Below, you will find a word list of 15 words, and a short definition. These words are some of the unfamiliar vocabulary when you read the story The Traveling Musicians. You are to compose 15 sentences, using each of thevocabulary words in a sentnece. The story is still posted for reference. Please highlight the vocabulary word in your sentences. Your sentences should have 7 words or more, any sentences less than 7 words will not be graded. 1. Jollily-cheerful, happy

__ 2. Contrive-to do something that isn’t good

__ 3. Hearth-the floor of a fireplace

4. Comrades-a fellow solider, member of a group, friends

5. Abode-house or home

__ 6. Spied-to look at, observe

__ 7. Musician-one that plays a music instrument

__ 8. Chanticleer-name given to a rooster in a fairy tale

__ 9. Eagerness-wanting to do something very much

__ 10. Scampered-to run quickly

__ 11. Mischief-misbehavior, getting into trouble

__ 12. Jogged-to run at a slow pace

__ 13. Faithful-loyal, trust

_ 14. Rueful-sorrow, regret, hate that you did something

__ 15. Fortune-chance or luck

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?