1. November 16, 2010 “Volunteer”Ideas and Content Day 4 What is the main idea of the essay? What support does the author provide in the last paragraph? What effect does this have on the author’s argument? Rewrite the last paragraph to better support the main idea. What is the main idea of the essay? What support does the author provide in the last paragraph? What effect does this have on the author’s argument? Rewrite the last paragraph to better support the main idea.

2. Student Goals Make inferences about characters based on details in the text. Identify character motivation. Identify and explain the theme of “Everyday Use” based on inferences. Complete Holt Online assignments. –Follow the directions. Create a vocabulary flyer for an unfamiliar word that will define the word, identify its origins, synonyms, antonyms, and explain its relationship to “Where Have You Gone, Charming Billy?”

3. Reading Focus Worksheet Look at the back of your Analyzing Visuals worksheet for “Sunflower Quilting Bee at Arles.” Did you do the activity? Have it finished for tomorrow.

4. What can you infer about Dee/Wangero’s opinion of her sister? What details support your inference? She gasped like a bee had stung her. “Maggie can’t appreciate these quilts!” she said. “She’d probably be backward enough to put them to everyday use.” “I reckon she would,” I said. “God knows I been saving ’em for long enough with nobody using ’em. I hope she will!” I didn’t want to bring up how I had offered Dee (Wangero) a quilt when she went away to college. Then she had told me they were old-fashioned, out of style. “But they’re priceless!” she was saying now, furiously; for she has a temper. “Maggie would put them on the bed and in five years they’d be in rags. Less than that!” p. 124

5. Which character doesn’t really understand? How do you know? “You just don’t understand,” she said, as Maggie and I came out to the car. “What don’t I understand?” I wanted to know. “Your heritage,” she said. And then she turned to Maggie, kissed her, and said, “You ought to try to make something of yourself, too, Maggie. It’s really a new day for us. But from the way you and Mama still live, you’d never know it.” p. 124

6. How has this experience changed Maggie? You can make an inference! What details would support your inference? Maggie smiled, maybe at the sunglasses. But a real smile, not scared. After we watched the car dust settle, I asked Maggie to bring me a dip of snuff. And then the two of us sat there just enjoying, until it was time to go in the house and go to bed. p. 124

7. Character Motivation What motivates Dee/Wangero? What motivates Mama? What motivates Maggie? Think about why she comes to visit. Think about why she prepares the yard. Think about why she gives the quilts to Maggie. Think about why she is willing to give up the quilts.

8. Cotton Fields, Sunflowers, Blackbirds and Quilting Bees (1997) by Faith Ringgold. © Faith Ringgold, 1997. Which character would you side with in the conflict over the quilts? Why?

9. Answer the following in a short paragraph response. Make a topic sentence with the key words. Clearly state the theme. Then support your theme with evidence from the story. Based on the inferences you have made, state the theme of “Everyday Use.” Explain your theme by using your inferences about the characters, their motivations, and interactions. Support your inferences with details.

10. Homework Week 12 by Monday, Nov. 22. Finish Reading Focus: Making Inferences. Quiz on “Everyday Use” on Friday, Nov. 19. Week 12 by Monday, Nov. 22. Finish Reading Focus: Making Inferences. Quiz on “Everyday Use” on Friday, Nov. 19.