All That Glitters MULTIMEDIA ESSENTIAL QUESTION: What Do Our Possessions Reveal About Us?

362 Glitters That All UNIT passion for things?passion the needs of survival. What drives our material well goods extends beyond For many people, the longing for 14-Year-Old Teaches Family

the “PowerofHalf” 4 Write yourresponse beforesharingyourideas.

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. MacAndrew Andrew translated by Maupassant, de Guy The Necklace ANCHOR TEXT: Tutankhamun of Treasures aKing: for Fit ME Chinua Achebe Civil Peace ANCHOR TEXT: UNI Write Essay anInformative W TAPERFORMANCE What can resultWhat can an from imbalance want and need? between How we do decide what we want versus what we need? PROMPT: Text:Informative EssayandOralPresentation que e r ss D i t IA: PHOTO E PHOTO IA: ing en T 4 st t Fo i LEARNING WHOLE-CLA o ia cu n: l

s : S S about us?about What reveal our do possessions HORT HORT SS S AY K S S TORY TORY SS

PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED Reginald Gibbons Reginald Money Smith Tracy K. Life Good The Komunyakaa Yusef Avarice POETRY COLLECTION Arana Marie in Ugliness S Peru, Rinconada, La In JOURNALI Margie Goldsmith Chase the of Thrill The MAGAZINE ARTICLE D S TAPERFORMANCE earching for Beauty p

eliver a Multimedia Presentation aMultimedia eliver COMPARE eaking andLi S Howard Moss from POETRY Nathaniel Hawthorne The Golden Touch HORT UNIT INTRODUCTION King Midas LEARNING S S S M MALL-GROUP MALL-GROUP TORY st ening f S K o cu s : I Came, I I Came, INF L AUNC ORM H T PERFORMANCE-B Ihara Saikaku,Ihara D A S Norton Amy Embrace Materialism to Kids Unhappy May Ads NEW Visual Capitalist A of History Gold Gold The ME Rosa SalterRosa Rodriguez S S Heirlooms’ Value NEW W. Belk Russell Myself Possessions, My MAGAZINE ARTICLE W. G. by Sargent translated Informative Essay Informative Review Evidenceforan A HORT hifts From From hifts entiment to Cash octor Never Orders T D E D I V XT S ose of What the the What of ose IA: INFORMATIONAL GRAPHIC S S E aw, I ARTICLE ARTICLE MO S TORY LEARNING IN DE S S S

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. to you in this unit as you analyze and write informative texts. discuss more with precision. Here are words five academic that will useful be and termsAcademic help can you in appear read, all subjects write, and Vocabulary: InformativeAcademic Text “first” - ROOT: primary “lead” - ROOT: deduce “place” - ROOT: allocate “time” - ROOT: chronicle “belief” - ROOT: paradox WORD

loc chron dox prim duc

Refer toadictionaryorotherresources if needed. For eachword, listatleast tworelated words. of each word. Use theinformationandyourownknowledgetopredict themeaning Review eachword, itsroot, andthementorsentences. - - - - - 1. 2. 1. 2. 1. 2. 1. SENTENCES MENTOR 2. 1. 2.

ability to ability isfamousforher The detective supplies? playgroundthe project ortoart How shouldwe problem. tothe a solution than Rather characters. stretches and hundreds oftime of chronicle She isagoodstoryteller, ableto chronicle story ofonewoman’s andasa life asaninterestingThe filmworksboth homework. werehappy whenthey givenmore the The teachercouldnotunderstand drink.” water everywhere andnotadrop to ofthe I thought ocean, ofthe middle Stuck inthe secondary sources. evidence from both You shouldsupportyour ideaswith primary bigwin, Shereen’sEver sincethe survival. environment canbekeytoits threatening changesinits An animal’s to ability seemingly trivialdetails. paradox; feeling wasoneofelation. feeling eventsinvolvingvast ofanera. deduce allocate the studentswere the allocate paradox the truth from truth the blame,let’s find primary deduce funds—to “Water, ESSENTIAL QUESTION: and

PREDICT MEANING

What doourpossessionsreveal aboutus? appear intheunit. their formswherever they chart, andmarkthemor Study thewords inthis THROUGH FOLLOW Unit Introduction paradoxically paradoxical; RELATED WORDS RELATED

365 UNIT 4 INTRODUCTION

LAUNCH TEXT | INFORMATIVE MODEL

This selection is an example of an informative text, a type of writing in which the author examines concepts through the careful selection, organization, and analysis of information. This is the type of writing you will develop in the Performance-Based Assessment at the end of the unit. As you read, think about how I Came, I Saw, the writer presents information in the form of examples, statistics, and expert opinion. How does the I Shopped writer help the reader understand the importance of this information?

1 erhaps you know what became of the robotic dog, ripped jeans, NOTES P or gadget you couldn’t live without a few years ago. Maybe you remember where you put that video game you used to love. It was a “must-have” item just last year. It’s possible, though, that you’ve lost track of these things; consequently, they are forgotten, but not gone, collecting dust in a closet somewhere. In the meantime, you may have developed a taste for newer, fresher goods, such as a waterproof smartphone, designer shoes, or limited-edition sneakers. 2 When you want something with a passion, it can be difficult to picture a moment when that item might not mean much to you. A 2011 study showed that Americans upgrade their mobile phones every 21.7 months. This is the fastest turnover rate in the world. As the pace of technological change increases, replacement periods get even shorter. Are we just fickle and easily distracted, or are other forces at play? 3 All of the data suggest that America is a nation of shoppers. Instead of saving our money, we spend it. Recent research shows that only one in four Americans saves more than 10 percent of his or her income (Soergel 2015). In contrast, Europeans show personal savings rates of more than 10 percent over a 30‑year period dating back to the early 1980s.

Are We Hardwired to Buy? © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 4 What drives our need to own the latest games, shoes, or phones? There are many notions. Some experts point to mirror neurons. These are cells in our brains that allow us to mirror, or reflect, the feelings

SCAN FOR 366 UNIT 4 • All That Glitters MULTIMEDIA ESSENTIAL QUESTION: What do our possessions reveal about us?

and behavior of other people. Scientists believe that mirror neurons may tell us that we want what other people have, especially when we NOTES admire those people in other ways. 5 Social relationships may also affect our buying decisions. A study of Americans born between the early 1980s and the early 2000s finds that peer recommendations influenced many of the participants to make certain purchases. People from this “millennial” generation are also attracted to brands connected to social causes; they wish to buy products made by companies that donate profits to charity.

Emotional Spending 6 We can explain the desire for new shoes or a new phone at least in part as a practical concern. After all, we probably plan to wear the shoes and use the phone. However, some of our buying choices seem to be based almost purely on emotions. 7 As an example of emotional purchasing, consider the multi- billion-dollar market for collectible items from the past. In most cases, collectors don’t plan to use these items. It is the rare driver who uses an antique car for her daily commute; likewise, the collectible doll from 1959 that sold at auction in May 2006 for $27,450 did not become a child’s favorite toy. Advertising does not drive demand for collectibles; TV commercials for lunch boxes from the 1960s simply don’t exist. Some purchases of collectibles may be investments in items that will grow in value; however, others are driven largely by emotions, such as longing for a time past. 8 All of the information we have about shopping and spending suggests that the desire for a particular item is not so simple. Our brains, our social connections, and even our feelings about the past may all contribute to a seemingly endless appetite to fill our homes and our lives with things.

 WORD NETWORK FOR ALL THAT GLITTERS

Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify gadget interesting words related to the idea of materialism, and add them to your Word Network. upgrade MATERIALISM For example, you might begin by adding words from the Launch Text, such as gadget, upgrade, collectibles

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson and collectibles. Continue to add words as you complete the unit. Tool Kit Word Network Model

I Came, I Saw, I Shopped 367 UNIT 4 INTRODUCTION

Summary Write a summary of “I Came, I Saw, I Shopped.” A summary is a concise, complete, and accurate overview of a text. It should not include a statement of your opinion or an analysis.

Launch Activity Conduct a Discussion Consider this statement: If they can afford it, people should buy whatever they want. Decide how strongly you agree or disagree with the statement, and check the appropriate box. Briefly explain your reasons. Strongly Agree Agree Disagree Strongly Disagree

Discuss your ideas with your classmates, and listen to their perspectives. • Illustrate your ideas with examples from your own experiences or stories you have read or heard.

• As a group, consider the types of reasons classmates provide, and place All rights reserved. or its affiliates. Inc., Education, © Pearson them in broad categories. For example, are people’s reasons practical, ethical, or emotional? • Decide whether your initial position has changed. If so, write a brief statement explaining why.

368 UNIT 4 • All That Glitters © Pearson Education, Inc., or its affiliates. All rights reserved. the prompt. Record yourfirstthoughtshere. Consider classdiscussions,thevideo,andLaunchText asyouthinkabout QuickWrite PROMPT: Evidence LogModel after eachselection. by completingtheEvidenceLog Assessment attheendofunit Prepare forthePerformance-Based initial position. I Shopped”thatsupportsyour evidence from “ICame,ISaw, your EvidenceLog.Then,record in onesentencetorecord in summarize yourinitialthoughts Review yourQuickWrite, and  Tool Kit

MULTIMEDIA EVIDENCE LOG FOR ALL THAT ALL FOR LOG GLITTERS EVIDENCE SCAN FOR

What can result from an imbalance between want and need? and want between imbalance from an result can What need? we what versus want we what decide we How do H T i o t C l w d e ofT O NN o e E e s t C x ESSENTIAL QUESTION: t T his t : I

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E What doourpossessionsreveal aboutus? V hi ID n ki E N n g C ? E/

DETAILS A D D

I Unit Introduction T I O D D NA a a t t e e L : :

N O T E S / ID E A S

369

370 ideas share and Interact understanding Monitor questions asking by Clarify actively Listen STRATEGY

UNIT 4•AllTh OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS strategies during Whole-Class Learning.strategies during Whole-Class yourwith class. Add ideas of whole your for own each step. Get ready to these use strategies you these Review and take can the actions to practicethem as you work continue to environments. learn and work in large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class into people’s wants and needs. the concept of materialism. you are going to selections read The present insights evoke such connections? personal You will work your with class to whole explore What explains, then, our desire for which and not the do newest latest gadgets, we truly cherish remind often us objects of we love. greatThe people or experiences reveal about us? What do our possessions QUESTION: ESSENTIAL at Gl • • • • • • • • • • • • ACTION PLAN itt Ask forhelpifyouare struggling. youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion whole class. If you’re peopleprobably confused,other are, too.Ask tohelpyour aquestion speaker.Keep youreyesonthe away. Forexample,putyourcellphone distractions. Eliminate Build on the ideas of others by adding detailsor makingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswerquestions, unsure. ers MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. translated by Andrew MacAndrew by Andrew translated Guy Maupassant, de Necklace The ANCHOR TEXT: SHORT STORY PERFORMANCE TASK world. of the wonders the among are king Egyptian of an tomb Treasures the from Treasures of Tutankhamun Fit for aKing: PHOTOMEDIA: ESSAY clear. become matter most war, of that acivil things the aftermath the In Chinua Achebe Peace Civil ANCHOR TEXT: SHORT STORY of luxury? of alife dreams her pursue she ordinary comforts, or should with satisfied be woman ayoung Should informative essay on the topicofmaterialism. essayonthe informative materialownership. Afterreadingdeals with writean andviewing,youwill Whole-ClassreadingsBoth ideaofmaterial loss.Thephotoessay the dealwith Write Informative an Essay WRITING FOCUS

Overview: Whole-Class Learning CONTENTS

371 372 and proficiently. text complexitybandindependently at thehighendofgrades 9–10 including stories, dramas, andpoems, 10, readandcomprehendliterature, RL.9–10.10  widely read work. “The Necklace”ishismost freed himtowritefulltime. him immediatefameand “Ball ofFat,”whichearned published hisfirstshortstory, encouragement, Maupassant Zola’sEmile Zola.With of writersledbynovelist in Parisandjoinedacircle service, Maupassantsettled endings. Followingmilitary frequently offer unforeseen and pessimisticthat that are bothrealistic (1850–1893) wrote tales Guy deMaupassant A masteroftheshortstory, About the Author Model Annotation First-Read Guideand

Tool Kit STANDARDS

UNIT 4•ALLTHAT GLITTERS MAKING MEANING

By theendofgrade

Concept Vocabulary Necklace The opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand order from mostfamiliar(1)toleast(6). reading, notehowfamiliar youare witheachword. Then,rankthewords in You willencounterthefollowingwords asyouread “TheNecklace.”Before have already read. already knowandwhatyou the selectiontowhatyou CONNECT they do. why and about, NOTICE those involvedreact as when resplendent what suppleness refinement gallantries exquisite whom homage WORD ithappens,and ideas within happens, thestoryis where

the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

The Necklace Guy de Maupassant translated by Andrew MacAndrew

BACKGROUND In the late nineteenth century, a type of literature known as Realism SCAN FOR emerged as a reaction to the idealism and optimism of Romantic literature. MULTIMEDIA Realism sought to describe life as it is, without ornament or glorification. “The Necklace,” an example of Realist fiction, tells the story of an average woman who pays a significant price to experience a glamorous evening. As in all Realist fiction, there is no fairy-tale ending.

1 he was one of those pretty, charming young women who are S born, as if by an error of Fate, into a petty official’s family. NOTES She had no dowry,1 no hopes, not the slightest chance of being appreciated, understood, loved, and married by a rich and distinguished man; so she slipped into marriage with a minor civil servant at the Ministry of Education. 2 Unable to afford jewelry, she dressed simply: but she was as wretched as a déclassée, for women have neither caste nor breeding—in them beauty, grace, and charm replace pride of birth. Innate refinement, instinctive elegance, and suppleness of wit give refinement (rih FYN muhnt) n. them their place on the only scale that counts, and these qualities politeness; good manners make humble girls the peers of the grandest ladies. 3 She suffered constantly, feeling that all the attributes of a gracious

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson suppleness (SUHP uhl nihs) n. life, every luxury, should rightly have been hers. The poverty smoothness; fluidity; ability of her rooms—the shabby walls, the worn furniture, the ugly to adapt easily to different situations

1. dowry (DOW ree) n. wealth or property given by a woman’s family to her husband upon their marriage.

The Necklace 373 luxury, andantiquity. mark detailsrelated tosize, the life MadameLoisel do thesedetailspaintof desires? the needsofwomen acts ofpoliteattentionto 374 exquisite CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES particular details? the author usethese gallantries very beautiful orlovely

UNIT 4•ALLTHAT GLITTERS (EHKS kwihziht) (EHKS (GAL uhntreez)(GAL Whydoes In paragraph 3, Whatimage

adj.

n. 14 13 12 11 10 9 8 7 6 5 4 request thepleasure ofthecompanyM.andMme. Loisel dreamed ofthick-carpetedreception rooms withOrientalhangings, her awokerueful thoughtsandthewildestdreams inhermind.She her angry. TheverysightofthelittleBreton girlwhocleanedfor of herclasswouldnotevenhavenoticed,tormentedandmade upholstery—caused herpain. All thesethingsthatanotherwoman and wavingalarge envelope. days atatimefrom sorrow, regret, despair, anddistress. so miserablewhenshegothomeagain.Shewouldweepforwhole attended, butshedidn’tliketovisitherbecauseitalwaysmade sought after. She wouldhavesolovedtocharm,beenvied,admired and the onlythingsthatsheloved—shefeltwasmadeforthem. or wingsofgrouse. received withsphinx-likesmileswhileeatingthepinkfleshoftrout dishes servedongorgeous china,andof ladies andexoticbirds inafairyforest; shewouldthinkof with gleamingsilveramidtapestriedwallspeopledbyknightsand stew! There’s nothingbetter..”shewouldvisualizeelegantdinners soup tureen andexclaim,delighted:“Ah,agoodhomemadebeef old cloth,andwatchedherhusbandoppositelift thelidof whose attentionsallwomenlongedfor. for teatimechatswithintimatefriends—famous,sought-aftermen and ofenchantinglittlesittingrooms redolent ofperfume,designed in oldsilks,withfragilelittletablesholdingpricelessknick-knacks, wide armchairs.Shedreamed ofgreat drawingrooms upholstered breeches, madedrowsy bytheheatfrom thestove,asleepin lighted bytall,bronze torches, andwithtwohugefootmeninknee 3. 2. be there.” there are onlyafewreserved fortheemployees. All the officials will getting it.Everyonewantsaninvitation:they’re ingreat demandand this wouldbeanoccasionforyou,agreat one!Ihadalotoftrouble the invitationontableandmuttered, annoyed: evening reception attheMinistryonMonday, January18th.”

Loisel Georges “The MinisterofEducationandMadameGeorges Ramponneau She tore itopeneagerlyandtookoutaprintedcard whichsaid: “There,” hesaid,“there’s somethingforyou.” Then oneeveningherhusbandarrivedhomelookingtriumphant She hadarichfriend,schoolmatefrom theconventshehad She hadnoproper wardrobe, nojewels,nothing. And thosewere When shesatdowntodinneratherround tablewithitsthree-day Instead ofbeingdelighted,asherhusbandhadhoped, shetossed She lookedathim,irritated,andsaidimpatiently: “Why, Ithoughtyou’dbepleased,dear. You nevergooutand “What doyouexpectmetowiththat?”

(lwah ZEHL)

(zhawrzh) (zhawrzh) Ramponneau (ram NOH) puh gallantries whispered and exquisite 3 atan 2

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 18 17 16 15 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 5. lovely. ..” few days.” ready. Oneeveningherhusbandsaid: depressed, disturbed,worried—despitethefactthatherdress was get somethingreally nice.” there onSundays. near Nanterre, withafewfriendswhowentshootinglarksaround aside tobuyarifle sothathecouldgohuntingthefollowingsummer hundred francs.” economical governmentclerk. eliciting animmediaterefusal andanexclamationofhorror from this at thesametimeestimatinghowmuchshecouldaskforwithout very simple?” suitable onethatyoucouldwearagainonotheroccasions,something will bebetterdressed thanIwouldbe.” to theparty. Givetheinvitation tooneofyourcolleagueswhosewife answered himcalmly, wipinghertear-damp cheeks: slowly toward thecornersofhermouth.Hemumbled: crying. Two bigtearsescapedfrom thecornersofhereyesandrolled so dowdy. stricken amongalotofrichwomen.” time ofyear. Fortenfrancsyoucangettwoorthree beautiful roses.” 4.

chic dowdy And sheanswered: As thedayofballdrew closer, MadameLoiselseemed At last,nottoosure ofherself, shesaid: “You canwearsomefresh flowers.It’sconsidered verychic He suggested: He fellsilent,amazedandbewildered toseethathiswife was “But whataboutthedress youweartothetheater?Ithinkit’s It hadneverevenoccurred tohim.Hestammered: “I haven’tathingtowear. HowcouldIgo?” “I hatenothavingasinglejewel,onestone,to wear. Ishalllook “What’s thematter? You’ve really beenverystrangetheselast “Well, allright,then.I’llgiveyoufourhundred francs.Buttryto However, hesaid: He wentalittlepale,forthatwasexactlytheamounthehadput “It’s hard tosayexactlybutIthinkcouldmanagewithfour She thoughtforseveralseconds,makinghercalculationsand “Listen, Mathilde,howmuchwouldaneveningdress cost—a He wasovercome. Hesaid: “It’s nothing.It’sjustthatIhavenoeveningdress andsoIcan’tgo But, withgreat effort, shehadovercome hermisery;andnowshe “What isit?Whatit?” Then herhusbandexclaimed: “No .there’s nothingmore humiliatingthantolookpoverty- That didn’tsatisfyheratall.

(sheek)

adj. 4 I’dalmostrathernotgototheparty.” shabby. adj . fashionable. 5 atthis NOTES The Necklace

375 someone something donetohonor duhnt) 376 resplendent NOTES homage gorgeous

UNIT 4•ALLTHAT GLITTERS

adj. (OM ihj)

dazzling; (rih SPLEHN (rih

n. 41 40 39 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 Forestier 6. her wellenoughforthat,don’tyouthink?” husband hadbeensleepingsincemidnightinasmall, deserted this victorysocompleteandsweettotheheartofawoman. homage of hersuccess,floatinginacloudhappinessformedbyallthis forgetting everythinginthistriumphofherbeautyandtheglory wanted towaltzwithher. Theministerhimself noticedher. tried togetthemselvesintroduced toher. aides All theminister’s and deliriouslyhappy. All themenlookedather, askedwhoshewas, She wastheprettiest womanthere— and fledwithhertreasure. at herself ecstatically. around herneckoverhigh-neckeddress andstood there gazing desire. Herhandstrembled asshepickeditup.She fastenedit diamond necklace,andherheartstartedbeatingwithoverwhelming like.” herself totakethemoff, togivethemback. And shekeptasking: She triedonthejewelrybefore themirror, hesitating,unabletobring to agoldVenetian cross setwithstones,ofveryfineworkmanship. jewel case,brought ittoMadameLoiselopenedit,andsaid: enveloping themselvesintheirrichfurs,wouldn’t seeher. and wantedtoescapequicklysothattheotherwomen, whowere shabbiness jarred withthe eleganceofhereveningdress. Shefeltthis around hershoulders—the plainwrapsfrom hereverydaylife whose wonderful time. sitting room, withthree othergentlemenwhosewiveswere havinga

Forestier All atonce,inaboxlinedwithblacksatin,shecameuponsuperb “Wait—you sillything!Whydon’tyougoandseeMadame “You’re right.Itneveroccurred tome.” She letoutajoyfulcry. He brought herwrapsso that theycouldleaveandputthem When shelefttheparty, itwasalmostfourinthemorning.Her She dancedenraptured—carried away, intoxicatedwithpleasure, The dayofthepartyarrived.MadameLoiselwasagreat success. She threw herarmsaround herfriend’sneck,kissed herardently, “Yes, ofcourse.” “Could youlendmethisone—justandnothingelse?” Hesitantly, filledwithterribleanguish,sheasked: “Why yes.Here, lookforyourself. Idon’tknowwhichonesyou’ll “Do youhaveanythingelse,bychance?” Her eyeswandered from somebraceletstoapearlnecklace,then “Take yourpick,mydear.” Madame Forestier wenttohermirrored wardrobe, tookoutabig The nextdayshewenttoseeherfriendandrelated hertaleofwoe. , allthisadmiration,thedesires shehadstirred up—by 6 andaskhertolendyousomejewelry. You certainlyknow

(fawr ehs TYAY) ehs (fawr resplendent , graceful,beaming,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 59 58 57 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 look forone,callingtothedriverstheysawpassingindistance. Outside inthestreet, there wasnocabtobefound;theysetout 8. 7. broughams on theembankment,theyfoundoneofthoseancientnocturnal said, “andseeif Ican’tfind it.” dressed again. must beinthecab.” pockets, everywhere. was nothingaround herneck. Then shecriedout.Thenecklacewasgone;there she couldseeherself inallhergloryoncemore. thinking thathehadtobeattheMinistrybyten. apartment. Forher, itwasallover. And hewas Martyrs, andtheywentsadlyupstairstotheir ashamed toshowtheirshabbinessindaylight. seemed tobetheslightesthopeoftracingit. to theoffices ofthecabcompanies—in aword, wherever there nothing. to gobed,sittingcrushed onachair, lifeless andblank.

broughams Seine And heleftthehouse.Sheremained inhereveningdress, tooweak And theysearched thefoldsofherdress, thefolds of herwrap,the But shewouldn’tlistentohimandwenthastilydownstairs. “Wait aminute. You’ll catchcoldoutthere. I’mgoingtocallacab.” Loisel heldherback. They walkedtoward theSeine, “I’m goingtoretrace thewholedistancewecovered onfoot,”he They lookedateachotherinutterdejection.FinallyLoiselgot “No. “ “No. Whataboutyou—didyounoticeit?” “Yes, mostlikely. Doyouremember thenumber?” “But if youhadlostitinthestreet, wewouldhave heard itfall.It “Yes. Iremember touchingitinthehallwayofMinistry.” “Are yousure youstillhaditwhenwelefttheball?” He asked: They didn’tfindit. “What didyousay?.What!Impossible!” He gotup,thunderstruck. “The .thenecklace—it’sgone.” She turnedtoward himinafrenzy: “What’s thematter?” Her husband,already half undressed, asked: She tookoff herwrapsbefore themirror sothat It tookthemtotheirdoorintheRuedes He wenttothepolicestation,newspapers offer areward, Her husbandreturned at about seveno’clock.Hehadfound

(sayn) river flowing through Paris. through flowing river (sayn) 8

whichare onlytobeseeninParisatnight,asif theywere (broomz) n . horse-drawn carriages. . horse-drawn 7 shiveringandmiserable.Finally, around her neck. around neck. her nothing was there gone; was necklace The Then she cried out. 66–68, markthe broken upinsomeway. hesitation orspeechthatis punctuation thatsuggests effect ofthedialogue? punctuation addtothe ANNOTATE: CLOSE READ NOTES CONCLUDE: QUESTION: emotions dotheyconvey? punctuation marks?What the authorusethese The Necklace Whydoes Inparagraphs Howdoesthe

377 378 NOTES

UNIT 4•ALLTHAT GLITTERS 85 84 83 99 98 97 96 95 94 93 92 91 90 89 88 87 86 learned nothing. before suchanappallingcatastrophe. promissory notes, hundred from another, ahundred here, fifty there. Hesigned borrow therest. necklace wasfoundbefore theendofFebruary. stipulated thatheshouldtakeitbackfor34,000francsif theother 40,000 francs.Theycouldhaveitfor36,000 necklace whichtheydecidedwasexactlyliketheother. Itwasworth with worryanddistress. necklace liketheother, rackingtheirmemories,bothofthemsick through hisledgers: went tothejewelerwhosenameappeared insideit.Helooked That’ll giveustimetodecidewhatdo.” broken theclaspofnecklaceandthatyou’re gettingitmended. 9. Forestier saidinafaintly waspish tone: counter36,000francs. the newnecklace,placingonjeweler’s the prospect ofphysicalprivationandmoralsuffering, wenttoget would befilled,bytheblackmiseryabouttodescenduponhim, able tohonorit,andhorrified bytheanxietieswithwhichhisfuture career, gavehissignature evenwhenhewasn’tsure hewouldbe and theentire raceofmoneylenders.Hecompromised hiswhole a thief? would shehavesaid?Mightn’ttakenMadame Loiselfor had noticedthesubstitution,whatwouldshehave thought?What needed it.”

promissory “You mustwritetoyourfriend,”hesaid,“andtellherthatyou’ve Loisel returned intheevening,hisfacelinedandpale;hehad She spentthewholedaywaiting,inastateofutterhopelessness He borrowed, askingathousandfrancsfrom oneman,five Loisel possessed18,000francslefthimbyhisfather. Hewould They askedthejewelertoholditforthemthree days,andthey In afashionableshopnearthePalaisRoyal,theyfounddiamond Then theywentfrom onejewelertothenext,tryingfinda “I didn’tsellthisnecklace,madame.Ionlysuppliedthecase.” The nextdaytheytookthecaseinwhichithadbeenkeptand “We’ll havetoreplace thenecklace.” Loisel, whohadagedfiveyears,declared: By theendofweek,theyhadlostallhope. She wrote theletterathisdictation. She didn’topenthecaseasherfriendhadfeared shemight.If “You couldhavebrought itbackalittlesooner!Imight have When MadameLoiselwenttoreturn thenecklace,Madame (PROM uh sawr ee) sawr uh (PROM 9 borrowed atexorbitantrates,dealtwithusurers notes

written promises to pay back borrowed money. borrowed back to pay promises written

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 113 112 111 110 109 108 107 106 105 104 103 102 101 100 Élysées make orbreak you! Who couldtell?Howstrangeandficklelife is!Howlittleittakesto beautiful, thebelleofball. window andmuseoverthatpartylongagowhenshehadbeenso when herhusbandwasattheoffice, shewouldsitdownbythe slopping wateroverthefloorsasshewashedthem.Butsometimes, her skirtsaskew, withreddened hands,shespokeinaloudvoice, woman, hard andcoarse,thatonefindsinpoorfamilies.Disheveled, usurious ratesandthecompoundinterest. five centimesapage. ledgers inorder, andoftenatnightaswell,doingcopyingtwenty- requested onothers. dismissed themaid;theymovedintoanatticunderroof. fortitude. Thecrushing debthadtobepaid.Shewouldpayit.They stricken. However, sheresigned herself toitwithunexpected outraged, contestingeachsou the grocer, andthebutcherwithherbasketonarm,bargaining, Dressed likeaworking-classwoman,shewenttothefruit store, and carriedwaterupstairs,stoppingateveryfloortogetherbreath. line todry;shetookthegarbagedownstreet everymorning, the laundry, washingshirtsand dishclothswhichshehungona nails ongreasy casseroles andthebottomsofsaucepans.Shedid work ofthekitchen.Shewasheddishes,wearingdownherpink dressed womanshouldspeak tohersofamiliarly. Shemurmured: why shouldn’tshetellherthewholestory? certainly sheshould. And nowthatshehadpaideverythingback, still young,beautiful, stillcharming. sight ofawomantakingchildforwalk.ItwasMadameForestier, 11. 10.

After tenyears,theyhadmadegoodoneverything,includingthe And itwentonlikethatfortenyears. Then oneSundaywhenshewasstrolling alongtheChamps- How wouldthingshaveturnedoutif shehadn’tlostthatnecklace? Madame Loisellookedoldnow. Shehadbecomethesortofstrong Her husbandworkedintheevenings,puttingashopkeeper’s Every monthsomenoteshadtobehonored andmore time She cametoknowalltheheavyhouseholdchores, theloathsome Madame Loiselcametoknowtheawfullife ofthepoverty- Madame Loiselstartedtotremble. Shouldshespeak toher? Yes, “But .madame!I’msure . You mustbemistaken.” The otherdidn’trecognize herandwassurprisedthatthisplainly “Hello, Jeanne.” She wentuptoher. Champs-Élysées value. later, little of also was sou

(soo) (soo) 11 toforget theweek’schores forawhile,shesuddenly caught n . former French coin, worth very little; the centime (SAHN teem), mentioned teem), mentioned (SAHN centime the little; very worth coin, French . former

(SHAHN zay lee ZAY) lee zay (SHAHN 10 ofherpitiful funds. fashionable street in Paris. in street fashionable paragraph 100. shortest sentencein paragraph 108. the repeated word in sentence might not? create thatalonger does thisshortsentence effect ofthisrepetition? CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ others intheparagraph? sentence different from the author repeat thisword? The Necklace Whydoesthe Howisthis Underline Markthe Whatisthe Whateffect

379 380 NOTES

UNIT 4•ALLTHAT GLITTERS 129 128 127 126 125 124 123 122 121 120 119 118 117 116 115 114 and I’vehadplentyoftrouble—and allbecauseofyou!” hundred francsatthemost!” her own. other one?” we were quitepoor. . Anyway, I’mgladit’soveranddonewith.” us tenyearstopayforit. You canimagineitwasn’teasyforus,since party attheMinistry?” And shesmiled,fullofaproud, simplejoy. “Yes, I’vebeenthrough somepretty hard timessinceIlastsawyou “Oh! Oh,mypoorMathilde,howyou’vechanged!” Her friendgavealittlecry. “No, I’mnot.IamMathildeLoisel.” “Oh, mypoor, poorMathilde!Minewasfalse.Itworth five Madame Forestier, profoundly moved,tookMathilde’shandsin “Yes. You didn’tevennoticethen?Theyreally were exactlyalike.” “You sayyouboughtadiamondnecklacetoreplace that Madame Forestier stoppedshort. “What Igavebacktoyouwasanotheronejustlikeit. And ittook “What are youtalkingabout? You returned ittome.” “Well, Ilostit.” “Yes. Whataboutit?” “You remember thediamondnecklaceyoulentmetowear “Because ofme?Whatdoyoumean?”

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension a research question. research a Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. of the story? research that detail. what In way the information does you learned shed light an on aspect

abouttheborrowedWhat doesMadameLoisellearn necklaceattheendofstory? What doesMonsieurLoiseldotopayforthereplacement necklace? appropriate? What stepsdoesMadameLoiseltaketodress forthepartyinawayshefeelsis At thebeginningofstory,whyisMadameLoiselunhappywithherlife?

Notebook

To confirmyourunderstanding,writeasummaryof“TheNecklace.”

Choose unfamiliar at one least Briefly detail from the text.

Choose something that from interests the you, text and formulate The Necklace

381 382 as mystery, tension, orsurprise. manipulate timecreatesucheffects a text, orderevents withinit, and choices concerninghowtostructure RL.9–10.5  Model Annotation Close-Read Guideand

Tool Kit STANDARDS

UNIT 4•ALLTHAT GLITTERS MAKING MEANING

Analyze howanauthor’s

THE NECKLACE 4. 1. TextClose Readthe 3. 2. 1. TextAnalyze the 3. 2.

have you learned about materialismfromhave youlearned reading thisstory? Essential Question: circumstances orherdesires? Explain. the passage,andfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread This model,from paragraph 4ofthetext,showstwosample Make aJudgment Mathilde tellherhusbandthetruthaboutnecklace? Explain. husband, respectively, bringtotheirmarriage? (a) (b) (a) choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst read notes. For more practice,gobackintothetext,andcompleteclose- question andyourconclusion. Notebook

Compare andContrast Interpret Analyze or wingsofgrouse. smiles whileeatingthepinkfleshoftrout whispered andreceived withsphinx-like on gorgeous china,andofgallantries would thinkofexquisitedishesserved and exoticbirds inafairyforest; she walls peopledbyknightsandladies with gleamingsilveramidtapestried . shewouldvisualizeelegantdinners dreaming ofbeingaprincessinstory. CONCLUDE: fairy-tale fantasies? QUESTION: would findinfairytales. ANNOTATE:

questions

Why doesMathildereact thewayshedoes?Explain. Respond tothesequestions. How dovisitstoherrichfriendaffect Mathilde? WhydoesMadameLoiselhave Thesedetailsare likethoseone MadameLoiselislikeachild

Which contributesmore toMathilde’s misery—her

What doourpossessions reveal aboutus? suchas“Whydidtheauthormakethis conclude

What strengths doMathildeandher ? annotate whatyounotice. (b) to supportyouranswers. CITE TEXTUALEVIDENCE Speculate sentence shows long, continuous CONCLUDE: in thisway? fantasy sequence structure this does theauthor QUESTION: semicolon. connected bya two sentences long sentenceis ANNOTATE: in herfantasy. Madame Loiselis how immersed

Will Will Why What This The

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. violates readers’ expectations,butdoessoinawaythatisbothlogicaland may besubtlyfalse.Whenasurpriseendingiseffective, astory’s resolution stories thathavesituationalirony andsurpriseendings,someofthoseclues to havecertainexpectationsofwhatcharacterswilldoorexperience.In resolution toastory’s plot.Inallstories,writersplantcluesthatleadreaders Situational irony ofteninvolvesa the characters,readers, ortheaudience. In intention, or—asin“TheNecklace”—betweenexpectationandoutcome. contradiction betweenappearanceandreality, betweenmeaningand it makessense. believable. Readersmaybestartledbytheendingbutonreflection findthat Author’s Choices:LiteraryDevices Analyze CraftandStructure 4. 3. 2. 1. Practice situational irony, Situation Mathilde on the street. onthe Mathilde Madame Forestier meets debtandhardship.with isfaced Mathilde The flighty ball. the isagreatMathilde success at ball. toaglittering an invitation Mathilde’s husbandhandsher

Is thesurpriseendingin“The Necklace”believable?Whyorwhynot? and surpriseending? (b) (a) truth rightaftertheball?Explain. How mightMathilde’s life havebeendifferent if shehadtold MadameForestier the Fill inthecharttoshowhowstoryeventsleadsituationalirony. Notebook Howistheirony ofthenecklacesymbolicalargerirony inMathilde’s life? How doesGuydeMaupassantenhancethissymbolism through theuseofirony

Respond tothesequestions. aneventoccursthatcontradictstheexpectationsof surprise ending, What

Irony ESSENTIAL QUESTION: Is Exp isadiscrepancy or e ct or anunexpected e d Whatdoourpossessionsreveal aboutus? What H app e to supportyouranswers. CITE TEXTUALEVIDENCE n s The Necklace

383 384 of speech, or its etymology. or clarifyitsprecisemeaning, itspart pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencesmaterials, L.9–10.4.c and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b independent clauses. link twoormorecloselyrelated perhaps aconjunctiveadverb)to L.9–10.2.a spelling whenwriting. capitalization, punctuation, and the conventionsofstandardEnglish L.9–10.2   your Word Network. materialism from thetextto Add words related to

STANDARDS

WORD NETWORK UNIT 4•ALLTHAT GLITTERS LANGUAGE DEVELOPMENT

Demonstrate commandof

Consult general and Use asemicolon(and Identify andcorrectly THE NECKLACE Concept Vocabulary 2. Latin Root:- Word Study Practice Why TheseWords? 2. 1. served atelegantdinners. the “grandestladies.”Inherdaydreams, shevisualizesthe for example, sheyearns elegance orhighsocialstatus,whichiswhatMathildeLoiseldesires. For 1. -splend- her as Madame Loiselistheprettiest womanatthe party,thenarratordescribes 2. 1.

suppleness refinement reveal shadesofmeaningamongthewords. Use eachofthesethree words inasentence.Includecontextcluesthat if needed. splendor Write themeaningsofthesewords formedfrom theroot What otherwords intheselection connecttothisconcept? Mathilde Loisel’s character? How doestheconceptvocabularysharpenreader’s understandingof meaning ofyoursentence? you justwrote withasynonym.Howdoesyourword changeaffect the Challenge yourself toreplace theconceptword inthree ofthesentences word’s meaning. Use eachconceptword inasentencewhich sensorydetailsreveal the Notebook resplendent , whichmeans“bright”or“shining.” , splendid splend

The conceptvocabularywords appearin“The Necklace.” , or“dazzling.” , -

splendiferous

These conceptvocabularywords are allrelated to In “TheNecklace,”tosupportthestatementthat refinement gallantries exquisite Resplendent and . Consultaprintoronlinedictionary suppleness isformedfrom theLatinroot homage resplendent ofwitasqualities exquisite -splend- dishes :

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. for instance therefore may ornotbeginwitha that are notalready joinedbyacoordinating conjunction.Thesecondclause ideas. including semicolons,toclarify thelogicalrelationships betweenoramong conjunctive adverboratransitionalphrase. Here are examplesofcorrect useofsemicolons,withandwithouta each sentence. character, herdreams, andherexperiences inthestory.Useasemicolon Write three sentencesofyourowntodescribeMadameLoisel—her Write It 2. 1. Read It Punctuation Conventions

the twoindependentclausesitseparates. Reread paragraph100of“TheNecklace.”Markthesemicolon,aswell d. c. b. a. sentences basedon“TheNecklace.” Mark where asemicolonshouldbeinsertedineachofthefollowing as aresult Example /Transitional Expression: the streets; nevertheless,hecomeshomeempty-handed. Example /ConjunctiveAdverb: everyone worthimpressing willbethere. Example:

Loisel thoughtinfact,itwasmerely apieceofcheapcostumejewelry. outtohavebeenmuchlessvaluablethanMadame The necklaceturns There isnothingaround MadameLoisel’s neckthenecklaceisgone. Loisels setouttolookforone. There are nocabstobefoundoutsideinthestreet consequently,the Everyone wantsaninvitationtothepartytheyare ingreat demand. A semicolon (;) , or , or , furthermore

theyspendthenextdecadedeepindebt.

Madame Loiseldesperatelywantstoattendtheparty; Writers, suchasGuydeMaupassant, usepunctuationmarks, on theotherhand isusedtojointwocloselyrelated independentclauses —or a conjunctive adverb transitional expression .

Her husbandspendshourssearching

The Loiselsborrow 18,000francs ESSENTIAL QUESTION: —such as —such as also , however Whatdoourpossessionsreveal aboutus? as aresult , ; , comma after it. comma after and a transitional expression or adverb conjunctive the before place asemicolon transitional expression, or adverb aconjunctive with clause begins independent second the When CLARIFICATION The Necklace

385 386 appropriate. formal Englishwhenindicatedor demonstrating commandof a variety ofcontextsandtasks, SL.9–10.6 aesthetic effect. techniques toachievethedesired includes appropriateperformance the meaningofselectionand present arecitationthat: conveys SL.9–10.4.b structured eventsequences. well-chosen details, andwell- or eventsusingeffectivetechnique, develop realorimaginedexperiences W.9–10.3 

STANDARDS

UNIT 4•ALLTHAT GLITTERS EFFECTIVE EXPRESSION

Write narratives to Adapt speechto

Plan, memorize, and THE NECKLACE semicolon tojoincloselyrelated independentclauses. concept vocabularywords inyourdiaryentry. Also,trytouseatleastone observations. Manydiariesare composedasdailysegmentsorentries.Most writer’s ownexperiencesandexpresses hisorherthoughts,feelings,and A diaryisaformofautobiographicalwritingbecauseitdescribesthe Writing toSources 3. 2. 1. After youhavewrittenyourdiaryentry,answerthesequestions. on YourReflect Writing Vocabulary andConventionsConnection some literarydiariesare writtenwithotherreaders inmind. are notwrittenforpublication oreventoberead byanyoneelse.However, Mathilde’s husband makes. begin to play in Mathilde’s life. sure Be to mention the contributions imagination. Pay and attention particular hardship to the role that poverty in the story, but also feel free to from new elements add your own which you explain how your life changed elements Use the party. after of Mathilde Loisel, andAdopt write a the perspective happened to Mathilde in other circumstances: Forestier, the narrator of Necklace” “The what might ponders have beforeJust Mathilde the final and Loisel Madame meeting between Assignment

Why TheseWords? way itisportrayedinthestory?Explain. Is yourportrayalofMadameLoisel’s thoughtprocess consistentwiththe Have youwrittenconsistentlyfrom theperspectiveofMadameLoisel? suppleness refinement consistent withMadameLoisel’s personality? writing. Whichwords didyouspecifically choosetomakeyourdiaryentry How little ittakestomakeorbreakHow little you! is! Howstrangeandficklelife necklace? Whocouldtell? outifshehadn’t haveturned lostthat How wouldthings gallantries exquisite

The words youchoosemakeadifference inyour homage resplendent

Include severalofthe diary entry diary in in

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 3. 1. Speaking andListening 2. 4. Evaluation Guid 4 (demonstrated). Rate eachstatementonascaleof1(notdemonstrated)to In thecharacterofMathildeLoisel,delivera Assignment explain howthatmakesyoufeel. aboutthetruevalueofnecklace,and husband whatyoulearned have takenplaceaftertheendofstory.Inyourmonologue,tell

will sheexpress herthoughtsandfeelingstohusband? attitude toward thepoverty andhardship thecouplehasendured? How Loisels’ wayoflife forthepasttenyears.WhatwillbeMadameLoisel’s Evaluate Monologues Prepare Your Delivery Plan Your Interpretation Choose anEmotionalTone their presentations. listen attentively.Useanevaluationguideliketheoneshowntoanalyze a fake? What lessons,if any,willshedrawfrom thenewsthatnecklacewas MadameLoiselbeshocked,angry,philosophical,despairing? Loisel. Will considering howMadameForestier’s finalrevelation willaffect Mathilde achieve thedesired effect. monologue toyourclass.Includethefollowingperformancetechniques • • •

2. Thespeakercommunicatedclearlyandexpressively. 1. Thespeakerpresented aconvincinginterpretation Loisel. ofMathilde 5. 4. Thespeakerusedeffective gestures andbodylanguage. 3. Thespeakerusedavarietyofvocaltonesandpitches. keep youraudience’s attention. Use appropriate andeffective bodylanguage.Maintaineyecontactto interest. Avoid speakinginaflat,monotonestyle. Vary thetoneandpitchofyourvoicetoconveymeaningadd Speak clearlyandcomfortablywithoutrushing. about the true value of the necklace. truevalueof the about the The speakerclearlyexplainedMadameLoisel’s andfeelings thoughts e

Practice yourrecitation before youpresent the As yourclassmatesdelivertheirmonologues,

Consider whatthestoryshowsabout

Begin planningyourmonologueby ESSENTIAL QUESTION: monologue thatmight Whatdoourpossessionsreveal aboutus? “The Necklace.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

EVIDENCE LOG The Necklace

387 388 and proficiently. text complexity bandindependently at thehighendofgrades 9–10 including stories, dramas, andpoems, read andcomprehendliterature, RL.9–10.10  colonialism. tribal societybyWestern the disruptionofIgbo Things FallApart and mostcelebratednovel, around theworld.Hisfirst is read widelyinAfricaand English language,Achebe African literature inthe founding fatherofmodern from Nigeria.Considered the dominated Biafraregion independence oftheIgbo- and publiclysupportedthe the NigerianIgbotribe into Africa. Hewasborn the conflictsofmodern and storiesthatexplore is renowned fornovels Chinua Achebe About the Author Model Annotation First-Read Guideand

Tool Kit STANDARDS

UNIT 4•ALLTHAT GLITTERS MAKING MEANING

By theendofgrade 10,

(1930–2013) (1930–2013) , portrays

You willencounterthefollowingwords asyouread “CivilPeace.”Before Concept Vocabulary Peace Civil opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand order from mostfamiliar(1)toleast(6). reading, notehowfamiliar youare witheachword. Then,rankthewords in have already read. already knowandwhatyou the selectiontowhatyou CONNECT they do. why and about, NOTICE those involvedreact as when inestimable what amenable surrender blessings influence whom windfall WORD ithappens,and ideas within happens, thestoryis where

the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 2 blessings to hisheart.Hehadcomeoutofthewarwithfive of greeting oldfriendsinthefirsthazydaysofpeace.Itwentdeep of oneblueandbrown canvasshoe,noryetthe twostarsof the officer. Itwasn’thisdisreputable rags,northetoespeepingout a thoughthadhenotsomedoubtsaboutthegenuineness of its losswouldhavebeentohimhestill letitgowithout the waritwascommandeered “forurgent militaryaction.”Hard as human heads. miracle toobutnaturallynottobecompared tothesafetyoffive out oftheirfourchildren. As abonushealsohadhisoldbicycle—a J from starvation.“CivilPeace”unfoldsintheaftermathofthiswar. Biafrans surrendered. More thanonemillionpeoplehaddiedinbattleor had massacred Igbointhenorth.Afternearlythree yearsofwar, the broke awayfrom Nigeriabecauseanotherethnicgroup, calledtheHausa, The Biafrans,mostofwhombelongedtotheIgboethnicgroup, saidthey territories declared independence,callingthemselves theRepublicofBiafra. In 1967,Nigeriaentered acivilwarwhenthe country’s southeastern BACKGROUND The bicyclehadalittlehistoryofitsown.Oneday attheheightof survival!” meantsomuchmore tohimthanjustacurrent fashion onathan Iwegbucountedhimself extraordinarily lucky. “Happy —his head,hiswife Maria’s head,andtheheadsofthree Civil Peace Chinua Achebe inestimable

anchor TEXT|S happiness things thatbenefitorbring buhl) blessings or measure inestimable NOTES

adj. (BLEHS ihngz) too great tocount MULTIMEDIA (ihn EHStuhmuh Civil Peace SCAN FOR HOR T ST

OR 389

Y related toluckorwonder. mark words andphrases surrender bribery n. readers seeJonathan? have, particularlyonhow these repeated references act ofgivingup 390 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ amenable NOTES frequently? wonder appearso references toluckand influence adj. dishonest persuasion; agreeable

UNIT 4•ALLTHAT GLITTERS (IHN floo uhns) (IHN floo (suh REHNduhr) (uh MEHNuhbuhl) Whydo Inparagraph 4, Whateffect do

4 3 5 4. 3. 2. his rankdoneobviouslyinahurrybiro, 1. and hiswife startedmaking breakfast akaraballs them tosoldiers’wivesforafewpennies—real penniesthistime— on theirshoulders. pounds, andmovedinwithhisoverjoyedfamilycarrying fiveheads for fiveNigerianshillingsorfifty Biafranpounds.Hepaidthe assortment ofwood,paper, andmetalintodoorwindow shutters plane andafewbentrusty nailsinhistoolbagtoturnthis things. Hegotadestitutecarpenterwithoneoldhammer, ablunt thousands more cameoutoftheirforest holeslookingforthesame soggy sheetsofcardboard lyingaround theneighborhood before to Enuguearlyenoughpickupbitsofoldzincandwood sheets off theroof. Butwhatwasthat? And anyhowhe had returned quite intact!Ofcoursethedoorsandwindowswere missingandfive was Jonathan’slittlezinchouseofnoregrets builtwith mudblocks had putupjustbefore thewarwasamountainofrubble. And here two housesawayahugeconcrete edifice somewealthy contractor little houseinOguiOverside.IndeednothingpuzzlesGod!Only inferior tothefiveheadsinfamily. Thisnewestmiraclewashis say, eventhatmonumentalblessingmustbeaccountedalsototally again anditwasstillstandingthere before him.But, needlessto waiting forhim.Itwasunbelievable.Herubbed hiseyesandlooked a smallfortuneofonehundred andfifteen pounds. of Biafran wonder. was alittlepalm-oilgreasing. “NothingpuzzlesGod,”hesaidin When hedugitupagainayearlaterafterthe dead ofthecamp,includinghisownyoungestson,were buried. That nightheburieditinthelittleclearingbushwhere the officials forextrastock-fishandcornmeal,gothisbicycleback. going tobuyfirewood whichhiswife, Maria,retailed tocamp raffia bagandproduced thetwopoundswithwhichhehadbeen suspecting hemightbe rather acertainlackofgripandfirmnessinhismanner. SoJonathan, many goodandheroic soldierslookedthesameorworse.Itwas hurry tostartlife again.With hisfamilyearningshetookbicycle be ridofsomeitinthisway. At theendofafortnight trip wassixpoundsandthosewhohadthemoneywere onlygladto four-mile stretch tothenearest tarred road. Hisstandard charge per

akara fortnight 1967. of war civil the in Biafra of Republic independent the itself Biafran biro Then hemadethejourneytoEnuguandfoundanothermiracle His children pickedmangoes nearthemilitarycemeteryandsold He putittoimmediateuseasataxiandaccumulatedsmallpile

(BY roh) (BY (uh KAHR uh) (uh KAHR

(bee AF ruhn) AF (bee

2 moneyferryingcampofficials andtheirfamiliesacross the two weeks. two informal British English for “ballpoint pen.” balls of the rebellious southeastern region of Nigeria, which declared declared which Nigeria, of region southeastern rebellious the of

deep-fried balls of ground beans. beans. ground of balls deep-fried amenable to influence 1 thattroubled Jonathan; surrender , rummaged inhis 4 forneighborsina 3 allitneeded hehadmade

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 9 8 7 6 for soldiersandotherluckypeoplewithgoodmoney. running again inthepublictapdownroad, andopenedupabar generously inhisrooms withthewaterwhichhadrecently started to thevillagesaround andboughtfresh palm-winewhichhemixed 5. five daysofendlessscuffles inqueues and facedhispalm-winebar. what wasJonathandiscontinuedhisweeklyvisitsaltogether Bournvita tins. As theweekslengthenedandstillnobodycouldsay of theoffices andcookedwhatmealtheycouldscrounge togetherin to return attheendofday’swaitingjustsleptoutsidedoors than hehadthought.Someofhisfellowex-minerswhonowhere the endwasthatlittlehouseofhisevenagreater blessing miner, tofindoutwhatwaswhat.Theonlythinghedidin week, totheoffices oftheCoalCorporationwhere heusedtobea 6. as ex-gratia outside theTreasury hehadtwentypoundscountedintohispalms been thelastthoughtinJonathan’smindbefore hewasfinallycarried distance hadfallensilentafterknockingoneo’clock. Thatmusthave watchman whoknockedthehouronsomemetalsomewhere inthe neighborhood noisesdiedown oneafteranother. Eventhenight until hegothome. approaching humanfaces hemadesure thattheneeddidnotarise, arise, thoughbyfixinghisgazeatsuchanelevation astomissall so astoleavehisrightfree forshakinghandsshouldtheneed had tobecareful. pocket, pullingitouttootoshowitscomparativewholeness.Soone But ofcoursehehadinsistedthatthemoneybeeninother head. pocket andrevealed aholeinitbigenoughtopassthief’s victim’s carelessness, especiallyafterhepulledouttheinnards ofhis yet manyinthequeuesthatdaywere abletoremark quietlyatthe not rightthatamaninsuchanextremity ofagony shouldbeblamed pounds thansomeheartlessruffian pickeditoff him.Though it was before thatoceaniccrowd becausenosoonerhadhe gothistwenty man acoupleofdaysearliercollapseintonear-madness inaninstant his trouser pocket.Hehadtobeextracareful because hehadseena simply closedittightoverthemandburiedfistmoneyinside name) began. Theycalledit(sincefewcouldmanageitsproper official Christmas forhimandmanyotherslikewhenthepayments

queues ex-gratia At firsthewentdaily, theneveryotherdayandfinallyoncea As soonasthepoundnoteswere placedinhispalmJonathan But nothingpuzzlesGod.Camethedayof He wasnormallyaheavysleeperbutthatnighthe heard allthe Jonathan soontransferred themoneytohislefthandandpocket egg-rasher

(kyooz)

(ehks GRAY shee uh) shee GRAY (ehks 6 award fortherebel moneyhehadturnedin.Itwaslike

n . British English for “lines.” . as a favor (Latin). afavor as 5 andcounter-queues inthesun windfall whenafter unexpected goodfortune windfall NOTES (WIHND fawl) Civil Peace

391 Jonathan. way thethiefspeaksto casual friendlinessinthe phrases thatsuggesta 24–27, markwords and friendly tone? effect ofthisseemingly 392 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES and familiarity? with seemingfriendliness thief address Jonathan

UNIT 4•ALLTHAT GLITTERS Whydoesthe Inparagraphs Whatisthe 12 11 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 make wecallsoja?” under himandhisthroat feltlikesandpaper. voices nowthanbefore andgroaned heavily. Hislegswere sagging Soja betterpasspolice.Nobeso?” Sometaim youwancallsoja?Ormakewedemforyou? dem butItinksayalldonesleep-o…Sowetinwegodonow? with it. Jonathan allbutbeggedtheirleadertospeakagainandbedone groaned continuously. Maria andthechildren sobbedinaudiblylikelost souls.Jonathan small. Oya,everybody!” short while. they hadscared thethiefaway. There wastotalsilence.Butonlyfora Neighbors, are youasleep?Wake up!Police-o!” their children. Peace. Nobeso?” the katakataweydeforinside.NoCivilWar again.This timenaCivil like formaketrouble. Trouble donefinish.War donefinishandall the floor. was violentlyawakenedagain. away himself. Hecouldn’thavebeengoneforlong,though,whenhe 7. hopen dedoor.” trembling. that thericketyolddoorcouldhavefallendown.

door.” door” de .hopen tief-man “Na “‘Na so!”answered thehorriblechorus. “Awrighto. Nowmakewetalkbusiness.We nobebadtief.We no “No.” “My frien,whyyounodetalkagain.Iasksaywan “Na so!”replied hismen.Jonathanthoughtheheard evenmore “My frien,”saidheatlonglast,“wedontryourbestforcall The silencethatfollowedthethieves’alarmvibratedhorribly. Jonathan andhisfamilywere nowcompletelyparalyzedbyterror. There were atleastfiveothervoicesbesidestheleader’s. “Police-o! Tief-man-so! Neighbors-o!We doneloss-o!Police-o!..” “You donefinish?”askedthevoiceoutside.“Makewehelpyou This wentonforalongtimeandthenstoppedsuddenly. Perhaps “Police-o! Thieves-o!Neighbors-o!Police-o!We are lost!We are dead! Maria wasthefirsttoraisealarm,thenhefollowedandall “Na tief-manandhimpeople,”camethecoolreply. “Makeyou “Who isknocking?”heaskedthem,hisvoiceparched and The secondtimetheknockingcameitwassoloudandimperious “I don’tknow,” hewhispered backbreathlessly. “Who isknocking?”whispered hiswife lyingbesidehimon 7 Thiswasfollowedbytheheaviestknockingofall.

(dialect) “I am a thief with my accomplices. Open the the Open my accomplices. with “I athief am (dialect)

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 31 30 36 35 34 33 32 get evenanini.Soderefore makeyouopendiswindowandgiveus have money. We ..” went withthiswar. Whydoyoucometome? You knowpeoplewho make mistake and step for inside you no go like am-o. So derefore . . .” make mistakeandstepforinsideyounogolikeam-o.Soderefore. . I thank you.IfIhadonehundred pounds..” Abi wedemolest?” good tief.We justtakeoursmallmoneyandgonwayorly. No molest. children begantoweepaloudagain. inside nowtoshowyouguitar-boy likedis..” one hundred poundandwegocommot.Orderwise wedecomefor A volleyofautomaticfire rang through thesky. Mariaandthe “Awright! We knowsayyounogetplentymoney. Butwesefno “What doyouwantfrom me?Iamapoorman.Everythinghad “Lookia myfrien,nobeplaywecomeforyourhouse.If “My friends,”beganJonathanhoarsely. “Ihearwhatyousayand “At all!”sangthechorus. “Ah, missisidecryagain.Noneedfordat.We donetalksaywena NOTES Civil Peace

393 mark thesimile. things. Inparagraph40, between twodissimilar to makeacomparison word suchas an explicitcomparison figure ofspeechthatuses effect ofthissimile? 394 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES came earlierinthestory? the threats ofviolencethat author usethissimileafter

UNIT 4•ALLTHAT GLITTERS Whydoesthe A Whatisthe like simile or as isa

38 37 43 42 41 40 39 At thefirstsignoflightasneighborsandothersassembledto rasher to God.TheonlymoneyIhaveinthislife isthistwenty-pounds pounds, takeitandshootmemywife andchildren. Iswear demijohn commiserate withhimhewasalready strappinghisfive-gallon key ofthesmallwoodenboxhekeptbyhissideonmat. quick!” silenced themurmuringatonce.“Are youdere? Bringthemoney search properly well.Wetin betwentypound?..” “Na lie demanlie;egetplentymoney.Makewegoinsideand pound. We gomanageamlikedat.” 8. Nothing puzzlesGod.” rasher Or isitgreater thanotherthingsthatwentwith the war?Isay, let rope hewastying.“Whatis palm-wine from oldbeerbottles. In the cornerhiseldestsonwasrinsingoutdregs ofyesterday’s fire, wasturningoverakaraballsinawideclaybowlofboilingoil.

demijohn “Ok. Time dego.Makeyouopendiswindowandbringthetwenty “To Godwhomademe;if youcomeinsideandfindonehundred “I amcoming,”saidJonathanfumblinginthedarknesswith voicelikealoneshotintheskyand “Shurrup!” rangtheleader’s There were nowloudmurmursofdissentamongthechorus: “I countitasnothing,”hetoldhissympathizers,eyesonthe theygavemetoday..” perishintheflames!Letitgowhere everythingelsehasgone. 8

tohisbicyclecarrierandwife, sweatingintheopen (DEHM ee jon) ee (DEHM

n . large glass or earthenware bottle with a wicker cover. awicker with bottle earthenware or glass . large

❧ egg-rasher ? DidIdependonitlastweek? egg- egg-

aftertheyareWhat doJonathanandhisfamilythemorning robbed? they demand? What typeofpeopleshowupatJonathan’s dooronenight,andwhatdo What doesJonathangetinexchangefortherebel moneyhehadsaved? What conflictsetsthesceneforstory?

Notebook

To confirmyourunderstanding,writeasummaryof“CivilPeace.”

Choose unfamiliar at one least Briefly research detail from the text.

Choose something that from interests the you, text and formulate the information you of learned shed light onan aspect Civil Peace

395 Model Annotation Close-Read Guideand 396 on awidereadingofworldliterature. outside theUnitedStates, drawing reflected inaworkofliterature from point ofvieworcultural experience RL.9–10.6 theme. and advance theplotordevelop the a text, interact withothercharacters, characters developoverthecourse of RL.9–10.3 objective summaryofthetext. by specificdetails;providean emerges andisshapedrefined course ofthetext, includinghowit in detailitsdevelopmentoverthe central ideaofatextandanalyze RL.9–10.2 from thetext. explicitly aswellinferencesdrawn analysis ofwhatthetextsays thorough textualevidencetosupport RL.9–10.1 

Tool Kit STANDARDS

UNIT 4•ALLTHAT GLITTERS MAKING MEANING

Analyze aparticular Analyze howcomplex Determine athemeor Cite strongand

CIVIL PEACE 1. TextClose Readthe 5. 4. 3. 2. 1. TextAnalyze the 3. 2.

the passage,andfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread This model,from paragraph 9ofthetext,showstwosample have you learned about materialismfromhave youlearned reading thisstory? Essential Question: the story’s title?Explainyour reasoning, usingdetailsfrom thestory. Connect that wentwiththewar?”To whatishereferring? Explain. Infer the Compare andContrast blessings showyouaboutthenature oftheNigeriancivilwar? grateful? (a) make thischoice?”Whatcanyou notice. Askyourself first read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyour close-read notes. For more practice,gobackintothetext,andcomplete question andyourconclusion. Notebook Whatare the“fiveinestimableblessings”forwhichJonathanis egg-rasher home. that theneeddidnotarise,untilhegot approaching humanfaceshemadesure gaze atsuchanelevationastomissall the needarise,thoughbyfixinghis his rightfree forshakinghandsshould to hislefthandandpocketsoasleave

down hisguard untilhegetshome. the stress Jonathanfeels—hecannotlet CONCLUDE: this sentenceinway? QUESTION: and clauses. end ofalongsentencewithmultiplephrases ANNOTATE: After therobbery, Jonathansays,“Orisitgreater thanotherthings Jonathan soontransferred themoney

(b) Why doyouthinktheauthorchoosesterm“CivilPeace” as

Interpret Respond tothesequestions. different from thatofthemanrobbed attheTreasury? Whydoestheauthorstructure Thisshortclausecomesatthe Thesentencestructure captures questions

What doourpossessions reveal aboutus?

What doesJonathan’s attitudetoward these

How isJonathan’s reaction tothelossof suchas“Whydidtheauthor conclude annotate ? to supportyouranswers. CITE TEXTUALEVIDENCE whatyou With moneyinhis With resourcefulness. shows Jonathan’s CONCLUDE: include thispoint? does theauthor QUESTION: others. avoids contactwith Jonathan carefully details showthat ANNOTATE: quietly avoidsit. dangerous, sohe with othersis pocket, contact

What Why

These This

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. may appearinanystoryelement,includingthefollowing: text todeterminethelargermessageauthorisconveying.Thematicclues implied. Whenthethemeisimplied,readers mustanalyzeelementsofthe message orinsightintolife itexpresses. Thethememaybestateddirectly or Development ofTheme Analyze CraftandStructure • • • • 5. 4. 3. 2. 1. Practice EPISODE to importantideas. survivors ofthecivilwar. Authorsmayusejuxtapositiontocallattention cemetery. Thatjuxtapositionshowshowdeathissimplypartoflife for For example,in“CivilPeace,”Jonathan’s children pickmangoesfrom a disparate ideasordetailsare shownside-by-side, maysuggestthemes. characters are like—Inparticular, theuseof description, be thematicclues. relationships amongevents, includinghowoneleadstothenext,may plot development, and reactions maybeclues tothetheme. characters, may offer thematicclues. conflicts, andbeliefsthataffect thepeopleinsocietyofstory a settingiswork’s setting,

your answerwithevidence from thetext. What themedoJonathan’s actionsandtheevents inthestorydevelop?Support responses suggestaboutthestory’s theme? Explain. How are theepisodesyounotedinyourchartrelated? WhatdoJonathan’s response inJonathan. Using achartliketheoneshown,analyzethree episodesthatsparkastrong what youthinkJonathanmeansbythisexpression. “Nothing puzzlesGod.” (a) effect doesAchebecreate bypairingthesetwoideas? (a) Notebook Describetheeventsinstorythatprompt Jonathantousetheexpression Findanexampleofthejuxtapositiontwoideasin“CivilPeace.” orthetimeandplaceinwhichastoryisset—keypartof orpeopleinthestory—Theirstatements,behavior, actions, ortheuseofsensorydetailstoshowwhatasetting

Respond tothesequestions. historical andculturalcontext orthesequenceofrelated eventsinastory—The

The (b) theme Judgingfrom thecircumstances ofeachevent,explain JONATHAN’S RESPONSE ofaliteraryworkisthecentral ESSENTIAL QUESTION: juxtaposition, . Theevents, inwhich Whatdoourpossessionsreveal aboutus? ABOUT JONATHAN WHAT RESPONSESHOWS (b) What to supportyouranswers. CITE TEXTUALEVIDENCE Civil Peace

397 398 or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent language tounderstandhow L.9–10.3 L.9–10.2.c spelling whenwriting. capitalization, punctuation, and the conventionsofstandardEnglish L.9–10.2 theme. and advance theplotordevelop the a text, interact withothercharacters, characters developoverthecourseof RL.9–10.3 objective summaryofthetext. by specificdetails;providean emerges andisshapedrefined course ofthetext, includinghowit in detailitsdevelopmentoverthe central ideaofatextandanalyze RL.9–10.2   your Word Network. materialism from thetextto Add words related to

STANDARDS

WORD NETWORK UNIT 4•ALLTHAT GLITTERS LANGUAGE DEVELOPMENT

Apply knowledgeof Demonstrate commandof

Analyze howcomplex Determine athemeor Spell correctly. CIVIL PEACE Concept Vocabulary Compound Nouns Word Study Practice Why TheseWords? how tospellaparticularcompoundnoun,consultdictionary. sometimes deviatefrom theconventionalspelling foreffect. Ifyouare unsure noun isopen,hyphenated,orclosedamatterofconvention,andwriters meat-eater Compound nounsmaybe“open,”asin or more separatewords—in thiscase,thewords a compoundnoun.A write ameaningforeachofthem.Consultdictionary asneeded. compound nouns,andlabeleachone Read thispassagefrom paragraph2of“CivilPeace.”Markthethree 2. 1. as beingfullofgoodfortune. inestimable fortune, goodorbad.Forexample,Jonathanthinksofhisfive 2. 1.

blessings inestimable What otherwords intheselection connecttothisconcept? views hisworld? How dotheconceptwords helpthereader understandhowJonathan substitutions changethemeaningsofsentences. a partner, replace eachconceptword withasynonym.Discusshowyour Find thesentencescontainingconceptwords intheselection.With as manyrelated words asyoucan. apartner,With chooseoneoftheconceptwords, naming andtaketurns Notebook bicycle back. retailed meal,andgothis .forextrastock-fishandcorn had beengoingtobuyfirewood whichhiswife,Maria, .producedSo Jonathan whichhe two poundswith the ; or“closed,”asin . Bothofthesewords relate toJonathan’s perceptions ofhislife

The conceptvocabularywords appearin“Civil Peace.”

The conceptvocabularyword compound noun

influence amenable These conceptvocabularywords allrelate to basketball open isanounformedbycombiningtwo . Whetheragivencompound windfall surrender pizza parlor , hyphenated wind windfall ; hyphenated,asin and , or fall isanexampleof closed . blessings . Then, as

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. sense ofauthenticitytoastory. the language.Awriter’s choicetohavecharactersspeakindialectmayadda pronunciation, vocabulary, andsentencestructure ofthestandard formof by peopleinaparticularregion orgroup. Itmayinvolvechangestothe give charactersavoicewith create engaging,interesting, andbelievablecharacters.Sometimeswriters 1. Read It Character Development Author’s Style Write It 2. nonstandard languagevariationswithwhichyouare familiar. standard English.Then,writeanotherparagraphonthe sametopic.Use Write routine. abriefparagraphinwhichyoudescribeyourmorning Use other forms,includingthelanguagecommontosocial media andtexting.

Explain. What islostandwhatgainedbytheauthor’s choicetousedialect? Consider differences between theoriginalpassagesandyourrevisions. standard English. Peace” thatare showninthe chart.Then,revise eachpassageusing Mark examplesofdialectthatappearinthetwopassagesfrom “Civil Notebook PASSAGE This time naCivilPeace.Nobeso?” This time katakataweydeforinside.NoCivilWarthe again. trouble. Trouble donefinish.War donefinishandall business. We We nobebadtief. formake nolike Thief Leader: puzzlesGod.” Nothing flames! Letitgowhere elsehasgone. everything war?Isay,let the went with it lastweek?Orisgreater that things other than Jonathan:

“What is

Dialect isoneformofnonstandard language.There are

“Awrighto. Nowmakewetalk egg-rasher

(paragraph 43) dialect. Fiction writersuseavarietyoftechniquesto egg-rasher ? DidIdependon Dialect isaformoflanguagespoken (paragraph 28) perish in the perishinthe ESSENTIAL QUESTION: REVISION INSTANDARD ENGLISH Whatdoourpossessionsreveal aboutus? Civil Peace

399 400 aesthetic effect. techniques toachievethedesired includes appropriateperformance the meaningofselectionand present arecitationthat: conveys SL.9–10.4.b and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogically such findings, andsupportingevidence SL.9–10.4 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.9–10.2 

STANDARDS

UNIT EFFECTIVE EXPRESSION

Write informative/ Present information,

4 Plan, memorize, and

•

ALL

CIVIL PEACE THAT

GLITTERS such asacharacteranalysis—youpresent yourinterpretation ofatext,use understand conceptsandideas.Ininformativewritingaboutliteraryworks— Informative writingpresents evidenceandexplanationstohelpreaders Writing toSources 3. 2. 1. After youhavewrittenyourcharacteranalysis,answerthesequestions. on YourReflect Writing Include severaloftheconceptvocabularywords inyourcharacteranalysis. Vocabulary Connection and yourinterpretation connect. text evidencetoillustratethatinterpretation, andexplainhowtheevidence obstacles. help Then, explain traits Jonathanand how these weaknesses. overcome analysis, Jonathan’s identify main character including traits, his strengths by his personality. Write abrief fateThe of the main character in “Civil Peace” is determined in large part Assignment

Why TheseWords? character What questionsdoyoustillhaveaboutthestoryafterwriting the “Civil Peace”? Did writingthecharacteranalysisdeepenyourunderstanding of blessings inestimable your writing. Whichtransitionwords didyouuseinyourwritingtohelpmove • • • • • ideas youdevelopedinthebodyofyouressay. End withaconclusionthatlogicallyfollowsfrom andcompletesthe example Link supportingdetailstoyourmainideausingphrasessuchas the order inwhichyouwillexpress them. Consulting yourchart,selectthemainideasyouwanttoconveyand Identify specific examplesinthestorythatdemonstrateeachtrait. two-column chart,listhisstrengths andweaknesses. First, review thestorytoanalyze Jonathanindetail.Usinga

reader

analysis? . Includetransitionwords suchas

from

Why

idea

influence amenable or

to why The words youchoosemakeadifference inyour

idea?

not? character analysis character windfall surrender instead of Jonathan. your In toconnectideas. for

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1. understanding anddemonstratesyoursensitivitytotheauthor’s choices. the workwithanexpressive reading orperformancethatreveals your interpretation foranaudience. To doso,combineacareful analysisof You canshare yourideasaboutapieceofliterature bydeliveringanoral Speaking andListening 2. 4. 3. EVALUATION GUIDE (demonstrated). Rate eachstatementonascaleof1(notdemonstrated)to4 briefly explainhowthatexcerpthelpsdevelopthestory’s theme. feel isespeciallymeaningful.Readtheexcerptaloudforclass.Then, Deliver an Assignment

• • • • shown toevaluatetheirdeliveries. interpretations, listenattentively.Useanevaluationguideliketheone Evaluate OralInterpretations Practice yourReading Connect totheTheme Identify theExcerpt part youremember mostvividly. Use thefollowingperformancetechniquestoachieveapowerfuleffect. you canrefer towhenyouare speaking. a fewnotesaboutthisconnectiononpieceofpaperorindexcard that excerpt withthetheme,considerchoosinganotherpartoftext.Make theme ofthestoryasawhole.Ifyouare havingdifficulty connectingyour can lookupandmakeeyecontactwithyouraudience. Recite thetextenoughtimesthatitbecomesfamiliar. Inthatway,you excessive ordistracting. Use gestures toconveythetext’s meaning,butmakesure theyare not Avoid speakingtooquicklyorslowly. allow yourvoicetoreflect theemotionsof excerpt. Avoid speakinginaflat,monotonestyle.Instead,varyyourtone,and

The reading wasclearandunderstandable. The speaker made eye contact with the audience. the The speakermadeeyecontactwith story. of the The speakerclearlyandeffectively theme excerpttothe connectedthe text. meaningofthe the The speakerread energy with andexpression conveyed that oral interpretation.

Review thestoryinyourmind,andconsiderwhich

Practice youroralinterpretation withapartner. Think abouthowyourexcerptrelates tothe Chooseanexcerptfrom “CivilPeace”you

As yourclassmatesdelivertheiroral ESSENTIAL QUESTION: Whatdoourpossessionsreveal aboutus? “Civil Peace.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

EVIDENCE LOG Civil Peace

401 402 independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof read andcomprehendliterary RI.9–10.10  1323 Tutankhamun About Tutankhamun mummified face.)mummified king’s to the cover used was and stones precious and gold of out likeness inhis made was Tutankhamun’son mummy. It found was that amask is here shown image (The campaigns. military inseveral engaged and states, and kingdoms other with relationships neglected renewed Egypt Tutankhamun’sDuring reign, by advisors. made were decisions ofpolitical his most likely is that it problems, health and youth his Given of nineteen. age at the died He acane. walked with probably and disease, bone arare and malaria including problems, of health variety a from suffered he that suggests Evidence throne. to the ascended he when old years ten or nine only was known, to be come has he as 1332 to 1323 approximately from ruled who monarch, or pharaoh,

Standard

b UNiT . Making Meaning c .) was an Egyptian Egyptian an was

By theendofgrade 10, 4

b • . (circa 1341– (circa c

ALL . King Tut, King s

THAT

GL I TTERS Treasures ofTutankhamun Fit foraKing: opportunity tocompleteaclosereview after your firstreview. Apply thesestrategiesasyouconductyourfirstreview. You willhavean and write ancient about objects. followingThe words concepts or will useful be to you as you analyze, discuss, Technical Vocabulary First ReviewMEDIA:ART ANDPHOTOGRAPHY where it is found is it where feature in the location other or artifact an of surroundings immediate and context: or concept worldview, subject, a conveys that images symbolic of iconography: by people modified, or used made, object artifact: Egypt ancient of history and culture, language, the Egyptology: it portrays. determine GO_TXT_NST CONNECT GO_TXT_NST L or imagesyou’veseen. experienced, textsyou’veread, images toothermediayou’ve oo portable portable position k at each image and at eachimageand study of of study system system whom details in the details inthe

GO_TXT_NST GO_TXT_NST

or • • • • • • • • what Changes inaculture’s iconography maysignalshifts in recognizable. Most cultures haveiconographythatisuniqueand or culturallysignificant mayhavehighmonetaryvalue. Artifacts thatare veryrare, madeofprecious materials, cultural value. Rare artifacts oftenhavegreat scientific, historic,and of language. history. InEurope, itismore associatedwiththestudy with archaeology, orthescientific studyofhuman In theUnitedStates,Egyptologyismore associated Egyptologist. Someone whostudiesEgyptologyiscalledan activity, itiscalled the locationhasbeenchangedbyhumanorother was firstplacedthere, itiscalled If thelocationhasbeenundisturbedsinceartifact its functionandimportance. An artifact’s contexthelps archaeologists understand aspect ofasociety. its economy,religion, politics,oranotherfundamental

want torevisit. that youfindinteresting and Comprehension Check. GO_TXT_NST NOTE secondary RESPOND GO_TXT_NST elements in each image elements ineachimage

context by completing the by completingthe GO_TXT_NST primary GO_TXT_NST .

context . If

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. had protected themummified remains ofthepharaoh—thefirstintactmummy undisturbed. Formore thanthree thousandyears,thefourchambersoftomb Unlike mostEgyptiantombsthathadbeenunearthed,Tutankhamun’s wasnearly more thantenyearstolocate thetomb,anddiscoverychangedworld. King Tutankhamun intheValley oftheKingsnearLuxor, Egypt.IthadtakenCarter In 1922,aBritisharchaeologist namedHoward Carterdiscovered thetombof BACKGROUND Fit foraKing: and sparkedwidespread interest inancientEgyptthatcontinuestothis day. The discoveryoftheglorieswithinKingTut’s tombcaptured theworld’s imagination ancient Egyptiansbelievedtheirpharaohwouldneedtheseitemsintheafterlife. oils, board games,fineclothing, fans,numerous bottlesofwine,andfood.The shrines. There were musicalinstruments,lamps,vesselscontainingointmentsand jewelry, beds,couches,chairs,vases,statues,chariots,thrones, weapons,and ever found—aswellasatrove ofnearlyfourthousandobjects.Thetombheld containing jointsofmeat. Antechamber. Theseincludeacow-headedcouchandboxes Carter’s team.Burtontookthisphotoofobjects inthetomb’s an archaeological photographerwhowaspartofHoward PHOT o 1:ObjectsintheAntechamber Treasures ofTutankhamun

Harry Burtonwas NOTES Fit foraKing:Treasures ofTutankhamun ANCHOR TEXT |P TEXT ANCHOR MULTIMEDIA SCAN FOR hoto

ss 403 a y 404 was originallyusedasastorage chamber. stones. Theobjectwasfound inthetomb’s Annex,aroom that highlighted withgoldleaf,andinlaidglasssemiprecious replica ofTutankhamun’s funerarybarge. Itisfourteeninchestall, was probably usedtoholdperfume.Egyptologistsbelieveitisa photo 3:AlabasterFuneraryBarge or onelikeit,duringhislifetime. gold inlaidwithprecious stones. Tutankhamun wore thisdiadem, Egypt. Thevulture’s headismadeofsolidgold.Thecobraalso Egypt, andthe symbolize thepowerofpharaoh.Thevulture represents Upper It features representations ofavulture andacobra,bothofwhich found onTutankhamun’s mummyinthetomb’s BurialChamber. photo 2:CobraUraeusDiadem

UNIT 4•ALLTHAT GLITTERS cobra uraeus —or risingcobra—represents Lower

This diadem,orcrown, was

This alabastervessel NOTES NOTES

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. features thevulture andcobra, symbolsofthepharaoh’s power. of whichare shownhere) represent Tutankhamun wearingaheaddress that tomb’s Treasury. Itholdsfourcanopicjarsmadeofalabaster. Thefourlids(two dead wouldneedtheseorgans intheafterlife.Thischestwasfound removed duringthemummificationprocess. AncientEgyptiansbelievedthe of thedeceased—theliver, lungs,stomach,andintestines—whichwere PHOTO 5:CanopicChest NOTES

Canopic jarswere usedtoholdtheinternalorgans Fit foraKing:Treasures ofTutankhamun tomb’s BurialChamber. hunt. Thisobjectwasfoundinthe side showshisreturn from the pharaoh inachariot.Theother scene withthefigure oftheyoung feathers. One side shows a hunting pole andfittedwith42ostrich was originallymountedonalong the oneshownhere. Thisgoldfan with eightlarge fans,including or Fan PHOTO 4:GoldenFlabellum, NOTES

Tutankhamun wasburied

405 406 comprehension orexpression. a wordorphrase importantto knowledge whenconsidering independence ingatheringvocabulary career readinesslevel;demonstrate and listeningatthecollege for reading, writing, speaking, specific wordsandphrases, sufficient general academicanddomain- L.9–10.6   context iconography artifact Egyptology about thephotoessay. discuss, analyze,andwrite Use thesewords asyou vo TECHNICAL Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check your Word Network. materialism from thetextto Add words related to

3. 2. 1. ca

STANDARDS

UNIT 4•ALLTHAT GLITTERS What symbolismappearsontheobjectsrepresented inbothPhoto2and5? not appearinthesefivephotographs. Cite three othertypesofobjects thatwere foundinTutankhamun’s tombbutdo What objectsare represented ineachofthefourcolorphotographs? MAKING MEANING bu O

Acquire anduseaccurately RD NETW lar y O RK Analyze the Media Analyze the you have? Whatcanyou observations thatseemimportant.What Look atthephotoessayagain.Write downany new Close Review 5. 4. 3. 2. 1.

have you materialism learned about from examining this photo essay? Essential Question: discovery, explain why you think this is so. interestworldwide in ancient Egypt. Using your of the knowledge Extend Explain. ancientabout Egyptians’ life of both earthly views and the afterlife? to his suggest existence in the afterlife.necessary objects What these do Analyze in the Antechamber?objects Explain. foundfirst this it. What image does reveal the organization about of Infer ancient Egyptians felt were important? Generalize Notebook

Photo 1 of the tomb’s part shows Antechamber as Carter’s team

The discovery of Tutankhamun’s discovery The treasures tomb and its generated The treasuresThe which with Tutankhamun was buried were as seen

What do these objects suggest about the types of things the types about suggest objects What these do Respond tothesequestions.

What do our possessions reveal about us? about reveal possessions our do What conclude? questions do What What

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. keep track of your images. theor Internet, you’ll need art, smartphone. you’re If going to make drawings other or created personally you If need. must tellaninteresting story. for strong remain photojournalism thesameasalways—powerfulpictures technically mucheasierthanitwasinthepast.However, therequirements today’sof thestory.With technology,creating is aworkofphotojournalism isatypeofnewsreportingPhotojournalism inwhichthephotostellmost Speaking andListening Present It It Plan answer other might questions students have it. about class. if technology possible. Use prepared Be to discuss your work and IMAGE find meaningful. poster—reporting onpossessions thatyouorothersinyourcommunity Create aworkof Assignment • • • you’ll effective expre You maychoosetoaddtextthatexplainseachobject’s significance. to consider. Write captionsthatdescribe theimages,orposequestionsforviewers magazines orothersources. Take photosoftheseobjects,drawthem,oruseimagesfrom

Decide whatDecide your medium will be, and organize the resources need art supplies. art need

Publish your work of photojournalism by presenting it to the you’re going to take photographs, you’ll acamera or need WHERE, WHEN, WHO WHEN, WHERE, photojournalism scissors and scissors If

you’re ss going to images use from print media —either inadigitalformatoron ion acopier aprinter. or the chart Use SOURCE OR MEDIUM OR SOURCE Fit foraKing:Treasures ofTutankhamun to to TREASURES OFTUTANKHAMUN FIT FORAKING: interest. reasoning, and evidenceandtoadd enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 information flexiblyanddynamically. other informationandtodisplay of technology’s capacitytolink writing products, takingadvantage and updateindividualorshared the Internet, toproduce, publish, W.9–10.6   Tutankhamun.” for aKing:Treasures of fromwhat youlearned “Fit Evidence Logandrecord new selection,gotoyour Before movingontoa

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407 408 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.9–10.10 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.9–10.2.a–f  Informative Text Student Model ofan primary deduce allocate chronicle paradox the unit. atthebeginningof learned academic vocabularyyou consider usingsomeofthe As youcraftyouressay, V A • • • oca ca

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s ll TREASURES Th at G litte r s its ownwaywiththeconceptofvalue.In“TheNecklace,”MathildeLoisel You haveread twoshortstoriesandviewedaphotoessay.Eachdealsin Write Model InformativeText An effective informativeessayincludestheseelements: An Elements ofanInformativeEssay about howpeopleassignvalue. Now, youwilluseyourknowledgeofthetopic towriteaninformativeessay the itemsEgyptiansburiedwiththeirpharaohforhisvoyagetoafterli photo essay“FitforaKing:Treasures ofTutankhamun,” theviewercansee Iwegbu losesasmallfortuneinmuchlesstimethanittooktoear pays aheavypriceformomentofextravagance.In“CivilPeace,”Jonathan Challenge yourself tofindalloftheelementsan “I Came,ISaw, IShopped.” well-crafted informativeessay,seetheLaunchText, prepare towriteyourowninformativeessay. an opportunitytoreview theseelementsasyou effective informativeessayinthetext.You willhave answer thesequestions: either haveorlackvalue.Then,writean decide whatisvaluabletothem.Considerdifferent reasons thatobjects Think abouthowthecharactersorreal peoplefeatured inthissection Assignment • • • • • •

informative text an appropriately formalstyleandobjectivetone correct grammarandusage complex ideas use ofappropriate andvariedtransitionsthatclarify relationships among conclusion a well-organizedstructure, includinganintroduction, abody,and facts anddetailsdrawnfrom avarietyofreliable, credible sources a clearthesisstatement something atreasure?something valuable?Whatmakes What makessomething

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LIT17_SE10_U04_LT.indd 366 366 NOTES UNIT the importanceofthisinformation? writer helpthereaderunderstand and expertopinion.Howdoesthe the formofexamples,statistics, the writerpresentsinformationin As youread, the endofunit. Performance-Based Assessmentat of writingyouwilldevelopinthe of information.Thisisthetype selection, organization,andanalysis concepts throughthecareful in whichtheauthorexamines informative text This selectionisanexampleof LAUNCH TEXT

UNIT 4•AllTh 4 INTRODUCTION LAUNCH TEXT thinkabouthow |

INFORMATIVE MODEL , a type of writing , atypeofwriting inwhichyou AT GlITTers 4 3 2 1 early 1980s. rates ofmore than10percent overa30-yearperioddatingbacktothe income (Soergel 2015).Incontrast,Europeans showpersonalsavings only oneinfour Americans savesmore than10percent ofhisorher Instead ofsavingourmoney, wespendit.Recentresearch showsthat forces atplay? get evenshorter. Are wejustfickleandeasilydistracted,orare other As the paceoftechnologicalchangeincreases, replacement periods every 21.7months.Thisisthefastestturnoverrateinworld. A 2011 studyshowedthat Americans upgradetheirmobilephones picture amomentwhenthatitemmightnotmeanmuchtoyou. smartphone, designershoes,orlimited-editionsneakers. have developedatastefornewer, fresher goods,suchasawaterproof collecting dustinaclosetsomewhere. Inthemeantime,youmay track ofthesethings;consequently, theyare forgotten, butnotgone, “must-have” itemjustlastyear. It’spossible,though,thatyou’velost remember where youputthatvideogameusedtolove.Itwasa are cells inourbrainsthatallowustomirror, orreflect, thefeelings There are manynotions.Someexpertspointtomirror neurons. These What drivesourneedtoownthelatestgames,shoes,orphones? We toAre Buy? Hardwired P All ofthedatasuggestthat America isanationofshoppers. When youwantsomethingwithapassion,itcanbedifficult to or gadgetyoucouldn’tlivewithoutafewyearsago.Maybe erhaps youknowwhatbecameoftherobotic dog,rippedjeans, n it.Inthe I Shopped I Came, ISaw, MULTIMEDIA SCAN FOR fe.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. and thenreinforce itwith anotherpieceofevidence. be from boththeshortstoriesandphotoessaytodevelop yourthesis.Itcan evidence from onetexttodevelopideasbasedonanother. Includeevidence organize meaningfuldetailsfrom theselections. as informationfrom thecaptions,asevidence. Useacharttogatherand You mayalsouseyourobservationsofthephotosin“FitforaKing,”aswell of fiction,lookforthefollowingtypesevidence: your ideas.Becausetwooftheselectionsinthissectionunitare works the selectionsandyournotestoidentify detailsthatyoucanusetosupport Connect Across Texts Write aWorking Thesis Prewriting Gather Evidencefrom Texts Working Thesis: develop andsupportyourideas. may revise yourthesisoreven changeitentirely. Fornow, itwillhelpyouchooseevidenceto explain andsupportingreater detailinthebodyofyouressay.Asyoucontinuetowrite, questions posedinthisassignment.Your thesisstatementshould present anideayouwill a rough Tutankhamun Treasures of Fit foraKing: Civil Peace The Necklace Selection

helpful • • • about materialpossessions quotations from thestoriesthatshowhowcharactersfeelandthink about possessionsormaterialism descriptions ofsettingsorobjectsinthestoriesthatrelate toideas plot eventsfrom thestoriesthatspeaktoissues ofmaterialism thesis

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manage thecomplexityoftopic. and domain-specificvocabularyto W.9–10.2.d knowledge ofthetopic. appropriate totheaudience’s other informationandexamples concrete details, quotations, or sufficient facts, extendeddefinitions, with well-chosen, relevant, and W.9–10.2.b useful toaidingcomprehension. graphics, andmultimediawhen distinctions; includeformatting, make importantconnectionsand ideas, concepts, andinformationto thesis statement;organizecomplex W.9–10.2.a  informative essay. may wanttociteinyour and identify keydetailsyou Review yourEvidenceLog 

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Th at Gl itt ers Organize Your Ideas Drafting Write aFirstDraft Use the organizer the toUse plan your draft. item isnotsosimple.” have aboutshoppingandspendingsuggeststhatthedesire foraparticular writer linksexamplesfrom thebodytothesis:“Allofinformationwe guide thereader through theinformation.Inconcludingparagraph, purchase. Inaddition,the writer usesheadingstoorganizethesectionsand notions.” Thebodyofthetextprovides different explanationsfortheurgeto drives ourneedtoownthelatestgames,shoes,orphones?There are many the introduction. Athesisstatement appearsinthefourthparagraph:“What Launch Text, “ICame,ISaw, IShopped,”thefirstthree paragraphsserveas Your introduction maybelongerthanasingleparagraph.Forexample,inthe that readers canfollowtheflowofyourideas. connect toyourthesis.Keepthestructure ofyouressaysimpleandlogicalso and thatyourconclusioncircles backtorestate, summarize,orotherwise paragraphs provide reasons andevidencethatclearlysupportyourthesis, Each partofyouressayshouldleadlogicallytothenext. Makesure thatbody • • • the the the evidence develop thethesiswithvaried B OD introduction, body, conclusion, Y t inwhichyoudevelopthethesis ing focus inwhichyourestate orreaddress yourthesis

Refer toyourorganizerasyouwritefirstdraft. in whichyoustateyourthesis

Informative essaysgenerallyincludethree parts: restate orreaddress thethesis CONC L U SI ON

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. conjunctive adverbtoconnecttwocloselyrelated independentclauses. Each ofthesesentencesfrom theLaunchText usesasemicolonand Read It precise logicalrelationship betweentheideasclausesexpress. with a two independentclausesare closelyrelated, considerjoiningthemtogether to create cohesionandto clarify therelationships amongyourideas.When As youdraftandrevise yourinformativeessay,useavarietyoftransitions Create Adverbs Cohesion:Conjunctive LANGUAGE DEVELOPMENT: CONVENTIONS that haverelated ideas. As youdraftandrevise yourinformativeessay, lookforindependentclauses Write It • • • longing grow Some for likewise, It closet consequently, It’s show addition effect show causeand show contrast show similarity If youwantto.

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411 412 they arewriting. conventions ofthedisciplineinwhich while attendingtothenormsand a formalstyleandobjectivetone W.9–10.2.e   your informativetext. from yourWord Networkin Include interesting words FOCUS ANDORGANIZATION

WORD NETWORK tandards

UNIT Performance Task: Wri Establishes alogicalorganizationEstablishes Provides restates aconclusionthat or Provides anintroduction that ideas. amongand developsconnections revisits thesis. the statement. includes aclearthesis

Establish andmaintain 4

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Th at Gl itt ers otherwise unsuitabletone. Replace anysuchtermswithmore formalchoices. Review yourdraftforanywords orphrasesthatcreate aninformal or Apply thefollowingstepstocreate andmaintainanappropriate tone: tone your introduction. paragraphs, orrevise yourconclusiontomakeaclearconnectionback your thesismore specific, clarify ideasorinformationpresented inthebody If youhaveanswered “no”toanyofthosequestions, takeaction:Make following questions: Use thefollowingchecklisttoevaluateeffectiveness ofyourdraft.Then, Evaluating Your Draft Revising Evaluate Tone Evaluate QualityofEvidence Revising forEvidenceandElaboration Evaluate LogicandCoherence Revising forFocusandOrganization use yourevaluationandtheinstructionsonthispagetoguiderevision. go backtotheselections,andlocatedetails,quotations, orexamplesthat paragraph includeevidencethatclearlysupportsyourmain ideas?Ifnot, provide bettersupportforthepointsyouwishtomake. • • • • • • Refer toplaces,people,orformalconceptsbytheirproper names. Generally, avoididioms,whichtendtobelessformalin tone. Avoid slangandabbreviations, andlimittheuseofcontractions. Does theessayendwithaconclusionthatreaddresses thethesis? Does eachbodyparagraphaddadistinctideatothatthesis? Does theintroduction setforthaclear, specific thesis? , orattitude,shouldbeappropriately formal,authoritative,andneutral. EVIDENCE ANDELABORATION t

ing focus

Establishes andmaintainsEstablishes Uses vocabularyandword Provides adequateexamples with thesis Develops the objective tone. objective a formalstyleandan purpose. and audience for the arechoice that appropriate for eachmajoridea. textual evidence. In academicwritingsuchasaninformativeessay,your

Review yourdraft.Doeseachbody

Reread youressayandconsiderthe CONVENTIONS

Attends to the norms tothe Attends Uses words, phrases, transitions. ofuse andpunctuation correct the especially discipline,of the and conventions ideas. relationshipsthe among and clausestoclarify

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. writing experienceeasierand tomakeyourinformationmore interesting? do differently thenexttimeyouneedtowriteaninformative essaytomakethe bywritingyourinformative essay.Whatcouldyou Think aboutwhatyoulearned Reflecting Always maintainapoliteandrespectful tonewhencommenting. students’ informativeessaysare bothsimilartoanddifferent from yourown. comment onyourclassmates’work.Considertheways inwhichother that yourclassmatescanread review itandmakecomments.Inturn, and Create afinalversionofyourinformativeessay.Share itwithyourclassso andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing commas asnecessarytosetoff conjunctiveadverbs andtransitionalphrases. spelling andpunctuation.Checkyouruseofcommasaround transitions.Use two ideas. Make sure youhaveplacedthemwhere theymosteffectively connect Correct errors ingrammarandword usage.Checkyouruseoftransitions. essay andprovide supportive feedback. Exchange essayswithaclassmate.Usethechecklisttoevaluateyourclassmate’s informative PEER REVIEW 1. 4. 3. 2.

Is thethesisclear? What isthestrongest partofyourclassmate’s essay?Why? Does theconclusionreaddress thethesisinlightofevidence? Are keypointsdevelopedwith evidence?

yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, lookingforerrors in If no,writeabriefnoteexplainingwhatyouthoughtwasmissing. If no,pointoutwhatneedsmore support. If no,explainwhatconfusedyou. e ss e nt i al qu e st i on Performance Task: Write anInformativeEssay : Whatdoourpossessionsreveal aboutus? for aspecificpurposeandaudience. addressing whatismostsignificant trying anewapproach, focusingon revising, editing, rewriting, or writing asneededbyplanning, W.9–10.5  S tanda

Develop andstrengthen r ds

413 414 Clarify Support Participate Prepare STRATEGY

UNIT

OVERVIEW: SMALL-GROUP LEARNING Small-Group work in Review continue Throughout Small-Group Learning Strategies exploration various a warm, and The reveal about us? What do our possessions QUESTION: ESSENTIAL

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Beauty in Ugliness Rinconada, Peru,In La for Searching JOURNALISM Money Life Good The Avarice POETRY COLLECTION gold? for quest the in lost is what and gained is What Marie Arana Does money really make really happy? us money Does PERFORMANCE TASK Margie Goldsmith Thrill ofthe Chase The ARTICLE MAGAZINE the imaginations of thousands? the imaginations ignites treasure hidden areal when happens What Present an Informative an Present Text plan and deliver a multimedia presentation amultimedia plan anddeliver concepts. aboutthese happyandmiserable.After reading, canmakepeopleboth wealth yourgroup will The Small-Group readings explore humanquestformaterialobjectsand howthe SPEAKING ANDLISTENINGFOCUS COMPARE truly important? is make realize aking’shim what greed does How Howard Moss from POETRY acurse? or a blessing wealth material unlimited Is Nathaniel Hawthorne Touch Golden The SHORT STORY

King Midas King Reginald Gibbons Reginald Yusef Komunyakaa Yusef

Tracy Smith K. Overview: Small-Group Learning CONTENTS

415 416

UNIT 4•AllTh OVERVIEW: SMALL-GROUP LEARNING 2. 1. Working aTeam as 5. 3. 4.

together. you worktogether, youmayaddorrevise rulesbasedonyourexperience you worktogether. Samplesare provided; addtwomore ofyourown.As Our group’s decision: email, orinstantmessaging. with oneanother. Forexample,youmightuseonlinecollaborationtools, Discuss theTopic Create aCommunication Plan Name Your Group Apply theRules • • • • List Your Rules similarities anddifferences inyourperspectives. to explainyourposition.Afterallgroup membershaveshared, discuss sharingyourresponses,As youtaketurns besure toprovide details thing thatyouheard from anothermemberofyourgroup. contributes. Take notesonandbeprepared toshare withtheclassone possessions reveal aboutus.Makesure eachpersoninthegroup Our group’s name: People Everyone wealth does? one’s as increases one’s youDo think happiness at

Gl should

should itt ers

not

As agroup, decideonthe rules thatyouwillfollowas

participate

Share aboutwhatour whatyouhavelearned

interrupt. In yourgroup, discussthe following question:

Choose anamethatreflects theunittopic.

group

Decide howyouwanttocommunicate

discussions.

Making a Schedule First, find out the due dates for the small-group activities. Then, preview the texts and activities with your group, and make a schedule for completing the tasks.

SELECTION ACTIVITIES DUE DATE

In La Rinconada, Peru, Searching for Beauty in Ugliness

Avarice

The Good Life

Money

The Golden Touch

from King Midas

The Thrill of the Chase

Working on Group Projects As your group works together, you’ll find it more effective if each person has a specific role. Different projects require different roles. Before beginning a project, discuss the necessary roles, and choose one for each group member. Here are some possible roles; add your own ideas.

Project Manager: monitors the schedule and keeps everyone on task Researcher: organizes research activities Recorder: takes notes during group meetings © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

SCAN FOR MULTIMEDIA Overview: Small-Group Learning 417 418 and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b strategies. choosing flexiblyfromarange of on meaning wordsandphrases based meaning ofunknownandmultiple- L.9–10.4 independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof read andcomprehendliterary RI.9–10.10  Simón Bolívar. liberator ofSouthAmerica, a biographyofthegreat Her mostrecent project is the AmericanBookaward. both thePulitzerPrizeand committees thatdecide been thechairpersonfor Sargent Prize.Aranahas was afinalistfortheJohn Award. Hernovel finalist fortheNationalBook in theUnitedStateswasa growing upasanimmigrant Post World former chiefeditorof anauthor,journalist, andthe Marie Arana Originally from Lima,Peru, About the Author

grades andcontent 9–10reading STANDARDS . Arana’s memoirof

UNIT 4•ALLTHAT GLITTERS forthe MAKING MEANING

Determine orclarifythe

Identify andcorrectly By theendofgrade 10, (b.1949)isa Washington Cellophane Book ,

first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofbasewords andother vocabularystrategiesto Searching for in Beauty Ugliness Rinconada, La Peru,In opportunity to complete read read. aclose your after opportunity first strategies these as you read. your conduct Apply You first will have an First ReadNONFICTION Base Words in Ugliness,”Beauty you will encounter the following words. read your Rinconada, of you first “In perform La As Peru, Searching for Concept Vocabulary word. Here isanexampleofhowtoapplythestrategy. “inside” word, alongwith context, todeterminethemeaningofconcept whether itcontainsabaseword youknow. Then,useyourknowledgeofthe people Conclusion: Context: animal naturallygrows orlives” Familiar “Inside”Word: Unfamiliar Word: marauding have already read. already knowandwhatyou selection towhatyou CONNECT Who the text. NOTICE live. .LaRinconada,thehighesthuman isinvolved?

If thesewords are unfamiliartoyou,analyzeeachonesee the generalideasof Perhaps ahabitationisplaceorsettlementinwhich What ideas within

intemperate isitabout? habitation

habitat

the

, meaning“region where aplantor despoiled the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE habitation RESPOND by marking intheworld. by completing

In La Rinconada, Peru, Searching for Beauty in Ugliness

Marie Arana

BACKGROUND Fortune hunters have been searching for treasures in South America for SCAN FOR MULTIMEDIA centuries—and for good reason. Below the surface lie precious stones, as well as silver and gold. The mining for gold high in the Peruvian mountains has come at a high price for the environment and the people of these lands. In the barren region of La Rinconada, the mining companies use toxic chemicals as they search for gold.

1 old. The Aztecs killed for it. The Inca enslaved whole G populations for it. Spain sent legions of marauding NOTES conquistadors up and down the Americas in a hallucinatory Mark base words or indicate hunt, believing that gold was so abundant that chieftains rolled another strategy you used that helped you determine meaning. in it, washing away the glittering residue in their daily morning marauding (muh RAW dihng) swims. adj. 2 Down the centuries, the quest for El Dorado has held the South MEANING: American continent in thrall, luring generations of fortune hunters to its far reaches, from 1st-century warlords to 21st-century adventurers. The earth beneath them has not disappointed. The geologic exuberance known as the Cordillera of the Andes has yielded a fount of treasure: the emeralds of Boyaca, the silver of Potosi, the gold of Cajamarca.

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 3 Indeed, when Pizarro1 conquered Cajamarca in 1532, he demanded a roomful of gold from the emperor Atahualpa; when it was

1. Pizarro (pih ZAHR oh) Francisco Pizarro, Spanish conquistador who captured Peru from the Incas.

In La Rinconada, Peru, Searching for Beauty in Ugliness 419 puhr iht) 420 MEANING: intemperate helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES

UNIT 4•ALLTHAT GLITTERS

adj.

(ihn TEHM 11 10 4 9 8 7 6 5 the northernmostbendof LakeTiticaca—I almostconvincedmyself cliffs ofMiraflores are justdownthecoastfrom thesands ofChanChan. peak seemstohoveroverthefoliageof Amazon jungle; thegreen dramatic contiguity. FlyoverPeru, andMountHuascaran’smajestic archipelago, coastline—all indefinedgeographicareas, andoftenin mountains thatsurround LakeTiticaca. And nowhere hasthatfever began. of GoldenRule.Soitwasthatamineralbecamekingandcraze produced, hechoppedoff theInca’sheadandestablishedanewkind 2. a virtualpanoply although Peru issmall(slightlysmallerthan Alaska), itencompasses see, asamountainshamanmightputit,thesacred intheprofane. hardship. WhatIhadnot expected wastofindbeautyinugliness—to Rinconada, Ihadeveryexpectationthatwouldfindhungerand and verypossiblytheworld.IncourseofmyjourneyuptoLa how educatingthemcouldchangetheirfamilies,communities, Documentary Group andpoisedforrelease nextweek. “Girl Rising,”afilmdirected byRichard Robbins,produced bythe team ofprofessionals from CARE.Itraveledthere towriteascriptfor Durmiente”—Sleeping Beauty—hadInotbeenaccompaniedbya I wouldnothavegoneuptothepeaklocalscall“laBella To World a Barren might say, letmeguideyouthrough afascinatingcircle ofhell. veins. At night,LaRinconadaglitterslikeacruel oasis. can grindandshuttle-carsrumble through themountain’s black here istheelectricity, brought inbyoverlords sothatthemachinery generate warmthbutfetidheapsofgarbage.Theonlyconvenience keep outtheglacialwindbutimprovised sheetsofmetal;nothingto huts oftin,builtatcapriciousandprecarious angles,withnothingto perched more than18,000feetupinthePeruvian Andes. no sanitationwhatsoever. Itisawildernessofice,rock, andgold, hoary heights,there isnosewagesystem,water, nopavedroads, For the50,000soulswhobravesubzero coldtopickrock onthose snow, adomeofblueskyandswarmhard-bitten inhabitants. few tourists,nohotel,sightstospeakof,apartfrom theendless Mount Ananea, withacowlofglacieroverhead, LaRinconadaboasts Rinconada, thehighesthumanhabitationinworld. been so

panoply But ridingatruck from Punotothelittle villageofPutina—circling Being a native of Lima, I knew what every schoolchild knows, that Being anativeofLima,Iknewwhateveryschoolchild knows,that It isafilmaboutgirlswholiveindesperatelyhard places,about Make nomistake:Thisisatripforthearmchaironly. As Dante Beside thegawpingmineshaftsthatscarmountain’sfaceare It isadestinationforonlythemostvaliant.Clingingtopeakof Nowhere hasPeru’s frenzy forgoldbeensofevered asinthe intemperate

(PAN uh plee)(PAN uh 2 of landforms: mountain, jungle, desert, marshland, oflandforms:mountain,jungle,desert,marshland, n asinatowntuckedintoglacialaerie:La . array.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 12 16 15 14 13 there wasnomalaisethatafewcupsofcocateacouldn’tcure. lake intheworld”literallybreathtaking, andatalmost13,000feet, The roads were good,theviewsofso that thistripwouldcontinueitshappy, pavedcourseintothehorizon. 3. government poobahs. earth, wecouldseewhyLaRinconadaisonlyrarely visitedby us withhaughtyscorn. raising theirdelicateheadsaswebouncedoverrut androck, eyeing that frigidJanuaryplain.Theystoodatthelimitsoffadedpasture, bright orangecantutas—hadbrought aherd ofstartled alpacaonto Trees were scarce, thatchedhutsmore so,andtheoddflowers— plateau, stretched before us,stippledwithrough grassandstone. Altiplano, astretch ofhighmesaonlyslightlylowerthantheTibetan about, asitwouldbefortwomore hoursofadifficult journey. The become dirt,rock, soonfrozen mud,andmycrew wasbeingpitched snows tricklingintothatparadisewere anythingbutpristine. islands thatfloatedpeacefullyinthesun,Icouldn’timagine catamarans thatskimmedthelake’sdazzlingsurfaceorgrass rushed past asweracedalongthehighway. Lookingoutatthereed gas, for melancholy, cornucopia. Everyshrub orweedisabotanicalmiracle: children staggerbeside them,shoulderingburdens oftheirown. a fleckofgoldfrom thewastethathasspilledfrom themineshafts; skirts scrambleupcliffs, carryingheavybagsofore, hopingtopound winding road thatclimbs to thesummit,flocksofwomeninwide out intothetoxicpools,fishingforgold. Along theperilously through it.Gigantictrucks shoveatthe earth.Wholefamilieswade you seeisgarbage,achokingruin, andghostlyshadowspicking sweep awaythestink. chemicals, ofrot, ofhuman excrement. Evenawhippingwindcannot occasional vulture. Theodorisstaggering;ittheputridstenchof Rinconada are nowhere tobeseen;noneflapoverhead, savean lakes thatreek ofcyanide.Thebirds thatonceflew over La Ananea loomsintoviewisalunarlandscape,pittedwithorange now abarren worldthatbeggarstheimagination. was oncearegion ofsparklinglakes,leapingfish,andgrasslandis about, forasfartheeyecouldsee,wasacrazedlandscape.What Pachamama, towhomaltarshadbeenerected alongtheway. All their breath, chewcocaleaf,andleaveofferings tothe earthgoddess, carrying minersandtheirfamilies,stoppingontheroadside tocatch excruciating. Nowandthen,ramshackletrucks andvansrattledpast,

poobahs As youascendtoward the great whitecapofSleepingBeauty, all Before long,asbroad swathsofaridplaingaveway toscarred Within ahalf-hour ofleaving Putina,however, theroad had In fact,thispartoftheworldisknownforitspharmacological The green isgone.Theearthturned.WhatyouseeasMount yahuar chonca

(POO boz) (POO muña fordiarrhea. Fieldsofmedicinalpossibility n . leaders who have a large amount of influence. influence. of amount a large have who . leaders forchillsorbonepain, 3 Theairat18,000feetisstiflingly thin,thecold -called “highest navigable -called “highestnavigable pampanis In LaRinconada, Peru,Searching forBeauty inUgliness forintestinal flores de flores

Bach

NOTES

421 422 NOTES

UNIT 4•ALLTHAT GLITTERS 17 23 22 21 20 19 18 the Inca. According totravelers’journals,ablockthesizeofhorse’s tell usthatMount Ananea hasbeenoffering upgoldsincethedaysof on CartierandTiffany countersaround theworld.Buthistorybooks Beauty harborsriches,thatgoldrippedfrom herentrailswillglitter keep theirchildren here. struck gold.Today, there are justenoughstoriesofrandomfortuneto more thansmallpicksandbigdreams, somedefied theoddsand of villageboysfollowed,buildinghuts,bringingfamilies.With little mountaineers scaledthestretch knownastheCordillera Real.Hordes was rekindled inthe1960s,whenteamsofEuropean andJapanese of theglacierandwere abandonedfor200years,interest in Ananea damp blackstone. large asahumanhead—and24-karatpure—had rolled from the Peru contained goldbeyondimagining.Chunksofshinyrock as chronicler wholivedinthe16thcentury, wrote thatthistractof strewn withglitteringnuggets. 1500s andsenttotheSpanishking.Theregion’s riverswere saidtobe head andweighingmore than100poundswaspulledfree inthe economic successandaburgeoning middleclasshaveyettoclimb on abenchofgold. country willnolongerbe—astheoldsayinghasit—a beggarsitting that Atahualpa’s curseisdead; thatgoldwillbeitssalvation;the that promise tolift rural communitiesoutofpoverty. Peru ishoping highlands ofPuno,manytheminstallingsturdy, viableoperations middle class. and tourism,ahiveofconstruction, hometoarisingandrobust the evidenceofprogress: Here isacountryalivewithinvestment is thedarlingof harvesters offishontheplanet.Itspremier fashionphotographer is anenergetic producer ofnaturalgas.Itisone the topfive of Latin America’s mostexuberantfountsofprecious metals.It India. between 6and9percent, rivalingthecolossalenginesofChinaand in theworld.Inpastsixyears,itsannualgrowth hashovered destinations. Peru’s economyboastsoneofthehighestgrowth rates become alltherage.CuscoandMachuPicchuare world Peru isboomingthesedays.Itsrestaurants are full;itscuisine has A Bench of Gold Although theking’sminescollapsedin1700sunderweight All thesame,wheelsofprogress thathavespedPeru toward With somuchpovertyabout,itishard tobelievethatSleeping El IncaGarcilaso delaVega, ahalf-Indian, half-Spanish But itisgoldthathasbrought multinationalcompaniestothe Peru isoneoftheworld’sleadingproducers ofsilverandone Vogue . Walk Lima’sstreets andyoucan’tfailtosee -class

the pestilential4 road to La Rinconada. There, in the shadow of Sleeping Beauty, every miner is on his own, and every woman and NOTES child who accompanies him a hostage to fickle fortune. 24 Gold no longer rolls from the mountain in chunks the size of a man’s head (if indeed it ever did). But the present generation of miners has found that a manic pounding of rock can produce miracles. In 2011, 150 tons of gold were harvested in Peru, worth $6.8 billion. In order to produce it, almost 5 million tons of Peruvian rock were knocked free and ground down. Look at it this way: For every gold ring you see on a finger, miners have had to turn 250 tons of rock. 25 In La Rinconada, the ore that harbors those precious flecks is washed in ponds of cyanide, pounded with mercury in giant mortars of stone and burned clean in ovens that send mercury fumes coiling up onto the glacier’s snows. The work outdoors is often done by women and children. The work in the damp, freezing shafts is done by men. At the end of the process, a miner working under the cachorreo system—a man who labors for 30 days and gets paid on the 31st day in the form of whatever rock he can carry—may walk away with a nugget worth $40. His neighbor, on the other hand, may be rich beyond his imagining. 26 One thing is sure: Every year, less and less is harvested from Sleeping Beauty. There is only so much gold on this planet. For all the © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

4. pestilential (pehs tuh LEHN shuhl) adj. dangerous; literally, disease-causing.

In La Rinconada, Peru, Searching for Beauty in Ugliness 423 424 MEANING: despoiled helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES

UNIT 4•ALLTHAT GLITTERS

(dih SPOYLD)

v. 30 29 28 27 32 31 masks ofTutankhamun, foralltheheaddresses oftheLord ofSipan, without express writtenpermissionisprohibited. protected bytheCopyrightLawsofUnitedStates.Theprinting,copying, redistribution, orretransmission ofthisContent From the 5. of joy. cantina. I heard thelaughterofachild inyellow, whodancedinanoonday old girlwhocouldrecite astringofversesbythe great poetVallejo. gourd ofhotsoup.Iremembered thefieryspiritofSenna,a14-year kindness ofawidowwhooffered metheshelterofherhutanda to ripplewithribbonsofcolor. Inthathappytrance,Irecalled the As thesunmovedoversnow, theravishedmountainseemed I suddenly sawthetinrooftops gleamlikeamantleofdiamonds. hideous slimeandeventuallybeheldarare, soul-lifting beauty, sudden awe. every stepaslabored asanastronaut’s, Ifoundmyself filledwith in wonder. With allmysensesjangled,withthealtitudemaking a gooddistancefrom LaRinconada,lookingbackatthatpromontory place sowillfully Peruvian militaryresponded inkind. last Mayandunleashingtheirfuryoneverythinginway. The were particularlyvociferous onthesubject,stormingthrough Puno and welfare ofthelocals.The Aymara, whoare gentleby nature, mining operationsthatdidn’ttakeintoconsiderationthehealth centuries—made thathopeknownlastyearinaprotest againstall that livesbelow—thathasinhabitedtheshores ofLakeTiticaca for but hopethatthisgoldtown’sdaysare numbered. Thepopulation Wandering theice-mudstreets ofLaRinconada,onecan’thelp Sudden AweA Lake Titicaca. and nearbylakeshavesenttoxicinjectionstothesparklingwatersof heaved andore carvedfrom theunruly cliffs of Ananea, theglacier half ofithasbeenminedinthelast50years. tons, barely enoughtofilltwoOlympicswimmingpools.More than that humanshavebeenabletopullfrom rock isamere 170,000metric for alltheblingandglitterofFifth Avenue, thetotalamountofgold

contained many gold ornaments and articles of jewelry. jewelry. of articles and ornaments gold many contained Lord of Sipan Sipan of Lord Even here, onthisplundered peak,there are fleeting moments Like the Ancient Mariner, whostared attheleadenseaandits Even so,withalltheantipathyatravelermightsummonfor The trickle-downofaneconomicboomcanbesurprising. Some ofthis,mindyou,hasbeendoneresponsibly. Butasearthis Washington Post

❧ (see PON) (see , March 2,2013©Washington PostCompany.Allrightsreserved. Usedbypermission and despoiled

Peruvian mummy discovered in 1987. in discovered mummy tomb mummy’s The Peruvian , Ifoundmyself standingbesidetheroad 5

How are theminerswhoworkundercachorreo systempaid? What hasdrawnmultinationalcorporationstothemountainsaround LaRinconada? What basicfacilitiesandservicesdoesLaRinconadalack? What isLaRinconada?

Notebook

To confirmyourunderstanding,writeasummaryofthearticle.

Choose unfamiliar at one least Briefly research detail from the text.

Conduct you find of interesting. research the text an on aspect In LaRinconada, Peru,Searching forBeauty inUgliness

425 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

IN LA RINCONADA, PERU, SEARCHING FOR BEAUTY IN UGLINESS CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities. 1. Review and Clarify With your group, reread paragraph 23 of the article. GROUP DISCUSSION What do you see as the “curse” of Atahualpa? In your opinion, has the If you do not fully curse been lifted, or does Peru still live under its influence? Explain. understand a group member’s comment, ask for 2. Present and Discuss Now, work with your group to share the passages clarification. To ensure an from the text that you found especially important. Take turns presenting effective exchange, use a your passages. Discuss what you noticed in the text, what questions you respectful and friendly tone. asked, and what conclusions you reached.

3. Essential Question: What do our possessions reveal about us? What has this article taught you about materialism? Discuss with your group.

language development Concept Vocabulary

marauding intemperate despoiled

Why These Words? The three concept vocabulary words are related. With  WORD NETWORK your group, determine what the words have in common. Write your ideas, Add words related to and add another word that fits the category. materialism from the text to your Word Network. Practice Notebook Confirm your understanding of these words by using them in a paragraph. Include context clues that hint at each word’s meaning.

Word Study Latin Root: -temp- The Latin root -temp- may have one of two meanings.  Standards In some words, such as the concept vocabulary word intemperate, it means RI.9–10.6 Determine an author’s point of view or purpose in a text “moderation,” “restraint,” or “calmness.” In other words, such as the word and analyze how an author uses temporary, it means “time.” rhetoric to advance that point of view or purpose. Find and record the definitions of these words containing the root -temp-:

distemper, contemporary, temporal. For each word, write which meaning All rights reserved. or its affiliates. Inc., Education, © Pearson L.9–10.4.b Identify and correctly the root contributes. use patterns of word changes that indicate different meanings or parts of speech and continue to apply knowledge of Greek and Latin roots and affixes.

426 UNIT 4 • ALL THAT GLITTERS ESSENTIAL QUESTIONessential: What question:do our possessions What does reveal it take about to survive? us?

Analyze Craft and Structure Literary Nonfiction Journalism is nonfiction that presents objective, or neutral, facts about a newsworthy story or situation. Works of journalism focus on current events or on situations with continuing relevance. Literary journalism presents the same types of fact-based information as regular journalism, but does not remain objective. Instead, it is subjective, or includes the writer’s personal observations and feelings. Literary journalism often uses the following techniques that are usually associated with fiction: • descriptive language and imagery • the writer’s personal observations, thoughts, and feelings • a sense of story, with beginning, middle, and end

CITE TEXTUAL EVIDENCE Practice to support your answers.

Work independently to identify passages in the article that exemplify literary journalism. Then, share and discuss your choices with your group.

ELEMENTS OF LITERARY JOURNALISM EXAMPLES FROM THE ARTICLE

Newsworthy content

Facts

Journalist’s personal observations, thoughts, and feelings

Descriptive language and imagery

In La Rinconada, Peru, Searching for Beauty in Ugliness 427 428 or largerportionsofatext. particular sentences, paragraphs, are developedandrefinedby how anauthor’s ideasorclaims RI.9–10.5 choices onmeaningandtone. cumulative impactofspecificword technical meanings;analyzethe figurative, connotative, and they areusedinatext, including meaning ofwordsandphrases as RI.9–10.4  EXAMPLE OF IMAGERY IMAGERY OF EXAMPLE

SEARCHING FOR BEAUTY IN IN BEAUTY FOR SEARCHING tandards UNIT 4•ALLTHAT GLITTERS LANGUAGE DEVELOPMENT LANGUAGE IN LA RINCONADA, PERU, PERU, RINCONADA, LA IN

Analyze indetail Determine the UGLINESS least three examples of imagery in threeyour ofleast examples paragraph. imagery a paragraph explaining why you would would or not onthis go trip. at Use Peru. Using what you’ve Rinconada La learned about from the write article, Word Choice Author’s Style group anddiscussyourresponses. understanding ofthetext.Afteryou’vecompletedchart,gatherasa senses towhicheachexampleappeals,andexplainhowitimproves your Work individually.Findexamples ofimageryinthearticle.Identify the Read It Write It and touch—andcreate vivid imagesthathelpconveyimportantideasinatext. imagery. Theyappealtothereader’s fivesenses—sight,smell,hearing,taste, and to evoke emotion in readers. andsenses creates an image in the reader’s mind, to build meaning in atext chemicals. ..”Sensorydetailsappealtothereader’s senseof Ex appeal tothereader’s senseof Ex Notebook a a m m SENSES ENGAGED SENSES ple ple

: :

“The odorisstaggering;ittheputridstenchof ofice,rock,“It isawilderness andgold. ..”Sensorydetails

Writers use often Imagine that you have won afree trip Rinconada, to visit La sight Sensory details imagery . EFFECT ON MEANING IN THE TEXT TEXT THE IN MEANING ON EFFECT , or language, or that appeals to the are thebuildingblocksof smell.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Research Gather Information and Images and Information Gather Plan Project use youruse sources notes to the best to choose include in your presentation. to achart Use organizeneed. information for each source you review, and theor illustrated timeline, you will likely review more material than you will to complete. Assign each group member a task. a group each to member complete. Assign FACT/IMAGE With yourgroup, createWith anddelivera Assignment includes text,images,anddata.Chooseoneofthefollowingtopics:

EFFECTIVE EXPRESSION EFFECTIVE rae an Create an Create Make plansfora your research anddevelopatimelineofkeyevents: the BattleofCajamarca. Usethefollowingquestions tohelpguide evaluation ofeachtext: sources. Usethefollowingquestionstodevelopyourdescriptionand descriptions andevaluationsofArana’s articleandatleastthree other or photographerswhohavemadethetriptoLaRinconada.Include questions toguideyourresearch: from experts,anddescriptions oftheartwork.Usefollowing Your websiteshouldincludephotos,factsaboutIncaart,quotations • • • • • • • • • • the Europeans? different from Arana’s impression? Was theIncanEmpire abletorecover from itscontactwith What impactdidPizarro’s actionshaveontheIncanEmpire? What eventsleduptothebattle? How isthisauthor’s impression ofLaRinconadasimilartoor What isthisauthor’s impression ofLaRinconada? Why didthisauthortraveltoLaRinconada? Where canpeopleseeIncan arttoday? How importantwasgoldtoIncanartwork? How closelywasIncanartconnectedtoreligion? In whatkindsofartdidtheIncaspecialize?

Before you begin, make that alist of the group tasks will need illustrated annotated website

timeline bibliography thatfocusesontheartworkofInca.

thatfocusesonFranciscoPizarro and If you choose the plan youIf choose for awebsite multimedia presentation SOURCE INFORMATION of travel writings by journalists oftravelwritingsbyjournalists In LaRinconada, Peru,Searching forBeauty inUgliness that interest. reasoning, and evidenceandtoadd enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 points. conclusion thatsummarizesthemain specific vocabulary, andprovidesa sources coherently, usesdomain from primaryandsecondary of athesis, conveysinformation that: presentsevidenceinsupport informative/explanatory presentation SL.9–10.4.a dynamically. to displayinformationflexiblyand to linkotherinformationand advantage oftechnology’s capacity shared writingproducts, taking publish, andupdateindividualor including theInternet, toproduce, W.9–10.6   “In LaRinconada,Peru, fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa Ugliness.” Searching forBeautyin

tan EVIDENCE LOG EVIDENCE

Use technology, d Make strategic useof

ar Plan anddeliveran d s

429 430 word orphrase. determination ofthemeaninga L.9–10.4.d the meaningofawordorphrase. L.9–10.4.a strategies. choosing flexiblyfromarange of on meaning wordsandphrases based meaning ofunknownandmultiple- L.9–10.4 and proficiently. text complexitybandindependently at thehighendofgrades 9–10 including stories, dramas, andpoems, 10, readandcomprehendliterature, RL.9–10.10 

grades andcontent 9–10reading STANDARDS

UNIT 4•ALLTHAT GLITTERS MAKING MEANING

Determine orclarifythe

Use contextasaclueto Verify thepreliminary By theendofgrade , help youasread. determine theirmeanings.There are varioustypesofcontextcluesthatmay clues The Good Life Good The Avarice opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY read. Confirmyourdefinitionsusingacollege-leveldictionary. determine themeaningsofunfamiliarwords youencounterduringyourfirst Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues following words. As youperformyourfirstread ofthesethree poems,youwillencounterthe Concept Vocabulary Money POETRY COLLECTION not enoughtobrightenthedark,shadowyroom. Contrast ofIdeas: reflecting off thesurfaceofadiamondring. Restatement: twinkle ofstarlight. Synonyms: avarice —other words andphrases thatappearnearbyinthetext—tohelpyou have already read. already knowandwhatyou selection towhatyou CONNECT or describesasinglemoment. whether thepoemtellsastory “speaking NOTICE

The who ”

A the poem and thepoemand desperate ideas within If thesewords are unfamiliartoyou,tryusing glimmer or glimmer Themere what is is ofthecandlelightreminded meofthe

caughtmyeye—afaint,flickeringlight

the glimmer needy from thedyinglightbulbwas the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND by marking by completing context

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. About Poets the change. and awareness social to activate of poetry his career, platform to the use attempting toll war. of the psychological and physical this time,on the both capturing Vietnam, and some of his best poems focus poems of his best and some Vietnam, in man, his country Komunyakaa served ayoung As inhabitants. city’s of the patterns speech Creole-influenced and the jazz, blues, culture includinginfluenced local by the was strongly he where Orleans, New Yusef Komunyakaa has a great deal to say about current times. current times. has about to agreat deal say that nevertheless world afuturistic describes Prize for book her Pulitzer at Stanford 2012, In University. a Smith won Stegner fellowship aprestigious Smith held to that, Prior at Princeton University. writing Smith Tracy K. has focused on social injustice throughout social on has focused literature. Gibbons Stanford comparative in from earning adoctorate after to poetry took quickly he but at Princeton University, Spanish and Portuguese studied Gibbons apart. would become he of which world life Texas, in Houston, far literary from the Gibbons Reginald (b. 1972) creative teaches (b. 1947) his spent early (b. 1947) grew upin ESSENTIAL QUESTION Life on Mars on Life , which , which : Whatdoourpossessionsreveal aboutus? righteousness, wealth, useful work, or or wealth, work, useful righteousness, such moral alife would involve happiness, whether life and explored to live agood what means it about theories developed both Epicurus They and Aristotle. philosophers to ancient back Greek the be traced can life” good that phrase is astock “The Life Good The envy, gluttony, wrath, and sloth. sins were pride, avarice, terrible. These lust, that particularly were considered offenses Christian were moral theology, which sins of medieval deadly seven the after named by Yusefpoems Komunyakaa. is one Each of seven of aseries is part selection This Avarice Backgrounds uninvited door-to-door solicitations. door-to-door uninvited ordinances to regulate and restrict passed have Many towns and cities services. or products of their selling hopes in the homes at private stops would make unexpected salespeople and telephones, of media use widespread Before the sales. door-to-door entirelyculture gone— that almost is now features of American an element poem This Money entirely. else something Poetry Collection

431 432 POETRY

UNIT 4•ALLTHAT GLITTERS Yusef Komunyakaa Avarice

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 15 10 or transfertheworkviaanymediummustbesecured withFarrar, StrausandGiroux, LLC. this workisprotected undercopyrightlawsanddownloadingisstrictlyprohibited. Therighttoreproduce Komunyakaa. ReprintedbypermissionofFarrar, StrausandGiroux, LLC.CAUTION:Usersare that warned “Avarice” from 5 At leasttwelvetimesaday. She countseightengagementrings Locked inthebeautyofherbones, Green skirt.Now, twenty-six, Buried thembeneathafigtree’s wide, Assaying theirglimmer, tillshe Junebugs pinnedtoasheetofcork, She gazedatherlittlebrother’s Till itrotted. At sixteen, She’d weighapeachinherhands In thespiderycrawlspace. On asillcrisscrossing thehouse & hidtheminaPrince Albert can christeninggown From hersister’s The sevenporcelain buttons At six,shechewedoff Talking DirtytotheGods byYusef Komunyakaa.Copyright©2000byYusef MEANING: avarice helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

(AV uhrihs) MULTIMEDIA SCAN FOR Avarice

433 434 NOTES POETRY

UNIT 4•ALLTHAT GLITTERS MULTIMEDIA SCAN FOR The GoodLife 10 5 From avillagewithoutwell, thenliving Like awomanjourneyingforwater Hungry allthetime,walkingtoworkonpayday For theyearsIlivedoncoffee andbread, Came back,anditmakesmenostalgic Who wentouttobuymilkandnever They speakasif itwere amysteriouslover When somepeopletalkaboutmoney On roast chickenandred wine. One ortwonightslikeeveryoneelse Tracy K.Smith

Money

Reginald Gibbons

SCAN FOR MULTIMEDIA

1 he children are eating lunch at home on a summer weekday T when a man comes to the door and asks their mother if she has NOTES anything that needs fixing or carrying or any yardwork he can do. They chew their food a little dreamily as, with her back straight and her voice carefully polite, she says No, thank you, I’m sorry, and the man goes away. Who was that, Mama? they say. Oh, no one, she says. 2 They are sitting down to dinner but they have to wait because the Mark context clues or indicate doorbell rings and a thin young boy begins to tell their father about a another strategy you used that Sales Program he’s completing for a scholarship to be Supervisor, and helped you determine meaning. he holds up a filthy tattered little booklet and lifts also his desperate desperate (DEHS puhr iht) adj. guile1 and heavily guarded hope, and the children’s father says, No MEANING: thank you, sorry but I can’t help you out this time, and the boy goes away. The children start to eat and don’t ask anything, because the © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

1. guile (gyl) n. sly or cunning intelligence.

The Good Life • Money 435 436 MEANING: needy helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 4•ALLTHAT GLITTERS

(NEED ee)

adj. 5 4 3 6 stitched bytheblindpeopleatLighthouseforBlindand stands outsidetheirdooroffers forsalesomelittlehandtowels sits backdown. boy wasjustaboy, buttheirfather actsirritatedandhastywhenhe he toowasturnedaway. his beard, camewithbunches ofcarnations,white,red, andpink, dishtowels oronceanoldman,butperhaps heonlylookedold,with and someonewouldbeholdingalittlewornbook or abundleof the doorbellwouldring,familiarsurpriseofit,whoitbe, and makingtoomuchnoisethewayyoudid,knewitwastrue, your ownhouseandwhilechildren were eatingtheirdinner were thingsyouwouldunderstandlaterwhengrew upandhad They feltakindofpleasure inthesemysteries,toknowthatthere out. Buttheywere toldtheyhadtosavetheirmoneynotspendit. passbooks, andwantedtoknowwhentheycouldtakethemoney the firstfivedollars.Thechildren feltproud tosee their namesinthe mother openedasavingsaccountforeachchildandintoput dinner, andalmostalwayswentagainonSaturday; inhiscar. Their needy in theauthorityofmotherorfather, withakindofwonder atthe sometimes playing.Theirfaceswouldsoftenwithakindofcomfort calling atthefront doorwhilethechildren were sometimeseating, cards, doyouneedhelpwithyourironing onetime, andmore, came can Idoanyyardwork againandagain,hairbrushes, Christmas hauled away, littleleagueraffle tickets,cookies,chocolatecandy, congregation, andtheorganist playsalongpieceofmusic. slowly alongtheendsofpewsweavingbasketsthrough the month sheputsinalittlesealedwhiteenvelope,andtheushersmove put adimeorquarterintothecollectionplateatChurch, andoncea dresses forthegirls,tosavemoney. Shetellsthechildren eachto father, andshebuysfabricthread andpatternsmakes She getsanewsewingmachineforherbirthdayfrom thechildren’s boys formowingtheyard togetherandweedingherflowerbed. last time. smallvoiceandtheirmothersays,Well,girl’s Iboughtsomethe fullskirtlisteningtothe children are inthefoldsoftheirmother’s Their fatherleftforworkeverydayearly, andcamehomefor Whisk brooms, magazinesubscriptions,anythingyouneed She buysthechildren schoolsuppliesandfood,shepaysthetwo Once aglassy-eyedheavygirlwhoalmostseemsasleepasshe callers.

❧

What instructionsaboutmoneydotheparents givethechildren? What repeatedly happensatthechildren’s house? What physicalfeelingdominatedthatperiodinthespeaker’s life? For whatisthespeakernostalgic? At theageoftwenty-six,whatdoesshecounttwelvetimesaday? What doesthemaincharacterdoatagesix?

Choose unfamiliar at one least detail from of one Briefly the poems. Poetry Collection

437 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

POETRY COLLECTION

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities. 1. Review and Clarify With your group, reread “The Good Life.” Why GROUP DISCUSSION might the speaker feel “nostalgic” for a time of life that may have been When discussing these difficult? Explain. poems, be aware that 2. Present and Discuss Now, work with your group to share other key group members may have a wide range of experiences passages from the poems. Take turns presenting your choices. Discuss with money. Focus your what you noticed in the text, what questions you asked, and what discussion on the texts, and conclusions you reached. do not make assumptions 3. Essential Question: What do our possessions reveal about us? What about other group members’ have these poems taught you about materialism? Discuss with your group. perspectives.

language development Concept Vocabulary

 WORD NETWORK avarice needy desperate Add words related to materialism from the texts to Why These Words? The three concept vocabulary words are related. With your Word Network. your group, determine what the words have in common. Write your ideas, and add another word that fits the category.

Practice  Standards Notebook Use a print or online dictionary to confirm the definitions of RL.9–10.4 Determine the the concept words. Write a sentence using each of the words. How did the meaning of words and phrases as concept words make your sentences more vivid? Discuss. they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on Word Study meaning and tone. Denotation and Connotation The literal dictionary meaning of a RL.9–10.5 Analyze how an word is its denotation. The connotation of a word is the emotional and author’s choices concerning how cultural meaning it suggests. Words can have positive, neutral, or negative to structure a text, order events connotations. within it, and manipulate time create such effects as mystery, For example, to describe someone as greedy and cheap, you might refer tension, or surprise. to his or her avarice. On the other hand, to make the same person sound L.9–10.5 Demonstrate careful and smart about money, you might use the word thrifty. Avarice has understanding of figurative

a negative connotation, whereas thrifty has a positive one. All rights reserved. or its affiliates. Inc., Education, © Pearson language, word relationships, and nuances in word meanings. Identify one word from one of the poems that has a positive connotation and one word that has a negative connotation. With your group, discuss the L.9–10.5.b Analyze nuances in effect of these word choices on the poem. the meaning of words with similar denotations.

438 UNIT 4 • ALL THAT GLITTERS © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s Choices:SpeakerandPointofView Analyze CraftandStructure the poem—hisorher or sheknowsanddoesnotknow, andhow he orshefeelsaboutthetopicof To understandapoem,itisimportanttoidentify whothespeakeris,whathe speaker’s pointofviewaffects whatreaders orperceive. learn Like anarrator, aspeakerisanimaginaryvoice.Alsolikenarrator, the A speakermayseemlikethepoet,buttwoare notoneandthesame. relates theeventsofastory, the • • identify thepointsofviewandtoneseachoneuses.Collectyournotesinchart. Work withyourgroup toconsidertheidentityofspeakerineachpoem. Then, Practice 3. 2. 1. Speaker: Money Speaker: Life Good The Speaker: Avarice POEM reveal onlywhatonecharacter isthinkingandfeeling. feelings ofallcharactersinapoem.A speaker isanall-knowingobserverwhocanreveal thethoughtsand poem. There are twotypesofthird-person ( Third-Person PointofView: ( First-Person PointofView:

he I criticizing something?Explain. the door? (b) (a) “coffee andbread”? Explain. the oneinwhichmoneyismore available,ortheonespentlivingon In “TheGoodLife,” whichlife doesthespeakerseemtofeelis“good”— suggest aboutgreed—is ituseless,selfish, etc.?Explain. What issimilaranddifferent aboutthoseitems? (a) and Notebook , In“Money,”whichdetailssuggestthenature ofthechildren’s lives? In“Avarice,” thespeakernotesfourdifferent items“she”keeps. Howdothesedetailscontrast withthosethatdescribethepeopleat she me) , they andispartoftheactionpoem. (c) , and so on) and seems to stand outside the action of the , andsoon)seemstostandoutsidetheactionof

Isthespeakersimplydescribing asituationoristhespeaker Answer thesequestions. tone. SPEAKER’S POINTOFVIEW speaker Thespeakerusesfirst-personpronouns Thespeakerusesthird-person pronouns isthevoicethat“tells”apoem. limited third-person ESSENTIAL QUESTION:

points ofview. An

Like anarratorthat (b) Whatdoesthepoem SPEAKER’S TONE speaker can speakercan omniscient Whatdoourpossessionsreveal aboutus?

to supportyouranswers. CITE TEXTUALEVIDENCE Poetry Collection

439 440 word choicesonmeaningandtone. the cumulativeimpactofspecific and connotativemeanings;analyze used inthetext, includingfigurative of wordsandphrases astheyare RL.9–10.4  Money The GoodLife Avarice Poem S

t UNIT L a a nd

Determine themeaning ngu

P 4 a OETR

rds •

ALL Y C a

OLLE THAT ge deve C TION

GLITTERS Alliter Poetic Language Author’s Style Write It Use thecharttolistyourexamples.Then,discusseffects ofeachexample. Find examplesofalliterationandconsonanceineachpoemthiscolleciton. Read It emotional effects, heightenthesenseofunityinapoem,andemphasize the soundrelationships in language. Allsounddevicescreate musicaland meaning. Thesedevicesincludealliterationandconsonance. you use. in theothertwo. your school,city,ortown.Usealliterationintwosentences, andconsonance l opment •

• a Notebook Night,” RobertFrost A quietlight,andthennoteventhat.—from “AnOld syllables withdifferent vowelsounds,asin Consonance —from “TheDead,”James Joyce Ex Ex syllables ofnearbywords. Alliteration tion a a mpl mpl e e : :

Where withheknewwhat,/ nowhesat,concerned His soulswoonedslowlyasheheard thesnowfallingfaintly. Write foursentencesdescribingafamiliarsceneoreventin istherepetition ofinitialconsonant soundsinthestressed istherepetition offinalconsonant soundsinstressed M

ark eachexampleofalliterationandconsonancethat Sound devices areofwords patterns that emphasize Conson a hat n c and e sit . M an’s Winter

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Writing toSources Drafting andRevising Project Plan draft, read thestoryaloud.Considerhowyoucanmake itclearer, more vivid, the detailsandinformationinpoem.Onceyouhave acompletedfirst the workupfairly.Inaddition,makesure thatyourstoryisconsistentwith assign specific sectionstoindividualgroup members.Makesure todivide pull thebestpartsofeachoneintoafinalproduct. youmay Alternatively, You may haveeveryoneinthegroup writeaversion ofthestory,andthen the class. or more faithfultothepoem.Reviseasneededandshare yourstorywith resolve. Capture ideasandnotesinthechart. he orshewillface.Determinehowthatconflictbegin,develop,and setting andcharacters.Chooseamaincharacter, anddecideontheconflict Events andPlot Conflict Setting Characters ELEMENTS STORY With yourgroup, planandwritea With Assignment left openbyoneofthepoems.Choosefrom thefollowingoptions.

In “Money,”whathasreally happenedtothethinyoungboywho In “TheGoodLife,” whydoesthespeakerfeel“nostalgic”about In “Avarice,” howdoesthe youngwomanacquire eight EFFECTIVE EXPRESSION claims tobecompletingaSalesProgram? past? Whathaschangedinthespeaker’s life? engagement

Before youbegintowrite, brainstorm forideasaboutthe

rings? NOTES

Decide howyouwillorganizethedraftingstage. short story thatanswersaquestion structured eventsequences. well-chosen details, andwell- or eventsusingeffectivetechnique, develop realorimaginedexperiences W.9–10.3   Life,” and“Money.” “Avarice,” “TheGood fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

t a EVIDENCE LOG EVIDENCE Poetry Collection n

Write narratives to da r d s

441 442 the meaningofawordorphrase. L.9–10.4.a strategies. choosing flexiblyfromarange of on meaning wordsandphrases based meaning ofunknownandmultiple- L.9–10.4 and proficiently. text complexitybandindependently at thehighendofgrades 9–10 including stories, dramas, andpoems, read andcomprehendliterature, RL.9–10.10  famous Salemwitchtrials. birth hadbeenthesiteof which acenturybefore his culture ofhishometown, influenced bythePuritan against evilandare heavily works explore issuesofgood Letter publication of House untilhisverysuccessful to workatthelocalCustom well received, hecontinued Hawthorne’s writingswere career asanauthor. Though begana Maine, Hawthorne attending BowdoinCollegein Salem, Massachusetts.After was(1804–1864) born in Nathaniel Hawthorne About the Author

grades andcontent 9–10reading STANDARDS

in1850.Hawthorne’s UNIT 4•ALLTHAT GLITTERS MAKING MEANING THE GOLDEN TOUCH GOLDEN THE

Determine orclarifythe

Use contextasaclueto By theendofgrade 10, The Scarlet The Scarlet

, help youasread. determine theirmeanings.There are varioustypesofcontextcluesthatmay clues opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues As youperformyourfirstread ofthestory,youwillencounterthesewords. Concept Vocabulary work will help prepare you for the comparing task. for Touch.” Golden “The activities close-read This complete First, King Midas and the first-read myth. this youIn will lesson, compare versions of the two Comparing Texts The Golden Touch Golden The and ungivingwithstrangers. Contrast ofIdeas: letter instantly,leavingonlyash Elaborating Details: avoid itfailed Restatement: burnished —other words andphrases thatappearnearbyinthetext—tohelpyou have already read. already knowandwhatyou the selectiontowhatyou C they do. why and about, Notice o nn those involvedreact as when ect

what whom .

Theconfrontation was ithappens,and If thesewords are unfamiliartoyou,tryusing ideas within happens, lustrous lustrous Hewasas thestoryis Theragingfireplace where

lavish .

gilded withhisfriendsashewasstingy inevitable; incinerated the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages A nn Respo ot

every a te n thethinpaper attemptto from d by marking by completing KING MIDAS context

The Golden Touch

Nathaniel Hawthorne

BACKGROUND “The Golden Touch” is one of six stories that Hawthorne published as SCAN FOR MULTIMEDIA A Wonder-Book for Girls and Boys in 1851. Hawthorne’s aim was to take the Greek myths out of their “classic coldness” and update them so that children of his time could enjoy them. To give the myths a friendlier tone, Hawthorne invented a narrator named Eustace Bright, a young man of great energy and imagination, who tells each tale to a group of lively children. With respect to the retelling of myths by Eustace, Hawthorne promised, “I shall purge out all the old heathen wickedness, and put in a moral wherever practicable.”

1 nce upon a time, there lived a very rich man, and a king besides, NOTES O whose name was Midas; and he had a little daughter, whom nobody but myself ever heard of, and whose name I either never knew, or have entirely forgotten. So, because I love odd names for little girls, I choose to call her Marygold. 2 This King Midas was fonder of gold than of anything else in the world. He valued his royal crown chiefly because it was composed of that precious metal. If he loved anything better, or half so well, it was the one little maiden who played so merrily around her father’s footstool. But the more Midas loved his daughter, the more did he

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson desire and seek for wealth. He thought, foolish man! that the best thing he could possibly do for this dear child would be to bequeath her the immensest pile of yellow, glistening coin, that had ever been

The Golden Touch 443 444 MEANING: burnished helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 4•ALLTHAT GLITTERS

(BUR nihsht)

adj. 4 3 5 his strong box.WhenlittleMarygoldrantomeethim,withabunch that theywere real gold,andthattheycouldbesqueezedsafelyinto to gazeforaninstantatthegold-tintedcloudsofsunset,hewished thoughts andallhistimetothisonepurpose.Ifeverhehappened heaped togethersincetheworldwasmade.Thus,hegaveallhis never bereached, unlessthe wholeworldwere tobecomehis quite sohappyashemightbe.Theverytiptopofenjoyment would to haveanaughtyinclinationmakefunofhim. surface ofthecup.Itseemedtobeaware ofhisfoolishbehavior, and how theimageofhisfacekeptgrinningathim,out ofthepolished King Midas,whatahappymanartthou!”Butitwas laughabletosee circumference ofthecup;andwhispertohimself, “OMidas,rich look atthefunnyimageofhisownface,asreflected inthe and catchitascamedown;sift thegolddustthrough hisfingers; And thenwouldhereckon overthecoinsinbag;tossupbar, other reason butthathistreasure wouldnotshinewithoutitshelp. fell from thedungeonlikewindow. Hevaluedthesunbeamforno corners oftheroom intotheonebrightandnarrow sunbeamthat or apeck-measure ofgolddust,andbringthemfrom theobscure coin, oragoldcupasbigwashbowl,heavygoldenbar, Here, aftercarefully lockingthedoor, hewouldtakeabagofgold Midas betookhimself, wheneverhewantedtobeparticularlyhappy. wealth. To thisdismalhole—foritwaslittlebetterthanadungeon— ground, atthebasementofhispalace.Itwashere that hekepthis a large portionofeverydayinadarkanddreary apartment,under any objectthatwasnotgold.Hemadeithiscustom,therefore, topass exceedingly unreasonable, thathecouldscarcely bear toseeortouch they takecare togrow wiserandwiser),Midashad gottobeso Midas, now, wasthechinkofonecoinagainstanother. which were saidtoresemble thoseofanass),theonly musicforpoor he oncewasfondofmusic(inspiteanidlestoryabouthisears, of theinnumerablerose petalswere athinplateofgold. And though it wasonlytocalculatehowmuchthegarden wouldbeworth,if each them, andinhalingtheirperfume.Butnow, if helookedatthemall, as fragrant,whenMidasusedtopasswholehoursingazingat These roses were stillgrowing inthegarden, aslarge, aslovelyand beautifullest andsweetestroses thatanymortaleversaworsmelt. for flowers.Hehadplantedagarden, inwhichgrew thebiggestand with thisinsanedesire forriches,KingMidashadshownagreat taste the plucking!” these flowerswere asgoldentheylook,wouldbeworth of buttercups anddandelions,heusedtosay, “Poh,poh,child!If At length(aspeoplealwaysgrow more andmore foolish,unless And yet,inhisearlierdays,before hewassoentirely possessed Midas calledhimself ahappy man,butfeltthathewasnotyet burnished

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 11 10 9 8 7 6 came topass,whichweshouldconsiderwonderfulif theywere to in theold,oldtimes,whenKingMidaswasalive,agreat manythings his own. treasure room, andbefilledwithyellowmetalwhichshouldall discontented tone.“But,afterall,itisbutatrifle, whenyouconsider have contrivedtopileupinthisroom.” whether anyotherfourwalls,onearth,containso much goldasyou again toMidas. had glisteneduponallthegoldenobjectsthatwere there, heturned multiply hisheapsoftreasure? he cametodoMidasafavor. And whatcouldthatfavorbe,unlessto suspect himofintendinganymischief.Itwasfarmore probable that and kindly, if notbeneficent,thatitwouldhavebeenunreasonable to aspect,indeed,wassogood-humored them again.Thestranger’s had metsuchbeingsbefore now, andwasnotsorrytomeetoneof of men,womenandchildren, half playfullyandhalf seriously. Midas powers, andwhousedtointerest themselvesinthejoysandsorrows supposed tobeoftentheresort ofbeingsendowedwithsupernatural those days,whentheearthwascomparativelyanewaffair, itwas more thanmortal.Itisnomatterabouttellingyouwhohewas.In room, he,ofcourse,concludedthathisvisitormustbesomething and thatnomortalstrength couldpossiblybreak intohistreasure- when thestrangersmiled,aswithtipsofflameandsparklesfire. Even theremotest cornershadtheirshare ofit,and were lightedup, now abrightergleamuponallthepiled-uptreasures thanbefore. it. Certainly, althoughhisfigure intercepted thesunshine,there was which thestrangerregarded himhadakindofgoldenradiancein the causemightbe,hecouldnothelpfancyingthatsmilewith of KingMidasthrew ayellowtingeovereverything,orwhatever with acheerfulandruddy face.Whetheritwasthattheimagination standing inthebrightandnarrow sunbeam!Itwasayoungman, suddenly up,whatshouldhebeholdbutthefigure ofastranger, when heperceived ashadowfallovertheheapsofgold;and,looking but, howeverthatmaybe,Imustgoonwithmystory. out. Onthewhole,Iregard ourowntimesasthestrangestoftwo; us, butatwhichthepeopleofoldtimeswouldhavestared theireyes many thingstakeplacenowadays,whichseemnotonlywonderfulto happen inourowndayandcountry. And, ontheotherhand,agreat As Midasknewthathehadcarefully turnedthekeyinlock, “I havedonepretty well—pretty well,”answered Midas,ina “You are awealthyman,friendMidas!”heobserved.“I doubt The strangergazedabouttheroom; andwhenhis Midas wasenjoyinghimself inhistreasure room, oneday, asusual, Now, Ineedhardly remind suchwiselittlepeopleasyouare, that lustrous smile NOTES lustrous helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: The GoldenTouch

(LUHS truhs)

adj.

445 446 NOTES

UNIT 4•ALLTHAT GLITTERS 14 13 12 26 25 24 23 22 21 20 19 18 17 16 15 thousand years,hemighthavetimetogrow rich!” that ithastakenmemywholelife togetittogether. Ifonecouldlivea 1. child’s, towhomabeautiful newplaythinghasbeenpromised inthe Asleep orawake,however, hismindwasprobably inthestateofa hoarding up. the glisteningofprecious metalwhichhehadspenthislife in beheld onlyoneyellowsunbeamintheroom, and,allaround him, Midas involuntarilyclosedhiseyes.Onopeningthem again,he with theGoldenTouch.” token offarewell. “Tomorrow, atsunrise,youwillfindyourself gifted render meperfectlyhappy.” quite sure thatthiswillsatisfyyou?” friend Midas,forstrikingoutsobrilliantaconception.Butare you particles ofgold—liestrewn intheglowoflight. where theyellowautumnalleaves—forsolookedlumpsand the room likeanoutburstofthesun,gleamingintoashadowydell, to bechangedgold!” diminutive, afterIhavedonemybest.wisheverythingthattouch my treasures withsomuchtrouble, andbeholdingtheheapso hit uponsomethingthatwillsatisfyyou.Tell meyourwish.” really asbrighttheglisteningmetalwhichhelovedsomuch. big enough. At last,abrightideaoccurred toKingMidas.Itseemed upon another, inhisimagination,withoutbeingabletoimaginethem and thought,heapeduponegoldenmountain impossible thing,itmightcomeintohisheadtoask.Sohethought, he hadbuttospeak,andobtainwhateverpossible,orseemingly utmost wishes.Now, therefore, wasthefortunatemoment,when come hitherwithboththepowerandpurposeofgratifying his stranger, withsuchagoldenlusterinhisgood-humored smile,had for thecuriosityofthing,Ishouldbegladtoknow.”

presentiment Whether Midassleptasusualthatnight,thestory does notsay. The figure ofthestranger thenbecameexceedinglybright,and “Be itasyouwish,then,”replied thestranger, wavinghishandin “What couldinduceme?”askedMidas.“Iasknothingelse,to “And willyouneverregret thepossessionofit?” “How coulditfail?”saidMidas. “The GoldenTouch!” exclaimedhe.“You certainlydeservecredit, smilegrew soverybroad, thatitseemedtofill The stranger’s “It isonlythis,”replied Midas.“Iamwearyofcollecting “Well, Midas,”observedhisvisitor, “Iseethatyouhaveatlength Raising hishead,helookedthelustrous strangerintheface. Midas pausedandmeditated.Hefeltapresentiment “And praywhatwouldsatisfyyou?”askedthestranger. “Merely Midas shookhishead. “What!” exclaimedthestranger, “Thenyouare notsatisfied?”

(prih ZEHN tuh muhnt) muhnt) tuh ZEHN (prih n . feeling that something is about to happen. about is something that . feeling 1 thatthis

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 27 28 stranger’s promise. Sohelaidhisfingeronachairbythebedside, stranger’s prove whethertheGoldenTouch hadreally come,according tothe began totouchtheobjectsthatwere withinreach. Hewasanxiousto King Midaswasbroad awake,and,stretching hisarmsoutofbed, morning. At anyrate,dayhadhardly peepedoverthehills,when seized oneofthebedposts, anditbecameimmediatelyafluted room, graspingateverything thathappenedtobeinhisway. He had cometohim,withthefirstsunbeam! a woventexture ofthepurest andbrightestgold!TheGoldenTouch he foundthatthislinenfabrichadbeentransmuted towhatseemed Looking more closely, whatwas hisastonishmentanddelight,when reflected inratherasingular wayonthewhitecoveringofbed. his head.ItseemedtoMidasthatthisbrightyellow sunbeamwas sunbeam shonethrough the window, and of hishopes,andkeptgrowing sadderandsadder, untiltheearliest see it.Helayinaverydisconsolatemood,regretting thedownfall streak ofbrightnessalongtheedgesky, where Midascouldnot together byordinary means,insteadofcreating itbyatouch! Midas mustcontenthimself withwhatlittlegoldhecouldscrape him. And whatamiserableaffair woulditbe,if, afterallhishopes, lustrous stranger, orelsethatthelatterhadbeenmakinggameof Indeed, hefeltverymuchafraidthathadonlydreamed aboutthe perceive thattheyremained ofexactlythesamesubstanceasbefore. and onvariousotherthings,butwasgrievouslydisappointedto All thiswhile,itwasonlythegrayofmorning,withbuta Midas startedup,inakindofjoyfulfrenzy, andranabout the gilded theceilingover NOTES gilded helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: The GoldenTouch

(GIHLD ihd) v.

447 448 NOTES

UNIT 4•ALLTHAT GLITTERS transformation did not quite Somehow or other, thislast please KingMidas. 32 31 30 29 a splendidlyboundandgilt-edgedvolumeasoneoftenmeetswith, from thetable. At hisfirsttouch,itassumedtheappearanceofsuch tassel grew heavyinhishand—amassofgold.Hetookupabook a clearspectacleofthewonderswhichhewasperforming;and golden pillar. Hepulledasideawindowcurtain,inorder toadmit 2. went downstairs,andsmiled,onobservingthatthe balustrade palace seemednotsufficiently spacioustocontainhim.Hetherefore Marygold willsoonbeoldenoughtoread tome.” eyesight. Myowneyeswillserveforordinary purposes,andlittle worth thesacrifice ofapairspectacles,atleast,if notofone’svery accompanied withsomesmallinconvenience.TheGoldenTouch is philosophically. “We cannotexpectanygreat good,withoutitsbeing spectacles. he couldneveragainberichenoughtoownapairofserviceable gold. Itstruck Midasasratherinconvenient,that,withallhiswealth, and, ofcourse,were worthlessasspectacles,thoughvaluable in order thathemightseemore distinctlywhathe was about.In now tookhisspectaclesfrom hispocket,andputthemonnose, and putitintohishand. should haveremained justthesameaswhensheclimbedhisknee, handiwork King Midas.Hewouldratherthathislittledaughter’s neat andpretty stitchesrunning allalongtheborder, ingoldthread! had hemmedforhim.Thatwaslikewisegold,withthedearchild’s with itsweight.Hedrew outhishandkerchief, whichlittleMarygold retained itsflexibilityandsoftness,althoughitburdened himalittle enraptured toseehimself inamagnificent suitofgoldcloth,which book hadgrown illegible.Hehurriedlyputonhisclothes,andwas was abundleofthingoldenplates,inwhichallthewisdom nowadays; but,onrunning hisfingersthrough theleaves,behold!it roses infullbloom,andothersallthestagesoflovely budand garden. Here, asithappened,hefoundagreat numberofbeautiful ago, butgoldenwhenhisfingersquittedit),andemerged intothe it, inhisdescent.Helifted thedoorlatch(itwasbrassonlyamoment the staircase becameabarofburnishedgold,ashishandpassedover

balustrade Wise KingMidaswassoexaltedbyhisgoodfortune,thatthe “It isnogreat matter, nevertheless,”saidhetohimself, very But itwasnotworthwhiletovexhimself aboutatrifle. Midas Somehow orother, thislasttransformationdidnotquiteplease

(BAL uhs trayd) uhs (BAL those days,spectaclesforcommonpeoplehad crystals turnedouttobeplatesofyellowmetal, in theworld;for, ontakingthemoff, thetransparent through them.Butthiswasthemostnaturalthing were, hediscovered thathecouldnotpossiblysee great perplexity, however, excellentastheglasses kings; else,howcouldMidashavehadany?To his not beeninvented,butwere already wornby

n . railing. 2 of

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 33 40 39 38 37 36 35 34 to hiswayofthinking,thanroses hadeverbeenbefore. Sohetook so modest,andfullofsweettranquility, didtheseroses seemtobe. Their delicateblushwasoneofthefairest sightstheworld;sogentle, blossom. Very deliciouswastheirfragranceinthemorningbreeze. gathered byyourlittledaughter. But,ohdear, dearme!What doyou you; becauseIknowyou like them,andthemthebetterwhen soon asIwasdressed, Iranintothegarden togathersomeroses for let her;“itisnotbeautiful, buttheugliestflowerthatevergrew! As magnificent goldenrose tomakeyoucry?” recently transmuted. her hand, inwhichwasoneoftheroses whichMidashadso with you,thisbrightmorning?” heart wouldbreak. and showedherself withherapron athereyes,still sobbingasif her gleaming gold. a Chinaone,withpretty figures allaround it),andtransmuteditto bowl(whichwas leaning across thetable,hetouchedhisdaughter’s put littleMarygoldintobetterspirits,byanagreeable surprise;so, in atwelve-month.WhenMidasheard hersobs,hedeterminedto day,would seeinasummer’s andhardly shedathimblefuloftears because Marygoldwasoneofthecheerfullestlittlepeoplewhomyou the passageway, cryingbitterly. Thiscircumstance surprisedhim, him. Itwasnotagreat whilebefore heheard hercomingalong this morning,onaccountofthegoodfortunewhichhadbefallen justice, hereally lovedhisdaughter, andlovedhersomuchthemore child’s coming,inorder tobeginhisownbreakfast. To doMidas ordered hertobecalled,and,seatinghimself attable,awaitedthe have hadabetter. set before aking;and,whetherhehaditornot,KingMidascouldnot milk forhisdaughterMarygold. At allevents,thisisabreakfast fitto eggs, andcoffee, forKingMidashimself, andabowlofbread and hot cakes,somenicelittlebrook trout, roasted potatoes,fresh boiled belief, however, onthisparticularmorning,thebreakfast consistedof do notknow, andcannotstopnowtoinvestigate.To thebestofmy excellent appetite,hemadehastebacktothepalace. summoned tobreakfast; and,asthemorningairhadgivenhiman gold. Bythetimethisgoodworkwascompleted,KingMidas and eventhewormsatheartofsomethem,were changedto touch mostindefatigably;untileveryindividualflowerandbud, great painsingoingfrom bushtobush,andexercised hismagic “Ah, dearfather!”answered thechild,aswellhersobswould “Beautiful!” exclaimedher father. “Andwhatisthere in this Marygold, withouttakingtheapron from hereyes,heldout “How now, mylittlelady!“criedMidas.“Praywhat isthematter Meanwhile, Marygoldslowlyanddisconsolatelyopenedthedoor, Little Marygoldhadnotyetmadeherappearance.Herfather What wasusuallyaking’sbreakfast, inthedaysofMidas,Ireally But Midasknewawaytomakethemfarmore precious, according NOTES The GoldenTouch

449 450 NOTES

UNIT 4•ALLTHAT GLITTERS 41 49 48 47 46 45 44 43 42 longer anyfragrance!Whatcanhavebeenthematterwiththem?” spoilt! Theyare grown quiteyellow, asyouseethisone,andhaveno smelled sosweetlyandhadmanylovelyblushes,are blightedand think hashappened?Suchamisfortune! All thebeautiful roses, that as youmaysuppose;only KingMidas,justatthatmoment,would fried fish,exactlyimitated inmetal. A verypretty pieceofwork, of theforkinit,andall delicate,frothy appearance ofanicely its finsandtailwore thinplatesofgold;andthere were themarks nicest goldsmithintheworld.Itslittleboneswere nowgoldenwires; metallic fish,andlookedasif ithadbeenverycunninglymadebythe in glassglobes,asornamentsfortheparlor. No;butitwasreally a gold fish,thoughnotoneofthosegoldfisheswhich peopleoftenkeep immediately transmutedfrom anadmirablyfriedbrook trout intoa experiment, toucheditstailwithhisfinger. To hishorror, itwas gets quitecold.” with thetearsstillstandinginhereyes. hardened intoalump! touched theliquid,itbecamemoltengold,and,nextmoment, and, sippingit,wasastonishedtoperceive that,theinstanthislips so valuableasgoldenbowlsandcoffeepots. the kitchenwouldnolongerbeasecure placeofdepositforarticles with thedifficulty ofkeepinghistreasures safe.Thecupboard and habits, tobreakfast off aserviceofgold,andbegan tobepuzzled it wasratheranextravagantstyleofsplendor, inaking ofhissimple took itup,wasgoldwhenhesetdown.Hethoughttohimself, that of course,thecoffeepot, whatevermetalitmayhavebeenwhenhe lost intheyellowhueofmetal. circumference ofthebowl;andtheseornamentswere nowentirely figures, andstrangetrees andhouses,thatwere paintedonthe Marygold wasaccustomedtotakepleasure inlookingatthequeer transmutation ofherChinabowl.Perhaps thiswasallthebetter;for grief fortheblightedroses thatshedidnotevennoticethewonderful my nose!” contemptuously away. “Ithasno smell,andthehard petalsprick wither inaday.” (which willlasthundreds ofyears),foranordinary one,whichwould milk! You willfinditeasyenoughtoexchangeagoldenrose likethat which sogreatly afflicted her. “Sitdownandeatyourbread and who wasashamedtoconfessthathehimself hadwrought thechange Amid thesethoughts,helifted aspoonfulofcoffee tohislips, He tookoneofthenicelittletrouts onhisplate,and,bywayof “Nothing, child,nothing!“saidMidas.“Eatyourmilk,before it “What isthematter, father?”askedlittleMarygold,gazing athim, “Ha!” exclaimedMidas,ratheraghast. Midas, meanwhile,hadpoured outacupofcoffee; and,asamatter The childnowsatdowntotable,butwassooccupiedwithher “I don’tcare forsuchroses asthis!”criedMarygold,tossingit “Poh, mydearlittlegirl—praydon’tcryaboutit!”saidMidas,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 51 50 53 52 any breakfast!” valuable imitationofone. much ratherhavehadareal trout inhisdishthanthiselaborateand pain andaffright. from thetable,begantodanceandstampaboutroom, bothwith which soburnthistonguethatheroared aloud,and, jumpingup He foundhismouthfull,notofmealypotato,butsolidmetal, swallow itinahurry. ButtheGoldenTouch wastoonimbleforhim. snatched ahotpotato,andattemptedtocramitintohismouth, he nowfelttobeaconsiderableinconvenience,KingMidasnext before me,andnothingthatcanbeeaten!” her bread andmilkwithgreat satisfaction.“Suchacostlybreakfast and lookingquiteenviouslyatlittleMarygold,whowasnoweating the matter. but KingMidaswastheonlygoosethathadanythingtodowith which thefamousgoose,instorybook,washabitoflaying; the cake.Theegg,indeed,mighthavebeenmistakenforoneofthose immediately underwentachangesimilartothoseofthetrout and gold. Almost indespair, hehelped himself toaboiledegg,which and increased weightmadehimtoobitterlysensiblethatitwas have prizeditagooddealmore thanhenowdid,whenitssolidity To saythetruth, if ithadreally beenahotIndiancake,Midaswould been ofthewhitestwheat,itassumedyellowhueIndianmeal. it, when,tohiscruel mortification, though,amomentbefore, ithad Hoping that,bydintofgreat despatch,hemightavoidwhat “Well, thisisaquandary!”thoughthe,leaningbackinhischair, He tookoneofthesmokinghotcakes,andhadscarcely broken “I don’tquitesee,”thoughthetohimself, “howIamtoget NOTES The GoldenTouch

451 452 NOTES

UNIT 4•ALLTHAT GLITTERS 55 54 62 61 60 59 58 57 56 to becomeofyourpoorfather!” your mouth?” affectionate child,“praywhatisthematter?Haveyouburnt thousand timesmore thanhehadgainedbytheGoldenTouch. and kissedher.lovewaswortha Hefeltthathislittledaughter’s Midas, threw herarmsaffectionately abouthisknees.Hebentdown impulse tocomforthim,shestartedfrom herchair, andrunning to out whatwasthematterwithhim.Then,asweetandsorrowful at herfather, andtrying,withallthemightofherlittle wits,tofind pretty Marygoldcouldendure itnolonger. Shesat,amoment,gazing situation, thatheagaingroaned aloud,andverygrievouslytoo.Our cake, andacupofcoffee! forever toreckon up)forsomefriedtrout, anegg,apotato,hot and millionsofmoney(andasmanymore aswouldtake victuals!It wouldhavebeenthesameaspayingmillions one meal’s paltry aconsiderationasbreakfast. Justimaginewhatapricefor that hewouldstillhaverefused togiveuptheGoldenTouch forso thought. SofascinatedwasMidaswiththeglitterofyellowmetal, the world,orevenmostdesirable.Butthiswasonlyapassing to doubtwhether, afterall,richesare theonedesirablethingin you, wouldhesurviveacontinuanceofthisrichfare? indigestible dishesasthosenowbefore him!Howmanydays,think for supper, whichmustundoubtedlyconsistofthesamesort be lesssobydinnertime? And howravenouswouldbehisappetite done? Already, atbreakfast, Midaswasexcessivelyhungry. Would he delicate foodwasreally worthitsweightingold. And whatwastobe bread andcupofwater, wasfarbetteroff thanKingMidas,whose good fornothing.Thepoorest laborer, sittingdowntohiscrust of could besetbefore aking,anditsveryrichnessmadeitabsolutely case, inallyourlives?Here wasliterallytherichestbreakfast that Marygold wasahumanchild nolonger, butagoldenstatue! misfortune! Thevictimof hisinsatiabledesire forwealth, little encircling arms.O,terrible hard andinflexiblewithin herfather’s ringlets tookthesametint.Hersoftandtenderlittle formgrew yellow teardrops congealingonhercheeks.Herbeautiful brown of affection asithadbeen, assumedaglitteringyellowcolor, with forehead, achangehadtaken place.Hersweet,rosy face,sofull bestowed! ThemomentthelipsofMidastouched Marygold’s Alas, whathadhedone?Howfatalwasthegift whichthestranger And, truly, mydearlittlefolks,didyoueverhearofsuchapitiable “Ah, dearchild,”groaned Midas,dolefully, “Idon’tknowwhatis “Father, dearfather!”criedlittleMarygold,whowasavery But Marygoldmadenoanswer. “My precious, precious Marygold!”criedhe. Nevertheless, sogreat washishunger, andtheperplexityofhis “It wouldbequitetoodear,” thoughtMidas. These reflections sotroubled wiseKingMidas,thathebegan

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 63 71 70 69 68 67 66 65 64 chin. But,themore perfectwastheresemblance, thegreater wasthe were there; eventhebelovedlittledimpleremained inhergolden sight thatevermortalsaw. All thefeatures andtokensofMarygold pity, hardened intoherface.Itwastheprettiest andmostwoeful the stranger. “Letussee,then. Whichofthesetwothingsdoyou that myheartreally cared for.” you noteverythingthatyourheartdesired?” happens that?HaveInotfaithfullykeptmypromise withyou?Have with theGoldenTouch?” the otherobjectsthathadbeentransmutedbytouchofMidas. all abouttheroom, andgleamedonlittleMarygold’simage, countenance stillwore asmile,whichseemedtoshedyellowluster him thisdisastrous facultyoftheGoldenTouch. Thestranger’s to him,thedaybefore, inthetreasure room, andhadbestowedon speaking; forherecognized thesamefigure which had appeared stranger, standingnearthedoor. Midasbentdownhishead,without the faintestrose colortohisdearchild’sface. man inthewideworld,if thelossofallhiswealth mightbringback had onlytowringhishands,andwishthathewere thepoorest gold, andmakeitfleshagain.This,however, couldnot be.SoMidas tender, thatitseemedasif thatveryexpression mustneedssoftenthe with ayellowteardrop onitsyellowcheek,andalook sopiteousand glance, there wastheprecious littlefigure, was changedtogold.But,stealinganother image, hecouldnotpossiblybelievethatshe her. Exceptwhenhiseyeswere fixedonthe look atMarygold,noryettoawayfrom himself; andhowhecouldneitherbearto desires, begantowringhishandsandbemoan you howMidas,inthefullnessofhisgratified wealth thatcouldbepiledupbetwixttheearthandsky! warm andtenderheart,thatlovedhim,exceededinvalueallthe true. And now, atlast,whenitwastoolate,hefelthowinfinitelya worth herweightingold. And nowthephrasehadbecomeliterally whenever hefeltparticularlyfondofthechild,tosaythatshewas was lefthimofadaughter. IthadbeenafavoritephraseofMidas, agonyatbeholdingthisgoldenimage,whichwasallthat father’s Yes, there shewas,withthequestioninglookoflove,grief,and “Ah! Soyouhavemadeadiscovery, sinceyesterday?” observed “Gold isnoteverything,”answered Midas.“AndIhavelostall “Very miserable,indeed!”exclaimedthestranger. “Andhow “I amverymiserable,”saidhe. Midas shookhishead. “Well, friendMidas,”saidthestranger, “prayhowdoyousucceed While hewasinthistumultofdespair, hesuddenlybeheld a It wouldbetoosadastory, if Iwere totell not possibly believe that she fixed on the image, he could Except when hiseyes were was changed to gold. NOTES The GoldenTouch

453 454 NOTES

UNIT 4•ALLTHAT GLITTERS 73 72 84 83 82 81 80 79 78 77 76 75 74 parched throat again!” cup ofclearcoldwater?” think isreally worththemost—thegift oftheGoldenTouch, orone a changewithinhimself. A cold, hard, andheavyweight seemedto which ithadbeenbefore hetouchedit.Hewasconscious, also,of to seeitchangefrom gold intothesamegood,honestearthenvessel my pitcher!” have quitewashedawaytheGoldenTouch. And nowforfilling of thewater. “Well; thisisreally arefreshing bath,andIthink itmust his shoes. brink, heplungedheadlongin,withoutwaitingso muchastopulloff autumn hadbeenthere, andnowhere else.Onreaching theriver’s marvelous toseehowthefoliageturnedyellowbehind him,asif the along, andforced hiswaythrough theshrubbery, itwaspositively he touchedit),andhasteningtotheriverside. As hescampered great earthenpitcher(but,alasme!itwasnolongerafter stranger hadvanished. your avaricehasoccasioned.” earnestness andsincerity, itmaypossiblyrepair themischiefwhich back againfrom goldintoitsformersubstance.Ifyoudothisin water, andsprinkleitoveranyobjectthatyoumaydesire tochange past thebottomofyourgarden. Take likewiseavaseofthesame too, hadbecomegold.Midasshuddered. to ridyourself ofthisGoldenTouch?” mortals sighandstruggle after. Tell me,now, doyousincerely desire everybody’s grasp,are more valuablethantheriches whichsomany of understandingthatthecommonestthings,suchasliewithin would indeedbedesperate.Butyouappeartostillcapable been entirely changedfrom fleshtogold.Were itso,yourcase looking seriouslyathim.“Your ownheart,Iperceive, hasnot of gold!” for thepowerofchangingthiswholebigearthintoasolidlump hands. “Iwouldnothavegiventhatonesmalldimpleinherchin Marygold, warm,soft,andloving,asshewasanhourago?” on earth!” A flysettledonhisnose,butimmediatelyfelltothe floor; forit, As hedippedthepitcherintowater, itgladdenedhisveryheart You willeasilybelievethatMidaslostnotimeinsnatchingupa “Poof! poof!poof!”snortedKingMidas,ashishead emerged out King Midasbowedlow;andwhenhelifted hishead,thelustrous “Go, then,”saidthestranger, “andplungeintotheriver thatglides “It ishatefultome!”replied Midas. “You are wiserthanyouwere, KingMidas!”saidthestranger, “O, mychild,dearchild!”criedpoorMidas,wringinghis “The GoldenTouch,” askedthestranger, “oryourownlittle “A pieceofbread,” answered Midas,“isworthallthegold “The GoldenTouch,” continuedthestranger, “orcrust ofbread?” “O, blessedwater!”exclaimedMidas.“Itwillnevermoistenmy

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 91 90 89 88 87 86 85 finger, andwasoverjoyedtofindthatthedelicateflowerretained its violet, thatgrew onthebankofriver, Midastoucheditwithhis metal, buthadnowsoftenedbackagainintoflesh.Perceiving a losing itshumansubstance,andtransmutingitself intoinsensible have goneoutofhisbosom.Nodoubt,hearthadbeengradually morning, Ihavehatedthe verysightofallothergold,savethis!” Midas, diligentlytrotting thechildren allthewhile, “eversincethat their mother. likewise, hadarichshadeofgold,whichthey inheritedfrom would hestroke theirglossy ringlets,andtellthemthattheirhair, marvelous story, pretty muchasIhavenowtoldittoyou. And then Marygold’s children onhis knee,hewasfondoftellingthemthis her babyhood. was really animprovement, andmadeMarygold’shairricherthanin she hadbeentransmutedbytheeffect ofhiskiss.Thischangehue had nowagoldentinge,whichheneverobservedinitbefore of theriversparkledlikegold;other, thatlittleMarygold’s hair King MidasinmindoftheGoldenTouch. Onewas,thatthesands two circumstances, however, which,aslonghelived,usedtoput five thousandroses recovered theirbeautiful bloom.There were the wateroverrosebushes, andwithsuchgoodeffect thatabove Marygold intothegarden, where hesprinkledallthe remainder of how muchwiserhehadnowgrown. Forthispurpose,heledlittle how veryfoolishhehadbeen,butcontentedhimself withshowing King Midas. the momentwhensheran,withoutstretched arms,tocomfortpoor statue; norcouldsheremember anythingthathadhappenedsince nice frock, whichIputononlythismorning!” over her! find herself drippingwet,andherfatherstillthrowing more water she begantosneezeandsputter!—andhowastonishedwas how therosy colorcamebacktothedearchild’scheek!—andhow little Marygold. be told,wastosprinkleitbyhandfulsoverthegoldenfigure of gold couldhavebeen.Thefirstthinghedid,asyouneedhardly wrought, wasmore precious toMidasthananoceanofmolten that water, whichwastoundoallthemischiefthathisfollyhad master socarefully bringinghomeanearthenpitcherofwater. But servants knewnotwhattomakeofitwhentheysawtheirroyal Golden Touch had,therefore, really beenremoved from him. purple hue,insteadofundergoing ayellowblight.Thecurseofthe “And, totellyouthetruth, myprecious littlefolks,”quothKing When KingMidashadgrown quiteonoldman,andusedtotrot Her fatherdidnotthinkitnecessarytotellhisbelovedchild For Marygolddidnotknowthatshehadbeenalittlegolden “Pray donot,dearfather!”criedshe.“Seehowyouhavewetmy No soonerdiditfallonherthanyouwouldhavelaughedtosee King Midashastenedbacktothepalace:and,Isuppose,

❧ NOTES The GoldenTouch

455 456 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension and Boys Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. of the story? research that detail. what In way the information does you learned shed light an on aspect

UNIT 4•ALLTHAT GLITTERS How doesthestrangerhelpMidasreverse the curseofthegoldentouch? What happenstotheking’s daughterwhenshehugsherfather? What wishdoesthestrangergrant? What typeofpersonvisitsKingMidasinhistreasure room?

Notebook . What other Greek myths does the volume. What other does retell? Greek myths

To confirmyourunderstanding,writeasummaryofthestory.

Choose unfamiliar at one least Briefly detail from the text.

Find out more Hawthorne’s about book A Wonder-Book for Girls

Close Read With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

The Golden Touch

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities. 1. Review and Clarify With your group, reread paragraph 2 of the text. What words and phrases would you use to describe King Midas, based CLOSE READING on the details the author gives in this paragraph? Is the narrator’s attitude In your discussion, talk about toward the king positive or negative? How do you know? how the narrator’s tone, or attitude, and word choice 2. Present and Discuss Now, work with your group to share the passages affect your impressions of from the text that you found especially important. Take turns presenting King Midas. As a group, your passages. Discuss what you noticed in the text, what questions you decide whether you are asked, and what conclusions you reached. sympathetic to the plight in which Midas finds himself. 3. Essential Question: What do our possessions reveal about us? What has this selection taught you about how the desire for material objects can affect people’s judgment? Discuss with your group.

language development Concept Vocabulary

burnished lustrous gilded

Why These Words? The three concept vocabulary words are related.  WORD NETWORK With your group, determine what the words have in common. Write your Add words related to ideas, and add another word that fits the category. materialism from the text to your Word Network. Practice Notebook Copy the sentences from the text that include the concept words into your notebook. Then, rewrite each sentence using a synonym for the concept word. Finally, share your revisions with another group member, and discuss how the substitutions affect the sentences’ meanings.

 Standards L.9–10.4.b Identify and correctly Word Study use patterns of word changes that indicate different meanings or parts Notebook Latin Root: -lus- The narrator of “The Golden Touch” of speech and continue to apply describes the stranger’s smile as lustrous. The word lustrous is formed knowledge of Greek and Latin roots from the Latin root -lus- (sometimes spelled -luc-), meaning “light” or and affixes. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson “shining.” L.9–10.4.c Consult general and specialized reference materials, Write the meanings of these words formed from the root -lus-: illustrative, both print and digital, to find the lackluster, elucidate. Consult a dictionary as needed. pronunciation of a word or determine or clarify its precise meanings, its part of speech, or its etymology.

The Golden Touch 457 MAKING MEANING

Analyze Craft and Structure Narrative Structure Every story is driven by a conflict, or problem, that sets the plot in motion. The plot is the sequence of related events that make up the action of the story. The sequence of events in a plot can be divided into five parts that trace the introduction, development, and ending of the conflict. The Golden Touch • Exposition: The characters, setting, and basic situation are introduced. • Rising Action: The central conflict begins and develops. Usually, an inciting incident, which is a pivotal event or situation, triggers the story’s conflict. • Climax: The story’s conflict reaches its highest point of drama or tension. • Falling Action: The tension in the story decreases, and the conflict moves toward resolution. • Resolution: The conflict ends and any remaining issues are settled.

CITE TEXTUAL EVIDENCE Practice to support your answers.

With your group, analyze the plot of “The Golden Touch.” Use the chart to identify when the different plot stages occur. Identify the action that GROUP DISCUSSION happens in each stage. Everyone in your group may not agree about where the Stage OF PLOT DETAILS point of highest tension or • Midas is introduced as a rich king. drama occurs in the story. • Marygold is introduced. Honor different points of Exposition view, but also make sure that • The king’s obsession with gold is you support your perceptions described. with textual evidence.

Inciting Incident and Rising Action

Climax

Falling Action

 Standards Resolution All rights reserved. or its affiliates. Inc., Education, © Pearson RL.9–10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

458 UNIT 4 • ALL THAT GLITTERS © Pearson Education, Inc., or its affiliates. All rights reserved. 3. Conventions Types ofClauses 2. 1. subject complement. that nounclausefunctionsinthesentenceasadirect object,asubject,or C Write It 3. 2. 1. each nounclause.Then,identify itsfunction in thesentence. Work individually.Readthesesentencesfrom “TheGoldenTouch.” Read It function inasentence. This boxshowsexamplesofnounclausesandsomethewaystheymay what frequently beginwithone of thefollowing: complement, anobjectofapreposition, oranappositive.Nounclauses noun inasentence—assubject,direct object,anindirect object,asubject meanings. A Fu Ex Fu Ex Fu Ex Fu Ex omplete eachsentencebyfillinginanounclause.Then, writewhether

M M O texture ofthepurest andbrightestgold! . thislinenfabrichadbeentransmutedtowhatseemedawoven the garden wouldbeworth.. But now, if helookedatthemall,itwasonlytocalculatehowmuch n a n a n a n a ne wasthatthesandsofriversparkledlikegold.. , arygold’s deathwas idas suspected c mpl c mpl c mpl c mpl Language deve where t t t t io io io io

e e e e n n n n : : : :

: : : : ,

M M M What thestrangergave noun subject complementofthenoun object ofthepreposition direct objectoftheverb subject oftheverb when idas’ biggestregret wasthathehadhurthisdaughter idas wasafraidofhowmuchharmhis“gift” mightcause. idas didn’tknow

clause , Writers usevarioustypesof clausestoconveyspecific why , isatypeofsubordinate clausethatfunctionsasa whether,

whether thestrangerwouldreturn. was l

how opment M know idas wasmore acursethan agift. of , or that how much regret , which . , who, wasnotexpected.

whom M . , whose ark . . , about these terms. these about more to learn Handbook Refer to Grammar the Clarifi presentations. variety andinteresttowritingor specific meaningsandadd of phrases andclausestoconvey L.9–10.1.b speaking. grammar andusagewhenwriting or the conventionsofstandardEnglish L.9–10.1 

Standard The GoldenTouch

c Demonstrate commandof ation

Use various types s

459 460 the meaningofawordorphrase. L.9–10.4.a and proficiently. text complexitybandindependently at thehighendofgrades 9–10 including stories, dramas, andpoems, 10, readandcomprehendliterature, RL.9–10.10  book National BookAward forhis career. In1972,Mosswona books ofpoetryduringhis fourteen highlypraised poet himself andproduced Moss wasanaccomplished important poets.Infact, twentieth century’s most the careers ofmanythe for discoveringandnurturing editor, Mosswasresponsible America’s literaryworld.As holds auniquepositionin New Yorker beginning in1950.The held foralmostfortyyears, magazine, apositionhe editor forthe is bestknownasthepoetry Howard Moss About the Poet

STANDARDS

UNIT 4•ALLTHAT GLITTERS Selected Poems MAKING MEANING THE GOLDEN TOUCH GOLDEN THE

Use contextasaclueto By theendofgrade ’s

poetry editor New Yorker (1922–1987) . you determine theirmeanings. clues close-read activities, you will compare activities, to the poem close-read After youdirection. complete and the first-read that takes different the King Midas in avery tale Now, poem you will read atwentieth-century Comparing Texts opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY Context Clues As youperformyourfirstread ofthepoem,youwillencounterthesewords. Concept Vocabulary from story.Hawthorne’s short first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto incorrigible Contrast ofIdeas: Turkey.portion ofmodern-day Synonyms: mail —other words andphrases thatappearnearbyinthetext—tohelp have already read. already knowandwhatyou the selectiontowhatyou C or describesasinglemoment. whether thepoemtellsastory “speaking” thepoemand Notice

o nn King Midas ect obdurate Midasrulesoverhis whenitcametolongcarrides. who orwhatis

If thesewords are unfamiliartoyou,tryusing ideas within Thoughusuallywell-behaved,thetoddlerwas

ore dominion, the Comprehension Check. you wanttorevisit. vocabulary andkeypassages A a

nn kingdom spanninga Respo ot a te n from d by marking by completing KING MIDAS context

from King Midas

Howard Moss

BACKGROUND The Greek myth of King Midas identifies Midas as King of Phrygia, a region SCAN FOR MULTIMEDIA that is currently part of Turkey. As the story goes, one day some local farmers find a part-man, part-goat satyr asleep in their field and bring him to the king. Midas recognizes the creature as Silenus, a close companion of Dionysus, the god of grapes, wine, and festive merriment. Midas gives food and comfort to the satyr. Soon, Dionysus arrives and is grateful to Midas for treating his companion so generously. In recognition of this hospitality, Dionysus offers to grant Midas a single wish.

NOTES Mark context clues or indicate I. THE KING’S SPEECH another strategy you used that helped you determine meaning. The palace clocks are stiff as coats of mail. mail (mayl) n. Time stopped; I flicked it with my fingernail. MEANING:

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson My taste is shattered on these works of art It fathers by a touch: My bread’s too rich, 5 My butter much too golden, and my meat A nugget on my plate as cold as ice;

from King Midas 461 462 MEANING: ore helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: obdurate helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

(awr)

UNIT 4•ALLTHAT GLITTERS

n (OB duhriht) .

adj . 10 40 35 30 25 20 15 All affluent inyellow, boughtandsold And whenyoudream, agoldmineinyourbrain I ratherwouldbeblindthanseethisworld Where everydrop becomesamillionaire. Fresh waterinmythroat turnsprecious there, 1. This jaundice Who madetheirlivelymusclesstiffly pose— Might makeaKinggomad,foritwasI They are pure profit, andtheirsilences Having nowitthattheycanprofit by, That usedtosparklewithdrywit;instead, They stare atmewithfourwildsparklingeyes My furrycatissculpture, mydogdead; The nearest rose isnowbeyondmyreach. My Godwasgenerous. Omuchtoomuch! My bloodmade Until theyflowered intospikessohard I didnotknowlovedtheirwarringthorns By Kingsthathammerroses intogold: O Dionysus,changemebacktoclay! Where goldmakespoorthe richnessofdecay. Than bethereigning Kingofthisdominion Or anysmall,anonymouslivething Absolved ofmatter, dissolvingintherain, Or oppositelybeentirely cloud, A ripenessoftheweeds,atimidsun, I wouldbenothingbutthedirtmadeloud, And cryfortearstheycouldnotbefore. Will havebotheyesrelease theirgolden Or youwillstarveandthinlybedalone, Be armedagainstthisgoldparalysis, Or thatkindofastatue. And myQueen, Though itisroyal still,willmakeyouthis Princess, comenocloser;myrigidkiss,

jaundice

(JAWN dihs) (JAWN 1 isrelentless, anditgrows. obdurate

n . disease that causes one’s skin to turn yellow. to turn one’s skin causes that . disease therose’s stem. ore

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 65 60 55 50 45 All naturalthingsmustgoexceptingthose And madeagoldenechointhesea. I’ll ponderhowaKingbecamefool! At flower, petal,stem,andleaf. And then, About, I’lllookandtilllightisgone That Imaygazeatit,andwhenhe’snot But Iwillsaveonerose tree inthispot Your netsuponthepinkandcrimsonrose. The King’stouchycolorletlive,butclose That are bynature golden.Whatevergrows Of whattokillandleavealone: Here isalist,Ogardeners andhuntsmen, May everymammalturntogoldenswine! May everychildofminebebarren, golden! QUEEN’S THE III. SPEECH Apollo The laurel grows uponthelaurel tree. The roots toohiddenfrom reality. The branchesare toohighformetosee, Divided intotwo,Iamatree. Imagination istheheartofme. If Iwere deafordumb,Icouldnotsee I praisethebird, theriver, andthetree. PRINCESS’S THE II. SONG 2. Long liveKingMidas! And theGoldenRule!

Apollo Though yousailbackandforth,around. Beware, explorers, ofthespoilyoufind: They saythatveinsofgoldlieunderground. Dear sparrow, singyoursongthisblessedmorn. When riverbedsare dry, nothingisborn. A athingtomourn. fallingleafinfall’s 2 pluckedthestringofmystery

(uh oh) POL Greek god of light and music. and light of god Greek NOTES from KingMidas

463 464 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension Which popular books and movies are based on these ancient and are these on movies based stories?Which popular books Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. detail. what In way the information does you

UNIT 4•ALLTHAT GLITTERS How doestheQueenviewMidasandhiswish? What orders doestheQueengivetohergardeners andhuntsmen? him thegoldentouch? At theendof“TheKing’s Speech,”whatrequest doesMidasmaketothegodthatgave What hashappenedtothepetsinking’s household? What causesthepalaceclockstostopatbeginningofpoem?

Choose unfamiliar at one least detail from the

Find out more about Find more out learned retellings or adaptations of adaptations or retellings shed light on an aspect of shed light the an on aspect text. Briefly research that Greek myths. Greek myths. poem ?

Close Read With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

from King Midas

Analyze the Text Complete the activities.

1. Review and Clarify With your group, reread lines 1–8 of “The King’s Speech.” Based on the speaker’s descriptions, what are some words and GROUP DISCUSSION phrases you might use to describe Midas? Hawthorne’s story shows King Midas both before and 2. Present and Discuss Now, work with your group to share the passages after he gains “the golden from the text that you found especially important. Take turns presenting touch.” Moss’s poem begins your passages. Discuss what you noticed in the text, what questions you after Midas has received asked and what conclusions you reached. this gift. Consider how this change affects how you see 3. Essential Question: What do our possessions reveal about us? What the king and why the poet has this selection taught you about materialism? Discuss with your group. may have made this choice.

language development Concept Vocabulary

mail obdurate ore

Why These Words? The three concept vocabulary words are related. With  WORD NETWORK your group, determine what the words have in common. Write your ideas, and add another word that fits the category. Add words related to materialism from the text to your Word Network. Practice Notebook Write a fill-in-the-blank sentence for each concept word, leaving a space where the word would be. Trade your work with another group member. Challenge each other to identify each missing word.

Word Study Latin Root: -dur- In “King Midas,” the speaker laments that his touch has made a rose’s stem obdurate. The word obdurate is formed from the Latin  Standards

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson root -dur-, meaning “hard,” “strong,” or “lasting.” Write the meanings of L.9–10.4.b Identify and correctly these words formed from the root -dur-: endure, duration, durable. Use a use patterns of word changes that print or online dictionary to verify your definitions. indicate different meanings or parts of speech and continue to apply knowledge of Greek and Latin roots and affixes.

from King Midas 465 466 tension, orsurprise. create sucheffectsasmystery, within it, andmanipulatetime to structureatext, orderevents author’s choicesconcerninghow RL.9–10.5  St

UNIT MAKING MEANING anda

Analyze howan

4 L Long live King Midas! And the Golden Rule! Golden the And Midas! King live Long afool! became aKing how ponder I’ll then, leaf. And and stem, petal, At flower, gone is light till look and look I’ll About, he’s not when and it, at gaze Imay That pot this in tree rose one save Iwill But

IN r • from

ds ALL E King Midas

THAT

GLITTERS poetic structure are stanzasandrhyme. poem isreferred toas

Author’s Choices:PoeticStructure Analyze CraftandStructure whether eachpairofrhymesisexactorslant. sounds thatendeachlinefrom “TheQueen’s Speech.”Then,note In thechart,useletters Practice 2. 1.

• • • sections? Whymightthesecond sectionbecalleda“song”? Song.” Howdothetworhyme schemesaffect yourreading ofthese Note therhymeschemesof “The King’s Speech”and“ThePrincess’s ways inwhicheachspeakerthinksandfeels? section ofthepoem?Howdodifferent typesofstanzasreflect the Why doyouthinkthepoetchosetovarystanzalengths foreach Notebook the rhymescheme sound. Forexample,in“WhenYou ButlerYeats Are Old,”William uses identified bytheuseofletters, withoneletterassignedtoeachrhyming at theendsoflines—iscalledarhymescheme.Rhymeschemesare Rhyme Scheme: the useofsimilarsoundsthatdonotmatchperfectly,asin rhyme Rhyme: four-line stanza; follows: by space.Stanzasare named according totheirnumberoflines,as Stanza: And slowlyread, anddream ofthesoft And noddingbythefire, takedownthis When youare oldandgray andfullof Your eyeshadonce,andoftheirshadows

istheuseofidenticalsounds,asin Rhymeistherepetition of sounds attheendsofwords. couplet: A stanzaisagroup oflines, usuallyseparatedfrom otherstanzas

Respond tothesequestions. atwo-linestanza; sestet: Aregularof pattern poetic structure. abba RHYM asix-linestanza; a, b,c, : ING

S andsoontoidentify therhyming OU ND

tercet: The wayinwhichapoetorganizes Two ofthemainbuildingblocks end rhyme EX octave: love athree-line stanza; A sleep CT OR OR CT and look book deep aneight-linestanza. to supportyouranswers. CITE TEXTUALEVIDENCE , ,

dove

—or rhymingwords , S

; L

AN . Slant rhyme prove T quatrain: and Exact Exact b b a a glove is is a .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. sentence thatbeginsinline9ends11. Forinstance,in“TheKing’salso maintainametricalpattern. Speech,”the line break. Enjambmentallows thepoettocontinueflowofideasand Poets alsouse pentameter. penta- offiveiambsperlineisknownas a pattern and numberoffeetinthelinesapoemdetermineitsmeter. Forexample, the unstressed syllables.Themost frequently usedfootinAmericanpoetryis meter isthe stressed (´)andunstressed ( Author’s Choices:PoeticStructure Author’s Style Write It marking thestanza,compare anddiscussyour work. has beenmarkedforyou.Afterallmembersofyourgroup havefinished variations, andconsiderhowtheyaddtothepoem’s meaning.Thefirst line two syllablesinafoot,orbyusingfewerthanfivefeetperline.Identi iambic pentameter, perhapsbyincludingtwostressed syllablesormore than unstressed ( vertical ruletoseparateindividualfeet.Then,markthestressed (´)and Work individually.Reread thefirststanzaof“TheKing’s Speech.”Usea Read It stanza lengths,aswellwhetherornottouserhyme. iambic pentameter. You maychoosewhethertouseeitheruniform orvaried Where everydrop becomesamillionaire. Fresh waterinmythroat precious turns there, A nuggetonmyplateascoldice; My buttermuchtoogolden,andmymeat It fathersbyatouch:Mybread’s toorich, My tasteisshattered ontheseworksofart stopped;Iflickeditwithmyfingernail. Time T Notebook iamb he p ˇ means“five”).Thesectionsfrom “KingMidas”are writteniniambic al | ´ —one unstressed syllablefollowed byastressed syllable.Thetype

a ˇ foot,

) syllablesofeachfoot.Note:Thepoetmaydeviatefrom strict ce clo ˇ enjambment,

Write ashortpoembasedontheKingMidasstory,using whichusuallyconsistsofonestressed andoneormore ´ cks | a re ˇ st

) syllablesiscalled ill | ´ orthecontinuationofasentencepast a ˇ s co ats | ´

In poetry,thearrangementof o ˇ f ma ESSENTIAL QUESTION: iambic pentameter meter. ´ il Thebasicunitof (theprefix Whatdoourpossessionsreveal aboutus? fy these from KingMidas

467 468 standards Reading W.9-10.9.a. material inaspecificwork. draws onandtransforms source RL.9–10.9 treatment. is emphasizedorabsentineach artistic mediums, including what a key sceneintwodifferent representation ofasubjector RL.9–10.7  St

UNIT 4•ALLTHAT GLITTERS EFFECTIVE EXPRESSION a nd

Analyze howanauthor Analyze the Apply THE GOLDEN TOUCH GOLDEN THE a rd toliterature. from

grades 9–10 grades 9–10 s Ki ng Mi d as about charactersthatappearinonlyonetextortheother. that appearinboththeshortstoryandpoem.Then,identify details Western culture. Midasisblessedwiththegoldentouch,onlytodiscover myth. ThemythofKingMidasisonethecentralcautionarytales You haveread ashortstoryandpoem,bothofwhichretell theMidas Writing toCompare 3. 2. 1 Analyze theTexts Prewriting the samestoryindifferent genres. influences itsmeaningbycomparingandwritingaboutthepresentation of Deepen yourunderstandingofthewaysinwhichformawork that thepowertocreate unlimitedwealthmightactuallybeworthless. . TEXT DET write youressay. Work withyourgroup toanalyzethetexts.Then,workindependently contributes toreaders’ understandingofthecharactersandtheirconflicts. the formofeachtextshapesinformationwriterincludesand of thecharactersintworetellings oftheMidasmyth.Considerhow Write a Assignment

have thesamemeaningin storythatitdoesinthepoem?Explain. What doestheprincesssymbolize inthetwotexts?Doeshercharacter texts? Inwhichtextishercharactermore developed? How doesyourunderstandingoftheprincesschangeas youread thetwo thinks? Explain. moretwo texts?Inwhichworkdoyoulearn aboutwhatMidasfeelsand How doesyourunderstandingofKingMidaschangeas youread the

Notebook AI S L S compare-and-contrast essay

I N BOTH

Complete theactivity,andanswerquestionsthatfollow.

With yourgroup, identifyWith detailsabout thecharacters ONLY DET AI L S

I N POEM N POEM inwhichyouanalyzetheportrayals ONLY DET AI L S

I N S TORY

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. from theshortstoryand poemtouseinyouressay. Organize Ideas Write aStatementofPurpose Drafting proofreading it. Use thefeedbacktorevise yourdraft.Then,finalizeessaybyeditingand occur toyouasread. Then,askyourpeers forfeedback. Read yourdraftaloudtogroup. Take amomenttowritedownideasthat Review, Revise,andEdit Write aRoughDraft Identify Passages you feelmatterthemost. similarities are more important?Focusyouressaybyemphasizingtheelements in characters’portrayalstwoworks.Doyouthinkthedifferences orthe You cangobacklaterandclarify yourmeaningorfixanyissues. example, “[findamore accuratetransitional word].” Then,continuetowrite. If yoususpectsomethingisnotquiteright,makeanoteinbrackets:for Complete thissentencetogetstarted: introduction. Includeboth the authors’namesandtitlesinyourstatement. of youressay.Then,writeastatementpurposethatyoucanusein • • • • Point ItWillSupport: Example Passage: Point ItWillSupport: Example Passage: Point ItWillSupport: Example Passage: Point ItWillSupport: Example Passage: ______andshowhow______. Statement ofPurpose: Is allthetextualevidenceonpoint,ordoessomefailto supporttheideas? Are anyexplanationsvagueorunconvincing? Should anyinformationbecutorreplaced? Can theyfollowthelogicofyourideas?

In thisessay,youwillidentify similaritiesanddifferences

Use yourPrewriting notes to identify specific passages ______

Use yournotesandevidencetoproduce afirst draft. ______In thisessay,Iwillanalyze______

Determine thespecific purpose,orgoal, ESSENTIAL QUESTION: Whatdoourpossessionsreveal aboutus? The

Golden

Touch  Midas.” the excerptsfrom “King “The GoldenTouch,” and fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

•

EVIDENCE LOG EVIDENCE from KingMidas

469 About the Author 470 the meaningofawordorphrase. L.9–10.4.a strategies. choosing flexiblyfromarange of on meaning wordsandphrases based meaning ofunknownandmultiple- L.9–10.4 independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof read andcomprehendliterary RI.9–10.10  of CentralPark. she likestoexplore thewilds lives inNewYork City,where far-flung place,Goldsmith she isn’ttrekking tosome When Island, andBorneo. Antarctica, Easter Tibet, exotic locales,including some oftheworld’s most Goldsmith hasreported on and the as Writing forsuchpublications articles shehaswritten. countries toresearch the traveled to130different is anadventurer whohas a novelist.Mostofall,she athlete, afilmmaker, and (b. 1945) isawriter, an Margie Goldsmith

grades andcontent 9–10reading National Geographic STANDARDS

UNIT 4•ALLTHAT GLITTERS MAKING MEANING NewYork Times,

Determine orclarifythe

Use contextasaclueto By theendofgrade 10,

, help youasread. determine theirmeanings.There are varioustypesofcontextcluesthatmay clues first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto As youperformyourfirstread of“TheThrilltheChase,”youwill Concept Vocabulary The Thrill of the Chase opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION Context Clues encounter thefollowingwords. the fluhadmadeOliver, afterhis Contrast ofIdeas: arrived witha Elaborating Details: buckled downagainsttheragingstorm. Restatement: artifacts —other words orphrasesthat appearnearbyinthetext—tohelpyou have already read. already knowandwhatyou selection towhatyou CONNECT Who the text. NOTICE isinvolved?

the generalideasof What

cacophony. With theboatcaughtinteethof With If thesewords are unfamiliartoyou,tryusing ideas within legacy isitabout? Itwasquiteasurprisetoseehowdull,slow, andmiserable Itswheelsscreeching anditspistonsclattering,thetrain

the marvel effervescent the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE conversationofthenightbefore. RESPOND tempest, by marking by completing context thecrew

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Thrill The 2 1 3 1. B mysterious treasures haveeverbeenfound. hid theirrichesinremote areas. mountainwilderness Very fewofthese West legendsinwhichnotoriousbankrobbers, outlaws,andprospectors and legends.IntheUnitedStates,piratelegendssoonevolvedintoWild Though Kidd’s treasure wasneverfound,itspawnedahostofstories of golddoubloonssomewhere onLongIsland intheseventeenthcentury. Kidd,whowassaidtohaveburiedachestfull origin withthepirateWilliam a real-life buriedtreasure. Fascinationwithburiedtreasure probably hasits This articlechronicles thecontroversies surrounding huntfor amodern-day BACKGROUND Margie Goldsmith Plains Indianmedicinebonnets.Lauren immediatelyfellinlovewith an 18th-centurypaintedbuffalo skintoearlyIndianpotteryandrare missions andwasshotdown twice. After thewarhe turnedtoart, to him. As an Air Force pilotduringtheVietnam War, heflew328 a memoir, jottingdownscenesandremembrances as theycame adventure storieshehaddevoured asachild,Fennsatdowntowrite Lauren’s visitgavetheailing artcollectoranidea.Inspired bythe Fenn replied, “ThenI’mnot going.” favorites. Lauren said,“Well, youcan’ttakeitwithyou.”To which horns, andoffered tobuyit.Fennrefused, sayingitwasoneofhis a Crow Indianhatcovered inwhiteermineskinsandcarvedantelope quality Southwesternartand did, manyfriendsstoppedbytovisithimandhiswife athome. Santa Feartgalleryandsettledintoawaittheinevitable.Whilehe was onlya20percent chanceforhissurvival.Hesoldsuccessful undergone chemoandradiationforkidneycancer, andwastoldthere

of the of Sitting Bull Sitting Though thehatremained safelyensconcedinFenn’scollection, The placewasfilledwithmore than5,000piecesofmuseum-

Forrest Fenn,wholivedinSantaFe,NM.Fennhadrecently lame RalphLauren. In1996thedesignerpaidavisittohisfriend Chase

(1831–1890) Native American chief of the Sioux tribe. tribe. Sioux the of (1831–1890) chief American Native

artifacts , from SittingBull’s 1 pipeand The Thrillofthe Chase NOTES MEANING: artifacts helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MAGAZINE ARTICLE

(AHR tuhfakts) MULTIMEDIA SCAN FOR

471 472 MEANING: legacy helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 4•ALLTHAT GLITTERS

(LEHG uhsee) n.

12 11 10 9 8 7 6 5 4 gold coins,large andsmallgoldnuggets,pre-Columbian treasures. Thebootyincludedajarfullofgolddustpannedin Alaska, way topassalongthatsenseofdelight,thrillthehunt. preserve his a shameif allthatendedwithhisdeath.Thememoirwouldhelp and buildinghiscollectionoverthedecades.Hefeltitwouldbe reminded ofhowmuchfunhe’dhadhuntingdownfineartpieces ranging from theBuffalo BillHistoricalCenterinCody, Wyo., tothe name inWestern art—andmanyofthoseworksare nowinmuseums holdings includedRemingtonsandRussellsO’Keeffes—every big which becamethemostsuccessfulartgalleryinNewMexico.Fenn’s settling inSantaFewithhiswife, Peggy, andopeningFennGallery, 4. 3. 2. Shepard, JessicaLange,StevenSpielberg, andDonnaKaran. know Lauren, yes,butalsoRobertRedford, JacquelineOnassis,Sam Art InstituteofChicago.BuyingandsellingartwashowFenncameto beads, excavatedfrom aMesaVerde Spanish goldandemeraldringabelovedbraceletofturquoise animal figures, twoancientChinesejadecarvings,a17th-century poem Fennwrote. The ThrilloftheChase on howtofinditforanysearcher willingtotry.” hide itsomewhere inthemountainsnorthofSantaFe,leavingclues burning aholeinmyvault,”hesays.“SoIdecidedtogoaheadand back intoaction.“Ihadthistreasure chestfullofgold andjewelsjust than adozenyearspassed. As aresult, hedidn’tquitegetaround toburyingthat treasure. More who hewas,thinkkindlyofhim.Hismemorywouldliveon. an intrepid searcher wouldfindhisbonesandtreasure andlearn That couldtriggerahuntofitsown,sparksomeexcitement;oneday the desert,maybeevenashewalkedoutintowildernesstodie. in agameofpool.Thetotalvalueamountedtoabout$3million.

Mesa Verde Mesa 1492. in Columbus Christopher of arrival pre-Columbian Karan .Donna Redford Robert And that’swhenthingsgotinteresting. As hewrote, Fennwas So Fennboughtanantiquebronze chestandstartedtofillitwith The cluesare encodedin the memoirheself-published thatyear, Then, in2010,Fennturned80,andthemilestonespurred him Forrest Fenn’scancerwentintoremission—and itstayedthatway. Fenn didn’tdie. It seemedlikeaperfectplan.Exceptforonehitch. Fenn decidedhewouldhidethechestwithacopyofhisbookin And hintofrichesnewandold. I cankeepmysecret where, And withmytreasures bold, As Ihavegonealoneinthere

legacy high plateau in southern Colorado. southern in plateau high

of or relating to the history and cultures of the Americas before the the before Americas the of cultures and history to the relating or of , ofcourse—butashesawit,there wasonlyone . There are nineofthem,allcontainedinasingle

American celebrities.American

4 ruin in1903,thatFennhadwon 3 gold 2

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 13 21 20 19 18 17 16 15 14 bottom ofamurkylakeuntil healmostranoutofair. Another “rode food, andwater.” their carandstartedwalking.Somehavelackedthe proper clothing, Some havenotbeenprepared tofacetheelementsaftertheyparked attempted tosearch someplace where itwasnotreally safetogo. rocks. There are thosewhohavebeenatriskinwaterwhenthey search—earthquakes, mudslides, forest fires, floods,trees, falling are dangersinvolved,”Fenn says.”Thingscancomplicatethe and Iwouldneverhavehadthistimewitheachother.” wasted effort, thefatherwrote. “Ifithadn’tbeenfor thebook,myson the future. Theygaveupthesearch aftertwodays,butitwasn’ta grown son.Thetwosleptinavanandtalkedabouttheirhopesfor mountains.” Another mantoldofhowhewentouttolookwithhis you forgettingmeandmyfamilyoff ofthecouchandoutinto don’t thinkwewillfindthetreasure chestbutIjustwanttothank simply wanttoshare theirstories.“DearMr. Fenn,”wrote one,“we he doesn’tknowabout. searched forit,thoughheassumesthere mustbeothers outthere that about thetreasure, heestimatesthatmore than1,000peoplehave rushed toSantaFe.Basedonthe5,000-plusemailshehasreceived As word spread aboutwhatFennhaddone,treasure hunters Which isn’ttosaythequestshouldbeundertaken lightly. “There Many whocontactFennare lookingforalittleextrahelp;others One eagerindividualdonned scubagearandswamalongthe Put inbelowthehomeofBrown. Not far, buttoofartowalk. And takeitinthecanyonsdown, Begin itwhere warmwatershalt I giveyoutitletothegold. If youare braveandinthewood Your effortwillbeworththecold. So hearmeallandlistengood, I’ve doneittired, andnowI’mweak. The answerIalready know, And leavemytrove foralltoseek? So whyisitthatImustgo Just takethechestandgoinpeace. But tarryscantwith Look quicklydown,yourquesttocease, If you’vebeenwiseandfoundtheblaze, Just heavyloadsandwaterhigh. There’ll benopaddleupyourcreek, The endiseverdrawingnigh; From there it’s noplaceforthemeek, marvel

gaze,

The Thrillofthe Chase NOTES MEANING: marvel helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate

MH vuhl (MAHR

)

473 474 NOTES

UNIT 4•ALLTHAT GLITTERS 22 30 29 28 27 26 25 24 23 prize. (Inanemail,thewife toldFenn,“We are expertsonwhere the instance, hastraveledtoNewMexico14timeslookforFenn’s Fenn says. 28 milesonabicycleinthesnowandalmostfroze aftergettingwet,” constantly stophim;they wanttoknowif anyonehas foundthe of pastramiwithapplesauerkraut onmarblerye(Fenn’sfavorite). sprinkled withgoldflakes,andaForrest Fennsandwich,consisting a blendoflightrum, sweetvermouth,and Amaretto diSaronno Fenn’s book.There’s also a “ThrilloftheChase”signature cocktail, accommodations, ascavengerhunt,andanautographed copyof guests a“ThrilloftheChase”package,whichincludes twonights’ other signsofitaround Santa Fe.TheInnandSpaatLoretto offers in thelocalnewspaperoronnews.Butthere are certainly century, andwiththegoldjewelsinside,itweighs42pounds.” the chestitself isquiterare; it’saRomanesquelockbox from the12th survive alongtime,andthatwouldbeinteresting andunusual. And several timestheirbullionvalue.Heincludedthingsthatwould the sizeofhen’seggs,weighingmore thanapoundeach,andworth most wonderfulthingsinthetreasure are enormousgoldnuggets one ofthefewtohaveseenchestbefore Fennhidit.“Someofthe author whosenovel doubters needonlyaskFenn’sfriendDouglasPreston, abestselling left questioningwhetherthewholethingisanelaboratehoax.But maybe alittlemystery,” Fennexplains. would dothis.“Iwantedtocreate someintrigueandadventure and number oflettersfrom peoplesimplywondering whyonearthhe located more than300mileswestofToledo. that theclueswere toodifficult, hetoldherthetreasure chestis rare exception—ofsorts.Whenonewomanemailedhimtocomplain what about‘waterhigh’?Doesitmeandeep,orhigherthannormal?” mark one’sway, ablazecanmeanflameorscaronrock. And can haveablazeonitsforehead, ablazecanbescrapedontree to ‘sepultured’? Whatdoestheword ‘blaze’inthepoemmean? A horse plain sight?Whatisthedifference between‘buried,’‘entombed,’and buried, somaybeweneedtodefinetheterms.Does‘hidden’meanin buried thechest,Isaidonlythathidit.Thatisnottosayit There’s somemisinformationoutthere. Forinstance,Ineversaid not believeanythingthatisinmypoemorotherwisebook. treasure isnot.”) When Fennhimself walks downthestreet these days, locals Surprisingly, there havebeenonlyafewitemsaboutthe treasure “That goldisoutthere—I helditwithmyownhands,”saysPreston, Finding Fenn’streasure hasproved sodifficult thatsomeare Plus, hesays,“Anyonewhodieswithover$50isafailure.” Beyond queriesfrom treasure seekers,Fennhasalsoreceived a Fenn generallyrefuses togiveadditionalclues,buthe’llmakethe “What seriousadventurers shouldremember,” Fennsays,“isto Still, thetreasure hunterskeepcoming.OneChicagocouple,for The Codex isbasedonFenn’sstory.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension 31 34 33 32 Research to Clarify Research RESEARCH 4. 3. 2. 1. the article? that detail. what In way the information does you of learned shed light an on aspect Marc Howard hailsFennasacross betweenWill Rogers treasure. Othersshakehishandandcallhimahero. Localjeweler 5. out intothefuture.” Twain. “He’sastory-weaver, andhascreated alegacythatwillreach where adventure sleeps,andtrailsbegin.” the placewhere thetreasure ishidden,buttheplaceintheirheart of folkswhogolookingforthattreasure,” hesays, “and discovernot turned intosomethingbigger, somethingmore meaningful. primarymotivation:Fenn’streasure hunthas the bootyisNeitzel’s his homeinWashington State,andplanstokeeplooking.Notthat for more thantwoyears.He’salready madefivetripsdownfrom it isfound,becausethemysterywillbegone.” and thatsuitshimfine.“IthinkI’llbealittledisappointedwhen than afewpeople”whohavesearched within500feetofthesite), there. Heassumesithasn’tbeenfound(thoughheknowsof“more into themountains,”hesays.“Ididnotexpectittogetsobigfast.” treasure chasewouldcausesomeexcitementandgetafewguysout

What cluesdoesFennprovide forthelocationoftreasure? What didFennputinhistreasure chest? How didForrest FennmakealivinginSantaFe?

and newspaper columnist during the 1920s the 1930s. during and columnist newspaper and Rogers Will Fenn ismodestaboutthewholething,though.“Iwashoping “Forrest Fennisthehiderofundiscovered dreams forthousands One cluefollower, DalNeitzel,hasbeenlookingforthetreasure He hasn’tgonebacktohishidingplaceseeif thetreasure isstill

Notebook

(1879–1935) famous American cowboy, vaudeville performer, movie actor, movie performer, (1879–1935) cowboy, vaudeville American famous

To confirmyourunderstanding,writeasummaryofthearticle.

Choose unfamiliar at one least Briefly research detail from the text.

❧ 5 andMark The Thrillofthe Chase NOTES

475 MAKING MEANING

TK Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

The Thrill of the Chase

Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities. GROUP DISCUSSION 1. Review and Clarify With your group, reread paragraphs 25–28 of Be an active listener. As the selection. What would you say to someone who claims that Fenn’s members of your group share key passages and treasure is nothing more than a hoax? Explain. explain their choices, give 2. Present and Discuss Work with your group to share other key passages them your full attention. from “The Thrill of the Chase.” Take turns presenting your choices. Ask questions, such as Discuss what you noticed in the text, what questions you asked, and what “Could you say more about conclusions you reached. that?” or “What sentence or paragraph in the text led you 3. Essential Question: What do our possessions reveal about us? What to that conclusion?” has this article taught you about materialism? Discuss with your group.

language development Concept Vocabulary

artifacts legacy marvel

 WORD NETWORK Why These Words? The three concept vocabulary words are related. With your group, determine what the words have in common. Write your Add words related to ideas, and add another word that fits the category. materialism from the text to your Word Network. Practice Notebook Write a sentence using each of the concept words. Use  Standards a thesaurus to replace each concept word with a synonym. Discuss with RI.9–10.5 Analyze in detail your group how your substitutions affect the meanings of your sentences. how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or lager portions of a text. Word Study L.9–10.4.b Identify and correctly Notebook Latin Root:-fac- In “The Thrill of the Chase,” use patterns of word changes Goldsmith discusses a home filled with thousands of artifacts. The word that indicate different meanings or parts of speech and continue artifacts is formed from the Latin root -fac- (sometimes spelled -fic-), to apply knowledge of Greek and

meaning “to make” or “to do.” All rights reserved. or its affiliates. Inc., Education, © Pearson Latin roots and affixes. Write the meanings of these words formed from the root -fac-: L.9–10.5 Demonstrate manufacture, artificial, edifice. Use a print or online dictionary to verify understanding of figurative your definitions. language, word relationships, and nuances in word meanings.

476 UNIT 4 • ALL THAT GLITTERS © Pearson Education, Inc., or its affiliates. All rights reserved. Literary Nonfiction:Feature Story Analyze CraftandStructure Feature storiestypicallyfollow thisorganizationalpattern: kinds ofjournalism. author’s ownanalysisofeventsandideas,incontrastwithmore impersonal may containdescriptionandimagery.Afeature storymayalsoincludethe with fictionandoftennotfoundinnewsstories.Forexample,afeature story depth. Thisformofnonfictioncontainselementsthatare closelyassociated in anextendedformatthatallowstheauthortoexplore ideasoreventsin and otherperiodicals.Afeature storytypicallycoversahigh-interest topic example ofa observations inthechart. paragraphs, andsectionstointroduce, develop, andrefine herideas.Capture your yourgroup, reviewWith thearticleto identify howtheauthorusesspecific sentences, Practice • • • • SE Conclusion: paragraphs 31–34 paragraphs Conclusion: Body: paragraphs 26–30 Body: paragraphs 18–25 Body: paragraphs 12–17 Body: paragraphs 6–11 Introduction: paragraphs 1–5 Chase” the of Thrill “The Title: readers withalastingimpression. Conclusion: other formattingtoclarify detailsandorient the reader. than shorter-form Thebody mayusesubheadingsor journalism. the writertoexplore andrefine informationwithmore complexity to tellwhathappenedanddevelopideas.Theextendedformatallows Body: main idea. Introduction: Title: C TION

The titlecaptures readers’ interest.

The middlesectionpresents facts,quotations,andexamples

O feature story F

A The story ends with a quotation or image that leaves The storyendswithaquotationorimagethatleaves R

TI The firstfewparagraphssetthesceneandidentify the C LE , a type of journalism thatappearsinmagazines , atypeofjournalism I D EA

“The ThrilloftheChase”isan ( S ) essential question: INT R O D U C E D / E V ELO Whatdoourpossessionsreveal aboutus? P E D /R E F INE to supportyouranswers. CITE TEXTUALEVIDENCE D The Thrillofthe Chase

477 478 or largerportionsofatext. particular sentences, paragraphs, are developedandrefinedby how anauthor’s ideasorclaims RI.9–10.5  Paragra

Standard

UNIT LANGUAGE DEVELOPMENT T he he 20 23 10

4 1 Analyze indetail T

hrill of the the of hrill 4 p

• h

ALL s

THAT • • Sentence Variety/ Sentence Long secondsentenceaddsdetailthrough explanation. Short sentencegrabsyourattention. C ha

GLITTERS s e motif ormelody,authorsclarify anddevelopideasclaimswith musical notes.Inthesamewaythatamusicianwillbuildandelaborateon effect ofthetextonreader. variety. Sentence Variety Author’s Style image, orotherwiseaffects thereader’s experienceofthetext. variety ineachparagraphenhancesmeaning,clarifies ideas,developsan by examiningtheparagraphslistedinchart.Explainhowsentence Work togetherwithyourgroup toanalyzesentencevarietyinthearticle Read It Write It paragraph. you wouldtaketofindForrest Fenn’s treasure. Usesentencevariety inyour • • • Notebook keep thereader interested andmakethetexteasiertounderstand. Varied sentencelengths directness. Short sentences examples. sentences are oftenuseful forexplaining,comparing,andproviding Long sentences E ffect on on ffect Usingsentencesofdifferent lengthsallowsanauthortovarythe

Work onyourowntowriteaparagraphexplainingthe steps R eader

A skilledwriteruseswords thewayamusicianuses addrhythm,substance,complexity,anddetail.Long adddramaandimpact.Theyprovide “punch”and giveatextrhythm,musicality,andpacethat sentence

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Speaking andListening 2. 1. With yourgroup, conducta With Assignment

a whole. members. Summarizeyour conclusion, andthenshare itwiththeclassas the strongest argument.Thismaydrawonpointsfrom several group clarify yourresponses. Work togethertoreach aconclusionthatidentifies discussing andanalyzingoneanother’s positions.Askquestions,and group membertopresent hisorherresponse andevidence.Take turns Debate theQuestion that youcouldusetoillustrateyourpoints.Collectideasinthechart. specific reasons foryourpositionaswellpassagesfrom Goldsmith’s article Then, workindependentlytodecideyourposition.Identify atleastthree Support aPosition SUPPORTING REASONS 3. 3. 2. 1.

Is itpointlesstospendtimelookingforatreasure thatmight According toFenn,“Anyone whodieswithmore than$50isa and treasure the hiding for motivation Fenn’s Forrest Is EFFECTIVE EXPRESSION that changetheirfeelingsabouttheexperience? treasure huntersfeelif theyfoundoutthere isnotreasure? Would As youchooseaposition,considerthefollowing:Howwould never befound? are theyfailures? who wanttoleavetheirmoneychildren oragoodcharity— As youchooseaposition,considerthefollowing:Whataboutpeople failure.” Doyouagree withthisstatement? he back it up his with actions? in goal hidingstated the treasure? credible? seem the goal Does Does aposition, you consider choose the following:As What is Fenn’s admirable? mystery the creating

As agroup, choosethequestionyouwilldiscuss.

Gather withyourgroup, andinviteeach debate SUPPORTING PASSAGES OR OTHER EVIDENCE OTHER PASSAGES OR SUPPORTING ononeofthefollowingquestions. and reasoningpresented. connections inlightoftheevidence and understandingmake new qualify orjustifytheirownviews disagreement, and, when warranted, points ofagreementand to diverseperspectives, summarize SL.9–10.1.d conclusions. clarify, verify, orchallengeideasand others intothediscussion;and larger ideas;activelyincorporate discussion tobroaderthemesor questions thatrelatethecurrent by posingandrespondingto SL.9–10.1.c well-reasoned exchangeofideas. to stimulateathoughtful, other researchonthetopicorissue referring toevidencefromtextsand explicitly draw onthatpreparation by researched materialunderstudy; prepared, havingreadand SL.9–10.1.a  The Thrillofthe Chase  what you learned fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa “The ThrilloftheChase.”

tandards EVIDENCE LOG EVIDENCE

Propel conversations Come todiscussions Respond thoughtfully

479 480 and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogically such findings, andsupportingevidence SL.9–10.4  • • • • • • •

THE from THE MONEY THE AVARICE IN UGLINESS SEARCHING IN STANDARDS

UNIT 4•AllTh LA PERFORMANCE TASK: LISTENING AND SPEAKING FOCUS

THRILL GOLDEN GOOD KING

RINCONADA,

SOURCES Present information,

MIDAS

OF LIFE

FOR

TOUCH

THE

BEAUTY

CHASE PERU, at

Gl itt ers relationship betweenmaterialpossessionsandaperson’s stateofmind. created bymaterialpossessions.Then,writeathesisstatementaboutthe list yourideas.Foreachselection,identify theemotionalandphysicaleffects individuals, families,andnationsinthetextsyouhaveread. Usethechartto material possessionsaffect thecomfortlevel or anxietylevelofthe Deliver Analyze theTexts YourPlan With Group Gather EvidenceandMediaExamples group membertomakesuggestions. Consider photographs,illustrations, music,graphs,andvideos.Alloweach search forimagesandmediayoucanusetoillustrate each example. specific examplesthatsupportyourgroup’s thesis.Then,brainstormand Relationship The from The Money The Avarice Ugliness Searching In TITLE Assignment sources tosupportyourideas. material possessions.Incorporatemediaandinformationfrom outside remember toconsiderthe positive andnegativeaspectsofthehuntfor As youreview thearticles, poems, andshortstoryyouhaveread, refine a material possessionsinsomeform.Work withyourgroup todevelopand You haveread aboutindividuals,families,andsocietieswhopursue

Golden Good Thrill

King Rinconada, sense of comfort and a sense of anxiety? of asense and comfort of sense a both create possessions material ways can what In multimedia presentation

Midas for Life

Touch the between

Beauty

Chase Peru,

Multimedia With yourgroup, discussthevariouswaysinwhich With

possessions

EFFECTS

and thataddresses thisquestion:

emotional OF

MATERIAL

Scan theselectionstorecord

Presentation

state:

POSSESSIONS

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. instructions here toguideyourrevision. of yourgroup’s firstrun-through. Then,useyourevaluationandthe Practice WithYour Group Your With Rehearse Group Organize Your Ideas have reached adecision,assign roles foreachpartofthepresentation. and choosethestrongest examples toincludeinyourpresentation. Onceyou media tobestsupportyourgroup’s mainideas. connections amongideasinapresentation. Choosememorableandrelevant effectively inyourpresentation. Rememberthatvisualshelptheaudiencedraw how welltheymeetthechecklist requirements. account eachofthechecklist items.Asyouwatchothergroups, evaluate When youpresent asagroup, besure that eachmemberhastakeninto EvaluatePresent and Brush UponYour Presentation Techniques Improve Your UseofMedia Fine-Tune theContent your ideasthrough yourposture, bearing,andfacialexpression. ensure yourkeypointsare cleartolisteners. main ideas.You mayneedtoaddmore informationfrom yoursources to whether youhaveincludedsufficient details and examplestosupportyour CONTENT • • • Make eyecontactwithallyourlisteners,notjustoneor twopeople. Use appropriate gestures tosupportwhatyouare saying. and tokeepyouraudienceengaged. Vary thevolume,tone,andpacingofyourvoicetoemphasizekeypoints

coherently. information conveys presentation The Learning. Small-Group in texts the from evidence with supported are ideas Main thesis. aclear presents presentation The

Review yournotesandmediachoicesasagroup,

To makeyourpresentation stronger, consider USE OFMEDIA

Use thischecklisttoevaluatetheeffectiveness

Equipment the presentation. evenly throughout Media are used ideas. communicate key media The the thesis. The media support functions properly.functions Make sure thatyouhaveusedmedia ESSENTIAL QUESTION

Demonstrate confidencein TECHNIQUES PRESENTATION Performance Task: DeliveraMultimediaPresentation

and gestures and gestures voice uses speaker The smooth. aresegments mediabetween Transitions audible. andvisible are Media effectively. : Whatdoourpossessionsreveal aboutus? interest. reasoning, and evidenceandtoadd enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 points. conclusion thatsummarizesthemain specific vocabulary, andprovidesa sources coherently, usesdomain from primaryandsecondary of athesis, conveysinformation that: presentsevidenceinsupport informative/explanatory presentation SL.9–10.4.a 

STANDARDS

Make strategic useof

Plan anddeliveran

481 482 Take notes learned have you what Practice aschedule Create STRATEGY

UNIT 4•AllTh OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: interesting andappealingto you? one if thistextdoesn’tmeet yourneeds. your to own each category. you take can actions to practicethem during Independent Learning. Add ideas of to rely to yourself on learn and work your on strategies own. these Review and the Throughout your life, in school, in your community, and in your career, you will need Learning StrategiesIndependent Look Inside Look Ahead Look Back classmates. To follow steps. atext, these choose relatedadditional to selection the topic. You’ll then share what you learn with you will this completeIn section, your of study materialism by an exploring reveal about us? What do our possessions QUESTION: ESSENTIAL you wanttoknowaboutthetopicofmaterialism? at

Think abouttheselectionsyouhavealready studied.Whatmore do

Take afewminutestoscanthetextyouchose.Choosedifferent Preview thetextsbyreading thedescriptions.Whichoneseemsmore • • • • • • • • • • ACTION PLAN itt Consider the quality andreliability quality Consider the source. ofthe topic. the After youread, evidencetohelpyouunderstand usefulnessofthe evaluatethe Use first-read andclose-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. ers MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. Visual Capitalist Visual ofGold Gold Series:The AHistory MEDIA: INFORMATIONAL GRAPHIC PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED memories? on aprice put you Can Salter Rodriguez Rosa to Cash Heirlooms’ from Value Sentiment Shifts ARTICLE NEWS you. may surprise answers The as individuals. ourselves define we how asks expert marketing and A scholar W.Russell Belk Myself Possessions, My ARTICLE MAGAZINE to buy happiness. possible be might just it that suggests atwist with A story by G.W.translated Sargent Saikaku,Ihara Never the Orders Doctor A Dose ofWhat SHORT STORY tangible? toy, new less want—that really something or kids do What Norton Amy Materialism to MayAds Kids Unhappy Embrace Spur ARTICLE NEWS precious? so metal precious makes this What Review Evidence for Informative an Text synthesizing the information youhaverecorded. information the synthesizing and whatyouhave learned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR

Overview: Independent Learning CONTENTS

483 484 Anchor ReadingStandard 10 

STANDARD about theunittopicasyoufirstread thistext. NOTICE

knowledge andtheselectionsyouhaveread. CONNECT UNIT 4•AllTh Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT new information or ideas you learn new informationorideasyoulearn ideas withintheselectiontoother at Gl

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. itt ers passages youwanttorevisit. the selection. ANNOTATE RESPOND by writingabriefsummaryof by markingvocabularyandkey Model Annotation First-Read Guideand

Tool Kit

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Selection Title: Selection Use thispagetorecordyourclose-readideas. Guide Close-Read Anchor ReadingStandard 10 

Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude? questions and your firstread. Readthesesectionsclosely Revisit sectionsofthetextyoumarkedduring Close Read the Text STANDARD annotate aboutthetext.Whatcanyou Write downyourideas. whatyounotice.Askyourself

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ESSENTIAL QUESTION: Analyze the Text about whatthischoiceconveys. the text.Selectoneandrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Whatdoourpossessionsreveal aboutus? Overview: Independent Learning Model Annotation Close-Read Guideand

Tool Kit

485 Informational Graphic The Gold Series: The History of Gold Jeff Desjardins

About the Author SCAN FOR Jeff Desjardins is a founder and editor of Visual MULTIMEDIA Capitalist, a media website that creates and curates visual content on investing and business. Visual Capitalist was founded in 2011 under the belief that art, data, and storytelling can be combined to make complex issues easier to understand.

BACKGROUND Today, tiny particles of gold are used in medical diagnostic technology to help doctors fight deadly diseases such as HIV, AIDS, and malaria. This is just one example of the versatility of gold. “The Gold Series: The History of Gold” is the first in a series about the history and physical properties of this precious metal.

IL1 UNIT 4 Independent Learning • The Gold Series: The History of Gold © Pearson Education, Inc., or its affiliates. All rights reserved. UNIT 4 Independent Learning •TheGoldSeries: TheHistoryofGold UNIT 4Independent Learning NOTES

IL2 IL3 NOTES

UNIT 4 Independent Learning •TheGoldSeries: TheHistoryofGold UNIT 4Independent Learning

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. NOTES UNIT 4 Independent Learning •TheGoldSeries: TheHistoryofGold UNIT 4Independent Learning

IL4 IL5

NOTES UNIT 4 Independent Learning •TheGoldSeries: TheHistoryofGold UNIT 4Independent Learning

IL6 IL7 NOTES

UNIT 4 Independent Learning •TheGoldSeries: TheHistoryofGold UNIT 4Independent Learning

Ads May Spur Unhappy Kids to Embrace Materialism

Amy Norton

About the Author Amy Norton has been a journalist in the medical field since 1999. She has SCAN FOR worked as both a staff writer and an editor for Physician’s Weekly, Medical MULTIMEDIA Tribune, and Reuters Health. Norton has also written articles on health and medicine for MSNBC, Prevention, The Atlantic, and the online publication HealthDay. Many of her articles focus on children’s health issues.

BACKGROUND Materialism is the tendency to consider possessions and physical comfort more important than spiritual values. According to a 2010 study, the popular notion that greater income leads to greater happiness is true only to an extent. High earners do not necessarily feel happier. And yet, we continue to live in a society dominated by materialism and greatly influenced by advertising.

1 nhappy kids who watch a lot of TV ads may come to believe U that material1 possessions are the key to feeling better, new NOTES research hints. 2 A number of studies in adults have suggested that unhappiness and materialism can create a vicious circle: People who are dissatisfied with their lives may think material possessions will make them happy; and when that fails, they become even more discontent. 3 Since we’re living in a material world, there is concern about what that mindset could mean for kids’ life satisfaction. 4 In the new study, researchers found that, unlike adults, materialistic 8-to 11-year-olds did not become less happy © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson over time.

1. material adj. physical.

UNIT 4 Independent Learning • Ads May Spur Unhappy Kids to Embrace Materialism IL8 IL9 NOTES

UNIT 4 Independent Learning •AdsMaySpur UnhappyKidstoEmbraceMaterialism UNIT 4Independent Learning 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 same istrue oflife dissatisfaction,shesaid. just onefactorthatcouldaffect achild’slevelofmaterialism.The members andpeersare more likelytobeadoptedbythechild.” plays animportantrole,” Opree said.“Values heldbyfamily win outoverTVadswhenitcomestokids’materialism. counteract advertising’sinfluence.” according toOpree’s team. happiness—like “love,friendship,andplay”—might alsohelp, can makelife better. Encouragingkidstoseeother sources of a criticaleye,andtobeskepticalofimagesthatimply aproduct toward materialism? by materialpossessions—butonlyif theywatchedalotofTV. cannot prove thatTVisthevillain. links amongunhappiness,TV, andmaterialism,thoughthey Amsterdam intheNetherlands,saidanemail. leader SuzannaJ.Opree, aresearch associateattheUniversityof children thatpossessionsare awaytoincrease happiness,”study help kidsadoptahealthyskepticismtoward consumer 2. relationships andwiththemselves. satisfaction—how happytheywere athome,school,intheir apart. Onbothoccasionsthekidsanswered questionsaboutlife of eightand11, whotookanonlinesurveytwotimes,oneyear 3. bring happinessorwinthemfriends. life, andthedegree towhichtheythoughtthosethingscould became lesshappybythesecondsurvey. they regularly watchedTV showspopularwiththepreteen crowd. tended tobecomemore materialistic overthenextyear—butonlyif proxy limitations; theresearchers usedkids’TVshowviewingasa

proxy consumer And inthebigpicture, according toOpree, TVadswouldbe And whyshouldparents worryaboutkeepingkidsoff thepath “Children’s socialenvironment—that is,familyandpeers— No studieshavebeendonetoshowwhetherparents’ values But, Opree said,“whatwedoknowisthatparents can Parents canhelp,shenoted,byteachingkidstoviewadswith On theotherhand,unhappykidsdidbecomemore consumed The findings,whichappearinthejournalPediatrics,pointto The results dosuggest,however, thattheadsmight“teach To helpguard againstthatpossibility, shesuggestedthatparents The findingsare basedon466Dutchchildren between theages They alsoratedtheimportanceofmaterialpossessionsintheir Overall, Opree’s teamfound noevidencethatmaterialistickids However, kidswhowere relatively unhappyinthefirstsurvey The studypointsonlytogeneralpatterns. And there are 3 fortheirexposure toads, forexample.

substitute that can act the same as the original. the as same the act can that substitute n. see) (PROK

adj . related to products available for purchase. for available to products . related 2 ads.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 23 22 21 20 term outlook,shesaid. lead tounhappiness,Opree noted.Butthatwasonlytheshort- and computersoutoftheirkids’bedrooms. computers—each day. Thegroup alsoadvisesparents tokeepTVs satisfaction laterinlife,” Opree said. very likelythatchildren’s materialismwillleadtodecreased life help thembecomesavvyaboutadvertisingingeneral. already recommend thatparents limitchildren’s TVviewingand more thantwohoursofnon It’s true thatinthisstudy, kids’materialismdidnotseemto “Previous studiesconductedamongadultssuggestthatitis Whether ornotTVadsdoaffect somekids’materialism,experts The American Academy ofPediatricssuggeststhatkidsgetno UNIT 4 Independent Learning •AdsMaySpur UnhappyKidstoEmbraceMaterialism UNIT 4Independent Learning educational “screen time”—TVand

❧ NOTES

IL10 Short Story

A Dose of What the Doctor Never Orders

Ihara Saikaku translated by G. W. Sargent

About the Author SCAN FOR Ihara Saikaku (1642–1693) was a Japanese poet and novelist who wrote MULTIMEDIA during the revival of Japanese literature in the seventeenth century. Saikaku first became famous for his formidable ability to write tens of thousands of lines of poetry in just one day. However, he is best known for his novels, which detail the romantic adventures of members of the wealthy Japanese merchant class.

BACKGROUND The Ishinhō (982), the oldest surviving Japanese medical work, is based on older Chinese medical works and categorizes diseases and their treatments by the affected organs or parts. The Keitekishū, published in 1574, classifies diseases and symptoms into 51 groups, including ones related to old age. This selection copies the form of Japanese medical literature to tell a story.

1 or each of the four hundred and four bodily ailments NOTES F celebrated physicians have produced infallible remedies, but the malady which brings the greatest distress to mankind—to even the wisest and cleverest of us—is the plague of poverty. 2 “Is there a treatment to cure this?” a poor man asked a gentleman of great wealth. 3 “My dear fellow,” the rich man replied, “if you have lived till now without knowing such things, you have wasted precious years. In matters of health the best time to take preventive measures is before you reach the wrong side of forty, and you have left this consultation until rather late. However, I observe certain factors which may yet pull you through−your custom of All rights reserved. or its affiliates. Inc., Education, © Pearson wearing deerskin socks, for example, and bamboo clogs with thick leather soles. If that indicates your approach to life, we may even make a moderately rich man out of you. I have, it so happens, an

IL11 UNIT 4 Independent Learning • A Dose of What the Doctor Never Orders © Pearson Education, Inc., or its affiliates. All rights reserved. 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 16. excellent nostrum 1. 5. 2. 4. 3. you theprescription: 2. 1. from certainnoxiousthings: millionaire. However, duringtreatment itisimperativetoabstain twice daily—andthere isnoreason whyyoushould notbecomea proportions correct, mixcarefully, swallowandinwardly digest 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 15. 14. 13.

Kabuki Sumō Saké palanquins nostrum small porcelain cups. porcelain small bearers. six or

“Grind theingredients thoroughly, usecommonsensetogetthe

thousand monme. Borrowing moneyatamonthlyrateofmore thaneightinthe daywear. Expensive foods,expensivewomen,silkensuitsforday-to- Saké projects. Lawsuits overreclaimed land, andmeddlinginnewmining Getting involvedinothers’troubles, andstandingsurety. Temple-going, andpreoccupation withthenextworld. Classes fortownsmeninsword-drawing anddueling. backgammon. Evenings outwithfriends,gamblingparties,playingGoor the day. Flower-viewing, boatingexcursions, bathsinthemiddleof rooms onteaprinciples. A crazefortheteaceremony, andforremodeling thebest gatherings. Kickball, miniature archery, perfumeappreciation, andpoetry A professor ofpercussion forthesonsofhouse. poem-cards foreligibledaughters. fancy sword-accessories. Carving knick-knacksduringbusinesshours,and collecting Familiarity withKabuki to templefunds. rvt palanquins Private akn Sumō Backing journeys toKyōto.

(SAH kay) Japanese drink made from fermented rice and traditionally drunk warm in in warm drunk traditionally and rice fermented from made drink kay) Japanese (SAH (SOO moh) Japanese form of heavyweight wrestling. heavyweight of form Japanese moh) (SOO The familytrade Early rising Sound health Economy Work afterhours

form of traditional Japanese drama. Japanese traditional of form

3 withsupper, excessivepipe-smoking,unnecessary n.

ineffective medicine prepared by an unqualified person. unqualified an by prepared medicine ineffective n. covered vehicles for one passenger, carried on two horizontal poles by four four by poles horizontal two on carried passenger, one for vehicles covered

1 4 called‘TheMillionaire Pill,’andIshallgive contestsforcharity, andgivingtoogenerously

2 forwives;privatelessonsinmusicor

UNIT 4 Independent Learning •ADoseofWhat theDoctorNeverOrdersUNIT 4Independent Learning 5 actors,andwithbrothel quarters. 7 parts 7 parts 10 parts 20 parts 5 parts NOTES

IL12 IL13 NOTES

UNIT 4 Independent Learning •ADoseofWhat theDoctorNeverOrdersUNIT 4Independent Learning 30 29 28 27 26 walked withhandsinpocketsandshouldershunched. Heneeded cuff. Somebrandishedtwo-yard measures aswalkingsticks.Most collar, waistbandstiedoutside theircoats,sleevesfrayedatthe is fatal—buttheveryideaofthemmustneverenteryourhead.” arsenic. Ineedhardly say, ofcourse,thattotasteanyonethem till night. wealthy person’sadvice,andtoworkunremittingly from morn every word asadrop ofpure gold.Heresolved tofollowthis promise ofpoverty—andthemanlistenedenraptured, accepting 10. festival inKyōto,noratOsaka’s bridge wasamountainwhichmoved,andnocrowds attheGion the placewhere alltheprovinces ofJapanrubbed shoulders.The over ears,headscomicallydisheveled,kimonos thatchers, chatteringloudlyanddiscordantly, side-locksfalling hundred strong—came aprocession ofcarpentersandroof- walking intheirseparategroups—now twohundred, nowthree lightly spent. to appreciate thetrue valueofthecoin:itwasnotathingtobe he couldnotdetectasinglezeni.Reflectingonthis, came dropped anythingofvalue, and,screw hiseyesthoughhemight, at leastonehorseman,priest,andhalberdier. Butnoone the bridgeitself, atanymoment ofthedayhemighthavecounted twenty-four yards from sidetoside,wasalready toonarrow. On grew. Buteventhisgreat road ofTōri-chō, recently widenedto age afterthepowerofitslord andthebreadth ofitshighways tightly packed.Dayafterdaybrought newprosperity toEdoand early dawn,atthesouthernendofNihon this inmind,seekinginspiration,hestoodforonewhole day, from some lineofbusinesswhichwasalittleouttheordinary. With be stiff inwhatevertradehechose.Hewoulddowell toselect nothing, Iwonder?” seedless soil.Canthere be nowayofmakingsomethingout money. I’veneverheard ofakobannor evenazenisprouting from a wrestling instructor oramidwife—there’s nohopeofmaking “But if youstartwithempty handsthesedays—unlessyou’re back from theday’swork atthevariousdaimyō 6. 8. 9. 7. Japan.

“All thesethingsare more deadlythanblister-fly drugs or He bent close to his questioner’s ear—alittleear,He bentclosetohisquestioner’s fullofthe But thiswasEdo, “The onlywayistotrymyluckatatrade,”hetoldhimself. He wasstilllookingabouthimandrackinghisbrainswhen, kimonos daimyō Osaka Nihon Edo originally worn as a formal Japanese garment. Japanese aformal as worn originally

former name of Tokyo, of name Japan. former

(nee HOHN) Japanese name for Japan, along with Nippon (nee POHN). (nee Nippon with along Japan, for name Japanese HOHN) (nee (OH sah kah) port and commercial city in central Japan, on the island of Honshu. of island the on Japan, central in city commercial and kah) port sah (OH (DY myoh) land owner who served the shogun, or military ruler, in medieval ruler, medieval in military or shogun, the served who (DY owner myoh) land

(kih MOH nohz) long, loose robes with wide sleeves and tied with a sash, asash, with tied and sleeves wide with robes loose long, nohz) MOH (kih 6 unfortunately, where thecompetitionwould 8 Tenma carnival,were evermore 7 bridge.Truly, thiswas 10 9 mansions, dirtyatthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 32 31 his youngerdays. thousand ryō. All thiswastheresult oftakingmillionaire pillsin merchants dream about.Inamere fortyyearshemadeahundred timber yard withtallships’ masts,andsoldthemallatprices fortune’s sailssetsquare to thewindsoftrade—hestockedhis or Fushimiya.Next—hisambitionboundlessastheocean,his land nolessextensivethantheholdingsofKawamura,Kashiwagi, employed more thanthirty clerksalone,andheboughtupforest bought alarge mansionin Timber Merchants’ block,where he Later, whenthescrapsinwhichhedealthadgrown totrees, he Chopstick Jinbei,andgraduallyacquired aconsiderablefortune. Setomono-chō. HebecamefamousalongKamakurabankas then soldthemwholesaletothegrocers’ stores inSuda-chō and do anythingelsehecarvedthewoodscrapsintochopsticks,and never lessthanfivefullloads.Ondayswhenitwastoowetto and pickedupwhatevertheyleftintheirwake.Hiscatchwas nightfall, hekeptalook-outforthehomeward-bound carpenters at hisveryfeet,andeverydaythereafter, waitingimpatientlyfor to thinkthathehadoverlookedtillnowopportunities whichlay and madeaclearprofit oftwohundred andfifty zeni.Itirkedhim one loadacross hisshoulders.Hesoldthepiecesjustastheywere, and inthatdistancecollectedasmuchhecouldsafelycarry along from theSuruga-chō crossroads toSujikaibridgeinKanda, him andpickingupthedropped piecesonebyone,hefollowed even workmenare asliberaldaimyō.Keepinghiseyesabout must indeedbethecastle-townofcastle-towns,hethought,where scraps ofcypress were dropped andwasted,noonebothered. It apprentice boystocarryshavingsandwood-ends,butif precious no signboard totellhimtheiremployment.Behindthemtheyhad everything possible. he hadlearntalltheserefinements isnotclear—butmoneymakes flower arrangementsintheimpressionist manner. Exactlywhen as soontheearlydaffodils were inbloomhesetouttasteful firsttea-jars,and gatherings tomarktheopeningofwinter’s with groups offriends.Whilesnowfelloutsideheheldsocial theaters inKobiki-chō,andtheeveningsheplayed Goathome worship attheNishiHonganjitempleinTsukiji hedropped inat delicacies ofShiba.Onhiswaybackfrom regular morning Hida homespunsilk,andevencultivatedatasteforthemarine for thefirsttimeinhislife hechangedintoacompleteoutfitof that alittlerelaxation ofthe treatment woulddonoharm,and beginning andtheend,whoremain close-fistedalltheirlives; Now thathewaswellpasthisseventiethyearjudged There are peoplewhodrawnodistinctionbetweenthe UNIT 4 Independent Learning •ADoseofWhat theDoctorNeverOrdersUNIT 4Independent Learning NOTES

IL14 IL15 NOTES

UNIT 4 Independent Learning •ADoseofWhat theDoctorNeverOrdersUNIT 4Independent Learning 33 Nirvana, die, inaspiritualstateconducivetotheimmediateattainmentof men, cravingnofurtherearthlyhonors,hediedasasaintmight names fortheirnewbornchildren. At last,wearyoftheways begged himtocutthemluckybamboorice-levelsandchoose When hereached eighty-eightallwhoknewofhisgoodfortune his decliningdays,andwiththishethoroughly enjoyedhimself. and dustonMusashiplain,hadwiselysetasideaportionfor his bodywasneverthelessdestinedtobesmokeaboveHashiba thought thathemightfare noworseinthenextworldthanthis. essential tohaveitonearth. age. Itisimpossibletotakeyourmoneyheaven,andit but Jinbei,whoknewthatevenif hesavedaFuji-yama 11. 12.

The goldenrule formenistosaveinyouthandspendold Nirvana Fuji-yama the Japanese. by sacred as regarded is mountain, Japan’s of highest part volcano, The Japan. in Honshu 12

ideal state of bliss attainable after death in most forms of Buddhism. of forms most in death after attainable bliss of state ideal andpeoplefeltallthemore admirationandenvyatthe

(foo jee YAH muh) Mount Fuji; dormant, or inactive, volcano on the island of of island the on volcano inactive, or YAH jee Fuji;(foo dormant, muh) Mount

❧ 11 ofsilver

Russell W. Belk

About the Author Russell W. Belk is an authority in the field of consumer SCAN FOR research. His work focuses on how people relate to MULTIMEDIA each other through possessions. Belk received a B.S. and a Ph.D. from the University of Minnesota. He has taught marketing at University of Exeter in England and York University in Canada.

BACKGROUND People’s sense of identity is shaped in part by their material possessions. Gifts, heirlooms, memories, other people, and pets are also extensions of the self and are the connections between what we have, what we do, and who we are.

1 urglary victims often say that they feel they have been B personally polluted. . . . Since they never had any personal NOTES contact with the burglar, what has been violated is the sense of self that exists in their jewelry, clothing, photographs, and other personal possessions. 2 The feeling of violation goes even deeper since the burglar has also wounded the family’s sense of identity by penetrating its protective skin, the family home. Clearly, the sense of self is not only individual. Heirlooms, for example, can represent and extend a family’s sense of identity, while public buildings, monuments, and parks help us develop regional and national identities. Although we Americans think of ourselves as highly

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson individualistic, aggregate1 identity is important to us, as the willingness to preserve and restore symbols such as the Statue of Liberty shows.

1. aggregate (AG ruh giht) adj. gathered together into a whole; taken as one.

UNIT 4 Independent Learning • My Possessions, Myself IL16 IL17 NOTES

UNIT 4 Independent Learning •MyPossessions, MyselfUNIT 4Independent Learning 9 8 7 6 5 4 3 considered possessionsaspartoftheperson,evenafterdeath. are foundinprehistoric burialsitesisevidencethat wehavelong possessions. Thefactthatjewelry, weapons,anddomesticutensils occupations andskills—andwhatwehave—ouruniquesetof our self-concept. Butnextinimportanceare whatwe do—our thoughts andourbodiesare normallythemostcentralpartof owners isthoughttoremain inthethingsthattouchedtheirlives. garments wornclosetothebody. Ineachcaseasenseoftheprior up forbidandthedifficulty secondhandstores haveinselling. emphasis auctioneersplaceontheprevious ownershipofobjects of saintsandprophets, theintensityofautographhounds, in examplesasdiversethereverence religions paytorelics parts varywidelyintheirimportancetous. than merely “mine.”Butseveral studieshaveshownthatbody integrated intoouridentitiesthatwethinkofthemas“me”rather periods, personsandpets.Bodypartsare normallysowell sense ofself: bodyandparts,objects,placestime and particularpeopleorpets. your wallet;placesandtimessuchasafavoritecityortimeoflife; such asafavoritedessertorthecontents(otherthanmoney)of categories: bodypartssuchaskidneys,hearts,andknees;objects group ofcards, eachofwhichlistedasingleiteminonethefour was tothesenseofidentity… scores foreachcard. Thisgaveusaratingofhowcentraleachitem gave eachpilea“self” score (1,2,3,4)andcalculatedaverage two pilesrepresenting alittleorlotofself ornonself. We then considered self andnonself. Theythensortedeachoftheseinto particularly importanttotheidentitiesofmen. skin thatembellishestheself wepresent toothers. Automobiles were dwellings, automobiles,andfavoriteclothes—eachakindofsecond self. Notsurprisingly, themostimportant materialpossessionswere for whichageisavirtue, whilenewcarsrun andlook better. parts oftheself. Itmaybethathousesare lookedonasheirlooms, older housesandnewercarswere considered more important similarities stoppedwhenitcametothepossession’s age.Here, case ofhouses;washing,waxingandoilchanging forthecars.The the bettercare theygot—dusting,painting,andremodeling inthe were tosomeone’ssenseofself; andthemore importanttheywere, acquired andthebettertheircondition,more importantthey What wepossessis,inaveryreal way, partofourselves.Our We findthesameidentification ofpeoplewithpossessions We generallyincludefourtypesofpossessionsinourpersonal Recently, doctoralstudentMark Austin andIgave 248adultsa We askedpeopletoputthe96cards intwopiles,thingsthey Objects were somewhatless centralthanbodypartstothesenseof For bothhousesandcars,themore recently theyhadbeen

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 15 14 13 12 11 10 power to spend (credit cards) and travel (driver’s license). power tospend(credit cards) andtravel(driver’s age, sex,andorganizational memberships,aswellpersonal important becausetheyindicatedcentralcharacteristics suchas they canorcoulddo,whilethecontentsofwalletspurseswere work isbased.Forotherpeople,sportinggoodsrepresent what perhaps becausetheyrepresent theknowledgeonwhichtheir were especiallylikelytocitebooksasfavoritepossessions, attachments tothebodyandhome.We foundthatacademics rooms, artwork,jewelry, andclothing—allmeaningful generations. self, providing asenseofthepastandcontinuity withprior personal effort. Forothers,heirloomswere vitalparts offamily selves—possessions thathadbeenacquired through considerable farther away. their senseofself, whileyounger onesgenerallynamedplaces likely tonamenearbycities,states,andcountriesasimportant or otherwise,ofthisperiod.We foundthatolderpeoplewere most important timeoflife. They tendedtocherishmemories,accurate our study, andothersweinterviewed,childhoodwasanespecially is thelesstangibleoneoftimeandplace.To mostofthepeoplein a sedentaryformofplaceacquisition. An Amish places theyvisitasare ofobjectstheycollect.We evenfound 2. people mentiontheplacestheyhavevisitedpersonally. to us,hereeled off alistoftheirstatesandcountriesmuchasother hometowns ofpeoplewhovisitedhiscommunity. Whilespeaking religion forbidshimtodrive amotorizedvehiclecollected the continuum, unrelated tothesenseofidentity. television were usuallyattheoppositeendof“selfness” Prominent politicalfigures andfavoritestarsofmovies spouses, siblings,children, andfavoritefriendofthesamesex. themselves. Themostimportantpeoplewere generallyparents, possessions—people andpets—thatindividualsusedtodefine immediate families. strongly withtheirpets,somefeltclosertothemthan birds, andvariousotheranimals.Whilenotallownersidentified series ofinterviewswithpeoplewhoowneddogs, cats,ferrets, of thefamily(andtherefore ofthemselves)wassupportedbya

Amish conveniences. Other objectsimportanttoasenseofself includedfavorite For some,collectionswere asignificant partoftheir extended The third categoryofpossessionsimportanttotheextendedself Our interviewsshowedthatpeoplecanbeasacquisitiveof There were fewsurprisesinthefinalmajorcategoryof The commonideathatsomepeopleconsidertheir petspart

belonging to a Christian group whose members favor plain lives free of modern modern of free lives plain favor members whose group to aChristian belonging UNIT 4 Independent Learning •MyPossessions, MyselfUNIT 4Independent Learning 2 manwhose NOTES

IL18 IL19 NOTES

UNIT 4 Independent Learning •MyPossessions, MyselfUNIT 4Independent Learning 17 16 growth ofbothindividualandaggregate sensesof self. esteem, andlearningtoshare possessionsmaybeimportantinthe literally, alossofself. Possessionsalsohelpchildren developself- traumatic. Whatpeoplefeelinthesecircumstances is,quite or thatoccurswhenelderlypeopleare putininstitutionsisoften shown thatthelossofpossessionsfollowsnaturaldisasters that possessionsprovide asenseofthepast.Manystudieshave and disadvantagesseemevident. Among theadvantagesis undesirable? There isnosimpleanswer, butcertainadvantages Erich Fromm living vicariously, insteadofdevelopingourownpotential. As identifying toostrongly withaspouseorchild,wemayendup our self canleadtojealousyandexcessivepossessiveness.Orby love from peopletothings.Regarding otherpeople aspartsof much oftheself incollectionsandotherpossessionsmaydisplace and result inlessdevotiontofamilyandfriends.Investingtoo can reflect anunhealthydrivetodominateandpossesspower have undesirableconsequences.Too muchattachmenttopets 3. have andif whatIhaveis lost,whothenamI?”

Erich Fromm Erich psychology and society. Is thefactthatweare whatwepossessdesirableor Incorporating possessionsdeeplyintothesenseofself canalso

(1900–1980) philosopher who studied the connections between between connections the studied who philosopher (1900–1980) 3 askedinhisbookTo HaveorTo Be,“IfIamwhat

❧

Heirlooms’ Value Shifts from Sentiment to Cash

Rosa Salter Rodriguez

About the Author Rosa Salter Rodriguez is a reporter and feature writer SCAN FOR for The Journal Gazette, based in Fort Wayne, Indiana. MULTIMEDIA Rodriguez’s journalism career spans more than three decades, and her writing focuses on religion, profiles, and real estate trends.

BACKGROUND An heirloom is an object, such as a piece of furniture or jewelry, that has been passed down within a single family for multiple generations. Traditionally, these heirlooms accrue great emotional and sentimental value to the families that own them over time.

1 untington, Ind. – A few weeks ago, Jean Allen found herself NOTES H revisiting a stately Victorian-style home in Huntington to wait while someone picked up an antique grand piano. 2 The piano was a Chickering, a quality name, from the early part of the last century and in relatively good shape, Allen says. A generation ago, such an item might have been jealously passed down among members of a family. 3 But not anymore. Folks just aren’t holding on to family heirlooms the way they used to, Allen says. 4 “It was beautiful, and I sold it for a pittance,”1 says Allen, owner of JS Allen Estate Sales, a company that helps people clean out houses and liquidate their contents.

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 5 “Children don’t know what to do with all this stuff, and don’t have room for it, and just get to the point that they throw their hands up and say, ‘This has got to go,’” she said.

1. pittance (PIHT uhns) n. small amount of money.

UNIT 4 Independent Learning • Heirlooms’ Value Shifts from Sentiment to Cash IL20 IL21 NOTES

UNIT 4 Independent Learning •Heirlooms’ValueUNIT 4Independent Learning Shifts from Sentimentto Cash 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 family heirlooms. noticed. Theypointtoavarietyofreasons peopleare ditching whom todividepossessions,theysay. A plethora 2. makes thingsobsoletemore quickly. items suchasfurniture ishigh,andrapidlychangingtechnology boomers are downsizing.Thecostofmovingorstoringbulky rooms, sonoteveryonecanusethefurniture, Allen says. with Grandma’sfinechina?Somehomesdon’tevenhavedining they won’tgointotoday’smicrowave ordishwasher. and dinnerware doesn’tmean asmuch. sports, it’spaperplatesandplasticforkseatingout.Thechina Auctioneers, “With menandwomenworkingkidsplaying others, butmostofthemare turningthemintocash.” heirlooms go,”headds.“Somefamiliesare more sentimentalthan the samestuff peopledon’t wanttobuy. trend cutsbothways—the stuff thatpeoplewanttosellisoften for theirbusinesses,auctioneersandantiquesdealerssaythe collectible porcelain dolls are acaseinpoint. them today, sothey’re notworthasmuch atresale. and somecosthundreds of dollarsthen,shesays.Butfewwant they’re goingthrough adownmarketphase,too. just broke one.“Butwe’re notlookingtobuymore.” and peoplestillbuythem,if yougettherightbuyerorsomebody Precious Moments—we’vegothundreds ofthem.We carrythem, place theycouldgetthemwasthevillagegift shop,Ward says. items asbeingscarce astheyoncemighthavewhentheonly she’s foundindividualpieces sellbetter. Mostnew homestoday

plethora And asforthoseolddishes,if they’vegotgoldorsilvertrim, And, asforcollectibleplatesandfigurines—well,let’sjustsay Allen sayssheoftenhastodeliverbadpricingnews toclients. It’s atrend thatdealersinuseditemsandantiqueshave Families are smaller, withfewerbrothers andsistersamong Got adiningroom setwithagiantmatchinghutchstacked Even decoratingandlifestyle trends playarole. Besides, addsRonWiegmann, ownerofWiegmann “Nobody wantstowashdishesbyhand,”shesays. “The youngergeneration,Ithink,are kindoflettingthefamily While thetrend todispose ofitemsmightseemtomeanaboom Shirley Ward, whoworksin salesatStollers Antique Mall,says The dollswere popularas decoratoritemsinthe1980sand’90s, “Even Barbiesdon’tsellliketheyusedto.” “They’re nicedolls,butthere’s thousandsofthem,”shesays. “Cherished Teddies, andHummelsPretty asaPicture, With eBayand otherresale websites,people don’tseesuch For example,sheoftenwantstosplitupbedroom setsbecause

overabundance; excessive number. excessive uh) uhr overabundance; n. (PLEHTH 2 ofbaby

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 32 31 30 29 28 27 26 25 24 those bulkymatchingdressers, she’sfound. have walk-inclosetswithbuilt-instorage,sopeopledon’twant of abuyer. she notes,asingleitemdoesn’trequire asbiganoutlay onthepart everybody thinkstheirstuff isworthtentimesmore thanitis.” Threads. sentimental items,saysDebraMcClintock,insaleswithKeepsake repurposes themintoitemsfordisplay, décor, orotherreuse. McClintock says. thinking, ‘WhatcanIdowiththem?’whynotsomething,” what todowiththem.Insteadofknowingthingsare there and that theygotfrom MomandGrandmom,theydon’tknow handkerchiefs. “A lotofpeoplehavethingsinacloset,textiles, olddresses andscarvesmadefrom old a grandmother’s made from adeceasedhusband’sties,quiltmadewith as weddings, anniversaries, christenings, and birthdays, she says. as weddings,anniversaries,christenings,andbirthdays,shesays. things. quickly todayare inexpensive itemsthatpeopleturnintoother bought toturnthewheelintoawallhanging. “Crazy stuff. They[buyers] wantgoofystuff nowadays.” see crazypricesonoilcansandgasolinesigns,”Wiegmann says. he says.Butanoldmetalgasolinesignmightfetch$300.“You Among thecompany’sproducts havebeenstuffed animals “People don’thavethatkindofspaceanymore,” shesays. And, “You seeallthesepeople[sellingitems]struggle because However, somepeopleare findingnewwaystohangon That businesstakestextileswithsentimentalvalueand Repurposed itemscanbecomecherishedgifts foroccasionssuch Indeed, Wiegmann says,manyoftheheirloomitemsthatsell He recalls anoldfarmimplement, arotary hoethatabuyer “A stuffed chairthatyoupaid$300for—itmightgofor$30,” UNIT 4 Independent Learning •Heirlooms’ValueUNIT 4Independent Learning Shifts from Sentimentto Cash

❧ NOTES

IL22 from thetextyouread. and record whatyoulearned Go toyourEvidenceLog 486 persuasively. and expressingtheirownclearly issues, on discussions withdiversepartners effectively inarange ofcollaborative SL.9–10.1  

grades 9–10topics, texts, and

Standard

ev buildingonothers’, ideas UNIT 4•AllTh INDEPENDENT l i dence

Initiate andparticipate s l og at Gl itt ers e Prepare toShare Share Your IndependentLearning understanding ofthetopicmaterialism. these writinganddiscussionactivities.Explainhowthis ideaaddstoyour Review yournotes,andmarkthemostimportantinsightyougainedfrom Reflect FromLearn Your Classmates your notes,considerwhythistextbelongsinunit. explored independently,and writenotesaboutitsconnectiontotheunit.In grow withothers.Reflectonthetextyou bysharingwhatyou havelearned Even whenyouread somethingindependently,youcancontinueto orlearn As you talk with your classmates, jot down ideas that you learn fromAs youtalkwithyourclassmates,jotdownideasthatlearn them. ar DiscussIt nin What doourpossessionsreveal aboutus? g

Share yourideasaboutthetextyouexplored onyourown.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. unit. Whathaveyoulearned? Review yourEvidenceLogandQuickWrite from thebeginningof At thebeginningofthisunit,youresponded tothefollowingquestions: Essay Review EvidenceforanInformative Evaluate theStrength of Your Evidence Identify atleastonewaytodevelopyourthesis: State yourresponse totheprompt nowintheformofathesisstatement: quotations from varioussources? Ifnot,makeaplan. you beabletouse essay. Doyouhavefactstosupportyourthesis?Will 3. 2. 1. showed you something new. something you showed that evidence of pieces three least at Identify 

Other: Reread aselection Conduct research

E PERFORMANCE-BASED ASSESSMENT How do we decide what we want versus what we need? How dowedecidewhatwantversusneed? What canresult from animbalancebetweenwantandneed? NEW IDEAS v i d e nc e log

Ask anexpert Talk withclassmates

Consider yourinformative 2. 1. 3. reinforced your initial perspective. that evidence of pieces three least at Identify

REINFORCEDIDEAS prep Performance-Based AssessmentPrep useful toaidingcomprehension. graphics, andmultimedia when distinctions; includeformatting, make important connectionsand ideas, concepts, andinformationto thesis statement;organizecomplex W.9–10.2.a 

St andards

Introduce atopicor

487 488 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.9–10.10 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.9–10.2.a–f   your choices. word to vary help Word Network your essay, use informative your and revise you write As • • •

SELECTION INDEPENDENT-LEARNING SMALL-GROUP WHOLE-CLASS

Word Net Word tandards UNIT 4•AllTh performance-based assessment

sources Write routinelyover

Write informative/

SELECTIONS SELECTIONS w ork at Gl itt ers component. or notasstrong asitcouldbe,revise youressaytoaddorstrengthen that draft, checkitagainsttherubric.Ifoneormore oftheelementsismissing writing, read theInformativeRubric.Onceyouhavecompletedyourfirst Review theElementsofEffective InformativeTexts Academic Vocabulary Academic Reread theAssignment between whatheorsheneededandwanted. found themselvesquestioningwhatisvaluable.Eachhadtomakechoices In thisunit,youread aboutvariouscharacters,bothreal andfictional,who Writing to words here inorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Thetaskmayreference someoftheacademicwords Part 1 Part clarify the organization of your ideas and aid readers’ comprehension. readers’ and aid of your organization ideas the clarify to options formatting other or using consider Also, headings transitions. varied and appropriate ideas; and use and secondary primary of both organization clear a and quotations; establish details, relevant facts, with topic the develop topic; Ensure your ideas. that you introduce in this your unit toresearched support you and read selections of three the from at least evidence credible Use and information relatedconcepts, to following questions: the an Write Assignment chronicle paradox and need? and want between imbalance from an result can What need? we what versus want we what decide we How do

informative essay

S ources: Informative allocate deduce

Review theassignmenttobesure youfully

in which you examine a topic and convey atopic you examine in ideas, which

primary E ssay

Before youbegin

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Informative Rubric Informative 2 1 3 4 completely. missing is or ideas summarize not does conclusion The multimedia. or graphics, formatting, include not does essay The athesis. state not does introduction The information. restates conclusion The comprehension. to aid appropriately used always not are they but multimedia, and graphics, formatting, includes essay The reader. the engage not does but athesis states introduction The The introduction engages the the engages introduction The Focus and Organization summarizes ideas. and thesis the into insight some offers conclusion The comprehension. to aiding useful when multimedia and graphics, formatting, some includes essay The thesis. the forth sets and reader the engages introduction The thesis. the readdresses and The conclusion summarizes ideas comprehension. to aiding useful when multimedia and graphics, formatting, includes essay The way. effective very a in athesis states and reader ESSENTIAL QUESTION:Whatdoourpossessionsreveal aboutus? appropriate for the audience and and audience the for appropriate and precise mostly is language The topic. the of knowledge audience’s to the appropriate information other or quotations, details, concrete definitions, extended facts, sufficient and relevant, well-chosen, with developed mostly is topic The inappropriately informal. is essay the of tone The confusing. is language The topic. the of knowledge audience’s to the appropriate information other or quotations, details, concrete definitions, extended facts, sufficient and relevant, well-chosen, with developed not is topic The times. at to informal formal from switches essay the of tone The purpose. and audience the for appropriate and precise sometimes is language The topic. the of knowledge audience’s to the appropriate quotations, or other information details, definitions, facts, of variety some with developed is topic The formal and objective. mostly is essay the of tone The purpose. formal and objective. always is essay the of tone The purpose. and audience the for appropriate and precise always is language The topic. the of knowledge audience’s to the appropriate information other or quotations, details, concrete definitions, extended facts, sufficient and relevant, chosen, well- with developed is topic The Evidence and Elaboration Performance-Based Assessment clarify the relationshipsclarify among and cohesion, create text, the of sections major to link Transitions are varied mostly mechanics. and usage of conventions English standard in accuracy general demonstrates essay The transitions. appropriate lacks essay The mechanics. and usage of conventions English standard in mistakes many contains essay The used incorrectly. orconcepts, are sometimes among complex ideas and relationships the clarify and cohesion, create text, the of sections major to link used Transitions are sometimes mechanics. and usage of conventions English standard and incorrect correct of amix uses essay The concepts. and ideas complex complex ideas and concepts. and ideas complex the relationshipsclarify among and cohesion, create text, the of sections major to link varied Transitions are appropriately mechanics. and of usage standard English conventions uses intentionally essay The Conventions

489 490 main points. a conclusionthatsummarizesthe specific vocabulary, andprovides sources coherently, usesdomain from primaryandsecondary of athesis, conveysinformation that: presentsevidenceinsupport informative/explanatory presentation SL.9–10.4.a and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogicallysuch findings, andsupportingevidence SL.9–10.4  1 2 3

Standard

UNIT performance-based assessment The conclusion does not restate the thesis. the restate not does conclusion The purpose. and audience the for appropriate and precise not is language The sources. multiple from evidence with thesis the develop not does presentation The athesis. state not does introduction The The the conclusion thesis. restates purpose. and audience the for appropriate and precise sometimes is language The sources. several from evidence some with thesis the develops presentation The athesis. states introduction The thesis. the into insight fresh offers conclusion The purpose. and audience the for appropriate and precise always is language The sources. various from evidence with coherently thesis the develops presentation The way. effective avery in athesis states and listener the engages introduction The Content

Present information,

4 Plan anddeliveran

•

All s

Th at Gl itt ers Oral Presentation Speaking andListening: Part 2 Part Review theOralPresentation Rubric your oralpresentation lively andengaging. Instead ofsimplyreading youressayaloud,takethefollowingstepstomake criteria before presenting toensure thatyouare prepared. presentation willbeevaluatedappearintherubricbelow. Reviewthese foundation for a three- to five-minute foundation for athree- of your final informative draft the completing essay,After the as it use Assignment • • do notdistractfrom thefocusofpresentation. presentation sothattheymaintain audienceinterest, clarify points,and Gather imagesthatillustrateyourideas,andintegratethemintothe and supportingpointsinamemorableway. establishes yourthesis.Write aconclusionthatsummarizesyourthesis Write afresh introduction thatgrabstheaudience’s attentionand presentation. the following difficulty have Listeners logically. progress not do Ideas long or too short. too are presentation the of parts Most effectively. time use not does speaker The presentation. the follow mostly can transitions. Listeners some by supported logically, progress Ideas parts. most on time of amount right the spending by effectively time the of some uses speaker The follow the presentation. can transitions. Listeners of avariety by supported logically, progress Ideas part. every on time of amount right byeffectively spending the very time uses speaker The Organization

oral presentation.

The criteriabywhichyouroral energy. or conviction without presents speaker The contact. eye establish not does speaker The andconviction energy. of level some with presents speaker The contact. eye effective maintains mostly speaker The and energy. conviction strong with presents speaker The eye contact. effective maintains speaker The Presentation TechniquePresentation

Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning. Use the questions below to think about where you succeeded, what skills and strategies helped you, and where you can continue to grow.

Reflect on the Unit Goals Look back at the goals at the beginning of the unit. Use a different colored pen to rate yourself again. Think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts.

Reflect on the Learning Strategies Discuss It Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before a class discussion.

Reflect on the Text Choose a selection that you found challenging, and explain what made it difficult.  Standards SL.9–10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners Explain something that surprised you about a text in the unit. on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Which activity taught you the most about what people find valuable? What SL.9–10.1.a Come to discussions prepared, having read and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson did you learn? researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.

SCAN FOR MULTIMEDIA Performance-Based Assessment 491