The Bridge Builder Will Allen Dromgoole An old man, going a lone highway, Came, at the evening, cold

and gray, To a chasm, vast, and deep, and wide, Through which was flowing a sullen tide. The old man crossed in the twilight dim; The sullen stream had no fears for him; But he turned, when safe on the other side, And built a bridge to span the tide. "Old man," said a fellow pilgrim, near, "You are wasting strength with building here; Your journey will end with the ending day; You never again must pass this way; You have crossed the chasm, deep and wide-Why build you the bridge at the eventide?" The builder lifted his old gray head: "Good friend, in the path I have come," he said, "There followeth after me today A youth, whose feet must pass this way. This chasm, that has been naught to me, To that fair-haired youth may a pitfall be. He, too, must cross in the twilight dim; Good friend, I am building the bridge for him." Parts of a Book Cover- To put something over or upon, as to proted conceal or enclose. Spine-The back part of the book and it faces outward when you shelf the book right. Title Page- The page at the beging of the book, usually containing the title of the book and the names of the author and publsher. Copyright Page-Where the copyright date is found. Dedication Page- its the place where the author dedicates the book to somone. Table of Contents-A list of the books contents, arranged by chapter, section, subsection, Etc... Forward- An introduction by someone other than the author, and it is usually a famous person.. Text (or Body)-The actual words of the book Glossary-A list of hard words with thier meanings often printed in the back of the book. Bibliography- A list of books,artiacls ect. used or referd by the author at the end of the book. Index-A list of names and subjects in alphbetical order at the end of the book.its the page HOW TO TEACH THE PARTS OF A NEWSPAPER

Teach Your Students to Love the Daily News! For some students, especially reluctant readers, glancing at the daily newspaper over their morning coffee might be the only reading they do as adults. Here are some tips on how you can help them be more critical readers, even if all they're doing is finding a movie showtime or looking for an apartment for rent. NEWS Generally the first section in any major daily newspaper, the news section is often split it several parts--national, state, and local or regional. There are many pertinent elements of the news section you can teach your students, such as:

Tell them to look for the 5Ws and the H in the lead paragraphs (Who, What, When, Where, Why, and How) Have them recognize that the paper is split into parts called "above the fold" and "below the fold," meaning stories that appear either above or below where the paper is naturally folded in half Tell them that there should be no editorializing (opinion or commentary) in a hard news story. It should be all fact. Have them see if they can find opinion words in a straight news story

EDITORIAL The editorial section of the paper is where writers are allowed to present their opinions and persuasive pieces of writing. They most often take the forms of:

Staff Editorials. These are pieces written by staff writers and published unsigned, signalling that they should be perceived as the collective opinion of the newspaper itself Signed editorials. These pieces are written by individual reporters and published with a by-line. They are meant to be taken as the opinion of that individual reporter Op-Ed (reflective) pieces. These stories--either reflective or persuasive--are meant to give insight, depth, or reflection on a specific issue or to outline the author's specific point-of-view Letters to the editors. These are letters written by readers of the newspaper who feel compelled to comment on issues they've read in previous issues

In this section, you could ask your student to identify a writer's major thesis or claim, copy powerful pieces of supporting evidence, or analyze the author's use of rhetorical devices (is the writer appealing to our sense of logic, our sense of morality, or our emotions?). You could also have them write their own letters to the editor, while teaching proper business letter format. You could alo have them work with vocabulary and identify effective sentence structure. FEATURES Sometimes called "soft news," this section contains more light-hearted pieces intended to to entertain, inform, or instruct readers on things they will enjoy. Such pieces include:

Entertainment. These stories might concern how movie ticket prices are increasing, what movie studios are merging, or how the local symphony is doing financially Human Interest. These are the "my pet dog got lost and found his way home from 200 miles away" and "People who met on MySpace match for bone marrow transplant" type stories. If someone has interesting coin collection or Civil War memorabilia, you'll find that story here Movie, television, music, plays reviews. Staff writers give you a heads up on what to catch on the tube, at the local cinema, concert venue, or regional theater Celebrity interviews. If a famous person has a new movie, CD, book, or television show to plug, chances are you'll be able to read an interview that star did in this section Social column (parties, fund-raisers). In these columns, staff writers follow the local goings-on among the hoi polloi. They might cover the local hospital fund-raiser, the political $1,000/plate dinner, or new restaurant opening This section also covers movie times, advice columns (Think Dear Abby), celebrity gossip, obituaries, and comic strips

In this section, students can write their own movie, music, or TV reviews, pull out interesting quotes from a celebrity interview, or write an article about a friend's hobby after conducting an interview. There are many opportunities in this section for the use of bubble charts, dialectecal journals (aka: T-charts), and other graphic organizers. SPORTS Although I am very poorly informed when it comes to sports, this will be some of your students' favorite section. This section includes:

Columns. Daily or weekly signed columns will appear that give reflection, insight, and depth to current sporting issues News. Has your team just made a trade? Do you have a new coach. You'll read about it here Features. Did a local town boy or girl make it to the big leagues? Did a player overcome great adversity to continue to play? These kinds of human interest stories can also be found here in sports Box Scores. These are the little teeny boxes that list the scores and stats in the sports section. For some of your students, this is all they will care about

For this section, your students could use their math skills to analyze the box scores and statistics, even to predict the outcome of the season. They could write journal entries commenting on the current skill level of the hometown team. They could write a reaction to the columnist's critique of the pro quarterback. Finally, they could tackle (pun intended) a sports story of their own. CLASSIFIED ADS

In some ways, this is the most fun section to teach. This section includes:

Big ads for local stores Classified ads for items, services, roommates, and residential rental Help wanted ads (jobs, etc.)

Personally, I have enjoyed looking at the ads with my student and talking about word choice, graphic placement, and audience. When I saw an ad that said "Prices Slashed!" I asked them why the writer chose the word "Slashed" and we talked about connotation (The prices weren't just lower or reduced or even "cut," they were slashed--implying an absolutely violent and . approach to price reduction. Furthermore, we like to play the "Who has the weirdest thing for sale?" game. Be careful, though, during one of these games one of my students found something for sale called a "marital swing." I mumbled something about backyard B-B-Ques and moved on. You can also ask them to look at the want ads and evaluate possible job opportunities and write journal entries about their future careers. The daily newspaper provides a wealth of information and, assuming that they are not completely supplanted by online news sources at some point in the future, will offer an informative, thoughtful, even entertaining way to find out what's going on in the world for years to come. With the aforementioned tips, then, you can help your students learn to appreciate what a newspaper does and how it does it. Reading and research series How to read an essay * Note: this excellent process can be applied to books, chapters in books, articles, and all manner of reading. What is the title? What does it tell you about what the essay is about? What do you already know about the subject? What do you expect the essay to say about it--especially given when it was written and who the author was (see next questions)? When was the essay written? Do you know anything about the state of the historical literature on the subject at that time? If so, what do you expect the essay to say? Who wrote it? What do you expect him or her to say? What are the author's credentials, or affiliations? What are his/her prejudices? Are you familiar with the authors' other work related to the subject? Read the essay, marking the information that is crucial to you. When the text gives you crucial information, mark and note it: What exactly is the subject? How does it correspond to the title? What are the main points--the theses? What is the evidence that the author gives to sustain the thesis or theses? What is the factual information that you want to retain? Is there a good description of something you knew, or did not know, that you want to remember its location. If so, mark it. If for research, make out a research note on it. Does the author cite some important source that you want to retain for future reference? If so, mark it. If for research, make out a bibliographic note either now or on reviewing the article for such citations. Once you have finished the article, reflect on: What have you learned? How does it relate to what you already know? Did you find the argument convincing on its own terms? Given what you know about the subject, do you think the main point(s) might be correct even if the argument was not convincing?

Can you think of information that makes you doubt the main point(s), even if the essay argued it well? How does the essay relate to other things you have read--that is, how does it fit in the historical literature? Make out a summary sheet on the essay * Adapted with permission from Professor M. Les Benedict, Department of History, Ohio State University How to Read a Short Story Short stories are ideal for reading in bed or on planes, and for those who love to read but can't seem to find the time to finish whole novels. Difficulty: Easy Instructions Things You'll Need

Dictionaries 1.

1 Read the "blurbs" on the inside front cover or back cover to gather information about the author and his or her favorite subjects.

2 Look at the date of publication - it can often help you to set the scene or exclude a particular historical background.

3 Skim the table of contents if you are reading a complete collection of the author's works. Sometimes you can tell if short stories are meant to be read together just by looking at titles.

4 Examine the title of the story; you can often consider it a condensation of the essential point.

5 Read dialogue carefully. In many short stories, though not all, revelation of character comes mostly through conversation, since there is little time for action.

6 Expect a dramatic, surprising or even odd twist at the end of the story - you will have been set up for it quite carefully.

7 Re-examine the title and read the story again to identify the clues to the ending that you may have missed the first time through.

Reading and Teaching Drama

Notes About Reading Drama

Reading drama is different from reading fiction because it is so much sparer. The author tells the reader or actor very little about the characters, usually only in the stage directions which the viewers of a play don't see.

Both actor and reader, then, have to read the stage directions carefully and to make inferences from what is learned about characters in the dialogue. From what the characters say, you have to construct an interpretation of who they are.

Characters The first thing you want to get straight about the play is the characters; plot in drama is largely defined by the interactions between CHARACTERS. So there are two things you need to figure out: 1. What happens and has happened to each character and who they are as a result of these events.

o o o o o

We call this finding the "through-line". A good way to establish a through-line is to think about motivation: what makes each character tick? What do they want, what motivates their actions and words? Actors often think in terms of finding the"SPINE" of a character, the essential quality that holds them together. What do we find out about the history of each character in the play? What does their past tell us about them now? Pick a character to specialize in. Using that character's past history, construct your sense of that character's spine or motivation. What makes him or her tick? What is their ruling passion. How do they relate to each of the other characters?

2. How the characters interact.

o o o o

We call this finding the "cross-lines". This play is about two families and five different social levels, so we have to understand how each of the characters in each level relate to each other and to those at other levels How does Ferdinand relate to his father? To Prospero? To Miranda? How Does Caliban relate to Prospero, to Miranda, to Trinculo and Stephano? What is each character's relationship with every other character. Ariel ------- Prospero Miranda ------ Ferdinand Alonzo ------ Gonzalo --- Antonio -----Sebastian Stephano -- Trinculo Caliban

Plot

Traditionally (since Aristotle) plot in plays has been described in terms of a four-part movement from complication to reversal through recognition to resolution The complication is the beginning of the action, where all the conflicts gets set up, the wires get crossed, the people oppose each other, the lovers get lost from one another etc. What gets complicated in this play? o The reversal or "PERIPETIA" is a sudden turn in the action of a play, the moment in a tragedy where the hero falls (like when Adam bites the apple or Macbeth murders the king). Are there any sudden turns in this play? o Another kind of crisis can be a crisis of knowing, a sudden illumination, understanding, or recognition (like when Oedipus finally figures out that he is the murderer he has been searching for). What are the crucial moments of recognition in the play? Who recognizes what? What does this tell us about the THEMES of the play, the meanings it is exploring, the message it wants to get across? o The resolution is the way the play gets resolved in the end. If it's a comedy, the play generally ends with a marriage, a party, a dance. Comedies end with the hero's integration into society. Tragedies are about the hero's isolation from society, so they typically end in death or exile. How does this play end? Is it a comedy or a tragedy? What seem to be the most dramatic moments in the play? Where are the crises?

Theme Other ways of getting at the THEME involve paying attention to what the playwright emphasizes. 1. What ideas and concerns are repeated, brought up again and again? 2. What ideas have the strongest, most vivid imagery and/or figurative language associated with them? 3. What would you identify as the most important line in the play? 4. How does the title fit in? How to Read Poetry Edited bySar27 and 11 others You have probably read a poem before, but have you really read the poem how it was meant to be read? Poets spend a great deal of time and thought to the arrangement and formatting of their poem so that when read, they produce a specific sound, or emphasize certain words or meanings. This all adds to the artwork, and when read correctly, the poem can be appreciated to its full extent. Ads by Google Improve Blast Performance Start mine-to-mill www.wipware.com Edit Steps 1. 1 Understand the usage of lines, stanzas (basically paragraphs for poems), and punctuation . Poetry is not merely fancy words that rhyme. Think on how you might say a sentence in many different ways, depending on what you want to imply to the person you are speaking to. Ads by Google Unblock FB with VPN Fast VPN, Hide www.strongvpn.com Your IP, Secure Quick Setup, 24x7 Live Support

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For example, you might say "Come here," to a friend. If you were going to write this as in a novel, you might write: ' "Come here," I demanded.' Or you might say: ' "Come here," I said insidiously.' You could also say: ' "Come here!" By themselves, the two words have dramatically different connotations than when put together. The same applies to poetry.

2.

2 Understand that poets use of words is more restricted than the casual writer . A poet will work within established rhyme and meter to use words in surprising and unexpected ways... ways that will bring enjoyment to you, the reader.

3.

3 Know that just because a line might end, doesn't mean that the sentence did, and that you should pause. The pause you take for breath comes at the punctuation, regardless of where it occurs in the line. Take, for example, the first paragraph of the poem "Cenone" by Alfred, Lord Tennyson:

o o o o o

There lies a vale in Ida, lovelier Than all the valleys of Ionian hills. The swimming vapour slopes athwart the glen, Puts forth an arm, and creeps from pine to pine, And loiters, slowly drawn. On either hand

o o o o o o o o o
4. 4

The lawns and meadow-hedges midway down Hang rich in flowers, and far below them roars The long brook fallen thro' the clov'n ravine In cataract after cataract to the sea. Behind the valley topmost Gargarus Stands up and takes the morning: but in front The gorges, opening wide apart, reveal Troas and Ilion's column'd citadel, The crown of Troas.

Look at the sentences. You can see that sometimes a line ends with a comma, and sometimes it doesn't. If you read it like this: "There lies a vale in Ida, lovelier (pause, pause) Than all the valleys of Ionian hills. (pause, pause)" . You might be a little puzzled as to the poet would write a poem that doesn't flow. The reason is because you are reading it 'sing-song' like. Try reading it again without the formatting.

o o o o
5. 5

"There lies a vale in Ida, lovelier than all the valleys of Ionian hills." You should notice this time that the emphasis has been placed on 'Ida' rather than on the pauses and 'Ionian' from the former reading. It sounds like a conversation. Now try it again: "There lies a vale in Ida, lovelier Than all the valleys of Ionian hills."

Look again how you read it.This time, you probably paused at 'Ida,' and made 'lovelier' flow together with 'than' without pause. Notice that the emphasis was still placed on 'Ida,' but the word 'lovelier' and 'all' had a stronger feeling to it- it was said with a greater accent, giving it an arrested and smitten sound. This poem was written rather like a paragraph in a story, or a monologue in a play. Notice how different it sounds when read like a story and not a ballad! 6. 6 Go back and read the poem with the correct pauses, keeping in mind the feeling of reading it like a paragraph. Note: This takes practice! You might have to read it aloud several times before getting it right. When you are finished, did you see that you were actually able to follow along with the story being relayed? Oftentimes when reading a poem like a ballad (with breaks at the end of each line) you can get caught up in maintaining the rhythm, and find it difficult to concentrate on the actual poem. 7. 7 Don't be afraid to look up the words you don't know . This should be obvious, but oftentimes you can simply skip over a word, and chalk up its meaning to "context clues" or "implied meaning" like they taught in 2nd grade. Look up the words you don't know, and even the words you think you know but are maybe a little unsure on. You may be surprised as to how the poem changes colors in your head.