AHSGE Reading Objectives IV-2 and IV-3 Demonstrate the ability to preview and predict; discern organizational patterns

Objective IV-2 Preview text features to make a prediction about the text content. Preview text features to make a prediction about the text content. Note: Text features may include headings, subheadings, illustrations, footnotes, captions, topic sentences, book jackets, introductory paragraphs, and such graphic displays as charts, maps, graphs, and timelines. Note: Text features may include headings, subheadings, illustrations, footnotes, captions, topic sentences, book jackets, introductory paragraphs, and such graphic displays as charts, maps, graphs, and timelines.

From Julius Ceasar By William Shakespeare SCENE III. A street. Enter CINNA the poet CINNA THE POET I dreamt to-night that I did feast with Caesar, And things unlucky charge my fantasy: I have no will to wander forth of doors, Yet something leads me forth. Enter Citizens First Citizen What is your name? Second Citizen Whither are you going? Third Citizen Where do you dwell? Fourth Citizen Are you a married man or a bachelor? Second Citizen Answer every man directly.

First Citizen Ay, and briefly. Fourth Citizen Ay, and wisely. Third Citizen Ay, and truly, you were best. CINNA THE POET What is my name? Whither am I going? Where do I dwell? Am I a married man or a bachelor? Then, to answer every man directly and briefly, wisely and truly: wisely I say, I am a bachelor. Second Citizen That's as much as to say, they are fools that marry: you'll bear me a bang for that, I fear. Proceed; directly.

CINNA THE POET Directly, I am going to Caesar's funeral. First Citizen As a friend or an enemy? CINNA THE POET As a friend. Second Citizen That matter is answered directly. Fourth Citizen For your dwelling,--briefly. CINNA THE POET Briefly, I dwell by the Capitol. Third Citizen Your name, sir, truly. CINNA THE POET Truly, my name is Cinna. First Citizen Tear him to pieces; he's a conspirator. CINNA THE POET I am Cinna the poet, I am Cinna the poet.

Fourth Citizen Tear him for his bad verses, tear him for his bad verses. CINNA THE POET I am not Cinna the conspirator. Fourth Citizen It is no matter, his name's Cinna; pluck but his name out of his heart, and turn him going. Third Citizen Tear him, tear him! Come, brands ho! fire-brands: to Brutus', to Cassius'; burn all: some to Decius' house, and some to Casca's; some to Ligarius': away, go! Exeunt

1. The mob was angry because A. Caesar has been murdered. B. Brutus has been murdered. C. they cannot vote in the election. D. they want anyone associated with the conspiracy to die.

2. The mob confuses Cinna, the poet, with Cinna, the A. cook. B. conspirator. C. magistrate. D. ruler.

3. Since Cinna is a poet, on what grounds besides his name could the crowd kill him? A. His poetry is too beautiful. B. His poetry is a foreign language. C. His poetry is actually prose. D. His poetry is in bad verse.

4. If Cinna can talk his way free of the angry mob, predict what he will do next? A. Kill himself because of his name. B. Warn other Cinnas in the city of the angry mob. C. Flee far away from Rome. D. Join the angry mob.

5. If Cinna dies, predict what will happen. A. The mob will mourn his death. B. The mob will see him as a martyr. C. The mob will count his death as a victory. D. The mob will kill all men that cross its path.

Objective IV-3 Determine the organizational pattern of a passage, but not label the pattern. Determine the organizational pattern of a passage, but not label the pattern. Note: Organizational patterns may include chronological order, spatial order, order of importance, comparison and contrast, cause and effect, and main idea with examples or anecdotes. Note: Organizational patterns may include chronological order, spatial order, order of importance, comparison and contrast, cause and effect, and main idea with examples or anecdotes.

Two distinct opinions were expressed by the group of students. Some wanted to change the lunchroom procedure to an a la carte line in which each student would select and pay for only what he or she wanted. They felt that this would encourage more students to eat lunch and would be fairer. They were not concerned about whether each student would have a balanced diet. Another large faction did want to offer choices, but they wanted each choice to be a planned meal. The price would be the same for each, but one choice would be a salad bar, one a meat and vegetable plate, and one a sandwich and fruit choice. These students were concerned about balance and choices. The school board will vote next week.

1. Identify the basic pattern from four or five choices. A. Main ideasupporting details B. Comparisoncontrast C. Chronological order D. Spatial order