An Invisible Thread

2 UNIT

Grizzly BearTeaches HerCubs

Generations works the other way around. it sometimes but people, older Young people often learn from 1 Write yourresponsebeforesharingideas. fromone generationcanlearn another? DiscussIt

What are someexamplesof thingsthat MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Amy Tan Amy from Two Kinds NOVEL EXCERPT UNIT 1 UNIT Write Narrative aNonfiction Wr TASK PERFORMANCE Narration: Nonfiction Narrative and Multimedia Presentation andMultimedia Narrative Nonfiction Narration: PRO QU COMPARE E SS itin Thread  Tresniowski Alex and Schroff Laura from MEMOIR Tyler Jackson Act A Simple NEWS BLOG The Joy Luck Club Luck Joy The Maurice’s Toast MEDIA CONNECTION: E E M STI NTI g P An Invisible Invisible An F T: LEARNING WHOLE-CLASS O oc A N: L us : from another? from another? learn generation one can situations what In from another? from What one generation can learn

PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED Jennifer Ludden Tricks High-Tech New Tutors Teach Seniors ARTICLE NEWS Frank Horne James To Langston Hughes to Son Mother P Hendricks Myla and Mica Drawings Mother-Daughter IMAGE GALLERY MEDIA: Present Narrative aNonfiction Speak TASK PERFORMANCE  oetry

COMPARE Cyber-Seniors MEDIA CONNECTION: & Mom MEDIA: VIDEO Angelou Maya from M Michael Maher with Angelou Maya My Mother to Love Learning UNIT INTRODUCTION emoir in COLLECTION 1 Mom & Me &Me Mom g a LEARNING SMALL-GROUP n d L ist e nin

g foc us : Grounded Narra N L Lan Samantha Chang Water Names SHORT STORY His Little Grandson and Grandfather The SHORT STORY Sophie Johnson Cause for Celebration a Isn’t Day” “Gotcha PIECE OPINION Grace Paley Family Walker Margaret Lineage POETRY Nonfiction Narrative Review Evidencefora PERFORMANCE-B John McCormick Son Soccer a and Father Football a Divide Between Generational the Bridging POST BLOG Leo Tolstoy Judith Ortiz Cofer Ortiz Judith Abuelo With Hour An SHORT STORY A O UN N F C I C H T ti TI ve M COLLECTION 2 O E LEARNING INDEPENDENT XT N ODE L ased A ssessment PR ep 4 expression. important tocomprehensionor when consideringawordorphrase gather vocabularyknowledge domain-specific wordsandphrases; appropriate general academicand Acquire anduseaccurately grade- Language  UNIT

UNIT STANDARDS

• 1

GENERATIONS

INTRODUCTION

ratings later when you on your reflect during growth this unit. Rate how well you meetgoals these right now. You will revisit your Assessment. goals willThese help you succeed on the Unit Performance-Based generations by reading, writing, speaking, listening, and presenting. different about your perspective thisThroughout unit you willdeepen Goals Unit GOALS LISTENING AND SPEAKING GOALLANGUAGE GOALS RESEARCH AND WRITING GOALSREADING

• • • • • • • SCALE NOT ATNOT ALL presentations. Integrate audio, visuals, in and text communicate. and the ideas of others, develop consensus, Collaborate with your team to build on presentations. variety and interest to your writing and structure to convey meaning and add with word choice and sentence Develop your voice, of writing, or style meaning. lengths to explore atopic and clarify Conduct research of various projects technique. effective using you develop experiences or events Write anonfiction narrative in which concept vocabulary. and academic yourExpand knowledge and use of point of view in nonfiction narrative. Read and analyze how authors express WELL 1

NOT VERY NOT WELL 2

SOMEWHAT WELL 3

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 WELL VERY 4

EXTREMELY MULTIMEDIA SCAN FOR WELL 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 in this unit as you analyze and write narrative texts. speak with precision and clarity. Here are five academic words that will be and write, read, you help can terms academic using and Understanding Narrative Vocabulary: Nonfiction Academic “mark” -not- ROOT: notable “assert” “speak” or -dict- ROOT: contradict “look” -spec- ROOT: perspective “follow” -sequ- ROOT: consequence “word” -log- ROOT: SENTENCES dialogue WORD

Refer tothedictionaryorotherresources if needed. For eachword, listatleasttworelated words. of eachword. Use theinformationandyourownknowledgetopredict themeaning Review eachword, itsroot, andthementorsentences. 1. 2. 1. 2. 1. 1. 1. 2. 2. 2.

true about the product.true aboutthe tobe what weoncethought The newtestresults contradict other. each statements contradict witnesses’ unclear becausethe caseremainThe factsofthe happened. notablehad particularly nothing It hadbeenalongweek,and raising gala. mayor’swas invitedtothe fund- city Every notablepersoninthe from author’s the . perspective The personalessaywaswritten situation. challenging whenfacinga perspective It’s importanttokeep week. studying all consequenceof was apositive test Earning anAonmymath is beinglateforschool. A consequenceofoversleeping clearedthat air. the and Janetstartedadialogue The confusionbetweenDina between characters. dialogue for itswell-written The televisionshowwasknown essential question: PREDICT MEANING

What canonegenerationlearnfrom another? appear intheunit. their formswherever they chart, andmarkthemor Study thewords inthis THROUGH FOLLOW RELATED WORDS RELATED logical monologue; Unit Introduction

5 6 UNIT

LAUNCH TEXT reader? feel, andhowdoessheshowthattothe answer thisquestion:Howdidtheauthor experience. Markthetexttohelpyou way thewritercreatesapictureofher it atthetime?Asyouread,look grandmother. Howdidshefeelabout a realexperienceshehadwithher writer oftheselectiontellsabout As youread, lookattheway end oftheunit. Performance-Based Assessmentatthe type ofwritingyouwilldevelopinthe descriptive detailsandevents.Thisisthe an authorexploresexperienceusing narrative text,atypeofwritinginwhich This selectionisanexampleofnonfiction UNIT 1•GENERATIONS

INTRODUCTION NONFICTION NARRATIVE MODEL 9 8 7 6 5 4 3 2 1 smallest things.Ididn’t really mind,undernormal circumstances. center, where wedidnot want tobe.Iwasoftengrounded forthe and myparents were inthe middle,draggingustoward the ordinary—just anothergrandma,hoveringandwise. what drivingmeanttoher. Iknewthatwithoutherwheelsshe’dfeel old todrivearound byherself. Onenight,Ioverheard them: good songcameon.Drivingwasherindependence, herfreedom. down, theradioblasting,singingattopofherlungswhena own, aremnant ofherband days.Sheloveddrivingwiththetop us. Shehada1960sred Chevy Impalaconvertiblethatwasallher much sheloveddriving,especiallysincecametolivewith understood eachother. that’s allshewouldsayaboutit,nomatterhowoftenIprodded. she wasabackupsingerinbandthatIhadactuallyheard of.But know shehadone.Sheoncetoldmethatbefore shegotmarried G Sometimes itfeltlikeGrandmaandIwere onthesidelines I feltsickatthethoughtofGrandmagivingupher car. Iknew “I’ll speaktohertomorrow.” “She’s okayfornow, buthowlongbefore shecan’tmanage?” My parents, however, were concernedthatshewasgettingtoo The thingIremember most aboutGrandmaSofiawashow To me,shetalkedinSpanish.IbackEnglish.We “El pasadoeselpasado,”shetoldme.Thepastisthepast. rowing upIreally didn’tknowmygrandmother. Shewas a privateperson,anddidn’ttalkaboutherpastmuch,butI Grounded MULTIMEDIA SCAN FOR

10 One time—the time I’m writing about—circumstances were not normal. My parents had grounded me for the weekend of Luisa’s NOTES party, easily the social event of the season. No way was I going to miss it. But my parents weren’t even going to be home! They were going to my Aunt Leticia’s. It would just be me and Grandma. Me and Grandma and a 1966 red Chevy Impala convertible . . . 11 Saturday night arrived and I was itching to go to the party, so I did the unthinkable: I asked Grandma to drive me to Luisa’s. I figured she didn’t know about me being grounded. She looked at me quizzically and said she would. I got dressed and ran out to the car. She was waiting for me. I got in. 12 The sky was just beginning to darken, blue clouds against a darker blue sky. Soon it would be nighttime. Grandma looked a little uncomfortable. At first I thought it was because she knew about me being grounded. But then I wondered if maybe she didn’t want to drive at night and didn’t want to tell me. 13 At that moment I wouldn’t have minded getting out and going back home. I felt bad about Grandma. I felt bad about disobeying my parents. But how could I say any of this? 14 We took off. She drove slowly, maybe too slowly. But we didn’t get very far. Suddenly she pulled over and stopped the car. 15 We must have been sitting in that car for five minutes, which is a long time if you’re sitting in a car not talking. I couldn’t ask her if she stopped because she was nervous about driving. And I couldn’t ask if she stopped because she knew I was grounded. 16 Finally she turned to me. “Regresamos?” Shall we turn back? 17 “Sure,” I replied. I was so relieved I could have cried. 18 “Bueno,” she said, with a nod. She started the car and turned on the radio. It was a song we both knew by heart. But it was clear that Grandma and I could still learn a lot from each other. ❧

 WORD NETWORK for GENERATIONS

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

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

Grounded 7 8 UNIT

UNIT

• 1

GENERATIONS

INTRODUCTION response usingthisscale. learn a lot from younger people. people. from younger alot learn opinion orananalysis. and accurateoverviewofatext.Itshouldnotincludestatementyour Write asummaryof“Grounded.” Asummaryisaconcise,complete, Summary discussion: Discuss yourratingswithclassmatesandthenparticipate inawhole-class Conduct aDiscussion Activity Launch • • • As aclass,cometoconsensusaboutthestatement. discussed. Exchange ideasandcommentsabouttheexamplesthat were fromlearn youngerpeople. Give examplesfrom stories youhaveheard orread inwhichseniors Strongly Agree

Consider thisstatement: Agree

Decide yourposition,andrate Disagree

Senior citizens can can citizens Senior Strongly Disagree

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. about theprompt. Record yourfirstthoughtshere. Consider classdiscussions,thevideo,andlaunchtextasyouthink QuickWrite PROMPT: Evidence LogModel make. gather andtheconnectionsyou Log torecord theevidenceyou continue touseyourEvidence After eachselectionyouwill supports yourinitialposition. evidence from “Grounded” that your EvidenceLog.Then,record in onesentencetorecord in Summarize yourinitialposition Review yourQuickWrite. 

MULTIMEDIA SCAN FOR Tool Kit EVIDENCE LOG FOR GENERATIONS FOR LOG EVIDENCE

another? from learn generation one can situations what In

How does this text change or add to add or myHow this text does change thinking? ofText:Title CO ESSENTIAL QUESTION: ECTION TO PROMPT TEXT EV TEXT PROMPT TO NNECTION

Whatcanonegenerationlearnfrom another? IDENCE/ DETAILS ADDITIO

Date: Date: Unit Introduction L NOTES/ NAL

IDEAS

9 10 share ideas and Interact understanding Monitor questions byasking Clarify actively Listen STRATEGY

UNIT 1•GENERATIONS OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS use strategies these during Learning. Whole-Class work with your wholeclass. Add ideas of your own to each step. Get ready to Review strategies these and theyou actions can take to practice them as you continue to learn and work in environments. large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class generations can learn from each other. and relatives. You will work with your wholeclass to explore ways in which forever.” You are always learning, from as well peers as from teachers, parents, famousThe Indian leader Mahatma Gandhi said, “Learn as if you were to live another?from learn generation one can What QUESTION: ESSENTIAL ACTION PLAN ACTION • • • • • • • • • • • •

Build on the ideas of others by adding detailsormakingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswer questions, unsure. A youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion to helpyourwholeclass. If you’re peopleprobably confused,other are, too.Ask aquestion speaker.Keep youreyesonthe phoneaway. Forexample,putyourcell distractions. Eliminate

sk forhelpifyouare struggling. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK high expectations. expectations. high mother’s by her stifled feels A daughter Tan Amy from Two Kinds ANCHOR TEXT: NOVEL EXCERPT from influencedapersonfrom onegeneration adifferent generation. After reading, aboutaneventinwhichaperson narrative writeanonfiction youwill The Whole-Classreadings onanother. influenceofonegeneration the illustrate Narrative Write Nonfiction a WRITING FOCUS COMPARE TEXTS MEDIA CONNECTION: MEDIA Maurice’s Toast unlikely bond. an Two celebrate friends Tresniowski Alex and Schroff Laura from ANCHOR TEXT: MEMOIR lives forever. lives people’s two changes encounter A chance Tyler Jackson Act A Simple BLOG TEXT: NEWS ANCHOR The Joy Luck Club Luck Joy The An Invisible An Thread Overview: Whole-Class Learning CONTENTS

11 12 needed atthehighendofrange. proficiently, with scaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  and ModelAnnotation First-Read Guide characters andevents. keep creating memorable thought propels Tan to should beagift.” That this inmind:“Astory admits, butshekeeps sometimes tough,Tan for children. Writing is for adults,andsome many books—most instead. Tan has written a successfulfictionwriter in music,at37shebecame Tan showedearlypromise concert pianist.Although professions—doctor and (b. 1952) wouldhavetwo her way,AmyTan If hermotherhadgotten About the Author

Tool Kit STANDARDS UNIT 1•GENERATIONS MAKING MEANING

the words inorder from mostfamiliar(1)toleast(6). Before reading, notehowfamiliaryouare witheachword. Then,rank You willencounterthefollowingwords asyouread “Two Kinds.” Concept Vocabulary Kinds Two an opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhave First ReadFICTION needed. and review yourrankings.Markchangestooriginalrankingsas After completingyourfirstread, comebacktotheconceptvocabulary have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and whythoseinvolvedreact where and whenithappens, is about,whathappens, NOTICE devastated squabbling discordant lamented reproach indignity whom thestory WORD ideas within YOUR RANKING selection. by writingastoryboard of the the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Amy Tan Kinds Two from 3 2 1 1. M shoulders oftheirchildreninthenewland. born except theirhopesforabetterfuture. Theyplacedthesehopesonthe mother in“Two Kinds”—fledtotheUnitedStates.Manylosteverything of China.AnumberChinesewhofeared Communists—likethe In 1949,followingyearsofcivilwar, theCommunistPartyseizedcontrol BACKGROUND could becomeinstantlyfamous. house withalmostnomoneydown. You couldbecomerich. You for thegovernmentandgetgoodretirement. You couldbuya so manywaysforthingstogetbetter. twin babygirls.Butsheneverlookedbackwith regret. There were father, herfamilyhome, her firsthusband,andtwodaughters, here in1949afterlosingeverythingChina:hermotherand know? Herdaughter, she isonlybesttricky.” I wasnine.“You canbebestanything.Whatdoes Auntie Lindo

prodigy America was where all my mother’s hopeslay.America waswhere allmymother’s Shehadcome “Of course,youcanbeprodigy,

The JoyLuckClub in America. You couldopenarestaurant. You couldwork y motherbelievedyoucouldbeanythingwantedto

(PROD uh jee) n. jee) uh (PROD child of unusually high talent. high unusually of child * * * 1 too,”mymothertoldmewhen ANCHOR TEXT NOTES

NOVEL EXCERPT MULTIMEDIA SCAN FOR Two Kinds

13 use ofthesewords? is created bytheauthor’s 14 reproach indignity lamented CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES disrespected feeling thatonehasbeen criticism ordisapproval these words? different orunusualabout paragraphs 4and5. the italicizedwords in expressed regret

UNIT 1•GENERATIONS (rih PROHCH)(rih (ihn DIHGnuhtee) (luh MEHNTihd) Whatis Mark Whateffect n. v. n. 12 11 10 9 8 7 6 5 4 my motherthoughtIcouldbeaChineseShirleyTemple. Believe ItorNot,GoodHousekeeping,Reader’s Digest,andadozen examples from storiesofamazingchildren thatsheread inRipley’s Formica kitchentable.Shewouldpresent newtests,takingher 2. beyond become with sparklycartoonmusicfillingtheair. indignity. IwasCinderella stepping from herpumpkincarriage the Christchildlifted out of thestrawmanger, cryingwithholy music thatwouldsendmefloatingonmytiptoes.Iwaslike ballerina girlstandingbythecurtains,waitingtohear right different images,tryingeachoneonforsize.Iwasadainty maybe evenmore so.Ipictured thisprodigy partofmeasmany made meactuallylookforward tomyfuture fame. a slanttwoinchesabovemyeyebrows. Ilikedthehaircut andit hair thelengthofaboy’s,withstraight-across bangsthathungat popular thesedays,”theinstructor assured mymother. Inowhad soggy clumpstomakemyhairevenagain.“PeterPanisvery this onpurpose. to thebathroom andtriedtowetdownmyhair. an unevenmassofcrinklyblackfuzz.Mymotherdraggedmeoff without shaking.Insteadofgettingbigfatcurls,Iemerged with me inthehandsofastudentwhocouldbarely holdthescissors took metoabeautytrainingschoolintheMissiondistrict andput “You already knowhow. Don’tneedtalentforcrying!” “Oh mygoodness.” sailor song,orpursingherlipsintoaveryround Owhilesaying, watch. And IwouldseeShirleytappingherfeet,orsinginga films. Mymotherwouldpokemyarmandsay, “Nikan”—You watch Shirley’soldmoviesonTVasthoughtheywere training good,” itwarned.“Andthenyou’llalwaysbenothing.” don’t hurryupandgetmeoutofhere, I’mdisappearingfor

three and won an Academy Award at age six. age at Award Academy an won and three Temple Shirley We didn’timmediatelypicktherightkindofprodigy. At first Every nightafterdinner, mymotherandIwouldsitatthe In all of my imaginings, I was filled with a sense that I would soon In allofmyimaginings,Iwasfilledwithasensethatwouldsoon In fact,inthebeginning,Iwasjustasexcitedmymother, The instructor ofthebeautytrainingschoolhadtolopoff these “You looklikeNegro Chinese,”shelamented,asif Ihaddone Soon aftermymothergotthisideaaboutShirleyTemple, she “Ni kan,”saidmymotherasShirley’seyesfloodedwithtears. But sometimestheprodigy inmebecameimpatient.“Ifyou . I would never feel the need to sulk for anything. reproach. Iwouldneverfeeltheneedtosulkforanything. perfect. Mymotherandfatherwouldadore me.Iwouldbe

American child star of the 1930s. She starred in her first movie at age age at movie first her in starred 1930s. She the of star child American * * * 2 We’d

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 20 19 18 17 16 15 14 13 with myself, seeingif mymother wouldgiveuponmebefore cow jumpingoverthemoon. And thenextday, Iplayedagame other areas. Thesoundwascomfortingandreminded meofthe of thefoghornsoutonbaywhilemymother drilledmein be bored. And Iwas.gotsobored Istarted countingthebellows performed listlessly, myheadpropped ononearm.Ipretended to won’t bewhatI’mnot. lots ofwon’ts.Iwon’tletherchangeme,promised myself. I had newthoughts,willful thoughts,orratherthoughtsfilledwith back atmewasangry, powerful.ThisgirlandIwere thesame.I reflection, blinkingsoIcould seemore clearly. Thegirlstaring me—because Ihadneverseenthatfacebefore. Ilookedatmy in themirror. pitched noiseslikeacrazedanimal,tryingtoscratchouttheface ordinary face—Ibeganto cry. Sucha sad, uglygirl!Imadehigh- only myfacestaringback—andthatitwouldalwaysbethis looked inthemirror above thebathroom sinkandwhenIsaw hopes andfailedexpectations.Before goingtobedthatnight,I something insideofmebegantodie.Ihatedthetests,raised remember, Ma,”Isaid. Jehoshaphat hadrichesandhonorinabundance.that’sallI minutes andthenreport everything Icouldremember. “Now Angeles, New York, andLondon. without usingmyhands,predicting thedailytemperatures inLos the queenofheartsinadeckcards, tryingtostandonmyhead “Helsinki” before showingmetheanswer. checked toseeif thatwaspossiblyonewaytopronounce I guessed,sayingthemostforeign word Icouldthink of.She was thenameofstreet welivedoninChinatown.“Nairobi!” at themagazinestory. could alsopronounce thenamesofforeign cities correctly. European countries. A teacherwasquotedassayingthelittleboy boy whoknewthecapitalsofallstatesandevenmost about remarkable children. assortment. Shewouldlookthrough themall,searching forstories And sinceshecleanedmanyhouseseachweek,wehadagreat got thesemagazinesfrom peoplewhosehousesshecleaned. other magazinesshekeptinapileourbathroom. Mymother And thenIsawwhatseemedtobetheprodigy sideof disappointedfaceonceagain, And afterseeingmymother’s All IknewwasthecapitalofCalifornia, becauseSacramento So nowonnightswhenmymotherpresented hertests,I One nightIhadtolookatapagefrom theBibleforthree The testsgotharder—multiplying numbersinmyhead,finding “What’s thecapitalofFinland?”Mymotheraskedme,looking The firstnightshebrought outastoryaboutthree-year-old the reader? does thischoicehaveon NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ emotions ofthenarrator? to reveal thecontrasting the authorhavechosen narrator’s feelings. 18 and19thatreveal the or phrasesinparagraphs Whymight Markwords Whateffect Two Kinds

15 16 NOTES

UNIT 1•GENERATIONS 24 23 22 21 3. watching TheEdSullivanShow my beingaprodigy again. And thenonedaymymotherwas two bellowsatmost. At lastshewas beginningtogiveup hope. eight bellows. After awhileIusually countedonlyone,maybe Temple. Shewasproudly modestlikeaproper Chinesechild. And with aPeterPanhaircut. Thegirlhadthesauciness ofaShirley being poundedoutbyalittleChinesegirl,about nineyearsold, gestures. “Lookhere.” teasing liltingonesbefore itreturned tothequickplayfulparts. with thismesmerizingquality, sortofquickpassagesandthen Finally, shestoodbythesetwithherhandonsounddial. was likeastiff embracelessdancebetweenherandtheTVset. down. Silence.Upanddown,backforth,quietloud.It again. Shegotup,theTVbroke intoloudpianomusic.Shesat Ed wouldbetalking. As soonasshe satdown,Edwouldgosilent from thesofatoadjust set,thesoundwouldgobackonand sound keptshortingout.Everytimemymothergothalfway up

The Two orthree monthshadgonebywithoutanymentionof I couldseewhymymotherwasfascinatedbythe music.Itwas “Ni kan,”mymothersaid,callingmeoverwithhurried hand She seemedentrancedbythemusic,alittlefrenzied pianopiece Ed Sullivan Show

popular television variety show that ran from 1948 to 1971. 1948 from ran that show variety television popular 3 onTV. TheTVwasoldandthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 36 35 34 33 32 31 30 29 28 27 26 25 “Anitra’s Dance”byGrieg. on thesofa. She gavealittlehuff assheletgoofthesounddialandsatdown knew almostimmediatelythatIwouldbesorrysaidthat. pretty good.Maybeshe’snotthebest,buttryinghard.” I complained mymother. comments whenmymotherbad-mouthedthelittlegirlonTV. of sheetmusicandpianolessons.SoIcouldbegenerous inmy had nopianoandwecouldn’tafford tobuyone,let alonereams large carnation. of herwhitedress cascadedslowlytothefloorlikepetalsofa she alsodidthisfancysweepofacurtsy, sothatthefluffy skirt 4. peculiar smelllikeababy thathaddonesomethinginitspants. was notyetmarried. been youngerthanIthought,sincehelivedwith hismotherand had eyesthatalwayslookedtired andsleepy. Buthemusthave most ofthehairontophisheadandhewore thickglassesand invisible orchestra. Helookedancientinmyeyes.hadlost strange, alwaystappinghisfingerstothesilentmusic ofan much talentasshehastemper, shewouldbefamousnow.” genius? Hnnh!Whatfor!Whoaskyou!” “Only askyoubeyourbest.Forsake. You thinkIwantyoube paid meamilliondollars!”Icried. play thepiano. And evenif Icould,wouldn’tgoonTVif you stand itanymore. to hell.Iwhinedandthenkickedmyfootalittlewhencouldn’t day, from fouruntilsix. lessons andapianoformetopracticeoneveryday, twohoursa and mymotherhadtradedhousecleaningservicesforweekly of ourapartmentbuilding.Mr. Chongwasaretired pianoteacher practice. ShehadtalkedtoMr. Chong,wholivedonthefirstfloor told mewhatmyschedulewouldbeforpianolessonsand I hadtolearnhowplayit.

Grieg The littleChinesegirlsatdownalsotoplayanencore of “Just likeyou,”shesaid.“Notthebest.Becauseyounottrying.” “What are youpickingonherfor?”Isaidcarelessly. “She’s “Play noteright,butdoesn’tsoundgood!Nosingingsound,” In spiteofthesewarningsigns,Iwasn’tworried.Ourfamily I metOldLadyChongonceandthatwasenough. Shehadthis Mr. Chong,whomIsecretly nicknamedOldChong, wasvery “So ungrateful,”Iheard her mutterinChinese,“Ifshehadas My motherslappedme.“Whoaskyoubegenius?”sheshouted. “Why don’tyoulikemethewayIam?I’mnotagenius!can’t When mymothertoldmethis,Ifeltasthoughhadbeensent Three daysafterwatching TheEdSullivanShow, mymother

(greeg) Edvard Grieg (1843–1907), Norwegian composer. (1843–1907), Grieg Edvard Norwegian (greeg) 4 Iremember thesong,becauselateron mother andthedaughter? conflict betweenthe better understandthe paragraphs helpyouto the punctuationinthese NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ conversation? about thetoneof the punctuationsuggest daughter communicate. how themotherand 32 and33thatreveals punctuation inparagraphs Whatdoes Markthe Howdoes Two Kinds

17 18 discordant NOTES adj. lackingharmony

UNIT 1•GENERATIONS (dihs KAWRD uhnt)

43 42 41 40 39 38 37 44 piano. Hewasdeaf.“LikeBeethoven!” when Ipickeditup. found inthebackofrefrigerator; theskinjustslidoff themeat And herfingersfeltlikeadeadperson’s,anoldpeachIonce 6. 5. 7. and down,staccato He marched stiffly toshowmehowmakeeachfingerdanceup hand around anappleand keepthatshapewhenplayingchords. still asIslowlyplayedscalesandarpeggios. He balancedpenniesontopofmywristssoIwouldkeepthem behind me,pushingdownonmyrightshoulderforeverybeat. the motionsinhalf-time. To helpmekeeprhythm, hestood to keepupwiththewrong notesIwasplaying.Hewentthrough keep time!” applauded andthensaid,“Very good!Butnowyoumustlearnto up anddownontopofgarbagecans.OldChongsmiled then Ijustplayedsomenonsensethatsoundedlikeacatrunning music wasreally somethingquitegrand. added more notesandrunning trillsandapoundingbassuntilthe and then,asif inspired byanold,unreachable itch,hegradually after me!” Bass! Nosharpsorflats!SothisisCmajor!Listennowandplay point todifferent things,explainingtheirpurpose:“Key!Treble! his franticsilentsonatas. both listeningonlyinourhead!” And hewouldstarttoconduct could hear. Itwasafterchurch, andIwasleaning against the Jong bothtalkinginaloudbraggingtoneofvoice soothers way. And thenonedayIheard mymotherandherfriendLindo preludes, themostdiscordanthymns. anybody different thatIlearned toplayonlythemostear-splitting at thatyoungage.ButIwassodeterminednotto try, notto be the basicspretty quickly, andImighthavebecomeagoodpianist kept conductinghisownprivatereverie. corrected myself. Ijustkeptplayinginrhythm. And OldChong I hitthewrong notesbecause Ihadn’tpracticedenough,never I couldbelazyandgetawaywithmistakes,lotsofmistakes.If

staccato arpeggios deaf. completely was he when written were pieces greatest his of Some Beethoven And thenhewouldplaytheCscaleafewtimes,simplechord, I soonfoundoutwhyOldChonghadretired from teaching So that’showIdiscovered thatOldChong’seyeswere tooslow I wouldplayafterhim,thesimplescale,chord, and Our lessonswentlikethis.Hewouldopenthebookand Over thenextyear, Ipracticed likethis,dutifully in myown So maybeIneverreally gave myself afairchance.Ididpickup He taughtmeallthesethings,andthatwashowIalsolearned

(stuh KAHT oh) adv. KAHT (stuh

(ahr PEHJ ee ohz) n. ohz) ee (ahr PEHJ (BAY toh vuhn) Ludwig van Beethoven (1770–1827), Beethoven van composer. (BAY German vuhn) Ludwig toh 7 likeanobedientlittlesoldier. played crisply, with clear breaks between notes. between breaks clear with crisply, played notes in a chord played separately in quick succession. quick in separately played achord in notes 5 heshoutedtome.“We’re 6 Hehadmecurvemy

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 52 51 50 49 48 47 46 45 Child” from Schumann’s It wastheshowpieceofourlivingroom. secondhand piano,ablackWurlitzer spinetwithascarred bench. hall. Bythen,myparents had savedupenoughtobuymea have meplayinatalentshowwhichwouldbeheldthechurch pride. nothing butmusic.It’slikeyoucan’tstopthisnaturaltalent.” problem worserthanyours.IfweaskJing-meiwashdish,shehear with asightomymother. Waverly, who pretended nottoseeher. nothing butdustoff herwinnings.”Shethrew ascolding lookat that Sunday. “Alldaysheplaychess. All dayIhavenotimedo Chess Champion.” gained acertainamountoffameas“Chinatown’sLittlestChinese hated eachother. I thoughtshewassnotty. Waverly Jonghad over crayonsanddolls.Inotherwords, forthemostpart,we together andshared alltheclosenessoftwosisterssquabbling farther downthewallaboutfivefeetaway. We hadgrown up Lindo’s daughter, Waverly, whowasaboutmyage,standing brick wallwearingadress withstiff whitepetticoats. Auntie 8. rhymes, squawkedouttunesonminiature violins,twirledHula was. Thelittlestonesgot togofirst.Theyrecited simple nursery rows were filledwithchildren bothyoungerandolderthanI Waverly andhertwoolderbrothers hadalsocome.Thefirsttwo to witnessmydebut. Auntie LindoandUncleTin were there. side, leftlegbends,lookupandsmile. out, touchtherose onthecarpetwithapointedfoot,sweepto someone else. playing. Idaydreamed aboutbeingsomewhere else,aboutbeing see whatnotesfollowed.Ineverreally listenedtowhatIwas over it,playingafewbarsandthencheating,lookingupto parts twicetomakethepiecesoundlonger. ButIdawdled supposed tomemorizethewholething,playingrepeat moody piecethatsoundedmore difficult thanitwas.Iwas

Schumann A fewweekslater, OldChongandmy motherconspired to And rightthen,Iwasdeterminedtoputastopherfoolish And mymothersquared hershouldersandbragged:“Our For thetalentshow, Iwastoplayapiececalled“Pleading “You luckyyoudon’thavethisproblem,” said Auntie Lindo “She bringhometoomanytrophy,” lamented Auntie Lindo My parents invitedallthecouplesfrom theJoyLuckClub The partIlikedtopracticebestwasthefancycurtsy: rightfoot

(SHOO mahn) Robert Alexander Schumann (1810–1856), Schumann composer. Alexander German mahn) Robert (SHOO 8 Scenesfrom Childhood.Itwasasimple, * * * squabbling matters fightingnoisilyoversmall v. NOTES (SKWAHB blihng) Two Kinds

paragraph? over thecourseof do thesedescriptionshave 20 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES negative descriptions? author usepositiveand they describe. words, andnotewhat 54, markdescriptive

UNIT 1•GENERATIONS Whydoesthe Inparagraph Whateffect 57 56 55 54 53 song thatsoundedlikea busybee. eleven-year-old boywhowonfirstprizeplayinga trickyviolin andgothonorablemention. And the sang from MadamaButterfly while ridingaunicycle.Thebreasted girlwithwhitemakeupwho fake moustachewhodidamagicshowandjuggled flaminghoops chairs. And sowewatcheditall:theeighteen-year-old boywitha strange senseofhonormusthaveanchored myparents totheir throughout therest oftheshow. back. Ifelttheshameofmymotherandfatheras theysatstiffly the wholeworlditseemed.Iwasaware ofeyesburningintomy whispered back,“Well, she certainlytried.” whisper loudlytohismother, “Thatwasawful,”andthemother my wholefacequiveringasItriednottocry, Iheard alittleboy audience clappedweakly, andasIwalkedbacktomychair, with face,herstrickenface.The done!” ButthenIsawmymother’s Old Chong,whowasbeamingandshouting“Bravo!Bravo!Well my knee,lookedupandsmiled.Theroom wasquiet,exceptfor anything wrong atall.Iswept myrightfootout,wentdownon had seenmegothrough the rightmotionsandhadnotheard I hadjustbeennervousandtheaudience,likeOldChong, notes stayingwithmeallthewaytoend. track. Iplayedthisstrangejumblethrough tworepeats, thesour would adjustthemselvesback,likeatrainswitchingtotheright as thoughmyhandswere bewitched.Ikeptthinkingmyfingers my headandbegantotrickledown. Yet Icouldn’tstopplaying, another andfollowedthat. A chillstartedatthetopof and Irealized somethingdidn’tsoundquiteright. And thenIhit sound. SoitwasasurprisetomewhenIhitthefirstwrong note in howlovelyIlookedthatatfirstdidn’tworrywould introduce metoeveryoneonTV. people jumpingtotheirfeetandEdSullivanrushing upto a pinkbowinmyPeterPanhaircut. As Isatdown,envisioned expression. Ihadonawhitedress, layered withsheetsoflace,and yawn, Auntie Lindo’sstiff-lipped smile,Waverly’sfather’s sulky blankface,my I lookedoutovertheaudience,atmymother’s nervousness. Iremember thinkingtomyself, Thisis it!Thisis prodigy sideofmereally didexist.Ihadnofearwhatsoever, no childish excitement.Itwasasif Iknew, withoutadoubt,thatthe clap enthusiastically. curtsied, theaudiencewouldsighinunison,“Awww,” andthen Hoops, prancedinpinkballettutus,andwhentheybowedor And nowIrealized howmany peoplewere intheaudience, And Istartedtoplay. Itwassobeautiful. Iwassocaughtup We couldhaveescapedduringintermission.Pride andsome When Istoodup,discovered mylegswere shaking.Maybe When myturncame,Iwasveryconfident.remember my

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 62 61 60 59 58 69 68 67 66 65 64 63 was heavingupanddown inanangryway. should I?I’mnotagenius.” louder. entryway ofthelivingroom. “Fourclock,”shesaidonceagain, stupid one. had listenedtoherbefore andlookwhathappened.Shewasthe my mothersaidanymore. Iwasn’therslave.ThisChina. of the TV. talent-show torture again. Iwedgedmyself more tightlyinfront was stunned, asthoughshewere askingmetogothrough the of thekitchenandsawmewatchingTV. piano again.Buttwodayslater, afterschool,mymothercameout cry andblameherforallmymisery. been waitingforhertostartshouting,soIcouldshoutbackand No accusations.blame. And ina way, Ifeltdisappointed. Ihad mother walkedinandthenwenttotheback,intobedroom. me. Butwhenmyfatherunlockedthedoortoourapartment, thinking shewantedtowaituntilwegothomebefore shoutingat humming thebusy-beetuneandmymotherwassilent.Ikept missing. Whenwegotonthebustogohome,myfatherwas at thesceneofanaccident,toseewhatpartswere actually and itseemedasif everybodywere nowcomingup, likegawkers blank lookthatsaidshehadlosteverything.Ifeltthesameway, stomach. felt sobad,Iwouldhavepulledherbraidsandpunched aren’t a geniuslikeme,”shesaidmatter-of-factly. And if Ihadn’t remembered whatIhaddone. he wasreferring tomeinahumorous way, orwhetherheeven broadly. Joy LuckClubcameuptomymotherandfather. After theshow, theHsus,Jongs,andSt.Clairsfrom the She walkedoverandstood infront oftheTV. Isawherchest “I’m notgoingtoplayanymore,” Isaidnonchalantly. “Why She cameoutfrom thekitchenandstoodinarched I didn’tbudge. And thenIdecided.didn’thavetodowhat “Turn off TV,” shecalledfrom thekitchenfiveminuteslater. “Four clock,”shereminded measif itwere anyotherday. I I assumedmytalent-showfiascomeantneverhadtoplaythe But my mother’s expression waswhatdevastatedme:aquiet, But mymother’s Waverly lookedatmeandshrugged hershoulders.“You “That wassomethin’else,”saidmyfather, andIwondered if “Lots oftalentedkids,” Auntie Lindosaidvaguely, smiling * * * stay tihd) completely upset devastated NOTES v. destroyed; v. (DEH vuh Two Kinds

21 22 NOTES

UNIT 1•GENERATIONS 83 82 81 80 79 78 77 76 75 74 73 72 71 70 closed, shuttingoutthe dust, mymisery, andherdreams. playing again.Thelessons stopped.Thelidtothepianowas most: Whyhadshegivenuphope? hoped forsomethingsolarge thatfailure wasinevitable. unspeakable. SoIneverfoundawaytoaskher why shehad bench. All thatremained unchecked,likeabetrayalthatwasnow at therecital ormyterribleaccusationsafterward atthepiano wanted tobe.Icouldonlybeme. Stanford. Idropped outofcollege. straight A’s. Ididn’tbecomeclasspresident. Ididn’tgetinto my ownwill,righttofallshortofexpectations.Ididn’tget years thatfollowed,Ifailedhersomanytimes,eachtimeasserting a smallbrown leaf,thin,brittle, lifeless. backed outoftheroom, stunned, asif shewere blowingawaylike face wentblank,hermouthclosed,armsslack,andshe Like them.” “Then IwishI’dneverbeenborn!”shouted.“Iwere dead! babies shehadlostinChina,theoneswenevertalkedabout. wanted toseeitspillover. And that’swhenIremembered the also feltgood,asif thisawful sideofmehadsurfaced,atlast. worms andtoadsslimythingscrawlingoutofmychest,butit mother,” Ishouted. As Isaidthesethingsgotscared. Itfeltlike kind ofdaughtercanliveinthishouse.Obedientdaughter!” who are obedientandthosewhofollowtheirownmind!Onlyone be thekindofdaughteryouwantmetobe!” crying. mouth wasopen,smilingcrazilyasif shewere pleased Iwas looking atherbitterly. Herchestwasheavingevenmore andher She lifted meupandontothehard bench.Iwassobbing bynow, me toward thepianoasIkickedthrow rugs undermyfeet. the TV. Shewasfrighteninglystrong, half pulling,half carrying finally emerged. Sothiswaswhathadbeeninsidemeallalong. And evenworse,Ineveraskedherwhatfrightened methe And forallthoseyears,wenevertalkedaboutthe disaster And Icouldsenseherangerrisingtoitsbreaking point.I For afterourstruggle atthe piano,shenevermentionedmy For unlikemymother, Ididnotbelievecouldbeanything It wasnottheonlydisappointmentmymotherfeltinme.In It wasasif Ihadsaidthe magic words. Alakazam!—and her “Too latechangethis,”saidmymothershrilly. “Then Iwishwasn’tyourdaughter. Iwishyouweren’t my “Only twokindsofdaughters,”sheshoutedinChinese.“Those “You wantmetobesomeonethatI’mnot!”Isobbed.“I’llnever She yankedmebythearm,pulledoff thefloor, snappedoff “No! Iwon’t!”screamed. “No!” Isaid,andnowfeltstronger, asif mytrue self had

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 91 90 89 88 87 86 85 84 it were ashinytrophy Ihadwonback. standing infront ofthebay windows,itmademefeelproud, asif And afterthat,everytimeIsawitinmyparents’ livingroom, be disproved. “Take it,”shesaid. angry norsad.Shesaiditasif toannounceafactthatcouldnever want to.” certain. “You havenaturaltalent. You couldbeengeniusif you only onecanplay.” miss it?” removed. I sawtheoffer asasignofforgiveness, atremendous burden piano, for my thirtieth birthday. Ihadnot played inall those years. But Ididn’tatfirst.Itwasenoughthatshehadoffered ittome. “You justnottrying,”saidmymother. And shewasneither “No Icouldn’t.” “You pickupfast,”saidmymother, asif sheknewthiswas “Well, Iprobably can’tplayanymore,” Isaid.“It’sbeenyears.” “No, thisyourpiano,”shesaidfirmly. “Alwaysyourpiano. You “Are yousure?” Iaskedshyly. “Imean,won’tyouandDad So shesurprisedme. A fewyearsago,sheoffered togivemethe * * * NOTES Two Kinds

23 24 NOTES

UNIT 1•GENERATIONS 95 94 93 92 halves ofthesamesong. And afterIplayedthembothafewtimes,realized theywere two shorter butslower;“PerfectlyContented”waslonger, butfaster. rhythm andturnedoutto bequiteeasy. “PleadingChild”was play thisoneaswell.Ithadalightermelodybutthesameflowing the right-handside.Itwascalled“PerfectlyContented.”Itriedto to me. played afewbars,surprisedathoweasilythenotescameback “Pleading Child.”Itlookedmore difficult thanIremembered. I played attherecital. Itwasontheleft-handsideofpage, their coversheldtogetherwithyellowtape. with handwrittenscales,thesamesecondhandmusicbooks very goodpiano.Insidethebenchwere thesameexercise notes keys. ItsoundedevenricherthanIremembered. Really, itwas a with me. skin, thenwrappedthemintissueanddecidedtotakehome kind with littleslitsupthesides.Irubbed theoldsilkagainstmy in moth-proof boxes.IfoundsomeoldChinesesilkdresses, the yellow, pink,brightorange—allthecolorsIhated—Iputthose jewelry in specialsilkpouches.Thesweatersshehadknittedin things inorder formyfather, alittlebitattime.Iputthe mother haddiedafewmonthsbefore andIhadbeengetting had thepianoreconditioned, forpurely sentimental reasons. My And forthefirsttime,orsoitseemed,Inoticedpiece on After Ihadthepianotuned,openedlidandtouched I openeduptheSchumannbooktodarklittlepiecehad Last weekIsentatunerovertomyparents’ apartmentand

❧

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

What happenstothepianoatendofstory? What happenswhenthenarratorperformsattalentshow? How doesthenarratorprepare forthetalentshow? How doesthemotherarrangeforherdaughtertotakepianolessons? In whatwaysdoesthemotherpressure herdaughtertochange?

Notebook

Draw of key astoryboard events in “Two Kinds” to confirm your

Choose atunfamiliar one least Briefly research detail from the text.

Choose something that interested you and from formulate the text Two Kinds

25 26 a different and • Analyze inferences the evidence • Cite Reading Literature  Model Annotation Close-Read Guideand

text.

text

contrasts S T UNIT 1•Ge

t ool Kit several

making meaning a says

characters to

nd how drawn

support

explicitly

the pieces

ar an

from

points author ds

analysis of n

as narrators

the era textual TWO KINDS

well develops

text. view ti of

o what

in of n

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

interact from reading thisstory? abouthowpeopleofdifferentWhat haveyoulearned generations E daughter asshedid?Explain. Make aJudgment there awinnerinthisconflict? Explain. characters, results whena mother pushesherdaughtertosucceed.Is D similar anddifferent? (b) (a) Compare andContrast difference intheirattitudescauseproblems? the authormakethischoice?”Whatcanyouconclude? annotate whatyounotice.Askyourself questionssuchas“Whydid Revisit asectionofthetextyoufoundimportant.Readthisand close-read notes. For more practice,gobackintothetextandcomplete Then, writeaquestionandconclusion. Close read thepassage,andfindanotherdetailtoannotate. sample annotations,alongwithquestionsandconclusions. This model,from paragraph10ofthetext,showstwo

N ssential Question raw Conclusions otebook sulk foranything. I wouldneverfeeltheneedto I would bebeyondreproach. and fatherwouldadore me. soon becomeperfect.Mymother filled withasensethatIwould In allofmyimaginings,Iwas her isif sheiswithoutfault. only wayherparents willbesatisfiedwith CONCLUDE: Thenarratorbelievesthatthe emphasized? QUESTION: Whyistheword perfect emphasize aspecific word. ANNOTATE: Theauthorusesitalicsto

Respond tothesequestions.

What canonegeneration learnfromanother? or a struggle between the In thisstory,conflict,orastrugglebetweenthe Should thenarrator’s motherhavepushedthe A nalyze Causeand

How are themotherandher daughter E to supportyouranswers. Cite textualeviden ffect likely sulksalot. feels criticized, andshe adore her, sheoften feel thatherparents that shedoesnot future. Italsoshows narrator’s hopesforthe the repetition shows CONCLUDE: The repetition ofwould? idea isstressed bythe QUESTION: What several times. would isrepeated ANNOTATE: Theword

How doesthe c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Point ofviewistheperspectivefrom whichthestoryistold. Character andPointofView Analyze CraftandStructure literary work. • • • • • 5. 4. 3. 2. 1. Practice

pronouns suchasheandshetorefer tothecharacters. narrator isnotacharacterinthestory.Theusesthird-person When astoryistoldfrom thethird-person pointofview, the first-person pronouns suchasIandmetorefer tohimself orherself. narrator isacharacterwhoparticipatesintheactionanduses When astoryistoldfrom thefirst-personpointofview, the his orherexperiencesandemotions. A character’s perspectiveishowheorsheviewseventsbasedon her toactinacertainway. A character’s motivesare theemotionsorgoalsthatdrivehim acts, andspeaks. educated guesses,aboutacharacterbasedonhowheorshethinks, unique.You canidentify charactertraitsbymakinginferences , or Character traitsare theindividualqualitiesthatmakeeachcharacter

Use thediagramtolistdaughter’s charactertraits. How mightthestorybedifferent if itwere toldfrom themother’s pointofview? enabled youtoidentify the pointofview? (a) From whatpointofviewis thestorytold?(b)Whatdetailsintext for eachcharacter? How dothedifferent perspectivesofthemotheranddaughtercreate challenges difference betweenthemother’s motivesandthedaughter’s motives? Reread paragraphs24–28 of thetext.Whatdoesthispassageshowabout Notebook

Respond tothesequestions.

A character isapersonorananimalin ESSENTIAL QUESTION: DAUGHTER THE Whatcanonegenerationlearnfrom another? to supportyouranswers. CITE TEXTUALEVIDENCE Two Kinds

27 to yourWord Network. generations, andaddthem related tothetopicof Look inthetextforwords 28 spelling capitalization, conventions • Demonstrate flexibly andcontent,reading choosing words of • Determine Language   clues Greek b.

unknown

Use

STANDARDS UNIT 1•Ge

WORD NETWORK and

from to

LANGUAGE DEVELOPMENT

when or common,

the

phrases Latin

of and a or

meaning writing. punctuation,

range

standard command clarify

affixes multiple-meaning

grade-appropriate

based

of n the

of era strategies. and TWO KINDS

English

of on meaning a

and

word. roots the ti grade 7 o

6. 5. 4. 3. 2. 1. understanding. Answer thequestions,usingvocabularywords toshowyour 2. 2. 1. that shefeelsasaresult ofhermother’s actions. be beyondreproach.Theword reproachdescribestheheavycriticism of conflict.Forexample,thenarratorfantasizesthatshemightoneday Concept Vocabulary 1. following activities. original word. Practiceyour knowledgeofthisprefix bycompletingthe to abaseword, thenewword takesontheoppositemeaningfrom the Latin Prefix: in- Word Study Practice Why TheseWords?

What kindofweathermighthavedevastatedanappleorchard? If astudentlamentedaftertakingtest,howdidthedo? each other? What advicecanyougivepeopletohelpthemavoidsquabblingwith coming from astereo? Why mightsomeone’s neighborscomplainaboutdiscordantmusic reproach? Why mightafamouscheffeelthathisorhercookingisbeyond Why mightapersonwhoexperiencesindignityfeelupsetorangry? incomplete. Define thesewords thatcontaintheprefix in-:incorrect,inactive, the prefix in-. Write adefinitionoftheword indignitybasedonyourknowledgeof When peoplehavedignity,theyare worthyofhonor andrespect. or struggle? What otherwords intheselectionconnecttoconceptofconflict, mother andthedaughter. word helpsthereader betterunderstandtheconflictbetween Select three oftheconceptvocabularywords, andexplainhoweach indignity lamented Notebook

The conceptvocabularywords appearin“Two Kinds.”

The prefix in-means“not.”Whenthisprefix isadded

These conceptvocabularywords relate totheidea discordant reproach devastated squabbling

Conventions Nouns and Pronouns A common noun names a person, place, thing, or idea. A proper noun names a specific person, place, or thing. A possessive noun shows ownership.

Common Nouns Proper Nouns Possessive Nouns CLARIFICATION mother, daughter, Mr. Chong, China, the audience’s Proper nouns are always country, street Main Street reaction capitalized. Examples of proper nouns include Lucas’s piano Abraham Lincoln, London, the musicians’ bows and Selena. the children’s concert

A personal pronoun takes the place of a noun or several nouns named elsewhere in the text, referring to a specific person or thing. A possessive pronoun shows possession or ownership.

Personal Pronouns I, me, we, us, you, he, him, she, her, it, they, them

Possessive Pronouns my, mine, our, ours, your, yours, his, hers, its, their, theirs

Read It Reread paragraph 29 of “Two Kinds.” Mark the nouns. Then, classify each noun as common or proper. Finally, identify the possessive noun in the paragraph.

Write It Revise the sentences. Replace nouns with appropriate pronouns. 1. When the daughter performed, the daughter’s playing was sloppy.

2. My father listened patiently, although my father did not want to be there.

3. The youngest children played first. Most of the youngest children were prepared.

Notebook Write three sentences about an important scene between the mother and daughter in the selection. Include at least one © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson of each type of noun and pronoun in your sentences.

Two Kinds 29 30 pronunciation. contact, and pertinent focused, emphasizing Present Speaking andListening well-structured relevant events real • Write Writing  events. action sensory relevant d. and/or to dialogue, b. naturally event and/or of establishing a.

Use or Engage examples; Use view develop STANDARDS UNIT

imagined using

EFFECTIVE EXPRESSION

narratives claims

sequence

adequate descriptive narrative and precise

coherent

characters. characters;

descriptions, and

language

descriptive

and pacing,

and

1 effective experiences, salient convey

introducing

a and

use • event logically.

context words

orient experiences

that techniques, manner to

volume,

appropriate

findings, and

details,

points

organize experiences

develop

n sequences. details,

technique,

facts, capture

unfolds and

the era

TWO KINDS description, and

events,

with

and in reader

and phrases,

narrator details, ti point

and a an such

the o

clear eye

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as s

3. 2. 1. After youhavewrittenyourretelling, answerthefollowingquestions. Reflect on Your Writing clarify therelationships betweencharacters. correctly usenounsandpronouns toestablishaclear pointofviewand several oftheconceptvocabularywords inyourretelling. Besure to Vocabulary andConventionsConnection understanding ofhowpointviewshapesyourwriting. experiences andperspectives.Bydoingso,youwillgainadeeper the pointsofviewallcharacters,becauseeachonehasunique creativity andimagination.Whendevelopinganarrative,consider Writing aneffective narrative,whetherfictionornonfiction,requires Writing toSources from the mother’s point of view. Choose ascene from the story, and write aretelling Assignment

character? technique doyouthinkwasmosteffective inportrayingthemother’s What narrativetechniquesdidyouuseinyourwriting? Whichnarrative understand herperspective? How didwritingfrom themother’s pointofviewhelpyoutobetter point ofviewtolife? writing. Whichwords didyou specifically choosetobringthemother’s Why TheseWords? aetdreproach indignity lamented • • • convey themother’s thoughtsand feelings. Use narrativetechniques,suchasdialogueanddescription,to Present aclearsequenceofeventsforthescenethatyouchose. to ensure thatyouaccuratelyportraythemother’s character. identify themother’s charactertraitsandmotives.Usethesedetails Review thestory,andnoteimportantdetailsthatcanhelpyou

discordant The words youchoosemake adifference inyour

Think aboutincluding squabbling devastated of the scene

Speaking and Listening A monologue is a dramatic speech presented by a single character. The character speaks from the first-person point of view and relates his or her thoughts and feelings about an event.

Assignment Choose one of the passages listed, and develop a dramatic monologue in which the daughter expresses aloud her thoughts and feelings in this moment of the story.

• paragraphs 18–20 • paragraphs 54–56 • paragraphs 84–91

1. Organize Your Monologue Use the following questions to gather ideas and prepare notes.

What happened earlier in the story? Think about how these events influence the daughter’s feelings.

How will your monologue begin? Choose a strong statement to grab your audience’s interest.

What happens during the Show how the daughter’s thoughts and feelings change during monologue? the monologue.

How will your monologue end? Conclude your monologue with a thought-provoking statement that ends the scene.

2. Prepare Your Delivery Using your notes, practice your monologue. • Maintain eye contact with members of your audience as you speak. • Vary the volume of your voice and your pacing to reflect emotion.

3. Evaluate Monologues Use a presentation evaluation guide like the one shown to analyze your classmates’ monologues.

Presentation Evaluation Guide  evidence log Rate each statement on a scale of 1 (not demonstrated) Before moving on to a to 5 (demonstrated). new selection, go to your Evidence Log and record The speaker communicated events from the daughter’s point of view. what you learned from “Two Kinds.” The speaker provided details to demonstrate shifts in feeling.

The speaker maintained eye contact with audience members. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson The monologue was clear and easy to follow.

Two Kinds 31 32 needed atthehighendofrange. proficiently, with scaffoldingas the grades 6–8textcomplexityband comprehend literary nonfictionin By theendofyear, readand Informational TextReading  usually gounreported.” small actsofkindnessthat it’s remarkable toseethe together inadisaster, but and says,“Peoplepull and afloodinTexas, hurricane inNorthCarolina Jackson hassurviveda the placeshehaslived. writing aboutmanyof has traveledextensively, was raisedinEnglandbut Tyler Jackson(b.1981) About the Author

STA UNIT 1•GENERATIONS MAKING MEANING A SIMP ND A LE RD ACT S activities for “Aactivities Simple Act.” you will complete theand first-read close-read and an excerptAct” from Invisible An Thread this youIn will lesson, read and compare “A Simple Comparing Texts opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION needed. and review yourrankings.Markchangestooriginalrankingsas After completingyourfirstread, comebacktotheconceptvocabulary well youknowitonascaleof1(donotit)to5(knowverywell). Before reading, ratehowfamiliaryouare witheachword. Indicatehow You willencounterthefollowingwords asyouread “ASimpleAct.” Concept Vocabulary Act Simple A have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE encouraged influence connects the generalideasof WO bond ideas within RD YOU selection. by writingatimelineofthe the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE R . First . First

R RESPOND A N KI N G from by marking by completing An Inv isi ble Thre a d

A Simple Act Tyler Jackson

BACKGROUND In a big city like New York, thousands of strangers from many different SCAN FOR backgrounds cross paths every day. But they rarely stop on the street to MULTIMEDIA get to know each other. When people from very different places make the effort to connect, unexpected friendships can form.

1 t was the first day of September in 1986, and the morning rain NOTES I had given way to bright sunshine. A successful advertising executive made her way across 56th street toward Broadway, on the west side of Manhattan. A young boy—all of eleven years © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson old and dressed in scruffy clothes—asked for some change for something to eat. Laura Schroff lowered her head and walked on; Manhattan was full of panhandlers, and she hardly even noticed them any more.

A Simple Act 33 influence joins together on Laura? do thesequestionshave 34 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ connection; link bond encouraged important way affect someoneinan connects NOTES these questions? the authorhaveincluded paragraph 4. questions includedin inspired; offered support to

UNIT 1•GENERATIONS (BAHND) (kuh NEHKTS) (kuh NEHKTS) (IHN floo uhns) (IHN floo Whymight (ehn KURihjd) Markthe Whateffect n. uniting v. v . v. 5 4 3 2 6 favorite one.ShehadexpectedMauricetobeamazed bythehuge familyonLongIsland.Hermemoryoftheirtripisa her sister’s would knowthatsomeonecared abouthim. put thelunchinabrown paperbag,becausethentheotherkids for himtopickuponhiswayschool.Heaskedherif shecould offered tomakelunchforMauriceandleaveitwithherdoorman almost likethechildLaurahadalwayswanted.Oneday, she places, newideas,andpossibilities. And Mauricebecame bond formedbetweenthem.Lauraintroduced Mauricetonew decision. so importanttohim?Laurathoughtitthrough, andcametoa it causeMauriceif shewere toabandonhimafterbecoming even whenshedidn’tfeellikeit?Whatkindofdamagemight of helpingherself? Could shecommittobeingthere forMaurice at whatshewasdoing.Was shehelpingMauricejustasaway who believedinhim,andshemadeLauratakealonghard look education. Maurice’steacherwasperhaps theonlyotherperson him tohavedreams about hisfuture, andgotinvolvedinhis Laura becametheyoungboy’sfirstrole model.Sheencouraged discovered alife hehadonlyseenontelevision.Gradually, together. SomeMondaystheyateatLaura’shome,andMaurice arranged tomeetagainthenextMonday. and there hewas,inthesameclothesandtoo-tightsneakers.They him afterseveraldays,shereturned tothespottheyhadmet— to phoneherif hewaseverhungry. Whenshedidn’thearfrom but whatsheheard shockedher, andbefore sheleft,toldhim about theboy’slife. Sheherself hadnotaneasy childhood, different planet. As theytalkedovertheirlunch,Lauralearned away from Laura’shome,butitmightaswellhavebeena mother andnumerous otherrelatives. Itwasonlytwo blocks middle ofthestreet andtooktheboytolunch. Laura believesshefeltthatthread. Sheturnedbackfrom the two peoplewhoare destinedtomeetandinfluenceeachother. an oldChineseproverb thatsaysaninvisiblethread connects know whatitwas,butshecallsan“invisiblethread.” There’s Maurice hadneverleftthecityuntilLauratook him tovisit The twocontinuedsharingdinnereveryMonday, andaclose Every Monday, LauraSchroff andMauriceMazyckhaddinner The boylivedinasingleroom inawelfare hotelwithhis But somethingdrew Laurabacktotheboy. Shestilldoesn’t

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 9 8 7 chance toshare it. ever did.Hetaughthertobegratefulforwhatshehas,andthe trust bygivingherlife more meaning thanhersuccessatwork given heroneofthegreatest gifts shehaseverhad.Herepaid her discovered thetruth ofthatstatement.ShefeelsMauricehas if youcantrust somebodyistotrust them.”Overtheyears,Laura couch inthelivingroom. Butthere isahugedining room table. to visitthefamily’sapartment,youmightnoticethatthere isno his children are allveryfondoftheir“AuntLaurie.” Ifyouwere in hisfamilytoearnapaycheck.Hehasofown,and reached numberoneontheNewYork Times bestsellerslist. down tobusiness.Theresult oftheirwork,AnInvisibleThread , years before shefoundaco-writerandstartedseriouslygetting story. Itwas10yearsbefore shebeganwriting—andanotherthree Laura’s friendssuggestedthatshewriteabooktellingthewhole magazine publishedanarticle,lessthanonepagelong,aboutit. Maurice hadseriouslydoubtedthathewouldlivetobeanadult. like thatwhenhehadafamilyofhisown.Onlymonthsearlier, and talkedatetogether. Hedeclared thathewantedatable most wasthelarge diningroom tablewhere theyallsatdown front lawnandevenlarger backyard. Butwhatamazedhimthe The writerErnestHemingwaysaid,“Thebestwaytofindout Today, Maurice worksinconstruction. Heisthefirstperson Laura andMaurice’srelationship lasted,andin1997a ❧ NOTES A SimpleAct

35 36 Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension

5. 4. 3. 2. 1. UNIT 1•GENERATIONS

Describe Maurice’s adultlife, professionally andpersonally. What wasMaurice’s favoritepartofthevisittoLaura’s sister? What weeklyritualdoLauraandMauricebeginaftertheirfirstmeeting? destined tomeetandinfluenceeachother? What doestheoldChineseproverb sayconnectstwopeoplewhoare How didLauraSchroff andMauriceMazyckmeet?

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Comprehension Check Comprehension formulate aresearch it. about question Research to Explore Research to Clarify Research RESEARCH 7. 6. aspect of the story?aspect research that detail. what In way the information does you learnedshed light an on

How didLaurashare thestoryofherrelationship withMauriceanaudience?

Notebook

Write atimelineofkeyeventsin“ASimpleAct.”

Choose atunfamiliar one least Briefly detail from the text.

Choose something that interested you and from the text A SimpleAct

37 38 her how view • Determine inferences the evidence • Cite Informational TextReading 

text position

S the or UNIT 1•Ge

ta several

making meaning purpose

says

author to

nd drawn

support

from an explicitly

pieces a

author’s distinguishes in

from that

analysis of text s A SIMPLEACT n

as of

the era textual

point others. well and

text. ti of

his analyze

of o what

or n s

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

generations learn fromgenerations learn each other? abouthowpeopleofdifferentanother? Whathaveyoulearned their relationship? What doreadersaboutMaurice’s learn values? paragraph 6whathelikedmostaboutvisitingLaura’s sister?(b) (a) E people becamesointerested inthisfriendship? Laura andMaurice’s friendshipbecameabest-seller. Whydoyouthink E D write aquestionandyourconclusion. read thepassageandfindanotherdetailtoannotate.Then, annotations, alongwithquestionsandconclusions.Close The model,from paragraph6oftheessay,showstwosample this choice?”Whatcanyouconclude? notice. Askquestionssuchas“Whydidtheauthormake first read. Readthissectioncloselyandannotatewhatyou Revisit asectionofthetextyoufoundimportantduringyour close-read notes. For more practice,gobackintothetextandcomplete

N ssential Question valuate raw Conclusions otebook A that whenhehadafamilyofhisown. declared thathewantedatablelike down andtalkedatetogether. He dining room tablewhere theyallsat amazed himthemostwaslarge even larger backyard. Butwhat amazed bythehugefront lawnand nalyze doesn’t currently have. foraclosefamily,whichhe Maurice yearns CONCLUDE: Thewritershowsthat this informationinthetext? QUESTION: Whydoesthewriterinclude most impressed Maurice. ANNOTATE: Thispassagedescribeswhat She hadexpectedMauricetobe

In paragraph7theauthormentionsthatabookabout

How doesMauricesurpriseLaurawhenheexplains in Respond tothesequestions.

How dobothLauraandMauricebenefitfrom What canonegeneration learnfrom to supportyouranswers. Cite textualeviden property size. together thanin spends time in howthefamily stronger interest Maurice hasa emphasize that author wantsto CONCLUDE: The repeat thisword? does theauthor QUESTION: Why repeated. word amazedis ANNOTATE: The I nfer c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. for Mauriceinthereader’s mind. In theseparagraphs,theauthorusesweightedwords tocreate sympathy basic meanings. words—words thathavestrong emotionalassociationsbeyondtheir take theformofdirect opinions,oritmayinvolveusingweighted with theirowncommentaryandinterpretation. Thecommentarymay In otherinformationaltexts,authorsare more subjective—mixingfacts factual information. opinions andotherbiases.Thesetextsare basedalmostentirely on some informationaltexts,authorstakeanobjectiveapproach, avoiding takes inaninformationaltextshowtheauthor’s pointofview. In Author’s PointofView Analyze CraftandStructure • • 1. 4. 3. 2. Practice

WORD ORPHRASE teacher tookMaurice’s situationveryseriously. Laura takealonghard lookatwhatshewasdoing”toshowthatthe In paragraph4,theauthorwritesthatMaurice’s teacher“made be beggingformoneyonthestreets. thattheboywastooyoungto 1 showsthattheauthorisconcerned In “ASimpleAct,”thephrase“allofelevenyearsold”inparagraph

words andphrases,theeffect theseword choiceshaveonreaders. Reread paragraph3,andusethecharttoanalyzeauthor’s useofweighted avoided usingweightedwords andusedmore objectivelanguage? How wouldthereader’s understandingofthearticlediffer if theauthorhad why theauthormighthavechosensuchlanguage. Find anadditionalexampleofweightedwords inparagraphs5–9,andexplain understanding ofthedifferences betweenMaurice’s life andLaura’s life. Explain howtheweightedwords inparagraph3affect thereader’s Notebook

Respond tothesequestions.

The attitudesandapproach thatanauthor PRECISE MEANING ESSENTIAL QUESTION: Whatcanonegenerationlearnfrom another? EFFECT to supportyouranswers. CITE TEXTUALEVIDENCE A SimpleAct

39 to yourWord Network. generations, andaddthem related tothetopicof Look inthetextforwords 40 flexibly andcontent,7 reading choosing words of • Determine speaking. grammar conventions • Demonstrate Language  

unknown

STANDARDS UNIT 1•Ge

WORD NETWORK and

from LANGUAGE DEVELOPMENT

and

phrases

of and a or

usage

range

standard command clarify

multiple-meaning

based

when of A SIMPLEACT n the er strategies.

English

of on meaning

writing ati

the

grade o

1. the relationship betweenLauraandMaurice. affect eachotherinanimportantway.Noticethatbothwords relate to thesetwopeoplewillinfluenceeachother,destined tomeet.Inturn, or that aninvisiblethread connects,orjoinstogether, twopeoplewhoare relationships betweenpeople.Forexample,theoldChineseproverb says Why TheseWords? 2. Concept Vocabulary word bond. fifth paragraph.Then,use a dictionarytofindtwomore definitionsofthe several different meanings.Write themeaningofbond asitisusedinthe For example,theword bond , whichappearsin“A SimpleAct,”has words are similar, butinother cases theymaybecompletelyunrelated. more thanonedefinition. Sometimes thedefinitionsofmultiple-meaning Multiple-Meaning Words Word Study Practice 2. 1.

nlec bond influence connects concept, andexplainhowtheyare related. Identify twootherwords intheselectionthatare related tothis of therelationship betweenLauraandMaurice? How doestheconceptvocabularysharpenreader’s understanding can aboutinterpersonalrelationships. Work withapartner, tryingtolistasmanywords andtaketurns asyou of eachword’s meaning. Use eachconceptword inasentencethatshowsyourunderstanding

Notebook

The conceptwords appearin“ASimpleAct.”

The conceptvocabularywords helptoshow encouraged

A multiple-meaningword isaword with

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2. extent? Manyadverbsendinthesuffix -ly.Thischartshowsexamples: answering thequestionHow?When?Where?Howoften?orTo what adjective, oranotheradverb.Thesewords provide informationby Adverbs Conventions Write It 1. Read It 1. 3. 2. sentences provided, basedonthequestionsinparentheses. adverb thataddresses thequestioninparentheses. Add adverbstothe To whatextent? How often? Where? When? How?

d. c. b. verbs theymodify, andtellhowthesewords clarify information. Reread paragraphs4–7ofthetext.Markadverbs,identify the a. word eachadverbmodifies ordescribes. Identify theadverboradverbsineachsentence.Then,identify the Laura wasextremely gladshewentbacktomeetMaurice. was sheglad?) Laura wasgladshewentbacktomeetMaurice.(To whatextent each other?) They pushedeachothertotrynewthings.(Howoften didtheypush Maurice confidedinhisnewfriend.(Howdidheconfide?) friends?) Maurice andLaurabecamegoodfriends.(Whendid theybecome Ex

Notebook

am Laura’s bookwasverypopularanddeeplyaffected manyreaders. Later, LaurabefriendedMaurice’s children, too. They oftenexchangedopinionsandfrequently agreed. Maurice andLaurashared mealsregularly andenthusiastically. p

le An adverbisaword thatmodifies ordescribesaverb,

The samplesentencehere wasrevised byaddingan Today, MauriceandLauraare extremely goodfriends. onMondaynight. metfordinner They usually They wentinsideforameal. Laura saidno,butsoonchangedhermind. forchange. Maurice askedpolitely essential question: Whatcanonegenerationlearnfrom another? A SimpleAct

41 42 needed atthehighendofrange. proficiently, with scaffoldingas the grades 6–8textcomplexityband comprehend literary nonfictionin By theendofyear, readand Informational TextReading  The Vendetta. An InvisibleThreadand several books,including and heistheco-authorof crime, andsportsarticles, writing human-interest, writer forPeoplemagazine, City. Hehasbeenasenior writer basedinNewYork Alex Tresniowski isa in thelivesofothers. people tomakeadifference speaker andencourages She isnowamotivational successful publications. and severalotherhighly helped launchUSAToday more than30yearsand in advertisingsalesfor Laura Schroff hadacareer About the Authors

STANDARDS UNIT 1•GENERATIONS MAKING MEANING A SIMPLE ACT A SIMPLE Invisible Thread of “A the point with Simple of of Act” view An Then, compareread the point activities. of view Thread You will now read an excerpt from Invisible An Comparing Texts opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebacktotheconceptvocabularyand the words inorder from mostfamiliar(1)toleast(3). Before reading, notehowfamiliaryouare witheachword. Then,rank Invisible Thread. You willencounterthefollowingwords asyouread anexcerptfrom An Concept Vocabulary Thread Invisible An from have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE . First, complete. First, theand first-read close- perseverance generosity resilience the generalideasof . WORD ideas within YOUR RANKING the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND from by marking by competing AN INVISIBLE THREAD

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. from 5 4 3 2 1 Thread Invisible An Laura Schroff andAlexTresniowski Whenever Ihearsomeone tellmehowluckyMauriceistohave his life. Heck,Inearlylostitthroughout hiswholedarntoast. the manIamtoday.” an angel. And myangelwasLaurie. mother—bless hersoul,mymotherdied—andthe Lord sentme going downthewrong road, thewrong hill,and,youknow, my took metoHaagen-Dazsandthenweplayedsome games. to McDonald’s.We ateandthenwalkedaround CentralPark;she she almostgothit—andlookedandcamebacktookme away. And thenshestopped.Shewasinthemiddle ofthestreet— this lady, ‘Miss,canyouspare somechange?’ And shewalked with barely nothing,and I wasveryhungrythatdayandasked way wemetwassospecialtome.Iayoungboyonthestreet his wife, walkedupandtook themicrophone, andbeganhistoast. so everyonewasexcitedtoseehimandhearspeak.Hekissed everyone intheroom had methimoratleastknewhisstory, and was inastunningnavybluegown,herhairsweptup.Nearly T their longfriendship. words, andLaura’s reaction tothem,reveal whateachhadgainedfrom he gavethefinaltoastatcelebrationofher50thbirthday.Maurice’s Laura Schroff andMauriceMazyckhadbeenfriends for 15yearswhen BACKGROUND I wassoincredibly movedwhenIheard MauricesayIsaved “Without you,” Mauricesaid,raisinghisglass,“Icouldnotbe “You know, atthatmomentshesavedmylife. ‘CauseIwas “Laurie, where canIstart,” Mauricebegan.“We met.the tuxedo withspectacularblack-and-whiteshoes,andhiswife hen camethefinaltoast.Thespeakerwasinasharpblack from AnInvisibleThread said? Explain. summarized whatMaurice same effect if ithadjust this passagehavethe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES words? in transcribingMaurice’s this typeofpunctuation think theauthoruses punctuation. 3 and4,markthe ANCHOR TEXT MULTIMEDIA Whydoyou Inparagraphs Would SCAN FOR

MEMOIR

43 met me, I have to stop them and correct them. The truth is that the NOTES lucky one is me. 6 Maurice taught me so many things; I can’t possibly list them all. He taught me how to live. He taught me one of the most important lessons a person can hope to learn—he taught me to be resilience (rih ZIHL yuhns) n. grateful for what I have. He taught me about resilience, courage, ability to recover quickly perseverance, and about the special strength that comes from overcoming adversity. He taught me the true value of money, the perseverance (pur suh VIHR real meaning of lunch in a brown paper bag, the importance of uhns) n. continued, a silly ritual like baking cookies. He taught me, more than I ever patient effort taught him, what it means to be a friend. 7 Everything I ever gave to Maurice, he gave back to me tenfold. Every meal, every shirt, every bike or toothbrush, was matched by Maurice with a more genuine appreciation than I have ever known. Every hand I ever lent him was returned with a hug; every kindness was paid back with an impossibly optimistic smile. If love is the greatest gift of all—and I believe it is—then the greatest privilege of all is to be able to love someone. Maurice appeared out of nowhere and allowed me to love him, and for generosity (jehn uhr AHS that, I simply can never thank him enough. His generosity of uh tee) n. willingness to spirit continues to astound me, and to this day my relationship give or share with him is the relationship I am most proud of in my life. ❧

Media Connection

Discuss It In what way does this video of Maurice’s toast deepen your understanding of and appreciation for the text? Write your response before sharing your ideas.

Maurice’s Toast

44 UNIT 1 • GENERATIONS © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Explore Research of the story?aspect research that detail. what In way the information does you learned shed light on an to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. a research question. research a

your understandingoftheselection. According toLaura,whatare thegreatest gift andgreatest privilegeofall? fromWhat doesLaurasayshelearned knowingMaurice? How doesLaurarespond whenpeoplesaythatMauricewasluckytomeether? What statementdoesMauricemakethatmakesLaura“nearlyloseit”? Laura met? At whatstageofhislife doesMauricegiveatoastexplaininghowheand

Notebook

Write asummaryoftheexcerpt from AnInvisibleThreadtoconfirm

Choose at least one unfamiliar detail from Briefly the text.

Choose something that interests you and from formulate the text from AnInvisibleThread

45 46 position fromthatofothers. the authordistinguisheshisorher or purposeinatextandanalyzehow Determine anauthor’s pointofview Informational TextReading 

STANDARDS UNIT 1•Ge from ANINVISIBLETHREAD making meaning n era ti o n s 5. 4. 3. 2. 1. 3. 1. TextClose Readthe Analyze the TextAnalyze the 2.

how peoplefrom different from generations canlearn oneanother? another? Howdidreading thisexcerptaffect yourunderstandingof Make suggest aboutherfriendshipwithMaurice? Maurice, hegavebacktometenfold.”Whatdoesthis statement around?walked backtohim.WhydoyouthinkLauraturned stopped inthemiddleofstreet, almostgothitbyacar, andthen Laura forspare change,at firstshewalkedpasthim.Then, word choicescontributemost tothispositivetone? Schroff givesthereader apositiveimpression ofMaurice.Whichher A E I D choice?” Whatcanyouconclude? you notice.Askquestionssuchas“Whydidtheauthormakethis Revisit asectionofthetextyoufoundimportantandannotatewhat notes. For more practice,gobackintothetextandcompleteclose-read and yourconclusion. passage, andfindanotherdetailtoannotate.Then,writeaquestion annotations, alongwithquestionsandconclusions.Closeread the The model,from paragraph1oftheessay,showstwosample

nterpret N ssential Question: nalyze raw Conclusions otebook setting ofthescene. sentence seemmore formal,whichsuitsthe CONCLUDE: Usingthisword order makesthe put theverbbefore thenoun? QUESTION: Whydidtheauthorchooseto word order. ANNOTATE: Thisphrasehasunusual gown, herhairsweptup. was inastunningnavyblue and-white shoes,andhiswife tuxedo withspectacularblack- speaker wasinasharpblack Then camethefinaltoast.The I nferences

In thefirstparagraphofexcerptfrom hermemoir, Laura In paragraph7,Laurasays,“EverythingIevergaveto

Respond tothesequestions.

Why doyouthinkMaurice gavethefinaltoast?

In histoast,Mauricesaysthatwhenheasked

What canonegeneration learnfrom to supportyouranswers. Cite textualeviden become successful. that Mauricehas details emphasize CONCLUDE: These speaker andhiswife? detail aboutthe provide somuch does theauthor QUESTION: Why language here. author usesvivid ANNOTATE: The c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. as personalreactions andemotions. events andexperiencesintheirownlives—bothwhathappenedaswell of memoirsusethefirst-personpointviewbecausetheyare describing Memoirs are usuallywrittenfrom thefirst-personpointofview. Authors clues. written from thefirst-personpointofviewbylookingforfollowing the first-personpointofview. You cantellaworkofnonfictionis Narrative PointofView Analyze CraftandStructure • • • 3. 4. 2. 1. Practice Original Passage reflect theviewsofotherpeopleinvolvedinnarrative. Authors oftenusedirect quotations,oraperson’s exactwords, to The authorisinvolvedintheeventsbeingdescribed. The authorusesthepronoun Itorefer tohimself orherself.

text helpedyoutorecognize pointofview? it evidentthatiswritteninthefirst-personpointof view?(b)Whatcluesinthe (a) Whenthetextbegins,pointofviewisunclear. Atwhatpointinthetextis pronoun she.Anexampleisshown. Rewrite eachexampletochangethepointofviewthird personbyusingthe Record twoexamplesoffirst-personpointviewinparagraphs5–7thetext. deepen yourunderstandingofrelationship betweenLauraandMaurice? How dotheideasexpressed bythefirst-personnarratorinAnInvisibleThread point ofview?(b)Doyouthinkthisstrategyiseffective? Whyorwhynot? (a) WhatstrategydothewritersofAnInvisibleThread usetopresent Maurice’s Example: Notebook his life. She wassoincredibly movedwhensheheard Mauricesayshesaved “I wassoincredibly movedwhenIheard MauricesayIsavedhislife.”

Respond tothesequestions.

An InvisibleThreadisamemoirwrittenfrom essential question: R ewritten Passage Whatcanonegenerationlearnfrom another? to supportyouranswers. CITE TEXTUALEVIDENCE from AnInvisibleThread

47 48 your Word Network. generations from thetextto Add words related to meanings. relationships, andnuances inword of figurative language, word • flexibly fromarange ofstrategies. reading andcontent, choosing words andphrases basedongrade 7 of unknownandmultiple-meaning • spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish • Language  

understand eachofthewords. particular wordstobetter b. Usetherelationshipbetween Demonstrate understanding clues tothemeaningofaword. Greek orLatinaffixesandrootsas b. Usecommon, grade-appropriate Determine orclarifythemeaning coordinate adjectives. a. Useacommatoseparate Demonstrate commandofthe

STANDARDS UNIT 1•GENERATIONS WORD NETWORK from ANINVISIBLETHREAD LANGUAGE DEVELOPMENT 2. Concept Vocabulary 1. of spirit.” condition of.”Intheselection,authorrefers toMaurice’s “generosity Latin Suffix: -ity Word Study Practice 2. 1. from An InvisibleThread. Why TheseWords? 2. 1. Maurice’s personality. perseverance. Noticethatbothofthesewords showpositiveaspectsof Maurice overcomes adversityteachesLauraaboutresilienceand qualities intheirrelationship witheachother. Forexample,theway qualities orpersonalitytraits.MauriceandLaurademonstratethese

resilience definition forthatword. Identify thebaseword thatwascombinedwiththesuffix. Write a Look atparagraph6,andfindanotherword thatusesthesuffix -ity. vocabulary word generosity . Explain howthesuffix -itycontributestothemeaningofconcept vocabulary word. words withoppositemeanings,asyoucanforeachconcept synonyms, orwords withsimilarmeanings,andantonyms,or Work withapartner, comingupwithasmany andtaketurns the word’s meaning. Use eachword inasentencethatdemonstratesyourunderstandingof personality traits? What otherwords intheselectionconnecttoconceptofpositive both LauraandMauricebenefitedfrom theirrelationship? How doestheconceptvocabularysharpenyourunderstandingofhow

Notebook

The conceptvocabularywords appearintheexcerpt

The Latinsuffix -itymeansthe“state,quality,or perseverance

These conceptvocabularywords showpositive

generosity

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2. 3. 2. separated byacomma.Cumulativeadjectivescannotbereversed. Cumulative adjectivesalsomodify thesamenoun,buttheyare not be usedinplaceofthecommaandyoucouldreverse theadjectives. You cantellwhetheradjectivesare coordinate if theword andcould adjectives thatmodify thesamenounandare separatedbyacomma. Two orMore Adjectives adjectives toanswerthequestionWhose? Which one?orWhose?Possessivenounsandpronouns are usedas pronoun. AdjectivesmayanswerthequestionWhatkind?Howmany? Adjectives Conventions 1. practice sentence.Separatetheadjectiveswithcommas if needed. adjectives. Reviewtheexample,andthenaddtwoadjectives toeach The originalsentenceintheexamplebelowwasrevised byaddingtwo Write It 1. explain why. modify. Thentellwhethertheadjectivesare coordinate orcumulativeand Identify theadjectivesineachsentence,andnamenounsthey Read It cumulative adjectives. relationship. Includeatleastonepairofcoordinate andonepairof COORDINATE ADJECTIVES devoted and lifelong friends. devoted andlifelong You couldsay:Theybecame friends. devoted They becamelifelong, What kind? How many?

Maurice shared astorywith theaudience. Original: The bookteachesmanyvaluablelife lessons. His warmgoodnature inspired manylisteners. Maurice gaveanemotional,heartfeltspeech. L Revision: Ex

Notebook aura wore adress. amp l e

An L L aura wrote amemoir. aura wrote anunforgettablepersonal memoir.

The youngboyhadagenuinesmile. They talked forfiftyminutes. They talked adjective isaword thatmodifies ordescribesanoun Write aparagraphdescribing

Coordinate adjectivesare twoormore essential question: CUMULATIVE ADJECTIVES not mean the samething.) not meanthe (She wore sweaterdoes abluelight She wore bluesweater. alight L aura andMaurice’s Which one? Whose? Whatcanonegenerationlearnfrom another? Have youread book? that I greatly admired Maurice’s speech. from AnInvisibleThread

49 50 analysis, reflection, andresearch. informational textstosupport Draw evidencefromliterary or Writing of facts. advancing differentinterpretations by emphasizingdifferentevidenceor their presentationsofkey information writing aboutthesametopicshape Analyze howtwoormoreauthors Informational TextReading 

STANDARDS UNIT from ANINVISIBLETHREAD EFFECTIVE EXPRESSION

•

Ge A SIMPLEACT n era ti o n s from AnInvisibleThread A SimpleAct express yourobservationsinwriting. from thememoirAnInvisibleThread.Now, deepenyouranalysisand and MauriceMazyck:thenewsblog“ASimpleAct”excerpt You haveread twoselectionsaboutthefriendshipbetweenLauraStroff Writing toCompare As yougatherevidence,askyourself thefollowingquestions: notes. provide whendescribingtheirfriendship.Usethecharttorecord your An InvisibleThreadtoexaminethekeyinformationthattwoauthors Gather Evidence Analyze theTexts 3. 2. 1. between LauraandMaurice. of thetwopiecespresent informationaboutthesametopic:friendship Write anexplanatoryessayinwhichyouanalyzewaystheauthors helped themboth.To prepare foryourassignment,considerthefollowing: The newsblogandthememoirtellabouthowLauraMaurice’s friendship Assignment

• • • your response. In whichtextistheemphasis onfriendshipmore apparent? Explain What keyinformationisthe sameacross thetwotexts? friendship? How dothetwotextsdiffer intheirpresentation ofthebenefits

Notebook the friendship? Does thetextfocusonaseriesofeventsormore onthequalityof What quotations,if any,are used? What descriptivedetailsdothetwotextsprovide? • • Why thefriendshiplastedsolong How thefriendshipstartedandgrew

Respond tothesequestions.

Reread both“ASimpleAct”andtheexcerptfrom ye fDtisUe OverallEffect oftheText Types ofDetailsUsed

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. There are severaltypesoftransitionalwords andphrases. ideas inalogicalsequenceandyoumakeyouressayflowmore smoothly. II. OverallEffect oftheText I. Types ofDetailsUsed Outline organize yourideas. Create anOutline ______Central Idea/Thesis:______or thesis,youwilldevelopinyouressay: Determine Your CentralIdea Planning andPrewriting punctuation. your worktoensure itisfree from errors ingrammar, spelling,and sure youhaveusedtransitions tolinkthoseideas.Finally,proofread have givenspecific examples tosupportyourideas.Then,checkbe Once youare donewriting, criticallyreview youressay.Makesure you Review andRevise Use Transition Words connect yourideas. logical explanationofyourideas.Useclearlanguageandtransitionsto Develop youressaywithdetailsfrom thetextsandpresent asmoothand Write aFirstDraft D • • • • rafting Words andphrasesthatshowexamples:forexample,instance Words andphrasesthatshowsequence:first,next,then,finally Words andphrasesthatshowdifferences: but,however, yet Words andphrasesthatshowsimilarities:also,inaddition,likewise B. excerptfrom AnInvisibleThread A. “ASimpleAct” B. excerptfrom AnInvisibleThread A. “ASimpleAct”

To helpyoustructure youressay,create anoutlineto Use yourcompletedoutlinetowritefirstdraft.

Using transitionwords canhelpyoupresent your

In onesentence,writethecentralidea, essential question: Whatcanonegenerationlearnfrom another? spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish Demonstrate commandofthe Language analysis ofrelevant content. the selection, organization, and concepts, andinformationthrough to examineatopicandconveyideas, Write informative/explanatorytexts Writing  from AnInvisibleThread these selections. fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa  b. Spellcorrectly. concepts. relationships amongideasand create cohesionandclarifythe c. Useappropriatetransitions to and examples. quotations, orotherinformation facts, definitions, concretedetails, b. Developthetopicwithrelevant

STANDARDS

evidence log

51 Student Nonfiction Narrative contradict notable perspective consequence dialogue the beginningofunit. in vocabulary youlearned some oftheacademic argument, considerusing As youcraftyour VOCABULARY ACADEMIC 52 purposes, a frames • Write well- relevant events real • Write Writing 

range • • A • TWO

WRITING TOSOURCES

from Tool Kit or STANDARDS

UNIT 1•GENERATIONS

structured SIMPLE

imagined using and

Performance Task: Wri

routinely narratives of descriptive

and KINDS

Model ofa discipline-specific

shorter

effective

INVISIBLE

audiences. ACT

event

experiences over

time details,

develop

technique, extended sequences.

frames

THREAD

and

tasks,

for time

Model NonfictionNarrative in whichpeopleofdifferent generationscaninfluenceeachother. knowledge ofthesetextstowriteanonfictionnarrativeabouttheways whose chancemeetingenrichedbothoftheirlives.Nowyouwilluseyour and theexcerptfrom AnInvisibleThreadpresent thestoryoftwofriends up teachingherchildunexpectedbutvaluablelessons.“A Simple Act” influence oneachother’s lives.In “Two Kinds,”anambitiousmotherends You havejustread textsinwhichpeopleofdifferent generationshavean Write you prepare towriteyourown nonfictionnarrative. have anopportunitytoreview theseelementsas effective nonfictionnarrative inthetext.You will Challenge yourself tofind all oftheelementsan Text, “Grounded.” well-crafted nonfictionnarrative,seetheLaunch An engagingnonfictionnarrativecontainstheseelements: are writtenfrom thethird-person pointofview. or shehasexperienced.Othernonfictionnarratives,suchasbiography, (employing pronouns Iandme)totellthetruestoryofsomethingthathe In apersonalnarrative,thewriterusesfirst-personpointofview A nonfictionnarrativeisastoryofsomethingthatactuallyhappened. Elements ofaNonfictionNarrative narrative shouldanswerthisquestion: your narrative,drawonthetextsyouhaveread inthissection.Your a different generationhashadonyouorsomeoneknow. In Write anonfictionnarrativeabouttheinfluencesomeonefrom Assignment • • • • • • •

the narrative a conclusionthatfollowsfrom andreflects ontheexperiencesin powerful sensorylanguage precise words, well-chosenquotations,vividdescriptive details,and sequence andsignalshifts from onesettingortimeframe toanother a varietyoftransitionalwords, phrases,andclausestoconvey narrative techniquessuchasdialogue,description,andpacing a clearsequenceofeventsthatunfoldsnaturallyandlogically a problem orconflict is you,thewriter well-developed majorandminorcharactersaswellanarrator, who influence someone from a different generation? can aperson how shows event unexpected What

t a ing focus

Nonfiction

For amodelof

Narrative LIT17_SE07_U01_LT.indd 6 6 UNIT

LAUNCH TEXT reader? feel, andhowdoessheshowthattothe answer thisquestion:Howdidtheauthor experience. Markthetexttohelpyou way thewritercreatesapictureofher it atthetime?Asyouread,look grandmother. Howdidshefeelabout a realexperienceshehadwithher writer oftheselectiontellsabout As youread, end oftheunit. Performance-Based Assessmentatthe type ofwritingyouwilldevelopinthe descriptive detailsandevents.Thisisthe an authorexploresexperienceusing narrative This selectionisanexampleof UNIT 1•GENERATIONS

1 text, atypeofwritinginwhich

LAUNCH TEXT | lookattheway

INTRODUCTION NONFICTION NARRATIVE MODEL 9 8 7 6 5 4 3 2 1 smallest things.Ididn’treally mind,undernormalcircumstances. center, where wedidnotwanttobe.Iwasoftengrounded forthe and myparents were inthemiddle,draggingustoward the ordinary—just anothergrandma,hoveringandwise. what drivingmeanttoher. Iknewthatwithoutherwheelsshe’dfeel old todrivearound byherself. Onenight,Ioverheard them: good songcameon.Drivingwasherindependence,freedom. down, theradioblasting,singingattopofherlungswhena own, aremnant ofherbanddays.Sheloveddrivingwiththetop us. Shehada1960sred Chevy Impalaconvertiblethatwasallher much sheloveddriving,especiallysincecametolivewith understood eachother. that’s allshewouldsayaboutit,nomatterhowoftenIprodded. she wasabackupsingerinbandthatIhadactuallyheard of.But know shehadone.Sheoncetoldmethatbefore shegotmarried G Sometimes itfeltlikeGrandmaandIwere onthesidelines I feltsickatthethoughtofGrandmagivinguphercar. Iknew “I’ll speaktohertomorrow.” “She’s okayfornow, buthowlongbefore shecan’tmanage?” My parents, however, were concernedthatshewasgettingtoo The thingIremember most aboutGrandmaSofiawashow To me,shetalkedinSpanish.IbackEnglish.We “El pasadoeselpasado,”shetoldme. nonfiction rowing upIreally didn’tknowmygrandmother. Shewas a privateperson,anddidn’ttalkaboutherpastmuch,butI Grounded The pastisthepast. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Focus Your Topic types ofdetailstodevelop charactersandideas. Study theLaunchText toidentify waysinwhichthewriter usesvarious Prewriting /Planning nonfiction narrative: There are manydifferent types ofdetailsyoucanusetocraftyour relative maystimulateyour memoryandhelpyoufindatopic. own memoriesandexperiences.Aphotoalbumoraconversationwith Gather Details like tohighlightinyournarrative.Statemainideaasentence: Develop Characters by include yourself asthenarrator! between thecharacterswillhelppropel theactioninyournarrative.Don’tforget to that makehimorheruniqueandinteresting. Considerthewaysinwhichdialogue about eachcharacteryouwillincludeinyournarrative.Listtraitsanddescriptivedetails • • • CHARACTERS examples: facts,ideas,andeventsthatsupportanideaorinsight conversations withthepeoplewhoare featured inyournarrative dialogue/quotations: statementsfrom personal interviews or anecdotes: briefstoriesthatillustrateapointorkeyidea (person from generation1)

Details foranonfictionnarrativecomemainlyfrom your

Reread theassignment.Considerpersonandeventyouwould

Realistic, engagingcharactersmakeanarrativecomealive.Think (action thatinfluencedpersonfrom generation2)

TRAITS essential question helpedtoinfluence : Whatcanonegenerationlearnfrom another? Performance Task: Write aNonfiction Narrative (person from generation2) DETAILS/DIALOGUE  well-structured eventsequences. relevant descriptivedetails, and events usingeffectivetechnique, real orimaginedexperiences Write narratives todevelop Writing your nonfictionnarrative. you maywanttocitein and identify typesofdetails Review yourEvidenceLog  and/or characters. to developexperiences, events, dialogue, pacing, anddescription, b. Usenarrative techniques, suchas

STANDARDS

evidence log

. 53 Performance Task: Writing focus

Drafting Organize a Sequence of Events In a nonfiction narrative, the writer often sequences events in chronological order, so that one event proceeds to the next in the order in which they actually happened. Use a timeline to organize your narrative so that it flows in chronological order. Then, add details to elaborate on the action. The timeline here shows key events in the Launch Text. Use it as a model to construct a timeline of your own narrative.

LAUNCH TEXT MODEL: “Grounded” Timeline Nonfiction Narrative Timeline Introduction Introduction Narrator, Grandma, and their relationship are described.

1. 1. Parents talk about Grandma’s driving.

2. 2. Narrator is grounded.

3. 3. Narrator asks Grandma for a ride to a party.

4. Narrator and Grandma feel bad on the ride.

5. Grandma asks to turn back; narrator agrees.

Conclusion CONCLUSION Grandma and narrator have learned from each other and share an understanding.

 STANDARDS Use Transitions To make the sequence of events in your narrative clear Writing to readers, use transition words, such as first, then, next, later, and finally, • Engage and orient the reader by to establish a clear chronological order. Use the numbered events in your establishing a context and point of view and introducing a narrator and/ timeline to help you determine which transition words to use and where or characters; organize an event

in your writing to use them. All rights reserved. or its affiliates. Inc., Education, © Pearson sequence that unfolds naturally and logically. Write a First Draft Refer to your timeline as you write your first draft. • Use a variety of transition words, As you draft your narrative, refer to the elements of nonfiction narrative phrases, and clauses to convey sequence and signal shifts from one writing as well as your Prewriting/Planning notes. time frame or setting to another.

54 UNIT 1 • GENERATIONS © Pearson Education, Inc., or its affiliates. All rights reserved. author’s voice. This chartshowsexamplesfrom theLaunchText thatcontributetothe Read It Voice Develop Technique: Your Finding Voice LANGUAGE DEVELOPMENT to helpyouavoidrepetitive sentencebeginningsandcreate variety. I, whichwillcreate arepetitive,Thischartprovides dullpattern. strategies you mightbeinclinedtobeginmanyofyoursentenceswiththepronoun real Whenwritingfrom speechpatterns. thefirst-personpointofview, Also paycloseattentiontoyoursentencestructures, andstrivetomimic authentic? to experience?andHowcanImakemypersonalityasnarratormore the toneofmynarrativebe?WhatemotionsdoIwantaudience develop yourvoice.To doso,askyourself questionssuchas:Whatshould As youdraftyournonfictionnarrative,thinkofwaysinwhichcan Write It will helpgetyoustarted. subject. Developingauniquevoicecantaketime.Thesetipsandactivities constructs asentence),andtone—thewriter’s attitudetoward hisorher influenced byword choice,sentencestructure (thewaytheauthor forgot shewasmysister. character wassorealistic I I saidherportrayalofthe playended. after the I rushedtocongratulateher stage. sister onthe I wassurprisedtoseemy ORIGINAL Tone Genuine Reflective, Structure andDialogue Varied Sentence Word Choice

A writer’s distinctivestyleisreferred toasvoice,anditcanbe I wassorelieved Icouldhavecried. But howcouldIsayanyofthis? anod. slowly. “Bueno,”shesaid,with We tookoff. Shedrove slowly,maybetoo blue sky bluecloudsagainstadarker to darkenwith topofherlungs;justbeginning singing atthe writing that someone said something. someonesaidsomething. that writing arealStart with insteadof quotation beginning. the sentence to partofthe Move another ormood. describes youremotion awordStart yoursentencewith that STRATEGY TOADDVARIETY essential question : Whatcanonegenerationlearnfrom another? Performance Task: Write aNonfiction Narrative Alice.” really youwere mademe believe “Great job!”Iexclaimed. “You congratulate her. playended,Irushedto After the figure stage. ofmysisteronthe familiar the Inoticed Startled, REVISION well-structured eventsequences. relevant descriptivedetails, and events usingeffectivetechnique, real orimaginedexperiences Write narratives todevelop Writing  and events. action andconveyexperiences sensory languagetocapturethe relevant descriptivedetails, and d. Useprecisewordsandphrases,

STANDARDS

55 your personalnarrative. from yourWord Network in Include interesting words 56 audience. appropriate organization, writing • Produce well-structured relevant events real • Writing   experiences from e. and action sensory relevant d. naturally event and/or of establishing a. FOCUS ANDORGANIZATION Write

Provide or Engage Use view

STANDARDS UNIT 1•GENERATIONS

WORD NETWORK events.

imagined using and

in Performance Task: Wri

sequence

Provides follows aconclusionthat Presents aclearchronological Provides anintroduction that

experiences in the narrative. experiences inthe from andreflects eventsand onthe by clarifyingtransitions. aresequence ofeventsthat linked point ofview. aclearcontextandestablishes narratives descriptive and precise characters;

and

language which

descriptive clear

and

reflects

to a

and

effective convey

and

conclusion or introducing a task,

event logically.

and

context words the orient events. experiences

that style

details,

purpose, coherent development, organize experiences

develop sequences. details,

technique,

the capture

unfolds and are the

and

that

narrated

reader

and phrases, narrator

point

and

and an follows

the

your revision. draft. Then,useyourevaluationandtheinstructiononthispagetoguide Use thefollowingchecklisttoevaluateeffectiveness ofyourfirst Evaluating Your Draft Revising events seemtohappenmore rapidly. put dialogueinplaceofdescription; orshortenthesentencessothat lag orfeelboring,tryone of thefollowing:Cutunneededplotevents; Adjust Pacing vague adverb:greatly vague adjective:pretty vague verb:said vague noun:stuff your ideasmore vividlyand accurately.Here are someexamples: revise, replace thesevaguewords withspecific, precise words thatconvey answers toquestionssuchasthoseintheprevious sentence.Asyou As youreview yourdraft,identify vaguewords thatdonotprovide specific such asWhatkind?How?Inwhatway?Howoften?andTo whatextent? readers, avoidwords andlanguagethatleavethereader withquestions Use Precise Language Revising forEvidenceandElaboration topic. Then, considerwhetheryourconclusionprovides afresh insightonyour check tobesure thatitfollowslogicallyfrom thebody ofyouressay. presented inthenarrative.To increase theclarityofyourconclusion, resolution, orcompletion.Itresolves anyconflictsorquestions clarifies theoverallmessageandprovides readers withasenseof Provide aClearConclusion Revising forFocusandOrganization EVIDENCE ANDELABORATION t

ing focus Establishes voicethroughEstablishes details,Uses descriptive Effectively usesnarrative structure, andtone. word choice,sentence precise words andphrases. sensory language,and description. pacing,anddialogue, techniques, suchas Read through yourdraft.Ifpartofstoryseems to

In order tocraftalivelynarrativethatengages

use enormously,incredibly,remarkably use attractive,exquisite,adorable use exclaimed,whispered,declared use souvenirs,gifts,photos

The conclusionofanonfictionnarrative CONVENTIONS

Attends to the norms tothe Attends discipline. oftheand conventions

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. narrative writingprocess inthefuture? work ofothersanddiscussing yournarrativethatmightinform something fromcomposing yournarrative? Didyoulearn reviewing the understanding ofthem?Whatwasthemostchallenging aspectof did writingaboutpastexperiencesandeventshelpto heightenyour asyouwroteReflect onwhatyoulearned yournarrative. Inwhatways Reflecting narratives haveincommonandthewayswhichthey are different. and commentonyourclassmates’work.Asagroup, discusswhatyour that yourclassmatescanread review itandmakecomments.Inturn, Create afinalversionofyour narrative.Share itwithasmallgroup so andPresentingPublishing speaker. RefertotheLaunchText forexamplesofeachtypedialogue. the inclusionofadditionalinformation,suchasidentification ofthe quotation marks.Asplitdialogueisathatinterruptedby dialogue—the actualwords spokenbyacharacter—isenclosedin in spellingandpunctuation.Asyouproofread, make sure thatany Proofread forAccuracy unique voice. a varietyofsentencestructures andword choicesthat reflect your Correct errors ingrammarandword usage.Besure youhaveincluded Edit forConventions andProofreadingEditing narrative, andprovide supportivefeedback. Exchange narrativeswithaclassmate.Usethechecklisttoevaluateyourclassmate’s PEER REVIEW 4. 3. 2. 1.

What isthestrongest partofyourclassmate’s narrative?Why? and experiencespresented? Does thenarrativeendwithaconclusionthatconnectstoandreflects ontheevents by transitions? Is there aclearsequenceofeventsthatunfoldschronologically andisclarified Is thepointofviewclear, andare thecharacterswelldeveloped?

yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, lookingforerrors If no,tellwhatyouthinkmightbemissing. If no,explainwhatconfusedyou. If no,suggesthowthewritermightimprove them. essential question : Whatcanonegenerationlearnfrom another? Performance Task: Write aNonfiction Narrative have beenaddressed. on howwellpurposeandaudience or tryinganewapproach, focusing planning, revising, editing, rewriting, strengthen writingasneededby from peersandadults, develop and With someguidanceandsupport Writing 

STANDARDS

57 58 Clarify Support Participate Prepare STRATEGY

UNIT 1•GENERATIONS

OVERVIEW: SMALL-GROUP LEARNING Small-Group Learning. Small-Group ideas of your own for each step. Get ready to use strategies these during atLook strategies these and theyou actions can take to practice them. Add will continue to learn and work in teams. learner.better school, In in your community, in college, and in your career, you Throughout your life, you’ll continue to develop strategies that make you a Small-Group Learning Strategies generations. between relationship other generations. You will work in agroup to continue your exploration of the insight and knowledge when you understandthe values and challenges facing always common some threads despite differences. these You can gain new What value people can change from one generation but to there the next, are another?from learn generation one can What QUESTION: ESSENTIAL

others

fully • • • • ACTION PLAN ACTION • • • • • • • • Build Invite Ask Use Make Organize Paraphrase Complete

follow-up text

off others eye

evidence ideas

your

contact your

the

who

questions.

thinking from

ideas assignments

have

to when

others

signal of

not so

others making

you

yet in that

your

can spoken

that

you a

ensure

point. group. contribute

you are

listening are

that do

prepared so.

your to

your

and

understanding

group’s taking for

group

discussions.

what

work.

correct. is MULTIMEDIA

SCAN FOR being

said.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK Present a Nonfiction Narrative Nonfiction a Present presentation about a lesson one generation can learn frompresentation canlearn another. aboutalessonone generation share eachother. with Afterreading, yourgroup amultimedia plananddeliver will The Small-Group readings explore people ofdifferent insightsthat the generations SPEAKING ANDLISTENINGFOCUS Two parents pass on some hard-earned wisdom. hard-earned some on Two pass parents Horne Frank James To Hughes Langston toMother Son POETRY four-year-old her child. with collaborates artist An Myla and Hendricks Mica Mother-Daughter Drawings MEDIA: IMAGE GALLERY COMPARE CONNECTION: MEDIA Cyber-Seniors new. something It’s late to learn never too Jennifer Ludden Tutors Teach New High-Tech Seniors Tricks ARTICLE NEWS with her mother. her with relationship complicated her about talks Maya Angelou withMichael Maher Maya Angelou toLearning Love My Mother MEDIA: VIDEO her.abandoned once who mother the with reunited is girl A young Maya Angelou from MEMOIR COLLECTION 1 Mom & Me &Mom &Me Mom Overview: Small-Group Learning CONTENTS

59 60

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

• • • • together. your own.You mayaddorrevise rulesbasedonyourexperience as youworktogether. Two samplesare provided. Addtwomore of List Your Rules similarities anddifferences amongyourresponses. for yourresponse. Afterallgroup membershaveshared, discussthe sharingyourthoughts,besureAs youtaketurns toprovide examples Our group’s decision: collaboration tools,email,orinstantmessaging. communicate withoneanother. Forexample,youmightuseonline Create aCommunication Plan Our group’s name: Name Your Group experience. review therulesandadaptthemasneededbasedonyourgroup’s Apply theRules Discuss theTopic People Everyone and adults share? adults and people young can experiences and ideas of kinds What

should

As agroup, decideontherulesthatyouwillfollow

not

Before youengageingroup discussionsoractivities,

In yourgroup, discussthefollowingquestion:

participate Choose anamethatreflects theunittopic.

interrupt.

Decide howyouwantto group

discussions.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. completing the tasks. the completing with and your activities groupthe texts and make aschedule for findFirst, out the due dates for the small-group Then, preview activities. Schedule a Making role. Here are possible some roles; add your own ideas. beginning decide among aproject, yourselves on each group member’s you’ll find it if morehas each effective person aspecific role. Before Different require projects different your roles. group As together, works Working Group Projects on To James To to Son Mother Mother-Daughter Drawings Mother to My Love Learning &Mom &Me Mom from High-Tech Tricks New Tutors Teach Seniors SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR

takes notesduringgroup meetings

organizes research activities

monitors thescheduleandkeepseveryoneontask ESSENTIAL QUESTION: ACTIVITIES Whatcanonegenerationlearnfrom another? Overview: Small-Group Learning DUE DATE DUE

61 62 flexibly fromarange ofstrategies. andcontent,choosing reading words andphrases basedongrade 7 of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  University in1988. graduated from Syracuse and CentralAfrica.She East, Europe, andWest reporter coveringtheMiddle for herworkasaforeign shared inseveralawards (NPR). Luddenhaswonand National PublicRadio is acorrespondent for Jennifer Ludden(b.1967) About the Author meaning ofawordorphrase. a. Usecontext asacluetothe

STANDARDS UNIT 1•GENERATIONS MAKING MEANING in thecontext,whichismadeupofsurrounding words andphrases. New High-Tech Tricks Tutors Teach Seniors opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues New High-Tech Tricks.” You willencounterthefollowingwords asyouread “Tutors Teach Seniors Concept Vocabulary Example: Example: struggling Possible meaning:Awormmeans“acomputerbug”or“problem.” the wormthathasinfectedacomputer. Context clues:Theword nastymeans“unpleasant,”anditdescribes computer.” downloadmeans“totransferdatatoyour Possible meaning:To download it. Context clue:To getanewprogram onyourcomputer, youneedto new program. have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isitabout? the text.Whatisitabout? NOTICE Mycomputerisinfectedwithanastyworm. To editthephotoonherlaptop,Sigridhadtodownloada

the generalideasof

To findthemeaningofunfamiliar words, lookforclues ideas within impairments

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

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 7 6 5 4 3 2 1 A senior citizensare oftenleftbehind. other sideoftheworld.However, technologychangessoquicklythat conversations withfriendsandfamilybothdownthestreet andonthe People caninstantaneouslyshare photographsandhaveface-to-face technologyallows ustoeasilyconnectwithoneanother.Modern BACKGROUND that theywantedtosend totheirfamilymembers,”shesays.But had beengivendigitalcameras bytheirchildren. seemingly simpleasacamera.Norrdiscovered thatmanyseniors citizens aboutFacebook,Skype,smartphones,even somethingas with theNationalHonorSocietysignuptoteach localsenior too,” shesays. and thuswasbornTECH—Teenager ElderComputer Help. problem. To whomdidshe turn? yet again,wastryingtohelpherownelderparents withatech help usherolderadultsintothedigitalage. of programs across thecountryare findingjusttherightexpertsto gifts. Thiscanbeespecially challengingforseniors.Butanumber Tutors Teach Seniors “They were goingaround town takingallthesegreat pictures High schoolstudentsstudyingcomputertechor involved “I thoughtif myparents needit,probably otherseniorsneedit, Norr happenstoheadthe CentralOregon Councilon Aging, “My teenagekids,”shesays. For PamelaNorr, ofBend,Ore., thelightbulbwentoff asshe, to figure outhowtousethe high-techgadgetstheygotas week afterChristmas,many Americans are nodoubttrying

New High-TechNew Tricks Tutors Teach SeniorsNew High-Tech Tricks Jennifer Ludden NOTES MULTIMEDIA NEWS ARTICLE SCAN FOR

63 adj. 64 MEANING: frustrated helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: impairments helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: struggling helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES muhnts)

UNIT 1•GENERATIONS n. (FRUHS trayt ehd) (STRUHG lihng) (STRUHG (ihm PAIR v.

17 16 15 14 13 12 11 10 8 9 they “couldn’tfigure outhowtoconnecttheUSBport 2. 1. that theyhavetospeakup,articulatetheirwords.” cotton ballsorearplugsintheirear,” shesays.“Theyunderstand elder, shesays,they’re notfrustratedatall. to navigateamouse.Bythetimethey’re atthecomputerwithan together—to simulatetheeffects ofarthritisorastroke—then try impairments.” wear speciallyprepared glassesthatgivethemdifferent visual associate professor JeanCoppola, whodirects theprogram. “They training. seniors inlocalretirement homesare prepped withsensitivity on intheirminds.” says, “andbemore understanding whenitcomestowhat’sgoing has changedhisperspective. admits heknowsnothingabout. Hesaysteachingtechtoseniors Then again,alotofseniorsaskhimabout Twitter, whichRampton to explainemail,somethinghethoughteveryonehadmastered. train aboutadozenOregon seniors.He’sbeensurprisedtohave and theInternet,”says15-year-old Tucker Rampton,who’s helped “It hasmademethinkaboutwhatlife waslikewithoutFacebook TrainingSensitivity out theSIMcard. this class.” another is sowonderfulandhelpful.Ihadthatfeelingwith camaraderie and knowledgethatwecantransmittoone that don’tknowanything,”shesays.“Andactually, the language. “cookies.” Shesaysherteentutorwaspersonableandusedplain manual once,butdidn’tunderstandwords like“icon”or I neededtogetknowhowdothat.” letters. Theyare soknowledgeableabouttextingandemail, to stayconnectedwithfar-flung family. Scully, 84,signedupforaTECHclassbecauseshewasstruggling

SIM card SIM port USB At Pace UniversityinNew York, collegestudentswhotutor “They’ll saysomethingahundred timesbecausethey’veworn Coppola alsohasstudentsdothingsliketapetwo fingers “They gettofeelwhatit’slikebe70,80,90yearsold,”says “I thinkit’saverygoodideatoworkonyourpatience,”he “So manyteenagersthinkthatseniorsare justoldpeople Scully worriedshe’dnevercatchon.She’dread acomputer “My kidswere notreturning calls,”shesays.“They don’twrite Many eldershavemovedtocentralOregon toretire. Sigrid

smart card used in cell phones to store identification information. identification to store phones cell in used card smart n. computer hardware for connecting other devices to computers. devices other connecting for hardware computer n. 2 ” 1 ortake

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Review andclarify details withyourgroup. Comprehension Check Comprehension 20 19 18 In whatIn way the information does shed light of the article? on an aspect to Clarify Research RESEARCH 4. 3. 2. 1.

Media Conne Notebook through Facebook,ofcourse. even becomefriends.Theykeepintouchlongafterclassends— respecting mefortheknowledgebasethatIhave.” way Idress,” shesays,“orcluckingtheirtongue.They’re actually confidence. Theyseethattheseniorsare “notcriticizingmeforthe for thefirsttimethrough emailedphotos. receives anemail.Somehavebeenabletoseenewgrandchildren generations. Applause oftenbreaks outthefirsttimeasenior

an olderperson? In thePaceUniversityprogram, howdidteenagersexperiencewhatitisliketobe What kindsofthingsdoseniorswanttowithcomputersandothertechdevices? What situationledPamelaNorrtostartTECH—Teenager ElderComputerHelp? and How? Write asummaryoftheselection thatanswersWho,What,Where,When,Why, Perhaps mostunexpected,someteentrainersandseniorshave Pamela Norr, inOregon, saysyoungtrainersalsogainnew Coppola saysthewholethingisabondingexperienceforboth

Cyber-Seniors Complete thefollowingitemsafteryoufinishyourfirstread. c tion

Briefly research at least one unfamiliar detail from the selection.

❧ Write yourresponsebeforesharingideas. they teachseniorsabouttechnologyandtheInternet?

Discuss It

What benefitsdoyoungpeoplegetwhen Tutors Teach SeniorsNew High-Tech Tricks NOTES MULTIMEDIA SCAN FOR

65 MAKING MEANING

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

TUTORS TEACH SENIORS NEW HIGH-TECH TRICKS Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities. 1. Review and Clarify With your group, reread paragraphs 12–13 of GROUP DISCUSSION the selection. Discuss how helping seniors with tech problems has If you do not fully changed the perspective of Tucker Rampton. In what way has reading understand a classmate’s this selection changed your own perspective? comment, don’t hesitate to ask for clarification. Use a 2. Present and Discuss Share with your group the passages from the friendly and respectful tone selection that you found especially important. Take turns presenting when you ask. your passages. Discuss what you noticed in the selection, what questions you asked, and what conclusions you reached.

3. Essential Question: What can one generation learn from  another? What has this article taught you about how different WORD NETWORK generations can learn from one another? Discuss with your group. Look in the text for words related to the topic of generations, and add them to your Word Network. language development Concept Vocabulary

struggling impairments frustrated

 STANDARDS Why These Words? The concept vocabulary words from the text are Reading Informational Text related. With your group, determine what the words have in common. • Cite several pieces of textual evidence to support analysis of Write your ideas and add another word that fits the category. what the text says explicitly as well as inferences drawn from Practice the text. • Determine two or more central Notebook Confirm your understanding of the concept vocabulary ideas in a text and analyze their words by using each word in a sentence that demonstrates your development over the course of understanding of the word. the text; provide an objective summary of the text. Language Determine or clarify the meaning Word Study of unknown and multiple-meaning Notebook Suffix: -ment The suffix -ment means “the result of an words and phrases based on grade 7 reading and content, action.” When added to a verb (the action), the suffix creates a noun. choosing flexibly from a range of Use a dictionary to find the meaning of the following words that contain strategies.

the suffix -ment: advertisement, amusement, settlement. Explain how the All rights reserved. or its affiliates. Inc., Education, © Pearson c. Consult general and specialized reference materials, suffix -ment contributes to the meaning of each word. both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

66 UNIT 1 • GENERATIONS © Pearson Education, Inc., or its affiliates. All rights reserved. the centralidea. When youread nonfiction,adjustyourreading ratetohelpyourecognize determine thecentralidea. or educatedguesses,from thedetailsincludedintextorder to implied. Whenacentralideaisimplied,readers mustmakeinferences, the centralideaofatext.More often,thecentralideaisunstated,or the mostimportantpointinatext.Sometimeswriterdirectly states Development ofCentralIdeas Analyze CraftandStructure • • • 2. 1. 3. 4. Practice Teens Seniorshave Seniors clarify, ortofindsupportingdetails. Scan, orrunyoureyesoverthetext,tofindanswersquestions, whatthecentralideasare.Read closelytolearn before youbeginreading. Skim, orlookoverthetextquickly,togetasenseofimportantideas

(b) Reviewyourchartentries.Howwelldotheneedsofeachgroup match provided foreachother, andhowtheybenefitedfrom eachother. ideas inthearticle.Identify theneedsofeachgroup, whatgroup members (a) Completethechartbelowtohelpyouanalyzedevelopmentofcentral well-suited tohelpseniorswithtechnology? What detailsdoesthearticleprovide tosupportthecentralideathatteensare what theothergroup isable toprovide? Explain. connect withthecentralideaoftext? to maintaintheirfriendshipsthrough Facebook.Inwhatwaydoesthisdetail At theendofarticle,authordescribeshowseniors andteenscontinue to thedevelopmentofcentralideas? How doestheauthor’s useofquotationsfrom program participantscontribute Notebook

high-tech gadgets. difficulty with HTTE EDWA HYPOIEHOWGROUPBENEFITS WHATTHEYPROVIDE WHAT THEYNEED Respond tothesequestions.

The centralidea,ormainis essential question: technology expertise. Teens share Whatcanonegenerationlearnfrom another? Teens gainconfidence. Tutors Teach SeniorsNew High-Tech Tricks to supportyouranswers. CITE TEXTUALEVIDENCE

67 68 speaking, and • Use or grammar conventions • Demonstrate Language  redundancy. eliminating concisely, expresses a.

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TUTORS TEACH SENIORS NEW Choose its STANDARDS UNIT 1•GENERATIONS

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CONJUNCTIONS while, why whether, whenever, where, whereas, wherever, when, unless,until, till, though, that, if, inorder than, since, sothat, that, because, before, how, eventhough, after, as,asif,long although, and, but,for, nor, or, so,yet and thenrevise thesentences provided. either coordinating orsubordinating conjunctions.Lookattheexample, importance orunequalimportance.Then,combinethe sentencesusing steps. First,identify whethertheideasinsentencesare ofequal style. To fixshortandchoppysentences,rewrite thembyfollowingthese choppy andunclear. Usingconjunctionscancreate asmootherwriting important clausetoamore importantclause. of equalimportance.Subordinating conjunctionsconnectaless Coordinating conjunctionsconnectwords, phrases,andclauses subordinating conjunctionsbothclarify relationships betweenideas. 2. Conjunctions Conventions Write It 1. coordinating orsubordinating. Identify theconjunctionineachsentence.Labelas Read It l opment

1. teenaged sonforhelp. Revised: Pamelacouldn’t sheaskedher downloadanappuntil son for help. Original: Pamelacouldn’tdownloadanapp.Sheaskedherteenaged EXAMPLE 2. camera. Today, Omarwillteachseniorshowtoemailoruseadigital Sigrid joinedtheprogram becauseshehadnoideahowtosendemail. Notebook

Marsha mumbled.Steveunderstood everyword shesaid. Edward’s techclassended.Heenrolled inadditionalcomputerclasses.

connect partsofasentence.Coordinating and Sometimes, toomanyshortsentencesinarow canseem was evening. it Gabby madeherbedeventhough Revised: Gabby madeherbed.Itwasevening. Original: movie anyway. Tommy wastired butwatchedthe Revised: movie anyway. Tommy wastired. Hewatchedthe Original: EXAMPLES

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Present and Evaluate techniques: your presentation before youpresent ittoyourclass.Usethefollowing that includesspeakers’linesandindicatesmediacues.Then,practice Speaking andListening ideas inothergroups’ presentations thatyoufoundinteresting. questions if anythingisunclear. Notepresentation techniques andcreative when youare finished.Listentothepresentations ofothergroups, andask Organize andPractice chart toorganizeyourplans. you willobtainorcreate multimediaitemsforyourpresentation. Usethis Assign individualgroup memberstocarryouteachtask.Determinehow Project Plan AKWHO TASK following topics: media thathelpyoutoconveyyourideaseffectively. Choosefrom the which youincorporatetext,charts,images,videos,music,orother Work withyourgroup tocreate amultimediapresentation in Assignment • • • you are saying. down whennecessarysothatyouraudiencecanunderstand what yourpresentation toensureTime thatitispacedappropriately. Slow the presentation flowssmoothly. Work ontransitionsbetween speakersandvariousmediatoensure speaking clearlyandwithadequatevolume. Record eachspeakerandthen playtherecording toensure allare

a an that wouldconnectteensandseniorsinnewways to useatechnologyapplication eFF program proposal inwhichyoupresent anideaforaprogram instructional brochure inwhichyouexplaintoseniorshow E

CTIV Make alistoftasksthatyourgroup willneedtocarryout. E

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70 flexibly fromarange ofstrategies. andcontent,choosing reading words andphrases basedongrade 7 of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  American community. women andfortheAfrican she wasanactivistfor authors intheworld,and known AfricanAmerican became oneofthebest- teacher, andwriter. Angelou a dancer, actress, singer, her longcareer shewas early inherlife. Across poverty, andilltreatment 2014) struggled with racism, Maya Angelou(1928– MargueriteJohnson, Born About the Author

STANDARDS UNIT 1•GENERATIONS MAKING MEANING from MOM & ME & MOM example ofhowtoapplythestrategy. with contexttodeterminethemeaningofanunfamiliarword. Here isan you to compare itthe video. with willwork prepare your group this on selection does her relationshipdiscusses her with mother. The Then, you will watch in which avideo Angelou Maya Angelou’s &Mom &Me memoir Mom this youIn will lesson, read an excerpt from Comparing Text to Media opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofbasewords andothervocabularystrategiesto Base Words you willencounterthesewords. As youperformyourfirstread oftheexcerptfrom Mom&MeMom, Concept Vocabulary from Artisan mustmean“someonewhocreates atypeofart.” Conclusion Thejugwasabeautiful ceramicpiecemadebysomeone. town nexttoours. Context Thebeautiful ceramicjugwascreated byanartisaninthe skill andcreativity.” Familiar “Inside”Word art,whichmeans“somethingmadethrough Unfamiliar Word artisan supervision selections youhaveread. knowledge andother the selectiontoother C Who isinvolved? the text.Whatisitabout? Notice o nn Mom &Me &Mom ect

Use yourknowledgeofthe“inside,”orbase,word along the generalideasof ideas within charitable

philanthropist the selection. the selection. by writingabriefsummaryof the Comprehension Checkand you wanttorevisit. vocabulary andkeypassages A . nn Respo ot a te n MOTHER MY TO LOVE LEARNING d by marking by completing by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 3 2 from scared for. Sheisyourmother, that’sall.We are notsurprisingher. at last. frightened toaccepttheideathatIwasgoing meet mymother was, UncleWillie waslookingafterhim. Bailey thoughthewaslookingafterUncleWillie, butthetruth thirteen-year-old girl.BaileywouldbesafewithUncleWillie. want toleavemewithoutadultsupervision,becauseIwasa first andBaileywouldfollowamonthlater. Shesaidshedidn’t my brother, andme.ShesaidsheIwouldgotoCalifornia 1. M Chapter 3 back toSanFranciscolivewiththeirmother, Baxter. Vivian in Stamps,Arkansas.WhenMayawas13,sheandBaileywere sent parents divorced andsentthechildren off tolivewiththeirgrandmother When MayaAngelouwas3yearsoldandherbrother Baileywas5,her BACKGROUND

ula car Pullman My grandmothertookmyhands.“Sister, there isnothing tobe By thetimetrainreached California, Ihadbecometoo car y grandmothermadearrangementswithtwoPullman 1

portersandadiningcarwaiterforticketsherself,

Mom n . type of railroad sleeping car built by the Pullman Company. Pullman the by built car sleeping railroad of . type &

Mom

Maya Angelou from Mom&Me Mom supervision helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES MEANING: (soo pehrVIHzhun) MULTIMEDIA SCAN FOR MEMOIR n.

71 72 NOTES

UNIT 1•GENERATIONS 12 11 10 9 8 7 6 5 4 Since Ididn’tknowwhattodo,didnothing. Vivian Baxterwaskissingmycheeksandlipshands. and smile.ThatwastheclosestIhadcometobeingkissed.Now off tohervisitors.“Thisis mygrandbaby.” Shewouldstroke me Arkansas. Oftenmygrandmotherwouldcallmeandshow and me.I’msogladtoseeyou.” “Oh baby, you’re beautiful andsotall. You looklikeyourdaddy arms andinherperfume.Shepushedawaylookedatme. it andwassure shewouldknowitassoonsawme. a moviestardeservedbetter-looking daughterthanme.Iknew ground. Iwasn’tpretty orevencute.Thatwomanwho lookedlike Momma’s armsfell,thewomanasked,“Where ismybaby?” running tomygrandmother. but thepretty littlewomanwithred lipsandhighheels came call out,Ifollowedthevoiceandknewshehadmadeamistake, who couldbemymother. voice WhenIheard mygrandmother’s down. Whenwedescendedthetrainsteps,Ilookedforsomeone up, sheinvitedustocomeCalifornia.” When shereceived myletterexplaininghowJuniorwasgrowing 2. get usedtoit. While Grandmotheracceptedbehaviorsodifferent, Ijustcouldn’t because shefeltlikeit,alone,byherself, inthemiddleoffloor. very loudlyonherrecord player. Sometimesshewoulddancejust look afteryou.” coming soon.Trust me,butmore thanthattrust theLord. Hewill said, “You are withyourmothernowandbrother willbe son wasgettingalong.Iafraidtoletherleave me,butshe talk aboutgoinghome,andwonderingaloudhowhercrippled everything wasallright,shehappy. Iwasnot.Shebeganto everything thathappenedaround me. And whenshedecidedthat in yourownroom.” she willbegoinghomesoonandyouneedtogetusedsleeping said, “IsupposeyousleptwithyourgrandmotherinStamps,but said itwasmine.ItoldherwantedtosleepwithMomma.Vivian and veryuncomfortablefurniture. Sheshowedmearoom and

periods ofperiods time. boardinghouse Her home,whichwasaboardinghouse, She kissedme.Ihadnotreceived onekissinalltheyears “Maya, Marguerite, mybaby.” SuddenlyIwaswrappedinher She lookedaround andsawme.Iwantedtosinkintothe Grandmother openedherarmsandembracedthewoman.When Mother Annie!” “Mother Annie! Grandmother rocked meinherarmsandhummed.Icalmed Grandmother smiledwhenmymotherplayedjazz andblues My grandmotherstayedinCalifornia, watchingmeand

n. house where people rent one or more rooms for either short or long long or short either for rooms more or one rent people where house 2 wasfilledwithheavy

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 15 14 13 27 26 25 24 23 22 20 19 18 17 16 2! and Iamworkingsomepartofmyanatomy your grandmother. That’strue. Iamnot.Butyourmother talk-to.” weeks. Thenwehadwhatwastobecomefamiliaras“asit-down Arkansas.” few words sincemyarrivalinCalifornia. years, Iamyourmother. You knowthat,don’tyou?” invite metojoinher. responded whenIwasspoken to. to her. Infact,Irarely startedconversations.Mostoften,Isimply weeks itbecameclearthatIwasnotusinganytitlewhenspoke because Inoticedthatsheneverlaughedatanyone. After afew 4. 3. to beknownascharitable. music upif itpleases,ordown if itisannoying. over andmakeanotherplacefortosit.Icanturnmy kind word oravoteofsupport canbeacharitablegift. Icanmove smile toanotherperson.Theensuing smile.” beautiful daughtercan you smile.Itisabeautiful smile.Mother’s me onmylipsandstartedtocry. “That’sthefirsttimeIhaveseen smile forMother. Comeon.Becharitable.” for me.Ipromise youIwillappreciate it.” mother. Ifyoucanforce onesmileonyourfaceforstrangers,doit will smileandyousmile.Butontheotherhand,Iamyour at youandwillsmileback.Studentsdon’tevenknow roof overyourhead.Whenyougotoschool,theteacherwillsmile

ensuing anatomy She said,“Maya,youdisapprove ofmebecauseIamnotlike My motherwatchedmewithoutsayingmuchforabouttwo I remained silent. “You don’twanttocallme‘Mother,’ doyou?” “No, ma’am.Imeanno.” “You don’thavetosay‘ma’am’me. You’re notin I said,“Yes, ma’am.”Ihadbeenansweringherbriefly witha “Maya, Iamyourmother. DespitethefactthatIleftyoufor She askedmeintoherroom. Shesatonherbedanddidn’t I wasbeginningtoappreciate her. Ilikedtohearherlaugh I mayneverbeknownasaphilanthropist,butcertainlywant That day, Ilearnedthatcouldbeagiversimplybybringing I wasnotusedtobeingcalledbeautiful. She madeafunnyfaceandagainstmywill,Ismiled.kissed She putherhandonmycheekandsmiled.“Comeon,baby,

adj. (uh NAT n mee) uh following. . the structure of the body. the of structure . the * * * 4 yearshavetaughtmethata 3 off topayforthis from Mom&Me Mom buhl) charitable helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES MEANING: pihst) thruh LAN (fih philanthropist MEANING: adj. (CHAIR ihtuh n.

73 74 NOTES

UNIT 1•GENERATIONS 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 and whetherweshouldcallherLady.” mother andshedoescare foryou.” The nextdayIrealized shemusthavespokentomygrandmother. without youaddressing me.Whatwouldyouliketocallme?” I said,“I’llwaituntilBaileygetshere. Hewillknowwhattodo, Grandmother cameintomybedroom. “Sister, sheisyour She leftme,turneduptheplayer, andsangloudlywiththemusic. “At therighttimeIwillintroduce mynewname.” “Yes, ma’am.Imeanyes.” “Well, that’sit.IamLady, andstillyourmother.” I said,“Yes.” She waitedasIthoughtaboutit. “Is Ladyapersonyoumightlearntolike?” I didn’tanswer. “Is Ladyapersonyoulike?” “Because youare beautiful, andyoudon’tlooklike amother.” “Why?” “Lady.” “What?” I hadbeenthinkingofthatsincefirstsawher. Isaid,“Lady.” “You havetocallmesomething.We can’tgothrough life

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 57 56 55 54 53 52 51 50 49 48 47 46 45 M Chapter 4 cook likeyou.” He grinnedforGrandmother. “Yes, ma’am,butnone ofthemcan Willie?” train? Didsomebodymakefoodforyourtrip?How didyouleave about youthatcannotbedenied,are atrue sensible woman.” face.“Onething look atme.Hiseyeswere gluedtohismother’s you two.Iknewwouldgotothecar.” Baileydidn’tturnto already reached thecar. as wellthatIhadnoanswer, becauseBaileyandhismotherhad woman andcountry, too:Ithoughtitwasamazing.Itjust mother?” Thatsheshouldhavesuchunderstanding,beinganold will needme.” said toGrandmother, “Iwanttogobackhomewithyou,Momma.” days after Bailey arrived. Before Lady and Bailey Jr. reached the car I the front seatforthenew lovers. backseat. Shelookedatmeandpattedtheseatbesideher. We left of theothersbacktocar. Sheopenedthedoorandsatin trucks ortrainsthatcamewrappedupinfancypaper. of eachdoll,andBaileytookhugerocks andsmashedtobitsthe on thefewoccasionswhenshesentustoys.Ipokedeyesout never comeback. as if Ihadstoppedbreathing. Mybrother wasgone,andhewould She openedherarmsandsheclaspedhimintoembrace.Ifelt under thebedwere forgotten. Hewenttoherasif hypnotized. birthdays were gone.Hisnightswhenscarythingsmadenoise found atlast.Hesawhismother, hishome,andthenalllonely broke myheart.Suddenlyhewasalostlittleboywhohadbeen and hewavedtoher. ThenhesawMotherandhisresponse since comingtoCalifornia. that tookoverhisfacemademeforget allthediscomfortIhadfelt Suddenly heremembered there wassomeoneelsein theworld. She hadtocalltwicegethisattention,“Junior, howwasthe Grandmother said,“Thankyou,Vivian. Junior?” Vivian saidto Grandmother, “Mother Annie, Ididn’tlookfor She said,“Whenyousawthereunion ofyourbrother andhis “When didyoumakethatdecision?”Ididn’twanttoanswer. I said,“Idon’twanttothinkofyouonthattrainallalone. You She asked,“Why?” The planwasthatGrandmotherwouldreturn to Arkansas two Grandmother putherarmaround meandwewalkedahead He hadforgotten everything,butIremembered howwefelt His eyesfoundGrandmotherandhissmilechangedtoagrin, Bailey descendedfrom thetrainandsawmefirst.Thesmile other, Grandmother, andIwaitedattherailwaystation. from Mom&Me Mom NOTES

75 76 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension NOTES

4. 3. 2. 1. UNIT 1•GENERATIONS

your understandingofthe memoir. What lesson does Angelou learn fromWhat lessondoesAngeloulearn hermotherwhen shefinallysmilesforher? woman onthetrainplatformashermother? Why didAngelouthinkhergrandmotherhadbeenmistaken inidentifying the What wasAngeloufrightenedofatthebeginningstory?

Notebook

Write asummaryoftheexcerpt from Mom&Me toconfirm 66 65 64 63 62 61 60 59 58 Grandmother’s notice,but shesaidnothing. Grandmother’s drew hishandbacktothe front seat.Theexchangedidnotescape I grabbedthem.Hesqueezedmyfingersandletthemgo hand overthebackoffront seat.Whenhewiggledhisfingers, mouth tokeepfrom crying. started thecarandpulledoutintotraffic. you were waitingonwasyourbrother. Well, here heis.” She unusually hard. with Momma.”Iwantedtobreak hisheart. me achance.” the car.” California gotyourtongue? You haven’tsaidaword sinceIgotin No onespokeuntilwereached ourhouse.Baileydropped his Grandmother heldmyhandandpattedit.Ibittheinsideof Bailey turnedbacktoher. Headded,“Yep, I’minCalifornia.” My motherasked,“Whywouldyouleavenow? You saidall voicewas “No, ma’am,youwillnot.”Mygrandmother’s I hadhurthimandwasglad.said,“ImaygobacktoStamps In asecondhesaid,“What’sthematter, My?” I mademyvoiceascoldpossible.said,“You haven’tgiven He turnedtomeandasked,“What’shappening,My?Has * * *

❧

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?

from MOM & ME & MOM

Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify With your group, reread paragraphs 45–48 of GROUP DISCUSSION the excerpt. How does Angelou describe her brother Bailey’s reunion Be sure to identify specific with their mother? What was Angelou’s response to seeing their events or passages so your reunion? Why might she have responded this way? classmates can follow your thinking. Use precise words 2. Present and Discuss Now, work with your group to share passages and specific details to from the memoir that you found especially important. Take turns express your thoughts. presenting your passages. Discuss what you noticed in the text, what questions you asked, and what conclusions you reached.

3. Essential Question: What can one generation learn from another? What has this excerpt taught you about the ways in which people of different generations can learn from each other?

 language development WORD NETWORK Identify words from the memoir that relate to Concept Vocabulary generations. Add these words to your Word charitable philanthropist supervision Network.

Why These Words? The three concept words from the text are related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category.  STANDARDS Speaking and Listening Practice Engage effectively in a range of collaborative discussions (one-on- Notebook Confirm your understanding of the concept vocabulary one, in groups, and teacher-led) with words from the text by using them in sentences. Be sure to use context diverse partners on grade 7 topics, texts, and issues, building on others’ clues that signal the meaning of the words. ideas and expressing their own clearly. Language Word Study Determine or clarify the meaning of unknown and multiple-meaning Latin Prefix: super- The Latin prefix super- means “above,” “over,” or words and phrases based on grade “beyond.” Angelou’s grandmother did not want Maya to leave without 7 reading and content, choosing flexibly from a range of strategies. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson adult supervision; she wanted an adult to be watching over Maya. Using b. Use common, grade-appropriate your knowledge of the prefix super-, determine the meanings of the Greek or Latin affixes and roots as following words: superhuman, superstructure, supersonic. Then, use a clues to the meaning of a word. dictionary to find the precise meaning of each word. d. Verify the preliminary determination of the meaning of a word or phrase.

from Mom & Me & Mom 77 Analyze • 78 and between the well what evidence Cite • Informational TextReading  the charactersspeak. author usestodescribehow attention tothewords the characterization, pay When analyzing CLOSE READING

text.

ideas S as

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GENERATIONS

drawn explicitly

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textual

from

words andactions.Thefirstrow hasbeendoneforyou. Then, makeaninference aboutacharactertraitoftheperson,basedonthese write downsomeoftheperson’s words andactionsthatare revealed inthetext. Use thecharttoanalyzeindirect characterizationinMom&MeMom.First, Practice

of Mother Maya Grandmother PERSON

portrayal. There are twotypesofcharacterization: switch toanothercharactertraitlaterinthepiecefurtherdevelop might focusononetypeofcharactertraitearlyinapiecewritingand descriptions ofpeople.Forinstance,indescribingaperson,writer Characterization istheprocess thatwritersusetodeveloptheir the charactertraitsofintelligenceandfriendliness. the qualitiesthatmakepeopleunique.Forexample,apersonmayhave whom theyare writing.Thesedescriptionshelpreveal charactertraits, descriptions anddetailstohelpareader understandthepeopleabout N Analyze CraftandStructure arrative • • characterization. or educatedguesses,todeterminecharactertraitsfrom indirect words andactionsofotherpeople.Readersmustmakeinferences, traits through theperson’s ownwords andactionsfrom the I character traits. D ndirect characterization:Thewriterreveals aperson’s character irect characterization:Thewriterdirectly describesaperson’s N onfiction: Characterization surprising her.” (paragraph3) mother, that’s We all. are not to bescared for. Sheisyour hands. “Sister, there isnothing tookmy My grandmother TEXT IN ACTIONS AND WORDS

Authors ofnonfictionuse nurturing CHARACTER TRAIT ABOUT INFERENCE to supportyouranswers. Cite textualeviden c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. label thesetypesofclauses inyourfinishedparagraph. independent clausesandtwodependentinyour writing.Then interactions withhermotherchangedbefore Bailey’s arrival. Includetwo 2. Independent andDependentClauses Conventions Write It 1. Read It cannot standaloneasacompletesentence. dependent, orsubordinate, clausehasasubjectandverb,butit has asubjectandverb,itcanstandbyitself asasentence.A words thathasbothasubjectandverb.Anindependentclause Dependent Clause Clause Independent Type ofClause

d. c. b. dependent clause. one example ofanindependentclauseandoneexample ofa Reread paragraph20ofMom&Me . Markandthenlabel a. dependent clause. Identify eachgroup ofwords asanindependentclauseora Notebook

Before LadyandBaileyJr. reached thecar I wasbeginningtoappreciate her That womanwholookedlikeamoviestar I hadnotreceived onekissinalltheyearsArkansas Language Deve

Write abriefparagraphthat describeshowMaya’s • Whenhewiggledhisfingers acceptedbehaviorsodifferent• WhileGrandmother • SinceIdidn’t knowwhattodo • BecauseIwasathirteen-year-old girl • • Sheaskedmeintoherroom rocked• Grandmother meinherarmsandhummed tookmyhands • Mygrandmother E xamples station Mother, Grandmother, railway andIwaitedatthe l opment

A clauseisagroup of from Mom&Me Mom speaking. grammar andusagewhenwriting or conventions ofstandardEnglish Demonstrate commandofthe Language  & Mom. excerpt from Mom&Me fromwhat youlearned the Evidence Logandrecord new selection,gotoyour Before movingontoa  function inspecificsentences. and clausesingeneral andtheir a. Explainthe functionofphrases S

T A E v ND id A en RD c S e Log e

79 80 subject. video doesn’tstrayfrom the visible, andthefocusof interviewer—he isnotvery work—even whenheisthe Magazine. Inmostofhis including manyforBBCNews and filmednumerous videos, Michael Maherhasproduced About the Interviewer comprehension orexpression. a wordorphrase importantto knowledge whenconsidering and phrases; gathervocabulary and domain-specificwords grade-appropriate general academic Acquire anduseaccurately Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading 

Standard UNIT Making Meaning from Mo

•

GENERATIONS m &MeMo s m text andspokenwords cantellastory. video, thinkaboutwaysinwhichbothwritten wrote aboutinhermemoir. Whilewatchingthis Mom, describingsomeoftheexperiencesshe Maya Angelou,theauthorofMom&Me The videointerviewyouwillwatchfeatures Comparing Text toMedia time codessoyoucanmore easilyrevisit specific sectionsofthevideo. Apply thesestrategiesasyouwatchthevideointerview. Besure tonote First ReviewMEDIA:VIDEO discuss, and write about interviews. video followingThe words or concepts will useful be to you as you analyze, VocabularyMedia Learning toLoveMyMother or audience matter subject the toward or interviewee interviewer tone: questions: set: specific informationspecific to elicit interviewee an ask to chooses interviewer takes place takes W AT C H interview the where say, andhowtheysayit. of an attitude the CONNECT WATCH read orimagesyou’veseen. interview toothertextsyou’ve what the the what they who speaks,whatthey details in the details inthe

• • • • • • expressions setthetoneofinterview. Word choice,vocalqualities,andfacial purpose. depending onthetopicandinterviewer’s The overalltoneofaninterviewmayvary topic orexperience. encourage thesubjecttoreflect onaparticular The questionsmayaskforfactualresponses or answer aninterviewerwantstohear. “Leading” questionssuggesttheparticular and otherdistractions. The setofaninterviewisusuallyfree ofnoise subject matteroftheinterview. The setmaybeinalocationthatsuitsthe

interesting andwanttorevisit. at theend. the Comprehension Check NOTE RESPOND elements that you find elements thatyoufind My Mother Learning toLove by completing by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Maya Angelou with MichaelMaher Maya Angelouwith toLearning Love My Mother the lessons she learned fromthe lessonsshelearned herexperiences. memoir Mom&Me.Inthisinterview, shetellsMichaelMahersomeof mother. More than70yearslater, Angelouwrote aboutthistransitioninher down withafamily.Ten yearslater, thetwochildren returnedtolivewiththeir with theirgrandmother. Theirmother, Baxter, Vivian wasnotready tobetied When MayaAngelouwasthree yearsold,sheandherbrother were senttolive Background NO TES ESSE N TI A L Q U ESTI ON : Whatcanonegenerationlearnfrom another? Learning toLove My Mother Learning MULTIMEDIA MEDIA: VIDEO SCAN FOR

81 82 and clarify detailswithyourgroup. Compete thefollowingitemsafteryoufinishyourfirstreview. Review Check Comprehension

6. 5. 4. 3. 2. 1. UNIT 1•GENERATIONS

describe howshebasedheradvicetootherson own experience. Explain howMayaAngelouovercame herproblems withhermother, and What isonereason Angelouforgiveshermotherforabandoningher? What are twolife lessonsAngelouthinkspeopleshould learn? there beinganAfricanAmericanpresident? According Baxterhavethoughtabout toAngelou,whatwouldVivian BaxterreactHow didVivian toherdaughter’s callingherLady? Angelou’s grandmother? What are BaxterwasunlikeMaya someofthewaysinwhichVivian

Close Review Watch the interview again. Write down any new observations that seem important. What questions do you have? What can you conclude?

LEARNING TO LOVE MY MOTHER Analyze the Media Notebook Complete the activities. 1. Present and Discuss Choose a section of the interview that you find most interesting and powerful. Share your choice with your group and discuss why you chose it. Explain what you noticed in the section, what questions it raised for you, and what conclusions you reached about it.

2. Review and Synthesize With your group, review the video. What impact do the old photographs of Angelou and her family create? How do they affect your understanding of Angelou and her experiences? Discuss with your group.

3. Essential Question: What can one generation learn from another? What did Maya Angelou learn from her mother and grandmother? What does Angelou hope future generations will take away from her story? Discuss your response with the group.

language development Media Vocabulary Use these words in your responses to the questions.

set questions tone

1. If you were conducting this interview, what location would you have chosen?

 Standards 2. Would you have asked Maya Angelou anything that the interviewer Speaking and Listening Analyze the main ideas and did not? supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. 3. How did the interviewer relate to Maya Angelou on a personal level? Language Acquire and use accurately grade- © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson How does the tone of both speakers affect your viewing of the appropriate general academic interview? and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning to Love My Mother 83 84 analysis, reflection, andresearch. informational textstosupport Draw evidencefromliterary or Writing medium’s portrayal ofthesubject. version ofthetext, analyzingeach an audio, video, ormultimedia Compare andcontrast atextto Informational TextReading  L standards toliterary nonfiction. b. Apply earning

S UNIT 1•GENERATIONS tandards EFFECTIVE EXPRESSION grade 7Reading from

to M

love om & M

e mother & M om 2. 1. about thesubject. information isprovided—text andaudiovisual—affects whatyoulearn mother. Reviewtheselectionsandconsiderhowmediuminwhich toLoveMyMother,”“Learning discussAngelou’s relationship with her Both Mom&MeandtheinterviewwithMayaAngelou, Writing toCompare your findings. which thetextandvideoprovide information.Usethecharttorecord Compare theText andVideo will workwithyourgroup torevise youressaybefore handingitin. work individuallytowriteyouressay.Afteryoufinishfirstdraft, You willcompletethePrewriting andPlanningsectionsasagroup, and Prewriting andPlanning change her mother about feelings How Maya’s Lady her mother Why Mayacalls her mother impressions of Maya’s first EXPERIENCES ANGELOU’S Angelou and her relationship with her mother. similarities and differences in the way each medium Maya portrays Write essay acomparison-and-contrast Assignment

Does thetextprovide informationnotfoundinthevideo? the textdoesnot? Does thevideoreveal aspectsofthemother-daughter relationship that Notebook

Respond tothesequestions. MOM MOM &ME LEARNED FROM WHAT I

With yourgroup, compareWith thewaysin MOTHER” TO LOVEMY “LEARNING LEARNED FROM WHAT I in which you analyze the INTERVIEW VIDEO WITH THE COMPARES HOW THETEXT

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. to organizing structure, drafttheessay.Asyoudraft,usewords andphrases points isstatedclearlyandsupportedbyevidencefrom theselections. Regardless ofthemethodyouchoose,besure thateachofyourmain Organize Your Essay complete foryourproject. Assigneachtasktoadifferent group member. Assign Tasks submitting afinaldraft. essay. Iftheanswertoanyofthesequestionsisno,edityourworkbefore Work withyourgroup tocriticallyreview andthenrevise andedityour Review, Revise,andEdit and phrasescanemphasizepointsofcomparisoncontrast. Using Transitions Drafting the methodthatwillbestsuityourpurpose. organize informationforyourcomparison-and-contrastessay.Choose Contrasts Comparisons • • • • • •

show Is youressayfree from errors ingrammar, spelling,andpunctuation? phrases? Are therelationships betweenideasclarified bytransitionwords and point-by-point method? Is theessayclearlyorganizedusingeitherblockmethodor supported withevidenceinthetext? Are themainpointsofessayclearlystated?Iseachpoint the pointsofcomparisonratherthansubjectsbeingcompared. another Point-by-Point Method: Discuss the subjectsbeingdiscussed,sinceeachgetsitsowntreatment. present Block Method: Present

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Learning toLove My Mother Learning linking toandcitingsources. collaborate withothers, including sources aswelltointeract and writing andlinktocite Internet, toproduceandpublish • relevant content. organization, andanalysisof information throughtheselection, convey ideas, concepts, and texts toexamineatopicand • Writing medium’s portrayal ofthesubject. version ofthetext, analyzingeach an audio, video, ormultimedia Compare andcontrast atextto Informational TextReading  My Mother.” toLove and “Learning from Mom&Me record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto  Use technology, includingthe concepts. relationships amongideasand create cohesionandclarifythe c. Useappropriatetransitions to other informationandexamples. concrete details, quotations, or relevant facts, definitions, b. Developthetopicwith useful toaidingcomprehension. graphics, andmultimediawhen effect; includeformatting, comparison/contrast, andcause/ such asdefinition, classification, information, usingstrategies organize ideas, concepts, and previewing whatistofollow; a. Introduceatopicclearly, Write informative/explanatory

S E tandards vi de nc e log

85 comprehension orexpression. a wordorphrase importantto knowledge whenconsidering and phrases; gathervocabulary and domain-specificwords grade-appropriate general academic Acquire anduseaccurately Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  86 Me.” With “Share sketchbook the on daughter, four-year-old Myla, her with collaborated has and illustrator an now is Hendricks draws.” that “that girl her call simply would well her know didn’t who People went. she everywhere a sketchbook carry would she achild, As traveled to many countries. and family into amilitary born Mica Angela Hendricks About the Artist

STANDARDS UNIT Making Meaning

• ge n era ti was was o n s about drawings. These words willbeusefultoyouasanalyze,discuss,andwrite VocabularyMedia Mother-Daughter Drawings Apply thesestrategiesasyoustudyeachdrawing. First ReviewMEDIA:ART ANDPHOTOGRAPHY more realistic more it make and to adrawing depth add that techniques perspective: light and shadow: composition: of elements in adrawing in of elements paper of apiece as such surface, atwo-dimensional on world of athree-dimensional illusion the to create used portrays. determine C Look read orimagesyou’veseen. drawings toothertextsyou’ve O NNECT at each drawing and at eachdrawingand technique technique arrangement it whom orwhatit details in the details inthe

• • • • • • sphere. into athree-dimensional form,suchasa two-dimensional shape,suchasacircle, a Light andshadowcanturn mood Light andshadowhelpcreate perspectiveand texture. include color, line,shape,space,form,and The elementsofadrawing’s composition over others. create emphasisononepartofthedrawing The wayanartistarrangestheelementsmay objects initare meanttobe. realistic, takingintoaccounthowcloseorfar Correct proportion helpsadrawinglook farther way,andlargeronescloser. Smaller objectsinadrawingappeartobe the end. the Comprehension Checkat want torevisit. that youfindinteresting and N O RESP TE elements in each drawing elements ineachdrawing O ND by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. to takeitaway.” Myla quotedherwords backtoher:“Ifyoucan’tshare, wemighthave set agoodexamplebypracticingwhatshepreached, especiallyafter Mica wasafraidMylawouldruinherdrawings,butdecidedshehadto mother drawinginasketchbookandaskedif shecoulddrawinittoo. sharing thantodoit.MicafoundthatoutwhenMylanoticedher daughter Mylatheimportanceofsharing.Butit’s easiertotalkabout Artist MicaAngelaHendrickshadalwaystriedtoteachherfour-year-old Background Mother-Daughter Drawings Mica andMylaHendricks

Mother-Daughter Drawings MEDIA: IMAGE GALLERY MULTIMEDIA SCAN FOR

87 88 color, highlights,andtexture totheentire piece. She letMyladrawthewoman’s bodyandthenusedacrylicpainttoadd Image 1:

UNIT 1•ge NOTES

Mica hadjustdrawnawoman’s facefrom anoldphotograph. n era ti o n s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. I bodies. with drawingsofheads and lettingMyladrawthe IMAGE 3: well andwantedtotryitagain. collaboration withherdaughterturnedoutso mage NOTES 2:

Mica beganfillinghersketchbook Mica wasimpressed thather NOTES Mother-Daughter Drawings

89 90 Image 5: you loosenyourgriponthemalittle,”shesays. cannot changeandgrow andexpandunless necessary. “Thosethingsyouholdsodear Mica thatgivingupcontrol isnotjustfun,but

UNIT 1•ge NOTES

Working withherdaughtertaught n era ti o n s a grown-up’s,” Micasays. instances, kids’imaginations way outweigh when Myladidwhatshewanted.“Inmost realized thedrawingsturnedoutbetter what kindofbodiestodraw. Shesoon Image 4: NOTES

At first, Mica tried telling Myla At first,MicatriedtellingMyla

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. responses withyourgroup. about eachimage,thendescribehowimagerelates tothetextthataccompanies it.Share your The imagegalleryusesbothwords andimagestotellastory.Usethechartbelow tonotespecific details Comprehension Check NOTES IMAGE Photo 6 imagePhoto 5 5 imagePhoto 4 4 IMAGEPhoto 3 3 imagePhoto 2 2 imagePhoto 1 1 HTTEIAESOSHOWTHEIMAGERELATESTOTEXT WHAT THEIMAGESHOWS Mother-Daughter Drawings

91 MAKING MEANING

Close Review With your group, revisit the images and your first-review notes. Record any new observations that seem important. What questions do you have? What can you conclude?

Mother-Daughter Drawings

Analyze the Media

Notebook Complete the activities. 1. Present and Discuss Choose the image you find most interesting or powerful. Share your choice with the group and discuss why you chose it. Explain what you noticed in the image, what questions it raised for you, and what conclusions you reached about it.

2. Review and Synthesize With your group, review all the images. What does Mica Hendricks’s experience drawing with her daughter reveal about how art is created?

3. Notebook Essential Question: What can one generation learn from another? What do you think the mother and daughter might have learned from each other by drawing together? What has learning about the Hendricks’ process taught you about the ways in which one generation can learn from another?

 WORD NETWORK language development Look in the image gallery for words related to the topic of Media Vocabulary generations, and add them to your Word Network. composition light and shadow perspective

Use the concept vocabulary words in your responses to the following questions.

1. Why might Image 1 be made up of four separate photographs?

 STANDARDS Speaking and Listening Analyze the main ideas and 2. What mood is suggested by Image 4? How is that mood created? supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. Language Acquire and use accurately grade- 3. In Image 5, what is the primary focus and what constitutes the © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson appropriate general academic and background? domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

92 UNIT 1 • generations © Pearson Education, Inc., or its affiliates. All rights reserved. Arrange the images in alogical sequence. of Decide which thestoryboard. narrative part each image will represent. Project the Plan YourChoose Images Speaking andListening did you learn from the experience? that it was difficult to “loosen your grip” and work collaboratively? What develop the slideshow influence your ideas about this quote? Did you find on them alittle.” did How the process of working with your group to dear cannot change and grow and expand unless you your loosen grip image of the gallery, things “Those Hendrickssays, Mica you hold so Your With Reflect Group words and which are told best in pictures. the slideshow. of the Discuss narrative which aspects are told best in Present and Discuss speakers are prepared and that the media is integrated smoothly. and slideshow. roles for Assign presenting, and rehearse to ensure that Rehearse and Draft STORYBOARD TEMPLATE Discuss questions these with your group: an image. light shadow and affect perspective, composition, slideshow, consider what you have learned about the ways in which of visualmultimedia. with atleastfourimages,suchasphotos,illustrations,orothertypes slideshow. Chooseonedescriptiononwhichtofocusandcombineit share itwithyourgroup. Then,worktogethertocreate amultimedia a briefnarrativeofaneventthattaughtyoulessonaboutlife, and Angela Hendricksthatgivingupcontrol canhelppeoplegrow. Write Sharing hersketchbookwithfour-year-old daughtertaughtMica Assignment • • • What materials,props, andlocationsdoyouneedtocreate yourimages? and whichshouldbeacombinationofboth? Which imagesshouldbephotographs,whichillustrations, What moodorfeelingdoyouwantyourimagestoconvey? Eff e ctiv

Once you have considered questions, these make a e

Expr

Work with your group to finalize the narrative Read the narrative for the class and then present As your groupAs researches images for your

In theIn caption that accompanies the last e ssion

Mother-Daughter Drawings each other? Why? contrastshould they with have or asimilar look, your group. Should they your with images between relationship the about Think GROUP DISCUSSION • Include and own others’ texts, andissues, diverse of • Engage Speaking andListening  expression. important considering vocabulary words academic grade-appropriate Acquire Language emphasize to Drawings.” from “Mother-Daughter record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto  discussion. and topic, referring draw material having a.

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94 flexibly fromarange ofstrategies. andcontent,choosing 7 reading words and phrases based on of unknownandmultiple-meaning Determine orclarifythemeaning Language the range. as neededatthehighendof band proficiently, withscaffolding the grades 6–8textcomplexity stories, dramas, andpoems, in comprehend literature, including By theendofyear, readand Reading Literature  meaning ofawordorphrase. a. Usecontext asacluetothe

S UNIT 1•GENERATIONS t MAKING MEANING andard s grade Context Clues might encounterasyouread. determine theirmeanings.There are varioustypesofcontextcluesthatyou clues—other words andphrases thatappearinatext—tohelpyou To James To toMother Son opportunity tocompleteacloseread afteryourfirstread. Refer tothesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY following words. As youperformyourfirstread ofthesetwopoems,youwillencounterthe Concept Vocabulary read ofthetwopoems. determine themeaningsofunfamiliarwords youencounterduringyourfirst Apply yourknowledgeofcontextcluesandothervocabularystrategiesto POETRY COLLECTION 1 while theremaining competitorsstumbledbehindthem. Contrast ofIdea:Thewinnerstheraceglidedacross thefinishline, himself overthestartline. Synonym: Atthebeginningofrace,helaunched,orpropelled, runner hurledhimself forward, throwing hisbodyovertheline. Restatement ofIdea:Astheyfoughttogetpastthefinishline,one flung already read. already knowandyouhave the selectiontowhatyou C incident. story ordescribesasingle whether thepoemtellsa “speaking” thepoemand NOTICE onnect

who orwhatis

catapulted ideas within If thesewords are unfamiliartoyou,tryusingcontext

lurched the Comprehension Check. you wanttorevisit. vocabulary andkeypassages A nnotate R e sp on d

by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. About thePoets who had the ability simply to simply read.” ability had the who “familiar andlanguage themes to anyone dignity and pride. dignity that conveyed poems with discrimination fought he apoet, housing. As segregated Authority, U.S. fought Housing he the to end at adirector As and activist. writer American Frank Horne by using people for reachingHughes everyday praised Others played into racial stereotypes. that it worried critics controversial. Some was work His life in America. American African that portrayed inspired poems for jazz- known writer American African Hughes Langston (1899–1974) was an African (1902–1967) was an ESSENTIAL QUESTION : Whatcanonegenerationlearnfrom another? culture but also world culture. world also but culture not African shape American just helped that ultimately aunique style developed Each experiences. their way to express truest for and searched Frank the Hughes Horne such asLangston writers African American Renaissance. Harlem the During this period, culture as to that known American be came for an awakening setting the of African York in New neighborhood City, was From 1914 through 1937, Harlem,a James To inspiration. hardshipsthe of and lives to their find that to them allowed express creative outlets were Poetry, music, other and arts the hard African Americans. for most very of slavery, abolition the Even after life was to Son Mother Backgrounds Poetry Collection 1

95 96 NOTES POETRY

UNIT 1•GENERATIONS MULTIMEDIA SCAN FOR

20 15 10 5 Mother And life formeain’tbeen nocrystalstair. And reachin’ landin’s, And boards tornup, I’se stillclimbin’, For I’sestillgoin’,honey, Don’t youfallnow— ‘Cause youfindsit’skinderhard. Don’t yousetdownonthesteps So boy, don’tyouturnback. Where there ain’tbeennolight. And sometimesgoin’inthedark And turnin’corners, I’se beena-climbin’on, But allthetime Bare. And placeswithnocarpetonthefloor— And splinters, It’s hadtacksinit, Life formeain’tbeennocrystalstair. Well, son,I’lltellyou: Langston Hughes to

Son

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Frank Horne To James To 15 10 5 At thestart. 1. My sinews Don’t youthink Out ofthosestartingholes.? I lurchedwithyou Don’t youthink Do youremember .? Through thetape. How youcatapulted In thestretch . Ripped thecinders How yourspikes How youflungyourbody That lastrace.? How youwon Do youremember 2. And whenyouflewintothestretch Few strides. At thosefirst

sinews cinders

n. n. strong tissue that connects muscle to bone. muscle connects that tissue strong ashes. 2 tightened 1 Mother toSon •To James NOTES MEANING: lurched MEANING: (KA tuh puhl tihd) catapulted MEANING: flung helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate (FLUHNG) (LURCHT) POETRY POETRY v. v. MULTIMEDIA SCAN FOR v.

97 98 NOTES

UNIT 1•GENERATIONS 50 45 40 35 30 25 20 As Ihavetaughtyou To victory. . Through thetape Hurtling That carriesyou With anecstaticburst And finish Save nothing Run hard Run high Run straight Think onlyofthegoal To thefinishline Look straightahead That isinyou With allthepower Into thestraightaway Lurch outofthem Deep andfirm Dig yourstartingholes It’s ashortdash To run, Boy— Live Of victory.? Triumphant ecstasy Tell ofthe Did notmyshout Through thefinishline At yourfinaldrive In yourblood.? Of athousandraces Was notallmythrill

© 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 your group. research atopic related to of one Then, share the poems. what you have learnedwith 3. 2. 2. Research to Explore Research RESEARCH 1. 1. TO JAMES TO TO SON MOTHER

Which actionsrepeat throughout thepoem? What goaldoesthespeakerofpoemidentify? What eventdoesthespeakerrefer toatthepoem’s start? What doesthespeakertellhersonNOTtodo? Identify three words orphrasesfrom thepoemthatdescribestaircase.

These poems may poems spark yourtoThese learn curiosity more. Briefly Poetry Collection 1

99 to your Word Network. them and add generations, related toof topic the for words text in the Look Determine • 100 meanings. relationships, of Demonstrate Language or specific other analyze and used words Determine • summary the development idea the well what evidence Cite • Reading Literature   similar connotations c.

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I NG your understandingoftheword’s meaning. vocabulary words, writeasentenceforeachword that demonstrates 2. 3. 1. Write yourideasandaddanotherword thatfitsthecategory. yourgroup,related. determinewhatthewords With haveincommon. Why TheseWords? What during yourfirstread. Annotatedetailsthatyounotice. yourgroup, revisit With sectionsofthetextthatyoumarked Close Readthe Write anexplanationofhowtheconnotations three words differ. Find twosynonymsinathesaurus fortheconceptvocabularyword flung. and security,whereas matriarch suggestsafeelingofdistanceandformality. basic denotation.However, motherhaspositiveconnotationsofwarmth connotations. Forexample,thewords motherandmatriarchhavethesame or feeling thataword suggests inadditiontoitsliteraldictionarydefinition, Connotations andDenotations Word Study Practice Concept A

nalyze the nalyze the denotation. Two words canhavesimilardenotations butdifferent actions? Whydoesthemotherneedthesequalities? What qualitiesdoesthemotherdemonstratethrough herwords and another? Discussyourideaswiththegroup. What havethesepoemsrevealed aboutwhatonegenerationteaches asked, andwhatconclusionsyoureached. your lines.Discusswhatyounoticedinthelines,questions the poemsthatyoufoundespeciallyimportant.Take presenting turns Essential Question: Present andDiscuss Review andClarify flung Notebook Notebook questions doyouhave?Whatcanconclude?

To gainabetterunderstandingoftheconcept ocabulary Complete theactivities. catapulted T

ext The conceptvocabularywords from thepoemsare

With yourgroup, rereadWith “MothertoSon.” What canonegenerationlearnfromanother? Now, workwithyourgroup to share linesfrom T ext

A language development is an association or connotation isanassociationor lurched to supportyouranswers. CITE TEXTUALEVIDENCE

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. consider themeaningofsymbolandhowitsuggeststheme. what thesymbolmightrepresent basedonthedetailsinpoem.Then, incorporates symbolism,makeinferences, oreducatedguesses,asto insight aboutlife, ofapoem.To determinethethemeofapoemthat In poetry,anauthor’s useofsymbolism canoftenreveal thetheme,or symbolizes peace. itself, usuallyanabstractidea.Forexample,adoveistypeofbird that symbol hasitsown meaning,butitalsostandsforsomethinglargerthan person, animal,place,orsituation—thatrepresents somethingelse.A Figurative Language:Symbolism Analyze CraftandStructure Gather your notes in this chart and share and your with group. yourinGather this notes chart Practice support this inference?support this author’sof the useofsymbolism What detailsfrom youranalysis poem? ofthe theme What isthe lives? their about howpeopleshouldlive symbolsuggest What doesthis impression? from poemsuggestthis the symbolcreate?this Whatdetails What impression does oflife symbol? poem? Whatisthe usedinthe How issymbolism

Mother toSon A symbolisanything—anobject, essential question: Whatcanonegenerationlearnfrom another? T o Ja m e to supportyouranswers. CITE TEXTUALEVIDENCE s Poetry Collection 1

101 102 meanings. relationships, andnuancesinword of figurative language, word Demonstrate understanding Language section ofastoryordrama. verse orstanzaofapoem repetitions ofsoundsonaspecific the impactofrhymesandother connotative meanings;analyze a text, includingfigurative and and phrases astheyareusedin Determine themeaningofwords Reading Literature  poem anditsmeaning. between thesoundofa Discuss theconnection and othersounddevices. you tohearrhythm,rhyme, to apoemread aloudhelps aloud. Discusshowlistening portions ofeachpoem Take presenting turns GROUP DISCUSSION

t UNIT LANGUAGE DEVELOPMENT a n POETRY COLLECTION 1 da

r •

d GENERATIONS s

Notice thatintheseexamples,bothwords andsoundsare repeated. beats inspokenorwrittenlanguage. Rhythm andRepetition Author’s Style how thepoetusesrhythmandrepetition toemphasizecertainideas. Choose onepoemfrom thecollectionandwriteaparagraphdescribing Write It compare lists. Son.” Identify asmanyexamplesyoucan;thenrejoin yourgroup and make alistoftherepeated elementsin“To James”and“Motherto Test yourunderstandingofrepetition withagame.Working individually, Read It some examples: of theseelementstoemphasizeideasandcreate musicaleffects. Here are repeat asound,word, aphrase,sentence,rhyme,rhythm,orall Repetition istherepeated useofanyelementlanguage.Poetscan or rhythm. “free verse”refers topoetrythathasnostandardofrhyme pattern closer tothenaturalrisingandfallingofspokenlanguage.Theterm canbeirregularSon” byLangstonHughes,thestructuralpattern and In free versepoemssuchas“To and“Motherto James”byFrankHorne • • • I gallop’d,Dirckwegallop’dallthree; We didn’tlook,welisten,onlywere. The sunsankinthesea.

is the pattern ofstrongRhythm isthepattern andweak

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Discuss asaGroup interesting? Provide feedbacktoyourclassmate politelyandrespectfully. Are thereplaceswheredescriptivedetailswouldmake thepoemmore languageconfusingorinaccurate? and descriptivedetails:Isanysensory classmate’s poem.Also,consideryourclassmate’s useofsensorylanguage member. Seeif youcandeterminethesubject,symbol,and themeofyour Draft Your Poem Analyze Sources forInspiration Writing toSources effective inpoetry? increase yourunderstanding ofthewaysinwhichsymbolscanbe creating asymbol:Howwasthischallenging? Howdidtheprocess differences betweenthem.Discusstheprocess ofwritingapoemand After allmembershaverecited theirpoems,discussthesimilaritiesand Revise andEvaluate you canmaintainyourflowofideas. not toself-edit atthispoint;strivetogetitwritteninonesittingsothat thoughts andaddinterest toyourpoem: Organize Your Ideas narrative techniquescanhelpyoubetterapplythemtoyourownwriting. and thesubjects.Studyingwayspoetseffectively usesymbolsand description, thatthepoetsusetocapture theexperiencesofspeaker develop thethemeofpoem.Also,noteothertechniques,suchas the poetsusesymbolstoconveyexperienceofspeakerand poem, reviewNotethewaysinwhich thepoemsbyHughesandHorne. completed yourpoems,youwillrevise anddiscussthemasagroup. You willworkindividuallytocraftyourpoem.Afteryouhave symbol inyourpoem. througha lessonlearned personalexperience.Includeatleastone Write anarrativepoeminwhichthespeakershares withreaders Assignment • • • • • poem meanttoconvey? What isthethemeofmypoem?lessonexperiencein setting, andexperience? or more ofthefivesenses,tovividlydescribemyspeaker, subjects, How canIusesensorylanguage,orlanguagethatappealstoone setting? What isthesettingofmypoem?specific detailsdescribethe addressing, andwhatistheirrelationship? Who isthespeakerofmypoem?Whomwillbe convey thisexperience? What experiencewillmypoemdescribe?symbolIuseto EFFECTIVE EXPRESSION

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taught ineachtextlisted.Summarizeyourideasonthischart. Present Narrative aNonfiction discussion. group memberstorepresent onenarratororspeakerinthepanel Then, identify onegroup membertoactasmoderator andtheother Assign Roles Analyze theTexts YourPlan With Group To James Mother toSon My Mother Learning toLove from Mom&Me New High-Tech Tricks Tutors Teach Seniors TITLE Assignment stories andgiveexamplesthatrelate tothefollowingquestion. Work withyourgroup topresent apaneldiscussioninwhichyoutell someone of a different generation? from you learn can skills or knowledge new What Sp eaking and Lis and eaking

When thechartiscomplete,review withyourgroup.

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Brush UponYour Presentation Techniques further analysisofthesource textstostrengthen the content. a group tomaketheconnectionsstronger. You mayneedtoperform questions andthepanelmembers’responses are not yetclear, workas Your With Rehearse Group following inmind: become expertonthespeakerornarratorofagiventext.Keep between generations.Othergroup membersshouldusethistimeto questions forthediscussionaboutlife lessonsthatare passedon Plan Your PanelDiscussion discussion. ready toaskquestionsand provide feedbackattheconclusionoftheir effective. Asyoulistentoother groups present, takenotesandbe Remember thatyoumustuseteamworktomakethis presentation EvaluatePresent and on thepersonspeaking. speak. Avoid multitaskingduringthediscussionsothatfocusremains contact withthemoderatorandotherpanelmembersasthey Fine-Tune theContent the formatofpaneldiscussion. your evaluationandtheseinstructionstoguideanychangesyoumake checklist toevaluatetheeffectiveness ofyourfirstrun-through. Then,use Review Requirements CONTENT • • generation. fromquestions withstoriesaboutwhattheylearned another Panel membersshouldbeprepared torespond tothemoderator’s anecdotes, orshort,true-life stories,abouttheirexperiences. The moderator’s questionsshould leadresponders torelate

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UNIT 1•GENERATIONS OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: Add ideas of your own for each category. and theyou actions can take to practice them during Independent Learning. toneed rely on yourself to learn and work on your own. Review strategies these Throughout your life, in school, in your community, and in your career, you will Learning StrategiesIndependent another selectionif thistextdoesn’tmeetyourneeds. Look Inside seems mostinteresting andappealingtoyou? Look Ahead you wanttoknowaboutthetopicofgenerations? Look Back additional about generations. text Follow steps these to help you choose. at the world. your For final reading in this selection unit, you will one choose fromPeople different generations sometimes have different very ways of looking another?learn from generation one can What QUESTION: ESSENTIAL

Think abouttheselectionsyouhavealready read. Whatmore do

Take afewminutestoscanthrough thetextyouchose.Make Preview theselectionsbyreading thedescriptions.Whichone ACTION PLAN ACTION • • • • • • • • • • Review notesbefore preparing toshare agroup. with Record importantideasand information. andreliability quality Consider the source. ofthe topic. evidencetohelpyouunderstandthe usefulnessofthe Evaluate the Use first-read andclose-read strategiestodeepen your understanding. Understand yourgoalsanddeadlines. Make aplanforwhattodoeachday. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. What do you inherit from your ancestors? your from inherit you do What Lineage POETRY COLLECTION 2 PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED his grandson. surprise still can man old An Cofer Ortiz Judith Abuelo With Hour An STORY SHORT generations. for down passed been has tale eerie An Lan Samantha Chang Water Names STORY SHORT a Football Father aSoccer Son and Between Divide theBridging Generational BLOG POST to all up of us. will catch Time Leo Tolstoy Grandson His Little and Grandfather The STORY SHORT remember? barely you that apast for yearn you Can Johnson Sophie “Gotcha Day” for Isn’t Celebration aCause OPINION PIECE Family disagreement? a in ground common find son and afather do How Review Narrative Evidence for aNonfiction synthesizing the information you’verecorded. information the synthesizing and whatyou’velearned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR

Grace PaleyGrace Margaret Walker John McCormick Overview: Independent Learning CONTENTS

107 108 Reading 

STANDARD text. about theunittopicasyoufirstread this NOTICE newinformationorideasyoulearn

have read. other knowledgeandtheselectionsyou CONNECT ideaswithintheselectionto UNIT 1•GENERATIONS Selection Title: Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. passages youwanttorevisit. ANNOTATE bymarkingvocabularyandkey the selection. RESPOND bywritingabriefsummaryof 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: Use thispagetorecordyourclose-readideas. Guide Close-Read Reading 

Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude? Write yourideas. questions aboutthetext.Whatcanyou and annotatewhatyounotice.Askyourself your firstread. Readthesectionsclosely Revisit sectionsofthetextyoumarkedduring Annotate •QuestionConclude Textual Evidence STANDARD

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ESSENTIAL QUESTION: Whatcanonegenerationlearnfrom another? Focus on Big Ideas about whatthischoiceconveys. the text.Selectoneandrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choiceofpatterns, Model Annotation Close-Read Guideand

Tool Kit Independent Learning

109 POETRY

Lineage

Margaret Walker

About the Poet SCAN FOR Poet and novelist Margaret Walker (1915–1998) was MULTIMEDIA born in Birmingham, Alabama, daughter of a minister and a music teacher who nurtured her interest in poetry and philosophy. At the age of 19, Walker graduated from Northwestern University and began a career as a writer. In addition to earning a master of arts in 1940 and a PhD in 1965. Walker received numerous honorary degrees and fellowships in recognition of her literary contributions.

BACKGROUND For Margaret Walker, her family history was her greatest source of inspiration. Her grandmother took care of Walker and her siblings as children and told them stories about their great-grandmother. Walker’s 500-page epic novel, Jubilee, was based on her great-grandmother’s life during slavery and immediately following the Civil War.

My grandmothers were strong. NOTES They followed plows and bent to toil.1 They moved through fields sowing seed. They touched earth and grain grew. 5 They were full of sturdiness and singing. My grandmothers were strong.

My grandmothers are full of memories Smelling of soap and onions and wet clay With veins2 rolling roughly over quick hands

1. toil n. hard physical work. 2. veins n. vessels that carry blood to the heart.

IL1 UNIT 1 Independent Learning • Lineage • Family POETRY

Family

Grace Paley

About the Poet Grace Paley (1922–2007) was raised in the Bronx, in SCAN FOR MULTIMEDIA New York City. Her parents spoke both Russian and Yiddish, and this dual culture as well as the city itself inspired many of her writings. She described herself as a “combative pacifist” and spoke out against American militarization in anti-war protests. Paley taught writing at Sarah Lawrence College for many years, and her work has won many awards.

BACKGROUND Paley’s family immigrated to America from Russia during the Russian Revolution of 1905. During this period, many Russians had become dissatisfied with the social and political system of their country. Protestors were initially met with violent resistance by the government, but continued unrest eventually convinced Tsar Nicholas II to institute the Fundamental Laws, which functioned as a constitution.

My father was brilliant embarrassed funny handsome my mother was plain serious principled1 kind NOTES my grandmother was intelligent lonesome for her other life her dead children silent 5 my aunt was beautiful bitter angry loving

I fell among these adjectives in earliest childhood and was nearly buried with opportunity some of them stuck to me others

1. principled adj. moral; knowing right from wrong.

UNIT 1 Independent Learning • Lineage • Family IL2 OPINION PIECE

“Gotcha Day” Isn’t a Cause for Celebration

Sophie Johnson

About the Author SCAN FOR Sophie Johnson was a junior at Malibu High School in MULTIMEDIA Malibu, California, when she wrote and published this article. She has written several articles for the Huffington Post.

BACKGROUND Between 1999 and 2013, United States families adopted over 200,000 children from overseas, including 70,000 children from China. Most children are less than two years old when adopted, but many are older, and have some memories of life in their birth country. In this piece, an author reflects on the mixed emotions she has about her own “Gotcha Day,” the day she was adopted.

1 was five and a half years old when my parents adopted me in NOTES I China and brought me to my new home to America. As my mom always says, I eagerly ran into her arms and truly have stayed there for the past 12 years. She is my mom, my best friend, the woman I admire most in the world. But for the longest time, my family marked that day we met in China as something known in adoption circles as “Gotcha Day.” 2 Lots of families celebrate the day they met their adopted child and became a family. But while I appreciate the love and everything else my parents give me, Gotcha Day can be a mixed bag—one that

leaves kids like me sad and confused. What’s missing from Gotcha All rights reserved. or its affiliates. Inc., Education, © Pearson Day is this: The acknowledgement that adoption is also about loss. 3 While adoptive parents may be celebrating a long-awaited child finally entering their lives, that child in their arms has experienced

IL3 UNIT 1 Independent Learning • “Gotcha Day” Isn’t a Cause for Celebration © Pearson Education, Inc., or its affiliates. All rights reserved. 7 6 5 4 has manyunknowns.(Iforgive her;shewasjet-lagged caregivers dressed meinandwasatangiblepartofpastthat sweatsuit thatIvomitedon.Itwasthelastthingmyorphanage how sheshouldn’thaveletourguidethrow awaytheyellow her inthecabridebacktohotel.ItelleveryFamily Day how shefedmeabigbagofcandythatIpromptly threw upon my brother andmethephotos ofwhenwefirstmet.We talkabout it’s alsoaboutloss,notjustgain. Day feelslikeadayoffakesmilesif wedon’tacknowledgethat losing theirchildforcircumstances theycouldn’tcontrol. Gotcha family through adoptionmayalsobesomeoneelse’ssorrow over remind peoplethatsomeone’shappinessoverbuildingtheir appreciative. Iamgratefulandappreciative, butIalso wantto world where everyoneexpectsthevictimstobegratefuland futures wouldlooklike,hadthere beennoGotcha Day. about whatourliveswouldbelike,where wouldwebe,whatour them andcouldaskwhytheydidn’tkeepus.We think about it.We thinkaboutourbiologicalparents andwishweknew we thinkaboutourpastandhowlittlesomeofusactuallyknow feelings ofhappiness.GotchaDayisonethosetimeswhen adopted kidsare processing it,theirfeelingsofloss overridetheir know orunderstand.It’salottoprocess. And sometimeswhile abandonment orhasbeensurrendered forreasons theymaynever 3. 2. 1. leftie! Yes!!” shoutedoutmydad,alife-long Cubs coloring, raisedhislefthandandcaughtthepitch perfectly. “A screamed andmybrother, withoutevenlookingupfrom his and Isatcoloringmydadthrew aballathishead.Mymom how whilemyparents were busyfillingoutpaperworkandhe asking mymomif wecould getapuppyinstead.We remember in America fortwoyears—Itookone lookathimandbegan We laughabouthow—Iwas7atthetimeandhadbeenliving sneer andbewildermentattheeventsofdaywegothim. wear from America.) knowing mymomhadasuitcasefullofnewthingsformeto guide tookawaythedirtyclothesandjustputthemintrash our firstfamiliesandgoingoutsidetotalkthe moon. plain andsimple. And wealwaysenditbylightingacandlefor laugh aboutiteveryFamilyDay. sure if theChineseofficials thought itwasfunny, butwesure

Cubs Elvis jet-lagged In myfamily, wenowcelebrateFamilyDay. Myparents show It’s beensaidthatadoptionlossistheonlytraumain Every FamilyDay, Elvis welaughaboutmylittlebrother’s I loveourFamilyDay. Itcelebratesourloveforoneanother

Elvis Presley, wildly popular singer and actor, also known for his smiling sneer. smiling his for known actor, also and singer popular wildly Presley, Elvis Major League Baseball team of Chicago. of team Baseball League Major

adj. exhausted from long-distance travel. long-distance from exhausted UNIT 1 Independent Learning •“GotchaDay” Isn’taCauseforCelebration UNIT 1Independent Learning 3 fan.I’mnot 1 andthe

❧ 2

NOTES

IL4 Short Story

The Grandfather and His Little Grandson

Leo Tolstoy

About the Author SCAN FOR Leo Tolstoy (1828–1910) was born into a wealthy MULTIMEDIA family in Russia and inherited the family estate. By the time he was fifty, he had written some of the world’s most famous novels. In midlife, Tolstoy began to reject his life of luxury. He surrendered the rights to many of his works and gave his property to his family. This world-famous writer died alone in a remote train station in Russia.

BACKGROUND “The Grandfather and His Little Grandson” is originally a German fairy tale collected by the Brothers Grimm, and first published in 1812. Many writers, including Leo Tolstoy, have retold different versions of this story over time.

1 he grandfather had become very old. His legs would not NOTES T carry him, his eyes could not see, his ears could not hear, and he was toothless. And when he ate, he was untidy. His son and the son’s wife no longer allowed him to eat with them at the table and had him take his meals near the stove. They gave him his food in a cup. Once he tried to move the cup closer to him and it fell to the floor and broke. The daughter-in-law scolded the old man, saying that he damaged everything around the house and broke their cups, and she warned him that from that day on she would give him his food in a wooden dish. The old man sighed and said nothing. 2 One day the old man’s son and his wife were sitting in their All rights reserved. or its affiliates. Inc., Education, © Pearson hut, resting. Their little son was playing on the floor. He was putting together something out of small bits of wood. His father asked him: “What are you making, Misha?” And Misha said: “I’m

IL5 UNIT 1 Independent Learning • The Grandfather and His Little Grandson © Pearson Education, Inc., or its affiliates. All rights reserved. 3 table andtookbettercare ofhim. man sounkindly, andfrom thatdaytheyagainatewithhimatthe appeared intheireyes.Theywere ashamedtohave treated theold feed yououtofthiswoodenbucket.” making awoodenbucket.WhenyouandMommiegetold,I’ll copyright 1969MiriamMorton;renewed (c)1998MiriamMorton Russian Tales forYoung Children byLeoTolstoy, Selected,Translated, andwithanAfterword byMiriamMorton.Translation Reprinted withthepermissionofLittleSimon,animprintSimon&SchusterChildren's PublishingDivisionfrom Twenty-Two The youngpeasantandhiswife lookedateachotherandtears UNIT 1 Independent Learning •TheGrandfather andHisLittleGrandson UNIT 1Independent Learning

❧ NOTES

IL6 BLOG POST Bridging the Generational Divide Between a Football Father and a Soccer Son

John McCormick

About the Author SCAN FOR John McCormick is a blogger, author, and regular contributor to the MULTIMEDIA Huffington Post’s Parents Section, where he provides insights and advice to fellow parents. McCormick is also a speaker, frequently visiting schools, fairs, and libraries to advocate for storytelling.

BACKGROUND American football originates from the sports of soccer and rugby. According to many metrics, it is the most popular sport in America. But it is soccer (known as football in most countries besides the United States) that reigns as the most popular sport across the globe. The World Cup is among the most-watched sporting events in the world. Today, soccer has gained popularity in the United States as well.

1 owhere is the generation gap between my 16-year-old son NOTES N Will and me wider than when it comes to football. Football, for me, is that most American of sports, pitting helmeted warriors colliding with one another across the line of scrimmage1. Football for Will is of the global variety, the “beautiful sport” consisting of touch passes and bending corner kicks, commonly referred to on this side of the Atlantic as soccer. 2 Will plays on his high school’s JV soccer team. Last weekend, he invited a few of his teammates for a sleepover at our home after their Friday night game. The next morning, Will and his teammates gathered around the television to watch an English Premiere League soccer game. Comparing players on their respective fantasy league soccer teams, they rattled off the names © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

1. line of scrimmage imaginary line used at the beginning of play to separate two football teams.

IL7 UNIT 1 Independent Learning • Bridging the Generational Divide . . . © Pearson Education, Inc., or its affiliates. All rights reserved. 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 minutes wasasdrywatchingC-Span offense, andthatwatching scoreless soccergamesforninety about toconcedethewar. Itoldhimthatfootballhadmore to resume.” football gamesonTVthatyoucandieofoldagewaitingforplay football,” hesaid.“There are somanycommercial timeoutsduring up thechallenge.“Socceriswaymore funtowatchandplaythan about football?” I asked,“Whydoyouknowsomuchaboutsoccerbutlittle with “RayRice.”Igroaned. Drew Brees, JoeFlacco,Richard Sherman.” the NationalFootballLeague. identify, soIaskedthemtonameasmanyplayerstheycouldfrom wondered howmanyprofessional footballplayers theycould Mathieu Flamini,tonamejustafew. of playersI’dneverheard of.MesutÖzil, Yaya Touré and 3. 2. 4. history. is themostpopularsportinworld. soccer pitch. his collegebaseballteam,spokepassionatelyof why baseballis, father whenIwasmyson’sage.Myfather, thestartingcatcheron come. It’sthesportofmygeneration.” game inDenver? world, singingsongsandstandingontheirfeetforentire matches. brushes againstthem! they’ve beenmortallywoundedeverytimeanopposingplayer and grace.

fluid headers programming. C-Span An awkward pauseensuedbefore anotherboyfinally pipedup I hadtogivehimthatone.Whilelostonebattle,wasn’t The gauntlethadbeenthrown down,andmysonquicklytook When mysonandhisfriendsfinallyboggeddownateight, The firstfivewere easyfortheboys—“RGIII,PeytonManning, While impressed withtheirknowledgeofEPL players,I Will: Soccerisamore fluid Dad: The2014SuperBowlisstillthemostwatchedinU.S.TV Will: Soccerisfollowedbymillionsmore fansthanfootballand I suddenlyremembered aconversationIhadwithmyown My songotinthelastword. “Soccerisasportwhosetimehas Dad: EverbeentoaSeahawksgameinSeattleorBroncos Will: Soccerenthusiastsare the mostpassionatefansinthe Dad: Footballhasallthat,too,buttheplayersdon’tactlike Back andforththearguments flewlikeheaders

adj

television network that broadcasts political proceedings and other public affairs affairs public other and proceedings political broadcasts that network television . showing a smooth, easy style. easy asmooth, . showing n . shots or passes in soccer made by hitting the ball with the head. the with ball the hitting by made soccer in passes or . shots 4 game,requiring skill,endurance UNIT 1 Independent Learning •BridgingtheGenerational Divide. UNIT 1Independent Learning 2 withthevolumeoff. 3 ona NOTES

IL8 IL9 NOTES

UNIT 1 Independent Learning •BridgingtheGenerational Divide. UNIT 1Independent Learning 19 18 in ours. link. Whoknewthatbothsportswere inthesamefamily?Justlike football isderivedfrom soccer, withrugby providing themissing of futbolvs.football. Along thewayweevendiscovered that spend more timetogether, butweteacheachotherthefinerpoints with meonSundayafternoons.Notonlydowehavethechanceto with mysononSaturday morningsandhewatchesanNFL game take anewperspectiveon“thebeautiful game.” embracing soccerasthenew“in”sport.Maybeit’stimeformeto in mydad’sdayandfootballmine,manyyouthtodayare dislikes, itspassionsandindifferences. Whilebaseballwastops had come. I evenrecall tellingmydadthatfootballwasasportwhosetime fervently thatfootballwasnow America’s nationalgame. and alwayswillbe, America’s nationalpastime.Iargued justas My sonandIcameupwithacompromise. IwatchanEPL game Every generationhasitsowncollectivecharacter, itslikesand

❧

Water Names

Lan Samantha Chang

About the Author Writer and novelist Lan Samantha Chang (b. 1965) SCAN FOR MULTIMEDIA grew up in Appleton, Wisconsin, learning about China from her Chinese 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 Yangtze River is one of the longest rivers in the world, flowing 3,915 miles across China, and emptying out into the East China Sea. Throughout Chinese history, the Yangtze River has been a vital source of life, providing food and enabling irrigation, transportation, and industry. Yangtze is the river’s westernized name - in China it is called Chang Jiang, meaning “Long River.”

1 ummertime at dusk we’d gather on the back porch, tired and NOTES S sticky from another day of fierce encoded quarrels, nursing our mosquito bites and frail dignities, sisters in name only. At first we’d pinch and slap each other, fighting for the best—least ragged—folding chair. Then we’d argue over who would sit next to our grandmother. We were so close together on the tiny porch that we often pulled our own hair by mistake. Forbidden to bite, we planted silent toothmarks on each others’ wrists. We ignored the bulk of house behind us, the yard, the fields, the darkening sky. We even forgot about our grandmother. Then suddenly we’d

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson hear her old, dry voice, very close, almost on the backs of our necks. 2 “Xiushila! Shame on you. Fighting like a bunch of chickens.”

UNIT 1 Independent Learning • Water Names IL10 IL11 NOTES

UNIT 1 Independent Learning •WaterUNIT 1Independent Learning Names 10 9 8 7 6 5 4 3 Himalaya mountains the otherside. is sograndandbroad thatevenoncleardaysyoucanscarcely see the mouthofgreat ChangJiangasitiscalled,where theriver descended onbothsidesfrom peopleofthewatercountry, near water, ofthe Yangtze River,” shesaid.“Granddaughters,youare she toldusstories,“justtokeepupyourChinese,”said. our feetwhileWaipuo calmlyfoundherchair. away from theendofIngrid’sbraid. Ashamed, wewouldshuffle forefinger rightonthebackofLily’sarm.Iwouldslidemyhand 1. beautiful andlovedtheriver. Shewouldbegtogooutontheboat imagine thesuddenshockofcoldandplunge, deepintowater. river.” We hadonlyknown blueswimmingpools,butwetriedto would perch onthesideofoldwoodenboatanddiveinto rings sothefishtheycaughtcouldnotbeswallowed. Thebirds with long,bendingneckswhichthefishermenfitted with metal of coursehaveneverseen.Cormorantsare sleek,blackbirds fishing formanyyearswithtrainedcormorants, whichyougirls named Wen Zhiqing,aresourceful man,andproud. Hehadbeen the Yangtze valleylayunspoiled. Inthosedayslivedanancestor years agothecivilizedpartsofChinastilllaytonorth,and told methestoryofWen Zhiqing’sdaughter. Twelve hundred respect thewater.” spirit weardownmountainsintosand.Butevenourpeoplemust apart. Instead,werun togetherlikeraindrops. Ourstrength and us. Unlikemountains,wecannotbepowdered downorbroken seasons ofill-fortunebecausewehavethespiritriverin great menandwomen.We havesurvivedcountlessfloodsand my fingersinthedark. the thoughtofsomanyyears.Hersmallinsistentfingersgrabbed she wasyoungerhadsometimesburstintonervouscryingat thousand years.” changing delta,nearacitycalledNanjing,formore thana Our ancestorshavelivednearthemouthofthisriver, theever- deep gorges, thenwidensinitslastthousandmilestothesea. ever seenthem.IncentralChina,theriversqueezesthrough down steepcliffs soperilousandremote thatfewhumanshave

Himalaya Mountains And Ingrid,theoldest,wouldfreeze withherthumband “The ChangJiangruns fourthousandmiles,originatinginthe “In theseprairiecricketsIoftenhearthesoundofrippling On somenightsshesatwithusinsilence.Buton “Now, Wen Zhiqinghadafavoritedaughterwhowas very She paused.“WhenIwasyoung,myowngrandmotheronce “Through yourmotherand Iyouare descendedfrom alineof “A thousandyears,”murmured Lily, whowasonlyten.When

mountain range in South Asia. South in range mountain 1 where itcrashes,fleckedwithgolddust,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 19 18 17 16 15 14 13 12 11 a bauble! world likethis,awhere suchabeautiful ringwouldbeonly had beenfulfilled. Whatmost excitedherwastheideaofanentire and discovered, initsstomach, avaluablepearlring.” back toshore. And whenWen reached home,heguttedthefish Zhiqing graspedhiscatch,averylarge fish,andguidedtheboat bird emerged from thewaters,almostinvisibleinnight.Wen “so longthatthefishermangrew puzzled.Then,suddenly, the shivered. A faintbreeze movedthrough themosquitoscreens andwe forever inthewaterforalivingpersontopulldowninstead. years before sawherlovelyface.” the spiritofayoungmanwhohaddrowned intherivermany spirits livingunderneaththewaterlookedupatheraswell. And The starsandmoonreflected backather. And itissaidthatthe bring backsomethingmore thananotherfish!’ off intotheblackeningwaters,shesaid,‘Ifonlythiscatchwould depths. not fullyunderstandtheriver’s It wasabright,broad road stretching outtocuriouslands.Shedid danger. To thisyoungwoman,theriverwasasfamiliarsky. her father, keptprotected from theriver, soshecouldnotseeits dark. Eventhen,shewasnotsatisfied.Shehadbeenspoiledby their catch,andoftensheinsistedtheystayoutuntilitwas almost with him.Thisdaughterwasarestless one,nevercontentedwith 2. of atorrential rain,thefamilynoticedthatdaughter was a terriblefloodthatsweptawayalmosteverything. Inthemiddle the wateragain. to you.’‘Nonsense,’saidherfather, andheforbadehertositby prince isaskingmetomarryhim.Hesentthering asanoffering her head.‘There’s akingdomunderthewater,’ she said.‘The beloved family. with sorrow andfear, forsheknewthatwould soonleaveher looking backather. And heryearningforhimfilledheart the water. Sometimesshesaidsawahandsomeyoungman she begantositonthebanklookingatherownreflection in and places.Theriverhadputaspellonherheart.Intheevenings

bauble Waipuo ignored us.“Hisdaughter wasdelightedthatherwish “Sshh, she’lltellyou.” “From theman?”saidLily. “The cormorantwasgoneforaverylongtime.”Waipuo said, We hadheard abouttheghostsofdrowned, whowait “She leanedoverthesideofboatandlookedatwater. “One clearspringevening,asshewatchedthelastbird dive “For ayearthingswentasusual,butthenextspring there came “‘It’s justthemoon,saidWen Zhiqing,buthisdaughter shook

(BAW buhl) 2 Forpartofherhadalwayslongedtoseefarawaythings n. object of little value. little of object UNIT 1 Independent Learning •WaterUNIT 1Independent Learning Names NOTES

IL12 IL13 NOTES

UNIT 1 Independent Learning •WaterUNIT 1Independent Learning Names 27 26 25 24 23 22 21 20 ground beneathasdryand hard asbone. in, thegreat wavesofgrass thatranformilesaround us,the over Waipuo inherroom, the house,andsmallcitywelived brilliant pinpointsmappedtheheavens.Theyglittered overus, her name? look like?Howoldwasshe?Whyhadn’tanyoneremembered itself. We triedtoimagineWen Zhiqing’sdaughter. Whatdidshe without answeringit,asif shewere disappointedinthequestion Waipuo’s abruptness, herhabitofcreating aquestionandleaving been beautiful. silver-gray hair, andweimaginedthatinheryouthshetoohad We knewshestoodbefore themirror, combingoutherlong,wavy creak. A momentlaterthelightwentoninherbedroom window. water ghost.Orperhaps shelosthermindtodesiring.” to jointhekingdomofherbeloved.Right? never foundher.” river andvisitherbeloved.Thefamilysearched fordaysbutthey missing. Shehadtakenadvantageoftheconfusiontohurry While weweren’t watching, thestarshademerged. Their We sattogetherwithouttalking.We hadgottenusedto “I’m goinginside,”Waipuo said,andgotoutofherchairwitha “What doyoumean?”askedIngrid. “Who knows?”Waipuo said.“Theysayshewasseducedbya “It’s okay, stupid,”Itoldher. Shewassobeautiful thatshewent “What happenedtoher?”Lilysaid. Her smoky, rattlingvoicecametoastop.

❧

An Hour With Abuelo

Judith Ortiz Cofer

About the Author Judith Ortiz Cofer (1952–2016) was born in Puerto Rico. She grew up in SCAN FOR both Puerto Rico and New Jersey, where her father was stationed in the MULTIMEDIA United States Navy. She was introduced to the storytelling tradition at her grandmother’s house in Puerto Rico.

BACKGROUND Nursing homes are places that provide care for people who are unable to care for themselves because of chronic illness or disability. Usually, nursing home residents are elderly. A staff of nurses and aides provides medicine and food so that residents are free to spend their time doing other things.

NOTES 1 ust one hour, una hora, is all I’m asking of you, son.” My “Jgrandfather is in a nursing home in Brooklyn, and my mother wants me to spend some time with him, since the doctors say that he doesn’t have too long to go now. I don’t have much time left of my summer vacation, and there’s a stack of books next to my bed I’ve got to read if I’m going to get into the AP English class I want. I’m going stupid in some of my classes, and Mr. Williams, the principal at Central, said that if I passed some reading tests, he’d let me move up. 2 Besides, I hate the place, the old people’s home, especially the way it smells like industrial-strength ammonia1 and other stuff I won’t mention, since it turns my stomach. And really the abuelo always has a lot of relatives visiting him, so I’ve gotten out of going out there except at Christmas, when a whole vanload © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson of grandchildren are herded over there to give him gifts and a hug. We all make it quick and spend the rest of the time in the

1. ammonia n. liquid used for cleaning that has a very strong smell.

UNIT 1 Independent Learning • An Hour With Abuelo IL14 IL15 NOTES

UNIT 1 Independent Learning • An Hour With Abuelo •AnHourWith UNIT 1Independent Learning 8 7 6 5 4 3 squeezes myhandandsays,“Gracias,hijo,” her tobebackinonehourorI’lltakethebusPaterson.She me togoinaloneandhavea“goodtime”talking Abuelo. Itell drive metoGolden Years. Shedrops meoff infront. Shewants Maturity. I’mnotpicky, I’llread almostanything. the oldpeople’sgames,andIcatchuponbackissuesofModern recreation area, where theyplaycheckersandstuff withsomeof 3. 2. farmer. She’salwayssayinginasadvoice,“Ay, bendito! Puerto Rico,buthadlosthisjobafterthewar. Thenhebecamea mother tellsmethatDon Arturo hadoncebeenateacherbackin a year, buthe’salwayssurrounded byhissonsanddaughters.My him tothisnursinghomeinBrooklyn. Iseehimacoupleoftimes nobody couldleavetheirjobstogotakecare ofhim,theybrought the Islanduntilmygrandmotherdied.Thenhegotsick,andsince to New York andNewJersey (where Iwasborn)andhestayedon know mygrandfather. Hischildren, includingmymother, came know, Arturo?” life?” him, Isay, “Whatare youdoing, Abuelo, writingthestoryofyour deeper, buthedoesn’tsayanything.SinceI’msupposedtotalk chair byhisbed.Hesortofsmilesandthelinesonfaceget outline oftheislandPuertoRicoonit.Islideinto hard vinyl in oneofthoseold-fashionedblackhardback notebooks.Ithasthe Abuelo’s “suite.”Heissittingupinhisbedwritingwithapencil them whentheypushhere andthere. Iwalk fast toroom 10, hour Ipromised mymother. I mayaswellaskhimif he’llread mewhathewrote. my head,buthedoesn’tsayanything.SinceIlike stories,Idecide what Iwant. them because“that’sthewaythingsare.” Notforme.Igoafter me madthattheadultsIknowjustacceptwhateveristhrown at says, “Asíeslavida.”That’sthewaylife is.Itsometimesmakes waste ofafinemind.”Thensheusuallyshrugs hershouldersand to beracedthefinishlinebyorderlies the oldpeopleinwheelchairshallwayasif theywere about like I’mdoingherabigfavor. 4.

orderlies “child.” hijo Gracias, or cleaning. or bendito Anyway, aftermymothernagsmeforaboutaweek,Ilether Anyway, Abuelo islookingatmelikehewastryingtoseeinto His nameis Arturo too.Iwasnamedafterhim.don’treally It’s supposedtobeajoke,butheanswers,“Sí,howdidyou I lookatmywatch;I’vealready useduptwentyminutesofthe I getdepressed theminuteIwalkintoplace.Theylineup

(vehn DEE toh) Spanish for “blessed.” for toh) DEE Spanish (vehn n. hospital workers who do nonmedical tasks such as moving patients around around patients moving as such tasks nonmedical do who workers hospital

(GRAH see uhs EE ho) Spanish for “Thank you, son.” you, “Thank Hijo for EEho) uhs Spanish see (GRAH 3 whodon’tevenlookat 2 inachoked-upvoice also means means also 4 Whata

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 13 12 11 10 9 In thecampo time.” looking atmywatch. very muchtimetoread it.” looking intohiseyesthatthelightisstilloninthere. brown papersackwithsomebonesinit.ButIcanseefrom still sosharp,becausehisbodyisshrinkinglikeacrumpled-up funny bookEnglishwithusgrandchildren. I’msurprisedthathe’s before hesaysthem.With hischildren hespeaksSpanish,andthat and hiswords soundstiff, likehe’ssoundingthemoutinhishead mother callsbookEnglish.Hetaughthimself from adictionary, 5. brought everyweektoher. Shetaughteachofushowtowriteon she taughtuswords from thenewspaperthataboyonhorse that wasbefore shemarried myfather, acoffee beanfarmer;and read asachildandbrought withherfrom thecityofMayagüez; the storiesofSpanishconquistadorsandpiratesthatshehad few books.Mymotherread themtousoverandover:theBible,

campo Abuelo reads: “’Ilovedwords from thebeginningofmylife. Abuelo startstalkinginhisslowway. Hespeakswhatmy “Yes, hijo. You havespokenthetruth. Laverdad. You havemuch “I havetime, Abuelo.” I’malittleembarrassedthathesawme “It isashortstory, Arturo. Thestoryofmylife. Itwillnottake

(KAHM poh) Spanish for “open for country.” Spanish poh) (KAHM 5 where Iwasbornoneofsevensons,there were UNIT 1 Independent Learning • An Hour With Abuelo •AnHourWith UNIT 1Independent Learning NOTES

IL16 IL17 NOTES

UNIT 1 Independent Learning • An Hour With Abuelo •AnHourWith UNIT 1Independent Learning 19 18 17 16 15 14 parents. Itwasabeautiful timeforme. how towritethem.We madeupsongsandputonshowsforthe I wanted!taughtmystudentshowtoread poetryandplays, man althoughthepaywasverysmall.Ihadbooks. All thebooks my students. job teachingallgradesinalittleclassroom builtbytheparents of school diploma.SoIwentbacktomymountainvillageandgota young man. finest cottonandembroidered byherownhands.I wasahappy mother brought meabeautiful guayabera,awhiteshirtmadeofthe the topofmyclass!Mywholefamilycametoseemethatday. My my clothesuntiltheywere thinasparchment. ButI graduatedat paid myrent inlabor, andIatevegetablesgrew myself. Iwore Mayagüez. ForfouryearsIboarded withacouplesheknew. I his sonstohelphimontheland,shesentmehighschoolin life. And soagainstthewishesofmyfather, whowantedall and mysoulIknewthatwantedtobearound booksallofmy your fingers. those chalksuntiltheywere sosmallthatyoulostthembetween a slatewithchalksthatsheordered bymaileveryyear. We used 7. 6. me ajobcleaninglatrines. up. Thesergeant saidIwas toosmartformyowngood,andgave instructions ontheammunitionboxesandnotblowthemselves teach allthefarmboystheirletterssothattheycouldread the answer myletter. IwentintotheU.S. Army. thought Iwasabetterteacherthansoldier. Thegovernordidnot up ignorantif Icouldnot teach themtheirletters.Isaidthat told himthatthechildren wouldgobacktothefieldsandgrow explained thatIwastheonlyteacherinmountainvillage. Puerto Ricanmenwouldbedrafted.Iwrote toourgovernorand left tohelptheoldpeople.Ibecameafarmer. Imarriedagood war, theothershadstayed inNueva York. Iwasthe onlyone My parents were sick,twoofmybrothers hadbeenkilledinthe to haveacollegedegree toteachschool,eventhelowergrades. war moppingfloorsandcleaningtoilets. for youthere, scholar. Readthewritingonwalls. Ispentthe

latrines Harbor. Pearl of bombing ..” came, war the “Then “’Then thewarcame, “I hadbookssenttomebythegovernment.Ifeltlikearich “’In thosedaysyoucouldteachinacountryschoolwithhigh “’I alwayswantedtobeawriterandteacher. With myheart “I toldmysergeant thatI could beateacherinthearmy. Icould “’When IcamebacktotheIsland,thingshadchanged. You had

(luh TREENZ) n. TREENZ) (luh toilets.

The United States entered World War II in 1941, in War II World entered the States after United The 6 andthe American President saidthatall 7 Hesaidtomethere isreading material

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 28 27 26 25 24 23 22 21 20 want hertothinkthatI’minahurryoranything. the exitsign.Iwantmymothertohavewaita little.Idon’t timing me.Itcracksmeup.Iwalkslowlydownthehalltoward up, totheminute.Ican’thelpbutthinkthatmy abuelo hasbeen and she’smakingbird noises.Ilookatmywatchandthehouris they roll downthehall.Heisalready reading from his notebook, He givesmeawickedsmile. at me. red. Onitinbigletterssays, POEMASDEARTURO. get thatnotebookfrom the table,please.” it. Thenhesaysinastrong deepvoiceIhardly recognize, “Arturo, together, andwithMrs.PinkRunningShoes’shelp,wegethimin closet. Hemakesitobviousthathewantsmetogetit.Iput his wheelchair, whichishanginglikeahugemetalbatintheopen your newonetoday.” poetry-reading dayinthe rec room! You promised usyou’dread a flirtyvoice,“Yoo-hoo, Arturo, remember whatdaythisis?It’s marathoner, Isaytomyself. Shecallsouttomygrandfatherin pink running shoessortofappearsatthedoor. fighting tomakehisdream cometrue, whenanoldladyinhot- head inSpanishjustyet.I’mabouttoaskhimwhyhedidn’tkeep to discussthiswithhim,butthewords are notcoming intomy with mylife. I’mnotgoingtoletlavidagetinmyway. Iwant bad enough.Nobodyisgoingtostopmefrom doingwhatIwant And Ithinkthathecould’vebeenateacherif hehadwantedto think ofsomethingnicetosay. Ilikeditandall,butnotthetitle. lids, maybewaitingformyopinionofhiswriting.I’mtryingto sleeping, butthenIseethathe’swatchingmethrough half-closed almost tohimself. Maybehe’sforgotten thatI’mthere. his eyes. to read andwritebefore theystartedschool.’” woman whogavememanygoodchildren. Itaughtthemallhow Abuelo thenputsthenotebookdownonhislapandcloses Then withherpushingthewheelchair—maybealittletoofast— “Arturo, lookatyourwatch now. Ibelieveyourtimeisover.” I starttopushhimtoward therec room, butheshakeshisfinger I handhimanothermap-of-the-Islandnotebook—thisoneis I seemyabueloperkingupalmostimmediately. Hepointsto She iswearingapinkjoggingoutfittoo.Theworld’soldest For alongtimehedoesn’tsayanythingelse.Ithinkthathe’s “Así eslavidaisthetitleofmybook,”hesaysinawhisper, UNIT 1 Independent Learning • An Hour With Abuelo •AnHourWith UNIT 1Independent Learning

❧ NOTES

IL18 you read. fromlearned thetext and record whatyou Go toyourEvidenceLog 110 

ev UNIT 1•GENERATIONS INDEPENDENT l i dence l og e Prepare toShare Share Your IndependentLearning understanding ofthetopicgenerations. these writinganddiscussionactivities.Explainhowthisideaaddstoyour Review yournotes,andmarkthemostimportantinsightyougainedfrom Reflect FromLearn Your Classmates In yournotes,considerwhythistextbelongsinunit. explored independently,andwritenotesaboutitsconnectiontotheunit. withothers.Reflectonthetextyou by sharingwhatyouhavelearned When youread somethingindependently,youcancontinuetogrow from them. own. As youtalkwithyourclassmates,jotdownideasthatlear ar DiscussIt nin What can one generation learnfromWhat canonegeneration another? g

Share yourideasaboutthetextyouexplored onyour n

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Did you learn anythingnew? Did youlearn Review yourEvidenceLogandQuickWrite from thebeginningofunit. to thefollowingquestion: At thebeginningofunit,youexpressed yourownideasinresponse Narrative Review EvidenceforaNonfiction ideas andopinions? the subject.Howdidselections youread andwatched impactyour Evaluate Your Evidence generations canlearnfromeachotherwhen I learned agreatdealaboutthewaysinwhichpeople fromdifferent complete thissentencestarter: To developyourthoughtsintoatopicfornonfictionnarrative, each other. about thewaysinwhichpeopleofdifferent from generationscanlearn Identify areal-life experiencethatillustratesoneofyourcurrent ideas 3. 2. 1. generations. between relationships the about you interested that of evidence pieces three least at Identify NOTES  E PERFORMANCE-BASED ASSESSMENT In what situations can one generation learnfrom canonegeneration In whatsituations another? v i d en c e log

Consider youroriginalideasandthoughtson prep Performance-Based AssessmentPrep analysis, informational • Draw well-structured relevant events real • Write Writing  naturally event and/or of establishing a.

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Academic Vocabulary Academic each ofthewords here inorder tocompletetheassignmentcorrectly. words presented atthebeginningofunit.Besure youunderstand understand it.Theassignmentmayreference someof theacademic Reread theAssignment people learned frompeople learned youngerpeople,justaschildrenfrom learned adults. another across generations.Often,theinsightwentbothways,asolder In thisunit,youread aboutavarietyofcharacterswhoinfluencedone Writing to Part 1 Part literary techniquesinyourownnarrative. You mayusetheauthors’examplesasamodeltodevelopof and dialogue,thattheauthorsuseinselections to engagereaders. ideas inyournarrative.Reviewtheliterarytechniques, suchasdescription selections inthisunitbyincludingdetailsandexamples thatclarify the Connect totheSelections strengthen thatcomponent. is missingornotasstrong as itcouldbe,revise yournarrativetoaddor your firstdraft,checkitagainsttherubric.Ifoneormore oftheelements writing, read theNonfictionNarrativeRubric.Onceyouhavecompleted Review theElementsofaNonfictionNarrative different generations. yourdeepened understanding of the relationships of people between in thisselections unit and the process of writing this narrative have Conclude your narrative by reflecting on the ways in which the or family had members from with someone adifferent generation. alternative, you could write about an experience one of your friends older relative or another from person adifferent generation. an As Your narrative might about be an experience that you had with an prompt: following to the respond should narrative Your events. and experiences convey and to develop words precise and description, dialogue, use you inwhich narrative anonfiction Write Assignment notable dialogue from another? learn generation one can situations what In

S ources: Narrative Nonfiction consequence contradict

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Nonfiction Narrative Rubric Narrative Nonfiction 2 3 4 1 the narrative. in experiences related the on reflection insightful provides and narrative the in events the follows conclusion The transitions. clear by linked are and order logical in progress narrative the in Events to readers. appeals that away in situation and characters the introduces and engaging is introduction The Focus and Organization the narrative, or there is no conclusion. no is there or narrative, the to connect not does conclusion The and phrases. words transitional by linked not are and logically. The ideas seem disconnected progress not do narrative the in Events introduction. no is there or situation, and characters the introduce not does introduction The narrative. the in experiences the on reflection provide not does and narrative to the little adds conclusion The transition words are used. some and logically, somewhat progress narrative the in Events characters. the introduces introduction The narrative. the in related experiences the on narrative and provides some reflection the of rest the follows conclusion The frequently. used are words transition and logically, progress narrative the in Events situation. and characters the introduces clearly and engaging is introduction The essential question: and events. and characters the to describe and narrative the in experiences the to convey used usually are language sensory and words vivid Precise, events. and experiences to develop and narrative to the interest add to used often are description, and pacing, dialogue, as such techniques, Narrative and scenes. characters the imagine reader the to help and narrative the in experiences the to convey used frequently are language sensory and words vivid Precise, and events. characters the to develop and narrative to the interest to add used are description, and pacing, dialogue, as such techniques, Narrative Evidence and Elaboration characters. to develop and experiences to convey words precise and language incorporate sensory to fails narrative The narrative. the in used are techniques any,Few, if narrative experiences. to convey used sometimes are language sensory and words vivid Precise, narrative. the in used sometimes are description, and dialogue as such techniques, Narrative Whatcanonegenerationlearnfrom another? Performance-Based Assessment mechanics. and usage of conventions English standard in accuracy The narrative demonstrates mechanics. and usage of conventions English standard uses The narrative intentionally mechanics. and usage of conventions English standard in mistakes contains narrative The mechanics. and usage of conventions English standard in accuracy some The narrative demonstrates Language Conventions

113 emphasize to and Include • pronunciation. contact, and pertinent focused, emphasizing Present • Speaking andListening  114

1 2 3 clarify

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UNIT

performance-based assessment

descriptive details. include not does speaker The transitions. narrative techniques and use not does speaker The a logical sequence. follow not does and view of point a establish not does narrative The descriptive details. some includes speaker The techniques and some transitions. narrative some uses speaker The logical sequence. a follows generally and view of apoint establishes narrative The descriptive details. relevant includes speaker The transitions for cohesion and clarity. of a variety and techniques narrative The speaker uses effectively sequence. alogical follows and view of apoint establishes The narrative effectively Content adequate

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Review theRubric strong asitcouldbe,revise yourpresentation. plans againstthisrubric.Ifoneormore oftheelementsismissingornotas make yourmultimediapresentation livelyandengaging. Do notsimplyread yournarrativealoud.Take thefollowingstepsto Multimedia Presentation Speaking andListening: PART 2 PART • • • the foundation presentation for amultimedia After completing the final draft of your nonfiction narrative, use it as Assignment pronunciation. Use appropriate eyecontact,adequatevolume,andclear points ofyourpresentation. Include different typesofmediathatwillhelpemphasizethemain presented. of your narrative that provide reflection on the events and experiences Review yournarrative,andconcentratepresentation ontheparts Use of Media of Use matches the timing of the narrative. the of timing the matches sometimes media the of timing The narrative. to the interest media add The narrative. the of parts to some connect media The narrative. the of timing the matches media the of timing The narrative. to the interest add and enhance media The the narrative. of parts to all connect media The match the timing of the narrative. the of timing the match not does media the of timing The the narrative. to interest add not do media The narrative. to the connect not do media The

Before youdeliveryourpresentation, checkyour volume and pacing. adjust not does speaker The clearly. speak not does and contact eye make not does speaker The volume and pacing. adjusts somtimes speaker The clearly. speaks and contact eye The speaker sometimes makes and effectively. pacing volume adjusts speaker The clearly. speaks and contact eye makes speaker The Presentation TechniquePresentation .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. understanding. Record yourthoughts. readings andactivitiesthatcontributedthemosttogrowth ofyour different-colored pentorateyourself again.Then,thinkabout Look backatthegoalsbeginningofunit.Usea Reflect ontheUnitGoals your learning. Now thatyou’vecompletedtheunit,takeafewmomentstoreflect on Unit Reflect onthe unit you learn? Which activitytaughtyouthemostaboutgenerations? Whatdid Describe somethingthatsurprisedyouaboutatextin theunit. made itdifficult. Choose aselectionthatyoufoundchallenging,andexplainwhat Reflect ontheText Strategies Reflect ontheLearning Record your ideas before aclass discussion. what didn’t, and what you might to do keep working onstrategies. these your learning basedon your Plans. Action Think about what worked, Discuss It Discuss MULTIMEDIA SCAN FOR 1 reflection

Write on whether areflection you were able to improve Unit Reflection

115