From the brink her paws she stretches, For herself she hath no fears Him alone she sees and hears Makes efforts with complainings; nor gives o'er I. Oral Exercise WILLIAM WORDSWORTH. What is the topic in the first stanza? The second? The third? The fourth? What lesson do we learn from the poem? Notice how the poem starts with action. What is the effect? Point out the exclamatory sentences. What is their effect on the poem? What words rhyme? Tell the order of the rhyme. What expressions do you particularly like? Tell why you like them. Describe a greyhound. Give the meaning of cleaving; fondly; strives; in the third stanza: brink; afflicting; fetches; fellow; in the fourth stanza. From this outline tell the story: 1. The start of the greyhounds after a hare. (b) Condition of the ice. (c) Dart's misfortune. 3. What happens to the other dogs. 4. Music's efforts to save Dart. From the outline write the story of "The Faithful Greyhound." Compare your account with the poem and make corrections in your work. III. Correction Exercise Read your paraphrase aloud for class criticism. Exchange compositions with a classmate and correct each other's work. III. LETTER WRITING AN INVITATION Druce Lake, Illinois, August 3, 1913. Dear Cousin Will: This morning I arrived here. I intend to stay all the month. When Uncle Tom met me, be said, "Why didn't Will come with you?" Of course I couldn't say, "Because he wasn't invited." But before I could answer, Aunt Jessie said, "You had better write to Will and ask him to come up and stay with you." "That's right," added Uncle, "two boys are better than one." So come as soon as you can. Let me know what train you will take and I will meet you at the station. You know how Uncle and Aunt like boys, so I guess we shall have as good a time as we had last year. I can hardly wait to see you. Your cousin, Fred Easton. Master William Mulford Chicago Illinois I. Oral Composition Name the parts of a letter. Read the heading of this letter. Of what two parts does it consist? Tell where each is placed. Tell where the punctuation marks are used. Read the salutation. Where is it placed? What words begin with a capital? Why? What mark of punctuation is at the end? How many paragraphs are there in the body of the letter? At what margin does each begin? Why are the words Uncle and Aunt begun with a capital? Give the rule for the use of the comma after said and of the capital in Why in the second paragraph. Point out similar instances in this letter. Change the quotations into indirect ones. For what words do these contractions stand-didn't, couldn't, wasn't, that's? Read the closing. Where does it begin? What mark of punctuation is placed at the end? Which word begins with a capital? Compare the word cousin with the same word in the salutation. Why is the one begun with a capital and not the other? Read the signature. Where is it placed? What punctuation mark is placed after the name? Tell what you would write to a relative, or a friend, when inviting him to be with you. Follow this outline: 1. (a) Where staying. (b) With whom staying. 2. (a) Description of the place. (b) How the time is spent. 3. (a) Permission obtained to invite him. (b) The invitation and promise of a pleasant time. 4. Arrangements for meeting him. II. Written Composition Write your letter. To guide you in placing the parts of a letter, fold your paper lengthwise through the center. Then fold a half-inch margin at the left. Draw a rectangle to represent an envelope and write within it the name and the address. To the teacher.-There are several correct forms for a letter. It is advisable, however, to select one good form and adhere to it. III. Correction Exercise When you have read your letter aloud and have received the criticism of your teacher and your classmates, exchange letters with your neighbor and mark mistakes in form. IV. ORIGINAL COMPOSITION An Adventure How Tempe Saved Her Horse One fine afternoon as Tempe was slowly riding homeward, within a mile of her house, she met half a dozen soldiers in Continental uniform, and two of them, stepping in front of her, called upon her to stop. When she had done so, one of them seized her bridle. Tempe had had her horse praised before; but these men were looking at him, and talking about him, very much as if he were for sale and they were thinking of buying. Presently one of the men said to her that this was a very excellent horse that she was riding, and they wanted it. To this Tempe exclaimed, in great amazement, that it was her own horse, that she wanted him herself, and had no wish to dispose of him. Some of the soldiers laughed, and one of them told her the troops were about to move, and that good horses were greatly needed, and that they had orders to levy upon the surrounding country and take horses wherever they could find them. To the teacher.-When a pupil has many mistakes in his written work, he should be required to rewrite it in its corrected form. |