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Prentice Hall
RATURE
TEACHING RESOURCES
Selection Support:
Skills Development
Practice pages to reinforce the skills taught with
each selection:
• Build Vocabulary
• Build Grammar Skills
• Reading Strategy
• Literary Focus
PLAT I NUM
CONTENTS
UNIT 1: ON THE EDGE

"Contents of the Dead Man's Pocket" by Jack Finney
Build Vocabulary: Word Roots: -term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . 1
Build Grammar Skills: Possessive Its vs. Contraction It's . . . . . . . . . . . . . . . . . . . . • •• 0 • • • • • 2
Reading for Success: Literal Comprehension Strategies. . . . . . . . . . . . . . . . . . . . · ........ 3
Literary Focus: Suspense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 0 •••• 0 ••• 5
"The Final Assault" from High Adventure by Edmund Hillary
"The Dream Comes True" from Tiger of the Snows by Tenzing Norgay
with James Ramsey Ullman
Build Vocabulary: Word Roots: -voc- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Build Grammar Skills: Compound Predicates. . . 0 0 0 0 • 0 • • • • • 0 0 0 • 0 • • • • 0 • • • • 0 •• 0 • • • • 7
Reading Strategy: Distinguish Fact From Opinion . . . . 0 •• 0 0 0 0 0 • 0 • • • 0 • • • 0 •• 0 • 0 •• 0 • • 0 8

Literary Focus: Author's Perspective. . 0 0 • 0 0 • • 0 • 0 • • • 0 0 0 • 0 • 0 • • • 0 • • 0 0 0 • • 0 • • • • • • • 9
"The Monkey's Paw" by WoW. Jacobs
"The Bridegroom" by Alexander Pushkin
Build Vocabulary: Word Roots: -cred- 0 • • • • • • • • • 0 0 •• 0 0 0 • 0 ••• 0 • • • • • • • • • • • • • • • • 10
Build Grammar Skills: Regular and Irregular Verb Forms . . . 0 • • • • • • • ••••• 0 • • • • • • • • • • • • 11
Reading Strategy: Predict Outcomes. . . 0 • • • • • 0 • • • • • • • 0 • • • • • • • 0 • • • • • • • • • • • • • • 12
Literary Focus: Foreshadowing . . . 0 • • • • • • • • • • • 0 • • • • • 0 • • • • • • • • • 0 • • • • • • • • • • • 13
from"A Walk to the Jetty" from Annie John by Jamaica Kincaid
Build Vocabulary: Word Roots: -stup- 0 • • • • • • • • 0 • 0 • • • • 0 • • • • • • 0 • 0 • • 0 • 0 0 • • 0 • 0 • • 14
Build Grammar Skills: Clauses . . . . . .. 0 0 • 0 •• 0 • • • • • • • • • • • • •• 0 • • • • • • • • • • • • • • 15
Reading Strategy: Make Inferences . . . 0 0 • • • • • • • • • • • • • 0 • • • • • • • • • • • • • • • • • • • • • 16
Literary Focus: Flashback. . . . . . . . . . . . . . . . . . . . . 0 • • • • • • • • • • • • • • • • 0 • • 0 17
"The Masque of the Red Death" by Edgar Allan Poe
Build Vocabulary: Suffixes: -tion . . 0 • 0 • • 0 •• 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 18
Build Grammar Skills: SUbject-Verb Agreement . . . . . . . 0 • • • • • 0 • 0 • • • 0 • 0 • 0 • • • • • 0 • 0 •• 19
Reading Strategy: Context Clues. . . . . . . . . . . . . . . 0 • • • 0 • • • • • • 0 20

Literary Focus: Symbols . . . . . . . . . . . . 0 0 • • • • 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • 21
"Fear" by Gabriela Mistral

"The street" by Octavio Paz
"Spring and All" by William Carlos Williams
Build Vocabulary: Suffixes: -less . . . 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 0 • • • • • • 22
Build Grammar Skills: Pronouns and Antecedents . . . . 0 • 0 • • • • • • • • • • • • • • • • • • • • • • • • • 23
Reading Strategy: Form a Mental Image. . . . . 0 • • • • • • • • • • 0 • 0 • • 0 • • • • • • • • • • • 0 0 • 0 • 24
Literary Focus: Imagery . . . . . . . . . . . . . . . . . . 0 • • • • • • • • 0 • • • • • • • 0 • • • • • • • • • • • 25
"Two Friends" by Guy de Maupassant

"Damon and Pythlas." retold oy William F. Russell, Ed. D.
Build Vocabulary: Word Roots: -tain-. . . . . . . . . . . . . . . . . 0 • • 0 • • • 0 • 0 • • • • • • • • • 0 • • • 26
Build Grammar Skills: Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 • • • • 27
Reading Strategy: Significant Details. . . . 0 • • 0 • • • • 0 • • • 0 • • • • • • • • • • • • • • • 0 • • • • • • • 28
Literary Focus: Climax. . . . . . . 0 • • • • 0 • • • 0 • • • • 0 • • 0 • 0 • • • • • • • 0 • 0 0 • • 0 • • • 0 • • • 29
UNIT 2: STRIVING FOR SUCCESS

from In Commemoration: One Million Volumes by Rudolfo A. Anaya
Build Vocabulary: Prefixes: in- . . . 0 • 0 • • • • • • • • • • • • • • • • 0 • • • • • • • • • • • • • • • • • • • • 30
Build Grammar Skills: Action Verbs and Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 • 31
Reading for Success: Interactive Reading Strategies . . . . . . . .. 0 • • • 0 • • • • • • • 0 • • • • • • • • 32

Literary Focus: Author's Purpose . . . . 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 34
"How Much Land Does a Man Need?" by Leo Tolstoy

Build Vocabulary: Words in Other Contexts: Land-Related Words. . . . . . . . . . . . . . . . . 0 • • • • • • 35
Build Grammar Skills: Possessive Nouns . . . 0 • • • • • • • • • • 0 • • • • • • • • • • • • • • • • • 36 • • • • •
Reading Strategy: Predict Outcome Based on Character Traits . . . . . . . . . . . . . . . . . . . . . . 37
Literary Focus: Parable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 • • • • • • • • • • 38
"Success is counted sweetest" and "I dwell in Possibility-" by Emily Dickinson

"Uncoiling" by Pat Mora
"Columbus Dying" by Vassar Miller
Build Vocabulary: Prefixes: im- . . . 0 • • • • • • 39 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Build Grammar Skills: Subject and Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Reading Strategy: Make Inferences . . . . . . . . . . . . . . 41

0 • • • • • • • • • • • • • • • • • • • • • 0 • • 0
Literary Focus: Stated and Implied Themes in Poetry . . . . . . . . . . . . 42

0 •• 0 • • • • • • • • •
from My Left Foot by Christy Brown

Build Vocabulary: Word Roots: -vol- . . 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • 43
Build Grammar Skills: Active and Passive Voice . . . . . . . . . 0 • • • • • • • • • • • • • • 44
© Prentice-Hall, Inc. Contents i

Reading Strategy: Identify Author's Purpose . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 45
Literary Focus: Significant Moment. . . . . . . . . . . . . . . . . . .
· . . . . 46
"A Visit to Grandmother" by William Melvin Kelley
Build Vocabulary: Word Origins: ventured.
· .... 47
Build Grammar Skills: Pronoun Case. . . . .
.. ... 48
Reading Strategy: Clarify . . . . . . . . . . . . . . . . .
..... 49
Literary Focus: Characterization . . . . . . . . . . . . ..
· .... 50
"Mowing" and "Mter Apple-Picking" by Robert Frost
"Style" and "At Harvesttime" by Maya Angelou
Build Vocabulary: Spelling vs. Pronunciation: -ough
· . . . . 51
Build Grammar Skills: Participles as Adjectives ..
. . . . . 52
Reading Strategy: Interpret . . . . . . . . . . . . . .
· . . . . 53
Literary Focus: Tone . . . . . . . . . . . . . . . . . .
· . . . . 54
"The Apple Tree" by Katherine Mansfield
Build Vocabulary: Word Origins: Words From Myths
· . . . . 55
Build Grammar Skills: Punctuation of Dialogue
· . . . . 56
Reading Strategy: Question.
. . 57
Literary Focus: Allusion . . . . . . . . . . . . .
. . . . . . . . . 58
"Mrica" by David Diop
"Old Song," Traditional
from The Analects by Confucius
"All" by Bei Dao
"Also All" by Shu Ting
Build Vocabulary: Suffixes: -ment . . . . . . . . . . . . . . . .
· ... 59
Build Grammar Skills: Infinitives and Infinitive Phrases.
.. .. 60
Reading Strategy: Relate to What You Know. . . .
· ... 61
Literary Focus: Aphorisms. . . . . . . . . . . . . . . . . . . .
· ... 62
UNIT 3: CLASHING FORCES

"Through the Tunnel" by Doris Lessing
Build Vocabulary: Word Roots: -fum-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 63
Build Grammar Skills: Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 64
Reading for Success: Interactive Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Literary Focus: Internal Conflict. . . . . . . . . . . . .... 67
"The Dog That Bit People" by James Thurber
Build Vocabulary: Prefixes: epi- . . . . . . . . . . . . .. ... 68
Build Grammar Skills: Correct Use of like and as if. · . . . . 69
Reading Strategy: Form Mental Images . . . . . . . · . . . . 70
Literary Focus: Humorous Essay. . . . . . . . . . . · . . . . 71
"Conscientious Objector" by Edna st. Vincent Millay
"A Man" by Nina Cassian
"The Weary Blues" by Langston Hughes
"Jazz Fantasia" by Carl Sandburg
Build Vocabulary: Word Roots: -chof- . . . . . . . . . ...72
Build Grammar Skills: Use of shall and will. . . . . . .73
Reading Strategy: Respond to Images and Ideas. . .74
Literary Focus: Tone. . . . . . . . . . . . . . . . . . ... 75
"Like the Sun" by R.K. Narayan
"Tell all the Truth but tell it slant-" by Emily Dickinson
Build Vocabulary: Word Roots: -gratis-. . . . . . . . . . . . · ... 76
Build Grammar Skills: Comparative and Superlative Forms · ... 77
Reading Strategy: Identify Consequences of Actions . · ... 78
Literary Focus: Irony. . . . . . . . . . . . . . . . . . . . . . · . . . . 79
"Hearts and Hands" by O. Henry
"The Fish" by Elizabeth Bishop
Build Vocabulary: Prefixes: counter- . . . . . . 80
Build Grammar Skills: Coordinate Adjectives · . . . . 81
Reading Strategy: Predict Story Events . . . .. .. 82
Literary Focus: Surprise Ending. . . . . . . . · . . . . 83
from Desert Exile: The Uprooting of an American Family by Yoshiko Uchida
"Remarks Upon Signing a Proclamation Concerning Japanese American Internment
During World War nn by Gerald Ford
Build Vocabulary: Word Roots: -curs . . · .84
Build Grammar Skills: Adjective Clauses. · . 85
Reading Strategy: Prior Knowledge. · . 86
Literary Focus: Writer's Purpose

· .87
ii Selection Support © Prentice-Hall, Inc.

"The Cabuliwallah" by Rabindranath Tagore
Build Vocabulary: Word Roots: -jud- . . . . . . . . . . . . . . . . . . . . . .. · . . . . . . . . . . . . . . . . 88
Build Grammar Skills: Pronoun and Antecedent Agreement . . . . . . . . . . · . . . . . . . . . . . . . . . . 89
Reading Strategy: Engage Your Senses . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . . . . . 90
Literary Focus: Relationships Between Characters . . . . . . . . . . . . . . · . . . . . . . . . . . . . . . . 91
UNIT 4: TURNING POINTS

from Speak, Memory by Vladimir Nabokov
Build Vocabulary: Prefixes: pro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Build Grammar Skills: Dashes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Reading for Success: Strategies for Reading Critically. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Literary Focus: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
"With All Flags Flying" by Anne Tyler
Build Vocabulary: Prefixes: mono . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Build Grammar Skills: Past Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 98
Reading Strategy: Judge a Character's Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Literary Focus: Characters as Symbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
"The Bridge" by Leopold Staff
"The Old Stoic" by Emily Bronte
"I Am Not One of Those Who Left the Land" by Anna Akhmatova
"Speech During the Invasion of Constantinople" by Empress Theodora
Build Vocabulary: Word Roots: -dom-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 101
Build Grammar Skills: Negatives and Double Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Reading Strategy: Author's Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Literary Focus: Dramatic Situation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
"The Good Deed" by Pearl S. Buck
Build Vocabulary: Word Roots: -pel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Build Grammar Skills: Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Reading Strategy: Make Inferences About Character . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Literary Focus: Static and Dynamic Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
"Thoughts of Hanoi" by Nguyen Thi Vinh

"Pride" by Dahlia Ravikovitch
"Auto Wreck" by Karl Shapiro
"Before the Law" by Franz Kafka
Build Vocabulary: Word Roots: -sat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Build Grammar Skills: Present Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Reading Strategy: Evaluate a Writer's Message . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 111
Literary Focus: Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
UNIT 5: EXPANDING HORIZONS

"The Widow and the Parrot" by Virginia Woolf
Build Vocabulary: Related Words: Forms of sagacity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Build Grammar Skills: Correct Use of Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . 114
Reading for Success: Strategies for Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Literary Focus: Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , 117
"Civil Peace" by Chinua Achebe
Build Vocabulary: Related Words: Forms of disreputable . .. , ... , . . . . . . . . . . . . . . . . . . . . 118
Build Grammar Skills: Past and Past Perfect Tenses . . . . . . ................... 119
Reading Strategy: Use Prior Knowledge . . . . . . , , . . ..................... 120
Literary Focus: Key Statement. . . . . , . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
"The Bean Eaters" Gwendolyn Brooks

"How to React to Familiar Faces" by Umberto Eco
Build Vocabulary: Word Roots: -ami . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Build Grammar Skills: Pronoun Agreement With an Indefinite Antecedent . . . . . . . . . . . . . . . . . . . 123
Reading Strategy: Respond to Connotations. . . . . . . . . . . • . . . . . . . . . . . . , . . . . . 124
Literary Focus: Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
"A Picture From the Past: Emily Dickinson" by Reynolds Price

"What Makes a Degas a Degas?" by Richard Miihlberger
Build Vocabulary: Word Roots: -cent-. . . . . . . . . . . . . . . . . . . .. . · . . . . . . . . . . . . . . . . 126
Build Grammar Skills: Compound Sentences . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . . . . . 127
Reading Strategy: Relate Images to Text. . . . . . . . . . . . . . . . . . · ................ 128
Literary Focus: Analytical Essay. . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . 129
"The Orphan Boy and the Elk Dog," Blackfeet Myth
Build Vocabulary: Word Groups: Homographs. . . . . . . . . . . . . . . . . . . . . . ... · ....... 130
Build Grammar Skills: Commonly Confused Words: accept and except. . . . . . . . . . . · ....... 131
Reading Strategy: Identify With a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . · ....... 132
Literary Focus: Myth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ....... 133
© Prentice-Hall, Inc. Contents iii
"The Street of the Caiion" from Mexican Village by Josephina Niggli
Build Vocabulary: Suffixes: -Iy. . . . . . . . . . . . . . . . . . . . ......... . · . . . . . . . . . . . . 134
Build Grammar Skills: Commas in a Series. . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . 135
Reading Strategy: Predict . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . · . . . . . . . . . . . . 136
Literary Focus: Third-person Point of View . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . 137
"A Storm in the Mountains" by Alexander Solzhenttsyn

"In the Orchard" by Henrik Ibsen
"A Tree Telling of Orpheus" by Denise Levertov
Build Vocabulary: Borrowed Words: Latin Terms .................. . · ............ 138
Build Grammar Skills: Correct Use of like and as . . . . . . . . . . . . . . . . . .. · ............ 139
Reading Strategy: Engage the Senses . . . . . . . . . . . . . . . . . . . . · ............ 140
Literary Focus: Speaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 141
UNIT 6: SHORT STORIES

"The Open Window" by Saki
Build Vocabulary: Word Origins: Words From Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Build Grammar Skills: Placement of only and just . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Reading for Success: Strategies for Constructing Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Literary Focus: Plot Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
"Leiningen Versus the Ants" by Carl Stephenson
Build Vocabulary: Borrowed Words: Latin Plural Forms. . . . .. . · ..................... 147
Build Grammar Skills: Correct Use of Apostrophes . . . . . . . . . · ..................... 148
Reading Strategy: Predict Based on Plot Details. . . . . . . . . . . · ..................... 149
Literary Focus: Conflict. . . . . . . . . . . . . . . . . . . . . . . . . · ..................... 150
"By The Waters of Babylon" by Stephen Vincent Benet
Build Vocabulary: Word Groups: Conjunctive Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Build Grammar Skills: Subordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Reading Strategy: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Literary Focus: First-Person Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
"A Problem" by Anton Chekhov

"Luck" by Mark Twain
Build Vocabulary: Word Roots: -ver- . . . . . . . . . . . . . . . . . . . . . . . . .. · ............ 155
Build Grammar Skills: Restrictive and Nonrestrictive Adjective Clauses . . . . . . . · ............ 156
Reading Strategy: Make Inferences About Character . . . . . . . . . . . . . . · ............ 157
Literary Focus: Static and Dynamic Characters . . . . . . . . . . . . . . . . . . . . · ............ 158
"There Will Come Soft Rains" by Ray Bradbury

"The Garden of Stubborn Cats" by Italo Calvino
Build Vocabulary: Word Origins: Words From Myths . . . . . . . . . . . . . . . .. · . . . . . . . . . . . . 159
Build Grammar Skills: Commonly Confused Words: lie and lay. . . . . . . . . . . . · ............ 160
Reading Strategy: Clarify. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 161
Literary Focus: Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 162
"The Princess and All the Kingdom" by Par Lagerkvist
"The Censors" by Luisa Valenzuela
Build Vocabulary: Word Roots: -ultra-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... · ... 163
Build Grammar Skills: Who and Whom in Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . · ... 164
Reading Strategy: Challenge the Writer's Message . . . . . . . . . . . . . . . . . . . . . . . . . . . · ... 165
Literary Focus: Universal Themes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ... 166
UNIT 7: NONFICTION
"The Marginal World" by Rachel Carson
Build Vocabulary: Suffixes: -able . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 167
Build Grammar Skills: Linking Verbs and Subject Complements . . . . . . . . . . . · ............ 168
Reading for Success: Sdtrategies for Reading Nonfiction. . . . . . . . . . . . . . . · ............ 169
Literary Focus: Expository Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ............ 171
from The Way to Rainy Mountain by N. Scott Momaday

from "Nobel Lecture" by Alexander Solzhenltsyn
"Keep Memory Alive" by Elie Wiesel
Build Vocabulary: Related Words: Forms of reciprocity . . . . . . . . . . . . . . . . . . . . . . . . . · ... 172
Build Grammar Skills: Capitalization of Proper Nouns and Adjectives . . . · ... 173
Reading Strategy: Analyze the Author's Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ... 174
Literary Focus: Reflective and Persuasive Essays. . . . . . . . . . . . . . . . .. . . . . . . .. . · ... 175
"A ChUd's Christmas in Wales" by Dylan Thomas

"Marian Anderson: Famous Concert Singer" by Langston Hughes
Build Vocabulary: Word Groups: Musical Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Build Grammar Skills: Restrictive and Nonrestrictive Appositives . . . . . . . . . . . . . . . . . . . . . . . . 177
Reading Strategy: Recognize the Author's Attitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Literary Focus: Biography and Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
iv Selection Support © Prentice-Hall, Inc.

"Flood" by Annie Dillard
Build Vocabulary: Prefixes: mal-. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 180
Build Grammar Skills: Subject and Verb Agreement. . .. ........ . . . . . . . . . . . . . . . .. 181
Reading Strategy: Recognize Facts and Impressions. .. . . . . . . . . . . . . . . . . . ........ 182
Literary Focus: Descriptive Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
"Star Wars-A Trip to a Far Galaxy That's Fun and Funny ..." by Vincent Canby
"Star Wars: Breakthrough Film StlU Has the Force" by Roger Ebert
Build Vocabulary: Connotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Build Grammar Skills: Parenthetical Interrupters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Reading Strategy: Identify Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Literary Focus: Critical Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
"Mothers &: Daughters" by Tillie Olsen and Estelle Jussim

Build Vocabulary: Related Words: Words Describing Color. . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Build Grammar Skills: Semicolons in a Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Reading Strategy: Interpret Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... . . . 190
Literary Focus: Visual Essay. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 191
"Imltating Nature's Mineral Artistry" by Paul O'Neill

"Work That Counts" by Emesto Ruelas Inzunza
Build Vocabulary: Prefixes: syn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Build Grammar Skills: Varied Sentence Beginnings: Adverb Phrases . . . . . . . . . . . . . . . . . . . . . 193
Reading Strategy: Relate Diagrams to text. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Literary Focus: Technical Article. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
UNIT 8: DRAMA
Antigone. Prologue through Scene 2, by Sophocles
Build Vocabulary: Word~oots: -trans . . . . . . . . . . . . . . . . . . . . . . · ............... 196
Build Grammar Skills: Coordinating Conjunctions . . . . . . . . . . . . . . . . · ............... 197
Reading Strategy: Question the Characters' Motives . . . . . . . . . . . . . . · ............... 198
Literary Focus: Protagonist and Antagonist. . . . . . . . . . . . . . . . . . . . · ............... 199
Antigone, Scenes 3 through S. by Sophocles
Build Vocabulary: Word Roots: -chor-. . . . . . . . . . . . . . . . . . . . . . . · ............... 200
Build Grammar Skills: Pronoun Case in Incomplete Clauses . . . . . . . . . . · ............... 201
Reading Strategy: Identify With a Character . . . . . . . . . . . . . . . . . . . . ........... 202
Literary Focus: Tragic Character . . . . . . . . . . . . . . . . . . . . . . . . . · ............... 203
The Tragedy ofJulius Caesar, Act I, by William Shakespeare
Build Vocabulary: Related Words: Forms of portent. . . . . . . . . . . . . . . . . . . . . . . . . . 204
Build Grammar Skills: The Subjunctive Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Reading Strategy: Use Text Aids. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 206
Literary Focus: Exposition in Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
The Tragedy ofJulius Caesar, Act II, by William Shakespeare
Build Vocabulary: Word Roots: -spir- . . ... '. . . . . . . . . . . . . . . . . . ....... . . .... 208
Build Grammar Skills: Commonly Confused Words: Affect and Effect. . . . . . . . . . . . . · . . . . . . . 209
Reading Strategy: Read Blank Verse. . . . . . . . . . . . . . . . . ......... . · ....... 210
Literary Focus: Blank Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · ....... 211
The Tragedy ofJulius Caesar, Act III, by William Shakespeare
Build Vocabulary: Word Roots: -ora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Build Grammar Skills: Parallel Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Reading Strategy: Paraphrase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Literary Focus: Dramatic Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
The Tragedy ofJulius Caesar, Act IV. by William Shakespeare
Build Vocabulary: Word Roots: -phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Build Grammar Skills: Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Reading Strategy: Read Between the Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Literary Focus: Conflict in Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
The Tragedy ofJulius Caesar, Act V, by William Shakespeare
Build Vocabulary: Prefixes: mis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Build Grammar Skills: Words of Direct Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Reading Strategy: Identify Cause and Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Literary Focus: Tragedy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
UNIT 9: POETRY
"The Stolen ChUd" by William Butler Yeats
Build Vocabulary: Words With Multiple Meanings . . . . . . . . . . . . . . . . . . . · ....... 224
Build Grammar Skills: Inverted Word Order . . . . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . 225
Reading for Success: Strategies for Reading Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Literary Focus: Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . 228
© Prentice-Hall, Inc. Contents V
"In Flanders Fields" by John McCrae

"The Kraken" by Alfred, Lord Tennyson
"Reapers" by Jean Toomer
"Meeting at Night" by Robert Browning
"Prayer of First Dancers." Traditional Navajo Chant
Build Vocabulary: Prefixes: mil- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Build Grammar Skills: Concrete and Abstract Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Reading Strategy: Listen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Literary Focus: Musical Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
"The Wind-tapped like a tired Man" by Emily Dickinson
"A Pace Like That" by Yehuda Amichai
"Metaphor" by Eve Merriam
"Right Hand" by Philip Fried
Build Vocabulary: Word Roots: -tac- . . . . . . . . . . . . . . . . . · ..................... 233
Build Grammar Skills: Elliptical Clauses . . . . . . . . . . . . . . . · ..................... 234
Reading Strategy: Paraphrase. . . . . . . . . . . · ..................... 235

Literary Focus: Figurative Language . . . . . . . · ..................... 236
"La Belle Dame sans Merei" by John Keats
"Danny Deever" by Rudyard Kipling
Build Vocabulary: Word Roots: -journ- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 237
Build Grammar Skills: Hyphens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Reading Strategy: Identify the Speaker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Literary Focus: Narrative and Dramatic Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
"The Guitar" by Federico Garcia Lorca
"Making a Fist" by Naomi Shihab Nye
"Jade Flower Palace" by Tu Fu
"The Moon at the Fortified Pass" by Li Po
"What Are Friends For" by Rosellen Brown
"Some Like Poetry" by Wislawa Szymborska
Build Vocabulary: Word Roots: -path-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 241
Build Grammar Skills: Adjectival Modifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 242
Reading Strategy: Read in Sentences . . . . . . . . . . . . . . . . . ..................... 243
Literary Focus: Lyric Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 244
Sonnet 18 by William Shakespeare
"The Waking" by Theodore Roethke
Tanka by Ki no Tsurayuki and Priest Jakuren
Haiku by BasM and Issa
Build Vocabulary: related Words: Forms of temperate . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . 2.5
Build Grammar Skills: Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . 246
Reading Strategy: Envision the Imagery . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . 247
Literary Focus: Poetic Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · . . . . . . . . . . . . 248
UNIT 10: EPICS AND LEGENDS

from Don Quixote by Miguel de Cervantes
Build Vocabulary: Word Roots: -son- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Build Grammar Skills: Gerunds and Gerund Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Reading Strategy: Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Literary Focus: Parody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
"Morte d'Arthur" by Alfred. Lord Tennyson
"Arthur Becomes King of Britain" from The Once and Future King by T.H. White
Build Vocabulary: Suffixes: -ous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 253
Build Grammar Skills: Subjunctive Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Reading Strategy: Recognize an Author'S Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Literary Focus: Legend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
"Rama's Initiation" from the Ramayana. retold by RK. Narayan
Build Vocabulary: Word Roots: -min- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Build Grammar Skills: Restrictive and Nonrestrictive Appositives . . . . . . . . . . . . . . . . . . . . . . . . 258
Reading Strategy: Make Inferences About Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Literary Focus: The Epic Hero. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
from Sundiata: An Epic of Old Mali. retold by D.T. Niane
Build Vocabulary: Word Roots: -firm- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 261
Build Grammar Skills: Sentence Variety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Reading Strategy: Storyteller's Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Literary Focus: Epic Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
vi Selection Support @ Prentice-Hall, Inc.

Name _______________________________________________ Date ________________
"Contents of the Dead Man's Pocket" by Jack Finney (text page 5)
Build Vocabulary
Spelling Strategy When adding a suffix beginning with a vowel to a word that ends in a
silent e, drop the e, then add the suffix-for example, convolute - convoluted. There are a
number of exceptions to this rule, such as noticeable, mileage, and canoeing, which must be
memorized.
Using the Root -tenn-

A. DIRECTIONS: The Latin root -term-, meaning "end" or "boundruy." occurs in a number of Eng
lish words. Using what you know about -term- (along with some prefixes and suffixes), deter
mtne the meanings of the following words.
1. termlnation _________________________________________
2. termless ____________________________________________
3. termtnable __________________________________________
Using the Word Bank

convoluted grimace deftness
imperceptibly reveling intermtnable
B. DIRECTIONS: Match each word in the left column with its definition in the right column. Write
the letter of the definition on the line next to the word it defines.
1. convoluted a. skillfulness
_ _ 2. grimace b. seemingly endless
3. deftness c. taking great pleasure in
_ _ 4. imperceptibly d. intricate; twisted
_ _ 5. reveling e. almost unnoticeably
6. interminable f. twisted facial expression
Making Verbal Analogies

C. DIRECTIONS: Each item consists of a related pair of words In CAPITAL LE'ITERS followed by
four lettered pairs of words. Choose the lettered pair that best expresses a relationsWp Similar
to that expressed in the pair In capital letters. Circle the letter of your choice.
1. CONVOLUTED: SIMPLE :: 3. BRIEF: INTERMINABLE ::
a. texture: wavy a. inch : infinity
b. pie: slice b.lengthy: speech
c. bumpy: smooth c. lawyer: professional
d. easy: difficult d. shower: storm
2. REVELING: ENJOYING::
a. hopeful : thrilled
b. mtserly : thrifty
c. hidden : mtssing
d. satisfied : contented
© Prentice-Hall, Inc. Contents of the Dead Man's Pocket 1
Name _______________________________________________ Date _ _ _ _ _ _ __
"Contents of the Dead Man's Pocket" by Jack Finney (text page 5)
Build Grammar Skills: Possessive Its vs. Contraction It's

The word its is a possessive form of the pronoun it. The word it's is a contraction for it is. Its
and it's sound just the same, so it is easy to confuse them. If you are unsure about which to
use, read the sentence with the words it is. If the sentence makes sense, use the contraction
it's. If it doesn't make sense. its is the word you need.
Possessive: The window slammed down in its frame, leaving Tom stranded on the ledge.
Contraction: If it's suspense you want, try a Jack Finney story.
Recognizing the Correct Use of Its and It's

A. DIRECTIONS: Circle the word that correctly completes each sentence.
1. Tom thinks (its, it's) important to get ahead of the other young men who work for his com
pany.
2. (Its, U's) details are so vivid that the story really grabs the reader.
3. Tom's report, in (Us, it's) final form, might have earned him a promotion.
4. (Its, U's) not surprising that Jack Finney's other stories are also suspensefuL
5. What (Us, it's) about is knowing what is really important in life.
Writing Application
B. DIRECTIONS: Rewrite the following paragraph correcting the errors in the use of its and it's.
Imagine yourself out on a ledge. Its cold and windy. The ground and its comforts are far
below. It occurs to you that its likely no one knows you are there. It's possible no one may
know for days. This thought plants it's seed in your brain. Panic digs it's fingers into your
chest-right into your lungs. Your heart pounds its way into your throat. Then you open your
eyes and realize its all in your head!
2 Selection Support © Prentice-Hall, Inc.

Name _______________________________________________ Date _________
Reading for Success: Literal Comprehension Strategies

~ With any piece of literature-from fiction to poetry-your first goal in reading is to under
stand what the writer is saying. There are strategies you can apply to help you understand
even complex writing.
• Reread or read ahead. Reread a sentence or a paragraph to find the connections among
the words. Read ahead. A word or detail you don't understand may become clear further on.
• Use context clues. Context refers to the words, phrases, and sentences that surround a
word. Look for clues in the context to help you figure out the meaning of an unknown word.
• Break down confusing sentences.

• Restate for understanding. Paraphrase, or restate a sentence or a paragraph in your
own words. Summarize at appropriate points; review and state the main points of what has
happened.
• Respond. Think about what the selection means. What does it say to you? What feelings
does it evoke in you?
DIRECTIONS: Read the following excerpt from "The Tell-Tale Heart" by Edgar Allen Poe and apply
the reading strategies to increase your understanding. In the margin, write notes showing
where you reread or read ahead, use context clues, break down confusing sentences, and re
state for understanding. Finally, write your response to the excerpt on the lines provided.
from "The Tell-Tale Heart·· by Edgar Allen Poe

In the following excerpt of this murder mystery story, the narrator is
recalling how he planned the crime.
Upon the eighth night I was more than usually cautious in opening
the door. A watch's minute hand moves more quickly than did mine.
Never before that night, had I felt the extent of my own powers-of
my sagacity. I could scarcely contain my feelings of triumph. To think
that there I waSt opening the door, little by little, and he not even to
dream of my secret deeds or thoughts. I fairly chuckled at the idea;
and perhaps he heard me; for he moved on the bed suddenlYt as if
startled. Now you may think that I drew back-but no. His room was
as black as pitch with the thick darkness, (for the shutters were close
fastened, through fear of robbersJ and so I knew that he could not
see the opening of the door, and I kept pushing it on steadily,
steadily.
I had my head in, and was about to open the lantern, when my
thumb slipped upon the tin fastening, and the old man sprung up in
bed, crying out-flWho's there?fI
I kept quite still and said nothing. For a whole hour I did not move
a muscle, and in the meantime I did not hear him lie down. He was
stili sitting up in the bed listening;-just as I have done. night after
night, hearkening to the death watches in the wall.
Presently I heard a slight groan, and I knew it was the groan of
mortal terror. It was not a groan of pain or of grief-oh, no!-it was
the low stifled sound that arises from the bottom of the soul when
© Prentice-Hall, Inc. Contents of the Dead Man's Pocket 3

overcharged with awe. I knew the sound well. Many a night, just at
midnight, when all the world slept, it has welled up from my own
bosom, deepening, with its dreadful echo, the terrors that distracted
me. I say I knew it well. I knew what the old man felt, and pitied him,
although I chuckled at heart. I knew that he had turned in the bed.
His fears had been ever since growing upon him. He had been trying
to fancy them causeless, but could not. He had been saying to him
self-lilt is nothing but the wind in the chimney-it is only a mouse
crossing the floor, or "it is merely a cricket which has made a single
II
chirp." Yes, he had been trying to comfort himself with these supposi
tions; but he had found all in vain. All in vain; because Death, in ap
proaching him had stalked with his black shadow before him, and en
veloped the victim. And it was the mournful influence of the
unperceived shadow that caused him to feel-although he neither
saw nor heard-to feel the presence of my head within the room.
When I had waited a long time, very patiently, without hearing him
lie down, I resolved to open a little-a very, very little crevice in the
lantern. So I opened it-you cannot imagine how stealthily, stealth
ily-until, at length, a simple dim ray, like the thread of a spider, shot
from out the crevice and fell full upon the vulture eye.
It was open-wide, wide open-and I grew furious as I gazed upon
it. I saw it with perfect distinctness-all a dull blue, with a hideous veil
over it that chilled the very marrow in my bones; but I could see noth
ing else of the old man's face or person: for I had directed the ray as
if by instinct, precisely upon the damned spot.
And have I not told you that what you mistake for madness is but
over acuteness of the senses?-now, I say, there came to my ears a
low, dull, quick sound, such as a watch makes when enveloped in cot
ton. I knew that sound well, too. It was the beating of the old man's
heart. It increased my fury, as the beating of a drum stimulates the
soldier into courage.
Response:

Name _______________________________________________ Date _________
"Contents of the Dead Man's Pocket" by Jack Finney {text page 5}
Literary Focus: Suspense

The suspense of "Contents of the Dead Man's Pocket" begins the moment you read the title.
You ask yourself, "What are the contents of the dead man's pocket?" or perhaps, "Who is the
dead man?" When a WIiter causes questions to form in a reader's mind, that WIiter is creating
suspense.
Finney adds to the suspense by including small details. The details make readers feel as if
they are right out there on the ledge with Tom. Notice how the details of this passage add to the
suspense.
The fingers of his left hand clawlike on the little stripping, he drew back his other fist until
his body began teetering backward.
The word clawlike gives you a perfect picture of how Tom is hanging on. As you read the
phrase "his body began teetering backward," you might think, 'Well, that's it. He's finally going
to fall."
DIRECTIONS: Analyze the following passage from "Contents of the Dead Man's Pocket" and un
derline the suspenseful details. Then. on the lines provided. explain why those details build
suspense.
He waited, arm drawn back, fist balled, but in no hurry to strike; this pause, he knew, might
be an extension of his life. And to live even a few seconds longer, he felt, even out here on
this ledge in the night, was infinitely better than to die a moment earlier than he had to. His
arm grew tired, and he brought it down and rested it.
Then he knew that it was time to make the attempt. He could not kneel here hesitating in
definitely till he lost all courage to act, waiting till he slipped off the ledge. Again he drew
back his arm, knowing this time that he would not bring it down till he struck. His elbow pro
truding over Lexington Avenue far below, the fingers of his other hand pressed down blood
lessly tight against the narrow stripping, he waited, feeling the sick tenseness and terrible ex
citement building. It grew and swelled toward the moment of action, his nerves tautening.
C Prentice-Hall, Inc. Contents of the Dead Man's Pocket 5

Name ______________________________________________ Date ________________
"The Final Assault" from High Adventure by Edmund Hillary (text page 24)
"The Dream Comes True" from The Tiger of the Snows
by Tenzing Norgay (text page 36)
Build Vocabulary
Spelling Strategy The suffix -able is much more common than the suffix -ible. Memoriz
ing words with the -ible suffix, such as discernible, gullible, eligible, and fallible, is the best
way to avoid misspellings.
Using the Root -voc-

A. DIRECTIONS: The word root -voc- means "speak," "say" or "to call." Tell what the meaning of
each of these words has to do with "speaking" or "calling."
1. evoke __________________________________________________________________
2. vocation
3. invocation
4. vocalize _________________________________________________________________
Using the Word Bank

precipitous discernible belay
encroaching undulations vociferous
B. DIRECTIONS: Write a sentence according to the instructions given.
1. Use precipitous in a sentence about Mt. Everest's summit.
2. Use discernible in a description of the view from the top of a high mountain.
3. Use the noun belay in an explanation for an inexperienced climber.
4. Use encroaching in a sentence about people climbing a mountain.
5. Use undulations to describe the final stretch of Hillary and Norgay's climb.
6. Use vociferous in a sentence about what you would do at the top of Mount Everest.

Name ______________________________________________ Date _ _ _ _ _ _ __
Build Grammar Skills: Compound Predicates

A compoUDd predicate consists of two or more verbs or verb phrases that share the same
subject. The verbs or verb phrases are joined by a conjunction such as and, but. or, and nor.
Look at these sentences from '''The Dream Comes True."
S simple predicate
Sentence With Simple Predicate: On top of the rock cliff we rested again.
S compound predicate
Sentence With Compound Predicate: About thirty feet away we stop for a minute and look up.
conj
Identifying Compound Predicates

A. DIRECTIONS: In each sentence, underline the verbs or verb phrases in the compound predi
cate. Circle the conjunction that joins the verbs.
1. I watched our support party disappear down the ridge and then turned to examine our
campsite more closely.
2. We strapped on our crampons and tied on our nylon rope, grasped our ice axes, and were
ready to go.
3. For it is the plain truth that no one pulled or hauled me up the gap.
4. I waved my arms in the air and then threw them around Hillary.
Using Compound Predicates

B. DIREcTIONS: Combine each of the following pairs of sentences into a sentence with a com
pound predicate, using the indicated conjunction.
1. The climbers looked across the summit. They saw Tibet. (and)
2. Above the climbers the slope swept upward. It became sharply steep. (and)
3. Norgay says he was not dragged up the slope. Norgay says he was not hauled up the slope.
(or)
© Prentice-Hall, Inc. The Final AssaultlThe Dream Comes True 7

Name ___________________________________________ Date ________________
"The Dream Comes True" from The Tiger of the Snows . ....
by Tenzing Norgay (text page 36) ...".,
Reading Strategy: Distinguish Fact From Opinion

A fact is an objective statement that can be proved true by historical records, experimenta
tion, or direct observation; an opinion. on the other hand. is a subjective statement that can
not be objectively verified. In autobiographical writing. the writer attempts to present the events
of his or her life as they are perceived by the writer. Subjective, felt impressions become an im
portant part of what a writer has to communicate to readers, who, in tum, must be aware of
what is objective fact and what is the writer's subjective, personal opinion.
DIRECTIONS: Decide whether each of the following quotations states a fact or an opinion. On the
line at the right, write fact or opinion. Then write an explanation of each answer on the line
below.
1. "It wasn't really much of a place." 1. ______________
2. "It was certainly far from flat and it was going to need a lot 2. ____________
of work."
3 ...... after each short stop we kept going, twisting always 3. ____________
higher along the ridge...."
4. " ... we each helped and were helped by the other in equal 4.
measure."
5. "This next piece wasn't going to be easy." 5. - - - - - - - - - - - - -
6. "We still had a long way to go." 6. _____________
7...... we were not the leader and the led. We were partners." 7.
8. "Hillary stepped on top first. And I stepped up after him." 8. _____________

Name _______________________________________________ Date ___________
'<The Final Assault" from High Adventure by Edmund Hillary (text page 24)
Literary Focus: Author's Perspective

Newspaper articles, novels. and even poems contain the opinions, experiences, memories, or
outright biases of the author. This is called the author's perspective. Reading Hillary's and
Norgay's versions of the same events provides an opportunity to compare the authors' perspec
tives and to detect any attempts to sway readers to form certain opinions.
DIRECTIONS: Each pair of passages below deSCribes the same event. Read the pair carefully.
Then state your opinions about the author's perspective in each passage. Explain what details
from the passages led you to your opinions.
1. Hillary: But now it was quite obvious that he was not only moving extremely slowly but was
breathing quickly and with difficulty and was in considerable distress. I immediately sus
pected his oxygen set and helped him down onto the ledge so that I could examine it....
Just as a check I examined my own set and found that it, too, had partly frozen up in the
outlet tube, but not sufficiently to have affected me a great deal.
Norgay: But every so often, as had happened all the way, we would have trouble breathing
and have to stop and clear away the ice that kept forming in the tubes of our oxygen sets.
In regard to this, I must say in all honesty that I do not think Hillary is quite fair in the story
he later told, indicating that I had more trouble than he with breathing and that without his
help I might have been in serious difficulty.
2. Hillary: Above us the ridge continued on as before-enormous overhanging cornices on

the right and steep snow slopes on the left running down to the rock bluffs. But the angle
of the snow slopes was easing off. I went on chipping a line of steps, but thought it safe
enough for us to move together in order to save time. The ridge rose up in a great series of
snakelike undulations which bore away to the right, each one concealing the next. I had no
idea where the top was. I'd cut a line of steps around the side of one undulation and an
other would come into view.
Norgay: There are still the cornices on our right and the precipice on our left, but the ridge
is now less steep. It is only a row of snowy humps, one beyond the other, one higher than
the other. But we are still afraid of the cornices and, instead of following the ridge all the
way, cut over to the left, where there is now a long snow slope above the precipice.
© Prentice-Hall, Inc. The Final AssaultlThe Dream Comes True 9

Name _______________________________________________ Date _______________
"The Monkey's Paw" byW. W. Jacobs (text page 46)

"The Bridegroom" by Alexander Pushkin (text page 54)
Build Vocabulary
Spelling Strategy When adding a suffix that begins with a consonant to a word that
ends in silent e, keep the e: furtive + -Iy furtively. If the suffix begins with a vowel, drop the
silent e: avarice + -ious = avaricious.
Using the Root -cred-

A. DIRECTIONS:The word root -cred- means "believe" or "trust." The root -cred- comes from the
Latin word credo, which means "I believe." Define each of the following words. In each of your
definitions, use a form of the word believe or trust to show the connection with the root -cred-.
Example: incredible unbelievable

----------------------------------------------------------
1. credential
2. credence
3. discredit _ _ . .
4. creed
Using the Word Bank

B. DIRECTIONS: Match each word in the left column with its definition in the right column.
1. fusillade a. feeling that something bad will occur
2. credulity b. commonplace; ordinary
3. doughty c. spoken ill of
4. prosaic d. noiSY commotion
5. maligned e. burst of fire from many guns
6. foreboding f. brave; valiant
7. avaricious g. tendency to believe too readily
8. tumult h. greedy for riches
Identifying Antonyms
C. DIRECTIONS: Choose the word or phrase that is most nearly oppostte in meaning to each
numbered word. Write the letter of the correct answer on the line.
1. prosaic
a. ordinary b. pretty c. commonplace d. unique e. verbose
2. avaricious
a. wealthy b. generous c. greedy d. modest e. mean-spirited
3. doughty
a. cowardly b. stouthearted c. courageous d. exhausted e. sarcastic
. ./
.

Name _____________________________________________ Date _______________
"The Monkey's Paw" by W. W. Jacobs (text page 46)

Build Grammar Skills: Regular and Irregular Verbs

A verb has four principal parts: present, present participle. past, and past participle. All
verbs form the present participle by adding wing to the present form. A regular verb forms its
past and past participle by adding -d or wed to the present form.
Principal Parts of Regular Verbs

Present Present Participle Past Past Participle
burn burning burned burned
watch watching watched watched
An Irregular verb forms its past and past participle in some way other than by adding -d or
-ed to the present form. Here is a list of some of the most common irregular verbs.
Principal Parts of Irregular Verbs

Present Present Participle Past Past Participle
become becoming became become
begin beginning began begun
do doing did done
go going went gone
ring ringing rang rung
~ see
take
seeing
taking
saw
took
seen
taken
Identifying Regular and Irregular Verbs

A. DIREcTIONS: IdentifY the italicized verb as regular or irregular in each sentence.
_ _ _ _ 1. The old man rose with hospitable haste, and opening the door, was heard condol
ing with the new arrival.
_ _ _ _ 2. His three listeners leaned forward eagerly.
_ _ _ _ 3. The third night,/She ran in, distraught.
Using Regular and Irregular Verbs

B. DIRECTIONS: Complete each of the following sentences with the correct form of the given verb.
I. Sergeant Major Morris the mummified monkey's paw from his pocket and
showed it to the Whites. {take}
2. After the sergeant major had the monkey's paw into the fire. Mr. White scooped
it from the flames. (throw)
3. Mr. White learned that his wish for two hundred pounds at a terrible cost to his
family. (come)
4. On her wedding day, Natasha revealed what horrible sight she had . (see)
© Prentice-Hall, Inc. The Monkey's PawlThe Bridegroom 11

Name _______________________________________________ Date _________

Reading Strategy: Predid Outcomes

As you read a tale of suspense, you can make use of the author's foreshadowing-clues
about future events-to predict the outcome of the story. As bizarre or frightening as it may
be, the outcome should always make sense to the reader. For example, when Herbert sits up
late at night gazing at the fire, he sees the horrible face of a monkey in the flames. Later, Her
bert dies because of the wish his father has made with the monkey's paw.
The critic G. K. Chesterton said about W. W. Jacobs's horror stories: "His horror is wild, but
it is a sane horror."
1. W hat do you think Chesterton meant by this statement? Explain your answer, giving ex
amples from the story.
2. Based on the evidence in the story, what did you predict Mr. White's third wish would be? ,j
Were you correct? Explain your answer, using evidence from the story. ...",.,
3. Describe the clues Pushkin provided to help the reader predict the outcome of "The
Bridegroom"?

Name _______________________________________________ Date ________________

Literary Focus: Foreshadowing

Foreshadowing is the use of hints or clues that suggest what events will happen later in a
stOIY. Writers use foreshadowing to create suspense, draw readers into the plot. or to prepare
readers for the outcome of events.
DIRECTIONS: Read the following passages from "The Monkey's Paw" and "The Bridegroom." Iden
tify what event each passage foreshadows.
1. "Hark at the wind," said Mr. White, who, having seen a fatal mistake after it was too late,
was amiably desirous of preventing his son from seeing it.
2. "He wanted to show that fate ruled people's lives, and that those who interfered with it did
so to their sorrow. He put a spell on it so that three separate men could each have three
wishes from it."
3. the first man had his three wishes, yes," was the reply; "I don't know what the first two
were, but the third was for death."
4. Herbert sat alone in the darkness, gazing at the drying fire. and seeing faces in it. The last
face was so horrible and so simian that he gazed at it in amazement.
5. Stricken with foreboding/They pleaded, got angty./But still she was silent;
6. He gazed as he flew past./And Natasha gazed./He flew on. Natasha froze.
7. "Your will be done. Call/My bridegroom to the feast./Bake loaves for the whole
world,fBrew sweet mead and call/The law to the feast."
8. "The eldest brother/Takes his knife and, whistling./Sharpens it; seizing her by/The hair he
kills her/And cuts off her right hand."
© Prentice-Hall, Inc. The Monkey's Pawrrhe Bridegroom 13

Name _______________________________________________ DatE"
from "A Walk. to the Jetty" from Annie John by Jamaica Kincaid (text page 62)
Build Vocabulary
Spelling Strategy The prefix ad- means "to," "at," "toward," or "akin to." The prefix
ap-, which is used in the word apprenticed, is a variation of ad- . Variations of ad- occur when
it is added to words beginning with one of these nine consonants: c (account), f (affront), g
(aggressor), I (allot), n (annex), p (apprenticed), r (arrest), s (assign), t (attend).
Using the Root -stup-

The word root -stup- means "stunned" or "amazed." Knowing what the root -stup- means can
help you figure out that the word stupor means "a state in which the mind is stunned."
A. The following words contain the root -stup-. Complete each sentence with the
DIRECTIONS:
most appropriate word from the list.
stupid stupefied stupendous stupefaction
1. When Annie presented her mother with the little basket containing senna and eucalyptus
leaves and camphor, her mother acted as if Annie had done the most task.
2. A feeling overcame Annie as she walked to the jetty, her heart swelled
with gladness one moment and shriveled with sadness the next.
3. Miss Dulcie always found fault with Annie's work and treated Annie as if she were
4. Annie walked past the doctor's office, grooming shop, and the library in a ___________
state, as if she were in a dream.
Using the Word Bank

loomed apprenticed raked stupor
1. apprenticed a. scratched or scraped, as with a garden tool
2. stupor b. appeared in a large or threatening form
3. raked c. mental dullness, as if drugged
4. loomed d. worked a specified length of time in a craft or trade in return for
instruction and, formerly, support

Name _______________________________________________ Date _ _ _ _ _ _ __
from "A Walk to the Jetty" from Annie John by Jamaica Kincaid (text page 62)
Build Grammar Skills: Clauses

A clause is a group of words that contains a subject and a verb. An independent clause ex
presses a complete thought and can stand alone as a sentence. A subordinate clause does not
express a complete thought; it must be linked with an independent clause to form a sentence.
A subordinate clause is introduced by a subordinating conjunction, which makes the clause
it introduces less important than the independent clause. Notice in this example that the sub
ordinate clause is introduced by the subordinating conjunction when. Usually, a comma is
placed after a subordinate clause that begins a sentence.
independent clause
I V I v lubordlnate claUle
_Iw_a_s_f_iv_e-=--_o_l_d when I first walked on this road unaccompanied by someone to hold my hand.
Common Subordinating Conjunctions

after as soon as inasmuch as than where
although as though in order that though whereas
as because provided (that) unless wherever
as far as before since until while
as if considering (that) so long as when
as long as if so that whenever
Identifying Independent and Subordinate Clauses

A. DIRECTIONS: Underline each independent clause once and each subordinate clause twice.
1. If I had just conquered Persia, she couldn't have been more proud of me.
2. When my father's stomach started to go bad, the doctor had recommended a walk every
evening after he ate his dinner.
3. When we were all on board, the launch headed out to sea.
4. They made an unexpected sound, as if a vessel filled with liquid had been placed on its
side and now was slowly emptying out.
Using Independent and Subordinate Clauses

B. DIRECTIONS: Combine each pair of sentences, using a subordinating conjunction from the
list.
1. Annie walked past Miss Dulcie's house. Her memories of Miss Dulcie were not fond.
2. Annie's father tries to express his feelings. He turns and walks away.
3. Annie loves her parents. She realizes she must leave home and begin her own life.
\....,.- 4. The boat set sail. Annie waved good-bye with her red handkerchief.
© Prentice-Hall, Inc. A Walk to the Jetty 15

Name _________________________________________________ Date ________________
Reading Strategy: Make Inferences

As an active reader, you can make inferences, or draw conclusions, about characters based
on what they say and do, and what others say about them.
DIRECTIONS: Read each of the following passages from the story. Then answer each question.
1. Then she would send me to the store to buy buttons or thread, though I was only allowed to do this
if I was given a sample of the button or thread, and then she would find fault even though they were
an exact match ofthe samples she had given me. And all the while she said to me, "A girl like you
will never learn to sew properly, you know."
What can you infer about the nature of Annie's relationship with Miss Dulcie?
2. Once, a book she was reading had a large picture of a man in it, and when I asked her who he was
she told me that he was Louis Pasteur and that the book was about his life. It stuck in my mind, be
cause she said it was because of him that she boiled my milk to purify it before I was allowed to
drink it, that it was his idea, and that that was why the process was called pasteurization.
What can you infer about the mother's character based on her behavior in this passage?
3. My father kissed me goodbye and told me to be good and to write home often. After he said this,
he looked at me, then looked at the floor and swung his left foot, then looked at me again. I could
see that he wanted to say something else, something that he had never said to me before, but then
he just turned and walked away.
What inference can you make about what Annie's father wanted to say?
4. Big tears streamed down her face, and it must have been that-for I could not bear to see my
mother cry-which started me crying, too. She then tightened her arms around me and held me to
her close, so that I felt that I couldn't breathe.
What two contrasting inferences can you make about Annie's relationship with her mother?

Name _______________________________________________ Date _ _ _ _ _ _ __
Literary Focus: Flashback

A fiashback is a part of a story that presents an event that happened at an earlier time. In
this story from Annie John, Jamaica Kincaid uses a common flashback technique. She begins
the story with a final event-Annie's arrival at the jetty-and then tells the rest of the story as a
seIies of flashbacks that help explain Annie's departure from her island home. Kincaid orga
nizes the flashbacks as a "narrative walk" from Annie's home to the jetty. These flashbacks re
veal to the reader Annie's expeIiences and motivations.
DIRECTIONS: The following chart includes a number of visual clues that prompt flashbacks to
expeIiences in Annie's life. Complete the chart. DescIibe the memory or expeIience prompted
by each clue. Then explain what the flashback reveals about Annie. her relationships with oth
ers, or her motivations to leave home.
Visual clue Flashback What is revealed

Miss Dulcie's house 1. 2.
The road to school, church, 3.

4.
choir
The library 5.
6.
© Prentice-Hall, Inc. A Walk to the Jetty 17

Name _______________________________________________ Date ___________
"The Masque of the Red Death" by Edgar Allan Poe (text page 78)
Build Vocabulary
Spelling Strategy The word ending -que indicates a word of French origin; this suffix is
pronounced as /kl. For example, the word masque has the same pronunciation as mask.
Using the Suffix -tion

A. DIRECTIONS: The suffix -tion means "the act or quality of." Complete each sentence with one
of the following -tion words.
1. Prince Pro spero lived in _______, hiding from the plague-ridden world outside the
abbey's walls.
2. He had a ________ with the bizarre.
3. He mistakenly believed that the plague's _____ could not reach him.
4. The masque was more an attempt to ward off death than a ________.
Using the Word Bank

august arabesque disapprobation
habiliments cessation piquancy
1. august a. a pleasantly sharp quality
2. piquancy b. clothing
3. arabesque c. stopping, either forever or for some time
4. disapprobation d. elaborately designed
5. habiliments e. imposing and magnificent
6. cessation f. disapproval
Recognizing Antonyms
C. DIRECTIONS: Choose the word that is most nearly the opposite of the word in CAPITAL
LE1TERS. Write the letter on the line next to the capitalized word.
1. AUGUST: 2. CESSATION:
a. grand a. interrupted
b. awesome b. discontinuation
c. approachable c. arrest
d. royal d. fluidity
e. vain e. halting

Name _______________________________________________ Date _ _ _ _ _ _ __
Build Grammar Skills: Subject-Verb Agreement

In most declarative sentences the subject comes before the verb. This is called normal word
order.
Poe wrote liThe Masque ofthe Red Death."
However, in sentences that begin with there. the word order is usually inverted.
There are several other copies of the book on that shelf.
While there can often be considered an adverb that tells where (as in the sentence above), in
other cases there is used as a sort of pronoun, with the actual subject of the sentence following
the verb.
There have been many advances in medicine.
You know that the subject and verb of a sentence must agree in number. When you are writ
ing, do not be tricked into thinking that the word there is the subject just because it comes first
in the sentence.
A. DIRECTIONS: Read the following lines from Poe's story. Underline each simple subject once
and each verb twice.
1. "There were sharp pains. . . ."
2. "... there came ... a sound which was clear and loud ..."
3. "... there was a brief disconcert ..."
4. "There are some who would have thought him mad."
5. "... there flows a ruddier light ..."
6. "... there comes ... a muffled peal ..."
7. "... there are matters of which no jest can be made."
8. ". . . there was a sharp turn . , ."
9, "... there stood ... a gigantic clock of ebony,"
10. "There was no light of any kind ..."

B. DlR.EcTIONS: Underline the correct form of the verb in parentheses,
1. There ( is / are) hundreds of books of horror stories in the library.
2. Here ( is / are ) my library card.
3. There (is / are) several stories by Poe in this collection.
4. Here (hangs / hang) a portrait of Poe.
5. There ( was / were) fifteen students in the reading room.
6. Here ( comes / come) the best writer of horror stories in our class.
7. Where ( is / are ) my notes from class?
8. Here they ( is / are )I
© Prentice-Hall, Inc. The Masque of the Red Death 19

Name ________________________________________________ Date _________
Reading Strategy: Context Clues

When you read a story, you may come across an unfamiliar word. You can use context
clues-the words, phrases, and sentences surrounding the word-to help you determine its
meaning. For example, in the statement, "In spite of these things, it was a gay and magnificent
revel," you can use the words around revel to determine that it means "party" or "celebration."
For each of the following sentences, use context clues to determine the meaning of the itali
cized word. Write the meaning of the word on the lines below.
1. "He had directed, in great part, the movable embellishments of the seven chambers, upon
occasion of this great fete."
2. "There were sharp pains, and sudden dizziness, and then projUse bleeding at the pores."
3. "But to the chamber which lies most westwardly of the seven, there are now none of the
maskers who venture; for the night is waning away; and there flows a ruddier light through
the blood-colored panes."
4. "When the eyes of Prince Prospero fell upon this spectral image (which with a slow and
solemn movement, as if more fully to sustain its role, stalked to and fro among the
waltzers) he was seen to be convulsed."
5. 'There was a sharp cry-and the dagger dropped gleaming upon the sable carpet, upon
which. instantly afterwards, fell prostrate in death the Prince Prospero."
20 Selection Support © Prentice-Hall. Inc.

Name _____________________________________________
Date
Literary Focus: Symbols

A symbol is a character. place. object. or event that represents something else. An author
often uses symbols in a story in order to teach a lesson.
Complete the following chart. Explain what you think each symbol in "The Masque of the
Red Death.. represents and how it helps teach the lesson of the story.
Symbol What it represents How it helps teach the lesson

Example: dreams Masqueraders, fantasies Shows us that life is fleeting;
forebodes the grim ending to
the story
i
i
1. the masked visitor
2. the black chamber
3. the music
4. the tripods with the flames
© Prentice-Hall. tnc. The Masque of the Red Death 21

Name ______________________________________ Date _ _ _ _ _ _ ___
"Fear" by Gabriela Mistral (text page 88)
"The street" by Octavio paz (text page 89)
"Spring and All" by William Carlos Williams (text page 90)
Build Vocabulary
Spelling Strategy When you add the suffix -less to a word ending in a single I, simply
add the suffix. Don't change the spelling of the original word. For example, wheel + less be
comes wheelless. Note that with the suffix added, the new word has two "~so Thus, soul + less
becomes soul/ess.
Using the Suffix -less

The suffix -less means "without." Less is a word in its own right, of course, meaning "not as
much,» as in "less time," but when used as a suffix, -less means "absent." When William Carlos
Williams refers to vines with no leaves, he says "leafless." One who has no fear at all is fearless.
A. DIRECTIONS: Select a word from the list and add the suffix -less to complete the sentence.
tail tree sail point
1. The grass rippled as far as the eye could see on the _____ plain.
2. A _ _ _ _ squirrel was likely a survivor of a near miss by a dog or cat.
3. The argument seemed _____ to those who didn't understand the issues.
4. Its masts ripped away in the storm, the ______ schooner was doomed to drift.
Using the Word Bank

contagious lifeless clarity stark profound
Recognizing Synonyms
B. DIRECTIONS: Circle the letter of the word that most closely matches the meaning of the Word
Bank word.
1. profound 3. stark
a. competent a.raw
b.deep b.far
c. recovered c. thin
d. certain d. fiery
2. clarity 4. contagious
a. volume a. enclosed
b. kindness b. adjacent
c. clearness c. communicable
d. distance d. realistic

Name _______________________________________________ Date __________
Build Grammar Skills: Pronouns and Antecedents

Pronouns substitute for nouns. We use pronouns as shortcuts to keep from repeating the
same nouns over and over, both in speech and in writing. The noun that a pronoun refers to is
called its antecedent. An antecedent may appear before the pronoun it refers to, after it, or
even in another sentence, but each pronoun should have a clearly identifiable antecedent.
However. sometimes for artistic effect, as in "Fear," an antecedent may be omitted or vague.
Recognizing Antecedents
A. DIRECTIONS: Circle the antecedent of the italicized pronoun.
1. In "The street," the narrator describes shadowy images of his anxieties.
2. Readers of 'The street" see paz's narrator in the darkness, and they feel his dread.
3. Gabriela Mistral begins "Fear" magically. hoping her little girl does not become a swallow.
because she would flyaway.
4. At its heart, Mistral's poem expresses dismay at change.
5. Life, death. and their often immediate relationship is a frequent theme in William Carlos
Williams's poetry.
6. Because Williams was a doctor as well as a poet, he saw harshness as well as beauty
in nature.
Using Pronouns and Antecedents

B. DIRECTIONS: For each item, write a sentence on the topiC provided, using the noun and pro
noun given. Structure the sentence so that the pronoun/antecedent relationship is clear.
1. Write a sentence about "Spring and All." using plants and they.
2. Write a sentence aJ:mut temperature in "Spring and All," using cold and its.
3. Write a sentence about the daughter in "Fear," using girl and she.
4. Write a sentence about the author of "Fear," using Gabriela Mistral and her.
5. Write a sentence about the narrator of "The street." using narrator and he.
6. Write a sentence about light in "The street," using darkness and it.
© Prentice-Hall, Inc. FearlThe street/Spring and All 23

Name _______________________________________________ Date ____________
Reading Strategy: Form a Mental Image

As we read, the words the poet uses create impressions in our minds. These images may be
dark and possibly confusing, as in "The street," in which the narrator must "... walk in black
ness and ... stumble and fall." The image may be picturesque, as in "Fear," in which the little
girl could tum into a swallow, a princess, or a queen-but not with a fairy-tale ending. Some
times sensory language creates a physical sense, as does the raw, cold wind in "Spring
and All."
You can learn to pay attention to specific images as you read to see how they reveal the
poem's meaning. Use the following chart to help you as you read the poems in this group.
DIRECTIONS: Choose a poem. In the first column, write a word or phrase from the poem that cre
ates a mental image for you. In the second column, describe the image that the word or phrase
provides. In the third column. briefly explain how that image contributes to your understand
ing of the poem.
Sensory Word Mental Image Meaning to the Poem

Name _______________________________________________ Date __________
"The street" by Octavio paz {text page 89}
Literary Focus: Imagery

Much of poetry's impact and meaning comes from imagery, the descriptive language that re
creates sensory experience. Images may strengthen or shift or contrast in ways that help give a
poem its power. They may also, however, perform so subtly that U's hard to tell where the over
all impression comes from, or where U changes. or how visual and physical images work to
gether.
As you read through a poem, try to decide to what sense the image appeals. Does U make
you see? hear? feel? smell? taste? Then consider what effect the particular image has on your
feelings or thoughts. You may see the imagery growing or changing. or even contrasting with
previous images.
DIRECTIONS: For each line. note the senses appealed to by the imagery. Describe how the image
invokes those senses. What are the pictures, or sounds. or physical sensations? In the third
column. explain the effect or feeling produced by the image.
"Fear"
Unes 11-14 Senses and Descriptions Effect or Feeling

In tiny golden slippers
how could she play on

the meadow? I i
And when night came, I
no longer
i
I would she sleep at my side. I
"The street"
I
I Lines 1-4 Senses and Descriptions I Effect or Feeling
IA long and silent street i
I I walk in blackness and I
stumble and fall
and rise, and I walk blind,
my feet
--
stepping on silent stones and
I dry leaves.
© Prentice-Hall, Inc. Fearffhe street/Spring and All 25

Name ______________________________________________ Date _________
"Two Friends" by Guy de Maupassant (text page 96)
"Damon and Pythias" retold by William F. Russell (text page 102)
Build Vocabulary
Spelling Strategy When adding a suffix to a word ending in y preceded by a conso
nant, change the y to i unless the suffix starts with an i. For example, when the suffix -ness is
added to the word jaunty, the y changes to an i to form the Word Bank word jauntiness. How
ever, when the suffix -ing is added to the word ready, it becomes readying.
Using the Root -tain-

Understanding that the word root -tain- means "to hold" will help you to define a variety of
words that are formed using -tain-. For example. when you read in the story "Damon and
Pythias" that Pythias is "detained," you can figure out, using your knowledge of the story and
the root word -tain-, that he was "held back."
A. DIRECTIONS: Read the sentences below and define the italicized words.
1. The lunchbox contains a sandwich. an apple. crackers. and cookies.
2. Will you be able to obtain tickets to the outdoor concert next Saturday?
3. Plenty of water and sunlight will sustain the life of that plant.
Using the Word Bank

B. DIRECTIONS: Choose the letter of the word or phrase that best defines each numbered word.
1. ardent -- 5. hindrances
a. enthusiastic a. helpful people
b.dull b. obstacles
c. sympathetic c. roads
d. slow d. friends
2. vernal 6. detained
a. old a. studied
b. like summer b. sent forth
c. like winter c. kept silent
d. like spring d. kept in custody
3. jauntiness 7. dire
a. sloppiness a. unimportant
b. harsh cruelty b. silent
c. carefree gentleness c. urgent
d. simplicity d. cold
4. impediments 8. annals
a. things standing in the way a. history
b. useful things b. illnesses
c. eqUipment c. family members
d. boots d. weapons
Name ______________________________________________ Date __________
Build Grammar Skills: Appositives

Appositives are nouns or noun phrases that are placed near other nouns or pronouns to ex
plain them. By using appositives, a writer can provide details about characters without adding
extra sentences. Too many short sentences slow down the pace of a story and make it sound
choppy to a reader. For example, look at the following:
Two sentences: Every Sunday Morissot would meet Sauvage. Sauvage was a haberdasher.
Combined using an appositive: Every Sunday Morissot would meet Sauvage, a haberdasher.
Notice that "a haberdasher," the appositive, is separated by a comma from the rest of the
sentence because it is not essential to the meaning of the sentence.
Identifying Appositives
A. DIRECTIONS: Read the following sentences from "Two Friends" and "Damon and Pythias." Un
derline the appositive in each sentence.
1. It was M. Sauvage, a riverside acquaintance.
2. Every Sunday he would meet a stout, jovial little man, M. Sauvage....
3. Dionysius, the hardhearted tyrant, would not believe Pythias's promise to return....
4. Pythias Immediately thought of his friend Damon....
Using Appositives
B. DIRECTIONS: Combine each pair of sentences by using an appositive.
1. They looked with fear at the soldier. The soldier was a Prussian officer.
2. The Prussian officer insisted on threatening the two friends. The officer was a tyrannical
man.
3. Damon agreed to sit in prison while his friend settled business and famlly affairs. Damon's
friend's name was Pythias.
4. Dionysius was in awe of the friendship shared by Damon and Pythias. Dionysius was a
friendless man.
© Prentice-Hall. Inc. Two Friends/Damon and Pythias 27

Name ________________________________________________ Date _ _ _ _ _ _ __
Reading Strategy: Significant Details

When you read, always notice an author's precise details about characters, plot, and setting.
These details are often significant and placed in the story to reveal key information about the
characters or a particular situation. Significant details can also increase the tension of a story
by hinting at its ending.
Identify the significant details in the following passages from ''Two Friends» and
DIRECTIONS:
"Damon and Pythias." Then describe what these details reveal about situation, plot, or charac
ter.
Example: Pointing up to the heights, M. Sauvage murmured, "The Prussians are up there!/J
And a feeling of uneasiness paralyzed the two friends as they faced this deserted region.
Answer: Sauvage's observation that Prussians could emerge at any moment and the fact that
they are in a deserted region are significant details. These details indicate that the characters
are in danger, and that people are not around to protect them.
"Two Friends"
1. But suddenly a dull sound which seemed to come from under ground made the earth trem
ble. The cannons were beginning.
2. Then more followed. and time after time the mountain belched forth death-dealing breath.
breathed out milky-white vapor which rose slowly in the calm sky and formed a cloud
above the summit.
"Damon and Pythlas"
3. Pythias immediately thought of his friend Damon. and he unhesitatingly sent for him in
this hour of dire necessity, never thinking for a moment that his trusty companion would
refuse his request. Nor did he. for Damon hastened straightaway to the palace-much to
the amazement of King Dionysius--and gladly offered to be held hostage for his friend. in
spite of the dangerous condition that had been attached to this favor.
4. In reply, however, Damon merely smiled. since, in spite of the fact that the eleventh hour
had already arrived, he still believed that his lifelong companion would not fail him.

Name Date ____________
------------------------------------~----------
"Damon and Pythias" retold by William F. Russell (text page l02)
Literary Focus: Climax

In many stories, you are introduced to characters and a central conflict that drive the story
forward. The series of events related to the introduction, development, and resolution of this
conflict is the plot, and the climax of a story is the moment in the plot at which the story's ten
sion is the greatest. Writers build toward climaxes in different ways-some with a great deal of
suspense, some with a more subtle style-but at the climax of any story. the reader knows that
something important is about to happen and that the outcome of the story is near.
DIRECTIONS: Below are passages from "Two Friends" and "Damon and Pythias." Identuy the sen
tences in the passages that express each story's climax.
1. "Two Friends"
Then he rose suddenly, approached the two Frenchmen. took MorIssot by the arm, dragged
him aside. whispered to him. "Quick. the password? Your friend won't know. I'll pretend to re
lent."
MorIssot answered not a word.
The Prussian drew M. Sauvage aside and put the same question.
M. Sauvage did not answer.
They stood side by side again.
And the officer began to give commands. The soldiers raised their rifles.
2. "Damon and Pythias"

Great excitement stirred the crowd that had gathered to witness the execution, for all the
people had heard of the bargain that had been struck between the two friends. There was
much sobbing and cries of sympathy were heard all around as the captive was brought out,
though he himself somehow retained complete composure even at this moment of darkest dan
ger.
Presently the excitement grew more intense still as a swift runner could be seen approaching
the palace courtyard at an astonishing speed....
© Prentice-Hall, Inc. Two Friends/Damon and Pythias 29

Name ______________________________________________ Date __________
from In Commemoration: One Million Volumes by Rudolfo A. Anaya (text page 119)
Build Vocabulary
Spelling Strategy If a word ends in -ent, its parallel forms end in -ence or -ency: persistent
--» persistence, inherent --» inherence, consistent --» consistency. If a word ends in -ant, the
parallel forms end in -ance or -ancy: abundant ~ abundance, poignant ~ poignancy, reliant--»
reliance. Primarily adjectives, these words indicate state or condition in their noun forms.
Using the Pre:8x in-

The prefix in- has two primary purposes in English. One is to express the idea of "into," as
in the Word Bank words inherent, meaning "inborn," and induced, meaning "led into." The
other common use of the prefix in- is to express negation-to mean "not"-as in invisible or
inappropriate.
A. DIRECTIONS: Determine the meaning of the italicized word in each sentence either from con
text or, if necessary, by checking a dictionary. Write the meaning in the space provided, and in
dicate whether the in- prefix means "not" or "into."
L Anaya's speech helped inaugurate the new library.
2. As a child, he had an insatiable thirst for knowledge.
3. The few books in the little library had an incendiary effect on his imagination.
4. Anaya felt indebted to Miss Pansy, and remembered her in his speech.
Using Antonyms
B. DIRECTIONS: Write the letter of the word or phrase most nearly opposite in meaning.
L induced 4. labyrinth 7. poignant
a. welcomed a. maze a. light
b. discouraged b.canyon b. unconscious
c.caused c. expressway c. trivial
d. rejected d. path d. alone
2. inherent 5. fomentation 8. satiated
a. acquired a. sour foam a. overflowing
b. inborn b. agitation b. slender
c. unnatural c. peacefulness c. conscious
d. complete d.Joy d. hungry
3. litany -- 6. enthralls 9. dilapidated
a. responsive a. bores a. closed
readings b. captivates b. began
b. monologue c. excludes c. neat
c. novel d. arrests d. fiery
d. silence

Name _______________________________________________ Date _________
Build Grammar Skills: Action Verbs and Linking Verbs

Action verbs express action of some kind, either from the verb to an object, or on their own
without reference to an object.
Action Verbs: We grow flowers. The flowers appear in the spring.
In the first sentence, flowers is the object of the verb. In the second. the flowers "act" on
their own without reference to an object.
Linking verbs express a state of being. Instead of transmitting an effect. a linking verb links
the subject to a predicate adjective or predIcate noun that further identifies or renames the
subject.
Linking Verbs: The music grew louder. The concert was a success.
In the first sentence. louder is a predicate adjective describing the music. In the second sen
tence, success is a predicate noun telling what the concert was.
The most common linking verbs are fonns of the verb to be: is, are. am, was, were, be, been.
Other verbs that often function as linking verbs include seem, look, appear, smell, taste, feel,
sOWld, become, and grow (if it means become).
A. Practice: Circle the verb in each sentence. Write A on the line if the verb is an action verb or
L if it is a linking verb.
1. The ancient stories taught Anaya to wonder.
2. In an old riddle. the stars were the coins of the Lord.
3. "Be as wise as your grandfather."
4. He spent many hours in the old library at Central and Edith Streets.
5. He felt safe and comfortable.
B. Writing AppUcation: Follow the instructions for writing sentences that contain an action or
linking verb.
Example: Use a form of feel as an action verb in a sentence about his library card.
He felt the tattered card in his as he ran back to his father's ranchito.
1. Use a fonn of to be to describe Anaya's occupation.
2. Use a fonn of look as an action verb in a sentence about Anaya at the library as a child.
3. Use a fonn of look as a linking verb in a sentence about the old library's appearance;;
4. Use a fonn of appear as an action verb in a sentence about the stars over New Mexico.
5. Use a fonn of appear as a linking verb to describe the way the stars look.
© Prentice-Hall, Inc. In Commemoration: One Million Volumes 31

Name ________________________________________________ Date __________
Reading for Success: Interactive Reading Strategies

Reading is an interactive process by which you get involved with the ideas, images, events, ...,J
and information presented in the text. The more involved you are, the richer your understand
ing is. Apply the following strategies to interact with what you read.
• Set a purpose. Decide why you are reading a piece. You may read for enjoyment, for infor
mation, or to consider new ideas .
• Use your prior knowledge. Keep in mind what you already know. Use that knowledge to
make connections with what the author is saying.
• Question. Don't accept everything you read at face value. Ask yourself questions about why
certain information is included or how a fact or idea fits in with what you've already read.
• Clarify details and information. Clear up any parts of the work that you don't understand.
The best way to do this is to read ahead for more information or read back to review what
you've already learned.
• Summarize. At appropriate places, review and state the main points of the work.
DIRECTIONS: Read the following excerpt from A Son oj the Middle Border by Hamlin Garland, and
apply the reading strategies to increase your comprehension. In the margin, write notes show
ing where you set a purpose, use your prior knowledge, question, clarify details and informa
tion, and summarize.
from A Son of the Middle Border by Hamlin Garland

The following excerpt from this autobiography describes one of
the Garland family'S westward moves.
Late in August my father again loaded our household goods into
wagons, and with our small herd of cattle following, set out toward
the west, bound once again to overtake the actual line of the middle
border.
This journey has an unforgettable epic charm as I look back upon
it. Each mile took us farther and farther into the unsettled prairie until
in the afternoon of the second day, we came to a meadow so wide
that its western rim touched the sky without revealing a sign of man's
habitation other than the road in which we traveled.
The plain was covered with grass as tall as ripe wheat and when my
father stopped his team and came back to us and said, "Well, chil
dren, here we are on The Big Prairie," we looked about us with awe,
so endless seemed this spread of wild oats and waving bluejoint.
Far away dim dumps of trees showed, but no chimney was in sight,
and no living thing moved save our own cattle and the hawks lazily
wheeling in the air. My heart filled with awe as well as wonder. The
majesty of this primeval world exalted me. I felt for the first time the
poetry of the unplowed spaces. It seemed that the "herds of deer
and buffalo" of our song might, at any moment, present them
selves-but they did not, and my father took no account even of the
marsh fowl.

"Forward march!" he shouted, and on we went.
Hour after hour he pushed into the west, the heads of his tired
horses hanging ever lower, and on my mother's face the shadow
deepened, but her chieftain's voice cheerily urging his team lost
nothing of its clarion resolution. He was in his element. He loved this
shelterless sweep of prairie. This westward march entranced him, I
think he would have gladly kept on until the snowy wall of the Rocky
Mountains met his eyes, for he was a natural explorer.
Sunset came at last, but still he drove steadily on through the
sparse settlements. Just at nightfall we came to a beautiful little
stream, and stopped to let the horses drink. I heard its rippling, reas
suring song on the pebbles. Thereafter all is dim and vague to me
until my mother called out sharply, "Wake up, children! Here we are!"
Struggling to my feet I looked about me. Nothing could be seen
but the dim form of a small house. On every side the land melted into
blackness, silent and without boundary.
Driving into the yard, father hastily unloaded one of the wagons
and taking mother and Harriet and Jessie drove away to spend the
night with Uncle David who had preceded us, as I now learned, and
was living on a farm not far away. My brother and I were left to camp
as best we could with the hired man.
Spreading a rude bed on the floor, he told us to "hop in" and in
ten minutes we were all fast asleep.
The sound of a clattering poker awakened me next morning and
when I opened my sleepy eyes and looked out a new world displayed
itself before me.
The cabin faced a level plain with no tree in sight. A mile away to
the west stood a low stone house and immediately in front of us
opened a half-section of unfenced sod. To the north, as far as I could
see, the land billowed like a russet ocean with scarcely a roof to fleck
its lonely spread. I cannot say that I liked or disliked it. I merely mar
veled at it, and while I wandered about the yard, the hired man
scorched some cornmeal mush in a skillet and this with some butter
and gingerbread made up my first breakfast in Mitchell County.
An hour or two later father and mother and the girls returned and
the work of setting up the stove and getting the furniture in place
began. In a very short time the experienced clock was voicing its con
tentment on a new shelf, and the kettle was singing busily on its famil
iar stove. Once more and for the sixth time since her marriage, Belle
Garland adjusted herself to a pioneer environment, comforted no
doubt by the knowledge that David and Deborah were near and that
her father was coming soon. No doubt she also congratulated herself
on the faet that she had not been carried beyond the Missouri River ...
Summary:
© Prentice-Hall, Inc. In Commemoration: One Million Volumes 33

Name _______________________________________________ Date _________
Literary Focus: Author1s Purpose
In In Commemoration: One Million Volumes, Rudolfo Anaya moves back and forth between
lyrical recollection and personal opinion. He uses his memories to fulfill a larger purpose. His
purpose is not only to evoke a particular place and time and to commemorate the acquisition of
a library's one-millionth volume. but also to propose a personal definition of the word library.
DIRECTIONS: Classity each statement below under the purpose that it most clearly supports.
Then find two other sentences from the essay that fit each purpose on the chart. and list them
where they belong.
And now there are a million volumes for us to read here at the University of New Mexico
library.
I clung to each syllable which lisped from his tobacco-stained lips.
With its storehouse of knowledge, it liberates, informs, teaches, and enthralls.
PURPOSE
evoke a time or place commemorate an event propose a definition

Name ______________________________________________ Date ________________
"How Much Land Does a Man Need?" by Leo Tolstoy (text page 130)
Build Vocabulary
Spelling Strategy Ag- in aggrieved is a variation of the prefix ad-, which carries the
meaning "to," "at," "toward," or "akin to". Ad- changes before nine consonants: c (account),
f (affront), g (aggrieved), / (.§!!Iot), n (annex), p (apprentice), r (arrest), S (assign), t (attend).
Using Words in Other Contexts: Land-Related Words

Three of the words in the Word Bank have specific meanings in the context of land cultiva
tion. Within this context. for example. the word sheafmeans "a bundle of stalks. such as
wheat." In a broader context. however. slieafmeans "a collection of things gathered together."
such as a sheafof piano music. The following activity uses words in contexts other than land
cultivation.
A. DmEcTIONS: Choose the word sheafor faUow to complete each sentence.
1. After two __________________ years. the mare Is in foal again.
2. Late for court. the clerk dashed out of the office with the __________________ of docu
ments underneath his arm.
3. The _____________ of articles. stacked on the editor's desk. need to be edited for
clarity.
4. Now that she watches fifteen hours of television each week. Amy's mind has gone
Using the Word Bank

piqued disparaged forbore aggrieved
sheaf arable fallow
1. piqued a. spoke slightly of; belittled
2. disparaged b. plowed. but not planted
3. forbore c. a bundle of grain
4. aggrieved d. suitable for growing crops
5. sheaf e. wronged
6. arable f. offended
7. fallow g. refrained from
@ Prentice-Hall. Inc. How Much Land Does a Man Need? 35

Name ______________________________________ Date _________
Build Grammar Skills: Possessive Nouns

The possessive form of a noun or pronoun shows ownership, belonging, or another close re
lationship. Many examples of possessive nouns appear in Tolstoy's parable. The chart shows
how to fonn the possessives of singular and plural nouns.
I
Rules for Possessive Forms of Nouns Examples
To form the possessive of singular nouns, Pahom's field

add an apostrophe and s. lass's basket
lady's manager
To form the possessive of plural nouns that peasants' complaints
end in s, just add an apostrophe. sisters' gossip
Elders' decision
To form the possessive of plural nouns that women's conversation
do not end in s, add an apostrophe and s. people's land
children's fate
A. Practice: Write the correct possessive fonn of the singular or plural noun in parentheses in
each of the following sentences.
___________ 1. The elder (Sister) visit to the country began with a quarrel with her
younger sister.
___________ 2. The elder sister believed (peasants) lives were spent in servitude to the
landowners.
3. Pahom listened to the (women) chatter.
________ 4. (Pahom) troubles started when the Devil overheard his boastful thoughts.
_________ 5. As soon as he became a landowner, Pahom was offended by his (neigh
bor) behavior.
B. Practice: Each sentence contains two fonns of a noun in parentheses. Circle the correct
possessive fonn for each sentence.
1. Even with 125 (acre's, acres') worth of arable land, Pahom desired more.
2. (People's, Peoples') quarrels were always about land.
3. The grain (dealer's, dealers') tale of faraway land rekindled Pahom's desire for more land.
4. Pahom found the (Bashkir's, Bashkirs') round tents on the steppe, by a river.
5. The (Devil's, Devils') appearance in his dream should have been a warning to Pahom.
6. As Pahom went down into the steppe, the (sun's, suns') rays flashed above the horizon.
7. Too late, Pahom realized the laughing (chiefs, chiefs') true identity.

Name ______________________________________________ Date _ _ _ _ _ _ __
Reading Strategy: Predict Outcome
Based on Character Traits
Characters reveal their traits through their words and actions. For example, the peasant
Pahom boasts that if he owned enough land he wouldn't fear the Devil himself. Pahom's boast
ful trait helps you predict how he will act in the stmy. A character's traits can also help you
predict a story's events and their outcome.
DIRECTIONS: As you read "How Much Land Does a Man Need?" answer the questions based on
each of the following passages.
"I wouldn't change my way of life for yours," said she. "We may live roughly, but at least
we're free from worry. You live in better style than we do, but though you often earn more
than you need, you're very likely to lose all you have. You know the proverb, 'Loss and gain
are brothers twain.'"
1. What future event can be predicted from Pahom's wife's statement?
"Busy as we are from childhood tilling mother earth, we peasants have no time to let any
nonsense settle in our heads. Our only trouble is that we haven't land enough. If I had plenty
of land, I shouldn't fear the Devil himself!"
2. What lesson can you predict Pahom will learn?
"Why should I suffer in this narrow hole, if one can live so well elsewhere?" he thought. "I'll
sell my land and my homestead here, and with the money I'll start afresh over there and get
everything new. In this crowded place one is always having trouble. But I must first go and
find out all about it myself."
3. What two other traits does Pahom reveal about himself?
4. What event can you predict will recur throughout the story?
Hardly were his eyes dosed when he had a dream. He thought he was lying in that same
tent and heard somebody chuckling outside. He wondered who it could be, and rose and
went out, and he saw the Bashkir chief sitting in front of the tent holding his sides and rolling
about with laughter. Going nearer to the chief, Pahom asked: "What are you laughing at?"
But he saw that it was no longer the chief but the grain dealer who had recently stopped at
his house and had told him about the land. Just as Pahom was going to ask: "Have you been
here long?" he saw that it was not the dealer, but the peasant who had come up from the
Volga long ago, to Pahom's old home. Then he saw that it was not the peasant either, but the
Devil himself....
5. What is the true identity of the Bashkir chief? How is the identity revealed?
6. What can you predict is the story's outcome?
© Prentice-Hall, Inc. How Much Land Does a Man Need? 37

Name _______________________________________________ Date ________________
"How Much Land Does a Man Need?" Leo Tolstoy (text page 130)
Literary Focus: Parable

A parable is a short, simple story that conveys a moral lesson about the way people should
act or think. Generally, parables focus entirely on one or two characters and deal with a spe
cific circumstance that motivates their actions. In addition, the outcome of a parable usually
seems inevitable.
DIRECTIONS: Read the following parable. Then answer the questions that follow it.
A teenage boy discovered a wallet behind some bushes while he was walking to school
one day. The wallet contained $80. The boy noticed an identification card in the wallet, but
he decided not to return it to its owner. Instead, he hid the wallet in a dresser drawer and
used the money to buy a movie and some CDs that he had wanted. He watched the movie
that night but didn't really enjoy it. He listened to the CDs, but they didn't sound as good as
he had thought they would. The next day, the boy took a job in a local supermarket. He put
all of his first week's earnings-$80-into the wallet and returned the wallet to its owner. He
even refused an offer of a reward for returning the wallet.
1. What characteristics of a parable does the story illustrate?
2. Why did the boy not return the wallet at first?
3. Why didn't the boy enjoy his purchases?
4. Why do you think he didn't return the empty wallet and tell the owner the money was al
ready gone when he found it?
5. Why did the boy refuse a reward?
6. What is the moral of the parable?
7. What would be a good title for the parable?

Name ____________________________________________
Date
"Success is counted sweetest" and "I dweU in Possibillty-" by Emily Dickinson

(text pages 148-149)
"Uncoiling" by Pat Mora (text page 150)
"Columbus Dying" by Vassar Miller (text page 151)
Build Vocabulary
Spelling Strategy The prefix in- becomes if- before I (illegitimate); im- before m and
usually before b or p (immaterial, important); and ir- before r (irregular).
Using the Prefix im-
The prefix im-, which is a variation of the prefix in-, usually means "not."
A. Use either im- or in- to create words whose meanings are opposite of those given.
DIREcTIONS:
Write the antonyms on the blanks.
1. active _______________________ 4. perlect ______________________
2. mature _______________ 5. balance _____________________
3. decisive ________________ 6. humane _____________________
Using the Word Bank

impregnable thrall vertigo ~
'----~--------- ~
\...,., B. DIRECTIONS: Write your answers to the following questions, including a Word Bank word in
each of your sentences. Use each word only once.
1. How might you feel at the end of a roller coaster ride?
2. What type of hideout would soldiers strive to build?
3. What type of laborer might have been used in transatlantic voyages?
c. DIRECTIONS:
Circle the letter of the word that is most nearly the opposite in meaning to the
Word Bank word.
1. impregnable 2. thrall
a. protected a. servant
b. unconquerable b. laborer
c. strong c. lord
d. vulnerable d. captive
© Prentice-Hall, Inc. Success/Possibility/Uncoiling/Columbus 39

Name ____________________ ~. ____ ~ ____________________ Date ________________

Build Grammar Skills: Subject-Verb Agreement

A verb changes form to agree in number (singular or plural) with its subject. However, the
structure of some sentences may make you think twice about agreement choices. Keep these
pOinters in mind:
Distinguish between subjects and objects of prepositions.
A basket of flowers was on the table.
-
Here. flowers is the object of the preposition oj The singular subject basket takes the Singu
lar verb was.
Watch for compound subjects. which are joined by and, or, or nor.
The !?rothers and the family dog often play Frisbee. Neither the mother nor the father likes to play.
- ~ ---
In the first sentence above. brothers and dog are a compound subject that takes the plural
verb play. In the second sentence, mother and father are considered single elements in the
compound subject and therefore take the Singular verb likes.
A. Practice: Circle the correct verb form in each of the following sentences.
1. A thick bank of clouds (signals, signal) the coming storm.

2. Neither Columbus nor his men (knows, know) what lies ahead.
3. Distant strains of triumph (reaches, reach) the dying man.
4. Only seven of Emily Dickinson's poems (was. were) published in her lifetime.
5. Hunger, scabs, and fever (plagues. plague) Columbus' crew.
6. Every woman and child (startles, startle) at the wind's roar.
7. Both Vassar Miller and Pat Mora (is, are) contemporary poets.
8. Hawks and cholla (tangles, tangle) in the wind's dark hair.
B. Writing Application: Rewrite each of these sentences, correcting any errors in subject-verb
agreement. If the subject and verb agree, write Correct.
1. Dickinson and Miller uses traditional rhyme schemes.
2. Not one of Columbus' sailors are in good health.
3. Women scurry to lock doors and close windows against the tornado.
4. Neither success nor victory comfort the dying soldier.
5. Hunger pains as well as fever torments the sailors.

Name ____________________________________________ Date __________


Poets often avoid stating the meaning of their poems directly. Instead, they craft images and
words that you can use as evidence to figure out what the poem means. When you reach con
clusions based on evidence. you make inferences.
A. Practice: Make inferences about the poems based on the evidence given. Write your conclu
sions on the lines.
1. The speaker in "Uncoiling" describes the women's songs as "lace lullabies." What can you
infer about the effectiveness of the women's actions from this description?
2. What can you infer about the "House of Prose" from the images in "I dwell in Possibility-"?
3. What words and images help you infer that the speaker of "Columbus Dying" believes the
explorer felt burdened by his discovery?
4. How does the speaker of "Success is counted sweetest" feel about "the purple Hose?
B. Practice: Read the passage. Write your answers to the questions that follow.
Although an exceptional student, Emily Dickinson received no advanced schooling beyond
the required courses for young women-none existed. In keeping with the age, Emily's family
did not encourage her intellectual abilities. It was thought improper for women to follow the
same career paths as men. While her brothers were expected to pursue higher education and
challenging careers, Emily received no such intellectual recognition. Instead, she kept house
for her father for most of her adult years, quietly amassing the hundreds of poems that have
become her legacy-and our national treasure.
1. What inferences can you make about the writer's attitude toward Dickinson? What words
and phrases do you use as evidence?
2. What can you infer about the level of equality that existed between men and women during
Dickinson's lifetime?
© Prentice-Hall, Inc. Success/Possibility/Uncoiling/Columbus 41

Name Date ________________

Literary Focus: Stated and Implied Theme in Poetry

The theme of a literary work is the central idea or insight into life presented in the work.
Sometimes the theme is stated directly, as in "Success is counted sweetest." In most poems,
however, the theme is not directly stated but is implied, as in the other poems listed above. To
identify an implied theme, a reader must study the details given and then infer what is the
most important thing being said by the sum of those details.
DIRECTIONS:The following poem by Emily Dickinson has an implied theme. Read the poem, and
then answer the questions to help you identify the poem's implied theme.
"Hope" is the thing with feathers
That perches in the soul-
And sings the tune without the words
And never stops-at all-
S And sweetest-in the Gale-is heard
And sore must be the storm-
That could abash the little Bird
That kept so many warm-
I've heard it in the chillest land

10 And on the strangest Sea-
Yet, never, in Extremity,
It asked a crumb-of Me.
1. What specific images are evoked?
-~.--~ -
..
2. What do these images suggest?
----------.--.-----------
3. What is the poet's feeling toward "the little Bird"?
4. What would you say is the theme of the poem?

Name ______________________________________________ Date ___________
from My Left Foot by Christy Brown (text page 156)
Build Vocabulary
Spelling Strategy When you hear a "shun" sound at the end of a word, it may be
spelled in anyone of four ways. The words volition and contention use -tion to make the
"shun" sound. Look at how these other words make the "shun" sound: suspicion, dimension,
impression.
Using the Root -vol-

A. DIRECTIONS: Detennine the meaning of the italicized word in each sentence by using context
clues. Remember that the root -vol- means "wish" or "will." Write your definition in the space
provided.
1. The students volunteered their time to deliver meals to homebound elderly citizens.
2. An involuntary groan escaped my lips as I looked out the window and saw that it was be
ginning to pour.
B. Using the Word Bank
impertinence conviction inert

contention volition taut
B. DIRECTIONS: Replace each italicized word or group of words with a word from the Word Bank.
Rewrite the sentence in the space provided.
L Christy's nerves were tense as everyone watched his left foot.
2. Christy believes his mother's strong belieJwas perhaps the most powerful force in his life.
3. Many people would view disagreeing with a doctor as an inappropriate action.
4. Though Christy was not able to walk, he was not inactive.
5. Christy was dependent upon his family members and could not act of his ownfree wUL
6. Her statementJor which she argued was that Christy would be treated just like the rest of
her children.
© Prentice-Hall, Inc. My Left Foot 43

Name ________________________ Date _ _ _ _ _ _ __
Build Grammar Skills: Active and Passive Voice

A verb is in the active voice when the subject of the sentence performs the action. In the
following sentence, note that "she"-Christy's mother-performed two actions. She "followed"
and she "saw."
Active voice: She followed their stare and saw me in the corner.
A verb is in the passive voice when the subject of the sentence receives the action. To con
struct the passive voice, use a form of to be together with a past participle.
Passive voice: The passive voice is constructed using a form of the verb to be together with a
past participle.
If the performer of an action is unknown or unimportant, you may use the passive voice;
however, verbs in the active voice will make your writing livelier.
A. Practice: Underline the verbs in each sentence. Above each verb write A if it is in the active
voice or P if it is in the passive voice.
1. I was about four months old at the time.
2. She was determined to treat me on the same plane as the others, and not as the "queer
one" in the back room who was never spoken of when there were visitors present.
3. Her face was bent over mine hopefully.
4. It is his body that Is shattered, not his mind.
5. Gently she loosened the clenched fingers, though some dark strands were still clutched
between them.
B. Writing AppUcatlon: Make each sentence more direct by changing all verbs in the passive
voice to the active voice. Rewrite your sentence in the space provided.
1. Christy's mother was told by countless doctors that Christy's condition was "hopeless."
2. Christy was treated by his brothers and sisters as a loved and accepted family member.
3. It was decided by Christy's mother that Christy would not be shut away from the family.
4. Christy was shown pictures in a large storybook by his mother for hours at a time.

Name Date ________________
from My Left Foot by Chrtsty Brown (text page 156)
Reading Strategy: Identify Author1s Purpose

Writers of nonfiction always have a purpose for writing. As readers, we can't always be sure
of what that purpose is. What we can be sure of, however, is how the words make us feel. From
those feelings, then, we can suppose what the author's purpose is.
DIRECTIONS:Read each of the following passages from My Left Foot. Consider how the passage
makes you feel. Then state what you think is the author's purpose behind the passage.
1. She refused to accept this truth, the inevitable truth-as it then seemed-that I was be
yond cure, beyond saving. even beyond hope.
2. It was hard, heart-breaking work, for often all she got from me in return was a vague smile
and perhaps a faint gurgle.
------------_ - ...
3. I used to lie on my back all the time in the kitchen or, on bright warm days, out in the gar
den. a little bundle of crooked muscles and twisted nerves, surrounded by a family that
loved me and hoped for me and that made me part of their own warmth and humanity.
4. I was lonely, imprisoned in a world of my own, unable to communicate with others, cut off.
separated from them as though a glass wall stood between my existence and theirs. thrust
ing me beyond the sphere of their lives and activities.
-_ •. _-_._--------
5. Then. suddenly. it happened! In a moment everything was changed, my future life molded
into a definite shape. my mother's faith in me rewarded and her secret fear changed into
open triumph.
6. That one letter, scrawled on the floor with a broken bit of yellow chalk gripped between my
toes, was my road to a new world, my key to mental freedom.
© Prentice-Hall, Inc. My Left Foot 45

Name ________________________________________________ Date ________________
Literary Focus: Significant Moment

This portion of the autobiography My Left Foot describes the moment when Christy displays
to his family that his mother was right. Up to this point, Christy's mother has had only her
faith in her own belief that Christy would someday communicate. As he writes the letter A on
the floor, Christy gives her proofthat it was his body that was "shattered, not his mind." In the
passage. there is no doubt about the effect that this significant moment had on Brown's life, as
well as on his mother's.
DIRECTIONS:Answer the questions that follow to increase your understanding of Christy

Brown's significant moment and how he develops the moment in his writing.
1. IdentifY one sentence from the selection that you think most closely describes what
Christy's life would have been like if he had not shown that he could communicate. How
does the information in the sentence contribute to the significant moment?
2. Christy devotes a lengthy paragraph to describing the doctors' opinions of his condition
and his mother's reactions to those opinions. How does this contribute to the significant
moment that Christy relates later in the passage?
-----.--.------------~-----~----------------------------
3. Why does Christy relate the story about looking at the storybook for hours with his
mother? What effect does this scene have on the Significant moment?
4. Christy begins one paragraph with "Then, suddenly, it happened." Eighteen paragraphs
later we discover what "it" is. Why did Christy take so long to reveal what he had done?
5. Re-read the paragraph that begins, "The stillness was profound." Why do you think Christy
includes those details of setting here? What impact do these details have on the significant
moment?

Name _____________________________________________ Date __________
Of A Visit to Grandmother" by William Melvin Kelley (text page 166)
Build Vocabulary
Spelling Strategy When the suffix -ing is added to a word ending in -e, the -e is
dropped; for example, bake becomes baking, and grimace becomes the Word Bank word
grimacing. (Exceptions: ey~ing, dy~ing)
Using Word Origins

A word's etymology is its hIstory. or origin. A dictionary presents a word's etymology in
brackets following the word's pronunciation key and part of speech label or occasionally at the
end of the definition. In most cases, the information in the brackets describes the language(s)
from which the word originated, the original form of the word, and the original meaning of the
word.
A. DIRECTIONS: Use a dictionary to look up the origin of each of the following words from "A
Visit to Grandmother." Then fill in the appropriate information on the lines provided. As you
look at the words, you will notice that some words have been part of many different languages.
The last version listed within the set of brackets is the word's original version.
1. grimace
Language of origin _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~_~_______
Originalform _____________________________________________ _________ ~
Original meaning ____________________________ ~ _______
2. indulge
Languageoforigin ________________________________________
Originalfurm _____________________________ __________________ ~
Originalmeaning _________________________________________
3. venture
Language of origin _______________________________________,
Originalfurm ______________________________________
Original meaning _________________________
Using the Word Bank

1. indulgence a. coated with a varnish made from shellac or resin
2. grimacing b. took the risk of
3. lacquered c. making a twisted or distorted faCial expression
4. ventured d. leniency; forgiveness
© Prentice-Hall, Inc. A Visit to Grandmother 47

Name ________________________________________________ Date ____________
"A Visit to Grandmother" by William Melvin Kelley (text page 166)
Build Grammar Skills: Pronoun Case

Pronoun case refers to the different fonns that a pronoun takes to indicate its function in a
sentence. There are two pronoun cases--subjective and objective. The subjective case is used
when the pronoun perfonns the action or renames the subject of the sentence.
Subjective-case pronouns: I, we, you, he, she, it, they
The objective case is used when the pronoun receives the action of the verb or is the object
of a preposition.
Objective-case pronouns: me, us, you, him, her, it, them
The following passage from "A Visit to Grandmother" shows the use of both pronoun cases:
Chig knew something was wrong the instant his father kissed her. He had always known his
father to be the warmest of men, a man so kind that when people ventured timidly into his
office, i! took only a few words from him to make them relax, and even laugh.
A. Practice: Read the following sentences from "A Visit to Grandmother." Circle the correct
pronoun in each set of parentheses.
1. "Why don't you tell (they. them) about the horse, Mama?"
2. "He helped (me, I) up to the seat and then got up beside (I, me)...."
3. "(me. I) reckon that animal weren't too satisfied with the road, because it made a sharp
right turn just then...."
4. "Well, (us, we) walked that animal all the way home ..."
5. Chig's father had gone pale. (He, Him) spoke very softly.
6. (Them. They) sat in silence for awhile and then heard a key in the front door.
B. Writing Application: Rewrite each of the following sentences, replacing any incorrect pro
nouns with the correct pronoun case. Some sentences will contain more than one error.
1. My name is Chig, and my father andme recently went on a road trip together.
2. Him and me traveled from New York to Nashville to attend his college reunion.
3. While in Nashville, my father suddenly decided that us should drop in on my grandmother.
4. My father had never spoken much to I about his family, so I was anxious to meet they.
-------_._._._------------------------------------------
Name ______________________________________________ Date _ _ _ _ _ _ ___
Reading Strategy: Clarify

To understand clearly the characters and events of a story, you should continually clarify
check your understanding of-any details of the story that are confusing to you. ClaritY impor
tant details of a story by reading ahead to gather more information and by reviewing parts of
the story you have already read. As you read, you can take notes, create charts or a family tree
showing relationships among characters, and sketch out a timeline showing the order of events
in a story or in a character's past. Using these techniques to claritY will help you to keep track
of important details about setting, relationships, and key events.
DIRECTIONS: As you read, clarifY the following situations from "A Visit to Grandmother."
1. Show how you would help someone to claritY the details of the story Grandmother tells
about her adventure with GL's horse and buggy. What happened, and in what order did
the events of the story occur?
2. Even before his father's outburst at the family dinner table, Chig senses that there is some
thing tense and strange about his father's relationship with his family. ClaritY the different
clues that alert Chig to the fact that something is wrong with his father's relationship with
Grandmother.
-- ..-~.------------------------------------------
3. How might you claritY the details of GL's personality that make him different from Chig's
father?
4. How might you claritY for someone the order of events described by Chig in "A Visit to
Grandmother"? Describe Chig and his father's trip to Grandmother's house, what they do
when they are there, and what happens when GL makes his entrance.
© Prentice-Hall, Inc. A Visit to Grandmother 49

Name ______________________________________________ Date ________________
Literary Focus: Characterization

An author reveals the personalities of characters in a story by using direct or indirect charac
terization. An author may make direct statements about a character. or he or she may desCribe
the character's actions, thoughts. and appearance. as well as what other people in the story
think of the character.
A. Complete the following chart with examples from the story of direct and indirect character
ization for each character listed.
Examples of Examples of
Character direct characterization indirect characterization
Example: GL GL is said to be part can man, part He was wearing brown-and-white

practical joker, and part Don Juan. two-tone shoes with very pointed
I toes and a white summer suit.
1. Charles
2. Chig
3. Mama
4. Rose
I I
B. DIRECTIONS: In a brief essay, indicate whether direct or indirect characterization makes you
feel you know a character better. Explain your answer.

Name Date _ _ _ _ _ _ __
"Mowing" and "After Apple-Picking" by Robert Frost (text pages 184-186)

"Style" and "At Harvesttime" by Maya Angelou (text pages 188-189)
Build Vocabulary
Spelling Strategy In many instances, the ou diphthong denotes a word that originated
in Middle English; even today, British English uses the ou diphthong in many words that
American English spells with o. For example: flavour, flavor; candour, candor; savour, savor
Using -ough
Words that contain the letter combination -ough are easily mispronounced because they
have three possible pronunciations. Some rhyme with now, some rhyme with off, and some
rhyme with you. The only way to be sure of the proper pronunciation is to memorize each word.
A. DIRECTIONS: Fill in each blank with an -ough word from the list below. The word you choose
for each blank should rhyme with the end word in the line above it.
bough trough through enough rough cough
Slushy, lazy snow piles are visiting now-

Resting on roofs, on fields, on every _ _ _ __
But soon leaves that are rested and new
Will push forcefully _~ _ _ __
And take their turn.
And we hope that the lazy piles of white, although stubborn and tough
will accept that their stay has been long _ _ _ __
\..-. Using the Word Bank

bough trough hoary manifestation disparaging
judicious gibe admonition immutable potency
B. DIRECTIONS: Fill in the blank with a synonym from the Word Bank for the italicized word in
each sentence.
1. A swing hung from the maple tree's strongest branch. _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. The temperature dropped and tce formed in the horse's feedbox. ____________
3. The white-haired gentleman opened the door for the lady. _ _ _ _ _ _ _ _ _ _ _ __
4. The elaborate parade was a visible expression of the town's holiday enthusiasm. _ _~_
5. His feelings were hurt by that belittling remark. _~_ _ _ _ _ _ _ _ _ _ _ _ __
6. Noticing dark, threatening clouds in the sky, the camp counselor made a wise and carejUl
decision to postpone our hike._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
7. The athlete was distracted by an unfriendly jeer from a spectator._ _ _ _ _ _ _ _ __

8. After his bike accident, he received a warning to ride more carefully._ _ _ _ _ _ _ __
9. We will not bother arguing; their deCision seems unchangeable. _ _ _ _ _ _ _ _ _ __
10. The storm's power caused damage to trees, roads, and buildings. _ _ _ _ _ _ _ _ __
© Prentice-Hall, Inc. Mowing/Apple-Picking/Style/Harvesttime 51

Name __________________________________ ~ _____________ Date ________________
Build Grammar Skills: Participles as Adjectives

A participle is a word fonned from a verb. which modifies a noun or a pronoun. A particip
ial phrase is a phrase that contains a participle and its related words. The entire participial
phrase modifies a noun or a pronoun. Review the following examples:
Participle: Frost describes a whispering scythe.
Participial phrase: Drawing from his experiences as a farmer, Frost writes about rural life.
In the first example, the participle whispering modifies scythe. In the second example. the
participial phrase DrawingJrom his experiences as aJarmer modifies Frost.
Participles can be written in the present tense (always ending in -ing) or in the past tense
(usually ending in -ed but sometimes having an irregular ending).
A. Practice: Read the following lines from the poems by Robert Frost and Maya Angelou. and
underline the participles used as adjectives.
1. Not without feeble-pointed spikes of flowers ...
2. My long two-pointed ladder's sticking through a/tree ...
3. Magnified apples appear and disappear ...
4. The rumbling sound/Of load on load of apples coming in.
5. Manners and respect for style can be developed if one is eager and has an accomplished
teacher.
6. .., will usually result in nothing more conclusive than a stimulated nervous system . . . :~
B. Practice: In each of the following sentences. underline the partiCipial phrase. and circle the
word the phrase modifies.
1. Whispering to the ground. the scythe creates piles of hay.
2. The speaker, enjoying the sound of the scythe, continues to mow.
3. The speaker. finished with his work. is unable to rest.
4. Having fallen to the ground, some apples will be pressed into cider.
5. Speaking finnly to readers. Angelou tries to encourage style.
6. Angelou. trying to "plant peace," avoids betrayal and lies.
C. Writing Application: Write one or two paragraphs deSCribing an activity you enjoy. Use at
least four participial phrases in your description.

Name ______________________________________________ Date _ __
"Mowing" and ".After Apple-Picking" by Robert Frost (text pages 184-186)

Reading Strategy: Interpret

Poets choose the words of their poems carefully in order to create particular images for their
readers. The sense impressions created by a poet help the reader to interpret the theme of the
poem.
DIRECTIONS: Read the following poem by Robert Frost. "Nothing Gold Can Stay." Then answer
the questions that follow.
Nature's first green is gold,

Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
S Then leaf subsides to leaf.
So Eden sank to grief.
So dawn goes down to day.
Nothing gold can stay.
1. What is the image presented in the first line?
2. What image do lines 3-5 create?
3. What image is suggested by the reference to "Eden" in line 6?
4. How does the last line summarize the images. and the theme. of the poem?
5. How is this poem similar to "Mowing" and "After Apple-Picking"?
© Prentice-Hall, Inc. MowinglApple-Picking/Style/Harvesttime 53

Name ______ ~ ______________________ ~ _______________ Date ____________

Literary Focus: Tone

In a literary work, a writer carefully chooses words and phrases to convey a particular feeling
or attitude toward his or her subject. This attitude is called tone. The tone of a work may be,
among other things, serious, casual, distant, personal. sad, or humorous. For example, when
the speaker in Frost's "After Apple-Pickingn says, "But I am done with apple-picking
now./Essence of winter sleep is on the night, /The scent of apples: I am drowsing off," the
reader can sense the speaker's exhaustion and his wish to put thoughts of work out of his
mind and allow rest to consume him. When Maya Angelou writes, "Content is of great impor
tance, but we must not underrate the value of style. That is, attention must be paid to not only
what is said but how it is said." the reader can sense a confident, instructional tone.
Directions: Read "Fire and Ice" by Robert Frost. As you read, identify the tone of the poem and
think about how it relates to the poem's message. Then answer the questions that follow.
Fire and Ice

Some say the world will end in fire,
Some say in ice.

From what I've tasted of desire
I hold with those who favor fire.

S But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice

Is also great
And would suffice.
1. What is the tone of "Fire and Ice"?
2. What specific phrases create this tone?
3. What is the poem's message? In what way does its tone relate to its message?
4. Is the tone of this poem similar to or different from the tones of "Mowing" or "After Apple
Picking"? Explain your response.

Name Date _ _ _ __
"The Apple Tree" by Katherine Mansfield (text page 194)
Build Vocabulary
Spelling Strategy A compound word is a two-part word that functions as a single unit.
The parts of a compound word may be written separately (fruit trees), hyphenated
(half-moon), or closed up (windfall). Consult a dictionary or style manual when you are unsure
about how to spell an unfamiliar compound.
Using Words From Myths

A. Many words in common use owe their origin to various Greek and Roman
DIRECTIONS:
myths. Use a dictionary to learn the meaning of each word. On the line, write the definition and
an explanation of each word's relation to a myth or to a Greek or Roman god or goddess.
1. nemesis _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. cereru ________________________________________________
---------------- ---------------------------
3. atlas ________________________________________
4. mercuriru________________________ ~ _____~_ _ __
5. arachnophobia _____________________ ________________ ~
Using the Word Bank

exquisite bouquet
B. DIRECTIONS: Use each of the Word Bank words in a sentence according to the instructions
given.
1. Use the word paddocks in a deSCription of the paddocks that are next to the orchard in the
story.
2. Use windfaUs in a sentence about wruking through an apple orchard.
3. Use exquisite in a sentence in which you describe your idea of the perfect piece of fruit.
4. Use bouquet in a sentence about the smell of your perfect piece of fruit.
© Prentice-Hall, Inc. The Apple Tree 55

Name ____________ Date
Build Grammar Skills: Punctuating Dialogue

Quotation marks indicate to readers exactly what characters say to each other. In addition
to quotation marks. commas and end marks playa role in distinguishing dialogue from narra
tion, or the descriptive part of a story.
There are several rules to follow when punctuating dialogue.
1. Place commas inside quotation marks to separate the quotation from text that identifies the
speaker.
"Yes, I believe it is," said father lightly.
Sometimes characters ask questions or speak with emotion. The appropriate end mark falls
inside the quotation marks. Note that these quotations do not need a comma to separate the
quotation from the identifYing text.
"Great Scott!" said the friend again.
"Do you know what kind it is?" he wondered out loud.
2. Each time the speaker changes. begin a new paragraph.

3. When a paragraph ends while a character is still speaking, do not put quotation marks at
the end of the paragraph. Do start the new paragraph with quotation marks, however, to indi
cate that someone is continuing to speak. Use closing quotation marks only when the person
has finished speaking.
A. Practice: The quotation marks have been removed from these sentences. Rewrite each of
these sentences from "The Apple Tree, ~ placing quotation marks in the appropriate place.
l. T hey're rare-they're very rare. Hardly ever see 'em in England nowadays, said the visitor.
2. Don't touch that tree! Do you hear me, children! said he, bland and firm.
3. Look at that! he said. Not a spot-not a blemish!
4. Never seen that before, said Father
B. Application: Punctuate each of the following sentences correctly by adding commas and
end marks or indicating the beginning of a new paragraph in the appropriate place.
1. "Not even a blemish" comments the narrator's father as he examines an apple
2. "Oh this is awfur thought the narrator's brother Bogey
3. "What a disappointment. Father thought it would be such a lovely apple" said the narrator
to Bogey after their father was out of range "Do you suppose he'll ever try another one from
that tree" asked Bogey
4. "Well, how was your adventure in the orchard" asked their grandmother raising her eye
brows as they entered the kitchen
5. "Perfectly dreadful" exclaimed the children "The apples were positively awful"

Name ______________________________________________ Date _ _ _ __
Reading Strategy: Question

When you read news articles, poems, or short stories. questions probably spring to mind
about what is happening, why things happen, or why the writer expresses something in a par
ticular way. Do you pay attention, or do you just read on? If you do pay attention to the ques
tions in your mind. you may gain fuller understanding of what you are reading. Here are some
general types of questions to think about as you read a short story.
• Ask questions about the setting. Where and when does the action or story take place? How
does the setting affect the story's action? the story's mood?
• Ask questions about the characters' actions. Why do they do what they do? What are the
consequences of their actions?
• Ask questions about the characters' speech. Why do they speak the way they do? Why do
they say what they say?
DIRECTIONS: As you read "The Apple Tree," ask yourself these questions. The answers are prob
ably not stated in the story. It is possible that you may not be able to answer the questions
right away. You may have to piece together information or clues to come up with the answers
after you finish the story.
L Why does the author spend so much time describing both the "wild" orchard as well as the
"other" orchard?
2. On the way to the apple tree, the children don't seem to walk with their father. They are de
scribed as "tailing after" or "with Bogey and me stumbling after." What does this say about
the children's relationship with their father?
3. Why don't the children reveal to their father how awful the apple is?
4. What does their lying say about their relationship with their father?
© Prentice-Hall, Inc. The Apple Tree 57

Name ______________________________________________ Date ________________
Literary Focus: Allusion

An allusion is a literary reference to a person, place, or event mentioned in other works of
literature, in history, in religion. or in mythology. (In 'The Apple Tree," the author makes an al
lusion to the Biblical story of Adam and Eve.) An allusion adds a level of meaning that is not
apparent to the reader who is unfamiliar with the allusion. Likewise. the reader sometimes is
aware that an allusion exists but that research must be done to determine its meaning.
DIRECTIONS: Each of the following allusions includes a brief explanation of the idea the allusion
most often expresses. On the lines below each one, briefly tell the story behind the allusion or
explain how the allusion represents the idea. You may wish to use a dictionary or other refer
ence books for help.
1. Mythological allusion: Odysseus
Idea: urge to wander; inclusion in series of unusual events
2. Religious allusion: Job

Idea: patience; faithfulness despite great suffering
3. Mythological allusion: Valhalla

Idea: honor for heroes
4. Historical allusion: Lincoln

Idea: honesty and humility
5. Religious allusion: Nirvana

Idea: peacefulness; complete happiness
6. Literary allusion: Lilliput; Lilliputian

Idea: tininess; narrow-mindedness

Name ________ ~ __________________________________ Date ____________
"Africa" by David Diop (text page 202)
"Old Song" Traditional (text page 202)
from The Analects by Confucius (text page 204)
"All" by Bei Dao (text page 206)
"Also All" by Shu Ting (text page 207)
Build Vocabulary
Spelling Strategy In the word lamentation, -ti- produces the sound Ishl. Other letter
combinations that also may produce the Ishl sound include ce (ocean), ch (machine), ci (social),
sch (schnauzer), sci (conscious), si (dimension), ssi (expression), su (sugar), and xi (anxious).
Using the Suffix -ment

The suffix -mentindicates "the state of or condition of." Thus, the Word Bank word chastise
ments means "the condition of being chastised, or punished." The suffix is usually added to a
verb to create a noun that names the condition of. or explains a concrete result of. the verb.
For example, the state defined by the verb excite is excitement.
A. Write a sentence, changing each of the following verbs to a noun with the -ment
DIRECTIONS:
suffix. Remember that the -ment suffix indicates the state of, or the concrete result of. the verb
form.
1. nourish _________________________ _______________________________.
~
2. engage ______________________________________________________
3. involve ____________________________________________________________
4. entertain ____________________________________________________________
5. bewilder _______________________________________________________
Using the Word Ban.k

1. impetuous a. punishments
2. chastisements b. the act of crying out in grief; wailing
3. lamentation c. impulsive; passionate

C. DIRECTIONS: Each item consists of a related pair of words in CAPITAL LETTERS. followed by
four lettered pairs of words. Choose the pair that best expresses a relationship similar to that
expressed in the pair in capital letters. Circle the letter of your choice.
1. IMPETUOUS: HASTY:: 2. ERRORS: 3. GRIEF: lAMENTATION ::
a. full : slow CHASTISEMENTS :: a. anger: tears
b. courageous : accurate a. mistakes : scoldings b. humor: laughter
c. accident : plan b. punishments: crimes c. writing : pen
d. cautious: careful c. faults: forgiveness d. tragedy: destiny
d. battles: triumphs
© Prentice-Hall, Inc. Africa/Song/Analects/All/Also All 59
Name _ _ _ _ _ _ _ _ _ __ Date _ _ _ _ _ _ __
"All" by Bel Dao (text page 206)
Build Grammar Skills: Infinitives and Infinitive Phrases

Infinitives are the base forms of verbs that express existence or action. In English, the word
to usually appears as a marker in front of the verb to indicate the infinitive form. Infinitives
may function in sentences as nouns, adjectives, or adverbs.
Noun: To remember is a pleasure. (To remember is the subject of the sentence.)
Adjective: That was an evening to remember. (The infinitive to remember describes the word evening.)
Adverb: We were pleased to remember. (The infinitive to remember modifies the verb were
pleased.)
Infinitive phrases include an infinitive and modifiers or complements (words that complete
the meaning). The entire phrase acts as a single part of speech in the same way that the infini
tive does.
Infinitive phrase acting as an adverb: We were pleased to surrender ourselves to our mem
ories. (The infinitive phrase to surrender ourselves modifies the verb were pleased.)
Do not confuse prepositional phrases with infinitive phrases. The word to is also a preposition.
A prepositional phrase contains a preposition. an object of the preposition, and its modifiers.
Prepositional phrase: We surrendered gladly to our memories. (The phrase to our memories
lacks a verb form.)
A. Practice: Underline infinitives or infinitive phrases in each of the following sentences and
indicate whether it functions as a noun. adjective, or adverb.
1. To demand much from oneself and little from others is the way to banish discontent.
2. When you know a thing. to recognize that you know it is knowledge.
3. If, when all that is done, he has any energy to spare, then let him study the polite arts.
4. His only anxiety is lest he should fail to recognize theirs.
B. Practice: IdentifY the italicized words in the following sentences as infinitive phrases or
prepositional phrases. Write your answer in the space provided.
1. The trembling back striped red/That says yes to the sjambok on the roads of noon?
2. To be alive to hear this song is a victory.
3. They will keep their self-respect and come to you of their own accord.
4. Disgrace would ensue should he fail to keep pace with his words.

Name ___________ ~ _ _ _ _ _ _ _ _ _ _ _ __ Date _ _ __
Reading Strategy: Relate to What You Know

Although the subject matter of these selections may seem remote, you can learn important
lessons from them by conducting the ideas they present to your own knowledge and experiences.
DIRECTIONS: In the first column, write lines from the selections that contain advice, a principle,
or an idea that the author is trying to express in one of the selections. In the second column,
note a specific situation from your life to which you might apply the author's advice, principle.
or idea. Finally, in the third column. note how to apply or interpret the situation in a way that
relates the idea from the selection to what you know. One example appears.
Advice. Principle. or Idea Concrete Situation From Application or

My Life Interpretation
~-----l
Govern the people by regula I know more about some sub- If I tell people what to do or
tions and chastisements, and jects than my friends, and I feel criticize them a lot, they proba
. they will flee from you ... they should be informed. bly won't respond.
------r---------------~
+-----------------
© Prentice-Hall, Inc. Africa/Song/Anaiects/AIJ/Also All 61

Name ______________________________________________ Date _________
Literary Focus: Aphorisms

An aphorism is a short, concise statement expressing a wise or clever obexvation or a gen
eral truth. In order to fully understand an aphorism, it is a good idea to paraphrase it-to state
the meaning of the statement in your own words.
DIRECTIONS: Use your own words to paraphrase each of the following aphorisms from the poems
listed above.
1. "Do not seek too much fame, but do not seek obscurity."
2. "A gentleman is ashamed to let his words outrun his deeds."
3. "Not every seed finds barren soil."
4. "You can blowout a candle but you can't blowout a fire."
5. "Today is heavy with tomorrow-the future was planted yesterday."
6. "A gentleman covets the reputation of being slow in word but prompt in deed."
7. "Excel when you must, but do not excel the world. "

Name ___________________________________________ Date _______
"Through the Tunnel" by Doris Lessing (text page 221)
Build Vocabulary
Spelling Strategy When adding a suffix to a word that ends in y preceded by a conso
nant, change the y to i; for example, promontory becomes promontories.
Using the Root -lum-

A. DIRECTIONS: The root -lum- means "light." Complete each sentence with a -lum- word from the
following list.
luminous luminescence illuminating
1. First-time listeners found the knowledgeable speaker's lecture ___.
2. Some deep-sea fish are characterized by _ _. which makes them visible in the dark.
murky waters.
3. The _ _ planet Venus sometimes has been mistaken for a UFO.
Using the Word Bank

contrition promontories luminous supplication
frond convulsive gout
1. contrition a. giving off light
2. promontories b. a leaflike shoot
3. luminous c. feeling of remorse for having done something wrong
4. supplication d. marked by an involuntary muscular contraction
5. frond e. the act of asking humbly and earnestly
6. convulsive f. a spurt, splash: a glob
7. gout g. high places extending out over a body of water
Understanding Sentence Completions

C. DIRECTIONS: Circle the letter of the word that best completes each sentence.
1. Hoping for a royal blessing, the peasant knelt in _ _ before the king.
a. contrition c. supplication
b. confusion d. defiance
2. Darting fireflies created a ___ nighttime display.
a. desirable c. faint
b. convulsive d.luminous
3. The gently waving _ _ brushed the swimmer's face.
a. promontories c. gout
b. frond d. contrition
© Prentice-Hall, Inc. Through the Tunnel 63

Name ______________________________________________ Date ________________
"Through the Tunnel" by Doris Lessing (text page 221)
Build Grammar Skills: Participial Phrases

A participial phrase consists of a present or past participle (a verb form usually ending in
-ing or -ed) and any other words that go with it. Participles function as adjectives.
A. Practice: Underline the participial phrase or phrases in each sentence. Circle the noun or
pronoun that each participial phrase modifies.
1. Walking down the path with her. he blurted out, ''I'd like to go and have a look at those
rocks down there."
2. He swam back to shore. relieved at being sure she was there. but all at once very lonely.
3. Through his hot shame. feeling the pleading grin on his face like a scar that he could never
remove. he looked up at the group of big brown boys on the rock.
4. The water beyond the rock was full of boys blowing like brown whales.
5. Soon she walked slowly up the path. swinging her striped bag. the flushed naked arm dan·
gling beside her.
6. His hands. groping forward. met nothing; and his feet, kicking back. propelled him out into
the open sea.
B. Writing Application: Combine each pair of sentences as a single sentence, using a particip
ial phrase.
1. Jerry watched the local boys dive and swim through the tunnel. He felt envious and
ashamed.
2. Jerry asks his mother to buy him goggles. He pesters and nags her.
3. The boy practices holding his breath underwater. He clutches a rock to his chest.
4. The boy sees a crack in the tunnel rock. He thinks he has reached the end.
5. The boy's arms churn slowly through the water. They barely carry him to the rock.

Name _ _ _ _ ~_~ ~ __________ ~ _______ Date
Reading for Success: Interactive Reading Strategies

Reading is interactive. When you interact with the words on each page, you can really feel
the sights and sounds of new worlds. When you read. apply the following strategies to help you
interact with the text.
• Predict. Look for hints in the story that seem to suggest a certain outcome.
• Use your prior knowledge. This technique will give you a mental picture of what is hap
pening and help you relate to the characters better.
• Question. Why do the characters act as they do? What causes events to happen? Why does
the writer include certain information?
• Form mental images. Use details from the selection you are reading to create pictures in
your mind.
• Respond. Think about what the selection means. What does it say to you? What feelings
does it evoke in you?
DIRECTIONS: Read the following excerpt from "Tuesday Siesta" by Gabriel Garcia Marquez,
and apply the reading strategies to increase your comprehension. In the margin. write notes
showing where you predict, use your prior knowledge. question. form menta11mages and
respond.
from "Tuesday Siesta·· by Gabriel Garcia Marquez

In this opening segment of the story, a young girl and her mother
are traveling by train for reasons that have not been revealed.
"You'd better close the window," the woman said. "Your hair will
get full of soot."
The girl tried to, but the shade wouldn't move because of the rust.
They were the only passengers in the lone third-class car. Since the
smoke of the locomotive kept coming through the window, the girl
left her seat and put down the only things they had with them: a plas
tic sack with some things to eat and a bouquet of flowers wrapped in
newspaper. She sat on the opposite seat, away from the window, fac
ing her mother. They were both in severe and poor mourning clothes.
The girl was twelve years old, and it was the first time she'd ever
been on a train. The woman seemed too old to be her mother, be
cause of the blue veins on her eyelids and her small, soft, and shape
less body, in a dress cut like a cassock. She was riding with her spinal
column braced firmly against the back of the seat, and held a peeling
patent-leather handbag in her lap with both hands. She bore the con
scientious serenity of someone accustomed to poverty.
By twelve the heat had begun. The train stopped for ten minutes
to take on water at a station where there was no town. Outside, in the
mysterious silence of the plantations, the shadows seemed clean. But
the still air inside the car smelled like untanned leather. The train did
not pick up speed. It stopped at two identical towns with wooden
houses painted bright colors. The woman's head nodded and she
© Prentice-Hall, Inc. Through the Tunnel 65

sank into sleep. The girl took off her shoes. Then she went to the
washroom to put the bouquet of flowers in some water.
When she came back to her seat, her mother was waiting to eat.
She gave her a piece of cheese, half a corn-meal pancake, and a
cookie, and took an equal portion out of the plastic sack for herself.
While they ate, the train crossed an iron bridge very slowly and
passed a town just like the ones before, except that in this one there
was a crowd in the plaza. A band was playing a lively tune under the
oppressive sun. At the other side of town the plantations ended in a
plain which was cracked from the drought.
The woman stopped eating.

"Put on your shoes," she said.
The girl looked outside. She saw nothing but the deserted plain,
where the train began to pick up speed again, but she put the last
piece of cookie into the sack and quickly put on her shoes. The
woman gave her a comb.
"Comb your hair," she said.

The train whistle began to blow while the girl was combing her
hair. The woman dried the sweat from her neck and wiped the oil
from her face with her fingers. When the girl stopped combing, the
train was passing the outlying houses of a town larger but sadder
than the earlier ones.
" If you feel like doing anything, do it now," said the woman.
"Later, don't take a drink anywhere even if you're dying of thirst.
Above all, no crying."
The girl nodded her head. A dry, burning wind came in the win
dow, together with the locomotive's whistle and the clatter of the old
cars. The woman folded the plastic bag with the rest of the food and
put it in the handbag. For a moment a complete picture of the town,
on that bright August Tuesday, shone in the window. The girl
wrapped the flowers in the soaking-wet newspapers, moved a little
farther away from the window, and stared at her mother. She received
a pleasant expression in return. The train began to whistle and slowed
down. A moment later it stopped.
There was no one at the station. On the other side of the street, on
the sidewalk shaded by the almond trees, only the pool hall was open.
The town was floating in the heat. The woman and the girl got off the
train and crossed the abandoned station-the tiles split apart by the
grass growing up between-and over to the shady side of the street.
It was almost two. At that hour, weighted down by drowsiness, the
town was taking a siesta. The stores, the town offices, the public
school were closed at eleven, and didn't reopen until a little before
four, when the train went back. Only the hotel across from the station,
with its bar and pool hall, and the telegraph office at one side of the
plaza stayed open. The houses, most of them built on the banana
company's model, had their doors locked from inside and their blinds
drawn. In some of them it was so hot that the residents ate lunch in
the patio. Others leaned a chair against the wall, in the shade of the
almond trees, and took their siesta right out in the street.

Name _____________________________________________ Date ____________
"Through the Tunnel" by Dorts Lessing (text page 221)
Literary Focus: Internal Conflict

A good story presents an intriguing struggle, or conflict. Sometimes the struggle is an inter
nal conOid. or a struggle within a character over opposing feelings, beliefs, or needs, People
face conflicting feelings about making Significant life changes and, often, these feelings focus
on facing and conquering one's fears, In 'Through the Tunnel." Jerry struggles to make the
transition from the world of childhood to the world of adolescence.
DIRECTIONS: Answer the follOwing questions about Jerry's internal conflict. Write your answers
on the lines,
L With what opposing forces does Jerry struggle?
2, At the beginning of the story, what childish behavior does Jerry demonstrate?
---------~.------------------------------------------.--------.----
3, What physical challenges does Jerry face?
4, What mental challenges does Jerry meet?
5, By the end of the story, what behavior shows that Jerry has passed from the world of child
hood to the world of adolescence?
© Prentice-Hall, Inc, Through the Tunnel 67

Name _______________________________________________ Date _________________
"The Dog That Bit People" by James Thurber (text page 234)
Build Vocabulary
Spelling Strategy When adding -Iy to a word ending in a consonant + Ie, drop the Ie;
for example, irascible becomes irascib!x, and jangle becomes jang!x.
Using the Prefix epi-

The prefix epi-, which can mean "upon" or "above." has its origins in both Latin and Greek.
Consequently. many medical terms that come from Latin and Greek incorporate the prefix epi-.
A. DIRECTIONS: Using clues within the sentences, write definitions for the epi- words.
1. The pathologist removed the epicardium to reveal the heart.
2. Next, she pulled back the epiglottis to reveal the glottis lying beneath it.
Using the Word Bank

I incredulity choleric irascible~~
jangle indignant
--------------------------------------~.
epitaph --.J
1. incredulity a. grumpy; irritable
2. choleric b. discord; harsh sounds
3. irascible c. inSCription on a tomb or gravestone
4. jangle d. feeling or expressing anger or scorn, especially an injustice
5. indignant e. unwillingness or inability to believe
6. epitaph f. quick-tempered
C. DIRECTIONS: Each of the following questions consists of a word in CAPITAL LETfERS fol
lowed by four lettered words. Circle the letter of the word that is most nearly opposite in mean
ing to the word in capital letters. Because some of the choices are close in meaning, consider
all the choices before deciding which is best.
1. CHOLERIC: 2. IRASCIBLE: 3. INCREDUU1Y:
a. feisty a. even-tempered a. cooperation
b. calm b. annoying b. stubbornness
c. disturbed c. unpredictable c. acceptance
d.happy d. amusing d. skepticism

Name ______________________________________________ Date ___~_~_ __
Build Grammar Skills: Correct Use of like and as if

Many people make the common usage error of confusing like and as if. You can avoid this
pitfall by remembering these differences in their usage:
As a preposition, like can be combined with a noun or pronoun to make a comparison.
Nobody ever had mice exactly like the mice we had that month.
As ifis used to introduce a subordinate clause, or group of words that contains a subject
and a verb but cannot stand alone as a sentence.
A big, burly, choleric dog, he always acted as ifhe thought I wasn't one of the family.
A. Practice: Complete the following sentences by WIiting like or as ifin the blanks.
1. Some might think the Thurbers treated Muggs ___ a spolled child, not a pet.
2. Mother acts ___ the neighbors are to blame for being bitten.
3. When the mantel crashes down, ferocious Muggs reacts _ _ a frightened pup.
4. In his last year, Muggs behaves ___ he sees things or people that aren't there.
5. Thurber's deSCriptions make the reader feel ___ a witness to Muggs' antics.
B. Writine AppUcation: Read the following sentences. If the sentence uses like or as if cor
rectly, WIite C in the blank. If the usage is incorrect, strike through it and WIite the correct
\...,..., usage above it.
1. Many dog lovers treat their animals like members of the family.
2. Some dogs act like they understand what their owners are feeling.
3. However, some people treat dogs as if possessions, not thinking and feeling animals.
4. If a dog is continually mistreated, it can behave like a wild animal.
5. Muggs acted like he had been abused from an early age.
@ Prentice-Hall, Inc. The Dog That Bit People 69

Name Date _ _ _~_ _ __
Reading Strategy: Form Mental Images

As a comic writer, James Thurber creates vivid and amusing pictures of his experiences. As
readers, we can best appreciate his tales when we form mental images, or pictures in our mind,
of what he describes. For example, Thurber doesn't just tell us that he once had a dog get sick
in his car. He vividly describes his prize-winning giant poodle wearing a red rubber bib and sit
ting beneath a small green umbrella that was held by the writer himself.
As you read, picture colors, shapes, and sizes. Hear the sounds. Imagine the characters'
emotions and expressions on their faces.
DIRECTIONS: Write your answers to the following questions.
1. How does the title 'The Dog That Bit People" help you establish mental images?
2. How is Thurber's description of the mice almost cartoonish?
3. List three details that help you form a mental picture of the scene in which the mantelpiece
falls to the floor.
4. Which of Muggs' actions seems most comic to you? Explain.
5. Which reaction to Muggs seems most comic to you? Explain.

Name __________________ ~ ____________________________ Date ________________
Literary Focus: Humorous Essay

In 'The Dog That Bit People." James Thurber links several stories about his dogs. and one
dog in particular, to create an enterta1ning humorous essay. A humorous essay is a nonfiction
composition that presents the author's thoughts on a subject in an amusing way.
These are some key elements used in humorous essays:
• exaggeration treats something with more importance than it deserves.
• An odd juxtaposition connects dissimilar words or ideas for comic effect; for example, " ...
a prizewinning French poodle surrounded by garage men ... "
• An understatement treats an important subject as if it were not important.

• An anecdote briefly recounts a humorous or strange event.
• Irony is the difference between appearance and reality; for example, "Mother persuaded
herself it was all for the best that the dog had bitten him, even though father lost an impor
tant business association because of it."
Directions: Write a quotation from Thurber's essay that demonstrates each of the following el
ements of writing used in a humorous essay.
1. exaggeration
2. odd juxtaposition
3. understatement
4. anecdote
5. irony
© Prentice-Hall, Inc. The Dog That Bit People 71

Name ____________________________________________ Date __________
"Conscientious Objector" by Edna St. Vincent Millay (text page 244)
"A Man" by Nina Cassian (text page 245)
"The Weary Blues" by Langston Hughes (text page 246)
"Jazz Fantasia" by Carl Sandburg (text page 247)
Build Vocabulary
Spelling Strategy In the Word Bank word melancholy, the letters c and h combine to
produce a hard k sound, rather than a soft sound as in choose. English uses a number of
spellings to produce the hard k sound: c (cost), k (king), ck (back), and even qu (physique).
Using the Root -chol-

The word root -chol- probably comes from the Greek word for bile, a yellow-greenish fluid
secreted by the liver for the digestion of fats. In ancient physiology (the science of living organ
isms). bile was believed to be one of four fluids that determined mental health. Today, -chol
carries a medical implication, as well as the old reference to mood. Determining whether the
use of the root -chol- is physiological or psychological helps in understanding a word's meaning.
A. DIRECTIONS: For each of the following words, indicate whether the modem meaning of the
word refers to a physical or a mental condition. If you do not know a word, check a dictionary.
1. cholera
2. choler
3. cholesterol ________________________________________________
4. choleric __________~__ c_ _c __c _ _ _ _ _ _ ~~ _ _ c _ _ _ c _ _ _ _ _ _ _ _ _ _ _ __
Using the Word Bank

B. DIRECTIONS: Use context and your knowledge of the words to respond to the following items.
1. Give reasons why someone's face might indicate pallor.
2. Describe a person who wore a melancholy expression.
3. Explain the maxim "As you sow. so shall you reap."
Identifying Synonyms
C. DIRECTIONS: Circle the letter of the word that most closely matches the meaning of the Word
Bank word.
1. melancholy 2. pallor --- 3. reap
a. mixed a. blemish a. issue
b. despondent b. vigor b. assault
c. contagious c. expression c. harvest .~
d. ecstatic d. paleness d. recur

Name ______________________________________________
Date
Build Grammar Skills: Use of shall and will

The words shall and will both indicate future tense. Formerly, shall was reserved for the first
person (1, we). and wUl for everything else. That distinction has disappeared in the U.S. today.
where shall is seldom used. Now, the most common usage of shall is for emphasis. In formal
usage. shall often expresses certainty or determination. The anthem of the American civil rights
movement, "We Shall Overcome," and General Douglas MacArthur's famous World War II state
ment, "I shall return," gain power by the use of shall.
A. Practice: In each of the following sentences. underline either shall or will to complete the
sentence appropriately.
1. You (will/shall) not be likely to take the ending of Nina Cassian's poem literally.
2. "I (will/shall) not let this person stop me!" the man told himself.
3. Millay's poem insists that determination (will/shall) not die. though the body does.
4. Many scholars agree that Langston Hughes (shall/will) always be honored as a beacon of
African American poetry.
5. Most of us (will/shall) recall Carl Sandburg as the author of "Chicago" and "Fog."
6. Something in the music must have said to him. "You must. you should. and you
(will/ shall) try to record jazz in a poem."
B. Writing AppUcation: Follow the directions provided for each sentence, using either shall or
wUl as appropriate.
1. Write a sentence about your resolve never to repeat an awful mistake.
2. Write a sentence indicating the probable outcome of a sporting event.
3. Write a sentence about your schedule for the next school term.
4. Write a sentence expressing conviction that one of your friends is going to be famous.
© Prentice-Hall, Inc. Conscientious Objector/A ManfThe Weary Blues/Jazz Fantasia 73

Name ______________________________________________ Date ________________
Reading Strategy: Respond to Images and Ideas

One of the powers of poetry is the way it stimulates our imagination as we read. Analyzing
your responses to a poem helps make you an alert and appreciative reader.
DIRECTIONS: Use the graphic organizer to analyze your responses to images and ideas from
these selections. In the left column. write an image or idea for consideration (four are suggested
for you). In the center column. write whether the image or idea appeals to your intellect, emo
tions, or senses. In the third column, write about your response to the image or idea.
Image/Idea Appeals to Response

"A Man"
/lThere will be things I cannot do at
all/applaud for example/at shows
where everyone applauds. /I
"Conscientious Objector"
/II will not tell him/which way the
fox ran."
"The Weary Blues"

"In a deep song voice with a melan
choly tone"
"Jazz Fantasia"
" ... the green lanterns calling to the
high soft stars .../I
I I

Name ______________________________________________ Date _ _ _ _ _ _ __

Wrtters choose words that create a tone in order to help us "hear" their poems the way they
wish. For example, a hundred-year-old tree could be a "stately giant, sUent witness to a cen
tury" or a "lightning-slashed hulk, gnarled, nearing the last fall."
As you read, ask yourself questions like these: Why did the poet select this particular word?
Would another word do as well? What change would occur in the tone if I changed a word?
DIRECTIONS: In each passage, change the underlined word or words to reflect the shift in tone
indicated in the instructions, then rewrite the line.
1. Change the suggested tone from vulnerable to hostile.

While fighting for his country, he lost an arm and was suddenly afraid.
2. Change the suggested tone from brtsk to bloodthirSty.

He is in haste; he has business in Cuba, business in the
Balkans, many calls to make this morning.
3. Change the suggested tone from sluggish to brtsk.

Droning a drowsy syncopated tune,
4. Change the suggested tone from dim to brtght.

By the pale dull pallor of an old gas light
5. Change the suggested tone from exhaustion to nervousness.

He slept like a rock or a man that's dead.
6. Change the suggested tone from mournful to vibrant.

sob on the long cool winding saxophones.
© Prentice-Hall, Inc. Conscientious Objector/A ManIThe Weary Blues/Jazz Fantasia 75

Name _________________________________________ Date ______________
"Like the Sun" by R. K. Narayan (text page 252)

"Tell all the Truth but tell it slant-If by Emily Dickinson (text page 254)
Build Vocabulary
Spelling Strategy When writing the adjective forms of most words ending in the letters
-ence or -ance, change -ce to -tial. For example, the adjective form of the noun sequence is
sequential. The two exceptions to this rule are the words province and finance, whose adjec
tive forms are provincial and financial.
Using the Root -gratis-

In "Like the Sun." Sekhar is treated in an ingratiating way by his headmaster. The root
-gratis- comes from a Latin word meaning "pleasing" or "a favor." The word ingratiating-which
means "trying to please or bring into favor"-is one of several English words containing a varia
tion ofthe root -gratis-.
A.DIRECTIONS: The words in the following list are related to the root -gratis-. Read the sentences
and fill in each blank with the most appropriate word from the list.
congratulate gratify grateful gratuity
1. Remember to Joyce on her achievements this year.
2. Give the waiter a generous for his skill and hard work in serving us.
3. They are for your assistance and good advice.

4. The movie is so well made it will __________ even the toughest critics.
Using the Word Bank

B. DIRECTIONS: Choose the letter of the word that most closely matches the meaning of the
Word Bank word. Write the letters on the lines provided.
1. incessantly 2. stupefied 3. ingratiating
a. quickly a. stunned a. grateful
b. hopelessly b. confused b. bringing into favor
c. endlessly c. ignorant c. treating with
d. carelessly d. old cruelty
d. helpful
4. essence 5. shirked
a. frightening element a. neglected
-- 6. scrutinized
a. frightened
b. courage b. shortened b.opened
c. crucial element c. bullied c. examined closely
d. inSignificant d. assisted d. handled
element carelessly
7. tempering
a. melting
b. adjusting
c. making someone
angry
d. painting

Name ______________________________________________ Date __________
"Tell all the Truth but tell it slant- by Emily Dickinson (text page 254)
tt
Build Grammar Skills: Comparative and Superlative Forms

Use the comparative form of an adjective to compare two items, and the superlative form
to compare more than two items. For almost all one-syllable adjectives and some two-syllable
adjectives, use -er to form the comparative and -est to form the superlative. For many two
syllable adjectives and for all adjectives of more than two syllables, use more, less, or fewer to
form the comparative, and most, least, or fewest to form the superlative. Remember to use few,
fewer. fewest when you are referring to items that can be counted individually (fewer coins, the
fewest home runs) and little. less, least when referring to amounts (little time. less money. the
least amount of time and money).
Comparative Form:
Sekhar learns that being truthful is often harder than hiding the truth.
Many people are less truthful than Sekhar.
Superlative Form:
When Sekhar heard the headmaster's music, he had the strongest feelings of uneasiness.
Sekhar was one of the most dreaded music critics in town.
A. Practice: Read the following sentences and circle the correct form ofthe adjective/adverb.
1. Deciding to be completely honest was the (bravest. braver) decision Sekhar ever made.
2. Sekhar found that telling the truth was (most, more) challenging than hiding the truth.
3. Sekhar's wife thought that he was the (least. less) polite man she knew when he insulted
the meal she had prepared.
4. He did not want to hurt people. he only wanted to see if he could live (more, most) honestly
than usual for just one day.
5. Sekhar's (most bold. boldest) move was criticizing the headmaster's musical ability.
6. Sekhar would have had (fewest. fewer, less) problems if he had not gone through with his
truth experiment.
B. Writing Application: Write a sentence for each word, using the indicated form.
1. comparative form of tempered
2. superlative form of essential
3. comparative form of incessant
4. superlative form of stupefied
5. superlative form of ingratiating
© Prentice-Hall, Inc. Like the Sun/Tell all the Truth but tell it slant- 77
Name ________________________________________________ Date ___________
"Tell all the Truth but tell it slant-n by Emily Dickinson (text page 254)
Reading Strategy: Consequence of Actions

In your everyday life. all of your decisions and actions have specific consequences. Events in
a story often result from specific actions and decisions of certain characters. In "Like the Sun."
the character Sekhar makes an important decision to be completely truthful for one day. As the
story progresses. readers have the opportunity to observe the many consequences of this un
usual decision.
DIRECTIONS: Each of the following scenarios sets up a scene in which a character makes a deci
sion to behave in a certain way. Write what you believe could be a logical consequence of each
character's decision.
1. Jake wakes up one morning and decides that for an entire week he will refrain from mak
ing negative remarks about anything, and he will give friends. family. and neighbors noth
ing but compliments,
2. Marla decides that she will no longer waste valuable time cleaning her room. She decides
that by cutting this tedious task from her schedule. she can spend more time on homework
and fun activities. She vows to keep her door closed so as not to bother her family with her
mess.
3. Three friends decide that they will no longer speak with classmates who do not share their
interests or their tastes in clothing or music. They will devote all of their free time to one
another.
4. A young man who has been reprimanded for talking too much decides to take a vow of si
lence for an entire day, without telling anyone what he is doing.

Name _______________________________________________ Date _ _ _ _ _ _ __
"Tell all the Truth but tell it slant-" by Emily Dickinson (text page 254)
Literary Focus: Irony

Irony is a literaxy technique that involves the use of surprising or amusing contradictions.
These contradictions often result from differences between what a character believes and what
is actually the case, or from differences between what a character expects and what actually
happens. There are three types of irony-verbal irony. dramatic irony. and Irony of sItua
tion. In verbal Irony • a statement is made that means one thing but implies something else. In
dramatic irony. something unknown to the characters in a story or play is known by the
reader or audience. In Irony of situation. something happens that goes against the expecta
tions of certain characters, the reader. or the audience.
DIRECTIONS: Explain what is ironic in each of the following passages from "Like the Sun" and
"Tell all the Truth but tell it slant-." Then identify the type of irony in each passage.
"Uke the Sun"

1. She asked,"Why, isn't it good?" At other times he would have said, considering her feelings in the
matter, "I feel full up, that's aiL" But today he said, "It isn't good. I'm unable to swallow it."
Typeofrrony:____________________________________
2. "No. I want it immediately-your frank opinion. Was it good?"

"No, sir... " Sekhar replied.
Type of irony:,______________________________________
3. He received a call from the headmaster in his classroom next day. He went up apprehensively.
"Your suggestion was useful. I have paid off the music master. No one would tell me the truth
about my music all these days."
Type of irony:______________________________________
"Tell all the Truth but tell it slant-"

4. The Truth must dazzle gradually/Or every man be blind-
Typeofrrony:_____________________________________
© Prentice-Hall, Inc. Like the SunfTell all the Truth but tell it slant- 79
Name ____________________________ Date _ _ _ _ _ _ __
"Hearts and Hands" by O. Henry (text page 264)

"The Fish" by Elizabeth Bishop (text page 266)
Build Vocabulary
Spelling Strategy To form the plural of nouns ending in ch, 5, sh, 55, and x, you usually
add -es to the end of the word. For example, the plural of influx is influxes, and that of coach
is coaches.
Using the Prefix counter-

A. DIRECTIONS: Each of the following words contains the prefix cOWlter-, which means "in oppo
sition" or "contrary to." Use each word in a sentence. Be sure the context of the sentence hints
at the meaning of the word.
1. counterattack ___________________________________
2. counterculture __________________________________
3. countermand
4. counterproposal ________________________________
Using the Word Bank

B. DIRECTIONS: Complete each of the follOwing sentences.
1. The passengers are described as an "influx" because they are ______________
2. The glum-faced man forestalled Mr. Easton by ___________________
3. Counte1jeiting is megal because ______________________________
4. The marshal and his prisoner sidled down the aisle of the train because _____________
5. The fish is venerable because _______________________________
6. The word infested used in connection with the white sea-lice indicates that
7. The fish's "sullen face " made the narrator think the fish was ______________

Name _______________________________________________ Date __________

Build Grammar Skills: Coordinate Adjectives

In "Hearts and Hands" and ''The Fish," when the authors use two or more adjectives to de
scribe a single noun, they are frequently coordinate adjectives, or adjectives of equal rank. If
adjectives are coordinate, you can change their order or put and between them without losing
the meaning of the phrase. Also, coordinate adjectives often (but not always) are separated by
commas, indicating their equal rank. Look at these examples:
Coordinate: The uninviting, dark, frigid water. The dark, frigid, and uninviting water.
Not coordinate: The large old fish. (Here, large modifies old fish.)
A. DIRECTIONS: Next to each phrase below, write whether the adjectives are coordinate or non
coordinate. If they are coordinate adjectives, add commas.
1. a very pretty young woman
2. a ruffled glum-faced person
3. tiny white sea-lice
4. a distant swift disinterest
5. a little gray-gloved hand
6. coarse white flesh
7. a vague relaxing distress
8. his keen shrewd eyes
9. old scratched isinglass
10. these dashing Western heroes
B. Writing Application: For each of the following gUidelines, write a sentence containing coor
dinate adjectives.
1. Write a sentence describing the marshal in "Hearts and Hands."
2. Write a sentence describing Mr. Easton's manner.
3. Write a sentence describing the marshal's use of deception.
4. Write a sentence describing the general appearance of the fish in Elizabeth Bishop's poem.
5. Write a sentence describing the fish's eyes.
© Prentice-Hall, Inc. Hearts and Hands/The Fish 81

Name _______________________________________________ Date ________________

Reading Strategy: Predict Story Events

As you get to know the characters and the situation in a story. you develop expectations.
Based on those expectations. you begin to predict what might happen next. and you begin to
anticipate how the characters will probably react to events. Similarly. the thoughts or ideas ex
pressed in the poem might lead you to expect. or predict. how the poet or speaker of the poem
will treat the poem's subject. As you read. it is natural to change your predictions based on
new information.
DIRECTIONS:Read each of the following sentences or passages. Then predict a probable develop
ment or outcome. or make a prediction about the character based on the information in the
passage.
1. As they passed down the aisle of the coach. the only vacant seat offered was a reversed one
facing the attractive young woman.
2. When she spoke her voice. full. sweet. and deliberate. proclaimed that its owner was accus
tomed to speak and be heard.
3. He slightly raised his right hand. bound at the wrist by the shining "bracelet" to the left one
of his companion.
4. I caught a tremendous fish/and held him beside the boat/half out of the water. with my
hook/fast in a corner of his mouth.
5. and then I saw/that from his lower lip ... /hung five old pieces of fish-line .... /with all
their five big hooks/grown firmly in his mouth.
6. I stared and stared/and victory filled up/the little rented boat. ...

Name _______________________________ Date ____________

Literary Focus: Surprise Ending

The endings of "Hearts and Hands" and "The Fish" may be surprises, but the writers didn't
just pull them out of thin air. The endings are believable, reasonable developments, even if they
aren't exactly what readers expect. Now that you have encountered the surprise endings in
"Hearts and Hands" and "The Fish." perhaps you can think of some details or clues that should
have made you suspect that the situations were not completely predictable.
A. Identifying Clues
DIRECTIONS: Use the questions that follow to analyze the clues in "Hearts and Hands" and
"The Fish."
L Experienced readers of O. Henry's stories have learned to expect an unexpected ending.
List three details about Mr. Easton or his actions that indicate that his situation might be
different from the way it is represented.
2. The glum-faced "criminal" who is with Mr. Easton says he is being taken to prison for
counterfeiting. Why is this ironic?
3. In "The Fish." Bishop uses the words tremendous, venerable. admired. medals, and
wisdom How do these words serve as clues that the speaker might not eat the fish?
4. What makes the ending of 'The Fish" ironic?
B. Reacting to Surprise Endings

DIRECTIONS: Answer the following questions to increase your understanding of the surprise end
ings and your reaction to them.
1. How did you expect "Hearts and Hands" to end? Explain why.
2. How did you react as you read the conversation between the two passengers at the end of
the story? Why?
3. Was O. Henry's ending more satisfying or less satisfying than the one you had in mind?
Explain your answer.
4. As you read the last line of "The Fish"-KAnd I let the fish go."-how did you feel? Explain
why.
@ Prentice-Hall, Inc. Hearts and HandsfThe Fish 83

Name ________ ~ ____________________________________ Date ________________
from Desert Exile by Yoshiko Uchida (text page 272)
"Remarks Upon Signing a Proclamation ... " by Gerald Ford (text page 279)
Build Vocabulary
Spelling Strategy When you add a suffix to a word that ends in y preceded by a conso
nant, change the y to i, then add the suffix. Thus, cursory + -Iy becomes cursorily. However, if
the suffix begins with an i, the final y remains, as in readying and thirtyish.
Using the Root -curs-

A. DIRECTIONS: Explain the meaning of the italicized word in each sentence. Keep in mind that
the root -curs- means "to run," Some English words contain -cours-, a variation of -curs-,
L Mter the race I could feel the blood coursing in my veins.
2. First I printed my name, then frowned, erased, and rewrote it cursively.
3. The cursoriness of my boss's instructions left me wondering Just how to proceed.
Using the Word Bank

B. DIRECTIONS: Rewrite each sentence, replacing the italicized word or words with the appropri
ate word from the Word Bank.
1. Soon, some people became highly skiUed at finding ways to make life more bearable.
2. The Uchida family's friends helped pacify their fears and discomforts.
3. The word "barrack" was a less offensive wordfor "stable," which is where we were to live.
4. Having been allowed to bring more belongings would have been hard to manage given the
small quarters.
5. One supeljicial glance around the mess hall told Yoshiko everything she needed to know.
6. Living in the stable was shared by the community; there was little or no privacy.
7. The makeshift nature of the camp made it seem as if the internees were living in poverty.
8. The haste with which the camp had been prepared was easy to see.

Name _______________________________________________ Date __________
"Remarks Upon Siping a Proclamation ..." by Gerald Ford (text page 279)
Build Grammar Skills: Adjective Clauses

An adjective clause is a subordinate clause that modifies a noun or a pronoun by telling
what kind or which one. Most adjective clauses begin with relative pronouns: that. which. who.
whom. and whose. Often. that. Who, and whom are understood-not WI1tten or spoken-as in
this example:
President Ford knew [that] an injustice had been done.
Yoshiko Uchida was a woman [whom] I'd have liked to meet.
A. DIRECTIONS: In each sentence, underline the adjective clause and circle the word it modifies.
1. The proclamation I am signing here today should remove all doubt on that matter.
2. I could see hundreds of Japanese Americans jammed along the fence that lined the track.
3. Some friends who had arrived earlier found us and offered to help us locate our quarters.
4. Our card-playing neighbor scoured the camp for a container that might serve as a tub.
5. Our other neighbors had a teenage son who spent most of the day with his friends.
B. DIRECTIONS: Combine each of the following pairs of sentences to make a single sentence that
includes an adjective clause. Use the relative pronoun in parentheses, and add commas where
necessary.
1. The Japanese Americans were imprisoned in camps. The camps were run by the War Relo
cation Agency. [whIch)
2. Many Japanese had lived in the United States for years. They were barred from becoming
citizens. [who)
3. Yoshiko Uchida became an award-winning author in the years after her release. Her book
describes her experiences in the camp. (whose)
4. Upon arrival at camp, Japanese Americans crowded the fenced area to look for friends and
relatives. The fenced area surrounded the grandstand. (that)
© Prentice-Hall, Inc. Desert Exile/Remarks Upon Signing a Proclamation. .. 85

Name _______________________________________________ Date __________
"Remarks Upon Signing a Proclamation ..." by Gerald Ford (text page 2 79)
Reading Strategy: Prior Knowledge

You mayor may not know much about Japanese internment camps, but you do know about
people's need for privacy. That bit of knowledge will help you understand the feelings Uchida
expresses about living without privacy. Using your prior knowledge will help you get more out
of what you read.
A. Putting Events in Context

When you read a nonfiction account of an historical event, you can use your prior knowledge
to place the event in context. This means considering the time and place of the event's occur
rence. For example, the excerpts from both Desert Exile and Gerald Ford's speech fit into the
context of World War II. Almost anything you know about World War II will help you relate to
and more fully understand these selections.
DIRECTIONS: Being aware of what you know and what you don't know is the first step. Before
you read the two selections, answer these questions. Following the questions is some addi
tional background for the selections. Read the background, and then read the selections.
1. What do you know about what was going on in the world in 1942?
2. What was going on in the United States in 1942?
Adclitional Background ...""J

On December 8, 1941, the day after a devastating Japanese attack on Pearl Harbor, the
United States Congress declared war on Japan. A month after the attack on Pearl Harbor, the
American government, fearing that Japanese Americans would aid Japan, made plans to move
all Americans of Japanese descent, even full U.S. Citizens, from their West Coast homes to tem
porary inland sites. Executive Order 9066 effectively suspended the civil liberties of Japanese
Americans by means of relocation and internment.
B. After You Read
DIRECTIONS: Answer the following questions about the excerpts from Desert Exile and Gerald
Ford's speech based on the prior knowledge you had or the knowledge you gained from the
background information on this page.
1. How did knowing that the United States was at war with Japan affect your attitude toward
the internment of Japanese Americans?
2. How did knowing that U.S. citizens had no choice but to leave their homes affect your
reading of Uchida's account?
3. How do your own experiences of eating in the school cafeteria help you relate to Uchida's
description of the main mess hall?

Name ______________________________________________ Date
"Remarks Upon Signing a Proclamation, , ," by Gerald Ford (text page 279)
Literary Focus: Writer's Purpose

Whenever an author wrttes, he or she has a purpose. Yoshiko Uchida wrttes to tell the story
of her own experience as a Japanese American internee during World War II. Gerald Ford is
performing an official governmental act. His formal words and language were to become a his
torical document. To convey his or her purpose, an author may include specific details-a mov
ing or humorous description, or moving or persuasive passages, for example. Recognizing the
importance of certain language and details will help you to understand an author's purpose.
DIRECTIONS: IdentifY Uchida's or Ford's purpose for including the details in the following pas
sages.
from Desert Exile

1. It had rained the day before, and the hundreds of people who had trampled on the track
had turned it into a miserable mass of slippery mud.
2. The stall was about ten by twenty feet and empty except for three folded army cots lying on
the floor.
3. I wrote to my non-Japanese friends in Berkeley shamelessly asking them to send us food.

and they obliged with large cartons of cookies, nuts, dried fruit. and jams.
4. The wonderful news had come like an unexpected gift, but even as we hugged each other in
joy. we didn't quite dare believe it until we actually saw him.
from Gerald Ford's speech, February 19. 1976
5. It was on that date in 1942 that Executive Order 9066 was issued resulting in the uproot
ing of many. many loyal Americans.
6. The proclamation [4417] that I am signing here today should remove all doubt on that mat
ter.
© Prentice-Hall, Inc. Desert Exile/Remarks Upon Signing a Proclamation .. , 87

Name ____________ ~ ____________________________ Date __________
"The CabuliwaUab' by Rabindranath Tagore (text page 284)

f
Build Vocabulary
Spelling Strategy The j sound in judicious can be produced by a number of different
spellings: g (gem), dg (fudge), di (soldier), and du (gradual).
Using the Root jud-

The word root jud- means "judge." Knowing this can help you see how jud- is related to the
meaning of the Word Bank word judicious- "showing good judgment or common sense."
A. DIRECTIONS: Define the italicized word in each sentence by using context clues. Remember
that the root jud- means "judge."
1. The three branches of government include executive, legislative, and judicial.
2. Even as he aged, his judgment remained sound and fair.
3. Gina's habit of prejudging people severely limited her ability to form friendships.
4. The speaker challenged the audience to live their lives without prejudice toward others.
Using the Word Bank

B. DIRECTIONS: Follow each set of directions.
L Write a sentence describing an event in the story, using the word impending.
2. Describing the Cabuliwal1ah's position in Indian society, using the word precarious.
3. Write a sentence describing Mini's father, using the word judicious.
4. Write a sentence about the phrase "father-in-law's house" using the word euphemism.
5. Use the word imploring in a sentence about a dialogue between Mini's mother and father.
6. Write a sentence about the Cabuliwallah's arrest, using the wordJettered.
7. Write a sentence describing Calcutta's streets, using the word sordid.
8. Write a sentence about Mini's wedding day, using the word pervaded.
----_.-------------------------------------------------------
Name ___________________________________________ Date ___________
"The Cabuliwallah" by Rabindranath Tagore (text page 284)
,-,. Build Grammar Skills: Pronoun-Antecedent Agreement

An antecedent is a word or group of words that the pronoun replaces in a sentence-the
word or words to which a pronoun refers. The antecedent of a pronoun may be a noun, another
pronoun, or a phrase or clause acting as a noun. For a pronoun to make sense, it must agree
with its antecedent in number (singular or plural) and gender (masculine, feminine, or neuter).
Notice the pronouns and their antecedents in the following passages from "The Cabuliwallah."
I cannot tell what my daughter's feelings were at the sight of this man but she began to call
him loudly.
In the preceding example, the singular, feminine pronoun she refers to the singular, feminine
noun daughter: the singular, masculine pronoun him refers to the singular, masculine noun
man.
Then the Cabuliwallah, not to be caught behind, would take his turn with: "Well, little one,
and when are you going to the father-in-Iaw's house?"
Here, the singular, masculine possessive pronoun his refers to the singular, masculine proper
noun CabuliwaUah.
A. Practice: Underline each pronoun and circle its antecedent. Label the number (singular or
plural) and gender (masculine, feminine, or neuter) of each pronoun.
1. ~Father! Ramdayal the doorkeeper calls a crow a krow! He doesn't know anything, does he?"
2. . .. Pratap Singh, the hero, had just caught Kanchanlata, the heroine, in his arms and was
~ about to escape with her by the third-story window....
3. I, thinking that Mini must get rid of her false fear, had her brought out.
4. Alas, on my return an hour later, I found the unfortunate coin had made twice its own
worth of trouble.
5. In the presence of this Cabuliwallah I was immediately transported to the foot of moun
tains. with narrow defiles twisting in and out amongst their towering, arid peaks.
B. Writing AppUcation: Complete each of the following sentences by writing the correct pro
noun or antecedent.
1. Mini's mother and father are very protective of _ _ _ _ _ _ _ daughter.

2. ________ stuffs her sari pockets with almonds and raisins.
3. After the Cabuliwallah is arrested, years pass, and ____.___ is forgotten.
4. The Cabuliwallah visits Mini on wedding day and understands that

________ old friendship cannot be revived.
5. Mini's wedding did not include extra frills, but for Mini's father, _ _ _ _ _ _ _ was an
even brighter celebration.
© Prentice-Hall, Inc. The Cabuliwallah 89

Name ______________________________________________ Date _______________
"The Cabuliwallah" by Rabindranath Tagore (text page 284)
Reading Strategy: Engage Your Senses

Sensory details tell what can be seen, heard, tasted. felt. or smelled. By using details that
engage readers' senses, a WIiter draws his or her readers into the story-much as Tagore does
by using sensory details to create a rich setting and vivid characters. For example, instead of
merely stating. "Mini laughed." Tagore appeals to your senses of sight and sound by WIitlng.
"Mini would ripple her face with laughter and begin '0 Cabuliwallahl Cabuliwallahl What have
you got in your bag?'"
DIRECTIONS: Complete the following chart by listing details of sight. sound. taste, touch, and .

smell that help evoke an image of each character.
Sight Sound Taste Touch Smell
Mini
Rahmun
the
Cabuliwallah
Mini's
father
DIRECTIONS: Summarize in one or two sentences your impression of each character, based upon
the sensory details you have identified.
1. Mini:
2. Rahmun the Cabuliwallah: ___________________________________
3. Mini's father: _______________________________________________

Name ______________________________________________ Date _ _ _ _ _ _ __
"The Cabuliwallah" by Rabmdranath Tagore (text page 284)
Literary Focus: Relationships Between Characters

In a short story, you can learn many things about a character by what he or she says and
does. A character's relationship with another character, however, can be even more revealing
because relationships never stay the same. As interactions and feelings pass between charac
ters, their relationships change, grow, stagnate, and sometimes end. Tagore's short story ex
plores three different relationships: the relationship between Mini and her father, Mini and the
Cabuliwallah, and Mini's father and the Cabuliwallah.
DIRECTIONS: Answer each of the following questions.
1. How would you describe the relationship between Mini and her father at the beginning of
the story? What details support your deSCription?
2. Why do Mini and the Cabuliwallah develop such a close relationship?
3. How does Mini react to the Cabuliwallah when he returns on her wedding day? What does
their interaction reveal about the changes in their relationship?
4. How would you describe the relationship between Mini's father and the Cabuliwallah before
his arrest?
5. How does the relationship between Mini's father and the Cabuliwallah change on Mini's
wedding day? What causes this change?
6. Do you think the changes in the relationships between Mini, Mini's father, and the Cabuliwal
lah were caused by personality changes or maturity and experience? Explain your answer.
© Prentice-Hall, Inc. The Cabuliwallah 91

Name _______________________________________________ Date _ _ _ _ _ _ __
from Speak. Memory by Vladimir Nabokov (text page 305)
Build Vocabulary
Spelling Strategy The sound shun in a suffix is usually spelled sion, tion, or ssion. For
example, ssion in the word procession is pronounced as shun.
Using the Prefix: pro-

The prefix pro- means "before in place or time," or "moving forward." For example. the Word
Bank word procession is formed from the Latin word procedere. with pro- meaning "forward"
and cedere meaning "to go."
A. DIRECTIONS: Using what you know about the prefix pro-. determine the meanings of the fol
lowing words. In some form, use the word forward in your definitions.
1. proclamation _______________________________________________________________
2. procrastinate _______________________________________________________________
3. proffer_____________________________________________________________________
Using the Word Bank

B. DIRECTIONS: Replace each italicized word or group of words with a word from the Word Bank.
ReWlite the sentence in the space prOvided.
1. Nabokov cannot remember the clear, transparent beauty of his mother's ruby and diamond
ring without recalling the emigre life for which it later paid. .'tttttII!i
2. Nabokov organizes and presents his memories in aformal. orderly way, as if they were du
tiful toy soldiers, marching forward in his imagination.
3. Nabokov's favorite book characters involve themselves in diffiCUlt yet admirable tasks. such
as damsel rescues and solo airship flights.
4. Nabokov fondly recalls how his mother would slow and lower her voice, ominously creeping
up on a story's dramatic moment.
5. At a young age, Nabokov exhibited expertise with language.

Name ______________~__________ Date _________
from Speak, Memory by Vladimir Nabokov (text page 305)
Build Grammar Skills: Dashes

Nabokov sprinkles dashes throughout his writings. Dashes are punctuation marks that cre
ate longer pauses than commas do. A single dash is used to introduce an example or definition,
show an unfinished thought, signal a change of mood, or introduce a final word. In this example
from Speak, Memory. a single dash introduces a humorous definition of "usual sequel."
There was also the motor car book (Sarah Jane, always my favorite, sporting a long green
veil), with the usual sequel-crutches and bandaged heads.
A pair of dashes is used to clarifY meaning or set off material that would otherwise interrupt
the flow of thought. In the following example, Nabokov uses a pair of dashes to clarifY what he
means by "everything."
The day would take hours to fade, and everything-sky, tall flowers, still water-would be
kept in a state of infinite vesperal suspense ...
A. Practice: Rewrite the following sentences, adding one or two dashes where needed.
1. Nabokov's knowledge of lepidopterology the scientific study of butterflies figures in much of

his work.
2. To pay for two years of study at Cambridge in London, Nabokov had to sell another of his
mother's jewels her pearl necklace.
3. Nabokov hailed by some critics as the great magician of the twentieth-centuJ:Y novel is as
famous for his wit as he is for his poetic ear and eye.
B. Writing Application: Follow the directions for each item.

1. Write a sentence about the items Nabokov remembers from the English Shop on Nevski
Avenue, using a single dash to set off an example or definition.
2. Write a sentence describing Nabokov's early reading experience, using a pair of dashes to
set off a clarifYing phrase or example.
3. Write a sentence describing Nabokov's response to Midget's situation, using a single dash
to state a final word or emphasize a thought.
© Prentice-Hall, Inc. from Speak, Memory 93

Name ________________________________________________ Date _ _ _ _ _ _ __
Reading for Success: Strategies for Reading Critically

When you read critically, you examine and question the writer's ideas, especially in light of ......J
his or her purpose. You also evaluate the information the writer includes (or doesn't include) as
support, and you form a judgment about the content and quality of the work. Here are specific
strategies to help you read critically.
• Recognize the author's purpose and bias. The author's purpose is his or her reason for
writing such as to inform, entertain, or persuade. Writers often write from a particular
bias-a point of view influenced by their experience.
• Distinguish fact from opinion. A fact is information that can be proved true or false. An
opinion cannot be proved true or false.
• Evaluate the writer's point or statements. Ask yourself if the writer presents facts that are
true, supports opinion with sound reasons, and if the writer's background or experience
qualifies him or her to make such a statement.
• Judge the writer's work. As you judge the work, ask yourself if the statements follow logi
cally, if the material is clearly organized, and if the piece holds your interest.
DIRECTIONS: Read the following opening passage from "Glove's Labor Lost" by Thomas Boswell
and apply the reading strategies to increase your comprehension. In the margin, write notes
showing where you recognize the author's purpose, distinguish fact from opinion, evaluate the
writer's points, and judge the writer's work.
from "Glove's Labor Lost" by Thomas Boswell

Each spring, when the ground loses its threadbare look, I wonder if
I should buy a baseball glove. It is a quick, fleeting thought. And
11
what would you do with it?" I ask myself, and that is that.
For so many years the five-finger, Warren Spahn 300 1 with the trap
per's web came up out of the wintry basement with a string tied
around it and an old ball clamped inside the pocket. Pulling that
string was a truer sign of spring than any robin.
My first glove, a parental gift at age eight, is now only a blurry
memory, less vivid than the cowboy guns and garbage cans that I
cherished at an earlier period. It was a very dark infielder model and it
lived a hard life.
It was once soaked in linseed oi/, because in the first stages of my
growing addiction I confused linseed with neat's-foot oil, the proper
glove preservative.
My rather academic parents thought linseed sounded foolish
enough to be correct, so into the oil bath went the new glove. The
linseed glove quickly dried up, cracked like a stoned windshield, and
literally flaked away.
During its year of disintegration, I laid plans for a real glove, one
that would last a millennium, or at least until high school.
lWarren Spahn 300: A baseball mitt named for Warren Spahn. who won 363 games in his twenty-one years as a pitcher.

While the first glove was just another toy to be misused, the sec
ond, bought with money I saved for over a year, fell somewhere be
tween the last toy and the first personal possession.
Once the money was saved, the shopping began. It took almost as
long as the saving. For weeks I was late coming home from school
since, after getting off my bus downtown, I would be buffeted by the
price tags, models, and signatures available at Irvings, Atlas, and
Woodie's. My mother accused me of knowing every glove in the city
personally. My father predicted, dourly, that I would grow up and
marry a ball.
With a mixture of elation and sadness I settled on the Spahn 300.
Before I handed over my thirteen dollars to Atlas, I had owned every
glove in town, and none of them. Now I had just one. I felt the same
paradoxical emotion next when I picked a college.
The new, properly neat's-footed glove slept on my bed at night
like a summer puppy and traveled back and forth to school every day,
wrist strap looped through belt.
In the alley, beside my house, I saved many a home run from going
over a hypothetical outfield fence, and before breakfast and after din
ner fielded many a lazy bouncer off the garage wall.
The glove, a ball, and the brick wall of my house, covered with ivy,
were my stadium and my major league. When the ball would stick in
the ivy, I would dislodge it by throwing sticks and rocks, but only
once, my glove. The Spahnie stuck thirty feet up in the ivy, barely
peeking out, and my heart hung there, too.
In a still vivid instant, I saw it in my mind's eye lodged there for
years, rotting, a testimony to my split-second insanity.
Once retrieved, the glove was never endangered again. I knew,
because everyone told me, that it was much too good a glove for a
young boy, and I kept it from the careless and uncaring hands of what
seemed like hundreds of would-be borrowers. It taught me lessons in
saying "No."
In fact, when my junior high principal, Dick Babyak, sees me now,
he still asks, sometimes, "Hey, Tom, can I borrow your glove?"
He still remembers that twenty years ago, when he was my princi
pal, math teacher, and summer camp director rolled into one, I would
not let him use it. He wasn't going to get me out in those Sunday
camp softball games with my own glove.
The Spahnie stayed with me nearly ten years. I used it in practice in
both high school and college, though I used the schools' big first
baseman's mitts in games.
Eventually, I lent the glove to Babyak in the summer (to his endless
amusement), and by high school I was playing on the same camp
counselors' team with him. By my college days he had stepped out of
most of the games, unable to hit the ball to the Mattaponi River every
time up, as he had once. I inherited his old position.
© Prentice-Hall, Inc. from Speak, Memory 95

Name ________________________________________________ Date _ _ _ _ _ _ __
from Speak, Memory by Vladimir Nabokov (text page 305)
Literary Focus: Personal Narrative

A personal narrative Is a true story about a memorable person, event, or situation in a
writer's life. Such a narrative is written from the first-person point of view. This episode from
Speak. Memory is a personal narrative in which Nabokov recalls his childhood reading experi
ences and, in so doing, reveals what those experiences meant to him. With precise descrip
tions, figurative language, and sensory details, Nabokov brings his past alive for the reader as
well. For example, Nabokov could have flatly said that money from the sale of his mother's ruby
ring paid for years of emigre life. Instead, Nabokov creates the metaphor of the ring as a crystal
ball (with himself as the crystal gazer), making the reader see the ring and the future it holds
for Nabokov and his family .
. . . and before turning the page she would place upon it her hand, with its familiar pigeon
blood ruby and diamond ring (within the limpid facets of which, had I been a better crystal
gazer, I might have seen a room, people, lights, trees in the rain-a whole period of emigre life
for which that ring was to pay).
DIRECTIONS: Read each of the following passages from Speak, Memory, and then answer each
question.
The kind of Russian family to which I belonged-a kind now extinct-had, among other
virtues, a traditional leaning toward the comfortable products of Anglo-Saxon civilization.
1. What two elements indicate that this sentence belongs to a personal narrative?
2. To what kind of family does Nabokov belong? What key words or phrases emphasize the
description?
The schoolroom was drenched with sunlight. In a sweating glass jar, several spiny caterpillars
were feeding on nettle leaves (and ejecting interesting. barrel-shaped pellets of olive-green
grass). The oilcloth that covered the round table smelled of glue. Miss Clayton smelled of Miss
Clayton. Fantastically, gloriously, the blood-colored alcohol of the outside thermometer had
risen to 24° Reaumur (86 0 Fahrenheit) in the shade .... Golden orioles in the greenery emitted
their four brilliant notes: dee-del-dee-O!
3. What senses does Nabokov engage in the reader with his description of the schoolroom?
4. What do you think those days in the schoolroom mean to Nabokov? How does Nabokovs
use of sensory details help you to draw your conclusion?
And, yes-the airship. Yards and yards of yellow silk went to make it, and an additional tiny
balloon was provided for the sole use of the fortunate Midget. At the immense altitude to
which the ship reached, the aeronauts huddled together for warmth while the lost little soloist,
still the object of my intense envy notwithstanding his plight, drifted into an abyss of frost and
stars-alone.
5. Why do you think Nabokov responds with envy and empathy to Midget's plight?

Name _____________________________________ Date _________
"With All Flags Flying" by Anne Tyler (text page 314)
Build Vocabulary
Spelling Strategy For words ending in a single consonant preceded by a single vowel,
in which the accent is not on the last syllable, do not double the final consonant when adding
a suffix that begins with a vowel. This rule holds true for dodder + ing = doddering and for
travel + er traveler. There are a few exceptions to the rule, however, such as programmed
and outfitting.
Using the Prefix mono-

A. DIRECTIONS: Each item contains a pair of words with the same base word. The definition of
the first word will help you determine the meaning of the second word. which contains the pre
fix -mono. meaning "one."
1. If polychromatic means "made up of many colors or hues." what might monochromatic
mean?
2. If democracy means "government by the people." what might monocracy mean?
3. If multilingual means "being able to speak several languages... what might monolingual
mean?
4. If a binomial is "a mathematical expression consisting of two terms." what is a monomial?
Using the Word Bank

B. DIRECTIONS: In the blank. write the letter of the definition next to the word it defines.
1. appurtenances a. attracting attention by being unexpected
2. conspicuous b. shaky. tottering. or senile
3. doddering c. having only one syllable
4. monosyllabic d. accessories
Using Synonyms
C. DIRECTIONS: In the blank, write the letter of the word that is most similar in meaning to the
word from the Word Bank.
1. doddering 2. conspicuous
a. decrepit a. plain
b. toddling b. able to be seen
c. wading c. distinct
d. stammering d. full of spite
© Prentice-Hall, Inc. With All Flags Flying 97

Name ______________________________________________ Date _______________
"With .All Flags Flying" by Anne Tyler (text page 314)
Build Grammar Skills: Past Participial Phrases

A participle is a verb form that Is used as an adjective. Regular past participles end in -ed. as
in cracked. Irregular past participles may end in -t or -en. as in sent and bitten, respectively.
Other irregular past participles are completely irregular, such as sung. told, or won.
A past participial phrase includes a past participle and all of the words related to it. Partici
ples may be modified by adverbs or adverb phrases, or they may have complements. A comple
ment is a noun. pronoun, or adjective that completes the meaning of a verb or verb form. Study
these examples:
Francie kept her face turned away, but she hugged him tightly.
The past participle turned is modified by the adverb away. The participial phrase turned
away modifies the nounJace.
She flung the door open on a narrow green room flooded with sunlight.
The prepositional phrase with sunlight is a complement to the past participle flooded. (With
sunlight actually functions as an adverb phrase telling how the room was flooded.) The past
participial phrase flooded with sunlight desCribes the noun room.
A. Practice: For each sentence, write the past participial phrase and the noun it modifies.
1. The dust. piled in the corners, was bothersome to him.

Past participial phrase: _______________________ Noun modified: _________________
2. Mr. Carpenter was a farmer with five daughters, now grown and married.
Past participial phrase: ___________________ Noun modified: __________________
3. He kept his fingers clenched upon the paper bag.

Past participial phrase: ______________ Noun modified: ____________
4. Firmly undaunted. he held to his course in spite of Clara's arguments.

Past participial phrase: ________________ Noun modified: ____________
B. Writing Application: For each item, follow the instructions and write a sentence that in
cludes a past participial phrase. An example is given.
Use a past participial phrase to modify the noun motorcycle.

The motorcycle, struck by the midday sun, glistened as it sped by.
1. Use a past participial phrase to modify the noun Clara.
2. Use a past participial phrase to modify the noun Mr. Carpenter.
3. Use a past participial phrase to describe the chair Mr. Carpenter uses at Clara's house.

Name ______________________________________________ Date ______________
"The Good Deed" by Pearl S. Buck (text page 340)
Reading Strategy: Make Inferences About Character

In real life. people do not always state directly their beliefs or their feelings. By observing the
words. actions. and interactions of people. we can then make inferences, or draw conclusions.
based on these observations. When you read a story. you should use this same technique to
gain a better understanding of fictional characters. Writers do not always state directly the feel
ings or beliefs of their characters. but they provide details about the words. actions. and
thoughts of their characters. As a reader you should carefully observe these details and use
them to make inferences about characters.
DIRECTIONS: As you read. use the following chart to record details that help you to make infer
ences about characters.
. Character's Actions Character's Words Inference

Young Mrs. Pan treats old Young Mrs. Pan respects old
Mrs. Pan with kindness. Mrs. Pan and feels compassion
for her.
"How is it ... that the children Old Mrs. Pan is concerned

do not ... obey?" about her grandchildren.
© Prentice-Hall, Inc. The Good Deed 107

Name ______________________________________________ Date ________________
Literary Focus: Dynamic Character

Most people change and grow as a result of their choices and expertences. In fiction, a
dynamic character is one who changes durtng the course of a story, while a static character is
one who does not change at all. Details of a character's thoughts, words, and actions indicate
whether or not a character expertences change durtng the course of a literary work.
DIRECTIONS: In "The Good Deed," the character of Old Mrs. Pan is a good example of a dynamic
character. Use the following chart to record details that show how she changes durtng the
course of the story.
Old Mrs. Pan as a Dynamic Character
Attitude at the beginning

of the story
Specific details showing

this attitude
Actions that indicate

a change
Attitude at the end

of the story
Specific details showing

this attitude

Name ____________________________________________ Date _ _ _ _ _ _ __
"Thoughts of Hanoi" by Nguyen Thi Vinh (text page 364)
"Pride" by Dahlia Ravikovitch (text page 366)
··Auto Wreck" by Karl Shapiro (text page 367)
··Before the Law" by Franz Kafka (text page 368)
Build Vocabulary
Spelling Strategy The prefix in-, meaning either "not" or "into," changes form when at
tached to words that start with certain letters. It becomes i/- before I (illegible); im- before b,
m, or p (imbalance, immature, importunity); and ir- before r (irregular). The prefix remains in
before words that start with all other letters, as in inappropriate and insatiable.
Using the Root -sat-

The root -sat- comes from a Latin word that means "full" or "enough." The root in English
has come to mean "completely" or "completely full."
A. DIRECTIONS: Apply what you know about the root -sat- to define these words.
1. sate ____________________________________________________________
2. satisfaction ____________________________.______________________
3. unsatisfactmy ________________.________________________
Using the Word Bank

\.., B. DIRECTIONS: In the blank, write the letter of the definition next to the word it defines.
l. importunity a. cannot be satisfied; constantly wanting more
2. contemplation b. unsettled
3. insatiable c. dull or stale because of overuse
4. deranged d. perSistence in requesting or demanding
5. convalescents e. convenient
6. banal f. people who are recovering from illness
7. expedient g. thoughtful inspection; study
Using Verbal Analogies

c. DIRECTIONS: Each question consists of a related pair of words in CAPITAL LETTERS, followed
by four lettered pairs of words. Choose the lettered pair that best expresses a relationship Simi
lar to that expressed in the pair in capital letters. In the blank. write the letter of your chOice.
1. BANAL: EXCITING :: 2. EXPEDIENT: SUITABLE::
a. tired : weak a. warped: straight
b. familiar: new b. matched: paired
c. old: young c. timely: late
d. cold : warm d. ill-advised: inappropriate
© Prentice-Hall, Inc. Hanoi/Pride/Wreck/Law 109

Name ________________________________________ Date _______________
"Auto Wreck" by Karl Shapiro (text page 367)
"Before the Law" by Franz Kafka (text page 368)
Build Grammar Skills: Present Participial Phrases

A present participle is a verb fonn that ends in -ing and serves as an adjective. In a present
participial phrase. a present participle and any words that modify it combine to function as an
adjective. Remember that an adjective modifies a noun or pronoun. Look at these examples
from "Before the Law. fl
Present Participle
He waves him nearer, since he can no longer raise his stiffening body.
In this sentence. the present participle stiffening acts alone to modify the noun body. It is not
a participial phrase.
Present Participial Phrase
He forgets the other doorkeepers and this one seems to him the sole obstacle preventing ac
l
cess to the Law.
In this present participial phrase. the words access to the Law complete the meaning of the
participle preventing. Words that complete the meaning of a verb fonn are called complements.
A. Practice: Underline each present participial phrase. Then circle the word it modifies.
1. Franz Kafka. hoping his will would be followed. asked that all his unpublished works be
burned.
2. Karl Shapiro writes of an ambulance entering the crowd of onlookers.
3. T he onlookers watch the cops hanging lanterns on the twisted wrecks.
4. Nguyen Thi Vinh writes of grandmothers chewing betel leaves, a common practice in
Southeast Asia.
5. Writing years later, Nguyen Thi Vinh recalls her home country.
B. Writing Application: Use the verb in parentheses to write a present participial phrase that
modifies the italicized noun in each of the following sentences. Make sure that your phrase
functions as an adjective that modifies the specified noun.
1. The sound of the screen door (slam) __________________________ startled us.
2. As we waited for the bus we watched the pedestrians (hurry) ________________

3. The tea kettle (whistle) ________________________ alerted us to the fact
that the water was hot.
4. (Wait) ___________________________ Miller jangled the change in his pocket
until the light turned green.

Name _____________________________________________ Date ____________
"Before the Law" by Franz Kafka (text page 36S)
Reading Strategy: Evaluate Writer's Message

Evexything you read has a message. For advertisements, the message is easy to figure out:
"Buy me." For poems and fiction, the message may lie hidden in the fabric of the poem or stoty.
Readers must ask themselves what it Is that the writer wants them to take away from the poem
or stoty. What does this writer want to communicate through this work? It might be a renewed
faith in the goodness of people, or it might be a confirmation that evil never wins.
Once you identify it, you can evaluate the writer's message. Is the message logical? Is it
valid? Does the author support the message well? How? You mayor may not agree with the
message, but you can still evaluate its Validity.
DIRECTIONS: Answer the questions that follow to evaluate the message in each poem.
1. What Is Ravikovitch's message in "Pride"?
2. What image or images does Ravikovitch use to support her message?
3. Given her support of the message, is the message logical or valid? Explain why or why not.
4. What idea does Kafka want to communicate to readers in "Before the Law"?
5. Cite at least two lines from the work that particularly conveyor support Kafka's message.
6. How valid is Kafka's message? Has he supported it sufficiently to make it believable? Ex
plain your answer.
© Prentice-Hall, Inc. Hanoi/Pride/WrecklLaw 111

Name _______________________________________________ Date ________________
"Thoughts of Hanoi" by Nguyen TIlt Vinh (text page 364)
"Before the Law" by Franz Kafka (text page 368)
Literary Focus: Theme

What does this poem say about human life and values? This Is a question you can ask your
self to discover the theme of a poem. The theme of a poem or of any literary work is its central
meaning. In many literary works. the theme is not stated directly: writers often express their
themes indirectly.
DIRECTIONS: Examine how two poets convey the themes of their poems through descriptions.
images. and ideas.
"Thoughts of Hanoi" by Nguyen Thl Vlnh
What is the theme of "Thoughts

of Hanoi"?
How does Nguyen Thi Vinh

reveal the theme in this poem?
What words or phrases does the

poet use to convey the theme?
I I
What is the theme of "Auto

Wreck"?
In what particular lines does

Shapiro come closest to
expressing the theme?
What other words or phrases

does Shapiro use to convey his
theme?

Name ________________________________________________ Date _______________
"The Widow and the Parrot" by Virginia Woolf (text page 383)
Build Vocabulary
Spelling Strategy The rule of placing i before e except after c or when sounded like a
as in neighbor or weigh has some exceptions. For instance. ei in sovereigns is not sounded
like a; however, i is placed after e. not before.
Using Forms of sagacity

The Latin word sagax, which means "keen" or "acute," is the source for sagacity and its re
lated words. Sagacity means "wisdom," or "keen judgment."
A. DIRECTIONS: Knowing what sagacity means, write a definition for each related word in the fol
lowing sentences.
1. The sagacious judge could see through the prosecutor's ploy to admit unlawful evidence.
sagacious:
2. Years of experience have made my grandmother the family sage.

sage: ___________________________________________________________________
3. T he parrot sagaciously observed Joseph and later led Mrs. Gage to the old miser's fortune.
sagaciously: ____________________________________________________________
\...... Using the Word Bank

B. DIRECTIONS: Fill in the chart with a noun, a verb, and an adjective that has a close relation
ship to each Word Bank word.
Noun Verb Adjective
1. ford
2. dilapidated
3. sovereigns
4. sagacity
Understanding Antonyms
C. Each of the following questions consists of a word in CAPITAL LETfERS fol
DIRECTIONS:
lowed by four lettered words or phrases. Circle the letter of the word or phrase that is most
nearly opposite in meaning to the word in capItal letters.
1. DILAPIDATED:
a. neglected b. tidy c. maintained d. new
2. FORD:
a. bridge b. deep c. rapids d. gully
© Prentice-Hall, Inc. The Widow and the Parrot 113

Name _____________________________________________ Date _ _ _ _ _ _ __
Build Grammar Skills: Correct Use of Adjectives and Adverbs

When choosing modifiers. avoid confusing adjectives and adverbs. Remember that adjectives
modifY nouns and pronouns. and adverbs modifY verbs, adjectives, and other adverbs. A com
mon mistake is the use of an adjective to modifY a verb where an adverb would be correct.
Notice the use of adjectives and adverbs in these sentences from "The Widow and the Parrot...
. . . his feathers were sadly neglected. (The adverb sadly modifies the predicate adjective ne
glected.)
"Perhaps he is unhappy, .. ." she said. (The predicate adjective unhappy modifies the subject
pronoun he.)
A. Practice: Circle the adjective or adverb that correctly completes each sentence. Underline
the word it modifies and label that word's part of speech.
1. When Mrs. Gage knocked at the door, the parrot shrieked (loud/loudly).
2. She was (kind/kindly) to James the parrot. giving him sugar.
3. The dilapidated house looked (terrible/terribly).
4. Although she felt (regretful/regretfully) about the neglected parrot, Mrs. Gage knew she
had to sell him.
5. Mrs. Gage stumbled (clumsy/clumsily) along the river bank.
B. Writing Application: Write answers to the following questions. Include an appropriate ad
jective or adverb.
1. How did Mrs. Gage sleep after returning from the fire?
2. At first. how did Mrs. Gage react to the parrot's tapping at the window?
3. In what manner do Mrs. Gage and James make their way to the ruined house?
4. How would you describe the parrot's actions in the kitchen?
5. What did the sovereigns look like?

Name ______________________________________________ Date ____________
Reading for Success: Strategies for Reading Fiction

Just as mapping out a strategy for a vacation helps ensure a pleasant trip. applying effective
strategies as you read fiction helps you understand and enjoy what you are reading. When you
read fiction. use the following strategies:
• Predict what will happen or what the author will say. You may base your prediction on
your own experience in a similar situation or on information that has been provided in the
text.
• Identify with a character or the situation. Put yourself in the place of the character and
experience his or her thoughts and feelings. Ask yourself how you would handle the situation.
• Envision the setting and the action. Use details from the story to create a picture in your
mind, as if you were watching the story unfold on the big screen.
• Make inferences. Look beyond the literal meaning of the words to obtain a full picture of
what the author means.
• Draw condusions. A conclusion is a general statement that you can make and explain by
reason or that you can support with details from the text.
• Respond. Think about what the story means.
DIRECTIONS: Read the following passage from "The Homecoming Stranger" by Bei Dao, and apply
the reading strategies to increase your comprehension. In the margin. write notes showing where
you predict what will happen. identify with a character or the situation. envision the setting and
the action. make inferences. and draw conclusions. Finally. write your response to the selection.
"The Homecoming Stranger" by Bei Dao

The following is the opening passage of this story set in China in
the aftermath of the Cultural Revolution. when thousands ofChinese
were imprisonedfor political crimes.
Papa was back.
After exactly twenty years of reform through labor, which took him
from the Northeast to Shanxi, and then from Shanxi to Gansu, he
was just like a sailor swept overboard by a wave, struggling blindly
against the undertow until miraculously he is tossed by another wave
back onto the same deck. The verdict was: it was entirely a misjudg
ment, and he has been granted complete rehabilitation. That day,
when the leaders of the Theater Association honored our humble
home to announce the decision, I almost jumped up: when did you
become so clever? Didn't the announcement that he was an offender
against the people come out of your mouths too? It was Mama's
eyes, those calm yet suffering eyes, that stopped me.
Next came the dress rehearsal for the celebration: we moved from
a tiny pigeon loft into a three-bedroom apartment in a big building;
sofas, bookcases, desks, and chrome folding chairs appeared as if by
magic (I kept saying half-jokingly to Mama that these were the
troupe's props); relatives and friends came running in and out all day,
2 SIuuui (shan' she'): Province of northeast China

3 Gan.u (gAIl' su'): Province of northwest China
© Prentice-Hall. Inc. The Widow and the Parrot 115

until the lacquer doorknob was rubbed shiny by their hands, and even
those uncles and aunts who hadn't shown up all those years rushed to
offer congratulations .
. . . all right, cheer, sing, but what does all this have to do with me?
My Papa died a long time ago, he died twenty years ago, just when a
little four- or five-year-old needed a father's love-that's what Mama,
the school, kindhearted souls, and the whole social upbringing that
starts at birth told me. Not only this, you even wanted me to hate
him, curse him, it's even possible you'd have given me a whip so I
could lash him viciously! Now it's the other way round, you're wearing
a different face. What do you want me to do? Cry or laugh?
Yesterday at dinner time, Mama was even more considerate than
usual, endlessly filling my bowl with food. After the meal, she drew a
telegram from the drawer and handed it to me, showing not the
slightest sign of any emotion.
"Him?"
"He arrives tomorrow, at 4:50 in the afternoon."
I crumpled the telegram, staring numbly into Mama's eyes.

"Go and meet him, Lanlan." She avoided my gaze.
"I have a class tomorrow afternoon."
"Get someone to take it for you."
I turned toward my room. "I won't go."
"Lanlan." Mama raised her voice. "He is your father, after aill"
"Father?" I muttered, turning away fiercely, as if overcome with

fear at the meaning of this word. From an irregular spasm in my heart,
I realized it was stitches from the old wound splitting open one by
one.
Response:

Name _______________________________________________ Date ________________
Literary Focus: Motivation

The reason for a character's actions or words Is called mDtivation. Understanding why char
acters act as they do will help you make sense of story events. For instance, in 'The Widow and
the Parrot," Mrs. Gage continues to send Christmas cards to her brother, even though he never
acknowledges them. If you consider that Mrs. Gage is an elderly widow with no other living
family, you can better understand her attempts to remain in touch with her brother, despite
his indifference.
DIRECTIONS: Explore the motivations of characters in "TIle Widow and the Parrot" by answering
the following questions.
1. What might have motivated Joseph Brand to treat the parrot well?
2. Although Mrs. Gage seems like a kind woman, she complains about her brother as she
walks along the river bank. What motivates her negative words?
3. Suggest two motivations the parrot might have for burning the house.
4. What motivates Mrs. Gage to keep the secret of the recovered gold to herself?
5. What do you think finally motivates Mrs. Gage to reveal her secret?
6. Why do you think the parrot dies immediately after Mrs. Gage dies?
7. How does understanding Mrs. Gage's motivations early on help you predict her actions
later in the story?
© Prentice-Hall, Inc. Tne Widow and tne Parrot 117

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ Date _ _ _ _ _ _ __
"Civil Peace" by Chinua Achebe (text page 396)
Build Vocabulary
Spelling Strategy Many words in English end in -ible or -able. Fewer words end in -able.
The words inestimable, amenable, and disreputable are among the words with the -able
ending. Words ending in -ible include sensible, impossible, and flexible.
Using Forms of disreputable

The word root -reput-, which means "to be regarded," anchors the meaning of words such as
disreputable.
A. DIRECTIONS: Knowing that disreputable means "not respectable," rewrite each sentence. re
placing the italicized words with disreptutable, reputation, or reputed.
1. The newspaper criticized the man reported to be a gangster.
2. He felt his public image had been tarnished.
3. Most people dismissed the not highly regarded paper's claims.
Using the Word Bank

B. DIRECTIONS: Match each word in the left column with its definition in the right column. In
the blank. write the letter of the definition next to the word it defines.
1. inestimable a. poverty-stricken; in great need
2. disreputable b. building
3. amenable c. commanding; powerful
4. edifice d. responsive; open
5. destitute e. priceless; beyond reckoning
6. imperious f. sympathize; share suffering
7. commiserate g. not respectable
c. DIRECTIONS: Each question below consists of a word in CAPITAL LE1TERS followed by four
lettered words. Circle the letter of the word that is most nearly opposite in meaning to the word
in capital letters.
1. AMENABLE:
a. hesitant b. attentive c. remote d. uncertain
2. IMPERIOUS:
a. law-abiding b. authoritative c. friendly d. frightened

Name _______________________________________________ Date _________
Build Grammar Skills: Past and Past Perfect Tenses

The past tense of a verb indicates that an action began and ended in the past. The past per
feet tense indicates a past action that was completed before another past action took place. It
is formed with had and the past participle of a verb (the form ending in -ed or an irregular end
ing such as -n or -tJ.
Jonathan Iwegbu counted himself extraordinarily lucky. He had come out of the war with five
inestimable blessings ...
In the first sentence, the verb counted indicates something that happened in the past. In the
second sentence, the past perfect had come indicates an action that took place before Jonathan
counted himself lucky.
A. Practice: In the following sentences, circle the verbs in the past tense and underline the
verbs in the past perfect tense.
1. At the end of a fortnight he had made a small fortune of one hundred and fifteen pounds.
2. He had seen a man a couple of days earlier collapse jnto near-madness in an instant before
that oceanic crowd.
3. His children picked mangoes near the militcny cemetary and sold them to soldiers' wives.
4. Perhaps they had scared the thief away.
5. Then he made the journey to Enugu and found another miracle waiting for him.
B. Writing AppUcation: Use past and past perfect forms of verbs to answer the following
questions.
1. At the end of the war, how had Jonathan's family chcmged?
2. What was unusual about the spot where Jonathan hid his bicycle during the war?
3. In what condition did Jonathan expect to find his house?
4. Why did Jonathan receive an "egg-rasher"?
5. How did one man lose his money?
@ Prentice-Hall, Inc. Civil Peace 119

Name __________________ Date _ _ _ _ __
Reading Strategy: Use Prior Knowledge

Whether or not you have lived through a war. you can use your prior knowledge, or what
you already know and can relate to, to help you understand Jonathan's experiences and reac
tions in "Civil Peace."
For instance. Jonathan doubts the genuineness of the officer who commandeers his bicycle.
While you may not be familiar with military officers and how they look and behave. you proba
bly have felt uncertain about the truthfulness of another person's actions or words. You can
use this prior knowledge to understand Jonathan's reaction to the suspicious officer.
DIRECTIONS: For each story detail, list one example of prior knowledge that can aid your under
standing.
Story Detail Prior Knowledge

1. Jonathan earns money by taking people
across the border on his bicycle.
2. Jonathan feels astonished and grateful to

find his house intact after the war.
3. As he walks home, Jonathan grips his

egg-rasher money tightly in his pocket.
4. When thieves come in the middle of the

night, Jonathan and his family fear for their
lives.
5. Despite losing his money, Jonathan feels

lucky that he and his family escaped
unharmed.

Name _______________________________________________ Date _________
Literary Focus: Key Statement

A key statement reveals the central meaning of a story. Several times in Achebe's "Civil
Peace" Jonathan thinks or says "Nothing puzzles God." By examining the instances in which
the key statement appears, you can unlock the meaning of Achebe's story.
A. DIRECTIONS: Complete the following chart. Under Key Statement, copy the exact line from
"Civil Peace" in which the statement "Nothing puzzles God" appears. Under Situation, describe
the instance in which the statement is used.
Key Statement Situation
1.
2.
3.
4.
B. DIRECTIONS: Use the completed chart and details from the story to answer the following ques
tions.
1. By saying "Nothing puzzles God," what does Jonathan reveal about his own thinking?
2. How do the situations in which Jonathan says or thinks "Nothing puzzles God" compare?
Are they positive or negative? Explain.
3. What significance does the statement have for Jonathan?
4. How does the key statement "Nothing puzzles God" unlock the meaning of "Civil Peace"?
© Prentice-Hall, Inc. Civil Peace 121

Name _______________________________________________ Date ______________
"The Bean Eaters" by Gwendolyn Brooks (text page 406)

"How to React to Familiar Faces" by Umberto Eco (text page 408)
Build Vocabulary
Spelling Strategy The difficulty of pronouncing certain letters when they occur next to
each other causes the spelling of some prefixes to change. The n in the prefix syn- changes to
m when the prefix is attached to a word that begins with b, m, or p. The words symbiosis,
symmetry, and symposium are examples.
Using the Root -ami-

The word root -ami- means "friend." The root -ami- appears in the Word Bank word amiably.
which means "in a friendly way."
A. DIRECTIONS: Complete each of the following sentences with one of the words in the list. Use
context clues and what you know about the root -ami- to choose the correct word.
amiability amicably amities
1. The co-workers resolved their differences _____________
2. The _____________ between the two nations and their citizens have existed for centuries.
3. Friendly and easygoing, Jack easily won the _____________ contest.
Using the Word Bank

B. DIRECTIONS: Answer each of the following questions to demonstrate your understanding of
the Word Bank words. Circle the letter of your choice.
1. Which of the following describes a syndrome?

a. Michelle fell into the habit of napping after school, then staying up past midnight to fin
ish her homework. During the day, she felt tired and out of sorts. She couldn't wait to
get home from school so she could sleep.
b. Steven caught four colds last winter. Each one seemed more severe than the last.
2. Which of the following is an example of a speaker who is expounding?

a. a teacher gives a IS-minute overview of a novel
b. a teacher spends an hour explaining the events in Europe that led up to World War I
3. Which of the following describes someone who is behaving amiably?

a. Mr. Martin nods to most of the students he meets in the hall, and greets those whom he
knows by name.
b. Mrs. Petrill is walking down to the corner market. She takes her time and stays along
the edge of the sidewalk. She purchases a few items, thanks the clerk with a nod, and
walks slowly home.
Recognizing Synonyms
C. DIRECTIONS: Circle the word or phrase that is closest in meaning to the Word Bank word.
1. amiably 2. expound
a. capably a. marvel
b. in a disagreeable manner b. clarify
c. accurately c. hammer
d. with friendliness d. concentrate

Name _______________________________________________ Date _ _ _ _ _ _ __

"Bow to React to Familiar Faces" by Umberto Eco (text page 408)
Build Grammar Skills: Pronoun Agreement

With Indefinite Antecedent
A pronoun always refers to a noun or another pronoun. The word to which a pronoun refers
is called its antecedent.
ANTECEDENT PRONOUN
Brooks was born in 1917. That makes her an octogenarian.
In the preceding example, the antecedent Brooks is Singular and feminine, so the pronoun her,
which refers to Brooks, is also singular and feminine. Tht~ pronoun is said tg agree in number
and gender with its antecedent.
Sometimes the antecedent of a pronoun is an indefinite pronoun, which indicates number
but not gender. Following Is a list of common indefinite pronouns, categorized by number.
Singular Plural Singular or Plural
one, anybody, anyone, each, both, few, many, several all, any, most, none, some
either, everybody, everyone,
neither, nobody, no one,
somebody, someone
When we speak informally, we often use a plural pronoun to refer to singular indefinite pro
noun antecedents.
Informal: Everyone has their ticket for the play.
The indefinite pronoun everyone is singular, however, and it must be referred to in standard
speech and in writing by a singular pronoun. Since the gender of the singular pronoun Is indef
inite, use his or her to make the sentence accurate.
Formal/Standard: Everyone has his or her ticket for the play.
A. Practice: In each sentence, circle the pronoun and write S above it if it is sIngular or P if it
is plural. Underline the pronoun's antecedent and indicate whether it is singular or plural.
Then identify whether the pronoun and antecedent agree in number by writing C for correct or
I for incorrect in the space prOvided. An example has been provided.
s P
Example: I Someone has left~books next to the water fountain.
1. When it comes to trees, most survive if it can have access to enough water.
2. Knowing my daughters, each will want to choose her own outfit.
3. Anyone who wants to see the exhibit should get their reservation in early.
B. Writing Application: Following the instructions, write sentences in which pronouns agree
in number and gender with their indefinite pronoun antecedents.
1. Use everyone as the subject of a sentence about seeing familiar faces.
2. Use jew as the subject of a sentence about meeting celebrities.
3. Use anyone as the subject of a sentence about talking to celebrities.
© Prentice-Hall, Inc. Eaters/Faces 123

Name _______________________________________________ Date _ _ _ _ _ _ __
"How to React to Familiar Faces" by Umberto Eco (text page 408)
Reading Strategy: Respond to Connotations and Images

When you work on building your vocabulary, you work on the denotation of words-the
meaning given in the dictionary. When you write, or when you read what others have written,
you need to consider the connotations of words. Connotations are the emotions or feelings as
sociated with a word. For example, the words hurry and race both mean "to go quickly." The
word race, however, has the added connotation of "with determination" or "frantically."
Words can have negative or positive connotations, or they can be neutraL Words such as
desk, pencil, and paper are neutral; they don't cause emotional responses in readers. Now
think about the words huny and race again. Do you prefer to hurry through a day, or to race
through a day? In this context, race has negative connotations because it connotes tension or
stress.
The connotations you associate with words affect how you respond when you see them. This,
in tum, affects your overall reaction to what you read. Watch for words that have positive or
negative connotations as you read. Identifying them will help you understand how you feel
about what you are reading.
A.DIRECTIONS: Indicate whether each of the following words has positive connotations, negative
connotations, or is neutral.
l.strolling _ _ _ _ _ _ _ _ ___ 5. confusion _ _ _ _ _ _ _ _ __
2. insist _ _ _ _ _ _ _ _ _ __ 6. amiably __________________
3. dragged ______________ 7.dinner ____________
4. casual _ _ _ _ _ _ _ _ _ __ 8. clothes _ _ _ _ _ _ _ _ __
B. DIRECTIONS: Explain the connotations of each word in the following groups of words.
1. hot. stifling
2. staring, meditating _____________________________________________
3. gOssip,chat __________________________________________
4. straightforward, blunt, curt __________________________________

5. idle, lazy _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
C. DIRECTIONS: Review the first two sentences of Umberto Eco's essay. Explain your response to
the image he creates. Note any words that have particular positive or negative connotations in
those sentences.

Name ______________________________________________ Date
"How to React to FamlUar Faces" by Umberto Eco (text page 408)

As readers, we respond to what we read with a variety of emotions. The attitudes and feel
ings that the writer expresses about the subject make up the tone of a literary work. Writers
express their attitudes-that is, they create the tone-by means of word choice, the type of lan
guage they use, and the details they choose to relate. Consider how these two descriptions of a
rainy day differ in tone.
The day and everything about it was sodden, gray to the core.
The puddle washed my boots just as the rain had cleansed every leaf and blade of grass.
By relating different details about the day and by careful word choice, two completely differ
ent attitudes are revealed in these sentences.
DIREcTIONS: Answer the following questions to help you analyze the tone of "The Bean Eaters"
and "How to React to Familiar Faces."
1. Would you say that Gwendolyn Brooks is revolted by the two characters in her poem. or re
spectful of them? What words or details in the poem support your answer?
2. By what means does Umberto Eco establish a friendly. comfortable tone in his essay? Cite
examples from the essay to support your answer.
3. Reading this essay, a reader can tell that Eco is amused by the behavior of people who
meet celebrities. What if. instead of being amused. he were disgusted or outraged by this
behavior? What would have to change in the essay to convey a tone of outrage?
© Prentice-Hall, Inc. Eaters/Faces 125

Name ____________________________________________ Date _ _~_ _ _ __
"A Picture From the Past: Emily Dickinson" by Reynolds Price (text page 414)
"What Makes a Degas a Degas?" by Richard Miihlberger (text page 416)
Build Vocabulary
Spelling Strategy The Word Bank word austere ends in a silent e. Depending on what
suffix you are adding to the word austere, the silent e mayor may not be dropped. To form
the noun austerity, the silent e is dropped because the suffix -ity begins with a vowel. To form
the adverb austerely, the silent e remains because the suffix -Iy begins with a consonant.
Using the Root -cent-

A.DIRECTIONS: The word root -cent-, which means "hundred," appears in a number of English
words. Using what you know about -cent-, determine the meaning of the following words.
1. centenruy __________________________________________________________
2. centiliter ________________________________________________
3. centigram ______________________________________________
Using the Word Bank

B.DIRECTIONS: Replace each italicized word or group of words with a word from the Word Bank.
Rewrite the sentence in the space provided.
1. For many poets, Emily Dickinson's work is a huge and powerful influence.
2. If Walt Whitman were still alive, he would be a one-hundred-year-old person.
3. Emily Dickinson's father was a severe man who took little interest in his daughter's life.
4. Paintings that are covered in tough varnish are sometimes difficult to restore.
Using Antonyms
C. DIRECTIONS: In the blank, write the letter of the word or phrase that is most nearly opposite
in meaning to the Word Bank word.
1. titanic 2. lacquered 3. austere
a. powerful a. unprotected a. severe
b. colossal b. picturesque b. harsh
c.
d.
trivial
huge
c.varnished
d. covered
c. frugal
d. moderate
...J
Name _____________________________________________ Date ________________
Build Grammar Skills: Compound Sentences

A compound sentence contains two or more independent clauses linked by a coordinating
conjunction-and, but, or or-or by a semicolon. A comma generally precedes a coordinating
conjunction unless the clauses are very short. Look at the following compound sentence.
He seems to be trying to keep out of the way, but his protruding profile overlaps a ballerina.
In this sentence. the coordinating conjunction but joins the two main clauses. each of which
could stand as an independent sentence.
A. Practice: Read each of the following compound sentences. Where needed. correct the sen
tences by adding coordinating conjunctions. semicolons. and commas. For those sentences
that need no revision. write correct. Remember that a comma should appear before each coordi
nating conjunction.
1. Oil paints appealed to Degas; with them, he could convey the same sense of freshness as
with pastels.
2. One ballerina bends and stretches another adjusts her shoulder strap.
3. Emily Dickinson lived a private life she traveled away from her home in Amherst less than
one dozen times.
4. During her lifetime. Dickinson wrote nearly two thousand poems they were not discovered
until after her death.
B. Writing AppUcatlon: Combine each pair of sentences with a coordinating conjunction or

semicolon. Remember to place a comma before each coordinating conjunction.
1. Emily Dickinson lived an extremely private life. Her brothers were very public. even flam
boyant. men.
2. Reynolds Price describes Dickinson as a homely girl. He focuses on details such as her
~lopsided face" and ~oddly dead eyes."
3. Ballerinas were one of Degas' favorite painting subjects. He often painted them in candid
moments backstage.
© Prentice-Hall, Inc. Picture/Degas 127

Name _________________________________ Date _ _ _ _ _ _ __
Reading Strategy: Relate Images to Text

In Reynolds Price's essay, Prtce carefully examines in words an anonymous daguerreotype of
the poet Emily Dickinson. In Richard Miihlberger's essay, Miihlberger analyzes the theme,
technique, style, and composition of two of Edgar Degas' paintings. In both cases. the writers
acquire information from specific visual sources. As readers. we gain a deeper understanding of
the authors' words and of the respective images by relating the images to the text. Together.
words and images sometimes convey a meaning that neither can convey alone. You relate im
ages to text by carefully studying the images as you read each author's descrtptions and inter
pretations. For example. when Prtce descrtbes Emily Dickinson's "sensible rough-knuckled
hands." you should be able to look at the daguerreotype and actually see her hands. What
makes the author conclude that they are "sensible"?
DIRECTIONS: For one or both essays. complete the following chart. identifYing three of the au
thor's descrtptions of. and conclusions about, a visual image. In the third column. explain your
interpretation of the image. If you agree with the author's interpretation. state that as well.
Essay title: ________________________________________
Author's Description Author's Conclusion Your Interpretation

1.
2.
3.

Name ______________________________________________ Date _ _ _ _ _ _ ___
Literary Focus: Analytical Essay

Analysis is the act of dividing a subject into parts and then detennining how the parts are
related. In an analytical essay. a large idea is broken down into its smaller parts. By closely
examining these parts, a writer helps the reader understand how the parts fit together and
what they mean as a whole. For example, in "What Makes a Degas a Degas?" Miihlberger ex
amines characteristics of two of Degas' paintings. Collectively. the parts of Miihlberger's essay
create an overall impression of Degas' work and his approach to it.
DIRECTIONS: Answer each of the following questions about the two essays.
1. On what details about the daguerreotype of Dickinson does Price focus in his opening
paragraph?
2. How does Price relate these details to the life of Emily Dickinson? Which does Price mean
by saying. "such a picture and a face"?
3. What overall impression of Emily Dickinson does Price create? Which parts or details
create this impression? .
4. Into what parts. or categories. does Miihlberger divide his analysis of Degas' two paintings?
5. What overall impression of Degas' approach to his work do you gain from Miihlberger's
analysis of Degas' technique?
6. What details support Miihlberger's general point that Degas sought to achieve a sense of
spontaneity or immediacy in his work?
© Prentice-Hall, Inc. Picture/Degas 129

Name ______________________________________________ Date ___________
"Tbe Orpban Boy and the Elk Dog." a Blackfeet Myth (text page 428)
Build Vocabulary
Spelling Strategy When writing words ending in silent e, drop the e before adding a
suffix beginning with a vowel. For example, the suffix -ing added to the word emanate forms
the Word Bank word emanating.
Using Homographs
At the beginning of 'The Orphan Boy and the Elk Dog," Long Arrow is forced to eat food
scraps he finds in refuse heaps. The word refuse is a homograph. a word with the same
spelling as at least one other word but with a different meaning and a different pronunciation.
In this story. refuse (ref'yoos) is a noun meaning "garbage." The word refuse (ri fyooz') is a verb
meaning "to reject." You can figure out the meaning of a homograph from its context in the
sentence, and you can use a dictionary to verify its correct pronunciation.
A. Consult a dictionary to confirm the two meanings and pronunciations of each of

DIRECTIONS:
the following homographs. Then write two sentences for each word, showing its two different
meanings.
1. lead
2. slough
Using the Word Bank

B. DIRECTIONS: Rewrite the following sentences, replacing the italicized phrase with a Word
Bank word.
1. Long Arrow ate with great pleasure the food given to him by the holy man.
2. Power seemed to be coming forth from the holy man.
C. DIRECTIONS: Each question below consists of a related pair of words in CAPITAL LEITERS
followed by four lettered pairs of words. Circle the letter of the pair that best expresses a rela
tionship similar to that expressed in the pair in capital letters.
1. EMANATING: NOISE:: 2. RELISH: DISGUST:: 3. STIFLE: SMOTHER ::
a. smile: laugh a. simple: complex a. encourage : cultivate
b. rising: fall b. love : hate b. quiet: silence
c. glowing: light c. enjoy: like c. shout: whisper
d. walking: run d. enormous: big d. happily : joyfully

Name ______________________________________________ Date ______~ ____
"The Orphan Boy and the Elk Dog." a Blackfeet Myth (text page 428)
Build Grammar Skills: Commonly Confused Words:

accept and except
Although the words accept and except have a similar look and sound, they have completely
different meanings. The word accept is a verb meaning "to receive" or "to agree with." The word
except is usually a preposition meaning "not including," and sometimes a verb meaning "to
leave out." Notice the correct use of accept and except in the following sentences:
Many villagers did not accept the chief's decision to welcome the orphan boy.
People continued to except Long Arrow from the community.
Everyone except Long Arrow failed in trying to find Elk Dogs.
A. Practice: For each of the following sentences, circle the correct word in parentheses.
1. The chiefwas surprised when Long Arrow (accepted/excepted) the difficult challenge.
2. Long Arrow felt that his people might finally (accept/except) him if he found the Elk Dogs.
3. The boy left, and no one (accept/except) his grandfather knew where he was going.
4. Long Arrow (accepted, excepted) Good Running's advice and traveled south.
5. Throughout his journey. Long Arrow tried to be brave and (accept/except) fear from his
mind.
\.,.. 6. Long Arrow gave away all (accept/except) two of the Elk Dogs to his grandparents.
B. Writing Application: Write a short paragraph describing a character or scene from the
myth "The Orphan Boy and the Elk Dog." In your paragraph, correctly use the word accept
twice and the word except twice. You may change the fonns of the words by adding suffixes.
For example. acceptance. excepted. and so on.
,---_._
© Prentice-Hall, Inc. The Orphan Boy and the Elk Dog 131
Name ______________________________________________ Date ________________
Reading Strategy: Identify With a Character

When you identify with a character, you put yourself in the character's place and share his
or her experiences and feelings. In "The Orphan Boy and the Elk Dog," Long Arrow faces many
difficult and unusual experiences. Imagine yourself in Long Arrow's place as he deals with each
of these situations. How would you feel? How would you act? Answering these questions as you
read will help you to understand the character of Long Arrow and find meaning in his story.
DIRECTIONS: In the following chart, make notes about Long Arrow's reactions to the story's im
portant events. Then try to put yourself in Long Arrow's place. Describe what you might say.
do, or feel in the same situations and why you might have these reactions.
Situation What Long Arrow says, What you might say,

does, or feels do, or feel and why
Long Arrow is shunned by his
people and then loses his sis
, ter, the one person who loves
! him.
I
The village departs, leaving
Long Arrow completely alone.
Long Arrow regains his sense of

hearing and is adopted by
Good Running.
Good Running tells Long Arrow

about the legend of the Elk
Dogs.
Long Arrow approaches the

Great Mystery Lake and is told
he must dive straight to its
bottom.
Long Arrow returns to the

village with Elk Dogs.
i
Name ________________________________________________ Date __~__~_________
Literary Focus: Myth

Most cultures throughout the world have created their own myths. or traditional stories that
attempt to explain the mysteries of nature, the otigin of humans, or the behaviors and customs
of a people. Myths generally involve mysterious, immortal, or larger-than-life characters, and
the details of a myth often reveal the values, customs, and beliefs of a particular culture.
DIRECTIONS: Explore the ways in which "The Orphan Boy and the Elk Dog" fits the definition of
a myth by rereading the following passages from the stoI)'. Explain how each passage presents
details typical of a myth, such as details related to mysterious, larger-than-Ufe characters or
details that indirectly reveal the values, customs, and beliefs of Blackfeet culture.
1. Eventually the game was hunted out near the camp that the boy regarded as his, and the people
decided to move. The lodges were taken down, belongings were packed into rawhide bags and put
on dog travois, and the village departed.
2. He had to learn to speak and to understand well, and to catch up on all the things a boy should
know. He was a fast learner and soon surpassed other boys his age in knowledge and skills.... He
grew up into a fine young hunter, tall and good-looking in the qUilled buckskin outfit the chief's wife
made for him.
3. Long Arrow wandered on, walking for long hours and taking little time for rest. Through deep
canyons and over high mountains he went, wearing out his moccasins and enduring cold and heat,
hunger and thirst.
Finally Long Arrow came face to face with a tall man, fierce and scowling and twice the height
of most humans.
4. The spirit boy pointed to the water and said, liMy grandfather's lodge is down there. Come." The
child turned himself into a kingfisher and dove straight to the bottom.
Afraid, Long Arrow thought, "How can I follow him and not be drowned?" But then he said to
himself, "I knew all the time that this would not be easy.... " And he boldly jumped into the
water. To his surprise, he found it did not make him wet, that it parted before him, that he
could breathe and see.
© Prentice-Hall, Inc. The Orphan Boy and the Elk Dog 133
Name ______________________________________________ Date __________
"The Street of the Canon" from Mexican Village by Josephina Niggli (text page 440)
Build Vocabulary
Spelling Strategy For words ending in two consonants, keep both consonants when
adding a suffix starting with either a vowel or a consonant. For example, -Iy added to the
word nonchalant forms the Word Bank word nonchalantly.
Using the Suffix -ly

In your reading you will often encounter words that end with the suffix -ly. Many words that
end in -ly are adverbs-words that modifY verbs, adjectives, or other adverbs. Adverbs can
make writing clearer and more descriptive by telling exactly how something is done or said. For
example, when Josephina Niggli writes that Pepe Gonzalez asks a question audaciously, you
know he is speaking in a bold manner to make people believe he is comfortable in his sur
roundings.
A. DIRECTIONS: Complete each of the sentences with the best -ly word from the following list.
extravagantly cautiously abruptly
1. The stranger from Hidalgo walked ______ down the long, dark streets of the village.
2. Pepe Gonzalez adjusted his package and entered the ________ decorated party.
3. Pepe left the party _________, before anyone could identifY him as an enemy.
Using the Word Bank

1. officious a. overly ready to serve; obliging
2. mottled b. casually; indifferently
3. nonchalantly c. arrogantly
4. audaciously d. believability
5. imperiously e. in a bold manner
6. plausibility f. marked with spots of different shades
C. DIRECTIONS: Circle the letter of the word that is most nearly opposite in meaning to the word
in capital letters. Because some of the choices are close in meaning. consider all the choices
before deciding which is best.
1. NONCHALANTLY 2. AUDACIOUSLY 3. PLAUSIBILI1Y 4. IMPERIOUSLY
a. casually a. timidly a. belief a. softly
b. anxiously b. slowly b. possibility b. humbly
c. arrogantly c. quietly c. workability c. rudely
d. carefully d. boldly d. impossibility d. openly

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Date ____________
Build Grammar Skills: Commas in a Series
Make your writing clearer by using commas to separate three or more items in a series. Read
the following sentence and imagine how confusing it would be if there were no commas sepa
rating the items in the list.
A long table set up on sawhorses held loaves of flaky crusted French bread, stacks of deli
cate tortillas, plates of barbecued beef, and long red rolls of spicy sausages.
If items in a series are already separated by conjunctions such as and or or, you do not need
to insert commas. Read the following example:
The party featured music and dancing and wonderful food.
A. Practice: Read the following sentences, inserting commas where they are necessary. Hint:
some sentences are written correctly.
1. "It was May the flowering thorn was sweet in the air and the village of San Juan Iglesias in
the Valley of the Three Marys was celebrating."
2. "He was young no more than twenty-five and his black curly head was bare."
3. ''There were yellow cheese and white cheese and curded cheese from cow's milk."
4. Sarita had laughing black eyes glossy dark braids and the parchment tip of a fan against
her mouth.
5. Pepe smiled at Sarita quietly dropped his package on the table and moved toward her.
6. The moonlight and the music and the pleasant conversation kept the couple entertained.
B. Writing Application: Rewrite the following paragraph. inserting commas where they are
necessary.
''The Street of the Caflon" is set in Mexico. the place of Josephina NiggIi's birth. Mexico is a
republic bordered by the United States the Gulf of Mexico the Caribbean Sea Belize Guatemala
and the Pacific Ocean. The country's political cultural commercIal and industrial center is Mex
ico City. The people culture and terrain of Mexico have inspired the work of other writers native
to the country. such as Laura Esquival Carlos Fuentes and Octavio Paz.
© Prentice-Hall, Inc. The Street of the Canon 135

Name ________________________________________________ Date ________________
"The Street of the Cafton" from Mexican Village by Josephina Niggli (text page 440)
Reading Strategy: Predict

You can predict the events of a story in the same way that you can predict events in your
own life. As you read. you are continually gathering information about characters and situa
tions. Using this information. you can make educated guesses about how the events of a story
are going to unfold.
DIRECTIONS: Use the chart below to record your predictions about the events and characters in
the story as you read. Update your predictions as new information becomes available.
I Question Clues Predictions

Who is the stranger walking
through the dark streets?
Why is the stranger going to

the party?
What is the package the

stranger clutches tightly?
Why is the stranger concerned

about being recognized?
Where has the stranger seen

the young woman before, and
why does he dance with her?
I
Why does the stranger leave so
abruptly?

Name ______________________________________._________ Date ________________
Literary Focus: Third-Person Point of View

When you read, you are able to see places and events through the eyes of a character or of
the narrator, who mayor may not be a character in the story. A story told by an outside narra
tor is told in the third person. In a third-person limited point of view. a writer reveals only
one character's thoughts. The reader learns things only as the character learns them. In a
story told from a third-person omniscient point of view-as is ''The Street of the Cafton"-the
narrator is all knowing. and readers witness events through the eyes of several characters.
DIRECTIONS: Read the following passages from ''The Street of the Cafton," and identifY whose
point of view is being presented in each passage. Then explain why the characters' thoughts in
the passage are important to the story.
1. He walked swiftly along, heading always for the distant sound of guitar and flute. If he met anyone
now, who could say from which direction he had come? He might be a trader from Monterrey, or a
buyer of cow's milk from farther North in the valley of the Three Marys. Who would guess that an Hi
dalgo man dared to walk alone in the moonlit streets of San Juan Iglesias?
Pointofview: ______________________.___________________________________________
2. The last time he had seen that face it had been white and tense with rage, and lips clenched tight to
\....,...- prevent an outgushing stream of angry words.
Pointofview: __________________________________________________________________
3. The girl was standing on tiptoe trying vainly to see what was happening. She was hardly aware of
the stranger's whispering voice although she remembered the words that he said. "Sunday night
once around the plaza."
Pointofview: ______________________________________ ___________________________
~
4. [No voice said, "The stranger,"] but with one fluid movement every head in the patio turned toward
the girl in the doorway. She also turned, her eyes wide with something that she realized to her own
amazement was more apprehension than anger.
Pointofview: _________________________________________________________________
© Prentice-Hall, Inc. The Street of the Canon 137

Name ______________________________________________ Date _________
"A Storm in the Mountains" by Alexander Solzhenitsyn (text page 450)
"In the Orchard" by Henrik Ibsen (text page 451)
"A Tree Telling of Orpheus" by Denise Levertov (text page 452)
Build Vocabulary
Spelling Strategy Most words of more than one syllable that end with a long e sound
are spelled with a y, as is the Word Bank word sultry. There are exceptions, such as com
pound words like carefree or words whose accent is on the final syllable, such as agree, but in
general, if a word ends with a long e sound and the word is more than one syllable, you can
usually safely spell it with a y.
Using Latin Terms

In the first century A.D., when the Romans expanded their empire into what is now Great
Britain, they brought their language with them, and Latin began contributing to English. Three
hundred years later, when Emperor Constantine I made Rome a Christian empire, Latin be
came the written language of Christianity. In the Dark Ages, Latin survived in monasteries and
abbeys, the few remaining European centers of written knowledge. As the languages of Europe
evolved and borrowed from each other, Latin was an essential ingredient in the mix. Not only
do vast numbers of words have Latin roots, but many come directly from the ancient tongue.
Usually italiCized, these terms maintain their meaning almost exactly, and appear often in legal
or governmental contexts.
A. DIRECTIONS: Use a dictionary to find the meanings of the following Latin terms in common
use today. Write the meaning of each italicized term in the space provided.
1. Orpheus' head, neck. arms, etc., look like parts of a tree to the speaker of Levertov's poem.
2. Ibsen probably does not object to work per se. but would not want it to cost us the love of
the moment.
3. The poem expresses its theme of carpe diem gently but reminds us that time will "shut the
garden gate."
Using the Word Bank

B. DIRECTIONS: In the blank. write the letter of the word or phrase most nearly similar in mean
ing to the Word Bank word.
1. sultry 2. asunder 3. terra firma
a.shady a. beneath a. dread
b. steamy b. blaring b. mainland
c. sturdy c.varied c. majesty
d glum d. apart d. firm ground

Name ______________________________________________ Date ________________
"A Tree TelUng of Orpheus" by Denise Levertov (text page 452)
Build Grammar Skills: Correct Use of Like and As

The words like and as have become almost interchangeable in everyday conversation, and
this informal usage leads to errors in fornial speech or writing. Sometimes like is a verb mean
ing "to prefer," but when used for comparisons, like is always a prepOSition. A noun follows the
preposition like to form a prepositional phrase:
Ibsen, like Johnson, knows you can't have spring blossoms and autumn fruit at once.
Do not use like as a conjunction to introduce a subordinate clause containing a verb form. A
subordinate clause has a subject and a verb, but cannot stand alone as a sentence.
As Levertov has shown, imagination can show us the world from a new point of view.
Generally, like compares people or things, and as compares or demonstrates actions or con
ditions. The simplest test is to look for a verb form. If the usage you're considering has a verb
form following, use as in formal writing.
A. Practice: Write the word like or as in the blank to complete each sentence correctly.
I. Lightning flashes affected Solzhenitsyn's vision ___ strobe lights, making the night seem
even darker.
2. There is nothing _ _ thunder in the mountains to confuse one's hearing.
3. Ibsen writes, ___ many poets have, of joy in the presence of nature.
4. "In the Orchard," _ _ many poems from many ages, makes us also aware of how quickly
time escapes.
5. Levertov's "A Tree Telling of Orpheus" expresses thought ___ if a tree had memory and
voice.
B. Writing AppUcatlon: Follow the directions for each item.
1. Describe someone's speed, comparing it to the wind, using like to begin a prepositional
phrase.
2. Describe something predictable. comparing it to the way water runs downhill. using as in a
subordinate clause.
3. Compare a bad day to a nightmare using the preposition like.
4. Describe something regular, comparing it to the sun rising each morning, using a subordi
nate clause.
© Prentice-Hall, Inc. Storm/OrchardlT ree 139

Name ______________________________________________ Date ________________
Reading Strategy: Engage Your Senses

As writers create worlds for us, their images speak to our senses. Denise Levertov invites you
to be a tree and imagine the thrill of Orpheus' music "almost as if/fire had been lit below" your
branches. If you engage your senses fully, you combine your own memory of the feeling of fire
with the poet's words, and the sensory image succeeds in making you feel as if you were indeed
that tree.
In order to appreciate this effect fully, it helps not only to identify which sense is being ap
pealed to, but also the way in which your own experience relates to the sensory image. What
connections do you make to sensory images in these selections? How do they help you engage
your senses fully?
DIRECTIONS:In the left column are passages from the selections. In the center column, write
what sense is being appealed to by the passage. In the right column. write what connection to
your own experience the sensory image makes. Be as specific as you can in describing how the
connection helps you engage your senses.
Sense the Image

Appeals To Personal Connection to Image
Everything was black-no
peaks, no valleys, no horizon
to be seen ... (Solzhenitsyn)
The voice of the thunder
filled the gorge, drowning the
ceaseless roar of the rivers.
(Solzhenitsyn)
i Will you let the scarecrow
clapping/Drown all happy
words and sounds? (Ibsen)
With my living, with my
singing/I will tear the
hedges down. (Ibsen)
When the rippling began'!
I took it for sea-wind, coming
to our valley with rumors of
salt. (Levertov)
... two/moving stems, the short
trunk, the two/arm-branches,
flexible, each with five
leafless/twigs at their ends.
i (Levertov)

Name _______________________________________________ Date ________________
Literary Focus: Speaker

The speaker of a poem or piece of prose may be an imaginary personality constructed by the
author. or it may be the author addressing readers directly. Even if the speaker does not ad
dress the audience directly. the author may represent the voice as his or her own.
The speaker may be the author's persona created for the purpose of narration. Although not
a character in the events. the speaker is not exactly the author either. especially in works of
fiction. Much literary criticism is devoted to the complex relationship between the speaker and
the flesh-and-blood author.
The speaker may be a character. Sometimes the character who is speaking is deSCribed. and
sometimes the character merely speaks in a voice consistent with who that character may be.
At other times. a speaker who is a character uses the pronouns 1. me, my.
DIRECTIONS: Consider the qualities of the speakers of the three pieces in this selection. and an
swer the following questions. Write your answers in the space provided.
1. Name three things you learn about the speaker of "A Storm in the Mountains" from things
he says about his situation.
2. When do you learn that the speaker was not alone during the storm and that it took place
in the past?
3. Do you think Ibsen represents himself as the speaker of "In the Orchard"? Why or why
not?
4. The speaker of "In the Orchard" uses the word you several times. Do you feel the speaker is
addressing you directly? Why or why not?
5. The speaker in "A Tree Telling of Orpheus" is a tree. Name three places in the poem where
convincing images help you believe a tree is speaking.
6. Who could be the audience for the speaking tree of Levertov's poem? Explain your choice.
© Prentice-Hall. Inc. Storm/OrchardlTree 141

Name _________________________________________________ Date _________
"The Open Window" by Saki (text page 471)
Build Vocabulary
Spelling Strategy The sound shun in a suffix is usually spelled sion, tion, or ssion. For
example, the word delude becomes the Word Bank word delusion. The word operate drops
its final e and becomes operation, and the word possess becomes possession.
Words From Names

In "The Open Window," a character walks across a lawn canying a white mackintosh, which
is a waterproof raincoat. This item is named after a real person-Charles Macintosh
(l766-1843}-who invented waterproof clothing. Like the word mackintosh, many words in the
English language are derived from the names of people and places.
A. DIRECTIONS: Each word in the following list comes from the name of a person or place. Read
the sentences that follow the list, filling in each blank with the most appropriate word from the
list.
Braille Spartan sandwich Machiavellian
1. People who are severe. restrained, and highly disciplined can be described as having
___________ traits, characteristic of people from a powerful military city in ancient
Greece.
2. People who are blind can read and write using a system of printing and
writing which uses patterns of raised dots. This system is named for the blind teacher who
invented it.
3. The was invented by the earl of a town in England so that he would not
have to stop playing games in order to eat his meals.
4. A leader who is is crafty, ruthless, and willing to sacrifice moral principles

to achieve political goals-behavior advocated by an Italian political philosopher of the
Renaissance in his famous book The Prince.
Using the Word Bank

B. DIRECTIONS: In the blank, write the letter of the definition next to the word it defines.
1. delusion a. a waterproof raincoat
2. imminent b. despised; outcast
3. mackintosh c. likely to happen soon; threatening
4. pariah d. a false belief held in spite of evidence to the contrary
C. DIRECTIONS: Circle the letter of the pair of words that best expresses a relationship similar to
that expressed in the pair in capital letters.
1. PARIAH : DESPISED :: 2. DELUSION: TRUTH:: 3. MACKINTOSH: RAIN ::
a. injure : hurt a. chaos : order a. shoes : feet
b. friend: enemy b. enjoy: dislike b. shovel: snow
c. beloved: adored c. tiny : enormous c. boat: water
d. generous : friend d. calm : tranquility d. visor : sunlight

Name _______________________________________________ Date _________
Build Grammar Skills: Placement of Only and Just
You should always place the modifiers only and just immediately before the words they
modify. Changing their placement in a sentence directly affects the meaning of the sentence. In
the following example from the story. notice that just modifies the word give:
I shall just give you letters of introduction to all the people I know there.
In this example, just is modifying the phrase "give you letters of introduction." If you change
the placement of just. the meaning of the sentence changes. For example:
I shall give just you letters of introduction to all the people I know there.
I shall give you just letters of introduction to all the people I know there.
In the first sentence. just modifies you. In the second, just modifies letters ofmtroduction.
A. PRACTICE: Explain how the different placement of the word just or only changes the meaning
of each of the following sentences.
1. (a) Framton Nuttel wished for only rest and relaxation.

(b) Framton Nuttel only wished for rest and relaxation.
2. (a) The young woman sat down and Just began telling a story to Framton Nuttel.
(b) The young woman sat down and began telling just a story to Framton Nuttel.
3. (a) Before his visit, Mr. Nuttel knew only Mrs. Sappleton's name and address.
(b) Before his visit, Mr. Nuttel only knew Mrs. Sappleton's name and address.
4. (a) Mr. Nuttel spent only a short time at the rural retreat.
(b) Mr. Nuttel only spent a short time at the rural retreat.
B. Writing AppUcation: Rewrite each of the following sentences. inserting the modifier only or
just. Try not to change or make unclear the original meaning of the sentence.
1. He thought it was truth but it was a story.
2. Poor Mr. Nuttel wanted to rest. but he was in for a shock.
3. The niece was trying to have some fun.
© Prentice-Hall, Inc. The Open Window 143

Name ________________________________________________ Date _ _ _ _ _ _ ___
Reading for Success: Strategies for Constructing Meaning

In order to understand a piece of writing fully. you must do more than simply comprehend
the writer's words. You have to go a step further and put the words and ideas together in your
own mind. Use these strategies to help you construct meaning:
• Make inferences. Writers don't always tell you everything directly. You have to make infer
ences to arrive at ideas that writers suggest but don't say. You make an inference by con
sidering the details that the writer includes or omits.
• Draw conclusions. A conclusion is a general statement that you can make and explain by
reasons that you can support with details from the text.
• Interpret the information. Interpret or explain the meaning or significance of what you read.
• Identify relationships in the text. Look for the causes and effects of important actions,
keep clear in your mind the sequence of events, and identify which events are of greater or
lesser importance.
• Compare and contrast the ideas. Compare and contrast ideas in the work with other ideas
in the same work or with ideas that are already familiar to you.
• Recognize the writer's purpose. A writer's purpose will influence the details he or she
chooses to present.
DIRECTIONS: Read the following excerpt from 'The Veldt" by Ray Bradbury, and apply the read
ing strategies to increase your comprehension. In the margin, write notes showing where you
make inferences. draw conclusions, interpret the information, identify relationships in the text.
compare and contrast the ideas, and recognize the writer's purpose.
from "The Veldt" by Ray Bradbury

In this excerpt, George Hadley and his Wife are about to investigate
strange goings-on in the nursery.
They walked down the hall of their soundproofed Happy-life
Home, which had cost them thirty thousand dollars installed, this
house which clothed and fed and rocked them to sleep and played
and sang and was good to them. Their approach sensitized a switch
somewhere and the nursery light flicked on when they came within
ten feet of it. Similarly, behind them, in the halls, lights went on and
off as they left them behind, with a soft automaticity.
"Well." said George Hadley.
They stood on the thatched floor of the nursery. It was forty feet
across by forty feet long and thirty feet high; it had cost half again as
much as the rest of the house. "But nothing's too good for our chil
dren," George said.
The nursery was silent. It was empty as a jungle glade at hot high
noon. The walls were blank and two-dimensional. Now, as George
and Lydia Hadley stood in the center of the room, the walls began to
purr and recede into crystalline distance, it seemed, and presently an
African veldt appeared, in three dimensions; on all sides, in colors re
produced to the final pebble and bit of straw. The ceiling above them
became a deep sky with a hot yellow sun.

George Hadley felt the perspiration start on his brow.
"Let's get out of the sun," he said. "This is a little too real. But I
don't see anything wrong."
"Wait a moment, you'll see," said his wife.
Now the hidden odorophonics were beginning to blow a wind of

odor at the two people in the middle of the baked veldtland. The hot
straw smell of lion grass, the cool green smell of the hidden water
hole, the great rusty smell of animals, the smell of dust like a red pa
prika in the hot air. And now the sounds: the thump of distant ante
lope feet on grassy sod, the papery rustiing of vultures. A shadow
passed through the sky. The shadow flickered on George Hadley's
upturned, sweating face.
"Filthy creatures," he heard his wife say.
"The vultures."
"You see, there are the lions, far over, that way. Now they're on
their way to the water hole. They've just been eating," said Lydia. "I
don't know what."
"Some animal." George Hadley put his hand up to shield off the
burning light from his squinted eyes. "A zebra or a baby giraffe,
maybe,"
"Are you sure?" His wife sounded peculiarly tense.
"No, it's a little late to be sure," he said, amused. "Nothing over

there I can see but cleaned bone, and the vultures dropping for
what's left."
"Did you hear that scream?" she asked.
"No."
"About a minute ago?"
"Sorry, no."
The lions were coming. And again George Hadley was filled with
admiration for the mechanical genius who had conceived this room. A
miracle of efficiency selling for an absurdly low price. Every home
should have one. Oh, occasionally they frightened you with their clini
cal accuracy, they startled you, gave you a twinge, but most of the
time what fun for everyone, not only your own son and daughter, but
for yourself when you felt like a quick jaunt to a foreign land, a quick
change of scenery. Well, here it was!
And here were the lions now, fifteen feet away, so real, so fever
ishly and startlingly real that you could feel the prickling fur on your
hand, and your mouth was stuffed with the dusty upholstery smell of
their heated pelts ....
© Prentice-Hall, Inc. The Open Window 145

I~ame _______________________________________________ Date ________________
Literary Focus: Plot Structure

Plot is the sequence of a story's events. Most short stories are composed of some or all of the
following plot elements-exposition, inciting incident, central conflict, climax, and resolution.
Exposition introduces the setting, characters, and situation of the story. The story's inciting
incident introduces the central conflict, which then develops until it reaches the climax-the
story's high point of interest or suspense. The story ends with some kind of resolution to the
confliCt.
DIRECTIONS: As you read 'The Open Window," refer to the following plot diagram. Decide what
details and events in 'The Open Window" make up each of its plot elements.
Plot Diagram
CLIMAX
RISING ACTION
• DEVELOPMENT
... ..
RESOLUTION
1. What details are given in the exposition of 'The Open Window"?
2. What is the central conflict of the story?
3. What events lead to the story's climax?
4. What is the story's climax?
5. Describe the story's resolution.

Name __________________________,_ __________________ Date _______________
"Leiningen Versus the Ants" by Carl Stephenson (text page 480)
Build Vocabulary
Spelling Strategy Place i before E! except after c or when sounded like a as in neighbor
and weigh. Two exceptions to this rule are weir and weird, both of which are pronounced with
a long e sound.
Using Latin Plural Forms

Words in English that are borrowed from Latin retain their Latin plural forms. The plural of
alluvium is alluvia. Words from Latin change endings as follows to form plurals:
-urn becomes -a
-on becomes -a
-us becomes -i
-a becomes -ae
A. DIRECTIONS: Write the plural form of each word.
1. stimulus _____________________ 4. phenomenon _____________________

2. medium _____________________ 5. fungus ___________________________
3. formula ____________________ 6. huva ____________________________
\...,. Using the Word Bank

the blank, write the letter of the definition next to the word it defines.
1. peons a. laborers in Spanish America
2. flout b. food
3. weir c. material deposited by moving water
4. provender d. show contempt for
5. alluvium e. a low dam
6. fomentations f. warm moist substances applied to treat an injUIy
C. DIRECTIONS: In the blank, write the letter of the word that best completes the meaning of the
sentence.
1. The medicine man's ___ helped heal Leiningen's wounds.
a.peons
b. provender
c. alluvium
d. fomentations
2. Any plant or animal in the ants' path became their _ _.
a.peons
b. weir
c. provender
d. alluvium
© Prentice-Hall, Inc. Leiningen Versus the Ants 147
Name Date _ _ _ _ _ _ __
"Lelningen Versus the Ants" by Carl Stephenson (text page 480)
Build Grammar Skills: Correct Use of Apostrophes

An apostrophe ('J is a punctuation mark used to show possession and contraction. You can
use apostrophes to form possessives in two ways. To make a Singular noun possessive, add an
apostrophe and an s: Leiningen's men. To make a plural noun possessive, add an apostrophe
after the s: ants'venom. (If a plural noun does not end in s, follow the rule for Singular nouns:
men's nerves.)
In contractions, an apostrophe indicates that letters have been omitted. In the following sen
tence, the apostrophe shows that an 0 has been omitted from the contraction of had and not.
He hadn't a second to lose.
Lastly, remember that apostrophes are not used to form plurals: crews of ants.
DIRECTIONS: Add apostrophes where they are needed in the following sentences.
1. "1m not going to run for it just because an elementals on the way."
2. "With me, the brain isnt a second blind jut; I know what its there for."
3. But so great was the Indians trust in Leiningen, in Leiningens word, and in Leiningens
wisdom ...
4. Not until four oclock did the wings reach the "horseshoe ends" of the ditch.
5. The very clods of earth they flung into that black floating carpet often whirled fragments
toward the defenders side.
6. Blinded, it had reeled in the madness of hideous torment straight into the ranks of its
persecutors.
7. And there, drifting in two and threes, Leiningens men reached him.
8. He shielded his eyes, knowing too well the ants dodge of first robbing their victim of sight.

Name ______________________________________________ Date ________.
Reading Strategy: Predict Based on Plot Details

You will become a more active and involved reader if you can predict what will happen next
in a story. Base your predictions on plot details. and follow the developing story to make
subsequent predictions. You can also use what you know about similar types of stories to in
form your predictions.
DIRECTIONS: Make two different predictions based on the question asked about each plot detail.
Plot DetaD Question Prediction II Prediction 12

1. The outer and inner How will the moats fig
moats are described ure in the plot?
in great detail.
2. The ants reach the How will the ants cross

edge of the ditch. the ditch?
3. Leiningen sleeps What will Leiningen

while the workers find when he returns
defend the the next morning?
perimeter.
4. Leiningen orders How might this plan

the man at the weir go wrong?
to alternately raise
and lower the water
level.
5. Leiningen and his What is the next plan

men retreat within of action?
the inner moat.
6. Two men die a quick, What will happen

horrible death while next?
trying to escape.
I I I
@ Prentice-Hall, Inc. Leiningen Versus the Ants 149

Name ______________________________________________ Date _ _ _ _ _~
Literary Focus: Conflict

Short stories, like real life, contain conflicts. A conflict may be internal or external. Most
stories contain a combination of both.
A. DIRECTIONS: Complete the following chart by describing how each conflict is either external
or internal.
Conflict Internal External

Example: The ants approach This is the beginning of a battle
the plantation. between man and nature.
1. The ants find a way to cross

the outer moat. I
I
2. After losing the first round of

the battle, the peons must
decide whether to stay with
Leiningen or leave. I
~-
3. The ants cross the second

moat on a bed of ash.
4. Leiningen decides to go to
the dam himself, risking his
own life.
I
B. DIRECTIONS: Imagine that you are one of the peons employed by Leiningen. Will you stay to
fight the ants or leave? Describe in a paragraph how you would solve this internal conflict.

Name _______________________________________________ Date ________________
"By the Waters of Babylon" by Stephen Vincent Benet (text page 500)
Build Vocabulary
Spelling Strategy When adding a suffix to a word that ends in y preceded by a conso
nant, change the y to i and then add the suffix. For the word purify, for example, change the y
to i before adding the -ed ending: purify + -ed = purified. However, keep the y when adding
-ing: purifying.
Using Conjunctive Adverbs

Conjunctive adverbs show a relationship between ideas and often connect independent
clauses. The Word Bank words moreover and nevertheless are just two examples of conjunctive
adverbs. Generally. a semicolon precedes a conjunctive adverb.
A. DIRECTIONS: Complete each sentence wi1h one of the following conjunctive adverbs: further
more, otherwise, still, therefore.
1. John is the son of a priest; _______, he is allowed to go into the Dead Places.
2. Metal may be taken from the Dead Places; ________, no objects may be touched.
3. In his dream, John sees a great Dead Place where gods walk; _______, he believes he
must travel east and cross the river.
4. John fears what he might find in the great Dead Place; ______, he feels he must make
the journey.
~ Using the Word Bank

B. DIREcTIONS: Circle the letter of the best synonym for each word bank word.
1. purified a) burned b) cleansed c) blessed

2. bowels a) organs b) rivers c) insides
3. moreover a) additionally b) twice c) instead
4. nevertheless a) impossible b) also c) however
Understanding Sentence Completions

C. DIRECTIONS: In the blank, write the letter of the pair of words that best completes the mean
ing of the sentence.
1. John's vision compels him to 2. Priests are allowed to take metal
travel east; ____, he feels a fire in from the dead place; ____. they
his ____ to make the journey. and the metal must be ____.
a. bowels-nevertheless a. purified-moreover
b. bowels-moreover b. purified-nevertheless
c. moreover-bowels c. moreover-purified
d. nevertheless-bowels d. nevertheless-purified
© Prentice-Hall, Inc. By the Waters of Babylon 151

Name ______________________________________________ Date ________________
Build Grammar Skills: Subordination

Writers use subordination when they connect unequal but related ideas in a complex sen
tence. The subordinate (less important) idea limits. develops. describes, or adds meaning to the
main idea. In the following sentence from the story. italics indicate a related or unequal idea.
My brothers would not have done it, though they are good hunters.
The subordinating conjunction though introduces the less important idea. Other subordinat
ing conjunctions include because. while, after, when, if and than, and relative pronouns like
who, which, and that.
A. Practice: Underline the subordinate clause in each sentence. Then write an explanation of
why the idea in the subordinate clause is less important than the idea in the main clause.
1. I asked myself many questions that I could not answer.
2. When the dawn came. I was out of sight of the village.
3. As I pushed the raft from shore, I began my death song.
4. I thought it was wise to pray to ASHING, though I do not know that god.
5. After awhile, I knew that my belly was hungry.
B. Writing Application: Answer each question with a sentence that includes a subordinate
clause.
1. What restrictions are placed on entry to dead places?
2. Why is John allowed to enter dead places?
3. When does John decide to journey to the great Dead Place?
4. What surprises John about the great Place of the Gods?
5. How does John uncover truths about the gods?

Name _____________________________________________ Date _________
Reading Strategy: Draw Conclusions

As you begin reading "By the Waters of Babylon," you encounter mysterious settings and
events. The narrator does not explain how the Dead Places came to be or what caused the
Great Burning. You, as an involved reader, must analyze facts and details in the story to draw
conclusions about the story's setting and background.
DIRECTIONS:Complete the chart by providing details and writing reasonable conclusions that
can be drawn from those details.
Question Detail .1 Detail.2 Conclusion

1. What are the old
writings?
2. What are the god-

roads?
3. What is the great

river that John
crosses?
4. What is the strong

magic that John i
observes at night in
the Place of the
Gods?
5. What was the Great

Burning?
6. When does the story

take place?
© Prentice-Hall, Inc. By the Waters of Babylon 153

Name ______________________________________________ DatI'>
Literary Focus: First-Person Point of View

Point of view is the position or perspective from which the events of a story are seen. When
you read a story told from the first-person point of view. you experience the story through the
eyes of a character who uses the first-person pronouns I, me, my. Through that first-person
narrator, you-the reader-experience everything that happens in the story and know the char
acter's thoughts and feelings.
A. DIRECTIONS: Write your answers to the following questions.
1. Name two details that help you identity John as the first-person narrator of "By the Waters
of Babylon."
2. What mood does the first-person point of view create in this story?
3. What does John know that you do not know?
4. What information do you have that John does not?
5. Does seeing things through John's eyes make you look at the world around you in a differ
ent way? Why or why not?
B. DIRECTIONS: Write a paragraph in which you respond to the use of first-person point of view
in "By the Waters of Babylon." What did you enjoy about this point of view? What did you dis
like or find frustrating?

Name ________________________________________________ Date _ _ _ _ _ _ __
"A Problem" by Anton Chekhov (text page 514)

"Luck" by Mark Twain (text page 520)
Build Vocabulary
Sp,lIing Strategy Words that end in silent e drop the e before adding a suffix begin
ning with a vowel. For example, the silent e in the word sublime is dropped when the suffix
-ity is added to form the Word Bank word sublimity.
Using the Root -ver-

The Word Bank word veracity, which means "truthfulness" or "honesty," contains the root
-ver-, which comes from the Latin adjective verax, meaning "speaking the truth" or "truthful."
A. DIRECTIONS: Determine the meaning of the italicized word in each sentence by using context
clues and what you know about the Latin root -ver-. Write your definition on the line below.
1. Meeting a veracious individual can be a refreshing and reaffirming experience.
2. The judge asked the witness to veriJY her statement.
3. Verification of Chekhov's declining health could be seen in his exhausted appearance.
Using the Word Bank

B. DIRECTIONS: In the blank, write the letter of the definition next to the word it defines.
1. zenith a. the expression on a person's face

2. countenance b. without slyness or cunning; frank
3. veracity c. a noble or exalted state
4. guileless d. having to do with rheumatism
5. prodigious e. the highest point
6. sublimity f. truthfulness; honesty
7. taciturn g. a small entrance hall or room
8. rheumatic h. enormous
9. vestibule 1. silent
Using Antonyms
C. DIRECTIONS: In the blank, write the letter of the word most nearly opposite in meaning to the
Word Bank word.
1. prodigious 2. veracity 3. guileless
a. petite a. sublimity a. innocent
b. noticeable b. dishonesty b. frank
c. elaborate c. silence c. truthful
d. enormous d. cunning d. sly
@ Prentice-Hall, Inc. A Problem/Luck 155

Name _______________________________________________ Date _________

Build Grammar Skills: Restrictive and Nonrestrictive
Adjective Clauses
An adjective clause is a group of words that contains a subject and verb and begins with a
relative pronoun such as who, that, or which. An adjective clause modifies a noun or a pronoun
and usually follows the word it modifies.
adjective clause
The Twain story that appears in this unit is "Luck."
Adjective clauses may be restrictive or nonrestrictive. A restrictive adjective clause is nec
essary, or essential, to complete the meaning of the noun or pronoun it modifies. It is not set
off with a comma. A nonrestrictive adjective clause is not needed to make the meaning of a
sentence clear, but adds details to the sentence. A nonrestrictive clause is always set off with
commas.
Restrictive adjective clause
Chekhov's stories always include characters who fascinate me.
Nonrestrictive adjective clause

"A Problem," which was written by Chekhov, features the troubling character Sasha L1skov.
A. Practice: Underline the adjective clause that appears in each sentence. Then identifY each
clause as restrictive or nonrestrictive by writing R or N on the lines provided.
1. Sasha Uskov, the young man of twenty-five who was the cause of all the commotion,
had arrived some time before.
2. Ivan Markovitch was weeping and muttering something which it was impossible to
catch through the door.
3. He went through ... and got compliments too, while others, who knew a thousand
times more than he, got plucked.
4. Consider what I did-I who so loved repose and inaction.
B. Writing Application: Complete each of the following sentences with either a restrictive or
nonrestrictive adjective clause. Remember to set off nonrestrictive adjective clauses with
commas.
1. Ivan Markovitch __________________________ defends Sasha's actions as the errors

of an unlucky youth.
2. Another of Sasha's uncles argues in favor of defending the family's honor
3. The numerous blunders ____________________________ are all interpreted as acts

of genius.
4. The clergyman __________________________ confesses to the narrator, "Privately

he's an absolute fool."
5. At the banquet ________________________ the narrator hears all about
Scoresby from his old acquaintance.
Name ________________________________________________ Date __________


A character's words and actions are clues to his or her personality. beliefs, and traits. When
you read what a character says and does, you form an opinion, or make an Inference. about
that character. For example, when you read in Chekhov's story that Sasha wonders what he
has done wrong, you can infer that Sasha is unaware of the seriousness of the problem he is
causing the Uskov family.
DIRECTIONS: Answer each of the following questions on the lines provided.
"A Problem"
1. Based upon the evidence of the "strictest measures" taken, what can you infer about the
effect the "family secret" might have should it become generally known?
2. Based upon Sasha's actions of forging a promissory note and "sponging on his friends and
his women," what can you infer about the kind of man he is?
3. What can you infer about Ivan Markovitch's nature, based upon his entreaty to the family,
followed by his weeping and muttering?
"Luck"
1. What can you infer about the clergyman's feelings, based upon his inability to sleep after
helping young Scoresby pass his exam?
2. What can you infer about the clergyman, based upon his use of his hard-earned money to
buy a cometcy in Scoresby's regiment?
3. What effects of Scoresby's actions cause you to make the inference that he was born a
lucky man?
© Prentice-Hall, Inc. A Problem/Luck 157

Name _______________________________________________ Date ________________

Literary Focus: Static and Dynamic Characters

In fiction there are two types of characters: static and dynamic. A static character does not
change during the course of a story-no matter what experiences the character encounters, his
or her personality, attitudes. and beliefs are the same at the end of the story as they were at
the beginning. In these two stories, Sasha Uskov and Arthur Scoresby are static characters.
A dynamic character. on the other hand. does change during the course of the story. He or
she is affected by events in the story and. sometimes. learns and grows because of those
events. Ivan Markovitch in Chekhov's story is an example of a dynamic character because a
certain event drastically alters Markovitch's opinion of his paternal nephew.
DIRECTIONS: Complete the following charts. which contrast one static and one dynamic charac
ter from each story. IdentifY the evidence, whether from direct or indirect characterization, that
illustrates the static or dynamic nature of each character. For the clergyman, you will find evi
dence only from direct characterization.
"A Problem"
Character Type Evidence from story

Sasha Uskov Static Direct characterization I
1.
2.
Indirect characterization
1.
2.
Ivan Markovitch Dynamic Direct characterization
1.
2.
1.
I 2.
"Luck"
Character Type Evidence from story I

Arthur Scoresby Static Direct characterization
1.
2.
1.
2.
Clergyman Dynamic Direct characterization
1.
2.
3.
4.
I

Name ______________________________________ Date ________________
"There Will Come Soft Rains" by Ray Bradbury (text page 534)
"The Garden of Stubbom Cats" by !talo Calvino (text page 540)
Build Vocabulary
Spelling Strategy In English, many adjectives are formed with the suffix -ic, such as the
Word Bank words titanic and psychopathic. The -ic suffix, which descended from Greek and
Latin, has several variations, including -ique and -ick.
Using Words From Greek Myths

Who's your nemesis? Do you have arachnophobia? Many words in common use today derive
from ancient Greek tales of gods and their sometimes complicated relationships with mortals.
For example, Prometheus. one of the Titans (from which the Word Bank word titanic derives),
got into trouble with Zeus for helping human beings. A Promethean idea is a good thing never
theless.
A. DIRECTIONS: Use an encyclopedia. a dictionary, or another form of reference to discover the

source in Greek mythology of the following terms. Then define each term in the space provided,
and identify the myth from which it derives.
1. Promethean ________________________________________________
2. nemesis _________________________________________________________________
~.. 3. arachnophobia ________________________________________________
4. narcissism_______________________________________________
Using the Word Bank

B. DIRECTIONS: Circle the letter of the word most similar in meaning to the Word Bank word.
1. warrens 2. titanic 3. paranoia 4. tremulous
a. documents a. metallic a. distrust a. trembling
b. cautions b. immense b.occult b. vast
c. burrows c. nautical c. immobility c. prestigious
d. guarantee d. ferocious d. boundary d. frozen
5. psychopathic 6. supernal 7. itinerary 8. transoms
a. sensitive a. better a. sanctuary a. bribes
b. clairvoyant b. extrasensory b. necessary b. windows
c. knowledgeable c. subsequent c.course c. vagrants
d. deranged d. heavenly d. utensil d. visitors
© Prentice-Hall, Inc. Rains/Cats 159

Name ______________________________________________ Date _____________
"The Garden of Stubborn Cats" by!talo Calvino (text page 540)
Build Grammar Skills: Commonly Confused Words: Lie and Lay

Two of the most frequently misused words in speaking and writing are the words He and lay.
Although the words seem similar, having to do with things at rest, they actually have different
meanings.
The verb lie means "to recline." Lie does not have a direct object because the thing reclining
is doing so by itself, not by means of something else.
The verb lay means "to put or set (something) down." Lay usually has a direct object.
Example: He lays the book down, and it lies there.
In this sentence, book is the object of the verb lays, because lays means "sets" or "puts." In
the second clause, the book lies there by itself, and the verb has no object.
The following chart compares principal parts of the two verbs.
Verb Tense Lie (recline) Lay (set or put)

I
Present Her watch lies on the table. She lays her watch on the table. I
Present Participle Her watch is lying on the table. She is laying her watch on the table. i
I Past Yesterday, her watch lay in the same Yesterday, she laid her watch in the
I
place. same place.
I Past Participle Her watch has lain on that table She has laid it there and forgotten it
i i
since she lost it. again.
Note that in every circumstance, no form of lie has an object, and every form of lay does.
A. Practice: In the following sentences, correct any misuses of lie and lay. If a sentence is cor
rect, write C on the line provided.
1. Because no one is there to eat them, meals lay uneaten on the plates.
2. The machines had laid the food out according to a preprogrammed schedule.
3. The robotic mice lie in their places, waiting for something to drop on the floor.
4. The suburb, except for this house, had laid in ruins since the war.
5. Marcovaldo might sometimes lay down while the other workers went home for lunch.
B. Writing AppUcation: Write a sentence for each of the following items, using the indicated
tense of lie or lay.
1. lie;past _________________________________________________________________
2.lay;preserlt____________________________________________________
3. lay; past participle _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____
4. lie; present participle _____________________________________________________
5. lay;
6. lie; present _____________________________________________________________

Name _______________________________________________ Date ________________
"There WIll Come Soft Rains" by Ray Bradbury (text page 534)
"The Garden of Stubborn Cats" by Italo Calvino (text page 540)
Reading Strategy: Clarify

Writers manage information carefully to keep readers interested. Sometimes they arrange de
tails about setting and plot in order to allow an effect to unfold. "Where are we, and what is
going on?" readers should ask. These questions apply in different ways to "There Will Come
Soft Rains" and "The Garden of Stubborn Cats." In order to answer the questions, readers must
clarify details as they arise. Sometimes, you must reread or look back to understand what you
have just read. Sometimes you must read on until you get needed information.
DIRECTIONS: Each of the following passages from "There Will Come Soft Rains" and "The Garden
of Stubborn Cats" requires clarification. For each passage, list other details that help you clar
ify the meaning. The details may appear in the story either before or after the passage.
1. The morning house lay empty.
2. The house stood alone in a city of rubble and ashes. This was the one house left.
3. The entire west face of the house was black, save for five places.
4. The house shuddered, oak bone on bone, its bared skeleton cringing from the heat, its
wire, its nerves revealed as if a surgeon had torn the skin off to let the red veins and capil
laries quiver in the scalded air.
5. The city of cats and the city of men exist one inside the other, but they are not the same city.
6. Or, more precisely, above the partridges and qualls the dishes whirled, and above the
dishes, the white gloves. and poised on the waiters' patent-leather shoes, the gleaming par
quet floor, from which hung dwarf potted palms and tablecloths and crystal and buckets
like bells with the champagne bottle for their clapper ...
7. Marcovaldo realized he had finally reached the heart of the cats' realm, their secret island.
8. "They keep me prisoner, they do, those cats."
© Prentice-Hall, Inc. Rains/Cats 161

Name _______________________________________________ Date _________
"The Garden of Stubborn Cats" by !talo Calvino (text page 540)
Literary Focus: Setting

The setting of a literary work is the time and place in which the events of the work occur. A
story may have an overall setting as well as specific settings. There may be more than one set
ting as the action moves from place to place, and from one time to another. In Shakespeare's
Romeo and Juliet, for example. the overall setting is Verona, Italy, in the sixteenth century, but
the specific time and place changes from scene to scene.
Some stories, such as 'There Will Come Soft Rains" and 'The Garden of Stubborn Cats," are
dependent on different aspects of setting. Although Bradbury's story is set in a specific loca
tion, it is more dependent upon the time for its impact. In Calvino's story, place is the key to
the mystery in the garden.
You should pay attention to details about the setting. just as you pay attention to other in
fonnation in the story. What details give you infonnation about the time and place of a story,
and what is the effect of those details? Use the following charts to organize what you learn
about the settings of these selections as you read.
Directions: In the "Setting" column, fill in the overall time, overall place, specific time, and spe
cific place. as and if you discover them. In the "Evidence" column, fill in the detail from the story
that gives you the infonnation for the setting. In the "Impact" column, write how overall and
specific times and places matter to the story. What effect, if any, does each have on the story?
"There Will Come Soft Rains"

Type Setting Evidence Impact
Overall
Time:
Overall
Place:
Specific
Time:
Specific
Place:
"The Garden of Stubborn Cats"

Type Setting Evidence Impact
Overall
Time:
Overall
• Place:
Specific
Time:
Specific
Place:

Name ________________________________ .~ ____________ Date _________
"The Princess and All the KIngdom" by Par Lagerkvist (text page 552)
"The Censors" by Luisa Valenzuela (text page 554)
Build Vocabulary
Spelling Strategy When adding a suffix that begins with a consonant to a word that
ends in a consonant, do not double the word's final consonant. From the Word Bank, staid +
ness = staidness. Also, investment and decidedly illustrate this rule.
Using the Prefix ultra-

A. DIRECTIONS: The addition of ultra. ulter. or ula at the beginning of a word extends the mean
ing of the word; ultra means "further." "beyond," or, in some cases, "extreme." Explain the
meanings of the following words, keeping in mind the effect of the "ultra" portion of each word.
1. ultraminiature
2. ultramodem _ _ _ _ _ _ __
3. ultranationalism ________________________________________________________
Using the Word Bank

B. DIRECTIONS: Complete each sentence to demonstrate your understanding of the italicized
Word Bank word.
1. "My goal was to get a part-time job. I didn't tell anyone I wanted to start earning money for
college." The second sentence represents an ulterior motive for getting ajob because
2. The old chancellor was venerable because of his ________________
3. The young man views the kingdom and its treasures as a sordid gain because
4. The building's exterior contrasted with the interior's staidness. The exterior was festive; the
interiorwas _____________________________________________
5. The young man's kisses were ardent, which indicates that he probably felt
________-______________________ about the princess.
C. DIRECTIONS: Circle the letter of the word or phrase that is most nearly opposite to the Word
Bank word.
1. staidness 2. venerable 3. ardent
a. sweetness a. not respected a. indifferent
b. emotionality b.lengthy b. extremely enthusiastic
c. mobility c. lacking substance c. in a detennined manner
d. strictness d. prehistoric d. unaware
© Prentice-Hall, Inc. Princess/Censors 163

Name _________________________________________________ Date _________
"The Princess and All the Kingdom" by Par Lagerkvist (text page 552)
Build Grammar Skills: Who and Whom in Adjective Clauses

A subordinate. or dependent, clause has a subject and a verb but is not a complete thought
and cannot stand alone as a sentence. One kind of subordinate clause is an adjective clause,
which modifies a noun or pronoun.
An adjective clause begins with a relative pronoun [that, which, who. whom, or whose) or a
relative adverb (when or where). The relative pronoun or relative adverb relates the adjective
clause to the word or words the clause modifies.
Lagerkvist is a writer who did not gain recognition until/ate in his career.
In this sentence, the relative pronoun who relates the adjective clause to the noun writer and
also serves as the subject of the clause.
Readers may wonder if the young man about whom Lagerkvist writes is anything like the au
thor himself.
Here. the relative pronoun whom relates the adjective clause to the noun man and is the object
of the preposition about within the adjective clause.
A. Practice: In each sentence. underline the adjective clause or clauses. Circle the relative pro
noun and draw a line that connects it to the noun or pronoun the clause modifies.
1. Lagerkvist. who was a novelist, poet, and playwright. is considered a major twentieth
century Swedish literary figure.
2. This Swedish man, for whom the twentieth century posed difficult questions, expressed
pessimism about human nature.
3. As a middle-aged man who recognized brutality in the world. he wrote the novel The
Hangman.
4. The legacy of Lagerkvist, about whom the critics have mixed feelings, is a wealth of poetry
and prose that shows the growth of the author as well as the characters.
B. Writing Application: Complete each sentence by writing who or whom in the blank. If you
are unsure. determine the function of the relative pronoun within the adjective clause. Then
decide which form of the word to use.
1. You may consider Juan, the character on ______ the story focuses. as a victim or a
villain.
2. The reader considers Juan a villain should take a close look at the system in
which he is operating.
3. Mariana. _____ ~_ is unaware of all that is happening. apparently lives in Paris.
4. It is Mariana for _ _ _ _ _ Juan takes the job in the first place.

Name _______________________________________________ Date ________________
"The Princess and All the Kingdom" by Par Lagerkvist (text page 552)
Reading Strategy: Challenge the Writer's Message

When reading, you should look for the writer's message and consider it carefully. In fiction,
the writer's message is usually revealed through a narrator's words or through a main charac
ter's words or actions. The message may be stated directly or indirectly. Once you discover the
message, state it in your own words. Then test the message to see whether it applies to your
own life, and whether it is something with which you agree or disagree.
DIRECTIONS: Answer the questions in the following chart to uncover the messages in these
selections.
"The Princess and All the Kingdom"
What is the message?
How is the message revealed in the story?
Does the message apply to my life? ________
If so, in what way?
If not, explain why.
"The Censors"
What is the message?
How is the message revealed in the story?
Does the message apply to my life? ______
If so, in what way?
If not, explain why.
© Prentice-Hall, Inc. Princess/Censors 165

Name _______________________________________________ Date ________________
"The Princess and All the KJngdom" by Par Lagerkvist (text page 552)
Literary Focus: Universal Themes

Most of US have read stones in which the underdog wins-the kid who tries the hardest suc
ceeds. even if that kid isn't the smartest or the fastest or the "best." The stones may differ, but
the theme is the same: Those who try hard or do their best will succeed. Although in stones
and in real life the success may take different forms, this is an example of a universal theme.
It is an idea that could be applied to most people's lives, regardless of their age, culture, or cir
cumstances.
Both Par Lagerkvist and Luisa Valenzuela deal with universal themes in their stones.
Lagerkvist. wliting in the 1950's, chose to put his in the form of a fairy tale. Valenzuela dis
guised her theme in a modern-day short story that is a commentary on her country's political
system.
DIRECTIONS: For each of the following story descnptions. identify the theme and state specifi
cally why it is universal.
1. Three strangers enter a small village. The village people hide all their food. not wanting to
offer any hospitality. The three strangers borrow a pot in which to make "soup" by boiling
three stones. They then trick the village people into volunteenng to contribute their hidden
vegetables and other food to add to the stone soup. The end result is a delicious soup and
a happy gathenng among the strangers and the village people.
Theme: _________________________________________________________________
Explanation:__________________________ __________________________________
2. An industrious character decides to plant a garden. She asks for help prepanng the
ground. but her fnends do not help. She asks for help planting the seeds. but her fnends
prefer to watch. This continues through the weeding, harvesting, and preserving of the
good things from her garden. When she cooks up a delicious pot of stew, her fnends volun
teer to help her eat it, but she tells them that because they would not help her plant, weed.
or harvest, they cannot enjoy the final product.
Theme: _________________________________________________________________
..
3. Two characters, say a rabbit and a turtle, challenge each other to a race. The rabbit is sure
of himself and begins the race with a rush, but then dawdles along the way. The turtle.
knowing he is slow. sets a pace and keeps it up all the way along the course. The rabbit re
alizes his error too late, and the turtle wins.
Theme: __________________________________________________________________

Name _____________________________________________ Date _______________
"The Marginal World" by Rachel Carson (text page 571)
Build Vocabulary
Spelling Strategy Words ending in silent e keep the e before a suffix beginning with a
consonant. For example, the word subjective ends in silent e. When adding the suffix -Iyto
form the Word Bank word subjectively, the silent e remains.
Using the Suffix -able

A. DIRECTIONS: The suffix -able (sometimes -ible) means "capable of" or "capable of being." For
example, the Word Bank word mutable, which contains the suffix -able. means "capable of
change." Provide a definition for the following words. then give an example of something that
each word describes. For example. for mutable you might write weather since weather is capa
ble of change.
1. vulnerable ___________________________________________________________
2. manageable ___________________________________________
3. irreversible ______________________________________________________
4. invariable ____________________________________________________
Using the Word Bank

B. DIRECTIONS: Match each word in the left column with its definition in the right column.
1. marginal a.appearances;evidences
2. primeval b. personally
3. mutable c. real nature of something
4. manifestations d. ancient; primitive
5. cosmic e. capable of change
6. ephemeral f. passing quickly
7. subjectively g. occupying the borderland
8. essence h. relating to the universe
C. DIRECTIONS: Choose the word or phrase that is most nearly opposite in meaning to the Word
Bank word. Circle the letter of your choice.
1. ephemeral 2. primeval 3. cosmic
a. formidable a. vigorous a. relating to the universe
b. transient b. modem b. ethereal
c. durable c. primitive c. heavenly
d. passing quickly d. ancient d. earthly
© Prentice-Hall. Inc. The Marginal World 167

Name _______________________________________________ Date _________
Build Grammar Skills:
Linking Verbs and Subject Complements
Subject complements are words or groups of words-nouns. pronouns. or adjectives-that

complete the meaning of a sentence by explaining something about the subject. Following Hok
ing verbs (forms of the verb be as well as appear, feel, look, seem, sound. become, grow, remain,
smell, stay, and tum), these complements add essential and descriptive information.
A. Identifying Subject Complements Identify the subject complements in the following sen
tences, indicating whether each is a predicate noun or a predicate adjective.
1. All through the long history of the Earth it has been an area of unrest.
2. On the flood tide it is a water world, returning briefly to the relative stability of the open
sea.
3. The moon was luminous in the western sky.
4. The only sounds were those of the wind and the sea and the birds.
5. The birds became only dark shadows with no discernible color.
6. The beauty of the reflected images and of the limpid pool itself was the poignant beauty of
things that are ephemeral, existing only until the sea should return to fill the little cave.
B. Completing Sentences With Subject Complements To complete each sentence below, add
a predicate noun or a predicate adjective.
1. The beach at sunset was ___________________
2. The shore at night is ___________________
3. The birds became ___________________
4. Each night the weather turns __________________

5. Rachel Carson is __________________
6. Because one can visit the cave only when the tide falls. this place is both ____________
and ___________.
7. The sea creatures seem ___________________

8. Beautyis __________________

Name ________________________________________________ Date ________________
Reading for Success: Strategies for Reading Nonfiction

Because most nonfiction deals with information. concepts. or ideas. you will benefit from
strategies that help you analyze it.
• Recognize the author's purpose. Consider why the author is writing.
• Identify the author's main points. Sort out the main points the writer is making.
• Identify support for the author's points. The author's reasoning and evidence should be
believable and should lead you to understand and accept the points.
• Recognize patterns of organization. Noticing how the material is presented and devel
oped can help you understand it.
• Vary your reading rate. You may read different kinds of nonfiction material at different
rates, depending on your own purpose.
Directions: Read the following excerpt from The White Lantern by Evan S. Connell and apply
the reading strategies to increase your comprehension. In the margin, write notes showing
where you recognize the author's purpose, identifY the author's main pOints. identifY support
for the author's points. recognize patterns of organization, and vary your reading rate. Finally,
write your response to the work on the lines provided.
from The White Lantern by Evan S. Connell

Amundsen and Scott are the illustrious names. They got to the
Pole 4 within five weeks of each other, which suggests nothing more
than good luck and bad luck; but there was such a difference in what
happened subsequently that luck cannot explain it. The explanation
must be found in the characters of the two men.
Roald Amundsen's opinion of luck is terse and revealing:

"Victory awaits those who have everything in order. People call this
luck. Defeat awaits those who fail to take the necessary precautions.
This is known as bad luck."
There we have it. To be lucky you must know what you are doing.
At the age of fifteen, after reading about Sir John Franklin's disas
trous attempt to find a northwest passage, Amundsen began to get
ready. He trained his body to endure hardship. He detested football,
but forced himself to play it. He went skiing in the mountains whenever
possible. He slept with his bedroom windows open all winter. He
looked forward to the obligatory term of military service "both because
I wanted to be a good citizen and because I felt that military training
would be of great benefit to me as further preparation for my life."
When he was twenty-two he persuaded a friend to go with him on
a miniature polar passage. West of Osl05 is a mile-high plateau ex
tending nearly to the coast. In summer it is used by Lapp 6 herdsmen
pasturing reindeer, but when winter arrives the Lapps descend to the
.. Pole: the South Pole

II Oslo: (as - 10): Capital of Norway
8 Lapp Oap) adj.: Of Lapland. an area in northern NOlway. Sweden. and Finland
© Prentice-Hall, Inc. The Marginal World 169

valley and the plateau is deserted. There is no record of anyone ever
having crossed it during winter. Amundsen resolved to cross it.
In the middle of their third night on the plateau he woke up be

cause of a temperature change. Instead of sleeping on top of the
snow he had burrowed into it, hoping to escape the wind, and while
he lay snugly in the hole he had been pleased with himself for such a
clever idea. He woke up lying on his back, feeling cramped. Without
opening his eyes he tried to roll over but was unable to move. The
damp snow of early evening had filled the entrance to his burrow,
sifted over his sleeping bag, and then had frozen into a solid block of
ice. He began struggling and shouting, but he was helpless-ab
solutely unable to move-and his voice probably was inaudible at the
surface. He very soon quit shouting, he says, because it was hard to
breathe, and he realized that if he did not keep quiet he would suffo
cate. Presumably his friend also had burrowed into the snow, which
meant he must be trapped in the same way. Unless there should be a
quick thaw they both would die in these ice coffins.
Amundsen does not know whether he fell asleep or fainted, but

the next time he became conscious he heard the sound of digging.
His friend had slept on the surface, too exhausted to do anything
else, and was astonished when he woke up to find himself alone. The
only trace of Amundsen was a tuft of hair at one corner of his sleep
ing bag. Another snow flurry would have hidden him until the Lapps
returned.
They got back in such poor shape that people who had seen them
eight days earlier did not recognize them.
Commenting on this experience years later, Amundsen remarks
that an "adventure" is merely an interruption of an explorer's serious
work and indicates bad planning.
This trip across the Norwegian plateau seems to have been rigor
ously educational. What he learned from it, beyond the danger of
burrowing, cannot even be estimated; but it is obvious that, like most
extraordinary people, he knew how to distinguish the shape of the
world from a grain of sand. Again and again he talks about prepara
tion. Planning. Attention to detail.
Response:

Name __________________________________ ~ ____________ Date __________
Literary Focus: Expository Essay

An expository essay is a short nonfiction work written in order to inform. This is done by
explaining, defining, or interpreting an idea, an event, or a process. The most effective exposi
tory essays are coherent and unified: in other words, all of the elements of the essay fit together
in a logical, organized way. An expository essay can be organized in a number of ways: chrono
logical order, order of importance, comparison and contrast. cause and effect. parts to a whole,
pro and con, and so on. In her essay "The Marginal World, Rachel Carson describes parts of
If
the intertidal zone of the ocean and explains the cause-and-effect relationships that affect the
survival of the plants and animals in that "magical zone. If
DIRECTIONS: Answer each of the following questions about Rachel Carson's expository essay.
1. With what concept or idea does Carson begin her essay?
2. Summarize why each of the three places "stands apart" in Carson's mind.
3. What details does Carson use to illustrate how each of the three places "stands apart"?
4. What pattern of organization does Carson use to explain the adaptability of snails?
5. What main point does Carson develop and support throughout her essay?
© Prentice-Hall, Inc. The Marginal World 171

Name ______________________________________________ Date _____________
from The Way to Rainy Mountain by N. Scott Momaday (text page 582)
from "Nobel Speech" by Alexander Solzhenitsyn (text page 587)
"Keep Memory Alive" by Elie Wiesel (text page 590)
Build Vocabulary
Spelling Strategy Most adverbs end in -Iy. When adding the suffix -Iy to a word that
ends in -ble, drop the -Ie and replace it with -ly. The Word Bank word inexorably is inexorable
+ Iy. Discernibly and capably are also formed in this way.
Using Forms of Reciprocity

A. DIRECTIONS: Use the following exercise to distinguish between the forms of reciprocity. Match
each word in the left column with its definition in the right column. .
1. reciprocity a. to do in return
2. reciprocal b. a mutual exchange
3. reciprocate c. mutual action or dependence
4. reciprocation d. mutual
Using the Word Bank

B. DIRECTIONS: Complete each of the following sentences to demonstrate your understanding of
the italicized Word Bank word.
1. Another way to say that natural wonders engender awe in humans is to say that natural
wonders ____________________________________________________________
2. When Momaday says that the Kiowas' well-being was tenuous, he means __________
3. Solzhenitsyn's idea of reciprocity is __________________________________
4. If people are able to assimilate an idea into their way of thinking, that idea ________
5. Someone who does somethIng inexorably does it __________________________

6. Practicing oratory involves _______________________________________
7. If a historian claims that one event transcends another in importance, it means _ _ __

Name Date _ _ _ __
--------------------------------
"Keep Memory Alive" by El1e Wiesel (text page 590)
Build Grammar Skills: Capitalization of Proper Nouns

and Adjectives
A noun names a person. place. thing. or idea. A proper noun names a specific person. place.
thing, or idea. To distinguish the two, proper nouns are capitalized.
Common nouns: group country person month
Proper nouns: Kiowa Canada Momaday August
Some proper nouns have two or more words. In such cases, all articles, the words and, but,
or, and nor. and prepositions with fewer than four letters are not capitalized. Some examples:
Nobel Prize
Congressional Gold Medal of Achievement
Proper adjectives are formed from proper nouns and are also capitalized.
Romania-Romanian Russia-Russian Lenin-Leninist
Proper adjectives are often combined with common nouns. Do not capitalize the common
nouns in such cases.
English class Peruvian nationalism Elizabethan poet
A. Practice: Use proofreading marks. as shown in the example sentence. to indicate the correct
capitalization of proper nouns and proper adjectives in each sentence.
~ing ~arl ~ustav of ~weden presented ~olzhenitsyn with his ~obel ~rize in 1970,
1. The russian alexander solzhenitsyn became known in the western world through his writ
ings about political repression in the soviet union,
2. The eight years solzhenitsyn spent in a labor camp are the basis for his novel one day in
the life oj ivan denisovich.
B. Writing AppUcation: Write an informative sentence according to each of the following in
structions. In each sentence, use at least one proper noun and one proper adjective. Refer to
text pages 580-581 for information you may need to use in your sentences.
1. Write a sentence that briefly identifies Alexander Solzhenitsyn.
2, Explain who N. Scott Momaday is and what his background is.
3. Briefly relate Elie Wiesel's experiences as a young man.

--.-- ---------------_.
4. Tell why Alfred Nobel established an award for peace,
© Prentice-Hall. Inc, Mountain/Speech/Memory 173

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Date
from "Nobel Speech" by Alexander Solzhenltsyn (text page 587)
Reading Strategy: Analyze Author's Purpose

Behind all writing there is a purpose. In their Nobel acceptance speeches, both Solzhenitsyn
and Wiesel chose to persuade. In general, noticing details and knowing the background of the
author may help you understand and analyze his or her purpose in writing a particular work.
DIRECTIONS: Following are some passages from the selections in this group. For each passage,
tell why you think the author included those details or ideas. Then tell how the passage con
tributes to the author's larger purpose of reflection or informing (for Momaday) or persuasion
(for Solzhenitsyn and Wiesel).
from The Way to Rainy Mountain

1. A single knoll rises out of the plain in Oklahoma, north and west of the Wichita Range. For
my people, the Kiowas, it is an old landmark. and they gave it the name Rainy Mountain.
The hardest weather in the world is there. Winter brings blizzards, hot tomadlc winds arise
in the spring. and in summer the prairie is an anvil's edge.
from "Nobel Speech"

2. As I have understood it and experienced it myself, world literature is no longer an abstrac
tion or a generalized concept invented by literary critics, but a common body and common
spirit, a living. heartfelt unity reflecting the growing spiritual unity of mankind.
from "Keep Memory Alive"

3. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar
upon which the history of our people and the future of mankind were meant to be sacri
ficed.

Name ______________________________________________ Date __________~_____
Literary Focus: Reflective and Persuasive Essays

N. Scott Momaday's purpose in the passage from The Way to Rainy Mountain-or any writer's
purpose in a reOectlve essay-is to share with readers a personal expertence and its meaning.
Momaday's unique perceptions and understanding of his own expertence lead him to create a
new expertence for his readers. It is a writer's individual perspective that makes reflective writ
ing engaging and fresh, even when the topic is a familiar one.
In a persuasive essay. the writer's purpose is to get the audience to agree with him or her.
Effective persuasion should make pointS: in a way that changes people's minds or makes them
think or act in a different way. The art of persuasion is an appeal to reason.
DIRECTIONS: Refer to the selections by Momaday, Solzhenitsyn, and Wiesel as you answer the
following questions.
1. Momaday writes about an event that many of his readers have expertenced themselves
the loss. through death, of his grandmother. What is unique about Momaday's expertence?
2. What is unique about the way Momaday acquaints readers with his grandmother?
3. In Solzhenitsyn's speech. the sentence "Wrtters and artists can do more: they can VAN
QUISH LIES'" sums up the idea with which he wants his listeners to agree. How does he
build up to that pOint? With what reasonable statements or pOints does he support this
statement?
4. What sentence in Wiesel's speech sums up the point with which he wants his listeners to
agree? Show how Wiesel supports the sentence with reasonable. persuasive statements.
ltice-Hall, Inc. Mountain/Speech/Memory 175

Name _____________________________________________ Date _________
"A Child's Christmas in Wales" by Dylan Thomas (text page 596)

"Marian Anderson: Famous Concert Singer" by Langston Hughes (text page 602)
Build Vocabulary
Spelling Strategy If a word of more than one syllable ends in a single consonant follow
ing a single vowel, and the accent is not on the last syllable, do not double the final conso
nant before adding a suffix beginning with a vowel. For example, the suffix -ed added to
wallow forms the Word Bank word wallowed, the suffix -able added to consider forms
considerable, and the suffix -ing added to remember forms remembering.
Word Groups: Musical Words

In "Marian Anderson: Famous Concert Singer," Langston Hughes refers to arias-melodies
from operas, usually for a solo voice-and Marian Anderson's repertoire-a stock of songs that
a singer knows well and is ready to perform. There are many other words in the English lan
guage speCifically related to the field of music.
A. DIRECTIONS: Each word in the follOwing list is a musical term that appears in "Marian Ander
son: Famous Concert Singer." Complete each sentence with the most appropriate word.
hymns bass choral octaves
1. Marian Anderson could sing in both soprano, the highest voice range, and _____, the
lowest voice range.
2. The voice of Marian Anderson covered three entire _____, or intervals of eight tones.
3. Marian Anderson sang both individually and in ______ groups.
4. Before she was eight years old, Marian Anderson knew many ______ by heart.
Using the Word Bank

1. arias a. walked
2. staunch b. easily broken
3. repertoire c. made of woven yarn or thread
4. sidle d. move sideways
5. prey e.abandoned
6. wallowed f. loyal
7. crocheted g. songs performed by a Singer
8. brittle h. vocal solos in an opera
9. trod 1. an animal hunted for food
_ _ 10. forlorn j. took great pleasure
176 Selection Support © Prentica-Ha

Name _______________________________________________ Date ________________

Build Grammar Skills:
Restrictive and Nonrestrictive Appositives
An appositive is a noun or pronoun placed near another noun or pronoun to provide more
information about it. An appositive phrase contains an appositive and any words that moditY it.
Appositives may be restrictive or nonrestrictive. A restrictive appositive is essential to the
meaning of the sentence and is not set off by commas. A nonrestrictive appositive is not es
sential to the meaning of the sentence and is set off by commas. Read the following examples:
Restrictive Appositive: The narrator's aunt Hannah stood in the snowbound back
yard and sang.
The appositive Hannah is restrictive. It is necessary to identitY which of the narrator's aunts
is being described.
Nonrestrictive Appositive: Marian Anderson's mother, a church worker, loved to
croon the hymns of her faith.
The appositive a church worker is not essential in identifYing Marian Anderson's mother.
A. Practice: Underline the appositive or appositive phrase in each sentence and identitY it as
restrictive or nonrestrictive.
1. We saw Miss Prothero, Jim's aunt, corne downstairs and peer at the firemen.
2. My friend Jack suggested we sing "Good King Wenceslas."
3. T he Philadelphia Choral society. an Mrican American singing group, sponsored Marian An
derson's music studies after she graduated from high school.
4. The famous conductor Arturo Toscanini was amazed by Marian Anderson's singing.
B. Writing Application: Combine each of the following pairs of sentences by turning the sec
ond sentence into an appositive or an appositive phrase. Underline the appositive or the appos
itive phrase and then write restrictive or nonrestrictive above it.
1. I was with Mrs. Prothero's son in the garden. I was with the son whose name is Jim.
2. I went out into the snow to call on my friends. I wanted to call on Jim, Dan, and Jack.
3. Marian Anderson broke many stereotypes. Marian Anderson was a gifted Singer.
4. The writer wrote about Marian Anderson's talent in his New York Times article. The writer's
name was Howard Taubman.
5. In 1941 Marian Anderson received a public service award that allowed her to establish a
scholarship fund for promising young musicians. The award was the Bok Award.
© Prentice-Hall, Inc. Christmas/Singer 177

Name _______________________________________________ Date ________________
Reading Strategy: Recognize Author's Attitude

Recognizing an author's attitude-the way in which he or she feels about a subject or about
specific events-will help you to read with stronger understanding. In a biography. an author's
attitude toward a subject is revealed through the details and events in a subject's life the au
thor chooses to emphasize. and by the way he or she interprets these details and events. In an
autobiography, an author's attitude toward events in his or her own life is revealed by the care
fully chosen words and phrases used to describe these events,
A. DIRECTIONS: Read the following passages from "A Child's Christmas in Wales" and "Marian
Anderson: Famous Concert Singer," Identify the author's attitude toward his subject and then
list the specific words and phrases that express this attitude.
"A Child's Christmas in Wales"

1. "But all that the children could hear was a ringing of bells."
"You mean that the postman went rat-a-tat-tat and the doors rang?"
"I mean that the bells that the children could hear were inside them .... There were church
bells, too ... in the bat-black, snow-white belfries, tugged by bishops and storks. And they
rang their tidings over the bandaged town, over the frozen foam of the powder and ice-cream
hills, over the crackling sea. It seemed that all the churches boomed for joy under my window:
and the weathercocks crew for Christmas, on our fence."
Attitude toward childhood Christmas:
Words and phrases that express this attitude:
"Marian Anderson: Famous Concert Singer"

2. When lVIarian Anderson again returned to America, she was a seasoned artist. News of her
tremendous European successes had preceded her, so a big New York concert was planned.
But a few days before she arrived at New York, ... Marian fell and broke her ankle. She re
fused to allow this to interfere with her concert, however, nor did she even want people to
know about it.... She propped herself in a curve of the piano before the curtains parted, and
gave her New York concert standing on one foot!
Attitude toward Anderson as a performer:
Words and phrases that express this attitude:
178 Selection Support @ Prentice·Hall, Inc.

Name _______________________________________________ Date ________________

Literary Focus: Biography and Autobiography

Both a biography and an autobiography are types of writing that give infonnation about a
person's life. A biography is a chronicle of a person's life written by another individual.
whereas an autobiography is a person's chronicle of his or her own life.
A biographer gathers infonnation about his or her subject from sources such as letters, jour
nals, newspaper articles, and interviews with the subject or people who knew the subject. The
biographer then organizes and interprets this infonnation, deciding what should be empha
sized and exactly what he or she wants to express about the life of the subject. A person writ
ing an autobiography focuses on specific events in his or her own life and may share personal
thoughts and feelings about these events. Often, a person writing an autobiography shares de
tails about his or her life that others would never know, even after extensive research.
DIRECTIONS: Answer the following questions about the biography "Marian Anderson: Famous
Concert Singer" and the autobiography "A Child's Christmas in Wales."
1. From what sources do you think Langston Hughes might have gathered his information
about Marian Anderson? What specific sources does he name in the biography?
2. What are some interesting details shared by Hughes about Marian Anderson's life? What
do many of the details and events he chooses to share have in common?
3. How does Hughes interpret the infonnation he gathers? What does he want to express
about Marian Anderson's life?
4. Why do you think Thomas chooses to describe his own childhood Christmases? At what
moments in the piece are you most aware of his feelings toward this time?
5. What are some details Thomas reveals in his autobiographical account that only he would
know?
© Prentice-Hall, Inc. Christmas/Singer 179

Name Date _ _ _ _ _ _ __
------------------------------------------------
"Flood" by Annie Dillard (text page 610)
Build Vocabulary
Spelling Strategy When adding a suffix to a word ending in more than one consonant,
never double the final consonant. For example, the words usurp and repress become the
Word Bank words usurped and repressed when combined with the suffix -ed.
Using the Prefix mal-

In "Flood," Annie Dillard describes the malevolent hiss of a captured snapping turtle. The
word malevolent contains the prefix mal-, which means "bad" or "evil." Therefore, a "malevolent
hiss" is one that is intended as evil or harmful.
A. DIRECTIONS: Replace the italicized word or phrase in each sentence with a word from the fol
lowing list:
malignant malicious malady maladjusted
1. The floodwater seemed evil and spiteful as it destroyed everything in its path.
2. Some say dishonesty is a dangerous social disorder.
3. At first the new student seemed unable to adapt, but he soon became comfortable in his
new surroundings.
4. Doctors found the disease to be extremely hannjUl and dangerous.
Using the Word Bank

B. DIRECTIONS: In the blank. write the letter of the definition next to the word it defines.
1. obliterates a. evil or harmful
2. opacity b. held back; restrained
3. usurped c. roughly or clumsily handled
4. mauled d. destroys; erases without a trace
5. malevolent e. the quality of not letting light pass
6. repressed f. taken power over; held by force
C. DIRECTIONS: Circle the letter of the pair of words that best expresses a relationship similar to
that expressed in the pair in capital letters.
1. OBLITERATES: DESTRUCTION:: 2. USURPED: POWER:: 3. MAULED: PROTECTED::
a. revitalizes: encouragement a. won: prize a. rested: relaxed
b. willful: stubborn b. grab: steal b. shunned: welcomed
c. organizes: system c. gather: organize c. immaculate: filth
d. elderly: youthfulness d. prepare: events d. brief: tedious

Name Date _ _ _ _ _ _ __
Build Grammar Skills: Subject and Verb Agreement

Agreement is the correspondence between words in number. gender. or person. Verbs should
agree in number and person with their subjects: Singular subjects take singular verbs, and
plural subjects take plural verbs. Subject-verb agreement helps readers understand the rela
tionship between elements in a sentence.
A. Making Verbs Agree With Their Subjects Circle the verb in parentheses that agrees with
the subject.
1. Now one comer of the bridge (hangs, hang) apparently unsupported.
2. There (wasn't, weren't) a breath of wind.
3. The particles of clay (is, are) so fine.
4. Someone (has, have) produced heavy metal drums.
5. Few (has, have) ever seen it before.
6. Right behind the road's shoulder (is, are) waves.
7. Water pouring over the slopes (leaves, leave) the grass flattened.
8. Here (comes, come) the Franklin expedition on snowshoes.
9. Only the cable suspending the fences (is, are) visible.
10. Most of the people who (is, are) on our bridge (ends, end) up over there.
B. Revising Sentences for Correct Subject-Verb Agreement Revise each sentence, correct
ing errors in subject-verb agreement by changing the form ofthe verb. If a sentence contains
no error, write Correct.
1. Some of the women was carrying curious plastic umbrellas.
2. Everything in sight have been deluged by water.
3. Usually the water level of the muddy creek was eleven feet below the bridge.
4. The fish hides from the current behind any barriers they can find.
5. The bridge over by the Bings' look like a collapsed sail.
© Prentice-Hall, Inc. Flood 181

Name _ _ __ Date _ _ _ _ _ _ __
"Flood" by Annie Dtllard (text page 610)
Reading Strategy: Recognize Facts and Impressions

When a writer describes a personal experience in an essay. he or she often presents both
facts and impressions. A fact is a provable. straightforward detail. whereas an impression is a
particular feeling or image a writer remembers from an experience.
DIRECTIONS: As you read "Flood." identify and separate facts and impressions presented by
Annie Dillard, using the following chart to help you.
I Facts
I
Impressions
The creek's up. The water was an opaque pale green, like pulver
ized jade, ... like no earthly water.

Name ______________________________________________ Date ____________
Literary Focus: Descriptive Essay

One purpose of a descriptive essay is to provide the reader with a mind's-eye picture of a
particular place. a person, an event, or a natural phenomenon. For some readers the effect may
be. "It is a place I have been"; for others. it may be, "That is a scene I wish I had actually wit
nessed." Annie Dillard has this kind of descriptive power:
It's been gray sporadically, but not oppressively, and rainy for a week, and I would think:
When is the real hot stuff coming, the mind-melting weeding weather? It was rainy again this
morning, the same spring rain, and then this afternoon a different rain came: a pounding,
three-minute shower. And when it was over, the cloud dissolved to haze. I can't see Tinker
Mountain.
Dillard doesn't use just descriptive words-she uses evocative words. words that call forth
the sense of sight, touch, hearing. smell. or taste that she wants us to be aware of.
Complete the following chart. In the right-hand column. write the sense to which each de
scriptive phrase in the left-hand column appeals.
Description Sense to which it appeals
I 1. mind-melting weeding weather 1.
2. high water had touched my leg 2.
3. the long-haired girls strayed into 3.

!
giggling dumps
4. the color is foul, a rusty cream 4.
5. The air smells damp and acrid, like fuel 5.

I
oil, or insecticide.
6. [water] smashes under the bridge like 6.

a fist
I
© Prentice-Hall, Inc. Flood 183

Name ________________________ Date __________
"Star Wars-A Trip to a Far Galaxy That's Fun and Funny, , ,"
by Vincent Canby (text page 626)
"Star Wars: Breakthrough Film Still Has the Force" by Roger Ebert (text page 629) ....J
Build Vocabulary
Spelling Strategy The Word Bank word fastidious ends in -ous, pronounced as us. The
-ous suffix means "full of," as in righteous; flabounding in," as in beauteous; "by the nature
of," as in adventurous; or "characterized by," as in slanderous.
Using Connotations
Good writers choose their words carefully to convey exactly the meaning they want. Words
have denotations-precise definitions-one might find in a dictionary and connotations
extra meanings associated with or implied by a word.
A. DIRECTIONS: Use a dictionary to check the denotations of each of the following pairs of words.
Then explain the difference in connotations of each pair.
1. statesman, politician
2. clever, intelligent
3. staring, studying
4. naive, ignorant
Using the Word Bank

B. DIRECTIONS: Circle the letter of the word or phrase closest in meaning to the Word Bank
word.
1. apotheosis
a. disciple b. pharmacy c. deification d. distance
2. eclectic
a. of many sources b. unconscious theft c. poorly organized d. religious ritual
3. facetiousness
a. documentation b. hypothesizing c. jocularity d. hypocrisy
4. adroit
a. misguided b. clever c. inept d. heavy
5. piously
a. rapidly b. corruptly c. angrily d. religiously
6. condescension
a. haughtiness b. recognition c. decline d. restoration
7. watershed
a. disaster b. turning point c. dilemma d. battleground

Name _______________________________________________ Date _____________
"Star Wars-A Trip to a Far Galaxy That's Fun and Funny . .. It

"Star Wars: Breakthrough Film Stin Has the Force" by Roger Ebert (text page 629)
Build Grammar Skills: Parenthetical Interrupters

You already use, in all likelihood. parenthetical interru.pters in your speech. In the preced
ing sentence, the phrase in aU likelihood interru.pts the sentence for a moment to offer a side
prediction. In this example. in all likelihood is a parenthetical interru.pter. Parenthetical inter
rupters are expressions that suspend the flow of a sentence to offer further information. com
mentaxy. qualification, or enhancement of the Ulusion of voice.
Parenthetical interru.pters are set off by commas from the rest of the sentence.
A. Practice: Underline the parentheticallnterru.pter in each of the following sentences. De
scribe how it affects the meaning of the sentence.
1. Star Wars was, in its time, the most finanCially successful film in histoxy.
2. Star Wars also began. it should be noted, the mass marketing to children of lines of expen
sive action figures based on movies.
3. One of the measures of the film's impact, of course, is how many other movies and televi
sion shows later imitated it.
4. That approach, one must admit, may be taking too serious an approach to simple enter
tainment.
B. Writing AppUcatlon: Insert parenthetical interru.pters into the following sentences at appro
priate places. Use parenthetical interru.pters of your chOice, or select from the following list.
one would think it seems it could be argued
apparently to be sure one wonders
1. Star Wars is a classic film by almost any definition.
2. There is no end to the movie's appeal.
3. The philosophical elements are taken too seriously by some.
4. People in the other galaxies haven't solved basic problems with aggreSSion.
5. Why do the Empire's soldiers shoot so poorly?
6. The villains in any solar system have the same problem.
© Prentice-Hall, Inc. Star Wars-A Trip/Star Wars: Breakthrough Film 185

Name _______________________________________________ Date _ _ _ _ _ _ __
"Star Wars-A Trip to a Far Galaxy That's Fun and Funny . .."
"Star Wars: Breakthrough Film Still Has the Force" by Roger Ebert (text page 629) ...",J
Reading Strategy: Identify Evidence
A reviewer, like anyone else, is entitled to his or her own opinion. For that opinion to be re
sponsible and persuasive, though, it must be backed up by information and evidence. Evidence
in writing supports or explains a statement or an opinion. The clearer and more concrete the
evidence is, the better it is. An explanation of why battle scenes seem contrived, for example, is
more convincing if it includes a concrete description like "Spaceships wouldn't fly like old-time
biplanes" rather than a general statement like "It didn't seem real."
The more solid evidence a writer provides for his or her assertions, the more credibility he or
she gains with readers. When the writer Is credible, you are more likely to accept his or her
opinion on subjective matters, such as whether or not a movie is worth your time and money.
DIRECTIONS: Find evidence in the selection for each of the following assertions. Write the evi
dence in the space provided.
1. Canby: The story of Star Wars could be written on the head of a pin and still leave room for
the Bible.
2. Canby: The thin one, who looks like a sort of brass woodman, talks in the polished phrases
ofa valet ...
3. Canby: The true stars of Star Wars are John Barry. who was responsible for the production
design, and the people who were responsible for the incredible special effects ...
4. Canby: It's difficult to judge the performances in a film like this.
5. Ebert: Like Birth of a Nation and Citizen Kane, Star Wars was a technical watershed that in
fluenced many of the movies that came after.
6. Ebert: It located Hollywood's center of gravity at the intellectual and emotional level of a
bright teenager.
7. Ebert: There's also an improved look to the city of Mos Eisley ("A wretched hive of scum
and villainry," says Obi-Wan Kanobi).
8. Ebert: The films that will live forever are the simplest-seeming ones.

Name ______________________________________________ Date ________________
"Star Wars-A Trip to a Far Galaxy That's Fun and Funny . .."
\......t "Star Wars: Breakthrough Film Stin Has the Force" by Roger Ebert (text page 629)
Literary Focus: Critical Review

Typically. a critical review opens with an engaging line to interest the reader. then briefly
summarizes the work being reviewed. The reviewer should not assume the reader has experi
enced the work. nor should the reviewer give away any surprises. The summary is just a start
ing point.
The reviewer then begins to reveal his or her comments. In movies. plots. characters. Ught
ing. acting. and direction are elements to consider. A book review evaluates the style of narra
tion. A music review could comment on technique and interpretation.
Most reviews close with an overall evaluation of the work. Effective criticism is unbiased.
knowledgeable, detailed. speCific in praise as well as censure, and has a clear sense of quality.
What makes something good? You don't have to be an expert to write critiCism, but you must
demonstrate that you have experienced the work and have something worth saying about it.
What is your opinion? Why did you form that opinion? If your writing answers these questions
clearly. you will be a good critic and a good writer.
DIRECTIONS: Think about the qualities of a good critical review as demonstrated in the selections
by Canby and Ebert. Then answer the following questions in the space provided.
1. What Is the purpose of a critical review?
\....... 2. How can you tell that both Ebert and Canby have actually seen Star Wars?
3. What in Canby's and Ebert's reviews indicates to you that they are knowledgeable about
film?
4. Why should the summary of the work in a critical review be brief?
5. Both Canby and Ebert praise Star Wars. What appear to be the criteria they are using to
make their evaluations?
6. What does it mean for a review to be unbiased? Why is it important that a reviewer be un
biased?
7. List three or four qualities you think a good critic should have.
© Prentice-Hall, Inc. Star Wars-A Trip/Star Wars: Breakthrough Film 187

Name ___________________________________ Date _ _ _ _ _ _ __
"Mothers &. Daughters" by Tillie Olsen and Estelle Jussim (text page 638)
Build Vocabulary
Spelling Strategy When -ness is added to a word ending in n, keep all the letters intact:
sullen + -ness sullenness.
Using Words Describing Color

Many words, such as hue, refer to differences in color. Shade refers to the degree of darkness
of a particular color. A pale or delicate shade of a color is called a tint.
A. Match each word in the left column with the appropriate color in the right col
DIRECTIONS:
umn. Write the letter of the color on the line next to the word used to describe that type of color.
1. hue a. burgundy
2. shade b. pink
3. tint c. red
Using the Word Bank

B. DIRECTIONS: Write T for true or F for false in the blank next to each sentence.
1. A painter would be concerned with hue.
2. A child might indicate sullenness by frowning or pouting.
3. An audience would clap politely to show its fervor for a performance.
4. A parent would be filled with rapture while caring for a sick child.
5. Not all viewers will discover the photograph's implicit message.
C. DIRECTIONS: Each of the follOwing questions consists of a word in CAPITAL LEITERS fol
lowed by four lettered words or phrases. Circle the letter of the word or phrase that is most
nearly opposite in meaning to the word in capital letters.
1. SULLENNESS
a. enjoyment
b. happy
c. grateful
d. resentment
2. FERVOR
a. unexcited
b. sadness
c. boredom
d. commotion

Name _______________________________________________ Date __________
"Mothers &: Daughters" by Tillie Olsen and Estelle Jussim (text page 638)
Build Grammar Skills: Semicolons in a Series

Use semicolons to separate items in a series when the items already contain commas. Look
at the following example:
Here is sullenness, anger or controlled anger, resentment; admiration, distaste; playfulness,
pride; joy, joy, joy in each other; estrangement; wordless closeness or intense communion.
DIRECTIONS: Rewrite the following sentences to include any needed semicolons.
1. Mothers & Daughters was created by writer Tillie Olsen. Julie Olsen Edwards, her daughter.
and Estelle Jussim. a photography expert.
2. Estelle Jussim's books include Landscape as Photograph, Frederic Remington, the Camera
and the Old West, and Slave to Beauty.
3. The photographs show mothers and daughters smiling, scowling. or staring. posing at ease
or with awkwardness, and working or relaxing.
4. The subjects in Tang Chung, Lisa Lu, Lucia and Loretta, August. New Mexico, 1979, and
Untitled. Wilmington. Delaware. express a wide range of emotions.
© Prentice-Hall, Inc. Mothers & Daughters 189

Name _____________________________________________ Date _______________
Reading Strategy: Interpret Pictures

When you interpret pictures. you "read" their message from the elements within the pic
tures. Examining these elements can help you discover the meaning behind the pictures.
A. DIRECTIONS: Complete the chart by recording details about each photograph for the cate
gories listed.
Photograph Facial Body Distance Background

Expressions LanJua&e Between
Subjects
1. August, !\Jew
Mexico, 1979
2. Bicentennial
Celebration
3. Tang Chung,
Lisa Lu, Lucia
and Loretta
4. Untitled
(Sage Sohier)
5. Untitled
(Bruce Horowitz)
B. DIRECTIONS: Based on your completed chart, write your interpretation of the relationship be
tween mothers and daughters in the photographs.
1. August, New Mexico, 1979
2. Bicentennial Celebration
3. Tang Chung, Lisa Lu, Lucia and Loretta
4. Untitled (Sage Sohier)
5. Untitled (Bruce Horowitz)

Name ______________________________________________ Date ________________
Literary Focus: Visual Essay

Pictures can speak ideas and truths that we find difficult to express in words. In a visual
essay. photographs or other visual forms are combined with written text to convey meaning
about a particular subject.
DIRECTIONS:Read each example of written text. Then answer the questions about the relation
ship between the text and the photographs.
Here are mothers and daughters of lack and of privilege, in various dress, settings, environ
ments; posing for photographs or (unconcerned with the camera) sharing tasks, ease, occa
sions, activities; holding, embracing, touching; or in terrible isolation.
1. Which of the five photographs reflect the positive aspects of mother-daughter relationships
described by Tillie Olsen? Why do you think so?
2. Which of the five photographs most strongly conveys a sense of "terrible isolation" between
mother and daughter? Explain your choice.
[My mother] was teaching me one more, almost her last, lesson: emotions do not grow old. I
knew that I would feel as she did, and I do.
3. How do Eudora Welty's words relate to the images in Bicentennial Celebration or Tang
Chung. Lisa Lu, Lucia and Loretta?
To portray two persons defined as mother and daughter is to define a relationship fraught
with cultural and emotional overtones.
4. Which photographs illustrate Estelle Jussim's words? Why do you think so?
© Prentice-Hall, Inc. Mothers & Daughters 191

Name _______________________________________ Date _ _ _ _ _ _ __
"Imitating Nature's Mineral Artistry" by Paul O'Neil (text page 648)

"Work That Counts" by Emesto Ruelas Inzunza (text page 652)
Build Vocabulary
Spelling Strategy The Word Bank word topography is one of many words in English
derived from the Greek word graphein, meaning "to write" or "to record."
Using the Prefix syn-

A. DIRECTIONS: Following are words that contain the prefix syn-, meaning "together" or "with."
Each is attached to a word root that comes from Greek, followed by a definition in parentheses.
Determine the literal meaning of the English word. Then, consulting a dictionary if necessary,
explain the full meaning that the word has taken on in English.
1. synergetic (ergos means "work")
2. synonym (onyma means "name") _____________________________
3. syntax (tassein means "to arrange") _________________________
Using the Word Bank

B. DIREcTIONS: For each sentence, replace the italic1zed word or phrase with the appropriate
word from the Word Bank. Rewrite the sentence in the space provided.
1. In nature, many kinds of change ojJorm take place, each one more amazing than the last.
2. The failed experiment was both accidental and beneficial since it had an unexpected out
come that revealed new information.
3. The qualities of man-made gems are invisible to most consumers.
4. The girls were reluctant to reveal the topiC of their science fair project.
5. For scientists as well as for gem dealers, watchfttlness is a virtue.

Name _______________________________________________ Date _ _ _ _ _ _ __

"Work That Counts" by Ernesto Ruelas Inzunza (text page 652)
Build Grammar Skills: Varied Sentence Beginnings:

Adverb Phrases
One characteristic of good, interesting writing is varied sentence beginnings. If all sen
tences follow the same format or structure, the writing takes on a monotonous rhythm that
does not engage readers. If. however. writers use a variety of sentence lengths and structures,
the work will be interesting and engaging.
One way to vary the structure of your sentences as you write is to begin sentences with ad
verb phrases. which tell how. when. where, why. or to what extent. Look at these examples:
Beneath the ground lie the real gemstones.
Before an experiment, scientists must arrange the equipment carefully.
A. Practice: Underline the adverb phrase in each sentence that follows. Draw a line to the
word the phrase modifies. Then write how. when, where, why. or extent above the phrase to in
dicate what it tells.
1. After sunset. I finally have time to sit peacefully.
2. In a molten bath of a solvent. or flux. the gem is crystallized.
3. Because of certain peculiarities. some gems cannot be synthesized by ordinary crystal
growth.
4. In the laboratory. opals are created by precipitating silica spheres through a chemical
~ reaction.
B. Writing AppHcation: Revise the paragraph in the space provided, altering four of the follow
ing sentences so that they begin with adverb phrases. Consider your revisions carefully to make
sure that your changes maintain clarity and make the paragraph more interesting to read.
Natural gemstones are highly prized for their beauty, durability, and rarity in the modern
world. They have fascinated humans since ancient times. They have long been used for jew
elry and decoration. The special qualities of gemstones-hardness, iridescence, and luster
caused them to be magical or mysterious for some early peoples. Fewer than 100 of the more
than 2,000 identified natural minerals are used as gemstones. These minerals all have to be
cut and polished for use in jewelry.
© Prentice-Hall. Inc. Imitating Nature's Mineral Artistry/Work That Counts 193

Name _______________________________________________ Date _ _ _ _ _ _ __

"Work That Counts" by EITIesto Ruelas Inzunza (text page 652)
Reading Strategy: Relate Diagrams to Text

With a single diagram, the writer of a technical article may shed light on a process. a
method, or a structure. A diagram may add meaning to a text by illustrating something that is
just too difficult to explain effectively with words, or it may enhance information in the text by
reinforcing the text's meaning. Whatever the relationship of the diagram to the text, readers get
information in a visual way that helps them understand and remember.
DIRECTIONS:Refer to "Imitating Nature's Mineral Artistry" on page 649, Diagram A and Diagram
B on page 650 as you answer these questions.
1. The text indicates that the chemical ingredients of ruby "sift from a hopper." How is this in
dicated in Diagram A?
2. In what ways does this diagram work with its caption to give readers a complete sense of
the process?
3. In Diagram B, how does the illustration show that the crystals settle to the bottom of the
crucible?
4. Do you think these diagrams explain processes that would be difficult to explain in the
text, or do they enhance the text by providing an image of the process? Explain your an
swer.

Name _______________________________________________ Date _ _ _ _ _ _ __

"Work That Counts" by Ernesto Ruelas Inzunza (text page 652)
Literary Focus: Technical Article

Unlike fiction, in which writers use expressive language, technical articles must be clear
and to the point. To attain clarity, technical writers carefully and logically organize and present
their information.
Technical writers need to be especially aware of their audience. They must have a sense of
what their audience knows. If a scientist is writing for a SCientific journal, she need not define
basic scientific terms in her article. If she is writing a science column for a weekly news
magazine, however, she needs to define basic terms because a general audience has less scien
tific knowledge. Both O'Neil and Inzunza are writing for general audiences, so they are careful
to define the specialized terms they use in their articles.
DIRECTIONS: Examine the characteristics of technical articles by completing the following table.
"Imitating Nature's
Mineral Artistry" "Work That Counts"
1. Briefly explain the process that is described in each technical article.
2. From each article, cite two specialized terms and their definitions.
3. Cite one comparison or analogy from each article that makes a concept more understandable.
4. Describe the type of audience each article is written for, and explain the reasons for your answer.
C Prentice-Hall, Inc. Imitating Nature's Mineral ArtistrylWork That Counts 195

Name _______________________________________________ Date _________
Antigone, Prologue through Scene 2. by Sophocles (text page 670)
Build Vocabulary
Spelling Strategy Words ending in silent e drop the e before a suffix beginning with a
vowel: sate + -ed sated.
Using the Prefix. trans-

A. DIRECTIONS: Knowing that the prefix trans- means "through," "above," or "across," write a
definition for each italicized word in the following sentences.
1. The transatlantic flight began in New York and ended in London.
2. Happily. Karl's experiences often transcend his rather low expectations.
3. Which shipping company will transport the produce?
4. Mter the election. the power of government transferred from one party to another.
Using the Word Bank

sated anarchists sententiously sultry transcends
B. DIRECTIONS: For each Word Bank word. choose the word or phrase that is most nearly oppo
site in meaning. In the blank, write the letter of your choice.
1. sated
a. angry b. unfulfilled c. desperate d. content
2. sententiously
a. wordy b. vaguely c. in a roundabout way d. nonsensically
3. sultry
a. frigid b. oppressive c. muggy d. sweltering
4. transcends
a. exceeds b. stagnates c. oppresses d. rises above
5. anarchists
a. terrorists b. nihilists c. mercenaries d. authorities

·Name Date _ _ _ _ _ _ __
-------------------------------------------
Antigone. Prologue through Scene 2, by Sophocles (text page 670)
Build Grammar Skills: Coordinating Conjunctions

Coordinating conjunctions--and, but, or, nor, yet, Jor, so--link two or more words or groups
of words that are of equal importance.
He fell with his windy torch, and the earth struck him.
Coordinating conjunctions also show the relationship between the ideas being linked.
Numberless are the world's wonders, but none/More wonderful than man.
A. Practice: Rewrite the following sentences, inserting the coordinating conjunction that best
shows the relationship between the words or clauses.
1. Antigone (or / and) Ismene debate how to honor their dead brother.
2. Antigone must obey Creon's decree (but / or) face certain death.
3. Antigone tries again to bury her brother. (for / yet) sentries had removed the burial dust.
4, Creon is Antigone's uncle, (yet / nor) he shows her no special mercy.
\...,... 5. Ismene tries to share her sister's punishment, (so / but) Antigone will not permit her.
B. Writing AppUcatlon: Write a brief description of Antigone's character. In your sentences,

use coordinating conjunctions to link words and clauses. Use each of the following coordinat
ing conjunctions at least once: and, but, or, Jor.
© Prentice-Hall, Inc. Antigone, Prologue through Scene 2 197

Name ______________________________________________ Date _ _ _ _ _ _ __
Antigone, Prologue through Scene 2, by Sophocles (text page 670)
Reading Strategy: Question Characters' Motives

In Antigone, the actions of Antigone, Creon. and Ismene have serious and lasting conse
quences. Why do these characters behave as they do? The inner drive or impulse that makes a
person act in a certain way is called motive. Like people. characters in a play also have mo
tives. You can understand the action of a play if you identify the characters' motives.
DIRECTIONS: Explore the motives of Creon. Antigone, and Ismene by completing the following
chart. Provide at least one piece of evidence to support each conclusion you draw.
I Question Motive Supporting Evidence

1. What is Creon's motive
for forbidding Polyneices'
burial?
2. What is Creon's motive for

arresting Ismene as well?
3. What is Ismene's motive for

accepting guilt for Antigone's
crime?
4. What is Antigone's motive

for refusing Ismene's help?
i :
198 Selection Support @Prentice-Hall, Inc.

Name _______________________________________________ Date __________
Antigone, Prologue through Scene 2. by Sophocles (text page 670)
Literary Focus: Protagonist and Antagonist

Like many Greek tragedies, Antigone focuses on a conflict that one character has with an au
thority figure. often a ruler or a god. In this play, as in other works of literature, the main char
acter, called the protagonist. is the character at the center of the action. As readers. we iden
tify with the protagonist and the crisis he or she faces. In this play, the protagonist is Antigone.
The antagonist is the character or force that is in conflict with the protagonist. Antigone is in
conflict with the antagonist Creon, who is both her uncle and the king.
A. DIRECTIONS: Write your answers to the following questions.
1. Explain how Antigone is the protagonist of the play.
2. Explain how Creon is in conflict with Antigone.
3. How does Antigone's sense of honor put her in conflict with Creon?
4. How does Creon's pride pit him against Antigone?
B. DIRECTIONS: Read the following quotations. Explain how the contrasting lines illustrate the
conflict between protagonist and antagonist.
ISMENE.[To Antigone) Go then, if you feel that you must.lYou are unwise.lBut a loyal friend in
deed to those who love you.
CREON. No one values friendship more highly than I; but we must remember that friends made
at the risk of wrecking [the Ship of Statel are not real friends at all.
© Prentice-Hall, Inc. Antigone, Prologue through Scene 2 199

Name ______________________________________________ Date _ _ _ _ _ _ __
Antigone, Scenes 3 through 5, by Sophocles (text page 685)
Build Vocabulary
Spelling Strategy Place i before e except after c or when sounded like a as in neighbor
and weigh. Examples: fierce, receive, reign.
Using the Root -chor-

A. DIRECTIONS: The word root -chor- comes from Terpsichore. the Greek Muse of dance and
song. Complete each sentence with one of the following words: chord. chorister, chorus. choreo
graph.
1. The song's _________________ is repeated three times.
2. The dance company has employed the former prima ballerina to
_____________ the new ballet.
3. Please playa single _ _ _ _ _ _ _ _ _ _ _ _ to help the musicians find their pitch.
4. The lead __________________ sang his solo beautifully.
Using the Word Bank

deference vile piety
blasphemy lamentation chorister
1. blasphemy a. an expression of grief; weeping
2. chorister b. disrespectful speech or action concerning God
3. deference c. extremely disgusting
4. lamentation d. a yielding in thought
5. piety e. a member of the chorus
6. vile f. holiness; respect for the divine

Name ___________________________________________ Date ________________
Antigone, Scenes 3 through 5. by Sophocles (text page 685)
\....." Build Grammar Skills: Pronoun Case in Incomplete Clauses

In some English constructions, words that are understood can be omitted. In incomplete
clauses introduced by than or as, a pronoun takes the case that it would take if the understood
words were present. For instance, look at the following line from Scene III:
Let's lose to a man, at least! Is a woman stronger than we?
If the understood word had been included, the line would have read "Is a woman stronger
than we are?" By completing the clause with the understood word are, you can more easily de
termine that the correct pronoun is we, not us.
A Practice: Circle the correct pronoun, and write the word or phrase that best completes each
sentence.
1. Creon believes that no one is more entitled than (he/him) _____ to decide Antigone's
fate.
2. Haimon was as infuriated as (I/me) _____ at Creon's stubbornness.
3. Haimon tells Creon what the people are saying about him; clearly. Haimon believes as
(they/them) _____
4. As a reader, I identified most with Antigone; in my opinion, no one suffered more than
(her/shej _____
5. My friend appreciated the actors more than (l/me) _ _ ___
B. Writing Application: For each of the following phrases, write a sentence that contains an
incomplete clause using a pronoun in the correct case.
1. as excited as
2. more determined than
3. adventurous than
4. as patient as
5. more than
© Prentice-Hall, Inc. Antigone, Scenes 3 through 5 201

Name _______________________________________________ Date __________
Antigone. Scenes 3 through 5, by Sophocles (text page 685)
Reading Strategy: Identify With a Character

You can more fully experience a drama when you identify with a character. By putting your
self in the character's place, you imagine what he or she is feeling and thinking. Imagining
yourself as a particular character in a drama can make you sympathize with that character. As
a result, you can gain greater insight into the character's motivation and the play's meaning.
DIRECTIONS: For each character, list two actions. events, and/or lines that helped you identify
with the character. Then state the insight you gained from identifying with the character.
Character Identifying Elements Resulting Insight

1. Antigone
12. Creon
!
3. Haimon
I
14.,smene
5. Eurydice

Name _______________________________________________ Date _________
Antigone, Scenes 3 throup 5, by Sophocles (text page 685)
Literary Focus: Tragic Character

A tragic character is a dramatic figure who makes an error in judgment that accounts for
his or her downfall. The error is often called a tragic 8aw. Through choice and circumstance,
the tragic character is caught up in a series of events that lead to disaster. In Antigone, both
the protagonist (main character in conflict with forces or another character) and antagonist
(figure in conflict with the main character) are tragic characters.
DIRECTIONS: Below are some passages from Antigone. Read each passage, go back to its context
in the play if necessary. and then identify the tragic flaw and how it shows itself at that mo
ment.
1. (Scene 1 : II. 44-65) Creon: " ... that is why I have made the following decision concern ing the sons
of Oedipus: ...-Polyneices, I say, is to have no burial: no man is to touch him ... he shall lie on
the plain, unburied ... no traitor is going to be honored with the loyal man."
2. (Scene 2 : II. 58-63) Antigone: "1 dared.... Your edict, King, was strong, But all your strength is
weakness itself against I The immortal unrecorded laws of God. They are ... Operative forever, be
yond man utterly."
3. (Scene 3 : II. 94-96) Creon: "You consider it right for a man of my years and experience I To go to
school to a boy?"
4. (Scene 4 : II. 42-44) Antigone: "I have been a stranger here in my own land: I All my life I The blas
phemy of my birth has followed me."
@ Prentice-Hall, Inc. Antigone, Scenes 3 through 5 203

Name ______________________________________________ Date _________
The Tragedy ofJulius Caesar, Act I. by William Shakespeare (text page 712)
Build Vocabulary
Spelling Strategy Many words in the English language end with a /jus/ sound. When
ever you run across one of these words, such as prodigious, religious, and contagious, the
ending is almost always spelled -gious. An exception is courageous, which retains the e from
its base form.
Using Forms of portent

A. DIRECTIONS: The Latin verb from which the word portent comes means literally "to stretch
forward." Therefore, a portent is an event or sign whose meaning "stretches forward" into the
future. Write sentences using forms of portent according to the instructions that follow.
1. Use the verb portend in a sentence about a weather forecast.
2. Use portentous in a sentence about the coming of the twenty-first century.
3. Use the noun portent in a sentence about an event that foreshadowed a good happening.
Using the Word Bank

replication spare infirmity
surly portentous prodigious
B. DIRECTIONS: Choose the lettered word or phrase that is most nearly opposite in meaning to
the Word Bank word. In the blank, write the letter of your choice.
1. spare 4. infirmity
a.lanky a. illness
b. gaunt b. weakness
c. used c. strength
d. corpulent d. attitude
2. surly 5. replication
a. friendly a. anger
b.knotted b. forgery
c. not noticing c. duplicate
d. apologetic d. original
3. prodigious 6. portentous
a. meager a.loud
b. immeasurable b. indivisible
c. superstitious c. inSignificant
d.badluck d. overweight

Name ____________~______~_______________________ Date _______________
Build Grammar Skills: The Subjunctive Mood

The subjunctive mood expresses a condition that is contrary to fact, or a wish, suggestion,
demand, or request. For example. when saying. "If I were president, ... " you are expressing
something contrary to fact, and therefore use the subjunctive were instead of was. The sub
junctive mood of a verb is used in two kinds of situations.
The present subjunctive is used to express a suggestion or a necessity. This kind of expres
sion always appears in a subordinate clause beginning with that. The independent clause al
ways contains a word indicating a suggestion (ask. request. suggest, or recommend) or a neces
sity (necessary or essential).
Brutus requested that Casca tell him what had happened.
It is essential that Brutus and Cassius talk privately.

The past subjunctive is used to express a wish or a condition contrary to fact. The words if.
as if. and as though express something that is not true-something that is contrary to fact. In
this kind of expression, and in the expression of a wish. the verb were is usually used.
If there were any more strange portents, the people might really be frightened.
I wish I were able to speak more expressively.
A. Practice: Circle the verbs that are in the subjunctive mood in each of the follOwing sen
tences. Also, underline any other words in the sentence that indicate that the subjunctive
mood is being used.
~ 1. It is necessary that the conspirators recruit as many accomplices as they can.
2. If you were Caesar. would you have accepted the crown?
3. Cassius responds as though Caesar were already king.
4. Cassius suggests that Brutus consider himself worthy of respect.
B. Writing Application: Complete each of the following sentences in the subjunctive mood.
1. IfCaesar ____________________________________________________________
2. The conspirators recommend that _____________________________
3. It was as Lll\.'U~~H _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
4. Caesar asks that Antony ________________
© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act I 205

Name ________________________________________________ Date ________________
Reading Strategy: Use Text Aids

Stage actors rely on stage directions to know what mood or movement a playwright intended.
As readers, we sometimes need more than stage directions to discover meaning, particularly
when reading the language of sixteenth-century England. Most versions of Shakespeare's
works include text aids-explanations, usually written in the margins, of words, phrases. or
customs that may be unfamiliar to modem-day readers.
The key to reading Shakespeare is to read slowly and carefully. remembering to pause where
punctuation indicates. not necessarily at the end of each line. When you come upon a num
bered text aid, read the explanation carefully. and then return to the text. Reread the sentence.
applying the meaning or explanation you obtained from the text aid.
DIRECTIONS: Use the text aids to answer the following questions about what you read in Act L
1. In Act I, lines 30-33, the cobbler states his reason for being in the street: "But indeed, sir,
we make holiday to see Caesar and to rejoice in his triumph." What sort 9f triumph is Cae
sarhaving?
2. Flavius tells Marullus to remove decorations from the statues. Marullus questions him in
lines 67 and 68, saying it is the feast of Lupercal. What and when is the feast of Lupercal?
3. At the opening of Act I, Scene ii, Antony is dressed "for the course,» or for a footrace. Why
is a footrace being held? Why does Caesar tell Antony to touch Calpurnia during the race?
4. What date is the ides of March? ______________________________________________
5. In Act I, Scene iii, Cicero and Casca meet and talk. In lines 28-32, Casca says. "... When
these prodigies/Do so conjointly meet, let not men sayJ'These are their reasons, they are
natural:/for I believe they are portentous things/Unto the climate that they point upon."
Restate these lines in your own words.

Name _______________________________________________ Date _____________
Literary Focus: Exposition in Drama

In the plot of a literary work, usually the first section is devoted to introducing the charac
ters and the situation. This section is called the exposition. and it occurs in drama just as it
does in a short story or a novel. The audience-or the readers-meet characters, discover
where the action takes place, and find out what's going on. The exposttion sets the scene and
the mood.
In Act I of The Tragedy ojJulius Caesar, Scene 1 serves as the exposition. A conversation be
tween two tribunes and some common people reveal details that set the stage for what follows
in the rest of Act I. and beyond.
DIRECTIONS: Use the following chart to examine the infonnation revealed in the exposition of The
Tragedy ojJulius Caesar.
Where do you learn about

What do you learn about the topic? Cite line
Topic the topic? : numbers.
Physical setting
Time setting
Caesar
Response to Caesar's triumph
© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act I 207

Name _______________________________________________ Date _ _ _ _ _ _ __
The Tragedy ofJulius Caesar, Act D. by William Shakespeare (text page 733)
Build Vocabulary
Spelling Strategy When adding a suffix to a word ending in two consonants, the conso
nants are not changed. Thus the Word Bank word imminent becomes imminently, and aug
ment becomes augmenter, augmentation, augmentative, or augmented without change to
the final two consonants.
Using the Root -spir-

The Latin word spirare, meaning "to breathe," is the source of the word root -spir-. Most of
the words in common use today that come from the root -spir- either derive from the literal
sense of breathing, or from a figurative sense related to a life force. Breath itself was thought to
be a vital force, and to have life was to have breath. Thus, the conspirators breathe together in
their plan to murder Caesar.
A. DIRECTIONS: Use a dictionary to determine whether each of the following words is related to
the literal sense of breathing or the figurative sense of a life force. Write the meaning of each
word in the space provided.
1. asprrate _________________________________________________________________
2. asprre __________________________________________________________________
3.
4.
Using the Word Bank

augmented entreated consprracy
resolution exploit imminent
B. DIRECTIONS: Each item consists of a related pair of words in CAPITAL LEITERS, followed by
four lettered pairs of words. Choose the lettered pair that best expresses a relationship similar
to that expressed in the pair in capital letters. In the blank, write the letter of your choice.
1. ENTREATED: PLEA :: 4. ADVENTURER: EXPLOIT ::
a. begged: wanted a. driver : designer
b. beseeched : appeal b. coward: courage
c. weaken: wish c. flight: pilot
d. beggar : supplicant d. traitor: treachery
2. RESOLUTION: ACCOMPLISHMENT :: 5. CONSPIRACY: PLOT ::
a. fear : flight a. speech : audience
b. anger: hope b. plan : action
c. uncertainty: perseverance c. counsel : advice
d. exercise : strength d. rebel: dissent
3. IMMINENT: REMOTE :: 6. AUGMENTED: GREW::
a. immediate : future a. wore: eroded
b. distant: aloof b. increased: decreased
c. clear : obscure c. changed : lessened
d. looming: appearing d. planned: executed

Name _______________________________________________ Date _ _ _ _ _ _ __
The Tragedy ofJulius Caesar. Act D. by William Shakespeare (text page 733)
Build Grammar Skills: Commonly Confused Words:
AHect and EHect
Two words commonly confused in modern English are affect and effect. Affect is always a
verb, and means "to influence." In the sentence Brutus' friendship affects his decision not to at
tack Antony also, you could substitute influences for affects without changing meaning.
Effect is usually a noun meaning "result," or in. The effect ofAntony's survival is that he
seeks vengeance. You can substitute result for effect without changing meaning. When effect is
a verb, it means "to bring about," or "to cause." The sense of effect when used as a verb is one
of completion. as in Antony is able ultimately to effect retribution for the murder of Caesar.
As you write, ask yourself these questions to help you decide whether to use qffect or effect
• Is the word I want a noun or a verb? If the word is a noun and it means" result," the word
you want is effect.
• If the word is a verb, does it mean "influence"? If the word is a verb, and it means "influ
ence," the word to choose is affect.
• If the word is a verb, does it mean "to bring about"? If the word is a verb, and it means
"achieve" or "bring about," use the verb effect.
A. Practice: Use affect or effect to complete each of the following sentences.
1. HistOrically. there is little doubt that the life of Gaius Julius Caesar _ _ _ the entire
course of western civilization.
2. Although he did not become Rome's first emperor, the of his drive for control was
to make empire unavoidable.
3. A hundred years of chaotic government by patricians had its , and the time was
right for someone to focus power.
4. Historians think it was probably necessary for someone to this kind of dramatic
change for Rome to survive.
B. Writing Application: In the space provided. write a sentence using affect or effect according
to the instructions given for each item.
1. Write a sentence about how Brutus' friendship for Caesar influences the choice Brutus
must make.
2. Write a sentence about the result of Portia's pleading with Brutus.
3. Write a sentence that explains why Caesar's not appearing might sway the Senate.
© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act II 209

Name ________________________________________________ Date ________________
The Tragedy ofJulius Caesar, Act II, by William Shakespeare (text page 733)
Reading Strategy: Read Blank Verse

Often. readers of blank verse pause at line breaks as if they were commas, and treat the cap
Italletters at the beginning of lines as if they were new sentences. In doing so, the meaning
may be difficult to grasp.
Here are some tips for reading blank verse:
1. Read by punctuation. not by Hne. Consider Brutus' thoughts:

Th' abuse of greatness is when it disjoins
Remorse from power; and, to speak truth of Caesar,

I have not known when his affections swayed
More than his Reason.

If you ignore the line breaks and read by punctuation, the sentence is much easier to under
stand.
Th' abuse of greatness is when it disjoins remorse from power; and, to speak truth of Caesar, I
have not known when his affections swayed more than his Reason.
2. "Translate" unfamiUar words and phrases. When you grasp the sentence stIucture, in
vestigate words you don't know and rearrange difficult sentences so that the meaning be
comes clearer.
The abuse of greatness is when it separates compassion from power, but, to tell the truth, I
have not known when Caesar's emotions ruled his reason.
DIRECTIONS: In Scene i, line 113, Cassius proposes an oath to bind the conspirators. Brutus
disagrees. Using the preceding tips. recast lines 114 through 128 as a modem paragraph that
makes clear the grounds of Brutus' position.

Name _______________________________________________ Date _ _ _ _ _ _ __
The Tragedy of Julius Caesar, Act n. by William Shakespeare (text page 733)
Literary Focus: Blank Verse

Most of the speeches of major characters in Shakespeare's plays are written in blank verse.
Blank verse is five iambic feet in length. An iamb is a two-
syllable unit (called a foot) with a stress on the second syllable (around). Five iambs make up a
line of iambic pentameter, which is the meter (or rhythm) of blank verse.
Typically, poetic analysis indicates these stresses by means of two marks, n
for unstressed
syllables and [... ] for stressed ones. Here is a line oftambic pentameter with the feet and the
stressed syllables marked:
Yo-u shall I covnfess I that you I are both I deceived.
The iambic pentameter pattern varies for emphasis and phonetic considerations. You will
find many examples of variation from perfectly metrical iambic pentameter in Shakespeare. Not
every speech fits perfectly, and it would be sing-song and boring if it did. Sometimes. deliberate
drama is created by variation. When Calpurnia warns Caesar of her dreams. she says
And ghosts did shriek and squeal about the streets
o Caesar, these things are beyond all use
And I do fear them.
The first line is in perfect pentameter. but the second line begins to crack the rhythm as
Calpurnia begins to break. The brief And I do Jear them is a warning and a cry of grief left
hanging in the air.
A. DIRECTIONS: Mark the metrical notation using [-] and [...] for unstressed and stressed sylla
bles in the following passage. Place + in front of each line that is exactly five metrical feet.
and - in front of each line that is not.
Here I will stand till Caesar pass along
And as a suitor will I give him this.
My heart laments that virtue cannot live
Out of the teeth of emulation.
If thou reads this, 0 Caesar, thou mayest live;
If not, the Fates with traitors do contrive.
B. DIRECTIONS: Answer the following questions about the meter of the preceding passage.
L Which line breaks from pentameter the most? With what words does it break, and why?
2. What in the meter of the final line in the passage suggests that it is the closing line of
Artemidorus's speech?
© Prentice-Hall. Inc. The Tragedy of Julius Caesar, Act II 211

Name _______________________________________________ Date ______________
The Tragedy of Julius Caesar, Act III. by William Shakespeare (text page 751)
Build Vocabulary
Spelling Strategy When adding a suffix that begins with a vowel to a word that ends in
a single consonant preceded by two vowels, do not double the final consonant. For example,
repeal + ing = repealing.
Using the Root -ora-

A. DIRECTIONS: The following English words are formed from the Latin root -ora-, meaning "to
speak," "to plead," or "to pray." Define each of these words that contain the root -ora-. Check a
dictionary if necessary.
1.oracle __________________________________________________________________
2.orate __________________________________________________
3. oration ___________________________________________
Using the Word Bank

suit spurn confounded mutiny
malice oration discourse vile
B. DIRECTIONS: Match each word in the left-hand column with its definition in the right-hand
column. In the blank. write the letter of the definition next to the word it defines.
1. suit a. desire for harm
2. spurn b. rebellion
3. confounded c. depraved
4. mutiny d. speech for a formal occasion
5. malice e. petition
6. oration f. to speak at length
7. discourse g. confused
8. vile h. kick disdainfully (archaic)

Name _______________________________________________ Date ______~________
The Tragedy ofJulius Caesar, Act m, by William Shakespeare (text page 751)
Build Grammar Skills: Parallel Structure
Parallel structure in sentences means that ideas of equal importance are expressed in simi
lar ways, or that separate clusters of words appear together in identical grammatical form. The
principle underlying parallel structure is that form should reflect meaning: Since the parts of
compound constructions have the same function and importance. they should have the same
grammatical form.
A. DIRECTIONS: Underline the parallel elements in each of the following sentences.
1. "Signifies that from you great Rome shall suck/Reviving blood. and that great men shall
press/For tinctures. stains. relics. and cOgnizance."
2. "Caesar. beware of Brutus; take heed of Cassius; come not near Casca; have an eye to
Cinna; trust not Trebonius; mark well Metellus Cimber."
3. "I will not do them wrong; I rather choose/To wrong the dead, to wrong myself and
you./Than I will wrong such honorable men."
4. "Then I. and you, and all of us fell down./Whilst bloody treason flourished over us."
5. "For I have neither writ. nor words. nor worth./Action, nor utterance. nor the power of
speech/To stir men's blood."
B. Directions: Rewrite the following sentences so that all elements are parallel.
1. Antony makes it seem that he is merely reflecting the mood of the people and serving them
rather than dominate and manipulate them.
2. The moment men gain power they begin to quarrel. want even more power. and begin to
exercise that power ruthlessly.
3. Cassius feels that Brutus made decisions without consulting him and that he is not being
treated as a partner.
4. Cassius advises that they stay put in a position of safety, but Brutus advises an attack
when their armies are strong.
5. Brutus and CaSSius disagree over whether to kill Antony and whether they will permit
Antony to speak at the funeral.
© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act III 213

I~ame _____________________________________________ Date ____________
The Tragedy ofJulius Caesar, Act m, by William Shakespeare (text page 751)
Reading Strategy: Paraphrase

To paraphrase a text or passage is to restate it in your own words. Paraphrasing can be a
useful study tool. If you take the time to paraphrase passages from The Tragedy ojJulius Cae
sar, you will better understand the significance of the play. Here is an example:
Shakespeare's text: I blame you not for praising Caesar so;
But what compact mean you to have with us?
Will you be pricked in number of our friends,
Or shall we on, and not depend on you?
Paraphrase: I don't blame you for praising Caesar that way, but what agreement will you
have with us? Are you one of us, or shall we proceed without you?
DIRECTIONS:Paraphrase the following passages from Act III. Remember that a paraphrase is a
restatement of a passage in your own words.
1. Here is a mourning Rome, a dangerous Rome,
No Rome of safety for Octavius yet. [Scene i, II. 288-289]
2. They that have done this deed are honorable.

What private griefs they have, alas, I know not,
That made them do it. They are wise and honorable,
And will, no doubt, with reasons answer you. [Scene ii, II. 213-216]
3. Thy master is a wise and valiant Roman;

I never thought him worse.
Tell him, so please him come unto this place,
He shall be satisfied and, by my honor,
Depart untouched. [Scene i, II. 138-142]
4. I know not, gentlemen, what you intend,

Who else must be let blood, who else is rank.
If I myself, there is no hour so fit
As Caesar's death's hour, nor no instrument
Of half that worth as those your swords, made rich
With the most noble blood of all this world. [Scene i, II. 151-156]

Name _______________________________________________ Date _________
The Tragedy ofJulius Caesar, Act III, by William Shakespeare (text page 751)
Literary Focus: Dramatic Speeches

The characters in The Tragedy ofJulius Caesar make several different kinds of speeches:
asides, soliloquies, and monologues. A character may speak an aside to the audience or to
himself, or even to one other character, but out of earshot of the other characters onstage. In
Act III. Cassius speaks an aside to Brutus about whether they should let Mark Antony speak at
Caesar's funeral. In a soUloquy. a character reveals his or her true thoughts and feelings, un
heard by other characters. usually while alone onstage. Brutus speaks a soliloquy in Act II, as
he thinks about Caesar's potential as a ruler. A monologue is a long. uninterrupted speech by
one character, to which the other characters listen. Brutus speaks in a monologue to the other
conspirators in Act II when he persuades them not to harm Mark Antony.
Complete the following chart by identifying the type of speech listed and explaining how each
speech reveals the speaker's feelings.
How does it reveal the

Speech Type speaker's feeUngs?
Example: aside Cassius is worried that Mark
Cassius, Scene I, lines 232-243 Antony's speech might
persuade the plebeians to
favor Caesar and turn against
Cassius and Brutus.
1. Caesar, Scene i, lines

58-73
2. Brutus, Scene i, lines

103-110
3. Antony, Scene i, lines

254-275
4. Antony, Scene ii, lines

261-262
© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act III 215

Name _____________________________________________ Date ________________
The Tragedy ofJulius Caesar. Act IV, by William Shakespeare (text page 773)
Build Vocabulary
Spelling Strategy Form the plural of words ending in z, X, sh , ch, s, or y by adding -es
or -ies to their base words. For example, the plural form of the word legacy is the Word Bank
word legacies.
Using the Root -phil-

The word philosophy contains the word root -phil-. which means "love," and -sophy. which
means "wisdom" or "knowledge and thought." Philosophy. therefore, can be called a "love of
wisdom, knowledge, or thought."
A. DIRECTIONS: Replace the italicized word or phrase in each sentence with a word which con
tains the root -phil- from the following list:
bibliophile philanthropy Philadelphia philology philodendron
1. The community leader was recognized for her kindness and charitable acts.
2. "The city of brotherly love" is located in Pennsylvania, on the Delaware River.
3. We placed the plant with heart-shaped leaves in the kitchen window.
4. The study of written records is an area of study for people who love language.
5. The literature professor was a lover of books and often added new titles to her collection.
Using the Word Bank

legacies slanderous covert
chastisement philosophy
B. DIRECTIONS: Write the Word Bank word that best completes the meaning of each of the fol
lowing sentences.
1. Brutus and Cassius are unaware of Antony's _ _ _ _ _ _ _ _ _ _ _ _ plans.
2. Throughout difficult circumstances, Brutus never loses sight of his personal
3. Antony wants to decrease the _ _ _ _ _ _ _ _ _ _ _ _ left to the Roman people by

Caesar.
4. Cassius is angered by Brutus' _ _ _ _ _ _ _ _ _ _ _ _ of his behavior.
5. Mark Antony's _ _ _ _ _ _ _ _ _ _ _ _ comments seriously damage Brutus' reputa

tion among the Roman people.
"

Name _________________________________________________ Date ________________
The Tragedy ofJulius Caesar, Act IV, by William Shakespeare (text page 773)
Build Grammar Skills: Noun Clauses

A noun clause is a subordinate clause-a group of words with a subject and verb that can
not stand alone as a sentence-that is used as a noun in a sentence. It can function as a sub
ject. predicate noun. direct object. indirect object. or object of a preposition. The following ex
amples show noun clauses with different functions.
Subject: What Antony, Octavius, and Lepidus secretly discuss would anger the people of Rome.
Predicate Noun: Brutus' wish is that he will be seen as an honorable man.
Direct Object: Cassius and Brutus know that Antony's armies are advancing.
Indirect Object: Brutus tells whoever will listen his reasons for killing Caesar.
Object of a Preposition: Cassius hopes for whatever power he can get.
A. Practice: Underline the noun clause in each of the following sentences. Then identify the
function of the clause by writing subject. predicate noun. direct object. indirect object. or object of
preposition on the line before each sentence.
1. Pindarus does not doubt that Cassius will arrive.

_____________________ 2. What Cassius says bothers Brutus.
_____________________ 3. Cassius gives whoever offers a bribe special rewards.
_____________________ 4. Greed is what drives Cassius.
____________________ 5. Brutus is startled by what he dreams.
B. Writing AppUcation: Use each of the following noun clauses in a complete sentence. The
words in parentheses describe the function each noun clause should have in the sentence.
1. that he will defeat the armies of Brutus and Cassius (direct object)
2. Whoever wins the war (subject)
3. that he gain power and wealth (predicate noun)
4. what Antony says (object of a preposition)
5. whoever hurt Caesar (indirect object)
© Prentice-Hall. Inc. The Tragedy of Julius Caesar, Act IV 217

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Date _ _ _ _ _ _ __
Reading Strategy: Read Between the Lines

Reading line by line helps you understand the basic events of a dramatic work. But by read
ing between the lines, you find deeper meaning in the words and actions of characters. Cer
tain lines of dialogue and certain scenes may reveal clues about characters, their relationships,
and events to come. For example, in Act IV, Brutus and Cassius are engaged in a lengthy argu
ment. On the surface, this argument seems only a minor battle of wills. Reading between the
lines, however, you can see that the argument reveals a great deal about the personalities of
Brutus and Cassius and about their ability to conquer Antony and win over the people of
Rome.
DIRECTIONS:Respond to the following questions, using your ability to read between the lines
and understand people and situations in Act IV of The Tragedy ojJulius Caesar.
1. At the beginning of Act IV, Antony, Octavius, and Lepidus discuss which Romans must die.
Who are some of the people they specifically mention as being marked for death? What
does this conversation reveal about their characters and their drive for power?
2. Referring to Lepidus, Octavius says, "You may do your will;/But he's a tried and valiant
soldier." Antony then replies, "So is my horse, Octavius, ..." What does Antony mean by
this reply? How does he feel about Lepidus?
3. Brutus and Cassius call each other names and argue about who is the better soldier. Is
this discussion important to the larger matter at hand-defeating Antony? Why do you
think they are arguing in this way? What does this argument reveal about the leadership
abilities of Brutus and Cassius, and about what the future probably holds for them?
4. How does Brutus react to news that his wife, Portia, is dead? What does his reaction reveal
about his sincerity in trying to live according to his personal philosophy? Why is Cassius
especially shocked to hear this news from Brutus? What does he mean when he says, "How
scap'd I killing when I/cross'd you so?" What does this exchange reveal about how Cassius
and Brutus differ in their emotional responses?

Name ______________________________________________ Date _ _ _ _ _ _ __
Literary Focus: Conflict

Conflict is a struggle between opposing forces. Conflict may be external. such as between a
person and nature or between two people or groups of people. For example, Brutus and Cas
sius have a bitter quarrel. beginning with Cassius' accusation that Brutus has wronged him by
condemning Lucius Pella publicly. A conflict may be internal-that is, within a person who is
struggling with a difficult decision. In Act II. for example, Caesar struggles with opposing de
sires within himself when considering whether to go to the Capitol despite all warnings.
Complete the following chart by indicating how each character views the conflict described
on the left.
How the other character

Conflict How one character views it views it
Example: Cassius feels that Brutus is Brutus thinks that Cassius low
Cassius accuses Brutus of hav being overcritical of minor ered himself in defending a
ing wronged him by ignoring faults. man such as Pella.
his requests and pUblicly con
demning Pella.
1. Antony and Octavius argue

over whether or not Lepidus
is fit to be one of the three
rulers of Rome.
2. Brutus claims that Cassius

has a reputation for taking
bribes.
3. Brutus and Cassius discuss

whether or not they should
march to Philippi.
© Prentice-Hall. Inc. The Tragedy of Julius Caesar Act IV 219

l
Name ___________________________________________ Date _ _ _ _ _ _ __
The Tragedy ofJulius Caesar, Act V. by William Shakespeare (text page 789)
Build Vocabulary
Spelling Strategy When a word ends in silent e, drop the e before adding a suffix be
ginning with a vowel. For example, if you add the suffix -ed to the word misconstrue, you
form the Word Bank word misconstrued.
Using the Prefix mis-

In Act V. Titinius. reacting to Cassius' fatal error of judgment. exclaims, "Alas, thou
hast misconstrued everything!" The word misconstrued contains the prefix mis-, which
means "wrong" or "bad." Because the word construed means "interpreted" or "understood,"
misconstrued means "made the wrong interpretation."
A. Complete each of the following sentences with the best word from the list. Use
DIRECTIONS:
each word only once.
misfortune miscalculates misdeeds misappropriate misguided
1. As a leader, Brutus was noble and sincere but __________________
2. Cassius _______________ a Situation, and the error costs him his life.
3. Brutus seemed plagued by terrible ____________________
4. The _ _ _ _ _ _ _ _ _ _ _ _ of Antony and Cassius raise important questions about

the use and abuse of power.
5. According to Antony, Brutus is the only person who did not __________________
his power.
Using the Word Bank

presage ensign consorted demeanor
disconsolate misconstrued envy
1. presage a. accompanied
2. ensign b. distressed; hopeless
3. consorted c. jealousy; spite
4. demeanor d. flag; banner
5. disconsolate e. foretell
6. misconstrued f. conduct; behavior
7. envy g. made the wrong interpretation

Name _______________________________________________ Date ________________
The Tragedy of Julius Caesar, Act V. by William Shakespeare (text page 789)
Build Grammar Skills: Words of Direct Address

A drama is a story told mainly through the dialogue, or conversation. of its characters. In
order to emphasize to whom or what a character is speaking. a playwright will often set off
words of direct address with commas and occasionally an exclamation point. Look at these
four examples from Act V:
" Now, Brutus, thank yourself ... "
"Come, Antony; away!"
"Go, Pindarus, get higher on that hill .. ."
"0 Cassius!/Far from this country Pindarus shall run, ... II
A. Practice: Read each of the following passages from Act V of The Tragedy ofJulius Caesar.
Underline the word or words of direct address and insert commas in the correct locations.
1. Ho Lucilius hark. a word with you.
2. Give me thy hand Messala.
3. Yet countrymen O. yet hold up your heads!
4. Come poor remains of friends rest on this rock.
5. How died my master Strato?
6. Octavius then take him to follow thee.
B. Writing Application: Write a brief dialogue between Antony. Octavius. and Messala. in
which they discuss the death of Brutus. Have the characters address each other directly. Punc
tuate their words of direct address with proper punctuation marks.
© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act V 221

Name ______________________________________________ Date ______________
The Tragedy ofJulius Caesar, Act V, by William Shakespeare (text page 789)
Reading Strategy: Identify Cause and Effect

Situations that unfold in a drama have both causes and effects. A cause is what makes some
thing happen, and an effect is the result of that cause. In a play, incidents and characters' ac
tions are linked together as a sequence of causes and effects. For example, the death of Caesar is
the cause of Antony's decision to both secure his own power and retaliate against Caesar's killers.
One effect of his plot is his war with Cassius and Brutus. This war, ultimately, is the cause of the
play's tragic outcome. What other causes and effects occur in Act V, before the death of Brutus?
DIRECTIONS: Use the following boxes to track connected causes and effects that lead to the end
ing of The Tragedy oj Julius Caesar in Act V.
Julius Caesar is killed.

Cause
Cause
+
Effect
Antony vows to punish the people
responsible for Caesar's death.
t
Effect
Cause
+
Effect Cause
t
Effect
Cause
+
Effect
Cause
Cause t
+
Effect
Effect
Cause
Cause
+
Effect
Effect
Cause Effect

Name ______________________________________________ Date ________________
The Tragedy ofJulius Caesar, Act V. by William Shakespeare (text page 789)
Literary Focus: Tragedy

A tragedy has a central action and a main character who is considered noble but who has a
character flaw. or weakness. that brings about his or her downfall. The downfall of that charac
ter illustrates the theme of the tragedy-the meaning of the central action and the main char
acter's recognition of that meaning and its consequences. The theme of The Tragedy ojJulius
Caesar is perhaps best stated by Messala: "0 Error. soon conceived, / Thou never com'st unto
a happy birth. / But kill'st the mother that engend'red thee!" In other words, a grave error,
once planned and committed, will never come to any good.
Complete the following chart to explore the ways in which various events or state
DlR.EcTIONS:
ments contribute to the central theme of The Tragedy oj Julius Caesar.
Statement or event Contribution to the theme

Example: Caesar is assassinated. This is the central action of the play,
i the grave error.
1. Antony and Octavius are engaged in a

civil war against Cassius and Brutus.
2. Cassius kills himself, with the help of

Pindarus, because of a misunderstanding.
3. Brutus says, "0 Julius Caesar, thou art

mighty yet! I Thy spirit walks abroad, and
turns our swords lin our own proper entrai Is."
4. Brutus says, "Farewell good

Strata-Caesar, now be still; II killed
not thee with half so good a will."
5. Brutus kills himself, with the help of

Strato.
6. Antony says about Brutus,

"This was the noblest Roman of them all.
All the conspirators save only he
Did that they did in envy of great Caesar;
He, only in a general honest thought
And common good to all, made one of them."
© Prentice-Hall, Inc. The Tragedy of Julius Caesar, Act V 223

Name __________________________ Date _ _ _ _ _ _ ___
"The Stolen Child" by William Butler Yeats (text page 815)
Build Vocabulary
Spelling Strategy When adding a suffix to a word that ends in more than one conso
nant, never double the final consonant. For example, wound + ed = wounded; gloss + es =
the Word Bank word glosses.
Using Words With Multiple Meanings

A. DIRECTIONS: Words with multiple meanings allow writers to increase impact by suggesting
two or more possibilities of meaning with a single word. For each of the following sentences,
identify two meanings of the italicized word. and explain how both meanings contribute to the
effect of the sentence.
1. She grew up in mean circumstances and was cautious all her life.
2. In the green days of youth. we do not know what awaits us.
3. Pouring money into maintenance. she discovered her old car to be everything dear.
4. He feared his rough hands would upset the baby.
Using the Word Bank
B. DIRECTIONS: Each item consists of a word from the Word Bank followed by four lettered
words or phrases. Choose the word or phrase most nearly similar in meaning to the Word Bank
word. Circle the letter of your choice.
1. herons 2. glosses 3. slumbering
a. descendents a. tumbles a. sleeping
b. swallows b.polishes b. bungling
c. messengers c. leers c. slogging
d. egrets d. battles d. weakening \

Name _______________________________________________ Date _________
"The Stolen Child" by William Butler Yeats (text page 815)
Build Grammar Skills: Inverted Word Order

As 'The Stolen Child" approaches its climax, the fairy chants, "Away with us he's going," as
the child is lost to the world. Why didn't Yeats just write "He's going away with us"? Inverted
word order maintains the momentum of the poem.
Inverted word order can simulate a different or special type of speech. Yeats's poem is in
tended to sound like a fairy chanting.
Inverted word order may also set rhythm. "Away with us he's going" reinforces the meter of
the poem and prepares for the rhyme with "lowing" two lines later.
A. Practice: To help you understand inverted word order, rewrite each of the following sen
tences, moving the italicized phrase in each to create more typical word order.
1. In the dark woods of myth Yeats hides an explanation for tragedy.
2. By inverting word order, Yeats places vivid images first.
3. Disguising darker implications, the poem's charming chant seems almost a dance.
4. The loss felt by a parent of such a child one can hardly imagine.
B. Writing Application: Invert the word order in each of the following sentences. Be sure your
sentence is grammatically correct.
1. Away from the living world is where the fairies lead the child.
2. He will never see cattle, kettle, and home again.
3. The loss of a child seems less threatening because fairies seem to speak.
4. The original spirits in Celtic folklore were not qUite so innocent as they seem today.
@ Prentice-Hall, Inc. The Stolen Child 225

Name ______________________________________________ Date ________________
Reading for Success: Strategies for Reading Poetry

Poetry is a very distinctive kind of writing. It differs from other forms of writing in its appear- ~
ance. its use of language, and its sound. Poets' imaginative use of language can sometimes .
make a poem seem complex or hard to understand. Here are strategies to help you read poetry
successfully and enjoy it as well.
• Identify the speaker. When you read a poem, you are hearing the voice of the poem's
speaker. The speaker is not necessarily the poet, although it can be or it can be a part of the
poet's personality. The speaker may be a character created by the poet. Determine who you
think is "telling" the poem, and try to determine his or her perspective on the situation in
the poem. Recognizing the speaker and his or her perspective will give you an insight into
the meaning of the poem.
• Envision images and figures of speech. Use your senses to experience the pleasures of a
poem. For instance, see the dim gray sands bathed in moonlight; feel the frothy bubbles of
the trout stream; hear the mooing of the cows on the nearby hillside.
• Read according to punctuation. Keep in mind that even if a poem is shaped to fit a partic
ular rhythm and rhyme, a poem's words are put together and punctuated as sentences.
When you read a poem, don't stop at the end of each line unless a punctuation mark
(period, comma, colon, semicolon, or dash) stops you.
• Listen to the poem. One of the things that distinguishes poetry from prose is its sound.
Poetry is meant to be read aloud; only by doing so will you hear the music of the poet's
words.
• Paraphrase. Restate the speaker's experiences and feelings in your own words. Restating
the lines or stanzas will help you clarify their meaning.
• Respond to what you read. Think aoout what the speaker has said. How do the images in
the poem affect you? What does the poem say to you?
DIRECTIONS: Read the poem "Big Wind" by Theodore Roethke on page 227. and apply the read
ing strategies to increase your understanding. In the margin. note where you recognize the
speaker. envision images and figures of speech, read according to punctuation, listen to the
poem, and paraphrase. Finally. write your response to the poem on the lines provided.
226 Selection Support @Prentice-Hall, Inc.

Name ______________________________________________ Date __________
"Big WInd" by Theodore Roethke

Where were the greenhouses going,
Lunging into the lashing
Wind driving water
So far down the river
5 All the faucets stopped?
So we drained the manure-machine
For the steam plant,
Pumping the stale mixture
Into the rusty boilers,
10 Watching the pressure gauge
Waver over to red,
As the seams hissed
And the live steam
Drove to the far
15 End of the rose-house,
Where the worst wind was,
Creaking the cypress window-frames,
Cracking so much thin glass
We stayed all night,
20 Stuffing the holes with burlap;
But she rode it out,
That old rose-house,
She hove into the teeth of it,
The core and pith of that ugly storm,
25 Ploughing with her stiff prow,
Bucking into the wind-waves
That broke over the whole of her,
Flailing her sides with spray,
Flinging long strings of wet across the roof-top,
30 Finally veering, wearing themselves out,

merely
Whistling thinly under the wind-vents:
She sailed until the calm morning,
Carrying her full cargo of roses.
@ Prentice-Hall, Inc. The Stolen Child 227

Name ________________________________________________ Date ________________
"The Stolen Child" by William Butler Yeats (text page 8I5)
Literary Focus: Atmosphere

When you enter a room, the feeling you get from your surroundings is the atmosphere. Lit
erature, too, has atmosphere. Writers make choices about the scenes they represent and the
words and images they use to represent them.
To discover how Yeats produces the overall effect. it is helpful to analyze. specifically, some
of the language that produces the scenes and images. Use the graphic organizer to help you see
how Yeats creates atmosphere in "A Stolen Child."
DIRECTIONS: In the first column are words and phrases from "A Stolen Child." In the second col
umn, identify the scene, action, or image the words and phrases depict. In the third column.
describe the feeling the image or action gives you. Then, go back to the first column and circle
the particular words that gave you the feeling you experienced.
Words Description FeeUng

1. Where flapping
herons wake I The
drowsy water rats;
I
I
2. We foot it all the

night I Weaving olden
dances,
3. And whispering in
their ears I Give them
unquiet dreams;
4. The solemn-eyed:
He'll hear no more ...
I
!
5. From a world more

full of I weeping than
he can understand.

Name ____________________________________________ Date _ _ _ _ _ _ ___
"In Flanders Fields" by John McCrae (text page 824)
"The Kraken" by Alfred, Lord Tennyson (text page 825)
"Reapers" by Jean Toomer (text page 826)
"Meeting at Night" by Robert Browning (text page 827)
"Prayer of First Dancers" Traditional Navajo Chant (text page 828)
Build Vocabulary
Spelling Strategy The suffix -al is often used to turn nouns into related adjectives. For
example, the noun abyss and its alternate form abysm refer to an extreme depth or a bottom
less chasm. The adjective form of abyss and abysm is the Word Bank word abysmal, which
means "bottomless" or "profoundly deep."
Using the Prefix mil-

Alfred, Lord Tennyson describes "huge sponges of millennial growth and height" that sur
round the Kraken. The word millennial contains the prefix mil-, which comes from the Latin
word mille, meaning "one thousand." Millennial means "of or relating to a thousand-year period"
and, in Tennyson's poem, suggests that the sponges are so large that they might have been
growing for a thousand years.
A. DIRECTIONS: In each sentence, replace the italicized word or phrase with a word from the fol
lowing list. Write the word on the line provided.
milligrams millionaire millisecond
1. She paused for what seemed liked one one thousandth of a second. ________________
2. The doctor prescribed five one thousandths ofa gram of medicine. ____________
3. Only a person worth a least a miUion dollars could afford to buy that estate._ _ _ _ __
Using the Word Bank

[ abysmal millennial
B. DIRECTIONS: Fill in each of the following blanks with the appropriate Word Bank word.
1. The Kraken sleeps far away, deep in the _______________ sea.
2. GeolOgists described _ _ _ _ _ _ _ _ _ _ _ _ changes in the earth's surface.
3. We studied the ______________ growth of trees in an ancient forest.
4. Divers could not retrieve many pieces of the boat. which sank to the bottom of the
____________________ body of water.
5. Citizens prepared to celebrate their country's __________________ anniversary.
© Prentice-Hall, Inc. Flanders Fields/Kraken/Reapers/Meeting at Night/First Dancers 229

Name ______________________________________________ Date ________________
Build Grammar Skills: Concrete and Abstract Nouns

A concrete noun names something specific that can be seen, heard. smelled. tasted, or
touched. An abstract noun names an idea. belief. quality, or concept that cannot be perceived
by one of the five senses. For example. the words rainbow and thunder in "Prayer of First
Dancers" are concrete nouns. naming specific things that can be seen and heard. In the same
poem. divinity and sacrifice are abstract nouns naming concepts that cannot be perceived di
rectly by the senses.
A. Practice: Read the following lines from "In Flanders Fields," 11:te Kraken," "Reapers," "Meet
ing at Night." and "Prayer of First Dancers." For each line, classify each italicized noun by writ
ing above it C for concrete or A for abstract.
1. Ifye break faith with us who die/We shall not sleep, though poppies grow in Flanders
fields.
2. There hath he lain for ages and willlie/BaUening upon huge seawonns in his sleep ...
3. Black horses drive a mower through the weeds.
4. And a voice less loud, through itsjoys andfears,/Than the two hearts beating each to each!
5. With beauty before me, I walk.
B. Writing AppUcation: Write a short paragraph describing or summarizing "Prayer of First

Dancers." In your paragraph, use at least four concrete nouns and four abstract nouns. If you
like, use some of the following concrete and abstract nouns: tradition. dawn, beauty, sacrifice,
cloud. darkness. lightning, belief, com, pollen, ceremony, chief, happiness. Underline the con
crete nouns and circle the abstract nouns you use.

Name ______________________________________________ Date ___________
Reading Strategy: Listen

To fully appreciate a poem. it is often helpful to read the poem aloud. When you hear a poem
read aloud. Hsten for rhythm and for rhymes and other repeated sounds. A poet will often in
corporate rhythm and repeated sounds into a poem to create a particular mood. to reflect an
important idea. or to draw attention to key lines. Listening to the poetxy you are reading can
help you to gain new insights into a poet's purpose.
DIRECTIONS:Read the following excerpts from "Meeting at Night" and "Prayer of First Dancers"
aloud. Then make notes on the Hnes provided about rhythm. rhyme. and any other repeated
sounds. Describe how you think these sounds relate to the meanings of the pieces.
"Meetlng at Night"
1. The gray sea and the long black land; / And the yellow half-moon large and low; / And the startled
little waves that leap / In fiery ringlets from their sleep, / As I gain the cove with pushing prow, / And
quench its speed i' the slushy sand.
"Prayer of First Dancers"
2. With the far darkness made of the dark / cloud over your head, come to us / soaring. / With the far
darkness made of the / he-rain over your head, come to us / soaring. / With the far darkness made of
the dark / mist over your head, come to us / soaring. / With the far darkness made of the she-rain
over your head, come to us / soaring. / With the zigzag lightning flung out on / high over your head,
come to us / soaring. / With the rainbow hanging high over your head, come to us / soaring.
@ Prentice-Hall, Inc. Flanders Fields/Kraken/Reapers/Meeting at Night/First Dancers 231

Name ________________________________________________ Date _________
"The Kraken" by Alfred. Lord Tennyson (text page 825)
Literary Focus: Musical Devices

Poets often use musical devices to create sounds in their poems. These sounds are used to
create a particular mood. emphasize meaning. or draw attention to important lines in a poem.
The most common musical devices found in poetry include alliteration, the repetition of the
first sound of several words in a line; onomatopoeia. the use of words that imitate actual
sounds; assonance, the repetition of similar vowel sounds; consonance, the repetition of simi
lar consonant sounds; meter, the organization of rhythms in a poem; and repetition and
rhyme, the repeating of certain key sounds, words, and phrases.
DIRECTIONS; Read the following excerpts from the poems you've read, identifying musical de
vices used in each poem.
1. What words create consonance in the following excerpt from "The Kraken"? What sounds
are repeated in these words?
From many a wondrous grot and secret cell / Unnumbered and enormous polypi / Winnow
with giant arms the slumbering green
2. What words create assonance in the following excerpt from "The Kraken"? What sound is
repeated in these words?
Battening upon huge seaworms in his sleep: / Until the latter fire shall heat the deep: / Then
once by man and angels to be seen.
3. What words create alliteration in the following excerpt from "Reapers"? What sound is re
peated in these words?
Black reapers with the sound of steel on stones / Are sharpening scythes.
4. Name two examples of onomatopoeia in the following two lines from "Meeting at Night."
What sounds are these words imitating?
... And quench its speed it the slushy sand ...
. . . And blue spurt of a lighted match.

Name ____________________________ Date _ _ _ _ _ _ __
"The Wind-tapped like a tired Man" by Emily Dickinson (text page 834)
"A Pace Like That" by Yehuda Amichai (text page 835)
"Metaphor" by Eve Merriam (text page 836)
"Right Hand" by Philip Fried (text page 838)
Build Vocabulary
Spelling Strategy When writing words ending in silent e, drop the e before adding an
ending beginning with a vowel. For example, the ending -ed added to the word diffuse forms
the Word Bank word diffused.
Using the Root -tac-

In "Right Hand." the speaker describes how his grandfather "ironed countless taciturn
trousers." The root of the word taciturn is -tac-. Both the root -tac- and its variation -tic- mean
"silent." The word taciturn means "silent or uncommunicative".
A. DIRECTIONS: For each sentence. fill in the blank with the most appropriate word from the fol
lowing list.
tacitly reticence taciturn
1. With a handshake. they _ _ _ _ _ _ _ _ _ _ _ _ agreed to work together peacefully.
2. Our _ _ _ _ _ _ _ _ _ _ _ _ neighbor remained a stranger to many people.
3. His _ _ _ _ _ _ _ _ _ _ _ _ kept him from taking risks.
Using the Word Bank

decipher countenance tremulous flurriedly taciturn
eloquent guttural diffused garrulity
1. decipher a. vividly expressive
2. countenance b. produced from the throat: rasping
3. tremulous c. silent; uncommunicative
4. flurriedly d. talkativeness
5. taciturn e. trembling
6. eloquent f. spread out; dispersed
7. guttural g. the face; facial features
8. diffused h. translate
9. garrulity 1. in a flustered way
© Prentice-Hall, Inc. Wind/Pace/Metaphor/Hand 233

Name ______________________________________________ Date ________________
"The Wind-tapped Uke a tired Man" by Emily Dickinson (text page 834)
Build Grammar Skills: Elliptical Clauses

In an elliptical clause, one or more words are omitted because they are implied or under
stood. For example:
I remembered the way [that] Grandfather ironed trousers.
When [you are] awakening, think of morning as a blank sheet of paper.
In the first sentence, the complete clause is that Grandfather ironed trousers, but the word that
is omitted because it can be understood. In the second sentence, the complete clause is When
you are awakening, but the words you are can be omitted.
A. Practice: For each of the following sentences, underline the elliptical clause. On the line
provided, write the omitted word or words.
1. Listen to the way the wind taps on your door. __________________________________

2. Did you see the tree I planted? _________________________________________
3. I know the night will fold up and file away my paper. _____________________
4. Grandfather is a person I admire.

5. When ironing, Grandfather was fascinating. __________________________________
B. Writing AppHcation: Rewrite the following paragraph. omitting certain words to create ellip
tical clauses. .
Poems often present details of nature that poets observe in their everyday lives. In "The
Wind-tapped like a tired Man," the speaker recognizes that the wind is like a tired man. While
she was home one day, the speaker invited the wind inside and observed its unique look and
sound. In "A Pace Like That," the speaker describes a lemon tree that he admires. He knows
that he must live his life at a slower pace in order to see the growth of its branches and leaves.

Name ______________________________________________ Date _____________
"The Wind-tapped like a tired Man" by Emily Dickinson (text page 834)
Reading Strategy: Paraphrase

When you paraphrase the lines of a poem, you restate what they say in your own words.
ParaphraSing can clarify and help you to understand complex or abstract sections of the poems
you read. To paraphrase, you can rewrite each sentence of a poem, or you can list important
ideas from a poem and then express these ideas in your own words. If a poet presents a com
parison between two items, you can deSCribe in your own words the similarities between the
two items.
Here's an example using the first two lines of the poem "Metaphor.»
Morning is / a new sheet of paper / for you to write on.
Whatever you want to say, / all day, / until night / folds it up / and files it away.
Paraphrase: The start of a day Is a new beginning filled with possibilities. You can start fresh,
filling your day with new experiences. When night comes, the day ends and all the day's experi
ences are stored away.
DIRECTIONS:Paraphrase each of the following excerpts from "The Wind-tapped like a tired
Man» and "A Pace Like That.»
1. The Wind-tapped like a tired Man- / And like a Host-"Come in" / I boldly answered-entered
then / My residence within
A Rapid-footless Guest- / To offer whom a Chair / Were as impossible as hand / A Sofa to the
Air- ...
2. The longer you live, the more people there are / who comment on your actions. Like a worker / in a
manhole: at the opening above him / people stand around giving free advice / and yelling instruc
tions, / but he's all alone down there in his depths.
© Prentice-Hall. Inc. Wind/Pace/Metaphor/Hand 235

Name ______________________________________________ Date _________
"The Wind-tapped Uke a tired Man" by Emily Dickinson (text page 834)
"A Pace Like That" by Yehuda Amichai {text page 835}
"Right Hand" by Philip Frted (text page 838)
Literary Focus: Figurative Language

Figurative language is writing or speech not meant to be interpreted literally. There are spe
cific types of figurative language, called figures of speech. A simile Is a comparison using the
words like or as. A metaphor is a comparison in which one thing is spoken or written about as
if it were another. Personification is a figure of speech in which an object, animal, or idea is
described as if it had human characteristics. Writers use figures of speech to present ideas in
new ways and to create vivid images for readers.
DIRECTIONS: Answer the following questions based on excerpts from the poems.
"The Wind-tapped like a tired Man"

1. He visited-still flitting- / Then like a timid Man / Again, He tapped-'twas flurrredly- / And I be
came alone-
How does Emily Dickinson use personification in this final stanza? What specific human
characteristics are being described? How does this instance of personification make the
poem more vivid for readers?
II A Pace Like That"

2. I want a pace like that. / Not like reading a newspaper / but the way a child learns to read, / or the
way you quietly decipher the inscription / on an ancient tombstone.
What similes does Yehuda Amichai use to describe the pace at which he wants to live? Why
is this comparison effective?
"Metaphor"
3. Morning is / a new sheet of paper / for you to write on.
What metaphor does Eve Merriam present in this stanza? Why is this comparison effective?
"Right Hand"
4. Grandfather carried his voice in the seamed/palm of his right hand, the one/that had ironed count
less taciturn trousers.
What an eloquent hand, it broke into grins/and self-assured narration whenever/it opened- ...
What metaphor does Philip Fried present in this excerpt? Why Is this comparison effective?

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~_ _ _ __ Date ______________
"La Belle Dame sans Merci" by John Keats (text page 848)
"Danny Deever" by Rudyard Kipling (text page 850)
Build Vocabulary
Spelling Strategy Some compound words, such as the Word Bank word quickstep,
are spelled as a single word. Others are spelled as separate words (attorney general) or
hyphenated (great-grandson). When using a compound word, check a dictionary for the cor
rect spelling.
Using the Root journ-

A. DIRECTIONS: The root joum- comes from the old French transcription of the Latin word for
day. Words using this root have some connection to the concept of a day. Use a dictionary to
check the meaning of each of the following words; then explain how the word contains the
sense of day in its meaning. Write each answer in the space provided.
1. journey
2. journalism
3. adjourn
4. journeyman
Using the Word Bank

quickstep
1. sedge a. slavery
2. thrall b. stay temporarily
3. sojourn c. pace used in military marching
4. quickstep d. grassy plant
5. whimpers e. makes a low whining sound
© Prentice-Hall, Inc. La Belle Dame sans Merci/Danny Deever 237

Name ______________________________________________ Date _________
"La Belle Dame sans Merci" by John Keats (text page 848)
Build Grammar Skills: Hyphens

Hyphens connect words. They connect words that break between lines; they connect certain
prefixes that aren't part of a word (pro-democracy); and they often connect two or more words
that function as one.
Compound Noun: John Keats could have been a doctor-poet, but chose to pursue only poetry.
Compound Modifier: Keats's well-known poems celebrate and mourn the impermanence of
beauty.
Compound Number: Keats died in Rome when he was twenty-five.
Compound modifiers are usually hyphenated if they appear before the noun they modify.
They are not hyphenated when they appear after the noun they modify.
Keats's poems are well known.
A. Practice: In the blank to the left of each of the following sentences, write N if the hyphen
ated word is a compound noun, or Mifthe hyphenated word is a compound modifier.
1. Rudyard Kipling's father was a scholar-artist in India.
2. The six-year-old Kipling was left in England by his parents..
3. Kipling's early stories chronicle the struggle for self-respect.
B. Writing Application: Rewrite each of the following sentences, placing hyphens where
necessary.
1. When he was twenty three, Keats fell hopelessly in love.
2. His best loved odes reveal the depth of his thought and passion.
3. Keats left letters that give a close up look at his life.

Name ______________________________________________ Date ______________
"La Belle Dame sans Merel" by John Keats (text page 848)
Reading Strategy: Identify the Speaker

One of the ways a reader gets information about the plot is by paying attention to the
speaker. In a poem, the speaker may be a character or just a narrative presence-perhaps the
poet.
Sometimes the speaker of a poem is clearly identified, and sometimes you may have to figure
out who is speaking. Once you Identify the speaker. consider the information the speaker
provides in order to determine an attitude, a personality. or a point of view.
DIRECTIONS: Read "La Belle Dame sans Merci" and "Danny Deever," paying attention to the
identity of the speaker in each poem. Answer the following questions about the speakers in the
poems.
1. How many speakers can you identify in "La Belle Dame sans Merci"?
2. What descriptive information can you give about each speaker?
3. What parts of the poem do you identify with each speaker?
4. DesCribe the role the first speaker performs in the poem.
5. How do you know when the poem shifts from one speaker to another?
6. How many speakers can you identify in "Danny Deever"?
7. What details from each speaker tell you about his personality?
8. What opinion does each speaker seem to have about the events in "Danny Deever"?
© Prentice-Hall, Inc. La Belle Dame sans Merci/Danny Deever 239

Name ________________________________ Date _______________
"La Belle Dame sans Merei" by John Keats (text page 848)
Literary Focus: Narrative and Dramatic Poetry

A narrative poem tells a story. Narrative poems are often longer than other poems and usu
ally have a plot or sequence of events, as well as setting and characters.
In a dramatic poem. whether or not there is a developed sequence of events, the main ac
tion is conveyed through the words of the speakers. Dialogue draws the reader into the action
and reveals events and the personalities of the characters who relate them.
A. DIRECTIONS: Summarize the narrative of "La Belle Dame sans Merci" by paraphrasing the
plot development. The first three stanzas have been paraphrased as an example.
1. Example: What's bothering you, knight? You are alone and ailing this quiet autumn day.
2. ____________________________________________________________________
3. ___________________________________________
4. _____________________________________________________________________
5. __________________________________________________________________
B. DIRECTIONS: Read each of the following lines from "Danny Deever." Identify the speaker and
explain what the line reveals about the action and the speaker.
1. "I'm dreadin' what I've got to watch ... II _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. "They've taken off his buttons an' cut his stripes away ... II _ _ _ _ _ _ _ _ _ _ _ _ _ __
3. '"ls cot was right-'and cot to mine ... " ________________________
4. "Nine 'undred of 'is county and the regiment's disgrace ... " _ _ _ _ _ _ _ _ _ _ _ _ ___
5. "It's Danny fightin' 'ard for life ... " _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Name _____________________________________________ Date
"The Guitar" by Federico Garcia Lorca (text page 856)
"Making a Fist" by Naomi Shihab Nye (text page 857)
"Jade Flower Palace" by Tu Fu (text page 858)
"The Moon at the Fortified Pass" by Li Po (text page 859)
"What Are Friends For" by Rosellen Brown (text page 860)
"Some Like Poetry" by Wist'awa Szymborska (text page 861)
Build Vocabulary
Spelling Strategy The adjective suffix -fuJ means "full of." Remember that this suffix
ends with just one I, not two: wist + -ful = wistful.
Using the Root -path-

A. DIRECTIONS: Knowing that the Greek root -path- means "feeling" or "suffering." write T for true
or F for false on the blanks that precede the following sentences. Check a dictionary if you are
uncertain of the meaning of a word.
1. A person might show empathy with a cold stare.
2. A visitor to a cemetery might feel pathos.
3.' Warm smiles and hugs indicate antipathy.
4. Pathology students learn the art of road building.

5. Disaster victims often stir feelings of sympathy.
6. An audience would give much praise to a pathetic speaker.
Using the Word Bank

monotonously pathos wistful
B. DIRECTIONS: For each Word Bank word. choose the word or phrase that is most similar in
meaning. Circle the letter of your choice.
1. monotonously
a. singly
b. sing-song
c. tediously
d.loudly
2. pathos
a. sympathy
b.joyfuUy
c. contented
d. pleasurable
3. wistful
a.portly
b.yearning
c. startling
d. indecisive
© Prentice-Hall, Inc. Guitar/Fist/Flower/Moon/Friends/Poetry 241

Name _____________________________________________ Date _______________
"The Moon at the Fortifted Pass" by Li Po (text page 859)
"Some Uke Poetry" by Wist'"awa Szymborska (text page 861)
Build Grammar Skills: Adjectival Modifiers

A modifier is a word or word group used as an adjective or adverb to describe or limit the
meaning of another word, phrase, or clause. Adjectival modifiers include prepositional
phrases, participial phrases, and adjective clauses. Here are two examples.
Now begins the cry / Of the guitar [The prepositional phrase Of the guitar modifies cry.]
I who did not die [The adjective clause who did not die modifies the pronoun I.]
A. Practice: Underline the modifiers in each of the following items. Then draw an arrow from
the modifier to the word it modifies. .
1. The pathos of it overcomes me.
2. My stomach was a melon split wide inside my skin.
3. It mourns ... the evening without morning.
4. I ... who am still living ...
5. I lay in the car watching palm trees swirl a sickening pattern past the glass.
B. Writing Application: Write your answers to the following questions in complete sentences
that include an adjectival modifier. Circle the adjectival modifier in each answer.
1. Which poet wrote "Making a Fist"?
2. Which poem seems most like a story?
3. What is special about Jade Pass?
4. Which image did you find most striking?
5. Which poem did you most enjoy?

Name _____________________________________________ Date _______________
"Some Like Poetry" by Wisfawa Szymborska (text page 861)
Reading Strategy: Read in Sentences

Reading poetry in sentences. rather than line by line, Is key to understanding a poem's
meaning. Use the poem's punctuation as your gUide. Rather than stopping at the end of a line,
stop only at a comma. colon. semicolon. or dash. Look at the stops in the following lines from
"The Guitar."
It weeps
For distant things,
Warm southern sands
Desiring white camellias.
DIRECTIONS: Write your answers to the following questions.
1. Line 25 of "The Guitar" ends with an exclamation point-"Oh guitar!" How does this punc
tuation affect your reading of the poem?
2. How many sentences or complete thoughts are expressed in the following lines from "Jade
Flower Palace"?
The stream swirls. The wind moans in
The pines. Gray rats scurry over
Broken tiles. What prince, long ago,
Built this palace, standing in
Ruins beside the cliffs? ...
3. Each line in "What Are Friends For" ends with a stop-a period. comma, or dash. Is it rea
sonable to conclude that each line expresses a single thought? Why or why not?
4. Of all the stanzas in "Some Like Poetry," the second stanza, "Like-," has the most lines
that express complete thoughts. How does the punctuation affect the meaning and impact
of these lines?
© Prentice-Hall, Inc. Guitar/Fist/Flower/Moon/Friends/Poetry 243

Name _______________________________________________ Date ________________
"Some Like Poetry" by Wisfawa Szymborska (text page 861)
Literary Focus: Lyric Poetry

A lyric poem expresses the observations and feelings of a single speaker. Lyric poetry was
originally written to be accompanied by music; its musicality is one of its distinctive features.
Because it aims to capture the feeling of a single moment, a lyric poem never tells a full story.
Unlike narrative poetry, lyric poetry zeros in on an experience or creates and explores a single
effect. It can be written in a traditional form or in free verse.
DIRECTIONS: For each poem listed in the chart, indicate the form in which the poem is written
(traditional or free verse), the poem's subject, the speaker's feelings about the subject, and the
overall effect created.
Poem Form Subject Speaker's Overall

Feelings Effect
1. "The Guitar"
2. "Making a
Fist"
I
i
I
3. "Jade Flower
Palace"
4. liThe Moon at
the Fortified
Pass"
5. "What Are
Friends For"
6. "Some Like
Poetry"

Name _______________________________ Date _________
Sonnet 18 by William Shakespeare (text page 866)
"The Waking" by Theodore Roethke (text page 867)
Tanka by Ki no Tsurayuki and Priest Jakuren (text page 868)
Haiku by Matsuo Basho and Kobayshi Issa (text page 869)
Build Vocabulary
Spelling Strategy If a word of more than one syllable ends in a single consonant com
ing after a single vowel and the accent is not on the last syllable, do not double the final con
sonant before a suffix beginning with a vowel: temper + -ate = temperate.
Using Forms of temperate

A. DIRECTIONS: Circle the best answer to each of the following questions.
1. Which location would have the most temperate weather?
Siberia Amazonian rain forest North Carolina
2. Which individual would most likely demonstrate temperance in her conduct?

a judge an actor a coach
3. Which item can be tempered?
water steel salt
4. Which of the following is an intemperate action?

making regular deposits in a savings account eating an entire bag of chips
\....". watching less than an hour of television per day
Using the Word Bank

temperate lunar
B. DIRECTIONS: Complete each sentence by writing either temperate or lunar in the blank.
1. Astronauts made the first _______ landing in 1969.
2. We observed the _______ eclipse on a warm, summer night.
3. A ________ breeze blows off the southern waters.
4. ________ activity controls the earth's tides.
5. A month, which is based on the celestial body's revolution, might not ad
here to a calendar month.
6. Because it contains very few hot peppers, this salsa is rather _________
© Prentice-Hall, Inc. Sonnet 18IWakingITanka/Haiku 245

Name ______________________________________________ Date ________________
Build Grammar Skills: Noun Clauses

A noun clause is a subordinate clause that functions as a noun. (A subordinate clause is a
group of words that contains a subject and a verb but cannot stand alone as a sentence.) A
noun clause can be a subject. predicate noun. direct object, an indirect object. or an object of a
preposition. In the following examples from the poems, noun clauses are shown in italics.
Subject: What falls away is always.
Direct Object: One cannot ask loneliness / How or where it starts.
Object of a Preposition: I feel my fate in what I cannot fear.
DIRECTIONS: Underline the noun clause in each sentence. On the blank. write subject. predicate
noun. direct object, indirect object. or object oj a preposition to indicate how the noun clause is
used.
1. Simplicity and economy are what haiku aim to achieve.
2. The closing couplet indicates that the sonnet is Shakespearean.
3. What matters most in haiku and tanka is imagery.
4. Poets might use whatever they see as inspiration for a haiku.
5. We debated vigorously about what the haiku means.
6. That the haiku has remained unchanged for centuries astounds me.
7. June is when our weather is most temperate.

Name _____________________________________________ Date _________
Reading Strategy: Envision the Imagery

When you envision the imagery, or create a mental picture of images that poets use, you
can better understand the messages that poets convey. Use your memory and imagination to
envision sensory details in the poems. For instance, when Shakespeare writes of "the darling
buds of May," you might create a mental picture of brilliantly colored flower buds and bright
sunshine. Use associations to envision images that are not as familiar. If you have never seen a
camellia. the flower mentioned in Basho's haiku, you might associate another flower that has a
cuplike blossom, such as a buttercup.
DIRECTIONS:Write at least one association for each image listed. Then use the associations to
draw conclusions about the poet's meaning. Write your conclusions in the spaces provided in
the chart.
Image Association Poet's Meaning
1. Sometime too hot the eye

of heaven shines.
2. The lowly worm climbs up

a winding stair
3. That winter night I The

river blew so cold
4. On the cypress-mountain,
I Autumn evening
5. Falling upon earth, I Pure

water spills ...
6. A gentle spring rain
© Prentice-Hall, Inc. Sonnet 18IWakingITanka/Haiku 247

Name _______________________________________________ Date _ _ _ _ _ _ __
Literary Focus: Poetic Forms

A haiku is a lyric. unrhymed poem of three lines of five, seven, and five syllables. A tanka
consists of five unrhymed lines of five. seven. five. seven, and seven syllables. Both forms in
clude simple. straightforward images. A haiku always includes an image from nature.
A sonnet is a fourteen-line poem written in iambic pentameter (five unaccented syllables
each followed by an accented one). There are two types of sonnets, Shakespearean and Petrar
chan. A Shakespearean sonnet contains three quatrains (abab cdcd ejej) followed by a rhymed
couplet (gg).
A villanelle is a lyric poem written in three-line stanzas. ending with a four-line stanza. It
has two refrain lines that appear in the first and third line of the first stanza; they appear alter
nately as the third line of subsequent stanzas and finally as the last two lines of the poem.
DIRECTIONS: List the poetic form used by each poet. and supply two examples from each poem
that illustrate the form.
Poet Poetic Form Examples of Form
1. Shakespeare
I
2. Roethke
3. Tsurayuki
I
4. Priest Jakuren
5. Basho
6.lssa

Name ___________________________ Date _ _ _ _ _ _ __
from Don Quixote by Miguel de Cervantes (text page 884)
Build Vocabulary
Spelling Strategy If a word ends in y, and you want to add a suffix beginning with ing,
ist, or ish, keep the y and simply add the ending; for example, sally + ing = sallying; boy + ish
= boyish; and essay + ist = essayist.
Using the Root -SOR
A. DIRECTIONS: The root -son- comes from a Latin word meaning "sound." The Word Bank word
sonorous derives from this origin. as do other words containing -son-. Use a dictionary to check
the meaning of each of the following words; then explain how it relates to sound. Write each
answer in the space provided.
1. sonar ____________________________________
2. resonate __________________________________
3. sonaffi _____________________________________
4. sonogram ____________________________________
Using the Word Bank

lucidity adulation interminable affable sallying
requisite sonorous veracious vanquish extolled
B. DIRECTIONS: Circle the letter of the word closest in meaning to the Word Bank word.
1. lucidity
a. evil b. clarity c. brightness d. dream
2. adulation
a. maturity b. praise c. vibration d. infidelity
3. interminable
a. interior b. fatal c. endless d. disconnected
4. affable
a. amazing b. fragile c. obese d. friendly
5. sallying
a. venturing b. navigating c. courting d. farming
6. requisite
a. curious b. chosen c. required d. ask
7. sonorous
a. sleepy b. respiratory c. snoring d. loud
8. veracious
a. ravenous b. truthful c. malicious d. wandering
9. vanquish
a. defeat b. celebrate c. dissolve d. satisfy
10. extolled
a. charged b. dismissed c. deceased d. praised
© Prentice-Hall, Inc. Don Quixote 249

Name _________________________________ Date __________
Build Grammar Skills: Gerund Phrases

A gerund is a verb form ending in -tng that acts as a noun. A gerund may be the subject of a
sentence, a predicate noun. or the object of a verb or of a preposition. A gerund phrase is a
gerund and all words that go with it to make up a unit that acts as a noun in any of the pre
ceding ways. Here are examples of gerund phrases from Don Quixote:
... He decided upon calling her Dulcinea del Toboso ...
In this example, calling her Dulcinea del Toboso functions as the object of the preposition
upon.
Roaming the world became his only occupation.
In this example, Roaming the world functions as the subject of the sentence.
A. Practice: Underline the gerund phrase in each of the following sentences. In the space pro
vided, identify the function the gerund phrase is performing.
1. Constant reading of chivalric romances addled Quixote's wits.
2. Immersed in dreaming of knighthood. he neglected his estate.
3. He loved the exquisite speaking and magnificent fighting in the thrilling books.
4. His plan was somehow reliving those glorious days.
B. Writing Application: Follow the directions in parentheses to write four sentences with
gerund phrases. using the gerund writing. Remember that a gerund phrase consists of a
gerund and the words that go with it to make an entire phrase acting as a noun.
1. (as a subject)
2 (as an object)
3. (as an object of a preposition)
4. (as a predicate noun)

Name _______________________________________________ Date _________
Reading Strategy: Compare and Contrast

When Miguel de Cervantes penned his tale of the woeful knight, he knew that his readers
would consider his work in the light of what they already knew. In fact, Cervantes depended
upon readers making such comparisons for much of the comedy of the novel.
As you read Don QUixote, look for places you can compare and contrast the world in the
book to the world you know. For example, Quixote's best efforts at equipping himself as a
knight become comic as the daft old man comes up with a cardboard helmet, rusty armor. and
a broken-down nag for a steed.
l>IREcTION8: Use the following chart to help you compare and contrast parts of the story. List
qualities of the topic in the first column to compare or contrast to the topic in the second col
umn. In the third column, write how or why the comparison or contrast is comic.
Compare ... To... Producing...

Sancho Panza Don Quixote Comic Effect
Quixote's Vision Reality Comic Effect
Era of Knighthood Modern Era Comic Effect
Narrator's Language Plain Speech Comic Effect
© Prentice-Hall, Inc. Don Quixote

Name ________________________________________________ Date __________
Literary Focus: Parody

The Reader's Encyclopedia defines parody as
... a comic or satirical imitation of a piece of writing, exaggerating its style and content, and
playing especially on any weakness in structure or meaning of the original.
DIRECTIONS: The language of Don QUixote is an exaggerated version of the language of the ro
mance novels of chivalry. To see how absurdly embellished the language really is, rewrite each
of the following passages in simple, straightforward language.
1. But there were none he liked so well as those written by the famous Feliciano de Silva, for their lucid
ity of style and complicated conceits were as pearls in his sight, particularly when in his reading he
came upon outpourings of adulation and courtly challenges.
2. He fancied that it was right and requisite, no less for his own greater renown than in the service of his . j
country, that he should make a knight-errant of himself, roaming the world over in full armor and on ...."
horseback in quest of adventures.
3. Those are giants, and jf you are afraid, away with you out of here and betake yourself to prayer, while
I engage them in fierce and unequal combat.

Name _____________________________________________ Date ____________
"Morte d'Artbur" by Alfred. Lord Tennyson (text page 894)
"Arthur Becomes King of Britain" from The Once and Future King
by T. H. White (text page 904)
Build Vocabulary
Spelling Strategy When the sound Ishunl occurs at the end of a word of three or more
syllables, the sound is always produced by the letters tion, as in lamentation.
Using the Suffix -DUS
A. DIRECTIONS: Use what you already know about the suffix -ous, meaning "full of" or "possess
ing the qualities of." to define the italicized word in each sentence.
1. The sights were marvelous to behold.
2. T. H. White takes a humorous approach to the legend.
3. Wart's first attempt to pull out the sword was disastrous.
4. The animals made a thtmderous nOise when Wart succeeded.
stickler sumptuous palfrey lamentation swarthy
Using the Word Bank

1. stickler a. an uncompromising person
2. palfrey b. having a dark complexion
3. lamentation c. a saddle horse
4. swarthy d. magnificent
5. sumptuous e. mourning
© Prentice-Hall. Inc. Morte d'Arthur/Arthur Becomes King 253

Name __________________________ Date _________
"Morte d'Arthur" by Alfred. Lord Tennyson (text page 894)
Build Grammar Skills: Subjunctive Mood

The present subjunctive is used to express indirectly a demand, suggestion, or statement of
necessity. This kind of expression always appears in a subordinate clause beginning with that.
To recognize a subjunctive construction. watch for verbs such as ask, suggest, recommend and
adjectives such as essential and necessary followed by the word that.
Kay requested that Wart return to the inn.
It is essential that Kay and Wart tell the truth about the sword.
Note in these examples that the verb forms. return and tell, are both in the base form, even
though one subject is Singular and one is plural. In the present subjunctive, the verb always
appears in the base form.
The subjunctive mood also expresses a wish or a condition contrary to fact. The words if, as
if, and as though express something that is not true-something that is contrary to fact. In this
kind of expression, and in the expreSSion of a wish, the verb were is used.
Wart looked as if he were about to cry.
I wish I were the one who had removed the sword.
A. Practice: In each of the following sentences, circle the verbs in the subjunctive mood, and
underline any other words that indicate the subjunctive mood is being used.
L If you were Kay, would you have told the truth?
2. It is necessary that Wart find a sword as quickly as possible.
3. Ector and Kay responded as though Wart were already king.
4. Ector suggests that they all return to the church.
B. Writing AppUcation: Complete each of the following sentences. using the subjunctive
mood.
1. If Sir Bedivere _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. King Arthur suggests that Bedivere _________________________
3. Bedivere hid the sword as though ____________________________
4. Arthurdemandsthat ________________________________________
5. Arthur, in his weakness, reqUires that Bedivere _________________________

Name _______________________________________________ Date _ _ _ _ _ _ __
"Morte dtArthur" by Alfred, Lord Tennyson (text page 894)
Reading Strategy: Recognize Author's Attitude

Did you find yourself thinking that King Pellinore is a bit silly or foolish? That is certainly
how White presents him in the stOIy. The wayan author depicts a character or a situation can
reveal to readers how the author feels about his or her subject. Notice how these words spoken
by King Pellinore make him appear a bit foolish.
"Well, there has appeared a sort of sword in a stone, what, in a sort of a church. Not in the
church, if you see what I mean, and not in the stone, but that sort of thing, what, like you
might say."
White portrays Pellinore as a somewhat silly. eccentric old man. Readers can recognize
White's attitude toward other characters from the following kinds of details:
• White's description of the characters
• the characters' thoughts and actions
• how characters speak and what they say
• how other characters respond to a character
DIRECTIONS: Read each passage. Then describe the attitude that the author reveals about the
topic of the passage.
1. About truth and knighthood:
"Thou has betrayed thy nature and thy name,
Not rendering true answer, as beseemed
Thy fealty, nor like a noble knight; ... "
["Morte d'Arthur," II. 124-126]
2. About the death of the legendary King Arthur:

" ... To the island-valley of Avilion;
Where falls not hail, or rain, or any snow,
Nor ever wind blows loudly, but it lies
Deep-meadowed, happy, fair with orchard lawns
And bowery hollows crowned with summer sea,
Where I will heal me of my grievous wound."
["Marte d'Arthur/' II. 310-315]
3. About young Arthur:

"Poor Kay/' he said. "All that shilling stuff was only because he was scared and miserable,
and now he has good cause to be. Welt he shall have a sword of some sort if I have to break
into the Tower of London."
[from"Arthur Becomes King of Britain"]
@ Prentice-Hall, Inc. Marte d'Arthur/Arthur Becomes King 255

Name _______________________________________________ Date _____________
"Morte d'Arthur" by Alfred, Lord Tennyson (text page 894)
Literary Focus: Legend

The legend of King Arthur owes its popularity-even its very existence-to many writers who
have enlarged. changed, and added to the seed of a very old story. Much of what we imagine
about Arthur is based on the stories Sir Thomas Mallory wrote in the 1400s. His elaborate tales
of knighthood, bravery. and magic in a medieval setting are the foundation for many of our
modem ideas about Arthur. In fact. the real Arthur. if he existed, would have lived in quite
primitive conditions. Mallory's Arthur lived in a massive stone castle and held relatively modem
ideals, similar to those that Mallory might have held.
Mallory, Tennyson. White, and other "users" of the legend all lend to Arthur their own ideas
about how kings should act and how knights should show their loyalty. People who write sto
ries about legends almost always do this. Keep in mind that legends are not sources of histori
cal information. When we read legends we learn about the culture of the writer. not necessarily
about the culture of the subject of the legend.
DIRECTIONS: Answer the following questions about the legends of King Arthur you have just
read.
1. What ideas about religion are expressed in Tennyson's poem?
What do those ideas indicate about Tennyson and his nineteenth-century values?
2. How does White describe the experience of Wart removing the sword from the stone?
What effect does this portrayal have on the event?
3. How do both Tennyson and White help ensure that the legend will live on? (Hint: Note the
title of T. H. White's book.)

Name _________________________________ Date _ _ _ _ _ _ __
"Rama's Initiation" from the Ramayana by R. K. Narayan (text page 924)
Build Vocabulary
Spelling Strategy Words ending in y preceded by a consonant form their plurals by
dropping the y and adding ies: austerity + -ies = austerities.
Using the Root -min-

A. DIRECTIONS: Remembering that the root -min- means "small," complete each sentence below
with a word from the following list.
minimize minute minor
1. A person under the age of eighteen is considered a _ _ _ _ _ _ _ _ _ __
2. Embarrassed officials tried to _ _ _ _ _ _ _ _ _ _ _ the seriousness of the crime.
3. The baby alligator seemed _ _ _ _ _ _ _ _ _ _ _ compared to the size of its parent.
Using the Word Bank

austerities decrepitude sublime august secular
obeisance exuberance diminutive esoteric
B. For each Word Bank word, choose the word or phrase that is most nearly
DIRECTIONS:
opposite in meaning. Circle the letter of your choice.
1. austerities
a. denials b. indulgences c. selfish d. freedom
2. decrepitude
a. youthfulness b. renovate c. decaying d. futuristic
3. sublime
a. vulgar b. majestic c. baseness d. pauper
4. august
a. respectable b. outrage c. undignified d. energetic
5. secular
a. rectangular b. sacred c. royal d. scientific
6. obeisance
a. shaking hands b. praying c. bowing d. defiance
7. exuberance
a. depression b. agitation c. elation d. confusion
8. diminutive
a. bulk b. growth c. thin d. gigantic
9. esoteric
a. appealing b. popular c. inviting d. suave
© Prentice-Hall, Inc. Rama's Initiation 257

Name _______________________________________________ Date _ _ _ _ _ _ __
Build Grammar Skills: Restrictive and Nonrestrictive
Appositives
Appositives and appositive phrases are restrictive when they are necessary to clarify or
identify the noun to which they refer; restrictive appositives are not set off by commas.
"Send your son Rama with me, and he will help me."
Appositives are nonrestrictive if they provide additional but not necessary information;
nonrestrictive appositives are set off by commas.
Vasishtha, the King's priest and guide, whispered ...
A. Practice: Underline the appositive or appositive phrase in each sentence. If it is nonrestric

tive, set it off with commas.
1. Rama and Lakshmana accompanied the sage Viswamithra on his journey.
2. Viswamithra transmitted two mantras "Bala" and "Adi-Bala" to the young brothers.
3. Thataka was the daughter of a yaksha a demigod.
4. The great savant Agasthya punished her for the misdeeds of her husband and sons.
B. Writing Application: Write an answer to each question. In your answer. include the type of
appositive named in parentheses.
1. At which sacred place does Viswamithra wish to make a sacrifice? (restrictive)
2. Which person close to the king pleads with Viswamithra not to leave? (nonrestrictive)
3. Which relative joins Rama on his journey? (restrictive)
4. Along with Thataka, who sought revenge for Sunda's death? (nonrestrictive)

Name _______________________________________________ Date ____________
Reading Strategy: Making Inferences About Culture

As you were reading this episode from the Ramayana, you were making inferences about
the culture of ancient India. When you draw upon details in the story and combine that infor
mation with your own experiences. you can make inferences about the beliefs. customs, and
values of the culture that created and revered the hero Rama.
DIRECTIONS: Ust details from the selection and refer to your own experience as you write your
answers to the following questions.
1. What does the Ramayana reveal about the role of women in ancient India?
2. What does the Ramayana reveal about the role of religIon in everyday life in ancient India?
3. What does the Ramayana reveal about the gods and goddesses in Hinduism?
4. What does the Ramayana reveal about the roles and responsibilities of royalty in ancient
India?
@ Prentice-Hall, Inc. Rama's Initiation 259

Name _______________________________________________ Date _________
Literary Focus: Epic Hero

The dictionary Literary Terms defines the word hero as follows :
(1) Traditionally, a character who has such admirable traits as courage, idealism, and fortitude.
(2) The earliest heroes, as revealed in myth and literature, were frequently favored by the
gods or were themselves semi-divine; such were Achilles and Odysseus. (3) The deified hero
symbolized the possibility of overcoming human limitations in a hostile universe ruled by the
certainty of death. (4) Moreover, the hero embodied the cultural values of his time and func
tioned as a defender of his society.
DIRECTIONS: Think about Rama as he is portrayed in "Rama's Initiation." Find episodes or de
scriptions in the story that demonstrate Rama's fulfillment of each element of the definition
above. Write your answers on the lines provided.
l. ____________________________________ ~ _______________________________
2. _____________________________________________________________________
3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____
4. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____

Name _______________________________________________ Date _________
from Sundiata: An Epic of Old Mali, retold by D. T. Niane (text page 934)
Build Vocabulary
adding a suffix starting with either a vowel or a consonant. For example, the suffix -ityadded
to the word infirm forms the Word Bank word infirmity.
Using the Root :firm-

At the beginning of this selection, Sogolon Kedjou is concerned about the infinnity her son
seems to have. The word infinnity contains the word root :firm-. which comes from the Latin
wordjirmare. meaning "to strengthen." Knowing that the prefix in- means "lacking" or "without,"
you can figure out that the word infinnity means "without strength" or "physical weakness."
A. DIRECTIONS: For each sentence. fill in the blank with the most appropriate word containing
the root :firm- from the following list.
affirmation
infirmary
confirmation
firmament
1. Students who are not feeling well can rest in the _______________
2. I called for a(n) _ _ _ _ _ _ _ _ _ _ _ _ of my appointment on Friday.
3. The award is a(n) _______________________ of her value as a teacher.

\...,. 4. There were no clouds interrupting the solid blue ___________________
Using the Word Bank
fathom taciturn malicious infirmity

innuendo diabolical estranged affront
1. fathom a. quiet; aloof
2. taciturn b. ailment
3. malicious c. understand; grasp
4. infirmity d. humiliation; mockery
5. innuendo e. spiteful
6. diabolical f. alienated
7. estranged g. suggestion; insinuation
8. affront h. demonic
© Prentice-Hall. Inc. Sundiata: An Epic of Old Mali 261

Name _______________________________________________ Date _ _ _ _ _ _ __
Build Grammar Skills: Sentence Variety

You can make your writing more interesting and pleasing to the ear by using sentence
variety. There are different ways in which you can achieve sentence variety. One way is to use
a variety of sentence types, including declarative, interrogative, and exclamatory sentences.
The following sentences from the selection show these different sentence types:
Declarative: Sogolon's son had a slow and difficult childhood.
Interrogative: Could it be that the stiff jointed son of Sogolon was the one the hunter sooth
sayer had foretold?
Exclamatory: ... but the great bar of iron was twisted and had taken the form of a bow!
Another way to achieve sentence variety is to use different sentence beginnings. The follow
ing sentences from the selection show different sentence beginnings.
Beginning With an Adverb: Often Sogolon would make some of them come to him to keep
him company.
Beginning With a Prepositional Phrase: To the king's question he replied, "When the seed
germinates growth is not always easy."
Beginning With a Participial Phrase: Supporting himself on his knees and one hand, with the
other hand he picked up the iron bar ...
Beginning With a Subordinate Clause: Whenever his mother went out he would crawl on all
fours to rummage ...
A. Practice: Rewrite the following sentences so that each begins with either an adverb, prepo
sitional phrase, participial phrase, or subordinate clause.
1. Sogolon's son could only crawl when he was three years old.
2. Sogolon heard gossip about her son and became frustrated.
3. People often discussed whether or not Sogolon Djata would ever walk.
4. Sassouma felt happy knowing her own son could become king.
B. Writing AppUcation: Rewrite the following paragraph, revising it to add sentence variety.
Remember that you can add sentence variety to the paragraph by using a combination of de
clarative, interrogative, and exclamatory sentences and by using different sentence beginnings.
Sogolon suffered after the death of Nare Maghan. Sassouma spitefully banished Sogolon and
her son to a back yard of the palace. Sogolon was so miserable. She wondered if her son would
ever walk. Sogolon promised to walk to ease his mother's pain. People were shocked when he
kept his promise.

Name ______________________________________________ Date __________
Reading Strategy: Storyteller's Purpose

A storyteller's purpose is his or her reason for relating a stol)' to readers or listeners. For
the grtots of ancient Mali, telling and retelling the epic SWl.diata served a variety of purposes.
They used the stOl)' to teach people about important historical events, to entertain people, and
to persuade people to support certain beliefs and accept certain standards of behavior.
DIRECTIONS:For each of the following passages from the selection, explain which of the author's
purposes-to inform, entertain, or persuade-is illustrated. Some of the passages may serve
more than one purpose. Explain your reasoning.
1. God has mysteries which none can fathom .... Each man finds his way already marked out for him
and he can change nothing of it.
2. Sogolon's son was spoken of with nothing but irony and scorn .... No matter how great the destiny
promised for Mari Djata might be, the throne could not be given to someone who had no power in
his legs .... Such were the remarks that Sogolon heard every day. The queen mother, Sassouma
Bemate, was the source of all this gossip.
3. A deathly silence had gripped all those present. Sogolon Djata dosed his eyes, held tight, the mus
cles in his arms tensed .... Sogolon Kedjou was all eyes and watched her son's legs, which were
trembling as though from an electric shock. Djata was sweating and the sweat ran from his brow. In
a great effort he straightened up and was on his feet at one go....
4. "Oh day, what a beautiful day, Oh day, day of joy; Allah Almighty, you never created a finer day. So
my son is going to walk!"
5. With all his might the son of Sogolon tore up the tree and put it on his shoulders.... "Mother, here
are some baobob leaves for you. From henceforth it will be outside your hut that the women of
Niani will come to stock up."
© Prentice-Hall, Inc. Sundiata: An Epic of Old Mali 263

Name ______________________________________________ Date __________
Literary Focus: Epic Conflict

ConOict in a stoty may take place in one of three ways:
• between characters
• between a character and society
• between a character and himself or herself
The hero often endures all three kinds of conflict at various points in an epic. It is the hero's
ability to confront and overcome obstacles that marks him or her as heroic.
DIRECTIONS: Think about the excerpt you have read from Sundiata. When does Sogolon Djata
meet each of the three kinds of conflict? How does he overcome the obstacle? Write an example
of each kind of conflict (there may be more than one example in the stoty), and explain the
hero's efforts to resolve it.
i Example of ConOict Resolution of ConOict

Conflict between Sogolon
Djata and a second character
Djata and society
Djata and himself

ANSWERS
Unit 1: On the Edge
"Contents of the Dead Man's possibility of Tom's death. The detail about
Pocket" by Jack Finney Tom's "elbow protruding over Lexington Av
enue" emphasizes the height at which Tom
Build Vocabulary (p. 1) balances precariously. As Tom feels sick
Using the Root -term- from the tension, so does the reader.
A. 1. tennination-ending
2. tennless-without end or boundary "The Final Assault" from
3. tenninable-capable of being ended High Adventure by Edmund Hillary
"The Dream Comes True" from The
Using the Word Bank
Tiger of the Snows by Tenzing Norgay
B. 1. d 2. f 3. a 4. e 5. c 6. b
Build Vocabulary (p. 6)
USing the Root -voc-
C. 1. c 2. d 3. a
A. Possible responses :
Build Grammar Skills: Possessive Its vs. 1. evoke--to call forth or up
Contraction It's (p. 2) 2. vocation-a calling
Recognizing the Correct Use of Its and It's 3. invocation-to call for, usually help or
A. 1. it's support
2. Its 4. vocalize-to make sound with the voice
3. its
Using the Word Bank
4. It's
B. Possible responses:
5. it's
1. The summit, like many other sections of the
Writing AppUcation mountain, was dangerously precipitous.
B. Imagine yourself out on a ledge. It's cold 2. One of the intennediate camps was just
and windy. The ground and its comforts discernible down the side of the mountain.
are far below. It occurs to you that it's 3. Good climbers use a belay to prevent falls.
likely no one knows you are there. It's pos 4. The climbers seemed to be encroaching on
sible no one may know for days. This Mother Nature as they crossed the
thought plants its seed in your brain. Panic windswept snow fields.
digs its fingers into your chest-right into
5. Both climbers mention the many snowy
your lungs. Your heart pounds its way into
undulations they must cross before they
your throat. Then you open your eyes and
even see the summit.
realize it's all in your head!
6. I would have a vociferous celebration at the
Reading for Success: Literal Comprehension top of Everest.
Strategies (pp. 3-4)
Students' notes should include each of the Build Grammar Skills: Compound
Predicates (p. 7)
strategies.
Identifying Compound Predicates
Literary Focus: Suspense (p. 5) A. 1. watched and turned
Guidelines for student response: Students 2. strapped and tied, grasped and were
may identify the "waiting" as suspense-build ready
ing. The phrase "waiting till he slipped off the 3. pulled or hauled
edge" causes the reader to anticipate the 4. waved and threw
© Prentice-Hall, Inc. Answers 265

"The Final Assault" from Using the Word Bank
High Adventure by Edmund Hillary
B. 1. e 2. g 3. f 4. b 5. c 6. a 7. h 8. d
"The Dream Comes True" from The Tiger
of the Snows by Tenzing Norgay (continued)

C. 1. d 2. b 3. a
Using Compound Predicates
B. 1. The climbers looked across the summit Build Grammar Skills: Regular and Irregular
and saw Tibet. Verbs (p. 11)
2. Above the cUmbers the slope swept up Identifying Regular and Irregular Verbs
ward and became sharply steep. A. 1. irregular
3. Norgay says he was not dragged or
2. regular
hauled up the slope.
3. irregular
Reading Strategy: Distinguish Fact From Using Regular and Irregular Verbs
Opinion (p. 8)
B. 1. took
1. opinion
2. thrown
2. fact
3. came
3. f act
4. seen
4. opinion
5. opinion Reading Strategy: Predict Outcomes (p. 12)
6. fact 1. Answers will vary. Students should see
7. opinion that while Jacobs's story is truly horrifYing,
all of the events make sense within the
8. fact
story.
Literary Focus: Author's Perspective (p. 9) 2. Answers will vary. Most students will prob
Possible responses: ably say that Mr. White wishes Herbert to
1. From Hillary's perspective, Norgay's outlet be dead again, or at least to disappear.
tube was more blocked than his own and 3. Answers will vary. Students may mention
only Hillary could fix the problem. From Natasha's disappearance, her refusal to
Norgay's perspective, clearing the breathing discuss it, her reaction on seeing the
tubes was just one of the inconveniences of "handsome young man," her reaction to his
the climb. He does not imply that one had wish to marry her, and her recounting of
more troubles than the other. her "evil dream."
2. Both men express the tedium of going over
Literary Focus: Foreshadowing (p. 13)
the "snowy humps," not knowing when the
humps would end. Hillary indicates that he Suggested responses:
1. foreshadows another fatal mistake-the
is in the lead and doing all the step cutting.
Norgay says "we" when he talks about how first wish-that Mr. White will see after it is
he and Hillary proceed. too late
2. foreshadows the Whites' interference with
fate and their subsequent sorrow
"The Monkey's Paw" byW.W. Jacobs
3. foreshadows Mr. White's own third wish

"The Bridegroom"
for his dead son to return to the grave
by Alexander Pushkin
4. foreshadows Herbert's death

Build Vocabulary (p. 10) 5. foreshadows the hOrrible nature of what
Using the Root -cred- Natasha witnessed
A. Suggested responses: 6. foreshadows the truth about the groom
1. that which entitles one to belief or trust that only Natasha knows
2. acceptance as true 7. foreshadows the bridegroom's arrest
3. cause to be distrusted 8. foreshadows what may happen to Natasha
4. statement of belief if she marries the groom

from "A Walk to the Jetty" from to learn, and her devotion to the health and
Annie John by Jamaica Kincaid well-being of her daughter.
3. He probably wanted to tell Annie that he
Build Vocabulary (p. 14) loved her.
Using the Root -stup- 4. Annie dearly loves her mother and cannot
A. 1. stupendous bear to see her hurt, yet Annie feels stifled
2. stupefaction by her mother's enormous love.
3. stupid
Literary Focus: Flashback (p. 17)
4. stupefied
Suggested responses:
Using the Word Bank 1. Annie remembers her apprenticeship with
B. 1. d 2. c 3. a 4. b Miss Dulcie.
2. The flashback reveals the humiliation
Build Grammar Skills: Clauses (p. 15) Annie endured while working for Miss Dul
Identifying Independent and Subordinate cie.
Clauses
3. A nnie remembers her first unaccompanied
A. 1. If I had just conquered Persia, she walk along the road.
couldn't have been more proud of me.
4. The flashback reveals how very proud
2. When my father's stomach started to go Annie's mother was when Annie went alone
bad, the doctor had recommended a walk on an errand. It also reveals the close rela
every evening after he ate his dinner. tionship shared between mother and
3. When we were all on board, the launch daughter.
headed out to sea. 5. A nnie remembers sitting in her mother's
4. They made an unexpected sound, as if a lap as her mother read books in the library.
vessel filled with liquid had been pracea 6. T he flashback reveals the intelligence of
on its side and now was slowly emptying Annie's mother and how. at a young age.
out. the world of words was opened up for
Using Independent and Subordinate Annie.
Clauses
B. Possible responses: "The Masque of the Red Death"
1. Annie walked past Miss Dulcie's house al by Edgar Allan Poe
though her memories of Miss Dulcie were
not fond.
2. Mter Annie's father tries to express his feel Using the Suffi.x: -non
ings, he turns and walks away. A. 1. isolation
3. A lthough Annie loves her parents, she real 2. fascination
izes she must leave home and begin her 3. devastation
own life. 4. celebration
4. As the boat set sail, Annie waved good-bye
Using the Word Bank
with her red handkerchief.
B. 1. e 2. a 3. d 4. f 5. b 6. c
Reading Strategy: Make Inferences (p. 16)
Possible responses:
C. 1. c 2. d
1. Based on the fact that Miss Dulcie always
found fault with Annie's work and her po Build Grammar Skills: Subject-Verb
tential to learn, it can be inferred that Agreement (p. 19)
Annie's relationship with Miss Dulcie was A. 1. There were sharp pains ...
difficult, humiliatlng, and stifling. = -
2. there came a sound ...
2. The mother's actions reveal her intelli 3. there was a brief disconcert ...
gence. openness to new ideas. willingness 4. There are some ...

"The Masque of the Red Death" Using the Word Bank
by Edgar Allan Poe (continued) B. 1. b 2. c 3. a 4. c
5. there flows a ruddier light ...
6. there comes ... a muffled peal Build Grammar Skills: Pronouns and
Antecedents (p. 23)
7. there are matters . . .
Recognizing Antecedents
8. there was a sharp tum
A. 1. narrator
9. there stood ... a gigantic clock
2. Readers
10. There was no light ...
3. girl
B. 1. are
4. poem
2. is
5. Ufe, death
3. are
6. Williams
4. hangs
5. were Using Pronouns and Antecedents
6. comes B. Suggested responses:
7. are 1. In "Spring and All," plants struggle to grow
8. are and they become symbols of life.
2. Cold makes its presence felt in many lines
Reading Strategy: Context Clues (p. 20) of "Spring and All." .
1. a large. elaborate party 3. I f the little girl were a princess or queen,
2. overflowing. abundant she could no longer have the freedom of a
3. redder simple life.
4. ghostly 4. Gabriela Mistral began her career as a
5. flat on the ground writer in her teens.
5. In ''The street," the narrator could be
Literary Focus: Symbols (p. 21) dreaming, and he cannot understand the
Possible responses: dream.
1. represents the Red Death. the plague. 6. Darkness is everywhere in "The street," and
death in general; shows us that we cannot it is the poem's strongest image.
escape death. no matter how we try
Reading Strategy: Form a Mental Image
2. represents the grave. forebodes death; (p.24)
shows that death is the final resting place
3. represents life (as does the masquerade);
gives a sense of vulnerability each time it Is "Fear"
stilled by the chiming of the clock swallow; small bird, magic transformation; es
4. represents life and light; like them each is cape, loss to mother
snuffed out at the end by death straw bed; simplicity, poverty; simple nature
of mother's love
"Fear" by Gabriela Mistral golden slippers; fairy-tale princess, magic; un
reality of fairy tale, fear of loss
"The street" by Octavio paz
meadow; rural scene, child playing; love of
"Spring and All" simple life, tangible goodness in mother's
by William Carlos Williams world.
Build Vocabulary (p. 22) "The street"
Using the Suffix -less silent; qUiet, loneliness; isolation, eerie solitude
A. 1. treeless blackness; darkness, disorientation; confu
2. tailless sion, difficulty of understanding
3. pointless doorless; cell. maze; no escape from self
4. sailless forever; trapped, doomed; eternal nature of
consciousness

"Spring and All" Using the Word Bank
contagious; sick people, disease; illness ver B. 1. a 2. d 3. c 4. a 5. b 6. d 7. c 8. a
sus nature's toughness
Build Grammar Skills: Appositives (p. 27)
cold; raw day, discomfort; unromantic con
trast of spring hardiness Identifying Appositives
leafless; bare, scraggly bushes, dead A.. 1. a riverside acquaintance
branches; just before life restarts 2. M. Sauvage
grip; strong grab, digging into earth; strength 3. the hardhearted tyrant
of renewing life. toughness of nature 4. Damon
Literary Focus: Imagery (p. 25) Using Appositives
B. 1. They looked with fear at the soldier, a
"Fear" Prussian officer.
Line 11: sight. picture of little girl in golden 2. The Prussian officer, a tyrannical man,
slippers; suggests fairy tale and insisted on threatening the two friends.
unreality 3. Damon agreed to sit in prison while his
Line 12: sight. picture oflittle girl as she ex friend Pythias settled business and fam
ists at the moment playing happily in ily matters.
a meadow; contrast of unreal versus 4. Dionysius. a friendless man, was in awe
natural pleasure of the friendship shared by Damon and
Line 13: sight; darkness falling; suggests Pythias.
change from maternal care
Line 14: touch. sight. mother caring tenderly Reading Strategy: Significant Details (p. 28)
for her child; shows what mother Possible responses:
loves and wants to preserve 1. The sound of the cannon is significant be
"The street" cause it alerts the reader to the fact that
the men are in danger and that war is near.
Line 1: sight. sound. draws a lonely picture of
a street; loneliness. isolation 2. The image of the smoke as a "death-dealing"
breath which fills the calm sky is Significant
Line 2: Sight, touch, creates sense of blind
because it hints at the outcome of the story.
confusion; diSOrientation. loss of
normal perception 3. These details are significant because they
show the kind of trust Damon and Pythias
Line 3: sight, touch. narrator tries to use
have in each other. The passage also shows
other senses to keep gOing; struggle of
that their friendship surprises Dionysius.
confused consciousness
which is a detail important to the end of the
Line 4: touch; using feet for perception; sight
story.
and normal perceptions useless
4. These details cause the reader to feel sus
pense. They also remind the reader of
"Two Friends" by Guy de Maupassant
Damon's complete trust in his friend.
"Damon and Pythias"
retold by William F. Russell

Literary Focus: Climax (p. 29)
Possible responses:
Build Vocabulary (p. 26) 1. Students are likely to say that the officer's
Using the Root -tain- attempts to get the men to reveal the pass
A.. Possible responses: word by separating them. and then the si
1. contains-holds together, encloses lence of the men. are parts of the passage
2. obtain-to get hold of something. usually that indicate climax.
by great effort 2. Students are likely to say that the moment
3. sustain-to keep up or support in which the crowd believes Damon is to
die. and then a swift runner appears, are
parts of the passage that indicate climax.

Unit 2: Striving for Success
From In Commemoration: "How Much Land Does a Man

One Million Volumes Need?" by Leo Tolstoy
by Rudolfo A. Anaya
Build Vocabulary (p. 30) Using Words in Other Contexts
Using the Pre8x in- A. 1.fallow
A 1. to dedicate or place into service; into 2. sheaf
2. unsatisfiable; not 3. sheaf
3. tending to excite or inflame; into 4. fallow
4. owing gratitude to another: into
Using the Word Bank
Using Antonyms B. 1. f 2. a 3. g 4. e 5. c 6. d 7. b
1. b 2. c 3. d 4. c 5. c 6. a 7. c 8. d 9. c
Build Grammar Skills: Possessive Nouns
Build Grammar Skills: Action Verbs and (p.36)
Linking Verbs (p. 31) A. Practice
A Practice 1. sister's
1. taught-A 2. peasants'
2. were-L 3. women's
3. Be-L 4. Pahom's
4. spent-A 5. neighbor's
5. felt-L
B. Practice
B. Writing AppUcation 1. acres'
Possible responses: 2. People's
1. Anaya was formerly a professor at the Uni 3. dealer's
versity of New MexiCO. 4. Bashkirs'
2. A naya looked with wonder at the books in 5. Devil's
the library.
6. sun's
3. A naya's childhood library looked tiny com
7. chiefs
pared to other libraries he visited.
4. A naya and his grandfather gazed at the Reading Strategy: Predict Outcome Based
stars as they appeared in the sky over New on Character Traits (p. 37)
Mexico. Suggested responses:
5. T he stars appeared to be countless as the 1. Pahom and his wife wiUlose all they have
young Anaya looked at the sky. gained.
2. Pahom will learn that plenty of land does
Reading for Success: Interactive Reading
Strategies (pp. 32-33) not solve the peasants' troubles, nor does it
solve his troubles.
Students' notes should include each of the
strategies. 3. Pahom reveals his greed and general dis
content.
Literary Focus: Author's Purpose (p. 34) 4. Pahom will become discontented with the
evoke a time or place: sentence 2 amount of land he has and will desire
commemorate an event: sentence 1 more.
propose a definition: sentence 3 5. The chiefs true identity is the Devil. who
reveals himself through his chuckling and
Other sentences will vary.
ability to change form.

6. Pahom will lose the tussle with the Devil 3. reach
and die due to his own greedy and boastful 4. were
nature. 5. plague
Literary Focus: Parable (po 38) 6. startles
Suggested responses: 7. are
1. The story presents a moral lesson about 8. tangle
right and wrong. B. Writing AppUcation
2. He probably felt it was a case of "finders 1. Dickinson and Miller use traditional rhyme
keepers." schemes.
3. He was starting to feel guilty about how he 2. Not one of Columbus' sailors is in good
had gotten them. health.
4. He would have made what he had done 3. Correct
worse by telling a lie.
4. Neither success nor victory comforts the
5. He felt he did not deserve one because he dying soldier.
did not act responsibly in the first place.
5. Hunger pains as well as fever torment the
6. Ill-gotten gains cannot be truly enjoyed. sailors.
7. "Do the Right Thing"
Reading Strategy: Make Inferences (po 41)
"Success is counted sweetest" and Practice
"I dwell in PossibiUty-" A. Suggested responses:
by Emily Dickinson
1. "Lace lullabies" seem fragile and delicate;
they would probably be ineffective against
the sheer power of the tornado.
"Columbus Dying" by Vassar Miller
2. The "House of Prose" has smaIl. dark rooms

Build Vocabulary (po 39) that provide poor views of the outside
Using the Pre:6.:x: im- world. Few people want to visit or live there.
A. 1. inactive 3. Words and images such as "begged that he
2. immature be buried with his chains." "thrall." "crawl
/ Till dropped dead in their tracks" convey
3. indecisive
the speaker's belief that Columbus felt bur
4. imperfect dened.
5. imbalance 4. The speaker does not view the purple Host
6. inhumane as successful: to her. they celebrate some
thing they do not fully comprehend. In
Using the Word Bank
stead. the speaker focuses on the dying de
B. Suggested responses:
feated man who longs for success but will
1. After a roller coaster ride. I might have a never know it.
feeling of vertigo.
2. Soldiers strive to build an impregnable B. Suggested responses:
hideout. 1. The writer greatly respects Dickinson's tal
3. A thrall might have performed difficult ent and quiet perseverance. TranSitions
tasks on a transatlantic journey. such as although and instead signal the
writer's disapproval of the way in which
Identifying Antonyms Dickinson's intellectual abilities were
C. 1. d 2. c ignored.
2. Men and women were not equal; women
Build Grammar Skills: Subject-Verb had fewer opportunities than men. The fact
Agreement (po 40)
that it was considered improper for women
A. Practice to pursue careers or the same levels of edu
1. signals ation as men indicates that a vast inequal
2. know ity existed.
"Success is counted sweetest" and "I dwell B. Writing Application
in Possibllity-" Possible responses:
by Emily Dickinson
1. Countless doctors told Christy's mother

that Christy's condition was "hopeless."

"Columbus Dying" by Vassar Miller (continued)
2. Christy's brothers and sisters treated him

Literary Focus: Stated and Implied Theme as a loved and accepted family member.
in Poetry (p. 42) 3. Christy's mother decided that Christy
Suggested responses: would not be shut away from the family.
1. "Hope" is a bird perched in the soul. It 4. Christy's mother showed him pictures in a
sings a tune without words. in stonns, in large storybook for hours at a time.
cold lands, and on strange seas.
Reading Strategy: Identify Author's
2. Hope does not disappear even in the worst
Purpose (p. 45)
circumstances, and wants nothing in return.
Possible responses:
3. I t possesses determination and selflessness;
it is strong and enduring. The poet admires
1. to show his mother's stubbornness and
and trusts the "little Bird." conviction, in spite of doctors' opinions
4. With the help of hope, people are able to 2. to show how unresponsive he was to his
endure hardships. mother's attentions and how unrelenting
she was in her efforts
3. to get the reader to "see" his disability, ex
from My Left Foot by Christy Brown perience his daily "activities," and to feel
Build Vocabulary (p. 43) the wannth of his family
Using the Root -vol- 4. to make the reader feel how isolated he felt
from his family
A. 1. willingly gave
5. to prepare the reader for the dramatic
2. against the will
change that is about to take place, to em
Using the Word Bank phasize that everything he has told us thus
B. 1. Christy's nerves were taut as everyone far is about to change
watched his left foot. 6. to make the reader see how completely his
2. Christy believes his mother's conviction life changed through this single incident
was perhaps the most powerful force in and what a release it was to discover-and
his life. have others discover-that he could com
municate
3. Many people would view disagreeing
with a doctor as an impertinence. Literary Focus: Significant Moment (p. 46)
4. Though Christy was not able to walk. he Possible responses:
was not inert.
1. "I was lonely, imprisoned in a world of my
5. Christy was dependent upon his family own, unable to communicate with others,
members and could not act of his own cut off. separated from them as though a
volition. glass wall stood between my existence and
6. Her contention was that Christy would be theirs, thrusting me beyond the sphere of
treated just like the rest of her children. their lives and activities." This sentence de
scribes Christy's isolation fully by drawing
Build Grammar Skills: Active and Passive
a picture of him separated from a support
Voice (p. 44)
ive family by a glass wall. He can see them
A. Practice
but cannot partiCipate in their lives or let
1. was-A them participate in his. The sentence con
2. was detennined-A; was spoken-P tributes to the significant moment by pro
3. was bent-A viding a strong contrast with the "together
4. is-A; is shattered-P ness" the whole family experiences when
5. loosened-A; were c1utched-P Christy writes the letter on the floor.

2. The doctors' opinions serve as a sort of "ex 2. He and I traveled from New York to
pert testimony." If doctors say it, it must be Nashville to attend his college reunion.
true. Yet his mother refuses to accept their 3. While in Nashville, my father suddenly de
diagnoses. His mother shows courage and cided that we should drop in on my grand
determination. Readers hope that the doc mother.
tors are wrong and the mother is right, but 4. My father had never spoken much to me
they have no proof until "it" happens later about his family, so I was anxious to meet
in the narration. them.
3. The scene gives an example of Christy's
mother's patient efforts to treat him just Reading Strategy: Clarify (p. 49)
like the other children. It also serves as an Possible responses:
example of Christy's lack of response to his 1. Students might suggest a timel1ne or a
mother. Again, the passage provides a con chart that lists the following events: GL
trast with the significant moment. which leaves the house with a chair to be sold at a
helps that moment come as a surprise to . church bazaar.-GL meets up with a man
the reader. with horses from out West.-The man tells
4. The inclusion of eighteen paragraphs' GL that the horses are valuable; GL tells the
worth of details creates suspense as read man that the chair is an antique.-They
ers continue eagerly to discover what "it" is. swap.-GL brings horse home to his
5. Christy includes details of setting here (and mother.---offers to take his mother for a
elsewhere) to help readers experience the buggy ride-Mama says no, orders him to
entire event, to get them to see and hear return horse-GL says he can't return the
and feel the surroundings. horse.-Mama finally agrees to go for a
ride.-Mama feels important riding around
in the buggy.-Suddenly, the horse starts to
"A Visit to Grandmother"
gallop.-GL can't control the horse.-Mama
by William Melvin Kelley
jumps on the horse and stops the buggy.
Build Vocabulary (p. 47) She is able to walk the horse home.
2. Students should go back to the beginning
Using Word Origins of the story and list some of the following
Possible responses: details: Chig notices fear. uncertainty, sad
A. 1. French; grimuche, grima; mask ness, and hatred in his father's eyes as he
2. Latin; indulgere; to be kind to someone kisses his mother; Chig finds it strange
3. Middle English; aventure; related to ad that his father does not tell him right away
venture that he plans to visit his family; Chig's fa
ther never talks about his family; Chig no
Using the Word Bank tices that his father is unusually quiet and
B. 1. d 2. c 3. a 4. b uncomfortable during the visit.
3. Students might suggest making character
Build Grammar Skills: Pronoun Case (po 48) charts that list some of the following de
A. Practice tails: GL is irresponsible, and he is known
1. them as a con man and a practical joker. He is
2. me, me also dependent on his mother. Chig's father
3. I is independent. serious, and hardworking.
4. we 4. Students might suggest making a timeline
that lists some of the following events: In
5. He
stead of going back to New York after the
6. they reunion, Chig and his father leave
B. Writing Application Nashville to go farther south.-When they
are at the family home, Chig talks to his
1. My name is Chig, and my father and I re
grandmother while his father remains
cently went on a road trip together.
quiet.-The entire family sits down to din

"A Visit to Grandmother" 3. hoary
by William Melvin Kelley (continued) 4. manifestation
ner and Grandmother tells a funny story. 5. disparaging
-Everyone but Chig's father finds the story 6. judicious
humorous.-Chig's father confronts his
7. gibe
mother, then leaves the table.-After he
8. admonition
leaves the table, GL makes his entrance.
9. immutable
Literary Focus (p. 50) 10. potency
A. Suggested responses:
Build Grammar Skills: Participles as
1. Direct: It is stated that Doctor Charles Dun
Adjectives (p. 52)
ford cared about people. Indirect: He
grimaces as he kisses Mama; Mama says A. Practice
"You be honest like your Daddy." 1. feeble-pointed
2. Direct Chig is seventeen. Indirect: The way 2. two-pointed
he observes eveything around him; his open 3. Magnified
ness and willingness to talk with Mama. 4. rumbling
3. Direct: She is an "old lady." Indirect: She 5. accomplished
seems genUinely happy to see Charles: she 6. stimulated
giggles as she tells the story of GL and the
buggy. B. Practice
4. Direct: She is GL's wife. Indirect: Her em 1. Whispering to the ground; scythe
barrassment that she doesn't know where 2. enjoying the sound of the scythe; speaker
GL is; her offer to cook dinner while Mama 3. finished with his work; speaker
talks with Charles. 4. Having fallen to the ground; apples
B. Answers will differ. Students who say they 5. Speaking firmly to readers; Angelou
prefer direct characterization will probably
6. trying to "plant peace"; Angelou
mention the ease with which they can
know a character. Students who prefer in C. Writing Application
direct characterization will mention that it Responses will vary.
helps a reader visualize a character and
know him or her as a real person through Reading Strategy: Interpret (p. 53)
his or her feelings, actions, and thoughts. Suggested responses:
1. The earliest leaves are "golden" and are ex
"Mowing" and "After Apple-Picking" tremely beautiful.
by Robert Frost 2. They emphasize how quickly beauty fades.
"Style" and "At Harvesttime" 3. Eden, which "sank to grief," represents
by Maya Angelou beauty in its purest form.
4. Beauty is impermanent.
5. All demonstrate Frost's respect and love for
Using -ough nature and his understanding of man's
A. Suggested responses: changing. impermanent role therein.
1. bough Literary Focus: Tone (p. 54)
2. through
Possible responses:
3. enough
1. The speaker uses a thoughtful but flippant
Using the Word Bank tone to talk about a serious subject.
B. Suggested responses: 2. "From what I've tasted of desire/I hold with
1. bough those who favor fire"; "... for destruction
ice/Is also great/And would suffice."
2. trough

3. The speaker is using what he knows of Build Grammar Skills: Punctuating Dialogue
human nature to decide which way he (p.56)
would like the earth to end. The flippant A. Practice
tone reflects his cynicism about people. 1. "They're rare-they're very rare. Hardly
4. The tones of "Mowing" and "After Apple ever see 'em in England nowadays." said
Picking" are much more serious and formal. the visitor.
2. "Don't touch that tree! Do you hear me,
"The Apple Tree·· children!" said he, bland and firm.
by Katherine Mansfield 3. "Look at that!" he said. "Not a spot-not a
blemish!"
4. "Never seen that before," said Father.
Using Words From Myths
A. Suggested responses: B. AppHcation
1. A nemesis is anyone or anything that 1. "Not even a blemish." comments the narra
causes a downfall. Nemesis was the Greek tor's father as he examines an apple.
goddess of vengeance and retribution. 2. "Oh, this is awful," thought the narrator's
2. T he word cereal refers to grain and traces brother. Bogey.
back to Ceres. the Roman goddess of agri 3. "What a disappOintment. Father thought it
culture. would be such a lovely apple." said the nar
3. A n atlas is a book of maps. In Greek rator to Bogey after their father was out of
mythology. Atlas had to bear the entire range.
world on his shoulders in punishment for "Do you suppose he'll ever try another one
his part in rebell1ng against the god of from that tree?" asked Bogey.
Olympus. 4. "Well, how was your adventure in the or
4. One who is mercurial is quick-witted. chardT asked their grandmother, raising
changeable. verbal. and volatile. The word her eyebrows as they entered the kitchen.
derives directly from the Roman messenger 5. "Perfectly dreadful!" exclaimed the children.
god Mercury. who was god of commerce. "The apples were positively awful."
eloquence. speed. travel, and thievery.
5. Arachnoplwbia is fear of spiders. Arachnida Reading Strategy: Question (po 57)
(class of spiders) is named for Arachne. a Suggested responses:
Greek girl who challenged and enraged the 1. to demonstrate that the characters are
goddess Athena. Athena transformed the used to being around orchards and apple
girl into a spider. trees; the fact that the children are used to
being in the "other" orchard makes the
Using the Word Bank discovery of the special tree all the more
Suggested responses: exciting
B. 1. From the orchard we could see the pad 2. Father may be a somewhat distant father.
docks. fenced in with old rock walls and providing more authority than affection.
just large enough to graze about a dozen Another possibility is that the children are
horses. just at an age when they are much happier
2. The windfalls sometimes tripped us up in their own company than in their father's.
as we strolled through the long orchard 3. T hey both want to let him be surprised.
grass on Sundays. and they don't want to be responsible for
3. T he best strawberries are perhaps an dashing his hopes by telling him the apples
inch in diameter. and their exquisite red taste awful.
coloring invites pickers to eat them. 4. At one level their lying is mischievous, per
4. T he bouquet of a strawberry still warm haps even unkind. At another level, they re
from a sunny field is as inviting as that alize that Father needs to taste the apple
of the pie that later sits on the kitchen himself because he won't believe them if they
counter. tell him it Is awful. His hopes are too high.
© Prentice-Hall. Inc. Answers 275

"The Apple Tree" 2. I admired her total engagement with solv
by Katherine Mansfield (continued) ing the equation.
3. Involvement in extracurricular activities
Literary Focus: Allusion (p. 58)
can lead to a career.
4. Your idea of entertainment might not be
1. Mter the Trojan War, Odysseus (Ulysses) the same as mine.
headed home to Ithaca. His journey took
5. Bewilderment and confusion seemed to be
ten years, as he wandered from one un
the outcome of the announcement.
usual adventure to another. According to
some legends, even after he returned home, Using the Word Bank
he was never content to rest. B. 1. c 2. a 3. b
2. According to the book of the Bible that
bears his name, Job lost all of his posses Making Verbal Analogies
sions, his children, and his health. Never C. 1. d 2. a 3. b
theless, he maintained his faith in God and
eventually was rewarded with more than he Build Grammar Skills: Infinitives and
Infinitive Phrases (p. 60)
had lost.
A. Practice
3. In Teutonic mythology, Valhalla is the
home of the souls of warriors who have 1. To demand much from oneself and little
died nobly in battle. There they are hon from others; noun; to banish discontent;
ored with feasts and songs throughout adjective.
eternity. 2. to recognize that you know it: noun
4. Many legends about Abraham Lincoln 3. to spare: adjective
such as his walking miles to return a penny 4. to recognize; adverb
that a customer failed to receive in
change-testifY to his honesty and humility. B. Practice
5. According to Buddhist belief, Nirvana is a 1. prepositional phrase
spiritual/emotional state of inner peace 2. infinitive phrase
and freedom from all disturbing passions of 3. prepositional phrase
the outside world. 4. infinitive phrase
6. In Jonathan Swift's Gulliver's Travels, the
Lilliputians were a race of beings that aver Reading Strategy: Relate to What You
Know (p. 61)
aged only six inches in height. Gulliver
characterized them as having a narrow Guidelines for student response: Students
view of life and an exaggerated sense of should select a quotation from the selec
their own importance. tions for an entry in the first column. In the
second column, students should describe
some circumstance to which they might
"Africa" by David Diop
apply the quotation. In the third column,
"Old Song" Traditional
they should interpret the meaning of the
from The Analects by Confucius
quotation as it applies to the situation they
..All" by Bei Dao
described. Sample responses: "Be proud/But
do not remind the world of your deeds»;
..Also All" by Shu Ting
When I do good work, I wish it were recog

Build Vocabulary (p. 59) nized; Showing off won't gain a satisfYing
kind of recognition. "Be cautious in giving
Using the Suffix -ment
promises and punctual in keeping them"; I
A. Sample answers:
often say I'll do something and don't have
1. Mother Teresa has provided nourishment time to do it: Don't make any promise you
for both body and soul to many people. can't keep.

Literary Focus: Aphorisms (p. 62) You can fix a problem easily when it's small,
Suggested responses: but once it grows large, it's not so easy.
1. Find a balance in your life between being 5. The things you did yesterday have an effect
too well known and not known at all. on you today.
2. You should not promise more than you can 6. It is a virtue to think before you speak and
deliver. then do what you say.
3. There is no excuse for pessimism. 7. Do your best, but don't try to be better
4. Don't try to solve large problems alone. OR than everyone else.
Unit 3: Clashing Forces
"Through the Tunnel" 5. T he boy's arms, churning slowly through

by Doris Lessing the water, barely carry him to the rock.
Build Vocabulary (p. 63) Reading for Success: Interactive Reading

Using the Root -lum- Strategies (pp. 65-66)
A. 1. illuminating Students' notes should include each of the
strategies.
2. luminescence
3. luminous Literary Focus: Internal Conflict (p. 67)
Using the Word Bank Suggested responses:
1. Jerry struggles with his desire to be like the
B. 1. c 2. g 3. a 4. e 5. b 6. d 7. f
older boys who swim through the tunnel
Understanding Sentence Completions and with his fear of meeting the challenge.
C. 1. c 2. d 3. b 2. Jerry clowns for the older boys when he
senses their disapproval, and he pesters
Build Grammar Skills: Participial Phrases his mother for goggles.
(p.64)
3. He must hold his breath underwater for
A Practice two minutes. He contends with nosebleeds
1. Walking down the path with her, he and dizziness. He risks cutting himself or
2. relieved at being sure she was there, He hitting his head inside the tunnel.
3. feeling the pleading grin on his face like a 4. He must deal with his fear of suffocation, se
scar that he could never remove, he rious injUJY, or drowning in the tunnel. He
4. blowing like brown whales, boys must face his impatience to reach his goal.
5. swinging her striped bag, she; dangling be 5. Jerry demonstrates patience and self-con
side her, arm trol. He keeps his personal triumph to him
6. groping forward. hands; kicking back, feet self and is satisfied with the self-knowledge
that he has met his goal; he no longer
B. Writing Application needs anyone else's approval.
1. Watching the local boys dive and swim "The Dog That Bit People"
through the tunnel, Jerry felt envious and by James Thurber
ashamed.
2. Jerry, pestering and nagging, asks his Build Vocabulary (p. 68)
mother to buy him goggles. Using the Prefb: epi-
3. Clutching a rock to his chest, the boy prac Suggested responses:
tices holding his breath underwater. A. 1. Epicardium means "upon or covering the
4. Seeing a crack in the tunnel rock, the boy heart,"
thinks he has reached the end. 2. Epiglottis means "above the glottis."

"The Dog That Bit People" Literary Focus: Humorous Essay (po 71)
by James Thurber (continued) Suggested responses:
Using the Word Bank 1. exaggeration: "I think that one or two peo
B. 1. e 2. f 3. a 4. b 5. d 6. c ple tried to poison Muggs-he acted poi
soned once in a while . . ."
Identifying Antonyms 2. odd juxtaposition: Muggs lying on floor,
c. 1. b 2. a 3. c "oblivious" to "pet mice"
3. understatement: "'He just bumped you:
Build Grammar Skills: Correct Use of like
and as if (p. 69) [Mother] said."
4. anecdote: the story of Muggs' fear of stonns
A Practice
and the creation of the thunder machine
1. like
5. irony: "Mother was quite pleased with
2. as if
the simple classic dignity of the old Latin
3. like epitaph."
4. as if
5. like "Conscientious Objector"
B. Writing Application by Edna S1. Vincent Millay
I.C "A Man" by Nina Cassian
2. as if "The Weary Blues"
3. like by Langston Hughes
4. C "Jazz Fantasia" by Carl Sandburg
5. as if
Reading Strategy: Form Mental Images (p. 70) Using the Root -chol-
Suggested responses: A. 1. physical
1. As you read, you can picture Muggs run
2. mental
ning around. biting everyone he encoun
3. physical
ters. The title "The Dog That Bit People"
4. mental
makes the essay seem like a joke or an ex
tended anecdote.
Using the Word Bank
2. Thurber creates a humorous scene by de B. Responses may vary. Suggested responses:
scribing his mother feeding the mice dishes 1. A person whose face indicates pallor could
of food and the mice running to meet her be experiencing fear, 1llness, shock, or hy
when she enters the pantry. One can al pothermia.
most picture mice from cartoon films. 2. A person who is depressed, or who looks
dancing and singing in the pantry. glum, or who is grieving might wear a
3. Details might include Muggs cornering melancholy expression.
Thurber in the living room; <fa tremendous 3. Y our actions have consequences directly
crash throwing a large marble clock. sev related to what you do.
eral vases. and myself heavily to the floor";

and Muggs "growling and scratching" be Identifying Synonyms
neath the sofa. C. 1. b 2. d 3. c
4. Muggs standing on a bench to eat his food
Build Grammar Skills: Use of shall and will

seems most cornie because it is so far re
(p. 73)
moved from usual dog behavior.
A. Practice
5. ROY's reaction to Muggs destrOying his
1. will
newspaper seems most comic because of
the vivid image of Roy throwing a grapefruit 2. shall
and jumping on the table, which wrecks 3. shall
the dishes. silverware. and coffee. 4. will

5. will Build Grammar Skills: Comparative and
6. shall Superlative Forms (p. 77)
A. Practice
B. Writing AppUcation
1. bravest
Responses may vruy. Suggested responses:
2. more challenging
1. I shall never, ever, make that mistake
3. least polite
again.
4. more honestly
2. The Packers will probably return to the
playoffs. 5. boldest
3. I will be taking World History next semes 6. fewer problems
ter. B. Writing AppUcation
4. She says no, but Lisa's name shall be 1. His version of the truth was less tempered
widely known some day. than mine.
Reading Strategy: Respond to Images and 2. Some of the most essential foods in our
Ideas (p. 74) diet are tasty as well as healthy.
Responses may vruy. Suggested responses: 3. T he noise of traffic seems more incessant
1. emotion; sense of isolation and of being today than it was yesterday.
different 4. Jack was the most stupefied of anyone.
2. emotion; sympathy for preyed-upon animal 5. His treatment of the guests was the least
3. senses; reminder of someone with deep. ingratiating.
sad voice Reading Strategy: Consequence of Actions
4. senses; can see a Mississippi landscape at (p.78)
night Suggested responses:
Literary Focus: Tone (p. 75) 1. Students might say that people will at first
be flattered but then begin to doubt his
Responses may vruy. Suggested responses:
sincerity,
1. While fighting for his country, he lost an
2. Students might say that Marla may begin
arm and was suddenly angry.
to annoy the other members of her family.
2. He is in a rage. he has murders in Cuba. She may also lose things and become dis
slaughters in the Balkans. many wounds to organized.
make this morning.
3. Students might say that other students will
3. Popping a peppy syncopated tune, begin to dislike the friends and view them
4. By the bright white glare of a hot gas light as snobs. They will also miss out on activi
5. He slept like a rabbit or a man that's scared. ties that might interest them.
6. sing on the bright hot shining saxophones. 4. Students might wonder if he is angxy or
upset. People might also become annoyed
"Like the Sun" by R. K. Narayan with him,
"Tell all the Truth but tell it slant-" Literary Focus: Irony (p. 79)
by Emily Dickinson Suggested responses:
Build Vocabulary (p. 76) 1. Irony of situation. The wife was expecting
Sekhar to compliment her.
Using the Root -gratis-
2. Irony of situation. The headmaster was not
A. 1. congratulate
expecting Sekhar to be so brutally honest.
2. gratuity
3. Irony of situation. Sekhar did not expect
3. grateful his headmaster to accept his advice.
4. gratify 4. Verbal irony. It is ironiC that the truth
Using the Word Bank could blind; that something good could
cause harm if not treated properly.
B. 1. c 2. a 3. b 4. c 5. a 6. c 7. b

"Hearts and Hands" by O. Henry 3. Acting as a rough, rude prisoner, the mar
"The Fish" by Elizabeth Bishop shal deceived the young woman and saved
Mr. Easton embarrassment.
Build Vocabulary (p. 80) 4. The battered, venerable, homely fish hung
onto the hook.
Using the Prefix counter
5. His shallow, yellowed eyes looked into
mine.
1. The civilian forces made a counterattack in
response to the guerillas' previous attack. Reading Strategy: Predict Story Events
2. Those who follow the counterculture pos (p. 82)
sess different values than those of main Suggested responses:
stream society. 1. The men who are handcuffed together will
3. The CEO issued a countermand, revoking have to take the seat opposite the young
the employees' casual dress day. woman, since it is the only one available.
4. The accounting department submitted a 2. The young woman is self-confident and a
counterproposal after rejecting upper man very different sort of person than the two
agement's original budget. men. She may be offended by their sitting
near her.
Using the Word Bank
3. Mr. Easton must be a criminal since he is
B. Suggested responses: handcuffed to the other man. The young
1. coming or moving into the train. woman may be surprised if not shocked
2. speaking before Mr. Easton had a chance to. that her friend is handcuffed. Perhaps she
3. it is the making of false paper money that may find an excuse to move away.
is not backed by anything of value, such as 4. T he speaker will pull the fish into the boat,
gold or silver. unhook the hook, and put the fish in a re
4. the aisle was narrow and it was necessary ceptable of some sort.
to walk somewhat Sideways. 5. T he speaker will feel especially lucky at
5. it is apparently old and has survived many having caught this fish. which has gotten
"battles" with fishermen. away from so many other fishermen.
6. the sea-lice are thickly covering the body of 6. T his fish may be the greatest fish the
the fish. speaker has ever caught. The speaker will
7. sad or unhappy. be very proud to tell about having caught
this fish.
Build Grammar Skills: Coordinate
Adjectives (p. 81) Literary Focus: Surprise Ending (p. 83)
A. Suggested responses: A. Identifying Clues
1. noncoordinate Suggested responses:
2. coordinate: a ruffled. glum-faced person 1. Mr. Easton displays "slight embarrassment"
3. noncoordinate when Miss Fairchild speaks to him; he says
he "had to do something" because "money
4. coordinate: a distant, swift disinterest
has a way of taking wings unto itself"; he
5. noncoordinate says he won't soon be in Washington again;
6. noncoordinate he says he "must go on to Leavenworth."
7. coordinate: a vague, relaxing distress 2. It is actually Mr. Easton who is "counter
8. coordinate: his keen. shrewd eyes feit" here, because he is being false.
9. noncoordinate 3. T he speaker seems to have such respect for
10. noncoordinate the fish-its appearance and the battles it
B. Suggested responses: has fought and won-that it seems unlikely
1. The marshal is a kind. gruff-faced man. he will kill and eat it.
2. Mr. Easton's handsome, bold manner dis 4. Most fishermen fish for the purpose of ac
guised his true situation. quiring some food. This fisherman lets his

fish go, making his efforts apparently 8. The haste with which the camp had
pOintless. been prepared was conspicuous.
B. Reacting to Surprise Endings
Build Grammar Skills: Adjective Clauses
Suggested responses: (p.8s)
1. Given the title and the acquaintance be A. 1. [that] I am signing here today
tween Miss Fairchild and Mr. Easton, per (proclamation)
haps they will agree to meet somewhere
2. that lined the track (fence)
once Mr. Easton has delivered his prisoner
to Leavenworth. 3. who had arrived earlier (friends)
2. I smiled because the two passengers 4. that might serve as a tub (container)
pointed out an obvious clue that I hadn't 5. who spent most of the day with his
picked up on. friends (son)
3. O. Henry's ending put a halt to the rela B. 1. The Japanese Americans were impris
tionship I had imagined between Miss oned in camps, which were run by the
Fairchild and Mr. Easton, but it made for a War Relocation Agency.
good story.' 2. Many Japanese, who had lived in the
4. I was pleased because it seemed as if the United States for years, were barred
fish had earned its right to continue swim from becoming citizens.
ming around. 3. Yoshiko Uchida, whose book describes
her experiences in the camp. became an
award-winning author in the years after
from Desert Exile
her release.
by Yoshiko Uchida
4. Upon arrival at camp. Japanese Ameri
"Remarks Upon Signing a cans crowded the fenced area that sur
Proclamation ..." by Gerald Ford rounded the grandstand to look for
Build Vocabulary (po 84) friends and relatives.
Using the Root -curs- Reading Strategy: Prior Knowledge (po 86)
A. Suggested responses: A. Putting Events in Context
1. running swiftly in or through Guidelines for student response: Emphasize
2. in the manner of cursive, or flowing, con to students that it is acceptable if they have
nected handwriting little to say in response to these questions.
3. superficiality or incompleteness This exercise is intended as a self-evaluation
of knowledge. not as a history exam.
Using the Word Bank
B. 1. Soon, some people became adept at B. After You Read
finding ways to make life more bearable. Suggested responses:
2. The Uchida family's friends helped as 1. Knowing that the U.S. was at war with
suage their fears and discomforts. Japan helped explain why the government
3. The word "barrack" was a euphemism for relocated the Japanese Americans, but it
"stable," which is where we were to live. does not explain why the government
4. Having been allowed to bring more be thought it could treat American citizens as
longings would have been unwieldy if they were prisoners.
given the small quarters. 2. The fact that these were U.S. citizens made
5. One cursory glance around the mess the whole experience seem especially un
hall told Yoshiko everything she needed fair. It made me wonder how secure the
to know. rights of American citizens really are.
6. Living in the stable was communal; 3. I know what Uchida means about waiting
there was little or no privacy. in lines. except it sounds l1ke her lines
were a lot longer than ours. I think the
7. The makeshift nature of the camp made
nOise and confusion must have been ter
it seem as if the internees were destitute.
@ Prentice-Hall, Inc. Answers 281

from Desert Exile by Yoshiko Uchida Using the Word Bank
"Remarks Upon Signing a B. Suggested responses:
Proclamation . .." by Gerald Ford (continued) 1. Mini's impending wedding changed her
rific. Just a few hundred kids in our cafete relationship with her father.
ria is plenty noisy; there were 5,000 to be 2. The Cabuliwallah's position in Indian soci
fed at Tanforan. ety was precarious.
Literary Focus: Writer's Purpose (p. 87) 3. Mini's father's behavior toward the
Cabuliwallah was basically judicious
and kind.
1. The detail about the mud adds to our un
4. The phrase "father-in-Iaw's house" is a
derstanding of the discomfort the family is
already experiencing and increases readers' euphemism for jail.
sympathy for their hardships. 5. Mini's mother was often imploring Mini's
father to be cautious of the Cabuliwallah.
2. This demonstrates to readers how little
space and how few accommodations there 6. They fettered his hands and accused him of
were for Uchida, her sister, and her mother. murderous assault.
3. T his emphasizes that non-Japanese people 7. The bright light highlighted the sordid
were not being treated like the Japanese, brick walls of the Calcutta streets.
and that they had supplies that were not 8. On the morning of Mini's wedding, excite
available to the Japanese. ment pervaded the house.
4. T his passage pOints out the unpredictabil
Build Grammar Skills: Pronoun-Antecedent
ity of the Uchida family's lives. All is in tur Agreement (p. 89)
moil, and they dare not believe the truth of
A. Practice
good news until they have actual proof.
1. pronouns: He, he (Singular. masculine)
5. Ford states the basis of the "anniversary"
antecedent: doorkeeper
he has just mentioned, and he acknowl
edges that the Japanese Americans who 2. pronoun: his (singular, masculine}-an
suffered internment were "loyal Americans." tecedent: Pratap Singh; pronoun: her (sin
This disconnects Ford from earlier Ameri gular, feminine)-antecedent: Kanchanlata
can government officials who instigated Ex 3. pronoun: I {Singular, neuter)-antecedent:
ecutive Order 9066 and would certainly not narrator (Mini's father); pronouns: her, her
have called the internees "loyal Americans." (singular, feminine)- antecedent: Mini
6. Ford intends to erase Executive Order 4. pronoun: I (singular, neuter)-antecedent:
9066, assuring Japanese Americans as well narrator (Mini's father); pronoun: its {sin
as other American citizens that no such vi gular. neuter)-antecedent: coin
olation of civil liberties can occur again. 5. pronoun: I (Singular. neuter}-antecedent:
narrator (Mini's father); pronoun: their
"The Cabuliwallah" (plural, neuter)-antecedent: mountains
by Rabindranath Tagore B. Writing Application
Build Vocabulary (p. 88) 1. their
Using the Root -jud- 2. Mini (or She)
A. Suggested responses: 3. he
1. pertaining to courts of law 4. her; their
2. ability to discern or judge 5. it
3. judging beforehand
4. adverse judgments formed without facts or
knowledge.

Reading Strategy: Engage Your Senses 3. Mini's father is a fair man who adores
(p.90) his daughter. He is capable of empathy
Suggested responses: and is deeply touched by the realization
that the Cabuliwallah is a father, too.
Min;
Sight: the corner of her little sari stuffed with Literary Focus: Relationships Between
almonds and raisins; dressed in red silk on Characters (po 91)
her wedding day, with sandal paste on her Suggested responses:
forehead 1. The relationship between Mini and her fa
Sound: Mini's constant chattering; Mini ther is lively. talkative, and affectionate.
rushes to the window. yelling, "Cabuliwallah! Mini frequently breaks into his study.
Cabuliwallah!" chattering away. She places her hand in
Taste: none her father's.
Touch: Mini goes into her father's study and 2. Each of them benefits from the relation
puts her hand in his. ship. They share quaint old jokes and de
Smell: none light in a private exchange of language. In
the Cabuliwallah, Mini finds a patient lis
Rahmun the Cabuliwallah tener for her chatter. Through his relation
Sight: "He wore the loose, soiled clothing of ship with Mini. the Cabuliwallah is able to
his people. and a tall turban; there was a think fondly of his own daughter.
bag on his back. and he carried boxes of 3. Mini reacts to the Cabuliwallah with mod
grapes in his hand." esty, a drastic contrast to her former enthu
Sound: Mini and Rabmun joined in peals of siastic welcome. The Cabuliwallah, in hope
laughter at their shared old jokes. of reviving their friendship, offers their old
Taste: none father-in-law joke. Instead of responding
with laughter, Mini blushes; she now
Touch: the Cabuliwallah smoothing out with
knows the double meaning of the phrase
his hands the dirty piece of paper that bore
"father-in-Iaw's house." This interaction re
the impression of his child's hand
veals. sadly, that there is no hope for reviv
Smell: none ing their friendship. Mini has matured; the
Mini's father Cabuliwallah has remained in the past.
Sight: Tears well in his eyes at the sight of the 4. Before the Cabuliwallah's arrest, he and
Cabuliwallah's daughter's handprint.Sound: Mini's father were each aware of their differ
"Since early dawn, the wedding pipes had ent positions in Indian SOCiety. They main
been sounding, and at each beat my own tained a distant respect for each other.
heart throbbed." 'The words struck harsh 5. On Mini's wedding day, the Cabuliwallah
upon my ears." shows Mini's father an ink impression of
Taste: none his daughter's small hand. which he has
Touch: 'Through the window the rays of the kept near his heart all his years in prison.
sun touched my feet. and the slight warmth The realization that the Cabuliwallah is a
was very welcome." father, too. causes Mini's father to cast
away his prior thoughts of the differences
Smell: He notices. "After the rains, there was a
between them.
sense of cleanness in the air."
6. Primarily, Mini's maturity causes the
B. 1. Mini is a lively little girl who leaves be
changes in her relationship with the
hind her childhood ways and matures
Cabuliwallah. The changes in the relation
into a beautiful young woman.
ship between Mini's father and the
2. Rahmun the Cabuliwallah is a poor Cabuliwallah are brought about by their
street peddler who engages children, in shared experience of fatherhood.
particular Mini. with his treats and old
jokes. Through his friendship with Mini.
he thinks of his own beloved daughter.

Unit 4: Turning Points
from Speak, Memory Nabokov's later experience as an emigre

by Vladimir Nabokov alone and drifting "into an abyss of frost
and stars."
A. Suggested responses: Reading for Success: Strategies for Reading
Critically (pp. 94-95)
1. an announcement put before the public
2. to put forward until tomorrow strategies.
3. to offer or carry forward
B. 1. Nabokov cannot remember the limpid Literary Focus: Personal Narrative (p. 96)
beauty of his mother's ruby and diamond Suggested responses:
ring without recalling the emigre life for 1. Nabokov writes about his own life from the
which it later paid. first-person point of view.
2. Nabokov organizes and presents his 2. Nabokov belong to an aristocratic, upper
memories in a procession, as if they were class Russian family. Words and phrases
dutiful toy soldiers, marching forward in such as "now extinct," "virtues," "tradi
his imagination. tional," "comfortable products," and "Anglo
3. Nabokov's favorite book characters in Saxon civilization" emphasize the descrip
volve themselves in laborious yet ad tion of his family's class.
mirable tasks, such as damsel rescues 3. In his description of the schoolroom,
and solo airship flights. Nabokov engages the reader's sense of
4. Nabokov fondly recalls how his mother sight, sound, smell, and hearing.
would slow and lower her voice, porten 4. Those were happy days for Nabokov. His
tously creeping up on a story's dramatic use of sensory details makes the memory
moment. feel alive and vital for the reader, just as he
5. At a young age, Nabokov exhibited must have felt as a young boy.
profIciency with language. 5. As a child reader, and later as the young
adult emigre, Nabokov completely identifies
Build Grammar Skills: Dashes (p. 93)
with the thrill and desperation of Midget's
A. 1. Nabokov's knowledge of lepidopterol situation.
ogy-the scientific study of butterflies
figures in much of his work.
2. To pay for two years of study at Cam
"With All Flags Flying" by Anne Tyler
bridge in London, Nabokov had to sell Build Vocabulary (p. 97)
another of his mother's jewels-her
A. 1. monochromatic-made up of one color
pearl necklace.
or hue
3. Nabokov-hailed by some critics as the
2. monocracy-govemment by a single per
great magician of the twentieth-century
son
novel-is as famous for his wit as he is
for his poetic ear and eye. 3. monolingual-being able to speak one
language
4. monomial-a mathematical expression
1. Nabokov fondly recalls a number of English
consisting of a single term
shop provisions-fruitcakes, smelling salts,
playing cards, talcum-white tennis balls. B. 1. d 2. a 3. b 4. c
2. Of all the book characters-Ben, Dan, Sam. C. 1. a 2. c
Ned. Meg and Weg, Sarah Jane, and
Build Grammar Skills: Past Participial
Midget-Nabokov seems to identifY most Phrases (p. 98)
poignantly with Midget.
A. 1. piled in the comers-dust
3. Midget's experience perhaps describes
2. now grown and married-daughters

3. clenched upon the paper bag-fingers the nursing home he appears to have some
4. Finnly undaunted-he doubts. What he seems to long for is
B. Suggested responses: strength so that he doesn't appear weak,
and independence, like Lollie Simpson. If
1. He had always liked Clara, touched now by
he can find these things at the nursing
middle age.
home, then he has made a good choice.
2. Mr. Carpenter, weakened somewhat. was
still determined. Literary Focus: Characters as Symbols
3. The chair, chosen for its lack of rockers, (p. 100)
was comfortable enough. Suggested responses:
Mr. Carpenter-old age, independence,
Reading Strategy: Judge Character's strength, pride
Decision (p. 99)
the motorcyclist-youth, freedom
Clara-daughters in general, "good" daugh
Other Options and Consequences: (l) Stay
ters, dutiful children
with Clara-little direct cost, could be in
volved with Francie's childhood, could be FranCie-youth, love (unconditional)
helpful to family, might make him feel "de Lollie Simpson, the schoolteacher-the free
pendent" or "like a burden," might be some dom to choose and live out one's old age
what isolated from people his own age. Mr. Pond-realism, pessimism, resignation,
rooms might need to be rearranged if he old age Oust the kind Mr. Carpenter doesn't
can't climb upstairs to the guest room later want)
on. (2) Stay with one of his other daughters
all possible consequences are the same as "The Bridge" by Leopold Staff
staying with Clara, with the exception of
being close to Francie. (3) Stay at his own "The Old Stoic" by Emily Bronte
home and arrange for someone to come in "I Am Not One of Those Who Left
and help on a regular basis--could have the Land" by Anna Akhmatova
maintained independence. could have stayed "Speech During the Invasion of
in his own home. might cause isolation or Constantinople"
loneliness, would not have been a "burden" by Empress Theodora
to his family. some cost involved depending
on how much help he needs. (4) Move to an Build Vocabulary (p. 101)
assisted-living community-less confining A. Suggested responses:
than a nursing home. help would be avail 1. Dominate is a verb, meaning "to rule," and
able if he needed it. lots of neighbors near dominance is a noun meaning "being domi
his own age, Significant cost involved. but
nant, having authority or power."
perhaps comparable to a nursing home.
2. Domineering implies harsh or arrogant rule;
B. Suggested responses: dominant means "ruling," "primary," or "in
1. He doesn't feel that he ought to live alone fluential."
any more. Yet he does not want to be a B. Suggested responses:
burden to his daughters, doesn't want to 1. When Bronte implores for liberty, she
hang around, "hoping to be loved." pleads, begs. or beseeches.
2. It is logical for him to feel that he can't 2. Justinian's timorous advisers are fearful,
maintain his own home any more. His con timid, and anxious.
cerns about being a "burden" are logical in
3. Theodora was indomitable because she was
the sense that some children would feel
unyielding and could not be conquered.
burdened if an elderly parent moved in
with them. Whether that would be true in 4. If one is using an adage. one is considering
Mr. Carpenter's case is not clear. a proverb, old saying, maxim, or conven
tional wisdom
3. He seems to have thought it all through
very carefully. but when he actually gets to C. 1. d 2. a 3. c 4. c

"The Bridge" by Leopold Staff liThe Old Stoic II
"The Old Stoic" by Emily Bronte Riches I hold in light esteem: She is not a
"I Am Not One of Those Who Left the Land" materialist.
by Anna Akhmatova
Love I laugh to scorn: She thinks little of
"Speech During the Invasion of romance. or is bitter.
Constantinople" by Empress Theodora
(continued) Lust of fame was but a dream/That
vanished . . . : She is not motivated by
Build Grammar Skills: Double Negatives celebrity.
(p. 102) And if I pray; She is not traditionally religious.
A. C 1. Bronte hasn't much but scorn for the
idea of love. "' Am Not One of Those Who Left the Land"
__1_ 2. She doesn't have no use for money. · .. left the land/to the mercy of its enemies:
_1_ 3. No one in this country has hardly read She reveals that she stayed, though oppo
the poetry of Leopold Staff. nents were winning.
-.-C.. 4. Her motto might be, "Never fear, !1~ver Their flattery leaves me cold: Whatever those
flee, and never follow.fl
who left say, she is unmoved.
B. 1. No one would ever say Bronte was im · . . wormwood infects your foreign bread: Her
pressed by wealth. or One would never "pity" for the emigrants is bitter and con
say Bronte was impressed by wealth. temptuous.
2. Her poem can hardly be read without we, the survivors, do not flinch/from any
feeling the power of her independence. thing: She takes pride in the strength of the
or Her poem cannot be read without survivors
feeling the power of her independence. "Speech During the Invasion of
3. You don't have to know anything about Constantinople"
Roman history to appreciate Theodora's · .. a woman should not speak in a man's
courage. orYou have to know nothing council: She rejects convention.
about Roman history to appreciate
· .. even if it should bring us to safety: She
Theodora's courage.
has other values than personal survival.
4. Anna Akhmatova has nothing but pity
· .. it is intolerable to be a fugitive: Her status
for those who abandoned the land. or
as ruler is the most important thing in her
Anna Akhmatova hasn't anything but
life.
pity for those who abandoned the land.
May I never be deprived of this purple robe ... :
5. Neither does she offer any forgiveness.
She is proud. even to death, of being em
or She offers no forgiveness, either.
press, and her pride is paramount.
Reading Strategy: Author's Perspective
(p. 103) Literary Focus: Dramatic Situation (p. 104)
Suggested responses: Suggested responses:
liThe Bridge" by Leopold Staff
liThe Bridge ll
Getting through difficulties without knowing
I didn't believe: He is uncertain or lacks faith. how; Line 1 indicates lack of certainty or
... thin, fragile reeds, fastened with bast: The faith, lines 2--6 indicates the difficulty of the
bridge, real or symbolic, is likely to break, so way, and the contrasts in lines 7-10 show
the way is doubtful. discomfort in knowing how to proceed.; Per
... delicately as a butterfly/And heavily as an haps he could choose not to cross, but the
elephant: The contrast highlights the impos poem really offers no choices.; He crosses the
sibility of facing life with surety. bridge, but still doesn't understand how.
I don't believe I crossed it: Even in success,
liThe Old Stoic II by Emily Bronte
certainty is unavailable.
Life's struggle for independence; Lines 1-4
establish her objection to conventional

values; emotional self-sufficiency or depen B. Suggested responses:
dence on external values; Lines 10-12 en 1. Mr. Pan moved his mother to America be
dorse her passionate choice of indepen cause she was in danger.
dence. 2. Mrs. Pan observed her grandchildren
"1 Am Not One of Those Who Left the Land" whenever they were in the same room with
by Anna Akhmatova her.
Whether to flee the destruction of the war or 3. Mrs. Pan took a special interest in Lili Yang
remain in her homeland; She refers to the since she spoke Chinese.
exiles, describes them bitterly, and also the 4. Lili spoke Chinese when she was with Mrs.
difficulties of the survivors.: She could have Pan.
fled or stayed.; She chose to stay and suffer 5. Mrs. Pan visited Mr. Lim because she
for patriotism. wanted him to meet Lili.
"Speech During the Invasion Reading Strategy: Make Inferences About
of Constantinople" by Empress Theodora Characters (p. 107)
Whether to go or stay as the rebels approach: Suggested responses:
Historical context and opening paragraph Action: Mr. Pan moves his mother, at great ex
about present situation.; Flight or fight; Re pense, to the United States. Inference: Mr.
main and rule Pan loves his mother and cares about her
well-being. Action: Lili takes time out of her
"The Good Deed" by Pearl S. Buck busy schedule to meet with Mrs. Pan. Infer
ence: LiB is a thoughtful, caring person. Ac
Build Vocabulary (p. 105) tion: Mrs. Pan carefully plots to meet with
A. 1. impel Mr. Lim so that she might introduce him to
Lili. Inference: Mrs. Pan is clever. Action: Mr.
2. propel
Pan allows his mother to believe she
3. repellent arranged his marriage. Inference: Mr. Pan is
B. 1. Scholars revere the writings of that respectful of his mother's feelings.
philosopher. Words: "You must not rise to one so much
2. Ken walked away with an abashed look younger.M Inference: Lili is respectful and
on his face. aware of tradition. Words: "It is absurd
3. I repressed my urge to laugh out loud. . .. but what shall we do to satisfY my
4. The new laws compel all residents to re mother?" Inference: Mr. Pan wants to make
cycle bottles and cans. his mother happy. Words: "We do not need a
5. She reacted indignantly to their ungrate go-between. I stand as her mother, let us
fulness. say. and you are his father. We must have
their horoscopes read. of course. but just
C. 1. d 2. b 3. a
between us. it looks as though it is suitable.
Build Grammar Skills: Adverb Clauses does it not?" Inference: Mrs. Pan has gained
(p. 106) back her spirit and confidence as she takes
A. 1. Underlined: because it was her birth part in something important and familiar to
place and home; Circled: missed her.
2. Underlined: whenever she thought of
Literary Focus: Dynamic Character (p. 108)
China's beauty and traditions; Circled:
homesick
3. Underlined: since his mother seemed so Attitude at the beginning of the story: Mrs.
unhappy; Circled: worried Pan is unhappy with her new life. She views
her new environment as frightening.
4. Underlined: when she spoke Chinese
and took an interest in China; Circled: Specific details showing this attitude: Mrs.
impressed Pan is described as small and frail. She finds
fault with everything and everyone around
5. Underlined: as soon as she met her;
her.
Circled: liked
"The Good Deed" by Pearl S. Buck 4. Waiting impatiently, Miller jangled the
(continued) change in his pocket until the light turned
Actions that indicate a change: She takes an green.
interest in the life of Lili Yang. Instead of criti
cizing. she decides to take an active role in Reading Strategy: Evaluate Writer's
Message (p. 111)
changing Lili's circumstances. She tells her
grandson to bring her to Mr. Lim's store. Suggested responses:
Attitude at the end of the story: Mrs. Pan is "Pride" by Dahlia Ravikovitch
forceful and confident. She feels excitement 1. Difficulties and troubles can affect people.
about helping Lili Yang. sometimes long after the troubles actually
Specific details showing this attitude: She occur.
brings Lili to Mr. Lim's store. She speaks con 2. She uses the image of a rock exposed to
fidently with Mr. Lim about the match be heat and cold. aging. pushed by the sea,
tween Lilt and his son. rubbed against by a seal.
3. Ravikovitch creates an extensive image that
"Thoughts of Hanoi"
helps the reader imagine that after enough
by Nguyen Thi Vinh
time and enough "events" or experiences.
the rock-or the person-can break.
"Before the L.aw" by Franz Kafka
4. The Law should be accessible to all people
at all times, and it is available to those who
Build Vocabulary (p. 109) actively seek it.
A. 1. sate-to fill or overfill 5. "... the Law, he thinks, should surely be ac
2. satisfaction-the fulfillment of a need or cessible at all times and to everyone .... he
want decides that it is better to wait until he gets
3. unsatisfactory-not filling. not giving permission to enter." "... this gate was made
satisfaction only for you. I am now going to shut it."
B. 1. d 2. g 3. a 4. b 5. f 6. c 7. e 6. Kafka builds his allegory well enough to il
C. 1. b 2. d lustrate his point effectively. The Law is
there, but those who sit and wait for it may
Build Grammar Skills: Present Participial not gain access to it.
Phrases (p. 110)
A. 1. hoping his will would be followed-Franz Literary Focus: Theme (p. 112)
Kafka Suggested responses:
2. entering the crowd of onlookers-ambu "Thoughts of Hanoi by Nguyen Thi Vinh
ll
lance
Theme: Ties of blood (or even of strong friend
3. hanging lanterns on the twisted
ship) exist in spite of political opposition.

wrecks-cops
How poet reveals theme: The speaker in the

4. chewing betel leaves. a common practice
poem recalls the days when being "brothers"
in Southeast ASia-grandmothers
was more important than being on different
5. Writing years later-Nguyen Thi Vinh sides. The speaker wonders if being brothers
B. Suggested responses: can still be as important as it once was.
1. The sound of the screen door slamming Words or phrases: "Brother"; "Do you count
against the frame startled us. me as a friend/or am I the enemy in your
2. As we waited for the bus we watched the eyes?"; "but please/not with hatred./For
pedestrians hurrying along the sidewalk. don't you remember how it was, /you and I in
3. T he tea kettle whistling its song alerted us school together ...?"; "Those roots go deepl";
to the fact that the water was hot. "How can this happen to us/my friend/my
foe?" ;1
.
\..

"Auto Wreck" by Karl Shapiro Conveyance of theme: images at beginning of
Theme: Deaths that occur in auto wrecks are poem-bell, flare, "Pulsing ... like an
beyond explanation, which adds to their hor
artery," the ambulance "floating" and "Wings
ror. in a heavy curve" (like an angel of Death),
Lines: the last four lines of the poem: "But bell "tolls" like a church bell for a funeral;
this invites ..." onlookers are "deranged"; the contrast with

death in war, suicide, stillbirth, and cancer
Unit 5: Expanding Horizons
"The Widow and the Parrot" 1. Brand might have been motivated by his
by Virginia Woolf old age and loneliness.
2. Mrs. Gage's negative words are motivated
Build Vocabulary (p. 113) by her frustration and worry about her fi
A. Suggested responses: nancial condition.
1. keen or wise 3. Possible motivations: lighting the way for
2. a wise person Mrs. Gage to cross the river; making it eas
3. keenly or wisely ier to lead Mrs. Gage to the gold
B. Suggested responses: 4. Mrs. Gage might have kept the secret be
1. ford: crossing; wade; shallow cause she is a quiet woman who keeps to
herself.
2. dilapidated: neglect; ignored; shabby
5. She might have been motivated to reveal
3. sovereigns: coins; save; golden
her secret because she is dying and wants
4. sagacity: wisdom; advise; keen to share the extraordinary story. She may
C. 1. c 2. d also have worried about what would hap
pen to James after her death.
Build Grammar Skills: Correct Use of Adjec
tives and Adverbs (p. 114) 6. The parrot might have died immediately
after Mrs. Gage because it no longer wished
A. 1. loudly; shrieked (v.)
to live without its kind owner.
2. kind; She (p.)
7. Understanding Mrs. Gage's motivations
3. terrible; house (n.) helps the reader form an idea of her char
4. regretful; she (p.) acter. The reader can make predictions
5. clumsily; stumbled (v.) based on those characteristics.
1. Mrs. Gage slept fitfully after returning from "Civil Peace" by Chinua Achebe
the fire.
2. At first, Mrs. Gage was alarmed. Build Vocabulary (p. 118)
3. Mrs. Gage and James walk briskly. A. 1. The newspaper criticized the reputed
4. The parrot tapped furiously and repeatedly gangster.
on the floor. 2. He felt his reputation had been tar
5. The sovereigns, shining brilliantly in the nished.
moonlight, were beautiful. 3. Most people dismissed the disreputable
paper's claims.
Reading for Success: Strategies for Reading B. 1. e 2. g 3. d 4. b 5. a 6. c 7. f
Fiction (pp. 115-116)
C. 1. c 2. c
strategies. Build Grammar Skills: Past and Past Perfect
Tenses (p. 119)
Literary Focus: Motivation (p. 117) A. 1. had made (underlined)
Suggested responses: 2. had seen (underlined)

"Civil Peace" by Chinua Achebe (continued) 3. For Jonathan, the statement brings com
3. picked ... sold (circled) fort and order during tumultuous and diffi
4. had scared (underlined) cult times.
5. made ... found (circled) 4. Repetition of the statement "Nothing puz
zles God" emphasizes Jonathan's. and
Achebe's, values. Used in a variety of cir
1. By the time the war ended, one of cumstances, the statement reveals that
Jonathan's children had died. people must put their faith in God.
2. He had buried it near the spot where his
son was buried.
"The Bean Eaters" by Gwendolyn
3. He had expected to find that his house was
Brooks
destroyed.
4. He received it because he had turned in
"How to React to Familiar Faces"
by Umberto Eco
rebel money.
5. One man lost his money after he had put it Build Vocabulary (p. 122)
in a pocket with a hole. A. 1. amicably
Reading Strategy: Use Prior Knowledge 2. amities
(p. 120) 3. amiability
Suggested responses: B. 1. a 2. b 3. a
1. performing odd jobs during the summer to C. 1. d 2. b
earn needed money
2. finding a treasured necklace months after Build Grammar Skills: Pronoun Agreement
With Indefinite Antecedent (p. 123)
believing it was lost p
3. nervously carrying a fragile exhibit to sci A. I-I. When it comes to trees, moS! survive
ence fair if@canhave access to eno~gh water.
4. being threatened by a school bully
C-2. Knowing my dau~ters, ea~!! will
5. feeling grateful for surviving skateboarding
accident, although favorite jacket was tom want to choose@own outfit.
S
Literary Focus: Key Statement (p. 121) 1-3. Anyone who wants to see the exhibit
p
A. 1. "Nothing puzzles God," he said in won should get@9reservation in early.
der; Jonathan's bicycle is as good as B. Suggested responses:
new after being buried 1. Everyone sees someone who looks familiar
2. Indeed nothing puzzles God!; Jonathan's to him or her at least occasionally.
house survives war 2. Few actually meet someone whom they

3. But nothing puzzles God.; Jonathan re consider a celebrity.
ceives egg-rasher 3. Anyone who meets a celebrity should re
4. "Nothing puzzles God. "; thieves threaten member his or her manners and treat the
Jonathan and his family and steal egg celebrity like a real person.
rasher money
B. Suggested responses: Reading Strategy: Respond to Connota
tions and Images (p. 124)
1. He reveals that many things puzzle him but
A. Suggested responses (variations may de
that he trusts God to understand all
pend on context and individual ideas):
things.
1. strolling: positive, neutral
2. The first three apply to miraculous, positive
situations. The last applies to a seemingly 2. insist: positive. negative
negative situation-losing his money. How 3. dragged: negative
ever, Jonathan considers his family's es 4. casual: positive
caping with their lives to be a miracle, like 5. confusion: negative
the other miraculous events. 6. amiably: positive

7. dinner: neutral, positive The details would focus on the unpleasant
8. clothes: neutral, positive, negative ness of people's behavior rather than the
B. Suggested responses: more-or-Iess justifiable reasons for their
1. hot refers to temperature; stifling connotes behavior.
discomfort in addition to heat
2. staring connotes a distracted activity, with "A Picture From the Past: Emily
out thought; meditating connotes thought Dickinson tt by Reynolds Price
ful quietness, though it may be accompa "What Makes a Degas a Degas?"
nied by staring by Richard Miihlberger
3. gossip connotes talking about people who
are not present, spreading rumors, or being Build Vocabulary (p. 126)
unkind; chat connotes friendly conversation, A. Suggested responses:
without any overtones of unpleasantness 1. a one-hundred-year period
4. straightforward connotes frank sincerity; 2. one one-hundredth of a liter
blunt connotes sincerity that may be a bit 3. one one-hundredth of a gram
crude or possibly hurtful; curt connotes B. 1. For many poets. Emily Dickinson'S work
shortness, bordering on rudeness is a titanic influence.
5. idle connotes lack of activity; lazy connotes 2. If Walt Whitman were still alive, he
unwillingness to participate in activity would be a centenarian.
C. Guidelines for student response: Students 3. Emily Dickinson's father was an austere
will probably respond comfortably to the man who took little interest in his
image Eco establishes in the first sentence. daughter's life.
Strolling may have positive connotations for
4. Paintings that are lacquered are some
most students. The second sentence calls times difficult to restore.
up the feeling that nearly everyone has had
C. 1. c 2. a 3. d
at one point or another-the feeling of
being unable to name a familiar person. Build Grammar Skills: Compound Sentences
Students may recall their own discomfort (p. 127)
or embarrassment from having experienced A. Suggested responses:
a similar situation.
1. correct
Literary Focus: Tone (p. 125) 2. One ballerina bends and stretches. and an
Suggested responses: other adjusts her shoulder strap.
1. Brooks is respectful of her subjects. She 3. Emily Dickinson lived a private life; she
describes them as "Two who are Mostly traveled away from her home in Amherst
Good" and, in general, is gentle in her de less than one dozen times.
scription of their simple life. 4. During her lifetime. Dickinson wrote nearly
2. Eco uses common, everyday speech as if two thousand poems, but they were not
he were talking to an acquaintance, not discovered until after her death.
addressing readers he has never met. B. Suggested responses:
He reveals his thoughts, including his 1. Emily Dickinson lived an extremely private
discomfort and his own amusement at life, but her brothers were very public, even
thinking that Anthony Quinn was some flamboyant, men.
one he knew. Eco uses the line "A face 2. Reynolds Price describes Dickinson as a
out of context creates confusion" to excuse homely girl; he focuses on details such as
people's behavior when they meet a her "lopsided face" and "oddly dead eyes."
celebrity. 3. Ballerinas were one of Degas' favorite
3. If Eco's attitude were different, the lan painting subjects, and he often painted
guage in his essay might be more formal, them in candid moments backstage.
less friendly. His sentences might be
longer, his word choice a little less familiar.

"A Picture From the Past: EmUy photo could be one of many once stuffed in
Dickinson" by Reynolds Prtce the "table drawers of middle-class Amer
"What Makes a Degas a Degas?" ica."
by Richard Miihlberger (continued) 2. By focusing on details of anonymity, specif
ically by saying "such a picture and a face."
Reading Strategy: Relate Images to Text
(p. 128) Prtce suggests the anonymous nature of
Dickinson's life while she was living and
writing her 1800 lyrics. In that "anony
HA Picture From the Past: Emily Dickinson" mous" sense. Prtce means that Dickinson
1. "oddly dead eyes, set too far apart and flat could be any maiden great-aunt. Later,
as the eyes of a stunned fish in your stag Prtce confirms that she is a maiden great
nant bowl-or could she be warming to the aunt, but she is our own, "at the head of
verge of a blush and a big-toothed smile?"; our poetry," which makes her very unique
Dickinson's appearance is homely: Dickin and specific. not anonymous.
son's unique features and "oddly dead 3. Prtce creates an overall sense of the anony
eyes" suggest someone with a self-con mous and lonely life Dickinson lived. De
trolled, or composed, countenance. tails such as "she haunted her home's back
2. "A lopsided face, ... a tall strong neck"; room and kitchen"; "in her upstairs room
Dickinson's appearance could be that of a with the white door ajar on a chattering
maiden aunt; I agree with the author's in mother, an austere father. a loyal, silly sis
terpretation. ter"; and "... loneliness, that steady diet
3. "... in her upstairs room with the white she ate by the hour all her lean years" help
door ajar on a chattering mother, ... 1,800 create this overall impression. Some stu
lyrics"; Dickinson was a very lonely young dents will note that details of Dickinson's
woman; I agree that Dickinson was proba austere physical characteristics also em
bly lonely for an intellectual equal, but the phasize the sense of her loneliness or sepa
enormous number of lyrics suggests she rateness.
was not lonely in her work. 4. The parts of his analysis include theme.
technique, composition, color, and influ
IIWhat Makes a Degas a Degas?" ence.
1. "In Dancers. Pink and Green. each ballerina 5. From Miihlberger's analysis, one gains an
... on the stage"; Degas creates a candid understanding of the innovation and exper
effect by composing and showing figures in imentation with which Degas approached
intimate or private moments; the effect is his work.
candid and gives the viewer the feeling of 6. Details such as figures cut off by the can
being there with the dancers.
vas frame, patches of brilliant color, large
2. "... he imitated the marks of a charcoal open spaces, and so on support
pencil ... costumes"; the narrow black Miihlberger's general point regarding the
lines make the paintings look as if they sense of immediacy sought by Degas in his
were executed quickly; I agree with the au work.
thor. and furthermore, once again the ef
fect created is one of spontaneity.
3. "In Camage . .. Japanese prints"; Degas
"The Orphan Boy and the Elk Dog."
was influenced by Japanese prints and
a Blackfeet Myth
photography; I agree that the influence can Build Vocabulary (p. 130)
be seen, especially in the way figures are
cut off by the frame of the canvas.
1. They removed lead paint from the walls of
Literary Focus: Analytical Essay (p. 129) the old house.
Suggested responses: We lead the horse into the pasture.
1. He focuses on details of anonymity-"no

name, no date"-which suggests that this

2. After finishing the project, I tried to slough Long Arrow regains his sense of hearing
the dried glue from my fingers. and Is adopted by Good Running: Students
Mosquitoes swanned above the slough. should say that Long Arrow is excited when
B. 1. relish he regains his hearing. Knowing he can hear
2. emanating gives him the courage to move forward and
find his village. He is filled with joy when
C. 1. c 2. b 3. a
Good Running adopts him. and he works to
Build Grammar Skills: Commonly Confused gain the skills other boys have. Students will
Words: Accept and Except (p. 131) probably identifY with Long Arrow's sense of
A. 1. accepted joy. They might imagine feeling and behaving
the same way if they finally found accep
2. accept
tance somewhere after years of rejection.
3. except
Good Running tells Long Arrow about the
4. accepted legend of the Elk Dogs: Long Arrow listens
5. except to the story with interest and then agrees to
6. except find the Elk Dogs. He feels that finding them
B. Suggested responses: and bringing them back to camp would earn
Everyone in the camp except Good Running him the respect of the community. Students
felt that Long Arrow was a nuisance. Good should be able to identifY with Long Arrow's
Running is an admirable character because need to prove himself. although they might
he accepted Long Arrow into his home. His not imagine themselves making such a diffi
acceptance meant a great deal to Long cult journey.
Arrow. Long Arrow's life improved, except for Long Arrow approaches the Great Mystery
the fact that he was still treated as an out
Lake and is told he must dive straight to
cast by other members of the camp.
its bottom: Students should note that Long
Arrow feels afraid. but then quickly pushes
Reading Strategy: Identify With a Character aside those feelings. He feels he must com
(p. 132) plete his task at all costs. Students should
Suggested Responses: understand why Long Arrow feels so strongly
Long Arrow is shunned by his people and about going into the lake. and they should
then loses his sister, the one person who also be able to identifY with his feelings of fear.
loves him: Students might say that Long Long Arrow returns to the village with Elk
Arrow stays on the outskirts of camp, too Dogs: Students should note that Long Arrow
afraid to trust anyone. He feels abandoned feels pride when he enters the village with
and completely alone, and he tries to survive the Elk Dogs. He is excited for himself and
by eating scraps from refuse piles. Students for the community. He keeps some of the Elk
might identifY with the character's feelings of Dogs so that he can raise a herd. and he
loneliness and abandonment, and agree that gives some to his adoptive grandparents.
. they too would be afraid to approach vil Students should be able to understand Long
lagers. Some students might say they would Arrow'S feeling of pride and accomplishment.
react with more anger than sadness. as well as his wish to give Elk Dogs to Good
The village departs, leaving Long Arrow Running as a token of his gratitude.
completely alone: Students should say that
Long Arrow waits a few days but soon feels a Literary Focus: Myth (p. 133)
sense of panic. knowing that he cannot sur Suggested responses:
vive without the scraps of the villagers. He 1. This excerpt presents a picture of Blackfeet
hurries after the village, concentrating on culture. They hunt for survival and are
survival. Students might identifY with Long forced to move in order to follow game.
Arrow's sense of panic and agree with his de Since they do not have horses at this point
cision to follow the village. They should un in the story, moving is difficult because
derstand how difficult it is for him to beg they are forced to carry their belongings or
from people who are so cruel to him. have them carried by dogs.

"The Orphan Boy and the Elk Dog." a States, the Gulf of Mexico, the Caribbean
Blackfeet Myth (continued) Sea, Belize, Guatemala, and the Pacific
2. This excerpt shows Long Arrow to be a re Ocean. The country's political, cultural,
markable. "larger than life" character who, commercial, and industrial center is Mex
in a short time, is able to surpass other ico City. The people, culture, and terrain of
boys in knowledge. Long Arrow's superior Mexico have inspired the work of other
ity later helps him to be the only person writers native to the country, such as
who can find Elk Dogs. This excerpt also Laura Esquival, Carlos Fuentes, and Oc
tells readers what someone like Long Arrow tavio Paz.
would have worn at that particular time.
3. This excerpt shows Long Arrow as a "larger
Reading Strategy: Predict (p. 136)
than life" character with extraordinary en Suggested responses:
durance. The excerpt also presents another Who is the stranger walking through the
mysterious "larger than life" character-the dark streets? Students might predict that
tall man with the scowling face. the stranger is some kind of intruder, trying
4. This excerpt shows that Long Arrow is no to disrupt the village. Clues include the
ordinary person because he is able to jump stranger's nervousness as he walks and the
to the bottom of a lake without getting wet way he hides from passersby.
and without needing to breathe. The ex Why is the stranger going to the party?
cerpt also shows Long Arrow's extraordi Students might predict that there are people
nary courage. at the party that the stranger wants to deal
with, perhaps in an unfriendly way. Clues in
elude the way in which he sneaks into the
"The Street of the Cafton" from
party, trying not to be noticed, and then scans
Mexican Village by Josephina NiggU
the crowd to see if anyone recognizes him.
Build Vocabulary (p. 134) What is the package the stranger clutches
A. 1. cautiously tightly? Students might predict that the
2. extravagantly package is going to play an important role in
the story. and that it is either a gift or some
3. abruptly
thing sinister. Clues include the way in
B. 1. a 2. f 3. b 4. e 5. c 6. d which he clutches the package tightly. afraid
C. 1. b 2. a 3. d 4. b of losing it, and the way in which he slips the
package quietly onto a table.
Build Grammar Skills: Commas in a Series
(p. 135) Why is the stranger concerned about being
recognized? Students might predict that the
A. 1. "It was May, the flowering thorn was
stranger has done something wrong that in
sweet in the air, and the village of San
volves the people at the party. Clues include
Juan Iglesias in the Valley of the Three
his nervousness, and his eagerness to drift
Marys was celebrating."
into the crowd.
2. "He was young, no more than twenty
five, and his black curly head was bare."
Where has the stranger seen the young
woman before. and why does he dance with
3. Correct
her? Students might predict that he has had
4. Sarita had laughing black eyes, glossy some kind of terrible run-in with the woman
dark braids. and the parchment tip of a or her family. She does not know him well
fan against her mouth. enough to recognize him. but he knows her.
5. Pepe smiled at Sarita, quietly dropped Why does the stranger leave so abruptly?
his package on the table. and moved to Students might predict that the package left
ward her. on the table is going to alert people to the
6. Correct stranger's presence, and the stranger knows
B. "The Street of the Canon" is set in Mexico, this. The biggest clue is the fact that he leaves
the place of Josephina Niggli's birth. Mex as the commotion over the package begins.
ico is a republic bordered by the United

Literary Focus: Third-Person Point of View 3. Ibsen writes, ~ many poets have, of
(p. 137) joy in the presence of nature.
Suggested responses: 4. "In the Orchard," like many poems
1. Point of view: Pepe, the stranger; Having from many ages, makes us also aware of
Pepe's point of view helps the reader to un how quickly time escapes.
derstand that he is approaching the village 5. Levertov's"A Tree Telling of Orpheus"
and the party nervously, as if he doesn't expresses thought ~ if a tree had
belong there. The reader knows that there memory and voice.
is something strange or uncomfortable B. Student responses may vary. Suggested re
about the relationship between the sponses:
stranger and the people at the party. L Jim Thorpe ran like the wind.
2. Point of view: Pepe, the stranger; Having
2. We knew the outcome of the election as we
Pepe's point of view at this moment alerts knew that water runs downhill.
the reader to the fact that he recognizes the
3. Like a nightmare, the day went from odd to
girl and that he met her under unpleasant
impossible.
circumstances. The reader can also see
that while he is well aware of her, she does 4. As regularly as the sun rises, television of
not recognize him. fers something "completely new."
3. Point of view: Sarita; Having Sarita's point Reading Strategy: Engage Your Senses
of view Is important because the reader re (p. 140)
alizes that the stranger and his invitation Student responses in "Personal Connection to
have had an effect on her. Image" column will vary. Each response
4. Point of view: Sarita; Having Sarita's point should show some reasonable connection to
of view is important because the reader is the passage, although that connection need
able to know how she feels about having not be absolute.
danced with Pepe. Responses for the "Sense the Image Appeals
To" column:
"A Storm in the Mountains" by
"A Storm in the Mountains": sight; hearing
Alexander Solzhenitsyn
"In the Orchard": hearing; hearing/touch.
"In the Orchard" by Henrik Ibsen
"A Tree Telling of Orpheus": touch; sight
"A Tree Telling of Orpheus" by
Denise Levertov
Literary Focus: Speaker (p. 141)
Build Vocabulary (p. 138) 1. He is not alone. They are living in tents.
A. 1. The abbreviation etc. stands for et They are in Russian mountains.
cetera, which means "and so forth." 2. One sees past tense and plural in the sec
2. The words per se mean "by or in itself." ond and third words of the selection.
The term means "intrinsically." 3. Students mayor may not think Ibsen
3. The words carpe diem mean "seize the speaks as himself. Those who do will cite
day." or make the most of the moment. first-person speaker and nonspecified audi
B. 1. b 2. d 3. d ence. Those who do not may feel Ibsen's
speaker is a resident of some rural area,
Build Grammar Skills: Correct Use of Like speaking to cohorts or coworkers. Either
and As (p. 139) response Is acceptable.
A. 1. Lightning flashes affected Solzhenitsyn's 4. Students who regard Ibsen as the speaker
vision like strobe lights, making the will consider the poem as direct address.
night seem even darker. Those who do not should note that the au
2. There is nothing like thunder in the dience of the poem. whether intended by
mountains to confuse one's hearing. the speaker or not. includes readers.

5. The description of anticipation feeling like 6. The unusual speaker of the poem demands
fire; feeling music moisten the roots; trees no specific-audience. The speaker of the
pulling roots to follow Orpheus; other an poem could be speaking to anyone: other
swers are acceptable. trees, people of the time and place, readers.
Unit 6: Short Stories
"The Open Window" by Saki Literary Focus: Plot Structure (p. 146)
1. The reader learns that Mr. Nuttel is talking
A. 1. Spartan to his hostess's niece, that he is planning a
2. Braille rural retreat to relax his nerves, and that
3. sandwich he does not know the people whom he is
4. Machiavellian visiting well.
B. 1. d 2. c 3. a 4. b 2. The story's central conflict is Vera's wish to
C. 1. c 2. a 3. d antagonize and ultimately get rid of Fram
ton Nuttel. a house guest whom she clearly
Build Grammar Skills: Placement of Only does not want.
and Just (p. 143) 3. The aunt bustles into the room and begins
A. Suggested responses: talking about her husband. Framton, think
1. In the first sentence, the word only cor ing she is delusional and feeling sympathy
rectly modifies rest and relaxation. In the for her, tries to change the subject. He talks
second sentence, the word only modifies about his own ailments until Mrs. Sapple
wished. ton mentions that she sees her husband
2. In the first sentence, the word just means and the men approaching the open window.
"immediately" and modifies the word 4. Framton is shocked to see the men ap
began, and in the second sentence the proaching the open window, and he notices
wordjust means only and modifies the a look of horror on Vera's face. The men
word story. appear and act exactly the way Vera de
3. In the first sentence, the word only modi scribed in her story. Framton believes they
fies Mrs. Sappleton's name and address, are ghosts and leaves in a panic.
and in the second sentence the word only 5. Mrs. Sappleton comments to her husband
modifies the word knew. on Framton's strange behavior and Vera in
4. In the first sentence, the word only modi vents a story to explain his behavior. The
fies a short time, and in the second sen reader learns that "romance at short no
tence the word only modifies the word tice" is Vera's specialty.
spent.
B. Suggested responses: "Leiningen Versus the Ants" by
1. He thought it was truth but it was only a Carl Stephenson
story.
2. Poor Mr. Nuttel wanted only to rest, but he
was in for a shock. A. 1. stimuli
3. The niece was only trying to have some 2. media
fun. 3. formulae
4. phenomena
Reading for Success: Strategies for Con 5. fungi
structing Meaning (pp. 144-145)
6. larvae
strategies. B. 1. a 2. d 3. e 4. b 5. c 6. f
C. 1. d 2. c

Build Grammar Skills: Correct Use of 4. Internal: Leintngen must decide whether
Apostrophes (p. 148) or not to risk his life to reach the weir; he
1. ''I'm not going to run for it just because an knows he is the only one who can succeed.
elemental's on the way." B. Answers will vary. Students should con
2. "With me, the brain isn't a second blind sider the issues of loyalty to Leiningen,
jut; I know what It's there for." pride, chances for success, and reasons for
3. But so great was the Indians' trust in risking their lives for the plantation.
Letn1ngen, in Leiningen's word, and in
Leiningen's wisdom ... "By the Waters of Babylon" by
4. Not until four o'clock did the wings reach Stephen Vincent Benet
the "horseshoe ends" of the ditch.
5. The very clods of earth they flung into that Build Vocabulary (p. 151)
black floating carpet often whirled frag A. 1. therefore
ments toward the defenders' side. 2. otherwise
6. no apostrophes needed 3. furthermore
7. And there, drifting in two and threes. 4. still
Leiningen's men reached him. B. 1. b 2. c 3. a 4. c
8. He shielded his eyes, knowing too well the C. 1. c 2. d
ants' dodge of first robbing their victim of
sight. Build Grammar Skills: Subordination (p. 152)
A. 1. that I could not answer; limits the type
Reading Strategy: Predict Based on Plot of questions
Details (p. 149)
2. When the dawn came; describes when
event happened
1. The ants will drown in the moats. The ants
3. As I pushed the raft from shore; de
will be set on fire in the moats.
scribes when event happened
2. The ants will cross the ditch on the bodies of
4. though I do not know that god; develops
dead ants. An animal will falltnto the ditch,
main idea
and the ants will use its body as a bridge.
5. that my belly was hungry; adds meaning
3. Several of his men have died after being at
to main idea
tacked. The moat's defenses have broken
down in several places.
1. Unless a person is a priest, he may not
4. The dam operator will time the changes in
enter dead places.
correctly. The dam operator will be at
tacked by ants. 2. John is allowed to enter dead places be
cause he is the son of a priest.
5. Leiningen will ignite the petrol in the moat.
creating a protective wall of flame. The 3. A fter he has a vision, John decides to make
petrol will quickly run out. his journey.
6. Other unnerved men will abandon the 4. Although he had been told it was an en
fortress. Leiningen will admit defeat. chanted land, he found no spirits there.
5. He sees a body that he believes was once a
Literary Focus: Conflict (p. 150) man.
Reading Strategy: Draw Conclusions (p. 153)
1. External: The ants still have not been
stopped; Leiningen must come up with an Suggested responses:
other way. 1. Details: writings found in books; old writ
2. Internal: The men must decide whether ings reveal the ways of gods
or not to risk their lives for Lelntngen. Conclusion: Old writings are books written
3. External: The conflict with nature con in English.
tinues; Leiningen must come up with yet 2. Details: roads are wide; roads made of
another way to stop them. stone

"By the Waters of Babylon" by Stephen "A Problem" by Anton Chekhov
Vincent Benet (continued)
"Luck" by Mark Twain
Conclusion: God-roads are streets or high
ways. Build Vocabulary (p. 155)
3. Details: river across from Place of Gods; A. Suggested responses:
Place of Gods revealed to be New York 1. honest or truthful
Conclusion: Great River is the Hudson 2. to prove the truth of
River. 3. confirmation of the truth
4. Details: night looks like day; rushing sound B. 1. e 2. a 3. f 4. b 5. h 6. c 7. i 8. d 9. g
like a river
C. 1. a 2. b 3. d
Conclusion: The strong magic is a vision of
New York at night with electric lights, cars,

Build Grammar Skills: Restrictive and Non
and people.
restrictive Adjective Clauses (p. 156)
5. Details: fire in sky; pOisoned the ground A. 1. who was the cause of all the commotion;
Conclusion: The Great Burning was a
restrictive
chemical or nuclear attack.
2. which it was impossible to catch
6. Details: remains of god places still exist but through the door; restrictive
are becoming ruins; John and others be 3. who knew a thousand times more than
lieve humans are gods he; nonrestrictive
Conclusion: Story is set in the future,· at 4. w ho so loved repose and inaction; re
least several hundred years after the de strictive
struction of modem civilization. B. Suggested responses:
1. ,who is Sasha's kind-hearted uncle,
Literary Focus: First-Person Point of View
(p. 154) 2. ,which is at stake.
A. Suggested responses: 3. that Scoresby committed
1. He uses the personal pronoun "I" and he 4. who tutored Scoresby
introduces himself. 5. ,which is held in Scoresby's honor,
2. First-person point of view creates a sus
penseful, mysterious mood. Reading Strategy: Make Inferences (p. 157)
3. J ohn knows the dangers posed by the For Suggested responses:
est People and the customs and beliefs of I'A Problem"
the People of the Hills.
1. If the secret became generally known. it
4. The reader knows that the gods are hu would cause a scandal or harm the family's
mans, the Place of the Gods is a city, and reputation.
that the "magic" items are simply ma
2. He is an irresponsible. dishonorable, and
chines.
unscrupulous man.
5. Seeing things through John's eyes might
3. He is kind-hearted. paSSionate, and not
make the reader consider the possibility very logical or clear-minded.
that civilization as we know it will not al
ways exist. "Luck"
B. Suggested response: 1. He has feelings of remorse and regret for
Students might enjoy the story's suspense helping Scoresby.
and the surprising way in which the writer 2. He is a loyal man. but he is also a fool.
looks at modem life. Students might be frus 3. All of Scoresby's actions, which are foolish
trated with some of the incorrect conclusions blunders. tum out well and result in fur
that John draws about the origin, function, ther advancement and decoration.
or purpose of items in the Place of the Gods.
Literary Focus: Static and Dynamic
Characters (p. 158)

A Problem II
II indirect characterization
Sasha Uskov/ direct characterization 1. Clergyman: "Privately-he's an absolute
1. narrator: "Sasha Uskov sat at the door and fool."
listened. He felt neither terror. shame. nor 2. Clergyman: "I was touched to the quick
depression. but only weariness and inward with pity; for the rest of the class answered
emptiness," up brightly and handsomely, while he
2. narrator: "But then he remembered he had (Scoresby)-why. dear me, he didn't know
not a farthing. that the companions he was anything, so to speak."
going to would despise him at once for his Clergyman/direct characterization
empty pockets. He must get hold of some 1. narrator: "Two things 1 was well aware of:
money. come what may'" that the Reverend was a man of strict ve
indirect characterization racity, and that his judgment of men was
1. The Colonel: ". . . Can you guarantee that good."
this will be his last prank? I have no faith 2. Clergyman: "All the compassion in me was
whatever in his reforming'" aroused in his [Scoresby's) behalf."
2. The Colonel'S wife: "... listen. I beg you.... 3. Clergyman: "I went to work and drilled him
But, my dear. how can this have happened? like a galley slave ..."
Why. it's awful. awful! For goodness' sake. 4. Clergyman: "Consider what I did-I who so
beg them. defend yourself. entreat them." loved repose and inaction. I said to myself,
Ivan Markovitch/direct characterization I am responsible to the country for this,
1. narrator: "The maternal uncle. kind and I must go along with him and protect
hearted Ivan Markovitch. spoke smoothly. the countIY against him as far as I can."
softly. and with a tremor in his voice ... If
Sasha's error bordered upon crime. they "There Will Come Soft Rains"
must remember that Sasha had received by Ray Bradbuty
practically no education." "The Garden of Stubborn Cats"
2. narrator: "Petrified. muttering something by Italo Calvillo
incoherent in his horror. Ivan Markovitch
took a hundred-ruble note out of his pock Build Vocabulary (p.159)
etbook and gave It to Sasha." A. 1. Promethean means "creative," or "coura
indirect characterization geously original." One of the Titans,
1. The Colonel: '''Ivan Markovitch, ... Think a Prometheus stole fire from Zeus to give to
little, what are you saying all this for? Can humans. As punishment, Zeus chained
you imagine that all your thunderings and him to a rock where his liver is eaten daily
rhetoric will furnish an answer to the ques by an eagle. The liver grows back each
tion?'" night.
2. Sasha: '''Won't you?' he kept asking. seeing 2. A nemesis is the cause of one's downfall or
that his uncle was still amazed and did not defeat. Nemesis was the Greek goddess of
understand... vengeance and justice. distributing the
gods' punishments. None could escape her
"L.uck" actions.
Arthur Scoresby/direct characterization 3. Arachnophobia is a fear of spiders. The
1. narrator: "It was food and drink to me to term for spiders comes from the Greek.
look ... at that demigod; scanning, search Arachne was a skilled weaver who chal
ing. noting; the qUietness, the reserve. the lenged Athena to a weaving contest. An~
noble gravity of his countenanc;e ..." at the perfection of Arachne's work. Athena
2. narrator: "Therefore 1 knew, beyond doubt destroyed it and Arachne hanged herself in
or question, that the world was mistaken grief. Taking pity, Athena turned the rope
about this hero: he was a fool." into a cobweb and Arachne into a spider.

"There Will Come Soft Rains" 8. Cats everywhere; people throwing garbage
by Ray Bradbury making cat sanctuary; only house still left
"The Garden of Stubborn Cats" amid skyscrapers
by Italo Calvino (continued)
4. Narcissism is excessive self-love. Narcissus Literary Focus: Setting (p. 162)
was so in love with his own image that he Suggested responses:
was unable to tear himself away from a re
'7here Will Come Soft Ra;ns":
flecting pool. He gradually pined away. The
narcissus flower is a reminder of his beauty. Overall Tirae: Post-nuclear future; Evidence:
Date. ruined house; Impact: Eerie quality de
B. 1. c 2. b 3. a 4. a 5. d 6. d 7. c 8. b
pends on humans being gone
Build Grammar Skills: Commonly Confused Overall Place: America; Evidence: City of Al
Words lie and lay (p. 160) lendale, California; Impact: Recognizable
A. 1. incorrect; lie scenes of American life-without Americans
2. correct Specific Time: August 4 and 5.2026; Evi
3. correct dence: Voice tapes; Impact: Sets particular
4. incorrect; had lain future time to show details of automation
5. incorrect; lie Specific Place: Allendale. California; Evidence:
Voice tapes; Impact: Particular suburbia pro
B. Responses may vary. Suggested responses:
vides Anytown setting
1. The cat lay on the garden wall.
2. Marcovaldo lays down his lunch to watch liThe Garden of Stubborn Cats";
the cat. Overall TIme: Modem; Evidence: Description
3. He probably had laid his work tools down of changes in architecture; Impact: Shows
earlier. changes in life of cats, leading to mystery of
4. His newspaper is lying beside him as he where they go
watches the cat. Overall Place: Urban; Evidence: Description of
5. He laid the paper down to give the cat his modem city; Impact: Recognizable scenes of
full attention. urban life
6. He lies down to rest. Specific TIme: Fall, winter, spring of some
year; Evidence: No information beyond ac
Reading Strategy: Clarify (p. 161) tions in those seasons; Impact: Could be any
Student responses may vary. Suggested re modem time
sponses: Specific Place: Not determinable; Evidence:
1. No doors slam; breakfast disappears un Only reference is Biarritz restaurant; Impact:
eaten; garage opens and closes; images of Generalized setting contributes to fable-like
people burned on side of house quality
2. Only house left standing; ruined city gave
off radioactive glow; images on side of house "The Princess and All the Kingdom"
3. Description of images of man, woman, chil by Par Lagerkvist
dren, ball "The Cen.ors" by Luisa Valenzuela
4. Many descriptions of house and its con

tents as living entities, with actions, voices Build Vocabulary (p. 163)
5. New architecture styles change cats terri A. Suggested responses:
tory; effect of skyscrapers as opposed to 1. ultraminiature-extremely small; smaller
houses, courtyards, etc. than miniature
6. Marcovaldo sees a reverse image because he 2. ultramodern-extremely modem; of the
is looking at a reflection as he stays hidden. most recent ideas, trends, fashions
7. Many descriptions of cats' routes, mysteri 3. ultranationalism-having extremely patri
ous comings and goings, and Marcovaldo's otic feelings about one's country
curiosity and following of cat

B. Suggested responses: Reading Strategy; Challenge the Writer's
1. My goal was to get a part-time job. I didn't Message (p. 165)
tell anyone I wanted to start earning money Suggested responses:
for college. The second sentence represents
nThe Princess and All the Kingdom"
an ulterior motive for getting a job because
it was a secret or unstated motive. Message: It is possible to attain happiness,
but it comes with responsibility.
2. The old chancellor was venerable because
of his age, dignity, and position. How revealed: through the chancellor's words
3. The young man views the kingdom and its Does it apply? If yes: As I seek happiness my
treasures as a sordid gain because he self. it is good to be reminded that it may
sought only happiness, not material come with responsibility that I don't expect.
wealth, which he views as a lesser reward. If no: I think that a person can be happy in
some situations without having any respon
4. The bunding's exterior contrasted with the
interior's staidness. The exterior was fes sibility attached to the happiness. For exam
ple, if happiness for someone is just being
tive; the interior was unchanging and set
alone. there is no responsibility connected
tled.
with that.
5. The young man's kisses were ardent. wWch
indicates that he probably felt very strongly nThe Censors n
about the princess. Message: Once something like censorship be
C. 1. b 2. a 3. a gins. it can take on a life of its own and can
lead to consequences that people don't ex
Build Grammar Skills: Who and Whom in pect.
Adjective Clauses (p. 164)
How revealed: through Juan's involvement in
A. 1. Lagerkvi~was a novelist. poet, Ws job as censor and through his death as a
and playwright. is considered a major consequence
twentieth-century Swedish literary fig
Does it apply? If yes: Though I live in a society
ure. ~
in which there are laws against censorship, I
2. T his Swedish man, ~e twenti may run across attitudes or ideas that, if left
eth century posed difficult questions, ex unchecked. may have consequences that no
pressed pessimism about human na one expects. If no: I live in a society in which
ture. ~ there are laws against censorship and viola
3. A s a middle-aged man~recogn1zed tions of freedom. so things like this could
brutality in the world. he wrote the novel never happen.
The Hangman. ~
4. The legacy of Lagerkvist, ~ Literary Focus: Universal Themes (p. 166)
the critics have mixed fi • is a Suggested responses:
wealth of poetry and prose at hows 1. selfishness and generosity; Most people
the growth of the author as well as the have the opportunity to choose to be selfish
characters. or generous in various situations.
B. 1. You may consider Juan, the character 2. laziness. helpfulness; Most people can
on whom the story focuses, as a victim make choices about whether to be helpful
or a villain. or not, and, therefore, whether to share in
2. T he reader who considers Juan a villain the rewards or benefits of the work.
should take a close look at the system in 3. perseverance, overconfidence; Nearlyevery
which he is operating. one has goals to meet, and they may take
3. Mariana, who is unaware of all that is any number of approaches. The story illus
happening. apparently lives in Paris. trates two different approaches and their
4. It is Mariana for whom Juan takes the results.
job in the first place.

Unit 7: Nonfiction
"The Marginal World" "a wilderness of thousands of small is

by Rachel Carson lands" symbolizes the sense of creation
found on the southwestern coast of Florida.
Build Vocabulary (p. 167) 4. cause-and-effect pattern
A. Suggested responses: 5. Throughout her essay. Carson develops
1. capable of being injured; a young animal and supports her main point, which is that
2. capable of being organized or managed; a we can learn so much by studying the sea,
class project where "meaning and significance" underlie
3. not capable of being undone or turned beauty.
around or back; time
4. not subject to change, constant; a mother's from The Way to Rainy Mountain
love by N. Scott Momaday
B. 1. g 2. d 3. e 4. a 5. h 6. f 7. b 8. c from "Nobel Speech" by Alexander
C. 1. c 2. b 3. d Solzhenitsyn
"Keep Memory Alive" by Elie Wiesel
Build Grammar Skills: Linking Verbs and

Subject Complements (p. 168) Build Vocabulary (p. 172)
A. 1. area-predicate noun A. 1. c 2. d 3. a 4. b
2. world-predicate noun B. Suggested responses:
3. l uminous-predicate adjective 1. Another way to say that natural wonders
4. those-predicate adjective engender awe in humans is to say that
5. shadows-predicate noun natural wonders bring about or cause
6. beauty-predicate noun awe.
B. Answers will vary. 2. When Momaday says that the Kiowas'
well-being was tenuous. he means it was
Reading for Success: Strategies for Reading not stable or well-established.
Nonfiction (pp. 169-170)
3. Solzhenitsyn's idea of reciprocity is the
Students' notes should include each of the mutual action and reaction of writers and
strategies. readers all over the world.
Literary Focus: Expository Essay (p. 171) 4. If people are able to assimilate an idea
into their way of thinking, that idea is ab
sorbed into the larger body of their ideas.
1. She begins with the concept that "the edge
5. Someone who does something inexorably
ofthe sea is a strange and beautiful place."
does it with certainty.
2. In Carson's mind. the hidden pool stands
6. Practicing oratory involves using public
apart because of its exquisite beauty. The
speaking skills.
beach on the coast of Georgia stands apart
because of its sense of remoteness. The 7. If a historian claims that one event tran
southwestern coast of FlOrida stands apart scends another in importance, it means it
because of its sense of creation, surpasses or exceeds the other event.
3. For Carson, the beauty of the hidden pool
is symbolized in the "hydroid Tubularia.
pale pink, fringed and delicate as the wind
flower." The remoteness of the beach on the
coast of Georgia is illustrated by its only
sounds-that of the wind. the sea, and the
birds. The cooperative effort of the sea and
the mangroves "working together" to build

"
Build Grammar Skills: Capitalization of 3. He speaks of "instantaneous reciprocity"

Proper Nouns and Adjectives (p. 173) among readers and writers of different
A. 1. The J;Ussian glexander ~olzhenitsyn be countries. Based on his own experience, he
came known-in the };Xes1ern world states that world literature is a "common
through his writingsabout political re body and common spirit." He calls upon
pression in the ~oviet ~nion. his fellow writers-as spokesmen of their
2. The eight years Solzhenitsyn spent in a countries-to use the power they have to
labor camp are the basis for his novel. help mankind. The power of the truth in
gne gay in the life ofjpan !1:enisovich. their writings will overcome the lies in the
= = = = = world.
1. Alexander Solzhenitsyn Is a Russian-born 4. The sentence "We must always take sides"
novelist and historian. sums up Wiesel's main point. Certainly he
is saying that we must not forget, but he
2. N. Scott Momaday is a Kiowa Indian who
indicates that neutrality is what helped
has won a Pulitzer Prize for a novel.
vanquish the Jews. He is encouraging peo
3. At the age of sixteen, the Romanian Wiesel ple to speak out against human suffering,
was deported to the death camp at implying that they will be heard. Silence
Auschwitz. or neutrality-will never be heard.
4. T he Swedish scientist Alfred Nobel wanted
to be known as a peacemaker rather than
as the inventor of dynamite.
"A Child's Christmas in Wales"
by Dylan Thomas
Reading Strategy: Analyze Author's "Marian Anderson: Famous Concert
Purpose (p. 174) Singer" by Langston Hughes
1. Momaday includes details of the physical Build Vocabulary (p. 176)
setting because the land was important to A. 1. bass
the Kiowas. The loss of the land is a vital 2. octaves
part of Momaday's purpose for writing. 3. choral
2. Solzhenitsyn plants the idea of a bond, a 4. hymns
common spirit, among writers all over the B. 1. h 2. f 3. g 4. d 5. i 6. j 7. c 8. b 9. a
world. This builds into the idea that writers W.e
have the power to work for what is good C. 1. c 2. d 3. a 4. c
and right, by virtue of this bond and the
power it engenders. Build Grammar Skills: Restrictive and
3. W iesel recalls the awfulness of his own Nonrestrictive Appositives (p. 177)
youthful experiences to remind his audi A. 1. Jim's aunt; nonrestrictive
ence of the Holocaust's reality. Wiesel's 2. Jack; restrictive
whole purpose is to remind, and providing 3. an African American singing group; non
"awful" details is one way to get people to restrictive
remember something. 4. Arturo Toscanini; restrictive
Literary Focus: Reflective and Persuasive B. Suggested responses:
Essays (po 175) 1. I was with Mrs. Prothero's son Jim in the
Suggested responses: garden.; restrictive
1. Momaday, his grandmother, their relation 2. I went out into the snow to calion my
ship, their particular cultural ties, and his friends Jim, Dan, and Jack.; restrictive
reaction to her death are all unique to 3. Marian Anderson, a gifted Singer, broke
Momaday's experience. many stereotypes.; nonrestrictive
2. He chooses to acquaint readers with his 4. T he writer Howard Taubman wrote about
grandmother through her culture and its Marian Anderson's talent in his New York
history as well as through personal remem Times article.; restrictive
brances of seeing her and being with her.

"A Child's Christmas in Wales" could not perform at Constitution Hallin
by Dylan Thomas Washington, D.C., because she was Mrican
"Marian Anderson: Famous Concert Singer" American, but she then performed in front
by Langston Hughes (continued) of the Lincoln Memorial; she won the Bok
5. In 1941 Marian Anderson received a public Award for public service and, with the prize
service award. the Bok Award, that allowed money, established a fund for promising
her to establish a scholarship fund for musicians. All of these details show some
promising young musicians.; nonrestrictive thing positive about the character of Mar
ian Anderson. They show her to be a strong
Reading Strategy: Recognize Author's and unique person.
Attitude (p. 178)
3. Hughes believes that Marian Anderson was
a person who worked hard to overcome ad
1. Attitude toward childhood Christmas: versity so that she could sing, and that she
Thomas remembers his childhood Christ is an admirable person because of her hard
mases with nostalgia. He remembers them work, her generOSity, and her talent.
as happy. exciting times.
4. Dylan Thomas describes his childhood
Words and phrases that express this Christmases because they are special to
attitude: Bells ringing inside children; the him and because he remembers a great
sound of the church bells ringing tidings; many details about this time in his life. His
deSCriptions of "frozen foam," "ice-cream feelings are most apparent when he de
hills," and the crackling sea; the churches scribes playing with his friends, singing
booming with joy and the sound of the with his family, and opening gifts.
weathercocks.
5. He reveals the childhood games and activi
2. A ttitude toward Anderson as a per ties with which he and his friends occupied
former: He feels that she was a true pro themselves; he reveals his feelings of fear
fessional who worked hard and was willing when they told ghost stories and his feel
to face challenges. ings of excitement when the mailman ar
Words and phrases that express this rived at his house with letters and pack
attitude: Seasoned artist; the description ages. He also reveals many interesting
of her performance. in which she endured details about his family.
discomfort for the sake of her show without
drawing attention to herself.
"Flood" by Annie Dillard
Literary Focus: Biography and
Autobiography (po 179) Build Vocabulary (po 180)
Suggested responses: A. 1. malicious
1. Students might guess that Hughes con 2. malady
tacted people who knew Marian Anderson 3. maladjusted
and her family. He probably also looked 4. malignant
through magazines and old newspapers for B. 1. d 2. e 3. f 4. c 5. a 6. b
articles about her. He names specifically C. 1. c 2. a 3. b
Howard Taubman's article, which appeared
in the New York Times, and her accompa Build Grammar Skills: Subject and Verb
nist, Vehanen. Agreement (p. 181)
2. Interesting details given by Hughes about A. 1. hangs
Marian Anderson include: Marian Ander 2. wasn't
son broke stereotypes people had about 3. are
Mrican American singing; she began her
4. has
singing career when she was just a child;
she received the support of her community; 5. have
she became a singing sensation in Europe; 6. are
she sang in New York despite the fact that 7. leaves
she had a broken ankle; she was told she 8. comes
9. is
to slide like sand down a chute; They can see
lO. are, end
out dimly, like goldfish in bowls
B. 1. Some of the women were carrying curi
Literary Focus: Descriptive Essay (p. 183)
0us plastic umbrellas.
2. Everything in sight has been deluged by

water. L touch: heat that feels oppressive
3. Correct 2. touch and sight

4. The fish hide from the current behind 3. sight (long-haired girls); hearing (giggling)
any barriers they can find. 4. sight and smell
5. The bridge over by the Bings' looks like 5. smell
a collapsed sail. 6. touch and sight
Reading Strategy: Recognize Facts and

Impressions (p. 182) "Star Wars-A Trip to a Far Galaxy
That's Fun and Funny. .. tt
by Vincent Canby
Facts: It's summer; We had some deep
spring sunshine about a month ago; the "Star Wars: Breakthrough Film Still
nights were cold; It was raining again this Has the Force" by Roger Ebert
morning ... a pounding three-minute
Build Vocabulary (p.184)
shower; Baltimore orioles are here; brown
thrashers seem to be nesting down by Tinker
creek across the road; The creek's up; The 1. Statesman connotes leadership and diplo
steers were across the creek; The ravine macy; politician often connotes bureaucrat
separating the woods from the field had filled or partisan.
during high water ... ; It was just this time 2. Clever implies quickness but not depth;
last year that we had the flood. It was Hurri intelligent connotes the entire range of
cane Agnes, really, but by the time it got mental activity, including learning.
here, the weather bureau had demoted it 3. Staring implies viewing without thought;
to a tropical storm; ... the date was June studying connotes careful analysis.
twenty-first. the solstice, midsummer's 4. Naive connotes mere innocence; ignorant
night, the longest daylight of the year; Tinker suggests a lack of knowledge.
Creek is out of its four-foot banks, way out, B. 1. c 2. a 3. c 4. b 5. d 6. a 7. b
and it's still coming; ... the water was over
the bridge, a foot or two over the bridge, Build Grammar Skills: Parenthetical
which at normal times is eleven feet above Interrupters (p. 185)
the surface of the creek; ... the flood has A. 1. in its time; makes a distinction between
ripped away a wedge of concrete that but that time and the present
tressed the bridge on the bank. 2. It should be noted; makes a reference to a
Impressions: The coot is still around, big as a fact not part of the primary discussion but
Thanksgiving turkey. and as careless; The that could be included for consideration
steers . . . a black clot on a distant hill; Still. 3. of course; makes an assumption of
the day had an air of menace; It's like a agreement with readers, pausing, as it
dragon: ... I notice that no one can help were, to include them.
imagining himself washed overboard, and 4. one must admit; concedes that the the
gauging his chances for survival; I feel dizzy, matic point is a minority opinion and
drawn-mauled; All the familiar land looks acknowledges reasonably why it may
as though it were not solid and real at all. have been overlooked
but painted on a scroll like a backdrop, and
B. Student responses may vary. Suggested re
that unrolled scroll has been shaken . . .; I
sponses:
feel as though I am looking up the business
end of an avalanche; The whole earth seems 1. Star Wars, to be sure, is a classic film by al
most any definition.

"Star Wars-A Trip to a Far Galaxy That's 8. Ebert says that these films "have profound
Fun and Funny. .... by Vincent Canby depths, but their surfaces are as clear to
"Star Wars: Breakthrough Film Still Has an audience as a beloved story," and he
the Force" by Roger Ebert (continued) cites several such stories.
2. There is no end, apparently. to the movie's
appeal. Literary Focus: Critical Review (p. 187)
3. The philosophical elements. it could be ar Student responses may vary. Suggested re
gued. are taken too seriously by some. sponses:
4. People in the other galaxies, one would 1. Critical reviews give us informed opinions
think. haven't solved basic problems with of various media. A useful critical review of
aggression. a movie, book, television show. CD, or
5. Why, one wonders. do the Empire's soldiers video can inform us, teach us, and per
shoot so poorly? suade us, positively or negatively.
6. The villains in any solar system. it seems, 2. Both Canby and Ebert provide specific de
have the same problem. tails from their first-hand observations.
Canby describes the robots in unique
Reading Strategy: Identify Evidence (p. 186) terms, and Ebert cites the garbage scow
Suggested responses: scene. Neither of these examples would
1. Action substitutes for plot: "It is, rather, a likely have been produced by someone who
breathless succession of escapes, pursuits, hadn't seen the movie.
dangerous missions, unexpected encoun 3. Canby and Ebert both make references to
ters, with each one ending in some kind of other films for comparison. Ebert in partic
defeat until the final one." ular details film history in placing Star
Wars in cinematic context.
2. Canby cites an example of the android's
speech: "('I'm adroit, but I'm not very 4. The experience of the work is for the audi
knowledgeable.' )" ence. The purpose of the review is to inform
3. Little evidence here. Canby cites "space and recommend. A summary merely gives
ships, explosions of stars, space battles, an idea of the work, and should not at
hand-to-hand combat with what appear to tempt to duplicate the experience or give
be neon swords," but does not say what is away the plot. The focus of the review is on
incredible about them. the reviewer's ideas about the work being
reviewed.
4. Canby notes that "much of the time the ac
tors had to perform with special effects that 5. Canby evaluates the film in terms of how
were later added in the laboratory." much fun it is for the audience. He is ex
plicit in noting that the film is not to be
5. Ebert pOints out that the three films "came
taken seriously. Ebert's review, twenty
along at a crucial moment in cinema his
years later, places the film in the context of
tory. when new methods were ripe for syn
cinematic history, notes how well it has
thesis. Birth oj a Nation brought together
weathered, and tells why he thinks it will
the developing language and shots and
endure.
editing. Citizen Kane married special ef
fects, advanced sound, a new photographic 6. A review is unbiased if the opinions ex
style, and a freedom from linear story pressed in it are free from commercial or
telling. Star Wars combined a new genera material influences. Sometimes commer
tion of special effects with the high-energy cials masquerade as reviews, and one critic
action picture." was even on the payroll of a studio whose
films he was reviewing. Reviewers must be
6. Evidence is implied only, by references to
unbiased or they defeat the purpose of the
other "big-budget speCial effects block
critical review, which Is to experience. ex
busters," which readers infer are also
amine, and evaluate fairly.
aimed at teenagers.
7. Good critics should be fair and unbiased,
7. Ebert gives no example of the "improved
both in terms of influences upon them and
look."

open-mindedness about their subject; around each other; Distance: two
knowledgeable about their media; respect women close together, older woman at
ful of their audience; effective and specific edge of photo; Background: trophies,
as writers; and have clear standards for books, homey atmosphere
their reviews. Criticism is not finding 4. Facial: daughter looking at camera,
what's wrong with art; it is estimating its mother looking at cat; Body Language:
effectiveness. daughter with hand on face, arm
crossed; Distance: daughter sitting,
"Mothers and Daughters" by Tillie mother standing apart holding cat;
Olsen and Estelle Jussim Background: poster of man with tear
falling from eye, bedroom
Build Vocabulary (p. 188) S. Facial: mother looks amused, daughter
A. 1. c 2. a 3. b looks sad; Body Language: mother with
B. 1. true arms folded across chest; Distance:
2. true standing far apart; Background: city
street
3. false
B. 1. The mother and her daughters seem
4. false
emotionless-disconnected from them
S. true
selves and from one another.
c. 1. a 2. c 2. Mother and daughter have different tem
Build Grammar Skills: Semicolons in a Series peraments but still seem close.
(p. 189) 3. Mothers and daughters seem to enjoy
1. Mothers & Daughters was created by writer one other's company and their family
Tillie Olsen; Julie Olsen Edwards, her traditions.
daughter; and Estelle Jussim, a photogra 4. Mother and daughter seem estranged.
phyexpert. Daughter is aware of camera and seems
2. Estelle Jussim's books include Landscape alone, while mother focuses her atten
as Photograph; Frederic Remington, the Cam tion on cat.
era and the Old West; and Slave to Beauty. S. It seems as if photographer interrupted
3. The photographs show mothers and mother and daughter during the girl's
daughters smiling, scowling, or staring; temper tantrum; mother appears
posing at ease or with awkwardness; and amused but guarded in front of camera.
working or relaxing.
Literary Focus: Visual Essay (p. 191)
4. The subjects in Tang Chung, Lisa Lu, Lucia
and Loretta; August, New Mexico, 1979;
and Untitled, Wilmington, Delaware, ex 1. The photographs by Carla Weber and
press a wide range of emotions. Roland Freeman seem to best reflect the
positive aspects of sharing tasks, being at
Reading Strategy: Interpret Pictures (p. 190) ease, holding, embracing, and touching. In
Suggested responses: Weber's photograph, the women seem re
A. 1. Facial: unsmiling; Body Language: simi laxed and happy with each other. In Free
man's photograph, the mother and daugh
lar stances, heads slightly bowed; Dis
tance: younger girl farther away, no one ter are touching and look balanced.
touching; Background: barren landscape 2. Danny Lyon's photograph, August, conveys
the strongest sense of "terrible isolation."
2. Facial: mother smiling, daughter more
The mother and daughters all wear a simi
serious; Body Language: formal, posed;
lar grim expression and seem disconnected
Distance: mother's arm around daugh
from one another. The vast field in which
ter; Background: American flag, match
they stand underscores the sense of isola
ing dresses
tion and loneliness.
3. Facial: all women smiling; Body Lan
3. In Bicentennial Celebration, the mother
guage: women in center with arms
looks much older than her daughter, yet

"Mothers and Daughters 4. In the laboratory-modifies created, tells
by Tillie Olsen and Estelle Jussim (continued) where; by precipitating silica spheres
the two seem close. In Tang ChWlg. the old modifies created, tells how; through a
mother seems proud and happy. chemical reaction-modifies precipitating,
4. In Sage Sohier and Bruce Horowitz's pho tells where
tographs, physical distance between B. Suggested response (sentences 1,4,5, and
mother and daughter suggests emotional 6 are revised):
distance. In Sohier's, the daughter seems In the modem world, natural gemstones are
to relate more to the camera/viewer than to highly prized for their beauty, durability, and
her mother. In Horowitz's, the mother rarity. They have fascinated humans since an
seems defensive toward the camera's intru cient times. They have long been used for jew
sion, and separated from her daughter. elry and decoration. For some early peoples,
the special qualities of gemstones-hardness,
"Imitating Nature's Mineral iridescence, and luster-caused them to be
Artistry" by Paul O'Neil magical or mysterious. Of the more than 2,000
identified natural minerals. fewer than 100 are
"Work That Counts" used as gemstones. For use in jewelry. these
by Ernesto Ruelas Inzunza minerals all have to be cut and polished.
Reading Strategy: Relate Diagrams to Text
A. suggested responses: (p. 194)
1. synergetic-"a working together"; collabora Suggested responses:
tion 1. Diagram A shows small particles entering
2. synonym-"same name"; a word whose at the top of the apparatus.
meaning Is the same or nearly the same as 2. T he diagram shows where and how the
another components--chemical ingredients, oxygen,
3. syntax_Uto arrange together"; the arrange hydrogen-are mixed and what the boule
ment of words in certain structures within looks like on which the material accumu
a language lates.
B. 1. In nature, many kinds of metamorpho 3. Diagram B represents the crystals as ob
sis take place, each one more amazing jects larger than the particles floating in
than the last. the solution and shows them at the bottom
2. The failed experiment was fortuitous of the crucible.
since it had an unexpected outcome that 4. Most students will conclude that these dia
revealed new information. grams enhance the text rather than show
3. The qualities of synthetic gems are invis processes that couldn't be explained with
ible to most consumers. words. For the most part. the diagrams
4. The girls were reluctant to divulge the show the process's set-up, which is also
topic of their science fair project. described in the text.
5. For scientists as well as for gem dealers.
Literary Focus: Technical Article (p. 195)
vigilance is a virtue.
Build Grammar Skills: Varied Sentence "Imitating Nature's Minera' Artistry"
Beginnings: Adverb Phrases (p. 193)
1. In the flame-fusion method, components
A. 1. After sunset-modifies have; tells when
are melted, then cooled, during which
2. In a molten bath of a solvent, or flux
process crystals grow. In flux growth. raw
modifies crystallized, tells where
materials are dissolved in a flux. The min
3. Because of certain peculiarities-modi eral crystals then settle at the bottom of
fies verb cannot, tells why; by ordinary the solution.
crystal growth; modifies synthesized,
tells how

2. matrix-the beginning from which the rest 2. raptors-birds of prey: topography-surface
develops; rutile-lustrous, dark red mineral features of a place
3. Astryl and titania have "seven times the fire 3. The sight of hundreds of thousands of
of diamond." birds flying overhead is like "myriad moving
4. This article was written for a general audi organisms in a plankton sample."
ence. That is apparent because the author 4. Inzunza writes for a general audience that
describes the processes in detail so that might be interested in bird watching. He
anyone can understand them. cites fairly general details, such as variety
of birds and bird counts, without going into
"Work That Counts"
the details of their migrations, behavior,
1. The process of bird migration past a certain and so on.
point-Vera Cruz, Mexico-is described.
Unit 8: Drama
Antigone, Prologue through Scene 2. 1. Creon forbids Polyneices' burial because he

by Sophocles wants to assert himself as an absolute
ruler who cannot be defied; supporting evi
Build Vocabulary (p. 196) dence: Creon's words-"This is my com
A. Suggested responses: mand, and you can see the wisdom behind
1. Transatlantic means "across the Atlantic it. As long as I am King, no traitor is going
Ocean." to be honored with the loyal man."
2. Transcend means "rise above or exceed." 2. Creon arrests Ismene because he is out
3. Transport means "to carry across." raged at being defied; supporting evidence:
Creon's words-"I accuse her equally....
4. Transferred means "moved or shifted
Her mind's a traitor: crimes kept in the
across."
dark/Cry for light ... "
B. 1. b 2. c 3. a 4. b 5. d
3. Ismene's guilt and fear motivate her to con
Build Grammar Skills: Coordinating Con fess her part in Antigone's crime; support
junctions (po 197) ing evidence: Ismene's words-"I too have a
A. 1. Antigone and Ismene debate how to duty that I must discharge to the dead"
honor their dead brother. and "What do I care for life when you are
dead?"
2. Antigone must obey Creon's decree or
face certain death. 4. Antigone refuses Ismene's help because of
her pride; supporting evidence: She wants
3. Antigone tries again to bury her brother,
Creon to know that she has defied his or
for sentries had removed the burial
ders all along, unlike Ismene, who initially
dust.
refused to defY him.
4. Creon is Antigone's uncle, yet he shows
her no special mercy. Literary Focus: Protagonist and Antagonist
5. Ismene tries to share her sister's pun (p. 199)
ishment, but Antigone will not permit A. Suggested responses:
her. 1. Antigone is the protagonist because she is
B. Students must correctly incorporate and. the main character with whom the reader
but. or, and for in their paragraphs describ identifies. She introduces the problem-she
ing Antigone's character. desires to bury her brother in spite of
Creon's law forbidding it. In doing so, she
Reading Strategy: Question Characters' creates empathy in the reader.
Motives (po 198)
2. Creon is in conflict with Antigone because
Suggested responses: he is the force that prevents her from car
rying out her duty to her family.

3. A ntigone's sense of honor overrides her 1. (Antigone) Identitying Elements: grief over
sense of duty to the state. Were she more brothers' deaths, fear of dying; Insight:
law-abiding, like Ismene, she would not be Antigone is a strong character.
in conflict with Creon. 2. (Creon) Identitying Elements: difficulty ad
4. Creon's pride blinds him to any feelings of mitting mistake, grief over deaths that re
empathy for Antigone. His overwhelming sult from his prideful actions; Insight: De
desire to be in absolute control of the state spite his pride, Creon is a sympathetic
and Antigone's individualistic stand create character because he finally feels pain.
a natural clash. 3. (Haimon) IdentifYing Elements: frustration
B. Suggested response: in trying to reason with his father, pain
Antigone is a loyal friend to her brother, and and grief dealing with Antigone's fate; In
that loyalty prevents her from acting wisely sight: Antigone is not the only casualty of
to save herself. Creon. in contrast, sets the Creon's prideful actions.
state above everything else. including friend 4. (Ismene) Identifying Elements: fear of de
ship. His attitude is in clear contrast to fying authority. sisterly affection for
Antigone's. and it is obvious that the two
Antigone; Insight: Ismene represents most
strong-willed characters will soon clash.
people, who would compromise rather
than take drastic action, as Antigone
Antigone, Scenes 3 through 5, does.
by Sophocles 5. (Eurydice) Identitying Elements: powerless
ness to change events, grief over son's
Build Vocabulary (p. 200) death; Insight: Creon's actions affect many
A. 1. chorus people, not just Antigone.
2. choreograph
Literary Focus: Tragic Character (p. 203)
3. chord
1. Creon puts the good of the state before the
4. chorister
laws of the gods. He decrees that Polyne
B. 1. b 2. e 3. d 4. a 5. f 6. c ices shall not be buried.
2. Antigone is too much in love with her own
Build Grammar Skills: Pronoun Case in In
complete Clauses (p. 201) goodness. She believes that she is more
A. 1. he is moral than Creon. She defends her disobe
dience to Creon.
2. I was
3. Creon doesn't acknowledge the wisdom of
3. they do
anyone outside himself, especially his son.
4. she did
4. Antigone is a victim of the curse on the
5. I did house of Oedipus.
1. Everyone was as excited as I to meet the fa The Tragedy of Julius Caesar,
mous actor.
Act If by William Shakespeare
2. Roger was more determined than we to get
an autograph. Build Vocabulary (p. 204)
3. Few people are more adventurous than he. A. Suggested responses:
4. Not many stars seem as patient as she 1. The forecast portends some unseasonably
when signing autographs. cool weather.
5. No one enjoyed the performance more than 1. 2. Many people view the end of the twentieth
century and the beginning of the twenty
Reading Strategy: Identify With a Charac first as a portentous event.
ter (p. 202)

3. The clear blue sky on the first day of school Caesar: He is returning to Rome in triumph;
seemed a portent that I was going to have a line 32. He has just defeated Pompey's sons;
great year at school. line 52 and side note 17.
B. 1. d 2. a 3. a 4. c 5. d 6. c Response to Caesar's triumph: Commoners
are celebrating in the streets; initial stage di
Build Grammar Skills: The Subjunctive rections, lines 31-32. Marullus and Flavius
Mood (p. 205)
(the tribunes) shoo the commoners out of the
A. Verb forms are followed by "clue" words. streets, scolding them for celebrating Pom
1. recruit; necessary pey's defeat; lines 33-61. The tribunes re
2. were; If move signs of Caesar's triumphal celebration
3. were; as though from the city streets; lines 69-70.
4. consider; suggests
B. Suggested responses: The Tragedy ofJulius Caesar,
1. If Caesar were king, the present form of Act n. by William Shakespeare
government would be meaningless.
2. The conspirators recommend that everyone
A 1. aspirate means "to begin a sound with a
be discreet.
puff of air," or "to inhale or swallow."
3. It was as though the conspirators were The word is literally related to breathing.
agents of a higher destiny.
2. aspire means "to yearn or seek after,"
4. Caesar asks that Antony touch Calpurnia from the sense of breathing, 1.e., living
during the race. for. Its relationship to breathing is figu
rative.
Reading Strategy: Use Text Aids (p. 206)
3. A spiracle is a vent hole in a geologic for
mation such as a volcano, or a breath
1. A triumph in ancient Rome was a proces ing hole in mammals such as whales. Its
sion celebrating the return of a victorious relationship to breathing is literaL
general and his army.
4. A sprite is an imaginary being or spirit.
2. Lupercal is an ancient Roman festival cele Its relationship to breathing is figura
brated on February 15. tive.
3. A footrace was part of the Lupercal celebra B. 1. b 2. d. 3. c 4. d 5. c 6. a
tion. There was a belief, or superstition,
that an infertile woman would bear chil Build Grammar Skills: Commonly Confused
dren if touched by a runner during this Words: AHect and EHect (p. 209)
particular race. A 1. affected (verb)
4. The ides of March is March 15. 2. effect (noun)
5. W hen these extraordinary happenings 3. effect (noun)
happen all at once, don't let men say, "Oh, 4. effect (verb)
it's just natural that these things happen,"
for I believe that these things are signs of
1. His personal friendship for Caesar affects
bad things to come for the country they
the political decision Brutus must make
point to.
about Caesar's ambitions.
Literary Focus: Exposition in Drama 2. The effect of Portia's pleading is to cause
(p.207) Brutus to comment on the courage of his
Suggested responses: wife.
Physical setting: a street in Rome; initial stage 3. Caesar's not appearing at the Senate might
directions affect the decision the Senate will make
Time setting: February 15; line 68 and side about offering him the crown.
note 22

The Tragedy ofJulius Caesar. 1. orac1e--a person through whom a deity is
Act II, by William Shakespeare (continued) believed to speak; an authoritative or wise
answer
Reading Strategy: Read Blank Verse
(p. 210) 2. orate-to speak in an elevated and often
pompous manner
A. Suggested response:
3. oration-a formal speech
No, we need no oath. If the sadness of people,
the suffering of our souls, and the present B. 1. e 2. h 3. g 4. b 5. a 6. d 7. f 8. c
abuses are not strong enough reasons, let's
Build Grammar Skills: Parallel Structure
quit this plan quickly. Go home to bed and (p. 213)
let tyranny go on until each man dies as
A. 1. Signifies that from you great Rome shall
chance would have it. But if you are brave
suck/Reviving blood, and that great men
enough. as I'm sure you are, to encourage
shall press/For tinctures, stains. relics.
the weak. then what further do we need but
and cognizance. 2. Caesar, beware ofBru
our own cause to assure us? What bond is
tus; take heed of Cassius; come not near
better than close friends who have given
Casca; have an eye to Cinna; trust not Tre
their words and will not lie? What other
bonius; mark weU Metellus Cimber. 3. I will
promise do we need but our honest words
not do them wrong; I rather choose/To
pledged to do this. or die in the attempt?
wrong the dead, to wrong myself and
Literary Focus: Blank Verse (p. 211) you./Than I will wrong such honorable
men. 4. Then I. and you, and all ofus fell
A. +Here i will stand till Caesar pass aIOlig down./Whilst bloody treason flourished
over us. 5. For I have neither writ, nor
words, nor worth./ Action. nor utterance. nor
+Aild as a suitor will i give him this. the power of speech/To stir men's blood.
B. Suggested responses: 1. Antony makes it
+My heart lamerits that virtue cannot live
seem that he is merely reflecting the mood
of the people and serving them rather than
Out Of the teeth Of emulation.
dominating and manipulating them. 2. The
moment men gain power they begin to
If thou reads this, 6 Caesar, thou mayest live; quarrel, to want even more power, and to
exercise that power ruthlessly. 3. Cassius
+If not, the Fates with traitors do contrive. feels that not only has Brutus made deci
B. Suggested responses: sions without consulting him but also Bru
1. The fifth line departs the rest. The final tus does not treat him as a partner. 4.
three syllables are stressed (although there Cassius advises that they stay put in a po
is room for interpretation), lending weight sition of safety. but Brutus advises that
to the if-then proposition that Artemidorus' they attack when their armies are strong.
document represents. If you read this, Cae 5. Brutus and Cassius disagree both over
sar, thou may'st live (stress. stress, whether to kill Antony and whether to per
stress). mit Antony to speak at the funeral.
2. A fter two lines of increasing variation,
Reading Strategy: Paraphrase (p. 214)
Artemidorus' lends closure to the speech
by returning to perfectly regular pentame
ter. He ends as he began. in regular 1. Rome's people are mourning, and the city
rhythm. is dangerous. Rome is not yet a place
where Octavius can safely travel.
2. T he men who have done this are honorable
The Tragedy ofJulius Caesar,
men. I do not know what grievances caused
Act III, by William Shakespeare
them to do it. But they are wise and honor
Build Vocabulary (po 212) able, so they will probably give you satis
A. Suggested responses: factory answers as to their motives.

3. Your master is smart and brave, and I 3. whoever offers a bribe; indirect object
never thought any less of him. Tell him 4. what drives Cassius; predicate noun
that if he wants to come here, he may do so 5. what he dreams; object of a preposition
safely. I give you my word.
4. Gentlemen. I don't know what else you
1. Antony knows that he will defeat the
have in mind as to who must die or who is
armies of Brutus and Cassius.
too powerful and needs killing. If you think
I must be killed, now-the hour of Caesar's 2. Whoever wins the war will rule Rome.
death-is the best time, and the best 3. Cassius' hope is that he gain power and
weapon would be those swords that are full wealth.
of noble Caesar's blood. 4. People are moved by what Antony says.
5. Antony wants to punish whoever hurt
Literary Focus: Dramatic Speeches (p. 215) Caesar.
1. monologue; Caesar feels that he is as great Reading Strategy: Read Between the Lines
and constant as the North Star and will not (p. 218)
change his mind about anything. suggested responses:
2. monologue; Brutus is rationalizing the 1. Their own relatives are mentioned as being
murder of Caesar; he must justtty the act marked for death. Their conversation re
to himself. (Perhaps he is uncertain about veals that they are cold and calculating,
the morality of the assassination.) and will stop at nothing to gain power.
3. soliloquy; Antony reveals his true grief and 2. Antony does not respect Lepidus as an
rage over Caesar's murder. equal. He feels that Lepidus is highly re
placeable and unable to think for himself.
4. aside (although not marked as such in the
stage directions, this comment should be 3. T heir discussion is not important to the
considered an aside); Antony knows that larger matter at hand; they are being petty
his speech has incited the plebeians and argumentative. They are argUing in
against the conspirators, and he is happy this way because they have such different
to let the plebeians attack the conspirators, perspectives, and because they are over
saving himself from having to confront whelmed by the real problems they face.
them directly. They are avoiding dealing with practical
matters because they are not completely
sure of what they should be doing. Cassius
The Tragedy ofJulius Caesar, and Brutus seem divided and disorganized.
Act IV. by William Shakespeare They showed very little foresight in killing
Caesar without knowing what their next
move would be.
A. 1. philanthropy
4. Brutus reacts with very little emotion. He is
2. Philadelphia
sincere in his attempts to live according to
3. philodendron the ideals of stoicism. Cassius is shocked
4. philology that Brutus delivers the information with
5. bibliophile out becoming upset and emotional. By his
B. 1. covert statement, Cassius means that he is sur
2. philosophy prised, because Brutus seems able to put
emotion aside in order to follow what he
3. legacies
believes is right, that he didn't just kill
4. chastisement Cassius when he disagreed with Cassius'
5. slanderous behavior. Cassius is much more emotional
than Brutus.
Build Grammar Skills: Noun Clauses (po 217)
A. 1. that Cassius will arrive; direct object Literary Focus: Conflict (p. 219)
2. What Cassius says; subject Suggested responses:

The Tragedy ofJulius Caesar, Act IV "Octavius, Brutus was the only person to act
by William Shakespeare (continued) honorably, so we will give him the respect
1. Antony and Octavius argue over whether and rites of burial."
Lepidus is fit to be one of the three rulers: "Thank you. Antony," Messala said.
Antony feels that Lepidus is too weak to "Octavius! call the army to rest." Antony said.
rule but will be useful to carry out the will "Let's leave. Messala, so that we can begin to
of the other two rulers; Octavius feels that celebrate this virtuous man."
Lepidus has been a valiant soldier and
should be respected for that. Reading Strategy: Identify Cause and Ef
2. Brutus accuses Cassius of having a repu fect (p. 222)
tation as a bribe taker: Brutus thinks that Suggested responses:
to justifY their motives for taking Caesar's Caesar is killed; Antony vows to punish the
life they must be above all suspicion; Cas people responsible for Caesar's death; the
sius is outraged that a friend should dare armies of Octavius and Antony go to Philippi;
to make such a charge against a veteran Brutus and Cassius march to meet them;
soldier like himself. Brutus' troops beat back Octavius; Cassius
3. Brutus and Cassius discuss whether or not sends Titinius out to discover which troops
they should march to Philippi: Cassius are approaching; seeing Titinius surrounded
feels that they should let the enemy, by by cheering soldiers, Cassius believes he has
then in a weary and weakened state, come been captured and kills himself; Titinius
to them; Brutus feels that they should then kills himself; Brutus reenters battle,
march ahead, for they have support and an but begins to lose; Brutus refuses to be
opportunity to advance. taken alive, and he runs on his own sword
and kills himself; Antony gives Brutus a eu
logy.
The Tragedy ofJulius Caesar,
Act V, by William Shakespeare Literary Focus: Tragedy (p. 223)
Build Vocabulary (p. 220) Suggested responses:
A. 1. misguided 1. This is one of the main consequences of the
central action. the assassination of Caesar.
2. miscalculates
2. This is another error; once committed, it
3. misfortune
cannot be undone. {Cassius's death, just
4. misdeeds like Caesar's, cannot be undone.}
5. misappropriate 3. Brutus still is filled with guilt and pain over
B. 1. e 2. d 3. a 4. f 5. b 6. g 7. c the assassination of Caesar; he still consid
ers Caesar to be mighty.
Build Grammar Skills: Words of Direct Ad
dress (p. 221) 4. Brutus feels that it is easier to kill himself
A. 1. Ho, Lucilius. hark, a word with you. than to kill Caesar.
2. Give me thy hand. Messala. 5. Brutus cannot get away from the error that
he has committed and its consequences.
3. Yet, countrymen, 0, yet hold up your
which include the civil war with Antony
heads!
and Octavius and the deaths of Portia and
4. Come. poor remains of friends, rest on Cassius.
this rock.
6. Brutus was a good and honest man who
5. How died my master, Strato? was destroyed by doing the wrong thIng for
6. Octavius, then take him to follow thee. the right reasons.
B. Suggested response:
Octavius asked, "Antony. how shall we honor
Brutus?"

Unit 9: Poetry
"The Stolen Child" 1. A remote, almost prehistoric world, with a

by William Butler Yeats large primitive-looking bird flying; isolation
and distance from human life; Circled
Build Vocabulary (p. 224) words: flapping herons
A. Suggested responses: 2. Elves and spirits dancing wildly in some
1. The word mean suggests both spare or pagan ritual; magical eeriness; circled
meager and unpleasant or cruel. The ambi words: foot it, weaving, olden
guity between the two senses connotes 3. Fairies disturbing fish for sport; mystic.
both. troubling; circled words: whispering, un
2. The word green as used here implies both quiet
youthful and spring like or naive. Using it in 4. Grim child following robotlike; disturbing,
this sentence links the two connotations. ominous; circled words: solemn-eyed. hear
3. The word dear can mean both beloved and no more
costly. This sentence suggests both. 5. Child is dead, and no longer part of human
4. The word rough can apply to texture, life, including human grief; tragic sadness
meaning bumpy, unsmooth, or hard, or it and irony; circled words: full of weeping,
can apply to manner, meaning ungentle or understand
coarse. Texture, manner, or both are im
plied here. "In Flanders Fields" by John McCrae
B. 1. d 2. b 3. a
"The Kraken"
Build Grammar Skills: Inverted Word Order by Alfred, Lord Tennyson
(p.225) "Reapers" by Jean Toomer
A. 1. Yeats hides an explanation for tragedy "Meeting at Night"
in the dark woods of myth. by Robert Browning
2. Yeats places vivid images first by invert "Prayer of First Dancers"
ing word order. Traditional Navajo Chant
3. The poem's charming chant seems al
most a dance, disguising darker implica Build Vocabulary (p. 229)
tions. A. 1. millisecond
4. One can hardly imagine the loss felt by a 2. milligrams
parent of such a child. 3. millionaire
B. 1. Where the fairies lead the child is away B. 1. abysmal 2. millennial 3. millennial
from the living world. 4. abysmal 5. millennial
2. Cattle. kettle, and home will he never
see again. Build Grammar Skills: Concrete and Ab
stract Nouns (p. 230)
3. Because fairies seem to speak, the loss
A. 1. faith-abstract; poppies-concrete
of a child seems less threatening.
2. ages-abstract; seaworms-concrete
4. Not quite so innocent as they seem
today were the original spirits in Celtic 3. horses-concrete; mower-concrete;
folklore. weeds-concrete
4. voice-concrete; joys-abstract; fears
Reading For Success: Strategies for Read abstract; hearts-concrete
ing Poetry (pp. 226-227) 5. beauty-abstract
Students' notes should include each of the B. Suggested response:
strategies.
"Prayer of First Dancers" comes from the
Literary Focus: Atmosphere (p. 228) Navajo tradition [abstract] of holding holy cer
Suggested responses: emonies [concrete]. The ceremonial chant

"In Flanders Fields" by John McCrae
"The Wind-tapped like a tired
"The Kraken"by Alfred. Lord Tennyson

Man" by Emily Dickinson
"Reapers" by Jean Toomer

"A Pace Like That"
"Meeting at Night" by Robert Browning

by Yehuda Amichai
"Prayer of First Dancers"

"Metaphor" by Eve Merriam
Traditional Navajo Chant (continued)

"Right Hand" by Philip Fried
[concrete] describes the Navajo belieJ[ab

stract] in sacrifice [abstract] and beauty [ab Build Vocabulary (p. 233)
stract]. It also refers to darkness [concrete] A. 1. tacitly
on the earth [concrete].
2. taciturn
Reading Strategy: Listen (p. 231) 3. reticence
Suggested responses: B. 1. h 2. g 3. e 4. i 5. c 6. a 7. b 8. f 9. d
1. Students should notice the repetition of the
Build Grammar Skills: Elliptical Clauses
l sound in words such as long. land. large.
(p.234)
low. and leap. They should also notice rep
A. 1. the wind taps on your door; that or in
etition of the p sound in pushing prow and
which
the repetition of the s sound in slushy
sand. They should also be able to point out 2. I planted; that
rhyme at the ends of some of the lines. 3. the night will fold up and file away my
Students might say that these sounds give paper; that
the poem a musical quality. 4. I admire: whom
2. Students should notice the repetition of the 5. When ironing: he was
words dark and darkness. the repetition of B. Suggested response:
the phrase come to us and the repetition of Poems often present details of nature poets
the word soaring. They should also point observe in their everyday lives. In "The
out the words he-rain and she-rain. These Wind-tapped like a tired Man." the speaker
words reflect the Navajo interest in nature. recognizes the wind is like a tired man.
The repetition is appropriate in this piece While home one day. the speaker invited the
because it is a ceremonial chant. wind inside and observed its unique look
and sound. In "A Pace Like That," the
Literary Focus: Musical Devices (p. 232)
speaker describes a lemon tree he admires.
Suggested responses: He knows he must live his life at a slower
1. Students should list the words wondrous. pace in order to see the growth of its
unnumbered. enormous, winnow, giant. branches and leaves.
slumbering. and green. All repeat m and n

sounds. They might also point out the t Reading Strategy: Paraphrase (p. 235)
sound in the words grot and secret. Suggested responses:
2. Students should point out the long e sound 1. The wind tapped quietly and gently on my
in words such as seaworms. sleep. heat. door. I politely invited the wind to enter my
deep. and seen. home. Because wind is as formless as air,
3. Students should notice the s sound in the it could not sit in a chair as a typical guest
words sound. steel. stones. and scythes. might.
4. The word slushy imitates the sound of wet 2. As you go through life. people might criti
sand. and the word spurt imitates the cize your actions and try to tell you what to
sound of a striking match. do. They will give free advice. even when it
is not welcome or helpful. You have to re
member that you are your own person, re
sponsible for your own actions, and must
do what you know is right.

Literary Focus: Figurative Language B. 1. When he was twenty-three, Keats fell
(p. 236) hopelessly in love.
Suggested responses: 2. His best-loved odes reveal the depth of
1. She describes the wind as a "timid Man" his thought and passion.
who flits in an agitated manner around her 3. Keats left letters that give a close-up look
home and then leaves. This description re at his life.
minds readers of the different movements
of wind. particularly of the way in which Reading Strategy: Identify the Speaker
wind often comes up quickly and quietly (p.239)
and then changes direction-like an agi Suggested responses:
tated and timid person. 1. Two
2. He compares living life at a fast pace to 2. The first provides none but his interest in
reading a newspaper and living life at a the knight and his deSCription of the sea
slow pace to the way in which a child son. The second, the knight, is described
learns to read or the way in which a person primarily by the first.
deciphers an inscription on an ancient 3. Lines 1-12 first speaker: all thereafter, the
tombstone. This comparison creates pic knight
tures in the minds of readers. They can 4. Provides the setting.
picture the slow, deliberate way in which a
5. The shift is not immediately apparent; the
small child reads and the slow, thoughtful
recognition comes from the context of the
way a person might read an ancient tomb
rest of stanza four.
stone.
6. Three
3. She writes about morning as if it were a
new sheet of paper. Readers can picture a 7. The Color-Sergeant has seen executions
blank sheet of paper inviting words and before and Files-On-Parade was a friend of
then relate that image to the start of a new Deever's. No real details about narrator's
day, which is full of possibilities. personality, except he too speaks in dialect,
so he must be a soldier.
4. He writes about the grandfather's hand as
if it were the man's whole self. To the S. Files-On-Parade clearly dreads the execu
speaker. the hand represents the true tion and the Color-Sergeant grimly endures
essence of the grandfather. and comments upon it. Third narrator ex
presses only the fact of the execution.
"La Belle Dame sans Merei" Literary Focus: Narrative and Dramatic
by John Keats Poetry (p. 240)
"Danny Deever" by Rudyard Kipling Suggested responses:
A. 1. (Provided)
Build Vocabulary (p. 237) 2. I met a beautiful. mysterious lady in the
A. Suggested responses: woods. I gave her flowers and we spent
1. Ajourney is a trip; the connection is a day's the day together.
travel or using days to travel. 3. She took me to her home, we kissed,
2. Journalism is reporting, from keeping a and I fell asleep.
journal, Le.. a daybook of events. 4. I had a horrible dream in which others
3. To adjourn is to quit (for the day, originally). whom she had deceived appeared to me.
4. Ajourneyman is one who labors in various I realized I could never have her, and I
places. i.e., a day laborer. awoke alone.
B. 1. d 2. a 3. b 4. c 5. e 5. And now here I am alone and thoroughly
miserable.
Build Grammar Skills: Hyphens (p. 238) B. 1. The speaker is the Color-Sergeant. He
A.1. N voices grim dread.
2. M 2. The speaker is the unnamed narrator. He
3. N reveals his knowledge of military customs.

"La Belle Dame sans Merei" 2. The poem that seems most like a story is
by John Keats
"The Moon at the Fortified Pass."
"Danny Deever" by Rudyard Kipling
3. J ade Pass is a gap in the Great Wall of
(continued)
China.
3. T he speaker is Files-on-Parade. He won 4. The image of a young girl opening and clos
ders at the tum of events that has ing her fist to ward off death is the most
brought a close acquaintance to execu striking image.
tion.
5. T he poem that I most enjoyed was "Some
4. The speaker is the unnamed narrator. Like Poetry."
He indicates that despite their revulsion
at his execution, the soldiers have still Reading Strategy: Read in Sentences
been disgraced by Deever. (p.243)
5. The speaker is the Color-Sergeant, who Suggested responses:
alludes to the gruesome death-throes of 1. The exclamation point causes the reader to
the hanging Danny Deever. pause longer and to give greater emphasis
to the line.
"The Guitar" 2. T he lines from Jade Flower Palace" ex
U
by Federico Garcia Lorca

press four sentences or complete ideas.
"Making a Fist" by Naomi Shihab Nye
3. Commas and dashes indicate pauses, not
"Jade Flower Palace" by Tu Fu
full stops, so it is not a reasonable conclu
sion. Not every line in "What Are Friends
"The Moon at the Fortified Pass"
For" expresses a complete thought. Some,
by Li Po like the last line, express more than one
"What Are Friends For" thought.
by Rosellen Brown 4. Reading these lines as full sentences gives
"Some Like Poetry" the effect of checking items off a list-a list
by Wiseawa Szymborska of things that people like.
Build Vocabulary (p. 241) Literary Focus: Lyric Poetry (p. 244)
A.1. F Suggested responses:
2.T 1. traditional; sound of guitar; sadness, long
3. F ing; mournful, melancholic
4. F 2. free verse; childhood car trip, fear of death;
5. T sick, fearful, childlike faith and hope; lone
6. F liness. quiet personal strength
B. 1. c 2. a 3. b 3. traditional; ruined palace; awe. wonder at
greatness passed; wistful, reflective
Build Grammar Skills: Adjectival Modifiers 4. traditional; soldiers looking at moon; dis
(p.242) tance from loved ones. passage of history
A. 1. of it; pathos and time; longing, separation
2. split wide inside my skin; melon 5. traditional; conversation between mother
3. without morning; evening and daughter; reserved observation of
4. who am still living: I mother's bitterness; appreciation, warmth,
closeness
5. watching palm trees swirl a sickening
pattern past the glass; I 6. free verse; poetry; few people like poetry;
B. Suggested responses
reverence for poetry despite obstacles and
public opinion
1. The poet who wrote «Making a Fist" is
Naomi Shihab Nye.

Sonnet 18 by William Shakespeare
1. blazing sun, squinting against sunlight; Al
"The Waking" by Theodore Roethke
though beautiful and enjoyable at times. a
summer day can sometimes be too hot.
Tanka by Ki no Tsurayuki and Priest
2. worm very small compared to winding

Jakuren
stair, progress extremely slow, almost im

Haiku by Matsuo Bash6 and
perceptible; Waking can be a very slow, al
Kobayshi Issa
most imperceptible process.
Build Vocabulary (p. 245) 3. blowing snow. ice-cold water of river, dark
A. 1. North Carolina
and cloudy sky; The weather is bItter and
uninviting.
2. ajudge
4. enormous mountain covered in fir trees. lit
3. steel
by moonlight; evokes feelings of isolation
4. eating an entire bag of chips
5. water flowing from a spigot onto green
B. 1. lunar grass; peaceful scene
2. lunar 6. light showers, blooming trees and flowers,
3. temperate warmth; creates an inviting. warm feeling
4. Lunar
Literary Focus: Poetic Forms (p. 248)
5. lunar
6. temperate
1. Shakespearean sonnet; fourteen lines,
Build Grammar Skills: Noun Clauses (p. 246) rhyme scheme of abab cdcd ejej99
1. what haiku aim to achieve; predicate noun 2. villanelle; three-line stanzas ending with
2. that the sonnet Is Shakespearean; direct four-line stanza, two refrain lines ("I wake
object to sleep, and take my waking slow. I I
3. What matters most; subject learn by going where I have to go.")
4. whatever they see; direct object 3. tanka; five unrhymed lines of between five
and seven syllables. single image
5. what the haiku means; object of preposition
4. tanka; five unrhymed lines of between five
6. That the haiku has remained unchanged
and seven syllables, single image
for centuries; subject
5. haiku; three unrhymed lines of 5-7-5 sylla
7. when our weather is most temperate; pred
bles. image from nature (water spilling from
icate noun
camellia)
Reading Strategy: Envision the Imagery 6. haiku; three unrhymed lines of 5-7-5 sylla
(p. 247) bIes. image from nature (rat in rain at river)
Unit 10: Epics and Legends
from Don Quixote 3. A sonata is an instrumental (not vocal) mu

by Miguel de Cervantes sical composition. MUSic is sound.
4. A sonogram. also called an echogram. is a
Build Vocabulary (p. 249) visual pattern, usually a graph, of sound.
A. Suggested responses: B. 1. b. 2. b. 3. c 4. d. 5. a. 6. c 7. d 8. b
1. Sonar was originally an acronym for Sound 9. a. 10. d
Navigation and Ranging. High-frequency
sound waves are sent and their vibrations Build Grammar Skills: Gerund Phrases
measured when they strike an object. (p.250)
2. To resonate is to resound. echo, or vibrate. A. 1. Constant reading of chivalric romances
all having to do with sound. addled Quixote's wits. SUBJECT.

from Don Quixote order to gain fame and serve his country,
by Miguel de Cervantes (continued) he should become a knight and travel
2. Immersed in dreaming of knighthood, he around looking for adventure. 3. "Those
neglected his estate. OBJECT OF are giants, and if you are afraid, go away
PREPOSITION and pray whUe I fight them."
3. He loved the exquisite speaking and
magnificent fighting in the thrilling "Morte dtArthur"
books. OBJECT OF VERB. by Alfred, Lord Tennyson
4. His plan was somehow reliving those "Arthur Becomes King of Britain"
glorious days. PREDICATE NOUN. from The Once and Future King
B. Suggested responses: byT. H. White
1. Excessively flowery writing is one of the
targets of Cervantes' satire. Build Vocabulary (p. 253)
2. He mocked ornate writing that said little in A. 1. marvelous-full of marvel, in the sense
many words. of "causing marvel"
3. The style of elaborate writing in Medieval 2. humorous-full of humor
Romances no longer fit Cervantes' world. 3. disastrous-having the qualities of
4. His idea was the writing of parodies of the disaster
prose and dialogue of an earlier era. 4. thunderous-having the qualities of

thunder. loud and rumbling
Reading Strategy: Compare and Contrast B. 1. a 2. c 3. e 4. b 5. d
(p.251)
Suggested responses: Build Grammar Skills: Subjunctive Mood
Sancho Panza: Practical, literal, plain-spoken, (p.254)
materialistic; Don Quixote: Idealistic, unreal A. 1. were; if
istic; decorous; formal; Comic Effect: These 2. find; necessary
two see very different things in the same 3. were; as though
places. 4. return; suggests
Quixote's Vision: Shining armor, steed, noble B. Suggested responses:
lady, giants; Reality: Odd costume, nag, farm
1. If Sir Bedivere were obedient, he would
girl, windmills; Comic Effect: Misadventure,
have thrown the sword the first time.
almost slapstick, results from misperception.
2. King Arthur suggests that Bedivere pray for
Era of Knighthood: Flowery speech, courtly
him.
manners, supernatural contests, noble
quests; Modem Era: Blunt speech, direct ap 3. Bedivere hid the sword as though it were a
proach to goals; mundane daily life; busi souvenir.
nesslike life; Comic Effect: QUixote's ad 4. Arthur demands that Bedivere tell him
mirable hopes for the world don't match what he sees when he throws the sword in
reality, getting him in constant trouble. the lake.
Narrator's Language: Formal, elaborate, com 5. A rthur, in his weakness, requires that Be
plicated, high-flown; Plain Speech: Literal, divere help him into the barge.
brief, clear, low; Comic Effect: The lavish lan
guage becomes tongue-in-cheek as the nar Reading Strategy: Recognize Author's Atti
tude (p. 255)
rator mocks the language of romance by in
terruptions of reality in style and action. Suggested responses:
1. Not telling the truth was a betrayal to one
Literary Focus: Parody (p. 252) self and to what one believed in.
Answers will vary. Sample responses: 2. Tennyson doesn't describe a death so
1. He liked best the books of Feliciano de
much as a "going away" to heaL
Silva, especially his descriptions of devo
3. A rthur is shown as wise. understanding,
tion and battles. 2. He decided that in
and forgiving.

Literary Focus: Legend (p. 256) Reading Strategy: Making Inferences
Suggested responses: About Culture (p. 259)
1. The dying Arthur tells Bedivere that "More Suggested responses:
things are wrought by prayer/Than this 1. The only woman who appears in the selec
world dreams of." tion is Thataka. a demon. She was de
This reveals a Christian attitude toward the scribed as "beautiful and full of wild en
power of God. ergy" before she was cursed. Rama
hesitates to kill her: "For all her evil, she
2. It is deSCribed as a magical experience,
was still a woman." Given these details.
with Wart's heightened senses. animals ap
one can infer that in ancient India women
pearing to encourage the boy, and music in
were considered inferior to men.
the air.
2. One can infer that reUgion was an integral
The magical nature of the event makes it
part of everyday Ufe. Viswamithra and his
special and adds a mystical touch to the
purpose are greatly respected. Moreover.
idea of a boy destined to be king.
Vasishtha, the King's guide, is also a
3. T ennyson describes Arthur riding away in a priest. Many people come to the "pleasant
barge to a place where his "grievous grove" to make sacrifices.
wound" will heal. White indicates, in the
3. One might infer that Hinduism contains
title of his book. that Arthur is not dead or
many gods and goddesses. Of these deities.
will somehow return to the world to reign.
there are different levels or degrees; Thataka
is described as a demigod, while Shiva and
"Rama's Initiation" from the Vishnu are referred to as God Shiva and
Ramayana by R. K. Narayan God Vishnu. Also, elements of nature are
viewed as being controlled by godsvIndra,
Build Vocabulary (p. 257) god of rain and thunderclouds; Shiva, god of
A. 1. minor destruction; Yama. god of death.
2. minimize 4. King Dasaratha receives visiting dignitaries
3. minute and citizens; he makes himself accessible
B. 1. b 2. a 3. a 4. c 5. b 6. d 7. a 8. d 9. b to the people and makes judgments. There
fore, one can infer that rulers had absolute
Build Grammar Skills: Restrictive and Non authority and were respected.
restrictive Appositives (p. 258)
A. 1. Rama and Lakshmana accompanied the Literary Focus: Epic Hero (p. 260)
sage Viswamithra on his journey. Answers will differ. Sample responses:
2. Viswamithra transmitted two mantras, 1. Rama is strong enough to make the diffi
"Bala" and "Adi-Bala," to the young cult journey and brave enough to face
brothers. down the demon.
3. T hataka was the daughter of a yaksha, 2. When he defeats the demon. the gods of
a demigod. weaponry offer their services.
4. The great savant Agasthya punished her 3. T he desert land is filled with the possibility
for the misdeeds of her husband and of death; Rama is able to overcome it with
sons. his mantra and his arrows.
B. Suggested responses: 4. Rama learns Hindu ways from the sage as
1. Viswamithra wishes to make a sacrifice at he travels with him.
the sacred place Sidhasrama.
2. Vasishtha, the King's guide. pleads with from Sundiata: An Epic of Old Mali
Viswamithra not to leave. retold by D.T. Niane
3. His brother Lakshmana joins Rama on his
journey. Build Vocabulary (p. 261)
4. Thataka's sons, Mareecha and Subahu, A. 1. infirmary
also sought revenge for Sunda's death. 2. confirmation

from Sundiata: An Epic of Old Mali 2. This passage informs readers about what
retold by D.T. Niane (continued) Sogolon had to endure when he was a child
3. affirmation who could not walk. It also persuades peo
4. firmament ple to examine the behavior of Sassouma
B. 1. c 2. a 3. e 4. b 5. g 6. h 7. f 8. d and others who tum their backs on des
tiny.
Build Grammar Skills: Sentence Variety 3. T his passage informs readers about the im
(p.262) portant moment in which Sogolon Djata
A. Suggested responses: first stood. The passage also entertains
1. At three years old, Sogolon's son could only readers by describing the events in a slow,
crawl. detailed, suspenseful way. Readers are able
2. Hearing gossip about her son, Sogolon be to enjoy Sogolon Djata's exciting and tri
came frustrated. umphant moment.
3. Often, people discussed whether or not So 4. This passage persuades people to accept
golon Djata would ever walk. the greatness of Allah, who created the im
4. Knowing her own son could become king, portant and joyful day of Sogolon Djata's
Sassouma felt happy. first steps. It also informs readers about re
ligious tradition.
B. Suggested response:
5. This passage informs readers of Sogolon
After the death of Nare Maghan, Sogolon suf
Djata's strength and capabilities. It also en
fered. Spitefully, Sassouma banished So
tertains readers, who might enjoy hearing
golon and her son to a back yard of the
about the triumphant moment in which
palace. How miserable Sogolon was! Would
Sogolon Djata proves himself to those who
her son ever walk? To ease his mother's
ridiculed him. It is also an exciting and tri
pain, Sogolon promised to walk. When he
umphant moment for his mother, who suf

kept his promise, people were shocked.
fered along with him.

Reading Strategy: Storyteller's Purpose
(p.263) Literary Focus: Epic Conflict (p. 264)
Suggested responses: Suggested responses:
1. This passage informs people about destiny Sogolon Djata us. his mother. Sogolon Djata
and god's mysteries. It also persuades peo us. the gossips in the kingdom. and Sogolon
ple to believe in god and destiny. Djata vs. his lazier, taciturn nature-all of
which are resolved when he decides to walk.

Name _____________________________________________ Date _____________
"The Bridge" by Leopold Staff (text page 326)
"The Old Stoic" by Emily Bronte (text page 327)
"I Am Not One of Those Who Left the Land" by Anna Akhmatova (text page 328)
"Speech During the Invasion of Constantinople" by Empress Theodora (text page 329)
Reading Strategy: Author's Perspective

In fine art, perspective is a way of arranging lines so that they appear to the eye as they do in
reality. In literature, the author also arranges lines so that they portray a reality. The lines the
author uses, of course, are words, but the idea is the same. The view presented depends on the
perspective of the author, just as an artist draws a picture from a particular place.
Authors reveal their perspective in details. Sometimes these details are clear statements of
attitudes, as in Bronte's poem, or sometimes subtle deSCriptions. It might seem odd to describe
a conflagration, or fire, as "murky," until you consider smoke rising from smoldering villages as
Anna Akhmatova sees it.
DIRECTIONS: Use the following chart to help you analyze the author's perspective. Choose one of
the poems, and under the "Une" heading, copy a detail or line from the poem. Under the "Per
spective" heading, describe what that line tells you about the author's perspective.
Line Perspective
Line Perspective
Line Perspective
Line Perspective
© Prentice-Hall, Inc. Bridge/Stoic/Land/Speech 103

Name Date
"The Bridge" by Leopold Staff (text page 326)
"The Old Stoic" by Emily Bronte (text page 327)
"I Am Not One of Those Who Left the Land" by Anna Akhmatova (text page 328)
"Speech During the Invasion of Constantinople" by Empress Theodora (text page 329)
Literary Focus: Dramatic Situation

Circumstances and conflicts provide the ground from which a writer's material grows, Writ
ers respond to the particular world around them. just as you do. In some instances, as in Em
press Theodora's case, the situation is dramatic and easily grasped. Her life is in danger.
Should she stay or flee? Some dramatic situations may be less obvious, or may take place in
the mind and heart. Emily Bronte cares paSSionately about how she wants to live, and ex
presses her thoughts in her poem. Leopold Staff writes of the difficulty of doing-or even under
standing-what he must do.
A dramatic situation often calls for a choice. As you read each selection, consider what
choices are available to the speaker. What evidence in the work do you see of a dramatic situa
tion? What choice is finally made?
DIRECTIONS: Use these graphiC organizers to consider dramatic situations and choices in one or
more of the poems. In the first column, write what you think is the dramatic situation to which
the speaker must respond. In the second column, note words, images. or ideas that show what
that situation is. In the third column, list the choices that you think could be made in that sit
uation. In the last column. write the chOice made by the speaker.
Title of Poem:
---------------~-----~------------~---~
Title of Poem:
--r-----------~-----:__----
Dramatic Evidence of Choices Choic e

Situation Situation Available Made
----- --

Name ________________________________________________ Date _ _ _ _ _ __
Build Vocabulary
adding a suffix starting with either a vowel or a consonant. For example, when the suffix -ed is
added to the words repress and abash, the Word Bank words repressed and abashed are
formed.
Using the Root -pel-

The character of Lili Yang is able to communicate with Mrs. Pan because she was compelled
by her parents to learn Chinese, her family's native language. The verb compel contains the
root -pel-, which means "drive" or "push," so compel means "force or drive to do something."
A. DIRECTIONS: Read the following sentences and fill in each blank with the most appropriate
word from the list.
propel repellent impel
1. Her powerful speech should ______ people to take action.
2. Ivan asked the teacher. "What type of fuel is used to ___ a rocket"?
3. The strong scent of that candle is an effective insect _ __
Using the Word Bank

B. DIRECTIONS: In the blank, write the Word Bank word that would best replace the italicized
word or phrase.
1. Scholars deeply respect the writings of that philosopher. _________________
2. Ken walked away with an embarrassed look on his face. _____~__

3. I restrained. my urge to laugh out loud. _______________~_____________
4. The new laws Jorce all residents to recycle bottles and cans. _._____
5. She reacted angrily to their ungratefulness. _________
C. DIRECTIONS: Each question below consists of a word in CAPITAL LETfERS followed by four
lettered words and phrases. In the blank, write the letter of the word or phrase that is most
nearly opposite in meaning to the word in capital letters. Because some of the choices are close
in meaning. consider all the choices before deciding which is best.
1. CONTEMPLATIVELY: 2. ASSAIL: 3. REVERE:
a. mistakenly a. attack a. disrespect
b. rudely b. protect b. admire
c. quickly c. assist c. anger
d. thoughtlessly d. correct d. enjoy
© Prentice-Hall, Inc. The Good Deed 105

Name ____________________________ ~ ________________ Date _________
Build Grammar Skills: Adverb Clauses

A subordinate clause is a group of words that contains a subject and a verb but cannot
stand by itself as a complete sentence. An adverb clause is a type of subordinate clause that
modifies a verb, an adjective, or an adverb and is introduced by a subordinating conjunction
such as when, whenever, where. wherever, because, since, if. as, or why. Adverb clauses make
sentences clearer and more specific by explaining where, when, why. how. to what extent. or
under what conditions actions occur. Review the following sentences from "The Good Deed".
main clause adverb clause
Here in America the children are not taught as we were in China.
main clause adverb clause
Nevertheless, she thought over what he had said when she went back to the window.
A. Practice: In each of the following sentences, underline the adverb clause and circle the word
it modifies.
1. Mrs. Pan missed China because it was her birthplace and home.
2. She felt homesick whenever she thought of China's beauty and traditions.
3. Mrs. Pan's son worried since his mother seemed so unhappy.
4. Lili Yang, a family friend, impressed Mrs. Pan when she spoke Chinese and took an inter
est in China.
5. Mrs. Pan liked Lili as soon as she met her.
B. Writing Application: ReWrite each of the following sentences, adding one or more adverb
clauses to make each sentence more specific and informative.
1. Mr. Pan moved his mother to America.
2. Mrs. Pan observed her grandchildren.
3. Mrs. Pan took a special interest in Lili Yang.
4. Lili spoke Chinese.

~,-,.--~----------.--------------------
5. Mrs. Pan visited Mr. Lim.

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Prentice Hall

• Build Grammar Skills

UNIT 1: ON THE EDGE

Build Grammar Skills: Possessive Its vs. Contraction It's . . . . . . . . . . . . . . . . . . . . • •• 0 • • • • • 2

Reading for Success: Literal Comprehension Strategies. . . . . . . . . . . . . . . . . . . . · ........ 3

Literary Focus: Suspense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 0 •••• 0 ••• 5

"The Final Assault" from High Adventure by Edmund Hillary

with James Ramsey Ullman

Build Vocabulary: Word Roots: -voc- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Build Grammar Skills: Compound Predicates. . . 0 0 0 0 • 0 • • • • • 0 0 0 • 0 • • • • 0 • • • • 0 •• 0 • • • • 7

Reading Strategy: Distinguish Fact From Opinion . . . . 0 •• 0 0 0 0 0 • 0 • • • 0 • • • 0 •• 0 • 0 •• 0 • • 0 8

Reading Strategy: Context Clues. . . . . . . . . . . . . . . 0 • • • 0 • • • • • • 0 20

"Fear" by Gabriela Mistral

"Two Friends" by Guy de Maupassant

UNIT 2: STRIVING FOR SUCCESS

Reading for Success: Interactive Reading Strategies . . . . . . . .. 0 • • • 0 • • • • • • • 0 • • • • • • • • 32

"How Much Land Does a Man Need?" by Leo Tolstoy

Reading Strategy: Predict Outcome Based on Character Traits . . . . . . . . . . . . . . . . . . . . . . 37

Literary Focus: Parable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 • • • • • • • • • • 38

"Success is counted sweetest" and "I dwell in Possibility-" by Emily Dickinson

Build Grammar Skills: Subject and Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Reading Strategy: Make Inferences . . . . . . . . . . . . . . 41

Literary Focus: Stated and Implied Themes in Poetry . . . . . . . . . . . . 42

from My Left Foot by Christy Brown

© Prentice-Hall, Inc. Contents i

UNIT 3: CLASHING FORCES

Build Vocabulary: Word Roots: -fum-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 63

Build Grammar Skills: Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 64

Reading for Success: Interactive Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Literary Focus: Internal Conflict. . . . . . . . . . . . .... 67

"The Dog That Bit People" by James Thurber

Build Vocabulary: Prefixes: epi- . . . . . . . . . . . . .. ... 68

Build Grammar Skills: Correct Use of like and as if. · . . . . 69

Reading Strategy: Form Mental Images . . . . . . . · . . . . 70

Literary Focus: Humorous Essay. . . . . . . . . . . · . . . . 71

"Conscientious Objector" by Edna st. Vincent Millay

"A Man" by Nina Cassian

"The Weary Blues" by Langston Hughes

"Jazz Fantasia" by Carl Sandburg

Build Vocabulary: Word Roots: -chof- . . . . . . . . . ...72

Build Grammar Skills: Use of shall and will. . . . . . .73

Reading Strategy: Respond to Images and Ideas. . .74

Literary Focus: Tone. . . . . . . . . . . . . . . . . . ... 75

"Like the Sun" by R.K. Narayan

"Tell all the Truth but tell it slant-" by Emily Dickinson

Build Vocabulary: Word Roots: -gratis-. . . . . . . . . . . . · ... 76

Build Grammar Skills: Comparative and Superlative Forms · ... 77

Reading Strategy: Identify Consequences of Actions . · ... 78

Literary Focus: Irony. . . . . . . . . . . . . . . . . . . . . . · . . . . 79

"Hearts and Hands" by O. Henry

"The Fish" by Elizabeth Bishop

Build Vocabulary: Prefixes: counter- . . . . . . 80

Build Grammar Skills: Coordinate Adjectives · . . . . 81

Reading Strategy: Predict Story Events . . . .. .. 82

Literary Focus: Surprise Ending. . . . . . . . · . . . . 83

from Desert Exile: The Uprooting of an American Family by Yoshiko Uchida

"Remarks Upon Signing a Proclamation Concerning Japanese American Internment

During World War nn by Gerald Ford

Build Vocabulary: Word Roots: -curs­ . . · .84

Build Grammar Skills: Adjective Clauses. · . 85

Reading Strategy: Prior Knowledge. · . 86

Literary Focus: Writer's Purpose

ii Selection Support © Prentice-Hall, Inc.

Build Vocabulary: Word Roots: -curs . . · .84

Build Vocabulary: Prefixes: pro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Build Vocabulary: Prefixes: mono . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Build Vocabulary: Word Roots: -pel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105