American Voices Write Yourresponse Beforesharingyourideas
2 UNIT
Define American:HiepLe
1 “correct” way to “American”? be experiences. there Is such athing a as home are diverse in their histories and The people who call the United States American Voices Write yourresponse beforesharingyourideas. or choice?
Discuss It
Is being“American”amatterofgeography MULTIMEDIA SCAN FOR
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Judith Ortiz Cofer Ortiz Judith American History A UNIT How is an American identity created? identity American How an is P andInterpretive Narrative Nonfiction Narrative: Reading Write Narrative aNonfiction Writing Focus: TASK PERFORMANCE nchor What does it mean to be “American”? E RO COMPARE SS John F. Kennedy John Immigrants from Contribution The Immigrant A Anna Quindlen Country a of A Quilt ANCHOR TEXT: ESSAY MP nchor E NTI A Nation of of ANation 1 T TE : LEARNING WHOLE-CLASS AL Q xt TE : short xt U E : ESSAY STION
story :
PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED Camille Dungy Wall the on Writing The POST BLOG MEDIA: Tan Amy from Game the of Rules NOVEL EXCERPT From My Friends Friends My From Help aLittle With MEMOIR Gregory Djanikian Immigrant Picnic Hill Whiteman Roberta Morning Talk POETRY COLLECTION Firoozeh Dumas from Present Narrative aNonfiction Spea TASK PERFORMANCE The Joy Luck Club Luck Joy The Funny in Farsi in Funny UNIT INTRODUCTION king LEARNING SMALL-GROUP a n d List e ning f ocus: My Mother for Music N NON LA PERFORMANCE-B Puerto Rican Emma Lazarus The New Colossus POETRY Tsai Diane to America Adapts Taiwanese Family aVoice: A Finding AUTOBIOGRAPHICAL ESSAY Santiago Esmeralda from MEMOIR BBC Rights in America Fight for Immigrant the and Abbott Grace MEDIA: VIDEO Mora Pat Legal Alien POETRY Narrative Review EvidenceforaNonfiction A UNC RR F When I Was IWas When A ICTION H TI VE M T EX LEARNING INDEPENDENT T
O DEL ased A ssessment PR ep
3 4 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords appropriate general academic Acquire anduseaccurately grade- Language UNIT
UNIT STANDARDS
1
• 1
Amer
INTRODUCTION i c an Vo i ces
goals will help you succeed on the Unit Performance-Based Assessment. willgoals Assessment. help you succeed the on Unit Performance-Based “American”be by reading, writing, speaking, presenting, and listening. These Throughout this unit, you your will of understanding deepen what it means to Goals Unit later during your on you growth when this reflect unit. Rate how well right goals you these meet now. You will revisit your ratings LANGUAGE GOALLANGUAGE GOALS RESEARCH AND WRITING GOALS READING GOALS LISTENING AND SPEAKING • • • • • • • SCALE presentations. and interest to your writing and to convey meaning and variety add dialogue and exposition use Correctly meaning. lengths to atopic explore and clarify Conduct of various research projects using specific and events characters you develop Write andacademic concept vocabulary. your and of use knowledge Expand and events. experiences sequencehow authors and describe analyzing by narratives written Evaluate presentations. Integrate audio, visuals, in and text communicate. and the ideas of develop consensus, others, Collaborate your with team to build on NOT ATNOT ALL WELL 1
a
nonfiction
details NOT VERY NOT WELL
narrative 2
and
descriptions.
in SOMEWHAT
which WELL 3
1 1 1 1 WELL VERY 4
2 2 2 2 3 3 3 3 EXTREMELY MULTIMEDIA SCAN FOR WELL 4 4 4 4 5 5 5 5 5
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. to you in this unit as you analyze and write narratives. discuss more with precision. Here are words five academic that will useful be and termsAcademic help can you in appear read, all subjects write, and Vocabulary: NarrativeAcademic Writing “follow” -sequ- ROOT: sequence “put” “sit”; “place”; -posit- ROOT: exposition “word” -log- ROOT: dialogue “writing” -scrip- ROOT: description “strike”; “hit” -flict- ROOT: conflict WORD
Refer toadictionaryorotherresources if needed. For eachword, listatleast tworelated words. each word. Use theinformationandyourownknowledgetopredict themeaningof Review eachword, itsroot, andthementorsentences. MENTOR SENTENCES MENTOR 2. 1. 2. 1. 2. 1. 2. 1. 2. 1.
Kennedy’s essayabout characters’ relationships. me awhiletofigure outthe little The storycontainsvery dialogue but hasahard making time Greta fiction enjoyswriting recite gladly and will it. word of hasmemorizedevery Milton description funnier ifyouincludedetailed Your comedyroutine be will so good. is onereason herpoemsare Pat Mora’s with skill the Iwant storyI’mwriting, In the wanted. both conflict andNoraresolvedAlice their followed. sequence experiment, sheexplainedthe After Anikafinishedthe sequence a scenebybreaking itintoa A moviedirector mayplan of importantideas. well-organized isa American identity conflict exposition by sharing the toy they toythey bysharingthe dialogue soundrealistic. ofstepsshehad ofseparateshots. toresolve happily. of the scene. ofthe exposition , soittook in the film inthe description
ESSENTIAL QUESTION:
PREDICT MEANING
What doesitmeantobe“American”? in the unit.in the appear they forms wherever and highlight their or them Study in words this chart, the Follow Through RELATED WORDS RELATED inflict, afflict inflict, Unit Introduction
5 6 NOTES UNIT
and meaningful? details makethisnarrativevivid answer thisquestion:What Mark thetexttohelpyou the writerbuildsstory. As youread, at theendofunit. Performance-Based Assessment writing youwilldevelopinthe a truestory.Thisisthetypeof writing inwhichanauthortells a This selectionisanexampleof LAUNCH TEXT UNIT 1•Amer nonfiction narrative, Mother Music
for for 1
lookattheway |
INTRODUCTION i c NARRATIVE MODEL an My My Vo i atypeof ces 3 2 1 5 4 just smileandshakeherhead. Butshealwaysrepeated thewords we finish theirsentencesinEnglish. Papawouldthankus.Mama or family. PedritoorIwould occasionallycorrect themorhelp and forthineitherlanguage,talkingaboutworkor homesickness better. English wasnotverygoodatfirst,butheworked at ituntilgot would answerherinEnglishwhenshespoketohim inSpanish.His a girl. song ismore than100yearsoldnow. Mamalearneditwhenshewas to cry.from thisfeeling.” “And seeingmyself solonelyandsadlikealeafinthewind,Iwant work asaseamstress. Iremember washingdisheswhile Pedritosang: songs forMama.Sheenjoyedthingsthatreminded herofhome. A
He sanginSpanish,whichishowthelyricswere written.That Her eyeshurtandherfingerswouldgetsore from long hoursof Mama usuallyanswered him inSpanish.Theywouldgoback Papa triedtonudgeMamaoutofhernostalgiasometimes. He the musicheheard ontheradio,butheplayedtraditional fter dinnermyolderbrother likedtoplaytheguitar. He preferred MULTIMEDIA SCAN FOR
© Pearson Education, Inc., or its affiliates. All rights reserved. ESSENTIAL QUESTION: What does it mean to be “American”?
had helped her with. In time her English got better too, but she was far more at ease in her native tongue. NOTES 6 I was seven years old when we came to the United States. Pedrito was 11. Papa was a carpenter who also knew a little about plumbing and electricity. From an early age, my brother and I learned how to take care of ourselves in our new home. Our parents worked long hours, and they counted on us to be independent. 7 At first we were almost like guides for Mama and Papa. In big busy places, like the mall or the registry of motor vehicles, they felt uncomfortable, if not overwhelmed. It was easier for us to adjust to environments that were fast-paced and not always friendly. I felt protective of my parents and also proud of how quickly I learned my way around. 8 It would hurt my feelings to see the way some people looked at us. For a while, on Sundays and holidays we would wear our best clothes from home. Before long, we learned to wear casual clothes almost all the time, like most people in this country do. And after a while, our parents became more at ease in stores or government offices. They relaxed a little, I suppose, and we attracted less attention. 9 Mama and Papa live with Pedrito now, in a two-family home outside of Houston. Pedrito is now known as Peter. He runs a construction business that employs 14 men and women. 10 Papa is in his seventies now. Pedrito would like for him to slow down a little and enjoy retirement, but Papa says that Mama wouldn’t want him sitting around the house getting in her way. He rises at dawn almost every day and goes to work with Pedrito, building houses. 11 I am a teacher. This summer I will be taking my son, Michael, to visit his grandparents. He is twelve. He wants to learn to play the guitar. I want Mama and his Uncle Peter to teach him a few of the good old songs.
WORD NETWORK FOR AMERICAN VOICES
Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify native interesting words related to the idea of American identity and add them to your Word IDENTITY environment Network. For example, you might begin by adding words from the Launch Text, such
© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson as traditional, native, and environment. Continue to add traditional words as you complete the unit.
Tool Kit Word Network Model
Music for My Mother 7 8 UNIT
UNIT
1
• 1
Amer
INTRODUCTION i c an Vo i ces together or, perhaps, separate them? people bring expression creative other or music ways can of youropinionorananalysis. complete, andaccurateoverviewofatext.Itshouldnotincludestatement Write asummaryof“Music forMyMother.” A Summary Conduct aSmall-Group Discussion Activity Launch • • • • different backgrounds together ortokeepthemseparated? As aclass,discusstheexamples. Would eachonehelptobringpeopleof describe theexampletheyhave chosen. Gather thesmallgroups andhavearepresentative from eachone or separatesthemfrom others. group, chooseanexamplethatyouagree eitherbringspeopletogether with familyorfriends,atschool,duringanotherexperience. Asa expression—such asasong,poem,game,orpieceofart—youlearned Gather insmallgroups todiscussdifferent examplesofcreative Record yourfeelingsonthequestionandexplainthinking. Considerthisquestion: summary isaconcise, In what what In
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you thinkabouttheprompt. Record yourfirstthoughtshere. Consider classdiscussions,presentations, thevideo,andLaunchText as QuickWrite PROMPT: Evidence Logaftereachselection. of theunitbycompleting Based Assessmentattheend Prepare forthePerformance- support yourthinking. “Music forMyMother”that textual details orevidencefrom Evidence Log.Then,record one sentencetorecord inyour Summarize yourthoughtsin Review yourQuickWrite. Evidence LogModel
Tool Kit MULTIMEDIA EVIDENCE LOG FOR AMERICAN VOICES AMERICAN FOR LOG EVIDENCE SCAN FOR
How is an “American” identity created?
H T i o t C l w d e ofT O NN o e E e s t C x ESSENTIAL QUESTION: t T his t : I
O N e
x T t c O
ha P R n O g M e o P T r a d d t T o m E X T y t
E Whatdoesitmeantobe“American”? V hi ID n ki E N n g C ? E/
DETAILS A D D
I T I O Unit Introduction D D NA a a t t e e L : :
N O T E S / ID E A S
9 10 ideas share and Interact understanding Monitor questions asking by Clarify actively Listen STRATEGY
UNIT 1•Amer OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS strategies during Whole-Class Learning.strategies during Whole-Class yourwith class. Add ideas of whole your for own each step. Get ready to these use strategies you these Review and take can the actions to practicethem as you work continue to environments. learn and work in large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class what on it means to “American.” be perspectives concept you identity. of are American going to selections read The present different ingredients are still visible? You will work your with class to whole the explore “melting” merging or of cultures? is it Or more like in asalad which the separate is thatand cultures—but description accurate? represent identity a American Does as a “melting has described been America from pot” of different people places “American”?to be What does it mean QUESTION: ESSENTIAL i c an Vo • • • • • • • • • • • • ACTION PLAN i ces Ask forhelpifyouare struggling. youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion whole class. If you’re peopleprobably confused,other are, too.Ask tohelpyour aquestion speaker.Keep youreyesonthe phoneaway. Forexample,putyourcell distractions. Eliminate detailsor makingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswerquestions, unsure. MULTIMEDIA SCAN FOR
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK the day that President Kennedy is assassinated. is Kennedy President the day that on athome and atschool challenges faces A girl Cofer Ortiz Judith History American ANCHOR TEXT: SHORT STORY about the topicofAmerican identity. about the United States.Afterreading,in the narrative write yourownnonfiction youwill threeAll Whole-Classreadings andcitizenship diversity issuesofcultural dealwith Narrative Write Nonfiction a WRITING FOCUS COMPARE efforts of immigrants. efforts by the created been way ofhas life American the how John F. KennedyStates, described United of the president was he Before F.John Kennedy Anna Quindlen Anna ofaCountry A Quilt TEXT: ESSAYANCHOR from The Immigrant Contribution TEXT: ESSAYANCHOR of diversity. importance the emphasizes 11,of September 2001, ajournalist attacks terror of the aftermath the In A Nation of Immigrants of ANation Overview: Whole-Class Learning CONTENTS
11 12 needed atthehighendofrange. band proficiently, withscaffoldingas the grades 9–10textcomplexity comprehend literary nonfictionin By theendofgrade 9, readand Informational TextReading Model Annotation First-Read Guide and children’s books. novels, aswellnonfiction written severalbest-selling for writingfiction.Shehas and pursueherpassion to leavethenewspaper later, Quindlendecided Prize in1992.Three years for whichshewonaPulitzer the woman tohaveacolumnin She wasonlythethird begantoflourish. journalism Times, and thenforthe wrote forthe Barnard Collegein1974,she After graduatingfrom age of18asanassistant. newspaper businessatthe started workinginthe Anna Quindlen About the Author
Tool Kit S Times’s UNIT T MAKING MEANING A Quilt of of A Quilt A where hercareer in N
DA 1 OpinionPages,
•
R Ame New York Post DS
a
and New York (b. 1953) Country ri c
an vo i ces read andclose-read activitiesfor“AQuiltofa Immigrant Contribution.”First,completethefirst- essay “AQuiltofaCountry”andthe“The In thislesson,youwillread andcompare the Comparing Texts opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your rankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, return totheconceptvocabularyandreview each onascaleof1(mostfamiliar)to6(leastfamiliar). Before reading, notehowfamiliaryouare witheachword. Then,rankthem You willencounterthefollowingwords asyouread “AQuiltofaCountry.” Concept Vocabulary A Quilt of aCountry help prepare youforthecomparingtask. Country.” Theworkyoudoonthisselectionwill have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE isinvolved? interwoven discordant coalescing pluralistic disparate diversity the generalideasof What W ideas within OR isitabout? D the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR T C HE ONTRI
by marking R by completing A I MM N K B I UTION IN G R G A NT
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 A most menconsiderthemselves betterthansomeone.“Ofallthe notion thatallmenare created equal,thougheveryoneknowsthat when theaircraft crashedinafieldnearShanksville,Pennsylvania. passengers triedtoregain control oftheplane.All44peopleonboard died jet crashedintothePentagon.OnhijackedUnitedAirlines Flight93, Trade Center. InWashington, D.C.,224peoplewere killedwhenahijacked people were killedwhenhijackerscrashedtwoairlinersintotheWorld the terrorist attacksofSeptember11,2001.InNewYork City,almost 3,000 This essaywaspublishedin BACKGROUND A changing merica isanimprobable idea. A mongrel nationbuiltofever- Quilt disparate parts,itisheldtogetherby anotion,the Newsweek magazineabouttwoweeksafter
of a of Anna Quindlen
Country disparate NOTES essentially different inkind A QuiltofaCountry ANCHOR TEXT
(DIHS puhriht) MULTIMEDIA SCAN FOR
|
ESSAY adj
13 . adjective inthisstatement. 2. Marktherepeated final sentenceinparagraph aspects adj. repetition create? does thisdeliberateuseof 14 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ pluralistic adj. discordant NOTES two verydifferent things? same adjectivetodescribe author chosentousethe
havingmultiplepartsor unrelated; outofplace UNIT 1•Amer (plur uhLIHStihk)
(dihs KAWR duhnt) Whyhasthe Reread the Whateffect i c an
vo i ces 4 3 2 9. 8. 7. 6. does, demandsatimeofreflection onenormousblessings. understand itatthismoment,whenenormoustragedy, asitsooften all thefailures issomethingspectacularlysuccessful.Perhaps they that thisamountsto“crown thygoodwithbrotherhood,” thatamid the murders ofgaymen.Itisdifficult toknowhowconvincethem the newsoflynchingblacks,denialrightstowomen, ostracism oftheother. Children learninsocial-studiesclassand bigotry. Slaveryandsweatshops, theburningofcrosses andthe most consisting frequently offailure. Manyoftheoft-toldstories 5. today bemoantheascendancyofakindpridefulapartheid are ourdefiningideals;theyare alsoinconstantconflict. Historians characterized as“communityaddedtoindividualism.”Thesetwo 4. 3. 2. 1. been oneofitsgreat folk-artforms,velvetandcalico bits andpiecesthatseem the historianDanielBoorstinwrote. That’sbecauseitwasbuiltof nations intheworld,UnitedStateswasbuiltnobody’simage,” Newark ofwhichPortnoycomplained, my children isnomore Balkanized, must haveforgotten thepast,orhavegildedit.TheNew York of custom, hasunderminedtheconceptofunity. Thesehistorians America, sayingthattheclingingtoethnicity, inbackground and brocades. incendiary then.)TheBrooklyn ofFrancieNolan’sfamoustree, lines: anItaliangirl,Irishboy. Howquaintitseemsnow, how (I was theproduct ofamixedmarriage,across barely bridgeable blocks outoftheirwaytoavoidtheIrishdivideChester Avenue. Philadelphia ofmyfather, inwhichJewishboyswould walkseveral Arab passengers,too,andyetspeakintheoryofhatred, oneforthe the streets ofNew York—and inwhichJewishcabbieschauffeur nation inwhich Arab cabbieschauffeur Jewishpassengersthrough You knowtheanswer. today thandidtheIrishandItaliansofMassachusettsacenturyago? Do theCambodiansandMexicansinCalifornia coexistlesseasily other? Whatisthepointofanationinwhichonepart seemstobe suburbs ofCheever’s
Cheever’s States. United the in people of class privileged most and dominant WASP Complaint.Portnoy’s . complained Portnoy which of Newark the . tree famous Nolan’s Balkanized apartheid Mario Cuomo brocades calico This isanationfoundedonconundrum, whatMarioCuomo The reality isoftenquitedifferent, agreat nationalstriving What isthepointofthissplintered whole?Whatisthepointofa pluralistic
n. short for white Anglo-Saxon Protestant; typically refers to a member of the the of to amember refers typically Protestant; Anglo-Saxon white for short printed cotton cloth cotton printed 2
Outofmany, one.Thatistheideal.
n. reference to John Cheever, an American novelist and short story writer. story short and novelist Cheever, to American John an reference (uh tyd) PAHR
fabrics with raised patterns in gold or silver. or gold in patterns raised with fabrics adj.
politician and former New York New governor. former and politician broken up into smaller, often hostile groups. groups. hostile into smaller, up broken often nationonearthare storiesnotoftolerance,but 9
characters:theyare ghettos,pure andsimple. n. reference to Betty Smith’s novel Smith’s novel to Betty reference system of racial segregation and discrimination. and segregation racial of system discordant 5 probably lessso,thanthe , likethecrazyquiltsthathave 7
eventheuninflectedWASP reference to Philip Roth’s novel Roth’s to novel Philip reference A Tree Grows in Brooklyn. in A Tree Grows 1 andchecks 4 in 6 the 3 has 8
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 7 6 5 8 standing forlittlemore than theallowanceoflettingotherslive coexistence succeeds,buttoleranceisavanilla-pudding word, They’re makingit.Sound familiar?” They worksevendaysaweek.Theirkidsare doingwellinschool. Vietnamese, Iraqi,Jordanian, Latin American. Theyliveinthestore. or JewishEasternEuropean anymore. MaandPaare nowKorean, old neighborhood Ma-Pa stores are stillaround. Theyare notItalian Mexican immigrants,oncetoldthewriterStudsTerkel proudly, “The Immigration andNaturalizationServicehimself thegrandsonof parents orgrandparents. LeonelCastillo,formerdirector ofthe to suggest,thenewimmigrantsare notsodifferent from ourown most toadmitthat,nomatterwhattheEnglish-onlyadvocatestry fairness amongthecitizensofUnitedStatesthateventuallyleads in thestruggle ofthisfractured whether itbeprairieorsubway, asatestofcharacter, andsoglories loves thedifficult, thedemanding,thatseesmastering theimpossible, interwoven into newnationswithnames,butnotthisone,impossibly Slovenian? Othercountrieswithsuchdivisionshaveinfactdivided and straights,leftright,PoleChinesePuertoRican always ontheverge offisticuffs withanother, blacksandwhites,gays 10. strains ofbehaviorthat,howevertenuously, abettheconceptofunity. anything remotely resembling anationalcharacter, butthere are two Faced withthis not sidebyside,thenoneitherofthecountry’sChester Avenues. people ofdifferent, evenwarringreligions andcultures canlive,if a great nationcanconsistentirely ofrefugees from othernations,that world.” Oneofthethingsthatitstandsforisthisvexingnotion “The U.S.isauniquecountrythatstandsforsomethingspecialinthe the NationalOpinionResearch Centeragreed withthisstatement: enemy attack.Terrorism hasledtodevastation—andunity. States havecometogetheroncemore becauseofarmedconflictand emphasize divisionthancommunity. Today thecitizensof the United economic unrest andincreasing crimeseemedmore likelyto overwhelm theright. And slow-growing domestictraumaslike African-American, Mexican-American,Irish-American—would national identitywouldevaporate,thattheleftsideofhyphen— concern thatwithoutafocusforhatred anddistrust, asenseof communism. With theendofcoldwarthere wasthecreeping enemy, bythefaultlinesofworld warsandtheelectrified fenceof
Yet evenin1994,theoverwhelmingmajorityofthosesurveyedby Tolerance istheword usedmostoftenwhenthiskind of There isthatCalvinist Once thesedisparatepartswere heldtogetherbyacommon one’s destiny is set and unchangeable. and set is one’s destiny that idea the humans, of weakness power, moral God’s the stresses that Calvin John Calvinist
adj. eveninitshostilities. related to Calvinism, a set of Christian beliefs based on the teachings of of teachings the on based beliefs Christian of a set to Calvinism, related diversity 10 there islittlepointintryingtoisolate undercurrent inthe American psychethat coalescing . And there isagrudging cultural groups variety ofdifferent ethnicor interwoven NOTES coalescing diversity vuhn) combined body orplace n. coming togetherinone A QuiltofaCountry adj. (duh VURsuhtee) intermingled; (koh uhLEHSihng) (ihn tuhrWOH
n 15 .
16 NOTES
UNIT 1•Amer i c an vo i ces all ofustogetherinacountrythatacross itslengthandbreadth is But patriotismispartlytakingprideinthisunlikelyabilitytothrow whoever isnew, different, unknownorcurrently undersuspicion. American willingnesstoendlesslycomplainaboutthem,thembeing unremarked andunmolested.Prideseemsexcessive,giventhe “A QuiltofaCountry”©2001byAnnaQuindlen.UsedPermission.Allrightsreserved. it’s awonder. has onespirit.Likemanyimprobable ideas,whenitactuallyworks, representatives ofamongrel nationthatsomehow, attimeslikethis, noses, thetexture ofthehair, amapoftheworld.Theseare the be possibletotraceintheskincolor, theshapeofeyesand World Trade Centerdestruction are assembledinoneplace,itwill name. Whenphotographsofthefacesallthosewhodiedin as different asadozencountries,andstillbeabletocallitbyone
❧
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension a research question. research a Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. in the essay? that detail. what In way the information does you learned shed light an on idea expressed
understanding oftheessay. today’s neighborhoodstores similartoanddifferent from theoldneighborhoodstores? According totheformerheadofImmigrationandNaturalizationService,howare According toQuindlen,howhaveothercountriesoftenhandleddeepethnicdivisions? cold war? What doesQuindlenthinkunified America’s diverseethnicgroups before theendof mixed marriagechangedovertime? According toQuindlen,how havepeople’s attitudesaboutherbeingaproduct ofa America? According toQuindlen,what familiarobjectservesasanidealrepresentation of
Notebook
Write asummaryof“AQuiltCountry”toconfirmyour
Choose unfamiliar at one least Briefly research detail from the text.
Choose something that interests you and formulate from the text, A QuiltofaCountry
17 18 purpose. to advance thatpointofviewor analyze howanauthorusesrhetoric of vieworpurposeinatextand • a text. paragraphs, or largerportionsof refined byparticularsentences, ideas orclaimsaredevelopedand • Informational TextReading Model Annotation Close-Read Guideand Determine anauthor’s point Analyze indetailhowanauthor’s
STANDARDS T UNIT 1•AMERICAN VOICES ool Kit MAKING MEANING A QUILT OFACOUNTRY
1. TextClose Readthe 4. 3. 2. 1. TextAnalyze the 3. 2.
the passageandfindanotherdetailtoannotate.Then,write annotations, alongwithquestionsandconclusions.Closeread The model,from paragraph 5oftheessay,showstwosample have you learned about Americanidentityfromhave youlearned reading thisessay? E she leavesthatansweropen-ended? answer.” Explainwhatthatansweris. (a) propose are essentiallyAmerican?Explain. resembling anationalcharacter”? (a) contribute tothedevelopmentofQuindlen’s ideas? (a) these words?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst read notes. For more practice,gobackintothetext,andcompleteclose- a questionandyourconclusion.
N ssential Question:
otebook Generalize A D overwhelm theright. American, Irish-American—would hyphen—African-American, Mexican- would evaporate,thattheleftsideof and distrust, asenseofnationalidentity concern thatwithoutafocusforhatred the coldwarthere wasthecreeping fence ofcommunism.With theendof lines ofworldwarsandtheelectrified together byacommonenemy, bythefault nalyze educe danger andclarify theideaofa“commonenemy.” CONCLUDE: comparisons? QUESTION: placed bywarringnations. between people’s emotionsandphysicalbarriers ANNOTATE: Once thesedisparatepartswere held Attheendofparagraph3,Quindlensays,“You knowthe
questions Explain MarioCuomo’s conundrum. Respond tothesequestions.
Whydoestheauthorusethese Why isQuindlenreluctant todefine“anythingremotely Thesephrasesmakecomparisons Thecomparisonscreate asenseof
What doesitmeantobe “American”? suchas“Whydidtheauthorchoose conclude (b) annotate
Connect (b) ?
I nterpret whatyounotice. Whatqualitiesdoesshe to supportyouranswers. Cite textualeviden (b)
Why doyouthink Howdoesthisdetail that theproblem “Creeping” suggests CONCLUDE: the problem? about thenature of these words suggest QUESTION: the coldwar. arose attheendof that a newconcern words characterize ANNOTATE: immediately noticed. hidden andnot adds thatitwas secretly. “Evaporate” grew slowlyand What Whatdo These
c e
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. writer makes,includingthoseofstructure and event orreach aspecialaudience. Thoseintentionsshapethechoices vary withthetopicandoccasion.Awritermaywanttoexplainaparticular entertain, andtoreflect. Writers alsohavespecific purposesforwritingthat writing. Thefourgeneralpurposesforwritingare toinform,persuade, that momentinhistory. 2001. Considerhowherpurposeanduseofanalogyreflect of theconcerns moved towritethisessayshortlyaftertheterrorist attacksofSeptember11, comparison oftwounlikethingsthatworkstoclarify anidea.Quindlenwas Anna Quindlenorganizesthisessayaround acentral Purpose andRhetoric Analyze CraftandStructure 4. 3. 2. 1. Practice Paragra 8 4 2
suffering from agreat trauma? Explain. Why mighttheanalogyofaquilthaveseemedfittingat atimethatthenationwas chart. Explainyourchoice. crazy quilt. (a) American culture? For Quindlen,whydoestheideaofacrazyquiltcapture atensionattheheartof “notion” unitesAmericanculture intoasingle whole? America isamash-upofdifferent cultures. (a) Notebook UsethecharttoexplainhoweachpassageaddsQuindlen’s analogyofthe Identify three detailsinthefirstparagraphthatsupportQuindlen’s ideathat
p h (b)
Respond tothesequestions. Selectafourthpassagefrom theessaythat you thinkbelongsonthe Passage map of the world. map ofthe faces.a When photographsofthe its hostilities such .evenin countrieswith Other other.ostracism ofthe oft-toldstories. Many ofthe
An author’s purpose . ESSENTIAL QUESTION: rhetoric ishisorherreason for (b) According toQuindlen,what analogy , orlanguagedevices. —a H
ow itdevelo Whatdoesitmeantobe“American”? p to supportyouranswers. CITE TEXTUALEVIDENCE s theanalogy A QuiltofaCountry
19 20 meanings orpartsofspeech. word changesthatindicatedifferent Identify andcorrectlyusepatternsof Language choices onmeaningandtone. cumulative impactofspecificword and technicalmeanings;analyzethe text, includingfigurative, connotative, and phrases astheyareusedin a Determine themeaningofwords Informational TextReading Network. from thetexttoyourWord related toAmericanidentity Add interesting words
STANDARDS UNIT 1•AMERICAN VOICES WORD NETWORK LANGUAGE DEVELOPMENT A QUILT OFACOUNTRY Concept Vocabulary 2. Latin prefix: Word Study 2. 1. Practice Why TheseWords? 2. 1. that cometogethertoformauniquewhole. word America as“amongrel nationbuiltofever-changing disparateparts.”The For example,atthebeginningoffirstparagraph,authordescribes music thatwasharshoroutoftune.Today, root - being apartoraway.Intheword 1. describe anythingthatisoutofplace.
discordant disparate disparate Reread paragraph5of“AQuiltaCountry.”Markword (otherthan how theprefix helpsyouunderstandthemeaningofword. Write anotherword youknowthatbeginswiththeprefix Write thecontextcluesthathelpyoudeterminecorrect words. create itsfabric. the strength ofournationseemstooriginatefrom the_____strandsthat _____ around importantsocial,economic,orpoliticalprinciples.Indeed, population, Americansfindwaystobridgetheirdifferences, usuallyby are essentialtoourdemocracy.Despitethegreat _____ofAmerica’s groups oftenraisetheirvoicesindisagreement, buttheir_____opinions many _____backgrounds cometogethertolive.Themembersofthese America isa_____society,nationinwhichgroups ofpeoplefrom Use theconceptvocabularywords tocomplete theparagraph. fragmentation? What otherwords intheselection connecttotheconceptsofunityand which contributetotheideaoffragmentation? Which conceptvocabularywords contributetotheideaofunity,and Notebook cord-, mongrel meaning“heart.”Overtime,theword becameassociatedwith ) thatbeginswiththeprefix , amixed-breed dog,reinforces theideaofdisparateelements dis-
The conceptvocabularywords appearin“AQuiltofaCountry.”
The prefix
These conceptwords convey unityandfragmentation. interwoven pluralistic dis- discordant, dis- showsnegationorexpresses theideaof dis-. discordant Write adefinitionfortheword. combineswiththeLatin coalescing diversity isoftenusedto dis-. Explain
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. stronger, morevividwordchoices. Word Choice Author’s Style 4. 3. 2. 1. Write It Use thecharttorecord youranswers. original word choicescontributetotheaccuracyandlivelinessofherwriting. changing thevividword choicestoordinary ones.ExplainhowQuindlen’s adjectives andstrong verbsineachone.Then,rewrite eachpassage, Read thepassagesfrom “A QuiltofaCountry”andidentify theprecise Read It informational writingmore interesting andconvincing. communicate themforcefully. Strong verbsandprecise adjectivesmake vivid language choose words carefully. NonfictionwriterslikeAnnaQuindlenalsouse Passage (paragraph 7) UnitedStates. . of the citizens amongthe fairness And there isagrudging (paragraph 8) wordvanilla-pudding . . buttoleranceisa (paragraph 3) Historians todaybemoan. splintered whole? pointofthis What isthe
The garbagesmelledbadafter itwasinthesun. The camperscarriedtheirgear through thetallgrass. Eloise washappywhenshegotherdriver’s license. The crowd yelledattheplayeraftergame. Strong verb: Ordinary verb: Precise adjective: Ordinary adjective: Notebook
Fiction writersandpoetsare nottheonlyoneswho , orstrong, precise words, tobringideaslife andto
Revise eachsentencebyreplacingverbsoradjectiveswith I tumbled
(paragraph 4) I fell
We sailedthoughthe
intothehole. We sailedthrough the intothehole. S PR
TRON E CI SE G
V A DJ churning E RB ESSENTIAL QUESTION: E rough CTIV E water. water. OR Rew
rit Whatdoesitmeantobe“American”? e E
A QuiltofaCountry ffe ct
21 22 needed atthehighendofrange. band proficiently, withscaffoldingas the grades 9–10textcomplexity comprehend literary nonfictionin By theendofgrade 9, readand Informational TextReading Model Annotation First-Read Guideand Dallas, Texas. on November22,1963,in Kennedy wasassassinated the UnitedStates.Tragically, the thirty-fifth president of War II.In1961,hebecame the U.S.NavyduringWorld After school,heservedin became more studious. in politicalphilosophyand he developedaninterest year atHarvard University, the classroom. Inhisjunior was knownasatricksterin schooling seriouslyand (1917–1963) didnottake politicians, intoafamilyof Born About the Author
STANDARDS Tool Kit UNIT 1•AMERICAN VOICES MAKING MEANING A QUILT OF ACOUNTRY OF A QUILT John F. Kennedy
Then, compare the author’s and of use purpose activities. completeFirst, and the first-read close-read which is achapter from You will now read Immigrant “The Contribution,” Comparing Texts those of Immigrantthose “The Contribution.” persuasive techniques in “A Quilt of aCountry” with opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markanychangestooriginal After completingthefirstread, comebackto theconceptvocabularyand Then, rankthewords inorder from mostfamiliar(1)toleast(6). Contribution.” Before reading, notehowfamiliaryouare witheachword. You willencounterthefollowingwords asyouread “TheImmigrant Concept Vocabulary Contribution Immigrant The have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE isinvolved? naturalization descendants assimilation the generalideasof minority What factions WORD stock ideas within isitabout? A Nation of Immigrants selection. writing abriefsummaryofthe the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE . RESPOND YOUR RANKING CONTRIBUTION THE IMMIGRANT by marking by completing
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Contribution Immigrant A Nation of Immigrants of A Nation from 1 The The Americans havebeenimmigrants orthe of aparticular“immigrant contribution”to America becauseall were O reforms ofthelatetwentiethcentury. citizenship inAmerica.”Hegreatly influencedandinspired theimmigration andnaturalizedcitizens, stating,“Thereborn isnoplaceforsecond-class extension ofthoserights.Heopposedlegaldistinctions betweennative- immigrant rights,andranforpresident onaplatformthatincludedthe when hewasaUnitedStatessenator. Hewasaprominent supporterof John F. Kennedywrote thebookfrom which thisexcerptwastaken BACKGROUND American history.” Inthesamesense, wecannotreally speak
immigrants in America. Then Idiscovered thattheimmigrants scar Handlinhassaid,“OnceIthoughttowriteahistory ofthe John F. Kennedy descendants ofimmigrants; The Immigrant Contribution descendants the offspring ofanancestor duhnts) NOTES ANCHOR TEXT
n . peoplewhoare MULTIMEDIA
(dih SEHN SCAN FOR
|
ESSAY
23 pronouns Kennedyuses. paragraph 1, markthe population in somewayfrom thelarger group ofpeoplethatdiffers a socialissue? approach inanessayabout the effect ofusingthis 24 naturalization minority CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES connect withthereader? that Kennedyistryingto these pronouns show becoming acitizen luh ZAY shuhn) lineage or ethnicgroup; familyor of aparticularindividual stock
UNIT 1•AMERICAN VOICES (stok) (muh NAWR uhtee)
n Howdo In In Whatis . descendants
n (NACH uhruh . process of
n . 5 4 3 2 7 6 building ofthenationandevolution American life. Indeed,if, on American society;eachmadeitsdistinctive“contribution”tothe older ornewer. Yet eachwaveofimmigrationleftitsownimprint continent. We canonlyspeakofpeoplewhoseroots in America are even theIndians,asmentionedbefore, migratedtothe American the UnitedStatesare Albert Einstein(German),inphysics;Michael S. Knudsen(Danish),oftheautomobileindustry. business; DavidSarnoff (Russian),oftheradioindustry;andWilliam chemical industry;CharlesL.Fleischmann(Hungarian), oftheyeast meat-packing industry;theDuPonts(French), ofthemunitionsand Jacob Astor (German),inthe furtrade;MichaelCudahy(Irish),ofthe on Immigrationand country buttotheentire world. In1953thePresident’s Commission contributions, industrialandscientific, notonlytotheirchosen lands, soughttheirfortunesintheUnitedStatesandmadestriking spectacular immigrantsuccesses:themenwhocamefrom foreign the contributionsofimmigrants.We allknow, ofcourse,aboutthe strengthen thefabricoflibertyin American life. farmer wrote homefrom Missouriin1834, established thefinancialpoliciesofyoungrepublic. A German Albert Gallatin,whoheldthesameoffice underJefferson— who wasWashington’s Secretary oftheTreasury, andtheSwiss immigrants. Two immigrants—theWest Indian Alexander Hamilton, eighteen were ofnon-English more economicgrowth. the impulsesin American life demandingmore politicallibertyand consequence, theimpactofimmigrationhasbeenbroadly toconfirm for personalfreedom andthehopeforeconomicopportunity. In variety ofreasons. Butnearlyallshared twogreat hopes:thehope different if theyallhadstayedathome. to concludethatourhistoryandsocietywouldhavebeenvastly United States definition ofimmigrantstothe42millionpeoplewhocame as someoftheolderimmigrantsliketodo,wewere torestrict the As wehaveseen,peoplemigratedtotheUnitedStatesfora Scientists andinventors: Among thosewhosegenius hasbenefited Industrialists: Andrew Carnegie(Scot),inthesteelindustry;John Similarly, everyaspectofthe American economyhasprofited from Every ethnic So, ofthefifty-six signersoftheDeclarationIndependence, and independent,thencomehere. the church andthehome,inshort,if youwishtobe really happy detect therein avenomthatmightendangerthelife ofthestate, where nosimpletonscriticizeyoureveryword and seekto freedom ofspeechobtains,where nospiesare eavesdropping, If youwishtoseeourwholefamilylivingin.acountrywhere after minority theDeclarationofIndependence,wewouldhave Naturalization , inseekingitsownfreedom, helped stock andeightwere first-generation mentionedthefollowing:
© Pearson Education, Inc., or its affiliates. All rights reserved. NOTES
^ This photo shows the first Chinese telephone operator in San Francisco in the early part of the twentieth century.
Pupin (Serbian), in electricity; Enrico Fermi (Italian) in atomic research; John Ericsson (Swedish), who invented the ironclad ship and the screw propeller; Giuseppe Bellanca (Italian) and Igor Sikorsky (Russian), who made outstanding contributions to airplane development; John A. Udden (Swedish), who was responsible for opening the Texas oil fields; Lucas P. Kyrides (Greek), industrial chemistry; David Thomas (Welsh), who invented the hot blast furnace; Alexander Graham Bell (Scot), who invented the telephone; Conrad Hubert (Russian), who invented the flashlight; and Ottmar Mergenthaler (German), who invented the linotype machine1. 8 But the anonymous immigrant played his indispensable role too. Between 1880 and 1920 America became the industrial and agricultural giant of the world as well as the world’s leading creditor nation.2 This could not have been done without the hard labor, the technical skills and the entrepreneurial3 ability of the 23.5 million people who came to America in this period.
© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 1. linotype machine printing machine that sets type in whole lines, instead of letter by letter, in order to print faster. 2. creditor nation country that owes less money to other countries than other countries owe to it. 3. entrepreneurial (on truh pruh NUR ee uhl) adj. related to being an entrepreneur, or someone who starts a business and is willing to risk loss in order to make money.
The Immigrant Contribution 25 against anothergroup etc.,working government, a politicalparty,club, groups ofpeopleinside 26 factions NOTES
UNIT 1•AMERICAN VOICES (FAK shuhnz)
n . 13 12 11 10 9 figures, 20percent ofthebusinessmen,20 percent ofthescholarsand Biography even greater. CharlesO.Paullin’sanalysisofthe the immigrantcontributiontoprofessions andtheartswasperhaps hard onthenewcomers,and hard aswellonthecommunitiesto bouillabaisse, maté,scones,Turkish coffee, minestrone, filetmignon.” Canadian bacon,hottamales,wienerschnitzel,petitsfours,spumone, baumkuchen, Englishmuffins, Gruyère cheese,Danishpastry, borscht, gefiltefish,Spanishomelet,caviar, mayonnaise,antipasto, knackwurst mitsauerkraut, Yorkshire pudding,Welsh rarebit, dishes: “Irishstew, chopsuey, goulash,chileconcarne,ravioli, that “typical American menus”mightincludesomeofthefollowing American dinnertablehasfelttheimpact.Onewritersuggested materially from themothertongueasspokeninBritain.Even as H.L.Menckendemonstratedthirtyyearsago,haddiverged been amajorforce inestablishing“the American language,” which, American life. Ingreatly enrichingthe American vocabulary, ithas the BillofRights. freedom ofworshipandseparationchurch andstate pledgedin the American traditionofreligious pluralismandassured toallthe to thiscountryfrom abroad. Themultiplicityofsects established all Americans. institutions maybetheoneswhichmostintimatelyaffect thelivesof was feltfrom thebottomup,andthesecontributionsto American by millionsofpeoplewhoneverbecamefamous.Thisimpact in theinnumerabledetailsoflife andthecustomshabitsbrought provided American literature withoneofitsmajorthemes. been immigrantsorthechildren ofimmigrants,butimmigrationhas And notonlyhavemany American writersandartiststhemselves remarkable measure oftheimpactimmigrationon American culture. the musiciansand61percent oftheactorswere offoreign birth—a percent ofthearchitects, 29percent oftheclergymen, 46percent of scientists, 23percent ofthepainters,24percent oftheengineers,28 Tweed said,characteristically, indefenseofhisowndepredations racketeers, unscrupulous businessmenandcynicalpoliticians. Boss disembarked inastrangeland,theyoftenfellprey tonative which theycame.Whenpoor, ill-educatedandfrightenedpeople races and New York inthe1870’s,“Thispopulationistoohopelessly splitinto 4. 5. bribery ofpatronage, orcorruption.”
depredations universal suffrage universal Significant astheimmigrantrole wasinpoliticsandtheeconomy, Immigration plainlywasnotalwaysahappyexperience. Itwas So, too,intheverywaywespeak,immigrationhasaltered In thearea ofreligion, allthemajor American faithswere brought Perhaps themostpervasiveinfluenceofimmigrationistobefound shows that, of the eighteenth- and nineteenth-century showsthat,oftheeighteenth-andnineteenth-century factions
(dehp ruh DAY(dehp shuhnz) ruh
right to vote for all adults all for to vote right togovernitunderuniversalsuffrage,
n. acts of plundering or robbery. or plundering of acts Dictionary of American Dictionary ofAmerican 5 exceptby 4 in
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 14 16 15 means ofpreparing thenewcomersfor American life. Theidealof in American society. Thusthepublicschoolbecameapowerful idea tosterntestingandeventuallybrought outthebestqualities a challengetothe American idea—achallengewhichsubjectedthat rekindled thedream. that life couldindeedbebetter, andeachnewwaveofimmigration of millionsplainpeoplebeginninganewlife intheconviction for agoodmany;butthedream itself wasinlarge parttheproduct opportunities that America offered madethedream real, atleast Such confidence,whenwidelyshared, setsthenationaltone.The to strengthening thenationalconfidenceinchangeandfuture. developing thespiritofpersonalbettermentin American societyand life. Ithasthuscontributedgreatly to positive beliefinthepossibilityofabetter mobility. Itistheexpression inactionofa is bydefinitionagesture offaithinsocial that one’schildren would.Immigration up oneself, there wasalwaysthehope Even if onedidnotsucceedinmoving move upthesocialandeconomicscale. rigid classstructure. Ithastraditionallybeenpossibleforpeopleto One of America’s characteristicshasalwaysbeenthelackofa concept ofsecond-classcitizenshipintheUnitedStates. condition ofnationalexclusionandshameabolishingforever the life. Today weare belatedly, butresolutely, engagedinending this melting potfailedtobringaminorityintothefullstream of American ethnic identitiesortraditions.OnlyinthecaseofNegro hasthe times thatthe“meltingpot”neednotmeanendofparticular into asinglenationality, andwe havecometorealize inmodern the “meltingpot”symbolizedprocess ofblendingmanystrains attitude toward theworld outside. reshaped thestructure ofgovernment,andanimatedthe American the people,builteconomy, subduedthecontinent,shapedand The American philosophyof equalityhasreleased theenergy of there shouldbenoinequalities inopportunitiesorfreedoms. certain unalienablerights”;ithasmeantthatinademocratic society men are created equal.[and]are endowedbytheirCreator with rather that,inthewords of theDeclarationofIndependence,“all inequalities incharacterandabilityanysociety. Equalityhasmeant meant literalequalityofconditionorcapacity;there willalwaysbe which hecalledthespiritofequality. Equalityin America hasnever 6.
book called called book a in experiences his about wrote 1831. in he America Afterward, through traveled who Alexis de Tocqueville But theveryproblems ofadjustmentand This isthespiritwhichsoimpressed Alexis deTocqueville, Sociologists calltheprocess ofthemeltingpot“socialmobility.” Democracy in America. Democracy
(uh LEHK sihs duh TOHK vihl) (1805–1859) French political thinker thinker (1805–1859) vihl) political TOHK duh French sihs (uh LEHK assimilation definition a gesturedefinition a by is Immigration of faith in social mobility. presented 6 and The Immigrant Contribution country to theculture ofanadopted shuhn) assimilation paragraphs 15and16. emotional associations,in positive connotations,or and verbsthathave argument? words addtotheauthor’s NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ connects thesewords? thread ofmeaning
n . process ofadapting Whatcommon (uh sihmuhLAY Marknouns Howdothese
27 28 NOTES
UNIT 1•AMERICAN VOICES 17 every American, oldandnew, thatchangeistheessenceoflife, and every new American arealization ofhowfarhemightgo.Itreminded old American astandard bywhichtojudgehowfarhehadcomeand centuries wasthuscentraltothewhole American faith.Itgaveevery Herman Melville,”andwithallnationswedivideourinheritance.” hope, alwaysaliveandstrong. “We are theheirsofalltime,”wrote kept thepioneerspiritof American life, thespiritofequalityand with acommitmenttofarhorizonsandnewfrontiers, andthereby provided thehumanresources. More thanthat,itinfusedthenation But onlypeoplecouldmaketheopportunityareality. Immigration resources ofthislandprovided thefoundationforagreat nation. that American societyisaprocess, notaconclusion.Theabundant The continuous immigration of the nineteenth and early twentieth immigrationofthenineteenthandearlytwentieth
❧
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension that Kennedy mentions. Conduct research to learn more this about figure. Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. the essay? that detail. what In way the information does you of learned shed light an on aspect
Tocqueville? According toKennedy,whatqualitiesinAmericanculture impressed Alexisde In thecaseofwhichminoritydoesKennedysay“meltingpot”hasfailed? American society. List fiveareas inwhichKennedysaysimmigrantshavemadeimportantcontributionsto States? What doesKennedystateare thetwomainreasons immigrantscometotheUnited contribution” totheUnitedStates? According toKennedy,why isitimpossibletospeakaboutaparticular“immigrant
Notebook
Write abriefsummaryof“TheImmigrantContribution.”
Choose unfamiliar at one least Briefly research detail from the text.
Choose of one the immigrant inventors or industrialists, scientists, The Immigrant Contribution
29 MAKING MEANING
Close Read the Text 1. The model, from paragraph 5 of the essay, shows two sample annotations, along with questions and conclusions. Close read the passage and find another detail to annotate. Then, write a question and your conclusion. THE IMMIGRANT CONTRIBUTION
ANNOTATE: These words refer to knowledge that “we all” have in common. QUESTION: Why does the writer make this reference? ANNOTATE: These verbs CONCLUDE: The reference adds to a sense all have the same subject, that the writer and the reader are part of one who, which refers to community. “the men.” QUESTION: What is the We all know, of course, about the effect of this string of spectacular immigrant successes: related verbs and objects? the men who came from foreign CONCLUDE: This lands, sought their fortunes in the construction creates a strong sense of forward United States and made striking progress, emphasizing contributions, industrial and how each action leads to scientific, not only to their chosen the next. country but to the entire world.
2. For more practice, go back into the selection, and complete the close-read notes. 3. Revisit a section of the selection you found important during your first read. Read this section closely, and annotate what you notice. Ask yourself questions such as “Why did the author choose these words?” What can you conclude?
Cite textual evidence Analyze the Text to support your answers. Notebook Respond to these questions. 1. Analyze Does Oscar Hanlin’s statement support or refute Kennedy’s STANDARDS main idea as it is expressed in the first paragraph of this selection? Explain. Reading Informational Text • Cite strong and thorough textual 2. (a) What information does Kennedy provide about the immigrant status evidence to support analysis of what of some of the signers of the Declaration of Independence? the text says explicitly as well as (b) Analyze How does this information connect to his earlier point about inferences drawn from the text. • Analyze in detail how an author’s all Americans? ideas or claims are developed and 3. (a) According to Kennedy, what did the idea of the “melting pot” once refined by particular sentences, paragraphs, or larger portions of mean? (b) Infer For Kennedy, how has that ideal changed in modern a text. times? Explain. All rights reserved. or its affiliates. Inc., Education, © Pearson • Determine an author’s point of view or purpose in a text and 4. Essential Question: What does it mean to be “American”? What analyze how an author uses rhetoric have you learned about the nature of American identity from reading to advance that point or view or this essay? purpose.
30 UNIT 1 • AMERICAN VOICES © Pearson Education, Inc., or its affiliates. All rights reserved. Purpose andPersuasion Analyze CraftandStructure does thewriterincludethisinformation?” As youread, thinkaboutKennedy’s purposeforwriting.Askyourself, “Why In thisessay,JohnF. Kennedyusesallthree typesofappealtogreat effect. three maintypesofpersuasive appeals: appeals, purposes direct thewriter’s choices,includingthetypesof topic whilealsopersuadingthemtoseesomethinginanewway.Those particular text.Forexample,awritermaywanttoinformreaders abouta or toreflect. Writers mayalsohavemore thanonepurposeforcreating a writing. Awritermaywanttoinformorexplain,persuade,entertain, • • • 3. 2. 1. Practice words withstrong positiveornegativeassociations. about asubject.Thesestatementsmayinclude Appeals toEmotion: such asfactsordata. Appeals toReason: Appeals toAuthority: PERSUASIVE TECHNIQUE
Appeal toReason charged language including Appeal toEmotion, Appeal toAuthority Which typeofpersuasivetechniquedoyoufindmosteffective inthisessay?Why? emphasizes thistechniqueovertheothers?Explain. (a) ideas more orlessconvincing. Kennedy usesinthisessay.ExplainwhatwayseachexamplemakesKennedy’s Use thecharttorecord atleasttwoexamplesofeachthepersuasive techniques Notebook WhichtechniquedoesKennedyusethemost?Explain. ormethodsofinformingandconvincingreaders, touse.There are
Respond tothesequestions. logicalargumentsbasedonverifiable evidence, statementsintendedtoaffect readers’ feelings
An the statementsofexpertsontopic. author’s purpose EXAMPLES FROMTHETEXT ESSENTIAL QUESTION: ishisorherreason for charged language persuasive (b) Why doyouthinkhe Whatdoesitmeantobe“American”? — EFFECTIVE ORINEFFECTIVE? The Immigrant Contribution to supportyouranswers. CITE TEXTUALEVIDENCE
31 32 • • Language Network. from thetexttoyourWord related toAmericanidentity Add interesting words THE IMMIGRANTCONTRIBUTION speech. different meaningsorpartsof of wordchangesthatindicate Identify andcorrectlyusepatterns writing orpresentations. and addvariety andinterestto clauses toconveyspecificmeanings Use various typesofphrases and
STANDARDS UNIT 1•AMERICAN VOICES WORD NETWORK LANGUAGE DEVELOPMENT 2. 1. identities. root appearsinmanycommonwords related topopulationsandgroup Concept Vocabulary Latin root: - Word Study Practice Why TheseWords? 2. 1. of immigrants.”Theword F. Kennedy assertsthat“allAmericanshavebeenimmigrantsordescendants group identities.Forexample, inthefirstparagraphofselection,John 6. 5. 4. 3. 2. 1. Explain yourreasoning. Contribution.” Tell whethereachsentencedoesornotmakesense.
stock each word. two otherwords thatcontaintheLatinroot - Reread paragraphs13and14of“TheImmigrantContribution.”Mark understanding ofhowtheLatinroot Write adefinitionoftheword descendants and group identities? What otherwords intheselection connecttotheconceptsofpopulations each word relate toideasaboutpopulationsandgroup identities?Explain. Select twoconceptvocabularywords otherthan ethnic groups. Many third-generation Americansare stock Some historiansbelievethatNativeAmericanswere originallyofAsian cultures oforigin. Some immigrantsmayprefer of allAmericancitizens,includingthosefrom a The U.S.Constitution and BillofRightswere intendedtoprotect the rights naturalization American citizensreturning from Europe mustgothrough aprocess of Over time,theopinionsofcertain Notebook . nat
. The conceptvocabularywords appearin“The Immigrant -
The Latinroot -
These conceptwords are related topopulationsand descendants naturalization minority assimilation naturalization nat factions - means refers totheoffspring ofimmigrants. -nat- descendants asawayofpreserving their contributestoitsmeaning. maybecomemore popular. “birth” or “to be born.” The “birth” or“tobeborn.” thatdemonstratesyour nat minority -. Write adefinitionfor descendants ofseveraldifferent assimilation factions background. . Howdoes
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Write It 4. 3. 2. 1. compound, complex, Label eachofthesesentencesfrom “TheImmigrant Contribution” Read It sentence. compound sentence,acomplex sentence,andacompound-complex underlined once,anddependentclausesare underlinedtwice. This chartshowsthefourbasicsentencestructures. Independentclausesare while with asubordinating conjunction, suchas cannot standaloneasacompletethought.Adependentclausebeginseither A clause independent anddependentclausestheycontain.An Sentence Structure Conventions SENTENCE STRUCTURE compound simple compound-complex complex
dependent, Immigration provided thehumanresources. lives ofallAmericans. American institutionsmaybetheoneswhichmostintimatelyaffect the This impactwasfeltfrom thebottomup,and thesecontributionsto We canonlyspeakofpeoplewhoseroots inAmericaare older ornewer. society. capacity; there willalwaysbeinequalitiesincharacterandabilityany Equality inAmericahasnevermeantliteralequalityofcondition or Notebook , orwitharelative pronoun, suchas hasasubjectandverbcanstandaloneascompletethought.
or Write aparagraphcontainingsimplesentence, subordinate, clause or
Sentences canbeclassified bythenumberof compound-complex. ELEMENTS semicolon orbya conjunction comma andacoordinating bya clauses, joinedeither two ormore independent a singleindependentclause dependent clauses clauses andoneormore two ormore independent dependent clauses clause andoneormore one independent alsohasasubjectandverb,butit who, whose,which when, although,because ESSENTIAL QUESTION: independent EXAMPLE first time. The lightscameon,andAnandsawtheaudiencefor Anand sawtheaudienceforfirsttime. the frontrow. first time,andhewavedtohisparents,whoweresittingin When thelightscameon,Anandsawaudiencefor first time. When thelightscameon,Anandsawaudiencefor , or that simple, , or Whatdoesitmeantobe“American”? . The Immigrant Contribution about theseterms. moreHandbook tolearn Refer totheGrammar CLARIFICATION
33 EFFECTIVE EXPRESSION
Writing to Compare You have read two essays that discuss American cultural diversity. Deepen your understanding of both texts by comparing each writer’s diction. Diction is a writer’s way of using language to create a unique voice.
A Quilt of a Country Assignment Diction is a writer’s choice and arrangement of words and phrases. • Diction may be formal, informal, ordinary, technical, sophisticated, down-to-earth, old-fashioned, modern, or even slangy. • The types of diction an author uses reflect the readers, or audience, for whom he or she is writing. A writer’s diction also reveals his or her tone, or attitude. THE IMMIGRANT CONTRIBUTION The essays by Quindlen and Kennedy share a topic, but are very different in diction and tone. Write an essay in which you consider how diction and tone reflect each author’s purpose, audience, and message.
Prewriting Analyze the Texts Scan the two texts, and choose two passages from each one that you think use especially interesting language. Describe the type of diction each passage displays. You may use the following categories or add categories of your own. Note that writers may use more than one type of diction in a single passage.
Informal / Formal / Poetic / Ordinary / Sophisticated / Slangy Technical / Scientific / Concrete / Abstract
Gather your observations in the chart.
PASSAGES TYPE(S) OF DICTION
A Quilt of a Country 1. 1.
2. 2.
STANDARDS Reading Informational Text The Immigrant Contribution Determine the meaning of words and phrases as they are used in a 1. 1. text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. 2. 2. Writing • Write informative/explanatory texts to examine and convey complex © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson ideas, concepts, and information Notebook Respond to these questions. clearly and accurately through the effective selection, organization, 1. For each passage in your chart, explain the tone the diction creates. and analysis of content. • Apply grades 9–10 Reading 2. How does each author’s diction and tone reflect his or her purpose for standards to literary nonfiction. writing and the audience he or she is trying to reach?
34 UNIT 1 • AMERICAN VOICES © Pearson Education, Inc., or its affiliates. All rights reserved. Exam Exam Exam Exam you willuseeachonetosupport. clear difference oraclearsimilarity.Identify thepassages,andnoteidea displays anaspectofQuindlen’s orKennedy’s dictionthatyouthinkoffers a passages touseasexamplesinyouressay.Makesure eachpassageclearly to yourideas. your essay.Asyouwrite,feelfree tomodify thisstatementtoreflect changes Identify PassagesandIdeas Drafting analysis, detail,orexamples. balance are critical.Ifyouseeanimbalanceorunclearstatements,addmore multiple subjects—thedictionandtoneoftwodifferent texts—clarity and Once youare donedrafting,review youressay.Becauseessayisabout Review, Revise,andEdit Elaborate WithExamples Organize Ideas Write aThesis write. Considerusingoneofthesetwostructures: • • With Example: Statement: Quindlen usesconcrete termssuchas“slaveryandsweatshops.” ideas. Forexample,whendiscussingconflictsinAmerican culture, diction andtoneoftheotheressay Grouping Texts: the twoessaysandthenallofdifferences Grouping Ideas: Point It Will Support: Point ItWill ple Passage:______Support: Point ItWill ple Passage:______Support: Point ItWill ple Passage:______Support: Point ItWill ple Passage:______Central Idea/Thesis:______
Some writersuseconcrete dictiontoclarify abstractideas.
In onesentence,statethecentralideayouwillexplore in Make someorganizationaldecisionsbefore youbeginto
Some writersuseconcrete dictiontoclarify abstract
discuss thedictionandtoneofoneessaythen discuss allthesimilaritiesindictionandtoneof
Start withastatement,andthenaddexamples.
Use yourPrewriting notes to identify ESSENTIAL QUESTION: A QuiltofaCountry •TheImmigrantContribution Whatdoesitmeantobe“American”?
35 36 needed atthehighendofrange. proficiently, with scaffoldingas grades 9–10textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofgrade 9, readand Reading Literature Model Annotation First-Read Guideand two cultures atonce. difficulty ofcomingagein about therichnessand Ortiz Coferteachesreaders storytelling. Inherownwork, theartof Ortiz Coferlearned from hergrandmotherthat abuela time inPuertoRicowithher Paterson, butshealsospent She grew upmostlyin when shewasveryyoung. to Paterson,NewJersey, she movedwithherparents cultures. inPuertoRico, Born childhood intwodifferent (1952–2016) spenther Judith OrtizCofer About the Author
STANDARDS Tool Kit UNIT 1•AMERICAN VOICES MAKING MEANING (grandmother).Itwas
You willencounterthefollowingwords asyouread “AmericanHistory.” Concept Vocabulary History American opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION your rankings.Makechangestooriginalrankingsasneeded. After completingthefirstread, return totheconceptvocabularyandreview words inorder from mostfamiliar(1)toleast(6). Before reading, notehowfamiliaryouare witheachword. Then,rankthe have already read. already knowandwhatyou the selectiontowhatyou C as theydo. and where is about, Notice o nn why
ect and anticipated infatuated enthralled whom devoted impulse those involvedreact what elation WORD ideas within when happens, the story it happens, the selection. by writingabriefsummaryof the Comprehension Checkand you wanttorevisit. vocabulary andkeypassages A nn Respo ot YOUR RANKING a te n d by marking by completing
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 2. 1. I defined ageneration.Keyeventsinthisstorytakeplaceonthatfatefulday. when theyheard thenews.Kennedy’s assassinationandthenation’s grief people wholivedthrough thattimecanstill remember where theywere in Dallas,Texas, Most andtheUnitedStateswasplungedintomourning. On November22,1963,President JohnF. Kennedywasshotandkilled BACKGROUND Cofer Ortiz Judith History American of viragoes, there wasaprofound silenceinEIBuilding;eventheabusivetongues enduring withloudmusic.ButthedayPresident Kennedywasshot up from theisland,triedto drown outwhatevertheywere currently from openwindowsasthe residents, mostlynewimmigrantsjust day, ElBuildingwaslikeamonstrous jukebox,blasting out Market; not“at”thecorner, but block upfrom Straight.It was,infact,thecornerofStraightand intersect. ThePuertoRicantenementknownas
viragoes salsas New Jersey, istheplacewhere theStraightandNarrow (streets) once read ina“Ripley’sBelieveItorNot”columnthatPaterson,
(SAHL suhz) songs written in a particular Latin American musical style. musical American Latin aparticular in written songs suhz) (SAHL
(vih RAH gohz) fierce, irritable women with loud voices. loud with women irritable fierce, gohz) RAH (vih 2 thecursingofunemployed, andthescreeching of the corner. At almostanyhourofthe El Building wasone salsas 1
ANCHOR TEXT NOTES American History
MULTIMEDIA |
SHORT STORY SCAN FOR
37 of isolation? understand Elena’s feelings these detailshelpreaders related totemperature. mark words andphrases 38 anticipated CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES feelings ofhotandcold? narrator sofocusedon ihd)
v UNIT 1•AMERICAN VOICES . eagerly expected . eagerlyexpected (an TIHSuhpayt Whyisthe Inparagraph 5, Howdo 6 5 4 3 2 hierarchy ofmartyrstheyprayedtoforfavorsthatonlyonewhohad women keptintheirapartments.Hewouldbecomepartofthe alongside theSacred Heartandoverthespiritistaltarsthatmany a sainttothesepeople.Infact,soonhisphotographwouldbehung small children hadbeensomehowmuted.President Kennedywas their kitchentable,thesink, andthestove.Duringgoodtimes,he things. Iknewallthisby watching thematmealtimes.Icouldsee they were arguing, whenoneofthemwassick,andmanyother backyard, andthoughIcould nothearwhattheysaid,Iknewwhen their knowingit,ofcourse.Ihadaviewkitchen andtheir couple. OvertheyearsIhadbecomepartoftheirfamily, without Until that August thehouse hadbeenoccupiedbyanoldJewish It wasmyfavoritespottoread mylibrarybooksinthesummer. the fire escapeIwasliterallysuspendedaboveEugene’sbackyard. could seehisplacefrom my windowinElBuilding.Infact,if Isaton moved intotheonlyhouseonblockthathada yard andtrees. I That wasseeingEugene.In August, Eugeneandhisfamilyhad year. TheonlythingIhad while Ifroze. fast thattheirlegsbecameablur. Theyalwaysseemed tobewarm chested body, andIenviedtheblackgirlswhocouldjumprope so in winter. IhatedPublicSchoolNumber13.my skinnyflat- bones, makingmecry, humiliatingme.Ihatedthecity, especially with Gail.Thechillwasdoingtomewhatitalwaysdid;enteringmy fogged upsothatIcouldnotmanagetocoordinate thejumprope missing abeat.Ifeltburningonmycheeksandthenglasses entered thedoubleropes inpairsandexitedwithouttrippingor refrain: “porkchop,porkdidyoueatyourchop?”They breakfast today?” yelled, “Didn’tyoueatyourriceandbeansporkchopsfor Gail, thebiggestofblackgirlshadotherendrope, and fastenoughforthem. taking alotofabusefrom theblackgirlsfornotturningrope hard knuckles were turningred andrawfrom thejumprope. Iwasalso snow. Iwasmiserable,sincehadforgotten mygloves,and on usfrom justinsidethebuilding. at thefarendofyard. Heinthemeantimewould“keepaneye” girls shouldjumprope andtheboystossbasketballsthrough ahoop P.E. teacher, Mr. DePalma,to“keepmoving.”Thatmeantthatthe We hadbeengiven“free” exercise timeandhadbeenordered byour had beenoutinthefencedplayground ofPublicSchoolNumber13. died foracausewouldunderstand. There wasonlyonesource ofbeautyandlightformethatschool The othergirlspickedupthe“porkchops”andmadeitintoa “Hey, SkinnyBones,pumpit,girl. Ain’t yougotnoenergy today?” It wasacoldgraydayinPaterson.Thekindthatwarnsofearly On thedaythatPresident Kennedywasshot,myninthgradeclass anticipated atthestartofsemester.
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 8 7 9 a tray. Theoldmanhaddiedin June.ThelastweekofschoolIhad would comeandgetthingsfrom thekitchenandcarrythemouton stare atnothingforalongtime.Whenoneofthemwassick,theother If theyargued, hewouldleaveandtheoldwomansit sat atthetableandread hisnewspaperswhileshefixedthemeals. few minutesthenwalkdown tohistwo-storyhouse.Itwasnotuntil home together. Hewouldlinger atthecornerofElBuildingfora nodded andsmiledalot.Intheweeksthatfollowed, wewalked liked me,buthewasshy. Ididmostofthetalkingthatday. He nose, andnodded.Isawthenthathewasblushing deeply. Eugene “You’re Eugene.Right?”hesmiled,pushedhisglasses uponhis up tohim,practicallypantinginmynervousness, and blurtedout: approach himdirectly, thoughmy stomachwasdoingsomersaults. and finally, onthewayhomeafterschoolonedaywhenIdecidedto hall atthelibrarywhere he firstseemedtonoticeme,butdidnotspeak; locker was—ontheothersideofbuildingfrom mine—andinstudy maneuvering, Imanaged“torun intohim”inthehallwaywhere his not myfirstlanguage,thoughIwasastraight A student. After much all hissubjects;classesthatwere notopentomebecauseEnglishwas discreet questionstodiscoverthatEugenewasinhonorsclassesfor 13 wasahuge,overpopulatedplaceandittookmedaysmany kept himcompanyonmyfire escape. That summer, before wehadevenspokenoneword toeachother, I away becausehesatatthekitchentableandread booksforhours. Eugene. Hewastallandblond,hewore glasses.Ilikedhimright tree, eachhiddenbehindasectionofthenewspaper;andthere was sometimes satonlawnchairsundertheoak time. Ionlysawhimonweekendswhenthey the morningandwasneverthere atdinner it was;thefatherwasgonebefore Igotupin wore awhiteuniform—a nurse’s,I guessed just themother, ared-headed tallwomanwho sit downatthekitchentabletogether. Itwas meant flowerstome.Ididn’tseethisfamily see thered, yellow, andpurpleclustersthat when hefinished,from where Isat,didn’t mass ofweeds.Thefatherhadspentseveraldaysmowing,and the flowersoldladyhadtakensuchgoodcare of. had toresist thetemptationtoclimbdownintoyard andwater carried outsuitcases.Thehousehadstoodemptyforweeks.I seen there afewtimesbefore, maybeherdaughter. Thenamanhad the houseonarmofastocky, middle-agedwoman,whomIhad a crowd inthekitchen.Theoldwomanhadfinallyemerged from not seenhimatthetableall.ThenonedayIsawthatthere was I wasready forrejection, snobbery, theworst.ButwhenIcame Once schoolstartedIlookedforhiminallmyclasses,butP.S. By thetimeEugene’sfamilymovedin,yard wasatangled liked me,buthewas shy. blushing deeply. Eugene I saw thenthathewas NOTES American History
39 with another’s well-being loving, loyal,andconcerned devoted captivated in love ihd) 40 enthralled infatuated NOTES
adj UNIT 1•AMERICAN VOICES . briefly but intensely . brieflybutintensely (dih VOHT ihd) (ehn THRAWLD) (ihn FACH ooayt adj v. v. . 10 12 11 flowers. the daywastinysquare ofearththeoldwomanhadplantedwith most ofthesun,andthatonlyspotgotalittlesunlightduring Eugene movedintothathouseInoticedElBuildingblocked 4. 3. acting ‘moony.’” window-sill staringout.Inherabrupt wayshesaid:“Elena,youare chose ourbookstogetherattheschoollibrary. evenings, especiallynowthatIknewwhathewasreading sincewe my bedroom. Ifeltdishonest,butlikedmysecret sharingofhis existed, andIwantedtoask Eugenesomequestionssinceheandhis did everythingforthem.Ididn’tbelievesuchaworld hadeverreally living inamansion,andwithher enthralled and talkaboutbooks.Ihadstartedreading like theoldmanandhiswife haddone,maybedrinksomecoffee all, IwantedtositatthekitchentablewithEugene liketwoadults, the oldpeoplehadlived,andwhere theboyspenthistime.Mostof watched forsomanyyears.Iwantedtoseetheother rooms where than ofthefuture. WhatI wantednowwastoenterthathouseIhad going togocollegeandbecomeateacher. common topicamongtheresidents ofElBuilding. As forme,Iwas a houseonthebeachsomeday, retiring ontheisland—thatwasa there sincethen,thoughmyparents talkedconstantly aboutbuying I hadactuallybeengladtoreturn tothecity. We hadnotbeenback crowd ofstrangersallclaimingtobemyaunts,uncles,andcousins. given apillthatmadehersleeptwodays,andmefeelinglostin wailing womeninblack,mymotherbecominghystericalandbeing funeral,andallIremembered was a littlegirl,tograndmother’s of PuertoRicobefore Iwasborn.hadbeentothe islandonceas Spanish, asfairytales,likethestoriesaboutlife intheislandparadise I hadlearnedtolistenmyparents’ dreams, which were spokenin gray slushofPatersonwhichseemedtofallfrom theskyinthathue. made snowmeninthewinterfrom pure whitesnow, notlikethe people mowedgrassonSundaysinthesummer, andwhere children out tothesuburbsofPaterson,Clifton, andPassaic,outtowhere would bemovingtoourownhousethere. EverySundaywedrove the bluejeansfactoryinPassaicandsoon,hekeptassuringus,we mother wasunhappyinPaterson,butmyfatherhadagoodjobat morality, andothersubjectsthatdidnotinterest meintheleast.My the timeaboutbeinga crazy orexplodesomethingif shedidn’twatchmeandnagall had beenmore vigilantthanever. Sheactedasif Iwasgoingtogo a girlstupidly
señorita Enamorada One daymymothercameintoroom asIwassittingonthe I didnottellEugenethatcouldseeinsidehiskitchenfrom But aftermeetingEugeneIbegantothinkofthepresent more
(seh nyoh REE tah) Spanish for “young lady.” for Spanish tah) REE nyoh (seh byit,withthedaringandpassionofbeautiful girl
(ay nah moh RAH dah) Spanish for “enamored; for lovesick.” dah) Spanish RAH (ay moh nah infatuated Enamorada señorita . SinceIhadturnedfourteenmymother 3 waswhatshereally said,thatis—like 4 now. Shekepttalkingaboutvirtue, devoted parents andtheslaveswho Gone withtheWind . Iwas
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 17 16 15 14 13 cement behindhim. gurgling camefrom histhroat, andheturnedaround andspatonthe behind me. face withhishands.Hisbarrel chestwasheaving.Someonegiggled about toconductanorchestra. Hisvoicebroke, andhecovered his a fewtittersfrom theback ofthelinewhere Istoodshivering. was crying.Notjustsilentadulttears,butreally sobbing.There were day thatwasturningbittercold.Mr. DePalma,toourcompleteshock, Rican kids,brittlefrom theirefforts to“keepmoving” onaNovember conference.” Mr. DePalma wasthemanwhocalledyourparents infor“a fights, andtoescortviolentlyangryteenagerstheoffice. And a troublemaker, andthemancalledouttobreak upplayground was theteachertowhosehomeroom yougotassignedif youwere was thescienceteacher, P.E. coach,anddisciplinarianatP.S. 13.He Mr. DePalma,ashort,muscularmanwithslicked-down blackhair, up infront ofhimwasthedaythatPresident Kennedywasshot. was whattheycalledusatschoolwhenwewere seentogether. though Ifeltsadforhimsometimes.“SkinnyBones”andthe“Hick” the wayhetalked.Iknewwashisonlyfriendsofar, and Ilikedthat, lilting way. Thekidsatschoolcalledhim“thehick”andmadefunof said, inhisbeautiful voicethatrose andfelloverwords inastrange, transferred himtoPaterson.Hismotherwasveryunhappy, Eugene where thenovelwasset.Hisfatherworkedforacompanythathad parents, hehadtoldme,comeupfrom Georgia, thesameplace “Gross,” someonesaid,andthere wasalotoflaughter. “Listen,” herepeated, “something awfulhashappened.” A strange “Listen,” Mr. DePalmaraisedhisarmsoverheadasif hewere That day, hestoodinfront oftworows ofmostlyblackandPuerto The dayMr. DePalmacameoutintothecoldandaskedustoline NOTES American History
41 happiness andexcitement 42 elation NOTES
UNIT 1•AMERICAN VOICES (ee LAY shuhn) issued. storm warning hadbeen “today” soundedas ifa today “You are going out n. great ?” Theway shesaid 18 23 22 21 20 19 up withtheothersagainstbrickwallofschoolbuilding. but thenabiggirlletout“Yeah!” andrantogetherbookspiled home.” Hewasshriekingnow. Noonemovedforaminuteortwo, wouldn’t meananythingtoabunchofloserslikeyoukids.Go mio,” grainy picture ofthetelevisionset. the highschoolcrowd, butthere were onlyacoupleofoldJewishmen on thestreets. IlookedintoMario’sdrugstore, afavoritehangoutfor somebody caughton.Itwasstillanhourtothedismissalbell. The othersfollowedinamadscrambletogettheirthingsbefore 5. as if astormwarninghadbeenissued.Itwassaidin utterdisbelief. reaction. that Iwasgoingtoafriend’shousestudy. Ididnotexpecther lipstick, andgotmybookstogether. ThenIwentintotellmymother house. MaybeIshould. from Eugene,andIwould tellhimaboutmyperch justabovehis just aboveitlookedcozyandinviting.Iwouldsoon sitthere, across ashamed aboutit.Butthewhitekitchentablewith thelamphanging an extentthattheyhadtoturnlightsoninthemiddleofday. Ifelt window ofhishousetoldmethatElBuildingblockedthesuntosuch ground lookedgraywithice.Thelightthrough the large kitchen I lookeddownintohisyard. Theoaktree wasbare ofleavesandthe with him.We hadalsoplannedtowalkthepubliclibrarytogether. me tocomeoverafterschoolstudyforan American historytest Today wasthedayItovisitEugeneinhishouse.Hehadasked death, Icouldnotfightthefeelingof into myroom.
Dios mío Dios A littlescared, Iheadedfor ElBuilding.There wasaneeriefeeling “The President isdead,youidiots.Ishouldhaveknownthat She lookedupatmewithatear-streaked faceandjust said: Though IwantedtofeeltherightthingaboutPresident Kennedy’s “You are goingout In thenextthirtyminutesIchangedclothes,puton alittlepink 5 turningbacktothesetasif itwere pullingathereyes. Iwent
(DEE ohs MEE oh) Spanish for “My God!” “My for oh) Spanish MEE ohs (DEE today No musicspilledoutfrom opendoorsinthe it difficult forwomentoenterthefront door. not hangingoutonthefront stoopmaking usual littlegroup ofunemployedmenwere horns blastingthatday. At ElBuilding,the seemed tobemovingslower. There were no Paterson—Straight Street andPark Avenue— traffic ononeofthebusiestintersectionsin they were keepingtheirvoiceslow. Eventhe cook intonesthatsoundedalmostangry, but at thesoda-bartalkingwithshortorder I foundmymothersittinginfront ofthe hallway. WhenIwalkedintoourapartment, ?” Thewayshesaid“today”sounded elation thatstirred inmychest. “Dios
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 25 24 34 33 32 31 30 29 28 27 26 Esperanza green: us, thePuertoRicansandblacks.Thedoorwaspaintedadeep had beenraisedforthem—theItalians,theIrish,Jews,andnow then theimmigrantshadcomeindroves, andthemonstrosities El Building.Myguesswasthatthelittlehouseshadbeenthere first, be foundrightnexttohuge,dilapidatedapartmentbuildingslike to itsarchitecture. Small,neat,singleresidences likethisonecould me howPaterson,theinnercore ofthecity, hadnoapparent logic edged around thelittlewalkthatledtodoor. Italwaysamazed separated ElBuildingfrom Eugene’shouse.Theyard wasneatly TV holdingawhitehandkerchief toherface. humiliation andpain.”Istartedforthedoor. Shesatinfront ofthe me, asif shehadnointentionofstoppingmefrom “headingfor My mothersaidthisinSpanishandaresigned tonethatsurprised down atthatboy’shouse. You are headingforhumiliationandpain.” particularly ugly, likeagrayprisonwithitsmanydirty windowsand books, asillygesture thatembarrassedmealmostimmediately. buthertonewasnotfriendly.a littlegirl’s, window. her lookunreal tome,likeamannequinseenthrough awarpedstore doll—with freckles onthenose.Hersmudgedeyemake-upmade a haloofred hairfloatingoveradelicateivoryface—thefaceof just acrack.Thered, swollenfaceofawomanappeared. Shehad “Listen. Honey. Eugenedoesn’twanttostudywithyou.Heisasmart to herself, “Idon’tknowhow youpeopledoit.”Thendirectly tome: on thenametag. see thatshewore awhite nurse’s uniform withSt.Joseph’sHospital rusty fire escapes.Thewomanhadsteppedhalfway outandIcould was agreat man.Cometochurch withmetonight.” meet Eugeneinfifteen minutes. impulse clutched mybooks. Before Icouldanswer, shecametoward meandheldmyelbowsasI 8. 7. 6.
Verde-Esperanza Niña Hija I walkedouttothestreet andaround thechainlinkfencethat She lookedintentlyatmeforacoupleofheartbeats, thensaidasif “Yes. Ido.” “You livethere?” ShepointeduptoElBuilding,which looked ‘’I’m Eugene’sfriend.Heaskedmeover. To study.” Ithrust outmy “What doyouwant?”Hervoicewastinyandsweet-sounding,like I knockedsoftly. A fewsuspensefulmomentslaterthedooropened She triedtoembraceme,butmybookswere intheway. Myfirst “You are forgetting whoyouare, “I haveatesttostudyfor, Mama.Iwillbehomebyeight.” “ Hija
(EE hah) Spanish for “daughter.” for hah)(EE Spanish verde (NEE nyah) Spanish for “child,” for nyah) endearment. Spanish an as (NEE here used , 6 wastocomforther, sheseemedsodistraught,butIhadto thePresident hasbeenkilled.We mustshowrespect. He . 8 , thecolorofhope,Ihadheard mymothersayit:
(vehr day ehs pay RAHN sah) Spanish for “green-hope.” for Spanish sah) RAHN pay ehs day (vehr Niña 7 . Ihaveseenyoustaring Verde- details? effect ofthesecontrasting behavior. mother’s appearanceand that describeEugene’s 29 and30,markdetails impulse NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ urge toactordosomething harshness? suggest hardness or sweetness, andwhich suggest softnessor American History (IHM puls) Whichdetails Inparagraphs Whatisthe n. sudden sudden
43 44 NOTES
UNIT 1•AMERICAN VOICES 38 37 36 35 later. Runbackhomenow.” need forhimtogetclosepeople—it’lljustmakeitharder forhim personal. You understand?We won’tbeinthisplacemuchlonger, no told youcouldcomeover. Hecannotstudywithyou.It’snothing boy. Doesn’tneedhelp. You understandme.Iamtruly sorryif he 9. observe two children, asif theywere family. Forthenextfewdays,wewould that nighttheywouldtalksadlyabouttheyoungwidowandher their dreams forthefuture, orlife inPuertoRico,astheyoftendid; softly inthekitchenforhoursthatnight.Theywouldnotdiscuss come infrom hislateshift atmidnight.Iwouldhearthemtalking someone else’skitchen,seekingthesolacesheneeded.Fatherwould green door, andheard hercloseitgently. angry, andIfinallysnappedout ofmytrance.Iturnedawayfrom the were singingmealittlesong. accent likehers,exceptforEugene’ssofterversion.Itwasasif she said tomeinsuchahoney-drenched voice.Ihadneverheard an below. I didnotlookdowntoseeitturninggrayastouchedtheground light Icouldseethewhitesnowfallinglikealaceveiloveritsface. my windowandpressed myfacetothecoolglass.Lookingupat bed thestreetlight comeon.Ithadapinkhaloaround it.Iwentto pretended tobesleeping.Sometimeduringthenight,Isawfrom my inside mewere strictlyforme.Whenmymothercametothedoor, I dead President. Butthetearsthatcameupfrom adeep source Building wouldwearblackforweeks. and silence—noloudmusicorlaughter. Someofthewomen ofEl
luto Our apartmentwasemptywhenIgothome.Mymotherin “What’s wrong? Didn’tyouhearwhatIsaid?”Sheseemedvery I couldn’tmove.juststoodthere inshockathearingthesethings That night,Ilayinmybedtryingtofeeltherightthingforour
(LOO toh) Spanish for “mourning.” for toh) Spanish (LOO
❧ luto 9 inourapartment;thatis,wewouldpracticerestraint
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension a research question. research a Research to Explore Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. 1. the story? that detail. what In way the information does you of learned shed light an on aspect
How doesEugene’s motherreact toElena’s visit? According tohermother, howdoesElenaseemtofeelaboutEugene? Why doesthenarratorlikeEugeneevenbefore shemeetshim? How doesthenarratorfirstbecomeaware ofEugene? On whatmemorabledayinhistorydoesthisstorytakeplace?
Notebook
Write asummaryof“AmericanHistory.”
Choose at
Choose something that from interested the text you, and formulate least one unfamiliar one Briefly research detail from the text. American History
45 46 theme. advance theplotordevelop interact withothercharacters, and develop overthecourseofatext, Analyze howcomplexcharacters Reading Literature Model Annotation Close-Read Guideand
STANDARDS Tool Kit UNIT 1•AMERICAN VOICES MAKING MEANING AMERICAN HISTORY
1. TextClose Readthe 4. 3. 2. 1. TextAnalyze the 3. 2.
the passageandfindanotherdetailtoannotate.Then,writea annotations, alongwithquestionsandconclusions.Closeread The model,from paragraph 1ofthestory,showstwosample have you learned about Americanidentityfromhave youlearned reading thisselection? Essential Question: story “AmericanHistory”? (b) (a) as wellEugene’s mother’s reaction toElena. in the1960s?ConsiderdescriptionsofElena’s schoolandneighborhood, Analyze these feelings. her ownhomeandEugene’s house.Citedescriptivedetailsthatreflect Compare andContrast choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst close-read notes. For more practice,gobackintotheselection,andcomplete question andyourconclusion. Notebook WhatsubjectisElenaplanningtostudywithEugene?
Interpret enduring withloudmusic. out whatevertheywere currently from theisland,triedtodrown mostly newimmigrantsjustup open windowsastheresidents, jukebox, blastingout Building waslikeamonstrous At almostanyhouroftheday, El solutions. faced long-termstruggleswithnoeasy while theword that thepeoplehadmanydifferent problems, CONCLUDE: about thenature oflife inElBuilding? QUESTION: emotionally chargedlanguage. ANNOTATE: Inwhatwaysdoesthisstoryreflect socialissuesfacingAmerica
questions Whatotherreasons mightOrtizCoferhaveforcallingthis Respond tothesequestions. Whatdothesewords suggest Thisclauseincludesstrong,
Whatever enduring
What doesitmeantobe “American”? suchas“Whydidtheauthormakethis conclude Explain thecontrastinElena’s feelingstoward and suggeststhatthey salsas currently ? from annotate suggest whatyounotice. to supportyouranswers. CITE TEXTUALEVIDENCE is large, strange, suggests ElBuilding Monstrous CONCLUDE: choices? with theseword the narratorpainting picture ofElBuildingis QUESTION: colorful. words are especially ANNOTATE: big, fierce place. and aggression. Itisa suggests loudness and dangerous.
What These two Thesetwo
What Blasting
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Narrative Structure Analyze CraftandStructure internal and external conflicts. andexternal internal a story.In“AmericanHistory,”themaincharacter, Elena,experiencesboth A character’s efforts toresolve, orfix,aconflictformthebasisforplotof andexternal. of conflict—internal between opposingforces. Characters instoriesmayfacetwodifferent types • • 3. 2. 1. Practice El conflict. character tryingtosurviveahurricaneatseaisexperiencinganexternal This force maybeanother character, nature, orsociety.Forexample,a In an is wrong butstillbepulled todoit. values, needs,ordesires. Forexample,acharactermayknowsomething In an
minimize theimportanceofElena’s suffering? Explain. herself? (a) your answer. For each Use thecharttoidentify conflictsElenafaces inadditiontothemainconflict. Explain. or internal? (a) Notebook e na vs.anOutsid Inthelastsceneofstory,whydoesElenasaythat her tearsare justfor What isthemainconflictinthisstory? internal conflict internal external conflict external
(b)
conflict Inwhatwaysdoestheassassinationofpresident bothaddtoand
Respond tothesequestions.
you Every storyisdrivenbya
e note, , F ,
a charactergrappleswithhisorherownbeliefs, a characterstrugglesagainstanoutsideforce. o rc
identify e
at
least ESSENTIAL QUESTION:
(b) one conflict Is that main conflict primarily external Is thatmainconflictprimarilyexternal
story El e , orstruggle na vs.H
detail
that e rs
supports Whatdoesitmeantobe“American”? e l f
to supportyouranswers. CITE TEXTUALEVIDENCE American History
47 LANGUAGE DEVELOPMENT
Concept Vocabulary
anticipated enthralled elation
infatuated devoted impulse
AMERICAN HISTORY Why These Words? The six concept vocabulary words from the text all involve having a fascination with or an attraction to something. For example, Elena is enthralled by the book Gone With the Wind. She is captivated by the story, which is set in a romantic and tragic place.
1. How do the vocabulary words help the writer describe characters’ emotions?
2. Find two other words in the selection that describe a strong emotion.
Practice
Notebook The concept vocabulary words appear in “American History.” 1. Use each concept vocabulary word in a sentence that demonstrates its meaning. 2. Rewrite each sentence using a synonym for the concept vocabulary word. How does the replacement change the meaning of the sentence?
Word Study Cognates When two words in different languages share a common origin, WORD NETWORK they are called cognates. Often, they are spelled and pronounced similarly Add interesting words in the two languages and still share a common meaning. Recognizing related to American identity when two words are cognates can help you determine an unfamiliar word’s from the text to your Word meaning. If you know Spanish, for example, you can quickly guess the Network. meanings of the English words bicycle and paradise from knowing their Spanish cognates: bicicleta and paraíso.
1. For each Spanish word in the chart, write its English cognate. Then, write STANDARDS the meaning the pair of cognates shares. Language • Use various types of phrases and Spanish word English COGNATE Meaning clauses to convey specific meanings and add variety and interest to anticipación writing or presentations. • Consult general and specialized reference materials, both print and digital, to find the pronunciation of pasión a word or determine or clarify its precise meaning, its part of speech, All rights reserved. or its affiliates. Inc., Education, © Pearson or its etymology. • Demonstrate understanding of figurative language, word 2. Look back at paragraph 11 of “American History.” What English word relationships, and nuances in word is a cognate of the Spanish word enamorada? Write the word and its meanings. definition. Consult a bilingual dictionary if necessary.
48 UNIT 1 • AMERICAN VOICES ESSENTIAL QUESTION: What does it mean to be “American”?
Conventions Types of Phrases A preposition is a word such as of, in, to, for or with that relates a noun or a pronoun to another word in the sentence. CLARIFICATION A prepositional phrase is a group of words that begins with a preposition Refer to the Grammar and ends with a noun or pronoun, called the object of the preposition. Handbook to learn more about these terms. When a prepositional phrase modifies a noun or a pronoun, by telling what kind or which one, it is an adjective phrase. When it modifies a verb, an adjective, or an adverb, by pointing out where, why, when, in what way, or to what extent, it is an adverb phrase. In the chart, the prepositional phrases are italicized, and the words they modify are underlined.
SENTENCE TYPE OF PHRASE HOW PHRASE FUNCTIONS
Let’s take a picture of the Eiffel Tower. adjective phrase tells what kind
The snowball on the table melted. adjective phrase tells which one
I left my wallet in the car. adverb phrase tells where
The other team played with more skill. adverb phrase tells in what way
Read It 1. Mark every prepositional phrase in each of these sentences. Then, indicate whether each phrase is an adjective phrase or an adverb phrase. a. Elena’s mother was unhappy in Paterson. b. When Elena sat on the fire escape, she was above Eugene’s backyard. c. The boys tossed basketballs through a hoop in the yard. 2. Reread paragraph 29 of “American History.” Mark one adjective phrase and one adverb phrase. Then, note which word each phrase modifies.
Write It
Notebook Add either an adjective phrase or an adverb phrase to each sentence. Label each phrase you add.
Example We drove. We drove to the suburbs. (adverb phrase)
© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson We drove to the suburbs of Paterson and Clifton. (adjective phrase)
1. Elena observed Eugene. 2. I could see the snow falling like a lace veil.
American History 49 50 • • Writing over thecourseofnarrative. experienced, observed, orresolved from andreflectsonwhatis Provide aconclusionthatfollows event sequences. chosen details, andwell-structured using effectivetechnique, well- or imaginedexperiencesevents Write narratives todevelopreal
STANDARDS UNIT effective expre
1
• AMERICAN HISTORY
AMERICAN
VOICES prepositional phrasestomakeyourwritingmore precise. concept vocabularywords ending.Also,considerusing inyouralternative people encounterinreal life. Theresolutions tothoseconflictsmaysuggest conflicts awriterchoosestoaddress inaworkoffictionoftenreflect issues A storycanbeawayofexploringandevenexplainingtopic.The Writing toSources 3. 2. 1. ending,answerthesequestions. After youhavewrittenyouralternative on YourReflect Writing Vocabulary andConventionsConnection authentic solutions. 4. ss the story. how you will either leave or resolve the main Elena open conflicts faces in the story. your Start ending Eugene’s Elena on after knocks door. Consider or,better result. perhaps, aworse Then, write an different choices and other whether those options might have had a she makes as she faces whether she yourself could them. have Ask made Consider Elena the conflicts faces in “American and the choices History” Assignment
Why TheseWords? they helpyoubemore descriptiveorprecise? Did youincludeanyprepositional phrasesinyourwriting?Ifso,howdid earlier partofthestory?Explain. How didyoumakeyourportrayalofthecharactersconsistentwith infatuated anticipated have you learned about Americanidentityfromhave youlearned reading thisselection? Essential Question: few ofthesewords. especially effective inportrayingcharacters’thoughtsorfeelings?Lista • • • ion or demonstratearealization Elenaexperiences. Your newendingshouldeitherprovide aresolution totheconflict characters. Your newendingshouldbeconsistentwithyourunderstanding ofthe Your newendingshouldflowlogicallyfrom thestory’s earlierevents.
devoted enthralled
What doesitmeantobe“American”? Which words inyourwritingdoyoufeelare impulse elation
Consider includingseveral alternative ending alternative What to to
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2. 1. Speaking andListening 4. 3. MONOLOGUE EVALUATION GUIDE for eachspeaker. Rate eachitemonascaleof1(notdemonstrated)to5(demonstrated) Write andpresent a Assignment thoughts andfeelingsafterhismothersendsElenaaway. version ofevents.Forexample,yourmonologuemaypresent Eugene’s audience ofsilentlistenersandallowsthecharactertopresent hisorher speech oftenusedindrama.Itisdelivered byonecharactertoan “American History”otherthanElena.Amonologueisanuninterrupted
your character, considerthefollowingelements: would havesomethinginteresting andimportanttosay?Whenchoosing Evaluate Prepare andDeliver Plan andWrite Choose aCharacter others. Then,writeyourmonologue. thoughts yourchosencharacterwouldhaveandmightwanttoexplain • • • • • • • •
The speaker’s bodylanguagehelpedexpress ideas. The speakervariedtoneand cadencetoenhancemeaning. andevents. setting andaccuratelyreflectedThe monologuesoundedauthentic story’s the The speakerspokeclearlyandeffectively. events ofthestory the character’s relationship toElenaandconnectionthemain the character’s knowledge,attitude,andfeelingsaboutthestory’s events Vary yourspeechcadenceandemphasistoexpress yourcharacter’s ideas. character woulduse. Try your tobetruethetypeofmovementsorspeechpatterns Employ bodylanguageandgestures toadddramaorcreate emphasis. Speak clearlywithoutrushing. what heorsheactuallyknowsabouttheeventsofstory. Remember thatyourcharacter’s knowledgeislimited.Includeonly sees thesetting,events,andothercharacters. in yourheadasyouwrite.Includedetailsthatshowhowheorshe Create anauthenticvoicebyworkingto“hear”thecharacter’s voice pronouns— Adopt thecharacter’s pointofviewandwriteusingfirst-person
Use theevaluation guide toevaluateyour classmates’ monologues. I, me,us,
Brainstorm forideas,perceptions, experiences,and monologue
Practice yourdeliverybefore youpresent totheclass. Other thanElena,whichcharacterinthestory and we from thepointofview a characterin . ESSENTIAL QUESTION: Whatdoesitmeantobe“American”? “American History.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa
EVIDENCE LOG American History
51 52 audiences. for arange oftasks, purposes, and time frames andshortertimeframes • sequences. details, andwell-structured event effective technique, well-chosen imagined experiencesoreventsusing • Writing Narrative Student Modelofa Write routinelyoverextended Write narratives todevelopreal or • • • some oftheacademic narrative, considerusing As youcraftyour voc Ac sequence exposition dialogue description conflict the unit. in thebeginningof vocabulary youlearned S Writing toSource
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VOICES effective nonfictionnarrativeincludestheseelements: real experiencesoreventsalongwithreflections onthoseexperiences. An life ratherthaninanauthor’s imagination.Anonfictionnarrativedescribes that dealwithissuesofAmericanidentity.In“AQuiltaCountry,”written You’ve read anessay,excerptfrom anonfictionbook,andshortstory Write aNonfictionNarrative A Elements ofaNonfictionNarrative assassinated. overshadowed hergriefonthedayin1963,whenPresident Kennedywas History,” thenarratordescribeshowapersonalexperienceofdiscrimination how immigrantshavecontributedtothecountry.Finally,in“American Contribution,” publishedin1958,then-SenatorJohnF. Kennedyexplains the UnitedStatesholds“themany”togetherasone.In“TheImmigrant shortly afterSeptember11,2001,authorAnnaQuindlenexplores howwell Model Narrative know aboutAmericanstoday? yourself: Whatwouldyouwantafuture American to your narrativebeingincluded inatimecapsule.Ask American identityinastory,itcanhelptoimagine As youconsiderhowtocapture anaspectoftoday’s write yourownnarrative. opportunity toreview theseelementsasyoustartto an effective narrativeinthetext.You willhavethe Challenge yourself tofindalloftheelements Mother.” narrative, seetheLaunchText, “MusicforMy to writeabriefnarrativethatexplores thisquestion: use your Consider howtheideaofAmericanidentityhaschangedovertime.Then, Contribution,” and“AmericanHistory”explore Americanidentity. Think abouthowtheauthorsof“AQuiltaCountry,”“TheImmigrant Assignment • • • • • • • nonfiction correct grammar your thoughts,feelings,orviewsaboutthesignificance ofevents a reflective conclusion effective storyelementssuchasdialogue,description,andreflection details thatshowtimeandplace a well-structured, logicalsequenceofevents a clearlydescribedsituationorproblem an Americantoday? definewhatit meanstobe How doesyourgeneration
own experience,orthatofsomeoneyouknowhavestudied,
t narrative ing focus
For amodelofwell-crafted isatruestory,seriesofeventsthatoccurred inreal LIT17_SE09_U01_LT.indd 6 6 NOTES UNIT
and meaningful? details makethisnarrativevivid answer thisquestion:What Mark thetexttohelpyou the writerbuildsstory. As youread, at theendofunit. Performance-Based Assessment writing youwilldevelopinthe a truestory.Thisisthetypeof writing inwhichanauthortells a This selectionisanexampleof LAUNCH TEXT UNIT 1•Amer nonfiction narrative, Mother Music
for for 1
LAUNCH TEXT lookattheway |
INTRODUCTION I c NARRATIVE MODEL AN Vo My My I atypeof ces 5 4 3 2 1 just smileandshakeherhead.Butshealwaysrepeated thewords we finish theirsentencesinEnglish.Papawouldthankus.Mama or family. PedritoorIwouldoccasionallycorrect themorhelp and forthineitherlanguage,talkingaboutworkorhomesickness better. English wasnotverygoodatfirst,butheworkedituntilgot would answerherinEnglishwhenshespoketohimSpanish.His a girl. song ismore than100yearsoldnow. Mamalearneditwhenshewas to cry.from thisfeeling.” “And seeingmyself solonelyandsadlikealeafinthewind,Iwant work asaseamstress. Iremember washingdisheswhilePedritosang: songs forMama.Sheenjoyedthingsthatreminded herofhome. A Mama usuallyanswered himinSpanish.Theywouldgoback Papa triedtonudgeMamaoutofhernostalgiasometimes.He He sanginSpanish,whichishowthelyricswere written.That Her eyeshurtandherfingerswouldgetsore from longhoursof the musicheheard ontheradio,butheplayedtraditional fter dinnermyolderbrother likedtoplaytheguitar. Hepreferred MULTIMEDIA SCAN FOR
© Pearson Education, Inc., or its affiliates. All rights reserved. 2/29/16 1:58AM
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. other peoplemighthaveperceived thesameeventsaswell. points ofview. Foraddeddepth,you cantakeastepbackandconsiderhow moment felt.Your narrative willbeevenmore memorableif itconveysstrong description byemphasizingkeyconflictsordescribinghow animportant how todescribethecentralsituationorproblem memorably.Sharpenyour Choose anEventtoExplore Prewriting /Planning Develop SituationandPointofView Gather Details Event 4: Event 3: Event 2: Structure theSequence mother. Thisdetailhelpsreaders understandthecharacters’feelingsbetter. Launch Text, thewriteruseslyricsofaspecific songherbrother sangfortheir Using strong detailsaddsinterest anddepthtoyourwriting.Forexample,inthe actions thatwillbringthemtolife forreaders. Includethefollowing: Event 1: part ofanoverallnarrativethatcaptures whatitmeanstobeanAmericantoday. events intheorder thatthey happened,byfillingoutthechartbelow. Eacheventshouldbea Experience: have onlyheard orread about.Write asentencedescribingtheexperience. identity today.Itcouldhavehappenedtoyouorsomeoneknow—or American identity,thinkofatruestorythatcaptures somethinguniqueaboutAmerican myself solonelyandsadlikealeafinthewind,Iwanttocry. I rememberwashingdisheswhilePedritosang:“And seeing from thisfeeling.” • • • taste, touch,andhearing—aboutkeyplaces sensory details precise language and speak descriptive words andphrases
Before youdraft,gatherdetailsaboutpeople,places,and —words thatappealtothesensesofsight,smell, abouthowpeoplebehave
Create adetailedrecord ofthe
Now thatyouhaveread theselectionsandthoughtabout thatshowhowdifferent peoplelook
Use remaining timetofigure out essential question —”Music forMyMother”
sequence ofevents Performance Task: Write aNonfictionNarrative : Whatdoesitmeantobe“ , orthe characters. develop experiences, events, and/or reflection, and multipleplotlines, to as dialogue, pacing, description, • or events. smooth progressionofexperiences narrator and/orcharacters; createa point(s) ofview, andintroducinga observation, establishingmultiple setting outaproblem, situation, or • Writing narrative. may wanttociteinyour and identify keydetailsyou Review yourEvidenceLog Use narrative techniques, such Engage andorientthereaderby S
tandards evidence log A merican”?
. . . . . 53 whole. on oneanothertocreateacoherent sequence eventssothattheybuild • characters. develop experiences, events, and/or reflection, andmultipleplotlines, to as dialogue, pacing, description, • Writing 54 Use avariety oftechniquesto Use narrative techniques, such
Standard UNIT 1•AMERICAN VOICES Performance Task: Wri s or problem, thatissomehow resolved. Astheconflictdevelops,tension order, orthesequenceinwhichtheyoccurred. Theyalsocenterona resolution. After that,thetensionshoulddecrease asyoumovetoward theending,or should increase untilitreaches its then forward intime res able tofollowalong.NoticethattheLaunchText actuallystarts and tietogetherintoastorythatmakessenseaswhole,soreaders willbe Whatever youchoosetodo,makesure that the eventsyoudescribeare true subplot, aminornarrativethatshedslightonthemainstory. jump forward intimeandadda that willgivereaders insightintoaperson’s youcould thinking.Alternatively, example, youmightjumpbackintimewitha structure, youcanconsiderusingnarrativetechniques toaddinterest. For live withPedrito. in theUnitedStates.Bothchildren havesuccessfulcareers, andtheparents Third eventdescribed(“end”ofstory) children have. United States,andtheparents haveamore difficult timeadjustingthan the Second eventdescribed(“beginning”ofstory): country. singing atraditionalSpanishsongbecausehismothermisseslife inhernative First eventdescribed(“middle”ofstory): Organize Your Narrative Drafting Write aFirstDraft Use NarrativeTechniques describe eventsandwhatthey showaboutthisgenerationofAmericans. and places.Alsobesure toincludeyourownthoughtsandfeelingsasyou in theexpositionandusedescriptivedetailsasyouwrite aboutcharacters in yourstory,andwriteafirstdraft.Remembertointroduce aclearsituation —in themiddleofstory,chronologically—and thengoesbackward Build theintensityofconflict. Useabasicnarrativestructure liketheoneshownhere. Introduce thesituationandconflict. t ing focus .
Exposition Consider thenarrativetechniquesyouplantoinclude Readers are stillabletofollowthesequenceofevents.
Most narrativesdescribeeventsin Show theconflictatitsheight. Once youhaveestablishedthebasicnarrative
flash-forward Rising Action climax,
Climax Falling Action Falling orpointofgreatest intensity. :
Everyone hasfullyadjustedtolife
The author’s brother Pedritois . Finally,youcouldadda flashback Settle theconflict.
Start toendtheconflict. Resolution The familyarrivesinthe toaddamemory in medias chronological conflict,
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. and allowreaders togetcaughtupinanexcitingevent. reader toslowdownandenjoyadescriptionordecidingwhenspeedup it up.Goodwritersread overtheirnarratives,decidingwhentheywanta can slowdownthepace,whileshortburstsofclipped dialogue canspeed pacing show, userealistic dialogue,andvaryyourpacing. Exposition E Language Deve Write It Pacing Dialogue These are someofthethingsyoumaynotice: actually talk.Try listeningtopeopletalkinginthelunchroom orafterschool. If youwantyourdialoguetosoundreal, you needtowritethewaypeople exposition above? it canoftenbringastorytolife. Whathappens if weadddialoguetothe figure smallthingsout,they becomemore involvedinthestory. it. Givecluesinsteadofalwaysstatinginformation.Whenreaders haveto narrative, thinkaboutshowingthereader yourstory,insteadofjusttelling including thesetting,characters,andsituation.Asyoubeginyour • • • xposition andDialogue xposition cell phone “Mom andDadhaveourcoordinates,” said my sister “Cool,” Isaid.“Don’twantabreakdown.” “Bikes are ready,” saidmybrother Gio.“Icheckedeverything.Twice.” front of The sunwasrising,throwing goldenlightover themilesofsandin exact location.Justincase. problems. Mysister in front ofus.Mybrother Giocheckedourbikesonelasttimeforany The sunwasjustrising,throwing goldenlightoverthemilesofsand Sho because ridinginthedesertcanbedangerous. me. We hadourbikesand wewere goingtoride.We were beingcareful MybrotherI wasinthedesertanditmorning. andsisterwere with Tell I repetition slang andotherinformalword choices short, incompletesentences , orspeed,ofastory.Forexample,largeamountdescription w
t Both descriptionanddialoguecandramaticallyaffect the I
t As youwriteyournarrative,usethesetechniques:tellinstead of us. It’s notalwaysnecessarytoincludedialogueinanarrative,but
In everynarrative,certainelementsneedtobeestablished, back
into L
her isa wasonhercellphone,givingourparents our l
opment: pack.
A uthor’s essential question L isa, puttingher S ty Performance Task: Write aNonfictionNarrative l e : Whatdoesitmeantobe“ events, and/orcharacters. lines, todevelopexperiences, reflection, andmultipleplot as dialogue,pacing,description, Use narrativetechniques,such Writing you describeevents. language inyournarrativeas Make sure touseprecise STYLE • • S know. synonyms forwords you Use athesaurustofind word correctly. not sure youare usinga Use adictionaryif youare tandards A merican”?
55 56 over thecourseofnarrative. experienced, observed, orresolved from andreflectsonwhatis • characters. experiences, events, setting, and/or to conveyavividpictureofthe telling details, andsensory language • Writing your narrative. from yourWord Networkin Include interesting words
Provide aconclusionthatfollows Use precisewordsandphrases, FOCUS ANDORGANIZATION
S UNIT 1•AMERICAN VOICES WORD NETWORK tandards
Performance Task: Wri Concludes with areflectionConcludes with onthe Provides progression asmooth of Relates aproblem orconflict. Introduces keypeopleinvolved the Provides anintroduction toareal significance ofevents. events. narrative. in the anddevelopsanarrative. situation Use thefollowingchecklisttoevaluateeffectiveness ofyourfirst Evaluating Your Draft Revising Dialogue Exposition Revising forEvidenceandElaboration Conclusion Revising forFocusandOrganization your Then, useyourevaluationandtheinstructiononthispagetoguide dialogue mightbringyourstorytolife. or usingmore casuallanguage?Lookforotherplacesinyournarrativewhere it soundlikereal peopletalking?Canyouimprove itbyshorteningsentences phrases thatdescribethoughtsorphysicalsensations. was like.Then,gobackintothesepassages,andfindprecise words or insubstantial ordonotgivereaders enoughofafeelforwhatanexperience leaving detailsforthereader toinfer?Putastar nexttopassagesthatfeel the expositioninteresting tothereader byshowingtheseelementsand the setting,keypeople,andsituation.Haveyoudoneallcantomake or aninsightthattiesthestorytothemeofAmericanidentitytoday. meaningful toreaders. Endyournarrativewithareflection, anobservation, finished consideringthesequestions,revise yourconclusiontomakeitmore different timeperiodsseeAmericanidentitydifferently? Whenyouare on thesignificance ofevents?DoyouconsiderwhetherAmericansfrom conclusion workswiththerest ofthepiece. Do youincludereflections
revision.
Look overthedialogueyouhaveincludedinyournarrative. Does EVIDENCE ANDELABORATION
Go tothebeginningofyournarrative,where youestablish Reread yournarrative,payingattentiontohowthe t
ing focus Uses varioustechniquesto Includes interesting dialogue. create natural-sounding reader. the astells well showsas that exposition CONVENTIONS
Follows the norms the Follows of dialogue. punctuationand inthe instructureespecially narrative,nonfiction ofaand conventions
draft.
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. more reflections onwhytheeventsofnarrativewere important. How mightyoumakeyourmainpointclearer? Forexample,youmightwrite thatyoucouldusewhenwriting another nonfictionnarrative? did youlearn whilewritingyour narrative.Whattechniques Think aboutwhatyoulearned Reflecting respectfully tocommentsaboutyourwork. different and commentonyourclassmates’work.Together, determinewhatyour that yourclassmatescanread review itandmakecomments. Inturn, Create afinalversionofyournarrative.Share itwithasmallgroup so andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing nouns namespecific people,places,orthingsandare capitalized. places. Commonnounsnamegeneralcategoriesandare lowercase. Proper spelling andpunctuation.Double-checkthecapitalizationofnames sure youhaveusedcommascorrectly incompoundandcomplexsentences. Correct errors ingrammarandword usage.Checkyournarrativetomake and provide supportivefeedback. Exchange narrativeswithaclassmate.Usethechecklisttoevaluateyourclassmate’s narrative PEER REVIEW 1. 4. 3. 2.
Is theexpositionclear? What isthestrongest partofyourclassmate’s narrative?Why? Does theauthorincludethoughts,feelings,andreflections? Are theeventssequenced logically?
narratives conveyaboutAmericanstoday.Listenandrespond
yes yes yes
no no no
Reread yourdraftforaccuracyandconsistency.
Read yourdraftcarefully, lookingforerrors in If no,writeabriefnoteexplainingwhatyouthoughtwasmissing. If no,whataboutthesequencedidnotwork? If no,explainwhatconfusedyou. e ss e nt i al qu e Performance Task: Write aNonfictionNarrative st i on : Whatdoesitmeantobe“ A merican”?
57 58 Clarify Support Participate Prepare STRATEGY
UNIT
1
OVERVIEW: SMALL-GROUP LEARNING Small-Group work in Review continue Throughout Small-Group Learning Strategies You will are What to be “American”? What does it mean QUESTION: ESSENTIAL others
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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. from From Help My aLittle FriendsWith MEMOIR why? there, and them Bay. left Francisco of Who San middle the in center of adetention walls the into etched are of poems Hundreds Dungy Camille WritingThe the on Wall BLOG POST MEDIA: world toworld another? one to America—from Iran like it is to move from What Firoozeh Dumas PERFORMANCE TASK chess player? chess make agreat that strategies the learn Chinatown Francisco’s San in living girl immigrant ayoung Can Tan Amy from oftheRules Game EXCERPT NOVEL Immigrant Picnic Immigrant TalkMorning POETRY a place? don’t belong—to belong—or we that feel makes us What Present a Nonfiction Narrative Nonfiction a Present that includes a narrative on the topicofAmericanidentity. onthe includes anarrative that UnitedStates.Afterreading, inthe citizenship your group produce will apodcast The Small-Group readings explore issuesrelating and diversity tocultural SPEAKING ANDLISTENINGFOCUS
The Joy Luck Club Luck Joy The Funny in Farsi Funny in COLLECTION
Roberta Hill Whiteman Hill Roberta
Gregory Djanikian Overview: Small-Group Learning CONTENTS
59 60
UNIT 1•AMERICAN VOICES OVERVIEW: SMALL-GROUP LEARNING 2. 1. Working aTeam as 5. 3. 4.
together. you worktogether, youmayaddorrevise rulesbasedonyourexperience you worktogether. Samplesare provided; addtwomore ofyourown.As Our group’s decision: email, orinstantmessaging. with oneanother. Forexample,youmightuseonlinecollaborationtools, Take aPosition Create aCommunicationPlan Name Your Group Apply theRules • • • • List Your Rules political andsocialrealities thatcouldmakesuchtransitionschallenging. your choice.Afterallgroup membershaveshared, discusssomeofthe sharingyourpositions,besureAs youtaketurns toprovide reasons for member ofyourgroup. prepared toshare withtheclassonethingthatyouheard from another Make sure eachpersoninthegroup contributes.Take notesandbe Our group’s name: Build Everyone America to another country? from emigrating country, or another America from easier, to be would you think do immigrating Which
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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. completing the tasks. the texts andactivitieswithyourgroup andmakeaschedulefor First, findouttheduedatesforSmall-Group activities.Then,preview Schedule a Making Some possible roles are possible listedSome here. Add your ideas to own the list. for roles, one and choose each group member. discuss the necessary project, role.a specific require Different different projects Before roles. beginning a your together, groupAs works you’ll has if each person find it more effective Working Group Projects on Immigrant Picnic Morning Talk Friends My From Help aLittle With Wall the on Writing The Game the of Rules SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR
takes notesduringgroup meetings
organizes information-gatheringactivities
monitors thescheduleandkeepseveryoneontask ESSENTIAL QUESTION: ACTIVITIES Whatdoesitmeantobe“American”? Overview: Small-Group Learning DUE DATE DUE
61 62 of awordorphrase. Use contextasacluetothemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas grades 9–10textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofgrade 9, readand Reading Literature translated into25languages. and herbookshavebeen received numerous awards, Times acclaim, andwasa successful, receiving critical daughters. Itwashugely and theirChineseAmerican between Chinesemothers the complicatedrelationships praised forhowitdepicted Club. TheJoyLuckClub into thenovel and thenexpandedthestory the Game”inamagazine Tan firstpublished“Rulesof of theGame”takesplace. the bayfrom where “Rules in Oakland,California, across Amy Tan About the Author
S UNIT 1•AMERICAN VOICES tandards bestseller. Tan has MAKING MEANING (b.1952)grew up The JoyLuck New York was context—the words andsentences thatsurround it. As youperformyourfirstread of“RulestheGame,”youwillencounter Concept Vocabulary Rules of the Game opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION read. Confirmyourdefinitionsusingaprintoronlinedictionary. determine themeaningsofunfamiliarwords youencounterduringyourfirst Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues these words. enactment ofevents. the word Explanation: relief todiscoverthatitwasnotreal. Example: evacuation Explanation: rapid andsafe Example: deftly have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and where is about, NOTICE
why simulation The The and isafastexitfrom adangerous situation. thoseinvolvedreact whom relented Theunderlinedcontextclueshelpyouinferthat Theunderlinedcontextcluesprovide hintsthatan what
evacuation simulation emergency exitdoorswere clearlymarkedtoallowfor To inferthemeaningofanunfamiliarword, looktoits ideas within when happens, thestory refers tosomethingthatisnotreal, butisan ithappens,
ofthecrashseemedsolife-like, itwasa
from thebuilding. plotted
the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE concessions RESPOND by marking by completing
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. G from Amy Tan JoyThe Club Luck 2 1 3 R I successful playersare called own pieces.Chessorganizationsrecord therankingsofplayers.Themost a gameofchessrequires capturingtheopposingkingpiece,usingyour Chess isagameofstrategythathasgainedworld-widepopularity.Winning BACKGROUND counter withtherest ofthe items. quietly pluckedasmallbagofplumsfrom therackandputiton the forbiddencandies.Whenmymotherfinishedher shopping,she Strongest windcannotbe seen.” say, Comefrom South,blowwithwind—poom!—North willfollow. At home,shesaid,“Wise guy, he not goagainstwind.InChinesewe yanking herhandtoward thestore thatsoldbagsofsaltedplums. eventually, thoughneitherofusknewitatthetime,chessgames. of the of
The nextweekIbitbackmytongueasweentered thestore with “Bite backyourtongue,”scoldedmymotherwhen Icriedloudly, It wasastrategyforwinningarguments, respect from others,and was sixwhenmymothertaughtmetheartofinvisiblestrength.
ules ame
grand masters. * * * NOTES Rules oftheGame MULTIMEDIA SCAN FOR NOVEL EXCERPT
63 64 MEANING: deftly helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES
UNIT 1•AMERICAN VOICES
(DEHFT lee)
adv. 7 6 5 4 8 we were poor. Mybowlwasalwaysfull,three five-coursemeals played inthebackalleysofrestaurants andcurioshops,Ididn’tthink Francisco’s Chinatown.LikemostoftheotherChinesechildren who brothers andmeriseaboveourcircumstances. We livedinSan and dimsum. that sataboveasmallChinesebakeryspecializinginsteamedpastries want toknowthenamesof. every day, beginningwithasoup fullofmysteriousthingsIdidn’t 1. My brothers andIbelievedthebadpeopleemerged from thisdoor a recessed stairwellinfront thatledtoadoormarked“Tradesmen.” by acab.“Was smashflat,”reported mymother. story ofacareless girlwho ranintoacrowded street andwascrushed their eyeslayononeflattenedsideandreminded meofmymother’s squid, andslipperyfish.Thesanddabsmademeshiver eachtime; to poke,boxesofdriedcuttlefish,androw uponrow oficedprawns, inspect thecratesoflivefrogs andcrabswhichwewere warnednot protested, “Allare freshest.” Onlesscrowded market days,wewould shouted, “Givemeyourfreshest,” towhichthebutchersalways deftly for pet.”Inside,thebutcherswiththeirbloodstainedwhitesmocks written signinformedtourists,“Within thisstore, isallforfood,not struggling togainfootingontheslimygreen-tiled sides. A hand- window displayedatankcrowded withdoomedfishandturtles festive red banners. a printerwhospecializedingold-embossedweddinginvitationsand had eludedthebestof American doctors.Nexttothepharmacywas was saidthatheoncecured awomandyingofanancestralcursethat saffron-colored seeds,andpungentleavesforhisailingcustomers.It out ontoastiff sheetofwhitepapertherightamount ofinsectshells, and Iwouldpeerintothemedicinalherbshop,watchingoldLidole It wascrammedwithdailymysteriesandadventures. Mybrothers pigeons. Thebestplayground, however, wasthedarkalleyitself. teeth andscatteringthehuskstoanimpatientgatheringofgurgling people satcrackingroasted watermelonseedswiththeirgolden play area wasbordered bywood-slatbencheswhere old-country with swingsandslideswell-shineddownthemiddleuse.The behind him,one-two-three clicks. would listenasmyfathergotready forwork,thenlockedthedoor sesame ballsandsweetcurriedchickencrescents. From mybed,I sweetness. Bydaybreak, ourflatwasheavywiththeodoroffried could smellfragrantred beansastheywere cookeddowntoapasty
dim sum dim At theendofourtwo-blockalleywasasmallsandlotplayground At thecornerofalleywasHongSing’s,afour-table caféwith My motherimpartedherdailytruths soshecouldhelpmyolder We livedonWaverly Place,inawarm,clean,two-bedroom flat Farther downthestreet wasPing Yuen FishMarket.Thefront guttedthefishwhilecustomerscriedouttheirorders and
small dishes of traditional Chinese foods meant to be shared. to be meant foods Chinese traditional of dishes small 1 Intheearlymorning,whenalleywasstillquiet,I
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 14 13 12 11 10 9 sacks forboysandgirlsofdifferent ages. church. Noneofthegifts hadnamesonthem.There were separate had puttogetheraSantabagofgifts donatedbymembersofanother Chinese BaptistChurch attheendofalley. Themissionaryladies set. We hadgonetotheannualChristmaspartyheldatFirst only answertothat.Inodded backwithequalsolemnity. year anddidIbelieveinJesus Christandobeymyparents. Iknewthe him. Hethensolemnlyaskedif Ihadbeenavery, verygood girlthis calendar. IsaidwasbornonMarch 17,1951.Thatseemedtosatisfy seven according tothe American formulaandeightbytheChinese man askedmehowoldIwas.thoughtitwasatrick question;Iwas that SantaClauswasnotChinese.Whenmyturncame up,theSanta children whothoughthewas thereal thingwere tooyoungtoknow and astiff paperbeard withcottonballsgluedtoit.Ithinktheonly the roasted duckwithitsheaddanglingfrom ajuice-covered rope. move tothesideofpicture windowsothephotowouldcapture posed meandmyplaymatesinfront oftherestaurant. Hehadus printed onlyinChinese. A Caucasianmanwithabigcameraonce at night.Tourists neverwenttoHongSing’s,sincethemenuwas people. We dotorture. Besttorture.” people dobusiness,medicine,painting.Notlazylike American my classsaidChinesepeopledotorture.” wicked Iwasbeing.shrugged myshouldersandsaid,“Someboyin that itnickedsharplyagainstmyscalp. palm andsmoothedthehairabovemyear, thenpushed thepininso head. A bobbypinwaswedgedbetweenherlips.Shewetted comb through mydisobedienthair, Ihadaslythought. wound pigtails.Oneday, asshe struggled toweaveahard-toothed and yankonmythickblackhairuntilshehadformedtwotightly only daughter. Eachmorningbefore school,mymotherwouldtwist my familycalledmeMeimei,“LittleSister.” Iwastheyoungest, Place Jong,myofficial nameforimportant American documents.But heart poundingwithhopethathewouldchaseus. alley andhidintheentrywaygrotto oftheChinaGemCompany, my with myfriends,shriekinglaughteraswescampered across the shouted, “Gutsandduck’sfeetoctopusgizzards!” ThenIranoff and eatdinner. Whenhesmiledandaskedmewhattheyserved,I After hetookthepicture, ItoldhimheshouldgointoHongSing’s One of the Chinese parishioners had donned a Santa Claus costume One oftheChineseparishionershaddonnedaSanta Clauscostume My olderbrother Vincent wastheonewhoactuallygotchess “Chinese peopledomanythings,”shesaidsimply. “Chinese “Who saythisword?” sheaskedwithoutatraceofknowinghow I askedher, “Ma,whatisChinesetorture?” Mymothershookher My mothernamedmeafterthestreet thatwelivedon:Waverly * * * NOTES Rules oftheGame
65 66 NOTES
UNIT 1•AMERICAN VOICES contained. they what imagining weight, their testing presents, remaining fingered the Iquickly the sack, Ipeered intoAs 15 20 19 18 17 16 lavender toiletwater. Thesoundoftheboxwasalsoimportant. A less greedy girlwhoselectedasmallerboxreceived aglassvialof girl myagegotalarge coloringbookofbiblicalcharacters,whilea knew thatthebiggifts were notnecessarilythenicestones.One the dog-eared instruction book. ears. Theywere already liningupthechesspiecesand reading from stiffly tothesidewithatight,proud smile.Mybrothers haddeaf away. “Shenotwantit.We notwantit,”shesaid,tossingherhead red satinribbon.Itwasatwelve-packofLife SaversandIspentthe a heavy, compactonethatwas wrapped inshinysilverfoilanda presents, testingtheirweight,imaginingwhattheycontained.Ichose had suchbadmannershecouldn’tappreciate suchafinegift. him outofthechurch hall,apologizingtothecrowd forhersonwho disappointment thathismotherslappedthesideofheadandled saw thatithadjusttenpennies,hisfacefellwithsuchundisguised must havethoughtitwasfullofdimesandnickels,becausewhenhe It wasatinglobeoftheworldwithslitforinsertingmoney. He ten-year-old boyhadchosenaboxthatjangledwhenheshookit. or theotherwouldsitback withadeepsighofrelief andvictory, tradesmen’s doortoHong Sing’s. I wassure somethingwas atstakethatwasgreater thanavoidingthe cured ancestralcurses. And mybrothers wore suchserious facesthat magicherbsthat The chessmenwere more powerfulthanOldLi’s chess board seemedtohold elaboratesecrets waitingtobeuntangled. As Ipeered intothesack,Iquicklyfingered theremaining Having watchedtheotherchildren openingtheirgifts, Ialready “Let me!Letme!”Ibegged betweengameswhenonebrother I watchedVincent andWinston playduringChristmas week.The When wegothome,mymothertoldVincent tothrow thechessset proclaimed thatwhentheywere properly assembledhe of intricateplasticparts;theinstructions onthebox chose wiselyaswell.Hispresent turnedouttobeabox tubes intheorder ofmyfavorites.Mybrother Winston rest ofthepartyarrangingandrearranging thecandy Christmas.” family andsaidwithawhistlingwhisper, “Merry, merry old ladywithfinewhite,wispyhairnoddedtoward our saying, “Too good.Costtoomuch.” At whichpoint,an My mothergraciouslythankedtheunknownbenefactor, later, itwasmissingablackpawnandwhiteknight. except itwasobviouslyusedand,aswediscovered very decentpresent togetatachurch Christmasparty, War IIsubmarine. would haveanauthenticminiature replica ofaWorld Vincent gotthechessset,whichwouldhavebeena * * *
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 29 28 27 26 25 24 23 22 21 peppermint forthewhiteknight.Winner couldeatboth. relented replacements forthebuttonsthatfilledinmissingpieces,he first refused toletmeplay, butwhenIoffered myLife Saversas the otherannoyed,unabletoletgoofoutcome.Vincent at 2. out oftraps.Ilearnedwhyitisessentialintheendgame plays betterhastheclearest plansforbothattackingandgetting tactics betweentwoadversariesare likeclashingideas;theonewho straight downthemiddle.Ilearnedaboutmiddle gameandwhy the centerearlyon;shortestdistancebetweentwo pointsis power eachcontained. Chinatown library. Istudiedeachchesspiece,tryingtoabsorbthe up allthebigwords inadictionary. Iborrowed booksfrom the why yourself.” Shetossedherheadbackwithasatisfiedsmile. yourself. Buttheyknowingallthetime.Betteryou takeit,findout use theirwaygoforward. Theysay, Don’tknowwhy, youfindout judge say, Too bad,goback.Theynottellingyouwhysocan come outfrom foreign country, mustknowrules. You notknow, particular. English symbols,seemingtosearch deliberatelyfornothingin said quietly. Shescannedthepagesquickly, notreading theforeign a pawninhishand.“Pawn.P-A-W-N. Pawn.Readit yourself.” didn’t makethemup.See.Here. Inthebook.”Hejabbedapagewith questions?” askedVincent. “Thisisagame.Theseare therules. I there anywomenandchildren?” steps?” beginning, whenyoucanmoveaheadandtakeanotherpawn.” they canonlytakemenbymovingcrossways likethis,exceptinthe one step,exceptonthefirstmove.Thentheycanmovetwo.But two castles,andeightpawns.Thepawnscanonlymoveforward pieces andsodoI.Onekingqueen,twobishops,knights, Vincent explainedtherules, pointingtoeachpiece.“You havesixteen for thesteameddumplingsthatwouldbeourdinnernight, adversary andare obscured toatiringopponent.Idiscovered that patience; allweaknessesandadvantagesbecomeevident toastrong foresight, amathematical understanding ofallpossiblemoves,and
endgame As ourmothersprinkledflourandrolled outsmalldoughycircles I learnedaboutopeningmovesandwhyit’simportant tocontrol I foundoutaboutallthewhyslater. Iread therules andlooked “This American rules,” sheconcludedatlast.“Everytimepeople My motherpattedtheflouroff herhands.“Letmeseebook,”she “Why istheskyblue?Whymustyoualwaysaskstupid “But whydotheygocrossways totakeothermen.Whyaren’t “Because they’re pawns,”hesaid. “Why?” Iaskedasmovedmypawn.“Whycan’ttheymovemore . Hechosetheflavors:wildcherryforblackpawnand
final stage of a chess game, when few pieces remain. pieces few when game, achess of stage final 2 tohave MEANING: relented helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES Rules oftheGame
(rih LEHNTihd) (rih v.
67 68 NOTES
UNIT 1•AMERICAN VOICES 30 36 35 34 33 32 31 use. Thatisthepowerofchess.Itagamesecrets inwhichone knowledge withheldisagreat advantageoneshouldstore forfuture endgame before thegamebegins. for thewholegameonemustgatherinvisiblestrengths andseethe proper Chinesehumility, “Isluck.” games. Shesatproudly onthebench,tellingmyadmirers with mother wouldjointhecrowds duringtheseoutdoorexhibition gather asIplayedanddefeatedmyopponentsone byone.My taught meallheknew, andIhadbecomeabetterchessplayer. apologizing toallaround you. Bytheendofsummer, LauPohad game, becausethenyoumustfindthemagain,by yourself, after throat. Neverhurlpieces into thesandboxafteryouhavelosta “Check” withvanity, lestsomeonewithanunseensword slityour men inneatrows, aswell-tended prisoners.Neverannounce Eyes of Advancing Forces. A DoubleKillingWithout Blood. Sleeping Guard. TheHumbleServantWhoKillstheKing.Sandin Man. TheSuddenMeetingoftheClan.Surprisefrom the from theEastandWest Shores. Throwing StonesontheDrowning added newsecrets. LauPogavemethenames.TheDouble Attack Savers. Butovertheweeks,witheachdiminishingroll ofcandies,I better playerthanmybrothers. IlostmanygamesandLife my retort. quickly puttheboxdownnexttohimonbenchanddisplayed a longtimesinceIplaywithdolls,”hesaid,smilingbenevolently. I he grinnedaslookedattheboxundermyarm.“Littlesister, been who wasobservingthegame. rolls ofLife Savers.Icamebacktotheparkandapproached aman cardboard boxwithrubber bands.Ialsocarefully selectedtwoprized ran homeandgrabbedVincent’s chessset,whichwas boundina of chess,otherssmokingpipes,eatingpeanuts,andwatching.I group ofoldmen,twoseatedacross afoldingtableplayinggame detoured through theplayground attheendofouralley. Isawa Cassidy cowboyhats. more interested inroaming thestreets afterschoolintheirHopalong but Ilostmyadversaries.Winston andVincent decidedtheywere imaginary battles.SoonInolongerlostanygamesorLife Savers, the wallnexttomybed,where atnightIwouldstare forhoursat squares. Icarefully drew ahandmadechessboard andpinneditto must showandnevertell. A small weekendcrowd ofChinesepeopleandtouristswould There were alsothefinepointsofchessetiquette.Keep captured Lau Po,asheallowedmetocallhim,turnedoutbeamuch “Want toplay?”Iaskedhim.Hisfacewidenedwithsurpriseand On acoldspringafternoon,whilewalkinghomefrom school,I I lovedthesecrets Ifoundwithinthesixty-fourblackandwhite I alsofoundoutwhyshouldneverreveal “why”toothers. A little
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 41 40 39 38 37 he iseasiertoknockdown.” cannot see.Heisblindnow. Makehimleanawayfrom thewindso sacrifice. Thewindhissed, louderandlouder. “Blow, blow, blow. He from theEasttodistracthim.” Theknightcameforward ready forthe said thecornersofroom. Thewindblewstronger. “Throw sand saw aclearpath,thetrapstoavoid.Thecrowd rustled. “Shhh!Shhh!” secrets onlyIcouldhear. the otherside. A lightwindbeganblowingpastmyears.Itwhispered room, andIsawonlymywhitepieceshisblackoneswaitingon wrinkling hisnose. my opponent,afifteen-year-old boyfrom Oakland.Helookedatme, luck,” shewhispered, andtuckeditintomydress pocket. Iturnedto was her was called,Ileaptup.Mymotherunwrappedsomethinginherlap.It them from thecoldmetalseatoffoldingchair. When myname row asIwaitedformyturn.frequently bouncedmy legstounstick American rules. IfIlost,wouldbringshameonmyfamily. that Ididn’twanttoplayinthelocaltournament.Theywouldhave play amongstrangers.SoaswewalkedhomeIsaidinasmallvoice wanted togo,butIbitbackmytongue.knewshewouldnotletme smiled graciously, ananswerthatmeantnothing.Idesperately mother allowmetoplayinlocalchesstournaments.My As Ibegantoplay, theboydisappeared, thecolorranoutof A manwhowatchedmeplayintheparksuggested that my “Blow from theSouth,”it murmured. “Thewindleavesnotrail.”I During myfirsttournament,mothersatwithmeinthefront “Is shameyoufalldownnobodypushyou,”saidmymother. chang , asmalltabletofred jadewhichheldthesun’sfire. “Is NOTES Rules oftheGame
69 70 NOTES
UNIT 1•AMERICAN VOICES 42 52 51 50 49 48 47 46 45 44 43 Fischer ran aphotoofmein the Great American Hope,achildprodigy andagirltoboot.They some 429pointsawayfrom grand-masterstatus,butIwastoutedas all herbrainsoutforwinchess. You play, worthsqueezetowel.” Vincent. Vincent hadtodomychores. my motherdecidedInolongerhadtodothedishes.Winston and parlor offered tosponsormeinnationaltournaments.That’swhen Soon afterthat,aflowershop,headstoneengraver, and funeral “Congratulations, Waverly Jong,ChinatownChessChampion.” fresh sheetcakewithwhipped-cream frosting andred scriptsaying, after Iwonanimportantregional tournament,thewindowencaseda amidst thedust-covered cakesthatwere neverpicked up.Theday our flatdisplayedmygrowing collectionoftrophies initswindow, won allgames,indivisions.TheChinesebakerydownstairsfrom Better off loseless!”Iwasannoyed,butcouldn’tsayanything. wore thetriumphantgrin. need tolosepiecesgetahead.” each piecewithasoftcloth,shesaid,“Nexttimewinmore, loseless.” that theneighborhood Tao societyhadgiventome. As shewiped 4. 3. down tolittlepuffs, myownbreath. He wore adark,malodorous suit.Oneofhispocketswasstuffed with remember thathissweaty brow seemedtoweepatmyeverymove. an American man,aboutthe sameageasLauPo,maybefifty. I across freshly waxedwoodenfloors.Seatedacross from mewas phlegmy coughsandthesqueakyrubber knobsofchairlegssliding was playinginalarge high schoolauditoriumthatechoedwith braids clippedwithplasticbarrettes trimmedwithrhinestones. I move, Bobby,” saidthecaption.
master in 1958. in master Bobby Fischer Check At thenexttournament,Iwonagain,butitwasmymotherwho “Check,” By myninthbirthday, Iwasanationalchesschampion.still “Is new American rules,” saidmymother. “Meimeiplay, squeeze “Why doesshegettoplayandwedoallthework,”complained I attendedmore tournaments,eachonefartherawayfrom home.I “Lost eightpiecethistime.Lasttimewaseleven.WhatItellyou? “Better toloseless,seeif youreally need.” “Ma, it’snothowmanypiecesyoulose,”Isaid.“Sometimes My motherplacedmyfirsttrophy nexttoanewplasticchessset The daytheytookthemagazinepicture Iwore neatlyplaited
4 said,“There willneverbeawomangrandmaster.” “Your term in chess meaning a player’s king is in danger. in is king aplayer’s meaning chess in term 3 Isaid,asthewindroared withlaughter. Thewinddied
(1943–2008) (1943–2008) Life magazinenexttoaquoteinwhichBobby American chess prodigy who attained the top rank of grand grand of rank top the attained who prodigy chess American * * *
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 53 58 57 56 55 54 mother onSaturday market dayswhen couldn’t avoid.Ihadtoaccompanymy complained. Butthere wasonedutyI table withhalf-finished bowlsandnobody when mystomachwastoofull.Ileftthe finish myrice;headdidn’tworkright room facingthestreet. Isaidcouldn’t couldn’t think.Thereafter, mybrothers sleptinabedtheliving time Icomplainedthatthebedroom Ishared wassonoisythatI one cameoutofhertightthroat. my eyethatshewasstandinginthedoorway. “Hmmmph!”Onlythis and pans.Whenthecrashingstopped,Icouldseeoutofcorner day. Sheretreated tothekitchenandmadeloudnoiseswithpots from hernose. tight, andaftereachmoveImade,asoft“Hmmmmph”wouldescape thought ofherself asmyprotective ally. Herlipswouldbesealed habit ofstandingovermewhileI concealed advantages,more escaperoutes. to school,thendirectly hometolearnnewchesssecrets, cleverly the playground where thepigeonsandoldmengathered. Iwent on thesidewalk,bumping intofirstoneshoulder, thenanother. stopped walking.Crowds ofpeoplewithheavybags pushedpastus wouldn’t dothat,tellingeverybodyI’myourdaughter.” Mymother whoever lookedherway. my daughterWave-ly Jong,”shesaidto many shops,buyingverylittle.“This would proudly walkwith me,visiting I hadnotournamenttoplay. Mymother clasp myhandsunderchin,thedelicatepointsofelbows one oftwomymotherhadsewnforthesespecialoccasions,Iwould his handoverthechosenchesspiecewithgreat flourish. a great whitekerchief onwhichhewipedhispalmbefore sweeping a triumphantsmilethrown backatmyopponentforgoodmeasure. undecided, andthenfirmlyplantitinitsnewthreatening place,with would pause,suckinmylips,twirlchosenpiecemidairasif back andforthlikeanimpatientchildridingonaschoolbus.ThenI me forposingthepress. Iwouldswingmypatentleathershoes poised lightlyonthetableinmannermymotherhadshown One day, afterweleftashopIsaidundermybreath, “I wishyou My parents mademany “Ma, Ican’tpracticewhenyoustandthere likethat,”Isaidone But Ifounditdifficult toconcentrateathome.Mymother hada I nolongerplayedinthealleyofWaverly Place.Inevervisited In mycrisppink-and-whitedress withscratchylaceattheneck, concessions * * * plotted toallowmepractice.One outmygames.Ithinkshe protective ally. she thought of my herself as I plotted my out games. Ithink standing over me while My mother had ahabit of uhnz) MEANING: plotted helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING: concessions n. Rules oftheGame
(PLOT ihd)
(kuhn SEHSH v.
71 72 NOTES
UNIT 1•AMERICAN VOICES 61 60 59 74 73 72 71 70 69 68 67 66 65 64 63 62 embarrassing.” tighter assheglared atme. moving, quicksteps,thelocksturning—click!click! click!—andthen sounds. Iturnedtheknob;doorwaslocked.heard achair to thedoor, advancingquietlyupeachsoasnottomake anywarning eyesinthenight.Iclimbedsixteensteps our flatliketwotiger’s stood uponcreaking legsandslowlywalkedhome. giving upandreturning hometoawaitmyarrival. After twohours,I walking brisklydownonestreet oranotherlookingforme,then my chinwithhands,thinkinghard. Iimaginedmymother, first on anupturnedplasticpailnexttoastackofemptyboxes,cupping anything. Thealleyscontainednoescaperoutes. and Irealized Ihadnowhere togo,thatIwasnotrunning from dark alley, downanotherstreet, upanotheralley. Iranuntilithurt with touristsexaminingtrinketsandsouvenirs.Iduckedintoanother their windows.Ispedintothesunlight,alarge street crowded alley, pastdarkcurtainedshopsandmerchants washingthegrimeoff as mymotherscreamed shrilly, “Meimei!Meimei!”Ifleddownan help theoldwomanpickupescapingfood,Itookoff. and tincanscareened downthesidewalk. As mymotherstoopedto woman. Herbagofgroceries spilledtotheground. tightgraspandspunaround, knockingintoanold of mymother’s words forme,justsharpsilence. show off, thenwhydon’tyoulearntoplaychess.” speaking. “Whydoyouhavetousemeshowoff? Ifyouwantto anger. of bowlsbeingemptiedinto hungrymouths. I heard mymotherspeak in adryvoice. upstream invainescape.Standing there waitingformypunishment, of alarge fish,itsfleshyhead stillconnectedtobonesswimming trouble.” the dooropened. “Embarrass youbemydaughter?”Hervoicewascrackingwith I lookeddown.“It’snotthat,it’sjustsoobvious.It’s “Aiii-ya. Soshamebewithmother?”Shegraspedmyhandeven Nobody lookedatme.Bone chopsticksclinkedagainsttheinsides “We notconcerningthisgirl.Thisgirlhave forus.” He slidbacktothedinnertable.Onaplatterwere theremains “About timeyougothome,”saidVincent. “Boy, are youin The alleywasquietandIcouldseetheyellowlightsshiningfrom My breath cameoutlikeangrysmoke.Itwascold.Isatdown I raceddownthestreet, dashingbetweenpeople, notlookingback “Aii-ya! Stupidgirl!”mymotherandthewomancried.Oranges I feltthewindrushing around myhotears.Ijerkedhandout eyesturnedintodangerous blackslits.Shehadno My mother’s I knewitwasamistaketosayanythingmore, butIheard myvoice “What yousay?” “That’s notwhatImeant.That’ssaid.”
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension 76 75 78 77 want to Francisco’s learn San or more chess about Chinatown. Research to Explore Research RESEARCH 4. 3. 2. 1. squares. Oppositemewasmyopponent,twoangryblackslits. dinnertime lightsofneighboringflats. bed. Theroom wasdark,theceilingfilledwithshadowsfrom the was alone. toward thenightskyuntileverythingbelowmedisappeared andI of tiledroofs, where Iwasgathered upbythewindandpushed out thewindow. Higherandhigher, abovethealley, overthetops my edge,Ifeltmyself growing light.Irose upintotheairandflew scurried andfelloff theboard onebyone. As hermendrew closerto successive levelasasingleunit.Mywhitepiecesscreamed asthey she said. She wore atriumphantsmile.“Strongest windcannotbeseen,” Random House LLC. “Rules oftheGame”, from
Why doesWaverly becomeangrywithhermotheratthemarket? are done? What advicedoesWaverly’s mothergiveheraboutfindingout“why”importantthings How doesWaverly firstobtainachessset? In myhead,Isawachessboard withsixty-fourblackandwhite I walkedintomyroom, closedthedoor, andlaydownonmy I closedmyeyesandpondered mynextmove. Her blackmenadvancedacross theplane,slowlymarching toeach
Notebook The JoyLuck Club
Write asummaryofthestorytocheckyourunderstanding.
Choose an aspect of the story to research. of the story example,Choose For an you aspect may by Amy Tan, copyright©1989by Amy Tan. UsedbypermissionofG. P. Putnam’s Sons, animprintofPenguin PublishingGroup, adivision ofPenguin
❧ NOTES Rules oftheGame
73 MAKING MEANING
Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?
RULES OF THE GAME
CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities. GROUP DISCUSSION 1. Review and Clarify With your group, reread paragraphs 1–3 and 76–77 Be sure to identify specific of “Rules of the Game.” What does the image of the “strongest wind” events or passages so your represent to you? Why does Tan return to the “strongest wind” image at classmates can follow your the end of the story? Explain. thinking. Use precise words and specific details to 2. Present and Discuss Now, work with your group to share other key express your thoughts. passages from the story. Discuss parts of the text that you found to be most meaningful, as well as questions you asked and the conclusions you reached as a result of reading those passages.
3. Essential Question: What does it mean to be “American”? What has this selection taught you about American identity? Discuss this idea with your group.
language development Concept Vocabulary
deftly relented plotted concessions WORD NETWORK Add interesting words about Why These Words? The four concept vocabulary words are related. With American identity from the your group, determine what the words have in common. Write your ideas, text to your Word Network. and add another word that fits the category.
Practice Notebook Use a dictionary to confirm the definitions for the concept vocabulary words. Then, write a sentence using each of the words. How did the concept vocabulary words make your sentences more vivid? STANDARDS Reading Literature Analyze how comple characters Word Study develop over the course of a text, interact with other characters and Connotation and Denotation The denotation of a word is its literal advance the plot or develop the dictionary definition. The same word may also have a connotation, a theme. suggested meaning that evokes either positive or negative feelings. In “Rules © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Language of the Game,” for example, Waverly is described as plotting out her games. • Verify the preliminary The word plotting has overtones of a dark conspiracy. Its connotation is more determination of the meaning of a word or phrase. negative than the neutral word planning. Find two other words in the text, • Analyze nuances in the meaning of and describe their connotative meanings. words with similar denotations.
74 UNIT 1 • AMERICAN VOICES © Pearson Education, Inc., or its affiliates. All rights reserved. A character’s and struggle Characters AdvancePlot characters in the following ways: and interesting interpret howthesedetailshelptoestablishtheme. characters. Find yourownexamplesin“RulesoftheGame”where theauthorbuilds they close attentiontothewaysthatcharacterschangeandlessons theme can Characters DevelopTheme suspense inthestory. plot developmentsandmayintensify theconflict,heighteningtensionor Complex Characters Analyze CraftandStructure • • • 1. activities. 4. 3. 2. Practice
teach They change or learn somethingimportantbytheendofstory. They changeorlearn they do. They strugglewithconflicting They showmultipleorevencontradictory
Mrs. JongMrs. Waverly CHARACTER
learn. and thereasons forherresponses. mother face.Foreachconflict,explainhowthecharacterresponds Use thecharttoidentify atleasttwoconflicts Waverly andher does thestoryexpress? emphasize? (a) experiences? Ifso,inwhatways?not,why? Do Waverly andMrs.Jongchangeorgrow asaresult oftheir for Mrs.Jong. change thesituationandmoveplotforward. (a) Notebook —the
What Cite
a
These Identify
general
to
central action—or at
central complex
overcome least
details (b)
each
Work your with group to complete the following
lesson. insight Whatinsightsaboutlife orthehumancondition two
CONFLICTS ideas
In the best stories, the main stories, characters the best areIn decision will character’s , or well-rounded., or You complex identify can
ways problems,
In
As charactersinteractwithoneanother that
do point
this A
Waverly in
it character’s not
way, which motivations you conveys.
traits,
their to
toward
characters take RESPONSE CHARACTER’S and
Waverly’s
choices motivations,
As
struggles
her action—can
traits
the you ESSENTIAL QUESTION: , orreasons foractingas
mother’s
move
help
story’s actions read , orqualities.
to supportyouranswers. CITE TEXTUALEVIDENCE with
(b) and develop
the a
theme.
lead
conflict Dothesame MOTIVATIONS CHARACTER’S short
or a
actions,
story
conflict reactions
to
story, a
new along. story’s
and
pay Whatdoesitmeantobe“American”?
Rules oftheGame
75 writing orpresentations. and addvariety andinterestto clauses toconveyspecificmeanings • speaking. grammar andusagewhenwriting or conventions ofstandardEnglish • Language 76 Use various typesofphrases and Demonstrate commandofthe Ann Pace is a scientist ascientist is Pace Ann students with clogged were hallways The woman the handed Rosa van the unloaded carefully movers The Exhausted SENTENCE
STANDARDS UNIT 1•AMERICAN VOICES LANGUAGE DEVELOPMENT LANGUAGE RULES OF THE GAME THE OF RULES by the arduous climb, we rested by the side of the trail. the of side the by arduousby the rested we climb, known wearing forherworkinaeronautics the nounsorpronouns they modify are underlined. In thechart,participlesare italicized,participialphrasesare highlighted,and precede orfollowtheword itmodifies. modifiers, allactingtogether asanadjective.Aparticipialphrasemayeither A of endings, such as - entertained) entertaining). as an The adjective. Participles andParticiples Participial Phrases Conventions identify the wordsidentify they are modifying. the Game,” phrases. participial using Mark thephrases, participial two and Write It 4. 3. 2. 1. finished, compare yourresponses withthoseofyourteam. from “RulesoftheGame,”andwriteword itmodifies. Whenyouhave Work individually.Marktheparticipialphraseineachofthesesentences It Read the graysuit the
participial phrase successive levelasasingleunit. Her blackmenadvancedacross theplane,slowlymarching toeach I feltthewindrushingaround myhotears. benevolently. “Little sister, beenalongtimesinceIplaywithdolls,”hesaid,smiling dim sum. sat aboveasmallChinesebakeryspecializinginsteamedpastriesand We livedonWaverly Place,inawarm,clean,two-bedroom flatthat Notebook packed going . The past participle of an participle irregular past . The verb may have any of avariety her application. The The with antiques with toclass
Work individually. paragraph Write ashort “Rules about of past participle present participle t (burnt) consistsofaparticipleanditsobjects,complements,or . . . or - or en (written).en of aregular verb ends in - HOW PHRASE FUNCTIONS modifies the object of the preposition the of object the modifies modifies the indirect object modifies the object direct subject the modifies modifies complement the subject
A of averb ends in participle
is a verb form that acts is averb form that acts -ing (frightening,-ing ed (frightened,ed
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. following performance techniques to achieve the desired effect. Speaking andListening Evaluate Scenes Practice Plan Project Write ascript for your scene, and obtain any props you may need. to analyze your classmates’ scenes. PRESENTATION EVALUATION GUIDE 5 (demonstrated). Rate eachstatementonascaleof1(notdemonstrated)to alternative yourgroupalternative prefers. of theclass.You maydeveloponeofthefollowingoptionsorpickan members ofyourgroup, rehearse, andthenperformyoursceneinfront and eventsAmyTan describesin“RulesoftheGame.”Assignroles to yourgroup, presentWith a Assignment • • •
neither toolimitednorexaggerated. Make sure yourbodylanguageisappropriate forthecharacterandis monotonous style. situation. Vary yourtoneandpitchavoidspeakinginaflat, Use yourvoiceinawaythatreflects yourcharacter’s emotionsand Speak clearlyandcomfortablywithoutrushing.
EFFECTIVE EXPRESSION EFFECTIVE The speakers communicated events that fit well with the story. the with fitwell The speakerscommunicatedeventsthat The dialogue wasclear andeasytofollow.The dialogue The speakersusedgestures bodylanguageeffectively. andother situations. voiceseffectivelyThe speakersusedtheir to reflect charactersand the shifts infeeling. The speakersincludeddetailsfrom storytodemonstrate the Waverly andLauPohaveaphoneconversationinwhichshethanks Waverly meetsBobbyFischerafterhesaysthere willneverbea Waverly confronts hermotheraboutwhathappenedonthestreet. inspired. him forinfluencingherandtellsaboutanachievementthathe female grandmaster.
Practice yourPractice scene before you present it to your class. Include the
Make that alist of your out. tasks group to will need carry
Use apresentationUse evaluation guide like the shown one scene thatfurtherdevelopscharacters and task. are appropriatetopurpose, audience, development, substance, andstyle reasoning andtheorganization, listeners canfollowthelineof concisely, andlogicallysuchthat and supportingevidenceclearly, Present information, findings, Speaking andListening “Rules ofthe Game.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa
S
tandards EVIDENCE LOG EVIDENCE Rules oftheGame
77 78 of awordorphrase. Use contextasacluetothemeaning Language needed atthehighendofrange. band proficiently, withscaffoldingas the grades 9–10textcomplexity comprehend literary nonfiction in By theendofgrade 9, readand Informational TextReading writings onnature. American poetsandtheir a collectionofAfrican and nature ledhertoedit Her interest insocialissues have wonseveralawards. been publishedwidelyand professor. Herpoemshave and becameapoet English atStanford University the country.Dungystudied different schoolsaround father taughtmedicineat childhood becauseher often movedduringher Camille Dungy About the Author
S UNIT 1•AMERICAN VOICES tandards MAKING MEANING (b. 1972) There are varioustypesofcontextcluesthatyoumayencounter. As youperformyourfirstread of“TheWriting ontheWall,” youwill Concept Vocabulary Writing WallThe the on opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReviewNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues encounter thesewords. country, theysettledinanewhomepeacefulland. Contrast ofIdeas: had toliveontheirshare ofthefood. Restatement ofIdeas: fight againstoppression. Similarity ofIdeas: memento have already read. already knowandwhatyou selection towhatyou CONNECT Who the text. NOTICE isinvolved?
the generalideasof What
If thesewords are unfamiliartoyou,tryusingcontextclues. ideas within composed isitabout? Oncetherefugees Theineffective lawsrevealed the Oncetherationswere
the
inscribed emigrated the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND apportioned from theirwar-torn futility by marking by completing , themen ofthe
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Writing The 1 2 Wall Camille Dungy Camille 1. I between AsiaandtheUnitedStatesencountered delaysanddifficulties. return totheUnitedStates.Asaresult ofthe restrictions, manytravelers had cometotheUnitedStatesbefore 1882wanted tovisitChinaandthen people wantedtomovefrom AsiatoAmerica, andmanywhosefamilies of immigrantsfrom Asiawhowere allowedtoenterthecountry.Many Between 1882and1943,theUnitedStatesseverely restricted thenumber BACKGROUND know isthatyouhavebeen ushered intoaroom filledwithperhaps It’s called Angel Island,butyoumaynotknowthat. All youmight taken toanislandinthemiddleofoneworld’s 10largest bays. you’ve traveledsofarandpaiddearlytoreach, butinsteadyouare Imagine thatwhenyouarriveare notadmittedtothecountry arrive inthenewcountrywhoselanguageyoulikely donotknow. may notknowthemanwhoyouwillcallyourfather whenyou
pining 1910–1940, (Island: PoetryandHistoryofChineseImmigrantsonAngelIsland, Looking atthem,theyare allpining “Over ahundred poemsare onthewalls. Unfortunate travelerseverywhere wishtocommiserate..” What canonesadpersonsaytoanother? Imagine itissometimebetween1910and1940, youmayor magine youhavetraveledonashipfrom Chinato America. on the on
v. wasting away, health. ill in if as wasting Eds HimMarkLai,GennyLim,andJudyYung) 1 atthedelayedprogress. The Writing on theWall NOTES MEDIA |BLOGPOST MULTIMEDIA SCAN FOR
79 80 MEANING: memento helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES
UNIT 1•AMERICAN VOICES
(muh MEHNtoh)
n . 6 5 4 3 men received comparablybettertreatment thanthe Asian men,and Asian menare separatedfrom theEuropean men,thattheEuropean the womenandsmallchildren are keptinanotherbuilding,thatthe countries havesuffered thesamefateasyou,butyouwillknowthat 250 othermen. You willnotknowthatmenfrom asmany80other the walls. as 2years,manyofthese would-be immigrantstooktowritingon Bay. Held there for2days,weeks, 2months,andinonecaseaslong were senttoadetentioncenter on Angel Island,inthemiddleof fate ofsomanyasaresult oftheChineseExclusion Act of1882,they irregularities withpapers, if thewould-beimmigrantsuffered the into theirnewlivesin America. Butif there were health concernsor If animmigrant’spaperswere inorder, theycouldgostraight away America through theimmigration stationintheSanFranciscoBay. reality forhundreds ofChineseimmigrantswhosoughtentryinto Would youtaketheopportunitytoaddanewpoemthatwall? had littlebutaknife orapenandyourcalligraphy wasbeautiful. man onwhomseveralfamilieshadpennedtheirhopes.Imagineyou Imagine youwere oneofthemosteducatedmeninyourvillage, space wastakenupbyapoem,andthere wasonlyalittlespaceleft. walls, buthundreds. Imaginenearlyeveryinchofavailablewall glanced atthewoodenwallsaround youandsawpoems. circumstances, lyinginbunksstackedthree highand6deep,you far from anyplacethatyoucouldcallhome.Imagineif, inthese beautiful, butyouare adetainee,notvacationer, andyouare very are mossroses andfragrantstandsofeucalyptus. You mightcallit on theislandisbyturnsfoggyandcoolsaltywarm.There building youdonotknowif youwilleverwalkitsstreets. Theair that thoughyoucanseeOaklandthrough thewindowofwooden What Iamdescribingisnotfantasy. WhatIamdescribingwasthe You willfindsomeworkandendure toearnacoupleofmeals.” Why notletthemdeportyoubacktoChina? “. .Donottreat thesewords asidlewords. Imagine yousawnotjustonepoemwrittenonoretchedintothe Leave thisasa Let thisbeanexpression ofthetormentwhichfillsmybelly. I am,intheend,amanwhosegoalisunfulfilled. In daysofold,heroes underwentmanyordeals. thinking ofbygoneyears. When heencountered asnowstorm,Wengong sighed, he wouldonedayreturn home. Even thoughSuWu wasdetainedamongthebarbarians, Feeding onwindandsleepingdew, Itastedhardships. “On alongvoyageItraveledacross thesea. memento toencouragefellowsouls.”
© Pearson Education, Inc., or its affiliates. All rights reserved. 7 These were not just idle scribbles. The Chinese immigrants, in particular, raised with a tradition of public poetry, composed NOTES
carefully crafted verses that drew on Classical traditions, forms, and Mark context clues or indicate allusions. There is often little way to know whether a poem was another strategy you used that written in 1910 or 1935, the poems these men wrote would stand the helped you determine meaning. test of time. composed (kuhm POHZD) v. MEANING:
8 “The insects chirp outside the four walls. The inmates often sigh. Thinking of affairs back home, Unconscious tears wet my lapel.”2
9 The poem above may well reference a poem written in the 6th century ad. The first poem I copied references a poet who wrote in the 8th century ad. The poets held at the Angel Island Immigration Station were partaking of a centuries-old tradition, creating a camaraderie3 far beyond the confines of the walls they found themselves isolated inside. Likely separated from friends and family by thousands of miles and piles of bureaucracy,4 these writers turned to the ancient tradition of public poetry to reconstruct their sense of self.
10 “The west wind ruffles my thin gauze clothing. On the hill sits a tall building with a room of wooden planks. I wish I could travel on a cloud far away, reunite my wife and son. When the moonlight shines on me alone, the night seems even longer. At the head of the bed there is wine and my heart is constantly drunk. There is no flower beneath my pillow and my dreams are not sweet. To whom can I confide my innermost feelings? I rely solely on close friends to relieve my loneliness.”
11 Here is a picture of San Francisco State University Professor Charles Egan pointing at the poem quoted above. Here we are, at least 60 years after this poem was penned, with a man from a different country, reading this lonely San Francisco man’s words and sharing them with people who State University have come to read them. Professor Charles Egan 12 In the early 1940s the administration building of the Angel Island Immigration burned, and the facilities were turned over to the Army for the war © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 2. lapel (luh PEHL) n. fold of the front of a coat underneath the collar. 3. camaraderie (kom uh ROD uh ree) n. friendship or fellowship 4. bureaucracy (byu ROK ruh see) n. inflexible routines related to government.
The Writing on the Wall 81 82 MEANING: inscribed helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES
UNIT 1•AMERICAN VOICES
(ihn SKRYBD)
adj. 16 15 14 13 the barracks. Park superintendentRoyMcNameeshinesalightonpoemwrittenwallof practice. (ThiswasthefateofseveralJuliaMorgan designed of lettinglocalfire departmentsusealltheisland’sbuildingsfor talk ofsellingthewholeislandoff as Army surplus.There wastalk barracks were desertedforyears.Eventuallyderelict, there was effort. Thebuildingswere paintedagain,andafterthewar a placeofhonorinnewly created StatePark.Now thisworld the detentioncenterandto givethe Angel IslandDetention Center inscribed documented thelivesofnearly175,000people.Once theneed recognized thepoemson the wall,hundreds ofpoemsthat walked through thedetention centerandrecognized thelanguage, the time.Eventuallysomeoneelsesawvalueas well.Someone the poemsmattered tothe peopletowhomtheywere addressed at poets actuallyspoketoeachotherintheir“posts,” weknowthat language andunderstoodwhyitmattered. Becausesomanyofthe before anyonewhowasnot beingdirectly addressed recognized the why itmattered. it wasyearsbefore manypeoplerecognized whatwas beingsaidand the Clifton poem,thelanguage,actually“marked anoldtongue.”But which shetalksaboutasimilarproblem. entirely. I’mreminded ofaLucilleClifton poem,“mulberryfields,”in poetry. again cametosavethe day. employee cottages),butforthemaledetainee’sbarracks,poetryonce Or, I shouldsayinthecaseofdetentioncenterthatitwasyears In thecaseof Angel IslandDetentionCenter, asinthe caseof If youdidn’tknowwhatwere lookingfor, youmightmissit Look atthispicture andnoticehowdifficult itmightbetospotthe must have been trying to invent some new language they say” must havebeentryingtoinventsomenewlanguagetheysay” some ofthemscratchedwithtrianglesandotherformsthey ”they saythattherocks were shaped onthosewallswastranslated, efforts begantopreserve
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension example, you might want to learn more the Chinese about of Exclusion 1882. Act Research to Explore Research to Clarify Research RESEARCH 4. 3. 2. 1. the blog post?the blog that detail. what In way the information does you of learned shed light an on aspect calm, tocommunicate,commiserate,andconserve. stand infront ofthosewallsandunderstandthepowerpoetry:to believe inthepowerofpoetrytospeakbeyondhere andnow, can researching thepoems,andpeoplepoetslikeme,whoneedto history record ispreserved andavailableforviewing.Scholarsare
poetry benefitherasapoet? According tothewriter, howwillpreservation oftheAngelIslandDetentionCenter Why were thepoemsinscribedonwallsatAngelIslandsohard tosee? Who wassenttoAngelIslandandunderwhatcircumstances?
Notebook
Write asummaryofthetexttoconfirmyourunderstanding.
Choose unfamiliar at one least Briefly research detail from the text.
Further explore an aspect of the text that of you the text find interesting. an aspect explore Further For
❧ The Writing on theWall NOTES
83 making meaning
Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?
The Writing on the Wall
Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities. GROUP DISCUSSION 1. Review and Clarify With your group, reread the poem in paragraph 3 Take notes on your group of the selection. How do you interpret this poem? How does the speaker members’ comments so that you can refer to them later compare with the heroes of the past? or ask for clarification. 2. Present and Discuss Now, work with your group to share the passages from the text that you found especially important. Take turns presenting your passages. Discuss what you notice in the text, the questions you asked, and the conclusions you reached.
3. Essential Question: What does it mean to be “American”? What have you learned about American identity from reading this text? Discuss with your group.
language development Concept Vocabulary
memento composed inscribed WORD NETWORK
Add interesting words Why These Words? The three concept vocabulary words are related. With related to American identity your group, determine what the words have in common. Write your ideas, from the text to your Word and add another word that fits the category. Network.
Practice Notebook Use a print or online dictionary to confirm the definitions of the three concept vocabulary words. Write a sentence using each of the words. How did the concept vocabulary words make your sentences more vivid? Discuss. Standards Reading Informational Text Determine a central idea of a text and analyze its development over Word Study the course of the text, including how it emerges and is shaped and Latin Root: -mem- The word memento comes from Latin and contains the refined by specific details; provide an root -mem-, which means “to remember.” In fact, the word remember itself All rights reserved. or its affiliates. Inc., Education, © Pearson objective summary of the text. was also formed from this root. Identify two other words that were formed Language from the root -mem-. Write the words and their definitions. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.
84 UNIT 1 • AMERICAN VOICES © Pearson Education, Inc., or its affiliates. All rights reserved. convincing. try toincludeavariety.Doingsomakestextmore interesting and An essaymaynotincludeeverytypeofsupportingdetail,butmostwriters details. that illustrate, on, expand prove or an author’s ideas are called it and making to connections other, related of Pieces ideas. information author The understand. a expresses post thatare essentially online. are essays posted this blog Like essays, all effective Informative Text Analyze CraftandStructure • • • • • • 2. 1. responses withyourgroup. Work individuallytocompletetheactivities.Then,discussyour Practice Expert opinions: Reasons: and soon Descriptions: Examples: Statistics: Facts: D Reasons Fact E Description SU
(b) central idea. type ofdetaillisted.Explainhowthedevelopsorrefines the Use thecharttoidentify oneormore examplesfrom thetextofeach central idea? (a) xample ETAIL PP Atwhatpointin“TheWriting ontheWall” doesDungystate her Inyourownwords, restate thatidea. These are some types of supporting details: of supporting are types some These O information thatcanbeproved true R TIN logical claimsthatjustify abelief numbers usedtocompare groups ofpeopleorthings G specific casesofageneralconcept central idea details thattellwhatsomethinglookslike,feels
Many blog posts, includingMany Writing posts, “The blog the on Wall,” commentsofpeoplewithspecialknowledge develops and refines and develops H O W , the main idea the author to wants readers IT D E V ELO P S
O R the central idea by explaining essential question: E F INES CITE TEXTUALEVIDENCE to supportyouranswers. C ENT R supporting supporting AL
I D EA Whatdoesitmeantobe“ The Writing on theWall A merican”?
85 86 and evidencetoaddinterest. understanding offindings, reasoning, media inpresentationstoenhance Make strategic useofdigital Speaking andListening subject underinvestigation. demonstrating understandingofthe multiple sourcesonthesubject, inquiry whenappropriate;synthesize problem; narroworbroadenthe answer aquestionorsolve sustained researchprojectsto Conduct shortaswellmore Writing choices onmeaningandtone. cumulative impactofspecificword and technicalmeanings;analyzethe text, includingfigurative, connotative, and phrases astheyareusedina Determine themeaningofwords Informational TextReading asked forclarification. may bethankfulthatyou Other membersofthegroup afraid toaskquestions. the discussion,don’tbe If youfeelconfusedduring GROUP DISCUSSION
S UNIT 1•AMERICAN VOICES t The Wri The Language Deve Language an d ar t ing on on ing ds
t he Wall he alliteration, assonance, and consonance. and assonance, alliteration, Write It Word Choice Author’s Style emphasizes meaningorhelpstoconveyaspecific tone. poetry examplesshecites.Then,discusswithyourgroup howeachexample in “TheWriting ontheWall.” You mayconsiderbothDungy’s prose andthe Work individually.Findexamplesofalliteration,assonance,andconsonance It Read l tone sound devices may emphasize meaning, create express or mood, aparticular devices, such as consonance assonance alliteration S consonance assonance alliteration De So opment O Notebook v U u —the author’s—the toward attitude audience. or the subject i N n c D d e
E V I C
E
Both and poems prose are enhanced by the of use sound alliteration, assonance, Write aparagraph in which you exampleeach one use of De consecutive ornearbywordsconsecutive consonant soundswithin repetition ofinternalorending words ornearby consecutive within repetition ofvowelsounds ornearbywordsconsecutive sound instressed of syllables repetition offirstconsonant SOUND DEVICESINPOETRY ANDPROSE f e ini X A t MP ion LE F RO M “T HE and and W RI consonance T ING
Ex • • • ON rousing song. The kingsanga fluttered inthebreeze. The greenleaves past thesnail. The snakesneaked a mp T HE le . The use of use . The W ALL ”
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. as well as text. Use the Internet Use as well and as text. other sources to materials. obtain these work best. Use the chart to the chart Use planwork your best. presentation. out different approaches and Take ideas. notes to mark which down ideas Research Presentation Plan Presentation Materials Finding VISUAL 4: VISUAL 3: VISUAL 2: VISUAL 1: VISUALS your presentation. Choose from thefollowingtopics: a yourgroup, conductresearchWith usingavarietyofsources andprepare Assignment digital presentation
Eff Chinese Immigration Poetry Angel Island influence thepoetryatAngelIsland? came toSanFrancisco?Howdidtheirmotivationsandexpectations What were thecommonreasons thatmostoftheseimmigrants States from 1910to1940.HowmanyChineseimmigrantsarrived? Classic poetstoinvestigateincludeLiBai,Tu Fu,andWang Wei. compare theirworkwiththat ofonethepoetsonAngelIsland. of well-knownChinesepoets.Research oneortwoofthesepoetsand Asians) eachhousedandunderwhatconditionsdidtheylive? immigrants? Where were thegroups (Europeans, womenandchildren, such as:Whoexactlywasbrought toAngelIsland?Were allinmates what itwaslike.Makesure yourpresentation addresses questions audience anunderstandingofexactlywhere thestationwasand maps, photos,records, blueprints,andotheritemstogiveyour e ctiv ThepoemsofAngelIslandare saidtofollowtheclassicstyle NOTES Research theAngelIsland ImmigrationStation.Find
e Your presentation may include photos, video, and audio Work your with group to plan your presentation. Try
e . Gatherrelevant visualevidence tostrengthen xpr Research ChineseimmigrationtotheUnited e ssion The Writing on theWall “The Writing ontheWall.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa
EVIDENCE LOG EVIDENCE
87 88 of awordorphrase. Use contextasacluetothemeaning Language needed atthehighendofrange. band proficiently, withscaffoldingas the grades 9–10textcomplexity comprehend literary nonfiction in By theendofgrade 9, readand Informational TextReading shared humanity. message ofhumorand the worldspreading a Dumas travelsthroughout became abestseller. Today, was publishedin2003and in Farsi wrote herfirstbook, stories, too.Sheoriginally life, andshedecidedtotell loved totellstoriesofhis and California. Herfather Iran, thecountryofherbirth, split herchildhoodbetween Firoozeh Dumas About the Author
S UNIT 1•AMERICAN VOICES tandards MAKING MEANING , forherchildren. It (b.1966) Funny My Friends HelpWith aLittle From opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofbasewords andother vocabularystrategiesto Base Words will encounterthesewords. aLittleHelpFromAs youperformyourfirstread MyFriends,”you of“With Concept Vocabulary the strategy. with context,todeterminethemeaning.Here isanexampleofhowtoapply a baseword youknow. Useyourknowledgeofthe“inside”word, along another.” work whichhasbeentranslated,orconvertedfrom one languageto Conclusion: throughout theUnitedStates. Context: words from onelanguagetoanotherlanguage” Familiar “Inside”Word: Unfamiliar Word: proximity have already read. already knowandwhatyou selection towhatyou CONNECT Who the text. NOTICE isinvolved?
The
If thesewords are unfamilartoyou,seewhethertheycontain the generalideasof What Translation translation ideas within correspondents
isitabout? translation isbeingusedasanoun.Itmustmean“a oftheGermanauthor’s novelsoldverywell
translate
the , withmeaningsincluding“convert
interpreter the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND by marking by completing
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Friends From My Help Little With Firoozeh Dumas from 1 2 Well, yougosouthattheSovietUnionandthere weare.” Orwe’dtry had neverheard ofIran.We didourbesttoeducate.“You know Asia? from thequestionsasked, itwasclearthatmost Americans in1972 1. I unfriendly totheUnitedStates.ManyAmericansreturned thehostility. The Shahwouldbeoverthrown andreplaced thatwas withagovernment undergo thepoliticalupheavalauthorrefers toinherfirstsentence. years later, duringtheIranianRevolutionof1979,countrywould wasstillamonarchyIranian government ledbytheShah.However, seven place aShah,orking,inpower. In1972,whenthisexcerptbegins,the 1953, theUnitedStateshadhelpedtoremove Iran’s andto government Once knownasPersia,Iranisanoil-richcountryintheMiddleEast.In BACKGROUND Chicago, andOprah. long-running interviewed nonstopbychildren andadultsalike.Mylife becameone as IspokeenoughEnglishtocommunicate,found myself being curious, unafraidtoaskquestionsandwillinglisten. As soon
ideas. tabulae rasae On thetopicofIran, American mindswere tabulaerasae. upheaval inIran.The Americans weencountered were kindand was luckytohavecome America yearsbefore thepolitical Funny inFarsi
a
Oprah ( tab
yuh lee R lee yuh show, minusthefree luxuryaccommodationsin A Y see)
n. blank slates, or minds free from preconceived preconceived from free minds or slates, blank 1 Judging With aLittle HelpFrom MyFriends With NOTES MULTIMEDIA SCAN FOR MEMOIR
89 tee) 90 MEANING: proximity helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES
n UNIT 1•AMERICAN VOICES .
(prok SIHMuh 7 6 5 4 3 Arabia told usthatheknewaboutIranbecausehadseen image ofIran.We were offered aclueonedaybyneighbor, who talk toaforeigner again. Americans, whowere undoubtedlymakingmentalnotesneverto in Iran. As myfatherdroned on,Iwatchedthefacesof thesekind a bonus,lecture onthesuccessfulhistoryofpetroleum industry unsuspecting American whoaskedmyfatheraquestionreceived, as took ituponhimself toenlighten Americans whenever possible. Any Intent toremedy theimageofourhomelandasbackward, myfather did notownatent,andthattheSaharawasonanothercontinent. again, wedisappointed,admittingthathadelectricity, thatwe Mickey Mousecostume. They reacted asif Ihadtoldthemthatthere really wasapersoninthe entire life. And asfararidegoes,ourChevrolet wasrathersmooth. disappointed thembyadmittingthatIhadneverseenacamelinmy home? Whatdidwefeedthem?Was itabumpyride?Ialways important things,suchascamels.Howmanydidweownback ever askedmeaboutgeography. Theywantedtoknowaboutmore “Gross.” We triedmentioningour it was,they’dscrunch uptheirfaces.“Fisheggs?”theywouldsay. did notknowaboutthefamouscaviarandonceweexplainedwhat Sea, “where thefamouscaviarcomesfrom.” MostpeopleinWhittier to bemore bucolic,mentioningbeingsouthofthebeautiful Caspian 2. it’s likedrivinga Yugo that somany Americans hadnevernoticedusonthemap.Perhaps America isverybig.Butevenasaseven-year-old, Iwassurprised same continent.” would say, “You’ve heard ofIndia,Japan,orChina?We’re onthe but itwasnouse.Havingexhaustedourgeographicalclues,we 4. 3. USSR. we shared borders withTurkey, Afghanistan, Pakistan,Iraq,andthe of Iranandthelocationitscapital,Tehran. Ihadtomemorizethat in thesamegrade.Infirst-gradegeography, Ihadtolearntheshape government issuestextbooks,everystudentstudiesthesamematerial see you. with Saudi Arabia, hecontinued:“Islamandpetroleum.” “Now, I we are not Arabs. We do,however, havetwothingsincommon My fatherthenexplainedthatIraniansare anIndo-European people;
Yugo Peninsula during World War I. World during Peninsula Arabia of Lawrence 1991. in disbanded that Russia, including states, USSR My familyandIwondered why Americans hadsuchamistaken We were alsoaskedaboutelectricity, tents,andtheSahara.Once None ofthekidsinWhittier, acityanhouroutsideof Los Angeles, We hadalwaysknownthatoursisasmallcountryand In Iran,geographyisarequirement ineverygrade.Sincethe . 3
4 Ialsoknewthatlivedonthecontinentof Asia. Union of Soviet Socialist Republics, name for a former country composed of 15 of composed country aformer for name Republics, Socialist Soviet of Union (YOO goh) (YOO WhoeverLawrence was, we hadneverheard ofhim,wesaid. small car manufactured in Yugoslavia. manufactured car small
movie made in 1962 about a military officer in the Arabian Arabian the in officer amilitary 1962 in about made movie 2 andrealizing thattheeighteen-wheelercan’t proximity to Afghanistan orIraq, Lawrence of
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 15 14 13 12 11 10 9 8 My father, withhisuncannyabilitytoforge friendships,said,“We care ofindoorplants,askedwhetherwehadmanycatsbackhome. petroleum industry.” won’t bore youwithreligion,” hesaid,“butletmetellyouaboutthe brought overacostume,knowingthatIwouldsurely betheonly show mewhattheirrooms lookedlike.OnHalloween, onefamily cookies andshesentyou one.” Kidsinvitedmetotheirhouses an Oreo! Haveone,”or“My momjustbakedthesepeanutbutter camels alsoshared theirfood withme.“Ibetyou’venevertried visit inCalifornia. At school,thesamechildren who inquired about kindness. Questionswere oftenfollowedbysuggestionsofplacesto told themthetruth. Ifigured thatsomeday, somebodywould. recess running around yelling,“I’manidiot!I’midiot!”Inever promise nevertorepeat ittoanyone.Theywouldthenspendallof that whatIwasteachingthemsonastythey wouldhaveto phrases like their determination,soIsolvedtheproblem byteachingthem language.” At first,Ipolitelyrefused. Myrefusal merely increased my geographylesson.” “Ee-rahn.” “Iran”isasentence,Itoldthem,asinranawayfrom to I-ran.”Thecorrect pronunciation, Ialwaysinformed them,is asked meanotherquestion. angry onceherealized thatIhadfooledhim,butatleasthenever knowledge withtherest ofthekidsonplayground. Hewasvery hump wasourfamilystationwagon.Hiseyeswidened. a two-hump.Theone-humpbelongedtomyparents andthetwo- in storytelling,Itoldhimthat,yes,wehadcamels,aone-humpand about camels,again.Thistime,perhaps foreshadowing avocation of askingmeparticularlystupidquestions.Onedayheinquired anybody withmyfists;Iusedwords. Oneboyatschoolhadahabit I sometimesgottired ofthequestions.I,however, neverpunched but, likeaHollywoodcelebrityrelentlessly pursuedbypaparazzi, That impressed them. told peopleIwasfrom Iran,Iadded“where Persiancatscomefrom.” strays thatatescrapsbehindpeople’shouses.From thatday, whenI to us;theonlycatswehadeverseenbackhomewere themangy beautiful, longhaired cat.“It’saPersiancat,”shesaid.Thatwasnews about. Seeingourpuzzledexpressions, sheshowedusapicture ofa beautiful!” ourneighborsaid.We hadnoideawhatshewastalking don’t keeppetsinourhomes.Theyare dirty.” “Butyourcatsare so Another neighbor, akindlyoldladywhotaughtmehowtotake But almosteverypersonwhoaskedusaquestion asked with Older boysoftenaskedmetoteachthem“somebadwords inyour Often kidstriedtobefunnybychanting,“IranI-ran,I Having heard whathewantedtohear, heranoff toshare his “In thegarage,ofcourse,”Itoldhim. “Where doyoukeepthem?”heasked. I triedmybesttobeaworthyrepresentative ofmyhomeland, man kharam , whichmeans“I’manidiot.”Itoldthem With aLittle HelpFrom MyFriends With NOTES
91 tuhr) interpreter helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate MEANING: SPON duhnts) 92 MEANING: correspondents helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES
UNIT 1•AMERICAN VOICES
n .
(ihn TUR pruh (ihn TURpruh
n .
(kawr uh 16 19 18 17 business. the pillswouldundoubtedlyputmanywar to encapsulatethekindnessofthesesecond-gradersinpillform, kid intheHalloweenparadewithoutone.Ifsomeonehadbeenable Iranian Revolutiondidnot encounterthesame America. Theysaw knowing thatourrelatives whoimmigratedtothis countryafterthe memories havenotfaded. We remember thekindnessmore thanever, our firstyearin America. Even thoughthirtyyearshavepassed,our hard toleave. distance, hadalsofeltthewarmthofgenerosity andkindness.Itwas beneficiary ofalltheattention,mymother, watchingsilentlyfrom a more times thanIcanremember. EventhoughIhadbeen the mom, althoughsinglewithtwodaughters,hadhosted meovernight sister, Michele,hadtriedtoteachmerideabike,andHeather’s had steppedinandbakedcupcakes.Mybestfriend Connie’solder it hadbeenmyturntobringsnacksfortheclass,oneofmoms projects. Noonepaidherforthis. And mymotherknew thatwhen up herhometouseveryweekandledthrough allkindsof Brownie meeting,sheknewthattheleader, Carrie’smom,opened understood hersmiles.Eventhoughmymotherneverattendeda said, sheunderstoodthatthiswomanlookedoutforme. And she could notunderstandanythingthecrossing guard, Mrs.Popkin, her a landwhere shespokethelanguageanddidn’tneedmetoactas assumed thatshewouldberelieved toreturn toher familyandto year, were received withtearsandpromises towrite. handicrafts, whichprobably turnedupingaragesalesthefollowing countay-ree. Es-pay-shay-leyforyou,”shewouldexplain.These leader totheneighbors,received something.“Deeseezfrom my Everyone, from myteacherstothecrossing guard totheBrownie had brought somanyPersianhandicraftswithher;nowIknew. gifts toour American friends.Ihadwondered whymymother relatives backhome,mymotherspentherlastfewweeksgiving America abouttwoyearslater. to happen.Ididn’tknowthenthatwouldindeedbereturning to in Iranwasliketakingaleftturnatthenextmoon.Itwasn’tgoing visiting theirgrandmothersinOregon tobealongtrip,sovisitingme Iran wasoff theradarscreen formostpeople.Myfriendsconsidered in Iran.Iknewnoonewouldevertakeusuponouroffer, because to America. We hadnoanswer, butweinvitedthemalltovisit us any easier. Everyonewantedtoknowwhenwewouldcomeback This avalancheofkindnessdidnotmakeourimpendingdeparture I attendedoneslumberpartyafteranother, allthrown inmyhonor. completed andwehadtoreturn home.Thelastmonthofourstay, After almost two years in Whittier, my father’s assignmentwas After almosttwoyearsinWhittier, myfather’s When myparents andIgettogethertoday, weoftentalkabout My motherwasparticularlysadtoreturn toIran.Ihadalways Between frenzied shoppingtripstoSearsbuypresents forour interpreter . ButIrealized laterthateventhoughmymother correspondents outof
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension a research question. research a Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the memoir? that detail. what In way the information does you of learned shed light an on aspect questions, just opinions.Myrelatives didnotthink Americans were felt thattheyknewallaboutIrananditspeople,hadno they metrarely invitedthemtotheirhouses.These Americans Go Home”or“We PlayCowboysandIranians.”The Americans Americans whohadbumperstickersontheircarsthatread “Iranians: very kind.
after theIranianRevolution? According toDumas,howdidthingschangeforIranianimmigrantstheUnitedStates native language? What jokedidDumasplayonboyswhopestered hertoteachthembadwords inher What surprisedtheyoungDumasaboutAmericans’knowledgeofgeography? United States? How didmostAmericanstreat Dumasandherfamilyduringtheirfirstyearinthe
Notebook
❧
Write asummaryoftheselection.
Choose unfamiliar at one least Briefly research detail from the text.
Choose something that from interested the text you, and formulate With aLittle HelpFrom MyFriends With NOTES
93 making meaning
Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?
WITH A LITTLE HELP FROM MY FRIENDS
Cite textual evidence Analyze the Text to support your answers.
Notebook Complete the activities. GROUP DISCUSSION 1. Review and Clarify With your group, reread paragraphs 18–19 of “With If you do not fully understand a classmate’s a Little Help From My Friends.” What change in the attitude of Americans comment, don’t hesitate to toward Iran did Dumas see in a few short years? How did Dumas feel ask for clarification. Use a about the change, and were her feelings justified? friendly and respectful tone 2. Present and Discuss Now, work with your group to share the passages when you ask. from the text that you found especially important. Take turns presenting your passages. Discuss what you notice in the text, the questions you asked, and the conclusions you reached.
3. Essential Question: What does it mean to be “American”? What has this selection taught you about American identity? Discuss with your group.
language development Concept Vocabulary WORD NETWORK Add interesting words proximity correspondents interpreter related to American identity from the text to your Word Why These Words? The three concept vocabulary words are related. With Network. your group, determine what the words have in common. Write your ideas, and add another word that fits the category.
Practice Notebook Use a print or online dictionary to confirm the definitions of the three concept vocabulary words. Write a sentence using each of the Standards words. How did they make your sentences more vivid? Discuss. Reading Informational Text Analyze how the author unfolds an analysis or series of ideas or Word Study events, including the order in which the points are made, how they are Latin Prefix: inter- The Latin prefix inter-, which begins the word introduced and developed, and interpreter, means “between” or “among.” For instance, an international the connections that are drawn All rights reserved. or its affiliates. Inc., Education, © Pearson between them. agreement is an agreement between or among different nations. Language Reread paragraph 1 of “With a Little Help From My Friends.” Mark the word Identify and correctly use patterns of that begins with the prefix inter-. Write the word here, and explain how the word changes that indicate different meanings or parts of speech. prefix inter- contributes to its meaning.
94 UNIT 1 • AMERICAN VOICES © Pearson Education, Inc., or its affiliates. All rights reserved. Literary Nonfiction Literary Analyze CraftandStructure story occurs.Aspectsofthecontextincludepolitics,language,values,beliefs, historical context Memoirs oftenshowhowthewriter’s personallife intersectsthe of the writer’saspect life. share elements: Memoirs these is alimited kind of autobiographical writing that or focuses period one on covers the author’s entire life alarge or span of time. A in which an author tells his story. her or own Afull autobiography usually about thesocialandhistoricalcontextofherchildhood. foods, customs,andtraditions.Inthismemoir, Dumasexpresses insights • • • each detailtosupportaninsight. category ofyourown.Then,discusswithgroup howDumasuses that showeachaspectofthesocialandhistoricalcontext.Addafifth Work independently.Usethecharttoidentify detailsfrom thememoir Practice expresses thewriter’s attitudeandinsights written instoryform;mayread likeaworkoffiction written infirstperson,usingthepronouns Other Values orBeliefs Foods Traditions Politics C AS ONTE P E C T X
O T F T H E , orthecircumstances ofthetimeandplaceinwhich
Autobiographical writing Autobiographical TE X TUAL D ETAIL ( S ) I essential question: , me is any type of nonfiction of nonfiction is any type , we to supportyouranswers. CITE TEXTUALEVIDENCE D U memoir , and M AS ’ S us
INSI , by contrast, social and GH Whatdoesitmeantobe“ T With aLittle HelpFrom MyFriends With A merican”?
95 and analyzetheirroleinthetext. Interpret figuresofspeechincontext Language 96 (paragraph 15) many warcorrespondents outofbusiness. put wouldundoubtedly pills the form, pill second-gradersin kindnessofthese the If someonehadbeenabletoencapsulate (paragraph 16) departureour impending anyeasier. notmake This avalancheofkindnessdid (paragraph 9) gottiredI sometimes questions. ofthe celebrity relentlessly pursuedbypaparazzi, aHollywood of myhomeland,but,like representativeI triedmybesttobeaworthy in Chicago,andOprah. show, free minusthe luxuryaccommodations becameonelong-runningOprah My life Ex
S UNIT 1•AMERICAN VOICES ample tandards Language Deve Language
WITH A LITTLE HELP HELP ALITTLE WITH from FROM MY FRIENDS MY FROM
the
te (paragraph 1) x t Humor Author’s Style Write It Help From MyFriends.”Then,share yourworkwithgroup. On yourown,identify aLittle eachtypeoffigurative languagefrom “With It Read ideas more vivid and rich. As figurative andideas more rich. vivid As language involves surprising contrasts, figurative language zest andzest humor to her story. of figurativethree language—metaphor, add types simile, and hyperbole—to also it use towriters make their writing funny. this In memoir, Dumas uses l at least one metaphor,at one least simile, and hyperbole. opment Hyperbole again and again. A Example: Example: Example: A Notebook metaphor simile
Language thatLanguage is imaginatively used rather than literally is called
uses theword The cakewastenstoriestall. Gerald islikeapeskyhouseflythatkeepscomingaround My chores were amountainwaitingtobeclimbed. is adeliberate,extreme exaggeration. lan T
compares bydescribingonethingasif itwere another. ype Write aparagraph describing daily events in your school. Use gu
of . Writers figurative use often language to make their a
g fi e
gu like
rati or as v e tocompare twounlike items.
EFFECT
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Chosen Quote: ideas youwillincludeinyouressay.Usethecharttorecord yournotes. As agroup, choosethequoteyouwillwriteabout.Then,brainstormfor you create apolished essay. way tobest make sure that all group contribute members equally and that and then organize the various versions into asingle, finished piece. Find the Alternatively, you may to choose have drafts all group write first members but then the draft essay, have person one another revise and it, another edit. work of group writing. example, For you may plan and prewrite as agroup, prewriting, drafting, revising, and editing. Discuss options for organizing the Writing toSources Writing Plan family to their communityinCalifornia: family totheir The relationship ofDumasandher Dumas’s parents: Dumas asachild: Assignment With yourgroup, chooseoneofthefollowingquotations: With their relationship totheircommunity inCalifornia. it addstotheportraitDumaspaintsofherself asachild,herfamily,and from theselection.Explain whatthequoteyouchosemeansandhow Write an WHAT THE QUOTE SHOWS ABOUT… SHOWS WHAT QUOTE THE
Eff “We remember thekindnessmore thanever, knowingthatour “They wantedtoknowaboutmore importantthings,suchascamels. “After almosttwoyearsinWhittier, myfather’s assignmentwas did notencounterthesameAmerica.” relatives whoimmigratedtothiscountryaftertheIranianRevolution a bumpyride?” How manydidweownbackhome?Whatfeedthem?Was it I attended oneslumberpartyafteranother, allthrown inmyhonor.” completed andwehadtoreturn home.Thelastmonthofourstay, essay e ctiv
Consider the of steps the writing process—planning/ inwhichyouinterpret animportantdetailorquotation Brainstorming andDiscussionNotes e
e xpr e ssion EXPLANATION With aLittle HelpFrom MyFriends With audience’s knowledgeofthetopic. and examplesappropriatetothe quotations, orotherinformation extended definitions, concretedetails, relevant, andsufficientfacts, • of content. selection, organization, andanalysis and accurately throughtheeffective concepts, andinformation clearly texts toexamineandconveyideas, • Writing My Friends.” aLittleHelpFrom“With fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa Develop atopicwithwell-chosen, Write informative/explanatory
S
tan EVIDENCE LOG EVIDENCE d a rd s
97 strategies. choosing flexiblyfromarange of grades andcontent 9–10reading words andphrases basedon of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas grades 9–10textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofgrade 9, readand Reading Literature 98
S UNIT 1•AMERICAN VOICES t MAKING MEANING andard s , types ofcontextclues. clues opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadPOETRY first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues As youperformyourfirstread, youwillencounterthesewords. Concept Vocabulary Picnic Immigrant TalkMorning POETRY COLLECTION insightful and Example: Synonym: and messy. Example: the word. Contrast: did notexpectthestudyofbirds tobesointeresting. Example: Definition: chirruped , orotherwords andphrasesinnearbytext.There are severaldifferent or describesasinglemoment.. whether thepoemtellsastory “speaking” thepoemand NOTICE have already read. already knowandwhatyou the selectiontowhatyou CONNECT Aword orphrasesignalingacontrastappearsnear Simone’s room is Rickwassurprisedthatheliked Itisapleasure toteachthesestudentsbecausetheyare so
Aword withasimilarmeaningappearsnearby. Theword isclearlydefinedinthetext. who
perceptive ideas within To findthemeaningofunfamiliarwords, lookfor or teased what is is
. pristine pipes , butOlivia’s room isdisorganized ornithology the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND somuch.He by marking by completing context
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. About the Poets the About people—writer and reader.”people—writer two intense between level, it’s even if only most the on people between communication that is a “poetry language. believes He English the enrich toimmigrants America family, with deal often culture, ways and the grandmother. of abiography her has written she collections, acclaimed poetry critically two to addition history. In Oneida woman and on American aNative as experience her on draws Hill’s physicians. work American Native first inspiration, Dr. of the one Minoka, Rose Lillie Roberta Hill Whiteman Roberta He has published six volumes of poetry, which which of poetry, volumes six has published He of CreativeDirector Writing at his alma mater. and is now of Pennsylvania, University English at the studying while poetry writing in interested became He old. eight years was he when Pennsylvania, Williamsport, to Egypt, of Alexandria, his birthplace Djanikian Gregory centered grandmother, her on and dissertation doctoral Studies. Her American MFA in Creative in Writing and aPhD an Hill in Wisconsin, holds Baraboo, Born of Wisconsin. Nation Oneida of the member scholar,nationally recognized poet, and (b. 1949) from moved (b. 1947) is a essential question Immigrant Picnic this poem. play akey in role facts related. These actually birds are not two Europeanthe robin. The like looks it because Americas the settled “robin” was named It Europeans by the who “robin” American athrush. North is actually referred commonly to the as songbird The TalkMorning Backgrounds than “a question.” hypothetical for “a example, question,” hypodermic rather similar right word— the pronunciation with that word of shares awrong use mistaken similar sounds. of meanings with in words the differences and pointed. puns and malapropisms, that funny is both is full of wordplay, poem This including : Whatdoesitmeantobe“ Puns Malapropisms are jokes that play on Poetry Collection involve the the involve A merican”?
99 POETRY Morning Talk Roberta Hill Whiteman © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson SCAN FOR MULTIMEDIA
for Melissa L Whiteman NOTES
“Hi, guy,” said I to a robin perched on a pole in the middle of the garden. Pink and yellow firecracker zinnias, rough green 5 leaves of broccoli, and deep red tomatoes on dying stems frame his still presence.
“I’ve heard you’re not THE REAL ROBIN. Bird watchers have 10 agreed,” I said. “THE REAL ROBIN lives in England. They claim you are misnamed and that we ought to call you ‘a red-breasted thrush’ because you are 15 indigenous.”
He fluffed up. “Am I not Jis ko ko?”*1he cried, “that persistent warrior who carries warmth northward every spring?” 20 He seemed so young, his red belly a bit light and his wings, still faded brown. He watched me
untangling the hose to water squash. Mark context clues or indicate another strategy you used that “Look who’s talking!” he chirruped. helped you determine meaning. chirruped (CHIHR uhpt) v. 25 “Your people didn’t come from Europe or even India. MEANING: The turtles say you’re a relative to red clay on this great island.” Drops of crystal water
30 sparkled on the squash. Mark context clues or indicate another strategy you used that “Indigenous!” he teased helped you determine meaning. as he flew by. teased (TEEZD) v. MEANING:
* Jis ko ko (jihs koh koh) Iroquoian name for “robin.” © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson
Morning Talk 101 POETRY
Immigrant Picnic
Gregory Djanikian © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson SCAN FOR MULTIMEDIA
It’s the Fourth of July, the flags are painting the town, NOTES the plastic forks and knives are laid out like a parade.
5 And I’m grilling, I’ve got my apron, I’ve got potato salad, macaroni, relish, I’ve got a hat shaped like the state of Pennsylvania.
I ask my father what’s his pleasure 10 and he says, “Hot dog, medium rare,” and then, “Hamburger, sure, what’s the big difference,” as if he’s really asking.
I put on hamburgers and hot dogs, 15 slice up the sour pickles and Bermudas,1 uncap the condiments. The paper napkins are fluttering away like lost messages.
“You’re running around,” my mother says, “like a chicken with its head loose.”
20 “Ma,” I say, “you mean cut off, loose and cut off being as far apart as, say, son and daughter.”
She gives me a quizzical look as though
I’ve been caught in some impropriety. Mark context clues or indicate 25 “I love you and your sister just the same,” she says, another strategy you used that “Sure,” my grandmother pipes in, helped you determine meaning. “you’re both our children, so why worry?” pipes (pyps) v. MEANING: That’s not the point I begin telling them, and I’m comparing words to fish now, 30 like the ones in the sea at Port Said,2 or like birds among the date palms by the Nile,3 unrepentantly elusive, wild
1. Bermudas sweet onions grown on the island of Bermuda. 2. Port Said (sah EED) city in northeast Egypt.
© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 3. Nile river in northeast Africa, considered the longest in the world.
Immigrant Picnic 103 104 NOTES
UNIT 1•AMERICAN VOICES 35 50 45 40 “That’s roll!” Isay, throwing upmyhands, “He’s onaball,”mymothersays. “what thehellishetalkingabout?” “Sonia,” myfathersaystomother, 4. crowding outeverythingelse. wordless, confusing, flavor ofthemsuddenlyinmymouth, pecans intheSouth,jumbled burgeoning withoutend, and I’mthinkingofpistachiosintheSinai “You couldgrow nutslisteningtous,” and myuncleisshakinghishead,saying around andaround likethehappiesttop, into apolka,twirlingmymother “let’s havesomefun,”andlaunches and myfatherclapshishands,“Whysure,” hesays, “And whataboutroll outthebarrels?” mymotherasks, “as inhotdog,hamburger, dinnerroll. ..”
Sinai
(SY ny) triangular peninsula in Egypt. peninsula triangular 4
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension your group. research atopic that interests you. You may want to share what you discover with Research to Explore Research to Clarify Research RESEARCH 2. 1. 2. 1. of the poem? research that detail. what In way the information does you found shed light an on aspect IMMIGRANT PICNIC IMMIGRANT MORNING TALK
What typeoffoodisthespeakerthinkingatendpoem? On whatdaydoesthepicnictakeplace? According totherobin, where didthespeaker’s peoplecomefrom? According tothespeaker, whathavebird watchersagreed?
Choose unfamiliar at one least detail from of one Briefly the poems.
These poems may poems spark your toThese learn curiosity more. Briefly POETRY COLLECTION
105 MAKING MEANING
Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?
POETRY COLLECTION
CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Notebook Complete the activities. GROUP DISCUSSION 1. Review and Clarify With your group, reread lines 45–50 of “Immigrant Try having group members Picnic.” What recognition is the poet making when he compares words to read each poem aloud. nuts? Explain. Discuss how the oral reading changes the poem’s impact. 2. Present and Discuss Share with your group the passages from the texts that you found important. Take turns presenting your passages. Discuss what you noticed in the text, the questions you asked, and the conclusions you reached.
3. Essential Question: What does it mean to be “American”? What have these poems taught you about American identity? Discuss this question with your group.
language development Concept Vocabulary
chirruped teased pipes
WORD NETWORK Add interesting words Why These Words? The three concept vocabulary words are related. With related to American identity your group, determine what the words have in common. Write your ideas, from the text to your Word and add another word that fits the category. Network.
Practice Notebook Use a dictionary to confirm the definitions of the three concept vocabulary words. Write a sentence using each of the words. Be sure to use context clues that hint at each word’s meaning. Standards Reading Literature Analyze how an author’s choices concerning how to structure a text, order events within it, and Word Study manipulate time create such effects Multiple-Meaning Words Some words in English have multiple as mystery, tension, or surprise. meanings, or more than one distinct definition. For example, the word pipes, Language Determine or clarify the meaning which appears in “Immigrant Picnic,” has several different meanings. Write All rights reserved. or its affiliates. Inc., Education, © Pearson of unknown and multiple-meaning the meaning of pipes as the poet uses it. Then, write another definition of words and phrases based on the word. Finally, find two other multiple-meaning words. Write down the grades 9–10 reading and content, choosing flexibly from a range of words and two of their definitions. strategies.
106 UNIT 1 • AMERICAN VOICES © Pearson Education, Inc., or its affiliates. All rights reserved. Poetic Structures Analyze CraftandStructure looks andsoundsevenwhatitmeans. in whichapoetorganizespoemintolinesandstanzasaffects howapoem Like aparagraphinprose, astanzaoftenexpresses asingleidea.Theways A end, in different ways. line • • stanza breaks inthesepoems.Record andshare yourobservations. Working onyourown,usethecharttoanalyzestanzasandline Practice Morning is agroup of words arranged in arow. may break, Aline or of poetry feeling outofsight/FortheendsBeingandidealGrace. thee tothedepthandbreadthheight/Mysoulcanreach,when structure andsensecontinue pasttheendofline.Example: A Let mecounttheways. punctuation, suchasacommaorperiod.Example: and senseare completeat theendofline.Itmayinclude An the poem? Why? the of rest the in those from 4 differ stanza in breaks line the do How 1, 5? Explain. and 2,3, stanzas in appear breaks line of type What stanza. each of action the Summarize run-on, orenjambed,line end-stopped line isagroup oflines,usuallyseparatedfrom otherstanzasbyspace. T alk
The basic structures of poetry are lines A and stanzas. of basic poetry structures The isoneinwhichboththegrammaticalstructure isoneinwhichboththegrammatical Imm feelings that are expressed? are that feelings and actions the reinforce breaks 11 line 12 the and do How break? stanzas of lines last the do How Why? change? length stanza the does How appear? expression English an of use incorrect first the does stanza which In Explain. scene? the set stanzas Which igrant Picnicigrant essential question: to supportyouranswers. CITE TEXTUALEVIDENCE How doIlovethee?/ I love Whatdoesitmeantobe“ Poetry Collection A merican”?
107 108 and analyzetheirroleinthetext. Interpret figuresofspeechincontext Language
S
tandards UNIT 1•AMERICAN VOICES L a ngu POETRY COLLECTION a ge Deve Word Choice Author’s Style Write It rewrite theidiominformallanguagethatmeanssame thing. referred tointhepoems.Ifidiomisnotusedcorrectly, correct it.Then, Work individually.Usethischarttodefineidiomsthatare eitherusedor Read It Examples of Common English Idioms of Common Examples of the poem. their new language. mistakes Their create humor and part are an important “Immigrant Picnic,” the speaker’s family attempt to members idioms use in are and dogs fallingcats from the sky. means It it is raining hard. very In meaning. example, For the idiom “raining and dogs” not cats mean does in which the literal meanings of the words not do up add to the actual and charactersscenes, come settings, alive. what each one means. Then, use each idiom in asentence. idiom each use Then, means. one what each l IDIOM SENTENCE (from “Immigrant Picnic”) “Immigrant (from He’s aball. on Picnic”) “Immigrant (from loose head its with like achicken Picnic”) “Immigrant (from town the painting /are flags the Talk’) “Morning (from who’s talking! Look completely what to understanding comes it When robin. really a injury to then born here; wasn’t he him told they First is not hamburgers and dogs hot Grilling opment
Notebook indigenous , they told him he wasn’t wasn’t he him told , they rocket science
missed the boat
Poets may drawPoets informal on of language to types make W means, they they means, rite at least three idioms idioms three rite at least add insult to insult add . NEEDED CORRECTION IF . MEANING OFMEANING THE IDIOM They failedtounderstand. They madethesituationworse. Grilling isnotverydifficult. w ith which you are which familiar.ith Idioms are informal expressions LANGUAGE IN FORMALREWRITE E xplain xplain
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. the chart. that you would like to work into the conversation. your down Jot ideas in discussion, work individually to gather ideas the topic about and the poems S Participation Plan Participation Plan Discussion Speak clearly, using language that is appropriate for an setting. academic your notes aloud, but them use to remind of yourself insights you had earlier. contributing respectfully. follow-up questions your Ask ideas. own Make sure another’s one you understand by summarizing points them before Poem Immigrant Picnic Immigrant TalkMorning With yourgroup, organizea With Assignment challenge oneanother’s ideas.Chooseoneofthefollowingtopics: Panel membersshouldaskandanswerquestionstoclarify andpolitely peaking andListening
Eff Poetry Definition Poetry Ranking Comparison Poetry various definitionsofpoetry,usingthetwopoemsasexamples. up inlinesandstanzas,oristhere more toit?Propose anddiscuss ratings, anddiscussyourreasons formakingthem. being ineffective and5being extremely effective. Then,share your in itsmessage? message orinsighteachpoemconveys.Whichismore positive the attitudesofspeakers,eachpoet’s useoflanguage,andthe e ctiv
Once the group has the focus chosen for the panel Ins
e As you participate in the panel discussion,As not do read
Ratethetwopoemsonascaleof1to5,with i e ghts to ghts Whatisapoem?Isitsimplystringofwords set xpr Compare andcontrastthe twopoems.Discuss panel discussion e ssion S hare hare Sp todiscussthepoems. ec i f i c Passages to Ci te • • Speaking andListening “Immigrant Picnic.” from Talk” “Morning and record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto presented. of theevidenceandreasoning and make new connectionsinlight their ownviewsandunderstanding when warranted, qualifyorjustify agreement anddisagreement, and, perspectives, summarizepoints of Respond thoughtfullytodiverse challenge ideasandconclusions. discussion; andclarify, verify, or actively incorporate othersinto the broader themesorlargerideas; relate thecurrentdiscussionto and respondingtoquestionsthat Propel conversationsbyposing S
tandards E Poetry Collection VI DE NC E L E O G
109 110 information flexiblyanddynamically. other informationandtodisplay technology’s capacitytolink products, takingadvantage of update individualorsharedwriting Internet, toproduce, publish, and • indicated orappropriate. a commandofformalEnglishwhen contexts andtasks, demonstrating • and evidencetoaddinterest. understanding offindings, reasoning, media inpresentationstoenhance • to purpose, audience, andtask. substance, andstyleareappropriate the organization, development, follow thelineofreasoningand and logicallysuchthatlistenerscan supporting evidenceclearly, concisely • Speaking andListening Use technology, includingthe Adapt speechtoavariety of Make strategic useofdigital Present information, findings, and • • • • • Sta I Mo My F W T T mmigra
h h ith UNIT 1•Amer e W e Ru Performance Task: r ri n
nd a i riti ends n SOURCES l L es o g ittl n ar n T t g alk P e He f on ds i
cn th e G lp i th c F e W am r i c o an e all m
Vo i ces as fairness andequalityofopportunity. as fairness immigrant experiencesandwhetherornottheyreflect Americanideals,such you woulddefineAmericanideals.Then,foreachselection,identify key challenges theyface.Usethecharttolistyourideas.First,discusshow interactions, theirefforts toacquire anewlanguage,andtheeconomic new immigrantstotheUnitedStateshave.Considerimmigrants’social Produce Podcast a Gather EvidenceandMediaExamples Analyze theText YourPlan With Group the podcast. American idealsandtheirexperiences, thenselectclipstoincludein could alsoconductinterviews withformerorcurrent immigrants about experience andintegratetheir findingsintothepodcast.Group members Consider havinggroup membersresearch various aspectsoftheimmigrant for typesofmediayoucanusetoillustrateorelaborate oneachexample. from theselectionstosupportyourgroup’s claims.Then,brainstorm ideas Immigrant Picnic Morning Talk My Friends With aLittleHelpFrom The Writing ontheWall The RulesoftheGame T Assignment addresses thisquestion: to theUnitedStates.Work withyourgroup todevelopapodcastthat You haveread aboutimmigrants’experiencesastheystrove toadjust itl e or fail to reflect American ideals? American to fail or reflect reflect experiences immigrants’ of realities the How do Sp eaking and Lis and eaking
With yourgroup, discussthetypesofexperiencesthat With Key E x p t e ri ening ences /A
Identify specific examples m FOC e ri c a U n Ide S al s
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. checklist toevaluatetheeffectiveness ofyourpodcast. Ensure thattheequipmentisworkingproperly. to makesure theycommunicatekeyideasandhelpcreate acohesivestory. the speakerwillsay.Planwhere audioclipsandmusicwillbeused. you plantopresent. Note when eachsegmentwillbegin,andrecord what for yourpodcastpresentation. Assignroles foreachpartofthepodcastthat Rehearse With Your With Rehearse Group Organize Your Ideas how welltheymeetthechecklist. account eachofthechecklistitems.Asyoulistentoother groups, evaluate When youpresent asagroup, besure that eachmemberhastakeninto EvaluatePresent and Improve Your UseofMedia Fine-Tune theContent Practice WithYour Group clear. Find anotherwaytoword theseideas. and interviews.Checkwithyourgroup toidentify keypointsthatare not encountered intheliterature theyread inthisunit,aswelltheirresearch that group memberstouchonaspectsoftheimmigrantexperiencethey question aboutAmericanidealsandtheimmigrantexperience.Besure speaker’s segmenttomakesure itsupportsthegroup’s response tothe Speaker 3 Speaker 2 Speaker 1 C ONTENT
the texts. the from evidence with supported are ideas Main view. of point and story aclear presents podcast The story. the of focus the explaining clear introduction, a has podcast The
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111 112 Take notes learned have you what Practice aschedule Create STRATEGY
UNIT 1•Ame OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: most interesting andappealing toyou? one if thistextdoesn’tmeet yourneeds. your for own each category. you take can actions to practicethem during Independent Learning. Add ideas of to rely to yourself on learn and work your on strategies own. these Review and the Throughout your life, in school, in your community, and in your career, you will need Learning StrategiesIndependent Look Inside Look Ahead Look Back steps. these topic. You’ll then share what you learn classmates. with To follow atext, choose related by anyour exploring additional identity to of study American selection the Being is different an American you for will this everyone. complete In section, be “American”? What does it mean to QUESTION: ESSENTIAL you wanttoknowaboutthetopicofAmericanidentity? rican
Think abouttheselectionsyouhavealready studied.Whatmore do
Take afewminutestoscanthetextyouchose.Choosedifferent Preview theselectionsbyreading thedescriptions.Whichoneseems Vo • • • • • • • • • • ACTION PLAN Consider the quality andreliability quality Consider the source. ofthe topic. evidencetohelpyouunderstandthe usefulnessofthe Evaluate the Use first-read andclose-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. ic es MULTIMEDIA SCAN FOR
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. Esmeralda Santiago Esmeralda from MEMO PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED place? aparticular live you in that citizen? simply it Is a to be mean it does What question: the asks video This BBC America in Rights for the Fight and Immigrant Grace Abbott M identities? dual with world the move through someone does How Mora Pat Legal Alien POETRY for? stand really of Liberty Statue the does What Emma Lazarus New Colossus The POETRY American? feel can immigrant anew before take it does commitment, much how and long, How TsaiDiane Adapts to America aVoice:Finding ATaiwanese Family AUTOB person? adifferent become she does dreams, her achieves York to moves New girl and Rican Puerto ayoung When Review Narrative Evidence for aNonfiction synthesizing the information you’ve recorded. information the synthesizing and whatyou’ve learned unitbyevaluating Complete yourEvidenceLogforthe ed MULTIMEDIA SCAN FOR When IWas Rican When Puerto i a : V I I R OGRAPH I DEO
I CAL ESSAYCAL Overview: Independent Learning CONTENTS
113 114 Reading
STANDARD about theunittopicasyoufirstread thistext. NOTICE
knowledge andtheselectionsyouhaveread. CONNECT UNIT 1•A Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT
Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. new information or ideas you learn new informationorideasyoulearn m ideas withintheselectiontoother er i c an Vo i ces passages youwanttorevisit. the selection. ANNOTATE RESPOND by writingabriefsummaryof by markingvocabularyandkey Model Annotation First-Read Guideand
Tool Kit
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Selection Title: Selection Use thispagetorecordyourclose-readideas. Guide Close-Read Reading
Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude? questions and your firstread. Readthesesectionsclosely Revisit sectionsofthetextyoumarkedduring Close Read the Text STANDARD annotate
Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. aboutthetext.Whatcanyou Write downyourideas. whatyounotice.Askyourself ESSENTIAL QUESTION: Analyze the Text about whatthischoiceconveys. the text.Selectone,andrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Whatdoesitmeantobe“American”? Independent Learning Model Annotation Close-Read Guideand
Tool Kit
115 Memoir from When I Was Puerto Rican
Esmeralda Santiago
About the Author SCAN FOR Author, essayist, and screenwriter Esmeralda Santiago MULTIMEDIA (b. 1948) grew up as the oldest of eleven siblings. When she was thirteen, her family moved to New York City from Puerto Rico, and her mother supported the family on her own. Santiago went on to attend Harvard University and later founded an award-winning film and media production company.
BACKGROUND The High School of Performing Arts in New York City, now the Fiorello H. LaGuardia High School of Music & Art and Performing Arts, was the first public school in the nation for students with unique performing arts talents. It served as the inspiration for the 1980 movie Fame and its 2009 remake. Auditions for acceptance into the school are highly competitive and rigorous.
1 hile Francisco was still alive, we had moved to Ellery NOTES W Street. That meant I had to change schools, so Mami walked me to P.S. 33, where I would attend ninth grade. The first week I was there I was given a series of tests that showed that even though I couldn’t speak English very well, I read and wrote it at the tenth-grade level. So they put me in 9-3, with the smart kids. 2 One morning, Mr. Barone, a guidance counselor, called me to his office. He was short, with a big head and large hazel eyes under shapely eyebrows. His nose was long and round at the
tip. He dressed in browns and yellows and often perched his All rights reserved. or its affiliates. Inc., Education, © Pearson tortoiseshell glasses on his forehead, as if he had another set of eyes up there. 3 “So,” he pushed his glasses up, “what do you want to be when you grow up?”
IL1 UNIT 1 Independent Learning • from When I Was Puerto Rican © Pearson Education, Inc., or its affiliates. All rights reserved. 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 future much. since we’dcometoBrooklyn, I’dnotthoughtaboutthe shuffled through thepapersagain. “things youliketodoafterschool.” “Hobbies, hobbies,”heflailedhishands,asif hewere juggling, qualify asahobby. “Iliketoread.” Do youliketohelppeople?” good at.Thetestsshowthatyouwouldbeathelpingpeople. was anaptitudetest.Ittellsuswhatkindsofthingsyoumightbe pulled outapaperandstared atit.“Oneofthetestswegaveyou nursing.” biology andchemistrywhichwillprepare youforacareer in of rowdy teenagers,some ofthemtallerthanshewas. academic schoolsothatyouhaveashotatcollege.” out. “You’re asmartgirl,Esmeralda.Let’strytogetyouintoan the top.Heputhishandflatonit,asif squeezingsomething get backtome,”hesaid,closingthefolderwithmynameacross stack ofpapersonhisdesk.“Whydon’tyouthinkaboutitand the otherdependingonwhichword camefirst. English andSpanishinwhichwehoppedfrom onelanguageto little EnglishasIdid.We spokeinSpanglish,acombination of Yolanda. ShehadbeeninNew York forthree yearsbutknewas fourteen, isthatright?” 1. 2. 3. older, Iwantedtobeacartographer,
topographer cartographer jíbara shape of the land. the of shape He pulledhisglassesdowntowhere theybelongedand “No, sir.” “Do youhaveanyhobbies?”Ididn’tknowwhathemeant. “Ah, yes.”Itriedtoimaginewhatdidathomethatmight He seemeddisappointed.“Yes, weknowthataboutyou.”He “There’s ahighschoolwe cansendyouwhere youcanstudy I wasafraidtocontradictthetests.“Yes, sir.” I remembered MissBrown standinginfront ofaclassroom full “You wouldalsodowellincommunications.Teaching maybe.” I screwed upmyface.He consultedthepapersagain. Mr. Barone pushedhisglassesupagainandleanedoverthe “I don’tliketoteach.” On thewayhome,Iwalkedwithanothernewninth grader, He shuffled through somepapers.“Let’sseehere .you’re “I don’tknow.” When Iwasveryyoung,wantedtobea “And you’veneverthoughtaboutwhatyouwanttobe?” “Yes, sir.”
(HEE vah rah) vah (HEE
(tuh POG ruh fuhr) ruh (tuh POG (kahr TOG ruh fuhr) ruh TOG (kahr n . person who lives in Puerto Rico’s countryside. Puerto in lives who . person n . person who makes maps that show the height and and height the show that maps makes who . person n . person who makes maps. makes who . person 2 thenatopographer. UNIT 1 Independent Learning • UNIT 1Independent Learning jíbara . 1 WhenIwas 3 But from WhenIWas Puerto Rican NOTES
IL2 IL3 NOTES
UNIT 1 Independent Learning • UNIT 1Independent Learning 24 23 22 35 34 33 32 31 30 29 28 27 26 25 from you grow up?”Iasked. stared atoneanotherforafewseconds.Hepushedhisglassesup was onlyaslightimprovement overmyfirstcareer choice.We comfortable yellingatpeoplethantalkingtothem. glared. “A model?”Hisvoicewasgruff, asif hewere more looked atthepapersinsidefolderwithmynameonit,and mesmerized through thewholepageant. dramatic voicecallingtheirnames,ages,andstates.Mamisat behind ascreen tothestrainsofawaltzandanannouncer’s boys inuniform, floatedbythecamera,twirled,and disappeared ruffled tulledresses before atinselwaterfall. the television“fifty of America’s mostbeautiful girls”paradedin hazel eyes. trade itforcompanionship. even tomyself. Itwasanaddedweight,butIwasn’taboutto what wasbecomingthetruth. I’dneversaidthattoanyone,not either takebackmywords orlivewiththeconsequencesofstating away totheonlyfriendI’dmadeatJuniorHighSchool33.Ihad embarrassed isolation,knowingthatsomehowIhadgivenmyself she wasn’tfriendly. Iwalkedaround therest ofthedayin building. Shedidn’twaveassheduckedin,andthenextday waiting tobecometheexception. people much, Yolanda lookedatmefrom thecornerofhereye, mí nomegustamucholagente.” opposed toavocational, never sentthemastudentfrom here.” of him.“Ionlyknowoneschoolthattrainsactresses, butwe’ve to hisforehead againandreached forabookontheshelf inback 4. the bookclosertofaintgraylightcomingthrough thenarrow wishing topursueacareer intheater, music,anddance.
vocational A fewdayslater, Mr. Barone calledmebacktohisoffice. “Y “Sí, pero, “Te preguntó el Performing Arts, thewrite-upsaid,wasanacademic,as “Oh, thenyouwanttobeanactress,” inatonethatsaidthis “I wanttobeontelevision.” He stared atme,pulledhis glassesdownfrom hisforehead, “I’d liketobeamodel,”IsaidMr. Barone. “Aren’t theylovely?”Mami murmured, asthegirls,escortedby The nightbefore, Mamihadcalledusintotheliving room. On “Well?” Tiny green flecksburnedaround theblackpupilsofhis By thetimeIsaidit,shehaddashedupstairsofher “It sayshere thatyouhavetoaudition.”Hestoodupandheld WhenIWas Puerto Rican o tampoco.
adj I didn’tknow. . related to training for acareer. for to training . related He said, Mr. Barone, youknow, que 4 publicschoolthattrainedstudents ¿Ytú? I liketohelppeople. Whensheheard mesayIdidn’tlike ” lo quequeríashacer Pero, you know, when a
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 36 50 49 48 47 46 45 44 43 42 41 40 39 38 37 an audience?” window highonhiswall.“Haveyoueverperformedinfront of 5. “And Irecite poetry. There, nothere.” more.” find outexactlywhatyouneedtodo.Thenwecantalksome finger thumpedarhythm onhislowerlip.“Letmecallthemand had justhappened,notknowingexactlywhat. breached togoinorstep out. imagined, couldbehappeninginsideif somanylockshadtobe opened intodarkhallwaysorlockeddoors.Nothinggood,I lived behindthesewallsendedwhere thefaçadesofbuildings Macún tothehighway. Onlymycuriosityaboutthepeoplewho we hadarrivedbecomeasfamiliarthedirtroad from streets andsidewalksthathadimpressed mesoon thefirstday I walkedhomefrom schoolrepeating thosewords. Thebroad willing togoalongwithheronthisone. with herbecauseIwasachildwhohadnochoice.Butwasn’t and justlikeeveryothertimewe’dmoved,I’dhadtogoalong had togetoutofBrooklyn. Mamihadchosenthisasourhome, run across afield,tofeelgrassundermyfeetinsteadofpavement. diapers andbedclothes. kitchen andlivingroom crisscrossed withsagginglinesofdrying No air.” electricity, notoilets..” trying tokillyou.” High School,Ihadn’tknownwhattodo. monologue, school.” do well,andyourgradeshere are good,youmightgetintothe
monologue “I wasannouncerinmyschoolshowPuertoRico,”Isaid. He closedthebookandhelditagainsthischest.Hisrightindex I lefthisoffice strangelyhappy, confidentthatsomethinggood “I’m notafraid.I’mafraid.”Everyday It wasonthesetensewalkshomefrom schoolthatIdecided “How canpeoplelivelikethis?”Ishriekedonce,desperateto “Like what?”Mamiasked,lookingaround ourapartment,the “Everyone ontopofeachother. Noroom todoanything. “Do youwanttogobackMacún,livelikesavages,withno “At leastyoucouldstepoutsideeverydaywithoutsomebody “I hatemylife!” Iyelled. “Ay, Negi,stopexaggerating!” Until Mr. Barone showedmethelistingforPerforming Arts “Then dosomethingaboutit,”sheyelledback. “The auditionsare inlessthanamonth. You havetolearna
(MON uh lawg) lawg) uh (MON 5 whichyouwillperforminfront ofapanel.Ifyou n . long speech given by a character in a story, movie, or play. or movie, astory, in acharacter by given speech . long UNIT 1 Independent Learning • UNIT 1Independent Learning from WhenIWas Puerto Rican NOTES
IL4 IL5 NOTES
UNIT 1 Independent Learning • UNIT 1Independent Learning 56 55 54 53 52 51 from her mother-in-law. Ilearnedthemonologuephonetically like that.” And Mrs.Johnsonwilltalktoyouaboutwhatwearandthings place inaNew York drawingroom circa 1905. by SidneyHoward, firstperformedin1926,butwhose actiontook Performing Arts. Heselectedaspeechfrom 7. 6. proclivities self-pitying, son-devouring tigress, withunmentionable common inthiscountry, Mrs.Phelps—atypeofself-centered, Mr. Gatti.Itopenedwith‘‘You belongtoatypethat’svery do withyourhands?No,don’tholdchinlike that;it’snot She demonstrated,andIcopiedher. “That’sbetter. Whatdoyou plop down.Floatdowntothechairwithyourknees together.” deep breath andwaited.“Nowsit.No,notlikethat.Don’tjust up, backstraight,anicesmileonyourface.That’s it.”Itooka in. “Try again,onlythistime,don’tbarge in.Stepinslowly, head office. Gatti said.“Justmakesure youpronounce everyword correctly.”
proclivities phonetically I wastoplayChristina,ayoungmarriedwomanconfronting “Mr. Gatti,theEnglishteacher,” hesaid,“willcoachyou. Mr. Barone tookcharge ofpreparing meformyauditionto “Is thathowyouenteraroom?” sheaskedtheminuteIcame Mrs. Johnson,whotaughtHomeEconomics,called metoher “We don’thavetimetostudythemeaningofeveryword,” Mr. WhenIWas Puerto Rican
7 (proh KLIHV uh teez) teez) uh KLIHV (proh suppressed ontheside.”
(foh NEHT uh klee) klee) uh (foh NEHT adv n . tendencies. . related to the sound, not the spelling, of words. of spelling, the not sound, to the . related The SilverCord, 6 from aplay
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 57 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 use themsomuchwhenyoutalk.” ladylike. Putyourhandsonlap,andleavethemthere. Don’t would ask. asked mequestionstheythoughtthepanelatPerforming Arts Try again.” what toanswer. question shouldcomeup. academic program andsothatImaybetrainedasanactress.” twinkled hiseyesatMrs.Johnson.“Ithinkwehaveashotthis.” audition dress, lookforsomething verysimpleindarkcolors.” eye makeupandalittlelipstick. and madeithard tosleep. Fortheoccasion,Iwasallowedtowear before, sherolled upmyhairinpinkcurlersthatcutintoscalp shirt, myfirstpairofstockings,andpennyloafers.Thenight as Itwirledinfront ofher andTata. heavy withthethreat ofsnow. considered forsuchafamousschool. And sheactuallyseemed of hercomplaints,shewasproud thatIwasgoodenoughtobe so farfrom home,onehour eachwaybysubway. Butinspite even if Iwere accepted,shewouldn’tletmegobecauseitwas grumbled aswegotonthetraintoManhattan.Iworriedthat excited thatIwouldbeleavingtheneighborhood. what shemeant. me, andIfelttheforce ofherambitionwithoutknowingexactly some more. in front ofthem,claspedmyhandsonlap,and smiled held myheadupandsmiled,thenIfloated down tothechair desks andchairshadbeenpushedagainstawall. As Ientered I I satstiff asacutoutwhileMrs.JohnsonandMr. Barone “No,” Mrs.Johnsonsaid,“PortoRico.Keepyour “Puerto Rico.” “Where are youfrom?” “Do youhaveanyhobbies?”Mr. Barone asked.NowIknew Mrs. JohnsonandMr. Barone hadworkedonmyanswerif this “Why doyouwanttocomethisschool?” “I enjoydancingandthemovies.” “I wouldliketostudyatPerforming Arts becauseofits “Very good,verygood!”Mr. Barone rubbed hishandstogether, “Remember,” Mrs.Johnsonsaid,“whenyoushopforyour Mami boughtmeared plaid wooljumperwithacrispwhite “You looksogrown up!”Mami said,hervoicesadbuthappy, We setoutfortheauditiononanovercast Januarymorning “Toda unaseñorita,” “Why couldn’tyouchooseaschoolclosetohome?”Mami “You’ll beexposedtoadifferent classofpeople,”sheassured Three womensatbehindalongtableinclassroom where the Tata said,hereyesmisty. UNIT 1 Independent Learning • UNIT 1Independent Learning r ’s soft. from WhenIWas Puerto Rican NOTES
IL6 IL7 NOTES
UNIT 1 Independent Learning • UNIT 1Independent Learning 75 83 82 81 80 79 78 77 76 from dressed inshadesofbeigefrom headtotoeandwore nomakeup mouth, andsoothinghandswithshortfingernails.Shewas She wasbigbonedandsolid,withintenseblueeyes,agenerous above herfullbosom.Hervoicewasrich,modulated, and nojewelryexceptforthegoldchainthatheldherglassesjust 8. carefully drawninandpaintedcerise. thickly linedinblackallaround, andhersmallmouthwas the tipsofherlongfalselashes,hugedarkbrown eyeswere cropped hairwaspouffed around herface,withbangsbrushing pronounced asif shewere inventingit. the room, andbeganmymonologue. nervous.” that athunderboltwouldstrikemedeadtoashes onthespot. from where Istood.pickedit up,wishingwithallmystrength with thedanglingglassesaskedsoftly. leave mymouth. forming words withmyfingersbecausethewords refused to comprehensible questions, Ijabbedmyhandshere andthere, to behavelikealady. Intheagonyoftryingtoanswertheirbarely women, Iforgot myEnglishandMrs.Johnson’slessons onhow day. And, Ihoped,onedaywouldnevergoback. would beacceptedintoPerforming Arts andleaveBrooklyn every anything, Iwantedtoimpress thepanelwithmytalent,sothatI perfect earlobes. the sleevesofherburgundy suit.Diamondstudswinkedfrom than theirnaturalcolor. Silkyforest green cuffs peekedoutfrom brown eyes,astraightnose, fulllipspaintedjustashadepinker her head.Herfacewasallanglesandlight,withfawnlikedark dark hairwaspulledflatagainstherskullintoaknotinbackof both hands. earrings, severalbracelets,andlarge stoneringsonthefingersof dressed inblack,withmanygoldchainsaround herneck,big toward mewiththeinnocentcuriosityofalivelybaby. Shewas 9.
modulated cerise “Good morning,”saidthetallonewithhaircolorof sand. Next tohersataverysmallwomanwithhighheels.Her I stoodupabruptly, andmychairclattered ontoitssidetwofeet “Why don’tyouletushearyourmonologuenow?”thewoman But themomentIfacedthesethree impeccablygroomed I haddreamed ofthismoment forseveralweeks.More than The third womanwastall,smallboned,thin,butshapely. Her I closedmyeyesandbreathed deeply, walked tothemiddleof “It’s allright,”shesaid.“Take abreath. We knowyou’re WhenIWas Puerto Rican
(suh REES) REES) (suh
adj . adjusted to be balanced or proper. or balanced to be . adjusted n . red. 9 Hersuntannedfaceturned 8 eachword
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 85 84 99 98 97 96 95 94 93 92 91 90 89 88 87 86 as Ifelt. stood upfrom herchairat theendofhall.Shelookedasscared looked upasIcameoutandthedoorshutbehindme.Mami straight chairsnexttotheirmothers,waitingturn. They polished brown linoleumtile. A coupleofgirlsmyagesaton hung from longcords, creating yellowpuddlesoflightonthe wait here aminute.” followed meandMamiaswewalkedtotheEXITsign.“Ihave I wouldbreak intotearsin front oftheotherpeople,whoseeyes ’66” across thetop. eyes andtriedtopicture myself onthatbulletinboard, with“P.A. the yearactor, dancer, ormusicianhadgraduated. Iclosedmy ragged edge,aneatpersonhadprintedinblueink,“P.A.” and board withnewspaperclippings aboutformerstudents.Onthe poked herheadout. whom sheintroduced asBonnie,ajuniorattheschool. nodded. “You andBonnieare sistersdecoratingaChristmastree.” Christmas tree wouldbe,andwesatonthefloorpretended in Macúnfouryearsearlier. We decidedwhere theinvisible three-minute monologueinoneminuteflat. wid onmenshonahballpro kleebeeteesondeside.” Felps. A typeoff selfcent red self peeteeinsundeboringtiegress controlled laughter. Thetallonedressed inbeigesmiledsweetly. amazement. Theelegantwoman’sserene facetwitchedwith enunciate moments?” wainscotting 10. 11.
“Nothing,” Imumbled,afraidthatif Ibegantellingheraboutit, “What happened?” We leanedagainstthewall. Across from usthere wasabulletin “No. I’mjustsupposedtowait.” “Did theysayanything?” The doorattheendofhallopened,andwomaninbeige “Sí, “Esmeralda?” She ledmeintotheroom. There wasanothergirlinthere, “Do youknowwhatapantomimeis?”thewoman asked.I Bonnie lookedalotlikeJuanitaMarín,whomIhad lastseen “Ju beelonh2atypedatsberrycómoindiskuntree, Meessees The smallwoman’slonglashesseemedtohavegrown with In spiteofMr. reminders thatIshouldspeakslowlyand Gatti’s “Thank you,dear,” shesaid.“Couldyouwaitoutsideforafew I resisted theurge tocurtsy. Thelonghallwayhadnarrow wainscotting lined differently from the rest of the wall. the of rest the from differently lined enunciate Imean,here.” Iraisedmyhand. 10
everyword, evenif Ididn’tunderstandit,recited my (ih NUHN see ayt) ayt) see NUHN (ih 11
(WAYN skuh tihng) (WAYN tihng) skuh halfway uptothehighceiling.Singlebulblamps v. pronounce clearly. n. lower part of an interior wall that is paneled or or paneled is that wall interior an of part lower UNIT 1 Independent Learning • UNIT 1Independent Learning from WhenIWas Puerto Rican NOTES
IL8 IL9 NOTES
UNIT 1 Independent Learning • UNIT 1Independent Learning 108 107 106 105 104 103 102 101 100 110 109 from wool jumper, andlivelyhands. Butshehadn’t.Shetoldmethat control. her lipstoyingwithasmilethatsheseemed,still, tohave graduation, shehadmarriedtheschoolprincipal. had becomemymentorthrough mythree yearsthere. Sincemy at Harvard University. Thetall,elegantwomanofmyaudition the school.IwasbythenlivinginBoston,ascholarship student how onceIhadhelpedPapiwindcolored lightsaround the branches. we were takingdecorationsoutofboxesandhangingthemonthe Brooklyn. all that,Ihadfailedtheauditionandwouldnever, ever, getoutof had totakeadayoff from worktotakemeintoManhattan,after Mr. Gatti,aftertheexpenseofnewclothesandshoes,Mami after allthehoursofpracticewithMrs.Johnson,Mr. Barone, and I keptmumbling,“Nothing.Nothinghappened,”ashamedthat, speak. silent, asif thepantomimehadtakenmyvoiceand urge to meet you.” “We willnotify yourschoolinafewweeks.Itwasvery niceto broke in.“Thankyou.” began topickupthetinyfragmentsofnonexistentcrystal,avoice in andyellatusforbreaking herfavoritedecoration.JustasI the ground andshattered. Iwaspetrified thatMamiwouldcome very delicateball,andjustbefore Itookit,shemadelikeitfellto exist andBonniewasnotmysister. Shepretended tohandmea bush lookedlikeitwasonfire. we keptgoinguntilthebrancheshungheavywithlightand around untilweranout;thenPapipluggedanothercord toitand at thebottomandwoundwire withtinyred bulbsaround and eggplant bushthatdividedourlandfrom Doña Ana’s. We started A decadeafter mygraduationfrom Performing Arts, Ivisited I hadforgotten theskinnybrown girlwiththecurledhair, “I remember youraudition,”shesaid,herchiseledfacedreamy, On thewayhomeMamikeptaskingwhathadhappened,and I shookhandsallaround thenbackedoutoftheroom inafog, The elegantwomanstretched herhandoutformeto shake. Bonnie gotup,smiled,andwentout. Before longIhadforgotten where I was,andthatthetree didn’t My familyhadneveraChristmastree, butIremembered WhenIWas Puerto Rican El mismojíbaro condiferente caballo. Same jíbaro, different horse. Epilogue
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 124 123 122 121 120 119 118 117 116 115 114 113 112 111 famous alumni. graduating yearalongtheedgesofnewspaperclippings featuring neat handwritingstillwrote the letters “P.A.” followedbythe doors downfrom thebigbulletinboard where someonewith my life hadchanged.Itwasacross from thesciencelab,afew classroom. surprise. “Thankyou,”Isaidasshewentaround thecornertoher care.” teach aclass.”Shestoodup,asgracefulIremembered. “Take now here youare, abouttograduatefrom Harvard.” assistance. Thenextdayyouwere here, brightandeager. And not theonlystudentinthisschoolwhosefamilyreceived public office. You were crying,andIhadtoassure youthatwere where, butthenyouadmitted youwere goingtothewelfare somewhere withhertointerpret. At firstyouwouldn’ttellme mother, andyoutranslatedwhatshesaid.Sheneededtogo wear. Iwasn’tsure if youwere joking.Iaskedtospeakyour said youcouldn’tcometoschoolbecausehadnothing of yourfirstyear, youwere absent.We calledyourhouse. You the momentum.” asked. down. “Doyoueverthinkabouthowfaryou’vecome?”she of us.” at theturnofcentury, thewords incomprehensible because girl jabberingoutamonologueaboutpossessivemother-in-law because itwassofunnytoseeafourteen-year-old PuertoRican the panelhadtoaskmeleavesothattheycouldlaugh, 13. 12. but becauseIhadchutzpah?” us anddowhatyoudid.” they wentbysofast.
Her warmembrace,fragrantofexpensiveperfume,tookmeby “And I’mgladyoucametoseeme,butrightnowIhave “I’m gladyoumadethatphonecall,”Isaid. “P.A. ’66,”Isaidtonooneinparticular. “Oneofthesedays.” I walkedthehallsofschool,lookingforroom where “Let metellyouanotherstory, then,”shesaid.“Thefirstday “No.” Ianswered. “Ineverstoptothinkaboutit.Itmight jinx “Eleven!” Shelookedatmeforalongtime,untilIhadtolook “By thetimeIgraduatedfrom highschoolthere were eleven “How manyofyouare there?” “No, I’mtheonlyone,sofar.” “Are anyofyoursistersandbrothers incollege?” “So youmeanIdidn’tgetintotheschoolbecauseofmytalent, “We admired,” shesaid,“thecourageittooktostandinfront of for their food and housing. and food their for welfare chutzpah
n.
(KHUTS puh) (KHUTS government program for low-income or unemployed people that helps pay pay helps that people unemployed or low-income for program government n . self-confidence or boldness. or . self-confidence 12 We bothlaughed. UNIT 1 Independent Learning • UNIT 1Independent Learning 13 from
❧ WhenIWas Puerto Rican NOTES
IL10 Autobiographical Essay
Finding a Voice: A Taiwanese Family Adapts to America
Diane Tsai
About the Author SCAN FOR Diane Tsai (b. 1990) spent her early childhood in MULTIMEDIA Taiwan before moving to California. A daughter of immigrants, she inherited from her parents a sense of adventure, a love of classical music, and an appreciation for Taiwanese food. A video journalist at TIME magazine, she is a graduate of Northwestern University’s Medill School of Journalism.
BACKGROUND Taiwan, officially part of the Republic of China, is an island nation off the southeast coast of the Chinese mainland. Taiwanese immigration to the United States peaked in the 1960s and 1970s, and there continues to be a large immigrant Taiwanese-American population. The primary language spoken in Taiwan is Mandarin Chinese.
1 t was the first day of second grade. My older sister Linda, then NOTES I eight years old, was wearing a blouse and a blue skirt with two pockets in the front. One pocket was heavy with coins, just enough to pay for her lunch. She had already made a new friend, Sarah, who was leading her through the lunch line. As they made their way toward the cafeteria lady, my sister pulled the coins from her pocket. She stopped, and counted the coins. She was missing a quarter. 2 Frantically, she counted the money again, but the total was the same. Still one quarter short. A feeling of dread started to come over her. All she wanted was to eat her lunch, but she didn’t have enough money to pay for it. The lunch lady was staring at her, and Sarah was staring too. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 3 My sister looked from one face to the other, and burst into tears. The frustration was too much to handle—there were so many thoughts in her head, so many emotions she wanted to express, but she couldn’t find a single word to explain her
IL11 UNIT 1 Independent Learning • Finding a Voice: A Taiwanese Family Adapts to America © Pearson Education, Inc., or its affiliates. All rights reserved. 10 8 7 6 5 4 9 a safetynetforustorely onasweencountered similarstruggles, and misunderstood.Thefoundationlaidbyourparents created well, andwethatexperiencedthesamefeelingsofbeingexcluded Sometimes, it’seasytoforget thatLindaandIare immigrantsas mistook theirmeekdemeanorasasignoflackambition. who were skepticaloftheir accented Englishandcoworkerswho to makeaplaceforthemselvesintheworkplace,spiteofemployers financial oremotionalsupportofhavingfamilycloseby. Theyfought they hadmovedtotheU.S.aspoorgraduatestudents,without complete withacolorfulvarietyof American teenageslang. parents spoketousinChinese andwereplied solelyinEnglish, friends wouldmarvelatourbilingualconversations,inwhich my momwould,justonce,maketacosfordinner. Mynon-Asian the waytheypronounced simplewords like“vanilla,”andwishing to ask,justgoplaywiththem!” afternoon whenIcamehomefrom kindergarten: “You don’thave is bothacomfortandaninspiration. regardless ofourculturalupbringing,orevenEnglishskills— me. Theirsteadfastconfidenceinourabilitytoadapt andgrow— softening theblowofhardships that cameourway. when Iwastwomonthsold,andwedidn’treturn totheU.S.until Linda andIwere bornintheStates,ourfamilymovedtoTaiwan her publicelementaryschoolinCostaMesa,California. Although predicament. HerMandarinChinesevocabularywasuselessat 1. second distant Taiwanese childhoods,andquicklyadoptedtheidentityof without anytracesofanaccent. As we grew up,weshedour and askedmymotherhowtosay, “CanIplaywithyou?”inEnglish. spending thedayasasilentobserverduringplaytime,Icamehome invisible wallbetweentherest ofthechildren andmyself. After shyness atthatagewasaccentuatedbythefactthere wasan notified ourmother, whothenbrought herhome. to cry, untilfinally, office, which shewastakentotheprincipal’s from beingabletosolvethesimpleproblem. Soshecontinued language barrierthatprevented theconcernedadultsaround her could barely speakanyEnglish. I wassix. At thattime,wehadonlyattendedschoolinTaiwan and
second-generation certain country. certain Istillremember theadvicemymomgavemeonthatlonely I’mgratefulforallthewisdommyparents haveimpartedto Ourtransitionwasmuchlessdifficult incomparison. MysisterandIthoughtourparents were the“immigrants”: Today, 16yearslater, mysisterandIspeakEnglisheffortlessly, Meanwhile,Iwashavingsimilarproblems inkindergarten. My Lindawasabsolutelyaloneinhermisery, isolatedbya -generation UNIT 1 Independent Learning •FindingaVoice:UNIT 1Independent Learning A Taiwanese Family AdaptstoAmerica
adj 1 Taiwanese Americans—teasing ourparents for . describes the children of parents who have immigrated to a immigrated have who parents of children the . describes
❧ NOTES
IL12 Poetry
The New Colossus
Emma Lazarus
Meet the Poet SCAN FOR Emma Lazarus (1849–1887) wrote “The New MULTIMEDIA Colossus” to inspire people to donate money for the Statue of Liberty’s pedestal. The final lines of the poem are inscribed on the pedestal itself. Raised in New York City, Lazarus drew on her Jewish heritage to write several works celebrating America as a place of refuge for people persecuted in Europe.
BACKGROUND The Colossus of Rhodes, referred to in the title and first two lines of the poem, was a 100-foot tall statue of the Greek sun god Helios. The massive statue, built around 280 b.c., was revered as one of the Seven Wonders of the Ancient World. It stood at the entrance to the harbor of the Greek island of Rhodes.
Not like the brazen giant of Greek fame, NOTES With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame 5 Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!”1 cries she 10 With silent lips. “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming2 shore.
Send these, the homeless, tempest-tost3 to me, All rights reserved. or its affiliates. Inc., Education, © Pearson I lift my lamp beside the golden door!”
1. pomp n. stately or brilliant display; splendor. 2. teeming adj. swarming with people. 3. tempest-tost (TEHM pihst tawst) adj. here, having suffered a stormy ocean journey.
IL13 UNIT 1 Independent Learning • The New Colossus Poetry
Legal Alien
Pat Mora
Meet the Poet Mexican American poet Pat Mora (b. 1942) grew up in SCAN FOR El Paso, Texas, near the Mexican border. Mora stresses MULTIMEDIA the importance of family and cultural heritage in her poems, often by including Spanish words and phrases. Mora promoted children’s literacy by creating an annual celebration called “Children’s Day, Book Day” to share what she calls “bookjoy.”
BACKGROUND According to a 2013 survey, 36 percent of Hispanic adults in the United States speak both English and Spanish fluently, 25 percent speak mostly English, and 38 percent mainly speak Spanish. Bilingualism is most common among second-generation Hispanic Americans—half of them speak both languages, and eight percent speak only Spanish.
Bi-lingual, Bi-cultural, NOTES able to slip from “How’s life?” to “Me’stan volviendo loca,”1 able to sit in a paneled office 5 drafting memos in smooth English, able to order in fluent Spanish at a Mexican restaurant, American but hyphenated, viewed by Anglos2 as perhaps exotic, 10 perhaps inferior, definitely different, viewed by Mexicans as alien,
© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson (their eyes say, “You may speak Spanish but you’re not like me”) an American to Mexicans
1. Me’stan volviendo loca Spanish for “They are driving me crazy.” 2. Anglos slang term for someone of Caucasian, non-Hispanic descent.
UNIT 1 Independent Learning • Legal Alien IL14 IL15 NOTES
UNIT 1 Independent Learning •LegalAlien UNIT 1Independent Learning 15 20 by smiling between thefringesofbothworlds sliding backandforth a handytoken a Mexicanto Americans 3. Bi-laterally. of beingpre-judged by maskingthediscomfort
Bi-laterally
3 adv . on two sides. two . on
© Pearson Education, Inc., or its affiliates. All rights reserved. MEDIA: VIDEO Grace Abbott and the Fight for Immigrant Rights in America BBC
SCAN FOR About the Narrator MULTIMEDIA Simon Schama (b. 1945) is an English historian and writer who has been a professor at Cambridge University, Oxford University; Harvard University; NOTES and Columbia University, where he is currently University Professor of Art History and History. His books have been translated into 15 languages and won numerous awards and honors. Schama is also an essayist and critic for The New Yorker. He has appeared in many BBC and PBS films and series as writer–presenter.
BACKGROUND In the early twentieth century, there was a massive increase in immigration to the United States. Between 1900 and 1915, more than 15 million immigrants arrived, which was equal to the total number of immigrants who had arrived during the previous forty years. The majority of the so-called “new immigrants” came from non-English speaking European countries, and they faced language
© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson and cultural barriers in their new homeland.
UNIT 1 Independent Learning • Grace Abbott and the Fight for Immigrant Rights in America IL16 you read. fromlearned thetext and record whatyou Go toyourEvidenceLog 116 own clearlyandpersuasively. others’ ideasandexpressingtheir topics, texts, and issues with diversepartnerson a range ofcollaborative discussions Initiate andparticipateeffectivelyin Speaking andListening
S
ev tandards UNIT 1•Amer INDEPENDENT l i dence l , buildingon og grades 9–10 i c an Vo i ces e Prepare toShare Share Your IndependentLearning understanding ofAmericanidentity. these writinganddiscussionactivities.Explainhowthis ideaaddstoyour Review yournotes,andmarkthemostimportantinsight yougainedfrom Reflect FromLearn Your Classmates unit. Inyournotes,considerwhythistextbelongsin text youexplored independently,andwritenotesaboutitsconnectiontothe to grow whenyoushare withothers.Reflectonthe whatyouhavelearned Even whenyouread something independently,yourunderstandingcontinues As you talk with your classmates, jot down ideas that you learn fromAs youtalkwithyourclassmates,jotdownideasthatlearn them. ar DiscussIt nin What doesitmeantobe“American”? g
Share yourideasaboutthetextyouexplored onyourown.
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. unit. Whathaveyoulearned? Review yourEvidenceLogandQuickWrite from thebeginningof following question: At thebeginningofunit,youexpressed apointofviewaboutthe Narrative Review EvidenceforaNonfiction Evaluate theStrength ofYour Evidence when I learnedagreatdealabouttheexperienceofimmigrant lifeinAmerica Complete thissentencestarter: Develop yourthoughtsintoatopicsentencefornonfiction narrative. American identity: Identify areal-life experiencethatillustratesoneofyourrevised ideasabout How didthetextsyouread impactyourpointofview? 3. 2. 1. present. and past both immigrants, of experiences the about you interested that evidence of pieces three least at Identify NOTES E PERFORMANCE-BASED ASSESSMENT
How is an “American” identity created?How isan“American”identity vid en c e log
Consider yourpointofview. 2. 1. 3. reinforced your initial point of view. of point initial your reinforced that evidence of pieces three least at Identify NOTES prep Performance-Based AssessmentPrep
117 word choices. word your to vary help Network Word your use narrative, your and revise you write As 118 analysis, reflection, andresearch. informational textstosupport • sequences. details, andwell-structured event using effectivetechnique, well-chosen or imaginedexperiencesevents • Writing Draw evidencefromliterary or Write narratives todevelopreal • • • s independent small-group Whole-class
W tandards UNIT 1•Amer performance-based assessment OR sources D N D E LEARNING
selections selections TW OR i c an K Vo i ces Academic Vocabulary Academic Reread theAssignment It waseasierforsomethanothers. moved from othercountries andhadtoworkbuildanAmericanidentity. In thisunit,youread aboutvariouscharacters,bothreal andfictional,who Writing to words inorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Theassignmentmayreference someoftheacademicwords add orstrengthen thatcomponent. elements ismissingornotasstrong asitcouldbe,revise yournarrativeto completed yourfirstdraft,checkitagainsttherubric.Ifoneormore ofthe you beginwriting,read theNonfictionNarrative Rubric.Onceyouhave Review theElementsofEffective NonfictionNarrative Part 1 Part establish a clear sequence of events. sequence aclear establish and that you by meaningful details, are fully developed you wantideas to express in this unit. Ensure that the selections in the described experiences imagined or ever into come your narrative, you write conflict? draw to real the comparisons As of identity and one’s national identity? identity one’s aspects those personal Do of asense between connection is the What of this question. aspects emotional and legal, social, Consider geographical, this question. a narrative answering to you know write of someone experience the or experience your own Use Write a Assignment description conflict How is an “American” identity created? nonfiction narrativenonfiction
dialogue S exposition ources: Narrative Nonfiction
Review theassignmenttobesure youfully on the following topic: the on sequence
Before
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Nonfiction Narrative Rubric Narrative Nonfiction 2 3 4 1 The narrative engages and orients the the orients and engages narrative The Focus and Organization narrative has no conclusion. the or narrative, the in events the from follow not does conclusion The presented smoothly or logically. not is ideas or events of sequence The techniques. narrative include not does narrative The problem, situation, or observation. a out set clearly not does narrative The narrative. the in events the from follows conclusion The ideas. or events of sequence logical asomewhat includes narrative The technique. narrative one least at includes narrative The situation, or observation. aproblem, out sets narrative The ideas. important restates and narrative the in events the from follows conclusion The ideas. or events of asequence includes narrative The techniques. narrative includes narrative The observation. or situation, aproblem, out setting by reader the orients narrative The the narrative. in related experiences the on reflection insightful provides and narrative the in events the from follows conclusion The ideas. or events of sequence asmooth includes narrative The techniques. narrative of avariety includes narrative The situation, or observation. problem, aclear out setting by reader essential question: The language in the narrative is is narrative the in language The andpacing, reflection. dialogue, as such elements, story some includes narrative The characters. and events of apicture create descriptions and details The engaging. always is narrative the of tone The purpose. and audience the for appropriate and precise always is narrative the in language The andpacing, reflection. dialogue, as such elements story includes narrative The characters. and events of picture avivid create descriptions and details specific The Evidence and Elaboration engaging. not is narrative the of tone The audience and purpose. the for appropriate or precise not is narrative the in language The elements. story include not does narrative The characters. and events of apicture to create included not are descriptions and Details engaging. occasionally is narrative the of tone The purpose. and audience the for appropriate and precise sometimes is narrative the in language The element. story one least at includes narrative The characters. and events of apicture to create included are Some details and descriptions engaging. narrative mostly is narrative the of tone The audience and purpose. the for appropriate and precise Whatdoesitmeantobe“ Performance-Based Assessment Language Conventions usage and mechanics. and usage of conventions English standard in accuracy The narrative demonstrates mechanics. and usage of conventions English standard follows The narrative intentionally usage and mechanics. and usage of conventions English standard in mistakes contains narrative The mechanics. and usage of conventions English standard in accuracy some The narrative demonstrates A merican”?
119 to purpose, audience, andtask. substance, andstyleareappropriate the organization, development, follow thelineofreasoningand and logicallysuchthatlistenerscan supporting evidenceclearly, concisely, Present information, findings, and Speaking andListening 120 1 2 3
Standard
UNIT performance-based assessment what is in the rest of the presentation. the of rest the in is what from follow not does conclusion The techniques. narrative or elements story include not does presentation The problem, situation, or observation. a out set not does narrative The presentation. the of rest the in is what from follows conclusion The and narrativetechniques. elements story some includes presentation The situation, or observation. aproblem, out sets narrative The presentation. the of rest the in is what on reflects and from follows conclusion The techniques. narrative and elements story of avariety includes presentation The problem, situation, or observation. aclear out setting by listeners orients and engages narrative The Content
1
•
Amer s i c an Vo i ces Interpretive Reading Speaking andListening: Review theRubric your presentation livelyand engaging. Do notsimplyread yournarrativealoud.Take thefollowingstepstomake that youare prepared. appear intherubricbelow. Reviewthesecriteriabefore presenting toensure Part 2 Part • • • abrief present narrative, plan and of your final nonfiction draft the completing After Assignment Use appropriate eyecontact, adequatevolume,andclearpronunciation. Refer toyourannotationsguidepresentation. on yourexperiencesandevents. Go backtoyournarrative,andannotatetheideasthatprovide reflection Organization presentation. the follow cannot Listeners ideas. or events of a sequence include not does narrative The part. each on time of amount right byeffectively spending the time use not does speaker The presentation. the follow mostly can Listeners ideas. or events of sequence a includes narrative The amount of time on each part. right the spending by effectively time uses speaker The follow the presentation. always can Listeners ideas. or events of sequence smooth a includes narrative The part. each on time of amount right byeffectively spending the very time uses speaker The interpretive reading.
The criteriabywhichyournarrativewillbeevaluated an engaging presentation. to create emphasis and tone vary not does speaker The volume. adequate with clearly speak or contact eye effective maintain not does speaker The an engaging presentation. to create emphasis and tone varies sometimes speaker The volume. adequate with clearly speaks and contact eye minimal makes speaker The engaging presentation. an to create emphasis and tone varies speaker The volume. adequate with clearly speaks and contact eye occasional makes speaker The Presentation TechniquePresentation
© Pearson Education, Inc., or its affiliates. All rights reserved. unit 1 reflection
Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning.
Reflect on the Unit Goals Look back at the goals at the beginning of the unit. Use a different- colored pen to rate yourself again. Think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts.
Reflect on the Learning Strategies Discuss It Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before a class discussion.
Reflect on the Text Choose a selection that you found challenging and explain what made it difficult.
Explain something that surprised you about a text in the unit.
Which activity taught you the most about what it means to be “American”? What did you learn? © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson
SCAN FOR MULTIMEDIA Performance-Based Assessment 121