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McDougal Littell
literature
resource manager
Unit 7
EVANSTON, ILLINOIS • BOSTON • DALLAS
ART CREDITS
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ISBN 13: 978-0-618-94553-5
ISBN 10: 0-618-94553-9
Copyright © McDougal Littell, a division of Houghton Mifflin Company. All rights reserved.
1 2 3 4 5 6 7 8 9 - MDO - 11 10 09 08 07
UNIT 7 CONTENTS
Our Place in the World: History, Culture,
and the Author
Unit Planning
Skills Trace
2
Skills Locator
4
Academic Vocabulary
9
Additional Academic Vocabulary
10
Grammar Focus
11
Selection Resources and Copy Masters
Reader’s Workshop: History, Culture, and the Author
13
The Snapping Turtle (Short Story)
17
Out of Bounds (Short Story)
43
Pecos Bill (Tall Tale)
67
Great Reads: from The Pearl (Novella)
89
One Last Time (Memoir)
91
117
Reading for Information: from Out of Many, One (Speech)
141
Media Study: Political Cartoons (Image Collection)
159
I Want to Write/Sit-Ins (Poems)
169
Writing Workshop: Cause-and-Effect Essay
187
Copyright © McDougal Littell/Houghton Mifflin Company.
from Dreams from My Father (Autobiography)
Resource Manager
Unit 7
Grade 8
1
Unit 7 Skills Trace
UNIT 71 PLANNING
Skills in blue
are assessed on
the Unit 7 Test.
Reader’s
Workshop:
History, Culture,
and the Author
pp. 760–765
SKILLS
STRAND
Out of Bounds
pp. 782–799
Pecos Bill
pp. 800–809
Great Reads:
from The Pearl
pp. 810–815
Short Story
Level:
Challenging
Tall Tale
Level: Average
Novella
Level: Average
Form (Novella)
p. 810
Literary Analysis
Influence
of Writer’s
Background
pp. 760–761,
764–765
Historical
and Cultural
Influences pp.
762–765
Influence
of Author’s
Background
pp. 767, 768, 771,
772, 774, 778, 779
Cultural Conflict
pp. 783, 784, 787,
788, 791, 794, 795,
797
Tall Tale pp. 801,
802, 804, 805, 806,
807, 808, 809
Reading and
Informational
Texts
Analyze the
Literature pp.
761, 763–765
Compare and
Contrast pp. 767,
770, 771, 775,
777, 779
Make Inferences
pp. 783, 786, 789,
790, 791, 792,
796, 797
Visualize pp. 801,
802, 805, 808, 809
Vocabulary
Academic
Vocabulary p.
762
Word Acquisition
pp. 767, T767, 780
Context Clues—
General p. T767;
Analogies p. 780
Word Acquisition
pp. 783, T783, 798
Context Clues
p. T783
Homographs
p. 798
CompoundComplex
Sentences p. 781
Colons p. 799
Discuss pp. 766,
T768–T778, 779
Analyze Visuals
pp. 768, 773, 776
Discuss pp. 782,
T784–T796, 797
Analyze Visuals
pp. 784, 793, 795
Speaking,
Listening,
Viewing,
and Media
Unit 7
Grade 8
The Snapping
Turtle
pp. 766–781
Short Story
Level: Easy
Writing,
Grammar,
and Style
2
Assessment-Based Planning
Discuss
pp. 760–763
T = Teacher’s Edition page
Discuss pp. 800,
T802–T808, 809
Analyze Visuals
pp. 802, T807
Discuss pp. 810,
T815
Resource Manager
For additional lesson planning help, see Easy Planner DVD.
Linked selections
Media Study:
Political Cartoons
pp. 850–853
I Want to Write/
Sit-Ins
pp. 854–859
Image Collection
Poems
Level: Easy
from Dreams from
My Father
pp. 830–845
from Out of Many,
One
pp. 846–849
Memoir
Level: Average
Autobiography
Level: Challenging
Speech
Level: Average
Author’s
Perspective pp.
817, 818, 821, 823,
824, 825, 827
Autobiography
pp. 831, 832, 836,
838, 839, 841, 842,
844
Characteristics
of a Speech pp.
847, 849
Historical Context
pp. 855, 857, 858
Analyze Sensory
Details pp. 817,
820, 823, 824, 825,
827
Read a Poem
p. 826
Recognize
Cause-and-Effect
Relationships
pp. 831, 835, 836,
839, 841, 842, 843,
844
Identify
Treatment
pp. 846, 848, 849
Compare and
Contrast p. 849
Analyze
Repetition
pp. 855, 856, 857,
858
Read a Book
Excerpt p. 859
Word Acquisition
pp. 817, T817, 828
Context Clues—
General p. T817;
Similes p. 828
Word Acquisition
pp. 831, T831, 845
Context Clues p.
T831
Denotation and
Connotation p.
845
Semicolons p. 829
Discuss pp. 816,
T818–T826, 827
Analyze Visuals
pp. 818, 822
Resource Manager
Writing
Workshop: Causeand-Effect Essay
pp. 860–867
UNIT 71 PLANNING
One Last Time
pp. 816–829
Analyze a Causeand-Effect Essay
pp. 861–862, 866
Write a Causeand-Effect Essay
pp. 860–866
Commas After
Introductory
Words or Phrases
p. 866
Additional Writing
and Grammar
Skills
Discuss pp. 830,
T832–T843, 844
Analyze Visuals
pp. 832, 837, 840,
843
Discuss pp. 846,
T847–T848, 849
Discuss pp. 850,
853
Analyze the
Visual Aspects of
Political Cartoons
pp. 851–852
Create a Political
Cartoon p. 853
Discuss pp. 854,
T856–T857, 858,
T859
Analyze Visuals p.
856, 857
Discuss pp.
860–862
Create a
Multimedia
Presentation p.
867
Unit 7
Grade 8
3
MAKERS
UNIT 7 HISTORY
PLANNING
(CONTINUED)
Unit 7 Skills Locator
Skills taught in Unit 7 are listed in the first column. The selections and workshops where students
learn or practice each skill appear in the middle column. The third column lists lessons from the
Standards Lesson File that can be used to teach or reinforce each skill.
Skills
(A) = Assessed on the Unit 7 Test
Selections And Workshops
in the Anthology
Standards Lesson File
Literary Analysis
Identify and analyze the influence of
an author’s background (A)
Reader’s Workshop 760–765
Identify and analyze historical context
The Snapping Turtle 766–781
I Want to Write/Sit-Ins 854–859
4
Identify and analyze cultural context
Identify and analyze cultural conflicts
Out of Bounds 782–799
Identify and analyze author’s
perspective (A)
One Last Time 816–829
Identify, analyze and interpret an
autobiography (A)
Dreams from My Father 830–845
Identify and analyze characteristics of
a tall tale
Pecos Bill 800–809
Unit 7
Grade 8
Literature Lesson 41: Author’s
Perspective
Literature Lesson 41: Author’s
Perspective
Reading Lesson 41: Author’s
Perspective
Resource Manager
UNIT 7 SKILLS LOCATOR (CONTINUED)
Reading and Informational Text
Pecos Bill 800–809
Compare and contrast (A)
Out of Many, One 846–849
HISTORY
MAKERS
UNIT
7 PLANNING
Visualize
Reading Lesson 12: Comparing and
Contrasting
Compare and contrast characters
Reading Lesson 12: Comparing and
Contrasting
Compare and contrast portrayals
Make inferences (A)
Reading Lesson 8: Making Inferences
Identify and analyze cause-effect
relationships (A)
Reading Lesson 7: Recognizing Cause
and Effect
Identify and analyze repetition
I Want to Write/Sit-Ins 854–859
Literature Lesson 34: Repetition and
Parallelism
Identify and analyze sensory details to
help understanding
Identify treatment (purpose, tone,
form) (A)
Identify characteristics of a keynote
speech
Reading Lesson 3: Determining
Author’s Purpose
Vocabulary
Analyze analogies to infer literal and
figurative meanings of words
Vocabulary Lesson 23: Analogies
Use context clues to determine the
meanings of homographs (A)
Vocabulary Lesson 20: Homonyms and
Homographs
Use similes as context clues to
determine the meanings of unfamiliar
words
Literature Lesson 29: Simile and
Metaphor
Distinguish between the connotative
and denotative meanings of words (A)
Vocabulary Lesson 17: Denotation and
Connotation
Resource Manager
Unit 7
Grade 8
5
MAKERS
UNIT 7 HISTORY
PLANNING
(CONTINUED)
Writing, Grammar, and Style
Write a cause-and-effect essay
Writing Workshop 860–867
(A)
Writing Lesson 9: Creating Sentence
Variety
Writing Lesson 16: Cause-and-Effect
Order
Writing Lesson 21: Writing a Thesis
Statement
Writing Lesson 30: Cause-and-Effect
Essay
Writing Lesson 44: Using Precise
Words
Use transition words to signal causes
and effects (A)
Writing Workshop 860–867
Combine sentences to form one
compound-complex sentence (A)
Use colons correctly after letter
greetings and before lists of items (A)
Use semicolons correctly to separate
parts of a series (A)
Writing Lesson 19: Transitions
TRANSPARENCIES
ANSWER KEY
INTERDISCIPLINARY ACTIVITIES
Grammar Lesson 20: Missing or
Misplaced Commas
6
Unit 7
Grade 8
Resource Manager
Speaking, Listening, Viewing, and Media
Media Study 850–853
Compare and contrast the style of
illustrators
Distinguish and compare different
points of view in nonprint media
sources (political cartoons)
Create a political cartoon
Create and deliver a multimedia
presentation
Publishing with Technology 867
Resource Manager
Media Lesson 19: Analyzing Visuals
UNIT 7 PLANNING
Identify visual aspects of illustrations
(line, color, texture, and shape)
Media Lesson 3: Influence of Media
on Society
Media Lesson 22: Creating a Power
Presentation
Unit 7
Grade 8
7
Name
Date
Unit 7
COPY MASTER
Academic Vocabulary
A. Listen as your teacher reads each vocabulary term. Read and discuss the
examples. Then write a definition for each term.
Term
Examples
1.
author’s
background
Story details frequently reflect information
about an author’s background.
2.
historical
context
Understanding historical context makes it
easier to appreciate the play, which is set
during the 1960s.
3.
cultural
context
Music, customs, and traditions established
the c ultural context for a story about life in
the Southwest.
4.
author’s
perspective
The author’s perspective about education
is different from the common way of
thinking about the subject, probably
because she was home-schooled.
5.
cause and
effect
One example of cause and effect is not
sleeping well (cause) and feeling tired the
next day (effect).
6.
treatment
The film treatment of the story was not
quite what its author had expected to see.
Definition
B. Answer each question on a separate sheet of paper.
1.
Which of these is an example of cause and effect: Making a phone call to an old
friend after moving to a new state or city? Or calling an old friend after receiving
a letter expressing sadness that you had moved away?
2.
Think about a story you read recently. What treatment of the story can you
imagine? Could it be a film, a play, or something else? Explain.
3.
How might an author’s perspective influence the description of a character
whose background is very similar to his or her own background?
4.
In a story about the childhood of an adult you know, what details could you
include to show both historical and cultural context?
Resource Manager
Unit 7
Grade 8
9
Name
Date
Unit 7
COPY MASTER
Additional Academic Vocabulary
A. Listen as your teacher reads each vocabulary term. Read and discuss the
definition. Then complete each sentence.
Term
Definition
Complete each sentence.
1. inference
a guess based on evidence
It is easy to make an i nference
about the coach’s mood when she
the players.
2. sentence
combining
linking sentences, phrases, and
clauses in order to make a variety of
sentences
Sentence combining can be used
to make the sentences Rosa enjoys
reading poetryand Rosa enjoys
writing poetry into one sentence:
.
3. compare and
contrast
to find the similarities and differences
between two things
Whenever I compare and contrast
recipes, some seem very easy. Others
, but they
seem
.
all sound
4. homograph
words that are spelled the same but
have different meanings
The homograph state has two
meanings:
.
denotation: the basic, literal meaning
of a word
connotation: feelings or ideas
associated with a word
The denotation of nosy is “curious.”
Nosy also has the connotation of
.”
“
B. Complete each activity.
10
1.
Compare and contrast the last two movies you have seen, focusing on details of
plot and character.
2.
What denotation do the words ugly and hideous both have? Which of the two
words has the more negative connotation?
3.
Practice sentence combining by making these two sentences into one sentence:
Hannah loves to swim. George prefers skiing.
Unit 7
Grade 8
Resource Manager
5. connotative
and denotative
meanings
and
Unit 7
Grammar Focus
These charts provide two methods of incorporating grammar instruction in your
literature class. You may choose one approach, or blend the two.
Systematic Grammar Instruction: Verbals and Verb Phrases
Introducing the Unit: Remind students that errors in the placement and punctuation
of phrases are a common source of confusion in writing.
Week
Grammar Handbook
Grammar for Writing
25 Gerunds
Gerunds and Gerund Phrases,
pp. R61–R62
Gerunds, p. 170
Workbook: pp. 139–141
26 Participles
Participles and Participial
Phrases, p. R61
Participles, pp. 172–173
27 Infinitives
Infinitives and Infinitive
Phrases, p. R61
Infinitives, p. 175–176
• Commas with Phrases
Quick Reference: Comma, p.
R49
Commas in Sentences, pp.
253–254
• Hyphens, Dashes, and
Parentheses
Quick Reference: Dash,
Parentheses, Hyphen, p. R50
Hyphens, Dashes, and
Parentheses, p. 264
Related Mechanics Topics
Resource Manager
Unit 7
Grade 8
11
GRAMMAR FOCUS, CONTINUED
Integrating Grammar, Literature, and Writing
Use activities provided in the literature selections and Writing Workshop to reinforce
grammar concepts in the context of writing, revision, and author’s style. You may
extend or reinforce those lessons using Handbook lessons in the student edition, the
Grammar for Writing text and workbook, or the Standards Lesson Files.
Grammar Handbook
Grammar for Writing
The Snapping Turtle
Form CompoundComplex Sentences
Compound-Complex
Sentences, p. R64
Compound-Complex
Sentences, p. 198
Out of Bounds
Use Colons Correctly
Quick Reference: Colon, p. R50
Colons, pp. 262–263
One Last Time
Use Semi-Colons Correctly
Quick Reference: Semicolon,
p. R49
Semicolons with Items in a
Series, p. 262
Writing
Workshop: Cause-and-Effect
Essay
—
Writing Lesson 30:
Cause-and-Effect Essay
Unit 7
12
Unit 7
Grade 8
Resource Manager
Lesson at a Glance
READER’S WORKSHOP
Reader’s
Workshop
History, Culture,
and the Author
OVERVIEW AND PURPOSE
LESSON RESOURCES
The following key terms and concepts are
introduced in the Reader’s Workshop for Unit 7.
They will be reviewed and reinforced throughout
the unit, and assessed on the Unit 7 Test.
Student Copy Masters
These copy masters may be used to provide
note-taking support for students at lower readiness
levels.
• Author’s Background
• Note Taking, p. 15
• Historical and Cultural Influences
• Note Taking, p. 16
• Author’s Perspective
WORKSHOP EXCERPTS
“Eating Alone”
poem by Li-Young Lee
“Dusting”
poem by Julia Alvarez
“Sonny’s Blues”
short story by James Baldwin
“Beware of the Dog”
short story by Roald Dahl
“Origami”
short story by Susan K. Ito
Resource Manager
Unit 7
Grade 8
13
Name
Date
READER’S WORKSHOP: PART 1
COPY MASTER
Note Taking
READER’S WORKSHOP
A WRITER’S BACKGROUND
1.
A writer’s background influences
and
.
2.
Li-Young Lee’s Chinese heritage is shown in the poem through details that
describe
3.
and
Lines 9–12 of the poem relate to
, an important
event in Lee’s life.
Fill in the web diagram and complete the sentences to help you remember key ideas
from the text.
Factors that influence
a writer
Resource Manager
Unit 7
Grade 8
15
Name
Date
READER’S WORKSHOP: PART 2
COPY MASTER
READER’S WORKSHOP
Note Taking
HISTORICAL AND CULTURAL INFLUENCES
Fill in the blanks to make complete sentences that will help you remember important
ideas.
Historical and cultural contexts refer to the
,
and
,
that influence
a writer.
Fill in the chart with the appropriate information about the excerpt from “Sonny’s
Blues.”
“Sonny’s Blues”
The setting is . . .
Baldwin is able to describe this setting because
...
In real life, in the 20th century, this setting could
be described as . . .
James Baldwin uses this context for his short
story because he wants to show . . .
16
Unit 7
Grade 8
Resource Manager
Lesson at a Glance
the
sna pping
turtle
Joseph Bruchac
THE SNAPPING TURTLE
WHY THIS SELECTION?
LESSON RESOURCES
Plan and Teach
Joseph Bruchac is an important Native
Lesson Plan and Resource Guide . . 18–19
American author whose writings have
20
helped spread understanding of his unique Alternative Standards Focus . . . . .
cultural heritage.
Additional Selection Questions . . . .
21
Ideas for Extension . . . . . . . 22–23
ABOUT THIS SELECTION
Teacher Notes . . . . . . . . . . .
24
Pupil/Teacher’s Edition Pages: 766–781
Difficulty Level: Easy
25
Readability Scores: Lexile: 900; Fry: 6; Summary (English, Spanish) . . . . .
26
Summary (Haitian Creole, Vietnamese)
Dale-Chall: 6.4
Literary Analysis: Influence of Author’s
Summary Sonny lives with his
Background . . . . . . . . . . .
27
grandparents, who teach him respect for Literary Analysis: Influence of Author’s
the earth. One day, Sonny goes fishing
Background (Spanish) . . . . . . .
28
and then decides to explore a reservoir.
29
Reading Skill: Compare and Contrast .
There, he captures a snapping turtle,
Reading Skill: Compare and Contrast
which he plans to sell. He later changes (Spanish) . . . . . . . . . . . .
30
his mind when he realizes that the turtle
Vocabulary Study . . . . . . . . .
31
was getting ready to lay its eggs. Sonny
32
Vocabulary Practice . . . . . . . .
and his grandfather return the turtle to the
Vocabulary
Strategy
.
.
.
.
.
.
.
.
33
reservoir.
Reading Check . . . . . . . . . .
34
Key Idea: Values Most people learn
35
Question Support . . . . . . . . .
their values from family members,
Grammar and Writing . . . . . . . .
36
friends, or society at large. Students
Reading Fluency . . . . . . . . 37–38
reading this story will learn about the
Assess
narrator’s values and have the opportunity
Selection Test A . . . . . . . . . 39–40
to compare them to their own.
Selection Test B/C . . . . . . . . 41–42
FOCUS STANDARDS
•
•
Influence of Author’s Background
Compare and Contrast
Resource Manager
All lesson resources are available
electronically on DVD
Unit 7
Grade 8
17
Lesson Plan and Resource Guide
The Snapping Turtle
Short Story by Joseph Bruchac
Objectives
•
•
•
•
•
THE SNAPPING TURTLE
•
•
•
explore the key idea of values
identify and analyze the influence of the author’s background
read a short story
compare and contrast characters
build vocabulary for reading and writing
analyze analogies to infer literal and figurative meanings of words (also an EL
language objective)
combine sentences to form compound-complex sentences
use writing to analyze literature
Unless otherwise noted, all resources can be found in the Resource Manager. All
materials are also available on Easy Planner DVD.
Pupil’s Edition and
Teacher’s Edition
Additional Resources
CM=Copy Master T=Transparency
Focus and Motivate
Question/Key Idea p. 766

Author Biography p. 767

Literature Center at ClassZone.com
Teach

Influence of Author’s
Background p. 767

Compare and Contrast p. 767

Compare and Contrast CM—p. 29, Spanish
p. 30

Vocabulary in Context p. 767

Vocabulary Study CM p. 31

Best Practices Toolkit
Scaffolding Vocabulary Instruction
pp. 43–46

Vocabulary Center at ClassZone.com
Practice and Apply: Guided Practice
Selection and Teacher Notes

18
“The Snapping Turtle,” pp.
768–778
Unit 7
Grade 8

Audio Anthology CD
Summary CM—English and Spanish p. 25, Haitian
Creole and Vietnamese p. 26
Reading Fluency CM pp. 37–38
Resource Manager

Teacher’s Edition

Differentiated Instruction pp. 31–38
Scaffolding Reading Instruction pp. 43–46
Reciprocal Questioning p. A3
New Word Analysis p. E8 [T]
Words with Multiple Meanings p. E31 [T]
Ask the Experts p. D4
Jigsaw Reading p. A1
THE SNAPPING TURTLE
Practice and Apply: After Reading

Selection Questions p. 779
Vocabulary Practice p. 780
Vocabulary in Writing p. 780
Vocabulary Strategy:
Analogies p. 780

Reading Check CM p. 34
Influence of Author’s Background CM—p. 27,
Spanish p. 28
Question Support CM p. 35
Additional Selection Questions p. 21
Alternative Standards Focus p. 20
Ideas for Extension pp. 22–23

Vocabulary Practice CM p. 32

Common Prefixes p. E14 [T]
Common Suffixes p. E15 [T]
Vocabulary Strategy CM p. 33

Writing Prompts p. 781
Grammar and Writing p. 781

Writing Center at ClassZone.com
Form Compound-Complex Sentences CM p. 36
Grammar Handbook—Pupil Edition p. R64
Assess

Selection Test A CM pp. 39–40
Selection Test B/C CM pp. 41–42
Test Generator CD
Reteach

Literature Lesson 41: Author’s Perspective
Reading Lesson 12: Comparing and Contrasting
Vocabulary Lesson 23: Analogies
Assess and Reteach

Influence of Author’s
Background
Compare and Contrast
Analogies
=Resources for Differentiation
Resource Manager
Unit 7
Grade 8
19
THE SNAPPING TURTLE
Use as an alternative to the
Alternative Standards Focus
focus skills on PE page 767.
The focus skills for “The Snapping Turtle” are influence of author’s background
and compare and contrast. The suggestions on this page allow you to teach an
alternate or additional literary analysis skill using “The Snapping Turtle.”
Literary Analysis: Theme
PASSAGE 1:
lines 67–81
THE SNAPPING TURTLE
Theme is the main idea that an author wants to communicate to a reader. It expresses
an insight into life or human nature, and it can be implied or stated directly. Based on
this passage, what do you think is the main theme of “The Snapping Turtle”? Is it
implied or stated directly? (Students may express the theme this way: People should
treat the earth and its creatures respectfully, sharing and not wasting resources.
The theme is implied.)
PASSAGE 2:
lines 130–148
What is Sonny’s response to the spider in the culvert? How does his response develop
and support the theme of the story? (Sonny apologizes for intruding, he raises his
hand in response to the spider raising its leg, and he very cautiously walks around the
web. His actions show that he respects the spider, is willing to share space with it,
and has no desire to harm it.)
PASSAGE 3:
What key words and phrases in this passage give clues about the story’s theme? (Key
words and phrases include “every spring,” “rescue,” “releasing them back into the
wild,” “stroked them with a finger.” All these words and phrases suggest a friendly
and respectful relationship with nature.)
PASSAGE 4:
lines 320–338
How does Sonny’s realization at the end of the story underscore the theme of the
story? (He realizes that the snapping turtle, which he has until now seen only as a
source of money, is a living creature like all others, and that it has a right to be free.
Selling the turtle, which is ready to lay its eggs, would mean wasting resources and
preventing future generations from being born.)
For a lesson on theme, see Literature Lesson 13: Theme in the Standards Lesson
File.
20
Unit 7
Grade 8
Resource Manager
lines 187–200
THE SNAPPING TURTLE
Use to supplement the
Additional Selection Questions
questions on PE page 779.
Differentiation Use these questions to provide customized practice with
comprehension and critical thinking skills.
Easy
What does Sonny eventually realize about the snapping turtle? (He
realizes that the turtle had been getting ready to lay her eggs when he caught her.)
2. Key Idea: Values Sonny is careful to get his hands wet before he touches a
fish he is going to throw back. What does this action tell you about his values?
(It shows that he values nature, because he is careful not to injure the fish.)
3. Recall Influence of Author’s Background In what way does Sonny’s family
situation reflect the author’s own life? (Like Sonny, Bruchac was raised by his
grandparents in a rural setting.)
1. Summarize
THE SNAPPING TURTLE
Average
Sonny is on his own a lot. He says he “didn’t much miss
the company of other kids” (line 67). Is he being honest when he says this? How
can you tell? (He avoids the other kids, because they tease him and don’t trust
him to follow their rules [lines 61–66]. He feels left out when the other kids talk
about the fun they have at the reservoir [lines 162–165]. These details might
make students conclude that Sonny yearns for the company of the other kids and
that he is not being honest with himself. Other students may say that he really
doesn’t miss it because his experiences have been so bad.)
5. Analyze Influence of Author’s Background What conclusions might you
draw about the author’s own grandparents based on his portrayal of Sonny’s
grandmother and grandfather? (Bruchac’s portrayal of Sonny’s grandparents
suggests that he felt great affection for his own.)
6. Key Idea: Values If you were Sonny, would you have returned the turtle to the
reservoir? Would you have taken the turtle from the reservoir in the first place?
Explain why or why not. (Students should give reasons to support their answers.)
4. Draw Conclusions
Challenging
Does Sonny’s decision to capture the turtle contradict his
values? Explain, citing evidence. (Most students will say that he does not respect
snapping turtles as he does other creatures. They are aggressive and can be
dangerous—“There wasn’t much to recommend a snapping turtle as a friend”
[lines 205–207]. Sonny also realizes he can make money from the turtle. This
attitude seems to contradict his values.)
8. Evaluate Influence of Author’s Background Keeping in mind the author’s
background, why do you think he wrote this story? (This story preserves and
passes along the values of his grandparents and the lessons that they taught him.
Bruchac may have written the story to convey to his readers the creed with which
he was brought up—that nature must be treated with respect.)
7. Key Idea: Values
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THE SNAPPING TURTLE
Ideas for Extension
Differentiation These activities provide students with a variety of options for
demonstrating understanding of lesson concepts.
EXPLORATIONS AND ACTIVITIES
ROLE-PLAY: EXPLORE CHARACTER
THE SNAPPING TURTLE
Ask students to speculate about the answers to the following questions: What do
Sonny’s grandparents think about the choices he makes? What kind of person do they
hope he will turn out to be? What lessons about life do they still hope to teach him?
Have pairs of students role-play a dialogue between Sonny’s grandparents, in
which they discuss Sonny and his future. Before they begin, have students reread the
story, making notes about each character’s personality as they read. They may want
to use a character map or chart to do this. Encourage them to infuse their dialogue
with as much of the characters’ personalities as they can.
FILM VERSION: ANALYZE ELEMENTS OF FICTION
Have students work in small groups to plan a film treatment of “The Snapping
Turtle.” Ask them to explore answers to the following questions:
• What would be a good location for the movie? Will you need more than one
location?
• Would the screenplay include more dialogue than the story?
• Would the narrator of the story speak in a voice-over, or might an anonymous
narrator do so?
Pre-AP Challenge: Encourage students to design a soundtrack for the film. Have
them begin by determining the mood of each scene. They might want to choose music
of various styles and genres, either with or without lyrics.
ORAL PRESENTATION: UNDERSTAND AUTHOR’S BACKGROUND
Tell students that members of the Abenaki people can still be found in northern New
England and Canada.
Have small groups analyze tribal Web sites, such as www.indians.org, to find
out about Abenaki history and culture. Then have each group give a presentation
covering one of the following topics: the early Abenaki; their relationship with
European explorers and settlers; the struggles the Abenaki have had in the 20th
century to be treated with respect, and the demands they have made; and the nature
of Abenaki communities today.
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Invite group members to share and discuss their film treatments.
IDEAS FOR EXTENSION, CONTINUED
INQUIRY AND RESEARCH
NATURAL HISTORY OF TURTLES
THE SNAPPING TURTLE
Tell students that turtles are some
appearance. Next, instruct them create
of the most ancient creatures on the
posters showing what they have learned
planet—large numbers of these reptiles
and give a presentation to the class.
existed approximately 20 million years
ago. The average turtle can lay hundreds
of eggs. Some sea turtles lay as many
as 100 eggs at a time. Snapping turtles
generally lay between 20 and 40 eggs at
a time.
Have students work with a partner or
in small groups to do Internet and library
research about different types of turtles.
Ask them to gather information about
food, range, reproduction, behavior, and
WRITING
EXPLORE POINT OF VIEW: POEM
Have students reread the story, focusing on the passage in which Sonny captures
the snapping turtle and drags it home.
Have them write a poem from the point of view of the turtle. Encourage them to
use a serious tone and to incorporate sensory details from the story. Remind them that
the turtle is getting ready to lay her eggs. How does she feel when she is captured?
Invite volunteers to read their poems to the class. Others may illustrate their
poems, which can be collected in a book.
COMPARE THEMES: ESSAY
Tell students that Joseph Bruchac is an extremely prolific writer. A list of his works
appears on his Web site, www.josephbruchac.com. Among these are retellings of
Abenaki myths and traditional stories. Assign each student two or three of these
works and have them write a comparison-contrast essay, focusing on the theme of
each myth or story.
Have students present a summary of the themes they have identified and discuss
the similarities and differences among the many myths and stories the class has read.
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THE SNAPPING TURTLE
Teacher Notes
Review and Evaluate Outcome
What did I want students to know or be able to do?
THE SNAPPING TURTLE
How successful was the lesson?
Evaluate Process
What worked?
• Strategies
• Resources
• Differentiation
What did not work? Why not?
Reflect
The next time I teach “The Snapping Turtle,” what will I do differently? Why?
Plan Ahead
What must I do next?
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THE SNAPPING TURTLE
Summary
THE SNAPPING TURTLE
Joseph Bruchac
Setting: Adirondack Mountains, New York, 1950s
THE SNAPPING TURTLE
The narrator is a ten-year-old boy who lives with his grandparents in a rural area of
New York state. Grandpa, who is part Native American, lives by traditional Abenaki
values of respect for living things. One morning the narrator goes fishing. Using the
methods he leaned from his grandfather, he soon catches enough trout for dinner.
Later he watches some other boys and learns that a man in town will pay ten dollars
for a snapping turtle. The boys soon abandon their efforts to catch a turtle. But the
narrator knows how to do it, and he soon grabs a good sized turtle by the tail. He
hauls it home, and his grandfather drives him to town. The man in town offers three
dollars for the turtle. The narrator refuses. Grandpa asks the narrator to think about
why the turtle came to shore. Suddenly the boy realizes that the turtle was ready to
lay her eggs. He asks his grandfather to drive back to the reservoir so he can return
the turtle to her home.
LA TORTUGA MORDEDORA
Joseph Bruchac
Escenario: las montañas de Adirondack, Nueva York; los años cincuenta
El narrador es un niño de diez años que vive con sus abuelos en un área rural del
estado de Nueva York. El abuelo, que es en parte indígena americano, vive según los
valores tradicionales de los Abenaki de respeto por las cosas vivas.Una mañana el
narrador va de pesca. Usando los métodos que aprendió de su abuelo, pronto atrapa
suficientes truchas para cenar. Más tarde ve a otros niños y se entera que un hombre
en el pueblo va a pagar diez dólares por una tortuga mordedora. Los niños pronto
abandonan pronto sus esfuerzos por atrapar una tortuga. Pero el narrador sabe cómo
hacerlo y pronto atrapa por la cola a una tortuga de buen tamaño. La arrastra hasta su
casa y su abuelo lo lleva hasta el pueblo. El hombre del pueblo le ofrece tres dólares
por la tortuga. El narrador se rehúsa. El abuelo le pide al narrador que piense por
qué la tortuga se acercó a la orilla. De repente, el niño se da cuenta de que la tortuga
estaba lista para poner huevos. Le pide a su abuelo que maneje de regreso a la reserva
para regresar a la tortuga a su casa.
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THE SNAPPING TURTLE
Summary
TÒTI KI GEN FÒM SÈPAN
Joseph Bruchac
Espas ak tan: Montay Adiwondak, Nouyòk, ane 1950 yo
THE SNAPPING TURTLE
Naratè a se yon ti gason dizan k ap viv avèk granparan li nan yon zòn riral leta
Nouyòk. Granpapa a, ki fè pati Amerendyen, ap viv dapre valè tradisyonèl Abenaki
ki montre respè pou tout kreyati vivan. Yon maten, naratè a al peche pwason. Avèk
metòd granpapa li te aprann li, li kenbe ase pwason twit pou dine. Pita, li wè kèk lòt ti
gason epi li vin konnen gen yon mesye ki nan vil la k ap peye li dis (10) dola si yo
fè l jwenn yon tòti ki konn kache anba karapas yo. Ti mesye yo kite sa paske yo pa
reyisi kenbe tòti a. Men naratè a konnen kouman pou li fè sa, epi san pèdi tan li kenbe
yon bon tòti bèl gwosè nan ke. Li pote li lakay li, epi granpapa li kondi li nan vil la.
Mesye lavil la ofri twa (3) dola pou tòti a, Naratè a refize. Granpapa a mande naratè
a pou li reflechi sou rezon ki fè tòti a te vini nan rivaj la. Toudenkou, ti gason an
reyalize tòti a te pare pou ponn ze li. Li mande granpapa a pou li mennen li retounen
nan rezèvwa a pou li ka retounen mete tòti a kote l te pran l lan.
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Literary Analysis
INFLUENCE OF AUTHOR’S BACKGROUND
An author’s background, including life experiences and cultural heritage, shapes
his or her way of looking at the world and often affects what he or she writes. For
example, Joseph Bruchac was raised by his grandparents, one of whom was Native
American. Many of his stories, in turn, have Native-American characters and reflect
Native-American values.
Directions: In the graphic, give examples from the story that show how Bruchac’s
characters reflect his own cultural beliefs and values.
THE SNAPPING TURTLE
Abenaki Values
Respect the Earth
Share with Others
Honor Elders
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Literary Analysis
INFLUENCE OF AUTHOR’S BACKGROUND
La formación del autor, incluyendo sus experiencias de vida y su herencia cultural,
moldea su manera de ver el mundo y con frecuencia afecta lo que escribe. Por
ejemplo, Joseph Bruchac creció con sus abuelos, uno de los cuales era indígena
americano. Varias de sus historias, a su vez, tienen personajes indígena-americanos y
reflejan valores indígena-americanos.
Instrucciones: En la gráfica, escribe ejemplos del relato que muestren cómo reflejan
los personajes de Bruchac sus creencias y valores culturales.
SPANISH
Valores Abenaki
Respeto a la Tierra
Compartir con los demás
Honrar a los ancianos
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Reading Skill
COMPARE AND CONTRAST
When you compare two or more things, you identify ways in which they are alike.
When you contrast them, you find ways in which they are different.
Directions: In one Venn diagram, compare and contrast the narrator and other boys.
In the other diagram compare and contrast the narrator’s grandmother and grandfather.
Other Boys
Grandmother
Grandfather
THE SNAPPING TURTLE
Narrator
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Reading Skill
Cuando comparas dos o más cosas, identificas maneras en las que se parecen.
Cuando las contrastas, encuentras maneras en las que son diferentes.
Instrucciones: En un diagrama de Venn, compara y contrasta al narrador y a los otros
niños. En el otro diagrama, compara y contrasta a la abuela y al abuelo del narrador.
Otros niños
Abuela
Abuelo
SPANISH
Narrador
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Vocabulary Study
CLASSIFYING WORDS
A. Directions: As your teacher reads each sentence, listen for the boldfaced word
2.
Sonny cached his fishing gear in a spot where he knew he could find it later.
3.
Sonny learned craftiness by having to avoid uncomfortable situations. He
thought of clever ways to hide.
4.
Sonny’s grandmother believed that sharing could bring a kind of
immortality—the things one shares might live forever.
5.
The shells of most turtles are impregnable. They provide a defense against
predators, which are unable to get past the stiff barrier.
6.
Unlike other boys, Sonny did not have the inclination to be loud and disruptive.
He preferred to be patient and quiet when he explored the natural world.
7.
Paying attention to the migration routes of turtles gave Sonny and his
grandparents an appreciation for the patterns of nature. Every spring, the turtles
returned to the same place.
8.
Sonny’s grandmother’s philosophy of life related to the way she thought about
the natural world and how it affected her actions.
9.
Sonny traipsed along the edge of the creek, walking nearly half a mile.
10.
THE SNAPPING TURTLE
and clues to its meaning. Together discuss possible meanings of the word.
1. Basking in the hot sun, not moving a muscle, Sonny watched and waited.
Others might have been frightened and given up, but Sonny was undaunted
when the snapping turtle put up a fight. It was hard work, but he managed to
drag it all the way home.
B. Directions: Use the boldfaced words from Part A to answer each question. Be
prepared to give reasons for your answers.
11.
Which words could be used to describe an action?
12.
Which words contain prefixes that mean “not”?
13.
Which words could apply to beliefs or preferences?
14.
Which words are related to hiding?
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Vocabulary Practice
basking
craftiness
impregnable
migration
traipse
cache
immortality
inclination
philosophy
undaunted
THE SNAPPING TURTLE
A. Directions: Fill in each set of blanks with the correct word from the box
1.
Mom told us not to
through her flower garden.
2.
Emma has to
3.
Mark’s
4.
The magician was noted for her
5.
Although he had never had a hit off this pitcher, Tim was
her diary so her brothers do not read it.
when shopping is to wait until an item is put on sale.
and clever tricks.
about the chances of getting one today.
6.
The troops agreed that the enemy’s fort was well guarded and
7.
Marta’s
8.
For Eva, a perfect day consisted of
9.
Grandma thinks that young people have a sense of
for test preparation was to study early and often.
in the sun.
and
would be better off behaving more carefully.
Fall and spring are
seasons for birds.
B. Directions: Circle True if the underlined word’s meaning makes sense in the
sentence; circle False if it does not.
1. Jake was undaunted by the bully who was always trying to pick a fight.
T F
32
T
F
2.
Pedro wanted to cache the pizza so that everyone could have a slice.
T
F
3.
Debra’s craftiness came in handy when it was time to decorate the
house.
T
F
4.
The impregnable teacher was happy to spend extra time with a student.
T
F
5.
Mrs. Evans saw the dog traipse through her yard.
T
F
6.
Paul likes to watch the migration patterns of his new fish.
T
F
7.
While Dad was basking the potatoes, Mom was frosting the cake.
T
F
8.
Max was winning the race until he got to the inclination of the hill.
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Vocabulary Strategy
ANALOGIES
An analogy compares similar aspects of two or more different things. Analyzing an
analogy is one way of figuring out the meanings of unfamiliar words in context. For
example, you can determine the meaning of the word generations from the thing it
is compared to in this passage
Only ripples on the water, widening circles rolling on toward other shores like
generations following each other . . . (lines 334–336)
THE SNAPPING TURTLE
Directions: Use the comparison in each sentence to help you determine the meaning
of the boldfaced word. Write the meaning in the space provided
1. After the winning basket, the clamor from the crowd was as loud as the uproar
of a thunderstorm
meaning:
2.
Like an artist twisting and coiling clay, the yoga instructor was able to convolute
her body into many different shapes
meaning:
3.
The aroma of the bakery reminded me of the smell of my grandmother’s cakes
meaning:
4.
With lightning quick speed the expeditious waiter brought tea and juice to the
table
meaning:
5.
The other team’s unfriendly players treated us with a hostility normally reserved
for sworn enemies
meaning:
6.
Marie analyzed the math formulas with as much concentration as a scientist
studies the stars
meaning:
7.
Most people would find eating a rat as abhorrent as eating a disgusting spider
meaning:
8.
The arduous task of walking back to camp with buckets of water proved to be as
difficult as Michael thought it would be
meaning:
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Reading Check
34
2.
Why does the narrator hide in a tree?
3.
What is the narrator’s plan for the snapping turtle?
4.
What do the narrator’s grandparents do when the narrator brings home the turtle?
5.
What does the narrator decide to do with the turtle at the end of the story?
Unit 7
Grade 8
THE SNAPPING TURTLE
Directions: Recall the events in Joseph Bruchac’s short story. Then answer the
questions in phrases or sentences.
1. What are the narrator and his grandmother doing on the morning of the story?
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Question Support
LITERARY ANALYSIS
For questions 1–3, see page 779 of the Pupil Edition.
Directions: Answer each question on a separate sheet of paper.
4. Visualize. Descriptive passages help you visualize characters, events, and
settings in a story. Underline the words that help you form an image of this scene
from “The Snapping Turtle.” Use a separate sheet of paper if needed.
THE SNAPPING TURTLE
From grapevine tangles up the bank, I’d watched as Pauly Roffmeier, Ricky
Holstead, and Will Backus rolled up to the creek, making more noise than a herd
of hippos, to plunk their own lines in. Both times, they caught nothing. It wasn’t
surprising, since they were talking like jaybirds, scaring away whatever fish
might have been within half a mile. (lines 100–104)
Circle the words that describe the
relationship between the narrator and his grandparents.
5. Make Inferences About Relationships
a. loving
b. lonely
c. respectful
d. fearful
e. selfish
f. happy
Underline one word in parentheses and then complete the sentence that follows.
I think the relationship of the other boys in the story with the adults in their lives
would be (similar, different) because
Compare and contrast Grama and
Grampa. Think about their backgrounds, values and traits. How are they alike
and different?
6. Compare and Contrast Characters
Similarities:
Differences:
7. Analyze Influence of Author’s Background
Complete the following
sentences.
The story shows the Abenaki value of honoring elders because
The story shows the Abenaki value of respect for the earth because
A theme is a message about life or human nature that
the writer shares with the reader. Complete the following sentence.
8. Evaluate the Ending
The last paragraph summarizes the theme because
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Grammar and Writing
FORM COMPOUND-COMPLEX SENTENCES
THE SNAPPING TURTLE
A compound-complex sentence contains two or more independent clauses and
one or more dependent clauses. (Recall that a dependent clause cannot stand alone
as a sentence and is introduced by words such as after, because, if, and though.)
Compound-complex sentences can help add variety to writing by allowing short,
related sentences to be combined.
Original:
I did something wrong. You were ready to help. You made me
feel safe.
Revised:
Though I did something wrong, you were ready to help, and you
made me feel safe.
36
2.
I didn’t have much courage. I would stay away from other kids. They were too
aggressive. (so, who)
3.
We’d catch a fish. We would always thank the fish. We’d throw the smaller
ones back. (and, after)
4.
I was in the woods. I’d be quiet. The other boys would be very loud. (but, when)
5.
I caught the turtle. I returned her to the resevoir. She was pregnant. (but,
because)
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Directions: In each item, combine the sentences to form one compound-complex
sentence. Use the first word in parentheses to join two independent clauses. Use the
second word to change one sentence to a dependent clause. Write the combined
sentence on the lines.
1. Grandpa and I knew how act around animals. They wouldn’t get scared. We
would creep up on them. (so, when)
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Reading Fluency
TRACKING SILENT READING RATE AND ACCURACY
Directions: Use the passage about snapping turtles with the activity on page 38.
Follow the directions on that page.
THE SNAPPING TURTLE
Snapping turtles on average weigh about 30 to 45 pounds and are about 18 inches
long. Some even grow to twice that size. They eat a wide variety of food. They are
happy to chow down on water plants, fish, frogs, insects, mice, snakes, worms, and
baby ducks. They may even dine on each other from time to time.
Snapping turtles have no teeth, but they don’t need them. Instead, they snap up
food with their jaws. Their jaws are so strong that they can easily snap off a person’s
finger or toe with a single bite. Snapping turtles have also been known to bite through
broomsticks when people try to drive them off.
Luckily, snapping turtles rarely bite or attack when they are in the water. They
prefer to swim along the bottom of lakes and ponds and keep to themselves. It is
when snapping turtles venture onto land—as they do to lay their eggs—that they feel
unprotected and bite at people or animals who come near them.
Despite these dangers, many people keep snapping turtles as pets. One reason is
that snapping turtles live a long time. It is not unusual for snapping turtles to live for
30 years. Some have even been known to live for 80 years. Another reason is that
turtles can show affection. They can differentiate among humans and seek out the
people that they want to spend time with. Still, it seems unlikely that the snapping
turtle will replace the dog as “man’s best friend” any time soon. (257 words)
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Reading Fluency
TRACKING SILENT READING RATE AND ACCURACY
THE SNAPPING TURTLE
When you read, you are actively reading to understand the meaning from the text.
To do this, you need to move quickly through the passage, identify familiar words
and phrases, and find the author’s message. You can improve your speed and
understanding of the text with practice.
Directions: Read the passage on page 37 silently. Have your partner time you. Your
goal is to read at least 257 words correctly per minute. Record your time on the chart.
Then answer questions 1–4. Repeat these steps two times. Try to increase your speed
and understanding with each reading. Finally, answer questions 5 and 6.
Reading
1
2
3
Total Reading Time
1.
What do snapping turtles eat?
2.
Where do snapping turtles lay their eggs?
3.
Why are snapping turtles more dangerous on land than in the water?
4.
Name two reasons why some people like to have snapping turtles as pets?
Evaluate Your Fluency
38
5.
How did repeated reading affect your speed?
6.
Summarize the effect of repeated readings on your understanding of the passage.
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Check Your Understanding
Name
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THE SNAPPING TURTLE
Selection Test A
Comprehension
Read each of the following questions. Then choose the letter of the best answer.
(6 points each)
1.
The narrator’s grandmother always warns
the narrator about the danger of
4.
other boys
B. the state road
C. snapping turtles
D. fishing in The Rez
A.
You can see the influence of the author’s
Native American background when the
narrator
sits by himself on the school bus
B. promises to stay off the state road
C. uses a Swiss Army knife to clean fish
D. tries to make friends with crows and
jays
A.
3.
gets a big washtub
B. shrugs his shoulders
C. asks the boy questions
D. drives the boy to the reservoir
A.
5.
THE SNAPPING TURTLE
2.
What does the narrator’s grandfather do
to help the narrator understand what he
should do with the snapping turtle?
The narrator finally realizes that the
snapping turtle was heading toward the
sandbank to
lay its eggs
B. attack ducks
C. scare swimmers
D. migrate to a new place
A.
In contrast to the other boys’ plan to get
the snapping turtle by spearing it, what
does the narrator plan to do with the turtle?
hit it with a small log
B. trap it in his fishing creel
C. catch it with his bare hands
D. lure it ashore with trout entrails
A.
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SELECTION TEST A, CONTINUED
Vocabulary
Choose the answer that best explains the meaning of each underlined word. (6 points
each)
6.
To traipse means to
9.
capture in a cage
B. crush or damage
C. run away from
D. walk around
fishing for dinner
B. hiding in the weeds
C. floating quietly in water
D. warming oneself in sunlight
A.
THE SNAPPING TURTLE
7.
What does craftiness mean?
bravery
B. trickery
C. quickness
D. meanness
A.
8.
What does basking mean?
A.
10.
Someone who is undaunted is
courageous
B. confused
C. famous
D. guilty
A.
A migration is
a sneaky plan to catch a wild animal
B. a collection of animals kept in cages
C. the act of changing location seasonally
D. the feeling that people get while in
nature
A.
Short Response On a separate sheet of paper, answer the following questions
based on your knowledge of the story. (10 points each)
11. What is one reason for the narrator’s playing alone?
12.
What are two ways in which the snapping turtle differs from the other turtles
that the narrator knows about?
Extended Response Answer the following question based on your knowledge of
the story. Write one or two paragraphs on a separate sheet of paper. (20 points)
13. How does the narrator show that he has become more courageous by the end of
the story? Use two details from the story to support your response.
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Written Response
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THE SNAPPING TURTLE
Selection Test B/C
Comprehension
(6 points each)
1.
Other local boys do not play with the
narrator because he
4.
is smaller than other boys his age
B. spends most of his time doing chores
C. is a “Grama’s boy” who would tell on
them
D. lives on the other side of a dangerous
highway
letting it grab a stick and then pulling
it ashore
B. wading into the water and grabbing its
tail
C. hooking it by using trout entrails as bait
D. dropping a big washtub over it
A.
What does the narrator do that shows a
Native American influence on the author’s
background?
wets his hands before handling small
fish
B. arrives home wet, scratched, and
muddy
C. admits that he had been to the reservoir
D. catches turtles so he can buy squirrels
A.
3.
A.
5.
The most important factor in leading to
the narrator’s final decision about the
snapping turtle is the
small sum Jack offers for the turtle
B. trout supper that is waiting at home
C. advice the grandfather gives to the
narrator
D. reason for the turtle’s going to the
sandbank
A.
In contrast to the other boys, the narrator is
patient and waits for the turtle
B. curious and plays in the woods alone
C. brave and goes to the reservoir to fish
D. excited at the idea of earning ten dollars
A.
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Unit 7
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41
THE SNAPPING TURTLE
2.
The narrator is able to capture the snapping
turtle by
Name
Date
SELECTION TEST B/C, CONTINUED
Vocabulary
each)
6.
A philosophy is
9.
the study of civilizations
B. the love of oneself
C. a system of beliefs
D. a healthful habit
store in a hiding place
B. grab with one’s hands
C. save for later use
D. catch to sell
A.
THE SNAPPING TURTLE
7.
What does immortality mean?
the condition of having endless life
B. a great wickedness or wrongdoing
C. a state of having little or no money
D. the freedom from responsibility
A.
8.
To cache means to
A.
10.
What does impregnable mean?
very large in size or weight
B. impossible to enter by force
C. difficult to understand
D. unable to be moved
A.
Having an inclination means having a
lack of patience with other people
B. belief that your own ideas are best
C. theory that cannot be put into practice
D. tendency to prefer one thing over
another
A.
11. What are two reasons that the state road makes the narrator nervous?
12.
Why does the narrator believe that he is getting the “best education a ten-year-old
boy could have”?
Extended Response Answer one of the following questions based on your
knowledge of the story. Write one or two paragraphs on a separate sheet of paper.
(20 points)
13. How do the narrator’s grandmother and grandfather use the episode with the
snapping turtle as a teaching experience? Use details from the story to support
your response.
14.
42
Challenge How do you think the narrator would have reacted had Jack offered
the money that the narrator expected for the turtle? Use details from the story to
support your response.
Unit 7
Grade 8
Resource Manager
Written Response
Lesson at a Glance
Beverley Naidoo
WHY THIS SELECTION?
“Out of Bounds” tells the story of
two South African boys who bridge
the gulf—geographical, cultural, and
economic—that lies between them.
Alternative Standards Focus . .
Additional Selection Questions .
Ideas for Extension . . . . .
Teacher Notes . . . . . . . .
.
.
.
.
.
. 44–45
. .
46
. .
47
. 48–49
. .
50
Difficulty Level: Challenging
Readability Scores: Lexile: 790; Fry: 5; Summary (English, Spanish) . . . . .
Dale-Chall: 6.6
Literary Analysis: Cultural Conflict . .
Summary Squatters displaced by
Literary Analysis: Cultural Conflict
flooding have built a camp below Rohan’s (Spanish) . . . . . . . . . . . .
hilltop house. After some robberies, the Reading Skill: Make Inferences . . .
house owners decide to stop sharing water Reading Skill: Make Inferences (Spanish)
so that the squatters will leave. One day,
Solani, a boy from the camp, comes to
Vocabulary Practice . . . . . . . .
the door asking for water. Rohan helps
Solani carry the water to the camp, where Vocabulary Strategy . . . . . . . .
Solani’s mother is giving birth. The boys Reading Check . . . . . . . . . .
form a connection, and Rohan learns to
see the squatters differently.
Key Idea: Right In literature, as in
51
52
53
OUT OF BOUNDS
LESSON RESOURCES
Plan and Teach
54
55
56
57
58
59
60
61
62
Assess
Selection Test A . . . . . . . . .
life, characters sometimes have to make
Selection Test B/C . . . . . . . .
difficult decisions based on what they
think is right. As they read the story,
students will observe the main character’s
struggle to make the right choice.
63–64
65–66
FOCUS STANDARDS
•
•
Cultural Conflict
Make Inferences
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Unit 7
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43
Out of Bounds
Short Story by Beverley Naidoo
Objectives
•
•
•
•
•
•
•
•
explore the key idea of telling right from wrong
identify and analyze cultural conflicts
read a short story
make inferences
use context to determine the meaning of homographs (also an EL language
objective)
use colons correctly
Teacher’s Edition

Author Biography and
Background Information
p. 783

Teach

Cultural Conflict p. 783

Make Inferences p. 783

Make Inferences CM—p. 55, Spanish p. 56

pp. 43–46

44
“Out of Bounds,” pp. 784–796
Unit 7
Grade 8

Audio Anthology CD
Resource Manager
OUT OF BOUNDS
Focus and Motivate
Teacher’s Edition

Word Questioning p. E9 [T]
Open Mind p. D11 [T]
Common Suffixes p. E15 [T]
Character Map p. D8 [T]

Cultural Conflict CM—p. 53, Spanish p. 54

Homographs p. 798

Use Colons Correctly CM p. 62
Assess

Test Generator CD
Reteach

Literature Lesson 9: Setting and Its Roles
Reading Lesson 8: Making Inferences
Vocabulary Lesson 20: Homonyms and
Homographs
OUT OF BOUNDS
Assess and Reteach

Make Inferences
Homographs
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Unit 7
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OUT OF BOUNDS
The focus skills for “Out of Bounds” are cultural conflict and make inferences.
The suggestions on this page allow you to teach an alternate or additional literary
analysis skill using “Out of Bounds.”
Literary Analysis: Plot Stages
PASSAGE 1:
lines 1–16
The five stages of plot are exposition (introduces the setting and the important
characters), rising action (develops the conflict), climax (the point of maximum
interest or tension), falling action (shows the results of the climax), and resolution
(reveals the final outcome). What information does this part of the exposition reveal?
(It describes the setting, which is a South African town and a squatters’ camp,
introduces the main character, Rohan, and gives some information about the conflict
between the squatters and the homeowners on the hill.)
PASSAGE 2:
lines 71–119
What complications arise for Rohan during the plot’s rising action? Give examples
from this passage. (Rohan is intrigued by the boy who pushes the wire car, and he is
torn between his father’s contempt toward the squatters and his mother’s concern.)
PASSAGE 3:
Is this passage the climax of the story, or another complication? (This is the climax
of the story. Rohan has a new perspective—literally. In the squatters’ camp he feels
nervous and uncomfortable, which is much the same way the squatters probably have
felt when they have approached the home owners for water.)
PASSAGE 4:
lines 374–390
What two events in the story’s resolution mirror earlier events? During what stage
of the plot did those events occur? In what way do the events reveal how Rohan has
changed? (The events are watching a television news story about the rescue of the
Mozambicans, and Rohan looking out his window toward the squatters’ camp. Both
events occurred during the rising action of the story. At the end, Rohan observes the
rescued mother more closely. He wonders about her pain in giving birth and whether
anyone helped her. The second time he looks out his window toward the squatters’
camp, he thinks he sees a light in Solani’s house, and he prays that the squatters will
be safe from the cyclone. The squatters are real people to him now.)
For a lesson on plot, see Literature Lesson 5: Elements of Plot in the Standards
Lesson File.
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OUT OF BOUNDS
lines 301–332
OUT OF BOUNDS
Easy
Where could Solani make more money from his wire cars? Why is
he unable to do so? (He could sell them at the mall, but the guards won’t let
him into the shops.)
2. Key Idea: Right How did the home owners help the squatters? Why have they
stopped helping them? (They used to give them access to their water but became
nervous after some thefts in the neighborhood.)
3. Describe Cultural Conflict How does Rohan treat Solani when he gives him
the water? How does Solani respond? (Rohan is bossy and arrogant. Solani
responds with a quiet “thank you.”)
1. Explain
Average
Rohan’s father calls the squatters “tough as ticks.”
Why does he make this comparison? To what might the squatters compare the
home owners? (Ticks burrow under skin and can be very difficult to remove.
Rohan’s father is saying that once the squatters dig in, it will be very difficult
to get them out. Accept any reasonable comparisons that could be made by the
squatters describing the home owners.)
5. Key Idea: Right If she were home, do you think Rohan’s mother would have
opened the gate to let Solani fill his buckets? Cite evidence to support your
answer. (Students who believe she would not open the gate should refer to the
fact that she once allowed squatters access to water but stopped when neighbors
were robbed. Students who believe she would have opened the gate should refer
to her compassionate responses to the Mozambican woman and her occasional
generosity to the children at the mall.)
OUT OF BOUNDS
4. Analyze Cultural Conflict
Challenging
Rohan has several chances to leave Solani and return home.
Why does he continue to walk with Solani to the camp? (He is making the
choice as much out of fear as a sense of what is right, as he is nervous about
returning home by himself.)
7. Evaluate Cultural Conflict Two women give birth in this story—one gives
birth during a flood in Mozambique, and another gives birth in a squatters’
camp. Why do you think the author included these two events in the story?
Are they an effective illustration of the cultural differences between Rohan and
Solani? (Both events show the vulnerability of people in dire circumstances. The
story of the Mozambican woman is referred to in the early part of the story and
also at the end; it is compared at the end to the birth of Solani’s sister. Most
students will say that it is an effective illustration of how difficult Solani’s life
is, in comparison to Rohan’s.)
6. Key Idea: Right
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OUT OF BOUNDS
Ideas for Extension
ROLE-PLAY: EXPLORE CHARACTER
Assign partners one of these two role-play activities:
• conversation between Rohan and his parents, in which he justifies his journey
to the squatters’ camp
• conversation between Solani and his parents, in which he justifies asking Rohan
for water and bringing Rohan into the camp
For each scenario, suggest that the students playing the parents draw on information
in the story about the words, actions, and attitudes of the people in each community.
In response, have the students role-playing Rohan and Solani vigorously defend their
actions, drawing on details in the story to support their choices.
When students have completed their role plays, lead a discussion about what
all of the characters have in common. In the role plays, were Rohan’s and Solani’s
arguments able to convince their parents that they made the right choice?
OUT OF BOUNDS
Briefly review the concept of apartheid with the class. Tell students that the system
of apartheid ended in response to two major pressures: explosive protests in the
townships and sanctions by the international community.
Divide students into two groups, and ask each one to research one of the above
pressures. They should gather information to, on a separate sheet of paper, answer
the following questions:
• What were living conditions like in the townships? Who led the protests in the
townships? In what parts of the country did these protests occur, and for how
long? How did the government respond?
• What kinds of sanctions did countries and other groups adopt against South
Africa? What economic interests, both within and outside of South Africa, were
threatened by the system of apartheid?
Have each group appoint three representatives to present a panel discussion about
the end of apartheid in South Africa. Encourage members of the audience to ask
questions based on what they have learned through their research.
ILLUSTRATE ROHAN’S JOURNEY: EXAMINE SETTING AND CHARACTER
Review the details of setting and character in the story. Then ask students to paint or
draw scenes that take place in Rohan’s house, his conversation with his father in the
car, and his journey to the squatters’ camp and back. Encourage them to use details
from the text in order to make their illustrations as close to the story’s descriptions as
possible. Students may also want to use comic-strip panels to illustrate several stages
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PANEL DISCUSSION ON APARTHEID: EXAMINE HISTORICAL CONTEXT
of Rohan’s journey. Have students evaluate each other’s illustrations and discuss what
details from the selection led them to picture the setting and the characters in that way.
READ EXCERPTS: EVALUATE CULTURAL CONFLICTS
Provide students with copies of excerpts from Naidoo’s books Journey to Jo’burg and
Chain of Fire. Once they have read the excerpts, have them meet in small groups to
discuss their impressions. Students should identify which work they felt was more
effective at describing the cultural conflicts in apartheid-era South Africa, and why.
Pre-AP Challenge: On her Web site (www.beverleynaidoo.com), the author
discusses why she thinks her book Journey to Jo’burg was banned. In part, she says,
it is likely that “the apartheid government thought it would encourage readers to
ask challenging questions—especially young white South Africans who were being
brought up to think that racism and discrimination were normal.” Have students
discuss whether or not they believe that certain books can challenge the authority of
a government or an oppressive system.
Have students work with a partner to do
library and Internet research about South
Africa’s history. In addition to gathering
information about important events, have
them obtain visuals to illustrate those
events. Students should compile the
information and images they find to create
timelines of key events in South Africa’s
history. Have them give presentations to
the class, explaining the various events.
Tell them be prepared to answer questions
from the class about these events.
OUT OF BOUNDS
HISTORY OF SOUTH AFRICA
WRITING
SUMMARIZE MAIN IDEAS: NEWSPAPER FEATURE
Have students write a newspaper feature about the circumstances in the story from the
point of view of a reporter from another country who has come to Rohan’s town to do
his or her research on South Africa’s culture. Suggest that students outline the article
before they begin. Remind them to incorporate quotes from people mentioned in the
story and to make their observations as objective as possible.
Have students exchange their features with a partner and discuss whether they
have thoroughly covered the key points.
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OUT OF BOUNDS
Teacher Notes
Evaluate Process
What worked?
• Strategies
• Resources
OUT OF BOUNDS
• Differentiation
Reflect
The next time I teach “Out of Bounds,” what will I do differently? Why?
Plan Ahead
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OUT OF BOUNDS
Summary
OUT OF BOUNDS
Beverly Naidoo
Setting: South Africa, recent times
Rohan is a young, Indian boy living with his parents in a segregated part of South
Africa. The community Rohan and his neighbors live in is surrounded by a brick wall
with barbed wire on top. This wall keeps them separated from the poor Africans
who live down the hill from his family. The Africans live in shacks made from
wood and metal scraps. They have no running water. One of the Africans is a boy
named Solani. Solani earns money by making cars out of wire. Rohan wants to buy
one of the cars, but his father thinks this is a bad idea. His father wants the people
to leave the area, not encourage them to stay. One day, Rohan is home alone when
Solani rings the bell to the front gate. He asks Rohan if he can fill the buckets he
is carrying with water. He needs the water because his mother is having a baby.
Rohan hesitates before letting him fill the buckets. He knows his parents would not
approve. Rohan realizes that the water is too heavy for Solani to carry alone so he
offers to help him. Rohan hasn’t walked down the hill since the shacks were built.
He is worried about what might happen.
FUERA DE LÍMITES
Rohan es un niño indígena que vive con sus padres en una parte segregada de
Sudáfrica. La comunidad Rohan y sus vecinos viven rodeados por un muro de
ladrillos con alambre de púas en la parte de arriba. Este muro los mantiene separados
de los africanos pobres que viven colina abajo. Los africanos viven en chozas hechas
de madera y desechos de metal. No tienen agua corriente. Uno de los africanos es un
niño llamado Solani. Solani gana dinero haciendo coches de alambre. Rohan quiere
comprar uno de los coches, pero su padre piensa que no es una buena idea. Su padre
quiere que esa gente se vaya del área y no desea alentarlos a que se queden. Un
día, Rohan está sólo en casa cuando Solani toca el timbre de la puerta principal. Le
pregunta a Rohan si puede llenar con agua las cubetas que está cargando. Necesita
el agua porque su madre va a tener un bebé. Rohan duda antes de dejarlo llenar las
cubetas. Sabe que sus padres no lo aprobarían. Rohan se da cuenta que el agua es muy
pesada para que Solani la cargue sólo y se ofrece a ayudarlo. Rohan no ha bajado por
la colina desde que construyeron las chozas. Está preocupado por lo que pueda pasar.
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OUT OF BOUNDS
Beverly Naidoo
Escenario: Sudáfrica, época actual
Unit 7
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OUT OF BOUNDS
Summary
DEPASMAN LIMIT
Beverly Naidoo
Espas ak tan: Afrik-di-Sid, tan kounye a
OUT OF BOUNDS
Rohan se yon jenn gason endyen k ap viv avèk paran li nan yon pati Afrik-di-Sid kote
gen pwoblèm rasis. Kote kominote Rohan ak vwazen li yo ap viv la antoure avèk
miray an brik ki gen fil fè anlè. Miray sa a separe yo avèk Afriken pòv k ap viv anba
mòn nan, toupre fanmi li. Afriken yo ap vin nan joupa ki fèt avèk bwa ansanm ak lòt
mòso metal. Yo pa gen dlo tiyo. Youn nan Afriken yo se yon ti gason ki rele Solani.
Solani konn fè ti lajan nan fè machin avèk fil fè. Rohan vle achte youn nan machin
yo, men papa li panse se pa yon bon lide. Papa li vle pou moun yo kite zòn nan, li pa
ankouraje yo pou yo rete. Yon jou, Rohan poukont li nan kay la pandan Solani sonnen
sonèt ki nan baryè devan an. Li mande Rohan si li ka plen plizyè bokit li te pote avèk
dlo. Li bezwen dlo a paske manman li ap akouche yon tibebe. Rohan ezite anvan li
kite Solani plen bokit yo. Li konnen paran li yo pa ta dakò sa. Rohan reyalize dlo a
twò lou pou Solani pote poukont li, kidonk li ofri pou ede li. Rohan pa t janm ale
anba mòn nan depi lè yo fin bati joupa yo. Li santi l enkyete pou sa ki kapab pase.
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OUT OF BOUNDS
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Literary Analysis
CULTURAL CONFLICT
When you read a story set in another country, knowing about the area’s history and
culture can be important background. It can help you to understand the cultural
conflicts that unfold. For example, the background information on page 783 will help
you to understand the tensions that existed between different groups of people in
South Africa where “Out of Bounds” takes place.
Directions: In the diagram, write the causes that result in discrimination against the
squatters by the residents of Mount View.
Cause
Effect
discrimination against squatters
OUT OF BOUNDS
Cause
Cause
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Name
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FUERA DE LÍMITES
COPY MASTER
Literary Analysis
CULTURAL CONFLICT
Cuando lees un relato que sucede en otro país, es útil conocer la historia y la cultura
del área. Esto puede ayudarte a entender los conflictos culturales que se desarrollan.
Por ejemplo, la información básica de la página 783 te ayudará a comprender las
tensiones que existían entre los diferentes grupos de personas en Sudáfrica, donde se
lleva a cabo “Fuera de límites”.
Instrucciones: En el diagrama, escribe las causas de la discriminación contra los
ocupantes ilegales por los residentes de Mount View.
Causa
Efecto
discriminación contra los ocupantes
ilegales
SPANISH
Causa
Causa
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Reading Skill
MAKE INFERENCES
Fiction writers do not always make direct statements about characters or the cultures
in which they live. Instead, writers provide certain details and expect readers to
combine these details with their own knowledge to “read between the lines” of a story.
This process of forming logical guesses is called making inferences.
Directions: In the chart, record your inferences about the characters in “Out of
Bounds” and their culture.
Evidence from Story
My Knowledge
Inference
Father tops wall with wire
OUT OF BOUNDS
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Name
Date
FUERA DE LÍMITES
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Reading Skill
MAKE INFERENCES
Los escritores de literatura de ficción no siempre hacen afirmaciones directas sobre
sus personajes o las culturas donde viven. En cambio, los escritores proporcionan
ciertos detalles y esperan que los lectores combinen estos detalles con sus propios
conocimientos para “leer entre líneas” un relato. A este proceso de formar conjeturas
lógicas se le llama hacer inferencias.
Instrucciones: En la tabla, anota tus inferencias sobre los personajes de “Fuera
de límites” y su cultura.
Evidencia de la historia
Mi conocimiento
Inferencia
SPANISH
El padre coloca alambre en la
parte superior del muro.
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Vocabulary Study
A. Directions: Cover up or fold under the right-hand column. As your teacher reads
each sentence, listen for the boldfaced word. Discuss possible meanings for the word.
Then check your answers by reading the definition in the right-hand column.
How It Is Used
Definition
1.
bound
Laughing, we watched the huge dog b ound
joyfully out the door—and land on Dad.
leap forward
2.
engrossed
Maria was so eager to engross herself
in what she was reading that she hardly
minded the long car ride.
to occupy one completely
3.
glimmer
Just before sunrise, Jan saw a slight
glimmer of light on the horizon.
A faint sign
4.
hampered
Mr. Binewski knew his broken leg would
hamper him on his vacation to Peru. He
wouldn’t be able to mountain-climb, as he
had planned.
prevent the free movement of
5.
maroon
As Lisa waited for her ride, she began to
worry. “Surely Mom wouldn’t maroon me
at the library,” she thought.
to leave behind in a place from
which there is little hope of
escape
6.
sect
Emiliano resigned from the church he had
grown up in and joined a small religious
sect.
a religious group
7.
straggled
If you straggle behind the leader on this
hike, you run the risk of being left behind
when she moves ahead!
to spread out in a scattered
group
8.
vigorously
After the holidays, Carl committed to
exercising vigorously to get rid of the extra
pounds he had put on. He knew he would
have to work really hard to lose the weight.
energetically
OUT OF BOUNDS
Word
B. Directions: On a separate sheet of paper, write a sentence for each word. If
possible, have your sentences tell a story.
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Vocabulary Practice
bound
glimmer
maroon
straggle
engross
hamper
sect
vigorously
A. Fill in each set of blanks with the correct word from the word list. Then use the
boxed letters to complete the sentence below.
1.
Jeff had to
down the stairs to catch the bus in time.
2.
The forecast gave only a
3.
Julia watched the ducklings
4.
The witness
of hope that it would not rain.
behind their mother.
defended the suspect and helped convince the
jury that the police had arrested the wrong man.
5.
Toni knew that the heavy backpack would
her on the bike
ride back to her home.
6.
them on
The theft of the family’s boat would temporarily
the island until another way home could be secured.
OUT OF BOUNDS
7.
Darryl promised Eric that the book would totally
him and
8.
The investigation began when members of the
were spotted
soliciting donations and handing out propaganda.
B. Choose the word in each group that is closest in meaning to the boldfaced word.
1.
bound
confer
spring
2.
restore
upgrade
engross
persuade
disgust
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3.
Unit 7
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hint
emphasis
4.
limit
captivate
glimmer
distinction
figment
hamper
shield
permit
impede
buttress
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that he would not be able to set it down.
Name
Date
OUT OF BOUNDS
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Vocabulary Strategy
HOMOGRAPHS
Many English words have more than one meaning. For example, in the phrase “out of
bounds,” bounds means “boundaries.” However, in the sentence “Solani bounds up
the hill,” bounds means “springs forward.” Words such as these that have different
dictionary entries and different origins are called homographs.
If a familiar word does not make sense to you, look at the words around it for
context clues to other possible meanings. For further help, check a dictionary.
2.
After school, Tom has a job working in the produce section of the supermarket.
3.
Marcus warned his brother not to associate with the new neighbors down the
street.
4.
Eva can’t take the humanities course because it conflicts with her chemistry lab.
5.
The candidate stayed after his speech to field questions from the audience.
6.
Emma’s horse was winning the race until it pulled up lame on the last lap.
7.
It’s a great neighborhood to skateboard in except for the steep incline at Market
Street.
8.
During the early morning, city workers drive around and pick up neighborhood
refuse.
9.
Rhonda had to climb out on the limb of the tree to untangle her kite.
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OUT OF BOUNDS
Directions: Use context clues to define the boldfaced words. Then check your
definitions in a dictionary.
1. The director told Dana to stand at the back of the theater and project her lines.
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Reading Check
60
2.
Why does Rohan admire Solani’s wire cars?
3.
Why does Solani come to Rohan’s house with buckets?
4.
How is Rohan’s home different from Solani’s home?
5.
What do Rohan and Solani do that might get them into trouble at the end of
the story?
Unit 7
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OUT OF BOUNDS
Directions: Recall the events in Beverley Naidoo’s short story. Then answer the
1. Why do many people to come to Rohan’s area to live?
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Question Support
LITERARY ANALYSIS
Directions: Answer each question.
4. Make Inferences About Characters
Circle the reasons that might explain
why Rohan decides to help Solani.
Rohan and Solani played together.
b. Rohan and Solani are the same age.
c. Rohan sees Solani often.
a.
Rohan and Solani go to the same
school.
e. Solani really seems to need help.
f. Rohan admires Solani’s wire cars.
d.
Think about the history and culture of South
Africa. Give two reasons why the house owners might mistrust the squatters.
5. Analyze Cultural Conflict
Think about how Rohan’s parents feel about the Africans
and Rohan’s experience at the squatter’s camp. Complete the following sentences.
6. Evaluate Attitudes
OUT OF BOUNDS
Rohan’s mother and father show prejudice against Africans because
The Africans at the squatters camp show prejudice against Rohan because
Underline one name in parentheses and then complete
the following sentence.
7. Make Judgments
I think (Rohan/Solani) took the greater risk by going out of bounds because
8. Predict
Circle one choice in parentheses and then complete the following
sentence.
I think Rohan and Solani (will/will not) be able to maintain their friendship because
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Name
OUT OF BOUNDS
Date
COPY MASTER
Grammar and Writing
USE COLONS CORRECTLY
A colon should be placed after a formal greeting in a business letter (To Whom It
May Concern:) and before a list of items (I had the following foods for breakfast:
eggs, toast, and cereal). When using a colon to introduce a list, avoid placing it
directly after a verb or a preposition. Instead, insert the colon after a noun or after
the words the following.
Original:
The squatters suffer from: poverty, homelessness, and a lack of
water.
Revised:
The squatters suffer from the following: poverty, homelessness, and
a lack of water. (Inserting the following after the preposition from makes use
of the colon correct.)
Directions: Correct the colon errors in the following passage. Rewrite the sentences
that contain errors.
OUT OF BOUNDS
To construct their hideouts, the kids had dragged up: planks, pipes, and sheets of
metal and plastic. The area was now used by the squatters, who had been forced from
their homes. Not everyone was happy about the squatters’ presence. Squatters were
accused of: thefts, carjackings and break-ins. Nonetheless, Rohan found it difficult to
deny the squatter boy help when he needed it. Rohan helped the boy carry water back
to his house, which was made out of: iron, wood, and plastic.
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OUT OF BOUNDS
Selection Test A
Comprehension
(6 points each)
1.
What does Rohan’s father do when
squatters first move near the house?
4.
ignores the squatter children
B. carries water to Solani’s house
C. begs to be allowed to stay home
D. keeps the wire car from his parents
A.
builds up the garden wall
B. sends Rohan to a new school
C. puts stronger locks on the doors
D. invites the squatters to use his water tap
A.
5.
2.
Rohan’s father compares the squatters to
ticks. This comment illustrates the conflict
between the squatters and
government officials in Rohan’s
country
B. young people from the village
C. people from their old country
D. homeowners living on the hill
A.
3.
What does Rohan do to help Solani?
The squatters are like the homeowners on
the hill because both
feel wary of strangers near their homes
B. come from an unsafe country
C. have equal access to medical help
D. want the government to help the
squatters
A.
OUT OF BOUNDS
You can infer that the rescue of the
mother and baby affects Rohan’s mother
emotionally because she
tells Rohan to keep the door closed to
strangers
B. suggests that the government help the
people
C. tries to get Rohan to visit his married
sister
D. leaves Rohan alone for an entire
evening
A.
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Name
Date
Vocabulary
each)
6.
To straggle means to
9.
speak in a halting way
B. make a home
C. spread out in a scattered group
D. fight with an enemy
shout joyously
B. spread throughout
C. leap forward
D. twist forcefully
A.
7.
What does vigorously mean?
foolishly
B. energetically
C. secretly
D. gracefully
A.
8.
To bound means to
A.
10.
To hamper people means to
prevent their free movement
B. coordinate their efforts
C. lead them through a difficult time
D. criticize their attempts
A.
What is a glimmer?
the small mark on tools
B. a smooth, shiny surface
C. an unusual signal
D. a faint sign
OUT OF BOUNDS
A.
11. What two pieces of evidence show that Solani and his brother are unable to make
much money from selling their wire cars?
12.
Briefly describe the construction of Solani’s home.
the story. Write one or two paragraphs on a separate sheet of paper. (20 points)
13. How do you think Rohan’s parents would respond if he told them about helping
Solani? Use two details from the story to support your response.
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Written Response
Name
Date
OUT OF BOUNDS
Selection Test B/C
Comprehension
(6 points each)
1.
The homeowners on the hill at first help
the squatters. What happens to change
their attitudes?
4.
Thefts and break-ins occur.
B. Cyclone Gloria threatens to flood the
area.
C. Squatters tear down their children’s
hideouts.
D. Squatters attend school at Mount View
Primary.
The news reports large fights between
groups.
B. Rohan’s mother wants him to visit his
sister.
C. Rohan’s mother wants the government
to help.
D. Some of the squatters taunt Rohan in
the village.
A.
2.
Rohan’s guilt about imagining drowning
people like ticks motivates him to
3.
You can infer that guards keep squatter
children from entering the mall because
they think the children
A.
5.
Why does Rohan hide his visit to Solani’s
home from his parents?
He believes that keeping secrets from
everyone will be fun.
B. He is worried that his parents will
be angry with him for visiting the
squatters.
C. His parents have already yelled at him
a few times that day.
D. He knows that both parents refuse to
help the squatters.
A.
OUT OF BOUNDS
open the gate to give water to the boy
he saw with wire cars
B. beg his mother to stay home from his
sister’s house
C. start on his homework before going
outside to play
D. wonder whether Solani and he would
be friends at school
A.
How do you know that a cultural conflict
exists between the squatters and the people
in Rohan’s community?
should be attending school
B. want to find jobs at the mall
C. might bother shoppers or steal
D. would want to live close to the mall
A.
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Name
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Vocabulary
each)
6.
To straggle means to
9.
overcome a difficulty with great effort
B. aid others who live nearby
C. try to make a good deal
D. spread out in a scattered group
argue loudly
B. insult continually
C. occupy completely
D. believe entirely
A.
7.
To maroon people means to
leave them in a place with little hope
of escape
B. make a false accusation against them
C. expose them to dangerous situations
D. follow a winding course to them
A.
8.
To engross means to
A.
10.
To hamper means to
limit free movement
B. reduce in size
C. muffle sound
D. walk slowly
A.
What is a sect?
an unwanted piece of land
B. a religious group
C. a secret hiding place
D. an unknown person
Written Response
11. What are two details that indicate Rohan’s father’s distrust of the squatters?
12.
How do most people in the squatters’ camp react to Rohan’s presence? Support
your response with a detail from the story.
knowledge of the story. Write one or two paragraphs on a separate sheet of paper.
(20 points)
13. How are the homeowners who live on the hill and the squatters who live in the
camp similar and different? Support your response with specific details from
the story.
14.
66
Challenge Has Rohan lost or gained more from the time the squatters first
came? Support your response with details from the story.
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OUT OF BOUNDS
A.
Lesson at a Glance
retold by mary pope osborne
WHY THIS SELECTION?
Folk tales, most of which have been
passed down via oral tradition, preserve
history and culture. “Pecos Bill” is an
excellent example of the larger-than-life
folk hero tales that were popular in 19th
century rural America.
Difficulty Level: Average
Readability Scores: Lexile: 950; Fry:
6.5; Dale-Chall: 6.2
coyotes in Texas until, at age 17, he joins
human society to become the greatest
cowboy ever. Bill becomes the leader
of the Hell’s Gate Gang and controls the
entire Southwest. During a drought he
ropes a cyclone and wrings water from
it. Later, he marries a tough cowgirl,
Slue-foot Sue, who is bucked into the sky
by Bill’s horse. Bill tries to get her back
with his lasso but is pulled up into the
sky too. They both end up on the moon,
where they now live with their family.
Key Idea: Folk Hero Throughout
the selection, students will explore the
question, “What makes a folk hero?” The
character of Pecos Bill exemplifies the
uniquely American folk hero, a character
with extraordinary qualities who masters
Resource Manager
FOCUS STANDARDS
•
•
Tall Tale
Visualize
LESSON RESOURCES
Plan and Teach
.
.
.
.
.
. 68–69
. .
70
. .
71
. 72–73
. .
74
Summary (English, Spanish) . . . . .
75
76
Literary Analysis: Tall Tale . . . . .
77
Literary Analysis: Tall Tale (Spanish) .
78
79
Reading Strategy: Visualize . . . . .
Reading Strategy: Visualize (Spanish) .
80
Reading Check . . . . . . . . . .
81
82
Reading Fluency . . . . . . . . 83–84
Assess
Selection Test A . . . . . . . . .
Selection Test B/C . . . . . . . .
PECOS BILL
Summary Bill is reared by a pack of
his environment in ways both outlandish
and humorous.
85–86
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Pecos Bill
Tall Tale Retold by Mary Pope Osborne
Objectives
explore the key idea of folk heroes
• identify and analyze characteristics of a tall tale
• read a tall tale
• visualize
•
Teacher’s Edition
Focus and Motivate

p. 801

Teach
Tall Tale p. 801

Visualize p. 801

Visualize CM—p. 79, Spanish p. 80

“Pecos Bill,” pp. 802–808

Audio Anthology CD
Reading Fluency CM pp. 83–84

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New Word Analysis p. E8 [T]
T Chart p. A25 [T]

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Tall Tale CM—p. 77, Spanish p. 78
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Teacher’s Edition

Assess

Test Generator CD
Reteach

Literature Lesson 1: Types of Characters and
Character Traits
Assess and Reteach

Tall Tale
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The focus skills for “Pecos Bill” are tall tale and visualize. The suggestions on
this page allow you to teach an alternate or additional literary analysis skill using
this selection.
Literary Analysis: Style
PASSAGE 1:
lines 1–24
Based on these first paragraphs of “Pecos Bill,” how would you describe the author’s
style? Cite evidence from the text to support your answer. (The author’s style is
informal and conversational. Examples that support this include talking directly to
the reader [“If you didn’t know already”], the use of Texas slang and dialect [“his
pappy,”], and informal language [“movin’,” “gettin’”].)
PASSAGE 2:
lines 110–139
How does the author’s style reflect the historical time period in which the story is
set? (The author’s use of Texas dialect, her use of cowboy slang, and her references
to real places, such as the Rio Grande and Death Valley, and natural disasters,
such as drought and cyclones, reflect the time period and add a sense of realism to
an otherwise over-the-top tale.)
PASSAGE 3:
The use of figurative language, including similes, is one element of an author’s style.
Identify three similes in this passage. Which one do you think is the most effective?
Why? (Examples of similes include “rivers turned as powdery as biscuit flour” [lines
117–118], “horses and cows were starting to dry up and blow away like balls of
tumbleweed” [lines 122–123], and “a young colt that was as tough as a tiger and as
crazy as a streak of lightning” [lines 143–144]. Students’ choices for most effective
simile will vary, but some may choose the last example because the comparison paints
a vivid picture of how wild Widow Maker is.)
PASSAGE 4:
entire tale
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How does the author’s style and use of figurative language affect your understanding
and appreciation of the story? (The author’s use of figurative language creates a
series of vivid mental images that help readers to visualize the characters and actions.
Figurative language adds to readers’ appreciation of the story because many of the
author’s choices are as funny as Bill’s exploits. Students will probably say that the
informal style gives them a clear and vivid sense of the characters and their world.)
For a lesson on style, see Literature Lesson 38: Style in the Standards Lesson File.
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lines 116–142
PECOS BILL
Easy
Reread the opening lines of the tale. How does the author use
exaggeration to create humor in this passage? (Bill’s father claims that the
neighbors living 50 miles away would crowd them, creating a humorous
impression of an eccentric family.)
2. Identify Tall Tale Reread the list of common tall tale characteristics on page
801. Based on this list, does “Pecos Bill” qualify as a tall tale? Explain. (Yes.
“Pecos Bill” includes all three qualities listed. The character of Pecos Bill is
larger than life, all his problems are solved in humorous ways, and the author
uses hyperbole throughout to add humor to the tale.)
1. Clarify
Average
Why do you think Bill names his colt Widow Maker? (The
colt is so wild and fierce that people who ride him are risking their lives. If a
man tries to ride the colt, he will most likely be killed, leaving his wife a widow.)
4. Key Idea: Folk Hero What does the character of Pecos Bill reveal about the
qualities admired in the culture of the West at this time? (Pecos Bill is strong
and brave. He is able to solve problems, rope and ride anything, and run a
ranch. All of these are qualities that would have helped the cowboys, ranchers,
and settlers in the West find success.)
3. Make Inferences
Think about another literary genre with which you are
familiar, such as myths. Identify one way characters in tall tales are similar
to those in myths. In what ways are they different? (In both mythology and
tall tales, the main character possesses superhuman qualities. However, many
characters in myths are not human, while the characters in tall tales are.)
6. Evaluate In order to visualize effectively, readers rely on the author to provide
sensory details, especially those that appeal to their senses of sight, sound, and
touch. Do you think the author provided enough of these images? Explain.
(Since the author packs the selection with details that appeal to her readers’
senses, such as “scuttling about naked and dirty” and “none of them seemed to
smell quite as bad as he did,” most students will respond that the author provided
more than enough sensory details.)
7. Key Idea: Folk Hero One disadvantage of certain genres, including fairy tales
and folk tales, is that the characters are not fully developed. Do you think the
same is true about the character of Pecos Bill? Why or why not? (Pecos Bill is
not fully developed. Readers learn very little about him beyond his appearance
and extraordinary qualities. Readers do not understand his motivations and he
doesn’t change or grow the way more fully developed characters do.)
5. Compare Genres
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Ideas for Extension
CREATE POSTER: ANALYZE STYLE
One of the highlights of “Pecos Bill” is the over-the-top main character’s qualities
and adventures, all of which are described in vivid, imagery-laden language by the
author. Invite students to create a book poster, sharing what they enjoyed the most
about the language of “Pecos Bill.” Have students begin by choosing four passages
that they believe best represent the author’s use of language to add humor to the story.
Then have students divide a large piece of paper into four equal parts. Direct students
to copy one passage on to each selection and then illustrate the passage. Encourage
students to share their posters with the class and explain why they chose each passage.
PERFORM MONOLOGUE: EXPLORE POINT OF VIEW
Explain that in the oral tradition, stories are typically told from the third-person point
of view, with the storyteller as the narrator. In contrast, a monologue is told using a
first-person point of view. Monologues can be addressed to other characters or to the
audience, or they may involve a character talking to him- or herself.
Invite students to select an episode in the story and tell it from the first-person
point of view of either Pecos Bill or Slue-foot Sue. Remind students to choose words
carefully to be consistent with how their characters would speak. Invite students to
perform their monologues for the class.
Pecos Bill includes numerous references to specific places in the American southwest,
including states, rivers, and landmarks. Have students work in pairs to create maps
based on these references. First, have pairs skim the tale to create a list of place to
include in their maps. Then have them use an atlas to draw their maps. Once students
have labeled all necessary places, challenge them to indicate on their map Bill’s
adventures across the American Southwest. Remind students to include a legend
to help others read their maps.
THE WORLD OF PECOS BILL: REALITY VS. FANTASY
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While many folk tales are based on real people, including Davy Crockett and John
Henry, “Pecos Bill” is based on a fictional character. Yet despite the absurdities of
Bill’s adventures, real places and events are sprinkled through the tale. Have students
research at least two of the following questions to see which details from the story
are fact and which are fantasy:
• Was there a terrible drought in 19th century Texas?
• How long is the equator?
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CREATE MAP: IDENTIFY SETTING
Do cyclones sound like a “terrible roar,” cause the sky to turn purple, or make
cattle stampede?
• How much distance can a cyclone cover?
• How was Death Valley created?
• Is there a Pecos River? If so, where is it located?
•
Have students share their findings with the class. After students have presented their
information, discuss what they uncovered about the realistic details in the story. Ask
students if they were surprised by any of the findings and why.
WRITING
ANALYZE SETTING: PECOS BILL ADAPTATION
Tall tales such as “Pecos Bill” combine realistic historical details with wildly
preposterous, imaginative, and comical fantasies. Often the setting itself is quite
realistic. Pecos Bill lives and travels in real American places, yet his adventures
and qualities are anything but realistic.
Ask students how important they think elements of setting are in tall tales.
Challenge them to find out by rewriting “Pecos Bill” in a contemporary setting. For
example, students might set the events of the story in a large American city in either
the present or future. Encourage them to rethink descriptions that link the story to
19th century Texas. Ask students to consider how they might convey Bill’s exploits
and character traits in a context other than that of cowboys in the American Southwest.
Have students take an event from their daily lives or from recent history and rewrite
it in the form of a tall tale. To help students organize their writing, suggest they
incorporate into their stories three or more elements from the chart shown below.
Common Elements of Tall Tales
How I Will Use in My Tale
Main character with extraordinary qualities
Outlandish event(s)
Informal language
Humor
Exaggeration
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EXPLORE GENRE: ORIGINAL TALL TALE
Slang
After writing, students can reflect on the activity by responding to the following
questions in their journals:
• Why did I choose the event I used?
• Which elements of a tall tale did I find easiest to incorporate into my story?
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Teacher Notes
Evaluate Process
What worked?
• Strategies
• Resources
• Differentiation
Reflect
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The next time I teach “Pecos Bill,” what will I do differently? Why?
Plan Ahead
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Summary
PECOS BILL
retold By Mary Pope Osborne
Setting: Western Texas, the 1800s
“Pecos Bill” is a tall tale, a story that uses exaggeration to tell about a superhuman
character. In the story, Bill is raised by a pack of coyotes in Texas. At age 17, he
becomes the leader of the Hell’s Gate Gang and controls the entire Southwest region
of the United States. During a drought, he ropes a cyclone and wrings water from it.
Later, he marries Slue-foot Sue who is bucked into the sky by Bill’s horse. He tries to
get her back with his lasso. Instead he, too, is pulled up to the sky.
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Vuelto a contar por Mary Pope Osborne
Escenario: Oeste de Texas, 1800
PECOS BILL
“Pecos Bill” es una leyenda fantástica, un relato que usa la exageración para hablar de
un personaje sobrehumano. En el relato, a Bill lo cría una jauría de coyotes en Texas.
A los 17 años, se convierte en el líder de la Pandilla de la Entrada del Infierno y
controla toda la región del suroeste de los Estados Unidos. Durante una sequía, él ata
con una cuerda un ciclón y le exprime el agua. Posteriormente, se casa con Slue-foot
Sue, que es lanzada al cielo por el caballo de Bill. Él trata de atraparla con su lazo,
pero él también es jalado hacia el cielo.
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Summary
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Se Mary Pope Osborne ki re-rakonte li
Espas ak tan: Lwès Tegzas, ane 1800 yo
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“Pecos Bill” se yon gwo lejann, yon istwa ki gen egzajerasyon ladan. ki pale osijè yon
pèsonaj ki gen pi fò pase tout moun. Nan istwa a, se yon gwoup koyòt ki fè edikasyon
Bill nan Tegzas. Lè li gen 17 tan, li vin lidè Hell’s Gate Gang epi li kontwole tout
rejyon Sidwès Etazini. Pandan yon peryòd sechrès, li mare yon siklòn epi li pran dlo
ladan. Pita, li marye avèk Slue-foot Sue ki twouve l anpetre nan syèl la ak cheval
Bill la. Bil eseye fè li retounen avèk laso li. Olye sa, li limenm tou chwal la rale
l monte nan syèl.
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Literary Analysis
TALL TALE
Folk heroes often appear in tall tales, which are humorous stories about impossible
events. Many of these stories were originally passed down from generation to
generation by being told out loud. Tall tales have these characteristics:
• The hero or heroine is often larger than life—bigger, louder, stronger, and
stranger than any real person could be.
• Problems are solved in humorous ways.
• Hyperbole, or exaggeration, is used to emphasize the main character’s qualities
and create humor.
Directions: In the chart, record examples of each element of a tall tale from “Pecos
Bill.”
Element of a Tall Tale
Example
Problems solved in a humorous way
Hyperbole
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Larger-than-life hero or heroine
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Literary Analysis
TALL TALE
Los héroes populares aparecen con frecuencia en las leyendas fantásticas, que son
historias humorísticas sobre sucesos imposibles. Varias de estas historias se pasaron
de generación en generación, narradas de viva voz. Las leyendas fantásticas tienen las
siguientes características.
• El héroe o heroína supera la realidad: es más grande, más ruidoso, más fuerte y
más raro que cualquier otra persona real pudiera ser.
• Los problemas se resuelven de una manera humorística.
• La hipérbole, o exageración, se usa para enfatizar las cualidades del personaje
principal y crear el humor.
Instrucciones: En la tabla, anota ejemplos de cada elemento de una leyenda
fantástica de “Pecos Bill”
Elemento de una leyenda fantástica
Ejemplo
Héroe o heroína que supera la realidad
Problemas resueltos de una manera humorística.
SPANISH
Hipérbole
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Reading Strategy
VISUALIZE
To enjoy tall tales fully, it helps to visualize, or picture in your mind, the incredible
events in the story. To visualize, focus on descriptions that appeal to your senses,
especially those of sight, sound, and touch. Use these sensory details to form a mental
picture of the characters and action.
Directions: In the chart, note descriptive words and phrases that help you visualize
the characters and events of the tall tale. An example has been done for you.
Character or Event
“sat there in the dirt”
“rattle off in a cloud of dust”
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Little Bill falls out of the wagon
Descriptive Words or Phrases
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Reading Strategy
VISUALIZE
Para disfrutar por completo las leyendas fantásticas, es útil visualizar, o formar una
imagen en tu mente de los sucesos increíbles del relato. Para visualizar, enfócate en
las descripciones que atraen tus sentidos, especialmente los de la vista, el sonido
y el tacto. Usa estos detalles sensoriales para formarte una imagen mental de los
personajes y la acción.
Instrucciones: En la tabla, anota palabras descriptivas y frases que te ayuden a
visualizar a los personajes y sucesos de una leyenda fantástica. Sigue el ejemplo.
Personaje o suceso
“sat there in the dirt”
“rattle off in a cloud of dust”
El pequeño Bill se cae del vagón.
Palabras o frases descriptivas
SPANISH
.
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Reading Check
2.
What is the reputation of the Hell’s Gate Gang?
3.
What does Pecos Bill do when a cyclone threatens his ranch?
4.
Why does Pecos Bill want to stop Slue-foot Sue from riding his horse?
5.
Where do people say that Slue-foot Sue and Pecos Bill live at the end of the story?
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Directions: Recall the events in the tall tale that Mary Pope Osborne retells. Then
answer the questions in phrases or sentences.
1. How does Pecos Bill meet the coyote that raises him?
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Question Support
LITERARY ANALYSIS
4. Examine a Tall Tale Complete the following sentence.
Pecos Bill is larger than life because
5. Visualize
Underline one event in parentheses, and then complete the sentence.
The event I pictured most clearly was (Bill’s trip to Hell’s Gate Canyon/Bill’s wedding day)
because
In the chart, tell what you learn about Bill through
each method of characterization.
6. Analyze Characterization
Appearance
Bill’s Words, Thoughts, and Actions
Comments of Others
Narrator’s Comments
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7. Draw Conclusions
Complete the sentence that follows.
I think Bill became a folk hero in American culture because
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Reading Fluency
TRACKING ORAL READING RATE AND ACCURACY
Directions: Use this passage about the legendary Davy Crockett, with the activity on
page 84. Follow the directions on that page.
In some American tall tales the heroes sprung from the
imaginations of storytellers. Other tales were about real people.
These heroes inspired larger than life stories, sometimes while
they were still alive. One such character was Davy Crockett.
Popular legends about Davy Crockett said that he was born on
a mountaintop in Tennessee and killed a bear when he was three
years old. In fact, he was born in a small log cabin on the banks of
the Nolichucky River in Tennessee. While he did not kill a bear at
age three, he was an expert marksman and won many shooting
as David Crockett. The nickname “Davy” actually came from a
misreading of the letters of his signature.
Crockett was a natural storyteller who loved to exaggerate
his exploits as a hunter and frontiersman. He was known for his
quick wit and sense of fairness. Crockett’s popularity won him
two terms in the Tennessee state legislature and three terms in the
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contests as a young man. Also, during his lifetime he was known
United States Congress. When he failed to win reelection for
a fourth term, Crockett moved to Texas where he joined in the
struggle to win independence from Mexico. He died in the Battle
of the Alamo on March 6, 1836. (213 words)
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Unit 7
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PECOS BILL
COPY MASTER
Reading Fluency
TRACKING ORAL READING RATE AND ACCURACY
When you read aloud, your goal is to help the listener understand the text. To do this,
read the words accurately and with expression. Use a normal speaking rate. Try not
to read too quickly or too slowly.
Directions to the Reader:
1. Read the passage on page 83 aloud to your checker for one minute. Have your
checker tell you when to start and stop. Your goal is to read at least 140–180
words correctly per minute.
2. Look at the marks your checker made. Color the chart to show the number of
words you read correctly
3. Repeat steps 1 and 2 three times. Try to increase your speed each time, while
still reading each word correctly
4. Then answer the questions below the chart to evaluate your progress
Directions to the Checker:
1. Tell your partner when to begin reading. Lightly underline each word your
partner skips or mispronounces. Jot down words he or she adds
2. After one minute, say “stop” and circle the last word your partner read
3. Share the marks you made with your reader. Then erase the marks
Timed-Reading Fluency Chart
Reading 4
Reading 2
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84
210–219
200–209
190–199
180–189
170–179
160–169
150–159
140–149
130–139
120–129
110–119
100–109
90–99
80–89
Number of
Words Read
Correctly
Per Minute
1–79
Reading 1
1.
How did reading the passage several times affect your speed and accuracy?
2.
Summarize the effect of repeated readings on your understanding of the passage.
Unit 7
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Reading 3
Name
Date
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Selection Test A
Comprehension
(6 points each)
1.
Why does Pecos Bill’s father move his
family from eastern Texas?
His family has grown to 15 children.
B. Grizzly bears have been playing with
the baby.
C. Some neighbors have moved in 50
miles away.
D. The weather in eastern Texas has
become too hot.
5.
takes over the gang
B. faces down a cyclone
C. refuses to comb his hair
D. invents tarantulas and scorpions
A.
2.
A.
6.
putting on an elegant buckskin suit
B. howling at the moon like a coyote
C. letting her ride his favorite horse
D. riding a cyclone until it is tame
A.
7.
What does this description of Pecos Bill
help you visualize?
“He’d just throw some water on his face in
the morning and go around the rest of the
day looking like a wet dog.”
his appearance
B. the feel of his hair
C. his love of swimming
D. the smell of a wet dog
One way in which Slue-foot Sue is a
larger-than-life character in this tall tale
is that she
loves Bill more than he loves her
B. decides to ride Bill’s wild horse
C. war-whoops when she rides
D. has a bit of coyote in her
A.
A.
8.
After flying off the back of Widow Maker,
Slue-foot Sue bounces
inside a moon crater
over her own cabin
C. on her steel bustle
D. into Death Valley
A.
B.
4.
Pecos Bill wants to find the Hell’s Gate
Gang because he wants to
join the gang
B. fight the gang
C. scare the gang
D. catch the gang
A.
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3.
Pecos Bill wins the love of Slue-foot Sue
by
A.
Pecos Bill realizes that he is human when
it is pointed out that he
howls at the moon
B. lacks a tail
C. smells bad
D. has fleas
Pecos Bill shows an odd sense of humor
when he
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9.
What does this list of places help you
visualize?
“She flew over plains and mesas, over
canyons, deserts, and prairies.”
how high and far Sue flies
B. how much Sue misses Earth
C. the colors of the Earth below
D. the excitement Sue feels when flying
A.
10.
What does this tall tale say causes the
sound of rolling thunder?
Slue-foot Sue’s bouncing bustle
B. Widow Maker’s wild bucking
C. Pecos Bill’s family’s laughter
D. Pecos Bill’s lariat whirling
A.
Written Response
based on your knowledge of the tall tale. (10 points each)
11. Why is the Hell’s Gate Gang afraid of Pecos Bill at first?
12.
How does Slue-foot Sue’s wedding dress save her life?
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the tall tale. Write one or two paragraphs on a separate sheet of paper. (20 points)
13. How is Pecos Bill more like an animal than a human? Use three details from
the tall tale to support your response.
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Selection Test B/C
Comprehension
(6 points each)
1.
Pecos Bill gets left behind as a baby
because
5.
his brothers and sisters are too busy
fighting
B. it is too hot out for anyone to notice him
C. coyotes chase his family’s wagon away
D. his family cannot find him in the crowd
A.
2.
What does Pecos Bill refuse to do when he
becomes a cowboy?
what the river sand felt like
B. the light color of the rivers
C. what river flour tasted like
D. how the river sounded as it flowed
A.
6.
One of Pecos Bill’s larger-than-life
accomplishments in this tall tale is
lassos water
B. rides a cyclone
C. invents tarantulas
D. creates Death Valley
7.
licking his dinner plate clean
B. refusing to shave or comb his hair
C. crawling around on all fours in the dirt
D. lassoing water from the Gulf of Mexico
A.
8.
What does Slue-foot Sue do that shows
bravery?
rides a giant catfish
B. flies up to the moon
C. raises children on the moon
D. insists on riding Widow Maker
A.
The description of their faces helps you
understand why they do not have tans.
B. The gang members’ actions help you
visualize their fear of Pecos Bill.
C. That they drop their dinner plates helps
you know how hungry they are.
D. That their knees knock and their guns
shake helps you visualize how excited
they are.
A.
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How does this description of the Hell’s
Gate Gang help you visualize what is
happening?
“They dropped their dinner plates, and
their faces turned as white as bleached
desert bones. Their knees knocked and
their six-guns shook.”
One unrealistic detail of this tall tale is the
fact that Pecos Bill feeds his horse a diet of
tarantulas and scorpions
B. flint rock and catfish bait
C. barbed wire and dynamite
D. parched grass and tumbleweed
A.
4.
Pecos Bill displays courage in this tale
when he
A.
walk on two legs
B. use his human voice
C. wear the right clothing
D. shave or comb his hair
A.
3.
What does the description “all the rivers
turned as powdery as biscuit flour” help
you visualize?
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9.
Why does Pecos Bill end up in the sky
with Slue-foot Sue?
Sue yanks him up when she bounces.
B. He rides Widow Maker up to the moon.
C. He grabs a shooting star as it passes by.
D. Sue insists that they raise coyotes on
the moon.
A.
10.
According to this tall tale, Texans say that
a strange “ah-hooing” sound at night is the
sound of
a pack of wild coyotes howling at the
moon
B. Slue-foot Sue riding on a shooting star
C. Pecos Bill’s family laughing loudly
D. Pecos Bill howling on the moon
A.
Written Response
based on your knowledge of the tall tale. (10 points each)
11. Why does Pecos Bill’s father move his family away from eastern Texas?
12.
What is one thing that Pecos Bill loves about Slue-foot Sue?
Challenge The exploration and development of the western United States is
frequently described as “the taming of the Wild West.” How does the tale of
Pecos Bill illustrate of the taming of the Wild West? Use details from the tale to
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14.
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knowledge of the tall tale. Write one or two paragraphs on a separate sheet of paper.
(20 points)
13. After reading this tall tale, do you agree or disagree that Pecos Bill is a hero of
the American West? Support your response with details from the tale.
Name
Date
from THE PEARL
COPY MASTER
Literary Analysis
from THE PEARL
IDENTIFY GENRE FEATURES
A novella is a work of fiction that is longer than a short story but shorter than a novel.
A novella differs from a novel in that a novella
• ranges from 50 to 100 pages in length
• focuses on a particular situation or conflict
• has fewer characters than a novel
• is often meant to teach a lesson
Directions: In the chart make notes on the features of this excerpt from The Pearl.
Feature
Example
Main characters
Situation or conflict
Lesson
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Lesson at a Glance
One
Last
Time
g a ry soto
FOCUS STANDARDS
In this memoir from his childhood, Gary
Soto reflects on his life and his family
through the fields of grapes and cotton
they have been hired to harvest. Through
Soto’s rich sensory details, students will
realize that the work is both backbreaking
and painfully tedious and that the pay
often falls far short of what the workers
have actually earned. As always, the
acclaimed writer explores what it means
to be a Mexican American in this country.
•
•
ONE LAST TIME
WHY THIS SELECTION?
Author’s Perspective
Analyze Sensory Details
LESSON RESOURCES
Plan and Teach
.
.
.
.
.
. 92–93
. .
94
. .
95
. 96–97
. .
98
Pupil/Teacher’s Edition Pages: 816–829 Summary (Haitian Creole, Vietnamese)
Literary Analysis: Author’s Perspective
Readability Scores: Lexile: 1140; Fry: Literary Analysis (Spanish) . . . . .
8; Dale-Chall: 6.20
Reading Strategy: Analyze Sensory
Details . . . . . . . . . . . . .
Summary In this memoir, Gary Soto
Reading Strategy (Spanish) . . . . .
recalls the tedious field work he did as
a teenager. At first he is excited about
picking grapes, but he soon realizes it is Vocabulary Practice . . . . . . . .
backbreaking work for very little money. Vocabulary Strategy . . . . . . . .
His next job is chopping cotton, which he Reading Check . . . . . . . . . .
prefers because he earns more and feels Question Support . . . . . . . . .
“tough.” The next fall, however, when
there is no money for school clothes, Soto Reading Fluency . . . . . . . . .
returns to the grape fields “one last time.” Assess
Selection Test A . . . . . . . .
lessons that can be learned from having a Selection Test B/C . . . . . . .
job and the way that jobs can help them
define their goals for the future.
Key Idea: Jobs Students explore the
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99
100
101
102
103
104
105
106
107
108
109
110
111
113–114
115–116
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One Last Time
Memoir by Gary Soto
Objectives
•
•
•
•
•
ONE LAST TIME
•
•
•
explore the key idea of jobs
identify and analyze author’s perspective
read a memoir and a poem
analyze sensory details
use similes as context to determine meanings of unfamiliar words (also an EL
language objective)
use semicolons correctly to separate parts of a series
Teacher’s Edition
Focus and Motivate

Author’s Perspective p. 817

Analyze Sensory Details p. 817

Analyze Sensory Details CM—p. 103, Spanish p.
104

pp. 43–46

“One Last Time,” pp. 818–825
“How Things Work,” p. 826

Audio Anthology CD
Reading Fluency CM p. 111

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Teach
Teacher’s Edition

Venn Diagram p. A26 [T]

Author’s Perspective CM—p. 101,
Spanish p. 102

Writing Template: Compare and Contrast
pp. C16, C26 [T]
Writing Template: Persuasive Writing pp. C16,
C35 [T]

Use Semicolons Correctly CM p. 110
Assess

Test Generator CD
Reteach

Vocabulary Strategy: Similes
p. 828

ONE LAST TIME

Assess and Reteach

Author’s Perspective

Literature Lesson 29: Simile and Metaphor
Vocabulary Lesson 14: Context Clues
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ONE LAST TIME
The focus skills for “One Last Time” are author’s perspective and analyze sensory
details. The suggestions on this page allow you to teach an alternate or additional
literary analysis skill using “One Last Time.”
Literary Analysis: Setting in Nonfiction
PASSAGE 1:
lines 37–42
ONE LAST TIME
Which details of the setting in this passage made a lasting impression on the author?
Explain how you know. (The actual action of picking grapes seems to have made a
lasting impression, Many years later, when Soto wrote the memoir, he remembered
minute details such as the snap and whip of the grapevines [lines 37], the pan
brimming with bunches of grapes [line 38], and the sight of the grapes rolling onto
the paper tray [lines 39–41].)
PASSAGE 2:
lines 109–113
What details in these lines help to make the setting seem more realistic? (Details
include the downtown mall [line109], fancy windows [line 110], the names of actual
stores [line 111], and a tier of outdoor fountains [line 111].)
PASSAGE 3:
lines 136–141
PASSAGE 4:
lines 210–215
Reread this passage. In what ways does the setting help the author clear his mind?
(Soto is able to focus on the sun and clouds in the sky [lines 210–211], the breeze and
dust [lines 212–213], and the workers in the field [lines 213–215].)
For a lesson on setting, see Literature Lesson 9: Setting and Its Roles in the
Standards Lesson File.
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How would you describe the setting in these lines? (The area around the buses is
noisy [lines 140–141] and teeming with people [lines 139–140].)
ONE LAST TIME
Easy
Why did the author begin working in the fields? (He saw it
as a way to help out his family, and he wanted to earn enough money to buy his
mother a teapot and get himself school clothes.)
2. Identify Sensory Details To which senses does Soto most often appeal in
his descriptions of the fields? (Soto most often appeals to the senses of sight
and touch. Often, he describes the look of the fields and the sky and the feel of
sweat and dust.)
3. Analyze Author’s Perspective What values demonstrated by the author’s
relatives may have shaped the author’s perspective in writing about field work?
(His family’s commitment to work and “paying their own way” may have shaped
his perspective.)
1. Key Idea: Jobs
ONE LAST TIME
Average
In your opinion, what is the most important lesson Soto
learned from working in the fields? Why? (Answers will vary. Soto learned what
manual labor is, which gave him an appreciation for people who perform that
kind of work; that earning one’s own money is rewarding, which provided him
with an incentive to work; that his mother worked very hard to provide for her
family, which probably caused him to respect his mother more.)
5. Analyze Sensory Details In what ways does the author use sensory details
to create a sense of reality in the fields? (Soto describes the way things looked,
from the way his mother’s shoes sank into the loose dirt of the field to the beauty
of the horizon. He also describes the way things felt, from the dust in his eyes
to the pain in his feet.)
4. Key Idea: Jobs
Challenging
Based on the story, what do you think Soto’s mother learned
from her jobs in the fields? (Answers will vary. Soto’s mother learned to keep
track of the amount of work she did so that she would be properly compensated
for it, to do what the foreman expected workers to do, and not to set unrealistic
goals for herself.)
7. Examine Author’s Perspective What attitude does Soto express toward his
teenage self, describing his reactions to chopping cotton? Explain why he might
have come to feel this way. (Soto describes wanting to laugh with embarrassment
and awkwardness at being on “this” bus. An older Soto seems to disapprove of
this attitude, maybe because he now knows how hard those people really worked.)
6. Key Idea: Jobs
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ONE LAST TIME
Ideas for Extension
MURAL: VISUALIZE SENSORY DETAILS
ONE LAST TIME
Have students sketch an image that captures the essence of the field work described
in the selection. Divide the class into two or three groups. Have each group design a
mural, incorporating all of the group members’ images. Students may choose one
group member to be the artist or may take turns drawing. Provide groups with
sheets of paper for their murals and have them place their art on the classroom walls.
When the murals are complete, group members can explain their images and why
they chose them.
JOB INTERVIEW: EXPLORE KEY CONCEPT
As a class, make a list of the skills, attitudes, and physical requirements necessary to
do the kind of work described in the selection.
Explain to students that they will be conducting “job interviews” in front of the
class with volunteer students. Have students compile a list of relevant interview
questions based on the class list of requirements. Then ask for volunteers to be
interviewed. Encourage interviewees to ask questions about the job as well. At the
end of the interview, the interviewer must decide whether the candidate is suitable for
the job and, if so, the interviewee must accept or turn down the position.
In his writing, Soto often hints about people who said that he would never amount to
anything. Have students write the speech that the adult Soto might give as he looks
back at his childhood and adolescence. Encourage students to identify the main idea
that they want to communicate and to develop it with specific details. They might
want to incorporate details from the selection and author biography in the textbook.
Pre-AP Challenge: Ask students to reread lines 203–209. Have students write an
anecdote about a prediction others had for Soto and the way his life actually turned
out. Students should think of this as something to be included in Soto’s speech.
PHOTO COLLAGES: EXPRESS THEME
Discuss possible themes that might be taken from “One Last Time” and record them
on the board. Ask students to choose one of the themes and create a photo collage that
illustrates that message. Students may choose to use copies of photographs from their
own family collections, or they might find images from magazines or the Internet that
express their ideas. Encourage students to use some graphics to unify their collages.
Invite students to present their collages to the class and explain the meaning
behind the images they chose.
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SPEECH: ANALYZE AUTHOR’S BACKGROUND
MEXICAN-AMERICAN HISTORY WEEK
Have students prepare for a celebration of “Mexican-American History Week.”
Encourage students to research one of the following topics or a topic of their choice
and to create a display that features their findings. Allow students time to present and
explain their displays, as well as answer questions about them.
• famous or successful Mexican Americans
• the Bracero program of 1942–1964
• Mexican immigration to the United States
• influence of the Spanish language on English
• Mexican-American contributions to an aspect of American society
ONE LAST TIME
Encourage students to gather information from a variety of resources and to include
visual aids in their presentations.
WRITING
EXPLORE GENRE: ORIGINAL POEM
Have students write a poem about how some daily phenomenon works. Encourage
students to reread “How Things Work” and review the kinds of details that Soto uses
to help explain the circulation of money. Rather than focusing on an actual object,
suggest that students focus on topics such as democracy, education, or friendship.
Have them brainstorm and collect details in a graphic organizer. Suggest that they
decide on their approach to the poem before writing it. Remind them to use the
arrangement of lines and line breaks to help communicate meaning.
EXTEND THEME: MEMOIR
Encourage students to think about a lesson or lessons they learned from something
they experienced as a younger person. Have students write a brief memoir describing
the incident. Encourage them to use sensory details and even drawings or photographs
to help readers understand the experience.
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Teacher Notes
ONE LAST TIME
Evaluate Process
What worked?
• Strategies
• Resources
• Differentiation
Reflect
The next time I teach “One Last Time,” what will I do differently? Why?
Plan Ahead
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ONE LAST TIME
Summary
ONE LAST TIME
Gary Soto
Setting: Southern California, the 1970s
ONE LAST TIME
The speaker is a young man growing up in Southern California. He comes from a
family of Mexican-American field workers. The field workers spend long days in the
sun gathering fruit or cotton. The pay is very low. He remembers a time when he went
with his mother to cut grapes from vines. At first, he is excited by the things he can
buy with the money he will make. His mother wishes his sister and brother had come
to work, also. Now they will not have money for new clothes when school starts.
The speaker earns fifty-three dollars for thirteen days of work. When he is fifteen
he decides that he would rather wear old clothes than work in the fields. When he is
sixteen he cuts cotton with his brother. At the end of the day they are sore and tired.
However, they earn good money and are pleased with the hard work they have done.
UNA ÚLTIMA VEZ
Gary Soto
Escenario: California del Sur, los años setenta
El hablante es un joven que crece en el sur de California. Él viene de una familia de
trabajadores del campo mexico-americanos. Los trabajadores del campo pasan largos
días bajo el sol recolectando fruta o algodón. El sueldo es muy bajo. Él recuerda una
vez que fue con su madre a cortar uvas de los viñedos. Al principio se emociona
pensando en las cosas que podrá comprar con el dinero ganará. Su madre desea que
su hermana y su hermano también hubieran ido a trabajar. Ahora no tendrán dinero
para ropa nueva cuando empiece la escuela. El hablante gana cincuenta y tres dólares
por trece días de trabajo. Al cumplir quince años decide que prefiere usar ropa vieja
que trabajar en el campo. Al cumplir dieciséis corta algodón con su hermano. Al
final del día ellos están adoloridos y cansados. Sin embargo, ganaron buen dinero y
están contentos con el trabajo que hicieron.
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ONE LAST TIME
Summary
YON DÈNYE FWA
Gary Soto
Espas ak tan: Sid Kalifòni, ane 1970 yo.
ONE LAST TIME
Oratè a se yon jenn gason k ap grandi nan Sid Kalifòni. Li sòti nan yon fanmi
travayè agrikòl meksiken-ameriken. Travayè agrikòl yo pase anpil jou nan solèy la
ap ranmase fwi ak koton. Lajan yo touche a pa anpil ditou. Li sonje yon tan lè li te
vini avèk manman li pou koupe rezen nan viy yo. Okòmansman, li kontan pou bagay
li kapab achte avèk lajan l ap fè a. Manman li swete pou sè li ak frè li te vin travay
tou. Kounye a yo p ap gen lajan pou achte rad nèf lè lekòl kòmanse. Oratè a touche
senkann twa dola pou trèz jou travay. Lè li gen kenzan, li deside li pito mete ansyen
rad olye pou li kontinye travay nan chan yo. Lè li gen sèzan, li koupe koton avèk frè
li. Nan fen jounen an, yo vekse epi yo fatige. Men, yo touche bon lajan e sa fè yo
kontan avèk travay di yo fè a.
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ONE LAST TIME
COPY MASTER
Literary Analysis
AUTHOR’S PERSPECTIVE
An author’s perspective, or the way a writer looks at a topic, is shaped by his or her
experiences, environment, and values. As you read the memoir, note how Soto’s
family history and daily reality affect his perspective on his work.
Directions: Track the author’s attitude toward his jobs on the time line. An example
has been done for you.
Positive Feelings
Negative Feelings
ONE LAST TIME
Enthusiastic about job and
making money
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UNA ÚLTIMA VEZ
COPY MASTER
Literary Analysis
AUTHOR’S PERSPECTIVE
La perspectiva de un autor, o la manera en que un escritor mira un tema, se forja
a través de sus experiencias, su entorno y sus valores. Mientras lees las memorias,
nota cómo la historia y la realidad diaria de la familia Soto afectan la perspectiva
de su trabajo.
Instrucciones: En la línea de tiempo, rastrea de la actitud del autor hacia sus trabajos.
Sigue el ejemplo.
Sentimientos positivos
Sentimientos negativos
SPANISH
Entusiasta sobre el trabajo y
hacer dinero
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ONE LAST TIME
COPY MASTER
Reading Strategy
ANALYZE SENSORY DETAILS
Sensory details are words and phrases that appeal to a reader’s five senses. By using
such details, a writer helps the reader to create vivid mental pictures of settings,
people, and events.
Directions: As you read, look for two or three details that appeal to each sense and
record them in the web. An example has been done for you.
Taste
Sight
ONE LAST TIME
“started off in
slow chugs”
Hearing
Sensory Details
Smell
Touch
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UNA ÚLTIMA VEZ
COPY MASTER
Reading Strategy
ANALYZE SENSORY DETAILS
Los detalles sensoriales son palabras y frases que son atractivas para los cinco
sentidos del lector. Cuando el escritor usa esos detalles, ayuda al lector a crear
imágenes mentales vívidas de escenarios, gente y sucesos.
Instrucciones: Mientras lees, busca dos o tres detalles que atraen a cada sentido
y anótalos en la red. Sigue el ejemplo.
SPANISH
“started off in
slow chugs”
Gusto
Detalles sensoriales
Olfato
Vista
Oído
Tacto
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Vocabulary Study
CLASSIFYING WORDS
A. Directions: As your teacher reads each item, listen for the boldfaced word and
clues to its meaning. Together discuss possible meanings of the word.
1. Mr. and Mrs. Ortiz hired a contractor to install new electrical wiring and
plumbing in their older home.
Carmen’s feeble reply could barely be heard by anyone in the room.
3.
The foreman walked among the workers, making sure they were doing their
jobs correctly.
4.
He stopped abruptly, and began to grope around in the dark for a doorknob.
5.
The customer became irate when she had to wait an hour for her meal.
6.
Unfortunately, the lost hikers’ predicament worsened when they ran out of water.
7.
Tyra would ramble on and on all day, if her mother didn’t remind her to stop
and think about what she was saying.
8.
Lance had to stoop to pick up his keys on the floor.
ONE LAST TIME
2.
B. Directions: Use the boldfaced words from Part A to answer each question. Be
prepared to give reasons for your answers.
9. Which words are associated with work?
10.
Which words are related to action?
11.
Which words are associated with conflict?
12.
Which word is associated with a physical state?
Resource Manager
Unit 7
Grade 8
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Name
Date
ONE LAST TIME
COPY MASTER
Vocabulary Practice
contractor
foreman
irate
ramble
feeble
grope
predicament
stoop
ONE LAST TIME
A. Directions: Fill in each blank with the correct word from the word list.
1.
The customers became
when the lines grew long.
2.
Dave was promoted to be the
3.
Julian disliked soccer and made only a
4.
Just before the race, we saw Julio
5.
The speaker gave an interesting presentation, though she did
of the construction crew.
attempt to improve.
down to tie his shoe.
a bit toward the end.
6.
The concert promoters needed a
that could supply the
lighting.
7.
Jenna had to
in the dark for a flashlight.
8.
Leah found herself in a
when she realized she had made
B. Directions: Circle the word in each group that is similar in meaning to the
boldfaced word.
1.
grope
listen
search
2.
Unit 7
Grade 8
6.
worried
smart
predicament
reward
discussion
builder
driver
weak
effective
irate
angry
scared
5.
feeble
sick
distinct
106
behave
reject
foreman
leader
worker
3.
4.
wage
problem
ramble
chatter
wonder
encourage
dance
Resource Manager
two sets of plans for Saturday evening.
Name
Date
ONE LAST TIME
COPY MASTER
Vocabulary Strategy
SIMILES
Writers sometimes use similes, or figures of speech that compare two unlike things
using the words like or as. In “One Last Time,” the author says that the dust and sand
flying into their moving bus was “whipping around like irate wasps.” This simile
helps readers imagine what it would feel like to be riding in the bus.
Similes can also provide context clues to help you figure out unfamiliar word
meanings. If you know that “whipping around” implies fast, curving motion and that
wasps move more quickly when they’re angered, then you can figure out that irate
means “very angry.”
ONE LAST TIME
Directions: Use the simile in each sentence as a context clue to help you define
the boldfaced word.
1. The immense bruise on Jen’s knee was as big as a grapefruit.
meaning:
2.
The hirsute weight-lifter was as hairy as a bear.
meaning:
3.
Jeremy, the new student in school is as astute as the smartest teachers.
meaning:
4.
The bland soup was like a tasteless bowl of hot water.
meaning:
5.
The diminutive gymnast was so tiny she looked like a doll.
meaning:
6.
Like a ravenous bear that had been sleeping all winter, Eric was very hungry.
meaning:
7.
My sprained ankle was tumescent, like a tomato sitting swollen from the sun.
meaning:
8.
Like an abruptly shifting storm, the tide of the ocean quickly changed directions.
meaning:
9.
Abe’s frigid room was as biting as a cold winter wind.
meaning:
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Unit 7
Grade 8
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Name
Date
ONE LAST TIME
COPY MASTER
Reading Check
108
2.
Why did Soto decide to go with his brother to chop cotton?
3.
What future does Soto say that people told him he would have?
4.
Why were Soto and his brother proud of themselves at the end of their day of
chopping cotton?
5.
What promise does Soto say he broke at the end of the story?
Unit 7
Grade 8
ONE LAST TIME
Directions: Recall the events in Gary Soto’s memoir. Then answer the questions
in phrases or sentences.
1. Where did Soto and his mother work when he was a young man?
Resource Manager
Name
Date
ONE LAST TIME
COPY MASTER
Question Support
LITERARY ANALYSIS
4. Make Inferences Complete the following sentences.
Soto’s family history affected his thoughts about working in the fields because
5. Analyze Sensory Details
Complete the following sentences.
The sensory detail that best helped me to understand what it was like to work in the fields
ONE LAST TIME
was
It helped me because
Name two similarities and two differences between
picking grapes and chopping cotton.
6. Compare and Contrast
Similarities:
Differences:
Which job does Soto prefer? Why?
How does the author feel about working at
the beginning of the selection? Do his feelings change?
7. Examine Author’s Perspective
8. Compare Literary Works
Complete the following sentence.
Soto’s childhood experiences working in the fields are reflected in “How Things Work”
because
Resource Manager
Unit 7
Grade 8
109
Name
Date
ONE LAST TIME
COPY MASTER
Grammar and Writing
USE SEMICOLONS CORRECTLY
When there are commas within parts of a series, you must use a semicolon to separate
the parts.
Original: Some children need to earn money to buy bus tokens, clothing, and
school supplies, such as pencils, paper, and notebooks.
Revised: Some children need to earn money to buy bus tokens; clothing; and
school supplies, such as pencils, paper, and notebooks. (Because one part of the
series contains commas, a semicolon should separate the parts.)
110
2.
Soto groped, cut, and tugged at the grapes, emptied out his pan, and returned
to the vine for more.
3.
He was unhappy about the early start time, his sore ankles, arms, and neck,
and the low pay he received.
4.
Soto’s mother came home dusty, tired, and aching, rested on the porch, and then
made dinner.
Unit 7
Grade 8
Resource Manager
ONE LAST TIME
Directions: Rewrite the following sentences, inserting semicolons as needed.
1. Soto’s grandmother picked grapes, oranges, plums, peaches, and cotton, worked
in the packing houses, and had many children.
Name
Date
ONE LAST TIME
COPY MASTER
Reading Fluency
Good readers read smoothly, accurately, and with expression. Use this rubric to
evaluate your reading and to help you become a better reader.
Average
Weak
• reads smoothly, with
expression
• reads in meaningful phrases
• reads words correctly, with
few errors or additions
• expresses the writer’s
meaning through changes in
pitch and volume, and through
meaningful pauses
• reads at an appropriate rate,
neither too fast nor too slow
• reads mostly in small phrases,
focusing on saying the words
correctly
• reads words correctly most of
the time, with some errors or
additions
• reads with little expression
• mostly reads at an appropriate
rate, or speed
• reads in very small phrases,
or reads word by word
• often repeats words before
reading on
• some word groups, or chunks,
are awkward or don’t make
sense
• reads with many errors or
additions
• reads with little or no
expression, in a monotone
voice
• reads too slowly or too fast
ONE LAST TIME
Strong
Directions: Choose a passage from “One Last Time” (pages 818–825 in the
anthology). Read the passage once or twice for practice. Then read it to your partner.
Together, use the rubric to evaluate your reading. Talk about ways you can improve.
On the lines below, list two goals for improving your reading and one way you will
achieve each goal.
How I Plan to Improve My Fluency
Goal 1:
What I will do to reach this goal:
Goal 2:
What I will do to reach this goal:
Resource Manager
Unit 7
Grade 8
111
Name
Date
ONE LAST TIME
Selection Test A
Comprehension
(6 points each)
1.
Soto showed thoughtfulness toward others
when he
4.
spit on a grape before eating it
B. handed the first sandwich to his mother
C. lists what he wants to buy with his
wages
D. arranges his wardrobe to make it look
larger
A.
What did Soto buy with the money he
earned in the fields?
a transistor radio
B. clothing for school
C. food for his family
D. a present for his mother
A.
3.
how his hair looked
how gnats sound
C. how leaves feel
D. how dust tastes
A.
B.
5.
Soto decided to pick grapes “one last time”
because
the pay was better than cutting cotton
B. he wanted to show that he was tough
C. his mother asked him to work
D. he had not found another job
A.
From the author’s perspective, one
advantage of chopping cotton was that he
worked with Tejanos
B. rode to work in a bus
C. earned money by the hour
D. got to sing to himself in the field
A.
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Unit 7
Grade 8
113
ONE LAST TIME
2.
What do the sensory details in this excerpt
tell you about Soto’s brother?
“His eyes were meshed red and his long
hippie hair was flecked with dust and gnats
and bits of leaves.”
Name
Date
Vocabulary
each)
6.
To ramble means to
9.
talk aimlessly
B. take a great risk
C. complain angrily
D. fail to act quickly
sore
B. poor
C. tired
D. weak
A.
7.
What is a foreman?
someone who works in a store
B. the leader of a work crew
C. a company owner
D. a bus driver
ONE LAST TIME
A.
8.
What does feeble mean?
A.
10.
Someone who is irate is
too loud
B. a little late
C. very angry
D. partly sorry
A.
To grope means to
store away for future use
B. track materials with a list
C. separate into numbered bins
D. reach about with uncertainty
A.
based on your knowledge of the memoir. (10 points each)
11. According to this memoir, how are people who pick grapes paid differently
from people who chop cotton?
12.
How did Soto’s mother instruct her sons to chop cotton?
the memoir. Write one or two paragraphs on a separate sheet of paper. (20 points)
13. How important were clothes to Soto as a young man? Use two details from
Soto’s memoir to support your response.
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Written Response
Name
Date
ONE LAST TIME
Selection Test B/C
Comprehension
(6 points each)
1.
Soto’s first experience working in the
fields involved
4.
chopping cotton
B. picking cotton
C. picking grapes
D. boxing raisins
how his clothes looked
B. what swimming felt like
C. how popcorn tasted at the mall
D. what his brother’s car sounded like
A.
You can tell that Soto at first had a positive
perspective about work when he says that
he
would end the family’s misery with his
wages
B. cut more grapes than anyone else in the
field
C. eat grapes in the field as if they were
popcorn
D. have a hard time listening to his
mother’s stories
A.
3.
A.
5.
Soto decided that chopping cotton was
“too good” because he
ONE LAST TIME
2.
What sensory details does Soto use to
describe his poverty as a young man?
found that the cotton fields were less
dusty and dirty than the grape fields
B. felt less sore after chopping cotton than
he felt after picking grapes
C. made more money in a day than he had
ever made before
D. found that he was able to daydream
more when he chopped cotton than
when he picked grapes
A.
What did Soto do that shows you that he
began to realize the price of things?
took a bus with his brother to the cotton
field
B. felt embarrassed by his socks and
underwear
C. daydreamed in the field and sang to
himself
D. stopped imagining a new copper teapot
A.
Resource Manager
Unit 7
Grade 8
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Name
Date
Vocabulary
each)
6.
To ramble means to
9.
complain about work
B. strut about and show off
C. make a deep, heavy sound
D. talk aimlessly and at length
someone who works long hours outside
for very little pay
B. someone who provides services for an
agreed price
C. a person who specializes in tearing
down buildings
D. a person who imagines spending wages
before earning them
A.
7.
A.
When you grope, you
reach about with uncertainty
B. gather together to work faster
C. move slowly because of soreness
D. hope for something good to happen
ONE LAST TIME
A.
8.
To stoop means to
carry tools on your back
B. gather up a crop, such as grain
C. walk slowly to avoid finishing a task
D. bend forward and down from the waist
A.
What is a contractor?
10.
A predicament is
a partial payment of what is owed
B. a temporary agreement between
opponents
C. an unpleasant situation that is difficult
to leave
D. something that exists only in one’s
imagination
A.
based on your knowledge of the memoir. (10 points each)
11. How did Soto wear his clothes in a manner that fooled his friends?
12.
What did Soto think life would be like for him as a grown-up? Use two details
from the memoir to support your response.
knowledge of the memoir. Write one or two paragraphs on a separate sheet of paper.
(20 points)
13. Was working in the fields a “good deal” or a “bad deal” for the young Soto? Use
details from the memoir to support your response.
14.
116
Challenge Soto’s entire family worked in the fields harvesting crops. After
reading this memoir, do you think that Soto’s perspective on his family’s work is
one of pride or embarrassment? Use details from the memoir to support your
response.
Unit 7
Grade 8
Resource Manager
Written Response
Lesson at a Glance
Dreams from
MyFather
WHY THIS SELECTION?
FOCUS STANDARDS
Senator Barack Obama’s keynote speech
at the 2004 Democratic Convention won
him national acclaim. As a 10-year-old,
however, Obama was not so well accepted.
This excerpt from his autobiography
describes his entry into an elite private
school in Hawaii, where he was subjected
to the cruel remarks and prejudiced
attitudes of his classmates.
•
•
Autobiography
Recognize Cause-and-Effect
Relationships
LESSON RESOURCES
Plan and Teach
. 118–119
. . . 120
. . . 121
. 122–123
. . . 124
FROM DREAMS FROM MY FATHER
barack obama
Readability Scores: Lexile: 1060; Fry: Summary (English, Spanish) . . . . . 125
Summary (Haitian Creole, Vietnamese) 126
10; Dale-Chall: 6.6
Literary Analysis: Autobiography . . . 127
Summary Ten-year-old Barack Obama Literary Analysis (Spanish) . . . . . 128
is one of only two African-American
Reading Skill: Recognize Cause-and-Effect
children in his grade at an elite private
Relationships . . . . . . . . . . . 129
school in Hawaii. Obama struggles with Reading Skill (Spanish) . . . . . . . 130
feeling different from his classmates. His
Vocabulary Study . . . . . . . . . 131
fear and isolation lead him to spend much
Vocabulary Practice . . . . . . . . 132
of his spare time watching television
with his grandparents, until a month-long Vocabulary Strategy . . . . . . . . 133
visit from his Kenyan father changes his Reading Check . . . . . . . . . . 134
perspective and helps him see the value of Question Support . . . . . . . . . 135
Reading Fluency . . . . . . . . . 136
hard work and his cultural heritage.
Key Idea: Pride Students will explore
the key idea of pride through the eyes of
Barack Obama as he learns to be proud
of his heritage.
Assess
Selection Test B/C . . . . . . .
137–138
139–140
Resource Manager
Unit 7
Grade 8
117
from Dreams from My Father
Autobiography by Barack Obama
Objectives
•
•
•
•
•
•
explore the key idea of what makes you proud
identify, analyze, and interpret an autobiography
read an autobiography
identify and analyze cause-and-effect relationships
distinguish between connotative and denotative meanings of words (also an
EL language objective)
Teacher’s Edition
from DREAMS FROM MY FATHER
Focus and Motivate

Autobiography p. 831

Relationships p. 831

Recognize Cause-and-Effect Relationships CM—p.
129, Spanish p. 130

pp. 43–46

from Dreams from My Father,
pp. 832–843

Audio Anthology CD
Summary CM—English and Spanish p. 125,
Haitian Creole and Vietnamese p. 126

118
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Teach
Teacher’s Edition

Read-and-Say-Something p. D3
Spider Map p. B22 [T]

Autobiography CM—p. 127, Spanish p. 128
Power Thinking at ClassZone.com

Denotation and Connotation p.
845

Assess

Test Generator CD
Reteach

Reading Lesson 7: Recognizing Cause and
Effect
Vocabulary Lesson 17: Denotation and
Connotation

Relationships
Denotation and Connotation
Assess and Reteach
Resource Manager
Unit 7
Grade 8
119
The focus skills for from Dreams from My Father are autobiography and recognize
cause-and-effect relationships. The suggestions on this page allow you to teach an
alternate or additional literary analysis skill using the selection.
Literary Analysis: Characterzation
PASSAGE 1:
lines 40–59
What do you learn about Obama from his actions on the first day of school? (Obama
has probably never been belittled by his peers before and does not handle it well
[lines 54 and 59].)
PASSAGE 2:
lines 79–104
What do you learn about Obama from the incident with Coretta on the playground?
What do you learn about Coretta? (Obama is more worried about what his classmates
think of him than about Coretta’s feelings [line 91–93]. Later he realizes that he
does not have the courage or strength of character to stand up to his classmates’
teasing or to defend his friendship with Coretta [lines 101–102]. Coretta is hurt and
disappointed by Obama’s treatment [lines 93–94] but is strong enough to endure it
and does not expect an apology [lines 103–104].)
PASSAGE 3:
What details does Obama use to characterize his father in this passage? (Obama
uses his father’s appearance, mannerisms, and the way others react to his father to
characterize him.)
PASSAGE 4:
lines 310–329
What do you learn about Obama’s classmates in this passage that might have helped
Obama, had he known it earlier? (Obama’s classmates are impressed by the sincerity
and pride displayed by Obama’s father and probably would have accepted Obama
from the first day, had he had the strength of character to come across as such a
person.)
For a lesson on characterization, see Literature Lesson 3: Characterization
in the Standards Lesson File.
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lines 211–242
Easy
Why are Gramps and Toot proud of the fact that Obama has
been admitted to Punahou? (Punahou is an elite school that does not accept
just anyone, so the fact that Obama has been admitted makes him special and
someone his grandparents can be proud of.)
2. Understand Autobiography What is Obama’s relationship with his
grandparents like? Explain how you know. (Obama is close to his grandparents,
but sometimes they embarrass him. He calls them affectionate nicknames and
feels safe in their house.)
3. Recall Cause-and-Effect Relationships What is the effect of the telegram
from Obama’s father on Obama and his grandparents? (The telegram causes
Obama to emerge from his long period of inactivity. It also causes mild shock in
Obama and his grandparents.)
1. Key Idea: Pride
Average
Reread lines 97–104. What can you learn about
Obama from reading this passage that you could not find in a biography, or
account written by someone other than Obama? (You learn that Obama feels
terrible about hurting Coretta’s feelings and admires her for how she reacts,
even though it means that she begins to ignore him.)
5. Analyze Cause-and-Effect Relationships What effect does the argument
between Obama’s father and the other adults have on Obama? (Obama resents
his father for trying to assert his authority and causing him to lose faith in
people’s goodwill. He also feels as if things that have thus far remained unsaid
during his father’s visit are suddenly out in the open.)
4. Analyze Autobiography
Challenging
Which aspects of his father is Obama proud of? (Answers will
vary. Obama is proud of his father’s ability to bring out the best in people, for his
ease in relating to people, and for taking pride in his own heritage.)
7. Evaluate Cause-and-Effect Relationships What do you think were the
most powerful effects Obama’s father had on his life, based on what you now
know about Obama? (Answers will vary. Obama’s father’s pride in his heritage
must have made a lasting effect on Obama, as shown by his later realization
that he often rejected his heritage as a child. Obama’s father’s attitude toward
education may also have stayed with Obama.)
6. Key Idea: Pride
Additional challenging questions for this selection can be found online at Power
Thinking at ClassZone.com.
Resource Manager
Unit 7
Grade 8
121
Ideas for Extension
TRAVEL BROCHURE: UNDERSTAND CULTURAL CONTEXT
Suggest that students research Kenya and then design a brochure that promotes the
country to tourists. Suggest to students that they focus on ways in which Kenya is
unique, and use language that appeals to readers’ senses wherever possible.
Students should use a word processing program or desktop publishing program to
design their brochures. Display brochures in the classroom.
PORTRAIT SERIES: ILLUSTRATE CHARACTER
Have students create a series of portraits of Obama’s father based on the information
in the selection. Each portrait should depict an important event in the story
or memorable image Obama has of his father. Instruct students to design a
multiple-panel display for depicting the character of the older Obama.
Tell students that some cultures and religions disapprove of people displaying any
kind of pride, believing that pride is boastful and that one should always strive for
humility. Divide students into groups and instruct them to discuss the negative view
of pride as well as the more positive view conveyed in the excerpt from Dreams from
My Father and, perhaps, in some of their lives.
Instruct groups to decide what view they support. Then have them create
aphorisms, or brief, wise sayings, that promote this view. Tell students that aphorisms
say something big in a small way—they express an important idea in as few words
as possible. If time permits, supply students with a brief list of aphorisms on other
topics so that they understand what they are striving for. Have them make a collage
of their aphorisms, accompanied by clip art or magazine illustrations and photos.
Display students’ collages around the room.
Pre-AP Challenge: Ask students to read Obama’s keynote speech at the 2004
Democratic Convention. Note that it was an extremely popular speech when it was
delivered.
Have students analyze the speech for its appeal. What ideas in the speech would
have appealed to whom and why? Based on that speech, what are Obama’s political
beliefs? In what way does it seem consistent with the lesson on pride that Obama
describes in his autobiography? Have students present their analyses to the class,
sharing with the class sections of text from the speech as support.
LIVE STORY TELLING: EXPLORE FOLK TALE GENRE
Explain to students that storytelling is an important part of African tradition. Remind
them of the creation story Obama’s father told the class. Typically in storytelling, the
teller assumes a different voice for each character and uses many gestures and facial
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CREATE APHORISMS: ANALYZE KEY CONCEPT
expressions to relate the story. Challenge students to locate folk tales and myths of
Africa and, depending on length, to present one or more stories to the class.
Provide opportunities for independent learning on the life and activities of Barack
Obama. Have individual students or groups choose one of the following topics to
research:
•
•
•
•
•
•
his work as a community organizer
in Chicago
his years at Harvard Law School
his career as a civil rights lawyer
his entrance into politics
his achievements as an Illinois
senator
his family life
During their research, students should look for evidence of the effects Obama’s father,
mother, and grandparents have had on his life. Students may present their findings
using their choice of media.
WRITING
SUPPORT PERSONAL OPINIONS: ESSAY
Have students write an opinion paper on what kind of leader Obama is, based on
what they now know of him. Does he seem like a fair leader? Is he a decisive one?
In what ways might his childhood experiences make him a better leader? Suggest
that they follow the typical five-paragraph essay formula: an introduction that
includes an attention-grabber and the thesis statement, three paragraphs of support,
and a conclusion that restates the thesis statement and leaves readers pondering the
writer’s ideas.
EXPLORE POINT OF VIEW: BIOGRAPHICAL EXCERPT
Tell students to think about how the events described in the excerpt from Dreams from
My Father might be different if told from another point of view.
Have students rewrite lines 73–104 of the selection from Coretta’s perspective
or lines 245–284 from Obama’s father’s perspective. Students should share their
interpretations with one another and discuss their different approaches.
Resource Manager
Unit 7
Grade 8
123
Teacher Notes
Evaluate Process
What worked?
• Strategies
• Resources
• Differentiation
Reflect
The next time I teach Dreams from My Father, what will I do differently? Why?
Plan Ahead
124
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Summary
FROM DREAMS FROM MY FATHER
Barack Obama
Setting: Hawaii, the 1970s
When Barack Obama was a young boy, his parents divorced. His mother sent him
to Hawaii to live with his grandparents. He had been accepted into a private school
which was difficult to get into. On the first day of class, he worries that he does not
fit in. Some of the students laugh when the teacher pronounces his name. Others
make fun of his father for being from Kenya. When Barack finds out his father is
coming to visit, he lies by telling some of the boys in his class that his father is a
prince in Kenya. The visit does not go smoothly. His father is much stricter than his
grandparents. He thinks Barack should be studying instead of watching so much
television. Soon all of the adults in the house are arguing. Barack counts the days
until his father leaves. When his mother tells him that his father has been invited to
speak to Barack’s class, he can’t imagine worse news. When the day finally arrives,
Barack is worried that his lie will be discovered.
TOMADO DE SUEÑOS DE MI PADRE
Cuando Barack Obama era niño, sus padres se divorciaron. Su madre lo envió a
Hawai a vivir con sus abuelos. Lo aceptaron en una escuela privada a la cual era
difícil entrar. Durante el primer día de clases, se preocupa porque no se adapta.
Algunos de los estudiantes se ríen cuando el maestro pronuncia su nombre. Otros
se burlan de su padre por ser de Kenia. Cuando Barack se entera que va a venir su
padre a visitarlo, le miente a algunos niños de su clase diciéndoles que su padre es un
príncipe en Kenia. La visita no pasa sin dificultades. Su padre es más estricto que sus
abuelos. Él piensa que Barack debería estudiar en vez de ver tanta televisión. Pronto,
todos los adultos de la casa empiezan a discutir. Barack cuenta los días para que se
vaya su padre. Cuando su madre le informa que invitaron a su padre a hablar en el
salón de Barack, no puede imaginarse una peor noticia. Cuando finalmente llega el
día, Barack tiene miedo de que su mentira se descubra.
Resource Manager
Barack Obama
Escenario: Hawai, los años setenta
Unit 7
Grade 8
125
Summary
DAPRE RÈV PAPA MWEN
Barack Obama
Espas ak tan: Hawayi, ane 1970 yo.
Lè Barack Obama te yon jenn gason, paran li yo te divòse. Manman li te voye li
Hawayi pou l al viv avèk granparan li. Li te aksepte antre yon lekòl prive ki te difisil
pou antre. Nan premye jou klas la, li te enkyè pou li pa t reyisi adapte li. Kèk elèv t
ap ri lè pwofesè a pwononse non li. Lòt yo pran plezi sou papa li paske li sòti nan
Kenya. Lè Barack vin konnen papa li ap vin vizite li, li bay kèk nan ti mesye yo manti
paske li di yo li papa li se yon prens nan Kenya. Vizit la pa t pi dous pase sa. Papa li
pi sevè pase granparan li yo. Li panse Barack ta dwe etidye olye li gade televizyon
twòp. Yon ti tan apre tout granmoun nan kay la ap fè diskisyon. Barack konte jou
jouk papa li ale. Lè manman li di li papa li jwenn envitasyon pou li vin pale nan klas
Barack la, li pa ka imajine nouvèl ki pi grav pase sa. Lè jou a vin rive, Barack pè
pou yo pa dekouvri manti li te bay la.
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Literary Analysis
AUTOBIOGRAPHY
An autobiography is the true story of a person’s life, told by that person.
Autobiographies share the following characteristics:
• They are told from the first-person point of view.
• They focus on significant people and events in the writer’s life.
• They express the ways those people and events affected the writer.
Directions: Use the chart to write notes about the relationship between Obama and
his father over the course of their month-long visit.
Before his father arrives
The day his father arrives
First two weeks of his father’s visit
The day his father speaks to Obama’s class
Final days of his father’s visit
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tomado de SUEÑOS DE MI PADRE
COPY MASTER
Literary Analysis
AUTOBIOGRAPHY
Una autobiografía es la historia verdadera de la vida de una persona, narrada por esa
persona. Las autobiografías comparten las siguientes características:
• son narradas desde el punto de vista de la primera persona.
• se enfocan en gente importante y en sucesos de la vida del escritor.
• expresan las maneras en que esas personas y sucesos afectaron al escritor.
Instrucciones: Use la tabla para escribir notas sobre la relación entre Obama y su
padre durante el transcurso de su larga visita de un mes.
antes de que su padre llegara
el día que llega su padre
SPANISH
las primeras dos semanas de la visita de su padre
el día que su padre habla en la clase de Obama.
últimos días de la visita de su padre
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Reading Skill
RECOGNIZE CAUSE-AND-EFFECT RELATIONSHIPS
Understanding cause-and-effect relationships between actions, events, and
feelings can give you greater insight into the people you read about. Sometimes
cause-and-effect relationships are stated directly. More often you will have to look
deeper to notice when one or more things are responsible for causing another.
Directions: Complete this chart to identify important cause-and-effect relationships
in the autobiography. One example has been done for you.
Cause
Obama feels isolated at
school.
Effect
He spends most of his time
watching TV with his
grandfather.
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Reading Skill
RECOGNIZE CAUSE-AND-EFFECT RELATIONSHIPS
Comprender las relaciones de causa y efecto entre las acciones, sucesos y los
sentimientos puede darte una comprensión mayor de la gente sobre la que lees.
Algunas veces las relaciones de causa y efecto se presentan directamente. Con
frecuencia deberás observar con mayor profundidad para darte cuenta cuando una o
más cosas son responsables de causar otra.
Instrucciones: Completa esta tabla para identificar las relaciones de causa y efecto
en la autobiografía. Sigue el ejemplo.
Causa
Se pasa la mayor parte del
tiempo viendo la televisión
con su abuelo.
SPANISH
Obama se siente aislado
en la escuela.
Efecto
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Vocabulary Study
WORDS IN CONTEXT
A. Directions: As your teacher reads each item, listen for the boldfaced word.
Discuss the possible meaning of the word, and write on the chart what you think the
word means. After reading the selection from Dreams from My Father, confirm or
adjust your definitions.
1.
2.
3.
4.
5.
6.
7.
8.
Daphne’s dress looked dowdy compared to the youthful, flattering styles the
other girls wore.
Pierce saw the dark storm clouds and knew that rain was inevitable.
I gave Louis a second chance, but when I found out he’d copied my paper again,
my trust in him was irretrievably lost.
The novelty of the video game soon wore off, and the girls became bored with it.
“The appeal of hard rock music is opaque to me,” Mr. Hamir said. “I’ll never
understand it.”
After the car accident, Larissa needed a week of recuperation before returning
to work.
The toddler found refuge in her father’s arms whenever she was afraid.
People never knew what mood Cooper would be in because he had such a
volatile personality.
Predicted Meaning
Meaning in Selection
Vocabulary Word
dowdy
inevitable
irretrievably
novelty
opaque
recuperation
refuge
volatile
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Vocabulary Practice
dowdy
irretrievably
opaque
refuge
inevitable
novelty
recuperation
volatile
A. Directions: Fill in each set of blanks with the correct word from the word list.
Then use the boxed letters to complete the sentence below.
1.
The keys would be
if they fell in the elevator shaft.
2.
Jenna could not believe the
3.
The speaker’s reasoning was so
clothes her mother had chosen.
that most of the audience
was confused.
of Janet’s new hairstyle wore off after a few days.
4.
The
5.
André approached the dog carefully, knowing that strays can be
and unpredictable.
went well.
6.
After her surgery, Emma’s
7.
Having not studied for the test, Fred knew that a low grade was
.
When the storm hit, Maya watched two birds take
from
the rain under a bush near her window.
B. Directions: Circle True if the underlined word’s meaning makes sense in the
sentence; circle False if it does not.
1. A vote is irretrievably set once you put it in the ballot box; you cannot
T F
get it back.
T
F
2.
Jackie was the most volatile member of the team and also very sweet
and nice.
T
F
3.
The dress was rather dowdy and made my mother look older than her
true age.
T
F
4.
The new restaurant will be popular because it is inevitable and
delicious.
T
F
5.
The book’s themes were opaque and very difficult to understand.
T
F
6.
Marla knew that winning a scholarship would take novelty and
dedication.
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Name
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Vocabulary Strategy
DENOTATION AND CONNOTATION
A word’s denotation is its dictionary definition. But many words have additional
ideas and feelings associated with them. These associations, or shades of meaning,
are called connotations. Connotations can be positive or negative, and they can give
words with similar denotations very different impacts. For example, the phrases
“clever salesperson” and “conniving salesperson” have different connotations. Clever
describes someone who is creative and smart, while conniving implies the person is
manipulative and dishonest. To fully understand what you read, it is important to
recognize word connotations.
2.
surprised/amazed
3.
embarrassed/humiliated
4.
nervous/worried
5.
problem/disaster
6.
cold/freezing
Resource Manager
Directions: Each pair of words has similar meanings but different connotations. Use
each word in a sentence that reflects its connotation.
1. small/puny
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Reading Check
134
2.
Who does Obama say came to visit him at Christmas?
3.
What argument does Obama describe as happening right before his Christmas
vacation?
4.
Why did Obama’s father come to Obama’s school?
5.
What musical gift did Obama’s father give him?
Unit 7
Grade 8
Directions: Recall the events in Barack Obama’s autobiography. Then answer the
1. According to the autobiography, why were Obama and his grandfather excited on
Obama’s first day of school?
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Question Support
LITERARY ANALYSIS
4. Identify Cultural Values Circle the activities that Obama liked best as a child.
a. watching TV
b. playing in Little League
c. reading comics
d. swimming
e. going to live concerts
f. listening to popular music
Underline one word in parentheses and then complete the following sentence.
I think the adult Obama (approves/disapproves) of the way he spent his leisure time as a child
because
Underline one choice in parentheses and then
complete the following sentence.
5. Interpret Autobiography
I think Obama (did/did not) grow close to his father during their visit because
What was the overall effect of
6. Examine Cause-and-Effect Relationships
his father’s visit on the young Obama?
7. Analyze a Symbolic Event
Complete the following sentence.
Obama’s rejection of Coretta symbolizes
8. Draw Conclusions
Tell what dreams you think Obama’s father inspired in
his son.
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Reading Fluency
READING WITH EXPRESSION
To make any piece of literature come alive for your listeners, you must read with
expression. To read with expression means to read with feeling and emotion. Here
are some tips for making your reading more expressive.
• Read at a natural pace, or speed. Speed up or slow down as necessary.
• Raise the volume of your voice to signal that a word or idea is important.
• Vary the rise and fall of your voice to avoid sounding dull.
• Group words into meaningful phrases.
Directions: Follow along as your teacher reads an excerpt from the speech “Out of
Many, One.” Then use these marks to prepare your own reading of the passage:
L = louder
S = softer
n = raise pitch
p = lower pitch
/ = pause or stop
underscore = add stress
I stand here knowing that my story is part of the larger American
story, that I owe a debt to all of those who came before me, and
that, in no other country on Earth, is my story even possible.
Tonight, we gather to affirm the greatness of our nation—not
because of the height of our skyscrapers, or the power of our
military, or the size of our economy. Our pride is based on a
very simple premise, summed up in a declaration made over two
hundred years ago: “We hold these truths to be self-evident, that
all men are created equal. That they are endowed by their Creator
with certain inalienable rights. That among these are life, liberty,
and the pursuit if happiness.”
That is the true genius of America—a faith in simple dreams,
an insistence on small miracles . . .
—Barack Obama, from “Out of Many, One”
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Selection Test A
Comprehension
(6 points each)
1.
Obama comes back to the United States to
live with his grandparents because he
4.
dislikes his parents
B. wants to live in Hawaii
C. has been accepted to a good school
D. wants to be with his grandparents
A.
2.
What causes Obama’s embarrassment on
his first day of school?
3.
an argument about watching television
B. a car accident that injures his father
C. his father’s visit to Obama’s school
D. lies that he tells about his father
A.
5.
When Obama watches his father dance to
African music, you can tell Obama feels
connected because he
accepts the records that his father gives
him
B. fails to understand his father’s gestures
C. shifts uncomfortably while listening
D. dances with his father
A.
his classmates’ questions about his
father
B. Miss Hefty’s questions about life in
Kenya
C. Gramps’s insistence that they arrive
early
D. his betrayal of Coretta on the
playground
A.
A significant event in Obama’s
autobiography occurs when his family’s
reunion is marred because of
Which statement is a lie that Obama tells
to several of his classmates?
He and his mother once lived in
Indonesia.
B. His grandfather is a chief of his tribe
in Kenya.
C. His father has six children living in
Kenya.
D. He watches television all evening long.
A.
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Vocabulary
each)
6.
What does novelty mean?
9.
the state of being imaginary
B. the quality of being new
C. deep embarrassment
D. excellent manners
recovery
B. reflection
C. realization
D. recognition
A.
7.
What does dowdy mean?
unhealthy
B. comical
C. shabby
D. clumsy
A.
8.
A recuperation is a
A.
10.
What does opaque mean?
difficult
B. normal
C. hidden
D. expected
A.
A refuge is a
source of comfort in times of trouble
B. memory of an event in the past
C. pile of trash on the street
D. journey to visit family
A.
based on your knowledge of the autobiography. (10 points each)
11. Briefly describe Obama’s family situation in Hawaii.
12.
How do teachers and students at Obama’s school react to his father’s visit and
talk? Include two details from the autobiography in your response.
Extended Response Answer the following question based on your knowledge
of the autobiography. Write one or two paragraphs on a separate sheet of paper.
(20 points)
13. How do you know that Obama’s transition to his new school is difficult for him?
Support your response with two details from the autobiography.
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Written Response
Name
Date
Selection Test B/C
Comprehension
(6 points each)
1.
The main reason that Obama looks forward
to starting school at Punahou Academy
is that
4.
encourages them to learn more about
African tribes and customs
B. brings traditional African music and
dances to it in the classroom
C. tells interesting stories and answers
their questions seriously
D. informs them of Obama's family
history in Kenya
A.
he wants to find companions his own
age
B. his new teacher had once lived in Kenya
C. his father attended the same school
D. he will be able to play soccer
A.
2.
What is the effect of Miss Hefty’s questions
about Kenya as she talks with Obama in
class?
3.
5.
A key event in Obama’s autobiography
that brings him closer to his father occurs
when his father
gives him a basketball for Christmas
insists that Obama begin to study
harder
C. takes him to a Dave Brubeck concert
D. shows him how to dance to African
music
A.
B.
The class applauds heartily and accepts
him.
B. Obama becomes speechless with
embarrassment.
C. Obama eagerly explains the customs of
his tribe.
D. Coretta watches with a look of
satisfaction.
A.
Obama’s classmates are impressed with
Obama’s father because he
Obama’s relations with his classmates
improve slightly after
they learn that his father was injured
B. Obama publicly rejects Coretta
C. he tells them that his father is a prince
D. they find out that he lives with his
grandparents
A.
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Vocabulary
each)
6.
What does volatile mean?
9.
easy to complete
B. difficult to define
C. determined to succeed
D. concerned with electricity
a great, unknown danger
B. something that cannot be seen
C. that which cannot be prevented
D. a strong force that you oppose
A.
7.
What is recuperation?
a payment for work or services
B. a return to one’s home country
C. an agreement to work together
D. a return to health or strength
A.
8.
What does inevitable mean?
A.
10.
Something opaque is
different from others
B. out of date
C. difficult to understand
D. out of control
A.
Irretrievably means
permanently
B. unnaturally
C. secretly
D. rapidly
A.
based on your knowledge of the autobiography. (10 points each)
11. What is one thing that Obama and Coretta have in common?
12.
What lies does Obama tell his classmates before his father arrives for a visit?
Include two details from the autobiography in your response.
knowledge of the autobiography. Write one or two paragraphs on a separate sheet of
paper. (20 points)
13. Did Obama enjoy his time with his father, or was it too uncomfortable for him to
enjoy it? Support your response with details from the autobiography.
14.
140
Challenge Who is right in the serious argument that the adults have when
Obama watches a holiday television program? Support your opinion with details
from the autobiography.
Unit 7
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Written Response
Lesson at a Glance
Out of Many, One
WHY THIS SELECTION?
FOCUS STANDARDS
In Dreams from My Father, Barack
Obama presents a candid look at his
mother, father, and grandparents. In “Out
of Many, One,” the keynote speech at the
2004 Democratic Convention, Obama
uses the lives of those same family
members to inspire the Democratic Party
to maintain the magic of America: that
is, to continue to ensure that people are
allowed to reach their potential here if
they are willing to work hard.
•
Identify Treatment
LESSON RESOURCES
Plan and Teach
Lesson Plan and Resource Guide . 142–143
Additional Selection Questions . . . . 144
Teacher Notes . . . . . . . . . . . 145
Summary (English, Spanish) . . . . . 147
Summary (Haitian Creole, Vietnamese) 148
Skill Focus: Identify Treatment . . . . 149
Pupil/Teacher’s Edition Pages: 846–849 Read for Information: Compare and Contrast
. . . . . . . . . . . . . . . . . 150
Readability Scores: Lexile: 1110; Fry: Skill Focus: Identify Treatment
(Spanish) . . . . . . . . . . . . 151
7; Dale-Chall: 6.6
Read for Information: Compare and Contrast
Summary In “Out of Many, One,”
(Spanish) . . . . . . . . . . . . 152
Senator Barack Obama’s keynote
Reading Check . . . . . . . . . . 153
speech at the 2004 Democratic National Question Support . . . . . . . . . 154
Convention, Obama relates information
Assess
about many of the family members
Selection Test A . . . . . . . . 155–156
featured in his autobiography Dreams
Selection Test B/C . . . . . . . 157–158
from My Father. In his speech, Obama
uses the history of his family to convey
the idea that all things are possible for all
people in America.
Resource Manager
Unit 7
Grade 8
FROM OUT OF MANY, ONE
Reading for
Information
141
from Out of Many, One
Speech by Barack Obama
Objectives
identify treatment, including form, purpose, and tone
• compare and contrast portrayals
• identify characteristics of a keynote speech
• read a speech
•
Teacher’s Edition
Focus and Motivate

What’s the Connection? p. 846

Anticipation Guide p. A14 [T]
Teach

Identify Treatment p. 846

Identify Treatment CM—p. 149, Spanish p. 151

Audio Anthology CD
Summary CM—English and Spanish p. 147,

Assess

Test Generator CD
Reteach

Reading Lesson 3: Author’s Purpose
“Out of Many, One,” pp.
847–848

Read for Information: Compare
and Contrast p. 849
from OUT OF MANY, ONE

Assess and Reteach

Identify Treatment
Resource Manager
Unit 7
Grade 8
143
Easy
Where were Obama’s parents from? (Obama’s mother was from Kansas,
and his father was from Kenya.)
2. Clarify How did Obama’s parents meet? (They met when Obama’s father was a
foreign student in the United States.)
3. Identify Treatment Describe Obama’s treatment of his childhood and his
parents’ experiences in this speech. (Obama treats the experiences seriously; he
makes his parents’ lives seem very noble.)
1. Recall
Average
What is the purpose of Obama’s keynote speech? (The
purpose is to reflect the key points of the Democratic Party’s ideas and policies.)
5. Analyze Treatment What is Obama’s attitude toward his family in his speech?
In what way do you feel this affects his treatment of the subject? (Obama speaks
of his family with admiration for what they accomplished and love for the dreams
they had for him. It probably contributes to the serious yet optimistic treatment
of the speech.)
6. Make Inferences Why might Obama have used a quotation from the
Declaration of Independence (lines 38–41) for his speech? (The quotation would
have reminded the audience that the values of the Democratic Party are the same
ones promoted by the founding fathers and would have inspired the audience to
continue to uphold these values, since they are what the country is built on.)
Challenging
“Through hard work and perseverance my father got a
scholarship to study in a magical place, America, that shone as a beacon of
freedom and opportunity to so many who had come before.” How is this image
of America in keeping with Obama’s tone? (This image conveys the idea that
America is a unique place with limitless opportunities, which would inspire
listeners to feel great love for the country.)
8. Compare Genres How does a speech differ from other types of primary
sources? (The genre of a speech is an oral one. It is meant to be heard by a
select audience and is enhanced by the speaker’s gestures, inflections, and facial
expressions.)
9. Examine Treatment What is the overall tone of Obama’s speech? In what
ways might the tone have contributed to the popularity of the speech? (Obama’s
tone is inspirational. The tone contributed to the popularity of the speech
because it inspired his listeners to feel pride in America and to continue to
uphold the values and commitments of the nation.)
7. Identify Treatment
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4. Analyze Speech
Teacher Notes
Evaluate Process
What worked?
• Strategies
• Resources
• Differentiation
Reflect
The next time I teach “Out of Many, One,” what will I do differently? Why?
Plan Ahead
Resource Manager
Unit 7
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145
Summary
Speech
Setting: Democratic National Convention, Boston, Massacusetts; 2004
In this speech given at the 2004 Democratic National Convention, Barack Obama
tells how unlikely it is for him to even give the speech. However, the dreams his
grandparents had for his parents and the dreams his parents had for him ultimately
made it possible. Those dreams gave him and his parents opportunities in America.
Obama believes that in America, one doesn’t have to be rich to achieve one’s full
potential. He also believes that America is a great country, but not because of its
military power or the size of its buildings. He believes that America is a great country
because its forefathers proclaimed that all people are created equal and have certain
rights.
de ENTRE MUCHOS, UNO
En este discurso presentado en la Convención Nacional Demócrata, Barack Obama
menciona lo inverosímil que es para él dar el discurso. Sin embargo, los sueños
que sus abuelos tenían para sus padres y los sueños que sus padres tuvieron para él
finalmente lo hicieron posible. Esos sueños le dieron a él y a sus padres oportunidades
en América. Obama piensa que en América uno no tiene que ser rico para alcanzar
todo su potencial. También cree que América es un gran país, pero no por su poderío
militar o el tamaño de sus edificios. Él considera que América es un gran país porque
sus antepasados proclamaron que todas las personas fueron creadas iguales y tienen
ciertos derechos.
Discurso
Escenario: la Convención Nacional Demócrata, Boston, Massachussets, 2004
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Summary
YOUN SOU PLIZYÈ
Diskou
Espas ak tan: Konvansyon Nasyonal Demokratik, Boston, Massachusetts, 2004
Nan diskou sa a ki fèt nan Konvansyon Nasyonal Demokratik 2004 la, Barack Obama
rakonte kouman li pa t atann pou limenm ta bay yon diskou. Men, rèv granparan li te
genyen pou paran li ak rèv paran li te genyen pou li te finalman fè sa vin posib. Rèv
sa yo te bay limenm ak paran li opòtinite nan Lamerik. Obama kwè nan Lamerik,
yon moun pa oblije vin rich pou li reyalize tout talan li. Li kwè tou Lamerik se yon
gwo peyi, men se pa akòz puisans militè li oswa gwosè bilding li. Li kwè Lamerik
se yon gwo peyi paske zansèt li yo te pwoklame tout moun te kreye egal-ego epi
yo gen sèten dwa.
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Skill Focus
IDENTIFY TREATMENT
Writers can handle the same subject matter in different ways. The way a writer
chooses to handle a topic is called its treatment. The writer’s purpose, or reason for
writing, helps determine a work’s treatment. So does the form the writing takes and
the tone, or attitude the writer expresses about the topic. In order to identify a writer’s
treatment, ask yourself the following questions:
• What form does the writing take? For example, is it a newspaper column,
personal letter, or a business memo?
• For what purpose(s) is the selection written? Is it written to entertain, to
express ideas and feelings, to inform, or to inspire?
• What is the writer’s tone, or attitude toward the subject? For example, the
tone of a selection might be described as mocking, optimistic, or serious.
Directions: In the excerpt of “Out of Many, One,” Obama’s topic is his family
background. As you read, identify Obama’s treatment this topic by completing the
following chart.
“Out of Many, One”
speech
For what purpose(s) is the selection written?
What is the writer’s primary purpose?
W hat form does the writing take?
What is the writer’s tone, or attitude toward
the subject?
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COPY MASTER
Read for Information
Follow these steps to compare and contrast Barack Obama’s portrayal of his family
in the speech with the portrayal in his autobiography:
1. Review each selection and note the main points and most important details
Obama includes about each family member.
2. Identify the similarities and differences between the way the family members are
portrayed in the speech and autobiography.
3. In a sentence, make a general statement about the similarities and differences in
the accounts. Support your statement with specific examples.
From Speech
• Mother
From Autobiography
• Mother
• Father
• Father
• Mom’s Parents
• Mom’s Parents
• Dad’s Parents
• Dad’s Parents
Similarities
•
Differences
•
•
•
•
•
Directions: Use the diagram to make notes about the family members and the
similarities and differences in their portrayals.
General Statement
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DE ENTRE MUCHOS, UNO
COPY MASTER
Skill Focus
IDENTIFY TREATMENT
Los escritores pueden ocuparse del mismo tema de diversas formas. La forma en la
que un escritor decide ocuparse de un tema se llama tratamiento. El propósito del
escritor, o su razón por escribir, ayuda a determinar el tratamiento de la obra. Lo
mismo sucede con la forma que toma el escrito y el tono, o la actitud que expresa
el escritor sobre el tema. Para identificar el tratamiento del escritor, te debes hacer
las siguientes preguntas:
• ¿Qué forma toma el escrito? Por ejemplo ¿es una columna de periódico, una
carta personal o un memorando de negocios?
• ¿Con qué propósito(s) se escribe la selección? ¿ Se escribe para entretener o
para expresar ideas y sentimientos, para informar o para inspirar?
• ¿Cuál es el tono del escritor, o su actitud hacia el tema? Por ejemplo, el tono
de una selección puede describirse como burlón,optimista o serio
Instrucciones: En el extracto de “De entre muchos, uno”, el tema de Obama es
la experiencia de su familia. Mientras lees, identifica el tratamiento de su tema
completando la siguiente tabla.
“De entre muchos, uno”
discurso
¿Con qué propósito(s) se escribe la selección?
¿Cuál es el propósito primario del escritor?
¿Cuál es el tono del escritor, o su actitud hacia
el tema?
Resource Manager
SPANISH
¿Qué forma toma el escrito?
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DE ENTRE MUCHOS, UNO
COPY MASTER
Read for Information
Sigue estos pasos para comparar y contrastar la descripción de la familia de Barack
Obama en su discurso, con la descripción de su autobiografía:
1. Revisa cada selección y anota los puntos principales y los detalles más
importantes. Obama incluye a casi todos los miembros de la familia.
2. Identifica las similitudes y las diferencias entre la manera en que se describe a
los miembros de la familia en el discurso y en la autobiografía.
3. En una oración, haz una declaración general sobre las similitudes y las diferencias
en las narraciones. Apoya tus declaraciones con ejemplos específicos.
Del discurso
• Madre
De la autobiografía
• Madre
• Padre
• Padre
• Padres de la madre
• Padres de la madre
• Padres del padre
• Padres del padre
Similitudes
•
Diferencias
•
•
•
•
•
SPANISH
Instrucciones: Usa el diagrama para hacer notas sobre los miembros de la familia y
las similitudes y diferencias en sus descripciones.
Declaración General
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Reading Check
2.
Why does Obama say that he has a diverse heritage?
3.
What dream does Obama say that his mother and father had for him?
4.
What does Obama say is the reason that Americans should be proud of their
country?
5.
What does Obama say that people must do during the election?
Directions: Recall the information in Barack Obama’s speech. Then answer the
1. How does Obama describe his grandfather and father’s idea of the United States?
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Question Support
CRITICAL ANALYSIS
Directions: Answer the questions.
3. Identify Treatment The way a topic is handled is called its treatment.
Review the chart you completed as you read the speech. Then describe Obama’s
treatment of his family in the speech.
4. Identify Repetition
Complete the sentences.
One word, phrase or idea that Obama repeats in the speech is
This repeated word or idea helps to emphasize
Do you think it was a good idea for Obama to tell listeners
so much about his family background in his speech to the Democratic National
Convention? Why or why not?
5. Evaluate a Speech
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Selection Test A
Comprehension
(8 points each)
1.
What similar dream do Obama’s
grandparents share?
4.
better lives for their children
B. marrying and raising children
C. better jobs in the United States
D. chances for education for themselves
A.
2.
Besides a deep love for each other, Obama
says his parents shared
the need to do better than their parents
had
B. the fear of punishment in other
countries
C. a desire to open their own business
D. a faith in the nation’s possibilities
A.
3.
According to Obama’s parents, in the
United States wealth is unnecessary in
order to
achieve your potential
B. start your own business
C. keep your children safe
D. buy a house and live there
A.
5.
Which word best expresses Obama’s
tone toward his diverse heritage in this
treatment?
tolerant
B. comical
C. proud
D. generous
A.
What does Obama say the pride of the
United States is based on?
power of the military
B. the idea that all people are equal
C. the size of the economy
D. height of the city skyscrapers
A.
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Written Response
based on your knowledge of the speech. (10 points each)
6. What are two details that indicate that Obama’s father and grandfather were
poor in Africa?
7.
What is one negative aspect of U.S. society or history to which Obama refers
in his speech?
8.
Why did Obama’s parents name him “Barack”? Support your response with a
detail from the speech.
9.
Why does Obama say that he and his audience gather together on this night?
the speech. Write one or two paragraphs on a separate sheet of paper. (20 points)
10. In his next-to-last paragraph, Obama lists four examples of the “simple dreams”
that America offers. Choose two of the dreams and discuss how Obama or his
family has realized this dream. Support each choice with a detail from the speech.
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Selection Test B/C
Comprehension
(8 points each)
1.
How did Obama’s father come to study in
the United States?
His father paid for an expensive school.
B. He won a scholarship through hard
work.
C. His grandfather paid a bribe to get him
in.
D. He worked at the school and went to
class, too.
4.
Obama says that the “true genius of
America” is
faith in simple dreams
B. greatness of military power
C. diversity of heritage
D. excellence in education
A.
A.
5.
Which excerpt shows Obama’s proud tone
toward his family in this treatment?
“we are called to reaffirm our values”
B. “A common dream, born of two
continents”
C. “I owe a debt to all of those that came
before”
D. “we gather to affirm the greatness of
our nation”
A.
2.
Which statement best expresses Obama’s
view of his own life story?
You can always say what you think.
B. Few U.S. citizens are as lucky as he is.
C. It is a unique story that can never be
repeated.
D. Only in the United States is his story
possible.
A.
According to Obama, his parents’ dreams
live on in
Obama’s two daughters
B. the larger story of the United States
C. the political process of the United
States
D. a promise that future generations will
be better
A.
3.
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Written Response
based on your knowledge of the speech. (10 points each)
6. How did Obama’s mother and father meet?
7.
Briefly describe the history of Obama’s American grandparents.
8.
According to Obama, what did his parents believe you could achieve in the
United States, even if you had little money?
9.
Name two of the “small miracles” that Obama says are the “true genius of
America.”
knowledge of the speech. Write one or two paragraphs on a separate sheet of paper.
(20 points)
10. How does Obama show a balanced tone in his treatment of U.S. history in his
speech? Use specific details from the speech to support your response.
Challenge What does Obama use more effectively to show the greatness of the
United States: references to U.S. history or references to his personal history?
Support your response with specific details from the speech.
11.
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Lesson at a Glance
MEDIA STUDY: POLITICAL
CARTOONS
Media
Study
Political Cartoons
WHAT’S THE CONNECTION?
This Media Study reinforces the unit
focus on the role of art and literature in
history and culture. The political cartoon
has been an important and influential
tool throughout history—using images
and text to communicate ideas on politics
and society. Students learn how political
cartoonists combine art elements, such as
color, line, shape, and texture, to express
ideas.
ABOUT THE MEDIA STUDY
LESSON RESOURCES
Plan and Teach
Lesson Plan and Resource Guide . . .
Ideas for Extension . . . . . . . .
Teacher Notes . . . . . . . . . . .
160
161
162
Viewing Guide . . . . . . . . . .
Close Viewing . . . . . . . . . .
Media Activity . . . . . . . . . .
Produce Your Own Media . . . . . .
163
164
165
166
167
168
Summary The 1984 cartoon “Acid
Rain” comments on the harmful effects
of acid rain. Uncle Sam reaches out
to catch a drop of rain, only to have it
burn a hole through his hand. The 1890
cartoon “The Silver Sun of Prosperity”
provides a positive view of the Sherman
Silver Purchase Act. Uncle Sam is shown
proudly holding an enormous silver
dollar.
Key Idea: Statement Throughout
the Media Study, students explore the
key concept of how cartoonists use art
elements to make a statement about
political and societal issues and events.
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CARTOONS
Media Study: Political Cartoons
Image Collection
Objectives
•
•
•
•
•
explore the key idea of how cartoons can make political statements
identify visual aspects of cartoons
compare and contrast cartoonists’ styles
compare different points of view in nonprint media sources
create a political cartoon
Teacher’s Edition
Focus and Motivate

Summary CM—English and Spanish, p. 163,

MediaSmart DVD
Introduction, Media Lessons
Teach

Media Literacy: Messages in
Political Cartoons p. 851

Viewing Guide and Teacher
Notes p. 852

Viewing Guide CM p. 165
Close Viewing CM p. 166
Media Activity CM p. 167
MediaSmart DVD
Guided Analysis
Ideas for Extension p. 161
Assess and Reteach
Assess

Write or Discuss p. 853
Produce Your Own Media p.
853
Reteach

Venn Diagram p. A26 [T]
Produce Your Own Media CM p. 168

MediaSmart DVD

Media Center at ClassZone.com

Messages in Political Cartoons

Media Lessons 3 & 19
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MEDIA STUDY: POLITICAL CARTOONS
CARTOONS
Ideas for Extension
ILLUSTRATION: CREATE SYMBOL
Remind students that images of Uncle Sam have been used to represent the United
States for close to two hundred years. His look, though generally consistent, changes
to reflect whatever message he is communicating.
Have students work individually or in pairs to create their own artistic
representations of important people, places, and ideas. Their representations should
reflect how they feel about their subjects. For example, students might design their
own symbol of the United States of America, while others might create a symbol
of a more general idea, organization, or concept. To get started, students should
brainstorm what opinion they want to express through their symbol. Remind them to
experiment with some of the artistic elements introduced in the lesson, such as color,
exaggerated shapes, and different types of lines. Have students share their designs
with the rest of the class and analyze the meaning of each image shown.
CARTOONS OF THE PAST
Tell students that it can be interesting to look back on early political cartoons to
learn how the genre has both changed and stayed the same. Have students work
individually or in pairs to learn more about political cartoons of the past. Students
should locate books, newspaper archives, and Web sites that feature political cartoons
from the 1800s into the 20th century. If possible, have them make copies of their
favorite examples and share them with the class.
Pre-AP Challenge: Ask students to find out more about some of the best-known
political cartoonists throughout history. Have them compare and contrast the work of
two or more cartoonists—from the same era or from different historical periods—in
an essay or presentation. You might suggest the following names: Thomas Nast,
Joseph Keppler, Carl Schurz, Jeff MacNelly, Jim Borgman, Mike Luckovich, Michael
Ramirez, Dick Locher, Jim Morin, and Mike Peters.
WRITING
ANALYZE CARTOON: ESSAY
Ask students to write an essay in which they use terminology introduced in the lesson
to analyze a political cartoon. Assign students a current or historical political cartoon
or ask them to locate one in a newspaper, magazine, or online. Then have them study
the cartoon closely and write about the effect of color, shapes, lines, and texture
on the cartoon’s message. Students should analyze the message of the cartoon and
describe how it gets that message across to readers.
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CARTOONS
Teacher Notes
Which Teaching Option did I use?
Teaching Option 1: The Basics (1–2 days)
Teaching Option 2: In-Depth Study (2–3 days)
Evaluate Process
What worked?
• Strategies
• Resources
Reflect
The next time I teach this Media Study, what will I do differently? Why?
Plan Ahead
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CARTOONS
Summary
“ACID RAIN”
This cartoon about acid rain by Frank Evers features a confused Uncle Sam. A drop
of acid rain has burned through his hand. The cartoon first appeared in the New
York Daily News.
“THE SILVER SUN OF PROSPERITY”
Bernard Gillam drew this cartoon in reaction to the Sherman Silver Purchase Act of
1890. In it, Uncle Sam holds a large silver dollar over a busy Washington scene.
“LLUVIA ÁCIDA””
Esta caricatura sobre lluvia ácida por Frank Evers presenta un Tío Sam confundido.
Una gota de lluvia ácida quemó su mano atravesándola de un lado a otro. La
caricatura apareció originalmente en el New York Daily News.
“EL SOL DE PLATA DE LA PROSPERIDAD”
Bernard Gillam dibujó su caricatura en reacción a la Ley Sherman de Plata de 1890.
En la caricatura, el Tío Sam está sosteniendo un dólar de plata grande sobre una
escena muy agitada de la ciudad de Washington.
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Summary
“LAPLI ASID”
Karikati sou lapli asid, Frank Evers la, prezante yon Tonton Sam ki gen konfizyon.
Yon gout laplis asid boule nan men li. Karikati a te parèt dabò nan New York Daily
News.
“THE SILVER SUN OF PROSPERITY”
Bernard Gillam te desine karikati sa a akòz Sherman Silver Purchase Act nan ane
1890. Ladan li, Tonton Sam kenbe yon gwo dola ann ajan sou yon sèn Wachintonn
ki gen anpil moun.
CARTOONS
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CARTOONS
Media Literacy: Messages in Political
Cartoons
VIEWING GUIDE
A political cartoon is a humorous drawing that comments on a political issue or
event. In every cartoon, a cartoonist includes images and details that help the viewer
figure out his or her message.
Directions: View both political cartoons. Then, analyze each cartoon by answering
the questions in the first column of the chart.
Strategies for Analyzing
Political Cartoons
“Acid Rain”
“The Silver Sun of Prosperity”
What is the subject of the
cartoon?
What symbols are used in the
cartoon?
What words or phrases are
used to identify objects?
What details are unusual or
exaggerated?
Are the characters or settings
portrayed positively or
negatively?
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CARTOONS
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Cartoons
CLOSE VIEWING
You can analyze the message in a political cartoon.
Directions: Analyze the political cartoon “The Silver Sun of Prosperity.” Rate the
effectiveness of its message based on the criteria in the first column of the chart.
In the second column, explain your rating and include specific examples from the
cartoon to support your opinions.
Rate the effectiveness of the cartoon on a
scale of 1 to 5.
Explain your rating.
Symbolism
Rating:
1 = not at all effective
5 = extremely effective
Art Elements (color, line, shape, size)
Rating:
Text
Rating:
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CARTOONS
Cartoons
MEDIA ACTIVITY
You can compare the messages in different political cartoons.
Directions: Collect three political cartoons from your local newspaper or school
paper. Select one of the cartoons and compare it to one of the selections from this
lesson. Use the chart below to examine the similarities and differences between
the two cartoons.
Strategies for Analyzing
Political Cartoons
Title or Label:
Title or Label:
What is the subject of the
cartoon?
What symbols are used in the
cartoon?
What words or phrases are
used to identify objects?
What details are unusual or
exaggerated?
Are the characters portrayed
positively or negatively?
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Cartoons
PRODUCE YOUR OWN MEDIA
You can create a political cartoon.
Directions: Choose an issue that you think would make a good subject for your
own political cartoon. This issue may be something that affects your school, your
neighborhood, or the entire nation. Think about:
• What symbols and details you could use to represent the issue
• What you could exaggerate in the image to highlight your point
• How you will use art elements to draw attention to the most important part of
your image
• How you will draw or label objects so that they’re easy to recognize
CARTOONS
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Lesson at a Glance
ant to
rite
it-Ins
Margaret Walker
Margaret Walker
Margaret Walker writes skillfully and
passionately about the African-American
experience and the civil rights movement.
Students at every reading level will get
a better appreciation of the events and
people she describes in “I Want to Write”
and “Sit-Ins.”
I WANT TO WRITE / SIT-INS
WHY THESE SELECTIONS?
poems were written and the changes in
society’s attitude towards injustice.
FOCUS STANDARDS
•
•
Historical Context
Analyze Repetition
LESSON RESOURCES
Plan and Teach
ABOUT THESE SELECTIONS
Lesson Plan and Resource Guide . 170–171
Pupil/Teacher’s Edition Pages: 854–859 Alternative Standards Focus . . . . . 172
Difficulty Level: Easy
Additional Selection Questions . . . . 173
Ideas for Extension . . . . . . 174–175
Summaries In “I Want to Write,” the
speaker describes her longing to capture Teacher Notes . . . . . . . . . . . 176
the songs of her people: their stories, their Student Copy Masters
Literary Analysis: Historical Context . 177
pain, and their beauty. In “Sit-Ins,” the
speaker addresses the first students who Literary Analysis: Historical Context
participated in a sit-in at a Woolworth’s
(Spanish) . . . . . . . . . . . . 178
department store in 1960. The poem
Reading Skill: Analyze Repetition . . 179
celebrates the students’ “courage and
Reading Skill: Analyze Repetition
faith, convictions, and intelligence,” as
(Spanish) . . . . . . . . . . . . 180
well as their efforts to achieve justice and Question Support . . . . . . . . . 181
awaken the consciences of the people who Reading Fluency . . . . . . . . . 182
make and enforce unjust laws.
Assess
Key Idea: Injustice As students work
through the two poems, they will explore
the key idea of injustice and how to not
only combat it, as in “Sit-Ins,” but also
how to rise above it. The poems span
thirty years, allowing students to reflect
on the historical context in which the
Resource Manager
Selection Test B/C . . . . . . .
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I Want to Write / Sit-Ins
Poems by Margaret Walker
Objectives
explore the key idea of injustice
• identify and analyze historical context
• read poetry and a book excerpt
• identify and analyze repetition
•
Teacher’s Edition
Focus and Motivate

p. 855

Historical Context p. 855

Analyze Repetition p. 855

Analyze Repetition CM—p. 179, Spanish p. 180

Audio Anthology CD

Think-Pair-Share p. A18 [T]

Historical Context CM—p. 177, Spanish p. 178

“I Want to Write,” p. 856
“Sit-Ins,” p. 857
from A Dream of Freedom, p.
859

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Teach
Teacher’s Edition
Assess and Reteach

Test Generator CD
Reteach

Literature Lesson 34: Repetition and
Parallelism

Analyze Repetition
Historical Context
Assess
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The focus skills for “Why I Write”/ “Sit-Ins” are historical context and analyze
repetition. The suggestions on this page allow you to teach an alternate or additional
literary analysis skill using these selections.
Literary Analysis: Imagery
PASSAGE 1:
lines 3–6 (“I Want to Write”)
What feelings do the images in lines 3–6 convey? (The images are of someone
taking hold of things—songs, dreams, souls—that are hard to catch. They convey the
speaker’s longing to capture in words the African-American experience.)
PASSAGE 2:
line 8 (“Sit-Ins”)
Poets use imagery to help readers visualize key ideas in their poetry. What mental
picture does line 8 bring to mind? (The image suggests a bolt of fire streaking across
the sky like lightning, but brighter and even more powerful.)
PASSAGE 3:
How does Walker’s use of imagery affect your ability to understand the historical
context in which the poem is set? List some examples of imagery describing the
students and their opponents. (Her use of imagery draws readers into the event and
helps readers better appreciate the extreme courage of these “first brave ones.” Some
examples of imagery include “bright young” [line 5], “fling your names across
pages” [line 5], and “stony ones” [line 10].)
PASSAGE 4:
“I Want to Write,” “Sit-Ins”
In your opinion, which of the two poems uses imagery more effectively? Why? (Some
students may say “I Want to Write” because the senses of sight, hearing, and touch
are addressed, whereas some may say that “Sit-Ins” includes vivid imagery in the
descriptions of the students’ qualities, such as courage and intelligence.)
For a lesson on imagery, see Literature Lesson 28: Imagery in the Standards
Lesson File.
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lines 1–12 (“Sit-Ins”)
Easy
In “Sit-Ins,” whom is the speaker addressing? How do you know? (The
speaker is talking to the first students to participate in a sit-in. The speaker
makes this clear by beginning the poem with “You were our first brave ones.”
“You” refers to the students.)
2. Identify Repetition Both poems use repetition of words or phrases to help
emphasize meaning. List an example of repetition in each poem. (In “I Want to
Write,” the phrase I want is repeated as well as phrases beginning with to. In
“Sit-Ins,” the words and phrases first and with your are repeated.)
1. Clarify
Average
After reading the two poems has your initial response
to the question—How can we fight injustice?—changed? Why or why not?
(Some students may have different views on combating injustice, especially after
reading “Sit-Ins” and hearing the speaker’s passionate thank you to the sit-in
participants.)
4. Analyze Repetition What verb appears in both poems? Why do you think the
poet repeatedly chose this verb instead of other similar verbs? (The verb fling is
repeated in both poems. Fling conveys a much stronger action than synonyms
the poet could have used in its place, such as toss or throw.)
3. Key Idea: Injustice
Challenging
Compare the two poems. In what ways are the two
speakers’ attitudes toward injustice similar? In what ways are they different?
How do you think the historical time period in which the poems were written
might have affected differences in these attitudes? (Both speakers have similar
attitudes about injustice and share their pride in their people’s ability to rise
above it. However, the speaker in “Sit-Ins” speaks more strongly against those
that commit or ignore injustices. This could be related to the time period in which
the poems were written. In the 1930’s, when “I Want to Write” was published,
society was not as open about the injustices done to African Americans. By the
1960’s, when Walker wrote “Sit-Ins,” the civil rights movement was in full force
and people were much more comfortable speaking out against injustice.)
6. Compare and Contrast Genres Compare and contrast “Sit-Ins” and the
book excerpt in terms of their treatment of this historic event. Is the author’s
purpose the same for both? Do they share the same tone? (The author’s purpose
is similar in both pieces. Both want to inform, but the poetry is also meant to
entertain. Their tones are different. The poem’s tone is admiring, while the tone
of the article is serious and straightforward.)
5. Key Idea: Injustice
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Ideas for Extension
MULTIMEDIA PRESENTATION: EXPLORE KEY CONCEPT
Have students work in small groups to create a multimedia presentation that
represents their thoughts about injustice. Ask them to begin by brainstorming words
and images that they associate with the word injustice. Have them use these words
and images as the basis of their presentation. Encourage them to include music, video
clips, slides, and commentary in their production. Advise students to keep their
presentations between 2–5 minutes long. Invite groups to share their presentations
with the class. Talk about common elements in the presentations and discuss why
they might be common.
The two poems in this lesson span over 30 years. Discuss with students what key
historical events took place between 1930 and 1960. List their ideas on the board.
Next, have students work in small groups to create illustrated timelines of
American history from 1930 to 1960. Encourage groups to focus particularly on
events affecting the African-American community or the civil rights movement. Tell
groups that their timelines should include at least ten events. Encourage students to
illustrate their timelines with photos, headlines, or other images from online sources.
Challenge students to color-code their timelines to indicate which events deal with
injustice. They might do this by using a different color of marker for those events.
Invite groups to present their timelines to the class and use them to create a master
timeline on the board, including all the events from the group timelines. Indicate
which events are related to fighting injustice. Are students surprised by the number
(or lack thereof) of events related to opposing injustice? Why or why not?
ANTHOLOGY: EXAMINE ADDITIONAL WORKS
Talk with students about the similarities between “I Want to Write” and “Sit-Ins.”
Make clear that Margaret Walker often used her writing to express her thoughts
about the injustice African Americans faced. Have students work in small groups to
create their own anthologies of Walker’s work. To do this, they can skim though her
poetry collections including For My People (1942), Prophets for a New Day (1970),
October Journey (1973), For Farish Street Green (1986), and This Is My Century:
New and Collected Poems (1989).
Each group member should be responsible for finding at least one piece to include
in their anthology. Group members should copy each poem on a sheet of notebook
paper and include an illustration that represents the key message of the piece. Have
groups create a cover, as well as a title, for their collection. Invite volunteers to share
their choices with the rest of the class. Have presenters explain why they chose the
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TIMELINE: APPLY CHRONOLOGICAL ORDER
poems that they did, and what they wanted their titles and covers to communicate as
well.
SIT-INS
The excerpt from A Dream of Freedom provides a basic overview of the first sit-in
during the civil rights movement. Talk with students about what they learned about
the sit-in from the excerpt. Next, ask them what questions they still have about this
and subsequent Sit-Ins, such as What happened to these students? Were the Sit-Ins
successful? List their questions on the board.
Assign one or more questions to each student to research. Have students present
their findings to the class. Encourage students to gather information from several
sources and include visual aids, such as photographs, in their presentations.
WRITING
ANALYZE STYLE: POEM
Margaret Walker describes her longing to write about the African-American
experience in “I Want to Write.” Ask students to brainstorm topics about which they
long to write. Have students choose a topic from their list of ideas and write a poem
about that topic, using Margaret Walker’s poem both as inspiration and a model.
Challenge them to include repetition in their poems, as well as imagery, to help their
readers understand why their choice is so important to them.
Pre-AP Challenge: Challenge students to base their poems on a historical event or
events about which they feel strongly. Ask them to include enough clues in the form
of details, figurative language, and other poetic devices so that their readers can get a
sense of the historical context in which the poem is based.
ANALYZE HISTORICAL CONTEXT: ESSAY
Margaret Walker wrote “I Want to Write” when she was only nineteen. “Sit-Ins” was
published almost 30 years later. Discuss with students how these two poems suggest a
shift in African Americans’ response to racial discrimination between the 1930s and
the 1960s. Remind students to consider differences in tone, language, and message,
and the ways in which they relate to each poem’s overall effect.
After the discussion, ask students to reflect on this shift in a brief essay. Encourage
them to suggest ways in which the social and political atmosphere in the country may
have affected Margaret Walker’s ideas about addressing problems publicly, through
protest, instead of privately, through writing.
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Teacher Notes
Evaluate Process
What worked?
• Strategies
• Resources
• Differentiation
Reflect
The next time I teach “I Want to Write” and “Sit-Ins,” and what will I do differently? Why?
Plan Ahead
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Literary Analysis
HISTORICAL CONTEXT
When you look at literature in its historical context, you consider what was
happening in society at the time a piece of writing was created. Margaret Walker
wrote “I Want to Write” in the 1930s and “Sit-Ins” in the 1960s.
Directions: Read the background on page 855 and the excerpt from A Dream of
Freedom on page 859. In the chart, record words or phrases from each poem that
reflect ideas, values, or events from the time in which the poem was written.
Examples from Text
Social Conditions of the Time
“I Want to Write”
“Sit-Ins”
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QUIERO ESCRIBIR / SENTADAS DE PROTESTA
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Literary Analysis
HISTORICAL CONTEXT
Cuando ves la literatura en su contexto histórico, consideras lo que estaba sucediendo
en la sociedad en el momento en que se creó un escrito. Margaret Walter escribió
“Quiero escribir” en los años treinta y “Sentadas de protesta” en los años sesenta.
Instrucciones: Lee los antecedentes en la página 855 y el extracto de Un sueño de
libertad en la página 859. En la tabla, anota palabras o frases de cada poema que
reflejen ideas, valores o sucesos de la época en la que se escribió el poema.
Ejemplos para texto
Condiciones sociales de la época
SPANISH
“Quiero escribir”
“Sentadas de protesta”
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Reading Skill
ANALYZE REPETITION
Sound devices add interest and appeal to all types of poems. One of the sound
devices used in Margaret Walker’s poems is repetition, in which a sound, word,
phrase, or line is repeated for emphasis or unity. To understand the effect of repetition
in a poem, follow these steps:
• Write down repeated words, phrases, or lines.
• Think about what ideas these repeated elements emphasize.
• Notice how the repetition relates to the poem’s overall message.
Directions: In the first column of the chart, record examples of repetition from
each poem In the second column, describe the effect of each example on your
understanding of Walker’s ideas.
“I Want to Write”
Repetition
Effect
Repetition
Effect
“Sit-Ins”
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QUIERO ESCRIBIR/PROTESTA SENTADA
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Reading Skill
ANALYZE REPETITION
Los recursos de sonido añaden interés y atractivo a todos los tipos de poemas. Uno de
los recursos de sonido usado en los poemas de Margaret Walter es la repetición, en la
que un sonido, una palabra, una frase o un verso se repite para dar énfasis o unidad.
Para comprender el efecto de la repetición en un poema, sigue estos pasos:
• escribe palabras, frases o versos repetidos.
• piensa en qué ideas enfatizan estos elementos repetidos.
• observa cómo la repetición se relaciona con el mensaje completo del poema.
SPANISH
Instrucciones: En la primera columna de la tabla, anota ejemplos de repetición
para cada poema. En la segunda columna, describe el efecto de cada ejemplo en
tu comprensión de las ideas de Walker.
“Quiero escribir”
Efecto
Repetición
“Sentadas de protesta
Repetición
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Efecto
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Question Support
LITERARY ANALYSIS
3. Understand Imagery Imagery consists of words and phrases that appeal to
readers’ senses. In the chart, write images from “I Want to Write” that appeal
to each sense.
Hearing
Sight
Touch
Think about conditions and events that affected
African-Americans in the 1930s. Then complete the sentence that follows.
4. Examine Historical Context
“I Want to Write” is a protest against racial injustice because
Reread lines 8 –10 of “Sit-Ins.” Who are “the stony
ones” the author refers to in line 10?
5. Interpret a Passage
The poem “Sit-Ins” and the book excerpt from A Dream of
Freedomfocus on the same topic. Write P on the line next to the details that
come from the poem and B next to the details that come from the book.
a. date of first sit-in
b. significance of the event
c. names of the protesters
d. character traits of the protesters
6. Compare Texts
Underline one of the two poems in parentheses and then
complete the following sentence.
7. Analyze Repetition
The overall effect of the repetition in (“I Want to Write”/”Sit-Ins”) is to
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Reading Fluency
ORAL RECITATION
Some poems have strong messages that they convey through distinctive structure and
powerful words and images. To give a memorable reading of such a poem, use the
poem’s distinctive language as well as punctuation cues to guide your phrasing. Speak
clearly and with expression. Use marks like these to plan your reading:
n = raise pitch
p = lower pitch
/ = pause or stop
underscore = add stress
Directions: Listen as your teacher reads “I Want to Write.” Then use the marks
above to show how you would read the poem. When you are ready, read the poem
aloud to a partner.
5
10
I want to write
I want to write the songs of my people.
I want to hear them singing melodies in the dark.
I want to catch the last floating strains from their sob-torn throats.
I want to frame their dreams into words; their souls into notes.
I want to catch their sunshine laughter in a bowl;
fling dark hands to a darker sky
and fill them full of stars
then crush and mix such lights till they become
a mirrored pool of brilliance in the dawn.
L = louder
S = softer
—Margaret Walker, “I Want to Write”
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Selection Test A
Comprehension
(6 points each)
1.
In “I Want to Write,” what does the speaker
want to hear in the dark?
5.
melodies
B. laughter
C. strains
D. notes
the songs the sun sings in the morning
B. a fresh start for African Americans
C. an early morning for the speaker
D. the poet’s love of daylight
A.
The description of throats in line 4 of
“I Want to Write” refers to a historical
context of
A.
6.
violence
B. silence
C. faith
D. hate
A.
illness
B. laughter
C. hardship
D. celebration
A.
7.
3.
In line 6 of “I Want to Write,” what
emotion does the speaker hope to catch?
justice
B. youth
C. silence
D. names
8.
The first lines of “I Want to Write”
emphasize the sense of hearing. What
sense is emphasized in lines 9–10 of the
poem?
hearing
B. sight
C. smell
D. touch
A.
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According to the speaker of “Sit-Ins,” an
important quality of the first ones is their
A.
joy
B. grief
C. hope
D. wonder
A.
4.
According to the speaker of “Sit-Ins,” what
do the “brave ones” defy?
What does the repetition of “with” in
“Sit-Ins” help emphasize?
the young ones’ youth
B. the stoniness of the others
C. what the young ones do without
D. how the young ones work together
A.
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2.
The “dawn” in line 10 of “I Want to Write”
most likely refers to
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9.
In “Sit-Ins,” those who oppose the first
ones are described as
stony
B. brave
C. bright
D. young
A.
10.
In both poems, the poet expresses
the historical context of her times by
mentioning her people’s
awakening
B. silence
C. suffering
D. laughter
A.
Written Response
based on your knowledge of the poems. (10 points each)
11. In “I Want to Write,” what does the speaker want to do with stars?
12.
What are two accomplishments of the “first ones” in “Sit-Ins”?
the poems. Write one or two paragraphs on a separate sheet of paper. (20 points)
13. Do the speakers in these poems focus more on positive or negative events? Use
four details from the poems to support your response.
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Selection Test B/C
Comprehension
(6 points each)
1.
In “I Want to Write,” what does the speaker
want to do with the people’s dreams?
5.
hear them sing
B. fill them with stars
C. catch them in a bowl
D. frame them into words
explain a desire to be a writer
B. analyze the movement of stars
C. describe various kinds of music
D. express African Americans’ feelings
A.
In “I Want to Write,” the speaker wants to
transform stars into
A.
6.
songs of the people
B. a bowl of sunshine
C. a pool of brilliance
D. floating strains
A.
3.
The repetition of “I” in “I Want to Write”
emphasizes the speaker’s
kept silent always
B. wrote down history
C. faced hate with nonviolence
D. suffered being hit with stones
7.
wish to be part of the action
B. need to be the center of attention
C. hopes of being remembered forever
D. desire to see everything that happens
In “I Want to Write,” the speaker’s
description of making light out of dark
could refer to the historical context in
which African Americans
tried to destroy prejudice
B. wanted to be friends with whites
C. wished to write down their dreams
D. hoped to help people see more stars
A.
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What did the first ones mentioned in line 1
of “Sit-Ins” do that showed bravery?
A.
A.
4.
2.
The main intention of the speaker in “I
Want to Write” is to
The description “new southern history” in
line 6 of “Sit-Ins” refers to the historical
context of changes in
the right way to read books
B. African American life in the South
C. writing in African Americans’ books
D. the African American way to count
years
A.
8.
By repeating the word “first,” the speaker
in “Sit-Ins” is emphasizing that those
involved in Sit-Ins
awakened consciences
B. defied their followers
C. showed intelligence
D. became leaders
A.
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9.
What do Jesus and the first ones in
“Sit-Ins” do that shows that they are alike?
show bravery regardless of their youth
B. fling their names across history
C. stay silent in the face of hate
D. blaze a path for justice
A.
10.
A common factor in the historical context
of both “I Want to Write” and “Sit-Ins” is
that each speaker’s people have
learned bravery while in church
B. endured prejudice and discrimination
C. sung melodies and dreamed in the dark
D. rewritten history from a new point of
view
A.
Written Response
based on your knowledge of the poems. (10 points each)
11. What repetition in “Sit-Ins” emphasizes what the young ones had and did not
have?
12.
What is one way that the speaker in “Sit-Ins” uses light to represent change?
knowledge of the poems. Write one or two paragraphs on a separate sheet of paper.
(20 points)
13. Do the “first ones” in “Sit-Ins” deserve more or less honor and respect than those
who followed them and took the same actions? Use details from the poem to
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Challenge What message do these poems give about the importance of
writing? Use details from the poems to support your response.
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Lesson at a Glance
Writing
Workshop
Cause-and-Effect
Essay
WHAT’S THE CONNECTION?
•
Cause and Effect
•
Make Inferences
In addition, students will have opportunities to
incorporate what they have learned in the unit
by creating a thesis statement that explains the
connection between a cause and its effects, using
transitions, following a logical order, and using
precise language and varied sentence types. Finally,
use of the Key Traits to develop their own cause
and effect essays will help students acquire a
stronger understanding of a writer’s perspective and
historical and cultural context.
188–189
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190
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191
. .
192
193–194
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195
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196
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197
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WRITING WORKSHOP
By writing a cause and effect essay, students will
be able to utilize many of the literary elements and
techniques they have studied throughout the unit,
including these:
LESSON RESOURCES
Plan and Teach
Lesson Plan and Resource Guide . .
Teacher Notes . . . . . . . . . .
Prewriting . . . . . . . . . . .
Drafting . . . . . . . . . . . .
Revising and Editing . . . . . . .
Ask a Peer Reader . . . . . . . .
Rubric . . . . . . . . . . . . .
Publishing With Technology . . . .
Writing Support (for English learners)
ABOUT THE WRITING WORKSHOP
The Writing Workshop reinforces the unit focus
of writer’s perspective and cultural or historical
context by supporting students in the writing of
a cause and effect essay. The workshop provides
step-by-step instructions, suggestions, and models
for using the writing process.
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Writing Workshop : Cause-and-Effect Essay
Objectives
•
•
•
•
•
analyze a student model that reflects the key traits of a cause-and-effect essay
use the writing process to write a cause-and-effect essay
use transition words to signal causes and effect
revise and edit, using a rubric
create a multimedia presentation on a cause-and-effect relationship
Teacher’s Edition
Focus and Motivate

Writer’s Road Map p. 860

Media Smart DVD
Teach
Part 1: Analyze a Student
Model pp. 861–862

Scaffolding Writing Instruction pp. 43–46

WriteSmart CD

Prewriting–Editing CM pp. 191–195
Writing Rubric CM p. 196
Writing Support CM p. 198

Cause-and-Effect Diagrams pp. B16, B37,
B38 [T]
Cluster Diagram p. B18 [T]
Writing Template: Cause and Effect pp. C16,
C22, C23 [T]

Part 2: Apply the Writing
Process pp. 863–865

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WRITING WORKSHOP

Teacher’s Edition
Assess and Reteach

Writing Lesson 9: Creating Sentence Variety
Writing Lesson 16: Cause-and-Effect Order
Writing Lesson 19: Transitions
Writing Lesson 21: Writing a Thesis Statement
Writing Lesson 30: Cause-and-Effect Essay
Writing Lesson 40: Elaborate with Facts and
Statistics
Writing Lesson 44: Using Precise Words
Grammar Lesson 20: Missing or Misplaced
Commas

Preparing to Publish

Preparing to Publish p. 866

WriteSmart CD

Publishing with Technology CM p. 197

Storyboard p. C11 [T]
Publish with Technology

Creating a Multimedia
Presentation p. 867

WRITING WORKSHOP

Media Lesson 22: Creating a Power Presentation
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WRITING WORKSHOP
Teacher Notes
What did I want students to learn about writing a cause-and-effect essay?
Evaluate Process
What worked?
• Strategies
• Resources
WRITING WORKSHOP
• Writing Prompts
• Speaking and Listening: Create a Multimedia Presentation
Reflect
The next time I teach this Writing Workshop, what will I do differently? Why?
Plan Ahead
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PREWRITING
A flow chart can help you explore an event’s causes and effects.
Directions: Use the flow chart below to list your event’s causes and effect. If you
find that a cause has more than one effect, be sure to show the additional effect(s).
Causes
Effect
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DRAFTING
Create an informal outline to organize your thoughts. You can then use this
information to help structure your essay.
Directions: Use the following outline to plan your introduction, causes, effect, and
conclusion. You may also create a different type of outline in which you present
the effect(s) first and then the causes.
Introduction:
Most important cause:
Second most important cause:
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Third most important cause:
Most important effect:
Conclusion:
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REVISING AND EDITING 1
Directions: Use the following suggestions to revise and edit the excerpt. Mark your
changes on this page. Then copy your corrected draft on a separate sheet of paper.
• Use transitions to show the relationship between causes and effects.
• Avoid run-on sentences.
• Use correct spelling.
The “Good Sports” Rule Takes Effect
Our town has an amazing soccer league, but, in many years
of play, we had never won a trophy. Then the league passed a
new rule: parents of players had to be “good sports,” just as the
players did. “Bad sports” could be banned. Our league finally
won its first silver cup.
The teams instituted this rule because some parents had been
behaving badly at games. They screamed insults at players and
WRITING WORKSHOP
referees it seemed as if they might actually start a fight at times.
This was not wholesome, friendly competision.
The “good sports” rule was passed. At first, the games grew
really quiet. People seemed afraid to say anything at all. Then,
after a few games, they started shouting again, but this time they
yelled encouragement instead of criticism. The air was filled
with positive feedback, some of the more timid players started
playing more. Instead of hanging back, they would go after the
ball. Some mediocer players became good players, and some
weak players got better.
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REVISING AND EDITING 2
Some tests may ask you to identify errors in grammar and to improve paragraphs.
Directions: Select one underlined part that must be changed to make the following
sentence correct. There is no more than one error in the sentence. If the sentence is
correct as written, select answer choice E.
1.
A parent who thinks their child is not getting enough playing time may become
angry at the coach.
A.
who
B.
their
C.
getting
D.
time
E.
No error.
Directions: Determine whether the underlined section of the following sentence
needs improvement. If it does, select the best change presented in the five choices
below the sentence. If you think the original phrasing produces a better sentence than
any of the other choices, select choice A.
Parents who behave inappropriately at games not only upset their kids and the
other players as well.
A.
B.
C.
WRITING WORKSHOP
D.
E.
not only upset their kids and the other players as well
not only upset their kids and also the other players
not only upset their kids other players are upset too
upset not only their own kids but also the other players
upsetting their own kids and the other players as well
Directions: Select the best answer to the question that follows the passage.
(1) Some parents behaved inappropriately at games. (2) These parents got so wrapped
up in winning or losing that they forgot that one of the goals of school sports is to
teach good sportsmanship. (3) Our soccer league passed a new rule. (4) The rule was
to ensure parents’ good behavior at games.
3.
Which of the following is the best way to combine sentence 3 and sentence 4?
A.
B.
C.
D.
E.
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Our soccer league passed a new rule, it ensured parents’ good behavior
at games.
Our soccer league passed a new rule and to ensure parents’ good behavior
at games.
Our soccer league passed a new rule to ensure parents’ good behavior at
games.
Our soccer league passed a new rule about parents, they had to behave at
games.
Our soccer league passed a new rule, parents had to stop behaving badly
at games.
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ASK A PEER READER
To see whether your essay clearly describes a cause-effect relationship, ask a peer
reviewer to read it.
2.
Which causes or effects need more explanation?
3.
Which point that I made was most interesting, surprising, or disturbing? Why?
4.
Where should I improve my explanations or support?
5.
Other suggestions for revision:
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WRITING WORKSHOP
Directions: Give your peer reader this sheet. Have him or her record answers to the
following questions and then give you suggestions for revision.
1. How can I improve my introduction?
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RUBRIC FOR EVALUATION
Other rubrics are available on the WriteSmart CD-ROM and in the Writing Center
at ClassZone.com.
Key Traits
Ideas
Strong
Average
Weak
• Identifies a true cause-and-effect
relationship
• Presents a thesis statement that
explains the connection between
causes and effects
• Uses facts, examples, and other
details to support each cause and
effect
Organization
• Presents causes and effects in a
sensible order
• Uses transitions to show the
relationship between effects and
causes
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Voice
• Uses a tone that is appropriate for
the audience and purpose
Word Choice
• Uses precise language to explain
each cause and effect
Sentence
Fluency
• Uses a variety of sentence
types (statements, questions, and
exclamations)
Conventions
• Uses correct grammar, spelling,
and punctuation
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• Has an attention-getting
introduction and a conclusion that
summarizes the cause-and-effect
relationship
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PUBLISHING WITH TECHNOLOGY
Create a multimedia presentation that showcases your cause-and-effect essay.
Directions: To help plan your presentation, use the following boxes to create a
storyboard. Make simple sketches that show what the audience will see. Then use
the lines below the boxes to briefly tell what the audience will hear, such as what the
voiceover will say, what music will play, or what sound effects will be used.
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Writing Support
USE TRANSITIONS TO SHOW CONNECTIONS IN YOUR
CAUSE-AND-EFFECT ESSAY
Transitions are used to show how ideas or details are connected. In your
cause-and-effect essay, you may use some transitional words and phrases to identify
which events lead to others. You may also use some words or phrases to show the
order of importance of your ideas.
Cause
Effect
Order of Importance
because
if
provided that
since
due to
consequently
as a result
so
therefore
then
most important
first
second
third
strongest
best
another
Write about a cause-and-effect relationship that interests you.
I am going to write about
Causes
Effect
WRITING WORKSHOP
In the chart, write some of the causes and one or more effects.
Use your chart to write sentences for your essay.
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