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= __**Chapters 25~28 Q&A**__ = 1. Q: Give an example of at least one symbol from chapter 25. Explain your choice. A: An example of a symbol in chapter 25 is the cross, symbolizing praying. 2. What is the mood of chapter 25. Explain. A: The mood in chapter 25 is happy and having a light story. 3. What does Crispin learn about Bearʼs nature in chapter 26? A: In chapter 26, Crispin learns that even though Bear forces Crispin to do horrible and grueling actions, at the end, there is a good reasoning for it. 4. What does Crispin pray to St. Giles for at the end of chapter 26? A: Crispin prays to St. Giles to be able to play the instrument well, making Bear happy and also for Crispin having a soul. 5. What did the actions of the bird symbolize to Bear in chapter 27? A: The actions of the bird symbolize a bad situation. 6. Give an example of internal conﬂict in chapter 27. Explain your answer. A: Crispin has to learn faster to live longer. The slower he learns, his lifetime gets shorter. 7. What do you predict that Bear will reveal about the information Crispin gave him about Asta and what she has written on the cross? A: I think that it will say that Crispin is the Lord Carnival's son. 8. What is the setting for chapter 28? A: The setting of chapter 28 is middle ages, somewhere in England. They are sitting on the opposite side of a fire, eating 2 chicken. 9. What is the theme for chapter 25-28? A: The theme for chapters 25~28 was "A secret will not be forever kept as a secret."

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= **amily History IMOVIE ** =

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1.The British, Ecuadorians, and Yugoslavs, Italians, Hispanics represent Anna Quindlen’s neighbor. 2.Her children went to another cultural family so that they could fit in with the neighborhood easily. 3.She gets along with her neighbor because she is trying to learn other cultures and be closer with other people from other countries.

Critical Thinking: 1.They all share that they must fit into the culture and learn it in order to fit in into the neighborhood. 2.They unite because they have similarities and they divide because they might look at the belief in a different way. 3She reveals that she wants to fit in and be comfortable with the neighbor and make sure that the other people are included. 4.I think that she will say to talk about similarities between one’s culture and another. 5No, I think that there are no such thing as “one of them” and “one of us” because there are just one kind. Human. 6I think that the story suggests that there arn’t just one culture and are the same.

Neighborhoods might be mixed with lots of cultures and need to know how to welcome people and fit into the group.

=All Summer in a Day=

Readers Response - I felt mad and wanted to scream at the other students when I saw how they treated her.

Thematic Focus - I wanted to tell the other students not to tease Margot because Margot is not a bad student, nor is she mean. I think that she should have a chance to fit in with the other students and be one of them.

Check Your Comprehension 1-6 1. All the students were excited at the start of the story because that day, the sun was coming for once. 2. Margot knew more about the sun than the other classmates because she had come to Venus 5 years ago and she remembered it well since she lived in Ohio, but the other students lived on Venus their whole lives. 3. The children lock Margot in the closet door just before the rain stopped. 4. The children were running among the trees, they pushed each other, they played hide and seek, and tag while Margot was locked up in the closet. 5. Margot gets released from the closet, when the sun went down at the very end. 6. In "Primer Lesson," if you use "Proud words," it is hard getting them back.

Interpret 1-8 1. The students are unkind to Margot because she is different than the other students, such as having the experience for living longer on Earth. 2. The students reject Margot's descriptions because everyone knows that no one remembers what the sun looked like so of they think that Margot wouldn't know it,too. 3. All of the children go along with the prank that is played against Margot because they do not like her and want to leave her out. 4. I think that the children intended for their prank to end by Margot getting out of the closet herself, without any help. 5. The students feel sorry and felt like they committed a crime when they remember what they did to Margot. 6. This story teaches that everyone should be treated equally and no one should be left out, or else, you WILL feel guilty for the crime you made after wards. 7. Being stubborn is a quality of "hard boots." 8. I think that the author called the poem "Primer Lession" because he is trying to tell the reader the basics that should be learned.

Extend 9-10 9. I think that the students will accept her as one of them and be nice to her in the future. 10. I can apply the message of "Primer Lesson" to "All Summer in a Day" by saying that you should ignore the wrong and listen to the right.

Build Vocabulary 1-3 1. A feeling of being alive: Vitality 2. Elements in food that are essential for life = Vitamin. 3) The body’s indicators of life = Vital signs.

Spelling Strategy 1-3 1. Constant rains saturated Bradbury’s Venus. 2.In actuality, there is no rain on Venus. 3. The fictional situation makes a good story.

Using the Word Bank 1-7 1. Water is vital to life because it helps our body survive by offering it water. 2. A meal that you savored is one that you like because savored means enjoying the taste. 3. Slackening rain is decreasing because to get slack means to get slow, and wear off. 4. When a feather lands on the floor, it doesn't produce a concussion because concussion means a violent shock. 5. I would not describe a baseball as resilient because it does not go back to its original shape after it is deformed. 6. If electricity surged through my computer, it would suddenly increased the current of the electricity. 7. If children play tumultuously, they are not quiet because tumultuously means loudly.

Literary Focus 1-4 1. The details of the setting that are most essential are the sun and Venus. 2. Margot is an outcast in the class for knowing lots of characteristics about the sun. 3. The other children are affected by it because they only see the sun once every 7 years and cannot see the sun for that long time. 4. Events similar to these in this story can occur in other stories because anyone can be an outcast but the event where the sun only comes up every 7 years might not be possible in other stories.

Practice 1-5 1. It had been raining **for** seven __years__. 2. Margot stood apart **from** these __children__. 3. They had read in class **about** the __sun__. 4. She would play no games with them in the echoing tunnels **of** the underground __city__. 5. The sky darkened **into** __midnight__ in a flash.

Writing Application 1-2 1. It rains after the thunderstorm heavily, during the carnival. 2. One boy spoke until it was 2 in the morning, nonstop, except during the play.