Week 1

Name: ​_________________________ ​Pd: ​_______

Weeks of: ​_____________________________

Due Date: ​______________________________

SOL SLO Essential Skills Grades
11.4 ❏ Given a poem ❏ Point Of View 1. ______ / ______
❏ b) Compare and contrast the development of and short story, ❏ Theme
American literature in its historical context. students will 2. ______ / ______
❏ c) Discuss American literature as it reflects compare and ❏ Annotation
traditional and contemporary themes, motifs, contrast two ❏ Summary 3. ______ / ______
universal characters, and genres. African ❏ Providing
❏ d) Analyze the social or cultural function of American 4. ______ / ______
American literature. Authors writing evidence
❏ e) Analyze how context and language within the black ❏ Text Analysis 5. ______ / ______
structures convey an author’s intent and power 6. ______ / ______
viewpoint. movement with
11.5 graphic 7. ______ / ______
❏ d) Draw conclusions and make inferences on organizers,
explicit and implied information using textual inferential 8. ______ / ______
support. questions, and
❏ e) Analyze two or more texts addressing the annotation with 9. ______ / ______
same topic to identify authors’ purpose and 80% accuracy.
determine how authors reach similar or different 10. ______ / ______
conclusions.

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 What you need to know to pass the 11 EOC Reading SOL
11.3 Vocabulary
❑ Greek/Latin Roots ❑ Allusions ❑ Figurative language (metaphor,
❑ Context Clues ❑ Idioms simile, personification,
❑ Connotation and Denotation hyperbole)

11.4 American Literature

Drama-
❑ Main Idea ❑ Summarize Texts
❑ Supporting Details ❑ Connect Prior Knowledge
❑ Author’s Purpose ❑ Imagery
❑ Author’s intent and viewpoint ❑ Figurative Language (metaphor, simile,
❑ Point of View personification, hyperbole)
❑ Make Predictions ❑ Irony (Verbal, Situational, Dramatic)
❑ Inferences ❑ Drama Terms (Stage Directions, Comedy,
❑ Draw Conclusions Tragedy, Comic Relief, etc.)

11.4 American Literature

Poetry-
❑ Rhyme ❑ Alliteration ❑ Mood theme
❑ Rhythm ❑ Assonance ❑ Theme
❑ Onomatopoeia ❑ Parallelism ❑ Motif
❑ Repetition ❑ Subject ❑ Archetypes
❑ Genres

11.5. Non fiction

❑ Use information from texts to clarify ❑ False premises
understanding of concepts ❑ Ambiguity
❑ Follow directions to complete applications ❑ Contradiction
❑ Draw Conclusions (Implicit and Explicit) ❑ Paradox
❑ Inference (Implicit and Explicit) ❑ Irony
❑ Analyze 2 texts (Comp/Con.) ❑ overstatement
❑ understatement
11.8 Research
❑ Collect information to support a thesis
❑ Revise writing for clarity, accuracy and depth. Edit for grammatically correct language
❑ Narrow a topic
❑ Use technology to research, organize evaluate and communicate information
❑ Define and know consequences of ​plagiarism
❑ Synthesize and make sense of information gathered from diverse sources (identify misconceptions, ​main and
supporting ideas​, conflicting information, point of view, and ​bias.)
❑ CRITICALLY EVALUATE QUALITY ACCURACY AND VALIDITY OF INFORMATION

❑ tone ❑ rhythm ❑ verbal irony

❑ author’s purpose ❑ onomatopoeia ❑ dramatic irony
❑ synonym/ antonym ❑ repetition ❑ situational irony
❑ connotation ❑ alliteration ❑ plagiarism
❑ denotation ❑ assonance ❑ false premises
❑ idiom ❑ motifs ❑ ambiguity
❑ diction ❑ universal ❑ contradiction
❑ syntax character/archetype
❑ rhyme ❑ genre
❑
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Date: ____________________________
1st, 2nd and 3rd Person Narration
Point of View - Fill in the Blanks
1st, 2nd and 3rd Person Narration
Every story has a ________________________, and every
narrator has a different
_______________ ______ ____________. Which point of
view is yours? Let's go!
Everybody wants to know my point of view,
First person is me, second person is you.
Third person is he, third person is she,
Everybody wants to know my POV.
Knock knock, who's there? Narrator? Narrator who?
Narrator who's gonna tell a story from a point of view.
Every story's written in a certain _______________,
When you're writing, you need to make a choice.
First, second or third person POV,
The _______________ __________________ is all about
me,
Or we, like: We climbed up a tree,
And I closed my eyes and felt the breeze.
I might be ______________________________ if I don't tell
the truth,
Now let's switch the point of view to you.
In the __________________ __________________, You're
in a taxi,
You're wondering how you got there exactly.
The _______________ __________________ is he or she,
He walked down the street, and he saw the queen,
She was dressed hip like it wasn't a thing,
That's the third person, take it from him.
Third person narration could be
___________________________,
Point of View - Fill in the Blanks​ (Notes)
 
______________________________ or from a
_____________________
_________________________________.
Can the narrator see in everyone's thoughts,
Narrating omnisciently like a boss?
Everybody wants to know my point of view,
First person is me, second person is you.
Third person is he, third person is she,
Everybody wants to know my POV.
Alright now check your notes,
Tell me which POV is in each quote:
1. I was born with water on the brain.
__________________________________________
2. He looked up into Father Wolf's face, and laughed.
___________________________________________
3. We didn't always live on Mango Street.
___________________________________________
4. Sophie closed her eyes and lay quite still.
___________________________________________
5. Your feet are now stuck in green slime.
___________________________________________
6. In a hole in the ground there lived a hobbit.
___________________________________________
7. It made me so sick I most fell out of the tree.
___________________________________________
8. You're thinking, this wasn't the way it was supposed to go.
___________________________________________
9. My name is Katniss Everdeen. I am seventeen years old.
___________________________________________

Point-of-View Chart
Directions​: After listening to the Flocabulary and taking notes, go around the room to find the information you need to
complete the chart. Once you have all of your information, go into the hallway to find your next assignment.

Point of view​ is ​________________________________________________________________________.

Person Pronouns Used Teacher Example My Example

First person

Second
Person

Third
person
limited

Third
person
omniscient

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 Evidence of Point of View
Directions: Go into the hallway and find the 6 passages with a partner. With a dry erase marker, read through the
passages and underline evidence to prove your chosen point of view. Copy your evidence on the chart below.
ERASE ALL MARKS BEFORE MOVING TO THE NEXT PASSAGE.
Evidence of Point of View from Story
(if the POV is 3rd Omniscient, you need at least Point of View:
Name of Story
two sentences showing multiple character’s Why?
thoughts)
3rd Person
__________________
Title: The Kiss
Author: Kate Chopin
there is/ are ______ person’s/
people’s (circle one) thoughts

Title:

Author:

Title:

Author:

Title:

Author:

Title:

Author:

Title:

Author:

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Date: ____________________________
Directions​: With a partner, read the story out loud. Near each paragraph on the LEFT, summarize the paragraph and near
each paragraph on the RIGHT, write your personal feelings about the paragraph (mood/ tone). Group small paragraphs
together. Answer the in-text questions as you read.

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Connect and Respond:
1. Do you think Dee is being true to her heritage? Why or why not?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. In the context of the text, what makes a family? Why do you think Mama is closer with Maggie than she is
with Dee? What is important in order to keep a family close? Cite examples from the text, your own
experience, and other literature, art, or history in your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. In the context of the text, can you change your identity? How important is a person’s heritage to their
identity? Do you think your heritage is something you can control or alter? Why or why not?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. Thinking about the historical context of your generation, how would you compare Dee (Wangero’s) claim
to understand the cultural significance of the quilt (paragraphs 55-65) to All Lives Matter protesters’ claim
to understand the cultural significance of the Black Lives Matter Movement.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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Date: ___________________________
Everyday Use Text Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
1. PART A: Which of the following best identifies the main 2. PART B: Which detail from the text best supports the
theme of the text? answer to Part A? (Evidence)
a. Sometimes adopting a new heritage can result in a. “Pressed us to her with the serious ways she read,
the rejection of a person’s true heritage and to shove us away at just the moment, like dimwits,
family history. we seemed about to understand.” (Paragraph 10)
b. A person must understand their family history b. “You didn’t even have to look close to see where
before they can truly understand themselves. hands pushing the dasher up and down to make
c. The modern world often demands that people butter had left a kind of sink in the wood.”
change, whether they want to or not. (Paragraph 54)
d. Physical objects can often offer people a c. “‘These are all pieces of dresses Grandma used to
connection to their family history and family wear. She did all this stitching by hand. Imagine!’”
members who have passed. (Paragraph 62)
d. “I didn’t want to bring up how I had offered Dee
(Wangero) a quilt when she went away to college.
Then she had told me they were old-fashioned, out
of style.” (Paragraph 69)

3. PART A: What prompts the narrator to refuse to give
Dee the quilts she wants?
a. She knows that Dee doesn’t want the quilts to
remember her grandmother.
b. She realizes that she has been neglecting
Maggie.
c. She is tired of being pushed around by Dee.
d. She realizes that Maggie never gets what she
deserves.
4. PART B: Which section from the text best supports the
answer to Part A? (Evidence)
a. “She had filled her bottom lip with checkerberry
snuff, and it gave her face a kind of dopey, hangdog
look.” (Paragraph 76)
b. “She looked at her sister with something like fear,
but she wasn’t mad at her. This was Maggie’s
portion. This was the way she knew God to work.”
(Paragraph 76)
c. “When I looked at her like that, something hit me in
the top of my head and ran down to the soles of my
feet.” (Paragraph 77)
d. “I did something I never had done before: hugged
Maggie to me, then dragged her on into the room”
(Paragraph 77)

5. What does the phrase “the scalding humor that erupted 6. This passage was written in which point of view?
like bubbles in lye” suggest about Dee? (Paragraph 14) a. First person- from the POV of Dee
a. Her sense of humor is hurtful. b. Third person omniscient
b. She has a boring sense of humor. c. Second person
c. She doesn’t often show her funny side. d. First person- from the POV of mama
d. Her sense of humor is difficult to understand. How do you know? ________________________________
7. How does the following passage contribute to readers’ understanding of Maggie? “‘Aunt Dee’s first
husband whittled the dash,’ said Maggie so low you almost couldn’t hear her. ‘His name was Henry, but
they called him Stash’” (Paragraph 52)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
8. What is a secondary theme in this text? Remember that a theme is a universal lesson you learn about life from the
characters or events in a story. Give two pieces of evidence from the passage to support your theme.
Theme Evidence (with paragraph number)

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 9. How does Dee’s perspective on the family’s possessions compare to the rest of her family’s?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
10. How would the story be different if written in a 3rd person omniscient point of view?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
11. Rewrite paragraphs 60-80 from Maggie’s point of view.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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 POV, Theme, Annotation and Summary ​Assessment (​Test Grade)
Directions: Read the poem. Near each paragraph on the LEFT, summarize the paragraph and near each paragraph on the
RIGHT, write your personal feelings about the paragraph (mood/ tone). Group small paragraphs together. Answer the in-text
questions as you read.

1. PART A: Which of the following identifies the theme of
the poem?
a. Even when family members care for each other,
they do not always communicate openly.
b. Food is the most important way a family member
can express their love for their children and
grandchildren.
c. Children are not as respectful to their elders as they
used to be.
d. Older people often don’t understand how children
communicate their thoughts and worries.
2. PART B: Which detail from the poem best supports the
answer to Part A?
a. “’i want chu to learn how to make rolls’ said the old /
woman proudly” (Lines 3-4)
b. “but the little girl didn’t want / to learn how because
she knew / even if she couldn’t say it that” (Lines
5-7)
c. “’i don’t want to know how to make no rolls’ / with
her lips poked out” (Lines 11-12)
d. “and the old woman wiped her hands on /her apron
saying ‘lord / these children’” (Lines 13-15)

3. How does the girl react to the grandmother's
suggestion?
a. She complains that it is boring.
b. She follows her request without wanting to.
c. She rejects her grandmother's proposal.
d. She happily agrees to the suggestion.
4. What does learning how to make rolls represent for the
girl?
a. the eventual absence of her grandmother
b. taking on more responsibility
c. learning how to take care of herself
d. spending less time with her grandmother

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5. Which of the following best identifies how the
grandmother and the girl feel about making rolls?
a. The grandmother is eager and the girl is
disinterested.
b. The grandmother feels stressed and the girl is
annoyed.
c. The grandmother is annoyed by the girl’s request to
make rolls.
d. The grandmother is excited the girl wants to make
the rolls.
6. How does the phrase “dependent on her spirit” in line 9
develop the meaning of the poem?
a. This conveys how much the granddaughter wants
to be free from the grandmother.
b. This illustrates how needy and vulnerable the
granddaughter is as a young girl.
c. This emphasizes how important the grandmother
is to the granddaughter.
d. This shows how important cooking is in the
maintenance of family life.

7. This poem was written in which point of view? 8. Compare and contrast the grandmother in this poem to
a. First person Dee’s mother from “Everyday Use.”
b. Third person omniscient Comparison: ____________________________________
c. Second person
_______________________________________________
d. Third person limited
_______________________________________________
How do you know? ________________________________
_______________________________________________ Poem​ ​ Contrast ​ Everyday Use
_______________________________________________ ______________________ _______________________
_______________________________________________ ______________________ _______________________
_______________________________________________ ______________________ _______________________
_______________________________________________ ______________________ _______________________

9. How does the author’s use of dialogue in the poem contribute to its meaning?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

10. What do you infer the author meant in lines 16-18?

“and neither of them ever
said what they meant
and i guess nobody ever does”
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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