True Confessions of Charlotte Doyle
Novel Unit: True Confessions of Charlotte Doyle
Language Arts 7
The True Confessions of Charlotte Doyle, published in 1990, is an adventure novel set in
1832. When the novel begins, Charlotte Doyle is a sheltered schoolgirl who knows only the wealthy world of her family. She is about to embark on a journey that will take her from her school in England to her family’s home in Providence, Rhode Island.
From the moment she steps aboard the Seahawk, Charlotte Doyle has unsettling experiences. In the earliest days of her voyage, these experiences strengthen Charlotte’s feeling that she should not be traveling across the Atlantic Ocean by herself on a ship full of strangers. The voyage cannot end soon enough for her. Charlotte has no idea that her time aboard the Seahawk will change her life forever.
Fans of novelist Avi know that his goal was to create stories that are exciting and fun as well as thoughtful and well written. He has attracted a loyal audience of young readers, teachers, and critics and has earned numerous awards and honors. The thirty books Avi has written include tales of mystery, history, adventure, comedy, and fantasy. He says, "I take a great deal of satisfaction in using popular forms—the adventure, the mystery, the thriller—so as to hold my reader with the sheer pleasure of a good story."
Avi Wortis was born in New York City, on December 23, 1937, and he grew up in the borough of Brooklyn. His father was a psychiatrist and his mother was a social worker. His parents held strong political views and fought actively against racism and for women’s rights. Avi remembers that his home was always filled with lively discussions.
Despite the author’s love of reading and learning, school was a constant struggle for him. Later in his life, he realized that he had a learning disorder that affected his ability to spell and form letters. Because at that time people did not understand learning disorders, Avi was criticized at school and told that he would never be a good student or a writer. Avi, however, would not be discouraged. With the encouragement of his family and a helpful tutor, and because of his love of books and his own stubbornness, he kept writing.
While still in high school, he decided that he wanted to have a career as a writer. Avi based the experiences of many of his later fictional characters on his own experience of feeling like an outsider. Before his death in 1994, Avi wrote full time and traveled around the country to give talks in schools. He liked to share his story of success with students, particularly students with learning disorders. Avi believed that being in touch with his readers helped him keep his stories realistic.
Charlotte Doyle: Points of Focus
The goals of our novel versus independent reading are quite different. We will be reading our novel aloud in class together. This will allow us to address standards in listening and speaking, reading, writing, and literary response and analysis.
Reading: Word Analysis, Fluency, Systematic Vocabulary Development
1.0 Use knowledge of word relationships as well as historical and literary context clues to determine meaning of specialized vocabulary and precise meaning.
1. Identify idioms, analogies, metaphors, and similes in prose and poetry
2. Clarify word meanings through the use of example, restatement, and contrast.
Reading: Comprehension
2.0 Describe and connect the essential ideas, arguments, and perspectives of the text by using knowledge of text structure, organization, and purpose.
2.3 Analyze text that uses the cause-and-effect organizational pattern.
2.4 Identify and trace the development of an author’s argument, point of view, or perspective in a text.
2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping.
Reading: Literary Response and Analysis
3.0 Students read and response to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.
3.1 Articulate the expressed purposes and characteristics of different forms of prose.
3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
3.3 Analyze characterization as delineated through character’s thoughts, words, and actions of other characters.
3.4 Identify and analyze recurring themes across works.
3.5 Contrast points of view in narrative text and explain how they affect the overall theme of the work.
Writing: Strategies, Organization, Research, Technology, Revision
1. Create an organizational structure that balances all aspects of the composition.
2. Support statements and claims with anecdotes, descriptions, facts, and examples.
3. Use strategies of note-taking and summarization to impose structure on drafts.
1.5 Give credit for quoted information by using a consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word processing skills.
1.7 Revise writing to improve organization and word choice.
Writing: Applications
2.2 Write responses to literature that develop interpretations exhibiting careful reading, understanding, and insight. Organize interpretations around several clear ideas, premises, or images from a literary work. Justify interpretations through sustained use of examples and textual evidence.
2.5 Write summaries of reading materials and most significant details. Use the student’s own words, except for quotations. Reflect underlying meaning, not just the superficial details.
Listening and Speaking
2.1 Deliver narrative presentations which establish a standard plot line and point of view, describe complex major and minor characters and a definite setting, and use a range of appropriate strategies including dialogue, suspense, and narrative action.
2.2 Deliver oral summaries which include main ideas and most significant details. Use one’s own words except for material quoted from sources. Convey a comprehensive understanding of sources, not just superficial details.
2.3 Deliver persuasive presentations which state a clear position or perspective of support or an argument and describe points of support and employ well-articulated evidence.
True Confessions of Charlotte Doyle
Student Smart Goals
In-Class Reading:
1. Locate your classroom book by number to use each day. We want to be SMART and earth friendly, so please do not write inside of the classroom books.
2. Follow along on the proper page as we read together in class. We are working on many standards other than reading comprehension, so focus on the daily standards and direction is important in order to earn daily participation points.
3. Challenge yourself in identifying the numerous literary devices or quotations which express character traits. This is an area of differentiated activity, and your effort and participation will showcase your ability.
Outside Reading:
1. If you feel like you might need additional time using a novel to complete location of literary devices or with writing the requested assignments, you may check out your own copy of the novel from the library at any time.
2. If absent, complete the make-up reading and assignments in the library before school, during break or lunch, or after school.
Learning Outcomes:
1. Note the plot parts (exposition, complications, climax, and resolution) and events that move the plot forward..
2. Record instances of indirect characterization for the characters of Charlotte, Zachariah, and Captain Jaggery.
3. Recognize figurative language such as similes, metaphors, idioms, personification, and onomatopoeia.
4. Use MLA format and parenthetical citation in recording exact words as textual support or literary elements identified.
5. Effectively summarize sections of fiction text.
6. Effectively write a response to literature.
7. Identify type of narration and effect on perspective in text.
8. Explain themes and author’s purpose in a fiction work.
Defining Characterization
Characterization is the process by which the writer reveals the personality of a character.
Characterization is revealed through direct characterization and indirect characterization.
Direct Characterization tells the audience what the personality of the character is.
Indirect Characterization shows things that reveal the personality of a character. Memorizing the acronym "STEAL" can help! There are five different methods of indirect characterization:
|Speech | |
| |What does the character say and how does he/she say it? |
|Thoughts | |
| |What is revealed through the character's private thoughts/feelings? |
| | |
|Effect on others |What is the character's effect on the other characters? How do others respond to or feel or |
| |behave in response to him/her? |
| | |
|Actions |What does the character do? How does he/she behave? And, what do the gestures, expressions, and |
| |movement show about the character? |
|Looks | |
| |What does the character look like? How does he/she dress? |
✓ An author’s craft of developing a believable character is an art.
✓ Readers must challenge themselves to make inferences about the characters by careful examination of indirect characterization clues.
✓ Watch for the author’s use of narrative action: movements, gestures, and expressions (these bring characters to life).
True Confessions of Charlotte Doyle
Prologue: answer in complete sentences.
1. Who is the narrator of the story?
2. What is a flashback?
3. What shocking news does Charlotte share with the reader in the prologue?
4. What warning does Charlotte give to the reader?
True Confessions of Charlotte Doyle
Chapter 1: answer in complete sentences.
SPEECH: What does Charlotte say and how does she say it?
THOUGHTS: What are Charlotte's private thoughts and feelings?
EFFECT: How do other characters respond to Charlotte? How do they feel and behave as an
effect of Charlotte's words and actions?
ACTIONS: What do Charlotte's gestures, expressions, and movement say about her? What does
she do?
LOOKS: What does Charlotte look like? How old is she? How does she dress?
True Confessions of Charlotte Doyle
Chapter 1: answer in complete sentences.
After reviewing your indirect characterization notes on Charlotte, create a list of 10 adjectives describing her appearance, personality, and effect on others.
Describe the Seahawk including the figure head.
Describe Charlotte's internal conflict.
Avi used several instances of FORESHADOWING. List two examples.
True Confessions of Charlotte Doyle
Chapter 2: answer in complete sentences.
SPEECH: What does Zachariah say and how does he say it?
THOUGHTS: What are Charlotte's private thoughts and feelings about Zachariah?
EFFECT: How does Charlotte respond to Zachariah? What effects do Zachariah's actions
have on Charlotte at this point of the novel?
ACTIONS: What do Zachariah's gestures, expressions, and movement say about him? What does
he do?
LOOKS: What does Zachariah look like? How old is he? How does he dress?
True Confessions of Charlotte Doyle
Chapter 2: answer in complete sentences.
1. What does Barlow relate to Charlotte?
.
2. What do Barlow's words and actions show about him?
3. What are Charlotte's thoughts about her room?
4. How does Charlotte respond to Zachariah's offer of friendship? Why
does she respond this way?
5. What does Zachariah give Charlotte? Why?
6. What is revealed by Keetch's words at the end of the chapter? To whom
might he be speaking? To whom might he be referring to at "them"?
True Confessions of Charlotte Doyle
Chapter 3: answer in complete sentences.
SPEECH: What does Captain Jaggery say? How does he say it?
THOUGHTS: What are Charlotte's private thoughts and feelings about the captain?
EFFECT: How does the crew respond to Captain Jaggery? What effects do Jaggery's actions
have on Charlotte at this point of the novel?
ACTIONS: What do Captain Jaggery's gestures, expressions, and movement say about him?
What deliberate actions does he take in this chapter? Why?
LOOKS: What does Captain Jaggery look like? How old is he? How does he dress?
True Confessions of Charlotte Doyle
Chapter 3: answer in complete sentences.
1. Choose an exact quote to describe the crew.
2. What warning does Captain Jaggery give the crew?
3. How does Charlotte feel about the captain? Why?
4. What do you notice about the first interaction between Charlotte
and the captain?
5. What influence does the captain say that Charlotte will have on
the crew?
6. Describe an incident in which the author may be using
foreshadowing in this chapter.
True Confessions of Charlotte Doyle
Word Analysis and Development Standards
Assignment:
Record a list of figurative language. Record a minimum of two examples per chapter as a minimum requirement. As a means of differentiation, identifying metaphors, idioms, and personification are more difficult than similes and onomatopoeia! Beginning with chapter 5, you are to create a very precise and thoughtful list of exact quotations showing identified figurative language using MLA parenthetical citation. This requires exact words listed inside of quotation marks with page number alone inside of parentheses. A period follows the last parenthesis. Use the examples below for format. Underline words which exemplify the figurative language.
| |
|Simile: A comparison of two unlike things using "like" or "as" |
S= “Her sails looked like leaves on a new fallen snow” (12).
S= “I was struck by the notion that this figure looked more like an angry, avenging angel than a docile bird” (13).
S= “But gradually—like a telescope being focused—I began to realize that I was looking at something clinging to one of the mooring rope’s on a ship’s stern” (13).
S= “Like a massive tree rising out of the floor and up through the ceiling was the main mast” (18).
S= “Alas! He had gone, and shut the door behind him like a spring to a trap” (19).
| |
|Metaphor: A comparison of two unlike things without using "like" or "as" |
M= “His eyes might have been those of a dead fish” (7).
M= "I might have been a bale of cotton" (17).
M= "Indeed. I was a baby" (34).
| |
|Personification: use of words to give human or living traits (qualities, feelings, emotions, actions) to non-living objects or items |
P= “Nausea choked me” (28).
P= “My head pounded” (28).
P= “My rusty cabin door swinging back and forth, rusty hinges rasping” (25).
| |
|Idiom: a figure of speech that is figurative. The meaning of the phrase is different than the words actually imply. |
I= “My legs had become rubbery” (27).
I= “I had been placed in a coffin. My coffin" (21).
I= "If there has to be only one, she's the trump" (26).
I= “At last, I truly awoke” (34).
| |
|Onomatopoeia: naming of a thing by vocalization of the sound associated with it; use of words whose sounds suggest its sense. |
|Examples: buzzed, hissed, cuckooed, rang, slapped, trilled, pitter-pattered, fluttered, plopped, purred, dripped, sizzled, etc. |
O= “The Seahawk, tossed by the ceaseless swell, heaved and groaned like a sleeper beset with evil dreams” (26). (onomatopoeia, personification, simile)
O= “The Seahawk heaved and rolled, creaked and groaned” (35).
Textual Quotations: Figurative Language
One of the best ways to provide support is to choose excerpts of narration or dialogue from a short story or novel. In MLA style, referring to the works of others in your text is done by using what is known as parenthetical citation. This method involves placing relevant source information in parentheses after a quote. Or, if asked to give specific examples of literary elements, in order to quote exact text, follow the short citation model.
Short Quotations
1. To indicate short quotations (fewer than four typed lines) in your text, enclose the quotation within double quotation marks within your paragraph.
2. Do not place punctuation inside the end quotation mark.
3. Provide the specific page citation in parentheses following the text. Do not use any words!
4. A period should appear after the parenthetical citation.
Example of narration:
“When I was awakened that time—to the sound of four bells—I had no idea whether I had slept one day or seven. I knew only that I was hungry. I sensed my own filthiness too. And I had an almost desperate desire for fresh air” (35).
Dialogue:
“But when a ship is upon the sea, there’s but one who rules. As God is to his people, as king is to his nation, as father is to his family, so is captain to all his crew. Sheriff. Judge and jury. He is all” (38).
Dialogue and narration: (notice single and double quotation marks for dialogue versus text).
“ ‘ Quite all right, Mr. Keetch. If there has to be only one, she’s the trump. With her as a witness, they’ll not dare to move. I’m well satisfied.’ ‘Thank you, sir.’ The voices trailed away. For a while I tried to grasp what I’d heard, but I gave it up as incomprehensible” (26).
Adding or Omitting Words in Quotations
If you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text. If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:
“Not every thirteen year old girl is accused of murder, brought to trial, and found guilty. But I was such a girl…For my part I intend to tell the truth as I lived it [said Charlotte Doyle]” (1).
True Confessions of Charlotte Doyle: Theme
What are themes?
✓ the underlying meaning or insight of a work of literature
✓ the wisdom the authors wishes to convey about the subject--the writer's view of the world or a revelation about human nature
✓ a life lesson, discovery of truth, wisdom, hidden meaning, revelation of life that the reader can infer as a result of watching the character manage his/her conflict
✓ is the author’s message that a reader can apply to his or her own life
One way to begin your discovery of a theme is to use the "Most Important Word Strategy".
✓ This strategy helps a reader to identify concepts within a literary work. Concepts cannot be experienced with your senses; they are idea words!
✓ Although theme cannot be expressed in one word, these words will get a reader started in exploring what the character has learned about the concepts.
✓ Be able to find examples to prove your inference of theme. Story examples or specific quotations of text or dialogue are excellent supportive proof.
✓ After identifying your most important words and support, develop three to five thoughtful sentences explaining the theme(s). Avoid use of pronouns “I” and “you” and select word choice of the author, the reader, the audience, people.
✓ Feel free to borrow some of these starting statements in expressing a theme:
▪ The story explores the life lesson of …
▪ The author wants to share the wisdom of …
▪ The discovery of truth that a reader can apply to his or her own life is…
✓ To differentiate learning, students can definitely challenge themselves in theme identification and connection to application of the theme in real life. Themes are recurring, so use of a quotation from another source is a smart way to show one’s understanding of insight. Use the internet to locate a meaningful quote about adversity, success, determination, ambition, perseverance, change, integrity, etc. Connect the quotation to the thesis and to the character in your conclusion!
Common, Recurring Theme Word Starters
Acceptance Friendship Perseverance
Adversity Generosity Respect
Ambition Greed Resourcefulness
Betrayal Grief Responsibility
Bravery Guilty Revenge
Change Honesty Sacrifice
Challenge Hope Satisfaction
Charity Independence Self-Confidence
Choices Individuality Self-Identity
Citizenship Injustice Self-Respect
Commitment Integrity Self-Worth
Compromise Jealousy Success
Courage Judgment Survival
Determination Justice Truth
Discipline Kindness Trust
Discrimination Leadership Trustworthiness
Disillusionment Loneliness Uniqueness
Displacement Loyalty Unity
Doubt Malice Unwillingness
Empathy Manipulation Remember, these are just
some common themes. Authors
Empowerment Maturity write to share stories, but they also
share a message about what their
Evil Obedience have learned as a result of the
conflict. We all learn life lessons!
Expectations Obsession What free advice is the author
conveying through his or her
Failure Peace story?
Fear Perseverance
Freedom Pride
Sample Character Traits
active
adventurous
affectionate
afraid
alert
ambitious
angry
annoyed
anxious
apologetic
arrogant
attentive
average
bad
blue
bold
bored
bossy
brainy
brave
bright
brilliant
busy
calm
careful
careless
cautious
charming
cheerful
childish
clever
clumsy
coarse
concerned
confident
confused
considerate
cooperative
courageous
cowardly
cross
cruel
curious
dangerous
daring
dark
decisive
demanding
dependable
depressed
determined
discouraged
dishonest
disrespectful
doubtful
dull
dutiful
eager
easygoing
efficient
embarrassed
encouraging
energetic
evil
excited
expert
fair
faithful
fearless
fierce
foolish
fortunate
foul
fresh
friendly
frustrated
funny
gentle
giving
glamorous
gloomy
good
graceful
grateful
greedy
grouchy
grumpy
guilty
happy
harsh
hateful
healthy
helpful
honest
hopeful
hopeless
humorous
ignorant
imaginative
impatient
impolite
inconsiderate
independent
industrious
innocent
intelligent
jealous
kindly
lazy
leader
lively
lonely
loving
loyal
lucky
mature
mean
messy
miserable
mysterious
naughty
nervous
nice
noisy
obedient
obnoxious
old
peaceful
picky
pleasant
polite
poor
popular
positive
precise
proper
proud
quick
quiet
rational
reliable
religious
responsible
restless
rich
rough
rowdy
sad
safe
satisfied
scared
secretive
selfish
serious
sharp
short
shy
silly
skillful
sly
smart
sneaky
sorry
spoiled
stingy
strange
strict
stubborn
sweet
talented
tall
thankful
thoughtful
thoughtless
tired
tolerant
touchy
trusting
trustworthy
unfriendly
unhappy
upset
useful
warm
weak
wicked
wise
worried
wrong
young
Summarization
In writing a summary, the writer should include the most important plot details in his or her own words. Decide which parts of the story are the most important and determine what information you will need to include depending upon the length guidelines given by your teacher.
1. Remember, your summary needs to give key story details from beginning, middle, to the end of the portion you are asked to read. Imagine the person reading your summary has never read the story.
2. Trace the plot of the story taking careful notes of each of the plot parts: basic situation, complications, climax, and resolution. In a longer work, each chapter may present complications to add to the conflict.
3. Prior to writing your summary, write a quick “Somebody wanted but so”. This will be a way for you to pre-write and brainstorm.
4. Begin your introduction using TAGS (title, author, genre, and setting). This can be written in a couple of sentences.
5. Expand upon the “SWBS” and include the needed details to meet the length requirement. The basic situation is very important and typically takes the most time to write in a summary. Vary the information presented in the complications and climax depending upon the length. End with a resolution showing how the characters have changed and/or what the characters have learned.
6. Finish with a few sentences of insight about the author’s message. Think about the theme using “Most Important Word” strategy. What does the author want the reader to discover or understand? What life lesson can readers apply to their own lives?
7. Reread what you have written. Proofread for capitalization, punctuation, and clarity.
True Confessions of Charlotte Doyle
Response to Literature Essay
View the Sample Character Traits handout. Highlight words that you believe represent Charlotte's traits of strength and personality. Then, brainstorm facts and quotations from the story that represent evidence of those traits.
Introduction: Paragraph 1
a) Title, Author, Genre, Setting (TAGS)
b) Summary Statement (somebody wanted but so): Make sure to give a brief preview of main character, setting, and conflict. Think of it as a visual movie preview so that your audience has an introduction of the )
c) Thesis: Charlotte Doyle possesses many character traits which help her to become a stronger individual during her journey from England to Rhode Island.
Body: Paragraphs 2, 3, 4
a) Strong topic sentence identifying the trait which makes her stronger.
b) One to two examples from the story of the trait.
c) Exact quotation and page number of support
d) Commentary explaining and linking example(s) and quotation to trait and thesis
Conclusion: Paragraph 5
a) Restatement of thesis and traits
b) Explanation of Charlotte’s change from beginning, middle, to end
c) Optional quotation(s) from text and/or additional source connected to theme and insight
d) Author’s message to the audience
True Confessions of Charlotte Doyle: Prewriting
I. Introduction: paragraph 1
A. TAGS
B. Summary Statement
C. Thesis: Charlotte Doyle possesses many traits that help her to become a stronger individual on her journey from England to Rhode Island.
II. Body: paragraph 2
A. Trait: One trait that Charlotte has that helps her to become a stronger individual is…
B. Example 1:
C. Example 2:
D. Quotation:
E. Commentary:
III. Body: paragraph 3
A. Trait: Another trait which enables Charlotte to become a better person is…
B. Example 1:
C. Example 2:
D. Quotation:
E. Commentary:
IV. Body: paragraph 4
A. Trait: The most important trait which Charlotte exemplifies in making her a stronger individual is…
B. Example 1:
C. Example 2:
D. Quotation:
E. Commentary
V. Conclusion: paragraph 5
A. Restatement of thesis and traits: Charlotte Doyle shows the traits of _______________,
____________________, and _________________ which helped her become a stronger individual while on her journey on the Seahawk.
B. Change of Charlotte (beginning, middle, end)
C. Optional quotation of theme and commentary
D. Message of author to readers (3-5 sentences): Avi’s message to the readers is…
Figurative Devices and MLA Citation
Assignment:
Record a list of figurative language. Record a minimum of two examples per chapter as a minimum requirement. As a means of differentiation, identifying metaphors, idioms, and personification are more difficult than similes and onomatopoeia! Beginning with chapter 5, you are to create a very precise and thoughtful list of exact quotations showing identified figurative language using MLA parenthetical citation. This requires exact words listed inside of quotation marks with page number alone inside of parentheses. A period follows the last parenthesis. Use the examples below for format. Underline words which exemplify the figurative language. Additional examples are available on instructional pages 12-14.
S= simile M=metaphor O=onomatopoeia I=idiom P=personification
Example: I = “At last, I truly awoke” (34).
Example: P = “Nausea choked me” (28).
Device “Exact Phrase or Sentence of Device (underline device)” (#).
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Device “Exact Phrase or Sentence of Device (underline device)” (#).
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Figurative Devices and MLA Citation
Assignment:
Record a list of figurative language. Record a minimum of two examples per chapter as a minimum requirement. As a means of differentiation, identifying metaphors, idioms, and personification are more difficult than similes and onomatopoeia! Beginning with chapter 5, you are to create a very precise and thoughtful list of exact quotations showing identified figurative language using MLA parenthetical citation. This requires exact words listed inside of quotation marks with page number alone inside of parentheses. A period follows the last parenthesis. Use the examples below for format. Underline words which exemplify the figurative language. Additional examples are available on instructional pages 12-14.
S= simile M=metaphor O=onomatopoeia I=idiom P=personification
Example: I = “At last, I truly awoke” (34).
Example: P = “Nausea choked me” (28).
Device “Exact Phrase or Sentence of Device (underline device)” (#).
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Device “Exact Phrase or Sentence of Device (underline device)” (#).
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
-----------------------
Metaphors are harder to find and a way for differentiated challenge in your learning!
There are over 25,000 idioms in the English language, but these are very tricky to identify. The meaning is not literal! Challenge yourself to find these!
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