Easy, should be fast, so that the budget is a little bit lower, usually, I pick the cheapest price one. Thank you very much.
ACTIVITY 1: (10 pts) (RI 6) (L 4b) (L 6)
Reading: Egyptology Resources and Texts from the Pyramid Age as well as The Interactive Dig
Complete Comparing Functional and Expository Texts below:
- Compare and contrast the possible disadvantages of using Websites and primary sources for research. Under what circumstances would you use either of these two resources? Approx. 1 to 2 paragraphs.
Complete Content Area Vocabulary
- Explain how each of the following words is formed by adding a suffix to "excavate" and how the suffix changes the base word's meaning and part of speech: "excavation" and "excavator." Use each word in a sentence that shows its meaning.
ACTIVITY 2: (10 pts) (RL 5)
Reading: Like the Sun, Truth and The Open Window by Saki
Audio version of The Open Window
Complete the Irony and Paradox questions below:
- Analyze one example of irony in each story. For each example, identify and explain the elements that contrast with one another. Did you identify situational, verbal, or dramatic irony? Explain.
- Explain how each story explores a paradox: "Like the Sun": Telling the truth is a virtue that leads to punishment. "The Open Window": The cure for Mr. Nuttel's illness makes him worse.
- Complete a diagram to show how irony and paradox affect each story. Consider whether these devices simply add humor or whether they emphasize the impossible dilemmas facing a character.
ACTIVITY 1: (10 pts) (RI 3) (L 4b) (L 6)
Reading: Editorial on the Fall of the Berlin Wall and Voices from the Wall
Complete Argumentative and Exporitory Text 1-3
- Paraphrase the first paragraph of the editorial. Paraphrase each succeeding paragraph. Based on your paraphrases, explain how the author introduces and develops his analysis.
- Paraphrase the first paragraph of the primary source. In what ways does the main idea in the editorial connect with the main idea of the primary source? Explain.
- Add the suffix --ant to the base word accelerate. Using a print or online dictionary, explain how changing the suffix alters the meaning and part of speech of the base word. Do the same with the suffix --ion. Use the words accelerate, accererant, andaccerleration in sentences that show their meanings.
ACTIVITY 2: (10 pts) (RL 4) (RL 6) (W1)
Reading: The Censors by Luis Valenzuela and The Leader in the Mirror by Pat Mora
Complete Comparing Tones 1-3
1. What is each author's attitude toward the following concepts? Approx. 1 to 2 paragraphs, double-spaced. Cite textual evidence:
- Valenzuela: censorship, governments that censor
- Mora: heritage, consumer goods
2. Create a chart to record words and phrases that express each writer's tone. Analyze each writer's attitude toward the perceptions created by a society. Based on your chart, write a sentence comparing the mixture of tones in each piece.
3. Based on the mix of tones in each piece, describe the voice, or "personality on the page," of each writer. (Approx. 1 paragraph)
|Due By (Pacific Time)
||08/31/2014 12:00 pm