7 Concert Singer Tepeyac

Unit 1: Comparing Literary Works “Marian Anderson, Famous Concert Singer” by Langston Hughes, pp. 98-103 “Tepeyac” by Sandra Cisneros, pp. 104-106

Name______Hour ______Date______

Writing About the Big Question The Big Question: Is there a difference between reality and truth? Big Question Vocabulary comprehend concrete confirm context differentiate discern evaluate evidence improbable objective perception reality subjective uncertainty verify A. Circle the word or phrase that is closer in meaning to the underlined word. 1. evaluate: judge; increase 2. verify: to make real; to prove 3. discern: to see something concealed; to reject 4. comprehend: to capture; to understand 5. uncertainty: being in doubt; unaltered

B. Follow the directions in responding to each of the items below in full sentences. 1. Describe a memory from childhood that you believed was real until you later found out it was not a true memory. ______2. In two sentences, explain how the memory you described above was different from the truth. ______

C. Complete the sentence below. Then, write a paragraph (at least five sentences) in which you connect this experience to the Big Question. Use at least two BQ vocabulary words and circle each one. One person’s idea of the truth can be challenged when ______Grade 10, Unit 1 1 Grammar

Using Possessive Nouns Correctly (p. 111) Possessive nouns show possession or ownership. They actually function as adjectives in sentences, modifying other nouns. Follow these rules to form possessive nouns: • For singular nouns, add an apostrophe and s. the book of my sister Þmy sister’s book the signature of her boss Þ her boss’s signature • For plural nouns that end in s or es, add just an apostrophe. the performance of the dancers Þ the dancers’ performance the bells of the churches Þ the churches’ bells • For plural nouns that do not end in s, add an apostrophe and s. the choice of the people Þ the people’s choice the clothing department of the women Þ the women’s clothing department

Identifying Correct Possessive Nouns A. DIRECTIONS: Circle the correct form of the noun in parentheses.

1. (James’s, Jameses) cousin Ali got tickets for Saturday.

2. Ali and James are going to see the (women’s, womens’) soccer team.

3. The (coaches, coaches’) uniforms are the same colors.

Fixing Incorrect Possessive Nouns B. DIRECTIONS: On the lines provided, rewrite these sentences using possessive nouns correctly. 1. My sister Bess works at a childrens’ hospital near the city’s oldest park. ______2. Her nurses training took several year’s to complete. ______

3. Bess’ job as a night nurse begins at 9 P.M. and continues for eight hour’s. ______

Grade 10, Unit 1 2 Vocabulary Builder

Word List: pp. 99-106 arabesques canopied debut dimpled irretrievable lucrative repertoire staunch

A. DIRECTIONS: Complete each sentence so that it makes sense. 1. Isabel received two job offers. She decided to accept the more lucrative one because ______2. I am glad our patio is canopied because ______3. The toddler’s repertoire consisted of ______4. The irretrievable balloon ______5. A staunch fan of the football team, Jackson ______6. An hour before her debut, Ava felt ______because ______7. Her handwriting looked like a series of arabesques. It ______8. My little brother’s face becomes dimpled when he ______

B. DIRECTIONS: Circle the letter of the word or phrase closest in meaning to the vocabulary word. 1. canopied A. folded B. shredded C. covered D. decorated 2. staunch A. firm B. hostile C. disappointed D. cheerful 3. repertoire A. old clothes B. small books C. odd beliefs D. ready songs 4. irretrievable A. unclear B. lost C. astonishing D. careful

Grade 10, Unit 1 3 Literary Analysis: Style

A writer’s style consists of the features that make his or her expression of ideas distinctive. Writers may write on the same topic, or even tell the same story, in very different styles. Two important elements of style are diction and syntax. Diction, or word choice, is the type of words the writer uses. One writer might like to use everyday words, while another might prefer scholarly ones. In “Marian Anderson,” for example, Langston Hughes writes that the singer broke her ankle rather than fractured it. This word choice reflects the author’s straightforward style. Syntax is the way an author arranges words into sentences. A single sentence might express one distinct thought, or it might express several related ones. In “Tepeyac,” Cisneros weaves words and phrases together to form rich, rolling sentences that overflow with ideas and images.

A. DIRECTIONS: Read each of the following passages. Then, answer the questions. from “Tepeyac” by Sandra Cisneros Green iron gates that arabesque and scroll like the initials of my name, familiar whine and clang, familiar lacework of ivy growing over and between except for one small clean square for the hand of the postman whose face I have never seen, up the twenty-two steps we count out loud together—uno, dos, tres—to the supper of sopa de fideo and carne guisada. . . . from “Marian Anderson, Famous Concert Singer” by Langston Hughes Marian Anderson’s mother was a staunch church worker who loved to croon the hymns of her faith about the house, as did the aunt who came to live with them when Marian’s father died. Both parents were from Virginia. Marian’s mother had been a schoolteacher there, and her father a farm boy. 1. A. Which author’s style is more direct and down-to-earth? ______B. Identify two words in the passage that contribute to this style. ______2. A. Which author’s style is more descriptive and poetic? ______B. Identify two words in the passage that contribute to this style. ______3. Compare the kinds of sentences each author uses. Consider sentence length and the number of ideas expressed in each sentence. Hughes: ______

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Cisneros: ______

B. DIRECTIONS: A writer’s style can be affected by his or her purpose, or reason for writing. Choose one of the works in this pair. State one purpose the author might have had for writing the work. Explain how this purpose influenced the author’s style. Paragraphs should be at least five sentences long and include relevant examples from the text in quotes.

Grade 10, Unit 1 4 “Marian Anderson, Famous Concert Singer” by Langston Hughes

Critical Thinking Questions: Answer in full sentences.

1. According to Hughes, in what area had African American singers not received recognition before Anderson? How can you explain this lack of recognition?

2. Identify one action Anderson’s congregation took to help her career. What does their decision to help suggest about Anderson’s talent as a young girl? Explain.

3. What type of difficulties did Anderson face when traveling in the United States? Infer: What attitude led to these difficulties?

4. In what sense was Anderson’s outdoor concert in Washington, D.C., a response to this attitude?

5. How did Marian Anderson’s career help expose the truth about racism during this time? Using details from the text, explain your answer.

Grade 10, Unit 1 5 “Tepeyac” by Sandra Cisneros Critical Thinking Questions: Answer in full sentences.

6. List three details the narrator remembers about the market at Tepeyac.

7. What overall impression about the market do these details create? Explain your answer.

8. To what event is the narrator referring when she says, “the grandchild, the one who will leave soon for that borrowed country”?

9. List two things that have changed in Tepeyac when the narrator returns.

10. Why is the narrator surprised to discover at the end that “it is me who will remember”?

Grade 10, Unit 1 6