9Th Grade ELA-Week 2.Pdf

9th Grade ELA

Week of: APRIL 6TH

WICHITA PUBLIC SCHOOLS 9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Help with a chore, meal, Listen to age appropriate Encourage someone Listen to a free or yardwork podcast and discuss with a compliment, text, audio story at around the house. with a friend. or letter. stories.audible.com

Explore art at Text or call a friend Journal about Mindful Minutes: to say hello. your experiences artsandculture.google.com/ during this timeframe. Each day to focus on the 5 senses. *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. 9th Grade English Language Arts Packet Schedule: Week 2

Day 1: 694‐700 Day 2: 701‐704 Day 3: 705‐715 Day 4: 716‐722 Day 5: 723‐729

Convey‐ (kuhn‐vey)‐ Makeshift‐ (meyk‐shift) Scrabble‐ (skrab‐uh ) A temporary substitute To grapple or struggle with Make known, to let know Overlap Protruding‐(prәˈtroodiNG)͞ Re‐assuring (rēәˈSHooriNG)͝ To extend over and cover a Sticking out; projecting: To remove someone's doubts part of something. or fears:

 Read Aloud Accommodations are available on the specialized instruction and supports website referenced at the beginning of this packet.

Week 2: Read Aloud accommodations

th 9 : 694-729 Dream’s Winter – Recorded separately on our website By the Waters of Babylon https://www.youtube.com/watch?v=BL9bqmTX7gI There Will Come Soft Rains https://www.youtube.com/watch?v=npk8Wi73r2c

694 UNIT World's End “Doomsday” PlaneReady for

they soentertaining? doomsday scenarios? And why are What draws to us imagine

Nuclear Attack 6 plane orsimilarresource incontinuousoperation?

Discuss It

Should the government keepa“Doomsday” Should thegovernment MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Stephen Vincent Benét Babylon of Waters the By ANCHOR Ray Bradbury S T ANCHOR UNI Write aNarrative W PERFORMANCE Which matters more—the present or the future? more—the Which matters PROMPT: Narrative: oft Rains oft here Will Come Come Will here ques essen r i t ing F T 6 t t i T T LEARNING WHOLE-CLA o o ia EX EX cus: n: l S

T T

: : hort S S the future? to imagineWhy we do try T HOR HOR A S K S T T tory and

ST ST ORY ORY SS D

ramatic Reading ramatic PERFORMANCE-BA George Johnson T MAGAZINE AR Czeslaw Milosz A Alexie Sherman World the of End T Lucille Clifton world the of end the of beginning the POE Create aPodcast Sp PERFORMANCE he Nuclear COMPARE the at Powwow he S eaking andLis from of the Worlds the of Michael Socolow and Pooley Jefferson Panic World the of War T MAGAZINE AR NPR ME ong on the End of the World of End the on ong T UNIT INTRODUCTION he Myth of the of Myth he RY COLLEC D Radiolab: War War Radiolab: IA: RA IA: LEARNING S MALL-GROUP MALL-GROUP D T T ICLE IO BROA IO T ourist T t ION 1 A T ening ICLE S K

S s D E fo

CA D cus: ST A SS E SS

MEN T Like Look Just Might T ME NPR Used Never Congress T NEW Khan S. Ali Zombie Apocalypse 101: Preparedness GOVERNMEN 60 Minutes D to the A Visit ME Joy Harjo Here Ends World the Perhaps Robert Frost Ice and Fire POE Megan Gambino PERFORMANCE-B D NA L Review NotesforaNarrative AUNC his World the of End he he oomsday Vault ream’s Winter ream’s D D RR T T IA: IMAGE GALLERY IA: NEW S S RY COLLEC A AR ecret Bunker Bunker ecret H T T I V T LEARNING IN E E ICLE MO XT S D T CA WEB DE EPEN T ST a ION 2 L s S e I T d Ass E AR D EN T e ICLE ss men T

t PR

695 ep 696 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at and phrases, sufficientforreading, academic anddomain-specificwords Acquire anduseaccurately general Language  UNIT

STANDARDS

UNIT

6 6

•

Wo INTRODUCTION r ld’s

E n d

goals the Throughout Goals Unit later Rate LANGUAGE GOALLANGUAGE GOALS RESEARCH AND WRITING GOALS READING GOALS LISTENING AND SPEAKING • • • • • • • SCALE

variety convey Use meaning. lengths Conduct well-structured techniques, experience Write academic Expand how Evaluate presentations. Integrate and the Collaborate NOT ATNOT ALL future

when how

will WELL

ideas adverbial 1 communicate.

authors

help

to well precise

narrative to your you

written

this research your

audio, of

and reading, explore

you you

well-chosen with reflect others,

knowledge and craft unit,

event writing meaning concept

NOT VERY NOT sequences.

meet succeed

visuals,

narratives

your to WELL

other

projects

their you

a 2 writing, on

convey develop

using topic

s and these

team

your

will vocabulary.

types and

stories.

and

on details, and

presentations. and

effective

deepen

an speaking, add goals growth the

consensus, text

of SOMEWHAT use

various

analyzing

clarify build

clauses Unit

sentence WELL

and

in of 3 right

your

during

Performance-Based

presenting,

to now.

understanding

this

You 1 1 1 1

WELL VERY unit. 4

will

and

2 2 2 2

revisit

listening.

Assessment. 3 3 3 3

literature EXTREMELY

your WELL 4 4 4 4 5

These

ratings

about 5 5 5 5

© 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 narratives. 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: NarrativeAcademic “skill”; “craft” - ROOT: technique “new” - ROOT: innovate WORD “throw” - ROOT: conjecture “see” - ROOT: introspective “paint” - ROOT: depiction

tech nov pict jec spec

Refer toadictionaryorotherresources if needed. For eachword, listatleast two related words. meaning of each word. Use theinformationandyourownknowledgetopredict the Review eachword, itsroot, andthementorsentences. - - - - - MENTOR SENTENCES MENTOR 2. 1. 2. 1. 1. 2. 1. 2. 1. 2.

technique be more vocal importantthan A singer’s powercan emotional marble. inworkingwith skill artist’s impressive The statuedemonstratesthe same oldideas. innovate When youworkonaproject, new musicalforms. can they that American musicianshaveshown than than storiesmore action Amanda likes or map. sort of playground shouldincludesome Your proposal new forthe andprosperity.equality, America isa The newpresident’s visionfor hard. so because hestudied dowell will I canonly futurein the isjust ofwhatmight happen Any notion much. is too Michaela’s she worriesthat father introspective introspective depiction andavoidrepeating the . conjecture depiction innovate , suchasadrawing dramas. technique conjecture and thinks too andthinks ESSENTIAL QUESTION: that Willis Willis that andcreate ofpeace, and . PREDICT MEANING

Why dowetrytoimaginethefuture? in the unit.in the appear they forms wherever and highlight their or them Study in words this chart, the Follow Through Unit Introduction RELATED WORDS RELATED innovatively innovation; innovative;

697 698 NOTES UNIT events? portrayal ofcharactersand do specific detailsaddto the answer thequestion:How Mark thetexttohelpyou of character, time,andsetting. the writeruseselements As youread, Assessment attheendofunit. develop inthePerformance-Based This isthetypeofwritingyouwill in whichtheauthortellsastory. narrative text, This selectionisanexampleofa LAUNCH TEXT

UNIT 6•World’s E 6 INTRODUCTION

thinkabouthow | a type of writing atypeofwriting

NARRATIVE MODEL n d 10 6 5 4 3 2 1 9 8 7 waste awayfrom starvation andthirst. one errantmove,andtheycouldthrow mebackdownthehill,to latter. Iwouldn’texpectthemto. makeshift spear, orarifle. Butthey’re notabouttotrust mewiththe security before theynabbedme,ninepacesfrom the Shed. with myskillsasasneak:Igotthrough twoandahalf layersof specialists. Itwasn’tlongagotheytookmein.Theywere impressed when there wassuchathing.They’re aneliteunit, comprised of foot andstopped. the kidsonoldsoupcans.” stretched mylegs.Thepill bugstoppedscrabbling. That kindofthingdoesn’tmatterlikeitusedto. name Ican’tremember. He’soldenoughtobemyfather, Iguess. right itself. I’mnottouching thisone,orthatoneeither. C The bugturneditself over. Itstartedtorun, thengotnearmyleft “Kids playinginsnow,” hesaid.“Rosycheeks.Littlesmiles.Like “I dream ofsnow,” hesaid,staringatme.Lookingpast me.I Chase hasafacethatseemshackedoutofflint,like anactorwhose So Istared atapillbugonitsback,littlegraylegsflailing,tryingto Chase isascrounge. Hehasstatushere. Idon’t.One wrong word, They acceptedmebecauseI’magoodshot—withrock, a The Tribe ontheHilloperateswayafootballteamdid,back “So whatdoyoudream of,kid?” of hard, blackenedearthwithhiscompass. hase satwithhisbacktotheolddeadtree, scratchingatapatch Dream’s Winter MULTIMEDIA SCAN FOR

11 “I’m watching them through a tall, narrow window,” he said. Out NOTES of the corner of my eye, I saw him bend his head. I think he wanted me to look up. His eyes were so dark they seemed to be all pupils. They’re too bright for my liking, but not harsh. 12 “My dining room used to have windows like that. Do you remember dining rooms, kid?” 13 I lifted my heel so it was poised above the bug. Roly-polies, they also call them. It curled into a ball, its shell a series of overlapping blackish-brown wedges. 14 “Then there’s the flash,” Chase said. “Boom!” Something shook in the pit of my gut, from down beneath uneasiness and hunger. 15 “Then it goes black,” he said. “I stare out the window. I can still hear the kids. I can’t see them. They’re saying something. Whispering and laughing. For the life of me, I can’t make it out.” 16 He stood up. I flicked the bug away. Pill bugs have blue blood. I remember reading that a few years ago in a book I pulled out of a ditch, but I didn’t need to see this proved. 17 Chase tried driving his stick into the crusty earth, as if he were planting a flag. It snapped at a weak spot. He studied the broken end protruding from his fist as if it were trying to tell him something. 18 “I used to wake up in a sweat every time I heard the bang,” he said. “Now I don’t. Now I stay in the dream, straining . . . straining in sleep, to hear what those kids out there are saying.” 19 I looked up at him. His mouth had gone small, pulled to one side. He chewed at his inner lip. His eyes were wet. He tried to make them steely. 20 “The water bottles come out in a while,” he said. “Be ready. No one’s going to call you.” 21 My foot had missed the bug. It took off, following Chase, as if it heard and understood about the water. 22 John Carradine. That’s the actor’s name. I think I might have read that somewhere too. ❧

 WORD NETWORK FOR World’s End

Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify interesting words compass related to the end of the world, and add them to your Word Network. For example, you might begin by adding makeshift World’s words from the Launch Text, such as End compass, makeshift, and scrounge.

Tool Kit Word Network Model

Dream’s Winter 699 700 UNIT

UNIT

6 6

•

INTRODUCTION World’s

E n d Conduct aSmall-Group Discussion Activity Launch possible to imagine the end of the world? the of end the to imagine possible opinion orananalysis. and accurateoverviewofatext.Itshouldnotincludestatementyour Write asummaryof“Dream’s Winter.” A Summary • • • • end oftheworld?Whyorwhy not? Discuss asaclassthedifferent responses. Is itpossibletoimaginethe describe thegroup’s responses. Bring allthesmallgroups together, andhavearepresentative from each group membersshouldexplaintheirthoughtsandreasoning. Gather insmallgroups. Eachgroup shoulddiscussthequestion,and Explain yourthinking. books youhaveread, andmoviesorprograms youhavewatched. Record yourthoughtsonthequestioninrelation totheLaunchText,

Consider thisquestion: summary isaconcise,complete, Is it it Is

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you thinkabouttheprompt. Record yourfirstthoughtshere. Consider classdiscussions,presentations, thevideo,andLaunchText as QuickWrite PROMPT: Evidence Logaftereachselection. of theunitbycompleting Based Assessmentattheend Prepare forthePerformance- thinking. thatsupportyour Winter” details orevidencefrom “Dream’s Evidence Log.Then,record textual one sentencetorecord inyour Summarize yourthoughtsin Review yourQuickWrite.  Evidence LogModel

Tool Kit EVIDENCE LOG FOR WORLD’S END WORLD’S FOR LOG EVIDENCE

Which matters more—the present or the future? the or present more—the matters Which

H T i o t C l w d e ofT O NN o e E e s t C x t T his t : I

O N e ESSENTIAL QUESTION:

x T t c O

ha P R n O g M e o P T r a d d t T o m E X T y t

E V hi ID n ki

E Why dowetrytoimaginethefuture? 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

701

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

UNIT 6•WORLD’S END OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS with yourwith class. Add ideas of whole your for own each category. 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 future. troubled you are going toend. selections readwriters’ conceptions The present two of a read, you will work your with class to whole literary visions explore of the world’s we tell as aresult are reassuring sometimes and frightening. sometimes you As in literature, in and movies, in science, we work to imagine that stories it. The For example, we cannot visit the future, nomatter how hard we try. Instead, remainquestions unanswered. Yet, there are limits to what we know. can Human beings are curious. We unwilling are explorers, to back step and let future?the Why to imagine do we try QUESTION: ESSENTIAL • • • • • • • • • • • • ACTION PLAN Ask forhelpifyouare struggling. youalready whatinformation Notice know andbeready 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 detailsor makingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswerquestions, unsure. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK Stephen Vincent Benét By the Waters ofBabylon ANCHOR TEXT: SHORT STORY leave behind? we do what destruction, of aftermath the In Ray Bradbury Rains Soft Come Will There ANCHOR TEXT: SHORT STORY Places?Dead tothe travels he when find John will What of asimilarcatastrophe. reading, remains worldthat aboutthe writeyourownnarrative youwill wake inthe The Whole-Classreadings worldaftercatastrophe the illustrate hasstruck.After Write aNarrative WRITING FOCUS Overview: Whole-Class Learning CONTENTS

703 704 needed atthehighendofrange. proficiently, with scaffoldingas grades 9–10textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofgrade 9, readand Reading Literature  Model Annotation First-Read Guideand was publishedin1944. second PulitzerPrizewhenit posthumously wonhima only thefirstvolume,which span fivebooks.Hefinished as anarrativethatwould which heplannedtowrite epic poem, was atworkonasecond the timeofhisdeath,Benét the PulitzerPrizein1929.At Body. the CivilWar, and hisepicpoemabout Devil andDanielWebster,” most famousstory,“The and folklore, includinghis centers onAmericanhistory Much ofBenét’s work all grew uptobewriters. love ofliterature, asthey influenced bytheirfather’s two siblingswere clearly (1898–1943) andhis Benét Stephen Vincent About the Author

Tool Kit STANDARDS

UNIT 6•WORLD’S END Thelatterworkwon MAKING MEANING Western Star, John Brown’s

Concept Vocabulary By the Waters of Babylon opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand rank thewords inorder from mostfamiliar(1)toleast(6). Babylon.” Before reading, notehowfamiliaryouare witheachword. Then, You willencounterthefollowingwords asyouread “BytheWaters of have already read. already knowandwhatyou the selectiontowhatyou CONNECT they do. why and about, NOTICE thoseinvolvedreact as when what summoned whom customs purified fasting WORD ithappens,and stern bade 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 I looked atthebonesin shadowandkeptmyvoicestill. in acorner. Butitisnotfitting thatapriest’ssonshouldshowfear. house. Itdidnothavethe smellofman,thoughthere were oldbones and myheartfeltsmallweak.Itwasadeadman’s house,aspirit father wentintothehousetosearch forthemetal,Istoodbydoor Dead Placesnearus,withmyfather—atfirst,lwas afraid.Whenmy have beenforbiddensincethebeginningoftime. are theashesofGreat Burning.Thesethingsare forbidden—they name. Itisthere thatspirits live,anddemons—itisthere thatthere strictly forbidden.We donotevensayitsnamethoughweknow and lookupontheplacethatwasPlaceofGods—this ismost the laws:theyare wellmade.Itisforbiddentocross thegreat river the manandmetalmustbe the metalmustbeapriestorsonofpriest. Afterwards, both Dead Placesexcepttosearch formetal,andthenhewhotouches T homeland aftertheywere exiledbytheBabylonians. to alinefrom oftheJewsfortheir Psalm 137,whichdescribestheyearning bomb wouldbeinvented.Thetitleofthestoryisanallusion,orreference, after thisstorywaspublished,World War IIwoulderupt,andthenuclear the increasingly weaponry.Afewshortyears destructivepowerofmodern defenseless civilianswere killed.Duringthistime, peoplewere afraidof inSpain,whichhundredsdevastating bombingofGuernica of Benétpublishedthisstoryin1937,justafterthe Stephen Vincent BACKGROUND My fatherisapriest;Iamthesonofpriest.have beeninthe but itisforbiddentogoeast.Itanyofthe he northandthewestsouthare goodhuntingground, Waters Stephen Vincent Benét Stephen Vincent By the

of purified

Babylon ! Theseare therules and ANCHOR TEXT By theWaters ofBabylon repeats. word thatthenarrator paragraph 1, markakey society? about thenarratorandhis this repeated word suggest materials orqualities harmful orunwanted v. CONCLUDE: QUESTION: ANNOTATE: CLOSE READ purified NOTES does thisrepetition create? emotional qualityor cleaned byremoving (PYUR uhfyd)

What MULTIMEDIA In In | Whatdoes

SHORT STORY SCAN FOR

tone

705

stern bid; 706 bade NOTES requested

(bayd) (sturn) UNIT 6•WORLD’S END

v. v. adj. past tenseof strict; severe 10 8 7 6 5 4 3 9 I wasveryyoung—nevertheless,mybrothers wouldnothavedone was truly his sonandwouldbeapriestinmytime.Thatwaswhen me themetaltohold—Itookitanddidnotdie.SoheknewthatI He lookedatmewithbotheyesbutIhadnotrun away. Hegave stone. Itwasmyfatherhimself whoquestionedmeaboutmydreams. for andreceived purification. Mybodyhurtbutmy spiritwasacool last, “Yes. Itistime.”Thatnight,inthehouseofpriesthood,Iasked my journey. Givemeyourleave.” man atlast,Icametomyfatherandsaid,“Itistimeformegoon of knowledgeburnedinme—Iwishedtoknowmore. WhenIwasa are hard tounderstand.Nevertheless,myknowledge andmylack from thetree, wehavenotforgotten theoldwritings,althoughthey on thewheel,ourpriestswearawhiterobe. We donoteatgrubs it wasthevoiceofgodsastheyflewthrough theair. night, Iwouldlieawakeandlistentothewind—itseemedmethat questions thatlcouldnotanswer, butitwasgoodtoask them. At hear oftheOldDaysandstoriesgods.Iaskedmyself many made mehappy—itwaslikeafire inmyheart.Most ofall,Ilikedto the oldwritings—thatwashard andtookalongtime.Myknowledge hurt them.Iwastaughthowtoread intheoldbooksandhowtomake do allthingsbychantsandspells,theymaybelieveso—itdoesnot many secrets—that waswhatmyfathersaid.Ifthehuntersthinkwe running of blood from awoundandmanysecrets. A priestmustknow great sin. sometimes theywillfallintodustif youtouchthem.Butthatisa I sawbones,wasnolongerafraid.Thebonesare lightandold— and search formetal.SoIlearnedthewaysofthosehouses—andif brothers. Thatwasright. or weptwithoutareason, hepunishedmemore strictlythanmy over me—hewasgladthatIshouldbeapriest.Butwhenboasted piece of meatandthewarmcornerbyfire. Myfatherwatched it, thoughtheyare goodhunters. After that,theygavemethegood were dressed. We knowhowtheywere dressed from thebook,but the buzzingofbeesinmyhead. They were singingtheStarsonginouterchamber anditwaslike my fatherbutapriest.Hesaid,“Thisisstrong dream.” about that.Hiseyeswere a great DeadPlaceandin itthegodswalking.Ihavealwaysthought what Isaw. ItwaswhatIhavealwaysseen—ariver, and,beyondit, After atime,Imyself wasallowedtogointothedeadhouses Then myfathercameoutwiththemetal—agood,strong piece. He askedmehowthegods were dressed andItoldhimhowthey “It ismine,”Isaid,whilethesmokewavedandmy headfeltlight. He He lookedatmeforalongtime,stroking hisbeard, thenhesaidat We are notignorantliketheForest People—ourwomenspinwool I wastaughtthechantsandspells—Ihowtostop bade melookintothesmokeoffire andsee—Isawtold stern whenItoldhim—hewasnolonger

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 12 11 21 20 19 18 17 16 15 14 13 My voice soundedthininmyearsbutthatwasbecauseofthesmoke. the sticksthree timesandstudiedthemastheyfell. I saw themasif theywere before me.WhenIhadfinished,hethrew last, Icameoutuponanopen placeatthetopofacliff. There wasthe off, Ihadseenthewaterthrough trees butthetrees were thick. At into great blocksofstone, andtheforest issafergoing. A longway god-road—we donotuse thegod-roads nowfortheyare fallingapart the great river. Itwashalf-a-day’s journeyafterIhadleft the my magicwasstrong and myjourneyclean,inspiteofthelaw. hunting partiesoftheForest Peoplewithouttheirknowing.Solknew I lookedforgame,itwasinfront ofmyarrow, andtwiceIpassed to whatcameafterward, but itmademyheartfeelbig. Always when in thedeadhouse,Ifoundagoodknife, littlerusted. Thatwassmall I made myfire ontheedge ofaDeadPlaceatnightand,nextmorning, Dead Places.TheForest Peopleare afraidofthembut Iamnot.Once roasted meat. knew thatwasmyjourney. Whenthenightcame,Imademyfire and over, tearingattheground. ThenIknewwasmeanttogoeast—I his eyeandintobrain.Hediedashetriedtospring—herolled not easytokillapantherwithonearrow butthearrow wentthrough hand. Ishoutedandthepantherlifted hisheadfrom thefawn.Itis spring uponthewhitefawn.But,before Iknew it, thebowwasinmy My headhummedwithmyfasting—Ididnotevenseethepanther My heartwastroubled aboutgoingeast,yetIknewthatmustgo. great sign. not mind meorseeme.There wasawhitefawnwiththem—avery to sink.Thenthree deerpassedinthevalley, goingeast—theydid above meandtheearthbeneath.Iwaitedtillsunwasbeginning rock, fasting,takingnofood.Iwasverystill—Icouldfeelthesky myself, waitingforasign.Thatsignwasaneagle.Itfleweast. the dawncame,Iwasoutofsightvillage.prayedandpurified my son.Nowgoonyourjourney.” not eatyouup,maybeagreat priest.Iftheyeatyou,youare still spoke andnotmyspirit.Helookedatmeagain. these thingsare forbidden.” to cross theriver. ItisforbiddentogothePlaceofGods. All bow andthethree arrows. Toward thesettingofeighthsun,Icametobanks of It iseightsuns’journeytotheeastandamanpassesbymany I followedthem,atadistance,waitingforwhatwouldhappen. Sometimes signsare sentbybadspirits.Iwaitedagainontheflat I went “My son,”hesaid.“OnceIhadyoungdreams. Ifyourdreams do “All thesethingsare forbidden,”Isaid,butitwasmyvoicethat “Take them,”hesaid.“Itisforbiddentotraveleast.It He touchedmeonthebreast andtheforehead. Hegavemethe “I amnotafraid,”Isaidandlookedathimwithbotheyes. “This isaverystrong dream,” hesaid.“Itmayeatyouup.” fasting , asisthelaw. Mybodyhurt,butnotmyheart.When By theWaters ofBabylon repetition. 13–16, markexamplesof repetition create? effect doestheuseof spiritual reasons often forreligious or intentionally noteating, fasting CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES words andword patterns? author chosentorepeat

(FAS tihng) Whyhasthe Inparagraphs Whatoverall

v .

707 his song? conclude aboutJohnfrom 708 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES ideas? emphasize contrasting the authorchosento John’s song. mark contrastingdetailsin

UNIT 6•WORLD’S END Inparagraph25, Whyhas Whatcanyou die, . surely would I place of the gods, IwentIf to the

22 26 24 23 25 I began mydeathsong—Ihadtheright.Itwasafinesong. would notletmehavepeace. As Ipushedtheraftfrom theshore, cold asafrog andmykneeslikewater, buttheburninginmymind the sayingsfordeadandpaintedmyself fordeath.Myheartwas upon methen,buttheydidnotcome.Whentheraftwasmade,Isaid Forest Peoplecouldhavekilledmewithoutafight,if theyhadcome afraid. Thecurrent ofthegreat riverisverystrong—it grippedmy even myfather, thepriest.ItwasmagicandIprayed. Ou-dis-sun, theSacred, theLong.Nomanofmytribehadseenit,not It couldeatallthestreams weknowandstillbethirsty. Itsnameis great riverbelow, likeagiantinthesun.Itisverylong,wide. spend thenightuponcliff. TheForest Peoplethemselvesdonot and crept backintotheforest. moment thegodswouldseeme.Icovered myeyeswithhands with thered lightuponit,mightyandruined. Iknewthatinanother there, inthered light,andtheywere toobigtobehouses.Itwasthere the Gods. All thesame,whenIcame tothePlaceofGods.Iwasafraid, Nevertheless, asImadetheraft,tearsranoutofmyeyes.The Surely, thatwasenoughtodo,andlive.Surely itwasenoughto How canItellyouwhatitwaslike—youdonotknow. Itwas Then Iraisedmyeyesandlookedsouth.Itwasthere, thePlaceof I traveluponthegod-roads andamnotafraid.E-yah!Ihave I takethemetalfrom theDeadPlacesbutIamnotblasted. I gointotheDeadPlacesbutamnotslain. “I amJohn,sonofJohn,”Isang.“Mypeopleare theHillPeople. My bodyispaintedfordeathandmylimbsweak, but myheart Now IgotothePlaceofGods.shallnotreturn. Open yourhearts,youspirits,andhearmysong. It isforbiddentogoeast,butIhavegone, togoonthe E-yah! Ihavecometothegreat river. Nomanhascome is bigasIgotothePlaceofGods!” great river, butIamthere. there before. killed thepanther. Ihavekilledthefawn! They are themen. place ofthegods,Iwouldsurely die,but,if Ididnot go, even asIthoughtso,knewcouldnot.Ifwenttothe been clean.NowIwillgohomefrom myjourney.” But, mind. Whenthesunrose Ithought,“My journeyhas at allandyetthere wasafire inmybowels,afire inmy although thegodsatemeup.Mymagicdidnothelp have tocross theriverandwalkinplacesofgods, come near. Yet, allthrough thenight,Iknewthatshould son ofapriest. to loseone’slife thanone’sspirit,if oneisapriestand the I couldneverbeatpeacewithmyspiritagain.Itisbetter

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 31 30 29 28 27 it was a squirrel’s heapofwinternuts.There wasnostrength inmy it wasasquirrel’s have Ibeensomuchalone—Itriedtothinkofmyknowledge,but feel theirbreath onmyneckasIwassweptdownthestream. Never calm. Icouldfeelevilspiritsaboutme,inthebrightmorning: raft withitshands.Thatwasmagic,fortheriveritself iswideand built there. IfIhadcomethere, agod,Ialsowouldhavebuilt. cracks ofthebroken stone.Itisafairisland—nowonder thegods birds thatdrop seedshaddonetheirwork—thegrassgrew inthe silent andsunnywhere Ihad landed—thewindandtherain of spiritsandtheshrieksdemons,butthere were not.Itwasvery hand, myskinready fordanger. There shouldhavebeen thewailings Everywhere there are theruins ofthehightowersgods. in itthere are god-roads, thoughmostare crackedandbroken. Dead Place—greater than anyDeadPlaceweknow. Everywhere island covered withfogsand enchantments.Itisnot.agreat stains. Itisnottrue either, whatsomeofourpriestssay, thatitisan Burning, ontheruins, thatistrue. Buttheywere oldmarksand been there. Here andthere were themarksandstainsofGreat some ofthetalessay, thattheground there burnsforever, forIhave the PlaceofGods. when Ihaddriedmybow-stringandrestrung it,Iwalkedforward to it hadtrod meunder, atleastIwouldbesafelydead.Nevertheless, downstream toward theBitterWater. Ilookedafterit,andthoughtif I foundin theDeadPlacebutthatwasall.Myraftwentwhirling there, panting.Ihadsavedmybowandtwoarrows andtheknife metal stickingoutintotheriver—Ihauledmyself upuponitandsat in ourlakes—Iswamtotheshore. There wasagreat spikeorrusted of theGods. side oftheraft.Thecurrent changeditself—I drew neartothePlace gods heard me—theyshowedmehowtopaddlewiththepoleonone felt strong. Isaidaloud,“Iamapriestandthesonofpriest!”The out intotheBitterWater ofthelegends.Igrew angrythen—myheart l thought therivermeanttotakemepastPlaceofGodsand Hills. Itriedtoguidemyraftwiththepolebutitspunaround, before myeyes. took me nearer tothePlaceofGods,andhugeruins rose Burning whenthefire felloutofthesky. And alwaysthecurrent were, andwonderfulbroken—broken inthetimeofGreat now theywere broken andfallenlikebroken vines.Very great they the river—Isawthatoncethere hadbeengod-roads across it,though bird—alone uponthegreat river, theservantofgods. knowledge anymore, andIfeltsmallnakedasanew-hatched Yet, afterawhile,myeyeswere openedandIsawbothbanksof How shallItellwhatsaw?wentcarefully, mystrung bowinmy It feltlikeground underfoot;itdidnotburnme.Itistrue what When Iwasverynear, myraftstruck andturnedover. Icanswim I donotknowthe customs ofrivers—weare thePeopleof By theWaters ofBabylon of people commonly donebyagroup traditions; actionsthatare 32, and33. sentence inparagraphs31, questions? experience byaskingthese communicate abouthis the narratortryingto customs NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ question? paragraph withthesame the narratorstarteach (KUHS tuhmz) Whydoes Markthefirst Whatis

709 710 NOTES

UNIT 6•WORLD’S END 32 36 35 34 33 dance ofwhitebutterfliesoveragreat heapofbroken stonesand gone. Isawafish-hawk,catchingfishintheriver. Isawalittle nest high.Butthetowersthemselveslookblind,forgodsare and there onestillstands,likeagreat tree inaforest, andthebirds tunnels— perhaps theykept theirslavesthere. ButwhenIstartedto the colorswere faintand dim. Itwentdownintogreat cavesand the skyatnightwithitsstars—thatmuchIcouldsee,though A mighty templeitmusthavebeen,fortheroof waspaintedlike towers, lookingforthefoodofgods. I hadlonggonepastwhatwasforbidden,andentered thelikeliest punished meforitstrictly, for, often,thatfoodisdeath.Now, though, and tasteditfoundthefoodsweet.Butmyfatherout Places—once, whenIwasachildandfoolish,openedsuchjar enchanted boxesandjars.Sometimestheseare stillfoundintheDead known thatthegodsdidnothuntaswedo—theygottheirfoodfrom hungry. Icouldhavehuntedformymeat,butdidnothunt.Itis that Icouldnotunderstand. After awhile,Iknewthatmybellywas afraid. Myhungerforknowledgeburnedinme—there wassomuch demon sawme,thenIwoulddie,butmeanwhilewasnolonger stones carvedwithmagicalnumbersorwords. but themIdidnotmeettilllater. Everywhere there are thecarved demons. Thewilddogsare more dangerous, fortheyhuntinapack, unafraid ofman. At nighttheywaillikedemons,butare not sacrifices. There are wildcatsthatroam thegod-roads, green-eyed, gods musthavelovedthem,or, perhaps, theyusedthemfor There are manypigeons,nestinganddropping inthetowers—the stone ormetal.Norwere there manytrees inthatwildernessofstone. ASHING, thoughIdonotknowthatgod. as Iread onthecrackedhalf ofastone.Ithoughtitwisetopray wore hishairtiedbacklikeawoman’s.Hisnamewas ASHING, image ofamanorgod.Ithadbeenmadewhitestoneandhe understand these.TheysaidUBTREAS.There wasalsotheshattered stone withcut-letters,broken inhalf. Icanread lettersbutIcouldnot columns. I wentthere andlookedaboutme—there wasacarved of hismouth;helookedas if hewere laughing.Hewasabigdog, I saw adogsittingonhis haunches.Histonguewashangingout and drunk, I sleptonthetopofastone,mybowatside. of thegodswasstrong and mademyheadswim. After Ihadeaten very sweettaste.There wasdrink,too,inbottlesofglass—thedrink a doorthatstillopened.Iateonlythefruits from thejar—theyhada squeaking. Butnearthere, Ifoundfood,intheheartofaruin, behind unclean, andthere musthave beenmanytribesofthem,from the climb down,Iheard thesqueaking ofrats,soIdidnotgo—ratsare How shallItellwhatsaw?Thetowersare notallbroken—here When Iwoke,thesunwas low. Lookingdownfrom where Ilay, I founditatlastintheruins ofagreat templeinthemid-city. I wentNorth—Ididnottrytohidemyself. Whenagodor How shallItellwhatsaw?There wasnosmellofmanleft,on

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 38 37 broken andIopeneditwentin. turned tothedoorin opposite sideofthewall.Thelockitwas there wasamagicword toopenit,butldidnothavetheword. I bronze doorthatcouldnot beopened,forithadnohandle.Perhaps and openedit.Iwasinalongsmallchamber—on one sideofitwasa my headwasdizzy. At thetopwasanotherdoor—Ifound theknob found stairsandclimbed.There were manystairs,turningaround till beyond it,butIdidnotstoptoanswerthem.was indarkness—I was agooddoor, ofstrong metal.Icouldheartheir foolish baying rush. Ha!Theywere surprisedwhen Ishutthedoorintheirfaces—it books, thatthegodsdidnotliketoliveonground butonhigh. have afinehunt.ButdogcannotopendoorandIknewfrom the they keptwatchattheentrance—doubtlessthoughtwould enough ofme;theydidnothurry. WhenIwentintothedead-house, come uponmeasleepandtornoutmythroat. As itwas, theywere sure there were othersbehindhim.IfIhadsleptlater, theywouldhave while thedogfollowed.WhenIhadreached thegod-road. Isawthat stood. Iwenttoward thisgod-road, keepingtothe heights ofthe ruins, while manyofthedead-houseswere wrecked, there were somethat leading North.Thetowerswere highenough,butnotsohigh,and night wasfalling. with anarrow, butIdidnotknowif there were others.Moreover, looked atmeasif Iwere meat.NodoubtIcouldhave killedhim swiftly outofthewaystone.Hewasnotafraidme;he I did notlikethat.Whenreached forastonetothrow, hemoved him buthedidnotmove—hejustsatthere asif he were laughing. with agray-brown coat,asbigawolf. Isprangup andshoutedat I hadjustfoundadoorcouldopenwhenthedogs decidedto I lookedaboutme—notfarawaythere wasagreat broken god-road, By theWaters ofBabylon dogs. characterize ordescribethe 36–38, markdetailsthat from thatofthereader? which John’s worlddiffers conclude aboutthewaysin NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ encounter withthedogs? much detailaboutJohn’s the authorprovide so Whydoes Inparagraphs Whatcanyou

711 712 NOTES

UNIT 6•WORLD’S END I could not read. that tongues in many writings, were and books there Everywhere 40 39 43 42 41 they hadtimetohearme,Iwenton. Ah, whatriches!Few, even,of that Icameinpeaceandnotasarobber. Whenitseemedtomethat anteroom—I waitedthere forsometime,tellingthespiritsofplace there musthavebeenapowerfulgod.Thefirstroom wasasmall have gonedownagainandfacedthedogs,butIdid not. dry inmythroat, inspite of mywishforknowledge. Almost Iwould yet, tonight,Imustsleepthere. WhenIthoughtofit,mytonguefelt weighing uponme.NorhadIeversleptinaDeadPlacebefore—and things butithadnotgonefrom theplace.Ifeltspiritsaboutme, the magicwasgonebutthatisnottrue—it hadgonefrom the magic understand—they hadways—IwishthatIknew. must havebeenastrong magicbutthewasgone.Idonot to thetouch—anotherthingsaid“Cold”butitwasnotcold.This to show. Inthewashing-place,athingsaid“Hot”butitwasnothot and lived—themagichadgoneoutofthem.Letmetellonething neither oilnorwick. All thesethingswere magic,butItouchedthem lamps—there were thingsthatlookedlikelampsbut theyhad there wasnoplacetoputfire init.Norwere there candlesor but nowood,andthoughthere wasamachinetocookfood, water—perhaps thegodswashedinair. There wasacooking full ofknowledge.Ifelthadrightthere, asIsoughtknowledgealso. could not read. The god who lived there must have been a wise god and Everywhere there were booksandwritings,manyintonguesthatI my bodyasafishisdrawn onaline. not thinkthatIslept.could feelthespiritsdrawingmyspiritoutof my eyestoshutthemout. SomewillsaythatIsleptagain,butdo to methatallaround methere were whisperingsand voices.Iclosed night. WhenIwoke,thefire hadgoneoutandIwascold.Itseemed and sleptinfront ofthefire—I wasverytired. I donotthinktheycookedthere. Iwrappedmyself inafloorcovering fire. There wasaplacetomakefire andaboxwithwoodinit,though it fell,Iwentbacktothebigroom lookingoverthecityandmade Within, there wasaplaceof great riches.Thegodwholived Now Itellwhatisverystrong magic.Iwokeinthemidstof I hadnotgonethrough all therooms whenthedarknessfell.When It wascloseanddrydustyintheirhouseofthegods.Ihavesaid Nevertheless, itwasstrange.There wasawashing-place butno in somehard clay, onatableandseeitsolikeourbirds. to lookatthispicture—and tolookatthefigure ofabird, have beenpickedyesterday. Itmademyheartfeelstrange of color, butif youstoodawayfrom it,theflowersmight jar—if youcameclosetoit,couldseenothingbutbits wonderful—I remember oneofabunchflowersin There were pictures uponthewalls,verystrange, not greatly faded,andthechairswere soft,anddeep. many years.There were coveringsonthefloors,colors broken atallthoughtheywere dustyandstreaked with The great windowsthatlookedoverthecityhadnotbeen the windowshadbeenbroken—it wasallasithadbeen. ‑ place

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 44 49 48 47 46 45 myself drawnasafishisonline.Ihadsteppedoutofmy not theywishtospeak? After suchlongyears?Iknowthatfelt spirits mustthere notbeinthatgreat PlaceoftheGods? And would there are spirits,astheysay, inthesmallDeadPlaces nearus,what I couldseethat—andyettheirwisdomnot but grow untilall beyond knowledge. And yet notalltheydidwaswelldone—even the sky. Isawthemwithwisdombeyondandknowledge more, itseemedtome,andtheywouldpulldownthemoonfrom looked uponthemandtheirmagic,Ifeltlikeachild—butlittle great, theywere mighty, theywere wonderfulandterrible. As I beating andlikeaman’sheart. made love,there wasadrum intheirears—thepulseofthegiantcity, world. And always,astheylabored andrested, astheyfeastedand wished forathing,they giant works—nopartoftheearthwassafefrom them,for, if they under rivers—theyflewintheair. With unbelievabletoolstheydid restless, were thegodsandalwaysinmotion!They burrowed tunnels were mendedandthegod-roads wentEastandWest. Restless, magic whattheycoulddo—itwasdid. noise oftheircomingandgoingwasthemanywaters.It night todayfortheirpleasure—they didnotsleepwiththesun.The and counting,theirchariotsblockedthestreets. Theyhadturned the gods,onfootandinchariots—there were godsbeyondnumber seen itinthebody—mybodywouldhavedied.Everywhere went seeing thecityasithadbeenwhengodswere alive. grew usedtothelightandmyearssound.Iknewthatwas was aroaring inmyearsliketherushing ofrivers.Thenmyeyes sky. Ithoughttomyself “Thisisstrong magic”andtrembled. There itself wasalight—youcouldbarely seethestarsforglowin light—ten thousandtorches wouldnothavebeenthesame.Thesky Everywhere there were lights—linesoflights—-circles andblursof not I.Iwasdrawntolookoutuponthecityofgods. body—I couldseemybodyasleepinfront ofthecoldfire, butitwas legends tell it. But, even after the city had become a Dead Place, for legends tellit.But,evenafter thecityhadbecomeaDeadPlace,for gods! Thenthetowersbegan tofall. A fewescaped—yes, afew. The They ranaboutlikeantsin thestreets oftheircity—poor gods,poor poisoned. ItwasthetimeofGreat BurningandtheDestruction. we donotknow. Itwasfire fallingoutoftheskyanda mist that But this was not like that. When gods war with gods, they use weapons have beeninthefightswithForest People—Ihaveseenmendie. speech. Itcameuponthemastheywalkedthestreets oftheircity. I was peace. Why shouldIlieaboutit?amapriestandthesonofpriest.If Then I saw their fate come upon them and that was terrible past Then Isawtheirfatecomeuponthemandthatwas terriblepast Were theyhappy?Whatishappinesstothegods?Theywere I lookedoutofanotherwindow—thegreat vinesoftheirbridges That wasasightindeed—yes,thatsight:Icouldnothave It shouldhavebeendark,foritwasnight,butnotdark. summoned it from theothersideof By theWaters ofBabylon place something tocomea v. NOTES summoned ordered someoneor (SUHM uhnd)

713 contained withindashes. of thegroupings ofwords paragraph 51, and take note of dashesandcommasin understand thenarrator? this choicehelpyoubetter create? Inwhatwaydoes does theauthor’s choice 714 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES separated bydashes? into newthoughtsthatare that sometimesbreak off chosen tocreate sentences think theauthorhas

UNIT 6•WORLD’S END Whydoyou Mark the uses Marktheuses Whateffect 50 55 54 53 52 51 of myhunger, formyheartwasperplexedandconfused.Iknowthe When Iwokeinthemorning.washungry, butIdidnotthinkfirst the lastofthemdie.Itwasdarknessoverbroken city, andIwept. many yearsthepoisonwasstillinground. Isawithappen, look atthemandwonder. At least, wemakeabeginning. And, when They are hard tolearn. And themagictoolsare broken—but wecan we gototheDeadPlaces now—there are thebooksandwritings. a priest.Perhaps, intheold days,theyateknowledgetoofast. better thetruth shouldcomelittlebylittle.Ihavelearnedthat, being idly thatourfathersforbadetheDeadPlaces.”He was right—itis you eattoomuchtruth atonce,youmaydieofthetruth. Itwasnot he showedmeotherwise.Hesaid,“Truth isahard deertohunt.If have doneitinmytimebutyoucomeafterme.Tell!” the sameshape—youhavedonewhatyoudone. Icouldnot it! Nowslayme,if itisthelaw—butstillIknowtheywere men.” “Father, theywere men!IhavebeentothePlaceofGodsandseen he said,“You wentaboy. You comebackamanandpriest.”lsaid, again, Iprayedandwaspurified. Hetouchedmylipsandbreast, hunted fortwodaysbytheForest People.WhenIsawmyfather fear goinghome,thoughtwiceIfoughtoff thedogsandonceIwas a darkroad, buttheywere men.Ihadnofearafter that—I hadno knowledge, hard totellandbelieve.Theywere men—they went then thattheyhadbeenmen,neithergodsnordemons.Itisagreat there wassomethingunconquered intheface. lost. Iknewthatif Itouchedhim,hewouldfallintodust—andyet, spirit— andyoucouldseefrom thefacethathisspirithadnotbeen he himself haddied.Butitisbettertoloseone’slife thanone’s run away. Hehadsatathiswindow, watchinghiscitydie—then his faceandgreat sadness. You couldseethathewouldhavenot young norold—Icouldnottellhisage.Butthere waswisdomin city—he wasdressed intheclothesofgods.Hisagewasneither him—then thefearleftme.Hewassittinglookingoutover doubt thathadkepthimashewas. At firstIwasafraidtoapproach hand—it waslikedryleather. Theroom wasshut,hotanddry—no I thoughtthathewasalive.Thensawtheskinonbackofhis window, inaroom Ihadnotentered before and,forthefirstmoment, night, withnolighttoshowtheway. the sonofapriest.Itwaslikebeingononesidegreat river, at much inthehouseIcouldnotunderstand—andyetamapriestand had. Iwentthrough thehouselookingforananswer. There wasso seemed tomeitshouldnothavehappened,withallthemagicthey reason fortheDeadPlacesbutIdidnotseewhyithadhappened.It All this,Isaw. Isawitashavetoldit,thoughnotinthebody. Nevertheless, wemakeabeginning.Itisnotforthe metalalone I toldandhelistened. After that,Iwishedtotellallthepeoplebut He lookedatmeoutofbotheyes.said,“Thelawisnotalways That isallofmystory, forthenIknewhewasaman—I Then Isawthedeadgod.Hewassittinginhischair, bythe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension and conclusions the class. with out more this about event and consider how it influenced Benét’s story. Share your findings town of Guernica 25, April on 1937, during the Spanish Civil War. Conduct research to find Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. detail. what In way does were menwhobuiltthecity, notgodsordemons.Theywere men. before us.We mustbuildagain. I remember thedeadman’sface.Theywere menwhowere here and theothers—thegodsLincolnBiltmore We shalllookfortheimagesofgodsandfindgod ASHING Place oftheGods—theplacenewyork—notonemanbutacompany. I amchiefpriestweshallgobeyondthegreat river. We shallgotothe Hochman Literary Agents, Inc. Any copying or distribution of this text is expressly forbidden. All rights reserved. rights All forbidden. expressly is text this of distribution or copying Any Inc. Agents, Literary Hochman & Brandt of permission by Used Lewis. B. Rachel and Mahin, Stephanie C. Benét, ©1965 Thomas by renewed of Babylon Waters the By 2. 1.

What adviceaboutsharingknowledgedoesJohn’s fathergivehimattheendofstory? How doesthenarratorarriveathisinsightaboutwhogodsofDeadPlaceswere? What setsthenarratorandhisfatherapartfrom thepeoplesurrounding them? After whattypeofeventisthisstoryset?

many projects. large construction Moses Biltmore

Notebook

Robert Moses (1888–1981), former New York City municipal official who oversaw oversaw who (1888–1981), official York Moses municipal New City former Robert

hotel in New York New in City.hotel

To confirmyourunderstanding,writeasummaryofthestory.

Choose unfamiliar at one least Briefly research detail from the text. that by Stephen Vincent Benét. Copyright © 1937 by Stephen Vincent Benét. Copyright Copyright ©1937 Benét. Copyright Vincent Stephen Benét. by Vincent Stephen by

the Benét wrote in to response the this bombing of story the Basque information you of learnedshed light the story? an on aspect

❧ 1 andMoses. 2 Butthey By theWaters ofBabylon NOTES

715 Model Annotation Close-Read Guideand 716 • as mystery, tension, orsurprise. manipulate timecreatesucheffects text, ordereventswithinit, and concerning howtostructurea • Reading Literature  inferences drawn fromthetext. the textsaysexplicitlyaswell evidence tosupportanalysisofwhat

Cite strongandthoroughtextual Analyze

S T BY THEWATERS OFBABYLON

tan ool Kit UNIT 6•WORLD’S END making meaning

how d

ar an author’s d s

choices

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

passage, andfindanotherdetailtoannotate.Then,writeaquestion annotations, alongwithquestionsandconclusions.Closeread the This model,from paragraph 1ofthetext,showstwosample have you learned about world’shave youlearned endliterature from reading thisstory? E that particularmoment?Explain. (b) (a) “dead god”? (a) feels atthispointinthestory? (b) (a) about howtheHillPeopleviewForest People? describe theForest People? (a) such as“Whydidtheauthormakethischoice?”Whatcanyou this sectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirstread. Read notes. For more practice,gobackintothetext,andcompleteclose-read and yourconclusion.

N ssential Question: Inparagraph6,whatword doesJohn,oneof theHillPeople,useto WhatphrasedoesJohnrepeat inthebeginningofparagraph52? WhatdoesJohncompare hisknowledgetoinparagraph26? otebook

Summarize I I nterpret nterpret forbidden sincethebeginningoftime. things are forbidden—theyhavebeen ashes oftheGreat Burning.These demons—it isthere thatthere are the It isthere thatspiritslive,and formal, solemn,andreligious tone. CONCLUDE: create? QUESTION: ANNOTATE:

(b)

Respond tothesequestions. What doesthisrepetition suggestabouthisrealizations in How doesthismetaphorhelpyouunderstandhowJohn

Whateffect doestherepetition

Thesewords are repeated.

In paragraph51,whatdoesJohnobserveaboutthe A The repetition givesthetexta nalyze

Why dowetrytoimagine thefuture? annotate

Why dotheseobservationsfree Johnfrom fear? (b) Make whatyounotice.Askyourself I nferences

to supportyouranswers. Cite textualeviden What doesthissuggest historical significance become oneof that thiseventhas capitalization shows CONCLUDE: reader? capitalization tella What doesthe QUESTION: capitalized. These words are ANNOTATE: people. for thenarrator’s conclude questions What

The c e ?

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. events thatJohnonlyrealizes later. view allowsthereader toconnecttextualcluesbuildanunderstandingof of theriverJohncrosses, butJohnhimself cannot.Thefirst-personpointof this story,readers canseethemeaningincertaindetails,suchasname what acharacterthinkstobetrueandthereader knowstobetrue.In development of Benét’s useofthefirst-personpointviewinthisstorycontributesto using thepronoun narrator, John,whoisacharacterinthestoryandspeaks firstperson, “By theWaters Benétusesafirst-person ofBabylon,”StephenVincent narrative pointofview Author’s Choices:NarrativeElements Analyze CraftandStructure 4. 3. 2. 1. Practice What JohnBelieves

own understandingofpastcivilizations? that mayoccurwhenacivilizationfails? (a) Explain. At whatpointinthestorydoesJohn’s understandingcatchuptothereader’s? reader’s understanding. Record inthechartexamplesofdramaticirony bycomparingJohn’s beliefswiththe who isnotacharacterinthestory? of view? (a) Notebook Reread paragraphs1and2.Howdoestheauthorintroduce thenarrative point Howdoestheuseofdramaticirony inthisstorysuggestthelossofknowledge

(b) dramatic irony Howmightthenarrativebedifferent if toldbyathird-person narrator

Respond tothesequestions. I . , orvantagepoint,from which totellastory.In , adevicethatinvolvescontrastbetween

Fiction writerschooseaspecific (b) essential question: Whatdoesthisirony suggestaboutour What theReade r Whydowetrytoimaginethefuture? Kno w s to supportyouranswers. CITE TEXTUALEVIDENCE By theWaters ofBabylon

717 718  Network. from thetexttoyourWord related totheworld’s end Add interesting words • speech. different meaningsorpartsof of wordchangesthatindicate • spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish • Language theme. advance theplotordevelop interact withothercharacters, and develop overthecourseofatext, Analyze howcomplexcharacters Reading Literature  meanings. relationships, andnuancesinword of figurative language, word Demonstrate understanding Identify andcorrectlyusepatterns Demonstrate commandofthe

S BY THEWATERS OFBABYLON

WORD NETWORK tandards UNIT LANGUAGE DEVELOPMENT

•

WORLD’S

END 2. 1. 1. are partofthesameword familyastheword words origin orthatwere allformedfrom acommonbaseword. For instance,the Concept Vocabulary 2. Word Families Word Study Practice Why TheseWords? 2. 1. removal ofuncleanorimpure thoughts,aswellphysicalpoisons. Theideaofpurificationjourney. hasreligious connotations,emphasizingthe mentions thathe“askedforandreceived purification” before hissolo gathered from theDeadPlacesmustbe example, intheopeningparagraph,narratorexplainsthatmetal elaborate ceremonies and rituals thatJohn’s peoplehavecreated. For

• • • • • • bade classmates to fill in the missing words. classmates tofillinthemissingwords. sentence, butreplace theconceptword withablank.Challengeyour that demonstratesthemeaningofeachconceptword. Then,rewrite each Create fill-in-the-blankpuzzlesforotherstosolve.First,writeasentence using eachword inasentencetoanswerthesequestions. Demonstrate yourunderstandingoftheconceptwords’ meaningsby purified Identify twowords thatbelongtothesame word familyas purification, Identify twootherwords thatbelongtothesameword familyas What otherwords intheselection connecttothisconcept? How doestheconceptvocabularyhelpreaders understandJohn’s culture?

Notebook If you What are two How mightyoufeelafter How mighta that youdid? If you How mightyoutellwhetherornotamaterialhasbeen purified summoned bade and and

anotherpersontotakeactionresolve aproblem, whatisit

The conceptwords appearin“BytheWaters ofBabylon.” A stern customs purification, word family pure. yourdog,whatwouldyouexpecttheanimaltodo?

teacheracttoward students? fasting stern These conceptwords allhelp todescribethe thatreflect yourculturalheritage? fasting whichappearin“BytheWaters ofBabylon,”

is agroup ofwords thatshare thesame for24hours? purified summoned customs pure. , orcleansed.Later, John purified customs. ? purified,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. to makeitsoundmore likeJohn’s narration in“BytheWaters ofBabylon.” helped formit. choices helpreaders understandbothJohn’s personalityandtheculture that character ofJohn,thenarrator“ByWaters ofBabylon.”Theauthor’s Character Development Author’s Style Write It 2. 1. Read It El its meaningclear organize andmake writing are that letters) than usedto Punctuation: the wordsthe appropriatenessand the of language, vividness ofthe type ofvocabulary,the speaker's word choice—the Diction: phrase ordertheir inasentenceor are organized, suchas Syntax:

right now, butmaybe somedaythey’llbeready. now thatI’mbackhome.Theotherscan’thandlethetruth what Ilearned you shouldn’tgothere. ItwasdefinitelyworthiteventhoughIcan’tshare I’m sure thatIwastotallyrighttotraveleast,eventhough everybodysays Everyone’s alwaystellingmeIneedtofollowtherules,butknowbetter. help youunderstandandappreciate bothJohn’s characterandhisculture. diction andsyntax.Explainhowthesyntax in his“finesong” Read John’s “deathsong”inparagraph26aloud.Listencarefully toJohn’s character? of Babylon.”HowdoestheauthorusethispunctuationtodevelopJohn’s Mark thepunctuationinthisexcerptfrom paragraph5of“BytheWaters

e Notebook m e hurt them. hurt them. so—itdoesnot maybelieve they bychantsandspells, things all many secrets—that wedo huntersthink said.Ifthe waswhatmyfather running ofbloodfrom awoundandmanysecrets. Apriestmustknow wastaughthowtostopthe spells—I chantsandthe I wastaughtthe nt

the way that words waythat the a writer’s or marks (other marks (other

Revise thepunctuation,diction,andsyntaxinthisparagraph

Benét usesavarietyofelementstodevelopthe Exampl (paragraph 1) beginningoftime. the been forbiddensince have forbidden—they areThese things (paragraph 2) son should showfear. apriest's that is notfitting old bonesinacorner. Butit thereof man,though were smell nothavethe It did He gave me the metalto He gavemethe die. not hold—I tookitanddid

(paragraph 3) e e ss e

ntial qu A feeling that John is truly speaking the story. Johnistrulyspeakingthe that feeling betweenideasandcreatesconnection the The useofadash(—)emphasizesthe carelessly. correctlyhimself anddoesnotuselanguage presenting heisconcernedwith suggest that language.Itmightalso colloquial with unfamiliar Johnis whichsuggeststhat of contractions, characterizedbyanabsence formal diction John’s vocabularyisrelatively Heuses limited. John speaks in simple sentences that reflectJohn speaksinsimplesentencesthat his or comfort with informallanguage. or comfortwith andmightsuggestalackoffamiliarity formality e nalysis stion: Whydowetrytoimaginethefuture? By theWaters ofBabylon

719 720 and evidencetoaddinterest. understanding offindings, reasoning, media inpresentationstoenhance • to purpose, audience, andtask. substance, andstyleareappropriate the organization, development, follow thelineofreasoningand and logicallysuchthatlistenerscan supporting evidenceclearly, concisely • source. credibility andaccuracy ofeach media orformatsevaluating the information presentedindiverse • Speaking andListening characters. develop experiences, events, and/or reflection, andmultipleplotlines, to as dialogue, pacing, description, • sequences. details, andwell-structuredevent effective technique, well-chosen imagined experiencesoreventsusing • Writing  Make strategic useofdigital Present information, findings, and Integrate multiplesourcesof Use narrative techniques, such Write narratives todeveloprealor

S BY THEWATERS OFBABYLON

tandards UNIT EFFECTIVE EXPRESSION

•

WORLD’S

END interpret. Writing asequelcanhelpreaders imaginetheeventsthattake conflicts. However, somenarrativesleavequestionsopenforreaders to A great storyendswithasatisfying conclusionthatresolves themain Writing toSources 3. 2. 1. After youhavewrittenyoursequel,answerthesequestions. on YourReflect Writing Vocabulary andStyleConnection place afterastoryisover. in diction,syntax,andpunctuation. people aftertheendofstory.Developcharactersthrough careful choices vocabulary words inyoursequeltoshowhow ritualschangedforJohn’s Your should include: sequel Babylon.” Consider as questions you these plan your writing: Write a Assignment

Why TheseWords? What detailsfrom theoriginalstoryhelpedyoucreate aneffective sequel? of theoriginalstory? How didwritingasequelhelpyouunderstandandappreciate theevents purified your sequel? your writing.Whichwords didyouusetoachieveaspecific effect in bade • • • • • • • • Pacing thatspeedsuporslowsdowntheaction Detailed descriptionsofcharacters,settings,andevents Realistic dialoguethatreflects characters’personalities A clearnarrativewithabeginning,middle,andanend How mightJohn’s peopleavoidrepeating theerrors ofthepast? they changetheirculture andstarttorebuild? What doesJohn’s communitydowiththisnewknowledge?How he doso? What truthsdoeshebegintoshare withthem,andhowdoes What happenswhenJohnrejoins hispeople? sequel that begins the sentence last after of “By the Waters of stern fasting

The words youchoosemakeadifference in customs summoned

Include severaloftheconcept

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 3. 2. 1. Speaking and 4. 5. Create andpresent a Assignment the selection.Then,followthesestepstocompleteassignment. timeline toenhanceyouraudience’s understandingoftheevents.First,reread narration. Includeimages,videos,audio,orothermediaelementsinyour information abouteventsthattookplacebefore thebeginningofJohn’s

crucial details. in onesentence.Considerhowtoshortenlonglabelswithoutlosing concise timelinelabelstodescribethem.Mosteventsshouldbedescribed story. Listthese“prequel” events.Finally,order theeventschronologically. events affected thesociety inwhichJohnlivesduringthetimeof for cluesinthestorythattellwhathappenedpastandhowthose Evaluate Timelines Prepare Your Delivery Select Appropriate Media Write TimelineLabels Identify andOrder Events attentively. Usetheevaluationguidetoanalyzetheirtimelines. elements are relatively short. be presenting yourentire timeline,somakesure thatindividualmedia which typeofmediaelementwouldbestsupportit.Remember, youwill to includethetimeneededscreen videosor playaudiorecordings. shows howmuchtimeyouwillspenddiscussingeachevent.Remember Consider howtopaceyourpresentation. Develop aplanningscriptthat E to 4 (demonstrated). Rate eachstatementonascaleof1(notdemonstrated) valuation Guide

Events are describedbrieflyandclearly. story. ofthe action and duringthe includes,inchronologicalThe timeline order, keyeventsfrom before The presenter explained eachevent. wiselyandfully usedtime elementseffectivelyMedia timeline. supportthe multimedia timeline L

As yourclassmatesshare theirtimelines,listen istening

After youidentify andorder events,write Practice presenting yourcompletedtimeline.

Review eachtimelineevent,andconsider First, listthekeystoryevents.Then,look of the story that includes ofthestorythatincludes essential question: Whydowetrytoimaginethefuture? By theWaters ofBabylon the Waters ofBabylon.” fromwhat youlearned “By Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence log

721 722 needed atthehighendofrange. proficiently, with scaffoldingas grades 9–10textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofgrade 9, readand Reading Literature  First-Read and fantasy.” author ofsciencefiction career asanunmatched prolific, and deeply influential for his“distinguished, won aspecialPulitzerPrize 1953. In2007,Bradbury when itwaspublishedin became aninstantbestseller his novel Chronicles his firstnovel, “live forever.” Hepublished writer andtousefiction he decidedtobecomea fantasies. Asateenager, horror moviesandfuturistic developed afascinationwith Ray Bradbury About the Author Model Annotation

Tool Kit STANDARDS

UNIT 6•WORLD’S END MAKING MEANING Fahrenheit 451

, in1950,and Guide and

The Martian (1920–2012)

Concept Vocabulary There Will Rains Come Soft opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand rank thewords inorder from mostfamiliar(1)toleast(6). Rains.” Before reading, notehowfamiliaryouare witheachword. Then, You willencounterthefollowingwords asyouread ComeSoft “There Will have already read. already knowandwhatyou the selectiontowhatyou CONNECT they do. why and about, NOTICE those involvedreact as when manipulated what tremulous attending delicately fluttered whom chimed WORD ithappens,and ideas within happens, thestoryis where

the Comprehension Check. 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 3 2 three timesformemory’ssake.“Today isMr. Featherstone’sbirthday. ceiling, “inthecityof Allendale, California.” Itrepeated thedate glasses ofmilk. eggs sunnysideup,sixteenslicesofbacon,twocoffees, andtwocool from itswarminterioreight piecesofperfectlybrowned toast,eight seven-nine! and repeating itssoundsinto theemptiness. would. Themorninghouselayempty. Theclocktickedon,repeating I nuclear war. atomic bombsonJapanduringWorld War II,created awidespread fearof bombs. This,coupledwiththefactthatUnitedStateshaddropped two more nuclearweaponstodiscouragetheothersidefrom usingitsown the SovietUnion.Eachsidebecameincreasingly focusedondeveloping mostly non-militaryconflictthatoccurred betweentheUnitedStatesand This storywaswrittenin1950duringaperiodknownastheColdWar, a BACKGROUND to getup,timeseveno’clock! n thelivingroom thevoice-clock sang, “Today is August 4,2026,”said a secondvoicefrom the kitchen In thekitchenbreakfast stovegaveahissingsighandejected There Rains Will Come Soft asif itwere afraidnobody Tick-tock, seveno’clock,time Seven-nine, breakfast time, Ray Bradbury There Will ComeSoftRains There Will ANCHOR TEXT sing-song language. mark examplesof NOTES sing-song languagecreate? emotional quality,doesthe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ in theopeningscene? author includethislanguage

Why does the Whydoesthe In paragraph 1, Inparagraph1, What mood, or Whatmood,or MULTIMEDIA |

SHORT STORY SHORT STORY SCAN FOR

723 “five spotsofpaint.” and 12thatdescribethe words inparagraphs11 sensory language? by carefully selecting does theauthoremphasize 724 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ chimed NOTES house? earlier descriptionsofthe descriptions differ from the made thesoundofabell

UNIT 6•WORLD’S END (chymd) Howdothese Markthe Whatidea

v. v. rang; 14 13 12 11 10 9 8 7 6 5 4 paranoia. preoccupation withself-protection whichbordered onamechanical had shutupitswindowsanddrawnshadesinanold-maidenly and, gettingnoanswerfrom thelonelyfoxesandwhiningcats,it carefully ithadinquired, “Whogoesthere? What’s thepassword?” ball—remained. Therest wasathincharcoaled layer. catch aballwhichnevercamedown. the imageofathrown ball,andoppositehimagirl,handraisedto in onetitanicinstant,asmallboy, handsflungintotheair;higherup, bent topickflowers.Stillfartherover, theirimagesburned onwood in paintofamanmowinglawn.Here, asinaphotograph,woman under electriceyes. are thewater, gas,andlightbills.” Today istheanniversaryofTilita’s marriage.Insuranceispayable,as 1. face ofthehousewasblack,saveforfiveplaces.Here thesilhouette house hadbeenburnedevenlyfree ofitswhitepaint. Theentire west pelted windowpanes,running downthecharred westsidewhere the filling thesoftmorningairwithscatteringsofbrightness.Thewater could beseenformiles. standing. At nighttheruined citygaveoff aradioactiveglowwhich stood aloneinacityofrubble andashes.Thiswastheonehouseleft faded. Thehousewasclean. invaders, theypoppedintotheirburrows. Theirpinkelectriceye the rug nap,suckinggentlyathiddendust.Then,likemysterious thudded againstchairs,whirlingtheirmustachedrunners, kneading acrawl withthesmallcleaninganimals,allrubber andmetal.They washer andemerged twinklingdry. away tothedistantsea.Thedirtydisheswere dropped intoahot whiled themdownametalthroat whichdigestedandflushedthem An aluminumwedgescrapedthemintothesink,where hotwater waiting car. After alongwaitthe doorswungdownagain. today . . .” And theraintappedonemptyhouse,echoing. front doorsangquietly:“Rain,rain,goaway;rubbers, raincoatsfor of rubber heels. Itwasrainingoutside.Theweatherboxonthe run, eight-one!

silhouette At eight-thirtytheeggswere shriveledandthetoastwaslikestone. The fivespotsofpaint—theman,thewoman,children, the Until thisday, howwellthehousehadkeptitspeace.How The gentlesprinklerrainfilledthegarden withfallinglight. Ten-fifteen Ten o’clock Out ofwarrens inthewall,tinyrobot micedarted.Therooms were Nine-fifteen Outside, thegarage Eight-one, tick-tock,eight-oneo’clock,offtoschool,work,run, Somewhere inthewalls,relays clicked,memorytapesglided

(sihl WEHT) uh . Thegarden sprinklerswhirledupingoldenfounts, . Thesuncameoutfrom behindtherain.Thehouse , sangtheclock, Butnodoorsslammed,carpetstookthesofttread

chimed n . outline of a figure, filled in with a solid color. asolid with in filled afigure, of . outline time toclean andlifted itsdoortoreveal the . 1

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 15 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 though thewell-oiledsprockets, andthewallslived. Thenursery They lookedoutuponcolorandfantasy. Hiddenfilmsclocked lilac pantherscavortingincrystalsubstance.Thewalls were glass. the paneledwalls. with eggsaladsandwiches.Musicplayed. onto padsinashowerofpips.Glassesmanifested onanoakenbench leaped upthechimney. out assoftlyblowngrayleavesinanelectricalwind. frenzy, anddied.Itlayintheparlorforanhour. turned tofire. Itranwildlyincircles, bitingatitstail, spunina baked odorandthescentofmaplesyrup. the stovewasmakingpancakeswhichfilledhousewitharich realizing, asthehouserealized, thatonlysilencewas here. servicing, even abird musttouchthehouse! window, theshadesnappedup.Thebird, startled,flewoff! No,not sat likeevilBaal cellar, itwasdropped intothesighingventofanincineratorwhich was racedbacktotheburrows. There, downtubeswhichfedintothe The offending dust,hair, orpaper, seizedinminiature steeljaws, panels flippedopenandthecopperscrapratsflashedswiftly out. angry mice,athavingtopickupmud,inconvenience. moved inandthrough thehouse,trackingmud.Behinditwhirred once hugeandfleshy, butnow gonetoboneandcovered withsores, ritual ofthereligion continuedsenselessly, uselessly. 2.

Baal Animals tookshape:yellowgiraffes, bluelions,pinkantelopes, At fouro’clockthetablesfoldedlikegreat butterfliesbackthrough A dogwhined,shivering,onthefront porch. But thetableswere silent and thecards untouched. Bridge tablessprouted from patiowalls.Playingcards Two thirty-five In thecellar, theincineratorglowedsuddenlyandawhirl ofsparks The dogwasgone. Two-fifteen Delicately Two o‘clock The dogfrothed atthemouth,lyingdoor, sniffing, itseyes It sniffed theairandscratchedkitchendoor. Behindthedoor, The dogranupstairs,hystericallyyelpingtoeachdoor, atlast The nurserywallsglowed. Four-thirty The housewasanaltarwithtenthousandattendants,big,small, It quivered ateachsound,thehousedid.Ifasparrow brushed a For notaleaffragmentblewunderthedoorbutwhatwall The front doorrecognized thedogvoiceandopened.Thedog, Twelve noon

(BAY uhl) (BAY attending . . , sangavoice. sensingdecayatlast,theregiments ofmicehummed ancient Near Eastern deity, later associated with evil. with associated later deity, Eastern Near ancient . 2 . inadarkcorner. , inchoirs.Butthegodshadgoneaway, andthe fluttered

There Will ComeSoftRains There Will fluttered and gentleness adv. care ofthings adj. delicately attending NOTES waved gently being present; taking carefully; withgrace (FLUH tuhrd) (DEHL uhkihtlee) (uh TEHNDihng)

v. v.

725

timid; fearful adj. 726 manipulated NOTES yuh layt ihd) tremulous moves controlled through clever trembling; quivering;

UNIT 6•WORLD’S END (TREHM yuhluhs)

v. v. (muh NIHP managed or

48 47 46 45 44 43 42 41 40 39 38 37 36 4. 3. spoors! of delicatered tissuewavered amongthesharparoma ofanimal aluminum roaches andiron crickets,andinthehotstillairbutterflies floor waswoventoresemble acrispcereal meadow. Overthisran shot waterfrom theceilings.Butsolventspread onthelinoleum, room wasablazeinaninstant! window. Cleaningsolvent,bottled,shattered overthe stove.The other betweenthesilentwalls,andmusicplayed. Teasdale. As Irecall, yourfavorite. select apoematrandom.”Quietmusicrose tobackthevoice.“Sara were coolhere. a fire nowblazedupwarmly. tricks, andinthestudyaclick.Inmetalstandoppositehearth water holes. warm endlesssky. Theanimals drew awayintothornbrakesand walls dissolvedintodistancesofparched weed,mileonmile,and like otherhoofsfallinguponthesummer-starched grass.Nowthe was thepatterofokapi within adarkbellows,thelazybumbleofpurringlion. And there

okapi spoors At teno’clockthehousebegantodie. The voicesaidatlast,“Sinceyouexpress nopreference, Ishall The housewassilent. “Mrs. McClellan,whichpoemwouldyoulikethisevening?” Nine-five Nine o’clock Six, seven,eighto’clock Five o’clock It wasthechildren’s hour. “Fire!” screamed avoice.Thehouselightsflashed,waterpumps The windblew. A fallingtree boughcrashedthrough thekitchen The fire burnedonthestonehearth.Theemptychairsfacedeach Would scarcely knowthatwe were gone.” And Springherself,whenshewokeatdawn If mankindperishedutterly; Not onewouldmind,neitherbirdnortree, Will care atlastwhenitisdone. And notonewillknowofthewar, notone Whistling theirwhimsonalowfence-wire; Robins willweartheirfeatheryfire, And wildplumtrees in And frogs inthepoolssingingatnight, And swallowscircling withtheirshimmeringsound; There willcomesoftrainsandthesmellofground

3 (oh KAH pee) (oh KAH

There wasthesoundlikeagreat mattedyellowhiveofbees (spurz) . A voicespokefrom thestudyceiling: . Thebathfilledwithclearhotwater.

. Thebedswarmedtheirhiddencircuits, fornights n . droppings of wild animals. wild of . droppings

n . African animal related to the giraffe but with a much shorter neck. shorter amuch with but giraffe to the related animal . African 4 feetandthemurmurofafresh junglerain, . Thedinnerdishes tremulous white; manipulated , likemagic

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 55 54 53 52 51 50 49 mouths gushinggreen chemical. drapes! crisping thecanvasesintoblackshavings. in theupperhalls,likedelicacies,bakingoff theoilyflesh,tenderly 5. baths andwashedthedishesformanyquietdayswas gone. quenching rainceased.Thereserve watersupplywhichfilledthe mechanical rain. water, andranformore. And thewallspraysletdownshowersof While scurryingwaterratssqueakedfrom thewalls,pistoledtheir moved withflamingeasefrom room toroom andthenupthestairs. upon thefire. windows were broken bytheheatandwindblew andsucked chorus: “Fire, fire, fire!” licking, eating,underthekitchendoor, whilethevoices tookitupin

Picassos modern painters Pablo Picasso (1881–1973) (1869–1954). Picasso Pablo Matisse painters Henri and modern And then,reinforcements. From attictrapdoors,blind robot facespeered downwithfaucet Now thefire layinbeds,stood inwindows,changedthecolorsof The fire crackledupthestairs. ItfeduponPicassosandMatisses But toolate.Somewhere, sighing,apumpshrugged toastop.The The housegaveground asthefire intenbillionangry sparks The housetriedtosaveitself. Doorssprangtightlyshut,butthe (pih KAH sohz) KAH (pih and Matisses

(mah TEES ihz) (mah TEES paintings by the celebrated celebrated the by paintings 5

There Will ComeSoftRains There Will NOTES

727 mental states. that relate toextreme mark words andphrases paragraphs 61 and63, in thisway? choice toportraythehouse effect oftheauthor’s 728 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES undergoing? the process thehouseis these words showabout

UNIT 6•WORLD’S END Whatdo In In Whatisthe 57 56 67 66 65 64 63 62 61 60 59 58 through theattictopumpsthere. An explosion!Theatticbrain the fire withaclearcoldvenomofgreen froth. snake. Nowthere were twentysnakeswhippingoverthefloor, killing eaten byfire, startedthestove workingagain,hystericallyhissing! dozen eggs,sixloavesoftoast,twentybacon strips,which, stove couldbeseenmakingbreakfasts atapsychopathicrate,ten of sparkandsmoke. withered andthecircuits cracked. in thefierystudy, untilallthefilmspoolsburned,wires voice, withsublimedisregard forthesituation,read poetryaloudall mice dartingbravelyouttocarrythehorridashesaway! And one maniac confusion,yetunity;singing,screaming, afewlastcleaning clock strikesthehourinsanelybefore oraftertheother, asceneof door, athousandthingshappening,likeclockshopwhen each an umbrella franticallyoutandintheslammingopeningfront playing music,cuttingthelawnbyremote-control mower, orsetting other choruses, oblivious,couldbeheard announcingthetime, steaming river. million animals,running before thefire, vanishedoff toward adistant bounded off. Thepanthersranincircles, changing color, andten sheathings likehotchestnuts.One,two,three, four, fivevoicesdied. a forest, alone,alone. And thevoicesfadingaswires poppedtheir tragic nurseryrhyme, adozenvoices,high,low, likechildren dyingin first brittlewinterice. And thevoiceswailedFire, fire, run, run, likea scalded air. Help,help!Fire! Run,run! Heat snappedmirrors likethe had torntheskinoff toletthered veinsandcapillariesquiverinthe cringing from theheat,itswire, itsnervesrevealed asif asurgeon hung there. the beams. which directed thepumpswasshattered intobronze shrapnelon steam: again, evenasthesunrose toshineupontheheaped rubble and alone. Within thewall,alastvoice said,overandagain mound deepunder. tapes, circuits, beds,andalllikeskeletonsthrown inacluttered parlor intocellar, cellarintosubcellar. Deepfreeze, armchair, film But thefire wasclever. Ithadsentflamesoutsidethehouse,up The fire backedoff, asevenanelephantmustatthesightofadead “Today is August 5,2026,today is August 5,2026,todayis ..” Dawn showedfaintlyintheeast. Among theruins, onewallstood Smoke andsilence. A great quantityofsmoke. The crash.atticsmashingintothekitchenand parlor. The In thekitchen,aninstantbefore therainoffire and timber, the The fire burstthehouseandletitslamflatdown, puffing outskirts Ten more voicesdied.Inthelastinstantunderfire avalanche, In thenurseryjungleburned.Bluelionsroared, purplegiraffes The houseshuddered, oakboneonbone,itsbared skeleton The fire rushed backintoeveryclosetandfeltoftheclothesthat ❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Share your findings the class. with “smartmodern houses” to find today. out which of exist the technologies hedescribed Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. aspect of the story?aspect of research that detail. what In way does

Will ComeSoftRains.” Will By theendofstory,whathappenstohouse? What are thefivespotsof paint ontheexteriorofhouse? What hashappenedtotherest ofthehousesinneighborhood? What isthedailyroutine oftheautomatedhouse?

Notebook

Create astoryboard thatsummarizesthesequenceofeventsin“There

Choose unfamiliar at one least Briefly detail from the text.

Bradbury published in 1950.Bradbury this story Conduct research about the information you learned shed light an on There Will ComeSoftRains There Will

729