2. 1. SAT Question of the Day #2 2. Finish Activity 1.5 How does the tone change? 3. Activity 1.6  OBJECTIVE:  Generate and objective summary, selecting key textual details.  Analyze the use of definition strategies in order to apply those strategies to new writing.

3. (a) Before the producer took the musical to Broadway, he (b) tried to get the show with all (c) their actors and actresses booked in the summer stock theaters for (d) last-minute revisions. (e) no error

6. CHUNK 5

7. CHUNK 6

9.  Share findings on the board and discuss

13. CHUNK 3

14. CHUNK 4

15. CHUNK 5

16. CHUNK 6

18.  Share findings on the board and discuss

20. CHUNK 1

21. CHUNK 2

22. CHUNK 3

23. CHUNK 4

24. CHUNK 5

25. CHUNK 6

26.  On the bottom of the handout, explain how Yezaierska’s TONE changes throughout the story.  Turn in.

27. Defining an American

28.  What do you do when you encounter difficult texts?  What SHOULD you do?  Slow down.  Break down the sentences, one at a time.  Use punctuation as dividers.  Identify the SUBJECT AND VERB  Paraphrase.

29.  In this great American asylum, the poor of Europe have by some means met together, and in consequence of various causes; to what purpose, should they ask one another, what countrymen they are. Treat this semicolon like a period and stop here. Ask yourself, “What is he saying?” In this place of refuge/safety, the poor of Europe have come together for a multitude of reasons. What does this mean? They ask each other what countries they came from and why they came to America.

30.  Number your sentences. You should have 36.  Paragraph 1 = sentences 1-19  Paragraph 2 = sentences 20 – 26  Paragraph 3 = sentences 27-36

31. PARAPHRASE  Group Assignments:  Group 1=sentences 2-8 (“Alas, two thirds…of their industry.”)  Group 2 = sentences 9-15 (“The laws…confirmed by government”  Group 3 = sentences 16-22 (“There the crown…this new man?”)  Group 4 = sentences 23 – 29 (“He is either an European…climates they inhabit.”  Group 5 = sentences 30-36 (“The American ought…American.”)  Go through your assigned sentences and paraphrase.  In the margin of your book, write sentence # and your paraphrase.  Be prepared to be an expert on your assigned section.

32.  Share your findings with the class.  Class take notes over paraphrases.  Look for STRATEGIES of DEFINITION and fill out the chart on page 30.

33. Classification  “…here they rank as citizens.”  “…two thirds of them had no country.”  “title of freemen”  “poor European emigrant”  “an European, or the descendant of an European.”  “new race of men; new man” Function  “…they have taken root and flourished!”  “…by being received in the broad lap of our great Alma Mater.”  “western pilgrims”  “…they will finish the great circle.”  “…who acts upon new principles;”