Sometimes Life Can Feel Like an Obstacle Course, but If We Try Hard

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442 UNIT make it over the hurdles. hard enough we can usually obstacle course, but if we try Sometimes life can feel like an Adversity Facing Exclusive: BethanyHamilton

5 Write yourresponsebeforesharingideas. difficult toovercome? DiscussIt

Are there anyobstaclesthatare too MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Francisco Jiménez The Circuit ANCHOR TEXT: SHORT STORY UNIT 5 UNIT How people overcome can in the face of overwhelming adversity obstacles? PROMPT: Text:Informative EssayandOralPresentation Write `Essay anInformative WRITING FOCUS: TASK PERFORMANCE

COMPARE How do we overcome obstacles? ESSENTIAL QUESTION: John Steinbeck Wrath of from TEXT: NOVEL EXCERPT ANCHOR CriticalPast Bowl Dust The MEDIA: VIDEO The Grapes Grapes The LEARNING WHOLE-CLASS PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED Sarah Childress Sarah a NationElectrifying aWindmill, Builds A Young Tinkerer ARTICLE NEWS Aimee Mullins Aimee Progress in A Work PERSONAL NARRATIVE Present Profiles Multimedia SPEAKING ANDLISTENINGFOCUS: TASK PERFORMANCE COMPARE My Life Sullivan Anne Keller, with Helen to Talk Learned How Helen Keller INTERVIEW MEDIA: Helen Keller from EXCERPT AUTOBIOGRAPHY UNIT INTRODUCTION The Story of of Story The LEARNING SMALL-GROUP Against the Odds the Against MODEL INFORMATIVE LAUNCH TEXT PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED Rudyard Kipling Rikki-tikki-tavi SHORT STORY Cisneros Sandra Street Mango on House The from Trees Skinny Four NOVEL EXCERPT Juliane Koepcke Sky the from Fell Who Girl The PERSONAL NARRATIVE Joseph Lemasolai Lekuton Savanna African the on Maasai Lion: Growing Up from MEMOIR an Informative Essay an Informative Review Evidencefor Facing the the Facing LEARNING INDEPENDENT

443 444 expression. important tocomprehensionor when consideringawordorphrase gather vocabularyknowledge domain-specific wordsandphrases; appropriate general academicand Acquire anduseaccurately grade Language  UNIT

STANDARDS

UNIT

5 5

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Fac INTRODUCTION in g A dvers it y

ratings later when you on your reflect during growth this unit. Rate how well you meetgoals these right now. You will revisit your goals will help you succeed Assessment. on the Unit Performance-Based These presenting. and listening, speaking, writing, reading, by adversity Throughout this unit you will about facing your deepen perspective Goals Unit GOALS LISTENING AND SPEAKING GOALLANGUAGE GOALS RESEARCH AND WRITING GOALSREADING • • • • • • • SCALE NOT ATNOT ALL presentations. Integrate audio, visuals, in and text communicate. and the ideas of others, develop consensus, Collaborate with your team to build on adjectives. Demonstrate command of coordinate meaning. lengths to explore atopic and clarify Conduct research of various projects andconvey topic a ideas. Write an informative to essay examine concept vocabulary. and academic yourExpand knowledge and use of Read and analyze informative texts. WELL 1

NOT VERY NOT WELL 2

SOMEWHAT WELL 3

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 WELL VERY 4

EXTREMELY MULTIMEDIA SCAN FOR WELL 5

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. unit as you analyze and write informative texts. or explain. Here are five academic words that will useful be to you in this discuss with more precision. Informative writing relies to inform on facts Academic terms appear in and all can help subjects you read, write, and Vocabulary: InformativeAcademic Text “across” -tra/tran ROOT: tradition “turn” -ver ROOT: diversity “end” -term ROOT: determination “strict; serious” -sever ROOT: persevere “way” -via ROOT: deviate WORD

Refer tothedictionaryorotherresources if needed. For eachword, listatleasttworelated words. of eachword. Use theinformationandyourownknowledgetopredict themeaning Review eachword, itsroot, andthementorsentences. MENTOR SENTENCES MENTOR 1. 1. 1. 1. 2. 1. 2. 2. 2. 2.

serve turkeyonThanksgiving. and tradition Many peoplefollow forgenerations. practiced hadbeen that family traditions passedalongmany My grandfather of marinelife. The oceansare adiversity with filled many different places. States becausepeoplecomefrom There United inthe diversity iscultural complete herfirstmarathon. herto allowed determination heavyrain,Jenny’sDespite the many hours. for test,Robertstudied onthe well todo Because ofhisdetermination persevere game. andwinthe were they firsthalf, in the ableto soccerteamwaslosing Though the and received adegree. tostudy,shepersevered time finding difficultiesDespite the had Claudine into sideissues. todeviate herself but sheallowed She wasmakinganimportantpoint, getlost! you oryou’ll Don’t deviatefrom route the Igave ESSENTIAL QUESTION: PREDICT MEANING

How doweovercome obstacles? appear intheunit. their formswherever they chart, andmarkthemor Study thewords inthis THROUGH FOLLOW RELATED WORDS RELATED viable; viaduct Unit Introduction

445 UNIT UNIT 446 NOTES offering opinionsorarguments. author presentsfactswithout As youread, noticethatthe Assessment attheendofthe unit. develop inthePerformance-Based is thetypeofwritingyouwill information aboutatopic.This in whichtheauthorprovides informative text,atypeofwriting This selectionisanexampleof LAUNCH TEXT

UNIT 5•FACING ADVERSITY 5 INTRODUCTION

INFORMATIVE MODEL 8 7 6 5 4 3 2 1 “I North Carolina. Flight 1549from New York’s LaGuardia Airport toCharlotte, 29-year veteranofUS Airways. Sullenberger III,a57-year-old former Air Force fighterpilotanda about 30secondstofind analternative.Thepilotdecidedona stay intheairlongenough foreitherplantobesuccessful.Hehad Airport inNewJersey. The planecouldeitherreturn toLaGuardia orlandatTeterboro and calmlyexplainedthesituation.Theydiscussed theoptions: horrible smellandthenaneeriequiet:bothengines were disabled. was aloudexplosion.Thecabinfilledupwithsmoke. There wasa said itsoundedlikesneakersthumpingaround inadryer. There followed bysevere vibrationsfrom theengine.Onepassenger later thegeesestruck thefuselage,wings,andengine. saw aflockofCanadageeseheadedtoward theplane.Moments something caughttheeyeofcopilotJeff Skiles. At 3,000feet,he was inforanaverageflight—aroutine, everydaytrip. Flight 1549leftthetarmacat3:25 On January15,2009,Sullenberger wasthepilotonUS Airways The “guy”wasUS Airways pilotChesley “Sully” Sullenberger knewthesituationwastoodire fortheplaneto Sullenberger madeaMaydayradiocalltoairtraffic control The 150passengersfeltapowerfulthudagainst theairplane, The flightwasunremarkable forthefirst90seconds.Then River,” thenewsanchorjoked,“thisisguyyouwant.” f youhavetoditchacommercial aircraft intheHudson Against the Odds P.M. Sullenberger thoughthe MULTIMEDIA SCAN FOR

radical move: He’d ditch the plane in the Hudson River—despite the fact that passenger jets are not built to land on water. NOTES 9 “Brace for impact!” came the captain’s voice over the intercom. A hush fell over the passengers. They thought they were going to die. 10 Sullenberger lowered the plane’s nose in a gradual glide toward the river. The plane managed to clear the George Washington Bridge and, against the odds, land safely on the surface of the Hudson. It skidded across the water at 145 mph and finally slowed to a stop. 11 “He was thinking in nanoseconds,” said a former airline pilot, speaking of Sullenberger. “He made all the right choices at all the right times. He might have been staring at the instruments, but he was feeling that airplane in his hands. He picked his landing spot and went for it.” 12 Now Sullenberger’s job was to get the people off the plane, which was quickly filling up with water. 13 Witnesses were convinced that everyone on Flight 1549 was dead. What they couldn’t see was that passengers were already exiting the plane. With water seeping into the plane, Sullenberger and Skiles walked the length of the cabin twice, calling “Is anyone there?” The water was so cold they had to walk on top of the seats. But they would not leave the plane until they were sure everyone was out. 14 “He’s the man,” said one of the rescued passengers. “If you want to talk to a hero, get a hold of him.” 15 After all the thanking was over, Sullenberger was humble. “You’re welcome,” he said simply. Like most heroes, he didn’t want the label. According to him, he was just doing his job. 16 But 154 men, women, and children owed their lives to a modest man who faced adversity with cool competence on one of the most remarkable days in aviation history. ❧

 WORD NETWORK FOR FACING ADVERSITY

Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify interesting words related to the dire idea of overcoming obstacles and add them to your Word Network. For example, you humble FACING might begin by adding words ADVERSITY from the Launch Text, such as competence

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

Against the Odds 447 448 UNIT

UNIT

5 5

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INTRODUCTION FACING

ADVERSITY facing adversity was part of his job. his of part was adversity facing said, himself he as because, ahero really wasn’t Sullenberger statement ofyouropinionorananalysis. complete, andaccurateoverviewofatext.Itshouldnotinclude Write asummaryof“AgainsttheOdds.”Aisconcise, Summary Let thePeopleDecide Activity Launch • • • • statement. Those whochangedtheir mind willbegivenachancetoread anew your mind. After thediscussion,determinewhetheryouhavechanged As aclass,discusswhatmakessomeonehero. Record yourpositiononthe statementandexplainyourthinking. Strongly Agree

Consider thisstatement: Agree

Disagree

Chesley Strongly Disagree

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. as youthinkabouttheprompt. Record yourfirstthoughtshere. Consider classdiscussions,presentations, thevideo,andLaunchText QuickWrite PROMPT: selection. the EvidenceLogaftereach of theunitbycompleting Based Assessmentattheend Prepare forthePerformance- of view. Odds” thatsupportsyourpoint evidence from “Againstthe your EvidenceLog.Then,record in onesentencetorecord in summarize yourpointofview Review yourQuickWrite and  Evidence LogModel

Tool Kit MULTIMEDIA SCAN FOR EVIDENCE LOG FOR FACING FOR LOG ADVERSITY EVIDENCE

of overwhelming obstacles? of overwhelming face the in overcome adversity people How can

How does this text change or add to add or myHow this text does change thinking? ofText:Title CO ECTION TO PROMPT TEXT EV TEXT PROMPT TO NNECTION

ESSENTIAL QUESTION: IDENCE/ DETAILS

How doweovercome obstacles? ADDITIO

Unit Introduction Date: Date: L NOTES/ NAL

IDEAS

449

450 ideas share and Interact understanding Monitor questions byasking Clarify actively Listen STRATEGY

UNIT 5•Fac OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS use strategies these during Learning. Whole-Class work with your wholeclass. Add ideas of your own for each step. Get ready to Review strategies these and theyou actions can take to practice them as you continue to learn and work in environments. large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class examples of that obstacles had to overcome. be of facing adversity. you are selections The going to read present different we can overcome? You will work with your wholeclass to explore the concept and keep going, but what happens when we meet an we obstacle don’t think Everyone has abad day now and then. of the Most time we take breath adeep How do we overcome obstacles? QUESTION: ESSENTIAL in g A dvers ACTION PLAN ACTION • • • • • • • • • • • • Build on the ideas of others by adding detailsormakingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswer questions, unsure. Ask forhelpifyouare struggling. youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion whole class. If you’re peopleprobably confused,other are, too.Ask tohelp your aquestion speaker.Keep youreyesonthe away. Forexample,putyourcellphone distractions. Eliminate it y MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. with dread? with narrator the fill box acardboard does Why Jiménez Francisco The Circuit ANCHOR TEXT: SHORT STORY PERFORMANCE TASK essay on the topicoffacingadversity. essay onthe tremendous adversity.Afterreading writeaninformative youwill andlistening, The Whole-Classreadings with struggles peoplefacedealing describethe Write Informative an Essay WRITING FOCUS COMPARE turned upside-down? are lives their when do people can What Steinbeck John from ANCHOR TEXT: NOVEL EXCERPT anightmare? survive people do How CriticalPast Bowl Dust The MEDIA: VIDEO The Grapes ofWrath Grapes The Overview: Whole-Class Learning CONTENTS

451 452 needed atthehighendofrange. proficiently, with scaffoldingas the grades 6–8textcomplexityband comprehend literary nonfictionin By theendofyear, readand Informational TextReading  S

T UNIT MAKING MEANING t A he Dus he ND

5 AR

• t

Bo D FACING S w l

ADVERSITY video andthenovelexcerpt. compare thedepictionofhistoricaleventsin an excerptfrom TheGrapesofWrathandthen review activities.Inthenextlesson,youwillread Bowl. First,completethefirst-review andclose- You willnowwatchavideoabouttheDust Comparing to Media Text Study thevideoandtakenotesasyouwatch. First ReviewMEDIA:V video. These words willbeusefulasyouanalyze,discuss,andwriteaboutthe VocabularyMedia BowlThe Dust unbroken view shot showingawide, shot: panoramic or shottoanother changes from onescene transition: off-camera ornarrating commenting voice voiceover: W AT C H say, andhowtheysayit. WATCH CONNECT images experienced, video

in media, inmedia, to other

you’ve they who speaks,whatthey ideas in the ideas inthe

film texts

media seen.

you’ve

you’ve • • • • • •

read, “fade toblack.” director signals Another exampleofatransitioniswhen changes toanotherlocation. One exampleofatransitioniswhenscene voiceover canre-orient theaudience. If there isabreak inthesequenceofevents,a narrative. The voiceoverhelpstheaudiencetofollowa beginning offilmstoestablishthesetting. Directors oftenusepanoramicshotsinthe breathtaking. The panoramicshotoftheGrandCanyonwas

ide

o interesting andwanttorevisit. the end. the Comprehension Checkat NOTE

the RESPOND

end elements that you find elements thatyoufind

of Wra from

a by completing

The Grapes of of Grapes The scene t h

using

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. CriticalPast Bowl Dust The were sometimesreferred toasblackblizzards. it inplace,thesoilwasblownbywinds.Theseduststormsblackenedskyand caused thetopsoiltodryup,andwithoutastrong root systemofgrassestohold region around theOklahomapanhandleinearly 1930s. Theextendeddrought Bowl. Afteraperiodofover-farming inthe1920s,asevere drought struckthe One ofthemostdevastatingeventsinU.S.historywasformationDust BACKGROUND NOTES The DustBowl MULTIMEDIA MEDIA |V MEDIA SCAN FOR

ide 453 o 454 Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check aspect of the story told of in the story thisaspect video? research that detail. what In way the information does you learned shed light on an to Clarify Research RESEARCH 4. 3. 2. 1.

UNIT 5•FACING ADVERSITY change have? (a) Whendidtheclimatefirststarttochange?(b)Whateffects didthe Dust Bowl? Why didsomanypeoplemovetothearea thateventuallybecameknownasthe the cattlementoarea, andwhatdidtheydo? (a) According tothevideo,whatdidcattlemendo?(b)Whatgroup followed

Notebook

How didhumanactivitycontributetocreating theDustBowl?

Choose at least one unfamiliar detail from the video. Briefly

Close Review Watch “The Dust Bowl” again. Write any new observations that seem important. What questions do you have? What can you conclude?

THE DUST BOWL Analyze the Media Notebook Complete the activities. 1. Evaluate What moment, image, or detail in “The Dust Bowl” did you find particularly powerful? Why?

2. Analyze (a) What sort of information do you learn from the first- person accounts in the video? (b) What sort of information do you learn from voiceover narration? (c) Do you find these types of information to be of equal value? Explain why or why not.

3. Essential Question: How do we overcome obstacles? What have you learned about how people deal with obstacles by seeing “The Dust Bowl”? Explain.

language development Media Vocabulary

panoramic shot voiceover transition

Use the media vocabulary words in your responses to these questions.

1. How does the panoramic shot at the beginning of the video help you  EVIDENCE LOG understand what follows? Before moving on to a new selection, go to your Evidence Log and record what you’ve learned from the video “The Dust 2. How does the voiceover contribute to the images in “Surviving the Bowl.” Dust Bowl”?

 Standards 3. Which transition in the video creates the most powerful dramatic Language effect? Explain. Acquire and use accurately grade-appropriate general © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

The Dust Bowl 455 456 needed atthehighendofrange. proficiently, with scaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  Annotation First-Read GuideandModel in theirstruggles. exhibit braveryanddignity fates, theyalmostalways characters suffer tragic period. Whilemanyofhis Americans duringthisbleak by manyworking-class injustice experienced desperation, andsocial novels capture thepoverty, 1930s. Hisstoriesand Great Depression ofthe like tolivethrough the (1902–1968) whatitwas vividly thanJohnSteinbeck Few writersportraymore About the Author S Tool Kit

TANDARD UNIT 5•fac MAKING MEANING T HE DU S

T BOWL S in g advers it y events in the video with that with events in the video in the novel excerpt. Then,of compare historical the depiction activities. Wrath of You will now read an excerpt from Grapes The Comparing to Media Text opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION and review yourrankings.Markanychangestooriginal After completingyourfirstread, comebacktotheconceptvocabulary familiar (6). each word. Then,rankthewords inorder from mostfamiliar(1)toleast The GrapesofWrath.Before reading, notehowfamiliaryouare with You willencounterthefollowingwords asyouread anexcerptfrom Concept Vocabulary from have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and whythoseinvolvedreact where and whenithappens, is about,whathappens, NOTICE . Complete theand first-read close-read The Grapes of Wrath bitterness frantically doomed whom thestory ruthless sorrow WORD ideas within toil the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING from W by marking rat by completing The G The h ra pes pes o f

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 2. 1. I narrator describestheaftermathofdevastatingdrought. in JohnSteinbeck’s novelTheGrapesofWrath.Inthisexcerpt,the belongings andleave.ThisisthesituationfacedbyJoadfamily Devastated farmingfamilieshadnochoicebuttosellalltheir massive duststormsthatblewawaytopsoilanddestroyed farmland. During theGreat Depression, asevere drought inOklahomacaused BACKGROUND they callguayule? mustard? Rememberafellawantedustoputinthatrubber bush went intothebarnsandsheds. how thepastwouldcrytothemincomingdays.Themen ruthless becausethepasthadbeenspoiled,butwomenknew over theirpossessionsforthejourneytowest.Themenwere freight—Sears Roebuck. a few dollarsforthem.Eighteenthat plow, plus

order, which supplied much of rural America. rural of much supplied order, which Roebuck Sears rubber. for processed profitably be could guayule that thought was it Depression, Great the During guayule That plow, thatharrow, remember inthewarweplanted the belongingsoftheirfathersandgrandfathers. Picked n thelittlehousestenantpeoplesifted theirbelongingsand (gwy YOO lee) YOO (gwy

company that sold clothes, farm equipment, and other goods by mail mail by goods other and equipment, farm clothes, sold that company 1 Getrich,hesaid.Bringoutthosetools—get

a desert shrub containing rubber, native to Mexico and Texas. and to Mexico rubber, native containing shrub a desert 2 The GrapesofWrath from John Steinbeck ANCHOR TEXT from TheGrapesof Wrath or pity having nocompassion ruthless NOTES (ROOTH lihs)

NOVEL EXCERPT MULTIMEDIA SCAN FOR

adj

. 457 sorrow 458 NOTES sadness; suffering with difficulty causing painorsorrow unpleasant taste;condition quality ofhavingasharp, bitterness toil (TOYL)

UNIT 5•fac (SOR oh)

(BIHT uhrnihs) v.

work hard and

great in g advers n. it y 7 6 5 4 3 5. pump andtheharness.Take halters,collars,hames,andtugs. it allback—Well, takeit,andabitternesswithit.Take thewell cost thirty-eightdollars.Two dollarsisn’tenough.Can’thaul for anything. what youcanget.Selltheteamandwagon,too.Nomore use Pile ‘emup.Loadinthewagon.Take ‘emtotown.Sellfor 4. 3. be noneofustosaveyou. but youcutusdown,andsoonwillbedown andthere’ll in yourhouseandtoflower, someday. We couldhavesavedyou, and thebayhorses—sobeautiful—a packetofbitternesstogrow But watchit,mister. There’s apremium goeswiththispileofjunk of work,toilinthesun;you’re buyingasorrowthatcan’ttalk. cocked, rubbing thesoftnoses withhercheek. You’re buyingyears taking off herhairribbontomakebows,standingback,head ‘em quick,mister. You’re buying alittlegirlplaitingtheforelocks, the wagon—I’dshoot‘emfordogfeedfirst.Oh,take‘em!Take lungs. Feetfairandclean.Howmuch?Ten dollars?Forboth? And the waytheyworktogether. See?Theteeth.Soundallover. Deep laugh. Off horseiseight,near isten,butmightofbeentwincolts a funnystoryaboutthatgirlandoff bay. Would makeyou red bowsonthem.Likesto doit.Notanymore. Icouldtellyou got agirl.Shelikestobraidthemanesandforelocks, putslittle and thestiff earsswiveltohearus,andtheblackforelocks! I’ve light onthem,baylight.Theylookoverthefencesniffing forus, buttocks, split-secondtimedtogether. And inthemorning, those forthebaygelding. Take the littleglassbrow-band jewels,roses red underglass.Got they walk,stridetostride.Inthestiff pull-straininghams fine bays,matchedtheyare, matchedincolor, matchedtheway for four. Now, what’llyougivefortheteamandwagon?Those own children under. And youwon’tsee. You can’tsee.Take ‘em for four. ButIwarnyou,you’re buyingwhatwillplowyour you. Fivedollars,notfour. Ican’thaul‘emback—Well, take‘em children under, buyingthearmsandspiritsthatmighthavesaved see—you’re buyingbitterness.Buyingaplowtoyourown buying onlyjunk,you’re buyingjunkedlives. And more—you’ll the metal.Disksandtractors,that’sstuff now. he trotted?

hams bay gelding bay plows. horse‑drawn tugs and hames, collars, halters, Fifty centsisn’tenoughtogetforagoodplow. Thatseeder Harness, carts,seeders,littlebundlesofhoes.Bring‘emout. Well, takeit—alljunk—andgivemefivedollars. You’re not Can’t sellahandplowanymore. Fifty centsforthe weightof Junk piledupinayard.

back of a horse’s knee. ahorse’s of back

reddish - brown male horse. 4 ‘Memberhowhelifted hisfeetwhen

parts of the harnesses used to attach horses to horses to attach used harnesses the of parts 5 and 3

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 15 14 13 12 11 10 9 8 and lookingpastthem back.Thisbook.Myfatherhadit.He to takeit. And what’sitlikeinCalifornia? this stick.Ihadsticksolong—amonth,ormaybe ayear. Igot Indian bow. Igotto. An’ thisroun’ stick—bigasme.Imightneed it—or burnitup. Look how she’swore down. And ropes, ofcourse.Therest? Leave and wrench andpliers. An ax,too.We hadthataxfortyyears. in thetrailer, andgranma onamattress. Tools, ashovel andsaw about fillsus.Rightupthesidesoftrailer, andthekidscanset rifle. Nothingelse.Thatgoes. And abottleforwater. Thatjust grampa came—didItellyou?—hehadpepperandsalta and food,whenevenhopeisgone,we’llhavetherifle. When rifle? Wouldn’t gooutnaked ofarifle. Whenshoesandclothes is? That’sthestove. And clothes—take alltheclothes. And—the canvas. Usethatforatent.Thiskerosene can.Knowwhatthat and mattresses andcomforts, lanternandbuckets,apieceof take. We’ll becampingout—afewpotstocookandwashin, pictures, square glasses,andhere’s avase. among them,turningthemoverandlookingoff beyondandback, tanks, stillthere were pilesofpossessions;andthewomensat bedsteads, chairsandtables,littlecornercupboards, tubsand they’ll allwalktogether, andthere’ll beadeadterror from it. day—the armiesofbitternesswillallbegoingthesameway. And leading a paradeofhurts,marching withourbitterness. And some we’re dead.To California oranyplace—everyoneadrum major go, that’sus;andwhenthetractorhithouse,usuntil right, butwehaveitstill. And whentheownermentoldusto start again.Thebitternesswesoldtothejunkman—hegotitall years andthedustdrought yearsare us.We can’t pictures, that’sus.Thisland,thisred land,isus;and theflood we’re allthat’sbeen.Theangerofamoment,thethousand where thefruit grows. We’ll startover. kicking thered dustup. back tothefarms,handsinpocketsandheadsdown,shoes didn’t dance.Theysingorpicktheguitars.walked the impacthard andstunning.Buttheydidn’tlaugh hats pulleddown.Someboughtapintanddrankitfasttomake And thechildren came. And thetenantmencamewalkingback,handsintheirpockets, The womensatamongthe doomedthings,turningthemover If Marytakesthatdoll,dirtyragIgotto takemy Now youknowwellwhatwecantakeandcan’t When everythingthatcouldbesoldwassold,stovesand The tenantmenscuffed home tothefarmsthrough thered dust. But youcan’tstart.Onlyababycan You andme—why, Maybe wecanstartagain,inthenewrichland—inCalifornia, from TheGrapesof Wrath conveys? he usesandideas narrator bythewords you concludeaboutthe CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES doomed destined toabadoutcome and “we”? using thepronouns “us” does thenarratorkeep through repetition? Why are beingemphasized paragraph 10. of words andphrasesin examples ofrepetition

(doomd) Whatideas Mark Whatcan

adj.

459 unnamed narrator? do theybringtolife this of dashescreate? How anduse do thepatterns 460 adv frantically CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES anger, worry,orpain indicate? What dothedashes questions andstatements? are created bythe 17 and18. punctuation inparagraphs .

acting wildlywith UNIT 5•fac (FRAN tuhklee) What patterns Whatpatterns Markthe Whateffect in g advers it 20 19 18 17 y had passed. dust. Thedusthungintheairforalongtimeafterloadedcars frantically theyloadedupthecarsanddrove away, drove inthe set fire tothem.Theystood andwatchedthemburning,then wait. We can’twait. And theypiledup thegoodsinyards and That’s mine. roun’ stick,Igettotaketwo things.Ichoosethefluffy pilla. dreadful pain—that’syou. can’t. Thewillowtree isyou.Thepainonthatmattress there—that not there? Canyoulivewithoutthewillowtree? Well, no,you you wakeupinthenightandknow—andknowwillowtree’s How’ll itbenottoknowwhatland’soutsidethedoor?Howif without ourpast?No.Leaveit.Burn there isn’troom. Here’s anold-timehat.Thesefeathers—nevergottousethem.No, guess not.Here’s alettermybrother wrote thedaybefore hedied. liked abook.Pilgrim’s Progress. permission of Viking Books,animprintofPenguinPublishingGroup,permission ofViking adivisionofPenguinRandomHouseLLC. “Chapter 9,”from TheGrapesofWrathbyJohnSteinbeck,copyright1939,renewed ©1967byJohnSteinbeck.Used 7. 6. brought itfrom theSt.LouisFair. much good.Thinkwecouldgetthischinadogin? Aunt Sadie I looked atthatbefore thefustthree come—didn’t seem todo it. And hispipe—stillsmellsrank. And thispicture—an angel.

ownership of lands west of the Mississippi River. Mississippi the of west lands of ownership Fair: Louis St. Pilgrim’s Progress And thechildren—if SamtakeshisIndianbowan’ hislong Suddenly theywere nervous. Gottogetoutquicknow. Can’t They satandlookedatitburnedintotheirmemories. How canwelivewithoutourlives?willknowit’sus

❧ The World’s Fair of 1904, celebrating a hundred years of American American of years ahundred celebrating Fair World’s 1904, of The

Christian story by John Bunyan about living virtuously. living about Bunyan John by story Christian 6 Usedtoread it.Gothisnamein 7 See? Wrote rightonit.No,I

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 4. 3. 2. 1. the story? that detail. what In way the information does you of learnedshed light an on aspect

What happens after the people burn theirbelongings? What happensafterthepeopleburn What are themendoinginparagraph7? What bigchangeistakingplaceinthelivesofthesecharacters?

Notebook

Write abriefsummaryofthisexcerptfrom TheGrapesofWrath .

Choose atunfamiliar one least Briefly research detail from the text. from TheGrapesof Wrath

461 Model Annotation Close-Read Guideand 462 a • Analyze an over of • Determine Reading Literature 

story

objective from THEGRAPESOFWRATH

text STANDARDS the T

ool Kit

UNIT 5•fac or MAKING MEANING

course and

drama how

summary

a analyze

theme

particular of

interact.

the

its

of text;

central development in the elements

provide g advers

text.

idea

it y 4. 3. 2. 1. Analyze the TextAnalyze the 3. 1. TextClose Readthe 2.

selection? abouthowpeopledealwithobstaclesby readingyou learned this the excerpt? Essential Question:Howdoweovercomeobstacles? Analyze you tell? Interpret people? Classify make thischoice?”Whatcanyouconclude? notice. Askyourself questionssuchas“Whydidtheauthor first read. Readthissectioncloselyandannotatewhatyou Revisit asectionofthetextyoufoundimportantduringyour close-read notes. For more practice,gobackintothetextandcomplete write aquestionandyourconclusion. read thepassage,andfindanotherdetailtoannotate.Then, annotations, alongwithquestionsandconclusions.Close This model,from paragraph1,showstwosample Notebook to theminthecomingdays. women knewhowthepastwouldcry the pasthadbeenspoiled,but west. Themenwere ruthless because possessions forthejourneyto their grandfathers.Pickedover belongings oftheirfathersand sifted theirbelongingsandthe In thelittlehousestenantpeople generations ofmemoriesandbelongings. CONCLUDE: Thetenantsare sortingthrough through repetition? QUESTION: Whatideasare beingemphasized and ideas. ANNOTATE: There isrepetition here, ofwords

What storydetailsreveal that thesecharactersare farm

Why do the characters burn theirbelongingsattheendof Why dothecharactersburn What isthegeneralattitudeofcharacters?How can

Respond tothesequestions. C to supportyouranswers. i t e t e xtu miss thepast. much theywill understand how The women CONCLUDE: make thischoice? did theauthor QUESTION: Why coming days.” to theminthe it “wouldcry the pastbysaying author personifies ANNOTATE: The a

l What have e v i d ence

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. men andwomentraditionallyfollowinthattimeplace. farmland, theresulting conditionsofpoverty,andthedifferent roles that the novelincludesongoingdrought andthedisappearanceofusable great hardships, suchasdrought. Theculturalandhistoricalcontextof the Great Depression todevelopthemesabouthowpeoplerespond to In TheGrapesofWrath,SteinbeckusesthesettingOklahomaduring significant storydetails,includingthefollowingelements: people orlife. Writers developthemesthrough careful selectionof or centralmessage.Themescanbeexpressed asgeneraltruthsabout Theme Analyze CraftandStructure Identifying Theme 1. to thequestions. 3. 2. Practice respond differently situation? totheir excerpt How domenandwomeninthe CHARACTERS’ ACTIONS excerpt? ofthis setting about the What are mostimportantdetails the SETTING have the greatesthave the choices? impactontheir characters’environmentWhat partsofthe CULTURAL ANDHISTORICALCONTEXT

• • • Complete thecharttoanalyzehowstoryelementsdeterminetheme. why not? different if thestorywere Oklahoma?Whyor adapted andsetinmodern-day Would thethemessuggested bythispassageofTheGrapesWrathbemuch nature issuggestedbythe narrator’s repetition ofthenounbitterness? Repeated words andideas canhighlightkeythemes.Whatthemeabouthuman Notebook or insightsabouthumannature. Characters’ actionsandreactions tosituationscanreveal themes, that affect them. historical environment ofthecharacters,includingmajorevents Cultural andhistoricalcontextisthesocial,cultural, Setting isthetimeandplaceinwhichastoryoccurs.

Every successfulliteraryworkdevelopsatleastonetheme,

Complete thefollowingactivity,andthenrespond ESSENTIAL QUESTION: story elements? developed bythese is What generaltruth THEME Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE from TheGrapesof Wrath

463 Language Development

Concept Vocabulary

ruthless toil doomed bitterness sorrow frantically

from THE GRAPES OF WRATH Why These Words? The concept vocabulary words describe extreme emotions or conditions that people experience. For example, the men feel much bitterness as they sell their belongings, the women feel great sorrow as they say good-bye to their homes, and the characters frantically load their cars and leave their homes behind.

1. How does the concept vocabulary sharpen the reader’s understanding of the story’s characters and setting?

2. What other words in the selection describe or relate to the difficult conditions these characters face?

Practice

Notebook The concept vocabulary words appear in the excerpt  WORD NETWORK from The Grapes of Wrath. Use each word in a sentence that demonstrates your understanding of the word’s meaning. Add interesting words from the text about facing adversity to your Word Network. Word Study Old English Suffix: -less The Old English suffix -less means “not having” or “unable to be acted on or to act.” It usually indicates that the word in which it appears is an adjective. For example, the word ruthless means “having no pity,” “merciless,” or “cruel.” In the story, the men are described as ruthless as they pick through belongings with no outward show of emotion or feeling.

1. Write your own sentence that correctly uses the word ruthless.

 STANDARDS Language 2. Write definitions for these words, consulting a dictionary if you need • Determine or clarify the meaning help: heartless, pitiless, purposeless. of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate 3. Think of two other words that have the suffix -less. Record a definition Greek or Latin affixes and roots as for each word, and write a sentence that correctly uses it. clues to the meaning of a word. • Acquire and use accurately grade‑appropriate general academic All rights reserved. or its affiliates. Inc., Education, © Pearson and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

464 UNIT 5 • facing adversity © Pearson Education, Inc., or its affiliates. All rights reserved. that appealstooneormore ofthefivesenses. Word choicealsohelpsawritercreate imagery—descriptivelanguage impression. word choice,thespecific languageanauthorusestocreate astrong Description Author’s Style Imagery Precise words 3. 2. 1. Complete theactivity,andthenrespondtoquestions. Practice

Interpret Evaluate three examplesofSteinbeck’s word choicetodescribethehorses. Reread paragraph7of“TheGrapesWrath.”Usethechartbelowtoshow (b) What moodoratmosphere doestheuseoftheseimages create? you choseappeal? the horsesmostclearly?Explainyourchoices.(b)To whichsensesdothewords

Descriptions ofpeople,places,andthingsare shapedby

(a) Whichwords from thegraphicorganizerenableyoutoimagine (a) To whatsensedotheimagesinparagraph13mostlyappeal? n i iesilsel ak Thesewords sense appealtothe fluffyI choosethe pilla. rank. smells And hispipe—still jewels, roses red underglass. Take glassbrow-band little the farms through red the dust. The tenantmenscuffed hometothe warweplantedmustard?the That plow, harrow, that remember in EXAMPLES FROMTHETEXT horses ESSENTIAL QUESTION: NOTES of touch. These words sense appealtothe of smell. of sight. These words sense appealtothe or went. precise averbsuchaswalked than The verbscuffed ismuchmore precise words. Plow, harrow, mustard are simple, all Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE from TheGrapesof Wrath

465 EFFECTIVE EXPRESSION

Writing to Compare The documentary video you watched provides in-depth information about the Dust Bowl, the historical event that is an essential part of the setting of John Steinbeck’s novel The Grapes of Wrath. Now, deepen your understanding of the topic by analyzing what you have learned and THE DUST BOWL expressing your ideas in writing.

Assignment The video “The Dust Bowl” and the novel The Grapes of Wrath present very different perspectives, or points of view, about the role of farmers in the 1930s drought and its aftermath. Were farmers innocent victims of a natural disaster, or were they guilty of creating the disaster due to

from THE GRAPES OF WRATH poor land management? Write an argumentative essay in which you state and support an argument about the role of farmers in the Dust Bowl. Use details from Steinbeck’s novel and the documentary video as evidence to support your claim. Strengthen your support by addressing one counterclaim.

Prewriting Analyze Perspectives Review both sources to understand how the video and the novel present different perspectives on farmers during the Dust Bowl. Complete the chart to summarize how each source depicts the role of farmers. Then, include details from each source that produce a strong impression or impact.

HISTORICAL VIDEO: LITERARY TEXT: from “THE DUST BOWL” THE GRAPES OF WRATH

Role of Farmers in the Dust Bowl

 STANDARDS Reading Literature Compare and contrast a fictional portrayal of a time, place, or Strong Impressions character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Writing • Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge Notebook Respond to these questions. alternate or opposing claims, and organize the reasons and evidence 1. How do the video and the novel use different techniques to influence © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson logically. an audience’s response? b. Support claim(s) with logical reasoning and relevant 2. Which perspective on the role of farmers in the Dust Bowl is more evidence, using accurate, credible persuasive? Why? sources and demonstrating an understanding of the topic or text.

466 UNIT 5 • FACING ADVERSITY © Pearson Education, Inc., or its affiliates. All rights reserved. II. Opening Claim: I. argumentative essay.Adjusttheoutlineasneeded. Outline Your Essay Drafting Make changesandcorrect errors toprepare afinaldraft. Swap draftswithapartnertoreview andproofread oneanother’s work. fairly andexplainwhyyouthinkyourclaimisstronger? evidence tosupportyourargument?Doyoudescribe thecounterclaim effectiveness. Is yourclaim clearandstrong? Doyouprovide enough Once youhavewrittenacompletedraft,revise itforclarityand Reviewing, Revising,andEditing Closing Idea: III.

B. A. Body the DustBowl. you are makingabouthowmuchresponsibility farmersshouldbearfor Introduction your readers withanimportantideaorperspectiveonthesubject. Conclusion

Evidence: Evidence: Your Response: Counterclaim: think thisargumentisweakorincomplete. position, presented inthevideoornovel.Then,explainwhyyou Address aCounterclaim Introduce thecounterclaim, oropposite Evidence: evidence last. begin withyourstrongest evidence,orpresent yourstrongest sources thatsupportsyourargument.Considerwhetheryouwill Provide Evidencefrom Sources Chooseevidencefrom the

End youressaybysummarizingclaimandleaving

Begin withastrong openingthatclearlystatestheclaim

Complete theoutlinetoplananddraftyour ESSENTIAL QUESTION: The DustBowl •fromTheGrapesof Wrath

Howdoweovercome obstacles?

analysis, reflection, andresearch. informational textstosupport • evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing use oralterhistory. understanding howauthorsoffiction of thesameperiodasameans character andahistoricalaccount portrayal ofatime, place, or Compare andcontrast afictional Reading Literature  The Grapes ofWrath. from thisexcerptfrom what you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa  to literature. a. Apply grade 7Readingstandards Draw evidencefromliterary or reasons, andevidence. the relationshipsamongclaim(s), to createcohesionandclarify c. Usewords, phrases, andclauses understanding ofthetopicortext. sources anddemonstrating an evidence, usingaccurate, credible logical reasoningandrelevant a. Supportclaim(s)with

tan EVIDENCE LOG d a rd s

467 468 needed atthehighendofrange. proficiently, with scaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  Annotation First-Read GuideandModel writer. teacher andaward-winning become anoutstanding paid off ashewentonto the fields.Hishard work ended, Jiménezstudiedin to schoolbefore theharvest Although hecouldnotgo became migrantworkers. settled inCaliforniaand years old.Thefamily family whenhewasfour United Stateswithhis Mexico andcametothe in (b. 1943)wasborn Francisco Jiménez About the Author

Tool Kit STANDARDS

UNIT 5•FACING ADVERSITY MAKING MEANING

the words inorder from mostfamiliar(1)toleast(6). Before reading, notehowfamiliaryouare witheachword. Then,rank You willencounterthefollowingwords asyouread “TheCircuit.” Concept Vocabulary Circuit The opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION and review yourrankings.Markanychangestooriginal After completingyourfirstread, comebacktotheconceptvocabulary have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and whythoseinvolvedreact where and whenithappens, is about,whathappens, NOTICE understandingly enthusiastically instinctively thoroughly hesitantly whom thestory wearily WORD ideas within the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 3 2 1 1. I every yeartofindjobs. jobs. The“circuit” inthetitlerefers tothepathmigrant workerstake of constantmovingandwork,withschoolwedgedinaround harvesting years aspartofafamilymigrantfarmworkers.To him,life consisted Jiménez. Inthisstory,thenarrator, Panchito,tellsofhisdifficult early Child, acollectionofautobiographicalshortstoriesbyFrancisco This selectionisfrom TheCircuit:StoriesfromtheLifeofaMigrant BACKGROUND the thoughtofnothearingthemagainsaddened me. hours aday, everyday, sevendaysaweek,weekafterweek. And his broken Spanish.Thosewere thewords Iwaitedfortwelve 3. 2. braceros, season wasoverandthelastfewdaysworkers,mostofthem signaled usthatitwastimetogohome.“Ya esora,” saw him. in Mexicomyfamilywasfrom. ThatSundaywasthelasttimeI break. ThatishowIfoundouthewasfrom Jalisco,thesamestate I likedhim.Sometimeswetalkedduringourhalf-hour lunch of braceros. Sunday, onlyone—thebest picker—cametowork. months ofJuneandJuly.

sharecropper Ya esora Ya braceros As thelastdaysof August disappeared, sodidthenumber When thesunhadtired andsunkbehindthemountains,Ito t wasthattimeofyearagain.Ito,thestrawberrysharecropper, did notsmile.Itwasnatural.Thepeakofthestrawberry

2 (yah ehs(yah AW rah) (bruh SAIR ohs) SAIR (bruh were notpickingasmany boxesastheyhadduringthe

(SHAIR krop uhr) krop (SHAIR n. Spanish for “It’s time.” “It’s for hora.) es Spanish (Ya migrant Mexican farm laborers who harvest crops. harvest who laborers farm Mexican migrant n. one who works for a share of a crop; tenant farmer. acrop; of tenant ashare for works who one 3 heyelledin The Circuit The Francisco Jiménez 1

ANCHOR TEXT NOTES

MULTIMEDIA The Circuit |

SHORT STORY SCAN FOR

469 470 adv. completely;entirely thoroughly NOTES

UNIT 5•FACING ADVERSITY (THUR ohlee) 10 9 8 7 6 5 4 5. 6. thought ofhavingtomoveFresno days, weeks,andmonthsofwork.Isatdownonabox.The cardboard boxes.SuddenlyIfeltevenmore theweightofhours, the shack,Istopped.Everythingweownedwasneatlypackedin outside. in awhilehecleared from histhroat thedustthatblewinfrom was alsosilent.Heleanedhisheadbackandclosedeyes.Once on thewheel,hestared atthedirtroad. Myolderbrother, Roberto, 4. start the“Carcanchita.” accompanied them. broke thesilenceofdawn.Shortly, thebarkingofdogs brothers andsisters,forwhomthemovewasagreat adventure, up. A fewminuteslater, theyellingandscreaming ofmylittle much Ihatedthismove. store formethere brought tearstomyeyes. 7. store inSantaMaria.Thepothadmanydentsandnicks,the “Listo,” a bluenecktie. an importantmanbecausebehindtherear seatofthecarhefound the caranyway. Papáfigured theoriginal ownermusthavebeen was. Heneverdidfindoutfrom thecarsalesman,buthebought of thecar, Papátheninsistedonknowingwhotheoriginalowner spelled cartrouble. After beingsatisfiedwiththelooksandsounds head from sidetolike aparrot, tryingtodetectanynoisesthat examined everyinchofthecar. Helistenedtothemotor, tiltinghis he checkeditthoroughlybefore drivingitoutofthe carlot.He before buyingthisone.When hefinallychosetheCarcanchita, right tobeproud ofit.He spentalotoftimelookingatothercars Winter of1949.Papáwasveryproud ofhislittlejalopy. Hehada black Plymouth.Heboughtitinaused-carlotSantaRosathe large galvanized bumpers. on topofthecarroof andtieditwithropes tothefront andrear and Icarriedthetwosmallerones.Papáthenthrew themattress carry theboxesouttocar. Robertocarriedthetwobigboxes

Carcanchita Listo Fresno galvanized As wedrove homePapádidnotsayaword. With bothhands A littlebefore fiveo’clockinthemorning,Papáwokeeveryone Yes, itwasthattimeofyear. WhenIopenedthefront doorto While wepackedthebreakfast dishes,Papáwentoutsideto That nightIcouldnotsleep.layinbedthinkingabouthow Papá parkedthecaroutinfront andleftthemotorrunning. Everything waspackedexceptMamá’spot.It anold

(LEES toh) (LEES

6 heyelled.Without sayingaword RobertoandIbeganto (FREHZ noh)

(GAL vuh nyzd) vuh (GAL (kahr kahn CHEE tah) CHEE kahn (kahr Spanish for “Ready.” for Spanish 7 n. potshehadpickedupatanarmysurplus city in central California. central in city adj. 5 That was the name Papá gave his old ThatwasthenamePapágavehisold coated with zinc to prevent rusting. to prevent zinc with coated affectionate name for the car. the for name affectionate 4 andknowingwhatwasin

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 11 18 17 16 15 14 13 12 wearily: “Estodo.” wiped thesweatfrom hisforehead withhissleeve, andsaid floor behindthefront seat. All ofusthenclimbedin.Papásighed, Roberto openedtherear cardoorandPapágentlyplaceditonthe When shegottothecar, Papáreached outtohelpherwithit. pot bybothhandles,makingsure nottospillthecookedbeans. 9. over totheendofrow, pickedupthejugofwaterwehad mouth feltasif Ihadbeenchewingonahandkerchief. Iwalked hundred degrees. Iwascompletelysoakedinsweatandmy to pick. and afterbreakfast, Papá,Roberto,andIheadedforthevineyard under thetrees,” Papásaid. sleep onthemattress. Roberto,Panchito,andIwillsleepoutside it onthefarcornerofgarage.“Mamá,youandlittleones sisters. PapáandRobertothenbrought inthemattress andplaced newspapers andtincantops.Mamáfedmylittlebrothers and the hard ground. Papápluggedtheholesinwallswithold cleaned ournewhome.Robertosweptawaytheloosedirt,leaving road map. holes. Thedirtfloor, populatedbyearthworms,lookedlikeagray The walls,eatenbytermites,strainedtosupporttheroof fullof stables. season,” shesaid,gaspingandpointingtoanoldgaragenearthe car. “We havework!Mr. Sullivansaidwecanstay there thewhole the manwentin,Mamáclaspedherhandsandhurriedbackto a tallhuskymancameout.Theyexchangedfewwords. After the front door. Sherangthedoorbell.Theporch lightwentonand through awhitegate,past arow ofrose bushes,upthestairsto around it.” road. Can’tmisshim.Helivesinabigwhitehousewithfence foreman, scratchinghishead.“CheckwithSullivandownthe needed anymore workers.“We don’tneednomore,” saidthe did notspeakEnglish,Mamáaskedthecampforeman if he and lookedatourlittleshackforthelasttime. olla,” more dentsandnicksitacquired themore Mamálikedit.“Mi 8.

Es todo Mi olla Mi Around nineo’clockthetemperature hadrisentoalmostone At sunsetwedrove intoalaborcampnearFresno. Since Papá As wedrove away, Ifeltalumpinmythroat. Iturnedaround I heldthefront dooropenasMamácarefully carried outher Early nextmorningMr. Sullivan showeduswhere hiscrop was, That night,bythelightofakerosene lamp,weunpackedand The garagewaswornoutbytheyears.Ithadnowindows. When wegotthere, Mamá walkeduptothehouse.Shewent 8 sheusedtosayproudly.

(mee yah) OH (ehs TOH thoh) TOH (ehs Spanish for “My pot.” “My for Spanish 9 Spanish for “That’s everything.” for “That’s Spanish a tired manner this passage? of migrantworkersfrom conclude aboutthelives wearily NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ do thesewords create? describe thegarage. paragraph 15thatthe words andphrasesin (WIHR uhlee) The Circuit Whateffect Markthe Whatcanyou adv

471 . in thinking automatically, without choices? author hadmadedifferent text beaseffective if the 472 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ instinctively NOTES tihv lee) seem human? make nonhumanthings author chosenverbsthat and vines. sun, mountainsandvalley, describe theactionsof verbs inparagraph20that

UNIT 5•FACING ADVERSITY adv.

Whyhasthe done Markthe Would the (ihn STIHNGK (ihn STIHNGK 23 22 21 20 19 some more. “Quince,” first day. Hewrote downnumbers,crossed someout,wrote down a pencilandbegantofigure outhowmuchwehadearnedour signaling tousthatitwastimequitwork.Papáthentookout morning andlayinbed,lookingatthestars savoringthe was overandIcouldnowgotoschool.wokeup earlythat the work. on everymorningfordaysuntilmymusclesfinally gotusedto over. Ifeltlittlecontrol overmyarmsandlegs.This feelingwent favorite dish. 13. making itdifficult toseethebunches.“Vamonos,” was toodarktocontinuepicking.Thevinesblanketedthegrapes, the valleyreached outand swallowedthesun.Within anhourit the afternoonseemtolastforever. Finallythemountainsaround The buzzinginsects,thewetsweat,andhotdrydustmade meal forus.We hadriceandtortillaswith“carneconchile,” wooden cratesthatservedasatable.Mamáhadcookedspecial a waterhose.We thensatdowntoeatdinneraround some “Tienen quetenercuidado,” drove away. RobertoandIcameoutfrom hidingandjoinedPapá. books undertheirarms. After theycrossed thestreet, thebus school. Theneatlydressed boysaboutmyagegotoff. Theycarried vineyards. We didnotwanttogetintrouble fornotgoingto loudly inalarm.Instinctively,RobertoandIranhidthe down theroad. “Here comestheschoolbus,”hewhispered with astick.SuddenlyInoticedPapá’sfaceturnpaleashelooked of boxeswehadpicked.Robertodrew designsontheground the sideofroad. Whileweate,Papájotteddownthenumber two o’clockandwesatunderneathalarge walnuttree thatwason watched thedirtywaterrun downmyarmstotheground. I begantorecover. Ipoured waterovermyfaceandneck sandy ground. All Icouldhearwasthedrone ofinsects.Slowly my hands.Iremained motionlesswithmyeyesgluedonthehot sick tomystomach.Idropped tomykneesandletthejugroll off sick,” Robertoshouted.NosoonerhadhesaidthatthanIfelt brought, andbegandrinking.“Don’tdrinktoomuch;you’llget 10. 11. 12. “You careful.” to be have

After lunchwewentbacktowork.Thesunkeptbeatingdown. It wasMonday, thefirstweekofNovember. Thegrapeseason The nextmorningIcouldhardly move.Mybodyachedall When wearrivedhome,tookacoldshowerunderneath I stillfeltdizzywhenwetookabreak toeatlunch.Itwaspast “ Tienen que tener cuidado Vámonos and tomatoes. and Quince carne con chile

(KEEN say)

(VAH moh nohs) ”

Spanish for “Fifteen.” (KAHR nay kuhn CHIHL ay) CHIHL kuhn nay (KAHR 12 Spanish for “Let’s go.” “Let’s for Spanish

hemurmured. (tee EHN ehn kay tehn EHR kwee THAH thoh) THAH kwee EHR tehn kay ehn (tee EHN 10 hewarnedus. dish of ground meat, hot peppers, beans, beans, peppers, hot meat, ground of dish 11 saidPapá, Spanish for for Spanish 13 my

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 27 26 25 24 angrier atmyself. Ishouldhaveread, Ithoughttomyself. later,” Mr. Lemasaidunderstandingly. dry. My eyesbegantowater. Icould notbegin.“You canread asked hesitantly.Iopenedthebooktopage125.Mymouthwas blood rush tomyhead;Ifelt dizzy. “Would youliketoread?” he are onpage125,”hesaidpolitely. WhenIheard this,Ifeltmy up tome,handedmeanEnglishbook,andasked metoread. “We story webeganyesterday,” hesaidenthusiastically.Hewalked “The firstthingwehavetodothismorningisfinish reading the roll, Mr. Lemagavetheclassassignmentforfirsthour. wished Iwere withPapá and Robertopickingcotton. After taking scared atthatmomentwhen everyone’seyeswere onmethatI a desk.Hethenintroduced metotheclass.Iwassonervousand questions, Iwasledtotheclassroom. that Iwantedtoenroll in the sixthgrade. After answeringmany Finally, afterstruggling forEnglishwords, Imanagedtotellher first instinctwastoanswerherinSpanish,butIheldback. speechless. Ilookedattheladywhowaitedforananswer. My had notheard Englishfor months.ForafewsecondsIremained I heard awoman’svoicesay: “MayIhelpyou?”wasstartled. office. WhenIentered pant pocketsandwalkedtotheprincipal’s books undertheirarms.Iputmyhandsin bus windowandsawboysgirlscarrying school, Ifeltverynervous.lookedoutthe seat intheback. busy eithertalkingoryelling.Isatinanempty When itarrivedIclimbedin.Everyonewas road waitingforschoolbusnumbertwenty. around eighto’clock,Istoodbythesideof distance inacloudofdust.Two hourslater, and watchedtheCarcanchita disappearinthe to thetopofasmallgradenextshack stained skinfalltothefloorinlittlerolls. February. Irubbed myhandstogetherandwatchedthedry, acid not gountilthecottonseasonwasover, andthatwassometimein was notgoingtomorrow, ornextweek,month.Hewould face him.Iknewhewassad.Henotgoingtoschooltoday. He Roberto, butIkeptmyheaddown.didnotwanttolookupand join PapáandRobertoatbreakfast. Isatatthetableacross from first timethatyear. SinceIcouldnotsleep,decidedtogetupand thought ofnotgoingtoworkandstartingsixthgradeforthe For therest ofthereading periodIkeptgettingangrierand Mr. Lema,thesixthgradeteacher, greeted meandassigned When thebusstoppedinfront ofthe When PapáandRobertoleftforwork,Ifeltrelief. Iwalked sixth grade.” grade.” sixth I wanted the to in enroll managed to her tell that for English words, I “ F inally, after struggling struggling after inally, NOTES understandingly enthusiastically cautious way zee AStihklee) STAN dihnglee) knowing way;kindly hesitantly eager interest lee) adv. inanunsure or (HEHZ uhtuhnt The Circuit adv. adv. (ehn thoo (ehn thoo (uhn duhr

with

in a

473 474 NOTES

UNIT 5•FACING ADVERSITY 32 31 30 29 28 boxes. I sawthateverythingweownedwasneatlypackedincardboard were happytoseeme,but whenIopenedthedoortoourshack, to meetme.Theywere yelling andscreaming. Ithoughtthey news. As Igotoff thebus,mylittlebrothers andsistersranup he added:“I’llteachyouhowtoplayitduringourlunchhours.” asked. Hemusthaveread myfacebecausebefore I couldanswer, many corridos.“Howwouldyouliketolearnhowplayit?”he sound gavemegoosebumps.Iknewthatsound.hadheard itin He thenpickedupatrumpet, blewonit,andhandedittome.The me asweentered thebuilding.“Yes, Ilikecorridos,” walk withhimtothemusicroom. “Doyoulikemusic?”heasked English withMr. Lema,mybestfriendatschool. he said. him andaskedif hecouldhelpmewiththenewwords. “Gladly,” entered helookedupatmeandsmiled.Ifeltbetter. Iwalkedupto and headedbacktotheclassroom. in class.There were manywords Ididnotknow. Iclosedthebook book topage125.Ibeganread inalowvoice,pretending Iwas 14.

That dayIcouldhardly wait totellPapáandMamáthegreat One FridayduringlunchhourMr. Lemaaskedmetotakea The rest ofthemonthIspentmylunchhoursworkingon Mr. Lemawassittingathisdeskcorrecting papers.WhenI During recess Iwentintotherest room andopenedmyEnglish corridos

❧

(koh REE thohs) REE (koh n. ballads . 14 Ianswered.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. on an aspect of the story? anon aspect Briefly research that detail. what In way the information does you learnedshed light

understanding ofthestory. Who befriendsPanchitoatschool? picking grapes? hissons thattheschoolbusiscomingwhentheyareWhy doesPapáwarn Why doesthefamilymoveatbeginningofstory? What kindofworkdoesPanchito’s familydo?

Notebook

Write abriefsummaryof“TheCircuit” toconfirmyour

Choose atunfamiliar one least detail from the text. The Circuit

475 476 an over of • Determine inferences the evidence • Cite Reading Literature  Model Annotation Close-Read Guideand

objective

text

Tool Kit

text STANDARDS the

several UNIT 5•FACING ADVERSITY

MAKING MEANING

says

course and to

drawn

support

summary

a explicitly analyze

pieces theme

from

the

analysis

its

as of text;

the THE CIRCUIT textual

central development

the well

text.

provide

of text.

what idea

4. 3. 2. 1. 3. 1. TextClose Readthe Analyze the TextAnalyze the 2.

you learned aboutfacingadversitybyreadingyou learned thisselection? Essential QuestionHowdoweovercomeobstacles? Whathave the packedboxesatend ofthestory?Why? Draw Conclusions school? (b)MakeInferences Whatistheworstthing? (a) WhatisthebestthingthathappenstoPanchitoon thelastdayof about him? the “littleshack”?(b)MakeInferences What doesthisdetailsuggest (a) Interpret HowdoesPanchitofeelashisfamilydrivesawayfrom make thischoice?”Whatcanyouconclude? notice. Askyourself questionssuchas“Whydidtheauthor first read. Readthissectioncloselyandannotatewhatyou Revisit asectionofthetextyoufoundimportantduringyour close-read notes. For more practice,gobackintothetextandcomplete write aquestionandyourconclusion. read thepassage,andfindanotherdetailtoannotate.Then, annotations, alongwithquestionsandconclusions.Close This model,from paragraph3,showstwosample Notebook saddened me. the thoughtofnothearingthemagain days aweek,weekafterweek.And twelve hoursaday, everyday, seven Those were thewords Iwaitedfor esora,” heyelledinhisbroken Spanish. us thatitwastimetogohome.“Ya behind themountains,Itosignaled When thesunhadtired andsunk the workers. sun as“tired” tosuggestthefatigueof CONCLUDE: Theauthorpersonifies the describe thesuninthisway? QUESTION: Whydidtheauthorchooseto as being“tired.” ANNOTATE: Theauthordescribesthesun

Respond tothesequestions.

How doesPanchitomostlikelyfeelwhenhesees to supportyouranswers. CITE TEXTUALEVIDENCE days inthefields. repetitive working mirrors thelong, of thissentence The structure CONCLUDE: by therepetition? effect iscreated QUESTION: What structure. has arepetitive This sentence ANNOTATE:

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. To inferatheme— stated, more oftentheyare hintedatorsuggested. the storyconveys.Althoughthemesofaworkare sometimesdirectly Theme Analyze CraftandStructure • • • • • • 1. 3. 2. Practice aspect ofthestory. Analyze thestory’s titletoseeif ithintsatorreveals animportant Look forrepeated ideasexpressed bystorycharacters. learned. Examine characters’responses toconflicts,andidentify anylessons Identify themainconflictofstoryanditsoutcome. guesses, aboutthemesbasedonstoryclues. “correct” themeforawork:You mustinfer, ormakeeducated have impliedthemes.It’s important tonotethatthere isnosingle are notdirectly expressed. Mostnarratives,like“TheCircuit,” Implied themesare suggestedbytheauthorstorydetailsand story’s end. like TheFoxandtheGrapes,havestatedthemesprovided atthe Stated themesare expressed directly withinatext.Classicfables,

of thecluesyougathered. the finalrow ofthechart,writeyourideasabouttheme,basedonanalysis To begininferringtheme,completethischartwithcluesfrom thetext.Then,in theme, howwoulditberevealed, andbywhom? If youwere toadaptthisstory andprovide astatedtheme,whatwouldbethe clues tothememightthetitlereveal? (a) WhydoyouthinkFranciscoJiméneztitledthisstory “The Circuit”? (b)What Notebook Theme(s) CONFLICT MAIN

The

theme, orcentralideaofastory,isaninsightaboutlife that

Complete theactivity,andthenrespondtoquestions. RESPONSES CHARACTERS’ IDEAS REPEATED ESSENTIAL QUESTION: STORY’S TITLE Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE The Circuit

477 Network. adversity toyourWord from thetextaboutfacing Add interesting words 478 strategies. choosing flexiblyfromarange of grade andcontent, 7reading words andphrases basedon of unknownandmultiple-meaning Determine orclarifythemeaning Language   clues tothemeaningofaword. Greek orLatinaffixesandrootsas b. Usecommon, grade-appropriate meaning ofawordorphrase. a. Usecontextasacluetothe

STANDARDS

WORD NETWORK UNIT 5•FACING ADVERSITY LANGUAGE DEVELOPMENT THE CIRCUIT 2. 2. 1. instinctively (doneautomaticallywithoutthinking). narrator andhisbrother are toldtheschoolbusiscoming,theyrunaway Papá workshard toloadthecar, hewipeshisforehead wearily;whenthe describe waysinwhichcharactersactorrespond. Forexample,after Concept Vocabulary 1. an adverb,thoroughly,whichmeans“inathorough wayormanner.” done. Forexample,when-lyisaddedtotheadjectivethorough,itcreates English suffix -lycreates anadverbthatdescribeshowsomethingwas Old EnglishSuffix: -ly Word Study Practice Why TheseWords? 1. Respond tothesequestions,basedonyourknowledgeofeachword. 6. 5. 4. 3. 2.

definition andwriteacontextsentenceforeachword. Think ofthree otherwords thatcontainthesuffix -ly.Record a Write yourownsentencethat correctly usestheword instinctively. actions? What otherwords intheselectionare usedtodescribefeelingsor of charactersin“TheCircuit”? How doestheconceptvocabularysharpenreader’s understanding wearily thoroughly What mightsomeonedowhenlisteningtoafriendunderstandingly? How mightsomeonesoundwhenaskingaquestionhesitantly? How mightpeoplebehaveif theywere responding enthusiastically? How mightsomeoneinstinctivelyreact todanger? When mightsomeonebehavewearily? What isataskthatshouldbedonethoroughly?

Notebook

The conceptvocabularywords appearin“TheCircuit.”

enthusiastically instinctively The conceptvocabularywords from thetext

When addedtotheendsofadjectives,Old

understandingly hesitantly

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. Use thecharttoreview thefunctionsofcommas. accurate chunks. brief pause;theyenablereaders toabsorbinformationinmeaningful, Commas Conventions 1. Write It 1. Read It Using Commas stand on their owninsentences. stand ontheir independent clauses—groups ofwords can that Use acommabefore joins that aconjunction smoothly with the word the with smoothly and. Coordinate together canbelinked adjectives same nounandwhoseorder canbereversed. These are the modify that adjectives consecutive Use acommatoseparatecoordinate adjectives. phrases, orclausesinaseries. Use commastoseparatethree ormore words, or clause. Use acommaafteranintroductory word, phrase,

d. c. b. independent clauses. Write acompoundsentencecorrectly usingacommatoseparate words inaseries. Write asentencecorrectly usingcommastoseparatethree ormore person. Write asentenceusingthree coordinate adjectivestodescribea Write asentenceusingtwo coordinate adjectivestodescribeahouse. a. comma orcommasineachsentence. Reread thesesentencesfrom “TheCircuit.” Identify thefunctionof

Notebook

to thecar. After themanwentin,Mamáclaspedherhandsand hurriedback I satatthetableacross from Roberto,butIkeptmyhead down. months ofwork. Suddenly Ifeltevenmore theweightofhours,days,weeks,and braceros. As thelastdaysofAugustdisappeared, sodidthenumberof

Commas are essentialtoolsforwriters.Commas(,)signala Exampl [John wroteafunnyandinsightfulplay.] John wroteaninsightful,funnyplay. John wroteafunny, insightfulplay. The saladconsistedoflettuce,carrots,cucumber, andolives. If itrains,willyoustillbeabletostarttheproject? Julia startedlaughing,andshecouldnotstop. E SS E N T IAL e QUE S T ION : Howdoweovercome obstacles? coordinate • Use spelling capitalization, conventions • Demonstrate Language  S

a T

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to The Circuit RD

separate S

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479 480 analysis, reflection, andresearch. informational textstosupport • analysis ofrelevant content. the selection, organization, and concepts, andinformation through to examineatopicandconveyideas, • Writing an objectivesummaryofthetext. over thecourseoftext;provide a textandanalyzeitsdevelopment Determine athemeorcentral ideaof Reading Literature  standards to a. Apply Draw evidencefromliterary or and examples. quotations, orotherinformation facts, definitions, concretedetails, b. Developthetopicwith relevant Write informative/explanatorytexts

STANDARDS

UNIT EFFECTIVE EXPRESSION grade 7Reading

5 literature.

•

FACING THE CIRCUIT

ADVERSITY to correctly usecommasinyoursentences. several oftheconceptvocabularywords inyourwriting.Also,remember 3. 2. Writing toSources 1. After youhavewrittenyourexplanation,answerthesequestions. Reflect on Your Writing Vocabulary andConventionsConnection Assignment When you write your explanation: you write When about how patterns these give meaning to the story. seasons, and on). so Conclude your explanation with observations patterns you find (related in the story to characters’ behavior, actions, from workplace to workplace. Write explanation ashort Circuit,” “The In the narrator’s life follows apattern as his family moves

Why TheseWords? (b) Whatdidyouenduplikingordislikingaboutthose decisions? (a) Whatdecisionsdidyoumakeaboutorganizingyour ideas? Why? Was iteasyordifficult toidentifyinthestory? andanalyzepatterns wearily thoroughly on thestory’s meaning? writing. Whichwords didyou choosetodescribetheeffect ofpatterns • • • • thought oridea. Conclude byrestating yourmainideaandproviding anadditional Organize yourexplanationinaclear, logicalway. Include detailsfrom thetexttosupportyourideas. want toconvey. Analyze evidencefrom thetexttodeterminemainideayou

enthusiastically instinctively

The words youchoosemake adifference inyour

understandingly hesitantly Think aboutincluding of additional

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1. 4. 3. 2. Speaking andListening PRESENTATION EVALUATION GUIDE to 5 (demonstrated). Rate eachstatementonascaleof1(notdemonstrated) between areporter andafarmworkertopresent yourinformation. information from thestoryandresearch. Then,role-play aninterview Then, workwithyourpartnertoanswerthequestions,drawingon parts ofthe UnitedStates).Comeupwithquestionssuchas: about the1940sto1960s,mainlyinCalifornia—butalsoother workers andtheirfamiliesinthetimeperiodof“TheCircuit” (from Work withapartnertoresearch whatlife waslikeformigrantfarm Assignment

presentations. the oneshowntoanalyzeyourownaswellclassmates’ Evaluate Presentations Deliver Your Presentation Rehearse Your Presentation Plan Your Presentation • • • • • • • • •

How didthechildren ofmigrantfarmworkersattendschool? cotton? Where didfamiliestraveltoharvestgrapes,strawberries,and The role-players enoughtohear them. spokeloudly The role-players eachother. maintained eyecontactwith The peoplerole-playing stayed incharacter. The role-play wasrealistic. The role-play presented important,relevant information.

Maintain appropriate eyecontactwitheachother. Speak asif youwere thepersonyouare role-playing. Once youbegin,stayincharacteruntiltherole-play isfinished. Practice whateachofyouwillsayduringyourrole-play. farm worker. Decide whowillrole-play thereporter andwhowillrole-play the andlibrary resourcesUse theInternet togatherinformation. Research anddiscussthetopicquestions.

Use apresentation evaluationguidelike ESSENTIAL QUESTION: Howdoweovercome obstacles? one, • Present for additional several to • Conduct Writing pronunciation. contact, and pertinent focused, emphasizing clearly. ideas texts, andissues, diverse collaborative • Engage Speaking andListening  “The Circuit.” fromwhat you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa  topic that relevant questions elaboration c. discussion. to evidence that under having a.

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tradition diversity determination persevere deviate beginning oftheunit. inthe you learned the academicvocabulary consider usingsomeof As youcraftyouressay, A V 482 purposes, a frames • Write analysis the concepts, to • Write Writing  Informative Essay Student Modelofan

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Model InformativeEssay workers whodon’thavepermanenthomes. lost theirlandandhadtoleavehomes.“TheCircuit” portraysfarm a drought. Theexcerptfrom TheGrapesofWrathdepictsfarmerswho deal withobstacles.“TheDustBowl”showsthedevastatingeffects of You havejustread andwatchedselectionsthatrelate tohowpeople Write anInformativeEssay prepare towriteyourownessay. an opportunitytoreview these elementsasyou informative essayinthetext.You willhave Challenge yourself tofindalloftheelementsan “Against theOdds.” informative essay,seetheLaunchtext, An effective informativeessaycontainstheseelements: supported withprecise, factualdetails. A informativeessaypresents informationaboutatopic.Ideasare Elements ofaInformativeEssay obstacles. Usedetailsfrom theselectionstosupportyourideas. selections, andinformthereader abouthowtheydealtwiththose Describe thehardships facedbythepeopleorcharactersin Write aninformativeessayinwhichyouanswerthisquestion: Assignment • • • • • a formal,objectivetone insights are provided a conclusioninwhichthewriter’s thesisisrestated andadditional clear, consistentorganization supporting factualdetailsthatsupportthewriter’s ideas an introduction inwhichthetopicandthesisare revealed the obstacles they faced? faced? obstaclesthey the copewith selections inthe individuals the How did

For amodelofan LIT17_SE07_U05_LT.indd 446 UNIT 446 NOTES offering opinionsorarguments. author presentsfactswithout As youread, noticethatthe Assessment attheendofthe unit. develop inthePerformance-Based is thetypeofwritingyouwill information aboutatopic.This in whichtheauthorprovides informative text,atypeofwriting This selectionisanexampleof LAUNCH TEXT UNIT 5•FACING ADVERSITY 5 INTRODUCTION LAUNCH TEXT | INFORMATIVE MODEL 8 7 6 5 4 3 2 1 “I North Carolina. Flight 1549from New York’s LaGuardia Airport toCharlotte, 29-year veteranofUS Airways. Sullenberger III,a57-year-old former Air Force fighterpilotanda about 30secondstofindanalternative.Thepilotdecidedona stay intheairlongenoughforeitherplantobesuccessful.Hehad Airport inNewJersey. The planecouldeitherreturn toLaGuardia orlandatTeterboro and calmlyexplainedthesituation.Theydiscussedoptions: horrible smellandthenaneeriequiet:bothengineswere disabled. was aloudexplosion.Thecabinfilledupwithsmoke.There wasa said itsoundedlikesneakersthumpingaround inadryer. There followed bysevere vibrationsfrom theengine.Onepassenger later thegeesestruck thefuselage,wings,andengine. saw aflockofCanadageeseheadedtoward theplane.Moments something caughttheeyeofcopilotJeff Skiles. At 3,000feet,he was inforanaverageflight—aroutine, everydaytrip. Flight 1549leftthetarmacat3:25 On January15,2009,Sullenberger wasthepilotonUS Airways The “guy”wasUS Airways pilotChesley“Sully” Sullenberger knewthesituationwastoodire fortheplaneto Sullenberger madeaMaydayradiocalltoairtraffic control The 150passengersfeltapowerfulthudagainsttheairplane, The flightwasunremarkable forthefirst90seconds.Then River,” thenewsanchorjoked,“thisisguyyouwant.” f youhavetoditchacommercial aircraft intheHudson Against the Odds P.M. Sullenberger thoughthe MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. “The Circuit” “The DustBowl” The GrapesofWrath methods ofdealingwithproblems. overcoming challenges.Insomesources, different peoplemayexhibit you identify obstaclesandcopingstrategies,ormethodsofhandling provide informationyouwillshare inyouressay.Completethischartas stronger thesisstatementforaninformativeessay. Notice howoneofthefollowingstatementswouldbeamuchstronger want toshare withreaders. Aneffective thesisstatementshould: sharp focus,indicatingbothyoursubjectandthecentralmessageyou Gather Details Prewriting /Planning My thesisabout a thesisstatementbelow. and copingstrategiesthatconnectsthem.Useyour analysis toformulate Review thedetailsyougathered andlookforasingleideaaboutobstacles Formulate aThesis • • • Avoid overgeneralizationsandvagueorunnecessarywords. Use precise, formallanguage. State onekeyideaclearlyanddirectly. build characterandsolveproblems. one’s greatest fearisadifficult butworthwhilechallengethatcan Sharply focusedthesis:Manyliteraryworksshowthatfacing of something,andthat’s justhowitisnomatterwhoyouare. Overgeneralization andinformallanguage:Everybody’s afraid

how individualscopewithobstacles: Revisit theselectionstogatherspecific detailsthat

A strong thesisstatementwillgiveyouressaya OBSTACLE ESSENTIAL QUESTION Performance Task: Write anInformative Essay COPING STRATEGIES : Howdoweovercome obstacles? analysis the concepts, to • Write Writing  your essay. may wanttoincludein and identify keydetailsyou Review yourEvidenceLog  concepts. relationships create c. and quotations, facts, b. aiding and effect; comparison/contrast, such information, organize previewing a.

examine

selection, Use Develop Introduce STANDARDS

examples. multimedia

EVIDENCE LOG definitions,

informative/explanatory

of appropriate cohesion comprehension. include

and definition,

relevant ideas, a

the

what topic

organization,

information a

using among

topic other formatting,

topic concepts,

and when

and is concrete content.

classification,

strategies transitions

clearly,

information with clarify

ideas

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follow; useful

through

and relevant and

cause/

graphics, details,

and

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to ideas,

to 483 texts

484 analysis ofrelevant content. the selection, organization, and concepts, andinformationthrough to examineatopicandconveyideas, Write informative/explanatorytexts Writing  explanation presented. and supportstheinformationor or sectionthatfollowsfrom f. Provide aconcludingstatement and examples. quotations, orotherinformation facts, definitions, concretedetails, b. Developthetopicwithrelevant aiding comprehension. and multimediawhenusefulto effect; includeformatting, graphics, comparison/contrast, andcause/ such asdefinition, classification, information, usingstrategies organize ideas, concepts, and previewing whatistofollow; a. Introduceatopicclearly,

STANDARDS

UNIT PERFORMANCE TASK: WRITINGFOCUS

•

FACING

ADVERSITY body ofyouressay. Complete thisoutlinetoplanthedetailsandideasyouwillincludein strongest ideas. statement. Ontheotherhand,youmightdecidetobuildupyour by discussingtheworkthatcontainsstrongest supportforyourthesis order inwhichyouwilldiscusstheworks.Forexample,mightbegin strategies presented inthree selections.Before youdraft,decidethe Organize Details Follow thesestepstocreate yourdraft: chance torevise andedityour workonceyourdraftisfinished. without worryingaboutword choiceandgrammar. You willhavea Write aFirstDraft Drafting Details andAnalysis: Third Selection: Details andAnalysis: Second Selection: Details andAnalysis: First Selection: • • • message. to yourthesisstatementand leavesreaders withasingle, powerful End yourdraftwithaconclusionthatconnectsideas from thebody ideas. comparisons, movefrom one topictoanother, oremphasize key using transitions,suchassimilarly,incontrast,orhowever, tomake Follow theorganizationyouplannedinbodyof your essay, and clearlyidentifies theselections youwilldiscuss. Begin withastrong introduction thatpresents yourthesisstatement

Your informativeessaywillexplainspecific coping

As youdraft,focusonwritingdownyourideas

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Revise Incorrect UseofCommas T Language Deve sentences andre-punctuate them,eitheraddingorremoving commas. As youdraftyouressay,remember tousecommasproperly. Copythefaulty Write It subjects, andcompoundverbs. Read thisparagraphandidentify thecoordinate adjectives, compound Read It Here are someguidelinesandexamplestakenfrom theLaunchText: not tousecommasisjustasimportantknowingwhenthem. to ensure thatyourinformativeessayiscleartoreaders. Knowingwhen with acomma. with compound verbs Do notseparate acomma. with compound subjects Do notseparate modify. noun they fromadjectives the not separatethe comma, butdo a with adjectives Separate coordinate The actorbowed,andsmiled. and knots. archery,At summercampwelearned better grades. earn Jasmine, helpedeachother Studying together, Glenda,and swaying, bridge. We inchedacross rickety, the FAULTY SENTENCE he clear, understandablesentences. commas andpunctuationinyourwriting.Strivetocreate writing. Besuretoreviewandreviseanyincorrectusesof Commas andotherpunctuationmarksarecriticaltoclear U se ofCommas SENTENCE PUNCTUATED INCORRECTLY explained the situation. explained the traffic control, andcalmly toair call Mayday radio Sullenberger made a “Isanyonethere?”calling cabintwice, ofthe length the and Skiles,walked plane,Sullenberger,the waterseepinginto With everyday, trip. routine,flight—a he wasinforanaverage Sullenberger thought l opment: Conventions

The correct useofcommaswillhelp MY REVISION SENTENCE PUNCTUATED CORRECTLY explained the situation. explained the traffic control andcalmly toair call Mayday radio Sullenberger made a “Isanyonethere?”calling cabintwice, ofthe length the and Skileswalked plane,Sullenbergerthe waterseepinginto With everyday trip. routine,flight—a he wasinforanaverage Sullenberger thought ESSENTIAL QUESTION Performance Task: Write anInformative Essay : Howdoweovercome obstacles? famous writer.) writer =Hewasarichand (He wasarich,famous separated bytheword and. because theycanbe coordinate adjectives You canrecognize Coordinate spelling capitalization, conventions • Demonstrate Language  coordinate a.

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485 your essay. from yourWord Network in Include interesting words 486 analysis the concepts, to • Write Writing   Focus and formal style. e. inform domain-specific and quotations, facts, b. useful tables), headings), effect; comparison/contrast, such information, organize previewing a. d.

examine STANDARDS

selection, Establish Develop Introduce Use

WORD NETWORK examples.

as UNIT

definitions, PERFORMANCE TASK: WRITINGFOCUS

informative/explanatory

Provides statement aconcluding Is organized clearlyandlogically. Provides anintroduction that satisfying close. essaytoa bringsthe that reveals topicandthesis. the

of to precise include about

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ADVERSITY

ideas,

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your evaluationandinstructiononthispagetoguiderevision. Use thechecklisttoevaluateeffectiveness ofyourdraft.Then,use Evaluating Your Draft Revising tone inyouressay: the audienceorsubject.Applyfollowingstepstorevise foraformal Maintain aFormalTone delete unneededorirrelevant information. make. Then,marksupportyouhavegiven.Adddetailsasneeded,and details youhaveusedtosupportideas.Firstmarktheideasorclaims Support IdeasWithRelevantEvidence Revising forEvidenceandElaboration quotation from atextyouread. consider endingyourconclusionwithaquestionorpowerful paragraphs. Strivetokeepyourconclusionbriefbutengaging.You might and checktobesure thatitfollowslogicallyfrom your thesisandbody Provide aClearConclusion Revising forFocusandOrganization • • language thatbettersuitsyouraudience. chip onyourshoulder”).Replaceclichésandslangwith fresh, original around comesaround”) oridioms(figurativeexpressions, such as“a Underline anyclichés(overusedexpressions, such as“whatgoes Change themtoformal,academiclanguageappropriate foranessay. Identify anyinformallanguageorslangexpressions inyouressay. Evid

Maintains aformaltone. Supports ideaswith Clearly showsrelationships details from selections. the relevant evidenceand among ideas. e nc e andElaboration

A writer’s toneishisorherattitudetoward

Review theconclusionyouhavedrafted,

Evaluate withacriticaleyethe C onv

Attends to the norms tothe Attends Uses words, phrases, correct useofcommas. especiallydiscipline, oftheand conventions among ideas. relationshipsthe cohesion andclarify createand clausesthat e ntions

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. future writingassignments? fromobstacles? Whatdidyoulearn peerreview thatmighthelpyouwith the essayheightenyourunderstandingofhowpeople dealwith asyouwroteReflect onwhatyoulearned youressay. Howdidwriting Reflecting your essayshaveincommonandthewayswhich they are review andcommentonyourclassmates’work.Asagroup, discusswhat small group ofclassmates,soyoucangetconstructivefeedback.Inturn, Create afinalversionofyouressay.Share itwithyour classorwitha andPresentingPublishing meanings: forexample,their, they’re,andthere. words thatsoundthesamebutare spelleddifferently andhavedifferent in spellingandpunctuation.Also,checkyourofhomonyms— Proofread forAccuracy to ensure thatyouhavefollowedpunctuationrules. Correct errors ingrammarandword usage.Reviewyouruseofcommas Edit forConventions andProofreadingEditing provide supportivefeedback. Exchange essayswithaclassmate.Usethechecklisttoevaluateyourclassmate’s essayand Peer 4. 3. 2. 1.

What isthestrongest partofyourclassmate’s essay? Are there clearconnectionsamongideas? Are thewriter’s ideassupportedbydetailsandsupportfrom theselections? Is there aneffective introduction? R

eview yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, lookingforerrors these connections clearer. If no,pointoutwhere thewritershouldusetransitionstomake If no,pointoutwhere thewritershouldprovide support. If no,suggestabetterwaythewritercouldintroduce thetopic. ESSENTIAL QUESTION Performance Task: Write anInformative Essay

different. : Howdoweovercome obstacles? spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish Demonstrate commandofthe Language  b. Spellcorrectly. coordinate adjectives. a. Useacomma toseparate

STANDA R DS

487 488 Clarify Support Participate Prepare STRATEGY

UNIT 5•Fac OVERVIEW: SMALL-GROUP LEARNING Small-Group Learning. Small-Group work in teams. Add ideas of your own for each step. Usestrategies these during atLook strategies these and theyou actions can take to practice them as you continue to learn and work with others. Throughout your life, in school, in your community, and in your career, you will Small-Group Learning Strategies the topic of facing adversity. able to overcome them. You will work in agroup to continue your exploration of thatselections describethat obstacles have people faced and how they were You’ve hit abump in the road. what Now should you do? You will read How do we overcome obstacles? QUESTION: ESSENTIAL

others

fully in g A dvers • • • • • ACTION PLAN ACTION • • • • • • • Build Invite Paraphrase Ask Use Organize Make Complete it

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SCAN FOR being

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK town. entire an man’s young transforms idea One brilliant Childress Sarah a Nation Electrifying A Young aWindmill, Tinkerer Builds NEW Why be “normal,” be extraordinary? Why be can you when Mullins Aimee A Work Progress in PERSONAL NARRATIVE Present Multimedia Profiles about peoplewhofacedhuge obstacles,butovercame increative them ways. adversity. Afterreading, yourgroup presentation amultimedia plananddeliver will The Small-Group readings demonstrate howpeoplecanovercome tremendous SPEAKING ANDLISTENINGFOCUS COMPARE life forever? Keller’s Helen change moment dramatic one Can Keller,Helen Sullivan withAnne to KellerHow Learned Helen Talk MEDIA: INTERVIEW make difference. all the can word little one Just Keller Helen from AUTOBIOGRAPHY EXCERPT s ARTICLE The Story The ofMy Life Overview: Small-Group Learning CONTENTS

489 490

UNIT 5•Fac OVERVIEW: SMALL-GROUP LEARNING 2. 4. 1. Working aTeam as 5. 3.

• • • • own. You mayaddorrevise rulesbasedonyourexperiencetogether. as youworktogether. Samplesare provided; addtwomore ofyour List Your Rules thought of,butcouldrelate to? to yours?Didothergroup membersshare challengesthatyouhadnot discuss yourresponses. Were othergroup members’responses similar to makeyourresponse clear. Afterallgroup membershaveshared, sharingyourideas,besureAs youtaketurns toprovide examples Our group’s decision: collaboration tools,email,orinstantmessaging. communicate withoneanother. Forexample,youmightuseonline Create aCommunication Plan Our group’s name: Name Your Group one thingthatyouheard from anothermemberofyour group. group contributes.Take notesandbeprepared toshare withtheclass aboutovercominglearned obstacles.Makesure eachpersoninthe Apply theRules Take aPosition People Everyone Are any challenges impossible to overcome? impossible any challenges Are in g A dvers

should

should it

As agroup, decideontherulesthatyouwillfollow

not In yourgroup, discussthefollowingquestion: Practice workingasagroup. Share whatyouhave

participate Choose anamethatreflects theunittopic.

interrupt.

Decide howyouwantto group

discussions.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. completing the tasks. the completing with and your activities group,the texts and make aschedule for findFirst, out the due dates for the Small-Group Then, preview activities. Schedule a Making group member. Here are possible some roles; add your own ideas. beginning roles and discuss aproject, one choose for the necessary each has aspecific role. Different require projects different roles. Before your groupAs together, works you’ll find it if more each effective person Working Group Projects on Electrifying a NationElectrifying aWindmill, Builds A Young Tinkerer to Talk Learned Keller Helen How from Progress in A Work SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR The Story of My Life My of Story The

takes notesduringgroup meetings

organizes research activities

monitors thescheduleandkeepseveryoneontask ACTIVITIES ESSENTIAL QUESTION: Howdoweovercome obstacles? Overview: Small-Group Learning DUE DATE DUE

491 492 of strategies. choosing flexiblyfromarange grade andcontent, 7reading words andphrases basedon of unknownandmultiple–meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  jumping events. records inrunningand where shesetthree world 1996 ParalympicGames, her toparticipateinthe with prosthetics, enabling how towalkandrun the knee.Mullinslearned her legsamputatedbelow she neededtohavebothof actor. Attheageofone, is anathlete,model,and Aimee Mullins(b.1976) About the Author meaning ofawordorphrase. a. Usecontext asacluetothe

STANDARDS

UNIT 5•Fac MAKING MEANING in g A dvers it y various typesofcontextcluesthatyoumayencounterasread. by otherwords inthetextthatsurround theunfamiliarwords. There are clues tohelpyoudeterminetheirmeanings.To doso,lookforcluesgiven Context Clues encounter thesewords. As youperformyourfirstread of“AWork inProgress,” youwill Concept Vocabulary A Work in Progress opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your firstread. determine themeaningsofotherunfamiliarwords youencounterduring Apply yourknowledgeofcontextcluesandothervocabularystrategiesto artificial ingredients; heshopsonlyatorganicfoodstores. Contrast ofideasandtopics:Jameswillnoteatfoodsmadewith are delicateandmore likelytobreak. Restatement ofanidea:Becausearare bonedisease,herbones him tobeimpolite. Synonyms: Hisaberrantbehaviorwasunexpected.Itisstrangefor accomplishments have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within

extraordinary the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE

RESPOND celebrate by marking by completing

A Work in Progress Aimee Mullins

BACKGROUND A prosthetic is an artificial substitute for a missing body part. Over the SCAN FOR MULTIMEDIA past few decades, prosthetic technology has advanced greatly. Modern prosthetics can often fully replace the function of a missing limb due to the invention of lighter materials and more sophisticated designs.

1 o two weeks ago I was a bridesmaid, and the reception was NOTES S actually here at the New York Public Library, and I will never forget this wedding. Yes, it was very beautiful. But more importantly, I survived the slick marble floors that are all over this building. Tile and marble floors are public enemy number one to a stiletto-loving girl like me. And I had five-inch heels on that night. 2 Most people learn to walk in very high heels. They bend their ankle so that the ball of the foot touches the ground first; you have © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson more stability.

A Work in Progress 493 494 NOTES

UNIT 5•Fac in g A dvers it 12 11 10 y 9 8 7 6 5 4 3 amputated Institute wouldagree. Ispentalotoftimethere as a child.Doctors “Go big orgohome,man.Godowninflamesif you’re gonnago.” But giventhechoicebetweenpracticalityandtheatricality, Isay, makes thepossibilityofbananapeelwipeoutverylikely. 1. excited togettheselegs.untilIsawthem. got waterproof legsforyou.Nomore rusty bolts!” 2. And allI’mthinkingis,Myparents are gonnakillme.Ibroke myleg! room. Theteacherfaintson thepiano,andkidsare screaming. floor, andthelowerhalf ofmyleftlegisinsplintersacross the mid-twist Ihearthis[makesloudcrackingsound]. And I’monthe know, thewoodrots out. swam inthewoodenlegs. of, andtheywere heldon withabigboltthatrusted outbecauseI I hadthesewoodenlegswitharubber footthatthetoesbroke off “normal” lookedlike.Iknowwantedthatbackthen.Butinstead what “normal”lookedlike. wanted tocontrol herenvironment andmakeitfitintoherideaof because ofthecastsandwheelchair). distraction totheotherstudents(whichofcourseIwas, butnot condition Iwasin,“inappropriate,” andthatIwouldbea prevent mefrom returning toclass,becauseshesaidthatinthe But myteacherhadadifferent ideaaboutthat.Shetriedto much class,Ijustcouldn’twaittogetbackandseeallmyfriends. anticipation ofthedayyoureturn toschool—Ihadmissedso a wheelchairbecauseIcouldn’twearprosthetics. metal pinstoholdthat—fullplastercastsonbothlegs.Ihaduse wonky direction inwhichmytibiawasgrowing. So Ihadtwo and thenwhenIwasfive,hadamajorsurgery tocorrect the

amputated prosthetist And itwould’vebeenaloteasierformetofitintowhat You’re notsupposedtoswim inthewoodenlegs,because,you I guessI’mabitofdaredevil. IthinkthatthenursesatDuPont I don’thaveankles,sohiteachsteponthestiletto,which This isarevelation, right?Thisisgonnachangemylife. Iwasso But thenafewyearslater, myprosthetist It’s amess. So there Iwasinsecondgrade musicclass,doingthetwist,and Clearly sheneededtomakemydifference invisiblebecauseshe One ofthebestthingsaboutgettingouthospitalis

1 (PROS thuh tihst) thuh (PROS (AM pyoo tayt ihd) tayt pyoo (AM bothofmylegsbelowthekneewhenIwasaninfant, professional who fits and designs prosthetic limbs. prosthetic designs and fits who professional n. removed surgically. removed v. 2 tellsme,“Aimee,we

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 21 20 19 18 17 16 15 14 13 bills. You know?Like,they don’tshowthatonBaywatch. thinking, Someone’s gottafindme. under eacharmpit,withthepeachfeetstickingup,andjustbob, And allIcouldthinktodowaspopoff theselegsandputone And I’mtakinginwater, andI’mfighting,fighting. from myvantagepointof where Icouldseemyparents’ towel. technique cancontrol buoyantlegs. ocean, andIwasagoodswimmer, butnoamountofswimming of pairseyesstaringatme. And soI’dgetmyself intothe really fast.Iwasthewhiteflash.didn’twannafeelhundreds the sea. And Iknowthisiswhere Ifirsthonedmyabilitytorun get there, there’s three hundred yards oftowelsbetweenmeand my existence. and come straightbackupfeetfirst.Theywere thebaneof they were buoyant.SowhenI’dgooff thehighdive,I’dgodown planet. And theselegswere sogoodatbeingwaterproof that your life. Ithasnothingtodowithanyhumanskintoneonthe is thenastiestshadeofnuclearpeachthatyou’veeverseenin color” wastherubber foamfootpainted“Caucasian,”which about skincolor;I’mtalkingthecolorwhite.The“skin “milk jug”material. And whenIsay“white,”I’mnottalking about? It’sthebestthingIown.” “That doesn’tlookright.Goupstairsandchange.” waiting totakeuschurch. Hetakesonelookatme,andhesays, safari dress, belted,hitsat theknee. dress thatIthoughtwasthe heightofsophistication—sleeveless since Iwastwelve,andwenttoTheLimited,boughtthis money—the firstthingIeverboughtthatwasn’tonsale. gonna bewearingadress thatIhadpurchased withmyown 3.

lifeguards. Baywatch And alifeguard did. And I’msure hewillcollectfortherapy And thenwhenIwasfourteenitEasterSunday, andIwas So atsomepointIgetcaughtinaripcurrent, andI’mmigrating But thenwe’re attheJerseyShore onesummer. Bythetimewe They were madeofpolypropylene, whichisthatwhite plastic I waslike,“What?Mysuper-classy dress? Whatare youtalking Coming downstairsintothelivingroom, Iseemyfather Momentous event;youneverforget it.I’dhadapaperroute But theysavedmylife, those legs.

popular television show from the late 1990s about the lives of fictional fictional of lives the about 1990s late the from show television popular 3 NOTES A Work inProgress

495 496 NOTES

UNIT 5•Fac in g A dvers it 32 31 30 29 28 27 26 25 24 23 22 y runs—woven carbonfiber. legs modeledafterthehindlegofacheetah,fastestthingthat the righttimetobefirstpersongettheseradicalsprinting artificial legs,andIwaslucky enoughtoarriveintrackatjust designers tobuildlegsforme. sculptors, Hollywoodprosthetic makeupartists,waxmuseum the ground.” create anythingforyouinthespacebetweenwhere yourlegendsand the wrong people.MaybeIneed togofindpeoplewhosay,“Yes, wecan thought, Well, maybeI’mjusthavingthewrong conversationswith a lifetime ofbeinggivenlegs thatjustbarely gotmeby. And I I startedthisadventure in Track andField.Ihadgonethrough strengths. I’vegotweaknesses. Itiswhatitis. able toacceptmyself. You know, okay, I’mnotnormal.Ihave of apositiveattitude,butIthinkthiswasthestartmebeing their mindaboutwhytheywere doingit. somehow hidemyself wassoshockingtohearthatitchanged look nice?Becausemyparents thinkIlookinappropriate.” how niceIlookinthisdress, andI’mlike,“Really? You thinkI house,andeverybody’scomplimentingmeon grandmother’s something sothatotherpeoplecouldfeelmore comfortable. about myself thatwastrue, andIrefused tobeembarrassedabout it wasthefirsttimeIdefiedmyfather. Irefused tohidesomething Go change.” It doesn’tlookright.It’sinappropriate togooutlikethat. 4. can wearopen-toedshoesinthewinter. And mostimportantly, get different legsfordifferent heights.Idon’thavetoshave. capillaries, veins. And, hey, Icanbeastallwannabe,so humanness. with thoselegs. And theymadenoattemptatapproximating

carbon fiber carbon And soIstartedworkingwithengineers,fashiondesigners, And Ihadalwaysbeenathletic,butitwasn’tuntilcollegethat And Ihadalwaysmanagedtogetthrough life with somewhat And Ithinksomethingsnappedinme.refused tochange. And I decidedwantedtobethefastestwomaninworldon But Ithinkthepublicutteranceofthisideathatshould I outedthem(kindamean,really). So afterchurch theextendedfamilyconvenesatmy I wasgrounded forthatdefiance. He said,“No,youcanseethekneejointwhenwalk. Then Igettheseincredibly lifelike siliconlegs—hand-painted,

buhr) FY buhn (KAHR 4 Iwasabletosetthree world records n. very strong, lightweight material. very

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 35 34 33 40 39 38 37 36 6. I canoptoutofthecankles 5. wanted todomore. wore abraceandorthopedic in herleftlegbeingsevencentimetersshorterthan her right.She her life. Shehadbeenborn withabrittlebonediseasethatresulted little girlImetayearearlierwhenshewasatpivotalmomentin street fair, andIgetthistugonmyshirt,lookdown.It’s a strength. extraordinary. And I’lldecidewhatisaweakness and whatis fun withmydifference. ThankGodI’mnotnormal.Igettobe I hadmovedpastmere acceptance ofmydifference. Iwashaving asking metodisablemyself forhimandhisaudience. was askingmetobelessthan,alittlemore downtrodden. Hewas too manyaccomplishments,I’mafraidtheywon’tlikeyou.” walk onstagetoday, andyouare this polished youngwomanwith because youwere thissweet, vulnerable,naïvegirl,andif you Aimee. Thereason everybody likedyouallthoseyearsagowas since mysportscareer. he didn’tknowalltheseamazingthingsthathadhappenedtome “We lovedit.We wantyoutocomeback.” And itwascleartome ago, whenIwasatthebeginningofmytrackcareer, andhesays, sculpture. legs covered infeathers,porcelain legs,jellyfishlegs—all wearable about theseadventures, andhowIhadlegsthatlookedlikeglass, excitement. Iwasbeinginvitedtogoaround theworldandspeak supermodels. Iwassuddenlyinthiswhirlwindofadventure and heel. And Iwasabletowalktherunways oftheworldwith with grapevines andmagnoliasalloverthemasix-inch Alexander McQueen,andtheywere hand-carvedofsolidash genetically.

orthopedic cankles And afewdayslater, I’mwalkingindowntownManhattanata And soIrefused hisrequest. And whatwassoshockingtomeaboutthatIrealized And Igetthiscallfrom aguywhohadseenmespeakyears And thenIgettheselegsmadeformebythelate,great He apparently didn’tthink Iwasvulnerableenoughnow. He For real, hesaidthat.Wow. So asI’mtellinghim,hesays,“Whoa,whoa,whoa.Holdon,

(KANG kuhlz) (KANG

(awr thuh PEE dihk) (awr PEE thuh informal term for thick ankles. thick for term informal n. designed to treat a muscular or skeletal problem. skeletal or amuscular to treat designed adj. 5 Imostcertainlywould’veinherited 6 shoesandtheygotherby, butshe helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING: STRAWR duhnehree)adj. extraordinary (ehk MEANING: plihsh muhnts)n. accomplishments (uhKOM A Work inProgress

497 498 MEANING: celebrate helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (SEHL uhbrayt) in g A v dvers . it 44 43 42 41 y greatest creative power. it isthatmakesusdifferent, we’re abletofindthesource ofour did discover—thatwhenwecancelebrateandtruly ownwhat that ittookmetwenty-somethingyearstoget,butweboth marvelous thingwasthatthissix-year-old understoodsomething red, sequinedMaryJanesonherfeet. tattooed withthecharactersofHighSchoolMusical3,replete with jeans legtoshowmehercoolnewleg. And it’spink,and and rightthere inthemiddleofstreet fairshehikes upher made forher. Sohere shewas,sixmonthsaftertheamputation, new leg?” makes astartlingpronouncement toherparents: out, goestoschool,doesshow-and-tellonit,comeshome,and of imagesprosthetics, manyofthemmine. And sheprintsthem computer andGoogles“newleg,”shecomesupwithdozens And shewasproud ofit.Shewasproud ofherself. And the And ultimatelythatwasthedecisionherparents anddoctors And likeallInternet-savvykindergarteners, shegetsonthe “I wannagetridofmybadleg,”shesays.“WhencanIa

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension your findings with your small group. small your with findings your this does How information your deepen understanding of the personal narrative? Share instance, you might want to learn more about the newest kinds of prosthetic limbs. to Explore Research selection? Share your findings with your small group. research that detail. what In way the information does you learned shed light on the to Clarify Research RESEARCH 5. 4. 3. 2. 1.

key events. According totheauthor, whatisthesource ofthe“greatest creative power”? What doesMullinsdotobecomemore involvedwiththequalityofherlimbs? What happenedbetweenMullinsandherfatherthatcausedtobegrounded? of thelibrary? Why doestheauthor, AimeeMullins,havedifficulty walkingacross themarblefloor

Notebook

Confirm yourunderstandingoftheselectionbybrieflysummarizing

Choose at least one unfamiliar detail from Briefly the text.

Choose something from that the text interested you. For A Work inProgress

499 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. What do you notice? What questions do you have? What can you conclude?

A WORK IN PROGRESS

Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify With your group, reread paragraphs 5–6. What GROUP DISCUSSION reason did the narrator’s teacher give for not wanting her to return to When you work with your class? What do you think might have been the real reason? group, be sure to cite textual details to support 2. Present and Discuss Now, work with your group to share the your ideas. passages from the text that you found especially important. Take turns presenting your passages. Discuss what you noticed in the text, the questions you asked, and the conclusions you reached.

3. Essential Question: How do we overcome obstacles? What has this selection taught you about facing adversity? Discuss with your group.  WORD NETWORK Add interesting words related to facing adversity language development from the text to your Word Network. Concept Vocabulary

accomplishments extraordinary celebrate

 Standards Reading Informational Text Why These Words? The concept vocabulary words from the text are • Analyze the interactions related. With your group, determine what the words have in common. between individuals, events, and Write down your ideas, and add another word that fits the category. ideas in a text. • Determine the meaning of words and phrases as they are used in a text, including figurative, Practice connotative, and technical meanings; analyze the impact Confirm your understanding of the concept vocabulary words by using of a specific word choice on them in a discussion with your group in which you address the following meaning and tone. question: What makes a person extraordinary? • Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position Word Study from that of others. Latin Prefix extra- The Latin prefix extra- means “beyond the scope of” Language Determine or clarify the meaning or “in addition to what is usual or expected.” At the end of the selection, of unknown and multiple-meaning the author realizes that what makes her different also makes her words and phrases based on grade

extraordinary, or beyond what is ordinary or expected. With your group, All rights reserved. or its affiliates. Inc., Education, © Pearson 7 reading and content, choosing flexibly from a range of strategies. identify and define two other words you know that include this prefix. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

500 UNIT 5 • Facing Adversity © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s Purpose:Word ChoiceandHumor Analyze CraftandStructure literary techniquesthatauthorsusetocreate humorare: express thelighter, humansideofotherwisedifficult situations.Some elements ofhumorous writingintomore seriouswritinginorder to humorous writingistoentertainreaders. Authorsmayincorporate INCONGRUITY COMIC DICTION HYPERBOLE LITERARY TECHNIQUE identify thehumorous passagesonyourown. identified humorous passagesforyoutoanalyze.Inthe lasttworows, the narrative.Usecharttorecord yourideas.The firsttworows have Reread “AWork inProgress.” Then,workwithyourgroup toanalyze Practice PARAGRAPH 22–44 4–21 banana peel likely.” wipeout very a of possibility the makes which stiletto, the on step each Ihit so 3: ankles, “I have don’t building.” this over all are that floors marble slick the Isurvived 1: importantly, more “But S situation orsetting situation place orinappropriate fora isoutof when something and other informal language choices oftenincludeslang reader word laugh;these words chosentomakethe for effect outrageous, exaggeration sometimes intentional, DEFINITION

The mainpurposeof HUMOROU e ss ential S EEETPURPO ELEMENT of a veil with abridaloutfit of aveilwith wearing bunnyearsinstead putting itbackin.” putting bag isaloteasierthan catoutofthe the “Letting ice asa“vast,frozen lake” patchof describing asmall EXAMPLE

que s tion : Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE S E AND EFFECT E AND A Work inProgress

501 502 spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish • or speaking. grammar andusagewhenwriting conventions ofstandardEnglish • Language own clearly. others’ ideasandexpressingtheir texts, andissues, buildingon diverse partnersongrade 7topics, collaborative discussionswith Engage effectivelyinarange of Speaking andListening  Demonstrate commandofthe Demonstrate commandofthe back ontopicasneeded. ideas thatbringthediscussion with relevant observations and others’ questionsandcomments elaboration andrespondto c. Pose questionsthatelicit roles asneeded. deadlines, anddefineindividual toward specificgoalsand discussions, track progress b. Follow rulesforcollegial discussion. and reflectonideasunder topic, text, orissuetoprobe referring toevidenceonthe draw onthatpreparation by material understudy;explicitly having readorresearched a. Cometodiscussionsprepared,

tandards UNIT Language Deve A WORK IN PROGRESS IN A WORK

•

Fac in g A dvers it y 1. Read It connect withheraudience.Somefeatures ofherspokenlanguageinclude: speaking, Mullinschoseinformalgrammar, orcasuallanguagerules,to a speechthatAimeeMullinsgaveattheNewYork PublicLibrary. While Informal Grammar Conventions 2. l create afeelingoflively,spokenlanguage. contractions, informaltransitions, andintroductory conjunctions to and writingdownwhatyou sayasyouare speaking. Usecolloquial know. Imaginethatyouare sharingthisstoryaloudwithanaudience, tell aboutafunnyincidentthathappenedtoyouor someone you Write It For real, Wow. hesaidthat. don’tthey onBaywatch . showthat You bills. fortherapy collect know?Like, And alifeguard AndI’msure did. hewill change mylife. This isarevelation, Thisisgonna right? gonna killme. is,Myparentsare I’mthinking And all TEXT FROM GRAMMAR INFORMAL opment

• • • original languagechoices? follow standard grammarrules.Whatare theadvantagesofMullins’s Compare theimpactofMullins’s originalwords and theversionsthat informal grammartofollowstandard Englishgrammarrules. grammar in“AWork inProgress.” Then,rewrite eachexampleof Work withyourgroup tofindtwomore examplesofinformal Notebook discouraged inmore formalwriting. sentence intoanotherininformalspeech,eventhoughtheyare conjunctions and,but,orsocansmooththetransitionfrom one Introductory ConjunctionsStartingsentenceswiththe to linkideasorcreate emphasis. such asman,I’mlike,sothereIwas,andyouknowwhentheyspeak Informal Transitions Peopleoftenaddcasualwords andphrases imitates casualconversation. (want to)andkinda(kindof)combinetwowords inawaythat Colloquial ContractionsWords suchasgonna(goingto),wanna

Write aparagraphthatuses informallanguageto

“A Work inProgress” istranscribed,orcopied,from STANDARD

GRAMMAR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Speaking andListening Here are somethingstokeepinmindasyouholdyour group discussion. Use achartlikethisonetorecord ideasfrom yourdiscussion. chosen aquotation,usethesequestionstoguideyourgroup’s discussion. minutes; andanote-takertorecord thegroup’s ideas.Onceyouhave timekeeper, whomakessure thatthediscussiontakesnolongerthan15 Roles canincludeagroup leader, whokeepsthediscussionontopic;a Organize Your Discussion 3. 2. 1. DISCUSSION QUESTIONS the followingquotationsfrom theselection. yourgroup, conductadiscussioninwhichyouanalyzeoneof With Assignment • •

felt as this author feels? Whyorwhynot? author asthis felt itwouldhelpsocietyifmoreDo youthink people understanding? ideas?Whatcausedhertoreachthese this toexpress author causesthe What happensthat words? paraphrase it,orrestate ideasinyourown the mean?Howcouldyou quotation What doesthe their thoughts. relevant observationsandquestionsthatprompt them toelaborateon Take speaking.Listentootherstudents’ideas,andrespond turns with viewpoints withexamplesanddetailsfrom theselection. Draw ontheselectiontoexplore andsupportideas.Support

Eff creative power.” (paragraph 44) is that makes us we’re different, to able source find the of our greatest didboth discover—that celebrate we what can it own when and truly butthat to we years get, that twenty-something something me ittook “And thing was that this marvelous six-year-old understood the andthe ground.’ ends yourleg where between space say, who people find to go ‘Yes, cancreate we anything Ineed Maybe people. the wrong with conversations having the wrong thatby. gotme barely just legs given Ithought, Well, And maybe I’m just this adventure in Track through and Ihad Field. alifetime gone of being “And athletic, butitwasn’t been Ihad always until that college Istarted e ctiv e Expr

Assign roles foreachmemberofyourgroup. e ssion RESPONSES ” (paragraph 29) for you inthe you for  “A Work inProgress.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa A Work inProgress

EVIDENCE LOG EVIDENCE

503 504 unique friendship. relationship aswella remarkable teacher-student and Sullivandevelopeda to communicate.Keller Blind, tohelpherlearn the PerkinsSchoolfor Sullivan, ateacherfrom her familyhired Anne Keller wasnearlyseven, two yearsold.When and deafbefore shewas Keller (1880–1968)blind A seriousillnessleftHelen About the Author of strategies. choosing flexiblyfromarange grade andcontent, 7reading words andphrases basedon of unknownandmultiple–meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  meaning ofawordorphrase. a. Usecontext asacluetothe

tandards UNIT 5•Fac MAKING MEANING MY LIFE from THE STORY OF OF STORY THE in g A dvers it y context cluesthatyoumayencounterasread. clues tohelpyoudeterminetheirmeanings.There are various typesof compare the excerpt and the video. you your with do group will help prepare you to excerpt for the activities the first-readand close-read “How Keller Helen to Learned Talk.” complete First, Keller’sHelen autobiography ascene with from this youIn will lesson, compare from apassage Comparing Text to Media opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your firstread. determine themeaningsofotherunfamiliarwords youencounterduring Apply yourknowledgeofcontextcluesandothervocabularystrategiesto you willencounterthesewords. As youperformyourfirstread oftheexcerptfrom, ofMyLife TheStory Concept Vocabulary from Context Clues but shewouldnotletthemblockherprogress. Restatement ofanidea:There were manyobstacles onherpath, comprehend orunderstandnewideas. thehelpofherteacher,Synonyms: With shewasableto imitate have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE The Story of Story work The Life. The My from The Story of My Life

the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within mystery

barriers the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND LEARNED TO TALK KELLER HELEN HOW by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 Institution 1. T published in1903,whenKellerwas23yearsold. ofMyLife was experience withlanguageattheageofsix.TheStory In thisexcerptfrom herautobiography,HelenKellerdescribesfirst BACKGROUND in makingtheletterscorrectly Iwasflushedwith childish pleasure in thisfingerplayandtriedtoimitateit.WhenIfinallysucceeded spelled intomyhandtheword “d-o-l-l.”Iwasatonceinterested did notknowthisuntilafterward.

Perkins Institution When Ihadplayedwithitalittlewhile,MissSullivan slowly and gavemeadoll.Thelittleblindchildren atthePerkins he morningaftermyteachercamesheledmeinto herroom 1 hadsentitandLauraBridgmandressed it;butI

The Perkins School for the Blind, founded in 1829 in Boston. in founded Blind, the for School Perkins The

of from

The My Life Helen Keller from TheStoryofMy Life AUTOBIOGRAPHY EXCERPT MEANING: imitate helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

Story (IHM uhtayt) MULTIMEDIA SCAN FOR v.

505 506 MEANING: barriers MEANING: mystery helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (BAR ee uhrz) (BAR eeuhrz) (MIHS tuhree) in n g n . . A dvers it y 4 3 5 with pleasure. sensation maybecalledathought,mademehopandskip was goingoutintothewarmsunshine.Thisthought,if awordless discomfort wasremoved. Shebrought memyhat,andIknew the hearth,andIhadasenseofsatisfactionthatcausemy tenderness. Ifeltmyteachersweepthefragmentstoonesideof still, darkworldinwhichIlivedthere wasnostrong sentimentor followed mypassionateoutburst.Ihadnotlovedthedoll.In fragments ofthebroken doll atmyfeet.Neithersorrow norregret dashed ituponthefloor. Iwaskeenlydelightedwhenfeltthe impatient atherrepeated attemptsand,seizingthenewdoll,I for thetime,onlytorenew itatthefirstopportunity. Ibecame confounding thetwo.Indespairshehaddropped thesubject “m-u-g” ismugandthat“w-a-t-e-r”water,butIpersistedin “w-a-t-e-r.” MissSullivanhadtriedtoimpress ituponmethat in thedaywehadatussleoverwords “m-u-g”and to makemeunderstandthat“d-o-l-l”appliedboth.Earlier put mybigragdollintolapalso,spelled“d-o-l-l”andtried everything hasaname. teacher hadbeenwithmeseveralweeksbefore Iunderstoodthat them pin,hat,cup,andafewverbslikesit,stand,walk.Butmy spell inthisuncomprehending wayagreat manywords, among go inmonkey-likeimitation.InthedaysthatfollowedIlearnedto word oreventhatwords existed;Iwassimplymaking myfingers and madethelettersfordoll.Ididnotknowthatwasspellinga and pride.RunningdownstairstomymotherIhelduphand 2. house everyobjectwhichItouchedseemedtoquiver withlife. each namegavebirthtoanewthought. As wereturned tothe that couldintimebesweptaway. hope, joy, setitfree! There were barriersstill,itistrue, butbarriers over myhand.Thatlivingword awakenedmysoul,gaveitlight, “w-a-t-e-r” meantthewonderfulcoolsomething thatwasflowing mystery oflanguagewasrevealed tome.Iknewthenthat forgotten—a thrillofreturning thought;andsomehowthe fingers. SuddenlyIfeltamistyconsciousnessasofsomething I stoodstill,mywholeattentionfixeduponthemotionsofher spelled intotheotherword water,firstslowly, thenrapidly. under thespout. As thecoolstream gushedoveronehandshe Someone wasdrawingwaterandmyteacherplacedhand the fragranceofhoneysucklewithwhichitwascovered.

well-house We walkeddownthepathtowell-house, One day, whileIwasplayingwithmynewdoll,MissSullivan I leftthewell-houseeagertolearn.Everythinghad aname,and

small building containing a well. containing small building 2 attractedby

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 for me,“like Aaron’s rod, withflowers.” were amongthem—words thatwere tomaketheworldblossom what theyallwere; butIdoknowthatmother, father, sister, teacher repentance andsorrow. tears; forIrealized whatIhaddone,andforthefirsttimefelt I triedvainlytoputthemtogether. Thenmyeyesfilledwith I hadbroken. Ifeltmywaytothehearthandpickeduppieces. that hadcometome.OnenteringthedoorIremembered thedoll That wasbecauseIsaweverythingwiththestrange,newsight 3. me, andforthefirsttimelongedanewdaytocome. close ofthateventfuldayandlivedoverthejoysithadbrought difficult tofindahappierchildthanIwasaslayin mycribatthe

miraculously gives forth buds and flowers. and buds forth gives miraculously “like Aaron’s rod, with flowers” with rod, Aaron’s “like I learnedagreat manynewwords thatday. Idonotremember

in the Old Testament of the Bible, the staff of Aaron Aaron of staff the Bible, the of Testament Old the in 3 Itwouldhavebeen

❧ from TheStoryofMy Life NOTES

507 508 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension your group. thisdoes information your deepen understanding of the text? Share your findings with example, you might want to learn more about how blind learn people to read. How to Explore Research your group. the informationdoes you learned shed light on the excerpt? Share your findings with might want to learn more about HelenKeller’s teacher, Anne Sullivan. what In way to Clarify Research RESEARCH 4. 3. 2. 1.

UNIT 5•Fac summary ofit. Once Helen Keller learns the wordOnce HelenKellerlearns forwater, whatissheeagertodonext? Through whichsensedoesKellerexperiencethewater? What attractsKellerandherteachertoward thewell-house?

Notebook in g

A Confirm yourunderstandingoftheexcerptbywritingabrief dvers

Research an unfamiliar detail in the excerpt. example, For you

Choose something from that the text interested you. For it y

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

from THE STORY OF MY LIFE

Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify With your group, reread the excerpt. How does the author use imagery, or words and phrases that appeal to the five GROUP DISCUSSION senses? How does her use of imagery affect the reader? When you work in your group to answer the 2. Present and Discuss Now work with your group to share the Analyze the Text questions, passages from the text that you found especially important. Take turns be sure to direct listeners to specific words, sentences, presenting your passages. Discuss what you noticed in the text, the and paragraphs in the questions you asked, and the conclusions you reached. selection. 3. Essential Question: How do we overcome obstacles? What has this excerpt taught you about how people overcome obstacles? Discuss with your group.

language development Concept Vocabulary

imitate mystery barriers

Why These Words? The concept vocabulary words from the text are  WORD NETWORK related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category. Add interesting words related to facing adversity from the text to your Word Network. Practice

Notebook Confirm your understanding of these words from  Standards the text by using them in sentences. Be sure to use context clues that Reading Informational Text demonstrate your understand of the meaning of each word. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a Word Study specific word choice on meaning and tone. Greek Root: -myst- The Greek root -myst- means “secret.” In the Language selection, Helen Keller describes how the mystery, or “secret,” of Determine or clarify the meaning of unknown and multiple-meaning

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson language was revealed to her through her experience with water at words and phrases based on grade the well-house. Identify another word you know with the Greek root 7 reading and content, choosing -myst-, and use it in a sentence that shows your understanding of the flexibly from a range of strategies. word’s meaning. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

from The Story of My Life 509 510 from thatofothers. distinguishes hisorherposition and analyzehowtheauthor of vieworpurposeinatext • and tone. specific wordchoiceonmeaning meanings; analyzetheimpactofa connotative, andtechnical used inatext, includingfigurative, words andphrases astheyare • Informational TextReading 

Determine anauthor’s point Determine themeaningof

from STANDARDS

UNIT 5•FACING ADVERSITY LANGUAGE DEVELOPMENT THE STORY OF MY LIFE MY OF STORY THE purpose anduniquepoint ofview? question: HowdoesHelenKelleruse autobiographicalwritingtoeffectivelyexpressher excerpt thatsupportyourinferences aboutKeller’s purpose. Then,answerthefollowing determine HelenKeller’s purposeorpurposesforwriting.Listseveraldetailsfrom the When youhavefinished,share yourideaswithsmallgroup. Work together to suggest herpurposeforwriting. guesses, aboutthewaysinwhichauthor’s toneandword choiceinthesesections selection thatcontributetotheauthor’s purpose.Makeinferences, oreducated Reread ofMyLife. theexcerptfrom TheStory Practice SELECTION DETAIL Notebook

Use thecharttoidentify specific sentencesorpassages from the author’s tone,orhisherattitudetoward thesubjectandaudience. an author’s purposebyanalyzing theauthor’s word choiceandthe about theeventssurrounding hisorherexperiences.You candetermine autobiography tobothentertainreaders withhumorandtoinformthem or reasons forwriting.Forexample,acomedianmightwritean In anautobiographicalwork,authormayhavemanypurposes, events described. first-person pointofviewbecauseheorshetakespartinthe In autobiographicalwriting,theauthorisnarratoranduses and reflections ontheeventsheorshedescribesinnarrative. Autobiographical writingrelates theauthor’s thoughts,feelings, provides trueaccountsofeventswhichheorshedirectly experienced. writing isaformofnonfictionnarrativeinwhichtheauthor Author’s Purpose:AutobiographicalWriting Analyze CraftandStructure POSSIBLE PURPOSE POSSIBLE

Autobiographical to supportyouranswers. CITE TEXTUALEVIDENCE

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. one adverbclause,relative clause,andonenoun clause. smell, andfeeltheexperience. Inyourparagraph,correctly useatleast Usespecificbarrier tolearning. sensorydetailstohelpreaders see,hear, a sentence. Dependent clausesare classified according tohowtheyfunctionin a verb,butitcannotstandaloneascompletesentence. sentence. A dependent,orsubordinate, clausealsohasasubjectand independent clause,ormaincanstandaloneasacomplete A clauseisagroup ofwords withitsownsubjectandverb.An enliven theirwritingandtoprovide detail. underlined. In theexamplesinthischart,eachtypeofdependentclauseis Types ofDependentClauses Conventions Write It dependent clauseshownineachexample. the excerpt.Write yourexamplesinthechart,andlabeltypeof Work withyourgroup toidentify examplesofdependentclausesin Read It e Adverb Clause TYPE OFCLAUSE Noun Clause Relative Clause Relative • • • x Notebook

a whatever, when,where,how, orwhy. A nounclauseactsasanoun.Itbeginswithword suchaswhat, with arelative pronoun, suchaswho,whom,whose,which,orthat. A relative, oradjectiveclauseactsasanadjective.Itusuallybegins subordinating conjunction,suchasalthough,if,when,orbecause. An adverbclauseactsasaninasentence.Itbeginswith m Language Deve ple

FRO

M Write aparagraphdescribing atimeyouovercame a THE TE THE (acts as an adjective, modifying AnneSullivan) modifying (acts asanadjective, preposition between) objectofthe (acts asanoun,the and whatSullivanwaswritingonherhand. Keller madetheconnectionbetweenfeelofwater through thebarriersthatchallengedher. Anne Sullivan,whowasherteacher, helpedKellerbreak verbstruggled) the (acts asanadverb,modifying understand language. Because Kellercouldnotseeorhear, shestruggledto Ex a m X T ple

Good writersuseavarietyofclausesto l opment T ype

of D epe n de n t C from TheStoryofMy Life lause

511 512 expression. important tocomprehensionor when consideringawordorphrase gather vocabularyknowledge domain-specific wordsandphrases; appropriate general academicand Acquire anduseaccurately grade- Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextsReading  teacher. she becameHelenKeller’s she was14.Atage21, School fortheBlindwhen as astudentatthePerkins step wasfindinganopening legendary teacher. Herfirst conditions tobecomea mother. Sherose from these following thedeathofher lived inahomeforthepoor and inherearlyyearsshe herself wasvisuallyimpaired, (1866–1936). Sullivan Anne Sullivan Keller withherteacher, This videoshowsHelen About Anne Sullivan

STANDARDS

UNIT MAKING MEANING from THE STORY OF MY LIFE MY OF STORY THE

•

FACING

ADVERSITY and intheinterview. experience isportrayedinherautobiography consider thedifferences inhowHelenKeller’s teacher, AnneSullivan.Asyouwatchthevideo, to Talk,” aninterviewthatshows Kellerwithher You willnowwatch”HowHelenKellerLearned Comparing Text to Media Study thevideoandtakenotesasyouwatch. First ReviewMEDIA:VIDEO about thevideo. These words willbeusefultoyouasanalyze,discuss,andwrite VocabularyMedia How Helen Keller Learned to Talk with nobackgroundwith visible and shouldersare shown, subject’s the typically head is shownatcloserange; subject shot inwhichthe shot: close-up usually fromusually waistup the from distance, amedium subjectisseen in whichthe shot: medium the subject backgroundthe around assomeof visible aswell entirewhich the subjectis long shot: W AT C H say, andhowtheysayit. CONNECT WATCH experienced, textsyou’veread, video or imagesyou’veseen.

camerashotin to other they who speaks,whatthey camerashot camera ideas in the ideas inthe

media

you’ve • • • • • •

facial expression ofacharacter. A close-upshotisoftenusedtoshowthe with theirhands. detail onaprop orwhatcharactersare doing Close-up shotscanalsobeusedtoshowa characters engagingindialogue. A mediumshotisusefulforshowingtwo between alongshotandclose-upshot. Medium shotsare oftenusedinthetransition subject. happening inthebackground behindthe Long shotsare oftenusedtoshowsomething establish thesettingofascene. Filmmakers willsometimesusealongshotto

interesting andwanttorevisit. at theend. the Comprehension Check NOTE RESPOND elements that you find elements thatyoufind LEARNED TO TALK KELLER HELEN HOW by completing by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Helen Keller, AnneSullivan with How Keller Helen Learned to Talk she isspeaking. feeling thevibrationsthatare madeinaperson’s mouthandthroat whenheor the interview, totalkby Sullivandemonstratesandexplainshow Kellerlearned This videointerviewwithHelenKellerandAnneSullivanwasmadein1928.In BACKGROUND NOTES How Helen Keller Learned toTalkHow HelenKeller Learned MEDIA |INTERVIEW MEDIA MULTIMEDIA SCAN FOR

513 514 Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check 3. 2. 1.

UNIT 5•FACING ADVERSITY Making Meaning What doesKellersayattheendofinterview? order tofeelthevibrationsofspokenword? In whatpositiononherteacher’s facedidKellerhavetoplaceherhandin How oldwasHelenKellerwhenAnneSullivanfirstmether?

Close Review Watch the film clip again. Record any new observations that seem important. What questions do you have? What can you conclude?

HOW HELEN KELLER LEARNED TO TALK Analyze the Media Notebook Complete the activities. 1. Present and Discuss Choose the section of the video you find most interesting or powerful. Share your choice with the group, and discuss why you chose it. Explain what you noticed in the section, the questions it raised for you, and the conclusions you reached about it.

2. Review and Synthesize With your group, review the video interview. How does the video deepen your understanding of the challenges Helen Keller faced? How does it highlight her triumphs? Explain.

3. Notebook Essential Question: How do we overcome obstacles? What have you learned about overcoming obstacles and facing adversity from the interview?

LANGUAGE DEVELOPMENT

Media Vocabulary Use the vocabulary words in your responses to the items.

long shot medium shot close-up shot

1. What type of shot is used at the very beginning of the video? Why do you think the director used that shot?

2. What type of shot is used as Anne Sullivan is introducing Helen Keller at the beginning of the video?

 STANDARDS 3. What type of shot is used when Sullivan is demonstrating how Keller Language placed her hand on Sullivan’s face? What does the shot enable the Acquire and use accurately grade- appropriate general academic and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson director of the video to show? domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

How Helen Keller Learned to Talk 515 516 portrayal ofthesubject. of thetext, analyzing eachmedium’s audio, video, or multimediaversion Compare andcontrast atexttoan Informational TextReading  HOW HELEN KELLER LEARNED LEARNED KELLER HELEN HOW Educational ProcessEducational Sullivan Keller PORTRAYAL

from STANDARDS

UNIT 5•FACING ADVERSITY EFFECTIVE EXPRESSION THE STORY OF MY LIFE MY OF STORY THE TO TALK EXCERPT AUTOBIOGRAPHY 3. 2. 1. process. portray thesubjectsofKellerandSullivanaswellKeller’s educational work withyourgroup toanalyzethewaysinwhichtextandvideo challenges withlanguagethrough thehelpofherteacher, AnneSullivan. show thesenseoftriumphthatKellerexperiencesfrom overcoming toTalk” ofMyLifeand“HowHelenKellerLearned Both theTheStory Writing toCompare Compare theText andVideo Planning Prewriting and the subject,HelenKeller, indifferent ways.Choosefrom theseoptions: presentation, explainhowthewrittenaccountandvideoportray in whichyoucompare andcontrastthetextvideo.Inyour Create amultimediapresentation aboutKeller’s life andeducation Assignment

portrayal of Keller. summarizeBriefly the strengths and weaknesses of each medium’s text? the from them of understanding the portrayal does ofHow Sullivan and Keller in expand the your video Keller’s of personality? understanding and experiences? enable the video Does to viewers gain the same details help in the readers text toWhat understandKeller’s thoughts Notebook

museum guide for guide a museum an exhibit about Keller and her education informationalan Web about site Keller and her education instructionalan booklet

Respond tothefollowingitems. VIDEO INTERVIEW

illustrating Sullivan’s lessons to Keller to Sullivan’s lessons illustrating Using achart,suchastheoneshown, DIFFERENCES SIMILARITIES AND

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Assign Tasks text andmultimediaelementstransitionmore smoothly. presentation. Ifnecessary, revise thearrangementofcontentsothat all themediaandtextyouhavechosentoincludeadd valuetothe Before presenting yourfinishedworktotheclass,checkbesure that Reviewing, Revising,andEditing Keller andhereducation. the videocontributeindifferent waystoyourunderstandingofHelen analysis youdidearliertocreate ascriptthatexplainshowthetextand Include ComparisonsofText toVideo central idea. Work withyourgroup toincorporatethemediasothat itsupportsyour state yourcentralidea. Determine Your CentralIdea Drafting Adapt thislisttosuittheneedsofyourgroup. finish yourpresentation. Assignthetaskstoindividualgroup members. Assigned To: the information. information onKellerandSullivan.Ifyoudo,research andgather Assigned To: will strengthen thesupportforyourmainpoints. support andclarifyyourcentralideas.Notedirect quotationsthat Assigned To: and engageyouraudience. images—that willhighlighttheinformationinyourpresentation Assigned To: can changethesequenceasyoudevelopyourpresentation. that thetextandmultimediaelementscomplementeachother. You Make a Rough Outline: aRough Make Details: and Quotes Gather Media: Locate Topic:Research the TASK LIST Thesis:

Make alistoftasksyouwillhavetoaccomplishinorder to

Find multimediaelements—audio,video,and

Decide whetheryouneedmore background

Organize asequenceforyourcontentso

Identify detailsfrom bothselectionsthat

Write aone-sentencethesisinwhichyou

Use yournotesfrom the from TheStoryofMy Life toTalk •HowHelenKeller Learned e ss e ntia l que stion : How doweovercome obstacles? • Include analysis the concepts, to • Write Writing  • Draw emphasize to and text, explain diverse supporting • Analyze expressing partners collaborative • Engage Speaking andListening analysis, informational issues, Keller Learned toTalk.”Keller Learned the video“HowHelen ofMyLifeand The Story the textexcerptfrom fromwhat you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa  define specific discussions, and quotations, facts, b. aiding and comparison/ such information, organize previewing a. standards b. effect;

b. examine clarify

selection,

Follow Develop Introduce visual S Apply or

examples. multimedia tanda

building

evidence log

media issue definitions,

how evidence informative/explanatory

individual comprehension. include on reflection,

claims

multimedia and goals definition, effectively

the

displays

relevant their grade 7Reading ideas, salient details

rules

a grade 7topics, texts, and

the

under discussions

what topic

organization, texts

track

main information

and a using contrast, literary

on and

and

topic own other

formatting, ideas

for topic r from concepts,

when points.

presented

formats ds others’

roles and

is in concrete and to

study. content. progress

ideas

deadlines, collegial findings in classification,

strategies

clearly. to

components

presentations

clearly, support information

nonfiction. with clarify literary

convey

research. and follow;

useful as

range

with and

through ideas

and needed. and relevant and

graphics,

details,

cause/

toward a in and

or diverse

and

topic,

to ideas,

517

texts and

518 Street Journal. Newsweek andTheWall has alsowrittenarticlesfor series.Childressjournalism Frontline, PBS’s investigative is aSeniorReporterat Sarah Childress (b. 1980) About the Author strategies. choosing flexiblyfromarange of grade andcontent, 7reading words andphrases basedon of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  meaning ofawordorphrase. a. Usecontext asacluetothe

tan UNIT 5•F MAKING MEANING d a rd acin s g A d v ersity context cluesthatyoumayencounterasread. clues tohelpyoudeterminetheirmeanings.There are varioustypesof Windmill, Electrifying a Nation a Windmill, Electrifying YoungA Tinkerer a Builds opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your firstread. determine themeaningofotherunfamiliarwords youencounterduring Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Electrifying aNation,”youwillencounterthesewords. As youperformyourfirstread of“AYoung BuildsaWindmill, Tinkerer Concept Vocabulary Context Clues work, butheeventuallyhadtoquit. Contrast ofIdeasandTopics: Hestrivedtomakehisinvention of thehomeuseelectricappliances. expansion oftheelectricalgrid,whichwillleadtoproliferation Restatement ofanIdea:More powersuppliesare neededforthe inspired tocomeupwithasolutionpowerhishome. Synonyms: Duetotheinsufficiency, orlack,ofelectricity,hewas scarcity have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE

the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within desire

attempts the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4 3 2 1 M electricity, whichistypicallylimitedtolargecities. small numberofthealmostseventeenmillionMalawianshaveaccessto mostly farming-based,andmostofitscitizensliveinruralareas. Onlya which istakenupbytheenormousLakeMalawi.Malawi’s economyis Africa,one-fifthMalawi isalandlockedcountryinsoutheastern of BACKGROUND putting himthrough school. across thecountry. Bettinghecandoit,agroup ofinvestorsare where about60familieslive. wells andprovide lightingforMasitala,aclusterofbuildings on adesignforwindmillpowerfulenoughtopump waterfrom seeing apicture ofoneinanoldtextbook.He’scurrently working and aradio.Themachinedrawsinvisitorsfrom milesaround. family’s fewelectricalappliances:10six-wattlight bulbs,aTVset, over thiswindsweptvillage,clatteringawayasit powershis blue to poweruphiscountryonewindmillatatime. Then, hewantstobuildmore windmillsforothervillages Self-taught, Mr. Kamkwambatookupwindmillbuilding after So far, hehasbuiltthree windmillsinhisyard here, using ‑ gum trees andbicycleparts. Histallest,at39feet,towers electricity, 20-year-old William Kamkwambahasadream: asitala, Malawi—Onacontinentwoefullyshortof Electrifying aNation Builds aWindmill, A Young Tinkerer A Young Electrifying aNation BuildsaWindmill, Tinkerer Sarah Childress NOTES MULTIMEDIA NEWS ARTICLE SCAN FOR

519 520 MEANING: scarcity helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (SKAYR suhtee) in g n. A dvers it 14 13 12 11 10 y 8 7 6 5 9 resembles anoldoilderrick. lashed-together blue-gumtree trunks. From adistance,it cellphones. now regularly makethedusty walkupthehilltocharge their aridplainsdrop by.People trekking across Malawi’s Villagers overlooking thevillage,hasturneditintoastopforcurious: family compound,afewbrickbuildingsperched onahill to developmenteconomists.ThewindmillattheKamkwamba supplies inpoorpartsoftheworld—isasubjectgreat interest the road buildhisownmachine. course. Lately, hehasoffered tohelpthevillagehandymandown in Masitala.Heusedittoteachaninformalwindmill-building Lilongwe, where henowgoestoschool. in itsboxthathe’llputupatahouse70milesawaythecapital, his homeandinstalledsolarpanels.Hehasanotherwindmillstill hammered inashinystore-bought windmillnextto thebigoneat ‘What can I do?’” about what I’dliketohaveathome,andIwasthinking, explaining howhegothookedonwind.“Iwasthinking 1. stay uplatestudyingforschool. paraffin forlanternlight.Two ofMr. Kamkwamba’ssixsisters life: aradioand,more recently, aTV. Theynolongerhavetobuy family’s mainhouse. copper wire, acarbattery, andalightbulbforeachroom ofthe his mother. “We thought he wasdoingsomethinguseless.” the rest ofMasitala. one himself. Theproject seemedawasteoftimetohisparents and windmill inatextdonatedtothelocallibraryandstarted tobuild soybeans, hewasreading. Hestumbledontoaphotographof the $80-a-yeartuition. wasn’t goingtoschoolanymore becausehisfamilycouldn’tafford tower violentlybackandforth. When thewindkicksup,bladesspinsofasttheyrock the flattened plasticpipes.Hebuiltaturbinefrom spare bicycleparts.

derrick A fewyearsago,hebuiltawindmillfortheprimaryschool The contraptioncausingallthefussisatowermadefrom “Energy poverty”—thescarcityofmodernfuelsandelectrical To meethisfamily’sgrowing powerneeds,herecently “I wasthinkingaboutelectricity,” saysMr. Kamkwamba, The familysoonstartedenjoyingthetrappingsof modern The laughterendedwhenhehookeduphiswindmill toathin “At first,wewere laughingathim,”says Agnes Kamkwamba, When hewasn’thelpinghisfamilyfarmgroundnuts and Mr. Kamkwamba’swindobsessionstartedsixyearsago.He

(DER ik) (DER metal framework used in oil drilling. drilling. oil in used framework metal n. 1 Forblades,Mr. Kamkwambaused

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 24 23 22 21 20 19 18 17 16 15 of entrepreneurs, African bloggers,andventure capitalists in haltingEnglishtoabigovation. After theconference, agroup got informationaboutawindmill,andItrymadeit,”hesaid Tanzania. (TEDstandsforTechnology EntertainmentDesign.)“I brainstorming sessionearlierthisyear. of Al Gore andBonotoshare ideasatconferences, invitedhimtoa Mr. Kamkwamba. CalledTED,thegroup, whichinvitesthelikes group ofentrepreneurs scoutingforideasin Africa located with somereporters. After thenewshitblogosphere, a about thewindmillanddrove outtotheKamkwambahouse November, Hartford Mchazime,aMalawianeducator, heard 2. see itforourselves,”onefinallyspokeup.Mr. Kamkwamba occasion—standing awkwardly intheyard. scattered, leavingthepair—dressed inshirtsandtiesforthe to get acloserlookandmeetMr. Kamkwamba.Thefamily unsettling forthereserved family. Kamkwamba compound—mostlyunannounced.Thevisitsare clatters inthewind,tomakerepairs. Geoffrey canquicklyscamperupthetower, asitswaysand windmill whenhe’sawayatschool.HissisterDoliceandcousin gossiping andcheckingtheirFacebookprofiles. quietly plowedthrough homework, hisclassmateswere busy said Mrs.MacLeanonedayrecently. While Mr. Kamkwamba attention he’sgetting. sometimes worriesabouthisone-trackmindandallthe missionaries andaidworkers.Buthisteacher, LorileeMacLean, academy inthecapital,Lilongwe,forchildren ofexpatriate switches hemadeoutofflip-flopparts. tune.) Theyrewired hisfamily’shouse,replacing thehomemade an iPod.(KellyClarkson’s“Breakaway” ishiscurrent favorite including acellphonewithhip-hopringtone,laptop,and teary-eyed atthespeech—pledgedtofinancehiseducation.

make money. grow, capitalists venture companies the If companies. those of ownership for partial capitalists venture A steadystream ofcuriosityseekersmakethetripto In June,Mr. KamkwambawasonstageataTEDconference in The newpoweralsoattractedaswarmofadmirers. Last “Our livesare muchhappiernow,” Mrs.Kamkwambasays. “We haveheard aboutthiswindmill,andsowewantedto One afternoon,apairofMalawianhealthworkers cameby Mr. Kamkwambahastaughthisfamilytomaintainthe “I don’twanthimtobeseenasWilliam thewindmillmaker,” They’re payingforhimto attendanexpensiveinternational His backershavealsoshowered himwithnewgadgets,

people who provide money to small companies in exchange exchange in companies to small money provide who people n. A Young Electrifying aNation BuildsaWindmill, Tinkerer 2 —some NOTES

521 522 MEANING: attempts MEANING: desire helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (dih ZYuhr) (uh TEMPTS) (uh TEMPTS) v. in g n. A dvers it 26 25 28 27 y Mr. Kamkwamba offered tohelphimrebuild, butgotnoreply. A gust ofwindblewthebladesoff theman’sfirstfewattempts. own windmillaftersecretly studyingMr. Kamkwamba’s. support if theybuildawindmill.” admire,” hesays.“Theythinkthattheymightgetthesame says thefamily’snewprosperity iscausingsometensions. educator whoworksinWimbe, thearea thatincludesMasitala, another visitoraround. came around toshakehands,thenquicklymovedawayshow “I’m waitingtoseeif he’sserious,”Mr. Kamkwambasays. Down thehill,villagehandymanstartedbuildinghis “People dodesirewhatishappeninghere. Theycome,and Jealousy isasocialtaboointheseparts,butFred Mwale,an

❧

summary ofit. What is“energypoverty”? What materialsdidKamkwambausetobuildhisfirstwindmill? Kamkwambatobuildawindmill? What inspired William

Notebook

Confirm yourunderstandingofthearticlebywritingabrief

Research an unfamiliar detail in the article. what In way the does

Research other ways that is being addressed energy in poverty A Young Electrifying aNation BuildsaWindmill, Tinkerer

523 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. What do you notice? What questions do you have? What can you conclude?

A YOUNG TINKERER BUILDS A WINDMILL, ELECTRIFYING A NATION Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify Review the selection with your group. How did GROUP DISCUSSION the lack of modern conveniences inspire William Kamkwamba to be When you work in your innovative? What were the results of his innovations? group to answer the Analyze the Text questions, 2. Present and Discuss Now, work with your group to share the be sure to direct listeners to passages from the text that you found especially important. Take turns specific words, sentences, and paragraphs in the story. presenting your passages. Discuss what you noticed in the text, the questions you asked, and the conclusions you reached.

3. Essential Question: How do we overcome obstacles? What has this selection taught you about how people overcome obstacles?

 WORD NETWORK language development Add interesting words Concept Vocabulary related to facing adversity from the text to your Word scarcity desire attempts Network.

Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common.  Standards Record your ideas, and add another word that fits the category. Reading Informational Text • Cite several pieces of textual evidence to support analysis of Practice what the text says explicitly as well as inferences drawn from Notebook Confirm your understanding of these words by using the text. them in sentences containing context clues. • Analyze the interactions between individuals, events, and ideas in a text. • Analyze the structure an Word Study author uses to organize a text, including how the major sections Etymology The etymology of a word is its origin. Etymologies show contribute to the whole and to the how words enter the English language and how they change over time. development of the ideas. Check a dictionary for a guide to the symbols and abbreviations used Language in etymologies. Desire comes from Middle English desiren < Old French Determine or clarify the meaning of unknown and multiple-meaning desirer < Latin desiderare, which means “from the stars.” Knowing this, words and phrases based on you can gain a better understanding of the meaning of desire (“to wish grade 7 reading and content, for”). All rights reserved. or its affiliates. Inc., Education, © Pearson choosing flexibly from a range of strategies. b. Use common, grade- With your group, look up the etymology of at least three other words in appropriate Greek or Latin the selection. Describe how knowing each etymology helps you better affixes and roots as clues to the understand the words. meaning of a word.

524 UNIT 5 • Facing Adversity © Pearson Education, Inc., or its affiliates. All rights reserved. Text Structure: BiographicalWriting Analyze CraftandStructure another person’s life. Theelementsofbiographicalwritinginclude: a typeofnarrativenonfictioninwhichtheauthortellsaboutevents story, itisaworkofnarrativenonfiction.Biographicalwriting • • • • • the blankrows tocapture theinformationyoufind. develop herideas.Modelyouranalysisontheexampleinchart,using in thearticleandwaysauthorstructures informationtoeffectively Work withyourgroup toanalyzetheelementsofbiographical writing Practice P 8 in agivensectionoftextandtheorder inwhichtheyreceive it flow ofinformationinatext—howmuchreaders receive the useofnarrativepacing,whichiswayanauthorshapes of thesubject,suchasaclosefriendorhistorian other peoplethathavearelationship withorsignificant knowledge direct quotations,aperson’s exactwords, from thesubjectand details anddescriptionsthathelpdevelopthesubject’s character factual informationaboutthesettingandcontext a real-life personwhoisthesubjectofbiography A R A GR A PH WR ELE • • •

descriptive details descriptive information the setting about relevant facts ITIN M ENTS G

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When anonfictiontexttells IO GR A PH A Young Electrifying aNation BuildsaWindmill, Tinkerer I essential question: C AL

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ONT F the reader to picture the setting. the to picture reader the enable details descriptive The important. is windmill the why show setting the about facts the and poverty” “energy of definition The I D EAS R I B UTION Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE

TO D E V ELO PM ENT

525 526 spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish Demonstrate commandofthe Language 

A WINDMILL, ELECTRIFYING S A YOUNG TINKERER BUILDS BUILDS TINKERER A YOUNG

tandards UNIT 5•Fac Language deve in A NATION g A dvers it y paragraph toconfirmthat youhaveusedcorrect capitalization. three proper nouns,oneproper adjective,andaquotation. Reread your briefly describeapersonyouadmire. Inyourparagraph,useatleast 2. just read: Canada). Here are someexamplestakenfrom theselectionyouhave from proper nouns,asinFrench(from France)andCanadian(from events anddocuments,religions. Proper adjectives are derived specific eventsandtimeperiods,organizations,languages,historical Proper nounsincludethenamesofpeople,geographiclocations, and authoritative. use correct capitalizationwillensure thatyourwritinglooksprofessional quotation andidentify proper nounsandproperto adjectives.Learning Capitalization Conventions 1. each sentencetocorrect thecapitalization. each word shouldornotbeginwithacapitalletter. Then,revise Identify theerrors incapitalizationeachsentence, and notethereason Write It 2. 1. following items. in the selection.Findtwoexamplestheselectionforeachof Work withyourgroup toidentify examplesofcorrect capitalization Read It l opment

workers . Proper apairofMalawian health adjectives:Oneafternoon, Proper nouns:HissisterDoliceandcousinGeoffrey . Quotation: “..Iwasthinking,‘Whatcando?” Sentence beginning:Thecontraptioncausingallthefuss. Masitala, where hiskamkwamba Familylives. william’s hasbrought of alotofattentiontotheSmallVillage Windmill toprovide electricitytohisfamilyinmalawi. Windmill kamkwambaisonlyTwentyWilliam Years Old,buthehasbuilta a proper adjective a sentencebeginning Notebook

Capital letterssignalthebeginningofasentenceor Finally, writeabiographicalparagraphinwhichyou

4. 3.

a quotation a person’s name

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. or dosomething. A how-toessayisawritten,step-by-stepexplanationofhowtomake Writing to section ofyouressaythatdescribesthestepimage shows. each sectionofyouressay,andplacegraphicsillustrationsinthe headings, illustrations,andgraphicsinyouressay.Placeheadingsbefore Format Your Essay your essay. until, andmeanwhilewillhelpyoutoorganizeclarify thestepsin and sequenceasyouwriteyouressay.Transitions, suchasfirst,next, Use Clarifying Transitions time followingyourdirections. steps are outoforder, orif theyare unclear, heorshewillhave adifficult well-organized directions inorder tocompleteatask successfully.Ifthe organization, whenyouwriteyourhow-toessay.Areader needsclear, Organize Your Essay or bibliography,attheendofyouressay. source sothatyoucanciteyoursources accuratelyin aWorks-Cited list, and evaluatethecredibility ofeachsource youuse.Take notesoneach will needtowriteyouressay.Consultmultipleprintanddigitalsources, Conduct Research one ofthefollowingtopics: Work withyourgroup towriteahow-toessayinwhichyouaddress Assignment

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Ta P ERSON Use thischarttoorganizeyourideas. strengths andqualitiesthatenabledthemtoovercome theseobstacles. in thissection.Discussthepeople,challengestheyfaced,and Profiles Multimedia Present one sectiontothenextand from onespeakertothe next. Organize Your Ideas and emphasizeyourimportantpoints. report. Besure tosequencethemultimediaelementssothattheyclarify group presentation. Then,findrelevant multimediatoincludeinyour selections. Theprofile should beabletostandaloneasasectionofthe informative profile aboutone ofthepeopledescribedinone Gather DetailsandMedia Analyze theText Plan with Your Group Assignment address thisquestion: small group topresent aseriesofmultimediaprofiles, inwhichyou Review theselectionsyouhavejustread andviewed.Work inyour s k: SPEk: How do people overcome enormous challenges? overcome enormous How people do AK f CH a I ce ALL N

With yourgroup, reviewWith theselectionsyouhaveread d G ENGE

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D LISTE ) Each membershoulddraftabrief B qu s t Y reng T al HE i t P ies P ies N t ERSON hs or I N OSSESSE G F OCUS D OU T CO M E

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Improve Your UseofMedia listeners. Findanotherwaytoword theseideas. ideas. Work withyourgroup toidentify keypointsthatare notclearto need togobackintothetextsfindmore detailstosupportyourmain Practice withYour Group with YourRehearse Group the informationpresented inotherclassmates’presentations. presentation techniques.Ask questionstoclarify yourunderstandingof As youlistentoothergroups, considertheircontent,useofmedia,and effective. Giveallclassmates yourfullattentionwhentheyare presenting. Remember thatyoumustworkasateamtomakeyour presentation EvaluatePresent and your presentation. Give oneanotherfeedbackandencouragementtoimprove andpolish your presentation severaltimesasagroup soyouare comfortable. Brush UponYour Presentation Techniques helps youraudiencetobetterunderstandtheinformation. that eachpiecerelates directly toakeypointinyour presentation and Fine-Tune theContent the presentation. evaluation andtheinstructionthatfollowstoguideyourrevisions to evaluate theeffectiveness ofyourgroup’s rehearsal. Then, use your As youdeliveryourportionofthepresentation, usethischecklistto pronunciation. uses aformaltone,appropriate eyecontact,adequatevolume,andclear and prepare tobeginanynecessaryequipment.Ensure thateachmember group. Planthewaysinwhichyouwillpresent yourmultimediaelements, C ONTENT

organized. organized. logically are the presentation of sections The the texts. from details relevant includes presentation The prompt. to the responds clearly presentation The

To makeyourpresentation stronger, youmay USE

Before yourpresentation, rehearse asa

clarifies key points. clarifies emphasizes and multimedia The multimedia. of avariety includes presentation The functions properly.functions Equipment O Be sure tosequenceyourmultimediaso F M E D IA

Practice delivering essential question TE PR CH ESENTATION

contact. contact. eyemaintain Presenters and clearly. speak loudly Presenters NIQUES Performance Task: Present Multimedia Profiles

: Howdoweovercome obstacles? emphasize salientpoints. to clarifyclaimsandfindings and visualdisplaysinpresentations • pronunciation. contact, adequatevolume, andclear and examples;useappropriateeye pertinent descriptions, facts, details, focused, coherentmannerwith emphasizing salientpointsina • expressing theirownclearly. issues, buildingonothers’ideasand partners ongrade 7topics, texts, and collaborative discussionswithdiverse Engage effectivelyinarange of Speaking andListening 

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529

530 Take notes Take learned have you what Practice aschedule Create STRATEGY

UNIT 5•FACING ADVERSITY OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: Add ideas of your own for each category. and theyou actions can take to practice them during Independent Learning. toneed rely on yourself to learn and work on your own. Review strategies these Throughout your life, in school, in your community, and in your career, you will Learning StrategiesIndependent different oneif thistextdoesn’tmeetyourneeds. Look Inside seems themostinteresting andappealingtoyou? Look Ahead you wanttoknowaboutfacingadversity? Look Back classmates. To follow atext, choose steps. these additional related selection to the topic. You’ll then share what you learn with this you will section, complete your study of facing by exploring adversity an are faced aboutwho people big problems and managed to overcome them. In Sometimes feel people by overwhelmed life’s problems. you read selections The How do we overcome obstacles? QUESTION: ESSENTIAL

Think abouttheselectionsyouhavealready studied.Whatmore do

Take afewminutestoscanthrough thetextyouchose.Choosea Preview theselectionsbyreading thedescriptions.Whichone ACTION PLAN ACTION • • • • • • • • • •

Review yournotesbefore preparing toshare agroup. with Record importantideasand information. andreliability quality Consider the source. ofthe topic. the After youread, evidencetohelp youunderstand usefulnessofthe evaluatethe andclose-readUse first-read strategiestodeepenyourunderstanding. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. on theon African Savanna all by herself? forest rain the in survive girl ateenage Can Koepcke Juliane Fell Girl from Who The the Sky PERSONAL NARRATIVE PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED zone.”“the comfort way to step a person forces life Sometimes Lekuton Lemasolai Joseph from MEMOIR cobras? deadly two himfrom around animals and people the protect mongoose little one Can Rudyard Kipling Rikki-tikki-tavi STORY SHORT place. unexpected an in strength inner finds girl A young Cisneros Sandra Street Mango on House The from Four Skinny Trees EXCERPT NOVEL Review Evidence for Informative an Essay and synthesizing the information youhaverecorded. information the and synthesizing whatyouhavelearned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR Facing the Lion: Growing Maasai Up outside of outside CONTENTS Independent Learning

531 532 Reading 

STANDARD this text. abouttheunittopicasyoufirstreadlearn NOTICE newinformationorideasyou

have read. other knowledgeandtheselectionsyou CONNECT ideaswithintheselectionto UNIT 5•Fac Selection Title: Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ing

A dve r s it y passages youwanttorevisit. ANNOTATE bymarkingvocabularyandkey the selection. RESPOND bywritingabriefsummaryof Model Annotation First-Read Guide and Tool Kit

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Selection Title: Use thispagetorecordyourclose-readideas. Guide Close-Read Reading 

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

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ESSENTIAL QUESTION: Analyze the Text about whatthischoiceconveys. the text.Selectone,andrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Howdoweovercome obstacles? Independent Learning Model Annotation Close-Read Guideand Tool Kit

533 Personal Narrative

The Girl Who Fell From the Sky

Juliane Koepcke

About the Author SCAN FOR Juliane Koepcke (b. 1954) grew up in Lima, Peru, MULTIMEDIA before moving, at 14, to the Peruvian rain forest, where her parents, Maria and Hans-Wilhelm Koepcke, established the Panguana Ecological Research Station. After two years of accompanying them on research trips into the jungle, Juliane returned to Lima to complete high school.

BACKGROUND In this selection, Juliane Koepcke recalls being stranded deep within the Amazon rain forest, a South American region that contains the most diverse ecosystem in the world. The Amazon contains millions of species, many of which are still unrecorded. Much of the area is uncharted, and all of it can be very dangerous for the unprepared.

1 On December 24, 1971, Juliane, 17, and her mother boarded a flight in NOTES Lima bound for Pucallpa, the city with an airport closest to Panguana, to visit her father for Christmas. In her own words:

2 y days in Lima are wonderful. Despite my jungle M experience, I am a schoolgirl. I spend my vacations in Panguana and my school days with classmates in Lima. 3 My mother prefers to fly to Pucallpa earlier, but a school dance and my high school graduation ceremony are on December 22 and 23, respectively. I beg my mother to let me attend. 4 “All right,” she said. “We’ll fly on the 24th.”

5 The airport is packed when we arrive the morning of Christmas All rights reserved. or its affiliates. Inc., Education, © Pearson Eve. Several flights had been canceled the day before, and hundreds of people now crowd the ticket counters. About 11 a.m., we gather for boarding. My mother and I sit in the second-to-last

IL1 UNIT 5 Independent Learning • The Girl Who Fell From the Sky © Pearson Education, Inc., or its affiliates. All rights reserved. 16 15 14 13 12 11 10 9 8 7 6 doesn’t likeflying.She’sanornithologist mother sitsbesideme;aheavysetmanintheaisleseat.Mother row onathree-seat bench.I’mbythewindowasalways; my 1. the time.Ican’tseestraight.realize thatmylefteyeisswollen me isempty. seatbeside abandoned, helpless,andutterlyalone.Mymother’s with goldenlight,bathingeverythinginagreen glow. Ifeel morning: Thecrowns ofthegianttrees abovemeare suffused Wet andmuddy, Iliethere fortherest ofthedayandnight. three-seat benchthatwasfastenedtomewhenIfellfrom thesky. some point.I’vecrawleddeeperintotheshelteringbackof jungle. Myseatbeltisunfastened,soImusthavewokenupat before Ipassoutagain. treetops remind meofbroccoli. Iseeeverythingasif through afog rain forest spinningslowly toward me.Thedenselypacked lose consciousness. squeezes mybellysotightthatIcan’tbreathe. Before Ifeelfear, I an altitudeofabout10,000feet.I’malone. And I’mfalling. longer intheplane.I’mstillstrappedintomyseatonbench,at suddenly gosilent.Mymotherisnolongeratmyside,andI’m it’s allover.” of theplane.Overeverything,Ihearmymothersaycalmly, “Now can seedowntheaisleintocockpit. time. Theairplanebeginstonosedive.From myseatintheback,I whether it’saflashoflightningoranexplosion.Iloseallsense of passengers’ heads.Peoplescream andcry. trays soarthrough theair, andhalf-finished drinksspillonto wrapped gifts, andclothingfallfrom overhead lockers.Sandwich all directions. Peoplegaspastheplaneshakesviolently. Bags, into ahugethunderstorm. Ten minuteslater, astheflightattendantsbegintocleanup,wefly uneventful. We’re servedasandwichanddrinkforbreakfast. that abird madeofmetaltakesoff intotheair.

ornithologist I can’tstandup.hearthesofttickingofmywatch butcan’tread I willneverforget theimageIseewhenopenmyeyesnext When Iregain consciousness, I’velandedinthemiddleof When Icometo,I’mupsidedown,stillfalling,thePeruvian My free fallisquiet.Isee nothing around me.Theseatbelt We’re fallingfast.People’sshouts andtheroar oftheturbines My ears,myhead,wholebodyare filledwiththedeeproar I seeablindingwhitelightovertherightwing.don’tknow “Hopefully thisgoesallright,”mymothersaysnervously. Suddenly, daylightturnstonightandlightningflashesfrom The firsthalf ofthehour-long flightfrom LimatoPucallpais

(awr nuh THOL uh jihst) n. jihst) uh THOL nuh (awr scientist who studiesbirds. UNIT 5 Independent Learning •TheGirlWho Fell FromUNIT 5Independent Learning theSky 1 andsaysit’sunnatural NOTES

IL2 IL3 NOTES

UNIT 5 Independent Learning •TheGirlWho Fell FromUNIT 5Independent Learning theSky 26 25 24 23 22 21 20 19 18 17 noticed before. NearbyIfindaspring,feedingtinyrivulet. engines’ humfadesaway. of thethickforest so thatrescuers canseeme.Soonthe here. A feelingofpowerlessness overcomes me.Ihavetogetout trees are toodense:There’s nowayIcanmakemyself noticeable discover abagofcandyandeatpiece. markings ofonetree tokeep mybearings. lose yourorientationinthejungle.Imemorizelocation and small circles around myseat,aware ofhowquicklyyoucan sparkle ontheleavesaround me,andIlickthemup.walkin my concussion-foggedhead. taught meaboutthejungle.Ionlyhadtofindthisknowledgein whistle, andsnarl.There was almostnothingmyparents hadn’t acquainted withthebugsandothercreatures thatscurry, rustle, to hair. eggs undertheskinorinwounds.Stinglesswildbeesliketocling butterflies, grasshoppers,mosquitoes. A certaintypeofflywilllay that intertwineandramble,grow anddecay. constantly. Therainforest oftenhasamustysmellfrom theplants threatening. Hugetrees castmysteriousshadows.Water drips mother. Icallhername,butonlythevoicesofjungleanswerme. it’s notbleeding. which looksasif ithasbeencutbyarough metaledge. Strangely, collarbone; it’sclearlybroken. Ifindadeepgashonmyleftcalf, I’m abletoholdmyself inthatposition.Itouchmyright dizzy thatIimmediatelyliebackdown.tryagain,andeventually floor. After awhile,Imanagetorisemyknees,butfeelso glasses havedisappeared, butIfinallymanagetoread thetime. shut; Icanseeonlythrough anarrow slitinmyright eye.My 2. partly dry, sothatIcaneasilywalkbesidethewater. Around six little, therivuletgrows widerandturnsintoastream, whichis lying across it,ordenseundergrowth blocksmyway. Littleby convinced thatthislittlestream willleadthewaytomyrescue. fills mewithhope.NotonlyhaveIfoundwater to drink,butI’m

rivulet I hearthedripping,tinkling,gurgle ofwaterthatIhadn’t I hearthehumofairplaneenginesoverhead. Ilookup,butthe I findnotraceofthecrash.Nowreckage, nopeople.ButIdo Suddenly I’mseizedbyanintensethirst.Thickdrops ofwater Luckily, I’dlivedinthejunglelongenoughasachildtobe Insects rule thejungle,andIencounterthemall:ants,beetles, For someonewhohasneverbeenintherainforest, itcanseem I getdownonallfoursandcrawlaround, searching formy It’s 9a.m.Ifeeldizzyagainandlieexhaustedontherainforest I trytofollowtherivuletclosely, butthere are oftentree trunks

(RIHV yuh liht) n. liht) yuh (RIHV tiny river. 2 This

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 34 33 32 31 30 29 28 27 something. of riverwater, whichfills mystomach,butIknowshouldeat in abush,Ifeelutterlyabandoned. shiver tothecore. Onthosebleaknights,asIcowerunderatree or pelt me,soakingmythinsummerdress. Thewindmakesme and nose.Evenworseare thenightswhenitrains.Ice-colddrops called midgesbuzzaround myheadandtrytocrawlintoears on thebankwhere Icantrytosleep.Mosquitoesandsmallflies people. caimans, alligator-like reptiles, buttheygenerallydon’tattack are dangerous onlyinstandingwater. Ialsoexpecttoencounter water. Ihavetolookoutforpiranhas,butI’velearnedthatfish middle oftheriverinstead—stingrayswon’tventure intothedeep walk carefully. Progress issoslowthatIdecidetoswiminthe on hikingalongit.Iknowstingraysrest intheriverbanks,soI far away. these days?Soon,myangergiveswaytoaterribledespair. now thatI’vefinallyreached anopenstretch ofwaterafterall passengers exceptme. fades. Ibelievethatthey’vegivenup,havingrescued allthe sight. Ihearplanesinthedistance,butastimepasses,noise I’m standingonthebankofalarge river, butthere’s notasoulin home inPanguana,Iheard thiscalloften. exclusively nearopenstretches ofwater—where people settle! At the unmistakablecallofahoatzin,subtropical bird thatnests that immediatelyturnsmyapatheticmoodintoeuphoria.It’s the fifth orsixthdayofmytrek, Ihearabuzzing,groaning sound drink agreat dealofwaterfrom thestream. poisonous, soIkeepmyhandsoff whatIdon’trecognize. ButIdo don’t dare eatanythingelse.Muchofwhatgrows in thejungleis the stemsofpalmtrees. NorcanIcatchfishorcookroots. I last candy. Idon’thaveaknife tousehackpalmheartsoutof season, there’s barely anyfruit topick,andI’vesuckedonmy a larger stream, thenfinallyintoasmallriver. Sinceit’stherainy for good,soItrytocountthedaysasgo.Thestream turnsinto spot where Icanspendthenight.eatanothercandy. o’clock itgetsdark,andIlookinthestreambed foraprotected By day, Igoonswimming,butI’mgettingweaker. Idrinkalot Each nightwhenthesunsets,Isearch forareasonably safespot The riverbankismuchtoodenselyovergrown formetocarry But Idon’tgiveup.Where there isariver, peoplecannotbe Intense angerovercomes me. Howcanthepilotsturnaround, With newimpetus,Iwalkfaster, following thesound.Finally, Despite counting,Imixupthedays.OnDecember29or30, On December28,mywatch,agift from mygrandmother, stops UNIT 5 Independent Learning •TheGirlWho Fell FromUNIT 5Independent Learning theSky NOTES

IL4 IL5 NOTES

UNIT 5 Independent Learning •TheGirlWho Fell FromUNIT 5Independent Learning theSky 45 44 43 42 41 40 39 38 37 36 35 me, theystopinshock. voices getcloser. Whenthree mencomeoutoftheforest andsee day, thenkeepmoving. struggle tomyfeet.Itellmyself thatI’llrest atthehutonemore my shoulders. begins torain,andIcrawlintotheshelterwrapatarparound dark, andIspendthenightthere. of theboatwillemerge at anymoment,butnoonecomes.Itgets leads from theshackinto the forest. I’mcertainthattheowner make itupthehill. I’ll findpeoplethere, but I’m soweakthatittakesmehoursto notice abeatentrailleadingupthebankfrom theriver. I’msure it’s stillthere. A boat! doesn’t belonghere: aboat.Irub myeyes,lookthree times,and I dozeoff forafewminutes.WhenIwakeup,seesomethingthat evening, Ifindagravelbankthatlookslikegoodplacetosleep. over themandnotbreak anybonesinthesecollisions.Inthe bumping intologs,anditrequires agreat dealofstrength toclimb keep going. water. Isthere anysenseingoingon? Yes, Itellmyself. Ihaveto Each morningitgetsharder tostandupandgetintothecold chickens clucking.Iamsohorriblytired. convinced Iseetheroof ofahouseontheriverbankorhear skin asIswim.willlearnlaterthathavesecond-degree burns. touch it,myhandcomesawaybloody. Thesunhasburnedmy 3. welcome scientistsfrom allovertheworld. Panguana often,where theresearch stationsheinheritedcontinuesto librarian attheBavarianStateCollectionofZoology, Julianereturns to LANSA Flight508.Julianewasthesolesurvivor. Nowabiologist and Ninety-one people,includingJuliane’s mother, diedinthecrashof she’d survived11 daysintherainforest, and delivered hertosafety. “My nameisJuliane.”

LANSA At twilightIhearvoices.I’mimaginingthem,think.Butthe As thedayswearon,myeyesandearsfoolme.OftenI’m “I’m agirlwhowasintheLANSA The rainstopsintheafternoon.Inolongerhavestrength to The nextmorning,Iwakeandstillnoonehasshownup.It When Igetto the top,Iseeasmallshelter, butnopeople. A path I swimoverandtouchit.Onlythencanreally believeit.I I spendthetenthdaydrifting inthewater. I’mconstantly I fantasizeaboutfood,from elaboratefeaststosimplemeals. One morning,Ifeelasharppaininmyupperback.When Forestry workersdiscovered JulianeKoepckeonJanuary3,1972,after

Peruvian commercial airline. 3 crash,”IsayinSpanish.

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Four Skinny Trees from The House on Mango Street

Sandra Cisneros

About the Author Sandra Cisneros (b. 1954) was born in Chicago, but SCAN FOR her family often traveled to Mexico to live with her MULTIMEDIA grandfather. The frequent moves left Cisneros with few friends, and she remembers that she “retreated inside” herself, reading books and writing. Cisneros has won several awards for her poetry and short stories.

BACKGROUND This selection is drawn from The House on Mango Street, a novel describing a young Latina girl growing up in Chicago, Illinois. Over the course of the novel, which is arranged in a series of short scenes, or vignettes, the main character, Esperanza Cordero, comes to terms with who she is and who she wants to be.

1 hey are the only ones who understand me. I am the only one T who understands them. Four skinny trees with skinny necks and NOTES pointy elbows like mine. Four who do not belong here but are here. Four raggedy excuses planted by the city. From our room we can hear them, but Nenny just sleeps and doesn’t appreciate these things. 2 Their strength is secret. They send ferocious roots beneath the ground. They grow up and they grow down and grab the earth between their hairy toes and bite the sky with violent teeth and never quit their anger. This is how they keep. 3 Let one forget his reason for being, they’d all droop like tulips in a glass, each with their arms around the other. Keep, keep,

UNIT 5 Independent Learning • Four Skinny Trees IL6 IL7 NOTES

UNIT 5 Independent Learning •FourSkinnyTreesUNIT 5Independent Learning 4 whose onlyreason istobeandbe. despite concrete. Fourwhoreach anddonotforget toreach. Four When there isnothinglefttolookatonthisstreet. Four whogrew am atinythingagainstsomanybricks,thenitisIlookattrees. When Iamtoosadandskinnytokeepkeeping,when

❧

Rikki-tikki-tavi

Rudyard Kipling

About the Author Rudyard Kipling (1865–1936) was born in Bombay, SCAN FOR India, to English parents. Although he moved to MULTIMEDIA England when he was five, Kipling remained attached to the land of his birth. In 1882, he returned to India and began writing the stories that would make him famous. His many popular books of stories and poems include The Jungle Book and Kim. In 1907, Kipling became the first English writer to win the Nobel Prize in Literature.

BACKGROUND “Rikki-tikki-tavi” is a story from The Jungle Book by Rudyard Kipling. In this story, a brave mongoose faces a family of snakes known as Indian cobras. A cobra can reach six feet in length and six inches around. Cobras feed on small animals. Just before striking, a cobra lifts its body and forms a hood from the ribs near its head. The mongoose is a brown, furry animal about 15 inches long—the perfect size for a cobra’s meal. However, the fast, fierce mongoose usually wins a battle with a cobra.

1 his is the story of the great war that Rikki-tikki-tavi fought, T single-handed, through the bathrooms of the big bungalow NOTES in Segowlee cantonment.1 Darzee, the tailorbird, helped him, and Chuchundra the muskrat, who never comes out into the middle of the floor, but always creeps round by the wall, gave him advice; but Rikki-tikki did the real fighting. 2 He was a mongoose, rather like a little cat in his fur and his tail,

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson but quite like a weasel in his head and his habits. His eyes and the end of his restless nose were pink; he could scratch himself anywhere

1. Segowlee cantonment (see GOW lee kan TON muhnt) living quarters for British troops in Segowlee, India.

UNIT 5 Independent Learning • Rikki-tikki-tavi IL8 IL9 NOTES

UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 13 12 11 10 9 8 7 6 5 4 3 garden path,verydraggled When herevived, hewaslyinginthehotsunonmiddleofa wisp ofgrassfloatingthere, andclungtoittillhelosthissenses. kicking andclucking,downaroadside ditch.Hefoundalittle where helivedwithhisfatherandmother, andcarriedhim, scuttled through thelonggrasswas:“Rikk-tikk-tikki-tikki-tchk!” fluff uphistailtillitlookedlikeabottlebrush, andhiswarcryashe he pleased,withanyleg,front orback,thathechosetouse;could 2. roots. Thenhefeltbetter. and satinthesunshinefluffed uphisfurtomakeitdrythe immensely, andwhenitwasfinishedhewentoutintotheveranda to eat.” run inandoutofthehouse alldaylong.Let’sgivehimsomething doesn’t pickhimupbythetail,ortrytoput inacage,he’ll creature! Isupposehe’ssotamebecausewe’vebeenkindtohim.” rubbing hisnose. snuffed athisear, andclimbeddowntothefloor, where hesat making friends.” shoulder. fur inorder, scratchedhimself, andjumpedonthesmallboy’s it wasnotgoodtoeat,ranallround thetable,satupandputhis was atrue mongoose.Helookedatthecottonwool,decidedthat of allthemongoosefamilyis“Runandfindout”;Rikki-tikki because heiseatenupfrom nosetotailwithcuriosity. Themotto what he’lldo.” moved intothebungalow);“don’tfrightenhim,andwe’llsee and heopenedhiseyessneezed. choked; sotheywrappedhimincottonwool,andwarmedhim, between hisfingerandthumbsaidhewasnotdeadbuthalf he isn’treally dead.” “Here’s adeadmongoose.Let’shavefuneral.”

draggled One day, ahighsummerfloodwashedhimoutoftheburrow They gavehimalittlepieceofrawmeat.Rikki-tikki likedit “All mongoosesare likethat,” saidherhusband.“IfTeddy “Good gracious,”saidTeddy’s mother, “andthat’sawild Rikki-tikki lookeddownbetweentheboy’scollarandneck, “Ouch! He’sticklingundermychin,”saidTeddy. “Don’t befrightened,Teddy,” saidhisfather. “That’shiswayof It isthehardest thinginthe worldtofrightenamongoose, “Now,” saidthebigman(hewasanEnglishmanwhohadjust They tookhimintothehouse,andabigmanpickedup “No,” saidhismother, “let’stakehiminanddryhim.Perhaps

(DRAG uhld) adj. uhld) (DRAG wet and dirty. 2 indeed,andasmallboywassaying,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 23 22 21 20 19 18 17 16 15 14 answering, forfrom thethickgrassatfootof bushthere here. WhoisNag?” out ofthenestyesterday andNagatehim.” the rimandcried. cotton anddownyfluff. Thenestswayedtoandfro, astheysaton them uptheedgeswithfibers,andhadfilled hollowwith beautiful nestbypullingtwobigleavestogetherandstitching sorrowful voicesinathornbush. and downthegarden, snuffing here andthere tillheheard very his tailgrew bottlebrushy atthethoughtofit,andhescuttledup licked hislips.“Thisisasplendidhuntingground,” hesaid,and trees, clumpsofbamboos, andthicketsofhighgrass.Rikki-tikki as bigsummerhousesofMarshalNielroses, limeandorange be seen.Itwasalarge garden, onlyhalf cultivated,withbushes, across Englishmen. at Segowlee)hadcarefully toldRikkiwhattodoif everhecame house mother(sheused toliveintheGeneral’s and Rikki-tikki’s be ahousemongoosesomedayandhaverooms torun aboutin, other, becauseeverywell-brought-up mongoosealwayshopesto and someboiledegg;hesatonalltheirlapsoneafterthe veranda ridingonTeddy’s shoulder, andtheygavehimbanana a snakecameintothenurserynow—” with thatlittlebeastthanif hehadabloodhoundtowatchhim.If child.” “He’lldonosuchthing,”saidthefather. “Teddy’s safer pillow. “Idon’tlikethat,”saidTeddy’s mother;“hemaybitethe last thing,tolookattheirboy, andRikki-tikkiwasawakeonthe find outwhatmadeit.Teddy’s motherandfathercamein,the to getupandattendeverynoiseallthrough thenight,and climbed uptoo;buthewasarestless companion,becausehehad lamps were lighted,andwhenTeddy wenttobedRikki-tikki At nightfallheranintoTeddy’s nurserytowatchhowkerosene he climbedupinthebigman’slaptoseehowwritingwasdone. writing table,andburneditontheendofbigman’scigar, for drowned himself inthebathtubs,puthisnoseinto theinkona shall certainlystayandfindout.” to himself, “thanallmyfamilycouldfindoutintheirlives.I Darzee andhiswife onlycowered downinthenestwithout “H’m!” saidRikki-tikki,“thatisverysad—butI amastranger “We are verymiserable,”saidDarzee.“Oneofourbabiesfell “What isthematter?”askedRikki-tikki. It wasDarzee,thetailorbird, andhiswife. Theyhadmadea Then Rikki-tikkiwentoutintothegarden toseewhatwas Early inthemorningRikki-tikkicametoearlybreakfast inthe But Teddy’s motherwouldn’tthinkofanythingsoawful. He spentallthatdayroaming overthehouse.Henearly “There are more thingstofindoutaboutinthishouse,”hesaid UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning NOTES

IL10 IL11 NOTES

UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 31 30 29 28 27 26 25 24 expression, whateverthesnakemaybethinkingof. Rikki-tikki withthewickedsnake’seyesthatneverchangetheir exactly asadandeliontuftbalancesinthewind,andhelookedat of himself clearoftheground, hestayedbalancing toandfro five feetlongfrom tonguetotail.Whenhehadlifted onethird head andspread hoodofNag,thebigblackcobra,andhewas back twoclearfeet.Theninchbyoutofthegrassrose upthe came alowhiss—ahorridcoldsoundthatmadeRikki-tikkijump 3. built itoutofreach ofsnakes;anditonlyswayedtofro. could reach toward thenestinthornbush;butDarzeehad jumped clearofthewhiskingtail,leavingNagaina tornandangry. the cobra.Hebit,indeed,butdidnotbitelongenough, andhe one bite;buthewasafraidoftheterriblelashing return stroke of would haveknownthatthenwasthetimetobreak herbackwith almost across herback,andif hehadbeenanoldmongoose and heheard hersavagehiss asthestroke missed.Hecamedown crept upbehindhimashe wastalking,tomakeanendofhim; whizzed bytheheadofNagaina,Nag’swickedwife. Shehad jumped upintheairashighhecouldgo,andjustunderhim birds?” dropped hisheadalittle, and putitononeside. his family;buthewantedtogetRikki-tikkioff hisguard. Sohe mongooses inthegarden meant deathsoonerorlaterforhimand movement inthegrassbehindRikki-tikki.Heknewthat fledglings outofanest?” “marks ornomarks,doyouthinkitisrightfortoeat that too,andatthebottomofhiscoldheart,hewasafraid. mongoose’s businessinlife wastofightandeatsnakes.Nagknew mother hadfedhimondeadones,andheknewthatallagrown time, andthoughRikki-tikkihadnevermetalivecobrabefore, his is impossibleforamongoosetostayfrightenedanylengthof of ahook-and-eyefastening.Hewasafraidfortheminute;butit spectacle markonthebackofitthatlooksexactlylikeeyepart to keepthesunoff Brahmasheslept.Look,andbeafraid!” his markuponallourpeoplewhenthefirstcobraspread hishood

religion. Brahm “Who isNag?”saidhe.“IamNag.Thegreat godBrahm “Wicked, wicked Darzee!”saidNag,lashingupashighhe Rikki-tikki knewbetterthantowastetimeinstaring.He “Behind you!Lookbehindyou!”sangDarzee. “Let ustalk,”hesaid.“You eateggs.WhyshouldnotI Nag wasthinkingtohimself, andwatchingtheleastlittle “Well,” saidRikki-tikki,andhistailbegantofluff upagain, He spread outhishoodmore thanever, andRikki-tikkisawthe

(brahm) alternate spelling of Brahma, the name of the chief god in the Hindu Hindu the in god chief the of name the Brahma, of spelling alternate (brahm) 3 put

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 34 33 32 people. small thatnobodythinks ofhim,andsohedoesthemore harmto earth; andhisbiteisasdangerous asthecobra’s.But heisso Karait, thedustybrown snakelingthatliesforchoiceonthedusty the dust,andatinyvoicesaid:“Becareful. Iamdeath!”Itwas came running downthepath, Rikki-tikkiwasready to bepetted. from behind.Itgavehimconfidenceinhimself, andwhenTeddy the more pleasedtothinkthathehadmanagedescapeablow Rikki-tikki knewhewasayoungmongoose,and itmadehimall that makesthingsmuchmore wonderfulthananymagicherb. as noeyecanfollowthemotionofasnake’sheadwhenitstrikes, quickness offoot—snake’sblowagainstmongoose’sjump—and is nottrue. Thevictoryisonlyamatterofquicknesseyeand get bitten,heruns off andeatssomeherbthatcures him.That say thatwhenthemongoosefightssnakeandhappensto house, andsatdowntothink.Itwasaseriousmatterforhim. two snakesatonce.Sohetrotted off tothegravelpathnear care tofollowthem,forhe didnotfeelsure thathecouldmanage or givesanysignofwhatitmeanstodonext.Rikki-tikkididnot the grass.Whenasnakemissesitsstroke, itneversaysanything chattered withrage.ButNag andNagainahaddisappeared into and hindlegslikealittlekangaroo, andlookedallround him,and mongoose’s eyesgrow red, heisangry),andsatbackonhistail But justasTeddy wasstooping,somethingflinched alittlein If youread theoldbooks of naturalhistory, youwillfindthey Rikki-tikki felthiseyesgrowing red andhot(whena UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning NOTES

IL12 IL13 NOTES

UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 39 38 37 36 35 that hewasaprovidence, that hehadsavedTeddy from death,andTeddy’s fathersaid mother pickedhimupfrom thedustandhuggedhim,crying that?” thoughtRikki-tikki.“Ihavesettleditall”;andthenTeddy’s while Teddy’s fatherbeatthedeadKarait.“Whatisuseof ready, hemustkeephimself thin. slow mongoose,andif he wantedallhisstrength andquickness family atdinner, whenheremembered thatafullmealmakes was justgoingtoeathimupfrom thetail,aftercustomofhis hold, androlled away. Thatbiteparalyzed Karait,andRikki-tikki between hisfore legs,bitten ashighupthebackhecouldget had sprung, jumpedonthesnake’sback,dropped hisheadfar came up,Karaithadlungedoutoncetoofar, andRikki-tikki mother. Hisfatherranoutwithastick,butbythetimehe is killingasnake”;andRikki-tikkiheard ascream from Teddy’s followed hisheelsclose. of hisshoulder, andhehadtojumpoverthebody, andthehead in, butthewickedlittledustygrayheadlashedwithinafraction hold. Karaitstruck out.Rikkijumpedsidewaysandtriedtorun all red, andherocked backandforth,lookingfora goodplaceto stroke inhiseyeorlip.ButRikkididnotknow:eyeswere Rikki bithimclosetothebackofhead,hewouldgetreturn Nag, forKaraitissosmall,andcanturnquickly, thatunless known, hewasdoingamuchmore dangerous thing thanfighting dealing withsnakesthisisanadvantage.IfRikki-tikkihadonly a gaitthatyoucanflyoff from itatanyangleyouplease; andin from hisfamily. Itlooksveryfunny, butitissoperfectlybalanced with thepeculiarrocking, swayingmotionthathehadinherited 4. or scratch,butassoon Teddy wasasleephewentoff for sleeping underhischin.Rikki-tikkiwastoowell bred tobite cry of“Rikk-tikk-tikki-tikki-tchk!” get red from timetotime,andhewouldgooff intohislongwar by Teddy’s mother, andto sitonTeddy’s shoulder, hiseyeswould Nagaina, andthoughitwasverypleasanttobe patted andpetted times overwithnicethings;butheremembered Nagand wineglasses onthetable,hemighthavestuffed himself three enjoying himself. have pettedTeddy forplayinginthedust.Rikkiwasthoroughly course, hedidnotunderstand.Teddy’s mothermightjustaswell eyes. Rikki-tikkiwasratheramusedatallthefuss,which,of

a providence He wentawayforadustbathunderthecastor-oil bushes, Teddy shoutedtothehouse:“Oh,lookhere! Ourmongoose eyesgrew red again,andhedanceduptoKarait Rikki-tikki’s Teddy carriedhimoff tobed,andinsistedonRikki-tikki That night,atdinner, walking toandfro amongthe

(PROV uh duhns) uh n. (PROV 4 andTeddy lookedonwithbigscared a godsend; a valuable gift. avaluable agodsend;

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 53 52 51 50 49 48 47 46 45 44 43 42 41 40 crawling intothebathroom sluice. windowpane—the dryscratchofasnake’sscalesonbrickwork. the world—anoiseasfaintthatofawaspwalkingon he thoughtcouldjustcatchthefaintestscratch-scratchin you anything.Can’thear,Rikki-tikki?” enough torun outintothemiddleofroom. H’sh!Imustn’ttell whiskers. “Iamaverypoorman,”hesobbed.neverhadspirit bite you!” to Chuainthegarden.” then hestopped. the garden, andIknowyoudon’tgothere.” won’t mistakemeforyousomedarknight?” more sorrowfully thanever. “AndhowamItobesure thatNag scornfully. “Rikki-tikki, don’tkillme!” middle oftheroom. Buthenevergetsthere. cheeps allthenight,tryingtomakeuphismindrun intothe Chuchundra isabrokenhearted littlebeast.Hewhimpersand against Chuchundrathemuskrat,creeping around bythewall. his nightlywalkround thehouse,andindarkheranup 5. the people?”saidNag. we willhuntforRikki-tikkitogether.” killed Karaitisthefirstonetobite.Thencomeout andtellme, our ownagain.Goinquietly, andremember thatthebigmanwho husband, “hewillhavetogoaway, andthenthegarden willbe together outsideinthemoonlight. where thebathisput,heheard NagandNagainawhispering for thebathwater, andas Rikki-tikkistoleinbythemasonrycurb smooth plasterwallthere wasabrickpulledouttomakesluice and thentoTeddy’s bathroom. At thebottomof mother’s should havetalkedtoChua.”

sluice “That’s NagorNagaina,”hesaidtohimself, “andheis Rikki-tikki listened.Thehousewasasstillstill,but Chuchundra satdownandcriedtillthetearsrolled off his “I didn’t—soyoumusttellme.Quick,Chuchundra,orI’ll “H’sh! Nagiseverywhere, Rikki-tikki. You shouldhavetalked “Told youwhat?” “My cousinChua,therat,toldme—”saidChuchundra,and “There’s nottheleastdanger,” saidRikki-tikki.“ButNagisin “Those whokillsnakesgetkilledbysnakes,”saidChuchundra, “Do youthinkasnake-killerkillsmuskrats?”saidRikki-tikki “Don’t killme,”saidChuchundra,almostweeping. “But are yousure thatthere is anythingtobegainedbykilling “When thehouseisemptiedofpeople,”saidNagaina toher He stoleoff toTeddy’s bathroom, butthere wasnothingthere,

(sloos) n. drain. 5 You’re right,Chuchundra;I UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning NOTES

IL14 IL15 NOTES

UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 59 58 57 56 55 54 at hisbigback,wondering whichwouldbethebestplacefora muscle, toward thejar. Nag wasasleep,andRikki-tikkilooked stayed stillasdeath. After anhourhebegantomove,muscle by round thebulgeatbottomofwaterjar, and Rikki-tikki Nagaina hadgoneaway. Nagcoiledhimself down,coilbycoil, cool tilldaytime.” he comes.Nagaina—doyouhearme?—Ishallwait here inthe bathe inthemorninghewillnothaveastick.Ishall waithere till had astick.Hemayhavethatstickstill,butwhen hecomesinto good,” saidthesnake.“Now, whenKaraitwaskilled, thebigman from thebiggestwaterjarthatwasusedtofillbath.“Thatis Rikki-tikki-tavi. on theopenfloor, theoddsare inhisfavor. WhatamItodo?”said Rikki couldseehiseyesglitter. up, raisedhishead,andlookedintothebathroom inthedark,and frightened ashesawthesizeofbigcobra.Nagcoiledhimself cold bodyfollowedit. Angry ashewas, Rikki-tikkiwasvery then Nag’sheadcamethrough thesluice,andhisfivefeetof will go.” away quietly. Thenthebungalowwillbeempty, andRikki-tikki kill thebigmanandhiswife, andthechildif Ican,andcome need thatweshouldhuntforRikki-tikkiafterward. Iwill tomorrow), ourchildren willneedroom andquiet.” that assoonoureggsinthemelonbedhatch(astheymay is empty, weare kingandqueenofthegarden; andremember we haveanymongooseinthegarden? Solongasthebungalow There wasnoanswerfrom outside,soRikki-tikkiknew Nag wavedtoandfro, and thenRikki-tikkiheard himdrinking “Now, if Ikillhimhere, Nagainawillknow;—andif Ifighthim Rikki-tikki tingledalloverwithrageandhatred atthis,and “I hadnotthoughtofthat,”saidNag.willgo,butthere isno “Everything. Whenthere were nopeopleinthebungalow, did

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 66 65 64 63 62 61 60 head. Thisgavehimjustonesecond’spurchase, back againstthebulgeofred earthenware tohold downthe jar, underthecurveofit;and,ashisteethmet,Rikkibraced And, whenIamoncethere, Imustnotletgo.” him; andabitenearthetailwouldonlymakeNagsavage. thickness oftheneckbelowhood,butthatwastoomuchfor “he canstillfight;andif hefights—ORikki!”Helookedatthe good hold.“IfIdon’tbreak hisbackatthefirstjump,”saidRikki, 6. eat mybabiesagain.” brought thebang-stickandNagfellintwopieces!Hewillnever Rikki-tikki caughthimbytheheadandheldfast. Thebigman this thetimetosing?” sweeper hadthrown thebodyonrubbish heap. voice. ThenewsofNag’sdeathwasalloverthe garden, forthe where Darzeewassingingasongoftriumphatthetophis of willhatch.Goodness!ImustgoandseeDarzee,”hesaid. than fiveNags,andthere’s noknowingwhentheeggsshespoke doings. “NowIhaveNagainatosettlewith,andshewillbeworse broken intofortypieces,as hefancied. night shakinghimself tenderly tofindoutwhetherhereally was dragged himself toTeddy’s bedroom andspenthalf therest ofthe a verywhiteface,andsawwhatwasleftofNag,Rikki-tikki chap hassavedourlivesnow.” ThenTeddy’s mothercameinwith picked himupandsaid:“It’sthemongooseagain, Alice; thelittle sure hewasdead;butthe headdidnotmove,andthebigman the hood. noise, andhadfired both barrels ofashotgunintoNagjustbehind and red fire singedhisfur. Thebigmanhadbeenwakenedbythe thunderclap justbehindhim. A hotwindknockedhimsenseless aching, andfeltshakentopieceswhensomethingwentoff likea he preferred tobefoundwithhisteethlocked.Hewasdizzy, sure hewouldbebangedtodeath,and,forthehonorofhisfamily, bath. As heheldclosedhisjawstighterandtighter, forhemade dish andthefleshbrush, andbangedagainstthetinsideof cart-whipped overthefloor, upsettingthetindipperandsoap great circles: buthiseyeswere red, andheheldonasthebody by adog—toandfro onthefloor, upanddown,around in the mostofit.Thenhewasbattered toandfro asa ratisshaken

purchase Then hejumped.Theheadwaslyingalittleclearofthewater “It mustbethehead”‘hesaidatlast;“theheadabovehood. “Nag isdead—isdead!”sangDarzee. “The valiant “Oh, youstupidtuftoffeathers!”saidRikki-tikki angrily. “Is Without waiting forbreakfast, Rikki-tikki rantothethornbush When morningcamehewasverystiff, butwellpleasedwithhis Rikki-tikki heldonwithhiseyesshut,fornowhewasquite

(PUR chuhs) n. (PUR firm hold. firm 6 andhemade UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning NOTES

IL16 IL17 NOTES

UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 78 77 76 75 74 73 72 71 70 69 68 67 knew thatNagaina’schildren were bornineggslikehisown,he more thanoneideaatatime inhishead;andjustbecausehe melon bed,andif Iwentthere nowshe’dseeme.” and letNagainachaseyouawaytothisbush!Imustgetthe will flyoff tothestablesand pretend thatyourwingisbroken, nearest thewall,yousaid?” strikes nearlyallday. Shehidthemthere weeksago.” her eggs?” Rikki-tikki withthewhiteteeth.” Darzee. “Whatisit,OKilleroftheterribleNag?” me downhere. Stopsingingaminute,Darzee.” right time. You’re safeenoughinyournestthere, butit’swarfor Rikki-tikki. “You don’tknowwhentodotherightthingat Rikki-tikki!” andDarzeefilledhisthroat andsang. the rubbish heap.Letussingaboutthegreat, thered-eyed sweeper pickedhimupontheendofastickandthrew himupon Darzee wenton;“andNagcameoutontheendofastick—the looking carefully round him. Darzee wasafeatherbrainedlittlefellowwhocouldneverhold “Not eatexactly:no.Darzee,if youhaveagrainofsense “Rikki-tikki, youare notgoing toeathereggs?” “And youneverthoughtitworthwhiletotellme?Theend “In themelonbed,onendnearest thewall,where thesun “Bother mywhiteteeth!Haveyoueverheard where shekeeps “On therubbish heapbythestables,mourningforNag.Great is “Where isNagaina,forthethird time?” sakeIwillstop,”said “For thegreat, thebeautiful Rikki-tikki’s “If Icouldgetuptoyournest,I’droll yourbabiesout!”said “Nagaina cametothebathroom sluiceandcalledforNag,” “All that’strue enough.Butwhere’s Nagaina?”saidRikki-tikki,

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 87 86 85 84 83 82 81 80 79 twenty-five eggs,aboutthesizeofabantam’s warm litterabovethemelons,verycunninglyhidden,hefound he racedfortheendofmelonpatchnearwall.There, inthe ground, andNagainaquickened herpace. wife fluttered on,pipingsorrowfully, andneverleavingthe at asnake’seyesgetssofrightenedthatshecannotmove.Darzee’s sure tocatchyou.Littlefool, lookatme!” house willlieverystill.Whatistheuseofrunning away?Iam on therubbish heapthismorning,butbefore nighttheboyin know thatIshallsettleaccountswiththeboy. Myhusbandlies slipping alongoverthedust. bad placetobelamein.” And shemovedtoward Darzee’swife, when Iwouldhavekilledhim.Indeedandtruly, you’vechosena me andbroke it.”Thenshefluttered more desperatelythanever. out, “Oh,mywingisbroken! Theboyinthehousethrew astoneat Darzee wasverylikeamaninsomeways. the babieswarm,andcontinuehissongaboutdeathofNag. later on;sosheflewoff from thenest,andleftDarzee tokeep sensible bird, andsheknewthatcobra’seggsmeantyoungcobras didn’t thinkatfirstthatitwasfairtokillthem.Buthiswife wasa 7. their faceswere white.Nagainawascoileduponthemattingby saw thattheywere noteatinganything.Theysatstone-still,and mother andfatherwere there atearlybreakfast; butRikki-tikki veranda ashard ashecouldputfoottotheground. Teddy andhis the melonbedwiththird egginhismouth,andscuttledtothe into theveranda,and—oh,comequickly—shemeans killing!” Darzee’s wife screaming: left, andRikki-tikkibegantochucklehimself, whenheheard see whetherhehadmissedany. At lastthere were onlythree eggs the youngcobras,andturnedoverlitterfrom timeto bit off thetopsofeggs asfasthecould,takingcare tocrush they were hatchedtheycould eachkillamanormongoose.He cobras curledupinsidetheskin,andheknewthatminute whitish skininsteadofshell.

bantam’s Rikki-tikki heard themgoing upthepathfrom thestables,and Darzee’s wife knewbetter thantodothat,forabird wholooks “Well! Itmaybesomeconsolationtoyouwhenyou’re deadto “The boybroke itwithastone!”shriekedDarzee’swife. Nagaina lifted upherheadandhissed,“You warnedRikki-tikki She fluttered infront ofNagainabytherubbish heap,andcried Rikki-tikki smashedtwoeggs,andtumbledbackward down “Rikki-tikki, IledNagainatoward thehouse,andshehasgone “I wasnotadaytoosoon,”hesaid;forcouldseethebaby

(BAN tuhmz) eggs tuhmz) (BAN eggs of a small chicken. asmall of eggs UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 7 butwith NOTES

IL18 IL19 NOTES

UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 99 98 97 96 95 94 93 92 91 90 89 88 backward. Again andagain shestruck, andeachtime herself togetherandflungoutathim.Rikki-tikkijumpedup reach ofherstroke, hislittleeyeslikehotcoals.Nagainagathered has goneforhisgun!Fight!” will gototherubbish heap with Nag.Fight,widow!Thebigman never comeback,”shesaid,loweringherhood. Rikki-tikki. Givemethelastofmyeggs,andIwill goawayand paws.“Givemetheegg, the egglaybetweenRikki-tikki’s long.” Nagaina. Comeandfightwithme. You shallnotbeawidow big manblewhimintwo.Ididit!Rikki-tikki-tck-tck!Comethen, and fro, buthecouldnot shake meoff. Hewasdeadbefore the all fourfeettogether, hisheadclosetothefloor. “He threw meto last nightinthebathroom.” Thenhebegantojumpupanddown, “The boyissafe,anditwasI—I—IthatcaughtNagbythehood table withtheteacups,safeandoutofreach ofNagaina. hand, catchTeddy bytheshoulder, anddraghimacross thelittle of theoneegg;andRikki-tikkisawTeddy’s fathershootoutabig brood? Theantsare eatingalltheothersdownbymelonbed.” cobra? Forayoungkingthelast—theverylastof eyes were blood-red. “Whatpriceforasnake’segg?Foryoung veranda. “Ah-h!Giveittome,”shesaid. the wall.Goandlook,Nagaina.” move, andif youcomeastepnearer Istrike.” Rikki-tikki. Theyare stillandwhite;theyare afraid. Theydare not settle myaccountwithyoupresently. Lookatyourfriends, and fight!” was towhisper, “Sitstill,Teddy. You mustn’tmove.Teddy, keepstill.” who killedmyNag!” move Istrike,andif youdonotmoveIstrike,Oh,foolishpeople, am notready yet.Wait alittle.Keepverystill,allyouthree. Ifyou and shewasswayingtofro, singingasongoftriumph. Teddy’s chair, withineasystrikingdistanceofTeddy’s bare leg, Rikki-tikki wasboundingallround Nagaina,keepingjustoutof “Yes, youwillgoaway, andyouwillnevercomeback;for Nagaina sawthatshehadlostherchanceofkillingTeddy, and “Tricked! Tricked! Tricked! Rikk-tck-tck!”chuckledRikki-tikki. Nagaina spunclearround, forgetting everythingforthesake Rikki-tikki puthispawsoneoneachsideoftheegg,and The bigsnaketurnedhalf round, andsawtheeggon the “Look atyoureggs,”saidRikki-tikki,“inthemelonbednear “All ingoodtime,”saidshe,withoutmovinghereyes.“Iwill Then Rikki-tikkicameupandcried:“Turn round, Nagaina;turn Teddy’s eyeswere fixedonhisfather, andallhisfathercoulddo “Son ofthebigmanthatkilledNag,”shehissed,“staystill.I

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 101 100 Rikki-tikki neverknewwhen itmightopenoutandgiveNagaina be, care tofollowacobraintoitshole.Itwasdarkinthehole;and her—and veryfewmongooses,howeverwiseand oldtheymay white teethwere clenchedonhertail,andhewentdownwith plunged intotherat-holewhere sheandNagusedtolive,hislittle Still, theinstant’sdelaybrought Rikki-tikkiuptoher, andasshe have turnedher;butNagainaonlylowered herhoodandwenton. her wingsaboutNagaina’shead.IfDarzeehadhelped theymight wiser. Sheflewoff hernestasNagainacamealong, andflapped singing hisfoolishlittlesongoftriumph.ButDarzee’s wife was thornbush, andashewasrunning Rikki-tikkiheard Darzeestill would beginagain.Sheheadedstraightforthelonggrassby like awhiplashflickedacross ahorse’sneck. Rikki-tikki behindher. Whenthecobraruns forher life, shegoes veranda steps,andflewlikeanarrow downthepath,with was drawingbreath, shecaught itinhermouth,turnedtothe Nagaina camenearer and nearer toit,tillatlast,whileRikki-tikki matting soundedlikedryleavesblownalongbythewind. to keepherheadhishead,sothattherustle ofhertailonthe danced inacircle togetbehind her, andNagainaspunround she gathered herself togetherlikeawatchspring.ThenRikki-tikki her headcamewithawhackonthemattingofverandaand Rikki-tikki knewthathemustcatchher, orallthetrouble He hadforgotten theegg. Itstilllayontheveranda,and UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning

IL20 IL21 NOTES

UNIT 5 Independent Learning •Rikki-tikki-tavi UNIT 5Independent Learning 111 110 109 108 107 106 105 104 103 102 dared showitsheadinsidethewalls. keep it,withtoothandjumpspringbite, tillneveracobra grow tooproud, andhekeptthatgarden asamongooseshould cobras are dead;andif theyweren’t, I’mhere.” sleepers. “Just think,hesavedallourlives.” she cametolooklateatnight. to bedonTeddy’s shoulder, where Teddy’s mothersawhimwhen he ateallthatwasgivenhimtillcouldeatnomore, andwent Teddy’s fathercameoutandalmostcriedoverhim;thatnight Nagaina usedtoeatfrogs aswelllittlebirds. birds inthegarden singing,andthefrogs croaking; forNagand is dead—dong!Nagainadead!Ding-dong-tock!”Thatsetallthe like atinydinnergong;andthenthesteady“Ding-dong-tock!Nag As Rikki-tikkiwentupthepath,heheard his“attention”notes garden, andtellsallthenews toeverybodywhocares tolisten. always makingitisbecausehethetowncriertoeveryIndian beating ofalittlehammeroncopperpot;andthereason heis Nagaina isdead.” Tell theCoppersmith,Darzee,andhewilltellgarden that done ahard day’swork. was—slept andslepttillitwaslateintheafternoon,forhehad to seeif hehadspokenthetruth. grass stemsheard him,andbegantotroop downone afteranother never comeoutagain.” And thered antsthatlivebetweenthe of hisfurandsneezed.“Itisallover,” hesaid.“Thewidowwill stopped withalittleshout.Rikki-tikkishooksomeofthedustout himself outoftheholelegbyleg,lickinghiswhiskers.Darzee grass quivered again,andRikki-tikki,covered with dirt,dragged of theminute,andjustashegottomosttouchingpart underground.” song. Valiant Rikki-tikkiisdead!ForNagainawillsurely killhim Darzee said:“ItisalloverwithRikki-tikki!We mustsinghisdeath his feettoactasbrakesonthedarkslopeofhot,moistearth. room toturnandstrikeathim.Heheldonsavagely, andstuckout Rikki-tikki hadarighttobeproud ofhimself; buthedidnot “Oh, it’syou,”saidhe.“Whatare youbotheringfor? All the Rikki-tikki wokeupwithajump,forallthemongooses are light “He savedourlivesandTeddy’s life,” shesaidtoherhusband. When Rikkigottothehouse,Teddy andTeddy’s motherand The Coppersmithisabird whomakesanoiseexactlylikethe “Now,” hesaid,whenawoke,“Iwillgobacktothehouse. Rikki-tikki curledhimself upinthegrassandsleptwhere he So hesangaverymournfulsongthatmadeuponthespur Then thegrassbymouthofholestoppedwaving,and

❧

Joseph Lemasolai Lekuton

About the Author Joseph Lemasolai Lekuton was born in rural Kenya to SCAN FOR a tribe of Maasai nomads. In 2003 he graduated from MULTIMEDIA Harvard University with a master’s degree in educational policy. Before coming to the United States for college and university, Joseph balanced traditional Maasai initiation with his education. He now works to help build cultural bridges between Kenya and the United States, as well as spearhead the effort to build schools and support rural Kenyan educational systems.

BACKGROUND The Maasai people are East African nomadic herders who raise cattle. The traditional Maasai diet is made up almost entirely of the meat, blood, and milk of their herds. In Maasai culture, boys undergo a series of initiation rituals and education as part of the process of becoming men.

1 had started to develop a new ambition toward the end of my NOTES I time at the missionary school. I’d learned something about government, heard people in power on the radio, but I had never heard anything about our people being in power. Nomads are a minority in Kenya. We continue to live traditionally and haven’t been well represented in government or other institutions. I was starting to learn something about that and to think that maybe I could help someday. 2 As it happened, I had a cousin who worked for Kenya Wildlife

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson at a place called Voi, in southern Kenya near Mombasa. He allowed me to go down and stay with him for a year so I could attend a different school and retake the primary exam. When I did, I got all A’s, and I was accepted at a high school called Kabarak.

UNIT 5 Independent Learning • from Facing the Lion: Growing Up Maasai on the African Savanna IL22 IL23 NOTES

UNIT 5 Independent Learning •fromFacingtheLion: GrowingUNIT 5Independent Learning UpMaasaion the AfricanSavanna 8 7 6 5 4 3 country. about?” Theyjustlaughedatme.Itwasculture shockinmyown When Italkedaboutcattle,itwaslike“Whatare youtalking What Iknewaboutwascows,sowedidn’thave alotincommon. even knowwhatatelevisionwas.I’dneverseen oneinmylife! English; theyhadtelevisionathome. And there Iwas—Ididn’t ways aboutthem.They’dlivedinthecity;theyspoke incredible some poorer kidstoo,buteventheyhadsomeWestern, urban dormitory. Iwasinheaven. had everslepton;andthere wasashowerinbuildingnearthe liked italot.Noraincamethrough theroof; ithadthebestbedI were buildinganewdormitory. Itwasn’t really verygood,butI bunks. Igotalowerbunk.Itwastemporaryhousingbecausethey uniforms andsenttothedormitory. It wasabigroom withlotsof pocket, justenoughtobuysomebread atthecanteen. as Ifelt.keptthinkingabouthowhadsolittlemoneyinmy None ofthemwere asragged, andnoneofthemlookedastired reached thebuilding. call meback,tellIhadtoleave.justkeptwalkinguntil looked backatthegate.Never. Iwassoafraidtheguard would my legscouldn’tcarryme.OnethingIremember isthatInever and everyonewasstaring.Isoembarrasseditseemedlike I wasveryshabby, withmyplasticgarbagebagovershoulder, the buildingwhere theguard saidthenewstudentsshouldreport. and heletmein. Finally, Iwentbackandshowedtheguard myadmissionletter, me away. Iwentbackacross thestreet andwatchedsomemore. guard andtoldhimI’dcometobeastudentthere. He chased school uniform. Ifinallygotupmynerve.walkedtothe too—Mercedes andthelike—andthere Iwas,inmy old,patched watching thecarsdrivein.Someofthemwere pretty fancycars, gate, butIcouldn’tbringmyself togoin.Ijustsatdownoutside, clothes on. it withme.Ifeltlikeeveryonecouldseeit,hadthewrong nanga whenIwentdownthere forthefirsttime,butIcarried in myoutlookandwayoflife. Ididn’tactuallywearmyred so from Nairobi. Iwasapoornomadickid,stillvery traditional Daniel arapMoi,whowasthenpresident ofKenya. Kabarak wasaveryprestigious school.Itwassponsored by 1.

canteen There were alotofverywealthykidsatKabarak.There were Someone calledoutournames,andwewere givenour Some oftheotherkidswere likeme,butnotreally likeme. Once Igotthrough thatgate itseemedtotakeforever toget When IgottoNakuru, Ifoundtheschoolandwalkedupto Kabarak isinNakuru, intheGreat Rift Valley about90milesor

(kan TEEN) n TEEN) (kan . food store run by the school. the by run store . food 1

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 14 13 12 11 10 9 sharp—if yourelaxed, you’d findyourself atthebottom ofthe have enoughpeopletoworkforus. just havethought,well,he’scomebacktobeaherder. Nowwe’ll supported me,butschoolwasnotimportanttothem. Theywould they wouldhavefeltletdownif Ihadquitandcomehome.They had diedthatyear. Thefunny thingaboutitwasIdon’tthink drought atthetime,sothere were fewtospare. A lotof ourcows lot ofcattleforthem—it’sanexpensiveschool. And there wasa or fourcowstopaythefeeswhenIwentKabarak. Thatwasa successful andnotletmyfamilydown.Theyhad hadtosellthree was sure: Iwasgoingtostudy really hard. Mygoalwastobe was different. a goodhighschoolintheUnitedStates,althoughcurriculum British, andonewas American. The subjects were thesameasat good. Manycamefrom Nairobi, somefrom Uganda.Two were friends withsomeofmysubjectteachers.Theteacherswere very and thatwasthemostimportantthing. I triednottodwellonit.Theschooltreated melikeeveryoneelse, of linebyleavingmycowsandcomingtosuchaneliteplace.But maybe Ididn’tbelongthere socially, that maybeIhadsteppedout little symbolsthatshowedIwasnotfrom therightclass,that was there, whyIwasdoing this.Everydaythere were littlethings, they were from, butIwasproud. friends. Somenomadickidswere really embarrassedtosaywhere the country. Butwewere allinthesame situation,andwebecame nomadic studentsatKabarak.We were allfrom different partsof Luhya, Kalenjin,Kamba,Digo,andKisii. And there were afew in numbersandeducationwere theKikuyu.There were alsoLuo, started relating topeople,mixingwithallthosegroups. Theelite spoke eitherEnglishorSwahilitoeachother. Iguessthatishow tribes were represented. ItwaslikealittleUnitedNations.We life ispreparing youforthenextchallenge. culture, youare preparing forthenextstage.Everythingyoudoin as partofmypreparation forlife. Everythingyoudo inour edge. IlookedatmyexperienceKabarakasanotherinitiation, to thecityandhungout.Iwentcattlecamp.Itgavemean confidence. At vacationtime,theotherkidsatKabarakwenthome of thefewnomadsinschool,andthatgavemecourage,self- of themare myfriendstoday. Irealized earlyonthatIwasone shock, wegotalongwell.Imadealotoffriendsthere, andmany Although noonebecameaspecialmentortome,I But Iwasdetermined.The schoolwasintense.Everyone Slowly, Ilearnedwhattodoandnotdo.Onething Still, sometimesIwouldwakeupatnightandwonderwhy The kidsatKabarakcamefrom alloverKenya.Manydifferent Even thoughIwasdifferent from theotherkids,afterfirst UNIT 5 Independent Learning •fromFacingtheLion: GrowingUNIT 5Independent Learning UpMaasaion the AfricanSavanna NOTES

IL24 IL25 NOTES

UNIT 5 Independent Learning •fromFacingtheLion: GrowingUNIT 5Independent Learning UpMaasaion the AfricanSavanna 19 18 17 16 15 gathered there, andthepolice woulddotheirbesttohelp.Solong to getupandstartlookingforanewride. me, justinsults. And then,afteramostlysleeplessnight,I’dhave slept out.Iwouldn’tgetanyapologywhensomeone steppedon homeless kidsandorphans.Ialwaysfeltlikeone ofthemwhenI step onme.Mostofthepeoplesleepingstreets there are cold. Isiolohasalotofbars,andpeopleleaving the barswould verandahs ofshops.Itwasdirty, andatnightitwouldgetvery anyone intown,I’dspendthenightssleeping theopen,on two lookingfortransport,Ialwaysranout.Sincedidn’tknow impassable. Ineverhadverymuchmoney, andafteradayor road toMarsabitwasunpaved, andheavyrainscouldmakeit during therainyseason,whenIcouldspendaweekortwo.The was normaltospendfourorfivedaystrying.Itevenworse moment IarrivedinIsiolowouldstartlookingforaride.It danger ofbeingattackedandrobbed. bandits. It’saremote stretch ofroad andthere wasalwaysthe bad thatthetrucks were alwaysgettingflattires. And there were but sometimesthere was no choice.Theroads were bad,too—so were oldandinpoorshape. Ialwaystriedtofindanewone, condition ofthetruck youwere ridingon.Manyofthetrucks 200 miles,andusuallyittookadayortwodependinguponthe to Marsabit. You hadtoclimb upthere andhangon.It’sabout of transportwasontoptrucks carryingfoodandothergoods regular passengerbus.But from IsiolotoMarsabit,theonlymeans was noproblem gettingfrom Nakuru toIsiolo. You couldtakea school closed,I’dhavenightmares abouthowtogetthere. There activities—and Ihadmyownroom. for monitoringtheotherkidsandrunning someschool made aprefect—a studentwho’sgivensomeresponsibility but Ilovedit.hadneverlivedbetter. Inthethird year, Iwas from thewealthierfamiliesaround Nairobi alwayscomplained, not goingtobeduntil10:00or10:30atnight,sometimesevenlater. even longerhours—gettingupasearly4:00inthemorningand until about9:00. And keepingupwiththeschoolworkoftenmeant out forsports.Dinnerwasat6:00,andthenwe’dgobacktostudy Classes beganat8:00andwentonuntilabout4:00;thenwe’dgo Kiswahili, three core subjectsandfocusonthem.Minewere economics, class. Thecurriculumwasquitespecialized: You hadtochoose 2.

Kiswahili There’s apolicecheckpointintown.Studentslookingforrides Even gettingontopofthosetrucks wasanightmare. The I alwayslovedmyholidaysathome.Butinthedaysbefore Everyone wasrequired toliveatschool.Thekidswho came The dayswere hectic.Wake-up wasat5:30inthemorning.

(kee swah HEE lee) formal term for the language Swahili. language the for term formal lee) HEE swah (kee 2 andgeography. ThatwaswhatIfeltcomfortablewith.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 20 of quitting.❧ an embarrassment,aftersomanyyearsoflearning,eventothink be themostlikelytoenjoysuccess. And itwouldbeashameand village taughtusthatamanwhohasgonethrough hardships will education, andI’dfindencouragementinthat.Theeldersthe the future, aboutwhatIcouldaccomplishformypeoplewithan positive I’dachieved,likedoingwellinsoccer, orI’dthinkabout like abeggar. ButthenI’dremember agoodgradeorsomething truck drivingtheendlessmilesuptoMarsabit,Isometimesfelt colors couldmakemyhungerdisappear. InIsioloorontopofa I’d betakingcare ofourlivestock.Theirbeautiful horns and could bearhungerandbeingoutintheheatrainbecause my brothers, andmyfriends,aboutthecattle. At home,I four orfivehoursofschoolclosing. students atKabaraklivedinthebigcities;they’dbehomewithin the road foraweekormore before Igothome.Mostoftheother a truck andgetonmyway. Butevenwithluck,Iwasusuallyon made apointtogetthere early, around 4a.m.With luck,I’dfind us rides.Ifthere were toomany, they’dchaseusaway, soIalways as there weren’t toomanyofus,theywouldaskthe driverstogive Sometimes I’dgetdesperate.Iwouldthinkaboutmymother, UNIT 5 Independent Learning •fromFacingtheLion: GrowingUNIT 5Independent Learning UpMaasaion the AfricanSavanna NOTES

IL26 from thetextyouread. and record whatyoulearned Go toyourEvidenceLog 534 expressing theirownclearly. issues, buildingonothers’ideasand partners ongrade 7topics, texts, and collaborative discussionswith diverse Engage effectivelyinarange of Speaking andListening  

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ev UNIT 5•Fac INDEPENDENT l i dence s l og in g A dvers it e y Prepare toShare Share Your IndependentLearning understanding ofthetopicfacingadversity. these writinganddiscussionactivities.Explainhowthis ideaaddstoyour Review yournotes,andmarkthemostimportantinsight yougainedfrom Reflect FromLearn Your Classmates this unit. connection totheunit.Inyournotes,considerwhythistextbelongsin Reflect onthetextyouexplored independentlyandwritenotesaboutits continues togrow whenyousharewithothers. whatyouhavelearned Even whenyouread somethingindependently,yourunderstanding from them. own. Asyoutalkwithyourclassmates,jotdownideasthatlearn ar DiscussIt nin How doweovercome obstacles? g

Share yourideasaboutthetextyouexplored onyour

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. show, peoplecanovercomeobstaclesby Evaluate theStrength of Your Evidence about facingadversity. passages inthetextsthat gave youkeyinsightsorchangedyourideas of thewaysinwhichpeople overcome obstacles.Also, notespecific Identify relevant detailsinthe textsthatdeepenedyourunderstanding overcoming obstacles.How didthetextsyouread affect yourideas? Did you learn anythingnew? Did youlearn Review yourEvidenceLogandQuickWrite from thebeginningofunit. following question: At thebeginningofthisunit,youexpressed yourideasaboutthe Essay Review EvidenceforanInformative As eventsanddetailsin Complete thissentencestarter: Develop yourthoughtsintoatopicsentenceforaninformativeessay. we overcome obstacles. Identify areal-life experiencethatillustratesoneofyourideasabouthow 3. 2. 1. obstacles. overcome we how about learned you that things three least at Identify NOTES  E PERFORMANCE-BASED ASSESSMENT of overwhelming obstacles? How canpeopleovercome face adversityinthe v i d e nc e log

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facing adversityasillustratedbytheselectionsinthisunit. will nowwriteaninformativeessayinwhichyouexplore thetopicof In thisunit,youread aboutpeoplewhoovercame variousobstacles.You Writing to Part 1 Part correctly. each ofthewords givenbelowinorder tocomplete the assignment words presented atthebeginningofunit.Besure youunderstand understand it.Theassignmentmayreference someof theacademic Reread theAssignment Academic Vocabulary to addorstrengthen thatcomponent. the elementsismissingornotasstrong asitcouldbe,revise youressay completed yourfirstdraft,checkitagainsttherubric. Ifoneormore of you beginwriting,read the InformativeEssayRubric.Onceyouhave Review theElementsofanEffective InformativeEssay Write an Write Assignment the information in your essay. writing. sure Be to include aconclusion that follows from and supports ideas. Use precisebetween and vocabulary aformal tone in your and your should essay include transitions to show the relationships yoursupport response. Your ideas should logically be organized, Then, use specific examples and quotations from to the selections perseverepeople as they struggle to overcome adversity. informative should essay make ageneralization about ways in which Develop aclear thesis in response to the prompt. Your thesis for this deviate persevere of overwhelming obstacles? of overwhelming face the in overcome adversity people How can informative in essay response to the following question:

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Informative EssayRubric Informative 2 3 4 1 fresh insight into the topic. the into insight fresh offers and essay the in information the supports conclusion The relationships among ideas. the show clearly Transitions to follow. easy is explanation the that so organized logically are Ideas the selections. from quotations and examples, details, specific by supported is thesis The thesis. aclear includes and engaging is introduction The Focus and Organization relevant information. include not does conclusion The to follow. difficult is explanation the and disorganized are Ideas selections. the from quotations and examples, details, by supported not is thesis The stated. clearly not is thesis The essay. the in information to the relates conclusion The readers. to orient transitions afew with organized, vaguely are Ideas the selections. from quotations and examples, details, some by supported is thesis The thesis. the states introduction The essay. the in information the supports conclusion The among ideas. Transitions show the relationships to follow. easy is information the that so organized are Ideas selections. the from quotations and examples, details, by supported is thesis The thesis. aclear includes introduction The purpose and audience. audience. and purpose to suited generally are Words objective. and formal mostly is tone and style The are relevant. quotations from the selections and examples, Details, audience. and to purpose suited and chosen carefully are Words objective. and formal is tone and style The are and specific relevant. quotations from the selections and examples, Details, Evidence and Elaboration purpose or audience. audience. or purpose to appropriate not are Words informal. is tone and style The support. relevant no or little is There and audience.purpose to suited somewhat are Words objective. and formal occasionally is tone and style The relevant. are selection the from examples and details Some essential question: Howdoweovercome obstacles? Performance-Based Assessment of usage and mechanics. and of usage Englishstandard conventions to adheres mostly essay The mechanics. and usage of conventions English to standard adheres consistently essay The mechanics. and usage of conventions English standard in mistakes many contains essay The mechanics. and usage of conventions English standard in mistakes some contains essay The Conventions Conventions

537 538 emphasize salientpoints. to clarifyclaimsandfindings and visualdisplaysinpresentations • pronunciation. contact, adequatevolume, andclear and examples;useappropriateeye pertinent descriptions, facts, details, focused, coherentmannerwith emphasizing salientpointsina • Speaking andListening citing sources. with others, includinglinkingtoand as welltointeract andcollaborate writing andlinktocitesources Internet, toproduceandpublish Use technology, includingthe Writing  Include multimediacomponents Present claimsandfindings, 1 2 3

Standard

UNIT performance-based assessment important information. important restate not does conclusion The multimedia elements. or quotations, examples, include not does presentation The athesis. state clearly not does introduction The topic. the into insight some offers conclusion The multimedia elements. examples, quotations, and includes presentation The athesis. states introduction The topic. the into insight fresh offers conclusion The multimedia elements. examples, quotations, and specific includes presentation The way. acompelling in thesis the states introduction The Content

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ADVERSITY presentation, checkyourplansagainstthisrubric. Review theOralPresentation Rubric Use thesetipstomakeyourpresentation engaging: Speaking andListening:OralPresentation Part 2 Part • • • digitally. interact and respond and class of outside it on aclass or schoolWeb site you so can watch the presentations brief multimedia presentation. After completing your informative essay, use it as the foundation for a Assignment Include well-sequencedmultimediathatemphasizeskeypoints. adequate volume. Use appropriate eyecontact,andspeakwithclearpronunciation and conclusion. supporting detailsfrom yourintroduction, bodyparagraphs,and Review youressay,andmarkthemostimportantideas Organization explanation. speaker’s the follow mostly can transitions among ideas. Listeners some with logically progress Ideas on parts. most time of amount right the spending effectively, time uses speaker The explanation. the of timing the matches images the of timing The transition among ideas. clear with logically, progress Ideas effectively. time uses speaker The Ideas do not progress logically. logically. progress not do Ideas effectively. time use not does speaker The Record your presentation and post

Before youdeliveryour volume. adequate with and clearly somewhat speaks and contact eye effective maintains sometimes speaker The adequate volume. with and clearly speaks and contact eye effective maintains speaker The volume. adequate with clearly speak or contact eye effective maintain not does speaker The Presentation Techniques

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. your thoughts. that contributedthemosttogrowth ofyourunderstanding.Record colored pentorateyourself again.Thinkaboutreadings andactivities Look backatthegoalsbeginningofunit.Useadifferent Reflect ontheUnitGoals your learning. Now thatyou’vecompletedtheunit,takeafewmomentstoreflect on Unit Reflect onthe unit overcoming obstacles?What didyoulearn? Which activitytaughtyouthemostaboutfacingadversity and Describe somethingthatsurprisedyouaboutatextin theunit. it difficult. Choose aselectionthatyoufoundchallengingandexplainwhatmade Reflect ontheText Strategies Reflect ontheLearning Record your ideas before aclass discussion. what didn’t, and what you might to do keep working onstrategies. these your learning basedon your Plans. Action Think about what worked, Discuss It Discuss MULTIMEDIA SCAN FOR 5 reflection

Write on whether areflection you were able to improve Unit Reflection

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