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English FAL Gr. 10 T1 W5 - Literature - Novel: Finders Keepers Short Story: The Park Drama: The African Dustbin

TERM 1 Week 5 - Literature - Novel: Finders Keepers Short Story: The Park Drama: The African Dustbin

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Tenth Grade (Grade 10) Literature Questions

You can create printable tests and worksheets from these Grade 10 Literature questions! Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.

• Borrow money
• Write a composition
• Clean their room
• Buy cigarettes
• Phoebe Caulfield
• Sally Hayes
• Jane Gallagher
• Lillian Simmons
• Meticulously clean
• Average, not too clean or dirty
• Dirty and careless
• A “secret slob”
• He goes to a movie
• He writes the composition for Stradlater
• He calls Jane Gallagher
• He reads a book
• She always wins
• She never moves her kings
• She plays without a board
• A great athlete
• A top student
• A ladies’ man
• He is too shy
• He is not in the mood
• He dislikes her
• He is busy with homework
• His personality and appearance
• His grades and athletic ability
• His public image and personal habits
• His friendliness and arrogance
• Mr. Spencer
• It’s a school tradition
• To impress visiting parents
• It’s the cheapest meal of the week
• To celebrate the end of the academic week
• He immediately agrees
• He never answers right away
• He always refuses
• He asks for money to join
• The movie was sold out
• They had already seen the movie
• They decided to study instead
• They got into a fight
• A football game
• His brother Allie’s baseball mitt
• A car accident
• His visit to the museum
• To cheat during games
• For good luck
• To have something to read in the outfield
• As a memorial for his deceased friend
• In a car accident
• Of leukemia
• From a heart attack
• He was shot
• He cried all night
• He broke all the windows in the garage
• He ran away from home
• He didn’t react much at all
• Indifference
• Going to a bar
• Playing pinball
• Eating burgers
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• Chess (Gr. 1-4)
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• Seat Belts (Gr. 2-6)
• The Coliseum (Gr. 2-6)
• The Pony Express (Gr. 2-6)
• Wintertime (Gr. 2-6)
• Reading (Gr. 3-7)
• Black Friday (Gr. 3-7)
• Hummingbirds (Gr. 3-7)
• Worst Game Ever? (Gr. 4-8)
• Carnivorous Plants (Gr. 4-8)
• Google (Gr. 4-8)
• Honey Badgers (Gr. 4-8)
• Hyperinflation (Gr. 4-8)
• Koko (Gr. 4-8)
• Mongooses (Gr. 5-9)
• Trampolines (Gr. 5-9)
• Garbage (Gr. 5-9)
• Maginot Line (Gr. 5-9)
• Asian Carp (Gr. 5-9)
• Tale of Two Countries (Gr. 6-10)
• Kevlar (Gr. 7-10)
• Tigers (Gr. 7-11)
• Statue of Liberty (Gr. 8-10)
• Submarines (Gr. 8-12)
• Castles (Gr. 9-13)
• Gutenberg (Gr. 9-13)
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This page contains all of my reading worksheets that were written at a 10th grade reading level. Please remember that readability scanners are imperfect. They are a good place to start though. You may want to click the buttons below to open up additional grade levels. It will provide you with a greater range of material and the content should still be sufficiently challenging for 10th graders.

• Reading Comprehension Worksheets

Submarines | Nonfiction Reading Test - Submarines have a rich and storied history. Learn more about it in this reading passage and then answer multiple-choice questions. View my readibility scores . Submarines | Nonfiction Reading Test | RTF Submarines | Nonfiction Reading Test | PDF Submarines | Nonfiction Reading Test | Preview Submarines | Nonfiction Reading Test | Answers Submarines | Nonfiction Reading Test | Ereading Worksheet

The Statue of Liberty | Nonfiction Reading Test - The Statue of Liberty is one of America's most recognizable symbols. Learn more about what it stands for in this reading passage. Then answer multiple-choice and short essay questions. Do this one for America! View my readibility scores . The Statue of Liberty | Nonfiction Reading Test | RTF The Statue of Liberty | Nonfiction Reading Test | PDF The Statue of Liberty | Nonfiction Reading Test | Preview The Statue of Liberty | Nonfiction Reading Test | Answers The Statue of Liberty | Nonfiction Reading Test | Ereading Worksheet

Idioms Worksheet 4 - This worksheet has another 15 idioms (commonly used figurative language expressions). The idioms are used in context-rich sentences and students must determine the meaning of each idiom based on how it is used. View my readibility scores . Idioms Worksheet 4 | RTF Idioms Worksheet 4 | PDF Idioms Worksheet 4 | Preview Idioms Worksheet 4 | Answers

Idioms Worksheet 7 - This worksheet contains 15 sentences using idioms. Each idiom is bolded and students must determine the meaning of the idioms based on how they are used. View my readibility scores . Idioms Worksheet 7 | RTF Idioms Worksheet 7 | PDF Idioms Worksheet 7 | Preview Idioms Worksheet 7 | Answers

Personification Worksheet 5 - This worksheet contains 10 examples of personification from classic poems. Students identify what is being personified and explain the trait or quality that is given. View my readibility scores . Personification Worksheet 5 | RTF Personification Worksheet 5 | PDF Personification Worksheet 5 | Preview Personification Worksheet 5 | Answers

Genre Worksheet 1 - This worksheet describes the basic premises of 8 texts. Students use these descriptions to determine the genre and subgenre of each text. Then they explain their answers. View my readibility scores . Genre Worksheet 1 | RTF Genre Worksheet 1 | PDF Genre Worksheet 1 | Preview Genre Worksheet 1 | Answers Genre Worksheet 1 | Ereading Worksheet

Main Idea and Famous Scientists - Students read six passages about some of the world's most recognizable scientists and their discoveries. Then they write the main idea of each passage and an appropriate title. View my readibility scores . Main Idea and Famous Scientists | RTF Main Idea and Famous Scientists | PDF Main Idea and Famous Scientists | Preview Main Idea and Famous Scientists | Answers

These are the worksheets that I have written at or around the 10th grade reading level. I loved working with my sophomore students and I hope that you do too. Please let me know if these activities have helped you. I appreciate any comments, corrections, and feedback. I am inspired and motivated by your words and your commentary makes this website richer.

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Chess | Nonfiction Reading Test (Gr. 1-4) TV | Nonfiction Reading Test (Gr. 1-4) Metal Detectors | Nonfiction Reading Test (Gr. 2-6) Tetris | Nonfiction Reading Test (Gr. 2-6) Seat Belts | Nonfiction Reading Test (Gr. 2-6) The Coliseum | Nonfiction Reading Test (Gr. 2-6) The Pony Express | Nonfiction Reading Test (Gr. 2-6) Wintertime | Nonfiction Reading Test (Gr. 2-6) Reading | Nonfiction Reading Test (Gr. 3-7) Black Friday | Nonfiction Reading Test (Gr. 3-7) Hummingbirds | Nonfiction Reading Test (Gr. 3-7) Worst Game Ever? | Nonfiction Reading Test (Gr. 4-8) Carnivorous Plants | Nonfiction Reading Test (Gr. 4-8) Google | Nonfiction Reading Test (Gr. 4-8) Honey Badgers | Nonfiction Reading Test (Gr. 4-8) Hyperinflation | Nonfiction Reading Test (Gr. 4-8) Koko | Nonfiction Reading Test Ereading Worksheet (Gr. 4-8) Mongooses | Nonfiction Reading Test (Gr. 5-9) Trampolines | Nonfiction Reading Test (Gr. 5-9) Garbage | Nonfiction Reading Test (Gr. 5-9) Maginot Line | Nonfiction Reading Test Ereading Worksheet (Gr. 5-9) Asian Carp | Nonfiction Reading Test Ereading Worksheet (Gr. 5-9) A Tale of Two Countries | Nonfiction Reading Test (Gr. 6-10) Kevlar | Nonfiction Reading Test (Gr. 7-10) Tigers | Nonfiction Reading Test (Gr. 7-11) Statue of Liberty | Nonfiction Reading Test (Gr. 8-10) Submarines | Nonfiction Reading Test (Gr. 8-12) Castles | Nonfiction Reading Test (Gr. 9-13) Gutenberg | Nonfiction Reading Test (Gr. 9-13) Author's Purpose Practice 1 Author's Purpose Practice 2 Author's Purpose Practice 3 Author's Purpose Practice 4 Author's Purpose Practice 5 Author's Purpose Practice 6 Fact and Opinion Practice 1 Fact and Opinion Practice 2 Fact and Opinion Practice 3 Idioms Practice Test 1 With Long Responses Idioms Practice Test 2 With Long Responses Figurative Language Practice 1 Figurative Language Practice 1 With Long Responses Figurative Language Practice 2 Figurative Language Practice 2 With Long Responses Figurative Language Practice 3 Figurative Language Practice 3 With Long Responses Figurative Language Practice 4 With Long Responses Figurative Language Practice 5 With Long Responses Figurative Language Practice 6 With Long Responses Figurative Language Practice 7 With Long Responses Figurative Language Practice 8 With Long Responses Figurative Language Practice 9 With Long Responses Figurative Language Practice | Edgar Allan Poe Figurative Language Practice | Edgar Allan Poe With Long Responses Figurative Language Practice | O. Henry Figurative Language Practice | O. Henry With Long Responses Figurative Language Practice | Shakespeare Genre and Subgenre Practice 1 Genre and Subgenre Practice 2 Genre and Subgenre Practice 3 Genre and Subgenre Practice 4 View More Genre and Subgenre Practice Tests Irony Practice 1 Irony Practice 2 Irony Practice 3 Making Inferences Practice 2 Main Idea Practice 1 Main Idea Practice 2 Point of View Practice 1 | Multiple Choice Only Point of View Practice 1 | With Long Responses Point of View Practice 2 | Multiple Choice Only Point of View Practice 2 | With Long Responses Text Structure Practice 1 Text Structure Practice 2 Text Structure Practice 3 Text Structure Practice 4 Text Structure Practice 5 Story Structure Practice 1

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Narrative Writing

Description.

In this unit, students are introduced to the skills, practices, and routines of narrative writing by working collaboratively with their peers to examine narrative writing models, plan for their writing, and build their knowledge on the narrative writing topic. Students independently practice writing and revising and also engage in peer review to revise their work. Throughout the unit, the class will construct a Narrative Writing Checklist, which students will use to guide their drafting, review, and finalization. By the end of the unit, students will have produced fully developed narratives.

There may be cases when our downloadable resources contain hyperlinks to other websites. These hyperlinks lead to websites published or operated by third parties. UnboundEd and EngageNY are not responsible for the content, availability, or privacy policies of these websites.

• Grades 9-10 Writing Module, Unit 3
• Writing Module, Unit 3 Overview
• College Application Essay
• Return of July
• The Flight of Apollo 11
• They Remember Where They Were

In This Unit

• lesson 1: Introduction to Narrative Writing
• lesson 2: Effective Narrative Writing: Organization and Purpose
• lesson 3: Narrative Writing: Analyzing the Prompt
• lesson 4: Narrative Writing: Source Material
• lesson 5: Narrative Writing: More Source Material
• lesson 6: Narrative Writing: Drafting an Introduction
• lesson 7: Narrative Writing: Drafting Body Paragraphs
• lesson 8: Narrative Writing: Drafting Body Paragraphs
• lesson 9: Narrative Writing: Drafting a Conclusion
• lesson 10: Narrative Writing: Structural Techniques
• lesson 11: Narrative Writing: Getting Feedback
• lesson 12: Finalizing Narrative Papers
• lesson 13: Narrative Writing: Reflecting on the Writing Process

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Journal Synthesis Assignment Sheet & Rubric

Oer assignments for introduction to literature, pov assignment sheet & rubric, ya/children's lit assignment sheet & rubric, introduction to literature assignments.

This project was part of the Western Maryland M.O.S.T. Institutional Grant (2020). While it focuses primarily on a 100-level Introduction to Literature course, the open resource and subsequent assignments could easily be adapted for upper-level undergraduate literature courses. Furthermore, the design of this project allows instructors to continue to utilize texts with which they are most familiar.

Introduction

See the attached document for the full resource.

This project was part of the Western Maryland M.O.S.T. Institutional Grant (2020). While it focuses primarily on a 100-level Introduction to Literature course, the open resource and subsequent assignments could easily be adapted for upper-level undergraduate literature courses. Furthermore, the design of this project allows instructors to continue to utilize texts [1] with which they are most familiar.

As the instructor, first explore the primary resource from Oregon State University used in this project. The Oregon State Guide to English Literary Terms video series is licensed by creative commons (CC BY) and available online at https://liberalarts.oregonstate.edu/wlf/oregon-state-guide-english-literary-terms .  The open assignments that follow were created to support instructors utilizing the Oregon State resource in collaboration with texts in the literature classroom. Each assignment contains instructions for instructors, tips for teaching, the assignment, and if applicable, a rubric. This resource is licensed under a CC BY 4.0 license © 2021 and can be reproduced or revised as necessary.

[1] Here are a few Open Literature Resources if you need texts to work with in your class:

• https://www.gutenberg.org/
• https://www.oercommons.org/courses/the-open-anthology-of-earlier-american-literature/view
• https://americanliterature.com/100-great-short-stories
• https://most.oercommons.org/courseware/3

Literary Terms Identification Quiz

Instructions for Instructors

Create a quiz of terms and definitions. This can be comprehensive or just a few you introduce in a specific unit. (Bloom’s Taxonomy: Remember). It is recommended that you select terms and definitions ( https://liberalarts.oregonstate.edu/wlf/oregon-state-guide-english-literary-terms )  which you have covered in class and consider essential to meeting the objectives of your particular course. 

Tips for Teaching

You may wish consider these as two sections of the same quiz OR as two related assignments given with a week or two of each other. For instance, you may wish to assign a short quiz in which your students identify/ define several related literary terms (for example, terms related to figurative language) and then, after having read some works which focus those terms, assign the literary terms application quiz based on those works. The students learn to identify the terms first and shortly after, apply them to actual words of literature. You can repeat this combination through the semester as you move from section to section if you arrange your course around different learning units.

Instructions for Students

The objective of this assignment is to assess your ability to remember the definitions of key literary devices and terms. After watching your assigned videos from The Oregon State Guide to English Literary Terms , match  each term to its definition.

Anaphora -the repetition of words or phrases in the beginning of a group sentences, phrases or poetic lines.

Blank Verse -poetry written in unrhymed but metered lines, almost always iambic pentameter.

Deus Ex Machina -a literary device in Latin meaning “God from the machine”, in which a plot is solved at the end of a story through an “miraculous” event.

Ekphrasis -a literary description of a work of art.

Enjambment -the poetic term for the continuation of a sentence or phrase from one line of poetry to the next.

Epistrophe - the repetition of phrases or words in a set of clauses, sentences, or poetic lines.

Figurative Language- a literary device asking the reader or listener to understand something by virtue of its relation to some other thing, action, or image.

Flashback -a trigger that interrupts the present (usually chronological) action of a story to show readers a meaningful scene that happened in the past.

Flat Character -a character who is superficial, predictable, or otherwise not very sophisticated.

Foreshadowing -a narrative device in which suggestions or warnings about events to come are dropped or planted.

Frame Story -a narrative that surrounds another story or set of stories.

Free Direct Discourse -a point-of-view that blends first and third person perspectives.

Genres -categories that have developed over time for what we read, what we watch, and what we listen to.

Graphic Novel -a narrative that involves both pictures and words.

Hyperbole -the art of exaggeration to convey an amplified personal response.

Imagery -the use of vivid language designed to appeal to the senses.

Irony -words or actions that depart from what characters or the reader expect them to say or do.

Juxtaposition -the position of two objects next to one another for the purpose of drawing attention to them.

Metaphor -a comparison between two things that are otherwise unrelated.

Metonymy -a comparison of two objects that are not similar in qualities.

Narrator -the fictional construct the author has created to tell the story through.

Oxymoron -the rhetorical term that describes words or phrases that, when placed together, create paradoxes or contradictions.

Personification -when something nonhuman is described using human characteristics.

Poetic Meter -the basic rhythmic structure of a line within a poem.

Point of View - the audience’s perspective on the events of the narrative.

Prologue -Comes at the start of a literary work and introduces background information such as characters and setting.

Rhyme Scheme -the pattern of end rhymes in a stanza.

Round Character -characters that have a certain depth or complexity.

Satire - the art of making someone or something look ridiculous, raising laughter in order to embarrass, humble, or discredit its targets.

Simile -the comparison of tow objects, usually involving the words “like” or “as”.

Sonnet -a 14-line poem using a specific rhyme scheme.

Stanza -smaller units of prose cut into lines.

Steam of Consciousness -a narrative style that tries to capture a character’s thought process in a realistic way.

Symbolism -a literary device in which words or actions represent something else.

Synecdoche -a metaphorical device in which a part of something represents the whole object.

Understatement -the description of something as having much less of a particular quality than it does.

Unreliable Narrator -a first person narrator that may not be completely trustworthy or unbiased.

Literary Terms Application Quiz

Create a quiz of terms and literary passages. This can be comprehensive or just a few you introduce in a specific unit. (Bloom’s Taxonomy: Apply). Below are example questions to revise for the terms, definitions, and texts you are using in your literature course.

It is recommended that you select terms and definitions which you have covered in class and consider essential to meeting the objectives of your particular course. For each exercise, select a passage from a work your students have studied. Ask that the students to identify a specific literary term in each passage and then write a 1 paragraph (7+ sentences) explanation of how this particular term helps the reader understand the larger work more fully.

In each passage, identify the literary term requested and write a brief definition of that term. Then write a 1 paragraph response explaining how the term in this passage helps the reader understand the whole work. The objective of this assignment is to assess your ability to identify and apply key literary devices and terms.

Question 1. In "Ex-Basketball Player", John Updike writes about a former high school athlete who now works as a gas station attendant. In the 2nd stanza, he has the young man, Flick, identify with the "idiot pumps" using basketball imagery. Aside from this second stanza, where else in the poem does the author use imagery that suggests Flick's preoccupation with his basketball career? Write a 1-paragraph response addressing the following.

• Define the term Imagery.
• Locate a line outside of the 2 nd stanza and explain how the poet is using imagery.
• Explain how the poet is using this imagery to create a broader theme related to Flick and his former glory?

Question 2. In Katherine Mansfield’s story, “Miss Brill”, the story follows the title character through her Sunday afternoon walk to the public gardens. The point of view of the story plays a significant role in how the reader views this story. Write a 1-paragraph response addressing the following.

• Define point of view.
• Explain the specific point of view of this story, quoting at least one line that shows this point of view.
• Describe how this specific point of view provides the reader with unique insights into understanding this story.
• [Bonus] Contrast how this story would be very different if told from a different point of view. Use details from the story to support your claims.

Question 3. The short story, “Young Goodman Brown” by Nathaniel Hawthorne uses various symbols to provide meaning to the story. Write a 1-paragraph response addressing the following.

• Define what a symbol is.
• Locate an object or action in this story that serves as a symbol in the story.
• Explain how this specific object or action provides meaning to the story, using specific references to the text to support your claim.

Point of View Essay

This assignment works best when your students have already been introduced to/ have worked on the concept of point of view. This assignment can be a challenge for some students as it asks them to imagine a concept that isn’t present in the text already. For those students, you may help them get started by engaging in class (or small-group) discussions that practice this change of point of view. This can help some students start to understand how the exercise can work. Edit the highlighted text before giving the assignment sheet to students.

See the sample assignment sheet and rubric that you can modify for your class.

In literature, point of view (POV) is the audience’s perspective on the events in the story. For this assignment, you’ll choose one of the short stories we have read to discuss and apply your understanding of POV. This assignment will have two parts. For Part 1, you’ll analyze and explain the POV in the story. In Part 2, you’ll retell a portion of the story from a new or different POV.

Children’s/YA Literature Essay

This assignment works best when your students have a solid understanding of a variety of literary terms (maybe around the midterm), so they feel like they have various options. Some students who have fond memories of favorite works of children’s or young adult literature (or have favorites they share with their children now) will be able to locate texts for this assignment easily. However, those students who did not read much when they were younger may have difficulties identifying possible children’s texts on their own. Therefore, you may want to prepare a collection of children/YA works that you enjoyed and make recommendations to that latter group of students. 

See the attached assignment sheet & rubric that you can modify to fit your class.

The objective of this assignment is to identify and analyze the literary devices we have discussed in class. For the Children’s Literature Essay, you will analyze a favorite story you read as a kid. A literary analysis examines and interprets a piece of literature. It is NOT a summary. The essay will present an argument, or claim, about the work and the literary devices it employs. The purpose is to demonstrate what you’ve learned about literature and the devices authors use to tell a story.

Journal Synthesis

This assignment works best no earlier than midway through a semester, perhaps even later. If you are asking your students to regularly journal about the literary works, they should ideally have a substantial portfolio of their journals (or discussion boards, if applicable) from which to observe and reflect on their growth during the semester by the time you're deep into the semester.

See the attached assignment sheet & rubric that you can modify for your class.

The objective of this assignment is to synthesize your growth as a reader and writer in Introduction to Literature. For the Journal Synthesis, you will compose a synthesis of your weekly journals, reading strategies, and writing processes throughout the semester. A synthesis is a way to make connections between texts with the goal of presenting and supporting a claim. The purpose is to demonstrate your achievements as a reader, writer, and critical thinker this semester.

Drama Assignment

Audience Your instructor

• Read one of the plays from our list of texts. If you can find a full staged version live or recorded on a platform like YouTube.com, you may watch that performance. Make sure you are well-acquainted with the play as it is written/ performed before an audience.
• Locate a movie/ TV movie full-length adaptation of the same play and watch that movie version.  Consider the written play version the original text and the movie version as the adaptation of the original.
• Characters : Are there significant characters added or subtracted in the movie adaptation? Do some of the characters have greater or lesser importance in the movie version? What is the significance of these differences in character?
• Plot : Are there significant plot differences between the written version and movie adaptation? What plot points/ complications are added or subtracted from the written version? How do these plot changes influence the movie version? Why do you think the creators of the movie made these changes?
• Language/ Content : Are there significant language differences between the written and movie version? What are these differences? What do these changes suggest about what is permitted in a play version and a movie version? Are there themes or issues that are addressed in the original play that are changed in the movie version? Are these differences related to the eras when the play was written and when the movie was produced?
• Setting : Does the movie version set scenes in locations different than are presented in the original play version? Are scenes arranged in a different order in the different versions? How does the movie version employ use of flashbacks/ flashforwards or time changes versus the play version? What are tools regarding scene and time changes that can be used in a play version versus in a movie version?
• Music/ Lights - Do the two different versions of the text use background music/ underscoring? Does the use of music differ between versions? What is the effect of these uses of music? Do the two versions employ lighting in different ways? What is the effect of these differences?
• You may wish to merely identify the significant differences in your essay or you may wish to analyze and critique these differences and their effects on the two versions of the play.
•  Be aware that changes from the original version are not automatically bad. Some changes might be necessary or appropriate when producing a play versus a movie. You may wish to research whether the playwright participated in the production of the movie version.
• MLA Web Publications Citation on a Works Cited page, information about electronic sources from the Purdue OWL: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html
• Writing in Literature- suggestions about how to structure a literature paper from Purdue OWL. There are several excellent links within this main page: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/index.html

Note to Instructors: The seven plays below work well for this assignment. This list also includes at least 1 movie/ TV movie adaptation of the play. You may wish to screen these plays and movie versions for content, language, etc. ahead of assigning them.

          Play                                Playwright                        Movie Version Date/ Details

Grading rubric.

            *Overall grade will be reduced one letter grade each day the assignment is late.

Narrative Assignment

Personal narrative assignment.

Objective: To research an excerpt from a personal narrative and explain its theme and purpose and the historical context of the narrative.

Audience: Your instructor

Length: 500-700 words

Assignment:

• Read one of the personal narrative excerpts below.
• Research important biographical information of the author and the historical context of the narrative
• Write a paragraph (at least seven sentences) in which you provide basic biographical information about the author of the narrative. Make sure you properly cite the source of this biographical information following Modern Language Association (MLA) guidelines.
• Write a full paragraph (at least twelve sentences) in which summarize the actions, events of the narrative. You may wish to directly quote from the narrative but make sure no more than 20% of this paragraph is direct quotes.
• The setting of the events of the narrative (where and when did it occur)
• The purpose of the author writing this narrative
• The audience of this narrative
• The general reaction of this narrative
• What sections of the narrative did you find most interesting/ compelling?
• What sections of the narrative were the hardest to understand/ relate to?
• How do you respond to the author as a person?
• Do you see any similarities in this narrative to your own experiences?

Makes sure that you use in-text citations when necessary and provide an appropriate Works Cited page at the end. Both the in-text citations and Works Cited page should follow MLA guidelines.

List of Narrative excerpts:

Mary Antin- “The Promised Land”

Olaudah Equiano “The Interesting Narrative of the Life of Olaudah Equiano”

Fanny Fern- “The Working Girls of New York”

Sarah Winnemucca Hopkins – “Life among the Piutes”

Red Cloud  “Address to Cooper Union” [All I want is Peace and justice]

Mary Rowlandson “A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson”

Zitkala-Sa- ”The School Days of an Indian Girl”

Booker T Washington “Up From Slavery” 

[Instructors may add/ subtract works as needed]

Poetry rhythm assignment, poetry- rhythm assignment.

Objective: To identify the specific rhythm of a poem and explain how that rhythm is significant to understanding that poem.

Audience: Your instructor.

Length: 250-350 words

Select two poems from the list of poems [Instructor- it is best to provide a list of poems in order to limit opportunities for plagiarism and give students some boundaries]. Make one of your poems [name of “base” poem, which you’ve discussed with class]. Select a second poem which we have not covered as a class.

For each poem write a paragraph identifying the rhythm(s) of the poem and explaining how the rhythm(s) provide specific meaning to the poem. Feel free to quote specific lines or phrases from the poems to support your points.

If you use outside sources to assist you in writing this assignment, please use MLA format in-text citations and a Works Cited page at the end of the journal. 

List of Poems

Theodore Roethke – “My Papa’s Waltz”

William Shakespeare- Shall I Compare Thee to a Summer’s Day”

William Shakespeare- “My Mistresses’ Eyes are Nothing Like the Sun”

Gwendolyn Brooks- “We  Real Cool”

Claude McKay- “The Tropics in New York”

Alfred, Lord Tennyson- “Break, break, break”

[Instructors may add/ subtract poems as needed]

Poetry speaker assignment, poetry- speaker/voice assignment.

Objective: To examine a poem and identify how the poet creates a speaker or voice in the poem that we recognize as separate from the actual voice of the poet.

Length of assignment: 250-350 words.

Assignment: Select a poem from the list below. Read it several times to determine the “voice” or “speaker” of the poem. Write a 250-350 journal in which you explain how the poet intentionally creates a distinct speaker or voice in the poem, separate from that of the poet. Refer to or quote specific lines to support your points. Explain how the poet creates a full, unique character as the speaker of this poem.

List of poems:

                A.E. Houseman- “Is my Team Ploughing?”

                Robert Browning- “My Last Duchess” or “Soliloquy of the Spanish Cloister”

                William Blake- “The Chimney Sweeper”

                Langston Hughes- “Mother to Son”

                Jane Johnston Schoolcraft- “Invocation”

                Wilfred Owen- “Dulce et Decorum Est”

                Howard Moss- “The Pruned Tree”

                James Stephens- “ A Glass of Beer”

[Instructors: Add/ Subtract from this list as you choose. Just make sure that the poems involve a speaker or voice who is distinct from the voice of the poet]

Short Fiction Theme

Short fiction-theme assignment.

Objective: To identify and trace a theme or motif in a short story.

Assignment Length 400-600 word essay:

• Select one (1) short story from the list below.
• Read it carefully, noting keys plot points. Make a list of the key characters and their main goals and actions through the story.
• Identify a key theme, locating at least three (3) specific instances/ references to this theme in the story.
• Summarize the plot of the story in one paragraph. Do not attempt to mention every minor plot point; highlight the key events that following the main characters and their most important goals and actions.
•  In 1-2 paragraphs, articulate the central theme identified in (3) above. Specifically quote these instances, explaining how these references to the theme add to a greater understanding of the story as a whole.  You do not need to retell the plot; your goal is to highlight the key moments when this theme is used to articulate the larger idea of the story.

List of Short Stories.

John Cheever- “The Swimmer”

James Joyce- “Araby”

Flannery O’Connor- “Good Country People”

Tobias Wolf- “Hunters in the Snow”

John Updike “A & P”

Kate Chopin- “The Story of an Hour”

“ Zora Neale Hurston- Spunk”

Katherine Mansfield- “Miss Brill”

Bobbie Lee Mason- “Shiloh”

Alice Munro- “How I Met My Husband”

W.W. Jacobs- The Monkey’s Paw

[ Instructors can add/ subtract works according to their preferences]

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