Name: _______________________________________________________

Date: ________________________________________________________

Grade 6
Language Arts
Lesson 1

The Giant
There came a Giant to my door,
A Giant fierce and strong;
His step was heavy on the floor,
His arms were ten yards long.
He scowled and frowned; he shook the
ground;
I trembled through and through;
At length I looked him in the face
And cried, Who cares for you?
The mighty Giant, as I spoke,
Grew pale, and thin, and small,
And through his body, as twere smoke,
I saw the sunshine fall.
His blood-red eyes turned blue as
skies:-Is this, I cried, with growing pride,
Is this the mighty foe?
He sank before my earnest face,
He vanished quite away,
And left no shadow in his place
Between me and the day.
Such giants come to strike us dumb,
But, weak in every part,
They melt before the strong mans eyes,
And fly the true of heart.

Charles Mackay

(1) When you first read this poem through, what does it seem to be about? _________
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
(2) Now suppose the author were not speaking of a giant at all, but a giant
problem instead. Re-read the poem with that thought in mind.
When an author writes about one thing (i.e., a giant) but means another (i.e., a
giant problem), he is using a writing technique called figurative language.
How does the author feel when he first encounters the giant problem? _____________
______________________________________________________________________________________
______________________________________________________________________________________
How does the author feel after he confronts the giant problem? ____________________
______________________________________________________________________________________
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(3) Here is how Dr. S. S. Curry* described confronting the giant problem: Observe
as you read The Giant that all through the first six lines you feel fear and
trembling, and your body seems weak. But when you take courage and look him in
the face, your chest lifts and you grow taller. Courage is one of the noble emotions.
Notice the word pride in the second stanza is used as courage, faith, or confidence
in truth. Render the whole passage with feeling. Be convinced that there is no more
important duty than that of showing courage and the looking of every gloomy and
dark thought in the face.
Try that now. Reread The Giant out loud showing feeling. At first you feel scared
and weak, but then you are courageous and bold and strong when you confront the
giant.
(4) Go through and find the rhyming scheme. Circle the first rhyming pattern in red,
the second in blue, and the third in green.

*Dr. S. S. Curry held a Ph.D. and a Litt. D., and was the President of the School of Expression in Boston.
He authored the books: Spoken English, a method of improving speech and reading by studying voice
(1913) and How to Add Ten Years to Your Life and to Double Its Satisfactions (1915).

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 2

The First Spring Day

I wonder if the sap is stirring yet,
If wintry birds are dreaming of a mate,
If frozen snowdrops feel as yet the sun
And crocus fires are kindling one by one:
Sing, robin, sing;
I still am sore in doubt concerning Spring.
I wonder if the springtide of this year
Will bring another Spring both lost and dear;
If heart and spirit will find out their Spring,
Or if the world alone will bud and sing:
Sing, hope, to me;
Sweet notes, my hope, soft notes for
memory.
The sap will surely quicken soon or late,
The tardiest bird will twitter to a mate;
So Spring must dawn again with warmth and
bloom,
Or in this world, or in the world to come:
Sing, voice of Spring,
Till I too blossom and rejoice and sing.

Christina Rossetti
frozen snowdrops

(1) Metaphors are comparisons that show how two things that are not alike in most
ways are similar in one important way. They are used as a way to describe
something. Metaphors state that something is something else. Authors use them to
make their writing more interesting or entertaining.
In the line, And crocus fires are kindling one
by one: what does the author mean by this
metaphor?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
mixed crocus growing across a field

______________________________________________

Why do you think she describes it this way? _________________________________________

______________________________________________________________________________________
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(2) The author has very little rhyming in this poem. Circle the words that do rhyme
in red.
Poems that use little or no rhyming rely more heavily on description and creativity.
Make a note of some of the descriptive and creative ways the author writes of
spring:
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(3) In poetry, the word tone describes the authors attitude about the subject he
or she is writing of or the authors attitude toward his or her audience.
In this poem, how does the author feel about spring? ________________________________
______________________________________________________________________________________
What words does the author use to set the tone of this poem? _______________________
______________________________________________________________________________________
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 3

Battle of the Pipes

By Robert Louis Stevenson
Excerpt from: Kidnapped

R. L. Stevenson

haunch: the hip,

buttock,
and
upper thigh
hilt: the handle
of a weapon

A thing happened worth narrating at the close of a visit paid me by

Robin Oig, one of the sons of the notorious Rob Roy. As he was
leaving, just in the door, he met Alan coming in; and the two drew
back and looked at each other like strange dogs. They were neither of
them big men, but they seemed fairly to swell out with pride. Each
wore a sword, and by a movement of his haunch, thrust clear the hilt
of it, so that is might be more the readily grasped and the blade
drawn.
Mr. Stewart, I am thinking, says Robin.
Troth, Mr. Macgregor, its not a name to be ashamed of, answered
Alan.
I did not know ye were in my country, sir, says Robin.
It sticks in my mind that I am in the country of my friends, the
Maclarens, says Alan.

kittle: touchy
steel: something
made of steel,
such as a sword
kinsman: a male
relative
ill-taste:
sense

poor

wouldnae:
would not
clap: put

Thats a kittle point, returned the other. There may be but two
words to say to that. But I think I will have heard you are a man of
your sword?
Unless ye were born deaf, Mr. Macgregor, ye will have heard a good
deal more than that, says Alan. I am not the only man who can
draw steel in Appin; and when my kinsman and captain, Ardshiel, had
a talk with a gentleman of your name, not so many years back, I
could never hear that the Macgregor had the best of it.
Do you mean my father, sir, says Robin.
Well, I wouldnae wonder, says Alan. The gentleman I have in my
mind had the ill-taste to clap Campbell to his name.
My father was an old man, says Robin. The match was unequal.
You and me would make a better pair, sir.
I was thinking that, said Alan.

elbow: nearby
cock: rooster

I was half out of bed, and Duncan had been hanging at the elbow of
these fighting cocks, ready to intervene upon the least occasion. But
when the word was uttered; it was a case of now or never; and

Duncan, with something of a white face to be sure, thrust himself

between.
baith: both

Gentlemen, said he, I will have been thinking of a very different

mater. Here are my pipes, and here are you two gentlemen who are
baith acclaimed pipers. Its an auld dispute which one of yes the
best. Here will be a braw chance to settle it.

auld: old
ye: you

Why, sir, said Alan, still addressing Robin, from whom indeed he had
not so much as shifted his eyes, nor yet Robin from him, why, sir,
says Alan, I think I will have heard some sought of the sort. Have ye
music, as folks say? Are ye a bit of a piper?

braw: fine

bold: brazen
quoth: said

I can pipe like a Maccrimmon! cries Robin.

And that is a very bold word, quoth Alan.
I have made bolder words good before now, returned Robin, and
that against better adversaries.
It is easy to try that, says Alan.

principal:
important

most

brose: hot water

or broth poured
on a meal such
as oats
havenae:
not

have

Duncan Dhu made haste to bring out the pair of pipes that was his
principal possession, and to set before his guests a muttonham and a
bottle of that drink which they call Athole brose. The two enemies
were still on the very breach of a quarrel; but down they sat, one
upon each side of the peat fire, with a mighty show of politeness.
Maclaren pressed them to taste his muttonham and the wifes brose,
reminding them that the wife was out of Athole and had a name far
and wide for her skill in that confection. But Robin put aside these
hospitalities as bad for the breath.
I would have you to remark, sir, said Alan, that I havenae broken
bread for near upon ten hours, which will be worse for the breath than
any brose in Scotland.
I will take no advantages, Mr. Stewart, replied Robin.
drink; Ill follow.

Eat and

civility:
courteous
behavior

Each ate a small portion of the ham and drank a glass of the brose to
Mrs. Maclaren; and then, after a great number of civilities, Robin took
the pipes and played a little spring in a very ranting manner.

ranting:
extravagant

Ay, ye can blow, said Alan; and, taking the instrument from his
rival, he first played the same spring in a manner identical with
Robins; and then wandered into variations, which, as he went on, he
decorated with a perfect flight of grace notes, such as pipers love, and
call the warblers.

rival: competitor

I had been pleased with Robins playing, Alans ravished me.

Thats no very bad, Mr. Stewart, said the rival, but ye show a poor
device in your warbler.

Me! cried Alan, the blood starting to his face. I give ye the lie.
Do ye own yourself beaten at the pipes, then, said Robin, that ye
seek to change them for the sword?

naebody:
nobody
yere: youre
credible: worthy
of confidence

And thats very well said, Mr. Macgregor, returned Alan; and in the
meantime (laying a strong accent on the word) I take back the lie. I
appeal to Duncan.
Indeed, ye need appeal to naebody, said Robin. Yere a far better
judge than any Maclaren in Baldwhidder, for its a Gods truth that
youre a very credible piper for a Stewart. Hand me the pipes.
Alan did as he asked; and Robin proceeded to imitate and correct
some parts of Alans variations, which it seemed that he remembered
perfectly.
Ay, ye have music, said Alan, gloomily.

piper: one who

plays on a pipe
affront:
insult
intentionally

pilbroch: martial
theme
or
traditional dirge

sporran: leather
pouch worn on
the front of a
kilt
haggle: cut

And now be the judge yourself, Mr. Stewart, said Robin; and taking
up the variations from the beginning, he worked them throughout to
so new a purpose, with such ingenuity and sentiment, and with so odd
a fancy and so quick a knack in the grace-notes, that I was amazed to
hear him.
As for Alan his face grew dark and hot, and he sat and gnawed his
fingers, like a man under some deep affront. Enough! he cried. Ye
can blow the pipes make the most of that. And he made as if to
rise.
But Robin only held out his hand as if to ask for silence, and struck
into the slow music of a pibroch. It was a fine piece of music in itself,
and nobly played; but it seems besides, it was a piece peculiar to the
Appin Stewarts and a chief favorite with Alan. The first notes were
scarce out, before there came a change in his face; when the time
quickened, he seemed to grow restless in his seat; and long before
that piece was at an end, the last signs of his anger died from him,
and he had no thought but for the music.
Robin Oig, he said, when it was done, ye are a great piper. I am
not fit to blow in the same kingdom with ye. Body of me! Ye have
more music in your sporran than I have in my head! And, though it
still sticks in my mind that I could show ye another of it with the cold
steel, I warn ye beforehand itll no be fair! It would go against my
heart to haggle a man that can blow the pipes as you can!
Thereupon the quarrel was made up. All night long the pipes were
changing hands, and the day had come pretty bright before Robin as
much as thought upon the road.

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 4

The Battle of the Pipes

Show You Know
(1) Identify the four characters of the story: ________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Of those four characters, who were the two main characters? ___________________
______________________________________________________________________________________
(3) Why do Robin and Alan want to fight each other? ________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What does Duncan suggest they do instead? _____________________________________
______________________________________________________________________________________
(5) What is the outcome? ___________________________________________________________
______________________________________________________________________________________
(6) A moral is the lesson that is taught by a story. What is the moral of this story?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) Who is narrating this story? ______________________________________________________
______________________________________________________________________________________

Vocabulary
Word Bank:
affronted
havenae
wouldnae

auld
naebody
ye

baith
pilbroch
yere

bold
rival

brose
sporran

cock
steel

Scottish Abbreviations:
You = ____________________

You Are = ____________________

Have Not = ____________________

Nobody = ____________________

Would Not = ____________________

Scottish Words:

(1) When the boy told me he did not like my picture, I was deeply __________________.
(2) The men played a _______________________ on their bagpipes at my uncles funeral.
(3) Can you ________________________________________ come to my party on Saturday?
(4) This covered bridge was built in the _______________________________________ days.
(5) Thats Jillian, my _________, doing her stretches at the other end of the racetrack.
(6) He is too young to speak so ____________________________________________________.

Name: _______________________________________________________
Date: ________________________________________________________

A Musical Instrument

Grade 6
Language Arts
Lesson 5

What was he doing, the great god Pan,

Down in the reeds by the river?
Spreading ruin and scattering ban,
Splashing and paddling with hoofs of a goat,
And breaking the golden lilies afloat
With the dragon-fly on the river.
He tore out a reed, the great god Pan,
From the deep cool bed of the river:
The limpid water turbidly ran,
And the broken lilies a-dying lay,
And the dragon-fly had fled away,
Ere he brought it out of the river.
High on the shore sat the great god Pan
While turbidly flowed the river;
And hacked and hewed as a great god can,
With his hard bleak steel at the patient reed,
Till there was not a sign of the leaf indeed
To prove it fresh from the river.
He cut it short, did the great god Pan,
(How tall it stood in the river!)
Then drew the pith, like the heart of a man,
Steadily from the outside ring,
And notched the poor dry empty thing
In holes, as he sat by the river.
'This is the way,' laughed the great god Pan
(Laughed while he sat by the river),
'The only way, since gods began
To make sweet music, they could succeed.'
Then, dropping his mouth to a hole in the
reed,
He blew in power by the river.

by: Elizabeth Barrett Browning

Sweet, sweet, sweet, O Pan!

Piercing sweet by the river!
Blinding sweet, O great god Pan!
The sun on the hill forgot to die,
And the lilies revived, and the dragon-fly
Came back to dream on the river.
Yet half a beast is the great god Pan,
To laugh as he sits by the river,
Making a poet out of a man:
The true gods sigh for the cost and pain, -For the reed which grows nevermore again
As a reed with the reeds in the river.

10

(1) Who is Pan? _____________________________________________________________________

(2) What sort of destruction does Pan cause and how do you know? _________________
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
(3) What did he do with the reeds that he cut? ______________________________________
______________________________________________________________________________________
(4) To contrast means that you are pointing out the differences between two things.
In this poem, the author, Elizabeth Browning, contrasts Pans destruction of the reed
environment with the beauty of his panpipes and the music he makes with them.
What sort of words does she use to show this contrast? Cite examples:
______________________________________________________________________________________
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(5) Elizabeth Browning creates a musical feeling or tone in the poem. How does she
do this?
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______________________________________________________________________________________
(6) A rhyme scheme is the pattern in which the rhymed line-endings are arranged
in a poem or stanza. In this poem, each stanza follows an abaccb rhyme scheme.
Lets see if you can figure out what that means. Circle the first rhyming words in
red, the second rhyming words in blue and the third in green. What is the pattern of
rhyming words you see?
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______________________________________________________________________________________
______________________________________________________________________________________

11

(7) Using the poem as your guide, explain step by step how to make panpipes:
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12

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 6

Miriams Song
Sound the loud timbrel oer Egypts dark sea!
Jehovah hath triumphed His people are free.
Sing for the pride of the tyrant is broken,
His chariots and horsemen all splendid and brave,
How vain was their boasting! The Lord hath but spoken,
And chariots and horsemen are sunk in the wave.
Sound the loud timbrel oer Egypts dark sea!
Jehovah hath triumphed His people are free.
Praise to the Conqueror, praise to the Lord!
His word was the arrow, His breath was our sword!
Who shall return to tell Egypt the story
Of those she sent forth in the power of her pride?
For the Lord hath looked out from his Pillar of glory,
And all her brave thousands are dashed in the tide.
Sound the loud timbrel oer Egypts dark sea!
Jehovah hath triumphed His people are free.

Thomas Moore

(1) What is the overall tone of this poem? ___________________________________________

______________________________________________________________________________________
(2) A timbrel is an old word for tambourine. Why are the people being instructed
to sound the loud timbrel?
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______________________________________________________________________________________
______________________________________________________________________________________
(3) In line 10, two metaphors are given. What are those two metaphors? What do
they mean?
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______________________________________________________________________________________

13

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 6

Types of Narratives
First Person Narrative: I went to the store. My friends went with me.
Second Person Narrative: You went to the store. Your friends went with you.
Third Person Narrative: Joe went to the store. His friends went with him.
The third person narrative is when someone outside the story is telling the story.
They narrate the story. This is the most common type of storytelling today.
The first person narrative is when a character inside the story is the one telling
the story. This allows the reader to know what a character is thinking. All
autobiographies are written in the first person. Common pronouns used in a first
person narrative are I and we.
The second person narrative is when the storyteller is describing the main
character using second person pronouns, like you. It is commonly used in create
your own adventure stories.

In the sentences below, write which type of narrative is being used (1st, 2nd, 3rd).
___ 1. It was a bright and sunny day as Jean decided to walk around her
neighborhood.
___ 2. As you walk down the street, you pass your neighbor.
___ 3. I waved at Mr. Jones as I walked by him.
___ 4. Mr. Jones watches you as you pass by him.
___ 5. The last time I went by Mr. Jones house, I had accidentally damaged part of
his garden.
___ 6. Mr. Jones thought Jean had damaged his garden on purpose, so he kept a
close eye on her.

14

1. In the space below, write three sentences in the first person narrative style.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. In the space below, write three sentences using in the second person narrative
style.
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
3. In the space below, write three sentences in the third person narrative style.
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________

Look back over the stories and poetry youve read so far.
narrative was used to tell each one:
______ The Giant
______ The First Day of Spring
______ The Battle of the Pipes
______ A Musical Instrument
______ Miriams Song

15

Identify which type of

Name: _______________________________________________________
Date: ________________________________________________________

Afton Water
Flow gently, sweet Afton, among thy green braes,
Flow gently, I'll sing thee a song in thy praise;
My Mary's asleep by thy murmuring stream,
Flow gently, sweet Afton, disturb not her dream.
Thou stock-dove whose echo resounds through the glen,
Ye wild whistling blackbirds in yon thorny den,
Thou green-crested lapwing, thy screaming forbear,
I charge you disturb not my slumbering fair.
How lofty, sweet Afton, thy neighboring hills,
Far marked with the courses of clear winding rills;
There daily I wander as noon rises high,
My flocks and my Mary's sweet cot in my eye.
How pleasant thy banks and green valleys below,
Where wild in the woodlands the primroses blow;
There oft as mild evening weeps over the lea,
The sweet-scented birk shades my Mary and me.
Thy crystal stream, Afton, how lovely it glides,
And winds by the cot where my Mary resides;
How wanton thy waters her snowy feet lave,
As gathering sweet flowerets she stems thy clear wave.
Flow gently, sweet Afton, among thy green braes,
Flow gently, sweet river, the theme of my lays;
My Mary's asleep by thy murmuring stream,
Flow gently, sweet Afton, disturb not her dreams.

Robert Burns

16

Grade 6
Language Arts
Lesson 7

Afton Water flowing gently among green braes.

To paraphrase means to express the same message but in different words.
Consider how one 11-year-old girl paraphrases Afton Waters in her own words:
This is a song written by Robert Burns, where the river flow's gently among the hills he
dreams and praises. All the beauty of the countryside around Cumnock through which the
river Afton flows. His thoughts are that Mary is sleeping next to the stream and don't
disturb this dream. The stock-doves' sounds are heard around the glen. The blackbirds are
whistling and chirping on the thorny bushes. The pleasant screaming of green crested
lapwings he enjoys. I'm warning you don't wake her up. Daily the sweet neighbouring hills of
the river Afton are always in Robert Burn's thoughts as he walk's along the banks of the
river. There he thinks of the cottage where Mary was born. He then goes on:
"How pleasant thy banks and green valleys below,

Where wild in the woodlands the primroses blow;

There oft as mild Ev'ning weeps over the lea,
The sweet-scented birk shades Mary and me."

His enjoyment was out in the country and thinking about the
"Thy crystal stream Afton, how lovely it glides,

And winds by the cot where my Mary resides;

How wanton thy waters her snowy feet lave,
As gathering sweet flowerets she stems thy clear wave .
He wishes that his memories of the happy time he spent with Mary will linger as long as

17

"Flow gently, sweet Afton, among thy green braes,

Flow gently, sweet river the theme of my lays;

My Mary's asleep by thy murmuring stream,
Flow gently, sweet Afton, disturb not her dream!"
Now it is your turn to try it.
Song.

In your own words, paraphrase the poem Miriams

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18

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 8

David Copperfields First Journey

By Dickens

I SLEPT soundly until we got to Yarmouth and drove to the inn yard. A lady looked
out of a bow-window where some fowls and joints of meat were hanging up, and
said:
"Is that the little gentleman from Blunder-stone?"
"Yes, ma'am," I said.
The lady then rang a bell and called out: "William! show the coffee-room!" upon
which a waiter came running out of a kitchen on the opposite side of the yard to
show it, and seemed a good deal surprised when he found he was only to show it to
me.
It was a large, long room with some
large maps in it. I doubt if I could have
felt much stranger if the maps had
been real foreign countries, and I cast
away in the middle of them. I felt it
was taking a liberty to sit down, with
my cap in my hand, on the corner of
the chair nearest the door; and when
the waiter laid a cloth on purpose for
me, and put a set of casters on it, I
think I must have turned red all over
with modesty.
He brought me some chops, and
vegetables, and took the covers off in
such a bouncing manner that I was
afraid I must have given him some
offence. But he greatly relieved my
mind by putting a chair for me at the
table, and saying, very affably: "Now,
six-foot! come on!"
I thanked him, and took my seat at the board; but found it extremely difficult to
handle my knife and fork with anything like dexterity, or to avoid splashing myself
with the gravy, while he was standing opposite, staring so hard, and making me
blush in the most dreadful manner every time I caught his eye. After watching me
into the second chop, he said:
"There's half a pint of ale for you. Will you have it now?"

19

I thanked him and said "Yes." Upon which he poured it out of a jug into a large
tumbler, and held it up against the light, and made it look beautiful.
"My eye!" he said. "It seems a good deal, don't it?"
"It does seem a good deal," I answered with a smile. For it was quite delightful to me
to find him so pleasant. He was a twinkling-eyed, pimple-faced man, with his hair
standing upright all over his head; and as he stood with one arm a-kimbo, holding
up the glass to the light with the other hand, he looked quite friendly.
"There was a gentleman here, yesterday," he said-" a stout gentleman, by the name
of Top-sawyer-perhaps you know him."
"No," I said, "I don't think-"
"In breeches and gaiters, broad-brimmed hat, gray coat, speckled choker," said the
waiter.
"No," I said, bashfully, "I haven't the pleasure-"
"He came in here," said the waiter, looking at the light through the tumbler, "ordered
a glass of this ale-would order it-I told him not-drank it, and fell dead. It was too old
for him. It oughtn't to be drawn; that's the fact."
I was very much shocked to hear of this melancholy accident, and said I thought I
had better have some water.
Why, you see," said the waiter, still looking at the light through the tumbler, with
one of his eyes shut up, "our people don't like things being ordered and left. It
offends 'em. But Ill drink it, if you like. I'm used to it, and use is everything. I don't
think it'll hurt me, if I throw my head back, and take it off quick. Shall I?
I replied that he would much oblige me by drinking it, if he thought he could do it
safely, but by no means otherwise. When he did throw his head back and take it off
quick, I had a horrible fear, I confess, of seeing him meet the fate of the lamented
Mr. Topsawyer, and fall lifeless on the carpet. But it didn't hurt him. On the contrary,
I thought he seemed the fresher for it.
What have we got here? " he said, putting a fork into my dish. "Not chops?"
"Chops," I said.
Bless my soul!" he exclaimed, I didn't know they were chops. Why, a chop's the
very thing to take off the bad effects of that beer! Ain't it lucky?"
So he took a chop by the bone in one hand, and a potato in the other, and ate away
with a very good appetite, to my extreme satisfaction. He afterwards took another
chop, and another potato; and after that another chop, and another potato. When he
had done, he brought me a pudding, and having set it before me, seemed to
ruminate, and to become absent in his mind for some moments.
"How's the pie?" he said, rousing himself.

20

It's a pudding," I made answer.

Pudding!" he exclaimed. "Why, bless me, so it is! What!" looking at it nearer. " You
don't mean to say it's a batter-pudding? "
"Yes, it is indeed."
Why, a batter-pudding," he said, taking up a table-spoon, "it's my favourite
pudding! Ain't that lucky? Come on, little 'un, and let's see who'll get most."
The waiter certainly got most. He entreated me more than once to come in and win,
but what with his table-spoon to my tea-spoon, his despatch to my despatch, and his
appetite to my appetite, I was left far behind at the first mouthful, and had no
chance with him. I never saw any one enjoy a pudding so much, I think; and he
laughed, when it was all gone, as if his enjoyment of it lasted still.
Finding him so very friendly and companionable, it was then that I asked for the pen
and ink and paper, to write to Peggoty. He not only brought it immediately, but was
good enough to look over me while I wrote the letter. When I had finished it, he
asked me where I was going to school.
I said: "Near London," which was all I knew.
"Oh! my eye!" he said, looking very low- spirited, "I am sorry for that."
"Why?" I asked him.
"Oh!" he said, shaking his head, "that's the school where they broke the boy's ribstwo ribs-a little boy he was. I should say he was-let me see-how old are you, about?"
I told him between eight and nine.
"That's just his age," he said. "He was eight years and six months old when they
broke his first rib; eight years and eight months old when they broke his second, and
did for him.
I could not disguise from myself, or from the waiter, that this was an uncomfortable
coincidence, and inquired how it was done. His answer was not cheering to my
spirits, for it consisted of two dismal words, "With whopping."
The blowing of the coach-horn in the yard was a seasonable diversion, which made
me get up and hesitatingly inquire, in 'the mingled pride and diffidence of having a
purse (which I took out of my pocket), if there were anything to pay.
"There's a sheet of letter-paper," he returned.
"Did you ever buy a sheet of letter-paper?"
I could not remember that I ever had.

21

"It's dear," he said, " on account of the duty. Threepence. That's the way we're taxed
in this country. There's nothing else, except the waiter. Never mind the ink! I lose by
that."
"What should you - what should I - how much ought I to - what would it be right to
pay the waiter, if you please?" I stammered, blushing.
If I hadn't a family, and that family hadn't the cowpock," said the waiter, "I wouldn't
take a sixpence. If I didn't support a aged pairint, and a lovely sister," - here the
waiter was greatly agitated - "I wouldn't take a farthing. If I had a good place, and
was treated well here, I should beg acceptance of a trifle, instead of taking of it. But
I live on broken wittles - and I sleep on the coals" - here the waiter burst into tears.
I was very much concerned for his misfortunes, and felt that any recognition short of
ninepence would be mere brutality and hardness of heart. Therefore I gave him one
of my three bright shillings, which he received with much humility and veneration,
and spun up with his thumb, directly afterwards, to try the goodness of.
It was a little disconcerting to me, to find, when I was being helped up behind the
coach, that I was supposed to have eaten all the dinner without any assistance. I
discovered this, from overhearing the lady in the bow-window say to the guard'"Take care of that child, George, or he'll burst!" and from observing that the womenservants who were about the place came out to look and giggle at me as a young
phenomenon. My unfortunate friend, the waiter, who had quite recovered his spirits,
did not appear to be disturbed by this, but joined in the general admiration without
being at all confused. If I had any doubt of him, I suppose this half-awakened it; but
I am inclined to believe that, with the simple confidence and natural reliance of a
child upon superior years (qualities I am very sorry any children should prematurely
change for worldly wisdom), I had no serious mistrust of him on the whole, even
then.

22

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 9

David Copperfields First Journey

Show You Know
(1) How old is David Copperfield? ___________________________________________________
(2) Why is he on a journey? _________________________________________________________
______________________________________________________________________________________
(3) Where does he stop for dinner? __________________________________________________
______________________________________________________________________________________
(4) How does the waiter trick David into letting him eat the boys ale? _______________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) How does the waiter trick David into letting him eat the boys chops? ____________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) How does the waiter trick David into letting him eat the boys pudding? __________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) How does the waiter trick David into overpaying him for his services? ____________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

23

(8) Why do you think David let the waiter trick him? ________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(9) Does anyone else know what the waiter has done? How do you know? __________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Analyze This
In the last paragraph, the authors notes: I am inclined to believe that, with the
simple confidence and natural reliance of a child upon superior years (qualities I am
very sorry any children should prematurely change for worldly wisdom), I had no
serious mistrust of him on the whole, even then.
(10) How does the author feel about childhood innocence? __________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(11) Do you think the author would find it appropriate for a child to act or speak like
an adult? Why or why not?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(12) How does he feel a child should behave when an adult is present? ______________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

24

(13) Today children behave very different than when this story was written. Why is
that?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(14) Do you feel children should behave like David Copperfield or do you feel that it
is better how children behave now?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Literary Analysis
(15) Was this story written in first person, second person or third person? ___________
______________________________________________________________________________________
(16) Who was the speaker or narrator of this story? _________________________________
(17) Does the portrayal of David Copperfield and the waiter seem accurate and
realistic or do you feel they seem unrealistic, like characters you would meet in a
fantasy? Why or why not?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

25

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 10

Lake Superior
By Major W. F. Butler

Canadian side

United States side

BEFORE turning our steps westward from this inland ocean, Lake Superior, it will be
well to pause a moment on its shore and look out over its bosom. It is worth looking
at, for the world possesses not its equal. Four hundred English miles in length, one
hundred and fifty miles in breadth, six hundred feet above Atlantic level, nine
hundred feet in depth; one vast spring of purest crystal water, so cold that during
summer months its waters are like ice itself, and so clear that hundreds of feet below
the surface the rocks stand out as distinctly as though seen through plate-glass.
Follow in fancy the outpourings of this wonderful basin; seek its future course in
Huron, Erie, and Ontario-in that wild leap from the rocky ledge which makes Niagara
famous through the world. Seek it farther still -in the quiet loveliness of the
Thousand Isles, in the whirl and sweep of the Cedar Rapids, in the silent rush of the
great current under the rocks at the foot of Quebec. Ay, and even farther away still down where the lone Laurentian Hills come forth to look again upon that water
whose earliest beginnings they cradled along the shores of Lake Superior. There,
close to the sounding billows of the Atlantic, two thousand miles from Superior,
these hills-the only ones that ever last-guard the great gate by which the St.
Lawrence seeks the sea.
There are rivers whose currents, running red with the silt and mud of their soft
alluvial, shores, carry far into the ocean the record of their muddy progress; but this
glorious river system, through its many lakes and various names, is ever the same
crystal current, flowing pure from the fountain-head of Lake Superior. Great cities

26

stud its shores; but they are powerless to dim the transparency of its waters. Steamships cover the broad bosom of its lakes and estuaries; but they change not the
beauty of the water, no more than the fleets of the world mark the waves of the
ocean. Any person looking at a map of the region bounding the great lakes of North
America will be struck by the absence of rivers flowing into Lakes Superior, Michigan,
or Huron, from the south-in fact, the drainage of the States bordering these lakes on
the south is altogether carried off by the valley of the Mississippi. It follows that this
valley of the Mississippi is at a much lower level than the surface of the lakes. These
lakes, containing an area of some seventy- three thousand square miles, are
therefore an immense reservoir held high over the level of the great Mississippi
valley, from which they are separated by a barrier of slight elevation and extent.

Show You Know

Who is the author of Lake Superior? _______________________________________________
What are some facts the author reveals about Lake Superior? _______________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Imagery is a word that means descriptive language in literary work.
What is some imagery that W. F. Butler uses to describe Lake Superior? _____________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

27

Think of a lake that you have been to. Imagine that you have a friend that has
never been to this lake before and wants to know what it is like. Write a short essay
describing this lake. Include plenty of imagery in your essay so your friend will be
able to picture this lake in his or her mind. Use another sheet of paper if necessary.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

28

Name: _______________________________________________________
Date: ________________________________________________________

The Unnamed Lake

It sleeps among the thousand hills
Where no man ever trod,
And only nature's music fills
The silences of God.
Great mountains tower above its shore,
Green rushes fringe its brim,
And o'er its breast for evermore
The wanton breezes skim.
Dark clouds that intercept the sun
Go there in Spring to weep,
And there, when Autumn days are done,
White mists lie down to sleep.
Sunrise and sunset crown with gold
The peaks of ageless stone,
Where winds have thundered from of old
And storms have set their throne.
No echoes of the world afar
Disturb it night or day,
But sun and shadow, moon and star,
Pass and repass for aye.
'Twas in the gray of early dawn
When first the lake we spied,
And fragments of a cloud were drawn
Half down the mountain side.
Along the shore a heron flew,
And from a speck on high,
That hovered in the deepening blue,
We heard the fish-hawk's cry.
Among the cloud-capt solitudes,
No sound the silence broke,
Save when, in whispers down the woods,
The guardian mountains spoke.
Through tangled brush and dewy brake,
Returning whence we came,
We passed in silence, and the lake
We left without a name.

F. G. SCOTT

29

Grade 6
Language Arts
Lesson 11

Show You Know

(1) What is the rhyme scheme of this poem? ________________________________________
______________________________________________________________________________________
(2) What is the tone of this poem? __________________________________________________
(3) Is this poem told in first, second or third person? ________________________________
(4) What is this poem about? ________________________________________________________
(5) What surrounds the lake? Give some details. ____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Begin a short research paper on Frederick George Scott, the author of this poem.
Run an online search and find as many details as you can about the poet and write
them on the lines below:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

30

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 12

Fredrick George Scott

Answer the following and then use your answers to write a short biography.
(1) Title: ____________________________________________________________________________
(2) Topic: ___________________________________________________________________________
(3) Facts and details about your topic: ______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Example about your topic: ______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Explanations about your topic: __________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Bibliography: ___________________________________________________________________
______________________________________________________________________________________

31

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

32

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

33

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 13

Life in Norman England

By W. F. Collier

THE tall, frowning keep

and solid - walls of the
great stone castles, in
which the Norman barons
lived, betokened an age of
violence and suspicion.
Beauty gave way to the
needs of safety. Girdled
with a green and slimy
ditch, round the inner side
of which ran a parapeted
wall pierced along the top
with shot-holes, stood the
buildings, spreading often
over many acres.
If an enemy managed to
cross the moat and force
the gateway, in spite of a portcullis crashing from above, and melted lead pouring in
burning streams from the perforated top of the rounded arch, but little of his work
was yet done; for the keep lifted its huge angular block of masonry within the inner
bailey or courtyard, and from the narrow chinks in its ten-foot wall rained a sharp
incessant shower of arrows, sweeping all approaches to the high and narrow stair, by
which alone access could be had to its interior.
These loopholes were the only windows, except in the topmost story, where the
chieftain, like a vulture in his rocky nest, watched all the surrounding country. The
day of splendid oriels had not yet come in castle architecture.
Thus a baron in his keep could defy, and often did defy, the king upon his throne.
Under his roof, eating daily at his board, lived a throng of armed retainers; and
around his castle lay farms tilled by martial franklins, who at his call laid aside their
implements of husbandry, took up the sword and spear, which they could wield with
equal skill, and marched beneath his banner to the Avar.
The furniture of a Norman keep was not unlike that of an English house. There was
richer ornament-more elaborate carving. A faldestol, the original of our arm-chair,
spread its drapery and cushions for the chieftain in his lounging moods. His bed now
boasted curtains and a roof, although, like the English lord, he still lay only upon
straw. Chimneys tunneled the thick walls, and the cupboards glittered with glass and
silver. Horn lanterns and the old spiked candle-sticks lit up his evening hours, when
the chess-board arrayed its clumsy men, carved out of walrus-tusk, then commonly
called whale's-bone. But the baron had an unpleasant trick of breaking the chess-

34

board on his opponent's head, when he found himself checkmated; which somewhat
marred that player's enjoyment of the game. Dice of horn and bone emptied many a
purse in Norman England. Draughts were also sometimes played.
Dance and music whiled away the long winter nights; and on summer evenings the
castle courtyards resounded with the noise of football, wrestling, boxing, leaping,
and the fierce joys of the bull-bait. But out of doors, when no fighting was on hand,
the hound, the hawk, and the lance attracted the best energies and skill of the
Norman gentleman.
The Normans probably dined at nine in the morning. When they rose they took a
light meal; and ate something also after their day's work, immediately before going
to bed. Goose and garlic formed a favourite dish. Their cookery was more elaborate,
and, in comparison, more delicate, than the preparations for an English feast; but
the character for temperance, which they brought with them from the continent,
soon vanished.
The poorer classes hardly ever ate flesh, living principally on bread, butter, and
cheese; a fact in social life which seems to underlie that usage of our tongue by
which the living animals in field or stall bore English names - ox, sheep, calf, pig,
deer; while their flesh, promoted to Norman dishes, rejoiced in names of French
origin - beef, mutton, veal, pork, venison. Round cakes, piously marked with a cross,
piled the tables, on which pastry of various kinds also appeared. In good houses
cups of glass held the wine, which was borne from the cellar below in jugs.
Squatted around the door or on the stairs leading to the Norman dining-hall, which
was often on an upper floor, was a crowd of beggars or gluttons, who grew so
insolent in the days of Rufus, that ushers, armed with rods, were posted outside to
beat back the noisy throng, who thought little of snatching the dishes as the cooks
carried them to table!
The juggler, who under the Normans filled the place of the English gleeman,
tumbled, sang, and balanced knives in the hall; or, out in the bailey of an afternoon,
displayed the acquirements of his trained monkey or bear. The fool, too, clad in
coloured patchwork, cracked his ribald jests and shook his cap and bells at the elbow
of roaring barons, when the board was spread and the circling of the wine began.
Monasteries served many useful purposes at this time. Besides their manifest value
as centres of study and literary work, they gave alms to the poor, a supper and a
bed to travellers; their tenants were better off and better treated than the tenants of
the nobles; the monks could store grain, grow apples, and cultivate their flower-beds
with little risk of injury from war, because they had spiritual penalties at their call,
which usually awed even the most reckless of the soldiery into a respect for sacred
property.
As schools, too, the monasteries did no trifling service to society in the Middle Ages.
In addition to their influence as great centres of learning, English law had enjoined
every mass - priest to keep a school in his parish church where all the young
committed to his care might be instructed. The youth of the middle classes, destined
for the cloister or the merchant's stall, chiefly thronged these schools. The
aristocracy cared little for book-learning. Very few indeed of the barons could read or
write. But all could ride, fence, tilt, play at cards, and carve extremely well; for to
these accomplishments many years of pagehood and squirehood were given.

35

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 13

Creating an Outline
A. An outline is a way to summarize your thoughts about a topic in an organized
manner.
B. The formal outline is most often associated with the general 5 paragraph essay.
An outline, however, can go on for however long you need it to.
C. Let's see how it's done by looking at the outline below. If you'll notice, the
outline consists of roman numerals, letters and numbers. If you're not comfortable
with this, use bulletins or some other mark. For explanation purposes, we'll stick to
the format shown in the Examples section below.
1. The roman numerals represent the introduction, the body, and
conclusion. Don't forget that your body does not have to
consist of 3 paragraphs, it can be as many as need be.
2. The letters (A,B,C) represent the different sub topics, or points that
support (or refute) your topic.
3. The numbers (1.,2.,3.) represent supporting evidence for your subtopics.
4. You can go even further with lower case letters that would represent
examples for supporting evidence.
Lets try it using the Life in Norman England essay.
I. The Introduction __________________________________________________________________
A. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
B. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
C. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

36

II. The Body _________________________________________________________________________

A. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
B. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
C. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
III. The Conclusion __________________________________________________________________
A. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
B. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
C. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

37

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 14

The Face on the Milk Carton

Book Title:_________________
Author:____________________
Copyright: _________________
Publisher: _________________
__________________________
__________________________
__________________________
Pages: ____________________
Read chapter one of The Face on the Milk Carton.
A flashback is a literary device (writing trick) in which an earlier event is inserted
into the normal chronological order of a narrative.
On page 11, Janie has a flashback. What does Janie remember? ____________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What do you learn from Janies flashback? ___________________________________________
______________________________________________________________________________________

38

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 15

The Face on the Milk Carton

Read chapter two of The Face on the Milk Carton.
Create a milk carton with your face at: http://imikimi.com/main/view_kimi/33501150.
Print it out, cut it and paste the picture here.

How do you feel seeing your face on the milk carton? ________________________________
______________________________________________________________________________________
How does Jane feel seeing her face on the milk carton? ______________________________
______________________________________________________________________________________

39

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 16

The Face on the Milk Carton

Read chapter three of The Face on the Milk Carton.
(1) What are some things Janie is beginning to remember? __________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What are some things she is wondering about? __________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How does Janie feel about her parents? __________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) How do Janies parents feel about her? __________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

40

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 17

The Face on the Milk Carton

Read chapter four of The Face on the Milk Carton.
(1) What is Janie worried about and why? ___________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What does Janie remember? _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What is Janie thinking about doing? ______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Run a search online and find some statistics on missing and/or kidnapped
children. Make a note of them here:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

41

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 18

The Face on the Milk Carton

Read chapters five and six of The Face on the Milk Carton.
(1) Name Janies friends and tell at least one fact about each of them. ______________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) How does Janie feel about kissing Reeve? _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Who is Lizzie? What is Lizzies job? _____________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) How does Janie feel about driving and why? _____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Is Janie scared of her parents or do they make her feel safe and secure? How do
you know?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

42

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 19

The Face on the Milk Carton

Read chapters seven and eight of The Face on the Milk Carton.
(1) What kind of quest did Janie go on and what was she looking for? _______________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What did she find instead? _______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Why is Janie angry with her parents and why does she have a hard time
concentrating in school?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What questions does Janie finally ask her parents? ______________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

43

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 20

The Face on the Milk Carton

Read chapter nine of The Face on the Milk Carton.
(1) How did Janie come to live with the Johnsons? __________________________________
______________________________________________________________________________________
(2) Paraphrase the story of Hannah. _________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What did the Johnsons do to protect Janie from their daughter? _________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Tell more about the religious movement, the Hare Krishna. Run an online search
to learn more about it.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

44

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 21

The Face on the Milk Carton

Read chapters ten and eleven of The Face on the Milk Carton.
(1) Why does Janie skip school? _____________________________________________________
______________________________________________________________________________________
(2) What do Janie and Reeve do instead of going to school? _________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What was Reeve hoping was the reason Janie wanted to skip school? ____________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What does Janie find in New Jersey? _____________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) How does Reeve feel about all of this? Why? ____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

45

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 22

The Face on the Milk Carton

Read chapters twelve and thirteen of The Face on the Milk Carton.
(1) Do Reeve and Janie get in trouble for ditching school? ___________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What do Reeves parent think happened? ________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What do Janies parents think happened? ________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What research does Janie do? What does she find? ______________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

46

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 23

The Face on the Milk Carton

Read chapters fourteen and fifteen of The Face on the Milk Carton.
(1) Who does Janie think kidnapped her? ____________________________________________
(2) Who does Lizzie think kidnapped Janie? __________________________________________
(3) What will happen if Janie contacts her biological family? _________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What does Janie want to do about the kidnapping? ______________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) What happened in the kitchen that gave Janies parents a clue that there is more
going on than what Janie has told them?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

47

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 24

The Face on the Milk Carton

Read chapters sixteen, seventeen and eighteen of The Face on the Milk Carton.
(1) Why does Janie finally cave in and tell her parents the truth? ____________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Who is there to help Janie with the explanation and the legal matters? ___________
______________________________________________________________________________________
(3) How does Janie feel about all of this? ____________________________________________
______________________________________________________________________________________
(4) How do Janies parents feel? _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) What happens at the conclusion of the story? ____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Realistically, what do you think will happen now that Janie has called her
biological parents?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

48

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 25

The Real McCoy

The Life of an African-American Inventor

By Wendy Trowel
Read The Real McCoy and answer the following questions:

Vocabulary
Consumer an individual or group who uses
resources, goods and services to satisfy economic
wants.
Patent an official document issued by the U.S.
government granting the exclusive right to an invention
Productivity producing more using the same or less
amount of labor
Producer an individual or group who combine
economic resources to make goods and/or services.

Patent 129.843
Patented July 23, 1872

Technology skills, methods, tools, machines and

other things used to perform activities. Technology
changes over time and affects the way we live, work,
and play.

Show You Know

(1) What was the problem that McCoy faced when he was an oilman on the railroad?
______________________________________________________________________________________
______________________________________________________________________________________
(2) How did McCoys invention affect the lives of producers? _________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How did McCoys invention affect the lives of consumers? ________________________
______________________________________________________________________________________
______________________________________________________________________________________

49

(4) What things besides the oil cup did McCoy invent? _______________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) What does the expression The Real McCoy refer to? ____________________________
______________________________________________________________________________________
______________________________________________________________________________________

Old Expressions
The Real McCoy is not the only old expression you will hear people using today.
Take a look at the following old expressions and see if you can match them up with
their meanings.
_______

(1) A Dime a Dozen

(a) act mean after a disappointment

_______

(2) All Tuckered Out

(b) a lucky or fortunate day

_______

(3) Break a Leg

(c) bright, clever, alert

_______

(4) Hit the Hay

(d) everything

_______

(5) Kick the Bucket

(e) good luck

_______

(6) Mad as a Wet Hen

(f) go to bed

_______

(7) On Thin Ice

(g) in danger

_______

(8) Playing Possum

(h) play the piano

_______

(9) Rain Cats and Dogs

(i) pretending to sleep

_______

(10) Red Letter Day

(j) sick

_______

(11) Smart as a Whip

(k) tired

_______

(12) Sour Grapes

(l) to die

_______

(13) Tickle the Ivories

(m) to rain very heavily

_______

(14) Tickled Pink

(n) very angry

_______

(15) Under the Weather

(o) very common, cheep

_______

(16) Whole Nine Yards

(p) very delighted, pleased

50

Name: _______________________________________________________
Date: ________________________________________________________

Treaty of Waitangi

51

Grade 6
Language Arts
Lesson 26

New Zealand was largely a Maori world in the 1830s. There were perhaps 100,000
Maori, divided into major iwi or tribes. Relations between groups could be tense, and
conflict was common. Maori traditions and social structures prevailed, but more
Europeans arrived in New Zealand through the decade. There were about 200 in the
North Island in the early 1830s. By 1839, there may have been 2000 throughout the
country (including around 1400 in the North Island), attracted by trade and
settlement.

Bibles, industry and trade

Many Maori welcomed the new experiences that contact with Europeans brought.
Missionaries had arrived in the 1810s, bringing new ideas and concepts drawn from
both the Bible and the wider world. They introduced Maori to literacy, in Maori, with
the translation of parts of the Bible. Maori visited New South Wales and England,
enlarging their experience of commerce, the role of monarchy, alternative systems of
law and government, and the treatment of indigenous peoples.
Up to the late 1830s, Europeans mainly came to exploit the country's natural
resources seals in the far south and whales, then timber, flax and fisheries. From
around the early 1820s, British and American sperm whalers used northern harbours
to refit and refresh. By 1830 Kororareka (Russell), located at the Bay of Islands in
the territory of the Nga Puhi people, was a well-established trading and whaling
port. Sometimes a dozen or more ships might be at anchor, with several hundred
men ashore. New Zealand trade, in terms of both exports and imports, grew rapidly
and became increasingly important to the merchants and capitalists of New South
Wales.
New Zealand was a rough place, with the mixed population and riff-raff typical of all
19th-century frontiers. The whaling trade brought men of many nationalities to New
Zealand, not only British but also French and American. Many Maori became
involved, working on the ships and supplying vessels with pork, potatoes and other
goods and services.

New firepower
Muskets added a new edge to traditional conflict between Maori. From 1818 northern
Maori war parties, increasingly armed with muskets, attacked tribes further south.
Some tribes migrated, while others resettled. A kind of arms race developed as all
groups competed to obtain the new firepower introduced by Europeans.
The period of major population shifts ended in the mid-1830s. The conquest and
settlement of the Chatham Islands by Ngati Mutunga and Ngati Tama was the last
instance, although warfare continued until 1840 and beyond. It is likely that a form
of military equilibrium was reached once all tribes had access to the coveted
muskets.
(1) What is a treaty? ________________________________________________________________
______________________________________________________________________________________

52

(2) Why did many people feel a treaty between the Maori peoples of New Zealand
and Great Britain was necessary?
______________________________________________________________________________________
______________________________________________________________________________________
The Treaty of Waitangi
is New Zealand's founding document. It takes
its name from the place
in the Bay of Islands
where
it
was
first
signed, on 6 February
1840. This day is now a
public holiday in New
Zealand. The Treaty is
an agreement, in Maori
and English, that was
made
between
the
British Crown and about
540
Maori
rangatira
(chiefs).
Growing
numbers
of
British migrants arrived
in New Zealand in the
late 1830s, and there
were plans for extensive
settlement. Around this
time there were largescale transactions with
Maori for land, unruly
behaviour from some
settlers and signs that
the French were interested in annexing New Zealand. The British government was initially unwilling to
act, but it eventually realised that annexing the country could protect Maori, regulate
British subjects and secure commercial interests.
Lieutenant-Governor William Hobson had the task of securing British sovereignty
over New Zealand. He relied on the advice and support of, among others, James
Busby, the British Resident in New Zealand. The Treaty was prepared in just a few
days. Missionary Henry Williams and his son Edward translated the English draft into
Maori overnight on 4 February. About 500 Maori debated the document for a day and
a night before it was signed on 6 February.
Hobson and others stressed the Treaty's benefits while playing down the effects of
British sovereignty on rangatiratanga (chieftainship or authority). Reassured that
their status and authority would be strengthened, many chiefs supported the
agreement. About 40 chiefs, starting with Hone Heke, signed the Maori version of the
Treaty on 6 February. By September that year, another 500 had signed copies of the
document that went around the country. Some signed while remaining uncertain;

53

others refused or had no chance to sign. Almost all signed the Maori text. The
Colonial Office in England later declared that the Treaty applied to Maori tribes that
had not signed. Sovereignty was proclaimed over the country on 21 May 1840.
The Treaty is a broad statement of principles on which the British and Maori made a
political compact to found a nation state and build a government in New Zealand.
The Treaty has three articles. In the English version, these are that Maori ceded the
sovereignty of New Zealand to Britain; Maori gave the Crown an exclusive right to
buy lands they wished to sell, and, in return, they were guaranteed full rights of
ownership of their lands, forests, fisheries and other possessions; and that Maori
would have the rights and privileges of British subjects.
The Treaty in Maori was deemed to convey the meaning of the English version, but
there are important differences. Most significantly, in the Maori version the word
'sovereignty' was translated as 'kawanatanga' (governance). Some Maori believed
they gave up the government over their lands but retained the right to manage their
own affairs. The English version guaranteed 'undisturbed possession' of all their
'properties', but the Maori version guaranteed 'tino rangatiratanga' (full authority)
over 'taonga' (treasures, not necessarily those that are tangible). Maori
understanding was at odds with the understanding of those negotiating the Treaty
for the Crown, and as Maori society valued the spoken word, explanations at the
time were probably as important as the document.
Different understandings of the Treaty have long been the subject of debate. From
the 1970s especially, many Maori have called for the terms of the Treaty to be
honoured. Some have protested in marches on Parliament and by land occupation.
There have been studies of the Treaty and a growing awareness of its meaning in
modern New Zealand.
It is common now to refer to the intention, spirit or principles of the Treaty. The
Treaty of Waitangi is not considered part of New Zealand domestic law, except where
its principles are referred to in several Acts of Parliament. The exclusive right to
determine the meaning of the Treaty rests with the Waitangi Tribunal, a commission
of inquiry created in 1975 to investigate the Crown's alleged breaches of the Treaty.
More than 1000 claims have been lodged with the tribunal, and a number have been
settled.
(3) What did the Maori people think the treaty promised them? ______________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Read and discuss the Treaty of Waitangi:
HER MAJESTY VICTORIA Queen of the United Kingdom of Great Britain and Ireland
regarding with Her Royal Favour the Native Chiefs and Tribes of New Zealand and
anxious to protect their just Rights and Property and to secure to them the

54

enjoyment of Peace and Good Order has deemed it necessary in consequence of the
great number of Her Majesty's Subjects who have already settled in New Zealand
and the rapid extension of Emigration both from Europe and Australia which is still in
progress to constitute and appoint a functionary properly authorised to treat with the
Aborigines of New Zealand for the recognition of Her Majesty's Sovereign authority
over the whole or any part of those islands Her Majesty therefore being desirous to
establish a settled form of Civil Government with a view to avert the evil
consequences which must result from the absence of the necessary Laws and
Institutions alike to the native population and to Her subjects has been graciously
pleased to empower and to authorise me William Hobson a Captain in Her Majesty's
Royal Navy Consul and Lieutenant-Governor of such parts of New Zealand as may be
or hereafter shall be ceded to her Majesty to invite the confederated and
independent Chiefs of New Zealand to concur in the following Articles and Conditions.

Article the first [Article 1]

The Chiefs of the Confederation of the United Tribes of New Zealand and the
separate and independent Chiefs who have not become members of the
Confederation cede to Her Majesty the Queen of England absolutely and without
reservation all the rights and powers of Sovereignty which the said Confederation or
Individual Chiefs respectively exercise or possess, or may be supposed to exercise or
to possess over their respective Territories as the sole sovereigns thereof.

Article the second [Article 2]

Her Majesty the Queen of England confirms and guarantees to the Chiefs and Tribes
of New Zealand and to the respective families and individuals thereof the full
exclusive and undisturbed possession of their Lands and Estates Forests Fisheries
and other properties which they may collectively or individually possess so long as it
is their wish and desire to retain the same in their possession; but the Chiefs of the
United Tribes and the individual Chiefs yield to Her Majesty the exclusive right of
Preemption over such lands as the proprietors thereof may be disposed to alienate at
such prices as may be agreed upon between the respective Proprietors and persons
appointed by Her Majesty to treat with them in that behalf.

Article the third [Article 3]

In consideration thereof Her Majesty the Queen of England extends to the Natives of
New Zealand Her royal protection and imparts to them all the Rights and Privileges
of British Subjects.
(signed) William Hobson, Lieutenant-Governor.
Now therefore We the Chiefs of the Confederation of the United Tribes of New
Zealand being assembled in Congress at Victoria in Waitangi and We the Separate
and Independent Chiefs of New Zealand claiming authority over the Tribes and
Territories which are specified after our respective names, having been made fully to
understand the Provisions of the foregoing Treaty, accept and enter into the same in
the full spirit and meaning thereof in witness of which we have attached our
signatures or marks at the places and the dates respectively specified. Done at
Waitangi this Sixth day of February in the year of Our Lord one thousand eight
hundred and forty.

55

(4) What did the British government think it was promising? What did it feel it was
getting?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Do you think this was a fair treaty? Why or why not? ___________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

56

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 27

The Treaty in Practice

Many Maori prospered economically during the 1840s and 1850s. They supplied vital
produce and labour to the fledgling European settlements. Maori agricultural goods
found Australian markets, making a significant contribution to New Zealand's
revenue. Maori communities obtained loans for flour mills, agricultural implements
and ships, and there was investment in Maori health and education. Despite mutual
mistrust at first, by the early 1850s the Treaty relationship seemed generally
positive. Amalgamation was a key part of the relationship. Maori would share the
rights and privileges of British subjects under a common system as indicated in the
terms of the Treaty and early colonial laws. The Crown and settlers, not Maori, would
set the terms of this process. In essence, this would be a process of assimilation or
absorption of Maori into the white settler world

Balancing sovereignty and rangatiratanga

The new governor, Robert FitzRoy, took limited steps to recognise Maori custom
within the legal system. Most aspects of Crown policy were directed at the
assimilation of Maori into colonial society Former missionary George Clarke had
been appointed in 1840 as Protector of Aborigines to guard Maori interests, but his
position was hardly neutral; before 1842, he was also expected to negotiate
purchases of land from Maori. George Grey, who became governor in late 1845 and
who was suspicious of anyone else who exercised influence over Maori, abolished the
protectorate in 1846.
Grey enacted the Resident Magistrates Ordinance 1847, which enabled Maori
rangatira to be appointed to courts as assessors and Maori police to be recruited.
Many Maori supported these steps, but, always anxious to promote his reputation in
London, Grey exaggerated the progress of amalgamation. He saw no need to declare
Native districts, provided for under the New Zealand Constitution Act 1852, which
would recognise Maori authority over their own affairs. In his view, trade and mission
schools promoted amalgamation [cultural blending] well

Land rights
The growing number of European migrants needed land, and some grew impatient.
They thought that officials such as Governor FitzRoy were soft on Maori and did not
protect settler interests. The New Zealand Company argued that the recognition of
Maori land rights contained in Article Two of the Treaty should be restricted to 'a few
patches of potato-ground, and rude dwelling places'. It dismissed the Treaty as 'a
praiseworthy device for amusing and pacifying savages for the moment'. There was
some support for this view in London, but missionaries and Crown officials in New
Zealand did not agree.

57

In 1844 a British parliamentary committee declared the Treaty 'injudicious' and

proposed a tax on all 'uncultivated' Maori lands. Confiscation would be the penalty
for non-payment
The government's ambitious immigration and public works policies sparked another
round of aggressive land purchasing from the early 1870s. By the early 1910s nearly
three-quarters of the North Island had passed out of Maori ownership. In the South
Island, where most land had been acquired by the Crown before 1865, Maori
retained less than 1%.
Not all of this
land had been
sold. Under the
Public
Works
Lands Act 1864
and subsequent
laws,
Maori
(and European)
lands could be
acquired
for
roads, railways
and
other
public
works,
sometimes
without
compensation.
Some
Maori
land
was
targeted
for
compulsory
acquisition
in
preference to nearby Pakeha [a person of European descent] land. Roads were
sometimes circuitously routed through Maori reserves. Maori also complained that
land taken for schools was neither used for such purposes nor returned to them if it
was not used. They also claimed that later they had to pay rates to local bodies, on
which they were not represented, for services they did not receive

Re-examining the Treaty

In 1975 the Waitangi Tribunal was formed to investigate Maori grievances. It had the
power to make findings of fact and recommendations, not binding decisions. The
tribunal began hearings in 1977, but at first it could only investigate grievances that
had occurred since 1975. In 1985 a law change allowed the tribunal to consider
Maori grievances dating back to 1840. The hearing and settlement of historical
claims would become a major focus of Maori energies, and some landmark
settlements and decisions have been made.
The Crown came to permit direct negotiations that bypassed the Waitangi Tribunal.
In 1988 the Treaty of Waitangi Policy Unit (later the Office of Treaty Settlements)
was formed within the Department of Justice. Its role was to advise on policy and
assist in negotiations and litigation of Maori claims in the courts and at the Waitangi
Tribunal.

58

Since the 1980s governments have accepted the need to resolve historical Maori
grievances in accordance with the terms of the Treaty. Many people have reflected
on the Treaty, the relations between Maori and Pakeha and the role of biculturalism
in modern New Zealand. Some think that the emphasis on the Treaty since the
1970s causes divisions in a nation once famous for its positive race relations. Others,
including many Maori, argue that it is precisely because the Treaty was ignored that
divisions occurred. Importantly, there has been dialogue. If Maori and Pakeha had at
times talked past one another, in the later 20th century they were at least facing the
issues. People in New Zealand should only worry if the talking ends.

(1) How did the treaty benefit the Maori people? ____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) How did it hurt them? ___________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Why is it better for the Maori people to have the treaty honored by the
government?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

59

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 28

Whale Rider
Book Title:________________
Author:__________________
Copyright: _______________
Publisher: ________________
________________________
________________________
________________________
Pages: _______________________________

Begin reading Whale Rider, Prologue to Chapter Four, pages 3-23.

(1) Tell about the whale rider at the worlds beginning. ______________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

60

(2) Tell about the ancient bull whale. ________________________________________________

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Tell about Kahus birth. What happened? How did she get her name and why?
Where was her birth cord placed?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Who is telling the story? _________________________________________________________
(5) Is this story told in first, second or third person? _________________________________
(6) How does Koro Apirana feel about Porourangis first-born being a girl? Why?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) What happened to Kahus mother? What clue tells you that? ____________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

61

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 29

Whale Rider
Read Whale Rider, chapters five to eight, pages 27-54.

(1) How does the ancient bull whale feel when he remembers Kahutia Te Rangi
[Paikea]?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Who raised Kahu? _______________________________________________________________
______________________________________________________________________________________
(3) What are two strange things about Kahu? _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

62

(4) How does Kahu feel about whales? ______________________________________________

______________________________________________________________________________________
______________________________________________________________________________________
(5) What kind of school has Koro Apirana started and why? _________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) What is the setting of Whale Rider? ______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) What is the political setting of Whale Rider? _____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(8) How does the setting of Whale Rider have a bearing on Koro Apiranas fervent
desire to select and teach the traditions to a boy that might someday become chief?
(For example, would the issue of a male child be a problem in Nanny Flowers tribe?
Would Koro have such an intense need to locate the next chief if there were no
political unrest in New Zealand? Etc.)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

63

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 30

Whale Rider
Read Whale Rider, chapters nine to thirteen, pages 57-92.

(1) What is the matter with the ancient bull whale? __________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What are the elderly females afraid of? __________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) When Rawiri is in the plane flying back to New Zealand, what does he see
through the clouds?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

64

(4) How did Kahu retrieve Koros stone? _____________________________________________

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Why does Nanny order Rawiri not to tell Koro about Kahu finding the stone? _____
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Many writers write by the principle of show, dont tell. The author of Whale Rider,
Witi Ihimaera, is very skilled at this. One way of showing, rather than telling is by
describing a person, event or scene using figurative language or metaphors. The
following quotes are taken from the portion you read today. See if you can figure
out what the author is trying to say. Look back through the paragraph if you need
help figuring out the meaning.
(1) I was like a kid in a great big toy store, wanting to touch everything. [p61]
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) They may have turned their lives upside down in the process, like Sydney
Bridges reflection in the harbor. [p62]
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Although Jeff had told her I was a Maori, it was obvious that I was still too dark.
[p68]
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

65

(4) Man might carve his mark on the earth, but unless hes vigilant, Nature will take
it back. [p69]
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Before Nanny Flowers could explode, I gathered all of her in my arms (and there
was so much more of her now than there had been before) and kissed her. [p77]
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) There were stars in her eyes, like sparkling tears. [p86]
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) And before I could stop her, she jumped in beside me, just about emptying the
whole ocean. [p90]
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Another way for an author to show, dont tell is by the use of imagery. Instead of
saying that the man saw fog on the mountain, an author might say clouds hugged
the mountain like a wet blanket. Changing the word, providing images gives the
reader a more interesting passage and allows them to picture the scene better in
their minds. In the following examples, match the quote to the actually meaning.
_______
_______
_______
_______
_______

(1) Nanny invited the boys over and

they arrived with a roar and a rush of
blue smoke and gas fumes.
(2) The road was silver with
moonlight.
(3) Tears began to mist my vision.
(4) The light kept dimming, gradually
fading from her face, like a light bulb
flickering.
(5) The seat beside Nanny Flowers
remained empty, like a gap in a row
of teeth.

66

(a) Moonlight shone on the road.

(b) The boys rode motorcycles to
Nannys house.
(c) I started to cry.
(d) Nobody sat in that seat all
evening.
(e) She was sad and getting more
sad with every passing minute.

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 31

Whale Rider

Read Whale Rider, chapters fourteen to eighteen, pages 95-133.

(1) When two hundred whales beach themselves, many people were devastated.
One man described it as seeing the end of the world. Why did people feel that
way?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) How did their spiritual beliefs affect their feelings? _______________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How would you have reacted? ___________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

67

(4) What happens in Whangara the next day? _______________________________________

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Why is this event different than the first whale beaching? ________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) What is the ancient bull whale with the tattoo on its head a sign of? _____________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) When the people of Whangara are unable to help the whale, what does Kahu do?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(8) Who does the ancient bull whale thin Kahu is? ___________________________________
______________________________________________________________________________________
(9) How does Koro learn that Kahu found the stone he had thrown into the sea? ____
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

68

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 32

Whale Rider
Read Whale Rider, chapters nineteen to twenty-one, pages 137-150.

(1) How did the ancient bull whale come to realize that Kahu was not his Kahutia Te
Rangi, the first whale rider?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What happened to Kahu? ________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How important is having strong leaders to the Maori people? Why? _____________

69

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Throughout the whole story, what is Koro Apirana looking for?
know?

How do you

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) What does Kahu want for the Maori people? Why? ______________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) At the end of the story, why does the ancient bull whale release Kahu to her
people?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) A theme is a recurring idea in a story. What is the theme of Whale Rider?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

70

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 33

You Can Write a Story!

Read the introduction to chapter one, pages 4-7 of You Can Write a Story!.
(1) What is your favorite animal? ____________________________________________________
(2) If you could travel anywhere, where would you visit? (Hint: You can even choose
the bottom of the ocean or the planet Mars or a made-up land.)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What is an activity that you really enjoy? (Hint: It is good to choose an activity
that is very creative or active. Think of sports, music, art, or games you play with
other people.)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

71

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 34

You Can Write a Story!

Read the chapters two and three, pages 8-13 of You Can Write a Story!.
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________

Question: ___________________________________________________________________________

72

______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________
Question: ___________________________________________________________________________
______________________________________________________________________________________
Answer: _____________________________________________________________________________
______________________________________________________________________________________

73

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 35

You Can Write a Story!

Read the chapter four, pages 14-17 of You Can Write a Story!.
What can I see? _____________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What can I hear? ____________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What can I feel? _____________________________________________________________________
______________________________________________________________________________________

74

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What can I smell? ___________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What can I taste? ___________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

75

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 36

You Can Write a Story!

Read the chapter five, pages 18-21 of You Can Write a Story!.
Story problems:
(1) __________________________________________________________________________________
______________________________________________________________________________________
(2) __________________________________________________________________________________
______________________________________________________________________________________
(3) __________________________________________________________________________________
______________________________________________________________________________________
(4) __________________________________________________________________________________
______________________________________________________________________________________
(5) __________________________________________________________________________________
______________________________________________________________________________________
(6) __________________________________________________________________________________
______________________________________________________________________________________
(7) __________________________________________________________________________________
______________________________________________________________________________________
(8) __________________________________________________________________________________
______________________________________________________________________________________
(9) __________________________________________________________________________________
______________________________________________________________________________________
(10) _________________________________________________________________________________
______________________________________________________________________________________

76

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 37

You Can Write a Story!

Read the chapter six, pages 22-25 of You Can Write a Story!.
Brainstorm possible beginnings:
Possibility 1: ________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Possibility 2: ________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

77

Possibility 3:_________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Possibility 4:_________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Possibility 5: ________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

78

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 38

You Can Write a Story!

Read the chapter seven, pages 26-29 of You Can Write a Story!.
Outline the order you want your plot to go in:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

79

Begin writing the middle of your story:

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

80

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

81

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

82

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 39

You Can Write a Story!

Read the chapter eight, pages 30-31 and 41-45 of You Can Write a Story!.
Brainstorm possible endings:
Possibility 1: ________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Possibility 2: ________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

83

Possibility 3:_________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Possibility 4:_________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Possibility 5: ________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

84

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 40

You Can Write a Story!

Read the chapter nine, pages 32-33 of You Can Write a Story!.
Brainstorm possible titles:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

85

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 41

You Can Write a Story!

Read the chapter ten, pages 34-35 of You Can Write a Story!.
Revise your story. Scratch notes on the pages youve already written or rewrite it
here:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

86

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

87

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___________________________________________________________________________________

88

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 42

You Can Write a Story!

Read the chapter eleven, pages 36-37 of You Can Write a Story!.
Have someone help you edit your story. Begin typing the revised edition into your
computer.

89

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 43

You Can Write a Story!

Read the chapter twelve and thirteen, pages 38-40 of You Can Write a Story!.
Finish typing your story into your computer. Print out the pages and use them to
make a book.

90

Name: _______________________________________________________
Date: ________________________________________________________

OOPS!

by Shel Silverstein

91

Grade 6
Language Arts
Lesson 44

(1) What is the title of this poem? ___________________________________________________

(2) Shel Silverstein used only one piece of punctuation in this poem. Where is it?
______________________________________________________________________________________
______________________________________________________________________________________
(3) This poem can be read from the bottom or the top. Which way do you prefer?
______________________________________________________________________________________
(4) Where are the rhymes in this poem? Circle one set of rhymes in red. Circle the
other set in blue.
______________________________________________________________________________________
______________________________________________________________________________________
(5) What is different about poems than about regular story writing? _________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

92

Name: _______________________________________________________
Date: ________________________________________________________

The Wounded Gull

By Edmund Gosse

Along a grim and granite shore

With children and with wife I went,
And in our face the stiff breeze bore
Salt savours and a samphire scent.
So wild the place and desolate,
That on a rock before us stood
All upright, silent and sedate
Of dark-gray gulls a multitude.
The children could not choose but shout
To see these lovely birds so near,
Whereat they spread their pinions out,
Yet rather in surprise than fear.
They rose and wheeled around the cape,
They shrieked and vanished in a flock;
But lo! One solitary shape
Still sentinelled the lonely rock.

93

Grade 6
Language Arts
Lesson 45

The children laughed, and called it tame!

But ah! One dark and shriveled wing
Hung by its side; the gull was lame,
A suffering and deserted thing.
With painful care it downward crept;
Its eye was on the rolling sea;
Close to our feet, it stept
Upon the wave, and then was free.
Right out into the east it went,
Too proud, we thought, to flap or shriek;
Slowly it steered, in wonderment
To find its enemies so meek.
Calmly it steered, and mortal dread
Disturbed nor crest no glossy plume;
It could but die, and being dead,
The open sea should be its tomb.
We watched it till we saw it float
Almost beyond our furthest view;
It flickered like a paper boat,
Then faded in the dazzling blue.
It could but touch an English heart,
To find an English bird so brave;
Our life-blood glowed to see it start
Thus boldly on the leaguered wave.
As we shall hold, till life departs,
For flagging days when hope grows dull,
Fresh as spring within our hearts,
The courage of the wounded gull.

94

(1) Who wrote the poem? Who is speaking? ________________________________________

______________________________________________________________________________________
(2) Describe the scene on the beach. ________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Why do all the gulls fly away? ___________________________________________________
______________________________________________________________________________________
(4) Describe the gull that is left. _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Why does the author describe the gull as courageous? ___________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Does the author admire the gull? Why? _________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) Do you think the author and his family would have admired the gull as much if he
were not so brave and courageous?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(8) What can we learn from the gull? ________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

95

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 46

Applesauce Recipe
Ingredients:

10-17 tart, firm cooking apples (Macintosh, Spy, Jonathan, or Granny Smith)
2 cups sugar
1 teaspoon cinnamon (more or less to taste)
1 cup liquid (water, apple juice, or apple cider)

Also needed: a paring knife, a large soup kettle with a cover, a colander, a wooden
mallet, a spatula, a large mixing bowl, a spoon or scoop, measuring tools, and jars
or plastic containers
Directions:
Rinse apples and cut into quarters. Do not peel. Remove cores. Fill the large soup
kettle with the apples. Add sugar, cinnamon, and liquid. Cover and simmer on
medium heat until apples are no longer firm. Stir frequently. Add more liquid if the
mixture becomes too thick. Remove from heat. Set colander in a large bowl. Fill
the colander half full with apple mixture. Roll the wooden mallet through the apple
mixture, pressing out the applesauce. Roll firmly until peelings are dry. Remove
peelings from the mallet and colander before adding more apples. Continue until
apple mixture has been mashed. Scoop applesauce into jars or plastic containers.
Refrigerate for up to one week or freeze for several months.

Number the directions below to put them in the correct sequence.

______Fill the colander with
cooked apples.
______Simmer the apples
until they are mushy.
______Cut the apples into
quarters.
______Refrigerate the applesauce.
______Add sugar, cinnamon,
and liquid.
______Use water to clean the
apples.
______Place the apples in a
pot.

96

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 47

Asthma
You just found out that your friend has asthma. All sorts of scary questions are
running through your mind: Can I catch it? Can my friend still do normal things?
Is it safe to be around my friend? Will my friend spend lots of time indoors or in the
hospital?
First, asthma is not contagious. You cannot catch it from someone else. It is not
passed on by bacteria or a virus, like the flu, strep throat, or a cold. Bacteria or a
virus can, however, trigger asthma symptoms in someone who already has asthma.
Anyone can develop asthma, including children and adults. There is some evidence
that the tendency to develop asthma may be hereditary, or passed on by parents,
just like hair color or body size.
What is asthma? Asthma is a chronic condition of two of the bodys vital organs.
These vital organs are the lungs. Asthma cannot be cured, but it can be managed
with medications and by avoiding triggers. Asthma is an ongoing lung condition.
Understanding
how the lungs
work can help
you understand
what asthma is.
The lungs are
made
up
of
bronchi, which
are
interconnecting
passageways
that let oxygen
and
carbon
dioxide
pass
between
the
body and the
air
outside.
The
bronchi
branch off into
smaller passageways called bronchioles. This entire system is often called the
brachial tree.
The bronchi are covered with cilia, which are small, hairlike
projections that use mucus to sweep dust and other particles out of the lungs.
Asthma is a lung condition that acts differently with different people. However, all
asthmatics, or people with asthma, have oversensitive lungs. They have problems
when the muscles surrounding the bronchi squeeze too tightly and the brachial tree
produces too much mucus. This can make it hard for the asthmatic person to
breathe, and it can also make her wheeze, or sound raspy when she breathes.
Because the airways are tighter and contain extra mucus, carbon dioxide gets

97

trapped in the lower parts of the brachial tree, which results in a smaller area of the
lungs being used for breathing. When oxygen is brought into the lungs, a smaller
part of the lungs is able to absorb it and bring it to the body. The problem is not
taking in oxygen: it is releasing the trapped carbon dioxide. The good news is that
the lungs do not behave this way all the time only when a trigger is present.
When an asthma attack occurs, a trigger causes the airways to constrict, or get
smaller, and produce more mucus, trapping carbon dioxide in the lungs. Triggers
are different for each asthmatic and can include allergens, irritants, viruses or
bacteria, exercise, or stress. Just because a person has an allergy does not mean he
has or will have asthma, just as a person who has asthma does not necessarily have
allergies.
Asthmatics can take care of their asthma at home if they work with their doctors. An
asthma attack does not have to involve a trip to the hospital. Many asthmatics have
emergency medications and equipment at home, such as peak flow meters, inhalers,
pills, and steroids. An acute attack occurs when an asthmatic cannot control her
breathing. When this happens, a trip to the emergency room and a short stay in the
hospital may be necessary.
Asthmatics can lead normal lives. They can play sports, travel, and do all sorts of
fun things. They do, however, need to be aware of their own triggers. Different
things trigger asthma in different patients. It is not the same for everyone.
Knowledge, the correct medications and equipment, and a good working relationship
with a doctor are an asthmatics best tools.
(1) Is this passage told in first, second or third person? _____________________________
(2) What does the word chronic mean in paragraph 3? ______________________________
_____________________________________________________________________________________
(3) What are bronchi? ______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
(4) How do bronchi affect an asthmatic? ____________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
(5) What is a trigger? _______________________________________________________________
______________________________________________________________________________________
(6) List four possible triggers. _______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

98

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 48

Parts of a Book

Copyright Page
Table of Contents

Index
Acknowledgements

Appendix
Bibliography

(1) Which part of a book comes after the text and gives additional information?
______________________________________________________________________________________
(2) Which part of a book comes before the text and shows how the book is
organized?
______________________________________________________________________________________
(3) Which part of a book comes after the text and lists subjects in alphabetical
order?
______________________________________________________________________________________
(4) Which part of a book comes after the text and lists books that the author
consulted?
______________________________________________________________________________________
(5) Which part of a book comes before the text and gives credit to people who
helped the author?
______________________________________________________________________________________
(6) Which part of a book comes before the text and gives the copyright date?
______________________________________________________________________________________

99

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 49

Navigating the Library

Find an example of each reference resource listed below. Check the box
when you locate one. Write a description or definition of the resource on
the line.
atlas: _____________________________________________________________________________
dictionary: ________________________________________________________________________
encyclopedia: _____________________________________________________________________
glossary:__________________________________________________________________________
index: ____________________________________________________________________________
thesaurus: ________________________________________________________________________

Write the best resource for the task on each line.

(1) Locate the pronunciation of scrivener or scudo. __________________________________
(2) Find a different word for excellent since you have used it six times in your paper.
______________________________________________________________________________________
(3) Determine the continent(s) that border Asia. ____________________________________
(4) Find more than 15 definitions for run. ___________________________________________
(5) Find the definition of scalene in your math book. ________________________________
(6) Locate the pages in your science book that refer to plant roots. _________________
(7) Gather information about castles for your class report. __________________________
(8) The word genealogy is in bold print in your social studies book, and you want to
know what it means.
______________________________________________________________________________________
(9) Get the information needed to label the countries of South America on your map.
______________________________________________________________________________________
(10) Find seven facts about roller coasters. __________________________________________

100

Circe the letter next to the answer to each question.

(1) In which reference work would you

find the best maps of countries
mentioned in the book Domino Effect?

(5) In an encyclopedia, the entry for

China would be between which two
entries?

a. dictionary
b. atlas
c. thesaurus

a. flower and France

b. Singapore and Spain
c. cat and chocolate

(2) In which reference work would you

find the best definition of the word
congregate?

(6) In a dictionary, the entry for the

word meticulous would be on the same
page with which two guide words?

a. dictionary
b. atlas
c. encyclopedia

a. metaphor and metric

b. malign and mammal
c. monochrome and monument

(3) In which reference work would you

find information about the history and
economy of Honduras?

(7) In which reference resource would

you find the capital of Holland?
a. thesaurus
b. atlas
c. dictionary

a. dictionary
b. thesaurus
c. encyclopedia
(4) Guide words are in __________________
order.
a. numerical
b. cylindrical
c. alphabetical

(8) Where would you find information

about the life and works of William
Wordsworth?
a. dictionary
b. encyclopedia
c. atlas

101

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 50

Stretching It?
Some authors add fantastic details to make their writing more interesting. Other
authors stick to reality. As you read, ask yourself, Could this really happen?
Read the passages below. If the statements could really happen, write R on
the line. Write F if fantastic details have been added. Underline the
fantastic parts.
______ (1) My dog, Petey, loves to eat ham sandwiches. Hes always trying to swipe
mine.
______ (2) Lanas feet were sore. Walking 2 million miles through the museum in one
afternoon was wearing holes in her tennis shoes.
______ (3) Brynns new scissors were sharp. They cut through everything with ease:
paper, her desk, and the wall.
______ (4) Joanna couldnt wait until her familys new television came. They had built
a theatre to house the enormous screen since their ceilings were too low.
______ (5) Mike hated emptying the dishwasher. Whenever he could, he scooted
outside before his mother could remind him of his chore.
______ (6) Seth enjoyed spending time with his friend, Ibit. He wished that he could
spend time at Ibits house, but the atmosphere on Jupiter was deadly to humans.
______ (7) Haley was in tears. She had fallen and skinned her knee for the second
time this week.
______ (8) Will was frustrated with his soccer team. They hadnt scored any points
for the past three games.
______ (9) Luke loved sitting in the hot tub. On a clear night, he could see one or two
satellites crossing the sky.
______ (10) Sheema was having a hard time walking barefoot across the burning
beach sand. She put her toes in the cooling waves to snuff out the flames.
(11) Write a statement that is based in reality. ______________________________________
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(12) Now, add fantastic details to your statement. ___________________________________
______________________________________________________________________________________

102

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 51

Limericks
The form of poetry referred to as Limerick poems have received
incredibly bad press and dismissed as not having a rightful place
amongst what is seen as 'cultivated poetry'. The reason for this is threefold:
The content of many limericks is often of a bawdy and humorous
nature.
A Limerick as a poetry form is by nature simple and short.
(Limericks only have five lines.)
And finally the somewhat dubious history of limericks has
contributed to the critics attitudes.
Variants of the form of poetry referred to as Limerick poems can be
traced back to the fourteenth century English history. Limericks were
used in Nursery Rhymes and other poems for children. But as limericks
were short, relatively easy to compose and bawdy or sexual in nature
they were often repeated by beggars or the working classes in the
British pubs and taverns of the fifteenth, sixteenth and seventh
centuries. The poets who created these limericks were therefore often
drunkards! Limericks were also referred to as dirty.
The word derives from the Irish town of Limerick. Apparently a pub
song or tavern chorus based on the refrain "Will you come up to
Limerick?" where, of course, such bawdy songs or 'Limericks' were
sung.
*Limericks consist of five anapaestic [characterized by two short
syllables followed by a long one] lines.
*Lines 1, 2, and 5 of Limericks have seven to ten syllables and rhyme
with one another.
*Lines 3 and 4 of Limericks have five to seven syllables and also rhyme
with each other.
Admittedly the content of Limericks can often verge on the indecent, the
dirty, or even the obscene, but they make people laugh! Limericks are
easy to remember! Limericks are short and no great talent is necessary
to compose one - Limericks are a form of poetry that everyone feels
happy to try (especially when inebriated!). Limericks as a form of poetry
has survived the test of time dating back for centuries! And whilst the
poetic and literary skills of Shakespeare are not necessary for the
composition of a limerick the great Bard himself did in fact write
limericks which can be found in two of his greatest plays - Othello and
King Lear.

103

Lets try reading some limericks aloud now.

rhythm of the poems with your voice:

See if you can find the

There was an Old Man with a beard,

Who said, 'It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!'

There was an Old Man of Vienna,

Who lived upon Tincture of Senna;
When that did not agree,
He took Camomile Tea,
That nasty Old Man of Vienna.

There once was an ape in a zoo

Who looked out through the bars and saw YOU!
Do you think its fair
To give poor apes a scare?
I think its a mean thing to do.

A fellow jumped off a high wall

And had a most terrible fall
He went back to bed
With a bump on his head
That's why you don't jump off a wall

There once was a child in Spain

Who loved to play in the rain
One day he tripped
And broke his hip
Now he is in serious pain.

104

Rhythm Pattern: The first, second, and fifth lines all have this rhythm

pattern: da DUM da da DUM da da DUM (notice there are 3 DUMS or

beats). Say, There once was a fellow named Tim out loud. Now say,
da DUM da da DUM da da DUM out loud. Notice that both have the
same rhythm. The third and fourth lines have a different rhythm
pattern: da DUM da da DUM (notice there are 2 DUMS or beats). Say,
He fell off the dock out loud. Now say da DUM da da DUM out loud.
Notice that both have the same rhythm.
When you write a limerick, make sure that it has the same AABBA
rhyme pattern.
A Clumsy Young Fellow Named Tim
1.
2.
3.
4.
5.

There once was a fellow named Tim (A)

Whose dad never taught him to swim. (A)
He fell off a dock (B)
And sunk like a rock. (B)
And that was the end of him. (A)

Now you try it. Create your own limericks:

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105

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 52

An Ineffable Name?
At 630 feet, the Gateway Arch on the riverfront in St. Louis, Missouri is the tallest monument
in the United States. Near one side of the arch sits a not-so-tall church, commonly called the
Old Cathedral.
Describing the architectural features of the
entryway of the church, the booklet The Story
of the Old Cathedral, published by the church,
says: The portico is crowned by a beautiful
pediment in the center of which is engraved
in large gilded Hebrew characters the
ineffable name of God. As the photograph
shows, the four Hebrew letters ( YHWH),
or the Tetragrammaton, representing the
divine name, are clearly visible.

When the cathedral was built in 1834, those

of the diocese of St. Louis must have felt that
the name in the form of the four Hebrew
letters should have a prominent place. Why,
then, is the divine name considered to be
ineffable, or not to be uttered?
The New Catholic Encyclopedia explains what
took place some time after the Jews returned
from their Babylonian exile in the sixth
century B.C.E. It says: The name Yahweh
[the Tetragrammaton with vowels added] began to be considered with special reverence, and
the practice arose of substituting for it the word ADONAI [Lord] or ELOHIM [God] The
practice led in time to forgetfulness of the proper pronunciation of the name Yahweh. Thus,
people stopped using Gods name. Eventually, the exact ancient pronunciation was lost and
the divine name became ineffable to them.
Although we cannot be certain exactly how Gods name was pronounced, the important thing
is that using his name draws us closer to him. Would you like your friends to call you mister
or miss, or would you rather that they call you by your personal name? Even if they speak
another language and do not pronounce your name exactly right, you would still prefer to
have them call you by your name, would you not? The same is true of God. He wants us to
use his personal name, Jehovah.
In English, the pronunciation Jehovah is commonly known. Would it not be appropriate for
all who love God to address him by that personal name and thus draw close to him? Draw
close to God, and he will draw close to you, sat the Bible. James 4:8.

106

(1) What does ineffable mean? ______________________________________________________

______________________________________________________________________________________
(2) How did Gods name become ineffable for many people? _________________________
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(3) Do we know the exact way to pronounce Gods name today? Why? ______________
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(4) What is Gods name in Hebrew? How was it written? ____________________________
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(5) What is Gods name in English? __________________________________________________
(6) Even though we dont know the exact way to pronounce Gods name, why should
we use it anyway?
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107

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 53

Funny Cide
Book Title:_________________
Author:____________________
Copyright: _________________
Publisher: _________________
__________________________
__________________________
__________________________
Pages: ____________________
(1) Is this story written in first, second or third person? _____________________________
(2) What is the Kentucky Derby? ____________________________________________________
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______________________________________________________________________________________
(3) How old does a horse have to be to race in the Kentucky Derby? ________________
(4) Does Funny Cide win every race? Why or why not? ______________________________
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(5) Why does the author think people love Funny Cide? _____________________________
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108

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 54

A Look Back
Poetry
Dramatic Poetry poetry about life or character by means of speech and action. This form
of poetry has flexible verse with rhyme and prose mingled in. It includes comedies, dramatic
histories and tragedies.
Lyric Poetry sing-able poetry or poetry that tells about an authors experiences, moods,
reflections (things he thinks about) or emotions
Narrative Poetry poetry that tells a story

Prose
~non-poetical writing~
Prose Drama a story meant to be acted out on the stage. The story may be fiction or nonfiction.
Prose Essay non-fiction writing that tells about life or any of lifes phases. This type of
writing may include biographies and autobiographies, history, personal life, travel, nature, art
and/or criticism.
Prose Fiction a narrative or story that is not real, but is instead a product of the
imagination. This would include fables, fantasies, folktales, legends, myths and/or science
fiction.
Prose Oration speeches or things written to be read in public to a crowd of people.
Prose Miscellaneous any non-poetical writing that does not fit into the other four
categories. This would include recipes and legal documents such as treaties.

109

Lets look back at some of the stories and poetry youve read. Write which of the
categories these stories and poems fall into. (Note: Some may fall into more than
one category.)
Page
16

108

Afton Water

Title

A Horse Named Funny Cide

10

A Musical Instrument

106

An Ineffable Name

96

Applesauce Recipe

97

Asthma

Battle of the Pipes

19

David Copperfields First Journey

26

Lake Superior

34

Life in Norman England

103

Limericks

13

Miriams Song

91

OOPS!

1
38
3

Category

The Giant
The Face on the Milk Carton
The First Day of Spring

49

The Real McCoy

29

The Unnamed Lake

93

The Wounded Gull

51

Treaty of Waitangi

60

Whale Rider

110

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 55

Writing a Research Paper

~Step One~

Choosing a Topic
A research paper falls into the category of prose essay. This means you are going to
write a biographical theme, a historical theme, a place of travel theme, a nature
theme, or an art theme.
Which theme sounds most interesting to you? _______________________________________
All right. You picked a/an________________________________ theme. Now you will need
to narrow your research paper down by picking a topic from within that theme to
research. For example, if you chose to write a biography, you might want to write
about Dolly Madison, the wife of President Madison. Or, if you chose to write about
nature, you might choose horses for your topic.
Which topic sounds interesting to you? ______________________________________________
What makes that topic interesting to you? ___________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What sort of things do you think you could write about regarding that topic? ________
______________________________________________________________________________________
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111

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 56

Writing a Research Paper

~Step Two~

Beginning Your Research

Today we are going to take a trip to the library to begin your research. You will look
in magazines and other periodicals, encyclopedias, books, atlases, and online for
information about your topic. Make sure to bring coins with you so you can
photocopy reference materials as reference materials (such as encyclopedias) cannot
be checked out of the library. Bring a bag or backpack to carry the books you check
out. And remember to keep a list of every resource you use (title, author, copyright
date, and publisher).
Use the following pages to write down notes about your topic:
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114

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 57

Writing a Research Paper

~Step Three~

Organize Your Topic

Now that youve gathered all the information you need to write your topic, it is time
to get organized. What do you want to write about your topic? What do you want to
talk about first, second, and third? Lets put things in order now, okay?
Make sure you keep track of which resources you use as you write. Make a note of
your resource in the columns of these pages.
(1) Why do you think readers would be interested in your topic? Or what fascinates
you about this topic? (This will be your opening paragraph.)
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(2) What is the first thing a reader (or yourself) might wonder about your topic?
Write about that here:
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115

______________________________________________________________________________________
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(3) What is another thing a reader might wonder about?
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(4) What is a third thing?
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116

(5) What is a fourth thing? [optional]

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(6) What do you want your readers to remember about your topic? What do you
hope they will have learned from you? (This is your concluding paragraph.)
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117

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 58

Writing a Research Paper

~Step Four~

Putting it Together
Now that you have everything organized, lets put it together into an essay.
Remember to paraphrase an authors words rather than copying word-for-word he
wrote. Write your rough draft version of your essay on the following lines:
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120

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 59

Writing a Research Paper

~Step Five~

The Bibliography
Would you believe there are actually rules about putting a bibliography together?
Yes, there are, but they are easier than you might expect. Here are the rules for
putting a bibliography together:
(1) Author: Last name, First name, Middle initial
(2) Title: BOOK TITLE or Article Title
(3) Publication data: Book=place: publisher, date Periodical= Periodical Name,
date, page numbers
Now lets put your bibliography together in alphabetical order, according to the
authors last name:
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121

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 60

Writing a Research Paper

~Step Six~

Illustrations
Have you ever heard the phrase a picture tells a thousand words? For example,
look at the picture below. I bet it would be easy to write a story about this young
lady and the scene playing out behind her.

Pictures tells stories without any words at all, but when added to an essay or
narrative, they give the reader a window into your mind as the author and a good
illustration of what you have been writing about.
Today you will work on illustrations that you can add to your essay. Make several
illustrations. Take your time. Add lots of color. You can pick the best ones (or all of
them) later to add to your essay.
Use the boxes on the following pages to make your illustrations in.

122

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125

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 61

Writing a Research Paper

~Step Seven~

Final Copy
Now it is time to put all of your hard work together into one nice essay. After
revising and proof-reading your writing, recopy it onto your computer and add in the
scanned illustrations you made yesterday.
Make sure to include the following:
Title Page
Essay
Bibliography
Illustrations
Print it out and place it in a folder.

126

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 62

Mountain Reminiscence
Id become tired and had stopped to rest,
But the squirrel was so tireless; he passed the test!
He reminded me to never quit;
Just keep on going and always remember it!
So, I started to climb again with a new surge of
strength
As I followed the trail up the mountains length.
I later grew tired again as I climbed,
But I did not stop and I did not look behind.
I had to make it; I knew that I could,
And I knew that I would.
Then, at last, I reached the top,
And not until then, did I let myself stop.

As I sat exhausted on the trail,

I noticed a squirrel with a big fluffy tail.
The very sight of him made me smile,
For I knew hed be my friend all the while.
When I watched my little friend work,
I stood up with a sudden jerk.
My friend had inspired me; indeed he had.
Hed shown me that it wasnt so bad.

When I took a look around,

I could hardly believe what I had found.
It was the most wonderful sight I had ever seen,
And then, I felt as glorious as a queen.
I had not stopped, and now I was glad,
For if I had, I would have been mad.
But, I was especially thankful for my squirrel friend,
Who had taught me to push until the very end!

127

Alliteration the repetition of the same sounds or of the same kinds of sounds (for
example: round the rugged rock the ragged rascal ran)
Antonym - a word having a meaning opposite to that of another word (for example:
the word wet is the opposite of dry)
Metaphor comparisons that show how two things that are not alike in most ways
are similar in one important way (for example: He is a pig or You are my
sunshine or Life is a story waiting to be told)
Personification to make an inanimate object seem like a person (for example:
the table tripped me or the flowers danced on the lawn)
Pun a play on words (for example: The number of kangaroos and wallabies meant
for the new wildlife enclosure grew by leaps and bounds or I wondered why the
baseball was getting bigger. Then it hit me or Police were called to a daycare where
a three-year-old was resisting a rest)
Simile when two unlike things are compared, often in a phrase introduced by like
or as (for example: He was as big as an elephant or Ive been working like a
dog)

After reading Mountain Reminiscence, answer the following questions.

(1) The main idea of the poem Mountain Reminiscence is
a. that it is fun to hike in the mountains.
b. that you should never give up when you are working toward a goal.
c. that it is not fun to have animals as friends.
d. that you should be careful when you are climbing in the woods.
(2) What is the term for words, like trail and tail, that sound alike at the end of
poetic lines (see lines 1 and 2 in the poem)?
a. simile
b. alliteration
c. metaphor
d. rhyme
(3) The word reminiscence in the title means
a. retreat.
b. adventure.
c. remember.
d. friend.
(4) I felt as glorious as a queen. What form of figurative language is used in this
line of poetry?
a. simile
b. personification
c. metaphor
d. pun

128

(5) Which
a.
b.
c.
d.

of the following words is an antonym for tireless?

energetic
tired
unending
stimulating

(6) The squirrel in this poem is being personified as a/an/the

a. mountain.
b. enemy.
c. woods.
d. friend.
(7) The setting for this poem is a/an
a. valley.
b. ocean.
c. mountain.
d. cabin.
(8) My friend had inspired me; indeed he had. Choose a word that has the same
meaning as the italicized word.
a. encouraged
b. trusted
c. insulted
d. disheartened

129

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 63

Pigs in Space I
Watch Pigs in Space [http://www.youtube.com/watch?v=_FgTQep3eNU - starts 30 seconds
into video] and then read the play aloud. Answer the questions at the end.
Narrator: And now Pigs in Spaaace.
[Space ship flies by, followed by some criss-crossing meteors.]
Narrator: Featuring the master of the swine trek, the intrepident well-fed Link
Heartthrob and his first mate and second in command, the very cute and very
dangerous Miss Piggy and the super brain behind this whole ghastly mistake, the
inexplicable Dr. Julius Strangepork.
[Bright yellow light appears in space.]
Narrator: As you recall last week the spaceship Swine Trek was on a suicidal
collision course with a mysterious celestial object.
Captain Link: Its coming straight at us but I cant tell what it is.
Miss Piggy: It looks like the headlight on a motorcycle.
Captain Link: We know what it looks like. We wanna know what it is.
Miss Piggy: [Looks at Captain Link] Testy, testy, Mon Capitaine.
Captain Link: Doc, would you look this thing up in your book?
Dr. Strangepork: Um hm. [Walks over to his book.] Um, yes. Yes. No. No, its
not listed here under any known objects.
Captain Link: Look under unknown objects.
Miss Piggy: How could it be in that book if its unknown? [Brushes her fingers
through her long, luscious hair.]
Captain Link: There are some things even pigs dont know.
Miss Piggy: Oh brother.
Captain Link: Doc, how long before we collide with this thing?
Dr. Strangepork: Exactly seventeen hours.
[Dr. Strangepork leaves to go re-examine his book.]

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Captain Link: [To the doctor.] Good. [Turns to Miss Piggy.] Now thats the kind of
man I like to have on my crew.
Miss Piggy: La de dah.
[Dr. Strangepork returns.]
Dr. Strangepork: Excuse me, Captain. Its not exactly seventeen hours.
Captain Link: No?
Dr. Strangepork: No. Its seventeen seconds.
Captain Link: Oh.
Dr. Strangepork: I have trouble with those little decimals.
Captain Link: [Thinking over this new bit of news.] Seventeen seconds.
Miss Piggy: [Speaks from the corner of her mouth.] Nice goin, Doc.
Captain Link: Prepare for collision!
[Everyone scuttles into their chairs.]
[View of space: Gonzo appears in space, riding on his motorcycle. He sees the space
ship and turns the motorcycle to avoid collision.]
[Return to ship: Captain stands up in shock.]
Captain Link: It it it was a motorcycle!
Miss Piggy: I told you that at the beginning of this dumb sketch!
Captain Link: [Walking away from his crew toward the door.] Lucky guess.
[Pushes button to open door.] Anyway, I got us out of that tight pinch.
[Captain Link exits through door, but as he turns around to face his crew, the sliding
doors shut, catching his snout between the panels. The crew panics.]
Narrator: Tune in next week for last weeks chapter of Pigs in Spaace.

(1) What is a narrators job in a play? _______________________________________________

______________________________________________________________________________________
(2) How many people are needed for this play? ____________________________________
(3) Is this play meant to be taken seriously or humorously? _________________________

131

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 64

Twhirimtea
Twhirimtea lived between the embrace of Ranginui and Papatnuku as did the
other children of his whnau. He liked living close to his parents. He could talk to his
mother, and get advice from his father when he needed to. Twhirimtea didn't mind
the difficulties of living in continual darkness, or that space was so confined that he
and the rest of his siblings had to crawl to get around. But the other children had
had enough.
A meeting was called and the majority of the
children decided that their parents had to be
separated.
Tmtauenga addressed them, "Once they
feel the blows of my patu they will soon
loosen their grip and we'll finally be free to
walk upright and greet Tamanuiter, the
sun."
Twhirimtea disagreed. "How dare you! How dare you think of hurting our parents
in such a way. They fed you, nurtured and raised you, and now you reward them
with this?"
The children bowed their heads in shame, but
Tmatauenga stood his ground. "We have
asked them to separate, we have pleaded
with them to let us see the light, but do they
listen? No, this is the only way!"
Tmtauenga raised his patu to strike at his
parents but Twhirimtea was on him in a
flash. Grappling in the dark they struggled, until finally Tne Mahuta pleaded for
quiet.
"Stop! Fighting will not resolve our problem, we have agreed that we cannot
continue to live this way. I'm sorry Twhiri but separating our parents has been
agreed upon by the majority of us. With the gentle push of my arms, and without
hurting them, I will push our parents apart."

132

The others agreed, but Twhirimtea refused

to support what he didn't believe was right.
Firstly Tne Mahuta braced his legs on
Papatnuku and pushed Ranginui with his
arms. He used all his strength, but without
success.
"You cannot separate them," said Twhirimtea. "Give it up, they are meant to be together!"
But Tne Mahuta wasn't finished. He lay on his back, pulled his legs to his chest then
pushed from below. Slowly he pushed, but nothing happened. Again he pushed,
using all his strength, but nothing happened. He took a breath and pushed once
more. Releasing his breath, and taking another, he pushed again, a new surge of
strength pumping through his body. And at last there was movement.
Twhirimtea roared with fury, "No!"
But it was too late. Ranginui and Papatnuku were forced apart, and light filled the
world. The children lay in shocked silence covering their eyes from the brightness of
Tamanuiter shining down on their cowering bodies.
Twhirimtea was first to jump to his feet, lashing out at the others in anger. "I will
never let you rest for what you have done, even your children won't be safe from my
clutches! This will be my domain forever and you will always feel my wrath," he
called to the other children, and he flew up to join his father.
As time passed animals, plants and people grew in the light of the sun. The
mokopuna, granchildren of Ranginui and Papatnuku, populated the world.
Twhirimtea kept his promise living in the realm of his father, the sky. He became
the guardian of the winds, Ng hau e wh, and continues to be so to this day.
Sometimes Twhirimtea is content to listen to advice from his parents and forgive
his siblings. On those days the weather is fine, clear and calm. But sometimes he is
reminded of the pain his parents endured when they were separated, and the longing
they still have for each other. On those days he sends tornadoes, hurricanes, and
cyclones to hound the descendants of those that betrayed him.
(1) Was this story told in first, second or third person? ______________________________
(2) A summary tells, in very few sentences, what a passage is about. On the lines
provided, summarize the passage you just read about Twhirimtea.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

133

(3) What could have been the original form of this myth? ___________________________
______________________________________________________________________________________
______________________________________________________________________________________

Across

Down

1. He wanted to strike his parents and

force them to separate.

1. Who finally separated Ranginui and

Papatnuku?

8. Earthmother.

2. Who is Papatnuku to Twhirimtea?

10. Ng _____________ e wh.

3. The Maori name for the sun.

11. Hau in English is what?

4. Twhirimtea said this to Tanemahuta.

12. Ua in English is what?

5. Wind.

13. A twirling wind.

15. After the parents were separated,
the ______________ came out.
16. When Ranginui and Papatnuku
were separated _______________ filled the
world.

6. The shorter name for Ranginui.

7. Twhirimtea would send some of
these to hound his siblings.
9. A tropical storm.
14. Twhiri felt this way about his
parents being separated.

134

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 65

Scrambled
By Bruce Lansky

I climbed up the door and

I opened the stairs.
I said my pajamas
and buttoned my prayers.
I turned off the covers
and pulled up the light.
Im all scrambled up since
she kissed me last night.

(1) Circle the words that rhyme in red.

(2) Who is the author of this poem? _________________________________________________

135

Lets try another Bruce Lansky poem:

Predictable
Poor as a church mouse.
strong as an ox,
cute as a button,
smart as a fox.
thin as a toothpick,
white as a ghost,
fit as a fiddle,
dumb as a post.
bald as an eagle,
neat as a pin,
proud as a peacock,
ugly as sin.
When people are talking
you know what they'll say
as soon as they start to
use a clich.
Note what Mr. Lansky had to say about this poem and its use of similes: When I
first read this poem to kids, I was struck by the fact that it made kids laugh.
Apparently, some kids have never heard these expressions, even though they are as
old as the proverbial hills.
Although some of the similes will be familiar to [you], I think [youll] understand that
using boring, predictable similes makes the speaker (or writer) boring and
predictable.
With that established, heres the creative exercise: [Try] this poem Fill in the
blanks. Your assignment is to complete at least one stanza with fresh, new similes
that use the following rhythm and rhyme pattern [ABCB]:
da DUM da da DUM da (A)
da DUM da da DUM (B)
da DUM da da DUM da (C)
da DUM da da DUM (B)

136

Clever
As poor as a ________________.
As strong as an ______________,
As cute as a ______________,
As smart as ______________.
As thin as a ______________,
As white as a ______________,
As fit as a ______________
As dumb as a ______________.
As bald as an ______________,
As neat as a ______________,
As proud as a ______________,
As ugly as ______________.
Use fresh similes when
you speak and you write,
so your friends will think you are
quite clever and bright.

137

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 66

One Race
Many people believe that the observable differences [between different races of
people] come from some people having unique features in their hereditary make-up
which others lack. This is an understandable but incorrect idea. Lets look at skin
color, for instance. It is easy to think that since different groups of people have
yellow skin, red skin, black skin, white skin, and brown skin, there must be many
different skin pigments or colorings. And since different chemicals for coloring would
mean a different genetic recipe or code in the hereditary blueprint in each people
group, it appears to be a real problem. How could all those differences develop
within a short time?
Heres how. We all have the same coloring pigment in our skin: melanin. This is a
dark brownish pigment that is found in special cells in our skin. If we have none (as
do people called albinos, who suffer from an inherited mutation-caused defect, so
they lack the ability to produce melanin), then we will have a very white or pink skin
coloring. If we produce a little melanin, it means that we will be European white. If
our skin produces a great deal of melanin, we will be a very deep black. And in
between, of course, are all shades of brown. There are no other significant skin
pigments.
In summary, from currently available information, the really important factor in
determining skin color is melanin the amount produced, and the proportions and
distribution of its two components.
This situation is true not only for skin color. Generally, whatever feature we may
look at, no people group has anything that is, in its essence, uniquely different from
that possessed by another. For example, the Asian, or almond-shaped, eye gets its
appearance simply by having an extra fold of fat. Both Asian and Caucasian eyes
have fat the latter simply have less of it.
What does melanin do? It protects the skin against damage by ultraviolet light from
the sun. If you have too little in a very sunny environment, you will more easily
suffer from sunburn and skin cancer. If you have a great deal of melanin, and you
live in a country where there is little sunshine, it is much harder for your body to get
adequate amounts of vitamin D (which needs sunshine for its production in your
body). You may then suffer from vitamin D deficiency, which could cause a bone
disorder such as rickets.
We also need to be aware that one is not born with a genetically fixed amount of
melanin, but rather with a genetically fixed potential to produce a certain amount,
increasing in response to sunlight.
For example, if you are in a Caucasian
community, you may have noticed that when your friends headed for the beach at
the very beginning of summer, they may, if they spent their time indoors during
winter, have all been more or less the same pale white. As the summer went on,
however, some became much darker than others.

138

Show You Know

(1) What is melanin? ________________________________________________________________
______________________________________________________________________________________
(2) What is melanin for? _____________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How does melanin affect our skin color? _________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What happens if you have no melanin? __________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Why do we need the sun? _______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Why do we see a variation of eye shapes among humans? _______________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

139

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 67

Reporting Out
Circle fact or opinion for each statement.

fact

opinion

Report Card Comments

(1) Gabe handed in 15 out of 17 possible homework
assignments.

fact

opinion

(2) Talia completed an incredible science project.

fact

opinion

(3) Uma is a great reader.

fact

opinion

(4) Jesse read 32 books during this grading period.

fact

opinion

(5) Ralphs art project is gorgeous.

fact

opinion

(6) Carmon is a great author.

fact

opinion

(7) Jeans average test score is 97%.

fact

opinion

(8) Pilar is an excellent mathematician.

fact

opinion

(9) Mayas lab reports are detailed and accurate.

fact

opinion

(10) It is fun to work with Jamal; he has a great attitude.

fact

opinion

(11) Zack is reading, with comprehension, at a level of

5.89.

fact

opinion

(12) Lonnies world map is accurate, neat, and easy to

read.

(13) Write a statement fact. _________________________________________________________

______________________________________________________________________________________
______________________________________________________________________________________
(14) Write an opinion statement. ____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

140

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 68

Is This a Fact?
Read each statement. Write F next to each fact and O next to each opinion.
_______ (1) Bamboo is an amazing plant.
_______ (2) Asthma is a chronic lung condition.
_______ (3) It is annoying to listen to other people complain.
_______ (4) Propane is a hydrocarbon that is used for fuel.
_______ (5) Exercising and eating a balanced diet will help you stay healthy.
_______ (6) The Tour de France is a nearly 4,000 km bicycle race.
_______ (7) Pennies are worthless; it costs nearly a penny to make just one of those
coins.
_______ (8) Our galaxy is called the Milky Way.
_______ (9) Sugar will dissolve in water.
_______ (10) Autumn is the best time of the year.
_______ (11) A meteorite is a meteor that strikes Earths surface.
_______ (12) Skunks are disgustingly smelly creatures.
_______ (13) It is difficult to spell words like recapitulation, cipher, and ptarmigan.
_______ (14) A seismometer is an instrument that measures earthquake activity.
(15) Rewrite one opinion statement as a fact. _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(16) Rewrite one fact statement as an opinion. ______________________________________
______________________________________________________________________________________
______________________________________________________________________________________

141

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 69

Microscope
Dear Sierra,
We have been using an electron
microscope in science class to look at a lot of
incredibly small objects. Ms. Micro has a bunch of
really neat equipment that puts the picture up on
the screen, in an eerie black and white. We can
see leads of teeny-tiny things that hang out right
in the room with us.
We saw a lot of things yesterday. First,
we saw some flaky stuff. It folded over itself and
looked like a bunch of crinkled paper. It was not
something I was ever going to go near. Then, we
looked at some stringy-looking stuff with bulbous
things on the ends. You should have heard the
gags when Ms. Micro told us what we were
looking at: flaked-off skin and a disgusting skin
fungus. She said that it is on our skin all the
time, but when our skin stays wet or moist, it can
become a nasty rash, like athletes foot. Gross!
It makes my skin crawl.
We also saw something that looked like a close-up of craters on the moon. Some
slimy stuff on it looked like a dangerous chemical that a monster has squirted on it. It was an
unbrushed tooth with harmful bacteria working to make a cavity. I get shivers thinking of that
slime on my teeth.
Finally, Ms. Micro showed us space aliens. They went across the screen one by one, each
worse than the one before. They were more gruesome and repulsive than any of the horror
films Ive watched. They had vacuum-cleaner mouths, horrible jointed weapons attached to
their bodies, and holes for shooting acids. Would you believe they were dust mites, aphids,
ladybugs, and ants? It made me never want to touch one of those crawly little things again.
Well, I have to go. Science class is next. Ill let you know what we see today.
Sincerely,
Grace

(1) Identify and circle at least 10 opinion words in Graces letter.

(2) Locate two facts in the letter. Write the facts below, leaving out any opinions:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

142

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 70

Camping on Frog Pond

Read the two campers descriptions of waking up at Frog Pond.
answer the following questions.

Then,

Camper One

Camper Two

We woke this morning to waves lapping

the shore, a breeze rustling the leaves,
and baby frogs croaking to each other.
They woke the swans and ducks, who
sang good morning to the animals
around the pond. Soon, every insect,
bird, and animal was calling good
morning to each other. How could I stay
in bed? I needed to greet the morning,
too.

We woke this morning to the incessant

sound of frogs in the pond. Their noisy
alarm triggered off-key honking and
quaking from around the pond.
The
waves slapped the shore while the wind
sandpapered everything in its path.
Within 60 seconds, every insect, bird,
and animal seemed to be protesting the
hour. With this continuous cacophony, it
was hardly worth going back to sleep.

(1) How does Camper One feel about waking up at Frog Pond? ______________________
______________________________________________________________________________________
(2) How does Camper Two feel about waking up at Frog Pond? ______________________
______________________________________________________________________________________
(3) After reading both pieces, write four facts about what happened at Frog Pond
that morning. Do not include any opinion words.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Imagine that you went camping at Frog Pond. Write a description of your trip.
Use words that will show readers whether you enjoyed your camping trip.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

143

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 71

Frederick Douglas
Read Frederick Douglas. Write a one-page report about him when you are through.
If you need to do more research, run a search online or use the web addresses listed
at the back of the book.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

144

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 72

Propaganda
Propaganda, simply put, is the manipulation of public opinion. It is generally carried
out through media that is capable of reaching a large amount of people and
effectively persuading them for or against a cause. The exact meaning of
propaganda is constantly debated, however, and no specific definition is completely
true. Some argue that any persuasive communication is propaganda, while others
hold that propaganda specifically alters political opinions. However, it is doubtless
that propaganda is material which is meant to persuade or change public opinion,
and though it often varies in form and technique it always serves the same purpose.
Propaganda is communication for the purpose of persuasion.
Propaganda, although it has existed almost indefinitely,
has grown immensely during the past few centuries.
Although evidence of intentional propaganda can be traced
back as far as ancient Greece, the advent of
communication media on a larger scale has exponentially
increased its usage. After the invention of the printing
press, it became possible to quickly and easily produce
posters and books. Prior to this development, however, the
majority of propaganda was spread by word of mouth. The
printing press enabled the propagandist to quickly produce
mass amounts of posters with one intended effect, a form
of propaganda much less risky and difficult than oral
communication.
More recently, propaganda was again bolstered by the
invention of the radio. The ability to communicate orally
with large amounts of people in a very small amount of
time also helped the development of propaganda. Also, the
beginning of radio also saw the beginning of advertising as
we know it today, which is another form of propaganda.
Before radio, it was almost impossible to communicate
directly with many people in such a short amount of time.
Admittedly, direct communication through print was
possible, but very few people actually read ads. Radio
opened up a whole new world of advertising. The invention
that has impacted propaganda the most, however, is the
television. The ability to visually communicate over long
distances rapidly increased both the amount and the
effectiveness of propaganda. Advertising as well as political
propaganda was rapidly accelerated for this new medium.

145

Printing Press

Posters

Books

Radio

Television

Internet

Also, in more recent years, the introduction of the Internet and long-distance communication
as enabled further increases in propaganda. In an age where we are increasingly bombarded
by propaganda from a variety of media, it is increasingly important to recognize and
understand propaganda and its effects.
Although the word propaganda has a negative connotation, propaganda itself is not
necessarily bad. Propaganda is an attempt to change opinions by persuasively presenting new
ones. The propagandist attempts to alter the opinions of his subjects or viewers by convincing
them of the validity of their own. In order of accomplish this, he or she uses a variety of
methods and techniques. It is important to recognize these techniques and examine the
purpose of the propaganda before making decisions based on it. The purpose of propaganda is
to change opinions, but more importantly to influence your decisions. By understanding the
purpose of the propaganda and the method being used, one can go a long way toward making
effective independent decisions.

(1) In your own words, what is propaganda? ________________________________________

______________________________________________________________________________________
(2) How is propaganda spread? ______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Why would people want to use propaganda? _____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Why do you think people believe propaganda? ___________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Is propaganda good or bad? Why? ______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

146

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 73

Argument, Persuasion or Propaganda?

Lets look at propaganda a little further and see if we can understand what it is a
little better and how it is used and why. Look at the poster on the next page and
then read the short article about it, then answer the questions (using complete, clear
answers) found on the following website: http://interactives.mped.org/mmg116.aspx
Print out your answers when you are done and discuss them with your teacher.
Originally published as the cover for the July 6,
1916, issue of Leslie's Weekly with the title "What
Are You Doing for Preparedness?" this portrait of
"Uncle Sam" went on to become--according to its
creator, James Montgomery Flagg--"the most
famous poster in the world." Over four million
copies were printed between 1917 and 1918, as the
United States entered World War I and began
sending troops and matriel into war zones.
Flagg (1877-1960) contributed forty-six works to support the war effort. He was a
member of the first Civilian Preparedness Committee organized in New York in 1917
and chaired by Grosvenor Clarkson. He also served as a member of Charles Dana
Gibson's Committee of Pictorial Publicity, which was organized under the federal
government's Committee on Public Information, headed by George Creel.
Because of its overwhelming popularity, the image was later adapted for use in
World War II. Upon presenting President Franklin Delano Roosevelt a copy of the
poster, Flagg remarked that he had been his own model for Uncle Sam to save the
modeling fee. Roosevelt was impressed and replied: "I congratulate you on your
resourcefulness in saving model hire. Your method suggests Yankee forebears."
Uncle Sam is one of the most popular personifications of the United States. However,
the term "Uncle Sam" is of somewhat obscure derivation. Historical sources attribute
the name to a meat packer who supplied meat to the army during the War of 1812-Samuel (Uncle Sam) Wilson (1766-1854). "Uncle Sam" Wilson was a man of great
fairness, reliability, and honesty, who was devoted to his country--qualities now
associated with "our" Uncle Sam. James Montgomery Flagg (1877-1960)

147

148

Using the chart below, analyze the Uncle Sam poster.

Argument

Persuasion

General
Technique

Offers good
reasoning and
evidence to persuade
an audience to accept
a truth

Methods

Considers other
perspectives on the
issue

Uses personal,
emotional, or moral
appeal to convince an
audience to adopt a
particular point of
view
May consider other
perspectives on the
issue

Offers facts that

support the reasons
(in other words,
provides evidence)

Blends facts and

emotion to make its
case, relying often on
opinion

Predicts and
evaluates the
consequences of
accepting the
argument

May predict the

results of accepting
the position,
especially if the
information will help
convince the reader
to adopt the opinion

Goal

Discover the truth

Promote an opinion
on a particular
position that is rooted
in truth

Propaganda

Offer political
advertising for a
particular position
that may distort the
truth or include false
information
Relies on emotions
and values to
persuade an audience
to accept a particular
position
Focuses on its own
message, without
considering other
positions
Relies on biases and
assumptions and may
distort or alter
evidence to make the
case
Ignores the
consequence of
accepting a particular
position

(1) In the poster, does Uncle Sam appear to be strong or weak? ____________________
(2) Is Uncle Sam shamefully hiding his eyes or confidently looking straight at you?
______________________________________________________________________________________
(3) Who is he pointing to? ___________________________________________________________
(4) What does he want you to do? _________________________________________________
(5) Who does Uncle Sam represent? How can you tell? _____________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Is this poster attempting to reason with its audience and persuade them with
evidence?
______________________________________________________________________________________
______________________________________________________________________________________

149

(7) Does it appeal to the viewers emotions? ________________________________________

(8) Does the poster consider anyone elses opinions? ________________________________
(9) Does it have a political agenda? _________________________________________________
(10) Does this poster use arguments, persuasion or propaganda? ___________________

150

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 74

Why People Smoke

As a former smoker, I've thought long and hard about why I reached for that first cigarette (in
my case when I was 14), and why so many others have too.
As a child in the 1950s, I remember acting out scenes from movies and TV programs. In
almost all of them, the heroes smoked. My brother and I would buy packs of candy cigarettes
to use as we played out our fantasy roles. It wasn't long before I craved the real thing. On
many levels I'm sure that I wanted to join those glamorous people beckoning me from the TV,
the movies, the billboards and the ads. The one visible thing uniting them - that ever-present
cigarette.
I bought my first pack, for 25 cents I believe, from a vending machine. I still remember the
thrill. I also remember the two years I spent quitting smoking in my mid-twenties, fighting
daily against the slowly diminishing cravings until they finally disappeared for good. This after
watching my father (a 5 pack a day man) die from cancer; and listening to the unrelenting
screams of patients in his cancer ward, where nurses told me that no amount of medication
could ease their suffering.
So what drove me to buy that first pack, then kept me using despite a foul taste in my mouth,
difficulty breathing when exercising, smelly clothes, etc.? The answer surrounds us. The
images are so common (coming at us from TV, movies, billboards, magazines, sports stadia,
etc.) that we pay them little conscious attention. But our unconscious is not so oblivious. It
instantly recognizes their implicit promise (attractiveness, excitement, power, health, success,
etc.), then links them to something readily available - that cigarette. Subtle but effective. By
smoking, our unconscious tells us, we can satisfy that urge for what otherwise would be either
unattainable or not easily attained. The images promise a lot, especially to those not quite
adults, but desperately wanting to be without quite knowing just how to go about it.
Research may just now be providing the beginnings of a scientific answer to the question I
posed in the previous paragraph. In mid December 2001, a group from Dartmouth Medical
School published results showing that 31.5% of teens with heavy exposure to movies
depicting smoking tried cigarettes; while only 4.9% of those without such exposure did so. A
press release published by UniSci.com summarized their paper. The authors published a
subsequent paper in the January/February 2002 issue of Effective Clinical Practice. In it
they report the percentage of teens who report trying smoking after being raised in homes
where attending R-rated movies is unrestricted (35%), is partially restricted (12%), is never
allowed (2%). They also report the percentage of those who report experimenting with
alcohol. That was 46% of those from homes where viewing R-rated movies was unrestricted,
16% of those from homes where viewing was partially restricted, and 4% of those from homes
never allowing such viewing.
If you are inclined to dismiss research such as that described above and call for "personal
responsibility", you might want to look at this Opinion piece, published August 9, 2002 in The
New York Times. In this article, screenwriter, cancer survivor and former smoker Joe
Eszterhas begs forgiveness for his part in seducing children into smoking. (A copy of Joe's
article can also be found at http://www.traditionalmountaineering.org/News_Smoking.htm.
To find out what else Joe has to say about smoking, health and the movies, click on this
Google search.).

151

On December 31, 2006, the Public Radio program To the Best of Our Knowledge broadcast an
hour titled No Smoking. It consists of interviews with authors and filmmakers who have
created books and films depicting (and sometimes satirizing) the role cigarettes play in our
lives. You may listen and read more about the hour and its guests via links at
http://www.wpr.org/book/061231a.html.
Maybe you're wondering why I chose to focus on advertisers' images rather than their words.
Words in advertising can be important, but it is images that dominate advertising real estate.
Advertising space is expensive, and advertisers don't waste it. Their message is always big
and bold, and usually designed to bypass reason. When you want to know what it is, you
must look at what takes up the space they buy (product placement in movies and on TV; as
well as traditional print, TV and radio advertising, and billboards). Usually that is pictures.
The words that count are big and bold too. When there, they reinforce the image. Small print
almost never counts. It may satisfy the law, but clearly does not effect the consumer; as
close to 40 years of Surgeon General's warnings on cigarette packages (and more recently on
advertising) prove.

(1) What is the author of this essay trying to convince you of? ______________________
______________________________________________________________________________________
(2) What arguments does he present to prove his point? Underline these points in
the article and then summarize them on the following lines.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How does the author appeal to your emotions? __________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Does he use arguments, persuasion or propaganda to do so? How can you tell?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

152

Messages in Advertising
Match each picture to its hidden message. Write the letter of the promise
next to the picture it represents.
Hidden promises:
a.
b.
c.
d.
e.
f.
g.

It
It
It
It
It
It
It

is feminine.
is exciting.
attracts women.
is masculine.
is liberating and empowering.
is sophisticated. (masculine slant)
is addictive.

______

153

_______

_______

154

_______

155

_______

_______

156

_______

(5) Which advertisements use propaganda to influence people? _____________________

(6) Which advertisements use persuasion to influence people? ______________________

157

Name: _______________________________________________________

Grade 6
Language Arts
Lesson 75

Date: ________________________________________________________

Good Things
Sit down, Johnny, and well start learning good things and not worry about grownup bad thoughts. Oh yes, she said when she sat down at her seat again, brimming
with happiness. I have a lovely surprise for you. Youre all going to stay overnight
with us. We have a lovely room and beds and lots of food, and well all tell stories
and have such a lovely time.
Oh, good, the children said.
breathlessly.

Can I stay up till eight oclock?

Well, as its our first new day, well all stay up to eight-thirty.
promise to go right to sleep afterward.

Mary asked

But only if you

The children all promised. They were very happy. Jenny said, But first we got to
say our prayers. Before we go to sleep.
The New Teacher smiled at her. Of course. Perhaps we should say a prayer now.
In some schools thats a custom, too. She thought a moment, and the faces
watched her. Then she said, Lets pray. But lets pray for something very good.
What should we pray for?
Bless Momma and Daddy, Danny said immediately.
Thats a good idea, Danny. I have one. Lets pray for candy. Thats a good idea,
isnt it?
They all nodded happily.
So, following their New Teacher, they all closed their eyes and steepled their hands
together, and they prayed with her for candy.
The New Teacher opened her eyes and looked around disappointedly. But wheres
our candy? God is all-seeing and is everywhere, and if we pray, He answers our
prayers. Isnt that true?
I prayed for a puppy of my own lots of times, but I never got one, Danny said.
Maybe we didnt pray hard enough. Perhaps we should kneel down like its done in
church.
So the New Teacher knelt and all the children knelt and they prayed very, very hard.
But there was still no candy.
Because the New Teacher was disappointed, the children were very disappointed.

158

Then she said, Perhaps were using the wrong name. She thought a moment and
then said, Instead of saying God, lets say Our Leader. Lets pray to Our Leader
for candy. Lets pray very hard and dont open your eyes till I say.
So the children shut their eyes tightly and prayed very hard, and as they prayed, the
New Teacher took out some candy from her pocket and quietly put a piece on each
childs desk. She did not notice Johnnyalone of all the childrenwatching her
through his half-closed eyes.
She went softly back to her desk and the prayer ended, and the children opened
their eyes and they stared at the candy and they were overjoyed.
Im going to pray to Our Leader every time, Mary said excitedly.
Me, too, Hilda said. Could we eat Our Leaders candy now, teacher?
Oh, lets, please, please, please.
So Our Leader answered your prayers, didnt he?
I saw you put the candy on our desks! Johnny burst out. I saw you. I didnt
close my eyes, and I saw you. You had em in your pocket. We didnt get them with
praying. You put them there.
All the children, appalled, stared at him and then at their New Teacher. She stood at
the front of the class and looked back at Johnny and then at all of them.
Yes, Johnny, youre quite right. Youre a very, very wise boy. Children, I put candy
on your desks. So you know that it doesnt matter whom you ask, whom you shut
your eyes and pray toto God or anyone, even Our Leaderno one will give you
anything. Only another human being. She looked at Danny. God didnt give you
the puppy you wanted. But if you work hard, I will. Only I or someone like me can
give you things. Praying to God or anything or anyone for something is a waste of
time.
(1) How did the teacher use propaganda to get her point across? ____________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Do you believe that the teacher made a good point or do you think she was
wrong? Why or why not?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

159

In some ways the teacher was correct. The children did pray to God and God did not
give them candy. But some of her reasoning was also wrong. Just because God did
not give the children candy does not mean that we cannot trust God to take care of
us and that we should only trust other human people.
The teacher believed in a fallacy. A fallacy is a belief that is wrong or incorrect. It
can also be an argument that is based on an incorrect belief. The teacher truly
believed that people should only trust other people and that they should not trust in
God, and she tried to help the children in her class to understand that. But just
because someone believes in something does not make it necessarily true.
Lets examine the following fallacious statements and see if we can figure out why
they are incorrect.
(1) I took an aspirin and prayed to God, and my headache disappeared. So God
cured me of the headache.
What really cured this person of their headache? ____________________________________
(2) We know that God exists because the Bible tells us so. And we know that the
Bible is true because it is the word of God.
Does God exist? _____________________________________________________________________
Is it true that the Bible tells us that God exists? _____________________________________
Is that the only reason we believe God exists? ______________________________________
The conclusion of this statement is true. We do know God exists because the Bible
tells us so, but the reasoning itself is faulty. The Bible is not the only reason we
believe this. We have plenty of other reasons.
What are some other reasons you can think of? _____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Ants can destroy a tree. Therefore this ant can destroy a tree.
Can one ant really destroy a tree all by itself? _______________________________________
(4) Cats are a form of animal based on carbon chemistry, dogs are a form of animal
based on carbon chemistry, so aren't dogs a form of cat?
What is wrong with this statement?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

160

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 76

The Pied Piper of Hamelin

Lesson 1

Read section I-IX, pages 6-47, then answer the questions.

Page 6
(1) When does this story take place? ________________________________________________
______________________________________________________________________________________
(2) Describe the town of Hamlin. ____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What are vermin? _______________________________________________________________
Pages 8-18
(4) What problems did the rats cause? ______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Page 20
(5) Where did the towns people go? ________________________________________________
Page 23
(6) What did the towns people demand of the Mayor? ______________________________
______________________________________________________________________________________
Page 25
(7) Is the Mayor able to come up with a plan? _______________________________________

161

Page 27 and 30
(8) Describe the Pied Piper. _________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(9) Do the towns people admire the pied Pipers strange dress or do they dislike it? _
______________________________________________________________________________________
Page 29
(10) What is the pied Piper able to do? How? _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(11) Why is he called the Pied Piper? What does pied mean? ____________________
______________________________________________________________________________________
______________________________________________________________________________________
Page 32
(12) What did the Pied Piper help the people of Cham to rid themselves of? _________
______________________________________________________________________________________
(13) What did he rid the town of Nizam of? __________________________________________
(14) What did the Pied Piper ask the people of Hamlin to pay him in exchange for
ridding them of their rats?
______________________________________________________________________________________
(15) What did the Mayor and the towns people promise him instead? _______________
Page 39
(16) What happened to the rats of Hamlin? __________________________________________
______________________________________________________________________________________
(17) Who escaped? __________________________________________________________________

162

Page 41
(18) What report did the escaped rat have to give to the rat in Rat-land? ____________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Pages 42 to 44
(19) How did the people of Hamlin react? ____________________________________________
______________________________________________________________________________________
Page 44
(20) What did the Piper ask for? _____________________________________________________

163

Name: _______________________________________________________

Grade 6
Language Arts
Lesson 77

Date: ________________________________________________________

The Pied Piper of Hamelin

Lesson 2

Read section X-XIII, pages 48-95, then answer the questions.

Page 48
(1) How did the Pied Piper react when the towns people refused to pay him what he
asked?
______________________________________________________________________________________
______________________________________________________________________________________
(2) What did he threaten to do? _____________________________________________________
______________________________________________________________________________________
Page 51
(3) What did the Mayor call the Piper? _______________________________________________
______________________________________________________________________________________
(4) What does ribald mean? ______________________________________________________
(5) What is an idle pipe? ___________________________________________________________
(6) What does vesture mean? _____________________________________________________
(7) What does piebald mean? ______________________________________________________
(8) Does the Mayor care if the Piper pipes to another fashion?

____________________

Pages 70 to 84
(9) How did the children of Hamlin respond to the Pipers playing? ___________________
______________________________________________________________________________________
______________________________________________________________________________________
Page 86
(10) Why were the towns people unable to stop the Piper? __________________________
______________________________________________________________________________________
______________________________________________________________________________________

164

Page 89
(11) Where does it appear the Piper is going to take the children at first? ____________
______________________________________________________________________________________
(12) Where does he take them instead? _____________________________________________
______________________________________________________________________________________
Page 91
(13) Did all the children go into the hollow mountain? _______________________________
(14) Who was left behind? Why? ____________________________________________________
______________________________________________________________________________________
(15) Was the boy happy or sad? _____________________________________________________
Page 95
(16) How does the lame boy describe the joyous land the Piper took the children
to?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Pages 41 and 95
(17) Compare and contrast what the rats heard from the Pied pipers song to what
the children heard. Why do you think they heard different things?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

165

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 78

The Pied Piper of Hamelin

Lesson 3

Read section XIV-XV, pages 97-104, then answer the questions.

Page 97
(1) What did the mayor offer to the Pied Piper if he would bring the children back? __
______________________________________________________________________________________
(2) Where did the Mayor send the message of his offer? _____________________________
______________________________________________________________________________________
(3) Did his offer procure any results? ________________________________________________
Page 101
(4) What was the exact date of the childrens disappearance? _______________________
(5) What was the street the children last walked on renamed? _______________________
______________________________________________________________________________________
(6) What punishment was given to people caught playing on a pipe or tabor [a small
drum]?
______________________________________________________________________________________
Page 103
(7) What was written on a column near the mountain cavern the children
disappeared into?
______________________________________________________________________________________
______________________________________________________________________________________
(8) Where else did they write this? __________________________________________________
(9) What rumor was heard about the possible location of the children? ______________
______________________________________________________________________________________

166

Page 104
(10) What lesson can be learned from this story? ____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(11) Do you think this is the main lesson or moral of the story or do you think there
is anything else to be learned?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

167

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 79

The Pied Piper of Hamelin

Lesson 4

Using the descriptions on pages 34, 35, 41, 52, 58 and 95, compare and
contrast what the rats heard from the Pied Pipers song to what the children
heard in the Venn Diagram below. (You may refer back to your answer to
question 17 in lesson 77.)

Rats

Both

168

Children

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 80

A Look Back
Poetry
Dramatic Poetry poetry about life or character by means of speech and action. This form
of poetry has flexible verse with rhyme and prose mingled in. It includes comedies, dramatic
histories and tragedies.
Lyric Poetry sing-able poetry or poetry that tells about an authors experiences, moods,
reflections (things he thinks about) or emotions
Narrative Poetry poetry that tells a story

Prose
~non-poetical writing~
Prose Drama a story meant to be acted out on the stage. The story may be fiction or nonfiction.
Prose Essay non-fiction writing that tells about life or any of lifes phases. This type of
writing may include biographies and autobiographies, history, personal life, travel, nature, art
and/or criticism.
Prose Fiction a narrative or story that is not real, but is instead a product of the
imagination. This would include fables, fantasies, folktales, legends, myths and/or science
fiction.
Prose Oration speeches or things written to be read in public to a crowd of people.
Prose Miscellaneous any non-poetical writing that does not fit into the other four
categories. This would include recipes and legal documents such as treaties.

169

Lets look back at some of the stories and poetry youve read. Write which of the
categories these stories and poems fall into. (Note: Some may fall into more than
one category.)
Page
147

Argument, Persuasion or Propaganda?

Title

144

Frederick Douglas

158

Good Things

142

Microscope

127

Mountain Reminiscence

138

One Race

130

Pigs in Space I

136

Predictable

145

Propaganda

135

Scrambled

132

Twhirimtea

161

The Pied Piper

151

Why People Smoke

170

Category

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 81

Check Your Summary

A summary provides a snapshot of a passage. It should include only details that
support the main idea.

Read the summaries. Circle the main idea of each summary. Then, underline the
detail that does not support the main idea.
(1) Household measuring tools are found in a variety of places. Thermometers are
found in water heaters, ovens and microwaves. Carpets keep your feet warm.
Measuring cups and spoons are in nearly every kitchen. Clocks can be found in
bedrooms, kitchens, and bathrooms.
(2) Rain forest plants are the topic of the article I read. Rain forests have animals,
like monkeys and sloths. Numerous flowering plants and vines grow on the forest
floor. Many of the trees grow to the heights of city buildings. Bromeliads are plants
that grow in the canopy of the rain forest.
(3) Computers have many uses. They are used to access the Internet. Their word
processing programs are used for reports, letters, and schoolwork. They are also
used for recreational and educational computer games. Computers even come in
many different colors.
(4) People believe in many superstitions. Some people are fearful of numbers, like
13. Others believe in lucky tokens like rabbits feet. Many people think that
superstitions are silly. Some people are certain that you will have seven years of
bad luck if you break a mirror.
(5) People react differently to anesthesia. Crying uncontrollably is one reaction.
Some people become sleepy for several hours after surgery. Anesthesia makes
surgery easy for people because they dont experience any pain. Another reaction is
becoming temperamental.
(6) Limited television-viewing time is important for students and families. It helps
students learn by providing more study time. Watching educational television is
better than watching horror shows. Less television viewing allows children to have
more time to exercise and play. It also gives families more time to interact.

171

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 82

Summary Focus
A summary focus statement is a single sentence that describes the topic of a
story.

Read the textual details for each summary.

best summary focus statement.

Then, circle the letter of the

(1) First, it costs almost a cent to make a cent. Counting and adding pennies takes
up a lot of time. Many people do not like having pennies take up space in their
pockets, wallets and purses.
a. This article tells that the government makes about 14 billion pennies each
year.
b. This article explains many reasons why people think that cents do not
make sense.
c. This article outlines the history of pennies.
(2) Banff National Park is located in Alberta, Canada. It is Canadas oldest national
park. Quebec, Canada, is home to the Mingan Archipelago National Park Reserve.
The archipelago is made up of 40 limestone islands and more than 1,000 granite
reefs and islets. Kluane National Park and Reserve in Yukon, Canada, is home to
mount Logan, Canadas highest peak.
a. The brochure describes and gives the locations of many Canadian national
parks.
b. The brochure describes Canadas historic sites.
c. The brochure describes Canadas 10 provinces and 3 territories.
(3) Salvador Dal was a famous Spanish artist. He was born in 1904 and lived until
1989. Dal, one of the greatest artists of the 20 th century, was a surrealist painter
who found fantasy to be an inspiration.
a. This book is about surrealist painters.
b. This anthology of biographies is about painters of the 1900s.
c. This biography is about Salvador Dal.
(4) Its blubber acts as an insulating layer. The blowhole acts as the whales nose.
The melon is the bulging forehead that cushions the beluga as it forces its way
through the ice.
a. This website explains the life cycle of the beluga whale.
b. This website explains the functions of the beluga whales different body
parts.
c. This website discusses the beluga whales eating habits.

172

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 83

Eyes on You
Each person in Azizas class was assigned to interview a professional and
write a summary of the interview. Aziza interviewed her optometrist, Dr.
Iris.
Read Azizas interview with Dr. Iris and answer the following
questions.
Aziza:

I am interested in finding out how to care for my eyes when they have
problems. What should I do if I get something in my eye? Rub it?

Dr. Iris:

Never rub your eye if there is something in it. You could scratch your
cornea. Pull your upper eyelashes out gently to lift your upper eyelid.
Pull it very gently over your lower eyelashes. This can cause the object
to fall out or your eyes to tear and wash out the object.

Aziza:

What if that doesnt work?

Dr. Iris:

Then, seek medical attention right away.

Aziza:

What if a chemical gets into my eye?

Dr. Iris:

Immediately flush your eyes with warm water, preferably from a faucet
but you may also use a cup. Do this for at least 20 minutes. See a
doctor or call the poison control center.

Aziza:

What should I do for a black eye?

Dr. Iris:

Get a cool, wet washcloth. Press it gently on the eye for about 15
minutes every hour. It is a good idea to have a doctor check the eye for
internal damage.

Aziza:

Okay, heres a gross one: what should I do if something cuts my eye or

gets stuck in my eye?

Dr. Iris:

The getting stuck is called penetration. If either of these things

happen, Do not flush your eye, try to take out the object, or put any
medicine on it. Gently cover the eye with gauze or a bandage and go
straight to the nearest emergency room.

Aziza:

Thank you, Dr. Iris. I learned a lot about caring for m eyes.

Dr. Iris:

Youre welcome, Aziza. It is important to take good care of your eyes.

You get only one pair. Be sure to have your eyes checked once a year.

173

(1) Help Aziza with her summary. List four things that Dr. Iris told her that she
could do when her eyes had a problem. Highlight words and phrases in the text that
support your answer.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What would be the best topic sentence for Azizas interview summary?
a.
b.
c.
d.

It is important to know what to do when your eyes have a problem.

See your eye doctor once a year.
You get only one pair of eyes.
Gross things can happen to your eyes.

174

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 84

Bamboo

When bamboo comes to mind, so do images of pandas and China. While this plant is
well known for its role in the life cycle of Chinas endangered pandas, it is now
becoming known for its own deterioration. Deforestation is threatening the habitats
of as many as half the worlds species of bamboo.
Bamboo has many interesting characteristics. Bamboo is a woody plant, but it is not
a tree. It belongs to the grass family. It is the fastest-growing plant on this planet.
One species can grow up to four feet in 24 hours. It grows more than 30% faster
than the fastest-growing tree. There are more than 1,200 species of bamboo.
Theyare divided by their rhizome, or root, structure into two main types. Sympodial
bamboos have clumps of roots and are commonly called clumpers; monopodial
bamboos have roots that are runners and are commonly called runners. Clumpers
tend to grow in tropical climates, while runners grow in temperate climates.

175

These fast-growing plants share a unique characteristic: they rarely bloom. Each
species blooms only once every 7 to 120 years, not every year like most plants.
Most bamboo of the same species bloom at approximately the same time. Usually,
the parent plant dies soon after flowering.
Bamboo is delicate when it emerges from the ground, but it becomes one of the
most hardy plants around. The plant craves water when it is first planted, but within
a year, it can be somewhat drought tolerant. It tolerates precipitation extremes
from 30 to 250 inches of rainfall per year. One grove of bamboo even withstood the
atomic blast at Hiroshima and within days sent up new shoots. It was the first
regreening in that devastated area.
Bamboo has many uses. It grows fast, with some types reaching a mature height in
just two months. India, China, and Burma have found that a grove of bamboo can
be harvested and make a profit in as little as 3 to 5 years. This is much better than
rattan, which takes 8 to 10 years to make a profit, and most softwoods, which are
generally grown in the United States and Canada and cannot be harvested for 10 to
20 years.
Bamboo is an excellent building material. It is pliable and one of the strongest
building materials. In fact, its tensile strength is greater than steels. Tensile
strength refers to how well a material resists breaking under pressure. Steel has a
tensile strength of 23,000 psi, while bamboos tensile strength is a superior 28,000
psi. Bamboo is also an excellent structural material for buildings in earthquakeprone areas. In fact, after the violent 1992 earthquake in Limon, Costa Rica, only
the National Bamboo Projects bamboo houses were left standing.
The history of electric lights started with bamboo. Thomas Edison used bamboo
during his first experiment with the lightbulb. He used a piece of carbonized bamboo
for the filament, or the part that glows to make light. It worked, and light was
produced.
Soil conservation is another use of bamboo. Because it grows and matures quickly,
it can be planted in deforested areas that have trouble with erosion. Its dense root
systems hold the soil in place. Bamboo can also be used to strengthen areas of land
that are prone to mud slides and earthquakes.
Bamboo is used to make many items that we use daily. Bamboo pulp is used to
make paper. It is also used to make paneling, floor tiles, briquettes for fuel, and
rebar to reinforce concrete beams. An antioxidant in pulverized bamboo bark helps
prevent the growth of bacteria and is commonly used as a
natural preservative, especially in Japan.
Pandas need bamboo; it may be essential to their survival.
Bamboo needs each of us. When we learn to use it to its
full potential, we will no longer have to watch it deteriorate
or fear that it will become endangered.

176

Write a summary of the passage.

each detail sentence fits the focus.

Craft your summary statement so that

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

177

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 85

Star Kaat
Lesson One

Book Title:_________________
Authors:___________________
__________________________
Copyright: _________________
Publisher: _________________
__________________________
__________________________
__________________________
Pages: ____________________

178

Read chapter 1, pages 1-18, then answer the questions.

(1) What happened to Jim Evans mom and dad? ____________________________________
______________________________________________________________________________________
(2) What happened to Jim after his parents died? ___________________________________
______________________________________________________________________________________
(3) Who is Elly Mae Brown? _________________________________________________________
______________________________________________________________________________________
(4) Who are Tiro and Mer? ___________________________________________________________
______________________________________________________________________________________
(5) What facts do you learn about Tiro and Mer? ____________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

179

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 86

Star Kaat
Lesson Two

Read chapter two of Star Kaat, pages 19-36, then answer the questions.
(1) Mrs. Dale feeds the stray cats but she does not take them into her house. What
sort of things is she worried about when Jim brings Tiro home and asks to keep him?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Describe Elly Maes house. _______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Why does Elly Mae have to take care of her Granny? ____________________________
______________________________________________________________________________________
(4) How do Tiro and Mer communicate? _____________________________________________
______________________________________________________________________________________
(5) What does Tiro mean by half-kin? ______________________________________________
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(6) Earth is known as the most violent and unhappy of worlds among the Kaats,
but what do the half-kin say?
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180

(7) Tiro describes the history of cats and humans. At first what was it like for cats?
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(8) Tell about the Egyptian goddess, Bast, and how people felt about cats in Egypt.
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(9) How did things change during the Middle Ages? __________________________________
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(10) Why have Tiro and Mer now come to Earth? ____________________________________
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(11) Are humans in danger form the Kaat people? __________________________________
(12) What is your opinion about how people treat animals? __________________________
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181

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 87

Star Kaat
Lesson Three

Read chapter three of Star Kaat, pages 37-52, then answer the questions.
(1) What did Jim hear on the news that made him worry for Tiro? ___________________
______________________________________________________________________________________
(2) Why is Elly Mae worried about her grandma? ____________________________________
______________________________________________________________________________________
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(3) What will happen to Elly if her grandmother is taken to the hospital? ____________
______________________________________________________________________________________
(4) How does Tiro pilot the space shuttle? ___________________________________________
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(5) How long have Kaats been capable of space travel? _____________________________
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(6) Why are the Kaats evacuating cats from Earth?
happen?

What do they believe will

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(7) Is Tiro pure Kaat? _______________________________________________________________
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182

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 88

Star Kaat
Lesson Four

Read chapter four of Star Kaat, pages 53-70, then answer the questions.
(1) What does Fledyi mean when he says that humans purr when facing one
another, unsheathing claws the while?
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(2) What kind of huge death machines do you think humans have built? ___________
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(3) What is the First Law of a scout? What does the law mean? _____________________
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(4) Why are humans no business of the Kaats? ___________________________________
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(5) Does Mer believe all humans are bad? ___________________________________________
(6) If Jims foster dad has to go to war, what will happen to Jim and his foster mom?
Why does this worry Jim?
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183

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 89

Star Kaat
Lesson Five

Read chapter five of Star Kaat, pages 71-86, then answer the questions.
(1) What happened to Elly Maes grandma? __________________________________________
______________________________________________________________________________________
(2) How does Jim feel when he hears this? __________________________________________
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(3) What does Elly Mae do to avoid going into foster care? __________________________
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(4) How does Jim try to help Elly Mae? ______________________________________________
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184

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 90

Star Kaat
Lesson Six

Read chapter six of Star Kaat, pages 87-103, then answer the questions.
(1) Why does Jim go out into the storm? ____________________________________________
______________________________________________________________________________________
(2) Elly Mae isnt worried about herself. She is worried about Mer instead. How does
she know Mer is in danger?
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(3) What do Elly Mae and Jim find when they crawl through the bushes at the park?
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185

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 91

Star Kaat
Lesson Seven

Read chapter seven of Star Kaat, pages 104-122, then answer the
questions.
(1) Why did the Kaats bring the children with them onto the shuttle? _______________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What do the leaders want Mer and Tiro to do with Jim and Elly Mae? _____________
______________________________________________________________________________________
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(3) What do Mer and Tiro do instead? _______________________________________________
______________________________________________________________________________________
(4) Why are Jim and Elly Mae happy? ________________________________________________
______________________________________________________________________________________
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Do you remember?
(5) What is the main setting of Star Kaat? __________________________________________
______________________________________________________________________________________
(6) What is the secondary setting? __________________________________________________
______________________________________________________________________________________
(7) A plot is a pattern of events or main story in a narrative or drama. Summarize
the plot of Star Kaat.
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186

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 92

Plotting Your Story

Travel through the sections below and choose one or several elements from
each. Then tell a story that utilizes all the elements chosen.
Problem:

Introduce Character(s)
Choose one or more characters.

In trouble:

girl
boy
animal
man
woman
idea
spirit
machine
thing
plant, etc.

Setting

Environment:

farm
village
otherworldly
city
mountains
forest
arctic
ocean
desert

Time:

olden
modern
future

187

Caught stealing
Told a lie
Saw or heard a
secret
Lost something
Been captured
Under a spell or
curse
Goes to forbidden
place
Finds forbidden
object
Has enemy
Is undervalued
Is unrecognized
Causes jealousy
Forgets something
Broke something
Does not like
something
Needs something
Needs to escape or
hide
Needs to rescue
someone
Needs to rescue
something
Needs to prove
worth

Inner Traits
Inner Traits That Cause
Original Trouble:

Conclusion

Is greedy
Dangerously curious
Doesn't follow advice
Is lazy
Is pessimistic
Is blindly in love
Is enraged & seeks
revenge
Is naive & trusting
Is clumsy
Is untrained
Lacks confidence
Is foolish

Is
Is
Is
Is
Is
Is
Is
Is
Is

Has helper
o Magical
o Non-magical
Is rescued
Is transformed
Discovers skill
Finds magic
Helps self:
o Exercises
cleverness
o Uses inner
traits
Journey undertaken to
obtain solution

Lives well
Passes luck or
reward on to others
Has positive impact
on the world
Offers wisdom

courageous
resourceful
imaginative
kind
generous
clever
loyal
strong
optimistic

Solution

Returns to original
setting new in some
way:
o Is rewarded
o Is wiser
o Is
transformed
o Comes with
gift or
treasure

End

Inner Traits That Aid

Solution:

188

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189

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190

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 93

Writing a Response to Literature - I

Now that youve had some fun writing a story, lets try to write something a little bit
more serious. Today you will begin your work of writing a serious response to
Literature in this case to the book you recently read: Star Kaat.
Lets begin by exploring the theme of Star Kaat. A theme is an implicit or recurring
idea (usually about the human condition) found in the story or literary work(for
example: what the characters and events in the story tell the reader it is important
to learn about life) and, in this case, you will be looking at the recurring idea about
the human condition found in Star Kaat.
Lets explore that theme now.
(1) Why were the Kaats in a race against time to rescue as many cats as they could
from the planet Earth?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) How did they believe humans would destroy themselves? ________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How had humans for thousands of years already been treating the other living
creatures on their planet, in particular cats?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What would you say the theme of Star Kaat is? _________________________________
______________________________________________________________________________________
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191

Theme is revealed by many elements in a story the characters, the setting, the
plot (action), the imagery and symbols, and the style of the writing.
(5) What is the setting of this story? _________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Why do you think the author chose this particular moment in human history or
time?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) What does the foster father say about war? ______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(8) What does Jim notice on television about war? ___________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(9) What does Tiro and the other Kaats believe about this time period for
humankind? What do the believe will happen? Do they think humans will survive?
______________________________________________________________________________________
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______________________________________________________________________________________
(10) Do the Star Kaats as a group care whether any humans survive or not? Why?
______________________________________________________________________________________
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______________________________________________________________________________________
(11) The Star Kaats have never tried to rescue or even contact their cat relatives on
Earth before even though they knew how bad things had become for them
throughout history. Why are they so anxious to do so now?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

192

(12) Tiro and Mer are interesting Kaats. At first they both strongly believe that ALL
humans are dangerous and deserving of the deadly fate that awaits them, but by the
end of the story they have changed their minds and end up adopting Jim and Elly
Mae, taking them away from the disaster about to fall upon their planet. Why do
Tiro and Mer change their minds?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
(13) What can be said about the way Elly Mae is living (where she lives and how she
survives)? Do you thin kit is right to be forced to live that way?
______________________________________________________________________________________
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______________________________________________________________________________________
14) What can be said about how Jim is living? Do you think it was right or wrong to
send Jim into foster care?
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(15) Do you think humans should do more to take care of each other? ______________
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193

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 94

Writing a Response to Literature - II

The opening paragraph: In your opening paragraph you must (1) name the title, (2)
identify the authors and (3) note the date the book was first published. You must
also (4) provide a brief (not detailed) overview of the plot, characters, and possibly
the setting.
Write your first paragraph now on the lines provided.
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194

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 95

Writing a Response to Literature - III

Now it is time to write the body of your response to Star Kaat. You must begin with
your (1) thesis. A thesis is a statement that affirms or denies something and is
supported by arguments. In this case, you must state the theme of the story Star
Kaat and why you agree or disagree with it. Present sounds arguments. Use
examples from the story specific passages and quotes to support your thesis.
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195

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196

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 96

Writing a Response to Literature - IV

Now it is time to write your conclusion. To do this will require a paragraph
summarizing the authors message (theme) and what you learned from the story.
You may also include key points and a final thought or statement.
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197

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 97

Writing a Response to Literature - V

Go back and edit your written response to Star Kaat. When you are satisfied with
what you have written, transfer your work to the computer and print it out.

198

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 98

Kupe and the Giant Wheke

Kupe was a rangatira, a great
fisherman who lived in Hawaiiki.
Surrounding
Kupe's
settlement
were the traditional fishing grounds
where Kupe and his tribe caught
their fish. When the moon and tides
were right, the fishermen headed
out to sea and always returned with
waka laden with fish of all colours
and sizes- gifts from Tangaroa and
Hinemoana which the whole tribe
celebrated. The people gathered at
the shoreline to greet them when
they returned, to divide the catch
so that each whanau had an even
share.
One morning when the fishermen lowered their lines at one of their favourite fishing
grounds, they didn't get the expected tug on their lines. Instead, when they pulled
their lines from the water, their bait had vanished. This continued through the
morning and into the day, and not one fisherman caught a single fish. This had never
happened before. Many of the tribe were upset when they returned. They secretly
accused the fishermen of disrespecting Tangaroa and therefore causing their
misfortune.
Once Kupe had considered the happenings of the day, a hui was called. The whole
island gathered around the evening fire to discuss the fate of their village. Kupe
firstly spoke of his respect for the sea, of Tangaroa and Hinemoana, and how they
had sustained their village since time began. Kupe also spoke of the fishermen who
had generously fed and looked after their tribe since he was a young man, and how
respected they were within the whanau. He committed himself to finding out exactly
what had happened.
Early the next morning, Kupe and the fishermen lowered their lines at their favourite
fishing grounds only to have their bait taken as had happened the day before. Kupe
tried reciting a karakia that would draw fish to his line, but when he pulled it from
the depths of the ocean, his bait was gone.
Kupe noticed a slimy substance covering his hook and recognised it as belonging to
an octopus. He knew it would be useless to continue fishing and ordered the others
to pull their lines from the water. Once more they headed back to shore empty
handed.

199

That evening Kupe set out to the other side of the island where a chief called
Muturangi resided. Kupe knew that Muturangi had a pet octopus renowned for its
huge size and influence in the sea world. Kupe described to Muturangi what had
been happening at their fishing grounds, stating that it was the work of an octopus.
He asked if perhaps Muturangi's pet could possibly know who was responsible.
Muturangi looked at Kupe and laughed, "I don't tell my pet when to eat or what to
eat. If it chooses to eat your bait or your fish for that matter, then that's what it
does." Muturangi asked Kupe to leave.
"Then I will slay your pet, Te Wheke o Muturangi, and it will never trouble my people
again," Kupe stated as he left.
"Unless it kills you first," was Muturangi's reply.
Kupe gathered his people and began to build a canoe, a large ocean going canoe,
which he called Matahorua. When the vessel was complete, Kupe stocked it with
supplies, readying it for a lengthy sea journey. Kupe's wife, Hine-te-Aparangi, their
whanau, and many warriors and fishermen from the tribe boarded the new canoe
and set out on their journey.
Kupe gathered his people and began to build a canoe, a large ocean going canoe,
which he called Matahorua. When the vessel was complete, Kupe stocked it with
supplies, readying it for a lengthy sea journey. Kupe's wife, Hine-te-Aparangi, their
whanau, and many warriors and fishermen from the tribe boarded the new canoe
and set out on their journey.
Te Wheke o Muturangi's tentacles broke the surface of the water first searching
blindly for food, each one of its arms much longer than Kupe's waka. A tentacle with
huge suckers gripped onto the side of their waka, threatening to capsize it. Kupe
grasped his mere and slashed at the tentacle, cutting a huge hunk from its flesh. The
wheke thrashed its arms in agony but Kupe struck out again. Te Wheke o
Muturangi's enormous head emerged from the sea looming over the waka, as the
warriors continued to attack the huge tentacle. Kupe pointed his mere at the wheke
and chanted a spell, ensuring it would never again be able to dive to the depths of
the ocean and hide.
Te Wheke o Muturangi was forced to flee across the surface of the sea. Kupe ordered
his warriors into their sailing positions and the chase was on. The chase continued
for weeks, across the vast Pacific Ocean. Kupe was running out of supplies and still
Te Wheke o Muturangi managed to keep a distance between them. Finally, one
morning Hine-te-Aparangi saw a long cloud in the distance, a sign that land was
near. Hine-te-Aparangi named the land, Aotearoa, land of the long white cloud.
Hine-te-Aparangi, Kupe, and the whole whnau were amazed by the beauty of the
new land they discovered. The stories they'd known as children of Maui fishing a
great land from the sea were true.
Kupe landed his waka on the east coast of Aotearoa. His people explored the new
land and gathered much needed supplies. Kupe took his dog, Tauaru, across land to
the Hokianga harbour. They left footprints in the soft clay while walking around the
shoreline. Over many years the footprints turned to stone and have remained there
to this day.

200

When Kupe returned, the pursuit resumed down the east coast of the North Island to
Rangiwhakaoma (Castle Point), where Te Wheke o Muturangi sought refuge in a cave
known as Te Ana o te Wheke o Muturangi.
Kupe realised the wheke was trapped, but because it was late in the evening, he
decided to wait for dawn before launching an attack. During the night Te Wheke o
Muturangi slipped, undetected, through the black water of the night and back out
into the open sea.
Kupe continued the chase, down the east coast until arriving at a huge open
harbour, Te Whanganui--Tara (Wellington Harbour). Kupe's whnau rested at the
head of the fish, as Kupe and his warriors continued on the wheke's trail.
Kupe sailed into Te Moana o Raukawa (Cook Strait), a turbulent and potentially
dangerous stretch of water between the North Island and South Island of Aotearoa.
Knowing the turbulent waters would be an advantage to the wheke, Kupe chased it
into the calmer waters of Totaranui (Queen Charlotte and Tory Sounds). Because of
the many waterways and islands around those areas the pursuit continued for many
days.
Kupe finally caught Te Wheke o Muturangi at the entrance to Te Moana o Raukawa
from Totaranui, and the great sea battle began. The wheke lashed out with its huge
tentacles at Kupe's canoe. Kupe and his warriors manoeuvred their canoe to avoid
being overturned. Bracing himself with his legs, Kupe struck at the tentacles with his
mere, but the giant wheke fought back, smashing another of its arms into the side of
the canoe causing a huge gaping hole in the hull. Kupe threw a bundle of gourds
overboard which the wheke mistook for a person and attacked. Kupe then jumped
from his canoe onto the back of the giant wheke and struck a fatal blow to its head.
Te Wheke o Muturangi was finally defeated.
The eyes of Te Wheke o Muturangi were placed on a rock nearby, which to this day is
called Ng Whatu (The Brothers).
During Kupes long absence, Hine-te-Aparangi and her whanau were worried that
Kupe had been slain by Te Wheke o Muturangi and would never return. Matiu and
Makaro, his two mokopuna, slashed their breasts with shells as a mark of mourning.
Their blood stained the rocks where they stood. These rocks are near the entrance to
Te Whanganui--Tara harbour, and are now named Pariwhero (Red Rocks).
Kupe did return safely to his whanau at Te Whanganui--Tara after successfully
defeating Te Wheke o Muturangi. They all travelled further up the west coast of Te
Ika a Maui (The North Island) naming many places as they went, finally settling in
the Hokianga to replenish their supplies and to ready themselves for their return to
Hawaiiki.
Te Wheke o Muturangi, which was thought of as a bad omen, had lead them to a
new land they now called Aotearoa, a land Kupe knew future generations would call
home.
This is the story of Kupe and the Giant Wheke.

201

(1) Who is the hero of this story? ____________________________________________________

(2) What three great accomplishments does Kupe become known for? _______________
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Across

Down

4. The first name given to New Zealand.

1. Kupes original home.

7. Atua of the sea.

2. Queen Charlotte and Tory sounds.

8. A great fisherman and a rangatira.

3. The name of Kupes dog.

10. Kupe and his people returned to Hawaiiki

from this place.

5. The coast where Kupe and his people first

landed.

11. Octopus.

6. Wheke.

12. The place where the Giant Wheke hid in

the cave.

9. Red rocks.

Kupe and the Giant Wheke may sound like a fictitious story and, while many
elements of it may have been exaggerated over time, the basic story itself appears
to be true.

202

Mori oral history names Kupe as the first explorer to discover New Zealand. He and
his companion, Ngahue, captained two sea-going waka (canoes), Matahorua and
Tawiri-rangi, and sailed south from Hawaiki to see what lay beyond the horizon.
The first sign of a major land mass was a
build up of white cloud in the distance.
Kupe's wife, Hine-te-aparangi, called out
"He ao he ao! He aotea! He aotearoa" ("A
cloud, a cloud! A white cloud! A long
white cloud!), and so the land was
named Aotearoa - 'Land of the long white
cloud'. After circumnavigating the North
and South Islands of Aotearoa, Kupe and
his crew returned to Hawaiki with
treasures such as preserved moa flesh
and pounamu (greenstone).
The story of Kupe's remarkable voyage,
and other such endeavours, were passed
on from one generation to the next
through storytelling and song. When
disputes and warfare disrupted life in
Hawaiki, several groups decided to leave
A greenstone fish hook.
their homeland and travel south to
occupy the land discovered by their
ancestor Kupe. A Massey University study of DNA taken from modern Mori confirms
this account.
(3) What is the difference between a myth and a legend? (You may have to use a
dictionary to look this up.)
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(4) In the story of Twhirimtea [lesson 64, page 132], did you read of a myth or a
legend?
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(5) In this story, Kupe and the Giant Wheke, were you reading a myth or a legend?
What makes you come to that conclusion?
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203

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 99

Haiku
Haiku means verse. It is a type of Japanese poetry dating back to the 1600s.
Haikus are traditionally written as one line instead of three. They consist of 17
syllables: 5, 7, and 5 per phrase. They usually contain a kigo (season word), which
symbolizes the season in which a poem is set. The poems focus on nature and the
place of humans in nature. Traditional haikus required a long period of learning and
maturing as a person.
In modern Haikus, the poem is split into three metric phrases, with one phrase per
line. Because of the differences in language, English haikus use much fewer syllables
to achieve the same effect usually about 10 to 14 syllables with no formal pattern.
Modern poets consider any subject matter suitable for a Haiku. Old Haikus avoided
some topics such as romance, sex and violence. Contemporary (modern) haikus
often deal specifically with those themes, emphasizing personal freedom and
pursuing an exploration of form and subject. Haikus are often regarded as an instant
form of verse that can be written by anyone.
Here is an example of a Haiku:
Japanese Haiku:

English Translation:

furuike ya
kawazu tobik omu
mizu no oto

old pond
a frog jumps
the sound of water

(1) Draw a line between each of the syllables of the English version. How many
syllables are in the poem above in English? __________________________________________
(2) Draw a line between where you think the syllables are in the Japanese version.
Are they 5, 7, 5? ____________________________________________________________________
(3) What difference do you notice between English syllables and Japanese? _________
______________________________________________________________________________________
(4) Now write your own haiku's. Try a traditional one, then write a modern one.
__________________________________________
__________________________________________
__________________________________________
__________________________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________

Haiku's are easy

but sometimes they don't make sense
Refrigerator

204

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 100

Comic Strip
Comic strips use words and pictures to convey a message. They can be used for
many different purposes. For example:

To make people laugh

To give directions
To warn of danger

Study these cartoons (see: http://www.gocomics.com/) carefully. Notice that

There is a BALANCE between the words and pictures.

MINIMUM WORDS are used for MAXIMUM MEANING.
DIRECT SPEECH is used.
EXPRESSIONS on characters' faces and their body language add meaning too.

Look at these faces. What are their expressions telling you?

Writing comic strips

1. Decide what you want to write about
2. Work out how many frames you will need by listing all the incidents. Rule up
the number of frames you will need.
3. Start drawing your comic. It's easiest if you draw the speech bubbles first,
and draw the pictures around them. It may take a few drafts to get it right draw quick sketches lightly in pencil.
4. Get feedback from a partner to see if the message is clear.
5. When you are satisfied with your draft, make it as attractive as
possible by adding colour.

205

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 101

Alice in Wonderland
Lesson 1

The next book you will be reading is called Alice in Wonderland and was written by a
man named Lewis Carroll. Before you begin reading, you are going to do an
investigation about the author and his wonderful book. Use the Internet to find the
answers to the following questions:
(1) What was Lewis Carrolls real name? _____________
______________________________________________________
(2) When and where was he born?
___________________
______________________________________________________
______________________________________________________
(3) Who was Alice Liddle? ____________________________
______________________________________________________
______________________________________________________
______________________________________________________
(4) When was Alice in Wonderland written? __________________________________________
(5) What comes to mind when you think about this time period? ____________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) What do you already know about the story Alice in Wonderland? _________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

206

(7) A pen name is a made-up name that an author sometimes uses for his books
instead of his own. Why do you think that some authors and actors choose to use a
different name?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(8) If you could have a pen name, what would it be? ________________________________
______________________________________________________________________________________

207

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 102

Alice in Wonderland
Lesson 2

Begin reading (or listening to) chapter one, Down the Rabbit Hole, of Alice
in Wonderland, pages 11-22, and then answer the questions.
(1) Did Alice fall into a dream or did something
fantastic actually happen to her? Use evidence
from the chapter to support your answer. ________
___________________________________________________
__________________________________________________
___________________________________________________
__________________________________________________
___________________________________________________
___________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
(2) Why did Alice chase after the white rabbit? ___
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

208

(3) What do you think Alice would say or do if she caught the white rabbit? _________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Are there things in real life that people chase that can be compared to the white
rabbit? How are they similar?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Why did Alice want to get into the small door? ___________________________________
______________________________________________________________________________________
______________________________________________________________________________________

209

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 103

Alice in Wonderland
Lesson 3

Read (or listen to) chapter two, The Pool of tears, of Alice in Wonderland,
pages 23-36, and then answer the questions.
(1) If you could temporarily grow larger or smaller, which would you choose? What
would you do?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Alice became frustrated because she was either too large or too small to get into
the garden door. Can you think of an experience when you have felt too old or too
young to do something that you wanted?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) From the surrounding information in the text, what might Ou est ma chatte
have meant?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Why was Alice's first interaction with an inhabitant of Wonderland (the mouse)
unsuccessful?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

210

In this chapter, you read Carrolls first parody of a poem, Against Idleness and
Mischief by Isaac Watts, that was popular in his time. A parody is a piece of music
or literature that copies the style of another composer or author in a humorous or
funny way. Lets compare the two poems.
Lewis Carrolls Parody:

Isaac Watts
Mischief:

Against

Idleness

How doth the little Crocodile

Improve his shining tail,
And pour the waters of the Nile
On every golden scale!

How doth the little busy bee

Improve each shining hour,
And gather honey all the day
From every opening flower!

How cheerfully he seems to grin,

How neatly spreads his claws,
And welcomes little fishes in
With gently smiling jaws!

How skillfully she builds her cell!

How neat she spreads the wax!
And labours hard to store it well
With the sweet food she makes.

and

In works of labour or of skill,

I would be busy too;
For Satan finds some mischief still
For idle hands to do.
In books, or work, or healthful play,
Let my first years be passed,
That I may give for every day
Some good account at last.
(5) What do the two poems mean? __________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) What makes this parody funny? _________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

211

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 104

Alice in Wonderland
Lesson 4

Read (or listen to) chapter three, A Caucus Race and a Long Tale, of Alice
in Wonderland, pages 37-48, and then answer the questions.
(1) What is a caucus? (You may need to look this up in the dictionary.) _____________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What does Carroll seem to be saying about politics in this chapter? ______________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Carroll later said that the dodo bird represents himself. If you were to place
yourself as a character in the race, what animal would you be?
______________________________________________________________________________________
______________________________________________________________________________________
(4) A pun is a play on words in which a word has two or more meanings. Identify
three puns in this chapter and write two meanings for each of them.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

212

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 105

Alice in Wonderland
Lesson 5

Read (or listen to) chapter four, The Rabbit Sends in a Little Bill, of Alice
in Wonderland, pages 49-64, and then answer the questions.

(1) Alice said she felt like she was in the middle of a fairy tale. What elements does
Alice in Wonderland have in common with fairy tales?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What is ironic about Alice's meeting with the puppy?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

213

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 106

Alice in Wonderland
Lesson 6

Read (or listen to) chapter five, Advice from a Caterpillar, of Alice in
Wonderland, pages 65-80, and then answer the questions.
(1) Who are you? How would you answer that question to the caterpillar's
satisfaction?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) How would you answer that question to your own satisfaction? __________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) How does the caterpillar help Alice? ______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Do you think the caterpillar was really able to read Alice's thoughts? _____________
(5) Prove that you are not a serpent. ________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

214

The Old Man

(Alice in Wonderland Parody)

You are old, Father William, the young man
said,
And your hair has become white;
And yet you incessantly stand on your head
Do you think, at your age, it is right?
In my youth, Father William replied to his
son,
I feared it might injure the brain;
But now that Im perfectly sure I have none,
Why, I do it again and again.
You are old, said the youth, as I mentioned
before,
And have grown most uncommonly fat;
Yet you turned a back-somersault in at the
door
Pray what is the reason of that?
In my youth, said the sage, as he shook his
grey locks,
I kept all y limbs very supple
By the use of this ointment one shilling the
box
Allow me to sell you a couple.
You are old, said the youth, and your jaws
are too weak
For anything tougher than suet;
Yet you finished the goose, with the bones
and the beak
Pray, how did you manage to do it?
In my youth, said his father, I took to the
law,
And argued each case with my wife;
And the muscular strength which it gave to
my jaw,
Has lasted the rest of my life.

The Old Man's Comforts and How

He Gained Them
By Robert Southey

"You are old, father William," the young man

cried,
"The few locks which are left you are grey;
You are hale, father William, a hearty old
man;
Now tell me the reason, I pray."
"In the days of my youth," father William
replied,
"I remember'd that youth would fly fast,
And abus'd not my health and my vigour at
first,
That I never might need them at last."
"You are old, father William," the young man
cried,
"And pleasures with youth pass away.
And yet you lament not the days that are
gone;
Now tell me the reason I pray."
"In the days of my youth," father William
replied,
"I remember'd that youth could not last;
I thought of the future, whatever I did,
That I never might grieve for the past."
"You are old, father William," the young man
cried,
"And life must be hast'ning away;
You are cheerful and love to converse upon
death;
Now tell me the reason, I pray."
"I am cheerful, young man," father William
replied,
"Let the cause thy attention engage;
In the days of my youth I remember'd my
God!
And He hath not forgotten my age."

You are old, said the youth; one would

hardly suppose
That your eye was as steady as ever;
Yet you balanced an eel on the end of your
nose
What made you so awfully clever?
I have answered three questions, and that is
enough,
Said his father; dont give yourself airs!
Do you think I can listen all day to such stuff?
Be off, or Ill kick you down-stairs!

215

(6) This is the poem Carroll is parodying. In Carroll's day children were expected to
memorize it. How are they different and similar? (Compare and contrast.)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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216

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 107

Alice in Wonderland
Lesson 7

Read (or listen to) chapter six, Pig and Pepper, of Alice in Wonderland,
pages 81-98, and then answer the questions.
(1) This chapter could easily be a "What's Wrong with this Picture." Make a list of the
things in the chapter "which do not belong." Pay attention to words and actions as
well as to objects.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Why wouldn't the footman let Alice in? ___________________________________________
____________________________________________________________________________________
______________________________________________________________________________________
(3) What does the Cheshire cat
teach Alice about wonderland?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

217

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 108

Alice in Wonderland
Lesson 8

Read (or listen to) chapter seven, The Mad Tea-Party, of Alice in
Wonderland, pages 99-113, and then answer the questions.
(1) At the tea party, Alice discovered that the very ordering principals of the
Universe are turned upside down in Wonderland. What is time and space in
Wonderland?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Why is a raven like a writing desk? ______________________________________________
______________________________________________________________________________________
(3) Is it better to know what needs to be done before you know how to do it, or to
know how to do it before you decide what is to be done? Write your own statement
with this kind of logic.
______________________________________________________________________________________
______________________________________________________________________________________
(4) Write a riddle. ___________________________________________________________________
______________________________________________________________________________________

218

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 109

Alice in Wonderland
Lesson 9

Read (or listen to) chapter eight, The Queens Croquet-Ground, of Alice in
Wonderland, pages 115-130, and then answer the questions.
(1) In this chapter Alice is reaches the Garden she has been searching for since the
first chapter. How is it different from what she was expecting? What Kind of place is
it?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) List the following in order of importance in Wonderland: Animals, People, Objects
______________________________________________________________________________________
(3) How has Alice changed since chapter one? Give an example to support your
answer.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Choose a sport you like. Write a paragraph describing how the characters of
wonderland would play that sport.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

219

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 110

Alice in Wonderland
Lesson 10

Read (or listen to) chapter nine, The Mock Turtles Story, of Alice in
Wonderland, pages 131-145, and then answer the questions.
(1) In the story, a mustard is referred to as a vegetable, animal, and mineral. What
is a mustard?
______________________________________________________________________________________
(2) Open any other novel or short story book, at random, and select a line of dialog.
Copy it here and then add this sentence: "And the moral of that is...." Then make up
a moral.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Choose one of the Mock Turtles classes from page 144. What would you expect
to learn in one of those classes?
______________________________________________________________________________________
______________________________________________________________________________________
(4) How are the Gryphon, Mock turtle, and Cheshire Cat different from other
creatures that Alice has met so far?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

220

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 111

Alice in Wonderland
Lesson 11

Read (or listen to) chapter ten, The Lobster-Quadrille, of Alice in

Wonderland, pages 147-160, and then answer the questions.
(1) What is a Quadrille? (Use a dictionary if needed.) ________________________
___________________________________________________________________
___________________________________________________________________
(2) Choose an animal from a different habitat than the lobsters. What would their
dance look like?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Write a song for your favorite food. (Include at least one verse and a chorus.)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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221

______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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222

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 112

Alice in Wonderland
Lesson 12

Read (or listen to) chapter eleven, Who Stole the Tarts?, of Alice in
Wonderland, pages 161-173, and then answer the questions.
(1) Compare and contrast the courtroom with the caucus race in chapter three.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Would you declare the knave innocent or guilty? Why or why not? _______________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

223

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 113

Alice in Wonderland
Lesson 13

Read (or listen to) chapter twelve, Alices Evidence,

Wonderland, pages 175-189, and then answer the questions.

of

Alice

in

(1) What personal quality of Alice leads to the resolution of the story? _______________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Were Alice's adventures in wonderland a dream or a nightmare? _________________
______________________________________________________________________________________
(3) What is your favorite quote from the book? ______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Summarize the story of Alice in Wonderland. ____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________

224

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 114

Writing for a Newspaper

Newspaper articles require a different style of writing from what is used when writing
a story. When writing a newspaper article, picture a triangle like the one shown.

The newspaper article has all of the important information in the opening paragraph.
This information includes who, what, when, where, why and how. It is written
this way because most people do not read an entire newspaper article all the way
through. So newspaper writers put the most important information at the beginning.
A typical newspaper article contains five (5) parts:
Headline:

This is a short, attention-getting statement about the

event.

Byline:

This tells who wrote the story.

Lead paragraph:

This has ALL the who, what, when, where, why and
how in it. A writer must find the answers to these
questions and write them into the opening sentence(s)
of the article.

Explanation:

After the lead paragraph has been written, the writer

must decide what other facts or details the reader
might want to know. The writer must make sure that
he/she has enough information to answer any
important questions a reader might have after reading
the headline and the lead paragraph. This section can
also include direct quotes from witnesses or
bystanders.

Additional Information:

This information is the least important. Thus, if the

news article is too long for the space it needs to fill, it
can be shortened without rewriting any other part. This
part can include information about a similar event.

225

Below is an example of a newspaper article:

Headline: High flying escape ends in death
Byline: By Robin Sloan
Lead paragraph: Icarus, son of the famous inventor, Daedalus, plunged into the
Aegean Sea and drowned while attempting to escape from the island of Crete early
yesterday afternoon. His body has yet to be recovered.
Explanation: Icarus and his father had made wings from wax and bird feathers they
had collected over the years while imprisoned on the island of Crete. They attached
the homemade wings to their arms and, using a flapping motion, lifted off from the
island shortly before noon. While making their escape, Icarus flew too close to the
sun. As a result, the heat melted the wax on his wings, which caused the feathers to
drop off. The wings collapsed and Icarus fell into the sea and drowned.
Additional Information: Daedalus, sobbing from the distant shore where he had
landed safely, said, My last words to Icarus before we left the island was to stay
close and not fly too high! He just didnt listen! Why didnt he listen to me?
Daedalus and Icarus had been held prisoner by King Minos on the island of Crete,
and had been forced to build a labyrinth at the palace of Knossos. It was known to
be the most difficult maze in the world to navigate successfully.
Now its your turn. Choose a topic, do your research and then write your own
newspaper article. When you are done, type you report up and use the online
newspaper generator and print out your article.
Use the following lines for taking notes:
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226

Headline: ____________________________________________________________________________
______________________________________________________________________________________
Byline: ______________________________________________________________________________
Lead Paragraph: _____________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Explanation: _________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Additional Information: ______________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

227

Cut out and paste your newspaper article here:

228

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 115

Synonyms
Synonyms are words that have the same meaning or nearly the same meaning.

Read each of the following. Choose the correct synonym.

(1) task
a.
b.
c.
d.

walked
perfect
job
absent

(5) permit
a. shallow
b. allow
c. endless
d. present

(2) compensate
a. leave
b. pay
c. allow
d. fire

(6) sequence
a. order
b. final
c. written
d. sense

(3) recall
a.
b.
c.
d.

sight
timber
remember
chapter

(7) prompt
a. tune
b. timely
c. late
d. enjoy

(4) thrive
a.
b.
c.
d.

succeed
send
listen
prepare

(8) assign
a.
b.
c.
d.

229

leave
careful
give
wonder

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 116

Matching Synonyms
Choose the word that is the most nearly the same in meaning as the list of
synonyms. A word should not be used more than once.
Word List

brisk
coarse
contaminate
cordial
custody

envelop
extend
fantastic
graze
industrious

inspire
pollute
preliminary
remit
restless

restriction
substitute
tradition
tranquil
visualize

(1) touch lightly, scrape, shave, rub, contact,

erode, ruffle, kiss, skim, feed, brush

(2) courteous, warm, nice, friendly, pleasant

__________________________________________

__________________________________________

(3) divine, feature, anticipate, apprehend,

imagine

__________________________________________
(5) keeping,
supervision

care,

charge,

guardianship,

(4) introductory,
opening, starting

beginning,

preparatory,

__________________________________________

(6) convention, practice, standard, folklore,

heritage, habit, custom, myth

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

(7) surround, cage, cloak, shroud, cover,

corral, invest, wrap, veil
(9)
alternate,
surrogate,
alternative,
exchange, expedient, refuge, replacement,
change, pinch, replace
(11) breathe, fire, encourage, stimulate,
inhale, influence, motivate, prompt
(13) vigorous, active, invigorating,
energetic, lively, bracing, stimulating

crisp,

(15) calm, restful, peaceful, quiet

(17) diligent,
energetic

productive,

busy,

active,

(8) stricture, check, limitation, bound, limit,

regulation, condition, restraint, stint
(10) send, excuse, condone, consign, pardon

(12) contaminate, poison, dirty, soil, foul,

stain
(14) gritty, rough

(16) spread, open, unfold, carry, grow, grant,

stretch out, expand, lengthen, offer, prolong,
draw out, fan, give, increase, proffer, draw
(18) dirty, spoil, taint, foul, pollute

__________________________________________

__________________________________________

__________________________________________

__________________________________________

(19) nervous,
agitated

uneasy,

fidgety,

jumpy,

(20) odd, remarkable, weird,

fictitious, foolish, unbelievable,
fanciful, antic, marvelous

230

bizarre,
strange,

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 117

How the People Came to Earth

My name is April.
I live with my
grandparents in the Cochiti (KOH-chitee) Pueblo near Santa Fe, New Mexico.
Pueblo (PWEB-loh) is a Spanish word
that mean village or town.
Our
Pueblo is very old. The Cochiti people
have lived on these lands for many
hundreds of years.
For me there is a special time at the end
of every day. After the work is finished
and I am ready to go to bed, my
grandmother and grandfather tell me
stories from the past. Sometimes they
tell about the legends of the pueblo
people.
Other times they tell about
things that happened in their own lives.
My grandmother likes to tell about when
she was a girl. She lived in a Tewa (TAYwah) pueblo to the north called San
Juan. She remembers autumn, a time
when her whole family worked together
to harvest and husk the corn crop. The
Corn came in many colors red and orange, yellow and white, blue and purple, and
even the deepest black.
Her family would sit in the shade of a ramada (rah-MAH-dah) built of cedar
branches. Sheltered from the hot sun, the workers would remove the husks from a
mountain of colorful corn. All the time they were working, they would laugh at
jokes, sing songs, and share stories.
My grandmother tells me there were always lots of children around her brothers
and sisters, their cousins and friends and they always had fun. My grandfather
tells how the boys would use their slingshots to hurl stones at the crows who came
too close to the corncobs that were drying in the sun.
As I listen to their stories, I can almost hear the sound of laughter as the children
play their games. I can smell the bread baking as the women prepare to feed their
families. I can see the mounds of corn, colored like the rainbow, drying in the sun.
When I was very young, my grandparents told me a legend about how our ancestors
found the place where we are living today, our pueblo along the Rio Grande River.
They call it How the People Came to Earth, and it is still one of my favorite tales.

231

A Pueblo Legend

Long, long ago, our people wandered

from place to place across the universe.
Their leader was long Sash, the star
that we call Orion. He was the great
warrior of the skies. Long Sash told his
people that he heard of a land far away,
a place where they could make home.
Because the people were weary of
wandering, they decided to follow Long
Sash on the dangerous Journey across
the sky to search for a new home. They
traveled on the Endless Trail, the river
of countless stars that we call the Milky
Way.
The way was hard for our people. Long
Sash taught them to hunt for food, and
to make clothing from the skins of
animals and the feathers of birds. Even
so, they were often hungry and cold,
and many died along the way. Long
Sash led them farther than any people
had ever gone before.
After a time, the people came to a vast
darkness, and they were afraid. But
Long Sash, the great warrior, believed
that were heading the right way, and
led them on. Suddenly, they heard a
faint sound of scratching. Then, as they
watched, a tiny speck of light appeared
in the distance. As they got nearer, the
light grew larger and larger. Then they
saw that it was a small hole leading to
another world.
When they looked through the opening,
they saw a little mole digging away in
the earth. Long Sash thanked the mole

232

for helping them to find their way out of

the darkness.
But the mole only
replied, Come in to our world. And
when you see the sign of my footprints
again, you will know you have found
your true home. The people saw a
cord hanging down from the hole and
they climbed up and went through into
the new world.
Once through the opening, Long Sash
saw Old Spider Woman busily weaving
her web. He asked permission to pass
through her house. Old Spider Woman
replied, You may come through my
house. But when you next see the sign
of my spiderweb, you will have found
your true home.
The people did not understand what Old
Spider Woman meant, but they thanked
her and continued on their journey.
Long Sash and his followers traveled to
many places on the earth. They found
lands of ice and snow, lands where the
sun burned and the air was dry, and
beautiful lands with tall trees and plenty
of game for hunting. In all of these
places, they searches for signs of the
mole and Old Spider Woman, but found
nothing.
Some of the people stayed behind in the
lands they discovered, but Long Sash
and most of the tribe kept going. They
kept searching for their true home.
Finally they came to a new land where
the seasons were wet and dry, hot and

cold, with good soil and bad. They found, here and there, small tracks that looked like
moles. They followed the tracks and found a strange looking creature, with ugly
wrinkled skin. The slow-moving animal carried a rounded shell on its back.
Long Sash was very happy when he saw the creature. Look! he said. He carries
his home with him, as w have done these many years. He travels slowly, just like
us. On his shell are the markings of the spiderweb and his tracks look just like
moles.
When our people saw the turtle, they knew they had found the homeland they had
traveled the universe to discover. And we still live on those same lands today.

233

My grandparents are storytellers who have brought the past alive for me through
their memories, through their language, through their art, and even through the food
we eat. I am thankful that they have given me this rich history. From them I have
learned to bake bread in an ancient way, to work with the earths gift of clay, and to
dance to the music of the Cochiti drums.
I am a pueblo child and I love to listen to my grandparents tell stories. From their
example, I learn to take what I need from the earth to live, but also how to leave
something behind for future generations. Every day I am learning to live in harmony
with the world. And every day, I am collecting memories of my life to share one day
with my own children and grandchildren.

Do You Remember?
(1) Was this story written in first, second or third person? ___________________________
(2) Where does April live? ___________________________________________________________
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(3) Whom is April being raised by? __________________________________________________
(4) What sort of stories do Aprils grandparents like to tell her? ______________________
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(5) Why are these stories important to her? _________________________________________
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Vocabulary Draw a line to match the English definition to these Spanish words:
(6) pueblo
(7) ramada
(8) tewa

a group of Pueblo people of northern New Mexico

Native American village that is made up of stone or adobe
buildings build one above the other
shed or tent

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Clarifying Ideas
(9) In the Pueblo legend, the Native people were at one time wandering from place
to place in the universe. Before the Pueblo people came to North America, do you
think they were really wandering around the universe or do you think there is
another explanation for their wandering? If so, what do you think that explanation
is?
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(10) The legend goes onto tell how difficult traveling was for the Pueblo people was,
how they suffered from hunger and cold and how many people died along the way.
Do you think this is a realistic portrayal of their journey to North America? Why or
why not?
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(11) The legend also speaks of a period in which the people were wandering in
darkness. What do you think this is a metaphor for? What do you think the moles
tunnel symbolized?
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(12) The Pueblo people traveled for a long time and saw many wonderful lands.
Along the way, some of the people, who were weary of moving from place to place,
left off from traveling and settled down in different areas. If you were among the
Pueblo people, would you have wanted to keep traveling or would you have wanted
to stop and settle down? Why or why not?
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(13) What did the turtle symbolize to the Pueblo people?
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(14) Compare and contrast the Pueblo legend How the People Came to Earth with
the Maori legend Kupe and the Giant Wheke [lesson 98, page 199]. How are the
legends alike? How are they different?
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 118

Use the Thesaurus

Use the thesaurus to write down synonyms for the following words:
(1) pickle ____________________________________________________________________________
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(2) fort ______________________________________________________________________________
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(3) depart ___________________________________________________________________________
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(4) orchestra ________________________________________________________________________
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(5) Why do you think the English language has so many synonyms for its words?
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237

Name: _______________________________________________________
Date: ________________________________________________________

Lost Car

238

Grade 6
Language Arts
Lesson 119

239

Answer the questions. Use the information from page 225 if necessary.
(1) What is the headline of this article? _____________________________________________
______________________________________________________________________________________
(2) What is the byline? ________________________________________________
(3) How can you contact the author? ______________________________________
(4) Who is this article about? ___________________________________________
(5) What is this article about? ___________________________________________
______________________________________________________________________________________
(6) When was the article written? ___________________________________________________
(7) Where did this event occur? ____________________________________________________
(8) Why did Eric King lose his car? Why could he not find it again? _________________
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(9) How did Mr. King get his car back? ______________________________________________
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(10) Explain or paraphrase what occur in your own words. _________________________
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(11) What additional information do we learn? ____________________________________
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(12) What newspaper did this article appear in? _____________________________________
(13) What page was the article found on? ___________________________________________

240

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 120

Mix and Match Prose Terms

Match the prose terms to its definition. If you are unsure of a meaning, look
it up in the dictionary.
(1) _______ plot

a. this is the authors message or idea

about life

(2) _______ structure

b. the writer of the novel (prose)

(3) _______ theme

c. the way the novel (prose) is written

(4) _______ characters

d. the events of the novel (prose) all of

the parts of the plot are interrelated

(5) _______ setting

e. these are disagreements or complications can be between individuals or

groups or within one person

(6) _______ conflict

f. where and when the events of the

novel (prose) took place

(7) _______ climax

g. an object which stands for an idea

(8) _______ novelist

h. the part of the novel (prose) where

the tensions come to a head

(9) _______ style

i. a part of the story which took place at

a much earlier time

(10) _______ symbol

j. the way the plot is put together the

organization of the novel (prose)

(11) _______ flashback

k. the people in the novel (prose)

(12) _______ narrator

l. the character chosen by the author to

tell the story

241

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 121

Acrostic Poems
Acrostic: a poem in which
special letters spell another word.

Panthers growl,
Orioles sing,
Eagles soar,
Monkeys swing.
See?

Most often,
the special letters
come at the beginning of each line.

Devoted,
On
Guard.

But

back-end
hello-wagging.

they may be placed

elsewhere, too.
Alphabet poems
are also a special type of acrostic,
called abecdearian acrostics.

Alphabet poems
Begin with A, B,
C and
Definitely
End with X, Y,
Z.

Acrostic rules:
(1) Acrostics are free-verse. That means they dont have to have a certain number
of beats per line and they dont need to have any rhythm.
(2) They may rhyme or not rhyme. The choice is up to the author.
(3) They must spell out a word or group of words as they descend.
(4) The first letter of each verse is the beginning letter of the first word of that line.
(5) The word is usually the subject of the poem.

242

Here are some wonderful examples of acrostic poems:

Dolphins In The Sea
By Emily

Friends

Painters

Friends always stick

together
Respect each other
Interact with each other
Enjoy playing with your
friends
Never hurt your friends
Do something together
Say kind things to your
friends

Painters always paint

Always draw
In every time
Never give up
Trying the best
Everyday always
Ready to draw
Something new

Garbage
By Bruce Lansky

Fall
author unknown

Darling
by Sondra Crane

Grounds (coffee)
Apple (core)
Rinds (mellon)
Banana (peel)
Anchovies (from a pizza I
wouldn't eat)
Grapes (too ripe to eat)
Emptying the stinking bag
(my job)

Falling temperatures
Autumn activities
Losing leaves
Leaving summer behind

Dearer to me than words

impart
Always in my thoughts
and heart
Right from the very start I
knew,
Love would always mean
just you.
In every dream I see your
face,
No one else can take your
place,
Go where I will, youll
always be,

Dolphin
Over board!
Lots of
People
Help
Dolphins
In the ocean but
Not everyone likes them
Some people kill them
I want to help them
Never not loved by me

By Tara, age 9

By Catalina, age 11

They do
Help
Each other sometimes
So very nice, sharks
Eat them as prey
Ahh! So mean!
So kind are dolphins.

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Write your own acrostic poem.

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244

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 122

Brothers of the Knight

(1) Author: _______________________________________________
(2) What are some facts you learn about the author? _____
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(3) Illustrator: _______________________________________________________________________
(4) What are some facts you learn about the illustrator? _____________________________
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(5) Who is the publisher and what is their information? ______________________________
______________________________________________________________________________________
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(6) Is this story told in first, second or third person? _________________________________
(7) Who is narrating the story? ______________________________________________________
(8) What story is Brothers of the Knight a parody of? ________________________________
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(9) Does this story seem realistic or unrealistic to you? Why? _______________________
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(10) Summarize Brothers of the Knight. _____________________________________________
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(11) Brothers of the Knight has a unique resolution to Reverend Knights problem.
What, specifically, is the problem Reverend Knight is having with his sons and how
does it get resolved?
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(12) One problem does NOT get resolved the worn out shoes. What do you think
the Knight family should do about the worn to threads, messed up, torn up, stinky,
dirty, tacky, jacked up shoes?
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246

Name: _______________________________________________________
Date: ________________________________________________________

Synonym Crossword Puzzle

247

Grade 6
Language Arts
Lesson 123

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 124

My Fathers Grandfather
and the Time Machine
Last week when the winter sky
was blue like a robins egg, we
rode a rickety train into the city.
The train went one way, and the
seats on it faced the other. So,
backwards we went, at forty
miles an hour, my fathers
grandfather and I rattling all
the way.
Will you hold my hand in the
city? Grandpa asked me. The
train wiggled and made us sway
from side to side. He whispered
in my ear, Im afraid of
alligators.
Well O.K., I said. But there
arent any alligators, and you know it. Now will you tell me why were going to the
city?
Were going back in time, my fathers grandfather said. Were taking a trip in a
time machine.
And thats all he would tell me until we finally stood on a checkered stone floor inside
a tall building. I was glad to be out of the cold, but why had we come in here?
There was nothing to see or do just a big, stone room that made my voice echo
when I talked.
O.K., wheres the time machine? I asked impatiently.
Grandpa looked at his watch and said, Close your eyes.
This is silly, I told him, but I closed my eyes. He led me somewhere by the hand
and then said, Open them.
I did, but I still didnt see a time machine just a few old people standing around in
a group. One old man was kneeling on the floor with a crowbar in his hand. He was
prying a heavy brass circle from the floor.
Whats he doing? I whispered to Grandpa.

248

Hes opening the time capsule, he

whispered back.
Is that like a pill for when youre
sick?
Very
funny,
grandfather said.

my

fathers

With a final grunt, the old man lifted

the brass circle from the floor. The
others applauded and sheered in
scratchy old voices. Then one of
them reached into the deep hole in
the floor that had been covered by
the brass circle and gently lifted out a metal box. Slowly the man opened it, and we
crowded around to see what was inside.
What a disappointment! There was just a bunch of old junk in the box.
Grandpa! You brought me here to see junk? I said a bit too loudly. Why would
anyone want to bury some junk in the floor?
The old people turned to stare at me, and I was a little embarrassed.
Young lady, one of the old men said to me. He wasnt smiling. People bury a
time capsule so that people who come after them, a long time after theyre gone,
can dig it up and learn what life was really like for them. What the world was like a
long time ago. A time capsule says: This is who we were. This is how we want to be
remembered.
Oh, I said. So, what do you put in a time capsule?
Everyday things, the old man replied, wiping his nose with a large, wrinkled
handkerchief.
Like a handkerchief?
And why not? Ordinary things. Not-so-ordinary things. Anything that will last a
while. Not what you ate for lunch today. Id hate to be the one to dig up your tuna
fish sandwich a thousand years from now.
I had peanut butter for lunch, I said.
The old man smiled.
I turned to Grandpa. How do you know when its time to dig it up, Grandpa? The
time capsule, I mean.
Sometimes its whenever people think its time, he said. Or when somebody
notices its there after years of not noticing. But, sometimes, the time capsule tells
you when to open it.

249

And this one? I asked.

Theyre going to tear this
building down, he said. So,
nows the time to open the
capsule, dont you think?
Whats the number on the side
mean?
Thats the year the capsule
was buried. Seventy-six years
ago.
The old people were busy
looking through the items in the
box.
We looked over their
shoulders.
There was an old machine in it.
Grandpa told me it was a
radio Some newspaper clippings and x-ray of somebodys lungs. Grandpa explained that x-rays and radios
were pretty new in 1915. There was also a shoe in the box but not the kind you
see every day a horseshoe! There were a few other things in the time capsule, but
I was most interested in a photograph that Grandpa had pulled from the bottom of
the box.
See the kid in the round
glasses and the short pants?
he said, pointing to a boy in the
photo.
Pretty nerdy! I said.
Did
everyone dress like that?
Watch what you say about
your
grandpa,
he
said,
laughing.
Grandpa! You put that photo
in the time capsule!
Thats
your
great-greatgrandma Maggie, standing next
to me, he said, pointing to the
tall, skinny woman in the photo. Id never seen a picture of her before. Shes was
my fathers grandfathers mother. And theres your great-uncle Schuyler. He was
my oldest brother. I guess, he continued, some of these people here with us today
are the sons and daughters of people who put things in the time capsule. Im
probably the only one old enough to have been around then!

250

Howd you get to put something in the capsule? I asked him.

Well, they had a contest in the newspaper. I had to write, in twenty-five words or
less, what Id put in the time capsule if I got the chance, and why.
And you were one of the winners! What did you say, Grandpa?
It was so long ago Well, I think I said, I want to put a photo of me and my
brother and our mom in the time capsule, so that seventy-six years from now I can
bring my beautiful great-granddaughter here and show her how funny I mean
nerdy we looked.
Grandpa, did you really say that?
Of course, he said.
No, you didnt! Thats more that twenty-five words.
Grandpa just grinned.
When we got home from the city that day, I decided I wanted to bury a time capsule
of my own. Grandpa said he would help me. It would be fun deciding what to put in
it. How did I want to be remembered? What things would show best what its like to
live in the year 1991? How long would it be before someone found it? What would
the world be like then?
Mom said it would be O.K. to dig a hole in the yard as long as I didnt dig up her
rosebushes.
Think It Over
(1) Who was the narrator of this story? ______________________________________________
(2) The narrator used the word old repeatedly in the telling of this story. Was
there another word she might have used instead? Use the thesaurus to find other
words the narrator could have used.
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(3) Remember that a plot is the pattern of events in a story. What is the plot of this
story?
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______________________________________________________________________________________
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(4) How would this story have been different if the little girl had seen her father open
his time capsule instead of her great-grandfather?
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(5) A theme is the main idea that runs throughout the story. It appears in every
part of the plot. What is the theme of My Fathers Grandfather and the Time
Machine? How do you know?
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(6) What is the setting of this story? _________________________________________________
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(7) If the author had chosen a different time period (such as during the height of the
rule of ancient Rome) that the story would have been different? Why or why not?
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(8) How do you think the author feels about old people? How can you tell? ________
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252

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 125

Ancient Central America

Seven hundred years ago, Cahokia was a thriving center for the vast trade network that criss-crossed North America. Now its just a
ruin, but 700 years ago it probably looked something like this painting and was home to about 20,000 residents. Some scholars believe
that Cahokia was connected to the great civilizations to the west and to the south. This paper is mostly about the civilizations in
Central and South America, but it should be pointed out to students that pyramid cultures were also abundant in North America. Later
supplements will cover the civilizations of the southwest including Mesa Verde.

Pyramid Cultures of Ancient Central and South America

Agriculturists led the way to stability, cities and science

The ancient civilizations of the Americas were far ahead of the rest of the world
when it came to farming. Because of their knowledge and skill in planting,
hybridizing, irrigating and caring for food crops, they were able to develop cities long
before Europeans did. Although most students learn more about Egypt, Greece and
Rome than they do about Native America, if you travel to the ancient metropolis of
Teotihuacan (or Chichen Itza, Uxmal, Tumal, or hundreds of others) in Mexico,
Guatamala and Belize; or to ancient places in South America like Machu Pichu in
Peru, you may be amazed that so little attention is given to these wonders in most
school books.

253

Agricultural advancements allowed groups of people to stay in one place with a

constant supply of food. Advancements in protecting seed by means of waterproof
baskets and pots also added to the security of traveling traders and city dwellers as
well, and one of the outcomes of this security was that large populations of robust,
healthy people worked together, and created cities like Teotihuacan.
About 5,500 years ago, people got very serious
about cultivating corn in Mexico. Nobody knows
how long people had already been growing corn on
a smaller scale there, but by the year 3,500 B.C.,
the
people
had
already
developed
major
agricultural
technology
in
Central
America,
especially Mexico. This is a picture of a modern
Mayan farmer who continues to use these skills.
However, cultivated corn was not the only thing
that these folks lived on; and farming was not the
only thing they did. They also hunted, fished,
traded and gathered foods from the wild.
By 2000 B.C. (about 5000 years ago), the native people of Central America were
also cultivating squash and beans which supply protein and other nourishing
vegetable elements to their diets, as well as avocados which are an excellent source
of fat and oil, and chilis (peppers) which are full of vitamins. They soaked their corn
in lime water which added calcium to peoples diets, and they thrived on that famous
combination of corn and beans which, when eaten together, provide yet another
protein, lysine. Think about tacos!

254

They took time for sports too. Scholars tell us

that the Mayans invented the first organized
team sport. They invented the rubber ball, as
well as the original ball and goal team game
similar to lacrosse, shinny, and other
soccer/football/ basketball type games.
The players wore elaborate helmets and
protective padding. The game was played on
special courts, and spectators watched from
the sides. The goal was to knock the ball
through a hoop built into the side of the
playing court.

Native people from Central America also invented

the hammock. Many traditional Mayan people still
use hammocks in their homes instead of European
style beds.
Very far away, in South America, an entirely different group of Quechua people in
Peru, whom the Spaniards mistakenly called Inca, developed medical procedures like
successful cranial surgery called trepanning. They invented surgical tools made of
crystal, gold and bronze. They also developed the silver crowns used in dental work
and some cures for diseases. They used anesthetic made from the coca plant, from
which modern Novocain is derived.

How cultures misperceive each other.

Ancient people in Central America had written languages and mathematics. Most of
the ancient Mexican Mayan books (called codices - one book is called a codex) were
burned in the 1500s by superstitious Spanish missionaries who thought Mayan
science to be of the Devil. However, some Mayan codices still exist. Modern day
Mayan scientists and archaeologists are happy to share their knowledge with visitors
to the amazing ancient pyramid cities. Their findings are very different from tourist
brochures based in Spanish colonial superstitions. For instance, Mayan artists
created sculptures depicting a Jaguar with a Serpent coming out of its mouth. The
Spaniards thought it looked like a monster vomiting snakes and believed that the
books and art of the Mayans were of the Devil and needed to be destroyed.
Mayans, on the other hand, intended something sacred. Mayan scholars themselves
tell us that the Jaguar represents the sacred eternal creative power of the Creator:
the huge skies, the vast oceans, the wild hurricanes, the precious summer rains;
that is, Nature. The Serpent represents Knowledge, understanding, wisdom, eternity,
life after death. Like a modern cartoon that represents a character talking with the
words enclosed in a balloon over the characters head, Mayan people showed
someone speaking by showing a representation of his thoughts proceeding out of his
mouth. When the ancient Mayan Itzas (holy scholars) created sculptures of

255

Knowledge proceeding from the mouth of Nature, they were honoring Science. The
ancient Mayans were telling us that Knowledge of Nature gives us Science.
When they carved representations of skulls on the
stone walls of Chichen Itza, they were honoring the
scientists who lived and worked in that pyramid city
as astronomers, engineers, architects, herbalists,
agriculturists and doctors. The stone skulls were not
meant to be scary; they were something like the
carved sculptures of the busts and heads of Galileo
and Copernicus that decorate todays universities.

Cultural misunderstanding goes both ways.

Some Native people of the Americas were horrified when they saw a Spanish crucifix,
which depicted a man being crucified. They were even more horrified when they saw
Europeans taking Holy Communion: eating the flesh and drinking the blood of their
Savior. Now, of course, both European and Native American people understand each
other better.
Many people ask the question: why did the Mayans vanish? They didnt vanish at all,
although they did abandon the metropolis style of living for the more manageable
village style, probably after long seasons of drought and crop failure. Scholars used
to say that this represented failure of Mayan societies; but some scholars now feel
that it actually represents success in terms of adaptability and survival beyond
natural climate changes.
Today over six million Mayan people live in Southern Mexico, Central America and
the United States. Many have college degrees in Mayan archaeology, and they are
adding to our collective knowledge today, doubly armed with agile memories (oral
tradition) and college learning. Most of these people speak at least two languages: a
European language and one of the remaining 24 Mayan languages.

256

Review lesson 13 (page 36), then create an outline for Ancient Central
America.
I. The Introduction __________________________________________________________________
A. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
B. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
C. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
II. The Body _________________________________________________________________________
A. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
B. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
C. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________

257

3. _____________________________________________________________________
III. The Conclusion __________________________________________________________________
A. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
B. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
C. ____________________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

258

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 126

My Shadow

By Robert Louis Stevenson

I have a little shadow that goes in and out with me,

And what can be the use of him is more than I can see.
He is very, very like me from the heels up to the head;
And I see him jump before me, when I jump into my bed.
The funniest thing about him is the way he likes to grow
Not at all like proper children, which is always very slow;
For he sometimes shoots up taller like an india-rubber ball,
And he sometimes gets so little that there's none of him at all.
He hasn't got a notion of how children ought to play,
And can only make a fool of me in every sort of way.
He stays so close beside me, he's a coward, you can see;
I'd think shame to stick to nursie as that shadow sticks to me!
One morning, very early, before the sun was up,
I rose and found the shining dew on every buttercup;
But my lazy little shadow, like an arrant sleepy-head,
Had stayed at home behind me and was fast asleep in bed.

259

(1) Who is the author of this poem? _________________________________________________

(2) What story did you read at the beginning of the year that was also by this
author?
______________________________________________________________________________________
(3) What is the rhyme scheme in this poem? ________________________________________
(4) How does the rhythm affect the tone of this poem? ______________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) How many beats per line are there? _____________________________________________
(6) How does the author describe shadows? _________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) What metaphors are used to aid his description? ________________________________
______________________________________________________________________________________
______________________________________________________________________________________

(8) Does the author include any facts about shadows? If yes, what are they? _______
______________________________________________________________________________________
______________________________________________________________________________________

260

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 127

A Life on the Ocean Wave

by Epes Sargent

A life on the ocean wave,

A home on the rolling deep,
Where the scattered waters rave,
And the winds their revels keep!
Like an eagle caged, I pine
On this dull, unchanging shore:
Oh! give me the flashing brine,
The spray and the tempest's roar!
Once more on the deck I stand
Of my own swift-gliding craft:
Set sail! farewell to the land!
The gale follows fair abaft.
We shoot through the sparkling foam
Like an ocean-bird set free;
Like the ocean-bird, our home
We'll find far out on the sea.
The land is no longer in view,
The clouds have begun to frown;
But with a stout vessel and crew,
We'll say, Let the storm come down!
And the song of our hearts shall be,
While the winds and the waters rave,
A home on the rolling sea!
A life on the ocean wave!
(1) What is the rhyme scheme in this poem? ________________________________________
(2) Read this poem aloud. What does the rhythm remind you of? ___________________
(3) How does the author feel about sailing on the open sea? How do you know? ____
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

261

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 128

Reading With Emotion

Showing emotion is important when you read aloud. Nothing is more boring than a
dry, toneless, emotionless delivery. But when you inject emotion into your reading,
the material comes alive! If you show emotion and enthusiasm, your audience will
be feel that too. Such emotion holds the interest of your listeners and can even
rouse them to action.
Try reading these samples aloud. Show the appropriate emotion when you read
them. Dont be afraid or embarrassed to really get into the reading.
Passion and Grief
"Come back! come back!" he cried, in grief,
"Across this stormy water;
And I'll forgive your Highland chief,
My daughter! O, my daughter!"
Plaintive
I have lived long enough: my way of life
Is fallen into the sear, the yellow leaf:
And that which should accompany old age,
As honor, love, obedience, troops of friends,
I must not look to have.
Calm
A very great portion of this globe is covered
with water, which is called sea, and is very
distinct from rivers and lakes.
Fierce Anger
Burned Marmion's swarthy cheek like fire,
And shook his very frame for ire;
And--"This to me!" he said,-"An 't were not for thy hoary beard,
Such hand as Marmion's had not spared
To cleave the Douglas' head!
Loud and Explosive
"Even in thy pitch of pride,
Here, in thy hold, thy vassals near,
I tell thee, thou 'rt defied!
And if thou said'st I am not peer
To any lord in Scotland here,
Lowland or Highland, far or near,
Lord Angus, thou hast lied!"

262

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 129

Coffee
The coffee tree is a native of eastern Africa, but it
was in Arabia that it first became known to the
people of Europe, and until about the year 1700 A.
D. that country afforded the entire supply.
Then the coffee seeds found their way to Java, by
means of some traders, and one of the first plants
grown on that island was sent as a present to the
governor of the Dutch East India Company, who
lived in Holland.
It was planted in the Botanical Gardens at
Amsterdam, and in a few years seeds taken from it
were sent to South America, where the cultivation
of coffee has steadily increased, extending to the
West Indies, until now the offspring of this one
plant produce more coffee than is obtained from all
the other plants in the world.
The plant is an evergreen, and is from six to
twelve feet high, the stem being from ten to fifteen
inches in diameter. The lower branches bend down when the tree begins to grow old, and
extend themselves into a round form somewhat like an umbrella; and the wood is so pliable
that the ends of the largest branches may be bent down to within two or three feet of the
earth.
The bark is whitish and somewhat rough. A tree is never without leaves, which are at small
distances from one another, and on almost opposite sides of a bough. Blossoms and green and
ripe fruit may be seen on the same tree at the same time. When the blossom falls off, there
grows in its place a small green fruit, which becomes dark red as it ripens.
This fruit is not unlike a cherry, and is very good to eat. Under the pulp of this cherry is found
the bean or berry we call coffee, wrapped in a fine, thin skin. The berry is at first very soft,
and has a bad taste; but as the cherry ripens the berry grows harder, and the dried-up fruit
becomes a shell or pod of a deep brown color.
The berry is now solid, and its color is a translucent green. Each shell contains two seeds,
rounded on one side and flat on the other. The seeds lie with the flat sides together, and, in
one highly prized variety, the two seeds grow together, forming one: this is known as the pea
berry. When the fruit is so ripe that it can be shaken from the tree, the husks are separated
from the berries, and are used, in Arabia, by the natives, while the berries are sold.
The young plants are inserted in holes from twelve to eighteen inches deep, and six or eight
feet apart. If left to themselves, they would grow to the height of eighteen or twenty feet; but
they are usually dwarfed by pruning, so that the fruit may be easily got at by the gatherer.

263

Thus dwarfed, they extend their branches until they cover the whole space about them. They
begin to yield fruit the third year. By the sixth or seventh year they are at full bearing, and
continue to bear for twenty years or more.
Before the berry can
be used, it undergoes
a process of roasting.
The
amount
of
aromatic oil brought
out in roasting has
much to do with the
market
value
of
coffee, and it has
been found that the
longer the raw coffee
is kept, the richer it
becomes
in
this
peculiar oil, and so
the more valuable.
But after the coffee is
roasted,
and
especially after it is
ground, it loses its
aroma rapidly.
Arabia produces the celebrated Mocha, or "Mokha," coffee, which is the finest in the world; but
little or none of the best product is ever taken out of that country. The Java coffee from the
East Indies is next prized, but the best quality of this kind is also quite difficult to obtain, and
many, therefore, prefer the finest grades of Rio coffee from South America to such Mocha and
Java as can be had in our country.

264

SHOW YOU KNOW

(1) What country first supplied coffee? ______________________________________________
(2) How did the plant come to be grown in other countries? _________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Describe the plant. ______________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What is said of the fruit? _________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) How are the plants cultivated? ___________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) What is said about the roasting of coffee? _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) What are the three principal kinds of coffee used, and how are they valued? _____
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

265

VOCABULARY
Match the words to their definitions:
Answer

Vocabulary Word
(8) afforded

Definition
(a) yielded, produced

(9) aromatic

(b) descendants, however remote, from, the

stock

(10) offspring

(c) easily bent

(11) pliable

(d) permitting the passage of light

(12) pruning

(e) trimming

(13) translucent

(f) containing aroma, fragrant

LITERARY ANALYSIS
(14) Was this written in first, second, or third person? _______________________________
(15) What is the theme of this essay? ______________________________________________
(16) Do some research on chicory and write a short report. Answer the following
questions in your report: How is chicory like coffee and how is it different? Why
would someone want to drink chicory instead of coffee? Compare how coffee and
chicory benefit the consumer (drinker) and contrast how they harm the consumer.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

266

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

267

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 130

A Look Back
Poetry
Dramatic Poetry poetry about life or character by means of speech and action. This form
of poetry has flexible verse with rhyme and prose mingled in. It includes comedies, dramatic
histories and tragedies.
Lyric Poetry sing-able poetry or poetry that tells about an authors experiences, moods,
reflections (things he thinks about) or emotions
Narrative Poetry poetry that tells a story

Prose
~non-poetical writing~
Prose Drama a story meant to be acted out on the stage. The story may be fiction or nonfiction.
Prose Essay non-fiction writing that tells about life or any of lifes phases. This type of
writing may include biographies and autobiographies, history, personal life, travel, nature, art
and/or criticism.
Prose Fiction a narrative or story that is not real, but is instead a product of the
imagination. This would include fables, fantasies, folktales, legends, myths and/or science
fiction.
Prose Oration speeches or things written to be read in public to a crowd of people.
Prose Miscellaneous any non-poetical writing that does not fit into the other four
categories. This would include recipes and legal documents such as treaties.

268

Lets look back at some of the stories and poetry youve read. Write which of the
categories these stories and poems fall into. (Note: Some may fall into more than
one category.)
Page
211

Title
Against Idleness and Mischief

Category

206

Alice in Wonderland

260

A Life on the Ocean Wave

253

Ancient Central America

245

Brothers of the Knight

262

Coffee

243

Darling

231

How the People Came to Earth

238

Lost Car

248

My Fathers Grandfather and the

Time Machine

258

My Shadow

215

The Old Mans Comforts and How

He Gained Them

269

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 131

I Am a Dancer
Read the book I Am a Dancer and answer the questions.
Title: _____________________________________________________________
Photographer:
____________________________________________________
Publisher: ________________________________________________________
___________________________________________________________________
(1) Was this book written in first person, second person or third person? ____________
(2) Who is the author of this book? __________________________________________________
(3) How old is Eva? __________________________________________________________________
(4) Does it surprise you that a child can be an author? Why or why not? ____________
______________________________________________________________________________________
______________________________________________________________________________________
(5) What is Evas life like? ___________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Does Eva seem happy with her life? Explain your answer. _______________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

270

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 132

Prose Essay
Prose Essay non-fiction writing that tells about life or any of lifes phases. This type of
writing may include biographies and autobiographies, history, personal life, travel, nature, art
and/or criticism.

Lets review prose essay:

Prose essay falls into the category of non-fiction. Define non-fiction. ________________
______________________________________________________________________________________
______________________________________________________________________________________
What eight categories of literature fit into prose essay? ______________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What is similar about all these categories? ___________________________________________
______________________________________________________________________________________
What is criticism? ____________________________________________________________________
______________________________________________________________________________________
Why does criticism fall into the category of prose essay? ____________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

On the following page, match the categories to the correct excerpt:

271

Answer

Category
(1) art

Example

(a) I believe that these kind of article about light-skinned

and dark-skinned Blacks feed the divisions fostered by
slave owners to more easily control their property. I
personally feel that it is long past time we, as a people, to
put this useless dialogue to rest! Albino through highyellow through dark chocolate, we are a beautiful people!

(2) autobiography

(b) To gain energy for its mad maneuvers the roadrunner

has a dark patch of skin on its back that serves as a solar
panel. At sunrise it erects its feathers to expose this patch
to the suns rays. When the bird is up to temperature, it
speeds after lizards or snakes, which it spots with its keen
eyesight.

(3) biography

(c) For hundreds of years, church leaders from the east

and west worked together peacefully despite their
differences. However, the differences between their ideas
continued to grow. In time the differences led to a split
within the Christian Church. In the 1000s Christians in the
east broke away from the rest of the church and formed
what became known as the Eastern Orthodox Church. As a
result, eastern and western Europe were completely
divided.

(4) criticism

(d) As your baby grows, nursings will become less

frequent, and their time and location can be chosen on the
basis of convenience and privacy. If your toddler is old
enough, you can reason with him about appropriate ways
to request to nurse Arrange your nursings in a way that
makes them less noticeable, or limit nursings to a secluded
area of your home.

(5) history

(e) Animals my look complicated to draw because they are

all different shapes. You can draw animals more easily if
you break them down into simpler shapes, such as circles
and triangles.

(6) nature

(f) The Bay of Islands offers a fine chance to see pelagic

birds by boat. An excellent launch trip is the daily fourand-a-half-hour cream run that leaves Russell at 9.20 am
and Paihia at 9.45 am, heading far enough out among the
islands to encounter a wide variety of Pacific sea birds.

(7) personal life

(g) A lot of people stopped to watch me having my picture

taken. I guess its kind of unusual to see a ballerina
outdoors in full costume! The purple blossoms are wisteria.
My grandmother Popo used to paint them because they
were her favorite flower. Whenever I see wisteria, I think
of her.

(8) travel

(h) That day of the race, October 15, 1796, dawned fine
and clear. Within a dozen miles of Brookfield everyone
goldsmiths, blacksmiths, barber-surgeons, wigmakers,
clockmakers, hatters made all sorts of excuses to close
shop. Master Morgan dismissed school at noon. And Miller
Chase, in a burst of generosity, let Joel take the afternoon
off.

272

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 133

Prose Fiction
Prose Fiction a narrative or story that is not real, but is instead a product of the
imagination. This would include fables, fantasies, folktales, legends, myths and/or science
fiction.

The categories of prose fiction are not quite as easy to differentiate as those
belonging to prose essay. In fact, many of these types of stories seem to blend
elements of one category with those of another, but the basic definition of each
category should fit into one of these below:
Fables: A fable is a short animal tale, most often told or written with a moral tagged
on in the form of a proverb.
Fantasies: The fantasy genre actually covers a very broad area. It can include
anything that involves magic, wizards, witches, or fantastical creatures such as
brownies, faeries, dragons, and orcs. It often includes talking or intelligent animals.
Folktales: A folktale is a story that comes from a certain culture. These stories were
usually created a long time ago and come from other countries. Folktales do not
usually have an author. They are passed down orally most of the time, and some
folktales are centuries old.
Legends: A legend is a narrative that people tell as a true story. Sometimes the
details are difficult to confirm, but usually the story names people and identifies
locations. The person telling the story usually does not claim to be an eyewitness to
the events, but heard it from someone who knows someone who heard it from
someone who was really there... Legends often contain a moral or a lesson and are
told to uphold the values of the community. They often involve supernatural or
religious elements.
Myths: A myth is a made-up story that explains the existence of a natural
phenomenon such as where thunder comes from or why snow falls from the sky.
Science Fiction: Science fiction is a form of fiction, which deals principally with the
impact of actual or imagined science (and/or technology) upon society or individuals.
Sometimes the characters involved are not even human, but are imagined aliens or
other products of Earth evolution.

On the following page, match the categories to the correct excerpt:

273

Answer

Category
(1) fable

(2) fantasy

(3) folktale

Example

(a) In the beginning this was nonexistent. It became

existent, it grew. It turned into an egg. The egg lay for
the time of a year. The egg broke open. The two halves
were one of silver, the other of gold. The silver one
became this earth, the golden one the sky, the thick
membrane (of the white) the mountains, the thin
membrane (of the yoke) the mist with the clouds, the small
veins the rivers, the fluid the sea.
(b) With Dorothy hard at work the Witch thought she would
go into the courtyard and harness the Cowardly Lion like a
horse; it would amuse her, she was sure, to make him
draw her chariot whenever she wished to go to drive. But
as she opened the gate the Lion gave a loud roar and
bounded at her so fiercely that the Witch was afraid, and
ran out and shut the gate again.
(c) I am Nicodemus, said the robot.
He was an ordinary robot, a household service robot, the
kind that back on Earth would be a butler or a valet, or a
cook or errand boy.
There was no mechanical
sophistication about him; he was just a sloppy, slat-footed
piece of junk
How are you feeling now? [Nicodemus asked.]

(4) legend

(5) myth

(6) science fiction

Confused, said Horton.

(d) A Hare one day ridiculed the short feet and slow pace of
the Tortoise, who replied, laughing: "Though you be swift
as the wind, I will beat you in a race." The Hare, believing
her assertion to be simply impossible, assented to the
proposal; and they agreed that the Fox should choose the
course and fix the goal. On the day appointed for the race
the two started together. The Tortoise never for a moment
stopped, but went on with a slow but steady pace straight
to the end of the course. The Hare, lying down by the
wayside, fell fast asleep. At last waking up, and moving as
fast as he could, he saw the Tortoise had reached the goal,
and was comfortably dozing after her fatigue.
Slow but steady wins the race.
(e) Jupiter, angered at the evil ways of humanity, resolved
to destroy it. He was about to set the earth to burning, but
considered that that might set heaven itself afire, so he
decided to flood the earth instead. With Neptune's help, he
caused storm and earthquake to flood everything but the
summit of Parnassus, where Deucalion and his wife Pyrrha
came by boat and found refuge. Recognizing their piety,
Jupiter let them live and withdrew the flood. Deucalion and
Pyrrha repopulated the world by throwing stones behind
them; each stone became a person.
(f) Once long ago in a faraway kingdom there lived a great
tsar who had three sons. When it came time for them to
marry, the tsar called the princes to his side and said:
"String your bows with the strength of ten men, and shoot
an arrow as far as you can into the heart of Russia.
Whoever finds your arrow shall be your bride."

274

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 134

How to Catch a Pink Elephant

Let it be known that, in this world, there are three types of elephants.
There's your ordinary, run-of-the-mill, typical gray elephant. Doesn't
matter if he's African or Asian, one tusk or two, he's still a gray elephant.
And that there's the first kind. There's also another kind, the blue elephant.
Ain't very many folks has seen a blue elephant, and that's a surprise. Ya
see, anybody can catch a blue elephant. They don't run, they don't squeal, they just stand
there and look blue. And that's the second type. And then there's the third type. That's the
pink elephant. Now there's lotsa people who's said they've seen a pink elephant, but there
ain't that many people that really have. Them's the rarest, and they hide deep within the
jungles, farther in than even the elusive blue elephant. And nobody, nobody has ever caught a
pink elephant. 'Cept me. And I'm gonna tell you how.
Ya see, the trick is knowing their secrets. Everybody knows gray elephants like peanuts. Well,
pink elephants are just as nuts about raisins, only worse. When a pink elephant finds himself a
raisin, he just goes nuts with joy. Ain't nothing happier than a pink elephant eating a raisin,
'cept a pink elephant eating a bunch of raisins. So the first trick to catching a pink elephant is
to make yourself a raisin pie, only you put just three raisins in it. Just three. Make up that
pretty little pie, and once it's done, don't worry about letting it cool. Just run down outta your
house, jump in a rowboat, row across the ocean to Africa, hop outta the boat, up on the
shore. Then you go through gray elephant territory, then blue elephant territory, but you don't
stop there, 'cause anybody can catch a blue elephant. You go through blue elephant territory
until you get to pink elephant territory. Once there, find you a great big tree (they like to walk
near great big trees), put your raisin pie on one side, and go hide behind the other, and wait.
Now, eventually, one of them pink elephants will come along, happy as you please, minding
his own business. Don't worry; he'll find that pie quicker than you can say deoxyribonucleic
acid. He'll stop, get a funny look on his face, then start sniffing the air. Once he picks up on
the scent, he'll follow it sure as a heat wave in July to your raisin pie. When he finds it, he'll
squeal and dance with glee, and eat that pie all up. He'll be the happiest little pink elephant
every did see. And once he's done, he'll head off, happy as a flea on a dirty old dog, 'cause he
got himself a raisin pie.
Now, once he's eaten that pie and run off, grab up the empty pie plate, run out of pink
elephant territory, through blue elephant territory. But you don't stop there, 'cause anybody
can catch a blue elephant. Run out of blue elephant territory, back through gray elephant
territory, down to the shore, hop in your row boat, row back across the ocean, get out of your
row boat, run back to the house and bake you a second raisin pie. Now, in this raisin pie, don't
put in three raisins. Only put in two. Just two raisins. That's all you need.
Once you've made up that second pie, run down outta your house, jump in
a row boat, row across the ocean, hop outta the boat, up on the shore.
Then you go through gray elephant territory, then blue elephant territory,
but you don't stop there, 'cause anybody can catch a blue elephant! You go
through blue elephant territory until you get to pink elephant territory.
Once there, find yourself that self-same tree, put your raisin pie on one side, and go hide
behind the other, and wait.
Now, soon enough, that pink elephant is going to come back by there. He found himself a
raisin pie, didn't he? Well, maybe he'll find himself another. And, sure enough, there's your
second raisin pie. He'll be so ecstatic he'll be beside himself. Don't worry, you don't have to

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feed two pink elephants. He'll collect himself and go and get him a mess of that pie. He'll start
chowing down on that pie... and then he'll notice there's only two raisins in it. Now, he'll think
this is rather odd, since that last one had three raisins in it, but he won't get mad. He'll quaff
that pie on down and go whistling on his way, happy that he got himself two raisin pies in a
single day.
Now, once he's done, grab up the empty pie plate, run out of pink elephant territory, through
blue elephant territory, but you don't stop there, 'cause anybody can catch a blue elephant!
Run out of blue elephant territory, back through gray elephant territory, down to the shore,
hop in your row boat, row back across the ocean, get out of your row boat, run back to the
house and bake you a third raisin pie. Now, in this raisin pie, don't you dare put in two raisins!
Only put in one. See the pattern?
Once you've made up that third raisin pie, run down outta your house,
jump in a row boat, row across the ocean, hop outta the boat, up on the
shore. Then you go through gray elephant territory, then blue elephant
territory, but you don't stop there, 'cause anybody can catch a blue
elephant! You go through blue elephant territory until you get to pink
elephant territory. Once there, find yourself that very same tree, put your raisin pie on one
side, and go hide behind the other, and wait.
Now, eventually, that very same elephant will come tooting along, like before. Pink elephants
are very predictable about their paths, especially if there's the chance of finding a raisin pie
along it. And, sure enough, there's another raisin pie! He'll hop and dance in ways you never
thought that much mass could move. Now he might be a bit cautious, 'cause there was only
two raisins in that last pie, but eventually his lust for raisins will overcome him, and he'll
attack that pie like a wolverine in your underwear. By the time he's done with it he's gonna be
a little miffed. After all, here's a wonderful raisin pie, but it's only got one raisin in it! But a
raisin is a raisin, and that ol' pink elephant will still be satisfied.
Now, once he's done and gone, grab up the empty pie plate, run out of pink elephant territory,
through blue elephant territory, but you don't stop there, 'cause anybody can catch a blue
elephant! Run out of blue elephant territory, back through gray elephant territory, down to the
shore, hop in your row boat, row back across the ocean, get out of your row boat, run back to
the house and bake you another, final raisin pie. And in this pie you put...? That's right, no
raisins. Not a single wrinkly one.
Grab that final raisin pie, run down outta your house, jump in a rowboat,
row across the ocean, hop outta the boat, up on the shore. Then you go
through gray elephant territory, then blue elephant territory, but you don't
stop there, 'cause anybody can catch a blue elephant! You go through blue
elephant territory until you get to pink elephant territory. Once there, find
yourself that very same tree, put your non-raisin raisin pie on one side, and go hide behind
the other, and wait.
Once again, right as rain, here he comes that big ol' pink elephant. Now, remember, he's
kinda ticked off right now, having just eaten a raisin pie with only one raisin in it, but once he
smells that fourth pie you made, he'll forget all about it. He'll dive over to that tree and
descend on that pie like vulture on some road kill. He's a eatin', he's a eatin', he's a eatin'...
and only when he's done does he realize there aren't any raisins in that raisin pie! That pink
elephant will get himself hopping mad, so mad he'll turn himself blue...
... and anybody can catch a blue elephant!

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(1) How did the grammar in this story look to you? __________________________________
______________________________________________________________________________________
(2) How did the punctuation look to you? ____________________________________________
______________________________________________________________________________________
(3) Was everything spelled correctly? ________________________________________________
(4) Why do you think the author did not stop to fix all his mistakes? _________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) Do you think the author had fun writing this story? How can you tell? ___________
______________________________________________________________________________________
______________________________________________________________________________________
(6) At first glance, it might seem like this story is still in its rough draft stage, but if
you read it through again you will realize that the author intentionally wrote it this
way.
Every author has their own style of writing called a voice. What is a voice and how
do you get one? Notice how one writer explained it: You have to let go when
writing. You cant force it, plan it, rationalize it, make it up, or contrive or
manipulate it. You MUST, instead, allow yourself to write, to drop in into your
story, your fiction writing totally absorbed by it to such an extent that the house
could be burning down around you and you would fail to notice were your father,
mother, sister, brother, husband or wife not beating down the door and screaming.
Once you master losing yourself, not paying attention to the words you are writing,
but living the story moment by moment, the words streaming from your fingers
through the keyboard onto the screen, then and only then, once you wake up, once
the trance has completed itself, can you read back and begin to be able to literally
hear and recognize your style and voice [A storys voice] carries the tone,
attitude and presentiment, registering a specific articulation unique to the story in
the readers mind
Describe the voice of this story. _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) What category of fiction is this? __________________________________________________
(8) (Pretending this were a true story) do you think the author really caught a pink
elephant as he claimed to have done in the beginning of the story?
______________________________________________________________________________________

277

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 135

Do you remember from the last lesson how one author described writing as
something that cant be forced? Do you remember that he encouraged other authors
to lose themselves in their writing and to stop paying attention to the words they
are putting down? Perhaps that might seem easy if one is writing a story of fiction,
but what if you are asked to write a non-fiction piece. Is it still possible to lose
yourself in that manner? Can you still inject your voice into the essay?
Let us look at a fictional story of one young lady who did just that:

Susies Composition
Susie Smith came home from
school one day, and had no
sooner entered the sitting
room than she burst into
tears. "What is the matter,
my dear child?" said her
mother,
drawing
her
daughter to her side and
smiling.
"O mother, matter enough,"
sobbed Susie. "All our class
must bring in compositions
to-morrow morning, and I
never, never can write one.
We must write twelve lines at
least, and I have written only
a few words after trying
nearly all the afternoon. See
what work I have made of it!"
Mrs. Smith took the rumpled,
tear-stained paper which
Susie held in her hand, and glanced at what she had written. In a careful hand she
had tried to write upon three themes: "Time," "Temperance," and "Industry."
"Time is short. We should all improve our time." "Temperance is a very useful thing."
"We should all be industrious if we wish to do anything in the world." These
sentences were all she had written.
"Now," said Susie, "I can't think of another word to say upon any of these subjects,
and I know I shall have to go to school without a composition, for I won't be so
mean as to copy one from a book, or to ask you or papa to write one for me."

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"That is right, my dear," said her mother. "You will be far happier with a poor
composition, if it is all your own, than with a fine one written by somebody else. But
cheer up. You have not begun right--you have been trying to write upon subjects
that you know nothing about. Run into the garden and play. I will call you in half an
hour."
"But my composition," began Susie.
"Don't think about your composition while you are gone," said Mrs. Smith, "but have
as pleasant a time as you can."
It seemed but a few minutes to Susie before she heard her mother's voice calling
her. She went into the house at once--her hands full of sweet flowers, and her
cheeks rosy with exercise.
"Now, Susie," said her mother, "I want you to sit by the window with this nice sheet
of paper and a pencil, and write something about what you can see."
"But my composition, mother," said Susie; "when shall I begin that?"
"Never mind your composition, my dear; do this to please me, and we will talk about
that by and by."
Susie thought her mother's request was a strange one; but she knew that she
always had a good reason for everything she did: so she took the paper and pencil,
and sat by the window.
"Do not talk to me at all," said her mother. "Look out of the window, and then write
down your thoughts about everything you see."
Susie could not help laughing, it seemed such a funny thing to be doing. As she
looked out, she first saw the western sky and some bright, sunset clouds. "O
mother!" she exclaimed, "what a splendid sunset!"
"Don't talk," said her mother, "but write."
"I'll write about the sunset, then," said she, and the pencil began to move rapidly
across the paper. In a few moments she said, "Mother, shall I read you what I have
written?"
"No, not now," answered her mother; "I am going into the dining room. You may sit
and write until I return."
As Susie went on writing, she became very much interested in her occupation, and
for a time forgot all about the dreaded composition. She wrote about the sunset
clouds, the appearance of the distant hills, the trees, the river, the garden with its
gay flowers, and the birds flying past the window.
Just as she had reached the bottom of the page, her mother came in. "Well, Susie,"
said she, with a smile, "how does that composition come on?"

279

"Composition!" exclaimed Susie; "you told me not to think about my composition,

and I have not thought of it once; I have had such a nice time writing about what I
could see from the window."
Mrs. Smith took the paper and read aloud what Susie had written:

"I am sitting on a low seat at the bay window, one half of which is open, so
that I can smell the sweet flowers in the garden. The sky is all bright with
sunset; I can see purple, and pink, and golden. I do not believe that anyone on
earth has a paint box with such lovely colors in it.
"I can see one cloud, far above the rest, that looks like a ship sailing in the
blue sea. I should like to sail on a cloud, if it would not make me dizzy. Now,
while I have been writing, the clouds have changed in color and form, but
they are just as beautiful as they were before.
"The green hills are tipped with light, and look as if they were wearing
golden crowns. I can see a river a great way off, and it looks quite still,
although I know it is running as fast as it can to get to the ocean.
"The birds are flying past the window to go home and take care of their
little ones. I am glad the birds are not afraid to live in our garden, and to
build nests in our trees.
"Our garden is full of flowers--pinks, lilies, and roses. Mother calls this the
month of roses. My birthday will come in a week, and we can have all the
flowers we wish for wreaths and bouquets."

"There, Susie," said Mrs. Smith, "that is a very nice composition, indeed."
"A composition!" exclaimed Susie, "is that a composition?"
"Yes, my dear, and a very good one, too," replied her mother.
"When it hasn't even a subject?"
"We can find one for it, and I do not doubt it will please your teacher, as it does me.
You see, my dear," continued her mother, "that it is easy enough to write if you have
anything interesting to write about."
The next morning Susie copied her composition very neatly, and started to school
with a happy heart, saying, as she gave her mother a kiss, "Just think how funny it
is, dear mother, that I should have written so long a composition without knowing
it."

280

Did You Understand?

(1) What is a composition? (Use a dictionary to find the definition.) _________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Why was Susie so troubled? _____________________________________________________
______________________________________________________________________________________
(3) Why could she not write about "Time," "Temperance," or "Industry"? ____________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What did her mother have her do? _______________________________________________
______________________________________________________________________________________
(5) What did Susie write? ___________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Did Susie pay attention to what she was writing? ________________________________
(7) Was she living the story moment by moment? __________________________________
(8) Does her writing reflect her thoughts and feelings and, thus, have a voice? ______
______________________________________________________________________________________
(9) Was it a composition? ___________________________________________________________
(10) Did she know, at the time, that it was? _________________________________________
(11) What fault did she find with it? _________________________________________________
______________________________________________________________________________________
(12) Can you give her composition a proper subject? ________________________________
______________________________________________________________________________________

281

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 136

Washing the Cat

1. Put both lids of the toilet up and add 1/8 cup of pet shampoo to the
water in the bowl.
2. Pick up the cat and soothe him while you carry him towards the
bathroom.
3. In one smooth movement, put the cat in the toilet and close both lids.
You may need to stand on the lid.
4. The cat will agitate and make ample suds. Never mind the noises that
come from the toilet; the cat is enjoying this.
5. Flush the toilet three or four times. This provides a power wash and
rinse.
6. Have someone open the front door of your home. Be sure that there
are no people between the bathroom and the front door.
7. Stand behind the toilet as far as you can, and quickly lift both lids.
8. The cat will rocket out of the toilet, streak through the bathroom, and
run outside where he will dry himself off.
Both the commode and the cat will be sparkling clean.
Sincerely,
The Dog

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Lets work on your writers voice some more. Choose one of the following pictures
and write the directions for a process that could result in that picture. You may
choose to make it funny or not.

(A)

(B)

283

(C)

(D)

(E)

284

Which picture did you choose? _______________________________________________________

Title of your picture: _________________________________________________________________
Process: _____________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

285

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 137

Homonyms
Homonyms and homophones are two words that mean very similar things. (They
are synonyms, in fact.) A homonym is one of two or more words that have the
same sound and often the same spelling but differ in meaning, such as bank
(embankment) and bank (place where money is kept). A homophone is one of two
or more words, such as night and knight, that are pronounced the same but differ in
meaning, origin, and sometimes spelling. You will find that people often use these
words interchangeably.
Today you will look at homonyms.

Underline the word within parentheses that best fits each sentence. Use a
dictionary if necessary.
Example: When (your, youre) in New York, be sure to visit the Museum of Natural
History.
(1) The winners of the World Series (road, rode) down Main Street in a parade.
(2) After reading murder mysteries all summer, she decided to (right, write) one
herself.
(3) While I was cleaning, I found some (loose, lose) change under the cushions.
(4) Thunder and (lightning, lightening) kept the campers awake all night.
(5) The young woman put a lock on her (diary, dairy) when she realized her
roommate had been reading it.
(6) A square has four (right, write) (angles, angels).
(7) The runners stood (altogether, all together) near the starting line, waiting for the
signal to take (there, their) places.
(8) The trip was great, (accept, except) for the day the car broke down in the
(dessert, desert).
(9) The broken-hearted man wrote to the (advice, advise) columnist.
(10) Going to college can (altar, alter) a persons view about many things.

286

(11) The play was an (hour, our) long.

(12) The neighborhood (counsel, council) agreed to patrol the park at night.
(13) Professional bakers have special (devices, devises) that help them form a
(piece, peace) of pastry quite easily.
(14) The amount of oxygen in the air (lessens, lessons) as the climbers reach higher
levels.
(15) Scott Kamiel (maybe, may be) the best (pitcher, picture) we have ever had.
(16) Prince Charles will (rain, reign) as the next King of England.
(17) Do you know (whos, whose) car is blocking the driveway?
(18) The last (scene, seen) of the movie was filmed from a helicopter.
(19) He hid the candy bar (were, where) his brothers could not find it.
(20) Everything costs more now (then, than) it used (to, too).
(21) Some days the smog in Los Angeles is so thick that people can barely (breath,
breathe), and the paramedics have more (patience, patients) than they can handle.

287

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 138

A Look Back at Alice

Lewis Carroll, author of Alice in Wonderland, was a master at using homonyms. Very
often what he wrote sounded as if it meant one thing but, if you understood the word
he used, you would know he had used a homonym in place of the real word and,
thus, meant something else entirely.
Take a look back at some excerpts from Alice in Wonderland. Explain what
Lewis Carroll made it sound like he meant and tell what the sentence really
meant.
[page 44] Ah! Mine is a long and a sad tale! said the Mouse, turning to Alice, and
sighing.
It is a long tail, certainly, said Alice, looking down with wonder at the Mouses tail;
but why do you call is sad?
(1) What did the mouse really mean? ________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What did Alice think he meant? __________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
[page 89] If everybody minded their own business, said the Duchess, in a hoarse
growl, the world would go round a deal faster than it does.
Which would not be an advantage, said Alice, who felt very glad to get an
opportunity of showing off a little of her knowledge. Just think what work it would
make with the day and night! You see, the earth takes twenty-four hours to turn
round on its axis
Talking of axes, said the Duchess, chop off her head!
(3) What was Alice speaking of? _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

288

(4) What Alices words make the Duchess think of? __________________________
___________________________________________________________________
___________________________________________________________________
[page 111] Alice did to wish to offend the Dormouse again, so she began very
cautiously: But I dont understand. Where did they draw the treacle from?
You can draw water out of a water-well, said the Hatter; so I should think you
could draw treacle out of a treacle-well eh, stupid?
But they were in the well, Alice said to the Dormouse, not choosing to notice this
last remark.
Of course they were, said the Dormouse, well in.
This answer so confused poor Alice that she let the Dormouse go on for some time
without interrupting it.
They were learning to draw, the Dormouse went on, yawning and rubbing its eyes,
for it was getting very sleepy; and they drew all manner of things everything that
begins with an M such as mousetraps, and the moon, and memory, and
muchness
(5) What sort of well did Alice suppose they were in? ________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) What did the Dormouse mean when he said they were well in? ________________
______________________________________________________________________________________
______________________________________________________________________________________
(7) How do you draw water (or treacle) out of a well? _______________________________
______________________________________________________________________________________
______________________________________________________________________________________
(8) What did the Dormouse mean about them learning to draw from a well? _________
______________________________________________________________________________________
______________________________________________________________________________________

289

[page 168] Im a poor man, your Majesty, the Hatter began in a trembling voice,
and I had only just begun my tea not above a week or so and what with the
bread-and-butter getting so thin and the twinkling of the tea__
The twinkling of what? said the King.
It began with the tea, the Hatter replied.
Of course, twinkling begins with a T! said the King, sharply. Do you take me for a
dunce? Go on!
(9) What was the Hatter speaking of? _______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(10) What did the King believe the Hatter was speaking of? _________________________
______________________________________________________________________________________
______________________________________________________________________________________
[page 143] I couldnt afford to learn it, said the Mock Turtle, with a sigh. I only
took the regular course.
What was that? enquired Alice.
Reeling and Writhing, of course, to begin with, the Mock Turtle replied.
(11) What does reeling mean? _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(12) What does writhing mean? ____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(13) What should the Mock Turtle really have said? __________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

290

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 139

Two Ways of Telling a Story

By Henry K. Oliver

In one of the most populous cities of New England, a few years ago, a party of lads,
all members of the same school, got up a grand sleigh ride. The sleigh was a very
large one, drawn by six gray horses.
On the following day, as the teacher entered the schoolroom, he found his pupils in
high glee, as they chattered about the fun and frolic of their excursion. In answer to
some inquiries, one of the lads gave him an account of their trip and its various
incidents.
As he drew near the end of his story, he exclaimed: "Oh, sir! there was one thing I
had almost forgotten. As we were coming home, we saw ahead of us a queer looking
affair in the road. It proved to be a rusty old sleigh, fastened behind a covered
wagon, proceeding at a very slow rate, and taking up the whole road.
"Finding that the owner was not disposed to turn out, we determined upon a volley
of snowballs and a good hurrah. They produced the right effect, for the crazy
machine turned out into the deep snow, and the skinny old pony started on a full
trot.
"As we passed, some one gave the horse a good crack, which made him run faster
than he ever did before, I'll warrant.

291

"With that, an old fellow in the wagon, who was buried up under an old hat, bawled
out, 'Why do you frighten my horse?' 'Why don't you turn out, then?' says the driver.
So we gave him three rousing cheers more. His horse was frightened again, and ran
up against a loaded wagon, and, I believe, almost capsized the old creature--and so
we left him."
"Well, boys," replied the teacher, "take your seat", and I will tell you a story, and all
about a sleigh ride, too. Yesterday afternoon a very venerable old clergyman was on
his way from Boston to Salem, to pass the rest of the winter at the house of his son.
That he might be prepared for journeying in the following spring he took with him his
wagon, and for the winter his sleigh, which he fastened behind the wagon.
"His sight and hearing were somewhat blunted by age, and he was proceeding very
slowly; for his horse was old and feeble, like his owner. He was suddenly disturbed
by loud hurrahs from behind, and by a furious pelting of balls of snow and ice upon
the top of his wagon.
"In his alarm he dropped his reins, and his horse began to run away. In the midst of
the old man's trouble, there rushed by him, with loud shouts, a large party of boys,
in a sleigh drawn by six horses. 'Turn out! turn out, old fellow!' 'Give us the road!'
'What will you take for your pony?' 'What's the price of oats, old man?' were the
various cries that met his cars.
"'Pray, do not frighten my horse!' exclaimed the infirm driver. 'Turn out, then! turn
out!' was the answer, which was followed by repeated cracks and blows from the
long whip of the 'grand sleigh,' with showers of snowballs, and three tremendous
hurrahs from the boys.
"The terror of the old man and his horse was increased, and the latter ran away with
him, to the great danger of his life. He contrived, however, to stop his horse just in
season to prevent his being dashed against a loaded wagon. A short distance
brought him to the house of his son. That son, boys, is your instructor, and that 'old
fellow,' was your teacher's father!"
When the boys perceived how rude and unkind their conduct appeared from another
point of view, they were very much ashamed of their thoughtlessness, and most of
them had the manliness to apologize to their teacher for what they had done.

292

Show You Know

(1) Summarize the story the boys told. ______________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
(2) Summarize the story the teacher told. ___________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) Were the boys ill-natured (spiteful and nasty) or only thoughtless? ______________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Is thoughtlessness any excuse for rudeness or unkindness? _____________________
______________________________________________________________________________________
______________________________________________________________________________________
(5) What seems to be the moral of this story? _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Review the chart from lesson 73, page 149. Did the author, General Henry
Oliver, use argument, persuasion or propaganda to make his point in this story?
Why do you believe so?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

293

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 140

The Nettle
Anna: O papa! I have stung my hand
with that nettle.
Father: Well, my dear, I am sorry for it;
but pull up that large dock leaf you see
near it; now bruise the juice out of it on
the part which is stung. Well, is the pain
lessened?
Anna: Oh, very much indeed, I hardly
feel it now. But I wish there was not a
nettle in the world. I am sure I do not
know what use there can be in them.
Father: If you knew anything of botany,
Nanny, you would not say so.
Anna: What is botany, papa?
Father: Botany, my
knowledge of plants.

dear,

is

the

Anna: Some plants are very beautiful. If

the lily were growing in our fields, I
should not complain. But this ugly
nettle! I do not know what beauty or use
there can be in that.
Father: And yet, Nanny, there is more beauty, use, and instruction in a nettle, than
even in a lily.
Anna: O papa, how can you make that out?
Father: Put on your gloves, pluck up that nettle, and let us examine it. First, look at
the flower.
Anna: The flower, papa? I see no flower, unless those little ragged knobs are flowers,
which have neither color nor smell, and are not much larger than the heads of pins.
Father: Here, take this magnifying glass and examine them.
Anna: Oh, I see now; every little knob is folded up in leaves, like a rosebud. Perhaps
there is a flower inside.
Father: Try; take this pin and touch the knob. Well, what do you see?

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Anna: Oh, how curious!

Father: What is curious?
Anna: The moment I touched it, it flew open. A little cloud rose out like enchantment, and four beautiful little stems sprung up as if they were alive; and, now that I
look again with the glass, I see an elegant little flower as nice and perfect as a lily
itself.
Father: Well, now examine the leaves.
Anna: Oh, I see they are
all covered over with
little bristles; and when
I examine them with the
glass, I see a little bag,
filled with a juice like
water, at the bottom of
each. Ha! These are the
things which stung me.
Father: Now touch the
little bag with the point
of the pin.
Anna: When I press the
bag, the juice runs up
and comes out at the small point at the top; so I suppose the little thorn must be
hollow inside, though it is finer than the point of my cambric needle.
Father: Have all the leaves those stings?
Anna: No, papa; some of the young ones are quite green and soft, like velvet, and I
may handle them without any danger.
Father: Now look at the stem, and break it.
Anna: I can easily crack it, but I cannot break it asunder, for the bark is so strong
that it holds it together.
Father: Well, now you see there are more curious things in the nettle than you
expected.
Anna: Yes, indeed, I see that. But you have often told me that God makes nothing
without its use; and I am sure I cannot see any use in all these things.
Father: That we will now consider. You saw the little flower burst open, and a cloud
rose, you say, like enchantment. Now all this is necessary for the nature of the plant.
There are many thousand plants in the world, and it has pleased God, in his wisdom,
to make them all different. Now look at this other nettle, which grew on the opposite
side of the road; you see that it is not exactly like the one you have just examined.

295

Anna: No, papa; this has little flat seeds instead of flowers.
Father: Very right, my dear. Now, in order to make those seeds grow, it is necessary
that the little flower of this plant and the seed of that should be together, as they are
in most others. But plants cannot walk, like animals. The wisdom of God, therefore,
has provided a remedy for this. When the little flower bursts open it throws out a
fine powder, which you saw rise like a cloud; this is conveyed by the air to the other
plant, and when it falls upon the seed of that plant it gives it power to grow, and
makes it a perfect seed, which, in its turn, when it falls to the ground, will produce a
new plant. Were it not for this fine powder, that seed would never be perfect or
complete.
Anna: That is very curious, indeed; and I see the use of the little cloud and the
flower; but the leaf that stung me, of what use can that be? There, dear papa, I am
afraid I puzzle you to tell me that.
Father: Even these stings are made useful to man. The poor people in some countries use them instead of blisters, when they are sick. Those leaves which do not sting
are used by some for food, and from the stalk others get a stringy bark, which
answers the purpose of flax. Thus you see that even the despised nettle is not made
in vain; and this lesson may serve to teach you that we only need to understand the
works of God to see that "in goodness and wisdom he has made them all."
(1) What is the setting of this script? ________________________________________________
______________________________________________________________________________________
(2) How did Annas father help her to take pain out of the nettle sting? ______________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What facts about nettles prove that they are useful? _____________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Why does Anna change her mind about nettles? _________________________________
______________________________________________________________________________________
(5) What is the moral of this story? __________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

296

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 139

Two Ways of Telling a Story

By Henry K. Oliver

In one of the most populous cities of New England, a few years ago, a party of lads,
all members of the same school, got up a grand sleigh ride. The sleigh was a very
large one, drawn by six gray horses.
On the following day, as the teacher entered the schoolroom, he found his pupils in
high glee, as they chattered about the fun and frolic of their excursion. In answer to
some inquiries, one of the lads gave him an account of their trip and its various
incidents.
As he drew near the end of his story, he exclaimed: "Oh, sir! there was one thing I
had almost forgotten. As we were coming home, we saw ahead of us a queer looking
affair in the road. It proved to be a rusty old sleigh, fastened behind a covered
wagon, proceeding at a very slow rate, and taking up the whole road.
"Finding that the owner was not disposed to turn out, we determined upon a volley
of snowballs and a good hurrah. They produced the right effect, for the crazy
machine turned out into the deep snow, and the skinny old pony started on a full
trot.
"As we passed, some one gave the horse a good crack, which made him run faster
than he ever did before, I'll warrant.

297

"With that, an old fellow in the wagon, who was buried up under an old hat, bawled
out, 'Why do you frighten my horse?' 'Why don't you turn out, then?' says the driver.
So we gave him three rousing cheers more. His horse was frightened again, and ran
up against a loaded wagon, and, I believe, almost capsized the old creature--and so
we left him."
"Well, boys," replied the teacher, "take your seat", and I will tell you a story, and all
about a sleigh ride, too. Yesterday afternoon a very venerable old clergyman was on
his way from Boston to Salem, to pass the rest of the winter at the house of his son.
That he might be prepared for journeying in the following spring he took with him his
wagon, and for the winter his sleigh, which he fastened behind the wagon.
"His sight and hearing were somewhat blunted by age, and he was proceeding very
slowly; for his horse was old and feeble, like his owner. He was suddenly disturbed
by loud hurrahs from behind, and by a furious pelting of balls of snow and ice upon
the top of his wagon.
"In his alarm he dropped his reins, and his horse began to run away. In the midst of
the old man's trouble, there rushed by him, with loud shouts, a large party of boys,
in a sleigh drawn by six horses. 'Turn out! turn out, old fellow!' 'Give us the road!'
'What will you take for your pony?' 'What's the price of oats, old man?' were the
various cries that met his cars.
"'Pray, do not frighten my horse!' exclaimed the infirm driver. 'Turn out, then! turn
out!' was the answer, which was followed by repeated cracks and blows from the
long whip of the 'grand sleigh,' with showers of snowballs, and three tremendous
hurrahs from the boys.
"The terror of the old man and his horse was increased, and the latter ran away with
him, to the great danger of his life. He contrived, however, to stop his horse just in
season to prevent his being dashed against a loaded wagon. A short distance
brought him to the house of his son. That son, boys, is your instructor, and that 'old
fellow,' was your teacher's father!"
When the boys perceived how rude and unkind their conduct appeared from another
point of view, they were very much ashamed of their thoughtlessness, and most of
them had the manliness to apologize to their teacher for what they had done.

298

Show You Know

(1) Summarize the story the boys told. ______________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
(2) Summarize the story the teacher told. ___________________________________________
______________________________________________________________________________________
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(3) Were the boys ill-natured (spiteful and nasty) or only thoughtless? ______________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Is thoughtlessness any excuse for rudeness or unkindness? _____________________
______________________________________________________________________________________
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(5) What seems to be the moral of this story? _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(6) Review the chart from lesson 73, page 149. Did the author, General Henry
Oliver, use argument, persuasion or propaganda to make his point in this story?
Why do you believe so?
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299

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 140

The Nettle
Anna: O papa! I have stung my hand
with that nettle.
Father: Well, my dear, I am sorry for it;
but pull up that large dock leaf you see
near it; now bruise the juice out of it on
the part which is stung. Well, is the pain
lessened?
Anna: Oh, very much indeed, I hardly
feel it now. But I wish there was not a
nettle in the world. I am sure I do not
know what use there can be in them.
Father: If you knew anything of botany,
Nanny, you would not say so.
Anna: What is botany, papa?
Father: Botany, my
knowledge of plants.

dear,

is

the

Anna: Some plants are very beautiful. If

the lily were growing in our fields, I
should not complain. But this ugly
nettle! I do not know what beauty or use
there can be in that.
Father: And yet, Nanny, there is more beauty, use, and instruction in a nettle, than
even in a lily.
Anna: O papa, how can you make that out?
Father: Put on your gloves, pluck up that nettle, and let us examine it. First, look at
the flower.
Anna: The flower, papa? I see no flower, unless those little ragged knobs are flowers,
which have neither color nor smell, and are not much larger than the heads of pins.
Father: Here, take this magnifying glass and examine them.
Anna: Oh, I see now; every little knob is folded up in leaves, like a rosebud. Perhaps
there is a flower inside.
Father: Try; take this pin and touch the knob. Well, what do you see?

300

Anna: Oh, how curious!

Father: What is curious?
Anna: The moment I touched it, it flew open. A little cloud rose out like enchantment, and four beautiful little stems sprung up as if they were alive; and, now that I
look again with the glass, I see an elegant little flower as nice and perfect as a lily
itself.
Father: Well, now examine the leaves.
Anna: Oh, I see they are
all covered over with
little bristles; and when
I examine them with the
glass, I see a little bag,
filled with a juice like
water, at the bottom of
each. Ha! These are the
things which stung me.
Father: Now touch the
little bag with the point
of the pin.
Anna: When I press the
bag, the juice runs up
and comes out at the small point at the top; so I suppose the little thorn must be
hollow inside, though it is finer than the point of my cambric needle.
Father: Have all the leaves those stings?
Anna: No, papa; some of the young ones are quite green and soft, like velvet, and I
may handle them without any danger.
Father: Now look at the stem, and break it.
Anna: I can easily crack it, but I cannot break it asunder, for the bark is so strong
that it holds it together.
Father: Well, now you see there are more curious things in the nettle than you
expected.
Anna: Yes, indeed, I see that. But you have often told me that God makes nothing
without its use; and I am sure I cannot see any use in all these things.
Father: That we will now consider. You saw the little flower burst open, and a cloud
rose, you say, like enchantment. Now all this is necessary for the nature of the plant.
There are many thousand plants in the world, and it has pleased God, in his wisdom,
to make them all different. Now look at this other nettle, which grew on the opposite
side of the road; you see that it is not exactly like the one you have just examined.

301

Anna: No, papa; this has little flat seeds instead of flowers.
Father: Very right, my dear. Now, in order to make those seeds grow, it is necessary
that the little flower of this plant and the seed of that should be together, as they are
in most others. But plants cannot walk, like animals. The wisdom of God, therefore,
has provided a remedy for this. When the little flower bursts open it throws out a
fine powder, which you saw rise like a cloud; this is conveyed by the air to the other
plant, and when it falls upon the seed of that plant it gives it power to grow, and
makes it a perfect seed, which, in its turn, when it falls to the ground, will produce a
new plant. Were it not for this fine powder, that seed would never be perfect or
complete.
Anna: That is very curious, indeed; and I see the use of the little cloud and the
flower; but the leaf that stung me, of what use can that be? There, dear papa, I am
afraid I puzzle you to tell me that.
Father: Even these stings are made useful to man. The poor people in some countries use them instead of blisters, when they are sick. Those leaves which do not sting
are used by some for food, and from the stalk others get a stringy bark, which
answers the purpose of flax. Thus you see that even the despised nettle is not made
in vain; and this lesson may serve to teach you that we only need to understand the
works of God to see that "in goodness and wisdom he has made them all."
(1) What is the setting of this script? ________________________________________________
______________________________________________________________________________________
(2) How did Annas father help her to take pain out of the nettle sting? ______________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What facts about nettles prove that they are useful? _____________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Why does Anna change her mind about nettles? _________________________________
______________________________________________________________________________________
(5) What is the moral of this story? __________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

302

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 141

My Hero
The My Hero project is a website found at http://myhero.com/myhero/. Its goal is
to inspire people of all ages with an Internet archive of hero stories from around the
world. The web site hosts thousands of stories of remarkable individuals written by
children and adults alike. These stories serve to remind us that we all have the
potential to overcome great obstacles and achieve our dreams by following in the
footsteps of our heroes.
Today you will take part in this inspiring web project by writing about your own hero
and posting it on the website.
Here are the rules:
(1) We only want to hear your story! Only send us stories you wrote yourself,
and tell us where you got your information. MY HERO will not knowingly
activate or publish any story that is plagiarized from another website or any
other source.
(2) MY HERO will not post any stories that promote hatred, violence, or
prejudice.
(3) If you include pictures from a book, magazine or another website, please
credit your sources.
(4) If we feature your story, you are eligible to get a prize from Genius T-shirts.
To be considered for a prize you must leave a phone number or email
address. If you are under eighteen, we need your parents permission to
accept your personal email address or phone number.
STEP ONE Decide who your hero is.
What is a hero? A hero is a person who is noted for courage, nobility of purpose or
for special achievement in a certain field. A hero may be someone in your family, a
friend, a teacher, or someone youve never even met.
Who are some people you view as heroes? __________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Who can you see yourself writing about? ____________________________________________
STEP TWO Research your hero.
If your hero is someone you know, you will need to interview this person to learn
more about them and the reasons they are a hero to you. If you chose as your hero
someone youve never before met, you will need to research that person. Write
facts youve learned about your hero on the following lines:

303

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304

STEP THREE Put it all together.

Your paper should consist of three or more paragraphs. (1) Your opening paragraph
should define what a hero is to you and why. (2) the body of your essay should tell
whom you chose as your hero and why this person is a hero to you. (3) Your
conclusion should summarize the whom you chose as hero and why OR you may
choose to explain why everyone should look to this person as a hero.
Lets put it together now.
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306

______________________________________________________________________________________
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307

Name: _______________________________________________________
Date: ________________________________________________________

Publishing Your Hero

Create your MY HERO web page and publish your report.

308

Grade 6
Language Arts
Lesson 142

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 143

Fly, Eagle, Fly!

Book Title:_______________________________
Author: _______________________
Copyright: ____________________
Publisher: _____________________
_____________________________
_____________________________
_____________________________
Pages: ____________________
(1) What type of fiction is Fly, Eagle, Fly! - fable, fantasy, folktale, legend, myth or
science fiction?
______________________________________________________________________________________
(2) In the authors note at the end of the book, Mr. Gregorowski notes Aggreys
words, from whom he first heard this story: My people of Africa, we were created in
the image of God, but men have made us think we are chickens, and we still think
we are; but we are eagles. Dont be content with the food of chickens! Stretch forth
your wings and fly! What do you think Aggrey meant when he said this?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

309

(3) Mr. Gregorowski wrote this book for his terminally ill daughter.
terminally mean? What do you think of his gift to her?

What does

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) Why do you think the farmers friend was so insistent on setting the eagle free?
Do you think he was right to insist on this?
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310

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 144

The Trojan Horse I

Read chapters one and two of The Trojan Horse, pages 5-22, then answer
the questions.
(1) Describe the ancient city of Troy. ________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) Why was there animosity between the Greeks and the Trojans? _________________
______________________________________________________________________________________
______________________________________________________________________________________
(3) What caused the war between the Greeks and the Trojans? ______________________
______________________________________________________________________________________
______________________________________________________________________________________
(4) What does Odysseus believe needs to be done if the Greeks are to win the war?
______________________________________________________________________________________
______________________________________________________________________________________
(5) Compare (how are they alike) and contrast (how are they different) the Greeks
and the Trojans (language, religious beliefs, etc.).
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311

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 145

The Trojan Horse II

Read chapters three and four of The Trojan Horse, pages 23-37, then
answer the questions.
(1) How long did the war continue for? ______________________________________________
(2) What risky plan do the Greeks concoct and how do they pull it off? ______________
______________________________________________________________________________________
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(3) Why does the King of Troy allow the horse in his gates? _________________________
______________________________________________________________________________________
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(4) Only one Trojan priestess makes an attempt to warn the people of Troy. What is
her message and why does everyone fail to heed it?
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312

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 146

The Trojan Horse III

Read chapters five and six of The Trojan Horse, pages 38-47, then answer
the questions.
(1) Who wins the war and why? _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
(2) What happens to the great city of Troy? _________________________________________
______________________________________________________________________________________
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(3) 700 years later, who writes about Troy? _________________________________________
(4) What does he name his long poem? _____________________________________________
(5) What is unique about the Iliad? __________________________________________________
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(6) Who reads the Iliad and what does it inspire his to do? __________________________
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313

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 147

The Treasure of Troy

Heinrich Schliemann was not
the
most
famous
archaeologist of his day,
though he was famous.
Neither was he the most
skilled. He rarely followed
good
archaeological
procedures at his excavations
and was roundly criticized by
later
archaeologists.
He
wasn't
even
the
most
scrupulous of those in his
profession,
something
confirmed
by
his
illegal
smuggling of a priceless
historic treasure out of the
country of Turkey.
He was, however, perhaps
The "Mask of Agamemnon"
the luckiest archaeologist of
all time. His life was a rags-to-riches story capped by the discovery of not one, but
two treasures and a lost city that most reputable archaeologists of his day thought
was only a myth.
Heinrich was born in 1822 in Beubuckow, Germany, the son of a Protestant pastor.
His father scorned the usual children's fairy tales and instead told little Heinrich the
classics of literature which he translated into simple language. One of the boy's
favorite stories was Homer's Iliad: the story of Paris of the City of Troy who
kidnapped the beautiful Helen from her Greek husband, King Menelaus, and the
resulting war between the Greeks and the Trojans to get her back. A war that ended,
according to Homer, when the Greeks used a wooden horse filled with soldiers to
capture the city.
Little Heinrich decided that when he grew up he would go and look for the city of
Troy and its treasure. None of his playmates shared his enthusiasm for this project
except Minna Meincke, daughter of a farmer that lived nearby. Schliemann later
wrote, "Minna entered into all my vast plans for the future. Thus a warm attachment
grew up between us. In our childish simplicity we exchanged vows of eternal love."
At age nine they made plans. They would marry when grown, excavate the nearby
castle that supposedly had belonged to the famous robber baron, Henning Von
Holstein, find his hidden treasure and then use the treasure to sail to Asia Minor and
excavate the treasure of Troy.

314

Alas, it was not to be. Pastor Schliemann's family had a falling out with the rest of
the community and Heinrick was forbidden to see his young friend. "I have
undergone many troubles in different parts of the world, but none of them ever
caused me a thousandth part of the grief I felt at the age of nine years for my
separation from my little bride," wrote Schliemann later.
At fourteen Schliemann was apprenticed to a local grocer. When he hurt his back and
could no longer lift heavy weights, he moved to Hamburg. Unable to hold a job there
because of his injury, he signed on as a cabin boy on a ship. The ship went down
during a bad storm off the coast of Holland. Finding his way to Amsterdam he got a
poorly-paying job.
Schliemann might have stayed in that position for life if he hadn't discovered his
knack of learning languages. He taught himself English, Dutch and French. Later he
learned Spanish, Portuguese, and Italian. The knowledge of these languages enabled
him to find a good position in an import/export firm. He learned Russian and moved
to the company's branch office in St. Petersburg in 1846. While there he increased
this employer's business while making a small fortune for himself trading in indigo
dye.
Now on his way to success, Schliemann wrote to a friend in Germany and had him
pass on a marriage proposal to his childhood sweetheart. He was broken-hearted
upon learning she had married someone else a month earlier.
Schliemann (right) traveled to California to inherit a
fortune made by his brother in the 1849 gold rush. When
he arrived there he discovered the money was gone, but
Schliemann managed to double his own funds through
the gold dust trade. Schliemann became a naturalized
U.S. citizen, but returned to Russian in 1852. He married
there, but it didn't work out.
Business was still good, though, and in 1863, at age
forty-one, Schliemann retired a millionaire. This
permitted him to travel, and he visited the island of
Ithaca and Mycenae, the homes of Odysseus and
Agamemnon, two of the kings who had fought in the
Trojan war. Then he crossed the sea to Turkey to look for
the city of Troy itself.
Most historians and archaeologists of the time believed
that there never had been a real city of Troy. Of the few
that did, most pointed to a hill named Bunarbashi located
a few miles inland from the Aegean sea as the location.

Heinrich Schliemann.

Schliemann visited Bunarbashi, but it did not seem right to him. The Iliad mentioned
that Mount Ida was visible from the walls of Troy. From Bunarbashi the mountain
could not be seen. The Iliad also mentioned that the Greek warrior Achilles chased
the Trojan Hector around the walls of the city three times. Bunarbashi had a steep
drop on one side that made that impossible. The distance from the sea also seemed
wrong. It was eight miles where Schliemann approximated from the text that it
should not be more than four.

315

Using geographic clues from his copy of the Iliad, Schliemann discovered another hill
near the village of Hissarlik that seemed to fit the bill. The distance from the sea was
right, Mount Ida was visible, and the ground around the outcropping was flat so
someone could run around the walls. Schliemann did some checking and found that
a couple of other people had come to the same conclusion. In 1822 Charles Maclaren
of Scotland published a book claiming Hissarlik as Troy. Frank Calvert, an
Englishman living in Turkey, also believed the same thing. Calvert had acquired
about half of the hill.
The German was excited, but before he started digging he went to Paris for two
years to study archaeology, write a book on Troy and got his Ph.D. from Rostock
University in Germany. Before setting out on his dig, Schliemann decided to divorce
his current wife and marry another. He wrote to a friend in Greece asking him to
locate him a Greek wife. Schliemann wrote that she needed to be young, an orphan,
and most importantly a fan of Homer and the Iliad. The friend found seventeen-yearold Sophia Engastromenos. When they met, Schiemann quizzed her on her Homer
and she passed. The two were married in Athens. Schiemann had found his own
Helen.
A firman, or agreement, was obtained from the Turkish government that would allow
Schliemann to dig at Hissarlik. The agreement stated that any treasure found must
be divided with the government. Excavations started in 1871 with seventy local
workers. Schliemann sunk shafts and trenches into the hillside. What he discovered
was not the ruin of a city, but the remains of eleven cities, each one built on the
ruins of the earlier settlements.
The bottom-most city, which is referred
to as Troy I, Schliemann thought must
have been destroyed by an earthquake
because of the cracks in the foundations.
Since the Greeks had destroyed the city
with fire according to Homer, this could
not be the remains of the city mentioned
in the Iliad. Troy II, the next layer up,
had been burned. Schliemann decided
that this must be the Troy of Homer's
tale. The next season he hired 160 men
to dig down to this layer of the hill.
The dig at Hissarlik.
Scientific archaeology had not really
come of age yet and unfortunately this
work destroyed much of the later history of the city (right).
The main objective of Schliemann's work was to find what he called "Priam's
treasure." According to Homer, Priam ruled the city of Troy during the war.
Schliemann felt sure that the King must have hidden his treasure somewhere in the
city to avoid its capture by the Greeks should they win the battle.
In May or June of 1873, Schliemann and Sophia were out at the site watching the
digging when Schliemann's eye caught site of a glint of copper coming from the side
of one of the shafts. Climbing down, he realized he was looking at a copper jug
embedded in the wall. There was a hole in the jug and he could see gold inside.
Telling his wife to send the workers on a break, Schliemann used his knife to dig in

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the wall and free the jug. Sophia soon joined him and they both shared in the
discovery.
"While the men were resting and eating," he later wrote, "I cut out the Treasure with
a large knife. This required great exertion and involved great risk, since the wall of
the fortification beneath which I had to dig threatened every moment to fall on me.
But the sight of so many objects, every one of which is of inestimable value to
archaeology, made me reckless. I never thought of any danger."
The treasure included golden earrings, necklaces, pots of
silver and gold and other items. The most impressive of
these were two gold diadems that might have been worn
by a queen or princess. The treasure was smuggled back to
Schliemann's home and then out of the country.
The Turkish government was not amused and sued
Schliemann. They won a $5,000 judgment. Schliemann at
first refused to pay, but then relented and gave the Turkish
government five times the actual value of the fine. The
Turks decided to allow Schliemann to again dig at Troy, but
this time they would watch him like a hawk.
Schliemann decided to start another dig at Mycenae in
Greece which had been the home of Agamemnon, leader of
the Greeks that had attacked Troy. The city had lay in ruins
since 468 B.C.. Unlike Troy, the location was well-known.
Schliemann cleared the gate of the city and then started
The golden earrings digging within a strange circle of stones inside the
and necklaces fournd in entrance. He found 19 graves and a treasure of grave
Troy worn by Sophia goods worth more than the cache at Troy. One of them was
Schliemann.
a golden death mask (see top of page). Thinking he had
found the grave of the king Schliemann said, "I have gazed
on the face of Agamemnon!"
Despite all his luck at finding treasure, Schliemann was consistently wrong on his
facts. Later archaeologists would date the treasure at Mycenae as being two hundred
years before the time of Agamemnon and the treasure of Troy over a thousand years
before Homer's Trojan War. In 1878 Schliemann returned to Troy and discovered
two additional small treasure troves. In 1879 he took on an assistant, Wilhelm
Dorpfeld. Dorpfeld would continue the work on Troy after Schliemann died, deciding
that Troy VI was really the city of Homer's poem.
Dorpfeld would later change his mind when Carl Blegan examined the site in 1932.
Blegan unearthed convincing evidence that Troy VII-a was the Homeric city.
Dorpfeld, in his eighties by that time, came to agree with him.
In 1880 Schliemann, who was growing old by then, decided he needed to find a
permanent home for the Treasure of Troy. He donated it to a museum in Berlin,
Germany. It disappeared during WWII seized by Russian soldiers, and now resides in
the Pushkin Museum in Russia.
Yes, Schliemann was very lucky. Recently some historians are asking if perhaps he
was too lucky. Several incidents Schliemann wrote about in his life have turned out
to be fabrications. This has made some archaeologists wonder if some of the

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treasure he found were actually modern forgeries planted to enhance his own
reputation. Even the wonderful, but incorrectly named, "Mask of Agamemnon" has
come under scrutiny. Did Schliemann fake it? Or at least alter it to appear more
dramatic? For the time being nobody has proved these things a fake and despite
some falsehoods in his writings his claim that he found the city of Troy still stands.
As for Troy itself, many archaeological mysteries remain. Studies show that the
people who built the first Troy were not the same people who later lived there during
the Trojan War. Who were these early people and what became of them? Homer's
poem suggests that the war was over the kidnapping of a Greek king's wife. It's hard
to believe that the Greeks fought a ten-year war over one woman. What was the real
reason for the hostilities? Legend has it that Troy fell when the Greeks built a
wooden horse, filled it with soldiers and the unsuspecting Trojan's rolled it into the
city. Is this true?
These questions remain as challenges to future archaeologists that would dig for
treasures at the ancient city of Troy.

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Show You Know

(1) How old was Schliemann when he first became interested in the lost city of Troy
and why?
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(2) What was the general consensus at the time regarding Troy?
Schliemann disagree?

Why did

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(3) How did Schliemann figure out the location of Troy? _____________________________
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(4) What did he discover there? _____________________________________________________
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(5) What questions are left in peoples minds? _______________________________________
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 148

Song of Life
By Charles Mackay

A traveller on a dusty road

Strewed acorns on the lea;
And one took root and sprouted up,
And grew into a tree.
Love sought its shade at evening-time,
To breathe its early vows;
And Age was pleased, in heights of
noon,
To bask beneath its boughs.
The dormouse loved its dangling twigs,
The birds sweet music bore
It stood a glory in its place,
A blessing evermore.
A little spring had lost its way
Amid the grass and fern;
A passing stranger scooped a well
Where weary men might turn.
He walled it in, and hung with care
A ladle on the brink;
He thought not of the deed he did,
But judged that Toil might drink.
He passed again; and lo! the well,
By summer never dried,
Had cooled ten thousand parchd
tongues,
And saved a life beside.
A nameless man, amid the crowd
That thronged the daily mart,
Let fall a word of hope and love,
Unstudied from the heart,
A whisper on the tumult thrown,
A transitory breath,
It raised a brother from the dust,
It saved a soul from death.
O germ! O fount! O word of love!
O thought at random cast!
Ye were but little at the first,
But mighty at the last.

A mighty oak tree.

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Show You Know

(1) In 1982, according to popular account, writer and peace activist Anne Herbert
scrawled the suggestion, "practice random acts of kindness and senseless acts of
beauty" on a place mat in a Sausalito restaurant. That one simple phrase caught on
like a wildfire and spread just as quickly, with people from all over doing kind things
for one another for no particular reason at all.
This poem, Song of Life, tells of the same thing in three different ways. What is the
first random act of kindness told of in the poem and how did it affect people?
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(2) What was the second act of kindness and how were people affected?
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(3) The third act of kindness was attributed to the readers of the poem, one of whom
is you. What sort of kindnesses might you offer, even though you are a child, and
how might it affect people?
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(4) How can a word be little at the first but mighty at the last? __________________
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(5) What is the rhyme scheme of this poem? ________________________________________
(6) What is the tone of this poem? __________________________________________________

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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 149

Writing an Expository Composition - 1

Youve studied about arguments, persuasion and propaganda. Now its your turn to
put that knowledge into use. Today you will begin working on an expository
composition in which you choose to report on a subject that you strongly believe in
(for example, pollution or global warming or the effects of the foster care system,
etc.). You will do this by writing an expository composition.
Expository writing is writing that informs the reader. It is not anecdotal or a story,
but rather a sharing of information. Expository writing tells what happened, reports
on a subject, explains how to do something or describes a thing.
For this composition you must include the following:
(1) Opening paragraph: This paragraph will state your (1) thesis (opinion) or purpose for
writing this composition in the first sentence. This sentence will be very clear, short and will
grab the readers attention immediately. It will be followed by (2) three subtopics or
arguments that will develop your thesis. It will end with a (3) transitional sentence, in other
words, a sentence that leads the reader into the rest of the composition.
For example: [thesis:] I believe that ancient people were far more intelligent than us.
[subtopic 1:] Their science was more advanced. [subtopic 2:] They knew how to do things we
are only just discovering. [subtopic 3:] They were able to build things that we are unable to
duplicate. [transitional sentence:] I am convinced that you will agree with me if you look at
their accomplishments.
(2) Body: This paragraph will discuss your first subtopic.
(3) Body: This paragraph will discuss your second subtopic.
(4) Body: This paragraph will discuss your third subtopic.
(5) Closing paragraph: This final paragraph will summarize your thesis and your three
subtopics. This is your last chance to convince your readers that what you say is true, so use
this paragraph to make that happen.

Lets begin by choosing a topic: _____________________________________________________

What do you want to convince readers about your topic? ____________________________
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Begin researching your topic so that you become a knowledgeable expert on the
subject. Use newspapers, magazine, books, the Internet, etc. to do your research.
Take notes and jot down where you got your information from so that you can
include a bibliography.
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 150

Writing an Expository Composition - 2

Use the notes you made on your topic to create a five-paragraph expository
composition.
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 151

Writing an Expository Composition - 3

Proofread and edit your composition, then type it up and print it out.

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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 152

The Cloud
By John Wilson

A cloud lay cradled near the setting sun,

A gleam of crimson tinged its braided snow;
Long had I watched the glory moving on,
O'er the still radiance of the lake below:
Tranquil its spirit seemed, and floated slow,
E'en in its very motion there was rest,
While every breath of eve that chanced to blow,
Wafted the traveler to the beauteous west.
Emblem, methought, of the departed soul,
To whose white robe the gleam of bliss is given,
And by the breath of mercy made to roll
Right onward to the golden gate of heaven,
While to the eye of faith it peaceful lies,
And tells to man his glorious destinies.

Show You Know

(1) Write down some of the metaphors used to describe the cloud. __________________
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(2) What does the cloud make the author think of? __________________________________
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(3) What is the setting of this poem? ________________________________________________
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(4) What word does the author use to describe himself? _____________________________

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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 153

Harrison Bergeron
By Kurt Vonnegut

THE YEAR WAS 2081, and everybody was finally equal. They werent only equal
before God and the law. They were equal every which way. Nobody was smarter
than anybody else. Nobody was better looking than anybody else. Nobody was
stronger or quicker than anybody else. All this equality was due to the 211th, 212th,
and 213th Amendments to the Constitution, and to the unceasing vigilance of agents
of the United States Handicapper General.
Some things about living still werent quite right, though. April, for instance, still
drove people crazy by not being springtime. And it was in that clammy month that
the H-G men took George and Hazel Bergerons fourteen-year-old son, Harrison,
away.
It was tragic, all right, but George and Hazel couldnt think about it very hard. Hazel
had a perfectly average intelligence, which meant she couldnt think about anything
except in short bursts. And George, while his intelligence was way above normal,
had a little mental handicap radio in his ear. He was required by law to wear it at all
times. It was tuned to a government transmitter. Every twenty seconds or so, the
transmitter would send out some sharp noise to keep people like George from taking
unfair advantage of their brains.
George and Hazel were watching television. There were tears on Hazels cheeks, but
shed forgotten for the moment what they were about.
On the television screen were ballerinas.
A buzzer sounded in Georges head. His thoughts fled in panic, like bandits from a
burglar alarm.
That was a real pretty dance, that dance they just did, said Hazel.
Huh? said George.
That dance it was nice, said Hazel.
Yup, said George. He tried to think a little about the ballerinas. They werent really
very good no better than anybody else would have been, anyway. They were
burdened with sashweights and bags of birdshot, and their faces were masked, so
that no one, seeing a free and graceful gesture or a pretty face, would feel like
something the cat drug in. George was toying with the vague notion that maybe
dancers shouldnt be handicapped. But he didnt get very far with it before another
noise in his ear radio scattered his thoughts.
George winced. So did two out of the eight ballerinas.

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Hazel saw him wince. Having no mental handicap herself she had to ask George what
the latest sound had been.
Sounded like somebody hitting a milk bottle with a ball peen hammer, said George.
Id think it would be real interesting, hearing all the different sounds, said Hazel, a
little envious. All the things they think up.
Um, said George.
Only, if I was Handicapper General, you know what I would do? said Hazel. Hazel,
as a matter of fact, bore a strong resemblance to the Handicapper General, a woman
named Diana Moon Glampers. If I was Diana Moon Glampers, said Hazel, Id have
chimes on Sunday just chimes. Kind of in honor of religion.
I could think, if it was just chimes, said George.
Well maybe make em real loud, said Hazel. I think Id make a good
Handicapper General.
Good as anybody else, said George.
Who knows bettern I do what normal is? said Hazel.
Right, said George. He began to think glimmeringly about his abnormal son who
was now in jail, about Harrison, but a twenty-one-gun salute in his head stopped
that.
Boy! said Hazel, that was a doozy, wasnt it?
It was such a doozy that George was white and trembling and tears stood on the
rims of his red eyes. Two of the eight ballerinas had collapsed to the studio floor,
were holding their temples.
All of a sudden you look so tired, said Hazel. Why dont you stretch out on the
sofa, sos you can rest your handicap bag on the pillows, honeybunch. She was
referring to the forty-seven pounds of birdshot in canvas bag, which was padlocked
around Georges neck. Go on and rest the bag for a little while, she said. I dont
care if youre not equal to me for a while.
George weighed the bag with his hands. I dont mind it, he said. I dont notice it
any more. Its just a part of me.
You been so tired lately kind of wore out, said Hazel. If there was just some way
we could make a little hole in the bottom of the bag, and just take out a few of them
lead balls. Just a few.
Two years in prison and two thousand dollars fine for every ball I took out, said
George. I dont call that a bargain.
If you could just take a few out when you came home from work, said Hazel. I
mean you dont compete with anybody around here. You just set around.

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If I tried to get away with it, said George, then other peopled get away with it
and pretty soon wed be right back to the dark ages again, with everybody
competing against everybody else. You wouldnt like that, would you?
Id hate it, said Hazel.
There you are, said George. The minute people start cheating on laws, what do
you think happens to society?
If Hazel hadnt been able to come up with an answer to this question, George
couldnt have supplied one. A siren was going off in his head.
Reckon itd fall all apart, said Hazel.
What would? said George blankly.
Society, said Hazel uncertainly. Wasnt that what you just said?
Who knows? said George.
The television program was suddenly interrupted for a news bulletin. It wasnt clear
at first as to what the bulletin was about, since the announcer, like all announcers,
had a serious speech impediment. For about half a minute, and in a state of high
excitement, the announcer tried to say, Ladies and gentlemen
He finally gave up, handed the bulletin to a ballerina to read.
Thats all right Hazel said of the announcer, he tried. Thats the big thing. He
tried to do the best he could with what God gave him. He should get a nice raise for
trying so hard.
Ladies and gentlemen said the ballerina, reading the bulletin. She must have been
extraordinarily beautiful, because the mask she wore was hideous. And it was easy
to see that she was the strongest and most graceful of all the dancers, for her
handicap bags were as big as those worn by two-hundred-pound men.
And she had to apologize at once for her voice, which was a very unfair voice for a
woman to use. Her voice was a warm, luminous, timeless melody. Excuse me
she said, and she began again, making her voice absolutely uncompetitive.
Harrison Bergeron, age fourteen, she said in a grackle squawk, has just escaped
from jail, where he was held on suspicion of plotting to overthrow the government.
He is a genius and an athlete, is underhandicapped, and should be regarded as
extremely dangerous.
A police photograph of Harrison Bergeron was flashed on the screen upside down,
then sideways, upside down again, then right side up. The picture showed the full
length of Harrison against a background calibrated in feet and inches. He was exactly
seven feet tall.
The rest of Harrisons appearance was Halloween and hardware. Nobody had ever
worn heavier handicaps. He had outgrown hindrances faster than the HG men could

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think them up. Instead of a little ear radio for a mental handicap, he wore a
tremendous pair of earphones, and spectacles with thick wavy lenses. The spectacles
were intended to make him not only half blind, but to give him whanging headaches
besides.
Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a
military neatness to the handicaps issued to strong people, but Harrison looked like a
walking junkyard. In the race of life, Harrison carried three hundred pounds.
And to offset his good looks, the HG men required that he wear at all times a red
rubber ball for a nose, keep his eyebrows shaved off, and cover his even white teeth
with black caps at snaggletooth random.
If you see this boy, said the ballerina, do not I repeat, do not try to reason
with him.
There was the shriek of a door being torn from its hinges.
Screams and barking cries of consternation came from the television set. The
photograph of Harrison Bergeron on the screen jumped again and again, as though
dancing to the tune of an earthquake.
George Bergeron correctly identified the earthquake, and well he might have for
many was the time his own home had danced to the same crashing tune. My God
said George, that must be Harrison!
The realization was blasted from his mind instantly by the sound of an automobile
collision in his head.
When George could open his eyes again, the photograph of Harrison was gone. A
living, breathing Harrison filled the screen.
Clanking, clownish, and huge, Harrison stood in the center of the studio. The knob of
the uprooted studio door was still in his hand. Ballerinas, technicians, musicians, and
announcers cowered on their knees before him, expecting to die.
I am the Emperor! cried Harrison. Do you hear? I am the Emperor! Everybody
must do what I say at once! He stamped his foot and the studio shook.
Even as I stand here he bellowed, crippled, hobbled, sickened I am a greater
ruler than any man who ever lived! Now watch me become what I can become!
Harrison tore the straps of his handicap harness like wet tissue paper, tore straps
guaranteed to support five thousand pounds.
Harrisons scrapiron handicaps crashed to the floor.
Harrison thrust his thumbs under the bar of the padlock that secured his head
harness. The bar snapped like celery. Harrison smashed his headphones and
spectacles against the wall.
He flung away his rubberball nose, revealed a man that would have awed Thor, the
god of thunder.

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I shall now select my Empress! he said, looking down on the cowering people. Let
the first woman who dares rise to her feet claim her mate and her throne!
A moment passed, and then a ballerina arose, swaying like a willow.
Harrison plucked the mental handicap from her ear, snapped off her physical
handicaps with marvelous delicacy. Last of all, he removed her mask.
She was blindingly beautiful.
Now said Harrison, taking her hand, shall we show the people the meaning of the
word dance? Music! he commanded.
The musicians scrambled back into their chairs, and Harrison stripped them of their
handicaps, too. Play your best, he told them, and Ill make you barons and dukes
and earls.
The music began. It was normal at first cheap, silly, false. But Harrison snatched
two musicians from their chairs, waved them like batons as he sang the music as he
wanted it played. He slammed them back into their chairs.
The music began again and was much improved.
Harrison and his Empress merely listened to the music for a while listened gravely,
as though synchronizing their heartbeats with it.
They shifted their weights to their toes.
Harrison placed his big hands on the girls tiny waist, letting her sense the
weightlessness that would soon be hers.
And then, in an explosion of joy and grace, into the air they sprang!
Not only were the laws of the land abandoned, but the law of gravity and the laws of
motion as well.
They reeled, whirled, swiveled, flounced, capered, gamboled, and spun.
They leaped like deer on the moon.
The studio ceiling was thirty feet high, but each leap brought the dancers nearer to
it. It became their obvious intention to kiss the ceiling.
They kissed it.
And then, neutralizing gravity with love and pure will, they remained suspended in
air inches below the ceiling, and they kissed each other for a long, long time.
It was then that Diana Moon Glampers, the Handicapper General, came into the
studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor
and the Empress were dead before they hit the floor.

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Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told
them they had ten seconds to get their handicaps back on.
It was then that the Bergerons television tube burned out.
Hazel turned to comment about the blackout to George.
But George had gone out into the kitchen for a can of beer.
George came back in with the beer, paused while a handicap signal shook him up.
And then he sat down again. You been crying? he said to Hazel.
Yup, she said,
What about? he said.
I forget, she said. Something real sad on television.
What was it? he said.
Its all kind of mixed up in my mind, said Hazel.
Forget sad things, said George.
I always do, said Hazel.
Thats my girl, said George. He winced. There was the sound of a riveting gun in
his head.
Gee I could tell that one was a doozy, said Hazel.
You can say that again, said George.
Gee said Hazel, I could tell that one was a doozy.

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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 154

Understanding Harrison Bergeron

Show You Know

(1) What is the theme of the story Harrison Bergeron? ______________________________

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(2) Today, we live in a world that idealizes the belief that all men and women,
whatever country or culture they come from, should be treated as equals. In the
story Harrison Bergeron, the author takes this ideal a step further. How are people
made to be equal in that society?
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(3) Does it seem that people are satisfied with their lives in such a society? _________
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(4) Do you think the government of that society treats its citizens fairly? ____________
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(5) Why do you suppose the citizens do not protest the way they are treated? _______
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(6) In Harrison Bergeron, the news media was clearly using propaganda to control
citizens minds. Using the escaped convict, Harrison, as an example, explain how
the media did this.
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 155

Red Bird
Author: ____________________________________________________________
Publisher: __________________________________________________________
Copyright: _________________________________________________________
Pages: _____________________________________________________________
(1) Describe Red Birds life. _________________________________________________________
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(2) How does she show her pride in her culture? _____________________________________
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(3) Compare and contrast Red Birds life with that of Aprils [lesson 117, page 231].
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 156

The Right Way

"O Andy!" said little Jenny Murdock, "I'm so glad you came along this way. I can't
get over."
"Can't get over?" said Andrew. "Why what's the matter?"
"The bridge is gone," said Jenny. "When I came across after breakfast it was there,
and now it's over on the other side, and how can I get back home?"
"Why, so it is," said Andrew. "It was all right when I came over a little while ago, but
old Donald pulls it on the other side every morning after he has driven his cows
across, and I don't think he has any right to do it. I suppose he thinks the bridge was
made for him and his cows."
"Now I must go down to the big bridge, Andy, and I want you to go with me. I'm
afraid to go through all those dark woods by myself," said Jenny.
"But I can't go, Jenny," said Andrew, "it's nearly school time now."
Andrew was a Scotch boy, and a fine fellow. He was next to the head of his school,
and he was as good at play as he was at his book.
Jenny Murdock, his most particular friend, was a little girl who lived very near
Andrew's home. She had no brothers or sisters, but Andrew had always been as
good as a brother to her; and, therefore, when she stood by the water's edge that
morning, just ready to burst into tears, she thought all her troubles over when she
saw Andrew coming along the road.
He had always helped her out of her troubles before, and she saw no reason why he
should not do it now. She had crossed the creek in search of wild flowers, and when
she wished to return had found the bridge removed, as Andrew supposed, by old
Donald McKensie, who pastured his cows on this side of the creek.
This stream was not very wide, nor very deep at its edges, but the center it was four
or five feet deep; and in the spring the water ran very swiftly, so that wading across
it, either by cattle or men, was quite a difficult undertaking. As for Jenny, she could
not get across at all without a bridge, and there was none nearer than the wagon
bridge, a mile and a half below.
"You will go with me, Andy, won't you?" said the little girl.
"And be late to school?" said he. "I have not been late yet, you know, Jenny."
"Perhaps Dominie Black will think you have been sick or had to mind the cows," said
Jenny.

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"He won't think so unless I tell him," said Andrew, "and you know I won't do that."
"If we were to run all the way, would you be too late?" said Jenny.
"If we were to run all the way to the bridge, and I were to run all the way back, I
should not get to school till after copy time. I expect every minute to hear the school
bell ring," said Andrew.
"But what can I do, then?" said poor little Jenny. "I can't wait here till school's out,
and I don't want to go up to the schoolhouse, for all the boys to laugh at me."
"No," said Andrew, reflecting very seriously, "I must take you home some way or
other. It won't do to leave you here, and, no matter where you might stay, your
mother would be very much troubled about you."
"Yes," said Jenny, "she would think I was drowned."
Time pressed, and Jenny's countenance became more and more overcast, but
Andrew could think of no way in which he could take the little girl home without
being late and losing his standing in the school.
It was impossible to get her across the stream at any place nearer than the "big
bridge;" he would not take her that way, and make up a false story to account for his
lateness at school, and he could not leave her alone or take her with him.
What was to be done? While several absurd and impracticable plans were passing
through his brain, the school bell began to ring, and he must start immediately to
reach the schoolhouse in time.
And now his anxiety and perplexity became more intense than ever; and Jenny,
looking up into his troubled countenance, began to cry.
Andrew, who had never before failed to be at the school door before the first tap of
the bell, began to despair. Was there nothing to be done?
Yes! a happy thought passed through his mind. How strange that he should not have
thought of it before! He would ask Dominie Black to let him take Jenny home. What
could be more sensible and straightforward than such a plan?
Of course, the good old schoolmaster gave Andrew the desired permission, and
everything ended happily. But the best thing about the whole affair was the lesson
that the young Scotch boy learned that day.
The lesson was this: when we are puzzling our brains with plans to help ourselves
out of trouble, let us always stop a moment in our planning, and try to think if there
is not some simple way out of the difficulty, which shall be in every respect perfectly
right. If we do this, we shall probably find a way more easy and satisfactory than any
which we can devise.

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Show You Know

(1) Why could not Jenny cross the stream? __________________________________________
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(2) Whom did she ask to help her? __________________________________________________
(3) What can you tell about Andrew? ________________________________________________
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(4) Who was Jenny Murdock? ________________________________________________________
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(5) What did Jenny wish Andrew to do? _____________________________________________
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(6) Why could he not go with her? ___________________________________________________
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(7) Would it have been right for Andrew to have told an untruth even to help Jenny
out of trouble?
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(8) What did he finally do? __________________________________________________________
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(9) What does this lesson teach us to do in case of trouble? _________________________
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 157

THE VILLAGE BLACKSMITH

By H. W. Longfellow

Under a spreading chestnut tree,

The village smithy stands;
The smith, a mighty man is he,
With large and sinewy hands;
And the muscles of his brawny arms
Are strong as iron bands.
His hair is crisp, and black, and long,
His face is like the tan;
His brow is wet with honest sweat,
He earns whate'er he can,
And looks the whole world in the face,
For he owes not any man.
Week in, week out, from morn till night,
You can hear his bellows blow;
You can hear him swing his heavy sledge,
With measured beat and slow,
Like a sexton ringing the village bell,
When the evening sun is low.
And children coming home from school
Look in at the open door;
They love to see the flaming forge,
And hear the bellows roar,
And catch the burning sparks that fly
Like chaff from a threshing-floor.
He goes on Sunday to the church,
And sits among his boys;
He hears the parson pray and preach,
He hears his daughter's voice
Singing in the village choir,
And it makes his heart rejoice.
It sounds to him like her mother's voice,
Singing in Paradise!
He needs must think of her once more,
How in the grave she lies;
And with his hard, rough hand he wipes
A tear out of his eyes.
Toiling,--rejoicing,--sorrowing,

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Onward through life he goes;

Each morning sees some task begin,
Each evening sees it close;
Something attempted, something done,
Has earned a night's repose.
Thanks, thanks to thee, my worthy friend,
For the lesson thou hast taught!
Thus at the flaming forge of life
Our fortunes must be wrought;
Thus on its sounding anvil shaped
Each burning deed and thought!

Now its your turn. Write our own poem about a person who lives in your town
(either real or imagined) and tell about what their life is like.
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Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 158

King Midas and his Love for Gold

Once upon a time there lived a very rich man, and a King besides, whose name was
Midas; and he had a little daughter, whom nobody but myself ever heard of, and
whose name I either never knew, or have entirely forgotten. So, because I love odd
names for little girls, I choose to call her Marygold.
This King Midas was fonder of gold than of anything else in the world. He valued his
royal crown chiefly because it was composed of that precious metal. If he loved
anything better, or half so well, it was the one little maiden who played so merrily
around her father's footstool. But the more Midas loved his daughter, the more did
he desire and seek for wealth. He thought, foolish man, that the best thing he could
possibly do for his dear child would be to give her the immensest pile of yellow,
glistening coins that had ever been heaped together since the world was make. Thus,
he gave all his thoughts and all his time to this one purpose. If ever he happened to
gaze for an instant at the gold-tinted clouds of sunset, he wished that they were real
gold and that they could be squeezed safely into his strong box. When little
Marygold ran to meet him, with a bunch of buttercups and dandelions, he used to
say, "Pooh, pooh, child! If these flowers were as golden as they look, they would be
worth the plucking!"
And yet, in his earlier days, before he was so entirely possessed of this insane desire
for riches, King Midas had shown a great taste for flowers. He had planted a garden,
in which grew the biggest and beautifulest and sweetest roses that any mortal ever
saw or smelled. These roses were still growing in the garden, as large, as lovely,
and as fragrant as when Midas used to pass whole hours in gazing at them and
inhaling their perfume. But now, if he looked at them at all, it was only to calculate
how much the garden would be worth if each of the many rose-petals were a thin
plate of gold.
At length (as people always grow more and more foolish, unless they take care to
grow wiser and wiser) Midas had got to be so exceedingly unreasonable that he
could scarcely bear to see or touch any object that was not gold. He made it his
custom, therefore, to pass a large portion of every day in a dark and dreary
apartment, underground, at the basement of the palace. It was here that he kept his
wealth. To this dismal hole "for it was little better than a dungeon" Midas betook
himself whenever he wanted to be particularly happy. Here, after carefully locking
the door, he would take a bag of gold coin, or a gold cup as big as a washbowl, or a
heavy golden bar, or a peck-measure of gold-dust, and bring them from the obscure
corners of the room into the one bright and narrow sunbeam that fell from the
dungeon-like window. He valued the sunbeam for no other reason but that his
treasure would not shine without its help. And then would he reckon over the coins
in the bag; toss up the bar, and catch it as it came down; sift the gold-dust through
his fingers; look at the funny image of his own face, as reflected in the polished

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surface of the cup; and whisper to himself, "O Midas, rich King Midas, what a happy
man art thou!"
Midas was enjoying himself in his treasure-room one Day as usual, when he saw a
shadow fall over the heaps of gold; and, looking suddenly up, what should he behold
but the figure of a stranger, standing in the bright and narrow sunbeam! It was a
young man with a cheerful and ruddy face. Whether it was that the imagination of
King Midas that threw a yellow tinge over everything, or whatever the cause might
be, he could not help fancying that the smile with which the stranger regarded him
had a kind of golden radiance in it.
As Midas knew that he had carefully turned the key in the lock, and that no mortal
strength could possibly break into his treasure-room, he of course concluded that his
visitor must be something more than mortal. It is no matter about telling you who he
was. In those days, when the earth was comparatively a new affair, it was supposed
to be often the resort of beings who had extraordinary powers, and who used to
interest themselves in the joys and sorrows of men, women, and children, half
playfully and half seriously, Midas had met such beings before now, and was not
sorry to meet one of them again. The stranger's manner, indeed, was so goodhumored and kindly that it would have been unreasonable to suspect him of
intending any mischief. It was far more probable that he came to do Midas a favor.
And what could that favor be, unless to multiply his heaps of treasure?
The stranger gazed about the room; and when his bright smile had glistened upon all
the golden objects that were there, he turned again to Midas.
"You are a wealthy man, friend Midas!" he observed. "I doubt whether any other four
walls on earth contain so much gold as you have piled up in this room."
"I have done pretty well," answered Midas, in a discontented tone. "But, after all, it
is but a trifle, when you consider that it has taken me my whole life to get it
together. If one could live a thousand years, I might have time to grow rich!"
"What!" exclaimed the stranger. "Then you are not satisfied?" Midas shook his head.
"And pray what would satisfy you?" asked the stranger. "Merely for the curiosity of
the thing I should be glad to know."
Midas paused and meditated. He had a feeling that his stranger, with such a golden
luster in his good-humored smile, had come hither with both the power and the
purpose of gratifying his utmost wishes. Now, therefore, was the fortunate moment
when he had but to speak and obtain whatever possible, or seemingly impossible,
thing it might come into his head to ask. So he thought and thought and thought,
and heaped up one golden mountain upon another in this imagination, without being
able to imagine them big enough. At last, a bright idea occurred to King Midas. It
seemed really as bright as the glistening metal, which he loved so much.
Raising his head, he looked the lustrous stranger in the face.
"Well, Midas," observed his visitor. "I see that you have at length hit upon something
that will satisfy you. Tell me your wish."

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"It is only this," replied Midas. "I am weary of collecting my treasures with so much
trouble, and beholding the heap so small after I have done my best. I wish
everything that I touch to be changed to gold!"
The stranger's smile grew so very broad that it seemed to fill the room like an
outburst of the sun gleaming into a shadowy dell where the yellow autumnal leaves-for so looked the lumps and particles of gold--lie strewn in the glow of light.
"The golden touch!" exclaimed he. "You certainly deserve credit, friend Midas, for
striking out so brilliant an idea. But are you quite sure that this will satisfy you?"
"How could it fail?" said Midas.
"And will you never regret the possession of it?"
"What could induce me?" asked Midas. "I ask nothing else to render me perfectly
happy."
"Be it as you wish, then," replied the stranger, waving his hand in token of farewell.
"Tomorrow, at sunrise, you will find yourself gifted with the golden touch."
The figure of the stranger then became exceedingly bright, and Midas was forced to
close his eyes. On opening them again he beheld only one yellow sunbeam in the
room, and, all around him, the glistening of the precious metal, which he had spent
his life in hoarding up.
Whether Midas slept as usual that night, the story does not say. Asleep or awake,
however, his mind was probably in the state of a child's to whom a beautiful new
plaything has been promised in the morning. At any rate, day had hardly peeped
over the hills when King Midas was broad awake, and stretching his arms out of bed,
began to touch the objects that were within reach. He was anxious to prove whether
the Golden Touch had really come, according to the stranger's promise. So he laid
his finger on a chair by the bedside, and on various other things, but was grievously
disappointed to perceive that they remained of exactly the same substance as
before.
THE GIFT OF THE GOLDEN TOUCH
All this while, it was only the gray of the morning, with but a streak of brightness
along the edge of the sky, where Midas could not see it. He lay in a very unhappy
mood, regretting the downfall of his hopes, and kept growing sadder and sadder,
until the earliest sunbeam shone through the window and gilded the ceiling over his
head. It seemed to Midas that this bright yellow sunbeam was reflected in rather a
singular way on the white covering of the bed. Looking more closely, what was his
astonishment and delight, when he found that this linen fabric wad been changed to
what seemed a woven texture of the purest and brightest gold! The Golden Touch
had come to him with the first sunbeam!
Midas started up, in a kind of joyful frenzy, and ran about the room grasping at
everything that happened to be in his way. He seized one of the bed-posts, and it
became immediately a fluted golden pillar. He pulled aside a window-curtain in order
to admit a clear spectacle of the wonders, which he was performing; and the tassel

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grew heavy in his hand--a mass of gold. He took up a book from the table. At this
first touch, it assumed the appearance of such a splendidly-bound and gilt-edged
volume as one often meets with nowadays; but, on running his fingers through the
leaves, behold! It was a bundle of thin golden plates, in which all the wisdom of the
book had grown indistinct. He hurriedly put on his clothes, and was delighted to ace
himself in magnificent suit of gold cloth, which retained its flexibility and softness,
although it burdened him a little with its weight.
Wise King Midas was so excited by his good fortune that the palace seemed not
sufficiently spacious to contain him. He therefore went downstairs and smiled on
observing that the balustrade of the staircase became a bar of burnished gold as his
hand passed over it in the descent. He lifted the door latch (it was brass only a
moment ago, but golden when his fingers quitted it) and went into the garden.
Here, as it happened, he found a great number of beautiful roses in full bloom, and
others in all the stages of lovely bud and blossom. Very delicious was their fragrance
in the morning breeze. Their delicate blush was one of the fairest sights in the world-so gentle, so modest, and so full of erect composure did these roses seem to be.
But Midas knew a way to make them far more precious, according to his way of
thinking, than roses had ever been before. So he took great pains in going from bush
to bush, and exercised his magic touch most freely; until every individual flower and
bud, and even the worms at the heart of some of them, were changed to gold. By
the time this good work was completed, King Midas was called to breakfast; and, as
the morning air had given him an excellent appetite, he made haste back to the
palace.
What was usually a king's breakfast, in the days of Midas, I really do not know, and
cannot stop now to find out. To the best of my belief, however, on this particular
morning, the breakfast consisted of hot cakes, some nice little brook-trout, roasted
potatoes, fresh boiled eggs, and coffee, for King Midas himself, and a bowl of bread
and milk for his daughter Marygold. At all events, this is a breakfast fit to be set
before a king; and, whether he had it or not, King Midas could not have had better.
Little Marygold had not yet made her appearance. Her father ordered her to be
called, and, seating himself at table, awaited the child's coming, in order to begin his
own breakfast. To do Midas justice, he really loved his daughter, and loved her so
much the more this morning on account of the good fortune which had befallen him.
It was not a great while before he heard her coming along the passage crying
bitterly. This circumstance surprised him, because Marygold was one of the
cheerfulest little people whom you would see in a summer day, and hardly shed a
thimbleful of tears in a twelvemonth. When Midas heard her sobs, he determined to
put little Marygold into better spirits by an agreeable surprise; so, leaning across the
table, he touched his daughter's bowl (which was a china one, with pretty figures all
around it) and turned it to gleaming gold.
Meanwhile, Marygold slowly and sadly opened the door, and showed herself with her
apron at her eyes, still sobbing as if her heart would break.
"How now, my little lady!" cried Midas. "Pray what is the matter with you this bright
morning?"
Marygold, without taking the apron from her eyes, held out her hand, in which was
one of the roses, which Midas had so recently changed.

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"Beautiful!" exclaimed her father. "And what is there in this magnificent golden rose
to make you cry?"
"Ah, dear father!" answered the child, as well as her sobs would let her, "it is not
beautiful, but the ugliest flower that ever grew! As soon as I was dressed, I ran into
the garden to gather some roses for you, because I know you like them, and like
them the better when gathered by your little daughter. But, O dear, dear me! What
do you think has happened? Such a misfortune! All the beautiful roses, that smelled
so sweet and had so many lovely blushes, are blighted and spoiled! They are grown
quite yellow, as you see this one, and have no longer any fragrance! What can have
been the matter?"
"Pooh, my dear little girl, pray don't cry about it!" said Midas, who was ashamed to
confess that he himself had wrought the change, which so greatly afflicted her. "Sit
down and eat your bread and milk! You will find it easy enough to exchange a golden
rose like that (which will last hundreds of years) for an ordinary one, which would
wither in a day."
"I don't care for such roses as this!" cried Marygold. "It has no smell, and hard petals
prick my nose!"
THE KING'S BREAKFAST OF GOLD
The child now sat down to table, but was so occupied with her grief for the blighted
roses that she did not even notice the wonderful change of her china bowl. Perhaps
this was all the better; for Marygold was accustomed to take pleasure in looking at
the queer figures and strange trees and houses that were painted on the outside of
the bowl; and those ornaments were now entirely lost in the yellow hue of the metal.
Midas, meanwhile, had poured out a cup of coffee; and, as a matter of course, the
coffee-pot, whatever metal it may have been when he took it up, was gold when he
set it down. He thought to himself that it was rather an extravagant style of
splendor, in a king of his simple habits, to breakfast off a service of gold, and began
to be puzzled with the difficulty of keeping his treasures safe. The cupboard and the
kitchen would no longer be a safe place of deposit for articles so valuable as golden
bowls and coffee-pots.
Amid these thoughts, he lifted a spoonful of coffee to his lips, and sipping it, was
astonished to perceive that, the instant his lips touched the liquid, it became molten
gold, and, the next moment, hardened into a lump!
"Ha!" exclaimed Midas, rather aghast.
"What is the matter, father?" asked little Marygold, gazing at him, with tears still
standing in her eyes.
"Nothing, child, nothing!" said Midas. "Eat your bread and milk before it gets quite
cold."
He took one of the nice little trout on his plate, and, by way of experiment, touched
its tail with his finger. To his horror, it was immediately changed from an admirably-

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fried brook-trout into a gold fish, though not one of those goldfish which people often
keep in glass globes, as ornaments for the parlor. No; but it was really a metallic
fish, and looked as if it had been very cunningly made by the nicest goldsmith in the
world. Its little bones were now golden wires; its fins and tail were thin plates of
gold; and there were the marks of the fork in it, and all the delicate, frothy
appearance of a nicely fried fish, exactly imitated in metal. A very pretty piece of
work, as you may suppose; only King Midas just at that moment would much rather
have had a real trout in his dish than his elaborate and valuable imitation of one.
"I don't quite see," thought he to himself, "how I am to get any breakfast!"
He took one of the smoking hot cakes, and had scarcely broken it, when, to his cruel
mortification, though a moment before it had been of the whitest wheat, it assumed
the yellow hue of Indian meal. To say the truth, if it had really been a hot Indian
cake, Midas would have prized it a good deal more than he now did, when its solidity
and increased weight made him know too well that it was old. Almost in despair, he
helped himself to a boiled egg, which immediately underwent a change similar to
that of the trout and the cake. The egg, indeed, might have been mistaken for one of
those, which the famous goose, in the story-book, was in the habit of laying; but
King Midas was the only goose that had had anything to do with the matter.
"Well, this is a puzzle!" thought he, leaning back in his chair, and looking quite
enviously at little Marygold, who was now eating her bread and milk with great
satisfaction. "Such a costly breakfast, and nothing that can be eaten!"
Hoping that, by dint of great quickness, he might avoid what he now felt to be a
considerable inconvenience, King Midas next snatched a hot potato, and attempted
to cram it into his mouth and swallow it in hurry. But the golden touch was too
nimble for him. He found his mouth full, not of mealy potato, but of solid metal,
which so burned his tongue that he roared aloud, and, jumping up from the table,
began to dance and stamp about the room, both with pain and affright.
"Father, dear father!" cried little Marygold, who was a very affectionate child, "pray,
what is the matter? Have you burned your mouth?"
"Ah, dear child," groaned Midas, dolefully, "I don't know what is to become of your
poor father!"
And, truly, my dear little folks, did you ever hear of such a pitiable case in all your
lives? Here was literally the richest breakfast that could be set before a king, and its
very richness made it absolutely good for nothing. The poorest laborer, sitting down
to his crust of bread and cup of water, was far better off than King Midas, whose
delicate food was really worth its weight in gold. And what was to be done? Already,
at breakfast, Midas was very hungry. Would he be less so by dinner-time? And how
ravenous would be his appetite for supper, which must undoubtedly consist of the
same sort of indigestible dishes as those now before him! How many days, think you,
would he survive the fate of this rich fare?
These thoughts so troubled wise King Midas that he began to doubt whether, after
all, riches are the one desirable thing in the world; or even the most desirable. But
this was only a passing thought. So pleased was Midas with the glitter of the yellow
metal that he would still have refused to give up the golden touch for so small a
consideration as a breakfast. Just imagine what a price for one meal's victuals! It

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would have been the same as paying millions and millions of money (and as many
millions more as would take forever to reckon up) for some fried trout, an egg, a
potato, a hot cake, and a cup of coffee!
"It would be quite too dear," thought Midas.
Nevertheless, so great was his hunger and perplexity of this situation that he again
groaned aloud, and very grievously too. Our pretty Marygold could endure it no
longer. She sat a moment gazing at her father, and trying, with all the might of her
little wits, to find out what was the matter with him. Then, with a sweet and
sorrowful impulse to comfort him, she started from the chair, and running to Midas,
threw her arms affectionately about his knees. He bent down and kissed her. He felt
that his little daughter's love was worth a thousand times more than he had gained
by the golden touch.
"My precious, precious Marygold!" cried he.
But Marygold made no answer.
Alas, what had he done? How fatal was the gift, which the stranger gave! The
moment the lips of Midas touched Marygold's forehead, a change had taken place.
Her sweet, rosy face, so full of affection as it had been, assumed a glittering yellow
color, with yellow teardrops hardening on her cheeks. Her beautiful brown ringlets
took the same tint. Her soft and tender little form grew hard and stiff within her
father's encircling arms. O terrible misfortune! The victim of his great desire for
wealth, little Marygold was human child no longer, but a golden statue!
Yes, there she was, with the questioning look of love, grief, and pity, hardened into
her face. It was the prettiest and most woeful sight that ever a mortal saw. All the
features and tokens of Marygold were there; even the beloved little dimple remained
in her golden chin. But, the more perfect was the resemblance, the greater was the
father's agony at beholding this golden image, which was all that was left him of a
daughter. It had been a favorite phrase of Midas, whenever he felt particularly fond
of the child, to say that she was worth her weight in gold. And how the phrase had
become literally true. And now, at last, when it was too late, he felt how infinitely a
warm and tender heart that loved him exceeded in value all the wealth that could be
piled up betwixt the earth and sky!
It would be too sad a story if I were to tell you how Midas, in the fullness of all his
gratified desires, began to wring his hands and bemoan himself; and how he could
neither bear to look at Marygold, nor yet to look away from her.
WHAT KING MIDAS LEARNED
While he was in this despair, he suddenly beheld a stranger, standing near the door.
Midas bent down his head, without speaking; for he recognized the same figure,
which had appeared to him the day before in the treasure-room, and had bestowed
on him this unlucky power of the Golden Touch. The stranger's countenance still
wore a smile, which seemed to shed a yellow luster all about the room, and gleamed
on little Marygold's image, and on the other objects that had been changed by the
touch of Midas.

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"Well, friend Midas," said the stranger, "pray how do you succeed with the golden
touch?"
Midas shook his head.
"I am very miserable," said he.
"Very miserable, indeed!" exclaimed the stranger. "And how happens that? Have I
not faithfully kept my promise with you? Have you not everything that your heart
desired?"
"Gold is not everything," answered Midas. "And I have lost all that my heart really
cared for."
"Ah! So you have made a discovery since yesterday?" observed the stranger. "Let us
see, then. Which of these two things do you think is really worth the more--the gift
of the golden touch, or one cup of clear cold water?"
"O blessed water!" exclaimed Midas. "It will never moisten my parched throat again!"
"The golden touch," continued the stranger, "or a crust of bread?"
"A piece of bread," answered Midas, "is worth all the gold on earth!"
"The golden touch," asked the stranger, "or your own little Marygold, warm, soft,
and loving, as she was an hour ago?"
"Oh, my child, my dear child, my dear child!" cried poor Midas, wringing his hands. "I
would not have given that one small dimple in her chin for the power of changing his
whole big earth into a solid lump of gold!"
"You are wiser than you were, King Midas!" said the stranger, looking seriously at
him. "Your own heart, I perceive, has not been entirely changed from flesh to gold.
Were it so, your ease would indeed be desperate. But you appear to be still capable
of understanding that the commonest things, such as lie within everybody's grasp,
are more valuable than the riches, which so many mortals sigh and struggle after.
Tell me, now, do you sincerely desire to rid yourself of this Golden Touch?"
"It is hateful to me!" replied Midas.
A fly settled on his nose, but immediately fell to the floor; for it, to had become gold.
Midas shuddered.
"Go, then," said the stranger, "and plunge into the river that glides past the bottom
of the your garden. Take likewise a vase of the same water, and sprinkle it over any
object that you may desire to change back again from gold into its former substance.
If you do this in earnestness and sincerity, it may possibly repair the mischief which
your avarice has occasioned."
King Midas bowed low; and when he lifted his head, the lustrous stranger had
vanished.

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You will easily believe that Midas lost no time in snatching up a great earthen pitcher
(but, alas! it was no longer earthen after he touched it) and hastening to the
riverside. As he scampered along, and forced his way through the shrubbery, it was
positively marvelous to see how the foliage turned yellow behind him, as if the
autumn had been there, and nowhere else. On reaching the river's brink, he plunged
headlong in, without waiting so much as to pull off his shoes.
"Poof! Poof! Poof!" snorted King Midas, as his head emerged out of the water. "Well,
this is really a refreshing bath, and I think it must have quite washed away the
golden touch. And now for filling my pitcher!"
As he dipped the pitcher into the water, it gladdened his very heart to see it change
from gold into the same good, honest earthen vessel which it had been before he
touched it. He was conscious, also, of a change within himself. A cold, hard, and
heavy weight seemed to have gone out of his bosom. No doubt his heart had been
gradually losing its human substance, and changing itself into dull metal, but had
now softened back again into flesh. Seeing a violet that grew on the bank of the
river, Midas touched it with his finger, and was overjoyed to find that the delicate
flower retained its purple hue, instead of undergoing a yellow blight. The curse of the
golden touch had, therefore, really been removed from him.
King Midas hastened back to the palace; and, I suppose, the servants knew not what
to make of it when they saw their royal master so carefully bringing home an
earthen pitcher of water. But that water, which was to undo all the mischief that his
folly had wrought, was more precious to Midas than an ocean of molten gold could
have been. The first thing he did, as you need hardly be told, was to sprinkle it by
handfuls over the golden figure of little Marygold.
No sooner did it fall on her than you would have laughed to see how the rosy color
came back to the dear child's cheek!--and how she began to sneeze and splutter!-and how astonished she was to find herself dripping wet, and her father still throwing
more water over her!
"Pray, do not, dear father!" cried she. "See how you have wet my nice frock, which I
put on only this morning!"
For Marygold did not know that she had been a little golden statue; nor could she
remember anything that had happened since the moment when she ran, with
outstretched arms, to comfort poor King Midas.
Her father did not think it necessary to tell his beloved child how very foolish he had
been, but contented himself with showing how much wiser he had now grown. For
this purpose he led little Marygold into the garden, where he sprinkled all the
remainder of the water over the rosebushes recovered their beautiful bloom. There
were two circumstances, however, which, as long as he lived, used to put King Midas
in mind of the golden touch. One was that the sands of the river sparkled like gold;
the other that little Marygold's hair had now a golden tinge, which he had never
observed in it before she had been changed by the effect of his kiss. This change of
hue was really an improvement, and made Marygold's hair richer than in her
babyhood.
When King Midas had grown quite an old man, and used to trot Marygold's children
on his knee, he was fond of telling them this marvelous story, pretty much as I have

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now told it to you. And then would he stroke their glossy ringlets, and tell them that
their hair, likewise, had a rich shade of gold, which they had inherited from their
mother.
"And to tell you the truth, my precious little folks," quoth King Midas, diligently
trotting the children all the while, "ever since that morning I have hated the very
sight of all other gold save this!"

353

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 159

King Midas
Show You Know
1. How did Midas think he could best show his love for this daughter? _______________
______________________________________________________________________________________
______________________________________________________________________________________
2. What was his chief pleasure? _____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. Describe the visitor who appeared to Midas in his treasure-room. _________________
______________________________________________________________________________________
______________________________________________________________________________________
4. What did the stranger ask him? ___________________________________________________
______________________________________________________________________________________
5. Find the sentence that tells what Midas wished. ___________________________
______________________________________________________________________________________
______________________________________________________________________________________
6. When did he receive his new power? ______________________________________________
______________________________________________________________________________________
7. What use did he make of it? ______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
8. What did Marygold think of the gold roses? _______________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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9. Why was not Midas's breakfast a success? ________________________________________

______________________________________________________________________________________
10. When did Midas first doubt whether riches are the most desirable thing in the
world?
______________________________________________________________________________________
______________________________________________________________________________________
11. How did he drive this thought away? ____________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
12. What make him realize that his little daughter was dearer to him than gold? _____
______________________________________________________________________________________
______________________________________________________________________________________
13. Find lines that tell what he realized when it was too late. ________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
14. What did the stranger ask when he came again? ________________________________
______________________________________________________________________________________
______________________________________________________________________________________
15. What was the discovery that Midas had made since the stranger's first visit? ____
______________________________________________________________________________________
______________________________________________________________________________________
16. How was Midas cured of the Golden Touch? _____________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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17. What was he told to do in order to restore Marygold to life? _____________________

______________________________________________________________________________________
______________________________________________________________________________________
18. What was the only gold he cared about after he was saved from the Golden
Touch?
______________________________________________________________________________________
______________________________________________________________________________________
19. Find examples of fanciful human-like expressions, such as "day had hardly
peeped over the hills," of descriptions that you like (examples of personification).
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

356

Name: _______________________________________________________
Date: ________________________________________________________

Grade 6
Language Arts
Lesson 160

A Look Back
Poetry
Dramatic Poetry poetry about life or character by means of speech and action. This form
of poetry has flexible verse with rhyme and prose mingled in. It includes comedies, dramatic
histories and tragedies.
Lyric Poetry sing-able poetry or poetry that tells about an authors experiences, moods,
reflections (things he thinks about) or emotions
Narrative Poetry poetry that tells a story

Prose
~non-poetical writing~
Prose Drama a story meant to be acted out on the stage. The story may be fiction or nonfiction.
Prose Essay non-fiction writing that tells about life or any of lifes phases. This type of
writing may include biographies and autobiographies, history, personal life, travel, nature, art
and/or criticism.
Prose Fiction a narrative or story that is not real, but is instead a product of the
imagination. This would include fables, fantasies, folktales, legends, myths and/or science
fiction.
Prose Oration speeches or things written to be read in public to a crowd of people.
Prose Miscellaneous any non-poetical writing that does not fit into the other four
categories. This would include recipes and legal documents such as treaties.

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Lets look back at some of the stories and poetry youve read. Write which of the
categories these stories and poems fall into. (Note: Some may fall into more than
one category.)
Page
303

Fly, Eagle, Fly!

Title

324

Harrison Bergeron

275

How to Catch a pink Elephant

270

I am a Dancer

338

King Midas and his Love for Gold

331

Red Bird

314

Song of Life

278

Susies Composition

323

The Cloud

294

The Nettle

332

The Right Way

308

The Treasure of Troy

305

The Trojan Horse

335

The Village Blacksmith

291

Two Ways of Telling a Story

282

Washing the Cat

Category

358