Week of April 13-April 17 Grade: 8 Content: ELA Learning Objective: Greetings 8th graders! We hope you are safe and well with your families! This week we are providing you with 5 engaging and informative readings from Common Lit to choose from. We are also providing you with ways to boost your important reading skills through on-line programs. Students with a device and access to the internet should spend time on these sites as well as work on Common Lit activities each week.

Common Lit Activities: Text Title Genre The Monkey’s Paw Short Story They are Made Out of Meat Short Story Michael Jordan: A Profile in Failure Informational texts The Distracted Teenage Brain Informational texts Jabari Unmasked Poem

Skills Activities: The following websites provide students with more practice with important reading skills. Only students at the identified schools have access to these sites. Directions for logging on are also in this folder. School Program North, East, West, Plouffe Amplify Reading Ashfield, South, Davis Power Up Mrs. K Silva’s classes at West READ 180 Mrs. Holm’s classes at West Mrs. Freschett’s classes at West

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The Monkey's Paw By W.W. Jacobs 1902

W.W. Jacobs (1863-1943) was an English writer of novels and short stories, most famous for his horror story, “The Monkey’s Paw.” In this text, Jacobs tells the story of an older couple, their adult son, and a visitor who brings them fantastic stories and a mysterious souvenir from his travels in India. As you read, take notes on each character’s thoughts and feelings about the monkey’s paw and how they differ from one another.

[1] Without, the night was cold and wet, but in the small parlour1 of Laburnam Villa the blinds were drawn and the fire burned brightly. Father and son were at chess, the former, who possessed ideas about the game involving radical changes, putting his king into such sharp and unnecessary perils2 that it even provoked3 comment from the white-haired old lady knitting placidly by the fire.

“Hark at4 the wind,” said Mr. White, who, having seen a fatal mistake after it was too late, was amiably desirous of preventing his son from "Untitled" by Alexas_Fotos is licensed under CC0 seeing it.

“I’m listening,” said the latter, grimly surveying the board as he stretched out his hand. “Check.”

“I should hardly think that he’d come to-night,” said his father, with his hand poised over the board.

[5] “Mate,”5 replied the son.

“That’s the worst of living so far out,” bawled Mr. White, with sudden and unlooked-for violence; “of all the beastly, slushy, out-of-the-way places to live in, this is the worst. Pathway’s a bog,6 and the road’s a torrent.7 I don’t know what people are thinking about. I suppose because only two houses on the road are let,8 they think it doesn’t matter.”

“Never mind, dear,” said his wife soothingly; “perhaps you’ll win the next one.”

Mr. White looked up sharply, just in time to intercept a knowing glance between mother and son. The words died away on his lips, and he hid a guilty grin in his thin grey beard.

1. a living room 2. Peril (noun): danger or serious risk 3. Provoke (verb): to stir up or bring about 4. an expression meaning to listen to 5. a reference to checkmate, which a chess player calls out when they have won the game by capturing their opponent’s king 6. an area of wet or flooded ground that someone could easily sink in to 7. a huge or violent downpour of rain 8. an English term meaning leased or rented 1 “There he is,” said Herbert White, as the gate banged to loudly and heavy footsteps came toward the door.

[10] The old man rose with hospitable9 haste, and opening the door, was heard condoling10 with the new arrival. The new arrival also condoled with himself, so that Mrs. White said, “Tut, tut!” and coughed gently as her husband entered the room, followed by a tall burly man, beady of eye and rubicund11 of visage.12

“Sergeant-Major13 Morris,” he said, introducing him.

The sergeant-major shook hands, and taking the proffered seat by the fire, watched contentedly while his host got out whisky and tumblers14 and stood a small copper kettle on the fire.

At the third glass his eyes got brighter, and he began to talk, the little family circle regarding with eager interest this visitor from distant parts, as he squared his broad shoulders in the chair and spoke of strange scenes and doughty15 deeds; of wars and plagues and strange peoples.

“Twenty-one years of it,” said Mr. White, nodding at his wife and son. “When he went away he was a slip16 of a youth in the warehouse. Now look at him.”

[15] “He don’t look to have taken much harm,” said Mrs. White, politely.

“I’d like to go to India myself,” said the old man, “just to look round a bit, you know.”

“Better where you are,” said the sergeant-major, shaking his head. He put down the empty glass, and sighing softly, shook it again.

“I should like to see those old temples and fakirs17 and jugglers,” said the old man. “What was that you started telling me the other day about a monkey’s paw or something, Morris?”

“Nothing,” said the soldier hastily. “Leastways, nothing worth hearing.”

[20] “Monkey’s paw?” said Mrs. White curiously.

“Well, it’s just a bit of what you might call magic, perhaps,” said the sergeant-major off-handedly.

His three listeners leaned forward eagerly. The visitor absentmindedly put his empty glass to his lips and then set it down again. His host filled it for him.

9. Hospitable (adjective): kind and generous to guests or strangers 10. to express sympathy with someone who has experienced trouble or misfortune 11. red or reddish 12. face 13. a high-ranking officer in the British Army 14. a drinking glass 15. courageous 16. a young and slender person 17. a monk of the Muslim or Hindu religion, often thought to have supernatural powers 2 “To look at,” said the sergeant-major, fumbling in his pocket, “it’s just an ordinary little paw, dried to a mummy.”18

He took something out of his pocket and proffered it. Mrs. White drew back with a grimace,19 but her son, taking it, examined it curiously.

[25] “And what is there special about it?” inquired Mr. White, as he took it from his son and, having examined it, placed it upon the table.

“It had a spell put on it by an old fakir,” said the sergeant-major, “a very holy man. He wanted to show that fate20 ruled people’s lives, and that those who interfered with it did so to their sorrow. He put a spell on it so that three separate men could each have three wishes from it.”

His manner was so impressive that his hearers were conscious that their light laughter jarred somewhat.

“Well, why don’t you have three, sir?” said Herbert White cleverly.

The soldier regarded him in the way that middle age is wont to regard presumptuous21 youth. “I have,” he said quietly, and his blotchy face whitened.

[30] “And did you really have the three wishes granted?” asked Mrs. White.

“I did,” said the sergeant-major, and his glass tapped against his strong teeth.

“And has anybody else wished?” inquired the old lady.

“The first man had his three wishes, yes,” was the reply. “I don’t know what the first two were, but the third was for death. That’s how I got the paw.”

His tones were so grave22 that a hush fell upon the group.

[35] “If you’ve had your three wishes, it’s no good to you now, then, Morris,” said the old man at last. “What do you keep it for?”

The soldier shook his head. “Fancy,23 I suppose,” he said slowly.

“If you could have another three wishes,” said the old man, eyeing him keenly, “would you have them?”

“I don’t know,” said the other. “I don’t know.”

He took the paw, and dangling it between his front finger and thumb, suddenly threw it upon the fire. White, with a slight cry, stooped down and snatched it off.

18. the body or body part of a human or animal that has been dried and preserved after death 19. Grimace (noun): a facial expression that shows disapproval, disgust, or pain 20. Fate (noun): destiny; the universal force that determines what happens in a person’s life 21. bold or arrogant 22. Grave (adjective): serious or solemn 23. a silly preference or whim 3 [40] “Better let it burn,” said the soldier solemnly.

“If you don’t want it, Morris,” said the old man, “give it to me.”

“I won’t,” said his friend doggedly. “I threw it on the fire. If you keep it, don’t blame me for what happens. Pitch24 it on the fire again, like a sensible man.”

The other shook his head and examined his new possession closely. “How do you do it?” he inquired.

“Hold it up in your right hand and wish aloud,” said the sergeant-major, “but I warn you of the consequences.”

[45] “Sounds like the Arabian Nights,”25 said Mrs White, as she rose and began to set the supper. “Don’t you think you might wish for four pairs of hands for me?”

Her husband drew the talisman26 from his pocket and then all three burst into laughter as the sergeant-major, with a look of alarm on his face, caught him by the arm.

“If you must wish,” he said gruffly, “wish for something sensible.”

Mr. White dropped it back into his pocket, and placing chairs, motioned his friend to the table. In the business of supper the talisman was partly forgotten, and afterward the three sat listening in an enthralled fashion to a second instalment of the soldier’s adventures in India.

“If the tale about the monkey paw is not more truthful than those he has been telling us,” said Herbert, as the door closed behind their guest, just in time for him to catch the last train, “we shan’t make much out of it.”

[50] “Did you give him anything for it, father?”27 inquired Mrs. White, regarding her husband closely.

“A trifle,”28 said he, colouring slightly. “He didn’t want it, but I made him take it. And he pressed me again to throw it away.”

“Likely,” said Herbert, with pretended horror. “Why, we’re going to be rich, and famous, and happy. Wish to be an emperor, father, to begin with; then you can’t be henpecked.”29

He darted round the table, pursued by the maligned30 Mrs. White armed with an antimacassar.31

Mr. White took the paw from his pocket and eyed it dubiously.32 “I don’t know what to wish for, and that’s a fact,” he said slowly. “It seems to me I’ve got all I want.”

24. to throw or toss 25. a collection of Middle Eastern folk tales, many of which featured magical people and places 26. an object thought to have supernatural powers 27. an affectionate way that wives often referred to their husbands during that time 28. a small amount of money or an item of little value 29. bullied or intimidated by one’s wife or girlfriend 30. Maligned (adjective): spoken about as if evil or harmful, often untruthfully 31. a small fabric cover for upholstered furniture to prevent it from becoming dirty 32. Dubious (adjective): doubtful, questioning, or skeptical 4 [55] “If you only cleared33 the house, you’d be quite happy, wouldn’t you?” said Herbert, with his hand on his shoulder. “Well, wish for two hundred pounds, then; that’ll just do it.”

His father, smiling shamefacedly at his own credulity,34 held up the talisman, as his son, with a solemn face somewhat marred by a wink at his mother, sat down at the piano and struck a few impressive chords.

“I wish for two hundred pounds,” said the old man distinctly.

A fine crash from the piano greeted the words, interrupted by a shuddering cry from the old man. His wife and son ran toward him.

“It moved, he cried, with a glance of disgust at the object as it lay on the floor. “As I wished it twisted in my hands like a snake.”

[60] “Well, I don’t see the money,” said his son, as he picked it up and placed it on the table, “and I bet I never shall.”

“It must have been your fancy, father,” said his wife, regarding him anxiously.

He shook his head. “Never mind, though; there’s no harm done, but it gave me a shock all the same.”

They sat down by the fire again while the two men finished their pipes. Outside, the wind was higher than ever, and the old man started nervously at the sound of a door banging upstairs. A silence unusual and depressing settled upon all three, which lasted until the old couple rose to retire for the night.

“I expect you’ll find the cash tied up in a big bag in the middle of your bed,” said Herbert, as he bade them good-night, “and something horrible squatting up on top of the wardrobe watching you as you pocket your ill-gotten gains.”35

[65] He sat alone in the darkness, gazing at the dying fire, and seeing faces in it. The last face was so horrible and so simian36 that he gazed at it in amazement. It got so vivid that, with a little uneasy laugh, he felt on the table for a glass containing a little water to throw over it. His hand grasped the monkey’s paw, and with a little shiver he wiped his hand on his coat and went up to bed.

II.

In the brightness of the wintry sun next morning as it streamed over the breakfast table Herbert laughed at his fears. There was an air of prosaic37 wholesomeness about the room which it had lacked on the previous night, and the dirty, shrivelled little paw was pitched on the sideboard with a carelessness which betokened38 no great belief in its virtues.

33. to settle a bill or pay off a loan 34. willingness to believe or trust to easily, especially without evidence 35. benefits obtained in an evil or dishonest way 36. characteristic of apes or monkeys 37. common or ordinary 38. to show or give a sign of 5 “I suppose all old soldiers are the same,” said Mrs White. “The idea of our listening to such nonsense! How could wishes be granted in these days? And if they could, how could two hundred pounds hurt you, father?”

“Might drop on his head from the sky,” said the frivolous Herbert.

“Morris said the things happened so naturally,” said his father, “that you might if you so wished attribute it to coincidence.”

[70] “Well, don’t break into the money before I come back,” said Herbert, as he rose from the table. “I’m afraid it’ll turn you into a mean, avaricious39 man, and we shall have to disown you.”

His mother laughed, and following him to the door, watched him down the road, and returning to the breakfast table, was very happy at the expense of her husband’s credulity. All of which did not prevent her from scurrying to the door at the postman’s knock, nor prevent her from referring somewhat shortly to retired sergeant-majors of bibulous40 habits when she found that the post brought a tailor’s bill.

“Herbert will have some more of his funny remarks, I expect, when he comes home,” she said, as they sat at dinner.

“I dare say,” said Mr. White, pouring himself out some beer; “but for all that, the thing moved in my hand; that I’ll swear to.”

“You thought it did,” said the old lady soothingly.

[75] “I say it did,” replied the other. “There was no thought about it; I had just — What’s the matter?”

His wife made no reply. She was watching the mysterious movements of a man outside, who, peering in an undecided fashion at the house, appeared to be trying to make up his mind to enter. In mental connection with the two hundred pounds, she noticed that the stranger was well dressed and wore a silk hat of glossy newness. Three times he paused at the gate, and then walked on again. The fourth time he stood with his hand upon it, and then with sudden resolution flung it open and walked up the path. Mrs. White at the same moment placed her hands behind her, and hurriedly unfastening the strings of her apron, put that useful article of apparel beneath the cushion of her chair.

She brought the stranger, who seemed ill at ease, into the room. He gazed at her furtively, and listened in a preoccupied fashion as the old lady apologized for the appearance of the room, and her husband’s coat, a garment which he usually reserved for the garden. She then waited as patiently as her sex would permit, for him to broach his business, but he was at first strangely silent.

“I — was asked to call,” he said at last, and stooped and picked a piece of cotton from his trousers. “I come from Maw and Meggins.”

The old lady started. “Is anything the matter?” she asked breathlessly. “Has anything happened to Herbert? What is it? What is it?”

39. greedy for wealth 40. fond of or addicted to drinking 6 [80] Her husband interposed. “There, there, mother,” he said hastily. “Sit down, and don’t jump to conclusions. You’ve not brought bad news, I’m sure, sir” and he eyed the other wistfully.

“I’m sorry — ” began the visitor.

“Is he hurt?” demanded the mother.

The visitor bowed in assent.41 “Badly hurt,” he said quietly, “but he is not in any pain.”

“Oh, thank God!” said the old woman, clasping her hands. “Thank God for that! Thank — ”

[85] She broke off suddenly as the sinister meaning of the assurance42 dawned upon her and she saw the awful confirmation of her fears in the other’s averted face. She caught her breath, and turning to her slower-witted husband, laid her trembling old hand upon his. There was a long silence.

“He was caught in the machinery,” said the visitor at length, in a low voice.

“Caught in the machinery,” repeated Mr. White, in a dazed fashion, “yes.”

He sat staring blankly out at the window, and taking his wife’s hand between his own, pressed it as he had been wont to do43 in their old courting days nearly forty years before.

“He was the only one left to us,” he said, turning gently to the visitor. “It is hard.”

[90] The other coughed, and rising, walked slowly to the window. “The firm wished me to convey their sincere sympathy with you in your great loss,” he said, without looking round. “I beg that you will understand I am only their servant and merely obeying orders.”

There was no reply; the old woman’s face was white, her eyes staring, and her breath inaudible; on the husband’s face was a look such as his friend the sergeant might have carried into his first action.

“I was to say that Maw and Meggins disclaim44 all responsibility,” continued the other. “They admit no liability at all, but in consideration of your son’s services they wish to present you with a certain sum as compensation.”45

Mr. White dropped his wife’s hand, and rising to his feet, gazed with a look of horror at his visitor. His dry lips shaped the words, “How much?”

“Two hundred pounds,” was the answer.

[95] Unconscious of his wife’s shriek, the old man smiled faintly, put out his hands like a sightless man, and dropped, a senseless heap, to the floor.

41. Assent (noun): agreement 42. Assurance (noun): a promise or declaration 43. accustomed or inclined to do 44. Disclaim (verb): reject or deny 45. Compensation (noun): something given to make up for a loss, injury, or suffering 7 III.

In the huge new cemetery, some two miles distant, the old people buried their dead, and came back to a house steeped in shadow and silence. It was all over so quickly that at first they could hardly realize it, and remained in a state of expectation as though of something else to happen — something else which was to lighten this load, too heavy for old hearts to bear.

But the days passed, and expectation gave place to resignation — the hopeless resignation of the old, sometimes miscalled, apathy.46 Sometimes they hardly exchanged a word, for now they had nothing to talk about, and their days were long to weariness.

It was about a week after that that the old man, waking suddenly in the night, stretched out his hand and found himself alone. The room was in darkness, and the sound of subdued weeping came from the window. He raised himself in bed and listened.

“Come back,” he said tenderly. “You will be cold.”

[100] “It is colder for my son,” said the old woman, and wept afresh.

The sound of her sobs died away on his ears. The bed was warm, and his eyes heavy with sleep. He dozed fitfully, and then slept until a sudden wild cry from his wife awoke him with a start.

“The paw!” she cried wildly. “The monkey’s paw!”

He started up in alarm. “Where? Where is it? What’s the matter?”

She came stumbling across the room toward him. “I want it,” she said quietly. “You’ve not destroyed it?”

[105] “It’s in the parlour, on the bracket,” he replied, marvelling. “Why?”

She cried and laughed together, and bending over, kissed his cheek.

“I only just thought of it,” she said hysterically. “Why didn’t I think of it before? Why didn’t you think of it?”

“Think of what?” he questioned.

“The other two wishes,” she replied rapidly. “We’ve only had one.”

[110] “Was not that enough?” he demanded fiercely.

“No,” she cried, triumphantly; “we’ll have one more. Go down and get it quickly, and wish our boy alive again.”

The man sat up in bed and flung the bedclothes from his quaking limbs. “Good God, you are mad!” he cried aghast.

46. Apathy (noun): lack of interest; absence of emotion or excitement 8 “Get it,” she panted; “get it quickly, and wish — Oh, my boy, my boy!”

Her husband struck a match and lit the candle. “Get back to bed,” he said, unsteadily. “You don’t know what you are saying.”

[115] “We had the first wish granted,” said the old woman, feverishly; “why not the second.”

“A coincidence,” stammered the old man.

“Go and get it and wish,” cried the old woman, quivering with excitement.

The old man turned and regarded her, and his voice shook. “He has been dead ten days, and besides he — I would not tell you else, but — I could only recognize him by his clothing. If he was too terrible for you to see then, how now?”

“Bring him back,” cried the old woman, and dragged him toward the door. “Do you think I fear the child I have nursed?”

[120] He went down in the darkness, and felt his way to the parlour, and then to the mantelpiece. The talisman was in its place, and a horrible fear that the unspoken wish might bring his mutilated son before him ere he could escape from the room seized upon him, and he caught his breath as he found that he had lost the direction of the door. His brow cold with sweat, he felt his way round the table, and groped along the wall until he found himself in the small passage with the unwholesome thing in his hand.

Even his wife’s face seemed changed as he entered the room. It was white and expectant, and to his fears seemed to have an unnatural look upon it. He was afraid of her.

“Wish!” she cried, in a strong voice.

“It is foolish and wicked,” he faltered.

“Wish!” repeated his wife.

[125] He raised his hand. “I wish my son alive again.”

The talisman fell to the floor, and he regarded it fearfully. Then he sank trembling into a chair as the old woman, with burning eyes, walked to the window and raised the blind.

He sat until he was chilled with the cold, glancing occasionally at the figure of the old woman peering through the window. The candle end, which had burnt below the rim of the china candlestick, was throwing pulsating shadows on the ceiling and walls, until, with a flicker larger than the rest, it expired.47 The old man, with an unspeakable sense of relief at the failure of the talisman, crept back to his bed, and a minute or two afterward the old woman came silently and apathetically beside him.

47. Expire (verb): to come to an end; to die out 9 Neither spoke, but both lay silently listening to the ticking of the clock. A stair creaked, and a squeaky mouse scurried noisily through the wall. The darkness was oppressive,48 and after lying for some time screwing up his courage,49 the husband took the box of matches, and striking one, went downstairs for a candle.

At the foot of the stairs the match went out, and he paused to strike another, and at the same moment a knock, so quiet and stealthy as to be scarcely audible, sounded on the front door.

[130] The matches fell from his hand. He stood motionless, his breath suspended until the knock was repeated. Then he turned and fled swiftly back to his room, and closed the door behind him. A third knock sounded through the house.

“What’s that?” cried the old woman, starting up.

“A rat,” said the old man, in shaking tones — “a rat. It passed me on the stairs.”

His wife sat up in bed listening. A loud knock resounded through the house.

“It’s Herbert!” she screamed. “It’s Herbert!”

[135] She ran to the door, but her husband was before her, and catching her by the arm, held her tightly.

“What are you going to do?” he whispered hoarsely.

“It’s my boy; it’s Herbert!” she cried, struggling mechanically. “I forgot it was two miles away. What are you holding me for? Let go. I must open the door.”

“For God’s sake, don’t let it in,” cried the old man trembling.

“You’re afraid of your own son,” she cried, struggling. “Let me go. I’m coming, Herbert; I’m coming.”

[140] There was another knock, and another. The old woman with a sudden wrench broke free and ran from the room. Her husband followed to the landing, and called after her appealingly as she hurried downstairs. He heard the chain rattle back and the bottom bolt drawn slowly and stiffly from the socket. Then the old woman’s voice, strained and panting.

“The bolt,” she cried loudly. “Come down. I can’t reach it.”

But her husband was on his hands and knees groping wildly on the floor in search of the paw. If he could only find it before the thing outside got in. A perfect fusillade50 of knocks reverberated through the house, and he heard the scraping of a chair as his wife put it down in the passage against the door. He heard the creaking of the bolt as it came slowly back, and at the same moment he found the monkey’s paw, and frantically breathed his third and last wish.

48. Oppressive (adjective): causing discomfort or distress 49. an expression meaning to force yourself to be brave 50. an outpouring of repeated sounds, often referring to the sound of repeated gunfire 10 The knocking ceased suddenly, although the echoes of it were still in the house. He heard the chair drawn back and the door opened. A cold wind rushed up the staircase, and a long loud wail of disappointment and misery from his wife gave him courage to run down to her side, and then to the gate beyond. The street lamp flickering opposite shone on a quiet and deserted road.

“The Monkey’s Paw” by W.W. Jacobs (1902) is in the public domain.

11 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement best expresses the theme of the story? A. It is not wise to trust strangers, even when they promise to be loyal to you. B. Ignoring the wisdom and experience of others can lead to terrible consequences. C. You should never give up, even if you think a problem is impossible to solve. D. You can overcome tragedy if you rely on your family and friends.

2. PART B: Which TWO quotes from the story best support the answer to Part A? A. “he began to talk, the little family circle regarding with eager interest this visitor from distant parts, as he squared his broad shoulders in the chair and spoke of strange scenes and doughty deeds” (Paragraph 13) B. “‘I won’t,’ said his friend doggedly. ‘I threw it on the fire. If you keep it, don’t blame me for what happens. Pitch it on the fire again, like a sensible man.’” (Paragraph 42) C. “‘Likely,’ said Herbert, with pretend horror. ‘Why, we’re going to be rich, and famous, and happy. Wish to be an emperor, father, to begin with; then you can’t be henpecked.’” (Paragraph 52) D. “Mr. White dropped his wife’s hand, and rising to his feet, gazed with a look of horror at his visitor. His dry lips shaped the words, ‘How much?’ / ‘Two hundred pounds,’ was the answer.” (Paragraphs 93-94) E. “But the days passed, and expectation gave place to resignation — the hopeless resignation of the old, sometimes miscalled, apathy. Sometimes they hardly exchanged a word, for now they had nothing to talk about, and their days were long to weariness.” (Paragraph 97) F. “‘Go and get it and wish,’ cried the old woman, quivering with excitement.” (Paragraph 117)

3. PART A: How do paragraphs 63-72 contribute to an understanding of the mood at this point in the story? A. The create a suspenseful mood with details about the old man’s nightmares and Mrs. White’s concern. B. They establish a cheerful mood to show how the family feels about their wish being granted. C. They build on the gloomy mood that was established in Part I of the story. D. They show that the mood has changed from disturbing to light-hearted.

12 4. PART B: Which TWO details best support the answer to Part A? A. “The last face was so horrible and so simian that he gazed at it in amazement. It got so vivid that, with a little uneasy laugh, he felt on the table for a glass containing a little water to throw over it.” (Paragraph 65) B. “as [sunlight] streamed over the breakfast table Herbert laughed at his fears.” (Paragraph 66) C. “the dirty, shriveled little paw was pitched on the sideboard with a carelessness which betokened no great belief in its virtues.” (Paragraph 66) D. “‘I suppose all soldiers are the same,’ said Mrs. White. ‘The idea of our listening to such nonsense!’” (Paragraph 67) E. “‘I’m afraid it’ll turn you into a mean, avaricious man, and we shall have to disown you.’” (Paragraph 70) F. “All of which did not prevent her from scurrying to the door at the postman’s knock, nor prevent her from referring somewhat shortly to retired sergeant- majors of bibulous habits” (Paragraph 71)

5. How does the dialogue in paragraphs 78-94 develop the plot of the story? A. It reveals that Mr. White’s wish has been granted but not in the way they expected. B. It shows that the visitor is uncomfortable with what he has to say, even though he is bringing a gift. C. It suggests that Mrs. White is concerned about her husband and takes steps to help him deal with the news he’s received. D. It shows the sergeant-major reappearing in the story and causing more problems within the family.

6. PART A: What impact do Mr. and Mrs. White’s differing points of view in paragraphs 109-125 and paragraphs 133-139 have on Part III? A. Their differing points of view and resulting argument create suspense around what choice they will make and how they will respond to the knock at their door. B. Their conversation resolves their disagreement and differing points of view, and it helps the story end in a hopeful way. C. Their different points of view contribute to a lively but humorous dialogue between them and reinforces the characterization of them as a close family. D. Their different points of view about the sergeant-major emphasize the idea that visitors are threatening, which is an important theme in the story.

13 7. PART B: Which TWO excerpts from the story best support the answer to Part A? A. “It was about a week after that that the old man, waking suddenly in the night, stretched out his hand and found himself alone. The room was in darkness, and the sound of subdued weeping came from the window.” (Paragraph 98) B. “‘Get it,’ she panted; ‘get it quickly, and wish — Oh, my boy, my boy!’ / Her husband struck a match and lit the candle. ‘Get back to bed,’ he said unsteadily. ‘You don’t know what you are saying.’” (Paragraphs 113-114) C. “Neither spoke, but both lay silently listening to the ticking of the clock. A stair creaked, and a squeaky mouse scurried noisily through the wall.” (Paragraph 128) D. “His wife sat up in bed listening. A loud knock resounded through the house. / ‘It’s Herbert!’ she screamed. ‘It’s Herbert!’” (Paragraphs 133-134) E. “But her husband was on his hands and knees groping wildly on the floor in search of the paw. If he could only find it before the thing outside got in.” (Paragraph 142) F. “A cold wind rushed up the staircase, and a long loud wail of disappointment and misery from his wife gave him courage to run down to her side, and then to the gate beyond. The street lamp flickering opposite shone on a quiet and deserted road.” (Paragraph 143)

8. How does the author use foreshadowing to contribute to the story’s overall meaning? Explain at least two examples of foreshadowing and how they develop the theme of the story.

14 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the context of the story, can we control our fate? Do our choices have an impact on the course of our lives, or are our lives predetermined no matter what we do? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

2. In the context of the story, how do families face death? When is it better to accept death, and when is it better to fight against it? How does each approach impact the people who still live? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

3. In your experience, how important is it to listen to other people’s wisdom before you make your own decisions? Does listening to others help us make better choices, or does it keep us from taking risks?

15 Name: Class:

They're Made Out of Meat By Terry Bisson 1990

Terry Bisson is an American science fiction and fantasy author, and “They’re Made Out of Meat” is one of his most famous short stories. In this story, two speakers are discussing whether or not they should welcome foreign beings from another planet. As you read, take notes on what the dialogue between the speakers reveals about their opinion of the “meat.”

[1] “They’re made out of meat.”

“Meat?”

“Meat. They’re made out of meat.”

“Meat?”

[5] “There’s no doubt about it. We picked up several from different parts of the planet, took them aboard our recon1 vessels, and probed them all the way through. They’re completely meat.”

"Untitled" by lumina_obscura is licensed under CC0 “That’s impossible. What about the radio signals? The messages to the stars?”

“They use the radio waves to talk, but the signals don’t come from them. The signals come from machines.”

“So who made the machines? That’s who we want to contact.”

“They made the machines. That’s what I’m trying to tell you. Meat made the machines.”

[10] “That’s ridiculous. How can meat make a machine? You’re asking me to believe in sentient2 meat.”

“I’m not asking you, I’m telling you. These creatures are the only sentient race in that sector and they’re made out of meat.”

“Maybe they’re like the orfolei. You know, a carbon-based intelligence that goes through a meat stage.”

“Nope. They’re born meat and they die meat. We studied them for several of their life spans, which didn’t take long. Do you have any idea what’s the life span of meat?”

1. “Recon” is an abbreviation for “reconnaissance,” which is a military term for inspecting or exploring an area. 2. Sentient (adjective): capable of sensing or feeling 1 “Spare me. Okay, maybe they’re only part meat. You know, like the weddilei. A meat head with an electron plasma brain inside.”

[15] “Nope. We thought of that, since they do have meat heads, like the weddilei. But I told you, we probed them. They’re meat all the way through.”

“No brain?”

“Oh, there’s a brain all right. It’s just that the brain is made out of meat! That’s what I’ve been trying to tell you.”

“So... what does the thinking?”

“You’re not understanding, are you? You’re refusing to deal with what I’m telling you. The brain does the thinking. The meat.”

[20] “Thinking meat! You’re asking me to believe in thinking meat!”

“Yes, thinking meat! Conscious meat! Loving meat. Dreaming meat. The meat is the whole deal! Are you beginning to get the picture or do I have to start all over?”

“Omigod. You’re serious then. They’re made out of meat.”

“Thank you. Finally. Yes. They are indeed made out of meat. And they’ve been trying to get in touch with us for almost a hundred of their years.”

“Omigod. So what does this meat have in mind?”

[25] “First it wants to talk to us. Then I imagine it wants to explore the Universe, contact other sentiences, swap ideas and information. The usual.”

“We’re supposed to talk to meat.”

“That’s the idea. That’s the message they’re sending out by radio. ‘Hello. Anyone out there. Anybody home.’ That sort of thing.”

“They actually do talk, then. They use words, ideas, concepts?”

“Oh, yes. Except they do it with meat.”

[30] “I thought you just told me they used radio.”

“They do, but what do you think is on the radio? Meat sounds. You know how when you slap or flap meat, it makes a noise? They talk by flapping their meat at each other. They can even sing by squirting air through their meat.”

“Omigod. Singing meat. This is altogether too much. So what do you advise?”

2 “Officially or unofficially?”

“Both.”

[35] “Officially, we are required to contact, welcome and log in any and all sentient races or multibeings in this quadrant of the Universe, without prejudice, fear or favor. Unofficially, I advise that we erase the records and forget the whole thing.”

“I was hoping you would say that.”

“It seems harsh, but there is a limit. Do we really want to make contact with meat?”

“I agree 100 percent. What’s there to say? ‘Hello, meat. How’s it going?’ But will this work? How many planets are we dealing with here?”

“Just one. They can travel to other planets in special meat containers, but they can’t live on them. And being meat, they can only travel through C space. Which limits them to the speed of light and makes the possibility of their ever making contact pretty slim. Infinitesimal,3 in fact.”

[40] “So we just pretend there’s no one home in the Universe.”

“That’s it.”

“Cruel. But you said it yourself, who wants to meet meat? And the ones who have been aboard our vessels, the ones you probed? You’re sure they won’t remember?”

“They’ll be considered crackpots4 if they do. We went into their heads and smoothed out their meat so that we’re just a dream to them.”

“A dream to meat! How strangely appropriate, that we should be meat’s dream.”

[45] “And we marked the entire sector unoccupied.”

“Good. Agreed, officially and unofficially. Case closed. Any others? Anyone interesting on that side of the galaxy?”

“Yes, a rather shy but sweet hydrogen core cluster intelligence in a class nine star in G445 zone. Was in contact two galactic rotations ago, wants to be friendly again.”

“They always come around.”

“And why not? Imagine how unbearably, how unutterably cold the Universe would be if one were all alone...”

3. extremely small 4. a foolish person 3 “They’re Made out of Meat” from OMNI by Terry Bisson. Copyright © 1990. Used with permission. All rights reserved.

4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement best expresses the central idea in the story? A. Fear of the unknown causes people to make assumptions and reject what they do not understand. B. People have the tendency to avoid uncomfortable situations because they are insecure. C. Despite good intentions, it is not possible to treat everyone equally. D. Prejudice is a result of weak people trying to overpower people with influence and authority.

2. PART B: Which detail from the story best supports the answer to PART A? A. “‘They talk by flapping their meat at each other. They can even sing by squirting air through their meat.’” (Paragraph 31) B. “’Officially, we are required to contact, welcome and log in any and all sentient races or multibeings in this quadrant of the Universe’” (Paragraph 35) C. “’It seems harsh, but there is a limit. Do we really want to make contact with meat?’” (Paragraph 37) D. “’We went into their heads and smoothed out their meat so that we’re just a dream to them.’” (Paragraph 43)

3. PART A: How does the word “unoccupied” in paragraph 45 contribute to the speaker’s tone? A. It creates a cold tone by pointing out the aliens’ disregard for their planet. B. It creates an intense tone by showing that the characters are afraid of the meat. C. It creates a defensive tone by illustrating the bias of the characters. D. It creates a light-hearted tone by mocking the aliens’ silly behavior.

4. PART B: Which detail from the story best supports the answer to PART A? A. “‘So we just pretend there’s no one home in the Universe.’” (Paragraph 40) B. “‘We went into their heads and smoothed out their meat so that we’re just a dream to them.’” (Paragraph 43) C. “‘A dream to meat! How strangely appropriate, that we should be meat’s dream.’” (Paragraph 44) D. “‘Case closed. Any others? Anyone interesting on that side of the galaxy?’” (Paragraph 46)

5 5. How does paragraph 49 contribute to the central idea of the story?

6 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. “They’re Made Out of Meat” is an allegory about prejudice. What do you think is the author’s deeper message about how we prejudge and make assumptions? How does this influence human behavior?

2. What is the effect of telling the story through humorous dialogue? Why do you think the author chose to tell the story this way?

3. Throughout the story, the aliens constantly refer to “meat” with a negative view. What does meat represent in this story? Why do you think the author chose “meat” for this representation?

4. The characters in the story are unable to understand or explain humans and how they think and speak. Why do you think people fear the unknown?

5. At the end of the story, one of the aliens talks about the pain of loneliness. What does it mean to be alone? What is the effect of being an outcast?

7 Name: Class:

Michael Jordan: A Profile in Failure By Jeff Stibel 2017

Jeff Stibel is a brain scientist, author, and businessman. With his partner Kobe Bryant, he founded Bryant Stibel to support others starting new businesses. In this text, Stibel discusses Michael Jordan’s failures. As you read, take notes on the failures that Michael Jordan has experienced.

[1] Michael Jordan needs no introduction. Something of a legend for turning failure into success, he is the author of the longest quote on my company’s failure wall — which was tricky to paint but worth the extra effort:

I’ve missed more than 9,000 shots in my career. I’ve lost almost 300 games. Twenty-six times, I’ve been trusted to take the game- winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.

Most of us don’t fail or succeed in the glare of a

national spotlight, much less do it thousands of "JORDAN 23" by Marco Varisco is licensed under CC BY-SA 2.0 times, with analysts endlessly critiquing1 every move. Perhaps that’s why people love sports: they provide a black and white analogy2 for the gray backdrop of life. The ball is in or it’s out, the basket is made or missed, the game is won or lost. Watching our favorite stars pull through when the chips are down3 inspires us to do the same in our own lives. And no one has inspired more sports fans, young and old alike, than Michael Jordan.

The story of Michael Jordan not making his high school team has been told and retold, but continues to inspire with each retelling. In 1978, sophomore Michael Jordan tried out for the varsity4 basketball team at Laney High School. When the list was posted, Jordan’s name wasn’t on it. Instead, he was asked to play on the junior varsity team.

[5] The reasoning behind the choice wasn’t that Jordan didn’t have enough talent or hadn’t already distinguished himself as an outstanding basketball player. Rather, it came down to seniority, size, and a strategic decision: The varsity team already had eleven seniors and three juniors. That left space for only one more player, and the coaches chose another sophomore, Jordan’s friend Leroy Smith. Smith was not as good as Jordan but he added size to the team, as he was 6’6” compared to Jordan’s diminutive 5’10”. What’s more, the coaches knew that if Jordan had been chosen for the varsity team, he would play only when needed as a substitute for the more senior varsity players. On the junior varsity team he would get more playing time and a chance to truly develop.

1. Critique (verb): to examine carefully or call out mistakes and errors 2. Analogy (noun): a comparison between two things 3. when in a difficult or dangerous situation 4. the first-string team in a sport at a school 1 It was a perfectly logical choice for the coaches to assign Jordan to the junior varsity team for his sophomore year. But 15-year-old Jordan was devastated5 when the list was posted without his name. In his mind, it was the ultimate defeat, the ultimate failure. “I went to my room and I closed the door and I cried. For a while I couldn’t stop. Even though there was no one else home at the time, I kept the door shut. It was important to me that no one hear me or see me.” Jordan was heartbroken and ready to give up the sport altogether until his mother convinced him otherwise.

After picking himself up off the floor, Jordan did what champions do. He let his failure and disappointment drive him to be better. He played on the junior varsity team, and he worked himself to the limit. “Whenever I was working out and got tired and figured I ought to stop, I’d close my eyes and see that list in the locker room without my name on it, and that usually got me going again.”

It became a pattern throughout Jordan’s life that a disappointment or setback resulted in a redoubling of effort.6 High school rival player Kenny Gattison, who led his team to beat Jordan’s team for the high school state championship, put it this way: “You got to understand what fuels that guy, what makes him great. For most people the pain of loss is temporary. [Jordan] took that loss and held on to it. It’s a part of what made him.”

For most people, public failure becomes public humiliation,7 and that leads to retreat. Fear of public speaking is a good example. Few people are psychologically afraid of speaking their mind and even fewer have physical speech impediments8 preventing them from doing so. Yet glossophobia, the technical term for speech anxiety, is consistently ranked among the most prevalent9 mental disorders, with a reputed 75% of the world’s population experiencing some degree of anxiety around public speaking. Our fears have little to do with speaking, of course, and far more to do with the perceived impact and reaction that our audience may have. But for Jordan and elite10 performers like him, the fear of failure and public ridicule is transformed into a drive for success.

[10] The pattern of defeat followed by success would follow Jordan to the University of North Carolina and later to the NBA. His relentless drive would lead him to break numerous records and become the most decorated player11 in the history of the NBA. What’s more, he’s credited with dramatically increasing the popularity of basketball both in the United States and internationally, and inspiring the next generation of basketball players including Lebron James, Dwyane Wade, and Kobe Bryant. You can’t think of the word “champion” without thinking of Michael Jordan, and there’s no better proof that failure is simply a stepping stone to success.

Michael Jordan faced another formidable12 challenge decades later, when he became the owner of the NBA basketball franchise, the Charlotte Bobcats. Jordan had been a minority owner since 2006 but bought the majority stake from Bob Johnson in 2010. At the time, the business was hemorrhaging,13 so Jordan used his own money to cover the significant operating losses14 the team was experiencing.

5. Devastate (verb): to cause someone to feel great emotional pain 6. trying harder; increasing effort 7. Humiliation (noun): a feeling of great embarrassment when one looks weak or silly 8. a physical condition that makes speaking difficult 9. Prevalent (adjective): widespread or common 10. Elite (adjective): belonging to a group with power due to money, knowledge, or special skills 11. the one who has received the most honors and awards 12. Formidable (adjective): very powerful or intimidating 13. losing a large amount of money 14. when a company is spending more money than it earns 2 The first season was lackluster15 but things got worse. In the 2011-2012 season, the team earned a mere 7 wins alongside 59 losses — the worst record of any team ever in the history of the NBA.

In addition to — or maybe because of — their disastrous record, the Bobcats had poor community support. The Bobcats brand was synonymous16 with disappointment, despite having one of the best basketball brands of all time at the helm — Michael Jordan himself.

But after the 2012-2013 season came to a close, Jordan started to turn things around. First, he brought in former Lakers assistant coach Steve Clifford to replace Mike Dunlap. In a change every bit as important as the new coach, Jordan agreed to remove himself from the process of managing the team’s operations.

[15] Instead, Jordan focused on what Jordan can do better than anyone else: revitalizing17 the brand. He applied for and received permission to change the team name to the Charlotte Hornets. Jordan himself became more involved in community events and forged a connection between the team and the city.

The changes paid off. The team finished the 2013-2014 season with a winning record of 43-39, the second best year in the history of the franchise. They even made it to the playoffs. At the same time, ticket and merchandise sales skyrocketed18 and public opinion improved dramatically. The team was well on its way to making both a comeback and a profit.

Most of us look to successful people and assume they can do anything because of their past successes. The old joke about asking your doctor for stock tips comes to mind, as if just because you can cure an illness, you have wisdom about everything. Doctors don’t make great stockbrokers,19 brain surgeons are horrible rocket scientists, CEOs aren’t usually exceptional cooks, and basketball stars are rarely great baseball players (you can ask Jordan about that last one as well).20 Experience and knowledge are only valuable where applicable.

This mindset doesn’t just fog our external lenses,21 it also blurs how we see ourselves. It is often hard for successful people to admit that they won’t be good at something new. In Jordan’s case, his basketball skills didn’t translate into basketball management. It took some time, but Jordan certainly deserves credit for acknowledging22 what wasn’t working and trying new things until he hit on a winning combination. He gave up managing and focused on marketing, a skill he was uniquely qualified for. For Jordan, that became the recipe for success:

It’s harder than most people think. Some people have been in this business a lot longer and still haven’t put together a sustainable, successful scenario. When you make bad decisions, you learn from that and move forward. I think I’m better in that sense. I’ve experienced all of the different valleys and lows about ownership and the success of businesses. Does that constitute me being a better owner? Then I guess I am.

15. Lackluster (adjective): lacking greatness; unimpressive 16. Synonymous (adjective): having the same or nearly the same meaning as another word 17. Revitalize (verb): to put new energy or strength into something 18. Skyrocket (verb): to increase very quickly; to take off 19. Stockbrokers advise other people on how to earn more money. 20. In 1994, Jordan retired from the Chicago Bulls to play minor league baseball. He quit after only one year to return to basketball. 21. make it difficult to see other people clearly 22. Acknowledge (verb): to accept or admit something is true 3 [20] Hard, yes, but flexing a new muscle23 is also exhilarating,24 especially when you eventually succeed. As Jordan puts it, “…it’s been fun. It’s been hard, but I’ve had fun doing it.”

“Michael Jordan: A Profile in Failure” by Jeff Stibel. Copyright © 2017 by Jeff Stibel. Used with permission. All rights reserved.

23. trying out a new skill 24. Exhilarating (adjective): exciting and energizing 4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: What is a central idea in the article? A. Michael Jordan inspired many through his skills and talents on the basketball court. B. Michael Jordan inspired many through his message that failure is not necessary for success. C. Michael Jordan succeeded through failure after adopting the attitude that failure can lead to success. D. Michael Jordan succeeded through failure after adopting the attitude that avoiding risks can lead to success.

2. PART B: Which detail from the article best supports the answer to Part A? A. “Twenty-six times, I’ve been trusted to take the game-winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.” (Paragraph 2) B. “The story of Michael Jordan not making his high school team has been told and retold, but continues to inspire with each retelling.” (Paragraph 4) C. “The pattern of defeat followed by success would follow Jordan to the University of North Carolina and later to the NBA.” (Paragraph 10) D. “It is often hard for people to admit that they won’t be good at something new.” (Paragraph 18)

3. Which of the following provides the best summary of the article? A. When he failed to make the varsity team, Michael Jordan let the bad news devastate him, causing him to spend the afternoon crying in his room. Later that day, his mother encouraged him to play junior varsity. B. When he failed to make the varsity team, Michael Jordan let the rejection devastate him, causing him to give up and allowing the failure to ruin his career. Later in life, after making bad decisions with business, he refused to change, continued to make mistakes, and lost his money. C. When he failed to make the varsity team, Michael Jordan let the devastation drive him to work harder, using the rejection to push himself to succeed. Later in life, he increased the popularity of basketball, won many awards, and inspired a new generation of basketball players. D. When he failed to make the varsity team, Michael Jordan let the rejection drive him to double his efforts, using failure to push himself to be better. Later in life, after making bad decisions with business, he learned from these mistakes, made new choices, and continued to succeed.

5 4. Which of the following best describes how the author develops the connection between success and failure in the article? A. The author establishes Michael Jordan as a successful player due to long hours of practices and pure talent and skill. B. The author reports statistics from Michael Jordan’s basketball record to prove he was both a success and a failure at the sport. C. The author highlights key events in Michael Jordan’s basketball career to show how moments of failure or rejection pushed him harder. D. The author describes what happened at Michael Jordan’s junior varsity games to show how he used missed opportunities to push him harder.

5. Summarize the article in 4-5 sentences.

6 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Michael Jordan is very open about his failures. Why do you think it is important for successful people to share their failures?

2. Describe a time when you failed at something, but later succeeded after trying again. What contributed to your later success?

7 Name: Class:

The Distracted Teenage Brain Scientists discover that teens are easily distracted by behaviors that were once — but are no longer — rewarding By Alison Pearce Stevens 2014

When most people think of distraction, they think of loud music or television, but in 2014 psychologist Zachary Roper conducted a study that offered a different definition of distraction. The results show why young adults may seem impulsive and easily distracted.

[1] Teens have a reputation for making some not-so- smart decisions. Researchers have blamed those poor decisions on the immaturity of a teen’s prefrontal cortex. That is the part of the brain involved in making plans and decisions. But scientists now find the answer may be simpler: the allure1 of rewards. Rewards, even small ones, entice teens more than they do adults.

And, perhaps surprisingly, teens tend to continue doing things they once found rewarding, even after the actual payoff is long gone. Both findings come from a new study by researchers at the "Brains" by yuan2003 is licensed under CC BY-NC 2.0 University of Iowa in Iowa City.

Psychologist Zachary Roper and his team worked with two groups of volunteers: 13- to 16-year olds and 20- to 35-year-old adults. Each volunteer had to play a game of sorts. During a training phase, a computer displayed six circles, each a different color. The players had to find the red or green circle. These targets had either a horizontal or vertical line inside. The remaining circles had lines at other angles. When the participant found the correct target, they had to press one of two keys on a keyboard. One key would report they had found the vertical line. The other reported finding a horizontal line.

When a volunteer hit the right key, the screen flashed the amount of the reward they had earned. For some volunteers, green circles provided a large (10-cent) reward and red circles provided a small (2-cent) reward. For other volunteers, the amounts were reversed, with red circles worth more. All other colors had no reward.

[5] By the end of this training, volunteers had learned the value of each color. But they weren’t aware that they had, notes Iowa’s Jatin Vaidya. When the scientists asked the players about the value of red versus green circles, both teens and adults had no awareness that a circle’s color had any effect on how much they had earned during any given trial.

1. Allure (noun): attraction, appeal 1 After this training ended, it was time to begin testing in earnest.2 The scientists informed the volunteers they had a new target. Each had to report the orientation3 of the line inside a blue diamond. Again, groups of six symbols appeared on a computer screen. Only one was a diamond. The other five were still circles. In some trials, one of those circles was red or green. In other trials, there were no red or green circles.

The recruits were told to answer as quickly as possible. And for this phase of the experiment, no additional money would be earned.

The researchers now measured how long it took people to find the diamond and record their answers.

When no red or green circles were among the onscreen options, both adults and teens responded quickly. But when a red or green circle showed up, both groups initially took a bit longer. Adults, though, quickly stopped paying attention to the colored circles. Their response times sped up.

[10] Teens reacted differently. They took longer to respond whenever a red or green circle showed up. Their response times never sped up. Their attention still was drawn to the previously valued circles — even though the shapes no longer brought any reward. Clearly, the red and green circles were distracting teens from their objective.

Roper’s team reported the findings September 10 in Psychological Science.

“The study demonstrates that the attention of adolescents4 is especially drawn to rewarding information,” says Brian Anderson. A psychologist at Johns Hopkins University in Baltimore, Md., he was not involved with the study. These data may help explain why teens engage in risky behavior, he says.

Some behaviors, such as texting or using social media, trigger the brain’s reward system. Once the teenage brain has linked a behavior to that reward, it continues to seek the reward again and again. That’s why teens are likely to opt for the reward of social media when they should be studying. Or why they respond to texts while driving.

How can someone overcome their brain’s attempts to distract? Vaidya suggests physically removing distractions whenever possible. Shut down the phone when driving or disconnect from Wi-Fi while doing homework. When distractions are not readily available, it will be easier to focus attention on the things that matter most. Like arriving home safely.

“The Distracted Teenage Brain” by Alison Pearce Stevens from societyforscience.org. Copyright © 2014 by Society for Science. Reprinted with permission, all rights reserved. This article is intended only for single-classroom use by teachers. For rights to republish Science News for Students articles in assessments, course packs, or textbooks, visit: https://www.societyforscience.org/permission-republish.

2. The phrase "in earnest" means that someone is sincere or passionate in their convictions. 3. direction, as in vertical or horizontal 4. An adolescent is a young person who is in the transitional stage from a child into an adult. 2 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following statements best expresses the central idea of the article? A. Teenagers' brains are more easily distracted because they use social media and text while driving more often than adults. B. Teenagers are more likely than adults to take risks for money based on a study in Iowa City. C. Teenagers are more prone to distraction because they are more attracted to or focused on potential rewards. D. Teenagers often do not realize why they want rewards because their brains are still developing.

2. PART B: Which of the following quotes best supports the answer to Part A? A. “For some volunteers, green circles provided a large (10-cent) reward and red circles provided a small (2-cent) reward.” (Paragraph 4) B. “‘The study demonstrates that the attention of adolescents is especially drawn to rewarding information’” (Paragraph 12) C. “These data may help explain why teens engage in risky behavior, he says.” (Paragraph 12) D. “When distractions are not readily available, it will be easier to focus attention on the things that matter most.” (Paragraph 14)

3. PART A: What does the word “entice” mean as used in paragraph 1? A. to discourage B. to inspire C. to challenge D. to attract

4. PART B: Which of the following phrases from paragraph 1 best supports the answer to Part A? A. “not-so-smart decisions” B. “allure of rewards” C. “even small ones” D. “more than they do adults”

3 5. Analyze the claim the author makes about distracted teenage behaviors and evaluate whether the evidence used to support this claim is sufficient.

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Are you surprised by the findings of this study? Why or why not?

2. In paragraph 11, one scientist makes the claim that the results of the study, which suggest that teens are more easily distracted by potential rewards, help prove why teens are more likely to engage in irresponsible behavior. In your opinion, is this a strong argument? What might be some other reasons teenagers make poor choices?

3. In the context of this article, how can science define the identity of a teenager? Where does it fall short?

5 Name: Class:

Jabari Unmasked By Nikki Grimes 2017

Nikki Grimes is an African American author, poet, and journalist. Grimes is well known for her award- winning books written for children and young adults. This poem appeared in her book One Last Word, a collection inspired by poems from the Harlem Renaissance that follow the "Golden Shovel" form. In this poetic form, the poet takes a "striking line" from an inspirational poem and uses words from that inspirational line or stanza in a new poem. The striking line then appears, word for word, at the end of the lines in the new poem. This poem uses the first stanza of Paul Laurence Dunbar’s “We Wear the Mask,” as a speaker describes why they conceal their identity. As you read, take notes on what and why the speaker is hiding from the world.

[1] Fresh out of middle school, we all understand the rules: wear whatever’s in, scowl on cue to convince the world we’re fearless — anything to mask [5] the million insecurities that pockmark1 our skin like acne. Gone the grins when we strut down the hall. We talk tough and hope to God it’s enough to get us by. It’s all lies.

We despise the masquerade.2 It [10] may disguise our fears, but also hides our kind and tender hearts, our agile minds, the wit that sits behind our cheeks — who’d guess that some of us are geeks and nerds and poets, too? Clothed in shades [15] of chocolate skin, our color works to camouflage our character and promise — at least, in certain eyes.

One look, and we are neatly judged this gang, these thugs, these dark delinquents3 in debt to society. Meanwhile, you fail to see that we [20] are college-bound (more than a few), prepared to pay attention to psychology, the sciences, the arts, to "Hiding" by Nick Perrone is licensed under CC BY 2.0. thoughtfully unfurl the scrolls of human history. Instead, you see a thief who uses guile.4

1. to cover or disfigure with pockmarks, pitted scars or marks on the skin 2. a false show 3. a usually young person who regularly performs illegal or immoral acts 4. Guile (noun): the use of clever and usually dishonest methods to achieve something 1 Is such unfairness what the world is filled with? [25] The evidence is seen in spirits ripped and torn. Still, the world needs the dreams we offer, and should we leave those dreams bleeding on the road, we’d shrink our own hearts down to nothing, and that we [30] would regret. Better to let our anger go, and smile.

The ignorant ignore as best you can, and in the end, mask aside, freshen your mouth with ferocious lines of potent poetry, with metaphors that mightily reveal the myriad5 [35] of emotions you feel – yet, in all their subtleties.

“Jabari Unmasked” from One Last Word: Wisdom from the Harlem Renaissance by Nikki Grimes. Copyright © 2017 by Bloomsbury Publishing Inc.

5. Myriad (noun): a countless or great number 2 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best identifies a theme of the poem? [RL.2] A. People of color often hide their identity due to the negative expectations of society. B. Children are often shamed for characteristics that make them unique or stand out. C. Society often judges a person’s worth and promise by the color of their skin. D. People often don’t contribute their ideas because they’re too afraid to speak up.

2. PART B: Which quote from the poem best supports the answer to Part A? [RL.1] A. “anything to mask / the million insecurities that / pockmark our skin like acne.” (Lines 4-6) B. “agile minds, the wit that sits behind our cheeks — / who’d guess that some of us are geeks” (Lines 12-13) C. “One look, and we are neatly judged this / gang, these thugs, these dark delinquents” (Lines 17-18) D. “we’d shrink our own hearts / down to nothing, and that we / would regret. Better to let our anger go, and smile.” (Lines 28-30)

3. What does the phrase “our color works to camouflage our / character and promise — [RL.4] at least, in certain eyes” mean as it is used in the poem (Lines 15-16)? A. The speaker and their peers wear dark colors in hopes of blending him. B. People judge the speaker, and people like them, because of the color of their skin. C. The kids hide their capabilities out of fear of what others will think of them. D. People don’t expect as much from the kids because of their young age.

4. PART A: How does the word choice in the last two stanzas of the poem contribute to [RL.4] the tone (Lines 24-35)? A. It portrays the speaker’s approach to the future as pessimistic. B. It emphasizes the speaker's hope that things will improve. C. It conveys the speaker’s frustration at the injustice they experience. D. It stresses the speaker’s resigned tone towards the injustices described.

5. PART B: Which quote from the text best supports the answer to Part A? [RL.1] A. “Is such unfairness what the world is filled with? / The evidence is seen in spirits ripped and torn.” (Lines 24-25) B. “Still, the world needs the dreams we offer, and / should we leave those dreams bleeding” (Lines 26-27) C. “we’d shrink our own hearts / down to nothing, and that we / would regret.” (Lines 28-30) D. “in the end, mask aside, freshen your mouth / with ferocious lines of potent poetry” (Lines 32-33)

3 6. What does the “masquerade” represent in the poem (Line 9)? [RL.3]

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. How do you relate to the experiences that Nikki Grimes describes in the poem? Do you think that the speaker’s suggestion to use poetry to deal with oppression is a helpful one? Why or why not?

2. Can you change your identity? To what extent does the speaker change their identity?

3. In the context of the poem, why do people follow the crowd? Why does the speaker feel compelled to hide their identity or present it in a certain way? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4. In the context of the poem, what are the effects of prejudice? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

5 How to Log on to Power Up from Home (For only Ashfield, South and Davis 6-8 students) Log on to Google and search for Brockton Public Schools and go to the home page.

Choose the Students tab.

Scroll to the bottom of the page and choose Student Intranet

Choose ELA

Choose Power Up

Choose Student and log in with their six-digit lunch number for both the username and password.

Students are urged to comlete their word study minutes on Monday, Grammar minutes on Tuesday, Reading Comprehension on Wednesday and Thursday and the topic of their choice on Friday.

How to Log on to Clever from Home to Access Amplify READING Curriculum

Log on to Google and search for Brockton Public Schools and go to the home page.

Choose the Students tab.

Scroll to the bottom of the page and choose Student Intranet

Choose Clever.

Choose Amplify Curriculum

Choose the hamburger menu in the top left corner.

Click in “Go To My Account”

Click on Reading 6-8

How to Log on to READ 180 from Home

Log on to Google and search for Brockton Public Schools and go to the home page.

Choose the Students tab.

Scroll to the bottom of the page and choose Student Intranet

Choose Clever. Students will have to log on with their Username: 6-digitlunch number @bpsma.org and the password is their 8-digit birthday bps1920 Example: Username: [email protected] Password: 06142007bps1920

Choose READ 180

Log on with the username: 6-digit lunch number (123456) and the password: 6-digit lunch number followed by their first and last initials. (123456am)

Directions for Students to Access Common Lit. from Home

1. Go to the BPS website and choose Students.

2. Scroll to the bottom of the student page and choose the blue Student Intranet button.

3. Choose the Clever button.

4. Log In with your BPS username and password. Your username is your 6-digit lunch number and your password is your 8-digit birthdaybps1920. Example: password: 123456 Username: 12052007bps1920

5. Choose the Common Lit app.

6. You will see "Your Account Needs Updating” will asked to set a backup password so you can access your account even in the case of a Clever outage or issue. You will never be asked to do that again.

7. Once you do that, you will be let into the Common Lit and you can do your assignment. Under the heading ASSIGNMENTS TO DO.

Good luck!