For this project, you will have several choices! Choose ONE (1) of these three options: Option 1:
You may choose to write a traditional 5-paragraph compare-and-contrast essay about the two Mark Twain texts. If you do this, you should follow these guidelines:

Paragraph 1—This should be an introduction of the two texts, ending with a thesis statement that explains how the three literary elements you will focus show that the texts are more similar or more different.
Paragraphs 2, 3, and 4—Each of these body paragraphs should focus on one of the terms from your prewriting activity. You should explain the evidence of that term in each text, and how this shows their similarities or their differences.
Paragraph 5—This concluding paragraph should summarize what you have presented in your body paragraphs and contain a final sentence that rephrases your thesis.
Option 2:
You may choose to do a slideshow presentation about the two texts. If you do this, you should follow these guidelines:

You should have a minimum of 8 slides (not counting a title slide for your presentation).

Slide 1—This should be a paragraph introduction of the 2 texts, including a thesis statement that states whether these texts have more similarities or more differences.
Slides 2-7—These slides should be in the "Title and 2 columns" format. The title of the slide should be one of the literary terms, and in each box you should explain how that term is represented in each text (your prewriting notes will be very helpful here!)
Slide 8—This should be a few concluding sentences, and you should state which of the terms you covered in the previous slides best prove that the two texts are more alike or more different.
Option 3:
You may choose to create a video (remember the Forest Service official who was contrasting the two volcanoes?) in which you follow these guidelines:

Begin by giving the viewer an explanation of what these two texts are.
State definitely whether you will be talking about how similar or how different these two texts are.
Using a minimum of three of the literary terms as your criteria, explain how each one relates to the text. These explanations should prove the statement you made (whether the two texts have more similarities or more differences).
Conclude your video with a final statement about the two texts.
See the rubric attached to the assignment—make sure you keep referring to this as you complete your work so that you will get all of the points possible.

How does the underlined figurative language contribute to the meaning of the poem?

Part 2: thoreau’s ideas had a profound effect on a man named gandhi. gandhi, was a leader in india who worked to end british rule. he led india to independence and inspired many to non-violent forms of protest and resistance. he fought to end poverty, worked to expand women's right to vote, and built bridges between ethnic and religious groups. like thoreau, he lived simply, owned very little, and ate a vegetarian diet. in india, gandhi's form of protest was called the "non-cooperation movement." he urged indians to boycott british education systems and leave government jobs. the movement was very popular, and in part to stop its spread, the british controlled government arrested him. after a few years, he was released and became active in politics again. he inspired many to follow him on marches to protest various taxes. on one such march, thousands followed him 240 miles over 24 days to the sea to protest a salt tax. this march set the example of non-violent resistance to the government that others in the country followed. eventually india won independence from britain, in large part because of gandhi work. gandhi's model of resistance and reform was creative, appealing, and successful. as a result, dr. martin luther king looked to gandhi when the time came to find a way to resist segregation in the south. the lunch counter protests, famous for the passive response to anger, and even violence, aimed to end the separation enforced by laws in some regions of the south. king also organized walks, marches, and bus rides that were meant to bring attention to the issues facing african americans. these forms of protest were directly modeled on gandhi's, but king took them straight to the source of oppression. where gandhi's protests created awareness and built momentum, king's protests were in the face of great hatred and fear. the passive, non-violent protests were ultimately effective, mainly because the passive response to violence cast the opposition as brutes. however, change came slowly and at the cost of many lives. king remained committed to peaceful protest, however, until his death. king learned from gandhi, expanding on what worked, applying old techniques to a new problem. gandhi owed his philosophy, in part, to a new england poet who loved the woods. read this sentence from part 2: like thoreau, he lived simply, owned very little, and ate a vegetarian diet. what is the point of this sentence? gandhi and thoreau had similar childhoods. gandhi had many admirable qualities. thoreau and gandhi were very similar. thoreau had a simple life compared to others.

What is john steinbecks book the grapes wrath about