Outsiders Outcasts

Outsiders 126 UNIT Outcasts

2 Socrates and

is just anatural of part life? literature. it because being Is alone throughout thread common a The idea of social isolation is ideas are criticalofothers? Write yourresponsebeforesharingideas.

Discuss It

What canhappentogreat thinkerswhentheir MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. BBC Metamorphosis and Kafka Franz MEDIA: VIDEO Ian Johnston by translated Kafka, Franz Metamorphosis The ANCHOR TEXT: SHORT STORY UNIT 2 UNIT Write anArgument W TASK PERFORMANCE Is the experience of being universal? an outsider PROMPT: Argument: EssayandOralPresentation Do people need to belong? E ritin SS E NTI g Fo LEARNING WHOLE-CLASS A

c L QU us : E STION: PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED ARGUMENT Mora Pat Fences Mullen Harryette Elliptical Alexie Sherman Bird With Sonnet, POETRY COLLECTION Katherine Mansfield Doll’sThe House SHORT STORY Ryszard Kapuscinski 21st Century the for Other: The Challenge the Encountering LECTURE Robbins Alexandra Revenge of the Geeks Deliver a Multimedia Presentation aMultimedia Deliver S TASK PERFORMANCE p eak UNIT INTRODUCTION in g a LEARNING SMALL-GROUP n d L ist e nin g f o c us : Bit Weird? Bit Isn’t Everyone a Little A L A R UN PERFORMANCE-B G Then Lost Anew Lost Then Columbia, at Saluted Is Art Outsider’s NEWSPAPER ARTICLE Santha Rama Rau from Name Other Any By MEMOIR Ortiz Alfonso and Erdoes Richard by retold Blackfoot, Dog Elk the and Boy Orphan The MYTH Sandy Hausman Freedom Found Outcasts and Slaves Swamp, to Dismal Fleeing BROADCAST RADIO MEDIA: Yee Vivian an Argument Review Evidencefor UM C H T E Gifts of Passage of Gifts NT MO E XT LEARNING INDEPENDENT

DE L

ased A ssessment PR

127 ep 128 expression. important tocomprehensionor when consideringawordorphrase in gatheringvocabularyknowledge level; demonstrate independence the collegeandcareerreadiness writing, speaking, andlistening at phrases, sufficientforreading, and domain-specificwords accurately general academic L.9–10.6  UNIT

STANDARDS

UNIT

Acquire anduse

2 2

•

O utsi INTRODUCTION d ers an d

O utcasts WELL NOT 1 will outcasts Throughout Goals Unit later Rate GOALS LISTENING AND SPEAKING GOALLANGUAGE GOALS RESEARCH AND WRITING GOALS READING

• • • • • • • SCALE

presentations. Integrate and the Collaborate presentations. and to Correctly meaning. lengths Conduct elements you Write academic Expand claims. how Evaluate help

when how

convey

ideas AT effectively interest communicate.

authors by

you

an L NOT ALL well

you to your

reading,

written

this

argumentative research

audio, use of of succeed

and meaning

explore you

reflect with others, an

knowledge unit, state phrases

concept

incorporate your argument. meet

visuals,

arguments WELL writing, your

projects on you

2 and

on EY OEHT EY EXTREMELY VERY SOMEWHAT VERY

and

develop writing topic

these the

and

team your

will vocabulary. support

add and

essay

and

Unit speaking,

and

clauses

deepen

of the

goals growth

and to by variety consensus, text

use various

in Performance-Based

clarify build

key analyzing WELL their

which

in 3 right

your

during

presenting,

now.

perspective

this

You 1 1 1 1

WELL unit.

and 4

will

Assessment. 2 2 2 2

of listening.

revisit

outsiders 3 3 3 3

MULTIMEDIA your SCAN FOR WELL

These 4 4 4 4 5

ratings and

5 5 5 5 goals

© 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 arguments. 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 Academic Vocabulary: Argument “throw” -ject ROOT: objection “no”; “not” -neg- ROOT: negate “speak”; “talk” - ROOT: contradict WORD “voice”; “call out” “voice”; “call - ROOT: advocate “truth” - ROOT: verify

dict voc ver

Refer toadictionaryorotherresources if needed. For eachword, listatleast tworelated words. each word. Use theinformationandyourownknowledgetopredict themeaningof Review eachword, itsbase, andthementorsentences. - - - - 2. 1. 2. 1. 2. 1. 2. 1. 2. 1. MENTOR SENTENCES MENTOR

concerns in polite terms. concerns inpolite to aproposal, explainyour When youhavean precise. vague andshouldbemore stepsseem someofthe is that My only hard class. workIputintothis final examwill abadgradeonthe Getting truth. the negate may youlie The onetime important points. onsome one another my research paper The twosources Iusedfor that contradict to unhappy ifyoucontinue Your probably sisterwill be the moviestomorrow.the wecangoto tonight sothat I would to me. arefor causesthat important has alwaysbeenan forherbecauseshe I’m voting weekend. concert isthis schedule to band’sI checkedthe tour presentation.it inthe beforeinformation weinclude Maria will all the times you tell youtell times the all advocate objection verify her. verify negate the the that westudy that that the the that to the plan tothe objection contradict advocate all the the all

PREDICT MEANING ESSENTIAL QUESTION:

Do peopleneedtobelong? in the unit.in the appear they forms wherever their or and mark them Study in words this chart, the Follow Through RELATED WORDS RELATED contradictory contradiction; Unit Introduction

129 130 NOTES UNIT supported? writer’s positionandhowisit writer buildsacase.Whatisthe As youread, Assessment attheendofunit. develop inthePerformance-Based This isthetypeofwritingyouwill and defendsapositionontopic. writing inwhichanauthorstates an This selectionisanexampleof LAUNCH TEXT argumentative text

UNIT 2•O

lookattheway ut |

INTRODUCTION ARGUMENT MODEL s i ders a , atypeof n d O 3 2 1 4 ut E room withnothingon. “air baths,”oftenwriting hisessaysandletterswhilesittinginacold made uptostandinforcommon sounds.Heissaidtohavefavored dispensing withtheletters when theman’slife would end.Hecreated hisownalphabet, once prankedacompetingpublisherbyastrologically predicting American” hadcertainwaysabouthimyoumight considerodd.He would betterdescribeFranklin,andyetthemansome call“thefirst and publisherof vital totheformationofUnion.Hebecamewealthy asthewriter to thehistoryofphysics.Hispublicpushforcolonial solidaritywas the Franklinstove.Hisdiscoveriesregarding electricity are important businessperson. Heinventedthelightningrod, bifocal glasses,and political theorist,politician,scientist,inventor, activist, and States Constitution,Franklin(1706–1790)wasaleadingauthor, being weird were oncehighlyregarded andnotweird atall. people are ofteneccentric.Second,sometraitswe nowthinkofas argue thatit’swrong fortworeasons. First,themostgifted, successful While manypeoplemightfeeltheconnotationisaccurate,Iwould there issomethingwrong withapersonwhoisdescribed inthisway. strange.” Theconnotation,orimpliedmeaning,ofthetermisthat cas Consider BenjaminFranklin.OneoftheframersUnited The commondefinitionoftheadjective There’s nothingweird inthatlistofaccomplishments. to betrue. veryone isalittlebitweird. That’snotabadthing.Itjusthappens t s Poor Richard’s Almanack c, j,q,w, x , and Isn’t Everyone Everyone Isn’t . Weird? weird y, a Little Bit Little a andaddingothershe is“unusualor MULTIMEDIA Brilliant SCAN FOR

5 Some aspects of Franklin’s life that people today might see as weird would have been viewed as unremarkable during his lifetime. NOTES Take, for example, his appearance. In famous portraits, he wears ruffled shirts, breeches, and tight stockings pulled up to the knee. He wore his hair long well into old age. Today’s viewers of those portraits might think him odd, but those were common fashions of his era. Likewise, consider Franklin’s education. He quit school at age ten and was apprenticed as a printer at age twelve—a career move that today would be considered both weird and illegal. 6 Perhaps Franklin’s oddness actually sparked his genius. He saw things in ways that challenged what other people accepted as fact. Additionally, he had the courage to communicate his insights, act on them, and turn them into achievements. It may have been Franklin’s weirdness that made him great. 7 Some might argue that weird people are just plain weird. By most people’s standards, an undressed man sitting in a cold room writing with a quill pen is undoubtedly strange. But that view of human nature is too narrow. It doesn’t recognize the important idea that many of those who see things differently turn out to be the most creative and ingenious among us. 8 Everyone has eccentricities—slightly odd, perhaps unique ways of thinking or behaving. These might be the first traits you notice in someone, or the last. Being a little bit weird may be one of the things that actually connects us, and makes us uniquely human. 9 Ben Franklin wrote, “Life’s tragedy is that we get old too soon and wise too late.” It takes wisdom to look past what seems weird in people—what makes them different—to find the offbeat humanity that unites us all.

 WORD NETWORK FOR OUTSIDERS AND OUTCASTS

Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify offbeat interesting words related to the idea of the outsider and add them to your Word Network. eccentric OUTSIDER For example, you might begin by adding words from the Launch Text, such as weird, eccentric, unusual

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

Isn’t Everyone a Little Bit Weird? 131 132 UNIT

UNIT

2 2

•

O ut INTRODUCTION s i ders a n d

O ut exceptionally talented people be considered odd? considered be people talented exceptionally statement ofyouropinionorananalysis. concise, complete,andaccurateoverviewofatext.Itshouldnotinclude Write asummaryof“Isn’t Everyone aLittleBitWeird?” A Summary Conduct aSmallGroup Discussion Activity Launch cas • • • • differences amongtheviewspresented. After allthegroups havepresented, discuss asaclassthesimilaritiesand two- tothree-minute summaryofthegroup’s conversation. After yourdiscussion,havearepresentative from eachgroup present a observations. Support yourideaswithexamplesfrom textsyouhaveread oryourown Consider similaritiesinyourpointsofview, andworktoclarify differences. Get togetherwithasmallgroup ofstudentsanddiscussyourresponses. Record yourpositiononthequestionandexplainthinking. t s

Consider thisquestion: summary Why might might Why isa

© 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: and theconnectionsyoumake. to record theevidenceyougather continue touseyourEvidenceLog After eachselection,youwill your position. Little BitWeird?” thatsupports evidence from “Isn’tEveryonea your EvidenceLog.Then,record in onesentencetorecord in summarize yourinitialposition Review yourQuickWrite, and Evidence LogModel 

Tool Kit MULTIMEDIA EVIDENCE LOG FOR OUTSIDERS AND OUTCASTS AND OUTSIDERS FOR LOG EVIDENCE SCAN FOR

Is the experience of being an outsider universal? outsider an being of experience the Is H T i o t C l w d e ofT O NN o e E e s t C x 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 ESSENTIAL QUESTION: d d t T o m E X T y t

E V hi ID n ki E N n g C ? E/

DETAILS

Do peopleneedtobelong? A D D

I Unit Introduction T I O D D NA a a t t e e L : :

N O T E S / ID E A S

133

134 share ideas and Interact understanding Monitor questions asking by Clarify actively Listen STRATEGY

UNIT 2•OUTSIDERS ANDOUTCASTS 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 yourwith class to whole the ins explore of being and an outs outsider. a negative experience? Can offer being any an outsider advantages? You will work weDo all feel like point at some in our lives? outsiders always being an Is outsider Do people need to belong? QUESTION: ESSENTIAL • • • • • • • • • • • • ACTION PLAN A youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion class. question to help your whole If you’re peopleprobably confused,other are, too.A speaker.Keep youreyesonthe phoneaway. Forexample,putyourcell distractions. Eliminate detailsor makingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswerquestions, unsure.

sk forhelpifyouare struggling.

sk a MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK translated by Ian Johnston by Ian translated Kafka, Franz Metamorphosis The ANCHOR TEXT: SHORT STORY being human. being of part simply is that of change afear may capture transformation of terrifying story Kafka’s classic Franz BBC Franz Metamorphosis and Kafka MEDIA: VIDEO nightmare? end? real? it it Will Is bug.” “verminous agiant into a it changed Is has he to discover morning one up wakes A man an argument topicofoutsidersandoutcasts. onthe After reading Kafka’s write video,youwill “TheMetamorphosis”andwatchingthe Write an Argument WRITING FOCUS Overview: Whole-Class Learning CONTENTS

135 136 and proficiently. text complexitybandindependently at thehighendofgrades 9–10 including stories, dramas, andpoems, read andcomprehendliterature, RL.9–10.10  recur ofteninKafka’s fiction. pressure andsocialanxiety heritage. Themesofdomestic constantly withhisJewish German identityclashed multiple socialworlds.His between Kafka wasalsotorn as alegitimateprofession. would notaccept“author” obsessed withmaterialism, literature. Hisfather, aman understand hispassionfor his family.Hismotherdidnot he received nosupportfrom the twentiethcentury,but German-speaking writersof was oneofthegreatest Franz Kafka About the Author Model Annotation First-Read Guideand

Tool Kit STANDARDS

UNIT 2•OUTSIDERS ANDOUTCASTS MAKING MEANING

By the end of grade 10,

(1883–1924) (1883–1924)

You willencounterthefollowingwords asyouread “TheMetamorphosis.” Concept Vocabulary Metamorphosis The opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingyourfirstread, comebacktotheselectionvocabularyand order from mostfamiliar(1)toleast(6). Before reading, notehowfamiliaryouare witheachword. Rankthewords in have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and where is about, NOTICE why and asphyxiation amelioration thoseinvolvedreact whom aversion listlessly distress what WORD travail ideas within when happens, thestory ithappens, the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 2 just aboutready toslideoff completely, couldhardly stayinplace. divided upintorigidbow-likesections.From thisheighttheblanket, saw, ashelifted hisheadupalittle,brown, arched abdomen a monstrous verminousbug.Helayonhisarmor-hard backand into whichherentire forearm disappeared. sat erect there, lifting upinthedirection oftheviewerasolidfurmuff frame. Itwasapicture ofawomanwithfurhatand afurboa.She out ofanillustratedmagazinealittlewhileagoand setinapretty gilt (Samsa wasatravelingsalesman),hungthepicture whichhehadcut which anunpackedcollectionofsampleclothgoods wasspread out lay quietlybetweenthefourwell-knownwalls. Above thetable,on room, aproper room forahumanbeing,onlysomewhattoosmall, circumference, flickered helplesslybefore hiseyes. His numerous legs,pitifully thinincomparisontotherest ofhis O works ofthetwentiethcentury,isaprimeexampleKafka’s work This story,whichmanyscholarsconsidertobeoneofthegreatest literary specifically thefeelingthatoneistrappedinadangerous, distortedworld. case withKafka.Theterm their namesbecomesynonymouswithspecific literaryqualities.Suchisthe readers. Onlyafew, however, makesuchdistinctivecontributionsthat Many authorsproduce great writingthatmoves,challenges,andinspires BACKGROUND Metamorphosis The “What’s happenedtome,”hethought.Itwasnodream. His dreams, hediscovered thatinbedhehadbeenchanged into ne morning,asGregor Samsawaswakingupfrom anxious

Franz Kafka Kafkaesque ~I~ describesanightmarishmood— . translated byIanJohnston ANCHOR TEXT NOTES The Metamorphosis

MULTIMEDIA |

SHORT STORY SCAN FOR

137 is thinking. details thatshowwhathe transformation. Markother relate toGregor’s physical 3–5, markdetailsthat effect ofthischoice? 138 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES physical change? thoughts thantohis more spacetoGregor’s Kafka devotesomuch

UNIT 2•OUTSIDERS ANDOUTCASTS Whydoes Inparagraphs Whatisthe 5 4 3 6 this wasentirely impractical,forhewasusedtosleepingonhisright a littlewhilelongerandforget allthisfoolishness,”hethought.But ledge) madehimquitemelancholy. “Whydon’tIkeepsleepingfor (the raindrops were fallingaudiblydownonthemetalwindow him—that shouldtakeanotherfiveorsixyears—I’ll doitforsure. yet. OnceI’vegottogetherthemoneytopayoff theparents’ debtto quite closetohim. Anyway, Ihaven’tcompletelygivenupthathope there. Thebosshastrouble hearing,sotheemployee hastostepup it istositupatthedeskandtalkdownemployeefrom wayup bottom ofmyheart.Hewould’vefallenrightoff hisdesk!Howweird I would’vegonetothebossandtoldhimjustwhatthinkfrom the If Ididn’tholdbackformyparents’ sake,Iwould’vequitagesago. spot. Still,whoknowswhetherthatmightn’tbereally goodforme. breakfast. IfIwere totrythatwithmyboss,I’dbe thrown outonthe up thenecessaryorders, thesegentlemenare justsitting downto I comebacktotheinnduringcourseofmorningwrite Other travelingsalesmenlivelikeharem women.Forinstance,when he thought,“makesamanquiteidiotic. A manmusthavehissleep. for thecontactfeltlikeacoldshoweralloverhim. wanted tofeeltheplacewithaleg.Butheretracted itimmediately, with smallwhitespots(hedidnotknowwhattomakeofthem),and head more easily, foundtheitchypart,whichwasentirely covered himself onhisbackclosertothebedpostsothat he couldlift his He feltaslightitchingonthetopofhisabdomen.slowlypushed relationships, whichnevercomefrom theheart.To hellwithitall!” irregular badfood,temporaryandconstantlychanginghuman with theproblems oftraveling,theworriesabouttrainconnections, work goingonatheadoffice, and,inadditiontothat,Ihavedeal day outontheroad. Thestresses oftradeare muchgreater thanthe which hehadneverfeltbefore. and gaveuponlywhenhebegantofeelalight,dullpaininhisside closing hiseyes,sothathewouldnothavetoseethewrigglinglegs, rolled againontohisback.Hemusthavetrieditahundred times, No matterhowhard hethrew himself ontohisrightside,healways side, andinhispresent statehecouldn’tgethimself intothisposition. he’d sleptallthemore deeply. Still,whatshouldhedo now?The furniture shake?Now, it’strue he’dnotsleptquietly, butevidently Yes, butwasitpossibletosleepthrough thisnoisethatmadethe bed thatitwasproperly set forfouro’clock.Certainlyithadrung. quarter to.Couldthealarmhavefailedtoring?One sawfrom the hands were goingquietly on.Itwaspastthehalf hour, already nearly of drawers.“GoodGod,”hethought.Itwashalf pastsix,andthe My trainleavesatfiveo’clock.” Then I’llmakethebigbreak. Inanycase,rightnowIhavetogetup. And helookedoveratthealarmclocktickingaway bythechest Gregor’s glancethenturnedtothewindow.Gregor’s Thedreary weather He slidbackagainintohisearlierposition.“Thisgettingupearly,” “O God,”hethought,“whatademandingjobI’vechosen!Dayin,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 8 7 the firm’serrandboywould’vewaitedforfiveo’clocktrainand the train,there wasnoavoidingablowupwiththeboss,because really didn’tfeelparticularlyfresh andactive. And evenif hecaught in amadrush. Thesamplecollectionwasn’tpackedupyet,andhe next trainleftatseveno’clock.To catchthatone,hewouldhavetogo at home. acquired from traveling,of lockingalldoorsduringthenight,even opening thedoor, butcongratulatedhimself onhisprecaution, “Gregor, openthedoor, Ibegyou.” Gregor hadnointentionof turned backtohisbreakfast. However, hissisterwhispered, words toremove everythingremarkable from hisvoice. Hisfather articulation andbyinsertinglongpausesbetween theindividual “I’ll beready rightaway.” Hemadeaneffort withthemostcareful you needanything?”Gregor directed answersinbothdirections, however, hissisterknockedlightly. “Gregor? Are youallright? Do again inadeepervoice.“Gregor! Gregor!” At theothersidedoor, out, “what’sgoingon?” And afterashortwhileheurged himon one sidedoor, weaklybutwithhisfist.“Gregor, Gregor,” hecalled unexpectedly stillathome,andalready hisfatherwasknockingon other familymembersbecameaware ofthefactthatGregor was shuffled off. However, asaresult oftheshortconversation outside, sohismothercalmeddownwiththisexplanationand voicewasnotreally noticeable wooden doorthechangeinGregor’s yes, thankyou,Mother. I’mgettinguprightaway.” Becauseofthe but inthesecircumstances heconfinedhimself tosaying,“Yes, correctly. Gregor wantedtoanswerindetailandexplaineverything, them inthereverberation, sothatonedidn’tknowif onehadheard words positivelydistinctonlyinthefirstmomentanddistorted if from below, anirrepressibly painfulsqueakingwhichleftthe and unmistakablyhisearliervoice,butinitwasintermingled,as was startledwhenheheard hisvoiceanswering.Itwasclearly seven. Don’tyouwanttobeonyourway?”Thesoftvoice!Gregor door bytheheadofbed. indicating exactlyquartertoseven)there wasacautiousknockonthe being abletomakethedecisiongetoutofbed(thealarmclockwas felt quitewellandevenhadareally strong appetite. from areally excessivedrowsiness afterthelongsleep,Gregor infact And besides,wouldthedoctorinthiscasebetotallywrong? Apart for himeveryonewascompletelyhealthybutreally lazyaboutwork. comments; and cutshortallobjectionswiththeinsurancedoctor’s insurance companyandwouldreproach hisparents fortheirlazyson once. Thebosswouldcertainlycomewiththedoctorfrom thehealth because duringhisfiveyears’serviceGregor hadn’tbeensickeven sick? Butthatwouldbeextremely embarrassingandsuspicious, without backboneorintelligence.Well then,whatif hereported in reported thenewsofhisabsencelongago.Hewasboss’sminion, As hewasthinkingallthisoverinthegreatest haste,without “Gregor,” avoicecalled(itwashismother!),“it’squarterto NOTES The Metamorphosis

139 Gregor ismoving. phrases thatdescribehow 10, markwords and effect ofthisword choice? 140 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES his newbody? Gregor’s abilitytocontrol details suggestabout

UNIT 2•OUTSIDERS ANDOUTCASTS Whatdothese Inparagraph Whatisthe 13 12 11 10 9 already oftenfeltalightpainorotherinbed,perhaps theresult not reach areasonable conclusion.Heremembered thathehad (he noticedthisclearly)bythinkingthingsoverinbedhewould above allhavebreakfast, andonlythenconsiderfurtheraction,for his headfrom gettinginjured. And atallcostshemustnotlose eventually tofallbythisprocess, itwouldtakeamiracletoprevent moving forward anyfurtherinthismanner, forif heallowedhimself his headoutsidethebedinopenair, hebecameanxious about last slowlyfollowedtheturningofhishead.Butashefinallyraised this easily, andinspiteofitswidthweighthisbodymassat his headcarefully toward theedgeofbed.Hemanaged todo sensitive. the lowerpartofhisbodywasatmomentprobably themost lower bedposthard. Theviolentpainhefeltrevealed tohimthat without thinking,hechosehisdirection incorrectly, andhehitthe frantic, hefinallyhurledhimself forward withallhis force and move. Theattemptwentsoslowly. When,havingbecomealmost which healsocouldn’tpicture clearly)proved itself toodifficult to but thislowerpart(whichheincidentallyhadnotyetlookedatand uselessly,” saidGregor tohimself. in anexcessivelypainfulagitation.“ButImustnotstaybed wanted, inthemeantimeallothers,asif leftfree, movedaround extend itself, andif hefinallysucceededdoingwiththislimbwhat control. Ifhewantedtobendoneofthem,thenitwasthefirst very different motionsandwhich,inaddition,hewasunableto he hadonlymanysmalllimbswhichwere incessantlymovingwith arms andhandstopushhimself upright.Insteadofthese,however, difficult, particularlybecausehewassounusuallywide.Heneeded push himself upalittle,anditfellbyitself. Buttocontinuewas illness ofcommercial travelers,ofthathehadnottheslightestdoubt. voice wasnothingotherthantheonsetofareal chill,anoccupational present fantasieswouldgraduallydissipate.Thatthechangeinhis imaginary whenhestoodup,andwaseagertoseehowhis of anawkward lyingposition,whichlaterturnedouttobepurely to timeofthefactthatcalm (indeedthecalmest)reflection might same moment,however, hedidn’t forget toremind himself from time slightest hopeofgettinghimself outofbedintheprocess. At the most reasonable thingtosacrifice everythingif there waseventhe that hecouldn’tpossiblyremain inbedandthatitmightbethe quiet andorder onthisarbitrary movement,hetoldhimself again if anything worsethanbefore, anddidn’tseeanychanceofimposing as before andonceagainsaw hissmalllimbsfightingoneanother, consciousness rightnow. Hepreferred toremain inbed. At firsthewantedtogetoutofbedwiththelowerparthisbody, First hewantedtostandupquietlyandundisturbed,getdressed, However, afterasimilareffort, whilehelaythere again sighing Thus, hetriedtogethisupperbodyoutofthebedfirstandturned It wasveryeasytothrow asidetheblanket.Heneededonlyto

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 15 14 narrow street. “It’salready seveno’clock,”hetoldhimself atthelatest at themorningmist,whichconcealedevenothersideof unfortunately there waslittleconfidentcheertobehadfrom aglance directed hisgazeasprecisely ashecouldtoward thewindow, but be betterthanthemostconfuseddecisions. At suchmoments,he would haveonlyhadtopushtheirarmsunderhisarched backtoget his fatherandtheservantgirl)wouldhavebeenquitesufficient. They if someonewere tocomehisaid.Two strong people(hethoughtof rock withaconstantrhythm) itstruck himhoweasyallthiswouldbe new methodwasmore ofagamethananeffort; he neededonlyto other sideofallthedoors.However, ithadtobetried. presumably wouldarouse, if notfright,thenatleastconcernonthe worry abouttheloudnoisewhichfallmustcreate andwhich happen tothatasaresult ofthefall.Hisgreatest reservation wasa remain uninjured. Hisbackseemedtobehard; nothingwouldreally the courseoffallheintendedtolift upsharply, wouldprobably If helethimself falloutofthebedinthisway, hishead,whichin to rock hisentire bodylengthoutofthebedwithauniform motion. office willopenbefore seveno’clock.” And hemadeaneffort then someone from theoffice willarrivetoinquire aboutme,becausethe whatever happensImustbecompletelyoutofbed.Besides,bythen out ofthecompletestillness. as if perhaps waitingfornormalandnaturalconditionstoreemerge fog.” And foralittlewhilelongerhelayquietlywithweakbreathing, striking ofthealarmclock,“already seveno’clockandstillsucha As Gregor wasintheprocess oflifting himself half outofbed(the But thenhesaidtohimself, “Before itstrikesaquarterpastseven, NOTES The Metamorphosis

141 142 unhappiness orpain distress NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS

(dihs TREHS) all the faster.all the dancedonly around limbs small his while and he almost froze office,” he told himself, the from someone “That’s apartment. the of door the at Then there was aring

n . 17 16 really calloutforhelp?Inspiteofallhis Now, quiteapartfrom thefactthatdoorswere locked,shouldhe where hisdiminutivelegswouldthen,hehoped,acquire apurpose. exercise patienceandcare thathecompletedtheflipontofloor, him outofthebed,tobenddownwiththeirload,andthenmerely to squeak ofhispolishedboots. From theneighboring room ontheright the managernowtookafew determinedstepsinthenextroom, witha of suchathing.However, asif togivearough answer tothisquestion, some pointtothemanager. At leastonehadtoconcedethepossibility to whatwashappeninghimtodaycouldhavealso happenedat on theleft.Gregor triedto imaginetohimself whetheranythingsimilar the carpet. had hitit.Heturnedhishead,irritatedandinpain, andrubbed iton conspicuous. Buthehadnotheldhisheadupwith sufficient care and Gregor hadthought.Forthat reason thedullnoisewasnotquiteso at theslightestlapsesomeoneimmediatelyattractedgreatest Why wasGregor theonlyonecondemnedtoworkinafirmwhere greeting torecognize immediatelywhoitwas,themanagerhimself. firstword of opened it.Gregor neededtohearonlythevisitor’s as usual,theservantgirlwithherfirmtread wenttothedoorand said tohimself, caughtupinsomeabsurd hope.Butofcoursethen, moment everythingremained still.“Theyaren’t opening,”Gregor while hissmalllimbsonlydancedaround allthefaster. Forone someone from theoffice,” hetoldhimself, andhealmostfroze seven. Thenthere wasaringatthedoorofapartment.“That’s finally havetodecide,forinfiveminutesitwouldbeaquarterpast maintained hisequilibriumwithdifficulty, andverysoonhewould suppress asmileatthisidea. “Something hasfalleninthere,” saidthemanagerinnextroom He hadalready gottothepointwhere, withastronger rocking, he one andall,scoundrels? Was there thenamongthem suspicion? Were alltheemployeesthencollectively, and, inaddition,hisbackwasmore elasticthan crash. Thefallwasabsorbedsomewhatbythecarpet out ofthebed.There wasaloudthud,butnotreal actual decision,heswunghimself withallhismight which thisideaputGregor thanasaresult ofan And more asaconsequenceoftheexcitedstatein only beentrusted totheintelligenceofmanager? investigation ofthissuspiciouscircumstance could demonstrated totheentire innocentfamilythatthe manager himself come,andintheprocess mustitbe if suchquestioningwasevennecessary?Mustthe really notenoughtoletanapprentice makeinquiries, and really beinnostatetogetoutofbed?Was it would becomeabnormalfrom pangsofconscience a coupleofhoursinthemorningforoffice work, no truly devotedpersonwho,if hefailedtousejust distress , hewasunableto

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 18 22 21 20 19 left, “Mr. Managerhascomeandisaskingwhyyouhavenotlefton voice loudenoughsothathissistercouldhear. here.” “Iknow,” saidGregor tohimself. Buthedidnotdare makehis his sisterwaswhisperingtoinformGregor: “Gregor, themanageris 1. fretwork. schedules. It’squiteadiversionforhimif hebusieshimself with us atthetableandreads thenewspaperquietlyorstudieshistravel eight days,buthe’sbeenathomeeveryevening.Hesitsthere with angry thathenevergoesoutatnight.Rightnowhe’sbeeninthecity The youngmanhasnothinginhisheadexceptbusiness.I’malmost believe me,Mr. Manager. OtherwisehowwouldGregor missatrain! manager, whilehisfatherwasstilltalkingatthedoor, “Heisnotwell, “Good morning,Mr. Samsa.”“Heisnotwell,”saidhismothertothe will begoodenoughtoforgive themessinyourroom.” also wantstospeakyoupersonally. Sopleaseopenthedoor. He the earlytrain.We don’tknowwhatweshouldtellhim.Besides,he the managerin;becausehewasindangeroflosing hisposition, why wasshecrying?Becausehewasn’tgettingup andwasn’tletting up outofbednowandhadn’tevenstartedtogetdressed yet.Then the neighboringroom ontherighthissisterbegantosob. In theneighboringroom ontheleftapainfulstillnessdescended.In impatiently andknockedonceagainonthedoor. “No,”saidGregor. business reasons.” at it,veryoftensimplyhavetoovercome aslightindispositionfor say thatwebusinesspeople,luckilyorunluckily, howeveronelooks manager; “Ihopeitisnothingserious.Ontheotherhand,Imustalso dear lady, Icannotexplainittomyself inanyotherway,” saidthe didn’t move,soasnottoloseoneword oftheconversation.“My and he’scertainlynotwell,althoughhedeniedthatthismorning.” we wouldneverhavemadeGregor openthedoor. He’ssostubborn, door. Anyway, I’mhappythatyou’re here, Mr. Manager. Byourselves, inside theroom. You’ll seeitimmediately, assoonGregor opensthe or three evenings. You’d beamazedhowpretty itis.It’shangingright for whichhewouldfindan easyandsuitableexcuselateron.It be casuallydismissedrightawaybecauseofthissmall discourtesy, seriously demanded thatheletthemanagerin.But Gregor wouldn’t the carpet,andnoonewhoknewabouthiscondition would’ve abandoning hisfamily. At themomenthewaslyingright there on right now. Gregor wasstillhere andwasn’tthinkingatallabout with theolddemands?Thosewere probably unnecessaryworries and becausethenhisbosswouldbadgerparents onceagain

fretwork fretwork In themiddleofallthis,managercalledoutinafriendlyway, “Gregor,” hisfathernowsaidfrom theneighboringroom onthe Why didn’thissistergototheothers?She’dprobably justgotten “So canMr. Managercomeintoseeyounow?”askedhisfather “I’m comingrightaway,” saidGregor slowlyanddeliberately 1 For instance, he cut out a small frame over the course of two Forinstance,hecutoutasmallframeoverthecourseoftwo (FREHT wurk) wurk) (FREHT n. decorative woodworking. NOTES The Metamorphosis

143 144 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 23 24 others andexcusedtheirbehavior. conversation. Butitwastheveryuncertaintywhichdistressed the in peaceatthemoment,insteadofdisturbinghimwithcryingand seemed toGregor thatitmightbefarmore reasonable toleavehim the Chief.” Please havethegoodness tosaythatandconveymyrespects to Mr. Manager, donotstay. Iwillbeattheoffice inpersonrightaway. on theeighto’clocktrain;fewhours’rest havemademestronger. latest orders whichIshipped.Besides,nowI’msettingoutonmytrip has saidaword tomeabout that.Perhaps youhavenotread the criticisms whichyouare now makingagainstme,andreally nobody Manager! Take iteasyonmyparents! There isreally nobasisforthe that they’llgetoversicknesswithouthavingtostay athome.Mr. Why haveInotreported that totheoffice! Butpeoplealwaysthink evening Ihadasmallpremonition. Peoplemusthaveseenthatinme. fine withme.Myparents certainlyknowthat. Actually justyesterday this canovercome someone!Justyesterday evening everythingwas going sowellasIthought.Butthingsare allright.Howsuddenly out ofbed.Justhavepatienceforashortmoment!Thingsare not But nowI’mquiterefreshed onceagain.I’minthe midst ofgetting has prevented mefrom gettingup.I’mstilllyingin bedrightnow. immediately, thisverymoment. A slightindisposition,adizzyspell, his agitationforgetting everythingelse,“I’mopeningthedoor no suchthingatall,Mr. Samsa,andsuchathingmust neverbe.” recognize that,butatimeofyearforconductingnobusiness,there is course, it’snotthetimeofyeartoconductexceptionalbusiness,we Your productivity hasalsobeenveryunsatisfactoryrecently. Of know whythemattershouldn’tcometoattentionofyourparents. but sinceyouare lettingmewastemytimehere uselessly, Idon’t most secure. OriginallyIintendedtomentionallthisyouprivately, speak upforyouintheslightest. And yourpositionisnotatallthe unimaginable pigheadedness,andIamtotallylosinganydesire to explanation couldnotbecorrect. However, nowIseehere your ago—but intruth Ialmostgavehimmyword ofhonorthatthis it concerned thecollectionofcashentrusted toyouashortwhile me earlierthisverydayapossibleexplanationforyourneglect— to startparadingaround inweird moods.TheChiefindicatedto as acalm,reasonable person,andnowyouappearsuddenlytowant clear explanation.Iamamazed.thoughtknewyou and Iamrequesting youinallseriousnessforanimmediateand I amspeakinghere inthenameofyourparents andyouremployer, incidentally) yourcommercial dutiesinatruly unheard-of manner. troubles foryourparents, andneglecting(Imentionthisonly answer withonlyayesandno,are makingseriousandunnecessary “what’s thematter? You are barricadingyourself inyourroom, “But Mr. Manager,” calledGregor, besidehimself andin “Mr. Samsa,”themanagerwasnowshouting,hisvoiceraised,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 25 30 29 28 27 26 he wantedtoopenthedoor;really wantedtolethimself beseen had inbed,andnowhewastryingtoraisehimself uponit. Actually, without effort, probably asaresult ofthepracticehehadalready what hewassaying,hadmovedclosetothechestofdrawers ears hadgottenusedtothem.Butatleastpeoplenow thoughtthat clear enoughtohim,clearer thanpreviously, perhaps becausehis did notunderstandhiswords anymore, although they seemed which ahugemisfortunehastakenplace. They probably hadleftthemopen,asiscustomaryinanapartment doors oftheapartment.Onecouldn’thearclosingatall. (how hadhissisterdressed herself soquickly?)andyankedopenthe women were already running through thehallwithswishingskirts clapping hishands,“fetchalocksmithrightaway!”Thetwoyoung cries. quietly incomparisontothemother’s Hurry tothedoctor. Haveyouheard Gregor speakyet?” room. “YouGregor’s mustgotothedoctorrightaway. Gregor issick. the otherside.Theywere makingthemselvesunderstoodthrough Grete! Grete!” sheyelledatthatpoint.“Mother?”called thesisterfrom mother already intears,“perhaps he’sveryilland we’re upsettinghim. parents. “Isheplayingthefoolwithus?”“ForGod’ssake,”cried for hecouldnowhearthemanager. limbs. Bydoingthishegainedcontrol overhimself andkeptquiet, a nearbychair, ontheedgeofwhichhebracedhimself withhisthin how theymightstillsting.Nowhelethimself fallagainstthebackof was nolongeratallaware ofthepainsinhislowerbody, nomatter But atlasthegavehimself afinalswingandstooduprightthere. He station around eighto’clock. reason togetexcitedand,if hegotamoveon,couldreally beatthe calm. Butif theyacceptedeverythingquietly, thenhewouldhaveno were startled,thenGregor hadnomore responsibility andcouldbe others nowaskingafterhimwouldsayatthesightofhim.Ifthey by andtospeakwiththemanager. Hewaskeentowitnesswhatthe sounded likesomethingdifferent from ahumancough.Henolonger this inareally subduedway, since itwaspossiblethateventhisnoise imminent, hecoughedalittle, andcertainlytookthetrouble todo get asclearavoicepossibleforthecriticalconversation whichwas with anyreal precision, splendidandsurprisingresults. Inorder to the doctorandlocksmith,withoutdifferentiating betweenthem once againinthecircle of humanityandwasexpectingfrom both had beencarriedoutmadehimfeelgood.Hefelthimself included The confidenceandassurancewithwhichthefirst arrangements things were notallrightwith himandwere prepared tohelphim. At firsthesliddownafewtimesfrom thesmoothchestofdrawers. While Gregor wasquicklyblurtingallthisout,hardly aware of However, Gregor hadbecomemuchcalmer. All right,people “Anna! Anna!” yelledthefatherthrough thehallinto thekitchen, voice,”saidthemanager,“That wasananimal’s remarkably “Did youunderstandasingleword?” themanagerasked NOTES The Metamorphosis

145 146 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 32 31 lock asitfinallysnapped really wokeGregor up.Breathing heavilyhe whole weightofhisbody, asnecessary. Thequitedistinctclick ofthe and hehadtohangontothekeyorthenpress itdownagainwiththe the lock.Nowhewasholdinghimself uprightonlywithhismouth, the force hecouldmuster. As thekeyturnedmore, hedancedaround followed withsuspense,hebitdownfranticallyon thekeywithall keep workingonthelock!”Imaginingthatallhisefforts were being mother, “Comeon,Gregor!” Theyshould’veshouted,“Keepgoing, But theyallshould’vecalledouttohim,including hisfatherand “he’s turningthekey.” ForGregor thatwasagreat encouragement. flowed overthekey, anddrippedontothefloor. some damageonhimself, forabrown fluidcameout ofhismouth, really moving,andhedidnotnoticethatwasobviouslyinflicting naturally verystrong; withtheirhelphemanagedtogetthekey he tograbholdofthekey?Butmakeupforthathisjawswere Unfortunately itseemedthathehadnoreal teeth.Howthenwas Then hemadeaneffort toturnthekeyinlockwithhismouth. sticky stuff onthem),andrested there momentarilyfrom hisexertion. held himself uprightagainstit(theballsofhistinylimbshadalittle of theeasychair, letgoofitthere, threw himself againstthedoor, leaning againstthedoorandlistening. manager atthetableandwere whispering;perhaps theywere all had becomereally quiet.Perhaps hisparents were sittingwiththe trusted himself todecideanymore. Meanwhileinthenextroom it “Just listenforamoment,”saidthemanagerin nextroom, Gregor pushedhimself slowlytoward thedoor, withthehelp

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 33 35 34 himself slowlyaround theedgeofdoor, verycarefully, ofcourse, very widewithouthimyetbeingreally visible.Hefirsthadtoturn against thedoorhandletoopencompletely. said tohimself, “SoIdidn’tneedthelocksmith,”andhesethishead remember theearlierachievementsandtoconsider thatlater, after incapable ofworkmomentarily, butthatisprecisely thebesttimeto Really? Will youreport everythingtruthfully? A personcanbe live withoutit.Where are yougoing,Mr. Manager?To theoffice? and Iamhappytowork.Traveling isexhausting,butIcouldn’t my way, willyounot? You see,Mr. Manager, Iamnotpigheaded, collection ofsamples,andsetoff. You’ll allowmetosetouton had kepthiscomposure. “I’ll getdressed rightaway, packupthe staircase goingdown. one sawoutintothelandingofapartmentand thestartof the hallwasajar, andsincethedoortoapartmentwasalsoopen, sword, demandedrespect forhisbearinganduniform. Thedoorto as alieutenant,he,smilingandworry-free, withhishandon of Gregor from thetimeofhismilitaryservice;itwas apicture ofhim newspapers. Directly across ontheoppositewallhung aphotograph time intheday, whichheprolonged forhoursbyreading various table, becauseforhisfatherbreakfast wasthemostimportantmeal the ground. Thebreakfast disheswere standingpiledaround onthe individual drops visiblyandfirmlythrown downone byoneonto up thefacade.Therainwasstillcomingdown,butonlyinlarge opposite (itwasahospital)withitssevere regular windows breaking side ofthestreet wasapartoftheendlessgray-blackhousesituated it hadbecomemuchbrighter. Standingoutclearlyfrom theother tilted sideways,withwhichhepeepedoverattheothers.Meanwhile the door, sothatonlyhalf hisbodywasvisible,aswellhead, leaned hisbodyfrom theinsideagainstfirmlyboltedwingof eyes withhishands,andcriedsothatmightybreast shook. room, thenlookeduncertainlyaround thelivingroom, covered his a hostileexpression, asif hewishedtopushGregor backintohis on herbreast, completelyconcealed.Hisfatherclenchedhisfistwith the middleofherskirtsspreading outallaround her, herfacesunk father; shethenwenttwostepstoward Gregor andcollapsedrightin still amessfrom thenight)withherhandsclaspedwaslookingathis the managershewasstandinghere withherhairstickinguponend, force waspushinghimaway. Hismother(inspiteofthepresence of his openmouthandmovingslowlyback,asif aninvisibleconstant and nowhesawhim,nearest tothedoor, pressing hishandagainst manager exclaimaloud“Oh!”(itsoundedlikethewindwhistling), and hadnotimetopayattentionanythingelse,whenheheard the into theroom. Hewasstillpreoccupied withthisdifficult movement if hedidnotwanttofallawkwardly onhisbackrightattheentrance At thispointGregor didnottakeonestepintotheroom, but “Now,” saidGregor, wellaware thathewastheonlyonewho Because hehadtoopenthedoorinthisway, itwasalready open different timeinhislife. describe Gregor ata 34, markdetailsthat including thisdescription? does Kafkaachieveby NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ details? Kafka includethese The Metamorphosis Whydoes Inparagraph Whateffect

147 148 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 37 36 again. Don’tmakethingsmore difficult formethantheyalready my parents andmysister. I’minafix,butI’llworkmyself outofit know thatperfectlywell.Ontheotherhand,Iamconcernedabout more keenlyandintensely. Iamreally soindebtedtoMr. Chief—you the obstacleshavebeenshovedaside,personwillworkall his sisterwasnoteventhere. Gregor mustdealwithithimself. door totheapartmentand talkedhimoutofhisfrightinthehall.But certainly lethimself beguidedbyher. Shewouldhave closed the quietly onhisback. And the manager, thisfriendoftheladies,would She wasclever. Shehadalready criedwhileGregor was stilllying his familyreally dependedonit!Ifonlyhissisterhadbeenthere! down, convinced,andfinallywonover. Thefuture ofGregor and Gregor hadthisforesight. Themanagermustbeheldback,calmed their present troubles thatallforesight wasforeign to them.But his firmand,inaddition,theyhadsomuchtodonowadays with they haddevelopedtheconvictionthatGregor wassetupforlife in parents didnotunderstand allthisverywell.Overthelongyears, position inthefirmwasnottobeplacedgreatest danger. His the managertogoawayinthisframeofmind,especiallyif his for himthere. toward thestaircase, asif sometruly supernaturalrelief waswaiting the hall,however, hestretched outhisrighthandawayfrom hisbody could havebelievedthathehadjustburnedthesoleofhisfoot.In with whichhefinallypulledhisfootoutofthelivingroom, one the room. Hewasalready inthehall,andafter sudden movement Gregor, butreally gradually, asif there wasasecret banonleaving but wasmovingawaytoward thedoor, withouttakinghiseyesoff speechhewasnotstillforamoment, pursed lips.DuringGregor’s and nowhelookedbackatGregor overhistwitchingshoulderswith that you’llatleastconcedeI’malittleintheright!” origins. Mr. Manager, don’tleavewithoutspeakingaword tellingme nasty consequences,whichcan’tbethoroughly explored backtotheir after finishingatrip,andgetstofeelinhisownbodyathomethe doesn’t hearaboutthematallandonlythenwhenhe’sexhausted it’s impossibleforhimtodefendhimself, sinceforthemostparthe of gossip,coincidences,andgroundless complaints,againstwhich outside theoffice almosttheentire yearcanbecomesoeasilyavictim You alsoknowwellenoughthatthetravelingsalesmanwhois his judgmentmakecasualmistakesattheexpenseofanemployee. Mr. Chairman himself, whoinhiscapacityastheemployermaylet people, even,Itellyouintotalconfidence,abetterperspectivethan you haveabetterperspectiveontheinterconnections thantheother think through thisjudgmentmore clearly. Butyou,Mr. Manager, thus leadafinelife. Peopledon’tevenhaveanyspecialreason to salesmen. Iknowthat.Peoplethinktheyearnpotsofmoneyand are. Speakuponmybehalf intheoffice! Peopledon’tliketraveling Gregor realized thathemustnotunderanycircumstances allow firstwords themanagerhadalready turnedaway,But atGregor’s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 38 40 39 to gooverthemanager, whowasalready holdingtightontothe wing ofthedoor, pushedhimself through theopening,andwanted (indeed probably) hadonceagainnotbeenunderstood,heleftthe present abilitytomoveandwithoutthinkingthathisspeechpossibly must havesuspectedsomething,becausehe catch uptohimif possible. Butthemanager last time.Gregor tookaninitialmovementto the banister, themanagerlookedbackfor already onthestaircase. Hischinlevelwith now forhisparents: Themanagerwas toward her. ButGregor hadnotimeright into thearmsofhisfather, whowasrushing again, hurriedfrom thetable,andcollapsed times. At thathismotherscreamed allover himself snappinghisjawsintheairafew mind; bycontrast,atthesightofflowingcoffee hecouldn’tstop her. Themanagermomentarilyhaddisappeared completelyfrom his overturned container. coffee waspouringoutontothecarpetinafullstream from thelarge absentmindedly, anddidnotappeartonoticeatallthatnexther on it.Whenshereached thetable,shesatdownheavilyonit,asif gesture, forgetting thatbehindherstoodthetablewithalldishes to viewGregor better, butransenselesslyback,contradictingthat God’s sake,help!”Sheheldherheadboweddown,asif shewanted spread farapartandherfingersextendedcriedout,“Help,for totally sunkintoherself) shesuddenlysprangrightupwithherarms manner quitecloseanddirectly across from hismother(apparently at theverymomentwhenhelayonfloorrocking inarestrained final forward inthedirection hewanted.Rightawaybelievedthatthe obeyed perfectly, ashenoticed tohisjoy, andstrove tocarryhim physical well-being.Thesmalllimbshadfirmfloorunderthem;they this happened,whenhefeltforthefirsttimethatmorningageneral immediately felldownontohisnumerous littlelegs.Scarcely had he lookedforsomethingtoholdonto,withasmallscream Gregor handrail withbothhandsonthelandinginaridiculousway. Butas he setouttodriveGregor backintohisroom bywavingthecaneand large newspaperfrom the tableand,stampinghisfeetonthefloor, and overcoat onachair. With hislefthand,fatherpickedupa cane,whichhehadleftbehindwithhishat hold ofthemanager’s hindering Gregor from hispursuit,withrighthandhegrabbed calm, forinsteadofrunning afterthemanagerhimself oratleastnot completely tobewilderhisfather, whoearlierhadbeenrelatively “Huh!” Thesoundechoedthroughout theentire stairwell. made aleapdownoverfewstairsanddisappeared, stillshouting, Without thinkingthatasyethedidn’tknowanythingabouthis Now, unfortunatelythisflightofthemanageralsoseemed “Mother, mother,” saidGregor quietly, andlookedovertoward amelioration ofallhissuffering wasimmediatelyathand.But his numerous little legs. onto down fell immediately with asmall scream Gregor something onto, hold to But as he looked for painful something betterorless amelioration NOTES RAY shuhn The Metamorphosis ) n . actofmaking ( uh MEELyuh

149 150 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 41 in spiteofthecoolweather, andleaningoutwithherhandson head respectfully, hisfatherjuststompedalltheharder withhisfeet. would evenbeunderstood.Nomatterhowwillinghewastoturnhis the newspaper. wasofanyuse;norequest Norequest ofGregor’s his fathernoticedgoodintentions,forhedidnotdisrupt Gregor as possible(althoughintruth thiswasonlyveryslowly).Perhaps direction, toturnhimself around asquickly glances inhisfather’s backwards. And sohebegan,amidconstantlyanxious sideways that hedidnotunderstandyethowtomaintainhisdirection going hand. FinallyGregor hadnootheroption,forhenoticedwithhorror a mortalblowonhisbackorheadfrom thecaneinhisfather’s process ofturningaround, andeachmomenthefacedthethreat of he wasafraidtomakehisfatherimpatientbythetime-consuming himself around, hewouldhavebeeninhisroom rightaway, but really goingveryslowly. IfGregor onlyhadbeenallowed toturn Now, Gregor hadnopracticeatallingoingbackwards; itwas relentlessly pressed forward pushingoutsibilants,likeawildman. and individualsheetsfluttered downoverthefloor. Thefather the windowflewaround, thenewspapersontableswished, the alleyandstairwellastrong draftcameup,thecurtainson her cheeks,shepushedfacefaroutsidethewindow. Between Across theroom from himhismotherhadpulledopenawindow,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 42 44 43 turned around, when,alwayswiththishissinginhisear, hejust of thatGregor totallylosthishead.Hewasalready almosttotally rotatingdirected movement. here andthere Gregor’s in thismotion,butwiththetipofcanefrom adistanceheeven with sweetenedmilk,inwhich swamtinypiecesofwhitebread. He was thesmellofsomething toeat.Forthere stooda bowlfilled behind. almost amiraclethatonlyonehadbeenhurt)and dragged lifelessly seriously woundedinthecourseofmorningincident (itwas hobble onhistworows of legs.Inaddition,onesmallleghadbeen one singlelongunpleasantlystretched scar, andhereally hadto first time,tocheckwhatwashappeningthere. Hisleftsideseemed awkwardly withhisfeelers, whichhenowlearnedtovalueforthe it wasdark.Hepushedhimself slowlytoward thedoor, stillgroping on thehigherpartsoffurniture, butunderneatharound Gregor of theelectricstreetlights laypalehere andthere onthe ceilingand cautious closingofthedoortohallhadaroused him.Theshine wide awake,althoughitappeared tohimasif ahurried stepanda without anydisturbance,forhefelthimself sufficiently rested and twilight. Hewouldcertainlyhavewokenupsoonafterwards Gregor firstwokeupfrom hisheavyswoon-likesleep intheevening cane, andfinallyitwasquiet. into theinteriorofhisroom. Thedoorwasslammedshutwiththe liberating pushfrom behind,andhescurried,bleedingseverely, far painfully intothefloor. Thenhisfathergavehimonereally strong twitching intheairabove,onesonothersidewere pushed able tomoveanymore onhisown.Thetinylegsonesidehung blotches were left.Soonhewasstuckfastandwouldhavenotbeen His oneflankwassore withthescraping.Onwhitedoorugly side ofhisbodywaslifted up.Helayatanangleinthedooropening. joke, andGregor forced himself, comewhatmight,intothedoor. One like thevoiceofonlyasinglefather. Nowitwasreally nolongera Gregor forward. BehindGregor thesoundwasatthispointnolonger if there were noobstacleandwithapeculiarnoise,henowdrove himself andthusperhaps getthrough thedoor. Onthecontrary, as allowed theelaboratepreparations thatGregor required toorient must getintohisroom asquicklypossible.Hewouldneverhave for Gregor togetthrough. HissinglefixedthoughtwasthatGregor opening theotherwingofdoorabittocreate asuitablepassage Naturally hisfather, inhispresent mentalstate,hadnoideaof became clearthathisbodywastoowidetogothrough anyfurther. was successfulingettinghisheadfront ofthedooropening,it made amistakeandturnedhimself backalittle.Butwhenhefinally By thedoorhefirstnoticed whathadreally lured himthere: It unbearablehissing!Because If onlythere hadn’tbeenhisfather’s ~II~ voice. that describethefather’s 41 and42,markdetails these detailshave? CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES father soundslike? Kafka emphasizewhatthe The Metamorphosis Whydoes Inparagraphs Whateffect do

151 that relate tomovement. Mark other, fewerdetails to silenceandstillness. 45, markdetailsthatrelate alienation from hisfamily? details emphasizeGregor’s 152 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ aversion NOTES details? Kafka includethese strong dislike

UNIT 2•OUTSIDERS ANDOUTCASTS

(uh VURzhuhn) Whydoes Inparagraph Howdothese

n . 47 46 45 account ofhisdelicateleftside(hecouldeatonlyif hisentire panting in disappointment,notjustbecauseitwasdifficult forhimtoeaton and overhiseyesdownintothemilk.Buthesoondrew itbackagain in themorning,andheimmediatelydippedhisheadalmostupto almost laughedwithjoy, forhenowhadamuchgreater hungerthan the couch, where, in spite of the fact that his back was a little cramped unconscious turnandnot withoutaslightshamehescurriedunder out thereason, forhehad livedintheroom forfiveyears.With ahalf- flat onthefloor, madehimanxious,withouthisbeingabletofigure scratch. Butthehigh,openroom, inwhichhewascompelledtolie to thinkundisturbedabouthowheshouldreorganize hislife from into Gregor anymore untilthemorning.Thus,hehadalongtime moved awayontiptoe.Nowitwascertainthatno onewouldcome stayed awakeallthistime,foronecouldhearclearly asallthree and nowitwaseasytoestablishthathisparents andhissisterhad stuck inthelocksonoutside. opened duringtheday, noonecameanymore, andthekeyswere he hadopenedonedoorandwhentheothersobviouslybeen been barred, theyhadallwantedtocomeinhim; now, when any more, andGregor waitedinvain.Earlier, whenthedoorhad least tofindoutwhoitmightbe.Butnowthedoorwasnotopened determined tobringinthehesitantvisitorsomehoworotherat Gregor immediatelytookupapositionbythelivingroom door, presumably neededtocomeinbuthadthenthoughtbetterofit. door wasopenedjustatinycrackandquicklyclosedagain.Someone to sethimself movingandcrawledupdowninhisroom. end? Inorder nottolosehimself insuchthoughts, Gregor preferred tranquility, allprosperity, allcontentmentshouldcometoahorrible this forhisparents andhissister. Buthowwouldthingsgoif nowall he hadbeenabletoprovide suchalife inabeautiful apartmentlike fixedly outinfront ofhimintothedarkness,hefeltagreat pridethat quiet life thefamilyleads,”saidGregor tohimself and,ashestared spite ofthefactthatapartmentwascertainlynotempty. “Whata fallen outoftheirgeneralroutine. Butitwassostillallaround, in which hissisterhadalwaysspokenandwrittentohim,recently not asoundwasaudible.Now, perhaps thisreading aloud,about voice tohismotherandsometimesalsosister, atthemoment father wasaccustomedtoread theafternoonnewspaperinaloud the gaswaslit,butwhere onotheroccasionsatthistimeofdaythe middle oftheroom. away from thebowlalmostwith placed there forthatreason, didnotappealtohimatall.Heturned otherwise washisfavoritedrinkandwhichsisterhadcertainly body workedinacoordinated way),butalsobecausethemilk,which The lightinthelivingroom wasturnedoff onlylateatnight, Once duringthelongeveningonesidedoorandthenother In thelivingroom, asGregor sawthrough thecrackindoor, aversion andcrept backintothe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 48 49 a start,butpartlyinstateofworryandmurkyhopes,whichall of semi-sleep,outwhichhishungerconstantlywokehimwith was sorryonlythathisbodytoowidetofitcompletelyunderit. and hecouldnolongerlift uphishead,hefeltverycomfortableand about it,howmore thanamonthagohehadcuthis fingerslightly felt nohandicaponthatscore. Hewasastonishedat thatandthought His woundsmust,inany case,havealready healed completely. He smalllimbsbuzzedasthetimeforeatinghadcome. wished. Gregor’s could nowobservethathemakehimself ascomfortablehe away veryquicklyandeventurnedthekeyin lock, sothatGregor since sheknewthatGregor wouldnoteatinfront ofher, shewent which shehadpoured some water. And outofherdelicacy offeeling, into down abowl(probably designated onceandforallasGregor’s) of saltedbread smeared withbutter. Inadditiontoallthis, sheput had declared inedibletwo daysearlier, asliceofdrybread, aslice almost solidified, someraisins andalmonds,cheese,whichGregor bones from theeveningmeal,covered withawhite saucewhichhad out onanoldnewspaper. There were oldhalf-rotten vegetables, did. Shebrought him,totesthistaste,anentire selection,allspread have guessedwhathissisteroutofthegoodnessherheartinfact he pictured tohimself different ideasaboutthat.Buthenevercould was extremely curiouswhatshewouldbringasasubstitute,and her bare handsbutwitharag),andtookitoutof theroom. Gregor spilled around it.Shepickeditupimmediately(althoughnotwith with astonishmentthatthebowlwasstillfull,onlyalittlemilk for somethingorothergoodtoeat.Buthissisternoticedrightaway feet,andbegher move beyondthecouch,throw himself athissister’s her attentiontothefact,althoughhehadareally powerfulurge to did notdoitonherown,hewouldsoonerstarvetodeaththancall would shebringinsomethingelsetoeatmore suitableforhim?Ifshe had leftthemilkstanding,notindeedfrom anylackofhunger, and of thecouchandwasobservingher. Would shereally noticethathe a totalstranger. Gregor hadpushedhisheadforward justtotheedge in onhertiptoes,asif shewasinthepresence ofaserious invalidor for herbehavior, sheimmediatelyopenedthedooragainandwalked door shutonceagainfrom theoutside.However, asif shewassorry a shockthat,withoutbeingabletocontrol herself, sheslammedthe to besomewhere orother;forhecouldhardly flyaway)shegotsuch immediately, butwhenshenoticed himunderthecouch(God,hehad hall intohisroom andlookedeagerlyinside.Shedidnotfindhim made, forhissister, almostfullydressed, openedthedoorfrom the had anopportunitytotestthepowerofdecisionshejust forced tocausethem. tolerate thetroubles whichinhispresent conditionhewasnow calm andwithpatiencethegreatest considerationforhisfamily led totheconclusionthatfortimebeinghewouldhavekeep Already earlyinthemorning(itwasstillalmostnight)Gregor There heremained theentire night,whichhespentpartlyinastate NOTES The Metamorphosis

153 AY shuhn) 154 asphyxiation NOTES unable tobreathe

UNIT 2•OUTSIDERS ANDOUTCASTS

n hearsay. what he ate other than by have endured finding out perhaps they could not to starve to death, but not have wanted Gregor Certainly they would . stateofbeing

(uhs fihk see (uhs fihk 50 52 51 greedily onthecheese,whichhadstrongly attractedhimrightaway, before yesterday. with aknife andhowthiswoundhadhurtenougheventheday it tastedgoodtohim,”she said,if Gregor hadreally cleanedupwhat intended tobefriendlyor couldbeinterpreted assuch. “Well, today accustomed toit)Gregor sometimescaughtacomment whichwas (naturally there couldnever beanytalkofhergrowing completely Only later, whenshehadgrown somewhataccustomedtoeverything listening nowandthentohersighsinvocations tothesaints. and thus,whenhissisterwasinherroom, hehadtobecontentwith even hissister, thoughtthathemightbeabletounderstandothers, unable toascertain.Sincehewasnotcomprehensible, noone,not the doctorandlocksmithoutofhouseGregor wascompletely were really suffering quiteenoughalready. wanted tospare themwhatwaspossiblyonlyasmallgrief,forthey finding outwhatheateotherthanbyhearsay. Perhaps hissister Gregor tostarvedeath,butperhaps theycouldnot haveendured sister onsomeerrandorother. Certainlytheywouldnot havewanted asleep thenforalittlewhile,andtheservantgirlwassentoff byhis time afterthecommonnoonmeal,forhisparents were, asbefore, when hisparents andtheservantgirlwere stillasleep, andasecond body expand. already draggedhimself outfrom thecouch,stretched out,andlethis it outoftheroom. Shehadhardly turnedaround before Gregor had bucket, whichsheclosedwithawoodenlid,andthencarriedallof were alsonowuseless,andasshedumpedeverythingquicklyintoa but eventhefoodswhichGregor hadnottouchedatall,asif these his unsuspectingsistersweptupwithabroom, notjusttheremnants, of asphyxiation What sortsofexcusespeoplehadusedonthatfirst morningtoget In thiswayGregor gothisfoodeveryday, onceinthemorning, “Am Inowgoingtobelesssensitive,”hethought,already sucking could scarcely breathe. Inthemidstofminorattacks of therichmealandinnarrow spacethere he because hisbodyhadfilledoutsomewhatonaccount even fortheshorttimehissisterwasinroom, cost himgreat self-control toremain underthecouch, and hescurriedbackagainunderthecouch.Butit in spiteofthefactthathewasalready almostasleep, the samespot.Thenoiseimmediatelystartledhim, withdraw, hewaslongfinishedandnowlaylazilyin sister slowlyturnedthekeyasasignthatheshould wanted toeatalittledistanceaway. Bythetimehis couldn’t bearthesmellandevencarriedthingshe fresh food,bycontrast,didn’ttastegoodtohim.He other thecheese,vegetables,andsauce; eyes wateringwithsatisfaction,heateoneafterthe more thanalltheotherfoods.Quicklyandwithhis , helookedatherwithsomewhatprotruding eyes,as

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 53 55 54 hear agooddealfrom theroom nextdoor, andassoonheheard “Now everythinghasstoppedagain.” repeated itself more andmore frequently, sheusedtosaysadly, he hadtoeat;whereas, inthereverse situation,whichgradually the businessmisfortunewhich hadbrought themall intoastateof had inorder toallowhis familytoforget asquickly aspossible onlyconcernhadbeentodevote everythinghe the timeGregor’s that view, andGregor inanycasehadn’taskedhimabout it. At that business;atleasthisfatherhadtoldhimnothing tocontradict had thoughtthatnothingatallwasleftoverforhis fatherfrom that Gregor hadthechancetolistensincehisimprisonment.He explanations byhisfatherwere, inpart,thefirstenjoyablething after removing whathewas lookingfor, lockeditup again.These The soundwasaudibleasheopenedupthecomplicated lockand, five yearspreviously, somedocumentorothernotebook. small lockboxsalvagedfrom hisbusiness,whichhadcollapsed From timetohestoodupfrom thetableandpulled outofthe circumstances andprospects tohismotherand sisteraswell. “No,” andnothingmore wouldbespokenaboutit. wife togetit.Butthenhisfatherfinallysaidaresounding caretaker’s to remove anyreservations hemighthave,thatshe couldsendthe to fetchitherself, andwhenhisfatherwassilent,shesaid,inorder asked hisfatherwhetherhewantedtohaveabeerandgladlyoffered they hadstoppedhavinganythingtodrink,too.Hissisteroften “Thank you.Ihaveenough”orsomethinglikethat. And perhaps vainly invitedanotheronetoeatandreceived noanswerotherthan almost nothing. Again andagainGregor listenedasone ofthem although thatdidn’tcreate muchtrouble becausepeople were eating fearful oathnottobetrayanyone,eventheslightestbit. her there, and,withoutanyonedemandingitfrom her, sheswore a if shewasreceiving thegreatest favorwhichpeoplehad shown later, shethankedthemforthedismissalwithtearsin her eyes,as go immediately, andwhenshe saidgoodbyeaboutfifteen minutes what hadhappened)onherkneesbeggedhismothertolet (it wasnotcompletelyclearwhatandhowmuchsheknewabout completely empty. Inaddition, ontheveryfirstdayservantgirl and peoplecouldnotunderanycircumstances leavetheapartment at home,sincenoonereally wantedtoremain inthehousealone between meals,forthere were alwaysatleasttwofamilymembers now behave;buttheyalsotalkedaboutthesamesubjectintimes discussions onthatsubjectcouldbeheard onhowpeopleshould or other, evenif onlyinsecret. Fortwodaysatallmealtimes no conversationwhichwasnotconcernedwithhiminsomeway his entire bodyagainstit.Intheearlydaysespecially, there was voices, hescurriedrightawaytotherelevant doorandpressed Already duringthefirstdayhisfatherlaidoutallfinancial Now hissisterhadtoteamupwithmotherdothecooking, But whileGregor couldgetnonewinformationdirectly, hedid her job. behaves whenshequits show howtheservantgirl in paragraph53that effect ofthisdescription? QUESTION: ANNOTATE: CLOSE READ NOTES CONCLUDE: detail? girl’s behaviorinsuch Kafka describetheservant The Metamorphosis Whydoes Markdetails Whatisthe

155 in parentheses. sentences thatare setoff 57, markthepartsof sections apartinthisway? effect ofsettingthese without energyorinterest 156 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ listlessly NOTES information? author separateoutthis

UNIT 2•OUTSIDERS ANDOUTCASTS

(LIHST lihslee) (LIHST Whydoesthe Inparagraph Whatisthe

adv . 57 56 were convertedintotheformofcashcommissions,whichcouldbe possibilities forearningmoneyandwhosesuccessesatworkonce overnight, atravelingsalesman,whonaturallyhadentirely different with aspecialintensityandfrom anassistanthadbecome,almost complete hopelessness. And soatthatpointhe’dstartedtowork the dayonwhichhecould beridofthispositionwouldhavebeen debt tohisemployerand he couldhavepaidoff more ofhisfather’s unanticipated foresight andfrugality. True, withthis excessmoney, Gregor, behind hisdoor, noddedeagerly, rejoicing overthis been completelyspentandhadgrown intoasmallcapitalamount. every month(hehadkeptonlyafewflorinsforhimself) hadnot in additiontothis,themoneywhichGregor hadbrought home intervening timegraduallyallowedtoincrease alittle.Furthermore, times, onwhichtheinterest (whichhadnotbeentouched)inthe a fortune,althoughverysmallone,wasavailable from theold everything rightawaythefirsttime)that,inspiteof allbadluck, time now, andpartlyalsobecausehismotherdidnotunderstand not personallyconcernedhimself withthesemattersforalong repeat himself ofteninhisexplanations,partlybecause hehad resumed again. door, andonlythenwouldtheinterrupted conversationgradually be on again,”saidhisfatherafterawhile,clearlyturningtoward the this motionwasheard nearbyandsilencedeveryone.“There hegoes pulled himself together, foreventhesmallsoundwhichhemadeby and lethisheadbang Sometimes inhisgeneralexhaustionhecouldn’tlistenanymore while hepushedhimself rightupagainstthedoorandlistened. intended toexplainthematterceremoniously onChristmasEve. But Gregor thoughtaboutthemwithscrupulous considerationand parents neverlistenedtotheseinnocentexpectationswithpleasure. a beautiful dream, whoserealization wasunimaginable,andtheir was mentionedinconversationswithhissister, butalways onlyas shortstaysinthecityconservatory and thenduringGregor’s must necessitateandwhichwouldbemadeupinotherways.Now year totheconservatory, regardless ofthegreat expense whichthat music verymuchandknewhowtoplaytheviolincharmingly)next was hissecret plantosendher(incontrastGregor sheloved present. Onlythesisterhadremained stillclosetoGregor, andit and hehappilysurrendered it,butthespecialwarmthwasnolonger the familyandGregor aswell.Theytookthemoneywiththanks, he, infact,didbear. Theyhadbecomequiteaccustomedtoit,both position tobeartheexpensesofentire family, expenseswhich the factthatGregor laterearnedsomuchmoneythathewasina back afterwards, atleastnotwiththesamesplendor, inspiteof family. Thosehadbeenbeautiful days,andtheyhadnevercome set outonthetableathomeinfront ofhisastonishedanddelighted Gregor foundoutclearlyenough(forhisfathertendedto In hispresent situation,suchfutileideaswentthrough hishead, listlessly againstthedoor, butheimmediately

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 58 60 59 would beenoughtomaintainthefamilyforoneoratmosttwoyears, to permitthefamilyliveoninterest payments.Perhaps it had arrangedthem. a lotcloser, butnowthingswere doubtlessbetterthewayhisfather for him. As soonassheentered, sheranstraighttothewindow, understand everythingmore precisely. Evenherentrance wasterrible successful atit.Butwiththe passingoftimeGregor alsocameto as muchpossible,and,timewentby, shenaturallygotmore admittedly soughttocoveruptheawkwardness ofeverything her servicemore easily. As itwas hesuffered underit.Thesister for everythingthatshehadtodohim,hewould havetolerated and from nowonsheeven lefttheinnercasementopen. room, eachtimeshepushed thechairbackrightagainstwindow times thatthechairstoodbywindow;then,after cleaningupthe indistinguishable. Hisattentivesistermusthaveobserved acoupleof in whichthegrayheavenandearthhadmerged andwere that from hiswindowhewaspeeringoutatafeatureless wasteland, quiet butcompletelyurbanCharlotteStreet, hecouldhavebelieved any more, andif hehadnotbeenprecisely aware thathelivedinthe frequent sightofwhichhehadpreviously cursed,was notvisibleatall those ashortdistanceaway:Thehospitalacross thestreet, thealltoo from daytoheperceived thingswithlessand clarity, even satisfaction whichthatusedtobringhiminearliertimes. Actually the windowtolookout,obviouslywithsomememoryorotherof crept uponthewindowsilland,bracedinchair, leanedagainst very difficult taskofshovingachairovertothewindow. Thenhe just scratchedontheleatherforhoursatatime.Heundertook door, forhewasquitehotfrom shameandsorrow. from thedoorandthrew himself onthecoolleathersofabeside to talkingaboutthisneedearnmoney, atfirstGregor wentaway modest enjoymentsand,aboveall,playingtheviolin?Whenitcame nicely, sleepinginlate,helpingaround thehouse,takingpartinafew had beensoverydelightfulthatitconsistedofdressing herself girl whowasstillaseventeen-year-old child,whoseearlierlife style open windowlaboringforbreath? Shouldhissisterearnmoney, a was agreat strainandwhospenteveryseconddayonthesofaby from asthma,forwhomwanderingthrough theapartmentevennow his oldmothernowmaybeworkformoney, awomanwhosuffered on agooddealoffatandthushadbecomereally heavy. And should years, thefirstholidaysofhistrouble-filled butunsuccessfullife, put and thuscouldnotbecountedonforverymuch.Hehadinthesefive although hewasold,whohadnotworkedatallforfiveyearsnow money toliveonmustbeearned.Now, hisfatherwasahealthyman, really takeoutandwhichmustbesetasideforanemergency. Butthe that’s all.Thusitcameonlytoanamountwhichoneshouldnot At themoment,however, thismoneywasnowhere nearsufficient If Gregor hadonlybeenable tospeakhissisterandthankher Often helaythere allnightlong.Hedidn’tsleepamomentand NOTES The Metamorphosis

157 158 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 61 even thissight,onedayhe draggedthesheetonhisbackonto body whichstuckoutfrom underthecouch.Inorder tospare her control nottorun awayfrom aglimpseofonlythesmallpart ofhis intolerable inthefuture, and thatshereally hadtoexertalotofself- appearance wasstillconstantlyintolerabletoherand mustremain she seemedmuchlesscalmthanusual.From thisherealized thathis but hehadtowaituntilthenoonmealbefore hissisterreturned, and Of course,Gregor immediately concealedhimself underthecouch, that Gregor hadbeenlyinginwaitforherandwantedtobiteher. and shutthedoor. A strangerreally couldhaveconcludedfrom this immediately. Butshenotonlydidstepinside;evenretreated in, sincehispositionwaspreventing herfrom openingthewindow It wouldnothavecomeasasurprisetoGregor if she hadnotcome out thewindow, immobileandwellpositionedtofrightensomeone. little earlierthanusualandcameuponGregor ashewasstilllooking appearance)shecamea more forhissistertobestartledatGregor’s transformation,andthere wasnownoparticularreason any Gregor’s remain withthewindowclosedinaroom where Gregor lived. certainly havespared himgladlyif ithadonlybeenpossibleto trembled underthecouch,andyetheknewverywellthatshewould and noiseshefrightenedGregor twiceeveryday. Theentire timehe breathing deeply, evenwhenitwasstillsocold.With thisrunning she wasalmostsuffocating, andremained forawhile bythewindow room), andyankedthewindowopenwitheagerhands,asif Gregor’s she wasotherwiseveryconsiderateinsparinganyonethesightof without takingthetimetoshutdoor(inspiteoffactthat On oneoccasion(aboutmonthhadalready gonebysince

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 63 62 Gregor couldnotderiveanypleasure from isolatinghimself awayso was concerned,thenshecouldremove it,foritwasclearenoughthat down, couldnotseehim.Ifthissheetwasnecessaryasfarshe that hewasnowcompletelyconcealedandhissister, evenif shebent couch (thistasktookhimfourhours)andarrangeditinsuchaway drawers andthewritingdesk. of removing thefurniture whichgotintheway, especially thechestof creeping around aseasypossibleandthus idea ofmakingGregor’s behind here andthere tracesofhisstickystuff), and soshegotthe which Gregor hadfound for himself (forashecrept around heleft such agreat fall.Hissister noticedimmediatelythenewamusement controlled hisbodyquitedifferently, andhedidnotinjure himself in surprise, heletgoandhitthefloor. However, nowhenaturally which Gregor foundupthere, itcouldhappenthat,tohisown through hisbody, andinthemidstofalmosthappy amusement lying onthefloor. Itwaseasiertobreathe, aslightvibration went of hangingfrom theceiling. Theexperiencewasquitedifferent from back andforthacross thewallsandceiling.Hewasespeciallyfond slightest pleasure. Sofordiversionheacquired thehabitofcrawling quietly duringthenight,andsooneatingnolongergavehim the fewsquare metersofthefloor. Hefounditdifficult tobearlying show himself bythewindow, hecouldn’tcrawlaround verymuchon the dayGregor, outofconsiderationforhisparents, didnotwantto difficult taskonlyoutofchildishrecklessness. a childand,inthelastanalysis,hadperhaps undertakensucha much betterthanhissister, whoinspiteofallhercourage wasstill day, ofcourse,butmaybeonceaweek.Sheunderstoodeverything perhaps itwouldbeagoodthingif hismothercame in,notevery understand thatIhavetogohim?”Gregor thenthoughtthat then cried,“LetmegotoGregor. He’smyunluckyson!Don’tyou Later, however, theyhadtoholdherbackforcefully, andwhenshe listened toveryattentivelyandwhichhecompletelyendorsed. father andhissisterrestrained her, atfirstwithreasons whichGregor event, hismothercomparativelysoonwantedtovisitGregor, buthis and whetherperhaps aslightimprovement wasperceptible. Inany in theroom, whatGregor hadeaten,howhebehavedthistime, soon asshecameouthadtoexplainindetailhowthingslooked doorwhilehissistercleanedupinside,andas in front ofGregor’s woman. However, nowbothhisfatherandmotheroftenwaited his sisterbecauseshehadseemedtothemasomewhatuselessyoung present work;whereas, earliertheyhadoftengotannoyedat sister’s to visithim,andheoftenheard howtheyfullyacknowledgedhis stock ofthenewarrangement. lifted upthesheetalittlewithhisheadtocheckassistertook he evencaughtalookofgratitudewhenononeoccasioncarefully completely. Butsheleftthesheet justasitwas,andGregor believed Gregor’s wishtoseehismotherwassoonrealized. Whileduring Gregor’s In thefirsttwoweekshisparents couldnotbringthemselves of hisnewbody. comfort inandknowledge describe Gregor’s growing 63, markdetailsthat effect ofthesedetails? NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ details? the authorprovide these The Metamorphosis Whydoes Inparagraph Whatisthe

159 160 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 64 66 65 had beggedfortheprivilegeofbeingallowedtostaypermanently courageously remained sincethedismissalofprevious cook,she have assistedher, foralthoughthisgirl,aboutsixteenyearsold,had to askherfatherhelp,andtheservantgirlwouldcertainlynot “and isn’titafactthatbyremoving thefurniture we’re showing voice (forshewasconvincedthathedidnotunderstand herwords), location shereally didn’tknow, from hearingeventhesoundofher almost whisperingasif shewishedtoprevent Gregor, whoseexact room wouldthusfeelhimself abandoned. accustomed totheroom furnishingsforalongtimeandinanempty heart, andwhyshouldGregor notfeelthesame,sincehehadbeen to betrue; thesightofemptywallspierced herrighttothe pleased withtheremoval ofthefurniture. To herthereverse seemed in thesecondplace,itmightnotbecertainthatGregor wouldbe pathways,but, the middleofroom itwouldblockallGregor’s arrival,andwiththechestofdrawersin finished before hisfather’s was, because,inthefirstplace,itwastooheavy:theywouldnotbe said thatitwouldbebetterif theyleftthechestofdrawerswhere it After aboutaquarterofanhourhadalready gonebyhismother afraid thatshewouldstrainherself. Theworklastedalongtime. work, withoutlisteningtothewarningsofhismotherwhowas and ashissisterconstantlytookonherself thegreatest partofthe women shifted thestillheavyoldchestofdrawersfrom itsposition, his motherbythehand.NowGregor listenedasthesetwoweak come. “Comeon;heisnotvisible,”saidhissister, andevidentlyled looking athismotherthistimeandwasjusthappythatshehad back from spyingoutfrom underthesheet.Thus,herefrained from thrown carelessly overthecouch.Onthisoccasion,Gregor held wrinkled itmore. Thewholethingreally lookedjustlikeacoverlet In great hasteGregor haddrawnthesheetdownevenfurtherand in theroom wasinorder. Onlythendidshelethismotherwalkin. at thedoor. Ofcourse,hissisterfirstcheckedwhethereverything room withcriesofexcitedjoy,approached Gregor’s butshefellsilent but toinvolvehismotherwhilefatherwasabsent.His answer toaspecialsummons.Thus,hissisterhadnootherchoice confined tothekitchenandofhavingopendooronlyin have confusedhisunderstanding, becauseotherwisehecouldn’t surrounded bythefamilyovercourseofthese two monthsmust all immediatehumancontact, togetherwiththemonotonouslife more easily.” everything unchanged andcanforget theinterveningtimeall in whichitwasbefore, sothat,whenGregor returns tous,hefinds would bebestif wetried to keeptheroom exactlyinthecondition him tohisown resources withoutanyconsideration?Ithinkit that we’re givingupallhopeofanimprovement andare leaving As he heard his mother’s words Gregor realized thatthelackof As heheard hismother’s But shewasinnopositiontodothisbyherself. Shedidnotdare “And isitnotthecase,”hismotherconcludedveryquietly,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 68 67 all directions withoutdisturbance,butatthesametimewithaquick cavern inwhichhewould,ofcourse,thenbeabletocrawlabout comfortably furnishedwithpieceshehadinherited,beturnedintoa have hisroom emptied.Was hereally eagertoletthewarmroom, explain tohimself thatheinallseriousnesscould’vebeensokeento of thesofa,buthecouldno longerprevent thesheet from moving so, frightened,Gregor scurriedbackwards righttotheotherend was notusedtothesight of Gregor; hecouldhave madeherill,and and forthbyherself, withoutmovingitfrom itsposition.Hismother around thechestofdrawers inthenextroom andwasrocking itback came backintotheroom first, whileGrete hadherarmswrapped consideration aspossible.Butunfortunatelyitwas hismotherwho take alookathowhecouldintervenecautiouslyand withasmuch pushed it,whenGregor stuck hisheadoutfrom underthesofato the womenleftroom with thechestofdrawers,groaning asthey if needbe,butthewriting deskreally hadtostay. And scarcely had of theroom. Now, Gregor could stilldowithoutthechestofdrawers helping hissisterwithallherenergy togetthechestofdrawersout uncertain ofherself inhersheeragitationandsoonkeptquiet, dissuaded from herdecisionbymother, whointhisroom seemed ruled theemptywallsallbyhimself. And soshedidnotletherself be Grete wouldevertrust themselvestoenteraroom inwhichGregor able todoevenmore forhimthannow. Forsurely nooneexcept situationevenmore terrifying, sothat thenshewouldbe Gregor’s opportunity, andwithitGrete nowfelttemptedtowantmake her agealsoplayedarole. Thisfeelingsoughtrelease atevery slightest use. furniture, ontheotherhand,asfaronecould see, wasnotofthe observed thatGregor neededagreat dealofroom tocreep about;the self-confidence whichledhertothisdemand.Shehadalsoactually only childishdefianceandherrecent veryunexpectedandhard won with theexceptionofindispensablecouch.Ofcourse,itwasnot only itemsshehadthoughtaboutatfirst,butalsoofallthefurniture, only ofthechestdrawersandwritingdesk,whichwere the advice wasforhissistersufficient reason toinsistontheremoval, not special expertwithrespect totheirparents, andsonowthemother’s discussion ofmattersconcerningGregor wasconcerned,toactasa accustomed, certainlynotwithoutjustification, sofarasthe harm inthat,butratheragreat benefit. out hissenselesscrawlingaboutallovertheplace,thenthere wasno of hisfurniture. And if thefurniture prevented himfrom carrying In hisconditionhecouldn’tfunctionwithoutthebeneficialinfluences aroused him?Nothingwastoberemoved; everythingmustremain. voice ofhismother, whichhehadnotheard foralongtime,thathad at thispointalready ontheverge offorgetting andwasitonlythe and completeforgetting ofhishumanpastaswell?Was hethen But perhaps theenthusiasticsensibilityofyoungwomen But hissisterunfortunatelythoughtotherwise.Shehadgrown NOTES The Metamorphosis

161 162 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 69 72 71 70 furniture were beingrearranged, hesoonhadtoadmithimself that really nothingunusualwasgoingon,thatonlyafewpiecesof came toahalt,stoodstillformoment,andthenwentbackGrete. attention.She forward alittle.Thatwasenoughtocatchhismother’s what shewaslookingat Gregor, screamed outinahighpitched on theflowered wallpaper, and,before shebecametruly aware that She walkedtotheside,caught sightoftheenormousbrown splotch hand itover. HewouldsoonerspringintoGrete’s face. Well, letherjustattemptthat!Hesquattedonhispicture anddidnot his mothertoasafeplaceandthenchasehimdown from thewall. moment?” Grete’s purpose wascleartoGregor: shewantedtobring wouldn’t itbebettertogobackthelivingroom forjustanother and said,althoughinatrembling voiceandtooquickly, “Come, face toward hermotherin order toprevent herfrom lookingaround, kept hercomposure only because hermotherwasthere. Shebenther around her. from thewall.She Thenherglancecrossed withGregor’s held hertightly. “Sowhatshallwetakenow?”saidGrete andlooked back rightaway. Grete hadplacedherarmaround hermotherand the womenastheycamebackin. He twistedhisheadtoward thedooroflivingroom toobserve moment completelyconcealed,surely noonewouldnowtakeaway. his hotabdomenfeelgood. At leastthispicture, which Gregor atthe pressed himself againsttheglassthathelditinplace andwhichmade woman dressed innothingbutfur. Hequicklyscurriedupoveritand on thewall,whichwasotherwisealready empty, thepicture ofthe what heshouldrescue first.Thenhesawhangingconspicuously changing thedirection ofhispathfourtimes.Hereally didn’tknow up onthewritingdeskinnextroom inorder totakeabreather) only soundtobeheard. working really silently, andtheheavystumblingoftheirfeetwas in anycasealmostforgotten, becauseintheirexhaustiontheywere check thegoodintentionsoftwowomen,whoseexistencehehad assignments. At thatmomenthereally didn’thaveanymore timeto indeed evenasanelementaryschoolstudent,hadwrittenouthis floor, thedeskonwhichhe,asabusinessstudent,school were nowlooseningthewritingdeskwhichwasfixedtightto of drawersinwhichthefret sawandothertoolswere kept,andthey him everythinghecherished;theyhadalready draggedoutthechest much longer. Theywere cleaningouthisroom, takingawayfrom himself unequivocallythathewouldn’tbeabletoendure allthis his headandlegspressing hisbodyintothefloor, hehadtotell swollen commotiononallsides,and,sofirmlywashepullingin the scratchingoffurniture ontheflooraffected himlikeagreat the movementsofwomentoandfro, theirquietconversations, And sohescuttledout(thewomenwere justpropping themselves Although Gregor keptrepeating tohimself overandthat But Grete’s words hadimmediatelymadethemotherveryuneasy. They hadnotallowedthemselvesverymuchrest andwere coming

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 76 75 74 73 first words whichshehaddirected rightathim.Sheranintothe fist andanurgent glare. Sincehistransformationthosewere the there motionless.“Gregor, you.,”criedouthissisterwitharaised if shewassurrendering everything,downontothecouchandlay raw voice“OhGod,ohGod”andfellwithoutstretched arms,as angry andpleased.Gregor pulledhisheadbackfrom thedoorand he yelledassoonentered, withatoneasif hewere allatonce immediately. but thatoneonlyneededtoopenthedoorandhe would disappear at oncetohisroom, thatit wasnotnecessarytodrivehimback, away asheentered from thehallthatGregor fullyintendedtoreturn room andpushedhimself againstit,sothathisfathercouldseeright to clarify thingsforhim. And soherushed awaytothedoorofhis to calmhimdown,forhehadneitherthetimenor theopportunity some violentcrimeorother. Thus,Gregor nowhadtofindhisfather Grete’s shortmessageand wasassumingthatGregor hadcommitted but youwomendon’twanttolisten.” getting betternow. Gregor hasbroken loose.” chest:“Motherfainted,butshe’s pressing herfaceintofather’s everything. Grete replied withadullvoice;evidently shewas happened,” were hisfirstwords. Grete’s appearancehadtoldhim must therefore gotoopenthedoor. Thefatherhadarrived.“What’s The servantgirlwasnaturallyshutupinherkitchen,andGrete still. Perhaps thatwasagoodsign.Thenthere was a ringatthedoor. middle ofthelarge table. despair, astheentire room startedtospinaround him,hefellontothe crawl overeverything:walls,furniture, andceiling.Finally, inhis overwhelmed withself-reproach andworry, hebegantocreep and with hermother. At thispointhehadnothingtodobutwait,and and hedidnotwanttochaseawayhissisterwhohadremain was perhaps neardeath,thankstohim.Hecouldnotopenthedoor, shut withherfoot.Gregor wasnowshutoff from hismother, who hold andranwiththemintohermother. Sheslammedthedoor lingering anylonger, Grete tookasmanysmallbottlesshecould some corrosive medicineorotherdrippedoverhim.Now, without floor andshattered. A splinterofglasswoundedGregor intheface, she wasfrightenedwhenturnedaround. A bottlefellontothe her, whilesherummaged aboutamongvarioussmallbottles.Still, advice, asinearliertimes,butthenhehadtostandthere idlybehind also scurriedintothenextroom, asif hecouldgivehissistersome fast ontheglassandhadtotearhimself looseforcefully. Thenhe well (there wastimeenoughtosavethepicture), buthewasstuck revive hermotherfrom herfaintingspell.Gregor wantedtohelpas room nextdoortobringsomespiritsorotherwithwhichshecould A shorttimeelapsed.Gregor laythere limply. All around was But hisfatherwasnotinthe moodtoobservesuchniceties.“Ah,” It wascleartoGregor thathisfatherhadbadlymisunderstood “Yes, Ihaveexpectedthat,”saidhisfather. “Ialwaystoldyouthat, shorter. that are fivewords longor sentences inparagraph73 variation? effect ofthissentence NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ Kafka’s usualsentences? sentences different from The Metamorphosis Howare these Markthe Whatisthe

163 your annotation. is a“not,”includethatin movements. Whenthere that indicateGregor’s verbs inparagraph78 his father? Gregor’s feelingstoward movements indicateabout 164 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES describe? movement dotheseverbs

UNIT 2•OUTSIDERS ANDOUTCASTS Whatkindof Markthe Whatdothese 78 77 done before, andreally shouldhavegraspedthefactthathewould attention towhatwasgoingonintherest oftheapartment,ashehad of creeping allaround, hehadinthepastwhileneglectedtopay father ashenowstoodthere. Ofcourse,whatwithhisnewstyle raised itinthedirection ofhisfather. Hehadnotreally pictured his open, inhislistlessnesshe hadnonotionatallofanyescapeother order togatherallhisenergies forrunning, hardly keepinghis eyes been quiteunreliable. As he nowstaggered around inthisway from ashortageofbreath, justasinhisearlierdayslungshad enormous numberofmovements. Already hewasstartingtosuffer whenever hisfathertookasinglestep,hehadtogo through an he couldn’tkeepupthisrunning around foralongtime,because an actofreal malice. At anyeventGregor hadtotellhimself that that hisfathercouldtakeaflightupontothewall or theceilingas remained onthefloorfor the timebeing,especiallyashewasafraid indeed becauseoftheslowpaceitdidn’tlooklike a chase.Gregor around theroom repeatedly, withoutanythingdecisivetakingplace; again whenhisfathermerely stirred. Inthiswaytheymadetheir stopped whenhisfatherremained standing,andscampered forward only appropriate response. And sohescurriedawayfrom hisfather, as hewasconcernedhisfatherconsidered thegreatest force the that point.Forheknewfrom thefirstdayofhisnewlife thatasfar gigantic sizeofhissoleboot.However, hedidnot lingeron foot uncommonlyhighanyway, andGregor wasastonishedatthe grim face,rightuptoGregor. long coatofhisuniform, withhishandsintrouser pocketsanda entire room ontothesofaandmoved,throwing backtheedgeof (apparently thesymbolofbank)wasaffixed, in anarc across the exact shiningpart.Hethrew hiscap,onwhichagoldmonogram otherwise disheveledwhitehairwascombeddownintoacarefully the glanceofhisblackeyeswasfreshly penetratingandalert,his firm doublechinstuckoutprominently, beneathhisbushyeyebrows in abankingcompany. Above thehighstiff collarofhisjacket fitting blueuniform withgoldbuttons,liketheonesservantswear always stoodstillandgathered hisentouragearound him? carefully, andwho,whenhehadwantedtosaysomething,almost bundled upinhisoldcoat,allthetimesettingdownwalkingstick themselves movedslowly),alwaysabitmore slowlythanthem, made hiswayslowlyforward betweenGregor andhismother(who strolls togetherafewSundaysyearandontheimportantholidays had onlylifted hisarmasasignofhappiness,andwhointheirrare a sleepinggownandarmchair, totallyincapableofstandingup,who business trip,whohadreceived himontheeveningsofhisreturn in and buriedinbedearlierdayswhenGregor wassettingoutona that stillhisfather?Was thatthesamemanwhohadlainexhausted encounter different conditions.Nevertheless,nevertheless,was He really didn’tknowwhathehadinmind,butraisedhis But nowhewasstandingupreally straight,dressed inatight

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 79 him. Itwasanapple;immediatelyasecondoneflewafterit.Gregor or otherthrown casuallyflewdownclosebyandrolled infront of furniture fullofsharppointsandspikes—atthatmomentsomething available tohim,althoughtheywere obstructed bycarefully carved than byrunning andhadalmostalready forgotten thatthewallswere and she begged him to spare Gregor’s life. and shebeggedhimtospare Gregor’s head sight gaveway—asherhandsreached tothebackofhisfather’s powersof complete unionwithhim—butatthismomentGregor’s hurled herself ontohisfatherand,throwing herarms around him,in other slippedtoward thefloor, andhow, trippingoverherskirts,she then ranuptohisfather, onthewayhertied-upskirts oneafterthe some freedom tobreathe inherfaintingspell,andhow hismother undergarments, forhissisterhadundressed herin order togiveher right infront ofhissister(whowasyelling),motherranoutinher did henoticehowthedoorofhisroom waspulledopenandhow, out completelyconfusedinallhissenses.Onlywithfinalglance his position.Buthefeltasif hewasnailedinplaceandlaystretched the unexpectedandincredible painwouldgoawayif hechanged backreally hard. Gregor wantedtodraghimselfGregor’s off, asif However anotherthrown immediatelyafterthatonedrove into backbutskiddedoff harmlessly.thrown applegrazedGregor’s electrified around onthefloorandcollidedwitheachother. A weakly was throwing appleafterapple.Thesesmallred applesrolled asif pockets, andnow, withoutforthemomenttakingaccurateaim, decided tobombard him. stood stillinfright.Furtherflightwasuseless,forhisfatherhad From thefruit bowlonthesideboard hisfatherhadfilled NOTES The Metamorphosis

165 166 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 80 83 82 81 as avisiblereminder), seemedbyitself tohavereminded thefather (since nooneventured toremove theapple,itremained inhisflesh seriouswound,from whichhesuffered foroveramonth Gregor’s the ground thathecouldn’tgetaproper sleephere andthefather, father gentlytowakeup and thenpersuadinghimtogobed,on slept peacefullynonetheless. always polished,inwhichtheoldman,althoughvery uncomfortable, at thisclothing,withstainsalloveritanditsgold buttons not new, grew dirty, andGregor looked,oftenfortheentire evening, care ofthemotherandsister, hisuniform, whichevenat thestartwas was waitingforthevoiceofhissuperior. As aresult, inspite ofallthe place, asif hewasalwaysready forhisresponsibility andevenhere unused onthecoathook,fatherdozedcompletely dressed inhis servant’s uniform evenathome,andwhilehissleepinggownhung while themotherandsistersmiledtiredly to each other. long youhavebeensewingtoday!”andwentright backtosleep, was quiteignorantthathehadbeenasleep,saidtothemother, “How obtain abetterposition.Sometimesthefatherwokeupand,asif he the eveningstudiedstenographyandFrench, soasperhaps laterto for afashionshop.Thesister, whohadtakenonajobas asalesgirl,in in thestillness.Bentfarover, themothersewedfineundergarments in hisarmchair;themotherandsistertalkedguardedly toeachother was veryquiet. After theeveningmealfatherfellasleepquickly himself inthedampbedclothes.Formostpart whatwentonnow thought withacertainlonging,when,tired out,hehadtothrow former times,aboutwhichGregor insmallhotelrooms hadalways happened before. with theircommonpermission,asituationquitedifferent from what illuminated tableandlistentotheirconversation,acertainextent invisible from thelivingroom, couldseetheentire familyatthe was opened,sothathe,lyingdowninthedarknessofhisroom, habit ofkeepingasharpeyeonevenoneortwohoursbeforehand, toward eveningthedoortolivingroom, whichhewasinthe did getcompletelysatisfactorycompensation,becauseeveryday nevertheless forthisworseningofhiscondition,inopinion,he far ascreeping uphighwasconcerned,thatunimaginable), many minutestocrawlacross hisroom, likeanagedinvalid(so for goodhisabilitytomoveandthetimebeingneededmany, endure. And if through hiswoundGregor hadnowapparently lost duty tosuppress one’saversionandtoendure—nothing else,just enemy, andthatitwas,onthe contrary, arequirement offamily was amemberofthefamily, something oneshouldnottreat asan that, inspiteofhispresent unhappyandhatefulappearance,Gregor As soonastheclockstruck ten,the mothertriedencouragingthe With asortofstubbornnessthefatherrefused totakeoff his Of course,itwasnolongertheanimatedsocialinteractionof ~III~

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 85 84 be prevailed uponwiththegreatest difficulty totradehischairfor by thetable,althoughheregularly fellasleepandthencouldonly had becomeaservant,heinsistedalwaysonstayingevenlonger sleep. Butinhisstubbornness,whichhadgrippedhimsincehe who hadtoreport forserviceatsixo’clock,really neededagood the motherandsister, afterthey hadescortedthefathertobed,came the woundinhisbackbegan topainGregor allover again,whennow customers, butthefamily’s energies didnotextend anyfurther. And of strangers,thesisterbehindherdeskwasatbeck andcallof at thebank,mothersacrificed herself fortheundergarments an extreme degree. Thefatherboughtbreakfast to thepettyofficials circle ofrelatives andacquaintances. they hadbeenstruck byamisfortunelikenooneelseintheir entire quarters wasfarmore their completehopelessnessandtheideathat the mainthingholdingfamilybackfrom achangeinliving have beentransportedeasilyinasuitableboxwith afewairholes); consideration forhimwhichwaspreventing amove(forhecould might bemoved.ButGregor fullyrecognized thatitwasnotjust their present means,sinceitwasimpossibletoimaginehowGregor that theycouldnotleavethisapartment,whichwastoobigfor the pricestheyhadfetched.Butgreatest complaintwasalways as Gregor foundoutintheeveningfrom thegeneral discussionof been overjoyedtowearonsocialandfestiveoccasions,were sold, pieces offamilyjewelry, whichpreviously themotherandsisterhad to herconsiderablesewingwork.Itevenhappenedthatvarious heaviest work.Themothertookcare ofeverything elseinaddition all overherheadcameinthemorningandeveningtodo now letgo. A hugebonycleaningwomanwithwhitehair flapping household wasconstantlygettingsmaller. Theservant girlwas any longeraboutGregor more thanwasabsolutelynecessary?The father andhelphimsomemore. sewing implementsandthesisterherpeninorder torun afterthe on hisownfrom there, whilethemotherquicklythrew downher be ledtothedoorbywomen,wavethemawaythere, andproceed elaborately, asif forhimitwasthegreatest age.” And propped upbybothwomen,hewouldheavehimself up, habitually say, “Thisisalife. Thisisthepeaceandquietofmyold throw hiseyesopen,lookbackandforthatthemothersister, and when thetwowomengrabbedhimunderarmpitswouldhe He wouldsettlehimself evenmore deeplyinhisarmchair. Only her mother, butthatwouldnothavethedesired effect onthefather. flattering words intohisear;thesisterwouldleaveherworktohelp standing up.Themotherwouldpullhimbythesleeveandspeak he wouldremain shakinghisheadslowly, hiseyesclosed,without point workonhimwithsmalladmonitions,foraquarterofanhour the bed.Nomatterhowmuchmotherandsistermightatthat What theworlddemandsofpoorpeopletheynow carriedoutto In thisoverworkedandexhaustedfamilywhohadtimetoworry travail , allowhimself to travail NOTES situation orwork The Metamorphosis ( truh VAYLtruh ) n . difficult

167 name people. nouns inparagraph86that references evoke? Gregor’s pastlife dothese 168 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES details? Kafka includethese

UNIT 2•OUTSIDERS ANDOUTCASTS Whydoes Markthe Whatsenseof 88 87 86 stared atthetable. while closebythewomenmingledtheirtearsor, quitedry-eyed, “Close thedoor, Grete,” andwhenGregor wasagaininthedarkness, and whenhismotherwouldnowsay, room, pointingtoGregor’s back, lettheirworklie,movedclosetogether, andsatcheekto Her parents (thefatherhad,ofcourse,wokenupwith astartin handlifted highinentreaty,mother’s broke outin a fitofcrying. she ranintothelivingroom mightilyoffended and,inspiteofher room before the sisterhadhardly observed thechangeinGregor’s punishmentwasnotdelayedforlong.Forintheevening mother’s he laysupine,embittered andimmobileonthecouch.However, the buckets ofwater. ButtheextensivedampnessmadeGregor sickand room, whichshehadonly completedsuccessfullyafterusingafew her. OncehismotherhadundertakenamajorcleaningofGregor’s room remained reserved for to seethatthecleaningofGregor’s and whichhadgenerallytakenovertheentire family, shekeptwatch just toletitstay. Indeed, sheperceived thedirtasmuchhedid,butshehaddecided changingherways. well stayedthere forweekswithouthissister’s with thisposture tomakesomethingofaprotest. But hecouldhave Gregor positionedhimself inaparticularlyfilthycorner inorder lay tanglesofdustandgarbage. At first,whenhissisterarrived, more quickly. Streaks ofdirtranalongthewalls;here andthere she nowalwayscarriedoutintheevening,couldnotbedoneany with onesweepofherbroom. Thetaskofcleaninghisroom, which most frequently, remained entirely undisturbed,shewhiskeditout whether thefoodhadperhaps onlybeentastedor, whathappened she ranoff tohershop,andintheevening,quiteindifferent about very quicklyintohisroom inthemorningandatnoon,before Gregor specialpleasure, thesisternowkickedsomefoodorother Without thinkinganymore abouthowonemightbeabletogive larder whatheatallaccountdeserved,evenif hewasn’thungry. appetite. Still,hemadeplansabouthowcouldtakefrom the though hecouldn’timagineanythingforwhichmighthavean filled withsheerangeroverthewretched care hewasgetting,even unapproachable, andhewashappytoseethemdisappear. forgotten, butinsteadofhelpinghimandhisfamily, theywere all they allappeared mixedinwithstrangersorpeoplehehadalready from ahatshop,whomhehadseriously, buttooslowlycourted— hotel intheprovinces, alovingfleetingmemory, afemalecashier two orthree friendsfrom otherbusinesses,achambermaidfrom a supervisor andtheapprentices, theexcessivelygormlesscustodian, imagination appeared again,afteralongtime,hisemployerand take overthefamilyarrangementsjustashehadearlier. Inhis Sometimes hethoughtthatthenexttimedooropenedwould In thisbusiness,withatouchinesswhichwasquite newtoher But thenhewasinnomoodtoworryabouthisfamily. Hewas Gregor spenthisnightsanddayswithhardly anysleep.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 90 89 the sister that she would no longer be allowed to clean Gregor’s room the sisterthatshewouldnolongerbeallowedtocleanGregor’s room from thesisterand,turningtohisleft,heshoutedat of Gregor’s reproaches onthemotherthatshewasnottotakeovercleaning they startedtogetagitated.Turning tohisright,thefatherheaped his armchair)atfirstlookedherastonishedandhelpless;until couldn’t putanywhere else,andatthispointthere were manysuch grown accustomedtoputintostorageinhisroom thingswhichthey soon becamereconciled tothealterationsinhisroom. Peoplehad the conditionofhisroom which kepthimfrom eating,buthevery spit itoutagain. At firsthe thought itmightbehissadnessover take abitintohismouth,holditthere forhours,andgenerally to movepastthefoodwhichhadbeenprepared didhe,asagame, the corner. turned himself around again,andsheplacedthechaircalmlybackin back.“Thisgoesnofurther,Gregor’s allright?”sheasked,asGregor mouth onlywhenthechairinherhandhadbeenthrown downon her mouthwideopen,intentionwasclear:Shewouldclose up achairstandingclosebythedoorand,asshestoodthere with But insteadofbeingafraidhim,thecleaningwomanmerely lifted he turnedtoward her, asif foranattack,althoughslowlyandweakly. up onceagainwithherusualconversation,Gregor wassobitterthat spring, struck thewindowpanes)whencleaningwomanstarted morning (ahard downpour, perhaps already asignofthecoming given herorders tocleanuphisroom everyday!One dayintheearly to disturbhimuselesslywhenevershefeltlikeit,theyhadinstead been openedatall.Ifonly, insteadofallowingthiscleaningwoman nothing, butremained motionlessinhisplace,asif thedoorhadnot the olddungbeetle!” Addressed insuchamanner, Gregor answered friendly, like“Comehere forabit,olddungbeetle!”or“Hey, lookat called himtoherwithwords whichshepresumably thoughtwere every morningandeveningtolookinonGregor. At first,shealso at him.Sincethenshedidnotfailtoopenthedoorfurtivelyalittle remained standingwithherhandsfoldedacross her stomachstaring to scamperhere andthere, althoughnoonewaschasing him,she door.Gregor’s At thesight ofGregor, who,totallysurprised, began Without beingintheleastcurious,shehadoncebychanceopened worst withthehelpofherbonyframe,hadnoreal horror ofGregor. old widow, whoinherlonglife musthavemanagedtosurvivethe have tobeneglected.Fornowthecleaningwomanwasthere. This mother didnothavetocomeatallonherbehalf. And Gregor didnot grown tired ofcaringforGregor asshehadbefore, eventhenthe the sightofthiscommotion. angry thatnoonethoughtaboutshuttingthedoorandsparinghim pounded onthetablewithhertinyfists,andGregor hissedatallthis, his excitement,intothebedroom; thesister, shakenbyhercryingfit, ever again,whilethemothertriedtopullfather, besidehimself in Gregor atehardly anythinganymore. Onlywhenhechanced But evenwhenthesister, exhaustedfrom herdailywork,had NOTES The Metamorphosis

169 170 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 91 the lightswere puton.Theysatdownattheheadof thetable,where it remained openevenwhenthelodgerscamein theeveningand cleaning womanhadleft the doortolivingroom slightlyajar, and stretched outinthedarkest cornerofhisroom. However, oncethe he hadnotavailedhimself ofit,but,withoutthefamilynoticing,was without theopendoor. Already onmanyeveningswhenitwasopen shut onmanyevenings.ButGregor hadnotrouble atallgoing home inthecommonlivingroom, thedoortolivingroom stayed for hours. movements, tired todeath andfeelingwretched, hedidn’tbudge but laterhediditwithagrowing pleasure, althoughaftersuch this becauseotherwisethere wasnoroom forhimto creep around, accumulation ofjunkandmovedit. At firsthewasforced todo up atthefirstthrow, unlessGregor squirmedhiswaythrough the in factthethingsremained lyingthere, wherever theyhadended take thestuff outagainortothrow everythingout all atonce,but perhaps wasintending,whentimeandopportunityallowed,to the relevant objectandthehandwhichheldit.Thecleaningwoman room. FortunatelyGregor generallysawonly useless intoGregor’s always inahurry, simplyflunganythingthatwasmomentarily of ashesandthegarbagepailfrom thekitchen.Thecleaningwoman, room,throw eventhebox out. All theseitemsendedupinGregor’s these were notreally thingsonecouldsellor peoplewantedto pieces offurniture. Thus,manyitemshadbecome superfluous,and Moreover, forthemostparttheyhadbrought withthemtheirown kitchen. Theysimplydidnottolerateanyuselessorshoddystuff. rented aroom here) intheentire household,andparticularlyinthe on tidiness,notonlyintheirownroom but(sincetheyhadnow once foundoutthrough acrackinthedoor)were meticulously intent lodgers. Thesesolemngentlemen(allthree hadfullbeards, asGregor things, nowthattheyhadrented oneroom oftheapartmenttothree Because thelodgerssometimesalsotooktheirevening mealat

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 95 94 93 92 gave off alotofsteam.Thegentlemenlodgersbentovertheplateset behind herthesisterwithadishpiledhighpotatoes.Thefood immediately appeared inthedoorwithadishofmeatandright their serviettes,andpickedupknivesforks.Themother in earlierdaysthemother, thefather, andGregor hadeaten,unfolded one sideinacorner. left thechairwhere thegentlemanhadchancedto put it,shesatto mother, however, acceptedachairoffered byonelodger. Sinceshe hand stuckbetweentwobuttonsofhisbuttonedup uniform. The sit ontheirownchairs.Thefatherleanedagainstthe door, hisright and therefore exaggeratedtheirpolitenesstothelodgers,dared not for therecital. Theparents, whohadneverpreviously rented aroom and thesisterwithviolin.Thecalmlyprepared everything father camewiththemusicstand,mother thesheetmusic, the violin.Themensteppedbackintoroom andwaited.Soonthe is really muchmore comfortableandcheerful?” young womannotcomeintousandplaytheroom here, where it It canbestoppedatonce.” the fathercalledout,“Perhaps thegentlemendon’tlikeplaying? one another. Theymusthavebeenaudiblefrom thekitchen,because the halldoor, atwhichtheyremained standingpressed upagainst started playing,theybecameattentive,gotup,andwentontiptoeto were nowleaningback,reading andsmoking.When theviolin a newspaperandhadgiveneachoftheothertwopage,they had already endedtheirnightmeal,themiddleonehadpulledout through thisperiod)theviolinsoundedfrom thekitchen. Thelodgers these things.Howlodgersstuff themselves,andIamdying.” do haveanappetite,”Gregor saidtohimself sorrowfully, “butnotfor be doneevenwiththemosthandsometoothlessjawbone.“Ireally be shownthatpeopleneededtheirteethtoeatandnothingcould always audiblewastheirchewingteeth,asif bythatGregor should that outofallthemanydifferent sortsofsoundseating,whatwas alone, theyatealmostincompletesilence.ItseemedoddtoGregor and murmured somethingintheirbeards. Then,whentheywere cap inhand,madeatourofthetable.Thelodgersrose upcollectively went intothekitchen,hecameroom andwithasinglebow, breathe easilyandtosmile. and themothersister, whohadlookedoninsuspense,beganto something shouldbeshippedbacktothekitchen.Hewassatisfied, to establishwhetheritwassufficiently tenderandwhetherornot as theauthority)cutoff apieceofmeatstillontheplateobviously the onewhosatinmiddle(forothertwoheseemedtoserve before them,asif theywantedtocheckitbefore eating,andinfact ”Oh, thankyou,”criedoutthefather, asif hewere the one playing “Onthecontrary,” statedthelodgerinmiddle,“might On thisveryevening(Gregor didn’tremember hearing itall The familyitself ateinthekitchen.Inspiteofthat,before thefather NOTES The Metamorphosis

171 in paragraph97. auxiliary, orhelping,verbs appearance,” markthe starts, “Hisfrightening with thesentencethat of fantasyorwishing? verbs contributetoasense 172 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES scene Gregor describes? verbs indicateaboutthe

UNIT 2•OUTSIDERS ANDOUTCASTS Whatdothose Beginning Howdothe 96 97 scarcely wondered aboutthefactthatrecently hehadsolittle further forward andhisheadwasalready inthelivingroom. He Attracted bytheplaying,Gregor hadventured toadvancealittle attentively, oneoneachside,the movementsofherhands. did notwishtolethergofrom hisroom anymore, atleastnotas because here noonevalued therecital ashewantedtovalueit.He in thiswaythatshemightstillcomewithherviolinintohisroom, forward righttohissister, totugatherdress andtoindicateher he cravedwasrevealing itself tohim.Hewasdetermined topress him? Forhimitwasasif thewaytounknownnourishment catch hergazeif possible.Was heananimalthatmusicsoseized and kepthisheadcloseagainstthefloorinorder tobeable score intentlyandsadly. Gregor crept forward stillalittlefurther beautifully. Herfacewasturnedtotheside,hergazefollowed that theywere veryirritated. And yethissisterwasplaying so cigars outoftheirnosesandmouthsinparticularledonetoconclude of politeness.Thewayinwhichtheyallblewthesmokefrom their and were allowingtheirpeaceandquiettobedisturbedonlyout hear abeautiful orentertainingviolinrecital, theywere disappointed, father. Itnowseemedreally clearthat,havingassumedtheywere to bowed heads,where theythenremained, worriedly observedbythe sister, soondrew backtothewindowconversinginlowvoiceswith all seethesheetmusic,somethingthatmustcertainlybother behind themusicstandmuchtooclosetosister, so thattheycould moment hadplacedthemselves,theirhandsintrouser pockets, caught upintheviolinplaying.Thelodgers,bycontrast,whofor about inchingforward abitonthespotlessflooroflivingroom. earlier duringtheday. Inspite of hisconditionhehadnotimidity lie onhisbackandscourhimself onthecarpet,asheoftenhaddone of food.Hisindifference toeverythingwasmuchtoogreat forhimto his sideshecartedaround withhimdust,threads, hair, andremnants slightest movement,hewastotallycovered indirt.Onhisbackand of thedustwhichlayalloverhisroom andflewaround withthe had atthismomentmore reason tohideaway, becauseasaresult something hewasproud of. And forthatveryreason hewould’ve consideration fortheothers;earlierthishadbeen accepted noobjections. After thisexplanationhissister wouldbreak (had Christmasreally already comeandgone?) wouldhave interim, hewouldhaveannounced thistoeveryonelastChristmas the conservatoryandthat,if hismisfortunehadnotarrivedinthe he wouldthenconfideinherthatfirmlyintended tosendher she wouldsitnexttohimonthesofa,benddownher eartohim,and should notbecompelledbutwouldremain withhimvoluntarily; simultaneously andsnarlbackattheattackers.However, hissister become usefulforhim.Hewantedtobeatallthedoors ofhisroom long ashelived.Hisfrighteningappearancewould forthefirsttime The sisterbegantoplay. Thefather andmotherfollowed In anycase,noonepaidhimattention.Thefamilywasall

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 98 pointed hisindexfinger, withoututteringafurtherword, atGregor to work,hadleftexposedwithoutabandorcollar. armpit andkissherthroat, whichshe,from thetimeshestartedgoing out intearsofemotion,andGregor wouldlift himself uptoher that heseizedthedoorhandle, bangedthedoorshut,andlockedit. joined inwiththeiropinions, “We alsogiveimmediate notice.” At he waswaitingforsomething.Infact,histwofriends immediately establish.” Hefellsilentandlookeddirectly infront ofhim,asif against you,somethingwhich—believeme—willbe veryeasyto I shallthinkaboutwhetherornotwillinitiatesome sortofaction nothing atallforthedayswhichIhavelivedhere; onthecontrary on thefloor, “Iimmediatelycancelmyroom. Iwill,ofcourse,pay prevailing inthisapartment andfamily,” with thishespat decisively the motherandsister, “thatconsideringthedisgracefulconditions middle lodgersaid,raisinghishandandcasting glancebothon and thusbrought thefathertoastandstill.“Ihereby declare,” the door oftheroom themiddlegentlemanstampedloudlywithhisfoot he alwaysowedtohisrenters. Hepressed onandon, untilatthe again withhisstubbornnessthatheforgot abouttherespect which the bedsandwasslippingout.Thefatherseemedsogrippedonce before thelodgershadreached theroom, shewasfinishedfixing and pillowsonthebedswere thrown onhighandarranged. Even practicedhandsthesheets One couldobservehowunderthesister’s pressured bythefather, were already approaching more rapidly. her lungslaboring)andranintothenextroom, whichthelodgers, mother wasstillsittinginherchairhavingtrouble breathing andwith herself together, lap(the placedtheinstrument inhermother’s at thesheetmusicasif shewasstillplaying. All atonceshepulled bow inherlimphandsforalittlewhileandhadcontinuedtolook the recital hadoverwhelmedher. Shehadheldontotheviolinand had suddenlyfallenuponhissisterafterthesuddenbreaking off of toward theirroom quiteslowly. Inthemeantime,isolationwhich their points,tuggedagitatedlyatbeards, andmovedback demanded explanationsfrom hisfather, raisedtheirarmstomake that theyhadhad,withoutknowingit,aneighborlikeGregor. They behaviororbecauseofknowledge they hadjustacquired the father’s irritated, althoughonenolongerknewwhetherthatwasbecauseof with hisownbody. At thispointtheybecamereally somewhat into theirownroom andsimultaneouslytoblocktheirviewofGregor hurried overtothemandwithoutstretched armstriedtopushthem seemed toentertainthemmore thantheviolinrecital. Thefather down thelodgers,althoughtheywere notatallupsetandGregor again, thefatherseemedtoconsideritofprimeimportancecalm looked downatGregor oncemore. RatherthandrivingGregor back lodger smiled,firstshakinghisheadonceatfriends,andthen as hewasmovingslowlyforward. Theviolinfellsilent.middle “Mr. Samsa,”calledoutthemiddlelodgertofather, and NOTES The Metamorphosis

173 174 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 105 104 103 102 101 100 108 107 106 99 had lainmotionlesstheentire timeinthespotwhere thelodgers without support)showedthathewasnotsleepingatall.Gregor snooze, buttheheavynoddingofhishead(whichlookedasif itwas fall init.Itlookedasif hewasstretching outforhisusualevening which, incontrasttoherprevious confidence,hadcomeoverher appreciation, “thenwhatshouldwedo?” wiped themoff hermotherwithmechanicalmotionsofhands. face.She crying fitthathertearsflowedoutdownontomother’s home. Ijustcan’tgoonanymore.” And shebroke outintosucha hard aswealldo,theycannotalsotoleratethisendlesstormentat “It iskillingyouboth.Iseeitcoming.Whenpeoplehavetoworkas father, forthemother, inhercoughingfit,wasn’tlisteningtoanything. then atthemotionlessGregor. lay onthetablefrom thelodgers’eveningmeal,andlookednow sat upright,playedwithhisuniform hatamongtheplates,whichstill words seemedtohaveledthefathercertainreflections. He sister’s expression inhereyes. cough numblywithherhandheldupovermouthandamanic mother, whowasstillincapableofbreathing properly, beganto in theslightest.” take care ofitandtobepatient.Ibelievethatnoonecancriticizeus must trytogetridofit.We havetriedwhatishumanlypossibleto nameinfront ofthismonster,brother’s andthusIsayonlythatwe Maybe if youdon’tunderstandthat,well,Ido.willnotuttermy way ofanintroduction, “thingscannotgoonanylongerinthisway. from underhertrembling fingers,andgaveoff areverberating tone. lap,out was notevenstartledwhentheviolinfellfrom themother’s disaster wouldbreak overhimatanymoment,andhewaited.He impossible forhimtomove.Hewascertainlyafraidthatageneral perhaps alsohisweaknessbrought onbyhissevere hungermadeit had caughthim.Disappointmentwiththecollapseofhisplanand Father. You musttrytogetridof theideathatthisisGregor. The fact But asitis..” point, “thenperhaps some compromise wouldbepossiblewithhim. convictionoftheimpossibilitythis eyes heabsorbedthesister’s energetically asasignthat there wasnopointthinkingofthat. tone. Thesister, inthemidstofhersobbing,shookhand while shewascrying. The fathergroped hiswaytotteringtochairandlethimself “It mustbegottenridof,” criedthesister. “Thatistheonlyway, “If heonlyunderstoodus,”repeated thefatherandbyshuttinghis “If onlyheunderstoodus,”saidthefatherinasemi-questioning The sisteronlyshrugged hershouldersasasignoftheperplexity “Child,” saidthefathersympatheticallyandwithobvious “We musttrytogetridofit,”thesisternowsaiddecisively The sisterhurriedovertohermotherandheldforehead. The “She isrightinathousandways,”saidthefathertohimself. The “My dearparents,” saidthesisterbangingherhandontableby

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 112 111 110 109 we wouldnothaveabrother, butwecouldgoonlivingandhonor with suchananimalandwouldhavegoneawayvoluntarily. Then realized thatacommunallife amonghumanbeingsisnotpossible But howcanitbeGregor? Ifitwere Gregor, hewouldhavelongago that wehavebelievedforsolong,istruly ourreal misfortune. cried out,“Finally!”toher parents, assheturnedthe keyinthelock. forward nimbly. Gregor hadnotheard anythingofherapproach. She hurry. Shehadstooduprightaway, hadwaited,andthensprung limbs bentdoubleunderhim.Itwashissisterwho had beeninsucha by thesuddencommotionbehindhim,somuch that hislittle pushed shutveryquickly, boltedfast,andbarred. Gregor wasstartled completely asleep.Hardly washeinsidehisroom whenthedoorwas standing up.Hislastglimpsebrushed overthemotherwhowas now still sawthatbehindhimnothinghadchanged.Only thesisterwas completely, becausehefelthisneckgrowing stiff. At any ratehe no word orcryfrom hisfamilyinterrupted him. creeping alongquickly, hehardly paidanyattentiontothefactthat time before, almostwithoutnoticingit.Constantlyintentonlyon least howinhisweaknesshehadcovered thesamedistanceashort which separatedhimfrom hisroom anddidnotunderstand inthe to wanderstraightback.Hewasastonishedatthegreat distance own. Whenhehadcompletedturningaround, heimmediatelybegan had torest nowandthen. and beganthetaskagain.Hecouldn’tstoppuffing attheeffort and neck. The sisterhadsetherhandsaround thefather’s shut from weariness.Thefatherandsistersatnexttooneanother. her legsstretched outandpressed together;hereyes were almost looked athiminsilenceandsorrow. Hismotherlayinherchair, with been recognized. Thefrighthadonlylastedfora moment.Nowthey He pausedandlookedaround. Hisgoodintentionsseemtohave this process lifting andbangingitagainstthefloorseveraltimes. himself through thedifficulty ofturningaround withhishead,in sight, since,asaresult ofhissuffering condition,hehadtoguide himself around inorder tocreep backintohisroom, quiteastartling for anyoneandcertainlynothissister. Hehadjuststartedtoturn raised hisarmsinfront ofthesisterasthoughtoprotect her. father who,excitedmerely byherbehavior, alsostoodupandhalf vicinity,mother thanremain inGregor’s andrushed behindher herself awayfrom herchair, asif shewouldsoonersacrifice her incomprehensible toGregor, thesisterevenleftmother, pushed “he’s already startingupagain.”With afrightwhichwastotally the nightinalley. Justlook, Father,” shesuddenlycriedout, will obviouslytakeovertheentire apartment,andleaveustospend his memory. Butthisanimalplaguesus.Itdrivesawaythelodgers, Only whenhewasalready inthedoordidheturnhishead,not Besides noonewasurging himon.Itwasalllefttoonhis “Now perhaps Icanactuallyturnmyself around,” thoughtGregor But Gregor didnothaveanynotionofwishingtocreate problems NOTES The Metamorphosis

175 speaks aboutGregor. cleaning womantreats and details thatshowhowthe in paragraph115,mark of paragraph114and to Gregor’s death? with thefamily’s reaction especially whencombined effect ofthesedetails, 176 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES details? Kafka includethese

UNIT 2•OUTSIDERS ANDOUTCASTS Whydoes Attheend Whatisthe 115 114 113 move around withthesethinlittlelegs.Besideshefeltrelatively him asunnaturalthathehadreally beenableuptothispoint move atall.Hewasnotsurprisedthat.Onthecontrary, itstruck the darkness.Hesoonmadediscoverythathecouldnolonger bedspread overhisshoulders, Mrs.Samsacameoutonlyinher very quicklyoutofbed,oneoneitherside.Mr. Samsathrew the managed tograsphermessage.ButthenMr. andMrs. Samsaclimbed and hadtogetovertheirfrightatthecleaningwomanbefore they and look.It’skickedthebucket.lyingthere, totallysnuffed!” of thebedroom andyelledinaloudvoiceintothedarkness,“Come herself, butdidn’trestrain herself forlong.Shepulledopenthedoor realized thetrue stateofaffairs, hereyesgrew large, shewhistledto without anyresistance didshebecomeattentive.Whenquickly Gregor alittle,andonlywhenshehadshovedhimfrom hisplace When thatwasquiteunsuccessful,shebecameirritatedandpoked broom inherhand,shetriedtotickleGregor withit from thedoor. understanding aspossible.Becauseshehappenedtoholdthelong to playtheoffended party. Shegavehimcredit forascompletean nothing special.Shethoughthelaysoimmobilethere intending apartment. InhercustomarilybriefvisittoGregor sheatfirstfound arrived aquietsleepwasnolongerpossibleanywhere intheentire people hadalready askedhertoavoid),somuchthatonceshe energy andhasteshebangedallthedoors(inprecisely theway weakly hislastbreath. his headsankallthewaydown,andfrom hisnostrilsflowedout beginning ofthegeneraldawningoutside.Thenwithoutwillingit, three o’clockinthemorning.From thewindowhewitnessed state ofemptyandpeacefulreflection untilthetowerclockstruck Heremained inthis if possible,evenmore decisivethanhissister’s. love. Inthisbusiness,hisownthoughtthathehadtodisappearwas, he hardly noticed.Heremembered hisfamilywithdeepfeelingand the inflamedsurrounding area, entirely covered withwhitedust, would finallygoawaycompletely. Therotten appleinhisbackand to himthattheywere graduallybecomingweakerand content. True, hehadpainsthroughout hisentire body, butitseemed made amovementasif shewishedtorestrain thebroom, butdidn’t with thebroom aconsiderabledistancemore totheside.Mrs.Samsa body the cleaningwomanand, bywayofproof, pokedGregor’s own andevenunderstandwithoutacheck.“Ishould sayso,”said the cleaningwoman,althoughshecouldcheckeverything onher indicate that.“Dead?”saidMrs.Samsaandlooked questioninglyat clothed, asif shehadnot slept atall;herwhitefacealsoseemedto lodgers hadarrivedonthescene)alsoopened. Shewasfully the dooroflivingroom (inwhichGrete hadsleptsincethe room. Meanwhile nightshirt, andlikethistheysteppedintoGregor’s “What now?”Gregor askedhimself andlookedaround himin The Samsamarriedcouplesatuprightintheirmarriagebed Early inthemorningcleaningwomancame.Inhersheer

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 121 120 119 118 117 116 meals whichcameinhere cameoutagainexactlythesame.”Infact, how thinhewas.Hehadeatennothingforsuchalongtime.The crossed himself, andthethree womenfollowedhisexample. do it.“Well,” saidMr. Samsa,“nowwecangivethankstoGod.”He the twowomenoutonto the landing,leanedagainstrailing,and out tobeanentirely groundless mistrust, Mr. Samsasteppedwith cane holder, bowedsilently, andlefttheapartment.Inwhat turned of themtooktheirhatsfrom thecoatrack,pulledtheircanesfrom the them anddisturbtheirreunion withtheirleader. Inthehallallthree after him,asif afraidthat Mr. Samsacouldstepintothehallaheadof a whilewiththeirhandsquitestill,andnowtheyhopped smartly strides intothehall.Histwofriendshadalready beenlisteningfor repeatedly withhiseyesopen wide. fresh permissionforthisdecision. Mr. Samsamerely noddedtohim up atMr. Samsaasif, suddenlyovercome byhumility, hewas asking new wayinhishead.“Allright,thenwe’llgo,”hesaidandlooked and lookedatthefloor, asif matterswere arrangingthemselvesina companions uptothelodger. Thelatteratfirststoodthere motionless what Isay,” replied Mr. Samsaandwentdirectly withhistwofemale of agreat squabblewhichmustendupintheirfavor. “Imeanexactly constantly rubbed themagainsteachother, asif injoyfulanticipation a sugarysmile.Thetwootherskepttheirhandsbehindthemand you mean?”saidthemiddlelodger, somewhatdismayed andwith pulled openthedoor, withoutlettinggoofthewomen.“Whatdo arm. onto herfather’s All were alittletear-stained. NowandthenGrete pressed herface his uniform, withhiswife ononearmandhisdaughter ontheother. the room, whichwasalready quitebright. corpse, theirhandsinthepocketsofsomewhatwornjackets, room. Sotheycameandstoodaround Gregor’s come intoGregor’s then quicklyandsilentlyindicatedtothelodgersthattheycould to thecleaningwoman.However, shelaidherfingertolipsand is thebreakfast?” askedthemiddleoneofgentlemengrumpily for theirbreakfast, astonishedthattheyhadbeenforgotten. “Where the endofMarch. morning, thefresh airwaspartlytingedwithwarmth.Italready shut thedoorandopenedwindowwide.Inspiteofearly corpse, behindherparents intothebedroom. Thecleaningwoman melancholy smile,andGrete went,notwithoutlookingbackatthe and, moreover, nowthatnothingelsedistractedone’sgaze. for thefirsttime,nowthathewasnolongerraisedonhissmalllimbs bodywascompletelyflatanddry.Gregor’s Thatwasapparent really Following that,thelodgeractuallywentimmediately withlong “Get outofmyapartmentimmediately,” saidMr. Samsaand Then thedoorofbedroom opened,andMr. Samsaappeared in The three lodgerssteppedoutoftheirroom andlookedaround “Grete, comeintousforamoment,”saidMrs.Samsawith Grete, whodidnottakehereyesoff thecorpse,said,“Look NOTES The Metamorphosis

177 178 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 123 122 124 a butcherwithtrayonhisheadcametomeetthemandthen proceeded, themore theSamsafamilylostinterest inthem,andwhen of thestairwellandinafewsecondscameoutagain.Thedeeperthey down thelongstaircase, disappeared oneachfloorinacertainturn looked downasthethree lodgersslowlybutsteadilymadetheirway totally engulfed bythewarmsun.Theytalkedtoeach other, leaning outside thecity. Thecarinwhichtheywere sittingbythemselveswas done formonthsnow, andtooktheelectrictraminto openair quickly endedtheirletters. attended tohimatonce.Theyrushed tohim,caressed him,and rid ofoldthings. And have alittleconsiderationforme.”Thewomen while. Thenhecalledout,“Allright,comehere then.Let’sfinallyget around inhischairtheir direction andobservedthemquietlyfora remained there, withtheirarmsabouteachother. Mr. Samsaturned they hadjustattained.Theygotup,wenttothewindow and cleaning womanseemedtohaveupsetonceagain the tranquility answer from eitherhiswife orfrom hisdaughter, becausethe apartment withafearfulslammingofthedoor. insulted, “Ta ta,everyone,”turnedaround furiously, andleftthe remembered thegreat hurryshewasin,andcalledout,clearly outstretched hand.Butsinceshewasnotallowedtoexplain, describing everythingindetail,decisivelyprevented herwithan Mr. Samsa,whonoticedthatthecleaningwomanwanted tostart bent downtotheirletters,asthoughtheywantedgoonwriting; mustn’t worryaboutit.It’salltakencare of.”Mrs. SamsaandGrete how thatrubbish from thenextroom shouldbethrown out,you (smiling sohappilyshecouldn’tgoonspeakingrightaway),“about lady stillusuallyrespected. “Well,” answered thecleaningwoman what doyoureally want?”askedMrs.Samsa,whom thecleaning her entire service,swayedlightlyinalldirections. “Allrightthen, small ostrichfeatherinherhat,whichhadirritatedMr. Samsaduring but wouldonlydoitif shewasaskeddirectly. Thealmostupright doorway, asif shehadagreat stroke oflucktoreport tothefamily “Well?” askedMr. Samsa.Thecleaningwomanstoodsmilinginthe woman wasstillunwillingtodepart,didtheylookupangrily. first merely nodded,withoutglancingup.Onlywhenthecleaning for hermorningworkwasfinished.Thethree peoplewritingat writing thecleaningwomancameintosaythatshewasgoingoff, Mrs. Samsa toherclient,andGrete toherproprietor. Duringthe table andwrote three lettersofapology:Mr. Samsatohissupervisor, question thattheyreally neededit. And sotheysatdownatthe Not onlyhadtheyearnedthisbreak from work,butthere wasno relieved, backintotheirapartment. together withthewomen,leftbanister, andtheyallreturned, asif a proud bearingascendedthestairshighabovethem,Mr. Samsa, Then allthree lefttheapartmenttogether, somethingtheyhadnot “This eveningshe’llbeletgo,”saidMr. Samsa,buthe gotno They decidedtopassthatdayresting andgoingforastroll.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 4. 3. 2. 1. detail. what In way the information does you of learned shed light the story? an on aspect promising prospects. Thegreatest improvement intheirsituation each otheratall,whichwasextremely favorableandwithespecially three hademployment,aboutwhichtheynotreally questioned discovered thatoncloserobservationthesewere notatallbad,for back comfortablyintheirseats,aboutfuture prospects, andthey daughter firstlifted herself upandstretched heryoungbody. dreams andgoodintentionswhenattheendoftheirjourney man forher. And itwassomething ofaconfirmationtheirnew they thoughtthatthetimewasnowathandtoseekoutagoodhonest and almostunconsciouslyunderstandingeachotherintheirglances, into abeautiful andvoluptuousyoungwoman.Growing more silent recently, inspiteofallthetroubles whichhadmadehercheekspale, daughter, whowasgettingmore animatedallthetime,hadblossomed it struck Mr. andMrs.Samsaalmostatthesamemomenthowtheir which Gregor hadfound.Whiletheyamusedthemselvesinthisway, better situatedandgenerallymore practicalthanthepresent one, Now theywantedtorent anapartmentsmallerandcheaperbut at thismoment,ofcourse,hadtocomefrom achangeofdwelling.

What happenswhenGrete givesaviolinrecital forthethree lodgers? How dothefamily’s activitieschangetoaccommodateGregor’s newcondition? Into whatkindofcreature isGregor Samsatransformed?

Notebook

Confirm yourunderstandingofthestorybywritingasummary.

Choose unfamiliar at one least Briefly research detail from the text. that

❧ and health. associations ofcomfort phrases withpositive 124, markwords and have onthereader? does thisfinalparagraph CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES story? those intherest ofthe that are sodifferent from Kafka includethesedetails The Metamorphosis Whydoes Inparagraph Whateffect

179 180 as mystery, tension, orsurprise. manipulate timecreatesucheffects a text, orderevents withinit, and choices concerninghowtostructure RL.9–10.5  Model Annotation Close-Read Guideand S Tool Kit

T UNIT 2•O MAKING MEANING A ND

Analyze howanauthor’s The Me AR D S t ut a m s orphosis i de r s a n d O utc 3. 2. 4. 3. 2. 1. TextAnalyze the 1. TextClose Readthe

choice?” Whatcanyou Ask yourself read. Readthissectionclosely,and Revisit asectionofthetextyoufoundimportantduringyourfirst close‑read notes. For more practice,gobackintothetextandcomplete learned abouttheconditionofbeinganoutsiderbyreadinglearned this story? Essential Question: transformed intoadifferent kindofanimal?Explain. Hypothesize of thestorybefore youanswer. responsible forGregor’s tragicoutcome?Considertheiractionsatthe end Make aJudgment do thesephysicalchangesreflect Gregor’s evolvingemotionalstate? changes from theopeningofstorytoending. (a) passage, and find another detail to annotate. Then, write a question passage, and findanotherdetailtoannotate.Then,writeaquestion annotations, along withquestionsandconclusions.Closeread the This model,from paragraph 2ofthestory,showstwosample and your conclusion. Notebook as t Compare andContrast s her entire forearm disappeared. of theviewerasolidfurmuff intowhich sat erect there, lifting upinthedirection woman withafurhatandboa.She a pretty giltframe.Itwasapicture ofa magazine alittlewhileagoandsetin which hehadcutoutofanillustrated Above thetable.hungpicture transformation. emphasizes theawfulnessofGregor’s CONCLUDE: description emphasize? QUESTION: delicate orprecious. ANNOTATE:

questions

Respond tothesequestions. Would Gregor’s fatehavebeendifferent if hehadbeen Whatcontrastdoesthis Thesewords suggestsomething Thedelicacyofthepicture

In whatways,if any,are thefamilymembers

Do peopleneedtobelong? suchas“Whydidtheauthormakethis conclude

Describe howGregor’s insect ? annotate whatyounotice. to supportyouranswers. CITE TEXTUALEVIDENCE Whathaveyou (b)

like Gregor, the transformation— the ideaof details reinforce CONCLUDE: use thesedetails? does theauthor QUESTION: are surprising. word and theuseof repetition of ANNOTATE: creature. into anonhuman to bechanging woman seems Interpret - like body disappeared Why

The

fur These How

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Literary Movement:Modernism Analyze CraftandStructure these elements: example of which goodnessisnotrewarded andevilisnotpunished.Kafka’s storyisan workspresentdisturbing, Modernist theworldasafractured placein society, andthebrutalhorrors ofWorld War I.Oftenunsettlingandeven the world,includingrapidriseofindustry,shift from ruraltourban suchasKafkarespondedof thepast.Modernists todramaticchangesin the twentiethcenturyandrepresented aradicalbreak withthetraditions landmark worksof • • • 5. 4. 3. 2. 1. Practice characters whoexperienceincreasing alienationordisconnection. Themes ofAlienation: what isreal andwhatisunreal. Fantastic orDreamlike Elements: explained. Ambiguity: Amb

Has Gregor doneanythingtodeservehisfate?Whyor whynot? Why doyouthinkKafkaprovides noreason forGregor’s transformation? are reading afictionaltale. what wayisthistrueofKafka’s tale?Identify passagesthatremind readers thatthey worksdrawattentiontothetechniques usedtocreateMany Modernist them.In “he.” Howdoesthispronoun shift relate to theAbsurdist emphasison alienation? Toward theendofstory, thefamilybeginstorefer toGregor as“it”ratherthan Absurdist literature. Use thecharttoidentify examplesfrom thestorythatdemonstrateeachelementof Notebook i g uit Absurdist literature

y Thestoryisopen-ended,andkeyelementsare never

Respond tothesequestions. Modernism Modernist worksoftenfeature Modernist isolated , anartisticmovementthatdevelopedduring , a form of Modernist writingthatincludes , aformofModernist

E F “The Metamorphosis”isoneofthe antasti le Eventsblurtheboundarybetween m ents c o r Dr ea ESSENTIAL QUESTION: m li k e

A lienation Dopeopleneedtobelong? to supportyouranswers. CITE TEXTUALEVIDENCE /I solation The Metamorphosis

181 182 denotations. the meaningofwordswithsimilar L.9–10.5.b word meanings. word relationships, andnuances in understanding offigurative language, L.9–10.5 presentations. variety andinteresttowritingor specific meaningsandadd of phrases andclausestoconvey L.9–10.1.b speaking. grammar andusagewhenwriting or the conventionsofstandardEnglish L.9–10.1 word choicesonmeaningandtone. the cumulativeimpactofspecific and connotativemeanings;analyze used inthetext, includingfigurative of wordsandphrases astheyare RL.9–10.4   text toyourWord Network. related tooutsidersfrom the Add interesting words S

W T UNIT 2•O Language De A O

ND Demonstrate Demonstrate commandof

Determine themeaning The Me Analyze nuancesin Use various types AR NET D S t ut a W m s O orphosis i ders a RK n d O v e ut Metamorphosis.” 1. less intensity. refers topain. meanings canexpress different degrees ofanidea.Forexample, or feelingsthataword suggestsare its its literaldefinition,theoneyouwouldfindinadictionary.Theassociations Concept Vocabulary 2. Word Study 2. 1. Practice Why TheseWords? 2. 1. listlessly response tohisdifficulties, Gregor showshisfrustrationbybanginghead feels whenheisunabletocontrol hisinsectbodyandgetoutofbed.In or uneasiness.Forexample,thenarratordescribes l opment cas

amelioration distress higher degree ofintensity. has alowerdegree ofintensity.Inthethird, useasynonymthathas the first,useconceptword itself. Inthesecond,useasynonymthat For eachofthethree conceptwords youchose,writethree sentences. In whether ornottheirconnotationsdiffer indegree ofintensity. Name synonymsforthree oftheconceptvocabularywords, andtell Explain thecontextcluesthathelpyoudeterminecorrect words. the hotfatintohisface,hewassure _____would behisfate. product out tobewildlypopular. turned Asthegreasy steamrose from therefor apoorturnout, wouldbeno_____ofhismisery,sincethenew as thoughhewere facingaday’s _____inacoalmine.Thoughhehoped cupcakes. Before thestore opened,hestirred thebatter_____.Hesighed thathewastospendtheentirehe learned daydeep-fryingbatter-dipped because hehada(n)_____tofriedfoods.Hisonlyincreased when The salespersonwashorrified byhisreassignment tothelunchcounter Use eachconceptword tocompletetheparagraph. What otherwords intheselection connecttotheconceptofdiscomfort? How doestheconceptvocabularyhelpdescribeGregor’s alienation? Notebook Notebook t s againstthedoor. Anguish Discomfort

The conceptvocabularywordsappearin“The Denotation andConnotation and

These conceptwords relate totheideaofdiscomfort, asphyxiation aversion and agony inconvenience suggestgreater intensity. connotations describethesameideawith

travail listlessly A word’s . Words withclose distress denotation thatGregor distress

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Types ofPhrases Conventions Remember nottomarkanyword orwords thatinterrupttheverbphrase. Mark eachverbphraseinthesesentencesfrom “TheMetamorphosis.” Read It various actions. of “TheMetamorphosis”helpconveythetimerelationships ofGregor’s Observe howtheunderlinedverbphrasesinthissentencefrom paragraph25 considered partoftheverb phrase. such as A verbphraseisofteninterruptedbyoneormore otherwords inasentence, be its voice.Certainformsofthefollowingverbscanbeusedasauxiliaryverbs: additional informationabouttheverbphrase,suchasitstense,mood,or or helping,verbs.Theseauxiliaryverbsprecede themainverbandprovide meanings. A 1. add auxiliaryverbs.Rewritethesentencesbelowtoinclude auxiliaryverbs. 2. Write It

, 3. 2. 1. he was trying to raise himself uponit. he wastryingtoraisehimself probably asaresult hehadalready practice ofthe hadinbed,andnow effort, chestofdrawerswithout was saying,hehadmovedclosetothe While Gregor out,hardly this all wasquickly blurting aware ofwhathe The lodgerslaugh,butsoon theystormoutoftheroom. Gregor climbsthewallsandstickstoceiling. Revision: Sample: Revision: Sample: Example do

Notebook before. he begantofeelalight,dullpaininhissidewhichhadneverfelt would nothavetoseethewrigglinglegs,andgaveuponlywhen He musthavetrieditahundred times,closing hiseyes,sothathe have todecide,forinfiveminutesitwouldbeaquarterpastseven. maintained hisequilibriumwithdifficulty, andverysoonhewouldfinally He hadalready gottothepointwhere, withastronger rocking, he verminous bug. he discovered thatinbedhehadbeenchangedintoamonstrous asGregorOne morning, Samsawaswakingupfrom anxiousdreams, , have not

, Hisfamilylistensatthedoor. Gregor gropes awkwardly formanyhours. , never Hisfamilymusthavebeenlisteningatthedoor. Gregor hasbeengroping awkwardly formany hours. will verb phrase

In theexample,samplesentenceshavebeenrevised to , shall , oranotheradverb.Theseinterruptingwords are not

Writers usevarioustypesof phrasestoconveyspecific , can consistsofamainverbandoneormore auxiliary, , may ,

and must . ESSENTIAL QUESTION: Dopeopleneedtobelong? voice. mood, andactivepassive about verbtense, moreHandbook tolearn Refer totheGrammar CLARIFICATION The Metamorphosis

183 184 appropriate. formal Englishwhenindicatedor demonstrating commandof a variety ofcontextsandtasks, SL.9–10.6 or distortedevidence. fallacious reasoningorexaggerated evidence andrhetoric, identifyingany point ofview, reasoning, anduseof SL.9–10.3 persuasively. expressing theirownclearlyand issues, on discussions withdiversepartners effectively inarange ofcollaborative SL.9–10.1 audience. are appropriatetotask, purpose, and development, organization, andstyle coherent writinginwhichthe W.9–10.4 sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using support claimsinananalysisof W.9–10.1  S grades 9–10topics, texts, and

T buildingonothers’ideasand UNIT EFFECTIVE EXPRESSION A ND

Write argumentsto Produce clearand Adapt speechto Evaluate aspeaker’s Initiate andparticipate The Me

2 AR

•

D O S t ut a m s orphosis i ders a n d

O ut verb phrases. of the evidence notonlymustclearlyconnecttothetopic—italsoappeal and drawslogicalconclusionsthatare supportedwithstrong evidence.The A successfulargumentpresents acareful, well-reasoned analysisofatopic, Writing toSources 1. After youhavewrittenyourpitch,answerthesequestions. on YourReflect Writing Vocabulary andConventionsConnection the audience. 3. 2. creating You might the visual of to your decide look film support proposed by making your pitch, you to will need include anumber of selling points. Metamorphosis” feature should made into be amajor film. Hollywood In film.a particular Write a pitch, amovie In awriter to tries convince studio amovie to make Assignment cas

effective? Which pieceofsupportingevidencedoyouthinkmakesyourpitch amelioration distress Why TheseWords? adapted forfilm? aboutKafka’sWhat didyoulearn storybyarguingthatitshouldbe writing. Whichwords didyouspecifically choosetoaddpoweryourpitch? • • • • dramatic scenesthatwillmakethefilmexciting a descriptionofthefilm’s genre andstyle descriptions ofhowtheseelementscanbeadaptedforfilm specific storydetailsthatwill capture readers’ interest, alongwith audience the reasons themoviewill be entertainingandattractivetoalarge t concept s

storyboard

vocabulary

asphyxiation asphyxiation aversion The words youchoosemakeadifference inyour

flowchart pitch words in which you argue that “The

your

images

pitch,

and Consider includingseveral

accompany travail listlessly

try

use

your pitch. a

variety

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1. Speaking andListening 2. 3. 4. POINT Imagine that your is considering school whether to place Kafka’s “The Assignment against an opposing team. opposing an against position, you are against it. After you have prepared, the conduct debate you are in favor of you the on list. placing If take the “con” the story prepare for a Metamorphosis” required its on reading to list. Work apartner with

Organize IdeasandEvidence Take aPosition ideas andevidence. important. Refertothetextasyouwork.Usechartgatheryour story, itssignificance inliteraryhistory,andotherqualitiesthatyoufind arguments infavorofyourposition.Considertheliterarymerit support. position. Notethatyoucaneffectively argueaviewyoudon’tpersonally debate. conviction. Continuetospeak clearlyandforcefully throughout the of yourposition.Practicedelivering thestatementclearlyandwith Write anOpeningStatement Anticipate Counterarguments position. Prepare todefendyourpositionwithreasons andevidence. with yourpartnerpointsthattheopposingteammight makeagainstyour given theopportunitytopresent counterargumentsinarebuttal. Discuss debate

Decide whetheryouwillarguethepro orthecon about the question. If you the If question. about take the “pro” position,

With yourpartner,With discussthe Write astrong opening statement In adebate,theopposingteamis SUPPORTING EVIDENCE ESSENTIAL QUESTION: Dopeopleneedtobelong? “The Metamorphosis.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa  The Metamorphosis

EVIDENCE LOG

185 MAKING MEANING

Franz Kafka and Metamorphosis Media Vocabulary The following words or concepts will be useful to you as you analyze, discuss, and write about videos.

Stock Footage: film or • Stock footage may be film recycled from past video that has been shot for news programs. one purpose and is available • It may also be footage from movies, television, for use in other projects or advertising. Silhouette: dark figure that • Silhouettes may be created with bright light is seen as a filled-in shape shining behind a figure. against a light background • Silhouettes are a kind of shadow. Commentators: people • Documentary films and videos often include who discuss or write about commentators who are experts on the topic. events for film, television, • A commentator may share his or her own point radio, or newspapers of view or present facts. Background Music: music • Background music may highlight or contrast that is not the focus of a with the words and images of a show. show but is added for effect • Music may create a mood and influence listeners’ feelings about the content of a program. Editing: taking pieces of • Film and video editors may work with still film or video and putting photographs and film footage to create many them together in a new way different effects.

First Review MEDIA: VIDEO Apply these strategies as you conduct your first review.

WATCH who speaks, what they NOTE elements that you find say, and how they say it. interesting and want to revisit.  Standards RI.9–10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band CONNECT details in the RESPOND by completing the independently and proficiently. video to other media you’ve Comprehension Check. L.9–10.6 Acquire and use experienced, texts you’ve accurately general academic read, or images you’ve seen. and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge Notebook As you watch, write down your observations and questions, when considering a word or phrase making sure to note time codes so you can easily revisit sections later. important to comprehension or expression.

186 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. BBC Franz Metamorphosis and Kafka our fear, asthisvideosuggests. Perhaps thatisonereason theideaoftransformation drawsbothourcuriosityand senses ofself becausewekeepmostofourphysicaltraitsthroughout ourlives. childhood toadulthood.Likewise,wehaveasenseofcontinuityinourphysical the juveniletoadultstage.People,however, transitionmore slowlyfrom insects. Suchatransformationmarkstheshift inanorganism’s developmentfrom Biological transformationsare acommonoccurrence innature, especiallyamong BACKGROUND NOTES essent i a l q uest i Franz Kafkaand Metamorphosis on : Do peopleneedtobelong? MULTIMEDIA MEDIA |VIDEO MEDIA SCAN FOR

187 stock footage the video. discuss andwriteabout Use thesewords asyou MEDIA VOCABULARY editing background music commentators silhouette 188 the text. as wellinferencesdrawn from of whatthetextsaysexplicitly textual evidencetosupportanalysis RI.9–10.1   Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check video toyourWord Network. related tooutsidersfrom the Add interesting words

Research to Clarify Research RESEARCH 4. 3. 2. 1. detail. How does the informationdetail. does of How the video’s you an aspect learned clarify content?

WORD NETWORK

UNIT 2•OUTSIDERS ANDOUTCASTS ideas itpresents. possibility ofchange? According tothesecondcommentator, howdohumanbeingsfeelaboutthe What twoworksofliterature are discussedinthevideo? What isthisvideoprimarilyabout? Making Meaning a nd

Cite strongandthorough Notebook ar d s

Confirm your understanding of the video by listing three key Confirm yourunderstandingofthevideobylistingthree key

Choose an unfamiliar detail from the video. Briefly research that Analyze the Media Analyze can you that seemimportant.What Watch thevideoagain.Write downanynewobservations Close Review 4. 3. 2. 1.

learned aboutthenaturelearned ofbeinganoutsider from thisvideo? Essential Question: powerful toolhumanshaveforchange? transform themselves? (a) Explain. Gregor Samsa’s? (a) regard toKafka’s “TheMetamorphosis”? appearance? (a)

Notebook According tothevideocontent,inwhattwowaysdohumanbeings Whatdoesthefirstcommentatorsayisboundupwithourouter Contrast conclude

InwhatwayisDr. Jekyll’s metamorphosisdifferent from (b) Respond tothesequestions. ?

Interpret (b)

Interpret

Do peopleneedtobelong? (b) questions

Whydoyouthinkshetalksaboutthiswith Infer Doyouthinkthisdifference isimportant? Basedonthisevidence,whatisthemost doyouhave?What Whathaveyou

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. images iscriticaltounderstandingandwritingaboutfilm andvideo. Images oftenhavesymbolicmeanings.Theabilitytointerpret symbolic Film andvideouseimagestotellstories,setscenes,create moods. Writing toSources individual identity. Metamorphosis” andexplores theeffect changecanhaveon This videocommentsonFranzKafka’s importantshortstory“The Speaking and paragraph withtheclass. Write aparagraphsummarizingyourdiscussion.Then,share your apartner,With conducta Assignment as asymbolformetamorphosis?Isthatchoiceeffective? which youanswerthesequestions:Whydidthefilmmakersusethisimage Then, drawyourobservationstogethertowriteanotherparagraphin In yourparagraph,makesure toanswerthesequestions: locusts, smokestacks,orairplanes.Inaparagraph,describetheimage. Write a Assignment • • • • • • •

Eff illuminating? Why? present? Oftheseinsights,whichdoyouthinkismostsurprisingor What insightsintotheideaofmetamorphosisdoes video Are thesemetamorphosespositive,negative,orboth?Explain. to inthevideo? What kindsofmetamorphoses,orchanges,are discussedoralluded elements oftheimagecontributetothatmood? What emotionalqualityormooddoestheimageconvey? main subjectoftheimageinsomeway? Is thebackground oftheimage meaningful?Doesitemphasizethe Does theimageincludecolor, orisitinblack-and-white? What kindofimageisit—astillphotographoramotionpicture? visual analysis e ctiv e Expr L . Chooseoneimagefrom the video,suchas istening discussion e ssion aboutthefollowingquestions: Franz Kafkaand Metamorphosis and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogically such findings, andsupportingevidence SL.9–10.4 organization, andanalysisofcontent. through theeffectiveselection, information clearlyandaccurately convey complexideas, concepts, and explanatory textstoexamineand W.9–10.2   Metamorphosis.” from “FranzKafkaand record whatyoulearned your EvidenceLogand a newselection,goto Before movingonto

S FRANZ KAFKAAND METAMORPHOSIS

tandards evidence log

Write informative/ Present information,

189 190 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.9–10.10 sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using to supportclaimsinananalysisof W.9–10.1.a–e  of anArgument Student Model • • advocate verify objection negate contradict beginning oftheunit. inthe you learned the academicvocabulary consider usingsomeof As youcraftyouressay, voc A

Writing toSource METAMORPHOSIS FRANZ THE Tool Kit C S

tandards AD UNIT 2•O Performance Task: Wri

METAMORPHOSIS a

E bul KAFKA

M Write routinelyover

IC Write arguments a

ry AND ut s i ders s an d O ut Everyone aLittleBitWeird?” argumentative essay,seetheLaunchText, “Isn’t write yourownargument. opportunity toreview theseelementsasyoustartto effective argumentinthetext.You willhavethe Challenge yourself tofindalloftheelementsan In “TheMetamorphosis,”FranzKafkatellsthestoryofamanwhowakes You haveread ashortstoryandviewedvideoonthethemeofoutsiders. Write Model Argument An effective argumentcontainstheseelements: what iswritten,changetheirminds,ortakeacertainaction. A well-written argumentativeessayattemptstoconvincereaders toaccept An Elements ofanArgument argument aboutpeople’s needtobelong. Now, youwilluseyourknowledgeofthestory andvideotowritean insights aboutboththestoryandideasoftransformationalienation. up onedayassomesortofbug-likevermin.Thevideopresents additional argumentative essay Metamorphosis,” andyourunderstandingoftherelated videotowritean Apply yourownexperience,analysisoftheshortstory“The Assignment c • • • • • • • a argument transitions correct grammar, includingaccurateuseof a formalstyleandobjectivetone a concludingstatementorsectionthatlogicallycompletestheargument valid reasoning andrelevant andsufficient evidence and evidence a logicalorganizationthatconnectstheclaim,counterclaim, reasons, of theirstrengths andweaknesses consideration ofcounterclaims, oropposing positions, andadiscussion a precise claim,orstatementofaposition s t s misunderstood? Are whoare outsiderssimplythose misjudgedor

t an isalogicalwayofpresenting abelief,conclusion, orposition. ing focus

Argument For amodelofwell-crafted onthisquestion: LIT17_SE10_U02_LT.indd 130 130 NOTES UNIT supported? writer’s positionandhowisit writer buildsacase.Whatisthe As youread, Assessment attheendofunit. develop inthePerformance-Based This isthetypeofwritingyouwill and defendsapositionontopic. writing inwhichanauthorstates an This selectionisanexampleof LAUNCH TEXT argumentative text

UNIT 2•OUT

lookattheway LAUNCH TEXT |

INTRODUCTION ARGUMENT MODEL s I ders a , atypeof N d OUTcas 4 3 2 1 E room withnothing on. “air baths,”oftenwritinghisessaysandletterswhilesittinginacold made uptostandinforcommonsounds.Heissaidhavefavored dispensing withtheletters when theman’slife wouldend.Hecreated hisownalphabet, once prankedacompetingpublisherbyastrologically predicting American” hadcertainwaysabouthimyoumightconsiderodd.He would betterdescribeFranklin,andyetthemansomecall“thefirst and publisherof vital totheformationofUnion.Hebecamewealthyaswriter to thehistoryofphysics.Hispublicpushforcolonialsolidaritywas the Franklinstove.Hisdiscoveriesregarding electricityare important businessperson. Heinventedthelightningrod, bifocal glasses,and political theorist,politician,scientist,inventor, activist,and States Constitution,Franklin(1706–1790)wasaleadingauthor, being weird were oncehighlyregarded andnotweird atall. people are ofteneccentric. Second,sometraitswenowthinkofas argue that it’s wrong for two reasons. First, the most gifted, successful While manypeoplemightfeeltheconnotationisaccurate,Iwould there issomething wrong withapersonwhoisdescribedinthisway. strange.” Theconnotation,orimpliedmeaning,ofthetermisthat There’s nothingweird inthatlistofaccomplishments. Consider BenjaminFranklin.OneoftheframersUnited The commondefinitionoftheadjective to betrue. veryone isalittlebitweird. That’snotabadthing.Itjusthappens T s Poor Richard’s Almanack c, j,q,w, x , and Isn’t Everyone . Weird? weird y, a Little Bit a Little andaddingothershe is“unusualor MULTIMEDIA Brilliant SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. quotations orparaphrasesinto youressaycorrectly. text. Consultanonlineorprint stylemanualtoconfirmhowincorporate own words. Makesure that yourparaphrasesaccuratelyreflect theoriginal quotations evidence indifferent ways.Iftheprecise words are important,use evidence from theselectionstosupportyourclaims.Incorporatethat types ofevidenceyoucanuseinanargument: in theLaunchText, thewriterusesexamplesandanecdotes. Using avarietyofevidencecanmakeyourargumentstronger. Forexample, ways tonarrow thetopic. help tothinkaboutissueswithwhichyouhavesomefamiliarity.Usethischartconsider group ofpeoplewhoare misunderstoodoraparticularcauseofmisunderstanding.Itcan narrow thetopicandgive it asmallerfocus.Forexample,youmightdiscussparticular misjudged ormisunderstood?—isalargetopic.You willwriteamore effective essayif you Narrow theTopic Prewriting /Planning C Use Varied Types ofEvidence Focused Topic Specific AreaFamiliar Broad Topic onnect Across Texts considered bothweirdandillegal. a printeratagetwelve—acareermovethattoday wouldbe education. Hequitschoolatagetenandwasapprenticed as were commonfashionsofhisera.Likewise,consider Franklin’s the knee..Today’s viewersmightthinkhimodd,butthose wears ruffled shirts,breeches,andtightstockingspulledupto Take, forexample,hisappearance.Infamousportraits,he • • • • expert opinion: facts: anecdotes: examples: E xample Within ThatArea xample Within dataorotherinformationthatcanbeproved true . To clarify acomplexidea, specific illustrationsofageneralidea briefstoriesthatillustrateapointorinsight

The prompt forthisassignment—are outsiderssimplythosewhoare informationorstatementsfrom experts

As youwriteyourargument,willbeusing

There are manydifferent paraphrase —“Isn’t BitWeird?” EveryoneaLittle , orrestate itinyour essential question exact Performance Task: Write anArgument

: Dopeopleneedtobelong? discipline andwritingtype. a stylemanualappropriateforthe that itconformstotheguidelinesin L.9–10.3.a concerns. the audience’s knowledgeleveland both inamannerthatanticipates out thestrengthsandlimitationsof evidence foreachwhilepointing and counterclaimsfairly, supplying W.9–10.1.b  argument. may wanttociteinyour and identify keydetailsyou R  S eview yourEvidenceLog

tan evidence log

Write andeditworkso Develop claim(s) ar d s

191 192 presented. from andsupportstheargument statement orsectionthatfollows W.9–10.1.e they arewriting. conventions ofthedisciplineinwhich while attendingtothenormsand a formalstyleandobjectivetone W.9–10.1.d evidence. claim(s), counterclaims, reasons, and establishes clearrelationshipsamong and createanorganizationthat from alternateoropposingclaims, claim(s), distinguishtheclaim(s) W.9–10.1.a 

Standard

UNIT Performance Task: Wri

Provide aconcluding Introduce precise Establish andmaintain 2

•

O s ut s i ders a n d

O ut enough toleadthereader tothemainclaim. “Everyone isalittlebitweird.” Thewriterthenexplainsthatsentencejust interest. Forexample,theLaunch Text beginswithaprovocative firstline: reader. Considerincludingacompellingstatementthatwillpiquereaders’ of strong reasons andevidence. that canbeargued.Your taskwillbetosupportyourpositionwiththehelp in clear, uncertainlanguage.Your claimshouldbeadebatableidea—one logical sequence.Considerusingoneoftheseorganizationalstructures: part ofyourargumenttothenext. Organize yourideasinalogicalsequencethatleadsreader from one Drafting Write aFirstDraft Anticipate Counterarguments Order Your IdeasLogically State aClearClaim Write anEngagingIntroduction not convincing. plain weird.” Thewriterthengoesontostatewhythiscounterargumentis addresses acounterargument:“Somemightarguethatweird peopleare just your positionmightraise.Inthispassage,thewriterofLaunchText your firstdraft.Asyouwrite,keepthefollowingpoints inmind: cas • • • important reasons. reasons yourless first,andthen Present yourstrongest supporting ORDER OFIMPORTANCE introduction tothebodyconclusion. sequence. Your goalistocarryaconsistentsetofideasthrough from the those ideas,butmakeanotetogobackandworkthem intoyourlogical As youdraft,newideasmayoccurtoyou.Allowyourself toexplore casual languagethatare inappropriate foracademicwriting. Use precise words. Avoid slang,contractions, andotherelementsof Use aformal,objective Write yourideasforacompelling introduction: t s

t ing focus

Use theorganizationalideasyougeneratedtowrite In yourintroduction, present yourmainidea,orclaim, tone,

Present supportingreasons foryourclaimina orattitude.

Identify pointsthosewhodisagree with

Use yourintroduction toengageyour NESTORIAN strongest reason. weakest reason andbuilduptoyour more effective your tobeginwith be importance.” Itcansometimes “reverseThis isalsocalled order of

ORDER

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. ideas are These sentencesfrom the Launch Text useaccuratetransitionstoshowhow Read It random assortmentofunrelated accuratetransitions,yourargumentcanseemlikea compare ideas.Without in whichoneconceptleadstoanother. Theyhelpyouconnect,contrast,and your argumenttogether. Theyshowrelationships amongideas,andtheways Transitions Create Cohesion: Language Deve Use achartlikethistotrackyourchoicesoftransitions. introduction toconclusion. flow ofyourideasfrom sentencetosentence, paragraphtoparagraph,and As youdraftyourargument,choosetransitionsthathelpreaders followthe Write It • • • • • on them, and turn them intoachievements. them andturn on them, On Likewise Take, odd. firstAmerican”hadsomewaysabouthimyoumightconsider “the Brilliant and indicatesorderofimportance) First, illustrate orshow illustrate show effect emphasize show contrast show similarity oraddideas list If youwantto.

top (showscontrast) the mostgifted,successfulpeopleare the ofteneccentric.

for connected.

would describe Ben Franklin better, woulddescribeBenFranklin mansomecall andyetthe of and ,

example consider Franklin’s education

that transitional expressions ,

he had the couragetocommunicatehisinsights,act he hadthe ,

his appearance. l opment: consider usingoneofthesetransitions: although, however,although, hand other yet,onthe likewise similarity, equally, also inaddition, then, secondly, first ofall, for example,instance,specifically asaresult,consequently, therefore immediately in fact,mostimportantly, T ransitions

information andobservations.

(shows orillustratesidea) A are words andphrasesthathold . uthor’s (showssimilarity) (addsemphasis) essent S ty l i al quest e

(lists ideas Performance Task: Write anArgument i on : Dopeopleneedtobelong? claim(s) andcounterclaims. reasons andevidence, andbetween claim(s) andreasons, between clarify therelationshipsbetween of thetext, createcohesion, and and clausestolinkthemajorsections W.9–10.1.c  S tan d

Use words, phrases, ar d s

193 194 presented. from andsupportstheargument statement orsectionthatfollows W.9–10.1.e they arewriting. conventions ofthedisciplineinwhich while attendingtothenormsand a formalstyleandobjectivetone W.9–10.1.d   your argument. from yourWord Networkin Include interesting words FOCUS andOrganizati

Standard

WORD NETWORK

UNIT Performance Task: Wri Develops alogicalprogression from andaddressesAnticipates opposing alogicalorderEstablishes of Provides anintroduction that to the conclusion.to the introduction,the through body, the claims. reasonssupporting andevidence. a precise claim. engages readers andintroduces

Provide aconcluding Establish andmaintain 2

•

O s ut s i ders a o n n d

O ut what youmean. ensure thatyouhaveusedwords andphrasesthatcommunicateexactly transitions thatestablishclearrelationships amongyourideas.Reread to includes precise andvividlanguage,accurateuseofacademicterms, Use thefollowingchecklisttoevaluateeffectiveness ofyourfirstdraft. Evaluating Your Draft REVISING Style Evidence Revising forEvidenceandElaboration Logical Organization Revising forFocusandOrganization revision. Then, useyourevaluationandtheinstructiononthispagetoguide the organizationandprogression ofideas. section toreplace orstrengthen yourevidence. seems weak.Then,findadditionaldetailsfrom thetextandvideointhis cas • • • • • conclusion. Make sure thattheideasinyourintroduction matchtheideasin understand theconnectionsamongideas. Add orchangetransitionalwords orsentences tohelpreaders Reorder anyparagraphsorsectionsthatdonotbuildinalogicalway. Review thesenotestodeterminewhetheryourideasflowlogically. Jot downthemainideaofeachparagraph. t Make sure thatyouhaveusedanappropriately formalstylethat s

Reread youressay,lookingforanypointsatwhichtheevidence Evid t

ing focus e Uses vocabularyandword Provides adequateexamples claimsandDevelops the Establishes andmaintainsEstablishes purpose. and audience for the isappropriatechoice that for eachmajoridea. of both. the strengths andlimitations outeach, whilepointing supplying evidencefor opposing claimsfairly, objective tone. objective a formal styleandan n ce andElab

Reread yourargument,payingspecialattentionto o rati o n C o nv

Attends to the norms tothe Attends transitions. ofuse andpunctuation correct the especially discipline,of the and conventions e nti o n s

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. writing afirstdraft. argument? Forexample,youmightoutlinereasons foryourclaimbefore section informyourargument?Whatwillyoustriveto improve inyournext another argument?Howdidthinkingabouttextsyouread andviewedinthis aboutplanningyourdraftthatyou willusewhenwriting did youlearn whilewritingyour argumentativeessay.What Think aboutwhatyoulearned Reflecting view, andlistencarefully whileothers speak. misunderstood. Makesure presenting thateveryonetakes aturn hisorher the questionofwhetheroutsidersare simply thosewhoare misjudgedor on yourclassmates’work.Afterward, discuss howyourargumentsanswer classmates canread review itandmakecomments. In turn, andcomment Create afinalversionofyouressay.Share itwithasmallgroup sothatyour andPresentingPublishing Proofread forAccuracy Edit forConventions andProofreadingEditing grammar, word usage,spelling,andpunctuation. sentence variety. necessary, consultastylemanualtoclarify sentencetypesandimprove your to includeavarietyofsentencestructures sothatyouressayreads well.If essay andprovide supportive feedback. Exchange essayswithaclassmate.Usethechecklisttoevaluateyourclassmate’s argumentative Peer 1. 4. 3. 2.

Is theclaimclear? What isthestrongest partofyourclassmate’s essay?Why? Does theevidencesupportargumentwell? Is thecounterclaim clear? R

eview yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.Edit

Read yourdraftcarefully, correcting errors in If no,explainhowitcouldbeimproved. If no,pointoutwhatwasunclear. If no,explainwhatconfusedyou. essential question Performance Task: Write anArgument : Dopeopleneedtobelong? discipline andwritingtype. a stylemanualappropriateforthe that itconformstotheguidelinesin L.9–10.3.a for aspecificpurposeandaudience. addressing whatismostsignificant trying anewapproach, focusingon revising, editing, rewriting, or writing asneededbyplanning, W.9–10.5  S tan

Develop andstrengthen d Write andeditworkso ar d s

195 196 Clarify Support Participate Prepare STRATEGY

UNIT

OVERVIEW: SMALL-GROUP LEARNING your Review continue Throughout Small-Group Learning Strategies continue questions certain Why Do people need to belong? QUESTION: ESSENTIAL

others 2

• fully

own is utsi

it people these

that to your

for and de

learn your rs an

each

strategies people

exploration offer as • • • • • • • • • • • • ACTION PLAN

life, and outsiders

Invite Build Use Make Organize Complete Ask Paraphrase step. d

often

in range work

follow-up text ut

and off school, others eye Use c

evidence. asts

ideas

feel or

with

your

the contact these your outsiders

the as

who differing

like in questions.

actions

thinking from others. insiders?

assignments ideas

your strategies

have they to

others

and signal

community,

you perspectives.

don’t not so

others The

outcasts.

that

can

yet in that during

selections belong? your

spoken you

to take

that you

ensure

group.

and Small-Group can

you are to You

What

practice

contribute in

you listening are

that

join will your

prepared will makes

the work your

career,

them.

read

Learning.

and discussion.

to understanding

in others

your

taking address for

a Add you

group

group group’s

view

will

ideas in

these what

work.

of is discussions.

correct.

MULTIMEDIA being SCAN FOR

said.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Katherine Mansfield Katherine Doll’sThe House SHORT STORY community? a in divisions social reveal adoll’s the does house How Fences Elliptical Bird With Sonnet, POETRY might depend on who is telling the story. the telling is who on depend might belong not do or do we of whether question to the answer An troubled mankind for millennia. for mankind troubled has question That astranger? meet you when react you do How Ryszard Kapuscinski for the 21st Century Encountering the Other: The Challenge LECTURE asset. greatest your to be out turn may That peers? your from different are you that feel you Do Robbins Alexandra Revenge ofthe Geeks ARGUMENT PERFORMANCE TASK Deliver a Multimedia Presentation whether differencewhether isaweaknessorstrength. create presentation amultimedia of question onthe inwhich youtakeaposition seeasoutsiders.Afterreading, they those ordealwith define themselves youwill The Small-Group readings waysinwhichcommunities aboutthe raisequestions SPEAKING ANDLISTENINGFOCUS

COLLECTION

Pat Mora Pat Harryette Mullen Harryette

Sherman Alexie Sherman

Overview: Small-Group Learning CONTENTS

197 198

UNIT 2•O 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, Choose atopic Create aCommunication Plan Name Your Group Apply theRules • • • • List Your Rules of thepros andconsofbeing anoutsider. explain yourposition.Afterallgroup membershaveshared, discusssome sharingyourresponses,As youtaketurns besure toprovide detailsto another memberofyourgroup. and beprepared toshare withtheclassonethingthatyouheard from outcasts. Makesure eachpersoninthegroup contributes.Take noteson Our group’s name: ut Listen Everyone experience of being an outsider simply part of growing up? growing of part simply outsider an being of experience to solve, the is need we or aproblem others of exclusion the Is s i ders a

carefully

should n d O

and

As agroup, decideonthe rules thatyouwillfollowas In yourgroup, discussthe following question: ut participate Share aboutoutsidersand whatyouhavelearned

cas then Choose anamethatreflects theunittopic. t

contribute s

group

Decide howyouwanttocommunicate

your

discussions.

own

ideas.

Making a Schedule First, find out the due dates for the Small-Group activities. Then, preview the texts and activities with your group, and make a schedule for completing the tasks.

SELECTION ACTIVITIES DUE DATE

The Doll’s House

Sonnet, With Bird

Elliptical

Fences

Revenge of the Geeks

Encountering the Other: The Challenge for the 21st Century

Working on Group Projects As your group works together, you’ll find it more effective if each person has a specific role. Different projects require different roles. Before beginning a project, discuss the necessary roles, and choose one for each group member. Some possible roles are listed here. Add your own ideas to the list.

Project Manager: monitors the schedule and keeps everyone on task Researcher: organizes information-gathering activities Recorder: takes notes during group meetings © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

SCAN FOR MULTIMEDIA Overview: Small-Group Learning 199 200 word orphrase. determination ofthemeaninga L.9–10.4.d the meaningofawordorphrase. L.9–10.4.a independently andproficiently. grades 9–10textcomplexityband and poems, atthehighend ofthe literature, includingstories, dramas, grade 10, readandcomprehend RL.9–10.10  worldliterature.in modern greatest short-storywriters is stillcountedamongthe young oftuberculosis. She Mansfield diedtragically Woolf andD.H.Lawrence. authorsVirginia Modernist Murry andbefriended and editorJohnMiddleton There shemarriedwriter complete hereducation. to Englandin1903 at agetenandmoved published herfirststories to anaffluent family.She Wellington, NewZealand, in (1888–1923) wasborn Katherine Mansfield About the Author

STANDARDS

UNIT 2•OUTSIDERS ANDOUTCASTS MAKING MEANING

Use contextasaclueto Verify thepreliminary By theendof help youasread. determine theirmeanings.There are varioustypesofcontextcluesthatmay clues As youperformyourfirstread of“TheDoll’s House,”youwillencounter Concept Vocabulary Doll’sThe House opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION read. Useaprintoronlinedictionarytoverify yourdefinitions. determine themeaningsofunfamiliarwords youencounterduringyourfirst Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues these words. Aunt Beryl’s rules. Contrast ofIdeas: washerwoman. Synonyms: shunned —other words andphrases thatappearnearbyinatext—tohelpyou have already read. already knowandwhatyou the selectiontowhatyou CONNECT they do. why and about, NOTICE thoseinvolvedreact as when

what ThemotheroftheKelveygirlsisa whom

ithappens,and If thesewords are unfamiliartoyou,tryusing ideas within sneered happens, Normally thestoryis

where docile spitefully

, Keziatakestheriskofbreaking the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE spry RESPOND , energeticlittle by marking by completing context

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. The Doll’sThe House 1 2 1. W where shelivedasachild,andinEngland,where shespentheradultlife. Mansfield wasaware ofthedivisionsinsocial classesinNewZealand, are considered inherently different from thoseofotherclasses.Katherine arrangement ofsocietyinorder ofrank,where themembersofeachclass The plotof“TheDoll’s House”relies oncharacters’awareness ofclass—the BACKGROUND yellow varnish,waslikea littleslaboftoffee. Four windows, real the roof, were paintedred andwhite,thedoor, gleamingwith out withbrightyellow. Itstwosolidlittlechimneys, gluedonto when itwas. Aunt Beryl’s opinion.Evenbefore thesacking Aunt Beryl’s smell ofpaintwasquiteenoughtomakeanyoneseriously ill,in of oldMrs.Hay, ofcourse;mostsweetandgenerous!”)—but the For, really, house(“Sweet thesmellofpaintcomingfrom thatdoll’s smell ofpaintwouldhavegoneoff bythetimeithadtobetakenin. door. Noharmcouldcomeofit;itwassummer. And perhaps the it stayed,propped upontwowoodenboxesbesidethefeed-room big thatthecarterandPatcarrieditintocourtyard, andthere

sacking There stood the doll’s house,adark,oily,There stoodthedoll’s spinach green, picked the Burnells she sent the children a doll’s house.Itwasso the Burnellsshesentchildren adoll’s hen dearoldMrs.Haywentbacktotownafterstayingwith

n. coarse fabric. 1 wastakenoff. And Katherine Mansfield Katherine NOTES The Doll’s House MULTIMEDIA SHORT STORY SCAN FOR

201 202 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 12 11 10 8 7 6 5 4 3 9 smell? Itwaspartofthejoy, part ofthenewness. congealed painthangingalongtheedge. was actuallyatinyporch, too,paintedyellow, withbiglumpsof windows, were dividedintopanesbyabroad streak ofgreen. There courtyard theymightask thegirlsatschool,twoatime,tocome I might.” edge andsaidnothing. being eldest.Theybrushed through the thickbuttercups attheroad right, andLottieKeziaknewtoowellthepowers thatwentwith join inafter. ButI’mtotellfirst.” housebefore theschool bellrang. boast abouttheirdoll’s morning. Theyburnedtotelleverybody, todescribe,to—well—to The Burnellchildren couldhardly walktoschoolfastenoughthenext smile atKezia,tosay, “Ilivehere.” Thelampwasreal. look asthoughtheybelonged.Butthelampwasperfect.Itseemedto house.Theydidn’t asleep upstairs,were really toobigforthedoll’s they hadfaintedinthedrawingroom, andtheir twolittlechildren and movedwhenyoushookit. couldn’t lightit.Butthere wassomethinginsidethatlookedlikeoil, globe. Itwasevenfilledallready forlighting,though,ofcourse,you the dining-room table,anexquisitelittleamberlampwithawhite what shelikedfrightfully, wasthelamp.Itstoodinmiddleof plates andonebigjug.ButwhatKezialikedmore thananything, tables, bedswithreal bedclothes,acradle,stove,dresser withtiny red plushchairsinthedrawingroom, green inthediningroom; frames complete.Redcarpetcovered allthefloors exceptthekitchen; There were pictures onthewalls,paintedpaper, withgold never seenanythinglikeitintheirlives. All therooms were papered. despair. Itwastoomarvelous;itmuchforthem.Theyhad is takingaquietturnwithanangel. Perhaps itisthewayGodopenshousesatdeadofnightwhenHe long toknowaboutahousewhenyouputyourhandontheknocker. hall withahatstandandtwoumbrellas! Thatis—isn’tit?—whatyou more excitingthanpeeringthrough theslitofadoorintomeanlittle a housetoopen!Whydon’tallhousesopenlikethat?Howmuch and diningroom, thekitchenandtwobedrooms. Thatisthewayfor were, gazingatoneandthesamemomentintodrawingroom penknife, andthewholehousefront swungback,and—there you For it had been arranged that while the doll’s house stoodinthe For ithadbeenarranged that whilethedoll’s “And I’mtochoosewho’scomeandseeitfirst. Mother said There wasnothingtoanswer. Isabelwasbossy, butshewasalways “I’m totell,”saidIsabel,“becauseI’mtheeldest. And youtwocan The fatherandmotherdolls,whosprawledverystiff asthough “Oh-oh!” TheBurnellchildren soundedasthoughtheywere in The hookatthesidewasstuckfast.Patprieditopenwithhis “Open itquickly, someone!” But perfect,perfectlittlehouse!Whocouldpossiblymindthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 13 16 15 14 palings pointed outthebeauties,andLottieKezialookedpleased. the house.Butjusttostandquietlyincourtyard whileIsabel and look.Nottostaytea,ofcourse,orcometraipsingthrough 4. 3. 2. serge with bigfreckles, cameto schoolinadress madefrom agreen art- whom sheworked.Lil,forinstance,whowasastout, plainchild, was theywere dressed in“bits”giventoherbythepeoplefor made themsoconspicuouswashard tounderstand.Thetruth for otherpeople’schildren! And theylookedit.WhyMrs.Kelvey daughters ofawasherwomanandgaolbird. for certain.Buteverybodysaidhewasinprison.Sotheywere the This wasawfulenough.Butwhere wasMr. Kelvey?Nobodyknew washerwoman, whowentaboutfrom housetobytheday. up toherdeskwithabunchofdreadfully common-lookingflowers. them, andaspecialsmilefortheotherchildren when LilKelveycame were and astheysetthefashioninallmattersofbehavior, the Kelveys to them.TheywalkedpasttheKelveyswiththeirheadsinair, the children, includingtheBurnells,were notallowed eventospeak had tobedrawnsomewhere. Itwasdrawnatthe Kelveys.Manyof being anequalnumberofrude, rough littleboysaswell.Buttheline the milkman’s,were forced tomixtogether. Nottospeakofthere children, daughters,thestorekeeper’s judge’s littlegirls,thedoctor’s And theconsequencewasallchildren oftheneighborhood, the been anychoice.Butthere wasnone.Ittheonlyschoolformiles. at allthekindofplacetheirparents wouldhavechosenif there had the Burnells. the littleKelveys.Theyknewbetterthantocomeanywhere near who stayedoutsidetheringwere thetwowhowere alwaysoutside, giggling together, thelittlegirlspressed upclose. And theonlytwo under thehugepinetrees atthesideofplayground. Nudging, to beamflatteringly, tobeherspecial friend.Sheheldquiteacourt nearly foughttoputtheirarmsround her, towalkawaywithher, to thegirlsnearher, “Gotsomethingtotellyouatplaytime.” very importantandmysteriousbywhisperingbehindherhand roll wascalled.Nevermind.Isabeltriedtomakeupforitbylooking only justhadtimetowhipoff theirhatsandfallintolinebefore the was agrown-up woman’s hat,oncetheproperty ofMissLecky, the Logans’ curtains.Herhat,perched ontopofherhighforehead,

serge often. gaolbird palings But hurryastheymight,bythetimehadreached thetarred They were thedaughtersofaspry, hard-working little For thefactwas,schoolBurnellchildren wenttowasnot Playtime cameandIsabelwassurrounded. Thegirlsofherclass 4 shunned tableclothoftheBurnells’,withred plushsleevesfrom the

2 (surj) (surj) oftheboys’playground thebellhadbeguntojangle.They

(JAYL burd) (JAYL burd) pieces of wood that form the upright parts of a wooden fence. a wooden of parts upright the form that wood of pieces n. strong cloth with a pronounced ribbing on the back. the on ribbing apronounced with cloth strong byeverybody. Eventheteacherhadaspecialvoicefor n. British English spelling of jailbird , a person who has been in prison prison in been has who , aperson 3 Very nicecompany NOTES shunned helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: The Doll’s House

(shuhnd)

203 204 MEANING: sneered helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS

(sneerd)

v. 24 23 22 21 20 19 18 17 scarlet quill.Whatalittleguy postmistress. Itwasturnedupatthebackandtrimmedwithalarge 6. 5. big slabsofjohnnycake girls satunderthepineseatingtheirthickmutton sandwiches and you seenit?Oh,Isay!” house?“Oh,ain’titlovely!”“Haven’t “Have youseenBurnells’doll’s it spread. Itbecametheone subject,therage.Theonequestionwas, house,thefameof Days passed,andasmore children sawthedoll’s more forthemtohear. her, asecret. “Isabel’s waistandwalked heroff. Theyhadsomethingtowhisper Isabel’s be niceenoughtoIsabel.Onebyonetheyputtheirarmsround when theothersknewtheywere alltohaveachance,theycouldn’t afternoon andseeit.ShechoseEmmieColeLenaLogan.But Isabel waschoosingthetwowhowere tocomebackwiththemthat making half enoughofthelittlelamp.Butnobody paidanyattention. You couldn’ttellitfrom areal one.” yellow glass,withawhiteglobethatstandsonthedining-room table. Isabel.” the stovewithanovendoor. made agreat sensation,butsodidthebedswithreal bedclothes,and silly, shamefacedsmile,butour Elseonlylooked. When thelittlegirlsturnedround and failed tounderstandeachother. tug, atwitch,andLilstoppedturnedround. TheKelveysnever wanted anything,orwhenshewasoutofbreath, ourElsegaveLila marching infront andourElseholdingonbehind.Onlywhenshe playground, ontheroad goingtoandfrom school,there wasLil screwed upinherhand.Where Lilwent,ourElsefollowed.Inthe skirt She wentthrough life holdingontoLil,withapieceofLil’s white owl.Nobodyhadeverseenhersmile;shescarcely everspoke. of achild,withcropped hairandenormoussolemneyes—alittle Else wore shewouldhavelookedstrange.Shewasatinywishbone like anightgown,andpairoflittleboy’sboots.Butwhateverour laugh. And herlittlesister, our Else, wore alongwhitedress, rather soaked withlarge red blobs. too, whiletheychewedtheirjamsandwichesoutof anewspaper they couldget,sattheKelveys,ourElseholdingon toLil,listening

johnnycake guy And Isabel’s voice,soveryproud, wentontelling.Thecarpet And Isabel’s Only thelittleKelveysmovedawayforgotten; there wasnothing “The lamp’sbestofall,”criedKezia.ShethoughtIsabelwasn’t “Oh, yes,”saidIsabel,“andthere’s ateenylittlelamp,allmadeof When shefinishedKeziabroke in.“You’ve forgotten thelamp, Now theyhovered attheedge;youcouldn’tstopthemlistening. Even thedinnerhourwasgivenuptotalkingabout it.Thelittle

n. British English slang for “person whose appearance is odd.” is appearance whose “person for slang English British

n. bread made cornmeal. with my 6 spread withbutter. Whilealways,asnear friend.” 5 shelooked!Itwasimpossiblenotto sneered , Lil,asusual,gaveher

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 28 27 26 25 42 41 40 39 38 37 36 35 34 33 32 31 30 29 At lasteverybodyhadseenitexceptthem.Onthatdaythesubject on thatmorning. they skipsohigh,run inandoutsofast,ordosuchdaringthingsas Someone foundalongrope, andtheybeganskipping. And neverdid girls rushed awayinabody, deeply, deeplyexcited,wildwithjoy. forward. “Yah, inprison!”shehissed, yerfather’s a sellforLena!Thegirlsbegantotitter. shamefaced smile.Shedidn’tseemtomindthequestionatall.What Kelvey?” shrilledLena. Our Elsestoppedchewing.Whatwascomingnow? giggling behindherhand,LenawentovertotheKelveys. Watch menow!”saidLena. And sliding,gliding,draggingonefoot, squeal anddancedinfront oftheothergirls.“Watch! Watch me! whispered. she’d seenhermotherdoonthoseoccasions. at Emmie. they wantedtobehorridthem.EmmieColestartedthewhisper. eating outoftheirpaper, alwaysbythemselves,listening, under thepinetrees, andsuddenly, astheylookedattheKelveys rather flagged.Itwasthedinnerhour. Thechildren stoodtogether liked visitors,wentupstairstochangetheirpinafores. and theydrove home.There were visitors.IsabelandLottie,who 7. swinging. Sheslippedoff thegateasif shewasgoing torun away. behind. Nowshecouldseethattheywere theKelveys.Keziastopped toward her. Nowshecouldseethatonewasinfront and oneclose road, shesawtwolittledots. Theygrew bigger, theywere coming the bigwhitegatesofcourtyard. Presently, lookingalongthe thieved outattheback.Nobodywasabout;shebegan toswingon

apron or dress. or apron pinafores “Run away, Kezia;youknowquite wellwhynot.” “But whynot?” “Certainly not,Kezia.” “Mother,” saidKezia,“can’tIasktheKelveysjustonce?” In theafternoonPatcalledforBurnellchildren withthebuggy This wassuchamarvelousthingtohavesaidthatthelittle Lena couldn’tstandthat.Sheputherhandsonhips;sheshot Dead silence.Butinsteadofanswering,Lilonlygavehersilly, “Is ittrue you’re goingtobeaservantwhenyougrow up,Lil Lil lookedupfrom herdinner. Shewrappedtherest quicklyaway. “Pooh, I’mnotfrightened,”saidLena.Suddenlyshegavealittle “Bet youdon’t,”saidJessieMay. Then LenaLogan’slittleeyessnapped.“ShallIaskher?”she “It’s true—it’s true—it’s true,” she said. Emmie swallowedinaverymeaningwayandnoddedtoIsabelas “O-oh, howawful!”saidIsabelBurnell,andshemadeeyes “Lil Kelvey’sgoingtobeaservantwhenshegrows up.”

(PIHN uh fawrz) uh fawrz) (PIHN n. sleeveless garments fastened in the back and worn as an an as worn and back the in fastened garments sleeveless spitefully 7 ButKezia . NOTES spitefully helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate MEANING: The Doll’s House

(SPYT fuhlee) (SPYT

adv.

205 206 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 43 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 she hadmadeuphermind;swungout. with theirheadsinthebuttercups. Keziaclambered backonthegate; walked theirshadows,verylong,stretching rightacross theroad Then shehesitated.TheKelveyscamenearer, andbesidethem and she slammed the doll’s houseto. and sheslammedthedoll’s white gate. somehow theycrossed the bigcourtyard andsqueezedthrough the together, Lilhuddlingalonglikehermother, ourElsedazed, shooed themoutasif they were chickens. back again,”said Aunt Beryl. And shesteppedintotheyard and talk tothem.Runaway, children, run away atonce. And don’tcome cold, furiousvoice.“You knowaswellIdo,you’re not allowedto she saw. door stood Aunt Beryl,staringasif shecouldn’tbelievewhat they lookedinside. was stillasastone. house stood. across thecourtyard towhere thedoll’s forward. Kezialedtheway. Liketwolittlestraycatstheyfollowed doubtfully. ButthenourElsetwitchedherskirtagain.Shestarted frowning; shewantedtogo.ForamomentLillookedatourElsevery Our Elsewaslookingatherwithbig,imploringeyes;she Nobody’s looking.” matter. You houseallthesame.Comeon. cancomeandseeourdoll’s speak tous.” red andshookherheadquickly. Kezia, andshedraggedonetoeontheground. ButatthatLilturned Our Elsestared. “Wicked, disobedientlittle girl!” said Aunt Berylbitterly toKezia, They didnotneedtellingtwice.Burningwithshame, shrinking “Off yougoimmediately!” shecalled,coldandproud. “How dare youaskthelittle Kelveysintothecourtyard?” saidher voice. Theyturnedround.It was Aunt Beryl’s Attheback “Kezia!” Oh, whatastarttheygave! “Kezia!” “There’s thedrawingroom andthediningroom, andthat’sthe—” “I’ll openitforyou,”saidKeziakindly. Sheundidthehookand There wasapause.Lilbreathed loudly, almostsnorted;ourElse “There itis,”saidKezia. skirt.Sheturnedround. Suddenly there wasatwitch,tugatLil’s “Don’t youwantto?”askedKezia. But Lilshookherheadstillharder. “Oh, well,”saidKezia.Shedidn’tknowwhattoreply. “Itdoesn’t Lil gasped,thenshesaid,“Your matoldouryouwasn’tto “Why not?”askedKezia. “You houseif youwantto,”said cancomeandseeourdoll’s They were soastoundedthattheystopped.Lilgavehersillysmile. “Hullo,” shesaidtothepassingKelveys.

© 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 64 68 67 66 65 Research to Clarify Research RESEARCH 4. 3. 2. 1. the story? that detail. what In way the information does you of learned shed light an on aspect Kelveys andgivenKeziaagoodscolding,herheartfeltlighter. That the reason why!Butnowthatshehadfrightenedthoselittleratsof that eveninginPulman’sBush,he’dcometothefront doorandask Brent, aterrifying, threatening letter, sayingif shedidnotmeethim creek, tothegroup ofwattles it onherknee.Dreamily theylookedoverthehaypaddocks,past cheeks were stillburning;shetookoff thehatwithquillandheld down torest onabigred drainpipebythesideofroad. Lil’s ghastly pressure wasgone.Shewentbacktothehousehumming. 8. quill; shesmiledherrare smile. forgotten thecross lady. Sheputoutafingerandstroked hersister’s be milked.Whatwere theirthoughts?

What doesKeziadothatmakesAuntBerylangry? How doesLenatauntLilKelvey? What objectinthedoll’s houseisKezia’s favorite?

wattles The afternoonhadbeenawful. A letterhadcomefrom Willie When theKelveyswere welloutofsightBurnells’,theysat Then bothwere silentoncemore. “I seenthelittlelamp,”shesaid,softly. Presently ourElsenudgedupclosetohersister. Butnowshehad

Notebook

n. walls or other simple structures made of woven reeds or twigs. or reeds woven of made structures simple other or walls

Confirm yourunderstandingofthestorybywritingasummary.

Choose unfamiliar at one least Briefly research detail from the text. 8 where Logan’scowsstoodwaitingto

❧ NOTES The Doll’s House

207 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 DOLL’S HOUSE

CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, reread paragraph 16 of the selection. Discuss the author’s description of Lil’s and Else’s appearances and mannerisms. How does the author succeed in prompting the reader’s sympathy for the little girls?

2. Present and Discuss Now work with your group to share the passages from the selection that you found especially important. Take turns presenting your passages. Discuss what you notice in the selection, what questions you asked, and what conclusions you reached.

3. Essential Question: Do people need to belong? What has this story taught you about outsiders and outcasts? Discuss with your group.

language development

Concept Vocabulary

shunned sneered spitefully  WORD NETWORK Add interesting words Why These Words? The three concept vocabulary words are related. With related to outsiders from the your group, discuss the words, and determine what they have in common. text to your Word Network. How do these word choices enhance the impact of the text?

Practice Notebook Confirm your understanding of these words by using them in sentences. Include context clues that hint at each word’s meaning.  STANDARDS RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the Word Study course of the text, including how it emerges and is shaped and refined Notebook Words With Multiple Suffixes To determine the by specific details; provide an meaning of a word that ends with multiple suffixes, such as spitefully, begin objective summary of the text. with the meaning of the base word. Then, working from left to right, analyze

L.9–10.4.b Identify and correctly the effect each suffix has on the word’s meaning and part of speech. All rights reserved. or its affiliates. Inc., Education, © Pearson use patterns of word changes that Write the meanings of these words: hopelessness, luminosity, colorization. indicate different meanings or parts of speech and continue to apply Consult a dictionary if needed. knowledge of Greek and Latin roots and affixes.

208 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. 3. 2. 1. Symbol and Theme Analyze CraftandStructure development ofatheme. relationships amongthem. Symbolsare oftenkeyelementstothe Readers figure or itoutbyanalyzing detailsandlookingforpatterns In mostworksoffictionandpoetry,thethemeisimplicit,orsuggested. A it? HowdotheyinteractwithWhatdoesitlooklike? setting, orobjectimportant?Whatdoothercharactersthinkandsayabout details usedtodescribeit.Askquestionssuchasthese: In order tounderstandthe deepermeaningofaliterarysymbol,lookatthe literature,modern are to specific often awork rather symbols than universal. example, For water symbols. lifeuniversal symbolizes often In rebirth. or idea. Traditional literary forms, such folk or feature as often myths tales, imageor that and both for for stands itself something else, an often abstract

theme your group. with your responses share Then, chart. the Work to your complete own on Practice What isapossiblethemeof thestory?Explain. lamp’s symbolicmeaning andthestory’s theme? What doesElse’s statement attheendofstorysuggestaboutboth Why doyouthinkKeziainvitestheKelveystoseedoll’s house? Notebook the Kelvey’s clothing Kelvey’s the house doll’s the the lamp the Symb isacentralmessageorinsightintolife revealed byaliterarywork. ol

Answer these questions. these Answer

In literature, a a literature, In • • D etails challenges herinsomeway. challenges it; whichsuggestsittemptsheror enchanted by Kezia is“frightfully”

in symbol T e x t is acharacter, object, setting, Why isthischaracter, ESSENTIAL QUESTION: acceptance. and kindness, attitudes, enlightened symbolizes lamp The Symb oli c Meanin to supportyouranswers. CITE TEXTUALEVIDENCE Dopeopleneedtobelong? be identical. identical. be to your responses not expect You of ways. variety should in a theme story’s and the meanings symbolic the state of your group may Members GROUP DISCUSSION g( s ) The Doll’s House

209 210 sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using support claimsinananalysisof W.9–10.1 word choicesonmeaningandtone. the cumulativeimpactofspecific and connotativemeanings;analyze used inthetext, includingfigurative of wordsandphrases astheyare RL.9–10.4  (paragraph 40) spitefully. hissed, she prison!” in father’s “Yah, forward. yer shot hips; she her on hands her put that. She stand Lena couldn’t “Oh, ain’t it lovely!” (paragraph 16) children! people’s other for company nice Very agaolbird. and washerwoman of a daughters the were they So the through house. traipsing to to come to stay Not or tea, of course, Q

uot S

t UNIT 2•OUTSIDERS ANDOUTCASTS LANGUAGE DEVELOPMENT LANGUAGE an a

t Write argumentsto d Determine themeaning i o ar THE DOLL’S HOUSE n ds

(paragraph 23)

(paragraph 12) stylistic choices. stylistic of these the effects using Explain elevated and complex syntax. diction informal Use Then, rewritedoes. and the description simple diction syntax. Diction and Syntax and Diction Author’s Style Write It Discuss yourresponses withyourgroup. about thetonethesechoicescreate andthe story conflictstheysuggest. or informalandwhetherthesyntaxissimplecomplex.Then,writenotes Work individually.Foreachquotationwritewhetherthedictionisformal Read It around hints conflicts at the class story’s and social status. style of her aspects two complex these sentence tension The between structures. Doll’s House,” Mansfield combines often informal words and slang with reveal writer’s a are key and syntax of elements awriter’s alsoDiction help They to style. complex acombination or ones, of both. in sentences. Awriter’s may punchy include syntax short sentences, long Syntax slang, and level of formality. level slang, and speaker’s word choice, especially regard with to range of vocabulary, of use Formal Diction: in thelotandanexcitedcrowd waitingonline. Complex Syntax: Simple Syntax: Informal Diction:

Notebook

refers to the way in which words and phrases are joined together

Dic

tone, Write adescription of acharacter and something she heor

t We arrivedatthetheater. There were manycarsinthelot. Who amonguswilldrivetothestore?

i o Are yagonnadrivetothe store? When wearrivedatthetheater, wesawdozensofcars

or attitude toward attitude or example, For in the subject. “The n In writing andIn speech, SY N T A X N OTES diction refers to an author’s or

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Writing toSources Charting Main Ideas Main Charting Plan Project include appropriate of evidence. citations on youron to own and draft revise your to response literature. MAIN IDEAS MAIN Write a Assignment Choose oneofthefollowingtopics: or mainidea,andsupportitwithdetailsevidencefrom thestory. and defendyourinterpretation ofatext.Besure tostateyourclaim,

EFFECTIVE EXPRESSION EFFECTIVE Write a In a At theendofstory,narratorasksaboutKelveys,“What the children. Citeevidencefrom thestorytosupportyourresponse. “The Doll’s House,”theworldofadultsisfarcruelerthanthat divisions are presented in“TheDoll’s House.” Cite evidencefrom thestorytosupportyouraccountofhowsocial divisions in“TheDoll’s House”tothoseinAmericansocietytoday. girl’s character. been thinking.Defendyouranalysiswithstorydetailsthatreveal each use evidencefrom thestorytoexplainwhatKelveysmighthave were theirthoughts?”Ina brief response toliterature, composition

critical response Work and together gather to ideas, discuss but work the story

ofseveralparagraphs,compare andcontrastsocial Use this chart to record your ideas. Remember to to record Remember this your chart ideas. Use tothisstatement:InKatherineMansfield’s atypeofargumentinwhichyouexplain SUPPORTING DETAILS character analysis ofLilandElse, EVIDENCE  “The Doll’s House.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

EVIDENCE LOG EVIDENCE The Doll’s House

211 212 and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b the meaningofawordorphrase. L.9–10.4.a independently andproficiently. grades 9–10textcomplexityband and poems, atthehighend ofthe literature, includingstories, dramas, grade 10, readandcomprehend RL.9–10.10 

STANDARDS

UNIT 2• MAKING MEANING

Use contextasaclueto Identify andcorrectly By theendof OUTSIDERS AND OUTCASTS Elliptical Bird With Sonnet, opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavethe First ReadPOETRY first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofbasewords andother vocabularystrategiesto Base Words these words. As youperformyourfirstread ofthesepoems,youwillencounter Concept Vocabulary Fences “inside” word, alongwith context, todeterminethemeaning. whether itcontainsabaseword youknow. Then,useyourknowledgeofthe POETRY COLLECTION perception ofthesenses. for directions. Perhaps Conclusion: cabdrivers with Context: Familiar BaseWord: Unfamiliar Word: perspective have already read. already knowandwhatyou each selectiontowhatyou CONNECT moment. story ordescribesasingle whether thepoemtellsa “speaking” thepoemand NOTICE

wrote downtheaddressandtookataxidrivenbyoneofthose

who

If thesewords are unfamiliartoyou,analyzeeachonesee

Cabdrivers are knownfortheirexceptionalmemories ideas within extrasensory or

extrasensory entitled what

sensory, extrasensory ” is

whichmeans“oforrelating tothesenses” memory. means“beyondtheordinary interactions the Comprehension Check. 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. About the Poets be heard out loud to be fully to appreciated. loud be out heard be that page” hasthe to something instead but Award. Book National and the Mexican American heritage of the Southwest. of the heritage American Mexican avoice to her gives transculturalHer style poems. English-language in her and phrases includingand Spanish, Spanish words often English in both poetry writes Mora writing. administrator before turning to university a teacher,and became museum director, and Mora Pat is “not on realized that something just poetry she in readings which poetry to attending much success of her credits Mullen personal. and the “crossing political the lines” between as described has been Mullen’s poetry of California, Angeles. Los University at the inprimarily Texas English teaches and now Mullen Harryette Award PEN/Hemingway a including poems, and screenplays, for his stories, novels, has numerous won awards Since Alexie then, off. took awriter as college, his career After reading. much and spent of his in bed time from seizures suffered State. achild, Alexie As in Washington Reservation Indian Spokane Sherman Alexie (b. 1942) grew upin El Paso, Texas, (b. 1966) the grew upon (b. 1953) grew up essential question words that would be needed for athought needed thatwords would be intentional, often of omission, or aword the (. ellipsis as ..)—is points known marks punctuation with represented Ellipsis—often Elliptical forms inway. an entirely new traditional of our most one presenting sonnet, reinvents the Alexie Sherman this poem, In summarize or lines. preceding the resolve of lines asonnet final two The scheme. rhyme in aspecific arrangement fourteen-line strict a follows Asonnet unchanged. essentially centuries five forms, having survived poetic enduring most of form the is one sonnet The Bird With Sonnet, Backgrounds lifestyle that they themselves cannot afford. cannot themselves they that lifestyle enjoy an affluent who accommodate tourists however, that must means many locals incomea major source. economy, tourist This tourism on rely as Vallarta, including Puerto Many places, in Mexico. city resort a beach Vallarta, was inspired by Puerto poem This Fences these ideas. “involving ellipsis,” of both with plays means title whose imagination. poem, This to reader’s the are left they times, Other from context. are words understood or word missing the complete.to be Sometimes, : Dopeopleneedtobelong? POETRY COLLECTION

213 POETRY Sonnet, With Bird Sherman Alexie

SCAN FOR MULTIMEDIA

1. Seventeen months after I moved off the reservation, and on the NOTES second plane flight of my life, I traveled to London to promote my first internationally published book. 2. A Native American in England! I imagined the last Indian in England was Maria Tall Chief, the Osage1 ballerina who was once married to Balanchine.2 An Indian married to Balanchine! 3. My publishers put me in a quaint little hotel near the Tate Gallery. I didn’t go into the Tate. Back then, I was afraid of paintings of and by white men. I think I’m still afraid of paintings of and by white men. 4. This was long before I had a cell phone, so I stopped at payphones to call my wife. I miss the intensity of a conversation measured by a dwindling stack of quarters. 5. No quarters in England, though, and I don’t remember what the equivalent British coin was called. 6. As with every other country I’ve visited, nobody thought I was Indian. This made me lonely. 7. Lonely enough to cry in my hotel bed one night as I kept thinking, “I am the only Indian in this country right now. I’m the only Indian

1. Osage Native American tribe based in the Midwestern United States. 2. Balanchine George Balanchine (1904–1983), dance choreographer who founded the New York City Ballet and is considered the father of American ballet.

214 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. I wasn’teventheonlySpokaneIndian. 3. 10. When Ientered thepub,Isatinacorner, andwaitedformy taxi drivenbyoneofthosecabdriverswithextrasensorymemory. working ataLondonpub.SoIwrote downtheaddress andtooka mother toldmethatachildhoodfriendfrom thereservation was quail speaks. quails grieve,theyliedownnexttotheirdead.WhenIndiansdie,the call itasong.WhenIndianssing,theairisheavywithgrief. bevy. A gatheringofIndiansiscalledatribe.Whenquailsspeak,they I atetwoandordered twomore. 14. A gatheringofquailiscalleda quail eggs.Onthesecondmorning,Ionlytookataste.third day, would bequail,”hesaid.Onthefirstmorning,Icouldnoteat were impossiblysmall.“Whatbird isthis?”Iaskedthewaiter. “That and toast.Everywhere intheworld,bread isbread, butmyeggs eat breakfast inthelobbyrestaurant. Everymorning,Iordered eggs In mystrangelittlehotelneartheTate, Ihadtowearmysuitcoat language, nowmeans,“Aren’t weamiracle?”and“Goodbye.”13. kissed hisforehead, andsaid,“England.”12.“England,”inourtribal him. Onlyminutesgone,hisskinwasstillwarm.Iheldhand, to seehiminhislastmoments,buthepassedbefore Icouldreach 11. Hisnamewas Aaron andhediedofcancerlastspring.I’drushed hugged me.“IthoughtIwastheonlyIndianinEngland,”hesaid. friend todiscoverme.Whenhesawme,leaptoverthebarand

Spokane Indian

Native American from the northeastern part of Washington State. Washington of part northeastern the from American Native 3 9.Onthepayphone,my NOTES Sonnet, With Bird Sonnet, With

215 POETRY Elliptical Harryette Mullen

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. strikes us as . . . Our strikes usas . . . Neverthelesstheirbehavior had anenormousimpactontheir . . . that they . . . Norcan itbedeniedthatthey . . . We knowthatthishas hand, theyobviouslyfeel Of course,their unaware of . . . Somewhoshouldknowbettersimplyrefuse to . . . Many ofthemremain we knowhowdifficult itisforthemto . . . But Ifonlytheywouldmakeaneffort to . . . understand that . . . They don’t appear to The consequences of which have been . . . Theiroveralltendencyhasbeen . . . it isobviousthatthey . . . However Onceinawhilethey . . . Sometimesthey . . . always . . . to bemore . . . We allwishtheyweren’t so . . . Theynever . . . They They justcan’tseemto . . . Theyshouldtryharder to . . . Theyought perspective interactions entitled has been limited by . . . Ontheother hasbeenlimitedby . . . to . . . Certainlywecan’tforget to . . . unfortunatelyhavebeen. NOTES shuhnz) MEANING: interactions MEANING: entitled MEANING: n perspective helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate . n. (ehn TY tuhld) (ehn TY (puhr SPEHKtihv) (ihn tuhrAK Elliptical MULTIMEDIA SCAN FOR adj.

217 218 NOTES POETRY

UNIT 2• MULTIMEDIA SCAN FOR OUTSIDERS ANDOUTCASTS 15 10 5 for ataste. ran barefoot across thehotsand Once mylittlesister coconut white,mangoyellow. or sipdrinksfrom longstraws, while theirchildren jumpwaves sweeter thanhoneyintotheirarmsandlegs and watchthewomenrub oil I peekthrough thecactusfence away allfootprints. With awoodenboard hesmooths the coolbeachnewforthem. Every morningmybrother makes with suitcasesfullofdollars. the Mouths fulloflaughter, It’s theirbeach.” “No. No.It’stheirbeach. My motherroared liketheocean, turistas cometothetallhotel Fences Pat Mora

Why doesthespeakergotoLondon? What doesthespeaker’s littlesisterdothatcausesthemothertoreact? What doesthespeaker’s brother doeachday? What pronoun appearsinthefirstninesentencesofpoem? How doeseachsentenceof“Elliptical”end? Whom doesthespeakermeetinLondon?

Choose unfamiliar at one least detail from of one Briefly the poems. Poetry Collection

219 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 Take turns reading portions 1. Review and Clarify With your group, reread the lines of “Sonnet, With of each poem aloud. Discuss Bird” numbered 11 and 12. What point does the author make by defining how listening to a poem England in two different ways? Explain. read aloud helps you hear 2. Present and Discuss Now, work with your group to share other key lines rhythm, rhyme, and other from the poems. What made you choose these particular passages? Take sound devices. Discuss the turns presenting your choices. Discuss what you notice in the poem, what connection between the sound of the poem and its questions you asked, and what conclusions you reached. meaning. 3. Essential Question: Do people need to belong? What have these poems taught you about being an outsider? Discuss with your group.

language development  WORD NETWORK Concept Vocabulary Add words related to outsiders from the texts to perspective entitled interactions your Word Network.

Why These Words? The three concept vocabulary words are related. With your group, identify the concept they have in common. How do these word choices enhance the text?  Standards RL.9–10.5 Analyze how an author’s choices concerning how to structure a text, order events Practice within it, and manipulate time Notebook Confirm your understanding of these words by using them create such effects as mystery, tension, or surprise. in sentences. Include context clues that hint at their meanings.

L.9–10.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech and continue Word Study to apply knowledge of Greek and Notebook Latin Prefix: en- The concept vocabulary word entitled Latin roots and affixes. begins with the Latin prefix en-, meaning “in,” “into,” or “on.” Write L.9–10.4.c Consult general and the meanings of these other words beginning with the prefix en: enamor, © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson specialized reference materials, encapsulate, encipher. Consult a college-level dictionary as needed. both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

220 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s Choices:PoeticForm Analyze CraftandStructure poets oftenplaywithlinebreaks, orthewaysinwhichlinesend. unexpected combinationsoflanguage.To create theseeffects, free verse carefully craftedlinesthat re-create therhythmsofnaturalspeechorpresent free verse poems, however, altogether. avoidtheuseoffixedpatterns Forexample, ofrhymeormeter,pattern oranycombinationofthoseelements.Some For example,apoeticformmaycallforfixednumberoflines,particular different poeticforms.A or rhyme. in poetry,buttheymaycontainotherpoetictechniquessuchasrepetition but soundslikepoetry.Prose poemslackthelinebreaks mostoftenfound The • • 3. 2. 1. Work togetherasagroup toanswerthefollowingquestions. Practice

full sensewithoutthelinethatfollows. Enjambed usually endwithapunctuationmark,suchascommaorperiod. End-stopped lines prose poem and prose-like a poemratherthanprose? (a) poet’s choice Compare with (c) the choiceofformaffect howthereader experiencesthepoem? (a) how areader hearsandunderstandsthepoem. Explain howthedifferent typesoflinesemphasizemeaningoraffect In “Fences,”whichlinesare end-stoppedand whichare enjambed? Rewrite Whattypeofpoemis“Elliptical”? Explain.

What poems do not follow any set patterns. Instead,theypresent poemsdonotfollowanysetpatterns.

poetic

lines

the isapoeticformthatlookslikeprose, oranon-poeticwork,

elements

the poem,

donotendwithagrammaticalbreak anddonotmake form? techniques

original. are linesthatcompleteagrammatical unit;they poetic form

adding

affect

(b) What does

line

Howdoesthecombinationofpoetic Poems canbewritteninanynumberof its

is a set pattern ofpoeticelements. isasetpattern

“Sonnet,

meaning? is breaks

lost

and

that essential question:

With

what

(b) make to supportyouranswers. CITE TEXTUALEVIDENCE

Bird” Inwhatwaysdoes

sense gained

use

to that

you.

the make it Dopeopleneedtobelong?

Poetry Collection

221 222 the desiredaestheticeffect. performance techniquestoachieve selection andincludesappropriate conveys themeaningof and presentarecitationthat: SL.9–10.4.b source materialinaspecificwork. author draws onandtransforms RL.9–10.9 tension, orsurprise. create sucheffectsasmystery, within it, andmanipulatetime to structureatext, orderevents author’s choicesconcerninghow RL.9–10.5 

t UNIT 2•OUTSIDERS ANDOUTCASTS LANGUAGE DEVELOPMENT a n

da Analyze howan Analyze howan POETRY COLLECTION

Plan, memorize, r d s Author’s Choices:PoeticForm Author’s Style Write It Chart howAlexie’s poemreimagines theShakespearean sonnet. point, thenchangesitdrastically.Work individuallytoreread thepoem. Bird,” ShermanAlexieusesthesonnetformasastarting In “Sonnet,With Read It information inyourchartto citeexamplesfrom thepoem. experiments withtheShakespearean sonnettocreate aprose poem.Use the a finaltwo-linestanza,or fourteen-line poemthatcontainsthree four-line stanzas,or or twiststhethematicideasexpressed intheearlierlines. Traditionally, therhymingcoupletthatendsasonnetdramaticallyredefines The finaltwolinesinthesonnetformarhymingcouplet. and followan Shakespeare’s “Sonnet18”features three quatrainsthatdevelopatheme rhyme, or S a twist presentsfinal coupletthat develop atheme three quatrainsthat rhyme scheme number oflines onnet So longlivesthisandgiveslifetothee.(g) So longasmencanbreatheoreyessee,(g) And summer’sleasehathalltooshorta Rough windsdoshakethedarlingbudsofMay,(a) Thou artmorelovelyandtemperate.(b) Shall Icomparetheetoasummer’sday? Notebook Cha rhyme abab r

a Write aparagraphinwhichyouexplainhowAlexie

scheme. cteristic , cdcd , couplet. efef

rhyme pattern. Here rhymepattern. isthefirstquatrain. S

onnet

Ithasaregular of meterand setpattern A traditional,Shakespearean , w it date.

(a) h B (b) ir d

C o mm quatrains ent sonnet , and isa

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. S Present andDiscuss Project Plan poem yourgroup wrote withthoseoftheothersmallgroups intheclass. your deliveryreflects thestructuralchangesyouintroduced. Compare the feedback onthetone,speed,anddramaticqualitiesofeachreading. poem totheclass,practiceitwithyourgroup severaltimes.Provide helpful memorize andread aloudaspartoftherecitation. Before yourecite your As agroup, rewrite oneofthepoemsinthiscollection,alteringakey Assignment options: you madeascreated therevised poem.Choosefrom thefollowing revised work.Afterward, takequestionsfrom listenersaboutthedecisions aspect ofitsformorcontent.Then,delivera a greaterimpactinitsoriginalformorasprosepoem? change instructureaffectthemeaningofpoem?Doespoemhave Use questionssuchasthefollowingtoguideyourwork: How doestherestructuringchangemeaningofpoem? feelings, images,oremotionsdoestherestructuringaffect?Inwhatways? Use questionssuchasthefollowingtoguideyourwork: with completedsentencesorwithoutthem? change themeaningofpoem?Doespoemhavegreaterimpact “they” referintheoriginalpoem?Howdoescompletingsentences Use questionssuchasthefollowingtoguideyourwork: peaking andListening

Rewrite “Fences”asaprose poem.Includethe samegeneral Bird”Change thestructure byrearranging of“Sonnet,With line Complete eachsentenceinthepoem“Elliptical.”Work togetherasa Eff necessary. and modify sentencessothattheyworkasprose. Addmore detailif information andimagesastheoriginal,butchangelinebreaks group togetherdiscrete thoughts,images,andemotions. breaks andphrasing.Note thatpoetsuselinebreaks andphrasingto group. Write outthepoeminitsentirety. e

ctiv Assign eachmemberofthegroup aportion of thepoemto e

As yourpresent yourworktotheclass,makesure e xpr e ssion poetry reading Howdoesthe Which thoughts, To whomdoes ofthe “Elliptical,” and“Fences.” Bird,”“Sonnet, With fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

E Poetry Collection VI DE NC E L E O G

223 224 word orphrase. determination ofthemeaninga L.9–10.4.d the meaningofawordorphrase. L.9–10.4.a independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof read andcomprehendliterary RI.9–10.10  nursing profession. captivating narrativeofthe investigative meritand has beenpraisedforits the HeroesofHospital Drama, andMiraclesWith Nurses: AYear ofSecrets, Her mostrecent work, John BartlowMartinAward. she wasarecipient ofthe ishighlyregarded;journalism and the Times, including the newspapers andmagazines, She haswrittenforseveral and bestsellingauthor. (b. 1976) isajournalist Alexandra Robbins About the Author

STANDARDS

UNIT 2•OUTSIDERS ANDOUTCASTS MAKING MEANING the Atlantic.

Washington Post, Use contextasaclueto Verify thepreliminary By theendofgrade 10, LosAngeles Robbins’s

The , determine theirmeanings.There are different typesofcontextclues. other words andphrasesthat appearnearbyinthetext—tohelpyou As youperformyourfirstread of“RevengetheGeeks,”youwill Concept Vocabulary Revenge Geeks of the opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION definitions. first read. Usearesource suchasadictionaryorthesaurustoverify your determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues encounter thesewords. sadly Antonym, orContrastofIdeas: tycoon Elaborating Details: group behavior. work. Theformerstudyindividualbehavior, whereas thelatterstudy Definition: marginalize have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE indolent andoneoftherichestwomeninworld. isinvolved? Insomecases,

the generalideasof What

, butothersworkextremely hard. If thesewords are unfamiliar, tryusing ideas within is itabout? pariah Shewasoncealoner, butisnowamedia

psychologists Somemembersofthegroup are bigotry and the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND sociologists by marking context clues by completing dorelated —

of the Revenge 3 2 1 6 5 4 G 1. M especially oneinterested incomputers. however, it hadcometobeusedasageneric,all-purposeinsult.Inthe1970s, in thelatenineteenthcentury,andbymiddleoftwentiethcentury gecke The word BACKGROUND world where [kids]havetothinkabouttheirownstatus.” And for recording artist. music. Lastyear, theGrammywinnerwasnation’s top soon asshesatdownbecausetheydisdainedhertasteforcountry will servehimorherwellaftergraduation. to beexcludedinhighschoolare oftenthesame traitsorskillsthat schools, I’veseenrepeatedly thatthedifferences thatcauseastudent like liberationfrom astate-imposedsentence. consider theoutcasts,studentsforwhomfinishinghighschoolfeels fear ofloststatus.Butascap-and-gownseasonnears,let’salsostopto Kathryn LaFontana,highschoolisthe“firstforay with kidsshedescribesas“outcastsandcomfortable withbeingso.” daydreams.” It’snowonder shewentontowritebookspopulated described herself asabulliedchild“wholivedmostlyinbooksand fashion iconwiththerecognizable catchphrase“Makeitwork.”

foray For many, saysSacred HeartUniversitypsychologyprofessor J. K.Rowling,authorofthebestselling“HarryPotter” series,has Students mockedTim Gunn’sloveofmakingthings;nowheisa Examples abound:Taylor Swift’s classmatesleftthelunchtableas In sevenyearsofreporting from American middleandhigh Alexandra Robbins intheworksofShakespeare, asaword for“fool.”Itbecame

bittersweet nostalgia:Excitementforthefuture istempered by any popularstudentsapproach graduationdaywith n. attempt to do something. to do attempt geek geek cametomean,specifically,“an overlyeager student,” hasalonghistory—oneofitsearliestappearanceswasas eeks 1 intotheadult -selling geek

NOTES Revenge ofthe Geeks MULTIMEDIA SCAN FOR ARGUMENT

225 226 MEANING: bigotry MEANING: pariah MEANING: marginalize helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES lyz)

. UNIT 2•OUTSIDERS ANDOUTCASTS

(puh RY uh)

(BIHG uhtree)

(MAHR juhnuh

n .

n . 14 13 12 11 10 9 8 7 make peopledifferent makethemtargets. Inadulthood,however, the other people;that’swhatmakessomeoneunpopular.” and socialstatus,“theworstthingintheworldistobedifferent from teenagers, saysLaFontana,whostudiesadolescentpeerrelationships She’s adifferent kindofathlete.Similarly, wemightacknowledge musician. A sprinterisstillanathleteevenif shecan’tplaybasketball. challenged if hecan’tplaytheviolin.He’sjustadifferent kindof is excludedbyclassmates.We don’tviewasaxophonistasmusically there necessarilysomething wrong withastudentmerely becausehe necessarily leadstomediocrityorworseinadulthood. Butneitheris racism, anti-Semitism,sexism,andotherformsof the exclusionarybehaviorthatmaybefoundation foreventual well inschool.Psychologistspointoutthathigh-status cliquesteach who are popularandinvolved inaggression are lesslikelytodo more likelytodrinkandengage inotherriskybehaviors.Students relational, whichincludesrumors, gossip,andbackstabbing. Theyare be bothtargets andinstigatorsofaggression—whether physicalor can alsomeanthey’re lesslikelytoinnovate.Theyare more likelyto shows thattheyare more likelythanoutsiderstoconform, which distinctively. sources—without peoplewhoare different. Successfulscientiststhink be noprogress—cures fordiseases,waystoharnessnewenergy conference, calls“thesocial Jerry Holkins,creator ofthePenny Arcade webcomicandvideogame profile celebritiesandthrongs of smitten fans. They’re all part of what consciousness. And thenerd prom knownasComicCondrawshigh- are ontherise.Nerdcore hip skills andtheabilitytocollaboratethrough collectiveintelligence. creativity they’vehoned.Gamershavelearnedbothproblem punks, andotherswhopursuetheirartswithfervorbenefitfrom the from beingempatheticandunafraidtodisplayemotion.Skaters, after graduation. to teenagersthatthecharacteristics bound toimprove. That’swhyit’suptoadultsconveyconstantly thing” islikelytotranslateintolatersuccess,orthat“thegirl killing me.” breeze through school..That’sthegoodthing,butgirlthingis get agirl.Thesmartthingrepels girls.Ilikebeingsmartbecause boy inIndianatoldme:“I’malwayssingle,soit’stough.Nevercan qualities thatmakepeopledifferent makethemcompelling. Adults tendtobemature enoughtorecognize thatthere would That’s nottosay, ofcourse,thatpopularityinhighschool popularstudents?Research So whathappenstohighschool’s In theadultworld,beingoutisin.“Geekchic”and“nerd merch” Geeks profit from theirtechnologicalknowhow. Emosbenefit It’s hard toknowwhenyou’re inhighschoolthat“thesmart Some studentsare vaguelyaware ofthisreality. An eighth In therabidlyconformistschoolenvironment, thequalitiesthat pariah -hop artistshavepenetratedmainstream outcastaesthetic.” marginalize bigotry themcanpayoff . -grade -solving

© 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 15 17 16 Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the argument?the that detail. what In way the information does you of learned shed light an on aspect nurture kidswhoreject thein students couldunderstandthis. And if schoolsfoundbetterwaysto less sociallysuccessful;they’re justadifferent kindofsocial. that studentswhodon’tfollowthepopularcrowd’s leadaren’t any not aproblem butastrength. better.” Theyneedtoknowbefore graduationthatbeingdifferent is something wrong. interesting, impressionable people—thinkthattheyhavedoneorfelt treatment isthattensofthousandsstudents—imaginative, and independence.Themostheartbreaking consequenceofthis attitudes andprograms thatare importantforfosteringcreativity name

How dosuccessfulscientiststhink,according toRobbins? What doesRobbinsbelievethatadultsshouldconstantlyconveytoteenagers? world forteenagers? According topsychologyprofessor KathrynLaFontana,whatistheworst thinginthe as Swift satdown? According totheauthor, whydidTaylor Swift’s classmatesleavethelunchtableassoon It’s notenoughtomerely tellthemthatinthereal world,“itgets The worstaspectofthetreatment ofstudentoutsidersisn’tthe The educationlandscapewouldbesomuchmore bearableif

Notebook -calling. Itisn’ttheloneliness.evendemiseof

Confirm yourunderstandingbywritingasummaryofthe text.

Choose unfamiliar at one least Briefly research detail from the text.

-crowd image. ❧ NOTES Revenge ofthe Geeks

227 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?

REVENGE OF THE GEEKS

Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities. 1. Review and Clarify Reread the first five paragraphs of the selection. Where does the author state her claim, or main idea, in this argument? Restate the claim in your own words. What three examples does Robbins cite in this section of the text to support this claim? 2. Present and Discuss Now, work with your group to share the passages from the selection that you found especially important. Take turns presenting your passages. Discuss what you notice in the selection, what questions you asked, and what conclusions you reached. 3. Essential Question: Do people need to belong? What has this text taught you about outsiders and outcasts? Discuss with your group.

language development Concept Vocabulary  WORD NETWORK marginalize pariah bigotry Add interesting words related to outsiders from the text to your Word Network. Why These Words? The three concept vocabulary words are related. With your group, determine what the words have in common. How do these word choices enhance the impact of the text?

 Standards Practice RI.9–10.8 Delineate and evaluate the argument and specific claims Notebook Confirm your understanding of these words by using them in a text, assessing whether the in sentences. Include context clues that hint at each word’s meaning. reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Word Study L.9–10.4 Determine or clarify the Notebook Denotation and Connotation The denotation of a meaning of unknown and multiple- word is its literal definition that you would find in a dictionary. A word’s meaning words and phrases based on grades 9–10 reading and content, connotations are its emotional overtones or nuances. For example, the choosing flexibly from a range of word pariah literally means “outcast.” Its connotations are overwhelmingly strategies. negative. This word came into English from Tamil, an Indian language, where L.9–10.5 Demonstrate it signified someone from the lowest social caste, or group. understanding of figurative language, Use a dictionary to research the denotations and connotations of the All rights reserved. or its affiliates. Inc., Education, © Pearson word relationships, and nuances in word meanings. following words from the selection: nostalgia, disdain, conformist, smitten, distinctively. Then, use each word in a sentence that clearly indicates both its L.9–10.5.b Analyze nuances in denotation and its connotation. the meaning of words with similar denotations.

228 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. Reasoning andEvidence Analyze CraftandStructure have thefollowingqualities: reasoning shouldhaveclear, logicalconnections.Strong evidenceshould reasoning andthequalityof theevidenceheorsheusestosupportit.Strong When reading anargument, itisimportanttoevaluateboththewriter’s writer’s reasons ormainclaim. anecdotes, quotations,examples,andanyotherdetailsthatsupportthe evidence. debatable issue,andthendefendsthatclaimwithsoundreasoning and a typeofnonfictioninwhichwriterstates • • • 4. 3. 2. 1. Practice your responseswithgroup. C writer’s ideas. Relevance: generalizations. it shouldnotdisplaybias,unfoundedjudgments,orsweeping sources. Acredible source maypresent adistinctperspective,but Credibility: facts, data,andquotations.Itshouldcomefrom arangeofsources. Variety:

Cite evidencefrom yourchartasexamples. Write aparagraphinwhichyouevaluatethevalidityofRobbins’s argument. credibility andrelevance. Use thecharttoidentify thetypesofevidence Robbinsusesandtoevaluateits actually workagainstpeoplewhentheyentertheadultworld? How doesRobbinsdevelopherargumentthatbeingpopularinhighschoolmay in highschoolare thosethatmakethemsuccessful inadulthood? How doesRobbinssupportherclaimthatthequalitiesmakestudentsoutcasts LAI Notebook M Evidence

Awritershouldincludedifferent typesofevidence,suchas Evidenceshouldbecurrent andconnectlogically tothe Evidenceshouldbedrawnfrom reliable, authoritative

Work onyour owntoanswerthequestions.Then,shareanddiscuss includesfacts,data,information,explanations, E

V “Revenge oftheGeeks”isan I D EN C E claim, CR orpositionona E D I B essential question: ILIT argument, Y

R ELE to supportyouranswers. CITE TEXTUALEVIDENCE V Dopeopleneedtobelong? AN C Revenge ofthe Geeks E

229 or listening. comprehend morefullywhenreading for meaningorstyle, andto contexts, tomake effectivechoices language functionsindifferent language tounderstandhow L.9–10.3 L.9–10.1.a  230

tan UNIT 2•OUTSIDERS ANDOUTCASTS LANGUAGE DEVELOPMENT

REVENGE OF THE GEEKS THE OF REVENGE Apply knowledgeof

d Use parallel structure. ar d s This chartshowsexamplesofnonparallelandparallelstructure. inconsistency canbeawkward, confusing,ordistractingforreaders. equally significant ideasinanunnecessarymixofgrammaticalforms.This relationships amongideas. Whenwritinglacksparallelism,itpresents Effective useofparallelism creates rhythmandbalanceclarifies the toexpressgrammatical formsorpatterns ideasofequalsignificance. Parallel Structure Author’s Style Write It 4. 3. 2. 1. or inmutiplesentences. “Revenge oftheGeeks.”Parallelelementsmayappearinasinglesentence Mark theparallelsentenceelementsineachofthesepassagesfrom Read It at leastoneexampleofparallel structure. Markyourexamples. words ELEMENTS SENTENCE clauses phrases

sexism andotherformsofbigotry. behavior thatmaybethefoundationforeventualracism, anti-Semitism, Psychologists pointoutthathigh-statuscliquesteachthe exclusionary mean they’re lesslikelytoinnovate. Research showsthattheyare more likely. . toconform,whichcanalso collective intelligence. others .benefitfrom theskillsandability tocollaboratethrough being empatheticandunafraidtodisplayemotion.Skaters,punks, Geeks profit from theirtechnologicalknowhow. Emosbenefitfrom that makepeopledifferent makethemcompelling. people different makethemtargets.Inadulthood,however, thequalities In therabidlyconformistschoolenvironment, thequalitiesthatmake Notebook

Write aparagraphabout“RevengeoftheGeeks.”Include

NONPARALLEL The teachersare good,the hisnewschool: Ari likes world exploration country, and planetoleavethe on that I couldnotwaittohop process. writing the revision and Planning, drafting likes thenewbuilding students are nice,andhe Parallelism, or are three stepsin for some parallel structure, . . The teachersare good,the hisnewschool: Ari likes the world country, and plane,toleavethe that I couldnotwaittohopon process. writing the revising and Planning, drafting, building isnew students are nice,and PARALLEL istheuseofsimilar are three stepsin . to explore . the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Developing Your Argument Project Plan Speaking andListening choices ofimages,text,anddesignelements. members toeachtask.Finally,determinehowyouwillmakedecisionsabout to completeinorder tofinishyourproject. Then,assignindividualgroup evidence. for yourpresentation. Remembertoincludeappropriate citationsforall ARGUMENT Create a Assignment images toexplainasubject.Choosefrom thefollowingoptions.

Choose aside,explainingwhyyouagree ordisagree withRobbins. Design a Prepare an EFFECTIVE EXPRESSION Have eachgroup completeaposterarguingthesideitfavors. visually. Ifmembersofyourgroup disagree, splitintotwogroups. the text.Create andpresent a Construct yourargumentorcounterargumentusingevidencefrom will havealastingimpact. support yourclaim.Inpresentation, showhowyourcampaign why changeisneeded,andciteevidencefrom Robbins’s argumentto in howstudentswhoare “different” are treated inschool.Explain proves yourpointsandsupports youropinions. fromlearned Robbins’s argument.Citeevidencefrom thetextthat multimedia presentation

Before youbegin,makealistofthetaskswillneed social mediacampaign informational video EVIDENCE

Use thischarttocollectideasandimages poster inwhichyouincorporatetextand inwhichyoushare whatyou withthegoalofeffecting change publicizingyourposition IMAGE interest. reasoning, and evidenceandtoadd enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogically such findings, andsupportingevidence SL.9–10.4 needed. deadlines, andindividualroles as decision-making, cleargoalsand set rulesforcollegialdiscussionsand SL.9–10.1.b   “Revenge oftheGeeks.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa Revenge ofthe Geeks

tandards EVIDENCE LOG EVIDENCE

Make strategic useof Present information,

Work withpeersto

231 232 and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b strategies. choosing flexiblyfromarange of on meaning wordsandphrases based meaning ofunknownandmultiple- L.9–10.4 independently andproficiently. grades 9–10textcomplexityband nonfiction atthehighendof read andcomprehendliterary RI.9–10.10  against colonialism. African nationsinthefight covered andsupported books. Kapuscinskioften basis forhishighlyregarded in thesecondwere the an income,yethisthoughts first notebookbrought him and uniqueexperiences.His filled withpersonalnotes newspapers. Theotherwas articles soldtoPolish facts forhisinvestigative one, hedetailedconcrete keeping twonotepads.In career by injournalism (1932–2007) beganhis Ryszard Kapuscinski About the Author

grades andcontent 9–10reading STANDARDS

UNIT 2•OUTSIDERS ANDOUTCASTS MAKING MEANING

Determine orclarifythe

Identify andcorrectly By theendofgrade 10, , Challenge 21st the for Century The Encountering Other: the opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your firstread. determine themeaningsofunfamiliarwords youencounterduring Apply yourknowledgeofbasewords andother vocabularystrategiesto Base Words for the21stCentury,”youwillencounterfollowingwords. As youperformyourfirstread of“EncounteringtheOther:TheChallenge Concept Vocabulary word. Here isanexampleofhowtoapplythestrategy. “inside” word, alongwith context, todeterminethemeaningofconcept whether itcontainsabaseword youknow. Then,useyourknowledgeofthe “behaving inawaythatshowsdisinterest orscorn.” the mannerinwhichsomethingisbeingdone. Conclusion: Or walkpast Context: Familiar “Inside”Word: Unfamiliar Word: doctrine have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who the text. NOTICE isinvolved? Shouldtheythrow themselvesinfuryonthoseotherpeople?

The If thesewords are unfamiliartoyou,analyzeeachonesee the generalideasof dismissively What ideas within totalitarian -ly

isitabout? dismissively endingshowsthattheword isanadverbthattells

dismissive andkeepgoing?

, meaning“disinterested; scornful” ideologies the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND Dismissively by marking by completing mustmean

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Ryszard Kapuscinski 21stthe Century for Challenge The Other: the Encountering 3 2 1 4 and understandthem? walk pastdismissivelyand keepgoing?Orrathertrytogetknow revelation? Whattodo? decisiontomake? also inhabitedtheworld!Buthowtobehavein faceofsucha turned outthattheydidn’t—thatothersimilarbeings, otherpeople, of theirkinfolk,thattheyknewallthepeoplein world.Thenit in theconviction,astheymovedaround inthecompanyof30to50 the world!Untilthen,membersoftheseprimal groups couldlive momentous discovery!Thediscoverythatthere are otherpeoplein What asignificant movement inthehistoryofworld,whata nourishment, whenitsuddenlycomesacross anotherfamily-tribe. harder todefenditself effectively andtofightforsurvival. quickly andefficiently. Haditbeensmaller, itwouldhavefound community beenlarger, itwouldhavehadtrouble movingaround small family-tribesnumbering30to50individuals.Hadsucha T around theworld.Theglobeis,metaphorically,gettingsmaller. travel, communication,andtrade,regional life hasbecometiedtocultures increasingly culture. commonandefficientmodern With intercontinental ofdifferentgovernments countries.Itisoneofthemostvisibletrends in Globalization istheinteractionandintegrationofpeople,companies, BACKGROUND Archaeologists tellusthattheveryearliesthumangroups were So here isourlittlefamily-tribegoingalongsearching for Should theythrow themselves infuryonthoseotherpeople?Or a universalandfundamentalexperienceforourspecies. he encounterwiththeOther, withotherpeople,hasalways been

Encountering the Other:TheChallengefor the 21stCentury NOTES MULTIMEDIA SCAN FOR LECTURE

233 234 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 12 11 10 9 8 7 6 5 where there were agoras cooperation—the remains ofmarketplaces,ports, ofplaces scattered abundantlyacross ourplanet.Theseare theproofs of 3. 2. them? Itmightendupinaduel,conflict,orwar. Everyarchive act toward Others?Whatkindofattitudeshouldwehavetoward fundamental andcategoricalasitwasbackthen.Howshouldwe faces ustodayaswell,withundiminishedintensity—achoice countries inallepochs not want,toreach anunderstandingwithOthers.Theliterature ofall battlefields andruins scattered around theworld. contains evidenceofsuchevents,whichare alsomarkedbycountless 1. the Romanlimes objects liketheGreat Wall ofChina,thetowersandgatesBabylon, others, toisolateandseparateitself. Thisattitudeleads,overtime,to this family-tribethatweare watchingdecidestofenceitself off from weakness, assubjectmatterofinfinitevarietyandmoods. to surround themselveswith themandfencethemselvesoff from ends tragicallyinsuchcases,acatastrophe ofbloodanddeath. others, forgoodnessandsense.Theencounterwith theOtherusually incapacity forunderstanding,puttingthemselves intheshoesof loses becausewarisadisasterforhumanbeings.It exposestheir on firmground. War ishard tojustify. Ithinkthateveryonealways fickle here anddoesnotalways feelcertain,doesnotalwaysstand cultures, haschosenoneortheother;wecansee thatmankindis among theseoptions,and,dependingonchangingtimesand or theycouldenterintodialogue. They couldchoosewar, theycouldbuildawallaround themselves, lived confidently. themselves afragmentoftheOther, andtheybelieved inthisand and hostility, dangerandmortalevil.Peoplediscovered within and values.“TheOther”stoppedbeingasynonymofforeignness concluded covenantsandalliances,discovered shared goals ideas, andmerchandise, andwhere theytradedand didbusiness, the Trans-Saharan caravanroute. vestiges ofsuchtraderoutes astheSilkRoad, Amber Route,and universities andacademiesare stillvisible,andofwhere there remain

agoras limes epochs All thisisproof ofman’sfailure—that hedidnotknowhow, ordid All ofthesewere placeswhere peoplemettoexchange thoughts, Fortunately, there isevidenceofadifferent humanexperience That samechoicethatourancestorsfacedthousandsofyearsago But itmightalsobethecasethat,insteadofattackingandfighting, Over theexpanseofhistory, mankindhasneverstoppedwavering People thushadthree choiceswhentheyencountered theOther: The ideathatledpeopletobuildgreat wallsandgapingmoats,

. walls mortared with quicklime plaster. quicklime with mortared . walls (uh GAWR uhz)(uh GAWR (EHP uks) (EHP

n. 2 andorthestonewallsofInca. periods of historical time. historical of periods n. open gathering open places. 1 hastakenupthissituation,tragedyand 3 andsanctuaries,ofwhere theseatsofold

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 15 14 13 5. others, hasbeengiventhecontemporarynameofapartheid. 4. proponents ofthisviewproclaim thateveryoneisfree toliveashe already beingpracticedintheearliestmistsoftime.Insimpleterms, defunct whiteregime inSouth Africa. However, apartheidwas concept hasbeenerroneously confinedtothepoliciesofnow- anthropomorphic Other, theforeigner. was andstillisadoctrineofhatred, contempt,andrevulsion forthe was presented asadog,rat,creeping reptile. Apartheid not managetobebornChinese.TheOther, according tothisbelief, spawn,oratbestasavictimoffatewhodid regarded asthedevil’s at all. An ancientChinesebeliefexpressed itbest: A non-Chinesewas community—while others,allare subhumanoraren’t human conviction thatonlyweare human—themembersofourclan, of thehumanrace.Themythsmanytribesandpeoplesinclude of myrace,religion, orculture. Ifthatwere all! chooses, aslongit’sfarawayfrom measpossible,if heisn’tpart comes tous.Thankssuchaninterpretation, theworldweinhabit can alsobeahighwayalongwhichoneofthegods, inpilgrim’sgarb, and welcomehiminside.Theroad neednotservehostilecolumns;it are notonlyforclosingagainst theOther—theycanalsoopenforhim reveal anewsignificance thatisfavorabletopeople.Doorsandgates always thefirst,whichmeansdivine.” Greeks—he was There wasno‘lastamongmen!’withHomer’s very reason itwasnumbered amongthepiouspracticesandvirtues. human questionsfollow, andthatwascalledhospitality, andforthat newcomer?’ Butonlywhenthedivinityinhimwasrespected didthe have beenreceived asaguestif thefirstquestionwere: ‘Whoisthis suspicion wasthathemighthavebeensentbyGod..Noonecould every beggarandforeign wanderer,” Norwidremarks, “thefirst Odysseus encountersonhisjourneybacktoIthaca.“There, with introduction tothe unknowable being. mandated showingallkindnesstothenewcomer, thatultimately ambivalence, wasoneoftheroots oftheculture of hospitality that person oragodinhumanguise.Thatuncertainty, thatfascinating whether theapproaching wanderer, traveler, ornewcomerwasa human formandactlikepeople.Backthenyoucouldnevertell

anthropomorphic segregation. ethnic repressive of systems other to to refer used often is word The elections. free first the with 1994 in ended Apartheid repression. intense suffered and to vote allowed not was majority African native the which apartheid human behaviors or characteristics. or behaviors human How different wastheimageofOtherinepoch In reality, weare lookingata In thisGreek understanding ofculture, citedbyNorwid,things Cyprian Norwidwritesaboutthiswhenheponders,inhis

(uh tyd) PAHR

(an thruh poh MAWR fihk) fihk) MAWR poh (an thruh 5 beliefs,thebeliefthatgodscouldassume Odyssey

n. South African policy of extreme racial segregation under under segregation racial extreme of policy African South , thesources ofthehospitalitythat doctrine adj. described or thought of as having having as of thought or described Encountering the Other:TheChallengefor the 21stCentury ofthestructural inequality 4 This NOTES MEANING: doctrine helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate

(DOK truhn)

235 n. 236 MEANING: ideologies MEANING: totalitarian helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES uhn)

adj. UNIT 2•OUTSIDERS ANDOUTCASTS

(y deeOLuhjeez)

(toh tal uhTAIR(toh tal ee

17 23 22 21 20 19 18 reaching tothefarthesthorizons.Levinas,asweknow, wasoneof or evena“fundamentalevent,”themostimportantexperience, world inwhichweourselveswillwanttoencountertheOther. starts beingnotonlyricherandmore diverse,butalsokindertous,a planet are OtherforOthers—Me forThem,andThemMe. who isOther. cultures. Othersare indeedOthers,butforthoseIamtheone an exampleofthedismantlinghierarchy oftheworldandits out: “Ferenchi! Ferenchi!”—which means“foreigner, other.” Thisis of children runs afterme,pointingatmeinmerrimentandcalling when Iwalkthrough avillage inthemountainsofEthiopia,acrowd from thewhiteman’s—the European’s—point ofview. Buttoday, ours, andwithhisownculture andcustoms. belonging toadifferent race,withbeliefsandvaluesdifferent from exclusively hypotheticalandabstractentity, butasaconcrete person member ofthePolish Academy ofSciences—Bronislaw Malinowski. went ontoearnaPh.D.atJagiellonianUniversity, andwhowasa great research workofamanwhodidhisundergraduate workand inquiry andreflection, asimilarattitude,arisesanddevelopsinthe closeness, openness,andkindness. they proclaimed theneed—orevenethicalobligation—for they criticizedtheattitudesofindifference orbuildingwalls;instead, philosophers ofdialoguerejected warbecauseitledtoannihilation; responsibility.” Intermsofrelations withtheOtherandOthers, face toandconductadialogue,butforwhomonemust“take Other, withwhom,asLevinassuggested,onemustnot onlystand elevated thehumanbeing,amovementthatrescued andelevatedthe irreplaceable characteristics). individual andanother, thedifferences ofnon-interchangeable and concept of“theOther”toemphasizethedifferences betweenone of totalitarianism(whichiswhythesephilosopherspromoted the the Others—from beingobliteratedbytheactionsofmassesand the paramountvalue,humanindividual—me,you,Other, destructive abolished theseparatenessofindividual,andexpansion phenomena thatarose inthe20thcentury:birthofmassesthat and unrepeatable entity, inmore orlessdirect oppositiontotwo Jozef Tischner), whodevelopedtheideaofOtherasaunique Ebner, andGabrielMarcel (agroup thatlatercametoinclude the philosophersofdialogue,alongwithMartinBuber, Ferdinand In thissense,we’re allinthesameboat. All ofusinhabitantsour Let uspointoutthattheconceptofOtherisusually defined problem was howtoapproach theOther,Malinowski’s notasan In thecircle ofjustsuchideasandconvictions,asimilartype This wasanincredibly importantmovementthatrescued and These philosophersattemptedtosalvagewhattheyregarded as Emmanuel LevinascallstheencounterwithOtheran“event,” totalitarian

ideologies .

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 24 26 25 then thewhitesettlers,conquestof Africa, Asia, and Australia. times, were incredibly bloody—Columbusconquering America, and over newland,capture slaves,trade,orconvert.Theseexpeditions,at the European, lefthiscontinentalmostexclusivelyforgain—totake characterized bycontemptandarrogance. and theirculture, butalso,infact,heldanentirely erroneous image lived there foryearsnotonlyknewnothingaboutthelocalpeople research siteintheTrobriand Islandsthatthewhitepeoplewhohad have thisdifficulty. Namely, Malinowskistatedafterarrivingathis to agivenculture—the participantsinandcarriersofthatculture— difficulty understandingothercultures, andthatpeoplebelonging appears toadiffering degree inallcultures: thefactthatcultures have to berevolutionary, anditstoodtheworldonitsear. about it.Itmightseemlikeanobviousundertaking,yetitturnedout this forhimself, personally—toexperienceitsothathecouldlatertell language, andtoseehowhelived.Hewantedexperience learn abouttheOther. To customsand learnabouthisneighbor’s  A villageintheTrobriand Islands In Malinowski’s eraandinthepreceding centuries,thewhiteman, In Malinowski’s It laidbare aweaknessorperhaps simplyacharacteristicthat Malinowski setoutforthePacific islandswithadifferent goal—to Encountering the Other:TheChallengefor the 21stCentury NOTES

237 238 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 27 33 32 31 30 29 28 despair, anddepression. You payahighpriceforbreaking free of Strict SenseoftheTerm experienced turnedouttobenoeasyexperience.Inhis middle ofalocalvillageandlivedamongthepeople.Whathe and beyondit?Itisverydifficult togiveanunequivocalfinalanswer, How willthisinfluencetheI-Otherrelationship withinmyculture culture, andthepeopleofsomeotherculture, orofOthercultures? broadly conceived. work intheconsciousnessofyoungestgenerationandculture movement, andalso,inconnectionwiththis,thetransformationat of allformscommunication,thegreat advancesintransportand this—the electronics revolution, theunprecedented development mass societytoanew, planetarysociety. Manyfactorsliebehind the masses,weare livingtodayintheperiodoftransitionfrom that acknowledged values,andrespect fortraditionandcustoms. whose behavior, likeours,ischaracterizedbydignity, respect for person, ofadifferent raceandculture, isneverthelessaperson needs andexpectationsoftheirparticipants.Forhim,adifferent there are onlydifferent cultures, withvaryingwaysofmeetingthe namely thatthere isnosuchthingasahigherorlowerculture— observed byothers,that“tojudgesomething,youhavetobethere.” the Western Pacific, andformulatinghisimportantthesis,soseldom the Trobriand Islands,towhichhedevoteshisexcellent Argonauts of of exchange,contacts,andcommonritualsamongtheinhabitants young anthropologist wasconcentratingonresearch intotheculture First World War native Europe, the wasunderwayinMalinowski’s which wewouldprefer toavoid.Itisinteresting that,whilethe or inwhichyouare observed,amirror thatunmasksanddenudes, from others. withdraw intoyourownhidingplaceandtimorously cutyourself off then canyouconfidentlyfaceadifferent culture. Otherwise,youwill identity, andasenseofyourown strength, worth,andmaturity. Only your culture. Thatiswhyitsoimportanttohaveyourowndistinct astonishing inDubai. A girl,surely aMuslim,waswalkingalongthe increasingly hybridizedandheterogeneous. Irecently sawsomething technology, organization andmarkets. still intheirprimalstate,notyetviolatedbytheinfluence ofWestern Malinowski studiedtheMelanesiantribesatatime whentheywere of asingle,raciallyandhistoricallyhomogeneous civilization. distance thatfostersreflection, are immersedinit. since theprocess isongoing andweourselves,withnochanceforthe All themore sobecausetheOtherisamirror intowhichyoupeer, He himself, asif tospiteallcolonialcustoms,pitchedhistentinthe Today, thisiseverlessfrequently possible.Cultures are becoming Levinas considered theI-Otherrelation withinthebounds How willthisaltertherelations betweenus,thepeopleofone While Malinowskibeganhisworkatthemomentofbirth Malinowski advancedanotherthesis,incredibly boldforitstime: , hecontinuallymentionsproblems, badmoods, A Diaryinthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 34 38 37 36 35 literary criticismthatdevotetheirmajorattentiontohybridization even hereyeswere visible. her head,andonlywascovered sohermeticallythatnot beach. Shewasdressed intightjeansandaclose-fittingblouse,but Other maybetheoffspring andtheheirofthesetwo currents. conservation ofourdiversity, ourdifferences, ouruniqueness. The current oftheglobalization ofourreality andthecurrent ofthe currents thatshapetheculture ofthecontemporaryworld—the this newOtherwillarisefrom themeetingoftwocontradictory emerge from thechaosandtumultofpresent. Itispossiblethat often theroad tonowhere. but thatalsodemandsalot,andinwhichtakingeasy shortcutsis themselves seriously. Thisisaworldthatpotentiallyhaslottooffer, those whotaketheirtasksseriouslyandthusprove thattheytake unconditional opportunities,butratheropportunitiesopenonlyto are enteringisthePlanetofGreat Opportunities. Yet theseare not to graspandmovearound init.Inanycase,theworldthatwe that ourprevious historicalexperiencewillprove to beinsufficient occurring amidstenormousdifficulties, conflicts,dramas, andlosses. of theirownseparatevalueandsignificance. Thisprocess isoften increasing numberofnationsandsocietiesthathaveagrowing sense of free peopleandbroad throngs oftheenslaved,isfilledwithan to things,extras,thevictimsandpassiveobjectsofdomination. fate, andtheylookwithabhorrence onanyattemptstoreduce them that theyare themastersintheirownhouseandcaptainsof course, thepridethatflowsfrom this.Theyare beginning torealize myths, andlegends,theirroots, theirfeelingsofidentityand, Gradually, thesepeopleare beginningtorediscover theirownpasts, citizens oftheirownstatesthat,atleastnominally, were independent. humanity freed themselvesofcolonialdependencyandbecame the secondhalf ofthe20thcenturywasatimewhentwo-thirds of Other, derivesaswellfrom abroader historicalcontext.Namely, acceptance, recognition, andaplaceattheround tableofnations. loudly, withincreasing self-sufficiency andforcefulness, demanding cultures thanbefore, butratherbecausetheyare speakingoutmore multicultural notbecausethere are more ofthesecommunitiesand and races.We saytodaythattheworldhasbecomemultiethnicand are hometopopulationsrepresenting themostvariegatedcultures gigantic megalopolises(likeSãoPaolo,New York, orSingapore) that cultures, suchasthe American-Mexican border, andalso inthe regions where theborders ofstatesare theboundariesofdifferent and linking.Thisculturalprocess isunderwayespeciallyinthose Yet thetrue challengeofourtime,theencounter withthenew We willconstantlybeencounteringthenewOther, whowillslowly We maybemovingtoward aworldsoentirely newandchanged Today, ourplanet,inhabitedforcenturiesbyanarrow group Today there are wholeschoolsofphilosophy, anthropology, and Encountering the Other:TheChallengefor the 21stCentury NOTES

239 240 NOTES

UNIT 2•OUTSIDERS ANDOUTCASTS 39 40 be? Whatwillourencounterbelike?wesay? And inwhat strike achord ofhumanityintheOther. WhowillthisnewOther me thatkindnesstoward anotherbeingistheonlyattitudethatcan The experienceofspendingyearsamongremote Othershastaught living andthetounborn.” to eachother, whichbindstogetherallhumanity—thedeadtothe sorrow, inaspirations,illusions,hope,fear, whichbindsmen loneliness ofinnumerablehearts:tothesolidarityindreams, injoy, in subtle butinvincibleconvictionofsolidaritythatknitstogetherthe pain; tothelatentfeelingoffellowshipwithallcreation—and tothe mystery surrounding ourlives;tosenseofpity, andbeauty, and “speaks toourcapacityfordelightandwonder, tothesenseof other? language? Will webeabletolisteneachother?To understandeach We shouldseekdialogueandunderstandingwiththenewOther. Will webothwanttoappeal,asJosephConradputit,what

❧

continent tovisitothers? According totheauthor, whyhaveEuropeans throughout historyusuallylefttheirown sent bythegods? What wayoftreating people beganwiththeideathatanystrangermighthavebeen people intheworld? According totheauthor, howwouldanearlyfamily-tribediscoverthatthere were other

Notebook

Confirm yourunderstandingofthetextbywritingasummary.

Choose unfamiliar at one least Briefly research detail from the text. that

Choose something that interested you and formulate from the text, Encountering the Other:TheChallengefor the 21stCentury lecture?

241 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?

ENCOUNTERING THE OTHER: THE CHALLENGE FOR THE 21ST CENTURY CITE TEXTUAL EVIDENCE Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, reread paragraph 10 of the GROUP DISCUSSION selection. Discuss the three choices people can make in dealing with the Some group members may Other, reminding yourselves of the examples the author gives for each one. have very good contributions to make to the discussion 2. Present and Discuss Now, share with your group the passages from the but find it difficult to speak selection that you found particularly important. Take turns presenting your up. To make sure that you passages. Discuss what you noticed in the text, what questions you asked, hear the best ideas, reach and what conclusions you reached. out to all group members by asking questions. 3. Essential Question: Do people need to belong? What has this lecture taught you about being an outsider and confronting others? Discuss.

language development Concept Vocabulary

 WORD NETWORK doctrine totalitarian ideologies Add interesting words related to outsiders from the Why These Words? The three concept vocabulary words are related. With text to your Word Network. your group, discuss the words, and determine what they have in common. Write other words that relate to this concept.

Practice Notebook Confirm your understanding of these words by using them  STANDARDS in sentences. Include context clues that hint at each word’s meaning. RI.9–10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an Word Study objective summary of the text. Greek Root: -log- In “Encountering the Other,” the author uses the word RI.9–10.5 Analyze in detail how ideologies. The word ideologies is built from two Greek roots: -ideo-, which an author’s ideas or claims are means “idea,” and -log-, which may mean either “to speak” or “study developed and refined by particular sentences, paragraphs, or larger or theory of.” Write the meanings of these words from the selection that portions of a text. contain the root -log-: archaeologists, anthropology, dialogue. Consult a

dictionary as needed. All rights reserved. or its affiliates. Inc., Education, © Pearson L.9–10.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech and continue to apply knowledge of Greek and Latin roots and affixes.

242 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. ideas leave or the audience achallenge with lasting or thought. the In ideas. remember repetition not answer out loud. the In rhetorical information. the In special techniquesuses to engage listeners and help them understand that is given to teach inform or often atopic. listeners about lecturer The Literary Nonfiction Literary Analyze CraftandStructure Is there a challenge to listeners? Is there another technique that creates a memorable ending? amemorable creates that technique another there Is to listeners? achallenge there Is conclusion? the up make paragraphs Which repetition. of examples Cite idea. main the explain or develop that statements Cite discussion? the up make paragraphs Which D statement? idea main the is What in the introduction? appears or rhetorical question What story, fact, surprising introduction? the up make paragraphs Which INT C your responses with your group. with your responses discuss and share Then, in chart. the your notes to gather Work independently Practice IS ON C R O USSION C D LUSION U

C because hearing because information more than once helps listeners question.

TION introduction This is a question that This is aquestion the listener should think about,

“Encountering the Other” is a conclusion discussion , or beginning, or she heor may a use , or end,, or might the lecturer summarize , or body,, or may the lecturer use Encountering the Other:TheChallengefor the 21stCentury lecture essential question: —a speech speech —a to supportyouranswers. CITE TEXTUALEVIDENCE Dopeopleneedtobelong? the end. the and inspiredbeginning at the at curious listener intention is to make the The statement. or fact, story, quotation, question, amemorable with ends and begins often A lecture CLARIFICATION

243 244 presentations. variety andinteresttowritingor specific meaningsandadd of phrases andclausestoconvey L.9–10.1.b footnotes andendnotes. standard formatforcitationincluding avoiding plagiarismandfollowinga to maintaintheflowofideas, information intothetextselectively the researchquestion;integrate of eachsourceinanswering effectively; assesstheusefulness sources, usingadvanced searches authoritative printanddigital information frommultiple W.9–10.8 dynamically. to displayinformationflexiblyand to linkotherinformationand advantage oftechnology’s capacity shared writingproducts, taking publish, andupdateindividualor including theInternet, toproduce, W.9–10.6 

STANDARDS ENCOUNTERING THE OTHER:

UNIT 2•OUTSIDERS ANDOUTCASTS LANGUAGE DEVELOPMENT LANGUAGE THE CHALLENGE FOR THE THE FOR THE CHALLENGE

Use technology, Gather relevant Use various types 21ST CENTURY (tells (tells down sat Derrick When Adverb an as Used (tells ability the Ihad I wish Adjective an as Used sentence) the of subject the as (functions To succeed aNoun as Used INFINITIVE why kind what Derrick sat down) sat Derrick requires dedication. sentence, and an in adverb the third sentence. infinitiveor phrase as anoun in sentence, one in the second an adjective infinitive phrase the word The examplesinthechartshowusesofinfinitivesandinfinitivephrases. infinitive as anoun, an or an adverb. adjective, phrase acts together all of Like as asingle speech. acting modifiers, part an infinitive, an Types Phrases of Conventions Write It 4. 3. 2. 1. adverb. from “EncounteringtheOther,” andlabelitasanoun,anadjective,or Work individually.Marktheinfinitiveorphraseineachsentence Read It of ability) a lot.. This isaworldthatpotentiallyhaslottooffer, butthatalsodemands about theOther. Malinowski setoutforthePacific islandswithadifferent goal—tolearn decides tofenceitself off from others.. But itmightbethecasethat.thisfamily-tribeweare watching effectively. . Had itbeensmaller, itwouldhavefoundharder todefenditself Notebook

to fly. to

to study,

to in front as anoun, an or an adverb. of adjective, it and An acts

Write three sentences this about lecture. an Use infinitive he concentrated. consists of an infinitive and its objects, complements, or of consists an infinitive objects, and its

An An infinitive is averb form that generally with appears (tells (tells Dana’s desire Used asanAdjective We chose Used asaNoun (tells (tells editor the called She Adverb an as Used INFINITIVE PHRASE INFINITIVE chose verb the of object direct the as (functions which why ) she called) she to take the old foot path. foot to old take the desire) to do well to do to voice her opinion. to her voice made Mama proud. Mama made

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you want and what to you find. include Remember appropriate citations. they will accurately illustrate this Use to your chart keep text. track of what Research Finding Visuals Finding Plan Project assign group members to task. each group members assign layout. ahead of Decide time how you will make final those choices. Then, information to researching images to making final choices design and about accomplish in order to complete your digital presentation, from finding Text That Image Illustrates Image Text That Research, write,anddeliver a Assignment one ofthefollowingtopicsandprojects: responded toothersthrough combat,isolation,orcooperation.Choose cultures Kapuscinskimentions inthelecture. Explainhoweachculture

EFFECTIVE EXPRESSION EFFECTIVE Create a Create a Create an perceived peoplefrom othercultures andresponded tooutsiders.

Before you begin, make you to will alist of need the tasks video slide show illustrated timeline

Use a variety of reliable avariety Use sources for your images that so abouttheancientGreek ideaofhospitality. abouttheIncaandtheirarchitecture. digital presentation showinghowtheancientChinese Description of Image Description Encountering the Other:TheChallengefor the 21stCentury aboutoneofthe Source Information for Citation to properly credit the source. the credit to properly accuracy. Collect information to makelocated sure of its is image the where page to go the always you should a searchengine. However, with online, you may start researching images When PROCESS  “Encountering theOther.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa

EVIDENCE LOG EVIDENCE

245 246 and task. are appropriatetopurpose, audience, development, substance, andstyle of reasoningandtheorganization, that listenerscanfollowtheline clearly, concisely, andlogically such findings, andsupportingevidence SL.9–10.4  • • • • • •

FOR OTHER: ENCOUNTERING REVENGE FENCES ELLIPTICAL SONNET, THE STANDARDS

UNIT 2• O PERFORMANCE TASK: LISTENING AND SPEAKING FOCUS

DOLL’S THE

SOURCES

Present information, THE

21ST

WITH OF

HOUSE CHALLENGE

THE

CENTURY

BIRD ut

THE

GEEKS s i ders a n d O ut posed intheprompt. supporting textualevidence.Then,cometoaconsensusaboutthequestions label? Are theystrengthened byit?Usethecharttogatheryourideasand people whoare deemedoutsiders. Are thesepeopleweakenedbythis in theselectionsyouhaveread. Foreachselection,identify apersonor Deliver Gather EvidenceandMediaExamples Analyze theTexts YourPlan With Group Allow eachgroup membertomakesuggestions. Consider photographs,illustrations, music,charts,graphs,andvideoclips. for typesofmediayoucanusetoillustrateorelaborate oneachexample. specific examplesthatsupportyourgroup’s position.Then,brainstorm for Other: Encountering Revenge Fences Elliptical Sonnet, The Title Assignment and visualstoclearlystatedefendyourposition. Then, create a Work withyourgroup todevelopapositiononthefollowingquestions: ideas aboutwhatitmeanstobelongandbeanoutsider. You haveread astory,poems,anargument,andlecture addressing cas

the

Doll’s t s Is difference a weakness? Is sameness a strength?

The 21st

With

House

Challenge

the Century

Bird the multimediapresentation

Geeks a

Multimedia Presentation With yourgroup, discussthepeople—realWith orfictional—

Ideas

About

Outsiders

inwhichyouusetext,audio, Scan theselectionstorecord Evidence

From

Text

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. presentation, replace itwithamore relevant item. cohesive presentation. Ifavisualorsoundcueisnotclearlyrelated tothe effects tomakesure theycommunicatekeyideasandhelpcreate a how welltheymeetthechecklist. account eachofthechecklist items.Asyoulistentoothergroups, evaluate When youpresent asagroup, besure thateachmemberhastakeninto EvaluatePresent and Brush UponYour Presentation Techniques Improve Your UseofMedia Fine-Tune theContent another. improve speakingskillsorhowtomovesmoothlyfrom onesegmentto several timesbefore youdeliverit.Giveoneanothernotesonhowto listeners. Findanotherwaytoword theseideas. argument. Checkwithyourgroup toidentify keypointsthatare notclearto need tomakesure thegroup hasprovided adequateevidencetosupportthe instruction here toguideyourrevision. of yourgroup’s firstrun-through. Then,useyourevaluationandthe Organize Your Ideas Rehearse With Your With Rehearse Group Practice WithYour Group what thespeakerwillsay.Also,notewhere specific mediawillbeused. various elements.Then,takenoteofwheneachsectionbegins,andrecord script foryourpresentation. Decidewhowillberesponsible foreachofthe Presenter 3 Presenter 2 Presenter 1 CONTENT

Learning. Small‑Group in texts the from evidence with supported are ideas Main argument. aclear presents presentation The

Use agraphicorganizerlikethisonetoplanthe

To makeyourpresentation stronger, youmay USE OFMEDIA

Use thischecklisttoevaluatetheeffectiveness

MULTIMEDIA PRESENTATION SCRIPT

the argument. The media support functions properly.functions Equipment the presentation. evenly throughout Media are used ideas. communicate key media The Review allvisuals,music,andsound Media Cues

Practice yourpresentation TECHNIQUES PRESENTATION Performance Task: DeliveraMultimediaPresentation ESSENTIAL QUESTION

visible andvisible are Media volume. adequate speaks with and contact eye uses speaker Each smooth. are Transitions audible. Script : Dopeopleneedtobelong? add interest. reasoning, and evidenceandto enhance understandingoffindings, digital mediainpresentationsto SL.9–10.5 needed. deadlines, andindividualroles as decision-making, cleargoalsand set rulesforcollegialdiscussionsand SL.9–10.1.b 

STANDARDS

Make strategic useof

Work withpeersto

247 248 Take notes learned you’ve what Practice aschedule Create STRATEGY

UNIT 2•O OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: interesting andappealingto you? 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 classmates. To follow steps. atext, these choose relatedan additional to selection the topic. You’ll then share what you learn with you willthis complete section, your of study literature by exploring outsiders about will have is everyone Being almost an an experience outsider point at some in life. In Do people need to belong? QUESTION: ESSENTIAL you wanttoknowaboutthetopicofoutsidersandoutcasts? ut s i ders a

Think abouttheselectionsyouhavealready studied.Whatmore do

Take afewminutestoscanthetextyouchose.Choosedifferent Preview thetextsbyreading thedescriptions.Whichoneseemsmost • • • • • • • • • • • ACTION PLAN n Consider the quality andreliability quality Consider the source. ofthe the topic. After youread, evidencetohelpyouunderstand usefulnessofthe evaluatethe Use first-read andclose-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. d O ut cas t s MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. uninhabitable wetland. seemingly avast, in freedom sought Native Americans and slaves runaway that discovering are Archaeologists Blackfoot, Blackfoot, Boy the Elk Dog Orphan and The MYTH PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED Found Freedom Outcasts toFleeing Swamp, Dismal Slaves and BROADCASTMEDIA: RADIO artist. local unconventional by abeloved, artwork made of pieces sixty than more loses university prestigious The Yee Vivian Anew Lost Then Columbia, IsSaluted at Outsider’s Art NEWSPAPER ARTICLE person’s name? another to change right have anyone the Does Rau Santha Rama from Name By Any Other MEMOIR gift. amazing an his tribe brings who and scorned, aboy, about shunned once myth Indian American An Ortiz Alfonso retold and by Erdoes Richard Review Evidence for an Argument synthesizing the information you haverecorded. information the synthesizing and whatyou’ve learned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR Gifts of Gifts Passage

Sandy Hausman Overview: Independent Learning CONTENTS

249 250 Anchor ReadingStandard 10 

STANDARD about theunittopicasyoufirstread thistext. NOTICE

knowledge andtheselectionsyouhaveread. CONNECT UNIT 2•O Selection Title: Selection Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT new information or ideas you learn new informationorideasyoulearn ut ideas withintheselectiontoother s i ders an Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. d O ut c a s t s 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 Anchor ReadingStandard 10 

Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude? questions and your firstread. Readthesesectionsclosely Revisit sectionsofthetextyoumarkedduring Close Read the Text STANDARD annotate aboutthetext.Whatcanyou Write downyourideas. whatyounotice.Askyourself

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ESSENTIAL QUESTION: Analyze the Text about whatthischoiceconveys. the text.Selectone,andrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Dopeopleneedtobelong? Outsiders and Outcasts Model Annotation Close-Read Guideand

Tool Kit

251 Myth

The Orphan Boy and the Elk Dog

Native American (Blackfeet)

About the Culture SCAN FOR The Blackfeet, or Blackfoot, have traditionally lived in what is now Alberta, MULTIMEDIA Canada, and the state of Montana. They were among the first of the Algonquian-language speakers to move west to open grassland areas. There, they hunted buffalo on foot, using dogs to carry their supplies. Through the introduction of horses and firepower, they were able to expand even farther westward.

BACKGROUND When Europeans brought over horses to North America, Native Americans living in the Great Plains quickly incorporated them into their lives. By 1750, they were fairly common. Horses had such a profound impact that many scholars divide Plains history into the period before the introduction of horses and the period after. The Blackfoot word for “horse” is ponoka imita, which combines the words for “elk” and “dog.”

1 n the days when people had only dogs to carry their bundles, NOTES I two orphan children, a boy and his sister, were having a hard time. The boy was deaf, and because he could not understand what people said, they thought him foolish and dull-witted. Even his relatives wanted nothing to do with him. The name he had been given at birth, while his parents still lived, was Long Arrow. Now he was like a beaten, mangy dog, the kind who hungrily roams outside a camp, circling it from afar, smelling the good meat boiling in the kettles but never coming close for fear of being

kicked. Only his sister, who was bright and beautiful, loved him. All rights reserved. or its affiliates. Inc., Education, © Pearson 2 Then the sister was adopted by a family from another camp, people who were attracted by her good looks and pleasing ways. Though they wanted her for a daughter, they certainly did not

IL1 UNIT 2 Independent Learning • The Orphan Boy and the Elk Dog © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 4 3 down inagrass-lineddugout,likeananimalitsden. frayed robes discarded bythepoorest people. At nighthebedded found ontherefuse heaps.Hedressed inremnants ofskinsand for himself. Helivedonscrapsthrown tothedogs and thingshe person whocared abouthim,andtheorphanboywaslefttofend want theawkward, stupidboy. And sotheytookawaytheonly 1. on dogtravois, taken down,belongingswere packedintorawhidebagsandput regarded ashis,andthepeopledecidedtomove.The lodgeswere there’s aplaceforyouinmytipi. And I’mgoingtomakeyouinto spur ofthemomenthesaid,“Grandson,I’mgoing toadoptyou; the oldmanlookedatboy, themore helikedhim.Onthe and atlasttheverybestkindofmeat—aslice tongue.Themore of thehumpmeat,thenapieceliver, thenapieceofrawkidney, himself, “isneitherstupidnorcrazy.” Hegavetheorphanapiece noticed achangeinhismanner. “Thisboy,” thechiefsaidto and talkingyet,buthiseyeswere alertandGoodRunningalso the boy. “We don’t wantyourkindcomingwithus.” followed thetrailhispeoplehadmade. was happyforthefirsttimeinhislife. With renewed couragehe in dryleavesagooddistanceaway. Theorphanboylaughedand was razor-sharp—he could makeouttherustling ofatinymouse the rushing watersofastream. Hishearingwasrestored! And it wormlike thingcameoutofit,andonhisrightsidehecouldhear hand andhurriedon.Thenthere wasasnapinhisrightearand birdsongs forthefirsttime. Hetookthiswormlikethinginhisleft came outofthatear. All atonceonhisleftsidehecouldhear left earwithasoundlikesmallcrack,andwormlikesubstance stumbling, running, panting,somethingsuddenlysnappedinhis Soon thesweatwasrunning downhisskinnybody. As hewas frantic thathewouldlosethem,andcryingatthesametime. his people,whethertheylikeditornot.Hefollowedtheir tracks, behind, butheknewwouldstarveif hestayed.Hehadtojoin sweaty andcovered with dust. Here, havesometripe. him.” To theboyGoodRunningsaid“Resthere, grandson,you’re comes thatpoorgood-for-nothing boy. Itwaswrong toabandon just killed.Whenthechiefsawboy, hesaidtohimself, “Here Running, akindlyoldchief,butcheringfatbuffalo cowhehad Men were already outhunting.ThustheboycameuponGood 2.

travois tripe the ground by a person or an animal. an or a person by ground the Eventually thegamewashuntedoutnearcampthatboy The boywolfed downthe meat.Hewasnotusedtohearing For twoorthree daystheboyfedonscrapspeoplehadleft In themeantimevillagehadsettledintoitsnewplace.

(tryp) (tryp)

(truh VOY) n. VOY) (truh n. walls of the stomach of a buffalo or other grazing animal, used as food. as used animal, grazing other or abuffalo of stomach the of walls 1 andthevillagedeparted.“Stayhere,” theytold sled with two poles and a net or platform in between, pulled along along pulled between, in platform or anet and poles two with sled UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning 2 ” NOTES

IL2 IL3 NOTES

UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning 16 15 14 13 12 11 10 9 8 7 that peoplecallyoubyyourrightname.Nowcomealong.” think ofit,thenameyouwere givenatbirthisLong Arrow. I’llsee Running said,“Theycalledyouastupid,crazyboy, butnowthatI a goodhunterandwarrior.” Theboywept,thistimeforjoy. Good crazy yourself!” this slow-wittedcrazyboy?Maybeyou’re alittleslow-wittedand on me,”shesaid,“bringingintoourlodgethisgood-for-nothing, to you.” of moccasinsforhim,andif youdon’tdoitwellI’lltakeastick grandson. Look—he’sbarefooted. Hurryup,andmakeapair isn’t sloworcrazy;he’sagoodboy, andIhavetakenhimformy husband wasakindman,butwhenaroused, hisangerwasgreat. accepted him. his ageinknowledgeandskills. At last evenGoodRunning’swife should know. Hewasafastlearnerandsoonsurpassedotherboys and tounderstandwell,catchuponallthethingsaboy What canIdo?” you proud andshowpeople thatyouwere wisetoadoptme. “Grandfather,” hesaidoneday, “Iwanttodosomethingmake camp couldnotforget that Long Arrow hadoncebeenanoutcast. Running toleanon.Buthewaslonely, formostpeopleinthe helped hisgrandfatherineverythingandbecameastaff forGood wife madeforhim.He in thequilledbuckskinoutfitchief’s great things.” But noneofourbraveyoungmenhaseverreturned.” has gonetofindthesespiritfolkandbringback an ElkDogforus. imagination. Everyfourthgeneration,oneofour youngwarriors They are saidtobeswift, strong, gentle,andbeautiful beyond people likedogs.Sothey’re calledPono-Kamita—ElkDogs. larger thanagreat elk,buttheycarrytheburdens ofthespirit mystery animalswhodotheirworkforthem.These animalsare bottom ofafarawaylake.Downinthatlakethespiritpeoplekeep winter nights,mentalkofpowerfulspiritpeoplelivingatthe this,” hesaid.“Iloveyouanddon’twanttoloseyou.Buton the oldandfatherless, andlettheholymenoftribefind and ceremonies. Bebrave.generous andopen-handed.Pity The chief’s wife wasnotpleased.“Whydoyouputthisburden The chief’s “Woman, keeptalkinglikethatandI’llbeatyou!Thisboy Good Running’swife grumbled butdidasshewastold.Her So anewlife beganforLong Arrow. Hehadtolearnspeak He grew upintoafineyoung hunter, tallandgood-looking Good Runninganswered, “Somedayyouwillbeachiefanddo The chiefthoughtforalongtime.“MaybeIshouldn’ttellyou “But what’sagreat thing I coulddonow, Grandfather?” “Grandson, firstlearntobeaman.Learntheright prayers “Grandfather, I’mnotafraid. I’llgoandfindtheElkDog.”

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 28 27 26 25 24 23 22 21 20 19 18 17 a medicine 3. journey. We will beginbypurifying youinthesweatbath.” and madeforhimashieldwithdesignsonittoward off danger. Great MysteryPower. Thetribe’sholymengavehimamedicine lodge. Hewastaughthowtousethepipe,andpray purpose. but nooneexcepthisgrandfatherknewwhere andforwhat anyone else. After awhilesomepeoplenoticedthathewasgone, smelling cedarsmoke.Long Arrow leftunheard andunseenby his grandsontotheedgeofcamppurify himwithsweet- and hisownfinebowand,justasthesuncameup,wentwith need fortraveling.Thechiefgavehimhismedicine, shield, loaded hisbesttravoisdogwithallthethingsLong Arrow would “Why haveyoucomehere?” thestrangerasked. pond, where astrangeman wasstandingasif waitingforhim. southward. Onthefourthdayofhisjourneyhecametoasmall That’s allIcantellyou.” uncles. Possiblyhemighttalktoyou;thenagain,not. you mightchanceuponabiggerlakeandthere meetoneofmy of thepond.“Butif youtravel furthersouth,four-times-four days, the pond,where helived. and heat,hungerthirst. mountains hewent,wearingouthismoccasinsandenduringcold taking littletimeforrest. Through deepcanyonsandoverhigh come here?” made ofshiningflint.“Young one,”hegrowled, “whydidyou stranger carriedalonglancewithheavyspearpoint fierce andscowlingtwice theheightofmosthumans.This pine-covered hills.There hecamefacetowithatallman, you afraidofme?”hesnarled. into Long Arrow’s andshookhismightylance.“Littleone,aren’t of beingfriendly. “Ilikesmallhumans whoaren’t afraid,”he

medicine or magical power.or magical So Long Arrow waspurified withthewhitesteamofsweat Then onemorning,withouttellinganybody, GoodRunning Following GoodRunning’sadvice,Long Arrow wandered “Ah, there Icannothelpyou,” saidtheman,whowasspirit “I havecometofindthemysteriousElkDog.” Long Arrow thankedtheman,whowentdowntobottomof Long Arrow wandered on,walkingforlonghoursand Finally Long Arrow approached abiglakesurrounded bysteep The stranger, whowasthe spiritofthelake,stuckhisfaceright “I cametofindthemysteriousElkDog.” The tallspiritmangaveahideousgrin,whichwas hisway No, Iamnot,”answered Long Arrow, smiling.

in Native American culture, an object, ceremony, song, or similar with religious religious with similar or ceremony, song, object, an culture, American Native in 3 foryouwhichwillprotect youonyourdangerous UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning NOTES

IL4 IL5 NOTES

UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning 31 30 29 4. and wenttothebottomoflake,where helived. won’t.” With thatthetallspiritturnedhisbackonLong Arrow times-four days,andmaybeyou’llfindhim.Butprobably you trouble tolistenyou.More likelyhewon’t.Walk southforfour- said, “butIcan’thelpyou.Perhaps ourgrandfatherwilltakethe to sleepwithhistired dog curledupathisfeet. meadow bythelake,felldownamongwildflowers,andwent thought Long Arrow. Exhausted,hefelldownupontheshortgrass no livingthingaround. “This mustbetheGreat MysteryLake,” was nobodytoreceive him. As amatteroffact,there seemedtobe towering snow-cappedpeaksandwaterfallsofice.Thistimethere he cametothebiggestlakehadeverseen,surrounded by in hisweakness,anddogwasnotmuchbetteroff. At last sleeping andresting little. Bynowhestaggered andstumbled Follow me.” you foralongtime.Mygrandfatherinvites tohislodge. quills ofmanycolors.Theboysaid,“We havebeen expecting boy inadazzlingwhitebuckskinrobe decoratedwithporcupine opened hiseyesandsawabeautiful childstandingbefore him,a The childturnedhimself intoakingfisher lodgeisdownthere. Come.” water andsaid,“Mygrandfather’s They cametotheedgeoflake.Thespiritboy pointedtothe bowandwentwiththewonderfulchild. and hisgrandfather’s the bottom.

kingfisher Long Arrow walkedonforanotherfour-times-four days, When Long Arrow awoke,thesunwasalready high.He Telling hisdogtowait,Long Arrow tookhismedicineshield

n . type of water bird that dives for food. for dives that bird water of . type 4 anddovestraightto

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 37 36 35 34 33 32 bottom. Itslopeddown,downtoward acenterpoint. him, thathecouldbreathe andsee.Hetouchedthelake’ssandy surprise, hefounditdidnotmakehimwet,thatpartedbefore threw mylife away.” And heboldlyjumpedintothewater. To his this wouldnotbeeasy. InsettingouttofindtheElkDog,Ialready drowned?” Butthenhesaidtohimself, “Iknewall thetimethat vermilion The imagesoftwostrangeanimalswere drawnonitinsacred valley. Inthemiddleofitstoodalarge tipioftannedbuffalo hide. 5. “Welcome. lodge.” Entermygrandfather’s flew downandturnedagainintothebeautiful boy, whosaid, filled withwonderfulthings,andmuchelsethatdazzledhim. quills inrainbowcolors,beautifully paintedrawhidecontainers wrought weapons,shirts and robes decoratedwithporcupine painted innercurtain,themanymedicineshields,wonderfully Yet hestilllookedaround to admire thefurnishingsoftipi, fat. Famishedafterhislongjourney, Long Arrow atewithrelish. meat poundedtogetherwithberries,chokecherries,andkidney of deermeat,theroasted flesh ofstrange,tastywaterbirds, and bringing dishesofbuffalo hump,liver, tongues,deliciouschunks Long Arrow andoffered himfood.Theman’swife camein in thepresence ofatruly Great One.Theholymanwelcomed and suchpoweremanatingfrom himthatLong Arrow felthimself seat ofhonorsatablack-robed oldmanwithflowingwhitehair outside withmygrandson.” receive awonderfulgift tocarrybackyourpeople.Now, go were braveenoughtoplunge in,andtherefore youare chosento and sotheywentawaywithemptyhands.Butyou,grandson, from timetotime,butthey were alwaysafraidofthedeepwater, silently. After awhiletheoldmansaid,“Somecame before you filled thepipeandpassedittohisguest.Theysmoked,praying gentle eyeswhichbeliedtheirfieryappearance. Now rearing, nownuzzling,theylookedatLong Arrow with maiden’s hair, theirlong manesandtailsstreaming inthewind. were truly wonderfultolookat,withtheirglossycoats fineasa were gallopingandgamboling,neighingnickering.They some strangeanimals,unlikeanytheyoungman hadeverseen, eyes, thePono-Kamita,ElkDogs!”

vermilion Afraid, Long Arrow thought,“HowcanIfollowhimandnotbe After Long Arrow hadstilledhishunger, theoldspiritchief Long Arrow descendedthisslopeuntilhecametoasmallflat Long Arrow followedthespiritboyinside.Inbackat The beautiful boytookLong Arrow to a meadowonwhich “At last,”thoughtLong Arrow, “here they are before myown

5 (vuhr MIHL yuhn) adj. MIHL (vuhr paint. A kingfisherperched highonthetopoftipi bright red. UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning NOTES

IL6 IL7 NOTES

UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning 42 41 40 39 38 a grandson. than thejoyhehadfeltwhenGoodRunningadoptedhimas the airasabird does,andexperiencedahappinessgreater even like aflyingarrow. Theyoungmanfelthimself soaringthrough Dog’s back.Seeminglyregarding himasfeather-light, ittookoff try it.” A little timidly Long Arrow climbed up on the beautiful Elk Then theboyreturned, jumpedoff hismount,and said, “Nowyou animal carriedtheboyallovermeadowswiftly asthewind. neck. Larger thananyelkLong Arrow hadevercomeacross, the himself ontothebackofajet-blackElkDogwithhigh,arched what Iamdoing.”Gracefullyandwithouteffort, theboyswung to like.” black medicinerobe, and a herd oftheseanimalswhichyouseem ask forthesethree things: hisrainbow-colored quilledbelt,his nothing. Hewillthentellyoutoaskhimforagift, andyoumust feet. Try togetaglimpseofthem,forif youdo,hecanrefuse you long asawoman’sdress, andthatheisalwaystryingtohidehis have noticedthatmygrandfatherwearsablackmedicinerobe as want youtohavewhatcomefor. Listentome. You may to Long Arrow, “Young hunterfrom thelandabovewaters,I me whatyouwant.” an ElkDog. You mayaswellaskmeforagift. Don’tbetimid;tell must havebeenfatedtoseeit.Look,bothofmy feetare thoseof embarrassed, butshrugged andsaid,“Itriedtohidethis,butyou saw thathislegandhoofwere exposed.Thechiefseemedalittle a cryofsurprise,andtheoldmanlookedoverhisshoulder the glossylegandfirmhoofofanElkDog!Hecouldnotstifle foot. Hewasawedtoseethatitnotahumanlimbatall,but the robe opened,Long Arrow caughtaglimpseoflegandone the tipiwhenhismedicinerobe caughtintheentranceflap. As on themorningoffourthday, theoldonewaswalkingoutof feet. Thespiritchiefalwayskeptthemcarefully covered. Then But tryashewould,couldnevergetalookattheoldman’s where heatewellandoften wentoutridingontheElkDogs. lodge, For fourdaystheyoungmanstayedinspiritchief’s Elk Dogs.” rainbow colors,yourblackmedicinerobe, andyourherd of magic inthem. Always weartherobe whenyoutrytocatchElk my blackmedicinerobe andmymany-colored belthaveElkDog my ElkDogs;I’llgiveyouhalf ofthem.NowImusttellyouthat ask foralot,andI’llgiveittoyou,exceptthatyou cannothaveall “Watch me,”saidthemysteryboy, “sothatyoulearntodo When theyhadfinishedridingtheElkDogs,spiritboysaid Long Arrow thankedhimandvowedtofollowhisadvice. Long Arrow spoke boldly:“Iwantthree things:yourbeltof “Well, soyou’re really nottimidatall!”saidtheoldman.“You

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 48 47 46 45 44 43 you want.” buffalo bull.With ityouwillneverfailtocatchwhicheverElkDog more magicgift: thislongrope wovenfrom thehairofawhite Elk Dogprayers. You mustlearnthem. And Iwillgiveyouone listen closelytothebelt,youwillhearElkDogdancesongand Dogs; thentheycan’tgetawayfrom you.Onquietnights,if you catch themagain.” Don’t losetheblackrobe, oryouwilllosetheElkDogsandnever catch onewiththerope ofwhitebuffalo hairandride himhome. the left.Stilldon’tlookback.Butaftertheyhaveovertakenyou, north. OnthefourthdayElkDogswillcomeupbesideyouon four daystoward thenorth.Neverlookback—alwaysto the medicinerobe andthemagicbeltonatalltimes,walkfor you mustleave. At firsttheElkDogswillnotfollowyou.Keep started walkingnorth. Long Arrow fedthedog,puthispackoffoodontravois,and surface ofthelake,where hisfaithfuldoggreeted himjoyfully. again turnedhimself into akingfisherandledLong Arrow tothe took leaveofhisgenerous spirithost.Themysteriousboyonce almost tooheavyforLong Arrow tocarry, andtheyoungman Then theoldspiritchiefhadhiswife makeupabigpackoffood, Elk Dogs’heels. of food.Theygallopedswiftly on,thedogbarkingatbig the arched necktoride,and hecaughtanothertocarrythepack spirit chiefhadforetold. Long Arrow snared theblackonewith grandson. I’vecomebackbringingElkDogs!” Long Arrow keptcalling,“GrandfatherGoodRunning,it’syour Elk Dogbuttookhimforamonster, half manandhalf animal. afraid andhid.Theydidnotrecognize himastridehisbeautiful wonderful newanimals. all theothersemerged from theirhidingplacestoadmire the wept forjoy, becausehehadgivenLong Arrow upforlost.Then that ofadog.Take them,my grandparents. Ishallkeep formyself because anElkDogtravoiscancarryaloadtentimes biggerthan easy. Nowourtipiswillbelarger, ourpossessionswillbegreater, swiftly everywhere wewanttogo.Nowbuffalo huntingwillbe to behumblefootsloggers,becausetheseanimals willcarryus these wonderfulElkDogsasmygift. Nowwenolongerneed adopted me,Icanneverrepay youforyourkindness. Accept The spiritchiefpresented himwiththegifts andsaid, “Now Long Arrow listenedcarefully sothathewouldremember. On thefourthdayElkDogscameuponhisleftside,as When Long Arrow arrivedatlastinhisvillage,thepeoplewere Recognizing thevoice,GoodRunningcameoutofhidingand Long Arrow said, “Mygrandfatherandgrandmotherwho UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning NOTES

IL8 IL9 NOTES

UNIT 2 Independent Learning •TheOrphanBoy andtheElkDog UNIT 2Independent Learning 51 50 49 fine herd.” only thisblackmaleandfemale,whichwillgrow intoa without thesewonderfulanimals. the Plainsandsooncouldhardly imaginehowtheyhadexisted Running, andhespoketrue. Thepeoplebecametheboldridersof magic gifts.” wondrous boy;maybetheywillgiveusmore oftheir powerand so wecancampbyitsshores. Let’svisitthespiritchiefand to Long Arrow, “Grandson,leadustotheGreat MysteryLake few fish. people, ElkDogs,oratipi.There wasnothinginthelakebuta gazing downintothecrystal-clearwater, couldtheydiscover nor wouldanyofthekingfisherstheysawturnintoaboy. Nor, Great MysteryLake.Butthewaterswouldnolongerpartforhim, After sometimeGoodRunning,richandhonored byall,said “You haveindeeddonesomethinggreat, grandson,”saidGood Long Arrow ledthepeoplesouthward andagainfoundthe

❧

Santha Rama Rau

About the Author Santha Rama Rau (1923–2009) was an Indian author SCAN FOR and journalist best known for her travel books. The MULTIMEDIA daughter of a lifelong public servant and a civic activist, Rama Rau wrote books, articles, and stories that were often autobiographical and that examined the conflicting dynamics between Western and Indian customs. Rama Rau’s travel essays and short stories were published in such magazines as The New Yorker and Vogue.

BACKGROUND This excerpt from Santha Rama Rau’s memoir Gifts of Passage takes place in the late 1920s. India was a colony of the British Empire from the 1700s to 1947, when it attained independence. During the period of colonial rule, the British set up schools in India based on the British curriculum, with lessons taught in English. Many Indians objected to the absence of their own culture in the curricula.

1 t the Anglo-Indian1 day school in Zorinabad to which my NOTES A sister and I were sent when she was eight and I was five and a half, they changed our names. On the first day of school, a hot, windless morning of a north Indian September, we stood in the headmistress’s study and she said, “Now you’re the new girls. What are your names?” 2 My sister answered for us. “I am Premila, and she”—nodding in my direction—“is Santha.” 3 The headmistress had been in India, I suppose, fifteen years or

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson so, but she still smiled her helpless inability to cope with Indian names. Her rimless half-glasses glittered, and the precarious bun on the top of her head trembled as she shook her head. “Oh, my

1. Anglo-Indian both English and Indian.

UNIT 2 Independent Learning • By Any Other Name from Gifts of Passage IL10 IL11 NOTES

UNIT 2 Independent Learning •ByAnyOther Name fromGiftsUNIT 2Independent Learning ofPassage 8 7 6 5 4 me, howaboutCynthia?Isn’tthatnice?” my sister. “That’sascloseIcanget. And foryou,”shesaidto now—Pamela foryou,Ithink.”Sheshrugged inabaffled wayat pretty Englishnames.Wouldn’t thatbemore jolly?Let’ssee, dears, thoseare muchtoohard forme.Supposewe giveyou 2. 4. tiny voice. while shekeptastubbornsilence,Isaid,“Thankyou,”invery 3. before, inthestaleheatofatypicallypostmonsoon make hisshorterinspectiontoursonhorseback,andaweek town, where hehadhisheadquartersatthattime.Heusedto to performinthevillagesaround thatsteamylittleprovincial responsibilities asanofficer ofthecivilservice,had atourofduty of thehouseandsoundfanswhisperingineveryroom. bright green from therains,andweturnedbackintotwilight rolls andluggage.Theyrode awaythrough ourlarge garden, still secretary, twobearers, andthemantolookafterbedding waved goodbyetohimandalittleprocession—an assistant,a morning. SoourHindi was notabletocontinuethelessonsshehadbeengivingusevery good healthhadnotbroken down.Forthefirstrimeinmylife, she extraordinary probably neverwouldhave comeupif Mother’s considered valid.Inmycase, thequestionhadnevercomeup,and degrees from entirely Indianschoolswere not,inthosedays, a lifetime andhestillremains insular.” Theexaminationsand out curly, andyoucantakeaBritisherawayfrom hishomefor to say, “youcanburyadog’stailforsevenyearsanditstillcomes in theBritish-run establishmentsofthattime,because,sheused Lord Krishna to the Anglo-Indian school. strange, newatmosphere ofSchool. most, apassinginterest inwhatwasgoingtohappenmethis the headmistress downtheverandatomyclassroom feeling,at no responsibility. Accordingly, Ifollowedthethin,erect backof and disbelievingconcernintheactionsof“Cynthia,” but certainly form ofdualpersonality. Iremember havingacertaindetached one. At thatage,if one’snameischanged,onedevelopsacurious whitewashed, withstonefloors.These,inthetradition ofBritish opening ontoacentralcourtyard, butIndianverandasare usually

Lord Krishna Lord Hindi monsoon My sisterwasalwayslesseasilyintimidatedthanIwas,and We hadbeensenttothatschoolbecausemyfather, amonghis Up tothen,mymotherhadrefused tosendPremila toschool That firstdayatschoolisstill,whenIthinkofit,aremarkable The buildingwasIndianindesign,withwideverandas

most common Indian language, and official primary language of modern India. modern of language primary official and language, Indian common most

n. rainy season in South Asia. South in season rainy

important deity in the Hindu religion. Hindu the in deity important 4 asalittleboywere leftin mid-air, andwewere sent 3 bookswere putaway, thestoriesof 2 day, wehad

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 15 14 13 12 11 10 9 It gaveafeelingofextraintensitytotheheat. schools, were painteddarkbrown andhadmatting onthefloors. 5. black kohl studs inherears.LikemostIndianchildren, shehadarimof gold chainaround herneck,thingoldbracelets,andtinyruby wore acottondress, butshestillkeptonherIndian jewelry—a who didn’tsmileatme.Shehadlong,glossy-blackbraidsand room, andIwenttojointhem.satnextasmall,solemngirl of themwere inmyclass.Theywere allsittingatthe backofthe school—which containedperhaps fortychildren in all—andfour 6. vegetable curry, andabottleofbuttermilk.Premila thrust half ofit I couldn’twearadress toschool,too,insteadofmyIndianclothes. strange, butallIcouldthinkofwasthatshouldaskmymotherif asked metostandup.“Now, dear, telltheclassyourname.” day, exceptforthebeginning.Theteacherpointedtomeand dear?” smile. put outherhandandverytightlytouchedmyarm.Shestilldidn’t hoping inthatwaytodrythemoff. Thelittlegirlwiththebraids to lookatme.Isatdownquicklyandopenedmyeyesverywide, eight ortenofthem—giggledandtwistedaround intheirchairs babyish tome;only“apple”wasnewandincomprehensible. the easelblackboard words like“bat”and“cat,”whichseemed taught me—andIpaidverylittleattention.Theteacherwrote on writing andsimplenumbers—thingsthatmymotherhadalready quickly. Thelessonswere mostlyconcerned withreading and its bellypalpitating,asthoughitwere swallowingseveraltimes tongue forafly, andthenitwouldrest, withitseyesclosedand head.Occasionally itwouldshootoutitslongyellow the teacher’s a lizard clingingtotheledge ofthehigh,barred windowbehind children’s drawingspinned tothewall,andthenconcentratedon the onlyoneswhohadIndianfood—thinwheat chapattis, packages andsittingdowntoeatsandwiches.Premila andIwere as shehadcharge ofourlunchbox.Thechildren were allopening classes were assembled.IsawPremila atonceandranovertoher, braids outontotheveranda.There thechildren from theother

chapattis kohl I supposethere were aboutadozenIndianchildren inthe I can’tremember toomuchabouttheproceedings in classthat “Come along,”shesaidfrowning slightly. “What’syourname, I saidnothing. The Englishchildren inthe front oftheclass—there were about “I don’tknow,” Isaid,finally. Most ofthatmorningIwasratherbored. Ilookedbrieflyatthe When itwastimeforthelunchrecess, Ifollowedthegirlwith

n . black powder used as eye makeup. eye as used powder . black

(chuh n. PAH tees) 5 around hereyes.Thecottondress shouldhavelooked flatbreads. UNIT 2 Independent Learning •ByAnyOther Name fromGiftsUNIT 2Independent Learning ofPassage 6 some NOTES

IL12 IL13 NOTES

UNIT 2 Independent Learning •ByAnyOther Name fromGiftsUNIT 2Independent Learning ofPassage 23 22 21 20 19 18 17 my class,becausethatwaswhattheothersseemedtobedoing. into myhandandwhispered fiercely thatIshould go andsitwith 7. sandwiches. only shookherheadandplowedwaysolemnlythrough her class lookedatmyfoodlongingly, soIoffered hersome.Butshe mind, and,finally, theshrill,fussyvoiceofayah voicereading astoryinone’s sleep withthesoundofMother’s darkened againsttheharshafternoonsun,drifting off into a siesta.Itwasusuallypleasanttimeofday, withthebedroom for tea. evening hadcomeupwemovedoutsidetothewidecourtyard. shadows hadbeguntolengthenandtheslightbreeze ofthe the hotpartofafternoonweplayedindoors,andafter the veranda,andthenwewere expectedtoplaygames.During that Ihadnoclearideaofwhat“winning”meant. her sayit,anditseemedquitereasonable tome,buttheresult was is theyoungest,andwehavetoallowforthat.”Ihadoftenheard allowed to“win”—”because,”MotherusedtellPremila, “she home, wheneverweplayedtagorguessinggames,Iwasalways the thing. caught, butitwasnotforyearsthatIreally learnedthespiritof “not beingagoodsport,”andIstoppedallowingmyself tobe school toclose.MuchlaterIlearnedthatmyattitudewascalled like hourswithoutevercatchinganyone,untilitwastime for children didnotreturn thecourtesy. Iranaboutforwhatseemed boys catchme,butwasnaturallyratherpuzzledwhentheother in accordance withmytraining, IletoneofthesmallEnglish way homenevertodothatagaininfront oftheotherchildren. at school.Premila followedmore sedately, andshetoldmeonthe dozens ofurgent anduselessinstructions onhowto be agoodgirl wizened, affectionate figure inherwhitecottonsari,givingme It seemedlikeaneternitysinceIhadseenherthatmorning—a from myclassmatesandrushed toward ityelling,“Ayah! Ayah!” had nothingwhatsoever tosayaboutschool,exceptaskwhat to behomeandhaveleftthatpeculiarCynthia behindthatI asked howwehadlikedourfirstdayinschool. I wassopleased bed andbouncedgentlyupdownonthesprings. Mother room tohaveteawithher, andIimmediatelyclimbed ontothe

ayah At school,werested forashorttimeonlow, foldingcotson The enormousblackeyesofthelittleIndiangirlfrom my I wasverysleepyafterlunch,becauseathomewealwaystook I hadneverreally grasped thesystemofcompetitivegames. At When weplayedtwos-and-threes thatafternoonatschool, When Isawourcarcomeuptotheschoolgate,broke away When we got home we went straight to Mother’s high,white When wegothomewentstraighttoMother’s

(AH yuh) n. (AH nurse or maid. or nurse 7 wakingone

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 33 32 31 30 29 28 27 26 25 24 said, thatsheminded.Buttheywouldbesimplerformetohandle. that weshouldtakesandwichestoschoolthenextday. Not,she laughed enormouslyatherwit.ShealsotoldMother, inanaside, expression thatdayandwasusingitforthefirsttime.We all in tosupper—itwasanentirely usual,wonderfulevening. ayah foundme,shoutedatthecook’sson,scoldedhurriedme too frightenedtocross thegarden aloneinthesemidarkness. The with fascinationtohisstoriesofghostsanddemons,untillwas waited forthenighttobringoutsmellofjasmine.Ilistened our usualway, wadedinthetepidwaterunderlimetrees, and cook’s son,tothestream attheendofgarden. We quarreled in sprinted barefoot across thelawnswithmyfavorite playmate,the show themtoeachothersecretly. during theclass,mynewfriendandIwoulddrawpictures and Anglo-Indian children was outofthequestion.Occasionally, it wasapparent toallofus thatfriendshipwiththeEnglishor other Indianchildren were already fastfriends.Evenatthatage whose nameturnedouttobeNalini(Nancy, inschool).Thethree started aratherguarded friendship withthegirlbraids, my usualinattentiveway, onlyhalf listening totheteacher. Ihad changed ratherabruptly. Iwassittingatthebackofmyclass,in “Now, you’re littleCynthia’s sister?” teacher smiledatherinakindlyandencouragingwaysaid, directly tome.“Getup,”she said.“We’re goinghome.” firmly apartandhershouldersrigid,addressed herself my sister. a crisisofsomesort.Irose obedientlyandstartedtowalktoward didn’t waittohearwhatitwas. started tosaysomethingjustasPremila closedthedoor, butwe would saywas“We’re goinghomeforgood.” walk home.ThenIaskedPremila whatthematterwas. All she learned theirlessonswell. added thatinherclasstheyhadweeklyteststoseeif theyhad “apple” meant.ButPremila toldMotherabouttheclasses,and 8. them inyourclassfordonkey’syears.”

donkey’s years donkey’s That wholelovelyeveningIdidn’tthinkaboutschoolatall. It wasaweeklater, thedayofPremila’s firsttest,thatourlives The dooropenedsharplyandPremila marched in. At first,the Premila didn’tevenlook at her. Shestoodwithherfeetplanted I didn’tknowwhathadhappened,butwasaware thatitwas I wentbackforthem,andtogetherwelefttheroom. Theteacher “Bring yourpencilsandnotebook,”shesaid. In completesilencewelefttheschoolgrounds andstartedto Premila said,“You’re toosmalltohavethem. You won’thave I asked,“What’satest?”

British slang term meaning “a very long time.” “a long meaning term very slang British UNIT 2 Independent Learning •ByAnyOther Name fromGiftsUNIT 2Independent Learning ofPassage 8 She had learned the Shehadlearnedthe NOTES

IL14 IL15 NOTES

UNIT 2 Independent Learning •ByAnyOther Name fromGiftsUNIT 2Independent Learning ofPassage 44 43 42 41 40 39 38 37 36 35 34 because ofthesun. once, andthatwastotellmecarrymynotebookonhead, “Wait forme!”withincreasing peevishness.Shespoketomeonly more andmore slowly, andshoutedtoPremila, from timetotime. hottest timeofday, andtheroad wasalmostdeserted.Iwalked of vegetablesontheirheadssmiledatus.Butitwasnearingthe at thishouroftheday. worried questioningaboutwhatare youchildren doingbackhere room. Sheimmediatelystartedalong, of lunchintoMother’s Premila whathadhappened. each one.” the other Indianssitatthebackofroom, withadeskbetween don’t thinkweshouldgobacktothatschool.” she said,“Ofcoursenot,darling.”Shesoundeddispleased. horse-drawn tonga wondering whetherwewouldeverreach home.Occasionally, a smelling thefaintfragrancefrom theeucalyptustrees and and thetanglesofthornsinditchesbysideroad, in myhand.Icanstillremember lookingatthedustyhedges, dragged alongbehindPremila withmypencilsgrowing sticky Mother said,“Doyousupposesheunderstoodallthat?” I couldhearMotherandPremila talkingthrough theopendoor. I wassentoff tothebeautifully familiarbedroom formysiesta. particularly interested inher. had allhappenedtoagirlcalledCynthia,andInever wasreally I remember itallveryclearly. ButIputithappilyaway, becauseit 10. of theroad. A fewcoolies green silks,stared atPremila andmetrudging alongontheside 9.

coolies tonga When wegottoourhousetheayahwasjusttakingatray Mother lookedverystartledandconcerned,asked Premila said,“wehadour testtoday, andshemademe “She saiditwasbecauseIndianscheat,”Premila added.“SoI Mother said,“Whywasthat,darling?” Mother lookedverydistant,andwassilentalongtime. At last It wasaverytiringwalkforchildoffiveandhalf, andI We allshared thecurryshe washavingforlunch,andafterward Of course,theywere bothwrong. Iunderstooditperfectly, and Mother said,“Well, Ihopeitwon’tbotherher.” Premila said,“Ishouldn’t thinkso.She’sababy.”

n. n. small carriage. small manual laborers. manual 9 passedus,andthewomen,intheirpinkor 10 andalineofwomencarryingbaskets

❧

Outsider’s Art Is Saluted at Columbia, Then Lost Anew

Vivian Yee

About the Author Vivian Yee is a reporter for The New York Times, SCAN FOR MULTIMEDIA covering Brooklyn news for the Metro Desk since 2012. As a student at Yale University, where she received her Bachelor’s degree in English, Yee served as the editor-in-chief of the Yale Daily News. She prides herself on her love for Brooklyn and on being one of the youngest journalists who has ever worked for The New York Times.

BACKGROUND Folk art, sometimes called “outsider,” “low,” or “raw” art, is a form of artwork that is not considered culturally significant by the mainstream art world. As part of the Outsider Art movement, artist Jean Dubuffet and author Roger Cardinal argued for the value of these artistic creations in the hope that museums and critics would not overlook them.

1 e was an outsider who flitted at the fringes of one of the NOTES H country’s most elite universities, a Brooklyn-bred, Bronx-dwelling candy peddler who charmed and enthralled1 generations of Columbia University students with the greeting: “Hey boys, I got paintings here!” Or, “I got those Hoishey bars.” 2 From the 1930s until 1982, when he died at 85, few students passed Sam Steinberg outside the student center or the Low Library steps without buying a candy bar at least once. Those who lingered a little longer also learned about Sam’s world through his Magic Marker illustrations: the stylized celebrities (Rudolph

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Valentino, Elvis, Richard Nixon), the surrealist animals (hoofed cats, mermaids, potato-headed dogs), the vivid whimsies (a pair of legs in Columbia gym shorts).

1. enthralled v. captured the attention of.

UNIT 2 Independent Learning • Outsider’s Art Is Saluted at Columbia, Then Lost Anew IL16 IL17 NOTES

UNIT 2 Independent Learning •Outsider’sUNIT 2Independent Learning ArtIsSalutedatColumbia, ThenLostAnew 11 10 9 8 7 6 5 4 3 2. 3. paintings behind,too. Somewhere alongthewaytocareer andfamily, theylefthis accent. StudentsgraduatedandleftSamSteinberg behind. collegiate landscapewithanewsboycapanddenseBrooklyn a secondthought.Hewasanoddity, acharacter, aflukeofthe the trash,where manyastudentcustomerlatertosseditwithout to noneofthem.Hisarthasmadeitshomeonthestreet andin and glamorous galleries.Mr. Steinberg’s oeuvre hasbelonged 90 ofthebest. Around 150peoplecame. campus forthepublictosee. A room attheuniversitydisplayed “Sams,” asthepaintingshadbeenuniversallyknown,backto May, heandhisfellowreunion chairshadanidea:bringthe helping toplanhisclass’s40threunion weekendattheendof disappeared—destined, once again,forthetrash. and thecleanerswere thorough: 60ofSamSteinberg’s artworks a cleaningcrew arrivedlast Mondaymorning.Theywere not, back totheirowners.Theywere supposedtobemovedbefore and blackplasticbags,tobestored atthealumnicenterandsent eyes were bad,whenhewas mugged.Hewasresilient, makes itallthemore painful.” now lost,totheexhibit.“Iwasinspired bythisman,andthatjust optimistic, hewaspositive,”saidEdward Gray, wholent12Sams, been senttoacompactor. management companyandsearched thecampus,pieceshad exhibit thatthoughtheyhadcontactedtheuniversity’s waste by theirowners.) responded tomessagesonSunday. she noraspokeswomanforColumbia’salumni relations office attributed thelossto“anerror onmyteam’spart.”Neither at Columbia,wrote inan apologetic emailtooneowner. She are notretrievable,” BerniceTsai, analumnirelations director in theearlyyearsofMr. Steinberg’s artisticcareer. place tofindhiswork,Mr. Nicholsrecalled, wasin thetrashcans 4.

resilient arbiters compactor This citybrimswitharbiters When RandyNichols,ColumbiaCollegeclassof1975,was But notallofthemdid. Mr. Nicholsandhisco-curatorspackedtheSamsincardboard “Every day, hegotontheDtrain,andkeptpaintingwhenhis Columbia staff memberstold thosewhohadlentworktothe “It iswithgreat sorrow thatIconfirmthefactworks It wasafumblethatmightnothaveseemedquite sostunning When hefirstbegansellingartworkintheearly 1960s, thebest

n adj . those who have the final authority. final the have who . those

n. . able to recover quickly from hardship. from quickly to recover . able machine that destroys garbage by crushing it. crushing by garbage destroys that machine 4 (Theremaining 30hadbeen pickedup 2 ofgreat art,withstoriedmuseums 3 hewas

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 21 20 19 18 17 16 15 14 13 12 rising to$5or$10intheearly1980s. on move-outday. Backthen,hispieceswentforadollarortwo, 5. French artistJeanDubuffet, achampionofso-called “lowart.” the 1970s,whenaColumbiaarthistorystudentgaveSamto 6. article. Mr. Dubuffet wrote back,asrecounted ina1996FolkArtmagazine collection inSwitzerland,ratifying status. Sam wasacharacter,” Mr. Nicholssaid. he doesinashortvideoMr. Graymadeabouthim. you ahalf always delivered inanunshakableBrooklyn accent. “Icanmake to me.” playfully toldMr. GraythatPicassowas“nothingcompared was somethingmore: aserious artistinhisownright,whoonce in theirapartmentsandoffices asproudly asanydiploma,he he shared withhissister, Pauline. commuted toColumbiaeverymorningfrom theBronx apartment Brooklyn, Mr. Steinberg never learnedtoread orwrite.He life. BorninManhattanand raisedinpovertyBrownsville, a psychologicalsubtext embraced himallthemore forit. works from aColumbiaprofessor whocollectedSams. came toknowMr. Steinberg asateenager. Heinheritedtwodozen a writerwhohaslivedinMorningsideHeightsfordecades,and the peoplewhogotfamousandreputations.”

subtext ratifying His workwonthebriefestglimmerofformalrecognition in “The littlepicture isveryinteresting; itgivesmekeen pleasure,” Mr. Dubuffet latergaveoneoftheartworkstoafolk-art But heneverquitegainedthe“artist”labelatColumbia.“No! His pitchwasunmistakablyNew York, brash,elasticand If hewasacuriosityformany, forthosewhodisplayedhisart His art,theysaid,reflected thelimitationsandscarsofhis He struck studentsasalittleodd,hispaintingsteemingwith “Sam deservesbetterthanthis,”saidJohnBellamyTaylor, 66, Mr. Grayagreed. “He’severybitasmuchanartist,”hesaid,“as

v. -woman, Icanmakeyouahalf underlying but unstated ideas. confirming. UNIT 2 Independent Learning •Outsider’sUNIT 2Independent Learning ArtIsSalutedatColumbia, ThenLostAnew 6 theyneverquitepenetrated.They 5 Mr. Steinberg’s outsider-artist -horse,” hemightsay, as

❧ NOTES

IL18 IL19 R a d NOTES io Broa

UNIT 2 Independent Learning •FleeingtoDismal Swamp,SlavesandOutcasts FoundFreedomUNIT 2Independent Learning MULTIMEDIA SCAN FOR d cast S Fleeing to Dismal and and andy H ausman O utcasts Found Freedomutcasts About the Journalist times larger. states. Theswampiscurrently 190square milesbutusedtobeten Carolina, waspartoftheextensive Railroad, whichspannedfourteen prohibited. TheGreat andNorth DismalSwamp,locatedwithinVirginia slavestoescapetheNorth,whereused bySouthern slaverywas The Underground Railroad wasanetworkofsecret roads andpassages BACKGROUND Sandy Hausman issues around theglobeandhowtheyimpactVirginians. Hausman hasfocusedherstoriesonenvironmental University ofMichigan.SincejoiningWVTFin2008, received agraduatedegreefrom injournalism the ShegraduatedfromUniversityand Virginia. Cornell bureau chiefatWVTF/RadioIQinCharlottesville, S wamp,

is a journalist whoservesasthe is ajournalist S laves

ev UNIT 2•O INDEPENDENT l id ence ut l og s i ders a n d O e ut Prepare toShare Share Your IndependentLearning topic ofbeinganoutsideroroutcast. discussion activities.Explainhowthisideaaddstoyourunderstandingofthe Underline themostimportantinsightyougainedfrom thesewritingand Reflect FromLearn Your Classmates unit. Inyournotes,considerwhythistextbelongsin text youexplored independentlyandwritenotesaboutitsconnectiontothe 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 cas DiscussIt nin Do peopleneedtobelong? t s g

Share yourideasaboutthetextyouexplored onyourown.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. unit. Hasyourpositionchanged? Review yourEvidenceLogandQuickWrite from thebeginningof At thebeginningofthisunit,youtookapositiononfollowingquestion: Review EvidenceforArgument Evaluate theStrength of Your Evidence Identify apossiblecounterclaim: State yourpositionnow: refute acounterclaim? Ifnot,makeaplan. have enoughevidencetosupportyourclaim?Doyou enoughevidenceto 3. 2. 1. convinced you to change your mind. your to change you convinced that evidence of pieces three last at Identify 

Other: Reread aselection Do more research

E PERFORMANCE-BASED ASSESSMENT Is the experienceofbeinganoutsideruniversal? Is the Yes v i d e nc e log

Ask anexpert Talk withmyclassmates

Consider your argument. Do you Consider yourargument.Doyou 2. 1. 3. reinforced your initial position. initial your reinforced that evidence of pieces new three last at Identify

NO prep Performance-Based AssessmentPrep evidence. claim(s), counterclaims, reasons, and establishes clearrelationshipsamong and createanorganizationthat from alternateoropposingclaims, claim(s), distinguishtheclaim(s) W.9–10.1.a  S ta n dards

Introduce precise

253 254 purposes, andaudiences. time frames forarange of tasks, extended timeframes andshorter W.9–10.10 research. support analysis, reflection, and literary orinformationaltextsto W.9–10.9 sufficient evidence. valid reasoningandrelevant and substantive topicsortexts, using to supportclaimsinananalysisof W.9–10.1.a–e   word choices. word your to vary help Network your Wordargument, use your and revise you write As • • • s selection IN small-group Whole-class

W tan D UNIT 2•O performance-based assessment EPEN OR

Draw evidencefrom d sources Write routinelyover D N D D ar

ENT Write arguments d E -

selections selections LEARNING LEARNING s TW ut s OR i ders a K n d O ut components. as strong astheycouldbe,revise youressaytoaddorstrengthen those it againsttherubric.Ifoneormore oftheelements are missingornot read theArgumentRubric.Onceyouhavecompletedyourfirstdraft,check Review theElementsofEffective Argument Vocabulary Academic Reread theAssignment words givenbelowinorder tocompletetheassignmentcorrectly. presented atthebeginningofunit.Besure youunderstandeachof the understand it.Thetaskmayreference someoftheacademicwords others seemedmore comfortable withbeingoutsideofagroup. were considered outsidersoroutcasts.Somestruggledtobelong,while In thisunit,youread aboutvariouscharacters,bothreal andfictional,who Writing to Part 1 Part organization is logical and easy to follow. and easy is logical organization tone; that aformal,claims you use and that are academic your fully supported; to your argument and refuting by presenting counterclaims. Ensure that your objections your claim. Try possible in this unit to toresearched support address you and read selections of three the from at least evidence credible Use question: following the about an Write Assignment cas advocate contradict t s Is the experience of being an outsider universal? outsider an being of experience the Is argumentative essay argumentative

S ources: Argument verify negate

Review theassignmenttobesure youfully

in which you state and defend aclaim defend and state you inwhich objection

Before youbeginwriting,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Argument Rubric 2 3 4 1 The introduction engages the reader reader the engages introduction The Focus and Organization information that is important. any restate not does conclusion The ideas. to connect included not are Transitions logically. progress not do ideas The are acknowledged. counterclaims No claim. the for evidence or reasons include not does argument The claim. the state clearly not does introduction The information. restates and claim the into insight some offers conclusion The argument. to the readers connect that used are transitions sentence A few logically. somewhat progress ideas The counterclaims. acknowledging briefly while claim the support and address that evidence and reasons some includes argument The aclaim. establishes introduction The information. important and claim the restates conclusion The among ideasconnections clear. make to help used are transitions some and logically, progress ideas The counterclaims. acknowledging while claim the support and address that evidence and reasons includes argument The claim. the establishes and reader the engages introduction The claim. the into insight fresh offers conclusion The clear.ideas transitions make among connections and logically, progress ideas The counterclaims. acknowledging clearly while claim the support and address that evidence and reasons valid includes argument The way. acompelling in aclaim establishes and appropriate for the audience audience the for appropriate generally is vocabulary The formalmostly and objective. is argument the of tone The contain relevant information. evidence of sources The and purpose. audience the for appropriate always is vocabulary The objective. and formal always is argument the of tone The information. relevant contain and specific are comprehensive and evidence of sources The Evidence and Elaboration not objective or formal. or objective not is argument the of tone The or ineffective. limited is used vocabulary The included. not is evidence relevant and Reliable and purpose. audience the for appropriate somewhat is vocabulary The objective. and formal occasionally is argument the of tone The information. relevant some contain evidence of sources The and purpose. essential question: Performance-Based Assessment Dopeopleneedtobelong? and mechanics. and usage of conventions English standard in accuracy general demonstrates argument The mechanics. and usage of conventions English standard uses intentionally argument The mechanics. and usage of conventions English standard in mistakes contains argument The mechanics. and usage of conventions English standard in accuracy some demonstrates argument The Conventions

255 256 1 2 3

UNIT performance-based assessment important information a about important claim. restate not does Conclusion counterclaims.acknowledge or aclaim to support evidence or reasons include not does Presentation claim. a state clearly not does Introduction information. important restates and claim into insight some offers Conclusion counterclaims. acknowledging while claim the support that evidence and reasons valid some includes Presentation aclaim. establishes Introduction claim. the into insight fresh offers Conclusion counterclaims. acknowledging clearly while claim the support that evidence and reasons valid strong has Presentation way. acompelling in aclaim establishes and engaging is Introduction Content

•

O ut s i ders a n d

O ut Speaking andListening:OralPresentation Review theOralPresentation Rubric make yourpresentation lively andengaging. Do notsimplyread youressayaloud.Instead,takethefollowingstepsto criteria before presenting toensure thatyouare prepared. presentation willbeevaluatedappearintherubricbelow. Reviewthese Part 2 Part Assignment • • • to five-minute three- foundation of the as for it your final argument, use a draft the completing After cas and maintainingeyecontactwithyouraudience. Deliver yourargumentwithconviction,speakingadequatevolume focused. Refer toyourannotatedtextguidepresentation andkeepit conclusion. supporting detailsfrom yourintroduction, bodyparagraphs,and Go backtoyouressayandannotatethemostimportantclaims t s following presentation. haveListeners difficulty logically. progress not do Ideas short. too or long too are presentation the of parts the effectively; time use not does speaker The able to follow presentation. aretransitions. Listeners mostly sentence some by supported logically, progress Ideas amount of time on parts. most right the spending by effectively time uses speaker The followcan presentation. sentence transitions. Listeners of avariety by supported logically, progress Ideas amount of time on each part. right the spending by effectively very time uses speaker The Organization oral presentation.

The criteriabywhichyouroral conviction orconviction energy. without presents speaker The contact. eye establish not does speaker The energy. and conviction of level some with presents speaker The eye contact. effective maintains mostly speaker The strong and conviction energy. with presents speaker The eye contact. effective maintains speaker The Presentation TechniquePresentation

Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning. Use the questions below to think about where you succeeded, what skills and strategies helped you, and where you can continue to grow in the future.

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 whether people need to belong? What did you learn?  Standards SL.9–10.4 Present information, findings, and supporting evidence © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SCAN FOR MULTIMEDIA Performance-Based Assessment 257