11Th Grade ELA

11th Grade ELA

Week of: APRIL 6TH

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

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

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

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

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

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

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. 11th Grade English Language Arts Packet Schedule: Week 2

Day 1: 750‐793 Day 2: 758‐763 Day 3: 765‐775 Day 4: 775‐786 Day 5: 787‐793 Word Definition Insight‐ Noun (pg 758) *The capacity to gain an accurate and deep understanding of a person or thing. Unprecedented‐Adjective (pg 759) *Never done before

Escalating‐Adjective (pg 760) *Increasing rapidly Optimism‐Noun (pg 760) *Hopefulness and confidence about the future or the successful outcome of something. Momentous‐Adjective (pg 761) *(of a decision, event, or change) of great importance of significance, especially in its bearing on the future.

 Read Aloud Accommodations are available on the specialized instruction and supports website referenced at the beginning of this packet. Week 2: Read Aloud accommodations

th 11 : 750-778 Old Man at the Bridge https://www.youtube.com/watch?v=8aiaJnv-5uU A Fast-Changing Society th 11 grade: Everyday Use: https://www.youtube.com/watch?v=gFTgRPJSceU

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 and phrases, sufficientforreading, academic anddomain-specificwords Acquire anduseaccurately general Language  UNIT

STANDARDS

UNIT

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 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 stories, dramas, andpoems, inthe comprehend literature, including By theendofgrade 11, readand Reading Literature  needed atthehighendofrange. band proficiently, withscaffoldingas grades 11–CCRtextcomplexity

Tool Kit STANDARDS

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

The ColorPurple Guide and

, 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 drama. and relateelementsofastoryor choices regardinghowtodevelop • leaves mattersuncertain. including determiningwherethetext as inferencesdrawn fromthetext, what thetextsaysexplicitlyaswell evidence tosupportanalysisof • Reading Literature  Close-Read Model Annotation Analyze theimpactofauthor’s Cite strongandthoroughtextual

St T

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

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 reading. to thestudyofcomplextextswhen apply anunderstandingofsyntax references forguidanceasneeded; • references asneeded. or contestedusage, consulting • contested. change overtime, andissometimes usage isamatterofconvention, can • Language   text toyourWord Network. human conditionfrom the Add words related tothe Vary syntaxforeffect, consulting Resolve issuesofcomplex Apply theunderstandingthat

STANDARDS

WORD NETWORK UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES LANGUAGE DEVELOPMENT 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 under study;explicitlydraw on that having readandresearchedmaterial • persuasively. expressing theirownclearlyand issues, on discussions withdiversepartners in arange ofcollaborative • Speaking andListening sequences. details, andwell-structuredevent effective technique, well-chosen imagined experiencesoreventsusing Write narratives todeveloprealor Writing  Come todiscussionsprepared, Initiate andparticipateeffectively

grades 11–12topics, texts, and STANDARDS

buildingonothers’ideasand UNIT EFFECTIVE EXPRESSION

•

ORDINARY EVERYDAY USE

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 needed atthehighendofrange. band proficiently, withscaffoldingas grades 11–CCRtextcomplexity stories, dramas, andpoems, inthe comprehend literature, including By theendofgrade 11, readand Reading Literature  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

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 as itsaestheticimpact. overall structureandmeaningaswell parts ofatextcontributetoits concerning howtostructurespecific • leaves mattersuncertain. including determiningwherethetext as inferencesdrawn fromthetext, what thetextsaysexplicitlyaswell evidence tosupportanalysisof • Reading Literature  Model Annotation Close-Read Guideand Analyze howanauthor’s choices Cite strongandthoroughtextual

S T

t ool Kit UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES EVERYTHING STUCKTOHIM making meaning a n da 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 reading orlistening. and tocomprehendmorefullywhen effective choicesformeaningorstyle, in differentcontexts, tomake understand howlanguagefunctions • speaking. grammar andusagewhenwriting or conventions ofstandardEnglish • Language   text toyourWord Network. human conditionfrom the Add words related tothe Apply knowledgeoflanguageto Demonstrate commandofthe

STANDARDS

WORD NETWORK UNIT 6•ORDINARY LIVES,EXTRAORDINARY TALES EVERYTHING STUCKTOHIM LANGUAGE DEVELOPMENT 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. of formalEnglishwhenindicatedor and tasks, demonstrating acommand Adapt speechtoavariety ofcontexts Speaking andListening sequences. details, andwell-structured event effective technique, well-chosen imagined experiencesoreventsusing Write narratives todevelopreal or Writing drama. and relateelementsofastoryor choices regardinghowtodevelop Analyze theimpactofauthor’s Reading Literature 

STANDARDS

UNIT EVERYTHING STUCKTOHIM making meaning

•

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