Resource Manager Unit 7

literatureMcDougal Littell resource manager Unit 7

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123456789-MDO-1110090807 UNIT 7 CONTENTS Our Place in the World: History, Culture, and the Author

Unit Planning Skills Trace 2 Skills Locator 4 Academic Vocabulary 9 Additional Academic Vocabulary 10 Grammar Focus 11 Selection Resources and Copy Masters Reader’s Workshop: History, Culture, and the Author 13 The Snapping Turtle (Short Story) 17 Out of Bounds (Short Story) 43 Pecos Bill (Tall Tale) 67 Great Reads: from The Pearl (Novella) 89 One Last Time (Memoir) 91 from Dreams from My Father (Autobiography) 117 Reading for Information: from Out of Many, One (Speech) 141 Media Study: Political Cartoons (Image Collection) 159 I Want to Write/Sit-Ins (Poems) 169 Writing Workshop: Cause-and-Effect Essay 187 Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 1 Grade 8 Unit 7 Skills Trace Assessment-Based Planning

Skills in blue Reader’s The Snapping Out of Bounds Pecos Bill Great Reads: are assessed on Workshop: Turtle pp. 782–799 pp. 800–809 from The Pearl the Unit 7 Test. History, Culture, pp. 766–781 pp. 810–815 and the Author pp. 760–765 Short Story SKILLS Short Story Level: Tall Tale Novella STRAND Level: Easy Challenging Level: Average Level: Average UNIT 1 PLANNING 7 Literary Analysis Influence Influence Cultural Conflict Tall Tale pp. 801, Form (Novella) of Writer’s of Author’s pp. 783, 784, 787, 802, 804, 805, 806, p. 810 Background Background 788, 791, 794, 795, 807, 808, 809 pp. 760–761, pp. 767, 768, 771, 797 764–765 772, 774, 778, 779 Historical and Cultural Influences pp. 762–765

Reading and Analyze the Compare and Make Inferences Visualize pp. 801, Informational Literature pp. Contrast pp. 767, pp. 783, 786, 789, 802, 805, 808, 809 Texts 761, 763–765 770, 771, 775, 790, 791, 792, 777, 779 796, 797

Vocabulary Academic Word Acquisition Word Acquisition Vocabulary p. pp. 767, T767, 780 pp. 783, T783, 798 762 Context Clues— Context Clues General p. T767; p. T783 Analogies p. 780 Homographs p. 798

Writing, Compound- Colons p. 799 Grammar, Complex and Style Sentences p. 781

Speaking, Discuss Discuss pp. 766, Discuss pp. 782, Discuss pp. 800, Discuss pp. 810, Listening, pp. 760–763 T768–T778, 779 T784–T796, 797 T802–T808, 809 T815 Viewing, Analyze Visuals Analyze Visuals Analyze Visuals and Media pp. 768, 773, 776 pp. 784, 793, 795 pp. 802, T807

T = Teacher’s Edition page 2 Unit 7 Resource Manager Grade 8 For additional lesson planning help, see Easy Planner DVD.

Linked selections UNIT 7 PLANNING One Last Time Media Study: I Want to Write/ Writing UNIT 1 PLANNING pp. 816–829 from Dreams from from Out of Many, Political Cartoons Sit-Ins Workshop: Cause- My Father One pp. 850–853 pp. 854–859 and-Effect Essay pp. 830–845 pp. 846–849 pp. 860–867

Memoir Autobiography Speech Poems Level: Average Level: Challenging Level: Average Image Collection Level: Easy

Author’s Autobiography Characteristics Historical Context Perspective pp. pp. 831, 832, 836, of a Speech pp. pp. 855, 857, 858 817, 818, 821, 823, 838, 839, 841, 842, 847, 849 824, 825, 827 844

Analyze Sensory Recognize Identify Analyze Analyze a Cause- Details pp. 817, Cause-and-Effect Treatment Repetition and-Effect Essay 820, 823, 824, 825, Relationships pp. 846, 848, 849 pp. 855, 856, 857, pp. 861–862, 866 827 pp. 831, 835, 836, Compare and 858 Read a Poem 839, 841, 842, 843, Contrast p. 849 Read a Book p. 826 844 Excerpt p. 859

Word Acquisition Word Acquisition pp. 817, T817, 828 pp. 831, T831, 845 Context Clues— Context Clues p. General p. T817; T831 Similes p. 828 Denotation and Connotation p. 845

Semicolons p. 829 Write a Cause- and-Effect Essay pp. 860–866 Commas After Introductory Words or Phrases p. 866 Additional Writing and Grammar Skills

Discuss pp. 816, Discuss pp. 830, Discuss pp. 846, Discuss pp. 850, Discuss pp. 854, Discuss pp. T818–T826, 827 T832–T843, 844 T847–T848, 849 853 T856–T857, 858, 860–862 Analyze Visuals Analyze Visuals Analyze the T859 Create a pp. 818, 822 pp. 832, 837, 840, Visual Aspects of Analyze Visuals p. Multimedia 843 Political Cartoons 856, 857 Presentation p. pp. 851–852 867 Create a Political Cartoon p. 853

Resource Manager Unit 7 3 Grade 8 Unit 7 Skills Locator

Skills taught in Unit 7 are listed in the ﬁrst column. The selections and workshops where students learn or practice each skill appear in the middle column. The third column lists lessons from the Standards Lesson File that can be used to teach or reinforce each skill.

Skills Selections And Workshops Standards Lesson File (A) = Assessed on the Unit 7 Test in the Anthology HISTORY MAKERS HISTORY

Literary Analysis UNIT 7 PLANNING (CONTINUED) Identify and analyze the inﬂuence of Reader’s Workshop 760–765 Literature Lesson 41: Author’s an author’s background (A) The Snapping Turtle 766–781 Perspective

Identify and analyze historical context Reader’s Workshop 760–765 Literature Lesson 41: Author’s I Want to Write/Sit-Ins 854–859 Perspective

Identify and analyze cultural context Reader’s Workshop 760–765

Identify and analyze cultural conﬂicts Out of Bounds 782–799

Identify and analyze author’s One Last Time 816–829 Reading Lesson 41: Author’s perspective (A) Perspective

Identify, analyze and interpret an Dreams from My Father 830–845 autobiography (A)

Identify and analyze characteristics of Pecos Bill 800–809 a tall tale

4 Unit 7 Resource Manager Grade 8 UNIT 7 SKILLS LOCATOR (CONTINUED)

Reading and Informational Text

Visualize Pecos Bill 800–809 UNIT 7 PLANNING HISTORY MAKERS Compare and contrast (A) The Snapping Turtle 766–781 Reading Lesson 12: Comparing and Out of Many, One 846–849 Contrasting

Compare and contrast characters The Snapping Turtle 766–781 Reading Lesson 12: Comparing and Contrasting

Compare and contrast portrayals Out of Many, One 846–849

Make inferences (A) Out of Bounds 782–799 Reading Lesson 8: Making Inferences

Identify and analyze cause-effect Dreams from My Father 830–845 Reading Lesson 7: Recognizing Cause relationships (A) and Effect

Identify and analyze repetition I Want to Write/Sit-Ins 854–859 Literature Lesson 34: Repetition and Parallelism

Identify and analyze sensory details to One Last Time 816–829 help understanding

Identify treatment (purpose, tone, Out of Many, One 846–849 Reading Lesson 3: Determining form) (A) Author’s Purpose

Identify characteristics of a keynote Out of Many, One 846–849 speech

Vocabulary

Analyze analogies to infer literal and The Snapping Turtle 766–781 Vocabulary Lesson 23: Analogies ﬁgurative meanings of words

Use context clues to determine the Out of Bounds 782–799 Vocabulary Lesson 20: Homonyms and meanings of homographs (A) Homographs

Use similes as context clues to One Last Time 816–829 Literature Lesson 29: Simile and determine the meanings of unfamiliar Metaphor words

Distinguish between the connotative Dreams from My Father 830–845 Vocabulary Lesson 17: Denotation and and denotative meanings of words (A) Connotation

Resource Manager Unit 7 5 Grade 8 UNIT 7 SKILLS LOCATOR (CONTINUED)

Writing, Grammar, and Style

Write a cause-and-effect essay Writing Workshop 860–867 Writing Lesson 9: Creating Sentence (A) Variety Writing Lesson 16: Cause-and-Effect Order Writing Lesson 21: Writing a Thesis Statement Writing Lesson 30: Cause-and-Effect HISTORY MAKERS HISTORY Essay Writing Lesson 44: Using Precise UNIT 7 PLANNING (CONTINUED) Words Grammar Lesson 20: Missing or Misplaced Commas

Use transition words to signal causes Writing Workshop 860–867 Writing Lesson 19: Transitions and effects (A)

Combine sentences to form one The Snapping Turtle 766–781 compound-complex sentence (A)

Use colons correctly after letter Out of Bounds 782–799 greetings and before lists of items (A)

Use semicolons correctly to separate One Last Time 816–829 INTERDISCIPLINARY ACTIVITIES INTERDISCIPLINARY parts of a series (A) ANSWER KEY TRANSPARENCIES

6 Unit 7 Resource Manager Grade 8 UNIT 7 SKILLS LOCATOR (CONTINUED)

Speaking, Listening, Viewing, and Media

Identify visual aspects of illustrations Media Study 850–853 Media Lesson 19: Analyzing Visuals (line, color, texture, and shape) UNIT 7 PLANNING

Compare and contrast the style of Media Study 850–853 illustrators

Distinguish and compare different Media Study 850–853 Media Lesson 3: Inﬂuence of Media points of view in nonprint media on Society sources (political cartoons)

Create a political cartoon Media Study 850–853

Create and deliver a multimedia Publishing with Technology 867 Media Lesson 22: Creating a Power presentation Presentation

Resource Manager Unit 7 7 Grade 8

Name Date

Unit 7 COPY MASTER Academic Vocabulary

A. Listen as your teacher reads each vocabulary term. Read and discuss the examples. Then write a definition for each term.

Term Examples Definition 1. author’s Story details frequently reflect information background about an author’s background. 2. historical Understandingh istorical context makes it context easier to appreciate the play, which is set during the 1960s. 3. cultural Music, customs, and traditions established context the cultural context for a story about life in the Southwest. 4. author’s Thea uthor’s perspective about education perspective is different from the common way of thinking about the subject, probably because she was home-schooled. 5. cause and One example ofc ause and effect is not effect sleeping well (cause) and feeling tired the next day (effect). 6. treatment The filmt reatment of the story was not quite what its author had expected to see.

B. Answer each question on a separate sheet of paper. 1. Which of these is an example of cause and effect: Making a phone call to an old friend after moving to a new state or city? Or calling an old friend after receiving a letter expressing sadness that you had moved away?

2. Think about a story you read recently. What treatment of the story can you imagine? Could it be a film, a play, or something else? Explain.

3. How might an author’s perspective influence the description of a character whose background is very similar to his or her own background?

Resource Manager Unit 7 9 Grade 8 Name Date

Unit 7 COPY MASTER Additional Academic Vocabulary

A. Listen as your teacher reads each vocabulary term. Read and discuss the definition. Then complete each sentence.

Term Definition Complete each sentence. 1. inference a guess based on evidence It is easy to make an inference about the coach’s mood when she the players. 2. sentence linking sentences, phrases, and Sentence combining can be used combining clauses in order to make a variety of to make the sentences Rosa enjoys sentences reading poetryand Rosa enjoys writing poetry into one sentence: . 3. compare and to find the similarities and differences Whenever I compare and contrast contrast between two things recipes, some seem very easy. Others seem ,butthey all sound . 4. homograph words that are spelled the same but The homograph state has two have different meanings meanings: and . 5. connotative denotation: the basic, literal meaning The denotation of nosy is “curious.” and denotative of a word Nosy also has thec onnotation of meanings connotation: feelings or ideas “ .” associated with a word

B. Complete each activity.

1. Compare and contrast the last two movies you have seen, focusing on details of plot and character.

2. What denotation do the words ugly and hideous both have? Which of the two words has the more negative connotation?

10 Unit 7 Resource Manager Grade 8 Unit 7 Grammar Focus

These charts provide two methods of incorporating grammar instruction in your literature class. You may choose one approach, or blend the two.

Systematic Grammar Instruction: Verbals and Verb Phrases Introducing the Unit: Remind students that errors in the placement and punctuation of phrases are a common source of confusion in writing.

Week Grammar Handbook Grammar for Writing 25 Gerunds Gerunds and Gerund Phrases, Gerunds, p. 170 pp. R61–R62 Workbook: pp. 139–141 26 Participles Participles and Participial Participles, pp. 172–173 Phrases, p. R61 Workbook: pp. 142–144 27 Infinitives Infinitives and Infinitive Infinitives, p. 175–176 Phrases, p. R61 Workbook: pp. 145–147

Related Mechanics Topics • Commas with Phrases Quick Reference: Comma, p. Commas in Sentences, pp. R49 253–254 Workbook: pp. 193–195 • Hyphens, Dashes, and Quick Reference: Dash, Hyphens, Dashes, and Parentheses Parentheses, Hyphen, p. R50 Parentheses, p. 264 Workbook: pp. 205–207 Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 11 Grade 8 GRAMMAR FOCUS, CONTINUED

Integrating Grammar, Literature, and Writing Use activities provided in the literature selections and Writing Workshop to reinforce grammar concepts in the context of writing, revision, and author’s style. You may extend or reinforce those lessons using Handbook lessons in the student edition, the Grammar for Writing text and workbook, or the Standards Lesson Files.

Unit 7 Grammar Handbook Grammar for Writing The Snapping Turtle Compound-Complex Compound-Complex Form Compound- Sentences, p. R64 Sentences, p. 198 Complex Sentences Workbook: pp. 160–162 Out of Bounds Quick Reference: Colon, p. R50 Colons, pp. 262–263 Use Colons Correctly Workbook: pp. 202–204 One Last Time Quick Reference: Semicolon, Semicolons with Items in a Use Semi-Colons Correctly p. R49 Series, p. 262 Workbook: pp. 202–204 Writing — Writing Lesson 30: Workshop: Cause-and-Effect Cause-and-Effect Essay Essay Copyright © McDougal Littell/Houghton Mifflin Company.

12 Unit 7 Resource Manager Grade 8 Lesson at a Glance EDRSWORKSHOP READER’S

Reader’s Workshop History, Culture, and the Author

OVERVIEW AND PURPOSE LESSON RESOURCES The following key terms and concepts are Student Copy Masters introduced in the Reader’s Workshop for Unit 7. These copy masters may be used to provide They will be reviewed and reinforced throughout note-taking support for students at lower readiness the unit, and assessed on the Unit 7 Test. levels. • Author’s Background • Note Taking, p. 15 • Historical and Cultural Influences • Note Taking, p. 16 • Author’s Perspective

WORKSHOP EXCERPTS “Eating Alone” poem by Li-Young Lee

“Dusting” poem by Julia Alvarez

“Sonny’s Blues” short story by James Baldwin

“Beware of the Dog” short story by Roald Dahl

Resource Manager Unit 7 13 Grade 8

Name Date

READER’S WORKSHOP: PART 1 COPY MASTER Note Taking EDRSWORKSHOP READER’S

A WRITER’S BACKGROUND 1. A writer’s background influences and .

2. Li-Young Lee’s Chinese heritage is shown in the poem through details that describe and

3. Lines 9–12 of the poem relate to , an important event in Lee’s life.

Fill in the web diagram and complete the sentences to help you remember key ideas from the text.

Resource Manager Unit 7 15 Grade 8 Name Date

READER’S WORKSHOP: PART 2 COPY MASTER Note Taking

HISTORICAL AND CULTURAL INFLUENCES Fill in the blanks to make complete sentences that will help you remember important ideas. Historical and cultural contexts refer to the ,

READER’S WORKSHOP , and that influence awriter.

Fill in the chart with the appropriate information about the excerpt from “Sonny’s Blues.”

“Sonny’s Blues” The setting is . . .

Baldwin is able to describe this setting because ...

In real life, in the 20th century, this setting could be described as . . .

16 Unit 7 Resource Manager Grade 8 Lesson at a Glance the snappinturtgle Joseph Bruchac H NPIGTURTLE SNAPPING THE

WHY THIS SELECTION? LESSON RESOURCES Joseph Bruchac is an important Native Plan and Teach American author whose writings have Lesson Plan and Resource Guide . . 18–19 helped spread understanding of his unique Alternative StandardsFocus..... 20 cultural heritage. AdditionalSelectionQuestions.... 21 ABOUT THIS SELECTION IdeasforExtension...... 22–23 TeacherNotes...... 24 Pupil/Teacher’s Edition Pages: 766–781 Student Copy Masters Difficulty Level: Easy Readability Scores: Lexile: 900; Fry: 6; Summary(English,Spanish)..... 25 Dale-Chall: 6.4 Summary (Haitian Creole, Vietnamese) 26 Literary Analysis: Influence of Author’s Summary Sonny lives with his Background ...... 27 grandparents, who teach him respect for Literary Analysis: Influence of Author’s the earth. One day, Sonny goes fishing Background (Spanish) ...... 28 and then decides to explore a reservoir. Reading Skill: Compare and Contrast . 29 There, he captures a snapping turtle, Reading Skill: Compare and Contrast which he plans to sell. He later changes (Spanish)...... 30 his mind when he realizes that the turtle VocabularyStudy...... 31 was getting ready to lay its eggs. Sonny VocabularyPractice...... 32 and his grandfather return the turtle to the reservoir. VocabularyStrategy...... 33 ReadingCheck...... 34 Key Idea: Values Most people learn Question Support ...... 35 their values from family members, GrammarandWriting...... 36 friends, or society at large. Students ReadingFluency...... 37–38 reading this story will learn about the Assess narrator’s values and have the opportunity Selection Test A ...... 39–40 to compare them to their own. Selection Test B/C ...... 41–42 FOCUS STANDARDS Copyright © McDougal Littell/Houghton Mifflin Company. • Influence of Author’s Background All lesson resources are available • Compare and Contrast electronically on DVD

Resource Manager Unit 7 17 Grade 8 Lesson Plan and Resource Guide

The Snapping Turtle Short Story by Joseph Bruchac Objectives • explore the key idea of values • identify and analyze the influence of the author’s background • read a short story • compare and contrast characters • build vocabulary for reading and writing • analyze analogies to infer literal and figurative meanings of words (also an EL language objective) • combine sentences to form compound-complex sentences • use writing to analyze literature Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

THE SNAPPING TURTLE Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Question/Key Idea p. 766

Author Biography p. 767 Literature Center at ClassZone.com Teach

Influence of Author’s Background p. 767 Compare and Contrast p. 767 Compare and Contrast CM—p. 29, Spanish p. 30

Vocabulary in Context p. 767 Vocabulary Study CM p. 31

Best Practices Toolkit Scaffolding Vocabulary Instruction pp. 43–46

Vocabulary Center at ClassZone.com Practice and Apply: Guided Practice

Selection and Teacher Notes Audio Anthology CD Copyright © McDougal Littell/Houghton Mifflin Company. “The Snapping Turtle,” pp. Summary CM—English and Spanish p. 25, Haitian 768–778 Creole and Vietnamese p. 26 Reading Fluency CM pp. 37–38

18 Unit 7 Resource Manager Grade 8 Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency

Best Practices Toolkit Differentiated Instruction pp. 31–38 Scaffolding Reading Instruction pp. 43–46 Reciprocal Questioning p. A3 New Word Analysis p. E8 [T] Words with Multiple Meanings p. E31 [T] Ask the Experts p. D4 Jigsaw Reading p. A1 H NPIGTURTLE SNAPPING THE Practice and Apply: After Reading

Selection Questions p. 779 Reading Check CM p. 34 Influence of Author’s Background CM—p. 27, Spanish p. 28 Question Support CM p. 35 Additional Selection Questions p. 21 Alternative Standards Focus p. 20 Ideas for Extension pp. 22–23 Vocabulary Practice p. 780 Vocabulary Practice CM p. 32 Vocabulary in Writing p. 780 Vocabulary Strategy: Best Practices Toolkit Analogies p. 780 Common Prefixesp.E14[T] Common Suffixes p. E15 [T] Vocabulary Strategy CM p. 33

Vocabulary Center at ClassZone.com

Writing Prompts p. 781 Writing Center at ClassZone.com Grammar and Writing p. 781 Form Compound-Complex Sentences CM p. 36 Grammar Handbook—Pupil Edition p. R64 Assess and Reteach

Assess Selection Test A CM pp. 39–40 Selection Test B/C CM pp. 41–42 Test Generator CD

Reteach Standards Lesson File Influence of Author’s Literature Lesson 41: Author’s Perspective Background Reading Lesson 12: Comparing and Contrasting Copyright © McDougal Littell/Houghton Mifflin Company. Compare and Contrast Vocabulary Lesson 23: Analogies Analogies =Resources for Differentiation

Resource Manager Unit 7 19 Grade 8 THE SNAPPING TURTLE Use as an alternative to the Alternative Standards Focus focus skills on PE page 767.

The focus skills for “The Snapping Turtle” are influence of author’s background and compare and contrast. The suggestions on this page allow you to teach an alternate or additional literary analysis skill using “The Snapping Turtle.” Literary Analysis: Theme PASSAGE 1: lines 67–81 Theme is the main idea that an author wants to communicate to a reader. It expresses an insight into life or human nature, and it can be implied or stated directly. Based on this passage, what do you think is the main theme of “The Snapping Turtle”? Is it implied or stated directly? (Students may express the theme this way: People should treat the earth and its creatures respectfully, sharing and not wasting resources. The theme is implied.) PASSAGE 2: lines 130–148 What is Sonny’s response to the spider in the culvert? How does his response develop THE SNAPPING TURTLE and support the theme of the story? (Sonny apologizes for intruding, he raises his hand in response to the spider raising its leg, and he very cautiously walks around the web. His actions show that he respects the spider, is willing to share space with it, and has no desire to harm it.) PASSAGE 3: lines 187–200 What key words and phrases in this passage give clues about the story’s theme? (Key words and phrases include “every spring,”“rescue,” “releasing them back into the wild,” “stroked them with a finger.” All these words and phrases suggest a friendly and respectful relationship with nature.) PASSAGE 4: lines 320–338 How does Sonny’s realization at the end of the story underscore the theme of the story? (He realizes that the snapping turtle, which he has until now seen only as a source of money, is a living creature like all others, and that it has a right to be free. Selling the turtle, which is ready to lay its eggs, would mean wasting resources and preventing future generations from being born.) For a lesson on theme, see Literature Lesson 13: Theme in the Standards Lesson File. Copyright © McDougal Littell/Houghton Mifflin Company.

20 Unit 7 Resource Manager Grade 8 THE SNAPPING TURTLE Use to supplement the Additional Selection Questions questions on PE page 779.

Differentiation Use these questions to provide customized practice with comprehension and critical thinking skills. Easy 1. Summarize What does Sonny eventually realize about the snapping turtle? (He realizes that the turtle had been getting ready to lay her eggs when he caught her.) 2. Key Idea: Values Sonny is careful to get his hands wet before he touches a fish he is going to throw back. What does this action tell you about his values? (It shows that he values nature, because he is careful not to injure the fish.) 3. Recall Influence of Author’s Background In what way does Sonny’s family situation reflect the author’s own life? (Like Sonny, Bruchac was raised by his TURTLE SNAPPING THE grandparents in a rural setting.)

Average

4. Draw Conclusions Sonny is on his own a lot. He says he “didn’t much miss the company of other kids” (line 67). Is he being honest when he says this? How can you tell? (He avoids the other kids, because they tease him and don’t trust him to follow their rules [lines 61–66]. He feels left out when the other kids talk about the fun they have at the reservoir [lines 162–165]. These details might make students conclude that Sonny yearns for the company of the other kids and that he is not being honest with himself. Other students may say that he really doesn’t miss it because his experiences have been so bad.) 5. Analyze Influence of Author’s Background What conclusions might you draw about the author’s own grandparents based on his portrayal of Sonny’s grandmother and grandfather? (Bruchac’s portrayal of Sonny’s grandparents suggests that he felt great affection for his own.) 6. Key Idea: Values If you were Sonny, would you have returned the turtle to the reservoir? Would you have taken the turtle from the reservoir in the first place? Explain why or why not. (Students should give reasons to support their answers.)

Challenging 7. Key Idea: Values Does Sonny’s decision to capture the turtle contradict his values? Explain, citing evidence. (Most students will say that he does not respect snapping turtles as he does other creatures. They are aggressive and can be dangerous—“There wasn’t much to recommend a snapping turtle as a friend” [lines 205–207]. Sonny also realizes he can make money from the turtle. This attitude seems to contradict his values.) 8. Evaluate Influence of Author’s Background Keeping in mind the author’s background, why do you think he wrote this story? (This story preserves and Copyright © McDougal Littell/Houghton Mifflin Company. passes along the values of his grandparents and the lessons that they taught him. Bruchac may have written the story to convey to his readers the creed with which he was brought up—that nature must be treated with respect.)

Resource Manager Unit 7 21 Grade 8 THE SNAPPING TURTLE Ideas for Extension

Differentiation These activities provide students with a variety of options for demonstrating understanding of lesson concepts. EXPLORATIONS AND ACTIVITIES ROLE-PLAY: EXPLORE CHARACTER Ask students to speculate about the answers to the following questions: What do Sonny’s grandparents think about the choices he makes? What kind of person do they hope he will turn out to be? What lessons about life do they still hope to teach him? Have pairs of students role-play a dialogue between Sonny’s grandparents, in which they discuss Sonny and his future. Before they begin, have students reread the story, making notes about each character’s personality as they read. They may want to use a character map or chart to do this. Encourage them to infuse their dialogue with as much of the characters’ personalities as they can.

FILM VERSION: ANALYZE ELEMENTS OF FICTION Have students work in small groups to plan a film treatment of “The Snapping Turtle.” Ask them to explore answers to the following questions:

THE SNAPPING TURTLE • What would be a good location for the movie? Will you need more than one location? • Would the screenplay include more dialogue than the story? • Would the narrator of the story speak in a voice-over, or might an anonymous narrator do so? Invite group members to share and discuss their film treatments. Pre-AP Challenge: Encourage students to design a soundtrack for the film. Have them begin by determining the mood of each scene. They might want to choose music of various styles and genres, either with or without lyrics.

ORAL PRESENTATION: UNDERSTAND AUTHOR’S BACKGROUND Tell students that members of the Abenaki people can still be found in northern New England and Canada. Have small groups analyze tribal Web sites, such as www.indians.org, to find out about Abenaki history and culture. Then have each group give a presentation covering one of the following topics: the early Abenaki; their relationship with European explorers and settlers; the struggles the Abenaki have had in the 20th century to be treated with respect, and the demands they have made; and the nature of Abenaki communities today. Copyright © McDougal Littell/Houghton Mifflin Company.

22 Unit 7 Resource Manager Grade 8 IDEAS FOR EXTENSION, CONTINUED

INQUIRY AND RESEARCH NATURAL HISTORY OF TURTLES Tell students that turtles are some appearance. Next, instruct them create of the most ancient creatures on the posters showing what they have learned planet—large numbers of these reptiles and give a presentation to the class. existed approximately 20 million years ago. The average turtle can lay hundreds of eggs. Some sea turtles lay as many as 100 eggs at a time. Snapping turtles generally lay between 20 and 40 eggs at atime. H NPIGTURTLE SNAPPING THE Have students work with a partner or in small groups to do Internet and library research about different types of turtles. Ask them to gather information about food, range, reproduction, behavior, and

WRITING EXPLORE POINT OF VIEW: POEM Have students reread the story, focusing on the passage in which Sonny captures the snapping turtle and drags it home. Have them write a poem from the point of view of the turtle. Encourage them to use a serious tone and to incorporate sensory details from the story. Remind them that the turtle is getting ready to lay her eggs. How does she feel when she is captured? Invite volunteers to read their poems to the class. Others may illustrate their poems, which can be collected in a book.

COMPARE THEMES: ESSAY Tell students that Joseph Bruchac is an extremely prolific writer. A list of his works appears on his Web site, www.josephbruchac.com. Among these are retellings of Abenaki myths and traditional stories. Assign each student two or three of these works and have them write a comparison-contrast essay, focusing on the theme of each myth or story. Have students present a summary of the themes they have identified and discuss the similarities and differences among the many myths and stories the class has read. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 23 Grade 8 THE SNAPPING TURTLE Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do?

How successful was the lesson?

Evaluate Process What worked? • Strategies

THE SNAPPING TURTLE • Resources

• Differentiation

What did not work? Why not?

Reflect The next time I teach “The Snapping Turtle,” what will I do differently? Why?

24 Unit 7 Resource Manager Grade 8 THE SNAPPING TURTLE Summary

THE SNAPPING TURTLE Joseph Bruchac Setting: Adirondack Mountains, New York, 1950s The narrator is a ten-year-old boy who lives with his grandparents in a rural area of New York state. Grandpa, who is part Native American, lives by traditional Abenaki values of respect for living things. One morning the narrator goes fishing. Using the methods he leaned from his grandfather, he soon catches enough trout for dinner. Later he watches some other boys and learns that a man in town will pay ten dollars for a snapping turtle. The boys soon abandon their efforts to catch a turtle. But the

narrator knows how to do it, and he soon grabs a good sized turtle by the tail. He TURTLE SNAPPING THE hauls it home, and his grandfather drives him to town. The man in town offers three dollars for the turtle. The narrator refuses. Grandpa asks the narrator to think about why the turtle came to shore. Suddenly the boy realizes that the turtle was ready to lay her eggs. He asks his grandfather to drive back to the reservoir so he can return the turtle to her home. LA TORTUGA MORDEDORA Joseph Bruchac Escenario: las montañas de Adirondack, Nueva York; los años cincuenta El narrador es un niño de diez años que vive con sus abuelos en un área rural del estado de Nueva York. El abuelo, que es en parte indígena americano, vive según los valores tradicionales de los Abenaki de respeto por las cosas vivas.Una mañana el narrador va de pesca. Usando los métodos que aprendió de su abuelo, pronto atrapa suficientes truchas para cenar. Más tarde ve a otros niños y se entera que un hombre en el pueblo va a pagar diez dólares por una tortuga mordedora. Los niños pronto abandonan pronto sus esfuerzos por atrapar una tortuga. Pero el narrador sabe cómo hacerlo y pronto atrapa por la cola a una tortuga de buen tamaño. La arrastra hasta su casa y su abuelo lo lleva hasta el pueblo. El hombre del pueblo le ofrece tres dólares por la tortuga. El narrador se rehúsa. El abuelo le pide al narrador que piense por qué la tortuga se acercó a la orilla. De repente, el niño se da cuenta de que la tortuga estaba lista para poner huevos. Le pide a su abuelo que maneje de regreso a la reserva para regresar a la tortuga a su casa. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 25 Grade 8 THE SNAPPING TURTLE Summary

TÒTI KI GEN FÒM SÈPAN Joseph Bruchac Espas ak tan: Montay Adiwondak, Nouyòk, ane 1950 yo Naratè a se yon ti gason dizan k ap viv avèk granparan li nan yon zòn riral leta Nouyòk. Granpapa a, ki fè pati Amerendyen, ap viv dapre valè tradisyonèl Abenaki ki montre respè pou tout kreyati vivan. Yon maten, naratè a al peche pwason. Avèk metòd granpapa li te aprann li, li kenbe ase pwason twit pou dine. Pita, li wè kèk lòt ti gason epi li vin konnen gen yon mesye ki nan vil la k ap peye li dis (10) dola si yo fè l jwenn yon tòti ki konn kache anba karapas yo. Ti mesye yo kite sa paske yo pa reyisi kenbe tòti a. Men naratè a konnen kouman pou li fè sa, epi san pèdi tan li kenbe yon bon tòti bèl gwosè nan ke. Li pote li lakay li, epi granpapa li kondi li nan vil la. Mesye lavil la ofri twa (3) dola pou tòti a, Naratè a refize. Granpapa a mande naratè a pou li reflechi sou rezon ki fè tòti a te vini nan rivaj la. Toudenkou, ti gason an reyalize tòti a te pare pou ponn ze li. Li mande granpapa a pou li mennen li retounen nan rezèvwa a pou li ka retounen mete tòti a kote l te pran l lan. THE SNAPPING TURTLE Copyright © McDougal Littell/Houghton Mifflin Company.

26 Unit 7 Resource Manager Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Literary Analysis

INFLUENCE OF AUTHOR’S BACKGROUND An author’s background, including life experiences and cultural heritage, shapes his or her way of looking at the world and often affects what he or she writes. For example, Joseph Bruchac was raised by his grandparents, one of whom was Native American. Many of his stories, in turn, have Native-American characters and reflect Native-American values.

Directions: In the graphic, give examples from the story that show how Bruchac’s characters reflect his own cultural beliefs and values. H NPIGTURTLE SNAPPING THE Abenaki Values

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LA TORTUGA MORDEDORA COPY MASTER Literary Analysis

INFLUENCE OF AUTHOR’S BACKGROUND La formación del autor, incluyendo sus experiencias de vida y su herencia cultural, moldea su manera de ver el mundo y con frecuencia afecta lo que escribe. Por ejemplo, Joseph Bruchac creció con sus abuelos, uno de los cuales era indígena americano. Varias de sus historias, a su vez, tienen personajes indígena-americanos y reflejan valores indígena-americanos.

Instrucciones: En la gráfica, escribe ejemplos del relato que muestren cómo reflejan los personajes de Bruchac sus creencias y valores culturales.

Valores Abenaki

28 Unit 7 Resource Manager Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Reading Skill

COMPARE AND CONTRAST When you compare two or more things, you identify ways in which they are alike. When you contrast them, you find ways in which they are different.

Directions: In one Venn diagram, compare and contrast the narrator and other boys. In the other diagram compare and contrast the narrator’s grandmother and grandfather.

Narrator Other Boys H NPIGTURTLE SNAPPING THE

Resource Manager Unit 7 29 Grade 8 Name Date

LA TORTUGA MORDEDORA COPY MASTER Reading Skill

COMPARE AND CONTRAST Cuando comparas dos o más cosas, identificas maneras en las que se parecen. Cuando las contrastas, encuentras maneras en las que son diferentes.

Instrucciones: En un diagrama de Venn, compara y contrasta al narrador y a los otros niños. En el otro diagrama, compara y contrasta a la abuela y al abuelo del narrador.

Narrador Otros niños SPANISH

30 Unit 7 Resource Manager Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Vocabulary Study

CLASSIFYING WORDS A. Directions: As your teacher reads each sentence, listen for the boldfaced word and clues to its meaning. Together discuss possible meanings of the word. 1. Basking in the hot sun, not moving a muscle, Sonny watched and waited.

2. Sonny cached his fishing gear in a spot where he knew he could find it later.

3. Sonny learned craftiness by having to avoid uncomfortable situations. He thought of clever ways to hide.

4. Sonny’s grandmother believed that sharing could bring a kind of H NPIGTURTLE SNAPPING THE immortality—the things one shares might live forever.

5. The shells of most turtles are impregnable. They provide a defense against predators, which are unable to get past the stiff barrier.

6. Unlike other boys, Sonny did not have the inclination to be loud and disruptive. He preferred to be patient and quiet when he explored the natural world.

7. Paying attention to the migration routes of turtles gave Sonny and his grandparents an appreciation for the patterns of nature. Every spring, the turtles returned to the same place.

8. Sonny’s grandmother’s philosophy of life related to the way she thought about the natural world and how it affected her actions.

9. Sonny traipsed along the edge of the creek, walking nearly half a mile.

10. Others might have been frightened and given up, but Sonny was undaunted when the snapping turtle put up a fight. It was hard work, but he managed to drag it all the way home.

B. Directions: Use the boldfaced words from Part A to answer each question. Be prepared to give reasons for your answers.

11. Whichwordscouldbeusedtodescribeanaction?

12. Which words contain prefixes that mean “not”?

14. Which words are related to hiding?

Resource Manager Unit 7 31 Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Vocabulary Practice

basking impregnable traipse immortality philosophy craftiness migration cache inclination undaunted

A. Directions: Fill in each set of blanks with the correct word from the box

1. Mom told us not to through her flower garden.

2. Emma has to her diary so her brothers do not read it.

3. Mark’s when shopping is to wait until an item is put on sale.

4. The magician was noted for her and clever tricks.

5. Although he had never had a hit off this pitcher, Tim was about the chances of getting one today.

6. The troops agreed that the enemy’s fort was well guarded and

THE SNAPPING TURTLE 7. Marta’s for test preparation was to study early and often.

8. For Eva, a perfect day consisted of in the sun.

9. Grandma thinks that young people have a sense of and would be better off behaving more carefully.

10. Fall and spring are seasons for birds.

B. Directions: Circle True if the underlined word’s meaning makes sense in the sentence; circle False if it does not. TF 1. Jake was undaunted by the bully who was always trying to pick a fight.

TF 2. Pedrowantedtocache the pizza so that everyone could have a slice.

TF 3. Debra’s craftiness came in handy when it was time to decorate the house.

TF 4. The impregnable teacher was happy to spend extra time with a student.

TF 5. Mrs. Evans saw the dog traipse through her yard.

TF 6. Paul likes to watch the migration patterns of his new fish.

TF 8. Max was winning the race until he got to the inclination of the hill.

32 Unit 7 Resource Manager Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Vocabulary Strategy

ANALOGIES An analogy compares similar aspects of two or more different things. Analyzing an analogy is one way of figuring out the meanings of unfamiliar words in context. For example, you can determine the meaning of the word generations from the thing it is compared to in this passage Only ripples on the water, widening circles rolling on toward other shores like generations followingeachother. . . (lines 334–336)

Directions: Use the comparison in each sentence to help you determine the meaning of the boldfaced word. Write the meaning in the space provided TURTLE SNAPPING THE 1. After the winning basket, the clamor from the crowd was as loud as the uproar of a thunderstorm meaning:

2. Like an artist twisting and coiling clay, the yoga instructor was able to convolute her body into many different shapes meaning:

3. The aroma of the bakery reminded me of the smell of my grandmother’s cakes meaning:

4. With lightning quick speed the expeditious waiter brought tea and juice to the table meaning:

5. The other team’s unfriendly players treated us with a hostility normally reserved for sworn enemies meaning:

6. Marie analyzed the math formulas with as much concentration as a scientist studies the stars meaning:

7. Most people would find eating a rat as abhorrent as eating a disgusting spider meaning:

8. The arduous task of walking back to camp with buckets of water proved to be as

Resource Manager Unit 7 33 Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Reading Check

Directions: Recall the events in Joseph Bruchac’s short story. Then answer the questions in phrases or sentences. 1. What are the narrator and his grandmother doing on the morning of the story?

2. Why does the narrator hide in a tree?

3. What is the narrator’s plan for the snapping turtle? THE SNAPPING TURTLE

4. What do the narrator’s grandparents do when the narrator brings home the turtle?

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THE SNAPPING TURTLE COPY MASTER Question Support

LITERARY ANALYSIS For questions 1–3, see page 779 of the Pupil Edition. Directions: Answer each question on a separate sheet of paper. 4. Visualize. Descriptive passages help you visualize characters, events, and settings in a story. Underline the words that help you form an image of this scene from “The Snapping Turtle.” Use a separate sheet of paper if needed. From grapevine tangles up the bank, I’d watched as Pauly Roffmeier, Ricky Holstead, and Will Backus rolled up to the creek, making more noise than a herd

of hippos, to plunk their own lines in. Both times, they caught nothing. It wasn’t TURTLE SNAPPING THE surprising, since they were talking like jaybirds, scaring away whatever fish might have been within half a mile. (lines 100–104)

5. Make Inferences About Relationships Circle the words that describe the relationship between the narrator and his grandparents.

a. loving c. respectful e. selfish b. lonely d. fearful f. happy

Underline one word in parentheses and then complete the sentence that follows.

I think the relationship of the other boys in the story with the adults in their lives would be (similar, different) because

6. Compare and Contrast Characters Compare and contrast Grama and Grampa. Think about their backgrounds, values and traits. How are they alike and different? Similarities: Differences:

7. Analyze Influence of Author’s Background Complete the following sentences. The story shows the Abenaki value of honoring elders because The story shows the Abenaki value of respect for the earth because

8. Evaluate the Ending A theme is a message about life or human nature that

Resource Manager Unit 7 35 Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Grammar and Writing

FORM COMPOUND-COMPLEX SENTENCES A compound-complex sentence contains two or more independent clauses and one or more dependent clauses. (Recall that a dependent clause cannot stand alone as a sentence and is introduced by words such as after, because, if, and though.) Compound-complex sentences can help add variety to writing by allowing short, related sentences to be combined. Original: I did something wrong. You were ready to help. You made me feel safe. Revised: Though I did something wrong, you were ready to help, and you made me feel safe.

Directions: In each item, combine the sentences to form one compound-complex sentence. Use the first word in parentheses to join two independent clauses. Use the second word to change one sentence to a dependent clause. Write the combined sentence on the lines. 1. Grandpa and I knew how act around animals. They wouldn’t get scared. We

THE SNAPPING TURTLE would creep up on them. (so, when)

2. I didn’t have much courage. I would stay away from other kids. They were too aggressive. (so, who)

3. We’d catch a fish. We would always thank the fish. We’d throw the smaller ones back. (and, after)

4. I was in the woods. I’d be quiet. The other boys would be very loud. (but, when)

5. I caught the turtle. I returned her to the resevoir. She was pregnant. (but,

36 Unit 7 Resource Manager Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Reading Fluency

TRACKING SILENT READING RATE AND ACCURACY

Directions: Use the passage about snapping turtles with the activity on page 38. Follow the directions on that page. Snapping turtles on average weigh about 30 to 45 pounds and are about 18 inches long. Some even grow to twice that size. They eat a wide variety of food. They are happy to chow down on water plants, fish, frogs, insects, mice, snakes, worms, and baby ducks. They may even dine on each other from time to time. Snapping turtles have no teeth, but they don’t need them. Instead, they snap up food with their jaws. Their jaws are so strong that they can easily snap off a person’s TURTLE SNAPPING THE finger or toe with a single bite. Snapping turtles have also been known to bite through broomsticks when people try to drive them off. Luckily, snapping turtles rarely bite or attack when they are in the water. They prefer to swim along the bottom of lakes and ponds and keep to themselves. It is when snapping turtles venture onto land—as they do to lay their eggs—that they feel unprotected and bite at people or animals who come near them. Despite these dangers, many people keep snapping turtles as pets. One reason is that snapping turtles live a long time. It is not unusual for snapping turtles to live for 30 years. Some have even been known to live for 80 years. Another reason is that turtles can show affection. They can differentiate among humans and seek out the people that they want to spend time with. Still, it seems unlikely that the snapping turtle will replace the dog as “man’s best friend” any time soon. (257 words) Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 37 Grade 8 Name Date

THE SNAPPING TURTLE COPY MASTER Reading Fluency

TRACKING SILENT READING RATE AND ACCURACY When you read, you are actively reading to understand the meaning from the text. To do this, you need to move quickly through the passage, identify familiar words and phrases, and find the author’s message. You can improve your speed and understanding of the text with practice. Directions: Read the passage on page 37 silently. Have your partner time you. Your goal is to read at least 257 words correctly per minute. Record your time on the chart. Then answer questions 1–4. Repeat these steps two times. Try to increase your speed and understanding with each reading. Finally, answer questions 5 and 6.

Reading 1 2 3 Total Reading Time

Check Your Understanding 1. What do snapping turtles eat? THE SNAPPING TURTLE

2. Where do snapping turtles lay their eggs?

3. Why are snapping turtles more dangerous on land than in the water?

4. Name two reasons why some people like to have snapping turtles as pets?

Evaluate Your Fluency 5. How did repeated reading affect your speed?

38 Unit 7 Resource Manager Grade 8 Name Date

THE SNAPPING TURTLE Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. The narrator’s grandmother always warns 4. What does the narrator’s grandfather do the narrator about the danger of to help the narrator understand what he A. other boys should do with the snapping turtle? B. the state road A. gets a big washtub C. snapping turtles B. shrugs his shoulders C. asks the boy questions

D. fishinginTheRez TURTLE SNAPPING THE D. drives the boy to the reservoir 2. You can see the influence of the author’s Native American background when the 5. The narrator finally realizes that the narrator snapping turtle was heading toward the A. sits by himself on the school bus sandbank to B. promises to stay off the state road A. lay its eggs C. uses a Swiss Army knife to clean fish B. attack ducks D. tries to make friends with crows and C. scare swimmers jays D. migrate to a new place

3. In contrast to the other boys’ plan to get the snapping turtle by spearing it, what does the narrator plan to do with the turtle? A. hititwithasmalllog B. trap it in his fishing creel C. catch it with his bare hands D. lure it ashore with trout entrails Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 39 Grade 8 Name Date

SELECTION TEST A, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. To traipse means to 9. What does basking mean? A. capture in a cage A. fishing for dinner B. crush or damage B. hiding in the weeds C. runawayfrom C. floating quietly in water D. walk around D. warming oneself in sunlight

7. What does craftiness mean? 10. Someone who is undaunted is A. bravery A. courageous B. trickery B. confused C. quickness C. famous D. meanness D. guilty

8. Amigration is A. a sneaky plan to catch a wild animal THE SNAPPING TURTLE B. a collection of animals kept in cages C. the act of changing location seasonally D. the feeling that people get while in nature

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the story. (10 points each) 11. What is one reason for the narrator’s playing alone?

12. What are two ways in which the snapping turtle differs from the other turtles that the narrator knows about?

Extended Response Answer the following question based on your knowledge of the story. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. How does the narrator show that he has become more courageous by the end of the story? Use two details from the story to support your response. Copyright © McDougal Littell/Houghton Mifflin Company.

40 Unit 7 Resource Manager Grade 8 Name Date

THE SNAPPING TURTLE Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. Other local boys do not play with the 4. The narrator is able to capture the snapping narrator because he turtle by A. is smaller than other boys his age A. letting it grab a stick and then pulling B. spends most of his time doing chores it ashore C. is a “Grama’s boy” who would tell on B. wading into the water and grabbing its them tail H NPIGTURTLE SNAPPING THE D. lives on the other side of a dangerous C. hooking it by using trout entrails as bait highway D. dropping a big washtub over it

2. What does the narrator do that shows a 5. The most important factor in leading to Native American influence on the author’s the narrator’s final decision about the background? snapping turtle is the A. wets his hands before handling small A. small sum Jack offers for the turtle fish B. trout supper that is waiting at home B. arrives home wet, scratched, and C. advice the grandfather gives to the muddy narrator C. admits that he had been to the reservoir D. reason for the turtle’s going to the D. catches turtles so he can buy squirrels sandbank

3. In contrast to the other boys, the narrator is A. patient and waits for the turtle B. curious and plays in the woods alone C. brave and goes to the reservoir to fish D. excited at the idea of earning ten dollars Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 41 Grade 8 Name Date

SELECTION TEST B/C, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. Aphilosophy is 9. To cache means to A. the study of civilizations A. store in a hiding place B. the love of oneself B. grab with one’s hands C. a system of beliefs C. save for later use D. a healthful habit D. catch to sell

7. What does immortality mean? 10. What does impregnable mean? A. the condition of having endless life A. very large in size or weight B. a great wickedness or wrongdoing B. impossible to enter by force C. a state of having little or no money C. difficult to understand D. the freedom from responsibility D. unabletobemoved

8. Having an inclination means having a A.

THE SNAPPING TURTLE lack of patience with other people B. belief that your own ideas are best C. theory that cannot be put into practice D. tendency to prefer one thing over another

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the story. (10 points each) 11. What are two reasons that the state road makes the narrator nervous?

12. Why does the narrator believe that he is getting the “best education a ten-year-old boy could have”?

Extended Response Answer one of the following questions based on your knowledge of the story. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. How do the narrator’s grandmother and grandfather use the episode with the snapping turtle as a teaching experience? Use details from the story to support your response.

14. Challenge How do you think the narrator would have reacted had Jack offered Copyright © McDougal Littell/Houghton Mifflin Company. the money that the narrator expected for the turtle? Use details from the story to support your response.

42 Unit 7 Resource Manager Grade 8 Lesson at a Glance

Beverley Naidoo

WHY THIS SELECTION? LESSON RESOURCES “Out of Bounds” tells the story of Plan and Teach two South African boys who bridge Lesson Plan and Resource Guide . . 44–45 the gulf—geographical, cultural, and Alternative StandardsFocus..... 46 economic—that lies between them. AdditionalSelectionQuestions.... 47 ABOUT THIS SELECTION IdeasforExtension...... 48–49 TeacherNotes...... 50 Pupil/Teacher’s Edition Pages: 782–799 Student Copy Masters Difficulty Level: Challenging Readability Scores: Lexile: 790; Fry: 5; Summary(English,Spanish)..... 51 Dale-Chall: 6.6 Summary (Haitian Creole, Vietnamese) 52 Literary Analysis: Cultural Conflict . . 53 Summary Squatters displaced by

Literary Analysis: Cultural Conflict BOUNDS OF OUT flooding have built a camp below Rohan’s (Spanish)...... 54 hilltop house. After some robberies, the Reading Skill: Make Inferences . . . 55 house owners decide to stop sharing water Reading Skill: Make Inferences (Spanish) 56 so that the squatters will leave. One day, VocabularyStudy...... 57 Solani, a boy from the camp, comes to VocabularyPractice...... 58 the door asking for water. Rohan helps Solani carry the water to the camp, where VocabularyStrategy...... 59 Solani’s mother is giving birth. The boys ReadingCheck...... 60 form a connection, and Rohan learns to Question Support ...... 61 see the squatters differently. GrammarandWriting...... 62 Assess Key Idea: Right In literature, as in SelectionTestA...... 63–64 life, characters sometimes have to make Selection Test B/C ...... 65–66 difficult decisions based on what they think is right. As they read the story, students will observe the main character’s All lesson resources are available struggle to make the right choice. electronically on DVD Copyright © McDougal Littell/Houghton Mifflin Company. FOCUS STANDARDS • Cultural Conflict • Make Inferences

Resource Manager Unit 7 43 Grade 8 Lesson Plan and Resource Guide

Out of Bounds Short Story by Beverley Naidoo Objectives • explore the key idea of telling right from wrong • identify and analyze cultural conflicts • read a short story • make inferences • build vocabulary for reading and writing • use context to determine the meaning of homographs (also an EL language objective) • use colons correctly • use writing to analyze literature Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Question/Key Idea p. 782

Author Biography and Literature Center at ClassZone.com Background Information p. 783 Teach

Cultural Conflict p. 783 OUT OF BOUNDS Make Inferences p. 783 Make Inferences CM—p. 55, Spanish p. 56

Vocabulary in Context p. 783 Vocabulary Study CM p. 57

Best Practices Toolkit Scaffolding Vocabulary Instruction pp. 43–46

Vocabulary Center at ClassZone.com Practice and Apply: Guided Practice

Selection and Teacher Notes Audio Anthology CD Copyright © McDougal Littell/Houghton Mifflin Company. “Out of Bounds,” pp. 784–796 Summary CM—English and Spanish p. 51, Haitian Creole and Vietnamese p. 52

44 Unit 7 Resource Manager Grade 8 Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency

Best Practices Toolkit Differentiated Instruction pp. 31–38 Scaffolding Reading Instruction pp. 43–46 Word Questioning p. E9 [T] Open Mind p. D11 [T] Common Suffixes p. E15 [T] Character Map p. D8 [T] Practice and Apply: After Reading

Selection Questions p. 797 Reading Check CM p. 60 Cultural Conflict CM—p. 53, Spanish p. 54 Question Support CM p. 61 Additional Selection Questions p. 47 Alternative Standards Focus p. 46 Ideas for Extension pp. 48–49 Vocabulary Practice p. 798 Vocabulary Practice CM p. 58 Vocabulary in Writing p. 798 Vocabulary Strategy CM p. 59 Vocabulary Strategy: Vocabulary Center at ClassZone.com Homographs p. 798

Writing Prompts p. 799 Writing Center at ClassZone.com Grammar and Writing p. 799 Use Colons Correctly CM p. 62 BOUNDS OF OUT Grammar Handbook—Pupil Edition p. R50 Assess and Reteach

Assess Selection Test A CM pp. 63–64 Selection Test B/C CM pp. 65–66 Test Generator CD

Reteach Standards Lesson File Make Inferences Literature Lesson 9: Setting and Its Roles Homographs Reading Lesson 8: Making Inferences Vocabulary Lesson 20: Homonyms and Homographs =Resources for Differentiation Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 45 Grade 8 OUTOFBOUNDS Use as an alternative to the Alternative Standards Focus focus skills on PE page 783.

The focus skills for “Out of Bounds” are cultural conflict and make inferences. The suggestions on this page allow you to teach an alternate or additional literary analysis skill using “Out of Bounds.” Literary Analysis: Plot Stages PASSAGE 1: lines 1–16 The five stages of plot are exposition (introduces the setting and the important characters), rising action (develops the conflict), climax (the point of maximum interest or tension), falling action (shows the results of the climax), and resolution (reveals the final outcome). What information does this part of the exposition reveal? (It describes the setting, which is a South African town and a squatters’ camp, introduces the main character, Rohan, and gives some information about the conflict between the squatters and the homeowners on the hill.) PASSAGE 2: lines 71–119 What complications arise for Rohan during the plot’s rising action? Give examples from this passage. (Rohan is intrigued by the boy who pushes the wire car, and he is torn between his father’s contempt toward the squatters and his mother’s concern.) PASSAGE 3: lines 301–332 Is this passage the climax of the story, or another complication? (This is the climax of the story. Rohan has a new perspective—literally. In the squatters’ camp he feels nervous and uncomfortable, which is much the same way the squatters probably have felt when they have approached the home owners for water.) OUT OF BOUNDS PASSAGE 4: lines 374–390 What two events in the story’s resolution mirror earlier events? During what stage of the plot did those events occur? In what way do the events reveal how Rohan has changed? (The events are watching a television news story about the rescue of the Mozambicans, and Rohan looking out his window toward the squatters’ camp. Both events occurred during the rising action of the story. At the end, Rohan observes the rescued mother more closely. He wonders about her pain in giving birth and whether anyone helped her. The second time he looks out his window toward the squatters’ camp, he thinks he sees a light in Solani’s house, and he prays that the squatters will

be safe from the cyclone. The squatters are real people to him now.) Copyright © McDougal Littell/Houghton Mifflin Company. For a lesson on plot, see Literature Lesson 5: Elements of Plot in the Standards Lesson File.

46 Unit 7 Resource Manager Grade 8 OUTOFBOUNDS Use to supplement the Additional Selection Questions questions on PE page 797.

Differentiation Use these questions to provide customized practice with comprehension and critical thinking skills. Easy 1. Explain Where could Solani make more money from his wire cars? Why is he unable to do so? (He could sell them at the mall, but the guards won’t let him into the shops.) 2. Key Idea: Right How did the home owners help the squatters? Why have they stopped helping them? (They used to give them access to their water but became nervous after some thefts in the neighborhood.) 3. Describe Cultural Conflict How does Rohan treat Solani when he gives him the water? How does Solani respond? (Rohan is bossy and arrogant. Solani responds with a quiet “thank you.”)

Average

4. Analyze Cultural Conflict Rohan’s father calls the squatters “tough as ticks.” Why does he make this comparison? To what might the squatters compare the home owners? (Ticks burrow under skin and can be very difficult to remove. Rohan’s father is saying that once the squatters dig in, it will be very difficult to get them out. Accept any reasonable comparisons that could be made by the squatters describing the home owners.) 5. Key Idea: Right If she were home, do you think Rohan’s mother would have

opened the gate to let Solani fill his buckets? Cite evidence to support your BOUNDS OF OUT answer. (Students who believe she would not open the gate should refer to the fact that she once allowed squatters access to water but stopped when neighbors were robbed. Students who believe she would have opened the gate should refer to her compassionate responses to the Mozambican woman and her occasional generosity to the children at the mall.)

Challenging

6. Key Idea: Right Rohan has several chances to leave Solani and return home. Why does he continue to walk with Solani to the camp? (He is making the choice as much out of fear as a sense of what is right, as he is nervous about returning home by himself.) 7. Evaluate Cultural Conflict Two women give birth in this story—one gives birth during a flood in Mozambique, and another gives birth in a squatters’ camp. Why do you think the author included these two events in the story? Are they an effective illustration of the cultural differences between Rohan and Solani? (Both events show the vulnerability of people in dire circumstances. The Copyright © McDougal Littell/Houghton Mifflin Company. story of the Mozambican woman is referred to in the early part of the story and also at the end; it is compared at the end to the birth of Solani’s sister. Most students will say that it is an effective illustration of how difficult Solani’s life is, in comparison to Rohan’s.)

Resource Manager Unit 7 47 Grade 8 OUTOFBOUNDS Ideas for Extension

Differentiation These activities provide students with a variety of options for demonstrating understanding of lesson concepts. EXPLORATIONS AND ACTIVITIES ROLE-PLAY: EXPLORE CHARACTER Assign partners one of these two role-play activities: • conversation between Rohan and his parents, in which he justifies his journey to the squatters’ camp • conversation between Solani and his parents, in which he justifies asking Rohan for water and bringing Rohan into the camp For each scenario, suggest that the students playing the parents draw on information in the story about the words, actions, and attitudes of the people in each community. In response, have the students role-playing Rohan and Solani vigorously defend their actions, drawing on details in the story to support their choices. When students have completed their role plays, lead a discussion about what all of the characters have in common. In the role plays, were Rohan’s and Solani’s arguments able to convince their parents that they made the right choice?

PANEL DISCUSSION ON APARTHEID: EXAMINE HISTORICAL CONTEXT Briefly review the concept of apartheid with the class. Tell students that the system of apartheid ended in response to two major pressures: explosive protests in the townships and sanctions by the international community. Divide students into two groups, and ask each one to research one of the above pressures. They should gather information to, on a separate sheet of paper, answer the following questions: • What were living conditions like in the townships? Who led the protests in the townships? In what parts of the country did these protests occur, and for how OUT OF BOUNDS long? How did the government respond? • What kinds of sanctions did countries and other groups adopt against South Africa? What economic interests, both within and outside of South Africa, were threatened by the system of apartheid? Have each group appoint three representatives to present a panel discussion about the end of apartheid in South Africa. Encourage members of the audience to ask questions based on what they have learned through their research.

ILLUSTRATE ROHAN’S JOURNEY: EXAMINE SETTING AND CHARACTER Review the details of setting and character in the story. Then ask students to paint or

draw scenes that take place in Rohan’s house, his conversation with his father in the Copyright © McDougal Littell/Houghton Mifflin Company. car, and his journey to the squatters’ camp and back. Encourage them to use details from the text in order to make their illustrations as close to the story’s descriptions as possible. Students may also want to use comic-strip panels to illustrate several stages

48 Unit 7 Resource Manager Grade 8 IDEAS FOR EXTENSION, CONTINUED

of Rohan’s journey. Have students evaluate each other’s illustrations and discuss what details from the selection led them to picture the setting and the characters in that way.

READ EXCERPTS: EVALUATE CULTURAL CONFLICTS Provide students with copies of excerpts from Naidoo’s books Journey to Jo’burg and Chain of Fire. Once they have read the excerpts, have them meet in small groups to discuss their impressions. Students should identify which work they felt was more effective at describing the cultural conflicts in apartheid-era South Africa, and why. Pre-AP Challenge: On her Web site (www.beverleynaidoo.com), the author discusses why she thinks her book Journey to Jo’burg was banned. In part, she says, it is likely that “the apartheid government thought it would encourage readers to ask challenging questions—especially young white South Africans who were being brought up to think that racism and discrimination were normal.” Have students discuss whether or not they believe that certain books can challenge the authority of a government or an oppressive system. INQUIRY AND RESEARCH HISTORY OF SOUTH AFRICA Have students work with a partner to do library and Internet research about South Africa’s history. In addition to gathering information about important events, have them obtain visuals to illustrate those events. Students should compile the information and images they find to create BOUNDS OF OUT timelines of key events in South Africa’s history. Have them give presentations to the class, explaining the various events. Tell them be prepared to answer questions from the class about these events.

WRITING SUMMARIZE MAIN IDEAS: NEWSPAPER FEATURE Have students write a newspaper feature about the circumstances in the story from the point of view of a reporter from another country who has come to Rohan’s town to do his or her research on South Africa’s culture. Suggest that students outline the article before they begin. Remind them to incorporate quotes from people mentioned in the story and to make their observations as objective as possible. Have students exchange their features with a partner and discuss whether they

Resource Manager Unit 7 49 Grade 8 OUTOFBOUNDS Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do?

How successful was the lesson?

Evaluate Process What worked? • Strategies

• Resources

• Differentiation

What did not work? Why not? OUT OF BOUNDS Reflect The next time I teach “Out of Bounds,” what will I do differently? Why?

50 Unit 7 Resource Manager Grade 8 OUTOFBOUNDS Summary

OUT OF BOUNDS Beverly Naidoo Setting: South Africa, recent times Rohan is a young, Indian boy living with his parents in a segregated part of South Africa. The community Rohan and his neighbors live in is surrounded by a brick wall with barbed wire on top. This wall keeps them separated from the poor Africans who live down the hill from his family. The Africans live in shacks made from wood and metal scraps. They have no running water. One of the Africans is a boy named Solani. Solani earns money by making cars out of wire. Rohan wants to buy one of the cars, but his father thinks this is a bad idea. His father wants the people to leave the area, not encourage them to stay. One day, Rohan is home alone when Solani rings the bell to the front gate. He asks Rohan if he can fill the buckets he is carrying with water. He needs the water because his mother is having a baby. Rohan hesitates before letting him fill the buckets. He knows his parents would not approve. Rohan realizes that the water is too heavy for Solani to carry alone so he offers to help him. Rohan hasn’t walked down the hill since the shacks were built. He is worried about what might happen. FUERA DE LÍMITES Beverly Naidoo Escenario: Sudáfrica, época actual Rohan es un niño indígena que vive con sus padres en una parte segregada de

Sudáfrica. La comunidad Rohan y sus vecinos viven rodeados por un muro de BOUNDS OF OUT ladrillos con alambre de púas en la parte de arriba. Este muro los mantiene separados de los africanos pobres que viven colina abajo. Los africanos viven en chozas hechas de madera y desechos de metal. No tienen agua corriente. Uno de los africanos es un niño llamado Solani. Solani gana dinero haciendo coches de alambre. Rohan quiere comprar uno de los coches, pero su padre piensa que no es una buena idea. Su padre quiere que esa gente se vaya del área y no desea alentarlos a que se queden. Un día, Rohan está sólo en casa cuando Solani toca el timbre de la puerta principal. Le pregunta a Rohan si puede llenar con agua las cubetas que está cargando. Necesita el agua porque su madre va a tener un bebé. Rohan duda antes de dejarlo llenar las cubetas. Sabe que sus padres no lo aprobarían. Rohan se da cuenta que el agua es muy pesada para que Solani la cargue sólo y se ofrece a ayudarlo. Rohan no ha bajado por la colina desde que construyeron las chozas. Está preocupado por lo que pueda pasar. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 51 Grade 8 OUTOFBOUNDS Summary

DEPASMAN LIMIT Beverly Naidoo Espas ak tan: Afrik-di-Sid, tan kounye a Rohan se yon jenn gason endyen k ap viv avèk paran li nan yon pati Afrik-di-Sid kote gen pwoblèm rasis. Kote kominote Rohan ak vwazen li yo ap viv la antoure avèk mirayanbrikkigenfilfèanlè.MiraysaasepareyoavèkAfrikenpòvkapvivanba mòn nan, toupre fanmi li. Afriken yo ap vin nan joupa ki fèt avèk bwa ansanm ak lòt mòso metal. Yo pa gen dlo tiyo. Youn nan Afriken yo se yon ti gason ki rele Solani. Solani konn fè ti lajan nan fè machin avèk fil fè. Rohan vle achte youn nan machin yo, men papa li panse se pa yon bon lide. Papa li vle pou moun yo kite zòn nan, li pa ankouraje yo pou yo rete. Yon jou, Rohan poukont li nan kay la pandan Solani sonnen sonèt ki nan baryè devan an. Li mande Rohan si li ka plen plizyè bokit li te pote avèk dlo. Li bezwen dlo a paske manman li ap akouche yon tibebe. Rohan ezite anvan li kite Solani plen bokit yo. Li konnen paran li yo pa ta dakò sa. Rohan reyalize dlo a twò lou pou Solani pote poukont li, kidonk li ofri pou ede li. Rohan pa t janm ale anba mòn nan depi lè yo fin bati joupa yo. Li santi l enkyete pou sa ki kapab pase. OUT OF BOUNDS Copyright © McDougal Littell/Houghton Mifflin Company.

52 Unit 7 Resource Manager Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Literary Analysis

CULTURAL CONFLICT When you read a story set in another country, knowing about the area’s history and culture can be important background. It can help you to understand the cultural conflicts that unfold. For example, the background information on page 783 will help you to understand the tensions that existed between different groups of people in South Africa where “Out of Bounds” takes place.

Directions: In the diagram, write the causes that result in discrimination against the squatters by the residents of Mount View.

Cause

Cause Effect discrimination against squatters U FBOUNDS OF OUT

Resource Manager Unit 7 53 Grade 8 Name Date

FUERA DE LÍMITES COPY MASTER Literary Analysis

CULTURAL CONFLICT Cuando lees un relato que sucede en otro país, es útil conocer la historia y la cultura del área. Esto puede ayudarte a entender los conflictos culturales que se desarrollan. Por ejemplo, la información básica de la página 783 te ayudará a comprender las tensiones que existían entre los diferentes grupos de personas en Sudáfrica, donde se lleva a cabo “Fuera de límites”.

Instrucciones: En el diagrama, escribe las causas de la discriminación contra los ocupantes ilegales por los residentes de Mount View.

Causa

Causa Efecto discriminación contra los ocupantes ilegales SPANISH

54 Unit 7 Resource Manager Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Reading Skill

MAKE INFERENCES Fiction writers do not always make direct statements about characters or the cultures in which they live. Instead, writers provide certain details and expect readers to combine these details with their own knowledge to “read between the lines” of a story. This process of forming logical guesses is called making inferences.

Directions: In the chart, record your inferences about the characters in “Out of Bounds” and their culture.

Evidence from Story My Knowledge Inference

Resource Manager Unit 7 55 Grade 8 Name Date

FUERA DE LÍMITES COPY MASTER Reading Skill

MAKE INFERENCES Los escritores de literatura de ficción no siempre hacen afirmaciones directas sobre sus personajes o las culturas donde viven. En cambio, los escritores proporcionan ciertos detalles y esperan que los lectores combinen estos detalles con sus propios conocimientos para “leer entre líneas” un relato. A este proceso de formar conjeturas lógicasselellamahacer inferencias.

Instrucciones: En la tabla, anota tus inferencias sobre los personajes de “Fuera delímites”ysucultura.

Evidencia de la historia Mi conocimiento Inferencia

56 Unit 7 Resource Manager Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Vocabulary Study

A. Directions: Cover up or fold under the right-hand column. As your teacher reads each sentence, listen for the boldfaced word. Discuss possible meanings for the word. Then check your answers by reading the definition in the right-hand column.

Word How It Is Used Definition 1. bound Laughing, we watched the huge dogb ound leap forward joyfully out the door—and land on Dad. 2. engrossed Maria was so eager to engross herself to occupy one completely in what she was reading that she hardly minded the long car ride. 3. glimmer Just before sunrise, Jan saw a slight A faint sign glimmer of light on the horizon. 4. hampered Mr. Binewski knew his broken leg would prevent the free movement of hamper him on his vacation to Peru. He wouldn’t be able to mountain-climb, as he had planned. 5. maroon As Lisa waited for her ride, she began to toleavebehindinaplacefrom worry. “Surely Mom wouldn’tm aroon me which there is little hope of at the library,” she thought. escape 6. sect Emiliano resigned from the church he had a religious group

grown up in and joined a small religious BOUNDS OF OUT sect. 7. straggled If you straggle behind the leader on this to spread out in a scattered hike, you run the risk of being left behind group when she moves ahead! 8. vigorously After the holidays, Carl committed to energetically exercising vigorously to get rid of the extra pounds he had put on.Heknewhewould have to work really hard to lose the weight.

Resource Manager Unit 7 57 Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Vocabulary Practice

bound maroon engross sect glimmer straggle hamper vigorously

A. Fill in each set of blanks with the correct word from the word list. Then use the boxed letters to complete the sentence below.

1. Jeff had to down the stairs to catch the bus in time.

2. The forecast gave only a of hope that it would not rain.

3. Julia watched the ducklings behind their mother.

4. The witness defended the suspect and helped convince the jury that the police had arrested the wrong man.

5. Toni knew that the heavy backpack would her on the bike ride back to her home.

6. The theft of the family’s boat would temporarily them on the island until another way home could be secured.

7. Darryl promised Eric that the book would totally him and that he would notbeabletosetitdown.

8. The investigation began when members of the were spotted soliciting donations and handing out propaganda. OUT OF BOUNDS B. Choose the word in each group that is closest in meaning to the boldfaced word.

1. bound 3. glimmer confer restore hint distinction spring upgrade emphasis figment

58 Unit 7 Resource Manager Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Vocabulary Strategy

HOMOGRAPHS Many English words have more than one meaning. For example, in the phrase “out of bounds,” bounds means “boundaries.” However, in the sentence “Solani bounds up the hill,” bounds means “springs forward.” Words such as these that have different dictionary entries and different origins are called homographs. If a familiar word does not make sense to you, look at the words around it for context clues to other possible meanings. For further help, check a dictionary.

Directions: Use context clues to define the boldfaced words. Then check your definitions in a dictionary. 1. The director told Dana to stand at the back of the theater and project her lines.

2. After school, Tom has a job working in the produce section of the supermarket.

3. Marcus warned his brother not to associate with the new neighbors down the street.

4. Eva can’t take the humanities course because it conflicts with her chemistry lab. U FBOUNDS OF OUT

5. The candidate stayed after his speech to field questions from the audience.

6. Emma’s horse was winning the race until it pulled up lame on the last lap.

7. It’s a great neighborhood to skateboard in except for the steep incline at Market Street.

8. During the early morning, city workers drive around and pick up neighborhood refuse.

Resource Manager Unit 7 59 Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Reading Check

Directions: Recall the events in Beverley Naidoo’s short story. Then answer the questions in phrases or sentences. 1. Why do many people to come to Rohan’s area to live?

2. Why does Rohan admire Solani’s wire cars?

3. Why does Solani come to Rohan’s house with buckets?

4. How is Rohan’s home different from Solani’s home?

60 Unit 7 Resource Manager Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Question Support

LITERARY ANALYSIS For questions 1–3, see page 797 of the Pupil Edition. Directions: Answer each question.

4. Make Inferences About Characters Circle the reasons that might explain why Rohan decides to help Solani. a. Rohan and Solani played together. d. Rohan and Solani go to the same b. Rohan and Solani are the same age. school. c. Rohan sees Solani often. e. Solani really seems to need help. f. Rohan admires Solani’s wire cars.

5. Analyze Cultural Conflict Think about the history and culture of South Africa. Give two reasons why the house owners might mistrust the squatters.

6. Evaluate Attitudes Think about how Rohan’s parents feel about the Africans and Rohan’s experience at the squatter’s camp. Complete the following sentences. Rohan’s mother and father show prejudice against Africans because U FBOUNDS OF OUT

The Africans at the squatters camp show prejudice against Rohan because

7. Make Judgments Underline one name in parentheses and then complete the following sentence. I think (Rohan/Solani) took the greater risk by going out of bounds because

8. Predict Circle one choice in parentheses and then complete the following sentence. Copyright © McDougal Littell/Houghton Mifflin Company. I think Rohan and Solani (will/will not) be able to maintain their friendship because

Resource Manager Unit 7 61 Grade 8 Name Date

OUTOFBOUNDS COPYMASTER Grammar and Writing

USE COLONS CORRECTLY A colon should be placed after a formal greeting in a business letter (To Whom It May Concern:) and before a list of items (I had the following foods for breakfast: eggs, toast, and cereal). When using a colon to introduce a list, avoid placing it directly after a verb or a preposition. Instead, insert the colon after a noun or after the words the following. Original: The squatters suffer from: poverty, homelessness, and a lack of water. Revised: The squatters suffer from the following: poverty, homelessness, and a lack of water. (Inserting the following after the preposition from makes use of the colon correct.)

Directions: Correct the colon errors in the following passage. Rewrite the sentences that contain errors. To construct their hideouts, the kids had dragged up: planks, pipes, and sheets of metal and plastic. The area was now used by the squatters, who had been forced from their homes. Not everyone was happy about the squatters’ presence. Squatters were accused of: thefts, carjackings and break-ins. Nonetheless, Rohan found it difficult to deny the squatter boy help when he needed it. Rohan helped the boy carry water back to his house, which was made out of: iron, wood, and plastic. OUT OF BOUNDS Copyright © McDougal Littell/Houghton Mifflin Company.

62 Unit 7 Resource Manager Grade 8 Name Date

OUTOFBOUNDS Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. What does Rohan’s father do when 4. What does Rohan do to help Solani? squatters first move near the house? A. ignores the squatter children A. builds up the garden wall B. carries water to Solani’s house B. sends Rohan to a new school C. begs to be allowed to stay home C. puts stronger locks on the doors D. keeps the wire car from his parents D. invites the squatters to use his water tap 5. The squatters are like the homeowners on 2. Rohan’s father compares the squatters to the hill because both ticks. This comment illustrates the conflict A. feel wary of strangers near their homes between the squatters and B. come from an unsafe country A. government officials in Rohan’s C. have equal access to medical help country D. want the government to help the B. young people from the village squatters C. people from their old country D. homeowners living on the hill

3. You can infer that the rescue of the mother and baby affects Rohan’s mother

emotionally because she BOUNDS OF OUT A. tells Rohan to keep the door closed to strangers B. suggests that the government help the people C. tries to get Rohan to visit his married sister D. leaves Rohan alone for an entire evening Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 63 Grade 8 Name Date

SELECTION TEST A, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. To straggle means to 9. To bound means to A. speak in a halting way A. shout joyously B. make a home B. spread throughout C. spread out in a scattered group C. leap forward D. fight with an enemy D. twist forcefully

7. What does vigorously mean? 10. To hamper people means to A. foolishly A. prevent their free movement B. energetically B. coordinate their efforts C. secretly C. lead them through a difficult time D. gracefully D. criticize their attempts

8. What is a glimmer? A. the small mark on tools B. a smooth, shiny surface C. an unusual signal D. a faint sign

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the story. (10 points each) 11. What two pieces of evidence show that Solani and his brother are unable to make

OUT OF BOUNDS much money from selling their wire cars?

12. Briefly describe the construction of Solani’s home.

Extended Response Answer the following question based on your knowledge of the story. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. How do you think Rohan’s parents would respond if he told them about helping Solani? Use two details from the story to support your response. Copyright © McDougal Littell/Houghton Mifflin Company.

64 Unit 7 Resource Manager Grade 8 Name Date

OUTOFBOUNDS Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. The homeowners on the hill at first help 4. How do you know that a cultural conflict the squatters. What happens to change exists between the squatters and the people their attitudes? in Rohan’s community? A. Thefts and break-ins occur. A. The news reports large fights between B. Cyclone Gloria threatens to flood the groups. area. B. Rohan’s mother wants him to visit his C. Squatters tear down their children’s sister. hideouts. C. Rohan’s mother wants the government D. Squatters attend school at Mount View to help. Primary. D. Some of the squatters taunt Rohan in the village. 2. Rohan’s guilt about imagining drowning people like ticks motivates him to 5. Why does Rohan hide his visit to Solani’s A. open the gate to give water to the boy home from his parents? he saw with wire cars A. He believes that keeping secrets from B. beg his mother to stay home from his everyone will be fun. sister’s house B. He is worried that his parents will C. start on his homework before going be angry with him for visiting the

outside to play squatters. BOUNDS OF OUT D. wonder whether Solani and he would C. His parents have already yelled at him be friends at school afewtimesthatday. D. He knows that both parents refuse to 3. You can infer that guards keep squatter help the squatters. children from entering the mall because they think the children A. should be attending school B. want to find jobs at the mall C. might bother shoppers or steal D. wouldwanttoliveclosetothemall Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 65 Grade 8 Name Date

SELECTION TEST B/C, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. To straggle means to 9. To engross means to A. overcome a difficulty with great effort A. argue loudly B. aid others who live nearby B. insult continually C. try to make a good deal C. occupy completely D. spread out in a scattered group D. believe entirely

7. To maroon people means to 10. To hamper means to A. leave them in a place with little hope A. limit free movement of escape B. reduce in size B. make a false accusation against them C. muffle sound C. expose them to dangerous situations D. walk slowly D. follow a winding course to them

8. What is a sect? A. an unwanted piece of land B. a religious group C. a secret hiding place D. an unknown person

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the story. (10 points each)

OUT OF BOUNDS 11. What are two details that indicate Rohan’s father’s distrust of the squatters?

12. How do most people in the squatters’ camp react to Rohan’s presence? Support your response with a detail from the story.

Extended Response Answer one of the following questions based on your knowledge of the story. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. How are the homeowners who live on the hill and the squatters who live in the camp similar and different? Support your response with specific details from the story. Copyright © McDougal Littell/Houghton Mifflin Company. 14. Challenge Has Rohan lost or gained more from the time the squatters first came? Support your response with details from the story.

66 Unit 7 Resource Manager Grade 8 Lesson at a Glance

retold by mary pope osborne

WHY THIS SELECTION? his environment in ways both outlandish Folk tales, most of which have been and humorous. passeddownviaoraltradition, preserve FOCUS STANDARDS history and culture. “Pecos Bill” is an • Tall Tale excellent example of the larger-than-life folk hero tales that were popular in 19th • Visualize century rural America. LESSON RESOURCES ABOUT THIS SELECTION Plan and Teach Pupil/Teacher’s Edition Pages: 800–809 Lesson Plan and Resource Guide . . 68–69 Difficulty Level: Average Alternative StandardsFocus..... 70 Readability Scores: Lexile: 950; Fry: AdditionalSelectionQuestions.... 71 6.5; Dale-Chall: 6.2 IdeasforExtension...... 72–73 Summary Bill is reared by a pack of Teacher Notes...... 74 coyotes in Texas until, at age 17, he joins Student Copy Masters human society to become the greatest Summary(English,Spanish)..... 75 cowboy ever. Bill becomes the leader Summary (Haitian Creole, Vietnamese) 76 of the Hell’s Gate Gang and controls the LiteraryAnalysis:TallTale..... 77 entire Southwest. During a drought he Literary Analysis: Tall Tale (Spanish) . 78 ropes a cyclone and wrings water from Reading Strategy:Visualize..... 79 it. Later, he marries a tough cowgirl, Reading Strategy: Visualize (Spanish) . 80 Slue-foot Sue, who is bucked into the sky ReadingCheck...... 81 by Bill’s horse. Bill tries to get her back Question Support ...... 82 with his lasso but is pulled up into the sky too. They both end up on the moon, ReadingFluency...... 83–84 where they now live with their family. Assess BILL PECOS SelectionTestA...... 85–86 Key Idea: Folk Hero Throughout Selection Test B/C ...... 87–88 the selection, students will explore the

Copyright © McDougal Littell/Houghton Mifflin Company. question, “What makes a folk hero?”The character of Pecos Bill exemplifies the All lesson resources are available uniquely American folk hero, a character electronically on DVD with extraordinary qualities who masters

Resource Manager Unit 7 67 Grade 8 Lesson Plan and Resource Guide

Pecos Bill Tall Tale Retold by Mary Pope Osborne Objectives • explore the key idea of folk heroes • identify and analyze characteristics of a tall tale • read a tall tale • visualize Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Question/Key Idea p. 800

Author Biography and Literature Center at ClassZone.com Background Information p. 801 Teach

Tall Tale p. 801

Visualize p. 801 Visualize CM—p. 79, Spanish p. 80 Practice and Apply: Guided Practice

Selection and Teacher Notes Audio Anthology CD “Pecos Bill,” pp. 802–808 Summary CM—English and Spanish p. 75, Haitian Creole and Vietnamese p. 76 Reading Fluency CM pp. 83–84

Best Practices Toolkit Differentiated Instruction pp. 31–38 Scaffolding Reading Instruction pp. 43–46 New Word Analysis p. E8 [T] T Chart p. A25 [T] Practice and Apply: After Reading

Selection Questions p. 809 Reading Check CM p. 81 PECOS BILL Tall Tale CM—p. 77, Spanish p. 78 Copyright © McDougal Littell/Houghton Mifflin Company. Question Support CM p. 82 Additional Selection Questions p. 71 Alternative Standards Focus p. 70

68 Unit 7 Resource Manager Grade 8 Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Ideas for Extension pp. 72–73 Assess and Reteach

Assess Selection Test A CM pp. 85–86 Selection Test B/C CM pp. 87–88 Test Generator CD

Reteach Standards Lesson File Tall Tale Literature Lesson 1: Types of Characters and Character Traits =Resources for Differentiation EO BILL PECOS Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 69 Grade 8 PECOS BILL Use as an alternative to the Alternative Standards Focus focus skills on PE page 801.

The focus skills for “Pecos Bill” are tall tale and visualize. The suggestions on this page allow you to teach an alternate or additional literary analysis skill using this selection. Literary Analysis: Style PASSAGE 1: lines 1–24 Based on these first paragraphs of “Pecos Bill,” how would you describe the author’s style? Cite evidence from the text to support your answer. (The author’s style is informal and conversational. Examples that support this include talking directly to the reader [“If you didn’t know already”], the use of Texas slang and dialect [“his pappy,”], and informal language [“movin’,” “gettin’”].) PASSAGE 2: lines 110–139 How does the author’s style reflect the historical time period in which the story is set? (The author’s use of Texas dialect, her use of cowboy slang, and her references to real places, such as the Rio Grande and Death Valley, and natural disasters, such as drought and cyclones, reflect the time period and add a sense of realism to an otherwise over-the-top tale.) PASSAGE 3: lines 116–142 The use of figurative language, including similes, is one element of an author’s style. Identify three similes in this passage. Which one do you think is the most effective? Why? (Examples of similes include “rivers turned as powdery as biscuit flour” [lines 117–118], “horses and cows were starting to dry up and blow away like balls of tumbleweed” [lines 122–123], and “a young colt that was as tough as a tiger and as crazy as a streak of lightning” [lines 143–144]. Students’ choices for most effective simile will vary, but some may choose the last example because the comparison paints a vivid picture of how wild Widow Maker is.) PASSAGE 4: entire tale How does the author’s style and use of figurative language affect your understanding and appreciation of the story? (The author’s use of figurative language creates a series of vivid mental images that help readers to visualize the characters and actions. Figurative language adds to readers’ appreciation of the story because many of the PECOS BILL

author’s choices are as funny as Bill’s exploits. Students will probably say that the Copyright © McDougal Littell/Houghton Mifflin Company. informal style gives them a clear and vivid sense of the characters and their world.) Foralessononstyle,seeLiteratureLesson38:StyleintheStandards Lesson File.

70 Unit 7 Resource Manager Grade 8 PECOS BILL Use to supplement the Additional Selection Questions questions on PE page 808.

Differentiation Use these questions to provide customized practice with comprehension and critical thinking skills. Easy 1. Clarify Reread the opening lines of the tale. How does the author use exaggeration to create humor in this passage? (Bill’s father claims that the neighbors living 50 miles away would crowd them, creating a humorous impression of an eccentric family.) 2. Identify Tall Tale Reread the list of common tall tale characteristics on page 801. Based on this list, does “Pecos Bill” qualify as a tall tale? Explain. (Yes. “Pecos Bill” includes all three qualities listed. The character of Pecos Bill is larger than life, all his problems are solved in humorous ways, and the author uses hyperbole throughout to add humor to the tale.)

Average 3. Make Inferences Why do you think Bill names his colt Widow Maker? (The colt is so wild and fierce that people who ride him are risking their lives. If a man tries to ride the colt, he will most likely be killed, leaving his wife a widow.) 4. Key Idea: Folk Hero What does the character of Pecos Bill reveal about the qualities admired in the culture of the West at this time? (Pecos Bill is strong and brave. He is able to solve problems, rope and ride anything, and run a ranch. All of these are qualities that would have helped the cowboys, ranchers, and settlers in the West find success.)

Challenging

5. Compare Genres Think about another literary genre with which you are familiar, such as myths. Identify one way characters in tall tales are similar to those in myths. In what ways are they different? (In both mythology and tall tales, the main character possesses superhuman qualities. However, many characters in myths are not human, while the characters in tall tales are.) 6. Evaluate In order to visualize effectively, readers rely on the author to provide sensory details, especially those that appeal to their senses of sight, sound, and touch. Do you think the author provided enough of these images? Explain. (Since the author packs the selection with details that appeal to her readers’ senses, such as “scuttling about naked and dirty” and “none of them seemed to smell quite as bad as he did,”most students will respond that the author provided BILL PECOS more than enough sensory details.) 7. Key Idea: Folk Hero One disadvantage of certain genres, including fairy tales and folk tales, is that the characters are not fully developed. Do you think the Copyright © McDougal Littell/Houghton Mifflin Company. same is true about the character of Pecos Bill? Why or why not? (Pecos Bill is not fully developed. Readers learn very little about him beyond his appearance and extraordinary qualities. Readers do not understand his motivations and he doesn’t change or grow the way more fully developed characters do.)

Resource Manager Unit 7 71 Grade 8 PECOS BILL Ideas for Extension

Differentiation These activities provide students with a variety of options for demonstrating understanding of lesson concepts. EXPLORATIONS AND ACTIVITIES CREATE POSTER: ANALYZE STYLE One of the highlights of “Pecos Bill” is the over-the-top main character’s qualities and adventures, all of which are described in vivid, imagery-laden language by the author. Invite students to create a book poster, sharing what they enjoyed the most about the language of “Pecos Bill.” Have students begin by choosing four passages that they believe best represent the author’s use of language to add humor to the story. Then have students divide a large piece of paper into four equal parts. Direct students to copy one passage on to each selection and then illustrate the passage. Encourage students to share their posters with the class and explain why they chose each passage.

PERFORM MONOLOGUE: EXPLORE POINT OF VIEW Explain that in the oral tradition, stories are typically told from the third-person point of view, with the storyteller as the narrator. In contrast, a monologue is told using a first-person point of view. Monologues can be addressed to other characters or to the audience, or they may involve a character talking to him- or herself. Invite students to select an episode in the story and tell it from the first-person point of view of either Pecos Bill or Slue-foot Sue. Remind students to choose words carefully to be consistent with how their characters would speak. Invite students to perform their monologues for the class.

CREATE MAP: IDENTIFY SETTING Pecos Bill includes numerous references to specific places in the American southwest, including states, rivers, and landmarks. Have students work in pairs to create maps based on these references. First, have pairs skim the tale to create a list of place to include in their maps. Then have them use an atlas to draw their maps. Once students have labeled all necessary places, challenge them to indicate on their map Bill’s adventures across the American Southwest. Remind students to include a legend to help others read their maps. INQUIRY AND RESEARCH THE WORLD OF PECOS BILL: REALITY VS. FANTASY While many folk tales are based on real people, including Davy Crockett and John Henry, “Pecos Bill” is based on a fictional character. Yet despite the absurdities of Bill’s adventures, real places and events are sprinkled through the tale. Have students research at least two of the following questions to see which details from the story PECOS BILL

72 Unit 7 Resource Manager Grade 8 IDEAS FOR EXTENSION, CONTINUED

• Do cyclones sound like a “terrible roar,” cause the sky to turn purple, or make cattle stampede? • How much distance can a cyclone cover? • How was Death Valley created? • Is there a Pecos River? If so, where is it located? Have students share their findings with the class. After students have presented their information, discuss what they uncovered about the realistic details in the story. Ask students if they were surprised by any of the findings and why. WRITING ANALYZE SETTING: PECOS BILL ADAPTATION Tall tales such as “Pecos Bill” combine realistic historical details with wildly preposterous, imaginative, and comical fantasies. Often the setting itself is quite realistic. Pecos Bill lives and travels in real American places, yet his adventures and qualities are anything but realistic. Ask students how important they think elements of setting are in tall tales. Challenge them to find out by rewriting “Pecos Bill” in a contemporary setting. For example, students might set the events of the story in a large American city in either the present or future. Encourage them to rethink descriptions that link the story to 19th century Texas. Ask students to consider how they might convey Bill’s exploits and character traits in a context other than that of cowboys in the American Southwest.

EXPLORE GENRE: ORIGINAL TALL TALE Have students take an event from their daily lives or from recent history and rewrite it in the form of a tall tale. To help students organize their writing, suggest they incorporate into their stories three or more elements from the chart shown below.

Common Elements of Tall Tales How I Will Use in My Tale Main character with extraordinary qualities Outlandish event(s) Informal language Humor Exaggeration

Slang BILL PECOS

After writing, students can reflect on the activity by responding to the following Copyright © McDougal Littell/Houghton Mifflin Company. questions in their journals: • Why did I choose the event I used? • Which elements of a tall tale did I find easiest to incorporate into my story?

Resource Manager Unit 7 73 Grade 8 PECOS BILL Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do?

How successful was the lesson?

Evaluate Process What worked? • Strategies

• Resources

• Differentiation

What did not work? Why not?

Reflect The next time I teach “Pecos Bill,” what will I do differently? Why?

74 Unit 7 Resource Manager Grade 8 PECOS BILL Summary

PECOS BILL retold By Mary Pope Osborne Setting: Western Texas, the 1800s “Pecos Bill” is a tall tale, a story that uses exaggeration to tell about a superhuman character. In the story, Bill is raised by a pack of coyotes in Texas. At age 17, he becomes the leader of the Hell’s Gate Gang and controls the entire Southwest region of the United States. During a drought, he ropes a cyclone and wrings water from it. Later, he marries Slue-foot Sue who is bucked into the sky by Bill’s horse. He tries to get her back with his lasso. Instead he, too, is pulled up to the sky. PECOS BILL Vuelto a contar por Mary Pope Osborne Escenario: Oeste de Texas, 1800 “Pecos Bill” es una leyenda fantástica, un relato que usa la exageración para hablar de un personaje sobrehumano. En el relato, a Bill lo cría una jauría de coyotes en Texas. A los 17 años, se convierte en el líder de la Pandilla de la Entrada del Infierno y controla toda la región del suroeste de los Estados Unidos. Durante una sequía, él ata con una cuerda un ciclón y le exprime el agua. Posteriormente, se casa con Slue-foot Sue, que es lanzada al cielo por el caballo de Bill. Él trata de atraparla con su lazo, pero él también es jalado hacia el cielo. EO BILL PECOS Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 75 Grade 8 PECOS BILL Summary

PECOS BILL Se Mary Pope Osborne ki re-rakonte li Espas ak tan: Lwès Tegzas, ane 1800 yo “Pecos Bill” se yon gwo lejann, yon istwa ki gen egzajerasyon ladan. ki pale osijè yon pèsonaj ki gen pi fò pase tout moun. Nan istwa a, se yon gwoup koyòt ki fè edikasyon Bill nan Tegzas. Lè li gen 17 tan, li vin lidè Hell’s Gate Gang epi li kontwole tout rejyon Sidwès Etazini. Pandan yon peryòd sechrès, li mare yon siklòn epi li pran dlo ladan. Pita, li marye avèk Slue-foot Sue ki twouve l anpetre nan syèl la ak cheval Bill la. Bil eseye fè li retounen avèk laso li. Olye sa, li limenm tou chwal la rale l monte nan syèl. PECOS BILL Copyright © McDougal Littell/Houghton Mifflin Company.

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PECOS BILL COPY MASTER Literary Analysis

TALL TALE Folk heroes often appear in tall tales, which are humorous stories about impossible events. Many of these stories were originally passed down from generation to generation by being told out loud. Tall tales have these characteristics: • The hero or heroine is often larger than life—bigger, louder, stronger, and stranger than any real person could be. • Problems are solved in humorous ways. • Hyperbole, or exaggeration, is used to emphasize the main character’s qualities and create humor.

Directions: In the chart, record examples of each element of a tall tale from “Pecos Bill.”

Element of a Tall Tale Example Larger-than-life hero or heroine

Problems solved in a humorous way

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PECOS BILL COPY MASTER Literary Analysis

TALL TALE Los héroes populares aparecen con frecuencia en las leyendas fantásticas, que son historias humorísticas sobre sucesos imposibles. Varias de estas historias se pasaron de generación en generación, narradas de viva voz. Las leyendas fantásticas tienen las siguientes características. • El héroe o heroína supera la realidad: es más grande, más ruidoso, más fuerte y más raro que cualquier otra persona real pudiera ser. • Los problemas se resuelven de una manera humorística. • La hipérbole, o exageración, se usa para enfatizar las cualidades del personaje principal y crear el humor.

Instrucciones: En la tabla, anota ejemplos de cada elemento de una leyenda fantástica de “Pecos Bill”

Elemento de una leyenda fantástica Ejemplo Héroe o heroína que supera la realidad

Problemas resueltos de una manera humorística.

78 Unit 7 Resource Manager Grade 8 Name Date

PECOS BILL COPY MASTER Reading Strategy

VISUALIZE To enjoy tall tales fully, it helps to visualize, or picture in your mind, the incredible events in the story. To visualize, focus on descriptions that appeal to your senses, especially those of sight, sound, and touch. Use these sensory details to form a mental picture of the characters and action.

Directions: In the chart, note descriptive words and phrases that help you visualize the characters and events of the tall tale. An example has been done for you.

Character or Event Descriptive Words or Phrases

Resource Manager Unit 7 79 Grade 8 Name Date

PECOS BILL COPY MASTER Reading Strategy

VISUALIZE Para disfrutar por completo las leyendas fantásticas, es útil visualizar, o formar una imagen en tu mente de los sucesos increíbles del relato. Para visualizar, enfócate en las descripciones que atraen tus sentidos, especialmente los de la vista, el sonido y el tacto. Usa estos detalles sensoriales para formarte una imagen mental de los personajes y la acción.

Instrucciones: En la tabla, anota palabras descriptivas y frases que te ayuden a visualizar a los personajes y sucesos de una leyenda fantástica. Sigue el ejemplo.

Personaje o suceso Palabras o frases descriptivas

El pequeño Bill se cae del vagón. “sat there in the dirt” “rattle off in a cloud of dust”

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PECOS BILL COPY MASTER Reading Check

Directions: Recall the events in the tall tale that Mary Pope Osborne retells. Then answer the questions in phrases or sentences. 1. How does Pecos Bill meet the coyote that raises him?

2. What is the reputation of the Hell’s Gate Gang?

3. What does Pecos Bill do when a cyclone threatens his ranch?

4. Why does Pecos Bill want to stop Slue-foot Sue from riding his horse?

Resource Manager Unit 7 81 Grade 8 Name Date

PECOS BILL COPY MASTER Question Support

LITERARY ANALYSIS For questions 1–3, see page 809 of the Pupil Edition. Directions: Answer each question. 4. Examine a Tall Tale Complete the following sentence. Pecos Bill is larger than life because

5. Visualize Underline one event in parentheses, and then complete the sentence. The event I pictured most clearly was (Bill’s trip to Hell’s Gate Canyon/Bill’s wedding day) because

6. Analyze Characterization In the chart, tell what you learn about Bill through each method of characterization.

Appearance

Bill’s Words, Thoughts, and Actions

Comments of Others

Narrator’s Comments

82 Unit 7 Resource Manager Grade 8 Name Date

PECOS BILL COPY MASTER Reading Fluency

TRACKING ORAL READING RATE AND ACCURACY Directions: Use this passage about the legendary Davy Crockett, with the activity on page 84. Follow the directions on that page.

In some American tall tales the heroes sprung from the

imaginations of storytellers. Other tales were about real people.

These heroes inspired larger than life stories, sometimes while

they were still alive. One such character was Davy Crockett.

Popular legends about Davy Crockett said that he was born on

a mountaintop in Tennessee and killed a bear when he was three

years old. In fact, he was born in a small log cabin on the banks of

the Nolichucky River in Tennessee. While he did not kill a bear at

age three, he was an expert marksman and won many shooting

contests as a young man. Also, during his lifetime he was known

as David Crockett. The nickname “Davy” actually came from a

misreading of the letters of his signature.

Crockett was a natural storyteller who loved to exaggerate

his exploits as a hunter and frontiersman. He was known for his

quick wit and sense of fairness. Crockett’s popularity won him

two terms in the Tennessee state legislature and three terms in the EO BILL PECOS United States Congress. When he failed to win reelection for

of the Alamo on March 6, 1836. (213 words)

Resource Manager Unit 7 83 Grade 8 Name Date

PECOS BILL COPY MASTER Reading Fluency

TRACKING ORAL READING RATE AND ACCURACY When you read aloud, your goal is to help the listener understand the text. To do this, read the words accurately and with expression. Use a normal speaking rate. Try not to read too quickly or too slowly. Directions to the Reader: 1. Read the passage on page 83 aloud to your checker for one minute. Have your checker tell you when to start and stop. Your goal is to read at least 140–180 words correctly per minute. 2. Look at the marks your checker made. Color the chart to show the number of words you read correctly 3. Repeat steps 1 and 2 three times. Try to increase your speed each time, while still reading each word correctly 4. Then answer the questions below the chart to evaluate your progress Directions to the Checker: 1. Tell your partner when to begin reading. Lightly underline each word your partner skips or mispronounces. Jot down words he or she adds 2. After one minute, say “stop” and circle the last word your partner read 3. Share the marks you made with your reader. Then erase the marks

Timed-Reading Fluency Chart

Reading 4

Reading 3

Reading 2

Reading 1

Number of Words Read

Correctly 1–79 80–89 90–99 110–119 Per Minute 100–109 120–129 130–139 140–149 150–159 160–169 170–179 180–189 190–199 200–209 210–219

1. How did reading the passage several times affect your speed and accuracy? PECOS BILL

84 Unit 7 Resource Manager Grade 8 Name Date

PECOS BILL Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. Why does Pecos Bill’s father move his 5. Pecos Bill shows an odd sense of humor family from eastern Texas? when he A. Hisfamilyhasgrownto15children. A. takes over the gang B. Grizzly bears have been playing with B. faces down a cyclone the baby. C. refusestocombhishair C. Some neighbors have moved in 50 D. invents tarantulas and scorpions miles away. D. The weather in eastern Texas has 6. Pecos Bill wins the love of Slue-foot Sue become too hot. by A. putting on an elegant buckskin suit 2. Pecos Bill realizes that he is human when it is pointed out that he B. howling at the moon like a coyote C. letting her ride his favorite horse A. howls at the moon D. riding a cyclone until it is tame B. lacks a tail C. smells bad 7. One way in which Slue-foot Sue is a D. has fleas larger-than-life character in this tall tale is that she 3. What does this description of Pecos Bill help you visualize? A. loves Bill more than he loves her “He’d just throw some water on his face in B. decides to ride Bill’s wild horse the morning and go around the rest of the C. war-whoops when she rides day looking like a wet dog.” D. has a bit of coyote in her A. his appearance 8. B. the feel of his hair After flying off the back of Widow Maker, Slue-foot Sue bounces C. his love of swimming D. the smell of a wet dog A. inside a moon crater B. over her own cabin 4. Pecos Bill wants to find the Hell’s Gate C. on her steel bustle Gang because he wants to D. into Death Valley A. join the gang

Resource Manager Unit 7 85 Grade 8 Name Date

SELECTION TEST A, CONTINUED

9. What does this list of places help you 10. What does this tall tale say causes the visualize? sound of rolling thunder? “She flew over plains and mesas, over A. Slue-foot Sue’s bouncing bustle canyons, deserts, and prairies.” B. Widow Maker’s wild bucking A. how high and far Sue flies C. Pecos Bill’s family’s laughter B. how much Sue misses Earth D. Pecos Bill’s lariat whirling C. the colors of the Earth below D. the excitement Sue feels when flying

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the tall tale. (10 points each) 11. Why is the Hell’s Gate Gang afraid of Pecos Bill at first?

12. How does Slue-foot Sue’s wedding dress save her life?

Extended Response Answer the following question based on your knowledge of the tall tale. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. How is Pecos Bill more like an animal than a human? Use three details from the tall tale to support your response. PECOS BILL Copyright © McDougal Littell/Houghton Mifflin Company.

86 Unit 7 Resource Manager Grade 8 Name Date

PECOS BILL Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. Pecos Bill gets left behind as a baby 5. What does the description “all the rivers because turned as powdery as biscuit flour” help A. his brothers and sisters are too busy you visualize? fighting A. what the river sand felt like B. it is too hot out for anyone to notice him B. the light color of the rivers C. coyotes chase his family’s wagon away C. what river flour tasted like D. his family cannot find him in the crowd D. how the river sounded as it flowed

2. What does Pecos Bill refuse to do when he 6. Pecos Bill displays courage in this tale becomes a cowboy? when he A. walk on two legs A. lassos water B. use his human voice B. rides a cyclone C. wear the right clothing C. invents tarantulas D. shave or comb his hair D. creates Death Valley

3. One of Pecos Bill’s larger-than-life 7. One unrealistic detail of this tall tale is the accomplishments in this tall tale is fact that Pecos Bill feeds his horse a diet of A. licking his dinner plate clean A. tarantulas and scorpions B. refusing to shave or comb his hair B. flint rock and catfish bait C. crawling around on all fours in the dirt C. barbed wire and dynamite D. lassoing water from the Gulf of Mexico D. parched grass and tumbleweed

4. How does this description of the Hell’s 8. What does Slue-foot Sue do that shows Gate Gang help you visualize what is bravery? happening? A. rides a giant catfish “They dropped their dinner plates, and B. flies up to the moon their faces turned as white as bleached desert bones. Their knees knocked and C. raises children on the moon their six-guns shook.” D. insists on riding Widow Maker A. The description of their faces helps you

understand why they do not have tans. BILL PECOS B. The gang members’ actions help you visualize their fear of Pecos Bill. C. That they drop their dinner plates helps Copyright © McDougal Littell/Houghton Mifflin Company. you know how hungry they are. D. That their knees knock and their guns shake helps you visualize how excited they are.

Resource Manager Unit 7 87 Grade 8 Name Date

SELECTION TEST B/C, CONTINUED

9. Why does Pecos Bill end up in the sky 10. According to this tall tale, Texans say that with Slue-foot Sue? a strange “ah-hooing” sound at night is the A. Sue yanks him up when she bounces. sound of B. He rides Widow Maker up to the moon. A. a pack of wild coyotes howling at the C. He grabs a shooting star as it passes by. moon D. Sue insists that they raise coyotes on B. Slue-foot Sue riding on a shooting star the moon. C. Pecos Bill’s family laughing loudly D. Pecos Bill howling on the moon

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the tall tale. (10 points each) 11. Why does Pecos Bill’s father move his family away from eastern Texas?

12. What is one thing that Pecos Bill loves about Slue-foot Sue?

Extended Response Answer one of the following questions based on your knowledge of the tall tale. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. After reading this tall tale, do you agree or disagree that Pecos Bill is a hero of the American West? Support your response with details from the tale.

14. Challenge The exploration and development of the western United States is frequently described as “the taming of the Wild West.” How does the tale of Pecos Bill illustrate of the taming of the Wild West? Use details from the tale to support your response. PECOS BILL Copyright © McDougal Littell/Houghton Mifflin Company.

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from THE PEARL COPY MASTER Literary Analysis from IDENTIFY GENRE FEATURES H PEARL THE A novella is a work of fiction that is longer than a short story but shorter than a novel. A novella differs from a novel in that a novella • ranges from 50 to 100 pages in length • focuses on a particular situation or conflict • has fewer characters than a novel • is often meant to teach a lesson

Directions: In the chart make notes on the features of this excerpt from The Pearl.

Feature Example Main characters

Situation or conflict

Resource Manager Unit 7 89 Grade 8

Lesson at a Glance One Last

Time gary soto

WHY THIS SELECTION? FOCUS STANDARDS TIME LAST ONE In this memoir from his childhood, Gary • Author’s Perspective Soto reflects on his life and his family • Analyze Sensory Details through the fields of grapes and cotton they have been hired to harvest. Through LESSON RESOURCES Soto’s rich sensory details, students will Plan and Teach realize that the work is both backbreaking Lesson Plan and Resource Guide . . 92–93 and painfully tedious and that the pay AlternativeStandardsFocus..... 94 often falls far short of what the workers AdditionalSelectionQuestions.... 95 arned. As always, the have actually e Ideas for Extension ...... 96–97 acclaimed writer explores what it means TeacherNotes...... 98 to be a Mexican American in this country. Student Copy Masters ABOUT THIS SELECTION Summary (English,Spanish)..... 99 Pupil/Teacher’s Edition Pages: 816–829 Summary (Haitian Creole, Vietnamese) 100 Difficulty Level: Average Literary Analysis: Author’s Perspective 101 Readability Scores: Lexile: 1140; Fry: Literary Analysis(Spanish)..... 102 8; Dale-Chall:6.20 Reading Strategy: Analyze Sensory Summary In this memoir, Gary Soto Details...... 103 recalls the tedious field work he did as ReadingStrategy(Spanish)..... 104 a teenager. At first he is excited about Vocabulary Study...... 105 picking grapes, but he soon realizes it is VocabularyPractice...... 106 backbreaking work for very little money. VocabularyStrategy...... 107 His next job is chopping cotton, which he Reading Check...... 108 prefers because he earns more and feels Question Support ...... 109 “tough.” The next fall, however, when GrammarandWriting...... 110 there is no money for school clothes, Soto Reading Fluency...... 111 returns to the grape fields “one last time.” Assess Copyright © McDougal Littell/Houghton Mifflin Company. Key Idea: Jobs Students explore the Selection Test A ...... 113–114 lessons that can be learned from having a SelectionTestB/C...... 115–116 job and the way that jobs can help them All lesson resources are available define their goals for the future. electronically on DVD

Resource Manager Unit 7 91 Grade 8 Lesson Plan and Resource Guide

One Last Time Memoir by Gary Soto Objectives • explore the key idea of jobs • identify and analyze author’s perspective • read a memoir and a poem • analyze sensory details • build vocabulary for reading and writing • use similes as context to determine meanings of unfamiliar words (alsoanEL language objective) • use semicolons correctly to separate parts of a series • use writing to analyze literature Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD. ONE LAST TIME Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Question/Key Idea p. 816

Author Biography p. 817 Literature Center at ClassZone.com Teach

Author’s Perspective p. 817 Analyze Sensory Details p. 817 Analyze Sensory Details CM—p. 103, Spanish p. 104

Vocabulary in Context p. 817 Vocabulary Study CM p. 105

Best Practices Toolkit Scaffolding Vocabulary Instruction pp. 43–46

Vocabulary Center at ClassZone.com Practice and Apply: Guided Practice

Selection and Teacher Notes Audio Anthology CD

“One Last Time,” pp. 818–825 Summary CM—English and Spanish p. 99, Haitian Copyright © McDougal Littell/Houghton Mifflin Company. “How Things Work,” p. 826 Creole and Vietnamese p. 100 Reading Fluency CM p. 111

Best Practices Toolkit

92 Unit 7 Resource Manager Grade 8 Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency

Differentiated Instruction pp. 31–38 Scaffolding Reading Instruction pp. 43–46 Word Questioning p. E9 [T] Venn Diagram p. A26 [T] Practice and Apply: After Reading

Selection Questions p. 827 Reading Check CM p. 108 Author’s Perspective CM—p. 101, Spanish p. 102 Question Support CM p. 109

Additional Selection Questions p. 95 TIME LAST ONE Alternative Standards Focus p. 94 Ideas for Extension pp. 96–97 Vocabulary Practice p. 828 Vocabulary Practice CM p. 106 Vocabulary in Writing p. 828 Vocabulary Strategy CM p. 107 Vocabulary Strategy: Similes Vocabulary Center at ClassZone.com p. 828 Writing Prompts p. 829 Best Practices Toolkit Grammar and Writing p. 829 Writing Template: Compare and Contrast pp. C16, C26 [T] Writing Template: Persuasive Writing pp. C16, C35 [T]

Writing Center at ClassZone.com Use Semicolons Correctly CM p. 110 Grammar Handbook—Pupil Edition p. R49 Assess and Reteach

Assess Selection Test A CM pp. 113–114 Selection Test B/C CM pp. 115–116 Test Generator CD

Reteach Standards Lesson File Author’s Perspective Literature Lesson 29: Simile and Metaphor Literature Lesson 41: Author’s Perspective Vocabulary Lesson 14: Context Clues =Resources for Differentiation Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 93 Grade 8 ONE LAST TIME Use as an alternative to the Alternative Standards Focus focus skills on PE page 817.

The focus skills for “One Last Time” are author’s perspective and analyze sensory details. The suggestions on this page allow you to teach an alternate or additional literary analysis skill using “One Last Time.” Literary Analysis: Setting in Nonfiction PASSAGE 1: lines 37–42 Which details of the setting in this passage made a lasting impression on the author? Explain how you know. (The actual action of picking grapes seems to have made a lasting impression, Many years later, when Soto wrote the memoir, he remembered minute details such as the snap and whip of the grapevines [lines 37], the pan brimming with bunches of grapes [line 38], and the sight of the grapes rolling onto the paper tray [lines 39–41].) PASSAGE 2: lines 109–113 ONE LAST TIME What details in these lines help to make the setting seem more realistic? (Details include the downtown mall [line109], fancy windows [line 110], the names of actual stores [line 111], and a tier of outdoor fountains [line 111].) PASSAGE 3: lines 136–141 How would you describe the setting in these lines? (The area around the buses is noisy [lines 140–141] and teeming with people [lines 139–140].) PASSAGE 4: lines 210–215 Reread this passage. In what ways does the setting help the author clear his mind? (Soto is able to focus on the sun and clouds in the sky [lines 210–211], the breeze and dust [lines 212–213], and the workers in the field [lines 213–215].) For a lesson on setting, see Literature Lesson 9: Setting and Its Roles in the Standards Lesson File. Copyright © McDougal Littell/Houghton Mifflin Company.

94 Unit 7 Resource Manager Grade 8 ONE LAST TIME Use to supplement the Additional Selection Questions questions on PE page 827.

Differentiation Use these questions to provide customized practice with comprehension and critical thinking skills. Easy 1. Key Idea: Jobs Why did the author begin working in the fields? (He saw it as a way to help out his family, and he wanted to earn enough money to buy his mother a teapot and get himself school clothes.) 2. Identify Sensory Details To which senses does Soto most often appeal in his descriptions of the fields? (Soto most often appeals to the senses of sight and touch. Often, he describes the look of the fields and the sky and the feel of sweat and dust.)

3. Analyze Author’s Perspective What values demonstrated by the author’s TIME LAST ONE relatives may have shaped the author’s perspective in writing about field work? (His family’s commitment to work and “paying their own way” may have shaped his perspective.)

Average

4. Key Idea: Jobs In your opinion, what is the most important lesson Soto learned from working in the fields? Why? (Answers will vary. Soto learned what manual labor is, which gave him an appreciation for people who perform that kind of work; that earning one’s own money is rewarding, which provided him with an incentive to work; that his mother worked very hard to provide for her family, which probably caused him to respect his mother more.) 5. Analyze Sensory Details In what ways does the author use sensory details to create a sense of reality in the fields? (Soto describes the way things looked, from the way his mother’s shoes sank into the loose dirt of the field to the beauty of the horizon. He also describes the way things felt, from the dust in his eyes to the pain in his feet.)

Challenging

6. Key Idea: Jobs Based on the story, what do you think Soto’s mother learned from her jobs in the fields? (Answers will vary. Soto’s mother learned to keep track of the amount of work she did so that she would be properly compensated for it, to do what the foreman expected workers to do, and not to set unrealistic goals for herself.) 7. Examine Author’s Perspective What attitude does Soto express toward his teenage self, describing his reactions to chopping cotton? Explain why he might have come to feel this way. (Soto describes wanting to laugh with embarrassment and awkwardness at being on “this” bus. An older Soto seems to disapprove of Copyright © McDougal Littell/Houghton Mifflin Company. this attitude, maybe because he now knows how hard those people really worked.)

Resource Manager Unit 7 95 Grade 8 ONE LAST TIME Ideas for Extension

Differentiation These activities provide students with a variety of options for demonstrating understanding of lesson concepts. EXPLORATIONS AND ACTIVITIES MURAL: VISUALIZE SENSORY DETAILS Have students sketch an image that captures the essence of the field work described in the selection. Divide the class into two or three groups. Have each group design a mural, incorporating all of the group members’ images. Students may choose one group member to be the artist or may take turns drawing. Provide groups with sheets of paper for their murals and have them place their art on the classroom walls. When the murals are complete, group members can explain their images and why they chose them. JOB INTERVIEW: EXPLORE KEY CONCEPT As a class, make a list of the skills, attitudes, and physical requirements necessary to do the kind of work described in the selection.

ONE LAST TIME Explain to students that they will be conducting “job interviews” in front of the class with volunteer students. Have students compile a list of relevant interview questions based on the class list of requirements. Then ask for volunteers to be interviewed. Encourage interviewees to ask questions about the job as well. At the end of the interview, the interviewer must decide whether the candidate is suitable for the job and, if so, the interviewee must accept or turn down the position.

SPEECH: ANALYZE AUTHOR’S BACKGROUND In his writing, Soto often hints about people who said that he would never amount to anything. Have students write the speech that the adult Soto might give as he looks back at his childhood and adolescence. Encourage students to identify the main idea that they want to communicate and to develop it with specific details. They might want to incorporate details from the selection and author biography in the textbook. Pre-AP Challenge: Ask students to reread lines 203–209. Have students write an anecdote about a prediction others had for Soto and the way his life actually turned out. Students should think of this as something to be included in Soto’s speech.

PHOTO COLLAGES: EXPRESS THEME Discuss possible themes that might be taken from “One Last Time” and record them on the board. Ask students to choose one of the themes and create a photo collage that illustrates that message. Students may choose to use copies of photographs from their own family collections, or they might find images from magazines or the Internet that express their ideas. Encourage students to use some graphics to unify their collages.

96 Unit 7 Resource Manager Grade 8 IDEAS FOR EXTENSION, CONTINUED

INQUIRY AND RESEARCH MEXICAN-AMERICAN HISTORY WEEK Have students prepare for a celebration of “Mexican-American History Week.” Encourage students to research one of the following topics or a topic of their choice and to create a display that features their findings. Allow students time to present and explain their displays, as well as answer questions about them. • famous or successful Mexican Americans • the Bracero program of 1942–1964 • Mexican immigration to the United States • influence of the Spanish language on English • Mexican-American contributions to an aspect of American society N ATTIME LAST ONE Encourage students to gather information from a variety of resources and to include visual aids in their presentations. WRITING EXPLORE GENRE: ORIGINAL POEM Have students write a poem about how some daily phenomenon works. Encourage students to reread “How Things Work” and review the kinds of details that Soto uses to help explain the circulation of money. Rather than focusing on an actual object, suggest that students focus on topics such as democracy, education, or friendship. Have them brainstorm and collect details in a graphic organizer. Suggest that they decide on their approach to the poem before writing it. Remind them to use the arrangement of lines and line breaks to help communicate meaning.

EXTEND THEME: MEMOIR Encourage students to think about a lesson or lessons they learned from something they experienced as a younger person. Have students write a brief memoir describing the incident. Encourage them to use sensory details and even drawings or photographs to help readers understand the experience. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 97 Grade 8 ONE LAST TIME Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do?

How successful was the lesson?

Evaluate Process What worked? • Strategies ONE LAST TIME • Resources

• Differentiation

What did not work? Why not?

Reflect The next time I teach “One Last Time,” what will I do differently? Why?

98 Unit 7 Resource Manager Grade 8 ONE LAST TIME Summary

ONE LAST TIME Gary Soto Setting: Southern California, the 1970s The speaker is a young man growing up in Southern California. He comes from a family of Mexican-American field workers. The field workers spend long days in the sun gathering fruit or cotton. The pay is very low. He remembers a time when he went with his mother to cut grapes from vines. At first, he is excited by the things he can buy with the money he will make. His mother wishes his sister and brother had come to work, also. Now they will not have money for new clothes when school starts. The speaker earns fifty-three dollars for thirteen days of work. When he is fifteen

he decides that he would rather wear old clothes than work in the fields. When he is TIME LAST ONE sixteen he cuts cotton with his brother. At the end of the day they are sore and tired. However, they earn good money and are pleased with the hard work they have done. UNA ÚLTIMA VEZ Gary Soto Escenario: California del Sur, los años setenta El hablante es un joven que crece en el sur de California. Él viene de una familia de trabajadores del campo mexico-americanos. Los trabajadores del campo pasan largos días bajo el sol recolectando fruta o algodón. El sueldo es muy bajo. Él recuerda una vez que fue con su madre a cortar uvas de los viñedos. Al principio se emociona pensando en las cosas que podrá comprar con el dinero ganará. Su madre desea que su hermana y su hermano también hubieran ido a trabajar. Ahora no tendrán dinero para ropa nueva cuando empiece la escuela. El hablante gana cincuenta y tres dólares por trece días de trabajo. Al cumplir quince años decide que prefiere usar ropa vieja que trabajar en el campo. Al cumplir dieciséis corta algodón con su hermano. Al final del día ellos están adoloridos y cansados. Sin embargo, ganaron buen dinero y están contentos con el trabajo que hicieron. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 99 Grade 8 ONE LAST TIME Summary

YON DÈNYE FWA Gary Soto Espas ak tan: Sid Kalifòni, ane 1970 yo. Oratè a se yon jenn gason k ap grandi nan Sid Kalifòni. Li sòti nan yon fanmi travayè agrikòl meksiken-ameriken. Travayè agrikòl yo pase anpil jou nan solèy la ap ranmase fwi ak koton. Lajan yo touche a pa anpil ditou. Li sonje yon tan lè li te vini avèk manman li pou koupe rezen nan viy yo. Okòmansman, li kontan pou bagay li kapab achte avèk lajan l ap fè a. Manman li swete pou sè li ak frè li te vin travay tou. Kounye a yo p ap gen lajan pou achte rad nèf lè lekòl kòmanse. Oratè a touche senkann twa dola pou trèz jou travay. Lè li gen kenzan, li deside li pito mete ansyen rad olye pou li kontinye travay nan chan yo. Lè li gen sèzan, li koupe koton avèk frè li. Nan fen jounen an, yo vekse epi yo fatige. Men, yo touche bon lajan e sa fè yo kontan avèk travay di yo fè a. ONE LAST TIME Copyright © McDougal Littell/Houghton Mifflin Company.

100 Unit 7 Resource Manager Grade 8 Name Date

ONE LAST TIME COPY MASTER Literary Analysis

AUTHOR’S PERSPECTIVE An author’s perspective, or the way a writer looks at a topic, is shaped by his or her experiences, environment, and values. As you read the memoir, note how Soto’s family history and daily reality affect his perspective on his work.

Directions: Track the author’s attitude toward his jobs on the time line. An example has been done for you.

Positive Feelings Negative Feelings

Resource Manager Unit 7 101 Grade 8 Name Date

UNA ÚLTIMA VEZ COPY MASTER Literary Analysis

AUTHOR’S PERSPECTIVE La perspectiva de un autor, o la manera en que un escritor mira un tema, se forja a través de sus experiencias, su entorno y sus valores. Mientras lees las memorias, nota cómo la historia y la realidad diaria de la familia Soto afectan la perspectiva de su trabajo.

Instrucciones: En la línea de tiempo, rastrea de la actitud del autor hacia sus trabajos. Sigue el ejemplo.

Sentimientos positivos Sentimientos negativos

102 Unit 7 Resource Manager Grade 8 Name Date

ONE LAST TIME COPY MASTER Reading Strategy

ANALYZE SENSORY DETAILS Sensory details are words and phrases that appeal to a reader’s five senses. By using such details, a writer helps the reader to create vivid mental pictures of settings, people, and events.

Directions: As you read, look for two or three details that appeal to each sense and record them in the web. An example has been done for you.

“started off in slow chugs” TIME LAST ONE

Taste Hearing

Sight Sensory Details Smell

Resource Manager Unit 7 103 Grade 8 Name Date

UNA ÚLTIMA VEZ COPY MASTER Reading Strategy

ANALYZE SENSORY DETAILS Los detalles sensoriales son palabras y frases que son atractivas para los cinco sentidos del lector. Cuando el escritor usa esos detalles, ayuda al lector a crear imágenes mentales vívidas de escenarios, gente y sucesos.

Instrucciones: Mientras lees, busca dos o tres detalles que atraen a cada sentido y anótalos en la red. Sigue el ejemplo.

“started off in slow chugs” SPANISH Gusto Oído

Vista Detalles sensoriales Olfato

104 Unit 7 Resource Manager Grade 8 Name Date

ONE LAST TIME COPY MASTER Vocabulary Study

CLASSIFYING WORDS A. Directions: As your teacher reads each item, listen for the boldfaced word and clues to its meaning. Together discuss possible meanings of the word. 1. Mr. and Mrs. Ortiz hired a contractor to install new electrical wiring and plumbing in their older home.

2. Carmen’s feeble reply could barely be heard by anyone in the room.

3. The foreman walked among the workers, making sure they were doing their jobs correctly.

4. He stopped abruptly, and began to grope around in the dark for a doorknob. N ATTIME LAST ONE 5. The customer became irate when she had to wait an hour for her meal.

6. Unfortunately, the lost hikers’ predicament worsened when they ran out of water.

7. Tyra would ramble on and on all day, if her mother didn’t remind her to stop and think about what she was saying.

8. Lance had to stoop to pick up his keys on the floor.

B. Directions: Use the boldfaced words from Part A to answer each question. Be prepared to give reasons for your answers. 9. Which words are associated with work?

10. Which words are related to action?

11. Which words are associated with conflict?

Resource Manager Unit 7 105 Grade 8 Name Date

ONE LAST TIME COPY MASTER Vocabulary Practice

contractor irate feeble predicament foreman ramble grope stoop

A. Directions: Fill in each blank with the correct word from the word list.

1. The customers became when the lines grew long.

2. Dave was promoted to be the of the construction crew.

3. Julian disliked soccer and made only a attempt to improve.

4. Just before the race, we saw Julio down to tie his shoe.

5. The speaker gave an interesting presentation, though she did a bit toward the end.

ONE LAST TIME 6. The concert promoters needed a that could supply the lighting.

7. Jenna had to in the dark for a flashlight.

8. Leah found herself in a when she realized she had made two sets of plans for Saturday evening.

B. Directions: Circle the word in each group that is similar in meaning to the boldfaced word.

1. grope 4. irate listen behave angry worried search reject scared smart

2. foreman 5. predicament leader builder reward wage worker driver discussion problem

106 Unit 7 Resource Manager Grade 8 Name Date

ONE LAST TIME COPY MASTER Vocabulary Strategy

SIMILES Writers sometimes use similes, or figures of speech that compare two unlike things using the words like or as. In “One Last Time,” the author says that the dust and sand flying into their moving bus was “whipping around like irate wasps.” This simile helps readers imagine what it would feel like to be riding in the bus. Similes can also provide context clues to help you figure out unfamiliar word meanings. If you know that “whipping around” implies fast, curving motion and that wasps move more quickly when they’re angered, then you can figure out that irate means “very angry.”

Directions: Use the simile in each sentence as a context clue to help you define TIME LAST ONE the boldfaced word. 1. The immense bruise on Jen’s knee was as big as a grapefruit. meaning:

2. The hirsute weight-lifter was as hairy as a bear. meaning:

3. Jeremy, the new student in school is as astute as the smartest teachers. meaning:

4. The bland soup was like a tasteless bowl of hot water. meaning:

5. The diminutive gymnast was so tiny she looked like a doll. meaning:

6. Like a ravenous bear that had been sleeping all winter, Eric was very hungry. meaning:

7. My sprained ankle was tumescent, like a tomato sitting swollen from the sun. meaning:

8. Like an abruptly shifting storm, the tide of the ocean quickly changed directions. meaning:

Resource Manager Unit 7 107 Grade 8 Name Date

ONE LAST TIME COPY MASTER Reading Check

Directions: Recall the events in Gary Soto’s memoir. Then answer the questions in phrases or sentences. 1. Where did Soto and his mother work when he was a young man?

2. Why did Soto decide to go with his brother to chop cotton?

3. What future does Soto say that people told him he would have? ONE LAST TIME

4. Why were Soto and his brother proud of themselves at the end of their day of chopping cotton?

108 Unit 7 Resource Manager Grade 8 Name Date

ONE LAST TIME COPY MASTER Question Support

LITERARY ANALYSIS For questions 1–3, see page 827 of the Pupil Edition. Directions: Answer each question. 4. Make Inferences Complete the following sentences. Soto’s family history affected his thoughts about working in the fields because

5. Analyze Sensory Details Complete the following sentences. The sensory detail that best helped me to understand what it was like to work in the fields N ATTIME LAST ONE was It helped me because

6. Compare and Contrast Name two similarities and two differences between picking grapes and chopping cotton. Similarities:

Differences:

Which job does Soto prefer? Why?

7. Examine Author’s Perspective How does the author feel about working at the beginning of the selection? Do his feelings change?

8. Compare Literary Works Complete the following sentence. Soto’s childhood experiences working in the fields are reflected in “How Things Work” because Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 109 Grade 8 Name Date

ONE LAST TIME COPY MASTER Grammar and Writing

USE SEMICOLONS CORRECTLY When there are commas within parts of a series, you must use a semicolon to separate the parts. Original: Some children need to earn money to buy bus tokens, clothing, and school supplies, such as pencils, paper, and notebooks. Revised: Some children need to earn money to buy bus tokens; clothing; and school supplies, such as pencils, paper, and notebooks. (Because one part of the series contains commas, a semicolon should separate the parts.)

Directions: Rewrite the following sentences, inserting semicolons as needed. 1. Soto’s grandmother picked grapes, oranges, plums, peaches, and cotton, worked in the packing houses, and had many children. ONE LAST TIME 2. Soto groped, cut, and tugged at the grapes, emptied out his pan, and returned to the vine for more.

3. He was unhappy about the early start time, his sore ankles, arms, and neck, and the low pay he received.

110 Unit 7 Resource Manager Grade 8 Name Date

ONE LAST TIME COPY MASTER Reading Fluency

Good readers read smoothly, accurately, and with expression. Use this rubric to evaluate your reading and to help you become a better reader.

Strong Average Weak • reads smoothly, with • reads mostly in small phrases, • reads in very small phrases, expression focusing on saying the words or reads word by word • reads in meaningful phrases correctly • often repeats words before • reads words correctly, with • reads words correctly most of reading on few errors or additions the time, with some errors or • some word groups, or chunks, • expresses the writer’s additions are awkward or don’t make meaning through changes in • reads with little expression sense N ATTIME LAST ONE pitch and volume, and through • mostly reads at an appropriate • reads with many errors or meaningful pauses rate, or speed additions • reads at an appropriate rate, • reads with little or no neither too fast nor too slow expression, in a monotone voice • reads too slowly or too fast

Directions: Choose a passage from “One Last Time” (pages 818–825 in the anthology). Read the passage once or twice for practice. Then read it to your partner. Together, use the rubric to evaluate your reading. Talk about ways you can improve. On the lines below, list two goals for improving your reading and one way you will achieve each goal.

How I Plan to Improve My Fluency Goal 1:

What I will do to reach this goal:

Goal 2:

Resource Manager Unit 7 111 Grade 8

Name Date

ONE LAST TIME Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. Soto showed thoughtfulness toward others 4. What do the sensory details in this excerpt when he tell you about Soto’s brother? A. spit on a grape before eating it “His eyes were meshed red and his long hippie hair was flecked with dust and gnats B. handed the first sandwich to his mother and bits of leaves.” C. lists what he wants to buy with his wages A. how his hair looked D. arranges his wardrobe to make it look B. how gnats sound larger C. how leaves feel TIME LAST ONE D. how dust tastes 2. What did Soto buy with the money he earned in the fields? 5. Soto decided to pick grapes “one last time” because A. a transistor radio B. clothing for school A. the pay was better than cutting cotton C. food for his family B. he wanted to show that he was tough D. a present for his mother C. his mother asked him to work D. he had not found another job 3. From the author’s perspective, one advantage of chopping cotton was that he A. worked with Tejanos B. rode to work in a bus C. earned money by the hour D. got to sing to himself in the field Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 113 Grade 8 Name Date

SELECTION TEST A, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. To ramble means to 9. What does feeble mean? A. talk aimlessly A. sore B. take a great risk B. poor C. complain angrily C. tired D. fail to act quickly D. weak

7. What is a foreman? 10. Someone who is irate is A. someone who works in a store A. too loud B. the leader of a work crew B. a little late C. a company owner C. very angry D. a bus driver D. partly sorry

8. To grope means to ONE LAST TIME A. store away for future use B. track materials with a list C. separate into numbered bins D. reach about with uncertainty

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the memoir. (10 points each) 11. According to this memoir, how are people who pick grapes paid differently from people who chop cotton?

12. How did Soto’s mother instruct her sons to chop cotton?

Extended Response Answer the following question based on your knowledge of the memoir. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. How important were clothes to Soto as a young man? Use two details from Soto’s memoir to support your response. Copyright © McDougal Littell/Houghton Mifflin Company.

114 Unit 7 Resource Manager Grade 8 Name Date

ONE LAST TIME Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. Soto’s first experience working in the 4. What sensory details does Soto use to fields involved describe his poverty as a young man? A. chopping cotton A. how his clothes looked B. picking cotton B. what swimming felt like C. picking grapes C. how popcorn tasted at the mall D. boxing raisins D. what his brother’s car sounded like

2. You can tell that Soto at first had a positive 5. Soto decided that chopping cotton was TIME LAST ONE perspective about work when he says that “too good” because he he A. found that the cotton fields were less A. would end the family’s misery with his dusty and dirty than the grape fields wages B. felt less sore after chopping cotton than B. cut more grapes than anyone else in the he felt after picking grapes field C. made more money in a day than he had C. eat grapes in the field as if they were ever made before popcorn D. found that he was able to daydream D. have a hard time listening to his more when he chopped cotton than mother’s stories when he picked grapes

3. What did Soto do that shows you that he began to realize the price of things? A. took a bus with his brother to the cotton field B. felt embarrassed by his socks and underwear C. daydreamed in the field and sang to himself D. stopped imagining a new copper teapot Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 115 Grade 8 Name Date

SELECTION TEST B/C, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. To ramble means to 9. What is a contractor? A. complain about work A. someone who works long hours outside B. strut about and show off for very little pay C. make a deep, heavy sound B. someone who provides services for an D. talk aimlessly and at length agreed price C. a person who specializes in tearing 7. When you grope, you down buildings A. reach about with uncertainty D. a person who imagines spending wages before earning them B. gather together to work faster C. move slowly because of soreness 10. Apredicament is D. hope for something good to happen A. a partial payment of what is owed B. a temporary agreement between ONE LAST TIME 8. To stoop means to opponents A. carry tools on your back C. an unpleasant situation that is difficult B. gather up a crop, such as grain to leave C. walk slowly to avoid finishing a task D. something that exists only in one’s D. bend forward and down from the waist imagination

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the memoir. (10 points each) 11. How did Soto wear his clothes in a manner that fooled his friends?

12. What did Soto think life would be like for him as a grown-up? Use two details from the memoir to support your response.

Extended Response Answer one of the following questions based on your knowledge of the memoir. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. Was working in the fields a “good deal” or a “bad deal” for the young Soto? Use details from the memoir to support your response.

14. Challenge Soto’s entire family worked in the fields harvesting crops. After

reading this memoir, do you think that Soto’s perspective on his family’s work is Copyright © McDougal Littell/Houghton Mifflin Company. one of pride or embarrassment? Use details from the memoir to support your response.

116 Unit 7 Resource Manager Grade 8 Lesson at a Glance

Dreamsfrom My Father barack obama

WHY THIS SELECTION? FOCUS STANDARDS Senator Barack Obama’s keynote speech • Autobiography at the 2004 Democratic Convention won • Recognize Cause-and-Effect him national acclaim. As a 10-year-old, Relationships however, Obama was not so well accepted. This excerpt from his autobiography LESSON RESOURCES describes his entry into an elite private Plan and Teach school in Hawaii, where he was subjected LessonPlanandResource Guide . 118–119 to the cruel remarks and prejudiced AlternativeStandardsFocus..... 120 attitudes of his classmates. AdditionalSelectionQuestions....121 ABOUT THIS SELECTION Ideas for Extension...... 122–123 TeacherNotes...... 124 FROM Pupil/Teacher’s Edition Pages: 830–845 Difficulty Level: Average Student Copy Masters RASFO YFATHER MY FROM DREAMS Readability Scores: Lexile: 1060; Fry: Summary (English,Spanish).....125 10; Dale-Chall: 6.6 Summary (Haitian Creole, Vietnamese) 126 Literary Analysis: Autobiography . . . 127 Summary Ten-year-old Barack Obama Literary Analysis(Spanish)..... 128 is one of only two African-American Reading Skill: Recognize Cause-and-Effect children in his grade at an elite private Relationships...... 129 school in Hawaii. Obama struggles with ReadingSkill(Spanish)...... 130 feeling different from his classmates. His VocabularyStudy...... 131 fear and isolation lead him to spend much of his spare time watching television VocabularyPractice...... 132 with his grandparents, until a month-long VocabularyStrategy...... 133 visit from his Kenyan father changes his ReadingCheck...... 134 perspective and helps him see the value of Question Support ...... 135 hard work and his cultural heritage. ReadingFluency...... 136 Assess Key Idea: Pride Students will explore Selection Test A ...... 137–138 the key idea of pride through the eyes of Selection Test B/C ...... 139–140 Barack Obama as he learns to be proud

Resource Manager Unit 7 117 Grade 8 Lesson Plan and Resource Guide

from Dreams from My Father Autobiography by Barack Obama Objectives • explore the key idea of what makes you proud • identify, analyze, and interpret an autobiography • read an autobiography • identify and analyze cause-and-effect relationships • build vocabulary for reading and writing • distinguish between connotative and denotative meanings of words (also an EL language objective) Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Question/Key Idea p. 830

Author Biography p. 831 Literature Center at ClassZone.com Teach

Autobiography p. 831 Recognize Cause-and-Effect Recognize Cause-and-Effect Relationships CM—p. Relationships p. 831 129, Spanish p. 130

Vocabulary in Context p. 831 Vocabulary Study CM p. 131

DREAMS FROM MY FATHER Best Practices Toolkit Scaffolding Vocabulary Instruction from pp. 43–46

Vocabulary Center at ClassZone.com Practice and Apply: Guided Practice

Selection and Teacher Notes Audio Anthology CD from Dreams from My Father, Summary CM—English and Spanish p. 125, pp. 832–843 Haitian Creole and Vietnamese p. 126 Reading Fluency CM p. 136 Copyright © McDougal Littell/Houghton Mifflin Company.

Best Practices Toolkit Differentiated Instruction pp. 31–38 Scaffolding Reading Instruction pp. 43–46

118 Unit 7 Resource Manager Grade 8 Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Word Questioning p. E9 [T] Read-and-Say-Something p. D3 Spider Map p. B22 [T] Practice and Apply: After Reading

Selection Questions p. 844 Reading Check CM p. 134 Autobiography CM—p. 127, Spanish p. 128 Question Support CM p. 135 Additional Selection Questions p. 121 Alternative Standards Focus p. 120 Ideas for Extension pp. 122–123 Power Thinking at ClassZone.com Vocabulary Practice p. 845 Vocabulary Practice CM p. 132 Vocabulary in Writing p. 845 Vocabulary Strategy CM p. 133 Vocabulary Strategy: Vocabulary Center at ClassZone.com Denotation and Connotation p. 845 Assess and Reteach

Assess Selection Test A CM pp. 137–138 from

Selection Test B/C CM pp. 139–140 FATHER MY FROM DREAMS Test Generator CD

Reteach Standards Lesson File Recognize Cause-and-Effect Reading Lesson 7: Recognizing Cause and Relationships Effect Denotation and Connotation Vocabulary Lesson 17: Denotation and Connotation =Resources for Differentiation Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 119 Grade 8 from DREAMS FROM MY FATHER Use as an alternative to the Alternative Standards Focus focus skills on PE page 831.

The focus skills for from Dreams from My Father are autobiography and recognize cause-and-effect relationships. The suggestions on this page allow you to teach an alternate or additional literary analysis skill using the selection. Literary Analysis: Characterzation PASSAGE 1: lines 40–59 What do you learn about Obama from his actions on the first day of school? (Obama has probably never been belittled by his peers before and does not handle it well [lines 54 and 59].) PASSAGE 2: lines 79–104 What do you learn about Obama from the incident with Coretta on the playground? What do you learn about Coretta? (Obama is more worried about what his classmates think of him than about Coretta’s feelings [line 91–93]. Later he realizes that he does not have the courage or strength of character to stand up to his classmates’ teasing or to defend his friendship with Coretta [lines 101–102]. Coretta is hurt and disappointed by Obama’s treatment [lines 93–94] but is strong enough to endure it and does not expect an apology [lines 103–104].) PASSAGE 3: lines 211–242 What details does Obama use to characterize his father in this passage? (Obama uses his father’s appearance, mannerisms, and the way others react to his father to characterize him.) PASSAGE 4:

DREAMS FROM MY FATHER lines 310–329

from What do you learn about Obama’s classmates in this passage that might have helped Obama, had he known it earlier? (Obama’s classmates are impressed by the sincerity and pride displayed by Obama’s father and probably would have accepted Obama from the first day, had he had the strength of character to come across as such a person.) For a lesson on characterization, see Literature Lesson 3: Characterization in the Standards Lesson File. Copyright © McDougal Littell/Houghton Mifflin Company.

120 Unit 7 Resource Manager Grade 8 from DREAMS FROM MY FATHER Use to supplement the Additional Selection Questions questions on PE page 844.

Differentiation Use these questions to provide customized practice with comprehension and critical thinking skills. Easy 1. Key Idea: Pride Why are Gramps and Toot proud of the fact that Obama has been admitted to Punahou? (Punahou is an elite school that does not accept just anyone, so the fact that Obama has been admitted makes him special and someone his grandparents can be proud of.) 2. Understand Autobiography What is Obama’s relationship with his grandparents like? Explain how you know. (Obama is close to his grandparents, but sometimes they embarrass him. He calls them affectionate nicknames and feels safe in their house.) 3. Recall Cause-and-Effect Relationships What is the effect of the telegram from Obama’s father on Obama and his grandparents? (The telegram causes Obama to emerge from his long period of inactivity. It also causes mild shock in Obama and his grandparents.)

Average

4. Analyze Autobiography Reread lines 97–104. What can you learn about Obama from reading this passage that you could not find in a biography, or account written by someone other than Obama? (You learn that Obama feels from terrible about hurting Coretta’s feelings and admires her for how she reacts, even though it means that she begins to ignore him.) FATHER MY FROM DREAMS 5. Analyze Cause-and-Effect Relationships What effect does the argument between Obama’s father and the other adults have on Obama? (Obama resents his father for trying to assert his authority and causing him to lose faith in people’s goodwill. He also feels as if things that have thus far remained unsaid during his father’s visit are suddenly out in the open.)

Challenging

6. Key Idea: Pride Which aspects of his father is Obama proud of? (Answers will vary. Obama is proud of his father’s ability to bring out the best in people, for his ease in relating to people, and for taking pride in his own heritage.) 7. Evaluate Cause-and-Effect Relationships What do you think were the most powerful effects Obama’s father had on his life, based on what you now know about Obama? (Answers will vary. Obama’s father’s pride in his heritage must have made a lasting effect on Obama, as shown by his later realization that he often rejected his heritage as a child. Obama’s father’s attitude toward education may also have stayed with Obama.) Copyright © McDougal Littell/Houghton Mifflin Company. Additional challenging questions for this selection can be found online at Power Thinking at ClassZone.com.

Resource Manager Unit 7 121 Grade 8 from DREAMS FROM MY FATHER Ideas for Extension

Differentiation These activities provide students with a variety of options for demonstrating understanding of lesson concepts. EXPLORATIONS AND ACTIVITIES TRAVEL BROCHURE: UNDERSTAND CULTURAL CONTEXT Suggest that students research Kenya and then design a brochure that promotes the country to tourists. Suggest to students that they focus on ways in which Kenya is unique, and use language that appeals to readers’ senses wherever possible. Students should use a word processing program or desktop publishing program to design their brochures. Display brochures in the classroom.

PORTRAIT SERIES: ILLUSTRATE CHARACTER Have students create a series of portraits of Obama’s father based on the information in the selection. Each portrait should depict an important event in the story or memorable image Obama has of his father. Instruct students to design a multiple-panel display for depicting the character of the older Obama.

CREATE APHORISMS: ANALYZE KEY CONCEPT Tell students that some cultures and religions disapprove of people displaying any kind of pride, believing that pride is boastful and that one should always strive for humility. Divide students into groups and instruct them to discuss the negative view of pride as well as the more positive view conveyed in the excerpt from Dreams from My Father and, perhaps, in some of their lives. Instruct groups to decide what view they support. Then have them create aphorisms, or brief, wise sayings, that promote this view. Tell students that aphorisms say something big in a small way—they express an important idea in as few words as possible. If time permits, supply students with a brief list of aphorisms on other topics so that they understand what they are striving for. Have them make a collage of their aphorisms, accompanied by clip art or magazine illustrations and photos. DREAMS FROM MY FATHER Display students’ collages around the room. from Pre-AP Challenge: Ask students to read Obama’s keynote speech at the 2004 Democratic Convention. Note that it was an extremely popular speech when it was delivered. Have students analyze the speech for its appeal. What ideas in the speech would have appealed to whom and why? Based on that speech, what are Obama’s political beliefs? In what way does it seem consistent with the lesson on pride that Obama describes in his autobiography? Have students present their analyses to the class, sharing with the class sections of text from the speech as support.

LIVE STORY TELLING: EXPLORE FOLK TALE GENRE Copyright © McDougal Littell/Houghton Mifflin Company. Explain to students that storytelling is an important part of African tradition. Remind them of the creation story Obama’s father told the class. Typically in storytelling, the teller assumes a different voice for each character and uses many gestures and facial

122 Unit 7 Resource Manager Grade 8 IDEAS FOR EXTENSION, CONTINUED

expressions to relate the story. Challenge students to locate folk tales and myths of Africa and, depending on length, to present one or more stories to the class. INQUIRY AND RESEARCH Provide opportunities for independent learning on the life and activities of Barack Obama. Have individual students or groups choose one of the following topics to research: • his work as a community organizer in Chicago • his years at Harvard Law School • his career as a civil rights lawyer • his entrance into politics • his achievements as an Illinois senator • his family life

During their research, students should look for evidence of the effects Obama’s father, mother, and grandparents have had on his life. Students may present their findings using their choice of media.

WRITING from SUPPORT PERSONAL OPINIONS: ESSAY RASFO YFATHER MY FROM DREAMS Have students write an opinion paper on what kind of leader Obama is, based on what they now know of him. Does he seem like a fair leader? Is he a decisive one? In what ways might his childhood experiences make him a better leader? Suggest that they follow the typical five-paragraph essay formula: an introduction that includes an attention-grabber and the thesis statement, three paragraphs of support, and a conclusion that restates the thesis statement and leaves readers pondering the writer’s ideas.

EXPLORE POINT OF VIEW: BIOGRAPHICAL EXCERPT Tell students to think about how the events described in the excerpt from Dreams from My Father might be different if told from another point of view. Have students rewrite lines 73–104 of the selection from Coretta’s perspective or lines 245–284 from Obama’s father’s perspective. Students should share their interpretations with one another and discuss their different approaches. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 123 Grade 8 from DREAMS FROM MY FATHER Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do?

How successful was the lesson?

Evaluate Process What worked? • Strategies

• Resources

• Differentiation

What did not work? Why not?

DREAMS FROM MY FATHER Reflect

from ThenexttimeIteachDreams from My Father, what will I do differently? Why?

124 Unit 7 Resource Manager Grade 8 from DREAMS FROM MY FATHER Summary

FROM DREAMS FROM MY FATHER Barack Obama Setting: Hawaii, the 1970s When Barack Obama was a young boy, his parents divorced. His mother sent him to Hawaii to live with his grandparents. He had been accepted into a private school which was difficult to get into. On the first day of class, he worries that he does not fit in. Some of the students laugh when the teacher pronounces his name. Others make fun of his father for being from Kenya. When Barack finds out his father is coming to visit, he lies by telling some of the boys in his class that his father is a prince in Kenya. The visit does not go smoothly. His father is much stricter than his grandparents. He thinks Barack should be studying instead of watching so much television. Soon all of the adults in the house are arguing. Barack counts the days until his father leaves. When his mother tells him that his father has been invited to speak to Barack’s class, he can’t imagine worse news. When the day finally arrives, Barack is worried that his lie will be discovered. TOMADO DE SUEÑOS DE MI PADRE Barack Obama Escenario: Hawai, los años setenta

Cuando Barack Obama era niño, sus padres se divorciaron. Su madre lo envió a from Hawai a vivir con sus abuelos. Lo aceptaron en una escuela privada a la cual era

difícil entrar. Durante el primer día de clases, se preocupa porque no se adapta. FATHER MY FROM DREAMS Algunos de los estudiantes se ríen cuando el maestro pronuncia su nombre. Otros se burlan de su padre por ser de Kenia. Cuando Barack se entera que va a venir su padre a visitarlo, le miente a algunos niños de su clase diciéndoles que su padre es un príncipe en Kenia. La visita no pasa sin dificultades. Su padre es más estricto que sus abuelos. Él piensa que Barack debería estudiar en vez de ver tanta televisión. Pronto, todos los adultos de la casa empiezan a discutir. Barack cuenta los días para que se vaya su padre. Cuando su madre le informa que invitaron a su padre a hablar en el salón de Barack, no puede imaginarse una peor noticia. Cuando finalmente llega el día, Barack tiene miedo de que su mentira se descubra. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 125 Grade 8 from DREAMS FROM MY FATHER Summary

DAPRE RÈV PAPA MWEN Barack Obama Espas ak tan: Hawayi, ane 1970 yo. Lè Barack Obama te yon jenn gason, paran li yo te divòse. Manman li te voye li Hawayi pou l al viv avèk granparan li. Li te aksepte antre yon lekòl prive ki te difisil pou antre. Nan premye jou klas la, li te enkyè pou li pa t reyisi adapte li. Kèk elèv t ap ri lè pwofesè a pwononse non li. Lòt yo pran plezi sou papa li paske li sòti nan Kenya. Lè Barack vin konnen papa li ap vin vizite li, li bay kèk nan ti mesye yo manti paske li di yo li papa li se yon prens nan Kenya. Vizit la pa t pi dous pase sa. Papa li pi sevè pase granparan li yo. Li panse Barack ta dwe etidye olye li gade televizyon twòp. Yon ti tan apre tout granmoun nan kay la ap fè diskisyon. Barack konte jou jouk papa li ale. Lè manman li di li papa li jwenn envitasyon pou li vin pale nan klas Barack la, li pa ka imajine nouvèl ki pi grav pase sa. Lè jou a vin rive, Barack pè pou yo pa dekouvri manti li te bay la. DREAMS FROM MY FATHER from Copyright © McDougal Littell/Houghton Mifflin Company.

126 Unit 7 Resource Manager Grade 8 Name Date

from DREAMS FROM MY FATHER COPY MASTER Literary Analysis

AUTOBIOGRAPHY An autobiography is the true story of a person’s life, told by that person. Autobiographies share the following characteristics: • They are told from the first-person point of view. • They focus on significant people and events in the writer’s life. • They express the ways those people and events affected the writer.

Directions: Use the chart to write notes about the relationship between Obama and his father over the course of their month-long visit.

Before his father arrives

The day his father arrives from RASFO YFATHER MY FROM DREAMS

First two weeks of his father’s visit

The day his father speaks to Obama’s class

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tomado de SUEÑOS DE MI PADRE COPY MASTER Literary Analysis

AUTOBIOGRAPHY Una autobiografía es la historia verdadera de la vida de una persona, narrada por esa persona. Las autobiografías comparten las siguientes características: • son narradas desde el punto de vista de la primera persona. • se enfocan en gente importante y en sucesos de la vida del escritor. • expresan las maneras en que esas personas y sucesos afectaron al escritor.

Instrucciones: Use la tabla para escribir notas sobre la relación entre Obama y su padre durante el transcurso de su larga visita de un mes.

antes de que su padre llegara

el día que llega su padre

lasprimerasdossemanasdelavisitadesupadre SPANISH

el día que su padre habla en la clase de Obama.

128 Unit 7 Resource Manager Grade 8 Name Date

from DREAMS FROM MY FATHER COPY MASTER Reading Skill

RECOGNIZE CAUSE-AND-EFFECT RELATIONSHIPS Understanding cause-and-effect relationships between actions, events, and feelings can give you greater insight into the people you read about. Sometimes cause-and-effect relationships are stated directly. More often you will have to look deeper to notice when one or more things are responsible for causing another.

Directions: Complete this chart to identify important cause-and-effect relationships in the autobiography. One example has been done for you.

Cause Effect

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tomado de SUEÑOS DE MI PADRE COPY MASTER Reading Skill

RECOGNIZE CAUSE-AND-EFFECT RELATIONSHIPS Comprender las relaciones de causa y efecto entre las acciones, sucesos y los sentimientos puede darte una comprensión mayor de la gente sobre la que lees. Algunas veces las relaciones de causa y efecto se presentan directamente. Con frecuencia deberás observar con mayor profundidad para darte cuenta cuando una o más cosas son responsables de causar otra.

Instrucciones: Completa esta tabla para identificar las relaciones de causa y efecto en la autobiografía. Sigue el ejemplo.

Causa Efecto

130 Unit 7 Resource Manager Grade 8 Name Date

from DREAMS FROM MY FATHER COPY MASTER Vocabulary Study

WORDS IN CONTEXT A. Directions: As your teacher reads each item, listen for the boldfaced word. Discuss the possible meaning of the word, and write on the chart what you think the word means. After reading the selection from Dreams from My Father, confirm or adjust your definitions.

1. Daphne’s dress looked dowdy compared to the youthful, flattering styles the other girls wore. 2. Pierce saw the dark storm clouds and knew that rain was inevitable. 3. I gave Louis a second chance, but when I found out he’d copied my paper again, my trust in him was irretrievably lost. 4. The novelty of the video game soon wore off, and the girls became bored with it. 5. “The appeal of hard rock music is opaque to me,” Mr. Hamir said. “I’ll never understand it.” 6. After the car accident, Larissa needed a week of recuperation before returning to work. 7. The toddler found refuge in her father’s arms whenever she was afraid. 8. People never knew what mood Cooper would be in because he had such a volatile personality.

Vocabulary Word Predicted Meaning Meaning in Selection from dowdy RASFO YFATHER MY FROM DREAMS inevitable irretrievably novelty opaque recuperation refuge volatile Copyright © McDougal Littell/Houghton Mifflin Company.

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from DREAMS FROM MY FATHER COPY MASTER Vocabulary Practice

dowdy opaque inevitable recuperation irretrievably refuge novelty volatile

A. Directions: Fill in each set of blanks with the correct word from the word list. Then use the boxed letters to complete the sentence below.

1. The keys would be if they fell in the elevator shaft.

2. Jenna could not believe the clothes her mother had chosen.

3. The speaker’s reasoning was so that most of the audience was confused.

4. The of Janet’s new hairstyle wore off after a few days.

5. André approached the dog carefully, knowing that strays can be and unpredictable.

6. After her surgery, Emma’s went well.

7. Having not studied for the test, Fred knew that a low grade was .

8. When the storm hit, Maya watched two birds take from the rain under a bush near her window.

B. Directions: Circle True if the underlined word’s meaning makes sense in the sentence; circle False if it does not. DREAMS FROM MY FATHER TF 1. Avoteisirretrievably set once you put it in the ballot box; you cannot from getitback.

TF 2. Jackie was the most volatile member of the team and also very sweet and nice.

TF 3. The dress was rather dowdy and made my mother look older than her true age.

TF 4. The new restaurant will be popular because it is inevitable and delicious. Copyright © McDougal Littell/Houghton Mifflin Company. TF 5. The book’s themes were opaque and very difficult to understand.

TF 6. Marla knew that winning a scholarship would take novelty and dedication.

132 Unit 7 Resource Manager Grade 8 Name Date

from DREAMS FROM MY FATHER COPY MASTER Vocabulary Strategy

DENOTATION AND CONNOTATION A word’s denotation is its dictionary definition. But many words have additional ideas and feelings associated with them. These associations, or shades of meaning, are called connotations. Connotations can be positive or negative, and they can give words with similar denotations very different impacts. For example, the phrases “clever salesperson” and “conniving salesperson” have different connotations. Clever describes someone who is creative and smart, while conniving implies the person is manipulative and dishonest. To fully understand what you read, it is important to recognize word connotations.

Directions: Each pair of words has similar meanings but different connotations. Use each word in a sentence that reflects its connotation. 1. small/puny

2. surprised/amazed from RASFO YFATHER MY FROM DREAMS 3. embarrassed/humiliated

4. nervous/worried

5. problem/disaster

Resource Manager Unit 7 133 Grade 8 Name Date

from DREAMS FROM MY FATHER COPY MASTER Reading Check

Directions: Recall the events in Barack Obama’s autobiography. Then answer the questions in phrases or sentences. 1. According to the autobiography, why were Obama and his grandfather excited on Obama’s first day of school?

2. Who does Obama say came to visit him at Christmas?

3. What argument does Obama describe as happening right before his Christmas vacation?

134 Unit 7 Resource Manager Grade 8 Name Date

from DREAMS FROM MY FATHER COPY MASTER Question Support

LITERARY ANALYSIS For questions 1–3, see page 844 of the Pupil Edition. Directions: Answer each question. 4. Identify Cultural Values Circle the activities that Obama liked best as a child.

a. watching TV c. reading comics e. going to live concerts b. playing in Little League d. swimming f. listening to popular music

Underline one word in parentheses and then complete the following sentence. I think the adult Obama (approves/disapproves) of the way he spent his leisure time as a child because

5. Interpret Autobiography Underline one choice in parentheses and then complete the following sentence. I think Obama (did/did not) grow close to his father during their visit because

6. Examine Cause-and-Effect Relationships What was the overall effect of from

his father’s visit on the young Obama? FATHER MY FROM DREAMS

7. Analyze a Symbolic Event Complete the following sentence. Obama’s rejection of Coretta symbolizes

Resource Manager Unit 7 135 Grade 8 Name Date

from DREAMS FROM MY FATHER COPY MASTER Reading Fluency

READING WITH EXPRESSION To make any piece of literature come alive for your listeners, you must read with expression. To read with expression means to read with feeling and emotion. Here are some tips for making your reading more expressive. • Read at a natural pace, or speed. Speed up or slow down as necessary. • Raise the volume of your voice to signal that a word or idea is important. • Vary the rise and fall of your voice to avoid sounding dull. • Group words into meaningful phrases.

Directions: Follow along as your teacher reads an excerpt from the speech “Out of Many, One.” Then use these marks to prepare your own reading of the passage:

L = louder n = raise pitch / = pause or stop S=softer p = lower pitch underscore = add stress

I stand here knowing that my story is part of the larger American

story, that I owe a debt to all of those who came before me, and

that, in no other country on Earth, is my story even possible.

Tonight, we gather to affirm the greatness of our nation—not

because of the height of our skyscrapers, or the power of our

military, or the size of our economy. Our pride is based on a

DREAMS FROM MY FATHER very simple premise, summed up in a declaration made over two from hundred years ago: “We hold these truths to be self-evident, that

all men are created equal. That they are endowed by their Creator

with certain inalienable rights. That among these are life, liberty,

and the pursuit if happiness.”

an insistence on small miracles . . .

—Barack Obama, from “Out of Many, One”

136 Unit 7 Resource Manager Grade 8 Name Date

from DREAMS FROM MY FATHER Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. Obama comes back to the United States to 4. A significant event in Obama’s live with his grandparents because he autobiography occurs when his family’s A. dislikes his parents reunion is marred because of B. wants to live in Hawaii A. an argument about watching television C. has been accepted to a good school B. a car accident that injures his father D. wants to be with his grandparents C. his father’s visit to Obama’s school D. lies that he tells about his father 2. What causes Obama’s embarrassment on his first day of school? 5. When Obama watches his father dance to African music, you can tell Obama feels A. his classmates’ questions about his connected because he father B. Miss Hefty’s questions about life in A. accepts the records that his father gives Kenya him C. Gramps’s insistence that they arrive B. fails to understand his father’s gestures early C. shifts uncomfortably while listening D. dances with his father

D. his betrayal of Coretta on the from playground RASFO YFATHER MY FROM DREAMS 3. Which statement is a lie that Obama tells to several of his classmates? A. He and his mother once lived in Indonesia. B. His grandfather is a chief of his tribe in Kenya. C. Hisfatherhassixchildrenlivingin Kenya. D. He watches television all evening long. Copyright © McDougal Littell/Houghton Mifflin Company.

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SELECTION TEST A, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. What does novelty mean? 9. Arecuperation is a A. the state of being imaginary A. recovery B. the quality of being new B. reflection C. deep embarrassment C. realization D. excellent manners D. recognition

7. What does dowdy mean? 10. What does opaque mean? A. unhealthy A. difficult B. comical B. normal C. shabby C. hidden D. clumsy D. expected

8. Arefuge is a A. source of comfort in times of trouble B. memory of an event in the past C. pile of trash on the street D. journey to visit family

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the autobiography. (10 points each) 11. Briefly describe Obama’s family situation in Hawaii.

12. How do teachers and students at Obama’s school react to his father’s visit and DREAMS FROM MY FATHER talk? Include two details from the autobiography in your response. from

Extended Response Answer the following question based on your knowledge of the autobiography. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. How do you know that Obama’s transition to his new school is difficult for him? Support your response with two details from the autobiography. Copyright © McDougal Littell/Houghton Mifflin Company.

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from DREAMS FROM MY FATHER Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. The main reason that Obama looks forward 4. Obama’s classmates are impressed with to starting school at Punahou Academy Obama’s father because he is that A. encourages them to learn more about A. he wants to find companions his own African tribes and customs age B. brings traditional African music and B. his new teacher had once lived in Kenya dances to it in the classroom C. his father attended the same school C. tells interesting stories and answers D. he will be able to play soccer their questions seriously D. informs them of Obama's family 2. What is the effect of Miss Hefty’squestions history in Kenya about Kenya as she talks with Obama in class? 5. A key event in Obama’s autobiography A. The class applauds heartily and accepts that brings him closer to his father occurs him. when his father B. Obama becomes speechless with A. gives him a basketball for Christmas embarrassment. B. insists that Obama begin to study from C. Obama eagerly explains the customs of harder

his tribe. C. takes him to a Dave Brubeck concert FATHER MY FROM DREAMS D. Coretta watches with a look of D. shows him how to dance to African satisfaction. music

3. Obama’s relations with his classmates improve slightly after A. they learn that his father was injured B. Obama publicly rejects Coretta C. he tells them that his father is a prince D. they find out that he lives with his grandparents Copyright © McDougal Littell/Houghton Mifflin Company.

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SELECTION TEST B/C, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. What does volatile mean? 9. What does inevitable mean? A. easy to complete A. a great, unknown danger B. difficult to define B. something that cannot be seen C. determined to succeed C. that which cannot be prevented D. concerned with electricity D. a strong force that you oppose

7. What is recuperation? 10. Something opaque is A. a payment for work or services A. different from others B. a return to one’s home country B. out of date C. an agreement to work together C. difficult to understand D. areturntohealthorstrength D. out of control

8. Irretrievably means A. permanently B. unnaturally C. secretly D. rapidly

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the autobiography. (10 points each) 11. What is one thing that Obama and Coretta have in common?

12. What lies does Obama tell his classmates before his father arrives for a visit? DREAMS FROM MY FATHER Include two details from the autobiography in your response. from

Extended Response Answer one of the following questions based on your knowledge of the autobiography. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. Did Obama enjoy his time with his father, or was it too uncomfortable for him to enjoy it? Support your response with details from the autobiography.

14. Challenge Who is right in the serious argument that the adults have when Obama watches a holiday television program? Support your opinion with details Copyright © McDougal Littell/Houghton Mifflin Company. from the autobiography.

140 Unit 7 Resource Manager Grade 8 Lesson at a Glance

Reading for Information Out of Many, One

WHY THIS SELECTION? FOCUS STANDARDS In Dreams from My Father, Barack • Identify Treatment Obama presents a candid look at his mother, father, and grandparents. In “Out of Many, One,” the keynote speech at the LESSON RESOURCES 2004 Democratic Convention, Obama Plan and Teach uses the lives of those same family Lesson Plan and Resource Guide . 142–143 members to inspire the Democratic Party AdditionalSelectionQuestions....144 to maintain the magic of America: that TeacherNotes...... 145 is, to continue to ensure that people are Student Copy Masters allowed to reach their potential here if Summary(English,Spanish).....147 they are willing to work hard. Summary (Haitian Creole, Vietnamese) 148 ABOUT THIS SELECTION SkillFocus:IdentifyTreatment....149 Pupil/Teacher’s Edition Pages: 846–849 Read for Information: Compare and Contrast Difficulty Level: Average ...... 150 Readability Scores: Lexile: 1110; Fry: Skill Focus: Identify Treatment 7; Dale-Chall:6.6 (Spanish)...... 151 Read for Information: Compare and Contrast Summary In “Out of Many, One,” (Spanish)...... 152 Senator Barack Obama’s keynote ReadingCheck...... 153 speech at the 2004 Democratic National Question Support ...... 154 Convention, Obama relates information Assess

about many of the family members FROM Selection Test A ...... 155–156 featured in his autobiography Dreams SelectionTestB/C...... 157–158 from My Father. In his speech, Obama U FMN,ONE MANY, OF OUT uses the history of his family to convey the idea that all things are possible for all All lesson resources are available people in America. electronically on DVD Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 141 Grade 8

Lesson Plan and Resource Guide

from Out of Many, One Speech by Barack Obama Objectives • identify treatment, including form, purpose, and tone • compare and contrast portrayals • identify characteristics of a keynote speech • read a speech Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

What’s the Connection? p. 846 Best Practices Toolkit Anticipation Guide p. A14 [T] Teach

Identify Treatment p. 846 Identify Treatment CM—p. 149, Spanish p. 151 Practice and Apply: Guided Practice

Selection and Teacher Notes Audio Anthology CD “Out of Many, One,” pp. Summary CM—English and Spanish p. 147, 847–848 Haitian Creole and Vietnamese p. 148 Practice and Apply: After Reading

Selection Questions p. 849 Reading Check CM p. 153 Question Support CM p. 154 Additional Selection Questions p. 144 Read for Information: Compare and Contrast p. 849 from Assess and Reteach U FMN,ONE MANY, OF OUT Assess Selection Test A CM pp. 155–156 Selection Test B/C CM pp. 157–158 Test Generator CD

Resource Manager Unit 7 143 Grade 8 from OUTOFMANY,ONE Use to supplement the Additional Selection Questions questions on PE page 849.

Differentiation Use these questions to provide customized practice with comprehension and critical thinking skills. Easy 1. Recall Where were Obama’s parents from? (Obama’s mother was from Kansas, and his father was from Kenya.) 2. Clarify How did Obama’s parents meet? (They met when Obama’s father was a foreign student in the United States.) 3. Identify Treatment Describe Obama’s treatment of his childhood and his parents’ experiences in this speech. (Obama treats the experiences seriously; he makes his parents’ lives seem very noble.)

Average

4. Analyze Speech What is the purpose of Obama’s keynote speech? (The purpose is to reflect the key points of the Democratic Party’s ideas and policies.) 5. Analyze Treatment What is Obama’s attitude toward his family in his speech? In what way do you feel this affects his treatment of the subject? (Obama speaks of his family with admiration for what they accomplished and love for the dreams they had for him. It probably contributes to the serious yet optimistic treatment of the speech.) 6. Make Inferences Why might Obama have used a quotation from the Declaration of Independence (lines 38–41) for his speech? (The quotation would have reminded the audience that the values of the Democratic Party are the same ones promoted by the founding fathers and would have inspired the audience to continue to uphold these values, since they are what the country is built on.)

Challenging 7. Identify Treatment “Through hard work and perseverance my father got a scholarship to study in a magical place, America, that shone as a beacon of freedom and opportunity to so many who had come before.” How is this image of America in keeping with Obama’s tone? (This image conveys the idea that America is a unique place with limitless opportunities, which would inspire listeners to feel great love for the country.) 8. Compare Genres How does a speech differ from other types of primary sources? (The genre of a speech is an oral one. It is meant to be heard by a select audience and is enhanced by the speaker’s gestures, inflections, and facial expressions.) 9. Examine Treatment What is the overall tone of Obama’s speech? In what ways might the tone have contributed to the popularity of the speech? (Obama’s Copyright © McDougal Littell/Houghton Mifflin Company. OUT OF MANY, ONE tone is inspirational. The tone contributed to the popularity of the speech because it inspired his listeners to feel pride in America and to continue to from uphold the values and commitments of the nation.)

144 Unit 7 Resource Manager Grade 8 from OUTOFMANY,ONE Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do?

How successful was the lesson?

Evaluate Process What worked? • Strategies

• Resources

• Differentiation

What did not work? Why not?

Resource Manager Unit 7 145 Grade 8

from OUTOFMANY,ONE Summary

from OUT OF MANY, ONE Speech Setting: Democratic National Convention, Boston, Massacusetts; 2004 In this speech given at the 2004 Democratic National Convention, Barack Obama tells how unlikely it is for him to even give the speech. However, the dreams his grandparents had for his parents and the dreams his parents had for him ultimately made it possible. Those dreams gave him and his parents opportunities in America. Obama believes that in America, one doesn’t have to be rich to achieve one’s full potential. He also believes that America is a great country, but not because of its military power or the size of its buildings. He believes that America is a great country because its forefathers proclaimed that all people are created equal and have certain rights. de ENTRE MUCHOS, UNO Discurso Escenario: la Convención Nacional Demócrata, Boston, Massachussets, 2004 En este discurso presentado en la Convención Nacional Demócrata, Barack Obama menciona lo inverosímil que es para él dar el discurso. Sin embargo, los sueños que sus abuelos tenían para sus padres y los sueños que sus padres tuvieron para él finalmente lo hicieron posible. Esos sueños le dieron a él y a sus padres oportunidades en América. Obama piensa que en América uno no tiene que ser rico para alcanzar todo su potencial. También cree que América es un gran país, pero no por su poderío militar o el tamaño de sus edificios. Él considera que América es un gran país porque sus antepasados proclamaron que todas las personas fueron creadas iguales y tienen ciertos derechos. from U FMN,ONE MANY, OF OUT Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 147 Grade 8 from OUTOFMANY,ONE Summary

YOUN SOU PLIZYÈ Diskou Espas ak tan: Konvansyon Nasyonal Demokratik, Boston, Massachusetts, 2004 Nan diskou sa a ki fèt nan Konvansyon Nasyonal Demokratik 2004 la, Barack Obama rakonte kouman li pa t atann pou limenm ta bay yon diskou. Men, rèv granparan li te genyen pou paran li ak rèv paran li te genyen pou li te finalman fè sa vin posib. Rèv sa yo te bay limenm ak paran li opòtinite nan Lamerik. Obama kwè nan Lamerik, yon moun pa oblije vin rich pou li reyalize tout talan li. Li kwè tou Lamerik se yon gwo peyi, men se pa akòz puisans militè li oswa gwosè bilding li. Li kwè Lamerik se yon gwo peyi paske zansèt li yo te pwoklame tout moun te kreye egal-ego epi yo gen sèten dwa. Copyright © McDougal Littell/Houghton Mifflin Company. OUT OF MANY, ONE from

148 Unit 7 Resource Manager Grade 8 Name Date

from OUTOFMANY,ONE COPYMASTER Skill Focus

IDENTIFY TREATMENT Writers can handle the same subject matter in different ways. The way a writer chooses to handle a topic is called its treatment. The writer’s purpose, or reason for writing, helps determine a work’s treatment. So does the form the writing takes and the tone, or attitude the writer expresses about the topic. In order to identify a writer’s treatment, ask yourself the following questions: • What form does the writing take? For example, is it a newspaper column, personal letter, or a business memo? • For what purpose(s) is the selection written? Is it written to entertain, to express ideas and feelings, to inform, or to inspire? • What is the writer’s tone, or attitude toward the subject? For example, the tone of a selection might be described as mocking, optimistic, or serious.

Directions: In the excerpt of “Out of Many, One,” Obama’s topic is his family background. As you read, identify Obama’s treatment this topic by completing the following chart.

“OutofMany,One”

What form does the writing take? speech

For what purpose(s) is the selection written? What is the writer’s primary purpose? from

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from OUTOFMANY,ONE COPYMASTER Read for Information

COMPARE AND CONTRAST Follow these steps to compare and contrast Barack Obama’s portrayal of his family in the speech with the portrayal in his autobiography: 1. Review each selection and note the main points and most important details Obama includes about each family member. 2. Identify the similarities and differences between the way the family members are portrayed in the speech and autobiography. 3. In a sentence, make a general statement about the similarities and differences in the accounts. Support your statement with specific examples.

Directions: Use the diagram to make notes about the family members and the similarities and differences in their portrayals.

From Speech From Autobiography • Mother • Mother

• Father • Father

• Mom’s Parents • Mom’s Parents

• Dad’s Parents • Dad’s Parents

Similarities Differences • •

• •

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DE ENTRE MUCHOS, UNO COPY MASTER Skill Focus

IDENTIFY TREATMENT Los escritores pueden ocuparse del mismo tema de diversas formas. La forma en la que un escritor decide ocuparse de un tema se llama tratamiento. El propósito del escritor, o su razón por escribir, ayuda a determinar el tratamiento de la obra. Lo mismo sucede con la forma que toma el escrito y el tono, o la actitud que expresa el escritor sobre el tema. Para identificar el tratamiento del escritor, te debes hacer las siguientes preguntas: • ¿Qué forma toma el escrito? Por ejemplo ¿es una columna de periódico, una carta personal o un memorando de negocios? • ¿Con qué propósito(s) se escribe la selección? ¿ Se escribe para entretener o para expresar ideas y sentimientos, para informar o para inspirar? • ¿Cuál es el tono del escritor, o su actitud hacia el tema? Por ejemplo, el tono de una selección puede describirse como burlón,optimista o serio

Instrucciones: En el extracto de “De entre muchos, uno”, el tema de Obama es la experiencia de su familia. Mientras lees, identifica el tratamiento de su tema completando la siguiente tabla.

“De entre muchos, uno”

¿Qué forma toma el escrito? discurso

¿Con qué propósito(s) se escribe la selección? ¿Cuál es el propósito primario del escritor?

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DE ENTRE MUCHOS, UNO COPY MASTER Read for Information

COMPARE AND CONTRAST Sigue estos pasos para comparar y contrastar la descripción de la familia de Barack Obama en su discurso, con la descripción de su autobiografía: 1. Revisa cada selección y anota los puntos principales y los detalles más importantes. Obama incluye a casi todos los miembros de la familia. 2. Identifica las similitudes y las diferencias entre la manera en que se describe a los miembros de la familia en el discurso y en la autobiografía. 3. En una oración, haz una declaración general sobre las similitudes y las diferencias en las narraciones. Apoya tus declaraciones con ejemplos específicos.

Instrucciones: Usa el diagrama para hacer notas sobre los miembros de la familia y las similitudes y diferencias en sus descripciones.

Del discurso De la autobiografía • Madre • Madre

• Padre • Padre

• Padres de la madre • Padres de la madre

• Padres del padre • Padres del padre

Similitudes Diferencias • •

• •

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from OUTOFMANY,ONE COPYMASTER Reading Check

Directions: Recall the information in Barack Obama’s speech. Then answer the questions in phrases or sentences. 1. How does Obama describe his grandfather and father’s idea of the United States?

2. Why does Obama say that he has a diverse heritage?

3. What dream does Obama say that his mother and father had for him?

4. What does Obama say is the reason that Americans should be proud of their country?

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from OUTOFMANY,ONE COPYMASTER Question Support

CRITICAL ANALYSIS For questions 1–2, see page 849 of the Pupil Edition. Directions: Answer the questions. 3. Identify Treatment The way a topic is handled is called its treatment. Review the chart you completed as you read the speech. Then describe Obama’s treatment of his family in the speech.

4. Identify Repetition Complete the sentences. One word, phrase or idea that Obama repeats in the speech is

This repeated word or idea helps to emphasize

5. Evaluate a Speech Do you think it was a good idea for Obama to tell listeners so much about his family background in his speech to the Democratic National Convention? Why or why not? Copyright © McDougal Littell/Houghton Mifflin Company. OUT OF MANY, ONE from

154 Unit 7 Resource Manager Grade 8 Name Date

from OUTOFMANY,ONE Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (8 points each)

1. What similar dream do Obama’s 4. According to Obama’s parents, in the grandparents share? United States wealth is unnecessary in A. better lives for their children order to B. marrying and raising children A. achieve your potential C. better jobs in the United States B. start your own business D. chances for education for themselves C. keep your children safe D. buy a house and live there 2. Besides a deep love for each other, Obama says his parents shared 5. Which word best expresses Obama’s A. the need to do better than their parents tone toward his diverse heritage in this had treatment? B. the fear of punishment in other A. tolerant countries B. comical C. a desire to open their own business C. proud D. a faith in the nation’s possibilities D. generous

3. What does Obama say the pride of the United States is based on? A. power of the military B. the idea that all people are equal C. the size of the economy D. height of the city skyscrapers from U FMN,ONE MANY, OF OUT Copyright © McDougal Littell/Houghton Mifflin Company.

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SELECTION TEST A, CONTINUED

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the speech. (10 points each) 6. What are two details that indicate that Obama’s father and grandfather were poor in Africa?

7. What is one negative aspect of U.S. society or history to which Obama refers in his speech?

8. Why did Obama’s parents name him “Barack”? Support your response with a detail from the speech.

9. Why does Obama say that he and his audience gather together on this night?

Extended Response Answer the following question based on your knowledge of the speech. Write one or two paragraphs on a separate sheet of paper. (20 points) 10. In his next-to-last paragraph, Obama lists four examples of the “simple dreams” that America offers. Choose two of the dreams and discuss how Obama or his family has realized this dream. Support each choice with a detail from the speech. Copyright © McDougal Littell/Houghton Mifflin Company. OUT OF MANY, ONE from

156 Unit 7 Resource Manager Grade 8 Name Date

from OUTOFMANY,ONE Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (8 points each)

1. How did Obama’s father come to study in 4. Obama says that the “true genius of the United States? America” is A. His father paid for an expensive school. A. faith in simple dreams B. He won a scholarship through hard B. greatness of military power work. C. diversity of heritage C. His grandfather paid a bribe to get him D. excellence in education in. D. He worked at the school and went to 5. Which excerpt shows Obama’s proud tone class, too. toward his family in this treatment? A. “we are called to reaffirm our values” 2. Which statement best expresses Obama’s B. “A common dream, born of two view of his own life story? continents” A. You can always say what you think. C. “I owe a debt to all of those that came B. Few U.S. citizens are as lucky as he is. before” C. It is a unique story that can never be D. “we gather to affirm the greatness of repeated. our nation” D. Only in the United States is his story possible.

3. According to Obama, his parents’ dreams live on in A. Obama’s two daughters B. the larger story of the United States C. the political process of the United States D. a promise that future generations will be better from U FMN,ONE MANY, OF OUT Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 157 Grade 8 Name Date

SELECTION TEST B/C, CONTINUED

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the speech. (10 points each) 6. How did Obama’s mother and father meet?

7. Briefly describe the history of Obama’s American grandparents.

8. According to Obama, what did his parents believe you could achieve in the United States, even if you had little money?

9. Name two of the “small miracles” that Obama says are the “true genius of America.”

Extended Response Answer one of the following questions based on your knowledge of the speech. Write one or two paragraphs on a separate sheet of paper. (20 points) 10. How does Obama show a balanced tone in his treatment of U.S. history in his speech? Use specific details from the speech to support your response.

11. Challenge What does Obama use more effectively to show the greatness of the United States: references to U.S. history or references to his personal history? Support your response with specific details from the speech. Copyright © McDougal Littell/Houghton Mifflin Company. OUT OF MANY, ONE from

158 Unit 7 Resource Manager Grade 8 Lesson at a Glance EI TD:POLITICAL STUDY: MEDIA CARTOONS

Media Study Political Cartoons

WHAT’S THE CONNECTION? LESSON RESOURCES This Media Study reinforces the unit Plan and Teach focus on the role of art and literature in Lesson Plan and Resource Guide . . . 160 history and culture. The political cartoon Ideas for Extension ...... 161 has been an important and influential TeacherNotes...... 162 tool throughout history—using images Student Copy Masters and text to communicate ideas on politics Summary (English,Spanish).....163 and society. Students learn how political Summary (Haitian Creole, Vietnamese) 164 cartoonists combine art elements, such as ViewingGuide...... 165 ape, and texture, to express color, line, sh Close Viewing ...... 166 ideas. MediaActivity...... 167 ABOUT THE MEDIA STUDY Produce Your Own Media ...... 168 Pupil/Teacher’s Edition Pages: 850–853 Summary The 1984 cartoon “Acid Rain” comments on the harmful effects of acid rain. Uncle Sam reaches out to catch a drop of rain, only to have it burn a hole through his hand. The 1890 cartoon “The Silver Sun of Prosperity” provides a positive view of the Sherman Silver Purchase Act. Uncle Sam is shown proudly holding an enormous silver dollar. Key Idea: Statement Throughout the Media Study, students explore the key concept of how cartoonists use art elements to make a statement about

Resource Manager Unit 7 159 Grade 8 Lesson Plan and Resource Guide

Media Study: Political Cartoons Image Collection Objectives

CARTOONS • explore the key idea of how cartoons can make political statements • identify visual aspects of cartoons

MEDIA STUDY: POLITICAL • compare and contrast cartoonists’ styles • compare different points of view in nonprint media sources • create a political cartoon Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Question/Key Idea p. 850 Summary CM—English and Spanish, p. 163, Haitian Creole and Vietnamese p. 164

Teach

Media Literacy: Messages in MediaSmart DVD Political Cartoons p. 851 Introduction, Media Lessons Practice and Apply: Guided Practice

Viewing Guide and Teacher Viewing Guide CM p. 165 Notes p. 852 Close Viewing CM p. 166 Media Activity CM p. 167 MediaSmart DVD Guided Analysis Ideas for Extension p. 161 Assess and Reteach

Assess Best Practices Toolkit Write or Discuss p. 853 Venn Diagram p. A26 [T] Produce Your Own Media p. Produce Your Own Media CM p. 168 853 MediaSmart DVD Media Center at ClassZone.com Copyright © McDougal Littell/Houghton Mifflin Company. Reteach Standards Lesson File Messages in Political Cartoons Media Lessons 3 & 19 =Resources for Differentiation

160 Unit 7 Resource Manager Grade 8 MEDIA STUDY: POLITICAL CARTOONS

Ideas for Extension POLITICAL STUDY: MEDIA

Differentiation These activities provide students with a variety of options for CARTOONS demonstrating understanding of lesson concepts. EXPLORATIONS AND ACTIVITIES ILLUSTRATION: CREATE SYMBOL Remind students that images of Uncle Sam have been used to represent the United States for close to two hundred years. His look, though generally consistent, changes to reflect whatever message he is communicating. Have students work individually or in pairs to create their own artistic representations of important people, places, and ideas. Their representations should reflect how they feel about their subjects. For example, students might design their own symbol of the United States of America, while others might create a symbol of a more general idea, organization, or concept. To get started, students should brainstorm what opinion they want to express through their symbol. Remind them to experiment with some of the artistic elements introduced in the lesson, such as color, exaggerated shapes, and different types of lines. Have students share their designs with the rest of the class and analyze the meaning of each image shown. INQUIRY AND RESEARCH CARTOONS OF THE PAST Tell students that it can be interesting to look back on early political cartoons to learn how the genre has both changed and stayed the same. Have students work individually or in pairs to learn more about political cartoons of the past. Students should locate books, newspaper archives, and Web sites that feature political cartoons from the 1800s into the 20th century. If possible, have them make copies of their favorite examples and share them with the class. Pre-AP Challenge: Ask students to find out more about some of the best-known political cartoonists throughout history. Have them compare and contrast the work of two or more cartoonists—from the same era or from different historical periods—in an essay or presentation. You might suggest the following names: Thomas Nast, Joseph Keppler, Carl Schurz, Jeff MacNelly, Jim Borgman, Mike Luckovich, Michael Ramirez, Dick Locher, Jim Morin, and Mike Peters. WRITING ANALYZE CARTOON: ESSAY Ask students to write an essay in which they use terminology introduced in the lesson to analyze a political cartoon. Assign students a current or historical political cartoon or ask them to locate one in a newspaper, magazine, or online. Then have them study the cartoon closely and write about the effect of color, shapes, lines, and texture

Resource Manager Unit 7 161 Grade 8 MEDIA STUDY: POLITICAL CARTOONS Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do? CARTOONS

MEDIA STUDY: POLITICAL WhichTeachingOptiondidIuse? Teaching Option 1: The Basics (1–2 days)

Teaching Option 2: In-Depth Study (2–3 days)

How successful was the lesson?

Evaluate Process What worked? • Strategies

• Resources

What did not work? Why not?

Reflect The next time I teach this Media Study, what will I do differently? Why?

162 Unit 7 Resource Manager Grade 8 MEDIA STUDY: POLITICAL CARTOONS

Summary POLITICAL STUDY: MEDIA

“ACID RAIN” CARTOONS This cartoon about acid rain by Frank Evers features a confused Uncle Sam. A drop of acid rain has burned through his hand. The cartoon first appeared in the New York Daily News. “THE SILVER SUN OF PROSPERITY” Bernard Gillam drew this cartoon in reaction to the Sherman Silver Purchase Act of 1890. In it, Uncle Sam holds a large silver dollar over a busy Washington scene. “LLUVIA ÁCIDA”” Esta caricatura sobre lluvia ácida por Frank Evers presenta un Tío Sam confundido. Una gota de lluvia ácida quemó su mano atravesándola de un lado a otro. La caricatura apareció originalmente en el New York Daily News. “EL SOL DE PLATA DE LA PROSPERIDAD” Bernard Gillam dibujó su caricatura en reacción a la Ley Sherman de Plata de 1890. En la caricatura, el Tío Sam está sosteniendo un dólar de plata grande sobre una escena muy agitada de la ciudad de Washington. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 163 Grade 8 MEDIA STUDY: POLITICAL CARTOONS Summary

“LAPLI ASID” Karikati sou lapli asid, Frank Evers la, prezante yon Tonton Sam ki gen konfizyon. Yon gout laplis asid boule nan men li. Karikati a te parèt dabò nan New York Daily

CARTOONS News. “THE SILVER SUN OF PROSPERITY” MEDIA STUDY: POLITICAL Bernard Gillam te desine karikati sa a akòz Sherman Silver Purchase Act nan ane 1890. Ladan li, Tonton Sam kenbe yon gwo dola ann ajan sou yon sèn Wachintonn ki gen anpil moun. Copyright © McDougal Littell/Houghton Mifflin Company.

164 Unit 7 Resource Manager Grade 8 Name Date

MEDIA STUDY: POLITICAL CARTOONS COPY MASTER

Media Literacy: Messages in Political POLITICAL STUDY: MEDIA Cartoons CARTOONS

VIEWING GUIDE A political cartoon is a humorous drawing that comments on a political issue or event. In every cartoon, a cartoonist includes images and details that help the viewer figure out his or her message.

Directions: View both political cartoons. Then, analyze each cartoon by answering the questions in the first column of the chart.

Strategies for Analyzing “Acid Rain” “The Silver Sun of Prosperity” Political Cartoons What is the subject of the cartoon?

What symbols are used inthe cartoon?

What words or phrases are used to identify objects?

What details are unusual or exaggerated?

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MEDIA STUDY: POLITICAL CARTOONS COPY MASTER Media Literacy: Messages in Political Cartoons

CLOSE VIEWING You can analyze the message in a political cartoon. CARTOONS Directions: Analyze the political cartoon “The Silver Sun of Prosperity.” Rate the

MEDIA STUDY: POLITICAL effectiveness of its message based on the criteria in the first column of the chart. In the second column, explain your rating and include specific examples from the cartoon to support your opinions.

Rate the effectiveness of the cartoon on a Explain your rating. scale of 1 to 5. Symbolism Rating: 1 = not at all effective 5 = extremely effective

Art Elements (color, line, shape, size) Rating: 1 = not at all effective 5 = extremely effective

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MEDIA STUDY: POLITICAL CARTOONS COPY MASTER

Media Literacy: Messages in Political POLITICAL STUDY: MEDIA Cartoons CARTOONS

MEDIA ACTIVITY You can compare the messages in different political cartoons.

Directions: Collect three political cartoons from your local newspaper or school paper. Select one of the cartoons and compare it to one of the selections from this lesson. Use the chart below to examine the similarities and differences between the two cartoons.

Strategies for Analyzing Title or Label: Title or Label: Political Cartoons What is the subject of the cartoon?

What symbols are used inthe cartoon?

What words or phrases are used to identify objects?

What details are unusual or exaggerated?

Resource Manager Unit 7 167 Grade 8 Name Date

MEDIA STUDY: POLITICAL CARTOONS COPY MASTER Media Literacy: Messages in Political Cartoons

PRODUCE YOUR OWN MEDIA You can create a political cartoon. CARTOONS Directions: Choose an issue that you think would make a good subject for your

MEDIA STUDY: POLITICAL own political cartoon. This issue may be something that affects your school, your neighborhood, or the entire nation. Think about: • What symbols and details you could use to represent the issue • What you could exaggerate in the image to highlight your point • How you will use art elements to draw attention to the most important part of your image • How you will draw or label objects so that they’re easy to recognize Copyright © McDougal Littell/Houghton Mifflin Company.

168 Unit 7 Resource Manager Grade 8 Lesson at a Glance ant to it-Ins rite Margaret Walker Margaret Walker IWANTTOWRITE/SIT-INS

WHY THESE SELECTIONS? poems were written and the changes in Margaret Walker writes skillfully and society’s attitude towards injustice. passionately about the African-American FOCUS STANDARDS experience and the civil rights movement. • Historical Context Students at every reading level will get a better appreciation of the events and • Analyze Repetition people she describes in “I Want to Write” and “Sit-Ins.” LESSON RESOURCES Plan and Teach ABOUT THESE SELECTIONS Lesson Plan and Resource Guide . 170–171 Pupil/Teacher’s Edition Pages: 854–859 Alternative StandardsFocus..... 172 Difficulty Level: Easy AdditionalSelectionQuestions....173 Summaries In “I Want to Write,” the IdeasforExtension...... 174–175 speaker describes her longing to capture Teacher Notes...... 176 the songs of her people: their stories, their Student Copy Masters pain, and their beauty. In “Sit-Ins,” the Literary Analysis: Historical Context . 177 speaker addresses the first students who Literary Analysis: Historical Context participated in a sit-in at a Woolworth’s (Spanish) ...... 178 department store in 1960. The poem Reading Skill: Analyze Repetition . . 179 celebrates the students’ “courage and Reading Skill: Analyze Repetition faith, convictions, and intelligence,” as (Spanish)...... 180 well as their efforts to achieve justice and Question Support ...... 181 awaken the consciences of the people who ReadingFluency...... 182 make and enforce unjust laws. Assess Key Idea: Injustice As students work SelectionTestA...... 183–184 through the two poems, they will explore Selection Test B/C ...... 185–186 the key idea of injustice and how to not only combat it, as in “Sit-Ins,” but also All lesson resources are available Copyright © McDougal Littell/Houghton Mifflin Company. how to rise above it. The poems span electronically on DVD thirty years, allowing students to reflect on the historical context in which the

Resource Manager Unit 7 169 Grade 8 Lesson Plan and Resource Guide

I Want to Write / Sit-Ins Poems by Margaret Walker Objectives • explore the key idea of injustice • identify and analyze historical context • read poetry and a book excerpt • identify and analyze repetition Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Question/Key Idea p. 854

Author Biography and Literature Center at ClassZone.com

I WANT TO WRITE / SIT-INS Background Information p. 855 Teach

Historical Context p. 855

Analyze Repetition p. 855 Analyze Repetition CM—p. 179, Spanish p. 180 Practice and Apply: Guided Practice

Selection and Teacher Notes Audio Anthology CD “I Want to Write,” p. 856 Reading Fluency CM p. 182 “Sit-Ins,” p. 857 from A Dream of Freedom, p. Best Practices Toolkit 859 Differentiated Instruction pp. 31–38 Think-Pair-Share p. A18 [T] Practice and Apply: After Reading

Selection Questions p. 858 Historical Context CM—p. 177, Spanish p. 178 Question Support CM p. 181 Additional Selection Questions p. 173 Alternative Standards Focus p. 172 Ideas for Extension pp. 174–175 Copyright © McDougal Littell/Houghton Mifflin Company.

170 Unit 7 Resource Manager Grade 8 Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Assess and Reteach

Assess Selection Test A CM pp. 183–184 Selection Test B/C CM pp. 185–186 Test Generator CD

Reteach Standards Lesson File Analyze Repetition Literature Lesson 34: Repetition and Historical Context Parallelism Literature Lesson 41: Author’s Perspective IWANTTOWRITE/SIT-INS =Resources for Differentiation Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 171 Grade 8 I WANT TO WRITE / SIT-INS Use as an alternative to the Alternative Standards Focus focus skills on PE page 855.

The focus skills for “Why I Write”/ “Sit-Ins” are historical context and analyze repetition. The suggestions on this page allow you to teach an alternate or additional literary analysis skill using these selections. Literary Analysis: Imagery PASSAGE 1: lines 3–6 (“I Want to Write”) What feelings do the images in lines 3–6 convey? (The images are of someone taking hold of things—songs, dreams, souls—that are hard to catch. They convey the speaker’s longing to capture in words the African-American experience.) PASSAGE 2: line 8 (“Sit-Ins”) Poets use imagery to help readers visualize key ideas in their poetry. What mental picture does line 8 bring to mind? (The image suggests a bolt of fire streaking across the sky like lightning, but brighter and even more powerful.) PASSAGE 3: I WANT TO WRITE / SIT-INS lines 1–12 (“Sit-Ins”) How does Walker’s use of imagery affect your ability to understand the historical context in which the poem is set? List some examples of imagery describing the students and their opponents. (Her use of imagery draws readers into the event and helps readers better appreciate the extreme courage of these “first brave ones.”Some examples of imagery include “bright young” [line 5], “fling your names across pages” [line 5], and “stony ones” [line 10].) PASSAGE 4: “I Want to Write,” “Sit-Ins” In your opinion, which of the two poems uses imagery more effectively? Why? (Some students may say “I Want to Write” because the senses of sight, hearing, and touch are addressed, whereas some may say that “Sit-Ins” includes vivid imagery in the descriptions of the students’ qualities, such as courage and intelligence.) For a lesson on imagery, see Literature Lesson 28: Imagery in the Standards Lesson File. Copyright © McDougal Littell/Houghton Mifflin Company.

172 Unit 7 Resource Manager Grade 8 I WANT TO WRITE / SIT-INS Use to supplement the Additional Selection Questions questions on PE page 858.

Differentiation Use these questions to provide customized practice with comprehension and critical thinking skills. Easy 1. Clarify In “Sit-Ins,” whom is the speaker addressing? How do you know? (The speaker is talking to the first students to participate in a sit-in. The speaker makes this clear by beginning the poem with “You were our first brave ones.” “You” refers to the students.) 2. Identify Repetition Both poems use repetition of words or phrases to help

emphasize meaning. List an example of repetition in each poem. (In “I Want to IWANTTOWRITE/SIT-INS Write,” the phrase Iwantis repeated as well as phrases beginning with to. In “Sit-Ins,”the words and phrases first and with your are repeated.)

Average 3. Key Idea: Injustice After reading the two poems has your initial response to the question—How can we fight injustice?—changed? Why or why not? (Some students may have different views on combating injustice, especially after reading “Sit-Ins” and hearing the speaker’s passionate thank you to the sit-in participants.) 4. Analyze Repetition What verb appears in both poems? Why do you think the poet repeatedly chose this verb instead of other similar verbs? (The verb fling is repeated in both poems. Fling conveys a much stronger action than synonyms the poet could have used in its place, such as toss or throw.)

Challenging

5. Key Idea: Injustice Compare the two poems. In what ways are the two speakers’ attitudes toward injustice similar? In what ways are they different? How do you think the historical time period in which the poems were written might have affected differences in these attitudes? (Both speakers have similar attitudes about injustice and share their pride in their people’s ability to rise above it. However, the speaker in “Sit-Ins” speaks more strongly against those that commit or ignore injustices. This could be related to the time period in which the poems were written. In the 1930’s, when “I Want to Write” was published, society was not as open about the injustices done to African Americans. By the 1960’s, when Walker wrote “Sit-Ins,”the civil rights movement was in full force and people were much more comfortable speaking out against injustice.) 6. Compare and Contrast Genres Compare and contrast “Sit-Ins” and the book excerpt in terms of their treatment of this historic event. Is the author’s purpose the same for both? Do they share the same tone? (The author’s purpose Copyright © McDougal Littell/Houghton Mifflin Company. is similar in both pieces. Both want to inform, but the poetry is also meant to entertain. Their tones are different. The poem’s tone is admiring, while the tone of the article is serious and straightforward.)

Resource Manager Unit 7 173 Grade 8 I WANT TO WRITE / SIT-INS Ideas for Extension

Differentiation These activities provide students with a variety of options for demonstrating understanding of lesson concepts. EXPLORATIONS AND ACTIVITIES MULTIMEDIA PRESENTATION: EXPLORE KEY CONCEPT Have students work in small groups to create a multimedia presentation that represents their thoughts about injustice. Ask them to begin by brainstorming words and images that they associate with the word injustice. Have them use these words and images as the basis of their presentation. Encourage them to include music, video clips, slides, and commentary in their production. Advise students to keep their presentations between 2–5 minutes long. Invite groups to share their presentations with the class. Talk about common elements in the presentations and discuss why they might be common.

TIMELINE: APPLY CHRONOLOGICAL ORDER The two poems in this lesson span over 30 years. Discuss with students what key historical events took place between 1930 and 1960. List their ideas on the board. Next, have students work in small groups to create illustrated timelines of I WANT TO WRITE / SIT-INS American history from 1930 to 1960. Encourage groups to focus particularly on events affecting the African-American community or the civil rights movement. Tell groups that their timelines should include at least ten events. Encourage students to illustrate their timelines with photos, headlines, or other images from online sources. Challenge students to color-code their timelines to indicate which events deal with injustice. They might do this by using a different color of marker for those events. Invite groups to present their timelines to the class and use them to create a master timeline on the board, including all the events from the group timelines. Indicate which events are related to fighting injustice. Are students surprised by the number (or lack thereof) of events related to opposing injustice? Why or why not?

ANTHOLOGY: EXAMINE ADDITIONAL WORKS Talk with students about the similarities between “I Want to Write” and “Sit-Ins.” Make clear that Margaret Walker often used her writing to express her thoughts about the injustice African Americans faced. Have students work in small groups to create their own anthologies of Walker’s work. To do this, they can skim though her poetry collections including For My People (1942), Prophets for a New Day (1970), October Journey (1973), For Farish Street Green (1986), and This Is My Century: New and Collected Poems (1989). Each group member should be responsible for finding at least one piece to include in their anthology. Group members should copy each poem on a sheet of notebook

paper and include an illustration that represents the key message of the piece. Have Copyright © McDougal Littell/Houghton Mifflin Company. groups create a cover, as well as a title, for their collection. Invite volunteers to share their choices with the rest of the class. Have presenters explain why they chose the

174 Unit 7 Resource Manager Grade 8 IDEAS FOR EXTENSION, CONTINUED

poems that they did, and what they wanted their titles and covers to communicate as well. INQUIRY AND RESEARCH SIT-INS The excerpt from A Dream of Freedom provides a basic overview of the first sit-in during the civil rights movement. Talk with students about what they learned about the sit-in from the excerpt. Next, ask them what questions they still have about this and subsequent Sit-Ins, such as What happened to these students? Were the Sit-Ins successful? List their questions on the board.

Assign one or more questions to each student to research. Have students present IWANTTOWRITE/SIT-INS their findings to the class. Encourage students to gather information from several sources and include visual aids, such as photographs, in their presentations. WRITING ANALYZE STYLE: POEM Margaret Walker describes her longing to write about the African-American experience in “I Want to Write.” Ask students to brainstorm topics about which they long to write. Have students choose a topic from their list of ideas and write a poem about that topic, using Margaret Walker’s poem both as inspiration and a model. Challenge them to include repetition in their poems, as well as imagery, to help their readers understand why their choice is so important to them. Pre-AP Challenge: Challenge students to base their poems on a historical event or events about which they feel strongly. Ask them to include enough clues in the form of details, figurative language, and other poetic devices so that their readers can get a sense of the historical context in which the poem is based.

ANALYZE HISTORICAL CONTEXT: ESSAY Margaret Walker wrote “I Want to Write” when she was only nineteen. “Sit-Ins” was published almost 30 years later. Discuss with students how these two poems suggest a shift in African Americans’ response to racial discrimination between the 1930s and the 1960s. Remind students to consider differences in tone, language, and message, and the ways in which they relate to each poem’s overall effect. After the discussion, ask students to reflect on this shift in a brief essay. Encourage them to suggest ways in which the social and political atmosphere in the country may have affected Margaret Walker’s ideas about addressing problems publicly, through protest, instead of privately, through writing. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 175 Grade 8 I WANT TO WRITE / SIT-INS Teacher Notes

Review and Evaluate Outcome What did I want students to know or be able to do?

How successful was the lesson?

Evaluate Process What worked? • Strategies

• Resources I WANT TO WRITE / SIT-INS

• Differentiation

What did not work? Why not?

Reflect The next time I teach “I Want to Write” and “Sit-Ins,” and what will I do differently? Why?

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I WANT TO WRITE / SIT-INS COPY MASTER Literary Analysis

HISTORICAL CONTEXT When you look at literature in its historical context, you consider what was happening in society at the time a piece of writing was created. Margaret Walker wrote “I Want to Write” in the 1930s and “Sit-Ins” in the 1960s.

Directions: Read the background on page 855 and the excerpt from A Dream of Freedom on page 859. In the chart, record words or phrases from each poem that reflect ideas, values, or events from the time in which the poem was written. IWANTTOWRITE/SIT-INS Examples from Text Social Conditions of the Time “I Want to Write”

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QUIERO ESCRIBIR / SENTADAS DE PROTESTA COPY MASTER Literary Analysis

HISTORICAL CONTEXT Cuando ves la literatura en su contexto histórico, consideras lo que estaba sucediendo en la sociedad en el momento en que se creó un escrito. Margaret Walter escribió “Quiero escribir” en los años treinta y “Sentadas de protesta” en los años sesenta.

Instrucciones: Lee los antecedentes en la página 855 y el extracto de Un sueño de libertad en la página 859. En la tabla, anota palabras o frases de cada poema que reflejen ideas, valores o sucesos de la época en la que se escribió el poema.

Ejemplos para texto Condiciones sociales de la época “Quiero escribir” SPANISH

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I WANT TO WRITE / SIT-INS COPY MASTER Reading Skill

ANALYZE REPETITION Sound devices add interest and appeal to all types of poems. One of the sound devices used in Margaret Walker’s poems is repetition, in which a sound, word, phrase, or line is repeated for emphasis or unity. To understand the effect of repetition in a poem, follow these steps: • Write down repeated words, phrases, or lines. • Think about what ideas these repeated elements emphasize. • Notice how the repetition relates to the poem’s overall message. IWANTTOWRITE/SIT-INS Directions: In the first column of the chart, record examples of repetition from each poem In the second column, describe the effect of each example on your understanding of Walker’s ideas.

“I Want to Write”

Repetition Effect

“Sit-Ins”

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QUIERO ESCRIBIR/PROTESTA SENTADA COPY MASTER Reading Skill

ANALYZE REPETITION Los recursos de sonido añaden interés y atractivo a todos los tipos de poemas. Uno de los recursos de sonido usado en los poemas de Margaret Walter es la repetición, en la que un sonido, una palabra, una frase o un verso se repite para dar énfasis o unidad. Para comprender el efecto de la repetición en un poema, sigue estos pasos: • escribe palabras, frases o versos repetidos. • piensa en qué ideas enfatizan estos elementos repetidos. • observa cómo la repetición se relaciona con el mensaje completo del poema.

Instrucciones: En la primera columna de la tabla, anota ejemplos de repetición para cada poema. En la segunda columna, describe el efecto de cada ejemplo en tu comprensión de las ideas de Walker.

“Quiero escribir” SPANISH Repetición Efecto

“Sentadas de protesta

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I WANT TO WRITE / SIT-INS COPY MASTER Question Support

LITERARY ANALYSIS For questions 1–2, see page 858 of the Pupil Edition. Directions: Answer each question. 3. Understand Imagery Imagery consists of words and phrases that appeal to readers’ senses. In the chart, write images from “I Want to Write” that appeal to each sense.

Hearing Sight Touch IWANTTOWRITE/SIT-INS

4. Examine Historical Context Think about conditions and events that affected African-Americans in the 1930s. Then complete the sentence that follows. “I Want to Write” is a protest against racial injustice because

5. Interpret a Passage Reread lines 8 –10 of “Sit-Ins.” Who are “the stony ones” the author refers to in line 10?

6. Compare Texts The poem “Sit-Ins” and the book excerpt from A Dream of Freedomfocus on the same topic. Write P on the line next to the details that come from the poem and B next to the details that come from the book. a. date of first sit-in b. significance of the event c. names of the protesters d. character traits of the protesters

7. Analyze Repetition Underline one of the two poems in parentheses and then complete the following sentence. The overall effect of the repetition in (“I Want to Write”/”Sit-Ins”) is to Copyright © McDougal Littell/Houghton Mifflin Company.

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I WANT TO WRITE / SIT-INS COPY MASTER Reading Fluency

ORAL RECITATION Some poems have strong messages that they convey through distinctive structure and powerful words and images. To give a memorable reading of such a poem, use the poem’s distinctive language as well as punctuation cues to guide your phrasing. Speak clearly and with expression. Use marks like these to plan your reading:

L = louder n = raise pitch / = pause or stop S=softer p = lower pitch underscore = add stress

Directions: Listen as your teacher reads “I Want to Write.” Then use the marks above to show how you would read the poem. When you are ready, read the poem aloud to a partner.

Iwanttowrite I want to write the songs of my people. I want to hear them singing melodies in the dark. I want to catch the last floating strains from their sob-torn throats.

I WANT TO WRITE / SIT-INS 5 I want to frame their dreams into words; their souls into notes. I want to catch their sunshine laughter in a bowl; flingdarkhandstoadarkersky and fill them full of stars then crush and mix such lights till they become 10 a mirrored pool of brilliance in the dawn. —Margaret Walker, “I Want to Write” Copyright © McDougal Littell/Houghton Mifflin Company.

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I WANT TO WRITE / SIT-INS Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. In “I Want to Write,” what does the speaker 5. The“dawn”inline10of“IWanttoWrite” want to hear in the dark? most likely refers to A. melodies A. the songs the sun sings in the morning B. laughter B. a fresh start for African Americans C. strains C. an early morning for the speaker D. notes D. the poet’s love of daylight IWANTTOWRITE/SIT-INS

2. The description of throats in line 4 of 6. According to the speaker of “Sit-Ins,” what “I Want to Write” refers to a historical do the “brave ones” defy? context of A. violence A. illness B. silence B. laughter C. faith C. hardship D. hate D. celebration 7. According to the speaker of “Sit-Ins,” an 3. In line 6 of “I Want to Write,” what important quality of the first ones is their emotion does the speaker hope to catch? A. justice A. joy B. youth B. grief C. silence C. hope D. names D. wonder 8. What does the repetition of “with” in 4. The first lines of “I Want to Write” “Sit-Ins” help emphasize? emphasize the sense of hearing. What A. ng ones’ youth sense is emphasized in lines 9–10 of the the you poem? B. the stoniness of the others C. what the young ones do without A. hearing D. how the young ones work together B. sight C. smell D. touch Copyright © McDougal Littell/Houghton Mifflin Company.

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SELECTION TEST A, CONTINUED

9. In “Sit-Ins,” those who oppose the first 10. In both poems, the poet expresses ones are described as the historical context of her times by A. stony mentioning her people’s B. brave A. awakening C. bright B. silence D. young C. suffering D. laughter

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the poems. (10 points each) 11. In “I Want to Write,” what does the speaker want to do with stars?

12. What are two accomplishments of the “first ones” in “Sit-Ins”?

Extended Response Answer the following question based on your knowledge of the poems. Write one or two paragraphs on a separate sheet of paper. (20 points) I WANT TO WRITE / SIT-INS 13. Do the speakers in these poems focus more on positive or negative events? Use four details from the poems to support your response. Copyright © McDougal Littell/Houghton Mifflin Company.

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I WANT TO WRITE / SIT-INS Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. In “I Want to Write,” what does the speaker 5. The main intention of the speaker in “I want to do with the people’s dreams? Want to Write” is to A. hear them sing A. explain a desire to be a writer B. fill them with stars B. analyze the movement of stars C. catch them in a bowl C. describe various kinds of music D. frame them into words D. express African Americans’ feelings IWANTTOWRITE/SIT-INS

2. In “I Want to Write,” the speaker wants to 6. What did the first ones mentioned in line 1 transform stars into of “Sit-Ins” do that showed bravery? A. songs of the people A. kept silent always B. a bowl of sunshine B. wrote down history C. a pool of brilliance C. faced hate with nonviolence D. floating strains D. suffered being hit with stones

3. The repetition of “I” in “I Want to Write” 7. The description “new southern history” in emphasizes the speaker’s line 6 of “Sit-Ins” refers to the historical A. wish to be part of the action context of changes in B. need to be the center of attention A. the right way to read books C. hopes of being remembered forever B. African American life in the South D. desire to see everything that happens C. writing in African Americans’ books D. the African American way to count 4. In “I Want to Write,” the speaker’s years description of making light out of dark could refer to the historical context in 8. By repeating the word “first,” the speaker which African Americans in “Sit-Ins” is emphasizing that those A. tried to destroy prejudice involved in Sit-Ins B. wanted to be friends with whites A. awakened consciences C. wished to write down their dreams B. defied their followers D. hoped to help people see more stars C. showed intelligence D. became leaders Copyright © McDougal Littell/Houghton Mifflin Company.

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SELECTION TEST B/C, CONTINUED

9. What do Jesus and the first ones in 10. A common factor in the historical context “Sit-Ins” do that shows that they are alike? of both “I Want to Write” and “Sit-Ins” is A. show bravery regardless of their youth that each speaker’s people have B. fling their names across history A. learned bravery while in church C. stay silent in the face of hate B. endured prejudice and discrimination D. blaze a path for justice C. sung melodies and dreamed in the dark D. rewritten history from a new point of view

Written Response Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the poems. (10 points each) 11. What repetition in “Sit-Ins” emphasizes what the young ones had and did not have?

12. What is one way that the speaker in “Sit-Ins” uses light to represent change?

I WANT TO WRITE / SIT-INS Extended Response Answer one of the following questions based on your knowledge of the poems. Write one or two paragraphs on a separate sheet of paper. (20 points) 13. Do the “first ones” in “Sit-Ins” deserve more or less honor and respect than those who followed them and took the same actions? Use details from the poem to support your response.

186 Unit 7 Resource Manager Grade 8 Lesson at a Glance

Writing Workshop Cause-and-Effect Essay

WHAT’S THE CONNECTION? LESSON RESOURCES By writing a cause and effect essay, students will Plan and Teach be able to utilize many of the literary elements and Lesson Plan and Resource Guide . . 188–189 techniques they have studied throughout the unit, TeacherNotes...... 190 including these: Student Copy Masters • Cause and Effect Prewriting ...... 191 • Make Inferences Drafting...... 192 Revising and Editing ...... 193–194 In addition, students will have opportunities to AskaPeerReader...... 195 incorporate what they have learned in the unit Rubric...... 196 by creating a thesis statement that explains the Publishing With Technology ...... 197 connection between a cause and its effects, using WORKSHOP WRITING Writing Support (for English learners) . . 198 transitions, following a logical order, and using precise language and varied sentence types. Finally, use of the Key Traits to develop their own cause All lesson resources are available and effect essays will help students acquire a electronically on DVD stronger understanding of a writer’s perspective and historical and cultural context. ABOUT THE WRITING WORKSHOP Pupil/Teacher’s Edition Pages: 860–867 The Writing Workshop reinforces the unit focus of writer’s perspective and cultural or historical context by supporting students in the writing of a cause and effect essay. The workshop provides step-by-step instructions, suggestions, and models for using the writing process. Copyright © McDougal Littell/Houghton Mifflin Company.

Resource Manager Unit 7 187 Grade 8 Lesson Plan and Resource Guide

Writing Workshop : Cause-and-Effect Essay Objectives • analyze a student model that reflects the key traits of a cause-and-effect essay • use the writing process to write a cause-and-effect essay • use transition words to signal causes and effect • revise and edit, using a rubric • create a multimedia presentation on a cause-and-effect relationship Unless otherwise noted, all resources can be found in the Resource Manager. All materials are also available on Easy Planner DVD.

Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Focus and Motivate

Writer’s Road Map p. 860 Media Smart DVD Writing Center at ClassZone.com Teach

Part 1: Analyze a Student Best Practices Toolkit Model pp. 861–862 Scaffolding Writing Instruction pp. 43–46

WriteSmart CD Writing Center at ClassZone.com Practice and Apply: Guided Practice

Part 2: Apply the Writing Prewriting–Editing CM pp. 191–195 Process pp. 863–865 Writing Rubric CM p. 196 Writing Support CM p. 198 WRITING WORKSHOP Best Practices Toolkit Cause-and-Effect Diagrams pp. B16, B37, B38 [T] Cluster Diagram p. B18 [T] Writing Template: Cause and Effect pp. C16, C22, C23 [T]

188 Unit 7 Resource Manager Grade 8 Pupil’s Edition and Additional Resources Teacher’s Edition CM=Copy Master T=Transparency Assess and Reteach

Standards Lesson File Writing Lesson 9: Creating Sentence Variety Writing Lesson 16: Cause-and-Effect Order Writing Lesson 19: Transitions Writing Lesson 21: Writing a Thesis Statement Writing Lesson 30: Cause-and-Effect Essay Writing Lesson 40: Elaborate with Facts and Statistics Writing Lesson 44: Using Precise Words Grammar Lesson 20: Missing or Misplaced Commas Preparing to Publish

Preparing to Publish p. 866 WriteSmart CD Writing Center at ClassZone.com Publish with Technology

Creating a Multimedia Publishing with Technology CM p. 197 Presentation p. 867 Best Practices Toolkit WORKSHOP WRITING Storyboard p. C11 [T]

Resource Manager Unit 7 189 Grade 8 WRITING WORKSHOP Teacher Notes

Review and Evaluate Outcome What did I want students to learn about writing a cause-and-effect essay?

How successful was the lesson?

Evaluate Process What worked? • Strategies

• Resources

• Writing Prompts

• Speaking and Listening: Create a Multimedia Presentation

What did not work? Why not? WRITING WORKSHOP

Reflect The next time I teach this Writing Workshop, what will I do differently? Why?

Plan Ahead

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WRITING WORKSHOP COPY MASTER Cause-and-Effect Essay

PREWRITING A flow chart can help you explore an event’s causes and effects.

Directions: Use the flow chart below to list your event’s causes and effect. If you find that a cause has more than one effect, be sure to show the additional effect(s).

Causes

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WRITING WORKSHOP COPY MASTER Cause-and-Effect Essay

DRAFTING Create an informal outline to organize your thoughts. You can then use this information to help structure your essay.

Directions: Use the following outline to plan your introduction, causes, effect, and conclusion. You may also create a different type of outline in which you present the effect(s) first and then the causes. Introduction:

Most important cause:

Second most important cause:

Third most important cause:

Most important effect:

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WRITING WORKSHOP COPY MASTER Cause-and-Effect Essay

REVISING AND EDITING 1 Directions: Use the following suggestions to revise and edit the excerpt. Mark your changes on this page. Then copy your corrected draft on a separate sheet of paper. • Use transitions to show the relationship between causes and effects. • Avoid run-on sentences. • Use correct spelling.

The “Good Sports” Rule Takes Effect

Our town has an amazing soccer league, but, in many years

of play, we had never won a trophy. Then the league passed a

new rule: parents of players had to be “good sports,” just as the

players did. “Bad sports” could be banned. Our league finally

won its first silver cup.

The teams instituted this rule because some parents had been

behaving badly at games. They screamed insults at players and RTN WORKSHOP WRITING referees it seemed as if they might actually start a fight at times.

This was not wholesome, friendly competision.

The “good sports” rule was passed. At first, the games grew

really quiet. People seemed afraid to say anything at all. Then,

after a few games, they started shouting again, but this time they

yelled encouragement instead of criticism. The air was filled

with positive feedback, some of the more timid players started

playing more. Instead of hanging back, they would go after the

weak players got better.

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WRITING WORKSHOP COPY MASTER Cause-and-Effect Essay

REVISING AND EDITING 2 Some tests may ask you to identify errors in grammar and to improve paragraphs. Directions: Select one underlined part that must be changed to make the following sentence correct. There is no more than one error in the sentence. If the sentence is correct as written, select answer choice E.

1. A parent who thinks their child is not getting enough playing time may become angry at the coach. A. who B. their C. getting D. time E. No error.

Directions: Determine whether the underlined section of the following sentence needs improvement. If it does, select the best change presented in the five choices below the sentence. If you think the original phrasing produces a better sentence than any of the other choices, select choice A.

2. Parents who behave inappropriately at games not only upset their kids and the other players as well. A. not only upset their kids and the other players as well B. not only upset their kids and also the other players C. not only upset their kids other players are upset too D. upset not only their own kids but also the other players E. upsetting their own kids and the other players as well

Directions: Select the best answer to the question that follows the passage. (1) Some parents behaved inappropriately at games. (2) These parents got so wrapped up in winning or losing that they forgot that one of the goals of school sports is to

WRITING WORKSHOP teach good sportsmanship. (3) Our soccer league passed a new rule. (4) The rule was to ensure parents’ good behavior at games.

3. Which of the following is the best way to combine sentence 3 and sentence 4? A. Our soccer league passed a new rule, it ensured parents’ good behavior at games. B. Our soccer league passed a new rule and to ensure parents’ good behavior at games. C. Our soccer league passed a new rule to ensure parents’ good behavior at games. D. Our soccer league passed a new rule about parents, they had to behave at Copyright © McDougal Littell/Houghton Mifflin Company. games. E. Our soccer league passed a new rule, parents had to stop behaving badly at games.

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WRITING WORKSHOP COPY MASTER Cause-and-Effect Essay

ASK A PEER READER To see whether your essay clearly describes a cause-effect relationship, ask a peer reviewer to read it.

Directions: Give your peer reader this sheet. Have him or her record answers to the following questions and then give you suggestions for revision. 1. How can I improve my introduction?

2. Which causes or effects need more explanation?

3. Which point that I made was most interesting, surprising, or disturbing? Why? RTN WORKSHOP WRITING

4. Where should I improve my explanations or support?

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WRITING WORKSHOP COPY MASTER Cause-and-Effect Essay

RUBRIC FOR EVALUATION Other rubrics are available on the WriteSmart CD-ROM and in the Writing Center at ClassZone.com.

Key Traits Strong Average Weak Ideas • Identifies a true cause-and-effect relationship • Presents a thesis statement that explains the connection between causes and effects • Uses facts, examples, and other details to support each cause and effect Organization • Presents causes and effects in a sensible order • Uses transitions to show the relationship between effects and causes • Has an attention-getting introduction and a conclusion that summarizes the cause-and-effect relationship Voice • Uses a tone that is appropriate for the audience and purpose Word Choice • Uses precise language to explain

WRITING WORKSHOP each cause and effect Sentence • Uses a variety of sentence Fluency types (statements, questions, and exclamations) Conventions • Uses correct grammar, spelling, and punctuation Copyright © McDougal Littell/Houghton Mifflin Company.

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WRITING WORKSHOP COPY MASTER Cause-and-Effect Essay

PUBLISHING WITH TECHNOLOGY Create a multimedia presentation that showcases your cause-and-effect essay.

Directions: To help plan your presentation, use the following boxes to create a storyboard. Make simple sketches that show what the audience will see. Then use the lines below the boxes to briefly tell what the audience will hear, such as what the voiceover will say, what music will play, or what sound effects will be used. RTN WORKSHOP WRITING Copyright © McDougal Littell/Houghton Mifflin Company.

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WRITING WORKSHOP COPY MASTER Writing Support

USE TRANSITIONS TO SHOW CONNECTIONS IN YOUR CAUSE-AND-EFFECT ESSAY Transitions are used to show how ideas or details are connected. In your cause-and-effect essay, you may use some transitional words and phrases to identify which events lead to others. You may also use some words or phrases to show the order of importance of your ideas.

Cause Effect Order of Importance because consequently most important if as a result first provided that so second since therefore third due to then strongest best another

Write about a cause-and-effect relationship that interests you. I am going to write about

In the chart, write some of the causes and one or more effects.

Causes Effect WRITING WORKSHOP

198 Unit 7 Resource Manager Grade 8