Text Title Genre the Selfish Giant Short Story the Third Wish Short

Home , Selfish (House)

Week of June 1-5 Grade: 6 Content: ELA Learning Objective: Greetings 6th graders! We hope you are safe and well with your families! This week we are providing you with 5 engaging and informative readings from Common Lit to choose from. We are also providing you with ways to boost your important reading skills through on-line programs. Students with a device and access to the internet should spend time on these sites as well as work on Common Lit activities each week. Common Lit Activities: Text Title Genre The Selfish Giant Short Story The Third Wish Short Story Dedicated to the Goal Informational text The Plymouth Thanksgiving Story Informational text Of Feathers, fat, and Freezing (Available on-line Informational only. Your teacher can assign this to you in Common Lit) text Wind, Water, Stone Poem

Skills Activities: The following websites provide students with more practice with important reading skills. Only students at the identified schools have access to these sites. Directions for logging on are also in this folder. School Program North, East, West, Plouffe Amplify Reading Ashfield, South, Davis Power Up Mrs. K Silva’s classes at West READ 180 Mrs. Holm’s classes at West Mrs. Freschett’s classes at West

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The Selfish Giant By Oscar Wilde 1888

Oscar Wilde (1854-1900) was an Irish playwright, novelist, essayist, and poet. He remains well known for his literary talents, his sharp wit, and his memorable personality. His later years were characterized by failing health and deep depression. As you read, take notes on how the seasons and their elements are characterized.

[1] Every afternoon, as they were coming from school, the children used to go and play in the Giant’s garden.

It was a large lovely garden, with soft green grass. Here and there over the grass stood beautiful flowers like stars, and there were twelve peach- trees that in the spring-time broke out into delicate blossoms of pink and pearl, and in the autumn bore1 rich fruit. The birds sat on the trees and sang so sweetly that the children used to stop their games in order to listen to them. ‘How happy we are here!’ they cried to each other. "Children's Garden" by Family O’Abe is licensed under CC BY 2.0.

One day the Giant came back. He had been to visit his friend the Cornish2 ogre, and had stayed with him for seven years. After the seven years were over he had said all that he had to say, for his conversation was limited, and he determined to return to his own castle. When he arrived he saw the children playing in the garden.

“What are you doing here?” he cried in a very gruff3 voice, and the children ran away.

[5] “My own garden is my own garden,” said the Giant; “any one can understand that, and I will allow nobody to play in it but myself.” So he built a high wall all round it, and put up a notice-board.

TRESPASSERS WILL BE PROSECUTED

He was a very selfish Giant.

The poor children had now nowhere to play. They tried to play on the road, but the road was very dusty and full of hard stones, and they did not like it. They used to wander round the high wall when their lessons were over, and talk about the beautiful garden inside.

1. produced 2. The term “Cornish” refers to inhabitants of Cornwall, a county on England’s southwestern tip. 3. Gruff (adjective): rough and low in pitch 1 “How happy we were there,” they said to each other.

Then the Spring came, and all over the country there were little blossoms and little birds. Only in the garden of the Selfish Giant it was still Winter. The birds did not care to sing in it as there were no children, and the trees forgot to blossom. Once a beautiful flower put its head out from the grass, but when it saw the notice-board it was so sorry for the children that it slipped back into the ground again, and went off to sleep. The only people who were pleased were the Snow and the Frost. “Spring has forgotten this garden,” they cried, “so we will live here all the year round.” The Snow covered up the grass with her great white cloak, and the Frost painted all the trees silver. Then they invited the North Wind to stay with them, and he came. He was wrapped in furs, and he roared all day about the garden, and blew the chimney-pots down. “This is a delightful spot,” he said, “we must ask the Hail on a visit.” So the Hail came. Every day for three hours he rattled on the roof of the castle till he broke most of the slates,4 and then he ran round and round the garden as fast as he could go. He was dressed in grey, and his breath was like ice.

[10] “I cannot understand why the Spring is so late in coming,” said the Selfish Giant, as he sat at the window and looked out at his cold white garden; “I hope there will be a change in the weather.”

But the Spring never came, nor the Summer. The Autumn gave golden fruit to every garden, but to the Giant’s garden she gave none. “He is too selfish,” she said. So it was always Winter there, and the North Wind, and the Hail, and the Frost, and the Snow danced about through the trees.

One morning the Giant was lying awake in bed when he heard some lovely music. It sounded so sweet to his ears that he thought it must be the King’s musicians passing by. It was really only a little linnet5 singing outside his window, but it was so long since he had heard a bird sing in his garden that it seemed to him to be the most beautiful music in the world. Then the Hail stopped dancing over his head, and the North Wind ceased roaring, and a delicious perfume came to him through the open casement.6 “I believe the Spring has come at last,” said the Giant; and he jumped out of bed and looked out.

What did he see?

He saw a most wonderful sight. Through a little hole in the wall the children had crept in, and they were sitting in the branches of the trees. In every tree that he could see there was a little child. And the trees were so glad to have the children back again that they had covered themselves with blossoms, and were waving their arms gently above the children’s heads. The birds were flying about and twittering7 with delight, and the flowers were looking up through the green grass and laughing. It was a lovely scene, only in one corner it was still Winter. It was the farthest corner of the garden, and in it was standing a little boy. He was so small that he could not reach up to the branches of the tree, and he was wandering all round it, crying bitterly. The poor tree was still quite covered with frost and snow, and the North Wind was blowing and roaring above it. “Climb up! little boy,” said the Tree, and it bent its branches down as low as it could; but the little boy was too tiny.

4. shingles on the roof 5. a small bird with a reddish breast and forehead 6. window 7. chirping 2 [15] And the Giant’s heart melted as he looked out. “How selfish I have been!” he said; “now I know why the Spring would not come here. I will put that poor little boy on the top of the tree, and then I will knock down the wall, and my garden shall be the children’s playground for ever and ever.” He was really very sorry for what he had done.

So he crept downstairs and opened the front door quite softly, and went out into the garden. But when the children saw him they were so frightened that they all ran away, and the garden became Winter again. Only the little boy did not run, for his eyes were so full of tears that he did not see the Giant coming. And the Giant stole up behind him and took him gently in his hand, and put him up into the tree. And the tree broke at once into blossom, and the birds came and sang on it, and the little boy stretched out his two arms and flung them round the Giant’s neck, and kissed him. And the other children, when they saw that the Giant was not wicked any longer, came running back, and with them came the Spring. “It is your garden now, little children,” said the Giant, and he took a great axe and knocked down the wall. And when the people were going to market at twelve o’clock they found the Giant playing with the children in the most beautiful garden they had ever seen.

All day long they played, and in the evening they came to the Giant to bid him good-bye.

“But where is your little companion?” he said: “the boy I put into the tree.” The Giant loved him the best because he had kissed him.

“We don’t know,” answered the children; “he has gone away.”

[20] "You must tell him to be sure and come here to-morrow,” said the Giant. But the children said that they did not know where he lived, and had never seen him before; and the Giant felt very sad.

Every afternoon, when school was over, the children came and played with the Giant. But the little boy whom the Giant loved was never seen again. The Giant was very kind to all the children, yet he longed for his first little friend, and often spoke of him. “How I would like to see him!” he used to say.

Years went over, and the Giant grew very old and feeble.8 He could not play about any more, so he sat in a huge armchair, and watched the children at their games, and admired his garden. “I have many beautiful flowers,” he said; “but the children are the most beautiful flowers of all.”

One winter morning he looked out of his window as he was dressing. He did not hate the Winter now, for he knew that it was merely the Spring asleep, and that the flowers were resting.

Suddenly he rubbed his eyes in wonder, and looked and looked. It certainly was a marvelous sight. In the farthest corner of the garden was a tree quite covered with lovely white blossoms. Its branches were all golden, and silver fruit hung down from them, and underneath it stood the little boy he had loved.

[25] Downstairs ran the Giant in great joy, and out into the garden. He hastened9 across the grass, and came near to the child. And when he came quite close his face grew red with anger, and he said, “Who hath dared to wound thee?” For on the palms of the child’s hands were the prints of two nails, and the prints of two nails were on the little feet.10

8. Feeble (adjective): lacking physical strength, especially due to age or illness 9. Hasten (verb): to hurry 3 “Who hath dared to wound thee?” cried the Giant; “tell me, that I may take my big sword and slay him.”

“Nay!” answered the child; “but these are the wounds of Love.”

“Who art thou?” said the Giant, and a strange awe fell on him, and he knelt before the little child.

And the child smiled on the Giant, and said to him, “You let me play once in your garden, to-day you shall come with me to my garden, which is Paradise.”

[30] And when the children ran in that afternoon, they found the Giant lying dead under the tree, all covered with white blossoms.

"The Selfish Giant" by Oscar Wilde (1888) is in the public domain.

10. Holes in the hands and feet are called “stigmata” and are a reference to Jesus Christ, who was nailed to a cross by his hands and feet. 4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which TWO of the following best identify the central themes of this story? A. Selfishness will be punished, while a gracious spirit will be rewarded. B. It is impossible to treat all people equally; we will always have preferences for some people over others. C. It is only in death that people’s good deeds can truly be appreciated. D. People are dynamic beings who can learn, change, and redeem themselves. E. Living in agreement with a particular religion is the only way to live kindly. F. People may behave differently over time, but they can never really change who they are.

2. PART B: Which TWO phrases from the story best support the answers to Part A? A. “So it was always Winter there, and the North Wind, and the Hail, and the Frost, and the Snow danced about through the trees.” (Paragraph 11) B. “’I will knock down the wall, and my garden shall be the children’s playground for ever and ever.’ He was really very sorry for what he had done.” (Paragraph 15) C. "The Giant loved him the best because he had kissed him.” (Paragraph 18) D. “‘Nay!’ answered the child; ‘but these are the wounds of Love.’” (Paragraph 27) E. "’You let me play once in your garden, to-day you shall come with me to my garden, which is Paradise.’” (Paragraph 29) F. “they found the Giant lying dead under the tree, all covered with white blossoms.” (Paragraph 30)

3. How does the giant’s first interaction with the children shape their perspective of him? A. It makes them fearful of him. B. It encourages them to continue playing in his garden. C. It motivates them to befriend the little boy. D. It makes them feel bad for him.

4. How does the following phrase help develop the plot of the story: “He did not hate the Winter now, for he knew that it was merely the Spring asleep, and that the flowers were resting” (Paragraph 23)? A. It emphasizes how miserable the giant was during the period of time when it was constantly winter on his property. B. It shows that the giant became a more understanding and optimistic person after his interaction with the little boy. C. It demonstrates that the presence of the children has ensured that it will never again be winter in the giant’s garden. D. It symbolizes the giant's mood: since he is unkind and insensitive to the children, he does not care whether it is spring or not.

5 5. Explain how the seasons and natural elements in the story help develop the major characters in the story.

6 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Why do you think the giant is initially so unwelcoming to the children who wish to play in his garden? What might this suggest about his past experiences?

2. The text uses Christian symbols throughout (the holes from nailing hands and feet to the cross). What is the significance of these symbols on the little boy at the end of the story? What does this add to the story?

3. In the story, the seasons, the North Wind, Hail, Frost, and Snow are all personified (Paragraph 11). This means that they are given the attributes of human beings by being able to make conscious decisions. In the context of this story, who is in control: man or nature? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4. In the context of this story, what is a friend? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

5. After forming a special bond with the boy he placed in the tree, the giant allows the children permanent access to his beautiful garden. In the context of this story, how are we changed by love? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

7 Name: Class:

The Third Wish By Joan Aiken 1974

Joan Delano Aiken (1924-2004) was an English writer who specialized in supernatural fiction and children’s alternative history novels. In this short story, a man receives three wishes after saving a swan who turns out to be the King of the Forest. Unfortunately, his wishes do not pan out as he expects them to. As you read, take note of how the characters change throughout this short story.

[1] Once there was a man who was driving in his car at dusk on a spring evening through part of the forest of Savernake.1 His name was Mr. Peters. The primroses2 were just beginning but the trees were still bare, and it was cold; the birds had stopped singing an hour ago.

As Mr. Peters entered a straight, empty stretch of road he seemed to hear a faint crying, and a struggling and thrashing,3 as if somebody was in trouble far away in the trees. He left his car and climbed the mossy bank beside the road. Beyond the bank was an open slope of beech trees "Swan" by Mark Doliner is licensed under CC BY 2.0 leading down to thorn bushes through which he saw the gleam of water. He stood a moment waiting to try and discover where the noise was coming from, and presently heard a rustling and some strange cries in a voice which was almost human — and yet there was something too hoarse about it at one time and too clear and sweet at another. Mr. Peters ran down the hill and as he neared the bushes he saw something white among them which was trying to extricate4 itself; coming closer he found that it was a swan that had become entangled in the thorns growing on the bank of the canal.

The bird struggled all the more frantically5 as he approached, looking at him with hate in its yellow eyes, and when he took hold of it to free it, hissed at him, pecked him, and thrashed dangerously with its wings which were powerful enough to break his arm. Nevertheless he managed to release it from the thorns, and carrying it tightly with one arm, holding the snaky head well away with the other hand (for he did not wish his eyes pecked out), he took it to the verge of the canal and dropped it in.

1. a forest located in Wiltshire, England 2. pale yellow flowers 3. violent movement 4. to free from a trap or difficulty 5. Frantic (adjective): feeling or showing a lot of fear and worry through wild, hurried activity 1 The swan instantly assumed great dignity6 and sailed out to the middle of the water, where it put itself to rights with much dabbling and preening,7 smoothing its feathers with little showers of drops. Mr. Peters waited, to make sure that it was all right and had suffered no damage in its struggles. Presently the swan, when it was satisfied with its appearance, floated to the bank once more, and in a moment, instead of the great white bird, there was a little man all in green with a golden crown and long beard, standing by the water. He had fierce glittering eyes and looked by no means friendly.

[5] “Well, Sir,” he said threateningly, “I see you are presumptuous8 enough to know some of the laws of magic. You think that because you have rescued — by pure good fortune — the King of the Forest from a difficulty, you should have some fabulous reward.”

“I expect three wishes, no more and no less,” answered Mr. Peters looking at him steadily and with composure.9

“Three wishes he wants, the clever man! Well, I have yet to hear of the human being who made and good use of his three wishes — they mostly end up worse off than they started. Take your three wishes then — “he flung three dead leaves in the air “ — don’t blame me if you spend the last wish in undoing the work of the other two.”

Mr. Peters caught the leaves and put two of them carefully in his notecase. When he looked up the swan was sailing about in the middle of the water again, flicking the drops angrily down its long neck.

Mr. Peters stood for some minutes reflecting on how he should use his reward. He knew very well that the gift of three magic wishes was one which brought trouble more often than not, and he had no intention of being like the forester who first wished by mistake for a sausage, and then in rage wished it on the end of his wife’s nose, and then had to use his last wish in getting it off again.10 Mr. Peters had most of the things which he wanted and was very content with his life. The only thing that troubled him was that he was a little lonely, and had no companion for his old age. He decided to use his first wish and to keep the other two in case of an emergency. Taking a thorn he pricked his tongue with it, to remind himself not to utter rash11 wishes aloud. Then holding the third leaf and gazing round him at the dusky12 undergrowth, the primroses, great beeches and the blue-green water of the canal, he said:

[10] “I wish I had a wife as beautiful as the forest.”

A tremendous13 quacking and splashing broke out on the surface of the water. He thought that it was the swan laughing at him. Taking no notice he made his way through the darkening woods to his car, wrapped himself up in the rug and went to sleep.

When he awoke it was morning and the birds were beginning to call. Coming along the track toward him was the most beautiful creature he had ever seen, with eyes as blue-green as the canal, hair as dusky as the bushes, and skin as white as the feathers of swans.

6. Dignity (noun): a sense of importance and value; pride; self-respect 7. Dabble means to dip one's hands or feet in water and move them around gently. Preen refers to when a bird straightens and cleans its feathers with its beak. 8. Presumptuous (adjective): going beyond what is proper; too confident, especially in a way that is rude 9. Composure (noun): calmness of mind, manner, or appearance 10. a reference to a French literary fairy tale titled “The Ridiculous Wishes” by Charles Perrault 11. Rash (adjective): doing something quickly and without thinking carefully about the results 12. darkish in color 13. Tremendous (adjective): very great in amount, size, or degree 2 “Are you the wife that I wished for?” asked Mr. Peters.

“Yes I am.” she replied. “My name is Leita.”

[15] She stepped into the car beside him and they drove off to the church on the outskirts of the forest, where they were married. Then he took her to his house in a remote14 and lovely valley and showed her all his treasures — the bees in their white hives, the Jersey cows, the hyacinths,15 the silver candlesticks, the blue cups and the luster bowl for putting primroses in. She admired everything, but what pleased her most was the river which ran by the foot of his garden.

“Do swans come up here?” she asked.

“Yes, I have often seen swans there on the river,” he told her, and she smiled.

Leita made him a good wife. She was gentle and friendly, busied herself about the house and garden, polished the bowls, milked the cows and mended16 his socks. But as time went by Mr. Peters began to feel that she was not happy. She seemed restless, wandered much in the garden, and sometimes when he came back from the fields he would find the house empty and she would only return after half an hour or so with no explanation of where she had been. On these occasions she was always especially tender and would put out his slippers to warm and cook his favorite dish — Welsh rarebit17 with wild strawberries — for supper.

One evening he was returning home along the river path when he saw Leita in front of him, down by the water. A swan had sailed up to the verge18 and she had her arms round its neck and the swan’s head rested against her cheek. She was weeping, and as he came nearer he saw that tears were rolling, too, from the swan’s eyes.

[20] “Leita, what is it?” he asked, very troubled.

“This is my sister,” she answered. “I can’t bear being separated from her.”

Now he understood that Leita was really a swan from the forest, and this made him very sad because when a human being marries a bird it always leads to sorrow.

“I could use my second wish to give your sister human shape, so that she could be a companion to you,” he suggested.

“No, no,” she cried, “I couldn’t ask that of her.”

[25] “Is it so very hard to be a human being?” asked Mr. Peters sadly.

“Very, very hard,” she answered.

“Don’t you love me at all, Leita?”

14. Remote (adjective): far away from the main population; distant or isolated 15. a bulbous plant of the lily family 16. Mend (verb): to fix or repair 17. a dish of melted cheese and various other ingredients, served over toast 18. a British English term for a narrow strip of grass bordering a pathway 3 “Yes, I do, I do love you,” she said, and there were tears in her eyes again. “But I miss the old life in the forest, the cool grass and the mist rising off the river at sunrise and the feel of the water sliding over my feathers as my sister and I drifted along the stream.”

“Then shall I use my second wish to turn you back into a swan again?” he asked, and his tongue pricked to remind him of the old King’s words, and his heart swelled with grief inside him.

[30] “Who would darn19 your socks and cook your meals and see to the hens?”

“I’d do it myself as I did before I married you,” he said, trying to sound cheerful.

She shook her head. “No, I could not be as unkind to you as that. I am partly a swan, but I am also partly a human being now. I will stay with you.”

Poor Mr. Peters was very distressed on his wife’s account and did his best to make her life happier, taking her for drives in the car, finding beautiful music for her to listen to on the radio, buying clothes for her and even suggesting a trip round the world. But she said no to that; she would prefer to stay in their own house near the river.

He noticed that she spent more and more time baking wonderful cakes — jam puffs, petits fours, éclairs, meringues. One day he saw her take a basketful down to the river and he guessed that she was giving them to her sister.

[35] He built a seat for her by the river, and the two sisters spent hours together there, communicating in some wordless manner. For a time he thought that all would be well, but then he saw how thin and pale she was growing.

One night when he had been late doing the accounts he came up to the bed and found her weeping in her sleep and calling:

“Rhea! Rhea! I can’t understand what you say! Oh, wait for me, take me with you!”

Then he knew that it was hopeless and she would never be happy as a human. He stooped down and kissed her goodbye, then took another leaf from his notecase, blew it out of the window, and used up his second wish.

Next moment instead of Leita there was a sleeping swan lying across the bed with its head under its wing. He carried it out of the house and down to the brink of the river, and then he said “Leita! Leita!” to waken her, and gently put her into the water. She gazed round her in astonishment for a moment, and then came up to him and rested her head lightly against his hand; next instant she was flying away over the trees toward the heart of the forest.

[40] He heard a harsh laugh behind him, and turning round saw the old King looking at him with a malicious20 expression.

19. to fix an article of clothing 20. Malicious (adjective): having or showing a desire to cause harm 4 “Well, my friend! You don’t seem to have managed so wonderfully with your first two wishes, do you? What will you do with the last? Turn yourself into a swan? Or turn Leita back into a girl?”

“I shall do neither,” said Mr. Peters calmly. “Human beings and swans are better in their own shapes.”

But for all that he looked sadly over toward the forest where Leita had flown, and walked slowly back to his empty house.

Next day he saw two swans swimming at the bottom of the garden, and one of them wore the gold chain he had given Leita after their marriage; she came up and rubbed her head against his hand.

[45] Mr. Peters and his two swans came to be well known in that part of the country; people used to say that he talked to the swans and they understood him as well as his neighbors. Many people were a little frightened of him. There was a story that once when thieves tried to break into his house they were set upon by two huge white birds which carried them off bodily and dropped them in the river.

As Mr. Peters grew old everyone wondered at his contentment. Even when he was bent with rheumatism21 he would not think of moving to a drier spot, but went slowly about his work, milking the cows and collecting the honey and eggs, with the two swans always somewhere close at hand.

Sometimes people who knew his story would say to him:

“Mr. Peters, why don’t you wish for another wife?”

“Not likely,” he would answer serenely. “Two wishes were enough for me, I reckon. I’ve learned that even if your wishes are granted they don’t always better you. I’ll stay faithful to Leita.”

[50] One autumn night, passers-by along the road heard the mournful22 sound of two swans singing. All night the song went on, sweet and harsh, sharp and clear. In the morning Mr. Peters was found peacefully dead in his bed with a smile of great happiness on his face. In between his hands, which lay clasped on his breast, were a withered leaf and white feather.

“The Third Wish” from Not What You Expected: A Collection of Short Stories by Joan Aiken. Copyright © 1974 by Joan Aiken. Used by permission of the Brandt & Hochman Literary Agents, Inc.. All rights reserved.

21. “Rheumatism” is any disease marked by inflammation and pain in the joints, muscles, or connecting tissue. 22. Mournful (adjective): expressing sadness, regret, or grief 5 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement identifies the theme of the short story? A. Love can be powerful but is often brief. B. While wishes may appear appealing, they often come with consequences. C. Nature is an imposing force that is not meant to be altered. D. Love cannot be wished or willed, but must occur naturally.

2. PART B: Which detail from the text best supports the answer to Part A? A. “Taking a thorn he pricked his tongue with it, to remind himself not to utter rash wishes aloud.” (Paragraph 9) B. “She was gentle and friendly, busied herself about the house and garden, polished the bowls, milked the cows and mended his socks. But as time went by Mr. Peters began to feel that she was not happy.” (Paragraph 18) C. “Now he understood that Leita was really a swan from the forest, and this made him very sad because when a human being marries a bird it always leads to sorrow.” (Paragraph 22) D. “’Two wishes were enough for me, I reckon. I’ve learned that even if your wishes are granted they don’t always better you. I’ll stay faithful to Leita.’” (Paragraph 49)

3. PART A: What is the meaning of “contentment” in paragraph 46? A. State of happiness B. State of misery C. One’s lack of companionship D. One’s strength

4. PART B: Which section from the text best supports the answer to Part A? A. "Even when he was bent with rheumatism he would not think of moving to a drier spot..."(Paragraph 46) B. “’Mr. Peters, why don’t you wish for another wife?’” (Paragraph 48) C. “One autumn night, passers-by along the road heard the mournful sound of two swans singing.” (Paragraph 50) D. “In the morning Mr. Peters was found peacefully dead in his bed with a smile of great happiness on his face.” (Paragraph 50)

5. PART A: How does Leita’s character change throughout the story? A. While Leita begins the story loving Mr. Peters, her love eventually fades. B. Leita resents Mr. Peters from the beginning, and is relieved when she becomes a swan again. C. Leita goes from enjoying her life with Mr. Peters, to missing her life as a swan. D. Leita wants to be a human from the beginning, and is upset when Mr. Peters goes against her wishes and returns her to her original form.

6 6. PART B: Which section from the text best supports the answer to Part A? A. “‘Yes, I do, I do love you,’ she said, and there were tears in her eyes again. ‘But I miss the old life in the forest,’” (Paragraph 28) B. “She shook her head. ‘No, I could not be as unkind to you as that. I am partly a swan, but I am also partly a human being now. I will stay with you.’” (Paragraph 32) C. “One day he saw her take a basketful down to the river and he guessed that she was giving them to her sister.” (Paragraph 34) D. “She gazed round her in astonishment for a moment, and then came up to him and rested her head lightly against his hand” (Paragraph 39)

7. How does paragraph 7 contribute to the development of ideas in the text?

7 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In your opinion, should Mr. Peters have used his last wish? If so, what do you think he should have wished for?

2. In your opinion, did Mr. Peters make the right choice when he returned Leita to her swan form? Why or why not?

3. In the context of the story, how are we changed by love? How did Mr. Peters’s love for Leita influence the decisions he made throughout the story? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4. What is the relationship between humans and nature? How does Mr. Peter’s relationship with nature change throughout the story?

8 Name: Class:

Dedicated to the Goal Soccer standout Carli Lloyd is not afraid of hard work. By Marty Kaminsky 2016

In this informational text, Marty Kaminsky discusses Carli Lloyd’s journey to becoming an important player on the women’s national soccer team. As you read, take notes on what actions Lloyd took to succeed in soccer.

[1] More than 53,000 soccer fans, waving flags and banners, fill BC Place stadium in Vancouver, British Columbia. They await the start of the 2015 Women’s World Cup final between Japan and the United States. The U.S. has not held the cup since 1999 and is determined to take it back. Japan is set on keeping the cup, which they won in 2011.

But Japan isn’t ready for this year’s U.S. team and their starting center midfielder, Carli Lloyd. Less than three minutes into the game, midfielder "This month, Lloyd and the U.S. team are going for the Olympic gold once again." by Xinhua / Alamy is used with permission. Megan Rapinoe directs a corner kick to Lloyd, who taps it into the goal, making the first score of the game. A minute and a half later, Lloyd collects a pass from teammate Julie Johnston and flips it into the net. Soon, midfielder Lauren Holiday breaks free and scores.

The game is barely fifteen minutes old, and Japan, stunned by the U.S. team’s lightning strikes, faces a score of 3 – 0.

As if three unanswered goals are not enough, the unthinkable happens. In a burst of energy, Lloyd steals the ball. She sees that Japan’s goalie is out of position. The crowd roars as Lloyd launches a high, arcing shot from 55 yards out. The goalkeeper can only stumble backward and swat at the ball as the improbable1 shot sails over her head and into the net.

[5] The game is not even one quarter over, and Carli Lloyd has already completed a hat trick2—scoring three goals in one game. Team U.S.A. leads with a score of 4–0, well on their way to a 5–2 victory and the World Cup championship.

Before the World Cup began, Lloyd described her knack3 for shining in big games. “There’s a switch that kind of goes off inside of me when there’s a big match,” she said in an interview with U.S. Soccer. “Those are the moments that I live for, you know — the blood, the sweat, the tears. Everything that goes into my training, it’s for those big moments.”

1. Improbable (adjective): not likely to happen 2. a way to describe scoring three times 3. Knack (noun): a special ability to do something 1 Born in 1982, Lloyd lived to play sports as she grew up in Delran, New Jersey. Her parents tried to interest her in three d’s — dance, dolls, and dress-up. Instead, she was drawn to basketball, baseball, hockey, and most of all, soccer.

Soon, she could outcompete her younger siblings, Stephen and Ashley. She searched the neighborhood for tougher challenges, playing anyone who was willing. In a nearby soccer field, she practiced for hours.

Her practice paid off in high school. Twice, her team made it to the state finals. Twice, she was chosen for the all-state team. And she was named to Parade magazine’s All-America Team, also twice.

[10] In 2001, she went to Rutgers University, where she became an award-winning standout. Coaches at the national level noticed her, and in 2003 she was invited to try out for the under-21 U.S. team.

To her surprise, she was cut from the team.

“I was devastated,”4 Lloyd recalls. “There was lots of crying and wondering what I should do. I felt that I let a lot of people down. I was about to quit the game for good.”

Her father convinced her to work with soccer trainer James Galanis. Soon, she was in six-hour practice sessions, year-round, in all kinds of weather. “Her will to learn was high and her sacrifices were great,” Galanis explains. “Carli turned her weaknesses into her strengths. Endurance,5 mental toughness, and determination are now her strengths.”

Lloyd’s play improved, and so did her attitude. When she was benched for poor play, she did not blame others. Instead, she cheered on her teammates, then she worked even harder on her skills. Finally, a spot opened up on the under-21 team. This time, she made the roster.6

[15] Since then, Lloyd has started more than 200 games with the women’s national team. Despite injuries and setbacks, she has become the highest-scoring midfielder in U.S. women’s soccer history.

She scored the game-winning goals for the U.S. women’s team in the 2008 and 2012 Olympics. In the 2015 World Cup, she was awarded the Golden Ball, recognizing her as the best player in the tournament. This month, she and the U.S. team are going for gold again at the Summer Olympics in Rio de Janeiro, Brazil. Through it all, she has learned to stay positive. “If you have a goal, there will always be challenges, but if you work hard, you can do it,” she says. “Believe in yourself, dedicate yourself to that goal, and make it come true.”

4. Devastate (verb): to cause someone serious shock or grief 5. Endurance (noun): the ability to withstand hardships 6. a list of members of a team 2 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement identifies the central idea of the text? A. From a young age, Lloyd was encouraged to pursue sports and other activities uncommon for young girls. B. Lloyd worked hard and overcame many challenges to become one of the top women in soccer. C. Soccer is a sport built on teamwork, a skill that Lloyd had to develop before being accepted on the women's national team. D. Lloyd was a natural athlete, and found the journey to succeeding in sports to be easy.

2. PART B: Which detail from the text best supports the answer to Part A? A. “A minute and a half later, Lloyd collects a pass from teammate Julie Johnston and flips it into the net.” (Paragraph 2) B. “She searched the neighborhood for tougher challenges, playing anyone who was willing. In a nearby soccer field, she practiced for hours.” (Paragraph 8) C. “Her father convinced her to work with soccer trainer James Galanis. Soon, she was in six-hour practice sessions, year-round, in all kinds of weather.” (Paragraph 13) D. “Despite injuries and setbacks, she has become the highest-scoring midfielder in U.S. women's soccer history.” (Paragraph 15)

3. How does the author introduce the United States' women's soccer team in the text? A. The author describes the women's team as surprising Japan with how quickly and easily they scored. B. The author portrays the women's team as impressed by the size of the crowd. C. The author describes the women's team as being able to beat Japan, only because of Lloyd's talent. D. The author portrays the women's team as working harder than the Japanese team.

4. How does paragraph 8 contribute to the development of ideas in the text? A. It shows that Lloyd's siblings gave up playing soccer because Lloyd was better than them. B. It shows Lloyd's love of soccer and how she was willing to work hard to get good at it. C. It reveals that Lloyd's parents gave her a lot of freedom as a child. D. It emphasizes Lloyd's interest in many types of activities, not just sports.

3 5. What is the relationship between Lloyd's setbacks and later successes?

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the text, the author describes Carli Lloyd's parents trying to get her interest in “dance, dolls, and dress-up.” How did Lloyd challenge gender stereotypes by pursuing sports? What obstacles do women in sports often face?

2. Carli Lloyd is one of the top players in women's soccer in the United States. What did she need to do in order to achieve this status? Describe a time when you had to work hard to accomplish something important to you.

5 Name: Class:

The Plymouth Thanksgiving Story By Chuck Larsen 1986

What is often called the “First Thanksgiving” was a feast that included English settlers and Native Americans in 1621. The feast was a celebration of the settlers’ successful harvest, which the Native Americans played a large role in by teaching the settlers how to successfully grow new kinds of crops. Native American historian and author Chuck Larsen remembers hearing the story as a child and realizing that the Thanksgiving story usually does not focus on the story from the perspective of the Wampanoag, the Indians who helped the Pilgrims. Larsen includes additional details about the Wampanoag in this version of the Thanksgiving story. Thanksgiving has been celebrated as an official federal holiday since 1873. As you read, take notes on how the version of Thanksgiving told in this article is different from versions of the first Thanksgiving that you have heard before.

[1] When the Pilgrims crossed the Atlantic Ocean in 1620,1 they landed on the rocky shores of a territory that was inhabited2 by the Wampanoag (Wam-pa NO-ag) Indians. The Wampanoags were part of the Algonkian-speaking peoples, a large group that was part of the Woodland Culture area.3 These Indians lived in villages along the coast of what is now Massachusetts and Rhode Island. They lived in round- roofed houses called wigwams. These were made of poles covered with flat sheets of elm or birch bark.4 Wigwams 5 "The First Thanksgiving at Plymouth" by Jennie Augusta differ in construction from tipis that were used Brownscombe is in the public domain. by Indians of the Great Plains.

The Wampanoags moved several times during each year in order to get food. In the spring they would fish in the rivers for salmon and herring.6 In the planting season they moved to the forest to hunt deer and other animals. After the end of the hunting season people moved inland where there was greater protection from the weather. From December to April they lived on food that they stored during the earlier months.

The basic dress for men was the breechclout, a length of deerskin looped over a belt in back and in front. Women wore deerskin wrap-around skirts. Deerskin leggings and fur capes made from deer, beaver, otter, and bearskins gave protection during the colder seasons, and deerskin moccasins7 were worn on the feet. Both men and women usually braided their hair and a single feather was often worn in the back of the hair by men. They did not have the large feathered headdresses worn by people in the Plains Culture area.

1. In 1620, about 100 men and women from Europe sailed to the Americas aboard a ship called the Mayflower because they wanted to start a new life where they could practice their religious beliefs freely. 2. Inhabit (verb): to live in 3. a large area referring to what is currently the eastern United States 4. Elm and birch are both types of trees. 5. A tipi is a cone shaped tent made of animal skins traditionally used by Native American people to live in. 6. a type fish of fish found in the Northeastern United States 1 There were two language groups of Indians in New England at this time. The Iroquois were neighbors to the Algonkian-speaking people. Leaders of the Algonquin and Iroquois people were called “sachems” (SAY-chems). Each village had its own sachem and tribal council. Political power flowed upward from the people. Any individual, man or woman, could participate, but among the Algonquians more political power was held by men. Among the Iroquois, however, women held the deciding vote in the final selection of who would represent the group. Both men and women enforced8 the laws of the village and helped solve problems. The details of their democratic system were so impressive that about 150 years later Benjamin Franklin invited the Iroquois to Albany, New York, to explain their system to a delegation9 who then developed the “Albany Plan of Union.” This document later served as a model for the Articles of Confederation and the Constitution of the United States.10

[5] These Indians of the Eastern Woodlands called the turtle, the deer and the fish their brothers. They respected the forest and everything in it as equals. Whenever a hunter made a kill, he was careful to leave behind some bones or meat as a spiritual offering, to help other animals survive. Not to do so would be considered greedy. The Wampanoags also treated each other with respect. Any visitor to a Wampanoag home was provided with a share of whatever food the family had, even if the supply was low. This same courtesy11 was extended to the Pilgrims when they met.

We can only guess what the Wampanoags must have thought when they first saw the strange ships of the Pilgrims arriving on their shores. But their custom12 was to help visitors, and they treated the newcomers with courtesy. It was mainly because of their kindness that the Pilgrims survived at all. The wheat the Pilgrims had brought with them to plant would not grow in the rocky soil. They needed to learn new ways for a new world, and the man who came to help them was called “Tisquantum” (Tis- SKWAN-tum) or “Squanto” (SKWAN-toe).

Squanto was originally from the village of Patuxet (Pa TUK et) and a member of the Pokanokit Wampanoag nation. Patuxet once stood on the exact site where the Pilgrims built Plymouth. In 1605, fifteen years before the Pilgrims came, Squanto went to England with a friendly English explorer named John Weymouth. He had many adventures and learned to speak English. Squanto came back to New England with Captain Weymouth. Later Squanto was captured by a British slaver who raided the village and sold Squanto to the Spanish in the Caribbean Islands. A Spanish Franciscan priest befriended Squanto and helped him to get to Spain and later on a ship to England. Squanto then found Captain Weymouth, who paid his way back to his homeland. In England Squanto met Samoset of the Wabanake (Wab-NAH-key) Tribe, who had also left his native home with an English explorer. They both returned together to Patuxet in 1620. When they arrived, the village was deserted13 and there were skeletons everywhere. Everyone in the village had died from an illness the English slavers had left behind. Squanto and Samoset went to stay with a neighboring village of Wampanoags.

7. A moccasin is a flat shoe, traditionally made of animal skin and worn by Native Americans. 8. Enforce (verb): to make sure rules and laws are followed 9. a group of people chosen to vote and represent others 10. The Articles of Confederation was the document that organized United States government after the American Revolutionary War. Some leaders thought the United States could be organized even better, and wrote the Constitution of the United States, which replaced the Articles of Confederation. 11. Courtesy (noun): polite and kind behavior 12. Custom (noun): a tradition or practice that is specific to group, place, or society 13. Desert (verb): to abandon or leave 2 One year later, in the spring, Squanto and Samoset were hunting along the beach near Patuxet. They were startled to see people from England in their deserted village. For several days, they stayed nearby observing the newcomers. Finally they decided to approach them. Samoset walked into the village and said “Welcome,” Squanto soon joined him. The Pilgrims were very surprised to meet two Indians who spoke English.

The Pilgrims were not in good condition. They were living in dirt-covered shelters, there was a shortage of food, and nearly half of them had died during the winter. They obviously needed help and the two men were a welcome sight. Squanto, who probably knew more English than any other Indian in North America at that time, decided to stay with the Pilgrims for the next few months and teach them how to survive in this new place. He brought them deer meat and beaver skins. He taught them how to cultivate corn and other new vegetables and how to build Indian-style houses. He pointed out poisonous plants and showed how other plants could be used as medicine. He explained how to dig and cook clams, how to get sap from the maple trees, use fish for fertilizer,14 and dozens of other skills needed for their survival.

[10] By the time fall arrived things were going much better for the Pilgrims, thanks to the help they had received. The corn they planted had grown well. There was enough food to last the winter. They were living comfortably in their Indian-style wigwams and had also managed to build one European-style building out of squared logs. This was their church. They were now in better health, and they knew more about surviving in this new land. The Pilgrims decided to have a thanksgiving feast to celebrate their good fortune. They had observed thanksgiving feasts in November as religious obligations15 in England for many years before coming to the New World.

The Algonkian tribes held six thanksgiving festivals during the year. The beginning of the Algonkian year was marked by the Maple Dance, which gave thanks to the Creator for the maple tree and its syrup. This ceremony16 occurred when the weather was warm enough for the sap to run in the maple trees, sometimes as early as February. Second was the planting feast, where the seeds were blessed. The strawberry festival was next, celebrating the first fruits of the season. Summer brought the green corn festival to give thanks for the ripening corn. In late fall, the harvest festival gave thanks for the food they had grown. Mid-winter was the last ceremony of the old year. When the Indians sat down to the “first Thanksgiving” with the Pilgrims, it was really the fifth thanksgiving of the year for them!

Captain Miles Standish, the leader of the Pilgrims, invited Squanto, Samoset, Massasoit (the leader of the Wampanoags), and their immediate families to join them for a celebration, but they had no idea how big Indian families could be. As the Thanksgiving feast began, the Pilgrims were overwhelmed at the large turnout of ninety relatives that Squanto and Samoset brought with them. The Pilgrims were not prepared to feed a gathering of people that large for three days. Seeing this, Massasoit gave orders to his men within the first hour of his arrival to go home and get more food. Thus it happened that the Indians supplied the majority of the food: Five deer, many wild turkeys, fish, beans, squash, corn soup, corn bread, and berries. Captain Standish sat at one end of a long table and the Clan Chief Massasoit sat at the other end. For the first time the Wampanoag people were sitting at a table to eat instead of on mats or furs spread on the ground. The Indian women sat together with the Indian men to eat. The Pilgrim women, however, stood quietly behind the table and waited until after their men had eaten, since that was their custom.

14. “Fertilizer” is a material added to soil to make plants grow faster and healthier. 15. Obligation (noun): something that one feels morally or legally bound to do 16. Ceremony (noun): an event for a special occasion, usually performed with traditional steps 3 For three days the Wampanoags feasted with the Pilgrims. It was a special time of friendship between two very different groups of people. A peace and friendship agreement was made between Massasoit and Miles Standish giving the Pilgrims the clearing in the forest where the old Patuxet village once stood to build their new town of Plymouth.

It would be very good to say that this friendship lasted a long time; but, unfortunately, that was not to be. More English people came to America, and they were not in need of help from the Indians as were the original Pilgrims. Many of the newcomers forgot the help the Indians had given them. Mistrust started to grow and the friendship weakened. The Pilgrims started telling their Indian neighbors that their Indian religion and Indian customs were wrong. The Pilgrims displayed an intolerance17 toward the Indian religion similar to the intolerance displayed toward the less popular religions in Europe.18 The relationship deteriorated19 and within a few years the children of the people who ate together at the first Thanksgiving were killing one another in what came to be called King Phillip’s War.20

[15] It is sad to think that this happened, but it is important to understand all of the story and not just the happy part. Today the town of Plymouth Rock has a Thanksgiving ceremony each year in remembrance of the first Thanksgiving. There are still Wampanoag people living in Massachusetts. In 1970, they asked one of them to speak at the ceremony to mark the 350th anniversary of the Pilgrim’s arrival. Here is part of what was said:

“Today is a time of celebrating for you — a time of looking back to the first days of white people in America. But it is not a time of celebrating for me. It is with a heavy heart that I look back upon what happened to my People. When the Pilgrims arrived, we, the Wampanoags, welcomed them with open arms, little knowing that it was the beginning of the end. That before 50 years were to pass, the Wampanoag would no longer be a tribe. That we and other Indians living near the settlers would be killed by their guns or dead from diseases that we caught from them. Let us always remember, the Indian is and was just as human as the white people.

“Although our way of life is almost gone, we, the Wampanoags, still walk the lands of Massachusetts. What has happened cannot be changed. But today we work toward a better America, a more Indian America where people and nature once again are important.”

17. Intolerance (noun): unwillingness to accept views, beliefs, or behavior that differ from one's own 18. Religions in Europe that were not accepted by the government were often forbidden. Many of the pilgrims came to America in 1620 in order to escape religious intolerance in Europe. 19. Deteriorate (verb): to become worse over time 20. King Philip’s War (1675-1678) was fought between European settlers and various Native American tribes over the control of land in what is now the northeastern United States. 4 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. According to the text, what is the relationship between the Iroquois democratic system and the Constitution of the United States? A. The Iroquois democratic system was based on the U.S. Constitution. B. The U.S. Constitution rejected the the Iroquois democratic system. C. The U.S. Constitution was influenced by the Iroquois democratic system. D. Representatives from the Iroquois democratic system wrote part of the U.S. Constitution.

2. How do paragraphs 7-8 contribute to the development of ideas in the text? A. It explains how Squanto learned English to reveal one of the reasons why Squanto was able to be so helpful to the Pilgrims. B. It shows that Squanto learned English by helping the pilgrims prepare for the Thanksgiving feast. C. It demonstrates that without the Iroquois democratic system, Squanto would not have been able to assist the pilgrims. D. It tells the story of how Squanto learned English to reveal why so many of the English settlers died from an illness.

3. How does the following excerpt from paragraph 9 contribute to the author’s version of the Thanksgiving story?: “The Pilgrims were not in good condition. They were living in dirt- covered shelters, there was a shortage of food, and nearly half of them had died in the winter”? A. It reminds the reader that the American frontier was a dangerous place, especially during the winter. B. It demonstrates why the Pilgrims needed help from Squanto. C. It reveals that the Pilgrims needed to learn more about the poisonous plants in the area. D. It shows that if the Pilgrims had worked harder they would not have needed Squanto’s help.

4. PART A: Which of following statements best summarizes the author’s main purpose? A. The author’s purpose is to explain the fascinating history and culture of the Wampanoags. B. The author’s purpose is to share a story of Thanksgiving with key details about the Indians that are often left out of history. C. The author’s purpose is to convince the reader that Pilgrims were responsible for the death of many of the Wampanoag. D. The author’s main purpose is to explain that telling the old Thanksgiving story is wrong, because the Pilgrims actually had many Thanksgivings each year.

5 5. PART B: Which of the phrases from the text best support the answer to Part A? A. “When the Indians sat down to the ‘First Thanksgiving’ with the Pilgrims, it was really the fifth thanksgiving of the year for them!” (Paragraph 11) B. “It is important to understand all of the story and not just the happy part.” (Paragraph 15) C. “When the Pilgrims arrived, we, the Wampanoags, welcomed them with open arms.” (Paragraph 16) D. “Although our way of life is almost gone, we the Wampanoags, still walk the lands of Massachusetts.” (Paragraph 17)

6. How does the phrase, “the relationship deteriorated and within a few years the children of the people who ate together at the first Thanksgiving were killing one another” (Paragraph 14) contribute to the author's purpose in the text?

6 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. The story of Thanksgiving is often told as a tale of Pilgrims and Indians joyfully coming together and sharing a feast. What details to the Thanksgiving story does this article add? How do those additional details change your understanding of the Thanksgiving story?

2. Why do you think Larsen’s version of the story, which includes considerably more information about the Wampanoag, is not told very often?

3. Squanto became famous for the role he played in bringing two very different cultures together. Why do you think these two very different cultures were not able to continue to cooperate like they did during the “First Thanksgiving”? What are ways that we can bring together people from different cultures today?

4. In the context of this article, how has America changed over time? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

7 Name: Class:

Wind, Water, Stone By Octavio Paz 1984

Octavio Paz (1914-1998) was a Mexican poet and diplomat. In 1990, he was awarded the Nobel Prize in Literature. In this poem, a speaker describes wind, water, and stone. As you read, take notes on how wind, water, and stone affect one another.

[1] Water hollows stone, wind scatters water, stone stops the wind. Water, wind, stone.

[5] Wind carves stone, stone’s a cup of water, water escapes and is wind. Stone, wind, water.

Wind sings in its whirling, [10] water murmurs going by, unmoving stone keeps still. "Untitled" by Ken Cheung is licensed under CC0. Wind, water, stone.

Each is another and no other: crossing and vanishing [15] through their empty names: water, stone, wind.

“Wind, Water, Stone” by Octavio Paz, translated by Eliot Weinberger, from The Collected Poems 1957-1987, copyright © 1984 by Octavio Paz and Eliot Weinberger. Reprinted by permission of New Directions Publishing Corp.

1 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement describes the theme of the poem? A. Everything in nature comes from the same place. B. Some things in nature are stronger than others. C. Nature is constantly interacting with itself. D. Nature can be both strong and gentle.

2. PART B: Which detail from the text best supports the answer to Part A? A. “wind scatters water” (Line 2) B. “Water, wind, stone.” (Line 4) C. “unmoving stone keeps still.” (Line 11) D. “through their empty names” (Line 15)

3. How does stanza 2 contribute to stanza 1? A. It explores the different ways in which the three elements affect one another. B. It supports the idea that wind is the strongest of the three elements. C. It challenges the idea that there is a single strongest element. D. It shows the different ways in which natural elements work together.

4. How does the repetition and reorganization of the words “water,” “wind,” and “stone” in sequence contribute to the theme of the poem?

2 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. The poem describes the interactions among wind, water, and stone. Do you think one element of nature has power over others? Why or why not? How do you think the relationship of these three things reflects greater interactions in nature or in our lives? Cite evidence from this text, your own experiences, and other literature, art, or history in your answer.

2. In the poem, water, wind, and stone interact with one another constantly. What drives these interactions in nature? Do you think there is any way to control these interactions? Why or why not? What does this say about nature? Cite evidence from this text, your own experiences, and other literature, art, or history in your answer.

3 How to Log on to Power Up from Home (For only Ashfield, South and Davis 6-8 students) Log on to Google and search for Brockton Public Schools and go to the home page.

Choose the Students tab.

Scroll to the bottom of the page and choose Student Intranet

Choose ELA

Choose Power Up

Choose Student and log in with their six-digit lunch number for both the username and password.

Students are urged to comlete their word study minutes on Monday, Grammar minutes on Tuesday, Reading Comprehension on Wednesday and Thursday and the topic of their choice on Friday.

How to Log on to Clever from Home to Access Amplify READING Curriculum

Log on to Google and search for Brockton Public Schools and go to the home page.

Choose the Students tab.

Scroll to the bottom of the page and choose Student Intranet

Choose Clever.

Choose Amplify Curriculum

Choose the hamburger menu in the top left corner.

Click in “Go To My Account”

Click on Reading 6-8

How to Log on to READ 180 from Home

Log on to Google and search for Brockton Public Schools and go to the home page.

Choose the Students tab.

Scroll to the bottom of the page and choose Student Intranet

Choose Clever. Students will have to log on with their Username: 6-digitlunch number @bpsma.org and the password is their 8-digit birthday bps1920 Example: Username: [email protected] Password: 06142007bps1920

Choose READ 180

Log on with the username: 6-digit lunch number (123456) and the password: 6-digit lunch number followed by their first and last initials. (123456am)

Directions for Students to Access Common Lit. from Home

1. Go to the BPS website and choose Students.

2. Scroll to the bottom of the student page and choose the blue Student Intranet button.

3. Choose the Clever button.

4. Log In with your BPS username and password. Your username is your 6-digit lunch number and your password is your 8-digit birthdaybps1920. Example: password: 123456 Username: 12052007bps1920

5. Choose the Common Lit app.

6. You will see "Your Account Needs Updating” will asked to set a backup password so you can access your account even in the case of a Clever outage or issue. You will never be asked to do that again.

7. Once you do that, you will be let into the Common Lit and you can do your assignment. Under the heading ASSIGNMENTS TO DO.

Good luck!