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phrases creates imagery and voice. and imagery creates phrases and words of choice awriter’s how encounter them Help students. your with sections Reading for a Purpose stories. in coming-of-age used when especially device, a narrative as flashback explain Then examples. story? coming-of-age own your to write tobe have you old ages.) approximate about tothink them toinspire only meant is discussion the number; aspecific on agree not might (Students end? and start age of coming of process the does When happens. age of coming where students Ask Age.” “Old line the of end the and “Childhood,” line of the beginning the juxtaposition. and flashback, of inference, voice, understanding students’ reinforcing also while age of coming of theme 16 6 5 4 3 2 1 TEACH periods Pacing: Suggested Materials: PLAN 1.5 ACTIVITY Task: Qualitative: Lexile: Overall: • • • • • ways: of avariety in reading first the toconduct choose may you students, your of knowledge your and passage the of complexity read aloud read reading choral reading group small reading paired reading independent FIRST READ: READ: FIRST Setting the and Preview the Read provide and juxtaposition Explain How question: adiscussion Pose label and aline project or Draw central the scaffolds activity This Moderate (Analyze) SpringBoard Text Complexity 1120L Complex markers for students for markers Moderate Difficulty Moderate Based on the the on Based 2 50-minute class class 250-minute ® English LanguageArts G9_U1SEB.ind 6G9_U1_SE_B1.indd16 effects as mystery, tension, or surprise. tension, mystery, as effects such create flashbacks) pacing, (e.g., time manipulate and plots), parallel (e.g., it within events order atext, tostructure how concerning RL.9–10.3: RL.9–10.5: Focus Standards: COMMON CORESTATE STANDARDS plot or develop the theme. the develop or plot the advance and characters, other with interact atext, of course the over develop motivations) conflicting or multiple with those (e.g., Grade 9 1.5 ACTIVITY Visualizing, WordMap Marking theText,Note-taking, Guided Reading,Close STRATEGIES:LEARNING 16 My Notes My which mostofwhich are people the poor shantytown: current eventsinanarrative. transition toatimebeforethe A flashbackisaninterruptionor comparison. things forthepurposeof arrangement oftwoormore Juxtaposition isthe Terms Literary SpringBoard Analyze how an author’s choices choices author’s an how Analyze Analyze how complex characters characters complex how Analyze arun-down town in ® EnglishLanguageArts DeﬁDeﬁ ning Experiences nig Expercs the dust—Missthe Lottie’s marigolds. remember, brilliant of another memory—a incongruency splash of sunny yellow against nostalgia comesnostalgia with it and remains long aft Setting aPurposeforReading create imageryandvoice. In thisactivity,youwillreadashortstoryandnoteanywordsorphrasesthat Preview Learning Targets 2 roadsdirt and grassless yards of the so, of Ithink when that timeand that place, September Iremember of the only dry the abstract painting—it not does present are, things asthey but rather asthey lawns and paved shadetrees streets somewhere underleafy intown; but isan memory know why Ishould remember only dust. the Surely there must have lush been green makes them water, gets into the throat and between the toesof bare brown feet. I don’t brown,the crumbly dust of late summer—arid, steriledust that gets into eyesand the 1 Eugeniaby Collier Circleunknownwordsandphrases.Trytodeterminethemeaningof • Highlightwordsorphrasesthatcreatethenarrator’svoice. • Writeanexclamationpoint(!)nexttowordsorphrasesthatcreateinteresting • Usetextualdetailstosupportinterpretiveclaims. • Explainhowawritercreateseffectsthroughtheconnotationsofwords • by usingcontextclues,wordparts,oradictionary. imagery. and images. narrator’s comingofage. and award-winningstory“Marigolds”powerfullycapturesthemomentof collections ofshortstories,aplay,andmanyscholarlyworks.Hernoteworthy now, shetaughtEnglishatseveraluniversities.Shehaspublishedtwo Eugenia Collier(b.1928)grewupandcontinuestoliveinBaltimore.Retired ABOUT THEAUTHOR Whenever the memory of those marigolds of those fl Whenever memory the When of Ithink home the town of my youth, allthat to remember Iseem isdust— Short Story Short Grade 9 it sets a formal or informal tone). informal or aformal sets it how place; and time of asense evokes language the how (e.g., tone and meaning on choices word specific of impact cumulative the analyze meanings; connotative and figurative including text, the in used are they as phrases and W.9–10.5; L.9–10.4a; L.9–10.5b; L.9–10.6 L.9–10.5b; W.9–10.5; L.9–10.4a; W.9–10.2c; W.9–10.2d; W.9–10.2f; W.9–10.4; RL.9–10.1; RL.9–10.10; W.9–10.2a; W.9–10.2b; Addressed: Standards Additional RL.9–10.4: shantytown Determine the meaning of words meaning the Determine er the pictureer the hasfaded. Ifeel again the ashes across my mind, astrange where Ilived. Andone other thing I feel . And

© 2017 College Board. All rights reserved. © 2017 College Board. All rights reserved. aft bread. But was God the cold. we when beganto havedry times of asense shortening days and imminenceof the zoo-bred fl all were trapped, and our hatred of it was still the vague, undirected restlessness of the we wasjust and knew ashungry illclad aswe were. Poverty cage wasthe we inwhich and people would write and books hold conferences about us.In days those everybody the world outside our community. Nowadays we would calledculturally be deprived Having newspapers, noradios,few and nomagazines,we were somewhat unaware of to have the Americansuccess, asthe Dream promised, for webetter than knew that, too. which we Nor never believed. did we wait for hard work and thrift prosperitythe that was“just around corner,” the for were those white folks’ words, depressed.been Idon’t know what it wasthat we were waiting certainlynot for; for nation thing to wasnonew us,for black the workers of hadalways Maryland rural impoverished little community Iwasyoung. when Th was the beginning of the experience that of beginning was the experience insome the 9 was beginning. terrifying something old and familiar wasending, and something unknown and therefore And Iremember, that year, astrange and restlessness of of body spirit, afeeling that watching eluded sadly asthey my cupped hands, Joey laughed while uproariously. one sweep of foot. hisdirty Iremember fi roadin the drawing apicture dust, inthe apicture with erased Joey which gleefully combining like a fresh watercolor painting left 8 7 6 5 4 3 now asIdesperately passaway time. the ... Lottie’s yard. of marigolds Ithink those at strangest the times;Iremember vividly them devastating moment Iwassuddenly when more woman than child, years ago inMiss together multicolored inthe skein of fourteen-going-on-fi before menow. Joy and rage and and wildanimal gladness shame tangled become chaotic emotions of adolescence, illusive assmoke, yet asreal potted asthe geranium old tire from suspended an oaklimb, hadkept which entertained them for awhile. of Harris the boys across yard. the Joey and abunch of kidswere bored now with the Ihavewhich now forgotten, except that it involved some secret,secretthoughts of one of Iwasloafi innocence. to herdomestic job, heto hisda our mother and father wearily trudged down road and dirt the around she bend, the was three years younger than I, and a boy, and therefore vastly inferior. morning Each two babies having sent been to relatives might who care for them better than we. Joey house, older the ones having left children similarly situated. around tumbledown the shanty, Joey and Iwere sunwith wildinthe free toother run er dark, or to wander about September inthe dust off 2. represent? image each does 1? What paragraph of sentence last the in vivid most is image 1? What paragraph of sentence first the in vivid most is image What images? juxtaposed these of connotations the are What contrast? for juxtapose narrator the does images two what paragraph, first 1. SCAFFOLDING THETEXT-DEPENDENT QUESTIONS Read paragraph 4. What is the theme of the the of theme the is What 4. paragraph Read in paragraph 4? “amorphous” of meaning the

By timeIwasfourteen, the my brother Joey and Iwere only the children left As of days Ithink those Ifeel mostpoignantly endof tag the summer, bright, the We children, of course, were only vaguely aware of extent the of our poverty. Perhaps we waited for amiracle, amorphous inconcept ifone but were necessary I suppose that futile waiting sorrowful wasthe background music of our One day returns to clarity mewith special for some reason, perhaps it because For days the most part, those are ill-defi Craft and Structure and Craft Structure and Craft amingo knows who that nature created himto fl grit to before rise dawn each day and labor in the white man’s vineyard until chary ng underthegreat oaktree inour yard, deepinsome reverie with miracles days, in those and we so waited—and waited. (RL.9–10.4) (RL.9–10.5) home for early or marriage lure the of city, the and the ily unsuccessful quest for work. Aft shing for minnows inamuddy creek and ned inmy memory, together running and out rain. inthe Iremember squatting What is is What In the In the inexplicable eDepression that gripped the ering some meagershare of ft y free. een asIrecall that way marked end the to pay off er our few chores of flashback? use narrator’s tothe speaks 1that paragraph in times numerous repeated is word What place? takes story the life author’s the in when explains that provide sentence first the does answer. your to support evidence text Cite flashback? of use author’s the through narrator the about learn 3. means? “amorphous” what understand you help clues context What paragraph? Craft and Structure and Craft inshining at our Read paragraph 1. What evidence evidence 1. What paragraph Read chary: grit: inexplicable: explained or understood Mexico. of theDeadcelebrationsin used duringtheNovemberDay orange bloomsareprominently of thedead.Thebrightyellow- is believedtoattractthespirits marigold’s strong,mustyscent the plant.Insomecultures, that ismostcharacteristicof the brilliantyellow-goldbloom the word“gold.”Goldrefersto blend, ofthename“Mary”and 1300s, andisaconflation,or Middle English,aroundthe The namemarigoldcomesfrom Etymology nt1 • Unit 1

My Notes My toughness, determination (RL.9–10.5) ungenerous, wary CONNECTIONS WORD ComingofAge unable to be ACTIVITY 1.5 ACTIVITY continued What do you do you What 4/516 9:2AM4/5/169:25AM 17 effective. effective. is mode reading selected the whether Evaluate voice. narrator’s the or imagery interesting create that phrases or words annotating and text the with engaged are they sure Be progress. their 7 1.5 ACTIVITY As students are reading, monitor monitor reading, are students As Unit 1 •

Coming ofAge continued 17 18 Teacher Notes 1.5 ACTIVITY SpringBoard ® continued English LanguageArts G9_U1SEB.ind 8G9_U1_SE_B1.indd18 Read paragraph 9. paragraph Read narrator. the by provided foreshadowing or come? hints other Highlight to events at hinting this of effect the is What foreshadowing. uses 9, narrator the paragraph 4. SCAFFOLDING THETEXT-DEPENDENT QUESTIONS Craft and Structure and Craft Grade 9 happening My Notes My prospect: idleness: 18 use thesubjunctive. the authorwouldchooseto paragraph 3.Thinkaboutwhy were inasentence uses thesubjunctiveverb The narratorof“Marigolds” 1800s ... Wrong: IfIwasborninthe 1800s ... Right: IfIwereborninthe subject; forexample: was, isusedwithasingular cases, theverbwere,not contrary tofact.Inthese a possibility,orsituation is toexpressadoubt,wish, use ofthesubjunctivemood English, theonlycommon the subjunctivemood.In requires theuseofverbsin Formal dictionsometimes Subjunctive Verbs GRAMMAR continued ACTIVITY 1.5 ACTIVITY SpringBoard not active being possibility or chance of USAGE ® EnglishLanguageArts (RL.9–10.5) DeﬁDeﬁ ning Experiences nig Expercs we must have madeatragicomic fi spectacle, that tore our already raggedy clothes, back to where Miss Lottie lived. now Ithink that child enough to scamper along with group the over rickety fences and through bushes treeslocust wasn’t anymore fun by now. days. Th of spring now haddegenerated to an almostdesperate eff hours. of dust followed our legs and thin bare feet as we tramped over the barren land. boys inpatchy pants, sweaty their brown chests gleaming hot inthe sun.Alittle cloud clad inonly one garment—the girlsinfadeddresses that were long too or short, the too 17 Miss Lottie’s.” 16 15 still green.” 14 13 12 to do?” 11 let’s go somewhere.” 10 Notice that in that Notice Th “Tell you what,” said Joey fi Th Joey “Ain’t wasscornful. nomore there. locusts Y’all got ’em was they allwhile “Let’s can go see we fi Th I came reluctantly from my private world. “Where you want to go? What you want “Hey, Lizabeth,” Joey yelled. He never talked hecould when yell. “Hey, Lizabeth, eideacaught on at once, for annoying Miss Lottie was always fun.Iwas still eargument that followed wasbrief and not really worth eff the wasthat etruth we were becoming ti e Grade 9 idleness whose whose will happen? happen? will foreboding something that imply and suspense build choices word What 8. paragraph Read tocome? what’s of asense create author the 9, does how paragraph of sentence first the In nd some locusts onnd some hill,” the locusts someone suggested. prospect nally, hiseyessparkling. “Let’s usgo over to had seemed so beautiful during so busy the hadseemed days red of formlessness the of our summer ve or sixkids of diff ort to fi erent ages, of each us ll up theempty midday ort. Hunting

© 2017 College Board. All rights reserved. © 2017 College Board. All rights reserved. not evenany weeds—a monument to decay. rotting thing with noporch, noshutters, on nosteps, set acramped lot with nograss, stronger than elements. the Th it down, and the factthat it was still standing implied akind of enchantment that was house that achild might have constructed from cards. Abrisk windmight have blown remain upright not from nailed being together but rather from leaning together, like a rickety frame siding from white to asullengray. Th ramshackle of allour ramshackle homes. Th strategy, but actually to reinforce our courage. Miss Lottie’s house most wasthe tumbledown shack, we hadto stop to reinforce our nerves. nonsense. But old fears have away of clinging like cobwebs, and we when sighted so the was usually anything. fool enough to try fl from herrage, reveling inour youth and mocking herage. Actually, it Ithink wasthe by into apebble whizzing herfl air—but it wasn’t comical, it was something we could not name. We had to annoy her on hercropped white head,leaning over bright the mounds, her big backside inthe intimidated us.It should have acomical sight—the been old woman with man’s the hat Th saidmuch too beautiful; they that we could not understand; didnot they make sense. marigolds. Th those house crumbled and John Burke rocked. For reason, we children some perverse hated summer, down on hercreaky knees,weeding and cultivating and arranging, the while and sun-golden. Th strip of bright blossoms, clumped together inenormous mounds, warmand passionate brown yard, infront gray house, of rose sorry suddenly the and shockingly adazzling didnot fi they heard mefrom that distance. “She’s fooling crazyfl with them about her thought Miss Lottie wasawitch and we madeup that tales ourselves we halfbelieved how sheate, for example, or sheate. evenwhether When we were tiny children, we how onknew necessities shemanaged depend human which those interaction— children.especially She neverleft stoicism that one associates with Indian faces.Miss Lottie didn’t like intruders either, skin wasadark reddish brown, and herfacehadIndian-like features and stern the woman she must have in youth, been although it was now bent and drawn. Her smooth to at be least ahundred years old. Her big frame still held tracesof the tall, powerful John Burke and to then elude hisviolent retribution. onlywhich hecould understand. We children madeagame of thinking of ways to disturb enraged,become out strike at you, and at curse you insome strange enchanted language quiet dream world. But ifyou disturbed him,ifyou intruded upon hisfantasies, hewould him from sun.Usually the John Burke wastotally unaware outside of his everything monotonous of squeak-squawk chair. the Abattered hat shaded head atop hisshaggy Black and ageless, hesat rocking day inand day out inamindlessstupor, lulled by the completing impression the of decay. John Burke waswhat wasknown asqueer-headed. 23 22 21 20 19 18 owers we wanted to destroy, it, not toevenJoey, try but nerve hadthe nobody who ere wassomething vigor inthe with old the which woman destroyed weeds the that paragraph 23. Describe the contrast between between contrast the Describe 23. paragraph them? hate children Read do the why and Lottie, to Miss important so marigolds the 5. SCAFFOLDING THETEXT-DEPENDENT QUESTIONS Miss Lottie’s marigolds were perhaps strangest the of part picture. the Certainly “Yeh, at look ’er.” “Look, there sheis,” forgetting Iwhispered, that Miss Lottie could not possiblyhave But our real and fun our real fear lay inMiss Lottie Miss herself. Lottie seemed In front rocking of house inasqueaky chair the sat Miss Lottie’s son, John Burke, When Miss Lottie’s house came into we view stopped, Key Idea and Details and Key Idea exploits t inwith crumbling the decay of rest the of heryard. dusty the Beyond eold black witch-woman worked on allsummer, them every . We were far sophisticated too now, of course, witch to the believe ey interfered ey of were ugliness place; the they with perfect the too ere it and stood as far as I know is standing yet—a gray, owers or by yelling word, adirty dancing then away (RL. 9–10.1) (RL. heryard, visited ever and her. nobody We never esunand rain hadlong sincefadedits eboards themselves to seemed Why are are Why ostensibly owers.” children? tothe sense make not did marigolds the about What house. her and marigolds Lottie’s Miss to plan our ostensibly: exploits: nt1 • Unit 1

My Notes My actions for a pretended reason ComingofAge ACTIVITY 1.5 ACTIVITY continued 4/516 9:2AM4/5/169:25AM 19 significance of these images. these of significance symbolic the of asense creates voice narrator’s The paragraphs. opening the in up set imagery of juxtaposition to the connection important an is 28 8 1.5 ACTIVITY The imagery in Paragraphs 23 and and 23 Paragraphs in imagery The Unit 1 •

Coming ofAge continued 19 20 Teacher Notes 1.5 ACTIVITY SpringBoard ® continued English LanguageArts G9_U1SEB.ind 20G9_U1_SE_B1.indd20 Grade 9 or spirits high exuberance: Notes My 20 continued ACTIVITY 1.5 ACTIVITY SpringBoard extreme cheer good ® EnglishLanguageArts DeﬁDeﬁ ning Experiences nig Expercs until well into evening. Joey and Ihadaparticularly bitter argument aft always silent days, these nor didInotice my mother’s absence, for shealways worked and that rice was supper that night, I did not notice my father’s silence, for he was my head. of his chair, and we dashed for bushes the just as Miss Lottie’s cane went whizzing at at us.Th around Miss Lottie and like chanting, bees “Old lady witch!” shescreamed while curses screamed with delight, dropped pebbles, and their joined crazydance, the swarming “Old witch, fell inaditch, picked up apenny and thought shewasrich!” Th out of bushes the storm inthe of pebbles, straight toward Miss Lottie, chanting madly, shared and fell into afi another marigold wasbeheaded. cautiously returned to herweeding. sent Zing—Joey apebble into blooms, the and that insisted on coming. Miss Lottie gazedwarily across road the for amoment, then eyessearchedsharp bushes. the “You better git!” 31 off plunged into golden the mound. Suddenly aimed zing—an stone expertly cut head the Miss Lottie’s place. She wasworking placidly, kneeling over fl the 30 29 to the fun. begin Anyway,destruction? pebbles were the collected quickly, looked at me and everybody had of why anything being would we Otherwise, else. have preoccupied so been with thought. Perhaps we hadsome dimnotion of what we were, and how little chance we bars of our cage. I wonder now, we though, whether were not more aware of it than I 28 children get stones, the show I’ll you how ’em.” to use 27 26 and feeling that it wasallabit silly. 25 “Come on, Lizabeth.” except as everyone obedience me began to gather pebbles from dusty the ground. 24 exuberance malicious attack that Ihadled. Th sulked and said it but wasallinfun, woman the inmefl bare yard. Suddenly Iwasashamed, 35 34 John’long! Burke! John Burke, come help!” impotent rage. She herstick shook at usand shakily started toward “Git road the crying, storming pebbles, their fl the cane and shouting. “Y’all git! on Go home!” Th 33 32 one of blossoms. the “Who out Miss there?” Lottie’s backside came down and came herhead up asher We crept to edge the of bushes the that bordered narrow the road infront of “Come on, y’all.” I said before that we children were not consciously aware of how thick were the andI cursed spat on ground—my the favorite gesture of phony bravado. “Y’all “You scared, Lizabeth?” I justthrough there bushes, the peering stood torn wanting between to join fun the “Y’all git some stones,” commanded Joey now and wasmetwith instant giggling I didnot join merriment the kidsgathered the when again oakinour underthe Th Miss Lottie wasenraged now. to She herfeet, leaning beganstruggling on a rickety We hadcrouched down out of sight bushes, inthe where we stifl enIlostmy entirely, head madwith power the of inciting such rage, and ran emadnesslasted only amoment, for John at Burke, last,lurched startled out Grade 9 got on my Finally Istretched nerves. out upon the palletinthe room we tful doze.tful When Iawoke, somewhere middleof inthe night, the owers and laughing wildly and at senselessly Miss Lottie’s emood lasted allaft and Ididnot like ashamed. being Th en the rest enthe with of kidsletloose the ernoon. Whenernoon. we ate beans the inched at thought the of the owers, herdark hand ed the giggles ed thegiggles er supper; his er supper; echild inme echildren

© 2017 College Board. All rights reserved. © 2017 College Board. All rights reserved. thoughts, only afeeling of great and bewilderment fear. a broken accordion. Where didIfi built,been wassobbing like tiniestchild. the now strength the my of family; the father, rock wasthe who on family the which had you going to do?” deep and humming rich, soft But went sobs the on, unstifl and taught ushow to fi could achild upon whisk hisshoulders and go singing through house. the My father sound of my father’s harsh, painful, despairing My sobs. father wasastrong man who not know menevercried.Icovered my ears with my hand but could not cut off helplessly and hopelessly dark inthe before. night. heard Ihadnever aman Idid cry leavings? Damn, Maybelle”—and loudly suddenly hesobbed, and painfully, and cried giving methings. She gonna letmehave Mr. Ellis’s old coat for you winter—“ this nowadays.” hischildrensee wild. running Ain’t nothing right about that.” .” at h t for you, nothing, nothing.” 49 alone,” Imerely so said, “I’m going out. If you want to come, come on.” 48 47 46 Ihadpinchedwhen and slapped himawake. 45 aloneness of 4 A.M., I decided to awaken Joey. room was crowded too with fear to allow me to sleep, and fi was silent now except for sound the of crickets the and of Joey’s soft with my hands over my ears, wishing and comforted. that be could Itoo cry Th 44 43 whittled 42 41 man do, tell methat?” mother said something I could not hear, and my father out cried louder, “What must a 40 39 38 37 36 through hers, shattering peace. the I loved right somehow. tolistenit; all it madethingsseem But my father’s voice cut My mother’s voice waslike acool, dark room insummer—peaceful, quiet. soothing, through wallsthat thethin separated our rooms. At fi my mother hadreturned, and Ivaguely listen Long aft Long Th “Damn Mr. Ellis’s coat! Anddamn hismoney! You Iwant think white folks’ “Look, we ain’t week, and Iget Mrs. isreal paid niceabout every Ellis starving. “I ain’t talking about I’m else, nobody talking about “Honey, you care took good of you us when had it. Ain’t got nobody nothing “It ain’t right. Ain’t no man ought to eat his woman’s year food in and year out, and “It’s allright, honey, you’ll out get something. of Everybody work now, you know “Twenty-two years, Maybelle, twenty-two years,” hewassaying, “and Igot nothing Th I waslost for areasonable reply. Icould not say, “I’m scared and Idon’t want to be “What for? ‘way.” Go “Come on, wake up.” “Ouch! What’s matter the with you? What you want?” hedemanded disagreeably e world hadlines. lost its boundary epromise of adventure awoke him.“Going out now? Where to, What Lizabeth? toys for us, and laughed loud so that thegreat to laugh oak seemed with him, er the sobbing and humming had stopped, Ilay on the pallet,still as stone sh and hunt rabbits. How could it that be my father wascrying? ed, fi ly as she used toly hum assheused to afrightened child. nally quieting until Icould hear my mother’s voice, t into crazypicture? this Idonot now remember my My mother, wassmalland who soft Everything wassuddenly out of tune, like ed to conversation the that wasaudible rst Iheard nowords, only voices. me nally, feeling the terrible . God knows. God Itry.” My breathing. But the , was enight the the whittled: wood nt1 • Unit 1

My Notes My cut and shaped from ComingofAge ACTIVITY 1.5 ACTIVITY continued 4/516 9:2AM4/5/169:25AM 21 Teacher Notes 1.5 ACTIVITY Unit 1 •

Coming ofAge continued 21 22 Teacher Notes 1.5 ACTIVITY SpringBoard ® continued English LanguageArts G9_U1SEB.ind 2G9_U1_SE_B1.indd22 feeling? to this up led that destruction of act to her prior home at happened What mind? her lost has she tofeel Lizabeth causes What paragraph 56. Read destruction? of act final her for reasons to Lizabeth’s as text the from infer you can 6. SCAFFOLDING THETEXT-DEPENDENT QUESTIONS Key Idea and Details and Key Idea Grade 9 wrongdoers pursuedwho and punished spiritsthree of revenge squalor: Notes My Furies: 22 continued ACTIVITY 1.5 ACTIVITY SpringBoard inclassical mythology, bador conditions dirty ® EnglishLanguageArts DeﬁDeﬁ (RL.9–10.1) ning Experiences nig Expercs caricature. It looked haunted, but Iwasnot afraid, Iwashaunted because too. house that waslike ruin the my world hadbecome—foul and crumbling, agrotesque Lottie’s yard. silently and furiously until Icame to where Ihadhalfknown to Iwasheaded: Miss while Joey tuggedwhile my dress or my “Lizabeth, stop, waist crying, stop!” please of marigolds dew-soaked spurred me on as I went tearing and mangling and sobbing pulling and destroying yellow theperfect blooms. Th 58 57 combined inone great impulse toward destruction. and yet at both once, fear the by unleashed my father’s tears. feelings Andthese of our poverty and degradation, of bewilderment the neither being child nor woman in meand burst—the great needfor my there, mother wasnever who hopelessness the 56 55 54 53 52 51 “Just come on,” Ireplied tersely 50 compassion, and one cannot have compassion both and innocence. beyond myself and into depths the of another person. Th ignorance of area the below surface.In the that humiliating moment Ihadlooked Innocenceinnocence. involves an unseeing acceptance of things at facevalue, an moment, and back upon asIlook it, Iknow that that moment marked endof the there awkward and ashamed. Th 62 midst of and ugliness sterility. in born She hadbeen no longer awitch but only abroken old woman haddared who to create beauty inthe eyes,Igazedupon akindofweary reality ishiddento Th which childhood. of For lastact wasthe childhood. crazy act asIgazedat immobile the facewith sad, the and that moment wasthe fadedand childhood womanhood when began. Th 61 protected. be to longer no rage face in the now, now that garden the was destroyed and there was nothing any and shadowed the then Indian facesurrounded by stubby white hair. Andthere was gaze lift 60 me, silentbeside and frightened, not knowing what to say. Th fl 59 and John Burke, mindlessson of the h Now at endof the that life shehadnothing except afalling-down hut, awrecked body, been there marigolds tenderly inthe caredbeen shehadso for. whatever wasof love and beauty and joy that squeezed out hadnot been by life, had owers, crying and crying, andowers, and it late crying, wastoo crying to undowhat Ihaddone. Joey was sitting What What I leaped furiously into mounds the of marigolds and pulled madly, trampling and “Lizabeth!” I hadindeedlostmy mind, for sm allthe “Lizabeth, you lostyour panted mind?” Joey. Th asifthe I wasrunning “Wait, where you Lizabeth, going?” I wasout window the and halfway down road the before Joey caught up with me. I waspulling my dress over my head.Until now Ihadnot thought of going out. Of course I could not express things the that about I knew Miss Lottie as I stood “M-miss Lottie!” Iscrambled to my feet and there just and stood stared at her, I opened my swollen eyes and saw in front of me a pair of large, calloused feet; my IwassittingAnd then little ruined inthe garden among uprooted the and ruined ehalf-dawn light wasmore than eerie complete darkness, and init old the ed to swollen the age-distorted legs,the clad inatight body cotton nightdress, Grade 9 the adult Miss Lottie. views Lizabeth how versus Lottie Miss views child the Lizabeth how Describe 61–62. paragraphs Read experience? her through changed has Lizabeth how to show juxtaposition use author the 7.

Craft and Structure and Craft Furies eyears have put words inthat to things the Iknew were aft were er passion. Whatever there wasleft verve er me, as perhaps they were—runninger me, asperhaps they oldering emotions of that summerswelled (RL.9–10.5) efresh smellof early morning and squalor is was the beginning of beginning iswasthe en,“Lizabeth, look.” and lived init allherlife. How does does How ewitch was at violent, inher,

© 2017 College Board. All rights reserved. © 2017 College Board. All rights reserved. since Ilastsaw herhut, completely outstriking at knows what. God Miss Lottie diedlong ago and many years have passed and squalor of our lives, and from bright the thing that Idestroyed inablind, childish planted marigolds. and to poor fi Second Read 63 yellow mounds returns with a painful plantednever marigolds again. Yet, there are image the passionate of timeswhen those 5. 4. 3. 2. 1. WriteanyadditionalquestionsyouhaveaboutthetextinyourReader/Writer • Rereadtheshortstorytoanswerthesetext-dependentquestions. • beyond theirreach.RL.9–10.1 with afalsehopeandangerthemasreminderofthebeautythatseems the impoverishedanduglysituationoftheirlives.Themarigoldsconfusethem children can’tunderstandtheneedforbeautyorhopeasawaybreakthrough juxtaposition againstthehopeandbeautyrepresentedbymarigolds.The The povertyandhopelessnessrepresentedbythedustishighlightedits why dothechildrenhatethem? Key IdeasandDetails:WhyarethemarigoldssoimportanttoMissLottie, be destroyed:“likeafreshwatercolorpaintingleftoutintherain.”RL.9–10.5 therefore terrifying.”Theimagerylikewiseimpliesthatsomethingbeautifulwill as shedescribesher“restlessness”andthesenseof“somethingunknown suspense andaforebodingtonetothestory.Thedictionalsoenhancesthis The narratorstatesthatthisdaybeganher“endofinnocence”whichadds other hintsorforeshadowingprovidedbythenarrator. foreshadowing. Whatistheeffectofthishintingateventstocome?Highlight Craft andStructure:Noticethatinparagraph9,thenarratoruses RL.9–10.5 The flashbackinparagraph2revealsthenarrator’sage,setting,andfeelings. narrator. “Theyearshavetakenmeworldsawayfromthattimeandplace...” The useofflashbackprovidesinsightintohowthiseventinfluencedthe use offlashback?Citetextevidencetosupportyouranswer. Craft andStructure:Whatdoyoulearnaboutthenarratorthroughauthor’s of amiraclethatmotivatesthenarratorandhercommunity.RL.9–10.4 In thisparagraph,amorphousmeans“vague,unclear,”describingthedimhope Craft andStructure:Whatisthemeaningofamorphousinparagraph4? yellow” whichhasabright,hopefulconnotation.RL.9–10.5 juxtaposed againstthemarigolds,describedas“abrilliantsplashofsunny The “arid,steriledust”whichhasanegativeandcolorlessconnotationis juxtapose forcontrast?Whataretheconnotationsofthesejuxtaposedimages? Craft andStructure:Inthefirstparagraph,whattwoimagesdoesnarrator Notebook. Th e years have me taken worlds away from that time and that place, from dust the nd that hislife isasbarren dusty asthe yards of our town. have AndItoo barren at last,for despite my wild poignancy . For one not does have ignorant to be contrition she poignancy: contrition: one’s wrongs nt1 • Unit 1

My Notes My sorrow or remorse for for remorse or sorrow astrong, feeling sad ComingofAge ACTIVITY 1.5 ACTIVITY continued 4/516 9:2AM4/5/169:25AM 23 • • • • ways: of avariety in questions the on work and reread students tohave choose You may questions. comprehension text-dependent the to answer text tothe returning be will students reading, second may group students differently. students group may you or passages, complex certain aloud toread reading second the for decide may you example, For mode. reading your toadjust want may you reading, first the during made suggestions. for boxes Questions Dependent Text the Scaffolding the See parts. smaller into down them breaking or them by rephrasing questions the scaffold difficulty, have If they questions. text-dependent 11 11 10 9 1.5 ACTIVITY feeling down. feeling are they when movie afavorite watch or ahike, on go to music, listen often people that suggest might you started, To them depression? get or heartbreak, loneliness, mourning, illness, poverty, as such situations desperate during onto hope hold to totry do people do what marigolds: metaphorical plant people that ways 12 both. Ask them to them Ask both. or literally, metaphorically, is speaking narrator the whether about inferences make and story the of sentence together as aclass as together groups small in in pairs independently Based on the observations you you observations the on Based Have students answer the the answer students Have SECOND READ: Ask students to consider the last last the toconsider students Ask Unit 1 •

Coming ofAge think-pair-share think-pair-share continued During the the During 23 to create voice. to create moods verb different use writers how and mood verb of types different the discuss students Have Mood. Verb about feature Craft Writer’s and 24 13 1.5 ACTIVITY Direct students to the Language Language tothe students Direct SpringBoard ® continued English LanguageArts G9_U1SEB.ind 24G9_U1_SE_B1.indd24 Grade 9 My Notes My 24 continued ACTIVITY 1.5 ACTIVITY SpringBoard ® EnglishLanguageArts DeﬁDeﬁ ning Experiences nig Expercs Working fromtheText 7. 6. How doesthenarrator’suseofverbmoodshelpcreatehervoiceinstory? PRACTICE a clausebeginningwithif. subjunctive, usewereratherthanwas.Thesubjunctiveformisoftenusedin a doubt,orsituationcontrarytofact.Whenusingtheverb“tobe”in The subjunctiveformoftheverbisusedtoexpressdoubtordescribeawish, with usthatshouldhaveevokedhumorbutdidnot. happen hypothetically.Inthebelowexample,authorsharesanimage a verbexpressessomethingthathasnothappenedorcould mood isusedtogiveacommandormakerequest.Theconditionalformof indicative, whichisusedtostateafactordescribesomething.Theimperative moods: indicative,imperativeorconditional.Almostallverbsweuseare Writers useverbmoodtoexpressanattitude.Verbsmaybeinoneofthree ways behindandbecomeawoman.RL.9–10.5 compassion andunderstanding,makesclearhowLizabethhasleftchildish dignity inherlife.ThisnewmatureandrealisticviewofMissLottie,tingedwith as abrokenwomanwhoneverthelessstillfoughttokeepsomebeautyand eyes ofcompassionandunderstanding,nolongerseeingherasawitchbut Juxtaposition occurswhenLizabethdescribesMissLottiethroughtheadult Lizabeth haschangedthroughherexperience? Craft andStructure:Howdoestheauthorusejuxtapositiontoshowhow hope, butitisanactofdesperatehopelessnessnonetheless.RL.9–10.1 choice ofthemarigoldsisperhapsnotaconsciousrejectiontheirsymbolic overwhelming emotionsmakeherwanttodestroysomething,anything.Her she haslosthermind:need,hopelessness,bewilderment,andfear.These The narratordescribesindetailalloftheemotionsthatmakeherfeelasif reasons forherfinalactofdestruction? Key IdeasandDetails:WhatcanyouinferfromthetextastoLizabeth’s Language andWriter’sCraft:VerbMood stifled thegigglesthatinsistedoncoming.” Example 3:“Wehadcroucheddownoutofsightinthebushes,wherewe pebbles fromthedustyground.“Comeon,Lizabeth.” with instantgigglingobedienceaseveryoneexceptmebegantogather Example 2:“Y’allgitsomestones,”commandedJoeynowandwasmet the Septemberdustofferingsomemeagershareofbread. labor inthewhiteman’svineyarduntilafterdark,ortowanderabout necessary ifoneweretohavethegritrisebeforedawneachdayand Example 1:“Perhapswewaitedforamiracle,amorphousinconceptbut in theair—butitwasn’tcomical,wassomethingwecouldnotname.” her croppedwhitehead,leaningoverthebrightmounds,bigbackside “ It should have been a comical sight—the old woman with the man’s hat on It shouldhavebeenacomicalsight—theoldwomanwiththeman’shaton Grade 9 Whichmoodisdemonstratedineachoftheexamplesbelow?

© 2017 College Board. All rights reserved. © 2017 College Board. All rights reserved. 12. Find examplesofdictionandimagerythatconveyLizabeth’sdistinctivevoicein 12. Now reviseAnderson’ssentencetobemoreneutral. 11. Now considerwhatisconveyedbyAnderson’sdiction(particularlytheverbs)in 10. Rewrite thesentence,tryingtokeepsamedenotativemeaningbut 9. 8. Consider thefollowingsentencefromchapterof 8. readers, drawinferencesaboutthetone,characters,andmeaningofatext. strong positiveornegativeassociations.Thesereactionsarecentraltohowwe,as associations orimagesreadersconnectwithcertainwords.Somewordsprovoke Writers createtheirintendedeffectsthroughparticularconnotations—the connotations). or denotations)andfortheirimpliedmeanings(theiremotionalassociations, Writers choosewordsbothfortheirliteralmeanings(theirdictionarydefinitions, Word Choice:DictionandImagery “Marigolds.” Usethegraphicorganizerthatfollowstorecordyourexamples. I putmytraydownandmovetowardthedoor. she isdoing. The speakerisinapanic,hurryingoutwithoutpayingattentiontoexactlywhat feelings inthismoment? Based ontheverbs,whatinferencesmightyoudrawaboutspeaker’s “I ditchmytrayandboltforthedoor.” this sentence. I stepintothehallwayandwalktowardcafeteria. changing theconnotationstomakethemneutral. its tide A flowofhumanitythatisinconstantmotionandtakesthestudentswith diving intoandswimmingthroughotherstudentshavehere? and swimdownthehalltocafeteria.”Whatconnotationsdoimagesof Activity 1.3,“Spotlight”:“Idiveintothestreamoffourth-periodlunchstudents Speak thatyoureadin nt1 • Unit 1

My Notes My inferences aboutmeaning. the readermakeimportant overtones attached,help associations andemotional often theconnotations,or meaning, ofaword,but the denotation,orprecise It isalwaysimportanttoknow Terms Literary ComingofAge ACTIVITY 1.5 ACTIVITY continued 4/516 9:2AM4/5/169:25AM 25 on the following page. page. following the on begin work on the the on work begin they before imagery and diction of examples toshare groups small 8–11. exercises tostudent aresponse toshare group setting. group asmall in responses their comparing and exercises practice the completing by activity Text the from Working the complete student each Have connotation. and denotation 17 17 16 15 14 1.5 ACTIVITY device as a form of emphasis. of aform as device this of aware especially tobe students ask You might parallelism. of examples contain evidence textual as offered evidence, and interpretive conclusions. textual inferences, their together for bringing students a strategy Note that the some of the quotations quotations the of some the that Note Have students work in the same same the in work students Have small each from person one Ask of definitions the Review The graphic organizer gives gives organizer graphic The Unit 1 •

Coming ofAge graphic organizer graphic continued 25

Instruction Leveled Differentiated their inferences. their to record aplace as organizer graphic tothe column another add them have You might realizations. and attitudes Lizabeth’s about inferences 26 voice. new this creating in aided changes these how toexplain them Ask voice. another in responses written in their used juxtaposition) or imagery, (of diction, evidence imagery. and syntax, diction, studies that essay explanatory an writing support need may students activity, this In 18 1.5 ACTIVITY statement they will use and why. why. and use will they statement thesis which toapartner explain to students Ask suggestions. student using prompt tothe statements writing. their in used they phrases words/ transition the highlight students have Finally, etc.). statement, concluding imagery, of evidence sentence, topic (i.e. present are elements all ensure to response their of parts the label to students instruct writing, After prompt. tothe response their in use to intend they organizer graphic of author’s The choice as, such stems encouragewriting, students to use selected this evidence. During they why to apartner verbally explain and response written their in touse organizer graphic … by voice character’s the impacts establishes character is ofexample word choice that One prompt. tothe response in touse stems sentence with students creates the impression that … Support Stretch Em Ex Br Be sure students make make students sure Be SpringBoard the from evidence textual the identify students Have the from evidence choose students have towriting, Prior Provide organizer. graphic the on collaborate students Have suggests that one example of textual textual of example one rewrite students Have Prior to writing, generate a a generate towriting, Prior class list of possible thesis thesis possible of list class ® continued … or This …or image English LanguageArts This This …, G9_U1SEB.ind 26G9_U1_SE_B1.indd26 Grade 9 My Notes My 26 continued ACTIVITY 1.5 ACTIVITY SpringBoard ® EnglishLanguageArts DeﬁDeﬁ ning Experiences nig Expercs Closing destruction Final actof conversation Overheard with MissLottie First encounter Opening Grade 9 Diction andImageryThatConveyVoice: that place,fromthedustandsqualorofourlives” “The yearshavetakenmeworldsawayfromthattimeand compassion andinnocence.” beginning ofcompassion,andonecannothaveboth and intothedepthsofanotherperson.Thiswas “In thathumiliatingmomentIhadlookedbeyondmyself Miss LottieasIstoodthereawkwardandashamed.” “Of courseIcouldnotexpressthethingsthatknewabout and sobbing” marigolds spurredmeonasIwenttearingandmangling “The freshsmellofearlymorninganddew-soaked perfect yellowblooms.” pulled madly,tramplingandpullingdestroyingthe “I leapedfuriouslyintothemoundsofmarigoldsand the marigolds” had notbeensqueezedoutbylife,therein “… whateverwasofloveandbeautyjoythat to sleep” “But theroomwastoocrowdedwithfeartoallowme “Where didIfitintothiscrazypicture?” she wasrich!’ ‘Old witch,fellinaditch,pickeduppennyandthought of pebbles,straighttowardMissLottie,chantingmadly, inciting suchrage,andranoutofthebushesinstorm “Then Ilostmyheadentirely,madwiththepowerof the perfectuglinessofplace” “we childrenhatedthosemarigolds.Theyinterferedwith the rain” and combininglikeafreshwatercolorpaintingleftoutin “days areill-definedinmymemory,runningtogether way markedtheendofinnocence” “the beginningoftheexperiencethatinsomeinexplicable “the dustandsqualorofourlives” more womanthanchild,yearsagoinMissLottie’syard” “as Irecallthatdevastatingmomentwhenwassuddenly more womanthanchild,yearsagoinMissLottie’syard” “as Irecallthatdevastatingmomentwhenwassuddenly “brown, crumblydustoflatesummer” “dry Septemberofthedirtroads”“arid,steriledust”

© 2017 College Board. All rights reserved. © 2017 College Board. All rights reserved. point ofview.Inyourwriting,besureto: juxtaposition andflashbacktocreatethenarrator’svoicepresentaparticular Explain howtheauthorusesdiction,imagery,andotherliterarydevicessuchas aloud. Discusshowthesentenceshavechanged. that havepositiveconnotations.Withapartner,taketurnsreadingyoursentences Circle wordsthatyouthinkhavenegativeconnotations.Replacethemwith work. around thebend,shetoherdomesticjob,hehisdailyunsuccessfulquestfor Each morningourmotherandfathertrudgedwearilydownthedirtroad Read thissentencefrom“Marigolds.” Check YourUnderstanding Includetransitions betweenpointsandastatementthatprovidesconclusion. • Includemultipledirect quotationsfromthetexttosupportyourclaims. • Beginwithaclear thesis thatstatesyourposition. • Writing toSources:ExplanatoryText Introduce andpunctuateallquotationscorrectly. nt1 • Unit 1

My Notes My ComingofAge ACTIVITY 1.5 ACTIVITY continued 4/516 9:2AM4/5/169:25AM 27 you model drafting an analysis. drafting model you quotations and transitions. direct to use and thesis the state toclearly them Remind view. of point aparticular topresent and voice tocreate devices literary other and imagery, diction, uses writer the how explain they which in discretion) your at (or more two or paragraph a with prompt writing to the independent reading selections. reading independent their in voice anarrator’s establishes author the how explaining paragraph asimilar complete students Have 20 19 1.5 ACTIVITY fit into “Marigolds.” into fit responses the not why or why Discuss responses. their toshare students of avariety Ask Understanding. Your toCheck responses their todiscuss groups small their in work to them ask organizer, graphic the a conduct texts, explanatory writing in voice. author’s the change revisions the how discuss and revisions their share pairs the Have connotation. adifferent have that words with adjectives or verbs as such words key replacing by response the rewrite and response one to choose pairs the Ask organizer. graphic the to responses their toreview them ask and them pair devices, literary other and connotation understanding help additional need students If texts. other in them recognize as well as writing own their in purposefuly them use will they that so devices literary of use the understand students that to ensure prompt meanings. implied have that words choose writers why and of connotation effects the understand to ability students’ reflect should Responses task. Your Understanding Check the during discussion in gave students Review the explanations TEACHER ADAPT ASSESS guided writing guided If your students still need support support need still students your If writing to the responses Evaluate Ask students to draft a response aresponse todraft students Ask After students complete complete students After Unit 1 •

TO on the board in which which in board the on Coming ofAge continued TEACHER 27