Reading Strategies and Literary Elements

Home , Flashback (narrative), Foreshadowing, Gerald Durrell, Literary element, Onomatopoeia (comics)

READING STRATEGIES AND LITERARY ELEMENTS

Contents

Introduction to Reading Strategies and Literary Elements ...... 3

Literary Elements Focus Lessons Lesson 1: Elements of Fiction ...... 7 Lesson 2: Point of View I...... 9 Lesson 3: Point of View II ...... 11 Lesson 4: Dialogue ...... 13 Lesson 5: Flashback ...... 15 Lesson 6: Foreshadowing...... 17 Lesson 7: Irony...... 19 Lesson 8: Style ...... 21 Lesson 9: Tone ...... 23 Lesson 10: Hyperbole...... 25 Lesson 11: Archetype ...... 27 Lesson 12: Allusion ...... 29 Lesson 13: Symbolism ...... 31 Lesson 14: Figurative Language ...... 33 Lesson 15: Imagery and Motif...... 35 Lesson 16: Mood ...... 37 Lesson 17: Sound Devices ...... 39 Lesson 18: Personification...... 41

Reading Comprehension Exercises 1–5 ...... 43

Focus Lessons Answer Key...... 77

Exercises Answer Key ...... 86

Exercises Answer Sheet ...... 87 This booklet was written by The Princeton Review, the nation’s leader in test preparation. The Princeton Review helps millions of students every year prepare for standardized assessments of all kinds. Through its association with Glencoe/McGraw- Hill, The Princeton Review offers the best way to help students excel on the North Carolina English I End-of-Course Test. The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

Grateful acknowledgment is given authors and publishers for permission to reprint the following copyrighted material. Every effort has been made to determine copyright owners. In case of omissions, the Publisher will be pleased to make suitable acknowledgments in future editions.

“Nothing Gold Can Stay” by Robert Frost, from The Poetry of Robert Frost, edited by Edward Connery Lathem. Copyright © 1923, 1928, 1930, 1934, 1939, 1947, 1969 by Holt Rinehart and Winston. Copyright © 1936, 1942, 1945, 1951, 1956, 1958, 1962 by Robert Frost. Copyright © 1964, 1967, 1970, 1973, 1975 by Lesley Frost Ballantine. Reprinted by permission of Henry Holt & Company, LLC.

“Lost” from The Complete Poems of Carl Sandburg, copyright © 1950 by Carl Sandburg and renewed 1978 by Margaret Sandburg, Helga Sandburg Crile, and Janet Sandburg, reprinted by permission of Harcourt, Inc.

“Hockey” by Scott Blaine. Reprinted by permission of Scholastic, Inc.

Copyright © 2001 The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Glencoe Literature or Writer’s Choice. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 P/N G35340.55 Printed in the United States of America 1 2 3 4 5 6 7 8 9 047 04 03 02 01 00 Copyright ©The McGraw-Hill Companies, Inc. classroom. Glencoe Literature. strategies andcanbeusedtosupplement the focuslessonsaswellselectionsin They provideanalternatemeansofintroducing literaryconceptsandreading students. The will needtomakeaphotocopyofeachlesson orexercisebeforedistributingitto readingcomprehension. You series ofmultiple-choicequestionsthattest students’ after theEnd-of-GradeTest. Eachexercisecontains twoorthreepassagesanda specific literaryconceptsandreadingstrategies. The lessons andexercises.The Content ofBooklet to befamiliarwiththeseterms. facility inreading,butalsospecificknowledge.To dowellonthetest,studentsneed sophisticated literaryanalyses.Inotherwords,thesequestionstestnotonlygeneral metaphor, simile,alliteration,andhyperbole—andtoapplytheseinfairly all theliterarytermslistedinstandards—conceptssuchasmood,tone,style, emphasis onliteraryelementsandterms.Studentsareexpectedtobefamiliarwith Course ofStudyforninthgrade.Thistestischallengingbecauseitsheavy on thetestthisyear. revisions, somakesuretoconsultyourtestingcoordinatoraboutspecificinformation themes orstylisticapproachesofdiversepassages.Thetestsmayundergoslight They aregroupedthematically, andquestionsfrequentlyaskstudentstocomparethe biographical passages,alongwithinformationalarticlesonissuesofcommoninterest. (including shortstories,fables,andpoetry),essays,memoirs,bookreviews, 8 passagesandanswer72questions.Theencompassliteraryworks section. T administered ingrades3through8.Thisexamincludestwocomponents:Editingand first encounteringrade9,taketheplaceofEnd-of-GradeTests, whichare students duringthefinaldaysofschoolyear. End-of-CourseTests, whichstudents Carolina EnglishIEnd-of-CourseTest oftheNorth Overview Elements and Literary Introduction toReadingStrategies Introduction to Reading Strategies and Literary Elements• Grade9 Introduction toReadingStrategiesand Literary extual Analysis. ThisbookletfocusesonlyonpreparationfortheTextual Analysis The nextfewpageswill exploredifferentwaystousethesematerials inyour This End-of-CourseTest directlycorrespondswiththeNorthCarolinaStandard When takingtheEnglishITextual Analysis Test, studentshave95minutestoread The EnglishIexamisanEnd-of-CourseTest administeredtoNorthCarolina The ReadingStrategiesandLiteraryElementsbookletiscomposedofreproducible transparencies focus lessons lessons focus cover selectedtermsandskillsfromthefocus lessons. provide afocusedwayofintroducing exercises are directlymodeled 3 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Glencoe to strengthen their the exercises as a means mood after the multiple-choice exercises. This the multiple-choice exercises. before Each lesson provides references to pages in Each lesson provides references Introduction to Reading Strategies and Literary Elements • Grade 9 you can use the focus lesson about you can use the focus lesson mood, that highlight the subject of the lesson. that highlight the subject of ake specific textual references when answering the questions. Refer to ake specific textual references when answering the questions. rite in full, clear sentences. Jot down notes in the margins of the passages and underline phrases that help Jot down notes in the margins them answer the questions. specific paragraphs and quote phrases to support ideas. ou may want to assign the focus lessons ou may want to assign the focus • •W •M Answer keys for the focus lessons are located on pages 77–85. Answer keys for the focus lessons are located on pages 77–85. Before distributing the first lesson, it might help to remind students to do the Before distributing the first Each focus lesson defines a literary element or group of literary elements, provides or group of literary elements, defines a literary element Each focus lesson in pairs to be completed activity, designed to be used as an in-class Each lesson is Y The focus lessons cover all the key literary elements and terms listed in the North and terms literary elements all the key lessons cover The focus 4 Effective Reading and Writing Strategies Strategies Effective Reading and Writing following: way, when students encounter literary elements in the exercises, they will have had when students encounter literary elements in way, can also distribute lessons You prior exposure to them. example, if most students have trouble with a of targeting problem areas. For question about in Another idea is to match the lessons with selections understanding. Literature, The Reader’s Choice. Literature a reading passage that exemplifies these terms, and includes three to four open- and includes three to that exemplifies these terms, a reading passage the concept or a deeper understanding of that guide students toward ended questions taught. concepts being if they to apply and understand concepts Students will find it easier or small groups. for time, you if you are pressed answers with their peers. However, can discuss the as homework assignments. can distribute the focus lessons Carolina Standard Course of Study for ninth grade. Assigning and reviewing the and reviewing Assigning for ninth grade. of Study Standard Course Carolina the to do well on they need with the knowledge students will provide focus lessons Test. End-of-Course How to Use the Lessons Use the Lessons How to Copyright ©The McGraw-Hill Companies, Inc. eliminating answerchoicesthey question onthetest. there isnopenaltyforincorrectorblankanswers, on thenumberofquestionsthatstudentsanswercorrectly. Remindstudentsthat is particularlytruefortheEnglishIEnd-of-CourseTest, sincethetestisscoredbased General Test-Taking Strategies of theconcept. you canusethefocuslessonsandtransparenciestodeepentheirunderstanding elimination. (Seebelowformoreonthesemethods.) “bubbling in”answersandusingscratchpapertojotnotesrecordtheprocessof the test,theywillnotbeabletowriteontestbooklet.Studentsshouldgetused of abubblesheet(locatedonpages87–88).Explaintostudentsthatwhentheytake exercise. You mayalsofinditusefultodistributebothscratchpaperandaphotocopy give studentsa17–24minutetimelimit(around1.3minutesperquestion)oneach to completethem.However, tobettersimulatetestconditions,youshouldeventually activities. intensive testpracticeorcanbespreadthroughouttheyeartosupplementclassroom questions thatappearonthetest.Theexercisescanbeusedoverashortperiodfor How toUsetheReadingComprehensionExercises Introduction to Reading Strategies and Literary Elements •Grade9 Introduction toReadingStrategiesand Literary •R Also remindyourstudentsofthesebasictest-takingtips: The Answer keysarelocatedonpage86.Ifstudentshavetroublewithaspecificterm, When youfirstassigntheexercises,maywanttogivestudentsunlimitedtime The ReadingComprehensionexercisesincludethesametypesofpassagesand •R •U main ideaofthepassageandprovidescontexttohelpstudentsunderstandit. from thepassage,paragraphlabelswillhelp themtolocateit. the endofpassage.Whenstudentsneed toretrievespecificinformation labels thatsummarizeeachparagraph,then writingasummarysentenceat useful techniqueisparagraphlabeling—using scratchpapertojotdownbrief meaning, andthenmoveon. Instead ofgettingstumpedbyeachhardword, theyshouldtrytoguessthe Remind studentsthattheyarenotexpectedtoknowallthewordsinapassage. process ofelimination ead actively:askquestions,andsummarize asyougoalong. ead theblurb. se contexttoguessthemeaningofdifficultvocabularywords. They cangreatlyincreasetheirchancesofguessingcorrectlyby The blurbaboveeachpassageoftenprovideshintsastothe is thekeytosuccessonallmultiple-choicetests.This know are wrong. so theyshouldtrytoanswerevery One 5 Copyright ©The McGraw-Hill Companies, Inc. fantasy, ballad, haiku, They should Give students practice Some patterns are: lyric poetry. lyric poetry. rhyme scheme, blank verse, and Students may encounter an excerpt from Students may encounter an Students should know the terms Students should know the terms Introduction to Reading Strategies and Literary Elements • Grade 9 Make sure students know the difference between an know the difference between Make sure students . . epic simile ché uphemism xymoron protagonist/antagonist understatement analogy extended metaphor monologue. •o • •e • • •cli The focus lessons cover all the literary terms listed in the state curriculum. in the state terms listed all the literary lessons cover The focus 6 Review the concepts of main idea and author’sReview the concepts of main purpose. sonnet, epic poetry, narrative poetry, dramatic poetry, poetry, dramatic narrative poetry, sonnet, epic poetry, of rhyme and the terms also be familiar with the concept and epic poems. Review the conventions of will help them answer the accompanying questions. an epic poem, and this knowledge Review the term structures for essays. Review common organizational and general comparison/contrast, question/answer, problem/solution, cause/effect, Give students practice in identifying these common statement/specific example. organizational structures. in identifying the main idea and purpose of a variety of passages. Review types of passages. Review types poetry. Review different types of essay and a fictional passage, and that they are familiar with the terms essay and a fictional passage, farce, satire, myth, fable, legend, science fiction, allegory, historical fiction, mystery, and However, there may be some terms or concepts that are not included in the lessons are not included or concepts that be some terms there may However, with your students: following terms review the should You on the test. but appear Additional Concepts and Terms to Review to and Terms Concepts Additional Copyright ©The McGraw-Hill Companies, Inc. fiction is tothestory.storyteller (SeeLessons2 and3formoreonpointofview.) Anotheraspectof workconveys. or messagealiterary elements offiction.Thenanswerthequestionsonnextpage. DIRECTIONS: feelings orindecisionabouthowtoact. society, nature,orfate.Itcanalsotakeplacewithinacharacterwho is facedwithconflicted struggle canoccurbetweenacharacterandanoutsideforce, such asanothercharacter, story. workoccur.and placeinwhichtheeventsofaliterary There arefivemainelementspeoplerefertowhentheydiscussfiction. Lesson 1:ElementsofFiction Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 6 5 4 2 1 3A work forme,”hereminded theartist.“You paintwhatIwant.” this.” there, watchingBetoworkandredirectinghim. “Notlikethat,”theywouldsay. “Like day,threw himselfintothework.Butevery theemperororoneofhispeoplewas exquisite andimmortal. dictator weredeadandgone,Beto’s artinthesemagnificentstructureswould remain, politicstohim?Whenbothheandthis he wasanartist.Whatwereinterplanetary selected topaintthepalaces.Betosoothedhis qualmswiththethoughtthat,afterall, struggled withhisconsciencebut,intheend, hesubmittedaproposalandwas that herepresented.Butthebuildingsweretobebeautifulandextraordinary. Beto ruthless dictator. Hehadplanstotakeovertheentiregalaxybyyear4025. coupoccurredontheplanet.Thenewemperor soonprovedhimselftobea military great talent.Artwashislifeandhelivedonlytocreate. artists andtheplanshelikedbest. on theplanettodiscussplannedartworkwithhim.Hewouldthenchoose with beautifulfrescoesandmurals.Theemperorinvitedthreeofthegreatestartists had themrebuiltatgreatexpensetocelebratehimself.Thesepalaceswerebefilled Characters When Betocomplained oftheinterference,emperor’s eyesnarrowed.“You He beganworkonthefrescoesimmediately. Hisbrainteemedwithideasandhe Of course,Betowasoneoftheinvitedartists.Hehatednewemperorandall When hewasjustpastmiddleageandstillattheheightofhisartisticpowers,a From ayoungage,ShandotBetowasknownthroughoutJupiterasanartistof conflict s partofhisvisionforJupiter, theemperortoredownhundredsofstructures and Read the following passage. As you read, try toidentifythedifferentRead thefollowingpassage.Asyouread, try , whichisthestrugglebetweenopposingforces intheplotofa story. This are thepeople,animals,orbeingsinawork.The Point ofview is therelationshipofnarratoror Plot is thesequenceofeventsina Date theme Setting is themainidea is thetime 7 Copyright ©The McGraw-Hill Companies, Inc. , pp. 2–3. Date Date Reading Strategies and Literary Elements • Grade 9 Glencoe Literature, Course 4 For more information on the elements of fiction, see In galactic year 6012, when the emperor and the artist were long dead, Beto’s early the artist were long dead, Beto’s 6012, when the emperor and In galactic year no merit at all. His later works were found to have The emperor, however, was smug with delight. He thought the art was glorious, and delight. He thought the art was smug with however, The emperor, Slowly, Beto’s vision for the frescoes and murals began to be corrupted. He was be corrupted. murals began to frescoes and vision for the Beto’s Slowly, What do you think the theme of the story is? Why do you think that? What is the central conflict that the main character faces in the story?What is the central conflict that Briefly recount the plot of this story. story. Briefly recount the plot of this artwork was discovered and revered, though the man himself was always spoken of as man himself was always spoken and revered, though the artwork was discovered with a tyrant. one who had willingly collaborated he congratulated Beto. From that time on, Beto became the emperor’s pet artist, became the emperor’s Beto. From that time on, Beto he congratulated as required by the emperor. portraits and other works painting slick court unable to proceed as he wished. The emperor and his courtiers had no artistic talent and his courtiers had no artistic as he wished. The emperor unable to proceed and end, the frescoes were lackluster ignore their demands. In the but he could not uninspired. lifeless, the murals 3. 2. 1. 8 10 9 8 7 Name Name Copyright ©The McGraw-Hill Companies, Inc. characters eitherbynameorthepronouns tothereader. whoreportstheeventsofstory to thestory Thenarratorreferstothe address thereaderdirectly. With pronoun person pointofview Point ofview I Lesson 2:PointofView follow. DIRECTIONS: Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 6 5 4 3 2 1 4 3 2 1 that’s for sure. You’ll haveyourownbedroomthis time.” face amaskofboredom. past twoyears.Shehatedmoving,butcomplaining gothernowhere.Shesighed, point ingettingexcited,”shewhisperedtoherself. They’dmovedfivetimesinthe stop, theyjustsatthere,drowsyanddisoriented. driving forfivehours,andtheywereallhotsticky. Whenthecarcrunchedtoa resolved, Iwouldn’t getmyhopesup. sure. You’ll haveyourownbedroomthis time.” couldn’t imagineevercallingthisplacehome. even haveaproperlawn,justsomepatchygrassandfewscragglydandelions.I were gray, withslattedshades,anditsdoorhadacheapplasticwelcomemat.Itdidn’t aboutitwasugly.flat, squathousewithdingygraywalls.Everything Itswindows Our newhouse.” John justshruggedand lookedaway. “So, whatdoyouthink?”askedMr. Saclalos.“Notbad,huh?There’s lotsofspace, John gotoutofthecarfirst.Hisfacewasblank. Hefeltsicktohisstomach. Silence. Amywearilypeeledthestereoheadset offherearsandlookedaround.“No “So hereitis,”saidPeterSaclalos,slappinghis handstohislegs.“Ournewhouse.” When theSaclalosesarrivedatnewhouse,itwaslateafternoon.They’dbeen I justshrugged.refusedtogivehimthepleasureofeyecontact.Thistime, “So, whatdoyouthink?”saidDad.“Notbad,huh?There’s lotsofspace,that’s for I didn’t sayanything.Ijuststaredandhopedthathecouldreadmyface.Itwasa We I . With droveupthedrivewayandcargroundtoahalt.Dadsaid,“Sohereitis. Read thetwoversionsofsamescene.Thenanswerquestionsthat refers tothenarrator’s iswrittenfromthe perspective. Whenastory second-person pointofview, , the narrator is a character in the story who tells the story usingthe whotellsthestory , thenarratorisacharacterinstory third-person pointofview Passage 1 Passage 2 he and the narratorusespronoun she . , thenarratorisanoutsider Date you first- to 9 Copyright ©The McGraw-Hill Companies, Inc. , pp. 2, 14, and R10. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on point of view, see For more information on point of view, Glencoe Literature, Course 4 Compare the two passages. Identify two or three main ways in which the first passage Compare the two passages. Identify the ideas emphasized in each passage, the details differs from the second. Consider included, and the information revealed. From which point of view is Passage 2 told? How do you know this? From which point of view is Passage From which point of view is Passage 1 told? How do you know this? told? How do is Passage 1 point of view From which 10 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. answer thequestionsonfollowingpage. DIRECTIONS: that thecharactersthemselvesdon’t know. aboutthecharactersandeventsofstory,knows everything andmayrevealdetails andcommentsontheaction.Athird-personomniscientnarrator stands outsidethestory with In astory II Lesson 3:PointofView Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 7 6 5 4 3 2 1 back inCharlotte all comelater. Fornow, theyhadonlytotaketheirfirststeps toward thedoor. twenty years,longerthan theyhadeverstayedinanyhousebefore. But thatwould each roomwouldbefull ofmemories.TheSaclaloseswouldstayinthis housefor house withcomfortingsmells,andthebackyard wouldblossomwithflowers,and disappointment. Theyfelt,deepintheirhearts,that thishousewouldneverfeellikehome. empty. AmyandJohnwalked aroundsilently, tohide their openingwindows,trying would notbehappyhere,andshewondered how longtheywouldstay. expression onherfacemirroredJohn’s frustration.Shehadalreadydecidedthat she just staredatthenewhousewithtiredeyes.Mr. SaclaloslookedatAmy. The byasenseofloss. overwhelmed child’s truck.Somehow, thesightofthistruckmadehimterriblysad.Hefelt doormat. Hiseyescaughtsightofapieceplasticstickingoutfromthedirt.Itwas is. Ournewhouse,”hesaidwithabigsmile. signify afreshstart.ButhowcouldheconveyhishopetoAmyandJohn?“Sohereit of moving,andallhewantedwastosettledown.Hesurethishousewould already movedfivetimesintwoyears. frustrated atallthechangesthathadensuedsincetheirparents’divorce. Theyhad thought duringthedrive, house themomenttheirfathertoldthemheboughtit. hot andstickyfromthefive-hourdrive.Theyknewthattheywouldhatethisnew W W “You’ll haveyourownbedroomthistime,” Mr. Saclalossaidhopefully. ButJohn John staredgrimlyattheshabbyhouse.Henoticedpeelingpaint,cheap Mr. Saclaloswantedwhatwasbestforhischildren.Heknewthattheywereweary It wasn’t thattheywerespoiledorungrateful.AmyandJohnsimply The Saclalosesarrivedattheirnewhousebylateafternoon.AmyandJohnwere earily, thefamilyunpacked theirbagsandsteppedinside.Theroomsfeltbleak ith time,theirfeelingswouldchange.With time,thekitchen wouldfillthe third-person omniscient Read this version of the story abouttheSaclaloses’newhouse.Then Read thisversionofthestory . but anythingisbetterthanthattiny, one-bedroom apartment , orall-knowing,pointofview, thenarrator It’s goingtobeugly Date , Amyhad 11 Copyright ©The McGraw-Hill Companies, Inc. , pp. 2, 14, and R10. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on omniscient narration, see Glencoe Literature, Course 4 What does the narrator reveal about the characters and the storyWhat does the narrator reveal that the characters themselves do not know? Explain. Briefly mention what is going on in the head of each family member. on in the head of each family member. Briefly mention what is going At what point in the storyAt what knows everything that the narrator do you realize about the Be specific. and the situation? characters 12 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. mother. Noticehowdialogueisusedinthestory. Answerthequestionsthatfollow. Memory, DIRECTIONS: can alsogivethereaderinformationaboutwhatishappeninginplot. and bringsthemtolifebyshowingthereaderwhattheyarethinkingfeeling.Dialogue Dialogue Lesson 4:Dialogue Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 15 10 5 1 and guidedmyarmsthrough thesleeves. put overyourdress.” voice.” are here.” heading inside.ItwasasthoughIhaddisappeared.Shedidnotevenseemeanymore. handed herwhatseemedlikemoney. and grabbedmebegantospinlikeatop,soshecouldlookatme. She droppedthesuitcaseonsidewalk,took offthedenimjacketshehadon “My goodness.”Herscrawnybodyshivered.“I didn’t evenbringyousomethingto Outside itwasovercast andcool. She grabbedmysuitcasewithonehandand armwiththeother. “You tired,”shesaid.“Letusgohome.” mustbevery I nodded. “How areyoufeeling?”sheasked.“Didhave aniceplaneflight?” She pressedmyfaceagainsthersandheldfast. “Say something,”sheurged.something.Justspeaktome.Letmehearyour She pinchedmycheeksandpattedhead. “I cannotbelievethatIamlookingatyou,”shesaid.“You aremylittlegirl.You As thewomanwentthroughgate,mymotherkissedmeonlips. I raisedmyhandtowavegood-bye.Thewomanhadalreadyturnedherbackandwas “There isnoneed,”thewomansaid.Shebowedslightlyandwalkedaway. “I cannotthankyouenough,”mymothersaid. She walkedovertoacornerwiththewoman,whisperedfewthingsher, and “Stay here,”mymothersaidtomeinCreole. The womanwhohadbeenwithmelookedonwithoutsayinganything. Iknewitwasmymotherbecauseshecameuptome My mothercameforward. about agirlnamedSophiemovingfrom HaititoNewYork tolivewithher is theexactwordsspokenbetweencharacters.Itrevealscharacters’personalities Read thefollowingpassagefrom EdwidgeDandicat’s Date Breath, Eyes, 13 Copyright ©The McGraw-Hill Companies, Inc. , pp. 121 and R4. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on dialogue, see Glencoe Literature, Course 4 How would this scene be different without dialogue? What does dialogue add to this How would this scene be different without dialogue? What does scene? Explain. What do the words, gestures, and actions of Sophie’s mother reveal about her emotional actions of Sophie’s What do the words, gestures, and daughter? Explain, referring to specific places in the text state or her feelings toward her in your answer. What emotions are probably going through Sophie’s head in this scene? What details in scene? What head in this Sophie’s going through are probably What emotions Explain. state? suggest her emotional this scene 14 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. the momentsbefore herstudentcouncilspeech.Thenanswerthequestionsthatfollow. DIRECTIONS: add suspensetothenarrative. provide additionalbackgroundinformationaboutthecharacters.Thistechniquemayalso comparison betweenthepresentactionandsomethingthathappenedinpast,orto to thecurrentaction,thisiscalleda In afictionalpassage,whencharacterpausestoremembersomethingthathappenedprior Lesson 5:Flashback Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 12 11 10 9 8 7 6 5 4 3 2 1 that allthequalitiesshe admiredinBonniewere re who wrotethespeech.Infact,moreCornelia thought,themoreclearlyshe prompted her. ItwasCorneliawhocameupwiththeposters,inventedslogan, around, threateningtoemergeatanysecond. fact, shetendedtoviewherselfasanimposter—as ifhersixth-gradeselfwerewaiting fact, shefeltlikeadifferentpersonaltogether—bolder, happier, freer. performance theaudiencehadrespondedwiththunderousapplause. Cornelia toplaytheleadrole. had putthevivaciousnewgirlinchargeofrecruitingforaclassplay, Bonniehadpicked who wasalwaysafraidtospeakoutinclass.Butwhenthedramateacher, Mrs.Norland, thought Cornelia. perfectly calm,herlegscrossedneatly, herfacerelaxedandalert. seats down.Bonniewasrunningforstudentcouncilpresident.Asusual,shelooked from her. Sheclutchedatherindexcardssohardknuckleshurt. her speechrepeatedlyinfrontofamirror, butnow, ofherwordshaddrained allmemory Each timesheglancedoutattheaudience,herheartracedandheadfeltdizzy. turn, happened, shewasready forit. breathed indeeplyand straightenedherback,smilingoutattheaudience. Whatever I’m bravetoo, After all,itwasCornelia’s ideatorunforstudentcouncil secretary. Bonniehadn’t But wasthisreallytrue?Was shebeingfairtoherself? Still, she’dgotteninthehabitofseeingBonnie as theleader, herselfasthefollower. In Soon theybecamefastfriends.With Bonnie atherside,Cornelianolongerfeltshy. In andattheend of the So Corneliahadlearnedallherlinesbackwardsandforwards, “Relax,” Bonniehadsaid.“Justdoyourbest.” “I don’t knowhowtoact,”Corneliarememberedwhispering. They’d metbackinsixthgrade.Corneliawasgawkyandshythen,thekindofkid Instinctively, CorneliaglancedoveratBonnie,herbestfriend,whowassittingafew This wouldbeCornelia’s firsttimemakingastudentcouncilspeech.She hadrehearsed Cornelia breatheddeeply, toremainfocused. trying she thought.Itwasseniorstudentcouncilelections,andtheauditoriumpacked. Read the passage below about a high school senior named Cornelia and Read thepassagebelowaboutahighschoolseniornamedCornelia thought Cornelia.The words filledherwithasenseofcalm.She flashback . Thepurposeofaflashbackistomake hers Only twomore speakersandit’s my as well. Date I wishhadhercourage, alized 15 Copyright ©The McGraw-Hill Companies, Inc. , pp. 64 and R5. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on flashback, see Glencoe Literature, Course 4 Is there a way for the writer to provide the reader with this same information, without Is there a way for the writer to as using a flashback? another technique be as effective using flashback? Would What do you learn about Cornelia and Bonnie from the flashback? What do you learn about Cornelia How does the flashback in this passage add tension to the narrative? add tension to in this passage the flashback How does 16 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. for thehighschoolsoftballteam.Thenanswerquestionsthatfollowpassage. DIRECTIONS: the story, oraddlayersofmeaningthatareonlyfullyrevealedattheconclusiontale. merely hintatit.Foreshadowingcancreateafeelingofsuspense,helpdrawthereaderinto for eventsthataregoingtohappenlater. Foreshadowingmayclearlyforetellaneventor Foreshadowing Lesson 6:Foreshadowing Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 6 5 4 3 2 1 appeared hugetoKanela,asbigabeachball. With hereye clearlyonit,sheswung. catcher andnoddedherhead.Thencamethe pitch.Astheballgrewcloser, it Kanela feltaconfidentwaveofcalmrushover her. Thepitchergotthesignfrom In seconds,abrightblueskyhadopenedoverhead. With the fieldbrightening, windup, abrightrayofsunshinebrokethrough thedarkcloudsandlitupfield. It’s alluptome stepped intothebatter’s box,herheartthumping. slowly,very givingheranxietyachancetobuild. asleep, andKanela,too,feltsluggishdrowsy. make ittoughtoseetheball.Itwaskindofdayinwhichworldseemshalf weather wasafactor, too.Theafternoonwascoolandhazy, andthelightrainwould She lovedplayingsoftball,butshecouldnevershakeoffthosepre-gamejitters.The she hadmasteredallofherpitchesandknewthebesttimetousethem. ahead ofherintheorderhadstruckout.Theopposingpitcherwasteam’s ace; intothepressureofagamesituation.Sofar,thrown everyone severalofthebatters forthehighschoolsoftballteamwouldbeeasy.tryouts Instead,thecoachhad she warmedupintheon-deckcircle, herconfidencewavered.Shethoughtthe She duginandtookadeepbreath.Justthen, as thepitcherwasabouttobeginher She lookedoutacrossthediamond.Thebaseswereloaded,andscorewastied. All ofasudden,sheheardshout.“Kanela,”yelledthecouch.“You’re up!”Kanela madeittoughforKanelatorelaxand concentrate. Thetimemoved Her nerves As shewaitedforherturnatbat,Kanelabegantofeelbutterfliesinstomach. Kanela hadbeenthebesthitterforhermiddleschool’s softballteam,butnow, as Read the following passage about a girl named Kanela who is trying out Read thefollowingpassageaboutagirlnamedKanelawhoistrying is a device in which the writer places clues in a story topreparethereader is adeviceinwhichthewriterplacescluesstory , thoughtKanela. Concentrate. Keepyoureyeontheball. Date 17 Copyright ©The McGraw-Hill Companies, Inc. , p. R6. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on foreshadowing, see Glencoe Literature, Course 4 Imagine a story could an author in which something terrible is going to happen. How foreshadow this disastrous event? List at least two ways. Identify one section of the passage that foreshadows the outcome of this story. Explain that foreshadows the outcome of this story. Identify one section of the passage outcome. why it led you to assume this Based on the information given in this passage, do you think Kanela will make the think Kanela passage, do you given in this the information Based on your answer. team? Explain 18 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. and Juliet DIRECTIONS: knowledge. Manyauthorsuseironytoheightenthedramaofunfoldingevents. when readersareawareofeventsorcircumstances ofwhichthecharactershaveno inastory actual outcomeofasituationistheoppositewhatexpected. Irony Lesson 7:Irony Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 6 5 4 3 2 1 Juliet hasdied.Anguished, heridesbacktoVerona andenterstheCapuletfamily and sheisburiedinthe familytomb. chambers. Sureenough,thenextmorning,she isthoughttohavediedinhersleep, reunited. the plan.ThenfriarwilltakeJulietawayfrom Verona toRomeo,andthey willbe when shewakesup.Hewillalsosendanoteto Romeo,outsidethecity, tellinghimof buries her, thatsamenightandbethere FriarLawrencewill return tothefamilycrypt will makeherappeartobedead,thoughshe stillbealive.Whenherfamily a smallvialofliquidthathetellshertodrink thatnight.Heexplainsthepotion cannot tellherparentsaboutmarriagetotheirenemies’son. de Paris.Julietisindespair, theCount,butalso knowingthatshecannotmarry daughter’s marriagetoRomeo,Juliet’s parentsareplanninghermarriagetotheCount Heartsick, RomeoandJulietareforced topart.Meanwhile,unawareoftheir kills him.Forthecrimeofmurder, Romeoisbanished fromVerona bytheprince. is killedbyJuliet’s cousin,Tybalt. Momentarilyenraged,RomeoturnsonTybalt and secretly married.However, soonaftertheirwedding, Romeo’s closefriend,Mercutio, matter tothem;theyknowonlywantbetogether. realized whotheotheris.Whentheydiscovereachother’s identities,itdoesn’t beautiful daughterofLordandLadyCapulet.Thetwofallinlovebeforeeachhas romantic boynamedRomeo.Oneeveningataparty, RomeomeetsJuliet,the clans. of thetwo erupts intoterriblefightsbetweenfamilymembers,friends,andservants Capulets. Formanyyears,thesefamilieshavebeeninvolvedinafeud.Thisfeudoften is acontrastbetweenappearanceandreality. But themessagemeant togoRomeoneverreacheshim.Instead,he hearsthat Juliet isgreatlyrelievedbythisplananddrinks thepotionthatnightbackinher Frantic, shevisitsFriarLawrence’s cellandbegshimtohelpher. Thefriargivesher W Now ithappensthatLordandLadyMontaguehaveanonlyson,adreamy, In theItaliancityofVerona, therearetwonoblehouses,theMontaguesand . Readthesynopsisandthenanswerquestionsonnextpage. ith thehelpofJuliet’s nurseandalocalpriest,FriarLawrence,thetwoare The following passage is a short synopsisofShakespeare’sThe followingpassageisashort play, Situational irony Date Dramatic irony exists whenthe Romeo exists 19 Copyright ©The McGraw-Hill Companies, Inc. Glencoe , pp. 147 and R7. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on irony, see For more information on irony, Course 4 Literature: hen the two families learn of the lovers’ deaths, they are heartbroken. They learn of the lovers’ deaths, hen the two families swear never to fight again, and the age-old feud finally ends. again, and the age-old feud swear never to fight crypt. When Juliet kills himself. her dead, Juliet and, thinking There he finds takes his what has happened, she Romeo dead at her feet. Realizing awakens, she sees herself, dying at his side. dagger and stabs How is the final scene in the tomb an example of dramatic irony? What do we know of dramatic irony? What do scene in the tomb an example How is the final that Romeo doesn’t? Think of another work (a story, myth, novel, play, or movie) that employs either myth, novel, play, Think of another work (a story, Explain how this irony appears in the work. situational or dramatic irony. What do you think dramatic irony lends to a play or film? Why do you think What do you think dramatic irony use this device? playwrights and screenwriters 7W 3. 2. 1. 20 Name Name Copyright ©The McGraw-Hill Companies, Inc. words ineach.Thenanswerthequestionsabout stylethatfollow. andsentencestructure DIRECTIONS: of theworkandhelprevealwriter’s purposeandattitude. poetic descriptions,oranycombinationoftheseelements.Allcontributetothestyle writer maychoosetouselongorshortsentences,formalinformalwords,common The choicesthatawritermakesaboutwordsandsentencesinworkdetermineits Lesson 8:Style Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary spaceship. Whethershelikeditornot,Maria was takingofftothestars. dome-like. Infact,herhousedidnotlooklike herhouseatall.Ithadturnedintoa away. Thewallshadturnedfromyellowtored,andtheroof,oncepointed,was the radiatorandpushedopenedshutters. The sidewalkcrackedbeforecrumbling out ofopencabinetdoors.Pansslidacrossthe kitchenfloor. Mariajumpeduponto plug poppedoutofthewall.Aphotographfell fromthewallandshattered.Potsflew noise continued.Thefloorbegantorock. televisionrolledacrosstheroom.The wondered. Herparentswereatworkandshewasn’t expectingvisitors.Thecracking from thecarton,whensheheardastrange,crackingnoise. careful, mud-lovelyhandfuls. tosalvagetherowboat,scoopingdetritusanddecomposedleaves outin his fathertry though heknewonsightthatitwasruined.Still,spentmostofaSundayhelping frozen atforty-fivedegrees.Alexhelpedexcavateitafterthespring’s firstthaw, finally spottedtheboatandnoticedthatithadupendeditselfinwaterthen a desolatechildwonderingwhereitsplaymateshadgone.InFebruary, someone forgotten. Itsatthereuntilwellafterthefirstfrost,ice-lockedandsnow-covered,like all summer, knockingdownwallsandrenovating—theboathadsomehow been there lastsummer, butwithallthebustleinhouse—workerstramping andout lonely, likethelastfronttoothinaschool-picturesmile.We’d tetheredarowboatout One day, Mariawashomesick,watchingtelevisionandeatingicecreamstraight There’s alakeoutback,andplankeddockjutsintothewater, awkwardand Read thefollowingtwopassages,payingattentiontowriter’s choiceof Passage 1 Passage 2 What’s that? Date she style . A 21 Copyright ©The McGraw-Hill Companies, Inc. , p. R12. Date Date For more information on style, see Glencoe Literature, Course 4 Reading Strategies and Literary Elements • Grade 9 Which style do you like more and why? Which style do you like more Compare Passage 1 and Passage 2. How would you define the stylistic differences Compare Passage 1 and Passage between the two? Look at the first passage. Is there anything distinctive about the sentence structure or structure about the sentence distinctive Is there anything the first passage. Look at this paragraph? of language in the use 22 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. Animals. DIRECTIONS: an emotionalresponseinthereader. communicated throughwordsanddetailsthatexpressparticularemotionsevoke Tone Lesson 9:Tone Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 2 1 my argumentsinfavorofthem. whole ofthecourtship,butfamilyhadforbidden scorpionsinthehouse,despite If Icouldhavekeptacolonyincaptivitywould probablyhavebeenabletoseethe side. Theyweredefinitelybeaststhatbelieved inkeepingthemselves to extinguishthelight,wouldturnroundandwalkfirmlyaway, clawinclaw, sideby the partnerswouldstop,pauseforamoment,andthen,seeingthatIwasnotgoing these performanceswasalltooshort,foralmostassoonIswitchedonthetorch waltzing slowlyincircles amongthemosscushions,clawinclaw. Butmyviewof clasped, theirbodiesraisedtotheskies,tailslovinglyentwined;Isawthem glimpses ofthescorpions’wonderfulcourtshipdances.Isawthemstanding,claws another, soimpeccable. ahabitIfoundmostdistressingincreatureotherwise grasshoppers, moths,andlacewingflies.SeveraltimesIfoundoneofthemeating Ineversolved), eat bluebottles(thoughhowtheycaughtthemwasamystery assaults onthewallIdiscoveredquiteabitaboutscorpions.foundthattheywould so thatIcouldseethewaytheirfeetmoved.Bymeansofmysuddenandunexpected that Icouldwatchthem,orcapturingthemandmakingwalkaboutinjamjars have foundmeratheratrial,forIwasalwaysrippingsectionsoftheplasterawayso respect, theironedesirebeingtogetawayandhideasquicklypossible.Theymust silly orclumsy(likeputtingyourhandonone),thescorpionstreatedyouwith creatures, with,onthewhole,mostcharminghabits.Providedyoudidnothing sthewriter’s orspeaker’s attitudetowardthesubjectofpassage.Tone maybe is By crouchingunderthewallatnightwithatorch, Imanagedtocatchsomebrief fondofthesescorpions.Ifoundthemtobepleasant,unassuming I grewvery Then answerthequestionsthatfollowit. Read thefollowingexcerptfrom GeraldDurrell’s Date My FamilyandOther to themselves. 23 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date , pp. 220, 474, 850, and R13. Reading Strategies and Literary Elements • Grade 9 For more information on these terms, see Literature, Course 4 , which appears at the end of paragraph 1. Why do you , which appears at the end of paragraph impeccable rite down any observations you can make about the author’s style, and explain how rite down any observations the author’s you can make about the author’s style relates to his purpose. the author’s W think the author used this word to describe a scorpion? What does this suggest about think the author used this word tone? the author’s Look up the word The author calls scorpions “pleasant, unassuming creatures with, on the whole, the with, on creatures “pleasant, unassuming calls scorpions The author What does this or joking? he is being serious Do you think habits.” most charming tone? about the author’s phrase tell you 24 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. that followthepassage. r DIRECTIONS: a pointortocreatehumorouseffect. Hyperbole Lesson 10:Hyperbole Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary ead, keepaneyeoutforexaggerationsusedtodescribehim.Thenanswerthequestions 9 8 7 6 5 4 3 2 1 and embarrassment.It occurred tome,inaflash,thatBigJoewasnot sobadatall. heart poundedasifitwouldbreak as Ipassedhishouse,hemadeagestureofgreeting andbegantoapproachme.My Herculean strength, hisunsurpassedcruelty. up withevenmorefantastictales.We delightedourselveswithstoriesofhis twisting, andpunchingwithvividdetail.My friends, inanefforttooutdome,came heart toadmitthis.Instead,Ifabricatedtalesofterror—describinghispinching, stories. Infact,Joehadneverasmuchlaidahandonme,butIdidn’t havethe committed. Aswecrouchedinmytreehouse,wouldgleefullyexchange“BigJoe” downward gazes. Under theleadenweightofhisstare,wedevelopedlow, shufflingwalksand skill wasinglaring.Hesimplystoodoutsidehisdoor, watchingusaswewalked by. tales thattrailsafterinnocentlittlechildren,threateningtoeatthem. younger, andtomyeight-year-oldmind,Isawhim asakindofgiant—theinfairy black hairthatresembled,fromfaraway, thebristlesofavacuumcleaner. Iwastwoyears just burly—square-shaped,ifyoucanimaginesuchathing—withpugnoseandstiff tender ageoften,anominouslylargeamountweighttoheftaround.Hewasn’t fat, under hisfeet.BigJoewasabigboy, someonehundredpounds,whichwas,atthe street, treesquaked.Childrenscurriedintotheiryards.Thegroundseemedtorumble yellow housestrategicallyplacedforhimtotortureme.WhenJosephwalkeddownthe laughter, giant. notunliketheguffawingofahungry backs ofourheads.Aswepassedby, wecouldhaveswornheardlow, mocking And that’s howJoeandIbecamefriends. “Sure, Joe,”Isaid.“Anytime.” I lookedathim.Gazing straightintohiseyesforthefirsttime,Isaw onlyshyness “Hi, Peter,” hesaid.“Iwaswondering...could youhelpmewithmyhomework?” “Hello, Joe,”Isaidinatremblingvoice. For allmyfascinationwithBigJoe,Ihadnever reallytalkedtohim.Then,oneday, Stories begantocirculate amongmyfriendsofallsortsatrocitiesthathehad Big Joe’s greatestjoywasmakingussquirm,andhehadadefinitetalentforit.His As achild,Ihadonegreatfear—JosephPetrovsky. BigJoelivedacrossthestreet,ina is adeviceinwhichanauthorusesextremeexaggerationordertoemphasize Read thefollowingpassageaboutaneighborhoodbullynamedJoe.Asyou Please, don’t doanythingtoday, through my ribcage.Iwascertainendnear. we prayed.Hiseyesboredintothe Date 25 Copyright ©The McGraw-Hill Companies, Inc. , pp. 465 and R6. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on hyperbole, see Glencoe Literature, Course 4 Authors of fiction often use hyperbole to dramatize a story. In what other types of to dramatize a story. Authors of fiction often use hyperbole writing can you find hyperbole? Explain your answer. Why do you think the author chose to use so much hyperbole in this passage? Why is Why do you think the author for a storyhyperbole particularly appropriate about a bully? Explain. Identify two phrases in paragraph 1 and one phrase in paragraph 2 that are examples of that are examples paragraph 2 one phrase in paragraph 1 and two phrases in Identify them exaggerations. you consider Explain why hyperbole. 26 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. and answerthequestionsonnextpage. versionof“Cinderella” character typesusedbymanyotherstories.Readthisshortened DIRECTIONS: and characterarchetypes. quest, facesdangerandobstacles,prevailsvictoriouslyintheendcontainsbothstory withaherowhogoeson appear inliteraturefrommanycultures.Forexample,astory canbeatypeofcharacterorplotthatisuniversal.This story An Lesson 11:Archetype Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 4 3 2 1 archetype fit perfectly, andshe andtheprincegotmarriedlivedhappily everafter. The menfinallyarrivedatCinderella’s onthe slipper. houseandallowedhertotry It changedbacktonormal. managed togetoutofsightjustbeforeeverything ball asquicklyshecould.Inherhaste, dropped oneofherglassslippers.She late. Astheclockbegantochime,Cinderellaremembered, andracedawayfromthe Cinderella wassoenamoredthatshedidn’t noticethetimeuntilitwasalmosttoo her. Theprinceapproachedher, andtheydancedtalkedallnighttogether. or elsethespellwouldwearoff. In notime,Cinderellawasofftotheball,withawarningreturnbeforemidnight, zapped Cinderella’s ragsintoabeautiful,whiteballgownandelegantglassslippers. stagecoach, afewstraymiceintohorses,andanoldhorsecoachman.Shethen godmotherpulledouthermagicwand, transformed apumpkininto The fairy Cinderella’s godmother, fairy andthatshewassenttohelpCinderellagotheball. kind-looking oldwomanappearedbeforeherandannouncedthatshewas come. Cinderella’s a stepmotherrefusedtoallowCinderellago.Asshesatcrying, was holdingaballtoaidhiminhisquest.Alleligiblewomenwerecommanded Ti her husband’s will,Cinderella’s stepmotherreducedCinderellatothelifeofaservant. stepmother’s cruelty. Soon,however, herfathergrewillanddied.Nolongerboundby two spoileddaughtersofherown.Whilehelived,Cinderellawassparedfrom Cinderella wasstillyoung.Herfatherremarried,thistimetoawickedwoman,with me passed,andCinderellagrewintoabeautifulyoungwoman. Distraught, theprincesentmentofindwoman whosefootfittheglassslipper. wasinaweof When shemadeherentrance,theentireroom fellsilent.Everyone One day, itwasannouncedthattheprinceoflandinsearch ofawife,and Once uponatime,therelivedgirlnamedCinderella.Hermotherdiedwhile is thebasicpatternormodelofawidespreadideathing.Anarchetype ina The story “Cinderella” isanarchetype.The story Itprovides and theplotstructure Date 27 Copyright ©The McGraw-Hill Companies, Inc. Date Date Reading Strategies and Literary Elements • Grade 9 Mention two other stories that follow a pattern similar to “Cinderella.” You may discuss follow a pattern similar to “Cinderella.” You Mention two other stories that stories. How do the plots of these stories reflect the books, movies, plays, and other “Cinderella” archetype? What about the story is archetypal? Explain. What about the story is archetypal? Identify a character who is archetypal. Explain why. why. Explain is archetypal. a character who Identify 28 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. try toidentifytheallusionitcontains.Thenanswerquestionsthatfollowit. try DIRECTIONS: literature, art,music,orhistory. Thereferencecouldbetoacharacter, place,orsituation. An Lesson 12:Allusion Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary allusion is areferenceinworkofliteraturetosomethingfromanotherpiece Read the following poem by Robert Frost, “NothingGoldCanStay,”Read thefollowingpoembyRobert and Nothing goldcanstay. So dawngoesdowntoday. So Edensanktogrief, Then leafsubsidestoleaf. But onlysoanhour. Her earlyleaf’s aflower; Her hardesthuetohold. Nature’s firstgreenisgold, Nothing GoldCanStay by Robert Frost by Robert Date 29 Copyright ©The McGraw-Hill Companies, Inc. , pp. 892 and R1. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on the use of allusion, see Glencoe Literature, Course 4 What message does Frost convey in this poem? Explain in a few sentences. What message does Frost convey What point is Frost making with this allusion? What two things is he comparing? What two things is he comparing? making with this allusion? What point is Frost Identify the allusion in this passage. the allusion in Identify 30 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. the authoruses.Thenanswerquestionsthatfollow. DIRECTIONS: symbol mayhavemorethanonemeaning,anditsmeaningchangeduringthestory. something else.Thethingrepresentedisoftenabstract,butitcanbeconcreteaswell.A An authorusesa Lesson 13:Symbolism Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 10 9 8 7 6 5 4 3 2 1 hired someworkerstomakeone. they noddedcoldly. Itwasasiftheycarriedtheir fenceswherevertheywent. greeting neighbors.Acoldnessfellovertheneighborhood. When Thanksgivingcame,peoplenolongerwent doortodoor, distributingfoodand heard her. Whenchildren fellandstubbedtheirtoes,noneighborscamerunning. secretive. Soonnooneknewanythingaboutanyone else. window.and installedshadesinevery Eachhousebecameafortress,imposingand privacy, theycouldn’t stop.Theygrewhigh,thickshrubs,erectedimpregnablegates, her neighbor’s yardandherneighborcouldseenothingofhers. is myownporch when aneighborwaved.Mrs.Moriartywasinprivatemoodandfeltannoyed. more orlessastheyhadbefore. hadlowwoodenfences. too!” Sooneveryone around theneighborhood.“Whatagoodidea,”saidneighbors.“Let’s buildone, some woodandbuiltalowwoodenfence,justhighenoughtokeepthedogout. rose bushes. cried, alltheneighborscamerunning. kneweachother,Everyone watchedoutforeachother. andeveryone Whenachild yards. Flowersgrewinfrontofthesehouses,andchildrenplayedonthelawns. And whenneighborspassed eachotheronthestreet,theireyesglazed overand But whenElaineFoley’s babycameamonthtooearly, she screamedandnobody “It waswonderful,”thepeoplesaid. wasbuildinghigherandfences.Oncetheyhadthetaste of Soon everyone high—sohighthatshecouldseenothing of When completed,thefencewasvery Then, Mrs.Moriartywassittingonhersunporch, rockingonachair, pleasedwiththeirfences,andtheywentonliving The neighborswereallvery Nobody hadeverthoughtofbuildingafencebefore,andsoonthenewsspread Then oneday, Mr. Folderoywokeupandnoticedhisneighbor’s dogrootinginhis There wasonceaneighborhoodwherepeoplelivedinsmall,lowhouseswithopen Read the following passage. As you read, try to determine whatsymbols todetermine Read thefollowingpassage.Asyouread, try symbol This hashappenedonetimetoomany , shethought. , suchasanobject,aperson,place,orexperience,torepresent I deserve someprivacy!WhatIneedisabetterfence! I deserve ! hethought.Thatafternoon,split Date So she This 31 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date , pp. 176, 485, and R12. Reading Strategies and Literary Elements • Grade 9 For more information on symbolism, see Literature, Course 4 Often, authors use symbols to convey a larger point or message. What is the point or Often, authors use symbols to and how does the symbolism serve to convey this message? message of this story, At what point were you aware that this object carried a symbolic value? Identify the At what point were you aware object was a symbol, and explain what clues in the point at which you realized this should be viewed symbolically. passage suggested that the object Identify the central symbol in this story the central symbol Identify what it represents. and explain 32 3. 2. 1. Name Name Name Date

Lesson 14: Figurative Language Figurative language is used to describe and imply ideas indirectly. The expressions used are not literally true, but express truth beyond the literal level. Figurative language appears most often in poetry. Two main types of figurative language are simile and metaphor. A simile is a comparison using the words like, than, or as. A metaphor is a direct comparison.

simile: hair smooth as silk

metaphor: thoughts swimming lazily

DIRECTIONS: Read the poem “Hockey” by Scott Blaine. As you read, notice the comparisons he uses to describe what it is like to play hockey. Answer the questions that follow.

Hockey by Scott Blaine

1 The ice is smooth, smooth, smooth. The air bites to the center Of warmth and flesh, and I whirl. It begins in a game... 5 The puck swims, skims, veers, Goes leading my vision Beyond the chasing reach of my stick.

The air is sharp, steel-sharp. I suck needles of breathing, 10 And feel the players converge. It grows to a science... We clot, break, drive,

McGraw-Hill Companies,McGraw-Hill Inc. Electrons in motion he ©T In the magnetic pull of the puck. ght ri py

Co 15 The play is fast, fierce, tense. Sticks click and snap like teeth Of wolves on the scent of a prey. It ends in the kill... I am one of the pack in a mad, 20 Taut leap of desperation In the wild, slashing drive for the goal.

Reading Strategies and Literary Elements • Grade 9 33 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date Reading Strategies and Literary Elements • Grade 9 , pp. 268, 437, and R5 (figurative language); For more information on figurative language, see Literature, Course 4 423, 437, 452, R7, and R11 (simile and metaphor). What is the main idea of this poem? How does the figurative language help convey it? What is the main idea of this poem? Explain. Out of all the figurative language in this poem, which comparison do you like most or Out of all the figurative language phrase and explain why you like it. find most effective? Identify this Identify two metaphors in the first stanza and one simile in the third stanza. For each in the third and one simile in the first stanza two metaphors Identify compared. that are being the two concepts explain of figurative language, example 34 3. 2. 1. Name Name Name Date

Lesson 15: Imagery and Motif

Imagery refers to words and phrases that create a picture that appeals to one or more of the reader’s five senses. A motif is a recurring idea, image, or group of images that unifies a work of literature.

DIRECTIONS: Read the poem “Velvet Shoes” by Elinor Wylie. As you read, try to identify the imagery and motif of this poem. Then answer the questions on the following page.

Velvet Shoes by Elinor Wylie 1 Let us walk in the white snow In soundless space; With footsteps quiet and slow, At a tranquil pace, 5 Under veils of white lace.

I shall go shod in silk, And you in wool, White as a white cow’s milk, More beautiful 10 Than the breast of a gull.

We shall walk through the still town In a windless peace; We shall step upon white down, Upon silver fleece, McGraw-Hill Companies,McGraw-Hill Inc. he

©T 15 Upon softer than these. ght ri py

Co We shall walk in velvet shoes: Wherever we go Silence will fall like dews On white silence below. 20 We shall walk in the snow.

Reading Strategies and Literary Elements • Grade 9 35 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date , pp. 437, 469, and R6–R7. Reading Strategies and Literary Elements • Grade 9 For more information on imagery, see For more information on imagery, Literature, Course 4 What do you think the author’s purpose was in writing this poem? How does the purpose What do you think the author’s this purpose? dominant motif of the poem achieve Based on these images listed in question 1, what is the dominant motif of the poem? In Based on these images listed in images have in common? other words, what do all these Identify four examples of visual imagery four examples Identify poem. in the 36 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. Then answerthequestionsonnextpage. DIRECTIONS: certain mood.Infiction,thesettingoftenhelpscreatemoodofstory. words, thelengthoflines,rhythm,andotherelementsallcontributetocreatinga The Lesson 16:Mood Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary 5 4 3 2 1 mood Suddenly, shewisheswerehome. horizon. Theseaisthe colorofdulledmetal. overhead. Thesunhas disappeared behindacloud.Thickcloudsnow hangonthe shecries,flailingherarms.They flyaboveherreach,stillwatchingfrom away!” this spot.Theysurroundher, filling theairwithraw, roughcries.“Goaway!Go bulging, vacanteyeshavebeenpeckedbybirds. Dozensofbirdsareswoopingaround they areinonedreamandsheisanother. her relief,thefishermenhardlylookather. Theylookpasther, outtothesea,asif nets, pullingboatsouttosea.Asshepassesthem,suddenlyfeelsapangoffear. To boardwalk. Fishermenaregatheredjustbeyondtheendofboardwalk,unrolling happiness. in, feelingitswarmsaltystrengthbuoyingherup.Hermindfeelsdrowsywith glitter intheclearlight. seems to breeze flattenthesand,asifaninvisiblehandiscaressingit.Everything skirt, thesmallsuckingsoundofherflip-flops.Thebeachisdeserted.Smallgusts wind. Thesandsiftssoftlyunderherfeet.Kaylacanhearnothingbuttheswishof just yesterdaywascrowdedwithbathers,isnowbareandclean,blownsmoothbythe horizon, thewaterisalightblue-green,stillandsmoothasglass.Thesand,which briefly tothesandandthenreceding,asifthey, too,arehalfasleep.Nearthe emerged fromthewater, hangslowinthesky. Smallwaveslaptheshore,clinging now, kickingupsandwith herwidestrides. there. Still,thethoughtthatsomeoneslepthere makesheruneasy. Shewalksfaster the charredremainsofafire.Shepeersuneasily behindthesanddunes.Nooneis she thinks,butherheartisstillthumpingstrangely. Shepassesapileofsodacansand Suddenly, cry. shestumbles overafishhead,andletsoutaninvoluntary Its Now theyarefarbehindher. Allsheseesisskyandsand. She keepsonwalking,pasttheapartmentsandcafesrestaurantsthatline Kayla walksclosertothewater, lettingthewaveslapherfeet.Sheimagines diving Morning. Theseaiscalm.Ithasonlythefaintestwhiffofsmell.sun,newly of apassageisitsemotionalqualityoratmosphere.Inpoetry, thechoiceof Read thefollowingpassage,payingcloseattentiontomooditconveys. I wonderwhattimeitis Date What alovelymorning, , shethinks. 37 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date , pp. 93, 696, and R8. Reading Strategies and Literary Elements • Grade 9 For more information on mood, see Literature, Course 4 Why do you think the author includes this change in mood? What is the author’s Why do you think the author includes this change in mood? purpose in doing this? Identify the point in the story where the mood shifts. What sentence or phrase signals in paragraphs 4 and 5 help emphasize this new this change in mood? What images mood? List at least two examples. What is the mood of the first paragraph? Identify three phrases or images that help phrases or images Identify three first paragraph? the mood of the What is this mood. convey 38 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. the soundofwhatitdescribes(suchas damp campers repetition ofconsonantsoundswithinwordsorattheends(suchas throughout thepoem. toidentifytheexamplesofsounddevices questions onthenextpage.Asyouread, try DIRECTIONS: the repetitionofvowelsounds(suchas consonant soundsatthebeginningsofwords(suchas devices Sometimes writersusethesoundofwordsforeffect.Suchtechniquesarecalled Lesson 17:SoundDevices Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary . Therearedifferenttypesofsounddevices: ); and 20 15 10 5 1 Read thepoem“Motorcycle” byRadmilaGenyuk,andanswerthe bike’s silhouette pierces the horizon. and stareastheslicksail ofthe I standonthesideroad’s cement and thenzoom—they’re gone. lazily inthesun For amomenttheysit of skyandland. and headforthecrossroad anxious toresumethevroom gleams inthesilentsun, The sleeksteelofthebeast a motorizedexhale. the otherwithfinalscreechof one withawaveanddismount, Both riderandbeastgreetme— behind thetire. It halts—krrrh—leavingahotrubberstripe ignoring itslimitsasittriestofly. zips, zags,andlickstheyellowdivider— bullies thebreeze, the bikebendsair, A baronoftheroad, onomatopoeia by RadmilaGenyuk Motorcycle , theuseofawordorphrasethatimitatessuggests buzz, fizzle, the fingersknittedswiftly and alliteration, the softsoundofslippers whisper ). ); consonance Date the repetitionof ); the stampof , the assonance sound 39 , Copyright ©The McGraw-Hill Companies, Inc. , pp. 437, 551, and R12. Date Date Reading Strategies and Literary Elements • Grade 9 For more information on sound devices, see Glencoe Literature, Course 4 Why do you think the author used so many sound devices in this poem? How do these Why do you think the author sound devices contribute to the overall effect of the poem? Find two examples each of assonance and onomatopoeia. Identify these examples below Find two examples each of assonance these two techniques. and explain how they demonstrate Find at least two places in the poem where the poet employed alliteration. Identify these Identify employed alliteration. the poet in the poem where least two places Find at alliteration. demonstrate explain how they or sections and phrases 40 3. 2. 1. Name Name Copyright ©The McGraw-Hill Companies, Inc. next page. As you read, try toidentifywhatisbeingpersonifiedinthepoem. next page.Asyouread, try DIRECTIONS: orpoem. identify withthenonhumancharactersinastory elements ofnature,oranythingthatisnothuman.Often,personificationhelpsthereader Personification Lesson 18:Personification Name Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary Read thepoem“Lost”byCarlSandburgandanswerquestionson is a literary techniquethatgiveshumanqualitiestoanimals,objects, is aliterary 5 1 And theharbor’s eyes. Hunting theharbor’s breast In tearsandtrouble Like somelostchild Calls andcriesunendingly, The whistleofaboat Where fogtrailsandmistcreeps, All nightlongonthelake Desolate andlone by CarlSandburg Lost Date 41 Copyright ©The McGraw-Hill Companies, Inc. Glencoe Date Date , pp. 437, 479, 846, and R9. Reading Strategies and Literary Elements • Grade 9 For more information on personification, see Literature, Course 4 Why do you think the poet has chosen to describe these objects in such a way? What Why do you think the poet has Explain. larger idea or mood does the poet convey through this description? What specific human characteristics are attributed to these objects? In your answer, refer are attributed to these objects? In your answer, What specific human characteristics to lines from the poem. The author makes a comparison in this poem. Identify this comparison and explain this comparison poem. Identify in this makes a comparison The author personified. objects are what specific 42 3. 2. 1. Name Name Name Date

Exercise 1

Many writers trace their love of writing to childhood, a time when a small experience can make a deep, long-standing impact. In Eudora Welty’s book One Writer’s Beginnings, she recounts how she first fell in love with language. Read the following excerpt and learn more about Welty’s development as a writer. Then answer questions 1 through 8.

Listening by Eudora Welty

My mother always sang to her being cocked to start and stop the record, children. Her voice came out just a little was of course all in one the act of bit in the minor key. “Wee Willie listening—to “Overture to Daughter of the Winkie’s” song was wonderfully sad Regiment,” “Selections from The Fortune when she sang the lullabies. Teller,” “Kiss Me Again,” “Gypsy Dance “Oh, but now there’s a record. She from Carmen,” “Stars and Stripes could have her own record to listen to,” Forever,” “When the Midnight Choo- my father would have said. For there Choo Leaves for Alabam,” or whatever came a Victrola record of “Bobby came next. Movement must be at the Shafftoe” and “Rock-a-Bye Baby,” all of very heart of listening. Mother’s lullabies, which could be played Ever since I was first read to, then to take her place. Soon I was able to play started reading to myself, there has never her my own lullabies all day long. been a line read that I didn’t hear. As my Our Victrola stood in the dining room. eyes followed the sentence, a voice was I was allowed to climb onto the seat of a saying it silently to me. It isn’t my dining room chair to wind it, start the mother’s voice, or the voice of any record turning, and set the needle person I can identify, certainly not my playing. In a second I’d jumped to the own. It is human, but inward, and it is McGraw-Hill Companies,McGraw-Hill Inc. he floor, to spin or march around the table inwardly that I listen to it. It is to me the ©T

ght as the music called for—now there were voice of the story or the poem itself. The ri py all the other records I could play, too. I cadence, whatever it is that asks you to Co skinned back onto the chair just in time believe, the feeling that resides in the to lift the needle at the end, stop the printed word, reaches me through the record and turn it over, then change the reader-voice. I have supposed, but never needle. That brass receptacle with a hole found out, that this is the case with all in the lid gave off a metallic smell like readers—to read as listeners—and with all human sweat, from all the hot needles writers, to write as listeners. It may be that were fed it. Winding up, dancing, part of the desire to write. The sound of

Reading Strategies and Literary Elements • Grade 9 43 Name Date

what falls on the page begins the process of testing it for truth, for me. Whether I am right to trust so far I don’t know. By now I don’t know whether I could do either one, reading or writing, without the other. My own words, when I am at work on a story, I hear too as they go, in the same voice that I hear when I read in books. When I write and the sound of it comes back to my ears, then I act to make my changes. I have always trusted this voice.

1. What is the main purpose of the first 3. What does Welty mean in the following three paragraphs? sentence from paragraph four? A to provide historical context “The sound of what falls on the page B to establish the setting begins the process of testing it for truth, C to foreshadow later events for me.” D to introduce a central idea A She believes her writing is effective if the words sound right. B If writing is honest and

straightforward, then it is good. Co py ri

2. Which techniques are demonstrated in C The best writing includes ght

the following sentence from the descriptions of both sounds and ©T he

passage? sights. Inc. McGraw-Hill Companies, “That brass receptacle with a hole in the D She reviews all her writing to make lid gave off a metallic smell like human sure it is accurate. sweat, from all the hot needles that were fed it.” A personification and simile B alliteration and assonance C symbolism and allusion D hyperbole and irony

44 Reading Strategies and Literary Elements • Grade 9 Name Date

4. What main idea is expressed in this 7. Which word best describes Welty’s style passage? of writing? A the happiness of Welty’s childhood A leisurely B the importance of parents in B blunt encouraging children’s talents C formal C how knowledge of music makes one D comic a better writer D how writing requires a fine-tuned ear

8. What feature would Welty probably admire most in someone else’s writing? 5. Which best describes how this passage A a sophisticated vocabulary is organized? B a complicated plot A argument/counterargument C a distinctive voice B main idea/elaboration D a clear message C present action/flashback D anecdote/larger point

6. What is the author’s main purpose in writing this passage? A to show how her mother encouraged her writing B to explain how she distinguishes good writing C to provide instruction on how to write well McGraw-Hill Companies,McGraw-Hill Inc. he D to describe a significant childhood ©T

ght memory ri py Co

Reading Strategies and Literary Elements • Grade 9 45 Name Date

The writer Lee Smith describes how she fell into this profession in her essay “Everything Else Falls Away.” Read the following excerpt from this essay and answer questions 9 through 13.

Everything Else Falls Away by Lee Smith

In the Appalachian Mountains, where Every day after school, I walked I grew up, stories come as easy as downtown to my father’s dime store, breathing. Maybe it’s something in the where I got to take care of the dolls, type water, or something that seeps out from on a typewriter, count money, and talk to those storied heights themselves, rough, the salesgirls. Viola, back in piece goods, jagged mountains that held our little always hugged me; Betty always asked town like a jewel in the palm of a giant me if I’d been saved yet; and Mildred, my hand. But I am more inclined to think it favorite, who wore bright-red spots of has to do with who your people are, and rouge on her cheeks and presided over how you first hear language. In my own the candy counter, whispered the craziest fortunate case, it was that slow, sweet things in my ear. I spent hours upstairs in Southern cadence I will always associate my father’s little office, observing the with stories; and all those first stories whole floor through the one-way glass were told by people who loved me. window in my powerful omniscience— My mother, a home-economics Nobody can see me! I witnessed not only Co

teacher from the Eastern Shore of shoplifting but fights and embraces as py ri ght

Virginia, could make a story out of thin well. ©T

air, out of anything—a trip to the Often I’d go to visit my grandaddy in he crwHl opne,Inc. McGraw-Hill Companies, drugstore, something somebody said to his office at the courthouse across the her in church. My father liked to drink a street, where I’d get the lowdown on who little and recite Kipling out loud. He was in jail, who had shot his brother, came from right there, from a large who was getting married or in debt or family of storytelling Democrats who out of a job, or had set his house on fire would sit on the porch and place twenty- just to collect the insurance money. five dollar bets on which bird would fly Back at home, my mother held forth first off a telephone wire. They were all in the kitchen—we always had big talkers. company—drinking coffee and smoking An only child, I heard it all. I was Salems and discussing the lives of her always around the grown-ups, always in friends or the lives of the stars, with the presence of the story. equal interest. She and I pored over the

46 Reading Strategies and Literary Elements • Grade 9 Name Date

National Enquirer together. My father read the part where Beth dies, and Gone with newspapers, magazines, and sometimes the Wind, especially the scene where history. Although neither of them read Melanie dies. I often imagined I was novels, they received the Reader’s Digest dying myself, and planned many Condensed Books, which I devoured, and funerals. I also loved Marjorie Morningstar, they also encouraged me to go to our A Tree Grows in Brooklyn, Heidi, and books fledgling library. like Dear and Glorious Physician, The Shoes This soon got out of hand. I became a of the Fisherman, and Christy. voracious and then an obsessive reader; recurrent bouts of pneumonia and tonsillitis gave me plenty of time to indulge my passion. After I was pronounced “sickly,” I got to stay home a lot, slathered with a vile salve named Mentholatum, spirit lamp hissing in the corner of my room. I’d read all day and sometimes all night long, under the covers with a flashlight. But I did not read casually, or for mere entertainment, or for information. What I wanted was to feel all wild and trembly inside, an effect first produced by The Secret Garden, which I read maybe twenty times. The only boy I ever loved more than Colin, of The Secret Garden, was Johnny Tremaine, in Esther Forbes’s book

McGraw-Hill Companies,McGraw-Hill Inc. of that title. Other novels that affected he ©T me strongly were Little Women, especially ght ri py Co

Reading Strategies and Literary Elements • Grade 9 47 Name Date

9. What literary technique does Smith use 12. What does voracious mean as it appears in the following sentence? in the following sentence from paragraph seven? “In the Appalachian Mountains, where I grew up, stories come as easy as “I became a voracious and then an breathing.” obsessive reader; recurrent bouts of A simile pneumonia and tonsillitis gave me plenty of time to indulge my passion.” B assonance A unexpected C metaphor B excessive D irony C insightful D sophisticated

10. Which literary technique is demonstrated in the following sentence? 13. Which idea in the passage by Welty is “In my own fortunate case, it was that also suggested in the passage by Smith? slow, sweet Southern cadence I will always associate with stories...” A the link between writing and listening A allusion B reading and writing as a form of B onomatopoeia escape C alliteration C the importance of storytelling in D assonance Southern culture D the challenges of writing well Co py ri ght

©T

11. What is Smith emphasizing in the he following description in paragraph four? Inc. McGraw-Hill Companies, “I spent hours upstairs in my father’s little office, observing the whole floor through the one-way glass window in my powerful omniscience—Nobody can see me! I witnessed not only shoplifting but fights and embraces as well.” A how she preferred listening to writing B how she was shy as a young girl C how she learned to see the world as a writer D how she felt invisible as a child

48 Reading Strategies and Literary Elements • Grade 9 Name Date

Exercise 2

Antoine de Saint-Exupéry (1900–1944) was a pilot, a writer, and a philosopher. His most famous book, The Little Prince, has inspired both children and adults for decades. Read this article about Saint-Exupéry and answer questions 1 to 7.

Insights of Flight

Many know that Antoine de Saint- captured by Arabic tribes; he recovered Exupéry wrote the children’s classic Le stranded planes and injured aviators; and Petit Prince, or The Little Prince, but few he survived many crash landings. are aware that he also worked as a mail These adventures became the subject pilot. To some, the combination of these of his novels. In Night Flight (1931), an diverse careers might come as a surprise. account of flying in South America, To Saint-Exupéry, there was nothing Saint-Exupéry described these more natural. As a pilot, he spent many experiences with lyrical beauty. He wrote long, thoughtful hours alone with the of the novel’s hero: “Sometimes, after a sky. While flying over the mail routes of hundred miles of steppes as desolate as Africa, South America, and the South the sea, he encountered a lonely farm- Atlantic, Saint-Exupéry pondered the house that seemed to be sailing purpose of human existence. He found backwards from him in a great prairie his answers among the clouds, and he sea, with its freight of human lives; and used writing to express his revelations. he saluted with his wings this passing As a child, Saint-Exupéry longed for ship.” To Saint-Exupéry, the earth was adventure. In the 1920s, after failing the most beautiful when the window of his entrance exam to the naval academy, airplane framed it. Saint-Exupéry began flying as a In the 1930s, Saint-Exupéry became commercial pilot for France’s booming disillusioned with aviation, which he felt McGraw-Hill Companies,McGraw-Hill Inc. he mail industry, helping to establish was becoming more of a science than an ©T

ght airmail routes in remote regions. His first art. However, he continued to fly as a ri py

Co assignment was an airstrip in the western commercial pilot even as France entered Sahara, and the two years he spent in the World War II. By 1942, France was desert were some of the happiest years of thoroughly devastated by the war. his life. During these years, Saint-Exupéry Feeling powerless and heartsick, Saint- was much more than a mailman. He was Exupéry went to New York where he an adventurer, an ambassador, and a released “the prince asleep within him” hero. He negotiated the rescue of aviators as a form of therapy and began to write

Reading Strategies and Literary Elements • Grade 9 49 Name Date

The Little Prince. The book took flight disappeared. Neither he nor his plane immediately. was ever found. It seemed as though they When the story opens, a pilot is had vanished into the air, much like the describing how a crash in the Sahara led prince at the end of Saint-Exupéry’s him to an encounter with a strange novel. Was it a mere coincidence that child. This child claimed to be a prince The Little Prince, his last book, was from a tiny planet where he lived alone published one year before the with three volcanoes and a haughty rose. author/pilot’s disappearance during a (The pilot later scientifically identifies flight? the prince’s home as the asteroid B-612.) For lovers of The Little Prince, it Scorned by this rude rose, the small seemed appropriate that his death was prince left his home and began to travel mysterious. Mystery, after all, leaves across the galaxy. The themes in The room for the imagination. At the end of Little Prince—loneliness, the quest for the a profile about Saint-Exupéry, the writer meaning of life, and the hope of finding Duncan Elliott states, “But Saint- relief in the stars—echo those of Saint- Exupéry’s image demands more than an Exupéry’s own life. Both characters earthly homage: 450 million kilometers represent aspects of the author’s life: the away, in orbit between Mars and Jupiter aviator, whose crash leads him to beauty is a 20-km chunk of metal. Asteroid and wisdom, and the lonely prince, who Saint-Exupéry. I hope he’s on it.” stretches his arms through light years in search of an embrace.

In 1943, Saint-Exupéry returned home Co py ri

and fought for France’s liberation. On ght

July 31, 1944, flying a solo mission over ©T he German-occupied southern France, he Inc. McGraw-Hill Companies,

1. What is the main purpose of this 2. Which word best describes the tone of essay? this passage? A to describe Saint-Exupéry’s work as a A objective commercial pilot B admiring B to explain why Saint-Exupéry wrote C critical The Little Prince D scientific C to show how Saint-Exupéry blended his two passions D to discuss Saint-Exupéry’s work in the Sahara

50 Reading Strategies and Literary Elements • Grade 9 Name Date

3. Which term best describes the 6. The phrase “the lonely prince, who following line from paragraph four? stretches his arms through light years in search of an embrace” uses which “The book took flight immediately.” of the following literary techniques? A simile A hyperbole B cliché B personification C epitaph C onomatopoeia D metaphor D symbolism

4. Based on the author’s description, 7. Which literary technique best which of the following best describes describes this statement from the personality of Antoine de Saint- paragraph six? Exupéry? A arrogant and melancholy “It seemed as though they had vanished into the air, much like the B dependable and adored prince at the end of Saint-Exupéry’s C adventurous and disillusioned novel.” D noble and serious A foreshadowing B analogy C understatement

5. Which of the following quotes most D oxymoron relies on figurative language for its effectiveness? A “...Saint-Exupéry was much more than a mailman.” B “Mystery, after all, leaves room for McGraw-Hill Companies,McGraw-Hill Inc. he the imagination.” ©T ght

ri C “...he spent many long, py

Co thoughtful hours alone with the sky.” D “...he saluted with his wings this passing ship.”

Reading Strategies and Literary Elements • Grade 9 51 Name Date

The following two poems depict feelings and ideas associated with flight. Read the poems and answer questions 8 through 18.

Perspective by Amanda Elliot

Takeoff. The long, heavy plane rides up in the air, tilts into the horizon 5 and the world is offered sideways, a board game with plastic houses affixed to green lawns, and roads where cars inch patiently 10 as if pushed by a lazy child. Swimming pools become lima bean holes and all the highways roll out as calm and still 15 as lines on a map. Climb higher, and the details disappear. Co

The world is reduced to marks: py ri grids, circles, squares, and squiggles. ght

©T

Higher yet, we move he crwHl opne,Inc. McGraw-Hill Companies, 20 into the fleet, silent world of clouds that drift across endless expanses of blue, oblivious to the urgent flow of life below, knowing nothing 25 of time or edges or endings.

52 Reading Strategies and Literary Elements • Grade 9 Name Date

To an Aviator by Daniel Whitehead Hicky

You who have grown so intimate with stars And know their silver dripping from your wings, Swept with the breaking day across the sky, Known kinship with each meteor that swings—

You who have touched the rainbow’s fragile gold, Carved lyric ways through dawn and dusk and rain And soared to heights our hearts have only dreamed— How can you walk earth’s common ways again?

8. Which of the following best describes 10. Elliot’s poem best expresses which of the mood of Elliot’s poem? the following ideas? A dreamy A how flying helps one appreciate the B urgent natural beauty of Earth C somber B how flying provides a fresh way of seeing the world D nervous C how flying offers travelers new insights into themselves D how flying is the best way to travel 9. In Elliot’s poem, which literary technique is represented in the following lines? 11. Elliot’s poem depends mostly on which “...and the world is offered/ sideways, a of the following literary techniques for board game/ with plastic houses its effectiveness? affixed/ to green lawns...”

McGraw-Hill Companies,McGraw-Hill Inc. A rhyme and extended metaphor he A foreshadowing ©T B imagery and figurative language ght B flashback ri py C personification and analogy Co C metaphor D hyperbole and irony D oxymoron

Reading Strategies and Literary Elements • Grade 9 53 Name Date

12. The second poem, by Daniel 15. What is the main purpose of the last Whitehead Hicky, is told from which line of Hicky’s poem? point of view? A to sum up the poem’s theme A first-person B to contradict ideas stated earlier B second-person C to create a sense of mystery C third-person limited D to express the poet’s mixed feelings D third-person omniscient

16. Which term best describes the speaker 13. Which of the following can be found in Hicky’s poem? throughout Hicky’s poem? A angry A archetypes B optimistic B dramatic irony C awestruck C rhyme D alarmed D flashbacks

17. Hicky’s poem can be classified into 14. Which literary technique is illustrated which genre? through repeating the “d” and the “h” A narrative poetry sounds in these lines from stanza two B epic poetry of Hicky’s poem? Co py

C dramatic poetry ri ght

“Carved lyric ways through dawn and D lyric poetry ©T dusk and rain/ And soared to heights he crwHl opne,Inc. McGraw-Hill Companies, our hearts have only dreamed...” A assonance B alliteration 18. Which of the following themes is C rhyme shared by the two poems and the essay D onomatopoeia about Saint-Exupéry? A the magical quality of flight B the sadness of returning to Earth after flight C the loneliness of flight D the importance of pursuing one’s passion

54 Reading Strategies and Literary Elements • Grade 9 Name Date

Exercise 3

Although many people exercise regularly, most are not exactly aware of how this activity affects their physical well-being. The following article focuses on different types of fitness activities and how these activities affect people’s bodies. Read the article and answer questions 1 through 8.

How Fitness Works

As a fitness coordinator in a health use of calories stored in fat as the energy club, it is my job to discuss exercise goals source, and many people perform these with members, and then to tailor a activities for the specific purpose of routine to help them achieve their burning calories to lose weight. There are objectives. Constructing a workout many other benefits as well. These requires detailed knowledge of how activities strengthen the cardiopulmonary different exercises affect the body. system (the heart and lungs), decrease Most activities can be placed in one of stress, help you sleep better at night, and two categories: aerobic and anaerobic. give you more energy. They’re also fun. These terms refer to the ways that your Anaerobic activities, on the other hand, body meets its energy needs while can only be sustained for a short period of performing an activity. Aerobic means that time. They typically include activities in your body is able to provide enough which your muscles are bearing a much oxygen to the muscles to supply them larger amount of weight than they with energy during the activity. Anaerobic typically do (for example, weight-lifting), means that your body does not have but they also include other activities using enough oxygen in the blood to produce a short spurt of energy (for example, the energy aerobically, so it produces energy long jump). In order to perform very short in other ways. activities (1 to 15 seconds in duration),

McGraw-Hill Companies,McGraw-Hill Inc. Activities that last 15 minutes or longer your body uses phosphagens, which are he ©T and use 60 to 80 percent of the maximum chemicals found in your muscles. ght ri

py heart rate are considered aerobic. Aerobic Phosphagens give you the greatest Co activities include dancing, bicycling, amount of energy at one time; however, running, walking, and, of course, the activities that require their use cannot participation in aerobics classes. When be sustained, because you have a very people have an aerobic workout, they limited amount of them in your muscles tend to breathe more deeply and more at a given time. rapidly, experience an elevation of their For activities that take a bit longer (up pulse, and possibly perspire more freely. to 90 seconds), your body uses the lactic Moderate aerobic activity promotes the acid system. Here, as in normal aerobic

Reading Strategies and Literary Elements • Grade 9 55 Name Date

activity, the body uses glucose (or sugar) in Many gym members have little your blood as the energy source. However, understanding of how exercise affects the because there is no oxygen available to body, and I see this ignorance as dangerous. continually convert the glucose into These people view exercise not as an activity additional energy, the muscles begin to promote health, but as a means of producing lactic acid. It builds up in your transformation. Men want to get buff, so muscles as long as you continue the they focus entirely on weight-lifting. activity (such as lifting weights). When Women want to slim down, so they there is too much lactic acid in your perform aerobic exercise to make muscles, you must stop the activity. The themselves thinner. Such obsessive lactic acid buildup results in a burning emphasis on a single type of exercise is sensation, which many athletes refer to as unwise, since the body needs both types of “feeling the burn.” exercise to stay healthy. That’s why I believe Anaerobic activities lead to the increase my job as an educator is so important. The of lean body mass (muscle). They also lead better people understand their bodies, the to an increase in bone density (stronger less likely they are to abuse them. bones). The increase in muscle mass also The best way to take care of yourself is results in an increased basal metabolic to include both aerobic and anaerobic rate (BMR). The BMR is the number of activities in your lifestyle in a balanced, calories your body needs to maintain basic healthy way. An understanding of how body functions such as heartbeat, the body works, and how exercise affects digestion, breathing, and the production it, is key to a healthy approach. The more of new cells. The higher a person’s BMR, aware you are of the body’s potential and Co

the more calories he or she will use in a limitations, the more likely you’ll be to py ri ght

day, whether active or not. exercise wisely—and have fun doing it. ©T he crwHl opne,Inc. McGraw-Hill Companies,

CHARACTERISTICS OF AEROBIC AND ANAEROBIC ENERGY SYSTEMS

Anaerobic system Anaerobic system Cmharacteristic Aerobic syste (phosphagen) (lactic acid) phosphagen Fnatigue caused by glycogen depletio lactate accumulation depletion Energy burned udnlimited vdery limite limite before fatigue Intensity of mhoderate/low veery hig high/moderat power produced medium/very long very short short/medium Time to fatigue >3–5 min 1–15 sec 45–90 sec

Rmunning distance >m1500

Smwimming >m400

Cmycling >m3000

56 Reading Strategies and Literary Elements • Grade 9 Name Date

1. Based on what the author says, what is 3. With which of the following statements her reason for writing this passage? would the author of this passage most A to encourage people to exercise likely agree? more and improve their health A As long as people come to the gym, B to tell people how to lose weight they will stay in shape. C to help people understand how B It is important to have knowledge exercise affects the body about exercise. D to show why aerobic exercise is C Most people understand how to lose better than anaerobic exercise weight. D Aerobic exercise is the most fun type of exercise.

2. According to the author, which is not a primary benefit of aerobic activity? A weight loss 4. The table that accompanies the passage gives all of the information except the B stronger bones following: C decreased stress level A why the body becomes fatigued D increased energy level B how long it takes to become fatigued C how often the energy system can be used D the intensity of the energy produced McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

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5. Based on the table, which of the 7. This passage could best be classified following is true? as which of the following? A A person can run 1500 m using A essay the phosphagen system. B science fiction B In the lactic acid system, fatigue C soliloquy is caused by lactate depletion. D narrative C The aerobic system has a very limited capacity. D It can take a very long time to fatigue the aerobic system. 8. If you wanted to learn more about how the body uses energy during aerobic activities, where should you look? 6. According to the table, fatigue A a physics textbook accompanying aerobic exercise is B an encyclopedia caused by which of the following? C a dictionary A glycogen depletion D a health club brochure B phosphagen depletion C lactate depletion D lactate accumulation Co py ri ght

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Why are Americans so obsessed with beauty? Read the following passage to learn about the possible roots of this obsession. Then answer questions 9 through 14.

Of Human Bondage: The American Obsession with Body Image

From a superficial glance at American beauty, and pressures people, particularly culture, you’d think that Americans were women, to conform to these ideals. healthier than ever before. Fitness clubs, However, what has changed—and is still once outside the mainstream, are now a in the course of changing—is the power of common sight on every city block. the media. In a world before newspapers Advertisements flaunt models with firm, and cinema, notions of beauty were toned bodies, and the sculpted, athletic shaped mostly by local communities and body is seen as an ideal, both for women by images in art. Compare this with and men. A philosophy of energetic people growing up in the twenty-first athleticism has characterized the last two century, who are bombarded with images decades, embodied by the many sports- of handsome men and beautiful women centered sneaker and soda ads now on everywhere they look—in magazines, on television. advertising billboards, and on television. Yet, there is something distinctly Our current standards of beauty are unhealthy about this craze for fitness. shaped not by our next-door neighbors, Consider the amount of money Americans but an elite group of supermodels. It is dole out each year in their struggle to also no surprise that we perpetually feel so shed unwanted pounds—Weight inadequate. Watchers, which grossed $5.5 million in Not only is the media relentless in its 1963, the year it was founded, made a intensity, but it is also becoming whopping $85 million in 1999. Consider, increasingly distorted in the images it too, the rise in body-altering surgeries like offers. In 1965, the average fashion model McGraw-Hill Companies,McGraw-Hill Inc. he liposuction and tummy-tucking. In 1998, weighed 8 percent less than the average ©T

ght around 25,000 cosmetic procedures, American woman. By 1987, the difference ri py

Co including liposuction, were performed on had widened to 23 percent. Images of teenagers alone. Such trends reflect our men, too, have become increasingly widespread dissatisfaction with our unrealistic. Leading men in movies today bodies, and our willingness to go to any tend to be more muscular than those in lengths to change them. earlier eras, and current advertisements What is at the root of our obsession? frequently feature semi-clad men with Certainly, the quest for beauty is itself rippling chests. Even action figures have nothing new. Every culture has ideals of changed over the years; many male action

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figures now on the market, if blown up to How can we break out of this vicious full size, would have disproportionately cycle? One key is to educate young shaped bodies—with muscles larger than people to be aware of the media and its any known bodybuilder. This disparity manipulative powers. After all, the media between ideal images and reality has will never stop exploiting our resulted in an increase in illnesses such as insecurities, but we can learn to resist it. anorexia and bulimia. In fact, body image The media may dictate what is beautiful, disorders, once considered the domain of but common sense tells us that we should women, are increasingly occurring in the trust our own judgment. In the end, the male population. Symptomatic of this old adage “handsome is as handsome trend is the growing number of teenaged does” still holds true. It is time to learn boys who body-build obsessively, that most difficult of lessons: To be happy combining steroid use with a relentless with the gifts we have and rejoice in our exercise regime in their quest for bigger bodies as they are. muscles. We are a nation obsessed with self- transformation. This obsession is vain and superficial. More importantly, it is also downright dangerous. We are wasting our time, money, and energy chasing after an elusive idea, and punishing ourselves when we fail to

achieve it. Co py ri ght

©T he crwHl opne,Inc. McGraw-Hill Companies, 9. This passage can be classified as which 10. The author of this passage would most of the following? likely agree with which of the following A editorial statements? B technical article A Standards of beauty rarely change. C autobiography B The media contributes to our obsession with beauty. D personal essay C People are more beautiful than ever before. D Beauty is more important to women than to men.

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11. What main concept does the author 13. What literary technique is the author emphasize in paragraphs three and using in the phrase “handsome is as four? handsome does”? A People are strongly influenced by A foreshadowing the images they see. B metaphor B Celebrities are more obsessed with C hyperbole beauty than regular people. D cliché C Relentless exercise is unhealthy. D The weight difference between models and average Americans is increasing. 14. Which best identifies an idea present in both this passage and the one before it? A how exercise helps people stay 12. What does elusive mean as it appears in attractive the following sentence? B how people should strive to realize “We are wasting our time, money, and their potential energy chasing after an elusive idea, C how many Americans seek to and punishing ourselves when we fail transform their bodies to achieve it. “ D how attitudes toward the body A complicated change with time B unattainable C exciting D dangerous McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

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Exercise 4

The piano is an instrument of profound historical significance. Over the years, it has been used to express a range of musical visions. Read the following two poems about a piano and answer questions 1 through 10.

Player Piano1 by John Updike

My stick fingers click with a snicker And, chuckling, they knuckle the keys; Light-footed, my steel feelers flicker And pluck from these keys melodies.

My paper can caper; abandon Is broadcast by dint of my din, And no man or band has a hand in The tones I turn on from within.

At times I’m a jumble of rumbles, At others I’m light like the moon, But never my numb plunker fumbles, misstrums me, or tries a new tune.

1player piano: a piano that is programmed to play tunes mechanically Co py ri ght

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Piano Keys by Victoria Adler Touch on a key and feel the subtle motion. Sense it sink downward, sounding out a note. Touch on another, make a chord. Emotion Rises unbidden, gathers in your throat. Play a few measures. Feel the music dance Filling the room with beauty light as air. Fingers forget and move as in a trance; Mind reels with feeling, wholly unaware That under the shiny cover, there’s a jumble Of taut strings and levers. Hammers dumbly1 sit Springing to life each time a finger tumbles, Sounding a sound each time a string is hit, Numbingly jumping, blithely playing part Of music they make, but cannot feel its heart.

1dumbly: silently

1. Which literary technique does Updike 3. Adler’s poem, “Piano Keys,” can be use in this line from stanza two? classified into which poetic genre? “And no man or band has a hand in...” A haiku A assonance B sonnet B onomatopoeia C narrative poetry C alliteration D epic poetry D cliché McGraw-Hill Companies,McGraw-Hill Inc. he 4. Which of the following phrases from ©T

ght Adler’s poem illustrates irony? ri 2. Which word in the line below py

Co exemplifies onomatopoeia? A “Touch on a key and feel the subtle motion.” “My stick fingers click with a snicker...” B “Filling the room with beauty light A stick as air.” B fingers C “Fingers forget and move as in a C click trance...” D with D “Of music they make, but cannot feel its heart.”

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5. Which of these phrases from Adler’s 8. Adler’s poem contains which of the poem does not rely on personifica- following conflicts? tion for its effectiveness? A music as joy vs. music as suffering A “Touch on another, make a B freedom vs. entrapment chord...” C playing the piano vs. listening to B “Feel the music dance...” the piano C “Fingers forget and move as in a D mechanical movement vs. trance...” emotion D “Hammers dumbly sit...”

9. Which concept is addressed by both 6. Which literary device does Adler use poems? in the following line from her poem? A the difficult challenge of making “Sense it sink downward, sounding music out a note.” B the mechanical nature of the A allusion piano B situational irony C the many moods that music can express C visual imagery D the way a piano can sound like D alliteration the human voice Co py ri ght

7. What does the word unbidden mean ©T

10. What is one main way Updike’s poem he

in the context of the following sen- Inc. McGraw-Hill Companies, differs from Adler’s? tence? A It deals with a more serious “Emotion/ Rises unbidden, gathers in subject. your throat.” B It is more formal in tone. A unhappily C It contains more figurative B joyously language. C unexpectedly D It uses language more playfully. D rapidly

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Practicing the piano is a joy for some people, a chore for others. Read the following essay by Helen Michaelson about her experience playing piano. Then answer questions 11 through 16.

My Musical Career by Helen Michaelson My father’s family is not a musical she urged. I “felt” it and winced my ears— family. They are a family of words, a for what is more unpleasant than a series family that thrives on long discussions, of wrong notes played in succession? She Sunday crossword puzzles, and puns. My “felt” my music, too, which is why she brother has my father’s dark hair, his love always left with an even deeper scowl of a good argument, and his incisive wit. I than when she came. take after my mother. From her I inherited My parents endured the sounds of my a curious nature, a sense of adventure, practicing, buoyed by dreams of me one bright red hair, and a face full of freckles. I day taking the stage in a famous recital did not, contrary to her hopes, inherit a hall. Madame Oblenka survived our talent for the piano. That fact was lessons by wearing earplugs. I endured in established beyond doubt after prolonged whatever manner I could invent. Once, and futile attempts to draw music from when I was ten, I managed to record one me. of my own wretched rehearsals. In order The piano lessons began when I was to escape my practice sessions, I would four. My mother was convinced that I close myself behind the door of the piano would be a child prodigy, one of the rare, room, put on the tape recording, and read startling creatures who sits down at the until the tape had finished. That method piano for the first time and discovers, in a worked for a week, until my mother began few swift adjustments of fingers, how to to wonder why I always missed the same make the piano sing. She had made some B-sharp. She knocked on the door, and,

McGraw-Hill Companies,McGraw-Hill Inc. phone calls and found the ideal teacher to receiving no answer, came in to check on he ©T nurture such a prodigy—Madame me. She found that I had fallen asleep ght ri py Oblenka, a stern Russian woman of while the tape of my performance played Co indeterminate age, whose tight bun and on and on. pursed lips were enough to intimidate a I was twelve when my parents finally wild horse into submission. Madame acknowledged that any latent talent I had Oblenka, who expected a little Mozart, was not about to emerge any time soon. was not overly delighted to find herself My mother, refusing to admit defeat, told saddled with a little girl banging her fists me to pick another instrument. “Choose on the keys. anything you want, Honey,” she said, I tried to please her. “Feel the music,” assuming that freedom of choice would

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inspire devotion. I thought long and hard that he’d find a special spot just for me, and chose the drums. My parents, acutely one more suited to my talents. He put me sensitive to noise, would be less than backstage, painting scenery. Once I overjoyed by a daily bombardment of recovered from my sense of injury, I pounding. I imagined my father in his realized the wisdom of his choice. I loved study, cotton wads in his ears, wincing the bustling, practical backstage world, each time the cymbal crashed. He, and I discovered that I had a knack for apparently, had exactly the same constructing and painting. I loved the thoughts as mine, and promptly vetoed challenge of taking our scanty supplies the idea. and using them to make something My next choice was the tuba. I beautiful. Imagining a scene and then stubbornly decided that if I couldn’t play seeing it emerge before me—this, to me, the drums, I would pick the biggest and was close to magic. loudest instrument I knew. However, the To give my parents credit, when they music teacher, a large, flabby man by the noticed my newfound interest in set name of Mr. Tuttle, was lazy by nature design, they eagerly embraced it. In fact, and refused to travel to our home. “If you immediately after the show ended, Mom want to play,” he said, “I’ll teach you offered to send me to weekend art classes. after school.” Luck was once again on my Her hand was on the telephone, ready to side. The aisle of the school bus was too start calling around, when I stopped her. narrow to accommodate my tuba case; if I “Mom,” I said, “don’t push me. Right wanted to learn to play tuba, I would now, I just want to have fun with art. I have to walk to school with it. That was don’t want to lose that.” Co

out of the question, so the tuba, too, was She nodded. “I think I know what you py ri ght

out. mean,” she said. She had a puzzled, ©T

I worked my way through several thoughtful look on her face. he crwHl opne,Inc. McGraw-Hill Companies, other instruments—violin, trombone, I think suddenly it penny whistle—before my mother hit on dawned on her how another idea. Maybe I wasn’t meant to be pointless her an instrumentalist but rather a singer. earlier After all, I was always walking around efforts humming pop tunes from the radio, and were. She when I screamed for my brother to come realized to dinner, my voice was plenty loud. what Mom helped me rehearse a song to audition for the school musical. I didn’t get a part. I didn’t make the chorus either, but the drama teacher assured me

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I had only lately come to know: Art can’t a wonderful, blissful feeling. I realize that be forced. The motivation has to come my parents, in their misguided attempts to from the heart. You need to, as Madame interest me in music, were trying to give Oblenka used to say, “feel it.” me this feeling. And now, in retrospect, I I’m a sculptor now, and every day I feel grateful. Perhaps they went about it in experience afresh the joy of being fully the wrong way, but their hearts were in the absorbed in the act of artistic creation. It’s right place.

11. Which literary technique is used in 12. Which of the following lines relies on the following sentence from understatement to convey its paragraph two? meaning? “She had made some phone calls and A “Madame Oblenka survived our found the ideal teacher to nurture lessons by wearing earplugs.” such a prodigy—Madame Oblenka, a B “My parents, acutely sensitive to stern Russian woman of indetermi- noise, would be less than nate age, whose tight bun and pursed overjoyed by a daily bombardment lips were enough to intimidate a wild of pounding.” horse into submission.” C “Imagining a scene and then A allusion seeing it emerge before me—this, B hyperbole to me, was close to magic.” C flashback D “I’m a sculptor now, and every day I experience afresh the joy of being D foreshadowing fully absorbed in the act of artistic creation.” McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

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13. Which word best describes the 15. What is the meaning of the word futile narrator’s parents? as it appears in the final sentence of A passionate paragraph one? B sensitive “That fact was established beyond C intolerant doubt after prolonged and futile attempts to draw music from me.” D well-meaning A skillful B ineffective C active 14. Which of the following words best D stern describes the style of this passage? A humorous B digressive C simple 16. Which best expresses the conclusion reached by the author in the last two D fast-paced paragraphs? A Parents should encourage their children to create art. B Emotional people tend to be gifted artists. C Art should be seen as a joy, not a duty. D You can only get better at Co

something if you practice. py ri ght

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68 Reading Strategies and Literary Elements • Grade 9 Name Date

Exercise 5

In the following essay, a man plagued by raccoons going through his garbage hears about some possible folk remedies from an old man who lives near him. Read the following passage and answer questions 1 through 7.

Loaded for Raccoon by Calvin Trillin

September 7, 1985 his head for a while without saying When the raccoons started getting at anything, as if he’s determined not to the garbage cans next to the old house allow wholesale galloping ignorance to we go to in the summer, I naturally upset him. consulted the man in our town we call “Well, no…,” I said when the Old the Old Timer. He’s the one who told me Timer asked me about red onions. He that we could assure ourselves of clear shook his head slowly for so long that I water by keeping a trout in the well, thought he might be having some sort of although, as it turned out, I couldn’t find attack. a trout except for a smoked trout that Naturally I hadn’t tried red onions. I some guests from the city brought as a didn’t even know what trying red onions sort of house gift, and I didn’t think it meant. Did you festoon each garbage can would be terribly gracious of me to toss with red onions, as if you were that down the well, even assuming a decorating a squat, plastic Christmas smoked trout would do the trick. He’s tree? Did you plant a semicircle of red also the one who’s always saying things onions around the garbage can area the like, “A porcupine that looks kinda cross- way infantrymen set up a defense eyed will attack a house cat lickety-split.” perimeter of concertina barbed wire? Did “You already tried red onions, have you sit at a darkened window until the McGraw-Hill Companies,McGraw-Hill Inc. he you?” the Old Timer said when I told patter of little paws indicated that the ©T

ght him about my raccoon problem. I really time had come to fling red onions at ri py

Co hate it when the Old Timer asks approaching raccoons? questions like that. The only acceptable What I had tried was tying down the answer is something like, “Well, garbage can lids—until, on the morning naturally, that’s the first thing I did, but of the weekly garbage pickup, I found for some reason it didn’t work; must be myself unable to get the knots undone the wet spring we had for onions is all I and stood there helplessly while the can think of.” If, instead, you say, “Well, garbage collectors, with a cheerful wave, no…,” the Old Timer is going to shake continued down the road. Then I secured

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the lids by means of those stretchable happened to be awake in the early dawn cords with hooks on the ends—I have hours (maybe he was sitting at a darkened some for lashing things to the roof rack of window waiting to fling red onions at the car—but it turned out that the raccoons) noticed that one of the big raccoons could pull the lids up far enough bucks was wearing a red hat when it left. I to get their paws in there and pull out told the Old Timer that the deer had eighty or ninety square yards of crab shells demolished our entire lettuce crop, and he and melon rinds and milk cartons. said, “Yup, I suppose they did.” “A raccoon gets ten yards from half a While I was testing my next plan, my red onion, he’ll turn tail and run, sure as wife and daughters told me that I was shootin’,” the Old Timer said. forbidden to use violence on the raccoons. I hate it when he says “sure as “This will only startle them,” I said, shootin’.” I tried red onions anyway, secretly hoping that it would do a lot though—cut in half, as the Old Timer had more. My plan was to set mousetraps just instructed, and placed on top of the lid under the garbage can lids. The raccoons with the cut side up. The raccoons ate pull up the lids as much as my stretch- them, except for the skins, which they cords allow. They stick their little paws in mixed into some coffee grounds and there and feel around, hoping to find some spread on the rosebush. chicken bones with peanut butter on them I wasn’t surprised. The Old Timer is to spread on the porch. Powee! I should usually wrong. He never admits it, of have known that the gang of raccoon course. One time he told us that a apologists I live with would object. A few scarecrow with a red hat would keep deer days before, they had objected when I

out of the garden, sure as shootin’. So we talked about putting the fish heads I use as Co py ri

put a scarecrow out there, and put a red crab bait into a bait bag—a heavy mesh ght

©T

hat on it, and the deer came the next bag that keeps the crabs already in the trap he night and treated our garden like a salad from eating up the bait while still more Inc. McGraw-Hill Companies, bar. A neighbor who crabs are being attracted. They said it would be cruel and deceitful. I tried to tell them that there is no way you can be deceitful to a crab. Crabs don’t think. (“Hey, this smells like a good fish head. I’ll just crawl into this place, even though it seems a little like the place that Uncle Manny crawled into just before he disappeared forever. Hey…Hey, wait a minute! I’ve been deceived!”) No bait bags, they said, and no mousetraps. So I gave it to them straight about

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raccoons. I told them that raccoons are It was no use. They wouldn’t give in. about the meanest animals around. I That’s why I finally used a padlock on my happened to know from reading Albert garbage cans. I wanted to use a key lock, Payson Terhune’s books about collies that but the Old Timer said that a raccoon could raccoons drown puppy dogs, just for sport. pick a key lock nine times out of ten. “Don’t be silly,” my wife said. “Raccoons “He’s probably wrong,” I said to my wife. are so cute.” “Maybe not,” she said. “He didn’t say “That’s what the puppy dogs think,” I ‘sure as shootin’.’” said. And puppy dogs do think, all the time. So I put on a combination lock, on the (“Hey, these cute little guys want to play in advice of the Old Timer. He said, “A the water. This is fun! Hey…Hey, I’ve been raccoon’s cunning, but he’s got no head for de—glub, glub, glub.”) figures.”

1. What literary device does the author 3. From which point of view is this pas- use in the following sentence? sage told? “He shook his head slowly for so A third-person limited long that I thought he might be hav- B third-person omniscient ing some sort of attack.” C first-person A personification D second-person B hyperbole C symbolism D metaphor

McGraw-Hill Companies,McGraw-Hill Inc. 2. Which best describes the purpose of he this passage? ©T ght ri A to explain why the narrator likes py

Co the Old Timer B to entertain and amuse the reader C to give the reader advice on how to cope with raccoons D to provide an in-depth portrait of the Old Timer

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4. How does the narrator’s attitude 6. Which best describes the writing toward raccoons differ from his style of the author of this passage? family’s? A somber A He considers them dangerous. B comical B He is more practical in his C formal approach to catching them. D intense C He wants to outwit them by any means. D He is convinced that they are intelligent. 7. Which of the following lines from this passage includes a simile? A “...a scarecrow with a red hat would keep deer out of the 5. Based on what the narrator tells us, garden, sure as shootin’.” which word would best describe the B “‘A raccoon’s cunning, but he’s Old Timer? got no head for figures.’” A eccentric C “...the deer came the next night B wise and treated out garden like a salad C friendly bar.” D helpful D “The raccoons pull up the lids as much as my stretch-cords allow.” Co py ri ght

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Karen Blixen, who used the pen name Isak Dinesen, was born in Denmark, but she spent much of her adult life running a coffee plantation in Nairobi, Kenya. She recorded details of her unusual life in her famous autobiography Out of Africa, from which this excerpt is taken. The following passage describes Blixen’s relationship with a wild antelope, Lulu, whom she adopted and raised as a pet. At the point this excerpt starts, Lulu has just run away. Read on to find out what happens to Lulu and then answer questions 8 through 16.

A Gazelle by Isak Dinesen One evening Lulu did not come home and eats it. Her husband is with her, but he and we looked out for her in vain for a week. is afraid of the people because he has never This was a hard blow to us all. A clear note known them. He stands below the big had gone out of the house and it seemed no white tree by the other side of the lawn. better than other houses. I thought of the But up to the houses he dare not come.” leopards by the river and one evening I I told Kamante to come and fetch me talked about them to Kamante. when he next saw Lulu. A few days later As usual he waited some time before he before sunrise he came and called me out. answered, to digest my lack of insight. It It was a lovely morning. The last stars was not till a few days later that he withdrew while we were waiting, the sky approached me upon the matter. “You was clear and serene but the world in believe that Lulu is dead, Msabu,” he said. which we walked was sombre still, and I did not like to say so straight out, but I profoundly silent. The grass was wet; down told him I was wondering why she did not by the trees where the ground sloped, it come back. gleamed with the dew like dim silver. The “Lulu,” said Kamante, “is not dead. But air of the morning was cold, it had that she is married.” twinge in it which in Northern countries This was pleasant, surprising, news, and means that the frost is not far away.

McGraw-Hill Companies,McGraw-Hill Inc. I asked him how he knew of it. However often you make the experience—I he ©T “Oh yes,” he said, “she is married. She thought—it is still impossible to believe, in ght ri

py lives in the forest with her bwana,”—her this coolness and shade, that the heat of Co husband, or master. “But she has not the sun and the glare of the sky, in a few forgotten the people; most mornings she is hours’ time, will be hard to bear. The grey coming back to the house. I lay out mist lay upon the hills, strangely taking crushed maize for her at the back of the shape from them; it would be bitterly cold kitchen, then just before the sun comes on the Buffalo if they were about there up, she walks round there from the woods now, grazing on the hillside, as in a cloud.

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The great vault over our heads was suddenly became an unusual and gradually filled with clarity like a glass amusing thing to see a bushbuck so close with wine. Suddenly, gently, the summits to the house. She stood immovable now, of the hill caught the first sunlight and she seemed to be prepared for the sight of blushed. And slowly, as the earth leaned Kamante, but not for that of me. But she towards the sun, the grassy slopes at the did not make off, she looked at me foot of the mountain turned a delicate without fear and without any gold, and the Masai woods lower down. remembrance of our skirmishes of the And now the tops of the tall trees in the past or of her own ingratitude in running forest, on our side of the river, blushed away without warning. like copper. This was the hour for the Lulu of the woods was a superior, flight of the big, purple wood-pigeons independent being, a change of heart had which roosted by the other side of the come upon her, she was in possession. If I river and came over to feed on the Cape- had happened to have known a young chestnuts in my forest. They were here princess in exile, and while she was still a only for a short season in the year. The pretender to the throne, and had met her birds came surprisingly fast, like a cavalry again in her full queenly estate after she attack of the air. For this reason the had come into her rights, our meeting morning pigeon-shooting on the farm would have had the same character. Lulu was popular with my friends in Nairobi; showed no more meanness of heart that to be out by the house in time, just as the King Louis Philippe did, when he declared sun rose, they used to come out so early that the King of France did not remember that they rounded my drive with the the grudges of the Duke of Orleans. She

lamps of their cars still lighted. was now the complete Lulu. The spirit of Co py ri

Standing like this in the limpid shadow, offensive had gone from her; for whom, ght

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looking up towards the golden heights and and why, should she attack? She was he the clear sky, you would get the feeling standing quietly on her divine rights. She Inc. McGraw-Hill Companies, that you were in reality walking along the rememberd me enough to feel that I was bottom of the Sea, with the currents nothing to be afraid of. For a minute she running by you, and were gazing up gazed at me; her purple smoky eyes were towards the surface of the Ocean. absolutely without expression and did not A bird began to sing, and then I heard, wink, and I remembered that the Gods or a little way off in the forest, the tinkling Goddesses never wink, and felt that I was of a bell. Yes, it was a joy, Lulu was back, face to face with the ox-eyed Hera. She and about in her old places! It came lightly nipped a leaf of grass as she passed nearer, I could follow her movements by me, made one pretty little leap, and walked its rhythm; she was walking, stopping, on to the back of the kitchen, where walking on again. A turning round one of Kamante had spread maize on the ground. the boys’ huts brought her upon us. It

74 Reading Strategies and Literary Elements • Grade 9 Name Date

8. Which word best describes the tone 11. Which literary technique is used in of this passage? this part of the passage? A lighthearted “Suddenly, gently, the summits of the B mournful hill caught the first sunlight and C spare blushed. And slowly, as the earth leaned towards the sun, the grassy D impassioned slopes at the foot of the mountain turned a delicate gold, and the Masai woods lower down.” A oxymoron 9. Which best describes the narrator’s feelings toward Lulu at the end of the B hyperbole passage? C personification A worried D irony B reverential C puzzled D angry 12. What is the narrator trying to say at the end of the passage? “...her purple smoky eyes were 10. Which of the following statements is absolutely without expression and not true of Lulu? did not wink, and I remembered that the Gods or Goddesses never wink, A She has found a mate. and felt that I was face to face with B She is angry at her former owner. the ox-eyed Hera.” C She frequently visits her old A Lulu has gained a type of nobility. village. B Lulu appears aloof and cruel to D She likes to eat maize. the narrator. McGraw-Hill Companies,McGraw-Hill Inc. he C Lulu is hardly recognizable. ©T ght

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Reading Strategies and Literary Elements • Grade 9 75 Name Date

13. Which literary technique is used in 16. The theme of transformation figures the excerpt in question 12? prominently in Dinesen’s passage. A onomatopoeia Which quotation supports this theme? B allusion A “The grass was wet; down by the C alliteration trees where the ground sloped it D irony gleamed with the dew like dim silver. The air of the morning was cold, it had that twinge in it which in Northern countries 14. Which literary technique is means that the frost is not far demonstrated in this part of the away.” passage? B “...the sky was clear and serene “Standing like this in the limpid but the world in which we walked shadow, looking up towards the gold- was sombre still...” en heights and the clear sky, you C “If I had happened to have known would get the feeling that you were a young princess in exile, and in reality walking along the bottom while she was still a pretender to of the Sea...” the throne, and had met her again A understatement in her full queenly estate after she B hyperbole had come into her rights, our meeting would have had the same C onomatopoeia character.” D analogy

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the river and came over to feed on Inc. McGraw-Hill Companies, 15. This excerpt from Out of Africa is the Cape-chestnuts in my forest.” most different from “Loaded for Raccoon” in what way? A It relies on humor to make its point. B It has a more descriptive, lyrical style. C It employs more dialogue to engage the reader. D It emphasizes the conflict between animals and humans.

76 Reading Strategies and Literary Elements • Grade 9 Focus Lessons Answer Key

Lesson 1: Elements of Fiction

1. A talented, famous artist is invited to create art for a new emperor who has just taken over the planet. The artist doesn’t like the emperor but wants the job. The artist takes the job, against his conscience, convincing himself that this opportunity is more important than his beliefs. The emperor forces the artist to paint as the emperor wants, not as the artist wants. The artwork is, as a consequence, bad. The artist is not remembered for the frescoes and murals as he had hoped he would be.

2. The artist, Shandot Beto, faces an internal conflict as to whether to refuse to work for the emperor on moral grounds or take the work in spite of the emperor’s ruthless nature. Beto chooses art over ethics.

3. One theme in the story is the danger of compromising one’s principles. A person who compromises his or her principles or moral integrity may find that the compromise affects many more parts of life than expected.

Lesson 2: Point of View I

1. Passage 1 is told from the first-person point of view. The narrator is a character in the story who refers to himself with the pronoun I.

2. Passage 2 is told from the third-person point of view. The narrator is not a character in the story. The characters are referred to by name and with the pronouns he and she.

3. Passage 1 centers on only two characters, and provides a limited perspective. It focuses on the interactions between John and his father. Passage 2 provides a wider perspective. It presents the names of three characters, provides information about Amy, and

McGraw-Hill Companies,McGraw-Hill Inc. mentions background details (the length of the drive, the number of times they’d moved he ©T

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Reading Strategies and Literary Elements • Grade 9 77 Lesson 3: Point of View II

1. In paragraph 2, the narrator comments on the action by revealing the reason for the children’s frustration. This is the first time that we are aware that the narrator is omniscient. This becomes increasingly clear when the narrator reveals the thoughts and feelings of more than one character: Amy’s in paragraph 1, Mr. Saclalos’s in paragraph 3, and John’s in paragraph 4. The final paragraph looks ahead to the future, another sign of omniscience.

2. The house disappoints Amy before she even sees it. She is tired of moving and doesn’t trust the possibility that this move may be permanent. John shares her feelings and is saddened by the toy left behind by the previous family. The plastic truck seems to remind him of what it’s like to have a happy, lasting home. Mr. Saclalos understands his children’s apprehension, but believes in the stability this new house promises.

3. In the last paragraph, the narrator foresees events that are not known to the characters themselves. The narrator reveals that soon the family will adjust to their new house. Soon, they will find the stability and the happiness that they all wanted.

Lesson 4: Dialogue

1. Sophie seems slightly dazed and frightened. The main clue we get to her emotional state is that she doesn’t speak to her mother. Also, in paragraph 7, when the woman who accompanied Sophie disappeared, Sophie thinks, “It was as though I had disappeared.” This suggests that Sophie is feeling lonely and abandoned. She does not yet feel

comfortable with her mother. Co py ri ght

2. Sophie’s mother is concerned about Sophie and glad that she has come. She grabs Sophie ©T he

and spins her “like a top,” thanks the woman who brought Sophie, and asks many Inc. McGraw-Hill Companies, questions. She also lends Sophie her jacket, even though she herself is shivering. All these actions show love for Sophie and concern for her welfare.

3. Without the dialogue, this scene would be far less engaging. The dialogue dramatizes the scene. Readers can observe the dynamics between the two characters and draw their own conclusions. The fact that Sophie says nothing while her mother talks extensively indicates that the little girl is scared or perhaps nervous.

78 Reading Strategies and Literary Elements • Grade 9 Lesson 5: Flashback

1. This flashback takes the reader away from the action for a little while. By inserting a flashback at a critical moment in the narrative, the writer prolongs the moment and therefore adds to the suspense. Also, the author uses the flashback to reveal a hidden side of Cornelia’s personality—her shyness. Knowledge of Cornelia’s shyness adds to the tension of the present moment.

2. We learn that Cornelia and Bonnie have been friends since the sixth grade, and that Bonnie encouraged Cornelia to overcome her shyness and fears and to have more fun. The author probably provided this flashback to lead up to Cornelia’s moment of insight at the end. Knowing that Cornelia previously viewed herself as less courageous than Bonnie, we recognize the significance of her sudden realization that she is brave, too.

3. The writer could simply describe Cornelia’s mixed feelings about Bonnie, without providing the details of how they met. A description would not be as effective as a flashback, because it would not provide a vivid example of Bonnie’s influence and Cornelia’s past behavior. The flashback allows the reader to see the development of Cornelia’s personality over a long period of time.

Lesson 6: Foreshadowing

1. Yes, Kanela will probably make the team. The sun comes out from behind the clouds, a symbolic detail that, in movies and books, often foreshadows a positive event. The author also describes Kanela’s change of mood: “With the field brightening, Kanela felt a confident wave of calm rush over her.” These details suggest that Kanela will be successful.

2. Early on in the passage (paragraph 2), the author makes a comparison between the dreary weather and Kanela’s mood. Later on, in paragraph 6, the sun suddenly breaks through the clouds and the sky brightens. This shift in weather foreshadows Kanela’s McGraw-Hill Companies,McGraw-Hill Inc.

he ultimate success. ©T ght ri py 3. One common way authors foreshadow disaster is through descriptions of weather. Co Darkening skies, blood-red sunsets, and sudden storms all seem to indicate imminent disaster. Prophetic dreams and visions and minor acts of violence (for example, a cat killing a bird) also serve to foreshadow terrible events. Another common technique is to have a character say, “I have a bad feeling about this.” Sometimes characters have “hunches” that a disasterous event is going to happen.

Reading Strategies and Literary Elements • Grade 9 79 Lesson 7: Irony

1. The tomb scene is an example of dramatic irony because we are aware that Juliet is not really dead, but Romeo does not have this knowledge and kills himself.

2. Dramatic irony adds suspense. When you know an action is pointless or futile, it becomes infused with drama. Also, dramatic irony gives viewers and readers a sense of superiority and distance. It allows us to look at the unfolding action from a distance, to recognize the characters’ errors, and to feel sympathy and compassion.

3. Answers will vary.

Lesson 8: Style

1. Passage 1 is written in a sophisticated style. The sentences tend to be long, the vocabulary is difficult (“decomposed,” “detritus”), and there are frequent instances of figurative language (the dock is “like the last front tooth in a school-picture smile”; the boat is “like a desolate child wondering where its playmates had gone”).

2. Passage 2 is much simpler. The sentences are shorter and the vocabulary is easier. The passage contains minimal description and no figurative language.

3. Answers will vary. Co py ri ght

80 Reading Strategies and Literary Elements • Grade 9 Copyright ©by The McGraw-Hill Companies, Inc. 3. 2. 1. Lesson 10:Hyperbole 3. 2. 1. Lesson 9:Tone Reading Strategies and Literary Elements•Grade9 Reading Strategies andLiterary hyperbole fromtelevisioncommercials ormagazine advertisements. degrees. Itmaybeusefultoaskstudentscollectexamplesof hyperbole tovarying Answers willvary. Politicalspeeches,poetry, editorials,and advertisingalsoemploy objective, realisticdescription. the readertoseebullyasnarratorperceives differentfroman him.Thisisvery being larger, meaner, andmorethreateningthantheyreally are.Thehyperboleallows aboutabullybecausepeopleoftenperceiveHyperbole iseffectiveinastory bulliesas is alsohyperbolic.Joeactuallyalittleboy, butheseemshugetotheyoungnarrator. giant” exaggeration. Thedescriptionofhislaughassimilartothe“guffawingahungry writes, “hiseyesboredintothebacksofourheads”—twophrasesthatclearlycontain actually lookedlikethat.Inparagraph2,theauthordescribesJoe’s stareas“leaden”and unlikelythathishaircouldhave vacuum cleaner”isalsoprobablyhyperbolic;itvery under hisfeet.”Theauthor’s descriptionofJoseph’s hairasresembling“thebristlesofa “Joseph walkeddownthestreet,treesquaked,”andthat“groundseemedtorumble him totortureme,”whichisobviouslyexaggeration.Theauthorwritesthatwhen In paragraph1,theauthorsaysthatJoelivesin“ayellowhousestrategicallyplacedfor claw inclaw.” Hispurposeisprobablytoamusethereader. implausible scenesasthescorpions“waltzingslowlyincircles amongthemosscushions, scorpions, buthiswordsseemcomicalbecausetheyaresoexaggerated.Hedescribessuch The authorhasadry, comicalstyle.Heuseshighpraiseandpoeticlanguagetodescribe other. since inthesamesentencehementionsthatscorpionshavehabitofeatingeach The definitionof scorpions’ behavior. meant tobetakenliterally. Instead,theyprovideahumorouswayof describingthe While itisclearthatheadmiresscorpionsandfindstheminteresting,thetermsarenot thingsaboutscorpions. The authorisprobablyjokingwhenhesayssuchcomplimentary impeccable is “withoutflaw.” Theauthorusesthiswordhumorously, 81 Lesson 11: Archetype

1. There are actually three archetypal characters in this story. Cinderella is the archetypal heroine. She is beautiful and mistreated by her stepmother. The stepmother is the archetypal villain. She is the obstacle, and represents the injustice that the young heroine must face before she is saved by the prince. The prince is the archetypal hero. He provides her with the happiness she has longed for.

2. The events, characters, and ideas in this story are common to those in literature from many cultures. This archetype is that of a poor young woman who suffers injustice until a handsome, loving man rescues her.

3. Answers to this question will vary. Students may mention movies such as Pretty Woman, The Slipper and the Rose, and Ever After; the play My Fair Lady; and countless fairy tales, short stories, and novels that follow the same structure.

Lesson 12: Allusion

1. There is an allusion to the biblical story of the Garden of Eden in line 6.

2. Frost is comparing changes in nature to the change that took place in the biblical story of the Garden of Eden. He is making the point that everything changes; just as the Garden of Eden fell from paradise to decay, all life must deteriorate and decay.

3. The point of this poem is to discuss the fleeting quality of everything in nature. The Co

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82 Reading Strategies and Literary Elements • Grade 9 Lesson 13: Symbolism

1. The central symbol in this passage is the fence. The fence represents people’s desire to be separate from one another, avoid social interaction, and guard their privacy. It represents isolation.

2. The reader first gets the sense that the fences are symbolic in paragraph 7, when the fences are first presented in a negative light: “Each house became a fortress, imposing and secretive. Soon no one knew anything about anyone else.” This connection between fences and emotional isolation is made even more explicitly in paragraph 10, when the author writes: “And when neighbors passed each other on the street, their eyes glazed over and they nodded coldly. It was if they carried their fences wherever they went.”

3. The point of this story is to show what people lose when they sacrifice community in the pursuit of privacy. As the townspeople build fences and grow increasingly cut off from each other, they cease to help and support each other. Their lives become emptier as a result.

Lesson 14: Figurative Language

1. Metaphors in the first stanza: “The air bites to the center/ Of warmth and flesh...”(the air is being compared to something that bites, such as an animal); “The puck swims...” (the puck is being compared to something that swims, such as a person or fish). The simile in the third stanza: “Sticks click and snap like teeth/ Of wolves on the scent of a prey.” (The hockey sticks are being compared to wolves’ teeth).

2. Answers will vary according to the students’ taste.

3. By comparing a team of hockey players to a pack of wolves hunting prey, the poet conveys the violence and excitement of hockey. He presents it as an exhilarating, almost primal experience. McGraw-Hill Companies,McGraw-Hill Inc. he ©T ght ri py Co

Reading Strategies and Literary Elements • Grade 9 83 Lesson 15: Imagery and Motif

1. Students can choose from any of these images: “walk in the white snow”; “veils of white lace” (stanza 1); “white as a white cow’s milk”; “More beautiful/ Than the breast of a gull” (stanza 2); “We shall step upon white down,/ Upon silver fleece” (stanza 3); “Silence will fall like dews/ On white silence below” (stanza 4).

2. These images all relate to whiteness, softness, and silence. They evoke a feeling of peace and muffled silence, like the feeling of walking in snow.

3. The author’s purpose is to depict a common experience—walking in snow—in a way that emphasizes its magic and beauty. The poem’s recurrent motif of softness and whiteness appeals to the reader’s senses and creates a peaceful, enchanted mood, thus achieving this purpose.

Lesson 16: Mood

1. The mood of the first paragraph is peaceful. Some phrases that suggest this calm mood are: “The sea is calm,” the mention of the small waves as “half asleep,” the description of the sea as “still and smooth as glass,” and the comparison of the gusts of wind to “an invisible hand” caressing the sand. These images create a mood of serenity and happiness.

2. The mood begins to shift in paragraph 3, when Kayla sees the fishermen and feels a “pang of fear.” Many details in paragraphs 4 and 5 help emphasize this new mood of

foreboding: the fire remains, the way she peers “uneasily” behind the sand dunes, her Co py ri discovery of the fish head, her encounter with the birds, and the change in weather. ght

©T he 3. The author probably begins the passage with a peaceful mood to get the reader lured into Inc. McGraw-Hill Companies, a false feeling of safety. We experience the events as Kayla does—feeling calm at first, then experiencing mounting anxiety. The author appears to be building up to a frightening event, and the gradual accumulation of sinister details adds to the suspense.

84 Reading Strategies and Literary Elements • Grade 9 Lesson 17: Sound Devices

1. Examples of alliteration: “baron/ bike bends/ bullies the breeze” (lines 1–3); “zips, zags” (line 4); “with a wave” (line 9); “sleek steel/ silent sun” (lines 12–13); “I stand on the side road’s cement/ and stare as the slick sail” (lines 20–21). These examples demonstrate alliteration because the words in each group begin with the same consonant sound.

2. Examples of assonance: “ignoring its limits as it tries to fly” (line 5); “behind the tire” (line 7); “sleek steel of the beast/ gleams” (lines 12–13); “resume the vroom” (line 14). These examples all repeat the same vowel sound. Examples of onomatopoeia: “zips, zags” (line 4) suggests the movement of a motorcycle; “krrrh” (line 6) suggests the screech of a halting motorcycle; “vroom” (line 14) suggests the acceleration of a motorcycle; and “zoom” (line 19) suggests the swiftness of a passing motorcycle.

3. The author probably used so many sound devices because she wanted not just to describe the motorcycle but to evoke the sound the motorcycle makes. The sound devices contribute to the rhythm and the flow of the poem and make it more engaging to the reader by appealing to the senses.

Lesson 18: Personification

1. Sandburg compares the boat lost in the fog to a young child searching for his mother. In this poem, both the boat and the harbor are personified.

2. The boat is given the human qualities of a child. It calls and cries tears. It is in trouble and it hunts for its mother. The harbor is also described as human. The boat searches for the “harbor’s breast” and the “harbor’s eyes,” as a child would search for his/her mother.

3. By personifying the boat and harbor, Sandburg takes a familiar scene and presents it to us in a new way. When we imagine the boat as a child, this simple sight of a boat in the fog becomes vivid and emotionally charged. The mood of loneliness, already present in the McGraw-Hill Companies,McGraw-Hill Inc. he scene, is intensified. ©T ght ri py Co

Reading Strategies and Literary Elements • Grade 9 85 Exercises Answer Key

Exercise 1 Exercise 4 1. D 8. C 1. A 9. B 2. A 9. A 2. C 10. D 3. A 10. C 3. B 11. B 4. D 11. C 4. D 12. B 5. D 12. B 5. A 13. D 6. B 13. A 6. D 14. A 7. A 7. C 15. B 8. D 16. C Exercise 2 1. C 10.B Exercise 5 2. B 11. B 1. B 9. B 3. D 12. B 2. B 10. B 4. C 13. C 3. C 11. C 5. D 14. B 4. C 12. A 6. A 15. A 5. A 13. B 7. B 16. C 6. B 14. D 8. A 17. D 7. C 15. B 9. C 18. A 8. D 16. C Co py ri ght

1. C 8. B Inc. McGraw-Hill Companies, 2. B 9. A 3. B 10. B 4. C 11. A 5. D 12. B 6. A 13. D 7. A 14. C

86 Reading Strategies and Literary Elements • Grade 9 Name Date

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Reading Strategies and Literary Elements • Grade 9 87 Name Date

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88 Reading Strategies and Literary Elements • Grade 9