Reader's Notebook: Adapted Version: Grade Eight

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Reader’s Notebook

Adapted Version

Grade Eight

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ACKNOWLEDGMENTS Grateful acknowledgement is made to the following for copyrighted material:

Arte Publico Press Estate of Dr. Martin Luther King, Jr. “Baseball” is reprinted with permission from the “American Dream” by Martin Luther King Jr. from publisher of I Can Hear the Cowbells Ring by Lionel A Testament of Hope: The Essential Writings of G. Garcia (© 1994 Arte Publico Press‑University of Martin Luther King, Jr. Reprinted by arrangement Houston). with The Heirs to the Estate of Martin Luther King Jr., c/o Writers House as agent for the Brent Ashabranner Proprietor New York, NY. Copyright © 1968 Dr. From Always to Remember: The Vision of Maya Martin Luther King Jr.; Copyright renewed 1996 Ying Lin. Used by permission of the Author. Coretta Scott King. Child Health Association of Sewickley Farrar, Straus & Giroux “Thumbprint Cookies” from Three Rivers Cookbook. “Charles” by Shirley Jackson from The Lottery. Used by permission of Child Health Association of Copyright © 1948, 1949 by Shirley Jackson and Sewickley. copyright renewed © 1976, 1977 by Laurence Cox, Matthews and Associates Inc. Hyman, Barry Hyman, Mrs. Sarah Webster and “Zora Neale Hurston: A Life in Letters” by Zakia Mrs. Joanne Schnurer. Reprinted by permission Carter from Black Issues Book Review, Nov‑Dec. of Farrar, Straus and Giroux. 2002. Used by permission of Cox, Matthews and Flora Roberts, Inc. Associates Inc. From The Diary of Anne Frank by Frances Curtis Brown, Ltd. (UK) Goodrich and Albert Hackett, copyright © 1956 “Who Can Replace a Man?” by Jason Aldiss. renewed by Albert Hackett, David Huntoon & Reproduced with permission of Curtis Brown Frances Neuwirth in 1986. Group Ltd., London on behalf of Brian Aldiss. G.P. Putnam’s Sons Copyright © 1966 Brian Aldiss. “Describe Somebody,” and “Almost a Summer Sky” from LOCOMOTION by Jacqueline Woodson, copyright © 2003 by Jacqueline Woodson. Used by permission of G.P. Putnam’s Sons, A Division of Penguin Young Readers Group, A Member of Penguin.

(Acknowledgments continue on page V71) © Pearson Education “Gentleman of Rio enMedio” Sedillo by A. Juan A. “Raymond’s Run” by Toni Cade Bambara “Cub Pilot on the Mississippi” by Mark Twain “A Retrieved Reformation” by O. Henry by McKissack Patricia C. 11:59” “The From M UNIT 1 PART 1 CONTENTS ODEL “Cub Pilot on the Mississippi” 32. Before You Read “Gentleman of Rio enMedio” • Before You Read “Raymond’s Run” •“A Retrieved Reformation” 16 . Reading 42 Warm Up . . Up Warm Vocabulary YouAfter Read . . 36 . . . Selection Making Connections 35 . Reading Warm34 Up . Up Warm Vocabulary YouAfter Read . Making Connections 29 . Reading28 Warm Up . . Up Warm Vocabulary YouAfter Read . 20 . . Selection Making 19 Connections . 18Reading Warm Up . . Up Warm Vocabulary 15 Research theAuthor . . YouAfter Read . . 10 . . . Selection Making Connections 9 . 7 . . . Selection Making Connections 6 . Reading Warm5 Up . Up Warm Vocabulary The BakerThe Heater League McKissack by Patricia C. S ELECTIONS Fiction Nonfiction and 41 . . 33 . . 27 . 17 . 4 . Contents . 39 . 30 . 25 . 14 iii CONTENTS

Making Connections ...... 43 After You Read ...... 44

INFORMATIONAL TEXT Ferry/Water Bus Making Connections ...... 46 Selection ...... 47 After You Read ...... 50

Before You Read from An American Childhood • “The Adventure of the Speckled Band” ...... 51 From An American Childhood by Annie Dillard Vocabulary Warm Up ...... 52 Reading Warm Up ...... 53 Making Connections ...... 54 Selection ...... 55 After You Read ...... 58 “The Adventure of the Speckled Band” by Sir Arthur Conan Doyle Vocabulary Warm Up ...... 60 Reading Warm Up ...... 61 Making Connections ...... 62 After You Read ...... 63

Before You Read From Steinbeck: A Life in Letters • From Travels With Charley • “The American Dream” ...... 65 From Steinbeck: A Life in Letters • From Travels With Charley by John Steinbeck Vocabulary Warm Up ...... 66 Reading Warm Up ...... 67 Making Connections ...... 68 After You Read ...... 69 “The American Dream” by Martin Luther King, Jr. Vocabulary Warm Up ...... 71 Reading Warm Up ...... 72 Making Connections ...... 73 Selection ...... 74 After You Read ...... 76

INFORMATIONAL TEXT

Sun Suckers and Moon Curses Education © Pearson Making Connections ...... 78 Selection ...... 79 After You Read ...... 83 iv Adapted Reader’s Notebook © Pearson Education “Hamadi” by Naomi“Hamadi” Nye Shihab Replace Can “Who Aldiss by aMan?” Brian Summary of Tell-Tale the Summary Heart I Tell-Tale“The Poe by Allen Edgar Heart” “Tears of Autumn” by Yoshiko Uchida “An Hour With Abuelo” Cofer by Judith Ortiz M UNIT 2 CONTENTS NFORMATIONAL ODEL Before You Tell-Tale Read •“The “Hamadi” Heart” 110. Before You Replace ReadCan •“Tears “Who aMan?” . 94 of Autumn” After YouAfter Read . . 127 . . . Selection 126Making Connections . . . YouAfter Read . . 123Making Connections . 122Reading Warm Up . Up Warm Vocabulary YouAfter Read . . . ..114Selection Making Connections . .113 Reading Warm Up . . .112 Up Warm Vocabulary YouAfter Read . 107Making Connections . 106Reading Warm Up . . Up Warm Vocabulary YouAfter Read . 98 . . Selection Making Connections97 . Reading 96 Warm Up . . Up Warm Vocabulary 93 Research theAuthor . YouAfter Read . . 89 . . . Selection Making Connections 88 . . Reading 87 Warm Up . Up Warm Vocabulary S ELECTIONS Short Stories Short T EXT 121 . . . .111 105 . 95 . 86 . Contents .119 . 92 108 103 130 124 v CONTENTS

Before You Read “Charles” • “Flowers for Algernon” ...... 131 “Charles” by Shirley Jackson Vocabulary Warm Up ...... 132 Reading Warm Up ...... 133 Making Connections ...... 134 Selection ...... 135 After You Read ...... 139 “Flowers for Algernon” by Daniel Keyes Vocabulary Warm Up ...... 141 Reading Warm Up ...... 142 Making Connections ...... 143 After You Read ...... 144

Before You Read “Thank You, M’am” • “The Story-Teller” ...... 146 “Thank You, M’am” by Langston Hughes Vocabulary Warm Up ...... 147 Reading Warm Up ...... 148 Making Connections ...... 149 Selection ...... 150 After You Read ...... 153 “The Story-Teller” by Saki (H.H. Munro) Vocabulary Warm Up ...... 155 Reading Warm Up ...... 156 Making Connections ...... 157 After You Read ...... 158

INFORMATIONAL TEXT Train Ads Making Connections ...... 160 Selection ...... 161 After You Read ...... 163

UNIT 3 Types of Nonfiction

MODEL SELECTIONS “Making Tracks on Mars: A Journal Based on a Blog” by Andrew Mishkin Vocabulary Warm Up ...... 166 Reading Warm Up ...... 167

Making Connections ...... 168 Education © Pearson Selection ...... 169 After You Read ...... 172 Research the Author ...... 173 vi Adapted Reader’s Notebook © Pearson Education “The Trouble“The With Television” by Robert MacNeil From “Baseball” by Lionel G.Garcia The WarThe Vietnam in I From From CONTENTS NFORMATIONAL “On Woman’s 208 toSuffrage” Right . . Before You Read Trouble “The With Television” • Maya •From Lin Ying Before You Read 174 . Underground Railroad” Before You Read “Baseball” • After YouAfter Read . . 212 . . . Selection Making Connections . .211 210Reading Warm Up . Up Warm Vocabulary YouAfter Read . . 204 . . . Selection Making Connections203 . YouAfter Read . Making Connections 200 . 199Reading Warm Up . . Up Warm Vocabulary YouAfter Read . 192 . . Selection 191Making Connections . 190Reading Warm Up . . Up Warm Vocabulary YouAfter Read . . Making 185 Connections . . 184Reading Warm Up . Up Warm Vocabulary YouAfter Read . . 178 . . . Selection Making 177 Connections . . Reading Warm Up . .176 Up Warm Vocabulary IKnow the Caged Why Bird Sings by Maya Angelou “Harriet Tubman:“Harriet Conductor Petry on Underground the by Ann Railroad” Always toRemember: the Vision of Maya by Lin Brent Ying Ashabranner T EXT From ...... 209 . . 198 . 189 . 183 . . .175 Always toRemember: Vision the of I Know the Caged Why Bird Sings . 188 From “Harriet Tubman:“Harriet Conductor on the Contents 207 201 186 196 181 215 vii CONTENTS

“On Woman’s Right to Suffrage” by Susan B. Anthony Vocabulary Warm Up ...... 217 Reading Warm Up ...... 218 Making Connections ...... 219 After You Read ...... 220

Before You Read From Sharing the American Dream • “Science and the Sense of Wonder” ...... 222 From Sharing the American Dream by Colin Powell Vocabulary Warm Up ...... 223 Reading Warm Up ...... 224 Making Connections ...... 225 Selection ...... 226 After You Read ...... 229 “Science and the Sense of Wonder” by Isaac Asimov Vocabulary Warm Up ...... 231 Reading Warm Up ...... 232 Making Connections ...... 233 After You Read ...... 234

INFORMATIONAL TEXT Editorials Making Connections ...... 236 Selection ...... 237 After You Read ...... 241

UNIT 4 Poetry

MODEL SELECTIONS “Describe Somebody” by Jacqueline Woodson “Almost a Summer Sky” by Jacqueline Woodson Vocabulary Warm Up ...... 244 Reading Warm Up ...... 245 Making Connections ...... 246 Selection ...... 247 After You Read ...... 251 Research the Author ...... 252

Before You Read Poetry Collection 1 • Poetry Collection 2 ...... 253 Education © Pearson Poetry Collection 1 Vocabulary Warm Up ...... 254 Reading Warm Up ...... 255 viii Adapted Reader’s Notebook © Pearson Education Poetry CollectionPoetry 5 CollectionPoetry 3 Poetry CollectionPoetry 6 Thumbprint Cookies I CollectionPoetry 4 CollectionPoetry 2 CONTENTS NFORMATIONAL eoeYuRa otyCleto otyCleto 284 Before You . Read Collection Collection Poetry 5•Poetry 6 Before You267 . Read Collection Collection Poetry 3•Poetry 4 After YouAfter Read . . Making Connections 297 . 296Reading Warm Up . Up Warm Vocabulary YouAfter Read . . 288 . . . Selection Making Connections 287 . Reading 286 Warm Up . Up Warm Vocabulary YouAfter Read . 282 . . Selection Making 281 Connections . YouAfter Read . Making Connections 278 . Reading277 Warm Up . . Up Warm Vocabulary YouAfter Read . 271 . . Selection Making Connections 270 . . 269Reading Warm Up . Up Warm Vocabulary YouAfter Read . . Making Connections 264 . . Reading 263 Warm Up . Up Warm Vocabulary YouAfter Read . . 257 . . . Selection Making Connections256 . . T EXT 295 . . 285 . . 276 . 268 . 262 . Contents 298 293 260 283 265 279 274 ix CONTENTS

Before You Read Poetry Collection 7 • Poetry Collection 8 ...... 300 Poetry Collection 7 Vocabulary Warm Up ...... 301 Reading Warm Up ...... 302 Making Connections ...... 303 Selection ...... 304 After You Read ...... 311 Poetry Collection 8 Vocabulary Warm Up ...... 313 Reading Warm Up ...... 314 Making Connections ...... 315 After You Read ...... 316

INFORMATIONAL TEXT Using Your Answering Machine Making Connections ...... 318 Selection ...... 319 After You Read ...... 321

UNIT 5 Drama

MODEL SELECTIONS From Anne Frank and Me by Cherie Bennett Vocabulary Warm Up ...... 324 Reading Warm Up ...... 325 Making Connections ...... 326 Selection ...... 327 After You Read ...... 329 Research the Author ...... 330

Before You Read “The Governess” ...... 331 “The Governess” by Neil Simon Vocabulary Warm Up ...... 332 Reading Warm Up ...... 333 Making Connections ...... 334 Selection ...... 335 After You Read ...... 338

INFORMATIONAL TEXT © Pearson Education © Pearson US Department of Labor Making Connections ...... 340 Selection ...... 341 After You Read ...... 342 x Adapted Reader’s Notebook © Pearson Education and Alfonso Ortiz and Alfonso “Coyote Sun the Steals and Moon” retold Erdoes myth, Zuni by Richard by Act 2” Frances Frank, Hackett of and Anne Albert Goodrich Diary “The Act 1” Frank, of Anne by Frances Hackett Diary and Albert Goodrich “The “Water Chang Names” Samantha by Lan M UNIT 6 Site Web I CONTENTS NFORMATIONAL ODEL “Why the Waves Have Whitecaps” ...... 379 . . Waves the “Why Have Whitecaps” Before You Read “Coyote Sun and the Steals Moon” • .359 Before Act2” You Frank, of Anne Read Diary “The 343 . Before Act1” You Frank, of Anne Read Diary “The After YouAfter Read . . 383 . . . Selection Making Connections 382 . 381Reading Warm Up . Up Warm Vocabulary 378 Research theAuthor . . YouAfter Read . 374 . . Selection Making Connections 373 . 372Reading Warm Up . . Up Warm Vocabulary YouAfter Read . 366 . . Selection Making Connections365 . YouAfter Read . . Making Connections 362 . . 361Reading Warm Up . Up Warm Vocabulary YouAfter Read . . 347 . . . Selection Making Connections 346 . . Reading Warm345 Up . Up Warm Vocabulary S ELECTIONS Themes in American Stories T EXT ...... 380 . . 371 . 360 . 344 . Contents 386 377 368 363 357 xi CONTENTS

“Why the Waves Have Whitecaps” by Zora Neale Hurston Vocabulary Warm Up ...... 388 Reading Warm Up ...... 389 Making Connections ...... 390 After You Read ...... 391

Before You Read “Chicoria” From The People, Yes • “Brer Possum’s Dilemma” • “John Henry” ...... 393 “Chicoria” by José Griego y Maestos and Rudolfo A. Anaya From The People, Yes by Carl Sandburg Vocabulary Warm Up ...... 394 Reading Warm Up ...... 395 Making Connections ...... 396 After You Read ...... 397 “Brer Possum’s Dilemma” by Jackie Torrence “John Henry” Traditional Vocabulary Warm Up ...... 399 Reading Warm Up ...... 400 Making Connections ...... 401 Selection ...... 402 After You Read ...... 408

INFORMATIONAL TEXT A Life in Letters Making Connections ...... 410 Selection ...... 411 After You Read ...... 413

Before You Read From Out of the Dust • “Ellis Island” ...... 414 From Out of the Dust by Karen Hesse Vocabulary Warm Up ...... 415 Reading Warm Up ...... 416 Making Connections ...... 417 Selection ...... 418 After You Read ...... 421 “Ellis Island” by Joseph Bruchac Vocabulary Warm Up ...... 423 © Pearson Education © Pearson Reading Warm Up ...... 424 Making Connections ...... 425 After You Read ...... 426 xii Adapted Reader’s Notebook © Pearson Education “Choice: Jr.” ATribute Luther King, toMartin by Joseph Bruchac PART 2 Paralyzed Veterans I “An Episode of War” by Stephen Crane CONTENTS NFORMATIONAL “An Episode 428 of War” . Before You Read “Choice: Jr.” ATribute Luther King, • toMartin Personal ThesaurusV4 . . . V42Vocabulary Builder Cards . . Vocabulary V40 Bookmarks . . Communication Strategies V39 . . V . . Mnemonics Word Skills: Attack PhonicsV35 . . V33 . Commonly Misspelled Words Vocabulary Fold-a-List V2 . V25 . . Vocabulary Flash Cards Words in OtherSubjects V24 . Vocabulary Academic V10Word . Study Cards . Using aDictionary Suffixes . Prefixes . Word . . Roots YouAfter Read . 442 . . Selection Making Connections 441 . YouAfter Read . Making Connections 438 . Reading 437 Warm Up . Up Warm Vocabulary YouAfter Read . . 432 . . . Selection Making 431 Connections . . Reading Warm430 Up . Up Warm Vocabulary YouAfter Read . . Turbo Vocabulary Turbo T EXT V12 . 436 . 429 . . . . V4 . . . . V6 . Contents . V2 447 434 439 426 V8 37 9 4 xiii INTERACTING WITH THE TEXT

As you read your hardcover student edition of Prentice Hall Literature use the Reader’s Notebook to guide you in learning and practicing the skills presented. In addition, many selections in your student edition are presented here in an interactive format. The notes and instruction will guide you in applying reading and literary skills and in thinking about the selection. The examples on these pages show you how to use the notes as a companion when you read.

UNIT 1 BEFORE YOU READ Get Ready to Learn A Retrieved Reformation • Raymond’s Run Use the Before You Read page to learn about the Reading Skill and Literary Analysis you Reading Skill Good readers make predictions as they read. A prediction is a guess about what will happen in a story. Look for facts and events that hint will be studying. at what will happen next. Use them as clues to support your predictions. Also use your own experiences to help you make To practice the skills, you can write directly predictions. You might predict that rain is coming if you hear the rumble of thunder. My Prediction in the graphic organizer as you read. Look for clues to help you make predictions as you read. Use the chart to record your predictions. Text Support Literary Analysis The events of a story make up the plot. Plots have six main parts: • Exposition: introduction to the characters and the problem What Actually Happens • Conflict: struggle between two characters or between two forces Get the Big Idea • Rising Action: part of a story that builds excitement or interest • Climax: high point in the story A Making Connections page for every • Falling Action: events that follow the climax • Resolution: end of the story selection presents a selection summary, Look for each of the plot parts as you read. which lets you know what the selection is about before you read. © Pearson Education © Pearson

16 Adapted Reader’s Notebook MAKING CONNECTIONS Make a Big Question Raymond’s Run Toni Cade Bambara Connection

Summary Squeaky is the fastest Sentence starters help runner in her class. She cares for her “not quite right” brother Raymond. She protects him from you think about the teasing and from getting hurt. During the annual May Day races, Squeaky Big Question. learns lessons about herself, a runner named Gretchen, and Raymond.

E BIG TH Writing About the Big Question Is the truth the same for everyone? In “Raymond’s Run,” the narrator discovers that winning a race is not the most important thing in her life. Complete this sentence: Before happened, I used to think that Be an Active Reader was important. After it happened, A Note-taking Guide helps I observed that .

Note-taking Guide you organize the main Use this chart to record the order of the four most important events in the story. ideas of the selection. Complete the guide as Beginning Event Final Outcome Squeaky and you read to track your her brother Raymond run into a group of understanding. girls whom Squeaky does not like. © Pearson Education © Pearson © Pearson Education Raymond’s Run 19

xiv Adapted Reader’s Notebook TAKE NOTES Raymond’s Run Take Notes Toni Cade Bambara

Activate Prior Knowledge Squeaky is a confident, sassy young Side-column questions accompany the Tell about a time when you girl who lives in Harlem in New York City. practiced very hard for Squeaky has to take care of her brother selections that appear in the Reader’s something. Raymond, who is “not quite right.” She boldly protects Raymond from kids who try to tease Notebooks. These questions are a built-in him. Squeaky loves to run races, and she is the fastest runner in her neighborhood. tutor to help you practice the skills and ♦♦♦ There is no track meet that I don’t win the understand what you read. first place medal. I used to win the twenty-yard Literary Analysis dash when I was a little kid in kindergarten. Plot is the order of events in a Nowadays, it’s the fifty-yard dash. And tomorrow story. Exposition is the part of I’m subject to run the quarter-meter relay all by plot that gives basic information myself and come in first, second, and third. about the characters and the ♦♦♦ situation. The conﬂ ict is the This year, for the first time, Squeaky has struggle between two forces in some serious competition in the race, a new Mark the Text the story. Read the bracketed passage. Is this passage part of girl named Gretchen. the exposition or part of the ♦♦♦ Use write-on lines to answer questions in conﬂ ict? Explain your answer. So as far as everyone’s concerned, I’m the fastest and that goes for Gretchen, too, who has put out the tale that she is going to win the first- the side column. You may also want to use place medal this year. Ridiculous. In the second place, she’s got short legs. In the third place, the lines for your own notes. she’s got freckles. In the first place, no one can beat me and that’s all there is to it. ♦♦♦ When you see a pencil, you should Reading Check Squeaky takes a walk down Broadway What is Squeaky’s special talent? Circle the text that tells you. with Raymond. She is practicing her underline, circle, or mark the text as breathing exercises to get in shape for the race. Raymond is pretending to drive indicated. a stage coach. Squeaky works hard to be a good runner. She dislikes people who pretend that they

do not need to work hard to be good at Education © Pearson something. Then, Squeaky sees Gretchen and two of her friends coming toward her and Raymond.

20 Adapted Reader’s Notebook

AFTER YOU READ Check Your Raymond’s Run Understanding 1. Respond: Which parts of Squeaky’s personality would make you want to be her friend? Questions after every selection help 2. Analyze: Squeaky is very protective of her brother, Raymond. How does Squeaky feel about taking care of him? you think about the selection. You can use 3. Reading Skill: When you make predictions about a story, you the write-on lines and make informed guesses about what will happen next. List two predictions you made as you read “Raymond’s Run.” charts to answer the SUPPORT FOR WRITING AND EXTEND YOUR LEARNING questions. Then, share Writing: New Ending Imagine the ending of the story if Gretchen had won the race. Write your ideas in class a new ending to show how Squeaky might react4. toLiterary losing. Use Analysis: your The rising action contains events that increase notes as you write your new ending. the tension of the story. The falling action contains events that follow the climax. Complete the plot chart below. Write in two events discussions. Does Squeaky go through a change at the end of fromthe story? the rising If so, action and one event from the falling action. how would this change affect the way she would feel about losing? Climax: Squeaky crosses the Explain. finish line.

Event: Event:

Squeaky is proud, bold, and loyal. What other adjectives describe her?

Event: Falling ActionEvent: Squeaky and Gretchen exchange smiles.

Event: Squeaky and Gretchen Resolution: will race. ing Action Ris Listening and Speaking: Radio Broadcast Exposition: Use the following statements to help you prepare for your radio broadcast. Use action verbs so that listeners will feel the rising tension and the excitement of the race. Conflict:

1. Describe Squeaky’s appearance. © Pearson Education Raymond’s Run 25

2. Describe Gretchen’s appearance.

3. Describe how Squeaky acts.

4. Describe how Gretchen acts. Go Beyond the Selection 5. Describe what happens as Squeaky and Gretchen approach the This page provides step-by-step guidance finish line. for completing the Writing and Extend Your Learning activities presented in your 26 Adapted Reader’s Notebook student edition. © Pearson Education Interacting with the Text xv

© Pearson Education opportunities foropportunities features: these Other Features in the with the selection. ideas notes you as and todo prepare down one or more ofprojects the assigned Your Extend and for Writing Learning Support Preview vided on this page so that you can take notes right in your Reader’s Notebook. is in the hardcover student your the in page onis in the right edition your questions toanswer page about Use this in selection the right Skills the Apply YouAfter Read your Reader’s Notebook. in pair Sidenotes and Text Selection While You Read the Build Skills Before You Read notes concepts on take the selections. and and instruction Reader’s Notebook the in pages The edition. your Reader’s Notebook in pages The Selections andSkills Support 1 PART • Support for Reading Informational Materials Support Informational for Reading • Support for Model the Selection • About Genre the Learning • • Use the • Use the • The • Use the the You in write can • Reading Skill Reading the story later. story the questions need toanswer about you remember and will information organize student edition. student Notes discussion class the aboutselection join in ideas. and the included in the to questions your selection If assigned about isnot text. one the is that you find them later. them find you Reader’s Notebook. Reader’s Notebook. Use this page for page selection the your Use teacher this assigns. Summary section side the you hardcover as column in selectionthe read the in Follow your in along Note-taking Guide Note-taking Reading-Writing Connection Take Notes Take and Literary Analysis gives you an outline of the selection. of you outline the gives an Reader’s Notebook, Reader’s Notebook Reader’s Notebook column to jot down your reactions, ideas, and answers Reader’s Notebook. For example, you can complete the graphic organizer that For that complete you example, can organizer graphic the You can read the full text of one each selection text You in full read the can while you read the story. This will help you you story. while will read the This Reader’s Notebook go with the pages in the hardcover the in pages the go with use sticky notes to make your own notes your own use tomake sticky The instruction. The graphic organizer ispro- instruction. organizer graphic The to understand the big idea the of tounderstand the You will also find note-taking note-taking find You also will Reader’s Notebook Reader’s allow you to participate in class class in you toparticipate allow Underline important details to help Use this page tohelp page you Use this jot as your teacher introduces Reader’s Notebook. —your personal literature book —your literature personal with abuilt-inwith guide study student student Take Take

Part 1 Part

1 UNIT 1 EXPLORING NONFICTION from The Baker Heater League

Nonfiction is different from fiction in these ways: • Nonfiction deals with real people, events, or ideas. • Nonfiction is told through the voice of the author. The author is a real person. The author’s view is the point of view of the writing. Many things affect the outcome of nonfiction writing. Two examples are these: • Mood: the feeling the reader gets from the work • Author’s style: all of the different ways that a writer uses language. Rhythm, language, and ways of putting things in order are all part of the author’s style.

Purpose Mission Examples

To persuade • written to convince • speeches audiences of a certain idea • editorials or opinion To inform • written to present facts • articles and information • reference books • historical essays • research papers To entertain • written for the enjoyment • autobiographies of the audience • biographies • travel narratives © Pearson Education © Pearson

2 Adapted Reader’s Notebook © Pearson Education about charactersandevents.Fictionhasthesebasicparts: Fiction isastorythatcomesfromtheauthor’simagination.Ittells FICTIONEXPLORING Short stories Short Novels Historical fiction Novellas • • • • • includes aconflict,orproblem.Theresolutionoutcome, Plot: theeventsthatmovereaderthroughstory.Theplot Setting: thetimeandplaceofstory Theme: amessageaboutlifethatthestorytriestoshow outsidethestory. of viewisusedwhenthestorytoldfromaperson story istoldfromtheviewofacharacter.The the reader.Thefirst-personpointofviewisusedwhen Point ofview:theviewfromwhichstoryistoldto thoughts andactions. a story.Thecharacter’straits,orqualities,canaffecthisher Characters: thepeopleoranimalsthattakepartinaction comes attheendofstory. Type be readinonesitting works thatcan usuallyshort longer works setting place inareal historical thattake works fiction of stories longer thanshort thannovels, but shorter The 11:59The Description from TheBaker Heater •The11:59 League • • • • • • contain plot, characters, containplot,characters, contain plot, characters, containplot,characters, usually focus ononemain may also contain uses information about may contain theme view, pointof setting, and conflict, and setting conflict, plot aroundoneconflict tell invented stories real people and events to andnovelsstories short of characteristics main plot the to related conflicts orindependent stories third-person point Characteristics subplots , 3 VOCABULARY WARM-UP from The Baker Heater League • The 11:59

Word List A Study these words from the selections. Then, complete the activities. communication [kuh myoo nuh KAY shun] adj. designed to help people stay in touch. News moves quickly through the modern communication chain of instant messaging. courtesy [KUR tuh see] n. polite behavior Show courtesy to other movie-goers by keeping cell phones turned off. customary [KUHS tuh mair ee] adj. usual; happening regularly by custom It is customary to give couples something gold on their fiftieth anniversary. individual [in duh VIJ oo uhl] adj. separate; specific to one person One chef cannot possibly handle the individual requests of every diner. loyalty [LOY uhl tee] n. being faithful and true to beliefs, ideas, or people We showed loyalty to the team by cheering it on throughout a losing season. performance [per FAWR muhns] n. action that has been completed My performance on the test was great, thanks to all my study and review. powerful [POW er fuhl] adj. having great strength The powerful jaws of an alligator can easily snap a floating log in half. shattering [SHAT uh ring] v. breaking into small pieces I was shocked to see the baseball shattering the window.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

On the worst possible day, all of Gina’s normal [1] systems were

down. She wanted to give Ben the [2] of a return call, but the

phones were dead. Even her [3] new computer wasn’t working.

The [4] of all the household gadgets was harmed by the workers

installing the new cable lines. Only Gina’s [5] to Meg kept her from walking over to Meg’s house to use the phone. Ben had not invited Meg

to his party, and Gina knew that this was [6] her friend’s

feelings. Meg’s quirky [7] way of dressing and acting always © Pearson Education © Pearson

seemed to mean she was left out. In her [8] way of dealing gently with Meg, Gina would never reveal her excitement about the party.

4 Adapted Reader’s Notebook © Pearson Education of 5:00 5:00 of to open time ticket the at customary window the frame seemed to shrink when he no longer had He had spent on job. years the 40 powerful His as aticket for he salesman died. railroad, the paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read it again,Read the following and passage. Pay special attention READING WARM-UP I will try to my achieve work. in and my life in try I will excellenceefforts. now Iknow daily that iswhat proud my grandchildren make of me my and will I hope someday that job my own performance work. This was especially true of my grandfather.gave talents, best time, and to efforts their their missed more than a week of work each year. All For example, few of Grandpa’s buddies ever your efforts. pride yourself in own in and taking what means. loyaltyIt to ajob means really led to better accesstrains who for needed all help. individual efforts to help disabled peopleschedules. board Iwastouched Grandpa’s that to learn would holler about at him ticket prices or courtesy at all times, even when Grandpa’s of the stories rudest heard I however. peoplegrandfather, aboutI did discover wonderful my many things Idid not Iwasseeking. answers railroad, the find try to find some answers to my questions. shattering my sleep each Idecided night. to too lonely were Thoughts these to live? like Had simply my him. grandfather becomekilled communication daily opportunities the had all happened. Iwondered job the missing and if death. I wanted to understand what had wake up at all. I was saddened by Grandpa’s spirit fadejoyful away, one until day he didn’t Shortly after my grandfather stopped my grandfather after Shortly working Most importantly, person from every Ilearned Grandpa’s with Italked As buddies from the A . M . Iwatched leave light the eyes, his his from TheBaker from The Baker Heater League • The 11:59 •The Heater League Baker The from Heater • The11:59 League 5 8 Circle thewords that describe 8. Underline the writer’s 7. Write asentence about 6. Underline thewords that 5. 4. Circle word a that describes 3. Circle thetimethat would 2. that Underline aphrase tells 1.

means. Tellgoals. what the writer’s jobperformance write your own deﬁ deﬁ made a difference. someone’s individualefforts when time another ofcourtesy other examples Grandpa’s courtesy. Give two of example agood describe shattering what writer’s Explain sleep. the shattering was what Circle thewords that name communication your favorite describe Then, communication opportunities. how without lifefeels means. explain what customary Then, to working. Grandpa be for have customary been what powerful write changed. Then, body how Grandpa’s powerful nition ofjobloyalty.nition Then, means. means. channels. performance nition. .

MAKING CONNECTIONS from The Baker Heater League Patricia C. McKissack and Fredrick McKissack

Summary This nonfiction selection explains how railroad workers called porters shared tales with one another. The porters would gather around a potbellied stove, called a Baker heater, to tell their stories. Legends such as those of Casey Jones and John Henry grew out of these stories.

Note-taking Guide Use the chart below to record the different facts and legends you learned while reading “The Baker Heater League.”

Facts Legends

About 1870, John Henry joined a steel- John Henry was so strong that he could drive driving team for the C & O Railroad. steel with a hammer in each hand. © Pearson Education © Pearson

6 Adapted Reader’s Notebook © Pearson Education Vocabulary Casey wasdeterminedtomakeupthelosttime. Virginia steel-drivingteamhiredtodig outthe freed slavefromNorthCarolina,joined theWest at 12:50 scheduled engineerwasoutill.Thetrainleft the CannonballfromMemphistoCanton.The his blackfireman,SimWebb,preparedtotake 382. OntheeveningofApril29,1900,Caseyand Jones, wasanengineeronCannonball Number engineer or train The realJohnHenry,believedtobe a newly John LutherJones,betterknownasCasey person namedJohnHenry. became arailroadhero. train, savedmanylives,andthen died.He to jumpsafety.Instead,he stayedonthe engineer namedCaseyJones. of realpeople.Onestorywas aboutareal told storiesthatwerebasedon theactions League.” porters becameknownas“TheBaker Heater called aBakerheater,andtold stories.The the porterssataroundapotbellied stove, United States.Whentheywerenot working, one anotherintrainstationsacross the passed onstories.Theporterswould meet railroad workerscalledporterssharedand Another railroadherowas basedonareal When Casey’straincrashed, herefused The selectiondescribeshow theporters This nonfictionselectionexplains how (en ji NEER) NEER) ji (en The Baker Heater League A Development Patricia C. and Fredrick McKissack Fredrick and C. Patricia . M ., anhourandthirtyminuteslate. n . someonewhosejobitis. to controlthe engineonaship ♦ ♦ ♦ from their inthetext. names Circle about? the authortalks thepeople Whoare paragraph. the information bracketed inthe information to reader. the Read and or to present facts nonfi of ofthepurposes One Nonfi done? have jobsthey stories about whotell members family from What lessons could you learn Activate Prior Knowledge NOTES TAKE with oneanother? wanted to share theirstories Why doyou thinkthe porters Stop to Refl Henry? John writing about think is theauthor’s for purpose entertain persuade,inform, to Nonfi Nonfi The Baker Heater League

ction writing is writing ction ction is written is written ction ction ction readers. What doyou readers. ect ect to to inform or

to 7 , TAKE NOTES Big Bend Tunnel for the C & O Railroad, circa 1870. Many stories detail the life and adventures of this two hundred-pound, six-foot man who was so strong he could drive steel with a hammer Read Fluently in each hand. John Henry’s death occurred after Sometimes a new word is formed competing with a steam drill, winning, and then by joining two separate words dying. together. The new word is ♦ ♦ ♦ known as a compound word. Read the underlined sentence. The porters also told stories about Daddy The word storyteller is formed by Joe, a real-life porter, who became a legend. joining the words story and teller. Although they exaggerated Daddy Joe’s Each of those words can stand actions, the stories showed what qualities alone, but they form a new word the porters admired. when joined together. Circle ♦ ♦ ♦ another compound word in the last paragraph. Whenever a storyteller wanted to make a point about courtesy, honesty, or an outstanding job performance, he used a Daddy Joe story. And Nonﬁ ction a tale about him usually began with: “The most What character traits, or terrific Pullman porter who ever made down a qualities, would have made the berth was Daddy Joe.” porters look up to Daddy Joe ♦ ♦ ♦ as a hero? The porters also liked to tell funny stories about new workers who made foolish mistakes. As soon as one story was over, someone would begin a new one. ♦ ♦ ♦ Amid thigh-slapping laughter, another tale Reading Check would begin with: “Did you hear the story about Who is described as “the most the flagman?” Of course they’d all heard the terriﬁ c Pullman porter who ever story a hundred times. But each teller added or made down a berth”? Circle the text that tells you. subtracted something until the tale was his own. That’s how the tales stayed fresh and original. © Pearson Education © Pearson Vocabulary Development circa (SER cuh) adj. around; used before a date to show that the date is uncertain courtesy (KER tuh see) n. polite behavior

8 Adapted Reader’s Notebook © Pearson Education Use thiswebtorecallthedifferentstoriesthatLestertells. Note-taking Guide escape thetrain. story becomesreal.Hetriesto ous 11:59DeathTrain.Lester’s young portersaboutthemysteri- employees. Onenight,hetellsthe ing storiestotheotherrailroad night attheporterhouse,tell- retired porter,hangsoutevery Summary CONNECTIONS MAKING Patricia C. McKissack C. Patricia The 11:59The Lester Simmons,a Lester’s Tales Sampson andthe rich passenger The 11:59 9 TAKE NOTES The 11:59 Patricia C. McKissack

Activate Prior Knowledge This fictional story is set in St. Louis in the What scary stories do you know? 1950s. Its main character is an old man who What makes a story scary? has retired from his job as a Pullman porter after thirty years of work. ♦ ♦ ♦ Lester Simmons was a thirty-year retired Pullman car porter—had his gold watch to prove it. “Keeps perfect train time,” he often bragged. Stop to Reﬂ ect “Good to the second.” Why do you think the young Daily he went down to the St. Louis Union porters enjoy hearing Lester’s Station and shined shoes to help supplement stories about the old days? his meager twenty-four-dollar-a-month Pullman retirement check. He ate his evening meal at the porter house on Compton Avenue and hung around until late at night talking union, playing bid whist, and spinning yarns with those who Reading Check were still “travelin’ men.” In this way Lester What was special about Lester stayed in touch with the only family he’d known Simmons’s union? Underline the since 1920. text that tells you. ♦ ♦ ♦ Lester tells the young porters true stories about how he and other porters helped start the Brotherhood of Sleeping Car Porters, the first all-black union in the United States. He describes how they fought the Pullman Company for 13 years to get better working conditions. He also tells stories about Daddy- Joe, the hero of all porters. He points out that, in the end, even Daddy Joe couldn’t escape the porters’ Death Train, the 11:59. ♦ ♦ ♦ © Pearson Education © Pearson Vocabulary Development supplement (SUP luh muhnt) v. add something, especially to what you earn or eat, in order to improve it meager (MEE ger) adj. very small in amount

10 Adapted Reader’s Notebook © Pearson Education Vocabulary I’ve gotplentyoflivingyet.” the time.11:59! early morning.Nervouslyhelitamatch tocheck nothing wasscheduledtocomeinor outtill pain, Lesterlookedattheoldstation. Heknew to carryfromsomefarawayplace.Ignoringhis sound ofatrainwhistle,whichthewindseemed exactly thesamemomentheheardmournful and livedtotell—” anybody whoeverheardthewhistleof11:59 no waytoescapethefinalrideon11:59.” porters gottoboardthattrainoneday.Ain’t voice, Lesterdrovehomethepoint.“Allus train comesthenextnight..”Inhiscreakiest earthly matters.Hebetterbereadywhenthe has gotexactlytwenty-fourhourstoclearup mournful “No,” hesaidintothedarkness.“I’m notready. Suddenly hefeltasharppaininhischest.At Laughter. “Not alivingsoul!” “Lester,” ayoungporterasked,“youknow Silence. “Any porterwhohearsthewhistleof11:59 starts walkinghomealittlebeforemidnight. last old-timeportersleftinSt.Louis.Thenhe or died.Lesterrealizesthatheisoneofthe Lester thatTiprecently“boardedthe11:59,” nickname stuck.Oneoftheporterstells Sampson bycallinghimTip,andthe him wasonedime.Lesterstartedteasing the endoftrip,however,allshegave hoping togetabigtipfromthewoman.At train fromChicagotoLosAngeles.Hewas once waitedonarichwomanwhorode friend, TipSampson,gothisnickname. Then Lestertellsthestoryofhowhisold (MAWRN fuhl) Development adj . very sad; depressing sad; . very ♦ ♦ word that tells you. Circle the thetrainwhistle? hears he after Lester feel How does thebracketedRead passage. feels. how acharacter describe words toAuthors usecertain Fluently Read hasa plot the readerthroughastory. The A plot Fiction NOTES TAKE in thetext. Underline the answerfriend Tip? his about What Lester learn does Reading Check friend Sampson? his that Lester tells about story What is ofthe theresolution outcome, at theendofstory.

is theevents that moves resolution The 11:59 , or 11 TAKE NOTES Fear quickened his step. Reaching his small apartment, he hurried up the steps. His heart pounded in his ear, and his left arm tingled. He had an idea, and there wasn’t a moment to Fiction waste. But his own words haunted him. Ain’t Point of view is the view from no way to escape the final ride on the 11:59. which a story is told to the “But I’m gon’ try!” Lester spent the rest of the reader. First-person point of view is used when the story is night plotting his escape from fate. ♦ ♦ ♦ told from the view of a character. Third-person point of view is Lester decides not to eat or drink anything used when the story is told from the next day so that he will not choke or die the view of a person outside the of food poisoning. He shuts off his space story. From which point of view heater, nails all the doors and windows shut, is this story told? and unplugs all of his appliances to avoid any dangers. He plans to escape Death and live to tell the story to the young porters. Read Fluently Lester spends the next day in his chair, Authors use exclamation points too scared to move. He checks his watch (!) to add punch to words or every few minutes and listens to its constant sentences. Read the underlined ticking. He thinks about his thirty years of sentence. Why do you think the working on the railroad. He wonders what author used an exclamation his life would have been like if he had point here? How would the decided to settle down in one place and get sentence sound if it ended with a married. Finally, he decides that he has lived period? a good life and has no regrets. When night comes, Lester starts praying. His arm starts tingling, and his legs get stiff. He wonders whether he will be the first porter to avoid the 11:59 and cheat Death. Then he hears a train whistle, lights a match, Reading Check and sees that the time is now 11:57. He hears What is supposed to happen the whistle again, but he is unable to move. at 11:59? Circle the answer in The pain in his chest gets worse, and it is the text. hard for him to breathe. ♦ ♦ ♦ Time had run out! Lester’s mind reached for an explanation that made sense. But reason failed when a glowing phantom dressed in the porters’

blue uniform stepped out of the grayness of Education © Pearson Lester’s confusion.

12 Adapted Reader’s Notebook © Pearson Education man, Ihadtotry.” none ofuscanescapethelastrideon11:59.” on hisoldfriendstandinginthestrangelight. “Is thatyou,Tip?”heasked,squintingtofocus bathed inapeacefulcalmthathaditsownglow. spoke inathousandfamiliarvoices. “It’s “I’m ready.” “Not forlong.” “That’ll justleaveWillie,won’tit?” Tip smiled.“Icandigit.SodidI.” “I know.Iknow,”Lestersaid,chuckling.“But “It’s me,ol’partner.Cometoremindyouthat Freed ofanyrestraintnow,Lesterstood, at exactly11:59. staring athisgoldwatch.Thewatchstopped find himdeadonthefloor,withhiseyesstill Lester dies.Twodayslater,hisfriends your time,goodbrother.”Thespecter ♦ of Lester’s story? What do you thinkis thetheme to tell. attempts that astory A theme Fiction What is the Fiction NOTES TAKE answer inthe text. to Lester? see Underlinethe What is Tip’s reasonforcoming Reading Check Lester’s story?

is a message about life isabout amessage resolution The 11:59 to 13 AFTER YOU READ Nonfiction and Fiction

1. Interpret: What causes Lester’s death in “The 11:59”?

2. Classify: Use the chart below to record information about the railroad figures discussed in “The Baker Heater League.” List the heroes. Write the facts and legends that are given about each one.

Railroad Heroes Fact Legend/Fiction

Casey Jones His real name was Jones chose to stay on the John Luther Jones. He was train to protect the lives of an engineer on Cannonball others. No. 382.

3. Fiction: What details in the setting make “The 11:59” seem to have actually happened?

4. Nonfiction: Authors of nonfiction often use fictional parts in their writing. Why does the author include tales about famous railroad figures in “The Baker Heater League”?

14 Adapted Reader’s Notebook © Pearson Education Present atalkshow.Thefollowingtipswillhelpyoucreateyourshow. Show Talk AUTHOR THE RESEARCH • Watch thevideointerviewwithPatriciaMcKissack.Addwhatyou • Search theInternet:Usewordsandphrasessuchas“Patricia • Read someoftheauthors’works.PatriciaandFredrickMcKissack’s • Use yournotesto write yourtalkshow. Additional informationlearnedabout theauthors: author andherhusband. learn fromthevideotowhatyouhavealreadylearnedabout What IlearnedaboutPatriciaandFredrickMcKissack: McKissack article.” What IlearnedfromtheMcKissacks’writing: Against Slavery:AmericanSlaveRevolts;and Quarters; Bugs!;MartinLutherKing,Jr.:ManofPeace;Rebels books includeChristmasintheBigHouse,

The Baker Heater •The11:59 League Let MyPeopleGo. 15 UNIT 1 BEFORE YOU READ A Retrieved Reformation • Raymond’s Run

Reading Skill Good readers make predictions as they read. A prediction is a guess about what will happen in a story. Look for facts and events that hint at what will happen next. Use them as clues to support your predictions. Also use your own experiences to help you make predictions. You might predict that rain is coming if you hear the rumble of thunder. My Prediction Look for clues to help you make predictions as you read. Use the chart to record your predictions. Text Support Literary Analysis The events of a story make up the plot. Plots have six main parts: • Exposition: introduction to the characters and the problem What Actually Happens • Conflict: struggle between two characters or between two forces • Rising Action: part of a story that builds excitement or interest • Climax: high point in the story • Falling Action: events that follow the climax • Resolution: end of the story Look for each of the plot parts as you read. © Pearson Education © Pearson

16 Adapted Reader’s Notebook © Pearson Education satin satin recipe prefer performance pageant under lights. the Ihave seen fabric the at share the secret the [7] share decided barbecue chicken.will to Rivera serve hope They Principal going to out create flowers of [5] from Word List A. Use each word only appropriate once. below an paragraph the each in with in blank word Fill Exercise A zoom strawberries fantasy energy Study words these from “Raymond’s Run.” Then, complete activity. the A List Word We’ll need lots of [3] skits, tickets, sell to write refreshments, plan decorations. make and VOCABULARY WARM-UP [8] [4] [4] beblooming, our theme is“Awill [2] [6] We are planning the school’s the We planning are [1] spring My favorite recipe for chicken was taught to me by my mother. I prefer mybike to ride instead of taking the bus or walking. studentsThe presented anelaborate Thanksgiving pageant. youngThe girl afantasy had of becoming President of the United States. I watched the cars zoom by on the freeway. We couldn’t resist picking the strawberries as soon as they ripened. slipperyThe satin ribbon kept coming untied. racerThe used burst afinal of energy to cross the finish line.

[SAT uhn] [ZOOM] [pri FER] [RES i pee] [EN er jee] [FAN tuh see] [PAJ uhnt] [STRAW ber eez] v. jobs that are artistic, I’m jobs on working decorations. artistic, are that We’re dipped chocolate in would agreat make dessert. by store the tonight to pick up some. food The has team adj. v. move quickly move n. like something more than other things n. n. made from a smooth fabric that is shiny on one side

strength to be active list of materials and instructions for making food

n. well-planned presentation of a play or other other or play a of presentation well-planned something you imagine happening you something imagine n. for his yummy sauce. I think sauce. for yummy his Ithink to get it all ready in time! Since I to get time! ready in it all small, red, juicy fruits

Sew What material so they’ll shine of Flowers.” We need ?, so I’ve offered to . Since everything . Since everything Raymond’s Run Raymond’s Run 17 READING WARM-UP Raymond’s Run

Read the following passage. Pay special attention 1. Underline the words naming to the underlined words. Then, read it again, and what people need energy to complete the activities. Use a separate sheet of do. Tell about something you do that requires energy. paper for your written answers.

2. Circle three words naming May Day is one of the world’s oldest holidays. things that were part of the Since ancient times, people have gathered to May Day pageant on April 30. welcome spring. The season’s beautiful flowers Explain what a pageant is. and warm sun were celebrated, along with 3. What type of people do you people’s feelings of renewed energy for work and prefer to spend time with? play. Over time, celebrations became bigger. Some Make a list of words used to villages would plan a special pageant that began describe your preferred friends. the night of April 30. On this night, the villagers would put out their winter fires and go to the 4. Circle the words that describe center of town. There, a new fire would be strawberries. Then, write your started. Bearing torches, the people would own sentence describing them. return home, singing and dancing. 5. Write a sentence explaining Daytime celebrations usually included a why May Day would be maypole. A tall tree would be cut down and “a fantasy come true” for brought to the middle of the village. Colorful ﬂ ower lovers. ribbons were tied to the trunk. They formed bright 6. Underline an ingredient that patterns as boys and girls danced around the might be found in the recipe pole, ribbons in hand. Legend said that your for sweet oatcakes. Then, ribbon would wind around the ribbon of the write a sentence describing person you would prefer to marry. Seasonal treats, the food made from your such as fresh, juicy strawberries, were served. favorite recipe. May Day was a fantasy come true for flower 7. Circle what is made of satin. lovers. Flowers were placed in doors and windows. Describe something else that People made bouquets for one another or filled could be made from satin baskets with blossoms and sweets to give away. material for the prom. One traditional May Day recipe used leftover 8. Underline the words that oatmeal to make sweet oatcakes. describe the opposite of You can see that many modern spring zoom. Then, use zoom in celebrations come from the ancient May Day your own sentence. festivals. For example, the spring prom uses many of the same ideas. Young people dance together, perhaps hoping to find true love. Flowers are worn in lapels or at the wrist, and colorful satin ribbons are used in prom decorations. It is true that modern dancers seem to hop, jerk, and zoom Education © Pearson across the dance floor instead of gently winding their way around a pole. Still, the true May Day feelings of young love, hope in a new season, and enjoyment of nature’s beauty remain the same. 18 Adapted Reader’s Notebook © Pearson Education I observedthat the story. Use thischarttorecordtheorderoffourmostimportanteventsin Note-taking Guide in herlife.Completethissentence: narrator discoversthatwinningaraceisnotthemostimportantthing In“Raymond’sRun,”the Is thetruthsameforeveryone? named Gretchen,andRaymond. learns lessonsaboutherself,arunner the annualMayDayraces,Squeaky teasing andfromgettinghurt.During Raymond. Sheprotectshimfrom for her“notquiteright”brother runner inherclass.Shecares Summary MAKING CONNECTIONS MAKING

T not like. doesSqueaky girls whom agroupof into Raymond run her brother andSqueaky Beginning Event H

B B

I I

G G Before Writing About theBig Question Raymond’s Run

Toni Cade Bambara Cade Toni Squeaky isthefastest

wasimportant.Afterithappened, happened,Iusedtothinkthat Final Outcome Final Raymond’s Run 19 . TAKE NOTES Raymond’s Run Toni Cade Bambara

Activate Prior Knowledge Squeaky is a confident, sassy young Tell about a time when you girl who lives in Harlem in New York City. practiced very hard for Squeaky has to take care of her brother something. Raymond, who is “not quite right.” She boldly protects Raymond from kids who try to tease him. Squeaky loves to run races, and she is the fastest runner in her neighborhood. ♦ ♦ ♦

There is no track meet that I don’t win the first place medal. I used to win the twenty-yard Literary Analysis dash when I was a little kid in kindergarten. Plot is the order of events in a Nowadays, it’s the fifty-yard dash. And tomorrow story. Exposition is the part of I’m subject to run the quarter-meter relay all by plot that gives basic information myself and come in first, second, and third. about the characters and the ♦ ♦ ♦ situation. The conﬂ ict is the This year, for the first time, Squeaky has struggle between two forces in some serious competition in the race, a new the story. Read the bracketed passage. Is this passage part of girl named Gretchen. the exposition or part of the ♦ ♦ ♦ conﬂ ict? Explain your answer. So as far as everyone’s concerned, I’m the fastest and that goes for Gretchen, too, who has put out the tale that she is going to win the first-

place medal this year. Ridiculous. In the second place, she’s got short legs. In the third place, she’s got freckles. In the first place, no one can beat me and that’s all there is to it. ♦ ♦ ♦ Reading Check Squeaky takes a walk down Broadway What is Squeaky’s special talent? Circle the text that tells you. with Raymond. She is practicing her breathing exercises to get in shape for the race. Raymond is pretending to drive a stage coach. Squeaky works hard to be a good runner. She dislikes people who pretend that they

do not need to work hard to be good at Education © Pearson something. Then, Squeaky sees Gretchen and two of her friends coming toward her and Raymond.

20 Adapted Reader’s Notebook © Pearson Education Vocabulary into throughhim. they’re abouttoseewhattroubletheycanget just broughthismuleteamtoastandstill.And either. ThentheyalllookatRaymondwhohas to teachushowcausegrown-upgirlsdon’tknow want toknowhowandthere’sprobablynoone other becausetheydon’tknowhowand thinking thatgirlsneverreallysmileateach routine. only onetalkinginthisventriloquist-dummy at Gretchenwhois,asfarI’mconcerned,the than that. I havewhuppedhermanytimesforlesssalt on herhipsallsalty,completelyforgettingthat says Rosie,tryingtosignifywithherhands breath talkingtoshadows. standing therereally,sonousewastingmy answer. Besides,there’sjustmeandGretchen Mary Louise,onlyit’snotasmileatall. signify Gretchen smiles,butit’snotasmile,andI’m “I alwayswincauseI’mthebest,”Isaystraight “I don’tthinkyou’regoingtowinthistime,” A dumbquestionlikethatdoesn’tdeservean “You signingupfortheMayDayraces?”smiles May Dayprogrambecauseshedoesnot want at herbrother. her friendsleave,andSqueakysmiles but Squeakydefendshim.Gretchenand the girls,butshedecidestofacethem. Squeaky considersgoingintoastoretoavoid Rosie, theothergirl,alwaysteasesRaymond. Gretchen anddoesnotlikeSqueakyanymore. Squeaky’s friend.Nowshehangsoutwith One ofthegirls,MaryLouise,usedtobe (SIG nuh v fy) The nextday,Squeakyarriveslateatthe Mary LouisestartstoteaseRaymond, Development . representsomething ♦ ♦ Rising action Literary Analysis this? meanwhenshesays Squeaky as “not at asmile all.” What does hersmile describes and Squeaky Louise at smiles Squeaky Mary Stop to Reﬂ NOTES TAKE tells you. tells thatgirl is it? Underlinethetext to Which onlyoneofthegirls. that sheis feels talking Squeaky Reading Check the story? the increasesthetensionpassage of What eventpassage. inthis tension. Read the bracketed the thatincrease with events

Raymond’s Run 21 ect ect is a part of is apart plot

TAKE NOTES to see the May Pole dancing. She thinks it is silly. She arrives just as the races are starting. She puts Raymond on the swings and finds Mr. Pearson, a tall man who gives the racers Stop to Reﬂ ect their numbers. Do you agree with the way that ♦ ♦ ♦ Squeaky deals with the situation with the girls? Explain. “Well, Squeaky,” he says, checking my name off the list and handing me number seven and two pins. And I’m thinking he’s got no right to call me Squeaky, if I can’t call him Beanstalk. “Hazel Elizabeth Deborah Parker,” I correct him and tell him to write it down on his board. “Well, Hazel Elizabeth Deborah Parker, going to give someone else a break this year?” I squint Reading Skill at him real hard to see if he is seriously thinking A prediction is an informed I should lose the race on purpose just to give guess about what might happen. someone else a break. Read the bracketed passage. ♦ ♦ ♦ How do you predict that Mr. Pearson suggests that Squeaky let Squeaky will react to Gretchen, the new girl, win the race. Squeaky Mr. Pearson’s suggestion? gets mad and walks away. When it is time for the 50-yard dash, Squeaky and Gretchen line up with the other runners at the starting line. Squeaky sees that Raymond has left the swings and is getting ready to run on the other side of the fence. Read Fluently Squeaky mentally prepares herself to win Read the underlined sentence and takes off like a shot, zipping past the that ends on p. 23. Circle the other runners. most important words in the ♦ ♦ ♦ sentence. Write the meaning of the sentence in your own words. I glance to my left and there is no one. To the right a blurred Gretchen, who’s got her chin jutting out as if it would win the race all by itself. And on the other side of the fence is Raymond with his arms down to his side and the palms © Pearson Education © Pearson

Vocabulary Development squint (skwint) v. narrow your eyes so that you can see better jutting (JUT ing) adj. sticking out

22 Adapted Reader’s Notebook © Pearson Education footfuls ofdirtandbrakemeshort. my feetwithamindoftheirownstartdiggingup me andItearpastit,racingintothedistancetill first run.Butthewhiteribbonisbouncingtoward almost stoptowatchmybrotherRaymondonhis style, andit’sthefirsttimeIeversawthat tucked upbehindhim,runninginhisveryown the dinnertable,which drivesmybrotherGeorge in countsofseven causehe’salwaysdoingitat my trots?Andhesurelyknowshow to breathe runner. Doesn’thealwayskeepupwith meon to methatRaymondwouldmakeavery fine back andhisteethshowingall, it occurred his sideandwiththewindpulling mouth how helookedrunningwithhisarms downto he climbshandoverandremembering both wonderingjustwhodidwin. and stareatGretchenwho’sstaringback,we loudspeaker andIdigmysneakerintothegrass then threeorfourvoicesgetallmixeduponthe a littleforthefirsttime.“Inplace..”and steady timelikearealproandIsortofher hands onherhipstakingitslow,breathingin the finishlinetoo,huffingandpuffingwithher comes Gretchenwalkingback,forshe’sovershot And itoccurstome,watchinghowsmoothly And Ileandowntocatchmybreathandhere on theothersideoffence. remembers thatRaymondrantheracetoo, climbing upthefence.Suddenly,Squeaky has won,Raymondcallsouttoher.Hestarts the winner. time. Thejudgesarenotsurewhichgirlis crossed thefinishlineatalmostsame race, butitturnsoutthatsheandGretchen As Squeakywaitstofindoutwhethershe Squeaky believesthatshehaswonthe ♦ ♦ ♦ ♦ race? Why? Reading Check Reading Check Who doyou Reading Skill this areinvolvedWhat characters in thebracketedRead passage. Literary Analysis NOTES TAKE that tells theanswer. race? Underlinethesentence sheﬁ Raymond after notice about What Squeaky does

conﬂ ict Raymond’s Run 23 ? predict predict nishes the will winthe TAKE NOTES up the wall. And I’m smiling to beat the band cause if I’ve lost this race, or if me and Gretchen tied, or even if I’ve won, I can always retire as a runner and begin a whole new career as a coach Read Fluently with Raymond as my champion. It helps to break down a long ♦ ♦ ♦ sentence into shorter sentences. Squeaky gets very excited about the Read the underlined sentence. How could you break this idea of teaching Raymond to be a champion sentence into shorter sentences? runner. She wants him to have something Circle each part of the sentence to be proud of. Raymond runs over to her, that could be made into a and she jumps up and down with happiness shorter sentence. because of her plans to help him. ♦ ♦ ♦ Literary Analysis But of course everyone thinks I’m jumping up Squeaky thinks more about her and down because the men on the loudspeaker brother than about the race after have finally gotten themselves together and she is done. How does Raymond compared notes and are announcing “In first affect the story’s conﬂ ict? place—Miss Hazel Elizabeth Deborah Parker.” (Dig that.) “In second place—Miss Gretchen P. Lewis.” And I look over at Gretchen wondering

what the “P” stands for. And I smile. Cause she’s good, no doubt about it. Maybe she’d like to help me coach Raymond; she obviously is serious about running, as any fool can see. And she nods to congratulate me and then she smiles. And I smile. We stand there with this big smile of respect between us. © Pearson Education © Pearson

24 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ Exposition: will race. Event: Event: Event: Literary Analysis: predictions youmadeasread“Raymond’sRun.” make informedguessesaboutwhatwillhappennext.Listtwo Reading Skill:Whenyoumakepredictionsaboutastory, does Squeakyfeelabouttakingcareofhim? Analyze: Squeakyisveryprotectiveofherbrother,Raymond.How want tobeherfriend? Respond: from therisingactionandoneeventfalling. follow theclimax.Completeplotchartbelow.Writeintwoevents the tensionofstory.Thefallingactioncontainseventsthat

Squeaky andGretchen Squeaky Which partsofSqueaky’spersonalitywouldmakeyou The finish line. Climax: Raymond’s Run contains events that increase rising actioncontainseventsthatincrease Conflict: Conflict:

Rising Action crosses Squeaky the Falling Action Falling Event: Event: exchange smiles. exchange

Squeaky andGretchen Squeaky Resolution: Raymond’s Run 25 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: New Ending Imagine the ending of the story if Gretchen had won the race. Write a new ending to show how Squeaky might react to losing. Use your notes as you write your new ending.

Does Squeaky go through a change at the end of the story? If so, how would this change affect the way she would feel about losing? Explain.

Squeaky is proud, bold, and loyal. What other adjectives describe her?

Listening and Speaking: Radio Broadcast Use the following statements to help you prepare for your radio broadcast. Use action verbs so that listeners will feel the rising tension and the excitement of the race.

1. Describe Squeaky’s appearance.

2. Describe Gretchen’s appearance.

3. Describe how Squeaky acts.

4. Describe how Gretchen acts.

5. Describe what happens as Squeaky and Gretchen approach the finish line.

26 Adapted Reader’s Notebook © Pearson Education typical typical successful inspection medicines to heal any sickness.medicines any toheal Truly, business was[6] interesting. Upon close [3] perfect example of at my mind always work. [2] are My dreams of Venus. Now, Icould only if remember recipes those when up! Iwake flourishing extremely active activity. Study words these from“A Reformation.” Retrieved Then, complete the A List Word Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word fromFill Exercise A to eat its famous in [7] space-age on Venus town shop! Travelersvisited this also just fromEarth VOCABULARY WARM-UP [8] was highly [4] [4] was highly on planet the town Venus. took place asmall dream The in top! town The drugstore café I have [1] avery An inspection of my locker finally turned up the source of the awful smell. The typicalThe teenager needs at least eight hours of sleep each night. If our car wash successful, is we’ll earn enough for the end-of-school trip. The wiltingThe plants soon again began as they as were flourishing watered. The local drugstoreThe now sells allsorts of school supplies. Candace wasextremely excited to learn that she’d qualified for the finals. During summerDuring months, people can eat outdoors at the local café. After along nap, the toddler anactive had afternoon.

[kaf AY] [kaf [AK tiv] [AK [TIP uh kuhl] [DRUHG stor] [ek STREEM lee] adj. fuhl] SES [suhk [in SPEK shun] [in [FLUR ish ing] n. adj.

small restaurant small ingredients that have ingredients that brought intergalactic foods tothe fame full of normal energy and activity

adj.

n. showing the qualities and common traits of common agroup and qualities the traits showing store where medicines other and products sold are v. because of its famous [5] [5] famous its of because

n. adv. succeeding very careful look at something imagination. A dream Ihad recently Adream isthe imagination. turning out as planned toagreat extent or degree . The meals were prepared with all the the all were meals . The prepared with , though, this one was really over one , though, the wasreally this

A Retrieved Reformation A Retrieved

A Retrieved Reformation

that sold in that

27 © Pearson Education A Retrieved Reformation Search for Elmore, Arkansas, on a map or on Arkansas, on or a map Elmore, on Search for a typical show Morrilton Pictures small of reveals a Morrilton today of inspection A closer the Internet and you come up with a big zero. with up zero. an a big come and be you the Internet to proves Arkansas, Morrilton, However, extremely interesting find. This small town was have to seems Morrilton inbuilt the 1870s. in Elmore of town the as features same the Henry O. Since loved town Retrieved Reformation.” his “A modeled he that believe to games, word reverse Just unreasonable. after Morrilton is not “Morril”! in syllables the town. and Begun the along Little Rock Fort Smith Railroad, the town grew quickly as a trade imagine can main its back just street You center. red brick of a row been have would There then. market, food a drugstore, including businesses, and bank. Things in Morrilton really began across flourishing was built it to a bridge when and shoppers, the Arkansas Tourists, River. visiting the charmingfarmers enjoyed town in the café serving the Ozark doubt foothills. No busy been always has street main the on food during summer months. a has slogan: small even town. It successful in might stay Travelers Limits.” No “Small City, whileMorrilton visiting of the Museum nearby Park. The Jean State the Petit or Automobiles can walk the You people. active for park great is things are beautiful Many caves. trails explore or and a natural in bridge the including park, found waterfall. are There also stunninga 95-foot views an the park is named. which with thefrom mountain for love in fell girl French a that says Legend his to him with come to order In sailor. American named as Jean. a boy herself disguised she home, her. for named is Jean”) (“Little mountain The Read the following passage. Pay special attention attention special Pay passage. following the Read and it again, Then, read words. underlined the to of sheet a separate Use activities. the complete answers. written your for paper

? . inspection means. means. interesting when when interesting successful be a good business to would nd in a café. Why ne Adapted Reader’s Notebook ourishing. Tell what what Tell ourishing. something makes nd. What you fi a café months? during tourist have an inspection is does. Why the word closer used to describe an the meaning of at hint that a sentence Write successful. explain helps to this how defi you are searching for facts? for are searching you describeparagraph that a typical Then, write small town. typical what would be a drugstore why found near a food market and a bank. name people who came to began when it Morrilton fl fl o u r i s h i n g peoplehow can be active at active what the park. Tell means is an extremelyis interesting fi extremely 28 READING WARM-UP READING 5. 5. what tells that word the Circle 6. what tells that the verb Circle 7. slogan in the the words Circle 2. in second the Underline words 3. explain to a sentence Write 4. that words Underline the 8. show that the words Circle 1. 1. what tell that the words Circle © Pearson Education Use thischaracterwebtodescribeJimmyValentine’scharacter. Note-taking Guide sentence: former thieftriestore-inventthetruthabouthislife.Completethis In“ARetrievedReformation,”a Is truththesameforeveryone? that hehaschanged. However, Jimmy’sactionsshow arrest Jimmyforrecentrobberies. a store.Adetectiveshowsupto He changeshisnameandopens and decidestobecomehonest. robbing safes.Buthefallsinlove prison andplanstogoback Summary CONNECTIONS MAKING

A Retrieved Reformation A Retrieved T H

B B

I I

G G People formopinionsofothersbasedon Writing About theBig Question Jimmy Valentineleaves slick O. Henry O. Jimmy ValentineJimmy

A Retrieved Reformation . 29 AFTER YOU READ A Retrieved Reformation

1. Deduce: One of the first people Jimmy sees in Elmore is Annabel Adams. How does seeing her make him change?

2. Make a Judgment: Jimmy has been breaking the law for a long time. He now plans to stop. Do you think people like Jimmy can change their ways? Explain.

3. Reading Skill: A prediction is a guess about what will happen later. You might predict that Ben Price will arrest Jimmy. What clues can you find to support that prediction?

4. Literary Analysis: A plot chart shows the parts of a story. In the chart below, add the missing parts.

Climax: Agatha is trapped in a safe.

Event: Event: Event:

Falling ActionEvent: Agatha is freed. Event: Jimmy V. is a safecracker released from prison. Resolution: Price pretends not to Exposition: Rising Action know Jimmy. Education © Pearson

Conflict:

30 Adapted Reader’s Notebook © Pearson Education What wouldeachofthefollowingpeoplesayanddo? Write andperformaradiobroadcastofJimmy’srescueAgatha. Listening Radio andSpeaking: Broadcast arrest wouldhavechangedthesepeople’slives: Ben PricehadarrestedJimmy?UsethischarttoshowhowJimmy’s Write anewendingtothestory.Howwouldstorybedifferentif Ending New Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • Jimmy • Mr. Adams • Agatha’s mother • Agatha • Annabel Use yournotestowritenewendingforthestory Use yournotestowriteradiobroadcast.

Jimmy

Annabel Adams A Retrieved Reformation Ben Price Ben 31 UNIT 1 BEFORE YOU READ Gentleman of Río en Medio • Cub Pilot on the Mississippi

Reading Skill You can make predictions about a story. Use details in the story to guess what will happen later. Reading ahead to confirm or correct predictions helps you understand how events in the story are connected. Follow these steps: • Read and look for details that suggest what might happen. • Make your prediction. • Use the chart below to write your prediction. Read ahead to see whether your prediction is right. You might read something that makes your prediction wrong. If this happens, change your prediction.

Detail: Character sees a fin in New Details: The fin turns out to be the water. belong to a dolphin.

Read Prediction: A shark will attack. Prediction: The dolphin will help the Ahead character get to land.

Literary Analysis Conflict is a struggle in a story. There are two main kinds of conflict: • A character can struggle against another character, nature, or society. This is called external conflict. • A character can also struggle with two different feelings, beliefs, needs, or desires. This is called internal conflict. © Pearson Education © Pearson The conflict in the story ends in the resolution. All problems are worked out.

32 Adapted Reader’s Notebook © Pearson Education character. Igot When back at office, [6] to the his Ifigured when there’s it good aperfectly builds messenger But service. he thinks people might find it [5] people it [5] find might This time he [4] Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word from Fill Exercise A previous obediently insulted document amounted additional activity. Study words these en from “Gentleman Medio.” of Río Then, complete the A List Word VOCABULARY WARM-UP of $5.25 an hour, an of $5.25 my fee [7] things to do that day, I [2] he needed for of better he acase on. wasworking Icould Although think [8] $10a crisp Ididn’t wallet, from his bill for to ask have him the heart the [3] rate quaint My father had asked a[1] me to go him downtown to bring manager’s orders. Even though we didn’t want to work overtime, we obediently followed the She insulted guests allthe party by saying that they no had manners. A document with proof of needed age is inorder to obtain apassport. Twelve tickets to the county fair at $5 each amounted to $60. tickets for the rides. We were having such a good time at the fair that we bought additional Parking garages charge ahigher rate to park their during busiest hours Some people the village find quaint, but others think itjust looks run-down. At myprevious school, mylunch break was much earlier here. than itis

[RAYT] [KWAYNT] [in SUHL tid] [PREE vee uhs] [DAHK yuh muhnt] yuh [DAHK [uh MOWNT id] v. MOWNT [uh adj. DISH nuhl] uh [uh [oh BEE[oh dee adv. uhntlee] n. standard amount used to figure a total errand, Dad had errand, pressed $10 acrisp into my bill hand. 50cents.

adj. charming in an old-fashioned way v.

said something rude or upsetting adj.

me by not me offering aredcent. Some

added up added former; earlier n. paper with important information extra; more extra; that Dad has me running errands errands Dad that hasme running asone hasbeen instructed headed tobus the stop. Before a to $10.50. But when he pulled Gentleman of Río en Medio ofRío en Gentleman Gentleman of Río enMedio 33

READING WARM-UP Gentleman of Río en Medio

Read the following passage. Pay special attention 1. Underline the two items that to the underlined words. Then, read it again, and amounted to half a million dollars. Then, write what complete the activities. Use a separate sheet of amounted means. paper for your written answers. 2. Circle the words that caused Mom and Dad were speechless when Great- the relative to be insulted. aunt Bessie said that she was giving them her Rewrite that sentence, using house and most of her furniture. It amounted to a synonym for insulted. a gift of half a million dollars. 3. Circle the phrase that tells “Don’t say no,” Auntie added. “I once insulted a what it means to obediently very dear relative by turning down a gift.” accept an offer. Then, tell Without a fuss, my parents obediently accepted about a time you did something obediently. her offer. The previous year, after the twins were born, we had gone house hunting for our growing 4. Rewrite the sentence that family. With property valued at a rate of $10,000 contains the word previous, an acre, Mom and Dad had always come up using a different phrase for the previous year. short. They told me that we needed an additional $20,000 to make moving out of our crowded 5. Circle the phrase that tells the apartment possible. Now that Auntie was going to rate at which the narrator says property is valued. Deﬁ ne rate. live with her sister, I guess she saw the wisdom in her gift. We saw space and comfort. 6. Circle the additional amount Great-aunt Bessie’s house was quaint and old- of money the family needed fashioned. Built around the turn of the twentieth in order to move. How does the word additional let you century, her grandparents had been the original know that the family had owners. Her parents had been the second owners. already saved some money? She and her husband had been the third. They’d

7. Circle the synonym for quaint. never had any children of their own, and now Give an example of something Great-uncle Oscar was gone these last three years. you know that is quaint. One weekend afternoon, we drove over to Great- aunt Bessie’s house to meet with a lawyer. He 8. Underline the words that tell what the family document was going to draw up a deed. Auntie pulled a was. Name an important document out of a crusty old envelope. It was the document belonging to your original bill of sale for the house. family or to the country. “I want you to have this,” she said to my parents. “Keep it safe and pass it along to the next generation.” She smiled in my direction. “It’s part of our family history.” © Pearson Education © Pearson It felt strange to know that one day I would be part of that history. For now, it felt good to be moving into that big, old house, full of places to explore.

34 Adapted Reader’s Notebook © Pearson Education Use thischarttorecorddetailsaboutthetraitsofDonAnselmo. Note-taking Guide because Complete thissentence: an oldmanbecomesinvolvedinadisputeoverthevalueofproperty. In“GentlemanofRíoenMedio,” Is truththesameforeveryone? with thechildren. Don Anselmotosolvetheproblem children. Thenewownersworkwith They laterhavetroublewiththevillage He sellshislandtonewAmericanowners. Summary CONNECTIONS MAKING

T H

B B

I I

G G A personsellingahousemaybebiasedabouthisorherproperty Gentleman of Río en Medio ofRíoGentleman en Writing About theBig Question

Don Anselmoishonestandproud. Generosity Juan A. A. Sedillo Don Anselmo Don Honesty Gentleman of Río enMedio 35 Loyalty . TAKE NOTES Gentleman of Río en Medio Juan A. A. Sedillo

Activate Prior Knowledge The title of this selection tells a good deal A buyer and a seller agree to about the story. The main character is an old certain things. Someone is man, Don Anselmo, who dresses and acts in selling a bicycle. List the things old-fashioned ways. But he is a man of great to which the buyer and seller might agree. gentleness, honesty, and character. Some American buyers are trying to work

out a deal to buy Don Anselmo’s land. It is land that his family has been farming for hundreds of years. After several months of bargaining, the two sides get together to make the deal.

♦ ♦ ♦ The day of the sale [Don Anselmo] came into the office. His coat was old, green and faded. . . . Reading Skill He also wore gloves. They were old and torn and One way to follow the events of a his fingertips showed through them. He carried story is to predict, or guess, a cane, but it was only the skeleton of a worn- what is going to happen. Use out umbrella. Behind him walked one of his details from the story to make innumerable kin—a dark young man with eyes predictions. What do you like a gazelle. predict will happen when Don The old man bowed to all of us in the room. Anselmo and the Americans get Then he removed his hat and gloves, slowly together to make the deal? and carefully. . . . Then he handed his things to the boy, who stood obediently behind the old man’s chair. ♦ ♦ ♦

The old man speaks proudly of his large

family. He then agrees to sell his land for $1,200 in cash. One of the Americans tells him that there has been a mistake. Don Anselmo Reading Check Who comes to the meeting with Don Anselmo? Underline the sentence that tells you. © Pearson Education © Pearson

Vocabulary Development innumerable (i NOO muhr uh buhl) adj. too numerous to be counted gazelle (guh ZEL) n. an animal that looks like a small deer

36 Adapted Reader’s Notebook © Pearson Education village. Almosteveryonethereismy relative and know,” headded,“Iamtheoldestman inthe with theboybehindhim. his raggedgloves,tookstickandwalkedout upon. Thenheshookhandsallaround,puton refused totakemorethantheamountagreed he signedthedeedandtookmoneybut hundred dollars,andthatistheprice.” have agreedtosellmyhouseandlandfortwelve sell tothem.ButIdonotcarebeinsulted. good people,andthatiswhyIhaveagreedto him havehissay.“IknowtheseAmericansare speak tomeinthatmanner.”Ikeptstillandlet “Friend,” hesaid,“Idonotliketohaveyou thought. Thenhestoodupandstaredatme. “Yes, Iadmitthat,”[DonAnselmo]said. “You I arguedwithhimbutitwasuseless.Finally The oldmanhunghisheadforamomentin everything thatgrowsonthelandthey sell. American proteststhatpeopleusually sell the trees,nottreesthemselves.The But hesoldthemonlythegroundaround learned tolovethenewAmericanowners. children nottoplayintheorchard. problem. HeasksDonAnselmototellthe problem. OneoftheAmericansexplains arranged withDonAnselmotosettlethe don’t understand.Soanothermeetingis The newownerscomplain,butthechildren are playingunderthetreesonproperty. But thereisaproblem.Thevillagechildren onto thepropertyandfixedupoldhouse. twice asmuchmoney. thought. Sotheyoffertopayhimalmost actually ownstwiceasmuchlandthey had Don Anselmoexplainsthattheyallhave A monthlatertheAmericanshavemoved ♦ ♦ ♦ Gentleman of Río enMedio 37 What is theresolution? What ispassage. theconfl a resolution usually leads to asituation called forces. Aconfl two A confl Literary Analysis NOTES TAKE Explain. children outoftheorchard? askhimtoowners keep the Anselmo willsay whenthe What doyou Reading Skill sentence that tells you. Underlinethenew owners? to the donotbelong the trees AnselmoWhy believe Don does Reading Check

ict is a struggle between is between astruggle . Read thebracketed. Read predict ict in a story inastory ict Don ict? ict? TAKE NOTES all the children of Río en Medio are my sobrinos and nietos,1 my descendants. Every time a child has been born in Río en Medio since I took possession of that house from my mother I have Read Fluently planted a tree for that child. The trees in that Read the bracketed passage. orchard are not mine, Señor, they belong to the Underline the important details children of the village. Every person in Río en in the passage. Then, put the passage in your own words. Medio born since the railroad came to Santa Fe Include only the main points. owns a tree in that orchard. I did not sell the trees because I could not. They are not mine.”

There was nothing we could do. Legally we owned the trees but the old man had been so generous, refusing what amounted to a fortune for him. It took most of the following winter to buy the trees, individually, from the descendants of Don Anselmo in the valley of Río en Medio. Literary Analysis How is the conﬂ ict in the story resolved? Underline the sentence that tells you. © Pearson Education © Pearson Vocabulary Development descendants (di SEN duhnts) n. people whose family roots can be traced back to a particular person or group

1. sobrinos (soh BREE nohs) and nietos (NYAY tohs) Spanish for “nieces and nephews.” 38 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ land? Completethisgraphicorganizertodescribetheconflict. Literary Analysis: story? Explain. Reading Skill: conflict ofthestory. Anselmo. Explainhowthenarrator’sbehaviorhelpssolve Analyze: narrator intheirfirstmeetingabouthisland?Explainyouranswer. Respond:

Don Anselmo Don Think abouthowthenarratorbehavestowardDon Were yousurprisedbywhatDonAnselmosaystothe Gentleman of Río en Medio ofRíoGentleman en What didyoupredictwouldbetheoutcomeof What istheconflictafterDonAnselmosellshis How the conflict isresolved How theconflict How the conflict develops How theconflict vs. Gentleman of Río enMedio 39 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Letter Write a letter to Don Anselmo. Thank him for trying to protect the right of the children to play in the orchard. Use the sentence starters to help you write your letter.

Dear Don Anselmo, Thank you for . I know that you care most about . You have given the children of our village . You have benefited the children by .

Listening and Speaking: Role Play Role play the story’s conflict. One person will play Don Anselmo. Another person will play the narrator. Answer these questions to help you create your role play.

1. How does Don Anselmo feel about the children playing in the orchard?

2. How does the narrator feel about the children playing in the orchard?

3. What solutions might be acceptable to both people?

Education © Pearson

40 Adapted Reader’s Notebook © Pearson Education vigorous varieties varieties stingy employment tyrant tyrant criticized as if I could make some [8] Icouldas if some make [8] me putting when down in members other staff were around. It wasn’t he [6] [6] he Hethought was [5] otherwise. contests, [4] that Still, fundraising. and thought Icovered pretty sports, well: assemblies, them all elections, It wasn’t Ihad sought asif [2] areporterbeing for middle-school the newspaper wasone of them. paper. There were only so many [3] from Word List A. Use each word only appropriate once. below an paragraph the each in with in blank word Fill Exercise A costly apprenticeship activity.the Study words these from“Cub on Mississippi.” Pilot the Then, complete A List Word VOCABULARY WARM-UP all, the paper the was givenall, out students! to all free Some jobs along require [1] At the age of eighty, Mrs. Dawes vigorous was as any sixty-year-old. as How many varieties of melon can you name? Whoever disobeyed the tyrant punished was or banished from the land. Without skills or training, hard interesting itis to find employment. Ms. Banks criticized Lenny for selfish his attitude. Mr. Virgil was so stingy that he didn’t want to pay me for pet sitting. Not paying attention while driving can lead to costly errors. After high school, Brett started anapprenticeship with alocal plumber.

[KAWST lee] [STIN jee] [TY ruhnt][TY [VIG uh ruhs] [vuh RY uh teez] [KRIT uh syzd] uh [KRIT [em PLOY muhnt] [uh PREN tis ship] tis PREN [uh adj. anything Iwrote. [7] He wasespecially anything n. adj. cruel ruler, or someone who behaves one like unwilling to spend or give money expensive adj. v. n.

told someone what he or she did wrong lively, strong, great energy or with different types ofthing same the different types

n. paid work paid n.

training for ajob training error reporting the news. After news. the After reporting error

period, but Ididn’t think at desk city the of amajor with his time except when of articles, and I and of articles, Cub Pilot onthe Mississippi Cub Pilot of an editor editor an of Cub PilotCub onthe Mississippi 41

READING WARM-UP Cub Pilot on the Mississippi

Read the following passage. Pay special attention 1. Underline words that give a to the underlined words. Then, read it again, and clue to the meaning of complete the activities. Use a separate sheet of apprenticeship. Name a trade for which you might like to paper for your written answers. serve an apprenticeship. In colonial America, and in the early days of 2. Circle the words that tell what the republic, apprenticeship was a common way was costly to the master. for a boy to learn a trade. He would sign an Explain why in a sentence. indenture, or contract, with a master. The master 3. Circle the word that is the would then train him in all aspects of his opposite of tyrant. Write a livelihood. Usually, no money changed hands sentence that describes until the last year of service. All the same, it was someone who is the opposite costly to the master. He had to provide the boy of a tyrant. with room and board, and he sometimes also taught the boy how to read, write, and keep the 4. Circle the word that is the business’s accounts. opposite of stingy. Write a sentence that tells at least one A master could be a tyrant or a gentle teacher, way in which a master might stingy or generous almost to a fault. Some have been stingy. masters criticized their apprentices constantly. Others taught with praise. No matter what, a 5. Rewrite the sentence with the boy was expected to obey the master’s wishes. word criticized using a The period of service was usually five or seven synonym for criticized. years. Then, with a small amount of money in 6. Circle one form of his pocket, an apprentice set out into the world. employment mentioned in He was known as a journeyman. That is because the following sentence. he often had to journey from place to place to Explain in a sentence why a find employment. He usually hoped to save up journeyman had to ﬁ nd enough money to have his own business. employment. Modern life offers many opportunities. However, 7. Circle two varieties of trades even 200 years ago, there were many varieties mentioned in the paragraph. of jobs. A boy could train to be a baker or a Write a sentence that includes blacksmith, a cooper (barrel maker) or a chandler the other varieties mentioned. (candle maker). These occupations required a boy 8. Why did the trades listed in vigorous health with a strong desire to learn require someone with and the patience to see a job through. Boys with vigorous health? more education and a love of learning might wind up in a printer’s shop or a merchant’s office. The Industrial Revolution greatly reduced the apprentice system. In some fields even today, however, it is a necessary route. It is required for Education © Pearson learning a craft, such as fine cabinet making, or a service skill, such as plumbing. Also, it is the only way to pass down years of know-how from generation to generation. 42 Adapted Reader’s Notebook © Pearson Education the story. Use thischarttonotethedifferencesbetweentwopilotsin Note-taking Guide argument, Iwouldbelieve Complete thissentence: violent disputewithhisbossoverwhoistellingthetruth. In “CubPilotontheMississippi,”ayoungmangetsinto Is thetruthsameforeveryone? control hisanger. between themgrows.Twaincannot his boss,butnoth ing works.Theconflict Mississippi steamboat.Hetriestoplease experience asacubpilotwork ing ona Summary CONNECTIONS MAKING because react to histreatment? to react eachHow does cub pilot during work hours? heHow does treat cub pilots he work? With which cub pilotdoes T H Cub Pilot ontheCub Pilot Mississippi

B B

I I

G G If ayoung person andanadultweretocontradicteachotherin an Writing About theBig Question

Mark Twain describes his Mark Twaindescribeshis Mark TwainMark Mark TwainMark

Pilot Brown

Cub PilotCub onthe Mississippi 43 istellingthetruth Pilot Ealer . AFTER YOU READ Cub Pilot on the Mississippi

1. Infer: Why were cub pilots assigned to work with experienced pilots like Brown?

2. Draw Conclusions: The captain is pleased that Twain has beaten Pilot Brown. What are the captain’s feelings about Brown? How do you know?

3. Reading Skill: When you make predictions, you guess what will happen later in a story. What prediction did you make about the outcome of the conflict between Twain and Brown?

4. Literary Analysis: Use this chart to trace the conflict between Twain and Brown.

How the conflict develops

Twain vs. Brown

How the conflict is resolved © Pearson Education © Pearson

44 Adapted Reader’s Notebook © Pearson Education 4. When Iamaloneinbedatnight,feel 4. When IseePilotEalerandGeorgeRitchietogether,feel 3. 2. When IseePilotBrown,feel 2. might say.Completeyournotesonanothersheetofpaper. and Brown.Usethefollowingpromptstowritewhateachcharacter With apartner,writescripttorole-playtheconflictbetweenTwain Listening Role Play andSpeaking: When Ifirstwentontheboat,felt 1. starters tothinkthroughsomeofyourfeelings. describing yourfirstdaysasacubpilot.Usethefollowingsentence Imagine thatyouareTwain.Writealettertoyourbestfriend, Letter Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • • • • • • Twain: Brown: Twain: Brown: Twain: Brown:

Cub PilotCub onthe Mississippi 45

INFORMATIONAL TEXTS Consumer Documents: Schedules

About Schedules Schedules help people get where they want to go. • Schedules list arrival and departure times. Schedules are consumer documents. • Consumer documents help you buy or use a product or service. • Other consumer documents include brochures, labels, loan applications, assembly instructions, and warranties.

Reading Skill Reading transportation schedules is different from reading other materials. You can use the information to solve a problem, such as which routes to take and what time to arrive at the station or dock. The information in a schedule is organized in rows and columns to help you find what you need. Look at the chart. It shows some common features of a transportation schedule.

Features of a Schedule

Headings Show where to find departure and arrival times Rows and columns Allow easy scanning of arrival and departure times across and down the page Special type and asterisks Indicate exceptions, such as ferries that do not run on Sundays © Pearson Education © Pearson

46 Informational Texts © Pearson Education

true? (b) Why is it important to include this information? Whyisitimportanttoinclude thisinformation? Is truththesameforeveryone? the details on the schedule may not always be the detailsonschedule maynotalwaysbe (a) What section of the schedule explains that Whatsectionoftheschedule explainsthat Informational Texts • • • • Features: Consumer Document audience for aspecific service or useaproduct reader purchase text thathelpsthe graphics tables, andother tion inlists,charts, details andinforma- consumer information schedules. to plantheir times allowsriders The listofferry is delayed. times whentheferry consumers planfor This headinghelps 47 Consumer Document

Features: • purposeful reading, used to locate specific information • details presented in lists, charts, tables, and other graphics • text that helps readers purchase or use a product or service

This heading shows readers where to locate fare information.

Arrival and departure times are organized in rows and columns.

Is truth the same for everyone? What section or sections of this document help you understand the amounts different people pay for tickets? © Pearson Education © Pearson

48 Informational Texts © Pearson Education at alocation. Water Busstops all ofthetimes the Read downtosee

stops withgeographicalinformation,such asaddresses orintersections? to therestaurants and otherattractionsateachlocation,rather thannamingthe Is truththesame foreveryone? choice tonamemostof thestopsalongWater Busroute according How mightFortLauderdale’s popularity asavacationspotaffect the schedule. and aboutreadingthis riding theWaterBus tional informationabout These notesgiveaddi- Informational Texts • • • • Features: Consumer Document north. travels fromsouthto when theWaterBus schedule ofstops other showsthe north tosouth.The Inbound, orfrom stops whentraveling the scheduleof One tableshows audience for aspecific uct orservice chase orusea prod- helps thereaderpur- other graphics charts, tables,and information inlists, contains detailsand needed information scanned forspecific purposeful reading, mation youneed. that havetheinfor- locate thecolumns Read acrossto 49 © Pearson Education Arrival time Arrival (20 minutes) Departure time Thinking About the Schedule Schedule the Thinking About Itinerary Writing: Timed Place you will go Place you Reading Skill Reading is a written document that includes dates, times, and itinerary is a written document that Ferry Building on Monday morning? Ferry Building on Monday

4. Why is each stop on the Water Bus schedule listed twice? Why is each stop on the Water 4. locations for a trip. Plan a round-trip itinerary. Use the Savannah locations for a trip. Plan this chart to help you make plans. Belles ferry schedule. Use An 3. What time does the earliest ferry depart from the San Francisco What time does the earliest 3. 1. In what situation would a schedule be useful? would a schedule be In what situation 1. a ferry will arrive. can figure out what time Explain how you 2. AFTER YOU READ YOU AFTER Informational Texts Informational 50 © Pearson Education dark grumpy orgleeful;images,suchasa The moodcanbeserious,funny,or sad. Mood istheoverallfeelingthatareadergets fromastory. Literary Analysis this charttonotebothtypesofpurposes. It mightbetoshowafeelingorteachlesson.Asyouread,use overall, purpose,suchasthoseabove.Theotherisaspecificpurpose. reasons thatauthorswritearethese: for cluesthattellyouwhyanauthorwritessomething.Threemain recognize detailsthatindicatetheauthor’spurpose;is,look An Reading Skill BEFORE YOU READ characters event;Surprising unique Different thingshelptosetthemood. Theseincludewords,suchas The authoroftenhastwopurposesinmind.Oneisageneral,or • To • To • To • Toinform,anauthormightusefactsorspeciallanguage. author’s purposeishisorherreasonforwriting.Learnto Types of Details of Types readers shouldagreewithanopinion. room; andevents,suchasa entertain persuade orconvince, anauthormightincludereasonsthat The Adventure ofthe SpeckledThe • Band from An American Childhood , an authormight usefactsthatarefunny. The Adventure American of Childhood Band •fromAn the Speckled To entertain To General Purpose General storm. starlit night; setting,suchas feeling orinsight To aparticular capture Specific PurposeSpecific

a 51 1 UNIT VOCABULARY WARM-UP from An American Childhood

Word List A Study these words from the excerpt of An American Childhood. Then, complete the activity. comparison [kuhm PAR uh suhn] n. looking at similarities and differences People always seem to want to make a comparison between twins. deliberately [duh LIB er uht lee] adv. on purpose I did not deliberately try to hurt the girl’s feelings. depths [DEPTHS] n. deep part Some very strange animals live in the depths of the ocean. extent [ek STENT] n. range; scope; amount The full extent of the hurricane damage will not be known for weeks. item [EYE tuhm] n. one thing If you could pack only one item for the trip, what would it be? precisely [pree SYS lee] adj. exactly I found it hard to define that word precisely. sensations [sen SAY shuhnz] n. physical feelings experienced through the senses The hot pepper caused burning sensations on my tongue. transparent [trans PA ruhnt] adj. clear; letting light pass through In cold weather, our usually transparent windows become foggy.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

I went to the store looking for one specific [1] . Somehow, I left

with many pur chases. I am just now figuring out the [2] of my spending. The first thing that caught my eye was a beautiful red scarf.

Next, the CD playing in the store gave me pleasant [3] —as if I

were swimming in the [4] of the cool ocean. I had to buy that,

too! Then, my [5] of this store’s prices on the [6] lampshades I wanted with prices I’d seen elsewhere resulted in another © Pearson Education © Pearson pur chase. Finally, having spent [7] one hour and one hundred dollars more than planned, I left the store. No one would ever believe that

I had not [8] planned on spending so much money.

52 Adapted Reader’s Notebook © Pearson Education fears that trouble that fears or her. him actions to move careful and past child the the as a child. What counts is your understanding know is know to another’s. It doesn’t matter ayoungster if you do words help child. kind really and ascared understand clearly. Remember, too,to that the child. hugs It’s hard to fear things that you about it becomes transparent everything so that child. Then, help understand child the fear the Instead, out the figure precisely what isscaring about them. Never silly. as childhood treat fears you work can deliberately to talk child the with helpless. leave and feeling a child bemost can scary that thing who where. knows of sort unknown It isthis away flushed being depths to the imagine They of loud the fear sound action and of water flushing. helpless.and about Just how toddlers think many think an object is alive, and they may often feel They adults. than small differently think children itemayoungster. frighten Any can Remember, over them to take a child’swithout allowing life. challenge for aparent isto accept fears those of danger, The real. very even are imagined, grown-ups. Nevertheless, achild’s sensations seemSome might ridiculous of fears these to from parents, loud and common. noises all are monstersdark, under bed, separated the being know the extent of childhood fears. Fears of the paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read it again,Read the following and passage. Pay special attention READING WARM-UP Try toTry avoid comparison of any one child’s fears Once you sources know the of achild’s fears, The first task is to know what scares a child. Most parents of under of children age years five scared of scared the very things you things loved most from from An American Childhood 8 Circle thewords the naming 8. Underline the phrases 7. Write asentence that identiﬁ 6. What do shouldparents 5. Circlethewords that tell 4. foritem. Underlinesynonym a 3. ofantonyms Circle apair that 2. that sentence the Underline 1. An American Childhood An 53 explain what a explain should notmake. Then, type of comparison you transparent means. what explain scary. Then, transparentbecomes andless describing how something for synonym might Give a child. a scare that something precisely deliberately how youabout dosomething Writedeliberately? a sentence means. what explain Then, where thesedepths might be. a child. an Write asentence telling about sensations Write asentence about achild’sdescribe sensations. extent what explain Then, fears. childhood of extent the tells item means. that scared you as that scared you donot like. . precisely comparison depths .

is. es MAKING CONNECTIONS from An American Childhood Annie Dillard

Summary The author shares an experience that scared her as a young child. She thinks there is a “presence” that will harm her if it reaches her. She figures out what it is. She realizes that her inside world is connected to the outside world.

E BIG TH Writing About the Big Question Is truth the same for everyone? In An American Childhood, Annie Dillard’s perception of the world around her is influenced by her youthful imagination. Complete this sentence: Small children may draw illogical conclusions about the world

around them because

Note-taking Guide Use this chart to help you summarize the story.

Event

The author is frightened by mysterious, moving lights that she sees in her bedroom at night.

Cause

Main Idea © Pearson Education © Pearson

54 Adapted Reader’s Notebook The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. AFTER YOU READ from An American Childhood

1. Contrast: The author’s sister is in the room when the mysterious event happens. Why does her sister fail to react in the same way that Dillard does?

2. Infer: Dillard learns that the light is from a passing car. After she solves the mystery, Dillard sometimes pretends that she does not know what is causing the light. Why does she do this?

3. Reading Skill: The author’s general purpose is his or her reason for writing. How does the author’s description of the object that she is afraid of contribute to her general purpose?

4. Before Dillard realizes what the light really is, her mood is one of fear. Use this chart to list one word, one phrase, and one image that contribute to this mood.

Words Phrases Images

scared my whooping blood its luminous glance © Pearson Education © Pearson

58 Adapted Reader’s Notebook © Pearson Education questions tohelpyouwriteyourreport. Write abriefreportaboutanimportantscientificpuzzle.Usethe Research and Technology Then, writewhateachclueturnedouttomean. in thechartwithcluesthateventuallyledtonewunderstanding. Write apersonalnarrativeaboutanimportantchildhoodinsight.Fill Narrative Personal Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What hasbeentheimpactofnewknowledge? • What newknowledgewasgainedfromthesolution? • Why isthepuzzleimportant? • Use yournotestohelpyouwritepersonalnarrative.

Clue What the Clue Meant Clue the What from An American Childhoodfrom An 59 VOCABULARY WARM-UP The Adventure of the Speckled Band

Word List A Study these words from “The Adventure of the Speckled Band.” Then, complete the activity. beloved [bi LUHV id] adj. dearly loved Our beloved cat lived to ten years of age, but I wish he had survived longer. clad [KLAD] v. clothed or dressed Remember the story of the emperor who was clad in no clothes at all? fate [FAYT] n. destiny; future; chances We wondered about the fate of the dog that had fallen through the ice. hastening [HAY suhn ing] v. moving quickly Hastening to complete his chores before game time, Ned forgot to take out the garbage. objections [uhb JEK shunz] n. reasons for disagreeing I don’t understand your objections to my vacation plans. satisfying [SAT is fy ing] n. doing enough for; having enough Curious people often have trouble satisfying their need for exploration. unfortunate [uhn FAWR chuh nit] adj. happening because of bad luck The unfortunate car accident left the driver with a broken leg. withdraw [with DRAW] v. go out; leave The judge asked the loud man to withdraw from the courtroom.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once. My great-grandfather came from Ireland and talked kindly about his

[1] home land. He had some [2] times and as a

teen, [3] to find a way out, he came to America. Now, as an

old man, he wondered why he had ever wanted to [4] from

such a beautiful place. We reminded him that it was [5]

that brought him here. [6] in the only clothes he owned,

he came despite the [7] of his family. He came because he © Pearson Education © Pearson knew he was not [8] his need to see new things. As he spoke, we could still see that spark of curiosity shining in his deep blue eyes.

60 Adapted Reader’s Notebook © Pearson Education Gypsy culture has its own proud hasits culture own Gypsy heritage. has carried with it the traditions of India. The country. Romany, language, called Gypsy the Only why people these decided fromtheir to withdraw mightindicate. name as their No one knows largest number Europe. of in lives them globe. around the scattered However, all the need their to travel. Today,satisfying Gypsies are they have been moving from place to place, people Gypsies. named roaming For centuries, paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read itRead again, the following passage. and Pay special attention READING WARM-UP completely. way, beonand their surely never leave will them as well as their desire to pick up in the springmodern songs way their dances of and life. Still, amoreGypsies seem toward to behastening ball. clad black,woman in into a crystal looking picture most people have isof of a a Gypsy money other people’s telling fortunes. Indeed, the performers. womencircus Gypsy have often made have They pans. and worked as and asfarmers traded everything from horses to crafts to pots have interestingjobs. many taken have They also have stayed true to their beliefs and customs.events, Gypsies have aclose remained group. They terrible hatred. Yet, unfortunate the all through prison camps, alongside Jews other and of targets Gypsies suffered terrible the fate of death in toward Gypsies. In Nazi Germany, half a millionGypsies. People in many areas seemed hostile different the feared looks way and of of life the region. their No in doubt,Gypsies being they western Europe. People often had objections to century, fifteenth the By Gypsies had reached The Gypsies first left Gypsies aroundThe India first not from India, Gypsies came Egypt, first The on moveA life the isabeloved for life the Like many other many Like groups world the in today, Because prefer they work, temporary Gypsies A . D . 1000. The Adventure The Adventure ofthe Speckled Adventure The Band 8. Circle the phrase that Circle tells thephrase 8. your own imageofa Describe 7. Write asentence describing 6. Underline the words describing 5. Circle words the that name 4. Underline the nameofthe 3. Circle the words that describe 2. Underline thewords that 1. toward. Deﬁ toward. what Gypsiesarehastening clad. she might be Gypsy. State how clearly he or about. read eventan unfortunate you’ve thandeath.”worse thesaying “a explain Then, some Gypsies’ fate inGermany. these opinion about tell your Then, had objections. Gypsies to which Europeans things about particular explain what withdraw todecided withdraw. Then, which Gypsies from country sentence using write a Then, satisfying. Gypsieshavethe need been beloved what explain life. Then, describe the Gypsies’ beloved of Band61 theSpeckled means. ne hastening satisfying objections means. . . fate .

MAKING CONNECTIONS The Adventure of the Speckled Band Sir Arthur Conan Doyle

Summary Sherlock Holmes, a great detective, meets Miss Helen Stoner. She needs his help. Miss Stoner wants to know who killed her sister. She also fears for her own life. Holmes follows the clues to find the murderer.

E BIG TH Writing About the Big Question Is the truth the same for everyone? In The Adventure of the Speckled Band, a detective determines that the truth about a young woman’s mysterious death is not what people had previously believed. Complete this sentence:

To prove a theory about a crime scene, a detective can

Note-taking Guide Use this graphic organizer to note details about Dr. Grimesby Roylott’s actions.

How are Dr. Why doesn’t How does How will Roylott and Dr. Roylott Dr. Roylott Dr. Roylott’s Miss Stoner work as a support life change if related? doctor? himself? the sisters marry? © Pearson Education © Pearson

62 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ howling chart tolistwords,phrases,andimagesthatcreatethismood. her sisterdied.Themoodisfrighteningandmysterious.Usethis Literary Analysis:RereadHelenStoner’sdescriptionofthenight the author’sgeneralpurpose? strange casesthroughtheyears.Whatdoesthisdetailtellyouis Reading Skill:Dr.WatsonreportsthatHolmeshashadmany for help.Whatdoyouthinkwouldhavehappenedtoher? Speculate: SupposethatHelenhadnotdecidedtoaskDr.Holmes Julia’s? before Julia’sdeath.InwhatwaysisHelen’ssituationsimilarto circumstances. Helen’slifeissimilarinsomewaystoJulia’sjust Compare: Helen’ssister,Julia,hasdiedunderstrange

Words The Adventure ofthe SpeckledThe Band wild night wild Phrases The Adventure of Band theSpeckled hinges the doormoves slowly onits Images 63 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Personal Narrative Write a personal narrative about a time that you used logic, or reasoning, to solve a problem. Record various problems and solutions. Decide which you will write about. Use your notes to write your personal narrative.

Problem Solution

1. 1. 2. 2. 3. 3.

Research and Technology: Report Use the following questions to help you gather information for your report on wild and exotic pets.

• What animals are considered wild or exotic?

• Who may own wild or exotic animals?

• Where must the animals be kept?

• What are some potential dangers of owning exotic pets?

64 Adapted Reader’s Notebook © Pearson Education produce theauthor’sstyle. elements ofanauthor’sstylearethese: An Literary Analysis achieves hisorherpurpose. uses. Asyouread,usethischarttoevaluatewhethertheauthor purposes. Thepurposedeterminesthekindsofdetailsthatauthor son forwritingmaybeoneofthefollowing: An author’spurposeishisorherreasonforwriting.Therea- Reading Skill BEFORE YOU READ As youread,noticehowwordchoice, sentencelength,andtone Sometimes anauthorhasmorethanonepurposeorcombines • Tone: theauthor’sattitudetowardsubjectofwriting • Sentence length:howlongorshortthesentencesare • Word choice:thetypesofwordsauthoruses • • to entertain • to inform • to persuade author’s styleishisorherwayofusinglanguage. Important Author’s Purpose from Steinbeck: ALife •fromTravels in Letters With Charley • The American Dream from Steinbeck: A Life in Letters • from Travelsfrom • With Charley The American Dream American The the purpose? support author useto the does details What

Evaluation 65 1 UNIT from Steinbeck: A Life in Letters • VOCABULARY WARM-UP from Travels With Charley

Word List A Study these words from Steinbeck: A Life in Letters and Travels With Charley. Then, complete the activity. bombardment [bom BAHRD muhnt] n. an attack with bombs; a vigorous attack with questions The bombardment of questions from the press surprised the mayor. conceal [kuhn SEEL] v. hide When Lisa won first prize, she couldn’t conceal her excitement. creation [kree AY shun] n. all things that exist in the world Rita thinks that trees are the most beautiful things in creation. flaming [FLAYM ing] v. burning with a flame; shining brightly He was so embarrassed that his face turned a bright flaming red. landscape [LAND skayp] n. land area visible from one spot Outside the train window, the landscape changed from forest to field. reluctance [ri LUHK tuhns] n. unwillingness Danielle has a great reluctance to get out of bed on Monday morning. thrives [THRYVZ] v. prospers or flourishes Our dog thrives on homemade food. typical [TIP uh kuhl] adj. having the qualities of the group Whiskers was a typical cat, curious and independent. Exercise A Fill in each blank with an appropriate word from Word List A.

In a popular work of fiction, Anastasia, a [1] heroine, lives with a rich but cold relative who doesn’t understand her. She is engaged to a solid but boring young suitor, a prospect that leaves her

feeling [2] . She knows that she [3] on the kind of excitement of a more powerful man, such as the groundskeeper. For

he is the best man in [4] . She has great [5] to

tell anyone of her feelings. She must [6] her love because he barely acknowledges her existence. In actuality, for years, he has © Pearson Education © Pearson

been planting a magical garden, a colorful [7] of flowers in which he can reveal his own love. Do these flowers serve as

[8] of their future happiness together?

66 Adapted Reader’s Notebook © Pearson Education open road. open have speed gained but lost adventure the of the back colorful and roads. towns small We ruining them. awaited hotels way. the along meals rooms tasty and Cozy would They often stop took train. the off at railroad 1930s,and roads rough, many sopeople were still hotel 1920s the Winslow, In in certain Arizona. up as if out of nowhere. pop stations tepees, theme diners, service and will conceal. Motels with rooms shaped catch ofmight what aglimpse slick the highway like Youone of New ramps the in Mexico or Arizona. Angeles. It your to getLos isworth time at off followeddrivers Route west 66 from Chicago to style of a“real” road such asRoute 66. YetAmerica. somehow interstate the lacks the music and from small-town talk fascinating to discover manage miracle Istill creams, bombardmentthe of ads for and used cars attacked are by radiothe and, asmy eardrums for landscape. Sometimes boring the Iclick on redconvertible up makes my flaming highway in hopping onto freeway. the the down Driving modern aboutthe road. Idon’t twice think long distance to go, I show no reluctance Ihave When tastea typical. considermy own I to take that open road is usually the interstate highway. Jackand Kerouac. For present-day Americans, Whitman Walt as diverse as authors of writings the in of open the theme road. flourishes This paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read it again,Read the following passage. and Pay special attention READING WARM-UP Some people have accused interstate the of of creation isa all One in of best the treasures late the From 1920s to1950s, the many Much of American literature thrives on images from Steinbeck: ALife • in Letters from Steinbeck: A Life in Letters • fromTravels With Charley 8. Circle what the passage says Circle what thepassage 8. that things three the Underline 7. Circle thewordthat gives you 6. Write asentence that tells 5. thatgives word the Circle 4. that Underlinethephrase 3. Circlethat thephrase explains 2. Circle thewordthat is a 1. from Travelsfrom With Charley creation think is atreasureinall what you all creation.Explain treasuresin is oneofthebest the highway conceal can write asentence telling how an interstate conceal. can Then, weather,noises, andsoon. for example, words, images, bombardment something— by youyou wereunder felt write asentence inwhich word bombardment. Then, a clueto themeaning ofthe an interstate. landscape you’d seealong ofthe what part might be has a somethingdescribe that sentence inwhichyou ﬂ a clueto themeaningof reluctance something you have no sentence that tells about to take. Writeno reluctance a has author whatthe describes typical sentence a telling about Write athe wordtypical. movies. American that of anideaortheme example write asentence givingan ofthrives.synonym Then, aming. Then, writeaming. Then, a thrives g n i m ﬂ a event inyour day. . to do. to inpresent-day color. them. 67 MAKING CONNECTIONS from Steinbeck: A Life in Letters • from Travels With Charley John Steinbeck

Summary John Steinbeck sets out across the United States to see the country and meet people. His dog, Charley, travels with him. This episode in his journey tells about his experiences in the Badlands of North Dakota.

E BIG TH Writing About the Big Question Is truth the same for everyone? In the excerpts from Steinbeck: A Life in Letters and Travels with Charley, Steinbeck tours the country to refresh his memory about what Americans are really like. Complete this sentence:

The objective truth about America and Americans is

. Note-taking Guide Use this chart to recall the highlights of Steinbeck’s essay.

How are day and Why did Steinbeck How did Steinbeck night different in take the trip? prepare for the trip? the Badlands? © Pearson Education © Pearson

68 Adapted Reader’s Notebook © Pearson Education 1. AFTER YOU READ 2. 3. 4. We stayed anditdidn’t snow and no tree fell. Informal Language across America? years. Whatdoeshehopetogainorlearnfrommakingthistrip Infer: SteinbeckhaslivedandworkedinNewYorkCityformany do Steinbeck’sfeelingsabouttheBadlandschangeasnightfalls? Contrast: WhenSteinbeckenterstheBadlands,hefeelsuneasy.How Reading Skill:ExplainSteinbeck’spurposeinwritingthisessay. author’s style. Literary Analysis:Fillinthechartbelowwithexamplesof

Long Sentences from Steinbeck: A Life in Letters • from Travelsfrom With Charley from Steinbeck: ALife •fromTravels in Letters With Charley Steinbeck’s Style Vivid WordVivid Choice Humorous Tone 69 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Observations Journal Write an entry for an observations journal about a favorite place you have visited. Choose a place about which to write by identifying places you have visited in the chart below.

Favorite Places Near Home On Trips

Research and Technology: Brochure A brochure should describe what is special about a particular place. The information should be clear, accurate, and to the point. Use the following chart to record information about places in the Bad Lands. Make sure that you choose three places to highlight in your brochure.

Information for Place 1: Place 2: Place 3: Brochure Why should you visit?

What you can do there? Directions for getting there?

Use your notes to create the brochure. © Pearson Education © Pearson

70 Adapted Reader’s Notebook © Pearson Education slavery slavery segregation perspective individual equal [4] [4] doesn’t belong a[3] in another. It isclearto people today our country such in that asystem challenge. generation to generation, people’s changing and isadifficult views clear that our country isno ourplaceclear that country for [5] the from Word List A. Use each word only appropriate below an paragraph the once. each in with in blank word Fill Exercise A emerge destruction who live under it democracy activity. Dream.”Study American Then, words complete these from “The the A List Word VOCABULARY WARM-UP practice. did solong it Why take for such adifferent [7] to [8] [8] to by skin color.by skin It took for years too many [6] the Under system the of [1] were in great peril. great in were to escapeTrying from slavery dangerous, was andrunaway slaves Segregation forced African Americans to sit inthe back of buses. in England. Paul’s perspective on life is different from mine because he grew up Every individual asay has inthe kindof work heor she will do. I will divide the pie into equal slices so we allget our share. Out of agroup of four candidates, one will emerge the winner. as Pollution caused has the destruction of many sources of clean water. People inademocracy have the privilege of voting for their leaders.

[EE kwuhl] [SLAY vuh ree] vuh [SLAY [i MERJ] [in duh VIJ oouhl] duh VIJ [in n. see] ruh MAHK [di [seg ruh GAY n. shuhn] ruh [seg [pur SPEK tiv] [di STRUHK shun] n. STRUHK [di , no one can own someone, no oneown can else. laws Also, have made v. ? Attitudes and feelings are often? Attitudes from passed feelings down are and adj. come into being same in amount, in same number, or size, value

n. the practice of one person owning another owning person one of practice the

n. way of at looking things n. person government that is run by the people . In anation. In where all we are end; ruin end; practice of keeping groups apart , one [2] , one [2]

The American Dream of people people of

The American Dream can own own can of such a

71 READING WARM-UP The American Dream

Read the following passage. Pay special attention to 1. Underline the sentence that the underlined words. Then, read it again, and explains segregation. Then, complete the activities. Use a separate sheet of paper write a sentence describing for your written answers. another form of segregation.

2. Circle the phrase that tells In 1954, Oliver Brown—an African American what perspective is. Then, railroad worker—sued the Topeka, Kansas, Board of write a sentence explaining Education. The board wouldn’t allow his daughter to your perspective on an issue attend an all-white school in his neighborhood. At the at your school. time, segregation was widespread in public schools. 3. Underline the phrase in the From the perspective of the board, and according to paragraph that explains many other people’s way of looking at the situation, it equal. Then, write a sentence was only business as usual. The rule of “separate but using equal. equal” was law in the land. That meant it was acceptable for black people to be required to have 4. Rewrite the sentence with different schools, neighborhoods, lunch counters, individual, using a synonym bathrooms, and many other things. These places were for the word. Then, write a sentence about an individual supposed to be of the same quality as the ones white whom you admire. people had. Mostly, however, that wasn’t the case. The matter went all the way to the Supreme Court. 5. Underline words that describe A young African American lawyer named Thurgood the destruction of unfair Marshall took the case. From a lawsuit brought by just practices. What helped with one individual, the movement to allow black children the destruction of these into white schools grew. The justices decided other practices? Explain. similar cases at the same time. 6. Underline the sentence that Brown and his side won. Their victory helped tells what happens when achieve the destruction of these unfair practices, someone is freed from thus opening doors which had long been closed to slavery. Use slavery in a blacks. It was a long but clear fight. Soon, civil rights sentence. bills were passed. One hundred years had passed 7. Explain what it means in this since black people had been freed from slavery. passage to emerge as a Finally, they could start to emerge as full citizens citizen. and enjoy the same rights as other Americans, such 8. Underline the words that as voting. explain what a democracy is. In a democracy, people vote for representatives who Then, write a sentence about make the laws of the land. But after civil rights laws living in a democracy. pass, people’s hearts and minds still have to change. African Americans have many more opportunities today than they did fifty years ago. Still, more change

must occur to make sure that all citizens of the Education © Pearson United States have the same rights and opportunities.

72 Adapted Reader’s Notebook © Pearson Education that “allmenarecreatedequal.”Completethissentence: Martin LutherKing,Jr.quotesfromtheDeclarationofIndependence In“TheAmericanDream,” Is thetruthsameforeveryone? Americans canhelpmakehisdreamareality. in thedream.Hediscusseswaysthat possible foreveryonetoshare America doesnotmakeit America. Hesaysthat describes hisdreamfor Martin LutherKing,Jr. Summary Use thiswebtorecordKing’sideasabouttheAmericandream. Note-taking Guide MAKING CONNECTIONS MAKING The American Dream American The

T H

B B

I I

G G In Americatoday,thepromiseoffullequalityisconfirmedby Writing About theBig Question Martin Luther King,Martin Jr. In thisspeech, the American Dreamthe American King’s Ideas About The American Dream 73 . TAKE NOTES The American Dream Martin Luther King, Jr.

Activate Prior Knowledge In this speech, King says that the Think about the way your family American dream is based on the words of lives. At one time, not everyone the Declaration of Independence: “all men had the same rights. On the lines below, ﬁ nish the statement: “I am are created equal.” He says that the dream is thankful that in America I can . . .” supposed to apply to all Americans. ♦ ♦ ♦

It does not say some men, but it says all men.

It does not say all white men, but it says all men, which includes black men. It does not say all Gentiles,1 but it says all men, which includes 2 Read Fluently Jews. It does not say all Protestants, but it says 3 To what does “It” in the all men, which includes Catholics, bracketed passage refer? ♦ ♦ ♦ King explains another important point in the Declaration: It says that all individuals King is trying to make a point have basic rights that come from God, not about what “it” means for from governments. Americans. His sentences tend to Then King explains that America has be long. Each sentence contrasts what “it” does not say in the ﬁ rst never totally lived up to the dream of part of the sentence with what democracy. Slavery and the segregation “it” does say in the second part. of African Americans violated the idea that Draw lines breaking up the parts all people have equal rights. King says that of each sentence to make the America will destroy itself if it continues to meaning clearer. deny equal rights to some Americans. ♦ ♦ ♦ Literary Analysis The hour is late; the clock of destiny is ticking An author’s style is his or her out. It is trite, but urgently true, that if America way of writing. Is King’s style is to remain a first-class nation she can no longer formal or informal? have second-class citizens. ♦ ♦ ♦ © Pearson Education © Pearson

1. Gentiles (JEN tylz) n. people who are not Jewish. 2. Protestants (PRAHT uhs tuhnts) n. members of a part of the Christian church that separated from the Roman Catholic Church in the 1500s. 3. Catholics (KATH liks) n. members of the part of the Christian church led by the Pope. 74 Adapted Reader’s Notebook © Pearson Education Vocabulary perish togetherasfools. learn tolivetogetherasbrothers,orwewillall of itabrotherhood.Inrealsense,wemustall moral andspiritualdevelopmentwemustmake of thisworldaneighborhood;nowthroughour of brotherhoodandpeacegoodwill. reality devoidofthelargerdreamaworld perish moral devoid Through ourscientificgeniuswehavemade The Americandreamwillnotbecomea countries intheworld. also considertheneedsofother depend ononeanother. Everyone isnowconnected,andweall has nowbecomeonebigneighborhood. jet. Heuseshumortostressthattheworld jokes thatfocusonthespeedoftravelingby different nationsmucheasier.Hetellstwo has madecontactbetweenpeopleof (MAWR uhl) (MAWR uhl) (PER ish) v (di VOYD) (di adj King thenclaimsthatAmericansmust He pointsoutthatmoderntransportation Development . die adj . completely lacking in something; empty . completely insomething; lacking . relating to what is right behavior ♦ ♦ ♦ suggests? makecannot thechangeshe people to ifits America happen thinkwill King What does Stop to Reﬂ your answer.Explain entertain to c) b) to inform a) to persuade bracketed paragraph? the her reasonforwriting.What is An Reading Skill NOTES TAKE explains this. the sentence inwhichhe toshould learn live? Underline thinkAmericans King How does Reading Check

author’s purpose author’s purpose The American Dream ect ect is his or inthe 75 AFTER YOU READ The American Dream

1. Infer: Why does King quote lines from the Declaration of Independence in his speech?

2. Generalize: According to King, what steps must Americans take to make the American dream a reality?

3. Reading Skill: An author’s purpose is his or her reason for writing. What is King’s purpose in writing this speech? Give reasons to support your answer.

4. Literary Analysis: Use the chart to help you think about the author’s style. In each oval, write a word or phrase from the text that gives an example of that element.

Long Sentences Word Choice

King’s Style

Formal Language Persuasive Tone The clock of destiny © Pearson Education © Pearson is ticking out.

76 Adapted Reader’s Notebook © Pearson Education record importantinformation. point. Asyousearchforhistoricalsites,usethefollowingchartto want tovisit.Theinformationshouldbeclear,accurate,andthe People usebrochurestogetinformationaboutaplacethattheymay Research and Technology: Brochure about anaspectoftoday’ssocietythatcouldbeimproved. Write anentryforobservationsjournal.Recordyourthoughts Journal Observations Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What couldbeimprovedintheworld? • What couldbeimprovedinyourcountry? • What couldbeimprovedinyourschoolorcommunity? • disobedience) civil of act (speech, message of Form Message delivered visit? for King’sReason Use yournotestocreatethebrochure. Information for

Brochure Site 1: Site 2: The American Dream Site 3: 77 © Pearson Education Magazine Articles Questions to Help You Preview an Article Preview toQuestions Help You captions, as in box below) is the tone, ofWhat or attitude, the author? the pictures and captions or to designed toAre provide entertain? information the text, quotations fromAs I skim experts, do I see statistics, and facts? the first or anecdotes? Do opinions, sentences facts, introduce of paragraphs is a piece of nonfiction. A magazine article is nonfiction. A magazine is a piece of magazine article • the title. the pictures or photographs. • • one paragraph. purpose for writing These steps will give you an idea of the author’s • Interesting • Interesting people • Animal behavior • New technology these parts: Magazine articles often have go with the text Drawings or photos that • the drawings or photos (refer to Captions, or words that explain • Sidebars with extra information • ❑ ❑ ❑ ❑ the article. Then, you can decide what purpose you have for reading the article. Then, you can decide what purpose you the article. Use the it. You may decide that you have no reason to read questions below to help you look at parts of an article. You will see articles when you look through a magazine. You can You will see articles when purpose for reading. This means that preview to determine your decide whether you want to read it and you look over an article to an article, look at why. When you preview Reading Skill Reading A as tell you about subjects such Magazine articles can usually short. these: About Articles Magazine INFORMATIONAL TEXTS INFORMATIONAL Informational Texts Informational 78 © Pearson Education ponds youcouldfall into. robbers andmurderers, butalsoditchesand malignant spirits.Nighthadrealdangers, too— darkness withwitches,fairiesandelves, and and demons.Intheirminds,theypopulated the ancestors imaginedwerewolvesroaming atnight, about being‘shutin’bythenight,”he says.Our wealthy couldaffordevencandles.“People talked about 1500to1830,whenmostlyonly the edgy,” Ekirchsays.Hestudiestheyears from different thanours. walnut-oil lamps.Andthatmadetheirnights ancestors hadonlycandles,hearthfires,torches, studies thoselong-agodarknights.Forlight,our spreading, thatishownightswere:dark. 1900, whenelectricpowernetworksbegan twinkle, orthemoon’spaleshine.Untilabout would beinky.Tosee,youhaveonlystar storm blowsdownpowerlines?Thenthenight shine, brightasnoon.Sowhocaresifitisnight? Neon signsglowredandgreen.Streetlamps headlights sweeptheroad.Windowslightup. barely see.Butnow.lightscomeon.Car “It usedtobe,whenitgotdark,peoplefelt Roger Ekirch,anhistorianatVirginiaTech, But whatifyouarecampinginaforest?Or Night isfalling.Itgettingdark.Youcan Sun Suckers Moon and Cursers Richard and Joyce Wolkomir verb verb Sweep meaning. Sweep Multiple-Meaning WordsMultiple-Meaning Vocabulary Builder Explain. forfun? or aretheyjust theyaddinformation, Do article. inthis at thepictures Look Structure Text NOTES TAKE to apartner. theparagraph readaloud Then, saying eachword.and practice have diffi Underline any words that you indicates stop. afull (.) period anda pause indicates ashort that acomma (,) Remember read, circle thepunctuation. slowly andsilently.page you As onthis paragraph thelast Read BuilderFluency mean inthefi “move quickly.” What does with abroom.” alsomean Itcan thegroundorfl from dirt

sweep sweep Informational Texts culty culty pronouncing, has more thanone has more rst rst paragraph? can mean“clean oor The sweep sweep 79 © Pearson Education Horses, also blinded by 1 long, deep hollows in Earth’s surface. Earth’s in hollows deep long, n. (ruh VEENZ) VEENZ) (ruh What was it like, when nights were so dark? so dark? were nights when it like, was What combed through Ekirch has out, Roger To find Some special words for night. They even had people needing to find Cities were so dark that indoors at night, Country people tried to stay If you were traveling at night, you would wear If you were traveling at night, It was dark inside houses, too. To dress in old newspapers, diaries, letters, everything from everything letters, diaries, old newspapers, pondered He has to sermons. court records He has found too. scientific research, modern lights, our the invention of electric that, before “season.” night a different ancestors considered so, to them, were nearly blind. And At night, they summer seemed as different as day and night and winter. sun “sun the last rays of the setting people called on the travelers, who relied suckers.” Nighttime lantern.” But robbers, moon called it the “parish hated the moon. who liked to lurk in darkness, And those darkness- They called it “the tattler.” “moon cursers.” loving criminals? They were boys to carry torches, or their way at night hired were called “linkboys.” “links.” Such torchbearers On moonless nights, unless the moon was out. frequently fell people groping in the darkness into ponds and ravines. 1. ravines darkness, often threw riders. darkness, often threw riders. your friends could see light-colored clothing, so horse. You might you. You might ride a white by stripping away mark your route in advance tree bark, exposing the white inner wood. In southern England, where the soil is chalky white, people planning night trips mounded up white chalk along their route during the day, to guide them later, in the moonlight. the darkness, people learned to fold their clothes just so. Swedish homeowners, Roger Ekirch says, pushed parlor furniture against walls at night, so they could walk through the room without tripping.

. The The mean in the mean in the can mean mean can means means so just

has more one than rst sentence in in sentence rst combed The idiom The Informational Texts Informational combed

80 80 TAKE NOTES “in a careful manner.” Complete Complete “in a careful manner.” the following sentence: were dark,When nights people learned foldclothes their to in order to so just Vocabulary Builder Builder Vocabulary Idioms Text Structure Look the ﬁ at each paragraph page. this Do on begin with facts,these sentences Explain. or events? opinions, Vocabulary Builder Builder Vocabulary Multiple-Meaning Words verb meaning. Combed “searched thoroughly.” It can It can thoroughly.” “searched hair neat.” you also mean “made does What bracketed paragraph? bracketed © Pearson Education 2 cisterns 2. local terrain—ditches,fences,cisterns,bogs. frighten onetimeslaves intostayingindoors. so theyrodeoutatnightdisguisedas ghosts,to that theirfreedslavesmightattackthem. And says RogerEkirch,formerslaveholders worried visit theirwivesorchildren.Afterthe CivilWar, through thedarknesstootherplantations, to at nighttodancesandparties.Orthey stumbled the AmericanSouth,forinstance,sneaked out ill treatmentsoughtescapeatnight. Slavesin must beinsane. broad daylightwasacquitted—jurorsdecidedhe that aBritishcriminalwhoattackedhisvictimin alleys. Robbersdependedsomuchondarkness robbers fromlungingatyoudoorwaysor You walkeddownthestreet’smiddle,toprevent in themoonlight.Youtriedtowalkgroups. armed. Oryoumightholdyourswordupright dark nighttimestreettowarnrobbersyouwere sword onthepavementwhilewalkingdowna for thethrill.. young aristocratswhoassaultedpeoplejust Sometimes thosegangsincludedwealthy major Europeancityhadcriminalgangs. the curtainsandexposehimtonightair.. his bedatnightsotheywouldnotflopoutside 1600s, oneLondonmantiedhishandsinside also pulledcurtainsaroundtheirbeds.Inthe that sicklyair,sleepersworenightcaps.They believed, malignantairdescended.Towardoff thought nightactuallydid“fall.”Atnight,they devil,” saysEkirch. whistled atnight,becausethatinvitedthe frights lurked.“Insomeplaces,younever where ghostsandotherimaginarynighttime They learnedthemagicalterrain,too,spots swamps in which footing istreacherous. footing which in swamps People beganaschildrentomemorizetheir Many whosedayswereblightedbypovertyor If youwerelaw-abiding,mightclangyour At night,evildoerscameout.Virtuallyevery One reasonpeoplefearednightfallwasthey (SIS ternz), bogs ternz), (SIS Cisterns are large underground areas for storing water; bogs are small marshes or or marshes small are bogs water; storing for areas underground large are Cisterns 2

describes. adjective thateach noun the andunderlinein theparagraph, Circle fourmoreadjectives Adjectives Adjectives Vocabulary Builder itchange Does the article? this you How help does orquotations experts. from facts Underlineany thetext. Skim Text Structure NOTES TAKE at night. at themselves whenthey walked might have people protected Summarize theways that thebracketedRead paragraph. Comprehension Builder purpose for reading? for purpose young and young out..”,came both that “At begins night, evildoers Intheparagraph noun. same the describe can adjectives

Informational Texts describe One ormoreOne wealthy wealthy aristocrats. preview your your 81 © Pearson Education

3 roofs made of materials such as straw or rushes. (thatchd) roofs Electricity changed the night. One electric Still, says Roger Ekirch, even in the electric He shrugs. “It doesn’t work well,” he says. “At night, many servants felt beyond servants felt beyond “At night, many entirely Our ancestors had one overriding—and bulb, Ekirch calculates, provided 100 times more bulb, Ekirch calculates, provided 100 times more light than a gas lamp. Night was becoming what it is today—an artificially illuminated extension of the day. Night has lost its spookiness. age, his children sometimes fear the dark: “I tell them, ‘Your daddy is an expert on night, and he knows a lot about the history of the night, and he can tell you there is nothing to be afraid of!’ ” ignited easily. At night, open flames flickered ignited easily. At night, open torches might set everywhere. Passersby carrying commonly your roof ablaze. Also, householders forgetting to bank complained about servants Roger Ekirch believes fires or snuff out candles. bellowed out each one reason night watchmen sleepers, was precisely hour, to the irritation of to be ready when to keep everyone half awake, fires erupted. . . . supervision, and they would often leave directly and they would often leave supervision, adds. fell asleep,” Ekirch after their employers of sleep, it was fitfully, because When they did And so and watchmen’s cries. rumbling carts got much too little Ekirch believes many workers so many slaveowners sleep. “That explains why about their workers and employers complained day,” he said. falling asleep during the Blazes were common real—nighttime fear: fire. thatched roofs, because houses, often with 3. 3. thatched magazine magazine An adverb describes a describesAn adverb a Explain. Informational Texts Informational

verb, an adjective, or another an adjective, or another verb, write On the lines below, adverb. appearsix that adverbs in the page. paragraphsecond on this Next the write adverb, each to word it describes and the word’s speech. part of 82 TAKE NOTES How has electricity changed the people that way about think nighttime? Comprehension Builder Builder Comprehension Vocabulary Builder Builder Vocabulary Adverbs Text Structure doesHow picture the support in the the information article? © Pearson Education in thechartbelow. explaining whypeopleshouldtravelinthedaytime.Recordyourideas Suppose thatyouliveinseventeenth-centuryEurope.Writealetter 4. What itemonthefirstpagegivesyoubestclueto 3. What istheauthor’smainpurposeinwritingthisarticle? 2. People weremoreafraidoffireatnightthanintheday.Why? 1. Name threereasonswhypeoplewereafraidofthenight. AFTER YOU READ

are going seewhere youBeing able to fire safe from Being Being safe criminals from the article? Reading Skill Thinking AboutThinking the Article Magazine Timed Writing: Description (20 minutes) Informational Texts subject of 83 UNIT 2 EXPLORING SHORT STORIES An Hour With Abuelo

Adventures, mysteries, and animal fables are a few types of short stories. Short stories share certain elements. Conflict is a struggle between different forces. There are two types of conflict: • Internal conflict: takes place in the mind of a character. A character struggles with his or her own feelings and thoughts. • External conflict: takes place when a character struggles with another person or an outside force, such as a tornado. Plot is the sequence of events in a story. It usually has five parts: • Exposition: introduces the setting—the time and place of the story—the characters, and the situation. • Rising action introduces the conflict, or problem. • Climax is the turning point of a story. • Falling action is the part of the story when the conflict begins to lessen. • Resolution is the story’s conclusion, or ending. • A subplot is a secondary story that adds depth to the story. Setting is the time and place of the action in a story. Sometimes it may act as a backdrop for the story’s action. Setting can also be the source of the story’s conflict. It can create the mood, or feeling, of the story. Characters are the people or animals that take part in the action. • Character traits: the qualities and attitudes that a character possesses. Examples are loyalty and intelligence. • Character’s motives: the reasons for a character’s actions. A motive can come from an internal cause, such as loneliness. A motive can also come from an external cause, such as danger. Education © Pearson

84 Adapted Reader’s Notebook © Pearson Education better.Examplesofliterarydevicesareinthechartbelow. implied. Theme EXPLORING SHORT STORIES Point of View of Point Foreshadowing Flashback Irony Literary devicesaretoolsthatwritersusetomaketheirwriting • • • Literary Device Literary that isfoundacrosstimeandcultures Universal theme:Theauthorusesarepeatingmessageaboutlife It issuggestedbywhathappenstothecharacters. Implied theme:Theauthordoesnottellyouthetheme. theme is. Stated theme:Theauthordirectlytellsyouwhatthe is themainmessageinastory.Itmaybedirectlystatedor • • • • • • istold which astory theperspective from

hintatevents comeinastory cluesthe useof to yet to the use of scenes that interrupt the time order of a story to to thetimeorder astory of scenesthatinterrupt theuseof the contrast between an actual outcome andwhat areader thecontrast ora between outcome anactual perspective of a character inthestory acharacter perspective of the from view:presents pointof First-person thestory of a narrator outside the story. An omniscient outsidethestory. anarrator of view: pointof Third-person thoughts andfeelings only onecharacter. of limited thereader thinks andfeels.she whateach can tell character A narrator is someone who knows everything that happens. He or reveal past events reveal past character expects to happen to expects character third-person issomeonewhocan reveal narrator the Description tells the story from theperspective from thestory tells An Hour With Abuelo third-person 85 VOCABULARY WARM-UP An Hour With Abuelo

Word List A Study these words from “An Hour With Abuelo.” Then, apply your knowledge to the activities that follow. adults [uh DULTS] n. grown-ups Many adults still know the words of their favorite childhood songs. dictionary [DIK shuh ner ee] n. book listing words alphabetically with their meanings I use the dictionary most often to see how to pronounce a word. drafted [DRAF tid] v. selected for military service Once drafted, a person will join a branch of the armed services, such as the Marine Corps. graduated [GRAJ oo ay tid] v. finished school and received a diploma My mother graduated from college with high honors. ignorant [IG nur uhnt] adj. having a lack of knowledge and education Thanks to my economics class, I am no longer ignorant about the stock market. obvious [AHB vee uhs] adj. easy to see and understand Her desire to get ahead was very obvious to me. poetry [POH i tree] n. art of writing poems The book of poetry included two funny rhymes by Edward Lear. wheelchairs [HWEEL chayrs] n. chairs mounted on wheels, used by people who can’t walk At the Special Olympics, I saw amazing wheelchairs built for speed. Exercise A Fill in the blanks using each word from Word List A only once.

Don’t you just love it when [1] have to look up a word in

the [2] ? After all, lots of grown-ups seem to think we kids

are [3] . They act so smart, explaining things like why

people used to get [4] for the war. Don’t they know we will

have learned all of this stuff by the time we have [5] from high school? I’d rather talk about today’s issues, such as why all

buildings should have ramps for [6] . Or why can’t we © Pearson Education © Pearson

discuss [7] , movies, and music? It’s [8] to me that parents could learn a lot from their children if they’d just listen more and talk less.

86 Adapted Reader’s Notebook © Pearson Education more than its share.”more than hasdonehas stated: Rico “Puerto for nation this Truly, there have been many. general one As army unaware, of the sacrifices that have been made.does not want its togrow children up ignorant, or nation in the defense of democratic ideas.places. Puerto discuss courage, They loyalty, determi- and Rico some wheelchairs, in at coffee shops other and local graduated school from high join elderly veterans, war island country,the young people who have recently celebratepoetry soldiers’ the heroism. Throughout War. since Korean the music,conflict Artworks, and continued. Island soldiers have served in every major a heroic fellow his allowed effort that soldiers tolive. ofMedal Honor War he Korean the died after in during received Congressional the Garcia, Fernando Luis soldier, island. Rican One tiny from Puerto the came one out persons forty-two of killed every U.S. military In this conflict, 756 Puerto Ricans lost their most became obvious. lives— service military Rican Puerto volunteers. However, War Korean the it that wasduring the military. More than one-third of them signed up as enemy an against attack. Canal served in this war. Many helped guard the Panama protecting just their island, 18,000 Puerto World in for service be drafted Ricans War I. No longer United men States could elections. Rican Puerto Also, citizenship. With this right, adults could vote in home.island soldiers worked Rican Puerto These todefend their defines it, abattalion dictionary the As Ricans. of battalion Puerto first territory. 1899, In formed United the the States Army when the island of Puerto Rico became a United States for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. Then, read it again,Read and the following passage. Pay special attention to READING WARM-UP The proud military traditions of Puerto Ricans have Ricans of traditions Puerto proudThe military World in served During War Ricans 65,000 II, Puerto 1917,In were given American Ricans Puerto The Spanish-American War ended in 1898. That’s is“a group large of soldiers.” . Circle for thesynonym 7. Circle thewords that tell who 6. iswhohas How old someone 5. otherforms ofCircle two 4. Circle thenameofwarin 3. Underlinethewords naming 2. Circle theverb that tells what 1. ignorant growingchildren from up Ricans can prevent their how Puerto ignorant. Explain Explain why. might usewheelchairs. might enjoy eachother. groups ofpeople these two sentence why explaining (1950–1953) Write be? a veteran oftheKorean War might How a old school? recently graduated high from something. to written praise often why poetry Explain poetry. expression inaddition to means. what explain Then, most obvious. became service military Rican which Puerto were optional. drafted voting andbeing if citizenship. explain Then, gaining couldadults doafter Rican things Puerto two this piece. dictionary why thewriter a used Explain does. a dictionary An Hour With Abuelo An Hour With Abuelo . while researching while obvious 87 is

MAKING CONNECTIONS An Hour With Abuelo Judith Ortiz Cofer

Summary Arturo is sent to a nursing home to spend an hour with his grandfather. Arturo is not excited about the visit. Arturo finds his grandfather writing his life story. Arturo listens to his grandfather’s story. He loses all track of time.

Note-taking Guide Use the character wheel below to record what Arturo says, thinks, and does.

What character says What character thinks

“I hate the smell of the nursing home.”

Character’s Name Arturo © Pearson Education © Pearson

88 Adapted Reader’s Notebook The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. AFTER YOU READ Short Stories

1. Respond: Would you enjoy visiting Arturo’s grandfather? Explain.

2. Interpret: Think about what happens at the end of the story. Do you think that Abuelo has found a new purpose in life? Explain your answer.

3. Short Story: Conflict is the struggle between different forces. What is the main conflict in this story?

4. Short Story: Use the diagram below to compare and contrast the characters in the story. Write one example under each category.

Arturo’s Shared Abuelo’s Unique Qualities Qualities Unique Qualities © Pearson Education © Pearson

92 Adapted Reader’s Notebook © Pearson Education will helpprepareyoutocreatethecassette. Prepare anaudio-cassetteaboutJudithOrtizCofer.Thefollowingtips Audio-cassette RESEARCH THE AUTHOR THE RESEARCH • Read someoftheauthor’sworks.JudithOrtizCofer’sbooksinclude • • Watch thevideointerviewwithJudithOrtizCofer.Addwhatyou • Search theInternet:Usewordsandphrasessuchas“JudithOrtiz • Use yournotesto write andrecordyouraudio-cassette. The LineoftheSun,MeaningConsuelo,andCallMeMaria. What IlearnedfromCofer’swriting: and “LessonsofLove.” Her shortstoriesinclude“CatchtheMoon,”“Grandmother’sRoom,” Additional informationlearnedabout theauthor: author. learn fromthevideotowhatyouhavealreadylearnedabout What IlearnedaboutJudithOrtizCofer: Cofer article.”

An Hour With Abuelo 93 UNIT 2 BEFORE YOU READ Who Can Replace a Man? • Tears of Autumn

Reading Skill A comparison tells how two or more things are alike. A contrast tells how two or more things are different. You can see how things are alike and different by asking questions to compare and contrast. You can compare and contrast characters, settings, moods, and ideas. Comparing and contrasting details gives you a better understanding of what you How is one character different read. Ask questions like those in this from another? chart. Fill in the answers as you read.

Literary Analysis The setting is the time and place of a story. The setting shows where and when events happen. A setting can create a mood. It can make the story ? seem scary or sad. A setting can also make readers feel as if they are actually How is this story similar to another that I have read? there. As you read, look for these details about the setting:

• the customs and beliefs of the characters

• the way the land looks (hilly, dry, many plants, and so on) ? • the weather or the season (sunny or How is this character’s rainy, spring or winter) experience different from my • the time during which the story own experience?

takes place (recent years or a long time ago)

94 Adapted Reader’s Notebook © Pearson Education superior superior quantity quantity can [3] [3] can also to any situation to any also where there’s alot of [8] of you? [7] tips These plainly plainly momentarily complex information communicate Fill in the blanks using each word from Word ListExercise A only once. A babble happening activity knowledge activity. to the Then, apply Replace yourStudy Can words these aMan?” from “Who A List Word VOCABULARY WARM-UP where you’re expected to learn quickly. [6] would astrange heard they if people think down. Then, you won’t have foolish looking toforgetful. risk and What [2] stop to helps concise way. you If have [5] alarge On the job,On the when you’re puzzled[1] by something youngsters her age. five-year-old’sThe thinking was superior to that of most other The schoolThe ordered alarge quantity of popcorn for movie night. The quarterbackThe could plainly see that there was nothing to dobut run. Before last his quick dash, the runner momentarily slowed down. Computer programming complex is work. Instant messaging aquick is way for to friends communicate. The loud babbleThe from myparents’ kept party meawake allnight. the rain. There was no activity on the outdoor basketball courts because of [BAB buhl]

[PLAYN lee] n. tee] uh TIV [ak [suh PEER ee ur] ee PEER [suh [kuhm PLEKS] [KWAHN ti tee] [moh muhn TER uh lee] [kuh MYOO nuh kayt]

n. with aworker with of [4] adv. sounds that have no meaning

adj. clearly, with no mistake n. situation which alot in are of things adj. amount before aquestion. asking way, That you having lots of parts or ideas greater ability, in or quality rank, apply not workplace, to only the but

v. adv. to exchange ideas, feelings, or

for ashort time

of questions, jot them them jot questions, of

rank in aclear, in rank Who Can Replace aMan? Replace Can Who

Who Can Replace 95 Who Can aMan? going on and coming out coming , it READING WARM-UP Who Can Replace a Man?

Read the following passage. Pay special attention to 1. Circle two words that explain the underlined words. Then, read it again, and communicate. Write a complete the activities. Use a separate sheet of paper sentence telling what it means for your written answers. to “communicate better than the average teenager.” On the first day of school, my science-lab partner, 2. Circle two words that mean Witherspoon, casually told me he was devising a the opposite of complex. robot that could communicate better than the Write a sentence about average teenager. I asked him what a robot might something that is complex. have to say. “You know, Montgomery, a robot is infinitely more 3. Circle a word that suggests complex than most people imagine. Those simple the opposite of superior. movie robots from the fifties and those one-task auto Explain in a sentence what it assembly robots are primitive. Fritz (his robot) is far means that Fritz is superior to superior.” simple robots. “If you’re suggesting that Fritz resembles one of 4. Underline the word in the next those fantastic new movie robots,” I shot back, “you sentence that explains plainly. are pulling my leg. They plainly do not exist in real Write a sentence using plainly. life. That is something I am clear about—positive, 5. Explain in a sentence how the actually.” word ﬂ i c k e r i n g helps explain “Where have you been?” Witherspoon asked, a the meaning of momentarily. quizzical expression momentarily flickering over his normally blank face. “They not only exist, but I have 6. Underline the synonym for one, and I have loaded him with a huge quantity of quantity in the sentence. words and phrases and an immense number of ways Then, use quantity in a of using body language to express himself, too.” sentence of your own. I was skeptical, so I asked Witherspoon if I could go 7. Underline the phrases over to his house and observe some of Fritz’s activity. describing Fritz’s activity. I was as interested in his body language as his verbal Describe the activity in your language. Witherspoon gleefully accepted. neighborhood. Well, the big moment came. Witherspoon and I were alone in his basement, or so I thought. Then, from 8. Circle the phrase that behind a large door, an enormous metallic machine suggests what babble is. Explain in a sentence why it’s lunged forward. not good for Fritz to speak “Fritz,” said Witherspoon, “this is Montgomery. babble. Tell him what you have been doing all day.” I waited anxiously. Instead of rattling off a list of chores or leisure pastimes, instead of even making an observation about the weather, Fritz said nothing meaningful, only babble.

Witherspoon turned red. “What’s wrong?” I asked. Education © Pearson “I don’t know,” Witherspoon replied with fear in his eyes. “He has never done that before.” “Listen,” I said reassuringly. “Maybe it is nothing. Maybe he is just ‘on the fritz’ today.”

96 Adapted Reader’s Notebook © Pearson Education solution, anditsresult. Use thisdiagramtodescribetheproblem themachinesface,their Note-taking Guide disappear. Completethissentence: machines inafuturisticworldstarttofightwhentheirhumanmasters In“WhoCanReplaceaMan?” Can allconflictsberesolved? figure outwhattodo. out thatallmenhavedied.Theytryto intelligence. Thesmartermachinesfind are programmedwithdifferentlevelsof receive ordersasusual.Themachines Agroupofmachinesdoesnot Summary MAKING CONNECTIONS MAKING

all mendie. know what to do when The machines do not T H

B B

Who Can Replace aMan? Can Who

I I

G G A stalemateislikelytooccurinanargumentwhen Writing About theBig Question Problem Brian Aldiss Solution Who Can ReplaceWho Can aMan?

Result . 97 TAKE NOTES Who Can Replace a Man? Brian W. Aldiss

Activate Prior Knowledge Morning filtered into the sky, lending it the In this story, machines do much grey tone of the ground below. of the work. What are some The field-minder finished turning the topsoil of machines that help people do work today? a three-thousand-acre field. When it had turned the last furrow it climbed onto the highway and looked back at its work. The work was good. Only the land was bad. Like the ground all over Earth, it was vitiated by over-cropping. By rights, 1 it ought now to lie fallow for a while, but the field-minder had other orders. It went slowly down the road, taking its time. It Literary Analysis was intelligent enough to appreciate the neatness The setting is the time and place all about it. Nothing worried it, beyond a loose of a story’s action. What details inspection plate above its nuclear pile which in the bracketed text show that ought to be attended to. Thirty feet tall, it yielded the story is set in the future? no highlights to the dull air. No other machines passed on its way back to the Agricultural Station. The field-minder noted the fact without comment. In the station yard it saw several other machines that it recognised; most of them should have been out about their tasks now. Instead, some were inactive and some Reading Skill careered round the yard in a strange fashion, A contrast tells how two or more shouting or hooting. ♦ ♦ ♦ things are different. How is the ﬁ eld-minder in the story The field-minder’s simple request to the different from machines today? seed-distributor for seed potatoes could not be fulfilled because the storehouse had not been unlocked.

With its Class Three brain, the field- minder’s thought processes were superior to those of most of the other machines, and it was able to decide to investigate. It entered the station. ♦ ♦ ♦ © Pearson Education © Pearson

1. vitiated (VISH ee ayt id) by over-cropping . . . lie fallow (FAL oh) The soil has been spoiled by repeated plantings that have drawn out its nutrients. Letting the field lie fallow by not planting it would help renourish the soil. 98 Adapted Reader’s Notebook © Pearson Education Vocabulary 2 variegated 2. of variegated tipped byakey;itlookedlikepincushionfull of themwithmorethanonefinger,eachfinger unlocker waseasytofind.Ithadfiftyarms,most Among somanynon-differentiatedtypes,the groups, eyeingeachother,notconversing. consequently small.Theystoodaboutinlittle “We willspeaktoeachother.” Three brain,”thefield-mindersaidtopenner. questions tendedtobe. more literalandlessinformativetheanswersto class ofbrain—ClassTenbeingthelowest—the worked withnothingbutlogic,thelower possessed respectively.Allmachinebrains was whattheunlockerandpen-propeller a ClassSixandThreebrain,which distinction non-differentiated Most ofthemachinesherewereclerical,and “You haveaClassThreebrain;I And thereyouhadthedistinctionbetween tower tofindoutwhethertheradiooperator replaced them. had brokendownandthatthemachines figured outthatthemenwhoraneverything not passanyalong. the cityhadreceivednoorders,soitcould propeller explainedthattheradiostationin the warehouseremainedlocked.Thepen- The pen-propellerheadedtothetopof The field-minderandpen-propeller The unlockerhadnotreceivedorders,so (VER ee uh gayt id) adj. varied in color or form. or color in varied adj. id) gayt uh ee (VER (di STINGK shuhn) STINGK shuhn) (di Development (nahn dif uh REN shee ayt id) id) ayt uhREN dif shee (nahn 2 hatpins. n . a clear difference between things between . acleardifference ♦ ♦ ♦ adj . not different; thesame . notdifferent; Who Can Replace 99 Who Can aMan? ranked inthis Howarethemachines passage. thesecondRead bracketed Literary Analysis Rewrite thesentence below. sentence?semicolon inthelast mark could take theplace ofthe the sentence. What punctuation separate phrases from the rest of bracketed passage. Thecommas and semicolons intheﬁ Notice the placement ofcommas Fluently Read NOTES TAKE alike? ﬁ the more things arealike. Howare A comparison Reading Skill

eld-minder and the penner andthepenner eld-minder setting tells how two or tells how two ? rst TAKE NOTES had any more news. The penner relayed what it learned to the field-minder out of the hearing of the lower-brained machines, which were going mad from the disruption in Reading Skill their routines. Underline details that describe ♦ ♦ ♦ the activity in the yard. Contrast The seed-distributor to which the field-minder the activity in the yard now with what it was when the had recently been talking lay face downwards ﬁ eld-minder ﬁ rst came to the in the dust, not stirring; it had evidently been Agricultural Station. knocked down by the rotavator, which now hooted its way wildly across a planted field. Several other machines plowed after it, trying to

keep up with it. All were shouting and hooting without restraint. ♦ ♦ ♦ According to what the penner learned from the radio operator, all of the men had

starved to death because the overworked land could no longer feed them. Machines Literary Analysis were fighting all over the city. The radio The setting of a story can affect operator, with its Class Two brain, had a the story’s mood. How has the plan. mood of the story changed? The quarrier, following orders, knocked down the station and freed the radio operator. Demonstrating good dexterity, it

ripped off the wall and lowered the radio operator onto its back. The penner climbed onto the quarrier’s tailboard. Along with the field-minder, a servicer, two tractors, and a bulldozer, the party left the field station after Reading Check crushing an unfortunate locker machine that Why does the radio operator act tried to follow along. as leader of the group? Underline ♦ ♦ ♦ the sentence that answers the question. As they proceeded, the radio operator addressed them. “Because I have the best brain here,” it said, “I am your leader. This is what we will do: we will go to a city and rule it. Since man no longer © Pearson Education © Pearson

Vocabulary Development evidently (EV uh duhnt lee) adv. obviously; clearly

100 Adapted Reader’s Notebook © Pearson Education to fight.Wemustfightrule.” good brains.Theywillhelpustofightifweneed way tothecity,wewillcollectmachineswith will bebetterthanbeingruledbyman.Onour rules us,wewillruleourselves.Toourselves purgatory, wherenothingmovedbut dust. produced thousandsofsquaremiles oftemperate with hisinabilitytomanageforested land,had joined handshere;man’stalentforwar, coupled extensive. Ancientbombcratersand soilerosion and triedtoquestionthem.TheBadlands were and destroyedtwomachineswhichapproached during whichtimetheyskirtedaburningcity To reachtheBadlandstookthemthreedays, a creviceandwasleft behind.Thenextday, there totraveltheBadlandsinSouth. the adviceofbulldozerwhohadbeen should stayinthecountry.Theydecidedon because theywerecountrymachines, intense discussion,theyconcludedthat One brainthathadtakencommand.After between ClassTwomachinesandthe were approachingwasengulfedinwarfare morning theylearnedthatthecity so thattheycouldseetonavigate.Near the night,switchingontheirinfra-red the menweregone. themselves. Thepennersaiditwasbetterthat gone forever,theywouldhavetotakecareof The machinesconcludedthatifthemenwere not understandthemeaningofword. meaning of were extinct.Thefield-minderexplainedthe vehicle transmittedtheinformationthatmen supply offissionablematerials,andapassing repeating againandthatithada On thethirdday, servicergotstuckin The groupcontinuedtravelinginto As theytraveled,thequarrierkept to the machines that did extinct tothemachinesthatdid ♦ ♦ ♦ Who Can Replace 101 Who Can aMan? your answer. your behave like humans? Explain you thinkthemachinesDo Reﬂ to Stop the machines’journey? of thebeginning from changed setting ofthe part be can landscape The Literary Analysis NOTES TAKE coupled. to linkby usingtheword trying is author thatthe sentence the sentence. things in Circle thetwo together.” Readthe underlined The word Read Fluently

. How hasthelandscape coupled ect ect means “linked TAKE NOTES the group saw mountains in the distance, where they believed they would be safe. They planned to start a city and destroy any machines that opposed their rule. Literary Analysis They learned from a flying machine, What about the setting tells you which subsequently crashed, that a few men that humans would have trouble living there? were alive in the mountains. Reminding the group once again of its fissionable materials, the quarrier remarked that men were more dangerous than machines. But the mountains were vast and the number of men too few to concern the machines. On the fifth day, the machines reached the mountains. The penner, which had fallen from the quarrier and been damaged, was Stop to Reﬂ ect left behind because it was no longer useful. Why do you think the quarrier When the group of machines reached a says that men are more plateau just before daylight, they stopped dangerous than machines? and gathered together. Turning a corner, they entered a dell with a stream. ♦ ♦ ♦

By early light, the dell looked desolate and cold. From the caves on the far slope, only one man had so far emerged. He was an abject3 figure. Except for a sack slung round his shoulders, he was naked. He was small and wizened, with ribs sticking out like a skeleton’s and a nasty sore on one leg. He shivered continuously. As the Reading Check big machines bore down on him, the man was How does the man at the end standing with his back to them. of the story look? Circle the When he swung suddenly to face them as they sentence that answers the loomed over him, they saw that his countenance4 question. was ravaged by starvation. “Get me food,” he croaked. “Yes, Master,” said the machines. “Immediately!” © Pearson Education © Pearson

3. abject (AB jekt) adj. miserable. 4. countenance (KOWNT uh nuhns) n. face or facial expression. 102 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ circles. Listsimilaritiesinthecenter. setting ofthestorywithtoday’sworld.Listdifferencesinouter of astory.Usethediagramshowntocompareandcontrast Literary Analysis:Thesettingisthetimeandplaceofaction machines inthestorydifferentfromoneanother? Reading Skill: the wayourownsocietyisorganized?Explain. Evaluate: Arethemachines’rankingsandspecialtaskssimilarto about thepersonalitiesofothermachinesinitsclass? repetition sayaboutthequarrier’spersonality?Whatdoesit Infer: Thequarrierkeepsrepeatinghimself.Whatdoesthis

Story Who Can Replace aMan? Can Who Contrast themachinesinstory.Howare Both The WorldThe Today of Who Can Replace 103 Who Can aMan? SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Description Write a brief description of a futuristic setting. Use colorful adjectives to create vivid descriptions. The following questions will prepare you to revise your description.

• What are two descriptions of the land in the future?

• What adjectives could you use to make these descriptions more vivid?

• What are two descriptions of the people in the future?

• What adjectives could you use to make these descriptions more vivid?

Research and Technology: Oral Report Gather information for an oral report about what one writer, artist, filmmaker, or scientist thinks the future will be. Use the chart below to list possible subjects in each category. Brainstorm ways in which each one would be interesting.

Name Why an interesting choice

Writer

Artist

Filmmaker © Pearson Education © Pearson Scientist

104 Adapted Reader’s Notebook © Pearson Education to a [8] to a[8] Happily, pandabears. the befalling me invited about zoo the harm any of the preparations. the of [6] the aletter in my fears astrong zoo. to supporter, the As Ifelt Ishould have I[5] animals? of amazing these care to the time about stay their at our zoo, though. Would a[3] Fill in the blanks using each word from Word ListExercise A only once. A leaden latitude devoting anxiety Study words these from “Tears of Autumn.” Then, complete activity. the A List Word VOCABULARY WARM-UP them to live be ready? Would enough workers be [4] get of rid [7] the be on exhibitfor afew Ihad months, some [2] Iwasthrilled. ventured ventured suitable spirited organizations officials When [1] Our dance teacher gave the latitude to us choose our own music. My was devoting dad attention his to removing the tick from our dog. I felt throughout anxiety myfirst day at the new school. the pasture. the spiritedThe young horse wasajoy to watch itpranced as through My leaden feet would hardly move as I walked to the principal’s office. The classThe groaned whenever Mr. Green ventured to tell anew joke. You should wear suitable clothes to ajob interview. We talked to several at City Hall officials about building anew park.

[LED en]

[ang ZY uh tee] [SPEER uh tid] uh [SPEER n. tood] uh [LAT adj. buhl] uh [SOOT n. shuhlz] FI [uh [di VOH ting] [VEN cherd]

adj.

to give my opinions. Besides, Ijust needed away to session at which could community the discuss all feeling heavy and slow and heavy feeling v. v. at the zoo announced that panda bears would at panda announced bears that zoo the adj. n. expressed at the risk of criticism giving time and effort to some person or purpose freedom to do or say asone pleases people holding positions important in feelings of fearful worry or nervousness worry feelings of fearful full of energy or courage feeling in my stomach feelingin whenever Ithought appropriate; proper; right

place for for place

to express express to Tears of Autumn of Tears Tears of Autumn of Tears their

105 READING WARM-UP Tears of Autumn

Read the following passage. Pay special attention to 1. Underline the words the underlined words. Then, read it again, and describing what would make complete the activities. Use a separate sheet of paper a man a suitable husband. for your written answers. Then, explain what suitable means. In 1900, the United States reported that there 2. Circle the words that tell why were 24,326 Japanese Americans. Only 410 of a picture bride might feel them were women. Within 20 years, however, anxiety. Then, write a 20,000 more Japanese women had come to the sentence about an anxiety United States. Many of them were “picture brides.” you’ve felt. Following the customs of Japan, the families of 3. Rewrite the sentence with the these women set up their marriages. A suitable word spirited, using a man was chosen by his place in society and by synonym for the word. his personality. The twist was that each picture bride was traveling to a new country to be with a 4. Underline the words telling husband she had never met. Imagine the anxiety what a bride might have a young woman would have on this trip across ventured to say. Then, explain what ventured means. the sea. Records show that one ship carried 75 Japanese 5. Underline the thoughts to picture brides to San Francisco. Just think of the which many brides were spirited discussions they must have had! Holding a devoting their time. Explain photograph, one bride might have ventured to say some activities to which you that her future husband was the most handsome. have been devoting your time. Little did she know that the picture could be quite 6. Explain why immigration old. It might even be a photograph of someone ofﬁ cials would know about other than the man she was going to wed. Some the reality awaiting the brides might have been devoting their time to picture brides. thoughts of the wealth to be found in America. 7. Circle a word that means As one of the immigration officials of the time said, almost the same thing as the reality was much different. “One day they’re latitude. Explain what having picture brides, and the next day they’re digging latitude meant for the picture potatoes on a ranch.” brides. Still, many Japanese Americans found the 8. Circle the words that mean freedom and the latitude to start a new life in this almost the same thing as country. Women worked alongside their husbands to leaden feelings. Describe the earn money while raising families. Whether farming leaden feelings of picture or starting businesses, the picture brides got right brides as they reached the to work upon arrival. As the women became busy United States. and their community grew, the leaden feelings they must have had as their ships steamed into port Education © Pearson went away. The unpleasant emotions were replaced with a new sense of purpose and a drive to succeed. Hopefully, the picture brides also had feelings of warmth and love toward their new husbands. 106 Adapted Reader’s Notebook © Pearson Education because Complete thissentence: chooses anewlifethatisverydifferentfromwhatshehaseverknown. In“TearsofAutumn,”ayoungwoman Can allconflictsberesolved? forward tohernewlife. remembers whyshecame.Shelooks is nervousand disappointed. Then,she marry theman.Whenshearrives, for abetterlife.ShegoestoAmerica in California.Hanahasfewchances is lookingforawifeJapaneseman traditional Japanesefamily.Heruncle HanaOmiyaisfroma Summary Complete thischartasyoureadtorecordHana’schanging emotions. Note-taking Guide MAKING CONNECTIONS MAKING Hana finally met Taro. met Hana finally Taro’s received Hana letters. wife. a wanted Taro T H

B B

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G G Making abig change inone’slifecanleadtofeelingsofinsecurity What was happening? Writing About theBig Question Tears of Autumn of Tears

Yoshiko Uchida Yoshiko How did Hanafeel?How did Tears of Autumn of Tears . 107 AFTER YOU READ Tears of Autumn

1. Draw Conclusions: Think about Hana’s life in Japan. How do the details about her life explain why Hana wants to marry Taro?

2. Interpret: Taro takes care of everything and laughs warmly when Hana and Taro meet. He does not say anything about the marriage. What does this tell the reader about Taro’s personality?

3. Reading Skill: Compare and contrast Hana and her sisters.

4. Literary Analysis: The setting is the time and place of a story. The setting can include the way people think and live. Fill in the Venn diagram below. Write ideas about marriage where you live in the circle on the right. Write ideas about marriage that are the same in the story and where you live in the center.

Attitudes in Attitudes in the Story Both Your Community Family should help choose a spouse. People can marry even if they have never met. © Pearson Education © Pearson

108 Adapted Reader’s Notebook © Pearson Education 4. WhatisAngelIslandusedfortoday? 3. Whatprocessdidimmigrantsgothrough duringtheirtimeatAngel 2. Fromwhatcountriesdidimmigrantsarrive? 1. WhatdidAngelIslandlookliketonewlyarrivedimmigrants? oral report.Youmaycreateyourownresearchquestionsaswell. Use thefollowingquestionstohelpyougatherinformationforyour Research and Technology: Oral Report help youthinkthroughapossibleday. Think abouthowshemightusehertimeeachday.Usethischartto Write abriefdescriptionofthelifeHanamighthaveinAmerica. Description Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING Evening Afternoon Morning Use yournotesfromthechartabovetowritedescription. Time of DayTime of Island?

Activities

Tears of Autumn of Tears 109 UNIT UNIT 2 BEFORE YOU READ 2 Hamadi • The Tell-Tale Heart

Reading Skill Look for similarities and differences among the people in a story to compare and contrast characters. One way to compare is to identify each character’s perspective. Perspective means viewpoint. This is the way a person understands the world.

• Find details about the main Past Experiences character. • Decide whether the main character’s actions, emotions, and ideas are similar to or different from those of the other characters. Personality • Decide whether you trust what the character says. Use the chart to fill in details about the main character.

Literary Analysis State of Mind Character traits are the things that make a character special. One character may be lazy and untrustworthy. Another character may be hardworking and loyal.

• Round characters are complex. They Current Situation show many different character traits. • Flat characters are one-sided. They show just a single trait. © Pearson Education © Pearson

110 Adapted Reader’s Notebook © Pearson Education purified purified particularly international occasionally occasionally local country crates contagious contagious market did not of have ingredients we the were knew [2] all the world.the Dad’s excitement aswe shopped was[5] section with bags,section bottles, with [4] and Fill in the blanks using each word from Word ListExercise A only once. A available follows. Study words these from“Hamadi.” Then, complete that activity the A List Word VOCABULARY WARM-UP packed in [8] [8] packed in items. stranger the For example, why did we need pickled grapes [7] me to smile along with him. He [6] He him. [6] me to along smile with so we drove to abigger store. one had This [3] alarge Dad had agreat planned feast for our guests. [1] The The air aroundThe Angeles Los seemed purified after the heavy rains. pizzaThat shop makes pies with aparticularly thin crust. My clock alarm occasionally fails to wake me. Don’t stack the crates too high, or they’ll break under the weight. Our local movie theater just put incomfortable new seats. internationalThe market beautiful had rugs from allover the world. I find that smiles and laughter are more contagious than frowns. We stopped at three motels before one finding with available rooms.

[LOH kuhl] [KRAYTS] [PYOOR uh fyd] [uh VAY[uh adj. luh buhl] [kuhn TAY adj. juhs] [kuhn [puhr TIK yuh ler adv. lee] yuh TIK [puhr [uh KAY zhuh nuh adv. lee] KAY [uh

suggested that he think twice before some twice buying of suggested he that think adj. nuhl] uh ter NASH [in adj. n. large boxes large made of wooden slats having to do with the area in which you live adj. water? made pure or clean can be gotten, had, or used quickly spread from person to person

especially relating to more than one sometimes, but not regularly of food from all around liked the spices. the liked I

, causing Hamadi

Hamadi

, 111 READING WARM-UP Hamadi

Read the following passage. Pay special attention 1. Underline the word that tells to the underlined words. Then, read it again, and what seems puriﬁ ed. Then, complete the activities. Use a separate sheet of explain what puriﬁ ed means. paper for your written answers. 2. Circle the words that tell the meaning of local. Write a Throughout the world, spring is a season when sentence about a local food people welcome warmer weather. They like to be that is popular in your area. outside, enjoying the delightful air that seems somehow purified in the bright sunshine. Spring 3. Circle the phrase that means the same thing as is also a time to enjoy special local foods, grown international. Explain why and produced by individuals in the area nearby. you might need to go to an In Palestine, a spring feast includes many international restaurant to traditional foods. People really look forward to enjoy Palestinian food. eating certain dishes. In case you never get to a city with international restaurants that offer 4. Circle the word that tells what delicious treats from around the world, here’s a is occasionally served on top of spring salads in Palestine. taste of what a spring feast in Palestine is like. Then, describe something you Diners might begin with a thick, colorful soup have occasionally seen served made from beans, peas, tomatoes, onions, and on salads. lots of spices. Palestine is known for the leafy green vegetables of spring that sprout up 5. Underline the words naming everywhere. Surely a salad would be next on the a particularly special main menu. Flavored with lemon, olive oil, and spices, course in Palestine. Then, describe a meal that is the greens also occasionally are served with nuts particularly special to you. on top. What a special treat that is! Next comes the main course. If diners are 6. Circle the vegetable that is lucky, they will be served lamb with some sort of available only for a short time. rice. Roasted lamb is considered a particularly Write about what types of special meal. The Palestinian sauces for lamb are food are often available in truly delicious! Diners also might be treated to a crates in grocery stores. dish made from artichoke hearts. The season for 7. Circle the words describing growing this special vegetable is short in what is contagious. Then, Palestine, so artichokes are not always available. explain what contagious In fact, crates of these delicacies are emptied means. almost as soon as they reach the markets. Of course, a meal would not be complete without bread. The bread in Palestine is thin and usually baked over hot stones. Nothing beats this hot, fresh treat, except perhaps dessert. Many different sweets are popular in Palestine. However, most Education © Pearson feature pastry, honey, nuts, cream, and powdered sugar. The love for these ingredients is certainly contagious among all who try the desserts.

112 Adapted Reader’s Notebook © Pearson Education Use thisdiagramtosummarizeinformationaboutHamadi. Note-taking Guide through compromisebecause with emotionalconflictsindifferentways.Completethissentence: In“Hamadi,”differentcharactersdeal Can allconflictsberesolved? wisdom andkindnessheshares. like agrandparenttoher.Shelikesthe enjoys spendingtimewithHamadi.Heis high schoolstudentlivinginTexas.She SusanisaPalestinianAmerican Summary MAKING CONNECTIONS MAKING

T H

B B

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G G Lives alonein Emotional conflicts,suchashurtfeelings,aredifficulttoresolve a smallhotel Writing About theBig Question Naomi Shihab Nye Hamadi

Hamadi Hamadi . 113 TAKE NOTES Hamadi Naomi Shihab Nye

Activate Prior Knowledge Susan was born in Palestine, but her What are some words of family now lives in Texas. She is fourteen, advice that an older person and she thinks a lot about the very different has given you? life she knew in Palestine. Saleh Hamadi, a wise older man and a family friend, helps her to work out her sense of who she is. ♦ ♦ ♦

Maybe she thought of [Hamadi] as escape, the

way she used to think about the Sphinx at Giza1 when she was younger. She would picture the golden Sphinx sitting quietly in the desert with sand blowing around its face, never changing its expression. She would think of its wry, slightly Literary Analysis crooked mouth and how her grandmother looked Character traits are the qualities, a little like that as she waited for her bread attitudes, and values that a character has. A character may to bake in the old village north of Jerusalem. value friends, for example. What Susan’s family had lived in Jerusalem for three does Susan value? years before she was ten and drove out to see her grandmother every weekend. . . . Now that she was fourteen, she took long walks in America with her father down by the drainage ditch at the end of their street. Pecan trees shaded the path. She tried to get him to tell stories about his childhood in Palestine. She didn’t want him to forget anything. . . . Reading Check ♦ ♦ ♦ Where did Susan’s grandmother Susan is always eager to find reasons to live? Circle the text that tells you. visit Hamadi. She tells her mother that he would like to have some of her cheese pie. They wrap some up and drive downtown to see Hamadi, who lives simply in a sixth-floor © Pearson Education © Pearson

Vocabulary Development wry (ry) adj. dryly humorous

1. Sphinx (sfingks) at Giza (GEE zah) huge statue, located in Egypt. 114 Adapted Reader’s Notebook © Pearson Education Vocabulary with meeverydayofmylife.” blue uniforms—Imethim.Andhehas stayed without shame—theproudmailboxesintheir tall buildings—thewildtraffic—theyoungpeople shocked byallthevisionsofnewworld—the my hearteveryday.WhenIwasayoungman— books,” hesaid.“Imarriedthewidehorizon.” old, andhehadneverbeenmarried.“Imarried States onaboatwhenhewaseighteenyears fresh mintleaves.HehadcometotheUnited to theroomatanyminute,herarmsladenwith him feeltoosad,asifhismothermightstepin Susan’s fatheranduncles,buthesaiditmade would speakArabic,hisownfirstlanguage,with him feelexpansive,worldly..Occasionallyhe need?” ‘home’ tome,thissays‘micasa.’WhatmoredoI my twoextrashoeslinedbythewall,thisspells laden expansive “Yes, ImetbrotherGibran.Andmeethimin Hamadi likedtouseSpanishwords.Theymade “A whitehandkerchiefspreadacrossatabletop, him ifhereallymetGibran. to lovehisworkfromHamadi.Susanasks Gibran isaherotoHamadi,andSusanlearns to knowtheLebanesepoetKahlilGibran. through aMaronitepriestwhoclaimed the familymethim.Butitmighthavebeen father cannotevenrememberexactlyhow he shouldmove,Hamadianswers. hotel room.WhenSusan’sfathersuggests (LAYD n) adj Hamadi isnotarelativeofSusan’s.Her (ek SPAN (ek siv) Development . weighed down withaload adj . capable of expanding; grandinscale ofexpanding; . capable ♦ ♦ ♦ character? his tell about do thesedetails Hamadi’sabout character. What thattell details three Underline qualities. hasmanyHe different Literary Analysis wherehelives?about lives? WhatHamadithink does whereHamadi thinkabout father characters andcontrast compare to arealike anddifferent story in a forways thepeople Look Reading Skill NOTES TAKE sentence that tells you. Underlinethe sad? Hamadi feel ArabicmakeWhy speaking does Reading Check Hamadi is a

. WhatSusan’s does round character Hamadi 115 . TAKE NOTES “But did you really meet him, like in person, or just in a book?” He turned dramatically. “Make no such distinctions, my friend. Or your life will be a pod Literary Analysis with only dried-up beans inside. Believe anything A ﬂ at character is one who can happen.” shows just a single trait. Which character in the story is a ﬂ at Susan’s father looked irritated, but Susan character? Explain. smiled. “I do,” she said. “I believe that. I want fat beans. If I imagine something, it’s true, too.

Just a different kind of true.” ♦ ♦ ♦ Susan asks Hamadi why he doesn’t go back to visit his village in Lebanon. He says that he visits his family every day just by

thinking about them. Susan’s father doesn’t understand the way Hamadi expresses himself. He says that the old man “talks Reading Skill in riddles.” Perspective is the way a person Susan begins to carry around a book of understands the world. How are Gibran’s poetry, The Prophet. She and her Susan’s and Tracy’s perspectives friend Tracy read aloud from the book at about Eddie different? lunch. Susan and Tracy are different from the other kids. They eat by themselves, outside, and they don’t eat meat. Tracy admits to

Susan that she hates a classmate named Debbie because Debbie likes the same boy that she does: Eddie. Susan tells Tracy that she is being selfish. ♦ ♦ ♦ Reading Check all What do Susan and Tracy have in “In fact, we like Eddie,” Susan said. common? Circle the text that “Remember, here in this book—wait and I’ll find tells you. it—where Gibran says that loving teaches us the secrets of our hearts and that’s the way we connect to all of Life’s heart? You’re not talking about liking or loving, you’re talking about owning.” ♦ ♦ ♦ © Pearson Education © Pearson

Vocabulary Development distinctions (di STINGK shuhns) n. differences

116 Adapted Reader’s Notebook © Pearson Education spoke.” you know,thelanguageJesusChristhimself into mymouth—thetruelanguageoftheBible, The Thinker?Wehaveaconnection.”. Remember whenIwaslittleandhecalledme “He saysinterestingthings.Hemakesmethink. minutes aweekisuninteresting,”shesaid. “Anyone whowatchesTVmorethantwelve uncles shoppedatthemallandwatchedTV. “That wasanAramaicwordthatjustdrifted “He’s mysurrogategrandmother,”shesaid. Her fatherliftedaneyebrow. Susan laughed.Herunclesweredull. other sideandsays, into herear.ThenLisamovestoEddie’s hello toTracyandstartssaysomething comes runningtowardthegroup.He says own. WhenSusanlooksathim,hesays, often inalanguagethatseemstobehis neighborhood. Hamadisingsout,too,but caroling.Theysingjoyfullyalloverthe Susan andherfriendsfamilyforthe in herunclesassheshowsHamadi. her whyshedoesn’tshowasmuchinterest Bethlehem whiletheycarol.Herfatherasks donations forachildren’shospitalin will bethrilledtojointhem. But Susaninsists,andHamadisaysthathe that Hamadidoesn’treallyknowthesongs. with theEnglishclub.Herfatherpointsout idea toinviteHamadigoChristmascaroling As theyreachtheirfourthblock,Eddie When thedaycomes,Hamadijoins Susan decoratesacoffeecantotake Susan decidesthatitwouldbeawonderful ♦ ♦ ♦ ♦ ♦ Susan viewsHamadi. sentences that how describe Underlinethethe world. understands the way aperson character’s perspective to is characters A strategy forcomparing Reading Skill her about this What say does can. coffee for whomSusan is decorating a the Underline thattellssentence Literary Analysis NOTES TAKE language? How this Hamadidescribe does Circle thenameofthat language. word from another language. a remembered that hehasjust into my mouth.” Hamadimeans the phrase “word that just drifted Study thebracketedRead text. Read Fluently

character traits identify each identify Hamadi . This is This . 117 ? TAKE NOTES “I’m so excited about you and Debbie!” she said loudly. “Why didn’t she come tonight?” Eddie said, “She has a sore throat.” Tracy shrank up inside her coat. Reading Skill ♦ ♦ ♦ Compare and contrast Susan’s Knowing that Eddie is planning to take and Hamadi’s reactions to Tracy Debbie to the big Sweetheart Dance in with the reactions of the others. February, Tracy breaks down in tears as the caroling goes on. Hamadi notices her weeping and asks, ♦ ♦ ♦

“Why? Is it pain? Is it gratitude? We are such mysterious creatures, human beings!” Tracy turned to him, pressing her face against Literary Analysis the old wool of his coat, and wailed. The song Think about how Hamadi and ended. All eyes on Tracy, and this tall, courteous Susan respond to Tracy. What stranger who would never in a thousand years character traits do Hamadi and have felt comfortable stroking her hair. But he Susan share? let her stand there, crying as Susan stepped up to stand firmly on the other side of Tracy, putting her arms around her friend. Hamadi said something Susan would remember years later, whenever she was sad herself, even after college, Stop to Reﬂ ect a creaky anthem sneaking back into her ear, “We Why do you think that Susan go on. On and on. We don’t stop where it hurts. never forgets the words of We turn a corner. It is the reason why we are wisdom that Hamadi speaks living. To turn a corner. Come, let’s move.” to Tracy? Above them, in the heavens, stars lived out their lonely lives. People whispered, “What happened? What’s wrong?” Half of them were already walking down the street.

Reading Check What makes Tracy break into tears? Underline the answer. © Pearson Education © Pearson

118 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ Susan sympathetic She comforts her friend Tracy. herfriend She comforts sympathetic Hamadi Susan hrce Trait Character to you. describe twocharactertraitsofHamadi.Followtheexamplegiven attitudes thatmakeacharacterspecial.Usethechartshownto Literary Analysis: Susan’s father. to Reading Skill:Lookforwaysthatcharactersarealikeanddifferent turn toHamadiforcomfort? Speculate: ManypeoplewerecarolingwithTracy.Whydoesshe says “Imarriedthewidehorizon”? Interpret: Hamadinevermarried.Whatdoeshemeanwhen

compare andcontrastthem.CompareHamadi Character traitsarethepersonalqualitiesand Hamadi Example Hamadi 119 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Character Profile Write a character profile of Saleh Hamadi. The questions below will help get you started. Use your notes to create your profile.

• What happens at the end of the story?

• Why does Hamadi act the way he does at the end?

• What character traits may have caused his action at the end?

Listening and Speaking: Oral Response Use the following lines to write your impressions about each character. Then, write one question that you have about the story. You will ask this question as part of the oral response.

• Susan:

• Hamadi:

• Tracy:

120 Adapted Reader’s Notebook © Pearson Education undid instinct hideous grief interest enthusiasm enthusiasm distinct everything else we would do there. However, my [3] Fill in the blanks using each word from Word ListExercise A only once. A chatted boldly activity. Tell-TaleStudy words these from“The Heart.” Then, complete the A List Word because her youngest up. was growing child VOCABULARY WARM-UP House, and I [6] House, I[6] and decided Icould that it. handle Soon, before we were standing Fun the my mom and saw only [8] my mom saw and [8] only [4] supposedly House Fun the wasstrong.visiting My older brother had described its the scary Fun House. Fun we drove As fair, to the scary shethe [2] As he [7] When I was six, my mom’s Iwassix, When [1] The roomThe became bright and cheerful once Iundid the shutters. When acarWhen slides on ice, avoid the instinct to hit the brakes. hideousI had nightmares after watching show. crime the true death of her aunt. I searched anhour for the right card to express my grief over the Our soccer coach values enthusiasm about the game more than skill. Dr. Anderson always chatted with new patients, to put them at ease. The mountainsThe inthe distance became more distinct the fog as lifted. Despite sister’s his anger, Brandon knocked boldly on her door. [GREEF] [uhn DID] [BOHLD lee] [CHAT id] v. [CHAT [IN stingkt] [HID ee uhs] [dis TINGKT]

[en THOO zee az uhm] n.

deep sadness or emotional pain v.

opened; untied adv. n. talked in afriendly, in way talked informal the curtains hiding the thrills inside, Ilooked at thrills the hiding curtains the adj. adj. way of behaving or reacting that one is born with with confidence or daring confidence with horrible ugly or extremely clear horrors in [5] [5] in horrors

handed my ticket at clown to the door. the

n. on her face. Inow know it was strong of feeling enjoyment and

was to keep me away from

detail, and I and detail,

The Tell-TaleThe Heart The Tell-Tale Heart about about 121 READING WARM-UP The Tell-Tale Heart

Read the following passage. Pay special attention 1. Underline two groups of words to the underlined words. Then, read it again, and that describe distinct signs that the sister liked the jacket. complete the activities. Use a separate sheet of paper for your written answers. 2. Underline the sentence that explains why the gesture I was sure that my sister was lying about my of touching the jacket is missing jacket. I had noticed several distinct described by the word boldly. signs that she loved that jacket and wanted it for Then, write a sentence using her own. The first time I wore it, her eyes were both distinct and boldly. like magnets, drawn to the sparkling rhinestones 3. Circle the reason for the and metal studs. She even boldly reached out her narrator’s grief. Explain how hand to touch the jacket. That went against our grief and enthusiasm could be viewed as opposite feelings. strict “hands off my stuff” rule. My grief upon losing my jacket was matched 4. Why is casually a good word only by my sister’s enthusiasm in helping me try to use when describing how to find it. Since my sister probably wouldn’t lift people chatted? a finger to help me on my deathbed, I found her 5. Underline the words that give offers to look for my jacket quite strange. Then, a possible reason why the as my mom and she chatted about other things, reader might think the writer is hideous. Then, describe she casually asked if we had a small suitcase something you would ﬁ nd that locked. I figured that the suitcase had to hideous in a person. be the hiding place for my stolen jacket. Perhaps you think I’m a hideous person for 6. Underline the word that identiﬁ es what the writer doubting my sister’s innocence. Let’s just say undid. Write a sentence of I had my reasons. These involved other your own using undid. experiences with certain items of clothing that

7. Circle the words describing went missing. Indeed, it would be odd if I didn’t what the writer did by doubt my sister in this case. instinct. Then, write a So, one night when my sister was out, I snuck sentence telling about into her room. I found the suitcase under her something you can do by bed. I know my sister well, so by instinct, I found instinct. the hidden key. As I slid the key into the lock, I prepared myself to once again see my favorite jacket. Then, just as I undid the lid, my eyes fell on something entirely different. It was a small stash of money, coins and dollar bills zipped up in plastic bags. I guess it was my sister’s © Pearson Education © Pearson babysitting money and allowance. To my great surprise, one bag was clearly labeled “To help Lizzie buy a new jacket.”

122 Adapted Reader’s Notebook © Pearson Education Use thischarttorecalltheeventsofstory. Note-taking Guide solution by crime. Completethissentence: describes hismentalconflictsbeforeandafterhehascommittedthe In“TheTell-TaleHeart,”amurderer Can allconflictsberesolved? the soundofabeatinghearthauntnarrator. the man’sbodyparts.Thearrivalofpoliceand planning. Heis confident inhishidingplacefor an oldman.Hemurdersthemanaftercareful Thenarratordescribeshowhemurders Summary MAKING CONNECTIONS MAKING Resolution Falling Action Climax Rising Action Exposition T H

B B

I I

G G When tornbetweendoingrightandwrong,apersonmayfind Writing About theBig Question The Tell-TaleThe Heart

He wants to killHe wants the oldman. to A manisobsessedwithanoldman’s cloudy eye. Edgar Allan Poe The Tell-Tale Heart . 123 AFTER YOU READ The Tell-Tale Heart

1. Draw Conclusions: At first, the narrator is calm while he talks to police. Why does he get nervous?

2. Apply: People who have done something wrong often confess. They confess even when they could get away with their wrongdoing. Why do you think these people confess?

3. Reading Skill: The story tells only the narrator’s thoughts. Do you trust the narrator’s details to be correct? Explain your answer.

4. Literary Analysis: Character traits are qualities, attitudes, and values. Use the chart to describe one character trait of the narrator. Give examples that show the trait. Use the examples as a guide.

Character Trait Example

The narrator nervousness He is afraid that the neighbors will hear the beating heart.

The narrator patience He waits an hour in silence after the old man cries out.

The narrator © Pearson Education © Pearson

124 Adapted Reader’s Notebook © Pearson Education Prepare forthediscussionbywritinganoralresponseto Listening Oral Response andSpeaking: the profile. The questionsbelowwillhelpgetyoustarted.Useyournotestocreate Write acharacterprofileforthenarratorin“TheTell-TaleHeart.” Profile Character Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING narrator. Shareyourresponseandquestionduringthediscussion. narrator’s actions.Then,recordonequestionthatyouhaveaboutthe • Question: • Why mightthenarratorhaveactedinthisway?Whatcharacter • Why doesthenarratoractasheatendofstory? • What happensattheendofstory? • • Response tothenarrator: • traits mayhavecausedhisaction?

The Tell-Tale Heart 125 © Pearson Education summary Brief Partial Summary Important Main Ideas and Events Characters Summaries Original Text Detailed Complete and other kinds of writing. and other kinds researchers’ findings. tells the main ideas and important details of a work. You ideas and important details summary tells the main A summary should be shorter than the original work. A good A summary should be shorter than the original work. This diagram shows how an original work and its summary are the This diagram shows how • Newspapers and magazines have summaries of movies. and magazines have summaries Newspapers • of important books of literature has summaries An encyclopedia • with summaries of the reports often begin Science research • quick way to preview before you read. Reading a summary is a Informational Texts Informational summary will include all of the main ideas. It will also include summary will include all of the main ideas. It will A good important details about both plot and characters. must tell the hidden meaning of a story. Reading Skill Reading a summary is to compare an original text A good way to understand has some details, but with its summary. You will see that a summary not others. same and different. A in many places. can find summaries good way to help you remember what Writing a summary is a you read. About Summaries About INFORMATIONAL TEXTS INFORMATIONAL 126 © Pearson Education he confesseshiscrime. merely tryinghispatience, andinaninsanefit he suspectstheofficersknowtruth andare heart. Thissodistractshisdiseased mind that that hebelievestobethebeatingof the buried to questionhimhehearsaloudrhythmic sound is absentinthecountry,butwhenthey remain ing, officers cometoinvestigate.Theydiscovernoth- shriek hasbeenoverheard,andthree police the piecesbeneathfloor.Theoldman’sdying he neglectstoremovethewatchwhenburies heartbeat, andalthoughhedismembersthebody ticking oftheoldman’swatchwithanexcited man inwhosehomehelives.Heconfusesthe homicidal maniaandmurdersaninnocentold opment ofstream-of-consciousnessfiction. most influentialofPoe’s storiesinthelaterdevel- consideredthe in ThePioneer(1843).Ithasbeen A victimofanervousdiseaseisovercomeby Tell-Tale Heart,The,storyPoe.•published by andthemurdererclaimsthatold man The Tell-TaleThe Heart Anna Sheets Nesbitt, Editor From Summary of Summary Short Story Criticism Criticism Story Short important? Why might this information be waspublished. story when the also gives information about information author. the about It partner. to theparagraph aread aloud Then, saying eachword. practice difﬁ any words that you have silently. you underline read, As and slowly thesummary Read BuilderFluency This Structure Text NOTES TAKE written. ﬁ the be to considered is This Morgue.” intheRue Murders “The 1841, titled a story hepublished In writerAmerican andpoet. Edgar Poe Allan wasa famous Cultural Understanding

culty pronouncing, andculty rst detective ever story summary Informational Texts starts by giving starts 127 The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. © Pearson Education (20 minutes) Thinking About the Summary the Thinking About Comparison Writing: Timed Reading Skill Reading theme. Which part do the summaries focus on most? theme. Which part do the man? full text? Support your answer with examples from the summaries. your answer with full text? Support • Which summary is more helpful in understanding the story? Which • summary is easier to read? Which •

Informational Texts Informational 4. A story is made up of different parts: plot, setting, characters, and 4. A story is made up of Tell-Tale Heart.” Write a comparison of the two summaries of “The their styles. Write about how correct and complete each is. Discuss purpose. Answer the Tell how effective each summary is in serving its following questions to help you get started. 3. According to both summaries, why does the narrator kill the old According to both summaries, 3. 2. How is reading a summary a different experience from reading the from reading a summary a different experience How is reading 2. 1. Find four details that are in both summaries. Find four details 1. AFTER YOU READ YOU AFTER 130 © Pearson Education stories aretoldfromoneofthesepoints ofview: Point ofviewistheoutlookfromwhich thestoryistold.Most Literary Analysis is notgiven. what thecharactersdo. details suchaswhatthecharacterssayaboutoneanotherand details thattheauthorgivesascluestomakeinferences.Notice Then, youwillthinkaboutthe informationthatisnotgiven.Use will lookattheinformationthatisgiven.Youseelittleclues. As areader,youwilloftenmakeinferences Reading Skill BEFORE YOU READ • • Fill inthechartasyouread. This chartshowshowtousedetailsuncovertheinformationthat A waitress is careless and rude. and careless is waitress A A toddler breaks Atoddler his toy. • • describe thecharacters. story fromthe“outside.” Thenarratoruses Third person:Thenarratorisnotinthestory.He or shetellsthe character wouldknow.Thenarrator calls himselforherself the story.Thenarrator knowsonlythingsthathis orher First person:Thenarrator,orpersontellingthestory, isalsoin Story Detail Story Flowers for Algernon •Charles for Algernon Flowers Detail • • Heisupset. She doesnottakein pride herjob. . This. meansthatyou Possible Inference Possible Inference Possible he, Flowers for Algernon •Charles she, andtheyto

I. 131 2 UNIT VOCABULARY WARM-UP Charles

Word List A Study these words from “Charles.” Then, apply your knowledge to the activity that follows. enormously [i NAWR muhs lee] adv. in an extremely large way It is enormously important for citizens to vote in elections. identified [eye DEN tuh fyd] v. recognized At the station, Wilson identified the police officer who had helped him the day before. influence [IN floo uhns] n. effect; the power to have an effect on someone The new shop teacher had a positive influence on the students. kindergarten [KIN dur gart uhn] n. school class for children aged four to six years old For children in kindergarten, playing is often learning. privileges [PRIV uh li jiz] n. special rights or advantages Students in the school earn privileges if they behave themselves. respectfully [ri SPEKT fuh lee] adv. politely; courteously “Ms. Dahl, I believe you forgot to carry the one when you added,” Janine said respectfully. toughness [TUHF nuhs] n. the quality of being strong and determined Dwayne’s toughness served him well as he struggled to become a world- champion swimmer. warily [WAIR uh lee] adv. cautiously Carlos glanced warily around the corner to be sure the dog had left. Exercise A Fill in the blanks using each word from Word List A only once.

The [1] was unlike any other group of students I’d ever

known. I [2] several children in the class who were from the

neighborhood, but the rest were strangers. They eyed me [3] , as if I were going to do something unpleasant. I had never seen such

[4] in children so young, but then you might say I had lived

a sheltered life full of love and [5] . I hoped [6]

that my childhood experiences could have an [7] on them. © Pearson Education © Pearson But I wasn’t sure whether even that would do the trick. Oh, they treated

me [8] enough, but trust was absent. I told myself hopefully that all it would take was time.

132 Adapted Reader’s Notebook © Pearson Education children shouldchildren be educated. onhas had idea the astrong influence young that some preschools, however. There’s he that no denying strayed ideas. from his far methods His do live on in have they do toread, and arithmetic, children write, today.kindergartens big With the push toteach another; play did not afree-for-all. mean teacher the one toward toward act and respectfully course, children in kindergarten were expectedgently to encouraged achild’s curiosity. natural Of group of students,unruly classes kindergarten relied on the toughness of teachers to rein earlierschools many countries. many hadin While in an United States, soon were and kindergartens opening ideas caught on enormously the Europe and in apattern tomake fora grid decorative purposes. was “forms of beauty.” blocks on arranged Achild world, such category ashouses third The trees. and for to stand objects used gifts A child the the in as number order. and second The was“forms of life.” knowledge.” used Achild them towork out such ideas could beused. was“formswhich of gifts first the The gift. next it. moved Finally, child the with playing on tothe of ideas. Then, teacher the suggested other ways of played he until or one she out freely with gift ran ofa series wooden shapes other and objects. Achild which were neither presents but nor privileges special he remained confident in his ideas. didn’t seehow could playing Still, lead tolearning. took to Froebel’sGermans because they ideas warily by playing. Many tothink children little trained teachers kindergarten, “child’s garden.” his In means 1800s. 1837, In he invented kindergarten,which for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. Then, read it again,Read the following and passage. Pay special attention to READING WARM-UP Froebel would probably most not recognize teachers 1849. in training Froebel began His categories important Froebel identified in three Froebel’s method “gifts,” wastopresent with children educator Froebel wasaGerman of the Friedrich 7 Circle thewords that tell 7. Underlinethewords that give 6. 8 Underline theideaupon 8. that at Circle thephrase hints 5. Write your own sentence that 4. Underlinethewordthat tells 3. Circle thewords that explain 2. Underlinethewords that 1. when you act when you act how you behaveDescribe supposed to respectfully. act were children whom toward useful. toughness when telling toughness. Write asentence tohints themeaningof strong whohashadasomeone infl which Froebel hadastrong sentence for writeThen, your own the meaningofenormously. tells what Froebel identifi privileges about write Then, things. ordinary arenotthat privileges defi warily. write Then, your own why many acted Germans kindergarten something you didin tell aboutmeans. Then, what kindergarten explain uence. Write about nition nition of infl uence onyou. . warily enormously respectfully Charles you have. . Charles is 133 . ed. . MAKING CONNECTIONS Charles Shirley Jackson

Summary Laurie is rude to his parents after his first day of kindergarten. He tells his parents about a boy named Charles. Each day, Laurie has a new story about Charles. Laurie’s mother is surprised when she learns the truth about Charles.

E BIG TH Writing About the Big Question Can all conflicts be resolved? In “Charles,” a kindergartener finds a creative way to deal with bad behavior at the start of his first year of school. Complete this sentence: Adjusting to a new school is challenging because you are forced to

interact with .

Note-taking Guide Use this diagram to write what happens in the story.

Set-up What Readers Expect Laurie gives daily reports to his parents about what Charles does in class.

What Happens © Pearson Education © Pearson

134 Adapted Reader’s Notebook © Pearson Education Vocabulary name. “Isupposehegotspankedagain?” anybody voice suddenlybecomesraucousshouting,“Isn’t slamming open,hiscaponthefloor,and raucous “He suredid,”Lauriesaid.. “Goodheavens,”Isaid,mindfulofthe Lord’s He camehomethesameway,frontdoor bounces asee-sawontheheadoflittle girl, struck theteacher. the familythatCharleswasbadagain—he enjoy. Oneday,Laurieisverypleasedtotell to somethingthatLaurieseemsadmireor household. Eachday,Charleshasbeenup become theregulardinnertimesubjectof Charles’s dailypranksandpunishments Charles. ThankstoLaurie’sadmiringstories, just likethebadbehaviorofhisclassmate, home continues.Laurie’sbehaviorseems the nextfewdays,Laurie’srudebehaviorat should nottaketheLord’snameinvain.Over family thathisteacherhastoldthemthey He alsospillshissister’smilk.Laurietellsthe that firstdaywithaboldnewattitude. who tellsthestory,Laurieboundshomeon kindergarten. AccordingtoLaurie’smother, Laurie’s case,thattimeishisfirstdayof when wewanttogrowupallatonce.In All weeklong,Charlesisbad.Whenhe During lunch,Laurieisrudetohisfather. As children,weallgothroughatime (RAW kuhs) adj. here?” Development unpleasantly or harshly noisy orharshly unpleasantly Shirley Jackson Charles ♦ ♦ ♦ ♦ Charles’s behavior? details notsay.author does What what the about guesses, logical gives to Use theinformation theauthor Reading Skill school. or elementary on your ﬁ dayrst ofkindergarten how youoracted felt Describe Activate Prior Knowledge NOTES TAKE of view. theﬁ from is written tells you that this story Circle thepronounthatpassage. the story. thebracketed Read means of that thenarrator is part First-person is told. whichastory from view of Point Literary Analysis

show admires that Laurie make, or inferences rst-person point point ofview point is the perspective is theperspective Charles 135 TAKE NOTES the teacher has him stay inside for recess. Then, Charles has to stand in the corner because he disrupts storytime for the class. When he throws chalk, Charles loses the Reading Skill privilege of drawing and writing on the Use details that the author gives chalkboard. Laurie still enjoys telling these as clues to help you make stories about Charles when he comes home inferences. What does Laurie do from school each day. that shows how Charles’s bad Meanwhile, Laurie is behaving more behavior is affecting Laurie? rudely at home. Laurie’s mother begins to wonder whether Charles is having a bad influence on her son. She wants to go to the first Parent Teacher Association meeting to find out what Charles’s parents are like.

But Laurie’s sister is sick with a cold, so their mother has to stay home and miss the opportunity to see or meet Charles’s parents. Stop to Reﬂ ect The day after that first PTA meeting, Laurie Why do you think Laurie’s tells about Charles’s latest victim, a friend of mother wants to meet Charles’s the teacher’s who came to class to lead the mother? students in exercises. Laurie demonstrates how the man had them touch their toes. Then he goes back to his story about Charles, who

was fresh with the man. When the man told Charles to touch his toes, Charles kicked the man. Charles wasn’t allowed to do any more exercises because of his bad behavior. ♦ ♦ ♦

“What are they going to do about Charles, do you suppose?” Laurie’s father asked him. Reading Check Laurie shrugged elaborately. “Throw him out What are three naughty things of school, I guess,” he said. that Charles does in class? ♦ ♦ ♦ Underline the text that tells you. Charles is not thrown out of school, but after three weeks of these stories, his name becomes part of Laurie’s family’s vocabulary. © Pearson Education © Pearson

Vocabulary Development elaborately (i LAB rit lee) adv. carried out with many details

136 Adapted Reader’s Notebook © Pearson Education the crayons.” asked. her tosayittwice.” asked respectfully. eyes widened. down andLauriewhisperedjoyfully.Hisfather’s around tohisfather.Hisfatherbenthead so bad.”Hegotdownoffhischairandwent Laurie said,“I’llhavetowhisperityou,it’s “Looks likeCharles.” flowers offthetable,said,afterfirstminute, pulled thetelephone,ashtray,andabowlof he caughthiselbowinthetelephonecordand through thekitchen;evenmyhusband,when he filledhiswagonfullofmudandpulledit cried allafternoon;LauriedidaCharleswhen “Nothing,” Lauriesaid,“Hewaspassing out “What happenedtoCharles?”myhusband “She saidittwice,”Lauriesaid.“Charlestold “Did Charlestellthelittlegirltosay “Whatword?”hisfatheraskedunwisely,and . thebabywasbeingaCharleswhenshe PTA meetingatthe school.Whilethere,she thinks thisisfunny. mouth outwithsoap—ofcourse,Charles to sayabadword.Theteacherwashesher prank. Hetellsoneofthegirlsinclass than aweek. apple. Thisgoodbehaviorgoesonformore He issogoodthattheteachergiveshiman out crayonsandpicksupbooksafterwards. kind andhelpful.OnedayCharleshelpspass tells ofanewCharleswhosuddenlybecomes calls theeventa“Charles.” Each timesomethingbadhappens,thefamily That eveningLaurie’s mothergoestothe Then theoldCharlesreturnswithanew During thethirdandfourthweeks,Laurie ♦ ♦ ♦ ♦ that?” he point of view? weretold his from if thestory Charles’sabout behavior good What might you learn characters. information certain about view Changing thestory’s Literary Analysis itthroughthekitchen. and pulls Laurie ﬁ Make aninference Reading Skill NOTES TAKE tells you. tells that to Bracket thetext do? girl What Charles tell does alittle Reading Check Laurie’severything father says. Circle says. Laurie everything bracketed passage. Underline thestory. the Read understand you help better can dialogue of thespeakers Identifying Fluently Read

wouldgive you more lls his wagonwithmud Charles about why about point of 137 TAKE NOTES looks around, trying to figure out which woman is Charles’s mother. After the meeting is over, she finds Laurie’s teacher while everyone is having refreshments. Stop to Reﬂ ect ♦ ♦ ♦ Do you think the ending would “I’ve been so anxious to meet you,” I said, “I’m be different if the story were told from Laurie’s point of view? Laurie’s mother.” Explain. “We’re all so interested in Laurie,” she said. “Well, he certainly likes kindergarten,” I said.

“He talks about it all the time.” “We had a little trouble adjusting, the first week or so,” she said primly, “but now he’s a fine Literary Analysis little helper. With occasional lapses, of course.” Read the bracketed dialogue. “Laurie usually adjusts very quickly,” I said. From whose point of view is the “I suppose this time it’s Charles’s influence.” dialogue told? “Charles?” “Yes,” I said, laughing, “you must have your hands full in that kindergarten, with Charles.” How does this point of view add “Charles?” she said. “We don’t have any humor to the conversation? Charles in the kindergarten.”

© Pearson Education © Pearson Vocabulary Development adjusting (uh JUST ing) v. getting used to new conditions primly (PRIM lee) adv. in a manner that is stiffly formal and proper lapses (LAP siz) n. slight errors or failures

138 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ is abad onLaurie. influence Mother worries thatCharles namedCharles.classmate hasaMother thinks Laurie Literary Analysis:Thestoryistoldfromthefirst-person mother? can youmakeabouttheteacherbywayshespeakstoLaurie’s mother. Shedoesnottalkabouthisbadbehavior.What Reading Skill:Laurie’steacherspeaksverycarefullyto Laurie’s behaviorathome?Howisitdifferent? Compare andContrast:HowisCharles’sbehavioratschoollike signal achangeinLaurie’sbehavior? wearing overalls.Hestartsjeanswithabelt.Howdoesthis Draw Conclusions:Onthefirstdayofkindergarten,Lauriestops story wouldbedifferentifitweretold fromLaurie’spointofview. view

of Laurie’smother.Usethechartbelowtowriteoneway Mother Laurie knows intheclassroom. thatheisabadLaurie influence Charles Laurie inferences point of Charles 139 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Dialogue Write dialogue for a movie scene that you adapt from “Charles.” Select a scene from the story. Use the following questions to help you write the dialogue.

• What details do you think the author left out of the conversation in the chosen scene?

• What do you think the characters will say in your adapted scene?

Research and Technology: Summary Use the following chart to gather information for your summary.

Article

Main Idea

Two details 1. 1.

2. 2.

Quotation © Pearson Education © Pearson

140 Adapted Reader’s Notebook © Pearson Education technique technique processes a goal motivation function emotional emotional consciousness association of his with enough [5] pioneered anew [2] felt they were too high-strung, or [4] artificial Study words these from “Flowers for Algernon.” Then, complete activity. the A List Word Fill in the blanks using each word from Word ListExercise A only once. A one. Muddleton’s that claimed Critics method was[7] they felt down, they were to replace an unpleasant thought with a happy thought [3] VOCABULARY WARM-UP [6] suggested that he take another hard look at brain [8] [8] brain at look hard another take he that suggested he patients his was teaching all feelings. wastodeny They true their Dr. Muddleton professional tohis bragged [1] Ray played the piano with unmatched technique but no feeling. One function of the liver to make is bile. Cassie’s thought processes were not sharp early inthe morning. going. him astrong had Lee motivation to learn, andthe rewards helped keep Dee became emotional inresponse to the piece of music. consciousness. deathThe wasso painful that Mario could not allow itto enter his Dylan belonged to anassociation that worked to improve the environment. twoThe angry sisters put on display anartificial of politeness.

[FUNGK shuhn] [ahr ti FISH uhl] [PRAH se siz] [i MOH shuh nuhl] [tek NEEK] [tek

[moh tuh VAY shuhn] [uh soh seeAY[uh shuhn] so that no sothat unpleasant thoughts could creep moment The in. [KAHN shuhs n. nes] [KAHN

. He it said perfect wasthe remedy for people who n. special way special of doing something n. adj. series of actions or mental activities use or purpose adj. not real or natural by which people could control negative their having to do with or showing feelings n. could learn to monitor their own tomonitor could own their learn n. desire and determination desire toachieve and aperson’s thoughts, mind, ideas and

group unitedfor acommon purpose

. He insisted that patients

Flowers for Algernon Flowers that he had Flowers for Algernon and that that and . 141 READING WARM-UP Flowers for Algernon

Read the following passage. Pay special attention 1. Underline the word that to the underlined words. Then, read it again, and tells who belongs to an association. Then, write complete the activities. Use a separate sheet of a sentence about an paper for your written answers. association you know of. Are you smart? Does that question puzzle you? 2. Underline why some think Does it make you feel uncomfortable? You’re not testing is artifi cial. Then, write alone. Scientists in one professional association a sentence in which you tell or another, as well as nonscientists, have been about something artifi cial. debating the nature of intelligence for years. That 3. Circle the word in the next debate doesn’t show signs of stopping. sentence that gives a hint to Intelligence testing is almost one hundred years the meaning of emotional. old. Over the years, many people have Then, write a sentence using complained that testing is highly artificial emotional. because it looks at only a narrow range of ability. 4. Write a sentence explaining Tests have overlooked emotional intelligence. the function of your heart. Feelings are important, these people have said. Defi ne function. So is testing the ability to build, draw, dance, 5. Circle the word that describes play soccer, and lead the student council. thought processes. Describe Even though recent tests are based on current your own thought processes theories of brain function, many people think when you get nervous. that they remain too limited. They still assess too 6. Circle the word that is a few kinds of thought processes, which are quite synonym for technique. Tell complicated. Also, even though the technique of about something you know giving tests has greatly improved, the newer that requires special technique. method hasn’t helped learners much. The tests 7. Circle phrases that show what still don’t show how to supply motivation for students with motivation are learners so that they can try harder and do likely to do. Write about better. They don’t provide a road map to something for which you have understanding human consciousness. So much great motivation. of the waking mind lies beyond the reach of the 8. Circle the words in the next tests. sentence that explain There probably will always be the need to make consciousness. Then, use judgments about people’s ability. However, testing consciousness in a sentence. shows only the capacity for a certain kind of intelligence, overlooks achievement, and fails to assess the whole range of human brainpower. The solution may not be to get rid of intelligence testing. Rather, we need to find ways to develop Education © Pearson tests so that they cover a broader range of interests and abilities. After all, we do want people to be all they can be.

142 Adapted Reader’s Notebook © Pearson Education Use thischarttorecordthechanges thattakeplaceinCharlie’slife. Note-taking Guide through experimentalsurgery.Completethissentence: unexpected challengesfaceamanwhoincreaseshisintelligence In“FlowersforAlgernon,” Can allconflictsberesolved? doctors. However,Charlie’slifeisnotperfect. skills grow.Hebecomessmarterthanhis with thoseofAlgernon,amouse.Charlie’s gery. Hisskillsarewatchedandcompared chosen tobethesubjectofanewbrainsur- Charlieisafactoryworkerwho Summary CONNECTIONS MAKING

T to be smarter. friends, but he wants Charlie has ajoband H

B B

I I

G G When someoneI knowwellsuddenlychanges,myreactionis Writing About theBig Question Flowers for Algernon Flowers Daniel Keyes Daniel like him. to find people who will Charlie leaves hishome Flowers for Algernon . 143 AFTER YOU READ Flowers for Algernon

1. Compare: Like Charlie, Algernon is part of the experiment. Explain how changes in Charlie are similar to changes in Algernon.

2. Take a Position: Do you think Charlie should have had the operation? Explain your answer.

3. Reading Skill: Remember Miss Kinnian’s attitude toward Charlie’s co-workers, her relationship with Charlie, and her reaction to Charlie’s changes. What inference can you make about her from the way she treats Charlie?

4. Literary Analysis: Charlie is telling this story, so the story is told from his point of view. Think about how the story would be different if Dr. Strauss told it. Think about the kinds of words Dr. Strauss would use and what he would say. Fill in the chart below to show some of the possible changes in the story if Dr. Strauss were telling it.

Charlie Dr. Strauss

Charlie does not understand the purpose of the inkblot test.

Charlie does not understand why he keeps a Education © Pearson journal. He does anyway.

144 Adapted Reader’s Notebook © Pearson Education which articlestosummarize. development ofthebrain.Usequestionsbelowtohelpyouchoose Write asummaryontwoarticlesabouthumanintelligenceandthe Research and Technology: Summary Use yournotestowritedialogue. write adescriptionofeachcharacter.Then,completethechartbelow. Write Dialogue Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What informationdoestheauthorusetosupportmainidea? • Who istheauthor?Isheorsheanexpertonsubject? • Miss Kinnian Dr. Nemur Dr. Strauss Charlie

Character What would would What Character dialogue foramoviescenefrom“FlowersAlgernon.”First, be unique about about unique be person talks?person the way this person treatasaperson Who would this this would Who friend? person treatotherperson Flowers for Algernon How would this characters? 145 UNIT 2 BEFORE YOU READ Thank You, M’am • The Story-Teller

Reading Skill An inference is a logical guess. It is based on details the writer hints at or suggests. Making an inference is a way to find meaning behind the actions and events in a story. As you read, identify connections to make inferences about the author’s meaning. Ask yourself what the author is suggesting by making these connections. This strategy is illustrated in the example shown. Fill in the chart below with examples as you read the story.

Event + Event = Inference A boy spends all of his He gets sick from eating People should not be money on candy and too much candy. selfish. does not share.

Literary Analysis The theme is the main idea or message in a story. It can also be an insight. It is often a general statement about life or people. Themes can come from the characters’ experiences. They can also come from events in the story. • The author tells a stated theme directly in a story. • A theme can also be unstated, or implied. You use the characters’ actions and the story’s events to infer the theme. One story can have more than one theme. A theme is correct if it can be supported with details from the story. © Pearson Education © Pearson

146 Adapted Reader’s Notebook © Pearson Education switched release permit frail contact combined combined cocoa cocoa and [3] [3] and [8] our talents [6] our talents [6] butwould of chicken, eat all anything Even eggs, rice, peas? with and Fill in the blanks using each word from Word ListExercise A only once. A blondes knowledge activity. to the You,Study words these M’am.” from“Thank Then, apply your A List Word VOCABULARY WARM-UP every day Supposeevery were same? the [2] we were all for people to [7] even beable or to form amusical team asports group. Iwould ask was[5] to we drink liked all different. if What darkened room, you’d never by someone seeing besurprised new and so many different types of people! differentso many types Wouldn’t it be horrible if everyone you came into [1] thunderstorm. We switched off the power strip inthe office any during big My little sister would not release the during scary myarm movie. We donot permit our animals to get on our furniture. You contact with often others into when come traveling. The boyThe grown had so tall so quickly that helooked frail. weightsThe of the two suitcases combined tipped the scale over the limit. Nothing tastes great as acup of as cocoa after along day of snow skiing. Many people with dark-colored hair want to be blondes.

[FRAYL] [KOH koh] [per MIT]

[ri LEES] [ri n. takt] [KAHN [BLAHNDZ] [SWICHT] adj. BYND] [kuhm adj. me to say so, we should be glad we live in a world with

v. n. v. thin and weak . Then, when you [4] to allow something to happen to stop holding something; let go let something; holding stop to hot chocolate drink v. n. turned something electrical on or off people with pale yellow hair communication; meeting communication; , we still would, we still have We no variety! wouldn’t me from a world like this! If you will you If me will from aworld this! like joined together joined

on a light in a on in alight

, and no, and one Thank You, M’am Thank You, M’am , tall , tall with 147 READING WARM-UP Thank You, M’am

Read the following passage. Pay special attention to 1. Underline the words naming the underlined words. Then, read it again, and the combined skills that a complete the activities. Use a separate sheet of paper boardinghouse owner needed. for your written answers. Then, describe something you have done in which you used Before World War II, the boardinghouse was a very combined skills. important part of American culture. Boardinghouses 2. Underline words describing were the answer to many people’s problems. ﬁ ve types of people with Often, a single woman owned a boardinghouse. whom boarders might come She might be a widow or someone who had never into contact. Then, explain married. Running the house allowed her to keep it. what contact means. In a world in which they weren’t allowed to work at 3. Write a sentence describing high-paying jobs, these women would have otherwise what frail blondes might lost their big family homes. To run a boardinghouse, look like. a woman needed the combined skills of cooking, cleaning, and managing helpers. If she also treated 4. Circle the word naming her guests kindly, she would certainly succeed. something that could not be switched on. Then, write However, the work was hard. Owners rarely got a about something that had not day off. Those staying at boardinghouses came into been invented and could not contact with many different types of people. Frail be switched on in a elderly people, traveling salesmen, and workers from boardinghouse. the town all might chat briefly each day on their way in or out of the house. Fair-skinned young blondes 5. Underline the word that tells and dark-haired ladies who were shop girls or what cocoa is. Tell what you like or don’t like about cocoa. teachers often stayed in boardinghouses, too. They were able to move away from home because of the 6. Circle what owners would safety that these houses offered. not permit. Then, describe Especially in the South, a boardinghouse could something your parents will be found in nearly every town. From their stuffy not permit. bedrooms, where no televisions could be switched on, 7. Circle the words naming what the guests would flee to the porch. Sitting together, an owner would ask a couple sipping iced tea, they would talk and get to know one to release. Then, explain what another. Even in cooler months, the porch was a release means. meeting place. The owner might serve hot drinks such as cocoa, tea, or coffee to her guests in the evenings. Many stories are told of young men and women who met and fell in love on boardinghouse porches. Their behavior had to be very proper. Boardinghouse owners would not even permit couples to hold hands.

When an owner discovered couples with fingers Education © Pearson entwined, she would ask them to release them. With so many chances just to talk, a young couple could really get to know each other before marrying.

148 Adapted Reader’s Notebook © Pearson Education Use thisdiagramtosummarizethemajoreventsofstory. Note-taking Guide or violenceisto victim’s reaction.Completethissentence: a crimeandiscompletelyunpreparedforhis You, M’am,”ateenagerattemptstocommit Can allconflictsberesolved?In “Thank him alessonaboutkindnessandtrust. and bringshimtoherhome.Sheteaches woman’s purse.Thewomancatchestheboy Ateenageboytriestosteala Summary MAKING CONNECTIONS MAKING

T a woman’s purse. stealA boy triesto H

B B

I I

G G The bestway to convincesomeonenotcommitacrimeofrobbery Writing About theBig Question Thank You, M’am Langston Hughes

Thank You, M’am . 149 TAKE NOTES Thank You, M’am Langston Hughes

Activate Prior Knowledge This story tells how a woman’s kindness How do you think you would feel surprises and changes a young man who if you caught someone trying to has tried to rob her. She is a large woman, steal from you? and she is walking home alone at night. She carries a very large purse with a long strap. A boy comes from behind her and tries to snatch her purse. ♦ ♦ ♦ Reading Skill The strap broke with the sudden single tug the An inference is a logical guess. It boy gave it from behind. But the boy’s weight is based on information in a story. Read the bracketed and the weight of the purse combined caused paragraph. What can you infer him to lose his balance. Instead of taking off full about the woman’s personality? blast as he had hoped, the boy fell on his back Circle any details that support on the sidewalk and his legs flew up. The large your inference. woman simply turned around and kicked him right square in his blue-jeaned sitter. ♦ ♦ ♦

Next, the woman grabs the boy’s shirt and picks him up in the air. She shakes him hard Literary Analysis but doesn’t let go of him. Then—still holding A stated theme is expressed him—she asks whether he is ashamed of directly. What does the woman himself. The boy says that he is ashamed. want the boy to learn? Circle the Next, the woman asks the boy whether he will text that supports your answer. run away if she lets him go. He says that he will. She says that she will continue to hold on to him. The woman says that she is going to take the boy to her home to wash his dirty face. The boy is fourteen or fifteen years old. Reading Check He looks frail and is dressed in tennis shoes What causes the boy to lose his and blue jeans. The woman starts dragging balance? Underline the text that tells you. the boy toward her home. She announces that he ought to be her son—she would make sure to teach him “right from wrong.” She decides that she may not be able to teach him that, but she can make sure he has a clean © Pearson Education © Pearson face that night. As she’s dragging him along the street, she asks whether he’s hungry. ♦ ♦ ♦

150 Adapted Reader’s Notebook © Pearson Education Vocabulary of askedme.” book togetsomesuedeshoes,.you could the boy. 1 bu suede blue 1. door—and wenttothesink. the door—lookedatwoman—looked turned himloose—atlast,Rogerlookedat your face,”saidthewoman,whereuponshe corner?” askedthewoman. want youtoturnmeloose.” Washington Jones.” sir, youaregoingtorememberMrs.LuellaBates the woman..“WhenIgetthroughwithyou, by Elvis Presley. by Elvis contact “Well, youdidn’thavetosnatchmy pocket- “I wantedapairofbluesuedeshoes,” “Then, Roger,yougotothatsinkandwash “But youputyourselfincontactwith “No’m.” “Was Ibotheringyouwhenturnedthat “No’m,” saidthebeing-draggedboy.“Ijust her purse. he mustbehungrybecausetriedtotake Jones tellsRogerthatthey’lleat.Shethinks there’s nobodyathomehishouse.SoMrs. tells herthathehasnothadsupperbecause long ashehassuchadirtyface.Theboy going tosendhimjail.Shesaysnotas the boyhisname,andhesaysthatitisRoger. who rentroomsinthehouse.Mrs.Jonesasks her roominghouse.Hehearsotherpeople Mrs. Jonesdragshimupthestreetandinto (KAHN takt) n takt) (KAHN Roger asks Mrs. Jones whether she’s Roger asksMrs.Joneswhethershe’s The boystrugglestogetaway,but (swayd) (swayd) Development shoes style of shoes worn by “hipsters” in the 1940s and 1950s; made famous in a song sung sung asong in famous 1950s; made and 1940s the in by“hipsters” worn shoes of style . touch; communication . touch; ♦ ♦ ♦ ♦ ♦ 1 me,” said said the door? the to goes thesinkinsteadRoger of why Why theydoit. doyou think doand forwhat characters look author’s meaning the about to make inferences You identify can connections Reading Skill toward theboy? attitude theme. What is thewoman’s tell you the notdirectly does implied themes are message, inastory. Some The Literary Analysis NOTES TAKE to make this word? this make to words werecombinedWhat two passage. Circle the contraction. contraction. Read the bracketed to make a (‘) apostrophe A writerone word. uses an words andmakes theminto two combines contraction A Fluently Read

theme Thank You, M’am . This means theauthor is or themainidea, unstated,

. You should or 151 TAKE NOTES This answer surprises Roger. He is not used to generous people. When Mrs. Jones steps behind a screen and he has a chance to run away, he doesn’t. Later, Mrs. Jones Literary Analysis tells Roger that she was once young and What do you think is the story’s did some bad things, too—things she does theme, or main point? not want to talk about. Roger now wants the woman to trust him. He asks her whether she needs some milk at the store. She says she does not, and she offers to make him some cocoa; he accepts. She then heats

up some ham and beans and feeds him dinner. During dinner, Mrs. Jones tells Roger all Reading Skill about her life and her job at a hotel beauty Why does Mrs. Jones give Roger shop. She describes all of the beautiful ten dollars to buy himself shoes? women who come in and out of the store. Make an inference that is based ♦ ♦ ♦ on details in the text. When they were finished eating, she got up and said, “Now here take this ten dollars and buy yourself some blue suede shoes. And next time, my do not make the mistake of latching onto pocketbook nor nobody else’s. . . . Goodnight! Behave yourself, boy!” she said, looking into the Stop to Reﬂ ect street as he went down the steps. Would you have been speechless The boy wanted to say something other at the end of the story, as Roger than, “Thank you, m’am,” to Mrs. Luella Bates is? If not, what do you think you Washington Jones, but although his lips moved, would have said to Mrs. Jones? he couldn’t even say that as he turned at the foot of the barren stoop and looked up at the large woman in the door. Then she shut the door.

Reading Check Where does Mrs. Jones work? Circle the text that tells you. © Pearson Education © Pearson

Vocabulary Development latching (LACH ing) v. grasping or attaching oneself to barren (BER uhn) adj. empty

152 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ Trust andkindness can change someone’s life. interpretation. or theme forthestoryhasbeenwrittenbelow.Tellwhetheritis Literary Analysis:Thethemeisthemainmessageinastory.A author’s messageaboutstealing? information inastory.Whatinferencecanyoumakeaboutthe Reading Skill:Aninferenceisalogicalguessthatbasedon Mrs. Jones’sbehavioraffectRoger’sfutureactions? Predict: Mrs.JonesfeedsRogerandgiveshimmoney.Howmight leaves theapartment? Interpret: WhyisRogerunabletosaywhathewantsas

implied. Writedetailsinthesecondcolumntosupport Theme (statedTheme or implied) Thank You, M’am Details Thank You,Thank M’am stated 153 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Personal Essay Write a personal essay showing how a theme of “Thank You, M’am” applies to everyday life. Use the outline to organize your essay.

A. Introduction of Your Essay 1. State your theme:

2. Summarize your experiences:

B. Conclusion of Your Essay 1. Restate your theme:

2. Explain how your theme applies to everyday life:

Use your notes to help you write your personal essay.

Listening and Speaking: Panel Discussion Complete the following questionnaire to prepare for the panel discussion.

• Did Mrs. Jones do the right thing? Explain.

• Reasons that support your opinion © Pearson Education © Pearson

154 Adapted Reader’s Notebook © Pearson Education utterly utterly badextremely unspeakable retort promptly promptly momentarily horribly horribly conduct statement coach’s the about with Only team. the [8] each would runner have Each achance tospeak. would akind make attention miles, coach the continued again, tostate thirty her plan. After [5] miles. Arunner’s snort scornful and for thirty first the her words landed him [6] her words [6] landed him anyone pausing else. [7] After Fill in the blanks using each word from Word List A onlyExercise once. A approval follows. that activity Story-Teller.”Study words these from“The Then, apply your knowledge tothe A List Word VOCABULARY WARM-UP talking begin again. begin talking [3] become [2] become [2] She began the next trip by saying the team would team the be[4] by saying She trip next the began The track team’s track The [1] I knew wasutterly Dad lost when hepulled over to study the map. To comments make rude about Grandma seemed unspeakable to me. My sister always seems to have aretort for what Ithought were good ideas. The waiterThe promptly came to our table to take our order. The televisionThe screen wasmomentarily black when the power went off. The bookThe was horribly hard to read well as boring. as there. conductThe of the students really changed when asubstitute teacher was motherThe looked at her son with approval after hecleaned room. his

[ri TAWRT] [UHT er lee] [HAWR uh blee] uh [HAWR [KAHN duhkt][KAHN n. PROO vuhl] [uh [PRAHMPT lee] [PRAHMPT

adj. buhl] SPEE kuh [un [moh muhn TER uh lee] rudedriver. tothe coach The decided she action. had totake n. adv. quick clever and reply

n. . The runners were toeach mean other runners . The and completely adv. adv. the way the aperson behaves

good opinion to an awful extent; disagreeably awful toan very quickly; immediately

on bus the going while tomeets had in the back the in row of bus, the from far sobad you that can’t describe it; adv. tobesure she had everyone’s for ashort time

The Story-Teller The Story-Teller could silent silent to 155 READING WARM-UP The Story-Teller

Read the following passage. Pay special attention 1. Underline the words to the underlined words. Then, read it again, and describing a horribly sad complete the activities. Use a separate sheet of position to be in. Then, describe something else paper for your written answers. that is horribly sad. No one should ever be in the horribly sad 2. Circle the word that is the position of watching a best friend lie motionless unspeakable name of a in bed, hardly seeming to be alive. The doctors medical condition. Then, call this awful condition a coma, but I think its explain what unspeakable name should be unspeakable. means. Anyway, I found myself in this position last 3. Write a sentence about year. My best friend was in a terrible car crash, parents that includes both the and he then went into a coma. It took a few days words approval and conduct. for me to visit Sam. My desire to visit met with the approval of Sam’s parents and doctor. Yet, 4. Underline the words naming everyone thought I needed lots of talking to about what the author was utterly determined to do. Then, the proper conduct I should have in the hospital explain what utterly means. room. Despite the waiting and the talking, I was utterly determined to see my friend. 5. Circle the words that describe When I finally entered the room, I was what feelings the author momentarily choked up by what I saw. Sam was momentarily had upon seeing very still and very pale. All kinds of tubes and Sam. Then, explain what machines were attached to him. I didn’t like the momentarily means. sight, the sounds, or the smells of that room. 6. Underline the words that After a few seconds, however, I looked more describe what caused the closely at Sam’s face. I promptly snapped out of author to promptly change it. Sam—my buddy since preschool, the source his mood. Describe what you of my best memories—needed me. think he promptly did as I had read that people in comas can hear and a result. understand you. Therefore, I wasn’t going to sit 7. Circle what the narrator silently by Sam’s bed. My plan was to tell Sam expected Sam to give a retort the story of our lives together. I would start at to. Explain why Sam’s ability the beginning. For the one hour I was given each to give a retort would be day, I would tell our tale in all its glory. Sam and wonderful news. I would grow up together again through my storytelling. Before too many days had passed, I knew—no, I believed with all my heart—Sam would open his eyes and give a smart retort to some story detail I had managed to mess up. It was time to begin. “We met the first day of Education © Pearson preschool,” I said, “when you tried to take the big red truck away from me. . . .” I could see Sam’s eyes blink!

156 Adapted Reader’s Notebook © Pearson Education Use thecharttorecalleventsofstory. Note-taking Guide Complete thissentence: tale toldbyanunlikelyfellowpassenger. train areentertainedbyanunusualfairy Story-Teller,” threeboredchildrenona Can allconflictsberesolved?In “The lectures aboutproperbehavior. very angry.Itgoesagainstallofher story’s endingmakesthechildren’saunt story thatentertainsthreechildren.The Astrangeronatraintells Summary MAKING CONNECTIONS MAKING Outcome Event Event Event Problem T H

B B

I I

G G One waytoamuseachildis Writing About theBig Question The Story-Teller Saki (H.H. Munro) (H.H. Saki The childrenThe willnotbe on thetrip. quiet

The Story-Teller . 157 AFTER YOU READ The Story-Teller

1. Analyze: Do you think the bachelor feels sorry for the aunt or for the children? Think about his actions in the story. Explain your answer.

2. Evaluate: The aunt says that the bachelor’s story is not appropriate for children. Do you agree? Why or why not?

3. Reading Skill: An inference is a logical guess that is based on details in a story. The author comments on what children like and how children should be raised. What inference can you make about what the author thinks?

4. Literary Analysis: The theme is the main idea of a story. It can be stated or implied. The theme of the story is written in the first column. Decide whether the theme is stated or implied. In the second column, write details from the story that support the theme.

Theme (stated or implied) Details

Stories should entertain, not preach. © Pearson Education © Pearson

158 Adapted Reader’s Notebook © Pearson Education B. Conclusion ofYourEssay 2. Do youthinktherearesome thingsthatshouldneverbeincluded 2. Do youthinktherearesomethingsthatshouldalwaysbeincluded 1. prepare yourthoughtsbeforethediscussion. told thechildrensuchagruesomestory.Usequestionsbelowto Have apaneldiscussion.Discusswhetherthebachelorshouldhave Listening Panel Discussion andSpeaking: Introduction ofYourEssay A. applies toeverydaylife.Usetheoutlinehelporganizeyouressay. Write apersonalessayshowinghowthemeof“TheStory-Teller” Essay Personal Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING 2. Explain howyourthemeappliestoeverydaylife: 2. 1. Restate your theme: 2. Summarize your experiences: in achildren’sstory?Giveoneexample. in achildren’sstory?Giveoneexample. 1. State your theme:

The Story-Teller 159 © Pearson Education are claims are claims appeal to delicious Explanation and people’s desire to desire belong. people’s Incredibly proved. be cannot that Just because a celebrity or not mean does it it, says “expert” is true. the claim too or vague that are Claims broad cannot proved. be Example Advertisements Everyone loves Muncheez! loves Everyone like everyone Words Muncheez is incredibly delicious. incredibly is Muncheez her gives Muncheez Tina Idol says energy. it’s the best, is not only Muncheez the healthiest. Device are based on facts. These ads may show how facts. These ads may show are based on Rational appeals show product features. compare. They may different products price. appeals talk about Sometimes these appeals suggest Emotional appeals are based on feelings. Such more respected, or more popular if that customers will be happier, they buy a certain product. Study the chart below. It shows some common emotional appeals Study the chart below. It • • Bandwagon appeal Loaded language Loaded Testimonials Generalization Informational Texts Informational Reading Skill Reading they by determining whether You can evaluate persuasive appeals appeals. Recognizing the difference are rational appeals or emotional how an advertisement works. Recognize and can help you understand because it is not based on facts. Use facts ignore an emotional appeal to help make up your mind. use. Question whether you believe these that advertisers and writers arguments. are paid messages. Companies use advertising to Companies use are paid messages. Advertisements use or services. Advertisers to buy products persuade customers product used to make a this. An appeal is a technique appeals to do use two kinds of appeals: interesting. Advertisers attractive or About Advertisements About INFORMATIONAL TEXTS INFORMATIONAL 160 © Pearson Education from ChicagoandSanFrancisco. Chicago, andSanFrancisco.Dailyschedules Standard PullmansbetweenNewYork, W.P.’s VISTA-DOMEtrains.Alsothrough “sleeper” chaircars,whenyoutravelon and theworld’snewestmostluxurious see more,andenjoythelowestcostfares go WestisWESTERNPACIFIC.You’ll ebrates her100 to goWestisnow—whileCaliforniacel- for avacationyou’llneverforget.Thetime the trailofpioneerstoGoldenCalifornia For funandsunbeamodern’49er.Follow ONLY of the1800s. travelers topioneers pares moderntrain in thisparagraphcom- The bandwagonappeal

$48 (Federal TaxExtra) th birthday—andthewayto 79

FROM CHICAGO Informational Texts • • • Features: Advertisements based onfeelings emotional appeals based onfacts rational appeals sell something paid messagesthat 161 © Pearson Education Informational Texts Informational illustration implies the advertiser brings the advertiser brings This that closer together—a cities cannot be claim that proved. imply that the refreshed imply that 162 words such as relaxed Loaded words such as and advertiser’s train service can improve passengers’ well-being. © Pearson Education the followingquestionsinyourevaluation. Evaluate thepersuasiveappealsusedinthisad.Besuretoanswer 4. On whatpartoftraintraveldoestheadfocusmost? 3. To whatemotionsdoestheadvertisementappeal? 1. The addescribesadvantagesoftravelingbytrain.Whatwordsor AFTER YOU READ 2. The mostimportantpurposeoftheadvertisementistoselltrain

• Would youbepersuadedbytheadtotravel bytrain? • What wordsorpicturesdoestheadusetopersuadecustomers • What kindsofappealsdoestheadmake? phrases intheadidentifyadvantages? tickets. Whatisasecondary,orlessimportant, to travelbytrain? Reading Skill Thinking AboutThinking the Advertisements Timed Writing: Evaluation (20 minutes) purpose? Informational Texts 163 UNIT 3 EXPLORING NONFICTION Making Tracks on Mars: A Journal Based on a Blog

Essays and articles are types of nonfiction. These types of nonfiction discuss real people, events, places, and ideas. You can explore these pieces to: • learn about the lives of others • find important information • reflect on new ideas • look at arguments about important issues Organization is the way a writer arranges information in a piece of nonfiction. The chart below contains different types of organization. Many pieces of nonfiction use a combination of these types of organization. It depends on the author’s reasons for writing.

Types of Organization Organization Characteristics

Chronological presents details in time order—from first to last—or Organization sometimes from last to first Comparison-and-Contrast shows the ways in which two or more subjects are similar and Organization different Cause-and-Effect shows the relationship among events Organization Problem-and-Solution identifies problem and then proposes a solution Organization

Author’s tone is the writer’s attitude toward his or her audience and subject. This tone can often be described by a single adjective, such as: formal or informal, serious or playful, friendly or cold. © Pearson Education © Pearson

164 Adapted Reader’s Notebook © Pearson Education EXPLORING NONFICTION subject. Theymayfollowthestructureofthesetypeswriting: characteristic literarypersonality.Voicecanbebasedon different voiceinanotherwork.Voicemayalsorepresenta could writeapieceinonevoice.Then,heorshe Essays andarticlesareshortnonfictionworksaboutacertain Here arethemostcommontypesofnonfictionwriting: Voice isawriter’swayof“speaking”inhisorherwriting.Onewriter • • • • • grammatical structure • pace • sound devices • tone • word choice • • • • • • thoughts abouttheevent’simportance Reflective writing:looksatanexperienceandhasthewriter’s Narrative writing:tellsthestoryofreal-lifeexperiences Expository writing:presentsfactsorexplainsaprocess have acertainopinionortakeaction Persuasive writing:convincesthereaderthatheorsheshould magazines, television,orradio Media accounts:nonfictionworkswrittenfornewspapers, Autobiography: Biography: alifestorywrittenbyanotherperson updated foranonlineaudience Web logs(alsoknownas“blogs”):journalspostedandoften Memoirs andjournals:personalthoughtsreflections organization Letters: written textsaddressedtoacertainpersonor a writer’saccountofherorownlife Making Tracks AJournal BasedonaBlog 165 onMars: VOCABULARY WARM-UP Making Tracks on Mars

Word List A Study these words from the “Making Tracks on Mars.” Then, complete the activities that follow. critical [KRIT i kuhl] adj. very serious or very dangerous The situation was critical, and we could do nothing to fix it. exploration [ek spluh RAY shuhn] n. an examination of an unknown place Thorough exploration of the cave took a total of three days. meteor [MEE tee uhr] n. a chunk of rock or metal from space The meteor streaked through the sky and crashed on Earth. operations [ahp uh RAY shuhnz] n. the managing and running of something Mr. Phillips is in charge of operations monitoring at the plant. panels [PAN uhlz] n. flat pieces of material We installed plywood panels on the walls of the basement. software [SAWFT wair] adj. having to do with computer programs Jones, a software engineer, revised the computer payroll program. solar [SOH ler] adj. having to do with the sun or its power In a solar eclipse, the moon moves between the earth and the sun. spacecraft [SPAYS kraft] n. vehicle that goes into space The United States launched a spacecraft to explore the outer planets.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

[1] of the moon’s surface began on the second day following

the landing of the newly designed [2] . The robotic surveyor,

which would do the work, depended on energy from [3]

[4] that captured sunlight. In case of a system failure, the

[5] programmers had built a backup system. If both energy

sources failed, however, the situation would become [6] .

On Earth, the people in charge of [7] control had to hope that wouldn’t happen. Luckily, the surveyor completed its investigation © Pearson Education © Pearson with no problems. It took rock samples from a crater formed when a

[8] crashed on the surface. These samples were the first from this particular bowl-shaped hollow.

166 Adapted Reader’s Notebook © Pearson Education Perhaps in your lifetime you’ll find out!they be able to discover more than any robothumans can? there. If humans do walk on Mars, mightto alot do know they now more to send than problem. the toprogram fix develop can engineers acomputersoftware Amission have might critical. to end unless early get enough power, situation the could become spacecraftthe needs. spaceship the If does not collect it change and sunlight to electricity the layer on spacecraft’s the panels. solar These is dust from the planet’s surface. Dust forms a properly, correct its programs. can they surface.along the explorer the If stops working receive explorer data from aMars moves that in studying Mars. Here on Earth, scientists can surface. Martian the hotto find or springs pockets of water beneath have of planet. covered hope the also They parts hope this work will show that water once riverbeds. They ice polar mayas the dry caps and water.” Scientists gather datahave from developed “follow called astrategy features the such operations at managers U.S. the space agency whether ever life on To existed Mars. out, find sky, the through crashed left and deep craters. erupted ameteor, on Many Mars. streaking today.those For example, at one volcanoes time, wasteland. knowledgeus increasing cold, of this rocky world. Explorationamazing hasbrought of Mars on redplanet the have landing and shown us an planet Since then, Mars. by spacecraft traveling paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read itRead again, the following passage. and Pay special attention READING WARM-UP Will people ever travel to Mars? Scientists need One problem equipment that hashad on Mars computersAdvances in have been ahuge help bigThe question today for most scientists is Clues at hint past conditions quite different from 1965,In we got close-up our first picture of the 6 Circle thesentence that tells 6. Underlinethesentence that 5. operations what Circle 4. Underlinethewords that help 3. 7 Circle thewords that tell you 7. Circle thewords that tell what 2. Circle thewords that tell 1. Making Tracks onMars critical patientif ahospital becomes what mightDescribe happen critical.mission becomes what ifa might happen Explain what panels solar do.tells what panels solar factory. ice-cream mightmanagers doinan Describe what operations havemanagers done. on Earth. ifa happen Write what could about what ameteor is.explain own. your software some Describe with. works engineer what asoftware Tell an about hasresultedin. exploration spacecraft would like to travel ona whetheryou Explain landed. havewhere spacecraft Making Tracks on Mars . that you have used. . meteor exploration crashed crashed 167 of are.

MAKING CONNECTIONS Making Tracks on Mars: A Journal Based on a Blog Andrew Mishkin

Summary Andrew Mishkin talks about the landing of the rover, Spirit, on Mars. The rover explores the planet. It experiences some problems. Mishkin describes his excitement and worry. He also talks about another Mars rover, Opportunity. He describes the pictures it takes of Mars.

Note-taking Guide Use the chart to recall the main events of Mishkin’s journal.

Opportunity lands on Mars. Mishkin describes the pictures it takes. © Pearson Education © Pearson

168 Adapted Reader’s Notebook © Pearson Education Vocabulary thrusting theirfistsintheair.Wewere onMars! in missioncontrolwerescreaming,cheering, Spirit hadsurvived!Theengineersandscientists dragged. TherewasonlysilencefromMars. contact waslost.Everyonetensedup.Time immediately afterthelanderhitground, the spacecrafttoldus“sofarsogood.”Then, network. Allthewaydown,radiosignalsfrom terror.” Ilistenedtothereportsonvoice named thenextmoments“thesixminutesof a fallingmeteorblazingintheMartiansky.We’d burning lineinthesky burning meteor Ten minuteslater,wegotanothersignal. Spirit’s landermustbehittingtheatmosphere, Saturday, January3,2004,islandingday. The authorhopesthatSpiritlandssmoothly. five daysearlierbuthassentbacknosignals. a BritishspacecraftthattriedtolandonMars later, days, scheduled tolandontheplanetsoon.Insix about inthepast?Tworoboticexplorersare Mars appearstohavenowater,butwhat that waterisneededforlifeasweknowit. whether lifeeverexistedonMars.Weknow (MEE tee er) n. (MEE The journalopenswiththequestionof A Journal Based onaBlog Making Tracks on Mars: Opportunity will.Theauthortalksabout Spirit willarrivethere.Threeweeks Development a small piece of rock or metal that produces a bright thatproducesabright ofrockormetal asmallpiece Andrew Mishkin ♦ ♦ ♦ Making Tracks AJournal BasedonaBlog 169 onMars: answer. you reachyour that helped Circle thewords inthepassage organized? the bracketed passage organization called is wayThe awriter arrangesevents Nonﬁ hear Mars? words you thinkofwhenyou What system? aresomesolar theWhat about doyou know Activate Prior Knowledge NOTES TAKE that support your choice. that support Underline thewords andphrases C. excited B. cold A. formal toward his subject. author’s the tone describes oftheanswer that best letter Circle the audience andsubject. toward hisattitude orher The Nonﬁ

author’s is tone thewriter’s ction ction . Howis TAKE NOTES Pictures start arriving from Spirit within two hours. The pictures are clear. They show the view through Spirit’s eyes from the landing site. The next entry is January Read Fluently 11, 2004. The engineers are working on Sometimes writers use commas Mars time. The next task is to send a signal (,) to tell readers where to pause commanding Spirit to drive around and take while reading. Read the bracketed paragraph. Circle all of some pictures. ♦ ♦ ♦ the places in the passage where you should pause while reading. The Mars day (called a “sol”) is just a bit longer than an Earth day, at twenty-four hours and thirty-nine and a half minutes. Since the rover Stop to Reﬂ ect is solar powered, and wakes with the sun, its What was an important day that activities are tied to the Martian day. And so you prepared for once? Describe how you felt when that day are the work shifts of our operations team on came. Earth. Part of the team works the Martian day, interacting with the spacecraft, sending

commands, and analyzing the results. But those of us who build new commands for the rover work the Martian night, while the rover sleeps. ♦ ♦ ♦

It is difficult for the engineers to keep

track of time. Because the rover wakes up about forty Earth minutes later each day, so Reading Check do the engineers. By January 15, the author What is affected by “Mars days”? is getting Mars time and Earth time mixed Underline everything and up. everyone that is affected by ♦ ♦ ♦ “Mars days.” My team delivered the commands for sol 12—drive off day—but nobody went home. This would be Spirit’s most dangerous day since landing. There was a small chance the rover could tip over or get stuck as it rolled off the lander platform onto the dust of Mars. When the time came, the Flight Director played the theme from “Rawhide”—“rollin’, rollin’, rollin’…”1—and everyone crowded into mission control cheered and applauded. The command to drive shot

through space. Education © Pearson ♦ ♦ ♦

1. “Rawhide” popular 1960s television show about cattle drivers in the 1860s. Its theme song was also extremely popular. 170 Adapted Reader’s Notebook © Pearson Education Vocabulary like adeeppurered. disturbed itwithourairbags;therelooks The soilisagrayishred,exceptwherewe’ve the bottomofabowl—actuallysmall crater. for Mars.Itlookslikewerolledtoastopat crater Opportunity’s firstphotoswereamazing,even control says,“Jackpot!” onMarsbefore.scientistseen One inmission outcropping.Thisisunlikeanythingever rock safely andbeginstotakephotos. rover, hasbeenapproachingMars.It lands something toworkwith. from Spirit.Itisgarbled,but nowtheyhave the problem.Finally,theystartreceiving data responding. Theengineerstryfordays tofix and joy.ByJanuary22,the roverstops move, theengineersgowildwith applause that wheel tracksintheMartiansoil. Knowing Spirit. Imagesbegintoappear.They see days afterthelanding,theyget asignalfrom might gowrong.OnJanuary15, twelve the engineerscontinuetoworryabout what (KRAY ter) n. also sends back pictures of a Opportunity alsosendsbackpicturesof Meanwhile, Even thoughtheyhave donetheirjobs, Spirit hasobeyedthe commandto Development a roundhole a intheground Opportunity, thesecond ♦ ♦ Making Tracks AJournal Basedona Blog 171 Mars: on bracketed paragraph? lives inthe engineers’ about nonfi and theirlives whenreading realpeople about learn Readers Nonfi Opportunity’s theauthorgive does about facts What aprocess. orexplains facts writing Expository Nonfi NOTES TAKE tell you. tell sentences that inthetext Opportunity? to theroverWhat happened Reading Check

ction. What doyou learnction. ction ction Underline the landing site? presents AFTER YOU READ Types of Nonfiction

1. Infer: A British spacecraft tried to land on Mars. It failed. Why does Mishkin mention this failure?

2. Speculate: Mishkin sometimes talks about the robot as if it were a person. Why do you think he does this?

3. Nonfiction: Reflective writing includes the writer’s insights about an event’s importance. Use the chart to identify one personal reflection of Mishkin’s. Write a related fact or event that created the reflection.

Personal Reflection Event

“Opportunity’s first photos were amazing, The land and the soil were unlike anything even for Mars.” anyone had seen before.

4. Nonfiction: Voice is a writer’s way of “speaking” in his or her writing. Mishkin’s voice is more casual than literary. Do you agree or disagree? Explain.

Education © Pearson

172 Adapted Reader’s Notebook © Pearson Education mission. Usethefollowingtipstocreateyourreport. Prepare anillustratedreportaboutAndrewMishkinandtheMars Illustrated Report RESEARCH THE AUTHOR THE RESEARCH • Search theInternetorlibraryforinformationonMars • • Watch the video interview with Andrew Mishkin. Add what you learn Watch thevideointerviewwith AndrewMishkin.Addwhatyoulearn • • Search theInternetorlibraryforinformationonAndrew • Use yournotesto write yourillustratedreport. What Ilearnedaboutthegoalsofmission: mission. Additional informationabouttheauthor: from thevideotowhatyouhavealready learnedabouttheauthor. What Ilearnedabouttheresultsofexploration: What IlearnedaboutAndrewMishkin: Mishkin.

Making Tracks AJournal BasedonaBlog 173 onMars:

U NIT 3 BEFORE YOU READ BaseballBaseball • Harriet • Harriet Tubman: Tubman: Guide Conductor to Freedom on the Underground Railroad

Reading Skill A nonfiction writing piece has a main idea. A main idea is the author’s central message. Sometimes an author explains the main idea to the reader. Other times an author hints at, or implies, the main idea. Look at how details are connected to identify the implied main idea. Try to see what the details have in common. You should then be able to figure out the main idea of a passage or work.

Literary Analysis A narrative essay tells the story of real events, people, and places. Narrative essays have some things in common with fictional stories. For example, both have these parts: • People’s traits are developed through things they say, do, and think. • The setting of the action may be important. Use this chart to track the elements of a narrative essay.

Narrative Essay Setting(s) People Event(s) © Pearson Education Pearson ©

174 Adapted Reader’s Notebook © Pearson Education standard standard scheme professional ignorance fielder [FEEL der] exhausted exception exception [2] than good.”than we to understand began what our coach meant about “better being [8] totally feeling nowhere, Then, town. one from any far week we passed were and [5] about boasting ourstarted great chances. Then, daily the from Word List A. Use each word only appropriate below an paragraph the once. each in with in blank word Fill Exercise A complicate Study words these from “Baseball.” Then, complete activity. the A List Word VOCABULARY WARM-UP not to [7] the sticking was to [6] nothing a pitcher or a[3] [4] [4] All of us at training camp, without [1] The standardThe amount for parking at the stadium dollars. five is Carrie came upwithCarrie abrilliant scheme to raise money. Harry wantedHarry to play professional football, but hebroke leg. his An all-around baseball player is a good hitter and a good fielder. Teri to tried cover her ignorance of history by changing subjects. BenWhen finished first his asales day as clerk, hewas exhausted. Today aholiday is andthere an exception is to the no parking rules. Don’t complicate asimple recipe, anditwill out turn well.

[SKEEM] [STAN derd] [STAN [ek SEP shuhn] [ek [IG nuhr uhns] nuhr [IG adj. id] ZAWST [eg v. pli kayt] [KAHM [pruh FESH uh nuhl] uh FESH [pruh about how we’d hard have to work, stupidly we all ballplayers. coach Our said, whether we wanted to be began. It seemed so simple: train, eat, sleep. There

plan a baseball player abaseball pitcher other than or catcher adj.

n. usual or normal or usual n. , we had good.” to be“better than Out of . We move. could hardly It wasthen that lack of knowledge or information or knowledge of lack someone or something not included not something or someone very tired very our routine, we had and no excuse for to make something more difficult more something make to procedures. We middle were the of in adj. playing asport for playing money

, wanted to become Baseball Baseball 175 READING WARM-UP Baseball

Read the following passage. Pay special attention 1 Circle the group that is to the underlined words. Then, read it again, and described as professional. complete the activities. Use a separate sheet of Write a sentence using professional. paper for your written answers.

2. Underline the words that tell Girls playing baseball? That thought amazed in what way the major league some people in 1943. It was during World War II, was no exception on the and many professional ballplayers were on a homefront. Then, use different field—the battlefield. Too few men exception in a sentence. remained at home to fill jobs. Major league baseball 3. Circle the word in the next was no exception. It, too, was in need of players. sentence that is a synonym Philip K. Wrigley, owner of the Chicago Cubs, for scheme. Then, explain knew that many young American women played what Wrigley’s scheme was. softball and enjoyed it. He came up with a scheme to find players from all over the country. 4. Circle the names of positions According to his plan, they would play in a played in baseball. Explain what a ﬁ e l d e r is. women’s league in the Midwest. He started with four teams. 5. Circle the words that tell why Many young women tried out for the few spots the women were exhausted. on the teams. Just like the men, woman had to Then, tell about a time you demonstrate skill on the field. They also had to were exhausted. be models of good behavior off the field. Pitcher, 6. Underline the words that tell catcher, and fielder—each and every player— what could complicate the trained hard until they were exhausted. To women’s already busy complicate a busy week of training and games, schedule. Then, write a they also had to travel. The distance between sentence using complicate. cities may not seem great today, but roads and 7. Circle the words that tell what vehicles were much less developed in the 1940s. was standard. Then, explain The women worked hard, and the All-American what standard means. Girls Professional Baseball League became a 8. Write a sentence describing success. Standard softball rules were changed to something you thought out make them more like men’s professional baseball. of ignorance and tell why you After the war was over and the men returned, were wrong. many people, perhaps out of ignorance, expected the league to fold, but it only grew stronger. In 1948, ten teams played in the league and almost a million fans filled the stands. Why did the league finally end in 1954? Television was bringing baseball games into people’s homes, and attendance at games dropped. Education © Pearson As the teams lost their fans, money to advertise games and to bring on new players dried up. All the same, the All-American Girls made their mark, however brief, on the history of baseball. 176 Adapted Reader’s Notebook © Pearson Education this charttodescribetheroleofeachplayeringame. García explainshowheusedtoplaybaseballinhisneighborhood.Use Note-taking Guide a writercanincludeinformationsuchas ball aschildren.Completethissentence: how muchfunheandhisfriendshadplayingtheirownversionofbase- In“Baseball,”theauthorshows How muchinformationisenough? this story. world ofayoungCatholicboythrough García presentsasnapshotintothe he andhischildhoodfriendsinvented. describes thenewrulesofbaseballthat from hischildhoodinthisstory.He Theauthorsharesamemory Summary CONNECTIONS MAKING

T H

B B

I I

G G In order to reveal what the world looks like from a child’s perspective, In ordertorevealwhattheworldlookslikefromachild’sperspective, ace atrPthrBssOutfielders Bases Pitcher Batter Catcher Writing About theBig Question Lionel G. García Baseball

Baseball . 177 TAKE NOTES Baseball Lionel G. García

Activate Prior Knowledge We loved to play baseball. We would take the How do you feel when playing a old mesquite1 stick and the old ball across the group sport or game? street to the parochial2 school grounds to play a game. Father Zavala enjoyed watching us. We could hear him laugh mightily from the screened 3 porch at the rear of the rectory where he sat. The way we played baseball was to rotate positions after every out. First base, the only base we used, was located where one would normally find second base. This made the batter have to Literary Analysis run past the pitcher and a long way to the first baseman, increasing the odds of getting thrown A narrative essay tells the story of real events, people, and out. The pitcher stood in line with the batter, and places. What does the with first base, and could stand as close or as far description of the boy’s from the batter as he or she wanted. Aside from equipment in the bracketed the pitcher, the batter and the first baseman, we paragraph tell you about the had a catcher. All the rest of us would stand in setting and people in this the outfield. After an out, the catcher would narrative? come up to bat. The pitcher took the position of catcher, and the first baseman moved up to be the pitcher. Those in the outfield were left to their own devices. I don’t remember ever getting to bat. ♦ ♦ ♦ Another rule of the children’s game was that the player who caught a ball on the fly would become the next batter. Also, first base was wherever Matías, Juan, or Cota tossed a stone. The size of the stone was Reading Check more important than how far it fell from Who enjoyed watching the boys play baseball? Underline the sentence that tells you.

Vocabulary Development

rotate (ROH tayt) v. change Education © Pearson devices (di VYS iz) n. techniques or means for working things out

1. mesquite (me SKEET) n. thorny shrub of North America. 2. parochial (puh ROH kee uhl) adj. supported by a church. 3. rectory (REK tuhr ee) n. residence for priests. 178 Adapted Reader’s Notebook © Pearson Education Vocabulary it musthavebeenforhimtoseeus hit theball, Zavala hadeverseen.Whatawonderful game anywhere possibletoavoidgettinghit. home platethebatterhadchoiceofrunning him orher.Tocomplicatematters,onthewayto the batter,pickingupballandthrowingitat home plate.Allthewhile,everyonewaschasing she couldeitherruntofirstbaseorback the batterevadedbeinghitwithball,heor reaching firstbase,thebatterwasout.Butif the ballatbatter.Ifbatterwashitbefore When closeenough,thefielderwouldthrow in hand,totakeoffrunningafterthebatter. more interestingoptionallowedthefielder,ball at thebase,thatwasanout.Butsecond, baseman and,ifcaughtbeforethebatterarrived of thegame,ballcouldbethrowntofirst choices. One,inkeepingwiththestandardrules if theballhitground, fielder hadtwo was caughtthatanout.Sofarsogood.But evaded option standard It wastheonlykindofbaseballgame Father When thebatterhitballinairandit not understandthem. watched theseunusualgames,buttheydid down laughinginapile.Thementown hit himwiththeball.Thetiredplayersallfell They corneredthebatter,heldhimdown,and game, thechildrenendedupacrosstown. they ranseveralblockstowardtown.Inone until theycouldreachhomeplate.Sometimes to findasitstartedgetdark. home plate.Firstbasewassometimeshard (AHP shuhn) n. (i VAYD (i id) Sometimes thebattershidbehindtrees (STAN derd) Development v. avoided choice adj. typical, ordinary ♦ ♦ ♦ that support this mainidea. that support Circle thedetails idea is implied? bracketed passage. What main the Read themainidea. suggests author the Often, message. work is theauthor’s central words heusesto organize his list. Underlinethekeyparagraph. choices inthebracketed to thefi system tell about three. , d n o one,two, be would choice c e s , t s fi r You system. number could write is to inaparagraph details usea wayOne to of organizealist Fluently Read The Reading Skill NOTES TAKE this baseball. gameandregular between Name onedifference Stop to Refl

main idea The authorusesanumber The ect ect and ofanonﬁ third. Baseball Another ction elder’s and 179 TAKE NOTES run to a rock, then run for our lives down the street. He loved the game, shouting from the screened porch at us, pushing us on. And then all of a sudden we were gone, running after the Literary Analysis batter. What a game! In what enormous stadium In this narrative essay, the would it be played to allow such freedom over narrator discusses two people who watched the game. such an expanse of ground. ♦ ♦ ♦ Compare Father Zavala’s view of the neighborhood game with García’s Uncle Adolfo had been a major that of Uncle Adolfo. Who enjoys league pitcher. He had given the ball to the watching the boys more? Why children. When he saw how the children do you think he enjoys watching played the sport, he said that they were them more? wasting a good baseball.

Reading Check What did García’s uncle say when he saw how the children were playing baseball? Underline the sentence that tells the answer. © Pearson Education © Pearson

Vocabulary Development expanse (ik spans) n. a large area

180 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ equipment. not have good The boys did Identify thesettinginthisnarrativeessay . Literary Analysis:Asettingdescribestheplaceandtime ofastory. idea. the diagrambelow.Then,writeasentencethatstates Reading Skill:Readthedetailsaboutbaseballgamelistedin baseball. Doyouagreewithhisstatement?Explain. friends areplayingthegame,hesaysthattheywastingagood Yankees asayoungman.WhenheseesthewayGarcíaandhis Take aPosition:García’sUncleAdolfoplayedbaseballforthe base affectthewayheandhisfriendsplayedgame? located inGarcía’sversionofbaseball.Howdidthislocationthe Analyze CauseandEffect:Thinkaboutwherefirstbasewas

Detail + rules. baseball official not know The boys did Detail Baseball + Detail = Main Idea main Baseball 181 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Biographical Sketch Write a biographical sketch of a famous leader, athlete, or entertainer who ignored the old rules for success and found a new way to do something. Use this chart to organize details about the person you choose. Use your notes as you write your biographical sketch.

What is this Name three things What is this person How did this person person’s name? that describe known for doing? find a different way this person. of doing something?

Listening and Speaking: Skit Write a skit about children playing official baseball or a variation of it. Answer the following questions to help prepare your skit. Use your notes as you write your final draft. • Where is your favorite place to play baseball?

• What do you do if there are not enough or too many players?

• Name one baseball rule you dislike. How would you change it?

182 Adapted Reader’s Notebook © Pearson Education [8] of the capital. After the battle was won, soldiers recalled the [6] [2] bravely of kind any invaders. the against It to maintain washard from Word List A. Use each word only appropriate below an paragraph the once. each in with in blank word Fill Exercise A vicinity sufficient succession serenity reluctance excitement, or anger hysterical husky Freedom.” Then, complete follows. that activity the Study Tubman: words these excerpt fromthe from“Harriet Guide to A List Word VOCABULARY WARM-UP They wereThey from proud foreign country their rule. freed they that a great [5] a great [5] [3] out-of-control, an of occurrence reported single Without [4] underground During the war, unknown to many, war, the [1] unknown During an If you’re going to be in the vicinity on Sunday, stop by. School found officials the underground newspaper annoying. Amanda on tried four coats insuccession, but did not like any of them. Dale found astrange serenity even with allthe noise around him. end. it see showThe wasso wonderful that the audience areluctance had to hysterical. become to not it’s emergency, important In an María’s high soprano was astrong contrast to Marco’s husky voice. With sufficient preparation, you should be able to learn your lines.

[HUHS kee] [vi SIN itee] SIN [vi n. itee] REN [se [suh FISH uhnt]

adj. ikuhl] STER [hi [ri LUHK tuhns]

[suhk SESH uhn] SESH [suhk adj. der grownd] [UN in the face the in of such danger. However, there wasnot a voice of their commander, urging them on to victory. , until the fighting finally reached [7] the finally fighting the , until adj. n. to admit defeat. in towns small five freed They supplies, Its members struggled. had army the (of avoice) (of deep rough and the area around place aspecific area the from Harriet Tubman: Conductor ontheUnderground Railroad calmness or peacefulness or calmness adj. n. n. unwillingness to do something enough; asmuch asyou need out of control because of fear, one thing after another after one thing secret; hidden

from Harriet Tubman: Harriet from Conductor on the Underground Railroad Underground the on

army fought

soldier.

183 from Harriet Tubman: Conductor READING WARM-UP on the Underground Railroad

Read the following passage. Pay special attention to 1. Underline the words that the underlined words. Then, read it again, and specifi cally tell what the complete the activities. Use a separate sheet of paper people had a reluctance to for your written answers. give up. Write a sentence using reluctance. The four men and three women had started on their 2. Circle the words that tell journey. Each one carried a burning desire for freedom for how long the food was and a strong reluctance to give up that dream. suffi cient. Write a sentence They had brought sufficient food for only two days. using suffi cient. Their leader, however, assured them that they would 3. Circle the word that tells what not go hungry. At a succession of stations on the was in succession. Then, write Underground Railroad, the “conductors,” or people your own sentence for helping them escape, would see that they were succession. sheltered, fed, and clothed. James, only fifteen, was the youngest “man” in the 4. Underline the sentence in the group. He had pictured each of the stations along next paragraph that helps the way as little depots lying below the ground explain what the Underground Railroad was. Write a sentence alongside buried train tracks. Then, Matilda about something else that explained that underground meant “secret” in this can be underground. case. They did have to hike under cover of the night, however. Otherwise, people looking for escaped slaves 5. Circle the words that mean could easily spot them. the opposite of serenity. In a There was an unnatural serenity when they started sentence, tell why the serenity out. James had expected some show of outward seems unnatural to James. excitement, at least from Big Jim or Althea. If anyone 6. Circle the words that tell what felt hysterical inside, he or she sure hid it well. anyone who might have been In the vicinity of Howland’s Mill, the group stopped hysterical did. Tell how a and gazed at the starry sky. The nearby mill was hysterical person might act. deserted. The husky voices of the men who usually 7. Circle the word in the next traveled along the mill road were now silent, replaced sentence that gives a clue to by high-pitched chirrups of spring frogs living in the meaning of vicinity. Then, the pond. write your own sentence for James remembered a song he knew, “Follow the vicinity. drinking gourd.” Those words were a code for the 8. Write a sentence that explains group of stars that would guide his group north. He what the author contrasts looked up at the patch of sky between the trees. Yes, with the men’s husky voices. he could make out the Big Dipper. It was just as the song had said. James had no idea of the weariness and fear he

would feel before his five-hundred-mile trek to Education © Pearson freedom was over. For now, he was experiencing only the stillness of the spring night and the hope of a new life.

184 Adapted Reader’s Notebook © Pearson Education Use thischarttohelpyourecalltheplansHarrietTubmanmade. Note-taking Guide slavery because Complete thissentence: dom byHarrietTubmanandherhelpersintheUndergroundRailroad. on theUndergroundRailroad,”elevenfugitiveslavesareledtofree- In“HarrietTubman:Conductor How muchinformationisenough? keep themgoing.Shesaidthatpeoplewouldhelpalongtheway. and difficult.Tubmanworkedhardto freedom inCanada.Thetripwascold of enslavedpersonsfromMarylandto HarrietTubmanledagroup Summary MAKING CONNECTIONS MAKING to stay when they got to Canada? Where didTubman planfor thepeople alongthejourney?with Whom didTubman stay arrangeto leave?when to How didTubman theslaves let know she was inthearea? How didTubman slaves let know that T H

B B

I I

G G It isimportanttolearnabouthistoricalfigureswhochallenged Writing About theBig Question Underground Railroad Underground from Harriet Tubman: Harriet from Conductor onthe Ann Petry from Harriet Tubman: Conductor ontheUnderground Railroad . 185 AFTER YOU READ From Harriet Tubman: Conductor on the Underground Railroad

1. Analyze Causes and Effects: One of the runaway slaves said that he was going back. Tubman points a gun at him. Explain why she believes that she must act this way.

2. Assess: Think about Tubman as a leader in today’s world. Do you think she would be successful? Why or why not?

3. Reading Skill: Use the chart to write a detail you learned about Tubman. Look at all of the details. The main idea of a work of nonfiction is the central point that the author makes. What is the main idea the author shows about Tubman? Write your answer in the chart.

Detail + Detail + Detail = Main Idea If she were She hid the fact caught, she that she did would be not know the hanged. new route.

4. Literary Analysis: A narrative essay tells the story of real events, people, and places. List the two most important events in this

narrative essay. Education © Pearson

186 Adapted Reader’s Notebook © Pearson Education 3. Wheredoesthescenetakeplace? 2. Whoispartofthescene? 1. Whathappensinthescene? about thesetting. portray inaskit.Listthemainactions,characters,anddetails Use thefollowinglinestowritenotesaboutscenethatyouwill Listening Skit andSpeaking: create yoursketch. others ortoreachagoal.Useyournotesfromthequestionsbelow Write abiographicalsketchofpersonwhohastakenriskstohelp Sketch Biographical Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What wastheresultofperson’srisk-taking? • What eventoractionhappenedthatcausedthispersontotakea • What risksdidthispersontake? • risk?

Harriet Tubman: Guide to Freedom 187 UNIT 3 BEFORE YOU READ from Always to Remember: The Vision of Maya Ying Lin • from I Know Why the Caged Bird Sings

Reading Skill Main ideas are the most important parts of a piece of writing. Writers often follow the main idea with supporting paragraphs. Make connections between supporting paragraphs and the main idea to follow the writer’s path in an essay. • Stop to look at the main ideas of paragraphs or sections. • Write the main ideas and important details in notes. Read the example in the chart below. Then, fill the empty boxes with main ideas and supporting details from the essays.

Paragraph 1 Paragraph 2 Essay Main Point Main Point Main Point Picasso had a long and Picasso was a major Picasso was a great innovative career. influence on other artists. artist who had a major impact on twentieth- century art.

Literary Analysis • A biographical essay is a short piece of writing. The writer tells about an important event in the life of another person. • An autobiographical essay is also a short piece of writing. The writer tells about an event in his or her own life. The writer

shares his or her thoughts and feelings. Education © Pearson

188 Adapted Reader’s Notebook © Pearson Education be [6] be [6] people in government wanted a very modern building that they hoped would design was a real [5] [5] design wasareal for years.Mom standing many Dad choosing that and said the remain [4] [4] Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word from Fill Exercise A appropriate Lin.” Then, complete activity. the Study words these from “Always To Remember: Vision The of Maya Ying A List Word chosen design is a [8] chosen design isa[8] group of people idea beauty to natural wasnegative. this the of the Ithink VOCABULARY WARM-UP building isjustbuilding perfect for its [3] library, we got to meet the [2] architect tribute site response political durable attending give thanks Yesterday, [1] were when we What doyouWhat think anappropriate is thing to doabout gossip? Five thousandFive people were attending the concert inthe arena. An architect follows abuilding project completed. until itis Aaron’s response to mybirthday invitation party was abig smile. I like jeans because they are durable andcomfortable. The siteThe where our new high school will be built acornfield is now. dinner. during discussions political have not should says we My mom Our whole town turned out for the tribute to the police chief.

[SYT]

[TRIB yoot] n. [TRIB adj. buhl] uh [DOOR adj. ikuhl] LIT [puh n. [ri SPAHNS] [AR ki tekt] n. ki [AR [uh ing] TEND the place the where built isbeing something [uh PROH pree it] materials like stone and wood so that the library would stone like materials library wood the sothat and for computer the age. [7] The

something given, something said, or done to show respect or

n. aperson whose job isto design buildings areply to something v. being present being event at an staying in good in condition staying for a long time

relating to government actions and policies adj.

battle, though. mayor The some and other Always To Remember: The Vision of Maya Ying Lin to the city’s to the respect for our surroundings. right for a certain purpose for right acertain Always To Remember: TheVision of Maya Ying Lin . Ibelieve design his for the the opening of opening the our brand-new . He yet used natural

of one large large one of 189 READING WARM-UP Always to Remember: The Vision of Maya Ying Lin

Read the following passage. Pay special attention 1. Underline the words naming to the underlined words. Then, read it again, and what Maya Ying Lin did as an architect. Then, explain what complete the activities. Use a separate sheet of an architect does for a living. paper for your written answers. 2. Circle the words that name Maya Ying Lin, the college student and what was already part of the architect who designed the Vietnam Veterans memorial’s site. Then, explain Memorial, had a strong idea about fitting the why the best designs would Wall into its surroundings. Her plans found an be viewed as appropriate for a appropriate way to connect this new structure building site. to the land and to the other memorials around 3. Underline words throughout it. Her ideas for the site seemed as perfect as the paragraph that describe anyone could have hoped to see. the visitors’ response. Then, What Maya and others could not possibly have describe a time when a response known was the level of response the memorial of your own surprised you. would stir up in visitors. The organizers of the 4. Circle the words naming what effort hoped that the Wall would help to heal caused political division. Then, the political division caused by the Vietnam War. explain the word political. They have been thrilled with the results. Visitors 5. Underline the words naming often let their emotions show. Many are stunned the people to whom the by the impact the memorial has on them. objects are a tribute. Then, Visitors often bring things to leave behind at explain the different forms the Wall. Together, these objects are a huge tribute a tribute can take. to the men and women who served our country. 6. Circle the sentence that More than fifty thousand objects have been left explains how less durable at the Wall. They are collected twice daily by the objects are protected. Make National Park Service. When the weather is bad, a list of some of these less the objects are picked up more often. This way, durable objects. the less durable items are not damaged. Treated 7. Underline the words naming as precious, the items are carefully entered into what people are attending. the Vietnam Veterans Memorial Collection. Then, explain what attending Exceptions are living things, such as plants, and means. flags. The flags are given to hospitals for former soldiers and groups like the Boy Scouts or Girl Scouts. The flags also are given to people who are attending special events at the memorial. The things most often left are writings such as poems or letters. Bracelets worn to remember © Pearson Education © Pearson soldiers who are still missing are plentiful, too. Rubbings of the names on the wall are often left as well. Things that soldiers owned and photographs also are among the most commonly left items.

190 Adapted Reader’s Notebook © Pearson Education Vietnam VeteransMemorial. Use thischarttorecorddetailsabout thewinningdesignfor Note-taking Guide about andrememberthepast.Completethissentence: story oftheVietnamVeteransMemorialhighlightsneedtolearn In“AlwaystoRemember,”the How muchinformationisenough? student whowins. competition. Italsodescribesthecollege memorial. Thisessaydescribesthe Vietnam Warwouldbehonoredbythe women wholosttheirlivesinthe to designa memorial. Themenand than 2,500peopleentereda competition Intheearly1980s,more Summary CONNECTIONS MAKING The Vision of Maya Ying Lin

T from Always to Remember: H What isthememorial?

B B

I I

G G Remembering eventsfromourhistorycanbevaluablebecause Writing About theBig Question Brent Ashabranner Maya YingLin Vietnam VeteransVietnam the memorial? Who designed Memorial from Always to Remember . memorial looklike? What does the does What . 191 TAKE NOTES from Always To Remember: The Vision of Maya Ying Lin Activate Prior Knowledge Brent Ashabranner Think about a memorial or statue you have seen. What was it? This nonfiction selection tells the true Write two details you remember story of how a young college student named about it. Maya Lin came to design the Vietnam Veterans Memorial in Washington, D.C. ♦ ♦ ♦ In the 1960s and 1970s, the United States was involved in a war in Vietnam. Because many

people opposed the war, Vietnam veterans were not honored as veterans of other wars had been. Jan Scruggs, a Vietnam veteran, thought that Reading Skill the 58,000 U.S. servicemen and women killed or reported missing in Vietnam should be honored The main ideas are the most important points of the work. with a memorial. ♦ ♦ ♦ The author makes connections between a main idea and Scruggs got two lawyers named Robert paragraphs that support it. Doubek and John Wheeler to help him get Underline the main idea in the support for building a memorial. In 1980, bracketed passage. Congress agreed that a memorial should be built. Reading Check ♦ ♦ ♦ What did Scruggs, Doubek, and What would the memorial be? What should Wheeler think the memorial it look like? Who would design it? Scruggs, should do for the nation? Doubek, and Wheeler didn’t know, but they were Underline the text that tells the determined that the memorial should help bring answer. closer together a nation still bitterly divided by the Vietnam War. ♦ ♦ ♦ They did not want the memorial to glorify war or to argue for peace. They wanted a memorial that did not provoke arguments as it honored the dead. How could they find the best idea for the kind of memorial they wanted? © Pearson Education © Pearson ♦ ♦ ♦ The answer, they decided, was to hold a national design competition open to all Americans. ♦ ♦ ♦

192 Adapted Reader’s Notebook © Pearson Education Vocabulary location ontheMall. in thewar;itmustbe inharmonywithits names ofallpersonskilledormissinginaction statement aboutthewar;itmustcontain harmony or in agreement with one another withone or in agreement The memorialcouldnotmakeapolitical praised thewinningdesign. 1981,thejudgeschose1, thewinnerand thejudgescouldthat beobjective.On May instead ofshowingthedesigner’sname,so labeledhangar. Theywere bynumber, practical tobuildandtakecare of. an importantworkofart.It alsohadtobe the othermonumentsnearby.Ithad tobe had diedinthewar.It hadtoblendinwith to honorthememoryof soldierswho standards forwinning:Thememorialhad had todecidewhichdesignbest metthe submitted forthecompetition.Eightjudges memorial wouldwinthecompetition. and sculptors.Thebooklettoldwhat kindof Many ofthemwerewell-knownarchitects booklet thattoldtherulesof thecompetition. Mall. Memorial. Thispartofthecity iscalledthe Washington MonumentandtheLincoln be builtinWashington,D.C.,between the of Americanhistory.Thememorialwould winner wouldhavethehonorof beingpart receive a$20,000prize.Moreimportant, the The designsweredisplayedinanairplane More thanonethousand designswere More than5,000Americans askedforthe The winnerofthe competitionwould (HAR muh nee) muhnee) (HAR Development n. a situation in which things or people areat peace asituation in which thingsorpeople ♦ ♦ ♦ from Always to Remember … Literary Analysis way to separate clauses? Whatsentence is another parts. clauses, complete or between Semicolons show abreak thebracketedRead passage. Fluently Read history. American of apart winner wouldbe main the idea supports Underline onedetailthat Reading Skill NOTES TAKE tells you. tells that sentence the Underline competition? inthe submitted How many designs were Reading about? think this essay is goingto be doyou What person a person. event lifeof inthe an important A biographical essay

Check Check describes thatthe 193 TAKE NOTES This memorial, with its wall of names, becomes a place of quiet reflection, and a tribute to those who served their nation in difficult times. All who come here can find it a place of healing. Reading Skill This will be a quiet memorial, one that achieves Read the bracketed passage. an excellent relationship with both the Lincoln Underline the main idea of the Memorial and Washington Monument, and passage. relates the visitor to them. It is uniquely horizontal, entering the earth rather than Literary Analysis piercing the sky. Why did the author of this ♦ ♦ ♦ biographical essay include Americans were amazed when they details about Maya Ying Lin’s learned that the winner of the contest was family and background? not a famous architect or sculptor. She was a 21-year-old college student named Maya Lin. ♦ ♦ ♦

Maya Lin, reporters soon discovered, was a Chinese-American girl who had been born and raised in the small midwestern city of Stop to Reﬂ ect Athens, Ohio. Her father, Henry Huan Lin, was a What effect do you think Maya ceramicist of considerable reputation and dean of Ying Lin’s interest in cemeteries fine arts at Ohio University in Athens. Her mother, had on her entry into the Julia C. Lin, was a poet and professor of Oriental competition? and English literature. ♦ ♦ ♦ Maya Lin’s parents were immigrants from China. Maya had always been interested in art, especially sculpture. At Yale University, she decided to major in architecture. She became interested in cemetery architecture, especially when she visited cemeteries in Europe, which were also used as parks. In her senior year at Yale, one of Maya Lin’s professors asked his students to enter © Pearson Education © Pearson Vocabulary Development tribute (TRIB yoot) n. something that shows respect for someone or something considerable (kuhn SI der uh buhl) adj. large enough to have a noticeable effect

194 Adapted Reader’s Notebook © Pearson Education opening uptheearth...” reminding youofthedead.SoIjustimagined you feelsafewithinthepark,yetatsametime something horizontalthattookyouin,made “When I looked at the site I just knew I wanted “When Ilookedatthesitejustknewwanted build theVietnamVeteransMemorial. competition. Herdesignwouldbeused to call fromWashington,D.C.Shehad wonthe make thedeadline.Amonthlater, shegota paper. Shemailedinherentry justintimeto of hervisionandthendrew thedesignon would maintainthesite asapark. her designfitin withthelandaroundit and cemetery designsshehad seeninEurope, the memorialshewanted todesign.Likethe inspired. Inhermind, shesawavisionof be built.Whileshe wasthere,Maya to lookatthe sitewherethememorialwould classmates traveledtoWashington, D.C., as aclassassignment. Mayaandtwoofher the VietnamVeteransMemorial competition Back atYale,Maya madeaclaymodel ♦ ♦ from Always to Remember … Reading Check Reading Check Lin’s life? Mayacontest may have affected How do you think winningthe Stop to Reﬂ NOTES TAKE sentence that tells you. Underline thedesign entry? MayaWhen did Linmailinher

ect ect 195 AFTER YOU READ from Always to Remember: The Vision of Maya Ying Lin

1. Draw Conclusions: Why was Maya Ying Lin’s win so surprising?

2. Evaluate: Reread pages 192 and 193. Explain whether you think Maya Ying Lin’s memorial met the design criteria.

3. Reading Skill: The section about Maya Ying Lin on pages 152–153 includes information about her background. Reread these pages. Construct a sentence that states the main idea of the section.

4. Literary Analysis: This biographical essay gives information about the life of Maya Ying Lin. Complete this chart with details from the essay.

Maya Ying Lin

Her Home Life Her Education Her Trip to Washington, D.C. She studied at Yale. © Pearson Education © Pearson

196 Adapted Reader’s Notebook © Pearson Education 4. Whataffectsdid theVietnamWarhaveonpeople’slives? 3. WhatweresomeobjectionstoUnited Statesinvolvement? 2. ForwhatreasonsdidtheUnitedStatesbecomeinvolvedin During whatyearswastheUnitedStatesinvolvedinVietnamWar? 1. facts. Usethefollowingquestionstohelpyourecordimportantinformation. To prepareforyourmultimediapresentation,youwillneedtogather Research and Technology: Multimedia Presentation your notestohelpyouwritecomposition. art ormusicthatisinspiring.Answerthefollowingquestions.Use Write areflectivecompositioninwhichyoudiscussworkoffine Composition Reflective Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What couldbethemainpointsofyourcomposition?Howyou • Describe thepieceofartormusicyouchose. • What itemorpieceofartdidyouchoosetowriteabout?Why • Vietnam War? support thesepoints? you chooseit? from Always to Remember . 197 VOCABULARY WARM-UP from I Know Why the Caged Bird Sings

Word List A Study these words from I Know Why the Caged Bird Sings. Then, complete the activity. accurate [AK yuhr it] adj. correct in every way My answer will be accurate if I understand all of the facts. assured [uh SHOORD] v. made certain something would happen Getting an A on the test assured Ben’s place on the honor roll. essence [ES uhns] n. the most basic, important quality of something The essence of summer vacation is free time. judgment [JUHJ muhnt] n. the ability to make a decision or form an opinion The referee’s judgment during games was not to be questioned. numerous [NOO muh ruhs] adj. many As early as October, I saw numerous trees with bare limbs. romantic [roh MAN tik] adj. having to do with feelings of love Would you rather see a romantic movie or an action film? unexpected [un ek SPEK tid] adj. surprising The unexpected result of all my work was a feeling of satisfaction. wiry [WY ree] adj. thin but strong The wiry wrestler easily pinned many larger opponents.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

Should a first date be [1] ? My answer, which might be

[2] and viewed as strange, is no. I think the [3]

of a first date is getting to know another person. Your [4] about whether or not you like a person will be most error-free and

[5] if you learn the facts about him or her. Suppose your

date is [6] , a look that you find attractive. However, you find out right away that this person spends hours each day working out and worrying about being too thin! Yes, many people will say that © Pearson Education © Pearson

finding out more about a person has [7] that they have not

wasted their time on a bad match. [8] reports from many of my friends support my ideas.

198 Adapted Reader’s Notebook © Pearson Education discussed what lives. wasgoing their onPhillip in duties pay and asher new gardener. also They asked him inside. people, looked up then down, and and Phillip who took prideher in good judgment about steps knocked and on her front door. Ruth, Miss Phillip, on other the hand, just up marched the approached old grand lady the of Street. Elm or anyone. friends His wouldanything never have Back then, he was a wiry kid. He wasn’t afraid of of her Afriendship grandchildren. wasborn. her hadthat college assured the wealth education aboutRuth talked her club her and activities hopes money sohe could her take movies. to the Miss to earn wanting and about girlfriend talked first his moneyHe by to earn doing waslooking yardwork. thirteen. was he when her, began called he as Phillip’s best buddy. Street. She wasseventy old, years she and was sheand house livedalone afancy in on Elm Her High. wasRuth Lewis, name Henry Patrick onethe “my he girl” wasnot called found at romantic ideasmany girls. among the However, curly dark hair, his object wasthe Phillip, with of well, studentsports wasthe and bodypresident. “cool.” He drove ahot car, played numerous paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read it again,Read the following and passage. Pay special attention READING WARM-UP proved that friends do not have to be at allwords alike. actions and how friend. He to also beatrue duty to protect her from gossip. He showed by his bothered to get to knowher, felt Phillip it washis wasaccurate. said they Since no one had ever Ruth around Phillip, he made sure that what The two strangers worked strangers two The out of details the his Phillip’s unexpected friendship with Miss Ruth, essence Blake wasthe school ofPhillip high Whenever kids at the school mentioned Miss from I Know Why the Caged Bird Whyfrom IKnow theCaged Sings from I Know Why the Caged IKnow Bird Why Singsfrom

8 Underlinethewords naming 8. Circle thewords namingwhat 7. Underlinethewords that 6. Circle thewords inthenext 5. Underlinethewords telling 4. 3 Circle thewords telling who 3. Make ofthenumerous alist 2. Underlinethewords inthe 1. things about you.things about to say only people accurate. why you like Explain what Phillip to wished be word the explain Then, assured. herwealth Miss Ruthhoped judgment proud ofhaving good why shewouldbe Explain Phillip.her judgment about howdescribe Miss Ruth made defi meaning ofwiry. Then, the at hint that sentence unexpected why itisexplain called friendship began. Then, when theunexpected word word thePhillip. explain Then, had romantic ideasabout played. Phillip might havesports of “cool.” write Then, adefi the essence ofhighschool thatparagraph might defi essence ne . assured romantic wiry . . . . . accurate 199 nition nition ne

MAKING CONNECTIONS from I Know Why the Caged Bird Sings Maya Angelou

Summary In this story, the writer describes growing up in her grandmother’s house in Stamps, Arkansas. She describes her friendship with a woman named Mrs. Flowers. Mrs. Flowers introduces her to poetry.

E BIG TH Writing About the Big Question How much information is enough? In I Know Why the Caged Bird Sings, a girl receives “lessons in living” that encourage her to gather wisdom from those around her. Complete these sentences:

The best way I have found to accumulate knowledge is

Note-taking Guide Look at the chart below. Record events in the story that caused Marguerite to experience each emotion.

Pleased Sad and Depressed She liked working in the store. Marguerite’s Emotions Happy Proud © Pearson Education © Pearson

200 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ Arkansas Lived inStamps, Literary Analysis:Thisstoryisanautobiographicalessay. story. WritethreemainideasfromthesectionaboutMrs.Flowers. Reading Skill: drowning. Whatdoestheauthormeanbythesewords? threw memyfirstlifeline.”Lifelinesareusedtosavepeoplefrom Interpret: TheauthorwritesthatMrs.Flowerswas“theladywho How doesshefeelwhencustomersaccuseherofcheating? Infer: SomecustomerstellMargueritethatsheischeatingthem. Complete thischartwithdetailsaboutherlife. The writertellsastoryaboutanimportanteventinherownlife.

Where SheLived from I Know Why the IKnow Caged Why Birdfrom Sings Main ideasarethemostimportantpointsina What She Did She What Marguerite from I Know Why the Caged Bird Whyfrom IKnow theCaged Sings Important EventImportant 201 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Reflective Composition Write a reflective composition about a story, poem, play, or novel that made an impression on you. Answer the questions below. Use your notes to help you organize your reflective composition.

• What is the name of the work you have chosen? Why is it important to you?

• What will be the main points of your composition?

• What details will you use to support your main points?

Research and Technology: Proposal for a Multimedia Presentation Write a proposal for a multimedia presentation about the Great Depression. In the first column, write a brief description of any quotations, photos, music, or artwork you found. In the second column, write the source the media came from. In the third column, write what your media says about the Depression.

Brief Description Source Name What It Says © Pearson Education © Pearson

202 Adapted Reader’s Notebook © Pearson Education or intheorderwhichtheyhappen. that ideasarearranged.Onewaytoorganizeischronologically, includes subtopicswithmuchinformation.Organizationistheway a narrowscopefocusesonsingle,limitedtopic,butbroad explain. Thescopeistheamountandtypeofinformation.Atextwith purpose forwriting.Inatextbook,theauthor’sistoinformor Treatment isthewayatopicpresented,includingauthor’s and organizationofideaspresentedineachunitorchapter. To useatextbookeffectively,youcananalyzethetreatment,scope, Reading Skill alike insomeways. subject, suchasmath,history,orscience.Differenttextbooksare A About Textbooks INFORMATIONAL TEXTS • • • • • • Is this a primary or Isthisaprimary Is the writer biased or biased Isthewriter What is the writer’s tone, textbook isanonfictionbookthatpresentsinformationaboutone secondary source?secondary neutral? topic? or attitude toward the highlight keywordsorsections. Text Format:Typesize,color,andboldfacetypeareused.They table ofcontentsliststhetitlesandpagenumberstheseparts. Structure: Mosttextbookshavesections,chapters,orunits.The starts withamainideaandbuildsaroundit. Purpose: Textbookspresentinformationtostudents. T Treatment • • Has the writer explored a Hasthewriter Howin-depth isthis topics? oraseriesof single topic exploration? Textbooks Scope • • Howhasthewriter In what way does the information? organized hisorher purpose? enhance thewriter’s organization details of Organization Informational Texts he writer 203 © Pearson Education Diem lost popular support during the The War in Vietnam in The War Vietnam is a narrow country that stretches Vietnam is a narrow country involved in Vietnam The United States became An international peace conference divided about 1,000 miles along the South China Sea. about 1,000 miles along been ruled by France Since the late 1800s, it had as a colony. the 1940s, Ho slowly, step by step. During a Vietnamese Chi Minh (HO CHEE MIHN), had led the fight nationalist and a Communist, the independence. Ho’s army finally defeated for French in 1954. Vietnam into two countries. Ho Chi Minh led communist North Vietnam. Ngo Dinh Diem (NOH DIN dee EHM) was the noncommunist leader of South Vietnam. In the Cold War world, the Soviet Union supported North Vietnam. The United States backed Diem in the south. 1950s. Many South Vietnamese thought that he favored wealthy landlords and was corrupt. He failed to help the nation’s peasant majority and ruled with a heavy hand. As discontent grew, Discontent Early Involvement in Vietnam Early Involvement in Vietnam y for each each for y An adjective is a An adjective a is Informational Texts Informational

word that describes a noun or describesword that a noun or pronoun. On the lines below, six adjectiveswrite appear that in the third paragraph. Next to the noun each adjective, write that it describes. 204 TAKE NOTES Vocabulary Builder Builder Vocabulary Adjectives Commas (,)Commas the reader when tell in pause. commas the Circle to paragraph.the second Then, read aloud the paragraph a with briefl pausing partner, comma. Fluency Builder Fluency Builder Text Structure Textbooks often include graphics, such as the map on this additional provide page, to about the subject.information information additional What does map provide? this © Pearson Education the coastofNorth Vietnam. AtJohnson’surging, American shippatrolling theGulfofTonkinoff Vietnamese torpedoboatshadattacked an President JohnsonannouncedthatNorth Gulf ofTonkinResolution The FightinginVietnamExpands American Aid especially inthevillages. Vietnam. Vietconginfluencequicklyspread, communistandweresupportedbyNorth in largebattles.Intime,theVietcongbecame the enemy.Theydonotwearuniformsorfight are fighterswhomakehit-and-runattackson who opposedDiem.Guerrillas(guhRIHLuhz) many peasantsjoinedtheVietcong— continuedtomakegains. more armsandadvisers.Still,theVietcong He increasedaidtoSouthVietnam, South Vietnamfromfallingtothe President. Vice PresidentLyndonBainesJohnsonbecame President JohnF.Kennedywasassassinated. Diem wasassassinated.Afewweekslater, continuedtolosesupport.InNovember1963, army, nottofighttheVietcong.Diem,however, adviserswenttohelptraintheSouthVietnamese and militaryadviserstoSouthVietnam.The Eisenhower andKennedysentfinancialaid first domino. it mustkeepSouthVietnamfrombecomingthe domino theory.TheUnitedStatesdecidedthat dominoes.Thisideabecameknownasthe the regionwouldfollow—likearowof communism,theybelieved,othercountriesin American leaders.IfSouthVietnamfellto Lyndon Johnsonwasalsodeterminedtokeep During the1950sand1960s,Presidents Vietcong successesworried In August1964, communists. sending falling guerrillas was also determined ..”? was alsodetermined “Lyndonbeginning Johnson falling power.”“losing What does the ground.” alsomean Itcan “moving toward ordropping Type size: Type size: information onthis page. the youhelp understand how they explain Then, each. of Circle anexample used. both are sizeandboldface type page, information. this On understand you fi Ithelps textbooks. Boldface: Boldface: Text format format Text Text Structure togoods earnaprofi alsomake can andsell They Citizens own businesses. can involvement intheeconomy. governmentThe its limits intheUnitedStates. used system Capitalism is theeconomic Cultural Understanding NOTES TAKE The word WordsMultiple-Meaning Vocabulary Builder

Informational Texts mean intheparagraph falling falling

is important in is important can mean t. nd and 205 © Pearson Education resolution resolution With the Gulf of Tonkin Resolution, the role of Tonkin Resolution, With the Gulf to order the bombing of North Vietnam and Vietnam and of North the bombing to order areas in the south. Vietcong-held military in Vietnam changed from of Americans Vietnam fighters. The war in advisers to active expanded. By 1968, President escalated, or troops to sent more than 500,000 Johnson had fight in Vietnam. Congress passed the Gulf of Tonkin Resolution. Resolution. Tonkin Gulf of the passed Congress all necessary “to take the President It allowed or to prevent any armed attack to repel measures the Johnson used aggression.” further ghting ghting Informational Texts Informational

206 TAKE NOTES Text Structure doesHow the author organize about the ﬁ information in Vietnam? Explain. Comprehension Builder Builder Comprehension use Johnson did President What Resolution the Gulf of Tonkin to do? © Pearson Education learn theinformationinthischapter.Usecharttohelpyou. Choose oneofthefollowingfeatures.Explainhowitcouldhelpyou 4. Is thescopeofthistextbooknarroworbroad?Explain. 3. What isthewriter’spurposeinwritingaboutthissubject? 2. How didtheVietcongmakefightingevenmoredifficultfor 1. Explain thesignificanceofdominotheory. AFTER YOU READ

Material Outlining the Notes Taking Key Terms Americans? Reading Skill Feature Timed Writing: Explanation Thinking About theThinking Textbook How It Could Help Me Help ItCould How (20minutes) Informational Texts 207 UNIT 3 BEFORE YOU READ The Trouble With Television • On Woman’s Right to Suffrage

Reading Skill A fact is a statement that can be proved true. An opinion is a statement that cannot be proved true. A generalization is a conclusion that is supported by facts. An overgeneralization is a conclusion that overstates the facts. Use clue words to find the different kinds of statements. • Writers use words such as best and worst to tell their feelings and beliefs. These words usually state an opinion. • Words such as therefore, so, and because connect facts. These words may signal a generalization. Words such as always, never, and only may signal an overgeneralization.

Literary Analysis Persuasive techniques are tools that a writer uses to try to make people do something or think a certain way. Here are some common persuasive techniques: • Repetition: An author says something more than once. • Rhetorical questions: An author asks questions with obvious answers. Other common persuasive techniques are in the chart.

Persuasive Techniques Appeal to Authority

Example: Quotations from experts or reliable sources

Appeal to Emotions

Example: Words that appeal to emotions such as patriotism

Appeal to Reason Education © Pearson

Example: Logical arguments based on evidence such as statistics

208 Adapted Reader’s Notebook © Pearson Education prime prime verbal verbal precision perceived fare fare cultivate crisis crisis This simplestThis of educational [6] news always reports an educational [8] educationalnews an always reports [8] students learn much more than children of long ago. However,today aslaughable, but the its it population served well. days, These danger of not our students preparing for world the of tomorrow. This was a useful skill to [5] to [5] wasa usefulskill This [1] [1] from Word List A. Use each word only appropriate once. below an paragraph the each in with in blank word Fill Exercise A calculate activity.the TroubleStudy words these from“The With Television.” Then, complete A List Word learned to [3] to [3] learned VOCABULARY WARM-UP teachers often used [2] to read Bible. the learn materials, Due toshortage the of writing Going to school in early America wasquite to schoolGoing America different early in from today. The Halley used aband saw to cut the board with great precision. Dan’s excellent had verbal skills, which him made agreat debater. prime reasonThe get kids into mischief boredom. is His request wasnot perceived being as important. The top-fortyThe radio station plays familiar fare day in,day out. Dagmar to tried cultivate alove of poetry, but she just couldn’t. quarrelThe between the two countries reached acrisis. How doyou calculate the area of arectangle?

[FAIR] [KRY sis] [PRYM] adj. buhl] [VUHR [KUHL tuh vayt] v. tuh [KUHL [KAL kyuh[KAL layt] [pri SIZH uhn] [puhr SEEVD] n. something given for something use or enjoyment adj. reason for teaching most children was so they could

n. time of when time asituation isbad or dangerous main; most important

relating to words; spoken n. n. number problems with great [4] v. exactness understood or noticed to figure out by using math to develop; to encourage to

instruction. Some children also if planning to run a business.

might be [7] might The TroubleThe With Television The Trouble With Television . We seem to be in

. 209 READING WARM-UP The Trouble With Television

Read the following passage. Pay special attention 1. Underline a word in the to the underlined words. Then, read it again, and paragraph that hints at the complete the activities. Use a separate sheet of meaning of crisis. Then, tell about a crisis you faced. paper for your written answers.

2. Circle the words that help you Hunter was having a crisis. He should have understand “calculate with seen the danger coming, but he often liked to precision.” Then, rewrite the ignore what he did not want to face. sentence using synonyms for Hunter had worked at the television network for calculate and precision. ten years. He could calculate with precision the 3. Underline the words that tell number of viewers watching each of the network’s what the writer could not programs. He could rattle off the list of advertisers cultivate. Then, write for each half hour. He could create pie charts on something you tried to the computer and give convincing presentations cultivate. at important meetings. So what was Hunter’s problem? No matter how 4. Circle the words in the next sentence that suggest the hard he tried, he could no longer cultivate a taste meaning of fare. What is your for a single one of the network’s shows. He had to favorite television fare? admit that he simply hated what the programming department put on the air. 5. Underline the word that tells It wasn’t that Hunter had a taste for unusual by whom the narrator was television fare. The menu of programs during his perceived. Then, write a first year at the network had included three or sentence for perceived. four shows he genuinely liked. Now, he barely 6. Circle the word that tells what managed to sit in the screening room before the was prime. What hours do you beginning of the season. Luckily, no one asked think make up prime time? for his opinions because he was perceived by 7. Circle the word in the next others as just “that numbers guy.” He did have sentence that hints at the opinions, though. Secretly, he hoped that some meaning of verbal. Then, day bad manners would overcome him and he explain whether you prefer would blurt them out. verbal or written news. Hunter’s dislike of the programs was not limited to prime time. Hunter couldn’t stand the soap operas, the game shows, and the talk shows that filled the daytime slots. The news people were worst of all. It wasn’t that they didn’t have strong verbal skills. They spoke quite well, in fact. It was the oral presentation of news that bothered him. There was nothing written— nothing to review so a person could grasp the Education © Pearson greater meaning. He finally faced the inevitable. It was time to look for a new job.

210 Adapted Reader’s Notebook © Pearson Education television isabadinfluence. Use thecharttolistmainreasonsthatMacNeilbelieves Note-taking Guide television offers.Completethissentence: Robert MacNeilexpressesdoubtsaboutthequalityofinformation In“TheTroublewithTelevision,” How muchinformationisenough? bad effectonpeople. things. Hethinksthattelevisionhasa people frompayingcloseattentionto thinks thatwatchingtelevisionkeeps as areporterforradioand television. He RobertMacNeilhasworked Summary CONNECTIONS MAKING

The TroubleThe With Television 4. 4. 3. 2. 1. T H

B B

I I

G G The exploration Writing About theBig Question Robert MacNeil Robert ofideasonTVnewsshowsisusually MacNeil’s About Ideas Television The Trouble With Television

. 211 TAKE NOTES The Trouble With Television Robert MacNeil

Activate Prior Knowledge It is difficult to escape the influence of Think about television. How television. If you fit the statistical averages, by often do you watch it? What the age of 20 you will have been exposed to at effect does television have on you? Finish the statement: least 20,000 hours of television. You can add “I believe that the trouble with 10,000 hours for each decade you have lived television is . . .” after the age of 20. The only things Americans do more than watch television are work and sleep. ♦ ♦ ♦

MacNeil points out that time spent watching television could be put to better

use. For example, he says that you could earn a college degree instead. You could Literary Analysis read classic works of literature in their Persuasive techniques are ways original languages. Or you could walk a writer tries to inﬂ uence the around the world and write a book about the reader to agree about experience. something. A writer might use facts, or the writer might use ♦ ♦ ♦ words to get an emotional The trouble with television is that it discourages reaction. Sometimes writers repeat ideas or phrases. What concentration. Almost anything interesting and persuasive techniques does rewarding in life requires some constructive, MacNeil use in the ﬁ rst consistently applied effort. The dullest, the paragraph? least gifted of us can achieve things that seem miraculous to those who never concentrate on anything. But television encourages us to apply no

effort. It sells us instant gratification. It diverts us only to divert, to make the time pass without pain.

Reading Check What does MacNeil think is the main problem with television? Underline the sentence that Vocabulary Development tells you. statistical (stuh TIS ti kuhl) adj. having to do with numerical data

exposed (ik SPOHZD) v. shown Education © Pearson concentration (kahn suhn TRAY shuhn) n. the paying of close attention constructive (kuhn STRUK tiv) adj. leading to improvement gratification (grat uh fuh KAY shuhn) n. the act of pleasing or satisfying diverts (duh VERTS) v. distracts

212 Adapted Reader’s Notebook © Pearson Education Vocabulary 1 anachronism 1. verbal precisionisananachronism stimulation isasubstituteforthought,that that complexitymustbeavoided,visual assumptions that television tendstocultivate: but decivilizingaswell.Considerthecasual span isnotonlyinefficientcommunication attention span. television operatesontheappealtoshort novelty, actionandmovement.Quitesimply, to provideconstantstimulationthroughvariety, not tostraintheattentionofanyonebutinstead way toavoiddoingsoiskeepeverythingbrief, losing anyone’sattention—anyone’s.Thesurest vehicle. Programmersliveinconstantfearof and enhancesitsroleasaprofitableadvertising the primemotiveofmosttelevisionprogramming words, arranged ingrammaticallypreciseways. old-fashioned, butIwastaughtthatthoughtis novelty enhances I believethatTV’sappealtotheshortattention Capturing yourattention—andholdingit—is crisis ofliteracyintheUnited States.About details. It doesnotprovideviewerswith enough news doesnotaccuratelyportrayevents. “fast ideas.”Healsobelievesthat television believes thatAmericanshavecometo want effect onthevaluesofour society.He MacNeil saysthattelevision hascauseda MacNeil isworriedabout television’s (NAHV uhl tee) uhltee) (NAHV (in HANTS iz) (in (uh NAK ruh niz uhm) uhm) niz NAKruh (uh Development n. v. heightens the quality of beingnew thequality n. anything that seems to be out of its proper place in history. in place proper its of out be to seems that anything ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ 1 . Itmaybe The Trouble With Television sentence expressed anopinion. that each you know that helped author’s Write opinion. theword sentencestwo that tell the bracketed passage. Underline proved. thesecond Read proved. An A fact Reading Skill paragraph. ﬁ inthe repeated Circle onewordthatideas. is uses inthis essay is to repeat A persuasive technique Literary Analysis NOTES TAKE the text that tells you. the text Underline attention span? short television’sabout to appeal the MacNeilWhat believe does Reading Check ideas”? means by “fast What doyou author thinkthe Stop to Reﬂ

is information that be can ect ect opinion rst bracketed cannot be MacNeil 213 TAKE NOTES 30 million Americans cannot read and write well enough to answer a want ad or to understand instructions on a medicine bottle. ♦ ♦ ♦ Reading Skill An overgeneralization is a Everything about this nation—the structure conclusion that overstates the of the society, its forms of family organization, facts. Clue words can help you its economy, its place in the world—has ﬁ nd overgeneralizations. These become more complex, not less. Yet its words may include always, never, everything, nothing, and everyone. dominating communications instrument, its Read the bracketed text. principal form of national linkage, is one that Underline one sells neat resolutions to human problems overgeneralization you ﬁ nd in that usually have no neat resolutions. It is the text. Then, circle the clue all symbolized in my mind by the hugely word that helped you identify it. successful art form that television has made central to the culture, the thirty-second Literary Analysis commercial: the tiny drama of the earnest Read the bracketed text. What housewife who finds happiness in choosing persuasive technique does the right toothpaste. MacNeil use in this paragraph? ♦ ♦ ♦ Circle words that help you identify the techniques. In conclusion, MacNeil warns that television threatens our society’s values. He believes that television negatively affects our language. He thinks it discourages our interest in complex issues. He calls on others Read Fluently to join him in resisting television’s influence. Read the underlined sentence. Circle the most important words in this sentence. Explain why these words are the most important.

214 Adapted Reader’s Notebook © Pearson Education 3. 2. 1. AFTER YOU READ 4. force fed fare withtrivial . isbeingI thinkthissociety 20,000 television. of hours have exposed to at least 20 theage of . by you will to apply no effort. us encourages television But some constructive .effort. and rewarding inlife requires interesting anything Almost a Reading Skill:Completethischart.Identifyeachstatementas Explain. depends on“horrifyingpictures”insteadoftellingthefullstory? Evaluate: Doyouagreethatmuchofthenewsontelevision use? How dobroadcastersaddtotheproblemwithmethodsthey Connect: MacNeilsaysthattelevisionshortensourattentionspan. Explain yourchoice.Followtheexamplegiven. television appealstotheshortattention span? Literary Analysis:WhydoesMacNeil repeat theideathat

fact, anopinionageneralizationorovergeneralization. Statement The TroubleThe With Television Opinion Type Statement of It istheauthor’s opinion observation. based onpersonal The Trouble With Television Explanation 215 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Evaluation Write an evaluation of the persuasive arguments in MacNeil’s essay. Use the questions below to gather ideas for your evaluation.

• What is MacNeil’s position?

• What are two of his arguments?

• What are two counterarguments for the arguments you just listed?

• How well does MacNeil deal with these counterarguments?

Research and Technology: Statistical Snapshot You may want to collect data on another sheet of paper and then complete the chart when you have collected all the data.

Category Student Adult Comments hours/week hours/week Sports

News

Comedy

Drama © Pearson Education © Pearson Reality

Educational

216 Adapted Reader’s Notebook © Pearson Education welfare welfare supreme supreme rebellion promote federal endured endured downright downright Then, it to [7] got to work trying the miners. Its [8] miners.the Its [8] from Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word Fill Exercise A constitution complete activity. the Study words these from “On Woman’s to Suffrage.” Right Then, A List Word VOCABULARY WARM-UP terrible conditions had mines to be[4] the in years ofyears independence, country’s the government great met success. with ten its In first conditions, care. health wage, the providing and raising attention to miners’ the needs [2] and profited country from its colony’s ruling the While mines, it paidno was to draft a [5] a[5] was to draft keeping declared ajob. independence, country the After task its first The small African country was in [1] wasin country African small The Our neighbors are concerned about the welfare of stray cats. At home, the supreme whatever law is myparents say. The studentsThe were inrebellion against alonger school day. The city officials promote cityofficials The the development of anew museum. It important is for the federal andstate governments to cooperate. This awfulThis heat cannot be endured one minute longer. Sticking your tongue out at somebody adownright is insult. After winning itsfreedom, the new nation wrote aconstitution. [FED uh ruhl] [WEL fair] [en DOORD] v. MOHT] [pruh [soo PREEM] [ri BEL yuhn] [ri [DOWN ryt] [kahn sti TOO shuhn] TOO sti [kahn

health and happiness; well-being v. adj. adj. adj. n. put tolerated up with; to help something develop or be successful a struggle against people against power in astruggle relating to the central government to central relating the having the highest the position having of power total; complete total; [6] efforts went efforts working into improving

a country’s written laws acountry’s written

a healthy lifestyle for to protect its citizens. all

On Woman’sOn Right toSuffrage . [3] . [3] On Woman’s Right 217 to Suffrage against its against rulers.

for of sake the

READING WARM-UP On Woman’s Right to Suffrage

Read the following passage. Pay special attention 1 Underline the words that give to the underlined words. Then, read it again, and a clue to the meaning of rebellion. Then, tell what complete the activities. Use a separate sheet of a rebellion is. paper for your written answers.

2. Underline the word or words Today, many U.S. citizens seem to take for granted that give a hint to the meaning their right to vote. Nearly half the eligible population of constitution. Tell why a does not even vote in national elections. If everyone constitution is important. realized how long and hard their ancestors struggled 3. Circle the word that federal for the right to vote, they would treasure it. describes. Then, write a In 1775, the thirteen colonies’ rebellion against sentence for federal. Britain became a war for freedom. Even before 4. Circle the word that tells what the first battle, the colonies realized they had to is supreme. Write about work together to reach their goals. The war ended something of supreme in 1781, but it took another six years for a importance. constitution to be written. 5. Circle the word in the next It took a lot of work for the new country to sentence that hints at the succeed. Each former colony, which became a meaning of promote. Then, state, had to give up some of its own laws and write about a cause you power to the new federal government. Only then would promote. could any written document become the supreme 6. Circle the synonym in the law of the land. next sentence for welfare. The Founding Fathers believed in a government Explain the things that are that would promote the welfare of its people. part of a person’s welfare. Curiously, though, they let the states decide who

7. Underline the words that tell had a say in running that government. Over the what was endured. Then, use years, laws that kept people from voting were endured in a sentence. endured by the poor, Catholics and non-Christians, Indians, African Americans, and women. 8. Circle the words that tell what Wyoming allowed women to vote while it was gives a downright sense of pride. Tell about a time you still a territory. Other territories and states let had a downright sense of pride. women vote in local elections. Finally, one by one, states started to let women take part in elections. Women even began to hold elected office. Still, it was not until 1920 that they could vote everywhere in the United States. It took many years and various changes in our laws to give all adult citizens the right to vote. We should all have a downright feeling of pride that Education © Pearson we can vote. That right gives us the ability to direct the course of our own lives and that of our country’s history.

218 Adapted Reader’s Notebook © Pearson Education Anthony’s argument. Use thegraphicorganizertorecorddetailsthatsupportSusanB. Note-taking Guide as men. women shouldhavethesamerights protects allpeople.Shesaysthat She saysthattheU.S.Constitution It isatimewhenwomencannotvote. speech toUnitedStatescitizensin1873. SusanB.Anthonygivesa Summary MAKING CONNECTIONS MAKING to ademocracy.Completethissentence: Suffrage,” SusanB.Anthonydiscussestheimportanceofmanyvoices In“OnWoman’sRightto How muchinformationisenough? prevents

T the white malecitizens.”the white “We thepeople,” not“We, Constitution saysThe H

B B

I I

G G Discrimination Writing About theBig Question On Woman’sOn Right

to Suffrage Susan B. Anthony may haveanegativeeffectondemocracybecauseit Women should should Women have theright to vote.

On Woman’s Right to Suffrage .

219 AFTER YOU READ On Woman’s Right to Suffrage

1. Connect: Anthony tries to vote. She says that she did not break the law. How does she connect this comment to the Constitution?

2. Apply: Anthony says that a democracy gives rights to all of its citizens. Does Anthony believe that she lives in a true democracy? Explain.

3. Reading Skill: Determine whether each statement in the chart is a fact, an opinion, a generalization, or an overgeneralization. Write your choice next to the statement. Then, explain your choice.

Statement Type of Statement Explanation

To [women] this government is . . . the most hateful aristocracy ever established.

[I] voted at the last . . . Fact She did try to vote. This was election, without having a against the law. lawful right to vote.

Webster . . . define[s] a citizen to be a person entitled to voted.

4. Literary Analysis: Anthony repeats “We, the people” throughout her speech. Why does she repeat these words? © Pearson Education © Pearson

220 Adapted Reader’s Notebook © Pearson Education information youfound. the chartwithquestionsyoucouldaskinyoursurveyabout the chartwithinformationyoufoundinyourresearch.Complete Create astatisticalsnapshotofwomenintheUnitedStates.Fill Research andTechnology: Statistical Snapshot Use thequestionsbelowtogatherideasforyourevaluation. Write anevaluationofthepersuasiveargumentsinAnthony’sspeech. Evaluation Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • How welldoesAnthonydealwiththesecounterarguments? • What aretwocounterargumentsfortheargumentsyoujustlisted? • What aretwoofherarguments? • What isAnthony’sposition? • Use yournotestowriteevaluation.

Facts Statistics and Questions You CouldAsk On Woman’s Right 221 to Suffrage UNIT 3 BEFORE YOU READ from Sharing in the American Dream • Science and the Sense of Wonder

Reading Skill A fact is information that can be proved. An opinion is a person’s judgment or belief. Ask questions to evaluate an author’s support for his or her opinions. • A valid opinion can be backed up with facts or information from experts. • A faulty opinion cannot be backed up with facts. It is supported by other opinions. It often ignores facts that prove it wrong. Faulty opinions often show bias. This is an unfair dislike for something. Use the chart to help you identify Statement: facts and opinions while you are reading.

Literary Analysis An author’s word choice can help 1. Distinguish fact from opinion. show an idea or feeling. Authors ASK: Can it be proved? have different reasons for choosing their words. The following are several reasons: Answer: • the author’s audience and purpose • connotations of words: the negative or positive ideas connected with words 2. Distinguish valid from faulty opinion. ASK: Can it be supported? • denotations of words: the dictionary definition of words Answer: © Pearson Education © Pearson

222 Adapted Reader’s Notebook © Pearson Education union task syrupy secure sags sags inhabit denied as we prepare afeast of ham-and-cheese sandwiches, [7] bounty—including for a brownie dessert! However, our request for abus was[3] driver and surrounds our [5] surrounds our [5] wegoal. work As side by side among friends, of afeeling goodness [1] [1] from Word List A. Use each word only appropriate below an paragraph the once. each in with in blank word Fill Exercise A achieve complete the activity that follows. Then, Dream. American the in Study words these from Sharing A List Word our parents have offered helping to drive, us to [4] VOCABULARY WARM-UP able to [2] able to [2] we pack [8] [8] pack we peaches sweetness, atossed oozing salad. and Each lunch box Our clubOur decided Saturday aspecial to make lunch for people who Our basketball team aunion is of seventh-graders andeighth-graders. A nightly task Imust remember to set is clock. myalarm sticky. I hate how the syrupy sauce on thiscinnamon roll makes myfingers youDid secure your parents’ permission to spend the night? Look at howLook the top branch of that tree sags under the snow! Some day Iplan to inhabit atree house inthe middle of arain forest. American women were denied the right to vote until 1920. To achieve your big dreams, dosmall things well along the way.

[SAGZ] [TASK] [YOON yuhn] [si KYOOR] [di NYD] [SEER uh pee] [in HAB it] v. HAB [in [uh CHEEV]

n. v.

ahomeless shelter months. winter the during We were hangs down, especially because down, especially weight hangs of heavy the a job to be done, especially a difficult or annoying one ajob to bedone, or annoying adifficult especially v. stopped or doing from something having

v. n. v. to get about or important bring something to live in a particular place the school the kitchen, today. where cooking we are adj. separate groups for joining apurpose in the middle from the weight of the to succeed you doing something in want thick, sticky, and sweet and sticky, thick, . Every [6] [6] . Every

from Sharing in the American Dream American the in Sharing from from Sharing in the American Dream American the in Sharing from

seems like fun fun seems like

. Luckily, our our

223 READING WARM-UP from Sharing in the American Dream

Read the following passage. Pay special attention 1 Underline the words naming to the underlined words. Then, read it again, and the task the speaker has been given. Then, explain why a complete the activities. Use a separate sheet of task is different from an paper for your written answers. extracurricular activity. Today will be tough for me. I have been given 2. Circle the word naming the the task of speaking to a group of students about other job the teacher would their bad behavior. These students have been in secure. Then, explain secure. trouble at school three or more times during the 3. Underline the words naming last month. When I became a teacher, I never what was denied to the writer thought I would also secure the job of in college. Then, tell about speechmaker! After all, I am the person whose a time you were denied something you wanted. requests to appear on the college television station were always denied. I figured that was 4. Circle the word in the next because of the way my right eyebrow sags. sentence that hints at the Someone must have thought that a droopy brow meaning of sags. Then, name a common object that sags. wouldn’t look very good on the screen. Anyway, what I am supposed to achieve with my 5. Underline the words telling speech today is to get students fired up about what the speech should achieve. Then, explain the being good. I can still remember the speeches I word achieve. heard on this topic in my youth. Those speeches basically fell into two categories. One type used 6. Circle the words that explain syrupy words and lots of “touchy-feely” remarks. I “syrupy words.” Then, write an example of syrupy words. think you were supposed to feel guilty after hearing one of these speeches so you would be 7. Underline the words naming inspired to become a better person. The other type the place bad kids will inhabit. Then, describe a place that of speech was based on fear. We were told about would be awful to inhabit. the really bad kids who are sent to jail cells, which they will inhabit for many years. Filled with 8. Circle the two groups of dread, we were supposed to become well behaved. people that would form a union. Then, explain what Obviously, I do not want to give either type of union means. speech today. Instead, I want to figure out how to talk to these students in a way that respects who they are. I think that if they have a sense of union with the adults at our school, they might change for the better. After all, don’t we all want to do things that the people we like will © Pearson Education © Pearson appreciate? I wish you could sit beside me right now and tell me what to say. I know you would have just the right words.

224 Adapted Reader’s Notebook © Pearson Education Fill inthecharttorecordmainpointsofPowell’sspeech. Note-taking Guide achieve theirdreams.Completethissentence: Dream,” ColinPowellcallsonallmembersofsocietytohelponeanother In“SharingintheAmerican How muchinformationisenough? States strong. important partofkeepingtheUnited some way.Hebelievesthatthisisan to volunteertheirtimehelpothersin volunteer work.Heencourageslisteners Colin Powellshareshisbeliefsabout FormerSecretaryofState Summary MAKING CONNECTIONS MAKING

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G G An effectivewaytochallengepeoplevolunteeris People Who Need Help What They Need They What Help People Need Who Writing About theBig Question from Sharing in the the in Sharing from American Dream American Colin Powell from Sharing in theAmericanDream each us one of and every Who Should Help Should Who

. 225 TAKE NOTES from Sharing in the American Dream Activate Prior Knowledge Colin Powell Think about a speech you have heard. Did it inspire you? How This selection is taken from a speech did the speech make you feel? that Colin Powell gave. He was speaking to a meeting of government leaders in Philadelphia. He begins his speech by referring to the leaders of the American

Revolution, who met in Philadelphia more than 200 years before to sign the Declaration of Independence. He quotes from the Declaration to inspire his listeners. ♦ ♦ ♦ Reading Skill They pledged their lives, their fortune and their A fact can be proved. An sacred honor to secure inalienable rights given by opinion is a person’s belief. What is one fact in the ﬁ rst God for life, liberty and pursuit of happiness–– paragraph? pledged that they would provide them to all who would inhabit this new nation.

♦ ♦ ♦ Powell says that the signers of the Declaration are present at the meeting in spirit. They are proud of what Americans have achieved, but America still has not Stop to Reﬂ ect completely achieved the dream described “The American Dream” means in the Declaration. different things to different ♦ ♦ ♦ people. What is your “American Dream”? Despite more than two centuries of moral and material progress, despite all our efforts to achieve a more perfect union, there are still Americans

who are not sharing in the American Dream. ♦ ♦ ♦ Powell quotes from the poem “A Dream Reading Check Deferred,” by Langston Hughes. The poem To whom does Powell refer in the asks how people react when they are not beginning of his speech? able to achieve their dreams. It suggests that Underline the text that tells you. such people may turn to violence. © Pearson Education © Pearson

Vocabulary Development inalienable (in AYL yuhn uh buhl) adj. not capable of being taken away; nontransferable

226 Adapted Reader’s Notebook © Pearson Education Vocabulary the realanswerisforeachandevery oneofus, and you’llhearmoreinalittleminute thatsays Americans todayareatrisk. our brothersandsisterswhoareinneed. we willreachback,acrosstohelp We areagenerouspeople.willreachdown, compassionate You heardthegovernorsandmayors, As you’veheard,upto15millionyoung We areacompassionateandcaringpeople. children getwhattheyneed. can allworktogethertomake surethatall nonprofit agencies,churches,andindividuals He saysthatgovernment,corporations, commitment toAmericanchildrentoday. opportunities. homes andschools,healthcare,skills, and They needadultswhocarefor them,safe because weallknowwhatchildren need. though, itissomethingweall cando need mayseemliketoobig ajob.Actually, children. those whomostneedhelp—America’s the lessfortunate. fortunate Americansmustreachoutto help that inorderforthedream tocometrue, promise oftheAmericanDream.He says that nooneinAmericawill bedeniedthe He askshislisteners tomakea Powell saysthathelping childrenin He urgeshislisteners toreachout Powell thenaskshis listenerstopledge Development (kuhm PASH (kuhm uhnit) ♦ ♦ ♦ ♦ ♦ adj . deeply sympathetic from Sharing in theAmericanDream Explain your answer.Explain statement a Isthis text. theunderlined Read Reading Skill answer. the supports that have? Circle thetext Powell want theaudience to What ideas does feelings and the bracketedRead paragraph. ideaorfeeling. tell acertain help choice An author’s word Literary Analysis NOTES TAKE that tells you. commitment? Underlinethetext his listeners make a To Powell does whom askthat Reading Check

fact or an oran opinion can 227 ? TAKE NOTES not just here in Philadelphia, but across this land––for each and every one of us to reach out and touch someone in need. ♦ ♦ ♦ Literary Analysis Powell ends his speech by again Connotations are the negative referring to the spirit of the Declaration or positive ideas connected with words. Circle the words on this of Independence, which was signed in page that have positive Philadelphia more than 200 years before. connotations. ♦ ♦ ♦ All of us can spare 30 minutes a week or an hour a week. All of us can give an extra Reading Skill dollar. . . . There is a spirit of Philadelphia that It is important to ask questions will leave Philadelphia tomorrow afternoon and about the author’s support as you read. What is one question spread across this whole nation–– ♦ ♦ ♦ you might ask about Powell’s support for his main idea? Powell says that all Americans must help spread the promise of the American Dream. It must be done in order to make the promises of the Declaration of Independence come true. Stop to Reﬂ ect ♦ ♦ ♦ How did this speech make you Let us make sure that no child in America is feel about volunteering? left behind, no child in America has their dream deferred or denied.

Vocabulary Development deferred (di FERD) adj. delayed

228 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ word choiceinhisspeech. connected withcertainwords.UsethischarttoanalyzePowell’s connotation. Connotationsarethenegativeorpositiveideas a certainideaorfeeling.Wordchoicecanbeinfluencedby Literary Analysis:Anauthor’swordchoicecanhelpshow opinion inthespeech.Explainyourchoice. Reading Skill:Anopinionisajudgmentorbelief.Identifyone this groupofpeople? do youthinkPowellwantstocreateinhisaudiencebymentioning Independence atthebeginningofhisspeech.Whatkindsfeelings Interpret: PowellreferstothesignersofDeclaration Explain. volunteer work.Doyouagreeordisagreewiththismessage? Respond: Powellbelievesthatallcitizensshouldparticipatein

Powell’s Purpose Words and Phrases That That Phrases and Words Purpose Powell’s from Sharing in the American Dream in the American Sharing from Support His Purpose His Support from Sharing in theAmericanDream Connotations 229 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing Write a brief response to Powell’s statement “All of us can spare 30 minutes a week or an hour a week.” The following questions will help you write your response. • Who does Powell think needs the most help?

• Do you agree or disagree with Powell? Explain.

• Does Powell’s idea apply to your own experience? Explain.

Use your notes to write your response.

Listening and Speaking: Intro Speech Your intro speech should be short, yet it should tell as much as possible about Colin Powell. Use the following activity to record information as you research Colin Powell.

• Personal information:

• Jobs/Political offices:

• Honors/Awards:

• Other information:

230 Adapted Reader’s Notebook © Pearson Education violence object sends out radiation mere glinting outward outward mutations expand them. Wherever go, they create they [6] moist-skinned troublemakers. Peace rules. atomic waste causes [2] strange from Word List A. Use each word only appropriate below an paragraph the once. each in with in blank word Fill Exercise A exhaling complete activity. the Study words these from“Science of Sense the Wonder.” and Then, A List Word They wander [5] of your palm the become hand, they in fit easily frogs giants. can that VOCABULARY WARM-UP solution. rays The of sun the [8] bigger tougher. and Finally, someone comes asimple, up with obvious radioactive breath. at aloss are Humans to stop frogs, the which grow squashing everything in their path or their [7] in everything squashing [3] In a typical science [1] fiction atypical story,In harmful The tomatoThe hit the ground with such violence that itsplattered. The sun’sThe radiation not is constant but varies over time. lawnThe sprinkler shot water outward inalldirections. We couldn’t see well with the sun glinting off the windshield. After ahuge meal, our waistlines expand. The purpleThe butterflies were mutations of the original blue ones. Huge stars are so far away that they appear as mere dots of light. After holding breath his for ten seconds, Carlos now is exhaling.

[MEER] [ek SPAND] [GLINT ing] [OWT wuhrd] [VY uh luhns] [eks HAYL ing] [ray dee AY shuhn] n. [myoo TAY shuhnz] adj. rapidly, to ahuge growing size. From [4]

nothing more than; small or unimportant small more nothing than; v. adj. to become larger adv. n. v. flashing with a small amount of light great force breathing out breathing toward the outside the toward from their pond, from their now to contain too small n. invisible rays of light or heat that an

changes in form of things in nature

in harmless frogs. They off a mirror dry up the dry offamirror Science and the Sense ofWonder the Sense and Science Science of Wonder andtheSense

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from

231 READING WARM-UP Science and the Sense of Wonder

Read the following passage. Pay special attention 1. Underline the words that give to the underlined words. Then, read it again, and you a clue to the meaning of mutations. Then, write a complete the activities. Use a separate sheet of sentence for mutations. paper for your written answers.

2. Circle the words that hint at Jamie had always refused to believe that humans the meaning of mere. Write were the only living creatures in the universe. He about an exchange of money had also refused to believe that space was full of that includes the word mere. strange mutations of people like the aliens in most 3. Circle the word that hints at science-fiction movies. So, he was totally shocked the opposite of the meaning by what happened to him one weekend evening. of violence. Write a sentence He was walking home from the movies, a mere that describes one effect of three short blocks from his house. The street was violence. well lit. There had never been any violence along 4. Underline the words that help this route that Jamie knew of, so he felt safe. to understand glinting. Write Suddenly, Jamie spied what looked like a a sentence about something square coin on the sidewalk, glinting in the light you’ve seen glinting. of the streetlamp. As he stooped to pick it up, the 5. Circle the word that names strangest thing happened: The coin began to what began to expand. expand on all sides. Slowly at first, it seemed to Explain how you might cause be gathering speed as it spread outward. an object to expand. Jamie glanced around him to see if this action 6. Circle the words in the had attracted any attention, but he realized he paragraph that help you was alone. Backing up to avoid the edge of the understand outward. Name rapidly expanding coin, Jamie collided with the something that opens side of a building. outward. Now the coin seemed to be developing features: 7. Underline the word that a face, limbs, and a trunk. It was glowing, too. describes radiation. Describe Jamie held his breath in case the thing was one harmful effect of giving off any harmful radiation. Luckily, it only radiation from the sun. seemed to be inhaling and exhaling the night air. 8. Circle the word that is the Suddenly, Jamie found himself in a conversation opposite of exhaling. Use with the thing, and he hadn’t said a word. Yes, exhaling in a sentence. like aliens in the movies, it was reading his thoughts. “Of course I’m not a coin,” it responded, “although I do feel minty fresh.” “Wow,” thought Jamie, “it has a sense of humor.” “Why not?” responded the creature. “Why do Education © Pearson humans think they’re the only ones who can make jokes?” “Hmm,” thought Jamie, “if it played a comedy club, I wonder if it would knock the audience dead.” 232 Adapted Reader’s Notebook © Pearson Education watching theskymoreinteresting. Use thecharttorecallAsimov’sreasonsforwhysciencemakes Note-taking Guide the (more/less)curiousIfeel.Thisisbecause wonder abouttheuniverse.Completethesesentences: Wonder,” Asimovarguesthatscientificknowledgeaddstooursenseof In“ScienceandtheSenseof How muchinformationisenough? they knowscience. that peopleenjoytheskymorewhen enjoy thesky’sbeauty.Asimovsays science. Hesaysthatpeopleshould poem thatpeopleshouldforgetabout Whitman wrote.saysinhis he doesnotagreewithapoemWalt IsaacAsimovsaysthat Summary MAKING CONNECTIONS MAKING

T “worlds red-hot of liquid.” arespots inthesky bright those Some of H

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G G The more knowledge I accumulate about how natural systems work, The moreknowledgeIaccumulateabouthownaturalsystemswork, Writing About theBig Question Sense ofWonderSense Science and the and Science Isaac Asimov makes watching How science interesting the night sky more

Science of Wonder andtheSense . 233 AFTER YOU READ Science and the Sense of Wonder

1. Analyze: Our galaxy is small, compared with other galaxies that scientists have found. Asimov tries to explain how small our galaxy is. How does he do this?

2. Make a Judgment: Asimov says that knowing science makes the night sky more interesting. Whitman says that he would rather just enjoy the night sky than learn scientific explanations. Do you agree with Asimov or Whitman? Explain your choice.

3. Reading Skill: A fact is a detail that is true and can be proved. Identify one fact that is in the essay.

4. Literary Analysis: Word choice can help show an idea or feeling. Use this chart to analyze Asimov’s word choice. Write words and phrases that support his purpose. Then, write the connotations.

Asimov’s Purpose Words and Phrases That Connotations Support His Purpose To convince people that scientific knowledge of nature adds to our appreciation of its beauty © Pearson Education © Pearson

234 Adapted Reader’s Notebook © Pearson Education presentation. assembly. Answerthequestionsbelowtohelpyouwithyour Write anintroductoryspeechtopresentIsaacAsimovaschool Listening Introductory Speech andSpeaking: your notestowriteresponse. whether youenjoythemasapoetwouldorscientistwould.Use nature. UsethecharttolistthingsthatyoulikeaboutExplain Write aresponsetoAsimov’sideathatsciencehelpsyouenjoy Response Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING Use yournotesto write yourintroductoryspeech. What parallelwordingwillyouuseinyourspeech? • What stylewouldbeappropriateforyourspeech? • List threethingsthatyouwanttoincludeinyourspeech. •

Things YouThings LikeAbout Nature Poet orScientist? Science of Wonder andtheSense 235 © Pearson Education Problem Ignores other alternatives Ignores The is irrelevant comparison False conclusion Assumes an opinion is it is popular correct because Example Newspaper Editorials support the right to use it anywhere you want to. is like outlawing eating while reading. eating is like outlawing of a cellphone so I because accident a problem. do not think they are talking while drives I know Everyone legal. be should it so cellphone, the on Error in Logic statistics? • What problem does the writer present? What problem does the writer • to the problem make sense? Does the writer’s solution • solution with facts, examples, and Does the writer support the • Oversimplification should own a cellphone you If you False analogyFalse Insufficient evidence cellphone use while driving Outlawing who has had an anyone I do not know Jumping on the bandwagon Informational Texts Informational Reading Skill Reading point of view and purpose for writing, read- To understand the writer’s and support patterns in the edito- ers must analyze the proposition and describes how it affects rial. The writer states a problem provides one or more solutions to the the reader. Then, the writer use both facts and opinions to support problem. The writer may questions when reading a newspaper the solution. Ask the following editorial: are written to express an opinion on a topic. to express an opinion on are written Newspaper editorials the readers to agree with of an editorial is to persuade The purpose on an ask readers to take action of view. Some editorials writer’s point opinions with facts, examples, writers support their issue. Editorial and statistics. About Newspaper Editorials Editorials Newspaper About INFORMATIONAL TEXTS INFORMATIONAL 236 © Pearson Education the writer’sposition. rial clearlystates The titleoftheedito- tions, moving up to just $50. doesn’t get much worse for additional viola- offine $20 for offense. first the penalty The held phone, you’ll get an almost painless in that manner while driving. Using a hand- is and used hands-free listening talking, and toallow designedcifically configured and spe- is telephone that unless telephone less drive amotor vehicle while using awire- formal name, says: “A person shall not bill’s the 2006, of Act Safety Automobile this month by Gov. Arnold Schwarzenegger. last week, and is likely to be signed into law Assemblypassed California the Senate and way of making themselves look good. does nothing to reduce the danger. wheelthe tohold phone the toyour ear— approach—instead of taking one hand off ing toaheadset or other “hands-free” wheel the behind is so greatthat switch- is all in your head. accident, but here’s problem The asurprise: clearly increases your of risk getting into an on acell phoneDriving while talking By Mike Langberg Mike By friday, september won’t solvethe problem Langberg: The California Wireless Telephone Wireless California The resultThe is hands-free legislation that But politicians never let facts get the in distraction mental The of conversing be allowed emergency in situations, such Using ahand-held phone would only Hands-free law Hands-free 1, 2006 1, people last year injured and 2.7 million. highwayreports, 43,443 accidents killed highway accidents. Last year, NHTSA no question cell phones are a factor in many slowlycontinue todecline over there’s time, Tech. Virginia completed year earlier by this NHTSA and accidents, study according toaresearch contributes tonearly 80percent of hours. goes up to 10 percent during daylight on acell phone.talking number The drivers on road the at any given moment are Administration says average an 6percent of has acell phone. every adult other American, in words, now 69 percent population. of total the Almost subscribers United the in States, to equal phones. of cell popularity some solutionreal toaserious problem. two years down line, that the doesn’t offer a 2008. 1, July 911.as calling Although overall injury and rates death inattention or distraction Driver NationalThe Highway Traffic Safety nowThere are cell phone 208million of that problem part first The is awe- the So we’re getting anearly toothless law, newThe wouldn’t rules effect take until Informational Texts • • • Features: Editorial the writer’sposition reasons thatsupport facts, statistics,and an issue writer’s positionon a statementofthe cation zine, orotherpubli- newspaper, maga- text featuredina port hisposition. statistics tosup- The writeroffers 237 © Pearson Education

Last week, he told me there are at least are there least me at told he week, Last ini- legislative that “This . . . suggests to way a safe if there’s Strayer I asked our rewire somehow we unless “Not the are there same time, At possible not might drivers some side, On the good a get might drivers some side, On the bad Here’s my prediction: California’s hands- realizes Once these everyone laws six studies showing no safety benefit from from benefit safety no showing studies six hands-free talking. thattiatives restrict handheld but devices to are likely not devices permit hands-free cell with associated eliminate the problems col- and two Strayer driving.” while phones in wrote the of summer 2006leagues issue the journal HumanFactors. call driving. while inparticipate a phone techno- no There’s responded. he brains,” to the in words, other remedy, logical during created a cell distraction mental phone conversation. bad—from and good effects—both side hands free laws. and buying of hassle the through go to want gadget. hands-free other or a headset using talking up driving, while give would They accidents. auto reducing collectively to OK security of sense false and it’s decide more. even talk and similarfree will law, elsewhere, laws acci- of number the change to nothing do cell phones. tieddents using to drivers to decide have nothing, we’ll accomplish require further phones cell whether restric- other with be categorized should or tions dangerous behind-the-wheel distractions— compli- to children noisy from everything restricted. aren’t systems—that audio cated this editorial change the way you think about phone use while driving? Why or why not? Does cell How much information is enough?

There’s an obvious solution: solution: an obvious There’s But that’s not going to happen, at least least at to happen, going not that’s But laws hands-free getting we’re Instead, Connecticut Jersey, New York, New despite forward are moving These laws of fully aware Think If you’re it: about if suffer will time response your But and admit I’m here hand raise my I’ll a psychology L. Strayer, David Informational Texts Informational Ban talking on a cell phone while driving. talking while Ban phone a cell on is lobby The phone cell anytime soon. not too enam- is and the public too powerful, wheel. the behind chatting with ored of appearance the politicians give that action. taking already have Columbia of and the District are states other and many laws, hands-free similarconsidering steps. academic of list and growing a persuasive testing simulator both involving studies, data, crash show- real-world of and analysis risky calls are less no phone hands-free ing a phone. than holding you, ahead the road on of happening what’s its on slamming suddenly car a as such to going time isn’t response your brakes, two or one got you’ve whether vary much the wheel. on hands the on argument an of middle the in you’re spouse. or boss your with phone to close come part I’ve the of problem. occasions a few on drivers other rear-ending talking phone. cell I was my because on reaction sluggish my believe And I don’t using been if I’d changed have would a headset. professor at the University of Utah,has been studying cell phone distraction for years. five than more 238 writer does not does not writer The to provide evidence claims. support these Speech

Features: Transcript of Governor Arnold Schwarzenegger • text spoken aloud to Signing Legislation Requiring Drivers to Use an audience • remarks that highlight Hands Free Devices the significance of an event Date: Friday, September 15, 2006 • l anguage intended to Time: 11:15 a.m. engage listeners and encourage support for Event: Oakland Hilton, California Room, 1 Hegenberger Rd, the speaker’s ideas Oakland, CA

The speaker GOVERNOR SCHWARZENEGGER: opens his speech . . . Today we will be signing SB 1613. This is the hands-free cell phone bill by stating his proposition. that will save lives by making our roads safer. And I want to say thank you to Senator Simitian for his great, great work on this bill and for working with my office on this bill to perfect the bill. I want to thank him also for his great commitment to . . . California, and to make our roads safe. He has been really extraordinary, to protect the people of California and I want to say thank you for that. The simple fact is that it is really dangerous when you talk on your cell phone and drive at the same time. Hand-held cell phones are responsible for 1,000 accidents every month, and we have seen that there are very dangerous situations sometimes. We want to avoid that, and this is why we have here this bill. This bill doesn’t mean that you can’t talk on a cell phone; it just means that you should not hold a hand-held cell phone, you should use a headset or use a speaker system. Also, there is an exception here that if you have to make an emergency call, then you can use the hand-held phone. And also, what is important is that this law will go into effect on July 1 of 2008. There will be a $20 fine if you’re caught the first time using a cell phone, and then $50 after that. I think it is very important for people to know that even though the law begins in 2008, July of 2008, stop using your cell phones right now, because you’re putting people at risk. You just look away for a second, or for a split second, from what’s going on in front of you, and at that moment a child could be running out, and you could kill this child just because you were busy looking down and dialing on your cell phone. So pay attention to that, take this seriously. We want to really save lives here. Thank you very much again, and now I would like to have Senator Simitian come out and say a few words, please. SENATOR SIMITIAN: Thank you all very much for being here today. And some of you know, but perhaps © Pearson Education Informational Texts 239 not all of you, that this is the sixth hands-free cell phone bill I’ve introduced during the past six years. The question I’ve been asked quite frequently of late is, “Why did you keep introducing the bill?” And the answer is really very simple. I introduced the bill because I believe it will save lives. It’s just that simple. You’ve got a read- ily available technology that costs next to nothing and saves lives. Why on earth wouldn’t we use it? This bill isn’t a perfect solution, it isn’t a total solution, but it is a significant and important improvement over the current state of The speaker over- simplifies the issue affairs, and it will save lives, and that was the goal from Day 1. . . . of cost involved in using a hands-free cellphone device. CHIEF BECHER: . . . I’m proud to be here today for the signing of this bill. It represents a collabora- tive effort between the legislature, the Governor, [the phone company] and the many backers and traffic safety officials throughout the state, to make the roadways of California a safer place to drive. Statewide, collisions caused by distracted drivers result in countless hours of road- way delay, congestion, injury and death. This legislation is another useful tool for law enforcement to curb the growing number of collisions caused either partially or wholly by distracted drivers. Prior to this cell phone law going into effect, the CHP plans a major public education campaign to ensure the public is aware of the changes. Education is a major focus for the CHP, because public awareness of the issue and voluntary compliance wtih this new law can have a significant impact on crashes even before the new law goes into effect. The Governor is exactly right. Start now. Our goal is to have all drivers in the state keep both hands on the wheel and have the attention and awareness so that they can navigate [their] driving environment. It is always incumbent on drivers to drive attentively. Many devices and activities taking place inside today’s vehicles can cause that split second distraction that may result in an unnecessary traffic collision. Cell phones are among the more prominent of these distractions. And finally, thanks to all in the creation and implementation of this bill. The California Highway Patrol supports this new legislation as part of our No. 1 goal, to prevent traffic collisions and to save lives. Thank you.

How much information is enough? Do the remarks of the speakers provide enough information for you to make an informed judgment about cellphone use while driving?

Explain your response. Education © Pearson

240 Informational Texts © Pearson Education propose asolution,andsupportyoursolutionwithfactsexamples. issue inyourschoolorcommunity.Stateopinionontheissue, Use oneoftheeditorialsasamodeltowriteaneditorial.Research 3. Langberg statesthathands-freephonesarenotlikelytoeliminate 1. Find onesentenceinLangberg’s editorialthatstateshisopinion AFTER YOU READ 4. How doesGovernorSchwarzeneggersupporthisdecisiontosignthe 2. In GovernorSchwarzenegger’sspeech, whatreasondoesthegover-

• What factssupportyour solution? • What solutiondoyoupropose? • What isyouropinionontheissue? • What istheissue? support hisstatement? the problemsofusingcellphoneswhiledriving.HowdoesLangberg line below. about usingcellphoneswhiledriving.Writethatsentenceonthe hands-free cellphonebill? nor giveforchoosingtosignthehands-freecellphonebill? Reading Skill Thinking AboutThinking the Editorial Newspaper Timed Writing: Editorial Writing (40 minutes) Informational Texts 241 UNIT 4 EXPLORING POETRY Describe Somebody • Almost a Summer Sky

Poetry is the most musical form of writing. People who write poems choose words for both sound and meaning. Poets use some or all of the following to do this: • Sensory language is writing or speech that deals with the five senses—sight, sound, smell, taste, and touch. • Figurative language is writing that is imaginative. It may mean something different than what it seems to mean. The many kinds of figurative language include these:

Figurative Language Definition Example

Metaphor • describes one thing as if it were Her eyes were saucers, wide another with expectation. Simile • uses like or as to compare two The drums were as loud as a unlike things fireworks display. Personification • gives human qualities to The clarinets sang. something that is not human

Sound devices add a musical quality to poetry. Some sound devices include these:

Sound Device Definition Example

Alliteration • repetition of consonant sounds feathered friend at the beginning of words Repetition • repeated use of a sound, word, water, water everywhere or phrase Assonance • repetition of a vowel sound fade/hay followed by different consonants in stressed syllables © Pearson Education © Pearson

242 Adapted Reader’s Notebook © Pearson Education severalformsofpoetry. in lines.Theselinesaregroupedintostanzas.Thislistdescribes EXPLORING POETRY EXPLORING Meter Rhyme Onomatopoeia Consonance The structureofapoemdeterminesitsform.Mostpoemsare Other sounddevicesincludethese: • • • • • • • have fivesyllableseach.Thesecond line hasseven Haiku isathree-lineJapaneseform.Thefirst andthirdlines length. Theremaybenospecificstanzapattern. to rhymeorhaveregularmeter.Linesdonot Free verseispoetrythathasnosetstructure.Itdoesnothave tell aboutadventureandromance. Ballads aresonglikepoemsthattellastory.Theyoften the samethingsthatarefoundinshortstories. Narrative poetrytellsastoryinverse.Itoftenincludessomeof usually seemsmusical. The Lyric poetrydescribesthethoughtsandfeelingsofonespeaker. a specific rhythmpattern andrhymescheme. Limericks arefunnypoemswithfivelines.They have usuallyhavethesamemeterandlength. Rhyming coupletsareapairoflinesthatrhyme.The Sound DeviceSound speaker isthepersonwhospeaksinpoem.Lyricpoetry • • • • the pattern of stressed of thepattern and soundsatthe of repetition words useof thatimitate aconsonantsound of repetition unstressed syllables unstressed wordsends of sounds vowelswith different sounds stressedat theendof syllables Definition Describe Somebody •Almost ASummer Sky243 My My A dear, cheer, here whack buzz, end/hand horse king dom , ahorse Example syllables. for be aspecific ahorse ! written ! VOCABULARY WARM-UP Describe Somebody • Almost a Summer Sky

Word List A Study these words from the poetry of Jacqueline Woodson. Then, apply your knowledge to the activities that follow. awhile [uh WYL] adv. for a short time I stayed awhile at the library, reading the newspapers. dabbing [DAB ing] v. gently touching something, usually with a cloth Dad kept dabbing his chin where he cut himself shaving. grins [GRINZ] v. smiles with a very big smile The toddler next door always grins and waves when she sees me. regular [REG yuh luhr] adj. usual; not different or special On a regular school day, not during exams, I have about two hours of homework to do. squints [SKWINTS] v. looks at something with eyes partly closed The boat captain squints into the sun as he steers us toward the dock. upstate [UHP stayt] adv. in or toward the northern part of a state The winter weather is quite cold upstate, but the summers are balmy.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

My grandmother lives [1] , alone on a big farm. Last year, I got to ride the bus up there by myself. It was a long trip! I would read

[2] , then sleep, then listen to music. A few times I looked around at the other passengers. One man seemed sad, and he kept

[3] his eyes with a tissue. I spotted plenty of young people and older folks, too. A few riders were dressed in strange outfits, but

most of them wore [4] clothes. Have you ever noticed how

sometimes a person our parents’ age [5] while reading? Does closing your eyes part way really help you to see better? Anyway,

my grandmother always [6] when she sees me. When I © Pearson Education © Pearson finally got off that bus, I don’t know whose smile was bigger!

244 Adapted Reader’s Notebook © Pearson Education sometimes. Nature’s everywhere. are gifts sights outside right us surprise can our windows beawe-inspiring. rooftop a Evenfrom city the can sky ofinspirational. nighttime view the The small good ourselves to remind very a only we that are suddenlymight feel peaceful. Sometimes it is who have might been sadly dabbing away atear Someone expect. might they more quickly than into smiles, help world—can frowns natural the like to turn on bigger— and to something worries from their to achieve this harmony with no effort at all. skies seem evening and morning the shading; ashe reaches peering forpainting, perfect the squints at his how artist sunset! Imagine an “light shows” and of amazing sunrise the are at between In night. lovelyare to see twinkling day. to the watchshapes fun during are Stars look up Clouds at sky! the endless their and youIf nowhere are just of kind, apark near any town can be home to many plants and animals. middle the of in park Even small a everywhere. south, or closer to acity, wonders natural are mountains of the northern country, or farther beauty of nature can be very helpful. and, forfrom it all abrief enjoying time, the of us.weigh on heavily all awhile Taking away relationships, and responsibilities can sometimesour regular, everyday lives. School, work, adults alike. We all have many stresses during to enjoy for istrue young nature. people This and paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read it again,Read the following and passage. Pay special attention READING WARM-UP A hike on a shady woodland trail can be can onA hike ashady trail woodland Many people find that shifting their focus away Whether you upstate are and lakes among the When life gets too hectic, it is soothing simply part of abig world. part and even and grins, This grins, can happen can Describe Somebody Describe Somebody •Almost aSummer Sky Describe

•Almost a Summer Sky 6 Underlinethewordthat tells 6. Underline thewords naming 5. that isthe word the Circle 4. thatdescribe words the Circle 3. Underlinethewords that 2. Circle theword that means 1. they doing? they squints someone what squintsmeans. When be someone Whatdabbing. elsemight what might someone be means as the same that word the underline opposite of grins. Then, what upstate Tell ofupstate. the opposite awhile somethingthat youabout did what awhileTell is. describe your asregular.the same What is regular today oryesterday. morningroutine? means. dabbing , what are grins ? 245 . MAKING CONNECTIONS Describe Somebody • Almost a Summer Sky Jacqueline Woodson

Summaries In “Describe Somebody,” a teacher asks her class to write a poem that describes someone. This poem describes Lonnie’s thoughts as he thinks about the assignment. In “Almost a Summer Sky,” Lonnie and his brother Rodney walk to the park. This poem shares Lonnie’s thoughts as the two boys walk.

Note-taking Guide Use this chart to record main ideas from the poems.

Speaker Characters What the Speaker Learns or Realizes Describe Lonnie Lonnie, Ms. Marcus, Somebody Eric, Miss Edna, Lamont

Almost a Summer Sky © Pearson Education © Pearson

246 Adapted Reader’s Notebook © Pearson Education 20 15 10 5 Angel’skindachubby.He’sgotlightbrown Theydon’tcareaboutpoetry. Shiny. Iwrote,Ms.Marcusistallandalittlebit hair. Lamont’s justregular. Eric istallandalittlebitmean. Lots andlotsofstupidwords. Stupid words,Ericsays. Eric andLamontwerehavingapenfight. Angel wasstaringoutthewindow. room. I stoppedwritingandlookedaroundthe inside. When shesmilesitmakesyoufeelallgood Ms. Marcus’shairislongandbrown. Then Icrossedthemoutandwrote at thewords. down Then Iputmypeninmouthandstared skinny. You’re gonnareadittotheclass. Think carefully,Ms.Marcussaid. describesomebody. Take outyourpoetrynotebooksand Today inclassMs.Marcussaid Describe Somebody Describe Jacqueline Woodson Jacqueline the words thatcreate alliteration. words the ﬁ the Read ofwords. beginning consonant sounds at the Alliteration Poetry Explain. describe? Whomwouldyouthe class. have to aloud to readthepoem You inapoem. somebody will Your teacher tells you to describe Activate Prior Knowledge NOTES TAKE consonance. Circle thewords that create lines.second setofunderlined the Read ormorewords. two consonant soundat theendof Consonance Poetry

rst set of underlined lines. Circle lines. setofunderlined rst Describe Somebody Describe is repeating repeating is is repeating a 247 TAKE NOTES Sometimes we all hang out, play a little ball or something. Angel’s real good at science stuff. Once he made a volcano Poetry for science fair and the stuff that came out Free verse is poetry without of it regular rhyme, rhythm, meter, or 25 looked like real lava. Lamont can stanza pattern. Write two reasons why this poem can be draw superheroes real good. Eric—nobody said to be written in free verse. at school really knows this but he can sing. Once, Miss Edna1 took me 1. to a different church than the one 30 we usually go to on Sunday. I was surprised to see Eric up there with a choir robe on. He gave me a mean look 2. like I’d better not say nothing about him and his dark green robe with 35 gold around the neck. After the preacher preached Eric sang a song with nobody else in the Poetry choir singing. Narrative poetry has some Miss Edna started dabbing at her eyes story elements. Which characters whispering Yes, Lord. are involved in the action in the 40 Eric’s voice was like something set of underlined text? Circle that didn’t seem like it should belong their names. Bracket the actions in which they are involved. to Eric. Seemed like it should be coming out of an angel. Reading Check Why does the speaker have Now I gotta write a whole new poem to write a whole new poem? 45 ’cause Eric would be real mad if I told the Underline the text that tells you. class about his angel voice. © Pearson Education © Pearson

1. Miss Edna Lonnie’s foster mother. 248 Adapted Reader’s Notebook © Pearson Education 2 catalpa 2. Rodney 1.

25 20 15 10 5 Rodneysquintsupatthesky, shakes his Raincomingdownwarm NowRodneyputshisarmaroundmy Youhaveapoet’sheart,Lonnie. someblueshowingthrough. (kuh TAL puh) n TAL puh) (kuh one of Miss Edna’s sons. Miss of one scotchpine, No, upstatetheygotmapleandcatalpa and smiles. head seen,Lonnie The treesupstateain’tlikeotheryou how bighissmilegetswhentheyfly. Makes methinkofToddandhispigeons Rodney withhisarmaroundmyshoulder Me andRodneytothepark. That’s wherewe’regoing. eight blocksfromMissEdna’shouse We keepwalking.There’sapark shoulder And I’mtheonewhohasit. That’s good.Agoodthingtohave. I haveapoet’sheart. That’s whatMs.Marcussaidtome. for apoem,right? Hey Ms.Marcus,that’sagoodtitle And whenshesaidthat,I summersky. Late springsky,Ms.Marcussays.Almost Hundred-year-old treesbigasthreemen. all kindsoftreesjuststanding. It wasthetreesfirst,Rodney sometimes. It’swayuptherewith And thesky’snotallclosetouslikeitgets warm. It’s rainingout.Buttherainislightand Almost aSummer Sky . tree with heart-shaped leaves; leaves; heart-shaped with . tree Jacqueline Woodson Jacqueline 2 scotch pine tree with yellow wood, grown for timber. for grown wood, yellow with tree 1 tellsme. were your own thought. own your were your ownWrite words. itasif one ofthesentences in initalics Rewrite issomeone speaking. show that Italics slanted type. sentences or that areinitalics, over the Read Look thepage. Fluently Read repetition. Circle thewords that create text. than once. theunderlined Read moresound, word,orphrase Repetition Poetry NOTES TAKE tells you. tells that Underlinethetext going? andLonnieWhere areRodney Reading Check

Almost aSummer Sky is theuseofany 249 TAKE NOTES 30 When you go home this weekend, Ms. Marcus said. Write about a perfect moment.

Poetry Yeah, Little Brother, Rodney says. Free verse is poetry that lacks You don’t know about shade till you lived rhyme, stanzas with the same upstate. number of lines, or lines with the Everybody should do it—even if it’s just for same number of syllables. Why is “Almost a Summer Sky” an a little while. example of free verse? 35 Way off, I can see the park—blue-gray sky

touching the tops of trees.

I had to live there awhile, Rodney said. Just to be with all that green, you know? I nod, even though I don’t. Stop to Reﬂ ect 40 I can’t even imagine moving away from How does Lonnie feel about the here, day and his walk? How do you from Rodney’s arm around my shoulder, know? from Miss Edna’s Sunday cooking, from Lily3 in her pretty dresses and great big smile when she sees me.

45 Can’t imagine moving away

From Poetry Home. Personiﬁ cation means giving human qualities to something You know what I love about trees, Rodney that is not human. How does says. Rodney make the trees seem It’s like . . . It’s like their leaves are hands human? Underline the reaching personiﬁ cation in the 50 out to you. Saying Come on over here, bracketed lines. Brother. Let me just . . . Let me just . . . Rodney looks down at me and grins. Let me just give you some shade for a while. © Pearson Education © Pearson

3. Lily Lonnie’s sister, who lives in a different foster home. 250 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ lines 49–53 Almost aSummerSky lines 40–43 Somebody Describe conveys, ormeans. figurative languagecompares.Tellwhat thefigurativelanguage in language, orimaginativewriting, Poetry: Completethechartbelow.Findexamplesof Why isfreeverseagoodchoiceforthesepoems? that isnotsetupinanycertainway.Itdoeshavetorhyme. Poetry: Thesepoemsarewritteninfreeverse.Freeispoetry Explain. Respond: DoyouagreethatLonniehastheheartofapoet? knew hecouldsing.WhywouldEricbeangry? Interpret: ThespeakersaysthatEricwouldbemadiftheclass

that doesn’t belong to him. that doesn’t belong to Eric’s voice islike something Ideas Compared Poetry the poems. Tell what the the poems.Tellwhat Ideas Conveyed figurative figurative Almost aSummer Sky 251 RESEARCH THE AUTHOR

Poetry Reading Arrange a poetry reading. Follow these steps to prepare for your poetry reading. • Read some of the author’s works. Jacqueline Woodson’s books include Locomotion, Last Summer with Maizon, and Between Madison and Palmetto. Be sure to read several of the poems included in Locomotion. What I learned from Woodson’s writing:

• Search the Internet. Use words and phrases such as “Jacqueline Woodson article.” What I learned about Jacqueline Woodson:

• Watch the video interview with Jacqueline Woodson. Review your source material. Additional information learned about the author:

Education © Pearson

Use your notes as you prepare for your poetry reading.

252 Adapted Reader’s Notebook © Pearson Education Sound deviceshelppoetsshareideas.Commonsoundarethese: Sound devicesaretoolsthatpoetsusetomakewordssoundmusical. Literary Analysis unfamiliar text asyouread.Trytofigureoutthemeaningofeach do notknowbeforeyoureadthewholepoem. Thismeanstolookforwordsyou verse toidentifyunfamiliarwords. helps youunderstandwordsdonotknow.Previewthelinesof Context meansthewordsandphrasesaroundanotherword. Reading Skill BEFORE YOU READ Meaning Role Sentence Explanation Looking like she hadjust awoken With herall hair disheveled, • • • • • • • •

alliteration: firstconsonantsoundisrepeated,as in sentence role:thewaywordisused explanation: wordsthatgiveextradetails,asinthechartbelow antonyms: wordsthatareoppositeinmeaning unfamiliar word synonyms ordefinitions: rhyme: wordendingssoundthesame,such as onomatopoeia: wordsoundslikeitsmeaning,such as a LITtleLAMB rhythm: Poetry Collection 1 • Poetry Collection 2 Collection Poetry • 1 Collection Poetry

Disheveled word.Lookforthesetypesofclues: the pattern of strong and weak beats, such as thepatternofstrongandweakbeats, such probably sleeping. means messy, likehairlooks after

Using Context Using wordsthatmeanthesameas describes hair looking likeshe hadjust awoken Poetry Collection 1 • Poetry Collection 2253 Collection 1• Poetry Collection Poetry Look

forcluesinthecon- spring fling

big bell buzz MAry HAD 4 UNIT VOCABULARY WARM-UP Poetry Collection 1

Word List A Study these words from the poetry collection. Then, complete the activity that follows. gleam [GLEEM] v. shine I liked how the wood floors would gleam after we cleaned them. horizon [huh RY zuhn] n. where the land or water seems to meet the sky Watching the sun sink beneath the horizon is a wondrous sight. peers [PEERZ] v. looks hard at something as if to see it more clearly Jerry peers down the country road, waiting for a car to come. scampering [SKAM per ing] n. running with short, quick steps I saw the puppy scampering away with my shoe in its mouth. scatter [SKAT er] v. to toss around here and there The strong wind will surely scatter the leaves that I raked into a pile. throbbed [THRAHBD] v. beat quickly; pulsed My heart throbbed with excitement before my first plane ride.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

I stand at the front of the boat, watching the sun [1] and sparkle on the waves. As far as I can see, all the way to the

[2] , there is nothing but the sea. Standing beside me,

my little brother [3] into the water. He wants to see a dolphin. I remember when I was his age and saw a whale emerge from

the ocean. My whole body had [4] with excitement. My yells

of joy had sent everyone [5] as fast as they could up the deck toward me. Now, years later, I hope my brother can see a whale,

too. Suddenly, just ahead, a giant form seems to [6] the waves everywhere as it shoots up toward the sky. “A whale!” my

brother and I scream. Education © Pearson

254 Adapted Reader’s Notebook © Pearson Education or softpatter the of afox. maybe you’ll quiet the hear whoosh of asquirrel you If night. carefully, the listen very roaming small creatures and large tonight, imagine above below and its path. on go, Always the morning. it watches action the until trees the through other soars hand, on squirrel, the away asnug in nest. flying The excitement day, all sleeps peacefully night the and activity whose with squirrel, bodythrobbed one squirrel Its night. cousin, tree the flying meal. evening They are afraid of becoming the mighty bird’s aware of owl’s the animals presence. small all shining. Its dive toward the ground scatter will air, night the its white through facegracefully along, blackwhir owl swoops asdeath. Abarn you spot can other creatures of Bats night. the enemy hasbeenan sighted. or afire Perhaps alarm. an noise, raising are usually they by loud animal sounds. If forest animals do make protect themselves from animals that hunt them. hunt. by they heard those quiet Others are to as silent as possible. Some do not wantjoin raccoons the on prowl. to the However, be are all forsearch food. Redfoxes, mule deer, badgers and nightly their starting are around. animals These raccoon the scampering like begin animals small gloom hustles and homegrowing before nightfall, nighttime are just awakening. becomeand active. you As prepare for bed, these many animals, this hour is the time to wake up creeps across darkness evening, land. For the paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read itRead again, the following passage. and Pay special attention READING WARM-UP So, as you drift off into the land of dreams off into ofSo, land the dreams asyou drift youIf lucky, are you catch also might sight of a Up in the sky, the moon begins to gleam. Then, peacefulness disturbed The of israrely night the aforestIn asaperson setting, peers into the slowly sun the sinks As over each horizon the 6 Circle thewords telling with 6. Underlinethesentence telling 5. Circle thewordnaming 4. Underlinethewords that 3. Circle thewords naming 2. 1 Underlinethewords that tell 1. what throbbed allday. throbbed explain Then, what the tree squirrel’s body scatter what explain Then, animals. why small theowl willscatter might describe something else that towhat Then, begins gleam. what scampering explain Then, scampering. the smallanimalsbegin while does tell what aperson use indescribingthis action. word why the explain Then, peers. intheforest where aperson what the horizon each evening. explain Then, what at happens thehorizon Poetry Collection 1 Collection Poetry peers means. gleam Poetry Collection 1 Collection Poetry is a good wordto is agood at night. at means. is. means. 255 MAKING CONNECTIONS Poetry Collection 1

Summaries “Cat!” uses fun language and sounds to describe a frightened and angry cat. The speaker in “Silver” creates a silvery image of a moonlit night. “Your World” challenges the reader to push past life’s limitations.

E BIG TH Writing About the Big Question What is the secret to reaching someone with words? In “Poetry Collection 1,” poets go beyond relying on the meaning of words to communicate. Complete this sentence: I (notice/do not notice) the sensory effect of words like swoosh, smush, scrunch, crunch, munch, and splash. Some words I like for their sounds are and because .

Note-taking Guide Use this chart to record the topic and actions in each poem.

Poem Topic Two Actions in the Poem

Cat!

Silver the moon

Your World Education © Pearson

256 Adapted Reader’s Notebook © Pearson Education Vocabulary 2 Hithery/Thithery 2. dithery 1.

approval flatterer 25 20 15 10 5 Can’tshescratch! Hithery Slathery Treatherrough! Spitfire chatterer, (DITH er ee) adj. ee) er (DITH And’s hissingatme She’s reachedherark Of thesycamoretree, Scritching thebark Thithery Run tillyou’redithery, Don’tmissher! Hisser, Slithery Green-eyed scratcher! Catch her,catch Whiskery spitter! Git her,git Offhermat! Scatter her,scatterher Spitch!Spatch! Howshespits! Pftts!pftts! Sleeky flatterer, After her,after Scat! (FLAT erer) made-up words based on on based words made-up Development Wuff! Wuff! Cat! nervous and confused; in adither. in confused; and nervous n . one who praises others insincerelyinorderto wintheir . onewhopraisesothers Eleanor Farjeon 2 hither Cat! and and thither , which mean “here” and “there.” and “here” mean , which 1 meaning of youthat ﬁ helps is passage a underlined synonym Whichwordintheanother word. word that as means thesame include asynonyminclude may Context word. particular Context Reading Skill sounds of that animal? theHow wouldyou describe ofyour favoriteThink animal. Activate Prior Knowledge NOTES TAKE poem’s action? you imagine thethey help that imitate How cat do sounds. words made-up Underline two or words that imitate sounds. sound device is of type One ideas. to express ofwords quality use themusical Sound devices Literary Analysis

Poetry Collection 1 Collection Poetry is the text arounda is thetext git ? gure out thegure out allow poets to allow poets onomatopoeia, . This is a is This . 257 TAKE NOTES 30 Pftts! pftts! Wuff! wuff! Scat, Cat! Reading Skill That’s Preview the lines of verse to 35 That! identify unfamiliar words in “Silver.” Write the words below.

Silver Walter de la Mare

Write the deﬁ nition of each word and its sentence role, or Slowly, silently, now the moon 1 the way each word is used. Walks the night in her silver shoon; This way, and that, she peers, and sees

Silver fruit upon silver trees; 5 One by one the casements2 catch Her beams beneath the silvery thatch;3 Couched in his kennel, like a log, With paws of silver sleeps the dog; Read Fluently From their shadowy coat the white breasts Read the underlined text. Then, peep write the lines in your own words, using sentence form. This 10 Of doves in a silver-feathered sleep; will help you ﬁ nd the subject of A harvest mouse goes scampering by, the lines, its description, and With silver claws, and silver eye; action. And moveless fish in the water gleam, By silver reeds in a silver stream.

Reading Check What “walks the night”? Circle the text that tells you.

Vocabulary Development Education © Pearson kennel (KEN uhl) n. a place where dogs are kept

1. shoon (SHOON) n. old-fashioned word for “shoes.” 2. casements (KAYS muhnts) n. windows that open out, as doors do. 3. thatch (THACH) n. roof made of straw or other plant material. 258 Adapted Reader’s Notebook © Pearson Education Vocabulary

1 cordons 1.

rapture 10 5 Andcradledmywingsonthebreeze ButIsightedthedistanthorizon (KAWR duhnz) With rapture,withpower,ease! Then soaredtotheuttermostreaches I batteredthecordons To travelthisimmensity. And Ithrobbedwithaburningdesire Where theskylineencircledsea My wingspressingclosetomyside. In thenarrowestnestinacorner, I know,forusedtoabide Your worldisasbigyoumakeit. (RAP cher) Development n. n. lines or cords that restrict free movement. free restrict that cords or lines ecstasy Georgia Douglas Johnson Your World Your 1 aroundme mean? immensity ﬁ bracketed passage that helpyou Underline thewords inthe information aword. about Context Reading Skill “Your World.” Circle theendrhymes in sounds at theends ofwords. Rhyme Literary Analysis NOTES TAKE text that tells you. tells that text “Your World” once live? Circle the ofWhere didthespeaker Reading Check poetry? Explain. ofreadingthe experience What dosound devices Stop to Reﬂ

gure outthemeaningof is the repetition of repetition is the clues give you more immensity . Whatimmensity does ect ect Your World Your addto 259 AFTER YOU READ Poetry Collection 1

1. Draw Conclusions: How does the speaker of “Cat!” feel about the cat?

2. Generalize: The silvery light of the moon in “Silver” makes everything look silver. What mood does the poet create as he describes these effects? The mood is the feeling an author creates in the reader.

3. Reading Skill: Context is the text around a certain word. Explain how context helps you figure out the meaning of the word scritch in “Cat!”

4. Literary Analysis: Complete the chart with examples of the sound devices you find in each poem. Sound devices use different sounds to make words more musical. Not all of the sound devices are used in each poem. An example of each sound device has been given to you.

Cat! Silver Your World

alliteration slithery/slathery

onomatopoeia scritch, scratch © Pearson Education © Pearson rhyme flatterer, chatterer, scatter her

260 Adapted Reader’s Notebook © Pearson Education Poem: these sounddevicescreatethemoodofpoem. Use thefollowingcharttolistexamplesofsounddevicesandhow Listening Recitation Poetry andSpeaking: your choicesasyouanswerthequestions. decide whichpoemtochooseforyourintroduction.Besureexplain Write anintroductionforapoetryreading.Usethischarttohelpyou Introduction Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING Onomatopoeia Alliteration Rhythm Rhyme way? interesting most Which inthe poemiswritten most meaningful to others? Which poemdoyou thinkwillbe Which poemdidyou likebest? Use thesenotestowriteyourintroduction. Sound DeviceSound

Poem Mood: Contribution to Mood Contribution to

Reason Poetry Collection 1 Collection Poetry 261 VOCABULARY WARM-UP Poetry Collection 2

Word List A Study these words from the poetry of Eve Merriam; Nikki Giovanni; and Alfred, Lord Tennyson. Then, complete the activity that follows. ancient [AYN shuhnt] adj. from times long ago The Olympic Games began in ancient Greece. captured [KAP cherd] v. taken by force When enemy troops are captured, they must be treated decently. foul [FOWL] adj. horrible Why do shoes always have such a foul smell when they get wet? funeral [FYOO ner uhl] adj. having to do with a ceremony held after a person has died The funeral flowers brought beauty to a sad day. interior [in TEER ee uhr] adj. inside; of a person’s private self My diary told about the thoughts and feelings of my interior world. triumph [TRY uhmf] n. a feeling of joy because of success Our triumph at finally winning the state spelling bee was huge.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

Since [1] times, people have had special ways to celebrate

the lives of those who die. In addition to holding fancy [2] services, people have built great structures to honor the dead. The

best examples are the pyramids of Egypt. If a pharaoh [3] enemies or gained great wealth, for example, paintings and statues

tell the story. They show the [4] the rulers felt after such victories. The Egyptians even figured out how to avoid the

[5] odor of a dead body. If only we could know the

[6] minds of these brilliant people! The way they preserved the bodies is amazing! Looking at the mummies, you © Pearson Education © Pearson almost believe that the world of the pharaohs is still alive.

262 Adapted Reader’s Notebook © Pearson Education importance of Dr. King’s life. January, anationalholiday reminds us of the terrible loss Jr. Luther of Dr. King, Martin Each half-mast that day. The entire at nation fly flags American memory by ordering all that felt the PresidentThe of United the States honored King’s other, the and church Atlanta; in at college. his Two were held: services one funeral at home his event tragic touched This nine. Americans. all to that of the greatest speakers of ancientSome have to compared inspire others ability his times. most among the are famous of modern times. and awards during his lifetime. King’s speeches schoolhigh received and at degrees fifteen, many must have been extraordinary. He graduated from honestly about need the for treatment equal for all. blacks in America. Few have spoken as wellemployment and opportunities for poor the the as and includedchange. This education in changes and to corners work of country the from all for social people inspired words His times. 2,500 some spoke protests. peaceful encourage he to continued Yet, again. and again despite by force, taken being wascaptured to jail taken and King America. out to marches speak and injustices against in With thousands of followers, he stagedpath. boycotts Instead, he encouraged peaceful protest. rights. equal to feelbegin triumph of the gaining Americans hetime, had helped African many person to receive this By Nobel the Peace Prize. At age thirty-five, King became the youngest without change violencecreating or foul actions. wordsHis deeds and have asamodel served for many important changes in American life. paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read itRead again, the following passage. and Pay special attention READING WARM-UP Sadly, wasshot King to death at age thirty- whose man interior life wasabrilliant King King traveled more than 6 million miles and How did never he do it? chose King easy the Jr., LutherDr. King, Martin brought about 2 Underlinethewords that 2. thatis word the Underline 1. 4. Circle the word describing describing word the Circle 4. Underlinethesentence that 3. 6. Circle the words thattell words the Circle 6. Underlinethewordin 5. feeling of feeling a timewhenyou have hada tell about Then, triumph. to feel people tell what led prompted by violence. example of by foul.Give andescribed interesting might have person an smart why avery explain Then, naming King’s interior life. means. what captured jail. Explain to andtaken captured being tells what resultedinKing’s imagine itmight have been. funeral a sentence describing one Write wereheld. for King services where thefuneral or civilization. ofan an example the opposite ofancient. Give previous sentence that means Poetry Collection 2 Collection Poetry service for King asyou forKing service Poetry Collection 2 Collection Poetry triumph interior foul behavior ancient . life. 263 time

MAKING CONNECTIONS Poetry Collection 2

Summaries The speaker in “Thumbprint” is glad that no one is exactly like her. The speaker in “The Drum” describes different people in terms of drums. The speaker in “Ring Out, Wild Bells” wants the bells to ring out the bad and ring in the good.

E BIG TH Writing About the Big Question What is the secret to reaching someone with words? The writers of the poems in “Poetry Collection 2” take advantage of the musical quality of poetry with readers. Complete this sentence: Words set to a beat, whether poetry or song lyrics, can create a memorable experience for a listener because .

Note-taking Guide Use this chart to note details about the subject of each poem.

Thumbprint The Drum Ring Out, Wild Bells

Subject of the Poem the speaker’s thumbprint

Words that describe the subject © Pearson Education © Pearson

264 Adapted Reader’s Notebook © Pearson Education 3. 2. 1. AFTER YOU READ 4. rhyme buzz) (Example: onomatopoeia ball) big (Example: alliteration to figureoutthemeaningoffeud.Explaincontext Reading Skill:Lookatthewordfeudin“RingOut,WildBells.” Try Why isherthumbprintsoimportanttoher? Interpret: In“Thumbprint,”thespeakerdescribesherthumbprint. Explain. of thesethreepoemsdoyouthinkwouldworkbestasasong? Respond: Thinkaboutthewaythatapoemislikesong.Which each poem. devices in chart below.Completethewithexamplesofeachsound Literary Analysis:Threecommonsounddevicesarelistedinthe help youfigureouttheword’smeaning.

the three poems. Not all of the sound devices are used in the threepoems.Notallofsounddevicesareusedin my mark Poetry Collection 2 Collection Poetry Thumbprint Pa-rum h rmRing Out, Wild Bells The Drum Poetry Collection 2 Collection Poetry clues that 265 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Introduction Write an introduction for a poetry reading. Use this chart to help you decide which poem to choose for your introduction. Be sure to explain your choices as you answer the questions.

Poem Reason

Which poem did you like best?

Which poem do you think will be most meaningful to others?

Which poem is written in the most interesting way?

Use these notes to write your introduction.

Listening and Speaking: Poetry Recitation Use the following chart to list examples of sound devices and how these sound devices create the mood of the poem.

Poem: Mood:

Sound Device Contribution to Mood

Rhyme

Rhythm

Alliteration

Onomatopoeia © Pearson Education © Pearson

266 Adapted Reader’s Notebook © Pearson Education literally. Figurativelanguageincludesthese Figurative languageiswritingor speech thatisnottobetaken Literary Analysis Look upthewordinadictionaryifyoudonotfindanyotherclues. probably right.Ifitdoesnotmakesense,rereadorreadaheadagain. reread thesentence.Ifsentencemakessense,yourmeaningis sible meaning.Replacethewordwith possiblemeaningasyou context clueswhenyouseeaworddonotknow.Figureoutpos- you understandneworconfusingwords.Rereadreadahead Context isthetextaroundaword. Thesewordsandphrasescanhelp Reading Skill BEFORE YOU READ She agonized for days, Example Think of the Explanation Don’t Synonym I Contrast never shopanymore, butlast year, was I ashopping enthusiast. Read thepoems.Look forexamplesoffigurative language. The chartshowsthecommontypesofcontextclues. • Personification comparesanonhumanthing toapersonby • giving A metaphor comparestwo unlikethingsbysayingthatonething • • A simile usesthe words likeoras • sleep. the nonhumanthinghumanqualities: Thetreestoss intheir is theother:Theworldmyoyster. His eyeswereasblackcoal. reject Poetry Collection 3 • Poetry Collection 4 Collection Poetry • 3 Collection Poetry ourrequest. Your manypeople. can hurt veto capacity —this alot truck can carry of cargo. biting hernails, sleepingpoorly,

and to comparetwounlikethings:

Poetry Collection 3 • Poetry Collection 4267 Collection 3• Poetry Collection Poetry crying figures ofspeech. because she was worried. for 4 UNIT VOCABULARY WARM-UP Poetry Collection 3

Word List A Study these words from the poetry of Patricia Hubbell, Richard García, and Langston Hughes. Then, complete the activity that follows. bulging [BUHLJ ing] adj. swelling out in a round shape or lump The huge frog, with bulging eyes, jumped into the water. dew [DOO] n. small drops of water that form overnight outdoors I got up early, before the sun had dried up the dew on the grass. direct [di REKT] v. to aim something in a particular direction Would you direct the heat vents more to my side of the car? hose [HOHZ] v. to wash or pour water on something with a hose Hose off your muddy shoes before you come inside! muck [MUHK] n. a substance that is sticky, wet, and dirty; mud After the floodwaters dried, the town was covered in muck. perch [PERCH] v. to sit on the edge or on top of something We like to perch on the very top of the mountain and watch the sunset.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

My shoes got wet with morning [1] as I crossed the lawn

to get the newspaper. The [2] plastic bag indicated a free sample inside. Sure enough, when I opened the bag, I found a pouch of moist dog food, and it was leaking onto the paper. I headed back to

the house, knowing that I could never [3] off the paper and still read it. Just then, a red-throated bird flew in front of me to

[4] on a high branch of the cherry tree. While I followed it

with my gaze, I stepped in a hole of gooey [5] in the middle of the dirt-and-gravel path. Now, the paper wasn’t the only thing that needed cleaning off. It was only seven o’clock, but I had to © Pearson Education © Pearson

[6] my attention to two sloppy jobs before breakfast.

268 Adapted Reader’s Notebook © Pearson Education not Ithought of that? Now, dirt. slimy the off washing why hadbegins onto pocket, his hanging With Terry Justin still follow its odor. Justin picks up garden the hose. smell sogood Terry that hasrisked abath to swollen pocket. pocket the Whatever isin must He him. snaps on muzzleafter right his Justin’s on aleash but one with pocket at side. bulging the Terry with back—not running comes he Instead, what isexactly that he hasgoneI think to do. himself. When Justin disappears from sight, out that figure but he curious towill seeif Iam must get Terry on leash the order in to wash him, but front the lawn. hose anything down house. I begin to doubt that Justin will manageon to and high-tails it around to the other side ofby now dog the the hasgotten to what wise isgoing to direct the stream of water at Terry. Of course,on the faucet at the side of the house.pulls out He aten-foot attempts of garden length hose turns and me tip to off what grass the isabout to happen. coat. bucket, The brush, shampoo and bottle on dog to get hasmanaged brownmuck over his all Alongside white ishis terrier, him Terry. The Justin is standing in front of his house. one on early asummer awake weekend. this scold branch and usa high from afar. up to perchpath. on Then, atree it scurries across our Anervous runs squirrel a flashlight. risen just enough for us to walk safely without sun The has dog, walk. for Rex, morning his paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read it again,Read the following and passage. Pay special attention READING WARM-UP The next thing Iknow, thing next The Terry comes charging experience,From Icould tell Justin he that Iwatch and Rex from apolite distance. Justin corner, the Iturn As not Iseeam only the my on grass. heavy Itake the dewThe isstill 4. Circle what Justin attempts to Circle whatattempts Justin 4. 6 Underlinethewordthat tells 6. Circle thewords inthe 5. 1 Circle thesentence inthe 1. 3. Circle the three objects objects three the Circle 3. Underlinetheplace wherethe 2. word orwords for sentence, usingadifferent at Terry.direct Rewrite the to be bulging be to what it you thinkwascausing Describe what wasbulging. down things inside ahouse. whether you should hose.Explain understand that toparagraph help dew what your own explain words, Inthe dewis onthegrass. still that whyparagraph explains in elsegotcoveredor someone Writeis. atimethat you about that give aclueto what muck sentence inthenext named you like to perch ofsomeplace an example squirrel goesto perch. Give Poetry Collection 3 Collection Poetry muck is. . Poetry Collection 3 Collection Poetry . . direct hose 269 .

MAKING CONNECTIONS Poetry Collection 3

Summaries Concrete mixers and elephants are compared in “Concrete Mixers.” The speaker of “The City Is So Big” feels frightened by the city at night. The speaker in “Harlem Night Song” invites a loved one to enjoy the beauty of the night sky over the city.

E BIG TH Writing About the Big Question What is the secret to reaching someone with words? In “Poetry Collection 3,” three poets carefully craft their words to help us experience life in a big city. Complete this sentence: Even if you have never been to a place, a talented poet can help you experience how it might feel to be there by .

Note-taking Guide Use this chart to help you record the imagery in each poem.

Imagery

Concrete Mixers elephant tenders, tough gray-skinned monsters, muck up to their wheel caps

The City Is So Big

Harlem Night Song © Pearson Education © Pearson

270 Adapted Reader’s Notebook © Pearson Education Vocabulary 1 mahouts 1.

urban ponderous 15 10 5 Spraylikeelephants, Directthespraytobulgingsides, Standinginmuckuptotheirwheel-caps, (ER buhn) buhn) (ER (muh HOWTS) n. HOWTS) (muh Their trunksareraisingacity. Concrete mixersareurbanelephants, Bellowlikeelephants Movelikeelephants Concretemixers Turn andstartthemonstersmoving. mahouts, Their driversperchontheirbackslike Like rowsofelephants,tailtotrunk. They ridthetrunk-liketroughofconcrete, Sending thespraysofwaterup. Elephant-bellied andelephant-nosed, ponderous, Tough gray-skinnedmonstersstanding down. Like elephanttenderstheyhosethem mixers; The driversarewashingtheconcrete (PAHN duh ruhs) Development adj. in or relating to a town or city in India and the East Indies, elephant drivers or keepers. or drivers elephant Indies, East the and India in Concrete Mixers Concrete very heavy adj. very Patricia Hubbell Patricia 1 muck themeaningof understand you clueshelp context the passage. underlined What that Review word. understand you help words can andphrases These word. new oranunfamiliar Context Reading Skill cities share? visited. What qualitiesdothese thecitiesyou have about Think Activate Prior Knowledge NOTES TAKE simile inline7? simile inthe compared things arebeing words the apparently unlike using things, A simile Literary Analysis

Poetry Collection 3 Collection Poetry ? Explain. compares two two compares is the text surrounding is thetext a like or as . What two 271 TAKE NOTES The City Is So Big Richard García

Reading Skill The city is so big Read the ﬁ rst bracketed passage. Its bridges quake with fear Circle the context clues that help I know, I have seen at night you learn that quake means “tremble.” The lights sliding from house to house 5 And trains pass with windows shining Read Fluently Like a smile full of teeth Readers often confuse its and it’s. Its is a possessive. It describes I have seen machines eating houses how one thing belongs to And stairways walk all by themselves another. It’s is a contraction that And elevator doors opening and closing is short for it is. Look at Its in the 10 And people disappear. ﬁ rst bracketed passage. To what do the bridges belong?

Literary Analysis Personiﬁ cation is a comparison in which a nonhuman subject is given human characteristics. Underline an example of personiﬁ cation in the second bracketed passage. Then, put a box around the human characteristic that is described.

Reading Check To what does the speaker compare a train’s windows? Bracket the answer in the text. © Pearson Education © Pearson

272 Adapted Reader’s Notebook © Pearson Education Vocabulary 15 5

roam 10 Letusroamthenighttogether Ofgoldendew. Across (rohm) Singing. Come, I loveyou. A bandisplaying. Down thestreet Stars aregreatdrops Night skyisblue. Moon isshining. The Harlemroof-tops I loveyou. Singing. Let usroamthenighttogether Come, v. Development go aimlessly; wander Harlem Night Song Harlem Langston Hughes Langston Explain. passage? in theunderlined or ametaphorto describe stars other. Hughesuseasimile Does by sayingthat onething metaphor A things. to compare two A simile Literary Analysis NOTES TAKE answer inthetext. Circle the night together”? listener to doasthey“roam the urgethe thespeaker What does Reading Check read sofar? Explain. you have Inthepoems striking language doyou fi offi What example Stop to Refl

Poetry Collection 3 Collection Poetry usesthewords like compares two things comparestwo ect ect nd most gurative is 273 the or as

AFTER YOU READ Poetry Collection 3

1. Interpret: What has the speaker of “The City Is So Big” actually seen?

2. Analyze: Mood is the feeling that a work creates for a reader. How do the repeated phrases in “Harlem Night Song” stress the joyful mood of the poem?

3. Reading Skill: Use the context surrounding the word trough in line 9 of “Concrete Mixers” to explain what a trough looks like. What does a trough do on a concrete mixer?

4. Literary Analysis: Figurative language is writing or speech that is not meant to be taken literally. Use this chart to study the figurative language in “The City Is So Big.”

Object Object Similarities

windows ❑ Simile is compared to ❑ Metaphor © Pearson Education © Pearson ❑ Personification

274 Adapted Reader’s Notebook © Pearson Education Use thecharttolistyourreasonsforselectingeachpoem. Create amini-anthologybyfindingthreepoemsaboutsimilartopic. Research and Technology: Mini-Anthology planning yourpoem. and personificationtodescribeeachitem.Usethischartbegin and asoundthatyoucanfindincity.Then,usesimile,metaphor, Write astudyforpoemaboutcitysetting.Listanobject,sight, Writing: Study for aPoem SUPPORT FOR WRITING EXTEND YOUR AND LEARNING Sound: Sight: Object: Use yournotestocreatemini-anthology. Poem Title Simile Why IChose thePoem eahrPersonification Metaphor Poetry Collection 3 Collection Poetry 275 VOCABULARY WARM-UP Poetry Collection 4

Word List A Study these words from the poetry of Pablo Neruda, Elizabeth Bishop, and Emily Dickinson. Then, complete the activity that follows. cicada [si KAY duh] n. a large, winged insect, the males of which make a loud sound I heard my first cicada of the summer humming in the tree. drifting [DRIFT ing] adj. moving slowly in the air or on water The wind loosened the leaf that I saw drifting toward the ground. limp [LIMP] adj. not firm To keep the carrot strips from going limp, place them in water. relieved [ri LEEVD] adj. glad because a worry or stress is gone We were relieved when the tornado finally passed our town. rut [RUHT] n. a deep track in the ground made by a wheel We didn’t see the rut in the road and drove over it bumpily. sawing [SAW ing] adj. like the sound of a hand saw The sawing noise coming from the garage woke us up early.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once. It was the kind of sunny, hot, muggy summer afternoon that made

you feel tired and [1] right down to your bones. To add to

my discomfort, one [2] after another was “serenading” me

with its loud [3] noise. The sound, [4] through the air from trees far and near, had reached the level of annoyance that could drive a person crazy. Just as I thought there was no chance

of being [5] of my discomfort, I noticed a low band of clouds headed in my direction. The sky briefly darkened, and a cool breath of fresh air ruffled the curtains. Rain suddenly burst from the

clouds, quickly filling the [6] in the driveway with water. © Pearson Education © Pearson Just as suddenly, the rain stopped and the sun beat down anew.

276 Adapted Reader’s Notebook © Pearson Education be one toremember forever. fact, year, that seasons, its dramatic would with country, but it was not because of weather. the In October, city. the did asIusually in I did not sneeze nonstop September through and soon cleaned the air rather than making it stickier.September, my senses and were relieved. Rain last long, on acool though. breeze arrived in Fall ofcounterpart awet, dishrag. limp It wasnot to hotgrew muggy. and into human the Iturned ugly insect all morning and afternoon. cicada. Ididn’t loud the noise miss of sawing that July without somuch sound—of a asasign—or lower. we Also, had week gotten of third to the temperature The true. humidity were and much city. the to bealot in more It bearable than was and wisteria were spilling over the corral fence. followed. irises and Before roses we it, knew wild bloomed tulips had daffodils us. the than Hardly disappointing us, however, overwhelmed spring without more snowstorms. two hefty from Far water or with mud. road wasfilled every rut in snow,the to only replace mudslides. it with Every us had freed from temporarily January in rain and continuous for months. five thaw three-day The inches of snow. white The blanket had been almost last week of March, we had seen nearly a hundred beginning. the wasonly That high. drifting with the wind into mounds three feet November. Nearly afoot of white the fell, stuff however, snow dropping began of first the turkey. Here Thanksgiving country, the eating in November, blooming aswe sat rosesstill with paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read itRead again, the following passage. and Pay special attention READING WARM-UP When November rolled around again, I left the Well, weather the and cicadas the did arrive, summer country I had the my expected first in tookSpring longer awhile not and to arrive, By the time the first crocus appeared during the well into lingering I wasused to fall the 5. Underline what caused the Underlinewhat caused 5. 4 Circle thewords inthe 4. 3. Circle the words in the next Circle thewords inthenext 3. that Underlinethephrases 2. Circle ofthedrifting thecause 1. were were Tell atimethat you about writer’s senses relieved. to be handshake. dishrag. Describe a dishrag. Describe writer like felt awet,limp thatparagraph tell why the noise. else thatelse makes a somethingmakes. Describe iscicada andthesoundit a what tell that sentence can do. the damagea Tellmeaning ofrut. about the youhelp understand might see describes something else you snow. Write asentence that what caused thechange. what caused Poetry Collection 4 Collection Poetry relieved Poetry Collection 4 Collection Poetry drifting and explain andexplain rut inaroad . sawing limp 277

MAKING CONNECTIONS Poetry Collection 4

Summaries The speaker of “Ode to Enchanted Light” enjoys the beauty of nature. A thunderstorm at the beach is described in “Little Exercise.” The speaker of “The Sky Is Low, the Clouds Are Mean” humorously describes a dark winter day.

E BIG TH Writing About the Big Question What is the secret to reaching someone with words? The poets in “Poetry Collection 4” share their ideas about nature. Complete this sentence: Written works about nature that get the most positive feedback from me are ones that .

Note-taking Guide Use this chart to recall the main image in each poem.

Ode to Enchanted Light Little Exercise The Sky Is Low, the Clouds Are Mean a forest with light shining through the trees © Pearson Education © Pearson

278 Adapted Reader’s Notebook © Pearson Education 1. AFTER YOU READ 4. 3. 2. light Infer: ThinkabouthowP language in“OdetoanEnchantedLight.” Literary Analysis:Usethecharttoanalyzefigurative another possiblemeaning. word Reading Skill:Lookatthewordpileinline20of“LittleExercise.”The these wordsshowabouttheseason? The writerusesthewordsrut,complain,andmean.Whatmooddo Interpret: Itiswinterin“TheSkyIsLow,theCloudsAreMean.” an EnchantedLight.”How do

Object pile doesnotmeanaheaphere.Usecontext is compared to Poetry Collection 4 Collection Poetry ablo Nerudadescribestheworldin“ Object you thinkhefeelsaboutlife? both have . Similarities clues tofind ❑ ❑ ❑ Poetry Collection 4 Collection Poetry Personification Metaphor Simile Ode to 279 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Study for a Poem Write a study for a poem about a natural setting. List an object, a sight, and a sound that you can find in nature. Then, describe each item through simile, metaphor, and personification. Use this chart to begin planning your poem.

Simile Metaphor Personification

Object:

Sight:

Sound:

Research and Technology: Mini Anthology Use a chart like the following to record information about the poems that you want to include in your anthology. Create a chart for each poem.

Title of poem: Author;

Why I chose this poem:

• What do the poems have in common?

280 Adapted Reader’s Notebook © Pearson Education and italicizedboldfacedtype. headings, subheadings,numbers,signalwords,illustrations,captions, information, orhelpshowwhatshouldbedone.Thesefeaturesinclude about aproduct.Somefeaturesidentifyingredients,highlightimportant understand howtomakearecipeorreadnutritionalinformation You cancompareandcontrastfeaturesofconsumermaterials Reading Skill label intheStudentEdition.Readingafoodcantellyou learned thedifferentpartsofarecipe.Theseinclude drink. Youwillfindrecipesmucheasiertofollowafteryouhave Recipes aredirectionsthatexplainhowtomakeatypeoffoodor About Recipes andFood Labels INFORMATIONAL TEXTS • the amountoffat,cholesterol,sodium,carbohydrates,protein,and • the numberofcaloriesperserving Food labelsgiveinformationaboutfoodproducts.Studythe • the number ofservingsthedishwillmake • directions thattellthestepstofollow • a list ofingredients • a title thatnamesthedish nutrients intheproduct Recipes Food and Labels Recipe Nutrition Information Informational Texts to to 281 © Pearson Education title that names the names a title that prepared food being a list of ingredients directions that explain cer- how to prepare a tain kind of food text written for a general audience The recipe includes tips for preparing the food successfully.

Recipe Features: • • • •

Can freeze Can Yield: 30 Yield: A list of ingredients A list of ingredients tells readers what goes into the food they will be making. is it important that a recipe communicate accurate that a recipe is it important Why information? What is the secret to reaching someone with words? What is the secret to

Informational Texts Informational

raspberry preserves raspberry

1½ cups1½ chopped nuts

egg whites egg than usually involves nothing more because shaping to make, cookies down the dough or few call for patting from a spoon. A dough dropping are most cases, drop cookies of a knife. In with the tip it out spreading slightly stiffer or softer if the mixture is No harm is done forgiving: very or puffier than usual. just be a little flatter the results will expected; than

ABOUT DROP COOKIES DROP ABOUT to call “drop cakes,” cookies, which we used Whoever invented drop all are the easiest of Except for bars, drop cookies deserves a medal.

2 cups flour cups 2

2-3 egg yolks egg 2-3

1 cup butter cup 1

½ cup brown sugar brown cup ½ Baking:min 18

Preparation:min. 25

Bake 8 to 10 minutes longer. Fill print with raspberry preserves. raspberry with print Fill longer. minutes 10 to 8 Bake

Baked at 305° for 8 minutes. Remove from oven and reset thumbprint. reset and oven from Remove minutes. 8 for 305° at Baked

Put on slightly greased cookie sheet and make a thumbprint on each ball. each on thumbprint a make and sheet cookie greased slightly on Put

Form balls and dip into slightly beaten egg whites. Roll balls in chopped nuts. chopped in balls Roll whites. egg beaten slightly into dip and balls Form

Cream together sugar, butter, and egg yolks. Beat flour into this mixture. this into flour Beat yolks. egg and butter, sugar, together Cream

Let the egg white fall into the bowl, keeping the egg yolk intact in the shell. the in intact yolk egg the keeping bowl, the into fall white egg the Let

Over a bowl, pour the egg back and forth between the cracked halves. cracked the between forth and back egg the pour bowl, a Over To separate eggs, crack each egg in half. in egg each crack eggs, separate To 282 © Pearson Education Write directionsforafoodyouknow howtomake. 3. What informationdoyoulearnfromtheillustrationsin 1. Why domostrecipeslistalloftheingredientsneededbefore AFTER YOU READ 4. How mightcomparingandcontrastingthenutritionalfactsona 2. Why isitimportanttocheckaNutritionalFactslabelforboththe

• What stepsdoyoutakeinfollowingtherecipe? • What toolsareneeded? • What ingredientsareneededforthisrecipe? thumbprint cookiesrecipe? explaining howtousetheingredients? package ofcookieshelpyoudecidewhethertobuythepackage? suggested servingsizeandthenumberofservingspercontainer? Thinking AboutThinking the the Recipe and Food Label Reading Skill Timed Writing: Explanation (15minutes) Informational Texts 283 UNIT 4 BEFORE YOU READ Poetry Collection 5 • Poetry Collection 6

Reading Skill To paraphrase is to put text in your own words. Before you paraphrase a line or a passage, reread to clarify the writer’s meaning. First, look for the most important information in each sentence. Then, start putting the whole sentence into your own words. Restate details more simply. Use synonyms for the writer’s words. Synonyms are words that mean the same as the word you replace. Look up any words that you do not know. Replace unusual words and sentences with language that is more like the way people speak every day. Use this chart to help you paraphrase poetry.

Poem:

Line from poem

Basic information

Paraphrase

Literary Analysis There are two main kinds of poetry. They are lyric poetry and narrative poetry. • Lyric poem: tells the thoughts and feelings of a single speaker. The speaker is the person “saying” the poem. This type of poem gives a certain feeling or idea. • Narrative poem: tells a story in verse. A narrative poem has all the parts of a short story: characters, setting, conflict, and plot. © Pearson Education © Pearson Read the poems. Look for examples of lyric and narrative poetry.

284 Adapted Reader’s Notebook © Pearson Education thicketed desire the to doand something small trees small resolution familial brethren benefits right away.right One of [3] the from Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word Fill Exercise A aromas that follows. Then, Sánchez. complete Ricardo Shakespeare, and activity the of Hayden, Robert Study words these poetry fromthe William A List Word VOCABULARY WARM-UP country. It had a comfortable, [2] [2] country. It comfortable, a had the in deep was school The summer. a for school cooking to went tomato and bean plants grew so well that they [4] there was plenty of room to grow fresh vegetables to use in recipes. The Mouth-watering [5] [5] Mouth-watering day, the garden. During young the chefs worked big the kitchens. in enjoyed a fine meal and the company of their cooking [6] enjoyed company the [6] and meal of cooking their afine Claire was firm in her in [1] wasfirm Claire with resolution. with Though painting the house was not easy work, hecompleted the task The island wasThe thicketed with berry-producing shrubs. Jenna’s familial duties included watching her little brother. werethey family. Native Americans treated the early white settlers like brethren, if as benefitsThe of Grandma’s visit were three great meals every day. The aromas of cooking, made my mouth water. n. ROH[uh muhz] [BEN uh fits] adj. yuhl] MIL [fuh [BRETH ruhn] [THIK it adj. ed] [THIK [rez uh LOO shuhn]

n. advantages or help that you get from something n.

covered with a thick growth of or shrubs growth coveredathick with strong, pleasant smells pleasant strong, brothers; comrades or fellows

having to do with a family filled the air. Each evening, they all n.

the quality of having strong beliefs of having quality the of being in the country was that wasthat country the of in being to become agreat chef, so she feel, felt Claire and at home

Poetry Collection 5 Collection Poetry Poetry Collection 5 Collection Poetry part of the . 285 READING WARM-UP Poetry Collection 5

Read the following passage. Pay special attention 1. Circle the words that explain to the underlined words. Then, read it again, and the meaning of brethren. Then, give a synonym for complete the activities. Use a separate sheet of brethren. paper for your written answers. 2. Underline the words that tell I was so excited when my parents told me that what made the area thicketed. we were going to a family reunion! I had never Describe a thicketed area that been to one before. All I knew was that there you know about. would be more than 300 Santoros in one place at 3. Circle the words that give a one time, and that all of us were related, all of us clue about the meaning of were brethren. I realized that I had more cousins familial. Are there familial than I had ever dreamed of. resemblances in your family? We got on the road early on the morning of the 4. Underline the words that tell reunion, and started on our way. The family had what is making the aromas. rented an entire campground by the seashore for Name some of your favorite the event. We drove on and on, past the city, past aromas. small towns, and then through an area that was 5. Underline the word that is thicketed with low shrubs and berry bushes. similar to beneﬁ ts. Tell about The air smelled salty. We were almost there. some beneﬁ ts you have by being a member of a family, Soon I saw lines of cars parked by the sand, all a club, or a team. with signs that said, “Santoro Family Reunion.” Even the vehicles seemed to have a familial 6. Circle the word that helps likeness—there were several that looked the you understand the meaning of resolution. Tell about same as ours, as if they were relatives. We something you have done parked and jumped out of the car to join in the with resolution. party. Aromas of grilling meats and vegetables filled my nose, and those delicious smells made me hungry right away. I was given a T-shirt with the family name on it, and before I knew it, I was in the middle of a game of beach volleyball. One of the benefits of having a big group is the advantage of having plenty of helping hands. As if by magic, big tables were set up, and heaping platters of food were appearing on them. As I ate, laughed, and chatted with Santoros of every shape and size, I realized what a great thing a big family is. I decided then and there, with complete © Pearson Education © Pearson determination and resolution, that I would stay in touch with everyone and that I would organize another family reunion when I was older.

286 Adapted Reader’s Notebook © Pearson Education Use thischarttolisttheemotionsexpressedineachpoem. Note-taking Guide sentence: bitterness, betrayal,fear,courage,love,andloss.Completethis in “PoetryCollection5”conveyawiderangeofemotionssuchas What isthesecrettoreachingsomeonewithwords?The poems speaker celebrateshis grandfather. a falsefriendship.In“OldMan,”the uses imagesfromwintertodescribe escape. “Blow,Blow,ThouWinterWind” the speakerdescribesa frightening Summaries CONNECTIONS MAKING Old Man Wind Winter Blow, Blow, Thou Runagate Runagate T H

B B

I I

G G I canfind poems writteninthepastrelevantaslongthey

Writing About theBig Question Poetry Collection 5 Collection Poetry In “RunagateRunagate,”

Emotion Poetry Collection 5 Collection Poetry . 287 The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. TAKE NOTES Blow, Blow, Thou Winter Wind William Shakespeare

Reading Skill Blow, blow, thou winter wind. Sometimes it is helpful to reread Thou art not so unkind to clarify the writer’s meaning. As man’s ingratitude. Reread the ﬁ rst bracketed Thy tooth is not so keen, passage. Explain whom or what 5 this passage is about. Because thou art not seen, Although thy breath be rude. Heigh-ho! Sing, heigh-ho! unto the green holly. Most friendship is feigning, most loving 1 Stop to Reﬂ ect mere folly. Then, heigh-ho, the holly! In the second bracketed passage, look at the sentence about 10 This life is most jolly. friendship. Do you agree with this statement? Explain. Freeze, freeze, thou bitter sky, That dost not bite so nigh As benefits forgot.

Though thou the waters warp,2 15 Thy sting is not so sharp As friend remembered not. Read Fluently Heigh-ho! Sing, heigh-ho! unto the green Reread the poem. Notice the holly. words thou, thy, art, and dost. Most friendship is feigning, most loving People no longer use these mere folly. words in everyday language. Then, heigh-ho, the holly! What words would you use today 20 This life is most jolly. to replace these words?

Select two lines that use these old words. Put the sentences into your own words. Use everyday language.

1. feigning . . . folly Most friendship is fake, most loving is foolish. 2. warp v. freeze. 290 Adapted Reader’s Notebook © Pearson Education Vocabulary 2 indio 2. rivulets 1. runningrivuletsonface, legacy 20 15 10 5 amidstfamilialgatherings “youareindio, wisewithtime inutah,nevada,coloradoand (IN dee oh) n. oh) dee (IN . (LEG uh see) deep, richfurrows, i luuru . . . . inalbuquerque grandfather, old man, was lifelivedfreely; newmexico solongago duringnightsspent hewouldtellme amongotherthings,” . . . deep, richmemoriesoflife eachonealegacy, whenbeingshepherd talking ofpast with brownskin old man furrows Development Indian; Native American. Native Indian; here, the wrinkles on the old man’s face. old the on wrinkles the here, n. anything handed down from anancestor from down handed anything Ricardo Sánchez Old Man 2 1 (smiles/hurts sweetly) (smiles/hurts October 8,1972 remembrance subject ofthis poem. subject thewhat says the speaker about discussing? heis theperson about feel poem the How does Literary Analysis In your own words, Reading Skill NOTES TAKE that tells you. represent? Underlinethetext old man’s rivulets say thatthe poet the does What Reading Check

Poetry Collection 5 Collection Poetry speaker , or wrinkles, , orwrinkles, paraphrase ofthis 291

TAKE NOTES old man, loved and respected, he would speak sometimes of pueblos,3 25 san juan, santa clara, Literary Analysis and even santo domingo, What thoughts and feelings are and his family, he would say, expressed in this lyric poem? came from there: some of our blood was here, 30 he would say, 4 before the coming of coronado, other of our blood

came with los españoles,5 and the mixture Reading Skill 35 was rich, To paraphrase a passage, you though often painful . . . can use synonyms to replace the old man, writer’s words. Use synonyms to who knew earth paraphrase lines 38–47. by its awesome aromas 40 and who felt the heated sweetness of chile verde6

by his supple touch, gone into dust is your body 45 with its stoic look and resolution, but your reality, old man, lives on in a mindsoul touched by you . . . Reading Check How did the old man know the Old Man . . . earth? Circle the text that tells you.

Vocabulary Development stoic (STOH ik) adj. calm in the face of suffering © Pearson Education © Pearson

3. pueblos (PWEB lohs) n. here, Native American towns in central and northern New Mexico. 4. coronado (kawr uh NAH doh) sixteenth-century Spanish explorer Francisco Vasquez de Coronado journeyed through what is today the American Southwest. 5. los españoles (los es pan YOH les) n. Spaniards. 6. chile verde (CHEE lay VER day) n. green pepper. 292 Adapted Reader’s Notebook © Pearson Education 2. 1. AFTER YOU READ 4. 3. Old Man Blow . Blow, Runagate Analyze: Filloutthischarttoexplainwhatthelinesmean. Respond: poem, “OldMan”?Explain. Literary Analysis:Whatoverallimpressioniscreatedinthelyric words. Paraphraselines1–3of“Blow,Blow,ThouWinterWind.” Reading Skill:Toparaphrasemeanstorestateatextinyourown

(Lines 8–14) (Line 8) (Lines 1–2) Which poemdidyoufindmostmeaningful?Explain. htDe tSy htDe tMa?Why Is It Important? What Does It Mean? What Does It Say? Poetry Collection 5 Collection Poetry Poetry Collection 5 Collection Poetry 293 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Lyric or Narrative Poem Write a lyric or narrative poem about a person whom you admire. Your subject can be a historical figure or someone you know. Answer the following questions to help you get started. Use your notes as you write your poem. • Why do you admire this person?

• What thoughts and feelings do you have about him or her?

• What overall impression do you want to express about this person?

Listening and Speaking: Evaluation Form Complete the following evaluation form for poetry reading. In the left column, add another “quality” that you consider to be important. Fill in an evaluation for a classmate’s reading.

Poem title:

Qualities Score (1–10) Comments

Properly adjusts tone Pauses at correct places Reads loudly and clearly © Pearson Education © Pearson

294 Adapted Reader’s Notebook © Pearson Education refuse refuse peril peril huddled hovel hovel [6] for placefood, to sleep. awarm clothing, and Red pulled upCross van took and homeless the people to ashelter live like [5] marched togethermarched cold, the in outside of a[2] homeless people [3] [3] people homeless protesters spoke out about [4] the from Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word Fill Exercise A defiance cruelties that follows. Longfellow, Paul and Laurence Dunbar. Then, complete activity the Wadsworth Henry ofLazarus, Emma Study words these poetry fromthe A List Word VOCABULARY WARM-UP Yesterday, city, the in Isaw [1] the Who could tossWho painting afine inthe garbage if as itwere refuse? In times of peril,the bell rang out awarning to the townsfolk. The huddledThe crowd stood under the canopy until the rain stopped. lovelyThe cottage promised inthe advertisement wasreally ahovel. In defiance of the law, many northerners aided runaway slaves. The prisonersThe of war suffered many cruelties in prison.

[PER uhl] [HUHV uhl] [REF yoos] adj. ld] [HUHD [di FY uhns] [KROO uhl teez] uhl [KROO

of being arrested, but of arrested, being when off paid efforts their a n. great danger n. n.

the leftover part of something a small, dirty hut dirty asmall, n. on the streets. The protesters were in crowded or gathered together gathered or crowded disobedience; standing up against n. actions or cause that suffering pain for warmth. As people As for passed, warmth. the

of allowing people to

of protesters. They Poetry Collection 6 where some Poetry Collection 6 Collection Poetry 295 READING WARM-UP Poetry Collection 6

Read the following passage. Pay special attention 1. Underline a sentence that to the underlined words. Then, read it again, and helps you understand complete the activities. Use a separate sheet of defi ance. Explain a time you have been in defi ance of paper for your written answers. something you felt was If I asked you to define the word liberty, you unjust. might say it means “freedom.” Then, I might ask, 2. Circle the word that hints at “Freedom from what?” or “Freedom to do what?” the meaning of huddled. You would probably have to stop and think before Describe a time you had to answering those questions. remain huddled for some Over the years, to different groups of people, liberty reason. has meant different things. In early American 3. Circle two cruelties mentioned. colonial times, it meant freedom to practice one’s Describe cruelties that take own religion. Later, it came also to mean defiance place today. of the taxes and other controls that the British put upon the colonists. Americans were not going to 4. Underline what the author contrasts with a hovel. Describe stand for any laws being forced on them! what a hovel might look like. When war broke out with the British, liberty mostly meant independence from Britain. After 5. Underline the peril from the American victory, it came to mean “citizenship which some immigrants were for certain white males and a handful of free men fl eeing. Describe a time when of color.” someone you know or read Slaves brought over from Africa had no liberty. about was in peril. They arrived in this country huddled and 6. Circle a synonym for refuse. chained together in the worst conditions one can Write a sentence that tells imagine. Many of them died at sea. Those who people what to do with their survived often had to endure the cruelties of their refuse. masters. How could a slave owner enjoy his own “liberty” when there was none for the people he beat or sold? How could he enjoy living in a fine home while his slaves lived in a hovel? As you know, slavery ended in 1865. The freeing of slaves gave a new definition to liberty. With the great number of immigrants entering the United States in the 1840s, liberty began to mean other things as well. It stood for freedom from peril at the hands of a cruel ruler’s soldiers who knocked down your door and attacked you. It meant freedom from hunger. It meant freedom to earn a living at a job of one’s choosing. It stood Education © Pearson for not being treated like refuse by a government that regarded your beliefs as worthless garbage. One might say that the meaning of liberty continues to change even today. Do you agree? 296 Adapted Reader’s Notebook © Pearson Education Use thischarttorecallthekeypartsofpoems. Note-taking Guide history. Completethissentence: “Poetry Collection6”recallimportanteventsandpeopleinAmerican What isthesecrettoreachingsomeonewithwords? against slavery. helped people understand thefight praises HarrietBeecherStowe,who “Harriet BeecherStowe,”thespeaker tells thestoryofPaulRevere’sride.In In “PaulRevere’sRide,”thespeaker speaker describestheStatueofLiberty. Summaries CONNECTIONS MAKING subject important? Why isthepoem’s Main Idea Main Subject T H

B B

I I

G G The descriptionofaneventfromhistoryneedsto

Writing About theBig Question Poetry Collection 6 Collection Poetry In “TheNewColossus,”the Liberty The Statue of Colossus The New

inordertohavesignificanceforme. coming. were troops British warn people that the allnightto horse Paul rodea Revere Paul Revere’s Ride Harriet Beecher Harriet Paul Revere’s Ride slavery. about theendof Her book helpedbring

Thepoemsin Poetry Collection 6 Collection Poetry Stowe 297 AFTER YOU READ Poetry Collection 6

1. Respond: Which poem’s subject interests you most? Explain.

2. Interpret: Fill out the chart below. Tell the meaning of the lines indicated. Follow the example given to you.

What Does It Say? What Does It Mean? Why Is It Important? The New Colossus (Line 9) Ancient cultures, The United States is continue to celebrate not interested in your magnificent remaking the achievements. achievements of the past. It wants to make something new. Harriet Beecher (Line 9–10) Stowe

3. Reading Skill: Reread lines 3–5 of “The New Colossus.” Paraphrase the lines. Use a sentence structure that is more like everyday speech.

4. Literary Analysis: “Paul Revere’s Ride” is a narrative poem. What are the setting and conflict of the poem?

298 Adapted Reader’s Notebook © Pearson Education each quality.Useyournotestocreateevaluationform. think thequalityisimportant.Then,explainhowyoucouldevaluate qualities youthinkagoodpoetryreadershouldhave.Writewhy Prepare anevaluationformforpoetryreading.Usethecharttolist Listening Evaluation andSpeaking: Form the followingpromptstoreviseyourlyricornarrativepoem. The personcanbesomeoneyouknoworfromhistory.Use Write alyricornarrativepoemaboutpersonwhomyouadmire. Poem Narrative or Lyric Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What musicalwordscouldyouusetoreplaceyourcircledwords? • Circle wordsthatyoucouldchangetomakeyourpoemmore • Write thelinesofyourpoem. • musical.

Quality h tI motn How to Evaluate It Why It Is Important Poetry Collection 6 Collection Poetry 299 UNIT 4 BEFORE YOU READ Poetry Collection 7 • Poetry Collection 8

Reading Skill Paraphrasing is restating something in your own words. Poets sometimes use words in patterns that are unlike the word patterns in everyday speech. Paraphrasing can help you understand a poem better. Use the following steps to paraphrase: • First, read aloud fluently according to punctuation. As you read, pause briefly at commas (,), dashes (—), and semicolons (;). Pause longer after end marks, such as periods (.). Paying attention to punctuation will help you group words for meaning. It will also help you see complete thoughts. • Next, restate the meaning of each complete thought in your own words. Use synonyms for the writer’s words. Synonyms are words that have the same meaning as another word. Write unusual or difficult phrases in simple words. As you read, pause every now and then. Paraphrase what you have just read. Make sure you understand what it means.

Literary Analysis Poets use imagery to describe things that appeal to the five senses. Imagery helps readers imagine sights, sounds, textures, tastes, and smells. • With imagery: The train thundered past, roaring, screaming. • Without imagery: The train went by. Use this chart to note the imagery used in each poem.

Poem

Sound Sight © Pearson Education © Pearson Smell Touch Taste

300 Adapted Reader’s Notebook © Pearson Education withdraw swarm swarm May, to avoid off a[2] fighting others. countries People may stay American Central indoors the in in of weather. For example, behot May some can in places cool and in from Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word Fill Exercise A shimmer planes dusk continent Walker. Alice and Then, complete follows. that activity the ofStudy John words these Updike, poetry from the N. Scott Momaday, A List Word VOCABULARY WARM-UP May make the [6] May [6] the make of [4] calm the sunsets beautiful bring America, [5] just to sit quietly. weather northeast, people makes far chilly the In [3] sun the outdoors.the watching sit might afternoon, They the in peacefully heat. people time, same Atthe enjoying aroundGreat are the Lakes On the hugeOn the [1] from it. Since the room of full was noisy five-year-olds, Idecided to withdraw They sayThey that aswarm of killer bees can take down alarge animal. When the moon is full, Isee the full, moonWhen is itsreflection shimmer on the lake. A simple different box six has planes. Mom says that she trouble has seeing when she drives at dusk. My aunt visited has every continent except Antarctica.

[DUSK] [PLAYNZ] [SWAWRM] [SHIM er] v. DRAW] [with [KAHN tuh[KAHN nuhnt]

n. from the night air. All over North America, cleardays over America, of air. night from the North All the time before it gets dark, just after sunset n.

n. v. flat surfaces to shine with a soft light that seems that asoft light to shake abit to with shine a large group alarge of move that insects together on water. the of North western the In part to go away or leave of objects seem out to stand more sharply. of North America, there is a great variety there is a great variety America, of North n.

one of masseson largeland the Earth of annoying insects in the

Poetry Collection 7 Collection Poetry Poetry Collection 7 Collection Poetry , a time , atime 301 READING WARM-UP Poetry Collection 7

Read the following passage. Pay special attention to 1. Underline the word in the the underlined words. Then, read it again, and paragraph that gives a clue complete the activities. Use a separate sheet of paper about which continent is “our for your written answers. own.” Then, list the name of each continent. People around the world listen to rock music today. 2. Circle the words describing Yet, this popular form of music had its beginnings what would shimmer under right here on our own continent. It began in the the lights. Then, explain what 1950s. At this time, three unique American musical shimmer means. styles came together. These were pop, rhythm and 3. Underline the word in the blues, and country and western. previous sentence that tells Elvis Presley was the first huge star to put it all what dazzling eyes and together. His rock-and-roll music was incredibly cheekbones like chiseled popular among American teenagers. His voice was planes add up to. Then, great. The beat of his music was strong, fast, and explain why cheekbones exciting. might look like planes. Presley also put on quite a show. He was famous 4. Circle the word deﬁ ning for his way of dancing and for wearing fancy clothes the type of swarm the girls and flashy jewelry that would shimmer under the resembled. Then, describe spotlights. Presley was also very good-looking. He had a time when you have dazzling eyes and cheekbones that looked like seen a swarm of people. chiseled planes. Girls swooned over Presley and followed him everywhere like a swarm of bees. 5. Underline the words telling Because rock and roll really appealed to the young, when rock stars would withdraw from the action. many stars would withdraw from the main stage as Then, tell about a time when they aged. Plenty of young musicians were always you had to withdraw from waiting in the wings to take their place. Today, somewhere. however, some successful, older rock stars perform to audience of all ages. 6. Circle the words telling when Perhaps the biggest force for change in the American you might hear rock music rock-and-roll generation came from England. A group at dusk. Explain why people would be home listening to of four young British lads named the Beatles stormed music at dusk. the United States. In 1964, people went wild when they heard the Beatles’ music for the first time. New influences have always kept rock music fresh and surprising. Folk, soul, disco, heavy metal, punk, hip hop, rap . . . you can hear bits of all of it in rock music. Chances are, if you walk down the street on any summer day at dusk, you will hear rock-and-roll

music coming from someone’s open window. Its energy, Education © Pearson messages for young and old alike, and inclusion of different styles will always keep it popular.

302 Adapted Reader’s Notebook MAKING CONNECTIONS Poetry Collection 7

Summaries In “January,” the speaker describes images connected with winter. “New World” shares different parts of the day in nature. In “For My Sister Molly Who in the Fifties,” the speaker talks about her relationship with her sister.

The Magpie(detail), 1869, Claude

HE BIG T Monet, Musee d’Orsay, Paris Writing About the Big Question What is the secret to reaching someone with words? The poets in “Poetry Collection 7” carefully choose words to convey a speaker’s ideas about specific people and places. Complete this sentence: If someone who did not know me asked me to describe my hometown or my family, I would choose sensory images such as and .

Note-taking Guide Use this chart to record the main image or images in each poem.

January New World For My Sister Who . . .

snowy footsteps © Pearson Education Poetry Collection 7 303 TAKE NOTES January John Updike

Activate Prior Knowledge The days are short, Think about your relationship The sun a spark with the natural world. What in Hung thin between nature inspires you? The dark and dark.

5 Fat snowy footsteps Track the floor, And parkas pile up

Near the door.

The river is Literary Analysis 10 A frozen place Imagery is language that Held still beneath appeals to the senses. Underline The trees’ black lace. one example of imagery in this poem. Is the imagery effective? The sky is low. Explain. The wind is gray. 15 The radiator Purrs all day.

Reading Check What things does the speaker associate with the month of January? Underline two examples. © Pearson Education © Pearson

304 Adapted Reader’s Notebook © Pearson Education Vocabulary fly swiftly and then hang as if suspended in the air. the in suspended asif hang then and swiftly fly hover and hie 1. 20 glistens 2. 1. 25 15 10 5 the plain At dawn mountains. is borne with leaves; Grasses in pools. gathers where light hover hie and eagles and pines. the slopes— blacken Cedars upon and lean that low on winds Pollen with rain. glistens the sky glitters the earth behold: First Man, above (GLI suhnz) Development 1 v. shines; sparkles shines; N. Scott MomadayN. Scott New World sentences areinthis stanza? punctuation aloud ﬂ Then, the bracketed stanza. in marks Circle thepunctuation Reading Skill thispage. reread deﬁ write thepronunciation and unfamiliar. to Use thelinesbelow any words that areand identify onthis page,Preview thetext Fluently Read NOTES TAKE newness? this ofdoes imagegive afeeling of an example underline In thesecond stanza, Literary Analysis

nition of each word. Then, nition of eachword. Poetry Collection 7 Collection Poetry uently according to . Howmany imagery . How 305 read TAKE NOTES 30 shimmer and shine. Shadows withdraw Reading Skill and lie Paraphrase lines 37–45. 35 away Remember to use your own like smoke. words to rewrite the passage. 3. At noon turtles enter

40 slowly into Literary Analysis the warm In the fourth stanza, what dark loam.2 imagery creates a feeling of Bees hold temperature? 45 the swarm. Meadows recede through planes

of heat 50 and pure distance. Reading Check 4. What times of day does the speaker mention? Circle the At dusk words that signal each time the gray of day. foxes 55 stiffen in cold; blackbirds are fixed in the 60 branches. © Pearson Education © Pearson

Vocabulary Development recede (ri SEED) v. move away

2. loam (lohm) rich, dark soil. 306 Adapted Reader’s Notebook © Pearson Education 20 15 10 65 5 Nomatterwhat“Sonnysaid”up the Pouringinonher and cooked Butgreenonionswerehistail white track road. And taughtmenottosayusforwe Words werenolongergood And knew(andtoldustoo)thatcertain Who hadbeentoschool A millionormore The children’squestions And mindedleastofall and cleaned When thesunwashot Who camehomeonvacation A tomatoslicehiscrown. And histwolegswerecarrotsticks full moon. of the Whose eyesIforget Mashed potatoes Once madeafairyroosterfrom FIFTIES FOR MYSISTERMOLLYWHOINTHE the long the moon, follow Rivers For My Molly Sister Who in the Fifties Who Alice Walker senses? Explain. to your appeal effectively stanza thedescriptionsDo inthefi Stop to Refl Molly?about imagery Walker’s What the does poem. fi the Reread Literary Analysis NOTES TAKE poem. Underline theanswer inthe What does Molly make? Reading Check

Poetry Collection 7 Collection Poetry intheselinestell you ect ect rst stanza of 307 rst TAKE NOTES FOR MY SISTER MOLLY WHO IN THE FIFTIES Knew Hamlet1 well and read into the night And coached me in my songs of Africa Reading Skill 25 A continent I never knew Read lines 22–24 to identify one But learned to love complete thought. Paraphrase Because “they” she said could carry the lines. A tune And spoke in accents never heard 30 In Eatonton. Who read from Prose and Poetry And loved to read “Sam McGee from

Tennessee”2 On nights the fire was burning low Literary Analysis And Christmas wrapped in angel hair3 To which senses does the 35 And I for one prayed for snow. imagery in lines 36–52 appeal? Give two examples. WHO IN THE FIFTIES Knew all the written things that made Us laugh and stories by The hour Waking up the story buds

40 Like fruit. Who walked among the flowers And brought them inside the house And smelled as good as they Reading Skill And looked as bright. Paraphrase the underlined Who made dresses, braided passage. 45 Hair. Moved chairs about Hung things from walls

Ordered baths Frowned on wasp bites And seemed to know the endings 50 Of all the tales I had forgot.

1. Hamlet play by William Shakespeare. 2. “Sam McGee from Tennessee” reference to the title character in the Robert Service poem, “The Cremation of Sam McGee.” 3. angel hair fine, white, filmy Christmas tree decoration. 308 Adapted Reader’s Notebook © Pearson Education 85 80 75 70 65 60 55 The cotton. Growth Andsentmemoneynotfor Andfrownedaway Whenshespoke Another life With gentlefolk funerals and PragueandtoLiberia Skin nolongerburntagainst Feet nolongerbare Tongue The tiedandtwisting The longing Stretching The words misspelled But not Who sawmegrowthroughletters But for“College.” Inexpressible Aloveburning Cursed withfear WHO SAWUSSILENT Our sloppishness. And soundedprecise Her name And movedandchanged Far lesstrusting WHO FOUNDANOTHERWORLD groaning church. easter speeches, Methodist Homecoming; crops andweather But followed Who knewnoneofit Bringing backthenewstous To Rotterdam Went exploring To London and WHO OFFINTOTHEUNIVERSITY feelings ofgrowing up? feelings What Literary Analysis bracketed passage. inthethought expressed Paraphrase Reading Skill NOTES TAKE in thepoem. Circle thenamesofthoseplaces To whatgo? Molly places does Reading Check

Poetry Collection 7 Collection Poetry images thecomplete describe the describe

309 TAKE NOTES WHO BECAME SOMEONE OVERHEAD A light A thousand watts Bright and also blinding And saw my brothers cloddish Stop to Reﬂ ect 90 And me destined to be Name one thing that the speaker Wayward4 learns from Molly. My mother remote My father A wearisome farmer With heartbreaking 95 Nails.

FOR MY SISTER MOLLY WHO IN THE FIFTIES Literary Analysis Found much In what way would this poem be Unbearable different without imagery? Who walked where few had 100 Understood And sensed our Groping after light

And saw some extinguished And no doubt mourned.

Reading Check FOR MY SISTER MOLLY WHO IN THE How does the speaker describe FIFTIES her family? Underline the words Left us. that tell you. © Pearson Education © Pearson

Vocabulary Development remote (ri MOHT) adj. aloof; cold; distant

4. wayward (WAY werd) adj. headstrong; disobedient. 310 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ January (Lines 16–18) For . Molly My Sister New World image create? Sister MollyWhointheFifties.” Whatmood,orfeeling,doesthis Literary Analysis:Listoneimagethatstandsoutfrom “ForMy words. Usethischarttoparaphraselinesfromtwoofthepoems. Reading Skill:Toparaphraseistorestatesomethinginyourown the day.Whatdoyouthinktimesofdayrepresent? Interpret: In“NewWorld,” thespeaker talks aboutthreepartsof about winter?Explain. descriptions, doyou as hehasseentheminwinter.Basingyouropiniononthese Draw Conclusions:Thespeakerin“January”describesthings

Original Lines (Lines 13–16) The cloudy sky seems close to Earth, andeven thewind Earth, seemsclose cloudy to sky The (Lines13–16) (Lines37–45)

Poetry Collection 7 Collection Poetry think thespeakerhasgoodorbadfeelings is gray. The radiator makes a comforting hummingsound. is gray. makesacomforting radiator The Paraphrase Poetry Collection 7 Collection Poetry 311 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Review A review of a literary work is an evaluation of its strengths and weaknesses. Write a review of this three-poem collection. Use the following chart to write notes for your review.

Poem’s Strengths Poem’s Weaknesses Opinion of Poem

January

New World

For My Sister . . .

Research and Technology: Profile Write a profile of one of the poets featured in this collection. Gather information about the poet’s life, writings, and influences. Write notes about the following information.

• Describe two important experiences in the poet’s life. How did these experiences affect the poet?

• Who or what influenced the poet and his or her work? In what way?

Education © Pearson

312 Adapted Reader’s Notebook © Pearson Education twinkling twinkling always leads parade, off the seated car. afancy in We eat [3] rear issomeonerear exact to bethe [4] dressed up the clowns. jugglers, dancers and Bringing floats, funny fancy and hot band, dogs marching the like watching parade while participants outshine the stars that are [6] [6] are outshine that stars the eye view. town’s The good feelings evening’s the last until fireworks some people [5] wholethe out turns for town streets, the parade. the line and Chairs It’s amazing what a likeness to the cartoons this costume has. Usually, perch image for a[1] more than from Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word Fill Exercise A delicious century Then, completeE. Cummings. follows. that activity the Wendy Ling, ofStudy Amy words these Rose, poetry from the and A List Word VOCABULARY WARM-UP eldest eldest In our small town, we town, have ourIn small had of aFourth July year parade every In the country, the stars were twinkling brightly. windows are open. I wish mycat would not perch on the upstairs windowsills when the Aunt Caroline. Aunt People inour family often say that Iamthe perfect image of my brother. other my than My eldest brother four is years older than meandtwo years older A century ago, there wasno television or Internet. My grandfather described ballet adelicious as treat for eyes. his [PERCH] [EL dist] adj.[EL [IM ij] n. [IM [SEN chuh ree] [di LISH uhs] [TWING kling] [TWING v. arepresentation; alikeness

to sit or on stand top the or edge of something

oldest adj. n. v. a period of aperiod one hundred years high up on rooftops so as to get a bird’s- sparkling; shining with quick flashes with shining sparkling; delightful . The [2] [2] . The

in the sky.

person in town of Uncle Sam. Poetry Collection 8 Collection Poetry Poetry Collection 8 Collection Poetry

313 READING WARM-UP Poetry Collection 8

Read the following passage. Pay special attention 1. Underline the words to the underlined words. Then, read it again, and describing what the turtle ﬁ nds delicious. Then, tell complete the activities. Use a separate sheet of about something other than paper for your written answers. a food or drink that is delicious My name is Amazing. At least, that is what to you. people always say when they see me: “He is 2. Circle a word in the next ‘Amazing!’” They yell these words from the sentence that names what the decks of small boats and big ships, as they watch turtle believes is impressive me swimming in the ocean. Some of them pay about its image. Then, explain what image means. money just to go out to sea, hoping for a glimpse of me. 3. Underline the word telling It is a delicious feeling for me, to be so admired what birds are doing before just for doing what a giant sea turtle does best. they perch on something. Then, describe a good place I try to think about why my image is so for a bird to perch. impressive. I suppose it is my size, but what these people 4. Circle the words in the should find really incredible is my age. I know paragraph naming how long the eldest turtle has lived. that seeing a three-hundred-pound turtle might Then, tell about the eldest be shocking, but these people should imagine member of your family. how it feels to be swimming around at my age. I wish I could stop and rest sometimes. Think 5. Underline the word naming what was twinkling in the sky. about the birds, for example. They get to quit Then, tell about something flying and perch on something for a nice long else you have seen that was nap whenever they feel like it. twinkling in the sky. I believe that I am the eldest sea turtle in 6. Circle the word in the the world. I have lived more than eighty years, previous sentences that hints outliving three of my own children. Each year, at the meaning of century. I have seen the fireworks that are twinkling in If the turtle is speaking today, the sky as people around the world welcome a what new century did it see new year. I even saw the world usher in a new the world celebrate? century, a phenomenon that occurs only once every hundred years. During my years on Earth, I have watched the ocean waters grow more and more polluted. I have seen people pull more and more of my food out of the seas. As I near the end of my life, I hope that

people who see me, who call me “Amazing,” will Education © Pearson make some changes so that giant sea turtles will thrive in this world. I hope humans know that what they really should call us is “Endangered.”

314 Adapted Reader’s Notebook © Pearson Education Use thischarttohelpyounotetheeventsofeachpoem. Note-taking Guide people andtheworld.Completethissentence: in “PoetryCollection8”explorehowwordsmakeconnectionsbetween What isthesecrettoreachingsomeonewithwords?The poems thinks of flowers. Hefeelsasthoughheisdancing. to aspecial person onthetelephone.Hervoicemakeshimdizzy.He The speakerin“yourlittlevoice/Overthewirescameleaping”talks move throughtheworldtotheirownbeat. woodpecker, asnowhare,andwoman how drum. Thespeakertells linesflowSong,” the like still feelclosetoeachother.In“Drum do notspeakthesamelanguage. grandmother. Sheandher grandmother speaker travelstoTaiwanmeether Summaries CONNECTIONS MAKING grandmother in Taiwan.grandmother speaker her visits The T H

B B

I I

G G I hadaconnectionto otherpeoplewhenI

Writing About theBig Question Grandma Ling Poetry Collection 8 Collection Poetry In “GrandmaLing,”the the beat of a thebeatofa aturtle, Drum Song They They

your little voice/Over the wires cameleaping wires Poetry Collection 8 Collection Poetry . 315 AFTER YOU READ Poetry Collection 8

1. Speculate: The grandmother and the granddaughter in “Grandma Ling” do not speak the same language. What might they want to tell each other if they could speak the same language?

2. Analyze: Think about what the animals and women are doing in “Drum Song.”How do they interact with the world around them?

3. Reading Skill: To paraphrase means to restate in your own words. Read the lines listed in this chart. Paraphrase the lines.

Original Lines Paraphrase

Grandma Ling My likeness stood in front of me, though aged by fifty years. (Lines 15–16)

Drum Song (Lines 8–13)

your little voice . . . (Lines 1–6)

4. Literary Analysis: Imagery helps readers picture what the author is describing. Write one image from “your little voice . . . .” To what sense does this image appeal?

Education © Pearson

316 Adapted Reader’s Notebook © Pearson Education Use thisinformation towriteyourprofile. Poet: should alsoincludehowthepoet’slifehasaffectedhisorherwriting. chosen. Yourprofileshouldtellaboutthepoet’slifeexperiences.You Complete thefollowingchartwithinformationaboutpoetyouhave Research and Technology: Poet’s Profile write notesforyourreview. Write areviewofthepoemsinthiscollection.Usethesequestionsto Review Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING Influences Jobs Awards/Honors lifeSignificant events imagery? Which lineshave vivid thesubject?match How dothewords thesubject?match How doestherhythm

rnm igDu ogyour little voice . Drum Song Grandma Ling Poetry Collection 8 Collection Poetry 317 © Pearson Education features Manuals Checklist for Following Technical Directions Technical Following for Checklist important information. addresses, and Web site addresses addresses, and Web site labeled Do not skip any steps. Read all the directions completely before starting to them. follow letters type or capital as bold such clues out specific that point sections or Look for to diagrams Use locate and name the parts of the product. step in the exact each given. order Follow is a set of directions. It tells how to use a tool or product. It tells how to manual is a set of directions. • step-by-step directions for putting the item together and using it item together and using directions for putting the step-by-step • • safety information fix common problems a guide that tells how to • such as telephone numbers, customer service information, • • a drawing or picture of the product with the parts and picture of the product with a drawing or • ❑ ❑ ❑ ❑ ❑ ings, diagrams, headings, lists, and labels to help you follow the ings, diagrams, headings, capital letters often signal specific sections directions. Bold type and and important information. Reading Skill Reading a task. In order to use a manual effec- You use a manual to perform Study the draw- tively, you must analyze the technical directions. A have these parts: Most manuals About Manuals About INFORMATIONAL TEXTS INFORMATIONAL Informational Texts Informational 318 The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. © Pearson Education 3. What informationissetinitalictype? 2. Why aresomewordssetinsideabox? 1. Why arepartsofthetextnumbered? organize yourwriting. help thereaderunderstandtext. Use thesequestionstohelp how textfeatures(headings,numbering,boxedterms,anditalictype) Reread thesectionofmanualheaded“SettingClock.”Explain 3. Many wordsintheansweringmachinemanualareboxedandset 1. You mayusesomeoftheansweringmachinefeaturesmorethan AFTER YOU READ 4. How arethestepsinprocessfor“SettingClock”identified? 2. Look atthediagram.Howdoesitmaketexteasierto

italic type.Whatdoesthisformattingtellaboutthesewords? others. Whichfeaturesdoyouthinkaremostimportant?Explain. Reading Skill Timed Writing: Analyze Technical Directions Thinking AboutThinking the Manual

Informational Texts (20 minutes) follow? 321 UNIT 5 EXPLORING DRAMA from Anne Frank & Me

Drama is written to be performed, or acted out. Dramas, or plays, can include elements of fiction such as plot, conflict, and setting. They also use some elements that occur only in dramas, or plays. These special elements include those listed in the chart below.

Element Definition Example

Playwright • author of a play William Shakespeare

Script • written form of a play Romeo and Juliet

Acts • units of the action in a play Act III

Scenes • parts of an act Act III, scene ii

Characterization • the playwright’s technique of A character hangs his head creating believable characters to show that he is ashamed. Dialogue • words that characters say JIM: When did you • words that characters speak recognize me? appear next to their names LAURA: Oh, right away. • much of what you learn about the play is revealed through dialogue Monologue • a long, uninterrupted speech that HAMLET: To be, or not to be . . . is spoken by a single character Stage Directions • bracketed information that tells [whispering] the cast, crew, and readers of the play about sound effects, actions, and sets • this information can also describe a character’s gestures or emotions Set • scenery on stage that suggests a kitchen, a park the time and place of the action Props • small, portable items that make plates, a book actions look realistic © Pearson Education © Pearson

322 Adapted Reader’s Notebook © Pearson Education EXPLORING DRAMA EXPLORING below. Some dramasarenotactedonastage.Thesetypesofdramalisted she couldbeakingorqueenanothertypeofheroicfigure. person. MoreoftenthemaincharacterisanimportantHeor the downfallofmaincharacter.Thischaractercanbeanaverage society. amuse theiraudiences.Theycanalsopointoutwhatiswrongina normal charactersinfunnysituations.Comediescanbewrittento • • • Drama isoftenusedtodescribeplaysthattalkaboutseriousthings. Tragedy isoftencontrastedwithcomedy.Eventsinatragedyleadto Comedy isadramathathashappyending.Comediesoftenhave There aredifferenttypesofdrama.Severallistedbelow. effects. Aradioplaydoesnothaveaset. Radio playsarescriptsforradiobroadcasts.Theyincludesound elements thatscreenplayshave. Teleplays arescriptsfortelevision.Theyoftencontainthesame scene changesthanastageplay. the personusingcamera.Ascreenplayusuallyhasmanymore Screenplays arescriptsforfilms.Theyincludeinstructions from Anne Frankfrom Anne & Me 323 VOCABULARY WARM-UP from Anne Frank & Me

Word List A Study these words from Anne Frank and Me. Then, complete the activity. angel [AYN juhl] n. in religion, a spirit or messenger from heaven Sometimes, I am sure that there is an angel watching out for me! certainly [SER tuhn lee] adv. without any doubt I will certainly be glad when school is out for the summer. disturb [dis TERB] v. to bother or interrupt someone My sister and I have agreed never to disturb each other during telephone calls. flooded [FLUHD id] v. became filled with My heart was flooded with happiness when my dog came home. instantly [IN stuhnt lee] adv. right away; at once As soon as I saw him, I instantly knew something was wrong. possible [PAHS uh buhl] adj. able to be done; likely to happen Is it possible for me to take the test again when I am not sick? privacy [PRY vuh see] n. the state of being alone It’s hard to have privacy when you share a bedroom. shield [SHEELD] v. to protect someone or something In this bright sunlight, you need a hat to shield your eyes.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

I [1] did not think I would enjoy the new television show

very much. The main character is an [2] , which seemed odd to me. My friends were all talking about the show, though, so I

decided to watch it. As soon as the program began, I was [3]

caught up in it. I watched the main character [4] people

from harm. My heart and mind were [5] with emotion when a small child’s life was saved. During a commercial break, I asked my

mom not to [6] me if anyone called. I wanted to watch the © Pearson Education © Pearson

rest of the show in peace and [7] , without any interruptions.

Who would have thought it would be [8] to become a fan of the show so quickly?

324 Adapted Reader’s Notebook © Pearson Education would learn. would grandmother’s story, but I on history the also took car. place on atrain 11, 1918, World ending War I. surrender The also had surrenderedwhere on Germans the November on June car 21, on atrain occurred signing 1940. turning over most of France to Germany. The agreement The stoppedGermans. by fighting the city was where the French signed a deal with the It wasat Compiègne. named acity trip, outside stop first the on train the of Paris. grandmother’s voice her in words. She described her presence.with would me make feel her reading that flooded diary angel.visit me However, asan now Iwashoping much! Secretly, Ihad been hoping she that would of privacy the my room. my grandmother’s diary. Iwanted to bealone, in mom not to disturb me because to read Iplanned left Itold to my mom morning, me. my and This she trip. It the had things wasamong the during Europe. through ended, trip took they her on atrain places person. in So,1947, in war the after years two from stories. They wanted to show her important did not only wanther to learn certainly They details. decided they to educateafterwards, her about the it while washappening. war ugly However,from the Mountains, but that is what they did. to attack over Ardennes Germans the the Germany. No one had thought it waspossible for Worldage during War when II, fell to country the for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. read Then, itagain, and Read the following passage. Pay special attention to READING WARM-UP I was really hookedI wasreally now, not just on my Interestingly, Compiègne exact wasthe spot Grandmother’s father explained to her that this my heard to read, Ibegan As Iinstantly Since her death, my so grandmother Imissed Yesterday, my grandmother kept Ifound diary the My grandmother’s were parents able toshield her My She up grandmother grew France. wasmy in 7 Circle thewords telling what 7. Underlinethewords naming 6. Circle thewordthat gives 5. Circle thewords telling why 4. Underlinethewords naming 3. 2 Circle thewords namingwhat 2. Underlinethewords that tell 1. from Anne Frankfrom Anne & Me Explain the writer instantly heard. same feelings. d e d o ﬂ o as an how hergrandmother seeing ﬂ towhat thewriterbe hoped for privacy privacy. Wheredoyou go a†hint to themeaningof nottosomeone atimeyou askedabout mother to disturb her. Tell the writer didnotwant her that you something not want.Describe did what certainly theparents awar?children from How you would wanted to herfrom. shield the grandmother’s parents was done that others didnot think have thatyou something Describe was possible. didnotthink what people ooded with. Then, explain explain Then, with. ooded from Anne Frank &Me from possible angel herwiththese instantly certainly ? wouldhave . . shield want to learn. disturb your your 325 you. MAKING CONNECTIONS from Anne Frank & Me Cherie Bennett

Summary An American teenager named Nicole travels back in time to Paris in 1942. Her family is arrested for being Jewish. They are put on a train going to a prison camp. Nicole recognizes Anne Frank on the train. She tells Anne details about Anne’s life. Both girls are shocked by what Nicole knows.

Note-taking Guide Use this diagram to compare and contrast the main characters.

Nicole Both Anne teens © Pearson Education © Pearson

326 Adapted Reader’s Notebook © Pearson Education 2. Frank Anne 1. NICOLE ANNE NICOLE the Holocaust. The Holocaust was the mass killing of European Jews and others by the Nazis during World War II. World during Nazis by the others and Jews European of killing mass the was Holocaust The Holocaust. the Frank and her family went into hiding. into went family her and Frank Secret Annex diary. some ofwhichshehasconfidedonly to her shocked thatNicoleknowsthisinformation, son, Peter,isAnne’sboyfriend.Anne is sister Margot,andtheVanDaans,whose Secret Annexwithherparents,older of Anne.Annehasbeeninhidingthe Nicole somehowknowsthegirl. Paris andtheothergirlisfromAmsterdam, has beentravelingfor17days. she boardedthetrainjustoutsideParisand Nicole withhercoat.tellsthegirlthat use thebucketandgirlofferstoshield audience. Nicoleexplainsthatsheneedsto front ofthetoiletbucketwithherbackto the wartobeoversoon. date isSeptember3,1944,andsheexpects that thecarisinWesterbork,Holland, The pre-recordedvoiceofNicoleexplains in acattlecar,Nazispushpeopleintothecar. place youcalled.theSecretAnnex you…you wereinhidingforalongtime, Anne Frank. . Nicole continuesdescribinghermemories Nicole explainsthat,althoughsheisfrom Nicole approachesagirlwhoissittingin During thismonologue,whichtakesplace NicoleBernhardt.Iknowsomuchabout . Idoknowyou.Yournameis. . (shocked)-That’s right!Whoareyou? a young German Jewish girl who wrote a diary about her family’s hiding in The Netherlands during during family’s her Netherlands about The in adiary hiding wrote who girl Jewish German ayoung name given to the space in an Amsterdam office building, where in 1942, thirteen-year-old Anne Anne 1942, in thirteen-year-old where building, office Amsterdam an in space tothe given name from Anne Frank & Me Anne Frank & from 1 Cherie Bennett ♦ ♦ ♦ 2 — the same. the isstill meaning sure thatthe sentences you wrote to make withthe paragraph the Reread make two sentences. clauses intheﬁ in thesentences. the Reword sentences. Underlineeachclause are considered complex several clauses. Thesentences containin thebracketed passage sentences two The Fluently Read Howwouldyou feel? believe. of somethingyou because Imagine that you arearrested Activate Prior Knowledge NOTES TAKE A scene Drama the place. the scene? Underlinethetime. Circle ofthis Whatdrama. is thesetting from Anne Frankfrom Anne & Me is one part ofan is onepart rst sentence to act 327 ina TAKE NOTES NICOLE. You kept a diary. I read it. ANNE. But . . . I left my diary in the Annex when the Gestapo3 came. You couldn’t have read it. Drama NICOLE. But I did. Look at the chart on page 322. ♦ ♦ ♦ What element of drama would Anne believes that this very strange you call the conversation conversation the two girls are having may between Anne and Nicole? be a practical joke that Peter or Anne’s father came up with as a distraction. Nicole denies that she is playing a joke on Anne. ♦ ♦ ♦ Stop to Reﬂ ect NICOLE. Do you believe in time travel? Do you have trouble believing in this drama? Explain your answer. ANNE. I’m to believe that you’re from the future? Really, I’m much more intelligent than I look.

NICOLE. I don’t know how I know all this. I

just do.

ANNE. Maybe you’re an angel.

NICOLE. That would certainly be news to me.

Reading Check What does Anne believe that Nicole is? Circle the text that tells you.

Vocabulary Development

diary (DY uh ree) n. book in which a person writes important or interesting Education © Pearson things that happen in his or her life intelligent (in TEL uh juhnt) adj. having a high level of ability to learn, understand, and think about things

3. Gestapo German security police under the Nazis. 328 Adapted Reader’s Notebook from Anne Frank & Me 328 © Pearson Education 4. 3. 2. 1. AFTER YOU READ speaks Dutch huge eyes Anne characters. Listdetailsthatmakethemseemreal. the actionofastory.TheauthormakesAnneandNicolebelievable Drama: Acharacterisapersonorananimalthattakespartin would youcharacterizethisplay?Explainyouranswer. often usedtodescribeplaysthattalkaboutseriousthings.How a Drama: Acomedyisadramathathashappyending.Eventsin Generalize: WhatisitlikeforAnneandNicoleonthetrain? details aboutyouandyourlife? Respond: Howwouldyoufeelifsomeonehadnevermetknew

tragedy leadtothedownfallofmaincharacter.A Character Description Character Drama anxious, confused Nicole speaks French from Anne Frankfrom Anne & Me drama is 329 RESEARCH THE AUTHOR

Bulletin Board Display Create a bulletin board display. Following these tips will help prepare you to create a bulletin board display.

• Read some of the author’s works. Cherie Bennett’s books include Zink, Life in the Fat Lane, Searching for David’s Heart, and A Heart Divided.

What I learned from Bennett’s writing:

• Search the Internet. Use words and phrases such as “Cherie Bennett.”

What I learned about Cherie Bennett:

• Watch the video interview with Cherie Bennett. Add what you learn from the video to what you have already learned about the author.

Additional information learned about the author:

Use your notes to create your bulletin board display.

330 Adapted Reader’s Notebook © Pearson Education would lookandsound. an example: usually printedinitalicsandsetbrackets, orparentheses.Hereis directions alsodescribehowcharactersfeel,move, orspeak.Theyare They describethescenery,costumes,lighting,andsound.Stage Stage directionsarenotesthattellhowaplayshouldbe performed. Literary Analysis notice andtheconclusionsyoureach. about thecharacters.Usethischartto recordthethingsthatyou pattern ofbehavior. way thatcharacterstreateachother.Noticeactionsshowa characters saythatshowstheirideasandattitudes.Thinkaboutthe characters sayanddotodrawconclusions fromaplay.Lookatwhat after thinkingaboutthefactsanddetailsinatext.Lookatwhat Drawing conclusionsmeansmakingdecisionsandformingopinions Reading Skill BEFORE YOU READ BEFORE YOU READ Use stagedirectionstoformapicture inyourmindofhowtheplay Make connectionsamongtheseitemstodecidewhattheyshow small lampbesidethebed.) (It islateevening.Thestagedark,except fortheglowofa Statements The Governess The Interactions Conclusion Actions The Governess

331 5 UNIT VOCABULARY WARM-UP The Governess

Word List A Study these words from The Governess. Then, complete the activity. blunt [BLUHNT] adj. speaking in an honest way that can upset people Kate was so blunt about Tom’s bad voice that he stopped singing. excelled [EK seld] v. did something very well Jenny loved math and excelled at algebra. permission [per MISH uhn] n. the act of allowing someone to do something Don’t we need permission to camp in that park? recall [ri KAWL] v. to remember something I could not recall whether Joe or Celia borrowed my hockey stick. saucer [SAW ser] n. a small round plate on which you put a cup The set of dishes came with an extra saucer, in case one got broken. sensitive [SEN suh tiv] adj. easily upset or offended I was sensitive to any criticism, even if it really was helpful. unjust [un JUHST] adj. not fair People held a protest, saying the increase in bus fares was unjust. wandering [WAHN der ing] v. not focusing; moving from thing to thing My mind was wandering while Mr. Evans talked about gravity.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

I have always [1] at remembering names. I think that is

because I am so [2] to discourteous behavior. Nothing feels

more [3] than being treated like someone who does not matter. Have you ever tried to talk to an important person whose eyes

are constantly [4] away from your face? You feel like you

have to ask [5] just for using a few minutes of that person’s time. This feels even worse than talking to someone who does not

[6] your name. I once tried to talk to a banker about my confusion over a loan. The banker paid more attention to her teacup Education © Pearson

and [7] than she did to my questions. To be [8] , that woman was just plain rude.

332 Adapted Reader’s Notebook © Pearson Education could save much of what she earned. most paid of her family the agoverness expenses, could feel happy about money matters, too. Because followedand accomplishments. their Agoverness family. the She with time felt proud of “her” children her up,in charge grew she would her fondly recall she tobeabsent. planned dayspermission totake well off ahead of dates the advance. way, same the In agoverness would ask work weekend, all her employer asked usually her in or a governess family the to travel wasexpected with joined her for conversation. tea and someone case in else who worked for family the cupShe saucer and kept extra on an was hand. That property. on family children the the with strolling endthe governess the of afternoon, the spent time where studied, they had children more the lessons. At lunch, room the in After whichwandering. wasserved were minds sure not their lessons, their making children. the Then, she with breakfast taught them shechildren waseducating. She her began day having good opportunity. excelled schoolwork, in agoverness becoming wasa women nineteenth the century. in For who agirl so bad. Very few job possibilities for existed young her employer does says. and reduced sensitive being cruel things tothe to tears, treatment of governess. the governess The be might children who take part in their parents’ unjust off. respect novels The time and often describe unruly who pay no attention toayoung woman’s need for of agoverness. novels The couples describe wealthy for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. Then, read it again,Read and the following passage. Pay special attention to READING WARM-UP When agovernessWhen left her position, or children the Most governesses on off weekends. had the time If Usually, governess the her room. ate in own dinner Usually, whose family the agoverness with lived To beblunt, however, of life agoverness the wasnot novelsMany of 1800s the tell about life hard the 7 Circle thewords namingwhat 7. Underlinethewordthat goes 6. Circle thewordnamingwhat 5. Underlinethewordnaming 4. withthe sentence the Rewrite 3. Underlinethewordthat hints 2. Circle thewords namingwhat 1. 8 Circle thewords that tell what 8. given time whenyou werenot topermission do. Tell a about a governess needed what a with saucer. explain Then, . could this cause wandering was wandering.Tell what might have something else agoverness Describe in. excelled what agoverness usually blunt word blunt init,replacing sensitive might be eighth-graders that something Describe at themeaning ofsensitive. toward others. be would children why bratty Explain unjust. many as novels described you you Name something wonderful a governess wouldrecall. something. recall withasynonym. permission The Governess saucer to. . excelled is. The Governess The to do do to unjust at doing. at 333

MAKING CONNECTIONS The Governess Neil Simon

Summary A wealthy mistress plays a joke on her shy employee, Julia. The mistress subtracts money from Julia’s pay. Julia is left with much less money than she is owed. The mistress hopes that Julia will become angry and stand up for herself.

E BIG TH Writing About the Big Question Is it our differences or our similarities that matter most? The characters in The Governess come from different levels of society, which affects the way they treat each other. Complete this sentence: An employer might discriminate against an employee, or treat her

unfairly because

Note-taking Guide Use this chart to record the actions of the mistress and the way the governess responds to these actions.

Mistress’s Action Governess’s Response © Pearson Education © Pearson

334 Adapted Reader’s Notebook © Pearson Education Vocabulary MISTRESS JULIA MISTRESS teaches its childrenathome teaches its governess rubles saying thattheyhadagreedearlieron this. woman wantstosubtractnineSundays, a noteofit,andJuliaacceptsthis.Then the and fivedays.Thewomansaysshehas made exactly, butJuliasaysithasbeentwomonths The womansaysithasbeentwomonths then discusshowlongJuliahasbeenthere. thirty rublesamonth.Juliaacceptsthis.They to payJuliaforthepasttwomonthsofwork. Then thewomanannouncesthatshewants as inferior,peoplewilltreatherthatway. head up.ShesaysthatifJuliathinksofherself well. ThewomantellsJuliaagaintokeepher Julia assuresherthatthechildrenaredoing in Frenchandmathematicsarecomingalong. woman asksJuliahowthechildren’slessons her headup,butJuliafindsthisdifficult.The down. ThewomankeepstellingJuliatokeep Julia enters,shecurtsiesandkeepsherhead hired toteachthewoman’schildren.When Julia, theyounggovernesswhohasbeen thirty .Whotoldyouforty? (Points tothebook)Ialwayspaymygoverness rubles amonth,didwenot? . (ROO buhlz) The womaninsiststhattherateofpayis The playopensasawomancallsoutto (Surprised) Forty,ma’am. (GUV uhr nes) n. uhrnes) (GUV No,no,thirty.Imadeanoteofit. . Let’sseenow,weagreedonthirty . Development n. Russian currency; similarto U.S. dollars Russiancurrency; The Governess The afemaleteacher and wholives withafamily Neil Simon Neil ♦ ♦ and theMistress? Julia the relationship between conclusion you draw can about bracketed passage. What to formopinions. the Read text inthe anddetails using thefacts Drawing conclusions Reading Skill situation. you wish you haddoneinthe what you didorwhat Explain treated unfairly.you werebeing atimewhenyou felt about Think Activate Prior Knowledge NOTES TAKE reader? dotheyhave onthe What effect thispage. on directions stage the move, Underline andsound. feel, also tell how thecharacters oftheplay’s They details setting. Stage directions Literary Analysis

The Governess describe the describe means 335 TAKE NOTES Although Julia does not remember this, she says she does. The woman then subtracts three holidays: Christmas, New Year’s, and Julia’s birthday. Even though Julia worked Stop to Reﬂ ect on her birthday, she agrees to what the The Mistress gives Julia several woman says. chances to stand up for herself ♦ ♦ ♦ and to insist on being paid. Why do you think Julia does not do MISTRESS. Now then, four days little Kolya was this? sick, and there were no lessons. JULIA. But I gave lessons to Vanya. MISTRESS. True. But I engaged you to teach two children, not one. Shall I pay you in full for

doing only half the work? JULIA. No, ma’am. Reading Skill MISTRESS. So we’ll deduct it . . . Now, three days What conclusion can you draw you had a toothache and my husband gave about the Mistress from the fact you permission not to work after lunch. that she keeps a book listing details about Julia’s work? Correct? JULIA. After four. I worked until four. MISTRESS. (Looks in the book) I have here: “Did not

work after lunch.” We have lunch at one and are finished at two, not at four, correct? JULIA. Yes, ma’am. But I— Reading Check MISTRESS. That’s another seven rubles . . . Seven Why does the Mistress say she and twelve is nineteen . . . Subtract . . . that should not have to pay Julia for leaves . . . forty-one rubles . . . Correct? the days that Kolya was sick? JULIA. Underline the text that tells you. Yes, ma’am. Thank you, ma’am. ♦ ♦ ♦ Now the woman wants to subtract more money to cover a teacup and saucer that Julia broke, even though Julia broke only the saucer. She also wants to deduct money because her son climbed a tree and tore his jacket, even though Julia had told him not to climb the tree. Julia also gets charged for the son’s shoes that had been stolen by the © Pearson Education © Pearson

Vocabulary Development engaged (en GAJD) v. employed

336 Adapted Reader’s Notebook © Pearson Education JULIA MISTRESS JULIA MISTRESS JULIA MISTRESS completely and leaves.Thewoman looksafterher, tells heryes,thatit ispossible.Juliecurtsies is possibletobe“suchasimpleton.” Julia does notspeakupforherself.Sheasks ifit her backagain.Thewomanaskswhy she by thewoman. money, andstartstoleave.Sheiscalledback accepts this,thanksthewomanfor must havedroppedoneonthefloor.Julia Julia countsonlyten,thewomansaysshe saying sheisgivingherelevenrubles.When any money.Finally,thewomanpaysJulia, Julia objectsweakly,sayingshenevergot woman claimsshegavetoJuliaearlier. More deductionsaremade says Juliaispaidto“watcheverything.” maid. Thereasonforthisisthatthewoman envelope. Here,takeit. It’s allreadyforyou.Therestisinthis entire eightyrubles.(Handsheranenvelope) very dangerous.I’mgoingtogiveyouthe much tootrusting,andinthisworldthat’s you. AcruellessonjusttoteachYou’re than Idid.wasplayingalittlejokeon from youandstillthankme.Why? I gaveyouonlyten.haveactuallystolen Instead oftheeightyrubleswhichIoweyou, I madeupwhatevercameintomymind. Robbed you!Ihavenosuchnotesinmybook. realize whatI’vedone?cheatedyou. didn’t givemeanythingatall. Asyouwish,ma’am. . IntheotherplacesthatI’veworked,they . Forthemoney,ma’am. . Julia turnstoleave,butthewomancalls Thentheycheatedyouevenworse . Forthemoney?.Butdon’tyou . Whydidyouthankme? . baffled. ♦ ♦ for moneythe you have formed. have you description oftheimagethat Write theaction. abriefPicture performs. Mistress the action Underline thewords that tell the thebracketedRead passage. Fluently Read Mistress. withthe notgetangry Julia does Draw aconclusion Reading Skill NOTES TAKE the text that tells you. the text employers have Underline done? What Juliasay herother does Reading Check

The Governess about why about 337 AFTER YOU READ The Governess

1. Connect: Julia works as a governess to the Mistress’s children. Why does this make her discussion with the Mistress difficult?

2. Analyze: The Mistress withholds money from Julia’s pay to try to teach her a lesson. Do you think the Mistress is being kind, or cruel, or both? Explain.

3. Reading Skill: Think about the way that Julia answers her Mistress’s questions. She is quiet and polite. What conclusions can you draw about the way governesses were treated at the time of this play?

4. Literary Analysis: Write stage directions from The Governess in the chart below. Give one example for each type of direction.

Describing an Action Showing How a Character Feels

(Points to the book) (Surprised) © Pearson Education © Pearson

338 Adapted Reader’s Notebook © Pearson Education track ofyourideas. and whysheshouldhavedoneit.Usethefollowingcharttokeep To prepareforyourdebate,thinkaboutwhatJuliashouldhavedone Listening Debate andSpeaking: propose asolutiondifferentfromtheMistresstried. stand upforherself.TheessayshouldexplainJulia’sproblemand Write aproblem-solutionessaythatdiscussesJulia’sinabilityto Essay Problem-Solution Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What solutionmightworkbetterthantheMistress’ssolution? • What negativeconsequencesdoesJulia’sproblemcauseher? • Use yournotestohelpyoudraftessay. Think abouthowyouwoulddefineJulia’sproblem.

What JuliaShouldHave Done Why JuliaShouldHave Done It The Governess 339 © Pearson Education compare Generalization Employers and the U.S. and the U.S. Employers Department of Labor do people’s young not want jobs to interfere with their schoolwork. = Information The contract for the The the contract for programwork-study academic includes requirements. • government • government publications Public Documents Public + Information • laws legal notices • notes taken at public meetings • The U. S. Department of of Department S. U. The ages Labor permits youth 14–15 to work fewer hours days school on days. non-school on than Informational Texts Informational in a document to help you elements in a document to help you and contrast features and it presents. Features and elements may understand the information type, numbering, and bullets. include headings, boldface Reading Skill Reading public document in order to find the answer You may need to read a or solve a problem. You can to a question, make a decision, are government records or documents. They could records or documents. are government Public documents the law. according to citizens’ rights and responsibilities also deal with are: of public documents Some examples About Public Documents Public About INFORMATIONAL TEXTS INFORMATIONAL 340 © Pearson Education Jobs YouthCanDo: Youth Employment conditions inthiscountry,regardlessofimmigrationstatus. enforces lawsthatestablishminimallyacceptablestandardsforwagesandworking The U.S.DepartmentofLabor’sWageandHourDivision(WHD)administers • Age18:Norestrictions • Age16–17:Anyjobnotdeclaredhazardous • Ages 14–15:officework,grocerystore,retailrestaurant,movie • The FLSAalsoregulatestheemploymentofyouth. theater, oramusementpark performer 13 oryounger:baby-sit,delivernewspapers,workasanactor Hours YouthAges14and15CanWork: • Upto40hoursinanon-schoolweek • Upto8hoursonanon-schoolday • Upto18hoursinaschoolweek • Upto3hoursonaschoolday • (Hoursareextendedto9 • After7 A . M . anduntil7 log ontowww.youthrules.dol.gov age 18maywork.TofindStaterules, regulate thehoursthatyouthunder employed inagriculture.Statesalso Note: Differentrulesapplytoyouth P . M P . . M . June1–LaborDay) Informational Texts 341 © Pearson Education (15 minutes) Explanation Writing: Timed Thinking About the Public Document Public the Thinking About Reading Skill Reading from the format of the other information? Why is the note formatted from the format of the other differently? Work.” What feature makes this specific information easy to read Work.” What feature makes and understand? as many as 40 hours during a non-school week. The same students week. The same students 40 hours during a non-school as many as more than 18 hours during a school week. are permitted to work no draw based on these rules? What conclusion can you only a few hours each day. Why do you think young people have think young people have each day. Why do you only a few hours these limits?

Informational Texts Informational Think about laws for wages and working conditions. Explain why Think about laws for wages and working conditions. people could have if these laws are important. Include problems that these laws were not in place. 4. How does the format of the note at the bottom of the page differ How does the format of the 4. 3. Review the section headed “Hours Youth Ages 14 and 15 Can Review the section headed 3. 2. The Department of Labor allows students, ages 14 and 15, to work ages 14 and 15, to work of Labor allows students, The Department 2. 1. Young people cannot work in some jobs. In others, they can work In others, they can work work in some jobs. Young people cannot 1. INFORMATIONAL TEXTS INFORMATIONAL 342 © Pearson Education main characterandoutsideforces. forward, andshowtheconflictbetweencharacters orbetweenthe dialogue torevealcharactertraitsand relationships,movetheplot name ofeachcharacterinthescript,ortext,aplay.Writersuse Dialogue isthecharacters’conversation.Lines ofdialogue follow the Literary Analysis A Reading Skill BEFORE YOU READ with acauseandaneffect. classes, andinformationyoualreadyknow. work’s introduction,informationinfootnotes,factslearnedother historical causeswitheffects.Backgroundinformationincludesthe that acauseproduces.Youcanusebackgroundinformationtolink War begins. War Use achartliketheoneshowntoconnectbackground information cause isanevent,action,orafeeling.An The Diary ofAnne I Frank, Act Diary The Cause border states with divided loyalties. andSouthproducedbetween North In theAmerican Civil War, thedivision jointhefighting. sons notto A motherinaborder begs her state

Dramatic Detail Dramatic Background

Families inborder aresplit. states effect istheresult The Diary of Frank, Anne Act I343 Effect 5 UNIT VOCABULARY WARM-UP The Diary of Anne Frank, Act I

Word List A Study these words from Act I of The Diary of Anne Frank. Then, complete the activity. absorbed [ab ZAWRBD] adj. greatly interested Within minutes, he was completed absorbed in the movie. bolt [BOHLT] n. a piece of metal that you slide across a door to lock it I heard Aunt Lois slide the bolt, locking the front door for the night. canal [kuh NAL] n. man-made passage for boats To dig a canal deep enough for ocean-going ships is a huge task. linen [LIN uhn] n. household items made of cloth, such as sheets and napkins My least favorite chore is ironing the table linen. possessions [puh ZESH uhnz] n. things that you own; belongings I often think we all should give half of our possessions to the needy. sprawling [SPRAWL ing] v. spreading out Sprawling, instead of sitting, on the furniture is not polite. threadbare [THRED bair] adj. thin because of so much wear or use I noticed the elderly man shivering in his threadbare jacket. uncertainty [un SER tuhn tee] n. feelings of being unsure about how something will end I have lots of uncertainty about the team’s ability to win. Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

Yesterday, I became [1] in a magazine. On the cover was a

model. The picture of her [2] in a beach chair went with the article, “How to Spend the Perfect Day.” Different people shared their ideas.

No one had any [3] about the topic. One person said he would

walk along a [4] , watching the boats go by. Another said she

would slide shut the [5] on her bedroom door and sleep all

day. A man said he would sort through his [6] , especially his

clothes, and set aside anything out of fashion or [7] . A woman Education © Pearson

wanted to iron and fold all the [8] in her house. She said this would remind her of her grandmother, who had given her many fine tablecloths.

344 Adapted Reader’s Notebook © Pearson Education I’ll win at least win oneI’ll game. there.” happen Maybe here, agreat miracle will and remember “A mean they that great miracle happened Upon four the seeing symbols on dreidel, the I across table, the dreidel hand, fast in asleep. he exhausted. was We laugh about still sprawling his pot. the year, Last in of pennies the he competed until all towin dreidel trying toy the and game, spinning toy! Hillel usually spends hours absorbed in theto do. We have not brought out dreidel, the holiday the Hillel’s surprises. He will definitely be happy.slide back bolt the on cupboard at the tolook again possessions already, Iunderstand excitement. his I have Ibelieve enough Although we more all gifts. than as we light eight each candles year. miracle iswhat ago.2,400 years we This remember Light of Temple the for burn eight whole days some just all, one of jar After oilmade small Eternal the must never best the get for oil less Hanukkah. than ItMother wasexpensive! says canal. along the we gelt,the chocolate the gold coinsin wrapped foil. trim. My little brother Hillel says that this is to new linen. Wewith match selected gold white fine cloth with tablecloths napkins replaced and or threadbare worn cheese jelly doughnuts. blintzes, we glad have Iam deliciousthe holiday latkes (potato treats: pancakes), uncertainty haunt will me. my mind, checklist the in following tasks, the I review sure everything really is prepared for be the to want holiday. I For now, though, menorah. our of candle Until Tomorrow,ready for Hanukkah. first the light we will for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. Then, read it again,Read and the following passage. Pay special attention to READING WARM-UP I rush up to the attic to find the box the of up games.I rush attic tofind tothe Suddenly, Iremember we have something forgotten Hillel’s favorite part of Hanukkah is the giving of We bought olivestore also from specialty a oil fine First, I check that we have the ingredients to make has spent family Our much of past the week getting The Diary The Diary of Anne Frank, Act I ofAnne Frank, Act Diary The 7. Circle three phrases that help thathelp phrases three Circle 7. Circle words the describing 6. Underline thewords telling 5. 4 Circle words the describing 4. Underline thewords telling 3. Circle thewordthat gives 2. Underline thewords telling 1. looks like. looks Describe what sprawling to describe Hillel’s sprawling. a game. absorbed been you’ve atimewhen Describe with. what absorbed Hillelbecomes and how itworks. what a explain Then, is located. where thebolt of your favorite three List possessions. family’s thethe writer’s about belief a canal stores found mightalong be why Explain thecanal. along oil bought where thefamily a holiday celebration. threadbare would want to replace why you Explain threadbare. a clueto meaning the of uncertainty what explain Then, hauntingfrom the narrator. what keep will uncertainty of Frank, Anne Act I345 . table linen before linen before table means. possessions bolt in

is . MAKING CONNECTIONS The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett

Summary World War II is over. Anne Frank’s father returns to Amsterdam to say goodbye to a friend, Miep Gies. Gies gives him his daughter’s diary. Mr. Frank opens the diary and begins reading. Anne’s voice joins his and takes over. The story goes back to 1942. Anne’s family and another family are moving into the space above their friends’ business. There they will live and hide from the Nazis for two years.

E BIG TH Writing About the Big Question Is it our differences or our similarities that matter most? In The Diary of Anne Frank, Act I, five adults and three teenagers struggle with their differences but face a common danger. Complete this sentence:

Danger tends to (unify/divide) people because

Note-taking Guide Fill in this chart with important details from each scene in Act I.

Scene 1 After World War II, Mr. Frank returns to the attic in which his family had hidden from the Nazis. Miep shows him Anne’s diary. He begins to think back to those terrible days.

Scene 2

Scene 3 © Pearson Education © Pearson

346 Adapted Reader’s Notebook © Pearson Education MR MIEP MR MIEP MR MIEP Act I,Scene1 . . . Frank tosortthroughsomeoldpapers. family duringthoseyears.SheishelpingMr. Miep, aloyalemployee,watchedoverthe family andtheVanDaanshidduringwar. above hisoldfactory—theplacewhere Mr. Frankhasreturnedtotheupstairsrooms several monthsaftertheendofWorldWarII. innermost thoughtsandfeelingsinherdiary. privacy. Thirteen-year-oldAnnerecordsher to copewiththeirconstantfearandlackof rooms wheretheyarehiding,thefamiliestry hiding fromtheNazis.Insmall,cramped both Jewishfamilies—spenttwoyearsin the war.TheFranksandVanDaans— and sendingthemtoprisoncampsduring Frank. TheNaziswerehuntingdownJews on adiarykeptduringWorldWarIIbyAnne put thegloveinit.) of July,nineteenforty-two.” (To diary andbeginstoread.)“Monday,thesixth notebook.) notes . after .youleft. found theminaheapofrubbishonthefloor (She bringsabundleofpaperstohim.)We see? Therearesomeofyourpapershere. . Burnthis?(Shehandshimapaper-bound . . FRANK FRANK FRANK But, Mr.Frank,thereareletters, (Hurrying toacupboard)Mr.Frank,didyou The playopensinNovember1945, The DiaryofAnneFrankisaplaybased The Diary ofAnne Frank Diary The Frances Hackett and Goodrich Albert . Burn them. . Burnthem.Allof . (quietly) Anne’sdiary.(Heopensthe ♦ (He openshisrucksackto MIEP ) The Diary of Frank, Anne Act I small space? to sharesuchamany people the Nazis. Whatthe Nazis. might cause roomsastheyhidefrom upstairs Mr.man named sharethe Dussel 3. 2. 1. World War II. inEurope during happened that things three atleast List Activate Prior Knowledge NOTES TAKE Circle theanswer. oftheplay?What is thesetting Reading Check or aneffect that produces aresult,a feeling A cause Reading Skill

is or anevent, anaction, . Two a plus families 347 so TAKE NOTES Nineteen forty-two. Is it possible, Miep? . . . Only three years ago. (As he continues his reading, he sits down on the couch.) “Dear Diary, since you and I are going Reading Skill to be great friends, I will start by telling you Anne refers to Adolf Hitler, the about myself. My name is Anne Frank. I am German dictator who persecuted thirteen years old. I was born in Germany the Jews throughout Europe. What other historical causes and twelfth of June, nineteen twenty-nine. effects do you read about here? As my family is Jewish, we emigrated to Holland when Hitler came to power .”

(As MR. FRANK reads on, another voice joins his, as

if coming from the air. It is ANNE’S VOICE.)

MR. FRANK and ANNE. “My father started a business, importing spice and herbs. Things went well for us until nineteen forty. Then the war came, and the Dutch capitulation,1 Literary Analysis followed by the arrival of the Germans. Then Dialogue is the characters’ things got very bad for the Jews. . . . (The conversation. In this play, Anne’s lines are often spoken to her Nazis) forced Father out of his business. 2 diary, as if the diary were another We had to wear yellow stars. I had to turn character. What signiﬁ cant plot in my bike. I couldn’t go to a Dutch school event is revealed in the anymore. I couldn’t go to the movies, or ride bracketed passage? in an automobile, or even on a streetcar, and a million other things. . . . ♦ ♦ ♦ Act I, Scene 2 In Scene 2, the action flashes back to July 1942. The Franks and Van Daans are Reading Check moving into hiding in their cramped upstairs When does Scene 2 take place? rooms. Mr. Frank explains to everyone that Underline the answer. when the employees are working in the factory below, everyone must remain very quiet. People cannot run water in the sink or use the toilet. They must speak only in whispers. They must walk without shoes. © Pearson Education © Pearson

1. capitulation (kuh pich uh LAY shuhn) n. surrender. 2. yellow stars: Stars of David, which are six-pointed stars that are symbols of Judaism. The Nazis ordered all Jews to wear them sewn to their clothing so that Jews could be easily identified. 348 Adapted Reader’s Notebook © Pearson Education ( (He tosseshisknifeonthetable.) PETER ANNE Whatareyougoingtodowithyours? PETER ANNE PETER ANNE PETER ANNE PETER ANNE PETER ANNE PETER She askshimwhyheisdoingthat. notices thatheistakingoffhisyellowstar. thirteen, startstotalkPeter,sixteen.She wear sotheycould spitonyou? branded youwith . ?Thattheymadeyou and formofthestar.)Look!It’sstillthere! the clothunderneathshowsclearlycolor beds notmade.(Asshepullsoffherstar, away .breakfastdishesinthesink left everythingasifwe’dsuddenlybeencalled house .Iwonderwhatshe’llthinkwe answer? .Probablyshe’llgoovertothe think whenshetelephonesandthere’sno Jopie deWaal? play ping-pongatherhouse.Doyouknow show uptoday? what ourfriendswillthinkwhenwedon’t knife andstartstotakeherstaroff.)Iwonder don’t needthemanymore.(Shepicksuphis you gooutwithoutyourstar. know why. It’s funny,Ican’tthrowmineaway. don’t Jopie’smybestfriend.Iwonderwhatshe’ll . Oh,Idid.hadadatewithJopietogoand . Why,ofcourse,You’reright!Ofcoursewe . Butyoucan’tdothat.They’llarrestif . Whatareyoudoing? . . . No. Ididn’thaveanydateswithanyone. . Who’sgoingout? . Takingitoff. . Youcan’tthrow. ?Somethingthey . . Burn it. goesovertothestovewithhisstar.) As thefamiliesaregettingsettled,Anne, (She startstothrowhersin,andcannot.) ♦ The Diary of Frank, Anne Act I David have onAnne’s clothing? What Reading Skill wear thepatch on their clothes? toyou thinkitwaslike forpeople What do themasJews. identify Itwasintended totheir clothing. sew ayellow Star ofDavid onto Jews inEurope wereforced to Stop to Reﬂ NOTES TAKE answer. his Star ofDavid? Circle the What is Peter goingto dowith Reading Check whatshow Anneis about saying? bracketed passage. What dothey intheCircle theellipses thator thoughts arenotﬁ to pauses used show long be can It evenly orperiods. spaceddots three of consists ellipsis An Fluently Read

effect ect ect does theStar does of nished. nished. 349 TAKE NOTES ANNE. I know. I know. But after all, it is the Star of David, isn’t it? ♦ ♦ ♦

Reading Skill Mr. Frank gives Anne a diary that she can write in. She is very excited. She has always Think about the background wanted to keep a diary, and now she has the information that causes Anne to answer Peter in the underlined chance. She starts to run down to the office passage. How does Anne’s to get a pencil to write with, but Mr. Frank answer show her view about the pulls her back. Star of David? ♦ ♦ ♦ MR. FRANK. Anne! No! (He goes after her, catching her by the arm and pulling her back.) ANNE. (Startled) But there’s no one in the building

now. MR. FRANK. It doesn’t matter. I don’t want you Literary Analysis ever to go beyond that door. Writers use dialogue to help ANNE. (Sobered) Never . . . ? Not even at move the plot or story. How do nighttime, when everyone is gone? Or on Anne’s reactions in the bracketed passage show the seriousness of Sundays? Can’t I go down to listen to the their situation? radio? 3 MR. FRANK. Never. I am sorry, Anneke. It isn’t safe. No, you must never go beyond that door.

(For the first time Anne realizes what “going into hiding” means.) Reading Check ♦ ♦ ♦ What does Anne’s father give Mr. Frank tries to comfort Anne by telling Anne? Underline the answer. her that they will be able to read all sorts of wonderful books on all sorts of subjects: Stop to Reﬂ ect history, poetry, mythology. And she will Why might a diary be a never have to practice the piano. As the wonderful gift for a thirteen- scene ends, Anne comments, in her diary, year-old girl who is forced to about the families’ situation. hide away for an unknown ♦ ♦ ♦ period of time?

3. Anneke (AN uh kuh) nickname for Anne. 350 Adapted Reader’s Notebook © Pearson Education Vocabulary Act I,Scene3 4 w.c. 4. ANNE PETER ANNE MR MRS MR ANNE ANNE loathe . . the bathroom. families canstarttomovearoundanduse factory, Mr.Frankgivesthesignalthat After thelastworkerleavesdownstairs and Annearebusywiththeirschoolwork. rooms wherethefamiliesarehiding.Peter so everyoneisveryquietintheupstairs workers arestilldownstairsinthefactory, the timebeing.Assceneopens, keeps inhisroom. go offtofeedhiscat,Mouschi,whichhe Anne askshimtodance,buthesaysmust They falltothefloorinplayfulwrestling. water closet; bathroom. water closet; . are goingbetter.. a baby,whichIloathe.Otherwisethings unbearable. Sheinsistsontreatingmelike to tellyouourgeneralnews.Motheris August, nineteenforty-two.TodayI’mgoing he eats. FRANK FRANK CanIwatch? . . ’ . Peter, please. S VAN (lohth) (lohth) Hedoesn’tlikepeople aroundwhile . Two monthshavepassed.Allisquietfor Anne teasesPeterbyhidinghisshoes.

(Her pent-upenergyexplodes.)WHEE! VOICE

DAAN Sixo’clock.School’sover. . . Development v. to dislike something orsomeonegreatly (Startled, amused)Anne! .Friday,thetwenty-firstof . I’mfirstforthew.c. . ♦ ♦ ♦ 4 . The Diary of Frank, Anne Act I daily lives? of thesituation onthefamilies’ the show about passage What thebracketed does Reading Skill her?upsets a baby.” Why doyou thinkthis treated “likeshe is being what Annemeans whenshesays Use your own words to explain sentences. theunderlined Read Fluently Read NOTES TAKE answer. Underlinethethe apartment? have livingin been thefamilies thetimeofSceneBy 3, how long Reading Check

effect 351

TAKE NOTES PETER. No! (He goes into his room. ANNE slams his door after him.) MRS. FRANK. Anne, dear, I think you Literary Analysis shouldn’t play like that with Peter. It’s not What does the bracketed dignified. dialogue tell you about Anne’s ANNE. Who cares if it’s dignified? . . . personality? MRS. FRANK. (To ANNE) You complain that I don’t treat you like a grownup. But when I do, you resent it. ANNE. I only want some fun . . . someone to laugh and clown with . . . After you’ve sat still all

day and hardly moved, you’ve got to have some fun. I don’t know what’s the matter Reading Skill with that boy. Why does Anne want to dance? MR. FRANK. He isn’t used to girls. Give him a little What does she think the effect time. will be if she does not dance? ANNE. Time? Isn’t two months time? I could cry. (Catching hold of MARGOT) Come one, Margot . . . dance with me. Come on, please. MARGOT. I have to help with supper. ANNE: You know we’re going to forget how to dance . . . When we get out we won’t Stop to Reﬂ ect remember a thing. . . . On this page, circle one ♦ ♦ ♦ statement by Anne and one by Margot that show the They hear a car screeching to a stop on audience how different their the street. All of them freeze with fear. When personalities are. the car moves away, they relax again. Anne appears. She is dressed in some of Peter’s Reading Check clothes, and he teases her back. He calls her In whose clothes does Anne Mrs. Quack! Quack! because of her constant dress up? Underline the answer. talking. Mrs. Frank feels Anne’s forehead. She wonders if Anne is sick. Mrs. Frank asks to see her tongue. Anne objects but then obeys. © Pearson Education © Pearson

Vocabulary Development dignified (DIG ni fyd) v. deserving esteem or respect

352 Adapted Reader’s Notebook © Pearson Education a pause,to Onesummer we hadabighousein with her.) MR DAAN MRS MR MRS MRS ANNE . . bad-tempered from smokingcigarettes. not ladylike.Mrs.VanDaanclaimshe isso Van DaancomplainsthatAnne’sbehavior is floor totryheartheradiodownstairs. Mr. his owndaughters.Annespreadsout on the generously offerstotutorPeteraswell as progress withhisschoolwork.Mr.Frank personal subject. with herschoolwork,theyturntoamore are sickofthebeans. beans againfordinner.Theyallsaythatthey apartment. Theyfindoutthattheywillhave she isjusttiredofbeingcoopedupinthe Mr. FrankthinksAnneisnotsick.He . . . down inthatdiary? front ofher!Don’tyouknowsheputsitall not courteoustoaskpersonalquestions. boyfriends beforeyouweremarried? legs. . short thosedays,andIhadgood-looking sixteen! .Wewerewearingourskirtsvery like beesaroundajampot.AndwhenIwas Hilversum. Theboyscamebuzzinground I wasagirlwehad. house wasalwaysswarmingwithboys.When VAN VAN , speakingthefirstfewwordsinunison Mrs.VanDaan,didyouhavealotof . VAN VAN FRANK The talkthenturnstoPeter’suneven After abriefdiscussionofAnne’sprogress

DAAN DAAN

DAAN DAAN Anne,that’sapersonalquestion.It’s . ANNE Lookatyou,talkingthatwayin . Oh,no.Notagain! . . (Good-humored) OhIdon’tmind.(To . , MR . VAN ♦ ♦ ♦

DAAN mimics Shut up!(Without ANNE MRS ) Our . VAN

The Diary of Frank, Anne Act I rewritten asacompletesentence. rewritten way that could thefragment be thelinesbelow,On show one reallyspeak. to show how people in fragments sentence dialogue sentence. Sometimes writers use Itis notacompletefragment. is asentence text underlined The Fluently Read 3. 2. 1. phrases to describe her. words orcharacter? three List Van Mrs. say Daan’s about page What the does Literary Analysis NOTES TAKE the ﬂ the Why Anne stretch does outon Reading Check

oor? Underlinetheanswer. dialogue onthis 353 TAKE NOTES MRS. VAN DAAN. You’re smoking up all our money. You know that, don’t you? MR. VAN DAAN. Will you shut up? ( . . . MR. VAN DAAN turns to see ANNE staring up at him.) And what Stop to Reﬂ ect are you staring at? Circle the comment by Anne that shows one way that her family is ANNE. I never heard grownups quarrel before. different from the Van Daans. I thought only children quarreled. Explain the difference below. MR. VAN DAAN. This isn’t a quarrel! It’s a discussion. And I never heard children so rude before. ANNE (Rising, indignantly) I, rude! MR. VAN DAAN. Yes! MRS. FRANK. (Quickly) Anne, will you get me my

knitting. . . . ♦ ♦ ♦ Reading Skill Anne continues to argue with Mr. Van What effect does the situation Daan. He accuses her of doing nothing but seem to be having on the talking all the time. He asks her why she is characters? not nice and quiet like her sister, Margot. He says that men prefer quiet girls who love to cook and sew and follow their husband’s orders. But Anne tells him that kind of life is not for her.

♦ ♦ ♦ ANNE. I’d cut my throat first! I’d open my veins! Reading Check I’m going to be remarkable! I’m going to What does Anne want to do Paris . . . when she grows up? Underline MR. VAN DAAN. (Scoffingly) Paris! the answer. ANNE. . . . to study music and art. MR. VAN DAAN. Yeah! Yeah! ♦ ♦ ♦ Anne then makes a sweeping gesture. She knocks her glass of milk on Mrs. Van © Pearson Education © Pearson Vocabulary Development indignantly (in DIG nuhnt lee) adv. in a manner that expresses anger over something unjust or unfair scoffingly (SCOFF ing lee) adv. in a mocking manner

354 Adapted Reader’s Notebook © Pearson Education MR MR ANNE MRS ANNE MRS . . tells Mr.VanDaanaboutthenewarrival. Mr. Kralertobringhimup.Frank then also needsahidingplace.Mr.Franktells a mannamedDussel,Jewishdentistwho Mr. Kralerannouncesthathehasbrought hide thefamilies.Hearriveswithsupplies. not letpeoplewalkalloverher. back somuch.ButAnnesaysthatshewill adults. ShesaysthatAnneshouldn’tanswer to bemorecalmandrespectfultowardthe angry. Mrs.FranktellsAnnethatsheneeds apologizes, Mrs.VanDaanremainsvery Daan’s preciousfurcoat.EventhoughAnne . . you. ButIknewyou’dfeelasdo. Margot doesn’tfight,andisn’tshe.? as youtalktome. self-willed. IfIhadevertalkedtomymother what happenstoyou,Anne.Youarewild, people, thatyou’llwalkonthem.Idon’tknow walk alloveryou,Anne.I’mafraidforother is .andtotake in anotherperson. thing Ifeel.there’s solittlefoodasit a righttodoexactlyasyouplease.The only consult anyone.Thisisyourplace.You have myself! things outformyself!Makesomethingof “Anything yousay,Mother.”I’vegottofight that anymore.“Yes,Mother.”“No, you likeMargot?” how wonderfulMargotis.“Whyaren’t Margot! That’sallIhearfromeveryone. FRANK VAN . Thingshavechanged.Peoplearen’tlike . FRANK FRANK Mr. Kraler,alongwithMiep,ishelpingto (Violently rebellious)Margot!

DAAN Forgiveme.Ispoke withoutconsulting . Itisn’tnecessarytofightdoit. . I’mnotafraidthatanyoneisgoingto . There’snoreasonfor youto . ♦ ♦ ♦ The Diary of Frank, Anne Act I Mrs. Frank?Mrs. Anneandconversation between What the dotheytell you about onthis page. exclamation marks Circleshow the offeeling. alot to areused marks Exclamation Fluently Read herself? of howyou Annethinks about What the does Literary Analysis NOTES TAKE Mr. in? Dussel is oftrouble What kind effects to link historical causes with Use background information Reading Skill

and answer the question: andanswer thequestion: dialogue tell tell 355 TAKE NOTES (PETER turns away, ashamed of his father.) . . . ♦ ♦ ♦ After they agree that Mr. Dussel will share Literary Analysis a room with Anne, Mrs. Van Daan finds out What does Margot contribute to about Dussel. ♦ ♦ ♦ the bracketed dialogue? MRS. VAN DAAN. What’s happening? What’s going on?

MR. VAN DAAN. Someone’s moving in with us. What does Mr. Van Daan MRS. VAN DAAN. In here? You’re joking. contribute to the bracketed MARGOT. It’s only for a night or two . . . dialogue? until Mr. Kraler finds another place.

MR. VAN DAAN. Yeah! Yeah! ♦ ♦ ♦ Dussel tells the families that things Reading Skill have gotten much worse for the Jews of What background information Amsterdam. They are being rounded up does Mr. Dussel provide about everywhere. Even Anne’s best friend, Jopie, what is happening to Jews in has been taken to a concentration camp. Amsterdam? Anne is very upset to hear this. Dussel is a very stiff and proper man. He doesn’t seem like a good roommate

for a spirited girl like Anne. Sure enough, several weeks later, Anne writes about their disagreements in her diary. ♦ ♦ ♦

Reading Check ANNE’S VOICE. . . . Mr. Dussel and I had another Who will be sharing a room with battle yesterday. Yes, Mr. Dussel! According Mr. Dussel? Circle the answer. to him, nothing, I repeat . . . nothing, is right about me . . . my appearance, my character, my manners. While he was going on at me Stop to Reﬂ ect I thought . . . sometime I’ll give you such a Underline the part of this smack that you’ll fly right up to the ceiling! passage that shows that Anne Why is it that every grownup thinks he uses her diary as a way to release knows the way to bring up children? . . . her feelings. © Pearson Education © Pearson

356 Adapted Reader’s Notebook © Pearson Education Dialogue 3. 2. 1. AFTER YOU READ 4. Literary Analysis: these changescausedintheirdailylives? while theyhavebeenlivingintheapartment.What Reading Skill:Thinkabouthowthefamilies’liveshavechanged hiding? What isthehistoricalcausethatforcesFrankstogointo Reading Skill:ThinkaboutthereasonFranksareinhiding. follow? Why? discovered bytheNazis.Whichruleswouldbehardestforyouto Respond: Thefamiliesmustobeystrictrulestoavoidbeing purpose. below withexamplesofdialoguefromtheplaythatachieveeach the actionofstory,anddevelopsconflict.Fillinblanks

The Diary ofAnne I Frank, Act Diary The Dialogue showscharacters’personalities,moves Develops theconflict theplot of Advances theaction andrelationships Reveals character

The Diary of Frank, Anne Act I effects have 357 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Diary Entries Write two diary entries from the perspective of two characters other than Anne. Answer the following questions to help you organize your thoughts.

• Select an event in Act 1 about which to write. Which two characters might have different viewpoints about the event?

• Describe the first character’s perspective on the event.

• Describe the second character’s perspective on the event.

• List two adjectives that describe the first character’s feelings.

• List two adjectives that describe the second character’s feelings.

Use your notes to write your diary entries.

Research and Technology: Bulletin Board Display Use the following chart to list ideas for your bulletin board display.

358 Adapted Reader’s Notebook © Pearson Education something. Themotivationmaybeinternal,external, orboth. A Literary Analysis effect inthestory. below. Itshowsonepossiblepatternofcause-and-effectrelationships. events. Theseconnectionsarenotalwayssimple.Lookatthechart Cause-and-effect Reading Skill BEFORE YOU READ As youread,think abouteachcharacter’spossiblemotivations. Use thegraphicorganizerbelowtoshowapattern ofcauseand Ask questionstoanalyzecause-and-effectrelationships: character’s motivationisthereasonthat heorshedoes • • • Are theeventsreallyrelated? Thefactthatoneevent • What effectscouldresultfrom thiscause? • What couldhavecausedthe event? • External motivations: events andsituationssuchasa fire Internal motivations:feelings suchaslonelinessandjealousy that thetwoeventsare connected ascauseandeffect. follows anotherinastorydoesnotnecessarilyshow The Diary ofAnne II Frank, Act Diary The Effect relationships explaintheconnectionsbetween Cause

The Diary of Frank, Anne Act II Effect 359 5 UNIT VOCABULARY WARM-UP The Diary of Anne Frank, Act II

Word List A Study these words from Act II of The Diary of Anne Frank. Then, complete the activity. animation [an i MAY shuhn] n. energy and excitement Kate’s personality, so full of animation, made people enjoy being around her. awkwardly [AWK werd lee] adv. in a clumsy or uncomfortable way, often due to embarrassment The young couple awkwardly danced to a slow song. cellar [SEL er] n. a room under a house People often use a cellar as a place to store things. contracts [KAHN trakts] n. written agreements, especially legal ones John reviewed the contracts to be sure they were ready to sign. downcast [DOWN kast] adj. very sad or upset As our vacation drew to a close, I became downcast. remarks [ri MAHRKS] n. things that are said; comments The speakers’ remarks after the speech were more interesting than the talk itself. rigid [RIJ id] adj. stiff and not moving I became rigid when I heard the rattles of a snake in the bushes. standstill [STAND stil] n. halt; with no movement Our plans to build a clubhouse are at a standstill until we get some wood.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

Have you ever noticed how your level of [1] goes up whenever someone you like comes around? Even if you have been feeling very

[2] , seeing a friend can brighten your mood. I once watched a

group of boys standing around [3] at a dance. They looked so

uncomfortable. Their conversation had reached a [4] . Then,

a new friend arrived, and the boys’ [5] posture relaxed.

They started making funny [6] again. Then, they made © Pearson Education © Pearson [7] with one another to ask certain girls to dance, writing the promises on paper napkins. I was amazed to watch the mood of the scene

lift. It was like going from a dark [8] up into the bright daylight.

360 Adapted Reader’s Notebook © Pearson Education died, never to beexperienced. survived the Nazi years, an important part of life had tenseness. with Even for rigid became whothey those youththeir slip away. No longer happy, and relaxed promised keep to stories alive. traditions their and membersFamily made contracts each other. with They would Nazis snuffthe out customs. and Jewish faith more serious about heritage. were their They afraid much became of Jewish Lots families or did crafts. read, Many wrote, time. createdto pass the artworks, family’s cellar. Some played games such asPing-Pong raids, aJewish teen often could befound the in Jews, even who those had once friends. been their feel proud. They were forced to show hatredclub’s toward activities at first, they were toldparades. over and Although over to some teens awkwardly joined in traveledthey in groups, marching and in the singing public.to appear in members As of Hitler the Youth, sent raids and the labor to camps. raided bybeing troops. Jewish teens in were arrested officers of Stories at time. movie exist houses any Nazi homes.Jews their in could They berounded up by to go topublic places. non-Jews. Jewish teens The steadily lost ability the Teens were split and groups—Jews clear into two onfor Jewish public participation limits in harsh life. toone remarks their another.in showed onfaces. their could joy life Their in beheard restaurants for youthful meals. animation Their attended music events, sports and met and at group went activities. They toshows dances, and fun enjoyed many teenagers German Germany, of for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. Then, read it again,Read and the following passage. Pay special attention to READING WARM-UP Jewish teens became downcast as they watched When sent into hiding by fear or to escape bomb Non-Jewish teens, on other the hand, were expected World time the By kept fears real War began,very II as Hitler pushed toastandstill came fun of this All 1930s, early the In before Hitlerchancellor became The Diary The Diary of Anne Frank, Act II ofAnne Frank, Act Diary The 8 Underline thewordthat hints 8. Circle thewords explaining 7. Underline thesentence 6. Circle the words telling why 5. Circle the words that tell what 4. Underline thewords telling 3. Circle theworddescribing the 2. Underline thewords telling 1. of Frank, Anne Act II361 a sentence using at Write theofrigid. meaning downcast feel today Whatdowncast. makes teens why Jewish teens became contracts what Explain contracts. deﬁ place duringthesetimes? good cellar. Why woulda a Jewish teen might goto the sentence. using why this theyfelt way,Explain some teens awkwardly. did to came your a fun atime Describe standstill. what brought to the fun a and your exchange? friends of What types oftheteens’ remarks. mood might look. showing person how ashowed. Describe where theteens’ animation ning the purpose ofthe thepurpose ning awkwardly are. remarks inyour animation rigid standstill ? cellar . doyou be a

. MAKING CONNECTIONS The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett

Summary The Franks, the Van Daans, and Mr. Dussel have been hiding for a year and a half. The eight of them have managed to live together, but they do not always get along. Food is scarce, and they are constantly afraid. Anne and Peter have become close friends. Soon, they learn that the Allies have invaded Europe, and they become excited.

E BIG TH Writing About the Big Question Is it our differences or our similarities that matter most? As the war drags on, conditions worsen in the “Secret Annex” and differences among the residents lead to conflict. Complete this sentence: Superficial differences between people can become magnified when

Note-taking Guide Use this chart to list four important events in Act II.

Act II: Important Event 1 Carl asks about the Franks and then asks for more money.

Act II: Important Event 2

362 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ Peter Van Daan Miep action. something. Lookatthechart.Listapossiblemotivationforeach Literary Analysis: that arerelatedtothissituation. to leave,butshechangedhermind.Nameacauseandaneffect An Reading Skill:Acauseisaneventoractionthatproducesaresult. Interpret: HowhavethecharacterschangedsinceendofActI? play? him. Whathintdoesthisinformationgiveabouttheendingof Connect: Mr.Kralersaysthattheworkermightbeblackmailing

effect istheresultproduced.Mrs.FrankwantedVanDaans Character The Diary ofAnne II Frank, Act Diary The Motivation isthereasonacharacterdoes brings flowers andcake to brings flowers brings Anne hercake the atticrooms Action The Diary of Frank, Anne Act II Motivation 363 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Letter Answer the questions below to plan a letter asking a local theater manager to present The Diary of Anne Frank.

• Why would your community benefit from seeing the play? List at least three reasons.

• What parts of the play support your reasons?

Research and Technology: Bulletin Board Display Prepare a bulletin board display about the experiences of Jewish individuals during World War II. Fill in the following chart to organize your thoughts.

Purpose of Display Audience Five Questions I Want to Research

364 Adapted Reader’s Notebook © Pearson Education unity andcoherenceofaWebsite. one another.Lookatthechartbelow.Ittellsyouhowtoanalyze coherence whenitsindividualpartsandfeaturesrelatetosupport together andprovideacompletesourceofinformation.AWebsitehas ful andeasytoread.Ithasunitywhenallofitspartsflowsmoothly A Websitemustbedesignedforunityandcoherencesothatitisuse- Reading Skill have theseparts: Look attheWebsite’ssponsortoassess credibility. MostWebsites Think aboutwhethertheinformationonaWebsiteislikelytobetrue. update Websites.Sponsorscanbegroups,companies,orindividuals. A WebsiteisacertainplaceontheInternet.Sponsorscreateand About Web Sites INFORMATIONAL TEXTS ❑ ❑ ❑ ❑ • • A • The Does st reliablefacts, theauthor provide Is information clear, andlogical? consistent, Do paragraphs, sentences, inalogical sequence? andgraphicelementsflow themainidea? to Do allrelate details Web pages. Navigation barsandlinks:toolstohelpyougoother Web page:onescreenwithinthesite. Web address:whereyoucanfindthesiteonInternet. Online Information Checklist for Evaluating aText atistics, or quotations to support mainpoints?atistics, support orquotationsto Informational Texts 365 The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. © Pearson Education (15 minutes) Evaluation Writing: Timed Thinking OnlineInformation About Reading Skill Reading you find on the navigation bar? Explain how each of these works you find on the navigation a coherent web browsing experience. with the others to produce who want to visit the museum? who want to the parts of the site? magazine or book? magazine or • Does the home page unify the site? Does • the information included on the Web site coherent? Is • the site meet its goal? Does •

Informational Texts Informational 4. Scan the Florida Holocaust Museum site. What tabs and links do Scan the Florida Holocaust 4. 2. What part of the museum Web site would be most useful to people be most useful to people museum Web site would What part of the 2. Think about the museum Web site from this lesson. Then, answer the Think about the museum following questions. 3. Which page of the Florida Holocaust Museum Web site unifies all of Which page of the Florida Holocaust 3. 1. How is using a Web site different from looking up information in a looking up information in Web site different from How is using a 1. AFTER YOU READ YOU AFTER 368 © Pearson Education of today. literature canbefoundinthemovies, sportsheroes,oreven politics always changing.Manyofthesubjects andheroesfromAmericanfolk stories moreinterestingandentertainingfortheiraudiences. attention. Lookatthechartforsomewaysthatstorytellersmake in theoraltraditionhavetheseelements: stories werepasseddownfromolderpeopleto youngerpeople.Stories The STORIES AMERICAN IN THEMES EXPLORING Idioms Personification Hyperbole American folkliteratureisalivingtradition. Thismeansthatitis Storytellers telltheirstoriesaloud.Theyneedtohold listeners’ • • oral traditionisstoriesthatwereonce toldoutloud.These impossible things. Heroes andheroines:men andwomenwhodogreatoften periods. Universal themesappearinmanyculturesandtime Theme: acentralmessageaboutlife.Somethemesare Technique exactly what they say whatthey exactly culture thatdonotmean expressions inalanguage or to animals or things given characteristics human qualitiesor peoplemake laugh to often overstatement, or exaggeration Water Names Definition

“as easy as pie” as easy “as block” theold “a chip off The clouds shed tears. Building. tall astheEmpire State as was player basketball That

Example universal. Water 369 Names 6 UNIT EXPLORING THEMES IN AMERICAN STORIES

There are different types of stories in the oral tradition. • Myths: stories about the actions of gods, goddesses, and heroes. Some myths tell how things came to be. Every culture has its own mythology. A mythology is a collection of myths. • Fables: short stories that usually have a moral. A moral is a lesson. The characters in fables are often animals that act like humans. • Tall tales: stories that use exaggeration to make them funny. This kind of exaggeration is called hyperbole. Heroes of tall tales often do impossible things. Tale tales are one kind of legend. A legend is a story that is based on fact but that becomes less true with each telling. • Epics: long poems about great heroes. These heroes go on dangerous journeys called quests. The quests are an important part of the history of a culture or nation. © Pearson Education © Pearson

370 Adapted Reader’s Notebook © Pearson Education rippling remote remote or surface shiny reflection gorges gorges glittered forbidden away. With [8] [5] mountain. Because were of private, areas many these visitors were from any town, we town, noticedfrom any quiet the [7] of this see mountain’sthe [3] water The sunlight. wasassmooth asamirror. Ilooked, As Icould relaxed atrelaxed last. of the lake pushed into deep [4] from Word List A. Use each word only appropriate below an paragraph the once. each in with in blank word Fill Exercise A bulk abruptness Study words these from “Water Names.” Then, complete activities. the A List Word VOCABULARY WARM-UP breeze and listen to the [6] listenbreeze and to[6] the up suddenly before us. Below it, [2] alake As we turned the corner, the we turned As [1] the The ripplingThe water relaxed Isat meas by the stream. The wealthy,The unhappy manchose to live alone on aremote island. of the new car. smallThe boy was surprised to see reflection his inthe shiny bumper thousands of years. thousands Gorges are cut through rocks by water moving through them over Her eyes glittered from the tears she held back. Forbidden to drive the car, Itook the train into the city. bulkThe of aship that carries people across the ocean amazing. is When Dad shouted, Dad When Iended mytelephone call with abruptness.

[BUHLK] [GAWRJ ez] [ri MOHT] [ri [RIP uh ling] [GLIT uhrd] [GLIT [fuhr BIDin] [fuhr [ri FLEK shuhn] [uh BRUPT nuhs] BRUPT [uh n. there. We to feel windows fresh the rolled car the down

the large size of something size large the adj. n. v. adj. deep, narrow valleys cut through rock cut deep, valleys through narrow far away far

adj. shone with a sparkling light shone asparkling with , we forgot of stress the our busy and life city having small waves small on surface the having n.

not allowed image you image seewhen you look amirror in n.

a way of ending things suddenly away of things ending in it. I had heard that small fingers it. fingers in Ihad small that heard

water. Since we were miles

along the sides along the of the of the mountain rose

brightly in the area right Water Names Water 371 Names READING WARM-UP Water Names

Read the following passage. Pay special attention to 1. Underline the words that give the underlined words. Then, read it again, and a clue about the meaning of complete the activities. Use a separate sheet of paper remote. Then, write your own for your written answers. deﬁ nition of remote.

2. Circle the words describing The Yangtze River in China is the third longest how the river has glittered. river in the world. It flows more than 3,700 miles, Then, explain what glittered through cities, towns, and remote areas that few means. people ever see. The scenery along the river is some of the most beautiful on Earth. The river has 3. Underline the words naming the source of the abruptness glittered like a jewel in the hearts and minds of that is described. Then, tell Chinese people for centuries. Today, more than about another natural 350 million people live along its shores. disaster that comes with Although the Yangtze gives people important abruptness. gifts, it also can kill them. With the abruptness that comes from sudden flooding, whole villages 4. Circle two words naming can be wiped out. At these times, the rippling one feature of gorges. Then, explain what gorges are. waters become a raging enemy. Animals, people, and all other living things are at risk. As waters 5. Underline all the words in the rise, the high walls of deep gorges can suddenly paragraph describing the bulk seem low. Terror strikes all along the banks of the of the Three Gorges Dam. swollen river. Then, describe the bulk of To control the floods, the Chinese government has something huge you built dams along the Yangtze. The biggest of these have seen. projects is the Three Gorges Dam. Begun in 1994, 6. Circle the words naming the dam should be finished in 2009. The planned what the Chinese people are bulk of it is amazing. It will be one and a half miles forbidden to do. Then, explain wide and 610 feet tall. The lake it creates will hold what forbidden means. five trillion gallons of water. Electricity produced by 7. Circle the word that gives a the dam will meet one-ninth of China’s needs. clue to the meaning of Not everyone is happy about the project. However, reﬂ ection. Describe two Chinese people, forbidden to speak out against the different types of reﬂ ections government, keep their opinions to themselves. that you might see in the Nearly two million people, however, will have to Yangtze River. find new homes as the dam waters rise. Some types of wildlife could be wiped out forever. Most agree that the Three Gorges Dam will have both advantages and disadvantages. No matter what happens, the mighty Yangtze will continue to be important to China. Whether looking at a reflection Education © Pearson in a peaceful spot, fishing, or taking water from the river for farming, Chinese people will continue to be thankful for this grand gift of nature.

372 Adapted Reader’s Notebook © Pearson Education Use thischarttorecorddetailsaboutthestorywithinstory. Note-taking Guide a waterghost. Chinese aboutagirlwhofallsinlovewith their ancestors.Shetellsthemastoryin China’s longestriverwasinthelivesof Waipuo remindsthemofhowimportant porch ontheprairie.Their Threegirlssitonaback Summary CONNECTIONS MAKING Where: Where: three girlsandtheirgrandmother What happens: happens: What Who: Water Names In thepresent Lan Samantha Chang grandmother Where: Where: Wen Zhiqingandhisdaughter What happens: What Who: 1,200 years ago Water 373 Names The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. © Pearson Education 4. 3. 2. 1. AFTER YOU READ Ring in the fish Face inthewater part oftheoraltradition. told. Identifyoneexampleofastorytelling techniqueordetailthatis Themes inAmericanStories:Thinkaboutthewaystoryis of thisstory? message thatisrevealedinastory.Whatdoyouthinkthetheme Themes inAmericanStories:Athemeisacentralideaor agree ordisagreewitheachexplanation. the secondcolumn.Then,usethirdcolumntoexplainwhyyou column ofthechart.Listdifferentwaystoexplaintheseeventsin Interpret: Twounusualeventsfromthestoryarelistedinfirst river? family’s past.Howdotheyandtheirgrandmotherfeelaboutthe Infer: Thegirlslearnhowimportantthegreatriverwasintheir

Event Themes in American Stories The reflection of themoon of reflection The xlnto Why You orDisagree Agree Explanation Water 377 Names RESEARCH THE AUTHOR

Storytelling Hour Plan a storytelling hour during which you will retell a variety of Chinese folk tales. Follow these steps to gather information for your storytelling hour.

• Go to the library and search the online catalog for collections of Chinese folklore. Record the titles and short summaries of stories that you think will interest the class. What I found:

• Search the Internet. Search for “Chinese folklore” or “Chinese folk tales.” Record short summaries of the stories that you find. What I found:

• Watch the video interview with Lan Samantha Chang. Review your source material. Use this information to record additional information for your storytelling hour. Additional information:

Use your notes to prepare your storytelling hour.

378 Adapted Reader’s Notebook © Pearson Education this section. this charttofindculturalconnectionsthathelpexplainthemythsin forces, suchaswindandrain,thatactlikepeople. Some haveanimalsthatactlikepeople.Mythsoftennatural nature orinapeople’shistory.Theyoftendescribetheactionsofgods. mythology. Aisagroupofmyths.Mythsexplaineventsin a culture.Acultureisgroupofpeople.Everyhasitsown A Literary Analysis cannot replacetheexperienceofreadingwholework. story. Usethesestepstosummarize: important information.Thishelpsyourememberthemainpointof the originalwork.Towriteasummary,youmustfocusonmost A Reading Skill BEFORE YOU READ gods, andgives humans. itto Prometheus steals fire from Zeus, king of the It ishelpfultoknowaboutacultureunderstanditsmyths.Use Remember thatsummariesdonothavedetails.Readingasummary myth isanancientstory.Ittellsthebeliefsorcustomsof summary presentsthemainideasofatext.Itismuchshorterthan • • Use asfewwordspossible. • Use yournotestowriteasummarythathasthemainideas. • Put themainideasinorder. • Reread toidentifymaineventsorideas Coyote Steals the the Sun Moon and • Why Detail from Mythology from Detail Waves Have Whitecaps warmth. forgingcooking, weapons, andproviding To ancient Greeks, was fire essentialfor

Coyote Steals … •Why theWaves … Cultural Connections Cultural inthestory. 379 6 UNIT VOCABULARY WARM-UP Coyote Steals the Sun and Moon

Word List A Study these words from “Coyote Steals the Sun and Moon.” Then, complete the activity. chattering [CHAT uhr ing] v. knocking together My teeth started chattering as the cold wind blew harder and harder. coyote [kye OH tee] n. a small, wild dog that lives in the West. The man was alarmed when he heard the coyote howling. curiosity [kyoor ee AHS uh tee] n. the desire to know something Steve’s curiosity about how hockey began led him to the library. eagle [EE guhl] n. a large bird that feeds on small animals An eagle has a hooked beak and long, powerful wings. lend [LEND] v. to give something for just a short time Carly hoped her brother would lend her his CD player. nudged [NUJD] v. pushed or poked gently My partner nudged me in the ribs with his elbow to get my attention. panting [PANT ing] v. breathing quickly and loudly After rushing up the stairs, I was panting and starting to sweat. produce [pruh DOOS] v. to make something happen Does Ms. Conklin actually think her jokes will produce laughter?

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

The woman’s teeth were [1] , not from cold but from fear.

She was lost in the desert. Every time a [2] howled,

she became more scared. She was sorry for her [3] , which had led her to explore something away from the group. She

was [4] from the heat, wishing she had taken the hat a

friend offered to [5] her for the trip. Anything that would

[6] shade would be welcome. Then, a shadow fell on her.

Suddenly she felt as if someone had [8] her and made her turn east. Within minutes, she spotted her group. The eagle left her as she reached them.

380 Adapted Reader’s Notebook © Pearson Education wonderfully creative on spot? the way. along the all How world the in was she so mom, clever inventing turn plotsand twist that myself asacurious, questioning young boy. besideresearch me. reader The is Ikeep mind in words. I work alone, with just my selected imagination carefully themwith craft Ican on myths, and me my of career. toward stories awriter based As never tell stories the to others. leavesusually my teeth chattering. So, Icould much situation public like that ascary speaking, never good storyteller. been oral avery It feels too today. read to children I’ve own my to lend them stories because Iwould love to have been able to way. humorous bad the guy, animal but tricky a in this chose sly the coyote. Mom made usually Ithink had bird graceful greatoftenthe wisdom. Ialso abouttalked its keen eyes, but meant that really asacharacter, eagle the liked too. She usually MomA favorite eagle. magnificent Ithink wasthe However, Mom’s wasone limit per story night. excitement with forpanting asking more. and ended, astory great, by time the and Iwasusually featured that a story them. stories Always, the were characters.a list of three Then, she would produce attention. her questions. Sometimes, Ieven nudged her to get I would interrupt sentence nearly every to ask often would not hold my attention. least, Atthe she found about things, curiosity books that all up stories to tell me. Because Ihad such ahuge paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read itRead again, the following passage. and Pay special attention READING WARM-UP I’m sorry that my that readers listenI’m cannot to my sorry Mom’s words probably with Ithink led Still, art someone wish I only Mom’s down had written animals. always were requestedMy characters So, each Mom night would request Igive that her When I was small, my mother used to make Coyote Coyote Steals the Moon Sun and Steals the SunandMoon 7. Circle the two words that Circle thetwo 7. Underlinethewords naming 6. describes that word one Circle 5. Underlinethewords telling 4. Circle thewordnamingwhat 3. Underlinethewords that help 2. that sentence the Underline 1. have been chattering have been timeswhenyour teeththree list Then, teeth chattering. name what leaves thewriter’s means. what explain Then, lend. what thewriter wouldlike to each animal. descriptive wordfor different write asentence usinga thecoyote.describes Then, andonethatthe eagle excited. whensomeoneishappen why panting Explain waspanting.when theboy explain what produce means. wouldproduce. Then,Mom a sentence using Writeto nudged. understand that brings outyour something describe Then, describes the boy’s curiosity. nudged may curiosity . 381 . lend .

MAKING CONNECTIONS Coyote Steals the Sun and Moon Zuñi Myth, Retold by Richard Erdoes and Alfonso Ortiz

Summary This myth tells about how the sun and the moon got into the sky. Coyote and Eagle team up to steal the sun and moon to light up their dark world. Coyote’s curious nature causes them to lose both. The sun and moon escape into the sky.

E BIG TH Writing About the Big Question Are yesterday’s heroes important today? “Coyote Steals the Sun and Moon” explains a specific event in nature and features Coyote, a popular character in mythology. Complete this sentence: Myths and their heroes have endured through the ages because they .

Note-taking Guide Use this chart to write the explanations this myth gives for questions about nature.

Questions About Nature Explanations

• How did the sun and the moon get into the sky?

382 Adapted Reader’s Notebook The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. AFTER YOU READ Coyote Steals the Sun and Moon

1. Compare and Contrast: Explain one way that Coyote and Eagle are the same. Explain one way that they are different.

2. Infer: What does the way Coyote acts in this story tell you about him?

3. Reading Skill: The graphic organizer below splits this story up into four parts. In the blank next to each part, list the most important events in that part. This will help you summarize the story. The Hunt has been summarized for you.

Detail Cultural Connections

The Hunt Eagle catches many rabbits. Coyote catches only bugs.

At the Kachinas’ Dance

Running Away

Coyote’s Mistake

4. Literary Analysis: Most myths explain something in nature. What event in nature does this myth explain? © Pearson Education © Pearson

386 Adapted Reader’s Notebook © Pearson Education 5. 4. 3. 2. 1. this listtohelpfocusyourresearch. and libraryreferencestogatherinformation. Prepare anoralpresentationaboutZuñiculture.UsetheInternet Listening Oral Presentation andSpeaking: own myththatanswersaquestionaboutthenaturalworld. A Myth Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • What isagoodtitleforthismyth? • Write abriefdescriptionofthecharactersyouwilluse.Tellwhether • What isapossibleexplanationforyourchoice? • • What issomethinginnaturethatinterestsyou? • Make alistofquestionsyouwillneedtoanswerforyourreport.Use myth isastorythatoftenexplainssomethinginnature.Writeyour they arehumansoranimals.Listthequalitieshave.

Coyote Steals theSunandMoon387

VOCABULARY WARM-UP

Word List A Study these words in dialect from “Why the Waves Have Whitecaps.” Then, complete the activity. Ah pron. I Ah don’t want to have to tell you again! ast v. asked Your mother has ast you three times to clean your room. ’bout prep. about Dan told me ’bout your plans to go hiking tomorrow. de art. the After de bad day you had, you must have gone home and cried. dem or ’em pron. them Did you see dem shopping last night? Can you take ’em out to eat with you? git v. get Did you git lots of presents for your birthday? mo’ adj. more Jenny has mo’ clothes than any other girl we know. tole v. told Dad tole you to call home if you were going to be late.

Exercise A Fill in each blank in the paragraph below with the correct word to replace the dialect word from Word List A.

Every winter my Aunt Sylvia calls to tell us [1] the wonderful Florida weather. “We went walking barefoot on

[2] beach yesterday,” she might say. My brothers visited

her last year, but they did not take my sisters or me with [3] .

We [4] to go [5] than a hundred times. Mama

[6] us we were too young. Anyway, [7] am just waiting for that phone call this year. In Atlanta, people say we will not © Pearson Education © Pearson

[8] any cold weather for two more weeks. When Aunt Sylvia calls, we are ready to talk about wearing shorts and T-shirts!

388 Adapted Reader’s Notebook © Pearson Education “lots of love.”“lots tole them that lol Internet chat dialect. That’s right, nothat one lots ever of older people cannot understand your her pet this: like call awoman hear might places. Instead of get some shorthand, the isound popularin isvery insteadsays of Ah I which sounds stretched are out changed, and dialects. Someone in adrawl,changed in with needy,are some say: might bunch of th- of of bereplaced words can by d beginning words pronounced. are For example, th other groups. Second, grouparea. this must beseparate from true. First, people have to live together in a small ways of talking. people in the southern United States of country. the part For have example,certain some unique paper for your written answers. complete the activities. Use aseparate sheet of to the underlined words. Then, read itRead again, the following passage. and Pay special attention READING WARM-UP of of sounds first the of words, ’bout saying instead more dropping sounds from words. Instead of saying is said ast in some parts of the South. If all of this seems confusing, just remember Sometimes, vowel sounds stretched are out or example, sounds change—for Ending also relates to howSometimes way the of talking For to develop, adialect must things be two Dialect isspoken to isspecial a that language Other ways of talking in dialect involve the about house. Come on now! Binji, have Ah you times togit ast dree in de talkin’ ’bout givin’ ittoall of ’em right now! mo’ need money, po’ people Those and I’m dinnereat together, dem. see sowecan On de dird Dursday of de month, we always , some people say mo’. drop Speakers also , people say might de. Asentence a with , for example. To describe people who words sound this: might like means “laugh means out loud” not and , for example. other On the , people say git. So, you at the the at . Instead asked Why the

Why the WavesWhy Have Whitecaps Waves Have Whitecaps 389 4 Find Notice andcircle Ah. 4. Underlinethewords with 3. What Find does andcircle ast. 2. 7. Underline the dialect word Underlinethedialect 7. sentence Rewrite thedialect 6. Inanareawheregetis 5. sentence at thedialect Look 1. how beside them. English words standard thewords list withtheThen, sentence withmo’and’bout. sounds inthedropped it. using Writeto asentence dialect. Now, changetheword English?it meaninstandard beside them. English words standard withthe them list Then, standard English? itrepresentword does in Whatin thelastparagraph. English. standard using pet, herin whichthewomancalls pronounce said toaloud afriend. i usingasmany long dialect Write asentencedialect. in other words usingd with dem words as you can. Read it Read words asyou can. git I changesto Ah , how wouldyou in it. Underlinethe init. pen ? Explain. for in risked th .

MAKING CONNECTIONS Why the Waves Have Whitecaps Zora Neale Hurston

Summary The story is an African American folk tale. Mrs. Wind brags about her children. Mrs. Water grows tired of it and drowns the children. Mrs. Wind looks for her children but sees only white feathers on the water. That is why there are whitecaps. Storms at sea are the wind and water fighting over children.

E BIG TH Writing About the Big Question Are yesterday’s heroes important today? “Why the Waves Have Whitecaps” is a story in which characters act in ways that are humorous, but unheroic. Complete this sentence: I think that story characters who (do/do not) behave admirably have more relevance today because .

Note-taking Guide Record the sequence of events of “Why the Waves Have Whitecaps” in this chart.

Mrs. Wind and Mrs. Water sit and talk.

Whitecaps are feathers The storms at sea are © Pearson Education © Pearson coming up when the wind and water Mrs. Wind calls for her fighting over the children. children.

390 Adapted Reader’s Notebook © Pearson Education 5. 4. 3. 2. 1. AFTER YOU READ Storms and Whitecaps Revenge Water’sMrs. WindMrs. Compete WaterMrs. and myth explain? Literary Analysis: sentences. Donotincludesmalldetails. of atext.Useyourcharttosummarizethismyth.onlyfew Reading Strategy:Asummaryincludesthemostimportantfacts words. Use thischarttosummarizeeachpartofthestory.yourown Reading Strategy:Thechartshowsthethreepartsofstory. Cause andEffect:Whathappensbecauseoftheirfight? the story.Whydidtheystartfighting? Infer: Mrs.WindandWaterwerefriendsatthebeginningof

Section Why the WavesWhy Have Whitecaps Myths explainthingsinlife.Whatdoesthis Summary Why the Waves Have Whitecaps 391 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Myth Create your own myth. In it, explain something that takes place in nature. For example, you could explain a rainbow, the seasons, or an animal behavior. Begin by thinking of a list of possible ideas. Use the graphic organizer below to help you choose your subject.

Things that happen in nature that I could explain in a myth

Choose one of your ideas to explain in your myth.

Listening and Speaking: Oral Presentation Prepare an oral presentation about African myths and folk tales that were brought to the Americas. Do your research in the library or on the Internet. Look for ways in which history and traditional stories have affected African Americans. Make a list of topics you could use to search for information.

392 Adapted Reader’s Notebook © Pearson Education oral tradition. of aculture.Asyouread,use thischarttonotecharacteristicsofthe certain are writteninadialect.Aisthelanguageandgrammarof generation bywordofmouth.Thesestoriesare writtendownlater.They the Storytellers passonlegends,songs,folktales,tallandstoriesin Literary Analysis A Reading Skill BEFORE YOU READ mary: way toprevieworreviewawork.Followthesestepscreatesum- writing. Summariesdonotincludetheminordetails.Theyareaquick Traditions of a culture a of Traditions andinformalDialect speech like humanbeings that act Animal characters or strong Heroes whoare brave, clever, andexaggeration Repetition summary • Decide whicheventsare importantenoughtobeincluded. • . This means that they are passed from generation to oral tradition.Thismeansthattheyarepassedfromgenerationto use atimelinetoputtheeventsofstoryinorder. Use graphicsto helpyouputtheinformationinorder.Youcould region. Reading these tales can help you learn about the values region.Readingthesetalescanhelpyoulearnaboutthevalues Oral Tradition Brer Possum’s •John Dilemma Henry Chicoria • from The People, The •from YesChicoria • is ashortstatement.Itgivesthemainpointsofpiece Chicoria •fromThePeople, Yes •Brer Possum’s .

Story Detail Story 393 6 UNIT VOCABULARY WARM-UP Chicoria • from The People, Yes

Word List A Study these words from the selections. Then, complete the activities. accord [uh KAWRD] n. doing something without being asked Brett surprised us by taking out the garbage of his own accord. cyclone [SY klohn] n. tornado; a storm with strong winds The cyclone roared through town, damaging many houses. poets [POH uhts] n. people who write poems Some poets write their poems in rhyme, while others don’t. recited [ri SYT id] v. said aloud from memory On July 4, an actor recited the Declaration of Independence. shame [SHAYM] n. embarrassment or loss of honor Will blurted the answer without thinking and felt shame afterward. spinning [SPIN ing] n. the telling of stories that you have made up While spinning tales of the Wild West, the storyteller showed slides. straddling [STRAD ling] adj. with legs on either side of something Betty rode the donkey with her legs loosely straddling the animal. yarns [yahrnz] n. long tales that are not completely true Late nights around the campfire, we told yarns of pirates and sailors.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

In our little town, there were no published [1] or novelists. Yet, just about everyone loved to stay up nights telling and listening to

[2] of pioneer days. Sometimes, friends took turns and

[3] parts of a well-known tale. Other times, they made up new ones. No one had to be coaxed to speak, but did it of his or her own

[4] . In [5] tales of olden times, our townsfolk

could cause any professional storyteller great [6] . My favorite

tale was of the [7] of ’79. That twister was so mighty, it was

air. When they came down, there was the trusty horse, [8] the mayor!

394 Adapted Reader’s Notebook © Pearson Education life characters give people hope in a difficult heroes. larger-than- tall-tale today like are Both are world. a way, In entertaining. comic-book superheroes of orchards would improve settlers’ lives. gentle whothis believed man fruit beautiful that planting apple trees. Many stories grew up aroundChapman. life, he traveled real In wilderness the his feats. recitedCrockett of stories the many himself about Stories about them made livesmore their amazing. characters, lived colorful lives on frontier. the out.himself Ofcourse, that! there isno in shame to beat machine. the He does, but dies wearing job, accord—to own decides—of his try John Henry anyone else. When a machine is invented tocould do the hammer spikes into railroad tracks faster than under control. acyclonewas seen straddling twister that to bring even rode lion amountain instead of a horse. He cowboy. and animals He made wild friends with Crockett, Daniel Boone, and Johnny Appleseed. storiesthan-life about people, real such as Davy told about heroes. fictional Others revealed larger- humor, captured people’s imaginations.tales. These Some stories, tales full of daring deeds and folksy pass on.and hear to others for verses their spoke Poets stories. movies, people amused one another by spinning and television, radio, Before entertainment. of form popular today? still they are from? Why for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. read Then, itagain, and Read the following passage. Pay special attention to READING WARM-UP We still enjoy tall tales todayWe enjoy tales because so are still they tall Johnny Appleseed of John nickname wasthe Crockett, BooneDaniel Davy real-life and hero wasthe workers.John of railroad Henry He Pecos another heroic Bill, character, wasa Settlers on frontier the wereto tell tall first the stories old to hear poems isavery and Gathering come tales tall we call do yarns Where those Chicoria Chicoria • from The People, The Yes •from Chicoria • from The People, •from Yes 395 7 Circle thewords that tell 7. Underline thewords inthe 6. Underline thewordthat gives 5. Circle thewordin 4. spoke Underlinewhat poets 3. Circle theword inparagraph 2. words that tell Circle two 1. recited have you that something what Name Crocket recited. meaning. withthe sameor phrase shame Rewrite thesentence with what is there in. noshame previous sentence that tell accord that you didofyour own accord. something Describe a clueto themeaning of like. look straddling what Describe straddling. a clueto meaning the of previous sentence that gives favorite Nameoneofyouraloud. what Explain asspinning? same the that means about three yarns favorite your what yarns are.Nameoneof spinning , substituting a word a , substituting . lately. poets a a cyclon . means. e might . MAKING CONNECTIONS Chicoria • from The People, Yes Summaries In “Chicoria,” a rancher invites a poet to dinner. The poet is asked to share poetry, but not to eat. The poet uses a folk tale to point out the rancher’s rude behavior. In the selection from The People, Yes, the speaker talks about his love for America. He describes the adventures of famous characters from American folklore, such as Paul Bunyan and John Henry.

E BIG TH Writing About the Big Question Are yesterday’s heroes important today? In both “Chicoria” and the excerpt from The People, Yes, the values and beliefs of a culture are passed on by showing what qualities and abilities that culture finds admirable in its heroes. Complete these sentences:

In today’s stories, qualities such as and may be considered outdated for a heroic character. On the other hand,

qualities such as bravery, honesty, and are still relevant.

Note-taking Guide Use this graphic organizer to record how “Chicoria” and the selection from The People, Yes have some of the same folk story traits. Put one example in each box.

Chicoria Chicoria Chicoria It is rude not to invite all guests to eat.

Message Exaggeration Humor

396 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ straddles a cyclone. a straddles story ofChicoriaenoughtopassiton throughtheoraltradition? Literary Analysis:WhymightpeoplefromNewMexico likethe behind theimages. imagesintheselectionfromThePeople,Yes.Statemainidea Reading Skill:Fillintheclusterdiagrambelow.Summarize country. Yes. Tellhowtheirabilitieshelpthemsurviveinawild,new Evaluate: Identifytwocharactersintheselectionfrom table? Analyze: WhyisChicoriasosurethathewilleatattherancher’s

Pecos Pete Pete Pecos Chicoria • from The People, The •from YesChicoria Main Idea Chicoria •fromThePeople, Yes Cattle are lost in lost are Cattle a redwood tree. ThePeople, 397 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Critical Analysis Write a critical analysis to explain how language and idioms affect the tone and mood in folk stories. Be sure to give examples from “Chicoria” and the selection from The People, Yes. Use the chart below to write notes for your critical analysis.

Example of Language or Idiom Used How it Affects Mood of Work

Listening and Speaking: Storytelling Workshop As part of a storytelling workshop, you will create tips for storytellers as well as tell a story. Use the following chart to add helpful information for storytellers.

Storytelling Tips

How to Choose a Story

Making Eye Contact

398 Adapted Reader’s Notebook © Pearson Education you’s outa offa critters Brer the fox to pull him [6] fox [6] the tohim pull troublesomethe rabbit. rabbit, The however, wassoclever he that got stuck baby. on atar fox The out had to figure catch made of tar this a-doin’ complete activity. the words the reading aloud. to understand, hard language Then, try todialect capture speech the of characters. their you If this find is the language of everyday speech in an area. Somewords Old from the dialect writers South,Regional originated. wheretale this use Study words these from “Brer Possum’s dialect Dilemma.” all are They A List Word word from Word List A. Use each word only appropriate below an paragraph the each in in with blank dialect Fill once. Exercise A VOCABULARY WARM-UP woods, He he trickiest. wasalways wasthe [4] himself [5] to get into worst the himself trouble. Then, he had to be clever to get Rabbit and his friends. Of all the [3] [3] the Rabbit friends. his and Ofall Read the tale to find out. [1] [1] You’s too kindhearted to say abad word to anyone. I need aladder to get the cat outa the tree. Won’t you help get that tree limb offa me? He didn’t like to see critters, large or small; in trouble. Brer Rabbit walked down the road andmet Brer Fox. He wasalways busy a-doin’ something for others. [AWF uh]

[BRER] [OWT uh] [YOOZ] [uh-DOO-in] [KRIT erz][KRIT

n. contraction prep. prep. brother; used before a name in for when treat in areal you read about [2] n. off of off v. out of out creatures; animals creatures; doing the trouble. the There wasone when time he got

you is; standard English, you English, you are standard is; the tar baby. tar the How did he do that?

Brer Possum’sBrer •John Dilemma Henry Brer Possum’s Dilemma •JohnHenry

of fields the and something something

399 READING WARM-UP Brer Possum’s Dilemma • John Henry

Read the following passage. Pay special attention 1. Circle the word that is to the underlined words. Then, read it again, and standard English for brer. Write a sentence in which you complete the activities. Use a separate sheet of use Brer with another animal paper for your written answers. name. Brer, or “Brother” Rabbit and the other beloved 2. Write the standard English critters of the Old South did not spring from the word for critters. List some of mind of writer Joel Chandler Harris, as some the critters that appeared in people used to think. Harris is the author known African American folk tales. for introducing whites in America to African 3. Circle the words in standard American tales that use dialect, or local speech. English that mean the same Harris was a teenager in Georgia. After the as you’s. Following that example, write this sentence Civil War, he remembered stories that slaves had in dialect: We are going now. told him and recorded them. He then invented a character he called Uncle Remus to be the 4. Write the standard English for storyteller. Many versions of the stories, including a-doin’. Following the example of a-doin’, write a ones about Brer Rabbit, exist today. sentence using the dialect Actually, the character of Brer Rabbit had its form of hoping. origins before the pre-Civil War South. There was

5. Circle the words in standard a long tradition of trickster tales in African folk English that mean the same tales. African storytellers later brought their tales as outa and offa. Following to America. In the new land, they created tales in these examples, write the which animals took on the traits of people among words full of in dialect and whom they lived. then use the new word in a The stories of Brer Rabbit and his world are all sentence. the livelier for the southern dialect that is used in them. Here are some examples. Brer Fox would not say, “I see what you are doing.” Instead, he would say, “I see what you’s a-doin’. Brer Rabbit wouldn’t think, “I can get myself out of this trouble.” Instead, he would think, “I kin git myself outa dis trouble.” Nor would he announce, “I just have to get off of this log and run as fast as I can.” Instead, he would think, “I jist gotta git offa dis log and run lickety split.” The rhythm of this speech is natural and musical. Just listen as the storytellers of long ago © Pearson Education © Pearson spin their delicious tales. It’s no wonder these tales have lasted and become favorites today.

400 Adapted Reader’s Notebook © Pearson Education record thelessonsineachfolktale. Folk talesoftenpassalongimportantlifelessons.Usethischartto Note-taking Guide these storieshavevaluebecause one-dimensional folktalecharacters.Completethissentence: the larger-than-lifefolkheroin“JohnHenry”aretypical like animalcharactersin“BrerPossum’sDilemma”and Are yesterday’sheroesimportanttoday?The human- a steamdrill. that tellsthestoryofanAfricanAmericanherowhoraces Brer Possumforhelp.“JohnHenry”isaballad,orsong, In“BrerPossum’sDilemma,”BrerSnakeasks Summary CONNECTIONS MAKING

John Henry Possum’sBrer Dilemma T H

B B

I I

G G Brer Possum’s Dilemma •John Henry Although theaccomplishmentsoffolkheroesareexaggerated, Writing About theBig Question Folk Tale Nothing is impossible when you set your mind to it. Nothing isimpossible your whenyou mindto set

What Lesson It Taught Brer Possum’s Dilemma •JohnHenry . 401 TAKE NOTES Brer Possum’s Dilemma Jackie Torrence

Activate Prior Knowledge Back in the days when the animals could talk, Describe a time when you were there lived ol’ Brer1 Possum. He was a fine feller. fooled by someone. What did Why, he never liked to see no critters2 in trouble. you learn from the experience? He was always helpin’ out, a-doin’ somethin’ for others. ♦ ♦ ♦ While walking one day, Brer Possum saw a big hole in the road. He looked in. He saw

Brer Snake in the bottom of the hole. Brer Snake had a brick on his back. Brer Possum Reading Skill decided to leave. He knew that Brer Snake A summary presents the main might bite him. He began to walk away. points of a story. It does not Brer Snake called out for help. Brer include minor details. What Possum went back. Brer Snake asked Brer events from this page of the Possum to help get the brick off his back. story would you include in a ♦ ♦ ♦ summary? Brer Possum thought.

“Now listen here, Brer Snake. I knows you. You’s mean and evil and lowdown, and if’n I was to git down in that hole and git to liftin’ that brick offa your back, you wouldn’t do nothin’ but bite me.” Reading Check Ol’ Brer Snake just hissed. What are Brer Possum and Brer “Maybe not. Maybe not. Maaaaaaaybe not.” Snake like? Circle the paragraph ♦ ♦ ♦ that describes Brer Possum. Put a box around the paragraph that Brer Possum saw a dead branch hang- describes Brer Snake. ing from a tree. He climbed up the tree and broke off the branch. He poked the brick off Brer Snake’s back. Then he ran away. Brer Snake called for help again. Brer Possum went back to the hole. Brer Snake said that he could not get out of the hole. He asked Brer Possum to help. Brer Possum again said that he was afraid that Brer Snake © Pearson Education © Pearson

1. Brer (brer) dialect for “brother,” used before a name. 2. critters dialect for “creatures”; animals. 402 Adapted Reader’s Notebook © Pearson Education ‘til troubletroublesyou. and youspottrouble,don’tnevertrouble trouble in youpocket.” are youa-goin’tobiteme?” and Iputyouinmypockettogitwarm.Why brick offayourback,Igotyououtathathole, Why areyoua-goin’tobiteme?Idonetookthat my pocket.” cold. SojistthisonceI’ma-goin’toputyouin And whenyou’remindin’yourownbusiness “You knowedIwasasnakebeforeyouputme Brer Snakehissed. But BrerPossumsaid,“Nowwaitaminute. “I’m a-goin’tobiteyou.” “All right,”saidBrerPossum.“Youmustbe Brer Possum. Snake crawledoutofthepocket.Hehissedat Possum forgotabouthim.Suddenly,Brer Brer Possumbegantofeelsorryforhim. Brer Snakesaidthathemightnotbitehim. in hispocket,BrerSnakewouldbitehim. Brer Possum’spocket. cold. HeaskedBrerPossumtoputhimin back tothehole.BrerSnakesaidthathewas Good-hearted BrerPossumonceagainwent the tallgrass.ThenBrerPossumranaway. Snake outoftheholeandtossedhiminto dead branchunderBrerSnake.Helifted might notbitehim.BrerPossumpushedthe would bitehim.BrerSnakesaidthathe Brer Snakewasquietandstill. Brer Possumrefused.IfheputSnake Brer Snakecalledforhelponcemore. ♦ ♦ ♦ Brer Possum’s Dilemma Possum’s Dilemma?” tradition What features ofthe Literary Analysis Write asummary Reading Skill NOTES TAKE words below. words bracketed inyour own passage your ownRewrite words. the in indialect written passages be difﬁ that is notyour own can dialect ina written astory Reading region. inacertain by people A dialect Fluently Read Snake inthis story. ways BrerPossum Brer helps

cult. It can help to help rewrite Itcan cult. is thelanguageused

are contained in “Brer are containedin“Brer of the two ofthetwo oral 403 TAKE NOTES John Henry Henry

Literary Analysis John Henry was a lil baby, Poems in the oral tradition Sittin’ on his mama’s knee, often have words or phrases that are repeated. Underline the Said: ‘The Big Bend Tunnel on the 1 words that are repeated in the C. & O. road poem. Why do you think these Gonna cause the death of me, words are repeated? 5 Lawd, Lawd, gonna cause the death of me.’

Cap’n says to John Henry,

‘Gonna bring me a steam drill ’round, Gonna take that steam drill out on the job, Gonna whop that steel on down, Reading Skill 10 Lawd, Lawd, gonna whop that steel What is the ﬁ rst important event on down.’ in this story that you would include in a summary of this John Henry tol’ his cap’n, poem? Lightnin’ was in his eye: ‘Cap’n, bet yo’ las, red cent on me, Fo’ I’ll beat it to the bottom or I’ll die, Why is this event important? 15 Lawd, Lawd, I’ll beat it to the bottom or I’ll die.’

Sun shine hot an’ burnin’, Wer’n’t no breeze a-tall, Stop to Reﬂ ect Sweat ran down like water down a hill, What qualities do you think a That day John Henry let his hammer fall, hero should have? 20 Lawd, Lawd, that day John Henry let his hammer fall.

John Henry went to the tunnel, An’ they put him in the lead to drive, The rock so tall an’ John Henry so small, That he lied down his hammer an’ he cried, 25 Lawd, Lawd, that he lied down his hammer an’ he cried. © Pearson Education © Pearson

1. C. & O. road Chesapeake and Ohio Railroad. The C&O’s Big Bend railroad tunnel was built in the 1870s through a mountain in West Virginia. 404 Adapted Reader’s Notebook © Pearson Education Vocabulary steel-driver tohammer steel-driver shaker 50 45 40 35 30 Lawd,tomorrow’llbeyo’ buryin’day.’ Lawd,ain’nothin’butmyhammer Lawd,jes’listentothecol’steelring.’ Lawd,PollyAnndrovesteellike Lawd,I’dhammermyfoolself (SHAY thespikesa for andplacesthedrills whosets kuhr)n.person Tomorrow’ll beyo’buryin’day, For, ifImissthissix-footsteel, ‘Shaker, youbetterpray, John Henrytol’hisshaker, suckin’win’.’ ‘Ain’ nothin’butmyhammersuckin’win’, John Henrysaidtohiscaptain,ohmy! ‘I b’lievethismountain’ssinkin’in.’ Oh, thecaptainsaidtoJohnHenry, Jes’ listentothecol’steelring, ondown, I’m throwin’twelvepoun’sfrommyhips Shaker, whydon’yousing? John Henrysaidtohisshaker, a man. Polly Anndrovesteellikeaman, John Henrytooksickan’hadtogobed, Her namewerePollyAnn, John Henryhadalilwoman, todeath.’ I’d hammermyfoolselftodeath, medown, ‘Before I’dletthissteamdrillbeat The steamdrillstartedonthelef’— John Henrystartedontherighthand, Development Henry andhis wifeinthis stanza. Henry information John you about learn it moreclearly? you help understand this poem of How might writing asummary Stop to Reﬂ Write abrief stanza. bracketed the Reread Reading Skill NOTES TAKE that tells you. shaker to listen to? Circle theline tell his Henry John What does Reading Check

ect ect summary John Henry ofthe 405 TAKE NOTES John Henry tol’ his captain, ‘Look yonder what I see— Yo’ drill’s done broke an’ yo’ hole’s done choke, Literary Analysis An’ you cain’ drive steel like me, Poems in the oral tradition 55 Lawd, Lawd, an’ you cain’ drive steel often use dialect to show the ways that different people speak. like me.’ Reread the underlined text in the ﬁ rst stanza. Write the meaning of The man that invented the steam drill, the lines below. Thought he was mighty fine. John Henry drove his fifteen feet, An’ the steam drill only made nine,

60 Lawd, Lawd, an’ the steam drill only made nine.

The hammer that John Henry swung, It weighed over nine pound; Read Fluently He broke a rib in his lef’-han’ side, Read the bracketed stanza. Then, 2 rewrite the stanza in your own An’ his intrels fell on the groun’, words below. Write in complete 65 Lawd, Lawd, an’ his intrels fell on sentences. the groun’.

All the womens in the Wes’, When they heared of John Henry’s death, Stood in the rain, flagged the eas’-boun ’train, Goin’ where John Henry fell dead, 70 Lawd, Lawd, goin’ where John Henry fell dead.

Read Fluently John Henry’s lil mother, How does John Henry die? Circle She was all dressed in red, the lines that tell you. She jumped in bed, covered up her head, Said she didn’ know her son was dead, 75 Lawd, Lawd, didn’ know her son was dead. © Pearson Education © Pearson

2. intrels (IN trelz) n. dialect for entrails—internal organs. 406 Adapted Reader’s Notebook © Pearson Education 80 Lawd,therelaysasteel-drivin’man.’ Says, ‘Therelaysasteel-drivin’man, An’ everylocomotivecomeroarin’by, An’ theyburiedhiminthesan’, Dey tookJohnHenrytothegraveyard, poem. Summarize Reading Skill poem? oral tradition Which features ofstories inthe Literary Analysis NOTES TAKE Circle thewordintext. in? wasburied Henry that John What comes by thegraveyard Reading Check

theendingofthis John Henry arepresent inthis 407 AFTER YOU READ Brer Possum’s Dilemma • John Henry

1. Infer: Brer Possum helps Brer Snake even though he does not trust the snake. Is Brer Possum meant to look foolish or very kind in the story? Explain.

2. Deduce: Brer Possum does not help Brer Snake right away. Why might Brer Possum think it is safe to trust Brer Snake?

3. Reading Skill: A summary tells the main points of a story. Knowing the important events in a story can help you summarize it. Complete this timeline to help you summarize “John Henry.”

Baby John John Henry is Henry buried. foresees his death.

4. Literary Analysis: Think about how John Henry is described in this ballad. Why do you think “John Henry” has been passed down

408 Adapted Reader’s Notebook © Pearson Education following promptswillhelpprepareyoutoperformyourtale. Prepare forastorytellingworkshop.Selecttaletoperform.The Listening Storytelling andSpeaking: Workshop to helpyouwriteyourcriticalanalysis. dialect oridiomsfromthestories.Notetheirmeanings.Useyournotes mood andtoneinfolkliterature.Usethischarttohelpyoulistcertain Write acriticalanalysistoexplainhowlanguageandidiomsaffect Analysis Critical a Writing Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • In which partsofthestorywillyoumakeeyecontact? • What informallanguageordialectcanyouaddtoyour • How willyouuseyourvoiceandbodytodramatizetheaction?Give • performance? specific examplesofwhatyouwilldoatdifferentpointsinthetale.

Dialect and FolkDialect and Idioms Brer Possum’s Dilemma •JohnHenry Meaning

409 © Pearson Education Reviews Structural Features of Book Reviews of Book Features Structural an opening section that briefly describes the book being reviewed or provides or provides an opening section reviewed that briefly being the book describes a closing section opinion of a closing contents that sums up the book’s it and the reviewer’s large, bold text that identifies the book being reviewed being book the identifies that text bold large, a line that shows who wrote a line that shows review the conclusion: byline: introduction: information that is useful for context heading: gives a feeling or opinion about a book. You can find or opinion about a book. gives a feeling book review

Some book review writers know a great deal about a book’s topic or deal about a book’s topic writers know a great Some book review publisher as author, price, and basic information such • a summary of the book • good and bad points opinions about the book’s • the book is worth reading an opinion about whether • • • • • Reading Skill Reading highlight information in a written work. Text features organize and information, use text features to analyze When you read, you can the text. For example, looking at head- which will help you understand help you identify main ideas. Study the ings and subheadings will to learn more about using text features to graphic organizer below analyze information. A as newspapers, magazines, in different places, such book reviews online. television, or parts: book reviews have these author. Most About Reviews About INFORMATIONAL TEXTS INFORMATIONAL Informational Texts Informational 410 © Pearson Education Franz Boas,Dorothy WestandW.E.B.DuBois Carl VanVechten, Charlotte OsgoodMason, tory andsociety,includingLangston Hughes, writes toaveritablewho’swhoinAmerican his- e-mail canalsobefoundinZora’sletters. She and immediacy(typosall)weassociate with Dust TracksontheRoad.Amazingly,urgency ing hernotoriouslyunrevealingautobiography, body ofherpublishedworkscombined, includ- liant andcomplexwomanthanperhaps theentire plus-page collectionrevealsmoreaboutthisbril- Zora NealeHurstonoverfourdecades.The800- more than500lettersandpostcardswrittenby cherish e-mailastheymightahandwrittenletter. of thematteris,folkswillneithersalvagenor Postal Serviceislosingbusiness.Butthetruth replaced paperandpen,somuchthattheU.S. tiny silverkeyintoamailboxdoor.E-mailhas once reservedforthatmomentbeforepushinga we checkourinboxeswithaneagernessthatwas since summercamp.Inourhastetosavetime, to friendsandrelatives—somethingIhaven’tdone I hadpennedsixletters,theold-fashionedway, pen andabookofstamps.Bytheendday, beautiful blankcardsandstationery,afineink to devotethetotalofmylunchhourselecting Life inLettersmypossession,Iwasinspired 896 pages Doubleday; October2002; Edited byCarlaKaplan A LifeinLetters. Zora NealeHurston: by ZakiaCarter Book Review And soALifeinLettersisagift.Itincludes Within daysofhavingZoraNealeHurston:A A Life in Letters fi What does area.” leavingfrom anenclosed “prevented orananimal aperson pen.” alsomean Itcan witha“wrote anote oraletter meaning. Penned verb WordsMultiple-Meaning Vocabulary Builder to areader?useful these pieces ofinformation be for ALifeinLetters. publisher, andpublicationdate editor, title, the Circle book. the usethiscan information to fi Youinformation abook. about basic reviewincludes A book Text Structure NOTES TAKE through themailin1913. traveling began Packages were introduced in1847.stamps Postmaster General. Postage Franklin was thefi appointed in1775began whenBenjamin UnitedStatesThe Postal Service Cultural Understanding

rst rst paragraph? penned Informational Texts penned has more thanone hasmore can mean can Why would meaninthe 411 The nd rst © Pearson Education While we are familiar with Zora the novelist, with Zora are familiar While we in addition to A treasure trove of information, —Zakia Carter is an editor at Africana.com. essayist, playwright and anthropologist, A Life in and anthropologist, playwright essayist, Zora to Zora the filmmaker; Letters introduces us College undergrad and Columbiathe Barnard Zora the two-timeUniversity student; specialist; fellow; Zora the chicken Guggenheim the political wife; and Zora Zora the thrice-married ironic, heart- letters are at times flip, pundit. Zora’s biting humorous. They are insightful, breaking and only wish journal entries. One can and candid as but the work is notfor responses to Zora’s words, incomplete without them. of Zora’s life, the annotated letters, a chronology events, and institutions a glossary of the people, letters, and a thorough to which she refers in her generously included bibliographical listing are decade of writing by editor Carla Kaplan. Each on the social, political, is introduced by an essay in Zora’s life. and personal points of significance and utterly reveal- Kaplan’s is a fine, well edited the life of one of the ing work of scholarship into misunderstood American greatest and often most is, in fact, writers. In many ways, A Life in Letters It is a reminder to sal- a long love letter for Zora. not be forgotten vage and cherish what should and an admonishment to write what you love on paper. among others, sometimes more than once or once than more sometimes others, among intimate writings, her most day. In these, twice a to life. Zora comes Pundit A Life in A Life in treasure trove trove treasure rst full full rst rst sentence sentence rst in the ﬁ a treasure trove of of trove a treasure ﬁ the Read Informational Texts Informational make up the make pundit

412 TAKE NOTES Comprehension Builder Builder Comprehension the main points Summarize of this book review. Vocabulary Builder Builder Vocabulary Idioms large “a means information collection of important facts and parts What details.” of of the bracketed paragraph. paragraph. bracketed of the phrase The Letters of information? Vocabulary Builder Builder Vocabulary the Find Terms Uncommon word paragraph page. this on who knows a “someone means lot about a particular subject.” About subject what does the author believe knows Zora a lot? © Pearson Education opinions. Usethischarttogetstarted. Summarize thereview.Includeauthor’smainpointsand 4. How doestheauthororganizefirstcompleteparagraphon 3. What informationdoestheheadingofthisreviewprovide? 1. The reviewersaysthatthereissomeinformationinALifeLetters AFTER YOU READ 2. A

A Life inLetters? reading gain from willthink readers Carter does What A Life inLetters? think about Carter does What page 362? would notbefoundinotherbooks? that isnotinHurston’sotherbooks.Whatkindofinformation that mightsurprisethesereaders? Hurston onlyasanovelistandstorywriter.Whatisinthereview book reviewgivesanopinionaboutabook.Somereadersknow Reading Skill Thinking AboutThinking the Book Review Timed Writing: Summary (20minutes) Informational Texts 413 UNIT 6 BEFORE YOU READ Ellis Island • from Out of the Dust

Reading Skill Setting a purpose for reading helps you pay attention when you read. Think about when you read about people from a different time and place. Your purpose might be to learn about the way they see the world and the problems they face. One way to set a purpose for reading is to ask questions. The “K-W-L” chart can help you organize your thoughts. Fill in the first two boxes before you begin to read “Ellis Island.” Fill in the last box after you are done reading.

KWL

What I already know about Questions that explore what Answers that show what I the topic I want to know learned

Literary Analysis Each work of literature has a cultural context. The cultural context is the society and point in history in which the characters live. Cultural contexts are shaped by many things, such as war and money issues. Knowing about the cultural context helps you understand the characters better. As you read, look for things that characters say or do that are based on a cultural issue. © Pearson Education © Pearson

414 Adapted Reader’s Notebook © Pearson Education stumbled stumbled ended or not happened relief harvest harvest fleeing dampen from something. Several people [5] peoplefrom something. Several [5] [2] excitement air, the knowledge in the dangled big something was that hugelot sat the in cars of state parking the fair. afeeling of Still, gates of fair. the seemed They to befrightened were and [4] my forehead neck. and Suddenly, I noticed out acrowd spilling of the from Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word Fill Exercise A brewing Study words these from Out of Dust. the Then, complete activity. the A List Word VOCABULARY WARM-UP someone would get rush. the With [6] in hurt wild crowd. Iwondered. “Had gottenwild abull loose?” order to bring somewhat to the start and arrive guards dozen security lot—and hot. very Iwasconstantlyusing awet towel to [3] It was a clear morning in late just in It fall, [1] the wasaclearmorning after I sighed with relief when there wasno pop math today. quiz In many farming towns, the harvest means hard work andcelebration. Too many people have stumbled over that crack inthe sidewalk. A shark wasspotted, so people were from the ocean. allfleeing Before you iron, you can use aspray bottle to dampen the clothes. Looking at allofLooking those dark clouds, Ithink astorm brewing. is

n. LEEF] [ri [FLEE ing] n. vist] [HAHR [BROO ing] [DAM puhn] [STUHM buhld][STUHM . Within two hours, things had hours, gotten two busy. Within things the very in the happy the you feeling have when bad something has v. v. leaving quickly, leaving to usually escape danger v. getting ready to getting happen soon the act the crops ripe of gathering to make something slightly wet v. almost fell while walking

, and I was afraid Iwasafraid , and

From ofthe Out Dust From Out of the Dust the of Out From , Iwatched a

. Afew

415 READING WARM-UP from Out of the Dust

Read the following passage. Pay special attention 1. Underline the words naming to the underlined words. Then, read it again, and the group for whom problems complete the activities. Use a separate sheet of were brewing. Then, explain what brewing means. paper for your written answers.

2. Circle the words explaining In the 1930s, major problems were brewing for why farmers were ﬂ eeing to small farmers in the United States. They were cities. Then, describe another finding it harder and harder to make money. The time when people were seen government did step in with aid. The troubles did ﬂ e e i n g from a bad situation. not stop, however. By the 1970s, millions of 3. Underline the words telling American farmers had given up. Families that what modern machines do had farmed for generations were fleeing to cities during a harvest. Then, to find jobs. explain what happens during As a result, much farming today looks more harvest. like a big business. Farming companies use huge new tractors and other machines that are very 4. Circle the words naming the group that has felt relief. expensive. Such equipment allows the work to be Then, tell about a recent done on very large areas of land. During harvest, time†when you felt relief. for example, these machines churn out the crops at high speeds and with little waste. How can a 5. Underline the words naming small farmer without modern equipment compete? where some people have Many Americans have noticed the loss of small stumbled. Then, explain why farms. They want to reverse the process. As the the visitors might have stumbled in these areas. United States Department of Agriculture (USDA) has said: “[Small farms] are a unique part of 6. Underline the words our heritage, a tradition older than the nation identifying what dampens the itself, and a national treasure that must be farmers’ clothes. Then, write a preserved. . . . Bigger is not necessarily better.” sentence using dampen. Farmers in the twenty-first century have welcomed with relief the new help offered by the USDA. Since 1998, the USDA has been working to reach 146 goals. These have been set to help America’s small farmers and ranchers succeed. Many Americans shop in ways that support the small farmer. They stop at roadside stands to buy fruits and vegetables. They ask their stores to offer locally grown foods. Some shoppers have even stumbled through the fields at small “pick your own” farms. Americans seem to be willing to pay a bit more for food grown by small farmers. Education © Pearson Perhaps you have seen pictures of proud American farmers hard at work. The sweat of their labors may dampen their clothes but not their spirits. 416 Adapted Reader’s Notebook © Pearson Education in eachofthethreepoems. Use thischarttolistthewaysthatdustanddroughtaffectpeople Note-taking Guide because might notconsiderheroic,butI do,is long droughtandaneconomicdepression.Completethesesentences: explores theresponsesofordinarypeopletodestructiveeffectsa Are yesterday’sheroesimportanttoday?In leave theirdried-upfarmsbehind. storm ontheprairie.In“Migrants,”people “Fields ofFlashingLight”describesadust faith herfatherhasthatitwillrainagain. poems. Thespeakerin“Debts”describesthe “OutoftheDust”includesthree Summary MAKING CONNECTIONS MAKING

T H

B B

I I

G G Courage cancomefromunexpectedplaces.Onepersonthatothers Writing About theBig Question from Out ofthe Out Dust from

Debts Karen Hesse Effects of Dust of Drought and Effects Fields of Flashing Light Flashing of Fields

Out oftheDust,Hesse Migrants from Out of the Dust . 417 The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. The copyright holder has not granted permission to display this selection in electronic format.

Please see your textbook for this selection. © Pearson Education 4. 3. 2. 1. AFTER YOU READ families decide to movefamilies decide away. to Pa plantagain, decidesbutother to wheat cropisdestroyed. Ma andPa when their donotcry and people. items covering crops, away blew Dust farmersduringtheDustBowl. the poems’culturalcontext,orwaysoflifeandattitudes detail fromt Literary Analysis:Completethischartbyexplainingwhateach reading thethreepoems? attention onwhatyouarereading.Whatpurposedidsetfor Reading Skill: might happentothepeoplewhoareleftbehind? Speculate: Thefamily’sneighborsmoveawayin“Migrants.”What income? the wheatthatfamilyplanted.Howwillthisaffectfamily’s Cause andEffect:Thestormin“FieldsofFlashingLight”destroys

Detail he poemsfrom“OutoftheDust”tellsyouabout Setting apurposeforreadinghelpsyoufocusyour from Outofthe Dust from Farmers had to be tough andnotshowFarmers emotion. be tough hadto Ways of Life and Attitudes from Outof theDust 421 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Writing a Research Proposal Write a short research proposal for a report on how the Dust Bowl affected farmers in the 1930s. A research proposal is an outline or description of information you plan to research. Complete these steps to help you organize your proposal.

Title of the report:

List at least two sources for your report:

Explain what you will describe first in your report:

Explain what you will describe last in your report:

Research and Technology: Letter Use the following chart to list ideas for your letter. Imagine what you might experience on a long trip from Oklahoma to California.

Experiences How I Felt

What Did I See?

422 Adapted Reader’s Notebook © Pearson Education veins veins slips sickness native memory memory then it is an illness of the most wonderful kind.” knowledge activity.the of JosephStudy words these poetry fromthe Bruchac. Then, complete A List Word from Word List A. Use each word only once. appropriate below an paragraph the each in with in blank word Fill Exercise A Will Will meetthey [4] any VOCABULARY WARM-UP arteries and [2] [2] and arteries smaller.and pulse of The sailor’s excitement the through runs shore. back, one ship smaller Looking seesthe of getting sailors the [6] force drove them back ship. to their received. military “Is it Asmall a strong. crewwasunpreparedremains The for they rough the greeting be friendly or hostile? The sailor’s [5] [3] The rowboatThe [1] Blood for testing taken is from veins near the surface of the arm. After the boat slips upto the dock, we tie itto apost. sufferedThey from the sickness for only two days Is Spanish or English your native language? My father no memory has of the first house helived in. Everyone inour family knowledge has of camping.

[SLIPS] [VAYNZ] [NAY tiv] [MEM uh ree] [SIK nuhs] [NAHL ij] n. [NAHL v. n. than he has of the land they are about he are they hasof land the to explore. than to want to explore new territory?” he wonders. it “If to is, want explore new territory?” moves quietly smoothly and adj.

tubes in the body through which blood bodythrough the flows tubes in

referring to the place to the one referring isborn n.

disease; illness; bad condition n. understanding; learning something remembered from the past the from remembered something . None of shipmates his better hasany quietly through the water, the quietly the through nearing peoples they new the Will land? in

of his last landfall of last his landfall Ellis Island Ellis Island 423 READING WARM-UP Ellis Island

Read the following passage. Pay special attention 1. Circle the words that suggest to the underlined words. Then, read it again, and the meaning of memory. Write about a memory you have. complete the activities. Use a separate sheet of paper for your written answers. 2. Underline the knowledge that the author cannot shake. Tell When I came to this country, I felt reborn. Still, about some knowledge you I feel it is important to preserve every memory would rather not have. I can of the old country to pass something along 3. Circle the word in the to my children—and their children. Why do I feel paragraph that contrasts with that I need to hold on to things from my past? the author’s native country. I will try to explain it to you. Tell about the place to which I move among American-born residents of this you are native. city, knowing that my story is very different from 4. Circle the word that is the theirs. I will never take this country for granted. opposite of sickness. Write I can’t shake the knowledge of the horrible things about a time you had to stay my native country’s government did to its people home because of sickness. in the name of security. 5. Underline the two things that In America, I no longer fear arrest or torture. the author imagines ﬂ owing I no longer fear for my life. In sickness or in through his children’s veins. Describe your veins based on health, I will be able to live peacefully here, and what you can see. I will not be thrown into the gutter if I become too ill to work or even stand up. I will pass along 6. Underline the words in the to my children the gift of freedom that will rush next sentence that identify what the author compares through their veins along with their blood. with a memory that slips Now and again, in a moment of quiet, a through his mind. Explain memory of the old country slips through my how a memory slips through mind. It is noiseless, like muffled paddles rowing one’s mind. smoothly across the water of a calm lake. A picture of the old life sometimes comes into my mind’s eye, but it never seems to have any words. If it did what words would it have—those of my native language or those of English? “Get on with your life,” people tell me, and I do. I don’t live in the past, nor do I want to. Still, I do not want to stop remembering the past. The moment I do, the reasons that brought me here would lose their grip. I might become like some © Pearson Education © Pearson Americans who, born in the U.S.A., take the country for granted.

424 Adapted Reader’s Notebook © Pearson Education graphic organizertorecordsomeofthehiddenmessages. use wordsthatpaintpicturesandstandforotherthings.Usethis Some ofthephrasesinpoemarehardtounderstand.They Note-taking Guide with pridebecause processing stationawakensinhim.Completethissentence: Bruchac writesoftheconflictingfeelings famousimmigrant In“EllisIsland,”Joseph Are yesterday’sheroesimportanttoday? Their wayoflifewasdestroyedwhentheEuropeanscame. He pointsoutthattheyhadalwayslivedinAmerica. writes ofhisNativeAmericangrandparents. dreams States. Theirfirststopinthelandoftheir grandparents astheyarriveintheUnited Summary CONNECTIONS MAKING

T bricks. red made of is Island Ellis The building at Island Ellis the redbrick of H

B B

I I

G G Many people view the accomplishments of their immigrant ancestors Many peopleviewtheaccomplishmentsoftheirimmigrantancestors Writing About theBig Question wasEllisIslandinNewYork.Hethen The poetimagineshisSlovak Ellis Island Island Ellis Joseph Bruchac

the tall woman the islandof meadows forests andof green asdreams of dreams the answerer nine decades Ellis Island . 425 AFTER YOU READ Ellis Island

1. Interpret: The word “native” means to be a member of or belong to the first group of people. The speaker uses the phrase “native lands within this nation.” What does the phrase mean?

2. Analyze: The speaker had one set of grandparents who came from Europe. He had another set who were Native American. How do his grandparents affect his feelings about Ellis Island?

3. Reading Skill: Your purpose for reading is the reason you read a text. What was your purpose for reading “Ellis Island”?

4. Literary Analysis: The cultural context shows the setting in which the characters lived. What did you learn about the cultural context in the late 1800s? To answer, fill in the rest of the chart.

Detail Cultural Conditions and Attitudes

Immigrants were kept in quarantine before Immigrants were considered to be a possible entering the United States. source of disease. Immigrants dreamed of owning their own land.

Native American lands were invaded “when the earth became owned.”

426 Adapted Reader’s Notebook © Pearson Education include inyourletter. Ellis Island.Usethelistbelowtohelpyouchoosewhatinformation Write alettertofriendbackhomeasifyouareanimmigrantat Research and Technology: Letter Write ashortresearchproposalforreportonimmigrants’ Proposal Research Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING to research.Completethesestepshelpyouorganizeyourproposal. A researchproposalisanoutlineordescriptionofinformationyouplan ences astheypassedthroughEllisIslandinthe1890sandearly1900s. • Reasons forleavingthe“oldcountry”: • Listatleasttwosourcesforyourreport: • How Iwastreatedwhen Iarrived: • What Ifeltwhenfirstsawland: • What thejourneytoAmericawaslike: • Explainwhatyouwilldescribelastinyourreport: Explainwhatyouwilldescribefirstinyourreport: • Where Iamcomingfrom: • Titleofthereport: Use yourobservationstohelpyougetideasforaresearchproposal.

experi- Ellis Island 427 UNIT 6 BEFORE YOU READ Choice: A Tribute to Martin Luther King, Jr. • An Episode of War

Reading Skill Before you start to read, it is a good idea to set a purpose for reading. Deciding on a purpose gives you a focus. Then, you can adjust your reading rate to go with the goal. When you adjust your reading rate, you choose a reading speed. • When you read to learn new information, read slowly and carefully. Take time to think about what you read. Reread if you do not understand. • When you read for fun, read as quickly as you like. Reread if something is extra interesting to you. The chart below shows examples of reading rates. Fill in the blanks in the empty chart to show your reading plan for the selections.

Source Magazine article Source Biography of Source on rock star John F. Kennedy Purpose Entertainment Purpose Research report Purpose

Reading Read quickly to Reading Read slowly, Reading Rate find interesting Rate selecting facts Rate details. for your report.

Literary Analysis An author’s influences are the things that affect his or her writing. History and culture play an important role in what an author writes. You can better understand what you read if you know about an author’s influences. Read about the author’s life. Then, follow these steps when reading the text: • Note details that show values or attitudes.

428 Adapted Reader’s Notebook © Pearson Education rotted resistance inherited importance heritage fearless where relatives were provided buried glue the [5] Traditions such asholiday [4] the gatherings visiting and that each generation [3] [8] told, were they life, Too “modern” customs. much “old-fashioned” [6] keeping together.he family Younger members, family who seemed America, they kept alive their [1] from Word List A. Use each word only appropriate once. below an paragraph the each in with in blank word Fill Exercise A cemetery capable Then, complete activity. the Study words these from “Choice: ATribute Jr.” Luther to Dr. King, Martin A List Word VOCABULARY WARM-UP about the [2] about [2] the family’s roots. their holiday, Onevery with older members told family Antonio’s “old wasfrom the family school.” in arrived they after Long After many years of neglect, the wooden house rotted away. The citizens showedThe resistance to cooperating with the invaders. My mother inherited adiamond necklace from her grandmother. The outcomeThe of the Civil War great had importance to our country. On national holidays, people celebrate their rich heritage. When it comes to trying new sports, John is surprisingly fearless. After the funeral service, Grandpa was buried inthe cemetery. It surprised that Jane us wascapable of doing cartwheels.

[RAHT id] [RAHT [KAY puh buhl] [KAY [FEER lis] [FEER [HER uh tij] [in HER it HER id] v. [in [SEM uh ter uh ee] [SEM n. tuhns] ZIS [ri [im PORT uhns] PORT [im

away the fabric that held families together. , were urged to overcome [7] their v. adj. crumbled away from natural decay n. not afraid of anything of afraid not the beliefs, the values, traditions of and agroup adj.

of keeping traditions alive. They believed received something after someone received after something hasdied n. standing firm against others’ against actions firm standing having the skill needed to do something aplace where dead people buried are n. the quality of meaningful being quality the

Choice: ATributeChoice: Luther toDr. King, Jr. Martin much more than material goods. Choice: ATributeChoice: to Dr. Jr. King, Martin Luther 429 , which connected them

to to of of

READING WARM-UP Choice: A Tribute to Dr. Martin Luther King, Jr.

Read the following passage. Pay special attention 1. Circle two words in the to the underlined words. Then, read it again, and paragraph that help explain complete the activities. Use a separate sheet of Keisha and Miles’s heritage. Tell about two parts of your paper for your written answers. heritage. “Why can’t we go to Orlando?” Keisha asked 2. Underline the two words her parents. “That’s my idea of a real vacation.” that help to understand the “Because, Keisha, dear,” her mother answered, meaning of importance. What “we think it’s time we introduced you to your is of great importance to you? heritage. We want you to spend some time in 3. Underline the phrase that Georgia. Our people lived there for two hundred suggests the meaning of years. I cannot overstate the importance of inherited. Describe something experiencing that land and culture.” someone you know has “But we’ve seen the family Bible that Daddy inherited. inherited from his father,” Miles said. He had his own resistance to going along with his parents’ 4. Circle the words that suggest the opposite of resistance. plan. “What’s the difference if we actually go to Write about something to the cemetery where all those folks are buried? which you have resistance. We can’t see them anyhow.” “Your father and I think you’re both capable of 5. Underline the words that getting a lot out of visiting the old homestead, and deﬁ ne cemetery. Use two Cousin Maggie is sure looking forward to our visit.” synonyms for cemetery in “If it’s so great down there,” Keisha said, “why a sentence. did you ever leave?” 6. Circle the smaller word in “In those days, there wasn’t much opportunity capable that tells its meaning. for black people in that part of Georgia. Your What two things are you grandparents thought my brothers and I would capable of? have a better chance of getting an education up 7. Underline the antonym of north. People like your granddaddy were fearless fearless. Describe something in trying to change things, but my mamma was about which you are fearless. afraid it would take too long for us to be able to 8. Rewrite the sentence with benefit from any changes. She said she wanted rotted, using a different word. us to move before our brains rotted away.” Keisha smiled. “Oh, I guess it will be all right. Are you sure Cousin Maggie still has that old tire swing and that the pond hasn’t dried up?” Her mother laughed. Then, she said quietly, “You know, your daddy and I were thinking that if we all like it enough, maybe we’ll move down there. I understand there’s a brand-new Education © Pearson community college that’s looking for a few good teachers. It would be a great way to build a future—by reconnecting with the past.”

430 Adapted Reader’s Notebook © Pearson Education Martin LutherKing,Jr. Use thisdiagramtorecallthereasonsthatAliceWalkerlooksup Note-taking Guide people todayis and hercommunity.Completethissentence: recalls thetremendousinfluenceofMartinLuther King,Jr.onherself In“Choice,”AliceWalker Are yesterday’sheroesimportanttoday? Americans toappreciatetheir heritage. She explainshowDr.KinginspiredAfrican successes withthecivilrightsmovement. TheauthordescribesDr.King’s Summary CONNECTIONS MAKING

T H

B B

I I

G G A figurefrom the past,besidesKing,whocontinuestoinfluence Writing About theBig Question Martin Luther King, Jr. King, Luther Martin Choice: ATribute to

Alice Walker Why AliceWalker looks up to Martin Luther King, Jr. Choice: ATributeChoice: Jr. to King, Martin Luther 431 to be arrested for be arrested to He was notafraid his beliefs.

because . TAKE NOTES Choice: A Tribute to Martin Luther King, Jr. Activate Prior Knowledge Alice Walker Describe a person you admire who leads, or has led, a ﬁ ght for This address was made in 1973 at a Jackson, an important cause. What Mississippi, restaurant that had refused to serve qualities do you admire in this people of color until forced to do so by the civil person? rights movement a few years before. ♦ ♦ ♦ Walker begins by telling the story of her great-great-great-grandmother, a slave who walked with two babies from Virginia to Eatonton, Georgia, and describing the family Reading Skill cemetery in which generations of ancestors When you set a purpose for are buried. reading, you decide what to ♦ ♦ ♦ focus on as you read. Scan this Yet the history of my family, like that of all page of text, and look closely at the ﬁ rst paragraph. What do you black Southerners, is a history of dispossession. think your purpose will be in We loved the land and worked the land, but we reading this text? never owned it; . . . ♦ ♦ ♦

Walker and others of the 1960s generation

were compelled to leave the South to avoid having happy memories replaced by bitter Read Fluently recollections of brutal treatment. Commas, semicolons, and periods ♦ ♦ ♦ show relationships between It is a part of the black Southern groups of words. Read the sensibility that we treasure memories; for such bracketed passage. Circle the a long time, that is all of our homeland those of commas, periods, and semicolons. Then rewrite this sentence as two us who at one time or another were forced away separate sentences. from it have been allowed to have. ♦ ♦ ♦

In 1960, Walker first saw Dr. Martin Luther King, Jr. on television being arrested for

© Pearson Education © Pearson Vocabulary Development dispossession (dis puh ZESH uhn) n. state of having had one’s property or land taken sensibility (sen suh BIL uh tee) n. moral, artistic, or intellectual outlook

432 Adapted Reader’s Notebook © Pearson Education Vocabulary 2 ephemeral 2. two first the 1961 bybecoming January in history made who students Hunter Charlayne and Holmes Hamilton 1. community isephemeral. and ourhearing.. ancestors, whomaynowsleepwithinourcaring back ourhomeland;thebonesanddustof Person forwhomwehadwaited. away fromthelandofmybirthwithoutafight. disinherit me,andIwouldneverbeforced without resistingeverythingthatsoughtto I wouldneverbeabletoliveinthiscountry African Americans to attend the University of Georgia. of University the attend to Americans African interruptions, orchanges interruptions, citizen continuity disinherit He gaveuscontinuityofplace,without which He gaveusbackourheritage. He wasTheOne,Hero,OneFearless At themomentIsawhisresistanceknew important, yetperhapslessobvious,gift. Walker alsothanksDr.Kingfor anequally she isspeakingbutforDr. King’sstruggles. permitted toeatintherestaurant inwhich notes thatpeopleofcolorwould notbe concern foralldisplacedpeople.She also books, hispreaching,honors,and deep of Dr.King:hisspeeches, philosophy,his Holmes andCharlayneHunter, demonstrating insupportof Hamilton her; hisexamplechanged herlife. Dr. King’scalmnessand braveryimpressed UniversityofGeorgia.attempting toenterthe Walker remindslistenersof thepublicacts (i FEM uhr uhl) adj. uhl) FEM uhr (i (dis in HERv. in it) (dis (kahn tuh NOO uh tee) n tuh NOOuhtee) (kahn Development short-lived; fleeting. short-lived; to take away someone’s property or rights as a . state ofcontinuing, withoutproblems,. state ♦ ♦ ♦ 2 Hegaveushome. 1 whowere Choice: ATributeChoice: to Martin Luther King, Jr. to King, Martin Luther 433 inﬂ that things three List writing. his orher that affect factors things. Circle three gave herpeople? What Walker does say Dr. King Reading Check An Literary Analysis NOTES TAKE modern readers?modern to or applies affects message How doyou thinkWalker’s Stop to Reﬂ

uenced Walker in this essay. author’s inﬂ ect ect uences arethe AFTER YOU READ Choice: A Tribute to Martin Luther King, Jr.

1. Connect: Walker made this speech in a restaurant that had refused to serve African Americans. What is important about this place?

2. Interpret: Walker saw Martin Luther King, Jr. arrested on television. What did she notice about the way he acted?

3. Reading Skill: Suppose that you are writing a report on Dr. King’s accomplishments as a civil rights leader. You would need to find information about what he did to help African Americans. Would this speech be a good source of information for that purpose? Explain.

4. Literary Analysis: Complete this chart to show how the author’s influences affected her writing.

Influences Effect on Her Portrayal of Dr. King

Time and place of Walker was born in pre-Civil Walker could document the personal Walker’s birth Rights Era Georgia. impact of Dr. King’s actions.

434 Adapted Reader’s Notebook © Pearson Education who, what,where,when,andhow. article. Rememberthatanewspaperanswersthequestions Use thefollowingcharttorecordinformationforyour Research andTechnology: Newspaper Article your speech. in thecivilrightsmovement.Useyournotesfrompromptstowrite speech shouldcelebrateDr.King’saccomplishmentsandleadership the dedicationofalocalmonumenttoMartinLutherKing,Jr.Your A Speech Writing: SUPPORT FOR WRITING EXTEND YOUR AND LEARNING • Explain whyDr.King’sideasarestillimportanttoday: • Explain threereasonswhyDr.Kingshouldberemembered: • • List threeofDr.King’svalues: • Walker, Others and Quotes King, from King Information about speech ismeanttobereadaloudagroup.Preparefor

Choice: ATributeChoice: Jr. to King, Martin Luther 435 newspaper

VOCABULARY WARM-UP An Episode of War

Word List A Study these words from the “An Episode of War.” Then, complete the activity. ambulances [AM byuh luhns uhz] n. hospital vehicles Ambulances took the injured workers to the hospital. assault [uh SAWLT] n. an attack, often by an army During the assault on our fort, we were pelted with snowballs. assistance [uh SIS tuhns] n. help I would welcome your assistance to move the dresser. corps [KAWR] n. military group trained for special duties The hospital corps was close to the battlefield. encouragement [en KER ij muhnt] n. support that helps someone My parents give me a lot of encouragement to succeed in school. engaged [en GAYJD] v. took part in I engaged in a tug-of-war with my brother for the remote control. menace [MEN is] n. someone or something that is dangerous The club on the corner is a menace to our peace and quiet. representatives [rep ri ZEN tuh tivz] n. people acting for others Representatives of the committee met to discuss school issues.

Exercise A Fill in each blank in the paragraph below with an appropriate word from Word List A. Use each word only once.

In the [1] on our stronghold, many of our soldiers received bullet holes in their skin or other flesh wounds. Emergency

teams, arriving in [2] , managed to get the worst hit soldiers off the hill and on toward the hospital in town. With the able

[3] of caring medical staff, we hoped they would all recover. As the wounded were lifted or walked into the vans, we gave them as

much [4] as we could. I even managed a smile. Then,

together. They [7] us in some quick strategy planning, for

we knew the [8] , or present danger, was far from over. With skill and luck, we would have the strength to hold off another attack.

436 Adapted Reader’s Notebook © Pearson Education some lived to tell their horrible wartime experiences. some horrible to lived tell their wartime wereThey probably heroes. true the Fortunately, however, plodded war, the through despite everything. soldiers, of Thousands problems. physical or personal cases, soldiers got out because legally of of service Then, he left, deserted, corps. some his In or illegally could not them on own. their find even up substitute grew to find soldiers for who those simply pay someone place. his totake Abusiness could dofamilies solegally. money with could Aman ordodging, avoiding army. into the taken being Rich actually—were needed. Some engaged draft in morale dropped. Younger younger and men—boys, right. very Union. for Meanwhile, South the that was fighting southern states seceding, or withdrawing, from toprotect menace from the thefighting country the of tended soldiers. these battlefield. field In hospitals, doctors nurses and wagons used toremove sick the injured from the and menStrong were needed tooperate ambulances, the supplies. unload and load to needed were Workers assault an on in enemy. the part besides taking life. There were ways many tosupport effort war the of up of walks representatives states all and of all to begiven encouragement form of the awards. cash in country.their To up, to sign get some Americans had than 50,000 men had to be forced to give assistanceenough to to make many men enlist, or sign up. Fewerarmy. Actually, of forced being threat the tojoin was American government tried to draft men into the War? Civil the tofight armies divided northern and southern states put together for your written answers. complete the activities. Use aseparate sheet of paper the underlined words. Then, read it again,Read and the following passage. Pay special attention to READING WARM-UP Sometimes, asoldier found toopainful. war the on. thousands As of dragged soldiers war The died, soldiers’At first, was North The high. spirits ran The northern and southern armies were each made for War war which first wasthe the Civil The mid-1800s, the In how did leaders the of the 2 Circle thewords that tell what 2. Circle thewords that tell what 1. 8 Circle thewordin 8. Circle what somesoldiers 7. Circle thewords that identify 6. Underlinewhat ambulances 5. Underlinethewordthat 4. Circle thewords that describe 3. What ofencouragement kind was used forencouragement. when you gave assistance to.atime Describe some menwere forced to give what corps corps. Explain to understand sentencefollowing that helps with awordorphrase. sentence, replacing Rewrite in. theengaged today. the menace. Namea Describe modern were duringtheCivilWar. today. Describe an assault assault. you understand helps that has know Describe something you army’sthe representatives. helps you dosomething? An Episode ofAn War An Episode ofWarAn Episode means. representatives assistance ambulances inwar engaged menace 437 . .

. MAKING CONNECTIONS An Episode of War Stephen Crane

Summary A Civil War lieutenant is shot by a stray bullet. The other soldiers are worried for him. The doctors and medical staff act as if he is a bother. The lieutenant is ashamed that he was not shot in battle. His arm is removed. The lieutenant tells his family that missing an arm does not really matter.

E BIG TH Writing About the Big Question Are yesterday’s heroes important today? “An Episode of War” explores various reactions to the wounding of a soldier, including those of the soldier himself. Complete this sentence: The concept of heroism (is/is not) outdated in our times because

Note-taking Guide Use this chart to record the attitudes of the different characters in “An Episode of War.”

Characters Attitudes Reasons for Attitudes

Lieutenant

Other awed and sympathetic soldiers Surgeon

438 Adapted Reader’s Notebook © Pearson Education 4. 3. 2. 1. AFTER YOU READ Crane’s Research Crane’s Interests Crane’s influences page 1016ofthetextbook.Fillincharttoshowauthor’s Literary Analysis:Readtheinformationaboutauthoron purpose? leadershipintheCivilWar.Wouldthistextbehelpfulforthat Reading Skill:Thinkaboutwritingaresearchreport as allthat.”Whydoyouthinkhesaysthis? arm amputated.Hetellsthem,“Idon’tsupposeitmatterssomuch Interpret: Thelieutenant’sfamilycrieswhenhereturnswithhis him? coffee whenhewasshot.Howdoesthisfactmakeyoufeelbadfor Analyze: Thelieutenantwasnotshotinbattle.Hedividing

on hiswriting. Civil War.Civil inthe He was interested An Episode ofWarAn Episode Influences Effect on “An Episode of War” An Episode ofAn War 439 SUPPORT FOR WRITING AND EXTEND YOUR LEARNING

Writing: Speech Prepare a speech for the dedication of a local Civil War memorial. The memorial will honor those who died or were injured in the war. Begin by answering these questions:

• When did the Civil War take place?

• Did any Civil War battles take place near your community? If so, where and when?

• Did people in your community fight for the Union or the Confederacy?

• Why do you think those who fight in the Civil War, on either side, deserve to be honored?

Use your notes to help you write your speech.

Research and Technology: Newspaper Article Write a newspaper article about the experience and cost of fighting in the Civil War. Make up statements that might have been made by the lieutenant in “An Episode of War.”

What do you think the lieutenant would say about the kind of men with whom he served? What do you think the lieutenant would say about military hospitals?

How do you think the lieutenant felt about having to live the rest of his life without an arm? © Pearson Education © Pearson

Use the quotations from your chart in your newspaper article.

440 Adapted Reader’s Notebook © Pearson Education comments oftheparticipantsinorderwhichtheywerespoken. cific subject.Theorganizationofatranscriptfollowsthequestionsand be broadandcoverlotsoftopics.Itcanalsonarrowaspe- record ofwhatwassaidbyallparticipantsatanevent.Thescopecan was saidduringanevent.Thescopeofthetranscriptincludesentire pose ofthepiecewriting.Thepurposeatranscriptistorecordwhat understand informationinatranscript.Thetreatmentrevealsthepur- Analyze thetreatment,scope,andorganizationofideas Reading Skill transcripts torecord: said atanevent.Theydonotincludeopinionsorrewording.Peopleuse of thespeakers.Transcriptsprovideacompleterecordwhatwas Transcripts arewrittenrecordsofspeech.Theyusetheexactwords About Transcripts INFORMATIONAL TEXTS paralyzed veterans paralyzed Knowing these words willhelpyou read this transcript. ❑ ❑ ❑ ❑ spinal cord injuries paraplegics • debates or speeches or • debates • interviews ororalhistories • trials orgovernmenthearings • radio ortelevisionshows Are organized details inaway thatenhancestheauthor’s points? Does theauthorpresent ideas inalogical sequence? Does anissueoronly theauthorcover one? sidesof different ina wayHas theauthoraddressed thetopic thatisneutralorbiased? brain downtheback now have arms and/or legs that cannot move (par uh PLEE jiks) PLEE uh (par Checklist for Evaluating Treatment, Organization Scope,and (SPY nuhl KORD IN juh reez) (PAR uhruhnz) VET uhlyzd n. people who have both legs paralyzed Transcripts Build Understanding Build n. n. people who have been in the military and damage to the nerves that run from the thatrunfrom thenerves to damage Informational Texts to help you tohelpyou 441 © Pearson Education from EDITION

MORNING The logo of the This is : Oh, here it is. OK. reporting:

host: , SEAQUIST

: . . . until he finds a photo. . . . The SHAPIRO the Paralyzed Veterans of America. Veterans of America. the Paralyzed

: World War II veterans who founded War II veterans who founded World : KEN NATIONAL PUBLIC RADIO . EDWARDS

JOSEPH MR SHAPIRO In February of 1947, a small group of World of 1947, a small group of In February picture shows that convention. It was held in a veterans hospital just outside Chicago. A large room is filled with scores of young men in wheelchairs. Others are in their pajamas and hospital beds, propped up on white pillows. November 11, 2003 November PROFILE BOB MORNING EDITION, MORNING Paralyzed Veterans of America looks a bit like the Paralyzed Veterans of America it’s got 16 stars, one American flag, except that started the PVA when for each of the men who convention nearly 57 they gathered at that first years ago. Today only one of those 16 paralyzed veterans is still alive. His name is Ken Seaquist. He lives in a gated community in Florida. . . . It’s there that Seaquist sits in his wheelchair and flips through some yellowed newspaper clippings . . . War II veterans gathered at Hines VA Hospital gathered at Hines VA War II veterans they were there at near Chicago. The fact that The men were all was considered extraordinary. when paraplegia was paralyzed, living at a time and most people with still an unfamiliar word told they would die spinal cord injuries were wounded within a few years. But these so they came from veterans had other ideas, country to start a hospital wards across the represent veterans with national organization to on Veterans Day, spinal cord injuries. Today their story. NPR’s Joseph Shapiro tells NPR News. I’m Bob Edwards. NPR News. I’m

Informational Texts Informational

442 TAKE NOTES Joe Shapiro: Shapiro: Joe Seaquist:Ken Comprehension Builder Builder Comprehension Reading transcripts can be Different people are confusing. but cannot see you any involved, keep to have you of them. So, looking by them straight their at to also have names.You remember each person how is in the discussion. involved Explain each person how below radio show. in this involved is Edwards: Bob Text Structure Structure Text can use the text structure You to understand transcripts. Look at transcript. the heading on this program the aired date the Circle program.and the name of the the program was aboutWhat on this day? © Pearson Education with poliofelthehad tohidethefactthathe out inpublic.Itwas atimewhenpresident matter ofmonths. People staredwhenhewent girlfriend. Hismother’shairturnedwhite ina Seaquist wasinjured,heneverheard fromhis overcome thefearandpityofothers. After for themselves. pioneers inthedevelopmentofanew wayoflife paralyzed veteransthemselveswhowere profession. Tothisextent,itwasoften the ready forthem,andnoristhemedical invalids. having gonefrommanlywarriorstodependent knew whattomakeofmenwhowereseenas veterans, northeworldaroundthematthattime disabled veterans. at theUniversityBuffalo.He’swrittenabout was abouttochange.DavidGerberisahistorian Infections werecommonanddeadly.Butthat more thanafewyearswithspinalcordinjury. hardly. Theydidn’ttakethemout. condition wereinthecloset.Theyneverwentout not readyforparaplegics. in Memphis.Hecamebacktoasocietythatwas back totheUnitedStatesaveteranshospital when hewaswoundedinItaly.Heflown 20-year-old inanArmymountainskidivision right leg,andhewasthedriverofcar. car fromMemphis.Markhadonegoodleg,his us andthenMarkOrr.Threeofcameinthe normalized life. able tosurviveandbeginaspirehavea healthy spinalcord-injuredveteranswhowere general useinWorldWarII,thereweremany development ofantibiotics,whichcameinto SHAPIRO MR SHAPIRO MR SHAPIRO MR SHAPIRO MR . . . . GERBER DAVID SEAQUIST SEAQUIST : Seaquistandtheotherssetoutto : Gerbersaysneitherthewounded : Fewpeoplehadeversurvivedfor : KenSeaquistwasatall,lanky

GERBER : Thesocietyisemphaticallynot : Beforethewar,peopleinour : There’sBillDake.Hecamewith

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AT B UFFALO ) : Withthe word word Whatdiseases. doyou thinkthe cause thatcan things living small orvery relates to bacteria, “against.” baseword The transcript. The prefi transcript. The the word word the Find ofabaseword. beginning to added the is awordpart Prefi Vocabulary Builder on this page. forthefi who is talking Underline thenamesofaperson ways. inshorter are written thefi After talks. given the fi Note that aperson’s nameis full this page. on whoaretalking people Circle thenamesofthree ofthetext. out intheformatting stand namesofthespeakers The Text Structure NOTES TAKE four terms inoffi isHe theonlypresident to serve the UnitedStates 1933–1945. from waspresident He of Roosevelt. to isrefers President Franklin D. president thatThe Shapiro Cultural Understanding

xes Informational Texts antibiotics means? Recall that apreﬁ Recall antibiotics inthis rst time the person ce. rst time, names x anti- rst time biotic means 443 x

© Pearson Education I just suppose that we were : I just suppose that we were They had no idea of what they : They had no GRISSOM At Birmingham Hospital, Grissom met At Birmingham Hospital, There were about 2,500 soldiers with about 2,500 soldiers with : There were

: PAT SEAQUIST . . MR SHAPIRO MR SHAPIRO a doctor who was about to become a pioneer in the new field of spinal cord medicine. Dr. Ernst Bors did a lot to improve the physical care of paraplegics. He also pushed the men at Birmingham to set goals for their lives, to go back to school, get jobs and marry. Bors and the veterans at Birmingham Hospital were the subject of a Hollywood film, The Men. The realistic and sympathetic portrayal helped the American public better understand paralyzed veterans. In the film, the kindly doctor in a lab coat is based on Bors. He urges on a wounded soldier in a white T-shirt, played by a young Marlon Brando. had to do for wheelchairs. So when we got there, wheelchairs. So when we had to do for and this put in all these long ramps they had to and talking about. The ramping is what we were out the hospital and get just to get around help know; not having somebody ourselves, you bunch. We were an independent us all the time. used a wheelchair. Beyond attitudes, there was was there attitudes, Beyond a wheelchair. used When had to change. world that a physical he hospital, the Memphis arrived at Seaquist in were steps ward. There not get off the could the way. of them living in spinal cord injuries, most the country. Pat military hospitals around Hospital in Grissom lived at Birmingham one of the first California. He would become he was unable to presidents of the PVA, but Chicago for that first travel from California to had come back from convention. Grissom, too, future. war with little hope for his going to live the rest of our lives either in the going to live the rest of our home. We were hospital or go to an old soldiers medicine and if you just going to be there taking to take care of you and got sick, they would try and your future you’d have your meals provided soldiers home. was the hospital or the old uence of of uence A proper noun c person, place, Informational Texts Informational

444 444 TAKE NOTES Dr. Ernst Bors? Ernst the Summarize Dr. changes on the lines below. How did injured soldiers’ lives did injured soldiers’How lives the inﬂ change due to Comprehension Builder Builder Comprehension Vocabulary Builder Builder Vocabulary Proper Nouns begin nouns or thing. Proper with capital letters. Read the paragraph beginning “shapiro: There the Circle were about.” paragraph. in this proper nouns names a speciﬁ Now, read the paragraph entire Now, aloud. Fluency Builder Fluency Builder When people speak, they may correctnot use grammatically language. Read the sentence Seaquist that Mr. spoken by begins “The ramping and.” Rewrite the entire sentence correctusing grammatically need may to language. You ideas from other incorporate the paragraph. in sentences © Pearson Education 12 wheelchairsgoing withourdates.Generallyit comed uswithopen armsandwehadmaybe10, place wascalledthe SilverSlipperandtheywel- restaurant withabunchoffriendsto romance. all kindsofpossibilities,fromgoingout toa things werelookingbetterallthetime. saving upenoughmoneytogetacar andthen lessons tousandwestartedhaving visions of and theysentpeopleouttostartgiving driving hydromatic driveandtheyputonhandcontrols controls forthegasandbrakes.PatGrissom. meant thatacarcouldbemodifiedwithhand The introductionofautomatictransmission them gooutintotheworld,anewtechnology. veterans, therewassomethingelsethathelped (Soundbite ofTheMen) Where amIgoingtogo? got it.Somebodyalwaysgetshurtinthewar. have tobeme? MR SHAPIRO MR SHAPIRO Unidentified Actor: MR Unidentified Actor: MR Unidentified Actor: MR . . . . . MARLON GRISSOM MARLON MARLON SEAQUIST : KenSeaquistsaysdrivingopenedup : ForGrissomandtheotherparalyzed

The Men Marlon BrandoinThe BRANDO : Oldsmobilecameupwiththe BRANDO BRANDO : InMemphis,wehad—ourfavorite Youstillcan’tacceptit, canyou? Intotheworld. Isthereananswer?Ihaven’t : : Well,whatamIgoingtodo? : No.WhatdidIdo?Why’dit I can’t go out there anymore. Ican’tgooutthereanymore. a manufacturer of cars. of a manufacturer by thedriver.action Oldsmobile without any when necessary transmission gears changed automatic The ridinguphill. while might onabicycle changegears waydriving, inthesame that you change gears frequently while transmissions. driver The hadto hadLong ago,manual all cars Cultural Understanding ofthe transcript? the rest from How is different this passage thebracketedRead passage. Structure Text NOTES TAKE

Informational Texts 445 is is © Pearson Education If they forget us, we’re going to : If they forget us, we’re going Car modified with handCar modified with controls : The PVA quickly won some Seaquist and his wife quickly had : Seaquist and his wife quickly SEAQUIST . MR SHAPIRO SHAPIRO Joseph Shapiro, NPR News. decay. We’re going to be left in the closet. We’ve left in decay. We’re going to be out, getting things speak got to get out there and done so we can roll around this country and have access to the whole country. important legislative victories in Washington: money for paralyzed veterans to modify automobiles and houses, money for medical care. Later they would help push for laws that would make buildings and streets accessible to wheelchair users. The PVA has continued to advocate for veterans with spinal cord injuries through every war since World War II. was our nurses that we dated, ‘cause, you know, that we dated, ‘cause, was our nurses the girls out anywhere. We took we couldn’t get know. Eventually with us, you I married one of them. two daughters. And with a young family, he had two daughters. And with and became a school to find work. He went to Seaquist stopped seeing landscape architect. Ken became a man with a himself as an invalid and other founders of the future. So in 1947, he and to put together a the PVA met in Chicago their dreams and what collective voice to express them. They came up they needed to accomplish join, ‘Awaken, to with a slogan to get others Ken Seaquist explains gentlemen, lest we decay.’ what it meant. The The rst speech speech rst can mean “move a a can mean “move Informational Texts Informational push

446 446 TAKE NOTES Vocabulary Builder Builder Vocabulary Multiple-Meaning Words Why did Mr. Seaquist and others and others Seaquist Mr. did Why Underline the found the PVA? the answer. tell that sentences verb person pressing with by or thing can It mean also hands.” your “try persuade someone to to What or do something.” accept in meaning does have the verb passage? bracketed the Comprehension Builder Builder Comprehension Fluency Builder Fluency Builder turns take With a partner, reading aloud the ﬁ by Shapiro on this page. on this Shapiro Read by a were as though you words his announcer. radio © Pearson Education ing whystereotypingcanbehurtful. Paralyzed veteransfacemanystereotypes.Writeaparagraphexplain- 3. How doestheorganizationoftranscripthelpyouidentify 1. Why wereveteransofWorldWarIImorelikelytosurvivetheir AFTER YOU READ 4. Describe thescopeofinformationpresentedinthistranscript.Is 2. Why didtheveteransformParalyzedVeteransofAmerica?

• • Use theseexamplestoexplain whystereotypingcanhurtpeople. • Identify examplesofstereotypesfromthe transcript. comments bytheveterans? injuries? the scopebroadornarrow?Explain. Reading Skill Thinking AboutThinking the Transcript Timed Writing: Explanation (20 minutes) Informational Texts 447

© Pearson Education Personal Thesaurus . . Vocabulary Builder Cards . Vocabulary Bookmarks . Communication Strategies . . V37 . Mnemonics Word Skills: Attack Phonics . V33 . Commonly Misspelled Words Vocabulary Fold-a-List . Vocabulary Flash Cards Words in OtherSubjects V24 . . V22 Unit . 6:Academic Vocabulary Words: V20 Unit . . Academic 5: Vocabulary Words: V18 Unit . Academic 4: Vocabulary Words: V16 Unit . . 3:Academic Vocabulary Words: V14 Unit . 2: Academic Vocabulary Words: Unit 1: Academic V12 Vocabulary Words: . V10Word Study Cards . V8 Using . aDictionary Suffixes . Prefixes . WordV2 Roots. . . writing,speaking,andlisteningvocabulary. yourreading, strategies toimprove theyear,vocabulary knowledge.Throughout youcanapplytheseskillsand tobuildyour your vocabulary.Reviewtheinstructionandcompleteexercises designedtohelpyouincrease are here andtoolspresented The exercises PART VOCABULARY 2:TURBO ...... V29 . Part 2: Turbo Vocabulary 2: Part ...... V6 . V4 . . . . V44 . . V35 . . V42 . V40 . V39 . V25 V1 WORD ROOTS

The following list contains common word roots with meanings and examples. On the blank lines, write other words you know that have the same roots. Write the meanings of the new words.

Root Meaning Example and Your Words Meanings Meaning -brev- brief; short brevity: the quality of lasting for a short time

-cede- go recede: move or go away or move or go back

-dict- say or tell predict: tell what might happen next

-fac- make factory: place where things are made

-fer- bring; carry reference: something you say or write that mentions another person or thing, something that brings or carries more information

-ject- throw eject: push or throw out with force

V2 Adapted Reader’s Notebook © Pearson Education vr truth -ver- strong; -vali- far; -tele- use take; -sum- look;see -spec- same -similis- follow -sequ- write -scrib- carry -port- hearing; -phon- Root Meaning Example and Example Meaning Root worth distant sound something istrue something verify: facts or reasons strong valid: objects looklarger makes distant instrument that telescope: as true think is true or take thatyousomething assumption: something carefully at inspect: way similar: that follows acause consequence: a messy way quicklysomething in scribble: up hold something or support: carry distances over long soundthat brings telephone: true, based on makesure Meaning alike insome write look adevice effect orWrsMeanings Words Your Word Roots Word V3 PREFIXES

The following list contains common prefixes with meanings and examples. On the blank lines, write other words you know that begin with the same prefixes. Write the meanings of the new words.

Prefix Meaning Example and Your Words Meanings Meaning anti- against antisocial: not liking to meet and talk to people; against friendliness aud- hearing; auditorium: a room sound for hearing concerts or speeches con- with; concur: agree with together

de- down; from decrease: become less

dis- not disorganized: not organized

in- without; incapable: not able not

inter- between intermission: short period of time between the parts of a play or concert ir- without; irregular: not regular not Education © Pearson

V4 Adapted Reader’s Notebook © Pearson Education n/n/-not un-/an-/a- above; over super- below, sub- again re- r-before pre- after post- against ob- o-without; non- many multi- wrong;bad mis- Prefix Meaning Example and Example Meaning Prefix under not believable unbelievable: than another superior: the ocean that moves under submarine: remake: preview: instruction test given after post-test: for succeed you to difficult that makesit another, something that works against obstacle: nonfat: withoutfat many colors multicolored: spell incorrectly misspell: Meaning makeagain lookbefore something something spellwrong; better better a aship not having having orWrsMeanings Words Your Prefixes V5 SUFFIXES

The following list contains common suffixes with meanings and examples. On the blank lines, write other words you know that have the same suffixes. Write the meanings of the new words.

Suffix Meaning Example and Your Words Meanings Meaning -able/-ible able to be movable: able to be moved

-al relating to financial: relating to money

-ance/-ence act of; assistance: act of state of; giving help quality of

-ate make motivate: make someone feel eager to do something

-en make weaken: make something less strong

-er/-or one who actor: person who acts

-ful filled with joyful: filled with happiness

V6 Adapted Reader’s Notebook © Pearson Education -sion/-tion act or act -sion/-tion full having; -ous or state -ness or act -ment in away -ly without -less make -ize/-yze who one -ist ihresembling -ish like; -ic Suffix Meaning Example and Example Meaning Suffix process of of of quality of quality to pertaining convincing someone persuasion: people many by recognized and known famous: fame; having behavior and caring kindness: excited being excitement: time of amount short quickly: power powerless: without about public; people tell publicize: plays theviolin violinist: foolish: brave heroic: Meaning likeahero; notsensible done in a person who person make friendly act of act feeling of of feeling orWrsMeanings Words Your V7 Suffixes USING A DICTIONARY

Use a dictionary to find the correct spelling, the meaning, the pronunciation, and the part of speech of a word. The dictionary will show you how the plural is formed if it is irregular. You can also find the word’s history, or etymology, in a dictionary. Etymology explains how words change, how they are borrowed from other languages, and how new words are invented, or “coined.” Here is a sample entry from a dictionary. Notice what it tells about the word. Then, follow the instructions.

lemon (lem» ßn) n. [ME lymon < MFr limon < Ar laimùn < Pers lìmùn] 1 a small, egg-shaped, edible citrus fruit with a yellow rind and a juicy, sour pulp, rich in ascorbic acid 2 the small, spiny, semitropical evergreen citrus tree (Citrus limon) bearing this fruit 3 pale yellow 4 [slang] something, esp. a manufactured article, that is defective or imperfect

1. Circle the n. in the dictionary entry. It stands for noun. Write what these

other parts of speech abbreviations mean: v. , adv. ,

adj. , prep. .

2. Underline the origins of the word lemon. ME stands for Middle English, Ar stands for Arabic, and Pers. stands for Persian. What do you think MFr

stands for?

3. Put a box around the pronunciation.

4. How many noun definitions does the entry have?

5. Which definition is slang?

6. Which definition of lemon is used in the following sentence? The car that my dad bought turned out to be a lemon.

V8 Adapted Reader’s Notebook © Pearson Education moment andasentenceusingtheword. tion oftheword inadictionary.Then,writedefini- Activity: Lookupeachofthefollowingwords lazy blur remedy popular 2. language 1. literature abouttheoriginsofthese words. Activity: Useadictionarytolearn

1st meaning 1st meaning

rnnito mi ato peh originallanguage(s) mainpartofspeech pronunciation originallanguage(s) mainpartofspeech pronunciation / /

/ /

other meanings other meanings / /

Using aDictionary V9 WORD STUDY CARDS

Use these word study cards to break big words into their parts. Write the word at the top of the card. Then, divide the word into its prefix, root, and suffix. Note that not all words have prefixes and suffixes. List the meaning of each part of the word. Next, find three words with the same root and write them on the card. Finally, write the word’s part of speech and its definition. Use a dictionary to help you. One example has been done for you.

Word: invisible

Prefix Root Suffix in: not vis: see ible-able to be Root-related Words 1. vision 2. revise 3. visibility

Definition: invisible adj. not able to be seen

Word:

Prefix Root Suffix

V10 Adapted Reader’s Notebook © Pearson Education WORD STUDY CARDS Root-related Words Prefix Root Word: Suffix Definition: Root-related Words Prefix Root Word: Suffix Definition: Root-related Words Prefix Root Word: Suffix Definition: 1. 3. 2. 1. 3. 2. 1. 3. 2.

Word Study Cards Word Study V11 UNIT 1: ACADEMIC VOCABULARY WORDS

achieve ( uh CHEEV) v. succeed; accomplish analyze (AN uh lyz) v. study the parts of something anticipate (an TIS uh payt) v. look forward to, expect determine (dee TER muhn) v. figure out establish (uh STAB lish) v. show or prove formulate (FOHR myoo layt) v. make a statement, form an idea intention (in TEN shuhn) n. purpose; goal modify (MAHD uh fy) v. change predict (pree DIKT) v. make a logical assumption about future events revise (ri VYZ) v. correct, improve, or change

A. True/False For each of the following, mark T or F to indicate whether the italicized vocabulary word has been used correctly in the sentence. If you have marked F, correct the sentence by using the word properly.

1. If you modify your answer, you leave it exactly the same as it is.

2. You can predict how a story will end by paying attention to the author’s clues.

3. Based on reliable evidence, the scientist will formulate a new theory.

4. Rita anticipates the trip that she went on last week.

5. Most students achieve their goals in school by failing tests.

6. When you analyze a story, you look at the plot details.

7. Roger uses the blinker on his car to determine where he is going to turn.

8. When you revise an essay, you usually try to make it incorrect.

9. The author’s intention is to bore readers.

V12 Adapted Reader’s Notebook © Pearson Education revise/errors predict/conclusion modify/answer intention/persuade formulate/idea establish/rules determine/truth anticipate/party analyze/situation achieve/goal academic vocabularyword. B.

Use each word pairinanoriginalsentencethatillustratesthemeaningof Use eachword

Academic Vocabulary Words Vocabulary Academic V13 UNIT 2: ACADEMIC VOCABULARY WORDS

aspect (AS pekt) n. the specific part that you are observing or studying conclude (kuhn KLOOD) v. decide by reasoning differentiate (dif uhr EN shee ayt) v. show how things are different evidence (EV uh duhns) n. facts that serve as clues or proof examine (eg ZAM uhn) v. study carefully indicate (IN di kayt) v. show; hint at infer (in FER) v. draw conclusions based on facts logical (LAHJ i kuhl) adj. reasonable; sensible similar (SIM uh luhr) adj. alike unique (yoo NEEK) adj. having nothing that is similar or equal

A. True/False For each of the following, mark T or F to indicate whether the italicized vocabulary word has been used correctly in the sentence. If you have marked F, correct the sentence by using the word properly.

1. It is logical to think that monkeys can fly.

2. What can you infer about the main character from the way he dresses?

3. Ben can differentiate between books by describing how they are the same.

4. Two pens that look exactly alike are unique.

5. The left blinker in the car is used to indicate a left turn.

6. Jason found evidence to support his theory.

7. Facts examine the author’s purpose.

8. What can you conclude from the details in the story?

9. Examine the tent carefully for leaks.

V14 Adapted Reader’s Notebook © Pearson Education unique/characteristic similar/traits logical/answer infer/details indicate/correct examine/details evidence/prove differentiate/novels conclude/detail aspect/character academic vocabularyword. B.

Use each word pairinanoriginalsentencethatillustratesthemeaningof Use eachword

Academic Vocabulary Words Vocabulary Academic V15 UNIT 3: ACADEMIC VOCABULARY WORDS

accurate (AK yuh ruht) adj. free from error; correct; exact bias (BY uhs) n. unfair preference or dislike for someone or something cite (SYT) v. refer to an example or fact as proof credible (KRED uh buhl) adj. believable; reliable focus (FOH kuhs) n. the central point of a work focus (FOH kuhs) v. concentrate on one thing imply (im PLY) v. hint at; suggest implied (im PLYD) adj. suggested pertinent (PERT uhn uhnt) adj. relevant; having a connection suggest (suhg JEST) v. show indirectly; imply support (suh PORT) v. provide evidence to prove or back up an idea topic (TAHP ik) n. the subject

A. Code Name Use the code to figure out each vocabulary word. Each letter is represented by a number or symbol. This exercise will help you learn how to spell and recognize the vocabulary words.

%5• *2# ! 7^&9¶£$3¥+=?÷4¢6§ « ç abcde f ghi jklmnopqrstuvwxyz

1. # 3 • 4 ?

2. ¥ 2 = ÷ ^ $ 2 $ ÷

3. ^ £ ¥ ¶ ^ 2 *

4. % • • 4 = % ÷ 2

5. • = 2 * ^ 5 ¶ 2

6. ? 4 ¥ ¥ 3 = ÷

7. ÷ 3 ¥ ^ •

8. 5 ^ % ?

10. ? 4 ! ! 2 ? ÷

V16 Adapted Reader’s Notebook © Pearson Education 0 Iftheauthorcitesworkofsomeoneelse,doesshemention thework? 10. stated? islifeonMars,woulditbedirectly Ifanarticlesuggeststhatthere 9. Ifsomeoneyouknewtoldalotoflies,wouldshebe 8. Isitagoodideatosupportyourideaswithfactsandexamples? 7. Would youexpectsomeonewitha 6. Would 5. a Ifasuggestionisimplied,itgenerallystatedaloud? 4. tryingtofocusonhomework,isitagoodideawatch Whenyouare 3. mistakesinit? there Ifananswerisaccurate,are 2. Would dramabeagoodtopicforsciencepaper? 1. B. Answer eachquestion.Then,explainyouranswer. discussed? television?

pertinent commenthaveanythingtodowiththetopicbeing

bias toalwaysbefair?

credible?

Academic Vocabulary Words Vocabulary Academic

V17 UNIT 4: ACADEMIC VOCABULARY WORDS

adapt (uh DAPT) v. change something to make it more suitable clarify (KLAR uh fy) v. explain; make clearer confirm (kun FERM) v. make certain; prove to be correct context (KAHN tekst) n. text surrounding an unfamiliar word convey (kuhn VAY) v. carry meaning; communicate emphasize (EM fuh syz) v. stress reflect (ri FLEKT) v. mirror an image; express or show restate (ree STAYT) v. express the same idea in a different way restatement (ree STAYT muhnt) n. expressing the same idea in different words synonymous (si NAHN uh muhs) adj. having the same, or nearly the same, meaning

A. Completion Complete each sentence that has been started for you. Your sentence completion should be logical and illustrate the meaning of the vocabulary word in italics.

1. Some words that are synonymous with happy are

2. The teacher tried to clarify

3. A smile can convey

4. A writer might adapt a story to

5. It is a good idea to restate a poem so that

6. You can confirm a fact by

7. If you look at the context surrounding an unfamiliar word, you may be able to

8. One way to emphasize an important idea in writing is to

V18 Adapted Reader’s Notebook © Pearson Education 9. A good reason forarestatement Agoodreason ofanideais 9. clarify/difficult context/unfamiliar confirm/report restatement/idea synonymous/words adapt/story restate/words emphasize/mainpoint convey/meaning reflect/image the academicvocabularyword. B. shouldreflect Arestatement 10. Using the word pair,Using theword writeanoriginalsentencethatillustratesthemeaningof Academic Vocabulary Words Vocabulary Academic V19 UNIT 5: ACADEMIC VOCABULARY WORDS

assumption (uh SUMP shuhn) n. something one supposed to be true, without proof connect (kuh NEKT) v. show how things are related consequence (KAHN si kwens) n. result; outcome evaluate (ee VAL yoo ayt) v. judge; determine the worth or strength of something factor (FAK tuhr) n. something that helps bring about a result impact (IM pakt) n. the power to produce changes or effects influence (IN floo uhns) n. ability to affect results rational (RASH uhn uhl) adj. based on reason; logical reaction (ree AK shuhn) n. response to an influence or force valid (VAL id) adj. based on facts and strong evidence; convincing

A. Completion Complete each sentence that has been started for you. Your sentence completion should be logical and illustrate the meaning of the vocabulary word in italics.

1. One consequence of a heavy rain might be

2. Do not make assumptions if

3. A valid conclusion would

4. A strange reaction to a scary movie would be

5. One factor in success in school is

6. A rational reason to go to bed early is

7. If you connect all the facts, you will

8. One way that teachers evaluate students is

V20 Adapted Reader’s Notebook © Pearson Education evaluate/connect assumption/valid reaction/rational consequence/impact factor/influence meaning ofthewords. B. 10. 9. Using the academic word pair,Using theacademicword writeanoriginalsentencethatillustratesthe Books canhaveanimpacton The eventthathashadthebiggestinfluenceonmylifesofaris Academic Vocabulary Words Vocabulary Academic V21 UNIT 6: ACADEMIC VOCABULARY WORDS

critique (kri TEEK) v. write a critical essay or review disorganized (dis OHR guh nyzd) adj. not arranged in a logical order essential (uh SEN shuhl) adj. necessary extract (ek STRAKT) v. deduce; obtain focus (FOH kuhs) v. direct one’s attention to a specific part of something identify (y DEN tuh fy) v. recognize; find and name organized (OHR guh nyzd) v. arranged in a logical order revise (ri VYZ) v. change; adjust sequence (SEE kwuhns) n. order skim (SKIM) v. read quickly, skipping parts of the text

1. A telephone book should be organized in alphabetic order.

2. If you skim a book, you read every single word.

3. When you revise an essay, you should not change anything.

4. We will identify the dishes after dinner.

5. Please, critique my essay for me before I turn it in.

6. A dictionary is an essential tool for an English student.

7. If something is out of sequence, it is in the correct order.

8. A disorganized desk would be very neat and orderly.

9. If you are supposed to focus on a reading, you should sit in a quiet place.

V22 Adapted Reader’s Notebook © Pearson Education book? carefully? 10. If you were askedtoidentify Ifyouwere 10. askedtofocus Ifyouare 9. Could 8. you askedtoskim Ifyouwere 7. Whymightyourevise youressay? 6. Whatwouldbealogicalsequenceforeventsinstory? 5. inadictionarybe Shouldwords 4. Will 3. a anencyclopedia? from Howwouldyouextractinformation 2. IsatelevisionessentialforlifeintheUnitedStates? 1. B. Answer eachquestion.Then,explainyouranswer.

disorganized

a novel without reading it? critique anovelwithoutreading summary help you remember keyideas? summaryhelpyouremember on a sentence, should you flip through the onasentence,shouldyouflipthrough a magazine article, would you read itslowly amagazinearticle,wouldyouread themaincharacterinastory,whatwould you do? in order ofimportance? organized inorder

Academic Vocabulary Words Vocabulary Academic

whole and V23 WORDS IN OTHER SUBJECTS

Use this page to write down academic words you come across in other subjects, such as social studies or science. When you are reading your textbooks, you may find words that you need to learn. Following the example, write down the word, the part of speech, and an explanation of the word. You may want to write an example sentence to help you remember the word. dissolve verb to make something solid become part of a liquid by putting it in a liquid and mixing it

The sugar dissolved in the hot tea.

V24 Adapted Reader’s Notebook © Pearson Education sentence thatshowsthemeaningofword. partofspeechanddefinition.Then,writea Ontheback,writeword’s card. Write oruseindexcards. yourownflashcards create ofthe onthefront theword V32to Unit1.CutalongthedottedlinesonpagesV25through page comefrom youwanttoremember. tostudywords Usetheseflashcards onthis Thewords VOCABULARY FLASH CARDS

virtuous innumerable lurking

retribution preliminary burdened Vocabulary Flash Cards

unobtrusively descendants finery V25 VOCABULARY FLASH CARDS be be old man seemed to The duty, or sorrow work, down by weighted adjective borrowed borrowed girls feltThe glamorous in their fancy clothing and accessories noun see him. shadows so we did not was man The existing undiscovered spring out, attack;ready to verb burdened finery with worry. lurking . in the his many his possessions to of old man willed allThe continuing generations children, grandchildren, and noun preliminary dinner began with aThe preparatory introductory; adjective sky. in the desert areThere too numerable to be counted adjective descendants innumerable appetizer. stars stars . from the man who robbedfrom him. others. of the rights A moral; upright adjective room theShe slipped out of oneself to calling attention without adverb The victim wanted punishment for wrongdoing noun virtuous unobtrusively man respects . retribution © Pearson Education © Pearson

V26 Adapted Reader’s Notebook © Pearson Education speech anddefinition.Then,writeasentencethatshowsthemeaningofword. Writecards. partof Ontheback,writeword’s ofthecard. onthefront theword oruseindex yourownflashcards V32tocreate dotted linesonpagesV25through youwanttoremember. tostudywords Use theseflashcards Cutalongthe VOCABULARY FLASH CARDS Vocabulary Flash Cards V27 VOCABULARY FLASH CARDS © Pearson Education © Pearson

V28 Adapted Reader’s Notebook © Pearson Education ascent______maneuver______exertion______celestial______inexplicable______rigorous ______impaired tangible______compliance______sinister______V38. on pagesV35through yourownfold-a-lists line tocheckyourdefinition.Create onthelines.Foldpaperalongdotted for eachword Unit1.Write onthispagecomefrom words thedefinition The Useafold-a-listtostudythedefinitionsofwords. VOCABULARY FOLD-A-LIST

______Fold In Fold Fold-A-List V29 VOCABULARY FOLD-A-LIST

Write the word that matches the definition on each line. Fold the paper along the dotted line to check your work.

threatening harm or evil ______

agreement to a request ______

able to be perceived by the senses ______

made weaker or less useful ______

very harsh or strict ______

not possible to explain ______

heavenly ______

energetic activity; effort ______

V30 Adapted Reader’s Notebook © Pearson Education Word: ______Word: ______Word: ______Word: ______Word: ______Word: ______Word: ______Word: ______Word: ______Word: ______your definition. yourself. Foldthepaperalongdottedlinetocheck page. Write thedefinitionsonback.Then,test Write youwanttostudyonthissideofthe thewords VOCABULARY FOLD-A-LIST

______Fold In Fold Fold-A-List V31 VOCABULARY FOLD-A-LIST

Write the word that matches the definition on each line. Fold the paper along the dotted line to check your work.

Definition: ______

V32 Adapted Reader’s Notebook © Pearson Education that follow. onthelines your ownwriting.Then,addcommonlymisspelledwords in giveyoutrouble thislist,checktoseehowmanyofthewords As youreview tosetrules,butothersfollownospecificrules. spelledaccording are of thesewords formanypeople.Some thatcauseproblems words The listonthesepagespresents WORDS MISSPELLED COMMONLY attendance athletic associate argument architecture appropriate appreciate appearance appall apologize anxiety anticipate answer anonymous anniversary anecdote ancient analyze analysis amateur aluminum allowance all right aisle agreeable aggressive aggravate affect aerial advertisement admittance adequate acquaintance achievement ache accurate accumulate accidentally accelerate abundance absolutely absence abbreviate cemetery ceiling category catastrophe cashier carriage career captain capitol capital capacity candidate canceled campaign calendar cafeteria business buses bury bureau buoyant bulletin bruise brilliant brief boulevard bought bookkeeper biscuit bicycle benefit believe behavior beginning beggar beautiful battery barrel bargain banquet bandage awkward auxiliary defendant deductible decision deceive cylinder curious curiosity criticize criticism courtesy courteous courageous counterfeit correspondence cordially cooperate coolly convenience controversy continuous contemporary conscious conscientious conscience connoisseur congratulate condemn concede competitor committee commitment commission commercial column colonel coincidence clothes chief chauffeur characteristic changeable certain census Commonly Misspelled Words fluorescent financial fiery February fascinating familiar extraordinary extension explanation experience existence exhibition exercise excellent exceed exaggerate especially equivalent equipped environment envelope entrepreneur enthusiastic embarrass eligible eighth effect distinguish dissatisfied discipline disastrous disappointed dining deteriorate dessert desirable desert description descendant dependent delinquent definitely deficient V33 foreign minuscule proceed fourth miscellaneous prominent fragile mischievous pronunciation gauge misspell psychology generally mortgage publicly genius naturally pursue genuine necessary questionnaire government neighbor realize grammar neutral really grievance nickel recede guarantee niece receipt guard ninety receive guidance noticeable recognize handkerchief nuisance recommend harass obstacle reference height occasion referred humorous occasionally rehearse hygiene occur relevant ignorant occurred reminiscence immediately occurrence renowned immigrant omitted repetition independence opinion restaurant independent opportunity rhythm indispensable optimistic ridiculous individual outrageous sandwich inflammable pamphlet satellite intelligence parallel schedule interfere paralyze scissors irrelevant parentheses secretary irritable particularly siege jewelry patience solely judgment permanent sponsor knowledge permissible subtle lawyer perseverance subtlety legible persistent superintendent legislature personally supersede leisure perspiration surveillance liable persuade susceptible library phenomenal tariff license phenomenon temperamental lieutenant physician theater lightning pleasant threshold likable pneumonia truly liquefy possess unmanageable literature possession unwieldy loneliness possibility usage magnificent prairie usually maintenance precede valuable marriage preferable various mathematics prejudice vegetable maximum preparation voluntary meanness previous weight © Pearson Education © Pearson mediocre primitive weird mileage privilege whale millionaire probably wield minimum procedure yield

V34 Adapted Reader’s Notebook © Pearson Education short. withalongosound. goispronounced usually long.Forexample, theword withaconsonantfollowedby avowel,thevowelis CV –go:Intwoletterwords Single-syllable Words the followingsections,Vstandsfor“vowel”and C standsfor“consonant.” In longerwords. willhelpyouread vowel-consonantpatterns Recognizing different Patterns Word sentence. Then, trytheshortsound“e.”You inthat willfindthattheshortsoundiscorrect makessenseinthesentence.Lookatthisexample: ea spellingistoseeiftheword thelongsoundoffirstvowel. digraphs represent like combinations Thischartshowsyousomeofthevoweldigraphs,whichare word. a howtopronounce thatwillhelpyoudetermine somerulesandpatterns are there however, InEnglish, itisnotalwayssoeasytoknowwhatsoundrepresented. combined, inEnglish.Whenlettersare of thesoundsthatletterscanrepresent associate certainsoundswithlettersorlettercombinations.You knowmost to youlearn toread, Phonics isthescienceorstudyofsound.Whenyoulearn Phonics unfamiliarwords. that youcanusetohelpread sometools are Here youwillfindmanyunfamiliarwords. reading, When youare ATTACKWORD SKILLS ie oa, ow, and ai ee In a single syllable word, a vowel followedonlybyasingleconsonant is usually In asinglesyllableword, youlead,Iwillfollow. Where Now trythisexample. First, tryoutthelongsound“ee.”Askyourselfifitsoundsright.Itdoesnot. madeoflead. The waterpipeswere withan aword sometimestheonlywaytoknowhowpronounce As youread, and and and . Two vowels together are calledvoweldigraphs.Usually, ea andoa.Twovowelstogetherare Vowel Diagraphs igh ay ea oe lie, night,delight soak, slow, doe li,pi,my eryplaid paid, may,plain, betray steep, each, treat, sea head, sweat, dread sweat, head, sea treat, each, steep, Usual Sounds Usual Examples of Examples now, shoe friend, eight friend, Exceptions Word Attack Skills Attack Word V35 CVC – got: If you add a consonant to the word go, such as the t in got, the vowel sound is a short o. Say the words go and got aloud and notice the difference in pronunciation.

Multi-syllable words In words of more than one syllable, notice the letters that follow a vowel. VCCV – robber: A single vowel followed by two consonants is usually short. VCV — begin: A single vowel followed by a single consonant is usually long. VCe — beside: An extension of the VCV pattern is vowel-consonant-silent e. In these words, the vowel is long and the e is not pronounced. When you see a word with the VCV pattern, try the long vowel sound first. If the word does not make sense, try the short sound. Pronounce the words model, camel, and closet. First, try the long vowel sound. That does not sound correct, so try the short vowel sound. The short vowel sound is correct in those words. Remember that patterns help you get started on figuring out a word. You will sometimes need to try a different sound or find the word in a dictionary. As you read and find unfamiliar words, look the pronunciations up in a dictionary. Write the words in this chart in the correct column to help you notice patterns and remember pronunciations.

Syllables Example New words Vowel

CV go long

CVC got short

VCC robber short

V36 Adapted Reader’s Notebook © Pearson Education strategy istolinksomethingyoudonotknowwiththatknow. MNEMONICS both that example, youmightremember nificance means“meaning”or“importance.” spell Forexample,thefirstfourlettersofword ing ofavocabularyword. somecommonmnemonicdevices: are Here spell Forexample: word. the difficult mnemonic devices to help you remember eachword. mnemonic devicestohelpyouremember ______are devices, or methods, that help you remember things.Thebasic devices,ormethods,thathelpyouremember Mnemonics are The way a word is spelled can help you remember itsmeaning.For isspelledcanhelpyouremember Spelling Thewayaword Visualizing e—exceptafterc i before isapopularrhymeRhyming Here outhowto thathelpspeoplefigure Your Separate isa Believe hasalieinit. within lookforafamiliarword howtospellcertainwords, helpyouremember To List words here that you need help remembering. Work thatyouneedhelpremembering. here List words tocreate withagroup and weigh. clarify andclearstartwiththeletterscl. written on it to remember thatsig- meaningwrittenonittoremember asignwiththeword sign. Picture words. ei andiewords. principal isyourpal. Create a picture in your head that will help you remember themean- inyourheadthatwillhelpyouremember apicture Create of a word tospell. rat ofaword or whensoundinglikeaasinneighbor clarify meansto“makeclear”ifyounoticethat significance Mnemonics V37 List words here that you need help remembering. Work with a group to create mnemonic devices to help you remember each word.

______

V38 Adapted Reader’s Notebook © Pearson Education classroom situations. classroom yourselfclearlyindifferent Use thesesentencestarterstohelpyouexpress COMMUNICATION STRATEGIESCOMMUNICATION My ideabuildsupon My ideaissimilarto idea. That’s aninteresting I seewhatyoumean. with I agree Agreeing In myopinion, I believethat I thinkthat Expressing an Opinion What answerdidyou get? Do youagree? What doyouthink? forAsking aResponse Can yougivemeanotherexampleofthat? Could youexplainthatanotherway? I haveaquestionaboutthat. forAsking Clarification somethingwemighttry. Here’s What ifwe Maybe wecould aSuggestion Offering What Ihearyousayingis youthink In otherwords, sayingthat So youare Paraphrasing Based on I imaginethat that I predict Predicting We hadasimilaridea. We approach. hadadifferent We decidedthat We that agreed Reporting aGroup’s Ideas way. I seeitadifferent answerthanyou. I gotadifferent thanyours. My opinionisdifferent withyoubecause I don’tcompletelyagree Disagreeing

I predict that Ipredict that

’s idea. ’s idea.

Communication Strategies V39 VOCABULARY BOOKMARKS

Cut out each bookmark to use as -a handy word list when you are reading. On the lines, jot down words you want to learn and remember. You can also use the bookmark as a placeholder in your book.

TITLE TITLE TITLE

V40 Adapted Reader’s Notebook © Pearson Education use thebookmarkasaplaceholderinyourbook. andremember. youwanttolearn On thelines,jotdownwords You canalso reading. listwhenyouare Cut outeachbookmarktouseas-ahandyword VOCABULARY BOOKMARKS Word Page # TITLE Word Page # TITLE Word Page # Vocabulary Bookmarks Vocabulary TITLE V41 VOCABULARY BUILDER CARDS

Use these cards to record words you want to remember. Write the word, the title of the story or article in which it appears, its part of speech, and its definition. Then, use the word in an original sentence that shows its meaning

Word: Page Selection: Part of Speech: Definition:

My Sentence

Word: Page Selection: Part of Speech: Definition:

My Sentence

Word: Page

Selection: Part of Speech: Definition:

My Sentence

V42 Adapted Reader’s Notebook © Pearson Education Then, use the word inanoriginalsentencethatshowsitsmeaning Then, usetheword of thestoryorarticleinwhichitappears,itspartspeech,anddefinition. youwanttoremember. words torecord Use thesecards Write thetitle theword, VOCABULARY BUILDER CARDS Word: Word: Word: My Sentence Definition: Part ofSpeech: Selection: My Sentence Definition: Part ofSpeech: Selection: My Sentence Definition: Part ofSpeech: Selection:

Page Page Page

Vocabulary Builder V43 Cards PERSONAL THESAURUS

Using the Personal Thesaurus The Personal Thesaurus provides students with the opportunity to make connections between words academic words, familiar words, and even slang words. Students can use the Personal Thesaurus to help them understand the importance of using words in the proper context and also avoid overusing words in their writing. Use the following routine to foster frequent use of the Personal Thesaurus.

1. After students have read a selection or done some writing, have them turn to the Personal Thesaurus.

2. Encourage students to add new entries. Help them to understand the connection between their personal language, which might include familiar words and even slang, and the academic language of their reading and writing.

3. Call on volunteers to read a few entries aloud. Point out that writers have many choices of words when they write. Help students see that audience often determines word choice. N

V44 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal A V45 PERSONAL THESAURUS B © Pearson Education © Pearson

V46 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal C V47 PERSONAL THESAURUS D © Pearson Education © Pearson

V48 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal E V49 PERSONAL THESAURUS F © Pearson Education © Pearson

V50 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal G V51 PERSONAL THESAURUS H © Pearson Education © Pearson

V52 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal I V53 PERSONAL THESAURUS J © Pearson Education © Pearson

V54 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal K V55 PERSONAL THESAURUS L © Pearson Education © Pearson

V56 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal M V57 PERSONAL THESAURUS N © Pearson Education © Pearson

V58 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal O V59 PERSONAL THESAURUS P © Pearson Education © Pearson

V60 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal Q V61 PERSONAL THESAURUS R © Pearson Education © Pearson

V62 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal S V63 PERSONAL THESAURUS T © Pearson Education © Pearson

V64 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal U V65 PERSONAL THESAURUS V © Pearson Education © Pearson

V66 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal W V67 PERSONAL THESAURUS X © Pearson Education © Pearson

V68 Adapted Reader’s Notebook © Pearson Education PERSONAL THESAURUS PERSONAL Personal Thesaurus Personal Y V69 PERSONAL THESAURUS Z © Pearson Education © Pearson

V70 Adapted Reader’s Notebook © Pearson Education (Acknowledgments continued from page ii) page from continued (Acknowledgments American Negro Poetry. “Your World” byGeorgiaDouglasJohnsonfrom Copyright © 1983. © Copyright from Hart D. James by Heart” Tell‑Tale The of “Summary Press University Oxford 90266‑6850. CA Beach, Manhattan 250, Suite Blvd., Sepulveda N. 111 DaSilva, N. Gary to addressed be should inquiries other All Simon. Neil by 2002 renewed Copyright Simon. Neil from Governess” “The Silva Da I. Albert & Simon Neil prohibited. strictly is duplication unauthorized Any NPR. of permission the with used is and 2003, 11, November on (R) Edition Morning NPR’s on broadcast originally was Shapiro Joseph NPR’s by VeteransAmerica” Paralyzed of the Founded World WarVeterans“Profile: II titled Who report news (R) NPR Inc. Radio, Public National 2003 © Radio Public National permission. by Used Geographic. National Mott/ Maryann news/2005/12/1221_051221_fire_ants.html. from Flies” with Ants Fire Invasive Fights “USDA NationalGeographic.com / Geographic National Author.the of permission by Used Dancers. Gourd The from Momaday Scott World”N. “New by Scott Momaday,N. Author.the for Reiner Marian of permission by Used Hubbell. Patricia 1993 1963, © Copyright Hubbell. from Mixers” “Concrete Agent Literary Reiner Marian MacNeil. Robert of permission by Used MacNeil. from Excerpt MacNeil Robert reserved. rights All Company. Publishing Harcourt Mifflin Houghton of permission by Reprinted Soto. Gary by 1990 © Copyright Soto. Gary by Stories Other from Blues” No‑Guitar “The Harcourt Mifflin Houghton Inc. House, Holiday of permission By Calendar. from Reprinted reserved. rights All Updike. John by 1999 1965, © Copyright “January” House Holiday Wang.& Hill of permission by Used STORIES. SHORT “ThankYou, M’am” Langstonby Hughes from Wang & Hill Hughes. Langston of Estate The by 1994 © Copyright Incorporated. Associates Ober Harold of permission By Hughes. Langston of Poems Selected the from Hughes Langston by Song” Night “Harlem from Farjeon Eleanor by “Cat!” Inc. Associates, Ober Harold Author.the of permission by Used Garcia. Richard by Big So is City Garcia Richard The Oxford Companion To American Literature. American To Companion Oxford The http://news.nationalgeographic.com/ by Robert by Television with Trouble © 1974 by 1974 © Doctor Good The 8 a.m. 8 Baseball in April and April in Baseball by Patricia by Shadows Poems For Children. For Poems A Child’s A Texas AgriLife Extension Service. Extension AgriLife Texas the by provided is information This masthead”. Project Management and Research Ant Fire Imported Texas and Questions Asked “Frequently Research Agrilife Texas Sanchez. Theresa Maria of permission by Used from Sanchez Ricardo by Man” “Old Sanchez Teresa Maria 2010. 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