Lesson Test - EMC Publishing

Transcription

Name: ____________________________________________________ Date:
Datee: __________________
___________________________
Thank You, M’am, page 4
Lesson Test
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.”
© EMC Publishing, LLC
001-032_Gr09_Sampler_NAT.indd 1
Assessment Guide — SAMPLE
LEVEL IV, UNIT 1
1
1/8/09 4:55:19 PM
Name: ____________________________________________________ Date:
Date
te: __________________
__________
____
_______________
Historical Context Project: The Harlem Renaissance
Build Background
The author of “Thank You, M’am,” Langston Hughes, is one of several African
Americans whose artistic and intellectual talents were recognized during a period
in history known as the Harlem Renaissance. Spanning the decade of the 1920s,
the Harlem Renaissance began when blacks living in the heart of New York City,
Manhattan, fled to the northern reaches of the city to escape rising real estate costs
and racial tensions. The northern end of the city was known as Harlem, and this
two-square-mile neighborhood became the epicenter of a cultural explosion among
African Americans.
In Harlem, African Americans, after years of oppression, found their voice
and shared their stories through music, dance, art, theater, and literature. People
like Duke Ellington, Josephine Baker, Countee Cullen, Louie Armstrong, Langston
Hughes, Aaron Douglas, and Sarah Vaughn became well-known both inside and
outside Harlem as these individuals—and many other literary, musical, and visual
artists—fostered pride in the African-American culture and experience.
Assignment
Your class will create a living museum that represents the literature, music and dance,
theater, and visual arts of this period. A living museum offers visitors an opportunity
to experience the history and culture of a particular time by taking a self-guided tour
through a series of vignettes or brief scenes acted out by people dressed for their roles.
You will work as a member of a large assigned group to create a vignette for the
Harlem Renaissance in one of these four areas: Literature, Visual Arts, Music and
Dance, and Theater. Each vignette will then be set up so that visitors will be able to
experience a night in Harlem in the 1920s.
Get Started
To get started, you and the other members of your group will need to discuss the
following project requirements:
• Each vignette requires a backdrop or background setting that represents not only
your cultural aspect of the Harlem Renaissance but also a landmark location
where people would go to enjoy that genre of art. (You will find a map of Harlem
and information on Harlem landmarks in several resources.) This backdrop
should be large, freestanding, and interesting. You may want to draw a mural
and reserve some space to hang up drawings, posters, applicable
quotations, or photographs that are pertinent to your cultural focus.
• Each vignette should spotlight three prominent figures in your genre of art.
You will need to include photographs of these figures, background information
on their lives, and examples of their celebrated works.
033-080_Gr09_Sampler_common.indd 33
Differentiated Instruction for Advanced Students — SAMPLE
LEVEL IV, UNIT 1
33
11/21/08 3:27:38 PM
• Each vignette needs a recorded narration that will serve as a guide to
visitors as they visit your area. This narration should give an eight- to
ten-minute overview of the cultural aspect you are spotlighting and
should be prerecorded so that visitors can access the recording in the
vignette. You may add any music or special effects to your recording as long
ng
as the narration remains clear and easy-to-follow. The opening line of yourr
narration should begin by identifying the building that the backdrop depicts:
“The building that you are in, ____________, is a famous building in Harlem
because _____________________.” The narration should then proceed to the
overview of the cultural focus.
• Each vignette should include a performance that represents the genre of art
and that visitors can enjoy during their self-guided tour. Find places in your
recorded narration where the narration stops and the live performance begins.
This performance could include readings, musical numbers, dance movements,
theater scenes, and so on. Be creative in what you choose to perform.
• The performers in your vignette should be wearing fashions from the 1920s era.
There are several online resources that discuss popular fashions at that time,
including flapper dresses, knickers, and jazz suits. Be sure to pay attention to
hairstyles and accessories as your group recreates the fashion scene in your vignette.
Your group will need to do research both in the library and online on your
cultural focus. You will find that there is an abundance of materials on the Harlem
Renaissance, so be sure to cull your information from reputable books, magazines,
and websites. Assign areas of research to different group members, including the
three notable figures and the location for the backdrop.
Connect and Create
Now that your group has gathered the necessary materials, have your group
establish roles to assemble the material into a polished presentation. Below are
some suggested roles:
• Writers: These members will synthesize the gathered information and write the
script for the recorded narration.
• Artists: These members will draw the backdrop mural as well as draw and/or
gather any visual materials that will be displayed on the backdrop.
• Costumers/Performers: These members will locate or assemble any necessary
costumes and accessories that they will wear in their performance. They will also
need to choreograph the performance and practice their parts
• Assemblers: These members will assemble the vignette by displaying
representative objects, posting visual materials, and setting up the backdrop.
• Audio technicians: These members will record the narration by reading the
written script and adding any special effects and music that enhance the story line.
Check and Reflect
Your group should perform a trial run of their segment of the living museum. Be
sure that the audio is clear and easy to follow and that the performance is smoothly
incorporated into the narration. Performers should stand “frozen” within the
vignette until the narration stops, signaling the start of their performance, and then
“freeze” again when their performance is finished.
Publicize your living museum by advertising in posters, parent and school
newsletters, flyers, and local newspapers. Vote on a title for the living museum with
the rest of your classmates. Use this title in your advertisements.
34
LEVEL IV, UNIT 1
Differentiated Instruction for Advanced Students — SAMPLE
11/21/08 3:27:40 PM
Name: ____________________________________________________ Date:
Date
te: __________________
___
___
___
____
____
____
____
____
____
_ ____
___
__
BEFORE READING
, page 9
A Short Story by
Langston Hughes
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 CONNECTIONS
When 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: Character
A 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.
Differentiated Instruction for ELL — SAMPLE
LEVEL IV, UNIT 1
35
11/21/08 3:27:40 PM
USE READING SKILLS
Determine the Importance of Details
As 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
• large, strong
• older woman
Roger
• age 14 or 15
• tries to steal
• AfricanAmerican
36
LEVEL IV, UNIT 1
11/21/08 3:27:41 PM
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 Context
Read to see how the key
word or phrase can be
used in a sentence.
full blast
idiom
The boy ran away full
blast, like a rocket
taking off.
Some things that can go full
blast are…
Grandpa was too frail
to walk, so he used a
wheelchair.
The opposite of frail is …
Three players made a
dash for the ball, but
only one caught it.
You might make a dash
for…
Our band teacher asked
us to look presentable
for the concert.
A person should look
presentable when…
The street was barren
and dull; no spot of
color or liveliness could
be seen anywhere.
In a barren field, you would
not see…
1
2
2
3
make a dash for it
idiom
1
2
3
presentable
pre • sent • a • ble
(pri zent> @ b@l)
noun
1
2
3
barren
bar • ren
(ber> @n)
adjective
1
2
3
Practice
Practice using the key words
and phrases by completing
the following sentences.
3
frail
frail
(fr6l)
adjective
1
Definition
Write down what you th
think
hhink
ink
the word or phrase means.
ans.
Then use a dictionary too
check your definition.
LEVEL IV, UNIT 1
37
11/21/08 3:27:41 PM
DURING READING
1
Note the Facts
A Short Story by
Langston Hughes
What does the boy try to steal?
S
What does the woman do to
him?
5
Build Vocabulary
10
Idioms Full blast (line 8)
means “at top speed.” Roger
wanted to run away at top
speed. What do you think turn
loose means (line 25)?
15
20
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.
25
he was a large woman with a large purse that had
everything 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.
Think and Reﬂect
What kind of person is Mrs. Jones? What might she do next?
1.
2.
3.
4.
38
LEVEL IV, UNIT 1
M’am. M’am or ma’am are short for “madam,” a polite term for addressing a woman
pocketbook. Purse or handbag
Yes’m. Yes, madam
You a lie! You’re a liar!
12/2/08 10:02:19 AM
“Then I won’t turn you
loose,” said the woman. She
hee
did not release him.
30
“Lady, I’m sorry,”
whispered the boy.
“Um-hum! And your
face is dirty. I got a great
mind to wash your face for
35 you. Ain’t you got nobody
home5 to tell you to wash
your face?”
Harlem, New York
“No’m,” said the boy.
“Then it will get washed this evening,” said the large woman
40 starting up the street, dragging the frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willowwild,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
45 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.”
50
“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
55 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
60 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 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
65 woman still had him by the neck in the middle of her room.
DURING READING
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.
frail (fr6l) adjective, not strong.
Build Vocabulary
Idioms What do you think
Mrs. Jones means when she
says “you got another thought
coming” (line 49)?
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
LEVEL IV, UNIT 1
39
12/2/08 10:06:03 AM
DURING READING
70
Read Aloud
Read aloud the dialogue
between Mrs. Jones and Roger
in lines 66–87. What surprising
thing does Roger do when Mrs.
Jones turns him loose?
75
80
85
Analyze Literature
Character What do Mrs. Jones
and Roger have in common?
What is the same about them?
Write this in your Venn Diagram.
90
She said, “What is your name?”
“Roger,” answered the boy.
“Then, Roger, you go to that sink an
and
wash
face,”
nd
dw
wa
ash yyour
ou
ur fa
ace
ce,,””
ce,”
said the woman, whereupon she turned
last.
d him loose
loose—at
see—a
—at
at la
llas
ast
st.
Roger looked at the door—looked at thee 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!
Think and Reﬂect
Why doesn’t Roger run?
The woman was sitting on the daybed.11 After a while she
95 said, “I were young once and I wanted things I could not get.”
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 have
11. daybed. Bed that can be used as a sofa during the day
40
LEVEL IV, UNIT 1
11/21/08 3:27:43 PM
100
105
110
115
120
125
130
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
12. as 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 refrigerators
13. He did not…trust him. He did not believe the woman would mistrust him again, but he
wasn’t sure.
DURING READING
pre
•
sent
•
a
•
ble
(pri zent> @ b@l) adjective, nice
enough to be shown to others.
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?
LEVEL IV, UNIT 1
41
12/3/08 9:08:08 AM
Build Vocabulary
What are devilish ways (lines
133–134)?
bar • ren (ber> @n) adjective,
having no life, animals, people, or
anything interesting.
42
LEVEL IV, UNIT 1
ways will burn your feet. I got to get my re
rrest
est n
now.
ow. Bu
Butt fr
ffrom
om
m
135 here on in, son, I hope you will behave yo
yyourself.”
ourse
selff.””
She led him down the hall to the front
door
opened
on
nt d
oor aand
oo
nd op
pen
ened
ned
ed it.
it
“Good night! Behave yourself, boy!” she said,
aid look
looking
okkin
ingg o
ou
out
ut in
into
to
the street as he went down the steps.
The boy wanted to say something other than, “Thank you,
140 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. ❖
W
DURING READING
&
IRRORS
W INDOWS
How do you think Roger might change
after meeting Mrs. Jones, and why?
12/2/08 10:08:58 AM
AFTER READING
G
READING CHECK
1. What happens when Roger tries to snatch
Mrs. Jones’s purse?
A. Two or three people catch him
B. Mrs. Jones pushes him and kicks him
C. 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 him
B. 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 hungry
B. He can’t find a job
C. 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 purse
B. 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 her
B. Roger is afraid that Mrs. Jones will call the
police on him
C. Roger hopes that Mrs. Jones will give him
money, and he won’t have to steal it
VOCABULARY
CHECK
1. After stealing Mrs
Mrs. Jones’s purse
purse, Roger
wants to take off “full blast.” What does it
mean to take off full blast?
A. sneak away without being seen
B. get away speedily
C. steal something from someone
2. Roger was “frail and willow-wild.” What is
another word for frail?
A. small
B. tall
C. 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 help
C. make up for what he did wrong
4. Mrs. Jones wants Roger to look presentable.
What does presentable mean?
A. honest
B. attentive
C. attractive
5. The stoop, or front step, of Mrs. Jones’s
building is barren. What does barren mean?
A. broken
B. empty
C. dirty
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.
LEVEL IV, UNIT 1
43
12/2/08 10:15:46 AM
AFTER READING
READING SKILLS
Determine the Importance of Details
1. Look at your diagram from page 36. 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.
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.
WORK TOGETHER
Reader’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.
44
UNIT 1
12/2/08 10:17:20 AM
Name: ____________________________________________________ Date:
Date
tee: __________________
__________
____
_______________
Guided Reading Questions
As you read the selection, write the answers to the questions below.
Page 6
1. What does the boy try to steal?
2. What does the intended victim do to him?
Page 7
3. What does Mrs. Jones ask the boy about his home?
Page 8
4. What does Mrs. Jones tell Roger to do?
5. What reason does Roger give for trying to steal money from Mrs. Jones?
6. How does Mrs. Jones respond to this?
Page 9
7. Where does Roger sit while Mrs. Jones prepares the meal? Why?
Page 10
8. What does Mrs. Jones give Roger?
9. About what does she warn him?
10. What does she hope?
Differentiated Instruction for Developing Readers — SAMPLE
LEVEL IV, UNIT 1
45
12/2/08 10:18:30 AM
Name: ____________________________________________________ Date:
e: ___
__________________
____
________
__________
____
___
__
Use Reading Strategies: Set Purpose
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).
46
LEVEL IV, UNIT 1
12/2/08 10:22:14 AM
After Reading
3. Reflect on what you learned.
Look at your notes and write a paragraph that describes your purpose and what youu
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?
________________________________________________________________________________
________________________________________________________________________________
LEVEL IV, UNIT 1
47
11/21/08 3:27:46 PM
Name: ____________________________________________________ Date:
e: ___
__________________
_____
_ _____
_ _______
____
___
__
LESSON 1
Word of the Week
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 the
Old French phrase mettre en
devoir, meaning roughly to
“do one’s duty” or “take on
responsibility.”
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: acute
Definition: characterized by sharpness or severity
Pronunciation: \ -kyüt´\
Origins: from Latin acutus, past participle of acuere to
sharpen, from acus, meaning needle
Sentence: When the soccer player injured his knee, he felt
acute pain.
Tip 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.
48
LEVEL IV, UNIT 1
Exceeding the Standards: Vocabulary & Spelling — SAMPLE
12/3/08 9:09:56 AM
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:
5 (the a sound in words like
Origins:
Example sentence:
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.
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.
Just for Fun
To write the
pronunciation of a word,
you need to use special phonetic
symbols. Each symbol stands for
a specific sound.
Tip
Exceeding the Standards: Vocabulary & Spelling — SAMPLE
Tip 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, 19
conscientious, 100
hysterical, 124
tyranny, 130
LEVEL IV, UNIT 1
49
11/21/08 3:27:48 PM
Name: ____________________________________________________ Date:
e: ___
__________________
_______
____
__________
____
___
__
LESSON 5
Common, Proper, Singular, and Plural Nouns
A 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
places
ideas
things
Stephan, editor, aunt, actor
homeland, Wrigley Field, St. Peter’s Basilica
prejudice, subtraction, boredom, plot
volleyball, song, trajectory, candle
Types of Nouns
Definition
Examples
common noun
names a person, place, idea, or thing
mother, garage, plan, flower
proper noun
names a specific 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 or
qualities
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
50
LEVEL IV, UNIT 1
Exceeding the Standards: Grammar & Style — SAMPLE
11/21/08 3:27:49 PM
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.
examples
common nouns
any 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
proper nouns
reporter, bridge, state
Sarah Smith, Golden Gate Bridge, Michigan
EXERCISE 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 88
Pearl S. Buck
LEVEL IV, UNIT 1
51
11/21/08 3:27:49 PM
EXERCISE 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
11. town
2. ballplayer
12. political party
3. region
13. army
4. county
14. newscaster
5. movie
15. artist
6. family
16. store
7. fictional character
17. university
8. ocean
18. building
9. island
19. band
10. poet
20. coach
EXERCISE 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.
52
LEVEL IV, UNIT 1
11/21/08 3:27:50 PM
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.
he word.
word
Most nouns can be made plural simply by adding -s to the end of the
The spelling of some nouns changes slightly when the words are made plural,
depending on how the word ends.
examples
plural nouns
For most nouns, to form the plural add –s to the end of the word.
camel = camels
path = paths
tray = trays
treatment = treatments
If a noun ends in s, sh, ch, x, or z, add –es.
lass = lasses
tax = taxes
scratch = scratches
sash = sashes
blitz = blitzes
If a noun ends in o preceded by a consonant, add –es.
tornado = tornadoes
portico = porticoes
motto = mottoes
potato = potatoes
If a noun ends in y preceded by a consonant, change the y to i and add –es.
fairy = fairies
penny = pennies
lady = 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 = lives
knife = knives
sheaf = sheaves
EXERCISE 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 99
Yoshiko Uchida
LEVEL IV, UNIT 1
53
11/21/08 3:27:51 PM
EXERCISE 5
Correcting Singular and Plural Nouns
For each singular noun in items 1–10, write the correct plural form. In items
f
11–20, correct any error in the plural nouns listed. Write correct if the plural form
is correct.
1. player
11. sopranoes
2. bush
12. platitudes
3. tomato
13. calfs
4. echo
14. canarys
5. fairy
15. shelfs
6. pharmacy
16. partys
7. dwarf
17. sheep
8. wife
18. mooses
9. wolf
19. geese
10. noose
20. bisons
EXERCISE 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.
54
LEVEL IV, UNIT 1
11/21/08 3:27:51 PM
Name: ____________________________________________________ Date
Date:
tee: ___________________
_________
____
________
____
_ __
Speaking & Listening Workshop, page 191
Deliver a Narrative Presentation
Select a Story
Choosing 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:
Now follow the instructions in this lesson and in the Speaking & Listening
Workshop on page 191 of your textbook to prepare and deliver your presentation.
Map Out the Story Line
Make 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.
Climax
Rising Action
Falling Action
Resolution
Exposition
Exceeding the Standards: Speaking & Listening — SAMPLE
LEVEL IV, UNIT 1
55
11/21/08 3:27:52 PM
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 Tone
Set 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.
56
LEVEL IV, UNIT 1
11/21/08 3:27:53 PM
Practice
Practice your presentation until you know the basic story line well.
You do not want to memorize the entire story. However, you do want
ze
to memorize certain lines to keep yourself on track. In general, memorize
pture a
the beginning and ending of the story, special words or phrases that capture
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 Narrative
Telling 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 Rubric
The Speaking and Listening Rubric on page 191 of your textbook can be used to
evaluate your presentation.
SPEAKING AND LISTENING RUBRIC
Your presentation will be evaluated on these elements:
Content
clear chronology—beginning,
middle, and end
strong opening and closing
sentences
vivid description
simple vocabulary and sentence
structure
Delivery and Presentation
appropriate volume, pace, and
enunciation
effective tone, intonation, and stress
effective nonverbal expression
LEVEL IV, UNIT 1
57
11/21/08 3:27:53 PM
Name: ____________________________________________________ Date:
e: ___
__________________
__________
__________
____
___
__
Expository Writing: 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
to pesticides is extremely difficult to determine because most deaths
go undetected.
58
LEVEL IV, UNIT 1
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.
Exceeding the Standards: Writing — SAMPLE
11/21/08 3:27:53 PM
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.
Another topic sentence
introduces the next paragraph.
Another fact reinforces
understanding of the issue.
Some verifiable 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.
Verifiable numbers are facts
that help explain.
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?
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.
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
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
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).
LEVEL IV, UNIT 1
59
11/21/08 3:27:54 PM
Identify two facts given in Deinlein’s article that do not involve numbers.
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.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Your Assignment
Write 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.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
60
LEVEL IV, UNIT 1
11/21/08 3:27:54 PM
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 furtherr
s
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.
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.
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.
LEVEL IV, UNIT 1
61
11/21/08 3:27:55 PM
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.
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.
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.
62
LEVEL IV, UNIT 1
11/21/08 3:27:55 PM
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?
LEVEL IV, UNIT 1
63
11/21/08 3:27:55 PM
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.
nce
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 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.
64
LEVEL IV, UNIT 1
11/21/08 3:27:56 PM
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.
LEVEL IV, UNIT 1
65
11/21/08 3:27:56 PM
REVISION CHECKLIST
Evaluate
Strengthen
Does your report begin with some sort
of attention-getter?
Add a question, statement,
t 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.
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,
66
LEVEL IV, UNIT 1
11/21/08 3:27:56 PM
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 specific words
Specifies Hispanic American
immigrants to clarify the topic
Eliminates passive voice
Deletes unnecessary words
Inserts however to signal a
change in direction
Inserts topic sentence and
starts new paragraph about
women
Spells out the number
two hundred
Eliminates unnecessary detail
Capitalizes proper nouns
Adds Hispanic Americans to
clarify topic
Makes clear which town’s
Second Street
LEVEL IV, UNIT 1
67
11/21/08 3:27:57 PM
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.
Spellss out numbers
Adds a conclusion that
restates the thesis and
provides closure
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.
68
LEVEL IV, UNIT 1
11/21/08 3:27:57 PM
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.
ts for
Also reread your report and ask yourself if it meets the requirements
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 RUBRIC
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
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?
LEVEL IV, UNIT 1
69
11/21/08 3:27:57 PM
Name: ____________________________________________________ Date: __________________
_________________
__________
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
circle 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.
Practice Test Answer Sheet
Fill in the circle completely for the answer choice you think is best.
English
A
B
1. {
{
F
G
2. {
{
A
B
3. {
{
F
G
4. {
{
70
C
{
H
{
C
{
H
{
LEVEL IV, UNIT 1
D
{
J
{
D
{
J
{
A
B
{
5. {
F
G
6. {
{
Reading
A
B
1. {
{
F
G
2. {
{
C
D
{
{
H
J
{
{
C
D
{
{
H
J
{
{
3.
4.
5.
6.
A
{
F
{
A
{
F
{
Exceeding the Standards: Test Practice — SAMPLE
B
{
G
{
B
{
G
{
C
{
H
{
C
{
H
{
D
{
J
{
D
{
J
{
11/21/08 3:27:58 PM
The History of Environmental Awareness
[1]
In the nineteenth century when the population of the United States
1
was relatively low and the amount of land and resources seemed
unlimited, farmers frequently exhausted the fertility of the soil and
then moved on.
1.
1 A.
A
B.
C.
D.
NO CHANGE
century, when the
century, the
century the
2. F.
G.
H.
J.
NO CHANGE
, Cleveland, Ohio,
Cleveland, Ohio
Cleveland, Ohio,
[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.
2
[3]
By the 1960s, Americans were starting to recognize environmental
issues. In 1962, Rachel Carson a marine biologist published the book
3
Silent Spring, which described the disastrous effects of agricultural
pesticides on animal life.
[4]
In 1968, when Apollo 8 astronauts sent back photos of Earth from
space, millions of Americans recognized the beauty of their planet
4
and were becoming aware of the importance of preserving it.
[5]
In late 1969 Gaylord Nelson a senator from Wisconsin and long5
time conservationist, proposed the idea of dedicating a day to
environmental awareness.
The first Earth Day was held on April 22, 1970.
6
3. A. NO CHANGE
B. Carson a marine
biologist, published
C. Carson, a marine
biologist, published
D. Carson (a marine
biologist), published
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. F.
G.
H.
J.
NO CHANGE
first Earth day
First Earth Day
first earth day
LEVEL IV, UNIT 1
71
12/2/08 10:23:58 AM
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 circle 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.”
5
10
15
20
25
30
35
40
72
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,
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.
LEVEL IV, UNIT 1
11/21/08 3:27:59 PM
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.
4. In
paragraph
2, Poe’s
description
of the judges
suggests thatt they are
F. wise and cautious.
G. cruel and evil.
H. agents of death.
J. agents of mercy.
2. What is the main mood of this excerpt?
F. dark and dreamlike
G. inspiring
H. sad and lonely
J. peaceful
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
3. As used in line 18, the word locution means
A. force.
B. announcement.
C. pain.
D. torture.
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
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.
LEVEL IV, UNIT 1
73
11/21/08 3:27:59 PM
Name: ____________________________________________________ Date:
e: ___
__________________
___________
__________
____
___
__
Identifying and Describing Settings:
Memorable First Paragraphs
Build Background
Memorable 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 Started
In 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:
74
LEVEL IV, UNIT 1
Exceeding the Standards: Literature & Reading — SAMPLE
11/21/08 3:27:59 PM
• 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?
nce does
• What other events or conditions contribute to the setting? For instance,
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 Essay
Using 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?
Exceeding the Standards: Literature & Reading — SAMPLE
LEVEL IV, UNIT 1
75
11/21/08 3:28:00 PM
Name: ____________________________________________________ Date:
e: ___
__________________
____
_ _____
__
__________
____
___
__
Collaborative Learning: Write a Newspaper Article
This lesson provides support for the following assignment from page 11
of your textbook.
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 W s and an H
Who?
Who is involved?
Who is affected?
What?
What happened (or will happen)?
What are the long-term or short-term
effects?
What does the reader need to know to
understand the story?
When?
When did the event occur?
When did the issue or problem develop?
When is action needed or when will it
happen next?
Inverted pyramid.
76
LEVEL IV, UNIT 1
Where?
Where did (or will) the event occur?
Where did the event or problem
originate?
Why?
Why did the event occur?
Why did the problem or issue develop
the way it did?
Why is this event an issue or problem?
How?
How did this happen?
How does it affect 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.
Exceeding the Standards: Extension Activities — SAMPLE
12/2/08 10:24:29 AM
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.
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.
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.
For more on using
quotations, see Language Arts
Handbook 3.15, Punctuation:
Quotation Marks.
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
Exceeding the Standards: Extension Activities — SAMPLE
LEVEL IV, UNIT 1
77
12/2/08 10:25:56 AM
Name: ____________________________________________________ Date:
e: ___
__________________
___________________
____
___
__
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
Never
Exhibit
This Quality
Rarely
Exhibit
This Quality
Sometimes
Exhibit
This Quality
Often
Exhibit
This Quality
Honesty
Fairness
Concern for others
Perseverance
Courage
Self-discipline
Trust
Responsibility
Respect
78
LEVEL IV, UNIT 1
Exceeding the Standards: Special Topics — SAMPLE
11/21/08 3:28:02 PM
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. Write a paragraph explaining why you
think this character could be a role model for someone trying to become a person
of high character.
Exceeding the Standards: Special Topics — SAMPLE
LEVEL IV, UNIT 1
79
11/21/08 3:28:02 PM
11/21/08 3:28:03 PM
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 longg
pause. The boy’s mouth opened. Then he frowned, not knowing he frowned.
ned.
The woman said, “Um-hum! You thought I was going to say but, didn’t
n’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.
2
LEVEL IV, UNIT 1
1/8/09 4:55:20 PM
Matching
Match each of the following with the correct description below.
A.
B.
C.
D.
E.
blue suede shoes
pocketbook
milk
half nelson
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
LEVEL IV, UNIT 1
3
1/8/09 4:55:20 PM
Name: ____________________________________________________ Date:: ___
__________________
__________________
___
_____
__
__
Unit 1: Fiction
Unit 1 Exam
Matching
Match each of the following literary terms with the correct definition below.
A.
B.
C.
D.
E.
antagonist
exposition
foreshadowing
mood
plot
F.
G.
H.
I.
J.
point of view
prose
resolution
setting
theme
_____ 1. the series of events related to a central conflict, or struggle
_____ 2. the point at which the central conflict is ended, or resolved
_____ 3. the central idea or perception about life that is revealed through a
literary work
_____ 4. describes all writing that is not poetry or drama
_____ 5. sets the tone or mood, introduces the characters and setting, and
provides necessary background information
_____ 6. a character or force that is in conflict with the protagonist
_____ 7. the vantage point or perspective from which a story is told
_____ 8. the time and place in which a literary work occurs
_____ 9. presents hints or clues to events that will occur later in the story
_____ 10. the emotion created in the reader by part or all of a story
Multiple Choice
Identify the choice that best completes the statement or answers the question.
for Thank You, M’am
_____ 11. 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.
4
LEVEL IV, UNIT 1
1/8/09 4:55:20 PM
_____ 12. Which of the following quotations from the story is not
an example of characterization?
A. “The woman did not ask the boy anything about
d
where he lived, or 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.”
_____ 13. 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.
for The Most Dangerous Game
_____ 14. What initially makes Rainsford uncomfortable about General Zaroff?
A. Zaroff is a fellow hunter and enjoys bragging.
B. Zaroff appears to be evaluating Rainsford.
C. Zaroff has a slight accent and appears to be very wealthy.
D. Zaroff seems to have impeccable taste.
E. Zaroff is a welcoming host.
_____ 15. What does General Zaroff have planned for Rainsford?
A. The general intends to hunt Ivan with Rainsford.
B. The general intends to hunt jaguars with Rainsford.
C. The general intends to hunt one of his captives with Rainsford.
D. The general intends to allow Rainsford to do whatever he wishes.
E. The general intends to hunt Rainsford.
_____ 16. Which of the following words best describes the mood, or atmosphere,
of the selection?
A. tense
B. joyful
C. somber
D. relaxed
E. comical
LEVEL IV, UNIT 1
5
1/8/09 4:55:21 PM
for The Cask of Amontillado
_____ 17. How does Montresor get Fortunato to follow him?
A. He tells Fortunato he will pay him money if he follows.
B. He forces Fortunato to follow by wielding a knife at him.
C. He tells Fortunato that he has an amontillado to taste.
D. He tells Fortunato that Fortunato’s wife is in danger.
E. He convinces Fortunato that he is a Mason.
_____ 18. Irony is the difference between what seems to be and what really is.
What is ironic about Montresor’s repeated concerns about Fortunato’s
cough?
A. Fortunato deliberately gave the cough to Montresor.
B. Montresor actually intends to murder Fortunato.
C. Montresor is a doctor and could easily help Fortunato.
D. Montresor lined the catacombs with niter in order to bother
Fortunato.
E. Fortunato considers his cough a sign of good health.
_____ 19. The climax is the high point of interest and suspense in a literary work.
When does the climax of “The Cask of Amontillado” occur?
A. when Fortunato follows Montresor to his vaults for a taste of
Amontillado
B. when Montresor claims to be part of the brotherhood of Masons
C. when Montresor invites Fortunato to step into the empty recess
D. when Fortunato gets chained to the wall and realizes what is
happening
E. when Fortunato has a coughing fit as he walks with Montresor
for The Scarlet Ibis
_____ 20. What does the narrator teach Doodle in time for Doodle’s sixth
birthday?
A. to read
B. to swim
C. to walk
D. to run
E. to sing
_____ 21. Foreshadowing is the act of presenting hints to events that will occur
later in a story. What event foreshadows the end of this story?
A. Doodle learning to walk
B. the destruction of the cotton field
C. the narrator’s goals for his brother
D. the death of the scarlet ibis
E. the lies told by Doodle
_____ 22. The narrator would disagree with which of the following statements?
A. Siblings can make great friends.
B. Lying can be great fun.
C. Perseverance is a good quality to have.
D. It is important to be proud of something.
E. Secrets are easy to keep.
6
LEVEL IV, UNIT 1
1/8/09 4:55:21 PM
for The Gift of the Magi / The Necklace
_____ 23. In “The Necklace,” Mme. Loisel’s husband buys his wife a
party dress with the money he had been saving for
A. a gun with which he could have joined hunting parties.
B. a new chain for the watch that was left to him by his father.
her
C. a country house to live in after his retirement.
D. a new horse and carriage.
E. a new suit so he could be more presentable at work.
_____ 24. In “The Gift of the Magi,” what is ironic about Della cutting off her hair
to buy Jim the fob chain?
A. He had already bought himself a chain.
B. He had sold his watch to buy her a gift.
C. He had initially questioned Della’s love for him.
D. He always thought Della to be quite selfish.
E. He didn’t like the chain she selected.
_____ 25. Based on the narrator’s comments throughout “The Gift of the Magi,”
what would the narrator consider to be the greatest treasure contained
within Della and Jim’s house?
A. Della’s hair
B. Jim’s watch
C. Jim and Della’s love
D. the combs
E. Both A and B
_____ 26. In “The Necklace,” Mme. Loisel is a big success at the party. The reader
can assume that after the party she will
A. not bother her husband for more invites.
B. continue to feel that she belongs in high society.
C. at last be content with her life.
D. want to host her own party.
E. All of the above
Essay
Answer one of the following questions.
27. In a short essay, explain the differences between first-person point of view and
third-person point of view. Note the advantages and disadvantages of each and
why an author might choose to use one over the other.
28. The act of creating or describing a character is called characterization. In
an essay, explain the three main techniques of characterization and provide
examples of each technique from selections you have read for class.
LEVEL IV, UNIT 1
7
1/8/09 4:55:21 PM
Name: ____________________________________________________ Date:: ___
__________________
__________________
___
_____
__
__
from The Good Deed, page 89
Reading Fluency Passage 1
Words
Read
Miscues
Old Mrs. Pan forgot herself for the first time since she had been
13
_______
hurried away from the village without even being allowed to stop and
25
_______
see that the salted cabbage, drying on ropes across the big courtyard,
37
_______
was brought in for the winter. She had been compelled to leave it
51
_______
there and she had often thought of it with regret. She could have
64
_______
brought some with her had she known it was not to be had here.
77
_______
But there it was, and it was only one thing among others that she had
92
_______
left undone. Many people depended upon her and she had left them,
104
_______
because her son compelled her, and she was not used to this idleness
117
_______
that was killing her day by day.
124
_______
138
_______
here there was something she could do. She could find a husband
150
_______
for this good girl, and it would be counted for merit when she went to
164
_______
heaven. A good deed is a good deed, whether one is in China or in
179
_______
America, for the same heaven stretches above all. She patted Lili’s
191
_______
clasped hands. “Do not grieve anymore,” she said tenderly. “I will
202
_______
arrange everything.”
204
_______
Now as she looked at Lili’s kind, ugly face it occurred to her that
Fluency Level
(circle one)
4 (97%–100%)
Total Words Read
_______
3 (95%–96%)
Total Errors
_______
2 (90%–94%)
Correct Words per Minute
_______
Percentage Correct
_______
1
8
LEVEL IV, UNIT 1
(< 90%)
1/8/09 4:55:22 PM
O N
N
LL EE SS SS O
P LL A
A N
N
P
Name: ____________________________________________________
Date: __________________________
M
T
W
Th
F
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
Studying this lesson will enable students to
• 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
Focus and Motivate
Choose 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 Model
Walk-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
During Reading
Teach the Model
Review 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 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
Program Planning Guide — SAMPLE
LEVEL IV, UNIT 1
9
1/8/09 4:55:22 PM
Make Connections
Choose 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:
____ Reading Proficiency, ATE page 7
____ Set Purpose Mini-Lesson, Differentiated Instruction for Developing Readers
____ Audio Recording, EMC Audio Library
____ English Language Learning, ATE page 6
____ Determine the Importance of Details, Differentiated Instruction for English Language Learners
____ Enrichment, ATE page 7
____ Historical Context Project, Differentiated Instruction for Advanced Students
____ Learning Styles: Auditory / Visual / Kinesthetic, ATE page 8
After Reading
Review 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 Understanding
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
Mirrors
&
Windows
Visual Teaching Package
Interactive Student Text on CD
EMC Audio Library
Interactive Student Text Online
EMC E-Library
®
ExamView Assessment Suite on CD
10
ETS Online Criterion-Based Essay
Grader
LEVEL IV, UNIT 1
mirrorsandwindows.com
Program Planning Guide — SAMPLE
1/8/09 4:55:22 PM
Name: ____________________________________________________ Date:
Date
te: __________________
______
_____
___________
_ _________
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
Writing
❏ 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.
Meeting the Standards — SAMPLE
LEVEL IV, UNIT 1
AFTER READING
Literary Comprehension
You should understand and apply the
following literary elements:
❏ Plot
❏ Setting
❏ Point of View ❏ Theme
❏ Character
Reading
You should know the following three parts of
the Fiction Reading Model:
❏ Before Reading
❏ During Reading
❏ After Reading
Literary Appreciation
You should understand how to relate the
selections to
❏ Other texts you’ve read
❏ Your own experiences
❏ The world today
11
1/8/09 4:55:23 PM
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 __________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
12
LEVEL IV, UNIT 1
1/8/09 4:55:24 PM
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.”
opers ”
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.
LEVEL IV, UNIT 1
13
1/8/09 4:55:24 PM
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?
14
LEVEL IV, UNIT 1
1/8/09 4:55:25 PM
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
LEVEL IV, UNIT 1
15
1/8/09 4:55:25 PM
Understanding Character
Complete this page after you read about character on pages 68–69. Try to
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.
Characterization Techniques
What is motivation? ________________________________________________________________
DURING READING
_________________________________________________________________________________
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? _____________________________________
_________________________________________________________________________________
16
LEVEL IV, UNIT 1
1/8/09 4:55:26 PM
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.”
e”
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”
LEVEL IV, UNIT 1
17
1/8/09 4:55:26 PM
Understanding Setting
Complete this page after you read about setting on pages 106–107. Try to
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.
18
LEVEL IV, UNIT 1
1/8/09 4:55:26 PM
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
LEVEL IV, UNIT 1
19
1/8/09 4:55:27 PM
Understanding Theme
Complete this page after you read about theme on pages 136–137. Try to
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?
20
LEVEL IV, UNIT 1
1/8/09 4:55:27 PM
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
he 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”
LEVEL IV, UNIT 1
21
1/8/09 4:55:27 PM
Practice Test
Throughout the school years, students take tests to measure how well they
meet standards in reading, English/language arts, mathematics, science, and
social studies. Students may also take national assessment tests such as NAEP. The
national tests include reading tests in which students are asked to read a passage
and answer questions to test their understanding of the passage. Some passages on
the reading test may be fiction, like the stories you read in Unit 1.
The practice test on the following pages contains several passages, each
followed by two or more multiple-choice questions. Your answer sheet for this
practice test is below on this page.
While the national reading test will have questions assessing many different
comprehension skills, the questions on this practice test focus on the literary
elements you studied in this unit. The questions also address these literature
standards:
• Students identify and analyze elements of plot, including conflict and resolution
and exposition, rising action, climax, falling action, and resolution, in a variety of
fiction.
• Students identify and analyze characters and setting.
• Students recognize and explain themes and symbols.
• Students identify the theme of a selection, providing textual evidence for the
identified theme.
• Students describe and analyze literary elements, figurative language, and
chronology.
• Students identify and analyze literary elements such as theme, characterization,
setting, plot, and point of view, and elements of figurative language such as
simile, metaphor, personification, hyperbole, imagery, symbolism, and allusion.
Practice Test Answer Sheet
Name: ____________________________________ Date: ____________________________________
Fill in the circle completely for the answer choice you think is best.
1.
2.
3.
4.
5.
22
A
{
A
{
A
{
A
{
A
{
B
{
B
{
B
{
B
{
B
{
C
{
C
{
C
{
C
{
C
{
LEVEL IV, UNIT 1
D
{
D
{
D
{
D
{
D
{
6.
7.
8.
9.
10.
A
{
A
{
A
{
A
{
A
{
B
{
B
{
B
{
B
{
B
{
C
{
C
{
C
{
C
{
C
{
D
{
D
{
D
{
D
{
D
{
11.
12.
13.
14.
15.
A
{
A
{
A
{
A
{
A
{
B
{
B
{
B
{
B
{
B
{
C
{
C
{
C
{
C
{
C
{
D
{
D
{
D
{
D
{
D
{
1/8/09 4:55:28 PM
This test has 15 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 15 on your answer sheet.
Read the passage below, and answer the questions about what you have read.
d
Mark your answers on your answer sheet.
The Elevator
Anna Lansky
Molly checked her watch as she stepped into the tiny elevator. An oldfashioned 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
LEVEL IV, UNIT 1
23
1/8/09 4:55:28 PM
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
24
LEVEL IV, UNIT 1
1/8/09 4:55:28 PM
Read the passage below, and answer the questions about what you
have read. Mark your answers on your answer sheet.
The Farm
Aaron Taylor
i
Golden sunlight awakened Jarrod. For a moment he felt his normall morning
optimism. Then he remembered where he was and groaned. How would he live
through another day on his aunt and uncle’s green, placid, fifty-miles-from-themiddle-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.
LEVEL IV, UNIT 1
25
1/8/09 4:55:29 PM
9. 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
10. 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
11. Which literary term best describes Dan’s character in this passage?
(A) flat character
(B) protagonist
(C) major character
(D) dynamic character
12. 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
13. In the story, bagels symbolize
(A) breakfast
(B) family members
(C) the farm
(D) city life
14. 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.
15. What mood is created by the descriptions of the farm setting in the story?
(A) hectic
(B) tense
(C) mysterious
(D) peaceful
26
LEVEL IV, UNIT 1
1/8/09 4:55:29 PM
Name: ____________________________________________________ Date:
Date
te: __________________
______
_____
___________
_ _________
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.
_____ 7. People learn more from their failures
than from their successes.
_____ 2. Meeting the expectations of others is
important.
_____ 8. Living with superstitions is harmless.
_____ 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.
_____ 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.
LEVEL IV, UNIT 1
BEFORE READING
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.
27
1/8/09 4:55:29 PM
Name: ____________________________________________________ Date:
e: ___
__________________
__________
______
______
____
__ _
Preview Vocabulary
In 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
sullenly
infallibility
reiterate
iridescent
vortex
imminent
evanesce
heresy
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 __________________________________________________________________
BEFORE READING
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 __________________________________________________________________
28
LEVEL IV, UNIT 1
1/8/09 4:55:30 PM
Name: ____________________________________________________ Date:
Date
te: __________________
______
_____
___________
_ _________
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.
DURING READING
Setting
“the oriole nest in the elm was untenanted…like an empty cradle”
LEVEL IV, UNIT 1
29
1/8/09 4:55:30 PM
Name: ____________________________________________________ Date:
e: ___
__________________
__________
______
______
____
__ _
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)
DURING READING
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
30
LEVEL IV, UNIT 1
1/8/09 4:55:31 PM
Name: ____________________________________________________ Date:
Date
te: __________________
______
_____
___________
_ _________
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
AFTER READING
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.
LEVEL IV, UNIT 1
31
1/8/09 4:55:32 PM
Name: ____________________________________________________ Date:
e: ___
__________________
__________
______
______
____
__ _
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
AFTER READING
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.
32
LEVEL IV, UNIT 1
1/8/09 4:55:32 PM

Lesson Test - EMC Publishing

Transcription

Similar documents

Power, Steering Proxes R888 sticks to the track whilst you stick to

Easy-Happy-Sex - Aboriginal Tribal Leader Mourning her Son is

roger dubuis

Something`s Up in the Attic and It Has Mom!

Destined Souls

The Desolation of a Tortured Soul

Dav Pilkey - World Book Day

an inspirational step-by-step

Firehouse hosts Great Big Home Show

stockmens insurance agency llc