Counties Work

Last week you played a game to see how the federal budget is (or is not) balanced.  Today, you will learn about the economic decisions made at the level of local government, at Counties Work on iCivics.  Remember, you do NOT have to register (just click "No Thanks").  When you finish, you have the option to print a certificate; print the certificate to receive your daily grade.

Poetry Devices

Task 1:  Define each of the following terms.  Include an example for those terms with a star next to them.  (3 points)

• Alliteration*:
• Allusion:
• Diction:
•         Connotation vs. Denotation:
• Hyperbole*:
• Imagery*:
• Irony:
• Metaphor*:
• Motif:
• Onomatopoeia*:
• Personification*:
• Repetition:
• Rhyme*:
• Rhythm:
• Simile*:
• Symbol:
• Theme:
• Tone:

examples of tone: straightforward, understated,  approving, proud, disliking, harsh,  acerbic, angry,  confident, energetic, ironic, mocking, bitter, grim, cynical, interested,  sympathetic, pitiful, detached, cold,  uninterested, disinterested, apathetic, impartial, objective, humorous, playful, flippant, childish, child-like, tranquil, peaceful, subdued, sad, upset, depressed, afraid, fearful,  panicked, wistful, nostalgic,  sentimental, solemn, serious, somber, apologetic, rebellious, anxious, thoughtful, dreamy, excited, exhilarated,  exuberant, happy, contented, joyful, skeptical, urgent, commanding, demanding, condescending,  arrogant, lofty, dramatic, scornful, bold, provocative,  seductive


ALSO: What’s the difference between a narrative poem and a lyrical poem?

Task 2: Complete the poetry analysis worksheet to learn how poets use some of these devices. (3 points)

Task 3: Write your own poem (or poems) that uses at least one simile, one metaphor, and one personification. (4 points)

People's Pie

Learn about the economics of the federal government, including expenditures and revenues at People's Pie on iCivics.  When you finish, you have the option to print a certificate; print the certificate to receive your daily grade.

**Hint: take care of social security FIRST when you get to the expenditures section!

Gatsby Vocabulary

Fill in definitions for the following words under "MEANS" on your vocabulary packet:

Complacent: content, self-satisfied; happy with where you are and don't want change
Reproach: to find fault or blame with someone
Gaudy: too showy, tasteless
Cordial: friendly, polite
Impetuous: doing something without really thinking about it, impulsive
Credibility: believability, backed up with evidence
Tantalizing: makes you want something
Tumultuous: disturbance, commotion, out of control situation
Insolent: boldly rude or disrespectful
Retribution: getting even or making some wrong right
Obstinate: stubborn
Cynical: distrustful

Lincoln Movie Survey

http://www.surveymonkey.com/s/YNWQS5S

1790-1850 Projects

Choose one of the terms to create a Power Point or Poster presentation.  You will present this to the class.  In addition, you MUST provide students with a guided note-taking sheet OR a quiz of the FIVE most important pieces of information that you cover.

Slide 1:  Your term, a picture or graphic (with website cited) & your name

Slide 2:  Definition of the term/brief overview—Make sure we “get” it!

Slide 3:  Who are the important people associated with this term?

Slide 4:  What led up to this?  How did this happen?

Slide 5:  When did this happen?

Slide 6:  Where did this happen/Where are the areas affected by this?

Slide 7:  How did/does this affect the future? (Think long & short term)

Slide 8:  Why are we studying this?  Why is this important?

Slide 9:  Additional pictures/graphics (with websites cited)

Slide 10:  Bibliography (At a MINIMU, copy and paste ALL websites used for information or pictures)

**ANY information that has been COPIED and PASTED MUST BE IN QUOTATION MARKS with the website address following in parenthesis.  Websites must ALSO be listed in your bibliography!!!!!

Example: George Washington “learned the morals, manners, and body of knowledge requisite for an 18th century Virginia gentleman.” (http://www.whitehouse.gov/about/presidents/georgewashington)

You are the teacher!

Choose one of the terms to create a Power Point or Poster presentation.  You will present this to the class.  In addition, you MUST provide students with a guided note-taking sheet OR a quiz of the FIVE most important pieces of information that you cover.

Slide 1:  Your term, a picture or graphic (with website cited) & your name

Slide 2:  Definition of the term/brief overview—Make sure we “get” it!

Slide 3:  Who are the important people associated with this term?

Slide 4:  What led up to this?  How did this happen?

Slide 5:  When did this happen?  Where did this happen/Where are the areas affected by this?

Slide 6:  How did/does this affect the future? (Think long & short term)

Slide 7:  Why are we studying this?  Why is this important?

Slide 8:  Additional pictures/graphics (with websites cited)

Slide 9:  Bibliography (At a MINIMUM, copy and paste ALL websites used for information or pictures)

**ANY information that has been COPIED and PASTED MUST BE IN QUOTATION MARKS with the website address following in parenthesis.  Websites must ALSO be listed in your bibliography!!!!!

Example: George Washington “learned the morals, manners, and body of knowledge requisite for an 18th century Virginia gentleman.” (http://www.whitehouse.gov/about/presidents/georgewashington)

You will be graded on the day of your presentation on the following:

            Being prepared, speaking loudly and clearly

            The accuracy (did you use reliable websites and include your bibliography?)

The completeness of your presentation (did you cover it all?)

            Each of your “students” getting at least an 85% on your quiz or notes

Your attention to your peers’ presentation

Topics:

• War of 1812
• Louisiana Purchase/Exploration of Louis and Clark
• Monroe Doctrine
• Indian Removal Act & Trail of Tears
• Whiskey Rebellion & Shay’s Rebellion
• Annexation of Texas/Battle of the Alamo
• Manifest Destiny/Oregon Trail
• California Gold Rush
• Pony Express, Erie Canal, & the “iron horse”
• Seneca Falls Convention
• The Know-Nothing Party

Gatsby PreRead WebQuest

• Click on: http://www.huffenglish.com/gatsby/gatsbyhunt.html
• Follow the directions given for each section. Answer thoroughly in complete sentences on your own paper. Do not "cut and paste" -- rephrase the answers in your own words.
• If there are any problems with the links you are still responsible for answering the questions through further Internet research.

Secrets of the Samurai Sword

Examine the thousand-year-old art and science behind the making of a Japanese warrior's signature weapon on the NOVA special from PBS.
Take 10+ notes while watching OR write a 5+ sentence paragraph reaction after watching.

Supply & Demand

Play the game as a class.

Drafting Realistic Short Story

Choose one of your story ideas (one of the ones that you wrote a descriptive paragraph).  Write a first draft for that story.  It should contain the following elements:

·        A conflict (person vs. person, person vs. nature, person vs. society, and/or person vs. self)

·        Beginning (exposition), middle (rising action & climax), and end (falling action & resolution)

·        Sensory descriptions (imagery) of setting and at least one character

·        Dialogue

Hostess Strike

Hostess workers are striking in Biddeford.  See why on NBC news.

Realistic Short Story Brainstorming & Descriptive Writing

1. Think of some ideas for your own short story.  Think about your own experiences.  "Write what you know" is a famous piece of advice.  The stories that you read last week (by Malcolm X and Sandra Cisneros) were autobiographical.  Think of at least FIVE ideas of stories that have happened to you or someone that you know well that you can retell in a short story (creative licence is fine here to fill in some details).  

2. So that you have some other options, write down THREE ideas in which you can be a little more creative.  That is, you don't have to write about an actual instance in your life, but base it on what you know.  Nathan Englander explains that sometimes, “Write what you know isn’t about events… It’s about emotions. Have you known love? jealousy? longing? loss? Did you want that [video game system] so bad you might have killed for it? If so, it doesn't matter whether your story takes place in Long Island or on Mars – if you’re writing what you know, readers will feel it.” 

3. Read the following imagery-rich passage, paying attention to details that make you see, hear, smell, taste, and/or feel that which is being described:

The hot July sun beat relentlessly down, casting an orange glare over the farm buildings, the fields, the pond. Even the usually cool green willows bordering the pond hung wilted and dry. The low buzzing of mosquitoes hung about us.  Our sun-baked backs ached for relief. We quickly pulled off our sweaty clothes and plunged into the pond, but the tepid water only stifled us, and we soon climbed onto the brown, dusty bank. Our parched throats longed for something cool—a tart strawberry ice, a tall frosted glass of sweetly sour lemonade.

We pulled our clothes out of the crackling underbrush, the sharp briars pulling at our heavy, wet clothes.  We wriggled into our damp jeans and ambled toward the watermelon patch. As we began to cut open the nearest melon, we could smell the pungent skin mingling with the dusty odor of the dry earth. Suddenly, the melon gave way with a crack, revealing the deep, pink sweetness inside.

4. Then, list ten examples of phrases from the passage that show imagery & classify them by the sense that they appeal to (sight, hearing, smell, taste, or touch).

5. Choose your top THREE story ideas from numbers 1 & 2 above.  For each of those three story ideas, write a descriptive paragraph that focuses in on a character or a setting within that story idea, using imagery. 

PLEASE NOTE:

Since next week is so short, you will not have additional assignments next week, and I will give you until Tuesday of next week to turn in your work.  To summarize, submit the following assignments by Tuesday, November 20:

• FIVE (5) story ideas based on your life/experiences (a phrase or sentence describing the event is fine)
• THREE (3) creative (but realistic) story ideas (Ex. "A story of a girl named ____________, who lives in _____________ during _______________ and does ___________________/________________ happens to her.")
• TEN (10) imagery phrases from the above passage that are categorized by the sense that they appeal to
• THREE (3) descriptive paragraphs that would work in three different story ideas that you listed.

Multiple Intelligences

In 1983 Harvard psychologist Howard Gardner published his theory of multiple intelligences in his book Frames of Mind. Gardner identified eight separate intelligences. He defines intelligences as independent mental abilities characterized by core operations. For example,  musical intelligence focuses on the core operations of recognizing pitch and rhythm. Gardner states that most people have at least seven of these intelligences, but that in some people one intelligence may dominate, and in other people the intelligences blend. Below are descriptions of Gardner’s eight intelligences.

• Linguistic intelligence: the ability to use language to express one's thoughts and to understand other people orally or in writing
• Musical intelligence:  the ability to hear music in one's head, and to hear tones, rhythms, and larger musical patterns
• Logical-mathematical intelligence:  the ability to manipulate numbers, quantities, and operations accompanied by a love of dealing with abstraction
• Spatial intelligence:  the ability to represent the spatial world visually in one's mind
• Bodily kinesthetic intelligence:  the ability to use the whole body or parts of the body to solve a problem, create a product, or put on some kind of production.
• Intrapersonal intelligence:  the ability to know and understand one's self, including goals, tendencies, talents, limitations
• Interpersonal intelligence:  the ability to notice and make distinctions among other individuals; a strong understanding of other people
• Naturalist intelligence:  the ability to discriminate among living things and to see patterns; also, a sensitivity to features of the natural world

DIRECTIONS:

GO TO: Literacy Work's Multiple Intelligences Assessment, take the survey, print out the results, and answer the following reflection questions:

According to your results, what were your top three intelligences?  (If you don’t know what some of these terms mean, please look them up on dictionary.com)

Do any of the other intelligences sound more like you?  If so, click on them to learn about them.

How do you think you learn best?

Cuckoo Questions for pages 129-173

Follow the link and choose a set of questions to answer in a complete paragraph by yourself, with a partner, or in a group of no more than three students.  Do not choose a series of questions that have already been claimed.

Volunteer Survey

Go to www.surveymonkey.com/s/C3K32M3

Of Mice and Men

Finish reading/listening to chapter 3 of Steinbeck's Of Mice and Men.
We stopped reading at the middle of page 54.  This corresponds with 1:33:42 on the YouTube audio.

Publishing and Mentor Texts

1. Upload your three PowerPoint stories into MyPlick.  If you need help uploading, use the following video to help:
2. Add narration to at least one of your videos and sound effects or music to at least one more.
3. Send me the links to your MyPlicks for grading.
4. Read and respond to the following short, autobiographical stories.  Responses need only be a paragraph each, similar to your reading journal, but you should also think about how the authors' writing techniques and styles could help you in your own writing:
1. "Hair" by Malcolm X 
2. "Eleven" by Sandra Cisneros

Events Leading up to the Revolution Jigsaw

For your assigned event, neatly, legibly, and colorfully include the following on a blank white piece of paper:

• Name of event
• Date(s)
• Location(s)
• What happened
• How it led to the Revolution
• Your opinion
• A picture

If you finish before the end of class, please see Ms. Kappelman to begin a second event for a potential bonus point!

French and Indian War

Watch the video and take 7 notes:
https://www.youtube.com/watch?v=T0vwxJ-0m_I&feature=related

Creative Writing: Publishing

You are going to create digital stories of three of one of the following: your fable, your fractured fairy tale, your myth, and your tall tale.

I recommend that you use myplick.com in conjunction with PowerPoint, since you are already familiar with PowerPoint.

The first step is to make each story into a 3-10 slide PowerPoint with pictures to illustrate your story.

The second step is to upload your stories into myplick. Please note, you DO NOT have to register to upload and create a digital story using myplick. If you need some help getting started, you may want to view the tutorial to using MyPlick:

One Flew over the Cuckoo's Nest

Access the questions for pages 83-128 on Google Docs.  Working in a group of no more than three, write a complete paragraph response to one of the sets of questions that have not already been claimed.

After you have finished your paragraph response, make sure that you have synonyms and antonyms for ALL your vocabulary words.  If that is complete, start drawing pictures for each word.

Ancient Egypt: the Sphinx

Watch the following video: Riddles of the Sphinx by PBS's Nova.

You will need to break up your viewing in two days.  Day one (Tuesday 10/30) watch Chapters 1-4, and watch Chapters 5-7 on day two (Wednesday 10/31).

For each day that you watch, record the following:

• 10 facts
• 3 questions that YOU have (if these get answered as you read, include the answer)

Saving and Investing

1.  The definition of pension is: a retirement payment plan.
2.  Watch the Saving and Investing Video to answer the questions on your worksheet.

3.  Savings and Investing Powerpoint.

Editing & Prepping for Publishing

Task 1:  With your teacher, edit your stories.  Resubmit the edited drafts of: your fractured fairy tale, your tall tale, and your myth.

Task 2:  Watch the following videos to help you understand what digital stories are and to see examples of digital story telling.  Then, write a short paragraph that explains what digital story telling is, what it involves, and any questions or concerns you have about creating your own digital stories next week.

Digital storytelling videos:

What is Digital Storytelling?

The Three Little Pigs: a digital story example

Baseball digital story example

Digital Storytelling Fairy Tale Example

Task 3:  Start a writing prompt titled: "I Remember."  Start the prompt with the statement: I believe.  You may write in detail about one or two different memories or a brief explanation of many different memories.  Please write at least fifteen (15) sentences.  This list might help you come up with some ideas about personal narrative-inspired topics for the future.

Multiple Intelligences

Remember:  In 1983 Harvard psychologist Howard Gardner published his theory of multiple intelligences in his book Frames of Mind. Gardner identified eight separate intelligences. He defines intelligences as independent mental abilities characterized by core operations. For example,  musical intelligence focuses on the core operations of recognizing pitch and rhythm. Gardner states that most people have at least seven of these intelligences, but that in some people one intelligence may dominate, and in other people the intelligences blend. Below are descriptions of Gardner’s eight intelligences.

• Linguistic intelligence: the ability to use language to express one's thoughts and to understand other people orally or in writing
• Musical intelligence:  the ability to hear music in one's head, and to hear tones, rhythms, and larger musical patterns
• Logical-mathematical intelligence:  the ability to manipulate numbers, quantities, and operations accompanied by a love of dealing with abstraction
• Spatial intelligence:  the ability to represent the spatial world visually in one's mind
• Bodily kinesthetic intelligence:  the ability to use the whole body or parts of the body to solve a problem, create a product, or put on some kind of production.
• Intrapersonal intelligence:  the ability to know and understand one's self, including goals, tendencies, talents, limitations
• Interpersonal intelligence:  the ability to notice and make distinctions among other individuals; a strong understanding of other people
• Naturalist intelligence:  the ability to discriminate among living things and to see patterns; also, a sensitivity to features of the natural world

Your Task

GO TO: Literacy Work's Multiple Intelligences Assessment, take the survey, print out the results, and answer the following reflection questions:

• According to your results, what were your top three intelligences?  (If you don’t know what some of these terms mean, please look them up on dictionary.com)
• Do any of the other intelligences sound more like you?  If so, click on them to learn about them.
• How do you think you learn best?

Budgeting

1. Some of you've done a great job budgeting money with good careers, and those of you who did not, please adjust your budgets so that you end up in the black (positive).

2. Now, what if you aren't able to get those kinds of careers?

3. Look at the Bureau of Labor Statistics chart about how education affects pay.  What do you notice?

4. Play the game Spent to see if you could survive below the poverty line, which is where you will most likely end up if you do not get a good education.  After you have completed the game, print out or show Ms. Kappelman your results.

5. Last, play the game Counties Work to see how budgets work on a larger scale!  Show or print out your results from the game for Ms. Kappelman!

Ancient Egypt Bibliography

AKNsolutions.com.  Ancient Egypt for Kids.  Tour Egypt.  2011. Web. 16 Oct. 2012.

<http://www.touregypt.net/kids/>

Barrow, Mandy. Ancient Egypt. Woodland Junior School. 16 Oct. 2012. Web. 16 Oct. 2012.

<http://www.woodlands-junior.kent.sch.uk/Homework/Egypt.html>

Trustees of the British Museum.  Ancient Egypt.  The British Museum.  1999.   Web.  16 Oct.

2012.  <http://www.ancientegypt.co.uk/menu.html#>

One Flew over the Cuckoo's Nest Questions, pages 42-82.

Working in groups of no more than three, completely answer one question for this section of One Flew over the Cuckoo's Nest.  Remember, do not answer the same question as another group and read ALL directions first!

Colonial Videos

Mayflower: Deconstructed

Creative Writing Week 6

For creative writing this week, simply use your teacher's suggestions/questions as well as your own ideas after a second look to revise the following papers:

• fractured fairy tale
• tall tale
• myth

Community Meeting Survey

Complete the survey at http://www.surveymonkey.com/s/ZYS925L.

One Flew Over the Cuckoo's Nest, pp. 1-41

Now that you have finished reading the first part of Ken Kesey's One Flew over the Cuckoo's Nest, you can answer some questions about it.  Specifically, you can answer one complex paragraph-style question within a group of two to three on this Google Doc.  Read and follow the directions and complete the task as your teacher has modeled and instructed for you.

Fractured Fairy Tales

Week 3: Fractured Fairy Tales

 

1.     View/read the following fractured fairy tales.  A fractured fairy tale uses familiar fairy tale stories, but subverts some elements, such as characters, setting, points of view, and/or plot points.  They are usually humorous and satirize the genre or modern life in some way.

a.     The Ugly Duckling

b.     Son of Rumplestiltskin

c.      The True Story of the Three Little Pigs

2.     Write a brief explanation about how each of the fractured fairy tales that you viewed/read subverts the original and what humorous commentary the tale seems to make.

3.     Write a complete draft of your own fractured fairy tale, using a different fairy tale than the above mentioned.  It should have:

a.     A clear conflict

b.     A developed protagonist and at least one other character

c.      A setting: time and place

d.     An exposition, rising action, climax, falling action, and a resolution

e.     Obvious references to the original fairy tale

f.       Obvious differences from the original tale.  You may consider telling the story from the point of view of the “villain” or writing a sequel or prequel to the story or making the story updated (the female saves the man, for example)

*Fairy tales to consider:  “Little Red Riding Hood,” “Cinderella,” “Hansel & Gretel,” “Jack and the Beanstalk,” “The Frog Prince,” “Goldilocks & the Three Bears,” “Sleeping Beauty,” “Snow White.”  You may use other fairy tales, of course, but this list should give you some ideas…

Synonyms, Setting and Atmosphere

Part 1: Copy the following synonyms onto your vocabulary sheet:

·       Lumbered: Burdened, weighed down
·       Morose: Troubled, miserable
·       Scoff: Insult, make fun of
·       Ominous: Threatening, foreshadowing
·       Profound: Intense, thoughtful
·       Precede: Lead, pave the way
·       Reprehensible: Disgraceful, shameful, wrong
·       Deliberate: Willingly, cautious
·       Aloof: Remote, unfriendly
·       Contemptuous: Disrespectful, condescending
·       Earnest: Solemn, honest
·       Contort: Twist, warp
·       Belligerent: Aggressive, argumentative
·       Retort: Answer, respond

Part 2:  Read the following passage that begins Of Mice and Men by John Steinbeck.

MENTOR TEXT:

“A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan Mountains, but on the valley side the water is lined with trees- willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter's flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. On the sandy bank under the trees the leaves lie deep and so crisp that a lizard makes a great skittering if he runs among them. Rabbits come out of the brush to sit on the sand in the evening, and the damp flats are covered with the night tracks of 'coons, and with the spread pads of dogs from the ranches, and with the split-wedge tracks of deer that come to drink in the dark.

“There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.”

- John Steinbeck, Of Mice and Men, Ch. 1

 

Part 3: 

Describe a special place, using sensory details, and creating an atmosphere as Steinbeck does in the opening lines of Of Mice and Men.  At least 15 lines if handwritten, 8 if typed (must be 12 point font).

Experiential Learning Survey

Please take the Experiencial Learning Survey as part of Community Meeting this week. 

Thanks,
Kap, Mac, & Gerbs

19.1: Economic Resources

Watch the 19.1: Economic Resources to answer the questions on your worksheet about outsourcing.

Week 2: Fables & Fairy Tales

1. Read three fables. You may Google search "Aesop's fables" to find them. For each of these fables, find and record: the characters, the setting, and the theme.
2. Write your own fable.  Remember, a fable should be short, have animal characters and provide a lesson to the readers, often stated at the end of the story as “the moral of the story.”
3. Edit your fable.  There should be no spelling or grammatical errors.  If you need assistance, see Ms. Kappelman or another teacher for editing tips.  You should turn in at least two (1^st & final) drafts of your fable so that I can see your editing.
4. Find a fairy tale to read/study.  Read it, and complete this Fairy Tale Analysis worksheet to analyze the story.

 

*Remember, these tasks are due by Friday September 21, 2012.

Of Mice and Men Vocabulary

·       Lumbered: moving in a staggering, sluggish way

·       Morose: depressed, sad, gloomy

·       Scoff: speak mockingly or make an insulting sound

·       Ominous: hinting that something bad is going to happen

·       Profound: entering deeply into a subject

·       Precede: come before

·       Reprehensible: something terrible or bad

·       Deliberate: on purpose

·       Aloof: distant (especially emotionally)

·       Contemptuous: looking down on someone/thing

·       Earnest: sincere, serious, really means it!

·       Contort: stretching or moving in different positions

·       Belligerent: loud & out of control

·       Retort: reply, usually witty

One Flew Over the Cuckoo's Nest Vocabulary

Copy the following definitions in the MEANS box on your vocab sheet:

·       Acute:  sharp, focused

·       Chronic: keeps happening

·       Existentialism: belief that you are in control of your own destiny

·       Combine: group of people that work together OR a factory

·       Matriarchy: society controlled by women

·       Emasculate: take away a man’s “manhood”

·       Sadistic: enjoy inflicting pain on others

·       Punitive: meant as a punishment

·       Psychotic: crazy, detached from reality

·       Schizophrenia: mental illness where you have a false perception of reality

9/11 Rememberance and Information

Watch the PBS Documentary 9/11: Explosive Evidence - Experts Speak Out, and take 15 (fifteen) notes about important facts or information presented.  Then, write a reaction (length TBD) about documentary and 9/11.

Creative Writing Week 1: 9/10/12-9/14/12

 

1.     Complete this worksheet about the elements of fiction. You will need to use the ReadWriteThink link to find your answers. Please note, the elements are in a different order on the website than they are on the worksheet.

2.     Learn about the different types of literary genres with this slideshare presentation. As you go through the presentation, take notes answering the following questions:

1.     What is a genre?

2.     What are the main genres of fiction?

3.     What are the defining characteristics of each genre?

4.     Which genre do you find most appealing and why?

3.     Focus in on some of the oldest forms of fiction: myths, legends, fables, folktales, and fairy tales.

1.     In a few sentences, write down what you think the similarities and differences between these terms are.

2.     Visit the following websites and create a good definition for each of the terms (myths, legends, fables, folktales, and fairy tales): http://www.ability.org.uk/mytholog.html, http://classiclit.about.com/cs/10th14thcentury/a/aa_definemyth.htm.

 

Remember, for full credit, this must all be submitted by Friday, September 14.