NYS Common Core ELA & Literacy Curriculum Grade 10 Module 1 Unit 3 Lesson 11

Transcription

1 Lessn 11 Intrductin In this lessn, students read pages f Dreaming f Heres frm Friday Night Lights (frm He didn t dwell much n his father s death t n the field and see his wn reflectin ), in which Dn and Charlie Billingsley are intrduced and the beginning plays f the seasn pener ftball game are described. Students wrk in small grups t read and analyze the text befre wrking with the Direct and Indirect Reprting Tl, n which students track when Bissinger uses the actual wrds f the characters and when he recnstructs events, cnversatins, and emtins in rder t advance his wn pint f view. Student learning is assessed via a Quick Write at the end f the lessn: Hw d Bissinger s chices abut hw t relate the events f the seasn pener develp his pint f view? Fr hmewrk, students cmplete a Pht Activity Tl. Additinally, students read pages f Dreaming f Heres frm Friday Night Lights and use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text. Additinally, students bx unfamiliar wrds and lk up their definitins. Standards Assessed Standard(s) RI RI Addressed Standard(s) W b SL d Analyze hw the authr unflds an analysis r series f ideas r events, including the rder in which the pints are made, hw they are intrduced and develped, and the cnnectins that are drawn between them. Determine an authr s pint f view r purpse in a text and analyze hw an authr uses rhetric t advance that pint f view r purpse. Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades 9 10 Reading standards t literary nnfictin (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasning is valid and the evidence is relevant and sufficient; identify false statements and fallacius reasning ). Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades 9 10 tpics, texts, and 1

2 issues, building n thers ideas and expressing their wn clearly and persuasively. d. Respnd thughtfully t diverse perspectives, summarize pints f agreement and disagreement, and, when warranted, qualify r justify their wn views and understanding and make new cnnectins in light f the evidence and reasning presented. L L a Apply knwledge f language t understand hw language functins in different cntexts, t make effective chices fr meaning r style, and t cmprehend mre fully when reading r listening. Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw d Bissinger s chices abut hw t relate the events f the seasn pener develp his pint f view? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify Bissinger s chices abut hw t relate the events f the seasn pener (e.g., Bissinger shifts between using the actual wrds f the peple in his accunt and recnstructing cnversatins, events, thughts, r feelings). Analyze what Bissinger s chices abut hw t relate the events f the seasn pener suggest abut his pint f view (e.g., Bissinger shifts between direct and indirect accunts f the memries, thughts, and feelings f the peple f Odessa in rder t develp his pint f view abut the imprtance f ftball t the cmmunity f Odessa. In his accunt f the first game f the seasn, Bissinger states, Everyne knew what was at stake (p. 78). There are n qutatin marks r wrds attributing these thughts and feelings t anyne in Odessa, but Bissinger presents them as thugh they are a fact and uses them t express his pint f view that ftball is an event that everyne in Odessa cares abut. Bissinger s accunt f the cach s pre-game speech, n the ther hand, is very straightfrward and uses qutatin marks t indicate the exact wrds he spke t the bys, That 1988 seasn is fur and a half minutes away Let s have a great ne (p. 78). Bissinger s intrductin uses indirect reprting, written in a style very different frm that in which 2

3 the peple f Odessa speak, t advance his pint f view that ftball is f immense imprtance t the cmmunity.). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) jiggering (v.) manipulating r altering, especially in rder t get smething dne illegally r unethically cherished (v.) held r treated as dear succinct (adj.) expressed in few wrds meticulus (adj.) taking r shwing extreme care abut minute details; precise; thrugh tailback (n.) in American ftball, the ffensive player wh lines up farthest behind the line f scrimmage debut (n.) first appearance n a stage, n televisin, etc. balmy (adj.) mild and refreshing Vcabulary t teach (may include direct wrd wrk and/r questins) pise (n.) dignified, self-cnfident manner r bearing Additinal vcabulary t supprt English Language Learners (t prvide directly) immaculate (adj.) perfectly clean methdical (adj.) dne by using a careful and rganized prcedure Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI , RI , W b, SL d, L , L a Text: Dreaming f Heres frm Friday Night Lights by H. G. Bissinger, pages % f Lessn Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 1. 15% 2. 10% 3. 10% 3

4 4. Reading and Discussin 5. Direct and Indirect Reprting Tl 6. Quick Write 7. Clsing 4. 15% 5. 35% 6. 10% 7. 5% Materials Student cpies f the 10.1 Cmmn Cre Learning Standards Tl (refer t Lessn 1) Cpies f the Direct and Indirect Reprting Tl fr each student Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Cpies f the Pht Activity Tl fr each student Student cpies f the Central Ideas Tracking Tl (refer t Lessn 2) students may need additinal blank cpies Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 15% Begin by reviewing the agenda and the assessed standards fr this lessn: RI and RI In this lessn, students explre hw Bissinger cmbines actual and recnstructed events t advance his pint f view while describing the beginning plays f the seasn pener. Students lk at the agenda. Instruct students t take ut their cpies f the 10.1 Cmmn Cre Learning Standards Tl. Infrm students that in this lessn they begin t wrk with three new standards: RI , W b, and L.9-4

5 10.3. Instruct students t individually read the standards n their tls and assess their familiarity with and mastery f them. Students read and assess their familiarity with standards RI , W b, and L Instruct students t talk in pairs abut what they think standard RI means. Lead a brief discussin abut the standard. Student respnses may include: Cnsider the authr s pint f view. Cnsider the authr s purpse in writing an infrmatinal text. Analyze hw the authr furthers that pint f view and/r purpse in his r her writing. Explain t students that rhetric means the art f effective r persuasive writing r speaking. Instruct students t talk in pairs abut what they think standard W b means. Lead a brief discussin abut the standard. Student respnses may include: Use evidence frm literary nnfictin t supprt analysis, reflectin, and research. Use evidence frm literary nnfictin t supprt grades 9 10 reading standards fr infrmatinal texts, including literary nnfictin. Instruct students t talk in pairs abut what they think standard L means. Lead a brief discussin abut the standards. Student respnses may include: Think abut hw language is used differently in different situatins. Chse language that is apprpriate fr expressing ideas clearly r fr establishing an apprpriate style. Read and listen carefully in rder t ntice hw writers and speakers use language differently in different situatins. Activity 2: Hmewrk Accuntability 10% Instruct students t take ut their respnses t the first part f the hmewrk assignment. (Reread pages f the chapter Dreaming f Heres frm Friday Night Lights and use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text.) See the Mdel Central Ideas Tracking Tl fr sample student respnses. 5

6 Instruct student pairs t share and discuss the vcabulary wrds they identified and defined in the previus lessn s hmewrk. Students may identify the fllwing wrds: jiggering, cherished, succinct, meticulus, tailback, debut, and balmy. Differentiatin Cnsideratin: Students may als identify the fllwing wrds: immaculate and methdical. Definitins are prvided in the Vcabulary bx in this lessn. Activity 3: Masterful Reading 10% Have students listen t a masterful reading f pages f Dreaming f Heres (frm He didn t dwell much n his father s death t n the field and see his wn reflectin ). Cnsider pausing several times during the masterful reading t allw students time t write dwn initial reactins and questins. Students fllw alng, reading silently. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: Hw des Bissinger distinguish his pint f view frm that f the peple he describes? Activity 4: Reading and Discussin 15% Instruct students t frm small grups. Pst r prject the questins belw fr students t discuss in their grups. Instruct students t anntate fr pint f view thrughut the reading and discussin, using the cde POV. This anntatin exercise supprts students engagement with W b, which addresses the use f textual evidence in writing. Instruct student grups t reread pages (frm He didn t dwell much n his father s death t n the field and see his wn reflectin ) and answer the fllwing questins befre sharing ut with the class. What des Bissinger s reprt f the fans respnses t the team n page 78 suggest abut what the Permian Panthers represent t their cmmunity? Student respnses may include: 6

7 The team s success represents the cmmunity s pride, as is evident when Bissinger reprts, Everyne knew what was at stake (p. 78). This sentence suggests that mre than just the utcme f a single game r a team s seasn is at stake; the cmmunity s pride is als at stake. The team represents the cmmunity itself. Bissinger describes the fans squealing in delight, and yelling the war cry... in frantic unisn (p. 78), demnstrating their enthusiastic supprt fr the team and their hpe that the team will succeed. The phrases war cry and frantic unisn suggest that the cmmunity feels as thugh it is part f the team, nt just a crwd f spectatrs, and the team represents them when it plays against teams frm ther cmmunities. The team represents the heres f the cmmunity. As the team cmes int the stadium, Bissinger describes the eight thusand fans rising t give a standing vatin and a little girl put[ting] her hand t her muth, as if she had seen smething incredible (p. 78), establishing that the cmmunity idlizes the players as heres. Differentiatin Cnsideratin: If students struggle, cnsider asking the fllwing scafflding questin: Hw des Bissinger s descriptin f Mike Winchell n the field clarify the meaning f pise in this cntext (pp, 78 79)? Bissinger describes Mike using phrases like lked gd (p. 78), thrwing nicely, and n rushed thrws (p. 79). Therefre, the related descriptin pise is a descriptin f quality in frm, grace, r elegance. Cnsider drawing students attentin t the applicatin f L a thrugh the prcess f using cntext t make meaning f unknwn wrds. What can yu infer abut what Dn represents t Charlie Billingsley, based n what Charlie sees n the field? Bissinger reprts that Charlie sees his wn reflectin (p. 79) n the ftball field. Charlie s memries f his wn success may prevent him frm distinguishing between his frmer expectatins fr himself and his current expectatins fr his sn. Therefre, Dn represents Charlie s past and his failure t meet his wn persnal expectatins f success. Lead a brief whle-class discussin f student respnses. 7

8 Activity 5: Direct and Indirect Reprting Tl 35% Distribute cpies f the Direct and Indirect Reprting Tl t students. Read the directins n the tl alud. Instruct students t write in the left-hand clumn ( Direct Reprting ) what the peple f Odessa actually say. Encurage students t lk fr qutatin marks and dialgue markers t help them t islate prtins f the text where Bissinger directly cites the pint f view f the residents f Odessa. Instruct students t write in the right-hand clumn ( Indirect Reprting ) thse prtins f the text where Bissinger is making inferences abut ther peple s thughts and feelings. Mdel fr students hw t use the tl, using the examples in the Mdel Direct and Indirect Reprting Tl. In the left-hand clumn, mdel cpying a relevant detail and ask students t pint t the textual evidence that indicates that this detail is an example f direct reprting. Call attentin t phrases such as as he later put it (p. 74) t indicate a pint where Bissinger is dcumenting smething Mike said. Mdel hw t recrd wh is being dcumented (i.e., Mike Winchell). Repeat the same prcess fr the right-hand clumn, pinting students t the absence f qutatin marks r dialgue marking phrases t indicate indirect reprting. Repeat this prcess a secnd time with the evidence frm page 75, fund n the Mdel Direct and Indirect Reprting Tl. This time, ask students t prvide the bservatins. Instruct students t cpy dwn this mdeling fr reference. Instruct students t wrk in their grups t fill in the tl. Remind students t recrd brief bservatins abut hw they knw whether the key details they cllect are examples f direct r indirect reprting in rder t supprt their chices. Cnsider drawing students attentin t their applicatin f SL d thrugh the prcess f justifying their wn views and understanding and making new cnnectins in light f the evidence and reasning presented. Students wrk in small grups t cmplete the Direct and Indirect Reprting Tl. See Mdel Direct and Indirect Reprting Tl fr sample student respnses. Lead a brief whle-class discussin f student respnses. Cnsider drawing students attentin t their applicatin L thrugh their analysis f hw Bissinger makes effective chices fr meaning r style when alternating between direct and indirect reprting. Activity 6: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: 8

9 Hw d Bissinger s chices abut hw t relate the events f the seasn pener develp his pint f view? Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 7: Clsing 5% Distribute a cpy f the Phts Activity Tl t each student and read the directins n the tl alud. Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t cmplete the Pht Activity Tl and cme t the next lessn prepared t discuss their respnses. In additin, instruct students t read pages (frm There were sme kids wh came ut f Odessa t At least fr as lng as the seasn lasted ) and use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text. Als, direct students t bx any unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in cntext and write a brief definitin abve r near the wrd in the text. Hmewrk Cmplete the Pht Activity Tl and cme t the next lessn prepared t discuss yur respnses. In additin, read pages f Dreaming f Heres frm Friday Night Lights (frm There were sme kids wh came ut f Odessa t At least fr as lng as the seasn lasted ), and use the Central Ideas Tracking Tl t trace the develpment f central ideas in the text. Als, bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. 9

10 Mdel Central Ideas Tracking Tl Name: Class: Date: Directins: Identify the central ideas that yu encunter thrughut the texts in this unit. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the texts. Cite textual evidence t supprt yur wrk. Text: Dreaming f Heres frm Friday Night Lights by H. G. Bissenger Page # Central Ideas Ntes and Cnnectins Page 73 Expectatins Billy uses his dying wrds t set his expectatins fr Mike. He warned Mike that the pitchers were ging t get better nw and the hme runs wuldn t cme as easily as they nce had. He tld him he had t g t cllege, there culd be n tw ways abut it. He let him knw it was kay t have a little beer every nw and then but he admnished him t never, ever try drugs. And he tld his sn he lved him (p. 73). Page 74 Identity Je Bill, Mike s brther, tells Bissinger that Mike is that kind f kid, quiet, lyal, unfailingly steady and Bissinger reprts, Typically, he [Mike] didn t wrry abut himself. He wrried abut his grandmther, establishing Mike s identity as a slid and reliable by. Page 74 Identity Mike wants t leave Odessa because it bre n secrets nr ever inspired the imaginatin and Mike lngs fr lakes and trees and hills, fr serene places where he culd take walks by himself, suggesting that Mike is nt a perfect fit fr Odessa. Page 74 Identity/expectatins Je Bill cnvinces Mike t stay in Odessa by using the mst pwerful pull there was fr a thirteen-year-ld by living in Odessa, really the nly ne that gave a kid smething t dream abut the pwer f Permian ftball, establishing that ftball has a strng appeal fr Mike (and fr many bys in Odessa). Je Bill describes hw Mike had always wanted t wear the black and white and hw much he wuld regret if he didn t and Bissinger says Mike had already carried that dream fr a lng time, and it was 10

11 impssible t let it g, establishing the lure f ftball as part f Mike s identity and as an expectatin he hlds fr himself. Page 74 Traditin Je Bill encurages Mike t stay in Odessa s he can enjy the sense f allegiance and traditin that Permian ftball ffers. He reminds Mike that he had always wanted t wear the black and white, referring t the schl clrs that carry a sense f traditin fr the twn. Page 74 Identity Billy and Mike have a clse relatinship that influences Mike s identity. His grandmther says, His daddy wrshiped him He sure lved that little by and Mike says, When he died, I just thught that the best persn in the wrld had just died. Page 75 Identity Bissinger uses parallel structure t emphasize hw much a part f Mike Billy is. He uses the phrase Billy and Mike in italics t begin a lng descriptin f the many activities the father and sn did tgether: There was Mike... lking int his dad s face at Christmastime. And there was Billy There was Mike at the flea markets There was Billy fllwing him There they were tgether. The clse relatinship suggests that Billy is an imprtant part f Mike s identity. Page 75 Identity Mike is a gifted athlete. His father teaches him t play ball and [u]nder the demanding tutelage f his father, Mike became the stuff f legend. When Billy dies, Mike lses his cnfidence: [t]he gift was always there, but he began t questin it, dubt it, brd ver it. Page 75 Identity Mike wnders abut what makes him different frm ther kids, asking himself, Why in the hell can I hit these hme runs? Why culd I d it when ther kids culdn t? Page 76 Expectatins Mike expects himself t be successful in rder t imprve his circumstances. His brther says, Me and him talked abut nt havin a nice hme r a nice car and hw thse things were nt imprtant I tld him, yu make yur grades and stay in sprts, yu ll ne day have thse things. 11

12 Page 76 Expectatins Mike understands his teammates expectatins and his wn expectatins f himself and finds the pressure f meeting thse expectatins difficult. When the pressure was n smething seemed t unravel inside him. Page 76 Expectatins Mike expects himself t have a great ftball seasn during his senir year. As the seasn begins, [h]e seemed ready, ready fr smething truly wnderful t happen t him. He is ready t be a ftball her. 12

13 Direct and Indirect Reprting Tl (Side 1) Name: Class: Date: Directins: Reread pages f Dreaming f Heres (frm He didn t dwell much n his father s death t n the field and see his wn reflectin ). In the first clumn, recrd examples f direct reprting that use the actual wrds used by the peple f Odessa t describe their thughts r memries. In the secnd clumn, recrd examples f indirect reprting that use Bissinger s wrds t reprt the thughts r memries f the peple f Odessa. Fr each qute, supprt yur reasning with evidence frm the text. Be sure t reference characters and page numbers. Then respnd t the questins belw. Direct Reprting: What d the peple f Odessa actually believe r remember? Hw d yu knw? Indirect Reprting: What des Bissinger infer the peple f Odessa believe r remember? Hw d yu knw? 13

14 Direct and Indirect Reprting Tl (Side 2) Name: Class: Date: 1. Hw des the vice f Mike Winchell in the left-hand clumn cmpare t Mike s vice in the righthand clumn? 2. What might this cmparisn reveal abut the Bissinger s reasns fr using indirect reprting? Cnsider what elements f the text Bissinger s indirect reprting emphasizes. 3. Hw des Bissinger unfld the events f the Seasn Opener? Use the details yu tracked n yur Direct and Indirect Reprting Tl t supprt yur respnse. 4. Hw des Bissinger s use f direct and indirect reprting raise questins abut pint f view in this text? 14

15 Mdel Direct and Indirect Reprting Tl (Side 1) Name: Class: Date: Directins: Reread pages f Dreaming f Heres (frm He didn t dwell much n his father s death t n the field and see his wn reflectin ). In the first clumn, recrd examples f direct reprting that use the actual wrds used by the peple f Odessa t describe their thughts r memries. In the secnd clumn, recrd examples f indirect reprting that use Bissinger s wrds t reprt the thughts r memries f the peple f Odessa. Fr each qute, supprt yur reasning with evidence frm the text. Be sure t reference characters and page numbers. Then respnd t the questins belw. Direct Reprting: What d the peple f Odessa actually believe r remember? Hw d yu knw? Mike Winchell: he said he had never met anyne mre hnest, r mre clever, r mre dependable and hw he had bught him every piece f sprts equipment that had ever been invented (p. 77). He said and he talked. Julia Winchell: He wuld have liked t have lived fr Mike s sake, said Julia Winchell. He sure wuld have been prud f him (p. 77). Qutatins marks, and said Julia Winchell. Indirect Reprting: What des Bissinger infer the peple f Odessa believe r remember? Hw d yu knw? Mike Winchell: And Mike als knew hw much Billy Winchell wuld have cherished seeing him n this September night, dressed in the immaculate black and white f the Permian Panthers, mments away frm playing ut the dream that had kept him in Odessa (p. 77). N qutatin marks. The language is mre frmal than the qutes f Mike s wrds. Unlikely that Mike wuld really say that he knew Billy wuld have cherished seeing him n the field. This sunds mre literary and mre like smething Bissinger wuld say r write. Tam Hllingshead: He knew what the jitters f the seasn pener culd d, hw the mst talented kid culd cme unglued in the sea f all thse lights and thse thusands f fans (p. 77). N qutatins marks. Unlikely that the cach wuld refer t the sea f all thse lights in casual cnversatin. This sunds as thugh Bissinger is summarizing a cnversatin he had with Tam Hllingshead but is nt using the actual wrds f the cnversatin. 15

16 Tam Hllingshead: Sme f yu haven t played befre, been in the sptlight, said assistant cach Tam Hllingshead... He ffered sme succinct advice. Have sme fun, hustle yur ass, and stick the hell ut f em (p. 77). Qutatin marks, prefaced by said and ffered sme succinct advice. Charlie Billingsley: Charlie Billingsley... still had pwerful memries f thse days it seemed impssible nt t lk dwn n the field and see his wn reflectin (p. 79). N qutatin marks r he said. The language is mre frmal than the qutes f Charlie s wrds and it is unlikely that he wuld talk abut see[ing] his wn reflectin n the field. This sunds as thugh Billingsley imagines it wuld be hard fr Charlie nt t see himself n the field, nt necessarily smething Charlie said himself. 16

17 Mdel Actual and Recnstructed Details Tl (Side 2) Name: Class: Date: 1. Hw des the vice f Mike Winchell in the left-hand clumn cmpare t Mike s vice in the righthand clumn? Mike s vice sunds different in each clumn. In the direct qutes that Bissinger prvides, Mike s vice is casual. Many wrds are spelled withut the final cnsnant and the grammar is nt always standard s that the reader will hear the way Mike actually speaking. In the righthand clumn the vice is frmal and grammatically crrect. 2. What might this cmparisn reveal abut Bissinger s reasns fr using indirect reprting? Cnsider what elements f the text Bissinger s indirect reprting emphasizes. The text in the right-hand clumn prvides Bissinger an pprtunity t express his wn insights int peple and their mtivatins and their feelings that they may nt have explicitly stated themselves. He emphasizes underlying mtivatins and inner thughts. 3. Hw des Bissinger unfld the events f the seasn pener? Use the details yu tracked n yur Direct and Indirect Reprting Tl t supprt yur respnse. H. G. Bissinger unflds the events f the seasn pener by recrding things peple said and did. Bissinger als adds the thughts f the peple wh are there, and details their past in ways that he prbably culdn t knw fr sure, as when he describes things that had always been true abut Mike Winchell, even thugh the authr hasn t knwn Mike fr mre than a year. The events unfld in a cmbinatin f memries, bservatins, and descriptins. 4. Hw des Bissinger s use f direct and indirect reprting raise questins abut pint f view in this text? Bissinger s details include bth thughts and feelings that Mike persnally shared with him and thughts and feelings that Bissinger seems t infer, s it is difficult smetimes t knw whether Bissinger is reprting Mike s pint f view r his wn. 17

18 Pht Activity Tl Name: Class: Date: Directins: Read the beginning f the Preface n page xi (frm Maybe it was a suddenly acute awareness t I knew I had t g there ) and the List f Illustratins n page 368 befre answering the questins belw. Wh are the peple in these phts? Hw d yu knw? Why might Bissinger chse t include these phts here? Hw des the presence f these phts infrm yur understanding f Bissinger s relatinship t the residents f Odessa? 18