Vocabulary word



|English 9 Mrs. Murphy Climbing the Stairs |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|November 28 |29 |30 |December 1 |2 |

|Climbing the Stairs | | | | |

|Introduction |quiz pp. 1-23 |quiz pp. 24-46 |quiz pp. 47-69 |quiz pp. 70-97 |

| | | | | |

|non-violence chart |poem |tradition chart |apostrophes |poem |

|p. 12-13 |“Autumn Song” |p. 17 |p. 3 |“Just a Little Hope is |

| |p. 14-15 | | |Needed” p. 14-15 |

|5 |6 |7 |8 |9 |

| | | | | |

|quiz pp. 98-123 |quiz pp. 124-152 |quiz pp. 153-179 |quiz pp. 180-201 |quiz pp. 202-222 |

| | | | | |

|“A Girl Gets Her Period…” p. |poem |tradition chart |poem |poem |

|10-11 |“Soulstrong” |p. 17 |“Song for a Soldier” |“In the Stillness of a Word” |

| |p. 14-15 | |p. 14-15 |p. 14-15 |

|12 |13 |14 |15 |16 |

| | | | | |

|quiz pp. 223-243 |vocabulary chart |complete essay organizer p. |work on in-class essay |finish in-class essay |

|videos |p. 16 |20 | | |

|tradition chart | | | | |

|p. 17 | | | | |

|19 |20 |21 |22 |23 |

| |He Called me Malala DVD | | | |

|He Called me Malala DVD | |He Called me Malala DVD |no school |no school |

| | |

|I wandered lonely as a cloud |[pic] |

|That floats on high o'er vales and hills, | |

|When all at once I saw a crowd, | |

|A host, of golden daffodils; | |

|Beside the lake, beneath the trees, | |

|Fluttering and dancing in the breeze. | |

| | |

|Continuous as the stars that shine | |

|And twinkle on the milky way, | |

|They stretched in never-ending line | |

|Along the margin of a bay: | |

|Ten thousand saw I at a glance, | |

|Tossing their heads in sprightly dance. | |

| | |

|The waves beside them danced; but they | |

|Out-did the sparkling waves in glee: | |

|A poet could not but be gay, | |

|In such a jocund company: | |

|I gazed---and gazed---but little thought | |

|What wealth the show to me had brought: | |

| | |

|For oft, when on my couch I lie | |

|In vacant or in pensive mood, | |

|They flash upon that inward eye | |

|Which is the bliss of solitude; | |

|And then my heart with pleasure fills, | |

|And dances with the daffodils. | |

| | |

|by William Wordsworth | |

|apostrophes |

|Contractions |Possessives |

|a letter or two has been skipped: the apostrophe goes in place of the |The second thing belongs to the first thing/person |

|missing letters | |

|can’t = cannot |dog’s bone = bone belongs to dog |

|don’t = do not |Ed’s car = car belongs to Ed |

|won’t = will not |Amy’s pen = pen belongs to Amy |

|could’ve = could have | |

|would’ve = would have |Words ending in “s” |

|I’ve = I have |Charles’ car = Charles’s |

|he’ll = he will |bus’ steering wheel = bus’s |

|you’ll = you will |boss’ chair = boss’s |

|it’s = it is | |

|you’re = you are |plural possessives |

|they’re = they are |boys’ locker room = many boys |

|who’s = who is |teachers’ room = many teachers |

|we’d = we had |winners’ names = many winners |

|doesn’t = does not | |

no apostrophes needed:

I ate four slices of pizza. (plural = many slices)

The Murphys live here. (plural = family of Murphys)

Santa sees you. (verb = sees. No possession. No missing letters.)

He wants to leave. (verb = wants.)

I like marshmallows. (plural = many marshmallows)

Under each vocabulary word, write the category that fits the item (ex: food, plant, animal, god or goddess, person, festival, religious item, clothing, place, or other)

|Vocabulary word |Photo |English description |

|Ahimsa | |Non-violence |

|Adhirrasams |[pic] |Fried snacks made from dried bean flour |

|Anandaviketan | |Weekly newspaper in Tamil Nadu |

|Appalams |[pic] | |

|Avatar | |incarnation |

|Baala mamma | |Uncle, specifically Mother’s brother |

|Badhusha (sweet) |[pic] | |

|Betel nuts/leaves | |A nut from a palm tree growing in Asia. It is wrapped with |

| | |spices in a betel leaf and chewed, much like tobacco. |

|Brahmin |[pic] |The upper-class in the Indian cast system. They are |

| | |considered more knowledgeable of the religious readings and |

| | |were historically priests or scholars. |

|Chakram |[pic] |Circular shaped weapon |

|Chithi | |Uncle, specifically father’s brother |

|Coolie |[pic] |A baggage porter |

|Durga |[pic] |Hindu goddess of supreme righteousness and power |

|Deepavali/Dewaali |[pic] |Hindu festival of lights celebrating Ram’s victory (good) over|

| | |evil. The celebration takes place in the fall. |

|Ganesha Chathurthi |[pic] |Birthday Festival of Lord Ganesha; god of wisdom, prosperity |

| | |and good fortune |

|Ghats |[pic] |Cities built by water, usually holy places |

|Ghee |Clarified butter: The whey is removed when butter is melted. It can last for a long time unrefrigerated if |

| |it is stored in an airtight container. |

|Gita |A holy scripture for Hindus which explains the five basic truths in life. It is 800 verses from the holy |

| |book of the Mahabharata. |

|Idli |[pic] |Steamed cakes made from ground rice and hard beans. |

|Jai Hind | |Hail India |

|Jammun |[pic] |fruit |

|Kankambaram |[pic] |Orange flower |

|Karthigai festival | |Festival of lights in the south of India, specifically in |

| | |Tamil Nadu |

|Khadi |[pic] |Cloth spun and woven by Indians, called homespun. It became a|

| | |movement in India started by Gandhiji to boycott foreign |

| | |goods. |

|Koel bird |[pic] |Noisy bird, male is black |

|Krishna Jayanthi |[pic] |Celebration of Lord Krishna’s birthday. August-September |

| | |holiday |

|Lathi |[pic] |Stick, also Indian martial art including the use of this stick|

|Lakshmi |[pic] |Hindu goddess of wealth |

|Marathi | |Language used in region of Mumbai |

| |[pic] |Fried snacks made from chickpea flower |

|Murukkus | | |

|Nataraja |[pic] |The God Shiva’s dance of destruction |

|Neem |[pic] |A tree revered by Indians for its shade and its medicinal |

| | |properties |

|Paise |[pic] |Money |

| | |1 Rupee = 100 paise |

|Panchakacham |[pic] |Style of wrapping fabric as clothing for men in southern India|

|Peepal |[pic] |Sacred tree in India, where Buddha became illuminated |

|Poojai |[pic] |prayer |

|Pottu (bhindi) |[pic] | |

| | | |

|Rudraksha malai (rosary) |[pic] |Sacred beaded necklace of Hindus. The beads are seeds. |

|Rasam |[pic] |Spicy broth |

| | | |

|Rickshaw wallah |[pic] |An Indian taxi cab driver. |

|Sambhar |[pic] |Spicy soup eaten with idlis |

|Saraswathi |[pic] |Hindu goddess of arts and education |

|Seedais |[pic] |Fried snacks |

|Sweet lime juice |[pic] [pic] [pic][pic] |Fresh squeezed lime juice and carbonated water mixed with |

| | |sugar |

|Tamil | |Language and Inhabitants of Tamil Nadu |

|Tiffin box |[pic] |A multi-compartment lunch box made of stainless steel |

|Uppuma |[pic] |Warm cereal with Indian spices |

|Varnam | |Type of song |

|Vermillion powder |[pic] |Red powder: |

| | |Married women wear it in their part, people receive it on |

| | |their forehead when visiting a temple |

|Yuga dharma | |One’s duty at a certain period in time |

A Girl Gets Her Period And Is Banished To The Shed by Michaeleen Doucleff NPR October 17, 2015

Kamala B.K. is tiny. She's barely 5 feet tall. A bright red ribbon sets off her dark hair. As she walks past our guesthouse in the village of Tankut, we try to get her to come over and talk to us. But the 14-year-old won't come over to the porch. "Because she's menstruating, she should not be entering another person's house. It's disrespectful," says Cecile Shrestha of Wateraid.

The nonprofit is working with girls and women in western Nepal to end a tradition called chaupadi — that's held them back for thousands of years: "When they are menstruating, no matter what, they stay outside, they eat outside and they sleep outside," Shrestha says. Outside in sheds. In Kamala's village they consist of a raised platform, with no walls, some have thatched roofs. Kamala tells us she'll sleep in one of those sheds tonight. We ask her to come closer to talk, but she covers her face with her hands and won't move. "She's scared we are going to beat her," Shrestha says. Because stepping on to the porch would break a menstrual taboo. Kamala believes that if she enters the house while she's menstruating, the people and animals will get sick. The gods will be angry and she'll bring a curse onto the house. She's also been told her hands will curl up and become deformed. We try to reassure Kamala that no one will hurt her, but she's scared and runs away.

The Rebel

Three hundred miles away in the capital city of Kathmandu, we visit a completely different world. Prakriti Kandel is 15. She's studying for her SATs. And with short hair and black-rimmed hipster glasses, Prakriti already looks like a college student. Prakriti is very close to her parents. She sits next to her mom on the couch and often puts her head on her mom's shoulder. She says her dad has always supported her goal to go to college abroad — even though many girls in Nepal don't get to go to college at all. "He was the one that said it was fine having one daughter, that he didn't need a son," she says. "He is always inspiring me in my life." But Prakriti's family also puts restrictions on her when she's menstruating.

"When I'm having my period, I can't touch my grandmother, I can't eat while she's eating. I can't touch the table while she's eating. I can't touch my father, I can't touch my mother," she says. She also can't go into the kitchen. But she forgets. "It's kind of confusing. You are just going into the kitchen one day, and the next day you're not allowed."

Prakriti fights with her mom and grandmother a lot about this. Sometimes she storms off to her room and cries. Because she doesn't follow the rules, Prakriti gets blamed for awful things. "There was a time when my father got sick, and he was hospitalized," she says. "The doctors couldn't diagnose him, and then one of the priests, he said, because I had touched him when I was having my period, it could have infuriated the clan gods."

I Am Untouchable

So the priest blamed Prakriti for her dad's illness because she had touched him while she was on period.

Where do these ideas come from? Ancient Hindu scriptures say women are highly infectious during their periods, that "all her body is so weak that viruses come out of her mouth and her limbs," says Mukunda Aryal, who has studied Hindu culture for 40 years. In Hinduism, there was once a king of the gods, who reigned above others. This god, called Indra, committed a horrible sin. And to atone for it, he created menstruation. Now each month, women suffer for this god's sin. They're impure, dirty. There's even an expression in Nepal that women say when they're on their periods: "I am now untouchable."

These taboos date back thousands of years and pervade nearly all cultures and religions, Aryal says. For example, in Christianity, women on their periods were once thought to be dangerous. In some places, these taboos still hold on. For ultra-Orthodox Jews, the laws forbid any contact between men and women. Out in Nepal's western villages, these ancient rules are more than just a nuisance.

Red Shed

The next night, we find Kamala, and she agrees to take us to her shed. It's about a ten minute walk. It's starting to get dark, and she doesn't have a flashlight. "I'm scared mostly of snakes and of men," she says through translator, Pragya Lamsal of WaterAid. Kamala has heard stories of girls being sexually assaulted when they're alone in their sheds.

Her shed is shocking. It looks more like a cage — with wooden bars crisscrossed over the top and sides. It's monsoon season and the rain is torrential. Kamala has a piece of plastic to drape across the top of her shed but she still got drenched. Kamala was 11 when she first started her period and she remembers being terrified when she first slept outside. The shed is small, barely big enough for her to lie down and sometimes she shares it with 2 or 3 or more girls and so for most of the night they squat. "I don't feel good about practicing this," Kamala says.

The Supreme Court of Nepal outlawed the practice in 2005 so it's illegal to force women into these sheds, but many villagers in the remote west continue to do it.

Menstruation Is a Power

Kamala says she can't break her community's rules. But in the capital Kathmandu, Prakriti is determined to change them. After the priest blamed Prakriti for her father's illness, she went to work. She learned about the biology of menstruation. About how other cultures around the world treat it. Then she had an epiphany: "Menstruation is not a taboo, but a power for women." She felt so strongly about this issue that she wrote a novel, called Imposter. It's about a society where menstruation gives women superpowers. Men are afraid. "They ostracized women, so they couldn't unleash their power," Prakriti says.

Prakriti starts laughing while she reads her book because her mom makes fun of her ideas about menstruation. But Prakriti is serious. Her goal in life is to stop menstrual taboos — and all the discrimination and abuses that go with them. "Because of this belief, because of this ritual, women are not equal to men," she says. "So this is just a way of discrimination, and discrimination always hurts," Prakriti says.

She's already got a plan to stop this discrimination: "After school, I want to pursue political science at a very good college. And my aim in life is to be the prime minister of Nepal and change things." And to get Kamala and all the girls in rural Nepal out of their sheds.

[pic]

DR. MARTIN LUTHER KING, JR.'S SIX PRINCIPLES OF NONVIOLENCE

1. Nonviolence is a way of life for courageous people.

• It is active nonviolent resistance to evil.

• It is assertive spiritually, mentally, and emotionally.

• It is always persuading the opponent of the justice of your cause.

2. Nonviolence seeks to win friendship and understanding.

• The end result of nonviolence is redemption and reconciliation.

• The purpose of nonviolence is the creation of the Beloved Community.

3. Nonviolence seeks to defeat injustice, not people.

• Nonviolence holds that evildoers are also victims.

4. Nonviolence holds that voluntary suffering can educate and transform.

• Nonviolence willingly accepts the consequences of its acts.

• Nonviolence accepts suffering without retaliation.

• Nonviolence accepts violence if necessary, but will never inflict it.

• Unearned suffering is redemptive and has tremendous educational and transforming possibilities.

• Suffering can have the power to convert the enemy when reason fails.

5. Nonviolence chooses love instead of hate.

• Nonviolence resists violence of the spirit as well as of the body.

• Nonviolent love gives willingly, knowing that the return might be hostility.

• Nonviolent love is active, not passive.

• Nonviolent love does not sink to the level of the hater.

• Love for the enemy is how we demonstrate love for ourselves.

• Love restores community and resists injustice.

• Nonviolence recognizes the fact that all life is interrelated.

6. Nonviolence believes that the universe is on the side of justice.

• The nonviolent resister has deep faith that justice will eventually win.

|DR. MARTIN LUTHER KING, JR.'S SIX PRINCIPLES OF NONVIOLENCE |

|The Six Principles |What does MLK believe? |

| |Sum up his ideas in 10-12 words. Do not copy his words . . . |

|PRINCIPLE ONE: Nonviolence is a | |

|way of life for courageous people.| |

|PRINCIPLE TWO:     | |

|Nonviolence seeks to win | |

|friendship and understanding. | |

|PRINCIPLE THREE: Nonviolence seeks| |

|to defeat injustice, not people. | |

|PRINCIPLE FOUR:     | |

|Nonviolence holds that voluntary | |

|suffering can educate and | |

|transform. | |

|PRINCIPLE FIVE:      | |

|Nonviolence chooses love instead | |

|of hate. | |

|PRINCIPLE SIX: | |

|Nonviolence believes that the | |

|universe is on the side of | |

|justice. | |

In the Stillness of a Word by Amrita Bharati

Both

are so alike -

his earth

my sky

I wanted

to follow him

wherever he went

But our paths

were so different -

he was on one

I on the other

with a line between us -

his

and mine

We

were one

in our soul

But

he walked

on the low peaks of the earth

And I

in the high chasms

of the sky

Maybe

these two paths

will turn

one day

in my poetry

so we may walk together

in the stillness of a word

Autumn Song by Sarojini Naidu

Like a joy on the heart of a sorrow,

The sunset hangs on a cloud;

A golden storm of glittering sheaves,

Of fair and frail and fluttering leaves,

The wild wind blows in a cloud.

Hark to a voice that is calling

To my heart in the voice of the wind:

My heart is weary and sad and alone,

For its dreams like the fluttering leaves have gone,

And why should I stay behind?

Song for a soldier by Sofiya S

I salute your patriotism, and the spirit of

Leaving your loving ones

To fight for our Motherland

Fighting for its peace and harmony

We pray for your success

For us to live

May God bless all your endeavors

Let's pray that soon

The dawn of peace

Will prevail in our country.

Just a Little Hope Is Needed by Gagan Gill

Just a little hope is needed

like a ray of sun

shining in the earth

like the taste of wet stone

in the water

like a fish leaping

on wet sand

Just a little hope is needed

like a song remembered

in the throat of a mute

like a sigh

stopped in the chest

like the longing of an insect

clinging to glass

like thirst

drowned in the river-bed

Just a little hope is needed

SOULSTRONG;/BREAKAWAY by Siddharth Anand

Abandon the past

Throw away the baggage

Suffer no more. Avast (stop now)

Breakaway from the chains and shackles

Which from you, your life, take away;

Breathe again; this time without constraint

And the dreams in your eyes

Realize;

Forget fear.

Forget the barriers and the walls

Even the greatest of mountains on your feet will fall

When you with self-trust stand tall.

Walk away from those who try to cheat on your soul. Don’t stall.

Remember the wisdom of those wisemen

The universal law will square all.

Dream and don’t give up

And if they don’t shape up

Try. try once more.

Don’t breakup.

For the race of life

Is won, not, by the fastest or the strongest

But, by the one who can give his all……….

|Climbing the Stairs |How does the poem connect to the novel? |Select a literary technique (simile, metaphor, word choice, |

|poems |List 2-3 ways the poem connects to the novel. |irony, point of view, etc.) |

| |Include page numbers. |How does the poet use this technique to develop the poem? |

|“Autumn Song” | | |

|“Just a Little Hope is | | |

|Needed” | | |

|“Soulstrong; Breakaway” | | |

|“Song for a Soldier” | | |

|“In the Stillness of a Word”| | |

|Climbing the Stairs English 9 vocabulary to use in the essay |

|You may use this sheet during the essay test. Words only – no definitions. |

|(one word for each character must come from “True or False?” “Making things Better” or “Stubborn”) |

|character |word #1 |word #2 |word #3 |word #4 |word #5 |

|Vidya | | | | | |

|Kitta | | | | | |

|thatha | | | | | |

|periamma | | | | | |

|Raman | | | | | |

|other | | | | | |

Climbing the Stairs by Padma Venkatraman

|pages |How does Vidya follow Indian tradition? |How does Vidya resist Indian tradition? |

|1-18 | | |

|19-39 | | |

|40-63 | | |

|64-86 | | |

|87-106 | | |

|107-128 | | |

|129-152 | | |

|153-172 | | |

|173-195 | | |

|196-219 | | |

|220-243 | | |

Transitional Words and Phrases

For continuing a common line of reasoning:

consequently

clearly, then

furthermore

additionally

and

in addition

moreover

because

besides that

in the same way

following this further

also

pursuing this further

in the light of the... it is easy to see that

 

To change the line of reasoning (contrast):

however

on the other hand

but

yet

nevertheless

on the contrary

 

For opening a paragraph initially or for general use:

admittedly

assuredly

certainly

granted

no doubt

nobody denies

obviously

of course

to be sure

true

undoubtedly

unquestionably

generally speaking

in general

at this level

in this situation 

To signal conclusion:

therefore

this

hence

in final analysis

in conclusion

in final consideration

indeed

For the final points of a paragraph or essay:

finally

lastly

Transitional chains, to use in separating sections of a paragraph which is arranged chronologically:

first... second... third...

generally... furthermore... finally

in the first place... also... lastly

in the first place... pursuing this further... finally

to be sure... additionally... lastly

in the first place... just in the same way... finally

basically... similarly... as well

 

To restate a point within a paragraph in another way or in a more exacting way:

in other words

point in fact

specifically

 

Sequence or time

after

afterwards

as soon as

at first

at last

before

before long

finally

first... second... third

in the first place

in the meantime

later

meanwhile

next

soon

then

Identifying Details in Literature Mrs. Murphy

and how to include those details in an essay

← In an essay, first, you make a claim. A claim is an assertion or a statement that you make about a character or event.

▪ Then, you must select details from the novel that support your claim. A supporting detail is an item of information found in a paragraph or a portion of a paragraph. You could underline these word(s) in the text if you were allowed to write in the book.

There are two ways to insert a supporting detail in an essay:

← Direct quote: (when the exact words are needed) Use this technique when you need to refer to the specific vocabulary used by the author or when you could not rephrase the author’s words without plagiarizing. Copy the word(s) from the text EXACTLY as the author wrote them. Place these words inside quotation marks (the quotation marks indicate that you are borrowing the author’s words for your essay.) It is also possible to quote a portion of a sentence from the text. Include the page number or text reference in parentheses.

|literature essay |argument essay |

|Mary is an insensitive person. When Amy’s |The primary reason that college athletes should not be paid is that they receive scholarships. Whether|

|grandfather died, she was very upset. Amy |it’s a partial scholarship or a full-ride, college athletes can receive up to $50,000 per year (text |

|wrote a poem about her grief. “When Amy |2). In addition to tuition and room and board, the college pays for athlete’s “medical and travel |

|showed Mary her new poem, Mary laughed |expenses, gear, top-notch coaching, unlimited use of elite athletic facilities.” (text 3) When the |

|derisively.” (80). Amy had worked hard for |monetary value of all of these perks is added up, the college athlete is being paid quite well. |

|several days creating the poem. Instead of |Athletes also receive the gift of the future. They have a “national stage to audition for a job” with |

|encouraging and supporting her friend, Mary |the pros. (text 4) Because many games are televised, an athlete can end up with “endorsements” and “a |

|insulted her by laughing at her. Mary’s |nice contract when he turns pro.” (text 1) Therefore, athletes do receive full compensation for their |

|laughter was insensitive. |skill, effort, and hard work and their future is full of lucrative possibilities. |

← Paraphrase: (when only the gist is required) Use this technique when you don’t need to refer to the exact words the author used – but you want to refer to the ideas or the concepts the author mentioned. Use your OWN WORDS to summarize the ideas of the author. Do not place these words inside quotation marks.

|literature essay |argument essay |

|Mary is an insensitive person. When Amy’s |The primary reason that college athletes should not be paid is that they receive scholarships. Whether|

|grandfather died, she was very upset. Amy |it’s a partial scholarship or a full-ride, college athletes can receive up to $50,000 per year. (text |

|wrote a poem that described her grief. When |2) In addition to tuition and room and board, the college pays for athlete’s “medical and travel |

|Mary read Amy’s poem on page 80, she started |expenses, gear, top-notch coaching, unlimited use of elite athletic facilities.” (text 3) When the |

|to chuckle. Amy had worked hard for several |monetary value of all of these perks is added up, the college athlete is being paid quite well. |

|days creating the poem. Instead of |Athletes also receive the gift of the future. They have a “national stage to audition for a job” with |

|encouraging and supporting her friend, Mary |the pros. (text 4) Because many games are televised, an athlete can end up with “endorsements” and “a |

|insulted her by laughing at her. Mary’s |nice contract when he turns pro.” (text 1) Therefore, athletes do receive full compensation for their |

|laughter was insensitive. |skill, effort, and hard work and their future is full of lucrative possibilities. |

Climbing the Stairs essay topic

Write a well-developed essay in which you describe two ways that Vidya (or Kitta*) resists Indian tradition.

In your introductory paragraph:

• Include the title and author of the novel. (see above).

• List 2-3 ways that Vidya (or Kitta*) DOES follow Indian tradition. (2-3 sentences)

• Clarify the meaning of the topic “resists Indian tradition.” (1-2 sentences)

In your second paragraph, discuss one scene in which Vidya* resists Indian tradition. (10-20 sentences)

• Briefly introduce the scene. (2-3 sentences)

• Explain how Vidya* was expected to behave in this scene. (1-3 sentences)

• Discuss the way that Vidya* resists Indian tradition. (3-5 sentences)

• Support your opinion by including at least one sentence from the novel.* (1 sentence)

• Be sure to explain how this sentence supports your discussion. (1-3 sentences)

• Explain why Vidya* resisted Indian tradition in this scene. (3-5 sentences)

• Use at least one vocabulary word from the packet

*I will use the following sentence from the novel in this paragraph (include the page number):

In your third paragraph, discuss a second scene in which Vidya (or Kitta*) resists Indian tradition. (10-20 sentences)

• Briefly introduce the scene. (2-3 sentences)

• Explain how Vidya* was expected to behave in this scene. (1-3 sentences)

• Discuss the way that Vidya* resists Indian tradition. (3-5 sentences)

• Support your opinion by including at least one sentence from the novel.* (1 sentence)

• Be sure to explain how this sentence supports your discussion. (1-3 sentences)

• Explain why Vidya* resisted Indian tradition in this scene. (3-5 sentences)

• Use at least one vocabulary word from the packet

*I will use the following sentence from the novel in this paragraph (include the page number):

In your final paragraph:

• Reach a conclusion about the reason Vidya (or Kitta) resists Indian tradition in the first scene. (1-3 sentences)

• Reach a conclusion about the reason Vidya (or Kitta) resists Indian tradition in the second scene. (1-3 sentences)

• Reach a conclusion about Vidya’s (or Kitta’s) future based on her resistance to certain Indian traditions. (1-3 sentences)

|Climbing the Stairs essay test English 9 Mrs. Murphy |

|grading criteria |5 points |4 points |3 points |2-1-0 points |

|*Vidya or Kitta | | | | |

|Introductory paragraph: | | | | |

|lists 2-3 ways that Vidya* DOES follow Indian tradition |Excellent |Good |Adequate |Weak |

|clarifies the meaning of the topic “resists Indian tradition” |Excellent |Good |Adequate |Weak |

|Body paragraph #1: analyzes one scene one scene in which Vidya resists Indian tradition |

|introduces the scene |Excellent |Good |Adequate |Weak |

|explains how Vidya* was expected to behave in this scene |Excellent |Good |Adequate |Weak |

|discusses the way that Vidya* resists Indian tradition in this scene |Excellent |Good |Adequate |Weak |

|includes at least one sentence from the novel – and sentence is connected to the |Excellent |Good |Adequate |Weak |

|discussion | | | | |

|explains how this sentence supports your discussion |Excellent |Good |Adequate |Weak |

|explains why Vidya* resisted Indian tradition in this scene |Excellent |Good |Adequate |Weak |

|Body paragraph #2: analyzes a second scene in which Vidya resists Indian tradition |

|introduces the scene |Excellent |Good |Adequate |Weak |

|explains how Vidya* was expected to behave in this scene |Excellent |Good |Adequate |Weak |

|discusses the way that Vidya* resists Indian tradition in this scene |Excellent |Good |Adequate |Weak |

|includes at least one sentence from the novel – and sentence is connected to the |Excellent |Good |Adequate |Weak |

|discussion | | | | |

|explains how this sentence supports your discussion |Excellent |Good |Adequate |Weak |

|explains why Vidya* resisted Indian tradition in this scene |Excellent |Good |Adequate |Weak |

|Conclusion paragraph: | | | | |

|reaches a conclusion about the reason Vidya* resists Indian tradition in the second |Excellent |Good |Adequate |Weak |

|scene | | | | |

|reaches a conclusion about Vidya’s* future based on her resistance to certain Indian |Excellent |Good |Adequate |Weak |

|traditions | | | | |

|Conventions: | | | | |

|sophisticated language/use of vocabulary (2 words from the packet) |Excellent |Good |Adequate |vocab missing |

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