LIMES Use with textbook page 458. Choose the best answer for each item. Circle the letter of the correct answer. 1. The author of “We Are Each Other's Business,” Dr. Eboo Patel, wishes he had a. avoided certain foods (b/helped a friend ¢. studied more 2. Patel states that beliefs are imprinted through ‘a}jstudying the Holy Quran _b. actions shared lunches 3. Raoul Wallenberg is best remembered for a. helping to save b. coming from one of the _c. being an attaché Hungarian Jews wealthiest families 4, Wallenberg persuaded the Swedish government to ‘Al issue protective passports _b. participate in . arrest and prosecute to Hungarian Jews. World War II Hungarian fascists 5. Wallenberg was brave because he — a.left Hungary b. put an end to risked his life to World War Il —" help others Gis STL Use with textbook page 459. Reread “Raoul Wallenberg and the Rescue of Hungary’s Jews.” Choose sentences from the text that you believe show the best examples of Wallenberg's heroism. Write them in the chart. Finally, write your own definition of what it means to be a hero. ‘Sentences with examples of Wallenberg’s heroism ey reece Ecaion)nc. To me, being a hero means.. [ie 226 Unit6 © Reading 4 Vouulieulame Date GRAMMAR Punctuation of Quoted Speech Use with textbook page 460. REMEMBER A speaker's exact words are enclosed in quotation marks. When a phrase lke he said or she said comes before quoted speech, a comma follows the phrase. When such a phrase comes after the speech, a comma follows the speech. Begin the quotation with a capital letter. When the phrase identifying the speaker interrupts a quotation, use a comma after the first part of the speech and after the phrase. If each part of the quotation is a complete sentence, a period follows the phrase identifying the speaker. Put av next to the sentence in each pair that is correctly punctuated and capitalized. a “The test was difficult” he said. —4— "The test was difficult,” he said. 2. The teacher said, “everyone did wel The teacher said, “Everyone did well.” “No way!” she exclaimed. “No way" she exclaimed. Correctly punctuate and capitalize each sentence. To show that a letter should be capitalized, circle it. Example: “Why not?” he asked. “{it’s been done before. ” 4. She said, “it was a pleasure meeting you.” iss fijease visit us again soon,” he said. 6. “| want” he said “to go there.” A (vinat do you want to do’, they asked. 8. “I've never been there" | said. (have you" , 9. Yeu frightened me" she cried. 10. “if he'd like” Mr. Jones said "We could visit the museum” jit6 © Reading 4 227Include Quotations and Citations Use with textbook page 461. This is the main-idea-and-details web that Olivia completed before writing her Paragraph. Main idea Oskar Schindler saved the lives of more than a thousand Jews. Detail provided food and shelter for the Jews he was hiding Detail negotiated with Nazis to protect his workers Quotation “when you know people, you have to behave toward them like human beings.” Complete your own main-idea-and-details web about an individual who took risks or made sacrifices to help other people. Main idea Quotation SSE you went to chen ; ; 2 te world, go home and love your fami Unit 6 + Reading 4 srDate tee Why are ideals important? 6 READING 5: “Student Community Service Requirement: Pro and Con” and “Special Senior Meals: A Student Debate” BSN NSETEY Types of Evidence Use with textbook page 463. REMEMBER Evidence is information such as facts, statistics, observations, or examples that a writer uses to support an idea, a conclusion, o an argument. There are different types of evidence. Logical evidence is factual. Empirical evidence is information gathered from an experiment or experience. Anecdotal evidence is based on an example or an account of an event. Also, not all evidence is equal. Reliable evidence comes from experts and is accurate, current, and plentiful. Unreliable evidence may not be detailed enough or come from an unreliable source. , Suppose a writer makes the following claim: Dogs should not be allowed into retail stores because they hurt business, Read the examples of evidence that the writer has provided to support this argument. Identify each example as logical, empirical, or anecdotal. 1. A story from a store owner about a dog tearing several items of clothing t 2. Results of a national study that show that stores that allow pets suffer greater losses in merchandise 3. A store surveillance video showing a dog damaging food packages Testimony from a mall customer who says she has seen pets damaging merchandise in several stores 5. Statistics that show stores that allow pets have lower sales than stores that don’t allow pets ES 7 Cepyright © by Pearson Education, Ine.Lis ae WI Seey Evaluating Evidence Use with textbook page 464. REMEMBER Readers should evaluate the reliability and correctness of the evidence the writer Provides. Reliable evidence includes facts and statistics that can be proven, opinions from experts, and detailed examples. Suppose a writer makes the following claim: Students should not be allowed to hold the annual bonfire on the football field. The writer then finds the following examples of evidence to support her claim. Read each example of evidence, and determine whether it is reliable or unreliable. Explain your answer. 1. A story about the writer’s brother's friend who was injured during last year’s bonfire 2. An interview with a firefighter who has responded to numerous calls regarding bonfires in past years 3. An article in a local paper that describes damage to the football field caused by last year's fire 4. Ateacher’s opinion that the bonfire is dangerous 5. National statistics reporting injuries related to school-sponsored bonfires el; ve lj alo'e 6. Astudent’s blog that describes unsafe behavior he has witnessed at past bonfires Aye rio leName Date — LIZ SINS EIEY Identifying Fallacies Use with textbook page 465. REMEMBER A fallacy is an error in an argument or logic. In persuasive writing, fallacies weaken the claim that a writer is attempting to support. Here are some common logical fallacies: bandwagon appeal, appeal to pity, false dilemma (either/or), non sequitur, circular argument, hasty generalization, and personal attack (ad hominem) Look at the following statements. Identify the fallacy each statement contains. Then explain why it is a fallacy. Statement Fallacy Explanation Either we stick to the dress ay 2 code or we see employee productivity sutfer. Alice is very poor, so she a) 4. shouldn't have to help with the chores. The uniforms are outdated 5. 6. because they are old. You are crazy if you think this | 7. 8 policy won't affect you. ‘Copyright © by Pearson Education, ine. Everyone knows that video 9. 10. ‘games improve coordination. O. 5 im Pye e' U Geordie on | ‘ Unit 6 231 SGA ICUS GUTSata) Subjunctive Mood Use with textbook page 470. REMEMBER ee UDI, cre te Sublunctve mood exrss candor hat do ot cure it, such as subjunctive mood uscon ete®: 88 well as other situations that are unikely or untrue. In English, the i lly appears as the verb were. The subjunctive mood can also be used to express mendations. In this case, the basic form of the infinitive verb should be used. Circle the correct verb for each sentence below. 1. Would you be happy if | (was es Were 2. Efrain plays the piano as though he (was ‘Kwere)a classically trained pianist. plan a party for your birthday? 3. The camp counselor thinks it’s important that each student (wash / washes) the dishes once per week. a 4. The criminal talked as though she (was / Wwere) not involved in the scheme. 5. Darius’s father insists that he (complete / completes) his homework every night. 6. Adele suggests that the volleyball team (travel / travels) together in the school van. 7. The teacher insists that the student (take / takes) the quiz. 8. Quinn's mother demands that he (drive / drives) more slowly on the interstate. arDate Gis Write a Persuasive Essay Use with textbook pages 471-472. Complete your own flowchart for a persuasive essay. PPO dont wie Le Gas \ al glestic rthque E ‘bedeb gatreaque -£Kn Outline to organize Use this opposi your essay. Ri edge possible Posing arguments to strengthen sea cee oe OSE, ‘Thesis statement (claim); Ww A. Evidence: 1. Supporting detail: 2. Supporting detail: 3. Supporting detail: Il. Main idea: A. Evidence: 1. Supporting detail: — 2 at heme 2, Supporting det , eC eu kalo A es ov 3. Supporting detail: Tl. Main idea: Baar REM oe ea 7. Supporting detail: : ; le aie Ve on —vSe_yecycle woter for plants 2, Supporting detail: t a Wwe Co _V$e_ a (Certain amoen't of Warr 3, Supporting detail: } ( Pei itll nse nike tpn lalla tence ow shower 1 iDate Choosing a Topic Use with textbook page 475. ‘Complete your own chart before you begin your oral report. Discuss your ideas with a partner,badger Od UT ote is ‘476. Gathering and Organizing Information Use with textbook page topic. Complete your own chart to record information about your topi Newspager " Cain Vv, preyeen asking For Jeegle oe “Radio station