Veritas Classical Schools
High School Assignment Sheet #3
Shelby -- Due Tuesday, 9/14/10 Mr. Marr, Instructor
Fayette – Due Thursday, 9/16/10
- Literature: Read chapters 8-11 in the Scarlett Letter completely before answering the following questions on notebook paper in complete sentences:
- How long has it been since the beginning of the story? How old is Pearl?
- Governor Bellingham and Mr. Wilson are considering placing Pearl in someone else’s care. Hester wants to keep her child. Which side’s argument consider the best interest of Pearl? Considering Pearl’s behavior so far, which side do you think is most correct?
- How does Pearl answer when Bellingham asks who made her? Does she know the correct answer?
- What does the scene with Mistress Hibbins at the end of Chapter 8 reveal to us about Hester?
- How do people view Roger Chillingworth at the start of chapter 9? How do many people view him at the end of the chapter? List some of the descriptive words Hawthorne uses to communicate this change.
- Hawthorne sets up various contrasting situations or descriptions of Dimmesdale and Chillingworth, characterizing Dimmesdale as a man of light (godly) and Chillingworth as a man of darkness (demonic). List three of these situations or descriptions.
- Near the middle of Chapter 10, Chillingworth and Dimmesdale get into a discussion of the worth of confession of sins, possibly public confession. Describe in a few sentences the argument of each, specifically in paragraphs beginning: “True, there are such men,” and “These men deceive themselves.” Read James 5:16. Which character do you most closely agree with and why? Is this verse discussing public or private confession, and how does it apply to the argument?
- History: Read chapter 3 in United States History. Choose one of the three projects below to complete and bring to class as a 3-5 minute presentation.
- Investigate the styles of dress, architecture, and furniture that became popular in the colonies. Bring a poster with pictures found in magazines or on the internet, or you may draw them yourself. Be prepared to present your findings in a unified, structured manner to your classmates.
- Investigate Southern woman in the colonies and present to the class the “truth” about their lifestyles. Were they all wealthy? Did they sit around, sip tea, and gossip all of the time, or did they have to work on the farm, as well? Discuss the importance of manners, the clothing they wore, some of their most popular hobbies, etc. Bring/make something for your classmates to see as you present your work!
- Read an article from the September 1992 issue of National Geographic on the African Slave Trade. Read the article and use that as a springboard for research on the “real” African slave trade. Use quotes from the article in your presentation!
You will be graded on the quality of the work done and upon your ability to publicly share the knowledge you have gained through this activity. Every project should have a poster/artifact/visual of some kind to be considered as “A” work!
Extra Credit on First History Exam: Complete the Crossword Puzzle (Activity 4) in chapter 3 of your Student Activities in United States History book and turn in to your teacher at the beginning of our next class period. You will not be asked to turn it in since it is extra credit; you must take responsibility to do so on your own. This cannot be made-up at a later date and must be turned in at the beginning of class!
- Grammar: Read Lesson 2.1-2.2 in Grammar for Writing and complete Exercises 1-4.
- Vocabulary: Complete Lesson 2 in Sadlier-Oxford Vocabulary Workshop G text.
- Bible: Read chapter three in “Encountering the Old Testament” thoroughly. It might be wise to break it down into days and take a few notes to help you remember what you read for our discussion in class. We will have a quiz on the Key Terms on page 72 in the purple box. You need to know a one sentence definition of all the terms except for those dealing with “criticism” or “hypothesis.”
I have reviewed my student’s work, and all assignments are complete as outlined on this assignment sheet.
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Student Signature Parent’s Signature
Grades9-12
IEW Writing & Composition
Unit I: Writing Key Word Outline
Assignment Week 3
Source text: For this exercise, you will use the second full paragraph on page 66 of Encountering the Old Testament. It begins with “We may summarize the Pentateuch as follows.”
Writing Assignment:
- Continue to practice key word outlining using no more than three key words from each sentence of the source text. Choose your words carefully!
- Print out Resource Pages 2 and 3 and keep them in your Composition folder for continuing reference. Begin learning the difference between weak adjectives and quality adjectives. Each student should make a “Banned Adjectives” poster for their own future use.
- Bring your key word outline to class next week.
IEW Writing & Composition
Unit I: Writing Key Word Outlines
Assignment Week 3
Resource 2
In the IEW, elements of style are also called Dress-ups. The first dress-up you will be learning is the quality adjective.
Dress-up: Quality Adjectives
An adjective is a word that describes a noun: a person, place, thing or idea. Using descriptive words like adjectives can help make your writing more interesting. Since every sentence has at least one noun, it should not be difficult to add adjectives to a paragraph. Find the nouns in the following sentence. What adjectives might you add to describe them? You can make up several different sentences by simply adding different adjectives.
The knights defended the castle against the invaders.
(Hint: The nouns are knights, castles, and invaders). Is the following sentence more interesting than the one above? Does it give you a clearer picture of the scene?
The determined knights defended the burning castle against the savage invaders.
But not every adjective is a quality adjective. Some adjectives are boring or overused. Look at the sentences below. Which have boring adjectives and which do you think have quality adjectives?
Knights were good fighters.Knights were intrepid fighters.
Serfs lived in small, ugly houses.Serfs lived in tiny, often dilapidated, huts
The boring adjectives above are some of the adjectives that are BANNED WORDS in the IEW writing method. These adjectives are banned because they are either too overused or too vague. Read and memorize the banned adjectives below. Do not use any of them when you write your IEW assignments. Instead, replace them with quality adjectives. To help you do this, you will find provided with this lesson a list of possible substitute words for the banned adjectives (IEW Quality Adjectives List). You could also use a thesaurus, such as Synonym Finder.
These are your banned adjectives:
IEW Writing & Composition
Unit I: Writing Key Word Outlines
Assignment Week 3
Resource 3
IEW Quality Adjectives List
good
adept
admirable
awesome
clever
cunning
flourishing
holy
honorable
magnificent
majestic
powerful
praiseworthy
respectable
sacred
terrific
delicious
delectable
yummy
savory
nourishing
prudent
wise
ingenious
nice
agreeable
charming
delightful
genial
kind
pleasant
sweet
cordial
friendly
pretty
beautiful
elegant
enticing
exquisite
glorious
glowing
golden
lovely
ornate
stunning
vibrant
radiant
captivating
breathtaking
colorful
majestic
lush
ravishing
mean
brutal
cruel
coldhearted
hard-hearted
heartless
hostile
overbearing
savage
fierce
merciless
vicious
ruthless
ferocious
bloodthirsty
sinister
violent
interesting
astonishing
baffling
captivating
incredible
fascinating
intriguing
mysterious
puzzling
big
broad
colossal
enormous
huge
massive
towering
sizeable
vast
immense
monstrous
a lot
a myriad
countless
endless
innumerable
multiple
numerous
plenty
several
Unlimited
bad
sly
dishonest
evil
harsh
sinister
vicious
vile
foul
deceitful
craftily
unskilled
imperfect
faulty
inferior
poor
useless
inadequate
loathsome
troublesome
distressing
disgusting
harsh
ugly
appalling
deformed
disgusting
drab
dreadful
ghastly
grotesque
gruesome
heinous
hideous
repulsive