meeting the standards

Transcription

MEETING THE
STANDARDS
000i-00xiv_MTS_G6_U1_FM-CCSS.indd 1
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Meeting the Standards Unit 1, Level I
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Cover Image Credits: Scene, Makoto Watanabe; sundial, Stockbyte/Getty Images.
ISBN 978-0-82196-099-8
© by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: [email protected]
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recording, or otherwise, without prior written permission from the publisher. Teachers
using Mirrors and Windows Connecting with Literature, Level 1 may photocopy
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Printed in the United States of America
18 17 16 15 14 13 12 11 1 2 3 4 5 6 7 8 9 10
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Publisher’s Note
EMC Publishing’s innovative program Mirrors & Windows: Connecting with
Literature presents a wide variety of rich, diverse, and timeless literature to help
students reflect on their own experiences and connect with the world around
them. One goal of this program is t o ensure that all students reach their maximum
potential and meet state standards.
A key component of this program is a Meeting the Standards resource for each
unit in the textbook. In every Meeting the Standards book, you will find a study
guide to lead students through the unit, with a practice test formatted to match
a standardized test. You will also find dozens of high-quality activities and quizzes
for all the selections in the unit.
EMC Publishing is confident that these materials will help you guide your
students to mastery of the key literature and language arts skills and concepts
measured in your standardized test. To address the needs of individual students,
enrich learning, and simplify planning and assessment, you will find many more
resources in our other program materials—including Differentiated Instruction,
Exceeding the Standards, Program Planning and Assessment, and Technology Tools.
We are pleased to offer these excellent materials to help students learn to
appreciate and understand the wonderful world of literature.
© EMC Publishing, LLC
Meeting the Standards
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Contents
Introduction
xi
Correlation to Formative Survey Results
xiii
Fiction Study Guide (with Practice Test and Master Vocabulary List)
1
Guided Reading
Lob’s Girl, Joan Aiken
How to Read Fiction
Guided Reading
Before, During, and
After Reading
Before Reading
During Reading
After Reading
After Reading
After Reading
19
21
22
23
26
27
The Goodness of Matt Kaizer, Avi
Build Vocabulary
Use Reading Skills: Build Background
Analyze Literature: Point of View
Analyze Literature: Fiction
Selection Quiz
Guided Reading
Before Reading
Before Reading
During Reading
After Reading
After Reading
29
30
31
32
33
The Circuit, Francisco Jiménez
Build Vocabulary
Building Prior Knowledge
Make Connections
Analyze Literature: Conflict
Selection Quiz
Guided Reading
Before Reading
Before Reading
During Reading
After Reading
After Reading
35
36
37
38
39
The All-American Slurp, Lensey Namioka
Build Vocabulary
Build Background: Table Manners
Analyze Literature: Foreshadowing
Describe and Critique: Fiction
Selection Quiz
Directed Reading
Before Reading
Before Reading
During Reading
After Reading
After Reading
40
41
42
43
44
Eleven, Sandra Cisneros
Build Background: Birthday Celebrations
Preview Vocabulary
Use Reading Skills: Analyze Text Structure
Analyze Literature: Imagery
Selection Quiz
Directed Reading
Before Reading
During Reading
During Reading
During Reading
After Reading
46
47
48
49
50
Build Vocabulary
Use Reading Strategies: Make Predictions
Analyze Literature: Plot
Use Reading Skills: Draw Conclusions
Selection Quiz
Directed Reading
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All Summer in a Day, Ray Bradbury /
The Fun They Had, Isaac Asimov
Build Background
Set Purpose
Practice Vocabulary
Compare Literature: Setting
Compare Literature: Setting (continued)
Compare Literature: Protagonists
Make Connections
Selection Quiz: “All Summer in a Day”
Selection Quiz: “The Fun They Had”
What Do You Think?
Comparing Literature
Before Reading
Before Reading
Before Reading
During Reading
After Reading
After Reading
After Reading
After Reading
After Reading
After Reading
52
52
52
53
54
55
56
57
58
59
The Scribe, Kristin Hunter
Build Vocabulary
Build Background: Brown vs.
The Board of Education
Selection Quiz
Directed Reading
Before Reading
60
Before Reading
During Reading
After Reading
After Reading
61
62
64
65
The Sand Castle, Alma Luz Villanueva
Build Vocabulary
Build Background: Survey Response
Analyze Literature: Cause and Effect
Make Connections
Selection Quiz
Directed Reading
Before Reading
Before Reading
During Reading
After Reading
After Reading
67
68
69
70
71
Aaron’s Gift, Myron Levoy
Practice Vocabulary
Answer Questions
Analyze Literature: Characters
Make Connections
Independent Reading
Before or After Reading
During Reading
During or After Reading
After Reading
After Reading
73
74
75
76
77
La Bamba, Gary Soto
Practice Vocabulary
Enrichment: Colorful Comparisons
Independent Reading
Before or After Reading
After Reading
After Reading
79
80
81
82
83
Independent Reading
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ANSWER KEY
Fiction Study Guide
Lob’s Girl
The Goodness of Matt Kaizer
The Circuit
The All-American Slurp
Eleven
All Summer in a Day / The Fun They Had
The Scribe
The Sand Castle
Aaron’s Gift
La Bamba
85
89
91
93
94
96
98
100
102
103
105
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Introduction
The Meeting the Standards Unit Resource supplements for Mirrors & Windows
provide students with the opportunity to practice and apply the strategies and
skills they will need to master state and national language arts standards. For each
selection in the student textbook, these resources also supply vocabulary exercises
and other activities designed to connect students with the selections and elements
of literature.
The lessons in the Meeting the Standards Unit Resource are divided into five
main categories, as described in this introduction. You will find the lessons listed by
category in the Contents pages at the front of the book.
Unit Genre Study Guide, with Practice Test
and Master Vocabulary List
Each Unit Resource book begins with a Unit Study Guide for the genre, focusing
on key language arts standards. This guide provides in-depth study and practice on
the genre and its literary elements. Also included are instructions to help students
prepare for a standardized test, and a practice test formatted to match that test.
Lessons for Guided and Directed Readings
A step-by-step lesson on how to read the genre accompanies the first selection in
each genre. Before-, during-, and after-reading activities and Selection Quizzes are
provided for all selections.
The lessons for Guided Readings and Directed Readings offer a range of
activities that are rated easy, medium, and difficult; these ratings align with the
levels of the Formative Survey questions in the Assessment Guide. These activities
can be used to provide differentiated instruction at the appropriate level for
your students. For example, for students who are able to answer primarily easy
questions, you may want to assign primarily easy activities. The Correlation to
Formative Survey Results, which follows this introduction, lists the level for each
Guided and Directed Reading activity.
To further differentiate instruction, consider adapting activities for your
students. For instance, you may want to add critical-thinking exercises to an
easy or medium activity to challenge advanced students, or you may want to
offer additional support for a difficult activity if students are having trouble
completing it.
Lessons for Comparing Literature Selections
The lessons for Comparing Literature selections in the student textbook
emphasize making text-to-text connections. Activities ask students to compare
literary elements such as author’s purpose, characters, plot, setting, and theme.
A Selection Quiz is provided for each selection to help students focus on the
selections independently.
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Lessons for Independent Readings
Lessons for Independent Readings build on the strategies and skills taught in the
unit and offer students more opportunities to practice those strategies and skills.
Activities focus on vocabulary practice, literary analysis, and expanded writing
instruction. Each lesson ends with a Describe and Critique activity, which helps
students review and summarize the selection.
Preparing to Teach the Lessons
Most of the activities in this book are ready to copy and distribute to students.
However, some activities will require preparation. For example, you may need
to select particular elements from the stories, write lists or cards to distribute to
students, or make sure that art supplies or computer stations are available. Be sure
to preview each lesson to identify the tasks and materials needed for classroom
instruction.
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Correlation to Formative Survey Results
The following chart indicates the difficulty level of each Guided Reading Activity
and Directed Reading Activity. You can use this chart, in combination with the
results of the Formative Survey from the Assessment Guide, to identify activities
that are appropriate for your students.
Lesson
Activity
Difficulty Level
Guided Readings
Lob’s Girl
The Circuit
How to Read Fiction, page 19
Medium
Build Vocabulary, page 21
Medium
Use Reading Strategies: Make Predictions, page 22
Easy
Analyze Literature: Plot, page 23
Difficult
Use Reading Skills: Draw Conclusions, page 26
Difficult
Selection Quiz, page 27
Easy
Medium
Use Reading Skills: Build Background, page 30
Easy
Analyze Literature: Point of View, page 31
Difficult
Analyze Literature: Fiction, page 32
Medium
Easy
Medium
Building Prior Knowledge, page 36
Easy
Make Connections, page 37
Medium
Analyze Literature: Conflict, page 38
Difficult
Easy
Directed Readings
Medium
Build Background: Table Manners, page 41
Medium
Analyze Literature: Foreshadowing, page 42
Difficult
Describe and Critique: Fiction, page 43
Medium
Easy
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Lesson
Eleven
The Scribe
The Sand Castle
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Activity
Difficulty Level
Build Background: Birthday Celebrations, page 46
Easy
Preview Vocabulary, page 47
Medium
Use Reading Skills: Analyze Text Structure, page 48
Difficult
Analyze Literature: Imagery, page 49
Medium
Easy
Medium
Build Background: Brown vs. The Board of Education,
page 61
Medium
Use Reading Skills: Draw Conclusions, page 62
Difficult
Analyze Literature: Plot, page 64
Medium
Easy
Medium
Build Background: Survey Response, page 68
Medium
Analyze Literature: Cause and Effect, page 69
Medium
Make Connections, page 70
Difficult
Easy
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Name: ____________________________________________________ Date: __________________
Fiction Study Guide
Completing this study guide will help you understand and remember the literary
elements presented in Unit 1—plot, characters, setting—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 three Applying
sections in the study guide. Refer to the stories as you answer the questions.
After you complete these sections, take the Practice Test. This test is similar to
the state assessment reading test you will take this year. In both tests, you will read
passages and answer multiple-choice questions about the passages.
Self-Checklist
Use this checklist to help you track your progress through Unit 1.
CHECKLIST
Literary Comprehension
You should understand and apply the
following literary elements:
❏ Plot
❏ Characters
❏ Setting
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
Vocabulary
In the Master Vocabulary List at the end of
this study guide, put a check mark next to any
© eMC Publishing, llC
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new words that you learned while reading the
selections. How many did you learn?
❏ 10 or more
❏ 20 or more
❏ 30 or more
Writing
❏ You should be able to write a response to a
short story. The response should be clearly
organized and state a clear opinion or
reaction that is supported by evidence.
Speaking and Listening
❏ You should be able to deliver or listen to an
expository 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 119 of your textbook.
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Understanding Plot
Complete these pages after you read about plot on pages 5 and 6–7.
Try to answer the questions without looking at your book.
What is plot?
Why is plot important to a story or novel?
Five Elements in a Typical Plot
climax
exposition
falling action
resolution
rising action
Write the five elements of a typical plot in the correct order. Then write a
description of each element.
1. ____________________________________:
___________________________________
2. ____________________________________:
___________________________________
3. ____________________________________:
___________________________________
4. ____________________________________:
___________________________________
5. ____________________________________:
___________________________________
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What is conflict in a plot?
Why is conflict important to a story or novel?
Explain the two types of conflict. Then describe the three types of external
conflict.
Two Types of Conflict
external Conflict
Internal Conflict
three types of external Conflict
1.
2.
3.
Write the meanings of these three terms as they relate to plot.
Terms Related to Plot Organization
chronological order
flashback
foreshadowing
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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.
Briefly summarize the plot of “The Fun They Had.”
Write climax, exposition, falling action, resolution, or rising action next to each
event to show where it happens in the plot of “Aaron’s Gift.”
Aaron finds a pigeon with a broken wing. ________________________________________________
Carl tells Aaron to bring Pidge to the clubhouse shack. _____________________________________
The boys try to catch Pidge, but Pidge flies away. __________________________________________
Aaron tells his parents and grandmother what happened. ___________________________________
His grandmother calls Pidge’s escape Aaron’s gift to her. ____________________________________
What is the climax of the plot of “The Goodness of Matt Kaizer”?
What is the resolution of the plot of “The All-American Slurp”?
Is the conflict in “The Circuit” external or internal? Describe the conflict.
4
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How is the conflict in “Eleven” different from the conflict in “The Sand Castle”?
There are two types of external conflict in “All Summer in a Day.” Describe them.
1. _______________________________________________________________________________
2. _______________________________________________________________________________
Is the first paragraph on page 114 in “La Bamba” an example of foreshadowing or
flashback? Explain.
Is the text at the top of page 21 in “Lob’s Girl” an example of foreshadowing or
flashback? Explain.
The events in the plot of “The Scribe” are told in chronological order. The
events in the story are organized into three chronological categories. Write those
categories at the tops of the columns in the following chart. Then list each story
event under its heading.
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Understanding Characters
Complete these pages after you read about characters on pages 5 and 24.
What is a character?
Why are characters important to a story or novel?
What is characterization?
Describe three ways in which writers create characters.
Three Techniques in Characterization
1.
2.
3.
What is motivation?
Why is motivation important to understanding a character?
6
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Write definitions of the terms in the boxes. Focus on the similarities and differences between the
terms in each pair.
Types of Characters
Protagonist
Antagonist
Major Character
Minor Character
Round Character
Flat Character
Dynamic Character
Static Character
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Applying Characters to the Selections
Think about what you have learned about characters. Then complete this page
after you have read the selections in Unit 1.
The first column tells you what type of character to look for in which story. In
the second column, write the name or a description of the character you choose.
Explain your choice in the third column.
Type of Character/Story
Who?
How Do You Know?
The protagonist in
“La Bamba”
An antagonist in
“Aaron’s Gift”
A major character in
“The Sand Castle”
A minor character in
“The Scribe”
A round character in “The AllAmerican Slurp”
A flat character in
“The Fun They Had”
A dynamic character in “Lob’s Girl”
A static character in “The Goodness
of Matt Kaizer”
8
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Understanding Setting
Complete this page after you read about setting on pages 5 and 41.
What is setting?
Why is setting important to a story or novel?
Often a writer does not explicitly state what the setting of a story is. List ways in
which the writer may reveal the setting.
Fiction Authors Create Setting Through . . .
What is mood?
How is mood related to setting?
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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.
How are the settings of “Eleven” and “All Summer in a Day” alike? How are the
settings different?
How are the settings of “The Fun They Had” and “The Sand Castle” alike? How are
the settings different?
What dialogue at the beginning of “The Scribe” helps reveal the setting?
What descriptions at the beginning of “Aaron’s Gift” help reveal the setting?
What is the mood in “La Bamba”? How does the story’s setting help support the
mood?
10
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Common Core State Standards–Based 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.
These tests may be based on the Common Core State Standards. Standardized English
language arts 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 a standardized 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 Common Core State
Standards:
CCSS RL.6.1.
Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CCSS RL.6.2.
Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments.
CCSS RL.6.3.
Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves
toward a resolution.
CCSS RL.6.4.
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
CCSS RL.6.5.
Analyze how a particular sentence, chapter, scene, or stanza fits into the
overall structure of a text and contributes to the development of the theme,
setting, or plot.
Practice Test Answer Sheet
Name: __________________________________
Date: ___________________________________
Fill in the circle completely for the answer choice you think is best.
1.
2.
3.
4.
5.
6.
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This test has 18 questions. Read each passage/story and choose the best answer for
each question. Fill in the circle in the spaces provided for questions 1 through 18 on
your answer sheet.
Read the passage below, and answer the questions about what you have read.
Mark your answers on your answer sheet.
Alone in a Cabin
Jess Endor
Lucas was hot, sweaty, and tired. It had been five days since Ma and Pa took the
wagon the fifty miles to Paducah for supplies. He was proud that they thought he
was old enough, at thirteen, to handle the farm alone for a week. Each day Lucas fed
the livestock, worked in the house garden, chopped wood, and fetched water from
the spring. After evening chores, he kept deer out of the crops while he ate cold
biscuits and ham under the trees. It had been hard work, but he could manage.
What troubled Lucas more was being lonesome and afraid at night. Wild noises
floated into the cabin. On the fifth night, he heard a bear growling and slashing at
the smokehouse door. It was after the hams that were curing there. Lucas trembled
as he thought about what to do. A ravenous bear was a fearsome enemy. Should he
let it have the hams? No. The family needed them. He swallowed hard and slipped
out the door…
The next night when they returned, Ma and Pa were astonished to hear how
Lucas had used a ladle and a pan to scare off a bear.
1. An important conflict in this story is between Lucas and
(A) Ma
(B) Pa
(C) his pride
(D) his fear
2. The story’s protagonist is
(A) Ma
(B) Pa
(C) Lucas
(D) the bear
3. Lucas’s actions show that his character is
(A) proud but cowardly
(B) weak and exhausted
(C) too lonely and afraid to act
(D) hardworking and determined
4. What is the best description for the setting of this story?
(A) a suburb in the 1950s
(B) the frontier in the 1800s
(C) a city zoo in the 1920s
(D) a forest in the 1990s
12
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Read the passage below, and answer the questions about what you
have read. Mark your answers on your answer sheet.
Home Run Hitter
Cherise Adama
Rachel gripped the bat and focused. “Watch the ball. Watch the ball,” she
muttered.
More than anything, Rachel wanted to play for the Tigers, Robinson’s best
baseball team. Last spring, she had tried out for the team. What a disaster! She
could run fast, and she could throw pretty well. Rachel just could not connect with
the fast pitch.
“Watch the ball all the way to the bat,” Coach Patsy advised. But Rachel had
not hit a single pitch. She had moped around the house for three weeks. She still felt
ashamed every time she recalled that her name had not made the team roster.
Finally, her older sister Allie had said, “Good athletes aren’t born; they’re
made. If you really want to make the team, you’ll have to work for it.” Rachel had
frowned, thinking how easy it was for Allie to say that. Allie excelled at every sport
she tried; Rachel did not. But she had to admit, she hadn’t worked hard before the
tryout. Not really. Rachel swallowed her resentment and agreed to work with her
sister.
Every day, Allie pitched and Rachel batted. For months, they practiced. Rachel
tried to keep her eyes on the ball. It was hard work. Slowly, her hitting improved,
but was it just because she had memorized her sister’s every pitch?
A year later, she stood at home plate and faced the Tigers’ ace. She watched the
ball like a hawk. She pictured the bat meeting it. “Swing. Follow through,” Allie’s
voice echoed in her head as the pitcher wound up and let a fast ball fly.
There was a loud crack as the bat met the ball. That night Rachel and Allie
celebrated her triumph with a special Home Run dinner.
5. What motivates Rachel to work hard?
(A) her desire to make the Tigers team
(B) her shame at not making the team
(C) her resentment of her sister Allie
(D) her desire to please her sister Allie
6. What action represents the climax of this passage?
(A) not making the team
(B) working with Allie
(C) trying out a second time
(D) eating a victory dinner
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7. Which event occurs first in this story?
(A) Rachel mutters, “Watch the ball.”
(B) Rachel has a disastrous tryout.
(C) Rachel mopes around the house.
(D) Rachel practices with Allie.
8. Which plot device do the events in paragraphs 3, 4, and 5 illustrate?
(A) falling action
(B) foreshadowing
(C) flashback
(D) resolution
9. Rachel’s characterization shows that she is a
(A) major character
(B) minor character
(C) static character
(D) flat character
10. Rachel can best be described as
(A) focused and motivated
(B) lazy and resentful
(C) spoiled and unfocused
(D) cheerful and willing
11. Which of the following is not true of the setting of this story?
(A) The action occurs over the course of a year.
(B) The story is set in the town of Robinson.
(C) The action takes place only at the ballpark.
(D) The action takes place at the ballpark and the girls’ home.
12. The mood of the story can best be described as
(A) terrifying
(B) amusing
(C) tense
(D) sullen
14
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Read the passage below, and answer the questions about what you have read.
Mark your answers on your answer sheet.
Cool Shoes
Harry Wilson
Jamahl wanted a pair of Astro-Sneaks in the worst way. They were the latest
craze. Every boy in his class had declared them awesome. Gleaming from the TV
screen, Astro-Sneaks were sleek silver and black miracles to Jamahl. Picturing them
on his feet, he posed in front of the mirror. If only he could be the first to have
them, he thought, he’d be envied and respected. He’d be COOL.
Jamahl asked Mama about the shoes first, but without real hope. She said just
what he expected: “You know we can’t afford $125 shoes! Go on and finish your
homework.” Mama was not impressed with his argument that the shoes would
make him so happy and hard-working that he would become the star of his class.
“What you wear will not make you happy or hard-working, son,” Mama said.
Jamahl sighed. Mama didn’t understand at all. She just worried about money, of
which there was never enough. Mama worked two jobs. It made her downright
cranky sometimes, in Jamahl’s opinion. He believed, however, that Grandma would
understand why he really needed those Astro-Sneaks. Jamahl was the apple of
Grandma’s eye. He had found, over the years, that he could generally get what he
wanted from Grandma if he played his cards right. Now, as he pretended to read a
chapter in his science textbook, he plotted his strategy carefully.
All day Saturday, Jamahl made himself really helpful at Grandma’s house.
He picked up her medicine from the corner store. He helped with the dishes after
dinner. He cleaned up the mess on the porch. (Most of it was his stuff, anyway.) He
was especially polite, and he even complimented Grandma’s clothes. Jamahl knew
how to give a compliment: small and flattering without too much exaggeration.
Now as he and Grandma rested in the living room, Jamahl casually opened a
store flyer to the shoes and pointed out how beautiful, how wonderful, how perfect
the Astro-Sneaks were. He pulled out all the stops and tried to make Grandma see
how much, how urgently, how essentially he needed THESE shoes. No other shoes
would do.
“Please, Grandma,” begged Jamahl, putting on his most pleading expression.
Grandma looked at him with the kind, sad expression and half-smile that he knew
so well. She said nothing for such a long time that Jamahl began to wonder if she
had heard him. Her thoughts seemed to have drifted somewhere else.
13. In this passage, the primary conflict is between
(A) Jamahl and his classmates
(B) Jamahl’s family and society
(C) Mama and Grandma
(D) Jamahl and his mother and grandmother
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14. Jamahl’s actions and thoughts show most clearly that he is
(A) generous and kind to others
(B) helpful and hard-working
(C) selfish and manipulative
(D) mean-natured and spoiled
15. Which of the following techniques is not used to develop Jamahl’s character?
(A) what Jamahl says and thinks
(B) what Mama and Grandma say about Jamahl
(C) what Jamahl does
(D) author description
16. The passage does not present the whole story. Which plot element is not
present?
(A) rising action
(B) exposition
(C) climax
(D) resolution
17. What is Jamahl’s main motivation?
(A) becoming the star student in his class
(B) earning a lot of money on his own
(C) getting something to make him look cool
(D) helping out his mother and his grandmother
18. Which literary term best describes Jamahl’s character in this passage?
(A) protagonist
(B) antagonist
(C) minor character
(D) dynamic character
16
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Master Vocabulary List
The following vocabulary terms are defined on the indicated pages in your
textbook.
acquire, 45
agitated, 20
apparatus, 79
atone, 11
concussion, 77
consumption, 62
convulsive, 33
cumbersome, 97
decisively, 11
delirious, 31
dignified, 88
drone, 46
emigrate, 58
fib, 89
forlorn, 98
hostile, 98
immunization, 90
imploring, 36
inquire, 18
instinctively, 47
invisible, 71
listlessly, 98
loitering, 88
melancholy, 13
mortified, 59
nuisance, 90
raggedy, 70
remedy, 97
reputation, 35
resilient, 80
savor, 47
slacken, 78
spectacle, 59
surplus, 45
systematic, 62
taunt, 27
tumultuously, 80
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2/7/11 2:18 PM
Name: Date: Lob’s Girl, page 9
How to Read Fiction
Reading is an active process that can be broken down into three stages: before
reading, during reading, and after reading.
• Before reading, you build background, determine your own purpose, and
develop expectations for what you are about to read. These activities are related
to what you already know and what you have experienced.
• During reading, you use reading strategies and critical thinking skills to
understand and make connections with what you are reading.
• After reading, you reflect on what you have read and extend your understanding
beyond the text.
The specific activities performed in each stage of the reading process can vary,
depending on the genre you are reading. The Fiction Reading Model on page 8
provides an overview of the reading process for fiction.
Framework for Reading Fiction
When you read fiction, you need to be aware of the plot, the characters, the setting,
and the theme. The following checklist offers a framework for reading fiction. As
you read “Lob’s Girl,” ask yourself the following questions.
Before, During, anD afTer READING
Before Reading
❏ From which perspective is this story told?
❏ Who are the characters? What do I know about them?
❏ Where is the story set?
During Reading
❏ What is the mood of the story?
❏ What do the characters and the setting look like?
❏ What do I predict will happen to the characters at the end?
❏ What is the central conflict?
After Reading
❏ What happens in the story?
❏ What message or point is the author trying to make?
❏ What am I supposed to understand after reading this?
0019-0084_MTS_G6_U1_Lesson-CCSS.indd 19
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Apply the Model
Use Reading Skills: Make Predictions
A variety of strategies and skills can help you understand and appreciate a fiction
selection. For “Lob’s Girl,” try applying the reading skill Make Predictions in all
three stages of the reading process.
When you make predictions during reading, you are making guesses about
what the story is going to be about or what might happen next. Before and during
reading “Lob’s Girl,” make predictions in the first column of the Predictions Chart
below. In the middle column, note the clues in the text that either confirmed
or changed your predictions. After you read the story, confirm or adjust your
predictions in the third column of the chart.
Predictions Chart
My Prediction
Clues
Adjusted Prediction
1. Look at the photograph and read
the pulled quote on page 10.
Predict who Lob is.
2. Read the first page of “Lob’s
Girl.” Predict how Lob comes to
the family.
Before, During, anD afTer READING
3. Read to the end of page 13.
Predict who Lob’s girl is.
Make another prediction based
on what you read.
Predict what will happen at the
end of the story.
20
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Build Vocabulary
agitated
atone
inquire
decisively
melancholy
Use the definitions and the context in your reader to help you as you write the
words to complete this story.
Carmen sighed and slumped deeper into the sofa. No matter how she viewed the
situation, she knew she had made a terrible mistake and now she would have to figure
out a way to 1) ________________ for it—somehow. Her best friend Amy had
asked for Carmen’s opinion of a story she had written. The story was so depressing,
2) ________________, and overwrought that Carmen had been sure Amy meant
it to be humorous, a parody of a romantic tale. Carmen had laughed heartily through
the whole thing. Only when she had finished had she looked up and noticed how
3) ________________ Amy had become. Too late Carmen realized that the story was
not supposed to be funny. Amy had snatched away the pages and rushed off without a
word, but the look on her face had told Carmen more than enough.
Carmen sighed again and then stood up 4) ________________.
“Theo,” she said to her brother who was sitting on the floor playing a video
Before READING
game, “sitting around here isn’t going to fix anything. I need to find Amy and start by
apologizing.” Carmen reached for her jacket. Theo had no idea what she was talking about
but did not 5) ________________ about it because he was engrossed in his game and
anyway he didn’t really want to know.
“And the next time anyone asks me to read something,” Carmen declared as she
marched out the door, “well, there won’t be a next time.”
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A. Make predictions about what’s going to happen next in “Lob’s Girl.” As you
read, write clues in the center column and record what you think the clues
mean in the right-hand column. Refer to the example.
Page
Number
During READING
13
Clue
My Prediction
For the rest of the day, she (Sandy) was so cross and unlike
herself that Tess and Tim were quite surprised, and her mother
gave her a dose of senna.
Sandy will relax and come up with
a plan.
B. How well did you predict what would happen in the story? Explain.
22
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After reading “Lob’s Girl,” answer the following questions. Fold each page in half
and use your textbook to help you. Write each answer in the shape provided. When
you are finished, cut out the shapes.
1 Who is at the beach, and whom does that person
meet there?
1
2 How does Lob act the first time he sees Sandy?
2
6 Where does Sandy go on the Saturday
Mr. Dodsworth is taking Lob back to Liverpool?
6
7 How does Sandy act after she comes back from
the train station?
7
3 How does Sandy act the first time she sees Lob?
8 What conclusion can you draw from your answers
to questions 6 and 7?
3
8
4 What conclusion can you draw from your answers
to questions 2 and 3?
9 How far is it from Liverpool to Cornwall?
4
afTer READING
5 What does Lob do after his owner takes him back
to Liverpool?
10 How old is Sandy at the beginning of the story? at
the end of the story?
5
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11 Why are Sandy and Lob walking up the hill one
wet October night?
14 Where and how is Sandy after the accident?
14
12 What happens to Sandy and Lob as they are
walking to Aunt Becky’s cottage?
15 Why do the doctors agree to let Lob into the
hospital?
12
13 Why is it a good thing that the Traverses are the
people who find Sandy after the accident?
16 Why are Sandy’s parents happy and shocked
about Lob’s visit to the hospital?
afTer READING
16
24
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Cut out the shapes in which you have written your answers. Paste them into the
chart below or the chart on the following page. Write about the elements of the
plot on the lines on the right-hand side of the page. The shapes on the charts are
numbered to correspond with the questions.
Exposition
1
Rising Action
5
Climax
12
Falling Action
14
Resolution
16
afTer READING
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Cut out the shapes in which you have written your answers. Write about your
conclusions after you paste in your clues/evidence. The shapes on the charts are
numbered to correspond with the questions.
Attach shapes 2 and 3 with shape 4 below them. Write about your conclusions.
Clues/ Evidence
2
Conclusion
3
4
Attach shapes 6 and 7 with shape 8 below them. Write about your conclusions.
Clues/ Evidence
6
8
afTer READING
Conclusion
7
26
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Selection Quiz
A. Matching
Match the vocabulary word in the left-hand column with its correct definition in
the right-hand column.
A.
B.
C.
D.
_____ 1. melancholy
_____ 2. atone
_____ 3. hurtle
move rapidly
in a nervous or uncomfortable state
make up for a wrong action
sad; gloomy
_____ 4. agitated
B. Fill in the Blank
Fill in the blank with the correct person or place from the box that best completes
each sentence.
Cornwall
Lob
Mr. Dodsworth
Sandy
St. Killan
5. ________________: the girl who is the main character in the story
6. ________________: the dog’s original owner
7. ________________: a large, friendly Alsatian
8. The Pengellys live in a small fishing village called ________________.
9. The coast of ________________ has many fishing villages and beaches.
afTer READING
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C. Matching
Write the letter of the correct answer on the line.
_____ 10. Where does Sandy first meet Lob?
A. hospital
B. beach
C. station
D. circus
_____ 11. For how many years does Sandy own Lob?
A. two
B. five
C. nine
D. twelve
_____ 12. What hits Sandy and Lob on a steep hill?
A. car
B. train
C. truck
D. motorcycle
_____ 13. How is Sandy after the accident?
A. her home
B. good condition
C. a bad mood
D. a coma
afTer READING
_____ 14. Where did Don and his uncle bury Lob?
A. at sea
B. in the garden
C. by the road
D. on the beach
28
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Name: Date: The Goodness of Matt Kaizer, page 25
Build Vocabulary
A. Match each word in the box with its definition. Write the letters of the word on
the lines provided. Unscramble the letters within brackets to find the answer to
the question in part B.
bolted
convulsive
delirious
flushed
gargles
ghastly
imploring
taunt
[]
2. crying or calling out intensely, begging __ __ __ __[]
__ __ __ __ __
1. sounds of liquid or air in the throat __ __ __ __ __ __ __
3. state of being confused; having disordered speech
[]
4. frightening, terrifying []
__ __ __ __ __ __ __
5. red from blushing __ __ __[]
__ __ __ __
and hallucinations __ __ __ __ __ __ __ __ __
[]
6. producing involuntary and uncontrolled muscle movement __ __ __ __ __ __ __ __ __ __
[]
7. moved or broke away suddenly or rapidly __ __ __ __ __ __
[]
8. challenge or tease in an insulting manner__ __ __ __ __
B. What is a personality trait of Matt Kaizer? ____________________________________________
Before READING
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Name: Date: The Goodness of Matt Kaiser, page 25
Place a check mark in the column that best represents your opinion about the
following statements.
1.
2.
3.
4.
5.
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
1
2
3
4
5
1. Outside appearance reveals what a person is like on the inside.
2. Kids give in to peer pressure because they want to fit in.
3. Peer pressure is always negative.
4. Peer pressure lessens as you get older.
5. Children of clergy face fewer challenges than other children.
6. Once you are associated with a certain group of friends, it is difficult
to join a different one.
7. It is impossible for people to change.
Before READING
8. Just being yourself is the best way to be.
30
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To learn more about the point of view of “The Goodness of Matt Kaizer,” answer
the following questions.
1. Who is telling the story?
2. Is the narrator a character in the story?
3. What is the name of this point of view?
4. Does the narrator simply present the story or offer commentary on the story?
Explain.
5. What biases, attitudes, or opinions do you think the narrator has? How
might these assumptions color his view? Can you trust him to be truthful and
objective? Explain.
6. What advantages does the author’s chosen point of view have in effectively
telling the story and communicating the themes? What disadvantages, if any,
does it have?
During READING
7. How might the story be different if told from the point of view of one of his
other friends? From Mary Beth’s point of view?
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Describe the story “The Goodness of Matt Kaizer.” Write the information to fill in
these charts.
title
Author
type of Fiction
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
afTer READING
4.
5.
6.
7.
8.
theme
32
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Selection Quiz
A. Fill in the Blank
Fill in the blank with the word from the box that best completes each sentence.
imploring
ghastly
delirious
taunt
bolted
1. As soon as Curt opened the kennel door, Rex ________________ outside.
2. Don would ________________ the cat with his remote control car.
3. After staying up all night, the girls were ________________ and could not
stop laughing.
4. Claire’s feet were starting to blister as they approached the 8-mile mark. She
finally called out, ________________ us to stop.
5. As she walked by the deserted old house, Jennifer let out
a scream.
B. Multiple Choice
_____ 6. What type of literature is “The Goodness of Matt Kaizer”?
A. short story
B. memoir
C. narrative
D. personal essay
afTer READING
_____ 7. Which is not a dare that Matt Kaizer accepts?
A. flick boogers
B. pass gas
C. tell disgusting stories
D. make prank phone calls
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_____
8. Who does Mr. Bataky think Matt is?
A. the devil
B. an angel
C. a psychiatrist
D. a counselor
_____
9. What does Mr. Bataky ask Matt to do?
A. tell him stories
B. read to him from the Bible
C. keep his secrets
D. sneak him candy bars
_____ 10. How does Matt’s father get him to visit Mr. Bataky again?
A. He challenges Matt to a dare.
B. He bribes Matt with money.
C. He threatens Matt.
D. He makes Matt feel guilty.
_____ 11. How does Matt change during the story?
A. He accepts more dares and chooses worse behavior.
B. He stays at home.
C. He cuts his hair, combs it, and starts to wear nicer clothes.
D. He spends more time with his friends.
afTer READING
_____ 12. At the end of the story, how does Matt feel about himself?
A. bad
B. guilty
C. ashamed
D. good
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Name: Date: The Circuit, page 42
Build Vocabulary
acquire
corridos
drone
instinctively
jalopy
Quince
savor
surplus
Vámanos
1. Because Jenny wanted to ________________ her dessert, she ate very slowly.
2. The ________________ of the bees indicated that they were getting close to
the hive.
3. “¡ ________________!,” said Luis , “we are going to be late.”
4. “Trece, catorce, ________________,” counted Alejandro as he pointed to the
candles on the birthday cake.
5. corridos
6. Even though it was a ________________, Maggie was grateful to have a car to
drive.
7. It was Katherine’s goal to ________________ as many signatures as possible
in support of the proposed new cafeteria menu.
8. After Evan bought the birthday gift with his own money, he deposited
the into his savings account.
9. When Billy opened the can of cat food, Fluffly ________________ ran into
the kitchen.
Before READING
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“The Circuit” and “Harvesting Hope: The Story of César Chávez” describe the
lives of migrant farm workers in California. Use the chart to record what you
know and what you would like to learn about the lives of migrant workers in
the United States. By connecting to your prior knowledge you will increase your
understanding of what you read. Fill in the first two columns of the chart before
you read “The Circuit.” Fill in the last column after you finish reading.
What I Want to Learn
What I Have Learned
Before READING
What I Know
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Make Connections
A. Compare and contrast the descriptions of migrant farm life in “The Circuit”
with those in “Harvesting Hope: The Story of César Chávez.” Finally, compare
and contrast migrant farm life with your life.
Panchito in
“The Circuit”
“Harvesting Hope:
The Story of César
Chávez”
Me
home description
food
school
family responsibilities
summer
language of
communication
transportation
During READING
B. Imagine that you are an advocate striving to improve the conditions of migrant
workers. Write a letter to one of your state’s representatives or senators about
how one of the aspects that you included above should be improved. Utilize the
information that you included in one branch of your cluster chart to reinforce
your arguments. If you are not sure of who your state senators or representatives
are, consult the Internet.
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1. 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.
The four types of conflict that writers use when constructing the plots of their
stories appear in “The Circuit.” These conflicts help readers understand the
story’s characters and actions and add to the suspense of the plot. “Harvesting
Hope: The Story of César Chávez” reinforces the issues facing the migrant
farm worker. Fill in the chart below with an example of each type of conflict.
Person vs. person (the struggle between one character and another character or group of characters)
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)
afTer READING
Person vs. self (the struggle between a character and himself or herself over a decision that must be made or a
circumstance that must be overcome)
2. What do you think is the dominant conflict in “The Circuit”? Please explain.
38
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Selection Quiz
A. Matching
Match the vocabulary in the left-hand column with its correct definition in the
right-hand column.
_____ 1. surplus
A.
B.
C.
D.
E.
F.
G.
H.
I.
_____ 2. acquire
_____ 3. drone
_____ 4. instinctively
5. savor
_____ 6. jalopy
slow and romantic songs
old vehicle in poor condition
fifteen
get as one’s own; obtain
amount that remains after all needs have met
with a natural urge toward a particular behavior
let’s go
constant, low buzzing or humming noise
enjoy
_____ 7. vámanos
_____ 8. quince
9. corridos
Fill in the blank with the selection from the box that best completes each sentence.
La Causa
César Chávez
grapes
National Farm Workers Association
La Raza
nonviolence
10. To protest poor working conditions, thousands of workers walked off
afTer READING
the fields, refusing to pick .
11. A bold, black eagle adorned the flag of the ________________.
12. ________________ was the name given to the workers’ movement that
fought for the dignity and human rights of farm and migrant workers.
13. ________________ began his life as a migrant worker.
14. César Chávez believed that ________________ was the best way to
make the public aware of the condition of migrant workers in California.
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Name: Date: The All-American Slurp, page 56
Build Vocabulary
Review the vocabulary words on page 56. Several of them have been entered in
the chart below. Fill in the empty spaces with related forms of the words and their
meanings to complete the chart.
Noun
Noun Meaning
Before READING
1.
Verb
emigrate
Verb
Meaning
Adjective
Adjective Meaning
leave one’s
home country
to settle in
another
2.
mortified
characterized by a
feeling of severe
embarrassment or
shame
3.
systematic
ordered and planned
4.
40
consumption
level I, unIt 1
act of eating or
drinking in great
quantity
2/7/11 3:16 PM
“The All-American Slurp” tells a story about a Chinese family and an American
family who experience cultural difference when they share meals together. Analyze
the following statements about table manners and write T if the statement is true or
F if the statement is false.
1. When cutting food with a knife and fork prior to eating it, it is proper to
cut only one piece at a time.
_____ 2. It is always acceptable to walk away from a table after you have finished
a meal.
_____ 3. If you are uncertain about which utensil to use at a formal meal, you
should begin with the utensil farthest away from your place setting and
work from the outside in.
_____ 4. The knife blade should be placed on the edge of your plate with the blade
facing inward when you are not using it.
5. If someone asks you to pass the salt, it is acceptable to season your own
food before you pass it along.
_____ 6. When eating spaghetti, you should always twist the strands against a
spoon.
_____ 7. If you temporarily leave the table in a restaurant you should fold your
napkin and put it on the back of your chair.
_____ 8. The dessert fork is the farthest away on the left-hand side of your table
setting.
Before READING
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Foreshadowing is the act of presenting hints to events that will later occur in a
story. Write either the missing clue or the missing conclusion for each example of
foreshadowing from “The All-American Slurp.” Add at least one more example of
foreshadowing to this table.
Page Number
Clue
Conclusion
p. 58
When we were presented with our first relish tray,
the raw celery caught us unprepared.
p. 60
But I had another worry, and that was my
appearance.
During READING
p. 61
The narrator’s family will certainly have a
hilarious experience at dinner.
p. 62
As any respectable Chinese knows, the correct way
to eat your soup is to slurp.
p. 63
We had invited Chinese friends to eat with us
before, but this dinner was going to be different.
p. 64
At first I was to busy too notice how the guests
were doing.
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level I, unIt 1
The narrator implies that good things or
bad things are going to result from this
dinner.
2/7/11 3:16 PM
Describe the story “The All-American Slurp.” Write the information to fill in these
charts.
title
Author
type of Fiction
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
4.
afTer READING
5.
6.
7.
8.
theme
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Selection Quiz
emigrate
mortified
spectacle
systematic
consumption
1. My little sister always created a ________________ when my mom did not let
her buy candy at the grocery store.
2. In the 1960s my parents wanted to ________________ from the U.S. to
Colombia, but they could not get permission to leave the country.
3. Brian’s ________________ of hot dogs, onion rings, and soda at the baseball
game gave him a stomache ache.
4. I was ________________ when my brother dribbled spaghetti sauce all over
his shirt.
5. Angelica’s ________________ approach to cleaning her bedroom always
impressed her siblings.
B. Matching
afTer READING
After reading “The All-American Slurp,” write the letter of the correct answer on
the line.
_____ 6. What was the first American food that caused the narrator’s family
difficulty?
A. asparagus
B. apples
C. celery
D. bananas
_____ 7. Why did the narrator find the sour cream dip revolting?
A. The narrator was allergic to sour cream.
B. She was not accustomed to eating dairy products.
C. There was a hair in the serving dish.
D. The narrator saw a guest dipping a chewed piece of celery into the
dip.
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_____
8. What confusion did the buffet table cause the narrator’s family?
A. They sat on the couch, waiting to be served.
B. They could not find any food that they recognized on the buffet
table.
C. There were no plates on the buffet table.
D. There were no chairs around the buffet table.
_____
9. What was the approach of the narrator’s mother to learning English?
A. Her mother memorized phrases, but sometimes used them
incorrectly.
B. Her mother did not try to learn English.
C. Her mother took English classes at the local community college.
D. Her mother learned English by watching American television.
_____ 10. How did the narrator convince her mother to buy her a pair of jeans?
A. Her mother did not want her to wear a skirt while riding a bicycle.
B. The narrator said that she would pay for them herself.
C. Her mother did not want her to get cold in the winter.
D. The narrator cried until her mother gave in.
_____ 11. Which American etiquette rule did the Lin family violate at the French
restaurant?
A. They rested their elbows on the table.
B. They did not use napkins.
C. They used the wrong utensils.
D. They slurped their soup.
_____ 12. What Chinese etiquette rule did the Gleason family break during
dinner at the Lins’ home?
A. They refused to use chopsticks.
B. They asked for catsup, salt and pepper.
C. They got up from the table without asking to be excused.
D. They mixed individual food items together.
_____ 13. What did the narrator realize during dinner with the Gleasons?
A. People are likely to make mistakes when experiencing customs of a
different culture.
B. The Gleasons did not appreciate the Chinese culture.
C. The Gleasons had very poor manners.
D. People should never try to experience customs of another culture.
afTer READING
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Name: Date: Eleven, page 68
In the story that you are about to read, “Eleven,” a young girl’s confusion about
growing older on her eleventh birthday is only made worse by an embarrassing
incident at school. The young girl, Rachel, ends up having a birthday that she would
like to forget.
Birthdays can bring about a wide range of emotions in individuals, depending
on their ages and circumstances. Some of these emotions include happiness,
confusion, embarrassment, fear, sadness, anticipation, and disappointment. With
that in mind, respond to the following questions in your journal.
1. Do you know of anything unusual that occurred on the day you were born? If
so, describe what happened.
2. What is your favorite thing to do on your birthday?
3. What does your family do on your birthday to make you feel special?
4. What do your friends do on your birthday to help you celebrate?
5. What has been your best birthday celebration so far? Why was that particular
birthday so special?
6. What embarrassing or funny moment has occurred on one of your birthdays?
Describe what happened.
7. What birthday, if any, has been a disappointment? Why?
8. What do you think is the hardest thing about being eleven years old?
9. What age would you like to be right now? Why?
Before READING
10. What do you think is the perfect age for a person? Why?
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Preview Vocabulary
Word Usage
Write your answer to each of the following questions on the lines provided.
1. What does it mean if something is raggedy?
2. Think of a raggedy item. What does it look like?
3. What things are invisible to you?
4. Imagine you woke up one morning and you were invisible. What would you do?
Word Families and Roots
Write your answer to each of the following questions on the lines provided.
Before READING
5. Raggedy is an adjective form of the noun rag. Can you name another adjective
form of this word?
6. The word invisible has these three word parts and their meanings: the prefix
in = not; the word root vis = see; and the suffix ible = able to. Therefore, the
word invisible means “not able to be seen.” Write down at least three other
words that come from the word root vis, meaning “to see.”
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In “Eleven,” Sandra Cisneros uses repetition, or the repeating of sounds, words,
or groups of words, to provide a structure for the story and to make an impact
on the reader. Using repetition also helps the reader get to know the main
character, Rachel, by revealing her thought patterns. The reader can sense Rachel’s
embarrassment and frustration as she keeps repeating in her mind what she wants
to say aloud to her teacher and classmates.
As you read, copy a part of the story that shows the author’s use of repetition,
and underline the word or phrase that is being repeated. Then explain why you
think the author chose to repeat that word or phrase. The first one has been done
for you.
Repetition
Repeated Detail
Page Number
• The repetition of the word
eleven shows that the young
girl doesn’t feel as if she is
eleven because it doesn’t feel
any different than age ten. It
seems that she needs to keep
reminding herself of her new
age.
• page 69
During READING
• “And when you wake up on
your eleventh birthday, you
expect to feel eleven, but you
don’t. You open your eyes and
everything’s just like yesterday,
only it’s today. And you don’t
feel eleven at all. You feel like
you’re still ten. And you are—
underneath the year that makes
you eleven.”
Possible Meaning
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Language that creates a concrete representation of an object or an experience is
known as imagery. An author uses imagery or colorful language in a story to create
pictures for the reader to see in his or her mind. In “Eleven,” the author uses imagery
in the form of descriptive language and similes to describe the red sweater. A simile
uses the word like or as in comparing two things that do not seem to be the same.
As you read, imagine the scene where Mrs. Price places the red sweater on
Rachel’s desk. How does Rachel feel about the sweater? What sensory details does
the author use to create the image you see in your mind? Think about what the red
sweater looks like, smells like, feels like, and even sounds like. Fill in these sensory
details on the graphic organizer below.
Sight
Smell
Image:
Red Sweater
Touch
Sound
During READING
Given the author’s imagery, can you picture the red sweater in your mind? Draw or
paint the red sweater on a separate piece of paper; then share your illustration with
the class or a small group.
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Selection Quiz
Multiple Choice
_____ 1. Read the following passage: “What they don’t understand about
birthdays and what they never tell you is that when you’re eleven, you’re
also ten, and nine, and eight, and seven, and six, and five, and four, and
three, and two, and one.” Why does the author describe birthdays in
this way?
A. to emphasize that birthdays are important
B. to explain how people sometimes feel younger than they are
C. to show readers why people celebrate birthdays
D. to tell readers how to figure out a person’s age
_____ 2. Which of the following similes is not used in the story to describe the
way you grow old?
A. Growing old is like an onion.
B. Growing old is like the little wooden dolls that fit inside the other.
C. Growing old is like the rings inside a tree trunk.
D. Growing old is like the rings of a target.
afTer READING
_____ 3. How does Rachel end up with the red sweater on her desk?
A. Sylvia Saldavar says that it belongs to Rachel.
B. Rachel says that the red sweater is hers.
C. The red sweater, along with a crown, is always worn by the birthday
boy or girl to celebrate the special day.
D. Mrs. Price reads the identification clothing tag on the collar, which
has Rachel’s initials.
_____ 4. What does Rachel do with the red sweater on her desk?
A. She folds it up neatly and pushes it to the corner.
B. She moves the red sweater with her ruler to the corner of her desk
because she doesn’t want to touch it.
C. She pushes the red sweater off the desk and onto the floor.
D. She puts the red sweater over the back of her desk chair.
_____ 5. Why does Mrs. Price tell Rachel to put on the sweater?
A. She thinks the sweater is pretty.
B. She wants to punish Rachel.
C. She believes that the sweater belongs to Rachel.
D. She doesn’t want Rachel to catch a cold.
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6. According to Rachel, what does the red sweater smell like?
A. dirty socks
B. fish
C. cottage cheese
D. mothballs
7. What is Rachel’s reaction to wearing the red sweater?
A. She takes off the red sweater and throws it on the floor.
B. She approaches the teacher’s desk and tells Mrs. Price that the red
sweater does not belong to her.
C. She pulls her arms out of the red sweater and turns it inside-out
over her head to amuse her classmates with her newly created hat.
D. She cries at her desk.
8. Why does Mrs. Price pretend as if everything is okay after Rachel gives
Phyllis Lopez the sweater?
A. She likes the sweater.
B. She does not want to admit her mistake.
C. She is too tired to say anything.
D. She needs to get to the cafeteria for lunch duty.
9. At the end of the school day, how does Rachel feel?
A. She feels that her birthday has already been ruined.
B. She is excited that she’s going to celebrate her birthday with her
family.
C. She feels guilty for wearing someone else’s sweater.
D. She is angry but accepts Mrs. Price’s apology for the mix-up.
10. After the incident at school, what does Rachel wish that she could
become?
A. a kite flying far away from its owner
B. a runaway balloon traveling high in the sky
C. a tumbleweed blowing across a wide open space
D. a feather drifting through the air
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Name: Date: All Summer in a Day / The Fun They Had, page 75
Build Background
Have you ever wanted to live in a different time or place? What time or place would
you choose? Write your response on a separate sheet of paper.
Set Purpose
As you read each story, write your predictions in the boxes.
“All Summer in a Day”
What is it that Margot wishes for?
What is it that Margie wishes for?
Do you think Margot will find what she wishes for? Why
or why not?
Do you think Margie will find what she wishes for? Why
or why not?
Practice Vocabulary
Complete each sentence with a story adjective or adverb from the box.
Before READING
immense
resilient
loftily
scornful
nonchalantly
tumultuously
1. A(n) ________________ rubber ball will bounce from floor to ceiling.
2. The girls strolled ________________, pausing to look in the shops.
3. A pack of yelling boys races ________________ across the playground.
4. “Fresh fish must be poached,” the chef demanded ________________.
5. Compared to a tiny mouse, an elephant is ________________.
6. “That’s not how we play the game,” the ________________ child said.
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The setting of a literary work is the time and place in which it happens. Use a Venn
diagram to record the details each author uses to reveal the setting of “All Summer
in a Day” and “The Fun They Had.”
During READING
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The setting of a work of fiction is often revealed through descriptions of landscape,
scenery, buildings, clothing, the weather, and the season. Setting can also be
revealed through dialogue, or conversation involving two or more characters. Use
your Venn diagram to answer the following questions.
1. Using the details you recorded, compare and contrast the settings of these
stories.
afTer READING
2. How does each author reveal the setting using literary elements such as figures
of speech, sensory details, and dialogue?
3. How do the details the authors use to reveal the setting in these stories affect
the mood or atmosphere?
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Fill in the chart about the main characters, or protagonists, of the two stories. Find
and write details from each story for each category.
Margot in
Margie in
Age
Home
School
Likes
Dislikes
Antagonist (character that struggles
against the protagonist)/ Problem
Use the information in the chart to answer the question below.
Imagine that Margot and Margie decide to trade schools. Do you think they should
trade places? Why or why not?
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Make Connections
Text-to-World Think about how the climate on Venus affects how the people live on that planet in
“All Summer in a Day.” How do climates on Earth affect the ways people live on this planet?
afTer READING
Text-to-Self In “The Fun They Had,” Tommy tells Margie about what schools were like long ago.
This information is new and fascinating to Margie. Think of a time when you found information
fascinating. What did someone tell you about? Why did it fascinate you?
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Mirrors & Windows Question
How would you feel if you were Margot and had missed the single hour of sunlight
that comes only once every seven years? Imagine that you are one of Margot’s
classmates. How would you feel about your actions? Why? Write your response on
a separate sheet of paper.
By the Numbers
Write each number in the box on the line before the correct clue.
_____ 1. number of years since the sun last came out on Venus
1
_____ 2. age of the children in the schoolroom
5
_____ 3. number of hours the sun will come out for
7
_____ 4. number of years Margot has lived on Venus
9
Multiple Choice
_____ 5. Margot compares the sun to all of the following EXCEPT
A. a penny.
C. a fire in the stove.
B. a flower.
D. a large gold coin.
_____ 6. The other children lock Margot in a closet because
A. she teases them about what the sun is like.
B. she remembers the sun and they don’t.
C. they are tired of her talking about the sun.
D. they are playing Hide-and-Seek with her.
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_____ 7. The author describes the rain using all of the following phrases EXCEPT
A. “silver trails.”
C. “sweet crystal fall.”
B. “tatting drum.”
D. “tons and avalanches.”
_____ 8. What do the children do when the rain stops and the sun comes out?
A. They stay in the tunnel and refuse to go outside.
B. They go back and let Margot out of the closet.
C. They play games, shout, and run in circles outside.
D. They sit quietly in the jungle and stare up at the sun.
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How do you feel about a system of education where students learn only by
computer? What do you think the advantages and disadvantages of such a system
would be for middle school students? Write your response on a separate sheet of
paper.
Matching Match the characters with the statements they would most likely say.
_____ 1. “School hours in this house are
9 a.m. to 3 p.m. Monday to Friday.”
_____ 2. “Teachers and kids went to school
in a special building back then.”
_____ 3. Abraham Lincoln was the sixteenth
president of the United States.”
_____ 4. “It would be fun to go to a school with
other children.”
A.
B.
C.
D.
E.
Tommy
Margie
Mrs. Jones
county inspector
mechanical teacher
_____ 5. “The mathematics sector may need
a few adjustments.”
In a Few Words Write a brief answer to each question.
6. What does Tommy find in the attic of his house? ________________________________________
7. Where do Tommy and Margie go to school? ____________________________________________
8. Who teaches Tommy and Margie? _____________________________________________________
afTer READING
9. What is Margie’s initial reaction to the book? ____________________________________________
10. How does Margie feel about the book later? _____________________________________________
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What Do You Think?
You have compared the settings and the protagonists of “All Summer in a Day” and
“The Fun They Had.” Now compare your thoughts and feelings about the stories
themselves.
Which story do you like better? Why? In the chart below, write your opinion
and at least three strong, convincing reasons that support your opinion.
Opinion
I like the story “_______________________________________________________________” better
than the story “_____________________________________________________________________.”
Reasons
1.
2.
3.
Use the chart to write a paragraph in which you state your opinion and support it
with your reasons.
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Name: Date: The Scribe, page 86
Build Vocabulary
A. Many words are formed by adding prefixes and suffixes to main word parts
called root words. The base scribe or script means “write.” Use a dictionary to
help you learn the meaning of these words containing the base scribe or script.
1. descriptive: 2. inscribe: ________________
3. manuscript: ________________
4. nondescript: ________________
5. scribe: 6. scripture: ________________
7. subscribe: ________________
8. prescription: 9. transcribe: B. Write the correct words from the previous activity to complete each sentence.
10. My boyfriend wanted to ________________ my name on my bracelet.
11. For his job interview, my older brother Mark choose a dark suit and
a tie.
12. To cure his ear infection, Tanner’s doctor wrote a ________________ for
an antibiotic.
Before READING
13. Abby’s grandfather enjoyed the minister’s ________________ readings at church.
14. The doctor’s assistant needed to ________________ the doctor’s many
hours of audio recordings.
15. Reese’s lawyer yelled, “I am unwilling to ________________ to that agreement.
16. Lisa’s teacher asked her to write a ________________ paragraph about her
trip to the Bahamas.
17. The ________________ copied each page of the ancient illuminated manuscript.
18. Brad hoped that his ________________ would be sold to a publisher.
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Build Background: Brown vs. The Board of Education
A. Investigate the famous Supreme Court case, Brown vs. The Board of Education
(1954). Answer the following questions by giving the most important details of
the Supreme Court decision.
Who? ________________
What? ________________
When? ________________
Where? ________________
Why? ________________
How? ________________
B. Imagine that you are a resident of Kansas and the year is 1854. Write a postcard
to a friend who lives in another state about the Brown vs. Board of Education
decision. Write a couple of paragraphs that utilize the answers that you found in
the previous exercise.
POST C AR
D
Before READING
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When you draw conclusions, you make reasonable guesses based on clues or
evidence. Read the following lines of text and answer the questions that follow.
1. “We been living in the apartment over the Silver Dollar Check Cashing Service
five years. But I never had any reason to go there till two days ago . . .” (page 88)
Why had the narrator never been do the store that was located right below his
apartment?
2. “And old man Silver and old man Dollar cleaning up on all of them . . . Makes
me so mad I want to yell.” (page 88)
Why does this make the narrator so angry?
3. “I had nothing much to do except go to the park or hang around the library
and read till my eyeballs were ready to fall out, and I was tired of doing both.”
(page 89)
During READING
What kind of a student is James?
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4. “I knew she was fibbing, but I kept quiet.” ( page 89)
What kind of person is the narrator?
5. “I mean, why can’t the government write English like everybody else?”
(page 90)
How did James feel that the government presented written information?
6. “In our neighborhood, when they see a cop, people scatter.” (page 90)
What is the neighborhood like in which James lives?
7. “Well, we’ve come this far, son . . . Let’s not turn back now.” (page 93)
What had the narrator decided to do as a result of his experience with Mrs. Adams.
During READING
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Map out the story “The Scribe” using the diagram below. On the lines next to each
part of the story, write a brief sentence about what happens at that point.
Climax
Rising Action
Falling Action
Exposition
afTer READING
Resolution
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Selection Quiz
descriptive
inscribe
manuscript
nondescript
prescription
scribe
scripture
subscribe
1. Maria loved to ________________ to cooking magazines.
2. The ________________ wrote down everything that happened at the meeting.
3. Kathy sent the ________________ to her agent with hopes that it would be
made into a movie.
4. Nancy asked the jeweler to ________________ Jamal’s name on the inside of
her engagement ring.
5. Amy’s teacher asked her to use more ________________ adjectives in her
essay.
6. At my aunt’s wedding, I read the ________________ slowly and clearly.
7. The doctor wrote a ________________ to lower my father’s high blood
pressure.
8. Veda chose to wear a ________________ grey sweater to the party. She didn’t
want to stand out.
B. Multiple Choice
9. What is a scribe?
A. a person who writes
B. a person who issues building permits
C. a person who collects taxes
D. a person who delivers packages
afTer READING
_____
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_____ 10. What service did the Silver Dollar NOT offer?
A. check cashing
B. letter reading
C. letter writing
D. loan giving
_____ 11. Why did James decide to become a public scribe?
A. His parents suggested that he do it.
B. He felt that it was unfair that the Silver Dollar charged so much for their services.
C. His neighbors suggested that he do it.
D. He wanted to make money.
_____ 12. Why did the policeman warn James?
A. James was making too much noise.
B. People were complaining that he didn’t read or write very well.
C. James needed a license to conduct business.
D. Mr. Silver and Mr. Dollar wanted James to go to jail.
_____ 13. Why did the people of James neighborhood avoid going to the bank?
A. They did not know what a bank was.
B. There was a sign that read “Colored Keep Out.”
C. It charged too much for cashing checks.
D. They did not realize that they could be treated fairly and respectfully.
afTer READING
_____ 14. What important lesson did James learn from Mrs. Franklin?
A. Mrs. Adams, the bank teller, was a nice lady.
B. If she wasn’t afraid to open a bank account, he shouldn’t be afraid to apply for a
license.
C. Working at a bank is not as easy as it looks.
D. Saving money is important.
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Name: Date: The Sand Castle, page 95
Build Vocabulary
cumbersome
forlorn
hostile
listlessly
remedy
Review the Preview Vocabulary Words at the beginning of this selection. Select the
correct vocabulary word from the box and write it in the blank.
1. The ________________ nature of her backpack made it difficult for Cartelia
to walk to the bus stop.
2. The teacher tried to ________________ the girl’s problem by enlisting the
help of the school counselor.
3. After they lost the championship game, the soccer team walked
________________ off of the field.
4. The children felt ________________ when they heard the news that their
grandfather was unable to visit them for the holidays.
5. Diego’s cat and dog had a ________________ relationship.
Alike or Opposite?
For each term, read through the four choices and find the choice that is the
antonym or opposite of the vocabulary word. Write the letter of the correct answer
on the line.
_____ 6. hostile
A. mean
B. belligerent
C. friendly
D. bitter
Before READING
_____ 7. forlorn
A. cheerful
B. sad
C. miserable
D. hopeless
_____ 8. listlessly
A. calmly
B. slowly
C. hectically
D. lazily
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Rank the following possible effects of global warming according to how detrimental
you think each effect will be. A “1” ranking means this effect will be the worst, the
most detrimental. A “10” means the least detrimental. Think carefully about each
answer, and be prepared to contribute your ideas to a classroom discussion.
_____
1. Ski slopes on the East Coast last year closed months ahead of time due
to warmer weather, some losing as much as a third of their season.
_____
2. One-fifth of the wildflower species in the western United States could
be replaced by dominant grasses.
_____
3. By 2100, dandelions will produce 32 percent more seeds and longer
hairs, which will allow them to spread further in the wind.
_____
4. Increased carbon dioxide levels will cause poison ivy and other weeds
to grow more heartily and become more resilient.
_____
5. The penguin population is declining in the western Antarctic
Peninsula.
_____
6. The ash tree, from which all baseball bats are made, is in danger of
disappearing.
_____
7. The number of glaciers in Glacier National Park has dropped from 150
to 26 since 1850.
_____
8. Warmer temperatures could cause larger and more devastating
wildfires in places like California.
_____
9. A surge of dangerous volcanic eruptions could occur.
Before READING
_____ 10. The Great Barrier Reef could disappear.
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“The Sandcastle” and “The Forecast: A Warmer World” address the harmful effects of climate change.
Write either the cause or the effect to complete each cause-and-effect relationship.
Cause
Effect
1. The sunlight was extremely strong and
damaging.
2.
The bus that Masha and her children rode was
temperature controlled.
3. The seas stopped producing seashells.
4.
Masha’s community banned ozone-depleting
chemicals.
6.
During READING
5. The grandson asks his grandmother what an
eagle is.
The children could not touch the sea or the sand.
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Make Connections
Read each connection. Jot down your ideas in the box. Write your answer in the
space provided.
Text-to-Self
“The Sand Castle” imagines the negative effects of climate change; “The Forecast: A Warmer World” reports real
changes that have been observed and makes scientifically-based projections about the potential effects of global
warming. What effects of global warming and climate change directly affect or could affect your world? In your opinion,
what is the most frightening effect of global warming that could happen in the next 20 years?
Text-to-Text
Compare and contrast “The Sand Castle” and “The Forecast: A Warmer World.” What authentic effects of climate
change from “The Forecast: A Warmer World “ does Alma Luz Villanueva include in “The Sand Castle?” Provide at least
four examples and elaborate on them. Then, write a paragraph about what you have learned from the two selections.
afTer READING
Text-to-World
What do you personally do to sustain the environment? What measures does your school take to be ecologically
responsible? What changes do you think the United States will have to make to address climate change issues? How do
you think the world will respond to increasing disrespect of the environment as described in the two selections?
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Selection Quiz
A. Multiple Choice
Write the letter of the best definition on the line.
_____ 1. listlessly
A. in a manner lacking energy or enthusiasm
B. with disgust
C. with delight
D. in a confused way
_____ 2. cumbersome
A. convenient
B. soiled
C. bulky or heavy
D. too small
_____ 3. remedy
A. preview
B. something that corrects or fixes a problem
C. dedication
D. problem
_____ 4. hostile
A. friendly
B. well-intentioned
C. unattractive
D. opposed to health or well-being
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_____ 5. forlorn
A. lazy
B. difficult
C. optimistic
D. sad and desolate
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birds
carbon
earth
glaciers
global
greenhouse
ocean
solar
seashells
weather
1. In “The Sand Castle,” ________________ warming has caused the daytime
hours to be too hot for people to go outside.
2. In “The Sand Castle,” all vehicles are ________________ powered.
3. In “The Sand Castle,” the children have never seen ________________.
4. In “The Sand Castle,” Masha brought ________________ to the beach to help
decorate the sand castle that she built with her grandchildren.
5. Because of global warming, ________________ are slowly melting.
6. The ________________ effect refers to the way gases in the earth’s
atmosphere let in the sun’s light and warmth, but keep the earth’s heat from
escaping back to space.
7. The most plentiful greenhouse gas is ________________.
8. ________________ levels are rising because the earth’s temperature is rising.
9. Global warming makes the ________________ less predicable and more
extreme.
10. According to a United Nations report, the temperature of the
afTer READING
________________ could rise as much as 6° in the next 100 years.
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Name: Date: Aaron’s Gift, page 104
Practice Vocabulary
Complete the crossword puzzle with words from “Aaron’s Gift.” If you need help,
look for the boldfaced words in the footnotes at the bottoms of the story pages.
Across
1. posts or towers marking the flight path of an
airplane
5. serious promise, usually in front of a witness
6. murdered for political reasons
7. materials or objects used to hold a broken
bone in place
8. one who flies an aircraft
9. urban apartment building, usually
overcrowded and unsafe
11. persuaded or convinced someone, usually
through flattery
Down
1. traveling sellers of goods, usually on the
street
2. moving in a jerking way
3. held back because of uncertainty
4. comforted
10. person, animal, or object chosen to represent
a group symbolically
1
3
4
2
5
6
7
8
Before or afTer READING
9
10
11
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Answer Questions
Answer these questions while you are reading “Aaron’s Gift.”
Page 104 use Reading Strategies: Clarify What is wrong with the pigeon?
Page 106 use Reading Strategies: Make Inferences Why does Aaron’s grandmother have long talks with the birds?
Page 106 Analyze literature: Plot Now that the pigeon is getting healthy, do you think the conflict in the story is
over?
Page 108 use Reading Strategies: Make Predictions What do you think will happen when Aaron brings the pigeon
to the gang’s shack?
During READING
Page 109 Make Connections: Respond Have you ever had to say no to your friends? How can you overcome peer
pressure and do what is right?
Page 110 use Reading Skills: Draw Conclusions Why does Aaron call the boys “Cossacks”?
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Write descriptions of the characters in “Aaron’s Gift.” Identify whether they are major
or minor characters. Describe the characters, telling who they are and what they do.
Character
Major or Minor Character?
Description of Character
Aaron
Pidge
Noreen Callahan
Aaron’s grandmother
Aaron’s mother
Aaron’s father
During or afTer READING
Carl
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Make Connections
Read the connections and choose two to write about. Write your responses in the space provided, or
on a separate sheet of paper.
Text-to-Self
Aaron finds a pigeon with a broken wing in the park. He brings it home and takes care of it. Have you ever come across
an animal or a person who needed help? Did you help? If yes, what did you do? If no, what could you have done? If
you had the chance, what, if anything, would you do differently?
Text-to-Text
Compare and contrast Aaron in “Aaron’s Gift” to James in “The Scribe.” Make notes about their homes, personalities,
actions, families, and neighbors. First write about how the two boys are alike. Then write about how they are different.
Do you think they would be friends if they met? Why or why not?
Text-to-Text
afTer READING
Compare and contrast “Aaron’s Gift” to another story or book you have read in which a person helps an animal. Who
is the main character? What kind of animal does he or she help? What problems does the rescuer face? Does the story
end well for both the rescuer and the animal, as “Aaron’s Gift” does for Aaron and Pidge? Why or why not?
Text-to-World
Even though he badly wants to be part of the gang and he is outnumbered in the fight, Aaron stands up for what
is right when Pidge is in danger. Why is that important? In what ways can people do what is right in today’s world?
Discuss at least two examples.
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Describe the story “Aaron’s Gift.” Write the information to fill in these charts.
title
Author
type of Fiction
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
4.
5.
afTer READING
6.
7.
8.
theme
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Critique, or review and evaluate, the story “Aaron’s Gift.” Answer these questions.
What do you think of the main characters? (Are they believable and well developed? Do they change over the course
of the story? Do these changes make sense?)
What do you think of the plot? (Does the sequence of events make sense? Is there a clear beginning, middle, and end?
Is the conflict or problem introduced, developed, and solved in a way that makes sense?)
What is your opinion of the story? (What do you like about it? Why? What do you dislike about it? Why?)
Give reasons for your opinion. Support them with examples and details from the story.
afTer READING
Would you recommend the story to others? Why or why not?
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Name: Date: La Bamba, page 112
Practice Vocabulary
Write the meaning of each boldfaced word using the context clues in the sentence. If you
need more help, look for another context clue in “La Bamba” on the page in parentheses.
1. The mother maneuvered the stroller carefully through the throngs of shoppers
in the store, trying not to bump into anyone’s legs. (page 115)
2. Shuffling his feet and hanging his head, the actor showed through pantomime that
he was embarrassed; he didn’t need to say a word. (page 113)
3. Fresh from the Leopold Dance Academy, Mia Kapinski has joined the Lionheart Dance
Ensemble and will make her debut with the group this Saturday. (page 113)
4. Clarence thought all the technical jargon in the manual for his new computer was
confusing and wished the instructions were written in plain English. (page 117)
5. “What’s all this commotion?” asked Mr. Reyes as he pushed through the students
milling around in the hall and confronted the two shouting boys. (page 114)
6. Seeing the child frown and push out her lips when he said they had to go home,
the father told the child not to pout. (page 113)
Before or afTer READING
7. We thought the movie was so hilarious that we laughed until our faces hurt and
our sides ached. (page 117)
8. Staring intently at the ball, the batter could tell that the pitch was low and inside,
so he did not swing at it. (page 115)
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Write about the events that occur in each part of the plot of “La Bamba.” Use the
plot diagram to help you remember the function of each part.
Climax
Rising Action
Exposition
Falling Action
Resolution
1. Exposition: 2. Rising Action: 3. Climax: During or afTer READING
4. Falling Action: 5. Resolution: 80
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Write either the cause or the effect to complete each cause-and-effect relationship.
Cause
Effect
Manuel wants the limelight and applause, and he
also wants to impress the girls.
Manuel can’t practice his pantomime act at
rehearsal.
Benny blows his trumpet loudly.
Manuel is behind the stage shivering with fear.
During or afTer READING
The record gets stuck while Manuel is on stage.
People laugh and applaud during and after
Manuel’s performance.
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By using similes, among other techniques, to compare unlike things, the author of
“La Bamba” encourages readers to see these things in new and unexpected ways.
Answer the set of questions about each simile.
“Manuel wanted applause as loud as a thunderstorm.” (page 112)
• What two things are being compared? _________________________________________________
• What quality of the two things is being compared? _______________________________________
Now finish the comparison in a different way.
Manuel wanted applause as loud as “No words came out, just a hiss that sounded like a snake.” (page 113)
No words came out, just a hiss that sounded like “Some people were moving to the beat, but most were just watching him
[Manuel], like they would a monkey at a zoo.” (page 115)
afTer READING
. . . , but most were just watching him, like they would “The sheets were as cold as the moon that stood over the peach tree in
their backyard.”(page 118)
The sheets were as cold as 82
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Describe the story “La Bamba.” Write the information to fill in these charts.
title
Author
type of Fiction
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
4.
5.
afTer READING
6.
7.
8.
theme
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Critique, or review and evaluate, the story “La Bamba.” Answer these questions.
What do you think of the main characters? (Are they believable and well developed? Do they change over the course
of the story? Do these changes make sense?)
What do you think of the plot? (Does the sequence of events make sense? Is there a clear beginning, middle, and end?
Is the conflict or problem introduced, developed, and solved in a way that makes sense?)
What is your opinion of the story? (What do you like about it? Why? What do you dislike about it? Why?)
Give reasons for your opinion. Support them with examples and details from the story.
afTer READING
Would you recommend the story to others? Why or why not?
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Answer Key
Fiction Study Guide
Understanding Plot
What is plot? a series of related events that drive the action in a short story or novel
Why is plot important to a story or novel? Without the events of a plot, a story or novel would
have little to tell about. Also, because plot is an element of fiction, a story or novel would not be
a story or novel without a plot.
1. exposition: introduction that sets the tone or mood, introduces the characters and setting,
and provides necessary background information
2. rising action: part during which the conflict, or struggle, is developed and intensified
3. climax: point of highest suspense
4. falling action: all the events that follow the climax
5. resolution: point at which the central conflict is resolved, or ended
What is conflict in a plot? some kind of struggle around which the plot revolves
Why is conflict important to a story or novel? Usually, in the course of a story or novel, a
central conflict is introduced, developed, and resolved. Thus, the conflict itself gives the story or
novel a focus and the progress of the conflict gives it a natural beginning, middle, and end.
Two Types of Conflict
External Conflict struggle between a character and some outside force
Three Types of External Conflict
1. struggle against another character, or antagonist
2. struggle against nature
3. struggle against society
Internal Conflict struggle that goes on within the main character
chronological order order in which events occur in time
flashback technique in which a writer interrupts the sequence of events to tell about something
that happened in the past
foreshadowing technique in which a writer gives clues about what is going to happen in the
future
Applying Plot to the Selections
Possible answers:
Briefly summarize the plot of “The Fun They Had.” Possible answer: In 2157, thirteen-yearold Tommy finds a very old book in the attic of his house and shows it to eleven-year-old
Margie. As they read the book together, he tells her how schools long ago were different from
their kind of school. Margie’s mother interrupts their reading to tell Margie it’s time for school.
As Margie begins her lesson with the mechanical teacher in her house, she thinks about the old
schools where teachers were people and kids went to school together.
Write climax, exposition, falling action, resolution, or rising action next to each event to show
where it happens in the plot of “Aaron’s Gift.”
Aaron finds a pigeon with a broken wing. exposition
Carl tells Aaron to bring Pidge to the clubhouse shack. rising action
The boys try to catch Pidge, but Pidge flies away. climax
Aaron tells his parents and grandmother what happened. falling action
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His grandmother calls Pidge’s escape Aaron’s gift to her. resolution
What is the climax of the plot of “The Goodness of Matt Kaizer”? Matt’s father, Reverend
Kaizer, dares Matt to visit Mr. Bataky, a sick man who thinks Matt is an angel and who wants to
talk to him about his bad, sinful life.
What is the resolution of the plot of “The All-American Slurp”? Embarrassed by an incident
in which her Chinese family slurped their soup in a restaurant, the narrator discovers that
sometimes Americans slurp too when her friend Meg slurps her milkshake.
Is the conflict in “The Circuit” external or internal? Describe the conflict. The conflict is
external. The main external conflict is between the narrator and society, specifically, the plight
of migrant workers, such as his family, who must move frequently and pick crops in miserable
conditions for little pay. A secondary external conflict exists between the narrator and the
expectations and needs of his family. He would like to stay in one place, not pick crops, and go
to school; that is not possible if they are to earn a living.
How is the conflict in “Eleven” different from the conflict in “The Sand Castle”? The conflict
in “Eleven” is external; it is between the main character, Rachel, and another character, her
teacher, who won’t listen to her. The conflict in “The Sand Castle” is also external, but it is
between the characters and nature. The grandmother, her family, and all the other people on
Earth must protect themselves against the deadly effects of the sun.
There are two types of external conflict in “All Summer in a Day.” Describe them.
1. One type of external conflict in the story is between the main character, Margot, and her
classmates led by William. William torments Margot, and when he suggests locking her in
a closet, the others help him do it.
2. The other type of external conflict in the story is between the characters, the humans on
Venus, and nature, the climate on Venus. Because it rains constantly, people have to live
underground and see the sun for only one hour every seven years.
Is the first paragraph on page 114 in “La Bamba” an example of foreshadowing or flashback?
Explain. It is an example of flashback. Manuel, a fifth grader, describes an incident that took
place when he was a first grader. The author interrupts the sequence of events to tell about
something that happened in the past.
Is the text at the top of page 21 in “Lob’s Girl” an example of foreshadowing or flashback?
Explain. It is an example of foreshadowing. Lob is dripping wet and shaking his head as though
he has something heavy tied around his neck. On the next page, Bert says that Lob had been
sunk in the sea with a lump of concrete tied to his collar. The author gives a clue before readers
find out what has happened.
The events in the plot of “The Scribe” are told in chronological order. The events in the story
are organized into three chronological categories. Write those categories at the tops of the
columns in the following chart. Then list each story event under its heading.
Possible answers:
The First Day
The Next Day
The Last Day
The narrator goes into the Silver Dollar Check
Cashing Service.
He doesn’t like the way people are treated there.
He complains to his mother.
She tells him about scribes.
He has an idea.
The narrator sets up as a free
scribe.
He gets lots of customers.
A police officer makes him stop.
He talks to his parents about banks
and cashing checks for free.
The narrator offers to take people to
the bank.
Only one older woman goes with him.
Still, pleased with this success, the
narrator thinks about getting a
license to be a scribe.
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Understanding Characters
What is a character? an imaginary person or animal that takes part in the action of a literary work
Why are characters important to a story or novel? The events that make up the plot of a story
or novel are either brought about by or happen to the characters. Also, because characters are an
element of fiction, a story or novel would not be a story or novel without characters.
What is characterization? the act of creating or describing a character
Describe three ways in which writers create characters.
1. showing what a character says, does, or thinks
2. showing what other characters (and the narrator) say or think about the character
3. describing what physical features the character displays
What is motivation? a force that moves a character to think, feel, or behave in a certain way
Why is motivation important to understanding a character? Knowing what need, impulse,
desire, feeling, or other force causes a character to act in a certain way gives readers important
information about the character.
Types of Characters
Protagonist the main character in a literary work
Antagonist a character who struggles against the main character
Major Character a character who plays an important role in a literary work
Minor Character a character who plays a less important role in a literary work
Round Character a three-dimensional character who is fully developed and seems to have
many of the complexities of an actual human being
Flat Character a one-dimensional character who is not fully developed and exhibits only a
single quality or trait
Dynamic Character a character who changes in the course of a literary work as a result of the
story’s events
Static Character a character who does not change in the course of a literary work
Applying Characters to the Selections
Possible answers:
The protagonist in “La Bamba” Manuel Gomez; Manuel is the main character in “La Bamba,”
which tells about his participation in a school talent show.
An antagonist in “Aaron’s Gift” Carl; Aaron, the main character, takes care of an injured
pigeon. Carl tries to throw the pigeon into a fire.
A major character in “The Sand Castle” Mrs. Pavloff; Mrs. Pavloff is determined to take her
grandchildren to the beach to build the sand castle.
A minor character in “The Scribe” Mr. Silver; Although he inspires the narrator to take action,
Mr. Silver appears only at the beginning of the story.
A round character in “The All-American Slurp” Mr. Lin; Readers find out a lot about Mr. Lin.
He takes a scientific approach to learning English. His English improves quickly, and he is
promoted at the electronics company where he works. He retains his Chinese accent. Being an
engineer, he comes to the French restaurant prepared: he has a French dictionary and a pocket
flashlight.
A flat character in “The Fun They Had” Mrs. Jones; Margie’s mother is firm about Margie’s
schooling and her school hours. That’s all that readers find out about Mrs. Jones.
A dynamic character in “Lob’s Girl” Sandy; In the course of the story, Sandy goes from being a
child of five to being a teenager of fourteen. She acquires a dog at the beginning and loses him at
the end.
A static character in “The Goodness of Matt Kaizer” Reverend Kaizer; Throughout the entire
story, Matt’s minister father is patient and kind and believes that there is goodness inside his son.
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Understanding Setting
What is setting? the time and place in which a literary work happens
Why is setting important to a story or novel? Having a recognizable setting makes a story or
novel seem more real to readers. The setting grounds the plot and characters in a specific place
and time. Also, because setting is an element of fiction, a story or novel would not be a story or
novel without setting.
Often a writer does not explicitly state what the setting of a story is. List ways in which the
writer may reveal the setting.
Fiction Authors Create Setting Through . . .
•
•
•
•
•
•
•
imagery
actionanddialogue
descriptionsofseasonsandweather
descriptionsoflandscapes,cities,andtowns
descriptionsofbuildingsandvehicles
descriptionsoffurnitureandclothingstyle
howcharactersspeakandbehave
What is mood? the feeling or emotion created by a literary work
How is mood related to setting? The details a writer uses to reveal the setting of a story also help
create the mood of the story.
Applying Setting to the Selections
How are the settings of “Eleven” and “All Summer in a Day” alike? How are the settings
different? Possible answer: Both stories take place, either entirely or partly, in elementary
school classrooms; in both classrooms the main characters are not happy because they are
treated badly. However, the classroom in “Eleven” is sixth grade, the school is located on Earth,
and the time is present day or the relatively recent past. The classroom in “All Summer in a
Day” is fourth grade, the school is located on Venus, and the time is an imaginary future.
How are the settings of “The Fun They Had” and “The Sand Castle” alike? How are the
settings different? Possible answer: Both stories are set on Earth in the future, and their settings
reveal how much life on Earth has changed over time, and for the most part not for the better. In
“The Fun They Had,” the main setting is Margie’s house, which has telebooks and a mechanical
teacher in the year 2157. In “The Sand Castle,” in the not-so-distant future, the main setting is
the beach where people must wear protective clothing and cannot touch the sea. There are no
birds or other animals because of the deadly sun.
What dialogue at the beginning of “The Scribe” helps reveal the setting? Possible answer: The
dialogue between Mr. Silver and his customers tells readers that the time of the story is the early
1970s and the place is a neighborhood in a big city.
What descriptions at the beginning of “Aaron’s Gift” help reveal the setting? Possible answer:
The descriptions of Tompkins Square Park, Second Avenue, and the crowds of people on the
streets tell readers the story is set in a big city, possibly New York City. The description of
children having roller skates rather than bicycles “in those days” indicates that the time is most
likely early twentieth century.
What is the mood in “La Bamba”? How does the story’s setting help support the mood?
Possible answer: The mood is humorous and nostalgic. It feels as if the writer is telling a story
from his own childhood. It probably didn’t seem very funny at the time, but now that he is
looking back, he can see the humor in it. His descriptions of Manuel’s school support the
nostalgic mood. This place existed in the past; it does not exist now.
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Practice Test
1.
2.
3.
4.
5.
6.
D
C
D
B
A
C
7.
8.
9.
10.
11.
12.
B
C
A
A
C
C
13.
14.
15.
16.
17.
18.
D
C
B
D
C
A
Lob’s Girl
How to Read Fiction
Before Reading
o The story is told in third person point of view, mostly from the perspective of the young
girl, Sandy. The perspective shifts to other characters after Sandy’s accident.
o The main characters are a young girl named Sandy and Lob, the German shepherd dog she
meets on the beach. Other characters in the story are Lob’s owner, the other members of
Sandy’s family, and the couple who find Sandy after the accident, the Traverses.
o The Pengelly’s home is in a fishing village in Cornwall, a county at the southwest tip of
England. Lob’s original owner lives in Liverpool, more than four hundred miles from
Cornwall at the other end of England.
During Reading
o The mood of the story is respectful of the unexplainable power of the bond between a dog
and a young girl.
o Sandy is a young five-year-old girl at the beginning of the story and the time spans from
that summer until nine years later when she is in her teens. Lob is described as an Alsatian,
or German shepherd, dog, with topaz eyes, black-tipped prick ears, a thick, soft coat, and a
bushy black-tipped tail. The Cornish fishing village where the Pengellys live has rocks and
cliffs, a strip of beach, and a little round harbor.
o Refer to the Prediction Chart in the following activity for possible predictions.
o The initial conflict is that Sandy and Lob love each other, but Lob belongs to someone else.
This conflict is resolved when Lob’s owner eventually gives him to the Pengelly family.
The conflict shifts when Sandy is hit by a truck and struggles to stay alive in the hospital
afterward. The resolution to this conflict occurs when Lob comes into Sandy’s room at the
hospital and she regains consciousness.
After Reading
o A young girl meets a dog on the beach one summer and they are immediately drawn to
each other. The dog has another owner, but after Lob makes two 400-mile trips back to
Sandy’s home, his owner decides to give the dog to her family. Nine years pass and Sandy
and Lob are hit one night by a truck on the road. Sandy lies in a coma in the hospital until
Lob makes it to her hospital room. The twist is that Lob had been killed in the accident and
his body had been put to rest in the sea.
o The author is telling a story that expresses the extraordinary power of the bond between a
young girl and a dog.
o Responses will vary. Some students may find the story unbelievable; some may suggest that
Lob was able to come back from the dead to help Sandy one last time.
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Apply the Model
Use Reading Skills: Make Predictions
Predictions Chart
Students’ predictions and supporting evidence will vary. Possible responses are given.
1. Students may predict that Lob is a German shepherd dog.
2. Students may predict that the older man gives Lob to Sandy’s family, or that Lob runs away
and comes to live with them.
3. Students may predict that Sandy is Lob’s girl.
4. Students may predict that Alexandra’s father will agree to let Lob stay with them.
5. Students may predict that Lob will find a way to Sandy’s room in the hospital and that his
presence will help her to overcome her injuries.
Build Vocabulary
1.
2.
3.
4.
5.
atone
melancholy
agitated
decisively
inquire
A. Answers will vary but may include:
Page
Number
Clue
My Prediction
13
For the rest of the day, she (Sandy) was so cross and unlike
herself that tess and tim were quite surprised, and her mother
gave her a dose of senna.
Sandy will relax and come up with a plan.
13
Suddenly, history repeating itself, there was a crash from the kitchen.
Lob had returned.
14
About a yard of his tongue was out, and he was licking every part of
her that he could reach.
Lob has a definite fondness for Sandy. He
does not like to be away from her.
15
The next day Mr. Pengelly phoned Lob’s owner and the following
morning Mr. Dodsworth arrived off the night train, decidedly put
out, to take his pet home.
Mr. Dodsworth is frustrated with Lob’s
disappearances.
16
He was Sandy’s dog.
The dog might prove his loyalty later on.
16
“Put some cheerful music on, do . . . Anything to drown out that
wretched sound. . . .”
The loud noise and/or music might create
a problem.
17
“. . . There’s a child, I’m sure it’s a child—by the wall over there.”
The change in point of view foreshadows
a dramatic shift. Here, the child must be
Sandy.
18
Lob was nowhere to be seen.
Lob ran away, only to find Sandy later, or his
body would have been found near Sandy’s.
21
Lob followed close to her skirts, as if he knew his hope lay with her.
Lob might help heal Sandy’s condition.
B. Answers may vary.
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Answers will vary but may include:
Exposition: Sandy Pengelly is at the beach when a large Alsatian named Lob jumps on her.
Rising Action: After his owner takes Lob back to Liverpool, Lob walks more than 400 miles
back to Cornwall—twice.
Climax: As they are walking up the hill one night, Sandy and Lob are hit by a speeding truck.
Falling Action: After the accident, Sandy is taken to the hospital. She is in a coma, and the
doctors are worried about her condition.
Resolution: Sandy comes out of her coma after a visit from Lob, but it can’t have been Lob
because he was killed in the accident and buried at sea.
Clues/Evidence: The moment Lob sees Sandy, he jumps on her, licks her face, and wags his tail.
Clues/Evidence: The moment Sandy sees Lob, she thinks he is beautiful and throws sticks for
him to fetch.
Conclusion: I conclude that Lob instantly like Sandy, and Sandy instantly likes Lob.
Clues/Evidence: Sandy goes to the train station where she secretly watches Mr. Dodsworth and
Lob get on the train and leave for Liverpool.
Clues/Evidence: Afterwards, she is miserable, cross, and not herself.
Conclusion: I conclude that Sandy doesn’t want Lob to go, and she misses him.
Selection Quiz
A.
B.
C.
1.
2.
3.
4.
D
C
A
B
5.
6.
7.
8.
9.
Sandy
Mr. Dodsworth
Lob
St. Killan
Cornwall
10.
11.
12.
13.
14.
B
C
C
D
A
Build Vocabulary
A.
1.
2.
3.
4.
5.
gargles
imploring
delirious
ghastly
flushed
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B.
6. convulsive
7. bolted
8. taunt
goodness
Answers will vary.
1.
2.
3.
4.
Marley, a friend of Matt Kaizer’s
Yes
first person
The narrator presents the story with great detail because he is always at Matt’s side. His
observations and dialogue are effective in telling the story. In the first paragraphs, the
narrator even speaks to the reader by using “you.”
5. The narrator is fascinated with Matt. He’s fascinated that Matt’s father is a minister and
that Matt can misbehave so badly. The reader can trust the narrator with an in-depth,
descriptive chronicle of events.
6. The narrator gives a rich, three-dimensional depiction of Matt that allows the reader into
the story. It is an effective technique. It might be a disadvantage because the reader does
not have to imagine much.
7. One of Matt’s other friends might not be such a fascinating or truthful story teller. Marley
passes no judgment on the transformation that takes place with Matt. Chuck or Todd
might have been angry or jealous and might have been critical of Matt’s actions. If the story
was told by Mary Beth, she probably would have missed many of the details about Matt’s
character because she was not one of his good friends.
Title
Author
Type of Fiction
Setting
Avi
Short story
New York City or similar urban area. Much of the story takes place in Mary
Beth’s apartment building, on the school playground, or Matt’s house.
Main Characters
Matt, Rev. Kaiser, Mary Beth, Mr. Bataky
Conflict/Problem Matt’s father, a minister, believes that some day Matt will find goodness in
himself instead of bad.
Main Events in Plot Matt visits Mary Beth Bataky’s father who is dying of liver failure.
Mr. Bataky thinks that Matt is an angel who was sent to him and wants
Matt to continue to visit him. Mr. Bataky shares all the bad things that he
has done with Matt and asks him to keep his secrets. With each visit, Matt
believes more and more in the goodness within him and slowly transforms
into the good person that his father envisioned.
Theme:
It is possible to change.
Selection Quiz
A.
92
1.
2.
3.
4.
5.
bolted
taunt
delirious
imploring
ghastly
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B.
6.
7.
8.
9.
10.
11.
12.
A
D
B
C
A
C
D
The Circuit
1. savor
2. drone
3. Vámanos
4. quince
5. corridos
6. jalopy
7. acquire
8. surplus
9. instinctively
Answers will vary.
Make Connections
Answers will vary.
A.
Person vs. person
Inwardly, Panchito and César struggle against the farm owners. Panchito and César have no
choice to but to meet the demands of their bosses. The farm owners make all workers work
under horrible conditions, and provide them with little pay and food and inadequate shelter.
Person vs. nature
Nature is almost a character in this story. Panchito’s family follows the crop harvest in
California. Wherever there is a crop to be harvested is where Panchito and his family move.
Nature dictates when Panchito gets to go to school.
Person vs. society
Panchito’s family leads a very difficult life. They are poor, unskilled, and do not speak English, so
they must work the most difficult but low-paying jobs. They move from place to place to find work.
Because the children are always moving, they go to different schools (if they are not working). It will
be very hard for Panchito and his siblings to break this difficult example of the cycle of poverty.
Person vs. self
Panchito and César both struggle to accept their lives. Both boys want to go to school, speak
English, and make friends. In “The Circuit” we never find out the future of Panchito, although
we can assume that his life is always difficult. On the other hand, César Chávez challenges
himself to become a leader and fights for the rights of migrant workers like himself.
B. Answers will vary.
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Selection Quiz
A.
B.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
E
D
H
F
I
B
G
C
A
grapes
National Farm Workers Association
La Causa
César Chávez
nonviolence
Build Vocabulary
Noun
Noun Meaning
Verb
Verb Meaning
Adjective
Adjective
Meaning
1.
emigrant; or
emigration
person who has left
his or her home
country to settle in
another; the act of
leaving one’s home
country to move to
another
emigrate
to leave one’s
home country to
settle in another
emigrant
departing or
having departed
from a country to
settle in another
2.
mortification
feeling of
embarrassment or
shame
mortify
to cause severe
embarrassment or
shame
mortified
characterized by
a feeling of severe
embarrassment or
shame
3.
system
assembly of things
that conforms to
a plan
systematize
to bring order to
or plan
systematic
ordered and
planned
4.
consumption
act of eating or
drinking in great
quantity
consume
to eat or drink in
great quantity
consumable
capable of being
consumed
94
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1. T
2. F (If you must leave before the others have finished their meals, it is acceptable to say
“Excuse me” before leaving.)
3. T
4. T
5. F (You should pass the salt and pepper together by setting them down for the next person
to pick up. You may ask for the salt back after the person is finished using it.)
6. F (It is acceptable to use just your fork.)
7. T
8. F (The dessert fork can be found above your plate with the tines facing right.)
Page
Number
Clue
Conclusion
58
When we were presented with our first relish
tray, the raw celery caught us unprepared.
Celery is loud when eaten raw. It is awkward to eat because
it is stringy. This could be foreshadowing for an embarrassing
experience.
60
But I had another worry, and that was my
appearance.
The narrator will undoubtedly experience some sort of
discomfort that will lead to accepting her appearance.
61
There was hope that the Lins might become a
normal American family after all. Then came our
dinner at the Lakeview restaurant.
the narrator’s family will certainly have a hilarious
experience at dinner.
62
As any respectable Chinese knows, the correct
way to eat your soup is to slurp.
Because slurping is considered to be bad manners in the
American culture, there is bound to be a difficult situation ahead.
63
We had invited Chinese friends to eat with us
before, but this dinner was going to be different.
the narrator implies that good things or bad things are
going to result from this dinner.
64
At first I was to busy too notice how the guests
were doing.
Because she wasn’t paying attention, the guests will likely be
experiencing difficulties.
Answers will vary.
Answers will vary.
Answers may vary but may include:
Title
Author
Type of Fiction
Setting
Main Characters
Conflict/Problem
Lenzey Namioka
Short story
At the Gleason or Lin dinner table and at a restaurant
The narrator, Meg Gleason, and the Lin and Gleason families
The narrator attempts to understand American culture and her own culture.
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Main Events in Plot
1. The narrator and her family experience culture shock while eating raw celery and
experiencing a buffet at an American home.
2. The narrator describes various processes of learning English.
3. The narrator describes how she convinced her mother to buy jeans for her.
4. The narrator and her family slurp soup at a French restaurant.
5. The Gleasons eat a Chinese dinner at the Lins’ home.
6. The narrator comes to a new understanding about cultural differences and similarities
when Meg slurps her chocolate milkshake.
Theme It takes time and experience to understand culture, whether it’s your own or
someone else’s.
Selection Quiz
A.
B.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
spectacle
emigrate
consumption
mortified
systematic
C
B
D
A
A
D
D
A
Eleven
Responses will vary.
Preview Vocabulary
1. To describe something as raggedy means that the object is frayed and torn.
2. Responses will vary. Students may say a ripped pair of jeans, a sweater with holes in it, or a
much-loved blanket or stuffed animal could all be described as raggedy.
3. Responses will vary. Students may list the atmosphere, a ghost or spirit, or sound waves.
4. Responses will vary.
5. ragged
6. Responses will vary. Students may mention the words visible, vision, visibility, visor, revise,
revision, supervise, or supervision.
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Responses will vary. Below are some possible student responses:
Repetition
Repeated Detail
Possible Meaning
Page Number
• “And when you wake up on your eleventh birthday,
you expect to feel eleven, but you don’t. You open your
eyes and everything’s just like yesterday, only it’s today.
And you don’t feel eleven at all. You feel like you’re still
ten. And you are—underneath the year that makes you
eleven.”
• “Like some days you might say something stupid. . . . Or
maybe some days you might need to sit on your mama’s
lap because you’re scared. . . . And maybe one day when
you’re all grown up, maybe you will need to cry. . . .”
• “Because the way you grow old is kind of like an onion
or like the rings inside a tree trunk or like my little
wooden dolls. . . .”
• “Only today I wish I didn’t have only eleven years rattling
inside me like pennies in a tin Band-Aid box. Today I
wish I was one hundred and two instead of eleven. . . .”
• “Not mine, not mine, not mine. . . .”
• The repetition of the word eleven shows
that the young girl doesn’t feel as if she is
eleven because it doesn’t feel any different
than age ten. It seems that she needs to keep
reminding herself of her new age.
• page 69
• The repetition of some days and maybe
shows the young girl’s confusion about
meeting the expectations of age eleven.
• page 69
• The repetition of like makes it seem similar
to the natural speech pattern of a young girl.
• page 69
• The repetition of the phrase today I wish
emphasizes how much the young girl wants
to be older than age eleven.
• The repetition of the phrase not mine calls
attention to the young girl’s frustration.
• page 70
• page 70
Responses will vary. Possible student responses are listed below:
• Sight: ugly, red plastic buttons, stretched-out collar and sleeves, looks “like a big
mountain,” hangs over the edge of the desk “like a waterfall,” “clown-sweater arms”
• Smell: “like cottage cheese”
• Touch: hurts to wear the sweater, “itchy and full of germs”
• Sound: probably sounds scratchy against the desk
Selection Quiz
1.
2.
3.
4.
B
D
A
B
5.
6.
7.
8.
C
C
D
B
9. A
10. B
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All Summer in a Day / The Fun They Had
Build Background
Students’ answers will vary.
Set Purpose
Practice Vocabulary
1.
2.
3.
4.
5.
6.
resilient
nonchalantly
tumultuously
loftily
immense
scornful
Possible answers:
descriptions of years of constant rain
on the planet Venus
echoing tunnels of the underground city
great jungle that covered Venus, nest of octopuses, color of rubber and ash
Both
set in school
disagreements between students
May 17, 2157 written on a diary page
dialogue between children about telebooks
mechanical teacher in the home
dialogue between children about long-ago schools
1. Possible answers: “All Summer in a Day” takes place on Venus at a time when people from
Earth have settled on the planet. It rains almost constantly on Venus. Because of this, the
people live in a large underground city, and the planet is covered with a great jungle that
is pale from the lack of sun. “The Fun They Had” takes place on Earth in the future. Two
children compare an old printed book to their telebooks and school buildings, classrooms,
students, and teachers long ago to their individual home schooling with a mechanical teacher.
2. Possible answers: The author of “All Summer in a Day” reveals the setting mostly
through descriptions that include sensory details about the rain, the jungle, and the brief
appearance of the sun. The author of “The Fun They Had” reveals the setting mostly
through dialogue between the two children as they discuss telebooks and mechanical
teachers and Tommy tells Margie what schools long ago were like.
3. Possible answers: In “All Summer in a Day,” the detailed descriptions of the rain create
a depressing, closed-in mood that contrasts sharply with the open, joyful mood created
by the descriptions of the sun’s brief, welcome appearance. In “The Fun They Had,” the
dialogue that reveals details about children’s lives in the future compared to their lives in
the past causes Margie to envy those long-ago children. This creates a mood filled with
longing and wishful thinking.
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Possible answers:
Margot in “All Summer in a Day”
Margie
in “The Fun They Had”
Age
nine years old
eleven years old
Home
an underground city on the planet Venus in the future
a neighborhood on Earth in the future
School
a schoolroom with other nine-year-olds and a teacher
at home alone with a mechanical teacher
Likes
the sun, songs about the sun and summer
the very old book, schools long ago where
children learned together
Dislikes
the rain, games, the school shower rooms
school and her mechanical teacher
Antagonist/Problem
William and her other classmates; they sense she is
different, so they put her in a closet.
Tommy who owns the old book and acts
superior; her mechanical teacher
Imagine that Margot and Margie decide to trade schools. Do you think that is a good idea?
Why or why not? Students’ answers will vary.
Make Connections
1. 7
2. 9
3. 1
4. 5
5. D
6. B
7. A
8. C
1. C
2. A
3. E
4. B
5. D
6. a very old book
7. at their homes
8. their mechanical teachers
9. dislike because of its subject, school
10. fascinated by what it tells about the past
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What Do You Think?
The Scribe
Build Vocabulary
A.
Answer will vary but might include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
B.
10.
11.
12.
13.
14.
15.
16.
17.
18.
(v) to represent or give an account of in words
(v) to write or engrave
(n) something written by hand
(adj) not easily described; commonplace; ordinary
(n) one who writes
(n) the written books of the Bible
(v) to give consent or agreement to something by signing
(n) a written direction for a remedy for an illness or disease
(v) to make a written copy
inscribe
nondescript
prescription
scripture
transcribe
subscribe
descriptive
scribe
manuscript
Build Background: Brown vs. The Board of Education
Who?
As directed by the leadership of the National Association of the Advancement of
Colored People (NAACP), Oliver L. Brown was the named plaintiff who agreed to join
the lawsuit and fight for the right of his children to an equal education.
What? A class action law suit was filed against the Board of Education of Topeka, Kansas.
African-American parents wanted their students to attend the closest schools to their
homes, not the ones that were specifically designated and segregated as “black only.”
When? The class action law suit was filed in 1951, but went to trial and was decided by the
Supreme Court in 1954.
Where? The case involved nearly 200 plaintiffs from Delaware, South Carolina, Virginia,
Washington D.C. and Kansas. The Kansas case was heard by the Supreme Court and
dictated the same outcome of the four similar cases filed in other states.
Why? For nearly 100 years, race relations in the United States had been dominated by racial
segregation. (The policy of “separate but equal” facilities, education, treatment was
endorsed by Plessy vs. Ferguson in 1896.)
How?
The Supreme Court Decision reaffirmed the right of U.S. citizens to be protected from
unfair limits and restrictions imposed by state and local governments.
B. Answers may vary.
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1. By the James’ language, it seems that the narrator is not educated or uses poor grammar
because of his surroundings. Perhaps the family didn’t earn much money and never had
any checks to cash.
2. James realizes that the people who can’t read, write or count are being treated very poorly
by two white man who have no compassion for the hardship of others.
3. James is an intelligent and motivated young man. He really wanted to do something
productive, meaningful and interesting.
4. James has great respect for people. He did not want to embarrass the lady by saying that he
knew she couldn’t read.
5. James felt like the government-issued documents were difficult for the average person to
understand, and even more difficult for people like the ones in his neighborhood.
6. The neighborhood where James lives is unsafe. People are often getting in trouble with the
police. There are not many positive encounters with police.
7. James had gained the courage to apply for his license and use his strong reading and
writing skills to help his neighborhood’s residences handle their paperwork without being
overcharged.
Exposition:
James learns that the Silver Dollar Check Cashing Service overcharges and treats
its customers poorly.
Rising Action: Frustrated by the poor treatment of James’ neighbors who cannot read or write,
James sets up a card table in front of the Silver Dollar Check Cashing Service
and offers his services for free.
Climax:
A policeman tells James that if he does not charge for his services then he is
presenting unfair competition for the Silver Dollar. If James does charge his
customers a quarter, then he could be arrested for conducting business without
a license.
Falling Action: James deals with his frustration by feeding the swans and then decides to help
publicize the bank for its free check-cashing services. He accompanies Mrs.
Franklin to the bank, and with the help of Mrs. Adams, the two have a positive
experience.
Resolution:
James contemplates buying a license so that he can set up a booth and help his
neighbors who cannot read or write.
Selection Quiz
A.
1.
2.
3.
4.
5.
6.
7.
8.
subscribe
scribe
manuscript
inscribe
descriptive
scripture
prescription
nondescript
LEvEL I, unIt 1
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B.
9.
10.
11.
12.
13.
14.
A
D
B
C
D
B
The Sand Castle
Build Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
cumbersome
remedy
listlessly
forlorn
hostile
C
A
C
Answers will vary.
Answers will vary buy may include:
Cause
Effect
1. the sunlight was extremely strong and damaging.
During the day, people wore protective clothing and
darkened goggles.
2. Temperatures were hot and harmful.
the bus that Masha and her children rode was
temperature controlled.
3. the seas stopped producing seashells.
Masha brought seashells to the beach so that her
grandchildren could decorate the sand castle.
4. People are making efforts to repair the damaged environment.
Masha’s community banned ozone-depleting chemicals.
5. the grandson asks his grandmother what an eagle is.
Masha’s grandson did not know what an eagle was.
6. The grandchildren sifted sand through their gloved hands.
the children could not touch the sea or the sand.
Make Connections
Answers will vary.
Selection Quiz
A.
102
1. A
2. C
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3. B
4. D
5. D
B.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
global
solar
birds
seashells
glaciers
greenhouse
carbon
ocean
weather
earth
Aaron’s Gift
Practice Vocabulary
Across: 1. pylons 5. oath 6. assassinated 7. splints 8. aviator 9. tenement 11. coaxed
Down: 1. peddlers 2. skittering 3. hesitated 4. consoled 10. mascot
Answer Questions
Possible answers:
Page 104 Use Reading Strategies: Clarify What is wrong with the pigeon? It has a broken
wing and cannot fly.
Page 106 Use Reading Strategies: Make Inferences Why does Aaron’s grandmother have
long talks with the birds? She likes to feed the birds and tell them stories about her childhood.
They are a comfort to her.
Page 106 Analyze Literature: Plot Now that the pigeon is getting healthy, do you think the
conflict in the story is over? No, Pidge’s injury and recovery are part of the exposition and
rising action of the story. The main conflict in the story has not yet been revealed.
Page 108 Use Reading Strategies: Make Predictions What do you think will happen when
Aaron brings the pigeon to the gang’s shack? Perhaps Carl and the other gang members are
just curious about the pigeon, but it seems strange that they want Aaron to bring Pidge to the
shack. They may hurt Pidge.
Page 109 Use Reading Strategies: Make Connections Have you ever had to say no to your
friends? How can you overcome peer pressure and do what is right? Students’ answers will vary.
Page 110 Use Reading Skills: Draw Conclusions Why does Aaron call the boys “Cossacks”?
The Cossacks were the men who destroyed his grandmother’s village and killed many of the
villagers. To Aaron, Cossacks is a hated word. Because the boys tried to kill Pidge, Aaron hates
them, which puts them in the same category as Cossacks.
Possible answers:
Aaron:
the main character in the story; a 10-year-old Jewish boy who lives with his
mother, father, and grandmother in a city apartment; an excellent roller skater
who wants to belong to a gang of older boys; kindhearted (he takes care of an
injured pigeon); brave (he defends Pidge from the boys)
Pidge:
major character; a city pigeon with a broken wing; captured and taken home
by Aaron; likes cookie and bread crumbs, popcorn, corn, and crackers;
willing to be used as a carrier of messages by Aaron and his friends;
threatened by the gang, he flies away to freedom
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Noreen Callahan:
minor character; a girl who lives in Aaron’s apartment building; takes
off Aaron’s skates for him and helps Aaron put splints on Pidge’s
broken wing
Aaron’s grandmother: minor character; 60-year-old Jewish woman who has lived with Aaron
and his parents since her husband died three years ago; feeds and talks
to the birds on the back fire escape; tells stories of her childhood in the
Ukraine, which included a pogrom by the Cossacks; proud of Aaron for
fighting back; grateful that Pidge is free
Aaron’s mother:
minor character; lets Aaron keep the pigeon; commands Aaron to
stay away from the gang; encourages Aaron to make a gift for his
grandmother’s sixtieth birthday
Aaron’s father:
minor character; is impressed by Aaron’s work on the pigeon
Carl:
minor character; the gang leader; conniving (tells Aaron he can join
the club if Pidge is “the mascot”); heartless (ties up Pidge and plans to
throw him into a fire); attacked by Aaron
Make Connections
Students’ choices will vary.
Text-to-Self
Text-to-Text
Both boys live in crowded cities. Aaron is a Jewish boy whereas James is an African American. Both
boys try to help others. James wants to help older members of his community with the basic services
such as writing letters and reading information. He decides to get the business license he needs to
provide services to the elderly. Aaron helps a wounded bird heal and then fights to protect it when a
gang of boys tries to burn it alive. Aaron’s grandmother, who suffered during a pogrom, is proud of
him for standing up for what is right. She considers his actions a wonderful birthday present.
Text-to-Text
Text-to-World
Title
Author
Type of Fiction
Setting
Main Characters
“Aaron’s Gift”
Myron Levoy
short story
a large American city in the mid-1900s
Aaron, a young Jewish boy who finds and treats a wounded pigeon
Pidge, the pigeon that Aaron treats
Conflict/Problem Possible answer: Aaron’s first problem is how to mend Pidge’s wing so the
bird can be healthy again. The main conflict is between Aaron and the gang
of boys. Aaron wants to belong to the group, but must fight them to save
Pidge.
Main Events
Possible answer:
1.
2.
3.
4.
104
Aaron finds a pigeon with a broken wing and takes him home.
He treats the pigeon and makes it a pet.
Aaron’s grandmother likes birds, and Aaron decides to give her Pidge as a birthday gift.
The leader of a gang of boys tells Aaron he can join the gang if he brings the pigeon to a
meeting. Aaron wants to be part of the group, so he does take the pigeon to the meeting.
LEvEL I, unIt 1
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5.
6.
7.
8.
The boys build a fire and tie the bird up. They are going to throw him in the fire.
Aaron races away with the bird, untying it, but the boys catch him.
Aaron fights for the bird, which flies away.
Aaron returns home and tells his family what happened. His grandmother is very proud of
him and considers his actions a birthday gift.
Theme Possible answers: People must stand up against injustices. Protecting life from harm is
honorable.
Critique, or review and evaluate, the story “Aaron’s Gift.” Answer these questions.
La Bamba
Practice Vocabulary
Possible answer:
1.
2.
3.
4.
5.
6.
7.
8.
moved skillfully
gestures and movements with no words
first public appearance
special vocabulary used by a specific group or profession
confusion, disturbance
thrust out the lips when displeased
very funny
in a very attentive way
Possible answers:
1. Manuel has volunteered to be in the talent show at his school. He will pretend to sing “La
Bamba.”
2. At rehearsal, the record player won’t work, and Manuel drops the record of “La Bamba.”
3. During the show, while Manuel is on stage, the record gets stuck and he has to sing the
same line over and over.
4. Manuel is embarrassed by what happened, but people think that he did it on purpose and
that it was very funny.
5. Manuel enjoys his moment in the limelight, which is why he volunteered for the talent
show in the first place.
Possible answer:
Cause: Manuel wants the limelight and applause, and he also wants to impress the girls.
Effect: Manuel volunteers to be in the school talent show.
Cause: The record player won’t work during rehearsal.
Effect: Manuel can’t practice his pantomime act at rehearsal.
Cause: Benny blows his trumpet loudly.
Effect: Manuel drops his record; it rolls across the floor and hits the wall.
Cause: Manuel is nervous about going on stage to perform.
Effect: Manuel is behind the stage shivering with fear.
Cause: The record gets stuck while Manuel is on stage.
Effect: Manuel has to sing the same line of the song over and over.
Cause: People like Manuel’s performance and think it is funny.
Effect: People laugh and applaud during and after Manuel’s performance.
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“Manuel wanted applause as loud as a thunderstorm.”
What two things are being compared? applause, thunderstorm
What quality of the two things is being compared? their loudness
Possible answer: Manuel wanted applause as loud as twenty jet engines.
“No words came out, just a hiss that sounded like a snake.”
What two things are being compared? hiss, snake
What quality of the two things is being compared? the sound
Possible answer: No words came out, just a hiss that sounded like steam leaking from a pipe.
“Some people were moving to the beat, but most were just watching him [Manuel], like they
would a monkey at a zoo.”
What two things are being compared? Manuel, a monkey at a zoo
What quality of the two things is being compared? the way people watch them
Possible answer: . . . but most were just watching him, like they would a movie at a theater.
“The sheets were as cold as the moon that stood over the peach tree in their backyard.”
What two things are being compared? sheets, moon
What quality of the two things is being compared? their coldness
Possible answer: The sheets were as cold as the Arctic snow in midwinter.
Title
Author
Type of Fiction
Setting
Main Characters
“La Bamba”
Gary Soto
short story
an elementary school during fall in the recent past
Manuel, a student in the talent show
Mr. Roybal, teacher, talent coordinator
Conflict/Problem Possible answer: Manuel wants to perform in the talent show but is nervous
about how well he will do.
Main Events
Possible answer:
1.
2.
3.
4.
5.
6.
7.
8.
Manuel raises his hand to be in the talent contest.
He plans to pantomime singing the song “La Bamba” and dance.
Manuel drops his record while he watches other kids practice their routines.
Manuel remembers an embarrassing moment when the flashlight he made did not work as
he demonstrated it in class.
On stage, Manuel begins to dance during the song, and the crowd applauds.
The record gets stuck and Manuel has to pretend to sing the same words over and over.
The crowd likes his routine.
Everyone tells Manuel how funny he was. They thought he had planned the whole thing
and was trying to be funny.
Manuel loved the attention, but decided he probably wouldn’t raise his hand to be in the
next talent show.
Theme Possible answers: People sometimes see things differently than we think they will. Our
talents may not be what we think they are.
Critique, or review and evaluate, the story “La Bamba.” Answer these questions.
106
LEvEL I, unIt 1
2/7/11 2:19 PM

meeting the standards

Transcription

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