U5 UR c2 PDF

UNIT 5
Teaching
Resources
Writing Speaking
Reading Listening
Includes summaries and
School-to-Home activities in
Spanish
Vietnamese
Tagalog
Cantonese
Hmong
Haitian-Creole
Note to the Teacher
There are ten Active Reading Graphic Organizers, on the pages preceding the Answer
Key, that students will need in order to complete some of the exercises in this book. The
text suggests that students ask teachers for a copy of the graphic organizer. Teachers
may want to keep a supply of copies on hand for student use.
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1 2 3 4 5 6 7 8 9 054 14 13 12 11 10 09 08
Unit 5: How Can You Become Who You Want to Be?
Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Big Question Foldable . . . . . . . . . . . . . . . . . . . . . . . 34
The Big Question School-to-Home Connection . . . . . . . . . . . . 5
The Big Question School-to-Home Connection: Spanish. . . . . . . 6
The Big Question School-to-Home Connection: Vietnamese . . . . 7
The Big Question School-to-Home Connection: Tagalog . . . . . . . 8
The Big Question School-to-Home Connection: Cantonese . . . . . 9
The Big Question School-to-Home Connection: Haitian Creole . . . 10
The Big Question School-to-Home Connection: Hmong . . . . . . . 11
Unit Challenge Planner . . . . . . . . . . . . . . . . . . . . . . . .1215
Academic Vocabulary Development . . . . . . . . . . . . . . . .1617
Part 1: Positive Actions

English Language Coach, Part 1 . . . . . . . . . . . . . . . . . . . . . 19
If I Can Stop One Heart from Breaking; I stepped
from plank to plank . . . . . . . . . . . . . . . . . . . . . . . . 2029
Hollywood and the Pits . . . . . . . . . . . . . . . . . . . . . . . 3042
Media Workshop: Media Ethics . . . . . . . . . . . . . . . . . . . . .43
Young Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4455

Medieval England . . . . . . . . . . . . . . . . . . . . . . . . . . 5664
from The Autobiography of Malcolm X . . . . . . . . . . . . . . 6577
New Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . 7889
Part 2: Courage and Condence

English Language Coach, Part 2 . . . . . . . . . . . . . . . . . . . . . 91
Almost Ready. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92101
Your World; One . . . . . . . . . . . . . . . . . . . . . . . . . . 102112
Four Skinny Trees; Chanclas . . . . . . . . . . . . . . . . . . . 113122
Genre Focus: Biography and Autobiography . . . . . . . . . . 123124
from Zlatas Diary . . . . . . . . . . . . . . . . . . . . . . . . . 125136
from The Adventures of Marco Polo . . . . . . . . . . . . . . 137149
Unit Resources Course 2, Unit 5 iii

Part 3: People Who Lend a Hand
English Language Coach, Part 3 . . . . . . . . . . . . . . . . . . . . 151
Birthday Box; To James. . . . . . . . . . . . . . . . . . . . . . 152164
TIME: Message of Hope . . . . . . . . . . . . . . . . . . . . . 165173
The Teacher Who Changed My Life . . . . . . . . . . . . . . 174186
Comparing Literature Graphic Organizer . . . . . . . . . . . . . . . 187
from Barrio Boy; How I Learned English . . . . . . . . . . . . 188197
Spelling Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Writing Workshop Graphic Organizer. . . . . . . . . . . . . . . . . 199
Writing Workshop Rubric. . . . . . . . . . . . . . . . . . . . . . . . 200
Writing Workshop Checklists . . . . . . . . . . . . . . . . . . . . . 201
Speaking, Listening, and Viewing Activities . . . . . . . . . . 202203
Speaking, Listening, and Viewing Workshop Rubric . . . . . . . . 204
Active Reading Graphic Organizers . . . . . . . . . . . . . . . 205214
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215221
iv Course 2, Unit 5 Unit Resources

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How Can You Become Who

You Want to Be? (page 596)
Introduction
Whom do you admire? Why? How did that person become who he or
she wanted to be? What goals will help you become the person you
want to be?
As you read the selections in this unit, think about what you can do
to achieve your goals. Think about the ways that other people have
achieved their goals: through positive action, courage and confidence,
and finding people who will lend a hand. The selections in this unit
focus on how different people have achieved their goals. They can
help you learn how to achieve yours as well.
ACT I V I T Y
Directions Answer the questions below. Continue the activity on the following page.
1. Who is someone that you admire and why?
2. What is something that you can learn from this person?
3. What is something that you hope to achieve?
4. What is something you will need to do to achieve this?
Unit Resources Course 2, Unit 5 1

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5. Pretend it is fifty years from now, and you are working on your
autobiography. Using your answers from the previous page, use
the space below to write an excerpt from your autobiography. Make
sure you discuss what you have achieved in your life, and what
experiences and people have helped you become who you are.
2 Course 2, Unit 5 Unit Resources

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The Big Question Foldable

Making a Study Organizer
Ask your teacher for a copy of the Foldable template.
Step 1 Stack three or four sheets of paper Step 3 Follow steps 1 and 2 again to make
with their top edges about a half- a second set of tabbed pages.
inch apart. These top edges will be Then place the two sets of tabbed
tabs, so be sure to keep them pages back-to-back and staple
straight. them together at the bottom.
Step 2 Fold up the bottom edges of the Step 4 On the top page of one side of the
papers to form six or seven tabs. tabbed pages, write the unit
Align the edges so that all of the number and the Big Question.
layers or tabs are the same Then, working your way up, label
distance apart. Crease the bottom the tabs in order with the titles of
tightly. the reading selections in the unit.
Use both tabbed sides.
Step 5 Below each title, write
My Purpose for Reading.
A third of the way down from that,
write the label The Big Question.

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The Big Question Foldable

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The Big Question

School-to-Home Connection
Unit 5 focuses on the Big Question: How Can You Become Who You
Want to Be? Throughout the unit, you will learn about how people
use their strengths and resources to reach their goals. Before you
prepare your own answers to the Big Question, find out what your
parents or other adults think. Select one of the activities below to
complete at home.
ACT I V I T Y: Interview
Directions Use the following questions to interview a family member about the Big Question.
Write his or her responses on a separate sheet of paper.
1. As a young person, what kind of person did you want to grow up
to be?
2. What obstacles did you face?
3. What strengths or resources did you use to face these obstacles?
4. Did you reach your goal? Why or why not?
5. What would you do differently if you could go back in time?
ACT I V I T Y: Goal Setting

Discuss with a family member the goals that he or she has for the
future. For each goal, list one or more obstacles that may present a
challenge. Then list personal strengths and resources that will help
your family member reach his or her goals. Record the ideas in a
chart on a separate sheet of paper. Make sure your chart has three
columns, labeled Goals, Obstacles, and Strengths and
Resources.
ACT I V I T Y: Speech Writing

Suppose that the family member you spoke to must give a
motivational speech. Use what you have learned in your discussion to
create an outline for his or her speech. Then write the final version of
the speech on a separate sheet of paper.

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La pregunta importante
Enlace entre la escuela y la casa
La Unidad 5 se concentra en la Pregunta importante: Cmo puedes
llegar a ser lo que t quieres? En esta unidad aprenders cmo la
gente usa sus puntos fuertes y recursos para alcanzar sus metas.
Antes de preparar tu respuesta a la Pregunta importante, averigua
qu piensan tus padres u otros adultos. Escoge una de las siguientes
actividades para hacer en la casa.
ACT I VI DAD : Entrevista

Instrucciones Usa las siguientes preguntas para entrevistar a un miembro de tu familia sobre
la Pregunta importante. Escribe sus respuestas en una hoja aparte.
1. Cuando eras joven, qu tipo de persona queras ser de grande?
2. Qu obstculos tuviste que enfrentar?
3. Qu fortalezas y recursos usaste para enfrentar esos obstculos?
4. Alcanzaste tu meta? Por qu s o por qu no?
5. Qu haras de otra forma si pudieras regresar al pasado?
ACT I VI DAD : Fija una meta

Comenta con un miembro de tu familia acerca de sus futuras metas. Para cada meta escribe uno
o ms obstculos que podran ser un reto. Luego escribe las fortalezas personales y los recursos

que podran ayudarle a ese miembro de tu familia a lograr sus metas. Anota las ideas en una
tabla en una hoja aparte. Asegrate de que la tabla tenga tres columnas rotuladas: Metas,
Obstculos y Fortalezas y recursos.
ACT I VI DAD : Escribe un discurso

Imagina que un miembro de tu familia debe dar un discurso de motivacin. Usa lo que hayas
aprendido en tu conversacin para anotar ideas generales que te ayuden a esbozar el discurso.
Luego redacta la versin final del discurso en una hoja aparte.

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Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Chng 5 tap trung vao Cau Hoi Chnh sau: Lam the nao e ban co the
tr thanh ngi mnh mong muon? Trong suot chng nay, cac em tm
hieu xem moi ngi s dung iem manh va cac nguon tr giup nh the
nao e at c cac muc tieu cua mnh. Trc khi chuan b cac cau tra
li cua mnh, hay tm hieu xem cha me em hoac nhng ngi ln khac
ngh g. Chon mot trong cac hoat ong sau e lam tai nha.
H OA T O N G : P h o n g Va n
Hng Dan Hay s dung cac cau hoi sau e phong van mot thanh
vien trong gia nh ve Cau Hoi Chnh. Sau o viet cau tra li cua ngi
o vao mot t giay rieng.
1. Khi con nho, muon tr thanh kieu ngi nao?
2. .a gap cac tr ngai nao?
3. .a s dung cac iem manh va nguon tr giup nao e giai
quyet cac tr ngai o?
4. co at c muc tieu cua mnh khong? Tai sao co, tai sao
khong?
5. Neuco the quay ngc thi gian, ..se lam g khac i?
H OA T O N G : a t M u c T i e u
Thao luan cung mot thanh vien trong gia nh ve cac muc tieu ma ngi o
at ra cho tng lai. oi vi moi muc tieu, liet ke t nhat mot tr ngai co the
tao thach thc. Sau o, liet ke cac iem manh ca nhan va nguon tr giup
se giup ngi nay at c muc tieu cua mnh. Ghi cac y tng vao trong
mot bang tren t giay rieng. am bao rang bang co ba cot vi cac ten goi
nh sau Cac Muc Tieu, Cac Tr Ngai va Cac iem Manh va Nguon
Tr Giup
H OA T O N G : V i e t D i e n Va n
Gia s ngi than em va noi chuyen phai oc mot bai dien thuyet. Hay s
dung nhng g em va thu c trong cuoc thao luan e tao mot dan y cho
bai dien thuyet cua ngi o. Sau o, viet bai dien thuyet hoan chnh vao
mot t giay rieng.

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Ang Mahalagang Tanong

Kaugnayan ng Paaralan sa Tahanan
Binibigyan-diin ng Yunit 5 ang Mahalagang Tanong: Paano ka magiging
taong gusto mong maging? Sa buong yunit na ito, malalaman mo kung
paano ginagamit ng mga tao ang kanilang mga lakas at mga
mapagkukunan ng tulong upang makamit ang kanilang mga layunin. Bago
mo ihanda ang iyong mga sariling sagot sa Mahalagang Kuru-kuro, alamin
muna kung ano ang iniisip ng iyong mga magulang o ibang mga
nakatatanda. Pumili ng isa sa mga gawain sa ibab na gagawin sa tahanan.
GAWAIN : Interbyu:
Ang Gagawin Gamitin ang mga sumusunod na katanungin upang interbyuhin ang
isang kapamilya tungkol sa Mahalagang Tanong. Isulat ang kanyang mga sagot sa
isang hiwalay na papel.
1. Noong bata ka, anong klaseng tao ang gusto mong maging paglaki mo?
2. Anong mga sagabal ang hinarap mo?
3. Anong mga lakas at mga mapagkukunan ng tulong ang ginamit mo
upang harapin ang mga sagabal na ito?
4. Nakamit mo ba ang iyong layunin? Bakit o bakit hindi?
5. Ano ang gagawin mong naiiba kung makakabalik ka sa panahon?
GAWAIN : Ang Pagtakda ng Layunin

Kausapin ang isang kapamilya tungkol sa mga layunin niya para sa
kinabukasan. Para sa bawat layunin, ilista ang isa o higit pang mga sagabal

na maaaring maging paghamon. Pagkatapos ay ilista ang mga personl na
lakas at mga mapagkukunan ng tulong na makakatulong sa iyong
kapamilya na marating ang kanyang mga layunin. Isulat ang mga kuru-
kuro sa isang chart sa isang hiwalay na papel. Siguraduhing ang chart ay
may tatlong hanay na nagngangalang Mga Layunin, Mga Sagabal, at
Mga Lakas at mga Mapagkukunan ng Tulong.
GAWAIN : Ang Pagsulat ng Talumpati

Kung halimbawa ay kailangang magbigay ang isang kapamilya ng
talumpati na nagbibigay-motibasyon. Gamitin ang iyong natutunan sa
iyong pagtatalakay upang gumawa ng balangkas para sa kanyang
talumpati. Pagkatapos ay isulat ang panghuling bersiyon ng talumpati sa
hiwalay na papel

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Koneksyon ant lekl ak lakay ak yon Gwo

Kesyon
Modil 5 santre sou Gwo Kesyon sa a: Kijan w kapab tounen moun ou
ta renmen ye a? Nan modil sa a, ou pral aprann kijan moun svi ak
fs yo ak resous yo pou yo atenn objektif yo. Anvan w prepare repons
pa w pou Gwo Kesyon an, chche konnen kisa paran w oswa lt
granmoun panse. Chwazi youn nan aktivite sa yo pou w f lakay ou.
AKT I VI T E : Antrevi
Enstwiksyon Svi ak kesyon sa yo pou w entvyouve yon moun nan fanmi w sou Gwo Kesyon
an. Ekri repons yo sou yon fy papye apa.
1. L w te jenn, ki kalite moun ou te vle ye l w vin gran?
2. Ki obstak ou te rankontre?
3. Ki fs ak ki resous ou te svi pou w f fas ak obstak sa yo?
4. ske w te atenn objektif ou? Pou kisa ou te atenn yo oubyen ou pa
te atenn yo?
5. Kisa ou ta f yon lt jan si w te ka tounen nan pase a?
AKT I VI T E : Defini objektif

Pale ak yon moun nan fanmi w sou objektif li genyen pou pi devan.

Pou chak objektif, ekri yon obstak oswa plizy obstak ki kapab
prezante yon defi. Apre sa, f lis fs ak resous psonl ki kapab ede
moun nan fanmi lan atenn objektif li. Make lide yo sou yon tablo sou
yon fy papye apa. Sonje fk tablo w lan genyen twa kolonn ki make
Objektif, Obstak ak Fs ak resous.
AKT I VI T E : Ekri diskou

F kmsi moun nan fanmi w ou te pale ak li an oblije f yon diskou
pou l ankouraje moun. Svi ak sa w aprann nan diskisyon w lan pou
w f yon plan pou diskou l lan. Apre sa, ekri dnye vsyon diskou an
sou yon fy papye apa.

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Zaj Lus Nug Loj

Tsev Kawm Ntawv-rau-Tsev Kev Txuas Lus
Nqe 5 tsom kwm rau zaj Lus Nug Loj: Yuav ua licas koi thiab ua tau tus
neeg koj xav ua? Thoob plaws nqe nov, koj yuav kawm txog tias tibneeg siv
lawv cov zog thiab puavpheej los ncav kom tau cov homphiaj licas. Ua ntej
koj npaj koj cov lus teb rau zaj Lus Nug Loj, nrhiav saib koj niam thiab txiv
lossis lwm cov neeg loj xav licas. Xaiv ib hom ntawm cov dejnum nram nov
coj mus ua kom tiav tom tsev.
DEJN UM: Kev Nug
Kev Taw Qhia Siv cov lus nug nram nov los nug ib tus neeg hauv koj tsev
neeg txog zaj Lus Nug Loj. Sau nws cov lus teb rau ib daimntawv dawb.
1. Raws li ib tus hluas, koj tau xav tias koj yuav loj hlob mus ua ib tus neeg
zoo licas?
2. Hom teebmeem twg koj tau ntsib tsum?
3. Hom zog thiab puavpheej twg koj tau siv los daws cov teebmeem ntawd?
4. Koj puas tau ncav cuag koj lub homphiaj? Vim licas tau lossis tsis tau?
5. Koj yuav ua txawv licas yog tias koj yauv tsum pib dua tshiab?
DEJN UM: Teeb Homphiaj
Tham nrog ib tus neeg hauv koj tsev txog cov homphiaj uas nws tau teev rau
tom ntej. Rau txhua lub homphiaj, teev ib lossis ntau hom teebmeem uas
yuav tshwmsim tau. Ces teev yus tus kheej cov zog thiab puavpheej uas
yuav pab tus neeg hauv koj tsev neeg kom ncav tau nws cov homphiaj. Sau
cov tswvyim rau ib lub rooj kos hauv ib daim ntawv dawb. Nco ntsoov ua
kom nej lub rooj kos muaj peb kem ntsug, tis npe Homphiaj, Teebmeem,
thiab Zog thiab Puavpheej.
DEJN UM: Sau zaj Lus Hais
Piv xam tias tus neeg hauv koj tsev uas koj tau tham nrog yuavtsum muab
ib zaj lus tseemceeb. Siv tej yam uas koj tau nrog nws tham lawd los teev cov
nqe loj uas xav siv rau zaj lus hais. Ces muab zaj lus yuav hais ntawd los sau
kom zoo kawg rau ib daim ntawv dawb.

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Challenge Planner
The Unit 5 Challenge provides an opportunity to explore further the
units three Big Ideas: Positive Actions, Courage and Confidence, and
People Who Lend a Hand.
From the topics listed in Section A, choose one that interests you.
Once you have chosen a topic, choose a project in Section B that will
help you present your ideas on the topic. Any of the five topics can
work with any of the five project types. Projects may be done alone,
with a partner, or with a small group. Follow the steps in Section C to
plan and complete your challenge project.
Section A. Choose a Topic

1. Several of the selections in this unit tell the story of an individual
who changed his or her own life. Choose two of these selections.
Compare and contrast why the main characters decided to make a
change, and how they went about doing it.
2. The Teacher Who Changed My Life and Barrio Boy are both
about the importance of teachers in students lives. Examine the
importance of each of the three Big Ideas in both stories.
3. Many of the authors in this unit write in the first person. Choose
two selections that are written in the first person. Examine how

this influences the story. Is there a specific voice or dialect used?
Is the reader given a particular point of view?
4. The poems in this unit are all written in different forms. The
meanings of these poems are all influenced by their structures.
Choose at least three poems and compare how their structures and
meanings are related. Would the poems be easier or more difficult
to understand if they were written using a different structure?
5. Many selections in this unit discuss traveling or moving to a new
and unfamiliar place. Compare one of the stories that takes place a
long time ago, like The Adventures of Marco Polo, with one that
is more recent, like Message of Hope. How are the characters
reactions to new and unfamiliar places similar? How are they
different? How has travel changed over time?

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Section B. Choose a Project

1. Authors Lunch. Working with a partner who has chosen the same
topic, plan a conversation between two unit authors that might take
place if they met for lunch. Each partner will take on the role of
one author. The authors may use quotes from selections to support
a point. The authors may or may not have known each other in real
life. Using topic 2, for example, Nicholas Gage and Ernesto Galarza
could discuss what it was about their teachers that influenced
them.
2. Word Collage. Working with a group of people who have chosen
the same topic, present your points of view on your topic as a visual
or oral collage. For a visual collage, work together to create a poster
or other display of your groups written material. Be creative about
ways to link the content and display it so it is visually appealing.
For an oral collage, work together to present a reading of your
written material, including excerpts from selections. Using topic 4,
for example, your collage could present visual representations of the
main ideas of different poems.
3. Letter Exchange. Work alone or with a partner to create a
correspondence between two unit authors or between you and a
unit author. The correspondence should address a topic through
original writing and quotations from selections. You may write the
exchange as a traditional letter exchange, or in short segments, as if
it were taking place by e-mail. Using topic 1, for example, you could
write a series of letters between Annie from New Directions and

Malcolm X that discusses the importance of individual initiative in
changing ones life for the better.
4. What-If Drama. Work with a group to create a short play in which
at least three unit authors interact. The play will dramatize a
gathering that could have taken place in a Medieval English
setting. Start by forming a what-if question. What would happen if
authors X, Y, and Z hiked up a mountain together? spent an
afternoon at King Arthurs Court? met each other on a country
road? Using topic 5, for example, Marco Polo and The Lost Boys
could attend a jousting tournament together and discuss their
reactions to it.
5. In Style. Address your topic by writing in the style of one of the unit
writers. Write an introductory paragraph describing the style and
which aspects of it you will be imitating as you write. Consider, for
example, the style of writing of the period, the genre, word choice,
sentence length, use of figurative language, and use of conversation.
Using topic 3, for example, write from the perspective of one of the
authors. Be sure to imitate the authors voice and point of view.

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Section C. Make a Plan

1. Clarify any class requirements.
Project due date

Interim deadlines
Research beyond the textbook
A. sources required C. none
B. recommended D. other
Source documentation
A. required for all research C. none
B. required for quotations D. other
2. Choose your topic from Section A.
Topic
3. Choose your project from Section B.
Project
4. Decide whether you will be working alone or with others.
alone partner group
5. If you will be working with others, meet with all the participants to
decide on the authors and selections that you will focus on.

Authors
Selections
6. At this meeting or for your own project, determine whether there

are advanced preparations that you need to make early in the
process. For example:
Reserve space for a performance.
Invite people to the performance.
Advertise the performance.
Obtain materials for graphic representations, sets, costumes, or other
items.
Other

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Section C, cont.
7. If you will be working with others, agree on each persons
responsibility before your next meeting on:
Name Responsibilities
8. Do your research. Take notes, and jot down ideas.

Research complete.
9. Document your sources. Make copies of outside sources and keep
them in a project folder labeled Sources. If you are using a
textbook, list the page number of any quote you intend to use.
Source documentation complete.
10. Sort through your notes. Write each idea on an index card. Add
details and examples to support each idea. Record each direct
quote exactly as it appeared in the source, and note the source.
Details and examples complete.

11. Arrange your index cards in the order in which you will present
the ideas.
Order of material complete.
12. Make a rough draft of your script, graphic representation, or letters. If
you are working with a partner or a group, edit one anothers drafts.
Rough draft complete.
13. How you refine and polish your project depends on the project
you have chosen. If the end product includes written material,
reread, revise, and edit your draft. If you will be performing, allow
time to rehearse. As you rehearse or read your written work aloud,
listen critically. Do the ideas build logically? Does the language
flow smoothly, or do you need to reshape some sentences? Can a
listener or reader follow your train of thought from start to finish?
Make any improvements you think are needed.
Project polished.
14. Share your work with others through a performance, a display, a
reading, a videotape, a Web site, or other form of communication.

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Academic Vocabulary Development

Discussing and writing about literature is easier if you have the right
words at hand. This units Academic Vocabulary words can help you
analyze and comment on the selections, going beyond such responses
as, I liked it or That was boring. In the following activity, use this
units words to talk about an authors world, an authors purpose, or a
characters motivation.
Unit 5 Academic Vocabulary

restrictions n. regulations or limitations
adaptation n. the ability to change
anticipate v. to expect
economy n. the efficient use of a resource
significant adj. important
confined v. enclosed; limited or restricted
conflict n. a struggle between opposing forces
motivates v. provides with a need or goal that causes one to act
adjustments n. adaptations or changes to meet new conditions
ACT I VI T Y
Use the boldface vocabulary words in your answers to these questions.

1. In Young Arthur and How I Learned English, something
happens that the main character did not anticipate. How do the
characters react to these unexpected events?

Name Class Date
Academic Vocabulary, cont.

2. One thing that motivates people is conflict. Discuss one selection
in which a conflict or problem motivates a character to act.
3. How do poems represent economy? Compare the length of poems

to their overall meaning. What are restrictions that poets need to
consider when deciding what to write about?
4. When writers reflect on experiences they have had, they might

discuss an adaptation they had to make in order to change things.
What types of adjustments did the writers in this unit make?
5. In Zlatas Diary and the Autobiography of Malcolm X,

significant events happened while the writer was in a confined
space. Compare the confined spaces in these two stories. Discuss
the significant events that happened in them.

PART
1
Positive Actions

Name Class Date
English Language Coach, Part 1

Prexes and Sufxes
Things that happen before or after an important event help us
understand them. Words do the same thing by using prefixes and
suffixes.
A prefix can be added to the beginning of a word. A suffix can be
added to the end of a word. Prefixes and suffixes change the
meanings of root words. The spelling of a word can change when a
suffix is added.
Prefixes Examples Meanings

un-, dis-, non-, im-, and il- mean unwrapped, not wrapped,
not, or the opposite of dishonest, illogical not honest, not logical
re- means again or back reheat heat again
sub- means below or under subscribe to write underneath
Suffixes Examples Meanings

-ish means like childish like a child
-ous means full of or like courageous full of courage
-ment means act of or management act of managing

state of
ACT I V I T Y
Directions Using a base word and either a prefix or a suffix, write a new word in the blank
that matches the definition.
1. not fair
2. the act of encouraging
3. claim again
4. full of adventure
5. below zero
6. like a fool
7. not legal

Name Class Date
Summary/Resumen (p. 604)

If I Can Stop One Heart From Breaking and I stepped from Plank to
Plank EMILY DICKINSON
The first poem is about gentleness and kindness. It expresses the
importance of helping other living creatures. Helping to ease the pain
and suffering of others is what makes life worthwhile.
In I stepped from plank to plank the speaker takes small steps,
moving from plank to plank very slowly and cautiously. She feels
that life is like trying to step from one plank floating in the sea to
another plank without falling in and drowning. She can feel
everything around her and knows from experience that all living
things eventually die. She also knows that each step she takes could
be her last. She knows she is in danger of losing what she has and she
does not want to make any mistakes. The poem describes the
uncertainty of life and the instability and fear people feel as a result
of their mortality.

Si puedo evitar que se rompa un corazn y pase de tabla en tabla
Este poema trata acerca de la gentileza y la bondad, y expresa la
importancia de ayudar a otras criaturas vivientes. Ayudar a mitigar el
dolor y los sufrimientos de los dems es lo que da sentido a la vida.
En la relatadora se mueve dando pequeos pasos, pasando de una
tabla a otra muy lenta y cautelosamente. Siente que la vida es como
cuando uno trata de pasar de una tabla que flota en el mar a otra sin
caer al agua y ahogarse. Ella puede percibir todo a su alrededor. Sabe
por experiencia que todos los seres vivientes acaban por morir, y que
cada paso que da pudiera ser el ltimo. Ella Sabe que est en peligro
de perder lo que tiene y no quiere cometer ningn error. El poema
describe la incertidumbre de la vida y la inestabilidad y el temor que
las personas sienten como resultado de ser mortales.

Name Class Date
Tom Tat (p. 604)

Neu Toi Co The Cu Mot Trai Tim Khoi B V Tan
EMILY DICKINSON
Bai th nay cua Emily Dickinson noi ve s du dang va long tot. Bai th
nhan manh tam quan trong cua viec giup nhng sinh vat song khac.
Giup xoa du vet thng va noi kho au cua ngi khac la ieu khien
cuoc song ang gia.
Toi bc tng bc t tam van nay sang tam van khac

EMILY DICKINSON
Nhan vat trong bai th bc tng bc nho, di chuyen t tam van nay
sang tam van khac mot cach rat cham rai va than trong. Co cam thay
rang cuoc song giong nh co gang bc t mot tam van troi tren mat
bien sang mot tam van khac ma khong b nga xuong chet uoi. Co co
the cam nhan c moi th xung quanh mnh, nh bau tri tren cao. T
trai nghiem cua mnh, co biet c rang moi sinh vat song roi cung
chet. Co biet rang moi bc i cua mnh co the la bc i cuoi cung
trong i, va v the co di chuyen that cham rai va than trong. Co biet
mnh ang ng trc nguy c mat i tat ca nhng g ang co va co
khong muon mac sai pham. Bai th mieu ta tnh bap benh cua cuoc
song cung nh cam giac mat on nh va noi s hai ma moi ngi cam
thay do b am anh ve cai chet.

Name Class Date
Buod (p. 604)

Kung Mapipigilan Ko ang Pagpipighati ng Isang Pus
EMILY DICKINSON
Ang tul na ito ni Emily Dickinson ay tungkol sa pagiging maamo at

pagiging mapagbigay. Ipinahahayag nito ang kahalagahan ng pagtulong sa
ibang mga nabubuhay na nilalang. Ang pagtulong sa pagpawi ng sakt at
hirap ng mga iba ay ang nagbibigay-halaga sa buhay.
Umapak ako mula sa isang tabl papunta sa susunod na tabl

EMILY DICKINSON
Sa tul na ito, ang nagsasalita ay gumagawa ng mga maliliit na hakbang,

dahan-dahan at maingat-na-maingat na kumikilos mula isang tabl
papunta sa susunod na tabl. Sa isip niya, ang buhay ay parang ang pag-
apak mula sa isang tabl na lumulutang sa dagat patungo sa ibang tabl
nang hindi nahuhulog sa dagat at nalulunod. Nararamdaman niya ang
lahat sa kanyang paligid, tulad ng langit na nasa itaas ng kanyang ulo.
Alam niya mula sa karanasan na ang lahat ng buhy na bagay ay
namamatay rin. Alam niya na ang bawat hakbang na ginagawa niya ay
maaaring maging hul niyang hakbang, at iyan ang dahilan kung bakit
napakabagal at napakaingat niyang kumilos. Alam niya na maaari niyang
mawala ang anumang nasa kanya at ayaw niyang magkamali. Inilalarawan
ng tul ang walang katiyakan sa buhay at ang walang katatagan at takot na

nararamdaman ng mga tao bilang resulta ng kanilang pagkamatay.

Name Class Date
(p. 604)
EMILY DICKINSON
Emily Dickinson

EMILY DICKINSON


Name Class Date
Rezime Seleksyon (p. 604)

Si Mwen Kapab Anpeche Yon K Brize EMILY DICKINSON
Powm Emily Dickinson sa a ap pale osij dous ak jantiys. Li eksprime

enptans ede lt kreyati vivan. Ede soulaje doul ak soufrans lt se sa ki f
val lavi.
Mwen mache de planch a planch EMILY DICKINSON
Nan powm sa a, moun k ap pale a ap f ti pa, l ap mache de planch a

planch tou dousman ak pridans. Li santi lavi se tankou eseye mache sti
sou yon planch k ap flote sou lanm al sou yon lt planch san tonbe epi
nwaye. Li kapab santi tout bagay toutotou li, tankou syl la sou tt li. Li
konnen pa eksperyans tout bagay ki vivan fini pa mouri. Li konnen chak pa
li f ta kapab dnye li, se pou sa li bouje dousman ak prekosyon konsa a. Li
konnen li riske pdi sa li genyen kidonk li pa vle f okenn er. Powm nan
ap dekri enstitid lavi ak enstabilite ak laperz moun santi km rezilta
mtalite yo.

Name Class Date
Zuag Tswvyim (p. 604)

Yog Kuv Pab Cheem Tau Kom Ib lub Siab Txhob Tu
EMILY DICKINSON
Emily Dickinson zaj pajhuam nov hais txog kev ua siab zoo thiab siab
dawb. Nws teev txog qhov tseemceeb ntawm pab lwm hom tsiaj muaj sia.
Pab kom lwm tus txhob mob thiab txom nyem yog qhov ua rau yus muaj
nuj nqi tau.
Kuv Tsuj ib Daim Txiag rau Lwm Daim EMILY DICKINSON
Hauv zaj pajhuam nov tus hais zaj lus ua tej menyuam ruam, majmam ceev
faj los tsuj ib daim txiag rau lwm daim. Nws xav tias lub neej zoo li rhais
ruam ntawm ib daim txiag rau lwm daim ntab saum dej hiavtxwv tsis pub
poob thiab raus dej. Nws paub txhua yam ncig nws, xws li lub ntuj saum
nws tob hau. Nws paub los ntawm kev ntsibtsum tias txhua yam muaj sia
hauv ntiaj teb txawj tuag. Nws paub tias txhua kauj ruam nws tshem ua tau
kauj ruam kawg, li ntawd nws thiaj majmam rhais qeeb thiab ceevfaj. Nws
paub tias nws swb tau txhua yam nws muaj thiab tsis xav yuam kev li. Zaj
nkauj teev kev hloov hauv lub neej thiab kev txawv txav nrog kev ntshai
uas tibneeg muaj vim txhua yam pheej xaus rau kev tuag.

Name Class Date
Literary Element (page 604)

Assonance and Consonance
If I Can Stop One Heart from Breaking and I stepped from
plank to plank EMILY DICKINSON
Assonance is the repetition of vowel sounds. Consonance is the
repetition of consonant sounds in stressed syllables. Poets use
assonance, consonance, and other sound devices to create pleasing
combinations of sound and a sense of rhythm. To find assonance and
consonance in a poem, read the poem aloud and listen for repeated
sounds. Notice how these sound combinations add to the musical
quality of Dickinsons poems.
ACT I VI T Y
Directions In the first column below, write examples of assonance from the two poems. In the
second column, write examples of consonance. One example is done for you.
Assonance Consonance
one fainting Robin So slow and cautiously

Name Class Date
Grammar Practice (page 604)

Locating the Subject
The verb must agree with the subject even when the subject and verb are separated.
Sometimes a prepositional phrase separates the subject and verb.
The goal of those charities is to provide shelter for homeless people. (The
prepositional phrase of those charities separates the subject goal and the verb is.)
Sometimes the subject comes after the verb, as in sentences that begin with here
and there.
Here is the book you looked for yesterday. (Book is the subject; is is the verb.)
In an interrogative sentence, a helping verb may come before the subject.
Does your dog really eat grapes? (Dog is the subject; does is the helping verb; eat is
the main verb.)
ACT I V I T Y
Directions Write in the blank the subject of each sentence.
1. The poem If I Can Stop One Heart from Breaking

is about how to live life.
2. Where is the wood to build the boat?
3. Does your brother really like poetry?
4. The nest for the baby robins is up in the tree.
5. The lake near my house is very cold, even in

summer.
6. Why dont you like to swim?
7. Here is the poem I wrote in class today.
8. The book on the shelf is very old.

Name Class Date
Selection Quick Check (page 604)

Read each of the following questions. Answer each question in a complete sentence.
1. How does the speaker of If I Can Stop One Heart from Breaking
not want to live her life?
2. What does the speaker of I stepped from plank to plank feel

about her feet?

3. What does time call that precarious gait?

Name Class Date
Prueba Rpida (pg. 604)

Si puedo evitar que se rompa un corazn
pase a paso de tabla en tabla EMILY DICKINSON
Lea cada pregunta y contstela con una oracin completa.
1. De qu manera no quisiera vivir su vida la relatora de Si puedo
evitar que se rompa un corazn?
2. Qu sienten los pies de la autora de Pas de tabla en tabla?

3. Cmo el paso del tiempo llama a ese precario modo de andar?

Name Class Date

Hollywood and the Pits CHERYLENE LEE
A Chinese-American woman looks back on her childhood and

adolescence in Los Angeles. As a child, she has success in a song and
dance routine with her older sister. They perform in many different
locations, including Las Vegas. Her parents, especially her mother, are
very supportive. The narrator was always small for her age, and
audiences found her to be cute. However, she starts growing rapidly
at age fifteen. Because of this, she can no longer get show business
roles. Her mother cannot accept this reality. The narrator, however,
has no problem moving on, because she has found a new interest
archaeology. She begins working as part of an archaeological dig at
the La Brea Tar Pits in Los Angeles. She interrupts the narrative of her
childhood as a singer and dancer with fascinating information she
has learned at the Tar Pits.
Hollywood y los pozos

Una mujer china norteamericana evoca su infancia y su adolescencia
en Los ngeles. Cuando era nia, tuvo xito con una rutina de canto
y baile que ejecutaba con su hermana mayor. Ellas actan en muchos
lugares diferentes, incluyendo Las Vegas. Sus padres, en especial su
madre, las apoyan mucho. La narradora fue siempre pequea para su
edad, y el pblico la encontraba graciosa. No obstante, ella comienza
a crecer rpidamente al llegar a los diecisis aos. A causa de esto, ya
no puede obtener ms papeles en el negocio del espectculo. Su
madre no puede aceptar esta realidad. Sin embargo, la narradora no
tiene ningn problema para seguir adelante, ya que ella ha
encontrado un inters nuevo: la arqueologa. Comienza a trabajar
como parte de una excavacin arqueolgica en los pozos de alquitrn
de La Brea en Los ngeles. Ella interrumpe el cuento de su infancia
como cantante y bailarina para brindar datos fascinantes que
aprendi en los pozos de alquitrn.

Name Class Date
Tom Tat (p. 608)

Hollywood va Mo Hac n CHERYLENE LEE
Mot ngi phu n ngi My goc Hoa nhn lai thi th au va thi v thanh
nien cua mnh Los Angeles. Khi con la mot a tre, co rat thanh cong
trong man trnh dien va hat va mua vi ch cua mnh. Ho a bieu dien
nhieu a iem khac nhau, bao gom Las Vegas. Cha me cua co, ac
biet la me, rat ung ho hai ch em. Ngi thuat truyen luon trong nho hn
so vi tuoi cua mnh, do o khan gia thay co rat ang yeu. Tuy nhien,
co bat au ln rat nhanh khi mi lam tuoi. Chnh v the, khong ai muon
thue co trnh dien na. Me cua co khong the chap nhan c thc te
nay. Tuy nhien, ngi thuat truyen khong co van e g trong viec i
tiep v co a tm c mot niem am me mikhao co hoc. Co bat
au tham gia vao cuoc khai quat khao co tai Mo Hac n La Brea tai Los
Angeles. Co cat ngang mach ke ve thi th au cua mnh vi nhng
thong tin thu v ma co a hoc c tai Mo Hac n. Niem am me vi
khao co hoc cho thay ngi thuat truyen a trng thanh va tiep tuc
phat trien trong cuoc i mnh.

Name Class Date
Buod (p. 608)

Ang Hollywood at ang mga Hukay CHERYLENE LEE
Naaalala ng isang babaeng Instik na Amerikano ang kanyang pagkabata at

pagkadalagita sa Los Angeles. Noong siyay bata pa, siya at ang kanyang ate
ay mayroong matagumpay na awit at sayaw. Nagsayaw sila sa ibat-ibang
mga lugar, kabilang na rin ang Las Vegas. Sinuportahan sila dito ng
kanilang mga magulang, lalo na ng kanilang ina. Maliit para sa kanyang
edad ang nagsasalaysay, at natutuwa sa kanya ang mga nanonood. Pero
nang siyay umabot na ng labing-limang tang gulang, bigl siyang
tumangkad nang mabilis. Dahil dito ay hindi na siya makakuha ng mga
parte sa mga palabas. Hindi matanggap ng kanyang ina ang katotohanang
ito. Gayunman, walang problema ang nagsasalaysay na patuloy sumulong
sa kanyang buhay dahil mayroon na siyang bagong pinag-aabalahan
ang archeology. Nagsimula siyang magtrabaho sa isang arkeolohical na
hukay sa La Brea Tar Pits sa Los Angeles. Itinigil muna niya ang
pagsasalaysay tungkol sa kanyang kabataan bilang isang taga-awit at
mananayaw para magbigay ng nakakaaliw na impormasyn na natutunan
niya sa Tar Pits. Ipinapakita ng bagong interes sa archeology ng
nagsasalaysay na siya ay lumak na, at sumulong na sa kanyang buhay.

Name Class Date
(p. 608)
CHERYLENE LEE

La Brea Tar Pits
Tar Pits


Name Class Date

Oliwoud ak Pwi yo CHERYLENE LEE
Yon madanm chinwa ameriken ap gade dy nan anfans li ak adolesans li

Ls-Anjels. L li te timoun, li te gen siks avk yon nimewo chan ak dans
li te f ak gran s li. Yo te pfme plizy kote diferan, pami yo Las Vegas.
Paran li, espesyalman manman li, te ba yo anpil soutyen. Moun k ap
rakonte istwa a te toujou piti pou laj li, donk piblik yo te twouve li te
kyout. Men, li kmanse grandi rapidman a kenzan. Poutt sa, li pa t
kapab jwenn wl nan espektak ank. Manman li pa t kapab aksepte reyalite
sa a. Moun k ap rakonte istwa a, s pandan, pa t gen pwoblm pase a yon
lt bagay, paske li te jwenn yon lt enterakeyoloji. Li kmanse travay
nan yon fouy akeyolojik nan Pwi Goudwon La Brea nan Ls-Anjels. Li
sispann rakonte anfans li km chant ak dans ak enfmasyon enteresan li
aprann nan Pui Goudwon yo. Fasinasyon li pou akeyoloji montre moun k
ap rakonte istwa a grandi epi kontinye ak vi li.

Name Class Date

Hollywood thiab cov Qhov Av CHERYLENE LEE
Ib tus pojniam Suav-Amelika ntsia rov qab rau nws lub neej thaum hluas
thiab yau nyob Los Angeles. Thaum ntawd, nws tau yeej txog kev hu nkauj
thiab seev cev nrog nws tus niam laus. Nkawd tau mus rau ntau qhov chaw
yeebyam, nrog rau Las Vegas. Nws niam thiab txiv, tiag mas nws niam,
txhawb nkawd heev. Tus hais zaj lus ib txwm me rau nws lub hnub nyoog,
ces cov neeg tuaj pom tias nws ntxim hlub. Li ntawd los, nws hlob sai
txog kaum tsib xyoos. Vim li ntawd, nws tsis tau dejnum zoo saum kev seev
cev lawm. Nws niam lees tsis tau lub tswvyim tiag nov. Tabsis, tus hais zaj
lus tsis muaj teebmeem txog tias nws lub neej yuav rhais mus ntxiv, vim
nws nrhiav tau ib hom txuj rub siab tshiab rau nws lawm--khawb av
puavpheej. Nws pib kev khawb av puavpheej nyob La Brea Tar Pit nram
Los Angeles. Qhov haujlwm cheem nws kev hu nkauj thiab seev cev nrog
ntau hom xov rub siab uas nws tau kawm nyob nram Tar Pit. Nws hom kev
khawb av puavpheej qhia tau tias nws tau loj hlob thiab rhais mus rau nws
lub neej.

Name Class Date

Analogy
An analogy is a comparison between two things, based on one or

more elements that they share. Authors often use analogies to explain
something unknown in a familiar, concrete way. Analogies can help
you better understand and visualize difficult, abstract, or unfamiliar
ideas.
ACT I VI T Y
Directions In each box on the left, write an event or detail from the narrators life. In each box
on the right, explain what about the La Brea Tar Pits compares to the corresponding event or
detail. One example is done for you.
The narrators small size helps her Many of the bones in the pits are
get a lot of jobs when she is young. unconnected because the animals
were young and not fully formed.

Name Class Date
Reading Strategy (page 608)

Draw Conclusions About Characters
When you draw conclusions, you use a number of pieces of

information to make a general statement about characters, setting,
events, and ideas. You use clues that the author gives you and your
own knowledge and experience. Drawing conclusions helps you see
the larger picture. To draw conclusions about a character, notice
details about the character, think about what these clues tell you that
the author may not state directly, and use the clues to make a general
statement.
ACT I V I T Y
Directions In the first column below, write details about the narrator. In the second column,
explain what conclusions you can draw about the narrator based on the details in the first
column. One row is done as an example.
Details Conclusions
I suppose a lot of my getting into The narrator was never completely sure
show business in the first place was a why she was an actress.
matter of luckbeing in the right place
at the right time.

1. 2.
3. 4.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Ask your teacher for a Two-Column Table Graphic Organizer. Use it
to list details and conclusions that you can draw about the narrator.

Name Class Date
Selection Vocabulary Practice (page 608)

Vocabulary
excavated adj. uncovered or removed by digging; unearthed
immobilized v. made unable to move; fixed in place
painstaking adj. requiring close, careful labor or attention
predators n. animals that kill other animals for food
deception n. that which fools or misleads
Exercise A Practice with Synonyms and Antonyms

On each line, write whether the pairs of words are synonyms (words with nearly the same
meaning) or antonyms (words with nearly opposite meanings).
1. painstakingeasy
2. motionlessimmobilized
3. predatorhunter
4. excavatedhidden
5. deceptionlying

Exercise B Applying Meanings
Write the word that best completes each sentence.
1. The investigators spent several hours

organizing the evidence.
2. Some dinosaurs were and survived by

eating other dinosaurs.
3. The sight was so shocking that she felt and

just stood there staring for several minutes.
Exercise C Responding to the Selection

The narrator in this story is very interested in the pits and archaeology, even though this would
probably surprise most people that know her. On the back of this sheet, write about an interest
that you have that may surprise others to learn about. Use at least THREE vocabulary words.

Name Class Date
Vocabulary Strategy (page 608)

Analyzing Word Parts: Prexes
In the La Brea Tar Pits many of the excavated bones belong

to juvenile mammals. Thousands of years ago thirsty young
animals in the area were drawn to watering holes, not
knowing they were traps.
Cherylene Lee, Hollywood and the Pits
Connecting to Literature When words are unfamiliar, we often use a

dictionary or context clues to help us understand. However, many
words contain clues to their own meanings. Familiar base words,
roots, prefixes, and suffixes can provide information about the
meaning of the word. You can analyze the word parts to help you
understand the meaning of the word.
Many words in English have prefixes. Here are a few common

prefixes:
Prefix Meaning Examples
e, ex away, out, from exclude, exhale
in, im not improper, innocent
de away, down, from devolve, decrease

be thoroughly beware, bedecked
multi many multiple, multipurpose
ACT I V I T Y
Directions Analyze the underlined words, using whatever clues they contain to help you. Then
match each word to its meaning on the right.
1. He was tricked with deception. A. unable to move
2. She had a multitude of choices. B. completely confused
3. He excavated the ruins. C. misled from the truth
4. The car was immobilized. D. large amount
5. She was bewildered by the surprise. E. dug out

Name Class Date

Collective Nouns and Other Special Subjects
A collective noun names a group. It has a singular meaning when it describes a

group that acts as a unit. It has a plural meaning when it describes members of the
group acting as individuals.
The class reads every day. The class read from their textbooks.
Some nouns that end in -s take a singular verb.
Mathematics is my best subject. Mumps is a childhood disease.
The news is good.
Some nouns that end in -s take a plural verb.
Here are the binoculars. Are my clothes ready? Where are the pliers?
The scissors are on the desk. These jeans are mine.
A title of a book or work of art is always singular.
Little Women is a book by Louisa May Alcott.
If an amount is treated as a single unit, it is singular. If it is treated as many
individual units, it is plural.
Twenty dollars is the price of the radio I want.

Twenty dollars are scattered on the floor.
ACT I VI T Y
Directions Write in the blank the verb in parentheses that best completes each sentence.
1. Hollywood And The Pits (is, are) about a child

actress.
2. The La Brea Tar Pits (is, are) in California.
3. The family in the story (travel, travels) to Las Vegas

to perform.
4. When the narrator doesnt answer her mothers

questions about the audition, its because the news
(isnt, arent) good.
5. Her jeans (became, becomes) covered in tar after

working at the pits.

Name Class Date

1. In her fifteenth summer, where does Cherylene go to do a new
type of work?
2. Who is most interested in Cherylenes acting career and

accompanies her to auditions?
3. What happens to Cherylene that affects her acting career?
4. Some parts of the selection are set in italic type. What are these
parts about?
5. What does Cherylene realize about herself at the end of story?

Name Class Date

Hollywood y los pozos CHERYLENE LEE
1. En el verano cuando tena quince aos, adnde va Cherylene para
hacer un nuevo tipo de trabajo?
2. Quin est muy intersada en la carrera de Cherylene como actriz

y la acompaa a las audiciones?
3. Qu le sucede a Cherylene que afecta su carrera como actriz?
4. Algunas partes de la seleccin se encuentran en itlicas. De qu

tartan esos fragmentos?
5. De qu se da cuenta Cherylene sobre s misma al final de la

historia?

Name Class Date
Media Workshop (page 625)

Media Ethics
When producing media, journalists must behave ethically, which
means that they must conform to accepted standards of conduct. The
chart below shows laws that everyone must follow when using media
sources. By disregarding these laws, you risk being sued for damages,
fined, and possibly jailed.
Ethical Issue What It Is Example

Libel false statement or image that An article falsely accuses a
harms a persons reputation presidential candidate of a
crime.
Slander statement in front of a witness A news anchor falsely states
that harms the reputation of a that a celebrity has committed
third person a crime.
Copyright unauthorized publication, A local news broadcast uses a
Violation production, or sale of a written painting as part of its logo
or visual work that legally without the artists permission.
belongs to someone else
Plagiarism act of representing another A reporter uses details and
persons work as ones own quotes from another reporters
article but takes credit for the

work.
ACT I V I T Y
Directions Use the chart to respond to the following items.
1. What would cause an athlete to accuse a journalist of slander?
2. Create an example of copyright violation that could occur in a

radio commercial.
3. How could you prove that an article includes plagiarism?

Name Class Date

Young Arthur ROBERT D. SAN SOUCI
The future King, Arthur, is born to Queen Igerna, who dies shortly
thereafter. Merlin, the court magician, fears for the safety of young
Arthur. He persuades King Uther to let his son be raised by foster
parents who have another son, Kay. Traitors poison King Uther. The
selfish Kay is jealous because Arthur grows up handsome, kind, and
popular. Merlin arranges a test in which whoever can pull a special
sword out of a stone is the King of England. Arthur travels with Kay
to the city for a tournament. Having forgotten to bring Kays sword,
Arthur takes a pull at the sword in the stone. He pulls it out, but there
are no witnesses. Kay tries to say he pulled the sword out, but Merlin
tells Kay to try it again. Kay, of course, cannot free the sword from the
stone. Arthur tries again, and once more the sword comes free.
El joven Arturo
La reina Igraine da a luz al futuro rey Arturo, y muere poco despus.

Merln, el mago de la corte, teme por la seguridad del pequeo Arturo
y persuade al rey Uther para que permita que su hijo sea criado por
padres adoptivos que tienen otro hijo, Kay. Unos traidores envenenan
al rey Uther. El egosta Kay est celoso porque Arturo crece en
apostura, bondad y popularidad. Merln prepara una prueba segn la
cual aquel que pueda sacar una espada especial de una piedra ser el
rey de Inglaterra. Arturo viaja con Kay a la ciudad para un torneo.
Como se ha olvidado de traer la espada de Kay, Arturo prueba a sacar
la espada de la piedra. l lo consigue, pero no hay testigos. Kay trata
de decir que l sac la espada de la piedra, pero Merln pide a Kay
que lo intente de nuevo. Kay, por supuesto, no puede librar la espada
de la piedra. Arturo lo intenta de nuevo, y la espada sale de la piedra
una vez ms.

Name Class Date
Tom Tat (p. 626)

Arthur Khi Con Tre ROBERT D. SAN SOUCI
V Vua tng lai Arthur c sinh ra bi N Hoang Igerna, ngi bang

ha ngay sau o t lau. Merlin, phap s cua trieu nh, lo lang cho s an
toan cua cau be. Ong thuyet phuc Vua Uther cho con trai cua mnh i
lam con nuoi cua mot cap v chong cung co mot cau con trai khac ten
la Kay. Nhng ke phan boi au oc vua Uther. Chang Kay ch ky cam
thay ghen tuong v Arthur ln len rat ep trai, tot bung va c moi
ngi yeu quy. Merlin at ra mot th thach trong o ai co the loi mot
thanh gm ac biet ra khoi tang a se tr thanh Vua cua Nc Anh.
Arthur cung i vi Kay ra thanh pho e tham d mot cuoc au tren
nga. V quen mang thanh gm cua Kay, Arthur th rut thanh gm ra
t tang a. Anh rut gm c, nhng khong co ai lam chng. Kay co
noi rang chang ta mi la ngi rut thanh gm ra khoi tang a, nhng
Merlin bao Kay th lai. Le tat nhien, Kay khong the lam c. Arthur
th lai, va them mot lan na, thanh gm c rut ra khoi tang a.

Name Class Date
Buod (p. 626)

Ang Batang si Arthur ROBERT D. SAN SOUCI
Ang magiging Hari na si Arthur ay napanganak kay Reynang Igerna, na

siyang namaty makaraan ang kaunting panahon pagkatapos nito. Nag-
aalal tungkol sa kaligtasan ni Arthur si Merlin, ang salamangkero ng
korte. Kinumbinse nito si Haring Uther na ipaalag ang kanyang anak sa
isang mag-asawang may isang anak na lalaking nagngangalang Kay.
Nilason ng mga traydor si Haring Uther. Ang maramot na si Kay ay
nagselos kay Arthur dahil ito ay lumakng guwapo, mabait, at populr.
Naghanda si Merlin ng isang pagsubok kung saan ang sinumang
makakahugot ng isang natatanging espada mula sa isang bato ang
magiging Hari ng Ingglatera. Sumama si Arthur kay Kay papunta sa
siyudad para dumalo sa isang paligsahan. Dahil nakalimutan dalhn ni
Arthur ang espada ni Kay, sinubukan niyang hugutin ang espada na
nakaban sa bato. Nahugot niya ito pero walang nakakita. Sinabi ni Kay na
siya ang nakahugot nito, pero sinabi ni Merlin sa kanyang gawin niya ito
muli. Siyempre, hindi magawa ito ni Kay. Sinubukan ito muling gawin ni
Arthur, at nahugot niya muli ang espada.

Name Class Date
(p. 626)
ROBERT D. SAN SOUCI
Igerna
MerlinUther
Kay
Uther
Kay Merlin
Kay
Kay
Kay Merlin
Kay

Name Class Date

Jn Arthur ROBERT D. SAN SOUCI
Fiti Wa a, Arthur, gen pou manman Larn Igerna, ki mouri yon ti moman
apre nesans li. Merlin, majisyen kou a, p pou sekirite jn Arthur. Li
konvenk Wa Uther pou li kite paran daky ki gen yon lt pitit gason, Kay,
leve pitit li a. Trt anpwazonnen Wa Uther. Kay, ki egoyis, jalou poutt
Arthur grandi pou vin bl gason, bon moun, ak popil. Merlin ranje yon ts
kote nenpt ki moun ki kapab rale yon epe espesyal sti nan yon wch, se
Wa Anglet. Arthur vwayaje ak Kay pou al lavil nan yon tounwa. Km li
bliye pote epe Kay, Arthur rale epe ki nan wch la. Li rale li sti, men pa
gen temwen. Kay eseye di se li menm ki rale epe a sti, men Merlin di Kay
eseye ank. Kidonk Kay pa kapab retire epe a nan wch la. Arthur eseye
ank, epi yon fwa ank epe a sti.

Name Class Date

Arthur Hluas ROBERT D. SAN SOUCI
Tus Huabtais Arthur, yug los ntawm poj Huabtais Igerna, uas tuag tsis ntev
tom qab. Merlin, tus kws yees siv, ntshai kev cobphum ntawm Arthur tus
hluas. Nws hais tau Huabtais Uther tso Arthur rau ib yim neeg uas muaj ib
tug tub, Kay, pab tu. Neeg phem muab Huabtais Uther lom tuag. Tus hluas
Kay hlob los chim thiab ntxub vim Arthur zoo nraug, siab zoo, thiab nto
npe. Merlin tsim ib zaj kev twv tias leej twg rho tau rab ntaj tawm ntawm ib
lub pobzeb yuav tau ua Huabtais nyob Aakiv. Arthur nrog Kay tuaj mus
rau lub nroog sib twv. Tsis nco qab nqa Kay rab ntaj, Arthur sim rho rab ntaj
tawm ntawm lub pobzeb. Nws rho tau rab ntaj tawm tabsis tsis muaj pov
thawj. Kay hais tias nws rho rab ntaj tawm, tabsis Merlin hais kom rov rho
dua. Kay, zaum nov, rho tsis tau rab ntaj tawm ntawm lub pob zeb. Arthur
sim dua, thiab nws rov rho tau rab ntaj tawm.

Name Class Date

Legend
A legend is a traditional story, often based on history and an actual

person. Like folktales and myths, legends belong to the oral tradition.
They are passed by word of mouth from one generation to the next.
While many legends are about people who actually lived, these people
become larger-than-life heroes as the stories are retold again and again.
Legends often express the values of a culture. In Young Arthur, for
example, Arthur shows courage and honor. Many legends are also
exciting tales of amazing adventure.
ACT I VI T Y
Directions Courage and Honor are written in the top box below. In the other three boxes,
write events, quotations, or details from the story that show why Arthur represents courage
and honor.
Courage and Honor

1. 3.
2.

Name Class Date
Reading Skill (page 626)

Make Generalizations About Characters
When you make generalizations, you form a general rule or

conclusion based on facts and examples. When you make
generalizations about characters, or people in a literary work, you
use the details that the author gives you to form a general idea or
conclusion about the characters. You can put those details together
with what you already know to understand the character better.
ACT I V I T Y
Directions In the first column below, write a quotation from the story that refers to a
character. In the second column, write something that you already know that helps you to
understand the quotation. In the third column, write a generalization you can make about the
character. The first row is done as an example.
Quotation What You Know Generalization

. . . a servant entered In Medieval times, Young Arthur will get a
grinning happily. You having a son was very lot of attention and will
have a son, he told the important to kings. be expected to take over
king. the kingdom.
1. 2. 3.
4. 5. 6.
Continue to make generalizations about characters as you read. Record your
findings in a Three Column Table Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

Context Clues: Restatement and Contrast
He lost interest in ruling, and Merlin was unable to rouse

him from his melancholy.
Robert D. San Souci, Young Arthur
Connecting to Literature The word melancholy may be unfamiliar to

you, but you can determine the words meaning based on the other
words around it. These other words provide context clues. Context is
the sentence or group of sentences in which a word appears. The
context often provides clues as to what an unfamiliar word means.
Writers use several types of context clues to help readers, including
the following.
Restatement: She was very melancholy when she heard the bad news. It
was all very sad.
The writer has used another sentence to restate the idea.
Contrast: She suddenly felt melancholy at the thought of leavingshe
thought shed be happier if she decided to stay.
The reader can tell that feeling melancholy must be the opposite of

feeling happy.
ACT I VI T Y
Directions Use context clues to determine the meaning of each underlined word. Write down
this meaning. Then use a dictionary to write at least one additional meaning for the word.
1. The crime was a grievous offense. The punishment would have to
be serious.
2. He was determined to reclaim what he had lost. He could not

continue to lose more.
3. Arthur was destined to be king. There was nothing to do to stop

this from happening.

Name Class Date

Indenite Pronouns as Subjects
An indefinite pronoun does not refer to a specific person, place, or thing. Many
indefinite pronouns take a singular verb:
another, anybody, anyone, anything, each, either, everybody, everyone, everything,
much, neither, nobody, no one, nothing, one, somebody, someone, something.
Everybody wants to sign the petition. (singular)
Some indefinite pronouns take a plural verb:
both few many others several
Many of the students arrive early. (plural)
Other indefinite pronouns may take a singular or plural verb, depending on what
follows them:
all any most none some
All of the parents agree with Mr. Jacksons opinion. (plural)
Not all of the work is lost. (singular)
ACT I V I T Y
Directions Fill in the blank with the verb in parentheses that best completes each sentence.
1. No one in the kingdom (know, knows) where Uthers

son is.
2. Many people (wonder, wonders) about what could

have happened to him.
3. Anybody who (want, wants) to try to get the sword

out of the stone can try.
4. All of the knights at the tournament (bring, brings)

swords to fight with.
5. In the middle of the tournament, it is discovered that

someone (has, have) taken the sword from the stone.
6. Several other knights (have, had) tried to take the

sword.
7. Everybody (is, are) surprised when Arthur appears.

Name Class Date

1. Who are Arthurs parents?
2. How do King Uther and his followers die?
3. Who puts the sword in the stone?

4. Why does Arthur take the sword from the stone?
5. How does Merlin prove that Kay is not the rightful king?

Name Class Date

El joven Arturo ROBERT D. SAN SOUCI
1. Quines son los padres de Arturo?
2. Cmo mueren el rey Uther y sus seguidores?
3. Quin clava la espada en la piedra?

4. Por qu saca Arturo la espada de la piedra?
5. Cmo demuestra Merlin que Kay no es rey legtimo?

Name Class Date

Medieval England KAREN CUSHMAN
This selection explains how different life was in England in the year
1290 than it is today. To us today, England would seem foreign even
to people who have been to England or live there now. In 1290,
English citizens did not think about getting ahead in life, furthering
their education, or earning lots of money. Instead, people had their
place in a particular class of society. Land was divided up by the king.
Some people owned large homes. Most English citizens, however,
lived in cottages that were located in villages. One of the biggest
differences between then and now is that people thought very
differently about time. Time was measured by sunrise and sunset, not
by clocks, which didnt even exist yet. There were also no modern
medical treatments, no electricity, and no limits on the power of the
Church.
Inglaterra medieval

Esta seleccin explica lo diferente que era la vida en Inglaterra en el
ao 1290 de lo que es en la actualidad. Para nosotros hoy en da,
Inglaterra parecera extraa an para las personas que han estado en
ese pais o que viven all ahora. En el ao 1290, los ciudadanos
ingleses no pensaban en progresar en la vida, mejorar su educacin o
ganar mucho dinero. En cambio, las personas ocupaban su lugar
dentro de una clase especfica en la sociedad. El rey era quien divida
la tierra. Algunas personas tenan casas grandes; in embargo, la
mayora de los ciudadanos ingleses vivan en chozas ubicadas en
aldeas. Una de las principales diferencias entre ese entonces y ahora
es que las personas pensaban de manera muy diferente sobre el
tiempo. El tiempo se meda por el amanecer y el atardecer, no por
relojes, que ni siquiera existan. Tampoco existan tratamientos
mdicos modernos, ni electricidad y el poder de la Iglesia no tena
lmites.

Name Class Date
Tom Tat (p. 636

Nc Anh Thi Trung Co KAREN CUSHMAN
oan trch nay giai thch ve i song cua nam 1290 khac vi thi nay
nc Anh nh the nao. oi vi chung ta hom nay, nc Anh xa
dng nh xa la vi ngay ca nhng ngi a tng en hoac ang song
{$QKWK{LQD\1DrPFRkQJGDkQ$QKWKQJNKRkQJQJKyxHiQYLHlF
vn len e co mot cuoc song tot ep hn, hoc hanh e tien than, hoac
lam ra that nhieu tien. Thay v vay, ngi ta an phan vi mot giai cap xa
hoi nh san. at ai th c phan chia bi nha vua. Mot so ngi co
nha cao ca rong, nhng ai a so ngi dan Anh th song trong cac
can nha nho lang mac. Mot trong cac khac biet ln nhat cua xa va
nay la t duy ve thi gian rat khac nhau. Trc kia thi gian c tnh
theo mat tri lan va mat tri moc, ch khong phai bang gi v cha co
ong ho. Viec cha tr bang phng phap y te hien ai cung cha co,
khong co ien, va quyen lc cua Giao Hoi Thien Chua Giao th vo han.

Name Class Date
Buod (p. 636)

Medieval England KAREN CUSHMANI
Ipinapaliwanag ng seleksyon na ito kung gaano naiiba sa buhay ngayon

ang buhay noon sa Ingglatera sa taong 1290. Sa atin sa kasalukuyang
panahon, ang Ingglatera ay parang banyaga kahit sa mga taong nakapunta
na sa Ingglatera o nakatira ngayon doon. Noong 1290, hindi iniisip ng mga
mamamayan ang umunlad sa buhay, ang patuloy na mag-aral, o ang
kumita nang malaki. Sa halip nito, ang mga tao ay may lugar sa isang
partikular na klase sa lipunan. Ang lupa ay hinati ng hari. Ang ilang mga
tao ay may mga malalaking bahay. Pero ang karamihan ng mga
mamamayan sa Ingglatera ay nakatira sa mga cottage na nasa mga baryo.
Ang malaking pagkakaiba sa pag-iisip ng mga tao tungkol sa panahon ay
isa sa mga pinakamalaking pagkakaiba. Ang oras ay sinusukat dati ng
pagtaas at paglubog ng araw, hindi ng mga orasan na hindi pa naiimbento.
Wala ring mga makabagong medikal na paggamot, walang koryente, at
walang mga limit sa kapangyarihan ng Simbahan.

Name Class Date
(p. 636)
KAREN CUSHMAN
1290

1290


Name Class Date

Anglet Medyeval KAREN CUSHMAN
Ekstr sa a eksplike kouman lavi a te diferan nan Anglet nan ane 1290
pase jan li ye jodi a. Pou nou menm jodi a, Anglet ta sanble etranje menm
pou moun ki ale nan Anglet oswa k ap viv ladan kounye a. An 1290,
sitwayen angl yo pa t panse sou fason pou yo f pwogr nan lavi yo, pou
ogmante edikasyon yo, oswa pou yo touche anpil lajan. Olye sa, moun yo te
genyen plas yo nan yon klas patikilye sosyete a. Wa a se f pataj lat. Kk
moun te posede gwo kay. Men, pif sitwayen angl yo t ap viv nan ti kay ki
te bati nan vilaj yo. Youn nan pi gwo diferans ki te genyen ant epk sa a ak
kounye a ske moun yo te panse tr diferan sou tan an. Yo te mezire tan an
dapre leve ak kouche soly la, pa avk lj, ki potko egziste nan epk la. Pa
t genyen tretman medikal modn, ni kouran elektrik, epitou pa t genyen
limit sou pouvwa Legliz.

Name Class Date

Aakiv Nrab Hnub Nyoog KAREN CUSHMAN
Zaj lus xaiv nov qhia tias lub neej nyob tebchaws Aakiv xyoo 1290 txawv
niaj hnub nov li cas. Rau peb niaj hnub nov, Aakiv teb kuj tseem txawv
heev rau cov neeg uas tau nyob lossis tseem nyob hauv Aakiv tam sim nov.
Xyoo 1290, cov pejxeem Aakiv tsis tau xav ua lub neej ntej, kawm ntawv
ntxiv, lossis tau nyiaj ntau ntau. Dua ntawd lawv nyob raws caj ces hauv tej
nroog. Lawv daim av raug faib los ntawm huabtais. Tej cov neeg muaj tsev
loj nyob. Coob tus neeg Aakiv, li ntawd, nyob hauv tej cov menyuam tsev
hauv zos. Ib qhov sib txawv loj tshaj rau thaud thiab niaj hnub nov yog
sijhawm. Sijhawm muab los ntawm lub hnub tawm thiab hnub poob, es tsis
yog lub moo, uas tseem tsis tau muaj. Tsis muaj kev kho mob tshiab, hluav
taws xob, thiab ciam thaiv lub zog nyob tom tsev teev hawm.

Name Class Date

Analyze Historical Context
To analyze the historical context of a literary work, you gather

background knowledge about the time period and use it to better
understand the content and purpose of the text.
ACT I VI T Y
Directions In the first column below, list details from Medieval England that tell you
important facts about how people lived and thought at the time. In the second column, suggest
some reasons that these facts are important to keep in mind when reading or learning about
Medieval England. One row is done as an example.
Details Importance
Land was usually owned by someone People were not as free to make their
rich or powerful. own decisions about money.
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue to list details and facts about the time period, and think of
reasons why it is important to pay attention to these things. Use a
Two-Column Table Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

1. Why were peoples names important in Medieval England?
2. Who conquered England in 1066?
3. What was the future to people in Medieval England?

4. Where were noble children sent to learn?
5. Which member of a household had the only medical training?

Name Class Date

Inglaterra medieval KAREN CUSHMAN
1. Por qu los nombres de las personas eran importantes en la
Inglaterra medieval?
2. Quin conquist Inglaterra en el ao 1066?
3. Qu era el futuro para las personas en la Inglaterra medieval?

4. Dnde se enviaban a estudiar a los nios de la nobleza?
5. Qu integrantes de una familia tenan los nicos conocimientos

mdicos?

Name Class Date

from The Autobiography of Malcolm X MALCOLM X
Malcolm X explains how he learned to read and write while in prison.

Malcolm X learned how to speak slang on the streets. In prison,
however, he noticed that another prisoner, named Bimbi, was very
well spoken and took charge of any conversations he was in.
Malcolm X realized that he would never be able to speak as well as
Bimbi unless he made big improvements in his reading and writing
skills. He did this first by copying every word from a dictionary onto
pad after pad of paper. Doing this improved his reading skills quite a
bit. This enabled Malcolm X to really understand everything in the
books that he read. He became so fond of reading that it was irritating
that the prison lights were shut off at 10:00 p.m. each night. To keep
reading after that, Malcolm X would sit on the floor of his room near
the door where some light from the hallway could reach him.
de La autobiografa de Malcolm X
Malcolm X explica cmo aprendi a leer y escribir durante su estancia

en la crcel. Malcolm X haba aprendido a hablar la jerga de la calle.
En la crcel, sin embargo, l not que otro preso, llamado Bimbi, se
expresaba muy bien y acababa siendo el centro de todas las
conversaciones en las que intervena. Malcolm X se dio cuenta de que
l nunca podra expresarse tan bien como Bimbi a menos que
mejorase considerablemente sus destrezas de lectura y de escritura. l
empez por copiar todas las palabras de un diccionario en blocs y
ms blocs enteros de papel. Hacer esto mejor mucho sus destrezas de
lectura, y permiti a Malcolm X comprender realmente todo en los
libros que lea. Se volvi un amante de la lectura de tal manera que lo
irritaba que las luces de la crcel se apagaran todas las noches a las
10:00. Para seguir leyendo despus de esa hora, Malcolm X se sentaba
en el suelo de su celda cerca de la puerta, adonde le llegaba alguna luz
procedente del pasillo.

Name Class Date
Tom Tat (p. 640)

trch t T Truyen Cua Malcolm X MALCOLM X
Malcolm X ke lai anh a hoc oc va viet nh the nao khi con trong tu.
Malcolm X a hoc cach noi tieng long ngoai ng pho. Tuy nhien,
trong tu, anh quan sat thay mot ngi tu khac, co ten la Bimbi, noi rat
hay va luon lam chu c moi cuoc oi thoai ma anh ta gop mat.
Malcolm X nhan ra rang anh se khong bao gi co kha nang noi tot nh
Bimbi tr phi anh at c tien bo ln trong ky nang oc va viet. Anh
bat au co gang bang cach chep lai tng t cua mot cuon t ien vao
het tap giay nay en tap giay khac. Viec lam nay khien ky nang oc
cua anh tot hn nhieu. Anh a co the thc s hieu moi th trong nhng
cuon sach ma anh oc. Anh tr nen thch oc en noi ma cam thay bc
mnh khi en nha tu b tat vao luc 10 gi moi em. e tiep tuc oc
sau o, Malcolm X thng ngoi tren san cua phong giam gan ca ra
vao, ni anh sang t hanh lang co the hat c ti cho anh.

Name Class Date
Buod (p. 640)

mula sa Ang Sariling-Talambuhay ni Malcolm X MALCOLM X
Ipinapaliwanag ni Malcolm X kung paano siya natutong magbasa at

magsulat noong siyay nasa bilangguan. Natuto si Malcolm X ng salitang-
kalye sa mga lansangan. Gayunman, napansin niya sa bilangguan na may
isang bilanggong nagngangalang Bimbi na mahusay magsalita, at
nangingibabaw ito sa kahit anumang pag-uusap kung saan siya kalahok.
Naisip ni Malcolm X na hindi siya kailanman magiging kasing-galng
magsalita ni Bimbi kung hindi niya papabutihin ang kanyang pagbabasa at
pagsusulat. Nagsimula niyang gawin ito sa pamamagitan ng pagkopya ng
bawat salita mula sa isang diksyonaryo sa mga pad ng papel. Malaki ang
pinagbuti ng kanyang kakayahang magbasa nang ginawa niya ito. Dahil
ditoy naunawaan talaga ni Malcolm X ang lahat ng nasa mga aklat na
binasa niya. Dahil talaga siyang mahilig magbasa, nainis siya kapag
pinapatay ang mga ilaw sa bilangguan ng 10:00 bawat gab. Para
makapagbasa pa siya pagkatapos noon, umuup siya sa sahig malapit sa
pintuan, kung saan may kaunting ilaw na umaabot sa kuwarto niya mula
sa pasilyo.

Name Class Date
(p. 640)
Malcolm!Y! MALCOLM X
Malcolm X Malcolm X
Bimbi
Malcolm X
Bimbi
Malcolm X
10:00
Malcolm X

Name Class Date

nan Otobyografi Malcolm X MALCOM X WITH ALEX HALEY
Malcolm X ap eksplike kijan li te aprann li ak ekri pandan li te nan prizon.

Malcolm X te aprann pale slang nan lari. Men, nan prizon an, li remake yon
lt prizonye, ki rele Bimbi, te pale byen anpil epi te dirije tout konvsasyon
li te patisipe ladan. Malcolm X reyalize li pa t ap janm ka pale byen menm
jan ak Bimbi sof si li te f gwo amelyorasyon nan konpetans li nan lekti ak
ekriti. Li kmanse pa kopye tout mo ki te nan yon diksyon sou blk apre
blk papye. F sa bon jan amelyore konpetans li nan lekti. Sa pmt
Malcolm X vrman konprann tout sa ki te nan liv li t ap li yo. Li vin tlman
renmen li sa te irite li yo te etenn limy prizon an a 10:00 p.m. chak nwit.
Pou kontinye li apre sa, Malcolm X te chita at a nan chanm li b pt la kote
yon ti limy ki te sti nan koulwa a te rive jwenn li.

Name Class Date

los ntawm Malcolm X lub neej MALCOLM X
Malcolm X piav tias nws xyaum nyeem thiab sau ntawv thaum nws nyob
tom nkuaj kaw neeg. Malcolm X kawm hais lus pajpaws tom tej kev yav tas
los. Hauv nkuaj kaw neeg, nws pom tias ib tug neeg raug txim, Bimbi, txawj
hais lus heev thiab ua tus coj ntawm txhua hom lus nws hais. Malcolm X
pom tias nws yuav hais tsis tau zoo npau li Bimbi yog tias tsis xyaum
nyeem thiab sau tiag tiag. Nws xub pib los sau txhua zaj lus hauv phau
ntawv dictionary rau ib tshooj ntawv. Sau li nov, ua rau nws nyeem ntawv
tau zoo zujzus. Qhov nov ua rau Malcolm X pib totaub txhua yam nws
nyeem hauv cov phau ntawv. Nws pib nyiam nyeem ntawv heev thiab chim
tias cov teeb hauv nkuaj tua thaum 10:00 p.m. txhua hmo. Yog yuav nyeem
ntawv ntxiv, Malcolm X tau zaum hauv av ze ntawm lub qhov rooj uas
muaj tej seem teeb ci tuaj tom plawv kev tuaj.

Name Class Date

Authors Purpose
The authors purpose is the writers goal in writing a particular work.

An author might write to entertain, to inform, to persuade, to explain,
or a combination of these purposes. In an autobiography, for
example, the authors purpose might be to entertain the reader. It
might also be to persuade readers to agree with the authors position
on an issue.
You will understand more about a text if you know what the authors
intentions are. If you understand what an author is trying to do, you
can form your own opinions about what you are reading.
ACT I V I T Y
Directions As you read the selection, look for clues that tell you the authors purpose. The first
row gives an example of a detail that tells you that one of the authors purposes is to entertain.
Fill in the chart below with more examples.
Detail Authors Purpose

How would I sound writing in slang, to entertain
the way I would say it, something such
as Look, daddy, let me pull your coat

about a cat, Elijah Muhammad

Name Class Date

Question
When you question, you ask about what you are reading. Your
questions may focus on events and characters, or they may ask about
what you dont understand. They can also be questions about the
importance of what youre reading.
ACT I VI T Y
Directions After reading the first paragraph of the selection, write any questions you have
in the first column. Then, after rereading the paragraph, write down the answers in the second
column. Repeat for the next two paragraphs of the selection.
Questions Answers
1. 2.

3. 4.
5. 6.
Continue asking questions as you read the selection. Ask your teacher
for a copy of the Two-Column Table Graphic Organizer.

Name Class Date

Vocabulary
circulation n. the sharing of printed materials, such as books and newspapers,
among readers
emphasis n. special weight or importance
rehabilitation n. the act of restoring to a useful life or to good health
maximum n. greatest possible amount or number
Exercise A Practice with Context Clues

Choose the vocabulary word that best fits the context of each sentence.
1. The sign said the speed was 35 mph, so I drove
slower than that.
2. The city newspaper has a much wider than the
county tabloid.
3. After the skiing accident, Heather stayed at home for rest and
.
4. As the teacher reviewed the semester, he put an
on the topics that would be on the final exam.

Write the vocabulary word below the question it answers.
1. Which word describes an underlined word in text?
2. What might describe the most that can fit in a box?
3. What word names the service performed by a library?
4. What word describes an animal recovering after an injury?

On the back of this sheet, write a letter to Malcolm X recommending one of your favorite books.
Use at least THREE vocabulary words in your answer.

Name Class Date

Analyzing Word Parts: Dissecting Meaning
Parkhurst, Ive mentioned, seemed to have been

principally interested in history and religion. He had the
money and the special interest to have a lot of books that
you wouldnt have in general circulation.
Malcolm X, The Autobiography of Malcolm X
Connecting to Literature The word circulation may not be familiar to

you. You can figure out its meaning if you are familiar with the words
circular or circumference. The Latin root circum means around. When
there are not enough context clues, and you do not have a dictionary
handy, you can analyze the words themselves for clues to their
meanings. Analyzing word parts such as familiar base words, roots,
prefixes, or suffixes can provide information about the meaning of
the word.
Unfamiliar word Word Part Familiar words

cog (Latin word meaning
cognitive recognize
to know)

mot (Latin word meaning
motivation motion, emotion
to move)
ACT I VI T Y
Directions Analyze the underlined words, using whatever clues they contain to help you. Then
match each word to its meaning on the right.
1. articulate ideas A. imitate with effort to equal or surpass
2. left an impression B. fully occupying the mind; absorbing
3. wanted to emulate C. a strong effect
4. often wrote correspondence D. expressed with clarity
5. found the book engrossing E. communication by exchange of letters

Name Class Date

Usage: accept to a lot
Words that are similar are sometimes misused.

accept, except Accept means to receive. Except means other than.
I accept your apology. Everyone is here except Lisa.
all ready, already All ready means completely prepared. Already means before or
by this time.
I am all ready for the exam. They had already eaten.
all together, altogether All together means in a group. Altogether means

completely or entirely.
The puppies sleep all together in the box. You are altogether too modest.
A lot A lot means very much. It is always two words. Because its meaning is
vague, it is more acceptable to use many or much or to give a specific amount.
Our library has a lot of books. (vague)
Our library has more than five thousand books. (clear)
ACT I V I T Y
Directions Underline the word or words in parentheses that best complete each sentence.
1. Malcolm X (all ready, already) copied every page from the

dictionary.
2. In prison, Malcom X had to (accept, except) lights out at 10 p.m.
3. Often he would be (all together, altogether) engrossed in a book.
4. The inmates gathered (all together, altogether) in the school

building.
5. Everyone went to sleep at night (accept, except) Malcolm X.
6. He understood every word (accept, except) the most difficult ones.
7. They had (all ready, already) debated many topics.
8. Reading made Malcolm X feel (all together, altogether) free.

Name Class Date

1. What first made Malcolm want to get an education?
2. How did Malcolm teach himself new words at the Norfolk Prison
Colony?
3. What did Malcolm spend most of his free time in prison doing?

4. How were inmates who showed an interest in books regarded in
the prison?
5. How was Malcolm able to keep reading after lights out?

Name Class Date

de La autobiografa de Malcolm X MALCOLM X
1. Qu le hizo pensar a Malcolm que deba tener una educacin
formal?
2. Cmo aprendi por s mismo nuevas palabras, estando en la

prisin de Norfolk?
3. Estando en la prisin qu hacia Malcolm con la mayor parte de su

tiempo libre?
4. Cmo eran considerados en la prisin, aquellos prisioneros que se

interesaban en los libros?
5. Cmo lograba leer Malcolm despus de que apagaban las luces?

Name Class Date

New Directions MAYA ANGELOU
Starting over after an ended marriage, with few prospects and almost
no resources, Mrs. Annie Johnson decides to forge a new path for
herself. She starts her own lunch cart business; tiny at first, it grows
eventually into a successful general store. Her hard work, innovation,
and resolution help her create a new life very different from the one
she had before.
Nuevas perspectivas
Al empezar de nuevo despus del fin de su matrimonio, con pocas
perspectivas y casi ningn recurso, la seora Annie Johnson decide
abrirse un nuevo camino en la vida. Ella comienza con su propio
negocio de carrito de almuerzo, al principio insignificante, pero que
acaba creciendo hasta convertirse en una prspera tienda de
comestibles. Su trabajo duro, su sentido de la innovacin y su carcter
decidido la ayudan a crear una nueva vida muy diferente a la anterior.

Name Class Date
Tom Tat (p. 648)

Nhng nh Hng Mi MAYA ANGELOU
Bat au lai sau mot cuoc hon nhan tan v, vi t c hoi va hau nh
khong co nguon tai chnh nao, Annie Johnson quyet nh t tao ra mot
con ng mi cho mnh. Co bat au kinh doanh thc an tra bang xe
keo; ban au th nho nhng sau o tr thanh mot ca hang tap pham
thanh cong. S cham ch, sang tao va s quyet tam a giup co tao ra
mot cuoc song mi rat khac vi cuoc song trc ay cua co.

Name Class Date
Buod (p. 648)

Mga Bagong Direksiyn MAYA ANGELOU
Nagpasiya si Gng. Annie Johnson na lumakad sa panibagong lands

pagkatapos sila maghiwalay ng kanyang asawa. Kaunti lamang ang
kanyang mga magagawa at halos wala siyang pera. Nagsimula siyang
magnegosyo gamit ang isang kariton para sa pagkaing-pananghalian na
ibinebenta; noon una, maliit lamang ang negosyo niyang ito, pero ito ay
lumak at naging isang matagumpay na tindahang sari-sari. Ang kanyang
pagsisikap, inobasyon, at ang kanyang katatagan ay nakatulong sa kanya
na lumikh ng bagong buhay na naiiba sa nakaraan niyang buhay.

Name Class Date
(p. 648)
MAYA ANGELOU
Annie Johnson


Name Class Date

Nouvo Direksyon MAYA ANGELOU
Km li t ap rekmanse apre yon maryaj ki fini, san anpil pspektiv ak

prske san resous, Madan Annie Johnson deside kreye yon nouvo chemen
pou tt li. Li kmanse pwp biznis transp goute pa li; tout piti nan
kmansman, li fini pa grandi pou vin yon baza plen siks. Travay di,
inovasyon ak rezolisyon li ede li kreye yon nouvo lavi ki te diferan anpil de
sa li te genyen anvan an.

Name Class Date

Cov Lus Qhia Tshiab MAYA ANGELOU
Rov pib dua tshiab tomqab kev sib yuav xaus, nrog tsawg txoj kev npau
suav thiab tsis muaj nyiaj txiag, Niam Annie Johnson npaj nrhiav ib txoj
kev tshiab rau nws. Nws pib thawj lub khw muag mov su saum ib lub rooj
thawb; lub me me, ces mam loj tuaj mus rau ib lub tsev lagluam. Nws tes
dejnum hnyav, kev tsim tshiab, thiab txiav txim siab pab nws tsim tau ib lub
neej tshiab uas txawv nws lub neej xub pib thaud heev.

Name Class Date

Setting
Setting is the time and place where the action occurs. Details about
the setting can help you visualize and better understand the time and
place of a story. Sometimes the setting plays an important role in the
story itself. New Directions has one general settingArkansas in
the early 1900s. Within that larger setting, the story takes place in
various specific places.
ACT I VI T Y
Directions In the first column below, list details from the story that reveal the setting. In the
second column, explain how the detail helps you to better understand the action in the story.
Details Understanding

Name Class Date

Make Predictions About Plot
When you make predictions about plot, you guess what will happen
next. To predict, think about what has happened so far and what you
already know about the people or characters in a selection. Then
make a good guess about what the next event in the plot will be. As
you read, pay attention to the details in the narrative. Then, check to
see how accurate your predictions were.
Remember that plot is organized around conflict, and use the
background information that you are given.
ACT I V I T Y
Directions In the first column below, write a quotation or detail from the story. In the second
column, write a prediction that you can make based on the detail. In the third column, tell what
actually happened. The first row is done as an example.
Detail Prediction What Happened

Mr. Johnson leaves with Annie will have to find a Annie ends up setting up
most of the familys way to make money. her own business selling
money. lunch to workers at
nearby factories.
Record more details that allow you to make predictions in a
Three-Column Grid Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

Pronunciation: Using Symbols and Accents
For the next few years, on balmy spring days, blistering

summer noons, and cold, wet, and wintry middays, Annie
never disappointed her customers, who could count on
seeing the tall, brown-skin woman bent over her brazier,
carefully turning the meat pies.
Maya Angelou, New Directions
Connecting to Literature A dictionary can help you understand the

meaning of the word balmy, as well as help you learn how to
pronounce it (b me ). One of the most important kinds of
information you can find in the dictionary is how to pronounce
words. If a vowel doesnt have a symbol, it has its normal short
sound. Other vowel sounds are shown by symbols, such as a straight
line above the vowel to show that it is long. Accent marks let you
know which syllables to stress.
Symbol Sound
ah sound, as in father
aw sound, as in coffee and law

oo vowel sound in wood

oo vowel sound in fool
oi vowel sound in toy
e unaccented vowel sound at the end of pencil, lemon, taken
follows syllables you should stress
ACT I VI T Y
Directions Use what you know about pronunciation to answer the following questions.
e
1. Is di zas tr s the word disastrous or disarray?
) rhyme with calm or band?
2. Does the first syllable in balmy (b me
d ed) sound like the c in cake or

3. Does the first c in conceded (k n se
e
certain?
e
4. Is ro m the word army or aroma?
e

Name Class Date

Usage: beside to chose
beside, besides Beside means next to. Besides means in addition to.
My shoes are beside my bed. Besides music, I love astronomy.
between, among Use between for two things or people. Use among for three or more
things or people.
The treaty was made between the United States and France.
The six new students discussed the schedule among themselves.
bring, take Bring means to carry from a distant place to a closer one. Take means
to carry from a nearby place to a more distant one.
Please bring me the paper. Ivan takes his suits to the cleaners.
choose, chose Choose means to select. Chose is the past tense of choose.
I usually choose mystery novels. Yesterday I chose a biography.
ACT I V I T Y
Directions Write in the blank the word in parentheses that best completes each sentence.
1. Annie used to (bring, take) lunch to the workers at

the factories.
2. Annie felt she had to choose (between, among)

finding a job which would make her leave her
children or finding a new path for herself.
3. She (choose, chose) to find a new path for herself.
4. She set up her lunch stand (beside, besides) the

cotton gin on the first day.
5. (Besides, Beside) starting a successful business,

Annie gave the workers a good meal every day.
6. She eventually set up a permanent store that

(brought, took) the workers to her.
7. Syrup, cheese, meal, pickles, and canned goods are

just a few of the items that can be found (between,
among) the supplies sold at Annies store.

Name Class Date

1. What happens to Annie Johnsons marriage?
2. How does Annie test her plan?
3. Why does Annie use newspapers to wrap the meat pies?
4. What kind of business does Annie have at the end of the narrative?

5. What does the narrator say people should do if they do not like the
road they are on?

Name Class Date

Nuevos perspectivas MAYA ANGELOU
1. Cul era la situacin domstica de la familia de la seora Johnson
en 1903?
2. Dnde sirvi la seora Johnson por primera vez sus pasteles

calientes de carne?
3. Por qu enrollaba Annie los pasteles de carne, utilizando hojas de

peridicos?
4. Qu pas por fin con el quiosco donde la seora Johnson venda

las comidas durante la hora del almuerzo?
5. Qu sugiere la lectura que hagamos si despus de seguir algn

camino encontramos opciones desagradables?

PART
2
Confidence
Courage and

Name Class Date

Possessives, Contractions, and Plurals
In order to succeed, you need to be able to rely on others, work hard,
and trust yourself. All of these things work together to help you
become who you want to be. In writing, possessives help show which
words in a sentence or group of sentences are working together to
achieve something.
Some plural nouns and possessive nouns sound alike, but their
spellings and meanings differ.
The farmers harvested the corn. (plural noun)
The farmers harvests were plentiful. (plural possessive noun)
The farmers harvest is finished. (singular possessive noun)
ACT I V I T Y
Directions One noun in each sentence is in italics. Tell what type of noun this is. Write sing.
poss. (singular possessive), plural poss. (plural possessive), or plural in the blank.
1. Marco Polos journey is well known.
2. The trees need more water.

3. Marcos gifts were on display.
4. The travelers stories are very interesting.
5. Zlatas family lived in Sarajevo.
6. Which authors books are your favorite?
7. The trees roots are underground.
8. Marco Polo had many adventures.
9. My friends journal was full of poetry.
10. My friends like to read.

Name Class Date

Almost Ready ARNOLD ADOFF
The poem describes a young boy who is struggling to get himself

ready for a party. He wants the other guests to feel that he fits in and
he worries whether he will have the right shirt, the right shoes, etc.
The speaker is not yet comfortable with his true self.
Casi listo
El poema describe a un muchacho que trata de estar listo para asistir
a una fiesta. l quiere que los dems invitados sientan que l es uno
de ellos y se preocupa de si tiene puesta la camisa adecuada, los
zapatos adecuados, etc. El relator no est an seguro de s mismo.

Name Class Date
Tom Tat (p. 656)

Gan Nh a San Sang ARNOLD ADOFF
Bai th mo ta mot cau be ang vat va chuan b i d mot buoi lien

hoan. Cau muon nhng ngi khach khac cam thay cau hoa nhap c
va lo ngai khong biet cau co mac chiec ao hoac i oi giay phu hp, v.
v. hay khong. Nhan vat trong bai th van cha thc s cam thay hai
long vi con ngi that cua chnh mnh.

Name Class Date
Buod (p. 656)

Malapit na Maging Hand ARNOLD ADOFF
Inilalarawan ng tul na ito ang isang batang lalaking naghihirap ihand

ang sarili niya para sa isang salu-salo. Nais niya na maisip ng mga ibang
panauhin na bagay siya sa kanila, at nag-aalal siya kung tama ang
kanyang suot na kamisadentro, sapatos, atbp. Hindi pa komportable ang
nagsasalit sa tunay niyang pagkatao.

Name Class Date
(p. 656)
ARNOLD ADOFF


Name Class Date

Prske Pare ARNOLD ADOFF
Powm nan ap dekri yon jenn ti gason k ap lite pou pare tt li pou yon ft.
Li vle pou lt envite yo santi se plas li la epi li enky pou li gen bon chemiz
la, bon soulye yo, elatriye. Moun k ap pale a poko konftab avk tt li.

Name Class Date

Yuav Luag Txhij ARNOLD ADOFF
Zaj pajhuam teev txog ib tus tub uas tawm tsam kom npaj nws tus kheej
txhij rau ib lub koobtsheej. Nws xav kom lwm tus qhua pom tias nws mus
tau nrog lawv thiab nws txhawj tias nws lub tsho, nkawm khau, thiab lwm
yam puas zoo. Tus hais zaj lus paub tsis tau nws tus kheej tias puas yuav
kaj siab.

Name Class Date

Irony
When something awful happens and you say Oh, great! you are
being ironic. In literature, verbal irony exists when the writer, or a
character the writer creates, says the opposite of what he or she really
means. Similarly, situational irony exists when what actually
happens in a situation is the opposite of what we expect. Irony may be
useful for humorous purposes, as when someone says Nice weather
during a blizzard. It can also be used in a serious, or even a bitter,
way. For example, you might mutter Nice guy after someone has
done something rude.
ACT I VI T Y
Directions Reread each situation in the first column. In the next two columns, tell why it is
ironic, and the effect the irony has on you.
Effects: Feelings,
Situation Why it is Ironic
Meaning, Lesson
The speaker says he is 1. 2.
going to the party as this
cool and in-control young

dude.
He will go as soon as he 3. 4.
finds his new shirt, hip
shoes, and deep voice.
He will go as soon as he 5. 6.
finds his mask.

Name Class Date

Usage: in to teach
in, into In means inside. Into indicates an action toward the inside.
Bears live in a den. He chased the calves into the barn.
its, its Its is the possessive form of it. Its is the contraction of it is.
The cat licked its fur. Its time to watch the news.
lay, lie Lay means to put or to place. Lie means to recline or to be positioned.
Lay the tomatoes in the sun to ripen. My dog likes to lie in the sun.
learn, teach Learn means to receive knowledge. Teach means to give knowledge.
Tricia learns about astronomy. Mr. Bonilla teaches English to foreign students.
ACT I V I T Y
Directions Write in the blank the word in parentheses that best completes each sentence.
1. He knocks on the door and then walks (in, into) the

party.
2. The students are (learning, teaching) about poetry in

school.
3. He always (lays, lies) his clothes out when deciding

what to wear.
4. (Its, Its) almost time for the party!
5. My mother (taught, learned) me how to cook.
6. Im not feeling well, so Im going to (lie, lay) down

for a while before the party.
7. Ill wait for you (in, into) the car.
8. The store is having (its, its) annual sale.

Name Class Date

1. Where is the speaker going?
2. How does the speaker want to appear at the birthday party?
3. What does the speaker think is needed to be a cool dude?

4. What is the first thing the speaker needs to find?

Name Class Date

Casi listo ARNOLD ADOFF
1. A dnde va el relator?
2. Cmo quiere verse el relator en la fiesta de cumpleaos?
3. Qu cree el relator que se necesita para ser un chavo buena

onda?
4. Qu es lo primero que el relator quiere averiguar?

Name Class Date

Your World GEORGIA DOUGLAS JOHNSON
The author of this poem uses a bird as a narrator to encourage us to

broaden our horizons. The bird explains that as a baby, it was
confined to its nest with its wings pressing close to my side. The
nest was near the sea, and looking out over the ocean made the bird
want to get out of the nest and explore. The poem ends with the bird
expressing its great joy at finally learning to fly.
One JAMES BERRY
This poem celebrates individuality. The narrator describes the

difference between being and imitating. The narrators fingerprints,
tears, and laughter cannot be shared by anyone else. Similarly,
nobody can feel the way the narrator feels while exercising or
listening to music. Other people can imitate the narrators stutter and
bad singing voice; a mirror will show a reflection of the narrator.

Tu mundo
El autor de este poema utiliza a un ave como narradora para
animarnos a expandir nuestros horizontes. El ave explica que, cuando
era un beb, estaba encerrada en su nido con sus alas apretadas a mis
costados. El nido estaba cerca del mar, y la vista del ocano haca que
el ave quisiera salir del nido a explorar. El poema termina cuando el
ave expresa su gran alegra por haber aprendido a volar al fin.
Uno
Este poema es una celebracin de la individualidad. El narrador
describe la diferencia entre ser e imitar. Las huellas digitales, las
lgrimas y la risa del narrador no pueden ser compartidas con nadie
ms. De la misma manera, nadie puede sentir lo que siente el narrador
mientras hace ejercicio o escucha msica. Otras personas pueden
imitar el tartamudeo del narrador y su voz desafinada al cantar; un
espejo puede mostrar un reflejo del narrador.

Name Class Date
Tom Tat (p. 660)

The Gii Cua Ban GEORGIA DOUGLAS JOHNSON
Tac gia cua bai th nay dung mot chu chim lam ngi thuat truyen e
khuyen khch chung ta m rong chan tri cua chnh mnh. Con chim
giai thch rang khi con non, no ch trong to vi oi canh ep sat vao
sn. Chiec to gan bien, va khi nhn ra ai dng no muon thoat ra
khoi to e kham pha. Bai th ket thuc vi niem vui sng tuyet vi cua
con chim khi cuoi cung no cung biet bay. Viec khong con b bo buoc
trong chiec to a khien chu chim cam thay hanh phuc tot cung.
Duy Nhat JAMES BERRY
Bai th ca tung ca tnh cua moi ngi. Ngi thuat truyen mo ta s

khac nhau gia thc the va s bat chc. Nhng dau van tay, giot nc
mat va tieng ci cua ngi thuat truyen khong the tron lan vi bat c
mot ai khac. Cung tng t nh vay, khong ai co the co cam xuc giong
vi ngi thuat truyen khi ang tap the duc hoac nghe nhac. Ngi
khac co the bat chc cach noi lap va giong hat toi cua ngi thuat
truyen; mot chiec gng se cho thay bong hnh phan chieu cua ngi
thuat truyen. Tuy nhien, tat ca nhng th o ch la s bat chc va
khong lien quan g en nhng cam xuc thc s cua ngi thuat truyen
oi vi cac s vat va hien tng xung quanh.

Name Class Date
Buod (p. 660)

Ang Iyong Mundo GEORGIA DOUGLAS JOHNSON
Ginagamit ng awtor ng tul na ito ang isang ibon bilang nagsasalaysay para
hikayatin tayong palawakin ang ating pang-unawa. Ipinaliliwanag ng ibon
na nang siyay isang sanggol, naiiwan lamang siya sa kanyang pugad, at
ang mga pakpak ko ay nakadikit sa aking mga tagiliran. Ang pugad ay
malapit sa dagat, at gustong lumabas at mag-usyoso ng ibon kapag
natatanaw niya ang karagatan. Nagtaps ang tul sa pagpapahayag ng ibon
sa kanyang kasiyahan nang natuto na rin siyang lumipad. Lubs na
nagalak ang ibon dahil hindi na siya nakapirmi sa pugad.
Isa JAMES BERRY
Ipinagdiriwang ng tul na ito ang pagiging isang indibidwl. Hinahambing

ng nagsasalaysay ang pagkakaiba ng pagiging at paggaya. Ang mga
fingerprint, mga luha, at ang tawa ng nagsasalaysay ay tanging sa kanya
lamang at hindi maaaring ipamahagi ng iba. Wala ring kahit na sinuman
ang nakakaalam kung ano ang nararamdaman niya kapag siyay nag-
eehersisyo o nakikinig sa musika. Maaaring gayahin ng mga ibang tao ang
pag-uutl ng nagsasalaysay, o ang kanyang hindi magandang boses kapag
siya ay umaawit; ang isang salamin ay magpapakita ng repleksyn ng
nagsasalaysay. Gayunman, ito ay mga imitasyn lamang. Wala silang
kinalaman sa tunay na nadarama ng nagsasalaysay tungkol sa mga bagay

at sa mga pangyayari.

Name Class Date
(p. 660)
GEORGIA DOUGLAS JOHNSON
JAMES BERRY


Name Class Date

Monn Ou GEORGIA DOUGLAS JOHNSON
Ot powm sa a itilize yon zwazo pou rakonte istwa a epi ankouraje nou
pou laji orizon nou. Zwazo a ap esplike l li te tibebe, li te fmen nan ni li
avk zl ki te sere b kote li. Ni an te toupre lanm, epi gade oseyan an te
f zwazo a vle sti nan ni an pou al eksplore. Powm nan fini avk zwazo a
k ap eksprime gran jwa li l li finalman aprann vole. Pa fmen nan ni an
ank ranpli zwazo a ak estaz.
Youn JAMES BERRY
Powm sa a ap selebre endividyalite. Moun k ap rakonte istwa a ap dekri

diferans ant ye ak imite. Anprent, dlo je, ak ri moun k ap rakonte istwa a pa
kapab pataje ak okenn lt moun. Menm jan an, psn pa kapab santi jan
moun k ap rakonte istwa a santi l l l ap f egzsis oswa koute mizik. Lt
moun kapab imite bg ak vwa chante fo moun k ap rakonte istwa a; yon
miwa ap montre refleksyon moun k ap rakonte istwa a. Men, se slman
imitasyon. Yo pa gen anyen pou w ak jan moun k ap rakonte istwa a
vrman santi l osij bagay ak evnman.

Name Class Date

Nej lub Ntiajteb GEORGIA DOUGLAS JOHNSON
Tus kws pajhuam siv ib tus noog los ua tus hais zaj lus txhawb peb lub
tswvyim kom dav. Tus noog qhia tias tib yam li tus menyuam mos, nws
raug lo rau nws lub zes nrog nws cov tis qwv rau kuv sab. Lub zes nyob
ze hiavtxwv, thiab ntsia ntsoov tom dej hiavtxwv ua rau tus noog xav tawm
ntawm nws lub zes mus ncig. Zaj nkauj xaus nrog tus noog qhia nws txoj
kev zoo siab tshaj plaws thaum kawm ya. Tsis tas yuav lo rawv lub zes ua
rau tus noog zoo siab tshaj plaws.
Ib JAMES BERRY
Zaj pajhuam nov txhawb kev tswj yus tus kheej. Tus hais zaj lus teev qhov
sib txawv ntawm yog thiab xyaum. Nws cov hneev tes, kua muag, thiab
suab luag muab faib tsis tau rau leej twg. Ua ke ntawd, tsis muaj leej twg
mob siab tau li nws thaum nws xyaum los mloog yas suab. Lwm tus neeg
yuav xyaum tau nws cov lus daig thiab suab nkauj phem; ib daim iav yuav
qhia tau nws daim duab. Txawm licas los, nov yog kev xyaum xwb. Cov
nov tsis muaj feemcuam nrog nws tej kev mob siab rau txhua yam.

Name Class Date

Symbol
One JAMES BERRY
A symbol is any object, person, place, or experience that means more
than what it is. For example, a dove may be a symbol for peace.
Writers use symbols in stories and poems to add meaning and to
emphasize themes. When you are reading, look for repeated words,
images, or actions. Then ask yourself what they mean and why they
are important. Look for things or ideas that are important to the
writer, speaker, or character, and ask yourself what he or she cares
about and why. Also, think about how the ideas in the poems are
similar and different.
ACT I VI T Y
Directions In the column on the left, write a symbol from one of the poems. In the column on
the right, explain what the symbol represents. Use at least one example from both poems.
Symbol Represents

Name Class Date

Paraphrase
One JAMES BERRY
When you paraphrase, you use your own words to briefly restate the
content of a piece of writing. You might restate only the main ideas of
a selection, or you might retell an entire story in your own words.
Paraphrasing a written work, or portion of it, can help you better
understand the main idea and the writers purpose. You can
paraphrase to show that you understand what you have read.
ACT I V I T Y
Directions Quotations from the poems are written in the first column below. In the second
column, paraphrase each quotation.
Quote Paraphrase
Your world is as big as you make it. 1.
I know, for I used to abide
In the narrowest nest in a corner,
My wings pressing close to my side.
(Johnson)
I battered the cordons around me 2.

And cradled my wings on the breeze
Then soared to the uttermost reaches
With rapture, with power, with ease!
(Johnson)
Only one of me 3.
and nobody can get a second one
from a photocopy machine. (Berry)
Nobody can get into my clothes for me 4.
or feel my fall for me, or do my running.
Nobody hears my music for me, either.
(Berry)
Find other parts of the poems to paraphrase, and write them down on
a Two-Column Table Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

Usage: leave to sit
One JAMES BERRY
leave, let Leave means to go away. Let means to allow.
We will leave for the game soon. Let me carry that package for you.
Loose, lose Loose means not firmly attached. Lose means to misplace or to fail
to win.
The shutters are loose. Do not lose the house key.
I hope we dont lose the game.
raise, rise Raise means to cause to move upward. Rise means to move upward.
Raise the painting a little higher. The hot-air balloon began to rise.
set, sit Set means to place or to put. Sit means to place oneself in a seated
position.
Please set that package on the floor. Dont sit on the wet paint!
ACT I VI T Y

Directions Fill in the blank with the word in parentheses that best completes each sentence.
1. When you fly you (raise, rise) slowly into the sky.
2. It is better to try than to (sit, set) in a corner and wait.
3. In order to succeed, you have to (let, leave) yourself

try.
4. You are the only version of you. Be sure not to (lose,

loose) yourself.
5. Be sure you (raise, rise) your expectations of yourself.
6. (Leave, let) your fears behind.
7. The guidelines are (loose, lose), and you can make

many decisions for yourself.

Name Class Date

One JAMES BERRY
1. In Your World, where did the speaker once live?
2. What happens to make the speaker leave the narrow nest in Your
World?
3. Where does the speaker soar to in Your World?

4. What is one thing that the speaker in One says nobody can do?
5. What does the speaker in One say that anybody can do?

Name Class Date

Tu mundo GEORGIA DOUGLAS JOHNSON
Uno JAMES BERRY
1. En Tu mundo, dnde vivi alguna vez la relatora?
2. Qu sucede en Tu mundo para que la relatora abandone la

estrechs del nido?
3. Dnde vuela la relatora en Tu mundo?

4. Qu dice el relator de Uno que nadie puede hacer?
5. Qu dice el relator de Uno que cualquiera puede hacer?

Name Class Date

Four Skinny Trees and Chanclas SANDRA CISNEROS
The narrator, an adolescent, looks out her window at four trees that
have grown out of holes in the sidewalk. She marvels that trees can
grow in the concrete of a city. She identifies strongly with the trees
because she feels that neither she nor they fit in. She admires the
determination of the trees to live, and thinks about their deep roots.
She is particularly fond of the four trees when being in the big city
makes her feel small and insignificant.
In Chanclas a young girl is in crisis because her mother forgets to buy
her the right shoes for a dance. The girl is afraid that everyone will
think her shoes look terrible. She declines when a boy asks her to
dance because the dance floor is the last place she wants to be. Finally,
her uncle gets her out on the dance floor despite her nervousness.
They are such good dancers that everyone stops to admire them and
she forgets all about her shoes.
Cuatro rboles debiluchos y Chanclas

La narradora, que al parecer es una adolescente, se llena de nimo

cuando contempla a travs de su ventana cuatro rboles que han
nacido en los hoyos de la acera. Se maravilla de que los rboles puedan
crecer en el concreto de la ciudad. Se identifica profundamente con los
rboles porque siente que tanto ellos como ella son unos inadaptados.
Admira determinacin de su vivir, y piensa acerca de las profundas
races. Siente un cario particular hacia los cuatro rboles ya que vivir
en la gran ciudad la hace sentirse pequea e insignificante.
En chanclas una nia se siente en crisis porque su madre olvid
comprarle los zapatos adecuados para un baile. La nia teme que todos
piensen que sus zapatos tienen un aspecto terrible. Ella se niega
cuando un muchacho la invita a bailar porque el ltimo lugar en el
mundo en el que quisiera estar sera en la pista de baile. Por ltimo, su
to la saca a la pista de baile a pesar de su nerviosismo. Ambos bailan
tan bien que todos se detienen para admirarlos y se olvida por
completo de sus chanclas.

Name Class Date
Tom Tat (p. 666)

Bon Cai Cay Gay Go SANDRA CISNEROS
Ngi thuat truyen, hnh nh la mot thieu n, a co them long can am

khi nhn qua ca so va thay bon cai cay va moc len t nhng chiec lo
tren va he. Co ngac nhien khi thay cay co the moc len t be tong cua
thanh pho. Co cam thay nhng cai cay cung hp sc vi nhau e c
manh me hn. Ngi thuat truyen ong cam manh me vi nhng cai
cay v co cam thay ca co va chung khong hp vi ni nay. Co kham
phuc s quyet tam ton tai cua nhng cai cay va ngh ve nhng chiec re
sau a am vao long at. Ngi thuat truyen ac biet yeu thch bon cai
cay vao nhng luc co cam thay mnh nho be va lac long vo ngha mot
thanh pho ln.
Chanclas SANDRA CISNEROS
Mot co gai nho ang roi tr v me co quen khong mua cho co loai giay
phu hp e i d mot buoi khieu vu. Vay va v cua co eu mi, nhng
co phai i oi giay kieu saddle shoe ma co van i hoc. Co be s rang
moi ngi se ngh giay cua co trong that buon ci. Khi mot cau be mi
co nhay, co t choi v qua ngai ra san nhay. Suy cho cung, neu co ra
nhay, moi ngi se nhn thay giay cua co! Cuoi cung, chu co a a co
ra san nhay mac du co van lo lang. Co la mot ngi khieu vu gioi, va
chu cua co cung vay. That vay, ho nhay ep en noi ma moi ngi

dng ca lai e than phuc. Khieu vu vi chu a khien co be vui en noi
co quen het khong nh g ve oi giay na. Y tac gia muon gi gam la
nhng th lat vat chang phai la van e g ln va chung ta khong nen t
khat khe vi mnh qua nhieu.

Name Class Date
Buod (p. 666)

Apat na Payat na Puno SANDRA CISNEROS
Ang nagsasalaysay, na mukhang isang dalagita, ay nabibigyan ng lakas-

loob sa pagdungaw sa kanyang bintana at pagtanaw sa apat na puno na
tumub mula sa mga butas sa bangketa. Nagulat siya na kayang tumub ng
mga pun sa simento sa siyudad. Sa palagay niya ay nagtutulungan ang
mga pun para manatili silang malakas. Naisip ng nagsasalaysay na
kapareho rin niya ang mga punong ito, dahil kapwa silang nahihirapang
bumagay sa kanilang kapaligiran. Hinangaan niya ang katatagan ng mga
pun, at inisip niya ang mga malalalim na ugat nito. Lalong-lalo nang
naiibigan ng nagsasalaysay ang mga na pun kapag ang buhay siyudad ay
nagbibigay sa kanya ng karamdamang siya ay maliit lamang at walng-
saysay.
Nababalisa ang isang batang babae dahil nalimutan ng kanyang ina na

bilhn siya ng mga tamang sapatos para sa isang sayawan. Bago ang damit
at medyas ng babae, pero ang sapatos niya para dito ay upd n na sapatos
niyang pang-eskuwela. Natatakot ang babae na baka maisip ng lahat na
pangit ang kanyang mga sapatos. Tumanggi siya nang nais makipagsayaw
sa kanya ang isang lalaki, dahil ang tablang-sayawan ay ang hulng lugar
na gusto niyang puntahan. Kasi nga naman, kung naroon siya, makikita ng
lahat ang kanyang mga sapatos! Sa kahulihan, napapunta siya ng kanyang

tiyo sa tablang-sayawan sa kabila ng kanyang pagkanerbiyos. Magalng
siyang magsayaw, tulad din ng kanyang tiyo. Sa katunayan ay tumigil ang
lahat para panoorin at humanga sa kanila dahil napakahusay nila. Lubs
siyang nasiyahan sa pagsayaw niya at ng kanyang tiyo at tuluyan na niyang
nakalimutan ang kanyang mga sapatos. Ang nais sabihin ng awtor ay hindi
dapat masyadong pinapansin ang mga maliliit na bagay, at hindi natin
dapat masyadong punahin ang ating sarili.

Name Class Date
(p. 666)
SANDRA CISNEROS

Name Class Date

Kat Pyebwa Mg SANDRA CISNEROS
Moun k ap rakonte istwa a, ki sanble se yon adolesan, pran kouraj nan gade
nan fent li kat pyebwa ki grandi sti nan twou ki nan twotwa a. Li chame
dske pyebwa kapab grandi nan beton yon vil. Li santi pyebwa yo travay
ansanm pou kenbe youn lt solid. Moun k ap rakonte istwa a idantifye tt li
anpil ak pyebwa yo poutt li santi ni li menm ni yo pa entegre. Li admire
detminasyon pyebwa yo pou yo viv, epi li panse ak rasin pwofon yo plante
yo. Moun k ap rakonte istwa a sitou renmen kat pyebwa yo, l rete nan gran
vil la f l santi li piti ak san enptans.
Yon jn ti fi an kriz poutt manman li bliye achte bon soulye pou li pou yon
bal. Rad ak chost ti fi a tou nf, men pou soulye li oblije mete vye soulye ba
de koul li abitye mete pou al lekl yo. Ti fi a p pou tout moun pa panse
soulye li ld anpil. Li refize l yon ti gason mande li danse poutt pis dans
la se dnye kote li vle ye. Apre tou, si li la tout moun ap kapab w soulye li!
Finalman, monnonk li mennen li sou pis dans la malgre nvozite li. Li se
yon bon dans, monnonk li tou. Kidonk, yo tlman bon tout moun rete pou
admire yo. Ti fi a tlman amize li nan danse ak monnonk li bliye soulye li.
Sa ot a vle montre se ti bagay pa gen enptans epi nou pa ta dwe kritike tt
nou twp.

Name Class Date

Plaub Tsob Ntoo Yiag SANDRA CISNEROS
Tus hais zaj lus, uas yog ib tus neeg loj, muab peevxwm los ntsia ntawm
nws lub qhov rai rau plaub tsob ntoo uas loj hlob dhau cov qhov tom ntug
kev. Nws piav zoo tias ntoo loj tau ntawm cov pobzeb ciment hauv nroog.
Nws mob siab tias cov ntoo ua haujlwm uake los txhawb kom lawv ruaj
tshaj qub. Nws muab tus kheej piv rau cov ntoo vim nws pom tias nws
thiab cov ntoo muaj teeb meem loj hlob tib yam. Nws ntshaw cov ntoo lub
dag zog zwm ua ke kom ciaj sia taus, thiab xav txog lawv cov cag cog cia
hauv av. Nws zoo siab rau plaub tsob ntoo thaum lawv ciaj tau hauv lub
nroog loj uas ua rau nws me thiab tsis muaj nuj nqi li.
Ib tus ntxhais muaj teebmeem vim nws niam tsis nco yuav nkawm khau
seev cev rau nws. Tus ntxhais daim tiab thiab nkawm vuamtxwv tshiab,
tabsis nkawm khau khiab qub to qhov uas nws niaj hnub rau mus kawm
ntawv. Tus ntxhais ntshai tsam luag tej pom nws nkawm khau phem. Nws
tsis kam mus thaum ib tus hluas thov nws mus seev cev vim daim plag
tsev yog qhov chaw nws yuav mus thaum kawg. Qhov tseeb, yog nws tawm
ces luag yuav pom nkawm khau xwb. Thaum kawg, nws tus txiv ntxawm
coj nws tawm mus seev cev txawm nws txhawj npaum twg. Nws thiab nws
tus txiv ntxawm seev cev zoo heev. Qhov tiag nkawd seev cev tau zoo dhau

ces lawv tsum ntsia nkawd. Seev cev nrog nws tus txiv ntxawm zoo dhau
heev ces nws tsis nco txog nws nkawm khau lawm thiab. Tus kws sau
ntawv xav qhia tawm tias txhob muab tej yam nyuag me me tsis tseem ceeb
dabtsi thiab peb txhob rau txim rau peb dhau.

Name Class Date

Voice
Voice is an authors distinctive style, the way an author chooses and

arranges words and sentences. An authors voice can reveal his or her
purpose in writing and attitude toward his or her subject and
audience. For example, Sandra Cisneros sometimes runs sentences
together without punctuation. Her purpose is to quicken the pace of
the story, build suspense, and make the words sound like spoken
language.
As you read, think about how Cisneros creates a distinctive voice by
choosing and arranging words and sentences. Also, notice how she
uses repetition and personification, a figure of speech in which an
animal, object, or idea is given human form or characteristics.
ACT I V I T Y
Directions In each of the boxes on the left, write a stylistic element that Sandra Cisneros uses
to create a voice in Four Skinny Trees and Chanclas. In each of the boxes on the right, write
an example from one of the stories that demonstrates this element. Use one example from each
story. The first row is completed for you.
run-on sentences They grow up and they grow down

and grab the earth between their
hairy toes and bite the sky with
violent teeth and never quit their
anger. (Four Skinny Trees)

Name Class Date

Usage: than to whose
than, then Than introduces the second part of a comparison. Then means at that
time.
I am taller than my friend. Well see you then.
their, theyre Their is the possessive form of they. Theyre is the contraction of
they are.
This is their home. Theyre leaving on vacation.
whose, whos Whose is the possessive form of who. Whos is the contraction of
who is.
Whose striped sock is this? Whos knocking on the door?
ACT I VI T Y
Directions Write in each blank the word in parentheses that best completes each sentence.
1. (Whose, Whos) neck is skinny like the trees?
2. She would rather sit in the corner (than, then) dance.

3. The trees are still growing; (their, theyre) growing
despite the concrete.
4. We will go to the baptism and (then, than) to the

dance.
5. I wonder (whose, whos) in charge of making the

tamales.
6. Uncle Nacho asks her to dance and (then, than) she

stops worrying about her shoes.
7. (Their, Theyre) dancing like people from a movie.
8. The whole family comes to the baptism because it is

one of (theyre, their) traditions.

Name Class Date

1. In Four Skinny Trees, what does the narrator have in common
with the trees?
2. What do the trees say when the narrator sleeps?
3. In Chanclas, what does the narrators mother forget to buy?

4. Who asks the narrator to dance? How does she respond?
5. What does the narrator forget while she is dancing with Uncle
Nacho?

Name Class Date

Cuatro rboles debiluchos y Chanclas SANDRA CISNEROS
1. En Cuatro rboles debiluchos y Chanclas, qu tienen en comn
la narradora y los rboles?
2. Qu dicen los rboles cuando la narradora duerme?
3. En Chanclas, qu olvida comprar la mam de la narradora?

4. Quin le pide un baile a la narradora? cmo contesta ella?
5. Qu olvida la narradora cuando est bailando con el to Nacho?

Name Class Date
Genre Focus (page 672)

Biography and Autobiography
Biography and autobiography are nonfiction stories about the lives of
real people. An autobiography is about a real person, written by that
same person. A biography is about a real persons life, but someone
else writes it. Biographies and autobiographies can take a variety of
forms, including travel journals, diary entries, memories, eyewitness
accounts, and anecdotes.
Biographies and autobiographies include many of the same elements
as fiction. There is a narrator, who has a point of viewthird-person
for biography, first-person for autobiography. There is a setting, a plot
(including a conflict and resolution), and a theme.
Read the following passage from The Autobiography of Malcolm X
and determine the point of view, setting, and theme.
It had really begun back in the Charlestown Prison, when Bimbi
first made me feel envy of his stock of knowledge. Bimbi had
always taken charge of any conversations he was in, and I had
tried to emulate him. But every book I picked up had few
sentences which didnt contain anywhere from one to nearly all
of the words that might as well have been in Chinese.
ACT I V I T I E S
1. New Directions and The Adventures of Marco Polo are both
biographies. Do the narrators tell the stories in similar ways? Why
or why not?
2. How would either New Directions or The Adventures of Marco

Polo be different if they were autobiographies instead? What new
information would be included? What might be left out?

Name Class Date
3. After reading The Autobiography of Malcolm X and Zlatas

Diary, use the Venn Diagram below to compare and contrast the
settings of both selections. Write details that only apply to The
Autobiography of Malcolm X in the left circle. Write details that
only apply to Zlatas Diary in the right circle. Write details that
apply to both in the overlap area. On the lines below the Venn
Diagram, discuss why you think there are some similarities
between the two stories.
The Zlatas
Autobiography of Diary
Malcolm X

Name Class Date

from Zlatas Diary ZLATA FILIPOVIC
Zlata Filipovic was a young girl living in Sarajevo when war broke
out there in 1992. She wrote about her experiences in her diary. When
the shooting began, her family went to the basement to be safe from
gunfire. Later they learned that their post office was set on fire and
their President was kidnapped. During a lapse in the shooting, Zlatas
father determined that her grandparents had survived the violence,
but their neighborhood was destroyed. Luckily, most people took
shelter and werent hurt. They rearranged their furniture so they did
not go near windows, where risk of being hit by gunfire was higher.
A shell had hit a nearby park, killing her friend Nina and wounding
others, and her mothers workplace was destroyed. The violence
seemed unstoppable. Zlata saw the town in ruins, burning, people
and children being killed, and no one could help.
de El diario de Zlata
Zlata Filipovic era una nia pequea que viva en Sarajevo cuando la
guerra estall en esa rea en 1992. Ella escribi acerca de sus
experiencias en su diario. Cuando comenzaron los tiroteos, su familia
baj al stano buscando amparo contra los disparos. Ms tarde, se
enteraron de que la oficina de correos haba sido incendiada y de que
el presidente haba sido secuestrado. Durante una tregua en los
tiroteos, el padre de Zlata logra averiguar que los abuelos de la nia
haban sobrevivido la violencia, pero su vecindario haba sido
destruido. Por suerte, la mayor parte de las personas se ocultaron en
refugios y no sufrieron dao personal. Ellos cambiaron los muebles
de lugar para mantenerse alejados de las ventanas, donde el riesgo de
ser heridos por una bala perdida era mayor. Un obs haba cado en
un parque cercano, matando a su amiga Nina e hiriendo a otros, y el
lugar donde trabajaba su madre fue destruido. La violencia pareca
incontenible. Zlata vio el pueblo en ruinas, ardiendo, las personas
mayores y los nios muriendo, y no haba nadie que pudiera ayudar.

Name Class Date
Tom Tat (p. 674)

trch t Nhat Ky cua Zlata ZLATA FILIPOVIC
Zlata Filipovic la mot co gai tre song Sarajevo khi chien tranh no ra
o vao nam 1992. Co viet ve cac trai nghiem cua mnh trong nhat ky.
Khi cac cuoc ban giet bat au, gia nh co xuong tang ham e c an
toan. Sau o, ho nghe tin rang bu ien cua ho b ot chay va Tong
Thong b bat coc. Khi cac cuoc ban sung tam ngng, cha cua Zlata xac
nh c rang ong ba co van song sot trong vu bao lc nhng khu
xom cua ho a b pha huy. May man thay, hau het moi ngi eu tm
c ni tru an nen khong b thng. Ho sap xep lai o ac sao cho ho
khong can en gan cac ca so, ni nguy c b trung an trong cac vu
ban sung la cao hn. Mot qua an phao ri trung mot cong vien gan
o, giet chet mot co ban ten la Nina va lam b thng nhng ngi
khac, con ni lam viec cua me co b pha huy. Bao lc dng nh khong
the cham dt c. Zlata a chng kien thanh pho b tieu huy, ot
chay, moi ngi va tre em b giet chet, va khong ai co the giup .

Name Class Date
Buod (p. 674)

mula sa Talarawan ni Zlata ZLATA FILIPOVIC
Si Zlata Filipovic ay isang batang babae na nakatira sa Sarajevo nang

magsimula ang digmaan doon noong 1992. Isinulat niya ang kanyang mga
karanasan sa kanyang talarawan. Nang nagsimula ang barilan, ang
kanyang pamilya ay nagpunta sa basement upang maligtas sa putukan ng
baril. Pagkatapos ay nalaman nila na ang kanilang post office ay sinunog at
ang kanilang Pangulo ay kinidnap. Nang tumigil nang sandali ang barilan,
natuklasan ng ama ni Zlata na ang kanyang mga lolot lola ay hindi
namatay sa dahs ngunit nasira ang kanilang kapitbahayan. Buti na
lamang at ang karamihan ng mga tao ay nagpunta sa ligtas na lugar at
hindi nasaktan. Iniba nila ang ayos ng kanilang kasangkapan upang hindi
sila kailangang lumapit sa mga bintana, kung saan mas maaari silang
matamaan ng baril. May basy ng bala na tumama sa parke malapit doon,
at napatay ang kanyang kaibigang si Nina at nasugatan ang iba, at ang
lugar ng trabaho ng kanyang ina ay nasira. Parang hindi mapigilan ang
dahs. Nakita ni Zlata na ang lungsod ay nasira, nasusunog, ang mga tao
at mga bata ay pinapatay, at walang makatulong.

Name Class Date
(p. 674)
Zlata! ZLATA FILIPOVIC
Sarajevo1992 Zlata Filipovic
Zlata
Nina
Zlata


Name Class Date

Jounal Zlata ZLATA FILIPOVIC
Zlata Filipovic se te yon jenn ti fi ki te rete Sarayevo l lag te pete la an

1992. Li ekri sou eksperyans li nan jounal li. L fiziyad la kmanse, fanmi li
al nan sousl la pou pwoteje tt yo kont tire a. Apre sa yo vin konnen yo te
mete dife nan biwo laps yo a epi yo te kidnape prezidan yo a. Pandan yon
pz nan fiziyad la, papa Zlata detmine granparan yo te siviv vyolans la,
men katye yo te detwi. Pa chans, pif moun yo te abrite yo kidonk yo pat
gen anyen. Yo re-ranje mb yo yon jan pou yo pa al b fent, kote risk pou
pran bal la te pi gran. Yon obis te frape yon pak toupre a, li te touye yon
zanmi Zlata, Nina, ak blese lt moun, epi kote manman li t ap travay la te
detwi. Li te sanble yo pat ka rete vyolans la. Zlata w vil la an rin, k ap
boule, moun ak timoun y ap touye, epi psn pa t kapab ede.

Name Class Date

Los ntawm Zlata zaj Lus Teev Txhua Hnub ZLATA FILIPOVIC
Zlata Filipovic yog ib tus ntxhais hluas nyob Sarajevo thaum tsov rog
tshwm sim xyoo 1992. Nws sau txog nws kev ntsibtsum txhua hnub. Thaum
suab phom nrov, nws tsev neeg khiav mus nkaum hauv qab lawj kom dim
mos txwv. Tomqab ntawd, lawv hnov tias lub chaw xa ntawv raug hlawv
thiab tus Thawj Pwmtsav raug txhom. Thaum muaj kev sib tua, Zlata leej
txiv paub tias nws pog lawv dim kev kub ntxhov, tabsis cov chaw zejzos
piam tas. Muaj hmoo heev, ntau leej neeg khiav nkaum thiab tsis raug mob.
Lawv tshem cov rooj thaiv tej qhov rai, uas yog chaw ncaj phom. Ib lub
foobpob poob nram lub vaj paj, tua nws tus phoojywg Nina thiab raug ntau
leej mob, thiab nws niam qhov chaw ua haujlwm piam tas. Kev kub ntxhov
tsis nres li. Zlata pom lub nroog ntsoog tas, kub hnyiab, tibneeg thiab
menyuam raug tua, thiab tsis muaj leej twg pab tau.

Name Class Date

Conict
A conflict is a struggle between opposing forces. External conflicts

occur between a person or a character and an outside force, such as
another person, society, or nature. Internal conflicts occur within the
mind of the person or the character when he or she is torn between
opposing feelings or goals.
The events in most stories and many nonfiction selections revolve
around conflict. As a reader, you can learn a lot about life by seeing
how people and characters confront and resolve conflicts.
ACT I V I T Y
Directions In the first column below, write conflictseither internal or externalthat Zlata
faces. In the second column, explain how she deals with this conflict, and what it reveals about
her character. One row is done as an example.
Conflict Explanation
The basement is cold, ugly, and smelly. Zlata realizes that the basement means
safety, which shows that she is mature
enough to understand how dangerous
the situation is.

1. 2.
3. 4.

Name Class Date

Identify Text Structure
When you identify text structure, you look at how a writer organizes
his or her ideas. In a diary, a writer records observations, thoughts,
and feelings on a daily or regular basis. So, the main text structure of
a diary is usually sequence of events, or chronological order.
However, individual diary entries may reflect the other types of
sequence or text structures, such as spatial order, which describes or
discusses things in the order in which they are arranged within a
certain space.
ACT I VI T Y
Directions In the first box below, summarize the first diary entry from the selection. In the
second box, summarize the second and third diary entries. In the third box, summarize the
fourth entry.
1.

2.
3.
Think about how you could best explain what happens in this
selection to someone who hasnt read it. Decide what the four main
events are. Record these events chronologically on a Sequence
Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

Context Clues: Denition and Example
The cellar is ugly, dark, smelly. Mommy, whos terrified of

mice, had two fears to cope with.
Zlata Filipovic, from Zlatas Diary
Connecting to Literature The word cope may be unfamiliar to you, but

you can determine the words meaning based on the other words
around it. These other words provide context clues. Context is the
sentence or group of sentences in which a word appears. The context
often provides clues as to what an unfamiliar word means. Writers
use several types of context clues to help readers, including the
following.
Definition: She was strong and was able to copeto dealwith the
situation.
The writer provides a definition: to deal.
Example: Even though she was scared of heights, she was able to cope with
her fear while climbing the mountain by remembering that she had been
trained to climb, and she had a harness on to catch her if she fell.
In this sentence we can see what cope means through reading an

example of someone coping with a fear.
ACT I V I T Y
Directions Use context clues to determine the meaning of each underlined word. Write a
synonym or short definition for each.
1. After the war, the family became refugees. Without a safe place to call
home anymore, they left, trying to find shelter and safety elsewhere.
2. Many people became frustrated with the aggressorsinstigators

of the war.
3. The shell that exploded became lodged in the cement and no one
could get it out.

Name Class Date

Capitalization of Sentences, Quotations, and Letter Parts
Capitalize the first word of a sentence, including the first word of a direct quotation
that is a complete sentence.
An apple a day keeps the doctor away.
Ricardo said, History is my favorite subject.
Do not capitalize an indirect quotation. An indirect quotation does not repeat the
speakers exact words, nor does it appear in quotation marks. Often, the word that
introduces an indirect quotation.
Ricardo said that history is his favorite subject.
When a quoted sentence is interrupted by an explanatory phrase such as he said, do
not capitalize the second part of the sentence. Always capitalize the pronoun I.
This music, said Diana, is wonderful.
If the phone rings, he said, Ill answer it.
If a new sentence begins the second part of a quotation, put a period after the
explanatory phrase and capitalize the second part.
I like this show, said Marcus. Its funny.

Capitalize the first word in the salutation of a letter and the title and name of the
person being addressed. Capitalize a title used in place of a name.
Dear Mr. Trinh: To whom this may concern: Dearest Carolyn:
Capitalize the first word in the closing of a letter.
Sincerely yours, Yours truly,
ACT I VI T Y
Directions Fill in the blank with the correct letter in parentheses.
1. Zlata said, (T, t)oday was truly, absolutely, the worst

day ever in Sarajevo.
2. Many different people told me that (I, i) should read
this story.
3. Each diary entry starts with (D, d)ear Mimmy.
4. At one moment I realized, Zlata wrote, (T, t)hat

this awful cellar was the only place that could save
our lives.

Name Class Date

1. Where was Zlatas father when the shooting began around noon on
May 2?
2. When did Zlata and her family learn that the main post office was
on fire and that their president had been kidnapped?
3. Why was Zlata especially concerned about the fact that things were
awful around the Eternal Flame?
4. Why did Zlata and her parents have to rearrange their rooms in
their apartment?
5. What happened to the place where Zlatas mother worked?

Name Class Date

de El diario de Zlata ZLATA FILIPOVIC
1. Dnde estaba el padre de Zlata cuando empezaron los tiros el 2 de
mayo al medioda?
2. Cundo supieron Zlata y su familia que la oficina central de

correos estaba ardiendo y que alguien haba secuestrado a su
presidente?
3. Por qu se preocupaba Zlata de las condiciones horribles alrededor

de la Llama Eterna?

4. Por qu era necesario que Zlata y sus padres reorganizaran los
cuartos de su departamento?
5. Qu pas en el lugar donde trabajaba la madre de Zlata?

Name Class Date

from The Adventures of Marco Polo RUSSELL FREEDMAN
Nowadays, you can fly from Italy to China in one day. However, when
Marco Polo and his father and uncle made this trip in the 1270s, it
took more than three years! That was because there were no airplanes
back then. The Polo family made the trip by traveling by ship, on
horseback, and by camel. They crossed mountains and deserts, and
had to contend with cruel bandits. Marcos was from a family of
traders, and his father and his uncle had already made one trip to
China without Marco when the boy was young. Marco and his father
and uncle found that many rumors about the east were not true. For
instance, it was said that the Mongol people of northern China were
savage warriors. However, the Polos found the Mongols to be very
kind and courteous people. The Chinese emperor had even given
Marcos father and uncle a safe conduct pass during their first trip to
China.
de Las aventuras de Marco Polo

En nuestros das, podemos volar de Italia a China en un slo da. Sin

embargo, cuando Marco Polo, su padre y su to hicieron este viaje en
la dcada de 1270, les tom ms de tres aos. La familia Polo hizo el
recorrido viajando en barco, a caballo y a lomo de camello. Cruzaron
montaas y desiertos, y tuvieron que lidiar con crueles bandidos. La
familia de Marco provena de una familia de comerciantes, y su padre
y su to ya haban hecho un viaje a China sin Marco cuando el
muchacho era pequeo. Marco, su to y su padre encontraron que
muchos rumores acerca del Oriente no eran ciertos. Por ejemplo, se
deca que el pueblo mongol del norte de la China eran guerreros
salvajes. Sin embargo, los Polo encontraron que los mongoles eran
personas muy bondadosas y corteses. El emperador chino haba dado
incluso al padre y al to de Marco un salvoconducto durante su
primer viaje a China.

Name Class Date
Tom Tat (p. 684)

trch t Nhng Cuoc Hanh Trnh Cua Marco Polo
RUSSELL FREEDMAN
Ngay nay, ban co the bay t Y sang Trung Hoa ch trong mot ngay. Tuy
nhien, khi Marco Polo cung cha va chu cua ong tien hanh chuyen i
nay vao nhng nam 1270 th phai mat hn ba nam! Bi v thi o cha
co may bay. Gia nh Polo thc hien cuoc hanh trnh bang ca tau, nga
va lac a. Ho vt qua nui non va sa mac va phai oi mat vi nhng
ten cp tan ac. Marco xuat than t mot gia nh thng nhan. Hoi ong
con nho cha cung chu ong a tng i sang Trung Hoa mot lan ma
khong co Marco. Lan nay, Marco cung cha va chu mnh phat hien rang
nhieu li on thoi ve phng ong la khong ung. V du, moi ngi hay
on rang nhng ngi Mong Co pha bac Trung Quoc la nhng chien
binh man r. Tuy nhien, gia nh nha Polo thay rang nhng ngi Mong
Co rat hien lanh va lch s. Hoang e Trung Hoa tham ch a ban cho
cha va chu cua Marco giay thong hanh an toan trong chuyen i au
tien ti Trung Hoa.

Name Class Date
Buod (p. 684)

mula sa Mga Kakaibang Karanasan ni Marco Polo
RUSSELL FREEDMAN
Ngayong panahong ito, maaari kayong lumipad mula Italy hanggang China
sa isang araw. Pero noong ginanap ni Marco Polo at ng kanyang ama at tiyo
ang biyaheng ito noon mga 1270, ang biyahe ay inabot ng higit sa tatlong
tan! Ito ay dahil wala pang mga eroplano noong panahong iyon.
Nagbiyahe ang pamilyang Polo nang nakasakay sa barko, sa kabayo, at sa
kamel. Tumawid sila ng mga kabundukan at mga disyerto, at kinailangan
nilang makipagsapalaran sa mga malulupt na bandido. Si Marco ay mula
sa isang pamilya ng mga negosyante, at isang beses na nagbiyahe ang
kanyang ama at tiyo sa China nang hindi kasama si Marco, noong si Marco
ay bata pa. Natuklasan ni Marco at ng kanyang ama at tiyo na ang marami
palang mga sabi-sabi tungkol sa silangan ay hindi totoo. Halimbawa, ayon
sa mga sabi-sabi, marahas daw na mandirigma ang mga taong Mongol
mula sa hilagang China. Gayunman, natuklasan ng mga Polo na ang mga
Mongol pala ay napakabait at magagalang na tao. Hinayaan pa nga ng
emperador ng China ang ama at tiyo ni Marco na makapagbiyahe nang
ligtas sa kanilang unang pagbiyahe sa China.

Name Class Date
(p. 684)
RUSSELL FREEDMAN
Marco Polo
1270
Polo
Marco Marco
Marco
PoloMarco

Name Class Date

nan Avanti Marco Polo RUSSELL FREEDMAN
Kounye a, ou kapab vole sti Itali al Lachin nan yon jounen. Men, l Marco
Polo ak papa li te f vwayaj sa a nan ane 1270 yo, li te pran plis pase twazan!
Se te poutt pa t gen avyon l sa a. Lafanmi Polo te f vwayaj la nan bato,
sou do chwal, ak pa chamo. Yo te travse montay ak dez, epi yo te gen af
ak bandi mechan. Fanmi Marco se te komsan, epi papa li ak monnonk li te
deja f yon vwayaj pou Lachin san Marco l ti gason an te piti. Marco ak
papa li ak monnonk li dekouvri anpil rim sou ls pa t vre. Pa egzanp,
yo te di pp Mongl la nan n Lachin se te grye sovaj. Men, Polo yo
dekouvri Mongl yo te yon pp tr janti ak koutwa. Anper chinwa a te
menm bay papa ak monnonk Marco yon lesepase pandan premye vwayaj
yo pou Lachin.

Name Class Date

los ntawm Marco Polo cov kev Plob Plug RUSSELL FREEDMAN
Niaj hnub nov, nej yuav ya tau ib hnub nram Italy rau pem Suav. Li ntawd,
thaum Marco Polo thiab nws txiv thiab txiv ntxawm ncig mus thaj tsam
1270, lawv siv peb xyoo nkaus! Thaum ntawd tsis tau muaj dav hlau. Tsev
neeg Polo caij nkoj mus, caij nees, thiab camel. Lawv hla roob hav thiab tiaj
suab puam, thiab yuav tau tawm tsam nrog cov neeg tub sab phem. Marco
los ntawm ib tsev neeg ua luam, thiab nws txiv thiab txiv ntxawm twb xub
mus Suav teb ib zaug tsis nrog nws thaum nws yau. Marco thiab nws txiv
thiab txiv ntxawm paub tias ntau yam uas neeg hais txog sab hnub tuaj tsis
muaj tseeb. Xwsli, cov neeg Mongol pem Suav qaum teb yog ib cov tub rog
qus phem heev. Li ntawd, tsev neeg Polo pom tias cov neeg Mongol zoo
heev thiab nyiam lwm hom neeg. Tus thawj pwmtsav Suav tau muab ib txoj
kev hla cobphum heev rau Marco, nws txiv thiab tus txiv ntxawm thaum
lawv xub mus pem Suav teb.

Name Class Date

Description
Description is writing that creates an impression, or a feeling, of a

setting, a person, an object, an event, and so on. Writers select details
carefully so that readers can see, hear, taste, smell, and feel what is
being described.
Description is important because it helps readers visualize people,
places, and actions. To identify description, look for details that
appeal to the senses.
ACT I V I T Y
Directions In each circle below, write a detail or short quotation from The Adventures of
Marco Polo that helps you visualize or understand what happens in the story. One circle is done
as an example.
busy
cities where
minarets soared above
golden mosques

Name Class Date

Monitor Comprehension
When you monitor comprehension, you check to make sure that you
understand what youre reading. For instance, you may come across
an unfamiliar word. To monitor comprehension, stop and ask yourself
what the word means, then check a dictionary or read a footnote to
find out the meaning of the word. To monitor comprehension as you
read, ask yourself questions about the main ideas, people, and events.
ACT I VI T Y
Directions In the first column below, write down questions you have as you read. In the
second column, explain what you need to do to answer the question. In the third column, write
the answer. One row is done as an example.
Question Clues or Research Answer

Where are Turkey and I looked on the Internet Italy is west of Turkey
Iran compared to Italy? for a map of Europe and and Iran, and Marco Polo
Asia. would have had to cross
central and eastern
Europe before reaching

Turkey and Iran.
1. 2. 3.
4. 5. 6.
Continue to record questions and answers as you read in a Three-
Column Table Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

Vocabulary
desolate adj. lifeless or empty
arid adj. extremely dry
vegetation n. plant life
replenished v. replaced something that has been used
bartered v. traded without using money
Exercise A Practice with Word Usage

Each word below is related to a vocabulary word. Use the meaning of word parts, or root words,
to find the vocabulary word that matches. Write the vocabulary word on the line next to the
related word.
1. refilled
2. vegetable
3. deprived
4. bargain

Write the vocabulary word that best completes each sentence.
1. My grandmother has a lot of plants. Her living room has as much

as a gardening store.
2. It hasnt rained all summer and the fields are becoming
3. We ran out of glue while working on our poster, so my partner
went to the store and our supplies.
4. One of the other groups needed our extra tape, so we
with them for some extra paper.

On his journey, Marco Polo saw many things that he had never seen before. On the back of
this sheet, write a journal entry about a time when you were somewhere new, or a time when
unexpected things happened to you. Use at least FOUR vocabulary words.

Name Class Date

Multiple-Meaning Words: Distinguishing Denitions
It is all a desolate and arid waste. There are no animals at

all, because they could find nothing to eat. A traveler has to
carry with him all that he needs to eat or drink.
Russell Freedman, The Adventures of Marco Polo
Connecting to Literature Most words have more than one meaning.

The word arid, which can mean extremely dry, or lacking imagination
or interest, is a multiple-meaning word. Multiple-meaning words are
words that have several definitions listed within a single dictionary
entry.
Word Meaning Examples

desolate lifeless or empty The abandoned Old West
town was desolate.
devastated After the flood, the whole
town was desolate and lacked
many necessary supplies.
novel new or different While brainstorming, the
group came up with several

novel ideas.
a long work of fiction The author finally finished
his new novel.
ACT I VI T Y
Directions Look at the definition for each word. Then choose the sentence that uses a
different meaning for the word.
1. desolate: devastated
A. The tornado destroyed the familys house and left them
desolate.
B. At night when no cars are out, even main roads can seem
desolate.
2. novel: a long work of fiction

A. I am really enjoying this novel that I am reading.
B. Id like to try that new restaurant, the descriptions of its menu
are novel.

Name Class Date

Capitalization of Names and Titles of Persons
Capitalize a persons name and initials.

Paul Revere Susan St. James John F. Kennedy F.D.R.
Capitalize a title or an abbreviation of a title that comes before a persons name or

that is used in direct address.
Mr. Schmidt Governor Brown

Corporal Salazar said, Heres the report, Colonel.
Do not capitalize a title that follows or is a substitute for a persons name.

Michael Dukakis, the former governor of Massachusetts, ran for president in 1988.
Capitalize names and abbreviations of academic degrees that follow a persons

name. Also capitalize Jr. and Sr. when it follows a name.
Mary Pulaski, M.D. Alan Karlin, Ph.D. Ramon Delgado Jr.
Capitalize words that show family relationships when they are used as titles or
substitutes for a persons name.
Is Aunt Winona visiting this week?
Do not capitalize words that show family relationships when they follow a
possessive noun, a possessive pronoun, or an article.
My uncle is a veterinarian.
Always capitalize the pronoun I.

This is one class I think I am going to like.
ACT I V I T Y
Directions Circle the correct letters in parentheses.
1. (M, m)arco (P, p)olo was an explorer.
2. (M, m)r. Polo is someone that (I, i) enjoyed reading about.
3. My (F, f)ather, (D, d)r. Lin, is a (P, p)rofessor.

Name Class Date

1. Where was Marco Polo from?
2. Once they reached Hormuz, how had the Polos planned to travel?
3. What animal did the Polos use for riding through the desert?

4 What did Marco do when he fell ill?
5. Who was waiting for the Polos in China?

Name Class Date

de Las aventuras de Marco Polo RUSSELL FREEDMAN
1. De dnde era Marco Polo?
2. Despus de llegar a Hormuz Cmo pensaban continuar su viaje?
3. Qu animal usaron los Polo para cruzar el desierto?

4. Qu hizo Marco cuando se enferm?
5. Quin estaba esperando a los Polo en China?

PART
a Hand
3
People Who Lend

Name Class Date

Synonyms
In stories and poems, characters often realize that they have more in
common with other people than they might have thought. In literature,
this often leads to important and helpful friendships. In writing, words
that mean the same or about the same as each other are called synonyms.
Binte raced through her test and hurried out to soccer practice.
(raced and hurried are synonyms)
ACT I V I T Y
Directions Underline the synonym in parentheses that means the same or about the same as
the italicized word in the sentence.
1. Birthdays are usually happy events. (joyful, strange, sad)
2. Winning a race is a triumphant feeling. (horrible, nervous, glorious)
3. It takes a lot of courage to leave ones country and go to a new one.

(strength, fear, confusion)
4. Many teachers can be strict. (nice, firm, intelligent)
5. They are strict because they have good intentions. (dreams,

students, goals)
6. It can be scary to be somewhere and not know the language. (fun,

frightening, adventurous)
7. I have always enjoyed playing baseball. (adored, despised, tried)
8. My family is very important to me. (astonishing, meaningful,

logical)
9. I want to go to college. (hope, cant, hate)
10. I spent a long time working on this project. (thinking about,

forgetting, completing)
11. It is cold out today. (frigid, warm, raining)
12. I took a lot of pictures with my camera while visiting the beach.
(stories, photographs, notes)
13. Only certain animals are adapted to live in the desert. (eat,
survive, learn)
14. Other animals are better adapted to live in the ocean. (dressed, fed,
equipped)

Name Class Date

Birthday Box JANE YOLEN
A mother dies on her daughters tenth birthday. Doctors and nurses at

the hospital give the girl birthday presentsthe last is a beautiful box
from her mother. Just before she died, the girls mother said of the box,
Its you. The girl is confused by her mothers choice of words,
especially when she opens the box and sees that it is empty. Later, the
girl realizes what her mother meant: The girl and the box are beautiful
on the outside, but each needs to be filled up with good things.
To James FRANK HORNE (p. 708)
A boy is a track star, and his fathers spirit delights in the boys
triumphs. The father says that he is with his son in spirit during every
race. The fathers spirit advises his son to live life fully the same way
he runs all-out during a race.
Caja de cumpleaos

Una madre muere el da que su hija cumple diez aos. Los doctores y
enfermeras del hospital entregan regalos de cumpleaos a la nia. El
ltimo regalo que recibe es una hermosa caja de parte de su madre.
Justo antes de morir, la madre de la nia le dijo, hablando de la caja:
Esta eres t. La nia se siente confundida por las palabras de su
madre, y especialmente cuando abre la caja y encuentra que est
vaca. La nia se da cuenta de repente de lo que su madre quiso
decirle: La caja y la nia son bellas por fuera, pero ambas necesitan
llenarse de cosas buenas.
Para James
Un muchacho es un corredor estrella, y el espritu de su padre se
complace en los triunfos de su hijo. El padre dice que l acompaa a
su hijo en espritu durante todas sus carreras. El espritu del padre
aconseja a su hijo a que viva plenamente su vida, de la misma manera
que l se lanza a todo correr durante una carrera.

Name Class Date
Tom Tat
Chiec Hop Sinh Nhat JANE YOLEN (p. 700)
Mot ngi me qua i ung vao sinh nhat lan th mi cua co con gai.
Cac bac s va y ta tai benh vien rat tot bung va ho tang co be nhng
mon qua sinh nhat. Mon qua cuoi cung co nhan c la mot chiec hop
rat ep t me co. Ngay trc khi ba chet, me co noi ve chiec hop La
con ay. Co be rat boi roi v cach dung t cua me. Co tham ch con boi
roi hn khi m hop va phat hien ra o la mot chiec hop rong. Co be rat
au buon sau cai chet cua me va t bo s thch chnh cua mnhviet.
Mot nam sau, co gai cht nhan ra y cua me khi tang co mot chiec hop
rong. Me co muon cho co con gai hieu rang, cung giong nh co, chiec
hop van cha hoan chnh. Co be va chiec hop eu co ve ngoai rat ep
nhng ca hai eu can phai c lam ay bang nhng ieu tot ep. Co
gai lai bat tay vao viec viet th va truyen. Co e tat ca nhng g mnh
viet c vao trong hop.
Gi James FRANK HORNE
Bai th dng nh c ke lai t goc nhn cua ngi cha a qua co cua
mot chang trai. Cau thanh nien la mot ngoi sao sang tren ng chay
va linh hon cha anh cam thay vui v nhng chien thang cua anh. Ngi
cha cung a tng la mot van ong vien ien kinh va a day con trai
mnh chay. Ngi cha noi rang linh hon ong luon ben anh trong moi
cuoc ua. Linh hon cua ngi cha co the cam thay tat ca nhng g
chang trai cam thay trong khi chay, v du nh inh e giay con am
toac bot a ng ua. Linh hon ngi cha khuyen con trai nen song
het mnh nh cach anh co het sc trong mot cuoc ua. Linh hon cha
cung khuyen cao ngi con rang cuoc song rat ngan ngui va v vay
quan trong la phai co nhng muc tieu.

Name Class Date
Buod
Ang Kahng Pang-kaarawan JANE YOLEN (p. 700)
Namaty ang isang ina noong ika-sampung kaarawan ng kanyang anak na

babae. Mababait ang mga doktor at mga nars sa ospitl, at binigyan nila ang
bata ng mga regalong pang-kaarawan. Ang hulng regalong natanggap ng
bata ay isang magandang kahon mula sa kanyang ina. Bago siya mamaty,
sabi ng kanyang ina na ang kahon ay Ikaw. Naguluhan ang babae sa mga
salitang pinili ng kanyang ina. At lalo pa siyang naguluhan nang binuksan
niya ang kahon at nakita niyang wala itong laman. Lubs na nasiraan ng
loob ang batang babae sa pagkamaty ng kanyang ina at itinigil niyang
gawin ang paborito niyang libanganang panunult. Pagkalipas ng isang
tan ay biglang naunawaan ng babae kung ano ang ibig sabihin ng
kanyang ina nang ibinigay nito sa kanya ang isang kahng walang laman.
Nais ng ina na maunawaan niya na tulad niya, ang kahon ay hindi
kompleto. Ang batang babae at ang kahon ay kapwa maganda sa labas,
pero kinakailangan kapwa sila punuin ng mga mabubuting bagay.
Nagsimula muling magsulat ng mga kuwento at mga tul ang babae.
Inilagay niya sa loob ng kahon ang lahat ng kanyang isinulat.
Para kay James FRANK HORNE
Ang tul na ito ay tila mula sa perspektibo ng namaty na ama ng isang

batang lalaki. Ang batang lalaki ay isang hinahangaang mananakb, at

nagagalak ang espirito ng ama niya sa kanyang mga tagumpay. Ang ama
niya ay dati ring isang mananakb, at tinuruan nito ang kanyang anak
kung paano tumakb. Sinabi ng ama na kapiling ng kanyang anak ang
kanyang espirito sa bawat karera. Nararamdaman ng espirito ng ama lahat
ng nararamdaman ng anak habang nagaganap ang karera, tulad ng
pagpupunit sa mga cinder ng mga tusok ng sapatos ng bata sa karerahan.
Pinayuhan ng ama na mabuhay ang kanyang anak nang husto, tulad ng
pagtakb nito nang bigay-todo kapag may karera. Binabalaan ng espirito ng
ama ang kanyang anak na maikl lamang ang buhay, kaya lubs na
mahalagang magkaroon ng mga layunin.

Name Class Date

JANE YOLEN (p. 700)
FRANK HORNE


Name Class Date

Bwat Ft JANE YOLEN
Yon manman mouri jou ft dizan pitit fi li. Dokt yo ak enfimy yo janti
anpil, kidonk yo bay ti fi a kado ft. Dnye kado ti fi a resevwa se yon bl
bwat manman li kite pou li. Yon ti moman anvan li mouri, manman ti fi a
di sou bwat la, Se ou menm. Ti fi an dewoute ak chwa mo manman li.
Li pi dewoute toujou l li louvri bwat la epi li w li vid. Lanm manman li
devaste ti fi a epi li abandone pastan prensipal liekri. Yon lane apre sa,
ti fi an toudenkou reyalize sa manman li te vle di l li te ba li yon bwat
vid. Manman li te vle pou ti fi a konprann ke, menm jan avk li, bwat la
enkonpl. Ti fi a ak bwat la bl pa dey, men yo chak bezwen ranpli ak bon
bagay. Ti fi a rekmanse ekri istwa ak powm ank. Li mete tout sa li ekri
nan bwat la.
Pou James FRANK HORNE
Powm sa a sanble ap rakonte nan pspektiv papa yon ti gason, ki mouri.

Ti gason an se yon vedt pis kous, epi lespri papa li pran anpil plezi nan
triyonf ti gason an. Papa a se te yon kour tou epi li te montre pitit li kouri.
Papa a di li avk pitit li an lespri pandan chak kous. Lespri papa a kapab
santi tout sa pitit la santi pandan yon kous, tankou kijan pwent soulye pitit
la rache sann pis kous la. Lespri papa a konseye pitit la pou li viv lavi
konpltman menm jan li kouri otan li kapab pandan yon kous. Lespri papa

a ap avti pitit li lavi kout, kidonk sa enptan anpil pou ou gen objektif.

Name Class Date

Lub Txws Hnub Yug JANE YOLEN
Ib leej niam tuag rau tus ntxhais lub hnub yug kaum xyoo. Cov kws kho
mob thiab naa maum siab zoo heev, lawv muab ib cov pajtshab rau tus
ntxhais lub hnub yug. Qhov paj tshab kawg tus ntxhais tau txais yog ib lub
txws zoo nkauj los ntawm leej niam. Kiag ua ntej nws tuag, leej niam hais
txog lub txws, Yog koj. Tus ntxhais tsis totaub zoo txog cov lus leej niam
xaiv hais. Nws hajyam tsis totaub thaum qhib thiab pom tias lub txws
qhuav qhawv. Tus ntxhais lwj siab tas thaum leej niam tuag ces cia li tsis ua
yam nws nyiam--sau ntawv lawm. Ib xyoos tomqab, tus ntxhais mam li xav
tau qhov leej niam hais txog lub txws qhuav. Nws niam txhais tau tias, ib
yam li nws tus kheej, lub txws tsis puv. Tus ntxhais thiab lub txws zoo
nkauj sab nraud, tabsis yuav tsum muaj dabtsi zoo los ntsaws rau kom puv.
Tus ntxhais thiaj pib sau dabneeg thiab pajhuam dua. Nws muab txhua
yam nws sau tso rau lub txws.
Rau James FRANK HORNE
Zaj pajhuam nov zoo li yog ib tus tub leej txiv tuag lawd tau hais cia. Tus
tub yog ib tus neeg khiav sib tw, thiab nws txiv ntsuj plig txhawb nws kev
yeej. Leej txiv kuj yog ib tus neeg khiav sib tw thiab tau qhia tus tub txog
tias khiav licas. Leej txiv hais tias nws yuav nrog nraim tus tub mus txhua
zaus uas nws sib tw. Leej txiv tus ntsuj plig nrog nraim txhua yam tus tub
mob siab thaum khiav tw, xwsli thaum nws dhia hla cov pas tav hauv
kab khiav. Leej txiv tus ntsuj plig qhia kom tus tub ua neej txaus nkaus tib
yam li thaum nws khiav txhua zaus sib tw. Leej txiv tus ntsuj plig qhia tus
tub tias lub neej luv heev li, thiab tseem ceeb heev tias yus yuav tsum muaj
ib cov hom phiaj.

Name Class Date

Style
To James FRANK HORNE
Style is the authors choice and arrangement of words and sentences.
Writers sometimes repeat a word or phrase, or repeat similar
grammatical forms. This technique, called parallelism, emphasizes
important ideas or concepts.
Recognizing style, such as the use of parallelism, is important for
understanding the meaning of a story or poem. Style can reveal an
authors purpose in writing and attitude toward his or her subject and
audience.
ACT I VI T Y
Directions Different elements of style are written in the first column below. In the second
column, write an example or quotation from either the story or the poem that demonstrates the
element in the first column. (Use at least one example from each selection.) In the third column,
explain how style helps the reader understand the story or the poem.
Element Example How This Helps Understanding

parallelism

word choice
imagery
other (story type,

narrator, point of view,
setting, etc.)

Name Class Date

Evaluate Theme
When you evaluate, you make a judgment or form an opinion about
something. When you evaluate the theme, you form an opinion about
the message the author wants to convey. Evaluating theme is
important because identifying the authors message is a key to fully
understanding what you read. It will also help you understand
recurring themes, or themes that appear in other literary works.
ACT I V I T Y
Directions Use the Venn Diagram below to compare and contrast the themes of Birthday Box
and To James. Write details that only apply to Birthday Box in the left circle. Write details that
only apply to To James in the right circle. Write details that apply to both in the overlap.
Birthday Box To James

Ask your teacher for another Venn Diagram. This time, compare your
own ideas about life to the theme in either Birthday Box or To
James. Make sure you label both circles.

Name Class Date

Vocabulary
stark adj. plain; harsh, grim, or severe
festive adj. joyful; suitable for celebration
infinite adj. extremely great; having no limits or end
subtle adj. characterized by cleverness; having a faint, delicate quality
Exercise A Practice with Context Clues

Write the word that best completes each sentence.
1. With no furniture, the room was very .
2. I could barely taste the garlic in the sauce, it was so
3. The store was so big, I felt like I had options.
4. Everything in the town was and decorated

with red, white, and blue for the Fourth of July.

Write the vocabulary word that best completes each group of words.
1. discreet, unnoticed, hidden,
2. happy, celebratory, decorative,
3. unending, enormous, immeasurable,
4. bare, blank, empty,

Based on what you know about Katie in Birthday Box, what would you have gotten her for her
birthday? On the back of this sheet, write a description of what gift you would have given her,
and explain why. Use at least THREE vocabulary words.

Name Class Date

Context Clues: Restatement and Contrast
She had guessed what might happen to me, had told me in
a subtle way. In the two words she could manage.
Jane Yolen, Birthday Box
Connecting to Literature The word subtle may be unfamiliar to you, but

you can determine the words meaning based on the other words
around it. These other words provide context clues. Context is the
sentence or group of sentences in which a word appears. The context
often provides clues as to what an unfamiliar word means. Writers
use several types of context clues to help readers, including the
following.
Restatement: She let me know in a very subtle way. She didnt say it
directly, but she made sure I would understand.
The writer has used another sentence to restate the idea.
Contrast: My sister is very subtle when she is angry about something; my
brother, on the other hand, will yell at you directly.
The reader can tell that acting in a subtle way is the opposite of
yelling or directly stating something.
ACT I V I T Y
Directions Use context clues to determine the meaning of each underlined word. Write a
synonym or short definition for each.
1. I was amazed at how stark the house was; there was hardly any
furniture or decoration anywhere.
2. My brother has an infinite number of interests at all times; I, on the

other hand, prefer to focus all of my attention on only one or two
things at a time.
3. The park was very festive during the fair. There were banners and
balloons everywhere.

Name Class Date

Capitalization of Names of Places
Capitalize the names of specific places because they are proper nouns. However, do
not capitalize articles and prepositions that are part of these places. Capitalize the
names of cities, counties, states, countries, regions, and continents.
Australia Ethiopia Orange County the United States of America
Capitalize the names of geographical features and bodies of water.
Pacific Ocean the Sahara Cape Horn Mt. Everest Strait of Hormuz
Capitalize the names of sections of the country, but do not capitalize compass points
when they indicate direction. Do not capitalize adjectives derived from words
indicating direction.
New England the South the Pacific Northwest
northern wind eastern India Texas is south of Oklahoma
Capitalize the names of streets and highways.
High Street Interstate 10
Capitalize the names of buildings, bridges, and monuments.
Sears Tower Bay Bridge Vietnam Veterans Memorial

Capitalize the names of celestial bodies and constellations.
Andromeda Saturn Orion Exceptions: the moon, the sun
ACT I VI T Y
Directions Write in the blank the correct letters in parentheses.
1. Katie is from (C, c)alifornia, which is (W, w)est of

(N, n)evada.
2. The hospital is on (M, m)aple (R, r)oad.
3. I would like to travel to a country in (S, s)outh

(A, a)merica.
4. You can see the (P, p)acific (O, o)cean from the
(W, w)estern (U, u)nited (S, s)tates.
5. Maybe one day we will be able to travel to the

(M, m)oons of (J, j)upiter.

Name Class Date

1. In Birthday Box, where does Katies tenth birthday party take
place?
2. What is in the box that Katie receives from her mother?
3. What does Katie realize that her mother wants her to do with the
box?
4. What does the speaker describe in the first stanza of To James?
5. How does the speaker in To James want the runner to live?

Name Class Date

Caja de cumpleaos JANE YOLEN
Para James FRANK HORNE
1. En Caja de cumpleaos en dnde celebran el dcimo
cumpleaos de Katie?
2. Qu hay en la caja que Katie recibe de su mam?
3. Qu es lo que Katie entiende que debe hacer con la caja que le

regal su madre?

4. Qu describe el relator en la primera estrofa de Para James?
5. Cmo quisiera el relator de Para James que viviera el corredor?

Name Class Date

TIME: Message of Hope ERICKA SOUTER AND DIETLIND LERNER
David, Duom, and James fled to Ethiopia to escape civil war in Sudan.
They spent five years being shuttled from one refugee camp to
another. They were part of a group called the Lost Boys of Sudan.
Now they are college students in California. They have returned to a
refugee camp in Kenya to help other young Africans prepare for life
in the United States. The three boys had to adjust to the big change of
moving to the United States. For instance, they had to learn to look
people in the eye during job interviews, which is considered rude in
their native Africa.
TIME: Mensaje de esperanza

David, Duom y James huyeron a Etiopa para escapar de la guerra
civil en Sudn. Ellos pasaron cinco aos siendo llevados de un
campamento de refugiados. Eran parte de un grupo llamado los
muchachos perdidos de Sudn. Ahora ellos son estudiantes
universitarios en California, y han regresado a un campamento de

refugiados en Kenia para ayudar a otros jvenes africanos a
prepararse para la vida en Estados Unidos. Los tres muchachos
tuvieron que ajustarse a los grandes cambios que significaron irse a
vivir a Estados Unidos. Por ejemplo, tuvieron que aprender a mirar a
las personas a los ojos durante entrevistas de trabajo, lo cual se
considera descorts en su frica nativa.

Name Class Date
Tom Tat (p. 712)

Bai viet t tap ch TIME: Thong iep Cua Hy Vong
ERICKA SUTER AND DIETLIND LERNER
David, Duom, va James chay tron sang E-ti-o-pi-a e tranh cuoc noi
chien Xu-ang. Trong suot nam nam, ho b luan chuyen t het trai t
nan nay sang trai t nan khac. Ho thuoc mot nhom t nan co ten goi la
Nhng Cau Be B anh Cap Tuoi Th. Gi ay, ho la nhng sinh vien
ai hoc California. Ho va tr ve mot trai t nan Kenya e giup
nhng thanh nien Chau Phi khac chuan b cho cuoc song My.
Chuyen sang My sinh song la mot thay oi to ln, va ba chang trai a
phai thch nghi vi ieu mi. V du, khi i phong van xin viec ho phai
hoc cach nhn thang vao mat ngi oi dien, hanh ong c coi la tho
lo Chau Phi.

Name Class Date
Buod (p. 712)

TIME: Isang Mensahe ng Pag-asa
ERICKA SUTER AND DIETLIND LERNER
Pumunta sa Ethiopia si David, Duom, at James para takasan ang digmang

sibl sa Sudan. Limang tang silang inililipat-lipat sa mga ibat-ibang
refugee camp. Bahagi sila ng isang grupong tinatawag ng mga Nawalng
Batang Lalaki ng Sudan. Ngayon ay mga estudyante sila sa kolehiyo sa
California. Nagbalik sila sa isang refugee camp sa Kenya para tumulong sa
mga ibang batang Aprikano na maghanda para sa buhay sa Estados
Unidos. Kinailangang ibagay ng tatlong batang lalaki ang kanilang mga
sarili sa malaking pagbabago noong silay lumipat sa Estados Unidos.
Halimbawa, natuto silang tumingin nang deretso sa mga mata ng kanilang
kausap kapag silay iniinterbyu sa trabaho, isang kilos na itinuturing na
kabastusan sa kanilang pinanggalingang Africa.

Name Class Date
(p. 712)
TIME ERICKA SUTER AND DIETLIND LERNER
David DuomJames
the Lost Boys

Name Class Date

TIME: Mesaj Espwa ERICKA SUTER AND DIETLIND LERNER
David, Duom, ak James te sove al Etyopi pou chape g sivil nan Soudan.
Yo pase senkan ap sti nan yon kan refijye pou al nan yon lt. Yo te f pati
yon gwoup ki te rele Timoun Pdi Soudan yo. Kounye a yo se etidyan
inivsite nan Kalifni. Yo tounen nan kan refijye nan Kenya pou ede lt jn
Afriken prepare pou lavi Ozetazini. Twa ti gason yo te oblije ajiste ak gran
chanjman demenaje Ozetazini. Pa egzanp, yo te oblije aprann gade moun
nan je pandan antrevi pou travay, sa yo konsidere maledve nan Lafrik kote
yo ft la.

Name Class Date

TIME: Zaj Xov Cia Siab ERICKA SUTER AND DIETLIND LERNER
David, Duom, thiab James khiav mus rau Ethiopia kom dim npluav rog
pejxeem nyob Sudan. Lawv siv li xya xyoo los khiav ib lub yeej thojnam
mus rau lwm lub. Lawv yog nrog ib pab muaj npe hu ua cov Tub Ploj
ntawm Sudan. Tamsim nov lawv yog tub kawm ntawv nyob qib siab hauv
California. Lawv tau rov qab mus rau ib lub yeej thojnam nyob Kenya mus
pab lwm pab hluas African npaj lawv lub neej nyob Amelika. Peb tus tub
kuj tau hloov kom raws tau kev hloov thaum tuaj txog Amelika. Xwsli,
lawv yuav tsum kawm ntsia tibneeg qhov muag thaum hais lus, uas yog tej
yam tsis zoo ua nyob Africa.

Name Class Date

Summarize
When you summarize, you put the main ideas and supporting details
of a piece of writing into your own words. As you read, ask yourself,
what ideas are most important? What details support these main
ideas? Then, using your own words, write the information in a logical
order.
ACT I V I T Y
Directions As you read, think about how you could summarize what is happening. When you
come to a main point to summarize, write it in the first box below. Continue to do this until you
fill in all four boxes.
1.
2.
3.
4.
Continue to summarize the main ideas of the story as you read. Write
your summaries on a Sequence Graphic Organizer. (Ask your teacher
for a copy.)

Name Class Date

1. How did Duom Deng, David Ayiirk, and James Biar end up as
refugees?
2. When the three Lost Boys returned to Kakuma, what was their
goal?
3. How does the selection describe the living conditions in the

refugee camps in Kakuma?

4. What was one thing that Judy Bernstein described that showed the
three boys had a lot to get used to in the United States?
5. How did one of the Rotary Club members describe the three Lost
Boys?

Name Class Date

TIME: Mensaje de esperanza ERICKA SOUTER AND DIETLIND LERNER
1. Cmo llegaron a ser refugiados Duom Deng, David Ayiik y James
Biar?
2. Cul fue la meta de los tres Muchachos Perdidos cuando

regresaron a Kakuma?
3. Cmo describe el pasaje las condiciones de vida en los

campamentos para refugiados?
4. Cul fue una cosa que describi Judy Bernstein que demostr a los
tres muchachos que haba muchas cosas a las cuales tendran que
acostumbrase en los Estados Unidos?
5. Cmo describi los tres Muchachos Perdidos un miembro del

Club Rotary?

Name Class Date

The Teacher Who Changed My Life NICHOLAS GAGE
A good teacher can have a tremendous impact on a students life. The

author came to the United States from Greece in 1949, during the
Greek Civil War. His mother had been killed in Greece, and he and
his sisters had come to live with their father in Massachusetts. The
author was very bright and learned English quickly. In seventh grade,
he met a teacher named Marjorie Hurd, who was very tough, but also
very fair. She helped him a great deal with his English. She also made
him write about the tragedy of his early life in Greece, even though it
caused him pain to do so. Marjorie Hurd became the most important
role model in the authors life. It was her impact on him that made
the author want to go to college and later enabled him to win a
scholarship to graduate school. He then went on to become a
successful journalist and author.
La maestra que cambi mi vida

Un buen maestro puede tener un enorme impacto en la vida de un
estudiante. El autor vino a Estados Unidos desde Grecia en 1949,
durante la guerra civil griega, ah haban matado a su madre en
Grecia, y l y sus hermanas haban venido a vivir con su padre en
Massachusetts. El autor era muy inteligente y aprendi ingls
rpidamente. En sptimo grado l encontr a una maestra llamada
Marjorie Hurd, la cual era muy dura, pero tambin muy justa. Ella lo
ayud considerablemente con el ingls. Ella tambin lo hizo escribir
acerca de la tragedia de su vida anterior en Grecia, aunque le causara
dolor hacerlo. Marjorie Hurd se convirti en el modelo de carcter
ms importante en la vida del autor. Fue el impacto que ella tuvo en l
lo que motiv al autor a ir a la universidad y le permiti ms tarde
ganarse una beca para sus estudios de postgrado. l continu
avanzando y lleg a ser un periodista y escritor de xito.

Name Class Date
Tom Tat (p. 716)

Co Giao a Thay oi Cuoc Song Cua Toi NICHOLAS GAGE
Mot giao vien tot co the co nhng anh hng to ln vi cuoc song cua
mot hoc sinh. Tac gia t Hy Lap en My vao nam 1949, trong thi ky
dien ra cuoc Noi Chien Hy Lap. Me tac gia a b giet Hy Lap, nen tac
gia va nhng ngi ch em cua mnh phai en song vi cha
Massachusetts. Tac gia rat thong minh va hoc tieng Anh rat nhanh.
Vao nam lp bay, ong gap mot co giao ten la Marjorie Hurd, ngi rat
nghiem khac, nhng cung rat cong bang. Co a giup ong rat nhieu
trong mon Tieng Anh. Co cung yeu cau ong viet ve nhng bi kch trong
phan i trc ay cua ong tai Hy Lap, mac du ong rat au n khi
phai lam vay. Marjorie tr thanh hnh mau quan trong nhat trong cuoc
i tac gia. Chnh anh hng cua co vi ong a khien ong muon i hoc
ai hoc va khien ong gianh c mot hoc bong cao hoc. Sau o, ong
tr thanh mot nha bao va mot tac gia thanh cong.

Name Class Date
Buod (p. 716)

Ang Gur na Nakapagpabago ng Aking Buhay
NICHOLAS GAGE
Ang isang mahusay na gur ay maaaring magkaroon na malaking

impluwensiya sa buhay ng isang estudyante. Dumating ang awtor sa
Estado Unidos mula sa Greece noong 1949, noong may Digmang Sibl sa
Greece. Namaty ang kanyang ina sa Greece, at siya at ang kanyang mga
kapatid na babae ay nagpunta sa Massachusetts para tumir kasama ng
kanilang ama. Talagang matalino ang awtor, at mabilis siyang natuto ng
Ingls. Noong siyay nasa ika-pitng baitang, nakilala niya ang isang
gurng nagngangalang Marjorie Hurd, na siyang talagang istrikto, pero
lubs na makatarungan din. Malaki ang naitulong sa kanya nito sa
kanyang Ingls. Ginawa rin nitong pasulatin siya tungkol sa trahedya ng
mga naunang tan ng buhay niya sa Greece, kahit na nasasaktan siya sa
paggawa nito. Naging pinakamahalagang modelo si Marjorie Hurd sa
buhay ng awtor. Siya ang nakapag-impluwensiya sa awtor na magpatuloy
sa kolehiyo, at makakakuha ng isang scholarship para sa graduate school.
Siya ay naging isang matagumpay na periyodista at manunult.

Name Class Date
(p. 716)
NICHOLAS GAGE
1949

Marjorie Hurd

Marjorie Hurd


Name Class Date

Pwofes Ki Chanje lavi M Nan NICHOLAS GAGE
Yon bon pwofes kapab gen yon gwo enpak sou lavi yon elv. Ot a te vin
Ozetazini sti Lagrs an 1949, pandan G Sivil Grk la. Yo te touye manman
li Lagrs, epi li menm ak s li yo te vin rete ak papa yo Masachoust. Ot
a te entlijan anpil kidonk li te aprann angle byen vit. Nan setym ane,
li rankontre yon pwofes ki te rele Marjorie Hurd, ki te di anpil, men ki
te jis anpil tou. Li ede li anpil ak Angle li. Epitou li f li ekri sou trajedi
kmansman vi li nan Lagrs, menm si sa te f li lapenn f sa. Marjorie Hurd
vin tounen modl ki te pi enptan nan lavi ot a. Se enpak li sou li ki te f
ot a vle al nan inivsite epi apre sa ki te pmt li genyen yon bous pou sik
sipery apre gradyasyon. Li kontinye chemen li pou vin tounen yon
jounalis ak ot plen siks.

Name Class Date

Tus Xibfwb Uas Hloov Kuv lub Neej NICHOLAS GAGE
Ib tus zoo xibfwb muab tau feem cuam zoo rau ib tus tub kawm ntawv lub
neej. Tus kws sau ntawv tuaj teb chaws Greece rau Amelika xyoo 1949, lub
sijhawm Rog Pejxeem Greek. Nws leej niam raug tua nyob Greece, thiab
nws nrog cov muam tuaj nrog leej txiv nyob Massachusetts. Tus kws sau
ntawv keej heev thiab kawm tau lus Aakiv sai. Thaum nyob qib xya, nws
tau ntsib ib tus xibfwb hu ua Marjorie Hurd, uas nyaum heev, tabsis siab
ncaj. Nws tau pab tus kws sau ntawv ntau txog lus Aakiv. Nws tau pab kom
tus kws sau ntawv sau txog kev puas ntsoog ntawm lub neej nyob Greece,
txawm tias ua rau nws tsis xav sau li. Marjorie Hurd yog ib tus zoo qauv
rau nws lub neej. Twb vim Marjorie Hurd kev txhawb muab feem cuam rau
tus kws sau ntawv kawm mus qib siab thiab tom qab ntawd ua rau nws tau
txais pajtshab zoo thaum kawm ntawv tiav. Nws thiaj tau ib lub neej zoo los
mus ua ib tus kws xovxwm thiab kws sau ntawv.

Name Class Date

Tone
The tone of a piece of writing expresses the authors feelings and

attitude toward his or her subject, ideas, or theme. An informal
selection may have a light, humorous tone. Formal writing may have
a serious tone. Some factors that contribute to tone are the authors
choice of words, the kinds of details he or she includes, and the
images he or she creates.
Tone helps shape the way readers feel about a selections subjects and
themes. Identifying the authors tone can help you better understand
his or her purpose for writing.
ACT I VI T Y
Directions Read the excerpts from The Teacher Who Changed My Life in the first column. In
the second column, identify the tone. Be as descriptive as possible.
Excerpt Tone
By the time I met Marjorie Hurd four 1.
years later, I had learned English, been
placed in a normal, graded class and

had even been chosen for the college
preparatory track . . .
I felt very lucky to have come to 2.

America, I concluded, but every year,
the coming of spring made me feel sad
because it reminded me of the last time
I saw my mother.
One day, I vowed, I would go back to 3.

Greece, find out the details of my
mothers death and write about her
life, so her grandchildren would know
of her courage.

Name Class Date

Interpret Plot Events
When you interpret, you use your own understanding of the world to
decide what the events or ideas in a selection mean. Interpreting is
more than just understanding the facts or events as you read. Its
asking yourself what the writer is really trying to say and then using
your knowledge and experience to answer that question.
As youve learned, the sequence of events in a story or a personal
narrative is called the plot. When you interpret plot events as you
read, you come to a deeper understanding of the selection.
ACT I V I T Y
Directions Select two plot events from the selection and record them in the first column. In
the second column, provide your interpretation of the plot events. Explain how your knowledge
and experience contributes to your interpretation. One example is done for you.
Plot Event: The narrator arrives Interpretation: The speaker

and uses words like portly, doesnt know what to think
bald, foreign, and about his father. It is always
authoritarian to describe his hard for me to understand
father. other people right away, too.
Plot Event: Interpretation:
Plot Event: Interpretation:
Continue interpreting plot events as you read the selection. Ask your
teacher for a copy of the If-Then Graphic Organizer for this activity.

Name Class Date

Vocabulary
ultimately adv. in the end; finally
tact n. the ability to handle people or situations without causing bad feelings
ecstatic adj. overwhelmed with joy or delight
avidly adv. eagerly; enthusiastically
Exercise A Practice with Synonyms and Antonyms

On each line, write whether the pairs of words are synonyms (words with nearly the same
meaning) or antonyms (words with nearly opposite meanings).
1. avidlyreluctantly
2. tactdiplomacy
3. ultimatelyfinally
4. ecstaticdepressed

If the vocabulary words could sing, each of them might sing one of the songs listed below. Write
the vocabulary word beside the song it would sing.
1. Break It to Me Gently
2. Im So Very Pleased
3. When Its All Over
4. Ill Do It With Glee

On the back of this sheet, write about a teacher or other adult who has had a big impact on your
life. Use at least THREE vocabulary words in your answer.

Name Class Date

Dictionary Skills: Pronunciation
My father, by then a five-and-dime-store chef, as the

paper described him, was ecstatic with pride, and the
Worcester Greek community celebrated the honor to one of
its own.
Nicholas Gage, The Teacher Who Changed My Life
Connecting to Literature As you read the word ecstatic, you may be

unfamiliar with its pronunciation, but you can find out how to say the
word by understanding pronunciation symbols in a dictionary. To
pronounce ecstatic (ek stat ik), you should stress the second syllable
because an accent mark () follows the syllable. In a dictionary
pronunciation, a vowel without any symbol has a normal short
sound, like the vowels in pat, pet, pit, hot, and hut. Other vowel sounds
are shown by symbols, such as a straight line above the vowel to show
that it is long.
Symbol Sound
a an ay sound, as in pay
the vowel sound in pit

k the sound at the beginning of cat
o the vowel sound in toe

oo the vowel sound in fool
sh the sound at the end of dish
e the unaccented vowel sound at the end of pencil, lemon, taken
ACT I V I T Y
Directions Use the table above to decide which word is represented by each dictionary
pronunciation.
e
1. g r l
e Is this word going or guerilla?
2.
e skans Is this word askance or ensconce?
3. myooz Is this word moose or muse?
4. vo ka sh n
e Is this word vacation or vocation?
5. u l je
e Is this word eulogy or usually?

Name Class Date

Capitalization of Other Proper Nouns and Adjectives
Capitalize the names of clubs, organizations, businesses, institutions, religions, and

political parties.
Joes Diner Toronto Blue Jays Southern Baptist Libertarian party
Capitalize brand names but not the nouns following them.

Olivet macaroni Sparkle shampoo Reflections metal polish
Capitalize the names of important historical events, periods of time, and documents.
the Battle of the Bulge the First Amendment the Middle Ages
Capitalize the days of the week, months of the year, and holidays. Do not capitalize
the seasons.
Wednesday July Bastille Day winter
Capitalize the first, last, and all other important words in the titles of books, plays,
songs, articles, movies, television shows, magazines, newspapers, and book chapters.
Toledo Dispatch Coming Through the Rye Old Yeller
Capitalize the names of ethnic groups, nationalities, and languages.

Mexican Hebrew Chinese Thai

Capitalize proper adjectives formed from the names of ethnic groups and
nationalities.
Arabic language Irish music German author
A CT I VI T Y
Directions Rewrite the word or words in italics, adding the appropriate capitalization. If the
sentence is correct, write C in the blank.
1. Nicholas and his sister attended greendale elementary school.
2. He clutched his greek notebooks from the refugee camp.
3. Each spring reminded him of the last time he saw his mother.
4. Soon he joined the schools newspaper club.

Name Class Date

1. Why was Nicholas mother shot by Communist guerillas?
2. Why were Nicholas and his sister placed in the class for mentally
retarded when they began at Greendale Elementary School?
3. Where did Nicholas first meet Marjorie Hurd?
4. Why did Nicholas feel sad every year when spring came?
5. What did Nicholas find in his fathers pocket the day his father died?

Name Class Date

La maestra que cambi mi vida NICHOLAS GAGE
1. Por qu la mataron a tiros los guerilleros comunistas a la madre
de Nicholas?
2. Por qu se les colocaron a Nicholas y a su hermana en la clase

para estudiantes atrasados cuando vinieron a la Escuela Primaria
de Greendale?
3. Dnde conoci Nicholas a Marjorie Hurd por primera vez?

4. Por qu se senta triste Nicholas cada ao a principios de la
primavera?
5. Qu cosa econtr Nicholas en el bolsillo de su pap el da cuando

se muri?

Name Class Date
Comparing Literature (page 728)

Graphic Organizer
from Barrio Boy ERNESTO GALARZA
How I Learned English GREGORY DJANIKIAN
The authors in the two selections use setting to bring forth a similar
theme of trying to become who they want to be. Use the graphic
organizer below to compare and contrast how each author uses setting.
ACT I V I T Y
Directions Use the chart below to organize your thoughts about how the authors use the
details of their settings to bring forth common themes. In the top box, write a statement that
explains a common theme. In the boxes below, list details that show how both authors use
setting to reveal the theme.
Barrio Boy and How I Learned English use setting details to

write about the common theme of:
Place Appearance
Time

Name Class Date

Ernesto began his education in the United States as a first grader at

Lincoln School. The principal welcomed Ernesto warmly. Ernest liked
his teacher, Miss Ryan. She helped him and other nonnative English-
speaking students learn English. Ernesto learned that becoming a
proud American did not mean giving up his Mexican heritage.
Shortly after the speaker arrives in the United States, he plays a

baseball game with other boys his age. He does not know English
well and he is not good at baseball. Through an injury, and the help of
a new friend, both his English and baseball improve.
de Muchacho del barrio hispano

Ernesto comenz su educacin en Estados Unidos, como estudiante
de primer grado en la escuela Lincoln. La directora le brind una

clida bienvenida. A Ernesto le gust su maestra, la seorita Ryan.
Ella lo ayud a aprender ingls, tanto a l como a otros estudiantes
cuyo idioma natal no era el ingls. Ernesto aprendi que convertirse
en un estadounidense orgulloso de serlo no significaba renunciar a su
herencia mexicana.
Cmo aprend ingls

Poco despus que el relator llega a Estados Unidos, se pone a jugar
bisbol con otros nios de su edad. l no conoce bien el ingls y no es
un buen jugador de bisbol. Debido a un pequeo accidente y a la
aguda de un nuevo amigo tanto su ingls, como su juego mejoran.

Name Class Date
Tom Tat (p. 728)

trch t Cau Be T Xom Ngi Mehico ERNESTO GALARZA
Ernesto bat bat au qua trnh hoc tap tren nc My mot phong hoc
lp mot tai trng Lincoln. Co hieu trng Nettie Hopley nong nhiet
chao on Ernesto. Ernest yeu quy co giao cua mnh la Co Ryan. Co a
giup cau va cac hoc sinh khac co tieng me e khac vi tieng Anh trong
viec hoc tieng Anh. Co Ryan cung day bon tre tr thanh cac cong dan
tot. Cac ban cung lp vi Ernesto la co nhieu sac toc vi quoc tch khac
nhau. Cac giao vien ton trong di san va phong tuc tap quan cua hoc
sinh. Ho khong mang hoc sinh khi thay cac em noi ngon ng ban x
cua mnh. Tuy nhien, cac bai giang van c day bang tieng Anh. Cac
giao vien yeu cau tat ca hoc sinh phai tiep nhan cac ban co quoc tch
khac. Cau viet rang hieu trng va cac giao vien truyen hi am kien
thc cho chung toi va xua i s han thu sac toc trong chung toi.
Ernesto hoc c rang viec tr thanh mot ngi My co long t hao
khong co ngha la choi bo di san cua Ngi Me-hi-co.
Toi a Hoc Tieng Anh Nh The Nao GREGORY DJANIKIAN
Ngay sau khi en My, nhan vat chnh trong truyen tham gia mot tran
bong chay vi cac cau be khac cung o tuoi. Cau khong thong thao
tieng Anh va cung khong may biet chi bong chay. Cau nghe vai cau
be trong san bong noi tieng Anh vi nhau. Trong khi ang suy ngh van
v san ngoai, Joe Barone anh qua bong trung tran nhan vat. Cau
nga xuong va keu len Oi, bap chan toi v nham t bap chan la t
tran. Tat cac cac cau be nga lan xuong at ma ci trc loi o cua
cau, khien cho nhan vat rot cuoc cung phai ci vi chung. Joe Barone
giup cau ngoi day khi a chac rang cau hoan toan on. Cau tiep tuc chi
bong het ngay hom o cho du au au. en cuoi ngay, nhan vat bat
au hieu c vai t tieng Anh. Cau cung bat au chi kha hn.

Name Class Date
Buod (p. 728)

mula sa Batang Lalaki ng Baryo ERNESTO GALARZA
Sinimulan ni Ernesto ang kanyang edukasyon sa Estados Unidos bilang

isang mag-aaral sa unang baitang sa Lincoln School. Malugod na binati si
Ernesto ng punung-guro na si Gng. Nettie Hopley. Gusto ni Ernesto si Gng.
Ryan, ang kanyang guro. Tinulungan niya ito at ang ibang mga mag-aaral
na hindi nagsasalita ng Ingles bilang katutubong wika na matuto ng Ingles.
Tinuruan din sila ni Gng. Ryan na maging mga mabuting mamamayan.
Ang mga kaklase ni Ernesto ay galing sa ibat-ibang mga bansa.
Iginagalang ng mga guro ang pinanggalingan at mga kaugalian ng
kanilang mga mag-aaral. Hindi nila kailanman pinagalitan ang mga mag-
aaral kapag nagsasalita ang mga ito ng kanilang mga katutubong wika.
Gayunman, ang mga klase ay itinuturo sa Ingles. Iginiit ng mga guro na
tanggapin ng lahat ng mga mag-aaral ang mga iba mula sa ibat-ibang mga
bansa. Isinulat niya na binuhay ng punung-guro at mga guro ang
kaalaman sa kanila at tinanggal sa kanila ang mga pagkasuklam para sa
ibang lahi. Natutunan ni Ernesto na ang maging mapagmalaking
Amerikano ay hindi nangangahulugang itatakwil niya ang kanyang
Mexikanong pamana.
Paano Ako Natuto ng Ingles GREGORY DJANIKIAN
Makaraan ang kaunting panahon pagkarating ng nagsasalita sa Estados

Unidos, naglaro siya ng baseball kasama ng ibang mga lalaking kasing
edad niya. Hindi siya gaanong marunong magsalita ng Ingles at hindi siya
magaling sa baseball. Narinig niya ang ilang mga lalaki sa field na nag-
uusap sa Ingles. Habang nananaginip siya nang gising sa outfield, si Joe
Barone ay tumira sa isang bola na tumam sa no ng nagsasalita. Nahulog
siya at humiyaw ng, Ay! Ang aking tuhod, dahil nilito niya ang salitang
tuhod sa salitang no. Napadap ang lahat ng mga batang lalaki sa
katatawa sa kanyang pagkakamali, at natawa na rin ang nagsasalita.
Tinulungan siya ni Joe Barone upang masigurado na ok siya. Patuloy siyang
naglaro ng bola buong araw, kahit na masakit ang kanyang ulo. Sa
katapusan ng araw, nagsimula nang makaintindi ng Ingles ang nagsasalita.
Mas mahusay na rin siya maglaro.

Name Class Date
(p. 728)
ERNESTO GALARZA
Ernesto Lincoln School
Nettie HopleyErnesto Ernesto
Ryan Ryan
Ernesto

Ernesto

GREGORY DJANIKIAN

Joe Barone
Oh my shin
forehead shin
Joe Barone


Name Class Date

nan Ti Gason Barrio ERNESTO GALARZA
Ernesto te kmanse edikasyon li Ozetazini nan premye ane nan Lincoln

School. Direkt a, Madmwazl Nettie Hopley, te akeyi Ernesto ak chal.
Ernest te renmen pwofes li, Madmwazl Ryan. Li te ede l , ansanm ak lt
elv ki pat gen angle km lang manman yo, aprann angle. Madmwazl
Ryan te aprann yo tou pou yon vin bon sitwayen. Lt elv ki te avk Ernesto
yo te yon gwoup divsifye diferan nasyonalite. Pwofes yo te respekte eritaj
ak koutim elv yo. Yo pat janm blame elv yo poutt yo te pale lang
manman yo. Men, kou yo te ft nan angle. Pwofes yo te ensiste pou tout
elv yo te asepte lt ki te gen diferan nasyonalite. Li ekri direkt a ak
pwofes yo te chofe konesans anndan nou epi te woti layn rasyal sti
nan nou. Ernesto aprann vin yon Ameriken fy pat vle di abandone eritaj
meksiken li an.
Kijan Mwen Aprann Angle GREGORY DJANIKIAN
Yon ti tan apre moun k ap pale a rive Ozetazini, l ap jwe ton pati bezbl al
lt ti gason laj li. Li pa pale angle byen epi li pa bon nan bezbl. Li tande ti
gason sou teren an k ap pale angle youn ak lt. Pandan l ap reve nan teren
ekstery a, Joe Barone frape yon bal ki frape moun k ap pale a nan fwon.
Li tonbe epi li rele, Oh tibya mwen, paske li konfonn mo tibya avk mo
fwon. Tout ti gason yo tonbe at tlman y ap ri er li a, sa ki lakz moun k

ap rakonte istwa a fini pa ri avk yo. Joe Barone ede l leve, epi asire li l
anfm. Li kontinye jwe bezbl pou rs jounen an, malgre tt li ap f li mal.
Nan fen jounen an, moun k ap pale a kmanse konprann mo angle. Epitou
li kmanse jwe pi byen.

Name Class Date

los ntawm Barrio Boy ERNESTO GALARZA
Ernesto pib kawm qib ib hauv Amelika nyob tom lub tsev kawm ntawv
Lincoln. Tus thawj tswj tsev kawm ntawv, Miss Nettie Hopley, tos txais nws
zoo. Ernesto nyiam nws leej xibfwb, Miss Ryan. Nws pab Ernesto thiab lwm
cov menyuam kawm ntawv uas hais lus Aakiv tau tsis zoo. Miss Ryan qhia
lawv ua pejxeem zoo. Ernesto cov phoojywg tuaj ntawm ntau haiv neeg
tuaj. Leej xibfwb fwm lawv tej caj ces thiab kab lig kev cai. Lawv tsis lam
cem menyuam kawm ntawv hais lwm hom lus. Lawv siv lus Aakiv qhia
ntawv hauv chav kawm. Cov xibfwb xav kom sawvdaws lees txais lwm tus
uas tuaj txawv lwm haiv neeg tuaj. Nws sau tias tus thawj tswj thiab tus
xibfwb kev qhia ua rau peb sov siab thiab kib tej kev ntxub ntxaug tawm
ntawm peb. Ernesto kawm tau tias ua ib tus zoo pejxeem American tsis
txhais tau tias tso nws tej caj ces Mexican pov tseg.
Kuv Kawm Aakiv Licas GREGORY DJANIKIAN
Tsis ntev tomqab tus hais zaj lus tuaj txog tebchaws Amelika, nws ntaus
baseball nrog lwm leej tub hnub nyoog ib yam. Nws tsis paub lus Aakiv
zoo thiab ntaus pob tau tsis zoo. Nws hnov cov tub hauv tiaj sib tham.
Thaum npausuav nruab hnub hauv tiaj, Joe Barone ntaus lub pob tuaj raug
tus hais zaj lus hau pliaj. Nws qaug thiab quaj, Aub kuv txhais roob hlaub,
yuam kev lo lus roob hlaub nrog hau pliaj. Tas nrho cov tub ntau pob
luag pw zom zaws hauv av rau qhov nws hais yuam kev, ua rau nws rov
luag nrog lawv thiab. Joe Barone pab tsa nws sawv, xyuas kom nws cob
phum. Nws tseem pheej ntaus tas hnub ntawd, txawm tob hau mob npaum
cas. Tom qab hnub yuav xaus, tus hais zaj lus pib totaub cov lus hais zoo zuj
zus. Nws kuj ntau tau pob zoo lawm thiab.

Name Class Date

Setting
from Barrio Boy ERNESTO GALLARZA
Youve learned that setting is the time and place in which the events
of a literary work take place. The setting often helps create the mood,
or general feeling, of the story. As you read each selection, look for
details that tell when and where events take place.
ACT I VI T Y
Directions In the first column below, write quotations from Barrio Boy and How I Learned
English that reveal setting. In the second column, write what the setting is that the quotation
describes. In the third column, connect the setting to the overall story. Use at least one example
from each selection. One row is done as an example.
Quotation Setting Connection to the Story

Half the block was This shows that the story The narrators
occupied by the Lincoln is going to take place in a experiences at school
School. It was a three- school. allow him to learn
story wooden building . . . English and become
(Barrio Boy) comfortable with his

identity; the description
of the school tells the
reader it is important.
1. 2. 3.
4. 5. 6.

Name Class Date

Using the Period and Other End Marks
from Barrio Boy ERNESTO GALLARZA
Use a period at the end of a declarative sentence or an imperative sentence. A
declarative sentence makes a statement. An imperative sentence gives a command
or makes a request.
Kahlil went to the convenience store. (statement)
Dont forget the vegetables. (command)
Please tell us all about your good fortune. (request)
Use a question mark at the end of an interrogative sentence. An interrogative
sentence asks a question.
Is Matt in the seventh grade?
Use an exclamation point at the end of an exclamatory sentence or after an
interjection. An exclamatory sentence expresses strong feeling. An interjection is
a word or group of words that expresses strong emotion.
What a wonderful surprise! Hooray! You have finally arrived!
ACT I V I T Y
Directions If the punctuation in a sentence is correct, write C in the blank. If the punctuation
is incorrect, write the correct punctuation in the blank. If the punctuation is correct but another
punctuation mark would also be correct, write that punctuation mark in the blank.
1. The principals name in Barrio Boy is Miss Hopley!
2. Ernesto and his mother speak Spanish.
3. Where is Ernesto from.
4. Ernesto learned to pronounce butterfly!
5. Where does How I Learned English take place?
6. You need to arrive on time to baseball practice.

Name Class Date

1. What is the role of the ten-year-old boy that Miss Hopley called to
come into the room with Ernesto and his mother?
2. Where did Miss Ryan give private English lessons?
3. What did Miss Hopley and the other teachers say was the purpose
of the education at Lincoln for the foreign-born students?

4. Why do the other boys find it funny when the speaker of How I
Learned English cried out Oh my shin . . .?
5. How does the speaker feel at the end of the poem?

Name Class Date

de Muchacho del barrio hispano ERNESTO GALARZA
Cmo aprend ingls GREGORY DJANIKIAN
Lea cada pregunta y contstela con una oracion cmpleta.
1. Para qu la seorita Hopley le pidi al nio de 10 aos que
entrara a la habitacin donde estaban Ernesto y su madre?
2. En qu lugar imparta clases privadas de ingls la seorita Ryan?
3. Segn Miss Hopley y otros maestros Cul era el propsito de la

educacin impartida en Lincoln para los estudiantes nacidos en el
extranjero?
4. Por qu los otros nios creen que es gracioso cuando el orador de

Cmo aprend ingls grit Auch! Mi espinilla! ?
5. Cmo se siente el relator al final del poema?

Name Class Date
Spelling Practice
Vocabulary Groups
Learning words in groups, or sets, can help you remember them.
There are countless ways to group words, including alphabetically, by
part of speech or function in a sentence, or by common word parts.
ACT I VI T Y
Directions The following unit words all have suffixes, or special endings. Study the words.
Rewrite them in the sets indicated in the chart below.
Vocabulary
avidly adv. eagerly, enthusiastically
bartered v. traded without using money
deception n. that which fools or misleads
immobilized v. made unable to move; fixed in place
melancholy n. sadness, depression
misery n. extreme unhappiness; despair
rehabilitation n. the act of restoring to a useful life or to good health
replenished v. replaced something that has been used
restrictions n. regulations or limitations
ultimately adv. in the end; finally
vegetation n. plant life

Adverbs Verbs Nouns

Name Class Date
Writing Workshop (page 738)

Research Report
Graphic Organizer
As you conduct research on the person you have chosen, record your
reactions to the facts you learn. Consider why this person is a good
role model for others, and what particular actions from his or her life
stand out. Think about the following questions:
What personality traits have contributed to this persons success?
What trials or difficulties did this person overcome during his or
her life?
What elements of this persons background or history led to his or
her success?
Record your thoughts in the table below.
Detail from This Persons Life My Reaction


Writing Workshop Rubric
Research Report
Supporting
Subject Sources Organization Citations
Details
6 Chooses a Consistently Consistently Organizes the Includes a
focused subject draws upon incorporates report in a complete list of
or topic and reliable relevant facts and logical sequence, sources
conveys a clear information from details to support concluding with (bibliography)
and accurate multiple sources. the main idea of an especially and footnotes, all
perspective on it. the report. clear summary cited in a correct
of the main idea. format.
5 Chooses a Frequently draws Frequently Organizes the Includes a

focused subject upon reliable incorporates report in a complete list of
or topic and information from relevant facts and logical sequence, sources
conveys a multiple sources. details to support concluding with (bibliography)
mostly clear and the main idea of a clear summary and footnotes,
accurate the report. of the main idea. mostly cited in a
perspective on it. correct format.
4 Chooses a Draws upon Incorporates Organizes the Includes a

focused subject generally reliable some facts and report in a complete list of
or topic and information from details to support logical sequence, sources
conveys an multiple sources. the main idea of concluding with (bibliography)
accurate the report. a summary of and footnotes,
perspective on it. the main idea. but with several
mistakes in
formatting.
3 Chooses a Draws upon Incorporates Organizes the Includes a list of

focused subject generally reliable details, but not report in a sources
or topic and information, but necessarily facts, somewhat (bibliography)
conveys a clear, from only a to support the logical sequence, and footnotes,
but not couple sources. main idea of the concluding with but there are a
necessarily report. a summary of few sources

accurate, the main idea. missing.
perspective on it.
2 Chooses a Draws upon Rarely incorporates The report is Includes an

subject or topic information from facts and details to disorganized or incomplete list of
that is not only one source. support the main the main idea is sources
focused. idea of the report. not summarized (bibliography)
in the conclusion. and footnotes,
with several
mistakes in
formatting.
1 Chooses an Does not draw Does not The report is Does not include
unfocused upon any incorporate facts disorganized a list of sources
subject or topic sources. and details to and the main or footnotes.
and fails to support the main idea is not
convey a idea of the report. summarized in
perspective on it. the conclusion.

Writing Workshop Checklists
Writing Process Checklist
The student made a prewriting plan.
The student discussed the draft with a partner or a small group.
The student contributed questions and suggestions to other
writers.
The student revised the draft.
The student proofread the final draft.
Good Writing Traits Checklist

Sentence Fluency
Sentences vary in length and structure.
Transition words and phrases are used to show connections
between ideas and sentences.
Related ideas are connected by a parallel and balanced structure.

Name Class Date
Speaking, Listening and Viewing (page 746)

Oral Report
Sharing a Visual Display
Visual displays present focused and brief text about a subject along
with an assortment of subheadings, images, and graphs. The
information included in a visual display helps an audience connect
ideas about the subject. These displays present information in an
efficient and visually pleasing way.
ACT I VI T Y
Directions Create a visual display about the person you chose for your research and oral
reports. Remember that this display should provide important and interesting information about
a persons life. Once all of the visual displays are complete for your class, students can walk
through the classroom to view each display and learn more about the people that students have
chosen.
1. Consider all the facts that you know about the person you have
chosen. Think about which facts are most important and will be
most interesting to your audience. Record these facts here.

2. Choose the format for your visual display. You can use a tri-fold
display board, a flip chart, a poster, or another creative way to
display information. Write your format here.
3. Think about the visual elements you would like to include in your
display. Look at the following list and select several items: graph,
chart, timeline, photograph, cartoon image, map, or drawing. Or,
think of items you would like to include that do not appear on the
list. Record the visual elements you plan to use in your display here.

Name Class Date
Sharing a Visual Display, cont.

4. Use the space below to make a sketch of your design for your
visual display. Think carefully about where information and
images should appear, and how to best deliver information to
your audience.
5. Consider the types of questions that your audience might ask when
looking at your visual display. Is there a way to address any of
these questions in your visual presentation? Record the changes
you can make to your visual presentation and any additional
questions and answers here.

Changes to the Visual Presentation
Additional Questions and Answers
6. Create your visual display using the information, images, and

ideas you have collected. As you share your display with
classmates, be prepared to answer any questions they might have.

Speaking, Listening, and Viewing Rubric
Oral Report
Speaking Pace and Gestures and

Speaking Eye Contact
Style Volume Visual Aids
6 Consistently Consistently Consistently Consistently Makes eye
speaks clearly adjusts speaking changes the tone, uses gestures contact with
and precisely. style to add pace, and volume and visual aids audience
interest to the of speaking to to direct the throughout entire
information emphasize audiences presentation.
presented. important attention to
information in specific points
the oral report. and to clarify
information.
5 Frequently Frequently Frequently Frequently uses Makes eye

speaks clearly adjusts speaking changes the tone, gestures and contact with
and precisely. style to add pace, and volume visual aids to audience through
interest to the of speaking to direct the most of
presented. important attention to
information.
4 Speaks clearly Sometimes Sometimes Sometimes uses Makes eye

and precisely. adjusts speaking changes the tone, gestures and contact with
style to add pace, or volume visual aids to audience through
interest to the of speaking to direct the some of
presented. certain attention to
information.
3 Sometimes Adjusts speaking Changes the tone, Uses some Makes eye

speaks clearly style at times but pace, or volume gestures and contact with
and precisely. may not add of speaking at visual aids but audience a few
interest to the times but may may not direct times during
information not emphasize the audiences presentation.
presented. information in attention to
the oral report. specific points
and clarify
information.
2 Rarely speaks Rarely adjusts Rarely changes Rarely uses Makes eye
clearly and speaking style the tone, pace, or some gestures contact with
precisely. and does not add volume of and/or visual audience only
interest to the speaking and aids and does once or twice
information does not not direct the during
presented. emphasize audiences presentation.
information in attention to
the oral report. specific points
and to clarify
information.
1 Does not speak Does not adjust Does not change Does not use Does not make
clearly and speaking style. the tone, pace, or gestures or eye contact with
precisely. volume of visual aids. audience.
speaking.

Name Class Date
Two-Column Table Graphic Organizer


Name Class Date
Three-Column Table Graphic Organizer

Name Class Date
Three-Column Grid Graphic Organizer


Name Class Date
Sequence Graphic Organizer


Name Class Date
Supporting Details Graphic Organizer


Name Class Date
Cluster Graphic Organizer

Name Class Date
If-Then Graphic Organizer


Name Class Date
Compare-and-Contrast Graphic Organizer

How Alike?

How Different?

Name Class Date
Venn Diagram

Name Class Date
Triple Venn Diagram

Answers
Unit 5 Answers Hollywood and the Pits
Literary Element
Unit Introduction Students responses will vary but should be based
Answers will vary. Students responses should on concrete details from the text.
demonstrate careful thought about The Big
Question. Reading Strategy
Students responses will vary but should be based
The Big Question School-to-Home on concrete details from the text.
Connection
Answers will vary. Answers should show that Selection Vocabulary Practice
students interviewed and took notes while EXERCISE A
discussing the questions with one or two people 1. antonym
at home. 2. synonym
3. synonym
Challenge Planner
4. antonym
Answers will vary. Students planners should
5. synonym
show that they have chosen a topic and a project
and have taken the steps necessary to complete EXERCISE B
the project. 1. painstaking
2. predators
Academic Vocabulary Development
3. immobilized
Answers will vary. Students should demonstrate
their understanding of the vocabulary words. EXERCISE C
Answers will vary. Students should use at least
Part 1: Positive Actions three vocabulary words.
English Language Coach Vocabulary Strategy
1. unfair 1. C
2. encouragement 2. D
3. reclaim 3. E
4. adventurous 4. A
5. subzero 5. B
6. foolish
7. illegal Grammar Practice
1. is
If I Can Stop One Heart from Breaking 2. are
and I stepped from plank to plank 3. travels
Literary Element 4. isnt
A sample response for the first column is pain/ 5. became
fainting. A sample response for the second
column is stepped/so/slow/stars/sea. Selection Quick Check
1. She goes to an archeological dig that is known
Grammar Practice as La Brea Tar Pits.
1. poem 2. Cherylenes mother is most interested in
2. wood Cherylenes acting career and accompanies
3. brother her.
4. nest 3. She grows tall in a very short time.
5. lake 4. They describe what happened to young
6. you prehistoric animals that got trapped in the tar
7. poem pits.
8. book 5. She is no longer a Chinese Shirley Temple.
She has grown up.
Selection Quick Check
1. She does not want to live her life in vain.
2. She feels the sea about her feet.
3. Time calls that precarious gait experience.

Answers
Media Workshop Medieval England
Answers will vary. Students should demonstrate Reading Skill
their understanding of the issues of media ethics. Students responses will vary. Entries in the first
column should be based on concrete details from
Young Arthur
the text.
Literary Element
Students responses will vary. Sample answers: Selection Quick Check
1. Though he had great strength, he also had a 1. Peoples names were important because they
gentle manner. were linked to a persons job or status in
2. Arthur thinks he has stolen the sword. He society.
realizes that a true knight would not run away 2. William, Duke of Normandy, conquered
but would face the punishment. England in 1066.
3. Arthur defends Kay when he thinks Kay is in 3. The future was the afterlife, or heaven or hell.
trouble. 4. Noble children were sent to the households of
other nobles or wealthy families.
Reading Skill
5. The lady of the house had the only medical
Students responses will vary but should be based
skills or training.
on concrete examples and details from the text.
from The Autobiography of Malcom X
Vocabulary Strategy
Literary Element
Answers will vary. Sample responses follow:
Students entries in the first column should
1. very bad; serious or grave
include quotations or descriptions from the text.
2. get back; to demand the return of something
The second column should list a corresponding
3. meant to be; bound for a certain destination
authors intention, such as to inform, explain, tell
Grammar Practice a story, persuade, or amuse.
1. knows
Reading Strategy
2. wonder
Students responses should include questions and
3. wants
answers about the first three paragraphs of the
4. bring
selection.
5. has

6. have Selection Vocabulary Practice
7. is EXERCISE A
Selection Quick Check 1. maximum
1. Arthurs parents are King Uther and Queen 2. circulation
Igerna. 3. rehabilitation
2. They die because traitors put poison in 4. emphasis
the wells. EXERCISE B
3. Merlin puts the sword in the stone. 1. emphasis
4. Arthur forgets Sir Kays sword and is sent 2. maximum
home to get it. On the way, he sees the sword 3. circulation
in the stone and decides to take it because he 4. rehabilitation
is impatient to get back to the tournament and
doesnt want to have to go all the way home. EXERCISE C
5. Merlin tells Kay to put the sword back in the Answers will vary. Students letters to Malcolm X
stone and take it out again. Kay assumes he should describe their favorite books and contain at
will be able to do this without a problem, but least three vocabulary words.
the sword wont come back out, which proves Vocabulary Strategy
that he is not the rightful king. 1. D
2. C
3. A
4. E
5. B

Answers
Grammar Practice 3. She ladled the pies from the boiling fat, so the
1. already newspapers soaked up the grease.
2. accept 4. The stall became a store where customers could
3. altogether buy cheese, meal, cookies, candy, coal, oil, soles
4. all together for shoes, and many other things.
5. except 5. It says we must be ready to change again
6. except without embarrassment.
7. already
8. altogether Part 2: Courage and Confidence
Selection Quick Check English Language Coach
1. Malcolm was frustrated that he was not able 1. sing. poss.
to express what he wanted to convey when he 2. plural
wrote letters. 3. sing. poss.
2. Malcolm taught himself new words by 4. plural poss.
copying the entire dictionary. 5. sing. poss.
3. Malcolm spent most of his free time reading. 6. plural poss.
4. Inmates who showed an interest in reading 7. sing. poss.
were smiled upon in the prison. 8. plural
5. A corridor light outside his door cast a glow 9. sing. poss.
into his room that he was able to read by. 10. plural
New Directions Almost Ready
Literary Element Literary Element
Students responses will vary, but should Students responses will vary. Sample answers
demonstrate an understanding of the effect the follow:
location of this story has on what happens in it. 1. The speaker says who he will be, but then
the rest of the poem shows that that is not who
Reading Strategy he is.
Students responses will vary but should be based 2. This reveals a lot about his character and
on concrete details from the text. Entries in the shows that he is insecure even though he tries
second column will vary the most, but should be to appear confident.
reasonable predictions of what could happen. 3. He claims to be in-control, but he cant find
Vocabulary Strategy anything. He also makes it clear that the shirt
1. disastrous is new and the shoes are hip which again
2. calm show he is trying to be something he may not
3. cake actually be.
4. aroma 4. This shows how hard he is trying to live up to
an image of himself, and what he thinks he
Grammar Practice needs to be to go to this party.
1. take 5. He is looking for a mask, which means he is
2. between not actually going to go as himself.
3. chose 6. This reinforces his insecurity and need to
4. beside pretend to be something he isnt.
5. besides
6. brought Grammar Practice
7. among 1. into
2. learning
Selection Quick Check 3. lays
1. Her marriage had ended and she had two 4. Its
young sons. 5. taught
2. Mrs. Johnson first served her hot meat pies in 6. lie
an empty lot behind the cotton gin. 7. in
8. its

Answers
Selection Quick Check Four Skinny Trees and Chanclas
1. The speaker is going to a birthday party. Literary Element
2. The speaker would like to appear as a cool Students responses will vary but should be based
and in-control young dude. on concrete details from the stories. Students
3. The speaker thinks a new shirt, hip shoes, a should give at least one example from each story.
deep voice, and the right mask are necessary
to be a cool dude. Grammar Practice
4. The first thing the speaker needs to find is a 1. Whose
new shirt. 2. than
3. theyre
Your World and One 4. then
Literary Element 5. whos
Students responses will vary, but should be 6. then
based on concrete details from the poems. 7. Theyre
Students should also use at least one example 8. their
from each poem. Sample symbols from Your
World are a nest and wings. Sample symbols Selection Quick Check
from One are a photocopy machine and 1. The narrator and the trees both have skinny
mirrors. necks and pointy elbows.
2. The trees say keep, keep, keep when the
Reading Strategy narrator sleeps.
Sample responses: 3. She forgets to buy new shoes for the narrator
1. You control how many opportunities you to wear to the party.
have. I (the speaker) know, because I have 4. The boy who is her cousin by first
been trapped, and realized why its bad to communion asks her to dance; she refuses to
have a small world. dance with him.
2. I fought against having a small world and 5. The narrator forgets that she is wearing
have been able to see what else is out there ordinary shoes.
and find opportunities.
3. I am an individual and there is no way to Genre Focus
make a copy of me. Answers will vary but should include specific

4. I am the only one who does exactly what I do details from the text.
and is exactly who I am. from Zlatas Diary
Grammar Practice Literary Element
1. rise Students responses will vary but should be based
2. sit on concrete details from the text.
3. let Reading Skill
4. lose Sample responses:
5. raise 1. There is a day with a lot of shooting and they
6. Leave hide out in the basement. Zlata realizes the
7. loose basement is their only protection. After the
Selection Quick Check shooting ends, they find out that a lot was
1. She used to live in a narrow nest. destroyed, including the post office.
2. She sees the horizon and wants to travel there. 2. Zlatas father is able to check on her
3. She soars to the uttermost reaches. grandparents, and other friends stop by to see
4. Possible answers: Nobody can get a second if everything is all right. Zlata hopes for peace
copy of the speaker; cry his tears; laugh his because she doesnt understand why the war
laugh; have his expectancy; get into his clothes is still going on.
for him; feel his fall; do his running; hear his 3. A shell falls on the park by the house and
music; make the words he makes. several of Zlatas friends are injured. One of
5. Anybody can mimic him, sing like him, her friends dies.
stutter like him, and copy his echoes.

Answers
Vocabulary Strategy Selection Quick Check
Answers will vary. Sample answers follow. 1. Marco Polo was from Venice.
1. people who have to leave because of violence 2. The Polos had planned to travel by sea once
2. people who start something they reached Hormuz.
3. stuck 3. They used camels to ride through the desert.
4. When Marco fell ill he went up into the
Grammar Practice mountains for a few days.
1. T 5. The Great Khan was waiting for the Polos in
2. I China.
3. D
4. t Part 3: People Who Lend a Hand
Selection Quick Check English Language Coach
1. He was in his office under their apartment. 1. joyful
2. They learned this information when Zlatas 2. glorious
father brought the TV down to the cellar. 3. strength
3. Zlata was concerned because that was where 4. firm
her grandparents lived. 5. goals
4. Their rooms were dangerous because they 6. frightening
faced the hills where the shooting was coming 7. adored
from. 8. meaningful
5. The place where Zlatas mother worked was in 9. hope
flames. 10. completing
from The Adventures of Marco Polo 11. frigid
Literary Element 12. photographs
Students responses will vary but should be based 13. survive
on specific, descriptive details from the text. 14. equipped
Reading Strategy
Birthday Box and To James
Students responses will vary. Literary Element
Students entries in the second column will vary,
Selection Vocabulary Practice but should be based on concrete details from the
EXERCISE A story and the poem, and should use at least one
1. replenished example from each. Entries in the third column
2. vegetation can be more individualized.
3. desolate
Reading Strategy
4. bartered
Students responses will vary, but should be
EXERCISE B based on concrete details from the selections.
1. vegetation Sample answers: Left circle: A person is an empty
2. arid box that needs to be filled with time; Overlap:
3. replenished Individuals need to have initiative to accomplish
4. bartered things; Right circle: You cant hold anything back.
EXERCISE C Selection Vocabulary Practice
Answers will vary. Students should use at least EXERCISE A
four vocabulary words. 1. stark
2. subtle
Vocabulary Strategy
3. infinite
1. B
4. festive
2. B
Grammar Practice
1. M; P
2. M; I
3. f; D; p

Answers
EXERCISE B 4. The boys would put milk and eggs in a
1. subtle cupboard instead of in the refrigerator.
2. festive 5. He said they were selfless and polite, they had
3. infinite presented themselves with dignity, and that
4. stark they had big smiles and a good sense of
humor.
EXERCISE C
Answers will vary. Students should use at least The Teacher Who Changed My Life
three vocabulary words, and should base their Literary Element
responses on details from Birthday Box. Sample answers:
1. proud, triumphant
Vocabulary Strategy
2. somber, nostalgic
Answers will vary. Sample answers follow.
3. determined, dramatic
1. empty
2. endless Reading Strategy
3. celebratory Students responses should include plot events
from the selection along with reasonable
Grammar Practice
interpretations.
1. C; w; N
2. M; R Selection Vocabulary Practice
3. S; A EXERCISE A
4. P; O; w; U; S 1. antonym
5. m; J 2. synonym
3. synonym
Selection Quick Check
4. antonym
1. It takes place in the hospital where her mother
is dying. EXERCISE B
2. There is nothing in the box. It is empty. 1. tact
3. Katie realizes that her mother wants her to fill 2. ecstatic
up the box with her stories, poems, and 3. ultimately
memories, so that Katie herself will be full. 4. avidly

4. The speaker describes a runners victory in his
last race. EXERCISE C
5. The speaker wants the runner to approach life Answers will vary. Students responses should
the same way he approaches racing. contain at least three vocabulary words and
describe a teacher or adult who has changed their
TIME: Message of Hope lives.
Reading Strategy
Students responses will vary but should be Vocabulary Strategy
based on concrete details from the selection. 1. guerilla
2. askance
Selection Quick Check 3. muse
1. Their parents were killed and their village 4. vocation
was destroyed during the Civil War in Sudan. 5. eulogy
2. Their goal was to help the next group of those
who hoped to go to the United States to Grammar Practice
prepare for their new home. 1. Greendale Elementary School
3. The refugees live in mud huts, sleep on 2. Greek
wooden slabs, and eat only grain and water. 3. C
Most of them have never seen items such as 4. newspaper club
cameras.

Answers
Selection Quick Check Selection Quick Check
1. She was shot for sending Nicholas and three 1. He is the one interpreting for them.
of his sisters to freedom in the United States. 2. She gave the private English lessons in a
2. There was no facility in those days for non- closet, a narrow hall of the classroom with a
English-speaking children. door at each end.
3. He met her in the Newspaper Club room at 3. They were there to become good Americans.
Chandler Junior High. 4. The other boys find it funny because the
4. He felt sad because it reminded him of the last speaker was not hit in the shin.
time he saw his mother. 5. The speaker feels happy to be accepted by the
5. He found the picture of Nicholas with other boys.
President Kennedy when he won the Hearst
Award for College Journalism.
Spelling Practice
Adverbs
Comparing Literature Graphic avidly, ultimately
Organizer
Answers will vary. Students answers should Verbs
reflect an understanding of how details in the bartered, immobilized, replenished
setting of the pieces contribute to a common Nouns
theme. deception, melancholy, misery, rehabilitation,
restrictions, vegetation
from Barrio Boy and How I
Learned English Writing Workshop Graphic Organizer
Literary Element Students responses should include details about
Students responses will vary. Entries in the first their chosen persons life from research and
column should be direct quotations from the specific reactions to those details.
selections. Entries in the second column should be Speaking, Listening, and Viewing
based on concrete details about the settings of Answers will vary. Students should address each
both selections. Entries in the third column will of the questions with thoughtful, detailed
be more individualized, but should connect the responses as they prepare their visual displays.
setting to the overall plot.
Grammar Practice
1. .
2. C
3. ?
4. .
5. C
6. !

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UNIT 5

Copyright by The McGraw-Hill Companies, Inc.

Send all inquiries to:

Printed in the United States of America.

Part 1: Positive Actions

Young Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4455

Part 2: Courage and Condence

Unit Resources Course 2, Unit 5 iii

Copyright by The McGraw-Hill Companies, Inc.

iv Course 2, Unit 5 Unit Resources

How Can You Become Who

2. What is something that you can learn from this person?

3. What is something that you hope to achieve?

4. What is something you will need to do to achieve this?

Unit Resources Course 2, Unit 5 1

Copyright by The McGraw-Hill Companies, Inc.

2 Course 2, Unit 5 Unit Resources

The Big Question Foldable

Unit Resources Course 2, Unit 5 3

The Big Question Foldable

Copyright by The McGraw-Hill Companies, Inc.

4 Course 2, Unit 5 Unit Resources

The Big Question

ACT I V I T Y: Goal Setting

ACT I V I T Y: Speech Writing

Unit Resources Course 2, Unit 5 5

ACT I VI DAD : Entrevista

ACT I VI DAD : Fija una meta

Copyright by The McGraw-Hill Companies, Inc.

ACT I VI DAD : Escribe un discurso

6 Course 2, Unit 5 Unit Resources

Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Unit Resources Course 2, Unit 5 7

Ang Mahalagang Tanong

GAWAIN : Ang Pagtakda ng Layunin

Copyright by The McGraw-Hill Companies, Inc.

GAWAIN : Ang Pagsulat ng Talumpati

8 Course 2, Unit 5 Unit Resources

Unit Resources Course 2, Unit 5 9

Koneksyon ant lekl ak lakay ak yon Gwo

AKT I VI T E : Defini objektif

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AKT I VI T E : Ekri diskou

10 Course 2, Unit 5 Unit Resources

Zaj Lus Nug Loj

Unit Resources Course 2, Unit 5 11

Section A. Choose a Topic

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12 Course 2, Unit 5 Unit Resources

Section B. Choose a Project

write a series of letters between Annie from New Directions and

Unit Resources Course 2, Unit 5 13

Section C. Make a Plan

Project due date

Copyright by The McGraw-Hill Companies, Inc.

6. At this meeting or for your own project, determine whether there

14 Course 2, Unit 5 Unit Resources

8. Do your research. Take notes, and jot down ideas.

Details and examples complete.

Unit Resources Course 2, Unit 5 15

Academic Vocabulary Development

Unit 5 Academic Vocabulary

Copyright by The McGraw-Hill Companies, Inc.