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Introducing Mirrors & Windows: Connecting with Literature, EMC’s new and innovative literature program for Grades 6–12

© 2009

Great Expectations! Great Results!

This booklet includes a sample of each Grade 9 print ancillary.


i© EMC Publishing, LLC

OVERVIEWAssessment Guide Pages 1–6• Formative surveys • Lesson tests• Unit exams• Reading fluency assessments• Alternative assessment options

Meeting the Standards Unit Resource Books Pages 7–32• Unit study guides with practice tests • Independent Reading lessons

and vocabulary lists • Writing activities• Reading Model lessons • Selection quizzes• Guided Reading lessons• Directed Reading lessons• Comparing Literature lessons

Differentiated Instruction for Advanced Students Pages 33–36• Challenging activities based on selections from the Student Edition• Higher level activities that lead to deeper comprehension• Thematic focus that leads to critical analysis

Differentiated Instruction for English Language Learners Pages 37–48• Selections from the Student Edition• Authentic content• Blackline masters of selections on which students may mark or write• Vocabulary development lessons

Differentiated Instruction for Developing Readers Pages 49–52• Reading strategy mini-lessons for selections from the Student Edition• Student worksheets with graphic organizers• Teaching notes• Assessment opportunities

Exceeding the Standards: Vocabulary & Spelling Pages 53–56• Comprehensive developmental vocabulary and spelling lessons• In-depth instruction that is modeled using words from the selections

in each unit

Exceeding the Standards: Grammar & Style Pages 57–62• Comprehensive, developmental grammar and style curriculum • Taught within the context of selections in each unit

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ii © EMC Publishing, LLCOverview — SAMPLER

Exceeding the Standards: Speaking & Listening Pages 63–66• Detailed lessons with explicit instructions that expand on the

Speaking & Listening Workshops at the end of each unit

Exceeding the Standards: Writing Pages 67–80• Developmental, in-depth writing lessons for each of the major writing

modes: narrative, descriptive, expository, and persuasive• Lessons that include models, examples, guidelines, writing checklists,

and writing rubrics• Writing lessons that integrate instruction in grammar and style

Exceeding the Standards: Test Practice Pages 81–86• Timed, unit-based practice tests in formats most commonly found in

standard achievement, state-specific, and high-stakes tests and exams• ACT and SAT format practice tests are included at each level

Exceeding the Standards: Literature & Reading Pages 87–90• Extended, unit-based lessons that integrate outside resources, varieties

of media, and student creativity to help students analyze, compare, and fully appreciate literature

Exceeding the Standards: Extension Activities Pages 91–94One extended lesson for each of the following catagories: Collaborative Learning, Lifelong Learning, Media Literacy, and Critical Literacy

Exceeding the Standards: Special Topics Pages 95–98• Extended lessons in technology, personal development, and career

awareness • Instructions and activities that provide students with real-life, practical

experience in applied communication skills

Program Planning Guide Pages 99–104• Lesson plans for all selections• Alternative teaching options• Evaluation guidesheets

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2 © EMC Publishing, LLCAssessment Guide — SAMPLER

CONTENTS

UNIT 1: Fiction Formative Surveys Lesson Tests Unit Exams Reading Fluency Assessments

UNIT 2: Nonfiction Formative Surveys Lesson Tests Unit Exams Reading Fluency Assessments

UNIT 3: Poetry Formative Surveys Lesson Tests Unit Exams Reading Fluency Assessments

UNIT 4: Drama Formative Surveys Lesson Tests Unit Exams Reading Fluency Assessments

UNIT 5: Folk Literature Formative Surveys Lesson Tests Unit Exams Reading Fluency Assessments

UNIT 6: Independent Readings Formative Surveys Lesson Tests Unit Exams Reading Fluency Assessments

Alternative Assessment Options


Name: ____________________________________________________ Date: __________________

3© EMC Publishing, LLC

Name: ____________________________________________________ Date: __________________

Assessment Guide — SAMPLER

UNIT 1: FICTION

Lesson Test: Thank You, M’am, page 4

Multiple Choice

Identify the choice that best completes the statement or answers the question.

_____ 1. What does Roger attempt to steal from Mrs. Jones? A. her watch B. her shoes C. her purse D. her home E. her dinner

_____ 2. Which of the following words is a synonym for frail, as used in the sentence “The boy appeared sickly and frail”?

A. weak B. shy C. strong D. quiet E. loud

_____ 3. Where does Mrs. Jones take the boy? A. to the store B. to his house C. to her house D. to the police station E. to school

_____ 4. Which of the following quotations from the story is not an example of characterization?

A. “The woman did not ask the boy anything about where he lived, his folks, or anything else that would embarrass him.”

B. “After a while she said, ‘I was young once and I wanted things I could not get.’ There was another long pause.”

C. “The boy could hear other roomers laughing and talking in the large house.”

D. “Mrs. Jones stopped, jerked him around in front of her, put a half nelson about his neck, and continued to drag him up the street.”

E. “He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.”


4 © EMC Publishing, LLCAssessment Guide — SAMPLER

Read the following passage. Then answer the question(s) below.

The woman was sitting on the daybed. After a while she said, “I were young once and I wanted things I could not get.” There was another long pause. The boy’s mouth opened. Then he frowned, not knowing he frowned. The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well I wasn’t going to say that.”

_____ 5. What does Roger learn about Mrs. Jones in this passage? A. that she feels she is above the law B. that as a child, she was able to survive without stealing C. that she feels superior to Roger D. that she stole from others in the past E. that she does not respect his choices

_____ 6. What is meant by the expression “Shoes got by devilish ways will burn your feet”?

A. People who lie will get caught sooner or later. B. Having shoes is not as important as having friends and family. C. People are punished for trying to obtain things they don’t need. D. People are rewarded for being kind and helpful. E. Something that is obtained dishonestly will bring trouble.

_____ 7. Irony is the difference between appearance and reality—in other words, what seems to be and what really is. What is ironic about the following statement, which Mrs. Jones makes when she catches Roger?

“When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.”

A. The statement seems threatening, but Roger just ignores Mrs. Jones. B. The statement seems threatening, but Mrs. Jones intends to help

Roger. C. The statement seems threatening, and Mrs. Jones plans on turning

Roger over to the police. D. The statement is false; Roger escapes and will not remember Mrs.

Jones. E. The statement seems important, but Roger learns nothing from his

interaction with Mrs. Jones.

_____ 8. Why does Roger sit on the far side of the room, away from Mrs. Jones’s purse?

A. Roger is planning how to escape with Mrs. Jones’s money. B. Mrs. Jones has threatened to call the police if Roger touches her

purse. C. Roger does not want Mrs. Jones to think he is still trying to steal her

purse. D. Roger knows that Mrs. Jones is watching him from behind the

screen. E. Roger assumes that he is being tested.


5© EMC Publishing, LLC Assessment Guide — SAMPLER

Matching

Match each of the following with the correct description below. A. blue suede shoes B. pocketbook C. milk D. half nelson E. ten dollars

____ 9. what Roger wants to buy

____ 10. what Mrs. Jones gives Roger

____ 11. what Roger offers to get for Mrs. Jones

____ 12. what Mrs. Jones does to hold Roger

____ 13. what Roger attempts to steal from Mrs. Jones

Essay

14. In a short essay, compare the characters of Roger and Mrs. Jones. Explain which character is more developed, and argue whether this characterization is important to the story. Use examples from the text to support your argument


Name: ____________________________________________________ Date: __________________

6 © EMC Publishing, LLC

Name: ____________________________________________________ Date: __________________

Assessment Guide — SAMPLER

UNIT 1: FICTION

Reading Fluency Passage 1: from The Good Deed, page 89

WordsRead Miscues

Old Mrs. Pan forgot herself for the fi rst time since she had been

hurried away from the village without even being allowed to stop and

see that the salted cabbage, drying on ropes across the big courtyard,

was brought in for the winter. She had been compelled to leave it

there and she had oft en thought of it with regret. She could have

brought some with her had she known it was not to be had here.

But there it was, and it was only one thing among others that she had

left undone. Many people depended upon her and she had left them,

because her son compelled her, and she was not used to this idleness

that was killing her day by day.

Now as she looked at Lili’s kind, ugly face it occurred to her that

here there was something she could do. She could fi nd a husband for

this good girl, and it would be counted for merit when she went to

heaven. A good deed is a good deed, whether one is in China or in

America, for the same heaven stretches above all. She patted Lili’s

clasped hands. “Do not grieve anymore,” she said tenderly. “I will

arrange everything.”

13

25

37

51

64

77

92

104

117

124

138

150

164

179

191

202

204

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Fluency Level 4 (97%–100%) (circle one)

3 (95%–96%)

2 (90%–94%)

1 (< 90%)

Total Words Read _______

Total Errors _______

Correct Words per Minute _______


CONTENTS Introduction

Correlation to Formative Survey Results

Fiction Study Guide (with Practice Test and Master Vocabulary List)

Guided Reading

Thank You, M’am, Langston Hughes How to Use an Active Reading Model The Interlopers, Saki / A Poison Tree, William Blake Guided Reading The Most Dangerous Game, Richard Connell Guided Reading

Directed Reading

Blues Ain’t No Mocking Bird, Toni Cade Bambara Directed Reading The Cask of Amontillado, Edgar Allan Poe Directed Reading Destiny, Louise Erdrich Directed Reading The Good Deed, Pearl S. Buck / Tears of Autumn, Yoshiko Uchida Comparing Literature The Scarlet Ibis, James Hurst Directed Reading American History, Judith Ortiz Cofer / TV Coverage of JFK’s Death Forged Medium’s Role, Joanne Ostrow Directed Reading The Gift of the Magi, O. Henry / The Necklace, Guy de Maupassant Comparing Literature

Independent Reading

The Ravine, Graham Salisbury Independent Reading The Vision Quest, Lame Deer Independent Reading The Sniper, Liam O’Flaherty Independent Reading Rules of the Game, Amy Tan / The Rules of Chess Independent Reading The Man to Send Rain Clouds, Leslie Marmon Silko / Without Title, Diane Glancy Independent Reading

© EMC Publishing, LLC8 Meeting the Standards — SAMPLER


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________

Meeting the Standards — SAMPLER UNIT 1

UNIT 1: FICTION

Fiction Study Guide

Completing this study guide will help you understand and remember the literary elements presented in Unit 1—plot, point of view, character, setting, and theme—and recognize how these elements function in the stories in the unit. After you read each Understanding feature in Unit 1 in your text, complete the corresponding Understanding section in the study guide. Try to answer the questions without referring to the text. The completed section provides an outline of important information that you can use later for review. After you read all the short stories in Unit 1, complete the five Applying sections in the study guide. Refer to the stories as you answer the questions. After you complete these sections, take the Practice Test. This test is similar to the state assessment reading test you will take this year. In both tests, you will read passages and answer multiple-choice questions about the passages.

Self-Checklist

Use this checklist to help you track your progress through Unit 1.

CHECKLIST

Literary ComprehensionYou should understand and apply the following literary elements:❏ Plot❏ Point of View❏ CharacterReadingYou should know the following three parts of the Fiction Reading Model:❏ Before Reading❏ During Reading❏ After ReadingLiterary AppreciationYou should understand how to relate the selections to❏ Other texts you’ve read❏ Your own experiences❏ The world todayVocabularyIn the Master Vocabulary List at the end of this study guide, put a check mark next to any

new words that you learned while reading the selections. How many did you learn?❏ 10 or more❏ 20 or more❏ 30 or moreWriting❏ You should be able to write a character

analysis. The response should be clearly organized and use support from the story to analyze a fictional character.

Speaking and Listening❏ You should be able to deliver or listen to a

narrative presentation.Test Practice❏ You should be able to answer questions that

test your writing, revising and editing, and reading skills.

Additional Reading❏ You should choose a fictional work to read

on your own. See For Your Reading List on page 190 in your textbook.

❏ Setting ❏ Theme


© EMC Publishing, LLC10 Meeting the Standards — SAMPLERUNIT 1

Understanding Plot

Complete this page after you read about plot on pages 12–13. Try to answer the questions without looking at your book.

Complete each sentence below.

The plot of a story is _______________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

In a story’s exposition, the author ____________________________________________________

________________________________________________________________________________

The rising action of a story occurs when _______________________________________________

________________________________________________________________________________

The climax of a story is _____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

The resolution of a story is __________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Another word for conflict in a story is _________________________________________________

Two types of conflict are ___________________________________________________________

________________________________________________________________________________

The type of conflict that can take three different forms is __________________________________

The three different forms are ________________________________________________________

________________________________________________________________________________

A flashback in a story is ____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Foreshadowing in a story is _________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


11© EMC Publishing, LLC Meeting the Standards — SAMPLER UNIT 1

Applying Plot to the Selections

Think about what you have learned about plot. Then answer the following questions after you have read the selections in Unit 1.

Summarize an important fact provided in the exposition of “The Interlopers.”

Summarize an event or remark that foreshadows General Zaroff’s plans in “The Most Dangerous Game.”

Summarize the climax of the plot of “The Necklace.”

In “Tears of Autumn,” Hana recalls her uncle saying he must find a young bride. This is an example of what plot element?

What happens in the resolution of “The Scarlet Ibis”?

Summarize the conflict in the plot of “The Good Deed.” Explain whether this is an internal or external conflict and why.



Understanding Point of View

Complete this page after you read about point of view on pages 46–47. Try to answer the questions without looking at your book.

What is point of view?

Why is it important to identify a story’s point of view?

Write definitions of the terms in the boxes.

Point of View

First Person Second Person Third Person Limited

Third Person Omniscient

What is a narrator?

What is the difference between a reliable narrator and an unreliable narrator?



Applying Point of View to the Selections

Think about what you have learned about point of view. Then answer the following questions after you have read the selections in Unit 1.

Does the third-person narrator of “Tears of Autumn” have a limited or omniscient point of view? Explain.

Is the narrator of “The Scarlet Ibis” a reliable or unreliable narrator? Explain.

Write the title of each of the following stories in Unit 1 in the column that characterizes the story’s point of view: “The Interlopers,” “The Most Dangerous Game,” “Blues Ain’t No Mockin Bird,” “The Cask of Amontillado,” “Destiny,” “The Good Deed,” “Tears of Autumn,” “The Scarlet Ibis,” “American History,” “The Gift of the Magi,” and “The Necklace.”

First Person Second Person Third Person Limited Third Person Omniscient



Understanding Character

Complete this page after you read about character on pages 68–69. Try to answer the questions without looking at your book.

What is a character? _______________________________________________________________

________________________________________________________________________________

How do major characters differ from minor characters? __________________________________

________________________________________________________________________________

What is the difference between a story’s protagonist and antagonist? _________________________

________________________________________________________________________________

How do round characters differ from flat characters? ____________________________________

________________________________________________________________________________

How do static characters differ from dynamic characters? _________________________________

________________________________________________________________________________

What is characterization? ___________________________________________________________

________________________________________________________________________________

Complete the following concept web to show three ways in which writers create characters.

What is motivation? _______________________________________________________________

________________________________________________________________________________

Define dialogue and dialect. Why are they important parts of a story? ________________________

________________________________________________________________________________

What are two ways an author may use indirect characterization? ____________________________

________________________________________________________________________________

What is a way an author uses direct characterization? _____________________________________

________________________________________________________________________________

Characterization Techniques



Applying Character to the Selections

Think about what you have learned about character. Then complete this page after you have read the selections in Unit 1.

Name one major character and one minor character in “The Necklace.”

Is Hana in “Tears of Autumn” a flat character or a round character? Explain.

What is Celestine’s motivation for making her special gelatin dish in “Destiny”?

Is Ulrich von Gradwitz in “The Interlopers” a static character or a dynamic character? Explain.

Who are the protagonist and antagonist of “The Cask of Amontillado”?

In “Blues Ain’t No Mockin Bird,” the narrator says, “Granny wasn’t sayin nuthin.” What characterization technique is the author using? What does it add to the story?

Fill in the following chart by giving examples of each type of characterization for the characters listed.

Indirect Characterization Direct Characterization

General Zaroff in “The Most Dangerous Game”

Mrs. Pan in “The Good Deed”

Doodle in “The Scarlet Ibis”

Eugene in “American History”

Della in “The Gift of the Magi”



Understanding Setting

Complete this page after you read about setting on pages 106–107. Try to answer the questions without looking at your book.

What is setting?

Name five types of sensory details that might be used to describe a setting.

How do sensory details help create a setting?

What are three reasons setting is important to a story?

What is mood?

Give five examples of moods that might be created in a story.



Applying Setting to the Selections

Think about what you have learned about setting. Then answer the following questions after you have read the selections in Unit 1.

Use the following chart to describe the settings of the stories.

Time Place

“The Interlopers”

“Blues Ain’t No Mockin Bird”

“Destiny”

“Tears of Autumn”

“The Scarlet Ibis”

“The Gift of the Magi”

“The Necklace”

How are the settings of “The Good Deed” and “American History” alike? How are the settings different?

What is the mood of “The Cask of Amontillado”? How does the story’s setting help support the mood?

Use the chart to list some sensory details used in the setting of “The Most Dangerous Game.”

Sight Sound Smell Taste Touch



Understanding Theme

Complete this page after you read about theme on pages 136–137. Try to answer the questions without looking at your book.

What is theme?

What is the difference between theme and plot?

How does the theme of a modern story usually differ from the moral of a fable or fairy tale?

What is a symbol?

What three things should a reader examine to find a story’s theme?

How does a stated theme differ from an implied theme?



Applying Theme to the Selections

Think about what you have learned about theme. Then complete this page after you have read the selections in Unit 1.

Name an object that serves as a symbol in “Destiny.” What ideas does the object suggest?

What threat do Ulrich and Georg face at the end of “The Interlopers”? What theme does this suggest?

Describe Granny Cain’s character in “Blues Ain’t No Mockin Bird.” How does her character relate to the story’s theme?

Fill in the chart by making a list or summary in the first three columns for each story. Then write a complete sentence that states the story’s theme based on the information on the chart.

Main Topic Symbols Important Elements of Plot and Character

Theme

“The Good Deed”

“Tears of Autumn”

“The Scarlet Ibis”

“American History”

“The Necklace”



Georgia-Based Practice Test

Each year students in Georgia take tests to measure how well they meet the state standards in reading, English/language arts, mathematics, science, and social studies. The state reading test measures your reading comprehension skills. You will be asked to read a passage and answer multiple-choice questions to test your understanding of the passage. Some passages on the state reading test will be fiction, like the stories you read in Unit 1. The practice test on the following pages is similar to the state reading test. It contains several passages, each followed by two or more multiple-choice questions. As with the state reading test, you will fill in circles for your answers on a separate sheet of paper. Your answer sheet for this practice test is below on this page. While the state reading test will have questions assessing many different comprehension skills, the questions on this practice test focus on plot, characters, and setting—the literary elements you studied in this unit. The questions also address this state standard:

ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

Critical Component: student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:a. Locates and analyzes such elements in fiction as language (e.g., diction, imagery,

symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.

b. Identifies and analyzes patterns of imagery or symbolism.c. Relates identified elements in fiction to theme or underlying meaning.

Practice Test Answer Sheet

Name: ____________________________________ Date: _____________________________________

Fill in the circle completely for the answer choice you think is best.

1. 7. 13. 2. 8. 14. 3. 9. 15. 4. 10. 16. 5. 11. 17. 6. 12. 18.

A B C D A B C D A B C D








This test has 18 questions. Read each passage/story and choose the best answer for each question. Fill in the circle in the spaces provided for questions 1 through 18 on your answer sheet.

Molly checked her watch as she stepped into the tiny elevator. An old-fashioned iron gate closed as she impatiently pressed the button for the fourth floor. Only two more hours and she would be off on her spring trip. She’d been antsy all day as she went to classes and to her after-school job at her uncle’s office. Now she just had to deliver some important papers for her uncle, and she would rush home, grab her suitcase—stuffed with bathing suits and t-shirts—and join her family for the short trip to the airport.

As she tried to remember whether she’d packed her flip-flops, the elevator jolted and came to a shuddering stop. Molly felt a moment of fear. Calm down, she said to herself. Elevators in old buildings can be quirky. In a moment it would shake again and then continue rising to the fourth floor. She’d definitely take the stairs back down, though. Several moments passed, and the elevator didn’t budge. Molly checked out the panel of buttons: a scarlet one read “Alarm.” She punched it and heard a noise like a doorbell in the depths of the building.

Molly considered her situation. She didn’t have a cell phone; not only could she not call for help, but she couldn’t let her parents know she’d be late. They’d be worrying about missing their flight—or maybe they’d leave without her. Molly felt panic run like a cold stream through her veins. Then she forced herself to smile. What was the worst-case scenario, really? She’d be an hour or two late. If she and her family missed their plane, they could catch another one that evening or the next day. The elevator floor looked none too clean, but Molly spread her jacket out and sat down on it. She pulled a puzzle from her purse and began working on it.

Fifteen minutes later, a man’s voice called, “We’re working on the elevator. Everyone OK?” Molly looked up from her puzzle. “Yes!” In another forty-five minutes, the elevator shook once again and descended to the first floor. Two workers greeted Molly and made sure she was OK. They pointed her to a pay phone in the hallway. Molly hastily dialed her home phone number. “Mom, I have good news and bad news. The bad news is I had a little mishap in an elevator. The good news is I finished my puzzle. I’ll be home soon—but first I have to deliver some important papers.”

_____ 1. The statement that Molly is about to go on vacation is

A. a flashback. B. exposition. C. rising action. D. foreshadowing.

_____ 2. What is the story’s point of view? A. first-person B. second-person C. third-person limited D. third-person omniscient



_____ 3. Which detail is an example of a flashback?

A. Molly grabbing her suitcase B. Molly thinking about the trip to

the airport C. Molly realizing she doesn’t have a

cell phone D. Molly being antsy all day

_____ 4. Which of the following techniques is NOT used to develop Molly’s character?

A. quoting what Molly says B. telling what others say about

Molly C. describing what Molly does D. telling what Molly thinks

_____ 5. The best description of Molly’s character is

A. efficient but nervous. B. delicate and sensitive. C. sensible and diligent. D. hard-working but irresponsible.

_____ 6. Which is a sensory detail that helps describe the setting?

A. “She tried to remember whether she’d packed her flip-flops.”

B. “Molly felt panic run like a cold stream through her veins.”

C. “Elevators in old buildings can be quirky.”

D. “The elevator jolted and came to a shuddering stop.”

_____ 7. What action represents the climax of this story?

A. Molly working on her puzzle as workers fix the elevator

B. Molly calling her mother to say she will be late

C. Molly feeling fear when the elevator comes to a stop

D. Molly realizing she is stuck in the elevator without a cell phone

_____ 8. Which literary term BEST describes Molly’s character in this passage?

A. round character B. minor character C. antagonist D. dynamic character

_____ 9. Which statement best expresses a theme of the story?

A. You should always have a book or puzzle with you.

B. People must be flexible because unexpected events occur.

C. Elevators in old buildings often break down.

D. A girl leaving on vacation gets stuck in an elevator.



Read the passage below, and answer the questions that follow.

Golden sunlight awakened Jarrod. For a moment he felt his normal morning optimism. Then he remembered where he was and groaned aloud. How would he live through another day on his aunt and uncle’s green, placid, fifty-miles-from-the-middle-of-nowhere farm? Jarrod thought longingly of his family’s apartment in the city. He wished he could look out the window right now and see people going to work, construction workers with jackhammers, and bicycle delivery guys swerving around taxis and pedestrians. He wished he could get a bagel at the deli and shoot some hoops with Ben and James.

He looked out the window and saw a freshly painted barn, his cousins’ collie chasing some chickens, and sweeping fields of corn. Downstairs there would be no bagels; his aunt would serve eggs and biscuits and fresh orange juice. Worst of all, today he and his cousins were supposed to go horseback riding.

Breakfast was as extravagant as expected. Jarrod’s cousins Amy and Dan sat at the kitchen table dressed in jeans and riding boots.

“I don’t know why we have to go riding. I’m used to much bigger horses—city horses,” Jarrod said.

“It seems like you’d be dying to go riding. You haven’t liked anything else on the farm,” Dan said.

“That’s because it’s boring,” Jarrod said. “If you ever came to New York, you might see why I’m not so excited to be here.”

Before Dan could respond, his sister gave him a burning glare. She’d used that glare often since Jarrod had come to visit. “Let’s just go,” said Amy.

In the barn, the horses were already saddled. “You take Sally,” said Amy. Jarrod nervously put his foot in the stirrup and swung himself toward the saddle. He didn’t make it; he saw his cousins sitting on their horses, looking at him doubtfully. He swung again and this time landed lopsidedly atop the mare. Before he had a chance to grip the reins, Sally made a beeline out the barn door. Jarrod soon tumbled off into a grassy field. He had determined that he was unhurt by the time Amy and Dan trotted up.

“If you didn’t know how to ride, you just had to say so,” Amy said. “I’d be glad to teach you. But you think you’re too smart to take lessons. You’d rather fall and break a few bones.”

Jarrod sat on the grass and gazed at the horses. The grass actually smelled pretty good—fresh and spicy. Sitting atop the big mare had been interesting. It might be cool to sit confidently in the saddle as Amy and Dan did. Jarrod smiled for the first time since he had arrived at the farm. “Would you teach me if I asked nicely?” Amy smiled too and helped Jarrod get on the horse. The farm looked different from the tall mare’s back. He kind of liked the look of the yellow hay inside the bright red barn. He might enjoy the rest of his visit to the farm. But he would still miss eating bagels for breakfast.



_____ 10. In this passage, the primary conflict is A. Jarrod’s internal conflict. B. an external conflict between

Jarrod and his aunt. C. an external conflict between

Jarrod and society. D. an external conflict between

Jarrod and nature.

_____ 11. Jarrod is mainly characterized A. directly in descriptions of his

appearance. B. indirectly in descriptions of what

others say about him. C. directly in descriptions of his

personality. D. indirectly in descriptions of his

thoughts and actions.

_____ 12. The climax of the story occurs when A. Jarrod goes down to breakfast. B. Jarrod and Dan exchange words. C. Jarrod falls off the horse. D. Jarrod asks Amy for riding

lessons.

_____ 13. Which literary term BEST describes Jarrod’s character in this passage?

A. static character B. dynamic character C. flat character D. minor character

_____ 14. Which literary term BEST describes Dan’s character in this passage?

A. flat character B. protagonist C. major character D. dynamic character

_____ 15. Jarrod’s main motivation seems to be A. a hatred of his relatives. B. a thirst for knowledge. C. a mistrust of new places. D. shyness with strangers.

_____ 16. In the story, bagels symbolize A. breakfast. B. family members. C. the farm. D. city life.

_____ 17. Which statement best expresses a theme of the story?

A. Country life is quieter than city life.

B. A boy refuses to enjoy a strange environment.

C. It’s important to be open to new experiences.

D. Family members should be polite to one another.

_____ 18. What mood is created by the descriptions of the farm setting in the story?

A. hectic B. tense C. mysterious D. peaceful



abashed, 87accost, 60adornment, 142afflict, 61affluence, 100amenity, 32analytical, 33animate, 37aperture, 66appertain, 139assail, 92avenger, 59barbarous, 35barren, 10careen, 111chagrin, 144compel, 85compromise, 16condone, 34confer, 95conscientious, 100contemplatively, 84denounce, 88depreciate, 140dilapidated, 127disarming, 30discreet, 123distraught, 126duplication, 142earnest, 73eerie, 126elation, 126elude, 76embitter, 16

endeavour, 19enthralled, 124evanesce, 117finesse, 143formality, 52frail, 7futile, 38gloat, 80grotesque, 63heresy, 118hierarchy, 121homage, 146hysterical, 124iconic, 130imminent, 113immoderate, 146imputation, 139incessantly, 143inconsequential, 142indignantly, 90inestimable, 144infallibility, 114iridescent, 113languor, 19lasso, 50latitude, 101legitimacy, 129marauder, 17martyr, 121meretricious, 141nocturnal, 147odious, 149original, 50palpable, 27

parsimony, 139perpetuate, 100opinion, 17plight, 17precipitous, 16preclude, 59predominate, 139premonition, 78presentable, 9primacy, 130prudence, 141quizzically, 91reconciliation, 20reiterate, 115restraining, 17retribution, 59revere, 84sallow, 103solace, 127solicitously, 36sparse, 102succession, 65sullenly, 111suppleness, 143tangible, 28tentative, 97termination, 64tyranny, 130usurer, 148visceral, 129vortex, 113wield, 74

Master Vocabulary List

Preview Vocabulary

Preview Vocabulary are words taken from the sentences within each selection. These words are defined in the side margin or at the bottom of the pages on which they appear. The “Preview Vocabulary” section introduces these words in the Before Reading page preceding each selection.


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________


The Scarlet Ibis, page 108

Build Background

Survey Response

In preparation for reading “The Scarlet Ibis,” rate each of the following statements according to the following scale: (1) Strongly disagree, (2) Disagree, (3) Neither agree nor disagree, (4) Agree, (5) Strongly agree. Think carefully about each answer, and be prepared to contribute to a classroom discussion.

_____ 1. To fit in with society, a person cannot be different.

_____ 2. Meeting the expectations of others is important.

_____ 3. A person’s destiny cannot be altered.

_____ 4. A person can accomplish anything if he or she possesses determination.

_____ 5. Feeling regret about the past is a waste of time and energy.

_____ 6. We are all responsible for looking out for each other.

_____ 7. People learn more from their failures than from their successes.

_____ 8. Living with superstitions is harmless.

_____ 9. Goodness always triumphs over evil.

_____ 10. Time heals all wounds.

_____ 11. Having the wrong motivation takes away from the good a person accomplishes.

_____ 12. Pride is a positive characteristic or trait in a person.

Journal Response

Choose one of the following topics to explore in your journal.

1. Think about a person in your family. Identify that person and explain what kind of relationship you have with him or her. Then write about a special moment of success or triumph that you shared and about a time when your relationship caused you embarrassment or shame.

2. Think about a time when pride got in the way of your success. Write about the experience and the lesson that you learned.

3. Do you think that birth order has any effect on a person’s future? Where are you in your family’s birth order? Write about how you view your role in your family and how that role may shape your future career or destiny.

4. Do you have any superstitions that you follow? If so, what are they? How did they get started? Write about how these superstitions are part of a ritual or fear that you have.

5. Think about the following axiom: It’s not the years in the life but the life in the years that matters. Would you agree with that statement? What are some things that you would like to experience or accomplish in your lifetime? Write about some of your dreams and goals and why they are important to you.

DIR

ECTED R

EAD

ING

Before Reading


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________

Meeting the Standards — SAMPLERUNIT 1


Preview VocabularyIn each of the following exercises, what is the connection among the four things that are listed? Use a vocabulary word from the box to describe each connection.

careen infallibility iridescent imminent heresysullenly reiterate vortex evanesce

1. A roller coaster, a runaway shopping cart, a toddler who has just learned to walk, a speeding police car

Things that ___________________________________________________________________

2. A prism, a rainbow fish, an opal gemstone, an oil slick

Things that ___________________________________________________________________

3. A water spout, a flushing toilet, the basin below Niagara Falls, a draining bathtub

Things that ___________________________________________________________________

4. A ghost, a puddle, morning dew, smoke rings

Things that ___________________________________________________________________

5. An echo, a nagging person, a jack-in-the-box toy, a chant

Things that ___________________________________________________________________

6. Flooding after the breach of a dam, a yellow stoplight that turns to red, a gathering storm, the birth of a child after the start of labor

Things that ___________________________________________________________________

7. A misbehaving child who has been given a consequence, a conversation about death, a defeated political candidate, a student who receives a poor report card

Things that ___________________________________________________________________

8. A person who claims to be perfect, a remedy or an antidote for an illness, a worshipped god or deity, the existence of other planets

Things that ___________________________________________________________________

9. The flatness of Earth, pi (3.14) as a finite number, the denial of the Holocaust, the belief that Earth is the center of the universe

Things that ___________________________________________________________________

Before Reading


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________



Analyze Literature: Mood

Mood, or atmosphere, is the emotion created in the reader by a literary work. Writers establish mood through their word choice and their use of sensory details (sights, sounds, taste, textures, and smells). The overriding or dominant mood that the author wants readers to feel as they are reading “The Scarlet Ibis” is one of death and loss. This mood can be seen in the descriptions of the characters, actions, and setting.

As you are reading, fill in the chart below with examples or quoted passages from the story that refer to death or loss. An example is given for each category.

Character Description

Doodle’s name sounds good “only on a tombstone.”

Actions

The narrator makes Doodle touch his own coffin.

Setting

“the oriole nest in the elm was untenanted…like an empty cradle”

During Reading


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________



Analyze Literature: Conflict

Conflict is a struggle between two forces in a literary work. Conflict is an important element of plot and provides both interest and suspense in a story. When constructing the plots of their stories, writers choose from four types of conflict: person vs. person, person vs. nature, person vs. society, and person vs. self. “The Scarlet Ibis” has all four types of conflict woven into the story line. These conflicts help readers understand the story’s characters and actions and add to the suspense of the plot.

Fill in the chart below with an example of each type of conflict.

Person vs. person (the struggle between one character and another character)

Person vs. nature (the struggle between a character and natural events, the environment, or disease)

Person vs. society (the struggle between a character and the beliefs of society)

Person vs. self (the struggle between a character and himself or herself over a decision that must be made)

Person vs. self is the dominant conflict in “The Scarlet Ibis.” What makes this conflict interesting is the wide range of emotions that the narrator wrestles with in the story.

Look at the pairs of opposite emotions listed below and choose one pair to discuss in a paragraph on a separate piece of paper. Include examples from the story to support your ideas.

Love/Hate Honesty/Dishonesty Determination/Apathy

Joy/Sorrow Courage/Fear Kindness/Cruelty

Optimism/Pessimism Greed/Selfishness

During Reading


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________



Use Reading Strategies: Make Connections

Read the connections described below and choose two that you would like to answer. Write your responses on a separate sheet of paper.

Text-to-Self

“The Scarlet Ibis” is considered a coming-of-age story, or a story where the main character learns a valuable lesson that he or she carries throughout life. The narrator of this story learns that pride can be both beneficial and destructive. In a brief paragraph, describe a situation that taught you a valuable lesson.

Text-to-Text

Compare and contrast Roger in “Thank You, M’am” (page 6 of your textbook) and the narrator in “The Scarlet Ibis.” What do the two characters have in common? How are the characters different? What is the motivation behind each character’s actions?

Text-to-Text

Both the narrator in “The Scarlet Ibis” and Waverly Jong in “Rules of the Game” (page 170 of your textbook) carry a heavy burden of expectations. Some of these expectations they place on themselves, and some of these expectations are placed on them by others. Compare and contrast these two main characters and how they handle their burdens.

Text-to-World

The narrator in “The Scarlet Ibis” realizes that he was guilty of doing the right thing for the wrong reason. Children typically learn this lesson as they grow up and become more self-aware. In your opinion, how challenging is it to not follow this path when making decisions? How challenging is it for others in this country and across the globe to not follow this way of thinking when they are attempting to help their fellow citizens?

Text-to-World

The narrator celebrates when he discovers that Doodle is “all there”—that is, mentally sound or healthy. Why do you think the narrator reacts in such a manner? Do you think society treats people who are physically disabled the same way that it treats those who are mentally disabled? Explain your response.

After Reading


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________



Selection Quiz

Character Identification

The narrator Doodle Aunt Nicey Mama Daddy

Write the name of the character who is identified with each of the following actions.

_____ 1. Believes that dead birds are a sign of bad luck

_____ 2. Curses heaven and the weather for the destroyed cotton field

_____ 3. Tells stories about flying

_____ 4. Celebrates that his brother is “all there”

_____ 5. Buries the scarlet ibis in the backyard

_____ 6. Cries when Doodle walks for the first time

_____ 7. Is motivated by shame

_____ 8. Cries out, “Don’t leave me”

_____ 9. Looks up the scarlet ibis in the bird book

_____ 10. Sets up a development program of physical skills

Vocabulary

iridescent reiterate imminent sullenly vortex

Fill in each blank below with the most appropriate vocabulary word from the box.

11. The negotiations grew more tense as a worker’s strike grew _____________________________.

12. “In case you didn’t get it the first time,” Mr. Wen said, “let me _____________________________.”

13. After the rain, the leaves shone with a bright, _____________________________ gleam.

14. The _____________________________ of the cyclone carried debris from the shattered buildings.

15. The child stood _____________________________ in the store aisle when his mother denied his request for the latest computer game.

After Reading


CONTENTS

UNIT 1: Fiction

Thank You, M’am, Langston Hughes Historical Context Project The Most Dangerous Game, Richard Connell World History Activity The Cask of Amontillado, Edgar Allan Poe Author’s Style Activity American History, Judith Ortiz Cofer Informational Text Project The Gift of the Magi, O. Henry, / The Necklace, Guy de Maupassant Comparing Literature Activity The Man to Send Rain Clouds, Leslie Marmon Silko Independent Reading Activity

UNIT 2: Nonfiction

from Swimming to Antarctica, Lynne Cox Social Connection Activity Us and Them, David Sedaris Personal Essay Assignment The Obligation to Endure, from Silent Spring, Rachel Carson Informational Text Activity Trapped New Orleans Pets Still Being Rescued, Laura Parker and Anita Manning Media Literacy Project This Is Not Who We Are, Naomi Shihab Nye Independent Reading Activity Climbing Mount Fuji, Dave Barry Author Study

UNIT 3: Poetry

Cold as Heaven, Judith Ortiz Cofer, and Gentle Communion, Pat Mora Comparing Lyric Poems Activity Ballad of Birmingham, Dudley Randall Primary Source Project Local Sensibilities, Wing Tek Lum Historical Context Project Sonnet, C. S. Lewis, and American Sonnet, Poetic Form Activity Billy Collins Three Haiku, Matsuo Basho-, Nicholas Virgilio, and Alan Pizzarelli How-to Writing Assignment To be of use, Marge Piercy Theme Analysis Activity

© EMC Publishing, LLC34 Differentiated Instruction for Advanced Students — SAMPLER


UNIT 4: Drama

The Inspector-General, Anton Chekhov Cultural Connection Activity The Tragedy of Romeo and Juliet, Act I, William Shakespeare Theme Study The Tragedy of Romeo and Juliet, Act II, William Shakespeare History Connection Project The Tragedy of Romeo and Juliet, Act IV, William Shakespeare Cultural Connection Activity The Tragedy of Romeo and Juliet, Act V, William Shakespeare World History Project The Devil and Daniel Webster, Independent Reading Activity Stephen Vincent Benét

UNIT 5: Folk Literature

The White Snake, Jacob and Wilhelm Grimm Literary Elements Activity from The Odyssey (Part I), Homer, trans. Robert Fitzgerald Primary Source Project from The Odyssey (Part II), Homer, trans. Robert Fitzgerald Comparing Literature Activity from The Odyssey (Part III), Homer, trans. Robert Fitzgerald Historical Context Project The Princess and the Tin Box, James Thurber Independent Reading Activity The Appointment in Samarra, Informational Text Project W. Somerset Maugham

UNIT 6: Independent Reading

from Song of the Open Road, Walt Whitman Theme Study I Wandered Lonely as a Cloud, William Wordsworth Primary Source Project New Directions, Maya Angelou Author Study The Road Not Taken, Robert Frost Historical Context Activity All Watched Over by Machines of Loving Grace, Richard Brautigan Technology Research Project The Feeling of Power, Isaac Asimov Independent Reading Project

© EMC Publishing, LLC 35Differentiated Instruction for Advanced Students — SAMPLER CONTENTS


Name: ____________________________________________________ Date: __________________

© EMC Publishing, LLC36

Name: ____________________________________________________ Date: __________________

Differentiated Instruction for Advanced Students — SAMPLER

UNIT 4: DRAMA

The Tragedy of Romeo and Juliet, Act I, page 504

Theme StudyBefore you begin reading Romeo and Juliet, use this prereading activity to explore some of the themes in the play. As you read each of the following statements, indicate whether you agree or disagree with it. You must choose one answer or the other, even though you may want to choose the middle ground.

1. The ends justify the means. Agree Disagree

2. Young people are in love with the idea of being in love. Agree Disagree

3. A man in love makes a poor fighter. Agree Disagree

4. Moderate love is more lasting than love that is sudden and passionate.

Agree Disagree

5. The best intentions often result in tragedy. Agree Disagree

6. In an attempt to be compassionate, an authority figure actually hurts those he leads.

Agree Disagree

7. We are responsible for our own actions. Agree Disagree

8. People are victims of fate and have little control over outcomes in their lives.

Agree Disagree

9. One act of deception always leads to another. Agree Disagree

10. Most grief is self-pity. Agree Disagree

11. Love will eventually triumph over hate. Agree Disagree

12. Young people often must suffer for their parents’ mistakes.

Agree Disagree

13. Haste and lack of forethought bring about disaster. Agree Disagree

14. A real man uses brains instead of brawn to solve his problems.

Agree Disagree

15. Every negative situation can be used to create good. Agree Disagree

16. Arranged marriages are a good way to find your lifelong partner.

Agree Disagree

Next, take a clean piece of paper and fold it in half. (This will serve as a bookmark.) On one side of the paper, write the statement with which you most agree; on the other side, write the one with which you most disagree. As you read Romeo and Juliet, record on the paper details and examples (direct quotations or actions) that either support or refute the two statements you have identified. Write a theme analysis essay for Romeo and Juliet, using the information on your paper as support for your chosen theme.


CONTENTS

UNIT 1: Fiction Thank You, M’am, Langston Hughes Determine Importance of Details The Interlopers, Saki Compare and Contrast The Most Dangerous Game, Richard Connell Identify Sequence of Events The Cask of Amontillado, Edgar Allan Poe Use Context Clues The Gift of the Magi, O. Henry Analyze Cause and Effect The Necklace, Guy de Maupassant Analyze Cause and Effect

UNIT 2: Nonfiction Aha Moment, Julia Alvarez Use Contrast Clues I Have a Dream, Martin Luther King, Jr. Use Text Organization It’s Not Talent: It’s Just Work, Annie Dillard Find Main Ideas Furor Scribendi, Octavia Butler / How to Write a Letter, Garrison Keillor Sequence of Events An Ethnic Trump, Gish Jen Monitor Reading Comprehension Only Daughter, Sandra Cisneros Distinguish Fact from Opinion

UNIT 3: Poetry Local Sensibilities, Wing Tek Lum Use Context Clues Metaphor, Eve Merriam / A Simile, N. Scott Momaday Understand Literary Elements Sympathy, Paul Laurence Dunbar / Caged Bird, Maya Angelou Use Text Organization Song of Wandering Aengus, W. B. Yeats Take Notes Hanging Fire,” Audre Lorde Determine Importance of Details

UNIT 4: Drama The Inspector General, Anton Chekhov Use Context Clues from Romeo and Juliet, Act 1, William Shakespeare Summarize The Devil and Daniel Webster, Stephen Vincent Benét Analyze Cause and Effect

UNIT 5: Folk Literature The Story of Daedalus and Icarus, Ovid Make Predictions Echo and Narcissus, Walker Brents Evaluate Cause and Effect The White Snake, Jacob and Wilhelm Grimm Classify Information from The Odyssey Analyze Text Organization

UNIT 6: Independent Reading from Learning Joy from Dogs Without Collars, Lauralee Summer Sequence of Events Blue Highways: A Journey into America Make Inferences Journey Visualize The Test Take Notes

38 Differentiated Instruction for ELL — SAMPLER © EMC Publishing, LLC


39Differentiated Instruction for ELL — SAMPLER© EMC Publishing, LLC THANK YOU, M’AM

ABOUT THE STORY“Thank You, M’am” tells the story of a boy who tries to steal a woman’s purse. The woman surprises him by what she does next. Like many stories by Langston Hughes, this one is about African Americans living in Harlem, a neighborhood in New York City.

MAKE CONNECTIONSWhen a person does something wrong, such as lying or stealing, should he or she get another chance? Would you forgive a person who stole from you? Why or why not?

ANALYZE LITERATURE: CharacterA character is a person or animal in a story. There are only two characters in this story, Mrs. Jones and Roger. Read to find out what the characters look like, what their personalities are like, and what they say and do. Keep track of these details in the Venn Diagram below.

Thank You, M’amA Short Story by

Langston Hughes

BEFORE READING

UNIT 1: FICTION

Name: ____________________________________________________ Date: __________________


THANK YOU, M’AM40 Differentiated Instruction for ELL — SAMPLER © EMC Publishing, LLC

USE READING SKILLS

Determine the Importance of DetailsAs you read, look for details about the two characters, Mrs. Jones and Roger. Write the details in the circles below. In the middle, write details that are true about both characters. Some answers have been given for you.

Mrs. Jones Both Roger

• large, strong • older woman

• age 14 or 15• tries to steal

• African-American



PREVIEW VOCABULARY

Key Words and Phrases

Read each key word and rate it using this scale: 1 I don’t know this

word or phrase at all. 2 I’ve seen this word

or phrase before. 3 I know this word or

phrase and use it.

Words and Phrases in ContextRead to see how the key word or phrase can be used in a sentence.

Definition

Write down what you think the word or phrase means. Then use a dictionary to check your definition.

Practice

Practice using the key words and phrases by completing the following sentences.

full blast idiom

1 2 3

The boy ran away full blast, like a rocket taking off.

Some things that can go full blast are…

frailfrail (fr6l)adjective

1 2 3

Grandpa was too frail to walk, so he used a wheelchair.

The opposite of frail is …

make a dash for itidiom

1 2 3

Three players made a dash for the ball, but only one caught it.

You might make a dash for…

presentablepre • sent • a • ble (pri zent> @ b@l)noun

1 2 3

Our band teacher asked us to look presentable for the concert.

A person should look presentable when…

barrenbar • ren (ber> @n)adjective

1 2 3

The street was barren and dull; no spot of color or liveliness could be seen anywhere.

In a barren field, you would not see…



She was a large woman with a large purse that had every-

thing in it but hammer and nails. It had a long strap, and

she carried it slung across her shoulder. It was about eleven

o’clock at night, dark, and she was walking alone, when a boy

ran up behind her and tried to snatch her purse. The strap

broke with the single tug the boy gave it from behind. But the

boy’s weight and the weight of the purse combined caused

him to lose his balance. Instead of taking off full blast as he

had hoped, the boy fell on his back on the sidewalk and his

legs flew up. The large woman simply turned around and

kicked him right square in his blue-jeaned sitter. Then she

reached down, picked the boy up by his shirt front, and shook

him until his teeth rattled.

After that the woman said, “Pick up my pocketbook,2 boy,

and give it here.”

She still held him tightly. But she bent down enough to

permit him to stoop and pick up her purse. Then she said,

“Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”3

The woman said, “What did you want to do it for?”

The boy said, “I didn’t aim to.”

She said, “You a lie!”4

By that time two or three people passed, stopped, turned to

look, and some stood watching.

“If I turn you loose, will you run?” asked the woman.

“Yes’m,” said the boy.

“Then I won’t turn you loose,” said the woman. She did not

release him.

5

10

15

20

25

Thank You, M’am

A Short Story by

Langston Hughes

What kind of person is Mrs. Jones? What might she do next?

Think and Refl ect

Note the Facts

What does the boy try to steal?

What does the woman do to him?

Culture Note

Dialect The characters speak in a dialect, a different form of English. For example, they say ain’t instead of aren’t. Look at the footnotes for help in understanding the Harlem dialect.

Build Vocabulary

Idioms Full blast (line 9) means “at top speed.” Roger wanted to run away at top speed. What do you think turn loose means (line 25)?

DURING READING



30

35

40

“Lady, I’m sorry,”

whispered the boy.

“Um-hum! And your

face is dirty. I got a great

mind to wash your face for

you. Ain’t you got nobody

home5 to tell you to wash

your face?”

“No’m,” said the boy.

“Then it will get

washed this evening,” said

the large woman starting

up the street, dragging the frightened boy behind her.

He looked as if he were fourteen or fifteen, frail and willow-

wild,6 in tennis shoes and blue jeans.

The woman said, “You ought to be my son. I would teach

you right from wrong. Least I can do right now is to wash your

face. Are you hungry?”

“No’m,” said the being-dragged boy. “I just want you to

turn me loose.”

“Was I bothering you when I turned that corner?” asked the

woman.

“No’m.”

“But you put yourself in contact with me,” said the

woman. “If you think that that contact is not going to last

awhile, you got another thought coming. When I get through

with you, sir, you are going to remember Mrs. Luella Bates

Washington Jones.”

Sweat popped out on the boy’s face and he began to

struggle. Mrs. Jones stopped, jerked him around in front of

her, put a half nelson7 about his neck, and continued to drag

him up the street. When she got to her door, she dragged the

boy inside, down a hall, and into a large kitchenette-furnished

room8 at the rear of the house. She switched on the light

and left the door open. The boy could hear other roomers

Analyze Literature

Character What do you learn about Roger’s home life?

What does Mrs. Jones want to teach him? Add details to your Venn Diagram.

Build Vocabulary

Idioms What do you think Mrs. Jones means when she says “you got another thought coming” (line 49)?

1. M’am. M’am or ma’am are short for “madam,” a polite term for addressing a woman 2. pocketbook. Purse or handbag 3. Yes’m. Yes, madam 4. You a lie! You’re a liar! 5. Ain’t you got nobody home…? Isn’t there anybody at your home…? 6. willow-wild. Thin, graceful, and flexible like a willow tree 7. put a half-nelson about his neck. She held him under his arm and around the back of his neck, in a wrestling hold that makes it difficult for a person to get free 8. kitchenette-furnished room. A room with a small kitchen

frail (fr6l) adjective, not strong.

Harlem, New York

45

50

55

60



65

70

75

80

85

90

95

laughing and talking in the large house. Some of their doors

were open, too, so he knew he and the woman were not alone.

The woman still had him by the neck in the middle of her

room.

She said, “What is your name?”

“Roger,” answered the boy.

“Then, Roger, you go to that sink and wash your face,”

said the woman, whereupon she turned him loose—at last.

Roger looked at the door—looked at the woman—looked at

the door—and went to the sink.

“Let the water run until it gets warm,” she said. “Here’s a

clean towel.”

“You gonna take me to jail?” asked the boy, bending over

the sink.

“Not with that face, I would not take you nowhere,” said

the woman. “Here I am trying to get home to cook me a bite

to eat and you snatch my pocketbook! Maybe you ain’t been

to your supper either, late as it be. Have you?”

“There’s nobody home at my house,” said the boy.

“Then we’ll eat,” said the woman. “I believe you’re

hungry—or been hungry—to try to snatch my pocketbook!”

“I want a pair of blue suede shoes,”9 said the boy.

“Well, you didn’t have to snatch my pocketbook to get some

suede shoes,” said Mrs. Luella Bates Washington Jones. “You

could of10 asked me.”

“M’am?”

The water dripping from his face, the boy looked at her.

There was a long pause. A very long pause. After he had dried

his face and not knowing what else to do, dried it again, the boy

turned around, wondering what next. The door was open. He

could make a dash for it down the hall. He could run, run, run,

run!

The woman was sitting on the daybed.11 After a while she

said, “I were young once and I wanted things I could not get.”

Why doesn’t Roger run?

Think and Refl ect

9. blue suede shoes. Suede is a soft, velvety leather. “Blue Suede Shoes” was the name of a hit song in 1956.10. could of. Could have11. daybed. Bed that can be used as a sofa during the day

Read Aloud

Read aloud the dialogue between Mrs. Jones and Roger in lines 68–89. What surprising thing does Roger do when Mrs. Jones turns him loose?

Analyze Literature

Character What do Mrs. Jones and Roger have in common? What is the same about them? Write this in your Venn Diagram.



100

105

110

115

120

125

130

135

There was another long pause. The boy’s mouth opened. Then

he frowned, not knowing he frowned.

The woman said, “Um-hum! You thought I was going

to say but, didn’t you? You thought I was going to say, but I

didn’t snatch people’s pocketbooks. Well, I wasn’t going to say

that.” Pause. Silence. “I have done things, too, which I would

not tell you, son—neither tell God, if He didn’t already know.

Everybody’s got something in common. So you set down while

I fix us something to eat. You might run that comb through

your hair so you will look presentable.”

In another corner of the room behind a screen was a gas

plate and an icebox.12 Mrs. Jones got up and went behind the

screen. The woman did not watch the boy to see if he was going

to run now, nor did she watch her purse, which she left behind

her on the daybed. But the boy took care to sit on the far side

of the room, away from the purse, where he thought she could

easily see him out of the corner of her eye if she wanted to. He

did not trust the woman not to trust him.13 And he did not

want to be mistrusted now.

“Do you need somebody to go to the store,” asked the boy,

“maybe to get some milk or something?”

“Don’t believe I do,” said the woman, “unless you just

want sweet milk yourself. I was going to make cocoa out of this

canned milk I got here.”

“That will be fine,” said the boy.

She heated some lima beans and ham she had in the icebox,

made the cocoa, and set the table. The woman did not ask the

boy anything about where he lived, or his folks, or anything else

that would embarrass him. Instead, as they ate, she told him

about her job in a hotel beauty shop that stayed open late, what

the work was like, and how all kinds of women came in and

out, blondes, redheads, and Spanish. Then she cut him a half of

her ten-cent cake.

“Eat some more, son,” she said.

When they were finished eating, she got up and said, “Now

here, take this ten dollars and buy yourself some blue suede

shoes. And next time, do not make the mistake of latching onto

my pocketbook nor nobody else’s—because shoes got by devilish

Analyze Literature

Determine the Importance of Details Where does Mrs. Jones leave her purse while she prepares the meal? Why do you think she does this?

Where does Roger sit? Why?

Note the Facts

What does Mrs. Jones give Roger?

What does she hope he will do in the future?

12. gas plate and an icebox. gas plate—Small cooking surface fueled by gas; icebox—cabinet with ice for keeping food cold. Iceboxes were used before people had refrigerators13. He did not…trust him. He did not believe the woman would mistrust him again, but he wasn’t sure.

pre • sent • a • ble (pri zent> @ b@l) adjective, nice enough to be shown to others.



140

145

ways will burn your feet. I got to get my rest now. But from

here on in, son, I hope you will behave yourself.”

She led him down the hall to the front door and opened it.

“Good night! Behave yourself, boy!” she said, looking out into

the street as he went down the steps.

The boy wanted to say something other than, “Thank you,

m’am,” to Mrs. Luella Bates Washington Jones, but although

his lips moved, he couldn’t even say that as he turned at the

foot of the barren stoop and looked up at the large woman in

the door. Then she shut the door. ❖

How do you think Roger might change after meeting Mrs. Jones, and why?&&

W

W

IRRORS INDOWS

bar • ren (ber> @n) adjective, hav-ing no life, animals, people, or anything interesting.

Build Vocabulary

What are devilish ways (line 136)?



READING CHECK 1. What happens when Roger tries to snatch

Mrs. Jones’s purse?a. Two or three people catch himb. Mrs. Jones pushes him and kicks himc. He falls down, and Mrs. Jones grabs him

around the neck

2. Which of the following is probably true about Roger?a. His parents don’t take good care of himb. He is homeless and lives on the street c. He is really Mrs. Jones’s son

3. Why does Roger try to snatch Mrs. Jones’s purse?a. He is hungryb. He can’t find a jobc. He wants to buy some stylish shoes

4. Why doesn’t Mrs. Jones call the police? a. Roger did not really aim to steal her purseb. She wants to help Roger change his ways c. She is afraid of the police

5. When Mrs. Jones makes dinner, Roger sits far away from her purse. Why?a. Mrs. Jones shows Roger that she trusts

him, and he doesn’t want to disappoint herb. Roger is afraid that Mrs. Jones will call the

police on himc. Roger hopes that Mrs. Jones will give him

money, and he won’t have to steal it

VOCABULARY CHECK 1. After stealing Mrs. Jones’s purse, Roger

wants to take off “full blast.” What does it mean to take off full blast? a. sneak away without being seenb. get away speedilyc. steal something from someone

2. Roger was “frail and willow-wild.” What is another word for frail? a. smallb. tallc. weak

3. Inside the apartment, Roger thinks that he could make a dash for it. What does make a dash for it mean? a. run b. call for helpc. make up for what he did wrong

4. Mrs. Jones wants Roger to look presentable. What does presentable mean? a. honestb. attentive c. attractive

5. The stoop, or front step, of Mrs. Jones’s building is barren. What does barren mean? a. brokenb. empty c. dirty

AFTER READING

ANALYZE LITERATURE: Character

Write a paragraph describing how Roger and Mrs. Jones are similar and different. Tell what you think Roger learned from Mrs. Jones.



READING SKILLS

Determine the Importance of Details1. Look at your diagram from page 1. What do you think are the three most important details

about Mrs. Jones?

What do you think of Mrs. Jones? Did she do the right thing with Roger? Explain.

2. Look at your diagram. What do you think are the three most important details about Roger?

What do you think of Roger? Is he a bad person? How can you tell?

BUILD VOCABULARY

Dialect A dialect of English is a different form of English spoken by the people of a particular time, place, and social group. In the story, Mrs. Jones and Roger use the spoken dialect of African Americans living in the Harlem neighborhood of New York in the 1950s. Look at the examples below and write them in standard English. One example has been done for you.

WORK TOGETHERReader’s Theater. Working in groups of three, perform a reader’s theater of this story. Assign one person the role of the narrator, one person the role of Mrs. Jones, and one person the role of Roger. Mark each section with the name or initials of who should read that part.

Dialect Standard English

yes’m yes, ma’am

Ain’t you ashamed of yourself?

I would not take you nowhere.

You could of asked me.

I were young once.

You set down while I fix us something to eat.


CONTENTSTeaching Reading Strategies

UNIT 1: FictionThank You, M’am Set Purpose Mini-LessonThe Interlopers Unlock Word Meaning Mini-LessonThe Most Dangerous Game Unlock Word Meaning Mini-LessonThe Good Deed Set Purpose Mini-LessonThe Scarlet Ibis Make Predictions Mini-LessonAmerican History Take Notes Mini-LessonThe Gift of the Magi Unlock Word Meaning Mini-LessonThe Sniper Make Predictions Mini-Lesson Rules of the Game Make Predictions Mini-LessonThe Man to Send Rain Clouds Unlock Word Meaning Mini-Lesson

UNIT 2: NonfictionBecoming a Composer Take Notes Mini- LessonThe Obligation to Endure from Silent Spring Take Notes Mini- LessonI Have a Dream Set Purpose Mini- LessonHow to Write a Letter Make Connections Mini-LessonIt’s Not Talent; It’s Just Work Set Purpose Mini- LessonAn Ethnic Trump Set Purpose Mini- Lesson

UNIT 3: PoetryLocal Sensibilities Set Purpose Mini-LessonMetaphor Make Connections Mini-LessonA Simile Make Connections Mini-LessonThe Secret Set Purpose Mini-LessonSympathy Set Purpose Mini-Lesson

Caged Bird Set Purpose Mini-LessonThe Song of Wandering Aengus Visualize Mini-LessonBread Visualize Mini-LessonHanging Fire Visualize Mini-LessonWomen Visualize Mini-LessonMy Father’s Song Make Connections Mini-LessonPatterns Visualize Mini-LessonCourage Use Text Organization Mini-Lesson

UNIT 4: DramaThe Inspector General Make Predictions Mini-LessonThe Tragedy of Romeo and Juliet Take Notes Mini-LessonThe Devil and Daniel Webster Make Inferences Mini-Lesson

UNIT 5: Folk LiteratureThe Story of Daedalus and Icarus Make Predictions Mini-LessonEcho & Narcissus Make Connections Mini-LessonThe Silver Pool Make Predictions Mini-LessonThe White Snake Take Notes Mini-LessonThe Odyssey Use Context Clues Mini-Lesson

UNIT 6: Independent Readingfrom Blue Highways: A Journey into America Set Purpose Mini-LessonJourney Take Notes Mini-LessonThe Road Not Taken Make Connections Mini-LessonThe Test Make Connections Mini-LessonThe Feeling of Power Unlock Word Meaning Mini-LessonHistory Lesson Visualize Mini-Lesson

Building Reading Fluency

Graphic Organizers for Reading Strategies

50 Differentiated Instruction for Developing Readers — SAMPLER © EMC Publishing, LLC


Name: ____________________________________________________ Date: __________________

51Differentiated Instruction for Developing Readers — SAMPLER© EMC Publishing, LLC

UNIT 1: FICTION

Thank You, M’am, page 5

Set Purpose Mini-Lesson

When you set a purpose for reading, you read with a goal in mind. To set your purpose for reading “Thank You, M’am” and help yourself reach it, fill in the Set Purpose Chart below at each stage of reading the selection.

Reader’s Purpose Chart

Before Reading

1. Set a purpose for reading.Read the Build Background information on the Before Reading page of your textbook on page 5. Skim the story, looking at the artwork and the vocabulary and footnotes.

What do you think this story might be about?

What do you want to find out?

During Reading

2. Take notes on what you want to learn. Write down the actions of the characters.

Find out information about the setting (place and time period).


52 Differentiated Instruction for Developing Readers — SAMPLER © EMC Publishing, LLC

After Reading

3. Reflect on what you learned.Look at your notes and write a paragraph that describes your purpose and what you learned from your reading.

Fix-Up Idea: Try a New Strategy

If you are having difficulty, try a different reading strategy, such as responding to the text. Stop after you read a few paragraphs and write down your comments. Ask yourself questions like the ones that follow:

1. What would I do if I was in Roger’s situation?

________________________________________________________________________________

________________________________________________________________________________

2. What do I wonder about the characters?

________________________________________________________________________________

________________________________________________________________________________

3. Have I ever been in a situation like this?

________________________________________________________________________________

________________________________________________________________________________

4. What does this remind me of?

________________________________________________________________________________

________________________________________________________________________________


CONTENTSUnit 1: Word Study Skills and Context Clues Lesson 1: Word Study Notebook Lesson 2: Word Study Skills Lesson 3: PAVE: Predict, Associate, Verify, Evaluate Lesson 4: Context Clues 5: More About Context Clues Test Practice: Using Context Clues

Unit 2: Reference Material and Clarifying Meaning Lesson 6: Reference Materials for Vocabulary Words Lesson 7: Words with Multiple Meanings Lesson 8: Review of Synonyms and Antonyms Lesson 9: Denotation and Connotation Test Practice: Denotation and Connotation

Unit 3: Spelling Lesson 10: Spelling Correctly Lesson 11: Spelling Patterns I Lesson 12: Spelling Patterns II Lesson 13: Spell-Check Software and What It Fails to Do Test Practice: Spelling

Unit 4: Word Parts and Word Origins Lesson 14: Morphemes—The Building Blocks of Words Lesson 15: Prefixes, Roots, and Suffixes Lesson 16: More About Prefixes Lesson 17: More About Suffixes Test Practice: Prefixes and Suffixes Lesson 18: Word Origins Lesson 19: Root Families Lesson 20: Greek and Latin Roots Lesson 21: Using Word Parts to Unlock Meaning Lesson 22: The Evolution of Language Test Practice: Root Families

Unit 5: Borrowed Words and Informal Language Lesson 23: Spanish Words in English Lesson 24: English Words from French Lesson 25: English Words from German Test Practice: Borrowed Words in English Lesson 26: Register, Slang, and Colloquialisms Lesson 27: Idioms Test Practice: Idioms and Colloquialisms

Unit 6: Testing Vocabulary and Choosing Words Lesson 28: Vocabulary Questions on Standardized Tests Lesson 29: Writing and Word Choice Lesson 30: Figurative Language Lesson 31: Literal and Figurative Meanings Lesson 32: Expanding Your Word Knowledge Test Practice: Using Word Attack Skills on Standardized Tests

54 Exceeding the Standards: Vocabulary & Spelling — SAMPLER © EMC Publishing, LLC


LESSON 1

Keeping a Word Study Notebook

UNDERSTAND THE CONCEPT

How large is your vocabulary? Most people your age know or recognize at least 20,000 words and use about 2,000 on a regular basis. That is only a small sampling of all the words in the English language, which number between 600,000 and one million. It’s no wonder, then, that almost everywhere you look, you can find new and unfamiliar words!

A good way to add some of these new words to your vocabulary is to keep a word study notebook. Whenever you come across a new word while reading or listening, you can jot it down in the notebook, along with its definition and pronunciation. You might also write down the word’s origins—that is, what language or other words it came from. (This information can be found in most dictionaries.) Finally, add an example sentence or drawing to help you remember the word.

Word: acuteDefinition: characterized by sharpness or severityPronunciation: \ -kyüt´\Origins: from Latin acutus, past participle of acuere tosharpen, from acus, meaning needleSentence: When the soccer player injured his knee, he feltacute pain.

55Exceeding the Standards: Vocabulary & Spelling — SAMPLER© EMC Publishing, LLC THANK YOU, M’AM

endeavor (en de’ v�r) v., to work

with a purpose in mind; to strive

to achieve a goal. n., a serious

effort.

The students endeavored to

improve their vocabularies by

reading the dictionary every night

before bed.

Endeavor is one of many words that came into English through French. It is formed from theOld French phrase mettre en devoir, meaning roughly to “do one’s duty” or “take on responsibility.”

Word of the Week

Many words have more than one definition. You

may choose which definition or definitions to include in the entry. In the definition, include what part of speech the word is used as—noun (n.), verb (v.), adjective (adj.), adverb (adv.), or other. Some words can be used as more than one part of speech.

Tip

Name: ____________________________________________________ Date: __________________


56 © EMC Publishing, LLCTHANK YOU, M’AM

To write the pronunciation of a word,

you need to use special phonetic symbols. Each symbol stands for a specific sound.

��5 (the a sound in words like

star)8 (the sound made by the y in

my)@ (the schwa, an unclear vowel

sound heard in words like extra and civil)

4 (the sound made by n and g together in words like thing)

To find out what phonetic symbols are used in your dictionary, check the pronunciation key.

Sometimes you will come across a word that

you know the meaning of, but have a hard time remembering how to spell. Include these words in a separate section of your word study notebook. Here are a few tricky vocabulary words from selections in Unit 1 to get you started: compromise, 16 endeavour, 19conscientious, 100hysterical, 124tyranny, 130

Try It Yourself

Browse through a book, magazine, or newspaper until you find a word that is unfamiliar. Then, use the space below to create a word study notebook entry for the word. In the space at the bottom, you may draw a picture to illustrate the word’s meaning.

Word:

Definition:

Pronunciation:

Origins:

Example sentence:

Just for Fun

Slang is extremely informal language made up of invented words and old words that are given new meaning. In your word study notebook, start a list of slang terms that are popular today. Be sure to give the definition, pronunciation, and an example sentence for each word, just as you would with any other word you enter into your notebook.

What Did You Learn?

There are many new and unfamiliar words out there waiting to be discovered. As you read and listen, collect some of them. Over the next week, keep track of new words on the lines below. You can use these words to begin your word study notebook.

Tip

Tip

Exceeding the Standards: Vocabulary & Spelling — SAMPLER


CONTENTS Introduction Correlation of Student Edition Grammar & Style Workshops to Grammar & Style Lessons Correlation of Grammar & Style Lessons to Student Edition Grammar & Style Workshops

UNIT 1: Fiction The Sentence and Parts of Speech Lesson 1: The Sentence and Its Functions Lesson 2: Subjects and Predicates Lesson 3: Sentence Structures: Simple, Compound, Complex, and Compound-Complex Sentences Lesson 4: Identifying the Parts of Speech Nouns and Pronouns Lesson 5: Common, Proper, Singular, and Plural Nouns Lesson 6: Possessive and Collective Nouns Lesson 7: Pronouns and Antecedents Lesson 8: Pronoun Cases: The Nominative Case, The Objective Case, and The Possessive Case Lesson 9: Indefinite, Reflexive, and Intensive Pronouns

UNIT 2: Nonfiction Verbs and Sentence Completers Lesson 10: Action Verbs and State of Being Verbs Lesson 11: Linking and Helping Verbs, or Auxiliary Verbs Lesson 12: Transitive and Intransitive Verbs Lesson 13: Verb Tenses: The Simple Tenses, The Perfect Tenses, and The Progressive and Emphatic Verb Forms Lesson 14: Passive Voice and Active Voice Lesson 15: Irregular Verbs Lesson 16: Verbals Lesson 17: Direct and Indirect Objects Lesson 18: Predicate Nouns, Pronouns, and Adjectives Subject-Verb Agreement and Usage Lesson 19: Subject and Verb Agreement: With Intervening Expressions, With Contractions, With Linking Verbs, and With Special Subjects Lesson 20: Indefinite Pronoun and Verb Agreement Lesson 21: Compound Subject and Verb Agreement

UNIT 3: Poetry Modifiers Lesson 22: Adjectives and Adverbs Lesson 23: Appositives

Lesson 24: Positives, Comparatives, and Superlatives Lesson 25: Commonly Confused Words Joiners and Interrupters Lesson 26: Prepositions Lesson 27: Coordinating and Correlative Conjunctions Lesson 28: Subordinating Conjunctions Lesson 29: Interrupters and Interjections Lesson 30: Parenthetical Expressions

UNIT 4: Drama Phrases, Clauses, and Complex Sentences Lesson 31: Phrases and Clauses Lesson 32: Prepositional Phrases Lesson 33: Verbal Phrases Lesson 34: Appositive Phrases Lesson 35: Adjective and Adverb Clauses Lesson 36: Noun Clauses Lesson 37: The Clauses of a Sentence: Simple, Compound, Complex, and Compound-Complex Common Usage Problems Lesson 38: Incorrect Subject-Verb Agreement Lesson 39: Incorrect Use of Apostrophes Lesson 40: Avoiding Dangling and Misplaced Modifiers Lesson 41: Maintaining Consistent Verb Tense Lesson 42: Commonly Misused Words

UNIT 5: Folk Literature Punctuation Lesson 43: End marks Lesson 44: Commas Lesson 45: Semicolons and Colons Lesson 46: Ellipsis Points and Italics Lesson 47: Quotation Marks Lesson 48: Hyphens and Dashes Capitalization Lesson 49: Proper Nouns and Proper Adjectives Lesson 50: I and First Words Lesson 51: Family Relationships and Titles of Persons

UNIT 6: Independent Readings Building Effective Sentences and Paragraphs Lesson 52: Sentence Fragments Lesson 53: Run-on Sentences Lesson 54: Combining and Expanding Sentences Lesson 55: Using Transitions Effectively Lesson 56: Achieving Parallelism Lesson 57: Making Your Language Precise and Colorful Lesson 58: Varying Sentence Beginnings Lesson 59: Adding Sensory Details Lesson 60: Avoiding Cliches Lesson 61: The Paragraph Research Writing Skills Lesson 62: Summarizing and Paraphrasing Lesson 63: Using Quotations Effectively Lesson 64: Documenting Sources

58 © EMC Publishing, LLCExceeding the Standards: Grammar & Style — SAMPLER


Name: ____________________________________________________ Date: __________________


Name: ____________________________________________________ Date: __________________

Exceeding the Standards: Grammar & Style — SAMPLER UNIT 1

UNIT 1: FICTION LESSON 5

Nouns and Pronouns

NounsA noun is a part of speech that names a person, place, idea, or thing. In this lesson, you’ll learn about the different kinds of nouns and what they name.

EXAMPLES

people Stephan, editor, aunt, actorplaces homeland, Wrigley Field, St. Peter’s Basilicaideas prejudice, subtraction, boredom, plotthings volleyball, song, trajectory, candle

Types of Nouns Definition Examples

common noun names a person, place, idea, or thing mother, garage, plan, fl ower

proper noun names a specifi c person, place, or thing; begins with capital letter

John Adams, Washington DC, Monroe Doctrine

concrete noun names a thing that can be touched, seen, heard, smelled, or tasted

ruler, mirror, giggle, speech, banana

abstract noun names an idea, a theory, a concept, or a feeling approval, philosophy, Marxism, faith

singular noun names one person, place, idea, or thing governor, tree, thought, shoe

plural noun names more than one thing governors, trees, thoughts, shoes

possessive noun shows ownership or possession of things orqualities

Jan’s, Mrs. Pan’s, women’s, intern’s

compound noun made up of two or more words staircase, picnic table, brother-in-law

collective noun names groups organization, platoon, team

Common and Proper Nouns The two basic kinds of nouns are common nouns and proper nouns. A common noun names any person, place, thing, or idea. Common nouns are usually not capitalized.


60 © EMC Publishing, LLCExceeding the Standards: Grammar & Style — SAMPLERUNIT 1

EXAMPLES

common nounsany person A guide will give us a tour of the museum.any place The park was crowded with holiday campers.any thing A key opened the old, rusty lock.any idea Her scheme to take over the company failed.

A proper noun names a specific person, place, or thing, and begins with a capital letter.

EXAMPLES

common nouns reporter, bridge, stateproper nouns Sarah Smith, Golden Gate Bridge, Michigan

E X E R C I S E 1

Identifying Common and Proper Nouns in Literature

Identify the underlined nouns in the passage below as either common or proper. Write “common” or “proper” above each noun.

Lili did not reply. Old Mrs. Pan had unknowingly touched upon a wound in her

heart. No man had ever asked her to marry him. Yet above all else she would like to

be married and to have children. She was a good social worker, and the head of the

Children’s Bureau sometimes told her that he would not know what to do without

her and she must never leave them, for then there would be no one to serve the

people in Chinatown.

from “The Good Deed,” page 88Pearl S. Buck

E X E R C I S E 2

Understanding Common and Proper Nouns

For each common noun listed, write two proper nouns.

EXAMPLE

author (Edgar Allan Poe, Judith Ortiz Cofer)

1. journal ___________________________

2. ballplayer ________________________

3. region ____________________________

4. county ___________________________

5. movie ___________________________

6. family ____________________________

7. fictional character __________________

8. ocean ____________________________

9. island ____________________________

10. poet _____________________________

11. town _____________________________

12. political party ______________________


© EMC Publishing, LLC 61Exceeding the Standards: Grammar & Style — SAMPLER UNIT 1

13. army _____________________________

14. newscaster ________________________

15. artist _____________________________

16. store _____________________________

17. university _________________________

18. building __________________________

19. band _____________________________

20. coach ____________________________

E X E R C I S E 3

Using Common and Proper Nouns in Your Writing

Write a paragraph to a pen pal, describing a place you would like to visit. Include some specific sites that interest you. Underline and label five common nouns and five proper nouns in your description. Notice how the use of proper nouns helps to make your description more specific.

Singular and Plural Nouns Nouns that represent one person, place, idea, or thing are called singular nouns. Nouns that represent more than one person, place, idea, or thing are called plural nouns.

Most nouns can be made plural simply by adding -s to the end of the word. The spelling of some nouns changes slightly when the words are made plural, depending on how the word ends.

EXAMPLES

plural nounsFor most nouns, to form the plural add –s to the end of the word.camel = camels path = pathstray = trays treatment = treatments

If a noun ends in s, sh, ch, x, or z, add –es.lass = lasses tax = taxes scratch = scratchessash = sashes blitz = blitzes

If a noun ends in o preceded by a consonant, add –es.tornado = tornadoes portico = porticoesmotto = mottoes potato = potatoes

If a noun ends in y preceded by a consonant, change the y to i and add –es.fairy = fairies penny = pennieslady = ladies glory = glories

For some nouns that end in f or fe, change the f to v and add –es or –s.elf = elves life = livesknife = knives sheaf = sheaves


62 © EMC Publishing, LLCExceeding the Standards: Grammar & Style — SAMPLERUNIT 1

E X E R C I S E 4

Identifying Singular and Plural Nouns in Literature

Underline the nouns in the following passage. Write above each noun whether it is singular or plural. Keep in mind that some nouns have the same spelling in both the singular and the plural forms.

She longed to see the bright persimmon dotting the barren trees beside the

thatched roofs, to see the fields of golden rice stretching to the mountains where

only last fall she had gathered plump white mushrooms, and to see once more the

maple trees lacing their flaming colors through the green pine.

from “Tears of Autumn,” page 99Yoshiko Uchida

E X E R C I S E 5

Correcting Singular and Plural Nouns

For each singular noun in items 1–10, write the correct plural form. In items 11–20, correct any error in the plural nouns listed. Write correct if the plural form is correct.

1. player ____________________________

2. bush _____________________________

3. tomato ___________________________

4. echo _____________________________

5. fairy _____________________________

6. pharmacy _________________________

7. dwarf ____________________________

8. wife _____________________________

9. wolf _____________________________

10. noose ____________________________

11. sopranoes _________________________

12. platitudes ________________________

13. calfs _____________________________

14. canarys ___________________________

15. shelfs ____________________________

16. partys ____________________________

17. sheep ____________________________

18. mooses __________________________

19. geese _____________________________

20. bisons ____________________________

E X E R C I S E 6

Using Singular and Plural Nouns in Your Writing

Write a paragraph about the first day of summer vacation using at least five singular and five plural nouns.


CONTENTS

UNIT 1: Fiction

Deliver a Narrative Presentation

UNIT 2: Nonfiction

Deliver a Persuasive Speech

UNIT 3: Poetry

Present a Poem

UNIT 4: Drama

Present a Dramatic Scene


Gathering Information from an Interview


Give a Descriptive Writing Presentation

64 Exceeding the Standards: Speaking & Listening — SAMPLER © EMC Publishing, LLC


65© EMC Publishing, LLC UNIT 1Exceeding the Standards: Speaking & Listening — SAMPLER

UNIT 1: FICTION

Deliver a Narrative Presentation, page 191

Select a StoryChoosing the right story for a narrative presentation involves thinking about your own tastes, your audience, and the literary work itself. Select a story that:• is a manageable length to present• appeals to you and reflects your interests, personality, or beliefs• appeals to the age range and interests of your audience• has a strong main character or protagonist and a limited number of minor

characters• has characters that are well defined with just a few personality traits• has a simple plot that moves forward with a clear beginning, middle, and end• has an identifiable conflict that is resolved at the end of the story• has a theme, message, or purpose• contains suspense, humor, mystery, or surprise that engages listeners

Once you have selected a story, record its title below.

I will retell the story:

Map Out the Story LineMake your own plot diagram like the one below to map out your story. On the lines next to each part of the story, write a brief sentence about what happens at that point.

Plot Diagram

Note: Not all parts of the plot diagram need to receive equal treatment in your story. For example, the falling action need not be more than a sentence or two.

Exposition Resolution

Rising Action Falling Action

Climax

Name: ____________________________________________________ Date: __________________


66 © EMC Publishing, LLCUNIT 1 Exceeding the Standards: Speaking & Listening — SAMPLER

In your retelling, include colorful details that will suggest the setting and help readers visualize the action. For example, you might mention the hooting of owls or the salty taste of seawater. List these sensory details in a chart like the one below.

Sensory Details Chart

Sight Sound Taste Smell Feel

Think about Mood and ToneSet the mood and tone of the story at the start, and vary them as necessary throughout your telling—for example, if the story starts out with excitement and energy but ends on a hint of doom, adjust your delivery to match those characteristics. Be sure to grab your listeners’ attention by opening with a line that is unexpected and that hints at what is to come. • Use your voice to create mood and tone. Vary the pitch, volume, rhythm, and

pace of your voice according to the particular event in the story. • A well-placed pause can create suspense, evoke a laugh, add drama, or heighten

awareness. As an added benefit, it allows you to regroup your thoughts and your listeners to respond to the story.

• Choose scenery, props, costumes, and sound effects to enhance the story line and reinforce the mood and tone.

PracticePractice your presentation until you know the basic story line well. You do not want to memorize the entire story. However, you do want to memorize certain lines to keep yourself on track. In general, memorize the beginning and ending of the story, special words or phrases that capture a particular feeling, and key lines that serve as important transitions from one event to the next. In this workshop, focus on using transitions and repetition. Transitions not only improve your listeners’ understanding but also help you control the pace and lend drama. Repeating words and phrases helps to keep your listeners engaged in the story.

Present the NarrativeTelling a story is an interactive experience. Take your cues from your listeners and watch their responses. You may need to adjust the pace of your storytelling, the volume of your voice, or the duration of events to hold your listeners’ attention. Pay particular attention to your story’s beginning and ending. Avoid the standard phrases “Once upon a time…” and “The end.” Come up with an unexpected opening and an ending that resolves the problem or conflict. Try different ways to tell the story, and find the one you like best. You can change the sequence of events and open in the middle of action or at the end, and flash back to earlier events. Remember that storytelling is an experience for the eyes and ears. Although the words are important, the performance is what will leave a lasting impression.

Evaluate the Narrative: Speaking and Listening RubricThe Speaking and Listening Rubric on page 191 of your textbook can be used to evaluate your presentation.


CONTENTS

UNIT 1: Fiction Narrative Writing: Narrate an Event

UNIT 2: Nonfiction Expository Writing: Explain Using Facts

UNIT 3: Poetry Descriptive Writing: Write an Extended Metaphor

UNIT 4: Drama Descriptive Writing: Write Stage Directions

UNIT 5: Folk Literature Persuasive Writing: Write a Persuasive Speech

UNIT 6: Independent Readings Narrative, Descriptive, and Expository Writing: Use Narration, Description, and Exposition to Create a Fictional World

68 Exceeding the Standards: Writing — SAMPLER © EMC Publishing, LLC


Name: ____________________________________________________ Date: __________________

69Exceeding the Standards: Writing — SAMPLER© EMC Publishing, LLC UNIT 2

UNIT 2: NONFICTION

Explain Using Facts

Expository writing explains an idea, issue, or concept. For example, a science text that explains the nature of protons and neutrons uses expository writing. Similarly, a manual that explains how to maintain good health is expository, and so is an entry in an encyclopedia explaining Chinese culture.

Writers can explain using facts, reasons, details, and examples. This lesson focuses on explaining with facts.

A fact is something that’s known to be true or to have actually happened. The statement “Water freezes at 32 degrees Fahrenheit” is a fact; it can be proven true with a simple experiment. That “Water covers 70 percent of the earth’s surface” is also a fact; scientists have measured how much of the earth’s surface is land versus water. But the statement “Water is the most refreshing of all drinks” is not a fact. What is “most refreshing” will mean different things to different people. This statement is an opinion.

Learn from a Model

Read the expository passage below, taken from the article “When It Comes to Pesticides, Birds Are Sitting Ducks,” page 260. Notice how the writer, Mary Deinlein, explains the main idea by using facts. Notice also how she clusters related facts in paragraphs and begins each paragraph with a topic sentence to make the explanation easy to follow and understand.

from When It Comes to Pesticides, Birds Are Sitting Ducks, by Mary Deinlein

Because of the ban on DDT and the tight restrictions placed on other organochlorines, a new arsenal of pesticides predominates today. Organophosphates and carbamates are now two of the most common classes of active ingredients found in pesticide products. Although organophosphate and carbamate compounds are not as persistent as the organochlorines, they are much more acutely toxic, which means that even very small amounts can cause severe poisoning.

It is estimated that of the roughly 672 million birds exposed annually to pesticides on U.S. agricultural lands, 10%—or 67 million—are killed. This staggering number is a conservative estimate that takes into account only birds that inhabit farmlands, and only birds killed outright by ingestion of pesticides. The full extent of bird fatalities due

The writer states early in the piece the issue to be explained.

The topic sentence of this paragraph tells readers the subject of the paragraph—how the facts that follow are related.

Expository Writing


UNIT 270 Exceeding the Standards: Writing — SAMPLER © EMC Publishing, LLC

to pesticides is extremely difficult to determine because most deaths go undetected.

Nevertheless, sobering numbers of dead birds have been documented. For example, in 1995, the pesticide monocrotophos, sprayed to kill grasshoppers, was responsible for the deaths of a least 20,000 Swainson’s Hawks in Argentina. Thanks to the efforts of the American Bird Conservancy and other organizations, Novartis (formerly Ciba-Geigy), a major manufacturer of monocrotophos, has recently agreed to phase out the production and sale of this pesticide.

Over 150 bird “die-offs,” involving as many as 700 birds in a single incident, have been attributed to diazonon, an organophosphate insecticide commonly used for lawn care. In 1990, diazonon was classified as a restricted ingredient, and banned for use on golf courses and turf farms, marking the first time regulatory action has been taken specifically on behalf of birds. However, in most states diazonon is still available over the counter for use on home lawns and parks. So, despite the restricted-use status, as much as 10 million pounds of diazonon are still used in the United States, primarily by home owners.

State the Point to Be Explained

In expository writing, the writer states the main idea early in the piece. Sometimes that idea is stated in the first sentence.

What is the main idea of Deinlein’s article?

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Use Numbers to Express Facts

Numbers are effective in expressing facts because they convey sizes and amounts. In Deinlein’s model, using numbers helps readers understand how many birds die because of the use of pesticides.

Cite some numbers that show the extent of the pesticide problem.

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Use Other Types of Facts

In addition to numbers, writers can use other types of factual information to explain. If an item of information can be documented—that is, proven or verified to be true—then it is a fact. Examples of this type of factual information include things that have happened (such as when pesticides first became a problem and what laws

Another topic sentence introduces the next paragraph. This fact helps readers grasp the enormity of the issue.Another fact reinforces understanding of the issue.

Some verifi able facts are not expressed as numbers.

If challenged, the writer could get proof that diazonon is banned in certain places and that 10 million pounds of it are still used.

Verifi able numbers are facts that help explain.



have been enacted to safeguard the public) and things that are generally known or accepted to be true (such as the impact of toxic waste on animals).

Identify two facts given in Deinlein’s article that do not involve numbers.

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Use Topic Sentences

To explain an issue effectively, the writing has to be clear. One way to ensure being clear is to use a topic sentence at the beginning of each paragraph. The topic sentence lets the reader know what the paragraph is about by stating its primary idea. After reading the topic sentence, the reader will better understand the supporting information in the sentences that follow.

Copy the topic sentences from paragraphs 2 and 3 in the model.

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YOUR ASSIGNMENTWrite a report explaining an issue, an idea, or a concept and using facts

To complete this assignment, follow the three stages of the writing process: Prewrite, Draft, and Revise.

1 Prewrite

Before you write, gather your thoughts and plan your report.

Select an Issue, Idea, or Concept

What can you explain? Think about several issues or ideas in which you are interested, such as immigration, advertising, a particular disease, or a specific sport.

List four topics you may choose to write about.

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Next conduct some research on these topics. As you do, try to focus on some small aspect of each topic. For example, “immigration” is a huge topic. A more limited and manageable topic would be “contributions of immigrants in U.S. history” or “how immigration laws have changed in recent years.” You could maybe even focus further on a particular historical contribution or a particular change in the laws, depending on how much information you can find.

Consider each topic and the information you have found on it. Write down the focused topic you will write about.

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State Your Purpose and Identify Your Audience

The facts you choose to include will depend on your purpose and your audience. For example, suppose you are explaining how immigrants throughout history have joined the military and helped defend the United States. Depending on how much your audience knows about this topic, you may have to include some history about immigration and U.S. wars. What your audience knows and thinks about the contributions immigrants have made will also likely affect the information you provide and how you prove your main idea.

In planning a piece about immigrants defending the United States, you might write this statement of purpose and audience: “My purpose is to explain how immigrants have helped defend the United States to people who have no idea of the good that immigrants do.”

Think about the purpose and audience for your own report. State both in a single sentence.

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Gather Your Information

Before you write, gather information about your topic.

Start by identifying the facts you already know. If you were planning to write about immigrants in the U.S. military, you might know that many Hispanic Americans today serve in the armed forces and that your own Hispanic American ancestors served in the past.

Write down some facts you know about your topic.

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Next ask people who are familiar with the topic for facts they know. For instance, upon asking your relatives about family members’ past military experience, you might learn that one of your great uncles was wounded in World War II.

Write down some facts you learn about your topic from talking to others.

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Finally, learn even more facts about your topic by doing research on the Internet and in books, periodicals, and newspapers. Be sure to separate facts from opinions as you read. In researching immigrants’ participation in the U.S. military, you might learn these facts:• In World War II, 250,000 to 500,000 Hispanic Americans served in the military.• A unit from Puerto Rico received 110 Silver Stars for bravery in the Korean War.• Eighty-four men from the same street in a small Illinois town served in three U.S.

wars; eight of them died.

List the facts you uncover from research about your topic.

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Organize Your Information

Now that you have gathered all these facts, consider how best to organize them in writing your expository report.

One way to organize your information is to group those pieces of information that are closely related. For instance, in a report on immigrants, you might put the facts about immigrants serving in recent wars in one group, the facts about soldiers awarded for bravery in another group, and the facts about women military personnel in a third. These groups of facts will become the basis for different paragraphs in your report.

Cluster related facts into groups, organizing them using the chart on the next page. Label each group by jotting down the common element (such as “Soldiers awarded for bravery”).

Next consider the order in which the groups of facts should be presented. If each cluster represents a different time period, then it would make sense to put them in chronological order. Start with the oldest information and work up to the most recent information.



Fact Chart

Common element: ________________________ Common element: ________________________

Common element: ________________________ Common element: ________________________

Another organizational approach is to order the clusters in terms of importance: usually, from least important (weakest information) to most important (strongest information). Build a case for the point you’re making, ending strong with your most convincing information.

If you believe that your audience doesn’t know much about your topic or may be opposed to it, begin with what they already know or believe and move on to new information. Again, think about building a case.

State Your Main Idea

Before you actually start writing, review your earlier statement of purpose and audience. Look at it against the information you have gathered and organized. What main idea are you going to prove in this report?

You should be able to state your main idea in a single sentence. In a report, this is called your thesis statement. In writing about the valuable contributions of U.S. immigrants, your thesis statement might be “Immigrants have served in the U.S. armed forces in a number of wars.”

What is your thesis statement?

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2 Draft

You have chosen your topic, identified your purpose and audience, gathered and organized your information, and stated your thesis. Now you are ready to draft your expository report.

In drafting your report, you take your information and put it into sentence and paragraph form. Focus your attention on clearly stating your thesis and proving it with the factual information you gathered. Also focus on using this three-part structure for your report: introduction, body, and conclusion.

Introduction

First, draft the introduction to your report. In doing so, keep two goals in mind: to get readers interested in your report and to state your thesis.

A good introduction gets readers interested by using some sort of “hook,” or attention-getter. You might begin with a question or statement that will make readers think about your topic or issue, or you might begin with a startling or telling fact—something about the topic or issue that will surprise or intrigue readers. You may have found this type of fact in gathering information for your report.

In writing a report about immigrants for an audience who has no idea of the contributions they have made, this statement would likely draw interest: “Immigrants have contributed to the greatness of the United States in many ways.” Follow up this statement by identifying one of the “many ways”: “One way is in defending the country.”

As with any type of report, your introduction should also state your main idea, or thesis. Let readers know right from the start what you are going to write about. For the immigrant report, you would state, “Immigrants have served in the in the U.S. armed forces in a number of wars.”

What question, statement, or fact can you use as an opening “hook” for your own report? Write an attention-getting opening sentence. Also provide any other information readers will need to understand your topic or issue. Then finish your introduction by adding your thesis statement.

Body

Draft the body of your report following the organizational plan you created in the Prewrite stage. Look at your groups of facts and the order in which you decided to present them. The body of your report should include a paragraph for each fact group.

Begin each paragraph with a topic sentence that expresses the common element among the facts. For instance, for a paragraph that presents facts about how many immigrants participated in recent wars, you could write this topic sentence: “Records are available for more recent wars.” Make sure each topic sentence and paragraph clearly relates to your thesis statement. Add the facts from each group to explain and support the idea stated in the topic sentence.



Conclusion

Now think about how to end your report. As a writer, you want to leave your readers with a clear understanding of your message. To accomplish that, your conclusion needs to do two things: restate the thesis and provide a sense of closure or finality.

Restate your thesis to remind readers of the connection among all the facts you have stated in the body of your report. If you have organized your information well, that connection should be clear, but it’s still a good idea to restate it for emphasis in your final paragraph.

How can you provide closure? You might go back to the question, statement, or fact that you used in your introduction. Answer the question, reflect on the statement, or emphasize the startling or revealing nature of the fact. Your goal is to leave readers with the feeling that what you have said is important. In writing about immigrants serving in the armed forces, you could provide closure with a statement reminding the audience about the contributions immigrants have made in defending the country.

What do you want readers to realize or understand after reading your report? Write a conclusion that achieves your goal.

3 Revise

You have written a draft of your report, and now you are ready to make it better. Be sure to allow yourself time after drafting to revise.

Evaluate Your Writing

Begin the Revise stage by evaluating what you have written. Read over your draft to see where it might be a bit weak, either in the clarity of the writing or in the factual evidence that’s provided. To identify areas that need improvement, use the questions in column 1 of the Revision Checklist provided on the next page.

Then based on that evaluation, revise your draft. Where it may be lacking, use the suggestions in column 2 to make it stronger.

In revising your draft, you may decide to delete some facts you gathered originally, or you may decide to do more research and add new facts. You may also modify the wording in your topic sentences to better suit your facts or otherwise improve the language of your draft. Focus especially on the language used in your introduction and conclusion.

Read through a printout of your draft, and mark your changes on the paper as you go. Think carefully about how you can make your report more clear and convincing.

Following the Revision Checklist, you will find the original version of an expository report using facts and a revision of that model.



REVISION CHECKLIST

Original Student Model

Immigrants have contributed to the greatness of the United States in many ways. One way is in defending the country and other countries. Many have served in the U.S. armed forces in a number of wars.

Hispanic Americans served the United States as far back as the Revolutionary War and the Civil War. The contributions of individual Hispanics in these wars have been documented, but there are no records available about the large numbers of Hispanics who served in these wars.

Records are available for more recent wars. Anywhere from 250,000 to 500,000 Hispanics served in the U.S. armed forces during World War II. Data were not kept on all Hispanics in the war effort, but it is certain that more than 53,000 Puerto Ricans served in that war. Many Mexican Americans were part of the National Guard units from Texas, New Mexico, Arizona, and California. In addition, approximately 200 Puerto Rican women served in the Women’s Army Corps. Carmen Contreras-Bozak was the first Hispanic woman to serve in the Women’s Army Corps as an interpreter. Sergeant Vincenta R. Torres from Arizona was among the first to serve overseas in Italy.

Many Hispanic Americans also served in the Korean War. The U.S. Army National Guard’s 65th Regimental Combat Team from Puerto Rico won many awards in Korea, including 4 Distinguished Service Crosses and more than 100 Silver Stars. In July 1950, there were about 20,000 Hispanic Americans in the armed forces. Over the next 3 years,

Evaluate Strengthen

Does your report begin with some sort of attention-getter?

Add a question, statement, or fact that will get readers interested in your report.

Does the introduction of your report state your main idea, or thesis?

State your thesis clearly in the first paragraph.

Does each body paragraph of your report begin with a topic sentence, and is the topic sentence supported with related facts?

Begin each paragraph with a topic sentence that states the point to be made in that paragraph, and provide facts that clearly support that point.

Are the body paragraphs of your report arranged in a logical order?

Put the paragraphs in the order that will best prove your thesis statement: by order of time, importance, or audience familiarity.

Does your report use provable facts to explain the main idea?

Make sure each item of supporting information is a fact, not an opinion.

Does your report include facts expressed as numbers as well as other types of facts?

Use different types of facts, if they are available.

Does the conclusion of your report restate the thesis and provide a sense of closure?

Restate your thesis, and close with a statement that tells readers why this information is important.



almost 148,000 Hispanics entered the military service of the United States. During the Korean War they served in the Army, Marine Corps, Air Force, navy, and coast guard.

The most dramatic contribution to the defense of the United States may have come from the small town of Silvis, Illinois. Second Street, which ran less than 2 blocks, sent 84 Mexican-American men to fight in World War II, the Korean War, and the Vietnam War. The two Sandoval families living on the block sent 13 men. 3 of them did not come back. In all, 8 valiant men from this tiny neighborhood died serving their country. In their honor, Second Street was renamed Hero Street.

Revised Student Model

Immigrants have contributed to the greatness of the United States in many ways. One way is in defending the country and other countries. its allies. Many Hispanic Americans, both immigrants and children of immigrants, have served in the U.S. armed forces in a number of wars.

Hispanic Americans served the United States as far back as the Revolutionary War and the Civil War. The contributions of individual Hispanics in these wars have been documented, but there are no records are available about the large numbers of Hispanics who served in these wars.

Records are available, however, for more recent wars. Anywhere from 250,000 to 500,000 Hispanics served in the U.S. armed forces during World War II. Data were not kept on all Hispanics in the war effort, but it is certain that more than 53,000 Puerto Ricans served in that war. In addition, mMany Mexican Americans were part of the National Guard units from Texas, New Mexico, Arizona, and California.

Women have also played a role in defending the country. In addition, aApproximately 200 two hundred Puerto Rican women served in the Women’s Army Corps. Carmen Contreras-Bozak was the first Hispanic woman to serve in the Women’s Army Corps as an interpreter. Sergeant Vincenta R. Torres from Arizona was among the first to serve overseas in Italy.

Many Hispanic Americans also served in the Korean War. The U.S. Army National Guard’s 65th Regimental Combat Team from Puerto Rico won many awards in Korea, including 4 four Distinguished Service Crosses and more than 100 one hundred Silver Stars. In July 1950, there were about 20,000 twenty thousand Hispanic Americans in the armed forces. Over the next 3 three years, almost 148,000 Hispanics entered the military service of the United States. During the Korean War, they served in the Army, Marine Corps, Air Force, nNavy, and cCoast gGuard.

The most dramatic contribution from Hispanic Americans to the defense of the United States may have come from the small town of Silvis, Illinois. This town’s Second Street, which ran less than 2

Replaces general words with more specifi c words

Specifi es Hispanic American immigrants to clarify the topic

Eliminates passive voiceDeletes unnecessary words

Inserts however to signal a change in direction

Inserts topic sentence and starts new paragraph about womenSpells out the numbertwo hundredEliminates unnecessary detail

Capitalizes proper nounsAdds Hispanic Americans to clarify topicMakes clear which town’s Second Street



two blocks, sent 84 eighty-four Mexican-American men to fight in World War II, the Korean War, and the Vietnam War. The two Sandoval families living on the block sent 13 thirteen men. 3 Three of them did not come back. In all, 8 eight valiant men from this tiny neighborhood died serving their country. In their honor, Second Street was renamed Hero Street.

These heroes are among the many examples of immigrants who have served in the armed forces. When people talk about the contributions of immigrants to the United States, they must not forget the sacrifices that Hispanic Americans have made in defense of freedom.

Grammar & Style: Numbers

When you use numbers in writing, follow these general guidelines:• Use words to express numbers that can be written in one or two words; use numerals

to express numbers that will take three or more words.• Use one style or the other—all words or all numerals—to express related numbers.

Examples We have three weeks to get ready for the big exams. Each exam is worth two hundred points. A score between 180 and 200 points is needed to earn an A.

Also use words for a number that begins a sentence.

Example One hundred fifteen students turned out for special exam-preparation classes.

Exercise: Circle the correct form of the number in each of the following sentences.1. We made (6, six) attempts at cracking the code.2. (125, One hundred twenty-five) students were selected.3. Between (2,000, two thousand) and (2,500, two thousand, five hundred) people

attended the rally.4. It should take (40, forty) or (45, forty-five) minutes to get there.

Now go back to your revised draft and look at each number. See if you used numerals and spellings appropriately. If not, make the changes needed.

Proofread Your Draft

After you have finished marking up your report, proofread it to check your spelling, punctuation, and grammar for errors. You may have spotted these kinds of errors already in evaluating your draft, but look specifically for them in a separate round of proofreading.

Spells out numbers

Adds a conclusion that restates the thesis and provides closure



WRITING RUBRIC

Create Your Final Draft

Retype or rewrite the whole report, incorporating all the changes you marked in revising. Then check the accuracy of your changes by doing another final proofread.

Also reread your report and ask yourself if it meets the requirements for a quality expository report using facts, as listed in the Writing Rubric on the next page. Check off each item that applies to your report.

Did you check off each item? If not, consider making additional changes to your report.

Writing Follow-Up

Publish and Present

• Share your report with individuals who might hold a different view on the subject. Discuss your opposing views, or hold a debate in which each side presents a case for their perspective.

• Research the opposite view on your topic to see what the other side says. For example, find out what pesticide manufacturers say about the impact of their products on wildlife.

Reflect

• Find the name of an organization that is concerned with the issue you wrote about in your report. Make a phone call or write a letter to that organization and ask how you can support their cause.

• What information-gathering and writing techniques did you use in this assignment that you might use in others?

A successful expository report has these qualities: opens with an attention-getting question, statement, or fact clearly states the thesis, or main idea, in the introduction has body paragraphs that are presented in a logical order introduces the main idea of each paragraph in a topic sentence uses verifiable facts to support the topic sentence expresses numbers in the appropriate numeral and spelled-out forms uses correct spelling, punctuation, grammar, and word usage ends by restating the thesis and providing a sense of closure


CONTENTS

UNIT 1: Fiction English, Reading, and Writing: ACT Format, Practice Test A English, Reading, and Writing: ACT Format, Practice Test B

UNIT 2: Nonfiction Critical Reading and Writing: SAT Format, Practice Test A Critical Reading and Writing: SAT Format, Practice Test B

UNIT 3 Poetry English, Reading, and Writing: ACT Format, Practice Test A English, Reading, and Writing: ACT Format, Practice Test B

UNIT 4: Drama Critical Reading and Writing: SAT Format, Practice Test A Critical Reading and Writing: SAT Format, Practice Test B

UNIT 5: Folk Literature English, Reading, and Writing: ACT Format, Practice Test A English, Reading, and Writing: ACT Format, Practice Test B

UNIT 6: Independent Readings Critical Reading and Writing: SAT Format, Practice Test A Critical Reading and Writing: SAT Format, Practice Test B

82 Exceeding the Standards: Test Practice — SAMPLER © EMC Publishing, LLC


83Exceeding the Standards: Test Practice — SAMPLER© EMC Publishing, LLC

UNIT 1: FICTION

ACT Format: English, Reading, and Writing

PRACTICE TEST A

English

DIRECTIONS: The following passage is divided into numbered sections. In each section, specific words and phrases are underlined. To the right of each section are several alternatives for the underlined text. In each case, choose the alternative that best expresses the idea, that makes the text correct according to the conventions of standard written English, or that best fits the style and tone of the complete passage. If the original underlined text is better than any of the alternatives, choose “NO CHANGE.” For each question, choose the best alternative and fill in the corresponding oval on the answer sheet. Read through the entire passage once before you begin answering the questions. Also be sure to read each numbered section in full before answering the corresponding question. Consider each underlined word or phrase within the context of the complete section.

The History of Environmental Awareness

[1]

In the nineteenth century when the population of the United States

was relatively low and the amount of land and resources seemed

unlimited, farmers frequently exhausted the fertility of the soil and

then moved on.

[2]

Rivers were used as sewers and receptacles of industrial waste.

In the 1930s and again in the 1950s, the Cuyahoga River in

Cleveland Ohio caught on fire from burning chemical waste.

[3]

By the 1960s, Americans were starting to recognize environmental

issues. In 1962, Rachel Carson a marine biologist published the

book Silent Spring, which described the disastrous effects of

agricultural pesticides on animal life.

1. A. NO CHANGE B. century, when the C. century, the D. century the

2. F. NO CHANGE G. , Cleveland, Ohio, H. Cleveland, Ohio J. Cleveland, Ohio,

3. A. NO CHANGE B. Carson a marine

biologist, published C. Carson, a marine

biologist, published D. Carson (a marine

biologist), published

1

2

3

Name: ____________________________________________________ Date: __________________


84 Exceeding the Standards: Test Practice — SAMPLER © EMC Publishing, LLCUNIT 1

[4]

In 1968, when Apollo 8 astronauts sent back photos of Earth from

space, millions of Americans recognized the beauty of their planet

and were becoming aware of the importance of preserving it.

[5]

In late 1969 Gaylord Nelson a senator from Wisconsin and long-

time conservationist, proposed the idea of dedicating a day to

environmental awareness.

The first Earth Day was held on April 22, 1970.

Reading

DIRECTIONS: The passage in this section is followed by several questions. Read the passage and then choose the best answer to each question. Fill in the corresponding oval on your answer sheet. Refer to the passage as much as needed while answering the questions.

PROSE FICTION: This passage is an excerpt from Edgar Allan Poe’s short story “The Pit and the Pendulum.”

I was sick—sick unto death with that long agony; and when they at length unbound me, and I was permitted to sit, I felt that my senses were leaving me. The sentence—the dread sentence of death—was the last of distinct accentuation which reached my ears. After that, the sound of the inquisitorial voices seemed merged in one dreamy indeterminate hum. It conveyed to my soul the idea of revolution—perhaps from its association in fancy with the burr of a mill wheel. This only for a brief period; for presently I heard no more. Yet, for a while, I saw; but with how terrible an exaggeration! I saw the lips of the black-robed judges. They appeared to me white—whiter than the sheet upon which I trace these words—and thin even to grotesqueness; thin with the intensity of their expression of firmness—of immovable resolution—of stern contempt of human torture. I saw that the decrees of what to me was Fate were still issuing from those lips. I saw them writhe with a deadly locution. I saw them fashion the syllables of my name; and I shuddered because no sound succeeded. I saw, too, for a few moments of delirious horror,

4. F. NO CHANGE G. recognized the beauty of

their planet and became aware

H. recognized the beauty of their planet, and became aware

J. were recognizing the beauty of their planet and were becoming aware

5. A. NO CHANGE B. In late 1969 Gaylord Nelson C. In late 1969, Gaylord Nelson D. In late 1969, Gaylord

Nelson, 6. A. NO CHANGE B. first Earth day C. First Earth Day D. first earth day

4

5

6

5

10

15


85Exceeding the Standards: Test Practice — SAMPLER© EMC Publishing, LLC UNIT 1

the soft and nearly imperceptible waving of the sable draperies which enwrapped the walls of the apartment. And then my vision fell upon the seven tall candles upon the table. At first they wore the aspect of charity, and seemed white slender angels who would save me; but then, all at once, there came a most deadly nausea over my spirit, and I felt every fiber in my frame thrill as if I had touched the wire of a galvanic battery, while the angel forms became meaningless specters, with heads of flame, and I saw that from them there would be no help. And then there stole into my fancy, like a rich musical note, the thought of what sweet rest there must be in the grave. The thought came gently and stealthily, and it seemed long before it attained full appreciation; but just as my spirit came at length properly to feel and entertain it, the figures of the judges vanished, as if magically, from before me; the tall candles sank into nothingness; their flames went out utterly; the blackness of darkness supervened; all sensations appeared swallowed up in a mad rushing descent as of the soul into Hades. Then silence, and stillness, and night were the universe.

20

25

30

35

1. Which of the following best describes the situation of the speaker in this passage?

A. He is a prisoner who has been sentenced to death.

B. He is having a nightmare about being executed.

C. He is a judge who has sentenced someone to death.

D. He is observing someone else’s execution.

2. What is the main mood of this excerpt?

F. dark and dreamlike G. inspiring H. sad and lonely J. peaceful

3. As used in line 18, the word locution means A. force. B. announcement. C. pain. D. torture.

4. In paragraph 2, Poe’s description of the judges suggests that they are

F. wise and cautious. G. cruel and evil. H. agents of death. J. agents of mercy.

5. Which of the following descriptions best captures the author’s tone?

A. angry and vengeful B. lighthearted and happy C. emphatic and apprehensive D. academic and matter of fact

6. What technique does Poe use here that contributes to creating BOTH the mood and the tone? F. dramatic irony G. onomatopoeia H. repetition J. foreshadowing


86 Exceeding the Standards: Test Practice — SAMPLER © EMC Publishing, LLCUNIT 1

Writing

DIRECTIONS: Think carefully about the issue presented in the following excerpt and assignment below. You have 20 minutes to write your response to the prompt.

The outcome of the Aesop’s fable “The Tortoise and the Hare” suggests that “Slow and steady wins the race.” Some people agree with this belief, suggesting that being thorough and working steadily toward a goal will ensure success. Others argue that in today’s fast-changing world, doing things quickly and with flash or style is more important. In general, whom do you think will do better in high school: the student who is thorough and steady or the one who is fast and flashy?

In your essay, take a position on this question. You may write about either of the two viewpoints given, or you may provide a different viewpoint on this question. Use specific reasons and examples to support your position.


CONTENTS

UNIT 1: Fiction Identifying and Describing Settings

UNIT 2: Nonfiction In-Depth Study of a Primary Source

UNIT 3: Poetry Selecting and Comparing a Poet’s Works

UNIT 4: Drama In-Depth Study of a Play and Its Criticism

UNIT 5: Folk Literature Understanding Context: Historical Fiction and Fantasy

UNIT 6: Independent Reading Tomorrow’s Issues: Research and Explanation

88 Exceeding the Standards: Literature & Reading — SAMPLER © EMC Publishing, LLC


89Exceeding the Standards: Literature & Reading — SAMPLER© EMC Publishing, LLC

UNIT 1: FICTION

Identifying and Describing Settings: Memorable First Paragraphs

Build BackgroundMemorable works of fiction have memorable beginnings. A powerful opening paragraph can prepare the reader, on many levels, for what he or she will experience in the rest of the work. A good opener creates interest and draws the reader into the story. In sum, it creates expectations by planting the seeds of the larger concepts that will develop as the story unfolds. Because a short story must develop within a limited number of pages, creating a strong opener is one of the keys to crafting a successful work. Many short stories begin with a vivid description of setting, establishing the time and place in which the action will unfold.

Get StartedIn this activity, you will analyze how a strong first paragraph contributes to the setting in a short story. To begin, reread the first paragraph of “The Scarlet Ibis,” by James Hurst, which relates the story’s setting using powerful imagery:

It was in the clove of seasons, summer was dead but autumn had not yet been born, that the ibis lit in the bleeding tree. The flower garden was stained with rotting brown magnolia petals and ironweeds grew rank amid the purple phlox. The five o’clocks by the chimney still marked time, but the oriole nest in the elm was untenanted and rocked back and forth like an empty cradle. The last graveyard flowers were blooming, and their smell drifted across the cotton field and through every room of our house, speaking softly the names of our dead.

Also review the Sensory Details Chart on pages 106–107 of your textbook, which was suggested as a way to record details about the setting of the story. Next, choose a short story for your own analysis. Select one of the following stories from Unit 1 (or another with your teacher’s permission):

• “The Interlopers,” by Saki (pages 15–21)• “American History,” by Judith Ortiz Cofer (pages 121–128)• “The Ravine,” by Graham Salisbury (pages 154–160)• “The Man Said to the Rain Clouds,” by Leslie Marmon Silko (pages 183–187)

__________________________________________________________________

Circle your choice from the titles and authors listed above, or write in the title and author in the blank line provided. Read the opening paragraph of the story several times to get a sense of the setting. Consider what details are provided about the time and place. Ask questions such as these:

Name: ____________________________________________________ Date: __________________


90 Exceeding the Standards: Literature & Reading — SAMPLER © EMC Publishing, LLCUNIT 1

• What is the time of year or the season? What is the time of day? Is the story set in the past or the future?

• Where does the story take place? In the country? In the city? In a specific location, such as a room or garden?

• What is the weather? Is it sunny or cloudy? Is it raining or snowing?• What other events or conditions contribute to the setting? For instance, does the

story occur during a revolution or war?

On a sheet of paper, prepare a chart to record these details about setting. At the top of the paper, create four or five columns. Label the first column “Text Passage.” Label the other columns with general categories of details, such as “Time” and “Place”; choose labels that fit the types of details in the story you selected. Follow the format of this sample chart:

Setting Analysis Chart

Text Passage Time Place Weather Other Conditions

First paragraph

In column 1 of the first row, write “First paragraph.” Then fill in the remaining columns of this row with the details about setting from that first paragraph. Also pause for a moment to think about the mood created by this first paragraph. Recall that the mood is the emotion created in the reader by part or all of a literary work. Jot down a word or two to describe how the opening paragraph makes you feel. Now read the rest of the short story. Stop and examine every passage that reveals more details about the setting. Record the page number of each passage in column 1 of the chart, and then record the details it contains in the remaining columns. Finish reading the story and filling in the chart in this manner, making the chart as long as necessary. When you finish reading the story, pause again to think about the mood. How do you feel at the end of the story? Jot down a few words to describe the mood created by the entire story.

Write a Short EssayUsing the information recorded in your chart, write a short essay analyzing how well the first paragraph of the short story establishes the setting and mood of the story. Consider questions such as these:

• How did the first paragraph draw you in and get you interested in reading the story?

• How were the details about setting in the opening paragraph important to understanding the rest of the story?

• What mood was created in the first paragraph? How was it created? How was that mood maintained through the rest of the story?

• What did you expect from the story based on the description of setting and creation of mood in the first paragraph?

• Did the story live up to your expectations? If so, how? If not, how did it differ?

In the conclusion of your essay, discuss the importance of the opening paragraph of a short story. What does your analysis suggest about how a great story accomplishes what it does in relatively few pages?


CONTENTS

UNIT 1: Fiction

Thank You, M’am, Langston Hughes Collaborative Learning: Newspaper ArticleThe Most Dangerous Game, Richard Connell Critical Literacy: Participate in a

Panel DiscussionThe Good Deed, Pearl S. Buck,

and Tears of Autumn, Yoshiko Uchida Lifelong Learning: Research ImmigrationThe Scarlet Ibis, James Hurst Media Literacy: Create a Public Health

Announcement

UNIT 2: Nonfiction

The Teacher Who Changed My Life, Nicholas Gage Collaborative Learning: Create an Advertising Campaign

I Have a Dream, Martin Luther King Jr. Critical Literacy: Identify AllusionsTrapped New Orleans Pets Still Being Rescued, Laura Parker and Anita Manning Lifelong Learning: Research Volunteer OrganizationsFuror Scribendi, Octavia Butler, and

How to Write a Letter, Garrison Keillor Media Literacy: Research Historic Letters

UNIT 3: Poetry

BEWARE: Do Not Read This Poem, Ishmael Reed Media Literacy: Present an Oral Interpretation Gifts and To the Oak, Shu Ting Lifelong Learning: Research the Misty Poets

Ballad of Birmingham, Dudley Randall Collaborative Learning: Research the 1963 Church BombingThe Universe, May Swenson Critical Literacy: Discuss the Poem’s Questions

UNIT 4: Drama

The Inspector-General, Anton Chekhov Critical Literacy: Analyze Author’s ApproachThe Inspector-General, Anton Chekhov Lifelong Learning: Research Author’s LifeThe Tragedy of Romeo and Juliet,

William Shakespeare Collaborative Learning: Counsel RomeoThe Tragedy of Romeo and Juliet,

William Shakespeare Media Literacy: View a Film and Write a Film Review


The Story of Daedalus and Icarus, from Metamorphoses, Ovid, trans. Rolfe Humphries Media Literacy: Find Media Literacy to Mythology The Silver Pool, Ella Young Critical Literacy: Compare Legends and Myths

The White Snake, Jacob and Wilhelm Grimm Lifelong Learning: Bring Medieval Europe to Lifefrom The Odyssey (Part 1), Homer,

trans. Robert Fitzgerald Collaborative Learning: Explore the Technology of Ancient Greece

92 Exceeding the Standards: Extension Activities — SAMPLER © EMC Publishing, LLC


93Exceeding the Standards: Extension Activities — SAMPLER© EMC Publishing, LLC UNIT 1

UNIT 1: FICTION

Thank You, M’am, page 5

Collaborative Learning Activity, page 11

Newspaper Article Pretend you are a reporter describing the “attempted robbery” of Mrs. Jones. With a classmate, create a newspaper article that answers the questions who, what, when, where, why, and how.

Build Background

Journalism is the gathering, writing, editing, and presenting of news in print (newspapers and magazines) and on electronic media (television, radio, and the Internet). Journalists often use a questioning strategy called the five Ws and an H to report the essential facts—the who, what, when, where, why, and how—of a news event. The chart below shows some examples of the questions journalists ask when investigating a news story.

THE FIVE WS AND AN HWho? Where?

Who is involved?Who is aff ected?

Where did (or will) the event occur?Where did the event or problem origi-

nate?

What? Why? What happened (or will happen)?What are the long-term or short-term

eff ects?What does the reader need to know to

understand the story?

Why did the event occur?Why did the problem or issue develop

the way it did?Why is this event an issue or problem?

When? How? When did the event occur?When did the issue or problem

develop?When is action needed or when will it

happen next?

How did this happen?How does it aff ect other people?How has it been solved or how can it be

solved?

After gathering information, the journalist writes the news story using the inverted pyramid, a traditional form of reporting that puts the most important news at the top, or beginning, of the story (including the headline), and ends with the least important news. This form was developed as a way to give readers the most important news first. Using the inverted pyramid also helps newspaper editors shorten stories that are too long by cutting information from the bottom up. Inverted pyramid.

Name: ____________________________________________________ Date: __________________


UNIT 194 Exceeding the Standards: Extension Activities — SAMPLER © EMC Publishing, LLC

Get Started

Adapt the questions in the Five Ws and an H chart above into questions you would like to ask Roger or Mrs. Jones. On your own paper, write two specific interview questions for each W and H question. Leave space below each question to write in the answer; use the sample below as a model for setting up your interview sheet.

Sample Interview Questions/Answers

Who?

Question:

Answer:

Question:

Answer:

Then collaborate with your partner to conduct the interview, one of you taking the role of journalist and the other taking the role of Mrs. Jones or Roger. During the interview, the person playing the journalist should record the interviewee’s responses. The journalist should summarize or paraphrase responses that provide general information or minor details and quote responses that capture elements of the story in a particularly informative or vivid way. Either way, the journalist should be sure to record the interviewee’s responses accurately.

Write the News Story

After completing the interview, write your news story using the inverted pyramid form. Start with the most important who, what, when, where, why, or how detail—what readers will want to know first. Organize all the information in the story from most important to least important. Also provide a headline for your story.

Be sure to include at least one direct quotation in your story. Review your notes and identify a comment from the interviewee that gives real insight into what happened.

EVALUATE YOUR WORK Collaborative Learning: News Article

Evaluate your news article based on these elements:❏ five Ws and an H questioning strategy used appropriately ❏ interviewee’s responses recorded accurately❏ news story uses inverted pyramid form❏ news story includes at least one quotation ❏ partners worked well together

For more on using quotations, see Language Arts Handbook 3.15, Punctuation: Quotation Marks.

For more on summarizing, paraphrasing, and quoting, see Language Arts Handbook 5.6, Documenting Sources.

For more on interviewing, see Language Arts Handbook 7.5, Conducting an Interview.


96 © EMC Publishing, LLCExceeding the Standards: Special Topics — SAMPLER

CONTENTS

UNIT 1: Fiction

Understanding Computers Looking at Your Character Creating a Digital Portfolio, I

UNIT 2: Nonfiction

Doing Your Own Research Becoming a People Person Creating a Digital Portfolio, II

UNIT 3: Poetry

Publishing Original Documents Appreciating Diversity Creating a Digital Portfolio, III

UNIT 4: Drama

Working with Media Communicating Effectively Creating a Digital Portfolio, IV


Creating Websites Becoming a Leader Creating a Digital Portfolio, V


Integrating Technology Getting Involved in Service Learning Creating a Digital Portfolio, VI


97© EMC Publishing, LLC Exceeding the Standards: Special Topics — SAMPLER

UNIT 1: FICTION

Looking at Your Character

You met a variety of characters in Unit 1, from the fourteen-year-old Roger, who tries to steal a purse; to the adventurous big-game hunter Rainsford, who scrambles to stay alive; to a chess prodigy in San Francisco’s Chinatown, whose toughest opponent is her own mother. You also studied how and why authors develop their characters. The word character has another meaning. We often speak of someone as a person of character. This is a person who leads his or her life in an admirable way. It is someone who is ethical and moral and has traits that most people agree are good and noble. Many of the characters in Unit 1 exhibit these qualities—such as bravery, fairness, perseverance, and honesty. How would you rate your own character? Are you as kind and forgiving as Mrs. Jones in “Thank You, M’am”? Can you persevere in difficult circumstances in the way that Rainsford did? Do you have Waverly’s patience and self-control?

Rate yourself on each of the character traits listed below by putting a check mark in the appropriate box. Then answer the questions that follow the chart.

Character Trait NeverExhibitThis Quality

Rarely ExhibitThis Quality

SometimesExhibit This Quality

Often ExhibitThis Quality

Honesty

Fairness

Concern for others

Perseverance

Courage

Self-discipline

Trust

Responsibility

Respect

Name: ____________________________________________________ Date: __________________


98 © EMC Publishing, LLCUNIT 1 Exceeding the Standards: Special Topics — SAMPLER

For which of these qualities would you most like to improve? How might you go about making this improvement? Name the quality and write a sentence or two describing your plan for enhancing your behavior with regard to this trait.

Pick one character from any story in Unit 1. Explain why you think this character could be a role model for someone trying to become a person of high character.


100 © EMC Publishing, LLCProgram Planing Guide — SAMPLER

CONTENTS OverviewPacing GuideReadability GuideAlternative Teaching OptionsForms for Student and Classroom Use

Lesson PlansUnit: 1 Fiction Introduction to Fiction GUIDED READING Thank You, M’am, Langston Hughes Understanding Plot The Interlopers, Saki / A Poison Tree, William Blake GRAMMAR & STYLE—Subject and Verb Agreement The Most Dangerous Game, Richard Connell VOCABULARY & SPELLING—Context Clues DIRECTED READING Blues Ain’t No Mocking Bird, Toni Cade Bambara The Cask of Amontillado, Edgar Allan Poe Understanding Character Destiny, Louise Erdrich The Good Deed, Pearl S. Buck / Tears of Autumn, Yoshiko Uchida Understanding Setting The Scarlet Ibis, James Hurst American History, Judith Ortiz Cofer / TV Coverage of JFK’s Death Forged

Medium’s Role, Joanne Ostrow

VOCABULARY & SPELLING—Denotation and Connotation GRAMMAR & STYLE—Sentence Variety Understanding Theme The Gift of the Magi, O. Henry / The Necklace, Guy de Maupassant INDEPENDENT READING Reading Fiction Independently The Ravine, Graham Salisbury The Vision Quest, Lame Deer The Sniper, Liam O’Flaherty Rules of the Game, Amy Tan / The Rules of Chess The Man to Send Rain Clouds, Leslie Marmon Silko / Without Title, Diane Glancy FOR YOUR READING LIST SPEAKING & LISTENING WORKSHOP—Deliver a Narrative Presentation WRITING WORKSHOP—Expository Writing: Character Analysis TEST PRACTICE WORKSHOP—Reading Skills: Make Inferences / Writing Skills:

Reflective Essay / Revising and Editing Skills


101© EMC Publishing, LLC Program Planing Guide — SAMPLER

UNIT 1: FICTION

Thank You, M’am, pages 5–11

At a Glance

Reading Model

• Reading Level: Easy• Difficulty Consideration: Unexpected events• Ease Factors: Dialogue; few characters

Pacing

• Regular Schedule: 2 days• Block Schedule: 1 day

Objectives

• recognize how experiences shape a person’s attitudes and choices. • read, interpret, analyze, and evaluate a story in which a character learns a lesson

about life.• apply reading strategies and skills before, during, and after reading a literature

selection.• define character and recognize its use in the selection.• write a narrative paragraph and a character description.• write a newspaper article and give an author presentation.

BEFORE READING, pages 4–5Focus and MotivateChoose from the following activities to introduce the lesson:____ Launch the Lesson, ATE page 5____ Build Background: KWL Chart, Meeting the Standards____ Build Background Reader’s Context question, SE page 5____ Introduce Mirrors & Windows question, ATE page 6

Preview the ModelWalk-through the Before Reading section of the Fiction Reading Model on page 4.Introduce the key concepts by previewing the material on the Before Reading page. Choose from the following activities to apply these skills:____ Analyze Literature: Character: Character Chart, Meeting the Standards____ Use Reading Skills: Determine the Importance of Details Chart, Meeting the

Standards____ Preview Vocabulary, Meeting the Standards

Name: ____________________________________________________ Date: __________________

L E S S O N P L A N


102 © EMC Publishing, LLCUNIT 1 Program Planing Guide — SAMPLER

DURING READING, pages 6–10Teach the ModelReview the During Reading Section of the Fiction Reading Model on page 4. Assign students to read the selection on pages 6–10. Model the following reading strategies and literary elements during reading:____ Use Reading Strategies: Visualize, SE page 6–10____ Analyze Literature: Character, Meeting the Standards____ More About the Author, ATE SE page 7____ Use Reading Strategies: Predictions Chart, Meeting the Standards____ Use Reading Strategies: Determine Importance of Details, SE page 9____ Use Reading Strategies: Make Inferences, ATE page 9____ Analyze Literature: Conflict, ATE page 9

Make ConnectionsChoose from the following activities or background information to make connections during reading:____ Art Connection and Art Activity, ATE page 8____ Connecting with Literature: Social Studies, ATE page 9 ____ Critical Thinking: Discussion Guide, ATE page 10____ Connecting with Literature: Humanities, ATE page 10____ Use Reading Strategies: Make Connections, Meeting the Standards

Differentiate Instruction

Consider the following alternative teaching options to differentiate instruction:

Developing Readers:____ Reading Proficiency, ATE page 7____ Set Purpose Mini-Lesson, Differentiated Instruction for Developing Readers____ Audio Recording, EMC Audio Library

English Language Learners: ____ English Language Learning, ATE page 6 ____ Determine the Importance of Details, Differentiated Instruction for English

Language Learners

Advanced Students:____ Enrichment, ATE page 7____ Historical Context Project, Differentiated Instruction for Advanced Students

Learning Styles:____ Learning Styles: Auditory / Visual / Kinesthetic, ATE page 8


103© EMC Publishing, LLC Program Planing Guide — SAMPLER UNIT 1

AFTER READING, page 11Review the Model

Review the After Reading section of the Fiction Reading Model on page 4. Use the following activities to review the lesson:____ Refer to Text, Meeting the Standards____ Reason with Text, Meeting the Standards____ Analyze Literature: Character, Meeting the Standards

Extend the Text

Consider assigning one or more of the following writing assignments and extension activities:____ Creative Writing: Narrative Paragraph, SE, page 11 ____ Creative Writing: Narrative Paragraph, Meeting the Standards____ Descriptive Writing: Character Description, SE page 11____ Collaborative Learning: Newspaper Article, SE page 11____ Critical Literacy: Author Presentation, SE page 11

Assess

Administer one or both of the following assessment tools: ____ Selection Quiz, Meeting the Standards____ Lesson Test, Assessment Guide

Technology Tools

Enhance the lesson with one or more interactive activities offered in the following technology supplements:

EMC Launchpad

Interactive Annotated Teacher’s Edition on CD

Interactive Student Text on CD

Interactive Student Text Online

ExamView® Assessment Suite on CD

ETS Online Criterion-Based Essay Grader

Mirrors

&Windows Visual Teaching Package

Audio Library

E-Library

mirrorsandwindows.com


WWY221106
