ORDINARY LIVES, EXTRAORDINARY TALES EXTRAORDINARY LIVES, ORDINARY for NETWORK WORD Family

750 UNIT Why DoStoriesMatter?That’s Like

Asking WhyYou ShouldEat

Extraordinary TalesExtraordinary Lives, Ordinary 6 The American Story Short Write yourresponse beforesharingyourideas. are mostsimilartoyourownthoughtsaboutstories?

Discuss It

Which ofthethoughtsexpressed inthisvideo MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Louise Erdrich The ANCHOR TEXT: SHORT STORY Carver Raymond Him to Stuck Everything ANCHOR TEXT: SHORT STORY Use” “Everyday Walker’s Alice MEDIA CONNECTION: Alice Walker Everyday Use ANCHOR TEXT: SHORT STORY Society A Fast-Changing 1950–Present Period: Focus PERSPECTIVES HISTORICAL UNI Write aNarrative W TASK PERFORMANCE How does a fictional character or characters respond to respond life-changing news?How or characters afictional does character PROMPT: Session ShortStoryandStorytelling Narrative: que e r ss i t

ing Leap en T 6 st t Fo i LEARNING WHOLE-CLASS o ia cu n: l

s : the human condition? What stories do reveal about

PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED D. F. McCourt Story Short the of History A Brief HISTORY LITERARY Present aNarrative S TASK PERFORMANCE

p COMPARE eaking andLi Granny Weatherall Granny of Jilting The SHORT STORY Ambrose Bierce Owl Creek Bridge at Occurrence An SHORT STORY Katherine Porter Anne UNIT INTRODUCTION LEARNING SMALL-GROUP st ening f o cu s : Ernest Hemingway Bridge the at Man Old NA L Tim O’Brien Tim Ambush SHORT STORY Silko Marmon Leslie Clouds Rain to Send Man The SHORT STORY Poe Allan Edgar The Tell-Tale Heart SHORT STORY PERFORMANCE-B Lan Samantha Chang Housepainting SHORT STORY AUNC Review Notes for a Narrative Review NotesforaNarrative RR A H T T I V E E LEARNING INDEPENDENT MO XT DE L ased A ssessment PR

751 ep 752 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords accurately general academic L.11–12.6  UNIT

STANDARDS

UNIT

Acquire anduse

6 6

•

ORDINARY INTRODUCTION

LIVES,

EXTRAORDINARY

These goals will goals Assessment. help youThese succeed the on Unit Performance-Based presenting. and listening, speaking, writing, reading, by human condition the Throughout how on explore stories this unit, you your will perspective deepen Goals Unit later during your on you growth when this reflect unit. Rate how well right goals you these meet now. You will revisit your ratings SPEAKING AND LISTENING GOALS LISTENING AND SPEAKING GOALS LANGUAGE GOALS RESEARCH AND WRITING GOALS READING • • • • • • • • SCALE present information. present Integrate audio, visuals, to and text communicate. and the ideas of develop consensus, others, Collaborate your with team to build on voice, and sentence fragments. frequently confused words, passive of understanding an Demonstrate figurative choices regardingMake style effective meaning. lengths to and topics clarify explore Conduct of various research projects and characters. events, experiences, narrative Write anarrative that effective uses text concept vocabulary. and academic your and of use knowledge Expand multiple themes. develop introduce and and characters, develop introduce order the action, authors and narrativesAnalyze how to understand NOT ATNOT ALL WELL 1

techniques

language

TALES NOT VERY NOT WELL 2

and

develop

dialect. SOMEWHAT

WELL fictional 3

1 1 1 1 WELL VERY 4

2 2 2 2 3 3 3 3 EXTREMELY MULTIMEDIA SCAN FOR WELL 4 4 4 4 5 5 5 5 5

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. useful to you in this unit as you analyze and narratives. write fictional precisionspeak with and clarity. Hereare words five academic that will be and usingUnderstanding terms academic help can you read, write, and Vocabulary: NarrativeAcademic Text “show” -phan-/-phen- ROOT epiphany “loosen” - ROOT: re “stretch” - ROOT: tension “contest” -agon- ROOT: protagonist “speak”; “say” - ROOT: colloquial WORD

solv tens loqu-

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

insight. sure actonthat ifshewill has an story,Julia endofthe At the choice clear. becauseitmademy careerlife That imaginative reached asurprisingand dispute The twosidesinthe to jail. iscaughtandtaken thief play’sIn the to speakdrew close! What level of announcement increased the News ofanimportant has asinistergoal. who must defeatapolitician movie,the In this really dog? atalking Is the language. cultured with diction poetcombines I lovehowthe expressions. more easilythan I learnedformalterms When IwasstudyingSpanish, epiphany tension protagonist epiphany, tension ESSENTIAL QUESTION: resolution resolution I felt asmyturn Ifelt changedmy atschool. butwearen’t colloquial of the story ofthe protagonist colloquial . , the , the

PREDICT MEANING

What dostoriesreveal aboutthehumancondition? the unit. wherever theyappearin and markthemortheirforms Study thewords inthischart, FOLLOW THROUGH colloquially; colloquialism RELATED WORDS RELATED Unit Introduction

753 754 UNIT in whichtheymeet. well asthetensionofsituation the narratorandoldman,as that suggestthepersonalitiesof dialogue. Markwordsandphrases the author’s useofdetailsand As youread, Assessment attheendofunit. develop inthePerformance-Based is thetypeofwritingyouwill that didnotactuallyhappen.This a characteranddescribesevents narrative a This selectionisanexampleof LAUNCH TEXT 1 7 6 5 4 3 2 narrative text

A him pleasure tomentionitandhesmiled. on foot,buttheoldmanwasstillthere. not somanycartsnowandveryfewpeople this andreturned overthe bridge.There were to whatpointtheenemyhadadvanced.Idid explore thebridgeheadbeyond andfindout moving. Hewastootired togoanyfarther. deep dust.Buttheoldmansatthere without and thepeasantsploddedalonginankle ground upandawayheadingoutofitall against thespokesofwheels.Thetrucks from thebridgewithsoldiershelpingpush drawn cartsstaggered upthesteepbank and children were crossing it.Themule- the riverandcarts,trucks, andmen,women the road. There wasapontoonbridgeacross UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES “Oh,” Isaid,notquiteunderstanding. “I wastakingcare ofanimals,”heexplained. That washisnativetownandsoitgave “From SanCarlos,”hesaid, andsmiled. “Where doyoucomefrom?” Iaskedhim. It wasmybusinesstocross thebridge, and verydustyclothessatbythesideof n oldmanwithsteelrimmedspectacles becauseitisnarratedby 6

INTRODUCTION lookcloselyat |

NARRATIVE MODEL . Itisa fictional Old Man at the Bridge the at Man Old 15 14 13 12 11 10 9 8 told metogobecauseofthe artillery.” and thenthere were fourpairsofpigeons.” explained. “There were twogoatsandacat the oldmanstillsatthere. that evermysteriouseventcalledcontact,and while forthefirstnoisesthatwouldsignal we wouldseetheenemy, andlisteningallthe wondering howlongnowitwouldbebefore looking countryoftheEbro Deltaand head. “Ihadtoleavethem.” were they?” rimmed spectaclesandsaid,“Whatanimals clothes andhisgraydustyfacesteel herdsman andIlookedathisblackdusty town ofSanCarlos.” care ofanimals.Iwasthelastonetoleave Ernest Hemingway Ernest “Yes. Becauseoftheartillery. The captain “And youhadtoleavethem?” Iasked. “There were three animalsaltogether,” he “What animalswere they?” Iasked. I waswatchingthebridgeand African “Various animals,”hesaid,andshookhis He didnotlooklikeashepherd nora “Yes,” hesaid,“Istayed,yousee,taking MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 25 24 23 22 21 20 19 18 17 of thebank. few lastcartswere hurryingdowntheslope watching thefarendofbridgewhere a all right.” the others?” But theothers.Nowwhatdoyouthinkabout There isnoneedtobeunquietaboutthecat. some one,“Thecatwillbeallright,Iamsure. then said,havingtoshare hisworrywith very much.” “but thankyouverymuch.Thankagain I will go.Where dothetrucks go?” road where itforksforTortosa.” “If youcanmakeit,there are trucks upthe further.” kilometers nowandIthinkcangono seventy-six yearsold.Ihavecometwelve will becomeoftheothers.” look outforitself, butIcannotthinkwhat The cat,ofcourse,willbeallright. A catcan Word NetworkModel Vocabulary  to thehumanconditionandadd selections, identify words related to atopic.Asyouread theunit is acollectionofwords related unit. to addwords asyoucompletethis synonym oranantonym.Continue add, addarelated word, suchasa such as adding words from theLaunchText, For example,youmightbeginby them toyourWord Network. “And youhavenofamily?”Iasked, “Why they’llprobably comethrough it He lookedatmeveryblanklyandtiredly, “I knownooneinthatdirection,” hesaid, “Towards Barcelona,” Itoldhim. “I willwaitawhile,”hesaid,“andthen “This isnotagoodplacetostop,”Isaid. “I amwithoutpolitics,”hesaid. “What politicshaveyou?”Iasked. “No,” hesaid,“onlytheanimalsIstated.

Tool Kit WORD NETWORK FOR ORDINARY LIVES, EXTRAORDINARY TALES EXTRAORDINARY LIVES, ORDINARY FOR NETWORK WORD family

. Foreachword you

A Word Network ESSENTIAL QUESTION: family |relatives Whatdostoriesreveal aboutthehumancondition? 35 34 33 32 31 30 29 28 27 26 36 care ofanimals.” dully, butnolongertome.“Iwasonlytaking backwards inthedust. swayed from sidetoandthensatdown “Get upandtrytowalknow.” he said. It’s betternottothinkabouttheothers,” I asked. artillery?” when Iwastoldtoleavebecauseofthe where nowthere were nocarts. ever have. was all thegoodluckthatoldmanwould cats knowhowtolookafterthemselves planes were notup.Thatandthefactthat overcast daywithalowceilingsotheir advancing toward theEbro. Itwasagray was EasterSundayandtheFascistswere “I wastakingcare ofanimals,”hesaid “Thank you,”hesaidandgottohisfeet, “If youare rested Iwouldgo,”urged. “Yes, certainlythey’llfly. Buttheothers. “Then they’llfly.” “Yes.” “Did youleavethedovecageunlocked?” “But whatwilltheydoundertheartillery “Why not,”Isaid,watchingthefarbank “You thinkso?” There wasnothingtodoabouthim.It THE HUMAN CONDITION

❧

Old Manatthe Bridge

755 756 UNIT

UNIT

6 6

•

INTRODUCTION ORDINARY

LIVES,

EXTRAORDINARY something near theendof“OldManatBridge”: statement ofyouropinionorananalysis. a concise,complete,andaccurateoverviewoftext.Itshouldnotinclude Write asummaryof“OldMan attheBridge.”Rememberthata Summary done Create Ending anAlternate Activity Launch • • • group likesbest. something fortheoldman,afterall.Record thetwooptionsthatyour asmallgroup, brainstormforwaysinwhichthenarratormightdo With Option 1 ending inwhich Frame yourgroup’s ending: idea for analternate part ofhumanexperience. about thehumancondition—aboutnature orsituationsthatare Choose theoptionthatyouthinkwouldbettercommunicate amessage Option 2

for for him. him. could : :

TALES Discuss howyoumightrewrite thestory’s endingsothat bedonefortheoldman.

Consider thisstatementbythenarrator

is partofthehumancondition. There was nothing to be nothing was There We thinkthatan

would showthat summary

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the prompt. Record yourfirstthoughtshere. Consider classdiscussions,thevideo,andLaunchText asyouthinkabout QuickWrite PROMPT: Evidence Logaftereachselection. of theunitbycompleting Based Assessmentattheend Prepare forthePerformance- that connecttoyouridea. from “OldManattheBridge” Evidence Log.Then,record details one sentencetorecord inyour Summarize yourinitialideain Review yourQuickWrite. Evidence LogModel 

MULTIMEDIA SCAN FOR Tool Kit EVIDENCE LOG FOR THE HUMAN CONDITION HUMAN THE FOR LOG EVIDENCE

life-changing news?life-changing to respond characters or character afictional How does

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

O N e

x T t c O

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

E V hi ID n ki E N n g C ? E/

DETAILS A D D

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

N O T E S / ID E A S

757

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

UNIT OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS strategies with Review continue Throughout Learning StrategiesWhole-Class From Text toTopic stories As condition?the human What do stories reveal about QUESTION: ESSENTIAL time one—how read one father strengths

• you

woman, ORDINARY

these or your

and

provide place. read these

to and

during whole

stories, daughter, it

learn

your these reveals a

weaknesses, strategies

series

insights LIVES,

• • • • • • • • • • • • ACTION PLAN

class.

Whole-Class life, and consider

Notice Ask whole If Record Eliminate Build Share Ask selections,

qualities

you’re a of

work present EXTRAORDINARY For

for follow-up

Add anecdotes

into

on and

school, your

class.

what

brief

one help

and the confused, the

distractions.

ideas in what that the

ideas

work

moment

family, understanding large-group notes information if ideas suggests Learning.

questions you actions we

reveals of it

and your

with

means

on equate your are

other conflict

others offer opens

main

different For

community, struggling.

TALES

you her your

own

as you people

to environments.

example,

with

answers,

needed.

mother’s ideas can

over by of

be whole

already

for

window

human

adding

ways the

take human.

probably

an and each

put and human even heirloom

class

extraordinary know,

of to points

details

nature

to step.

your

valuing practice in

if are, to a

your

you and

condition, poignant

of cellphone explore

Get

highlights that too.

confusion.

are

the be making career,

them ready

Ask informs character. ready unsure.

past.

how memory.

regardless away.

to you individual

question

For

connection.

you

short use each

build

will As one

work these For

you

of on to

help it.

MULTIMEDIA

your SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK A Fast-Changing Society Fast-Changing A 1950–Present Period: Focus PERSPECTIVES HISTORICAL  generations? of different members for tensions up stir keepsakes family can How WalkerAlice Use Everyday ANCHOR TEXT: SHORT STORY progress. of scientific benefits the enjoyed and technology. and society in changes by unprecedented marked were century twenty-first of the beginning the through T having a mother who was a trapeze artist? atrapeze was who amother having from result might benefits unexpected What Louise Erdrich The Leap ANCHOR TEXT: SHORT STORY parenthood. of early memories A Carver Raymond Him to Stuck Everything ANCHOR TEXT: SHORT STORY section as amodel. section A T Write aNarrative WRITING FOCUS

he years that span the middle of the twentieth century century twentieth of the middle the span that years he media connection: he Whole- father’s visit with his adult daughter evokes daughter his adult with visit father’s fter reading, writeastoryofyourown,using anelementofastoryinthis youwill C A lass readings introduce variousmotivations. youtocharacterswith mericans related to each other in new ways ways new in other to each related mericans

A lice Walker’slice “ E veryday Use” veryday Overview: Whole-Class Learning CONTENTS

759 1950 760

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Voices of the PeriodVoices the of Fast-Changing Society A HISTORICAL PERSPECTIVES • TIMELINE “ “ “ not destructively. to speakthetruth,anditlovingly going todependonthecourageofindividual depend onpoliticaloreconomicsystems.It’s won’t information beingthere.Oursurvival move todoit.Itissimplyaresultofthe changing, butnotbecausethereisapolitical entered it. to leavetheworldabetterplacethanwhenwe them tothefullest..Second,weshouldtry todevelop abilities andstrengths,weshouldtry However blessedwearebyfatewithdifferent to fulfillwhatevertalentswearebornwith. ingredients thatgivemeaningtolife.First, Beyond workandlove,Iwouldaddtwoother us thewilltoaspire. coming true.Theirrealvalueisinstirringwithin value dreamsaccordingtotheoddsoftheir [E]xperience hastaughtmethatyoucannot There ismorerecognitionnowthatthingsare the firsthydrogenbomb. 1952: —Buckminster Fuller, architect andinventor —Sonia Sotomayor, Supreme CourtJustice

” TheU.S.detonates —Michio Kaku,futurist,theoretical

”

” physicist, andauthor On theRoad 1957: JackKerouac’s enforce highschoolintegration. troops toLittleRock,Arkansas, 1957: ispublished. PresidentEisenhowersends FOCUS PERIOD: 1950–PRESENT volunteer program. Anationalspiritofoptimism establishment ofthePeaceCorps,anoverseas of landinganAmericanonthemoonand Frontier. Amongtheseinitiativeswasthegoal foreign programs, knowncollectivelyastheNew John F. Kennedyspearheadednewdomesticand The AgeofAquarius change madepossiblebytheriseof“carculture.” suburbs, whichbecamethenewlifestyle norm—a More thaneightypercent ofnewhomeswere in Americans purchased housesinrecord numbers. to returningsoldiersandotherservicepersonnel, job marketandtheavailabilityoffederalloans a boomingpopulation.Asresult ofastrong power. Thenationhadaboomingeconomyand pride andconfidenceinitspositionasaworld postwar Americawas“ontopoftheworld”with Chasing theAmericanDream of the PeriodHistory seeking lifestyles thatchallengedtheprevailing time, someAmericanscreated acounterculture, era ofuniversalpeaceandlove.Atthesame values thatcalledforan“AgeofAquarius”—an equality. SomeAmericansexpressed idealistic independence energizedpassionsforjusticeand assertions oftheirindividuality.Thisnewspirit on, more andmore Americansmadestrong as wellchangesinsociety.Asthe1960swore but stridentdemandsforanendtotheconflict, elicitedwavesofprotest,Vietnam with idealistic The escalatingandincreasingly unpopularwar in assassinated in1963. togrief,however,turned whenKennedywas is assassinated. 1963: PresidentJohnF. Kennedy

Elected president in1960, the Voting RightsAct. 1965:

By the1950s, Congresspasses

norms in music, art, literature, occupations, to the White House in 1980 and again in 1984. speech, and dress. George H. W. Bush, Reagan’s vice president, was Protest and Progress Although there were elected president in 1988 and sought reelection in times of crisis and confrontation, the 1960s also 1992, but was defeated by to Democrats Bill Clinton was an era of genuine progress, especially in and his running mate, Al Gore—the youngest ticket the continuing struggle for civil rights and racial in American history—who were reelected in 1996. equality. Civil rights leaders and other Americans, In 2000, Vice President Al Gore lost his presidential both black and white, protested segregation and bid to George Bush’s son, George W. Bush. Bush racism. Violence and unrest spread as protestors was reelected in 2004. The contests of 2008 and faced resistance in places such as Birmingham and 2012 resulted in historic victories, with the election Selma, Alabama. The nation made momentous and reelection of Barack Obama, the nation’s first progress when, under the leadership of President African American president. Lyndon B. Johnson, Congress passed key 9/11: A World Transformed The terrorist legislation in 1964 and 1965 to counter racism. attacks of September 11, 2001, had an enormous A century after constitutional amendments impact on the American consciousness. In addition guaranteed rights to African Americans, the to the tragic loss of thousands of lives, the threat struggle to claim them continued. of terrorism brought profound changes to the Changing Roles Throughout the 1960s, American sense of security and openness that Americans had women struggled for greater economic and social long enjoyed. The 9/11 attacks also precipitated power, changing the workforce and the political controversial military action in Afghanistan and later landscape in the process. In 1970, thousands of in Iraq. Today, the continued rise of global terrorism women marched to honor the fiftieth anniversary continues to challenge the world’s safety. of women’s suffrage. The women’s movement Planet Earth In 1962, Rachel Carson’s book continued to gain strength in the 1970s, with various Silent Spring exposed the sometimes catastrophic groups forming to protest gender discrimination. effect of human actions on the natural world. In Following the lead of the civil rights and women’s 1972, American astronauts took a photograph of movements, other groups from a variety of Earth that became famously known as “the big backgrounds, ranging from Native Americans to blue marble.” Over the years, Americans have migrant workers to gays and lesbians, organized become increasingly aware of the importance to demand their rights. Over time, most Americans of caring for the planet’s health. In recent years, have come to appreciate the variety of perspectives human-induced climate change—long a concern that diversity can bring. Today, virtually every societal of scientists—has emerged as a significant issue in group has entered into the mainstream of American the public’s consciousness and actions to slow its political, business, and artistic life. impact are widely discussed and argued about in the media and in government. Leadership and Conflict Voters sent Ronald Reagan, the Republican governor of California,

1972: Congress passes the 1974: President 1968: Civil rights leader Equal Rights Amendment, but Richard Nixon Martin Luther King, Jr., it fails to achieve ratification. resigns after the is assassinated. Watergate crisis.

1980 © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 1969: Astronaut Neil Armstrong becomes the first 1973: The last U.S. combat person to set foot troops leave Vietnam, where on the moon. war has been waged since 1955.

Historical Perspectives 761 1980 762

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES about privacyandpersonalrelations. anyone witheveryone,raisingcomplexquestions nowelectronicallythe Internet—can connect smaller, faster, andeasiertouse,technology—via personal companionsformanyAmericans.Ever business tools—transformedindustryandbecame time, computers—whichbeganasmilitaryand life shifted dramatically.Inabreathtakingly short introduction ofthemicroprocessor inthe1970s, A Technological Revolution HISTORICAL PERSPECTIVES • TIMELINE Integration ofKnowledgeandIdeas Integration among today’s teens? online atleastonceaday?Whatdothegraphandtablesuggestaboutentertainment first personalcomputer. 1981:

Notebook T IBMreleasesits eenagers Online,2015 2% Onlinelessthanonce/week 6% Onlineweekly 12% Onlineonce/day 24% Onlinealmostconstantly 56% Onlineseveraltimes/day 24% 1 2% 6%

According tothissurvey,whattotalpercentage ofteenagersgo 2% 56% Color Purple 1982:

With the With AliceWalker’s ispublished. constructed in1961,comesdown. 1989:

Source: PewResearch Center’s Teens RelationshipSurvey2014,2015 FOCUS PERIOD: 1950–PRESENT Germany The or ontheirphone Play videogamesonline to agameconsole Own orhaveaccess T BOYS GIRLS GIRLS BOYS eenagers andV liberty, andthepursuitofhappiness. aspects andapplicationsoftheprincipleslife, forward, Americanswillcontinuetoexplore new continue tochangeasthenewmillenniummoves One thingiscertain:Althoughtheworldwill peacefully? Howcanpeoplebuildabetterfuture? people ofdifferent cultures livetogether beings relate tothenaturalworld?Howcan affairs. Howdo—andhowshould—human advances, traditionalissuesstilldominatehuman The NewMillennium TheBerlinWall, ideo Games,2015

59%

70% independent nations. in theformationoffifteen Union isdissolved,resulting is repealed. the systemofracialsegregation, 1991: 1991:

84% Despite technological

USSR South Africa 91% TheSoviet Apartheid,

Literature Selections ADDITIONAL FOCUS PERIOD LITERATURE Literature of the Focus Period Some of the selections in this unit were written during the Focus Period and pertain to an exploration of the human condition: Student Edition

“Everyday Use,” Alice Walker UNIT 1 “Speech to the Young “Everything Stuck to Him,” Raymond Carver Speech to the Progress-Toward,” “The Leap,” Louise Erdrich Gwendolyn Brooks “A Brief History of the Short Story,” D. F. McCourt “The Pedestrian,” Ray Bradbury “The Man to Send Rain Clouds,” Leslie Marmon Silko UNIT 2 “Sweet Land of . . . Conformity?” “Ambush,” Tim O’Brien Claude Fischer “Housepainting,” Lan Samantha Chang “Hamadi,” Naomi Shihab Nye UNIT 3 Connections Across Time Literary works that consider aspects of from The Warmth of Other Suns, Isabel the human condition are not confined to the Focus Period, of course. Wilkerson They have been a topic of interest in every era of literature in every “Books as Bombs,” Louis Menand culture since ancient times. These American short stories are from a period that precedes the Focus Period by several decades: UNIT 4 “In the Longhouse, Oneida Museum,” “An Occurrence at Owl Creek Bridge,” Ambrose Bierce Roberta Hill “The Jilting of Granny Weatherall,” Katherine Anne Porter “Cloudy Day,” Jimmy Santiago Baca “The Tell-Tale Heart,” Edgar Allan Poe “The Rockpile,” James Baldwin UNIT 5 The Crucible, Arthur Miller from Farewell to Manzanar, Jeanne Wakatsuki Houston and James D. Houston “What You Don’t Know Can Kill You,” Jason Daley “Runagate Runagate,” Robert Hayden “For Black Women Who Are Afraid,” Toi Derricote “What Are You So Afraid Of?” Akiko Busch

2008: Barack Obama is elected 1996: Scotland “Dolly” the first African American the sheep becomes the president of the United States. first mammal to be cloned from an adult cell. Present © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

1993: Toni Morrison 2001: Terrorists use 2010: The population wins the Nobel Prize commercial planes to attack of the United States for Literature. the United States on 9/11, reaches 308.7 million. killing some 3,000 people.

Historical Perspectives 763 764 high endoftherange. with scaffoldingasneededatthe text complexitybandproficiently, and poems, inthegrades 11–CCR literature, includingstories, dramas, grade 11, readandcomprehend RL.11–12.10  First-Read many volumesofpoetry. short-story collectionsand has alsopublishednumerous strong personal voice. Walker relationships andforits its keenobservationsabout Her writingisrenowned for a 1983PulitzerPrizewinner. the novel bestsellers—among them successful writerwithmany Later, shebecameahighly reading andwritingpoetry. to comfort, sheturned and leftherscarred. For blinded herinoneeye suffered aninjurythat (b. 1944) waseight,she When About the Author Model Annotation

Tool Kit STANDARDS

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES MAKING MEANING Alice Walker

The ColorPurple Guide and

By theendof

, You willencounterthefollowingwords asyouread “EverydayUse.”Before Concept Vocabulary Use Everyday opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand order from mostfamiliar(1)toleast(6). reading, notehowfamiliar youare witheachword. Then,rankthewords in have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and where is about, NOTICE why and cowering awkward hangdog thoseinvolvedreact whom what shuffle furtive WORD sidle ideas within when happens, thestory ithappens, the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 2 “no” isaword theworld neverlearnedtosayher. She thinkshersisterhasheld life alwaysinthepalm ofonehand,that her armsandlegs,eyeingsisterwithamixture ofenvyandawe. hopelessly incorners,homelyandashamedofthe burn scarsdown that nevercomeinsidethehouse. come andsitlookupintotheelmtree andwaitforthebreezes sand around theedgeslined withtiny, irregular grooves, anyonecan living room. Whenthehard clayissweptcleanasafloorandthefine I this story. purposes relate tothetensionthatarisesamongcharactersyoumeetin and addingcolorbeautytoahome.Payattentionhowthese focal pointsforsocialgatherings,preserving precious bitsoffamilyhistory, aesthetic purposes:keepingpeoplewarm,recycling oldclothing,providing and perhapseventoancientEgypt.Today, quiltsservebothpracticaland fabric andpaddingare sewntogether, datesbacktotheMiddleAges Quilts playanimportantpartinthisstory.Quilting,whichlayersof BACKGROUND Maggie willbenervousuntilafterhersistergoes:she willstand

than mostpeopleknow. Itisnotjustayard. Itislikeanextended wavy yesterday afternoon. A yard likethisismore comfortable will waitforherintheyard thatMaggieandImadesoclean Everyday Use Everyday ANCHOR TEXT Alice WalkerAlice adjectives helppaint? of Maggiedothese CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES adjectives? the authorchoosethese describe Maggie. mark theadjectivesthat Everyday Use

Whydoes In paragraph 2, Inparagraph 2, MULTIMEDIA | Whatportrait

SHORT STORY SCAN FOR

765 floor withoutlifting them the feet overtheground or dragging movementof shy manner unobtrusive, stealthy,or sideways, asinan sidle 766 shuffle NOTES

(SY duhl) (SY UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES (SHUHF uhl)

v. v. move

n .

7 6 5 4 3 9 8 curse outandinsulteachother?)OnTVmotherchildembrace What wouldtheydoif parent andchildcameontheshowonlyto tottering inweaklyfrom backstage.(A pleasantsurprise,ofcourse: “made it”isconfronted, asasurprise,byherownmotherandfather, the ground. feet in Maggie walks.Shehasbeenlikethis,chinonchest, eyesonground, who isignorantenoughtobekindhim?That the waymy some careless personrich enoughtoownacar, she’s there, almosthidden bythedoor. her thinbodyenvelopedinpinkskirtandred blouseformetoknow look anyoneintheeye.Hesitationwasnopartofhernature. whichever wayisfarthestfrom them.Dee,though.Shewouldalways to themalwayswithonefootraisedinflight,myheadturned looking astrangewhitemanintheeye?ItseemstomeIhavetalked knew aJohnsonwithquicktongue?Whocanevenimagineme my quickandwittytongue. the hotbrightlights.JohnnyCarsonhasmuchtodokeepupwith lighter, myskinlikeanuncookedbarleypancake.My hair glistensin I amthewaymydaughterwouldwantmetobe:ahundred pounds before nightfall.Butofcourseallthisdoesnotshowontelevision. the eyeswith hog. OnewinterIknockedabullcalf straightinthebrainbetween cooked overtheopenfire minutesafteritcomessteamingfrom the all day, breaking icetogetwaterforwashing;Icaneatporkliver as aman.Myfatkeepsmehotinzero weather. Icanworkoutside and overallsduringtheday. Icankillandcleanahogasmercilessly man-working hands.InthewinterIwearflannelnightgownstobed me oncethatshethinksorchids are tackyflowers. eyes. Shepinsonmydress alarge orchid, eventhoughshehastold Then weare onthestageandDeeisembracingmewithtearsinher Carson whoshakesmyhandandtellsmewhatafinegirlIhave. many people.There Imeetasmiling,gray, sportymanlikeJohnny soft-seated limousineIamushered intoabrightroom filledwith brought togetheronaTVprogram ofthissort.Outadarkand these programs. tell howshewouldnothavemadeitwithouttheirhelp.Iseen weep, thechildwrapstheminherarmsandleansacross thetableto faces.Sometimesthe motherandfather and smileintoeachother’s You’ve nodoubtseenthoseTVshowswhere thechildwhohas Have youeverseenalameanimal,perhaps adogrun overby “Come outintotheyard,” Isay. “How doIlook,Mama?”Maggiesays,showingjust enoughof But thatisamistake.Iknowevenbefore Iwake up.Whoever In real life Iamalarge, big-bonedwomanwithrough, Sometimes Idream adream inwhichDeeandIare suddenly shuffle

a sledgehammerandhadthemeathunguptochill , eversincethefire thatburnedtheotherhouseto sidle uptosomeone

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 14 13 12 11 and herdress fallingoff herinlittleblackpaperyflakes.Hereyes the flamesandfeelMaggie’sarmsstickingtome,herhairsmoking the otherhouseburned?Ten, twelveyears?SometimesIcanstillhear a womannow, thoughsometimesIforget. Howlongagowasitthat bother you,unlessyoutrytomilkthemthewrong way. was hoovedintheside’49.Cowsare soothingandslowdon’t tune. Iwasalwaysbetterataman’sjob.usedtolovemilktill myself. Although Ineverwasagoodsinger. Nevercouldcarrya and thenI’llbefree tosithere andIguessjustsing church songsto will marryJohnThomas(whohasmossyteethinanearnestface) not bright.Likegoodlooksandmoney, quicknesspassed her by. She stumbles alonggood-naturedly butcan’tseewell. Sheknowssheis questions thantheydonow. SometimesMaggiereads tome.She was closeddown.Don’taskmewhy:in1927colored askedfewer At sixteenshehadastyleofherown,andknewwhatwas. for minutesatatime.OftenIfoughtoff thetemptationtoshakeher. stare downanydisasterinherefforts. Hereyelidswould notflicker made from anoldsuitsomebodygaveme.Shewasdeterminedto graduation from highschool;blackpumpstomatchagreen suitshe’d like dimwits,weseemedabouttounderstand. with theseriouswaysheread, toshoveusawayatjustthemoment, of knowledgewedidn’tnecessarilyneedtoknow. Pressed ustoher voice. Shewashedusinariverofmake-believe,burnedwithlot whole livesuponustwo,sittingtrappedandignorantunderneathher used toread touswithoutpity;forcing words, lies,otherfolks’habits, the money, thechurch andme,tosendher Augusta toschool.She ask her. Shehadhatedthehousethatmuch. chimney. Whydon’tyoudoa dance around theashes?I’dwantto the lastdingygrayboard ofthehousefallintoward thered-hot brick dig gumoutof;alookofconcentrationonherfaceasshewatched And Dee.Iseeherstandingoff underthesweetgumtree sheused seemed stretched open,blazedopenbytheflamesreflected inthem. Maggie askedme,“Mama, whendidDeeever will neverbringherfriends. MaggieandIthoughtaboutthis where we“choose”tolive, shewillmanagetocomeseeus.But it shewillwanttoteardown.Shewrote meoncethatnomatter house isinapasture, too, liketheotherone.NodoubtwhenDeesees square, withrawhideholding theshuttersuponoutside.This cut inthesides,likeportholesaship,butnot round andnot shingle roofs anymore. There are noreal windows,justsomeholes just liketheonethatburned,exceptroof istin;theydon’tmake Dee islighterthanMaggie,withnicerhairandafullerfigure. She’s I havedeliberatelyturnedmybackonthehouse.It isthree rooms, I neverhadaneducationmyself. After secondgrade the school Dee wantednicethings. A yelloworgandy dress towearher I usedtothinkshehatedMaggie,too.Butthatwasbefore weraised have anyfriends?”

to Mama’s house. bringing friendsto declaration aboutnever response toDee’s 14, markMaggie’s to readers? this response signal NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ response? surprising aboutthis Everyday Use Whatis Inparagraph Whatmight

767 a verb. contain bothasubjectand sentences thatdonot words punctuatedas fragments—groups of 20, marksentence the moment? the dramaortensionof use offragmentsaddto noticed; secret manner toavoidbeing done oractinginastealthy 768 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ furtive NOTES this description? author usefragmentsin

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES (FUHR tihv) Whydoesthe Inparagraph Howdoesthe

adj. 16 15 22 21 20 19 18 17 scalding humorthaterupted likebubblesinlye. with hertheyworshipedthewell-turnedphrase,cuteshape, washday afterschool.Nervousgirlswhoneverlaughed.Impressed 3. 1. look upIseetheperspirationfallingoff herchin. up againstthebackofmychair. Ifeelhertrembling there andwhenI mother andsister!”HemovestohugMaggiebutshefallsback,right quickly andlinesuppicture afterpicture ofmesittingthere infront back tothecar. OutshepeeksnextwithaPolaroid. Shestoopsdown it. Sheturns,showingwhiteheelsthrough hersandals,andgoes push. You canseemetryingtomoveasecondortwo before Imake behind herears. are twolongpigtailsthatrope aboutlikesmalllizards disappearing up likethewoolonasheep.Itisblackasnightandaround theedges Maggie The dress moves herarmuptoshakethefoldsofdress outofherarmpits. to hershoulders.Braceletsdanglingandmakingnoiseswhenshe the heatwavesitthrows out.Earringsgold,too,andhangingdown throw backthelightofsun.Ifeelmywholefacewarmingfrom so loudithurtsmyeyes.There are yellowsandoranges enoughto just infront ofyourfootontheroad. “Uhnnnh.” what itsoundslike.Likewhenyouseethewrigglingendofasnake like akinkymuletail.IhearMaggiesuckinherbreath. “Uhnnnh,”is man. certain style.From theothersideofcarcomesashort,stocky always neat-looking,asif Godhimself hadshapedthemwitha the firstglimpseoflegoutcartellsmeitisDee.Herfeetwere stops andtriestodigawellinthesandwithhertoe. way, butIstayherwithmyhand. “Comebackhere,” Isay. And she had timetorecompose herself. a cheapcitygirlfrom afamilyofignorantflashypeople.Shehardly to us,butturnedallherfaultfindingpoweronhim.He navel isallgrinningandhefollowsupwith“Asalamalakim, dress makeshermove.Theshortstockyfellowwiththehairtohis 2.

Asalamalakim Uganda. of country African the in spoken lye be with you” that is commonly used by Muslims. Muslims. by used commonly you” is that with be Wa-su-zo-Tean-o She hadafew. “Don’t getup,”saysDee.SinceIamstoutittakes something ofa “Wa-su-zo-Tean-o!” Dee next. A dress downtotheground, inthishotweather. A dress It ishard toseethemclearlythrough thestrong sun.Buteven Maggie attemptstomakeadashforthehouse,inhershuffling When shecomesIwillmeet—butthere theyare! When shewascourtingJimmyTdidn’thavemuchtimetopay

(ly)

Hair isalloverhisheadafootlongandhangingfrom hischin

go “Uhnnnh” again. It is her sister’s hair.go “Uhnnnh”again.Itishersister’s standsstraight n . strong alkaline solution used in cleaning and making soap. making and cleaning in used solution alkaline . strong

is looseandflows,asshewalkscloser, Ilikeit.hear

Salaam aleikhim Salaam

(wah soo zoh TEEN oh) TEEN zoh (wah soo Furtive 2 shesays,comingoninthatglidingwaythe boysinpinkshirtshangingabouton

(suh LAHM ah LY ah keem) (suh LAHM “Good morning” in Lugandan, a language alanguage Lugandan, in morning” “Good Arabic greeting meaning “Peace “Peace meaning greeting Arabic 1 Sheread tothem. flew tomarry 3 my

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 and comesupkissesmeontheforehead. and thehouse.ThensheputsPolaroid inthebackseatofcar, nibbling around theedgeofyard shesnapsitandmeMaggie shot withoutmakingsure thehouseisincluded.Whenacowcomes of thehousewithMaggie shake hands. Always toobusy:feedingthecattle,fixing thefences, They said“Asalamalakim“ whentheymetyou,too,butdidn’t so Ididn’task. I wanted toaskhimwasheabarber, butIdidn’treally thinkhewas, it twoorthree timeshetold metojustcallhimHakim-a-barber. a nametwiceaslongandthree timesashard. After Itrippedover you, we’llcallyou.” Wangero. eye signalsovermyhead. inspecting aModel A car. EveryonceinawhileheandWangero sent so whyshouldItrytotraceitthatfarback?” beyond theCivilWar through thebranches. Though, infact,Iprobably couldhavecarrieditback tired. “That’saboutasfarbackIcantraceit,”said. called her“BigDee”afterDeewasborn. aunt Dicie,”Isaid.Dicieismysister. ShenamedDee.We named afterthepeoplewhooppress me.” gives uponMaggie. maybe hedon’tknowhowpeopleshakehands. Anyhow, hesoon Asalamalakim wantstoshakehandsbutdoitfancy. Or despite thesweat,andshekeepstryingtopullitback.Itlookslike hand. Maggie’shandisaslimpafish,andprobably ascold, “You mustbelongtothosebeef-cattlepeopledownthe road,” I said. Well, soonwegotthenameoutofway. Asalamalakim had “I’ll getusedtoit,”Isaid.“Reamitoutagain.“ “I knowitmightsound “Why shouldn’tI?”Iasked.“Ifthat’swhatyouwant ustocall “You don’thavetocallmebyitif youdon’twantto,”said “How doyoupronounce thisname?”Iasked. He juststoodthere grinning,lookingdownonmelikesomebody “There Iwasnot,”said,“before ‘Dicie’cropped upinourfamily, “Uhnnnh,” Iheard Maggiesay. “Well,” said Asalamalakim, “there youare.” ”Her mother,” I said,andsawWangero wasgetting “And whowasshenamedafter?”askedWangero. “But whowas “You knowaswellmeyouwasnamedafteryour “She’s dead.”Wangero said.‘‘I couldn’tbearitanylonger, being “What happenedto‘Dee’?”Iwantedknow. “No, Mama,“shesays.“Not‘Dee,’Wangero LeewanikaKemanjo!” “Well,” Isay. “Dee.” Meanwhile Asalamalakim isgoingthrough motionswithMaggie’s “I guessafterGrandmaDee,”Isaid. she namedafter?”askedWangero.

cowering awkward behindme.Shenevertakesa atfirst,”saidWangero.

after the people who named longer, being “I couldn’t bear it any oppress me.” awkward movement orshape;clumsy not gracefulorskillful in NOTES in fearorshame crouching ordrawingback cowering Everyday Use (AWK wuhrd) (KOW uhrihng)

adj.

adj. 769 770 NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES 44 55 54 53 52 51 50 49 48 47 46 45 chitlins and porkwasunclean.Wangero, though,wentonthrough the and raisingcattleisnotmystyle.”(Theydidn’ttellme,I their hands.Iwalkedamileandhalf justtoseethesight. poisoned someoftheherd themenstayedupallnightwithrifles in putting upsalt-lickshelters,throwing downhay. Whenthewhitefolks 5. 4. ask, whetherWangero (Dee)hadreally goneandmarriedhim.) pattern. TheotherwasWalk Around theMountain.Inboth ofthem frames onthefront porch andquiltedthem.OnewasintheLoneStar Grandma DeeandthenBigmehadhungthem onthequilt dishpan. OutcameWangero withtwoquilts.Theyhad been piecedby and startedrifling through it.Maggiehungbackinthekitchenover yard where BigDeeandStashhad lived. wood. Itwasbeautiful light yellowwood,from atree thatgrew inthe sinks; youcouldseewhere thumbsandfingershadsunkintothe had leftakindofsinkinthewood.Infact,there were alotofsmall to seewhere handspushingthedasherupanddowntomakebutter took itforamomentinmyhands. You didn’tevenhavetolookclose do withthedasher.” sliding aplateoverthechurn,“andI’llthinkofsomethingartisticto can usethechurntopasacenterpieceforalcovetable,”shesaid, him Stash.” you almostcouldn’thearher. “HisnamewasHenry, buttheycalled whittle itoutofatree youallusedtohave?” She lookedatthechurnandit. in thecornerwhere thechurnstood,milkinitclabberbynow. ask youif Icouldhave.”Shejumpedupfrom thetableandwentover dish. “That’sit!”shesaid.“Iknewthere wassomethingIwantedto Then shegaveasighandherhandclosedoverGrandmaDee’sbutter she said,running herhandsunderneathandalongthebench. knew howlovelythesebenchesare. You canfeeltherump prints,” when wecouldn’tafford tobuychairs. the factthatwestillusedbenchesherdaddymadefortable blue streak overthesweetpotatoes.Everythingdelightedher. Even

chitlins collards After dinnerDee(Wangero) wenttothetrunk atthefootofmybed We satdowntoeatandrightawayhesaiddidn’tcollards Hakim-a-barber said,“Iacceptsomeoftheirdoctrines,butfarming When shefinishedwrappingthedasherhandlestuckout.I “Maggie’s brainislikeanelephant’s,”Wangero said,laughing.“I “Aunt Dee’sfirsthusbandwhittledthedash,”saidMaggiesolow Dee (Wangero) lookedupatme. “Uncle Buddywhittlethat,too?”askedthebarber. “Uh huh,”shesaidhappily. “AndIwantthedasher, too.” “Yes,” Isaid. “This churntopiswhatIneed,”shesaid.“Didn’tUncleBuddy “Oh, Mama!”shecried.ThenturnedtoHakim-a-barber. “Inever 5 andcornbread, thegreens andeverythingelse.Shetalkeda

n n . chitterlings, a pork dish popular among southern African Americans. African southern among popular dish apork . chitterlings, . leaves of the collard plant, often referred to as “collard to as greens.” referred often plant, collard the of . leaves 4

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 56 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 Great GrandpaEzra’suniform thathewore intheCivilWar. faded bluepiece,aboutthesizeofapennymatchbox,thatwasfrom Paisleyshirts. ago. BitsandpiecesofGrandpaJarrell’s Andoneteeny were scrapsofdresses GrandmaDeehadwornfifty andmore years for her. to neverwinninganything, orhavinganythingreserved hear thesoundherfeetmadeastheyscrapedover eachother. could understand. Thepointisthesequilts, how toquilt.” five yearsthey’dbeinrags.Lessthanthat!” she hasatemper. “Maggiewouldputthemonthebed andin old-fashioned, outofstyle. she wentawaytocollege.Thenhadtoldmetheywere to bringuphowIhadoffered Dee(Wangero) aquiltwhen long enoughwithnobodyusing’em.Ihopeshewill!”ldidn’twant be backward enoughtoputthemeverydayuse.” for whenshemarriesJohnThomas.” bosom. reach thequilts.Theyalready belongedtoher. the quilts.Dee(Wangero) movedbackjustenoughsothatlcouldn’t clothes hermotherhandeddowntoher,” Isaid,moving uptotouch Imagine!” Sheheldthequiltssecurely inherarms,stroking them. dresses Grandmausedtowear. Shedidallthisstitchingbyhand. the borders bymachine.” grandma piecedbefore shedied.” old thingswasjustdonebymeandBigDeefrom sometopsyour door slammed. quilts?“ “She canhavethem,Mama,” shesaid,likesomebodyused Maggie bynowwasstandinginthedoor. Icouldalmost “Hang them,”shesaid. As if thatwastheonlythingyou “Well,” Isaid,stumped.“Whatwould Dee (Wangero) lookedatmewithhatred. “You justwillnot “She canalwaysmakesomemore,” Isaid.“Maggieknows “But they’re “I reckon shewould,”Isaid.“Godknowsbeensaving’emfor “Maggie can’tappreciate thesequilts!”shesaid.“She’dprobably She gaspedlikeabeehadstungher. “The truth is,”lsaid,“Ipromised togivethemquiltsMaggie, “Imagine!” shebreathed again,clutchingthemcloselytoher “Some ofthepieces,likethoselavenderones,comefrom old “That’s notthepoint,”saidWangero. “Theseare allpiecesof “That’ll makethemlastbetter,” Isaid. “No,” saidWangero. “Idon’twantthose.Theyare stitchedaround “Why don’tyoutakeoneortwooftheothers?”Iasked.“These I heard somethingfallinthekitchen,andaminutelaterkitchen “Mama,“ Wangero saidsweetasabird. “CanIhavetheseold dowithquilts. priceless !” shewassayingnow, furiously;for these quilts you dowiththem?” !” in the quilts. describe thefabricsused 55, markdetailsthat sympathies? information affect readers’ CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES information? the authorincludethis Everyday Use Whydoes Inparagraph Howdoesthis

771 thoughts. Maggie’s feelingsand in whichMamaexpresses 76, markthesentences daughters? relationships withhertwo differences inMama’s this choiceemphasize 772 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ hangdog NOTES sad; ashamed;guilty feelings? Mama express Maggie’s author choosetohave Media Conne

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Alice Walker’s “EverydayUse” (HANG DAWG) Whydoesthe Inparagraph Howdoes

c adj. tion 76 75 84 83 82 81 80 79 78 77 Alice Walker. Reprintedbypermissionof The JoyHarrisLiterary Agency, Inc. “Everyday Use” from herself. Shestoodthere withherscarred handshiddeninthefolds look. ItwasGrandmaDeeandBigwhotaughtherhowtoquilt checkerberry snuff anditgaveherfaceakindofdopey, it wastimetogointhehouseandbed. me adipofsnuff. And thenthetwoofussatthere justenjoying,until scared. After wewatchedthecardustsettleIaskedMaggie tobring her noseandchin. still liveyou’dneverknowit.” Maggie. It’sreally anewdayforus.Butfrom theway youandMama her, andsaid,“You oughttotrymakesomethingofyourself, too, to thecar. sat there onmybedwithhermouthopen. Wangero’s handsanddumpedthemintoMaggie’slap.Maggiejust then draggedheronintotheroom, snatchedthequiltsoutofMiss I didsomethingneverhaddonebefore: huggedMaggietome, church andthespiritofGodtouchesmeIgethappyshout. head andrandowntothesolesofmyfeet.JustlikewhenI’min knew Godtowork. wasn’t madather. ThiswasMaggie’sportion.thewayshe of herskirt.Shelookedatsisterwithsomethinglikefearbutshe I lookedatherhard. Shehadfilledherbottomlipwith “I can’memberGrandmaDeewithoutthequilts.” Maggie smiled;maybeatthesunglasses.Butareal smile,not She putonsomesunglassesthathideverythingabovethetipof “Your heritage,”shesaid. And thensheturnedtoMaggie,kissed “What don’tIunderstand?”wantedtoknow. “You justdon’tunderstand,’“shesaid,asMaggieandIcameout But sheturnedwithoutaword andwentouttoHakim-a-barber. “Take oneortwooftheothers,”IsaidtoDee. When Ilookedatherlikethatsomethinghitmeinthetopofmy Write yourresponsebeforesharingideas. the characters? story helpyouunderstandMamaandthetensionsamong InLove&Trouble: StoriesofBlackWomen

Discuss It

❧

MULTIMEDIA SCAN FOR hangdog

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension the cultural and Asalamalakim find appealing. nationalism Dee/Wangero example, you may want to learn the Black about Power movement of the 1970s that to led Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. the story? that detail. what In way the information does you of learned shed light an on aspect

What householdobjectsdoesDee/Wangero want?Whichones doesMamagiveher? Why hasDeechangedhernametoWangero? Who arriveswithDee/Wangero onthisvisit? from college? According toMama,how did Deetreat herandMaggiewhenshecamehome Early inthestory,howdoesMamadescribeherself?

Notebook

To confirmyourunderstanding,writeasummaryof“EverydayUse.”

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

Conduct you find of interesting. research the text an on aspect For Everyday Use

773 774 story ordrama. to developandrelateelementsofa the author’s choicesregardinghow RL.11–12.3 uncertain. where thetextleavesmatters from thetext, includingdetermining explicitly aswellinferencesdrawn analysis ofwhatthetextsays thorough textualevidencetosupport RL.11–12.1  Close-Read Model Annotation

St T

ool Kit UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES making meaning a n dards

Analyze theimpactof Cite strongand

Guide

EVERYDAY USE

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

conclude questions Read thissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirstread. For more practice,gobackintothetextandcompleteclose-read notes. the passage,andfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread This model,from paragraph 10ofthetext,showstwosample relationships? condition? E culture inthe1960s? clothing andoverallappearancesreflect achangeinAfricanAmerican Historical Perspectives professed interest inherheritage? (b) (a) meanings forDee/Wangero andforMaggie? (b) (a) show illustrateaboutherrelationship toDee/Wangero? Make question andyourconclusion.

N ssential Question:

WhatdoesDee/Wangero plantodowiththeitemsthatsherequests? otebook I Compare andContrast E nterpret ashes? I’dwanttoaskher. Why don’tyoudoadancearound the standing off underthesweetgumtree. . papery flakes.. and herdress fallingoff herinlittleblack arms stickingtome,herhairsmoking Sometimes Icanstill.feelMaggie’s valuate involvement andDee’s distance. CONCLUDE: these details? QUESTION: daughters’ reactions tothefire. ANNOTATE: I nferences ? suchas“Whydidtheauthormakethischoice?”Whatcanyou Whathasreading thisstorytaughtyouaboutfamily

Respond tothesequestions. What isironic aboutherrequest fortheseobjectsandher What dothequiltssymbolize,orrepresent? Whydoestheauthorinclude Thesedetailscontrastthetwo ThedetailsemphasizeMaggie’s

What doesMama’s dream ofbeingonJohnnyCarson’s

What dostoriesrevealabout thehuman And Dee.Iseeher

How doDee/Wangero’s andhercompanion’s

In whatwaysdothequiltsholddifferent annotate whatyounotice.Askyourself to supportyouranswers. Cite textualeviden

she hasgood Mama isnotnaive; CONCLUDE: Mama? reveal about does thisdetail QUESTION: funny. is sarcastic and This question ANNOTATE: daughters. insight abouther What

c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Literary Elements:Character Analyze CraftandStructure element thatleadsreaders tothestory’s events. Theperspectivethefirst-personnarratorbringstostoryisakey readers havetodecidehow muchtheytrustthenarrator’s interpretation of and perceptions. Inevitably, everynarratorcomeswithbiases,orleanings,so world ofthestory,presenting hisorherthoughts,feelings,observations, the othercharacters.Thisfirst-personnarratorservesasaguidethrough the through thischaracter’s eyesthatreaders abouteventsandperceive learn Short storiesoftenfeature amaincharacterasfirst-personnarrator. Itis how theyinteractwithothercharacters. stories through 3. 2. 1. Practice MAMA THEME:

this characterhelpdevelop other charactersinthestory? Think aboutthewords andactionsofHakim-a-barber. Howdoestheinclusionof theme thatWalker developsbysettingupcontrastsbetweenthesetwocharacters. appearances, life experiences,relationships, andvalues.Then,identify apossible In thechart,record detailsaboutMamaandDee/Wangero related totheir people andevents?Explain. that thenarratorshares withreaders. (a) Notebook Whoisthenarratorof“EverydayUse”?

characterization

Respond tothesequestions.

—what characterssay,whattheydo,and Writers reveal keymessagesorthemesin ESSENTIAL QUESTION:Whatdostoriesreveal aboutthehumancondition? themes, (c) Doyoutrustthisnarrator’s accountof (b) orinsightsaboutlife. DEE (WANGERO) Identify three thoughtsandfeelings to supportyouranswers. CITE TEXTUALEVIDENCE Everyday Use

775 776 when reading. syntax tothestudyofcomplextexts needed; applyanunderstandingof consulting referencesforguidanceas L.11–12.3.a consulting referencesasneeded. of complexorcontestedusage, L.11–12.1.b and issometimescontested. of convention, canchangeovertime, understanding thatusageisamatter L.11–12.1.a   text toyourWord Network. human conditionfrom the Add words related tothe

STANDARDS

WORD NETWORK UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES LANGUAGE DEVELOPMENT

Vary syntaxforeffect, Apply the Resolve issues EVERYDAY USE 2. 1. 2. 1. hangdog look.” In “EverydayUse,”thenarratordescribesMaggieashaving“adopey, name ordescribepeople—forexample, person described.These words, however, connecttwowords ofwhichneithernamesthethingor the compoundword part thatconnectsdirectly towhatisbeingnamed ordescribed.Forexample, Concept Vocabulary Exocentric Compounds Word Study Practice Why TheseWords? 2. 1. person whowantstobeinvisible. behind herandasmovingfeetina tentative wayMaggieactsinthestory.Mamadescribesas

were usedtodescribeMaggie? concept vocabularyword. Howwouldthestory bedifferent if thesewords Choose anantonym—aword withanoppositemeaning—foreach to demonstrateyourunderstandingofthewords’ meanings. Write three sentences,usingtwooftheconceptwords ineachsentence, that hintateachword’s meaning. Use eachofyourchoicesinasentence.Besure toincludecontextclues them here. Use adictionarytofindfiveexamplesofexocentriccompounds. Record shuffle sidle What otherwords intheselection connecttothisconcept? and Dee/Wangero havedifferent attitudestoward Maggie? How dotheconceptvocabularywords helpyouunderstandwhyMama

Notebook

cowering furtive The conceptvocabularywords appearin“Everyday Use.” Hangdog sunflower

These conceptvocabularywords helpreveal the exocentric compound

means“guilty”or“ashamed.”

Most compoundwords containatleastone word namesatypeofflower. Somecompound hangdog awkward shuffle tattletale . Thesewords describea words are oftenusedto , birdbrain , and pickpocket cowering .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. she usesfordescription. be lostif AliceWalker hadchosentowritedialogueusingthesamestylethat 1. Read It Dialect andStyle Conventions Write It 2. reflecting culture, customs,andeducationallevels. These nonstandard formsof languagecanmakecharactersmore realistic by and settings. From “Ev (paragraph 67) nobodyusing’em.” ’em forlongenoughwith “I reckon shewould..GodknowsIbeensaving (paragraph 64) to Maggie,forwhenshemarriesJohnThomas.” is.Ipromised“The truth quilts togivethem (paragraph 41) getusedtoit..Reamitoutagain.” “I’ll aunt Dicie.” “You asmeyouwasnamedafteryour knowaswell

• • Connect toStyle rewrite eachsentence.One examplehasbeendoneforyou. Study theexamplesofdialogueinthischart.Then,useformalEnglishto setting. “Everyday Use.”Explainhowtheexampledevelopsacharacter orthe

Notebook A regionalism group ofpeople. Dialect

Writers mayusedialectand regionalisms toadddepthcharacters

e isawayofusingEnglishthatspecific toacertainarea or ryday Us (paragraph 28)

Use examplesfrom “EverydayUse”todescribewhatwould isanexpression common to aspecific place.

e Find oneotherexampleofdialectorregionalism in ” E SS E N T IAL QUE S T Formal English ION your auntDicie.” “You youwere asIdothat knowaswell namedafter : Whatdostoriesreveal aboutthehumancondition? Everyday Use

777 778 of ideas. thoughtful, well-reasonedexchange the topicorissuetostimulatea from textsandotherresearchon preparation byreferringtoevidence study; explicitlydraw onthat and researchedmaterialunder discussions prepared, havingread SL.11–12.1.a persuasively. expressing theirownclearlyand issues, on discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1 well-structured eventsequences. technique, well-chosendetails, and experiences oreventsusingeffective to developrealorimagined W.11–12.3.a–e 

grades 11–12topics, texts STANDARDS

buildingonothers’ideasand UNIT EFFECTIVE EXPRESSION

Initiate andparticipate 6

Come to •

Write narratives

ORDINARY EVERYDAY USE , and

LIVES,

EXTRAORDINARY vocabulary words inyournarrative. and engagereaders. Forexample, recall howthenarratorin“EverydayUse” descriptive detailsaboutsettingandcharacterscanbringanarrativetolife Narrative writingwouldbedullif itonlyreported basicevents.However, vivid Writing toSources 3. 2. 1. After youhavewrittenyourshortnarrative,answerthesequestions. on YourReflect Writing Vocabulary Connection picture precisely howMaggiemovesandactsaround otherpeople. who isignorantenoughtobekindhim?”Thisdescriptionhelpsreaders over bysomecareless personrichenoughtoownacar, sidleuptosomeone describes Maggie:“Haveyoueverseenalameanimal,perhapsdogrun Include theseelementsinyournarrative: thoughts andengagethereader. created byWalker. Includedescriptivedetailsthatillustratethecharacter’s Make sure yournarrativeis consistentwiththecharactersandsetting Mama. You maychoosetodescribeDee’s visitoraneventfrom thepast. from “EverydayUse”from theperspectiveofacharacterotherthan Write ashort Assignment

Why TheseWords? you handleit? What partofwritingthisnarrativewasmostchallenging, andhowdid Walker’s story? How didwritingyournarrativestrengthen yourunderstandingof shuffle sidle writing. Whichwords didyouchoosetocreate vividdescriptivedetails? • • • dialect orregionalisms indialogueornarration, asappropriate about it a cleardescriptionoftheevent,includinghownarratorfeels a narratorotherthanMamafrom “Everyday Use” narrative

cowering furtive TALES

of500words orlessinwhich youretell anevent The words youchoosemakeadifference inyour

Consider includingafewoftheconcept hangdog awkward

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1. Speaking and 4. 3. 2. Ev complete theassignment. discussion, create anextendeddefinitionof listening politely,andaddingyourowninsights.Attheendof As youdiscuss,buildononeanother’s ideas,askingrespectful questions, take notesabouthowthetextinspires yourownthoughtsonthesubject. partner, thinkaboutthetwodaughters’perspectivesonheritage, and reject, orfeelneutralabout hisorherheritage.Before workingwithyour Have a Assignment Rate eachstatementonascaleof1(notdemonstrated)to 5(demonstrated).

Evaluate theActivity Craft anExtendedDefinition Share PersonalExperiences Focus ontheText discuss atopicandcreate anextendeddefinition. guide toanalyzethewaythatyouandyourpartnerworkedtogether heritage and traditionsinyourfamily.Considerquestionssuchasthefollowing: aluation • • • • • • • • •

heritage. tocreatePartners workedcollaboratively of an extendeddefinition Partners were toandrespectful attentive presented. thoughts ofthe textandalsosharedPartners commenteduponthe personalexperiences. discussion. tothe partnerscontributed equally Both important thoughts. Draft andrefine anextendeddefinitionthatincludesallofyourmost Summarize yourpersonalexperienceswithheritage. Summarize yournotesinthree mainpoints. Does everyonerecognize theobjectsasspecial? How andwhenare theseobjectsused?Everyday?Onlyonholidays? heritage ortradition? What are someobjectsinyourhomeorfamilythatare partofa Discuss whatthestory’s resolution saysaboutheritage. the house. Compare andcontrastthe three women’s attitudestoward objectsin Consider waystheauthorindirectly describescharacters. partner discussion , cometoaconsensusaboutthemostimportantideasinclude. G ui d e

L Choose examplesfrom thestory. istening

When youhavefinished,usetheevaluation aboutwhatfactorsleadapersontoembrace,

Share yourownexperienceswithheritage

To create anextendeddefinitionof ESSENTIAL QUESTION:Whatdostoriesreveal aboutthehumancondition? heritage . Followthesestepsto

“Everyday Use.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence log Everyday Use

779 780 high endoftherange. with scaffoldingasneededatthe text complexitybandproficiently, and poems, inthegrades 11–CCR literature, includingstories, dramas, grade 11, readandcomprehend RL.11–12.10  his time. of the greatest storytellersof an expertminimalistandone himareputationearning as became leanandsparse, approach. Carver’s writing a “less-is-more” writing Lish, whoencouraged with theeditorGordon a decade-longpartnership Please?” In1971,hebegan You“Will PleaseBeQuiet, was forhis1967story day. Hisearliestacclaim study writingduringthe began toworknightsand writing class,andsoonhe In 1958,hetookacreative and agas-stationattendant. janitor, asawmillworker, on aseriesofjobsas to supporthisfamily,taking children andwasstruggling twenty, Carverhadtwo the workingpoor. Byage about thehardships of from hislife inhisstories (1938–1988) drew heavily Raymond Carver worker andawaitress, logging towntoamill inasmallOregonBorn About the Author

STANDARDS

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES MAKING MEANING

By theendof

You willencounterthefollowingwords asyouread “EverythingStuckto Concept Vocabulary StuckEverything to Him opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebacktotheconceptvocabularyand the words inorder from mostfamiliar(1)toleast(4). Him.” Before reading, notehowfamiliaryouare witheachword. Then,rank have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and where is about, NOTICE why and letterhead waterfowl thoseinvolvedreact whom overcast shotgun what WORD ideas within when happens, thestory ithappens, the selection. by writingabriefsummaryof the Comprehension Checkand you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 6 5 4 3 2 sips Strega, It involvesyou,hesays.But onlyinaminorway. could tellyouaboutsomethingthathappenedwhen youwere ababy. 1. S Consider whetherthisistrueofCarver’s tale. introductory one. storyistypicallyofsecondaryimportancetotheinternal Mark Twain (inUnit4),isanAmericanexample.Inframenarratives,the TalesCanterbury narratives inworldliterature, includingthe This isaframestory,orstorywithinstory.There are manyframe BACKGROUND

Strega You canremember, shesays.Goon. Tell me,shesays.Tell mewhatitwaslikewhenIakid.She What doyouwanttohear?hesays.elsecan Itellyou? That wasalongtimeago.twentyyearsago, hesays. She isacool,slim,attractivegirl,survivorfrom toptobottom. he’s inMilanforChristmasandwantstoknowwhat itwaslike when shewasakid.

Italian herbal liqueur. herbal Italian 1 waits,eyeshimclosely. . “TheNotoriousJumpingFrog ofCalaveras County,” by Everything Everything Stuck to Him Raymond Carver Arabian Nights and The ANCHOR TEXT Everything Stuck toHim NOTES

MULTIMEDIA |

SHORT STORY SCAN FOR

781 n. waterfowl water n. 782 letterhead NOTES birds thatliveinornear personalized stationery

UNIT 6 (WAWT uhr fowl) (LEHT uhrhehd)

16 15 14 13 12 11 10 9 8 7 begins. in themiddle. going todoandtheplacestheywere goingtogo. great ambitions.Theywere alwaystalkingaboutthethingstheywere tile rooftops andthesnowthatisfallingsteadilyonthem. another story. using his you stillwithme? Are yougettingthepicture? winter theboyshoveledsnowandspread rock saltonthewalks. Are summer theywere expectedtomaintainthelawnandflowers.In the dentist’splaceupstairsinexchangeforrent andutilities.In in alittleapartmentunderdentist’soffice. Eachnighttheycleaned loved tohunt,yousee.That’spartofit. happened tocoincidewiththepeakof married. Notallthatlongafterwards theyhadadaughter. eighteen-year-old boyandthisseventeen-year-old girlwhenthey He comesbackfrom thekitchenwithdrinks,settlesintohischair, Tell me,shesays.Butfirstfixusanothersoyouwon’thavetostop The twokidswere verymuchinlove.Ontopofthistheyhad Tell thestory, shesays. He getsupfrom hischairandlooksoutthewindow. Heseesthe That’s good,hesays.Soonedaythedentistfindsouttheywere I am,shesays. The boyandgirl,husbandwife, fatherandmother, theylived The babycamealonginlateNovemberduringacoldspellthatjust They were kidsthemselves,buttheywere crazyinlove,this letterhead

fortheirpersonalcorrespondence. Butthat’s waterfowl season.Theboy

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 18 17 29 28 27 26 25 24 23 22 21 20 19 boy stayedinthedentist’soffice andcalledanoldhuntingfriendof had onlyjustbeguntosleepthrough thenight. the livingroom. Let’ssaythebabywasaboutthree monthsoldand seen pictures ofher. TheboywasalittleinlovewithSally, justashe visit Sally. have somefun.Whenyougetback,we’lldress thebabyupandgo o’clock. Would thatbetoolate? bag, boots,socks,huntingcap,longunderwear, pumpgun. girl. Shewatchedwhilehelaidouthisthings.Huntingcoat,shell in themorning,socomealongif youwantto. band. Idon’tthinkI’veeverseensomany. Gotfivetoday. Goingback going hunting,I’lltellyousomething.Thegeeseare flyingtobeatthe not, I’mafather. his father’s. On thisoneSaturday nightafterfinishinghisworkupstairs,the Now theboyandgirlsleptinbedroom, andthebabysleptin Sally was the girl’s sister.Sally wasthegirl’s Shewasstriking.Idon’tknowif you’ve The boysaid,Soundslikeagoodidea. It’s fine,shesaid.ThebabyandIwillgetalongfine. You goand Probably around noon,theboysaid.Butmaybeas late assix What timewillyoubeback?thegirlsaid. Theboyhungupthetelephoneandwentdownstairstotell I wantto,theboysaid. That’s good,Carlsaid,I’mgladtohearit.Butif youcalledabout She’s fine,Carl.Everybody’sfine. Congratulations, Carlsaid.Howisthewife? Carl, hesaidwhenthemanpickedupreceiver, believeitor

Everything Stuck toHim story. remembered (internal) protagonists ofthe to refer tothetwo that theauthoruses 18–24, markthephrases perceive thecharacters? on thewaythatreaders does thischoicehave CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES unnamed? leave thetwoprotagonists a minorcharacter, but the authornameCarl, Whydoes Inparagraphs Whateffect

783 actions ofthebaby. 39–45, marktherepeated story? effect oftheremembered repeated detailaddtothe 784 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ overcast NOTES this action? author repeat references to shotgun gray sky covered withclouds,asa ammunition “shot,” orsmall,pellet-like that isoftenusedtofire with along,smoothbarrel,

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES (SHOT guhn) (OH vuhrkast) Whydoesthe Inparagraphs Howdoesthis

. gun adj . 31 30 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 feel she’sbetterlookingthanSallyandme.WhataboutBetsy? boy usedtosaythegirl,Ifweweren’t married,IcouldgoforSally. was alittleinlovewithBetsy, who wasanothersisterthegirlhad.The her thebath. boy. Maybeshe’ssickorsomething.weshouldn’thavegiven was cryingagain,andthistimetheybothgotup. crawled intobedanddropped off. Butafewminuteslaterthebaby carefully andputthebaby backinthecrib. until hegotitseyestoclose,hisownclosingright along.Herose Maybe she’llgobacktosleep. I’m sotired I’mafraidImightdrop her. with thebaby. I’vechangedherandfedher, butshekeepsoncrying. burning. Hesatupandturnedonthelamp. But thebaby’scrieswokehimagain.Thelivingroom lightwas The babycriedfitfullyandstopped.boylistened,thendozed. the light,andcamebacktobed. crib rocking thebabyinherarms.Sheputdown,turnedout letting themagazinesinktoquilt. against hisshoulder. tomorrow, geesebeatingtheairoverhishead, sand underthetires. Helethimself imaginewhatitmightbelike like canvas,stiff andgrayunderthestreet light. air. Itwas fingers andtoes. Hepowdered thetinybody.half thegirl’s. Hepowdered between baby. Hemarveledagainatthe infantwhohadhalf hisfeatures and After dinnerheturnedupthefurnaceandhelpedherbathe Theboypickedupthebaby. Thebabykickeditsfeetand smiled. ForGod’ssake,what’sthematterwithyou?girl saidtothe Theboydidaterriblething.Heswore. Itwasaquartertofour, whichgavehimforty-fiveminutes.He Theboysatonthesofaandheldbaby. Hejiggleditinhislap Justrock herforafewminutes,thegirlsaidfrom the bedroom. Hegotupandtookthebaby, andthegirlwenttoliedownagain. You comebacktobed,theboysaid.I’llholdherforawhile. Idon’tknowwhat’swrong, thegirlsaid,walkingbackandforth He heard thebabycry. Thistimethegirlstayedwhere shewas. The lightwasonoutthere, andthegirlwasstandingnextto It wasthebaby’scriesthatwokehimup. In bedtheytriedtoread. Butbothofthemfellasleep, shefirst, Then helockedthedoorandwentdownstairs. Snow layinpilesbesidethewalk. A carwentby. Heheard He emptiedthebathintosinkandwentupstairstocheck Betsy too,theboyusedtosay. What aboutBetsy?thegirlusedtosay. Ihatetoadmitit,buttruly overcast

andcold.Thegrass,whatthere wasofit,looked

shotgun

plunging

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 50 49 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 supposed tobe. know Ioughttogivehersomething,butdon’twhatit’s with her. coat. Thekettlewhistledonthestoveinkitchen. nightgown andpickedthebabyup. baby startedupagain.Thegirldriedhereyesonthesleeveof something. Lookather. Whyelseisshecrying? mean youdon’tknowhim? don’t care aboutCarl,either. Idon’tevenknowCarl. planned it. to beleftalonewithherlikethis. into hisclothes. on overhisshortsandT-shirt, buttonedup,thengot on waterforcoffee. Hedrew hiswoolenunderwear attention totheboy. eyes. the baby, andthebabybeganto cry. went backinside. windows and,makingajobofit,scrapedawaythe ice. and wentoutside.Hestartedthecar. Hewentaround tothecar going tohavechoose. Howdoyouknowthat?thegirlsaid.Here, letmehaveher. I Look,theboysaid,Ireally don’tthinkthere’s anythingwrong Heturnedoff themotorandsatawhile. And thenhegotoutand Whatdoyoumean?theboysaid. You’re goingtohavechoose, thegirlsaid.Carlorus.Imeanit. Theboylaceduphisboots.Heputonshirt, sweater, his Thegirlbegantocry. Sheputthebabybackincrib.But Iknowyou’re mywife, theboysaid. Thegirlsaid,I’myourwife. Thisisyourbaby. She’ssickor Whatisthepoint?boysaid.Thepointweplannedit. That’snotthepointandyouknowit,girlsaid. You’ve metCarlbefore. You knowhim,theboysaid.Whatdoyou Idon’tcare aboutwhatyouandCarlplanned,shesaid. And I planningonmegoing,theboysaid.We’ve Carl’s Idon’tthinkyoushould,shesaid.want Goinghunting,theboysaid. Whatare youdoing?thegirlsaid. Theboywaited.Hewenttothekitchenandput Thegirldidn’tanswer. Shewentonrocking thebaby, paying no Probably it’ssomethingonherstomach,theboysaid. Thegirltookthebaby. Baby, baby, thegirlsaidwithtearsinher Thegirlputthebabydownagain.boyandlookedat You heard whatIsaid,thegirlsaid.Ifyouwantafamily, you’re Theystared ateachother. Thentheboytookuphishuntinggear

going to have to choose. If you want afamily, you’re

Everything Stuck toHim NOTES

785 adverbs. verbs, andanyadjectivesor parts ofspeech—nouns, 74–84, markthemain effect oftheauthor’s words usedinthisscene? choice tolimitthetypesof 786 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES modifiers? the authoromitmost

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Whydoes Inparagraphs Whatisthe 102 101 100 74 73 99 98 97 96 95 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 Sunday paper. his socks andhislongunderwear, hesatonthesofaandread the baby wasasleepbesideher. without yourrealizing itorwantingthemto. but stillsnowing. door. Thenheopenedhisarmsandthegirlmovedinto them. underwear. plate intohislap. butter andpoured syrup. Butwhenhestartedtocut,turnedthe at thetableandwatchedhermovearound thekitchen. kitchen andstartedfryingbacon. outside, forawhileanyway. come, whileeverythingelse—thecold,andwhere he’dgoinit—was They hadleanedoneachotherandlaugheduntilthe tearshad going toshowherthecity, afterall. her nails.Thensheraiseshead.Speakingbrightly, sheasksif heis Theboytookoff hisboots.Thenhetookoff everythingelse.In Theliving-room lightwason.Thegirlasleeponthebed. Buthestaysbythewindow, remembering. Theyhadlaughed. Hesays,Putyourbootsonandlet’sgo. Shedrops thesubject.In the window’sreflection heseesherstudy Yes, that’strue, only—Butshedoesnotfinishwhatstarted. Thingschange,hesays.Idon’tknowhowtheydo.Butdo Heshrugs andcarrieshisdrinkovertothewindow. It’sdarknow Iwasinterested, shesays. That’sit,hesays.Endofstory. Iadmitit’snotmuchofastory. Hegetsupfrom hischairandrefills theirglasses. Theboysaid,We won’t. We won’tfightanymore, shesaid. Hepeeledoff thewoolenunderwearandthrew it at thebathroom You were starved,shesaid,laughing. Iwasstarved,hesaid,shakinghishead. Theboylookeddownathimself, ateverythingstucktohis Ifyoucouldseeyourself, thegirlsaid. Idon’tbelieveit,hesaid,jumpingupfrom thetable. Sheputaplateinfront ofhimwithbacon,awaffle. Hespread Soundsgreat, theboysaid. You sitdown,thegirlsaid.Howdoesawaffle soundwithbacon? Itwasmyfault,hesaid. Ididn’tmeantosnaplikethat. It’sallright,theboysaid. I’msorry, thegirlsaid. Hey, theboysaid. Thegirlcameoutinherrobe andputherarmsaround theboy. Thegirlandthebabyslepton. After awhile,theboywentto She tookthebaconoutofpanandmadewaffle batter. Hesat

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Think ways about in which your research your of understanding deepen the story. helped Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. the story? that detail. what In way the information does you of learned shed light an on aspect

understanding ofthetext. What eventatbreakfast explainsthestory’s title? What causesthequarrel betweentheyoung husbandandwife? What doestheboywanttodoonSunday? How oldare story? theboyandgirl intheinternal Where andatwhattimeof yeardoestheintroductory storytakeplace?

Notebook

Write asummaryof“EverythingStucktoHim”confirmyour

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

Conduct you find of interesting. research the text an on aspect Everything Stuck toHim

787 788 impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5 uncertain. where thetextleavesmatters from thetext, includingdetermining explicitly aswellinferencesdrawn analysis ofwhatthetextsays thorough textualevidencetosupport RL.11–12.1  Model Annotation Close-Read Guideand

S T

t ool Kit UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES EVERYTHING STUCKTOHIM making meaning a n da

Analyze howan Cite strongand r d s 5. 1. TextClose Readthe 4. 3. 2. 1. TextAnalyze the 3. 2.

by reading thistext? condition? E anchored inthemid-twentiethcentury?Explain. historical period,ordoyouseeevidencethatthetaleis specifically the passage,andfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread This model,from paragraph 11ofthetext,showstwosample Historical Perspectives Explain youranswer. Make aJudgment Carl? (a) relationship toherfather? Make choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst close-read notes. For more practice,gobackintothetext,andcomplete question andyourconclusion.

N ssential Question: otebook I nterpret me? Are yougettingthepicture? rock saltonthewalks. winter theboyshoveledsnowandspread to maintainthelawnandflowers.In utilities. Insummertheywere expected place upstairsinexchangeforrent and Each nighttheycleanedthedentist’s (b) distance himself from thepersonhewas. CONCLUDE: of view? QUESTION: pronouns. ANNOTATE: I nferences

Support

questions What have you learned aboutrelationshipsWhat haveyoulearned and youth

Respond tothesequestions. Why mighttheboyhavebeensoeagertogohunting with Whydoesthenarratorusethispoint Thenarratorusesthird-person

The narratormaybetryingto

What doesthedaughter’s request suggestabouther What detailsinthetextsupportyourinterpretation?

Was thegirlrighttoinsistthatboystayhome?

What dostoriesrevealabout thehuman suchas“Whydidtheauthormakethis conclude

Could thisstoryhavetakenplaceinany Are youstillwith ? annotate whatyounotice. to supportyouranswers. Cite textualeviden understanding of his daughter’s pausing tocheck The narratoris CONCLUDE: appear here? do thesequestions QUESTION: questions. narrator askstwo ANNOTATE: the storythusfar. Why The

c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Narrative Structure Analyze CraftandStructure bookends. ends withthe parts: anintroductory story.Thenarrativebeginsand story andaninternal • • • 4. 3. 2. 1. Practice ELEMENTS Resolution Climax Conflict Characters Setting the internal story. the internal The narratoroftheintroductory storymayornotbeacharacterin storyusuallytakesplaceinanothertimeandplace. The internal typically themore importanttale. In thisnarrativestructure, story,orstory-within-a-story,is theinternal

(b) (a) Reread paragraphs93–99,whenthenarrativereturns totheintroductory story. story’s emotionalimpactwouldbedifferent? Explain. storyhadafirst-person narrator.Suppose thattheinternal Howdoyouthinkthe Use thischarttorecord storyin“EverythingStucktoHim.” notesabouttheinternal storybegin?Howdoyouknow? In whichparagraphdoestheinternal Notebook Whatdoyouthinkthefather maymeanwhenhesays,“Thingschange”? Whydoyouthinktheadult daughter“doesnotfinishwhatshestarted”?

introductory story

Respond tothesequestions.

A DETAILS ANDIMAGES frame story ESSENTIAL QUESTION: , whichframesthe isanarrativethatconsistsoftwo internal story internal Whatdostoriesreveal aboutthehumancondition? like to supportyouranswers. CITE TEXTUALEVIDENCE

Everything Stuck toHim

789 790 or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent of languagetounderstandhow L.11–12.3 writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1   text toyourWord Network. human conditionfrom the Add words related tothe

STANDARDS

WORD NETWORK UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES EVERYTHING STUCKTOHIM LANGUAGE DEVELOPMENT

Apply knowledge Demonstrate command 2. 1. to Him.” Concept Vocabulary 2. Endocentric Compounds Word Study Practice Why TheseWords? 2. 1. example, theskywas words. Theyhelpcreate story’s asenseoftheinternal settingandaction.For 1. or bird. the words meaning oftheword. Forexample,thecompoundword conveys thebasicmeaningandamodifier that restricts orspecifies the individual words. An

change affect themeaningofyouroriginalsentence? sentences youwrote withoneortworelated words. Howdoeseachword Challenge yourself toreplace eachconceptvocabularyword inthe word’s meaning. Use eachword inasentencethatdemonstratesyourunderstandingofthe waterfowl definition ofeachword. For eachword, notethebaseword andthemodifier. Finally,provide a Find fiveexamplesofendocentriccompounds,andrecord them. What othercompoundwords intheselectioncanyouidentify? story’sinternal settingandaction? How doestheconceptvocabularyclarify thereader’s understandingofthe

Notebook water

and The conceptvocabularywords appearin“EverythingStuck letterhead endocentric compound fowl overcast

The conceptvocabularywords are allcompound . Themodifier

A compoundword ismadeupoftwoormore , andtheboyplannedtohunt overcast water describesthetypeoffowl, combinesoneword that shotgun waterfowl waterfowl combines .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Pronouns andAntecedents andStyle Conventions 1. Read It what thepronoun refers to. words thatstandforaperson, place,orthing,withoutaclear This isespeciallytruewhenthesubjectsofhissentencesare leaves thesubjectsofsomesentencesdeliberatelyambiguous,orunclear. For example,hedoesnotenclosedialoguewithquotationmarks.Healso Carver purposelybreaks Englishconventionsin“EverythingStucktoHim.” create apersonalstyle,or capture thereader’s attention. the rulesandconventionsofstandard Englishinorder toachieveaneffect, explain howtherewrite changestheimpactofpassage. that containsunclearantecedents, andrewrite ittobeunambiguous.Then, Write It 2. PASSAGE (paragraph 81) hesaid. It wasmyfault, (paragraph 62) girlsaid. it, the That’s point andyouknow notthe (paragraph 27) It’s fine,shesaid. (paragraph 14) window.out the He getsupfrom hischairandlooks (paragraph 10) That’s partofit. The boylovedtohunt,yousee.

In theright-handcolumn,rewrite theexamplesothatmeaningisclear. Analyze examplesofpronouns inCarver’s storythatlackaclearantecedent. is thenarrator’s adultdaughter. gather detailsoverthenextfewparagraphsbefore concluding that“She” The pronoun she wasakid.” “She’s EXAMPLE relationships unclear. Whateffect doesthisambiguityhaveonreaders? write apossibleexplanationofwhyCarverleavespronoun-antecedent to Him.”Markthepronouns, andidentify theirantecedents.Then, Connect toStyle

Notebook inMilanforChristmasandwantstoknowwhatitwaslikewhen

she Choose ashortpassagefrom “EverythingStucktoHim” doesnothaveaclearantecedent.Readersneedto

Reread paragraphs94–95of“EverythingStuck

An experiencedwritermaystretch orbreak ESSENTIAL QUESTION: REWRITE be an important part of the story. be animportantpartofthe When hewasyounger, will narratorlovedtohunt.Hisloveofhunting the Whatdostoriesreveal aboutthehumancondition? pronouns, antecedent,

Everything Stuck toHim about these terms. these about more to learn Handbook Refer to Grammar the FOLLOW THROUGH

791 792 appropriate. formal Englishwhenindicatedor demonstrating acommandof a variety ofcontextsandtasks, SL.11–12.6 broader themes. between thespecificincidentand techniques; anddraws comparisons includes appropriatenarrative language toconveyavividpicture; event, orconcern;usessensory significance ofapersonalexperience, reflective narrative that: exploresthe SL.11–12.4.a well-structured eventsequences. technique, well-chosendetails, and experiences oreventsusingeffective to developrealorimagined W.11–12.3.a–e story ordrama. to developandrelateelementsofa the author’s choicesregardinghow RL.11–12.3 

STANDARDS

UNIT EVERYTHING STUCKTOHIM making meaning

Adapt speechto Analyze theimpactof 6

Plan anddelivera •

Write narratives

ORDINARY

LIVES,

EXTRAORDINARY ambiguous pronouns willhelpyoucreate aneffective narrative. including severaloftheconceptvocabularywords. Considerwhether seem realistic, evenwhen the storyisfictional. Narrative writingoftencontainsfactualdetailsthatmaketheplotandsetting Writing toSources 3. 2. 1. After youhavewrittenyournarrative,answerthefollowingquestions. on YourReflect Writing Vocabulary andConventionsConnection Your narrative should include: whether not or their baby had it. Stuck to Him” might have if they had reacted what known colic is and narrative and parents. Then, integrate the information you find into arealistic of time.periods newborns on Conduct research colic on effects and its Colic is acondition healthy in which baby an otherwise for cries extended Assignment

Why TheseWords? narrative? characters didyouuseinyourwriting?Howtheyhelp supportyour What detailsaboutcolicorcharacteristicsoftheboyandgirl of hisstoryandwritingstyle? How didyoureffort toimitateCarver’s styleinfluenceyourunderstanding waterfowl writing. Whichwords helpedyoutoconveyimportantideasprecisely? • • • a minimaliststyleconsistentwithCarver’s develop eventsanddialogue details from “EverythingStucktoHim,”usedasbackground to information aboutcolicanditseffects

scene

TALES that how the shows boy and the girl in “Everything letterhead

The words youchoosemakeadifference inyour overcast

In yournarrative,consider shotgun

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2. 1. Speaking and 3. 4. Evaluation Guid to 4 (demonstrated). Rate eachstatementonascaleof1(notdemonstrated) With apartner,With improvise a Assignment assignment. story andcontinueditsthemes.Followthesestepstocompletethe a whole-classdiscussionabouthowthedialogueconnectedto your dialogue,present itto theclass.Afteryourpresentation, lead of “EverythingStucktoHim.”Onceyouhavepolishedandrehearsed daughter thatcontinuestheconversationtheywere havingattheend

decisions are consistentwithinformationinthestory. Draw aconclusionaboutwhathappenedtothemother. Makesure your starting tosayattheendofstorybefore shechangedthesubject. between thefatherandhisdaughter. Decidewhatthedaughterwas Evaluate Dialogues Prepare Your Delivery Plan Your Dialogue Analyze theCharacters dialogues. carefully. Useanevaluationguideliketheoneshowntoanalyzetheir dialogue isover? the characterswanttoreach anunderstanding orresolution before their Is there anythingthefatherhasbeenwantingtosayhisdaughter?Do character’s motivations.Whyisthedaughterbringingthistopicupnow? volume, pacing,facialexpressions, andbody language. attention tononverbalmethodsofcommunication,suchastone,pitch,

Partners communicatedclearlyandexpressively. story. the consistentwith Partners craftedadialogue situation. charactersandthe Partners clearlyenactedthe Partners usedgestures bodylanguageeffectively. andother Partners usedavarietyofspeakingtonesandpitches. e L

istening As youdevelopyourdialogue,focusoneach As yourclassmatesdelivertheirdialogues,listen

Practice yourdialoguewithpartner. Pay

dialogue With yourpartner,With discusstherelationship e ss e ntial qu betweenthefatherandhis e stion: Whatdostoriesreveal aboutthehumancondition? Everything Stuck toHim “Everything StucktoHim.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence log

793 high endoftherange. with scaffoldingasneededatthe text complexitybandproficiently, and poems, inthegrades 11–CCR literature, includingstories, dramas, grade 11, readandcomprehend RL.11–12.10  794 National BookAward. The RoundHouse perspectives. Her2012novel reflect acomplexvarietyof employs multiplenarratorsto with current issuesand often mergeslocalhistory Erdrich’s writing,which lore havegreatly influenced American traditionsand North Dakotatown.Native families livinginafictional describes thelivesofthree Beet Queen Medicine novels, including popular seriesofinterrelated was half Chippewa.Ina father andamotherwho toaGermanAmerican born Louise Erdrich poet, andshort-storywriter Award-winning novelist, About the Author

STANDARDS

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES MAKING MEANING (1984)and

(1986),Erdrich By theendof (b.1954) was Love wonthe The

You willencounterthefollowingwords asyouread “TheLeap.”Before Concept Vocabulary Leap The opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebackto theconceptvocabularyand order from mostfamiliar(1)toleast(6). reading, notehowfamiliar youare witheachword. Then,rankthewords in have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and where is about, NOTICE why instantaneously superannuated and encroaching anticipation constricting perpetually thoseinvolvedreact whom what WORD ideas within when happens, thestory ithappens, the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 of hotsilver, athread offire. the stitchesburnbeneath myfingers,andIamsewingwithaneedle smoke from thestovedownstairs,andsuddenly room goesdark, house inwhichIsleptasachild,hearthecrackle, catchawhiff of for thefactthatsometimes,asIsitsewinginroom oftherebuilt and heart-stoppingcatcheshadleftherarmslegs were itnot would, infact,tendtothinkthatallmemoryofdouble somersaults no photographs,fliersorpostersfrom thatpartofheryouth.I tend toforget theFlying Avalons. Shehaskeptnosequinedcostume, little ofthedramaorflaironemightexpectfrom aperformerthatI in oldagemightbetheresult ofherearlytraining,butsheshowsso lost herbalanceorbumpedintoaclosetdoorleftcarelessly open. object orasmuchbrushed amagazineontothefloor. Shehasnever of agrown child’sbelongingsandcastoffs. Shehas neverupsetan along wallsandrunning herhandsoverknickknacks,books,thedrift through herhousehere inNewHampshire, lightlytouchingherway result of M small townsalike. trapeze artists—circuses woulddrawandthrill crowds inlargecitiesand Showcasing avarietyofperformers—includingclowns,animaltrainers,and and quicklyestablishedthemselvesasapartofAmericanpopularculture. Traveling circuses firstcametotheUnitedStatesfrom Great Britainin1793 BACKGROUND Louise Erdrich Leap The It hasoccurred tomethat thecatlikeprecision ofhermovements a factIthinkaboutmuchevennowthatsheissightless,the y motheristhesurvivinghalf ofablindfoldtrapezeact,not encroaching andstubborncataracts.Shewalksslowly ANCHOR TEXT sentence. and phrasesinthefinal 2, markdescriptivewords create? effect doesthissentence ihng) advancing CONCLUDE: QUESTION: ANNOTATE: CLOSE READ encroaching NOTES two ordinary sentences? poetic, sentencetofollow craft suchalong,almost the authorhavechosento

adj. intruding; steadily

Whymight MULTIMEDIA Inparagraph | Whatoverall (ehn KROHCH

SHORT STORY The Leap SCAN FOR

795 anticipation nee uhslee) 796 instantaneously NOTES shuhn)

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES

n. eager expectation

adv. (an tihsuhPAY immediately (ihn stuhn TAY(ihn stuhn 6 5 4 3 tabloids. Itisfrom thoseoldnewspapers,nowhistoricalrecords, our townsmackonthefront pageoftheBostonandNew York now standscastinconcrete. Itcommemoratesthedisasterthatput herself. Inthetownsquare areplica tentpole,crackedandsplintered, Arabians peanuts. There wastime,before thestorm,forthree acts.TheWhite in entire centergreen. Theyboughttheirticketsandsurrendered them that nohotsunbeatuponthestripedtentstretched overthe day inJune.Peopleprobably commentedonthepleasantair, grateful you withoutwarning.That,Ithink,wasthelikelysituationonthat front, windsgenerate disadvantage. Whenextremes oftemperature collide,ahotandcold for miles,anditistrue thatouthere weare atsomethingofa the deadlygalewouldstrike.” the airortemperature gaveanyhintofthesuddenforce withwhich news accountitsays,“Thedaywasmildlyovercast, butnothingin half ofherparticularact,Harold Avalon, herfirsthusband. Inone Avalons, norfrom anyofherin-laws,norcertainlyfrom theother that Igetmyinformation.Notfrom mymother, Anna oftheFlying 1. Avalon faceandas tiedsparklingstripsofclothontoeachother’s romantic pairallright,especiallyintheblindfoldsequence. lipstick,justoff theedgeofhismouth.Theymadea of mymother’s Avalon wouldskipquicklytothefront rows andpointoutthesmear they swoopedpastoneanother. Ontheground, betweenbows,Harry act, theyactuallywouldkissinmidair, pausing,almosthoveringas their wayupagainonthetrapezebars.Infinalvignetteof high-collared capes.Theylaughedandflirtedopenlyastheybeat birds, andblowkissesastheythrew off theirplumedhelmetsand of thetent,where theFlying Avalons were perched. cracked hiswhip,shoutedintroduction, andpointedtotheceiling places. As thecloudsgathered outside,unnoticed,the ringmaster Lady oftheMistsmadeherself appearanddisappearinsurprising Mysterious Berniefoldedhimself intoapaintedcrackertin,andthe high abovetheground whenanyfallcouldbesodangerous, butthe muscles were thatstrong. Itseemsincredible thatshewouldwork pregnant atthetime,seven monthsandhardly showing,herstomach detail notmentionedbythepress, perhaps unknown—Annawas of electricalenergy, drowned out bythesuddenroll ofdrums. One off, wrappeditself intoacone,andhowled.There camearumble to meet,”asonelongbreathless articleputit,thewindrose, miles they puckered theirlipsin mockkisses,lipsdestined“neveragain

Arabians anticipation I owehermyexistencethree times.Thefirstwaswhenshesaved I havelivedintheWest, where youcanseetheweathercoming That afternoon,astheanticipationincreased, asMr. andMrs. Theylovedtodrop gracefullyfrom nowhere, liketwosparkling 1

of Ali-Khazar rose ontheirhindlegsandwaltzed.The horses of the Arabian breed. Arabian the of horses . Theysat.atecaramelizedpopcornandroasted instantaneously behindahillandcrashupon

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 11 10 9 8 7 to thetownhospital,andthere shemusthavehemorrhaged, bearing ahugebucklethatknockedherunconscious. Shewastaken extricating herandalso,intheprocess, collapsedaportionofthetent not seriouslyharmeduntilanovereager rescuer broke herarmin put thatout. in placesfrom thegiantspark,thoughrainandmen’sjacketssoon but washeldupononeendandjabbedthrough, torn,andstillonfire underneath thedomeofcanvasroof, whichdidnotentirely settle of aquieterfuture. Shewaslowered, gently, tothesawdustringjust terribly thatoncehealedtheybore nolines,onlytheblankscartissue metal, stillhotfrom thelightningstrike.Herpalmswere burnedso toward aheavywire andshemanagedtohangon to thebraided clutching him.Instead,shechangeddirection. Herbodytwisted have graspedhisankle,thetoe-endoftights,andgonedown blindfold away. As hesweptpastheronthewrong side,shecould When herhandsdidnotmeethusband’s,mymothertore her in thatawfuldoomedsecondonecouldthink,forshecertainlydid. idea withmidairsomersaults.ButIalsothinkshemeantthateven teaching metodiveoff aboard atthetownpool,for Iassociatethe person candowithintheactoffalling.Perhaps, atthetime,shewas of surpriseathisempty hands. down intothecrowd withhislastthought,perhaps, justaprickle continuing andnotreturning initssweep,andHarrygoingdown, storm thatafternoon. dark now, justastheairwasherhome,familiartoher, safe,before the lives comfortablyinextreme elements.Sheisonewiththeconstant explanation—I knowfrom watchinghergoblind—isthatmymother 2. the tentbuckledandedifice must certainlyhaveseenthrough theclothofhisblindfoldas guy wires, fillingtheairwithablueradiancethatHarry Avalon meet, thatlightningstruck themainpoleandsizzleddown out toreceive hispregnant wife asshedovefrom hershiningbar. knees andonthethird swingstretched widehisarms,heldhands once, twice,inhugecalibratedbeatsacross space.Hehungfrom his hands inchalkypowder, thenHarrylaunchedhimself andswung, silence, sothatthetwoabovecouldconcentrate.Theyrubbed their to thecrowd below. Theringmasterremoved hishatandcalledfor brothers. Thechild,however, isburiedaround thecorner, beyond next totheoriginal Avalon, hisuncle,soshesenthimback withhis born withoutlife. kept her, confinedtoherbed,a monthandahalf before herbabywas 3.

edifice hemorrhaged Three peopledied,butexcept forherhandsmymotherwas My motheroncesaidthatI’dbeamazedathowmanythingsa It waswhilethetwowere inmidair, theirhandsaboutto From oppositeendsofthetenttheywaved,blindandsmiling, Harry Avalon hadwantedtobeburiedinthecircus cemetery

(EHD uh fihs) uh (EHD

(HEHM uh rihjd) uh (HEHM

n . large structure or building. or structure . large

v . bled heavily. . bled 2 toppledhimforward, theswing 3 forthey years earlier. mother’s featatthecircus narrator istellingabouther interrupts thestory section ofparagraph9that narrator? both themotherand reader’s understandingof this interruptionaffect the ANNOTATE: CLOSE READ NOTES CONCLUDE: QUESTION: story? the narratorinterrupther Whydoes Markthe Howdoes The Leap

797 increasing sizeorclarity. phrases thatdescribe 12, markwords and life? narrator’s perspectiveon passage suggestaboutthe 798 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES or more clearlydefined? things are becominglarger narrator, whattypesof

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Forthe Inparagraph Whatdoesthis 16 15 14 13 12 egocentrism or evenasaseparatepersonreally. Isupposeyoucouldcallitthe there justtosit.Shewasagirl,butIrarely thoughtofherasasister this houseandjustdownthehighway. SometimesIusedtowalk 4. less finishedversionofmyself. have goneanywhere else,thattheychosetostayin thetownwhere his practiceinthisvalley. Itstillseemsoddtome,whentheycould thinking ofmovingtoalarger city, hesettleddownandbroadened farm hehadinheritedbutdidn’tcare muchfor. Thoughhe’dbeen read allnight. to mymother, toread outloud,toread longintothedarkif Imust,to in fact,from myfailedlife where thelandisflat. I camehometoread recent death,there isnoonetoread toher, whichiswhyIreturned, it remains thegreatest difficulty ofherblindness.Since myfather’s my motherhasneverbeenwithoutabook.Untilnow, thatis,and of flightforanother. Forafterthat,andforaslongI canremember, penmanship padscouldnotcontain,theyfellinlove. first book,andoverherboldletters,whichthepaleguidesof of heradventures, hegradedherfirstexercises. He boughther it wasmyfatherwhoinsistedonteachingher. Inreturn forstories way ofovercoming theboredom anddepression ofthoseweeks,and York. Shewasilliterate. They toured Europe before thewar, thenbasedthemselvesinNew taken inbythe Avalons, trainedtoperformfrom averyyoungage. through FranceandSpain.Shehadnofamilyofherownwas to manyoftheplaceshelongedvisit—Venice, Rome,Mexico,all broken duringparachutetrainingexercises. Anna Avalon hadbeen training grounds, where hebecameaspecialistinarmsandlegs of anarmchairtravelerandhadspenthiswarquietly, atanairforce complicated. Hestayed,sittingatherbedside,forhewassomething my father. Hewascalledintolookatthesetofherarm,which hillside witheachsnowfall,perfectingitself. instead ofweatheringitself intoaporous mass,itishardening onthe an idlefantasy, thatthestatue is growing more sharplyetched,asif, the easternwoods. And italsoseemstome,althoughthisisprobably edge ofeverything,theunseenhorizonwedonotreally speakofin sharpen. Inoddmoments,Ithinkitistheedgedrawingnear, the eyes, thevisionshifting, aswhatisclosetomeblursanddistances lamb loomslarger astheyearspass,thoughitisprobably onlymy in theshapeofalambatrest, itslegscurledbeneath.Thecarved easily pickhersoutfrom theroad, foritisbiggerthantheothersand

own needs and interests from those of others. of those from interests and needs own egocentrism Oncemyfatherandmothermarried,theymoved onto theold I wonderif myfathercalculatedtheexchangeheoffered: oneform It wasinthehospitalthatshefinallylearnedtoread andwrite,asa It wasduringherconfinementinthehospitalthatmymothermet When thesnowfalls,throwing shadowsamongthestones,Ican 4

ofachild,allyoungchildren, butIconsidered hera (ee goh SEHN trihz uhm) trihz (ee SEHN goh

n . self-centeredness; inability to distinguish one’s to distinguish inability . self-centeredness;

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 20 19 18 17 back ofmydoorbefore openingit.Findingithot,I leftitclosedand taught inthesecond-grade homefire drill.Igotup. Itouchedthe was goodatmemorizinginstructions, andsoIdidexactlywhat was sewing, Ismelledthesmoke.followedthingsby the letterthen, to thatpoint. clatter ofitfallingagainstthewallswokeme,forI’d beenasleepup house, the was onlyonestaircase and thatitwaslost.Ontheothersideof preparing togoinsideafter me,notknowingatthetimethatthere from thefire pondandwere sprayingtheoutsideofhouse, phone, thenranoutsidetostandbeneathmywindow. find thestairwaytomyupstairsroom cutoff byflames. Sheusedthe baby-sitter, denonthefirstfloor, fallenasleepinmyfather’s woketo right around thestove,andheartofhouse wasgutted.The a buildupofcreosote insidethechimneywasculprit.Itstarted containers. Thefire couldhavestartedfrom aflaming box,orperhaps he thoughtwere ashesfrom coldstovesintowooden orcardboard perpetually ash. Itcanrekindle, andmyfather, forgetful around thehouseand we hangonsodearly. granted sincenoneofusasksforlife. Itisonlyonce wehaveitthat the hospitalthatbrought themtogether. Thatisthedebtwetakefor and hiddenhayfieldsthatstretched tothegamepark. farmhouse withitsscrapofwhatwasleftavastacreage ofwoods after herchilddidnotsurvive. And then,too,shelovedthesagging had foundso the disasterhadoccurred, andwhichmyfatherinthefirstplace As soonasIawakened,inthesmallroom thatInowusefor When myparents arrived,thetownvolunteershad drawnwater I wasseventheyearhousecaughtfire, probably from standing I owemyexistence,thesecondtimethen,totwoofthemand superannuated exhaustedfrom nighthoursoncall,oftenemptiedwhat constricting . Itwasmymotherwhoinsisteduponit, extensionladderbroke in half. Perhaps the uhl lee) the time perpetually constricting NOTES ihng) superannuated yu ayt ihd) usable; obsolete

adj.

adv.

limiting; tightening adj. happening all (puhr PEHCHoo (kuhn STRIHKT (kuhn STRIHKT The Leap too oldtobe (soo puhrAN

799 rescues herdaughter. mother’s mannerasshe phrases thatdescribethe 24, markwords and actions andherattitude? between themother’s effect ofthecontrast 800 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES with thesedetails? does theauthoremphasize of themother’s character

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Whataspect Inparagraph Whatisthe 21 25 24 23 22 that there wasnorescue. Flameshadpierced onesidewall,andthe down towait. bed orcrawlintomycloset.Iputonflannelrobe, andthenIsat stuffed myrolled-up rug beneaththecrack.Ididnothideundermy target of the fire fighter’s net. target ofthefire fighter’s me inherlap,toespointed asweskimmedtoward thepainted and thenembarrassedforhertobeseenbythecrowd undressed. drawers. Iremember feeling light-headed,ofcourse,terriblyrelieved, heavy stitchedcottonwomenusedtowearandstep-in, lace-trimmed in myroom, Irealized shehadononlyunderclothing, abraofthe caught theledge,andcrawledthrough theopening.Onceshewas with thesticksoitwouldn’tcrush herfingers.Sheswungdown, I openedthewindowshetoldmetoraiseitwider and prop itup early atafriend’shouse.Thenshegestured atthelatch,andwhen friendliest tap,abittentative,asif shewasafraidhadarrivedtoo tapped onthewindow. Iremember howshedidit,too.Itwasthe smiling. Iwasnotsurprisedtoseeher, shewassomatter-of-fact. She heels from thenewgutterwehadputinthatyear, andshewas and lookedoutmywindow. Shewashangingbythebacksofher had flown. end withouther, andtheireyeswentup,again,tosee where she it toward theedgeofroof, andhowithurtleddownendover in herhands,crackedlouderthantheflamesasshevaultedwith extension, andhowshebroke thebranchfallingsothatitcracked leapthrough theice-darkairtoward thatthinnest do, mymother’s of peopleinthecrowd andmanywhostillremember, orthinkthey bough thatcurvedabovethebranchbrushed theroof. she madeherwayupand,alongstomach,inchedthelengthofa she couldbeseenamongtheleaflessbranchesoflateNovemberas the tree. Insurprise,hecomplied.Sheascended. Shevanished.Then lean thebroken half oftheextensionladderupagainsttrunk of there inherpearlsandstockings.Shedirected oneofthemento couldn’t makehishandswork,soshefinallytore itoff andstood dress. Whenhewouldn’tbebothered, shemadehimunderstand.He around tothefront ofthehouse,mymotheraskedhimtounzipher wrist. mother’s house, forthebreadth ofthatsmallbranchwasnobiggerthanmy a squirrel wouldhavehadtrouble jumpingfrom thetree ontothe thin branchscrapedtheroof. From below, itlookedasthougheven a hundred yearsagoatleast.Noleaftouchedthewall,andjustone old elmthathadprobably beenplantedtheyearhousewasbuilt, glare ofthefire lightedthemassivelimbsandtrunk ofthevigorous I wasstillembarrassedasweflewoutthewindow, toward earth, Ididn’tseeherleapthrough air, onlyheard thesuddenthump Once there, swaying,shestoodandbalanced.There were plenty Standing there, besideFather, whowaspreparing torush back Outside, mymotherstoodbelowdarkwindowandsawclearly

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 26 thunder, longastheroll ofdrums. brush ofher lipsandheard thebeatofherheartinmyears,loudas hands.Ifeltthe of it.ThenIwrappedmyhandsaround mymother’s wondered whatwouldhappenif wemissedthecircle orbouncedout and beatitshotbreath atourback,theflameswhistled.Islowly by thecriesofcrowd ortheloomingfaces.Thewindroared time tothink.CurledasIwas,againstherstomach,wasnotstartled Comprehension Check Comprehension Complete thefollowingitemsafteryoufinishyourfirstread. I knowthatshe’sright.knewiteventhen. As youfallthere is Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the story? that detail. what In way the information does you of learned shed light an on aspect

How didAnnaAvalon savethenarratorwhenwassevenyearsold? Why hasthenarratorreturned from theWest tolivewithhermother? What didAnna’s secondhusbandteachAnnatodo? What happenedwhenlightninghitthecircus tentwhiletheAvalons were performing? “The Leap.”

Notebook

To confirmyourunderstanding,create atimeline ofkeyeventsin

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

❧ NOTES

The Leap

801 Model Annotation 802 story ordrama. to developandrelateelementsofa the author’s choicesregardinghow RL.11–12.3 uncertain. where thetextleavesmatters from thetext, includingdetermining explicitly aswellinferencesdrawn analysis ofwhatthetextsays thorough textualevidencetosupport RL.11–12.1  Close-Read

S T

ta ool Kit UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES making meaning nd

Analyze theimpactof Cite strongand

a Guide and rd

s THE LEAP 4. 1. TextClose Readthe 3. 2. 1. TextAnalyze the 3. 2.

sacrifice byreading thisstory? human condition? E Anna’s life changesand the UnitedStatesbefore andafterWorld War II? Close read thepassage,and findanotherdetailto sample annotations,alongwithquestionsandconclusions. This model,from paragraph 9ofthetext,showstwo Historical Perspectives obligated, ordoesshefeelsomethingdeeper? house suggestaboutherfeelingstoward hermother?Doesshefeel A the disasteronAnna?Explain. (b) (a) annotate. Then,writeaquestionandyourconclusion. such as“Whydidtheauthormakethischoice?”Whatcanyou this sectioncloselyand Revisit asectionofthetextyoufoundimportantduringyourfirstread. Read notes. For more practice,gobackintothetextandcompleteclose-read

N ssential QuestionConnection: nalyze Whatisthesource forthenarrator’s accountofthetentpoledisaster? otebook

I nterpret the blankscartissueofaquieterfuture. that oncehealedtheybore nolines,only strike. Herpalmswere burnedsoterribly braided metal,stillhotfrom thelightning and shemanagedtohangonthe Her bodytwistedtoward aheavywire CONCLUDE: about Anna? QUESTION: actions asshefalls. ANNOTATE:

What doesthenarrator’s returnfrom theWest tohermother’s

Respond tothesequestions. What doesthisexplanationsuggestabouttheimpactof Whatdotheseactionssuggest ThissentencedescribesAnna’s Sheisbraveandquickthinking. What have you learned abouthumanbravery and Whathaveyoulearned annotate

What connectionscanyoumakebetween whatyounotice.Askyourself

What dostoriesrevealaboutthe to supportyouranswers. Cite textualeviden life behind. will leavehercircus CONCLUDE: suggest? does thisphrase later decision QUESTION: Anna’s future. meaning for have adeeper phrase seemsto ANNOTATE: conclude questions What This Anna c e ?

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Narrative Structure Analyze CraftandStructure skillfully usestwotechniques tobuildsuspense. Suspense reaches itspeak at theclimaxofaplot.In“TheLeap,”Erdrich Writers create suspensebyraisingquestionsinthemindsoftheirreaders. curiosity, tension,oranxietythereader feelsabouttheoutcomeofevents. • • 4. 3. 2. 1. Practice PARAGRAPH(S) 24 15 6–9 3 readers’ feelingsoftension andanticipation. by describingthesettingandcircus acts.Thesedigressions increase paragraph 4,thenarratordelaysheraccountoftentpoledisaster up orslowdownpacinginorder tocreate suspense.Forexample,in Pacing the shortstory. impact ofthepowerfulfire thatthenarratorwilldescribeinclimaxof and“athreadhear thecrackle,”“thestitchesburn,” offire” hintatthe happened. Forexample,attheendofparagraph2,detailssuchas“I Foreshadowing

affect thereader’s understanding ofevents,characters,andthemes? Describe theoveralleffect ofpacingandforeshadowing inthestory.Howdotheseelements Use thischarttorecord notesaboutErdrich’s useofsuspense,foreshadowing, andpacing. effect doesthispacingcreate? Reread paragraphs18–19.Describehowthestoryispacedintheseparagraphs.What Reread paragraph7andidentify three detailsthatcontributetosuspense. Notebook isthespeedorrhythmofwriting.Writers maydeliberatelyspeed

Respond tothesequestions. istheuseofcluestosuggesteventsthathavenotyet

In literaryworks, NOTES ONSUSPENSE,FORESHADOWING,ORPACING ESSENTIAL QUESTION: suspense isthefeelingofgrowing Whatdostoriesreveal aboutthehumancondition? to supportyouranswers. CITE TEXTUALEVIDENCE The Leap

803 804 and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11–12.4.b beautiful. is particularlyfresh, engaging, or multiple meaningsorlanguagethat and tone, includingwords with specific wordchoicesonmeaning meanings; analyzetheimpactof including figurative andconnotative as theyareusedinthetext, meaning ofwordsandphrases RL.11–12.4   text toyourWord Network. human conditionfrom the Add words related tothe

STANDARDS

WORD NETWORK UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES LANGUAGE DEVELOPMENT

Determine the Identify andcorrectly THE LEAP Concept Vocabulary 2. Latin Root: Word Study Practice Why TheseWords? 1. less light. you stepoutinbrightsunlight,yourpupils part ofthebodythatnarrows, closes,orcompresses. Forexample,when limiting. In paragraph16,thenarrator’s fatherfindshishometown 2. 1. outthatitisnolongeruseful. old-fashioned orworn perpetually means “inaninstant,”or“immediately.”Somethingthathappens or closeness,especiallyinrelation totime.Forexample, 2. 1.

instantaneously encroaching meaning. Useaprintoronlinecollege-leveldictionaryas needed. For eachword youchoose,record theword, itspartofspeech,and up withoneword thathasamedicalmeaning. Find fourwords thatcontaintheroot - What otherwords intheselection connecttothisconcept? the story? How doestheconceptvocabularyclarify thereader’s understandingof meanings ofyoursentences?Whichword choices are more effective? sentences withasynonym.Howdoeschangingthewords affect the Challenge yourself toreplace eachconceptvocabularyword inyour understanding oftheword’s meaning. Use eachconceptvocabularyword inasentence thatdemonstratesyour Notebook The word iscontinuousorendless.A -strict

Respond tothesequestions. constrict -

The Latinroot

These conceptvocabularywords allsuggestdistance constricting anticipation also has a medical meaning. It is used to describe a alsohasamedicalmeaning.Itisusedtodescribe - strict- superannuated strict constrict means “tobind”orcompress.” superannuated perpetually -. Challengeyourself tocome , orgetsmaller, totakein toolorobjectisso constricting, instantaneously or or

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. dialogue. Forexample,youmightnoticetherepetition ofAnna’s three While reading, bealertto repetition inevents,imagery,description,or The firststepininterpreting motifs istorecognize whentheyare present. recurring motifs tohighlightsymbolsanddevelopthemes. mythology, orothertypeofartisticexpression. In“TheLeap,”Erdrich uses repetition mayrepresent andhowitconnectstothestory’s themes. “leaps.” Onceyouhaveidentified apossiblemotif, considerwhatthis Motif Author’s Style Write It 3. 2. 1. Read It contributes tothestory.What wouldbelostif thismotif were omitted? “I owe her debt

• • Connect toStyle Explain howAnna’s three leapsare bothliteralandsymbolic. meanings andassociationsofeachmotif change witheachappearance. Use thecharttoanalyzemotifs in“TheLeap.” Considerhowthe story’s mostimportantthemes? arms/limbs “roll ofdrums” MOTIF Notebook or behavior. A itself butalsosomethingbeyond oroutsideitself. A

to her

theme symbol A motif

my mother inaworkisanunderlyingcentralinsightabouthumanlife

isaperson,place,object,orideathatrepresents notonly existence

isanimportantrecurring, orrepeating, elementinliterature, Another motif inthestoryisideaofnarrator’s

for

How doesErdrich userecurring imagestodevelopthe her

WHERE ITAPPEARS paragraph 21 paragraph 13 paragraph 10 paragraph 26 paragraph 6 three

existence.

times.” ESSENTIAL QUESTION:

This

motif paragraph,

first

occurs

explain Whatdostoriesreveal aboutthehumancondition? ANALYSIS

paragraph what

this

motif

The Leap

805 806 volume, andclearpronunciation. appropriate eyecontact, adequate of formalandinformaltasks. Use to purpose, audience, andarange substance, andstyleareappropriate and theorganization, development, opposing perspectivesareaddressed, line ofreasoning, alternativeor such thatlistenerscanfollowthe perspective andalogicalargument, conveying aclearanddistinct findings, andsupportingevidence, SL.11–12.4 structured eventsequences. well-chosen details, andwell- or eventsusingeffectivetechnique, develop realorimaginedexperiences W.11–12.3 

STANDARDS

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES EFFECTIVE EXPRESSION

Write narratives to Present information, THE LEAP pacing oraddingforeshadowing toincrease suspense. of theconceptvocabularywords inyouranecdote. Considervaryingyour anecdote mayincludeabriefopinionorargumenttounderscore amoralor An anecdoteistoldtoentertainormakeapoint.Thepersontellingan An anecdoteisabriefstoryaboutaninteresting, amusing,orstrangeevent. Writing toSources 3. 2. 1. After completingyouranecdote,answerthefollowingquestions. on YourReflect Writing Vocabulary andConventionsConnection this commentary: lesson. Forexample,inparagraph17of“TheLeap”thenarratorprovides narrator in“TheLeap.” a paragraphthatexplainshowyourexperiencecompares tothatofthe opinion that Concludeyouranecdotewith highlights lesson. an important intervened in asituation in away that made you feel grateful. Include an family’s Tell past. atime about aparent, when teacher, coach or entertainingWrite ashort, Assignment

Why TheseWords? entertaining oreffective? Were theysuccessful? Explain. What literaryelementsdidyouusetomakeyouranecdote more Erdrich’s style? How didwritingananecdoteimprove yourunderstanding of instantaneously encroaching writing. Whichwords helpedyouconveyimportantdetailsorideas? It is once we have it that wehangonsodearly. It isoncewehaveitthat debtwetakeforgrantedsincenoneofusaskslife. the brought hospitalthat andthe them together. them Thatis twoof tothe then, secondtime I owemyexistence,the

The words youchoosemakeadifference inyour constricting anticipation anecdote about an about event in your your or

You maywanttousesome superannuated perpetually

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Speaking andListening 1. 3. 2. 4. Ev to 4(demonstrated). Rate eachstatementonascaleof1(notdemonstrated) Choose oneofthefollowingquotations,andexplaininabrief Assignment discussion ofyourideas. “The Leap.” Present yourresponse totheclass,andleadclassina response toliterature

Evaluate Responses Prepare Your Delivery Connect toPlotandTheme Analyze theQuotations their responses. listen carefully. Useanevaluationguidelikethe oneshowntoanalyze and explainhowthatthemerelates tothequotation youselected. causes andeffects. Then,stateoneimportantthemetheeventsbringout, Check thatyouunderstandthechronology of events,aswelltheir the quotationthatyouthinkisbestmatchwith“TheLeap.” and love;Hemingwayprovides aconcisedefinition ofcourage.Choose its purpose.Lincoln’s statement,forexample,focusesonchildren, parents, meaning anditsassociations.Paraphraseeachquotationthinkabout pacing, posture, gestures, eyecontact,andfacialexpressions. nonverbal methodsofcommunication,suchasvolume,tone,pitch, • • • aluation

What doweowetothoselove? Courage isgraceunderpressure. Love isthechainwhereby tobindachilditsparents. The speaker clearly identified the quotation being discussed. quotation the The speakerclearlyidentified expressions. The speakerusedappropriate pacing,posture, gestures, andfacial andtoneswhenspeaking. The speakerusedavarietyofinflections story’s andthe quotation meaning ofthe plotandtheme. betweenthe specificandpersuasivelinks The speakeridentified G ui d e howitconnectstotheplotandthemesof

As yourclassmatesdelivertheiroralresponses,

As youpractice,besure topayattention

Carefully considereachquotation—both its ESSENTIAL QUESTION:

Review themajorploteventsinstory. — — — Ernest Hemingway Ernest EllenMcLaughlin Abraham Lincoln Whatdostoriesreveal aboutthehumancondition? oral

“The Leap.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

evidence The Leap l og

807 808 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 well-structured eventsequences. technique, well-chosendetails, and experiences oreventsusingeffective to developrealorimagined W.11–12.3.a–e  a FictionalNarrative Student Modelof • • •

WRITING TOSOURCES THE EVERYTHING EVERYDAY Tool Kit S

tandards UNIT Performance Task: Wri

LEAP

6 Write routinelyover

USE

•

STUCK Write narratives

ORDINARY

HIM

LIVES,

EXTRAORDINARY prepare towriteyourownfictionalnarrative. an opportunitytoreview theseelementsasyou effective fictionalnarrativeinthetext.You willhave Challenge yourself tofindalloftheelementsan the Bridge.” fictional to tellstories.Nowyouwilluseyourunderstandingofthosetextscreate You haveread three shortstoriesthatemployflashbacksorframingdevices Write Model Narrative Text A well-writtenfictionalnarrativeusuallycontainstheseelements: observer oftheaction. feature anarratorwhoispartofthestoryordetached of suchnarrativesare inventedbytheirauthors. Afictionalnarrativemay A Elements ofaFictionalNarrative fresh way. a narrativethatexplores aquestionrelated tothehumanconditionina additional insightintocharactersandevents. as framestoriesorflashbacks,toaddinterest toyournarrativeandprovide you read inthisunit.Useplotdevicessimilartotheonesthosetexts,such the issuesraisedbyprompt. Finally,reflect onthestructure ofthestories you mightdevelopcharacterswhosereactions willgivereaders insightinto to triggerwidelydifferent responses from characters.Then,thinkabouthow Begin bycreating afictionalscenariothatisdramaticandstressful enough Write a Assignment • • • • • • fictional narrative a conclusionthatbringsthestorytosatisfyingclose sensory languageandprecise, descriptivedetails toclarify experiences the story effective useofdialogue,description,and/orreflection todevelop flashbacks, subplots,orframestories a smoothsequenceofeventsorexperiences,whichmayinclude well-developed characters a clearandconsistentpointofview worst inpeople? How dostressful oftenreveal situations bestand the

narrative, fictional narrative

t a

ing focus TALES

Narrative see

isastoryaboutanimaginedexperience.Theelements the

For a model of a well-crafted For a model of a well-crafted

Launch addressing thisquestion:

Text,

“Old Man

LIT17_SE11_U06_LT.indd 754 754 UNIT in whichtheymeet. well asthetensionofsituation the narratorandoldman,as that suggestthepersonalitiesof dialogue. Markwordsandphrases the author’s useofdetailsand As youread, Assessment attheendofunit. develop inthePerformance-Based is thetypeofwritingyouwill that didnotactuallyhappen.This a characteranddescribesevents narrative a This selectionisanexampleof LAUNCH TEXT 7 6 5 4 3 2 1 narrative text

A him pleasure tomentionitandhesmiled. on foot,buttheoldmanwasstillthere. not somanycartsnowandveryfewpeople this andreturned overthebridge.There were to whatpointtheenemyhadadvanced.Idid explore thebridgeheadbeyondandfindout moving. Hewastootired togoanyfarther. deep dust.Buttheoldmansatthere without and thepeasantsploddedalonginankle ground upandawayheadingoutofitall against thespokesofwheels.Thetrucks from thebridgewithsoldiershelpingpush drawn cartsstaggered upthesteepbank and children were crossing it.Themule- the riverandcarts,trucks, andmen,women the road. There wasapontoonbridgeacross UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES “Oh,” Isaid,notquiteunderstanding. “I wastakingcare ofanimals,”heexplained. That washisnativetownandsoitgave “From SanCarlos,”hesaid,andsmiled. “Where doyoucomefrom?” Iaskedhim. It wasmybusinesstocross thebridge, and verydustyclothessatbythesideof n oldmanwithsteelrimmedspectacles becauseitisnarratedby 6 INTRODUCTION lookcloselyat LAUNCH TEXT |

NARRATIVE MODEL . Itisa fictional Old Man at the Bridge the at Man Old 15 14 13 12 11 10 9 8 told metogobecauseoftheartillery.” and thenthere were fourpairsofpigeons.” explained. “There were twogoatsandacat the oldmanstillsatthere. that evermysteriouseventcalledcontact,and while forthefirstnoisesthatwouldsignal we wouldseetheenemy, andlisteningallthe wondering howlongnowitwouldbebefore looking countryoftheEbro Deltaand head. “Ihadtoleavethem.” were they?” rimmed spectaclesandsaid,“Whatanimals clothes andhisgraydustyfacesteel herdsman andIlookedathisblackdusty town ofSanCarlos.” care ofanimals.Iwasthelastonetoleave Ernest Hemingway Ernest “Yes. Becauseoftheartillery. Thecaptain “And youhadtoleavethem?”Iasked. “There were three animalsaltogether,” he “What animalswere they?”Iasked. I waswatchingthebridgeand African “Various animals,”hesaid,andshookhis He didnotlooklikeashepherd nora “Yes,” hesaid,“Istayed,yousee,taking MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. One finaldevicetoconsideristhe your story. Just asshedropped hintsaboutthefire, youcouldhintatlatereventsin your story.Also,considerErdrich’s useof and “TheLeap.”Determineif asimilarframingdevicemightworkfor story. Reviewtheuseof characters, decidehowyoucanuse character’s development ortothepresent actionofthestory. suddenly reverts backtoapasteventthatwasimportant tothemain Connect toTexts and worst. thatconflictintoafictionalstoryrevealsturn charactersattheirbest or studied.Chooseaconflictfrom yourlist,andthinkaboutwaysyoucan by yourownlife. Makealistofconflictsyouhaveexperienced,witnessed, Focus onaConflict Prewriting /Planning your narrative,starttodevelopthemusingachartlikethisone. Develop Your Characters Create aStoryChart narrative arc intheLaunch Text. narrative. Eventsfrom “OldManattheBridge”havebeenfilledinsothatyoucantrace Motivations Characteristics Attitude/Personal Appearance up the conflict. up the and characters,set setting the Establish Exposition: STORY CHART stops to talk tohim. stops totalk evacuate. Thenarrator a bridgewhileothers War, anoldmansitsby SpanishCivil During the

After youhaveidentified thebasicploteventsand

The storiesthatyou,likeallwriters,tellare influenced

Make astorychart,liketheoneshown,toplanstagesofyour frame story frame story conflict andtension. conflict increasethat the events Describe the Rising Action: is tootired tomove. danger, oldman butthe oldmanoutof get the The narratorwantsto MAIN CHARACTER

Once youhaveselectedthecharacterswhowillappearin flashback, plot devices ESSENTIAL QUESTION:Whatdostoriesreveal aboutthehumancondition? in “EverythingStucktoHim” foreshadowing inwhichtheaction toaddinterest toyour tension. point ofgreatest Climax: get up.Heisworried sits backdown.Hecan’t up andmove,buthe The oldmantriestoget behind. about animalsheleft in“TheLeap.” Identify the the Identify Performance Task: Write aNarrative resolved. isornot conflict the Resolution: leaves him to face the leaves himtofacethe narrator gives up;the resolve: Theoldman doesn’tThe conflict advancing enemyalone. particular toneandoutcome. a coherentwholeandbuildtoward a they buildononeanothertocreate techniques tosequenceeventssothat W.11–12.3.c progression ofexperiencesorevents. or characters; createasmooth and introducinganarrator and/ one ormultiplepoint(s)ofview, and itssignificance, establishing problem, situation, orobservation orient thereaderbysettingouta W.11–12.3.a  narrative. may wanttouseinyour and identify keydetailsyou Review yourEvidenceLog 

tan evidence log d Tell how

ar Use avariety of Engage and d s

809 810 narrative. resolved overthecourseof what isexperienced, observed, or that followsfromandreflectson W.11–12.3.e outcome. build toward aparticulartoneand to createacoherentwholeand so thattheybuildononeanother techniques tosequenceevents W.11–12.3.c progression ofexperiencesorevents. characters; createasmooth and introducing anarrator and/or one ormultiplepoint(s)ofview, and itssignificance, establishing problem, situation, orobservation orient thereaderbysettingouta W.11–12.3.a 

tandards UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Performance Task: Wri

Use avariety of Provide aconclusion Engage and Third-person limited omniscient Third-person First-person NARRATOR

unresolved asitistotieallthelooseendsupneatly. in mindthatitcanbejustaseffective toendastorywithsomeelements story—people understress behaveboththeirbestandworst.Keep be satisfyingandmemorable,thatreinforces themainpointof from theeventsofstory.Aboveall,though,enditinawaythatwill affects theexamplesinthis chart. using afirst-personpointofview. Noticehowthechoiceofpointview narrator whoparticipatesintheeventsofstory?Then,youwillwrite narrator. Are yougoingtointerpret eventsdirectly through theeyesofa events ratherthanparticipatinginthem?Then,youwilluseathird-person tone foryourstory.Are yougoingtobeaneutralobserver, reporting on Establish aPointofView Drafting End inaSatisfyingWay Highlight theConflict Begin theStoryMemorably attention ofyouraudience: or humorous, thoughtfulorlighthearted.Here are afewideastograbthe sets aproper toneforyourstory,whetheryouintendstorytobeserious engage yourreaders rightfrom thestart.Remembertoselectastrategy that that buildstensionthroughout thestoryuntilclimax. itself naturallytodescribingcharactersandtheirresponses toeventsinaway prompt asksyoutoexplore howpeoplereact intimesofstress. Thislends action, andclimaxofthestory,besure toemphasizethemainconflict.The • • • I saidtomyself, “WhatamIdoinghere?” Start possible situations? Start moment. Start DESCRIPTION and thinks. knows onlywhatonecharacterdoes storyand The narratorisoutsidethe happens. that knows everything storyand The narratorisoutsidethe story. The narratorisacharacterinthe

in off off

the

with with t

ing focus middle

a a

question: simple

the When youare settinguptheexposition,rising

declarative

Make sure thatyourendingflowsnaturally

Whatmakesusdotherightthinginworst

The pointofviewyouchoosehelpssetthe action:

You candrawfrom avarietyofstrategiesto

As Ilookeddownatthe200-footdrop

statement: EXAMPLE Shana listen? Butwould truth. Shana the ready wasfinally Julia totell didn’t wanttohearit. butShana truth, Shana the ready wasfinally Julia totell truth. Shanathe to tell I knewwhathadtodo. Itwasnotmymostheroic

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Dialogue Add Variety: Dialogue LANGUAGE DEVELOPMENT: STYLE spoken are setapartfrom theirtags,suchas in whichtowritedialogue.Noticetheseexampleshowthewords being new paragrapheachtimethespeakerchanges.There are avarietyofways As youdraftyournarrative,lookforwaystoincorporatedialogue.Starta Write It between thetwocharactersandtoreveal theirfeelingsandtraits. These sentencesfrom the Launch Text usedialoguetoestablishaconnection Read It • • • • • called • • • • splitting multiple sentences multiple splitting asinglesentence splitting after atag before atag PLACEMENT OFDIALOGUE indicating and what how they characters communicate understand showing what characters think and value providing explanation advancing or the plot traits revealing personality characters conflictexposing between expressing hisconfusionandsorrow.) “I “I problems arenothismainconcern.) no “Why own words.) (The oldmanstateshisproblemandrevealsinnocencein come “I his interestmainlythroughquestionsdirectedtotheoldman.) “Where

was was am

carts. dialogue

twelve without

not,” only taking

The conversationsbetweenandamongpeopleinastoryare

do (The narrator’s curtresponsesuggeststhattheoldman’s

taking you . Thisnarrativetechniquecanserveseveralpurposes: I

kilometers

said, care

politics,”

come

watching of care

animals,” from?”

he now

animals.”

and try to walk now.”and trytowalk “If youare rested Iwouldgo,”urged.“Getup youverymuch.” thank direction,”“I knownooneinthat hesaid,“but and said,“Whatanimalswere they?” gray dustyfaceandhissteelrimmedspectacles andhis . Ilookedathisblackdustyclothes “Where doyoucomefrom?” Iaskedhim. EXAMPLE said.

the

and I

asked he

far “I

ESSENTIAL QUESTION:Whatdostoriesreveal aboutthehumancondition? I

said am think

bank (The oldmantalkstohimself,

him.

seventy-six

he said dully,

now

where

(The narratorexpresses

or but

can

I urged. now

no years

longer

there

old.

further.”

were

to I

have

me. Performance Task: Write aNarrative

Punctuate dialoguecorrectly. PUNCTUATION writing orspeaking. English grammar andusagewhen of theconventionsstandard L.11–12.1 events, and/orcharacters. plot lines, todevelopexperiences, description, reflection, and multiple techniques, suchasdialogue, pacing, W.11–12.3.b  • • • • the speaker’s tagfrom the Use acommatosetoff spoken words. and afteracharacter’s Use quotationmarksbefore inside thequotationmarks. of thequotation,keepit exclamation point,ispart as aquestionmarkoran If endpunctuation,such divided quotation. around eachpartofa Use quotationmarks speaker’s words.

S tanda

Demonstrate command

Use narrative r ds

811 812

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Performance Task: Wri approach. enemy’s forthe listens narratorashe on the strain silence andthe and pointstothe Spanish countryside drynessofthe the paragraphshows this The comparisonin carts, andtrucks. peasants, “hear” the “see”and can both oldmanand the Readers canenvision scene. sets the description The initial Integrating SensoryLanguage Making WritingSophi language toestablishasenseofplace These examplesfrom theLaunchText showhowthewriterusessensory Read It characters andsettingscomealiveforreaders. Animportantpartofsuch each oftheseexamplesaffects youasread it. combine tocreate anoverallimpression ofasceneorevent.Noticehow sensoryadjectives,adverbs,andverbscan sound, taste,feel,orsmell.Vivid of thefivesenses.Writers usesensorylanguagetodescribehowthingslook, description is L Smell Touch Taste (Sound) Hearing Sight A U called contact,andtheoldmanstillsatthere. the firstnoisesthatwouldsignalevermysterious event before wewouldseetheenemy, andlisteningallthewhile for of theEbro Deltaandwondering howlongnowitwouldbe … tired togoanyfarther. dust. Buttheoldmansatthere withoutmoving.Hewastoo out ofitallandthepeasantsploddedalonginankledeep spokes ofthewheels.Thetrucks ground upandawayheading bank from thebridgewithsoldiershelpingpushagainst were crossing it.Themule-drawncartsstaggered upthesteep across theriverandcarts,trucks, andmen,womenchildren clothes satbythesideofroad. There wasapontoon bridge NCH I waswatchingthebridgeand An oldmanwithsteelrimmedspectaclesandverydusty

TE t X ing focus T sensory language

E X CERPT rancid slippery bitter piercing scarlet ADJECTIVE , whichfeatures detailsthat appealtoone

Vivid, detaileddescriptionmakes Vivid, s ticated fragrantly roughly juicily softly garishly ADVERB African lookingcountry reek tap savor creak soar VERB

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Use aThesaurustoFindPrecise Words choose theword thatworksbestincontext. words. Notethatnoteverysynonymisappropriate ineverycase;youmust lists ofsynonymsforthefirstthree examplesfrom thechartofsensory comes tofindingsensorylanguagethatfitsyourneeds. Here are thesaurus what theywanttosay.Athesauruscanbeavaluableresource whenit writers sometimesrefer toathesaurusfindthewords thatbestexpress determine howtoincorporatethosedetailsintoyournarrative. completing thischartwithspecific details.Then,gobacktoyourdraft of yourcharactersandthesituationsinwhichyouplacethem.Startby Think ofsensorywords andphrasesthatcanclarify areader’s impression Write It Smell Touch Taste (Sound) Hearing Sight SENSE SOAR GARISHLY SCARLET syn . fly,ascend,rocket, circle, arise,climb syn syn . crimson,red, ruby,cherry,garnet . brashly,gaudily,brightly,vulgarly, flamboyantly CHARACTER 1 ESSENTIAL QUESTION:Whatdostoriesreveal aboutthehumancondition?

Even themostexperienced CHARACTER 2 Performance Task: Write aNarrative CollegeandCareerReadiness SETTING standard usage. part ofspeech, itsetymology, orits or clarifyitsprecisemeaning, its pronunciation ofawordordetermine both printanddigital, tofindthe specialized referencematerials, L.11–12.4.c setting, and/orcharacters. picture oftheexperiences, events, sensory languagetoconveyavivid and phrases, tellingdetails, and W.11–12.3.d 

S tan d

Consult general and ar Use precisewords d s

813 814 narrative. resolved overthecourseof what isexperienced, observed, or that followsfromandreflectson W.11–12.3.e events, and/orcharacters. plot lines, todevelopexperiences, description, reflection, and multiple techniques, suchasdialogue, pacing, W.11–12.3.b   your narrative. from yourWord Networkin Include interesting words FOCUS ANDORGANIZATION

WORD NETWORK tandards

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Performance Task: Wri Provides resolves aconclusionthat Incorporates plotdevices,suchas asequenceofeventsEstablishes Provides anintroduction sets that the narrative in a satisfying way. inasatisfying narrative the stories, toaddinterest story. tothe foreshadowing, flashback,andframe andlogically. unfoldssmoothly that and conflict. sceneandintroducesthe characters

Provide aconclusion Use narrative Use thefollowingchecklisttoevaluateeffectiveness ofyourfirstdraft. Evaluating Your Draft Revising Dialogue Revising forEvidenceandElaboration Conclusion Sequence ofEvents Revising forFocusandOrganization revision. Then, useyourevaluationandtheinstructiononthispagetoguide dialogue toimprove itsauthenticity. say thewords youhavegivenhimorher?Ifnot,make somechangestoyour captured the“sound”ofeachcharacter?Would eachcharacterbelikelyto establish abelievableconversationbetweenthecharacters. Haveyou Some examplesare givenhere. narrative? Consideraddingtimewords andphrases thatclarify thesequence. a reader bepuzzledaboutwhathappenedfirst,next,andlastinyour present arealistic perspectiveonsetting,characters,andevents.Would your conclusionseemmore plausible? abrupt? Shouldyouaddmore detailtothefallingactioninplotmake conflict andprovide asatisfyingendingforthereader. Isyourconclusiontoo after awhile eventually meanwhile

The effectiveness ofyournarrativedependsonhowwellyou EVIDENCE ANDELABORATION

Remember thatyourconclusionshouldsettleorresolve the t

ing focus Uses vocabularyandword Uses sensorylanguageand Uses techniquessuchas purpose. and audience for the arechoices that appropriate reader.events forthe precise detailstoclarify experience beingnarrated. reflection todevelopthe and description, dialogue, at that point at that initially previously

Maintaining aconsistentpointofviewwillhelpyou before just then soon afterward CONVENTIONS

Attends to the norms tothe Attends of dialogue. correctthe punctuation especiallydiscipline, oftheand conventions by then later ultimately

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. as flashbackorforeshadowing, intoyournarrative? narrative? Whatwasdifficult aboutincorporatinganarrativetechnique,such the charactersyouchose?Were youabletoincorporatethemintoaunified bywritingyournarrative. AreReflect onwhatyoulearned youhappywith Reflecting the class. the narrationaswell.Practicetogetherandthenpresent yourdialogueto as thoughyouwere actorsinaplay.Ifyouwish,oneofmayread of youshouldtakethepartoneyourcharactersandread thedialogue Work withapartnertopresent yournarrativeasadramaticdialogue.Each andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing marks andcommasorendasneeded. spelling andpunctuation.Punctuatedialoguecorrectly, usingquotation sensory languagecorrectly incontext. Correct errors ingrammarandword usage.Makesure thatyouhaveused and Exchange draftswithaclassmate.Usethechecklisttoevaluateyourclassmate’s narrative, PEER REVIEW 1. 4. 3. 2.

building tension? Does thedialogueadvanceplotorservesomeotherimportantpurpose,suchas What isthestrongest partofyourclassmate’s narrative?Why? Is theendingsatisfying,believable,andunderstandable? Does theintroduction clearly setasceneandintroduce theconflict?

provide supportivefeedback.

yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, correcting errors in If no,tellwhatyoufoundconfusing. If no,tellwhatyouthinkshouldbeadded. If no,suggestwhatyoumightchange. ESSENTIAL QUESTION:Whatdostoriesreveal aboutthehumancondition? Performance Task: Write aNarrative for aspecificpurposeandaudience. addressing whatismostsignificant trying anewapproach, focusingon revising, editing, rewriting, or writing asneededbyplanning, W.11–12.5 

S tan

d Develop andstrengthen ar d s

815 816 Clarify Support Participate Prepare STRATEGY

UNIT

OVERVIEW: SMALL-GROUP LEARNING enduring the new decades Small-Group continue Throughout Small-Group Learning Strategies From Text toTopic allow As condition?the human What do stories reveal about QUESTION: ESSENTIAL

others 6

• fully you

world.

ORDINARY technologies,

read

of to

to human

American see

develop your

these Learning.

you

life LIVES, • • • • • • • • • • • • ACTION PLAN

traits life,

read

Invite Build Use Make Organize Complete Ask Paraphrase selections, new from

strategies

life.

in EXTRAORDINARY

Perhaps follow-up

text

and Add

the

social on school, others eye vastly

evidence ideas

selections what

ideas your

contact a your

work the

rules,

time

when different the who

in questions.

thinking from

it ideas assignments of

your

word

means of with

have

and to

when your you

in others rapid

signal

community,

TALES

perspectives.

this your

new change

not

work own

others making to

you change,

section,

in yet

that live ways

group

at your in

can spoken

best

that in

each you teams. a

ensure

point. a

group.

and contribute

to Americans

consider

you civil are characterizes

interacting

step. explore

Use

listening

are

society. that

join your

prepared these

how

the your to how

have career,

your

with

and discussion.

they the strategies understanding

short

embraced

group’s

taking

the for

past you

address

group stories rest

will few

during discussions.

of what

work.

correct. is

MULTIMEDIA being SCAN FOR

said.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK D. F. McCourt Story ofthe Short History A Brief HISTORY LITERARY away—or is it? is away—or agenre, passing as is story, short The Present aNarrativePresent present anarrative. possibly evenforshortstories asagenre. Afterreading, yourgroup writeand will The Small-Group readings and focuson“lastmoments”—ofcharacters’lives SPEAKING ANDLISTENINGFOCUS COMPARE of the past and realities of the present. of the realities and past of the memories with wrestles woman A dying Porter Katherine Anne Jilting ofGrannyThe Weatherall SHORT STORY of a man who is about to be executed? to be about is who of aman mind the through go thoughts What Ambrose Bierce Owl Creek Bridge at Occurrence An SHORT STORY Overview: Small-Group Learning CONTENTS

817 818

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES OVERVIEW: SMALL-GROUP LEARNING 2. 1. Working aTeam as 5. 3. 4.

experience together. own. Asyouworktogether, youmayaddorrevise rulesbasedonyour as youworktogether. Two samplesare provided. Addtwo more ofyour Our group’s decision: email, orinstantmessaging. with oneanother. Forexample,youmightuseonlinecollaborationtools, Take aPosition Create aCommunication Plan Name Your Group Apply theRules • • • • List Your Rules responses reveal abouttheirpersonalities. people dealwiththeseexperiencesorsituationsdifferently andwhattheir for yourresponse. Afterall group membershaveshared, discusshow sharingyourpositions,besureAs youtaketurns toprovide reasons another memberofyourgroup. and beprepared toshare withtheclassoneinsightthatyouheard from condition. Makesure eachpersoninthegroup contributes.Take noteson aboutthewaysinwhichstoriesreveallearned truthsaboutthehuman Our group’s name: discussion Give Encourage all people in all times and places? and times all in all people for universal—true are situations or experiences life What

group

continues.

a members

variety

As agroup, decideonthe rules thatyouwillfollow

In yourgroup, discussthe following question: Practice workingasagroup. Share whatyouhave

of Choose anamethatreflects theunittopic.

the

ideas

chance

before

to Decide howyouwanttocommunicate

you comment

look

for

further

common

their

features.

ideas

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the tasks. your with group, and activities and maketexts aschedule for completing find out the dueFirst, Then, dates preview the for the activities. small-group Schedule a Making Some possible roles are possible listedSome here. Add your ideas to the list. for roles, one and choose each group member. discuss the necessary project, role.a specific require Different different projects Before roles. beginning a your together, groupAs works you’ll has if each person find it more effective Working Group Projects on The Jilting of Granny Weatherall Granny of Jilting The Bridge Creek Owl at Occurrence An Story Short the of History A Brief SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR

takes notesduringgroup meetings

organizes research activities

monitors thescheduleandkeepseveryoneontask ESSENTIAL QUESTION: ACTIVITIES Whatdostoriesreveal aboutthehumancondition? Overview: Small-Group Learning DUE DATE DUE

819 820 to themeaningofawordorphrase. L.11–12.4.a needed atthehighendofrange. proficiently, withscaffoldingas 11–CCR textcomplexityband literary nonfictioninthegrades grade 11, readandcomprehend RI.11–12.10  other genres. vitality ofsciencefictionand essential tothecontinued magazines asamediumis firmly thatthestrength of of bothforms.Hebelieves is interested inthehistory and novellashimself, he of publishedshortstories into hisadultlife. Awriter That passioncontinued for booksandmagazines. developed agreat love Science FictionReview editor of and theco-founder McCourt, As achild, About the Author

STANDARDS

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES MAKING MEANING AE—The Canadian afreelance writer

D. F. (“Duff”) Use contextasaclue By theendof , may encounterasyouread. determine theirmeanings.There are varioustypesofcontextcluesthatyou clues As youperformyourfirstread of“ABriefHistorytheShortStory,” Concept Vocabulary Story Short of the Brief History A opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues you will encounterthesewords. Instead, itdiedout. Contrast ofIdeas: are veryyoungis Definition: can’t reach thefirststep. Restatement, orSynonyms: supplanted —words andphrasesthat appear innearbytext—tohelpyou have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE isinvolved? Studiesshowthatthevocabularychildrenwhenthey learn

the generalideasof What

If thesewords are unfamiliartoyou,tryusing ideas within formative isitabout? Thatsocialmovementcouldhave ascendant , orfundamentaltotheirdevelopment. That

diminutive renaissance the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND childissotinythatshe soldiered on by marking by completing context .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 criticism, aimedprimarilyatanaudienceofupper-class womenin “gift book.” unheralded, tofillasuddenneedcreated bytheinventionof into full-fledgedexistenceasrecently asthe1820s.Itappeared, precursors oftheform.Butshortstoryasweknowitsprang traditions oftheanecdote,joke,andparablecanbeseenas in poemsofamiddlinglength. Arguably, eventheconversational Twice Told Tales. for thegift bookmarketandpublishedthemtogreat criticalacclaimas Nathaniel Hawthornecollectedanumberofstories thathehadwritten magazines cantracetheirpedigree backtothesegift books.In1837, created thefirstpayingmarket forshortfiction. All modernliterary the oppositeofwayitisusuallydonethesedays). Insodoing,they short piecesofprose toaccompany artworkalready purchased (rather of thesepopularpublications,editorsbegansoliciting submissionsof England andNorth America. Seekingadditionalwaystofillthepages 1. T faced whenbringingnewworktoappreciative audiences. stories. Ithasalsolowered thecoststhatwriters andpublisherspreviously allowed more writerstopublishawidervarietyofwork,includingshort improved thequalityofreading experience.Thisnewmediumhas popularity untilthemid-2000s,whendedicatedelectronic reading devices books. Thoughe-booksfirstemergedinthelate1990s,theyfailedtogain devices, suchascomputersandcellphones,inawaysimilartoprinted Electronic books,ore-books, are digitalfilesthatcandisplayonvarious BACKGROUND we canseeitgestatingin the shortstoryisveryyoung.Certainlyitsroots gobackcenturies—

fourteenth century. The Tales Canterbury Gift bookswere annualcollectionsofpoems,artwork,andliterary nearly drowned inthetubasaninfant. As literaryformsgo, here’s somethingyoushouldknow. Theshortstorywasvery And withthat,shortstorieshadarrived.

collection of stories written by Geoffrey Chaucer in the Chaucer the in Geoffrey by written stories of collection The

Canterbury Tales , 1 in fairytales,and Short Story Short A Brief History A BriefHistory oftheShortStory D. F. McCourt of the of NOTES LITERARY HISTORY MULTIMEDIA SCAN FOR

821 822 MEANING: supplanted helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES

(suh PLANT ihd) (suh PLANT

v. 6 5 4 3 to itsculturalsovereignty, but ithassincebeenfirmly the yearssince.More importantly, in2007televisionwasstillclinging magazine wasalready underway, ithassteppedupconsiderably in readers burstontothescene and,whiletheriseofonline 3. boomed. Ontheerudite universal forthefirsttimeand,asadirect result, magazinesales century, literacyintheUnitedStatesandCanadabecamenear been inextricablytiedtothatofmagazines.Intheearlytwentieth story’s relative youth.Overitsentire lifetime, thefateofformhas Don Quixote the noveldatesbacktoatleast1605(theyearMigueldeCervantes’s Ails theShortStory”for 2. became sodire thatin2007StephenKing decline. Thenovelsoldiered on,butthestateofshortstory numbers ofalmostallmagazinesthatranshortfictionsawasteady as themagazine.Overdecadesthatfollowed,circulation Dragnet, The half-an-hour-less-commercials formatofshowslike suddenly becamewithinreach oftheaverageNorth American family. it cameperilouslyclosetodeath.Inthe1950s,owningatelevision had brought intoexistenceentire genres andtraditionsofliterature, began tocollide. traditions ofthesciencefictionnovelandmodernliterary Margaret Atwood’s of publication of William Gibson’s short storiestogether).Itwasn’tuntilquiterecently, around the1984 for anovelcreated bystitchingaseriesofpreviously published and RayBradbury’s A. E.Van Vogt’s famous sciencefictionnovels—includingIsaac Asimov’s form thanlikeothercontemporarynovels.Infact,someofthemost century sciencefictionwere more likegrown-up shortstoriesin precise). Mostoftheformativenovelsearly-andmid-twentieth- of amagazine(theJuly1939issue identified moststrongly notwithanovelbutthepublication surprise thatthebeginningofGolden Age ofScienceFictionis evolved inshortstories,cuttheirteeththemagazines.Itisno pulp magazineanditbrought withitthebirthofgenre literature. decidedly lowerbrow English Review

Stephen King erudite And yet,despitethefactthatinitsbriefhistoryshortstory So muchcanhappeninfouryears.2007wastheyear thate-book Two hundred yearsmayseemquitealongtime,butconsiderthat Horror stories,detectiveandmostespeciallysciencefiction

that? Metoo.Ionlywishitwere actuallytrue. The Americanshortstoryisaliveandwell.Doyoulike thesoundof

and (EHR (EHR was published)andyougetabetterideaoftheshort oo dyt) oo The Honeymooners

(b. 1947) (b. and The Silkie

adj. The SouthwestReview The MartianChronicles American author American of horror novels and stories. short characterized by great knowledge; learned or scholarly. or learned knowledge; great by characterized Argosy The Handmaid’s Tale 2 front, there were publicationslike , Robert A. Heinlein’s New York Times BookReview and targeted thesameentertainmentniche Neuromancer Adventure Astounding ScienceFiction , butthere were alsothe 3 , thatthetwoparallel opened hispiece“What —were fix-ups(aterm . Thiswastheeraof andthe1985publication Orphans oftheSky, supplanted thus: I LoveLucy Foundation The , tobe

, ,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension 7 Science Fiction. mentions: example, you may want magazines to the author learn more of one about the short-story Research to Explore Research RESEARCH 4. 3. 2. 1. page, there are newconsiderations. A narrativeofafewthousand aren’t doingitonpaper. Whenreading onascreen ratherthanthe but thetruth isthatmanyofusare reading more thanever, wejust spilled overthedeclineinamountofreading peoplewere doing, by theInternet. At theturnofmillennium,there wasmuchink be abletosayunequivocally:“Theshortstoryisaliveandwell.” for the be takingpartinthatcontinuedevolution,thrilledjusttopresent changed bythedemandsofitsnewhomes.Personally, I’mthrilledto It istrue howeverthattheformisundoubtedlybeinginfluencedand the definingmediumofourtime,shortstorywillbe screen ortwoinlength. As longastheInternetholdsitsthrone as Internet hasalwaysbeentext.Preferably textthatlimitsitself toa hold itsownonabookstore shelf. price, withouthavingtoworrythatabook’sspinebethickenough publishers toeasilymakeshorterworksavailableatareasonable “can beread inonesitting.”Further, e-bookreaders are allowing designed fortheliteraryformEdgar Allan Poedefinedasatalethat a monitor;novella,farlessso.Thisisanenvironment practically words canbeeasilyread, enjoyed,anddigestedwhilesittingbefore

Why didtheshortstorynearlydiein1950s?Whatdevelopments madeitstrong again? According totheauthor, whatthree genres owetheiroriginstotheshortstory? According totheauthor, whatsignificant eventhappenedin1837? Video, ofcourse,isquiteathomeonline,butthereal meatofthe

Notebook renaissance The EnglishThe Review, Southwest Review, The Argosy, Adventure, Share your your group. discoveries with

Confirm yourunderstandingofthetextbywritingasummary. oftheformthatshapedsciencefiction,thrilledto

Conduct you find of interesting. research the text an on aspect For ascendant

A BriefHistory oftheShortStory ❧ . or Astounding Astounding adj. MEANING: renaissance ascendant helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING:

(uh SEHNduhnt)

(REHN uhsons)

823

n. text to your Word Network. to your Word Network. text human from the condition related words toAdd the 824  experiences. reading to own their information and insights to relate author’s the Encourage group members fiction. regarding short preferences personal has everyone Almost GROUP DISCUSSION and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11–12.4.b convincing, andengaging. the structuremakes pointsclear, or argument, includingwhether author usesinhisorherexposition the effectivenessofstructurean RI.11–12.5 over thecourseoftext. ideas, oreventsinteract anddevelop and explainhowspecificindividuals, set ofideasorsequenceevents RI.11–12.3 

STANDARDS

WORD NETWORK WORD UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES MAKING MEANING MAKING A BRIEF HISTORY OF THE THE OF HISTORY A BRIEF

Analyze andevaluate Analyze acomplex Identify andcorrectly SHORT STORY meaning. using them in sentences. sure Be to context use clues that hint at each word’s What during yourfirstread. yourgroup, revisitWith sectionsofthetextyoumarked TextClose Readthe Latin Root: Root: Latin Word Study Practice Words?Why These Concept 3. 2. 1. Complete theactivities. A your ideas and another add word the category. that fits related. your With group, determine what the words have in common. Write choices. Record the words and their meanings. have this root. same areliable Use your to verify print digital or dictionary then, means “climbing toward” “rising.” or Find several other words that the root which means “climb.” example, For

nalyze thenalyze Text supplanted toability the human address condition? your Discuss with group. condition? Essential Question: what questions you asked, and what conclusions you reached. presenting Discuss what you your noticed passages. in the selection, that youfrom found the selection Take especially important. turns Present and Discuss and to literary magazines? story give to rise book the short the gift Clarify Review and Notebook questions -scend- -scend- How does this literary history shed light on the short story’s shed story’s light this literary history does the on short How

V with the prefix with Confirm your ofwords understanding by these from the text doyouhave?Whatcan ocabulary

Annotate Many words in English root the use Latin ascendant The three conceptThe

With yourWith group, reread paragraphs 1–2. did How What do stories reveal about the human the about reveal stories do What Now, work your with group to share the passages ad-, detailsthatyounotice.

meaning “to” meaning “toward.” or ascendant la n vocabulary vocabulary renaissance guag is an adjective that is combines an adjective conclude e words are from the text to supportyouranswers. CITE TEXTUALEVIDENCE

de ? v e l -scend-, Ascendant, o pm ent

Analyze Craft and Structure Sequence of Events Authors often use chronological order, or the order in which things happened, to structure nonfiction pieces that describe GROUP DISCUSSION historical events or explain a change over time. When you read a text that As members of your group describes a sequence of events, look at how specific people, ideas, or events discuss their charts, you may are connected. Consider the details the author chooses to include about each find it helpful to plot out key time period and why those details might be significant or important. events on a timeline.

CITE TEXTUAL EVIDENCE Practice to support your answers. Use the chart below to analyze how McCourt structures events in “A Brief History of the Short Story.” Then, share your chart with your group, and discuss how McCourt uses this organization to emphasize his main ideas about the short story.

Paragraph TIME FRAME eVENT SIGNIFICANCE

1 • 14th century • Canterbury Tales published • first use of short story • 1820s • ”gift books” invented form • created need for short stories

5–6

A Brief History of the Short Story 825 826 and issometimescontested. of convention, canchangeovertime, understanding thatusageisamatter L.11–12.1.a subject underinvestigation. demonstrating understandingofthe multiple sourcesonthesubject, inquiry whenappropriate;synthesize problem; narroworbroadenthe to answeraquestionorsolve as moresustainedresearchprojects W.11–12.7  action. the performing to person the down” emphasis more gives reactor shut the engineer head “The event, whereas shut down” emphasizes the was reactor “The example, For emphasis. provide or thatchoice may clarity give However, is it astylistic voice. using passive against may advise guides style or grammar handbooks Some CLARIFICATION

STANDARDS

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES LANGUAGE DEVELOPMENT LANGUAGE A BRIEF HISTORY OF THE THE OF HISTORY A BRIEF

Conduct shortaswell Apply the SHORT STORY the active and the passive voicethe active in your writing. you foundstory exciting particularly moving. using or with Experiment both Active and Passive and Active Voice andStyle Conventions Write It Write It Connect toStyle 1. Read It the activevoiceiseffective, aswellwhyheusesthepassivevoicewhen he does. Voice may either be of in asentence that the subject described sentence. and thebetween action thing performingtheaction,orwhenthatpersonisunimportant. when thewriterdoesnotknow—orwanttoname—thepersonor instead focusesondescribingfactsorconcepts.Passivevoicecanalsobeuseful writing orotherexplanationsbecauseitremoves namesorpronouns and to describeanaction.However, thepassivevoicemaybeusefulinscientific keeps writingconcisebecauseitusesfewerwords thanpassivevoicedoes Active voicehelpsthewritercreate strong, clearwriting.Activevoicealso

Labeleachofthesesentencesfrom thetext as activeorpassive. • • d. c. b. a. Notebook

The passengerswere carried totheObservationDeckbyahigh-speed Science fictionnovelsare read byIsabel. was, voice oftenusesorimpliesaformoftheverb“be,”suchas In A high-speedelevatorcarriedpassengerstotheObservationDeck. Isabel In activevoice,thesubjectofsentence The rumorsthatare beingspread havenobasisinfact. The losttoddlerwasfoundinthemall’s foodcourt. elevator. the 1820s. But theshortstory.sprangintofull-fledgedexistenceasrecently as The shortstorywasverynearlydrowned inthe tubasaninfant. digested whilesittingbefore amonitor. . A narrativeofafewthousandwords canbe easily read, enjoyed,and gift books. literarymagazinescantracetheirpedigreeAll modern back tothese passive voice, or reads sciencefictionnovels. were.

Write aparagraph your to ashort thoughts express about

With yourgroup, discusswhytheauthor’s With useof active thesubjectofsentence or

passive. In grammar,In voice performs reveals the relationship relationship the reveals receives theaction. theaction.Passive am,

is, are,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Research Conduct Research Conduct Plan Project citation. record the sources consults for and each the details person proper needed you are researching and the group to assigned Also, member each type. images will accompany it. of the topic. Finally, determine how you will and present what the text to research different individual aspects groupinformation. members Assign anget idea of the information you Then, as agroup, need. kinds list these of Story” general and some reading do you have the subject about chosen, to KIND OF INFORMATION As agroup, create a Assignment the ShortStory”toshare withtheclass.Chooseoneoftheseoptions:

EFFECTIVE EXPRESSION EFFECTIVE an a an famous Americanauthorshavesaidabouttheshortstorygenre publishing trends andpeople’s reading habits about sales overtime,alongwithasummaryofwhatyoulearned meaning hasdevelopedovertime graph analytical paper extended definition

thatshowshowe-booksalescompare withprintbook Have each group review member “A of the Short Brief History

Use thisUse to chart keep of information track of the types research report thatpresents andcompares whatavarietyof oftheterm WHO IS RESPONSIBLE thatrelates to“ABriefHistory of short story thatshowshowits SOURCE INFORMATION FOR CITATION A BriefHistory oftheShortStory  “A Brief Historyofthe fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa Short Story.”

EVIDENCE LOG EVIDENCE

827 MAKING MEANING

Comparing Texts In this lesson, you will read and compare “An Occurrence at Owl Creek Bridge” and “The Jilting of Granny Weatherall.” The work you do with your AN OCCURRENCE AT THE JILTING OF GRANNY OWL CREEK BRIDGE group on “An Occurrence at Owl Creek Bridge” WEATHERALL will help prepare you for the comparing task.

About the Author An Occurrence at Owl Creek Bridge Concept Vocabulary As you perform your first read of “An Occurrence at Owl Creek Bridge,” you will encounter these words. Ambrose Bierce (1842–1914?) was born in etiquette deference dictum Ohio and raised on a farm in Indiana. The poverty in Context Clues If these words are unfamiliar to you, try using context which he was raised helped clues such as these to help you determine their meanings. foster Bierce’s unsentimental outlook. His writing and Elaborating Details: The former officer was abject when he was worldview were further reduced in rank from captain to corporal. shaped by his career as a Union officer in the Civil Restatement, or Synonyms: The general was a paragon of War. The brutality he saw leadership, the standard against which other officers were judged. during the war cemented his cynicism. Bierce explored Apply your knowledge of context clues and other vocabulary strategies to themes of cruelty and death determine the meanings of unfamiliar words you encounter during your in his writing, earning first read. himself the nickname “Bitter Bierce.” First Read FICTION Apply these strategies as you conduct your first read. You will have an opportunity to complete a close read after your first read.

NOTICE whom the story is ANNOTATE by marking about, what happens, where vocabulary and key passages and when it happens, and you want to revisit. why those involved react as they do.  STANDARDS RL.11–12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, CONNECT ideas within RESPOND by completing and poems, in the grades 11–CCR the selection to what you the Comprehension Check and All rights reserved. or its affiliates. Inc., Education, © Pearson text complexity band proficiently, with scaffolding as needed at the already know and what you by writing a brief summary of high end of the range. have already read. the selection.

L.11–12.4.a Use context as a clue to the meaning of a word or phrase.

828 UNIT 6 • ORDINARY LIVES, EXTRAORDINARY TALES © Pearson Education, Inc., or its affiliates. All rights reserved. 1 A of casualtiesonbothsides. North. FoughtmostlyintheSouth,warcausedhundreds ofthousands whose economywasbasedonslavery,battledthemore industrialized against thebackdrop ofthisdivisivewar, inwhichtheagriculturalSouth, terrible andfutile.Hesetmuchofhisbestfiction,includingthisstory, during theAmericanCivilWar (1861–1865)convincedhimthatwarwas The senselessviolence,death,anddestructionAmbrose Bierce witnessed BACKGROUND a captain. A sentinelateachend ofthebridgestoodwithhisrifle in platform wasanofficer intheuniform ofhisrank, armed.Hewas been adeputysheriff. At ashortremove uponthesametemporary of theFederalarmy, directed byasergeant whoincivillife mayhave supplied boards laiduponthesleepers supportingthemetalsofrailway his headandtheslackfelltolevelofknees. Someloose encircled hisneck.Itwasattachedtoastoutcross timberabove were behindhisback,the wristsboundwithacord. A rope closely man stooduponarailroad bridgeinnorthern Alabama, looking down intotheswift water twentyfeetbelow. Theman’s hands An OccurrenceAn at Owl Creek Bridge Creek Owl

a footingforhimandhisexecutioners—twoprivate soldiers I Ambrose Bierce An Occurrence atOwlCreek Bridge NOTES MULTIMEDIA SHORT STORY SCAN FOR

829 830 MEANING: deference MEANING: etiquette helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES

(EHT ihkiht)

(DEHF uhruhns)

n. 2 4 3 men toknowwhatwasoccurringatthecenterofbridge;they carriage ofthebody. Itdidnot appeartobethedutyofthesetwo across thechest—aformalandunnaturalposition,enforcing anerect the leftshoulder, thehammerresting ontheforearm thrown straight the positionknownas“support,”thatistosay, verticalinfront of 1. bank ofthestream wasopenground—a gentleacclivity lost toview. Doubtlessthere wasanout-postfartheralong.Theother straight awayintoaforest forahundred yards, then,curving,was merely blockadedthetwoendsoffootplankingthattraversedit. held inplacebytheweight ofthecaptain;itwasnowheldbythat stood almost,butnotquite,reached afourth.Thisplankhadbeen three ofthecrossties ofthebridge.Theenduponwhichcivilian sergeant standingonthetwo endsofthesameplank,whichspanned apart onepace.Thesemovementsleftthecondemned manandthe placed himself immediately behindthatofficer, whoin turnmoved been standing.Thesergeant turnedtothecaptain,salutedand stepped asideandeachdrew awaytheplankuponwhichhehad and gentlemenare notexcluded. military codemakesprovision forhangingmanykindsofpersons, was inthehemp.Evidentlythisnovulgarassassin.Theliberal expression whichonewouldhardly haveexpected inonewhoseneck but nowhiskers;hiseyeswere large anddarkgray, andhadakindly of hiswell-fittingfrock coat.Hewore amustacheand pointedbeard, hair wascombedstraightback,fallingbehindhisearstothecollar straight nose,firmmouth,broad forehead, from whichhislong,dark his habit,whichwasthatofaplanter. Hisfeatures were good—a thirty-five yearsofage.Hewasacivilian,if onemightjudgefrom silence andfixityare formsof even bythosemostfamiliarwithhim.Inthecodeofmilitary announced istobereceived withformalmanifestations ofrespect, but makingnosign.Deathisadignitarywhowhenhecomes stood withfoldedarms,silent,observingtheworkofhissubordinates, of thestream, mighthavebeenstatuestoadornthebridge.Thecaptain the bridge,staringstonily, motionless.Thesentinels,facingthebanks four atthecenterofbridge,notamanmoved.Thecompanyfaced the ground, hislefthandresting uponhisright.Exceptingthegroup of A lieutenantstoodattherightofline,pointhissword upon backward againsttherightshoulder, thehandscrossed uponthestock. rest,” thebuttsofrifles ontheground, thebarrels incliningslightly were thespectators—asinglecompanyofinfantryinline,at“parade commanding thebridge.Midwayofslopebetweenbridgeandfort embrasure through whichprotruded the muzzleofabrasscannon a stockadeofverticaltree trunks, loopholedforrifles, withasingle

acclivity Beyond oneofthesentinelsnobodywasinsight:railroad ran The preparations beingcomplete, thetwoprivatesoldiers The manwhowasengagedinbeinghangedapparently about

(uh KLIHV uh tee) uh (uh KLIHV

n. upward slope. upward deference . 1 topped with toppedwith etiquette

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 7 6 5 8 He lookedamomentathis“unsteadfastfooting,”thenletgaze and effective. Hisfacehadnotbeencovered norhiseyesbandaged. ties. Thearrangementcommendeditself tohisjudgmentassimple the plankwouldtiltandcondemnedmangodownbetweentwo the sergeant. At asignalfrom theformerlatterwouldstepaside, 2. fought thedisastrous campaigns endingwiththefallofCorinth, prevented himfrom takingservicewiththegallantarmythathad an imperiousnature, which itisunnecessarytorelate here, had and ardently devotedtothe Southerncause.Circumstances of slave ownersapoliticianhewasnaturallyanoriginal secessionist respected Alabama family. Being aslaveownerandlikeother Peyton Farquhar wasawell-to-do planter, ofanold andhighly captain noddedtothesergeant. Thesergeant stepped aside. flashed intothedoomedman’sbrainratherthanevolvedfrom itthe farthestadvance.” wife andlittleonesare stillbeyondtheinvader’s away home.Myhome,thankGod,isasyetoutsidetheirlines;my swimming vigorously, reach thebank,taketowoodsandget and springintothestream. BydivingIcouldevadethebulletsand, I couldfree myhands,”hethought,“Imightthrow off thenoose would shriek.Whatheheard wasthetickingofhiswatch. sharpness. Theyhurthisearlikethethrust ofaknife; hefeared he With theirgreater infrequency thesoundsincreased instrength and silence grew progressively longer;thedelaysbecamemaddening. impatience and—heknewnotwhy—apprehension. Theintervalsof as slowthetollingofadeathknell.Heawaitedeachstroke with distant ornearby—itseemedboth.Itsrecurrence was regular, but quality. Hewondered whatitwas,andwhetherimmeasurably of ablacksmith’shammerupontheanvil;ithadsameringing nor understand,asharp,distinct,metallicpercussion likethestroke thought ofhisdearoneswasasoundwhichhecouldneitherignore now hebecameconsciousofanewdisturbance.Strikingthrough the the fort,soldiers,pieceofdrift—all haddistractedhim. And brooding mistsunderthebanksatsomedistancedownstream, wife andchildren. Thewater, touchedtogoldbytheearlysun, a sluggishstream! followed itdownthecurrent. Howslowlyitappeared tomove!What feet. A pieceofdancingdriftwood caughthisattentionandeyes wander totheswirlingwaterofstream racingmadlybeneathhis energies, thelarger life of thesoldier, theopportunityfordistinction. he chafedundertheingloriousrestraint, longingfortherelease ofhis

Corinth As thesethoughts,whichhavehere tobesetdowninwords, were He unclosedhiseyesandsawagainthewaterbelowhim.“If He closedhiseyesinorder tofixhislastthoughtsupon

Mississippi town that was the site of an 1862 an of War Civil battle. site the was that town Mississippi II An Occurrence atOwlCreek Bridge 2 and NOTES

831 832 MEANING: dictum helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES

(DIHK tuhm)

n. 16 15 14 13 12 11 10 9 3. bridges, tunnelsortrainswillbesummarilyhanged.Isawtheorder.” declaring thatanyciviliancaughtinterferingwiththerailroad, its The commandanthasissuedanorder, whichispostedeverywhere, Creek bridge,putitinorder andbuiltastockadeonthenorthbank. getting ready foranotheradvance.Theyhavereached theOwl inquired eagerlyfornewsfrom thefront. fetching thewaterherhusbandapproached thedustyhorsemanand too happytoservehimwithherownwhitehands.Whileshewas to thegateandaskedforadrinkofwater. Mrs.Farquhar wasonly bench neartheentrancetohisgrounds, agray-cladsoldierrode up dictum qualification assentedtoatleastapartofthefranklyvillainous was atheartasoldier, andwhoingoodfaithwithout toomuch him toundertakeif consistentwiththecharacterofacivilianwho him toperforminaidoftheSouth,noadventure tooperilousfor Meanwhile hedidwhatcould.Noservicewastoohumblefor That opportunity, hefelt,would come,asitcomestoallinwartime. observed thatthefloodoflastwinterhadlodgeda great quantityof Farquhar, smiling,“whatcouldheaccomplish?” elude thepicketpostandperhaps getthebetterofsentinel,”said sentinel atthisendofthebridge.”

picket post picket “Only apicketpost “Is there noforce onthissidethecreek?” “About thirtymiles.” “How farisittotheOwlCreek bridge?”Farquhar asked. “The Yanks are repairing the railroads,“ saidtheman,“andare One eveningwhileFarquhar andhiswife were sittingonarustic The soldierreflected. “Iwas there amonthago,”hereplied. “I “Suppose aman—acivilianandstudentofhanging—should thatallisfairinloveandwar.

troops sent ahead with news of a surprise attack. asurprise of news with ahead sent troops 3 half amileout,ontherailroad, andasingle

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 17 19 18 As PeytonFarquhar fellstraightdownward through thebridgehe away. An hourlater, afternightfall,herepassed theplantation, He thankedherceremoniously, bowedtoherhusbandandrode Federal scout. going northward inthedirection from whichhehadcome.Hewasa dry andwouldburnliketow.” driftwood againstthewoodenpieratthisendofbridge.Itisnow 4. to flashalongwell-definedlinesoframification through everyfiberofhisbodyandlimbs.Thesepainsappeared Keen, poignantagoniesseemedtoshootfrom hisneckdownward sharp pressure uponhisthroat, followedbyasenseofsuffocation. he wasawakened—ageslater, itseemedtohim—bythepainofa lost consciousnessandwasasonealready dead.From thisstate to grow andbrighten, heknewthatwasrisingtoward the became fainteranduntilitwasamere glimmer. Thenitbegan but howdistant,inaccessible!Hewasstillsinking,forthelight opened hiseyesinthedarknessandsawabovehimagleamoflight, at thebottomofariver!—theideaseemedtohimludicrous. He suffocating himandkeptthewaterfrom hislungs. To dieofhanging no additionalstrangulation;thenooseabouthisneckwasalready the rope hadbroken andhehadfallenintothestream. There was cold anddark.Thepowerofthoughtwasrestored; heknewthat noise ofaloudplash;frightfulroaring wasinhisears,andall with terriblesuddenness,thelightabouthimshotupward withthe unthinkable arcs ofoscillation,likeavastpendulum.Thenallatonce, the fieryheart,withoutmaterialsubstance,heswungthrough Encompassed inaluminouscloud,ofwhichhewasnowmerely only tofeel,andfeelingwastorment.Heconsciousofmotion. intellectual partofhisnature wasalready effaced: hehadpower congestion. Thesesensationswere unaccompaniedbythought.The head, hewasconsciousofnothingbutafeelingfullness—of pulsating fire heatinghimtoanintolerabletemperature. As tohis an inconceivablyrapidperiodicity. Theyseemedlikestreams of magnificent, whatsuperhuman strength! Ah, thatwasafineendeavor! without struggle hisattention,as apprised himthathewastryingtofree hishands.Hegavethe do notwishtobeshot.No;Iwillshot;thatis notfair.” “To behangedanddrowned,” hethought,“thatisnot sobad;butI surface—knew itwithreluctance, forhewasnowverycomfortable. 5.

tow a central point. a central ramification of lines well-defined along flash The ladyhadnowbrought thewater, whichthesoldierdrank. He wasnotconsciousofaneffort, butasharppaininhiswrist

(toh)

interest intheoutcome.What splendideffort!—

n. coarse, broken fibers of hemp or flax before spinning. before flax or hemp of fibers broken coarse,

anidlermightobservethefeatofajuggler, 4 III

spread out quickly along branches from from branches along quickly out spread 5 andtobeatwith

what what An Occurrence atOwlCreek Bridge NOTES

833 834 NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES 22 21 20 grotesque andhorrible,their formsgigantic. but didnotfire; theothers were unarmed.Theirmovementswere gesticulated, pointingathim.Thecaptainhaddrawnhispistol, They were insilhouetteagainstthebluesky. Theyshoutedand bridge, thecaptain,sergeant, thetwoprivates,hisexecutioners. pivotal point,andhesawthebridge,fort,soldiersupon the visibleworldseemedtowheelslowlyround, himself the heard therush ofitsbodypartingthewater. all thesemadeaudiblemusic. A fishslidalongbeneathhis eyesandhe strokes ofthewaterspiders’legs,likeoarswhichhadlifted theirboat— above theeddiesofstream, thebeatingofdragonflies’wings, upon amillionbladesofgrass.Thehummingthegnatsthatdanced from twigtotwig.Henotedtheprismaticcolorsinalldewdrops locusts, thebrilliant-bodiedflies,grayspidersstretching theirwebs leaves andtheveiningofeachleaf—sawveryinsectsuponthem: at theforest onthebankofstream, sawtheindividual trees, the upon hisfaceandheard theirseparatesoundsastheystruck. Helooked they maderecord ofthingsneverbefore perceived. Hefelttheripples disturbance ofhisorganic systemhadsoexaltedandrefined themthat one hadmissed. keenest, andthatallfamous marksmenhadthem.Nevertheless,this it wasagrayeyeandremembered havingread thatgrayeyeswere gazing intohisownthrough thesightsofrifle. Heobservedthat muzzle. Themaninthewatersaweyeof onthebridge his rifle athisshoulder, alightcloudofbluesmoke rising from the spray. Heheard asecondreport, andsawoneofthesentinelswith smartly withinafewinchesofhishead,spattering hisfacewith its undulationsresembling thoseofawater-snake. “Putitback,put the nooseathisneck.Theytore itawayandthrust itfiercely aside, with anewinterest asfirstoneandthentheotherpouncedupon hands dimlyseenoneachsideinthegrowing light.Hewatchedthem Bravo! Thecord fellaway;hisarmspartedandfloatedupward, the 6. indeed, preternaturally engulfed agreat draftofair, whichinstantlyheexpelledinashriek! convulsively, andwithasupreme andcrowning agonyhislungs emerge: hiseyeswere blindedbythesunlight;hischestexpanded quick, downward strokes, forcing himtothesurface.Hefelthishead gave noheedtothecommand.Theybeatwatervigorously with wrenched withaninsupportableanguish!Buthisdisobedienthands to force itself outathismouth.Hiswholebodywasrackedand his heart,whichhadbeenflutteringfaintly, gavea had yetexperienced.Hisneckachedhorribly;hisbrainwasonfire; undoing ofthenoosehadbeensucceededbydirest pangthathe it back!”Hethoughtheshoutedthesewords tohishands,forthe

preternaturally Suddenly heheard asharp report andsomethingstruck thewater He hadcometothesurfacefacingdownstream: inamoment He wasnowinfullpossessionofhisphysicalsenses.Theywere,

(pree tuhr NACH uhr uh lee) uh uhr NACH tuhr (pree 6 keen and alert. Something in the awful keenandalert.Somethingintheawful adv. adv. abnormally; extraordinarily.

great leap,trying

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 23 26 25 24 that pierced andsubduedallothersounds,eventhebeatingof rang outbehindhimandcameacross thewaterwithadistinctness The soundofaclear, highvoiceinamonotonoussingsongnow he wasagainlookingintotheforest onthebankoppositefort. intonation, presaging, morning’s work.Howcoldlyandpitilessly—withwhataneven,calm aspirated chant;thelieutenantonshore wastakingapartinthe enough toknowthedread significance ofthatdeliberate,drawling, ripples inhisears. Although nosoldier, hehadfrequented camps 7. as theywere drawnfrom thebarrels, turnedintheair, andthrust reloading; themetalramrods flashedallatonceinthesunshine down stream—nearer tosafety. Thesoldiershadalmostfinished he uncomfortably warmandhesnatcheditout. their descent.Onelodgedbetweenhiscollarandneck;itwas them touchedhimonthefaceandhands,thenfellaway, continuing metal, singularlyflattened,oscillatingslowlydownward. Someof of thevolleyand,risingagaintoward thesurface,metshiningbits in hisearslikethevoiceofNiagara,yetheheard thedulledthunder Fire!” what accuratelymeasured intervalsfellthosecruel words:

presaging

A counterswirlhadcaughtFarquhar andturnedhimhalf round; As herose tothesurface,gaspingforbreath, hesawthat Farquhar dived—divedasdeeplyhecould.Thewaterroared “Attention, company!.Shoulderarms!Ready! Aim! . had beenalongtimeunderwater;hewasperceptibly farther

(prih SAY(prih jihng) 7 andenforcing tranquilityinthemen—with v. v. predicting; warning. predicting; An Occurrence atOwlCreek Bridge

of NOTES

835 836 NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES 27 31 30 29 28 branches themusicofaeolianharps. through thespacesamong theirtrunks andthewindmadeintheir escape—was contenttoremain inthatenchantingspotuntilretaken.

inhaled thefragranceoftheirblooms. A strange,roseate giant garden plants;henoted adefiniteorder intheirarrangement, beautiful whichitdidnotresemble. Thetrees uponthebankwere looked likediamonds,rubies, emeralds;hecouldthinkofnothing sand, threw itoverhimself inhandfulsandaudiblyblessedit.It restored him,andheweptwithdelight.Hedughis fingersintothe arrest ofhismotion,theabrasiononehandsongravel, projecting pointwhichconcealedhimfrom hisenemies. Thesudden foot oftheleftbankstream—the southernbank—andbehinda giddy andsick.Inafewmomentshewasflunguponthegravelat whirled onwithavelocityofadvanceandgyrationthatmadehim that wasallhesaw. Hehadbeencaughtinavortexandwasbeing represented bytheircolorsonly;circular horizontalstreaks ofcolor— fort andmen—allwere commingledandblurred. Objects were like atop.Thewater, thebanks,forests, thenowdistantbridge, That isagoodgun.” will appriseme—thereport arrivestoolate;itlags behindthemissile. a loud,rushing sound, I cannot dodgethemall!” probably already giventhecommandtofire atwill.Godhelpme, second time.Itisaseasytododgeavolleysingleshot.Hehas 12. his armsandlegs:hethoughtwiththerapidityoflightning. swimming vigorously withthecurrent. Hisbrainwasasenergetic as ineffectually. into theirsockets.Thetwosentinelsfired again,independentlyand

10. use acharge ofgrape. branches intheforest beyond. the airahead,andinaninstantitwascrackingsmashing of thesmittenwaterheheard thedeflectedshothummingthrough a handinthegame. As heshookhisheadfree from thecommotion down uponhim,blindedstrangledhim!Thecannonhadtaken very rivertoitsdeeps! A risingsheetofwatercurvedoverhim,fell through theairtofortanddiedinanexplosionwhichstirred the 11. 9. 8.

An appallingplashwithintwoyards ofhimwasfollowedby Suddenly hefelthimself whirledround andround—spinning “The officer,” hereasoned, “willnotmakethatmartinet’s The huntedmansawallthisoverhisshoulder;hewasnow “They willnotdothatagain,”hethought;“thenexttimethey the wind. In Greek mythology, Aeolus is the god of the winds. the of god the is Aeolus mythology, Greek In wind. the aeolian aeolian martinet reduction in volume. diminuendo roseate a cannon. from grape of charge

(ee OH lee uhn)(ee lee OH (ROH zee iht) zee (ROH

(mahr NEHT) tuh

(duh mihn yoo EHN doh) EHN (duh yoo mihn

cluster of small iron balls—“grape shot”—that disperse once fired fired once disperse shot”—that balls—“grape iron small of cluster adj. adj. harps 10 Imustkeepmyeyeuponthegun;smoke diminuendo n. n. rose-colored. strict military disciplinarian. military strict

stringed instruments that produce music when played by by played when music produce that instruments stringed

musical term used to describe a gradual agradual to describe used term musical , 9 whichseemedtotravelback 12 Hehadnowishtoperfecthis 11 lightshone 8 error a

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 33 32 37 36 35 34 bank, andplungedintotheforest. him arandomfarewell. Hesprangtohisfeet,rushed upthesloping head roused himfrom hisdream. Thebaffled cannoneerhadfired bridge. gently from sidetobeneath thetimbersofOwlCreek silence! with asoundliketheshockofcannon—thenallis darknessand upon thebackofneck;ablindingwhitelightblazes allabouthim extended arms. As heisabout toclaspherhefeelsastunningblow and dignity. Ah, howbeautiful she is!Hespringsforward with waiting, withasmileofineffable joy, anattitudeofmatchless grace from theverandatomeet him. At thebottomofstepsshestands garments; hiswife, lookingfresh andcoolsweet, stepsdown gate andpassesupthewidewhitewalk,heseesaflutteroffemale He musthavetraveledtheentire night. As hepushesopenthe is asheleftit,andallbrightbeautiful inthemorningsunshine. recovered from adelirium.Hestandsatthegateofhisownhome. All walking, fornowheseesanotherscene—perhaps hehasmerely roadway beneathhisfeet! had carpetedtheuntraveledavenue—hecouldnolongerfeel forward from betweenhisteethintothecoldair. Howsoftlytheturf tongue wasswollenwiththirst;herelieved itsfeverbythrusting it bruised it.Hiseyesfeltcongested:hecouldnolongerclosethem. swollen. Heknewthatithadacircle ofblackwhere therope had in anunknowntongue. among which—once,twice,andagain,hedistinctlyheard whispers significance. Thewoodoneithersidewasfullofsingularnoises, they were arrangedinsomeorder whichhadasecret andmalign unfamiliar andgrouped instrangeconstellations.Hewassure up through thisrift inthewood,shonegreat goldenstarslooking like adiagraminlessonperspective.Overhead, ashelooked a straightwallonbothsides,terminatingthehorizoninpoint, suggested humanhabitation.Theblackbodiesofthetrees formed it, nodwellinganywhere. Notsomuchasthebarkingofadog straight asacitystreet, yetitseemeduntraveled.Nofieldsbordered led himinwhatheknewtobetherightdirection. Itwasaswideand his wife andchildren urged himon. At lasthefoundaroad which wild aregion. There wassomethinguncannyintherevelation. it, notevenawoodman’sroad. Hehadnotknownthathelivedinso The forest seemedinterminable;nowhere didhediscoverabreak in All thatdayhetraveled,layinghiscoursebytherounding sun. A whizandrattleofgrapeshotamongthebrancheshighabovehis Peyton Farquhar wasdead; hisbody, withabroken neck,swung Doubtless, despitehissuffering, hehadfallenasleepwhile His neckwasinpainandlifting hishandtoithefoundhorribly By nightfallhewasfatigued,footsore, famishing.Thethoughtof

❧

An Occurrence atOwlCreek Bridge NOTES

837 838 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension along Owl Creek. Owl along example,For you may want of to Shiloh, learn the Battle about which took place in part Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. aspect of the story?aspect of research that detail. what In way the information does you learned shed light an on

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES How dothesoldierstrytostopFarquhar after hedrops intothewater? What surprisingeventhappensafterFarquhar firstlosesconsciousness? Why hasFarquhar beensentencedtodie? In thewarthatdividesnation,whichsidedoesFarquhar support? As thestorybegins,whateventisabouttotakeplaceonbridge?

Notebook

Confirm yourunderstandingofthestorybywritingasummary.

Choose unfamiliar at one least detail from the story. Briefly

Conduct research on an aspect of the story youConduct find interesting. of research the story an on aspect

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

AN OCCURRENCE AT OWL CREEK BRIDGE Cite textual evidence Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, reread paragraphs 36–37 of the selection. Do the details in the story prepare readers for that ending, or does it come as a complete surprise? What does the ending suggest about the nature of reality? 2. Present and Discuss Now, work with your group to share the passages from the text that you found especially important. Take turns presenting your passages. Discuss what you noticed in the selection, what questions you asked, and what conclusions you reached. 3. Essential Question: What do stories reveal about the human condition? What has this narrative taught you about the human condition? Discuss with your group.

language development

Concept Vocabulary

etiquette deference dictum  WORD NETWORK Add words related to the Why These Words? The concept vocabulary words from the text are human condition from the related. With your group, determine what the words have in common. Write text to your Word Network. your ideas, and add another word that fits the category.

Practice Notebook Confirm your understanding of these words from the text by using them in a short narrative paragraph. Then, trade papers with another group member and challenge him or her to underline the context clues that  STANDARDS reveal the meaning of each word. L.11–12.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grades 11–12 reading and Word Study content, choosing flexibly from a Latin Suffix: -um In “An Occurrence at Owl Creek Bridge,” the author range of strategies. uses the word dictum, which is the singular form of the Latin noun dicta. L.11–12.4.b Identify and correctly The Latin suffix -um is used to form the singular of many Latin nouns, use patterns of word changes that © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson including bacteria, curricula, and media. Use a dictionary or online source to indicate different meanings or find three other words that feature this suffix. Record the words and their parts of speech. Apply knowledge of Greek, Latin, and Anglo-Saxon meanings. roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.

An Occurrence at Owl Creek Bridge 839 840 aesthetic impact. and meaningaswellits contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5  agree onresponses. work asagroup toshare and questions first,andthen complete theactivityand individual group members You maywanttohave COLLABORATION

tandards UNIT MAKING MEANING

Analyze howan AN OCCURRENCE AT OCCURRENCE AN 6 OWL CREEK BRIDGE BRIDGE CREEK OWL

•

ORDINARY

LIVES,

EXTRAORDINARY Author’s Choices:Structure Analyze CraftandStructure 4. 3. 2. Practice bursts withoutobviouslogic. a character’s thoughtsare presented asthemindexperiencesthem—inshort narrative approach. Heuses and senseoftime.To emphasizethischange,Bierce introduces yetanother The pointofviewinthisstoryshifts. Asitshifts, sodotheemotionaltone information tothereader. every aspectofthestory.Different pointsofviewconveydifferent typesof in perspectiveisamplified byBierce’s choiceofpointview, whichaffects in three sections,eachrepresenting ashift intimeandperspective.Theshift 1. Limited or Omniscient? or Limited VIEW OF POINT THIRD-PERSON

• • Working withyourgroup, reread thestorytofindexamplesoftwo passage mimicthenatural, jumbled flowofthought? pain” thatsparksFarquhar’s thoughts? through theuseofstream ofconsciousness? (a) of thestory? (c) this choiceofpointviewisessentialtothestory’s overall impact. (a) information shedlightonthescenedescribedinSection I? life, politicalloyalties,andmotivations? (a) analyze theeffect ofthesechoices. different pointsofviewBierce uses.Then,useachartlikethisoneto Notebook observes. information islimitedtowhatasinglecharacterfeels,thinks,and In storiestoldfrom a well astheprivatethoughtsandfeelingsofallcharacters. narrator isanobserverwhocandescribeeverythingthathappens,as In storiestoldfrom an What Which detailsinthesecondparagraphofSectionIIIare revealed What pointofviewdoesBierce useinSectionIII? inSectionIIaboutthemain character’sWhat doyoulearn home

the

TALES Complete theactivityandquestions.

effect

of limited third-person point ofview,

omnisicient third-person pointofview, the stream ofconsciousness,

shift

Ambrose Bierce chosetostructure thisstory

Effect point (b) (c)

of Howdoesthisdetailed In whatwaydoesthis

view (b)

What isthe“sharp in CITE TEXTUALEVIDENCE to supportyouranswers.

the atechniqueinwhich (b)

last Explain why

paragraph readers’ the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Bierce’s stream-of-consciousness narration. Then, discusswithyourgroup howthesyntaxofthissentencecontributesto Creek Bridge,”andidentify thesentenceinwhichBierce employs asyndeton. Varying SyntaxforEffect andStyle Conventions Write It 2. has chosentoomitacoordinating conjunction. “An Occurrence atOwlCreek Bridge.”Ineachsentence,markwhere Bierce 1. Read It Farquhar’s worldattheverymomentthatheis. creature justasitcatchesFarquhar’s eye—thatthereader isexperiencing of thepassage.Thereader getsthesensethatnarratorislistingeach word. Bierce’s choicetoemployasyndeton,however, speedsuptherhythm Typically, thecoordinating conjunction Consider thisexcerptfrom thestory: feel ofSectionIII“AnOccurrence atOwlCreek Bridge.” where onewouldnormally appear—toreinforce thestream-of-consciousness asyndeton grammar. Ambrose Bierce, forexample,employsadeviceknownas they mayevenchoosetodeviatefrom theconventionsofstandard English structures oftheirsentences, toachieveparticulareffects. Indoingso, omitted anycoordinating conjunctions. Use asyndetoninatleastoneofyoursentences.Indicate where youhave Work individually.ReadtheseexamplesofBierce’s useofasyndetonin

Connect toStyle d. c. b. a. stretching websfrom their twigtotwig. grayspiders the flies, brilliant-bodied locusts,the the upon them: trees, veryinsects veiningofeachleaf—sawthe leavesandthe the forestHe lookedatthe stream, bankofthe onthe individual sawthe Notebook

beautiful whichitdidnotresemble. It lookedlikediamonds,rubies,emeralds;hecouldthinkofnothing music. legs, likeoarswhichhadlifted theirboat—all thesemadeaudible the beatingofdragonflies’wings,strokes ofthewaterspiders’ The hummingofthegnatsthatdancedaboveeddiesstream, order intheirarrangement,inhaledthefragranceofblooms. The trees uponthebankwere giantgarden plants;henotedadefinite him, strangledhim! A risingsheetofwatercurvedoverhim,felldownuponblinded Language deve —the omissionofacoordinating conjunction,suchas

Write aone-paragraphstream-of-consciousness narrative.

Reread paragraph21of“AnOccurrence atOwl

Writers oftenvarytheir l opment and wouldprecede theunderlined (paragraph 20) syntax , orthe and or An Occurrence atOwlCreek Bridge or , when reading. syntax tothestudyofcomplextexts needed; applyanunderstandingof consulting referencesforguidanceas L.11–12.3.a and issometimescontested. of convention, canchangeovertime, understanding thatusageisamatter L.11–12.1.a 

STANDARDS

Vary syntaxforeffect, Apply the

841 842 and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11–12.4.b high endoftherange. with scaffoldingasneededatthe text complexitybandproficiently, and poems, inthegrades 11–CCR literature, includingstories, dramas, grade 11, readandcomprehend RL.11–12.10  weight ofthepast. bonds offamily,andthe change, theconstricting moments, whofacedramatic feature charactersatpivotal world.” Herstoriesoften life ofmanintheWestern and terriblefailure ofthe the logicofthismajestic sources, andtounderstand to tracethemtheir meaning ofthosethreats, was an“effort tograspthe age. ForPorter, herfiction and theriseofnuclear Depression, World War II, World War I,theGreat Porter The life of About the Author

STANDARDS

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES MAKING MEANING CREEK BRIDGE CREEK AT OWL OCCURRENCE AN (1890–1980)spanned

Katherine Anne

Identify andcorrectly By theendof first read. to determinethemeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeoffamiliarword partsandothervocabularystrategies structures in “The Jilting in “The structures of Granny Weatherall” Then, compare the narrative activities. close-read Weatherall.” complete First, and the first-read You will now read Jilting “The of Granny Comparing Texts opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION Familiar Word Parts encounter thesewords. As youperformyourfirstread of“TheJiltingGrannyWeatherall,” youwill Concept Vocabulary The Jilting of Granny Weatherall and “An Occurrence Creek at Owl Bridge.” prefixes, orsuffixes—can oftenhelpyoudetermineitsmeaning. adjective thatmeans“roundabout; indirect.” approximate themeaningwellenoughtokeepreading. to acircle. Evenif youcannotidentify aword’s exactdefinition,youcan root ringlike path.Whenyoucomeacross anunfamiliarword thatcontainsthe is Example: clammy circular have already read. already knowandwhatyou the selectiontowhatyou CONNECT they do. why thoseinvolvedreact as and about, NOTICE -circ-,

when hasaringlikeshape,andsomethingthat

such The what whom ithappens,and

root hypodermic

ideas within as happens, circuitous, thestoryis -circ-

Separating anunfamiliarword intoitsparts—roots, means“ring”or“circle.” Thus,somethingthat where

you knowthatithasproperties thatrelate

dyspepsia dyspepsia the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit vocabulary andkeypassages ANNOTATE RESPOND circulates WEATHERALL THE JILTING OF GRANNY Circuitous by marking by completing movesina is an

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 4 3 2 S age. modern Granny Weatherall” pinpointthedissolvingfamiliesandcommunitiesof political issuessuchasNazism.Incontrast,works“TheJiltingof warfare. Sometimes,asinthenovel the Great Depression, andtheWorld War IIhorrors ofNazismandnuclear by asenseofdisillusionmentresulting from World War I,thedespairof Katherine AnnePorter’s viewoflife andthefictionshewrote were shaped BACKGROUND be inkneebreeches. Doctoring around thecountrywithspectacles or you’re goingtobegoodandsorry.” got towarnyou,haven’t I? You’re amarvel,butyoumust becareful because she’sdown.I’dhaveyourespect yourelders,youngman.” “Now, now, beagoodgirl,andwe’llhaveyouupinnotime.” where theforkedgreen veindancedandmadehereyelidstwitch. nothing wrong withme.” on hisnose!“Getalongnow, takeyourschoolbooksandgo.There’s “Well, Missy, excuseme,”DoctorHarrypattedhercheek.“But I’ve “That’s nowaytospeakawomannearlyeighty yearsoldjust Doctor Harryspread awarm pawlikeacushiononherforehead fingers andpulledthesheetuptoherchin.Thebrat oughtto he flickedherwristneatlyoutofDoctorHarry’spudgycareful Granny Granny The Jilting of Ship ofFools Weatherall Katherine AnnePorter Katherine , Porterfocuseson The JiltingofGranny Weatherall NOTES MULTIMEDIA SHORT STORY SCAN FOR

843 844 NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES 17 16 15 14 13 12 11 10 9 8 7 6 5 and pulleddownhiswaistcoatswungglassesonacord. Harry floatedlikeaballoonaround thefootofbed.Hefloated speaking. It’sCornelia.Ihadtogobedgetridofher.” were youfortyyearsagowhenIpulledthrough milkleg a wellwomanalone.I’llcallforyouwhenIwant.Where “Well, staywhere youare, itcertainlycan’thurtyou.” 1. then. There wasalwaysso muchtobedone,letmesee:tomorrow. she wastired. Itwasalwayspleasanttosnatcha minutenowand keep outandletherrest aminute.Ithadbeen long day. Notthat spanking Corneliaandmakingafinejobofit. dutiful,” saidGranny, “thatI’dliketospankher.” Shesawherself that wasthetrouble withher. Dutiful andgood:“Sogood way. Shewasalwaysbeingtactfulandkind.Corneliadutiful; whisper around doors.Shealwayskeptthingssecret insuchapublic expect?” “Yes, eightyyearsold...” awake, thinkingtheywhispered inherear. and DoctorHarrywere whisperingtogether. Sheleapedbroad the window. No,somebodywasswishingnewspapers:no,Cornelia hammock inalightwind.Shelistenedtotheleavesrustling outside the bed.Thepillowrose andfloatedunderher, pleasantasa eyes closedofthemselves,itwaslikeadarkcurtaindrawnaround on nonsense!” and out.“Ipaymyownbills,Idon’tthrow mymoneyaway she shouted,becauseDoctorHarryappeared tofloatuptheceiling pneumonia? You weren’t evenborn.Don’tletCornelialeadyouon,” whirligigs andwords paintedonthem:coffee, tea,sugar, ginger, of jellyglassesandbrown jugsandwhitestone-chinajarswithblue day startedwithoutfussandthepantryshelveslaid outwithrows and tonicbottlessittingstraightonthewhiteembroidered linen:the to haveeverythingcleanandfoldedaway, withthehairbrushes spread outtheplanoflife andtuckintheedgesorderly. Itwasgood there wasalwaysalittlemargin overforpeace:thenapersoncould Things were finishedsomehow whenthetimecame;thankGod

milk leg milk Her bonesfeltloose,andfloatedaround inherskin,andDoctor “Don’t tellmewhatI’mgoingtobe.onmyfeetnow, morally “Get alonganddoctoryoursick,”saidGrannyWeatherall. “Leave Tomorrow wasfarawayand there wasnothingtotrouble about. She layanddrowsed, hopinginhersleepthatthechildren would “I do.Iwantalotofthings.Firstoff, goawayanddon’twhisper.” “I thoughtyoumightwantsomething.” “Can’t abodythink,I’dliketoknow?“ Granny feltherfacetyingupinhard knots. “What’d yousay, Mother?” Well, andwhatif shewas?Shestillhadears.ItwaslikeCorneliato “She wasneverlikethis,this!”“Well, whatcan we She meanttowavegood-bye,butitwastoomuchtrouble. Her

painful swelling of the leg. the of swelling painful 1 anddouble

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 18 25 24 23 22 21 20 19 letters andhertothemboth—lyingaround forthechildren through thattomorrow. All thoseletters—George’s lettersandJohn’s box intheatticwithallthoseletterstiedup,well,she’dhavetogo dusted off. Thedustthatlioncouldcollectintwenty-fourhours! cinnamon, allspice:andthebronze clockwiththelionontopnicely and everythingtobedone over. Ithadbeenahard pull, butnottoo Granny wishedtheolddays were backagainwith thechildren young things, littlethings!They had beensosweetwhentheywere little. Cornelia couldn’tchangethefurniture around withoutasking.Little business head,Iwanttoknowwhatyouthinkofthis? ..”Old. dropped inandtalkedthings over:“Now, Mammy, you’ve agood advice whenoneofthechildren jumpedthetrack,andJimmystill done. Shewasn’ttoooldyetforLydia tobedrivingeightymilesfor children whisperbehindyourback! every minutethatshewasold.Wait, wait,Cornelia,tillyourown and movebacktoherownhousewhere nobodycould remind her glass cage.SometimesGrannyalmostmadeuphermindtopack she’s eightyyearsold,”andshesittingthere asif she livedinathin her andoverheadsaying,“Don’tcross her, letherhaveway, dumb, andblind.Littlehastyglancestinygestures tossedaround that mostannoyedherwasCorneliathoughtshedeaf, was gettingalittlechildishandthey’dhavetohumorher. Thething have toldyouthatathousandtimes.” cheek. “Blessyou,where haveyoubeen?” believed she’djustplagueCorneliaalittle. that. Hehadmadequiteascandalandwasverypleasedaboutit.She told thereporters itwashisdailyhabit,andheowedlonglife to and haddrunk anogginofstrong hottoddyonhislastbirthday. He sense now. Herfatherhadlivedtobeonehundred andtwoyearsold a longtime.Nowshecouldn’tbeworried.Shehopedhadbetter was luckytoo,forshehadonceallgotovertheideaofdying a longfever. Thatwasalljustanotionlikelotofotherthings,butit your mother, children! Thenshemadeherwillandcamedownwith and grandchildren, withasecret inhermind:Thisistheverylastof finished, andwentaround makingfarewell tripstoseeherchildren it takecare ofitself now. Whenshewassixtyhadfeltveryold, preparing fordeaththere wasnoneedforbringingitupagain.Let and itfelt business. Nousetoletthemknowhowsillyshehadbeenonce. to findafterwards madeheruneasy. Yes, thatwouldbetomorrow’s In herdayshehadkeptabetterhouseandgot more work Well, shecouldjusthearCorneliatellingherhusbandthatMother “I’m chilly, Cornelia.Lying in bedstopsthecirculation. Imust “Are youcold,darling?” “Well, Cornelia,Iwantanogginofhottoddy.” “Here, mother.“ “Cornelia! Cornelia!“Nofootsteps,butasuddenhandonher While shewasrummaging around shefounddeathinhermind clammy andunfamiliar. Shehadspentsomuchtime The JiltingofGranny Weatherall clammy meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor NOTES MEANING:

(KLAM ee) (KLAM

adj.

845 846 NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES 29 28 27 26 see Johnagainandpointtothemsay, Well, Ididn’tdo sobadly, her, andtheycouldn’tgetawayfrom that.Sometimesshewantedto made—well, thechildren showedit.There theywere, madeoutof all theclothesshehadcutandsewed,gardens shehad much forher. Whenshethoughtofallthefoodhadcooked,and pillow, somebody:itwouldsmotherherif shetriedtoholdit.Sucha and thememorywasbeing squeezedoutofit:oh,pushdownthe before supper. . let megettothinking,notwhenIamtired andtakingalittlenap food. Don’tletthingsgetlost.It’sbittertolosethings. Now, don’t things rot forwantofusing. You wastelife whenyouwastegood wasted. There’s alwayssomeone whocanuseit.Don’tletgood Thee, myGod,Icouldneverhavedoneit.HailMary, fullofgrace. Never, never, nevermore. God,forallmylife IthankThee.Without lit, theydidn’thavetobescared andhangontomotheranymore. in abluecurve,thentheymovedawayfrom her. Thelampwas Their eyesfollowedthematchandwatchedflamerisesettle her andbreathed likelittlecalveswaitingatthebarsintwilight. night air. to goinandlightthelamps.Comein,children, don’tstayoutinthe Soon itwouldbeatthenearedgeoforchard, and thenitwastime swallowing thetrees andmovingupthehilllikeanarmyofghosts. A fogrose overthevalley, shesawitmarching across thecreek set outtodo?sheaskedherself intently, butshecouldnotremember. finished youalmostforgot whatyouwere workingfor. WhatwasitI changed andslippedunderyourhands,sothatbythetimeyou be strong enoughforeverything,evenif allyoumade meltedand this place.Shewouldstarttomorrow anddothem. Itwasgoodto everywhere atonce,there were agreat manythingsleftundoneon place torightsagain.Nomatterif Corneliawasdeterminedtobe understand, shewouldn’thavetoexplainanything! John wouldseethatinaminute,besomethinghecould and hardly everlosingone.John,Ihardly everlostoneofthem! another thing:sittingupnightswithsickhorsesandchildren country roads inthewinterwhenwomenhadtheirbabieswas and thepaintedfan.Diggingpostholeschangedawoman.Riding for ayoungwomanwiththepeakedSpanishcombinherhair a negro boytohelp.Thatchangedawoman.Johnwouldbelooking once, diggingthepostholesherself andclampingthewires withjust he couldn’tpossiblyrecognize her. Shehadfencedinahundred acres It seemedstrangeandthere wassomethingwrong intheidea.Why, their father, andhewouldbeachildbesideherif shesawhimnow. to thinkofhimasaman,butnowallthechildren were olderthan did I?Butthatwouldhavetowait.Thatwasfortomorrow. Sheused The pillowrose abouthershouldersandpressed againstherheart I wantyoutopickallthefruit thisyearandseethatnothingis Lighting thelampshadbeenbeautiful. Thechildren huddledupto It madeherfeellikerolling uphersleevesandputtingthewhole

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. me butinthat.Heneverharmedthat.andwhatif he doesn’t come?Shetriedtoremember. No,Iswearheneverharmed has putonthewhiteveilandsetoutcakeforamanhe he hadnotcome,justthesame.Whatdoesawomandowhenshe fresh breeze blowingandsuchagreen daywithnothreats init.But wavered andletinstreamers ofblue-graylightliketissuepaperover jilted. You were jilted,weren’t you?Thenstanduptoit.Hereyelids your woundedvanitygettheupperhandofyou.Plentygirls vanity, Ellen,saidasharpvoice inthetopofhermind.Don’tlet got ridofDoctorHarryandwastryingtorest aminute.Wounded cloud from hellthatmovedandcrept inherheadwhenshehadjust two thingswere mingledinoneandthethoughtofhimwasasmoky him andagainstlosinghersoulinthedeeppitofhell,now when shesawit.Forsixtyyearshadprayedagainstremembering was plantedsocarefully inorderly rows. Thatwashell,sheknewhell covered it,crept upandoverintothebrightfieldwhere everything did? There wastheday, theday, butawhirlofdarksmokerose and The JiltingofGranny Weatherall NOTES

847 848 MEANING: hypodermic meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor NOTES mihk)

n. UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES

(hy puhDUR 40 39 38 37 36 35 34 33 32 31 30 42 41 a stingingwetnessonherforehead. ButIdon’tlikehavingmyface the lightgaveyounightmares. “Mother, howdoyoufeelnow?”and could thathappen?Betterturnover, hidefrom thelight,sleepingin sleep. Shewasinbedagainandtheshadeswere notdown.How her eyes.Shemustgetupandpulltheshadesdownorshe’dnever too andagoodhusbandthat Ilovedandfinechildren outofhim. and mychildren andmyhouselikeanyotherwoman. A good house him Iforgot him.Iwanthimtoknowhadmyhusband justthesame to seeGeorge. Iwantyou tofindGeorge. Findhimandbesure totell there anythingIcandofor you?” from alongwayoff, “Oh,isthere anythingyouwanttotellme?Is bit!” Theyleanedforward tokiss,whenCorneliabeganwhispering and lookedatherverysearchingly andsaid,“You haven’t changeda and Hapsycameupclosesaid,“Ithoughtyou’d nevercome,” and turnedflimsyasgraygauzethebabywas agauzyshadow, there wasnosurpriseinthe meeting.ThenHapsymeltedfrom within Hapsy’s armwasHapsyandhimself andherself, all atonce,and her arm.Sheseemedtoherself tobeHapsyalso,andthebabyon through agreat manyrooms tofindHapsystandingwithababyon saw sugarantsyesterday.” DidyousendforHapsytoo? hypodermic and rattled.“Mother, don’tmind,we’re goingtogiveyoualittle in theeverlastinghandofGod,Heblewonthemandtheydanced went onwhispering,tryingtotellhersomething. A shuffle ofleaves weight onherforehead, awarmbraceletonherwrist,andbreeze lie inpeaceandgetrested.” young andhappy!” word. “Nowhat,Cornelia?” that, youbotherme,daughter.” a party?” are youtongue-tied?Whosebirthdayisit? Are yougoingtogive the pillow. Sheseemedtobetalkingbutthere wasnosound.“Well, they’ll allbehere soon.”Gowashyourface,child,youlookfunny. were swollenandfulloflittlepuddles.“They’re coming,darling, washed incoldwater! Yes, shehadchangedhermindaftersixtyyearsandwouldlike It wasHapsyshereally wanted.Shehadtogoalongwayback She thoughtshespokeuploudly, butnooneanswered. A warm “Ah, I’llneverbeyoungagain—butI’dhappyif they’dletme “This isDoctorHarry, Mrs.Weatherall. Ineversawyoulookso ”That wasthismorning,Mother. It’snightnow. Here’s thenurse.” “I won’tseethatboyagain.Hejustleftfiveminutesago.” “Here’s DoctorHarry.” Nonsense. Itwasstrangeaboutchildren. Theydisputedyourevery “Oh, no,Mother. Oh,no...” Cornelia’s mouthmovedurgently instrangeshapes.“Don’tdo Instead ofobeying,Corneliakneltdownandputherheadon Hapsy? George? Lydia? Jimmy? No,Cornelia,andherfeatures .” “Lookhere, daughter, howdoantsgetinthisbed?I

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 50 49 48 47 46 45 44 43 crowded downunderherribsandgrew intoamonstrous frightening were notall?Whatwasit?Somethinggivenback..Herbreath else besidesthehouseandmanchildren. Oh,surely they he tookawayandmore. Oh,no,oh,God,there wassomething Better thanlhopedforeven.Tell himIwasgivenbackeverything 2. Forever .heirsandassigns as surely signedandsealedasthepapersfornewForty Acres. a fewfavoritesaintswhocleared astraightroad to Godforher. All Connolly achair. Shehadhersecret comfortableunderstandingwith about hersoul.Cornelia,where are yourmanners? GiveFather his struggles betweennativepietyandoriginalsin.Grannyfelteasy some absurd thinghewouldblurtoutintheconfessional showing made hislittlemistakesandconfessedthem,thepointlayin had afunnystoryofsomesort,usuallyaboutanIrishmanwho stay onforacupofteaandround ofcards andgossip.Healways in andinquire abouthersoulasif itwere ateethingbaby, andthen sinful asallthat.” needed milkinhertohavefullhealth. strong, inthree daysshewouldbeaswellever. Better. A woman Everything cameingoodtime.Nothingleftout,over. Shewas have beenbornfirst,foritwastheoneshehadtruly wanted. time hascome. was unbelievable: Yes, John,gettheDoctornow, nomore talk,my shape withcuttingedges;itbored upintoherhead,andtheagony her plain.” in awhitecap.“Cornelia,tellHapsytotakeoff hercap.Ican’tsee Hapsy’s timehascome.Butthere wasHapsystandingbythebed calling, “There, waitaminute, here weare!” John,getthedoctornow, and theybothhustledoutshakinghuntingfor thematchesand sometimes inthenightoneofchildren screamed inanightmare, believe whatItellyou...” him, formysakeleavesomethingtoGod.“Now, Ellen,youmust parrot andsaid,“I’llkillhimforyou.” Don’tlayahandon sailor’s floor withthegreen rug onit,justasbefore. Hehadcursedlike a under thebreast, shehadnotfallen,there wasthefreshly polished under herfeetandthewallsfallingaway. Hishandhadcaughther out oftheworld,andthere shewasblindandsweatingwithnothing was notcut,butthrown outandwasted.Thewholebottomdropped

assigns He couldspeakasmuchhepleased.Itwaslikehimtodrop “Father justwantstospeakyou.” “I wenttoHolyCommuniononlylastweek.Tell himI’mnotso ”Mother, FatherConnolly’shere.” ”I’ve beentellingyou—” “Mother, doyouhearme?” When thisonewasbornitshouldbethelast.TheIt So there wasnothing,nothingtoworryaboutanymore, except

n. n. people to whom property is transferred. is property to whom 2 forever. Sincethedayweddingcake The JiltingofGranny Weatherall NOTES

849 850 NOTES

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES 51 56 55 54 53 52 John’s eyesveryblackwhentheyshouldhavebeenblue. You never with nothingonitbutJohn’spicture, enlarged from alittleone,with towards theceilinginlongangles.Thetallblackdresser gleamed she hadseensomewhere. Darkcolorswiththeshadowsrising but amansatbesideherandsheknewhimbyhishands,driving Granny steppedupinthecartverylightlyandreached forthereins, It rounded cornersandturnedbackagainarrivednowhere. you’ll evercometoit.” around him. She feltverystrong andshesawDoctorHarrywitharosy nimbus forty yearswithkerosene lampstoappreciate honestelectricity. lampshades. Nosortoflightatall,justfrippery. You hadtolive and acandlecrucifix. Thelightwasbluefrom Cornelia’ssilk yes, butit’snotmyhusband.Thetablebythebedhadalinencover the copywasperfect,itveryrichandhandsome.Forapicture, saw him,sohowdoyouknowhelooked?Butthemaninsisted Her eyesopenedverywideandtheroom stoodoutlikeapicture Cornelia’s voicestaggered andbumpedlikeacartinbadroad. “Father Connolly’ssaying—” “I heard you,Cornelia.What’sallthiscarryingon?“ ”She’s sayingsomething.” “You looklikeasaint,DoctorHarry, andIvowthat’sasnear as

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 57 60 59 58 and pulledoutarosary, andFatherConnollymurmured Latinin felt likesingingtoo,butsheputherhandinthebosomofdress bowed toeachotherandathousandbirds were singingaMass.She but lookedinsteaddowntheroad where thetrees leanedoverand the cart.Shedidnotlookinhisface,forsheknewwithoutseeing, 4. 3. a verysolemnvoiceandtickledherfeet. St. Michael better. Iwouldn’thaveexchangedmyhusbandforanybodyexcept leave metofacethepriestbymyself? Ifoundanotherawholeworld that nonsense?I’mamarriedwoman.Whatif hedidrun awayand there wasnobottomtodeath, shecouldn’tcometotheendofit. What if Idon’tfindher?What then?Herheartsankdownanddown, come.“ Grannymadealongjourneyoutward, looking forHapsy. “Oh, Mother, oh,Mother, ohMother. ..” don’t letmeforget. to sendsixbottlesofwineSisterBorgia, FatherConnolly, now and sendsixbottlesofwinetoSisterBorgia forher with thatworthlesshusbandofhers.Imeanttofinishthealtarcloth about theForty Acres, Jimmydoesn’tneeditandLydia willlateron, you. Oh,mydearLord, dowaitaminute.Imeanttosomething it whenshewants,and,DoctorHarry, doshutup.Nobodysentfor set—Cornelia, you’re tohavetheamethystset,butHapsy’swear I alwayshatedsurprises.wantedtogiveCorneliatheamethyst My children havecometoseemedie.ButIcan’t, it’snottime.Oh, my dearLord, thisismydeathandIwasn’teventhinkingaboutit. alive. Shewassoamazedherthoughtsranround andround. So, around Jimmy’sthumb.Beadswouldn’tdo,itmustbesomething help, theirhandsfumbledtogether, andGrannyclosedtwofingers rosary felloutofherhandsandLydia putitback.Jimmytriedto as fastwecould.”Theirfacesdrifted aboveher, drifted away. The we are, allofus.”“Isthatyou,Hapsy?““Oh,no.I’mLydia. We drove storm. Closeallthewindows.Callchildren in..“Mother, here her. Cornelia,isthatlightning?Ihearthunder. There’s goingtobea you inthebargain. it up.God,giveasign! darkness andthiswouldcurlaround thelightandswallow her bodywasnowonlyadeepermassofshadowin anendless amazed andwatchful,staringatthepointoflight that washerself; it fluttered anddwindled. Grannylaycurleddownwithinherself, the centerofherbrain,itflickered andwinkedlikeaneye,quietly The bluelightfrom Cornelia’s lampshadedrew intoatinypointin

St. Michael St. .feet murmured You’ll seeHapsyagain.Whatabouther?“Ithoughtyou’dnever “I’m notgoing,Cornelia.I’mtakenbysurprise.Ican’tgo.” Cornelia’s voicemadeshortturnsandtiltedovercrashed. Light flashedonherclosedeyelids,andadeeproaring shook 4

himself, andyoumaytellhimthatformewithathank one of the archangels. the of one

administered the last rites of the Catholic Church. Catholic the of rites last the administered 3 MyGod,willyoustop dyspepsia . Iwant The JiltingofGranny Weatherall NOTES MEANING: see uh)n. dyspepsia meaning. used thathelpedyoudetermine indicate anotherstrategyyou Mark familiarwordpartsor

(dihs PEHP

851 852 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension NOTES become popular.become Share your findings your with group. widespread practice, why they common are less today, and whether they might again example,For you they may once were want a house calls—why to learn doctors’ about Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. of the story? research that detail. what In way the information does you learned shed light an on aspect

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES What doesGrannyWeatherall wantGeorge to know? What happenedtoGrannyWeatherall sixtyyears earlier? didGrannyWeatherallWhat journey takewhenshewassixtyyearsold? Who istakingcare ofGrannyWeatherall assheisdying? Where isGrannyWeatherall asshespeakstothedoctor?

Notebook

Confirm yourunderstandingofthetextbywritingasummary.

Choose unfamiliar at one least Briefly detail from the text.

Conduct you find of interesting. research the text an on aspect 61 breath andblewoutthelight. cruel thanthis—I’ll neverforgive it.Shestretched herself withadeep because thisgriefwipedthemallaway. Oh,no,there’s nothingmore the priestinhouse.Shecouldnotremember anyothersorrow For thesecondtimethere wasnosign. Again nobridegroom and

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. contributes tothemeaning ofeachword. the words andtheirmeanings.Explainhowthemeaningofprefix or onlineresource toidentify three otherwords thathavethisprefix. Write scientific termsinvolvingmedicalorpsychologicaldiagnoses.Useadictionary Greek prefix Weatherall thinksaboutSisterBorgia’s Greek Prefix: Word Study dictionary before youbegin. the exactmeaningofaword, lookitupina print oronlinecollege-level in ashortconversationwithyourgroup members.Ifyouare unsure about Confirm yourunderstandingoftheconceptvocabularywords byusingthem Practice Why Concept 3. 2. 1. activities. the Complete A What during yourfirstread. yourgroup, revisitWith sectionsofthetextyoumarked Close Readthe your ideas,andaddanotherword thatfitsthe category. yourgroup,related. determine whatthewords With haveincommon. Write

nalyze the nalyze the hypodermic with yourgroup. condition? E what questions youasked,andwhatconclusionsreached. presentingturns yourpassages.Discusswhatyounoticedinthestory, passages from theselection thatyoufoundespeciallyimportant.Take Present and important figure forGrannyWeatherall? in GrannyWeatherall’s thoughts.WhydoyouthinkHapsyissuchan that describeHapsy(paragraphs41,50,and57–60).Discussherrole Review andClarify ssential Question: T questions MAKING MEANING hese Words? dys-

dys- V What hasthisstorytaughtyouaboutlife andloss?Discuss D doyouhave?Whatcan , meaning“bad”or“difficult.” Thisprefix oftenappearsin ocabulary iscuss

T clammy In “TheJiltingofGrannyWeatherall,” Granny

A ext The three conceptvocabularywords from thetextare

Whatdostoriesrevealaboutthehuman nnotate

With yourgroup, rereadWith thesectionsofstory Now, workwithyourgroup toshare the T ext

detailsthatyounotice. language development dyspepsia dyspepsia conclude . Thisword includesthe to supportyouranswers. Cite textualeviden ? c e The JiltingofGranny Weatherall events are takingplace. interpretation ofwhenthe evidence tosupportyour discuss thestory,citetextual and thepresent. Asyou thepast thoughts concern Granny Weatherall’s jumbled GROUP DISCUSSION GRANNY WEATHERALL THE JILTING OF and mathematicalterminology. concerning themeaningofscientific roots andaffixestodraw inferences of Greek, Latin, and Anglo-Saxon parts ofspeech. Apply knowledge indicate differentmeaningsor use patternsofwordchangesthat L.11–12.4.b  text toyourWord Network. human conditionfrom the Add words related tothe 

S tan

W O d

R ar Identify andcorrectly D

d NET s

W O

RK 853 854 impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5 

tandards UNIT MAKING MEANING GRANNY WEATHERALL

Analyze howan 6

•

ORDINARY THE JILTING OF

LIVES,

EXTRAORDINARY disappears intoGrannyWeatherall’s first-personnarration. which eventsare told.Inthisstory,Porter’s third-person narratoressentially also involveshifts inthe by thenarratortoatimeinpast.Stream-of-consciousness storiesmay may taketheformofamemory,story,dream ordaydream, oraswitch scene from thepastthatinterrupts thepresent actionofastory.Aflashback Stream-of-consciousness narratives ofteninvolvetheuseof feature thefollowingqualities: the disjointed,naturalflowofthought.Stream-of-consciousness narratives literary devicecalled memories, andideas.Duringtheearly1900s,somewritersbeganusinga Instead,theymoveunpredictablyin neatpatterns. amongperceptions, Author’s Choices:NarrativeStructure Analyze CraftandStructure • • 4. 3. 2. 1. Practice traditional prose. They tendtoomitpunctuationandtransitionsthatappearinmore to oneanother. a character’s mind.Thethoughtsmayornotbecompleterelate They present sequencesof thoughtasif theywere comingdirectly from

for thetellingofthisparticular tale?Explain. the story? narration, flashback,andshifting narrativepointofviewlendto (a) fromyou learn eachflashbackaboutGranny’s life. the flashbacktakes(i.e.,dream, memory,etc.). Analyze twootherflashbacksinthestory. between theflashbackandherexperienceinpresent? when thechildren were young? (a) associations mightconnectherthoughtsineachoftheseexamples? from onesubjecttoanotherwithoutanobvioustransition.What Use thecharttoidentify twopointsatwhichGranny’s thoughtsshift MEMORY THOUGHT OR Notebook Whatqualitiesdoestheuseofstream-of-consciousness What detailstriggerGranny’s flashback tolightingthelamps

TALES (b)

Overall,doyouthinkthese techniquesare effective Work withyour grouptoanswerthequestions. stream ofstream consciousness

narrative pointofview, TRIGGERING DETAIL (b) Whatistheconnection

People’s thoughtsdonotflow totryre-create asenseof

(a) ortheperspectivefrom Identify theform OR MEMORY NEXT THOUGHT

(b) Explainwhat flashback,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. passages inthechart. simile andmetaphoraffects whatyouenvisionasread eachofthe Author’s Choices:FigurativeLanguage Author’s Style Write It 2. 1. Read It connections inhermindasshebeginstoloseconnectionreality. Porter usesthesedevicestoshowhowGrannyWeatherall makes types offigurativelanguageare metaphorsandsimiles. imaginatively andexpresses more thanitsliteralmeanings.Two common a direct way. language meanswhatitsays,conveyinginformation,ideas,andfeelingsin always containtwobroad typesoflanguage—literalandfigurative.Literal and interesting. at least about thehumancondition from “TheJiltingofGrannyWeatherall.” Use (paragraph 17) edgesorderly.and tuckinthe could spread planoflife outthe a person over forpeace:then there margin wasalwaysa little God came;thank time when the Things were finishedsomehow (paragraph 56) acartinbadroad.bumped like Cornelia’s voicestaggered and bed. footofthe the around aballoon Harry floatedlike around inherskin,andDoctor loose,andfloated Her bonesfelt Passage

• • Connect toStyle passage from “TheJiltingofGrannyWeatherall.” Work individually.Usethischarttoidentify thesimileormetaphorineach Notebook in alightwind. Example: using anexplicitcomparisonword suchas A (paragraph 2) Example: things. A Language deve simile metaphor

one

simile Figurative language, is acomparisonbetweentwoapparently unlikethingsmade

The pillowroseandfloatedunderher, pleasantasahammock spreadawarm Doctor Harry

Write aparagraphinwhichyoudescribewhatlearned isadirect comparisonbetween twoapparently unlike

and (paragraph8) (paragraph6)

one With yourgroup, discusshowtheauthor’sWith useof

metaphor

l opment bycontrast,islanguagethatused

to Meta

make paw .on p

hor or Literary worksalmost

your like , as,than,

language S i herforehead.. m ile or

more resembles.

vivid

The JiltingofGranny Weatherall E ffect word meanings. word relationships, andnuancesin understanding offigurative language, L.11–12.5 engaging, orbeautiful. language thatisparticularlyfresh, words withmultiplemeaningsor on meaningandtone, including the impactofspecificwordchoices and connotativemeanings;analyze used inthetext, includingfigurative of wordsandphrases astheyare RL.11–12.4  S tandards

Demonstrate

Determine the meaning Determine themeaning

855 856 appropriate. formal Englishwhenindicatedor demonstrating acommandof a variety ofcontextsandtasks, SL.11–12.6 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.11–12.2 impact. and meaningaswellitsaesthetic contribute toitsoverall structure to structurespecificpartsofatext author’s choicesconcerninghow RL.11–12.5 

tandards UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES EFFECTIVE EXPRESSION GRANNY WEATHERALL

Write informative/ Adapt speechto Analyze howan AN OCCURRENCE AT OCCURRENCE AN OWL CREEK BRIDGE OWL THE JILTING OF

stories. Aimtoincludeatleasttwopassagesfrom eachstory. examples thatbestreveal similaritiesanddifferences betweenthetwo the charttogatheryourideas.Then,worktogetherasagroup toselect that illustratespecific features ofstream-of-consciousness narration.Use Weatherall.” Now, deepenyourunderstandingofbothstoriesbycomparing techniques: “AnOccurrence atOwlCreek Bridge”and“TheJiltingofGranny You haveread twoclassicAmericanstoriesthatemploynonlinearnarrative Writing toCompare Analyze theTexts Define theTerm Planning them andsharingyouranalysisinagroup presentation. stream ofconsciousness.Completethissentence. Weatherall The JiltingofGranny Owl Creek Bridge An Occurrence at brief question-and-answersessionwithyouraudience. about thestrengths andlimitations ofthisliterarydevice.Then,holda consciousness technique.Endyourpresentation bydrawingconclusions of relevant passagestohighlight importantfeatures ofthestream-of- you havestudied.Duringyourpresentation, includedramaticreadings contrast howstream-of-consciousness narrationworksinthetwostories Prepare anddeliveran Assignment Stream ofconsciousnessis

Work withyourgroup tocraftadefinitionof

Review thestoriesindividually,lookingforpassages oral presentation PROPOSED PASSAGE inwhichyoucompare and EFFECT ITSHOWS QUALITY OR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. whether youwillworktogethertodraftorprepare foreachsection,orwhether to bewrittenaheadoftime,whereas otherssimplyneedpreparation. Decide you willassignthedifferent taskstoindividualgroup members. approaches. Thefollowingannotationscanhelpyouremember thebestchoices. passages exactlyandpracticereading themaloudseveraltimes,tryingdifferent help youdeliverdramaticreadings withpowerandexpression. Copythe Outline theContent Organize thePresentation that theymightfindinteresting. answering. Ifyouraudienceis reluctant tospeak,pose and answerquestions During thefinalquestion-and-answer session,share the responsibility of Keep thefollowingpointsinmindasyougiveyouroral presentation: Deliver thePresentation Annotate PassagesandRehearse Assign Tasks andWrite Decide howyouwilltransitionfrom explanationstoexamples. yourgroup, followthisoutlineframetoplananeffectiveWith sequence. • • • • • • • 5. 2 1. Outline Frame 3. 4. Speak clearlyandavoideitherrushingorspeakingtoo slowly. Instead, lookuptomakeaconnectionwithyouraudience. Do notkeepyoureyesgluedtothepageduringdramatic readings. explanations ofatleasttwoeffects ofstream-of-consciousness narration a formalintroduction inwhichyoudefinestream ofconsciousness a livelyquestion-and-answersession a memorableconclusion each effect dramatic readings from thestoriesthatprovide strong examplesof

Present Point1: the twostories. Read passagesfrom eachstory thatshowsimilaritiesanddifferences inhowthisqualityappears Question &AnswerSession stories underdiscussion. Conclusion: Present Point2: Introduction: appears inthetwostories. readings: !!! =speedup underscore =emphasis / =briefpause

and Read passagesfrom eachstorythatshowsimilarities anddifferences inhowthisquality Explainwhatmakesstream-of-consciousness narrationeffective inthetwo

reveal Define stream-of-consciousness narration.

Explainoneeffect ofstream-of-consciousness narration.

Explainasecondeffect ofstream-of-consciousness narration. Your presentation shouldincludetheseelements:

similarities

Some of the sections of your presentation need Some ofthesectionsyourpresentation need

XXX =slowdown double underscore =strong emphasis // =longerpause essential question:

and

An annotated reading script will An annotatedreading scriptwill

differences

between Whatdostoriesreveal aboutthehumancondition?

the

two

works The JiltingofGranny Weatherall Deliver readings:  Granny Weatherall.” Bridge” and“TheJiltingof Occurrence atOwlCreek fromwhat youlearned “An Evidence Logandrecord new selection,gotoyour Before movingontoa

EVIDENCE LOG EVIDENCE Deliver

857 858 and creativeperspectives. conclusions; andpromotedivergent clarify, verify, orchallengeideasand range ofpositionsonatopicorissue; evidence; ensureahearingforfull questions thatprobereasoningand by posingandrespondingto SL.11–12.1.c  TITLE The Weatherall The Creek An • • •

GRANNY WEATHERALL THE OWL CREEK AN SHORT A STANDARDS

BRIEF Occurrence

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES

PERFORMANCE TASK: LISTENING AND SPEAKING FOCUS Jilting best OCCURRENCE

JILTING

Bridge

SOURCES STORY

HISTORY

examples

Propel conversations

BRIDGE OF

Granny

at OF

Owl THE

the

techniques HOW? WHICH into thestory. resolved. Then,workonincorporatingstream-of-consciousness techniques the plotandcharacters.Identify themainconflict,anddecidehowitwillbe will useinyournarrative. group willanalyzetheotherselection.Decidewhichtechniquesyourgroup stream-of-consciousness techniques withinoneoftheselections;other Present Plan UseofMedia Draft Your Narrative Analyze theText YourPlan With Group consciousness video. elements youwillusetohelpviewersbetterunderstand yourstream-ofyourgroup, discussgraphics,audio,orvisual media availabletoyou.With Assignment you write.Then,present your videonarrativefortheclass. Form teamsandworktogethertofindexamplesfrom thetextstohelp consciousness narrative work withyourgroup toplan,present, andvideo-record a narration. Reviewhowthetechniqueisusedinshortstories.Then, compared twoshortstories thatfeature stream-of-consciousness You haveread ahistoryoftheshortstory,andyouhaveread and

CHARACTERS

are: The day felt as if it would never end. never would it if as day felt The

ARE

Divide intotwosubgroups. Onewillanalyze

REVEALED Consider howtomakethebestuseofdigital Narrative

With yourgroup, planyournarrative,roughingWith out thatresponds tothisstatement:

THROUGH

STREAM

CONSCIOUSNESS? stream-of-

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Organize Your Presentation checklist. groups’ videos,evaluatehowwelltheymeettherequirements onthe Present yourvideototheclass,andinvitefeedback.Asyouwatchother Present andEvaluate Film theNarrative technical tasks?Usethischarttoorganizetasks. How manydifferent charactersare inyourvideo?Howwillyoudividethe a planforpresenting your narrative byansweringquestionssuchasthese: that yourstream-of-consciousness techniquesare visuallyrepresented. Make story intoascriptandthenvideo.Create adetailedstoryboard. Makesure the presentation. you wanttoshare. Ifdesired, youmaywanttousedigitaleffects toenhance equipment, youmaywanttofilmseveralversionsbefore decidingontheone quiet placetofilmitusingarecorder orsmartphone.Dependingonyour evaluation andtheinstructionshere toguide yourrevision. to evaluatetheeffectiveness ofyourgroup’s firstrun-through. Then,useyour Practice WithYour Group Your With Rehearse Group CONTENT

Stream-of- relatesThe narrative in the narrative.in the techniques are used consciousness prompt.to the

When youare satisfiedwithyournarrative,finda

USE OFMEDIA As youactoutyournarrative,usethischecklist

Decide howyourgroup willconvertyour ESSENTIAL QUESTION

Digital media interest. and create understanding effectively toaid is used TECHNIQUES PRESENTATION : Whatdostoriesreveal aboutthehumancondition?

Actors seem Actors speak well prepared.well emotion. appropriate clearly, with Performance Task: Present aNarrative events, and/orcharacters. plot lines, todevelopexperiences, description, reflection, andmultiple techniques, suchasdialogue, pacing, W.11–12.3b and well-structuredeventsequences. or eventsusingwell-chosendetails, develop realorimaginedexperiences W.11–12.3 

STANDARDS

Write narratives to

Use narrative

859 860 Take notes learned have you what Practice aschedule Create STRATEGY

UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: interesting andappealingto you? one if thistextdoesn’tmeet yourneeds. your for own each category. you take can actions to practicethem during Independent Learning. Add ideas of to rely to yourself on learn and work your on strategies own. these Review and the Throughout your life, in school, in your community, and in your career, you will need Learning StrategiesIndependent Look Inside Look Ahead Look Back then share what you learn classmates. with To follow steps. atext, these choose human condition related by an exploring additional to selection the topic. You’ll you will this completeare In section, timeless. and stories the your of study short situationsSome are shaped by changes in of society, human but many life aspects condition?the human What do stories reveal about QUESTION: ESSENTIAL you wanttoknowaboutshortstoriesandtheinsightstheyprovide?

Think abouttheselectionsyouhavealready studied.Whatmore do

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

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. Edgar Allan Poe Allan Edgar Tell-TaleThe Heart STORY SHORT PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED a family? within tensions spark task simple aseemingly would Why Lan Samantha Chang Housepainting SHORT STORY battlefield. adistant from memories evokes vivid War achild’s veteran, question Vietnam one For Tim O’Brien Ambush SHORT STORY grandfather. to abeloved a tribute in together come traditions ancient two atodds, Initially Silko Leslie Marmon to Man Rain Clouds The Send STORY SHORT story. short classic this in converge revenge, madness Violence, and Review Notes for aNarrative and synthesizing the information youhaverecorded. information the and synthesizing whatyouhave learned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR

Overview: Independent Learning CONTENTS

861 862 Anchor ReadingStandard 10 

STANDARD about theunittopicasyoufirstread thistext. NOTICE

knowledge andtheselectionsyouhaveread. CONNECT UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT new information or ideas you learn new informationorideasyoulearn ideas withintheselectiontoother

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

Tool Kit

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

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

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

Tool Kit

863 Short Story

The Tell-Tale Heart

Edgar Allan Poe

About the Author SCAN FOR Edgar Allan Poe (1809–1849) had a short and MULTIMEDIA troubled life, but his groundbreaking stories have long survived him. Shortly after Poe’s birth, his father abandoned his family. When Poe was only two years old, his mother died, leaving him in the care of foster parents. With dreams of becoming a poet, the teenaged Poe quarreled bitterly with his business-minded foster father, John Allan. Poe then went from one job to another, struggling to make a living while practicing his craft. He died in poverty at the age of 40.

BACKGROUND Gothic literature is a style of writing that is characterized by fear, death, doom, and horror. Settings in gothic literature are often wildly romantic—with dramatic landscapes, gloomy mansions, and wild weather adding to the sense of suspense. Edgar Allan Poe transformed the genre by moving the settings to everyday locations and focusing on the more subtle, psychological horrors of the human mind.

1 NOTES rue!—nervous—very, very dreadfully nervous I had been T and am; but why will you say that I am mad? The disease had sharpened my senses—not destroyed—not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken!1 and observe how healthily—how calmly I can tell you the whole story.

2 It is impossible to say how first the idea entered my brain; but All rights reserved. or its affiliates. Inc., Education, © Pearson once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never

1. Hearken! (HAHR kuhn) listen!

IL1 UNIT 6 Independent Learning • The Tell-Tale Heart © Pearson Education, Inc., or its affiliates. All rights reserved. 4 3 2. Whenever itfelluponme,mybloodrancold;andsobydegrees— resembled thatofavulture —apaleblueeye,with a filmoverit. no desire. Ithinkitwashiseye!yes,this!Oneofeyes wronged me.Hehadnevergivenmeinsult.ForhisgoldI with whatdissimulation wisely Iproceeded—with whatcaution—withforesight— nothing. Butyoushouldhaveseen man, andthusridmyself oftheeyeforever. very gradually—Imadeupmymindtotakethelife oftheold 3. own powers—ofmysagacity. than didmine.Never, before thatnight,hadI opening thedoor. A watch’sminutehandmovesmore quickly while heslept. to suspectthateverynight,justattwelve,Ilookedinuponhim you seehewouldhavebeenaveryprofound oldman,indeed, in aheartytone,andinquiringhowhehadpassedthenight.So chamber, andspokecourageouslytohim,callinghimbyname And everymorning,whenthedaybroke, Iwentboldlyintothe work; foritwasnottheoldmanwhovexedme,buthisevileye. I foundtheeyealwaysclosed;andsoitwasimpossibletodo I didforsevenlongnights—everynightjustatmidnight—but so muchthatasinglethinrayfelluponthevulture eye. And this cautiously—cautiously (forthehingescreaked)—I undiditjust head waswellintheroom, Iundidthelanterncautiously—oh,so would amadmanhavebeensowiseasthis? And then,whenmy opening sofarthatIcouldseehimashelayuponhisbed.Ha!— man’s sleep.Ittookmeanhourtoplacemywholeheadwithinthe it slowly—very, veryslowly, sothatImightnotdisturbtheold would havelaughedtoseehowcunninglyIthrust itin!Imoved so thatnolightshoneout,andthenIthrust inmyhead.Oh,you sufficient formyhead,Iputinadarklantern,allclosed, opened it—oh,sogently! And then,whenIhadmadeanopening every night,aboutmidnight,Iturnedthelatchofhisdoorand the oldmanthanduringwholeweekbefore Ikilledhim. And door, andIkeptpushing itonsteadily, steadily. of robbers), andsoIknewthathecouldnotseetheopeningof thick darkness(fortheshutterswere closefastened,through fear that Idrew back—butno.Hisroom wasasblackpitchwiththe moved onthebedsuddenly, asif startled.Nowyoumaythink I fairlychuckledattheidea;andperhaps heheard me;forhe little, andhenoteventodream ofmysecret deedsorthoughts. of triumph.To thinkthatthere Iwas,openingthedoor, littleby

dissimulation sagacity Now thisisthepoint. You fancymemad.Madmenknow Upon theeighthnightIwasmore thanusuallycautiousin

(suh GAS uh tee) uh (suh GAS

(dih sihm yoo LAY shuhn) LAY (dih yoo sihm

n. n. high intelligence and sound judgment. sound and intelligence high 2 Iwenttowork!wasneverkinder 3 Icouldscarcely containmyfeelings

n. hiding of one’s thoughts or feelings. or one’s of thoughts hiding me. You shouldhaveseenhow felt UNIT 6 Independent Learning •TheTell-TaleUNIT 6Independent Learning Heart theextentofmy NOTES

IL2 IL3 NOTES

UNIT 6 Independent Learning •TheTell-TaleUNIT 6Independent Learning Heart 11 10 9 8 7 6 5 in thebed,cryingout—“Who’sthere?” thumb slippeduponthetinfastening,andoldmansprangup night afternight,hearkeningtothedeathwatches He wasstillsittingupinthebed,listening;—justasIhavedone, move amuscle,andinthemeantimeIdidnothearhimliedown. 4. hideous veiloveritthatchilledtheverymarrow inmybones;but upon it.Isawitwithperfectdistinctness—alladullblue, spider, shotfrom outthecrevice andfelluponthevulture eye. stealthily—until, atlength,asingledimray, likethethread ofthe in thelantern.SoIopenedit—youcannotimaginehowstealthily, him liedown,Iresolved to openalittle—avery, verylittlecrevice head withintheroom. although heneithersawnorheard—to influence oftheunperceived shadowthatcausedhimtofeel— before him,andenveloped thevictim. And itwasthemournful Death, inapproaching him, hadstalkedwithhisblackshadow suppositions: buthehadfoundallinvain. chirp.” Yes, hehadbeentrying tocomforthimself withthese the floor,” or“itismerely acricketwhichhasmadesingle nothing butthewindinchimney—itisonlyamousecrossing causeless, butcouldnot.Hehadbeensayingtohimself—“It is since growing uponhim. He hadbeentryingtofancythem noise, whenhehadturnedinthebed.Hisfearsbeenever man felt,andpitiedhim,althoughIchuckledatheart. terrors thatdistractedme.lsayIknewitwell.whattheold up from myownbosom,deepening,withitsdreadful echo,the night, justatmidnight,whenalltheworldslept,ithaswelled when overcharged withawe.Iknewthesoundwell. Manya was thelowstifled soundthatarisesfrom thebottom ofthesoul mortal terror. Itwasnotagroan ofpainorgrief—oh,no!—it of adrum stimulatesthesoldier intocourage. beating oftheoldman’sheart.Itincreased myfury, asthebeating when envelopedincotton.Iknew came tomyearsalow, dull,quicksound,suchas a watchmakes madness isbutoveracutenessofthesenses?—now, Isay, there directed therayasif byinstinct,precisely uponthespot. I couldseenothingelseoftheoldman’sfaceor person forIhad

sound; they are superstitiously regarded as an omen of death. of omen an as regarded superstitiously are they sound; deathwatches And now—haveInottoldyouthatwhatmistake for I keptquitestillandsaidnothing.Forawholehourdidnot I hadmyheadin,andwasabouttoopenthelantern,when It wasopen—wide,wideopen—andIgrew furiousasIgazed When Ihadwaitedalongtime,verypatiently, withouthearing I knewthathehadbeenlyingawakeeversincethefirstslight Presently Iheard aslightgroan, andIknewitwasthegroan of

(DEHTH woch uhz) woch (DEHTH

n. wood-boring beetles whose heads make a tapping make atapping heads whose beetles wood-boring that soundwell,too.Itwasthe feel thepresence ofmy All invain; 4 inthewall. because

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 12 16 15 14 13 increased. Itgrew quickerandquicker, andlouder the rayuponeye.Meantimehellishtattooofheart I heldthelanternmotionless.triedhowsteadilycouldmaintain and depositedallbetweenthescantlings. and thelegs. of allIdismembered thecorpse. Icutoff theheadandarms body. Thenightwaned,andIworkedhastily, butinsilence.First describe thewiseprecautions Itookfortheconcealmentof no more. no pulsation.Hewasstonedead.Hiseyewouldtrouble me hand upontheheartandhelditthere manyminutes.There was examined thecorpse. Yes, he wasstone,stonedead.Iplacedmy At lengthitceased.Theoldmanwasdead.lremoved thebedand however, didnotvexme;itwouldbeheard through thewall. for manyminutes,theheartbeatonwithamuffled sound.This, over him.Ithensmiledgaily, tofindthedeedsofardone.But, In aninstantIdraggedhimtothefloor, andpulledtheheavybed lantern andleapedintotheroom. Heshriekedonce—onceonly. The oldman’shourhadcome!With aloudyell,Ithrew openthe new anxietyseizedme—thesoundwouldbeheard byaneighbor! grew louder, louder!Ithoughttheheartmustburst. And nowa some minuteslongerIrefrained andstoodstill.Butthebeating strange anoiseasthisexcitedmetouncontrollable terror. Yet, for hour ofthenight,amiddreadful silenceofthatoldhouse,so I havetoldyouthatamnervous:soam. And nowatthedead grew louder, Isay, loudereverymoment!—doyoumarkmewell? every instant.Theoldman’sterror The shriek,Isaid,wasmy owninadream. Theold man, deputed tosearch thepremises. been lodgedatthepoliceoffice, andthey(theofficers) hadbeen night; suspicionoffoulplayhadbeenaroused; informationhad the police. A shriekhadbeenheard byaneighborduringthe who introduced themselves,withperfectsuavity, asofficers of heart—for whathadI a knockingatthestreet door. Iwentdowntoopen itwithalight still darkasmidnight. As thebellsoundedhour, there came been toowaryforthat. A tubhadcaughtall—ha!ha! wash out—nostainofanykind—noblood-spotwhatever. Ihad his 5. boards socleverly, socunningly,

scantlings But evenyetIrefrained andkeptstill.Iscarcely breathed. I thentookupthree planks from theflooringofchamber, If stillyouthinkmemad,willsonolongerwhenI I smiled—for When Ihadmadeanendoftheselabors,itwasfouro’clock— —could havedetectedanythingwrong. There wasnothingto

(SKANT lihngz) (SKANT what hadItofear?badethegentlemenwelcome.

n. n. now small beams or timbers. or beams small tofear?There entered three men,

that nohumaneye—noteven must havebeenextreme! It 5 Ithenreplaced the UNIT 6 Independent Learning •TheTell-TaleUNIT 6Independent Learning Heart NOTES

IL4 IL5 NOTES

UNIT 6 Independent Learning •TheTell-TaleUNIT 6Independent Learning Heart 19 18 17 7. In theenthusiasmofmyconfidence,Ibrought chairsintothe to the house.Ibadethemsearch—search I mentioned,wasabsentinthecountry. Itookmyvisitorsallover 6. high keyandwithviolentgesticulations the noisesteadilyincreased. Iarose andargued abouttrifles, ina officers heard itnot.Italkedmore quickly—more vehemently;but makes whenenvelopedincotton. I do?Itwas with aheightenedvoice. Yet thesoundincreased—and whatcould not gained definitiveness—until,atlength,Ifoundthatthe noisewas I talkedmore freely togetridofthefeeling:butitcontinued and became more distinct:—itcontinuedandbecamemore distinct: ringing inmyears:butstilltheysatandchatted.The pale andwishedthemgone.Myheadached,Ifancieda they chattedoffamiliarthings.But,ere long,Ifeltmyself getting I wassingularlyatease.Theysat,andwhileanswered cheerily, the victim. own seatupontheveryspotbeneathwhichreposed thecorpseof myself, inthewildaudacityofmyperfecttriumph,placed room, anddesired them heart!” tear uptheplanks!—here, here!—it isthebeatingofhishideous and now—again!—hark!louder! hypocritical smilesnolonger!Ifeltthatmustscream ordie!— Anything wasmore tolerable thanthisderision!Icouldbearthose thought, andthisIthink.Butanythingwasbetterthanagony! they possible theyheard not?—no, no!Theyheard!—they suspected!— louder! over allandcontinuallyincreased. Itgrew louder—louder— been sitting,andgrateditupontheboards, butthenoisearose foamed—I raved—Iswore! Iswungthechairuponwhichhad the men—butnoisesteadilyincreased. Oh!what fro withheavystrides,as if excitedtofurybytheobservationsof increased. Why

dissemble gesticulations No doubtInowgrew The officers were satisfied.My “Villains!” Ishrieked, “dissemble his withinmyears. knew! chamber. Ishowedthemhistreasures, secure, undisturbed. And stillthemenchattedpleasantly, andsmiled. Was it

❧

—they were makingamockery ofmyhorror!—this I (dih SEHM buhl) (dih SEHM a low, dull,quicksound—muchsuchasoundaswatch

(jehs tihk yuh LAY shuhnz) LAY yuh tihk (jehs would theynotbegone?Ipacedthefloortoand

v. v. conceal one’s true feelings. one’s true conceal here very torest from theirfatigues,whileI pale;—butItalkedmore fluently, and Igaspedforbreath—and yetthe

n manner . energetic hand or arm movements. arm or hand . energetic 7 nomore! Iadmitthedeed!— well. 6 hadconvincedthem. ; butthenoisesteadily Iledthem,atlength, louder!— could Ido?

Leslie Marmon Silko

About the Author Leslie Marmon Silko was born in New Mexico in SCAN FOR 1948, and grew up on the Laguna Pueblo reservation. MULTIMEDIA After graduating from university, Silko entered law school, but she soon dropped her legal studies to pursue a career in writing. Silko’s stories are grounded in the traditional tales she learned growing up in the pueblo, and often focus on the struggle of Native Americans to retain their culture in modern America.

BACKGROUND When the Spanish began to colonize the American Southwest in the 1600s, two worlds collided. Spanish Catholic friars set out to convert the indigenous people known as the Pueblos to Christianity. Native Americans adopted some Catholic ideas into their own beliefs. However, this was not considered acceptable to the friars, and the Spanish were increasingly violent in their missionary work. Following revolts by the Pueblo people in the 1670s, the friars were more willing to allow Native American religious rituals and practices.

1 hey found him under a big cottonwood tree. His Levi jacket T and pants were faded light blue so that he had been easy to NOTES find. The big cottonwood tree stood apart from a small grove of winterbare cottonwoods which grew in the wide, sandy arroyo.1 He had been dead for a day or more, and the sheep had wandered and scattered up and down the arroyo. Leon and his brother-in- law, Ken, gathered the sheep and left them in the pen at the sheep camp before they returned to the cottonwood tree. Leon waited

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson under the tree while Ken drove the truck through the deep sand to the edge of the arroyo. He squinted up at the sun and unzipped his jacket—it sure was hot for this time of year. But high and

1. arroyo (uh ROY oh) n. dry gully or hollow in the earth’s surface.

UNIT 6 Independent Learning • The Man to Send Rain Clouds IL6 IL7 NOTES

UNIT 6 Independent Learning •TheMantoSend RainClouds UNIT 6Independent Learning 11 10 9 8 7 6 5 4 3 2 bringing thered blanket. down thelow, crumbling bankaboutfifty yards down,andhewas northwest thebluemountainswere stillinsnow. Kencamesliding 2. Mass shouldn’t allowhimtostayatthesheepcampalone.” out tothesheepcamp.EverythingisO.K.now.” rolled downthecarwindow. he slowedhiscarandwavedforthemtostop.Theyoungpriest carcomingtoward them.Whenherecognized theirfaces Paul’s long aftertheypassedthestore andpostoffice they sawFather started backtothepueblo. back ofthepickupandcovered itwithaheavytarpbefore they green across thechin,hesmiled. under theoldman’sbroad nose,andfinally, whenhehadpainted fluttered thesmallgrayfeather. ThenLeonpaintedwithyellow Ken throw pinchesofcornmealandpollenintothewindthat cheekbones hedrew astripofbluepaint.Hepausedandwatched wrinkled forehead hedrew astreak ofwhiteandalongthehigh long whitehair. Kengavehimthepaint. Across thebrown out ofhispocketandtiedasmallgrayfeatherintheoldman’s he seemedmore shrunken. shriveled, andaftertheydressed himinthenewshirtandpants Leon andKencarriedinthered blanket.Helookedsmalland neatly besidethepillow. Louiseheldthescreen dooropenwhile werenew brown arranged flannelshirtandpairofstiff newLevi’s shawl hadbeenshakenandspread carefully overthebed,anda up again.”Leonwalkedtoward theoldman’sbed.Thered plaid sheep camp.Iguesshesatdowntorest intheshadeandnevergot Louise andthenatTeresa. and thecoffee wasboiling ontheblackiron stove.Leonlookedat them astheydrove away. old Teofilo tocomewithyou.”Thepriestsmiledandwavedat

Mass “No, hewon’tdothatanymore now.” ‘Thank Godforthat.Teofilo isaveryoldman. You really Leon stoppedthetruck. “Goodmorning,Father. We were just “Did youfindoldTeofilo?” heaskedloudly. They turnedoff thehighwayontosandypuebloroad. Not “Send usrainclouds,Grandfather.” Theylaidthebundlein Before theywrappedtheoldman,Leontookapieceofstring “We foundhimunderacottonwoodtree inthebigarroyo near Louise andTeresa were waiting.Thetablewassetforlunch, ”Well, I’mgladyouunderstand.IhopeI’llbeseeingat 2 thisweek—wemissedyoulastSunday. Seeif youcanget

n. n. church service celebrated by Roman Catholics. Roman by celebrated service church

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 13 12 23 21 21 20 19 18 17 16 15 14 Angelus. 3. 5. 4. the Lamb. waiting. Leonknockedattheoldcarveddoorwithitssymbolsof then Kendrove downthe hilltothegraveyard where peoplewere opened thetruck door. “I’llseeif he’sthere.” shivering andwatchinghisface.Thenhezippedupjacket mesa where itdisappeared duringthewinter. Louisestoodthere down thenarrow pueblo road. Thesunwasapproaching thelong red blanket.Itwasgetting colder, andthewindpushedgraydust ceremonial dancesinthe summer. Theywere nearlyhiddenbythe won’t bethirsty.” around theoldman.When shespoke,Leoncouldnothearher. hands were stilldustyfrom thecornmealthatshehadsprinkled anything toLeon.Shetouchedhisarm,andhenoticedthat her waited untilthebodywaslaidintopickupbefore shesaid the kingofSpainwithlastsunlightpouring around themin living room—the brown sofa,thegreen armchair, andthebrass his capinhand,playingwiththeearflapsand examiningthe was. “Comein!Whatbringsyouhere thisevening?” their tower. anything untilafterTeresa poured thecoffee. had takentheircandlesandmedicinebags that wastoobigforher. Thefuneralwasover, andtheoldmen outside withherhandsinthepocketsofLeon’sgreen armyjacket the gravediggerswouldcometoeatwhentheywere finished. to embraceTeofilo’s familyandtoleavefoodonthetablebecause been goneforawhile,theneighborsandclanspeoplecamequietly ready before dark.” gravediggers. Onlythetoplayerofsoilisfrozen. Ithinkitcanbe

Angelus the Lamb the medicine bags It wasnoontimenowbecausethechurch bellsrangthe Ken stoppedthepickupatchurch, andLeongotout: Leon stared atthenewmoccasins thatTeofilo hadmadeforthe “About thepriestsprinklingholywaterforGrandpa.Sohe “About what?” “I saidthatIhadbeenthinkingaboutsomething.” “What didyousay?Ididn’thearyou.” The priestwalkedtoward thekitchen,andLeonstoodwith The priestopenedthedoorandsmiledwhenhe sawwhoit The skyinthewestwasfullofpaleyellowlight.Louisestood Leon noddedhisheadandfinishedcoffee. After Kenhad Ken stoodupandputonhisjacket.“I’llseeaboutthe

3 (AN juh luhs) juh (AN

Theyatethebeanswithhotbread, andnobodysaid 5 Jesus Christ, as the sacrificial Lamb of God. of Lamb sacrificial the as Christ, Jesus Whilehewaitedlookedupatthetwinbellsfrom

bags containing objects that were thought to have special powers. special to have thought were that objects containing bags

n. n. bell rung at morning, noon, and evening to announce aprayer. to announce evening and noon, morning, at rung bell UNIT 6 Independent Learning •TheMantoSend RainClouds UNIT 6Independent Learning

4 andwere gone.She

NOTES

IL8 IL9 NOTES

UNIT 6 Independent Learning •TheMantoSend RainClouds UNIT 6Independent Learning 24 34 33 32 31 30 29 28 27 26 25 bring yourholywatertothegraveyard.” dragged achairoutofthekitchenandoffered ittoLeon. lamp thathungdownfrom theceilingbylinksofchain.Thepriest 6. nuns’ cloister at thepatiofullofshadowsanddining-room windowsofthe lepers andpagans glossy missionarymagazine.Heturnedthecolored pagesfullof looked tired. worn hemofhiscassock.“ForaChristianburialitwasnecessary.” 8. 7. I couldhavebrought theLastRites nuns insideeatingsupper. “Whydidn’tyoutellmehewasdead? light from withinfaintlypenetrated;itwasimpossibletoseethe looked atthemandsawapileofjackets,gloves, andscarvesinthe with littlecloudsofsteampuffing from theirfaces.Thepriest loose sandbesidethehole.Thepeoplestoodclosetoeachother remembered thatthiswasNewMexico,andsawthepileofcold had managedtodigintothefrozen ground; andthenhe visible abovethemesa. started downthehilltograveyard onlyhalf ofthesunwas stooped tofitthrough thelowadobeentrance. And whenthey churchyard totheadobestepsinfront ofthechurch. Theyboth overcoat. HefollowedLeon outthedoorandacross thedim “Wait.” Helefttheroom andcamebackwearingalong brown ears. “It’sgettinglate,Father. I’ve gottogo.” Last RitesandafuneralMassattheveryleast.” sunlight, ready toburyared wool blanketwhilethefacesofhis there hewas,facingintoacolddrywindandsquintingatthelast was actuallyatsheepcampcorralingthefor thenight.But March toensure agoodharvest—wondering if maybeoldTeofilo if itwasn’tsomeperverseIndiantrick—somethingtheydidin at thered blanket,notsure thatTeofilo wassosmall,wondering yellow, drytumbleweedsthatgrew inthegraveyard. Helooked

cloister pagans Rites Last The priestturnedawayfrom Leonandlookedoutthewindow “No thankyou,Father. Ionlycametoaskyouif youwould “It’s O.K.Father, wejustwanthimtohaveplentyofwater.” His voicewasdistant,andLeonthoughtthathisblueeyes The prieststared downathisscuffed brown loafersandthe Leon smiled.“Itwasn’tnecessary, Father.” The priestapproached thegraveslowly, wonderinghow When LeonopenedthedoorFatherPaulstoodupandsaid, Leon putonhisgreen capandpulledtheflapsdown overhis “You knowIcan’tdothat,Leon.There shouldhavebeenthe The priestsankdownintothegreen chairandpickedupa

(PAY guhnz) (PAY (KLOYS tuhr) (KLOYS

religious ceremony for a dying person or for someone who has just died. just has who someone for or person adying for ceremony religious 6 across thepatio.Thecurtainswere heavy, andthe

n. n.

n. 8 withoutlookingatthem. people who are not Christians, Muslims, or Jews. or Muslims, Christians, not are who people place devoted to religious seclusion. to religious devoted place 7 anyway.”

they

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 35 36 lid off theholywater. Drops ofwaterfellonthered blanket their backs. parishioners were inshadowwiththelastwarmthofsunon 9. evaporating before ittouchedthewiltedsquashflowers. like August rainthatfellwhilethesunwasstillshining,almost was empty, andthewaterfellthrough thelightfrom sundown this. Hesprinkledmore water;heshookthecontaineruntilit because hethoughtif hecouldremember hemightunderstand reminded himofsomething—hetriedtoremember whatitwas, water disappeared almostbefore ittouchedthedim,coldsand; and soakedintodarkicyspots.Hesprinkledthegrave now theoldmancouldsendthembigthunderclouds forsure. finished, andhewashappyaboutthesprinklingofholywater; a faintred lightfrom thewest.Hefeltgoodbecauseitwas look upatthehighbluemountainsindeepsnowthatreflected he haddisappeared withinthetall,thickwalls,Leon turnedto walked awayslowly. Leonwatchedhimclimbthehill,andwhen the highwayeastboundlanewasfullofheadlights.Thepriest around theendsofblanket.Thesunwasgone,andoveron didn’t bothertountiethestiff piecesofnewrope thatwere tied the blanket.Theylowered thebundleintoground, andthey swirled awaythecornmealandpollenthathadbeensprinkledon

order, founded in 1209 by Saint Francis of Assisi. of 1209 in Francis order, founded Saint by Franciscan robe Franciscan The windpulledatthepriest’sbrown Franciscanrobe His fingerswere stiff, andittookhimalongtimetotwist

(fran SIHS kuhn) SIHS (fran robe worn by a member of the Franciscan religious religious Franciscan the of amember by worn robe UNIT 6 Independent Learning •TheMantoSend RainClouds UNIT 6Independent Learning 9 and

the

❧ NOTES

IL10 Short Story

Ambush

Tim O’Brien

About the Author SCAN FOR Tim O’Brien (b. 1946) was drafted into the U.S. Army MULTIMEDIA in 1968 and fought in the Vietnam War. The war and its effect on the people who experienced it became the subject of much of his work. O’Brien’s novel Going After Cacciato won the National Book Award, The Things They Carried was a finalist for a Pulitzer Prize, and In the Lake of the Woods was named the best novel of 1994 by Time magazine.

BACKGROUND The Vietnam War lasted from 1954 through 1975. The communist government of North Vietnam and its allies in South Vietnam were at war with the government of South Vietnam, which was principally supported by the United States. Young American men were drafted to fight from 1965, and eventually the United States lost 58,000 service members in the war. The United States withdrew in 1973, and in 1975 South Vietnam fell.

1 hen she was nine, my daughter Kathleen asked if I had NOTES W ever killed anyone. She knew about the war; she knew I’d been a soldier. “You keep writing these war stories,” she said, “so I guess you must’ve killed somebody.” It was a difficult moment, but I did what seemed right, which was to say, “Of course not,” and then to take her onto my lap and hold her for a while. Someday, I hope, she’ll ask again. 2 But here I want to pretend she’s a grown-up. I want to tell her

exactly what happened, or what I remember happening, and then All rights reserved. or its affiliates. Inc., Education, © Pearson I want to say to her that as a little girl she was absolutely right. This is why I keep writing war stories:

IL11 UNIT 6 Independent Learning • Ambush © Pearson Education, Inc., or its affiliates. All rights reserved. 5 4 3 trail Ithrew agrenade thatexplodedathisfeetand killedhim. afraid ofhim—afraidsomething—andashepassedmeonthe 3. 2. 1. and rubber sandalsandagrayammunition seeing theyoungmancomeoutoffog.Hewore blackclothing repellent, thenthinkingit wasabadidea,thenlookingupand them, wonderingif Ishould wakeupKiowaandaskforsome up thetrail.Themosquitoeswere fierce. Iremember slappingat and from mypositioninthe brush Icouldseetenorfifteen meters gradually, intinyslivers,dawnbegantobreak through thefog, And thenformaybehalf anhourIkneeledthere and waited.Very of me;thepinshadalready beenstraightenedforquickthrowing. I reached outandfoundthree grenades andlinedthemupinfront not sure aboutdirections, groping formyhelmetandweapon. The nightwasfoggyandhot.ForthefirstfewmomentsIfeltlost, it wasstilldarkwhenKiowashookmeawakeforthefinalwatch. the otherslept,switchingoff everytwohours—andIremember We were workingintwo-manteams—onemanonguard while brush alongthetrail,andforfivehoursnothingatallhappened. My Khe.Thewholeplatoonwasthere, spread out in thedense hand, muzzle for something.Heseemedatease.carriedhisweaponinone were slightlystooped,his headcockedtothesideasif listening was tomakehimgoaway—justevaporate—and Ileanedbackand I wasterrified. There were no thoughtsaboutkilling.Thegrenade stomach, whichtastedlikelemonade,somethingfruity andsour. my headlow. Itriedtoswallowwhateverwasrisingfrom my issues ofmoralityorpoliticsmilitaryduty. Icrouched andkept the youngman;Ididnotseehimasenemy;ponder come uptoacrouch. Itwas entirely automatic.Ididnothate in mystomach.Ihadalready pulledthepinonagrenade. Ihad imagination, butthere was alsothereality ofwhatwashappening In away, itseemed,hewaspartofthemorningfog,ormyown the trail.There wasnosound atall—nonethatIcanremember. my breath andseeinglittlewispsoffogrisefrom theearth.The camera hadclicked,andIremember duckingdownandholding the grenade seemingtofreeze abovemeforaninstant,asif a was thickandIhadtolobithigh,notaiming, Iremember thrown thegrenade before telling myself tothrow it.Thebrush felt mymindgoemptyandthenitfillupagain. Ihadalready

muzzle weapon. ammunition ambush Or togoback: He wasashort,slenderyoungmanofabouttwenty. Iwas Shortly aftermidnightwemovedintotheambush

n n . front end of a barrel of agun. of abarrel of end . front . lying in wait to attach by surprise. by to attach wait in . lying

(am yuh NIHSH uhn) NIHSH (am yuh 3 down,movingwithoutanyhurryupthecenterof n . anything hurled by a weapon or exploded as a as exploded or aweapon by hurled . anything 2 belt.Hisshoulders 1 siteoutside UNIT 6 Independent Learning •Ambush UNIT 6Independent Learning NOTES

IL12 IL13 NOTES

UNIT 6 Independent Learning •Ambush UNIT 6Independent Learning 9 8 7 6 he hesitated,swivelingtohisright,andglanceddownatthe his weaponandbegantorun, justtwoorthree quicksteps,then but there must’vebeenasound,becausetheyoungmandropped grenade bouncedonceandrolled across thetrail.Ididnothearit, back intothefog. secret thoughtandthencontinue upthetrailtowhere itbends he’ll passwithinafewyards ofmeandsuddenlysmileatsome his shouldersslightlystooped,headcockedtotheside,and coming outofthemorningfog.I’llwatchhimwalktoward me, or justsittingaloneinaroom, I’lllookupandseetheyoungman to dwellonit,butnowandthen,whenI’mreading anewspaper myself, othertimesIdon’t. Intheordinary hoursoflife Itrynot I coulddowasgapeatthefactofyoungman’sbody. reversed. and askmyself whatthedead manwould’vedoneif thingswere soldier andthiswasawar, thatIshouldshapeupandstopstaring died anyway. Hetoldmethatitwasagoodkill,I will alwaysbethatway. Almost certainlytheyoungmanwouldhavepassedby. And it a hugestar-shaped hole. trail, hisrightlegbentbeneathhim,oneeyeshut,other had beenblownoff. There wasnowind.Helayatthe centerofthe if pulledbyinvisiblewires. Hefellonhisback.His rubber sandals small whitepuff—and theyoungmanseemedtojerkupward as what I’dexpected—andthere wasapuff ofdustand smoke—a grenade madeapoppingnoise—notsoftbutnotloudeither—not to methenthathewasaboutdie.Iwantedwarnhim.The grenade andtriedtocoverhisheadbutneverdid.Itoccurred Even nowIhaven’tfinishedsortingitout.Sometimesforgive None ofitmattered. Thewords seemedfartoocomplicated. All Later, Iremember, Kiowatriedtotellmethatthemanwould’ve It wasnotamatterofliveordie.There wasnoreal peril.

❧

Housepainting

Lan Samantha Chang

About the Author Lan Samantha Chang (b. 1965) grew up in Appleton, SCAN FOR Wisconsin, learning about China from her Chinese MULTIMEDIA immigrant parents. She has received many awards, including a 2008 Guggenheim Fellowship. Chang is currently the Director of the prestigious Iowa Writers’ Workshop.

BACKGROUND The concept of face is deeply rooted in Chinese culture and history. It refers to a person or group’s public image as respectable and upright. Within all levels of Chinese society, from family to business relationships, there is a basic social expectation to help others “save face,” or maintain their pride or dignity. Children can “give face” to their parents by being obedient or getting good grades. However, actions such as criticizing others in public or not observing proper etiquette can cause people to “lose face.” The concept can be difficult for American-born children in immigrant families to negotiate.

1 he day before my sister brought her boyfriend home, we had NOTES T a family conference over fried rice and Campbell’s chicken noodle. 2 “This is the problem,” my mother said. “The thistles are overpowering our mailbox.” She looked at my father. “Could you do something about them before Frances and Wei get here?” 3 My father grunted from behind his soup. He drank his

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Campbell’s Chinese-style, with the bowl raised to his mouth. “Frances won’t care about the thistles,” he said. “She thinks only about coming home.”

UNIT 6 Independent Learning • Housepainting IL14 IL15 NOTES

UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning 14 13 12 11 10 9 8 7 6 5 4 Although Wei hadbeendatingmysisterforfouryearsand weeds.” Shescowled.To hertheweedswere amatterofhonor. To himit’sjustahousethathasn’tbeenpaintedintenyears.With dirt-stained feet,sweatyglasses,andmuddygardening gloves. hand onhertousledhair. Irose tomeetthecar, consciousofmy windowshade snappedupandshepeered outside,one mother’s I heard ascrapeasmyfather pushedasidehisfootrest. My turned laboriouslyintothedriveway. Through theopenwindow idling. A smallbrown car, loadeddownwithboxesandluggage, stayed thesame. hovering overourshabbybluehouse,makingsure everything of theemperor from afarawayprovince. Ifeltaninvisiblehand always snatchedoutofthemailasif theywere receiving news rereading theChinesenewspaperfrom New York thatmyparents humming inthewindow. Myfathersatinfront ofthetelevision, Inside thehouse,mymothernappedwithairconditioner off mysandals,curled toesaround thehotreassuring dirt. old glovestopullthethistlesbutkicked a pairofmyfather’s small whitecloudshighupagainstabrightbluesky. Iwore on adifferent boat. about Asian gardeners, Ithoughtmyfathermusthavecomeover loved Wei andFrances,buthehatedyard work.WheneverIread my parents were lookingatme.“Oh,”Isaid.“Okay, I’lldoit.” lawn.” He wantsFrancestoseeherfamily;hedoesn’tcare aboutthe “She wantstoseefamily, notourlawn.Wei isagood the rules of“savingface.” visited usthree times,hewastechnicallyastrangerandsubjectto even tomycriticalthirteen-year-old mind.Hewas medium-sized he knewmysister. Butother thanthathehadveryfewdefects, early.” Hegrinned.wasalwaysshowingoff abouthowwell excited aboutgettinghomethatIbeggedoff from callafewhours here untilfiveo’clock.” half-emerged from thecarand shoutedmynameagain. “But whataboutWei?” mymothersaid.“Thisisn’thishome. “That wastheplan,”saidWei, “butyoursisterhere wasso “Wow,” Isaid.“You guysare early. Ithoughtyouwouldn’tget “Annie!” Francesshoutedfrom therolled-down window. She I washackingatamilkydandelionroot whenIheard anengine It wasabeautiful midwestern afternoon,sunnyanddry, with The nextafternoonIwenttoworkontheweeds.Myfather “Thank you, Annie,” saidmymother. I wasalmosttothebottomofmybowlricewhennoticed Xiaoxun My fatherslurped.“Francesisa means“filial,”or“dutiful toone’sparents.” xiaoxun daughter,” hesaid. xiaoxun boy.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 15 29 28 27 26 25 24 23 22 21 20 19 18 17 tooth. and steady, withabroad, cheerfuldarkfaceandonegold-rimmed want tobeadoctor. of afamilynotionthatIwouldbecomedoctor, likeWei. Ididnot medicine. Thiswassupposedtobeofgreat interest tome,because knew whatIwanted. belonged, orwouldsoonbelong,tous. of connectiontousonlybytouchingthingsthathadactually home. Itwasasif shecould maintainastrong enoughsense everyone, andsheneverleftwithoutabagfullofgoodiesfrom shopping bag.Shenevercamehomewithoutpresents for bean porridgefrom ricebowls. Francesnudgedme. has beenletoutsidetoplaywithanotherofitskind. Wei cametovisit,myfatheralwaysactedlikeacagedanimalthat matching shorts,poloshirts,brown armsandsturdy legs.When trunk, theirconversationmuffled bythehood.Ilookedattheir how ismedicalschool?”Iheard himask.Theyleanedintothe the carandstoodawkwardly asidetoletWei openthetrunk. “So, stuff from thecar?“ turn totalkhim,butshedidnot. was noexception.Nowhestared transfixed,waitingforherto moved herhead.Peoplewere alwayswatchingFrances,andWei shirt were fresh, andherlongblackhairrippledgently whenshe been sittinginacarallday. Herwhiteshortsandherflowered made mefeelknobbyandextraneous. you,” mymothersaid.Hergazeranoversisterinawaythat Revolutionary times. traditions thatbothmyparents havepreserved from China’spre- got outofthecar. Myfamilydoesnothug.Itisoneofthefew stopped tocombherhairandputonlipstick. Afterward, wesatinthekitchen anddrankicysweetgreen- “Very nice,”saidmymother. “This isgreat! Thanks,Frances”Isaid. I tore off thepaper. Itwasathickvolumeaboutthehistoryof “Well, openit,”mymothersaid, I lookedatthepackage:abook.stifled agroan. Francesnever She pulledapackagewrappedinflowered paperfrom a “Hey, Annie, Igotyousomething.” “I’ll helpyou!”myfathersaid.Hewalkedaround thebackof Still facingmymother, Francessaid,“Wei, couldyougetthe Frances wasasbeautiful asever. Shedidnotlooklikeshehad Frances cameandstoodinfront ofmymother. “Letmelookat We stoodblinkingfoolishlyinthesunlightasWei andFrances “Hi, Frances!”theysaid.Wei!” Icouldtellmymotherhad My motherandfatherrushed outthefront doorandletitslam.

UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning NOTES

IL16 IL17 NOTES

UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning 30 42 41 40 39 38 37 36 35 34 33 32 31 discussion aboutWimbledon. get it.”Theyleftthekitchen.MyfatherandWei beganaheated 1. dialects. ButwhatdidIknow? I’dlivedintheMidwestmy seventh graderwhoknewhowtoshootagunand speakfour every daypastalotofdeadbodies.Mymother was abrave about when couldn’t getaridetotheswimmingpool,mymother toldme complained aboutdoingsomethingIdidn’twant todo.IfI and snuckawaydownthehall. hardships oflife asmuchyourfatherandIdo.” have neverlivedthrough awar. You don’tknowaboutthe “I amonlytryingtohelpyoudecide. You are veryyoung. You from thewindow. “Don’tspeaktomethatway,” shesaidstiffly. and Daddon’tthinkaboutmeat almost shouting,asif mymotherdidn’tunderstand English. “You him. It’sjust—oh,Ijustdon’tknow—Iknow.” Shewas She paused.“Whatiswrong withhim?” life wehavealwayswanted youtohave.Isthere something..” He alsolikesWei becauseheiscapableofgivingyouthekind There aren’t verymanyChinesemeninthisarea forhimtotalkto. “Your fatherenjoysspendingtimewithothermen,thatisall. her angerstartlingme.Iwrappedmyarmsaround myknees. Daddy likeshimverymuch.” question.There followedapauseintheconversation. mother’s about you,orare youunsure aboutyourfeelingsforhim?” Chinese accentmore obvious.“Are youunsure thathereally cares my mothergotupset,hersentencesbecamemore formalandher tears. balls ofmyfeet.Icrouched againstthedoortolisten. was closed.Istoppedwalkingandsnuckuptothedooron and wenttofindmymotherFrances.

Wimbledon, a borough near London, England. London, near aborough Wimbledon, Wimbledon “Ma, Ileftyourpresent inmyroom,” Francessaid.“Let’sgo “I’m face,thinandtight,frozen inthelight I imaginedmymother’s “There’s nothing Frances burstintoasob. “You knowthatisnot,true.” Mymother soundedexasperated. “And ofcoursethat’sthemostimportantthing,”saidmysister, Then mymothersaid,“Well, Ithinkheisaveryniceboy. “I knowhecares aboutme,”shesaid.Shehadanswered my “What isitthatyoudon’tknow?”mymotheraskedher. When “I don’t From theentrancetohallIcouldseethatbedroom door My parents oftenmentionedthewar, especiallywhenI sorry know

(WIHM buhl duhn) annual international tennis tournament held in in held tournament tennis international duhn) annual buhl (WIHM ,” mysistersaid,andsobbedevenlouder. Igotup she wasinseventhgradeandhadtowalkschool , Mom,”Franceswassaying.Shesoundedcloseto wrong withhim.There’s 1 After afewminutes,Igotbored all !” nothing wrong with

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 43 57 56 55 54 53 52 51 50 49 48 47 46 45 44 parents. exciting timemeantgoingdowntowntothemovieswithoutmy whole life. IateSugarPopsanddrankmilkfrom a cow. To me,an audible sighofrelief. look more different from KevinCostner. Costner iscute?” and satdownbetweenus. into mymouth.WhileIwaschewing,Francesfinally cameback and IthinkKevinCostneriscute.”stuffed ahandfulofpopcorn scientist. “Ican’twaittoseethismovie,”Isaidquickly. “Frances he said.“Hmm.” brought backandforth. pictured Wei wrappedupin flowered paper, anothergift mysister right. Although I’dneverthoughtaboutitbefore, Iknewthatwas Why doyouthinkthatis?” I’ve gottoconvinceher. It’slikeshecan’tmakeupherownmind. my stomachgavealittlejump.Ithoughtaboutwhattosay. by animportantthought. awkwardly attheemptyscreen. Thenheturnedtomeasif struck “I don’tknow.” Myfirsttimealonewithhim.We satstaring Her looksaid:Don’tyoudare sayaword. “Mmm—popcorn! Sitdown, Annie. Ihavetogothebathroom.” want?” heard himsay, “Justtellmewhatyouwantfrom me.Whatdo you Frances’s hand,andshekeptsnatchingitaway. As Iapproached, I almost immediately. Theywere quarreling. Wei kepttryingtotake virtually emptytheatertolookforWei andFrances.Isawthem arrived, Istoodinlinetogetpopcornandthenwentintothedim, On thewaytotheatercarwasveryquiet.Whenwe Kevin CostnerandablondwomanwhosenameIdon’tremember. At thatmomentthescreen litup,anddespitemyself, Igavean “Actually, Francesdoesn’tlikehim,”Iblurtedout.“Ijust—” I lookedatWei’s faceandsuddenlyrealized thathecouldnot “How aboutit,Frances?”Wei said.“Doyouthink Kevin I begantofeeluncomfortable,asif Iwere sittingnexttoamad Wei satsunkinhisseat,aspeculativelookonface.“Hmm,” “I don’tknow,” Isaid.“Iguessshehasn’thadmuchpractice.” “You thinkso?”Wei saideagerly. “Listen,canyoutellherthat? “That wouldbenice,”Isaid. Despite whatIhadoverheard betweenFrancesandmymother, “Annie, whatwouldyouthinkif FrancieandIgotmarried?” Wei shookhisheadaminute,tryingtodislodgeananswer. I watchedherhurryuptheaisle.“What’swrong withher?” “I don’tknow!”Francessaid.Iapproached. Shelookedup. That nightWei andFrancesIwenttoamoviestarring Xiaoxun meantthatyourparents made upyourmind.I UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning NOTES

IL18 IL19 NOTES

UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning 58 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 compelled byguilttoreturn atareasonable hour. This habitofwaitinghadalwaysinfuriatedFrances,whofelt lamp withtheChinesenewspaper, inhissaggingeasychair. like apinwheel:Whatonearth—?Ijumpedout of bedand by amuffled bangnearmy bedroom window. Mymindwhirled to hitthesack.” art class?“Sheslidquicklyoff thecounter. “Comeon,kiddo,time of home,”shesaid.“Whydidyousignupforbiologyinstead out withhimforfouryearsif youdon’treally likehim?” eyebrows. “AtleastIknow exactlywhere IstandwithDad.” too diplomatictoshowit.Dadismore obvious.”Sheraisedher tiles. cute.” against thecounterandsighed.Isatdownontoiletseat. pink-tiled room undertheglowofceilinglight.Francesleaned closed thedoorbehindus,andwestoodforaminutein behind me. I headedforthebathroom asfastIcould.Franceshurried significance. “Iwantedtotalkyouaboutsomething.” for us?” expression onherface. saw hersittingonbed, fullydressed, withacompletely blank out ofmyroom tofindmymother. As IpassedFrances’sroom, I my window. ThenWei bentdown,hissmilestartling me. pushed upthebottomofshade. My fatherwaswaitingforuswhenwegothome,underthe I pulledtheshadedown,grabbedsomeclothes, and hurried “Just givingyourfatheralittlehelpwiththehouse,” hesaid. “What are youdoing?”Ialmostshrieked. He washoldingapaintbrush. Two malelegs,cladinshorts,stoodonaladdertotherightof The nextmorningIsleptlate. Around elevenIwasawakened Frances ranherhandaround awaterfaucet.“Hereminded me “I don’tgetit,”Iburstoutinspiteofmyself. “Whydidyougo Her words frightenedme. Frances sighed.“It’snotjustDad.Momlikeshimtoo.She’s “Dad really likesWei,” Isaid. From thekitchenweheard aburbleoflaughter. “Me too,”Isaid.stared at thetinyspecklepatternonfloor “You know,” shemuttered, “I really dothinkKevinCostneris Frances grabbedthedoorknob.“Justshutup,”shesaid.She “Aren’t yougoingtotalkwiththem?”Isaid. This timeIhadnodesire tolisteninontheconversation. “I’m gladyou’re stillup,”Wei said,withalookofheavymale “Oh no,”myfathersaid,regarding Wei withpleasure. Wei greeted myfathercheerfully. “Hi,Mr. Wang. Waiting up

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 81 80 79 95 94 93 92 91 90 89 88 87 86 85 84 83 82 into longthinstrips. morning onadaytriptoChicago.Everynowand thentheymade front ofher, shieldingherface.“Goaway!” a favor!”Shebentoverherbookandflippedhairangrilyin can’t tellhim!Hewon’tlistentome!sayshe’sjustdoingthem “Why didn’tyoutellhimwanttodoit?” looked up.“Isaidleaveme garage,” Isaid. reading. Ireported toher. of hisjob,orsomethinglikethat.Francesstayedinherroom and thentogivehimcolddrinkscommentontheevenness with minimalhelpfrom my father. Mymotherwentoutsidenow blue houseandthentheback.Wei workedsteadilyandcheerfully, patch offresh pale-yellowpaintthatgrew tocover one sideofour years old;Ishouldn’thavetoremind youtowashyourface.” help, that’sall.Whydon’tyougoandwashup? You’re thirteen help from anoutsider? the house.Whyhadmyfatherconsented?washeaccepting question. Wei musthaveaskedmyfatherif heneededhelpwith cutting themintocubes.“He’sjustbeinghelpful.” to matchsomemore paint.” steps lookingdownathim. Frances wentoutonthefront porch andstoodatthetopof can ofpaintandstirwithawoodenstickfrom thehardware store; front yard. From anopenwindow Iwatchedhimprythelidoff a Frances wouldn’ttalktous.ThenWei gotupand went outtothe breakfast, withWei andImakingawkward conversationbecause vegetables—from aChinesegrocery there. After theyleft,weate the four-hour drivetobuysupplies—driedmushrooms, canned “Don’t shout, Annie,” shesaid.“Hewenttothehardware store “Where isDad?” My motherwasinthekitchen,cuttingcannedbambooshoots He glancedup,puzzled. “You canstopnow, Wei,” I heard hersay. With thingsat homegoingsowell,myparents leftthenext I lefttheroom. Her facecontortedinsomethingbetweenangerandtears.“I “Well, whydon’t I wentfurtherintotheroom andstoodinfront ofheruntilshe “Leave mealone,”Francessaid. “Wei’s finishedwiththebacksideand nowhe’sstartingonthe The nextfewdayspassed in ablur, markedonly by thegrowing My motherturnedandlookedatme.“BecauseWei wantedto “Why isDadlettinghimbesohelpful?“Icouldn’tfindtheright My motherlinedupahandfulofbambooshootsandbegan “Why isWei paintingthehouse?” you saysomethingaboutit?”Idemanded. alone , Annie! I’mwarningyou—”

UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning

NOTES

IL20 IL21 NOTES

UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning 109 108 107 106 105 104 103 102 101 100 111 110 97 96 99 98 see whatadutiful boyyouare.” 2. sobbed. Theystoodlikethatforalongtime,Frances cryingand his handonhershoulder. Franceshidherfaceinhandsand don’t care whatcoloritis,Ijusthateeverything!” hate bothofyou!Ieverything!”Shelooked atthehouse.“I “Damn you!”sheshoutedatWei. “Ihateyou! You too, Annie! I tell me.” perfectly still.Ifeltcoolsweatbreak outonmyneckandforehead. She glared atWei, waiting for himtogetangry, buthestood on herhandsandclothes.“Ilikeditbettertheoldway,” shesaid. most ofthesideandhadworkedalmostuptocorner. could reach. Two newcansstoodinthegrass.Shehadfinished putting bluebackoverWei’s work,painting fast,ashighshe the house. the southside.Want totakealook?” “Where’s Frances?”hesaid. Wei were talkingoutthere. Iwassurprisedwhenhecameinside. a book,butFrancesdidn’treenter thehouse,soIfigured sheand she drove awaydownthe street. had parkedthebrown car. Thenbefore Wei andIcouldstopher, door, rushed pastme,andranintothegarage,where sheandWei I realized shewascrying.Shelookedhorrible.slammedthe was sneeringathimagain,butwhensheturnedbacktothehouse, they lefttopickafightwithme?” don’t yougopickafightwiththem? And whydidyouwaituntil something betweenmeandyourparents. Ifyoudon’tlikeit,why groveling likethisaround myparents.” looked backdownatwhathewasdoing.

short fuse short Wei didn’thaveashortfuse. “You don’thavetopainttoday. MomandDadaren’t around to Finally Wei said,“Ifyouwanteditblueagain, justhadto Frances turnedtolookatus.There were splotchesofbluepaint cap,busily There stoodFranceswith herhairupinapainter’s “Okay.” Iputdownmybook.We walkedoutsideandaround “Nope. Justfinishedthefront. I’mabouttoputasecondcoaton “I thoughtshewaswithyou.” She camebackinaboutanhour. Isatinsidepretending toread Frances’s upperlippulledbacktoward hernose.Ithoughtshe Finally hiseyesflickered. “Mypaintingthehouse,”hesaid,“is “What isitwithyou?”shesneered. Wei didn’tanswer. Frances triedagain.“Itmakesmesick,”shesaid,“toseeyou I tookastepbackward, butWei walkedrightuptoherandput Frances threw herbrush ontheground andburstintotears.

idiom meaning “a tendency to lose one’s temper easily.” one’s temper to lose “a meaning idiom tendency

2 Heshookhisheadslowlyand

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 123 122 121 120 119 118 117 116 115 114 113 112 sentence overandover. Ileanedforward, strainingtomakeitout. mumbling underherbreath, andthenshebegantorepeat one or themosquitoeswillgetin.” my eyesacoupleoftimesandlookedagain,butitwasgone. hand thathadhovered over ourhomehaddisappeared. Iblinked dusk. Iglancedupattheroof inahopefulway, buttheimaginary walked smoothlyatmyside,herlonghairflowingbackinthe stood behindthekitchenwindow, washingthedishes.Frances approached thehouse.It was abeautiful evening.Mymother anymore, okay?” the street lamp.Finallyshe turnedandbrieflymetmyeyes. I wouldmarryhim.” garden were hiddenintheshadows. house glowedgentlyinthetwilight.Ourraggedylawnandmessy facing thehouse.Thestreet lampshadjustturnedon,andthe when Francesstoppedinthedoor. in thefamilyroom, listlesslyleafingthrough a to thehardware store tobuywhitepaintforthetrim.Iwassitting yellow overitbefore theygethome,”hesaid. I tookadeepbreath andwent inside. “Come on, Annie,” mysistersaid,holding thedoor. “Hurryup, “Okay,” Isaid.Without talking,wecrossed thestreet and “It’s notworththetrouble,” shesaid.“Let’snottalkaboutit I lookedather. Herfacewasexpressionless intheglowfrom We stoodforsometime,andthenFrancessaid,“ItoldWei that We walkedoutthefront door, crossed thestreet, andstood “Okay,” Isaid,surprisedbyhersuddenfriendliness. “Hey, Annie. Wanna gooutandtakealook?” Two dayslaterWei finishedthe house. Heandmyfatherdrove Wei lookedrelieved. “Ifweallstartnow, wecanprobably paint “Mom andDadare goingto kill me.” ❧ Time UNIT 6 Independent Learning •Housepainting UNIT 6Independent Learning magazine, NOTES

IL22 from thetextyouread. and record whatyoulearned Go toyourEvidenceLog 864 persuasively. expressing theirownclearlyand issues, buildingonothers’ideasand on grades 11–12topics, texts, and discussions withdiversepartners effectively inarange ofcollaborative SL.11–12.1  

Standard

ev UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES INDEPENDENT l i dence

Initiate andparticipate s l og e Prepare toShare Share Your IndependentLearning condition. understanding oftheimportancestoriesastheyreveal thehuman these writinganddiscussionactivities.Explainhowthisideaaddstoyour Review yournotes,andmarkthemostimportantinsightyougainedfrom Reflect FromLearn Your Classmates notes, considerwhythistextbelongsinunit. independently, andwritenotesaboutitsconnectiontotheunit.Inyour withothers.Reflectonthetextyouexploredsharing whatyouhavelearned Even whenyouread something independently,youcancontinuetogrow by As you talk with your classmates, jot down ideas that you learn fromAs youtalkwithyourclassmates,jotdownideasthatlearn them. ar DiscussIt nin What dostoriesreveal humancondition? aboutthe g

Share yourideasaboutthetextyouexplored onyourown.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. characters? Ifnot,makeaplan. to writeyournarrative?Doyouhaveenoughdetails developmultiple unit. Haveyourideaschanged? Review yourEvidenceLogandQuickWrite from thebeginningof following question: At thebeginningofthisunit,youexpressed apointofviewaboutthe Review NotesforaNarrative Evaluate theStrength of Your Content Give oneexampleofawayinwhichsomeonemightreact tothatnews: Give oneexampleoflife-changing newsthat mightaffect someonestrongly: 3. 2. 1. to alter your ideas. your to alter you caused that details textual three least at Identify 

Other: Reread aselection Do research aboutshortstories

PERFORMANCE-BASED ASSESSMENT life-changing news? life-changing characterorcharactersrespondHow doesafictional to Yes EVIDENCE LOG EVIDENCE

Ask afictionwriter Talk withmyclassmates

Do youhaveenoughcontent 1. 3. 2. your original ideas. original your reinforced that details textual three least at Identify

NO prep Performance-Based AssessmentPrep

865 866 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.11–12.10 well-structured eventsequences. technique, well-chosendetails, and experiences oreventsusingeffective to developrealorimagined W.11–12.1.a–e  choices. word your to vary help Network Word your use narrative, your and revise you write As  • • • •

in selection independent small-groups Whole-class WHOLE-CLASS

S m

W tan d UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES all performance-based assessment e OR p en -gr d sourcess

D N D ource d a Write routinelyover o ent rd

up Write narratives E -LEA

selections

choice selections selectionsSELECTIONS s TW s R OR NIN

K G could be,revise yournarrativetoaddorstrengthen thatcomponent. the rubric.Ifoneormore oftheelementsismissing ornotasstrong asit Narrative Rubric.Onceyouhavecompletedyourfirstdraft,checkitagainst Review theElementsofaNarrative Vocabulary Academic Reread theAssignment words givenbelowinorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Thetaskmayreference someoftheacademicwords useful aboutwhatitmeanstobehuman. reading something storiesaboutfictional characters,youmayhavelearned reveal theirstrengths andweaknesses,aswelltheirhopesfears.By unexpected, orlife-changing situations.Ineachcase,characters’responses contain extraordinary moments.You metcharacterswhoencounterstressful, In thisunit,youread avarietyoftextsinwhichordinary livesprove to Writing toSources: Narrative Part 1 Part about the human the condition. about atruth epiphany or that demonstrates to aresolution your character’s story change? she or and in he will learn, what ways your will character What Bring to readers? so, how? If instructive be character’s response why not? not, If your respond? Will she or he does how faces your conflicts, character As view. to Before this your question: you write, answer think about of point face. must character third-person the the Use conflict or up aproblem Write a Assignment protagonist colloquial life-changing news?life-changing to respond characters or character afictional How does short story

in which you introduce and develop a protagonist, and set and set aprotagonist, you introduce in which and develop resolution tension

Review theassignmenttobesure youfully

epiphany

Before youbeginwriting,read the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Narrative Rubric Narrative 2 3 4 1 The introduction engages the reader reader the engages introduction The Focus and Organization conclusion. no is there or narrative, the from follow not does conclusion The omitted. be may events some and sequence, aclear in not are Events introduction. no is there or conflict, and characters to introduce fails introduction The narrative. the from follows conclusion The omitted. be may or belong not may events some but sequence, in mostly are Events and conflict. characters introduces introduction The narrative. the resolves and from follows conclusion The logically. and smoothly unfolds that events of asequence establishes narrative The and conflict. characters introduces and engaging somewhat is introduction The way.satisfying a in narrative the resolves and from follows conclusion The unfolds smoothly and logically. that events of sequence engrossing an establishes narrative The and conflict. characters original introduces and essential question: picture of events. of picture a reader the give language sensory and details precise Some the narrative forward. move description and Dialogue events. of picture aclear reader the give language sensory and details Precise description. dialogueincorporates and adeptly narrative The picture of events. of picture a reader the to give fail details or included, are details Few afterthoughts. as to appear seem and minimal are or appear not do description and Dialogue events. of picture general a reader the give details Some appear. may Some dialogue or description Technique and Development Whatdostoriesreveal aboutthehumancondition? Performance-Based Assessment Language Conventions mechanics. and usage English standard of conventions in accuracy The narrative demonstrates mechanics. and usage English standard of conventions uses The narrative consistently mechanics. and usage English standard of conventions in mistakes contains narrative The mechanics. and usage English standard of conventions in accuracy some The narrative demonstrates

867  868 interest. reasoning, andevidencetoadd enhance understandingoffindings, of digitalmediainpresentationsto SL.11–12.5 1 2 3

Standard

UNIT performance-based assessment events is hard to follow. hard is events of sequence the or dull, and flat is presentation storyteller’s The resolution. and conflict, characters, describes storyteller The resolution. and conflict, characters, original describing by audience the engages storyteller The Content

Make strategic use 6

•

ORDINARY s

LIVES,

EXTRAORDINARY Review theRubric To beaneffective storyteller, considerthefollowing: be, revise yourpresentation. rubric. Ifoneormore oftheelementsismissing ornotasstrong asitcould Session Speaking andListening:Storytelling Part 2 Part • • score to accompany your story. your accompany to score background musical an music,instrumental or Consider effects, using sound of your story. and interest toenhance audio mood add the digital Select volume, adequate pronunciation. and clear eye contact, appropriate your to audience, use remember you address When not aloud. read do but from yourof You story. dialogue may refer you notes as tell your to story, some lines important and most descriptions, character key the Memorize points, plot your completing a narrative,After conduct Assignment audience andimprove theirlisteningexperience? Pump uptheemotion.Howcanmusicandsoundcuesaffect your retaining thegistofstory? Keep itsimple.Whatcanyoucutfrom yourwrittennarrativewhile experience. listener from detract nor improve neither media Included on listenerimpact experience. apositive have media Included experience. from listener detract otherwise or distracting are media Included Use of Media of Use

TALES

Before youtellyourstory,checkplansagainstthis storytelling session audience. to the appropriate not are and content story’s the reflect not do contact eye and pitch, volume, choice, word speaker’s The the audience. to appropriate are and content story’s the reflect somewhat contact eye and pitch, volume, choice, word speaker’s The audience. to the appropriate are and content story’s the reflect contact eye and pitch, volume, choice, word speaker’s The Presentation Techniques for your class. for your class.

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

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

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

Reflect on the Text Choose a selection that you found challenging, and explain what made it difficult.

Explain something that surprised you about a text in the unit.

Which activity taught you the most about how stories reveal the human  Standards condition? What did you learn? SL.11–12.1a Come to discussions prepared, having read and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SCAN FOR MULTIMEDIA Unit Reflection 869