What information do the stage directions provide? check
all that apply
read this excerpt from a doll's house by henrik ibsen
nora hide the christmas tree carefully helen be sure
the children do not see it until this evening, when it is
dressed to the porter, taking out her purse. how
much?
porter surpence
the title of the person being addressed
historical detail about the time period
characters' actions and behaviors
characters' specific words
characters gestures
nora. there is a shilling no, keep the change [the
porter her, and goes out. nora shuts the door
she is laughing to herself as she takes off her hat and
coat she takes a packet of macaroons from her pocket
and eats one or two, then goes cautiously to her
husband's door and listens] yes, he is in [still humming,
she goes to the table on the right
helmer (calls out from his room is that my little lark
twittering out there?
nora (busy opening some of the parcels) yes, it is!
marktha and cofum
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In the poem, collins compares his love to a pigeon on a generals head

Identify an example of an epic simile in book 13, book 21, or book 24 of the odyssey and explain how it is different from a typical simile.

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?