EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)

(Do when we return either from Thanksgiving or Christmas Break)

DAY ONE:

Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.

Show pics from internet to illustrate symbols:

Symbol for Justice

The Caduceus

The Cross

Yin/Yang

Ambiguity:

Signs which could be interpreted as two faces or a goblet.

Irony:

Have students break into groups of three to demonstrate the three types of irony.

Day 2:

Read pages 66 - 67 together as a class.

Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.

Begin reading “Homecoming” by Richard Rodriquez

Day 3:

Read “Wild as It Ever Was” by Jeff Rennicke (page 73)

Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)

Discuss the time line of Ishi’s life

Pair up and discuss “After You Read”; share with class (page 79)

“Homecoming”

“Wild as It Ever Was”

“The Repatriation of Isi”

Create a chart “Synthesizing Sources” (page 81)

Day 4:

Skills Review: Vocabulary (page 82)

SECOND PART

Day 1:

BEFORE YOU READ (page 83)

Read “Codes of Conduct: Literary Focus and Reading Skills” together as class

Read Vocabulary Development: page 84

(Choose pairs of students to act out the vocabulary words:

Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous

Read Denotation and Connotation

Write a description of a slender person you like.

Write a description of a slender person you don’t like.

Compare

Day 2:

“Codes of Conduct” (page 85) Read together as a class

AFTER YOU READ (page 89)

Pair up and discuss; share with the class

Style

Analyze

Style

Identify

Style

Interpret

Interpret

Analyze

For homework: SKILLS PRACTICE (page 90)

Day 3:

SKILLS REVIEW (page 91) Read together as a class

Vocabulary and Comprehension

ELEMENTS OF LITERATURE (page 92)

Irony and Ambiguity

Symbolism and Allegory

For homework: Students bring in symbols and explain what they mean

“Hurdles” (page 97) (Cartoon)

After You Read (page 100)

Effect

Cause

Ambiguity

Irony

Connect

For homework: Skills Practice (page 101) and Skills Review (page 102)

Third Part

Day One:

BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)

Literary Focus: Symbols and Allegory

Reading Skills: Making Inferences

Vocabulary Development

Connotation/Denotation

“Prologue from Walking with the Wind”; read together as a class

AFTER YOU READ (page 111)

Pair up and discuss; share with class:

Identify

Clarify

Cause and Effect

Infer

Visualize

Symbolism

Cause and Effect

Interpret

Fluency

Clarify

Symbolism

Clarify

SKILLS PRACTICE (page 113)

For homework:

Allegory Chart

Vocabulary and Comprehension

Go over in class

Day Two:

LITERARY RESPONSE and ANALYSIS (page 115)

Using Primary and Secondary Sources

“Kennedy’s Assassination” by Eric Sevareid; read together as a class

“For Me, It Was a Dramatic Day”; read together as a class

AFTER YOU READ; work together as a class (page 118)

For homework:

CONSTRUCTED RESPONSE (page 118)

Day 3:

LITERARY RESPONSE and ANALYSIS (page 119)

“Internment”; Read together as a class

BEFORE YOU READ (page 122)

“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”

“Internment” (poem); page 123

AFTER YOU READ; page 124

Pair up and work together; share with class

For Homework:

Reading Check, Thinking Critically

Day 4

BEFORE YOU READ; “How to Eat a Guava” (page 125)

Read together as a class:

Literary Focus: Style: Diction and Imagery;

Tone: An Attitude

Background

“How to Eat a Guava”; (page 126) Read together as a class

“The Tropics in New York”; (page 128) Read together as a class

AFTER YOU READ; (page 129)

“Reading Check”; read and discuss as a class

“Thinking Critically”; read and discuss as a class

“Literary Criticism”: read and discuss as a class

Constructed Response; for homework

EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)

(Do when we return either from Thanksgiving or Christmas Break)

DAY ONE:

Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.

Show pics from internet to illustrate symbols:

Symbol for Justice

The Caduceus

The Cross

Yin/Yang

Ambiguity:

Signs which could be interpreted as two faces or a goblet.

Irony:

Have students break into groups of three to demonstrate the three types of irony.

Day 2:

Read pages 66 - 67 together as a class.

Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.

Begin reading “Homecoming” by Richard Rodriquez

Day 3:

Read “Wild as It Ever Was” by Jeff Rennicke (page 73)

Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)

Discuss the time line of Ishi’s life

Pair up and discuss “After You Read”; share with class (page 79)

“Homecoming”

“Wild as It Ever Was”

“The Repatriation of Isi”

Create a chart “Synthesizing Sources” (page 81)

Day 4:

Skills Review: Vocabulary (page 82)

SECOND PART

Day 1:

BEFORE YOU READ (page 83)

Read “Codes of Conduct: Literary Focus and Reading Skills” together as class

Read Vocabulary Development: page 84

(Choose pairs of students to act out the vocabulary words:

Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous

Read Denotation and Connotation

Write a description of a slender person you like.

Write a description of a slender person you don’t like.

Compare

Day 2:

“Codes of Conduct” (page 85) Read together as a class

AFTER YOU READ (page 89)

Pair up and discuss; share with the class

Style

Analyze

Style

Identify

Style

Interpret

Interpret

Analyze

For homework: SKILLS PRACTICE (page 90)

Day 3:

SKILLS REVIEW (page 91) Read together as a class

Vocabulary and Comprehension

ELEMENTS OF LITERATURE (page 92)

Irony and Ambiguity

Symbolism and Allegory

For homework: Students bring in symbols and explain what they mean

“Hurdles” (page 97) (Cartoon)

After You Read (page 100)

Effect

Cause

Ambiguity

Irony

Connect

For homework: Skills Practice (page 101) and Skills Review (page 102)

Third Part

Day One:

BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)

Literary Focus: Symbols and Allegory

Reading Skills: Making Inferences

Vocabulary Development

Connotation/Denotation

“Prologue from Walking with the Wind”; read together as a class

AFTER YOU READ (page 111)

Pair up and discuss; share with class:

Identify

Clarify

Cause and Effect

Infer

Visualize

Symbolism

Cause and Effect

Interpret

Fluency

Clarify

Symbolism

Clarify

SKILLS PRACTICE (page 113)

For homework:

Allegory Chart

Vocabulary and Comprehension

Go over in class

Day Two:

LITERARY RESPONSE and ANALYSIS (page 115)

Using Primary and Secondary Sources

“Kennedy’s Assassination” by Eric Sevareid; read together as a class

“For Me, It Was a Dramatic Day”; read together as a class

AFTER YOU READ; work together as a class (page 118)

For homework:

CONSTRUCTED RESPONSE (page 118)

Day 3:

LITERARY RESPONSE and ANALYSIS (page 119)

“Internment”; Read together as a class

BEFORE YOU READ (page 122)

“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”

“Internment” (poem); page 123

AFTER YOU READ; page 124

Pair up and work together; share with class

For Homework:

Reading Check, Thinking Critically

Day 4

BEFORE YOU READ; “How to Eat a Guava” (page 125)

Read together as a class:

Literary Focus: Style: Diction and Imagery;

Tone: An Attitude

Background

“How to Eat a Guava”; (page 126) Read together as a class

“The Tropics in New York”; (page 128) Read together as a class

AFTER YOU READ; (page 129)

“Reading Check”; read and discuss as a class

“Thinking Critically”; read and discuss as a class

“Literary Criticism”: read and discuss as a class

Constructed Response; for homework

JANUARY 18, 2010 - JANUARY 21, 2010

Weekly Agenda for 9th Grade Honors English

Monday, January 17th:

No school!

Tuesday, January 18th:

Shortened day.

Present your Unit 3 Vocabulary Word Study

Wednesday, January 19th:

Go over homework: Holt’s Handbook; Adjective Clauses; pages 100 - 104; exercises 2 and 3;

Finish reading The Odyssey, “The Isle of the Witch Circe”

Reading log:

A brief summary of “The Witch Circe” ; three vocabulary words, three examples of literary terms and how and why they are being used.

Find your totem animal quiz: What animal represents the true, inner you? Type in "What's Your Animal Totem quiz" and take the test for extra credit.

Thursday, January 20th:

Warm-up: Write five sentences with five words from your Unit 3 Vocabulary using adjective clauses.

Read THE ODYSSEY, “The Land of the Dead”

Friday, January 21st:

Group work with Unit 3 Vocabulary

Read THE ODYSSEY, “Back to the Isle of Circe”

JANUARY 10TH WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, January 10th:

Collect homework:

Units 3 and 4 Vocabulary Homework

Grammar Homework

Extra credit work

Review and finish reading The Odyssey: Polyphemus

Read “The Sacred Tie”

Discussion of cultural greetings

Tuesday, January 11th:

Go over answers to Unit 3 Vocabulary

Read “The Isle of Circe the Witch”

Reading log: Includes a short summary; vocabulary; figurative language

Wednesday, January 12th:

Go over answers to Unit 4 Vocabulary

Reading log: Includes a short summary; vocabulary; figurative language

Read “Hades: the Underworld”

Thursday, January 13th:

Go over grammar

Read “Back to the Isle of Circe the Witch”

Reading log: Includes a short summary: vocabulary; figurative language

Friday, January 14th:

Read “Scylla and Charybdis”

Reading log: Includes a short summary; vocabulary; figurative language

Act out scenes from this week’s reading

December 13, 2010 - December 17, 2010

Weekly Agenda for 9th Grade English Honors

Monday, December 13th:

Read THE ODYSSEY

A Boy Searches for His Father

Telemachas goes on a journey to look for his father.

Tuesday, December 14th:

Vocabulary Assignment:

Break into groups of four, choose five words and create a scene, a rap or a song and dance using the words. Be sure your group uses all five words, that the words are used in sentences that illustrate their correct usage and that the definitions are included in the group's project.

Read THE ODYSSEY

Book 4; Odysseus on the Isle of Calypso

Assignment: Draw a picture of Calypso's cave.

This will be due on Wednesday.

Wednesday, December 15th:

Gallery walk of your art work

Read THE ODYSSEY

Read Princess Nausicaa and the Court of Alcinous.

Thursday, December 16th:

Read THE ODYSSEY

Read the Isle of Cicones, the Bag of Winds, and the Lotus Eaters.

Friday, December 17th:

Present your vocabulary projects!

Read THE ODYSSEY

Read The Isle of Polyphemus the Cyclops

Subordinate and Independent Clauses:

Independent Clauses have the following:

It has a noun.

It has a verb.

It expresses a complete thought.

I set my alarm.

Although I set my alarm.

How you determine what the subject is – you take the verb (in this case it is “set”) and you ask yourself who or what is doing the verb or the action.

Subordinate clause cannot stand alone. It does not express a complete thought or it lacks a noun or a verb.

Subordinate means of lesser importance.

Sentences that begin with these words are subordinate clauses:

Although

Since

That

When

Which

Predicate: is that part of the sentence that has the verb in it. Everything that is not the subject.

The cat walked over to her bowl to eat.

The cat: is the subject

The predicate: walked over to her bowl to eat.

Predicate nominative: is the noun that is in the predicate and that refers back to the subject.

Anna is a charming and delightful student.

Anna is the subject.

Is a charming and delightful student is the predicate.

Student would be the predicate nominative.

This charming and delightful assignment will be due on Thursday, December 2^nd.

Write out the entire sentence, underline the italicized part and then identify if the italicized part is a subordinate clause or independent clause.

Persuasive Essay

Thesis statement:

Topic sentence but with an attitude – in other words, you must take a position on the subject.

Video games are fine in moderation when monitored by adults.

Video games are fun and exciting and children should be allowed to play without interference from parents.

Most of the articles in the district assessment booklet are opposed to the use of video games by children.

Some of the articles are in between – they believe that with moderation and adult supervision most video games are fine.

Some of the articles seem to imply that most children are using video games immoderately and without adult supervision.

Some of the evidence provided in the district assessment booklet:

Average game buyer is 37 years old.

Percentage of time parents are involved with purchase or rental of games is 83%.

90% of games are purchased by adults.

Percentage of parents who monitor their children’s use of video games – 92%.

10% of the games are still unmonitored.

There are still many people who are under 37 who are using video games.

Opposing arguments:

How do we know the 37 year old is a parent?

The number of 37 year olds who are buying video games may cause the game inventors to create games for 37 year olds which are inappropriate for children.

17% of parents are not involved with the purchase of video games.

What does the "percentage of time involved" mean? How is percentage of time involved calculated and by whom?

How did the researchers get the 92% statistics that parents monitor their children? Don’t people lie on surveys to make them appear better than they are?

These are the components of the persuasion essay one must have in order the pass the test:

T: thesis

TP: thesis addressed the prompt

Aee: analyzed and evaluated the evidence

DP: developed the prompt

CC: Counter claim

If your thesis statement is anti-video games: they are destructive and harmful to children, then you would might want to go to page 12, “Video Games May Help Relieve Pain”, to find your counter claim.

Rebuttal: to knock down the counter claim.

Development of the Prompt: one must write additional sentences about the thesis. One does this using anecdotes, statistics, supporting evidence.

Thesis position:

Video games should be banned because they are harmful to children.

What do you mean by video games? What kinds of games?

What do you mean by banned?

How are they harmful and in what way?

What do you mean by children?

Body of the paragraph:

Mini topic sentence

Make sure you write at least two sentences to develop your mini-topic sentence.

Make sure you use at least one piece of evidence per paragraph to support your claim.

In the fourth paragraph put the counter claim and then your rebuttal.

In the final concluding sentence, which ties up the paragraph in a neat little package, quickly reiterate your main points - one sentence or clause per point - and then write a final concluding sentence which restates your position. Do not introduce new information or ideas in the final paragraph.

This essay will be due on _____________.

NOVEMBER 29, 2010 - DECEMBER 3, 2010

Weekly Agenda for 9th Grade Honors English:

Monday, November 29th:

Go over your persuasion essays.

Go over format for persuasion essays

Thesis statement

Development

Citation

Supporting evidence

Comments

Redo essay for higher grade. Depending on how well you do, we will either begin THE ODYSSEY or work on more persuasion essays ;-(

Tuesday, November 30th:

Please bring your HOLT'S HANDBOOK (the grammar book)

Today pages 98 - 100, Exercise 1: "Identifying Independent and Subordinate Clauses" will be assigned; this will be due on Thursday, December 2nd.

Begin reading THE ODYSSEY

Wednesday, December 1st:

Read THE ODYSSEY

Watch the video

Please bring your vocabulary book to class today; Unit 2 will be assigned. Unit 2 will be due on Tuesday, December 7th.

Thursday, December 2nd:

Your grammar homework is due today: HOLT'S HANDBOOK; Exercise 1: "Identifying Independent and Subordinate Clauses"

Read The ODYSSEY

Watch the video

Friday, December 3rd:

Warm-up: Using your vocabulary words from Unit 2, write five sentences with subordinate

clauses.

Read THE ODYSSEY

Watch the video

Persuasive Essay

Anna:

Although video games are a good thing and fun to play, they are holding kids back from attending school every day and getting good grades; it is the parents’ job to limit their children’s excessive use of video games.

According to a study published in the Journal of Behavioral Science in 2000, video games have a definite connection with high school students’ absences in school.

This shows that too many students are too busy playing video games and that they do not get enough sleep to go to school the next day. This can affect their grades.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Thesis statement:

There is nothing inherently wrong with video games; with adult supervision, teens should be able to have access to video games.

Source or evidence:

According to the graphs compiled by the Entertainment Software Association, the average game player’s age is thirty and the average game buyer’s age is thirty seven.

Your words which show that your evidence supports your thesis statement:

These statistics show that most of the game players are not young kids, but rather mature adults. Most of the thirty seven year old game buyers are either buying these games for themselves or for their young children. This shows that most children are using these games under adult supervision.

In a letter from a concerned student, Nicco Josephs states the following:

In a response to an editorial, “Violent Video Games Cause Violence in Children”, a concerned reader writes,”

Counter claim:

Counter: against

If your thesis statement is that video games are dangerous, promote violence and should be severely restricted then your opponent’s counter claim would be that video games are used by hospitals to help young patients overcome their fear and pain.

BUT (your rebuttal):

The majority of gamers are not sick, frightened children.

Or (another rebuttal):

But the hospitals limit the amount of time and the type of video games played by their patients.

You have to set up your opponents’ argument and then knock it down!

For tonight:

Transfer your information onto the graphic organizer.

Then using your graphic organizer, write a five paragraph essay. Make sure you have a thesis statement; evidence to support your claim; a counter claim and a rebuttal to the counter claim.

First paragraph:

Grabber:

Can be an anecdote (short story) that proves your point

Thesis statement

2^nd Paragraph:

Mini-topic sentence (lets us know what the paragraph is going to be about)

One or two sentences (at least ) which develops the idea of the mini-topic sentence

Evidence from the booklet

Comment (use your own words: the ones YOU wrote in the right box on the graphic organizer) on how the evidence proves your point. (At least one sentence in your own words but preferably two or three sentences showing how the evidence proves your thesis.)

Then a closing sentence.

Counter claim paragraph:

You should write the counter claim and the rebuttal in the body paragraphs.

Counter claim paragraph:

State the counter claim.

Then write at least one to three sentences that strike down your opponent’s claim. This is called your rebuttal. You may even use evidence to support your rebuttal.

Then write a closing sentence for that paragraph.

Concluding paragraph:

Go over the points that were introduced in the beginning paragraph and developed in the body paragraph.

Arrive at your conclusion in this paragraph.

Persuasive Essay

Short Constructed Response for Persuasion

Video Games

Short Constructed Response

Thesis Statement:

It is a sentence that tells the reader what the essay is going to be about; it also has to have your position.

Examples of thesis statements:

Although video games can be detrimental if children play them without parental supervision, video games should not be restricted by the government.

Although video games can be harmful if played without adequate adult supervision, there should not be governmental restriction placed on the use or sale of video games.

There is little or no evidence which shows that excessive use of video games is detrimental to children; therefore, no governmental restriction on its use is warranted.

There is little or no evidence that shows excessive use of video games is detrimental to children; it is the parents’ responsibility to control their children’s video use, not the government’s.

Video games can have a detrimental effect on a child who plays an excessive amount without adult supervision; therefore, there should be some governmental restriction placed on the use and sale of video games to minors.

Students’ Examples of Thesis Statement:

Anna:

Video games can be relaxing and entertaining at the end of a long day; however, they can affect the behavior and thoughts of a child or a teen; therefore, it is the parents’ job, not the government’s job, to restrict the use of video games.

Martha:

Video games have a tendency to be fun and entertaining; however, they can be addicting and can cause problems so the parents should be able to restrict their children’s access to the video games.

DaMaya:

Kids who are addicted to video games are not at fault; their parents are for buying the inappropriate video and allowing it to take over their children’s minds; therefore, the government has done its part and cannot be blamed.

Vocabulary:

Banned: to completely outlaw; to be totally against the law.

One side is demanding more restrictions

Pretty good example:

Another side is demanding no more restrictions but placing the responsibility of video use on the parents.

Video games corrupt young minds by exposing younger players to violence; the constant demand of games and new systems and the crucial impact on the behavior warrant the parents’ overseeing the child’s use of the video games.

Andy:

Video games are fine in moderation and restrictions have already been made, so the rest of the responsibility lies in the hands of the parents for each individual situation.

NOVEMBER 15, 2010 - NOVEMBER 19, 2010

WEEKLY SCHEDULE FOR 9th GRADE HONORS ENGLISH

Monday, November 15th:

Begin work on the short constructed response

Tuesday, November 16th:

Shortened Day

Begin working on the persuasive essay

Wednesday, November 17th:

Continue working on the persuasive essay

Thursday, November 18th:

Finish the persuasive essay

Friday, November 19th:

Vocabulary Fun!

NOVEMBER 8, 2010 - NOVEMBER 12, 2010 WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH

Monday, November 8th:

Workshop with actors and directors from AADA

Tuesday, November 9th:

Regular Day

Go over “The Cask of Amontillado” vocabulary and irony packet. This will be due today.

Wednesday, November 10th:

PERSPECTIVES in MULTICULTURAL LITERATURE;

Academic Vocabulary for Collection One; page 3

Evaluating an Argument; pages 4 - 5

Before You Read: Rising Tides: An Arctic Floe of Climate Questions

“Rising Tides”; pages 8 - 10

Op-Ed: “An Arctic Floe of Climate Questions”; pages 11 - 12

For homework:

After You Read: Reading Check; Test Practices; Constructed Response

This will be due on Friday, November 12th.

Thursday, November 11th:

Veterans’ Day

No School

Friday, November 12th:

Go over the Constructed Response

October 28, 2015 The Cask of Amontillado Notes

THE CASK OF AMONTILLADO

CASK is a barrel.

AMONTILLADO is a very fine Spanish wine.

Catacomb: is an underground place where wine and bodies are buried.

Carnival: Mardi Gras. We celebrate Mardi Gras in February or March. It is usually the five days leading up to  the beginning of Lent.  Lent begins forty days before Easter. During Lent the devoted give up something they love in order to experience the suffering Christ endured during the crucifixion.

During Mardi Gras – WE PARTAY!!!!!!!!!!!

During Mardi Gras we wear masks and we SINNNNNNNNN!!!!!!!!!!!!!!!!!!!! We drink and we dance and we smoke and we eat too much, and we kiss random people.

Fortunato is a man at whom the narrator is mad.

Injuries: bruises, pain, suffering

Borne: to endure, to suffer, to put up with

Ventured upon insult: Fortunato began to insult the narrator.

Utter: to say a word

Utterance: the things you say.

The narrator never uttered a word of a threat to Fortunato.

Definitiveness: definitely

Avenge: payback

Precluded: action taken before hand to prevent something from occurring.

Redress: to right a wrong

Unredressed: to not be avenged.

Redresser: someone who rights a wrong.

Impunity: without punishment; to get away with something and not get punished for it.

Retribution: punishment; the act that avenges the wrong committed against another.

Fortunato: he  prides himself on his connoisseurship in wine.

The narrator didn’t care how long it took to take revenge on Fortunato

As long as he did not get punished.

If the redresser gets punished then the wrong still remains unpunished.

It remains unpunished if the punisher (the avenger) does not make the wrongdoer feels (realize) the same amount of pain as he did when he was hurt.

Quack: a rip-off artist; a fraud

Luchesi: a rival with Fortunato in his knowledge of fine wines.

The name of the narrator and his family is the Montresors. Montresor is very similar to the word monster. 

Orbs: round spheres or globes. It refers to Fortunato’s eyes.

Rheumy: watery discharge

Intoxication: a state of drunkenness.

“My poor friend”  Montresor calling him “my poor friend” would suggest sympathy or friendliness.  Do you think Montresor, the narrator, likes him?  What kind of irony might this be – saying something that might not reflect how you’re really feeling?

Puns and Irony: A bricklayer is not always a Mason. 

Mason: a secret organization open only to Christian men. It is very exclusive and not open to everyone who  applies for admission. Women are are not allowed in the Masons. 

Mason: also a brick layer.

A trowel: a tiny hand shovel used by masons to lay brick and mortar.

The Unreliable Narrator:

The narrator is unreliable. This technique is used a lot by Poe.

Can we trust the narrator, Montresor, in “The Cask of Amontillado”?

Going beyond the story: 

There are a few clues that hint at the reasons Montresor hates Fortunato. They are:

Montresor: “You are rich, respected, admired, beloved; you are happy, as I once was. You are a man to be missed.”

What is implied  when he says he was once admired and respected?

“You will become sick and I cannot be held responsible.”

Why is it important that he not be held responsible for Fortunato’s ill health?

“The Montresors were a great and numerous family.”

What do you think happened to his family?
"You? A mason? Impossible!" 
Why would Fortunato expressed incredulity at Montresor being a member of the exclusive and secretive Masons?

 Assignment: 

Write down a brief story, description or scenario explaining Montresor’s hatred for Forunato.  Use the limited information given or implied by Montresor to explain what possibly may have happened.

Marina, Anna, Sergey: Fortunato continually put Montresor and his family down for many years.

Why would Fortunato express incredulity at Montresor being a mason?

Fortunato: “You? Impossible! You’re a mason?”

What do you think happened in the past to Montresor and his family?

Vocabulary: 

Crypt: an underground vault where dead people are buried.

Recess: a shallow closet or depression in a wall without a door.

Explain the visual pun Montresor does when he holds up a trowel to Fortunato’s question,”Are you a mason?”  Why is this ironic?

Puns: 

What’s a pun? It is a play on words. Example:  That was very punny!

A penny saved is a penny earned.  A benny shaved is a benny urned.

Why cantalope with me? Because the celery won’t lettuce.

Assignment: 

 Draw a picture of the crypt to which Montresor leads Fortunato. (The description is on page 177.)

Vocabulary: 

From one of these (iron staples) depended a short chain, from the other (chain) a padlock.  The word “depend” comes from the Latin word for “hang down.”

Fetter: to chain up or to tie.

Assignment: 

Read the story from page 178, “He is an ignoramus…” all the way to the end of the story.  While one of you reads the story, the other two people in the group will act it out.