - Seven Economic Background Objectives: Understanding Steinbeck s views on the economic situation in the United States in the 1930s, especially financial and political causes, and relating it to classic economic theory Understanding what Socialism is I Label each section in the pyramid that follows by assigning a rank to each of the groups of characters. Put the least powerful group on the bottom and the most powerful on the top. Which group is the most populous? a. tractor drivers, middlemen b. tenant farmers and their families c. owners, large banks and corporations S - 23 Reproducible Student Worksheet

24 Teacher s Page II Note to Teacher: Divide the class into the three groups from the pyramid. Act out one of the following scenarios with your group. Note the way your group makes decisions. What motivates you? Do you stick together? a. The small farmers are enjoying a good year. Then, however, a major flood destroys most of the year s cotton crop. b. Government legislation makes it illegal for large corporations to become too powerful. c. New, higher taxes give small farmers a hard time. They attempt to elect a president who is pro-labor. In your groups, use the Internet or another reference source to answer the following questions about Socialism. When did the movement get started? What themes in could be called socialist themes? How did Socialism in America differ from Socialism in other countries? Which group or groups in the pyramid would be most likely to support or oppose Socialism? Copyright 2005, Prestwick House, Inc. T - 24

25 Student s Page Name: Date: II Act out one of the following scenarios with your group. Note the way your group makes decisions. What motivates you? Do you stick together? a. The small farmers are enjoying a good year. Then, however, a major flood destroys most of the year s cotton crop. b. Government legislation makes it illegal for large corporations to become too powerful. c. New, higher taxes give small farmers a hard time. They attempt to elect a president who is pro-labor. In your groups, use the Internet or another reference source to answer the following questions about Socialism. When did the movement get started? What themes in could be called socialist themes? How did Socialism in America differ from Socialism in other countries? Which group or groups in the pyramid would be most likely to support or oppose Socialism? S - 25 Reproducible Student Worksheet

26 Teacher s Page III Note to Teacher: For a more in-depth understanding or for a stronger class, the following activity on Marxism may be appropriate: Research the economic theory of Karl Marx. How does each of the following quotes relate or not relate to Marx s ideas? 1. And all of them were caught in something larger than themselves. Marx believed in cycles of history one group would grow powerful and then be overthrown by another group. Like Steinbeck, Marx believed that helpless people got caught up in these cycles. 2. they were men and slaves, while the banks were machines and masters all at the same time. Marx believed that the laboring classes were enslaved by their wealthy rulers. 3. it happens that every man in a bank hates what the bank does History, according to Marx, could be summed up according to class struggles. Individual men were powerless to stop the cycle of materialism and oppression, regardless of how they felt about it. 4. But where does it stop? Who can we shoot? Marx realized that no one individual was responsible for the world s troubles instead, he blamed the forces that drove one class to dominate another. 5. If a man owns a little property, that property is him, it's part of him, and it's like him...but let a man get property he doesn't see...or can't be there to walk on it why, then the property is the man...stronger than he is. The abolition of private property was Marx s solution to the problem of endless class struggles. 6. Maybe the thing isn t men at all Marx said, Society does not consist of individuals but expresses the sum of interrelations, the relations within which these individuals stand. Copyright 2005, Prestwick House, Inc. T - 26

27 Student s Page Name: Date: III Research the economic theory of Karl Marx. How does each of the following quotes relate or not relate to Marx s ideas? 1. And all of them were caught in something larger than themselves. 2. they were men and slaves, while the banks were machines and masters all at the same time. 3. it happens that every man in a bank hates what the bank does 4. But where does it stop? Who can we shoot? If a man owns a little property, that property is him, it's part of him, and it's like him...but let a man get property he doesn't see...or can't be there to walk on it why, then the property is the man...stronger than he is. 6. Maybe the thing isn t men at all S - 27 Reproducible Student Worksheet

28 Teacher s Page Chapter Five Simile and Metaphor Objective: Identifying and interpreting similes and metaphors Note to Teacher: Answers may vary. Those provided are merely examples. In Chapter Five, Steinbeck uses similes and metaphors to create instant, vivid pictures in readers minds. To complete the SIMILE AND METAPHOR CHART, be aware of similes and metaphors as you read this chapter. When you find one, quote and record it in the first column. In the second column, describe the image or idea the simile brings to your mind. An example from Chapter Four is provided for you. Find and describe the effects of at least five similes and metaphors in Chapter Five. Copyright 2005, Prestwick House, Inc. T - 28

29 Student s Page Name: Date: Chapter Five Simile and Metaphor Objective: Identifying and interpreting similes and metaphors In Chapter Five, Steinbeck uses similes and metaphors to create instant, vivid pictures in readers minds. To complete the SIMILE AND METAPHOR CHART, be aware of similes and metaphors as you read this chapter. When you find one, quote and record it in the first column. In the second column, describe the image or idea the simile brings to your mind. An example from Chapter Four is provided for you. Find and describe the effects of at least five similes and metaphors in Chapter Five. S - 29 Reproducible Student Worksheet

30 Teacher s Page Example Simile or Metaphor Image or Idea the Simile or Metaphor Evokes Baptized both of you in the irrigation ditch at once. Fightin an yellin like a couple a cats. simile Cats hate water, and this simile evokes an image of the boys resisting and struggling against the baptism fiercely. the banks were machines and masters all at the same time. metaphor The banks move inexorably on, like machines, unfazed and impersonal but rather than being submissive tools of humankind, these machines are masters as well. The bank the monster has to have profits all the time. metaphor The bank is more powerful than humans and must be appeased; otherwise, like a monster, it might destroy or devour us. But you ll kill the land with cotton. metaphor The land is a living, breathing character to the tenant farmers and can be killed like a person can. The tractors came over the roads and into the fields, great crawlers moving like insects simile The motion of the tractors is equated to that of a bug, implying that it is not only nonhuman, but sub-human and grotesque he was part of the monster, a robot in the seat. metaphor That the man is a robot emphasizes the inhuman aspect of driving the tenant farmers off the land. Copyright 2005, Prestwick House, Inc. T - 30

31 Student s Page Name: Date: Example Simile or Metaphor Image or Idea the Simile or Metaphor Evokes Baptized both of you in the irrigation ditch at once. Fightin an yellin like a couple a cats. simile Cats hate water, and this simile evokes an image of the boys resisting and struggling against the baptism fiercely. S - 31 Reproducible Student Worksheet

32 Teacher s Page Chapter Six Foreshadowing Inference Objectives: Recognizing foreshadowing Using knowledge of historical background to make inferences The condition of the house and the things Joad finds there give him clues as to what has happened. List the clues. Then write what you, as a reader, think has happened. How does what you know about the time and place factor into your guess? The first one has been provided for you as an example. a. Tools are gone have probably been taken by family b. Cleared area is overgrown family has been gone for some time c. Well is dry house has not been used d. House is pushed out of shape the family probably did not leave of its own will e. Window broken by rocks sign of vandalism; house not carefully guarded f. Ma s shoe the people who lived here left quickly Based on your knowledge of the point in history during which takes place, what do you think has happened? We can guess that the farm was probably not doing very well. The land was probably overfarmed, and the people who lived there could not make a profit. In addition, the economy of the United States as a whole was not healthy, and the people on the bottom like the residents of this farm were suffering the most. From all this, we can assume that the tenants were evicted, perhaps forced to seek work elsewhere Copyright 2005, Prestwick House, Inc. T - 32

33 Student s Page Name: Date: Chapter Six Foreshadowing Inference Objectives: Recognizing foreshadowing Using knowledge of historical background to make inferences The condition of the house and the things Joad finds there give him clues as to what has happened. List the clues. Then write what you, as a reader, think has happened. How does what you know about the time and place factor into your guess? The first one has been provided for you as an example. a. Tools are gone have probably been taken by family Based on your knowledge of the point in history during which takes place, what do you think has happened? S - 33 Reproducible Student Worksheet

34 Teacher s Page Chapter Seven Point of View Objective: Recognizing and working with point of view Note to Teacher: This activity may be done individually or in small groups. A. Read the selections that follow from and other novels and complete the chart at the end of the section. Then answer the question in the space following the chart. Selection from The Adventures of Huckleberry Finn by Mark Twain: You don t know about me, without you have read a book by the name of The Adventures of Tom Sawyer, but that ain t no matter. That book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he told the truth. That is nothing. I never seen anybody but lied, one time or another, without it was Aunt Polly, or the widow, or maybe Mary. Aunt Polly Tom s Aunt Polly, she is and Mary, and the Widow Douglas, is all told about in that book which is mostly a true book; with some stretchers, as I said before. Selection from Night by Elie Wiesel: At nine o clock, Sunday s scenes began all over again. Policemen with truncheons yelling: All Jews outside! We were ready. I was the first to leave. I did not want to see my parents faces. I did not want to break into tears. We stayed sitting down in the middle of the road, as the others had done the day before yesterday. There was the same infernal heat. The same thirst. But there was no longer anyone left to bring us water. I looked at my house, where I had spent so many years in my search for God; in fasting in order to hasten the coming of the Messiah; in imagining what my life would be like. Yet I felt little sorrow. I thought of nothing. Selection from A Wrinkle in Time by Madeleine L Engle: The house shook. Wrapped in her quilt, Meg shook. She wasn t usually afraid of the weather. It s not just the weather, she thought. It s the weather on top of everything else. On top of me. On top of Meg Murry doing everything wrong. School. School was all wrong. She d been dropped down to the lowest section in her grade. That morning one of her teachers had said crossly, Really, Meg, I don t understand how a child with parents as brilliant as yours are supposed to be can be such a poor student. If you don t manage to do a little better you ll have to stay back next year. The window rattled madly in the wind, and she pulled the quilt close about her. Everybody was asleep. Everybody except Meg. How could they sleep? All day long there had been hurricane warnings. How could they leave her up in the attic in the rickety brass bed, knowing that the roof might be blown right off the house, and she tossed out into the wild night sky to land who knows where? You asked to have the attic bedroom, she told herself savagely. Copyright 2005, Prestwick House, Inc. T - 34

35 Student s Page Name: Date: Chapter Seven Point of View Objective: Recognizing and working with point of view A. Read the selections that follow from and other novels and complete the chart at the end of the section. Then answer the question in the space following the chart. Selection from The Adventures of Huckleberry Finn by Mark Twain: You don t know about me, without you have read a book by the name of The Adventures of Tom Sawyer, but that ain t no matter. That book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he told the truth. That is nothing. I never seen anybody but lied, one time or another, without it was Aunt Polly, or the widow, or maybe Mary. Aunt Polly Tom s Aunt Polly, she is and Mary, and the Widow Douglas, is all told about in that book which is mostly a true book; with some stretchers, as I said before. Selection from Night by Elie Wiesel: At nine o clock, Sunday s scenes began all over again. Policemen with truncheons yelling: All Jews outside! We were ready. I was the first to leave. I did not want to see my parents faces. I did not want to break into tears. We stayed sitting down in the middle of the road, as the others had done the day before yesterday. There was the same infernal heat. The same thirst. But there was no longer anyone left to bring us water. I looked at my house, where I had spent so many years in my search for God; in fasting in order to hasten the coming of the Messiah; in imagining what my life would be like. Yet I felt little sorrow. I thought of nothing. Selection from A Wrinkle in Time by Madeleine L Engle: The house shook. Wrapped in her quilt, Meg shook. She wasn t usually afraid of the weather. It s not just the weather, she thought. It s the weather on top of everything else. On top of me. On top of Meg Murry doing everything wrong. School. School was all wrong. She d been dropped down to the lowest section in her grade. That morning one of her teachers had said crossly, Really, Meg, I don t understand how a child with parents as brilliant as yours are supposed to be can be such a poor student. If you don t manage to do a little better you ll have to stay back next year. The window rattled madly in the wind, and she pulled the quilt close about her. Everybody was asleep. Everybody except Meg. How could they sleep? All day long there had been hurricane warnings. How could they leave her up in the attic in the rickety brass bed, knowing that the roof might be blown right off the house, and she tossed out into the wild night sky to land who knows where? You asked to have the attic bedroom, she told herself savagely. S - 35 Reproducible Student Worksheet

36 Teacher s Page Selection from Half Magic by Edward Eager: It began one day in summer about thirty years ago, and it happened to four children. Jane was the oldest and Mark was the only boy, and between them they ran everything. Katherine was the middle girl, of docile disposition and a comfort to her mother. She knew she was a comfort, and docile, because she d heard her mother say so. And the others knew she was, too, by now, because ever since that day Katherine would keep boasting about what a comfort she was, and how docile, until Jane declared she would utter a piercing shriek and fall over dead if she heard another word about it. This will give you some idea of what Jane and Katherine were like. Martha was the youngest, and very difficult. The children never went to the country or a lake in the summer, the way their friends did, because their father was dead and their mother worked very hard on the other newspaper, the one almost nobody on the block took. A woman named Miss Bick came in every day to care for the children, but she couldn t seem to care for them very much, nor they for her. Selection from by John Steinbeck: In the towns, on the edges of the towns, in fields, in vacant lots, the used-car yards, the wreckers yards, the garages with blazoned signs Used Cars, Good Used Cars. Cheap Transportation, three trailers. 27 Ford, clean. Checked cars, guaranteed cars. Free radio. Car with 100 gallons of gas free. Come in and look. Used cars. No overhead Those sons-of-bitches over there ain t buying. Every yard gets em. They re lookers. Spend all their time looking. Don t want to buy no cars; take up your time. Don t give a damn for your time. Over there, them two people no, with the kids. Get em in the car. Start em at two hundred and work down. They look good for one and a quarter. Get em rolling. Get em out in a jalopy. Sock it to em! They took our time. Owners with rolled-up sleeves. Salesmen, neat, deadly, small intent eyes watching for weaknesses Copyright 2005, Prestwick House, Inc. T - 36

37 Student s Page Name: Date: Selection from Half Magic by Edward Eager: It began one day in summer about thirty years ago, and it happened to four children. Jane was the oldest and Mark was the only boy, and between them they ran everything. Katherine was the middle girl, of docile disposition and a comfort to her mother. She knew she was a comfort, and docile, because she d heard her mother say so. And the others knew she was, too, by now, because ever since that day Katherine would keep boasting about what a comfort she was, and how docile, until Jane declared she would utter a piercing shriek and fall over dead if she heard another word about it. This will give you some idea of what Jane and Katherine were like. Martha was the youngest, and very difficult. The children never went to the country or a lake in the summer, the way their friends did, because their father was dead and their mother worked very hard on the other newspaper, the one almost nobody on the block took. A woman named Miss Bick came in every day to care for the children, but she couldn t seem to care for them very much, nor they for her. Selection from by John Steinbeck: In the towns, on the edges of the towns, in fields, in vacant lots, the used-car yards, the wreckers yards, the garages with blazoned signs Used Cars, Good Used Cars. Cheap Transportation, three trailers. 27 Ford, clean. Checked cars, guaranteed cars. Free radio. Car with 100 gallons of gas free. Come in and look. Used cars. No overhead Those sons-of-bitches over there ain t buying. Every yard gets em. They re lookers. Spend all their time looking. Don t want to buy no cars; take up your time. Don t give a damn for your time. Over there, them two people no, with the kids. Get em in the car. Start em at two hundred and work down. They look good for one and a quarter. Get em rolling. Get em out in a jalopy. Sock it to em! They took our time. Owners with rolled-up sleeves. Salesmen, neat, deadly, small intent eyes watching for weaknesses S - 37 Reproducible Student Worksheet

38 Teacher s Page POINT OF VIEW CHART Selection from... Point of View Omniscient or Limited? Brief Description of Narrator The Adventures of Huckleberry Finn first person N/A young, forgiving person who knows Tom Sawyer and isn t particular about grammar Night first person N/A probably a young Jewish person fighting back emotion;t also feeling strangely numbed; member of a family struggling to be strong for that family A Wrinkle in Time third person limited third-person narrator privy to Meg s thoughts and limited to Meg s perspective Half Magic third person omniscient all-knowing narrator third person omniscient all-knowing, casualvoiced narrator who understands what others are thinking and saying Question: Answer: Which novel is narrated from the same kind of point of view as? Half Magic Copyright 2005, Prestwick House, Inc. T - 38

39 Student s Page Name: Date: POINT OF VIEW CHART Selection from... Point of View Omniscient or Limited? Brief Description of Narrator The Adventures of Huckleberry Finn Night A Wrinkle in Time Half Magic Question: Which novel is narrated from the same kind of point of view as? Answer: S - 39 Reproducible Student Worksheet

40 Teacher s Page Chapter Eight Allusion Objective: Recognizing and understanding why an author might use an allusion Read the biblical story of the prodigal son that follows (Luke 15:11-32, King James Version). How does Chapter Eight echo the parable? A certain man had two sons. And the younger of them said to his father, Father, give me the portion of goods that falleth to me. And he divided unto them his living. And not many days after the younger son gathered all together, and took his journey into a far country, and there wasted his substance with riotous living. And when he had spent all, there arose a mighty famine in that land; and he began to be in want. And he went and joined himself to a citizen of that country; and he sent him into his fields to feed swine. And he would fain have filled his belly with the husks that the swine did eat: and no man gave unto him. And when he came to himself, he said, How many hired servants of my father s have bread enough and to spare, and I perish with hunger! I will arise and go to my father, and will say unto him, Father, I have sinned against heaven, and before thee, and am no more worthy to be called thy son: make me as one of thy hired servants. And he arose, and came to his father. But when he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him. And the son said unto him, Father, I have sinned against heaven, and in thy sight, and am no more worthy to be called thy son. But the father said to his servants, Bring forth the best robe, and put it on him; and put a ring on his hand, and shoes on his feet. And bring hither the fatted calf, and kill it; and let us eat, and be merry: for this my son was dead, and is alive again; he was lost, and is found. And they began to be merry. Now his elder son was in the field: and as he came and drew nigh to the house, he heard music and dancing. And he called one of the servants, and asked what these things meant. And he said unto him, Thy brother is come; and thy father hath killed the fatted calf, because he hath received him safe and sound. And he was angry, and would not go in: therefore came his father out, and entreated him. And he answering said to his father, Lo, these many years do I serve thee, neither transgressed I at any time thy commandment: and yet thou never gavest me a kid, that I might make merry with my friends, but as soon as this thy son was come, which hath devoured thy living with harlots, thou hast killed for him the fatted calf. And he said unto him, Son, thou art ever with me, and all that I have is thine. It was meet that we should make merry, and be glad: for this thy brother was dead, and is alive again; and was lost, and is found. In the following table, compare Tom and the prodigal son. Tom Tom has been away from home Tom was in jail for a crime of self-defense Tom is welcomed by family Prodigal Son Prodigal son has been away from home Prodigal son chose to waste his money Prodigal son is not welcomed by family members Copyright 2005, Prestwick House, Inc. T - 40

41 Student s Page Name: Date: Chapter Eight Allusion Objective: Recognizing and understanding why an author might use an allusion Read the biblical story of the prodigal son that follows (Luke 15:11-32, King James Version). How does Chapter Eight echo the parable? A certain man had two sons. And the younger of them said to his father, Father, give me the portion of goods that falleth to me. And he divided unto them his living. And not many days after the younger son gathered all together, and took his journey into a far country, and there wasted his substance with riotous living. And when he had spent all, there arose a mighty famine in that land; and he began to be in want. And he went and joined himself to a citizen of that country; and he sent him into his fields to feed swine. And he would fain have filled his belly with the husks that the swine did eat: and no man gave unto him. And when he came to himself, he said, How many hired servants of my father s have bread enough and to spare, and I perish with hunger! I will arise and go to my father, and will say unto him, Father, I have sinned against heaven, and before thee, and am no more worthy to be called thy son: make me as one of thy hired servants. And he arose, and came to his father. But when he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him. And the son said unto him, Father, I have sinned against heaven, and in thy sight, and am no more worthy to be called thy son. But the father said to his servants, Bring forth the best robe, and put it on him; and put a ring on his hand, and shoes on his feet. And bring hither the fatted calf, and kill it; and let us eat, and be merry: for this my son was dead, and is alive again; he was lost, and is found. And they began to be merry. Now his elder son was in the field: and as he came and drew nigh to the house, he heard music and dancing. And he called one of the servants, and asked what these things meant. And he said unto him, Thy brother is come; and thy father hath killed the fatted calf, because he hath received him safe and sound. And he was angry, and would not go in: therefore came his father out, and entreated him. And he answering said to his father, Lo, these many years do I serve thee, neither transgressed I at any time thy commandment: and yet thou never gavest me a kid, that I might make merry with my friends, but as soon as this thy son was come, which hath devoured thy living with harlots, thou hast killed for him the fatted calf. And he said unto him, Son, thou art ever with me, and all that I have is thine. It was meet that we should make merry, and be glad: for this thy brother was dead, and is alive again; and was lost, and is found. In the following table, compare Tom and the prodigal son. Tom Prodigal Son S - 41 Reproducible Student Worksheet

42 Teacher s Page Chapter Nine Characterization Objective: Writing a character s resumé Note to Teacher: Answers may vary; those provided are merely examples. Ask for volunteers to share their resumés with the class. Ma seems to have two main roles she is a nurturer and caregiver, but she is also a leader and an organizer. Suppose that Ma is looking for a job that will make use of all of her talents. Write a resumé for Ma that will help her secure such a position. Example: Objective To find a management position in the field of childcare or nursing Ma Experience Experience keeping family together Comprehensive housekeeping, cooking skills Uses good common sense Mother, Joad Family Present Maintained correspondence with incarcerated son Prepared family for journey to California Acted as family head when necessary Education Sallisaw Public School System, Sallisaw, OK Interests Travel Farming Cooking Copyright 2005, Prestwick House, Inc. T - 42

43 Student s Page Name: Date: Chapter Nine Characterization Objective: Writing a character s resumé Ma seems to have two main roles she is a nurturer and caregiver, but she is also a leader and an organizer. Suppose that Ma is looking for a job that will make use of all of her talents. Write a resumé for Ma that will help her secure such a position. S - 43 Reproducible Student Worksheet

44 Teacher s Page Chapters Eight - Eleven Foreshadowing Objective: Recognize instances of foreshadowing and make predictions about the direction of the story About the handbills promising work in California, Ma says, I m scared of stuff so nice. I ain t got faith. I m scared somepin ain t so nice about it. Speculate on the ways Ma s prophecy may be fulfilled. Note to Teacher: Answers will vary. Copyright 2005, Prestwick House, Inc. T - 44

45 Student s Page Name: Date: Chapters Eight - Eleven Foreshadowing Objective: Recognize instances of foreshadowing and make predictions about the direction of the story About the handbills promising work in California, Ma says, I m scared of stuff so nice. I ain t got faith. I m scared somepin ain t so nice about it. Speculate on the ways Ma s prophecy may be fulfilled. S - 45 Reproducible Student Worksheet

46 Teacher s Page Chapter Ten Characterization Point of View Objective: Writing a diary entry from the point of view of a character Concerning the handbills promising good work in California, Ma says, I m scared of stuff so nice. I ain t got faith. I m scared somepin ain t so nice about it. From Ma s point of view, write a page-long diary entry in which you explore your doubts and fears about your family s future. Make sure to mention why you are scared of stuff so nice. Some things you may want to consider are: What might have happened in your distant or recent past to make you feel this way? What people might have influenced you? What aspects of the country s situation may cause you to think this way? Be creative, and try to capture Ma s voice in your entry, writing only things that you really think she might write Copyright 2005, Prestwick House, Inc. T - 46

47 Student s Page Name: Date: Chapter Ten Characterization Point of View Objective: Writing a diary entry from the point of view of a character Concerning the handbills promising good work in California, Ma says, I m scared of stuff so nice. I ain t got faith. I m scared somepin ain t so nice about it. From Ma s point of view, write a page-long diary entry in which you explore your doubts and fears about your family s future. Make sure to mention why you are scared of stuff so nice. Some things you may want to consider are: What might have happened in your distant or recent past to make you feel this way? What people might have influenced you? What aspects of the country s situation may cause you to think this way? Be creative, and try to capture Ma s voice in your entry, writing only things that you really think she might write S - 47 Reproducible Student Worksheet