Lauryn Hill “Everything Is Everything”

Home , Blunted on Reality, Lauryn Hill, Nas, Pras

Teacher Guide

H.E.L.P. – Lauryn Hill, “Everything Is Everything’ Teacher Guide

Created by: Rick Henning, Gabriel Benn Project Manager: Dayna Edwards Contributors: Rahaman Kilpatrick, Felicity Loome, Claude Nadir, Selma Woldemichael, Aimee Worsham Illustrator: Phillip Spence Cover Art: Khalil Gill

The purpose of H.E.L.P. exercises is to create teachable moments between student and instructor. Any views expressed herein by the Artist should not be construed as an endorsement by Educational Lyrics or its afﬁ liates of the views contained therein.

ISBN 1-934212-11-3 Contents

Introduction ...... 5

Artist Biography ...... 6

Song Lyrics ...... 7

Vocabulary ...... 8

Writing Rubric ...... 9

Multiple Intelligences Activities ...... 10

National Reading Standards ...... 11

Studio A Scope and Sequence ...... 12

Studio B Scope and Sequence ...... 13

Studio C Scope and Sequence ...... 14

Studio D Scope and Sequence ...... 15

Studio A Answer Key ...... 16

Studio B Answer Key ...... 17

Studio C Answer Key ...... 19

Studio D Answer Key ...... 21

Lauryn Hill “Everything Is Everything”

Page 5 Introduction Created and designed by educators, Some critics say Hip Hop music contains H.E.L.P. uses the language and music of an excess of inappropriate language, content, H.E.L.P. activities the Hip Hop genre to teach reading and and images. Th rough careful research we include writing skills. Based on National Literacy have selected lyrics that address relevant opportunities Standards, H.E.L.P. employs Hip Hop lyr- social issues, and convey positive character for students to ics to address diff erent learning styles and building messages, and lyrics that have been practice teach to multiple intelligences. Teachers can edited to remove explicit words. • Phonemic awareness use H.E.L.P. to connect with the best and and phonics skills, the brightest, as well as those students who by identifying, creating, How Does It Work? and using rhyming words; have been unmotivated to read or write – in Within one workbook, H.E.L.P. contains metropolitan and rural settings alike. You, studying word families; 60 easy-to-use classroom activities for and reading irregularly as a teacher, can be confi dent that H.E.L.P. students of various reading levels. Each spelled words. is addressing the fi ve essential components workbook is based on the lyrics from one • Fluency skills, by choral of eff ective reading instruction established and repeated reading, Hip Hop song. Use H.E.L.P. to initiate exposure to sight words, by the National Reading Panel in 2000 discussions on diffi cult social issues or to (fl uency, phonetics, phonemic awareness, and performance of diff erentiate instruction within a multi-skill original writing. vocabulary, and comprehension). level classroom. In an eff ort to use student- • Vocabulary friendly language, each reading level is development, by explicit and implicit Why Hip Hop? called a “Studio”: exposure to new words, We recognize the challenge to stimulate • Studio A (reading level K-2) using dictionaries and student interest in learning. An increasing • Studio B (reading level 3-5) thesauri, and connecting number of studies show that students have • Studio C (reading level 6-8) words in their speaking diffi culty relating to teachers.1 • Studio D (reading level 9-12) and listening vocabulary to their reading and writing Hip Hop is your connection to your Th e student guide includes an artist vocabulary. students. Studies have proven it to be one of biography and vocabulary words. Each • Reading the most eff ective tools for communication activity is designed to be completed within comprehension, by and instruction in today’s classroom. 2 Hip 15 to 20 minutes and should be assigned to providing opportunities Hop as an art form is relatively young, students based on their independent reading to read with a purpose, comparing texts, using and just over 30 years old. However, it is now level. Most importantly, use the H.E.L.P. analyzing poetic devices an economic force that transcends all activities to engage and connect such as fi gurative language, boundaries of culture, race, language, and with your students. identifying explicit socioeconomic background. Even Webster’s and implicit meanings, dictionary recently added several new word character studies, and discussion groups. entries that come from Hip Hop slang and • Authentic writing, by have become part of our everyday speech. providing opportunities to write poems, songs, essays, research synthesis, and biographies. H.E.L.P. dem- onstrates to students how Hip Hop artists play with Sources: words and utilize diff erent 1 English Journal; “Promoting Academic Literacy with Urban Youth Th rough Engaging Hip Hop Culture,” Ernest Morrell & Jeff rey M.R. sounds to make new and Duncan-Andrade, July 2002. interesting rhymes.

2Lee, Carol D. Signifying as a Scaﬀ old for Literary Interpretation: Th e Pedagogical Implications of an African-American Discourse Genre. Urbana, IL: NCTE,1993.

Carnegie Corporation of New York, “Th e State of Adolescent Literacy Today: Which Adolescents are Most At Risk?”, April 2006.

J.L. Kincheloe & K. Hayes(Eds). City Kids:Understanding, Appreciating, and Teaching Th em.New York: Peter Lang Publishing,

Parmar, P (2004). “Critical thinking and rap music: Th e pedagogy of KRS-One,” In J.L. Kincheloe and D. Weil, (Eds.), Encyclopedia of Critical Th inking, New York: Greenwood Publishing.

Parmar, P & Bain, P (in press). “Spoken word and Hip Hop: Th e power of urban art and culture,” (3-part series). In J.L. Kincheloe & K. Hayes (Eds.). Students in the City. New York: Peter Lang Publishing

Page 6 Artist Biography

Lauryn Noel Hill was born in South Orange, New Jersey, “Th e Fugees.” Th eir fi rst album, Blunted on Reality, was on May 25, 1975. As a high school student, Lauryn was released in 1994, and has since sold over 2 million copies an active cheerleader and performer. In 1988, at age 13, worldwide. Th e group’s second album, Th e Score, was most she appeared as an Amateur Night contestant on It’s critically acclaimed, winning multiple awards. It sold an Showtime at the Apollo. Hill sung her own version of unprecedented 18 million copies worldwide, establishing Michael Jackson’s song “Who’s Loving You?” Although Lauryn, Wyclef, and Pras as musical and entertainment the audience booed at fi rst, she persisted and fi nished her superstars. One of the many hits on the album was Hill’s song to applause. While she did not win, this was only powerful rendition of Roberta Flack’s classic song, “Killing the beginning. A few years later, Hill was off ered a role on Me Softly.” Lauryn launched her solo career in 1998 the soap opera, As Th e World Turns, and in 1993 she co- by releasing Th e Miseducation of Lauryn Hill, another starred with Whoopi Goldberg in Sister Act 2. critically acclaimed album that garnered 10 Grammy Hill joined high school friends Pras Michel and Awards nominations in 1999, and won Album of the Wyclef Jean to form Th e Refugee Camp, also known as Year. It was a historic feat, setting a new record for women in the music industry. In 2002, Hill released MTV Unplugged 2.0, a live album of her most brutally honest, heartfelt material, most of which featured just Hill’s voice and an acoustic guitar. Lauryn Hill has won over 30 awards, including eight Grammys and three World Best-Selling Music awards, and has worked with everyone from John Legend (who plays piano on, “Everything Is Everything”), to Nas, Aretha Franklin, and most recently, Joss Stone. She is the mother of four and the wife of Rohan Marley, the son of the late reggae legend Bob Marley.

Discography

1994 - Blunted on Reality(Fugees) 1997 - The Score (Fugees) 1998 - Miseducation of Lauryn Hill(solo) 2002 - MTV Unplugged 2.0(solo)

Page 7 Lyrics “Everything Is Everything” by Lauryn Hill Everything Is Everything constellations What is meant to be, will be Th en came down for a little FYI: After winter, must come spring conversation 1. Abyssinian street Baptist: reference to Change, it comes eventually Adjacent to the king, fear no human Abyssinian Baptist Church (2x) being a Black Baptist church in Roll with cherubims to Nassau Harlem I wrote these words for everyone who Coliseum10 2. Flipping: refers to struggles in their youth Now hear this mixture, where Hip Hop jumping and bouncing on a mattress that has been Who won’t accept deception, instead of meets scripture disposed of and left outside what is truth Develop a negative into a positive 3. Cleopatra: “Last It seems we lose the game picture Pharoah” of Egypt; Before we even start to play Cleopatra ruled Ancient Who made these rules? (Who made these Now Everything Is Everything Egypt from 51 to 30 B.C.E. rules?) What is meant to be, will be 4. Bomb: as a verb means to We’re so confused (We’re so confused) After winter, must come spring write or create graffi ti; as Easily led astray Change, it comes eventually an adjective it means great Let me tell ya that... 5. Nefertiti: Th e wife of the Sometimes it seems Pharoah Amenhotep IV and considered the most Everything Is Everything We’ll touch that dream powerful woman of her Everything Is Everything But things come slow or not at all time After winter, must come spring And the ones on top, won’t make it stop 6. MCs: formally, it is an Everything Is Everything So convinced that they might fall abbreviation for the Master Let’s love ourselves and we can’t fail of Ceremonies; in Hip Hop culture it generally [rapping] To make a better situation refers to a rap artist or I philosophy Tomorrow, our seeds will grow artist(s) Possibly speak tongues All we need is dedication 7. Serengeti: a plains and Beat drums, Abyssinian, street Let me tell ya that... grassland region of Africa Baptist1 that spans the countries of Tanzania and Kenya Rap this in fi ne linen, from the beginning Everything Is Everything 8. Betty Shabazz: the wife My practice extending across the atlas Everything Is Everything of slain civil rights leader I begat this After winter, must come spring Malcolm X Flipping2 in the ghetto on a dirty Everything Is Everything 9. L-Boogie: nickname for mattress Lauryn Hill 10. Nassau Coliseum: You can’t match this rapper slash actress Everything Is Everything large stadium and 3 More powerful than two Cleopatras What is meant to be, will be performance venue in Long Bomb4 graffi ti on the tomb of Nefertiti5 After winter, must come spring Island, New York MCs6 ain’t ready to take it to the Change, it comes eventually Serengeti7 My rhymes is heavy like the mind of sister Betty (Betty Shabazz!)8 L-Boogie9 spars with stars and

Page 8 Vocabulary

Studio A reading level K-2 Using the • begat – to make or produce Vocabulary • spars – argues or fi ghts • slash – a diagonal mark (/) used to separate choices: and/or; rapper/actress Th e vocabulary words • astray – off track; lost and defi nitions includ- • atlas – a book of maps ed with the H.E.L.P. activites are carefully Studio B chosen to support and reading level 3-5 enhance the activities • youth – early years of life included in the student • conversation – talk guide. In the teacher’s • everything – the whole thing; all things guide, the words have • eventually – sooner or later; in the end been separated based • mixture – blend on their appropriate- ness for each reading Studio C level. In the student reading level 6-8 guide, the words have • deception – dishonesty or cheating been listed alphabeti- • situation – circumstances or state of aff airs cally to assist students • dedication – commitment; devotion with scanning and re- • linen – cloth woven from thread made from the fi ber of the fl ax plant search skills. • convinced – sure; certain Th e National Read- ing Panel identifi ed Studio D vocabulary as crucial reading level 9-12 to the comprehension • constellations – a formation of stars perceived as a fi gure or design process and asserted • adjacent – nearby; bordering that students can learn • cherubim – small angels, portrayed as children with chubby rosy faces vocabulary through • scripture – the sacred writings of a religion direct instruction and • ghetto – a section of a city occupied by a minority group who live there especially everyday exposure to because of social, economic, or legal pressure oral and written language. Th erefore, the H.E.L.P. vocabulary words can be used by students informally to assist in their understanding of the song. However, the teacher can also use them to di- rectly teach the meaning of each word.

Page 9 Writing Rubric

Mastery Developing Emerging

Spelling, • Th ere are no spelling, • Spelling is usually correct • Spelling and grammar are grammar, or punctuation on phonetic words and/or frequently incorrect and/ Grammar, errors. common sight words. or inconsistent. and • Th e writer shows control More diffi cult words are • Errors in spelling, over language conventions problematic. grammar, and punctuation Punctuation that are developmentally • End punctuation is aff ect the meaning of the appropriate. generally correct and the text. • Th e text could be fi rst letter of a sentence • Th e reader must read once published in its current is generally capitalized. to decode the text and state. Internal punctuation again for meaning. (comma, semi-colon, etc.) • Extensive editing would may be misused or not be necessary before used at all. publishing the text. • Errors in grammar are apparent but do not aff ect the meaning of the text. • Minor editing would be necessary before publishing the text. Content and ••Th e text is focused with a Th e text begins to develop • Th ere is no clear theme or clear central theme. a central topic or theme topic. Organization • Th e central theme is but remains broad and not • Th e text follows no logical illustrated with relevant fully developed. sequence. details. • Ideas are clear but are not • Th e length of the text is • Th e writer off ers new detailed or personalized limited or the ideas are not insight into the theme or and not developed beyond fully developed. topic. the obvious. • Th e reader is left with questions about the topic and/or theme.

Creativity, • Th e writer addresses the • Th e writer attempts to • Th e text is surface and prompt using an original address the prompt but does not connect with the Originality, voice and/or idea. the voice and/or ideas are reader on a personal level. and • Th e text is personal and rote and may have been • Th e style choice does not engaging and connects discussed or used as a class match the content or ideas. Presentation with the reader. example. • Th e text is a simple re- • Th e writer’s word choice is • Th e writer’s word choice is statement of the question. creative and descriptive. generic but makes sense. • Th e writer’s handwriting is • Th e writer’s handwriting • Th e writer’s handwriting illegible at times. is clear and neat or a word is legible with minimal processor was used. crossing out.

Page 10

Supplemental Activities Supplemental Based on Reading Studio A (reading level K-2) The Multiple Intelligences • You Wouldn’t Want to be Cleopatra: An Egyptian Ruler You’d Rather Not Be, Pipe, Jim, David Antram • Serengeti: Natural Order Visual/Spatial Kinesthetic on the African Plain, • Create a Power Point slide show of Ancient Egyptian art. Be sure to include • Create an interpretive dance using the music from “Everything is Everything”. Iwago, Mitsuaki the bust of Nefertiti. • Act out the life events of Lauryn Hill, Betty Shabazz, Nefertiti, or Cleopatra. • Learn how to spell your name using hieroglyphics. • Use clay to create a bust of your face or your friends face in the same style as Studio B (reading level 3-5) • Visualize yourself achieving your dreams. the famous bust of Nefertiti. • If I were a Kid in Ancient Egypt, Cobblestone Publishing • Amelia to Zora: Twenty-six Verbal/Linguistic Interpersonal Women Who Changed • Debate Lauryn Hill’s assertion that those in power do not want to see the • Th ink/pair/share. Write down your interpretation of Lauryn Hill’s message. the World, Chin-Lee, youth achieve their dreams. Th en, pair with a friend to discuss your two interpretations and settle on one Cynthia joint interpretation. Lastly, share your interpretation with the class. • Give an oral presentation about the Serengeti describing the animals and their Studio C ecosystem in detail. • Work with a small group to create a diorama of the Serengeti, a pyramid, or (reading level 6-8) • Participate in a poetry slam. Perform a poem that uses a similar style to Lauryn the tomb of Nefertiti. • Cleopatra VII: Daughter • Interview someone who you think is successful and fi nd out what steps they of the Nile, Egypt, 57 Hill’s rap. Compare yourself to famous people and places in your poem. B.C. (The Royal Diaries), took to achieve their dreams. Gregory, Kristiana • 100 Women Who Shaped Logical/Mathematical World History, Rolka, Gail Intrapersonal Meyer • Categorize the animals of the Serengeti based on their kingdom, phylum, Studio D class, order, family, species, and genus. • Make a collage that expresses how the song made you feel. (reading level 9-12) • Recreate a three-dimensional pyramid to scale. • Create a list of songs, books, and movies that inspire you to achieve your • Facing the Lion: Growing • Create a time-line showing the events that took place in Ancient Egypt from dreams in the same way that Lauryn Hill is trying to inspire you. Up Maasai on the African • Lauryn compares herself to three great women in history. Write a list of Savanna, Lekuton, the time that Nefertiti reigned to the time that Cleopatra reigned. Joseph Lemasolai women (or men) that you see as role models. Th en create similes that • Daughters of Isis: Women compare you to your role models. of Ancient Egypt, Musical Tyldesley, Joyce A. • Create a sound collage of your friends stating the dreams they hope to fulfi ll. For The Teacher • Listen to the music of the people from the Serengeti. • Outspoken!: How to • Recreate a song using the lyrics from “Everything Is Everything” over a diff erent Improve Writing and genre of instrumental music (rock, pop, country, etc.). Speaking Skills Through Poetry Performance, Holbrook, Sara, Michael Salinger • Pyramids: 50 Hands-on Activities to Experience Ancient Egypt, Hart, Avery

Page 11

National Reading Standards Why National Standards?

In an eff ort to meet the needs of Reading for Perspective Communication Strategies Applying Non-English the widest range Students read a wide range of print and non- Students employ a wide range of strategies as Perspectives of students and print texts to build an understanding of texts, they write and use diff erent writing process ele- Students whose fi rst language is not English teachers, H.E.L.P. of themselves, and of the cultures of the United ments appropriately to communicate with diff er- make use of their fi rst language to develop has aligned its States and the world; to acquire new informa- ent audiences for a variety of purposes. competency in the English language arts and activities with the tion; to respond to the needs and demands of to develop understanding of content across the National Reading society and the workplace; and for personal curriculum. Standards fulfi llment. Among these texts are fi ction and Apply Knowledge developed by the nonfi ction, classic and contemporary works. Students apply knowledge of language structure, National Council language conventions (e.g., spelling and punc- Participating in Society of Teachers of tuation), media techniques, fi gurative language, Students participate as knowledgeable, refl ec- English and the Understanding the and genre to create, critique, and discuss print tive, creative, and critical members of a variety of International and non-print texts. Human Experience literacy communities. Reading Students read a wide range of literature from Association. Each many periods in many genres to build an Evaluating Data Applying Language Skills standard is broad understanding of the many dimensions (e.g., Students conduct research on issues and enough to easily philosophical, ethical, aesthetic) of the human interests by generating ideas and questions, and Students use spoken, written, and visual lan- align with the experience. by posing problems. Th ey gather, evaluate, and guage to accomplish their own purposes (e.g., reading standards synthesize data from a variety of sources (e.g., for learning, enjoyment, persuasion, and the established by print and non-print texts, artifacts, people) to exchange of information). any state. Th e Evaluation Strategies communicate their discoveries in ways that suit standards are Students apply a wide range of strategies to their purpose and audience. also specifi c comprehend, interpret, evaluate, and appreci- enough to lend ate texts. Th ey draw on their prior experience, themselves to their interactions with other readers and writers, Developing Research Skills fun and engaging their knowledge of word meaning and of other Students use a variety of technological and activities. While texts, their word identifi cation strategies, and information resources (e.g., libraries, databases, the standards their understanding of textual features (e.g., computer networks, video) to gather and synthe- are the same for sound-letter correspondence, sentence structure, size information and to create and communicate each reading level context, graphics). knowledge. (kindergarten through twelfth Communication Skills Multicultural grade), the depth Students adjust their use of spoken, written, and at which the visual language (e.g., conventions, style, vocabu- Understanding standards are lary) to communicate eff ectively with a variety of Students develop an understanding of and explored advances audiences and for diff erent purposes. respect for diversity in language use, patterns, as the reading and dialects across cultures, ethnic groups, geo- level increases. graphic regions, and social roles.

Page 12 Studio A Scope and Sequence Reading Grade Level K-2

Th e chart below outlines the NCTE National Reading Standards met by each activity in Studio A of the Lauryn Hill “Everything is Everytything,” activities. Th e standards are also listed on the lower right corner of the student activity page. Our hope is that educators will use the chart to ﬁ nd the activity that most closely meets the skill they are teaching. Lesson 123456789101112131415 Reading For Perspective DD Understanding The Human Experience DD Evaluation Strategies DD DD D D DDDDD

Communication Skills D DDDDD D D D

Communication Strategies DD DDD

Applying Knowledge DD DDD D DDDDD

Evaluating Data DD D

Developing Research Skills D

Multicultural Understanding DD Applying Non-English Perspectives Participating In Society DD

Applying Language Skills DD D D

Page 13 Studio B Scope and Sequence Reading Grade Level 3-5

Th e chart below outlines the NCTE National Reading Standards met by each activity in Studio B of the Lauryn Hill “Everything is Everytything,” activities. Th e standards are also listed on the lower right corner of the student activity page. Our hope is that educators will use the chart to ﬁ nd the activity that most closely meets the skill they are teaching. Lesson 123456789101112131415 Reading For Perspective DD D D Understanding The Human Experience DD D Evaluation Strategies D D D DDD DDD

Communication Skills DDD D DD

Communication Strategies DDDD D DD

Applying Knowledge DDDDDDD DDDDDD

Evaluating Data D

Developing Research Skills DD

Multicultural Understanding D Applying Non-English Perspectives Participating In Society D

Applying Language Skills DDD D

Page 14 Studio C Scope and Sequence Reading Grade Level 6-8

Th e chart below outlines the NCTE National Reading Standards met by each activity in Studio C of the Lauryn Hill “Everything is Everytything,” activities. Th e standards are also listed on the lower right corner of the student activity page. Our hope is that educators will use the chart to ﬁ nd the activity that most closely meets the skill they are teaching. Lesson 123456789101112131415 Reading For Perspective DDD

Understanding The Human Experience DD DD

Evaluation Strategies D D DDDD DDDDD

Communication Skills DDDDDDDDDDDD

Communication Strategies DDD DDDD

Applying Knowledge DDDDDDDDDDDD

Evaluating Data DD D D

Developing Research Skills D Multicultural Understanding DD Applying Non-English Perspectives

Participating In Society DD D

Applying Language Skills DDDDDDDDD D

Page 15 Studio D Scope and Sequence Reading Grade Level 9-12

Th e chart below outlines the NCTE National Reading Standards met by each activity in Studio D of the Lauryn Hill “Everything is Everytything,” activities. Th e standards are also listed on the lower right corner of the student activity page. Our hope is that educators will use the chart to ﬁ nd the activity that most closely meets the skill they are teaching. Lesson 123456789101112131415 Reading For Perspective DDD D

Understanding The Human Experience DDDD D

Evaluation Strategies DD DD DD

Communication Skills DDDDD D DDDDD

Communication Strategies DDDD D DDD D

Applying Knowledge DDD D DDD DD DD

Evaluating Data DD

Developing Research Skills DD D Multicultural Understanding DDD Applying Non-English Perspectives D

Participating In Society DD

Applying Language Skills DDD DD DDD D

Page 16 Studio A Answer Key Reading Grade Level K-2

Lesson 1 8. drum What Can You Do Well? 9. linen Answers will vary. Lesson 7 Lesson 2 Wow Women Fill in the Blanks Answers will vary. 1. atlas 2. spars Lesson 8 Bright Ideas 3. slash Answers will vary. 4. astray 5. game Lesson 9 6. winter The Tomb of Nefertiti 7. slow Answers will vary. 8. tommorow Lesson 10 9. wrote Senses in the Serengeti 10. fail Answers will vary. Lesson 3 Lesson 11 Develop a Negative into a Positive What do you know? 1. You can stop this rapper slash actress. Answers will vary. 2. We can do it. Lesson 12 3. Th ey will make it stop. S Blends 4. MCs is ready to take it. Sl - slash 5. He does want to help. St - start, stars 6. I do think I want to. Sp - speak, spars 7. She did tell me about it. Spr - spring 8. He should help her. Scr - scripture Str - street, struggles Lesson 4 Answers will vary. Story Boards Lesson 13 Answers will vary. Weird Words Lesson 5 Answers will vary. Come Correct Lesson 14 1. I wrote these words for everyone who struggles in their youth. Pictures in Words 2. Everything is everything. Answers will vary. 3. We can’t fail to make it better. 4. It seems we lose the game before we even start to play. Lesson 15 Rhythm and Rhyme 5. Who made these rules? 6. We’ll touch that dream. red words = seems, dream 7. All we need is dedication. blue words= all, fall green words=top, stop Lesson 6 purple words= slow, grow Nice Nouns yellow words= situation, dedication 1. seed 2. stars 3. atlas 4. mattress 5. game 6. actress 7. king

Page 17 Studio B Answer Key Reading Grade Level 3-5

Lesson 1 Winter or Spring Lesson 8 Answers will vary. What Do You Know? Answers will vary. Lesson 2 Write a Critique Lesson 9 Answers will vary. Dictionary Discovery Answers may vary depending on the dictionary used. Lesson 3 youth Design a Cover • defi nition: early years of life Answers will vary. • word before: youse • word after: youth crusade Lesson 4 conversation Rhymes and Rhythms • defi nition: talk Answers will vary. • word before: conversantly Lesson 5 • word after: conversation piece Compare and Contrast everything Answers will vary; however possible answers are: • defi nition: the whole thing; all things Cleopatra is diff erent from Nefertiti because: • word before: everyplace • Cleopatra used her friendships to gain more land for Egypt • word after: everywhen • Cleopatra ruled Egypt by herself eventually • Cleopatra was defeated and lost power • defi nition: sooner or later; in the end Nefertiti is diff erent from Cleopatra because: • word before: eventuality • Nefertiti was the wife of a powerful Pharoah • word after: eventuate • Nefertiti is considered a symbol of beauty mixture Cleopatra and Nefertiti are similar because: • defi nition: blend • Both women are known for their power • word before: mixtly • Both women are still known today and recognized by their im- • word after: Miyazaki ages Abyssinian • Both women ruled over Egypt • defi nition: breed of cat of African origin; name of a baptist church Lesson 6 • word before: Abyssinia Poetic Images • word after: Abyssinian banana Answers will vary. Refer to writing rubric. Lesson 10 Lesson 7 Wonderful Words Edit It Answers may vary, however possible answers are: Lauryn Hill began the road to stardom with an appearance on Ama- Abyssinian: teur Night at the Apollo. although she lost that competition, she won • basis an acting roll on the TV show As the World Turns and the movie • abyss Sister Act II. She started singing with the rap group Fugees early in • bias her career, at the age of 13. Th e Fugees became well-known after they • sin released their second album Th e Score. Using her new found fame, • any Lauryn released a solo album titled Th e Miseducation of Lauryn Hill. constellations: Her solo album won fi ve Grammy Awards after be nominated for • tells eleven. Her second solo album, MTV Unplugged No.2, however, did • late not receive the same warm reception. Since her second album, she has • lets withdrawn from the public eye and lives in New Jersey. • calls

Page 18 Studio B Answer Key Continued Reading Grade Level 3-5

• stalls Detail 2: It seems we lose the game before we even start to play eventually Detail 3: We’ll touch that dream • event Detail 4: Tomorrow our seeds will grow, all we need is dedication • ally • tune Lesson 14 • lately Proper Nouns • venue Nefertiti philosophy Cleopatra • lips Serengeti • slip Nassau Coloseum • sloppy Abyssinian • hop Baptist • plop Betty Shabazz adjacent L-Boogie • cent • tend 1. I knew which words were proper nouns because they all began with • jet a capital letter and named a speciﬁ c person, place, or thing. • dent 2. Answers will vary. • net 3. Answers will vary. Serengeti • gets Lesson 15 • rents Is That A Fact? • resting Facts: • nest 1. Th e Serengeti is an area of grassland in Africa that spans two • singer countries and consists of two national parks that protect the animals that live there. Lesson 11 2. During the dry season, the animals of the Serengeti travel north in Multiple Meanings search of water and food. star: 3. Th e “great migration”, begins when millions of wildebeests, zebras 1. an outstandingly talented performer and gazzelles travel several hundred miles across the plain, while 2. a planet or luminous body visible at nigh lions, hyenas, crocodiles and other dangers await them along the way. negative: 1. lacking positive qualities Opinions: 2. having light and dark portions exactly opposite of a photographic 1. Th e most interesting event that happens in the Serengeti is the image “great migration” (say “my-GRAY-shon”). top: 2. In my opinion, it is sad that the animals have to travel so far to ﬁ nd 1. highest position for a person food. 2. a lid or covering 3. Everybody should travel to Africa to witness the great migration. heavy: 1. deep or profound 2. having great weight

Lesson 12 Her-story Answers will vary. Refer to writing rubric.

Lesson 13 Main Idea and Details Answers may vary, however possible answers are: Detail 1: I wrote these words for every one who has struggled in their youth H.E.L.P. Teacher Guide ©2007 Educational Lyrics LLC Lauryn Hill “Everything Is Everything”

Page 19 Studio C Answer Key Reading Grade Level 6-8

Lesson 1 • Th e Serengeti is best known for the migration of the animals Write A Letter that live there. Answers will vary. Refer to the writing rubric. Egypt is diff erent from the Serengeti because: • Egypt is populated by over 78 million people Lesson 2 • Egypt is mostly desert except around the Nile River Interview Lauryn • Egypt is best known for its long cultural history dating back to Answers will vary. 6000 B.C. Th ey are the same because: Lesson 3 • Th ey are both known throughout the world Research A Famous Female • Th ey are both located on the continent of Africa Ansewrs will vary. Refer to the writing rubric • Th ey are both visited by tourists and a source of national pride. Lesson 4 Understanding the Story Lesson 11 Prefi x or Suffi x - Fix It! 1. Answers will vary. However answers may include, “the rules of life,” Answers will vary based on the prefi x or suffi x chosen. Words are or “the laws that society follows”. defi ned below. 2. Answers will vary. deception – dishonesty or cheating 3. Answers will vary. situation – the circumstances or state of aff airs 4. Answers will vary, but may include, “perserverance, fairness, strong dedication – commitment; devotion sense of self,” or other positive qualities. convinced – sure; certain 5. Answers will vary. 6. Answers will vary but may include, “motivated, positive, deep, Lesson 12 talented...” Who Made These Rules? Answers will vary. Refer to the writing rubric. Lesson 5 Silly Similes Lesson 13 Answers will vary. Refer to the writing rubric. Same Message Different Meanings Answers may vary but should include some version of the answers Lesson 6 below: Flipping in the Ghetto Th eme Answers will vary. Similarities: Both texts seek to inspire those without power to chal- Lesson 7 lenge those who have power. Both texts create a feeling of hope that Roll with Cherubim the situation can change for those who are facing challenges. Answers will vary. Refer to the writing rubric. Diff erences: Jackson is focused on politics while, Hill focuses on the dreams of the youth. Lesson 8 Author’s Purpose Touch the Dream Similarities: Both author’s wrote with the intention of inspiring Answers will vary. Refer to the writing rubric. people to make change. Diff erences: Jackson was trying to inspire the Democratic Party while Lesson 9 Hill was trying to inspire her listeners, mostly young people. Relating to the Lyrics Use of Language Answers will vary. Refer to the writing rubric. Similarities: Both author’s use rhythm, and rhyming to bring atten- tion to their main points. Th ey also both use metaphor and repeti- Lesson 10 tion. Compare and Contrast Diff erences: Jackson’s text is written in prose and written as a speech Th e Serengeti is diff erent from Egypt because: to be spoken in front of a large live audience. Hill’s text is a rap and is • Th e Serengeti consists of grasslands and plains therefore more poetic and meant to be sung and spoken to music. • Th e Serengeti is populated mostly by animals since it has been Authors designated as a national park. Similarities: Both authors are African American and are interested in

Page 20 Studio C Answer Key Continued Reading Grade Level 6-8

uplifting those who are not in power. Diﬀ erences: Jackson is an older male who lived through the civil rights movement of the 1960s. Hill is a younger woman who grew up in the 1980s and 1990s. Genre Similarities: Both texts are meant to be read out loud to a mass audience. Diﬀ erences: Jackson’s text is a speech and is meant to be read live, while Hill’s text is a song and is meant to be heard with music either live or in the privacy of the listener’s home.

Lesson 14 Word Web Dedication Antonyms: disloyal Synonyms: commitment; loyalty Word Origin: 14th Century English Part of Speech: noun Deception Antonyms: truth, honesty Synonyms: misrepresentation, deceit Word Origin: Middle English, Old French, Latin Part of Speech: Noun

Lesson 15 Exaggeration My practice extends across the atlas. - Many people know about my music. More powerful than two Cleopatras. - I have power and inﬂ uence in the Hip Hop world. My rhymes is heavy like the mind of sister Betty. - Th e lyrics I write are intelligent. Adjacent to the king, fear no human being. - I am not afraid of most things because I have power. L-Boogie Spars with stars and constellations. - Lauyrn Hill can battle most rap stars successfully.

Page 21 Studio D Answer Key Reading Grade Level 9-12

Lesson 1 Lesson 10 Hyperbole Word Origin Lesson 13 Be Active Not Passive! Answers may vary for the explanations, but Vocabu- Origins Original Words the following hyperboles should be included: lary Word 1. One can fi nd Nefertiti’s tomb next to King 1. “More powerful than two Cleopatras” constella- Middle English constellacioun Tut’s. 2. “Adjacent to the king, fear no human be- tion Anglo-French constellation 2. Th e beautiful constellations in the sky ing” Late Latin constellation-, represent a picture 3. L-Boogie spars with stars and constella- constellatio, com- 3. Cleopatra and Marc Antony had an inter- tions. + stella star esting conversation. adjacent Anglo-French, ajesaunt 4. Th e animals in the Serengeti migrated Lesson 2 Latin adjacent-, adja- through the grassland. cens, present par- Life is a Game 5. Th e youth protested against the war. Answers will vary. Refer to writing rubric. ticiple of adjacēre to lie near, from 6. I taught Lauryn Hill everything she ad- + jacēre to knows. Lesson 3 lie; akin to Latin Develop a Negative Into a Positive jacere to throw Lesson 14 Answers will vary. Refer to writing rubric. cherubim Latin, from Greek cheroub Understanding the Story Lesson 4 Hebrew kerūbh 1. Answers will vary. Where Hip Hop Meets Scripture scripture Middle English, scriptura 2. Th e biblical allusions in the song “Every- Answers will vary. Refer to writing rubric. from Late Latin thing is Everything” are, “after winter must ghetto Italian, from ghèto, ghetàr come spring,” “roll with cherubim,” “adjacent Lesson 5 Venetian to the king,” and “where Hip Hop meets The Youth Today Latin jactare jactare scripture.” Answers will vary. Refer to writing rubric. linen Middle and Old līnen, from līn 3. Answers will vary. English fl a x , Lesson 6 Latin Lesson 15 Greek linum fl ax See You on the Serengeti Theme Study linon fl ax Answers will vary. Refer to writing rubric. Answers will vary. convinced Latin convincere “to overcome Lesson 7 decisively,” from What and Who? com- intensive Answers will vary. prefi x + vincere “to conquer” Lesson 8 situation Middle English situationem (nom. The Serengeti Late Latin situatio) Answers will vary. Refer to writing rubric. situatus, past paritciple of Lesson 9 situare Rules of Rhetoric dedication Middle English dedicate Late Latin dedicatus, past Answers will vary. Refer to writing rubric. participle of dedicare

Lesson 11 Keep Hope Alive Answers will vary. Refer to writing rubric.

Lesson 12 You Are an Egyptian Answers will vary. Refer to writing rubric.