ELA: 6th grade Lightning Thief: Culminating Project Assignment Name is: LTCP Save As: (homeroom-assignment name-last,first) !For example: L2-LTCP-O’Meara, Katie Due Date: 4/1/15 Friday @ 3:00pm ! ! Lesson 28: Loquor Latin. Loquor or locutus means "speak." ! 1. loquacious 2. eloquent 3. colloquial 4. circumlocution 5. soliloquy !6. ventriloquism *not available to practice on vocabulary.com, though it is in their database. ! Monday: Testing Practice and Review! ! Testing Strategy Notes: You will get classwork points for this so take notes on all the !strategies presented!! 1. ! ! !______! Tues/Wed/Thurs: SBAC ELA Testing! ! !With our remaining time- ! Culminating Activity: The Lightning Thief! ! The same story can be told in different styles and formats. For instance, compare this painting of the encounter between Perseus and Medusa with this cartoon. Individually, write a paragraph response that compares and contrasts the media you viewed. ! Student Compare/ContrastParagraph Response: ! Then consider how you would retell the story of Perseus Jackson. Pick a chapter or dramatic event from The Lightning Thief and rewrite it as a story (2 ppl), graphic novel (2-4 ppl), comic strip (2 ppl), or play (3-6 ppl). ! 1. Decide which elements of the story to focus on, 2. where and when the myth will be set, 3. whose perspective you’ll write from (maybe even the perspective of the antagonist), and 4. how your characters speak and think. ! The length of this assignment will vary depending on which format you choose. Therefore, consider the fact that if you select a potentially less time intensive activity, I will expect the quality to be that much better! We will present these projects to the group in class. ! Student Group Project: ______! Friday ! 1. Group Presentation: Feedback: ! 2. Group Presentation: Feedback: ! ______! Homework: Due with document to dropbox on 5/1 @ 3:00pm ! Writing Prompt: Pick a moment in The Lightning Thief when Perseus must overcome his own misgivings, poor judgment, or ignorance. Then, in an essay of 300-400 words, compare Perseus’s inner battles to the inner battles presented in one or more of the supplemental texts we read on StudySync.What mental preparation is needed to achieve a goal or win a fight? How can a character’s thoughts work against him or !her? ** I have provided a few of the texts for you below as options, but you can find them all of our old assignments on StudySync if there is another text you prefer. If you have difficulty accessing anything please let me know before Thursday night, so I can assist you. I am assigning light homework this week so you are not burned out for testing. However, since this is the only assignment you have, it is worth 20 points. Do not wait till the last minute, or do subpar work on this! ______! ! The Lost City of Z: A Tale of Deadly Obsession in the Amazon, by !David Grann From the Preface

I pulled the map from my back pocket. It was wet and crumpled, the lines I had tr aced to highlight my route now faded. I stared at my markings, hoping that they might lead me out of the Amazon, rather than deeper into it.

The letter Z was still visible in the center of the map. Yet it seemed less like a sig npost than like a taunt, another testament to my folly.

I had always considered myself a disinterestedreporter who did not get involved personally in his stories. While others often seemed to succumbto their dreams and obsessions, I tried to be the invisible witness. And I had convinced myself th at that was why I had traveled more than ten thousand miles, from New York to L ondon to the Xingu River, one of the longest tributariesof the Amazon, why I had spent months poring over hundreds of pages of Victorian diaries and letters, and why I had left behind my wife and one-year- old son and taken out an extra insurance policy on my life.

I told myself that I had come simply to record how generations of scientists and a dventurers became fatally obsessed with solving what has often been described as “the greatest exploration mystery of the twentieth century”— the whereabouts of the lost City of Z. The ancient city, with its network of roads a nd bridges and temples, was believed to be hidden in the Amazon, the largest jun gle in the world. In an age of airplanes and satellites, the area remains one of the last blank spaces on the map. For hundreds of years, it has haunted geographe rs,archeologists, empire builders, treasure hunters, and philosophers. When Eur opeans first arrived in South America, around the turn of the sixteenth century, th ey were convinced that the jungle contained the glittering kingdom of El Dorado. Thousands died looking for it. In more recent times, many scientists have conclu ded that no complex civilization could have emerged in so hostile an environment , where the soil is agriculturally poor, mosquitoes carry lethaldiseases, and preda tors lurk in the forest canopy.

The region has generally been regarded as a primevalwilderness, a place in whi ch there are, as Thomas Hobbes described the state of nature, “no Arts; no Lette rs; no Society; and which is worst of all, continuall feare, and danger of violent de ath.” The Amazon’s merciless conditions have fueled one of the most enduring th eories of development: environmental determinism. According to this theo ry, even if some early eked out an existence in the harshest conditions o n the planet, they rarely advanced beyond a few primitive tribes. Society, in other words, is a captive of geography. And so if Z was found in such a seemingly unin habitable environment it would be more than a repository of golden treasure, mor e than an intellectual curiosity; it would, as one newspaper declared in 1925, “writ e a new chapter of human history.”

For nearly a century, explorers have sacrificed everything, even their lives to find the City of Z. The search for the civilization, and for the countless men who vanis hed while looking for it, has eclipsed the Victorian quest novels of Arthur Conan Doyle and H. Rider Haggard— both of whom, as it happens, were drawn into the real- life hunt for Z. At times, I had to remind myself that everything in this story is true: a movie star really was abducted by Indians; there were cannibals, ruins, secret maps, and spies; explorers died from starvation, disease, attacks from wild anim als, and poisonous arrows; and at stake amid the adventure and death was the v ery understanding of the Americas before Christopher Columbus came ashore in the New World.

Now, as I examined my creased map, none of that mattered. I looked up at the ta ngle of trees and creepers around me and at the biting flies and mosquitoes that l eft streaks of blood on my skin. I had lost my guide. I was out of food and water. Putting the map back in my pocket, I pressed forward, trying to find my way out, a s b r a n c h e s s n a p p e d i n m y f a c e . Then I saw something moving in the trees. “Who’s there?” I called. There was no reply. A figure flitted among the branches, and then another. They were coming c loser, and for the first time I asked myself, What the hell am I doing here? ! Bibliographic Citation: Grann, David. “Preface.” In The Lost City of Z: A Tale of Deadly Obsession in the Amazon. New York: Vintage, 2010, 3-5. !______Blood, Toil, Tears and Sweat, by Winston Churchill ! On Friday evening last I received from His Majesty the mission to form a new ad ministration.It was the evident will of Parliament and the nation that this should be conceived on the broadest possible basis and that it should include all parties. I have already completed the most important part of this task.

A war cabinet has been formed of five members, representing, with the Labour, O pposition, and Liberals, the unity of the nation. It was necessary that this should b e done in one single day on account of the extreme urgency and rigor of events. Other key positions were filled yesterday. I am submitting a further list to the king tonight. I hope to complete the appointment of principal ministers during tomorro w.

The appointment of other ministers usually takes a little longer. I trust when Parlia ment meets again this part of my task will be completed and that the administrati on will be complete in all respects. I considered it in the public interest to suggest to the Speaker that the House should be summoned today. At the end of today's proceedings, the adjournmentof the House will be proposed until May 21 with pr ovisionfor earlier meeting if need be. Business for that will be notified to MPs at t he earliest opportunity.

I now invite the House by a resolution to record its approval of the steps taken an d declare its confidence in the new government.

The resolution:

"That this House welcomes the formation of a government representing the unite d and inflexible resolve of the nation to prosecute the war with Germany to a vict orious conclusion."

To form an administration of this scale and complexity is a serious undertaking in itself. But we are in the preliminary phase of one of the greatest battles in history. We are in action at many other points-in Norway and in Holland- and we have to be prepared in the Mediterranean. The air battle is continuing, an d many preparations have to be made here at home.

In this crisis I think I may be pardoned if I do not address the House at any length today, and I hope that any of my friends and colleagues or former colleagues wh o are affected by the political reconstruction will make all allowances for any lack of ceremony with which it has been necessary to act.

I say to the House as I said to ministers who have joined this government, I have nothing to offer but blood, toil, tears, and sweat. We have before us an ordeal of t he most grievous kind. We have before us many, many months of struggle and s uffering.

You ask, what is our policy? I say it is to wage war by land, sea, and air. War with all our might and with all the strength God has given us, and to wage war agains t a monstrous tyranny never surpassed in the dark and lamentable catalogue of h uman crime. That is our policy.

You ask, what is our aim? I can answer in one word. It is victory. Victory at all cos t s - V i c t o r y i n s p i t e o f a l l t e r r o r s - Victory, however long and hard the road may be, for without victory there is no s urvival.

Let that be realized. No survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge, the impulse of the ages, tha t mankind shall move forward toward his goal.

I take up my task in buoyancyand hope. I feel sure that our cause will not be suff ered to fail among men. I feel entitled at this juncture,at this time, to claim the ai d of all and to say, "Come then, let us go forward together with our united strengt h.”

______! How Grieve, by Barbara J. King ! From the Prologue: On And Love

One individual lies immobile, apart from the group. Everyone else rushes about, doing her work and keeping the high- functioning community running at top pitch. But the lone one lies dead— and ignored

After about two days, a smell begins to waft from the body, a strong chemical odo r. Soon, another individual comes by and carries the corpse to a nearby graveyar d, where it joins many others—an efficient process of disposal. No one mourns.

Is this a scene from a zombie thriller, that often revived standby of Hollywood, Bu rbank, and, recently, the publishing industry? What real- life culture could treat its dead in this cold, mechanical way? Humans everywhere engage in elaborate rituals: preparing the body, comforting the bereaved, usheri ng the newly dead into an afterlife (or at least the cold, hard ground).

No, this graveyard scenario comes not from humans but from ants. Biologist E. O . Wilson observed the pattern in the 1950s: an ant dies, it lies ignored for some d ays, and then another ant comes and carries the body to the ant equivalent of a c emetery. The release of oleic acid from the body, about two days after death, trig gers the carrying response in the other ants, Wilson told Robert Krulwich on Nati onal Public Radio in 2009.

Should a curious scientist borrow an ant, dab oleic acid onto its body, and return i t to an ant trail, that ant—very much alive— will also be carried off to a graveyard, struggling all the while. Death- related behavior in these insects is, as far as we can tell, driven purely by chemic als. While it’s possible that entomologists just don’t know how to recognize displa ys of insect , I’m comfortable hypothesizing that ants don’t feel grief for th eir dead comrades.

Within the kingdom, ants are an extreme example. No one would expect a or an to respond so mechanically to a whiff of chemicals. and are veritable “poster species” for animal cognitiona nd emotion. Intelligent planners and problem-solvers, these big- brained mammals are emotionally attached to others in their communities. Finick yabout with whom they spend their time, they may shriek or trumpet their joy whe n reuniting with preferred companions after a separation.

These animals do not just “exhibit social bonds” as the stilted language of animal - behavior science often suggests. The that chimpanzees and elephants feel for others are closely bound up with their complex cognitive responses to the world. Chimpanzees are cultural beings who learn their tool-use patterns— fishing for termites, cracking hard nuts, or spearing bush babies in tree holes, de pending on where they live— in ways specific to their group. And just like the old cliché, elephants never forget. They remember events vividly, to the point that they may suffer with post- traumaticstress disorder, as when their sleep is disrupted by nightmares after wit nessing the killing of relatives or friends by ivory poachers.

Chimpanzees and elephants feel grief. Pioneering women field scientists Jane G oodall, observing chimpanzees in Tanzania, and Cynthia Moss, studying elephan ts in Kenya, reported years ago firsthand observations of the sorrow these animal s felt at the death of loved ones. It’s only natural, then, that chimpanzees and ele phants appear in this book. The newest science adds fascinating new depth and details to Goodall’s and Moss’s original reports on grief in these species.

Animal grief is expressed and observed far beyond the African forests and savan nas, however. In this book, we will visit a variety of ecosystemsto discover what i s known about how wild birds, , whales, monkeys, buffalo, and bears— even turtles— mourn their losses. We will also peek into homes, and venture onto farms, in ord er to discover how our companion animals— cats, dogs, rabbits, goats, and horses—experience grief.

Historically, science has badly underestimated animal thinking and feeling. But n ow, scientists, often armed with videotaped evidence, are showing us that more a nimal species think and feel more deeply than we’d ever suspected.

Take goats and chickens, two animals whose potential for thinking and feeling I h ad, for years, barely given a second thought. How many times had I seen goats c lustered in farms or yards, near my home in Virginia or on my travels in Africa, an d yet not really seen them— and the same for chickens? Like most people, I create an implicit, mental hierarc hyof animals when it comes to cognition and emotion. My working, if subconscio us, assumption was that chimpanzees and elephants, on this scale, tower over a nimals like goats or chickens, who are just there in the background— or on our dinner plates.

Goat is the most widely consumed meat in the world and a dietary staple in Mexi co, Greece, India, and Italy. It has also, over the last several years, been edging i ts way onto upscale plates in the United States. I have not eaten goat; I’ve been near- vegetarian for a while now. Only recently, after hanging out with some nearby go ats, corresponding with friends who have raised goats, and reading Brad Kessler’ s memoir Goat Song, have I begun to see goats as the complicated creatures the y are.

I met Bea and Abby, mother and daughter goats of unknown breed, one sunny af ternoon last year. They reside at the 4BarW Ranch, the home of Lynda and Rich Ulrich, near my home in Gloucester County, Virginia. When I met Lynda and Rich , I felt instantly that I was in the presence of like- minded souls. Rescued goats, horses, dogs, and a cat roamed the ranch, and m y hosts were full of the good stories that animal-rescue people love to exchange.

B e a i s a p r e t t y o f f - white shade, with a wispy beard and a calm manner; her daughter, Abby, is the s ame color but beardless. Lynda and Rich acquired Bea first, and only six weeks l ater did Abby join the other goats at the ranch, where they roamed together throu gh a large enclosure. When Bea and Abby reunited, they expressed what can onl y be called goat joy. They coo- vocalized, rubbed their faces together, and cuddled together in an explosion of m utual affection that brought tears to Lynda’s eyes.

In his book, Kessler put it this way:

The longer I spent with our goats, the more complex and wonderful their emotion al life seemed: their moods, desires, sensitivity, intelligence, attachments to place and one another, and us. But also the way the communicated messages with the ir bodies, voices, and eyes in what I can’t try to translate: their goat song.

Greek tragedies were once known as “goat- songs,” perhaps because goats were given to winners of Athenian drama compet itions— and then sacrificed. When that happened, people offered a ritual song, but as we will see later on, goat voices too may lamenta death.

Goats do not make tools like chimpanzees do, and it’s probable that they don’t re call past events or experience traumatic memories to the degree that elephants d o . T h e i r s e l f - awareness is not as developed, and they wouldn’t, for example, recognize their o wn images in a mirror. But should chimpanzees and elephants be the gold stand ard for animal thinking and feeling? Good animal- behavior science has forced us to rethink the tradition of judging apes’ and eleph ants’ ways of thinking and feeling by the nature of our own. It’s no better a practic e to judge all other animals by what chimpanzees and elephants do. Goat thinkin g and feeling is thinking and feeling. ! Bibliographic Citation: King, Barbara J. “Prologue: On Grief And Love.” In How Animals Grieve. Chicago: University of Chicago Press, 2013, 1-5. ______! Enrique’s Journey, by Sonia Nazario ! From Chapter One: The Boy Left Behind

The boy does not understand.

His mother is not talking to him. She will not even look at him. Enrique has no hin t of what she is going to do.

Lourdes knows. She understands, as only a mother can, the terror she is about t o inflict,the ache Enrique will feel, and finally the emptiness.

What will become of him? Already he will not let anyone else feed or bathe him. He loves her deeply as only a son can. With Lourdes he is openly affectionate. “ Dame pico, mami. Give me a kiss, Mom,” he pleads, over and over, pursing his li ps. With Lourdes, he is a chatterbox. “Mira, mami. Look, Mom,” he says softly, as king her questions about everything he sees. Without her, he is so shy it is crushi ng.

Slowly, she walks out onto the porch. Enrique clings to her pant leg. Beside her, he is tiny. Lourdes loves him so much she cannot bring herself to say a word. Sh e cannot carry his picture. It would melt her resolve.She cannot hug him. He is fi ve years old.

They live on the outskirts of Tegucigalpa, in Honduras. She can barely afford food for him and his sister, Belky, who is seven. She’s never been able to buy them a t o y o r a b i r t h d a y c a k e . L o u r d e s , t w e n t y - four, scrubs other people’s laundry in a muddy river. She goes door to door, sellin g tortillas, used clothes, and plantains.

She fills a wooden box with gum and crackers and cigarettes, and she finds a sp ot where she can squat on a dusty sidewalk next to the downtown Pizza Hut and sell the items to passersby. The sidewalk is Enrique’s playground.

They have a bleak future. He and Belky are not likely to finish grade school. Lour des cannot afford uniforms or pencils. Her husband is gone. A good job is out of t he question.

Lourdes knows of only one place that offers hope. As a seven-year- old child delivering tortillas her mother made to wealthy homes, she glimpsed this place on other people’s television screens. The flickering images were a far cry f rom Lourdes’s childhood home: a two- room shack made of wooden slats, its flimsy tin roof weighted down with rocks, th e only bathroom a clump of bushes outside. On television, she saw New York Cit y’s spectacular skyline, Las Vegas’s shimmering lights, Disneyland’s magic castle .

Lourdes has decided: She will leave. She will go to the United States and make money and send it home. She will be gone for one year—less, with luck— or she will bring her children to be with her. It is for them she is leaving, she tells herself, but still she feels guilty.

She kneels and kisses Belky and hugs her tightly. Then she turns to her own sist er. If she watches over Belky, she will get a set of gold fingernails from el Norte.

But Lourdes cannot face Enrique. He will remember only one thing that she says to him: “Don’t forget to go to church this afternoon.”

It is January 29, 1989. His mother steps off the porch.

She walks away.

“¿Dónde está mi mami?” Enrique cries, over and over. “Where is my mom?”

His mother never returns, and that decides Enrique’s fate. As a teenager— indeed, still a child— he will set out for the United States on his own to search for her. Virtually unnotic ed, he will become one of an estimated 48,000 children who enter the United Sta tes from Central America and Mexico each year, illegally, and without either of the ir parents. Roughly two thirds of them will make it past the U.S. Immigration and Naturalization Service.

Many go north seeking work. Others flee abusive families. Most of the Central A mericans go to reunite with a parent, say counselors at a detention center in Texa s where the INS houses the largest number of the unaccompanied children it cat ches. Of those, the counselors say, 75 percent are looking for their mothers. Som e children say they need to find out whether their mothers still love them. A priest at a Texas shelter says they often bring pictures of themselves in their mothers’ a rms.

The journey is hard for the Mexicans but harder still for Enrique and the others fr om Central America. They must make an illegal and dangerous trekup the length of Mexico. Counselors and immigration lawyers say only half of them get help fro m smugglers. The rest travel alone. They are cold, hungry, and helpless. They ar e hunted like animals by corrupt police, bandits, and gang members deportedfro m the United States. A University of Houston study found that most are robbed, b eaten, or raped, usually several times. Some are killed.

They set out with little or no money. Thousands, shelter workers say, make their way through Mexico clinging to the sides and tops of freight trains. Since the 199 0s, Mexico and the United States have tried to thwart them. To evade Mexican po lice and immigration authorities, the children jump onto and off of the moving trai n cars. Sometimes they fall, and the wheels tear them apart.

They navigate by word of mouth or by the arc of the sun. Often, they don’t know where or when they’ll get their next meal. Some go days without eating. If a train stops even briefly, they crouch by the tracks, cup their hands, and steal sips of w ater from shiny puddles tainted with diesel fuel. At night, they huddle together on the train cars or next to the tracks. They sleep in trees, in tall grass, or in beds m ade of leaves.

Some are very young. Mexican rail workers have encountered seven-year- olds on their way to find their mothers. A policeman discovered a nine-year- old boy near the downtown Los Angeles tracks. “I’m looking for my mother,” he s aid. The youngster had left Puerto Cortes in Honduras three months before. He h ad been guided only by his cunning and the single thing he knew about her: wher e she lived. He had asked everyone, “How do I get to San Francisco?”

Typically, the children are teenagers. Some were babies when their mothers left; t hey know them only by pictures sent home. Others, a bit older, struggle to hold o n to memories: One has slept in her mother’s bed; another has smelled her perfu me, put on her deodorant, her clothes. One is old enough to remember his mothe r’s face, another her laugh, her favorite shade of lipstick, how her dress felt as sh e stood at the stove patting tortillas.

Many, including Enrique, begin to idealize their mothers. They remember how the ir mothers fed and bathed them, how they walked them to kindergarten. In their a bsence, these mothers become larger than life. Although in the United States wo men struggle to pay rent and eat, in the imaginations of their children back home they become deliverance itself, the answer to every pro blem. Finding them becomes the quest for the Holy Grail. ! Bibliographic Citation: Nazario, Sonia. “Chapter One: The Boy Left Behind.” In Enrique’s Journey. New York: Random House Paperbacks, 2007, 1-7.