Professional Documents
Culture Documents
Literature
LITERARY COMPANION
Grade 9
Volume A
Program Chief Editor: Pam Carey
Program Consultant Editor: Julia Lee
Program Editors: Mary Harvey, Susanna Brougham, Cynthia Guidici, Ellen Whittier, Cecelia Munzenmaier
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ISBN 978-1-78556-895-4
Printed in U.A.E.
ii
CContents
ontents
Grammar
Grammar Handbook
Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi. vi
Writing
Writing
Handbook
Handbook
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xvi
. xvi
Unit11 Face
Unit Faceto
toFace
Face
Amy TanTanTwo
Amy Two
Kinds
Kinds
from TheThe
from JoyJoy
Luck Luck ClubClub
READING
READING SKILL:
SKILL: M aMkea keI nferen
I nferen c e cs e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvixxvi
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S eleS ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: S lang
S lang in in D ialoD ialo guegue . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 3 3
L ANGUAGE
L ANGUAGE SKILL:
SKILL:P roPnroonuno un A gre
A gre
ement ement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4
WRITING
WRITING SKILL:
SKILL:WrWri tei te
D iar
D iar
y EyntErntiersie.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 6
SPEAKING
SPEAKING AND
AND LISTENING:
LISTENING: P rePsreents ent Yo Yo ur ur D iar D iary EyntErntiersie. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 7
COMPARING
COMPARING TEXTS
TEXTS
Adam
Adam GopnikLOL!
Gopnik LOL!
Lauren
Lauren
andand
Victoria
Victoria CoaxumParents,
Coaxum Parents,Teens,
Teens,
and
and
Technology:
Technology: Bridging
Bridging thethe Generation
Generation Gap Gap
READING
READING SKILL:
SKILL:
M aMkea keI nferen
I nferen c e cs e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 8
VOCABUL
VOCABUL ARYARY
SKILL:
SKILL: S eleS ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 10
VOCABUL
VOCABUL ARYARY
STRATEGY:
STRATEGY: D enD en
ot at
otio atnioand n and C oCnno nn ot atotio atnio.n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 11
L ANGUAGE
L ANGUAGE SKILL:
SKILL:C oCr re
o rcret ing
c t ingVague
Vague P roPnroonuns o uns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 12
WRITING
WRITING SKILL:
SKILL:WrWr
i tei te
a Sa hSohr to rSt toSrtoy r.y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 14
SPEAKING
SPEAKING AND
ANDLISTENING:
LISTENING: PerPer
fo rfomr m Yo Yo ur ur S toSrtoy r y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 15
Helen
Helen ZughaibStories
Zughaib StoriesMyMy
Father
Father
Told
Told
MeMe
READING
READING SKILL:
SKILL:A nal y zey ze
A nal a Sa ubje c t cint in
S ubje D i fDferent
i f ferent M eMdiums e diums. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 16
VOCABUL
VOCABUL ARY
ARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 18
VOCABUL
VOCABUL ARY
ARYSTRATEGY:
STRATEGY: E nglish
E nglish WoWo rd srdfsrom f rom A r Aa bic
r a bic . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 19 19
L ANGUAGE
L ANGUAGE SKILL:
SKILL:D eDpeendp end
entent andand I ndI nd
e peendp end entent C lausC laus e s e.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 20
WRITING
WRITING SKILL:
SKILL:WrWr
i tei te
ananA rgument
A rgument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 22
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: D isDcus
is cuss Yos Yo
ur ur A rgument
A rgument . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 23 23
ElsaElsa MarstonIn In
Marston Line
Line
READING
READINGSKILL:
SKILL:
A nal
A nal
y zey ze C omplex
C omplex C har
C har
ac ac
terter s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 24
VOCABUL
VOCABUL
ARYARY
SKILL:
SKILL: S eleS ele c t io
c tnioVo
n Voc a cbular
a bulary . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 26
VOCABUL
VOCABUL
ARYARY
STRATEGY:
STRATEGY: M ul Mtuliple
t iple
- M-eManing
e aning WoWo rd srd s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 27
L ANGUAGE
L ANGUAGE
SKILL:
SKILL:R eRs et rsict rtic
i ve
t i ve
andand N oNnre
o nre
s t rsict rtic
i ve
t i ve
C lausC laus e s e.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 28
WRITING
WRITING
SKILL:
SKILL:WrWr
i tei te
a Lai ter L i ter
ar yarAy nal
A nal
y sis
y sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 30
SPEAKING
SPEAKINGAND
ANDLISTENING:
LISTENING: P arP taricip
t icip
ateatein ina Da isDcus is cus siosio n n. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 31
COMPARING
COMPARING TEXTS
TEXTS
Edgar
EdgarAllan PoePoeTheThe
Allan Cask
Cask
of of
Amontillado
Amontillado
William
William BlakeA Poison
Blake A PoisonTree
Tree
READING
READING SKILL:
SKILL:A nal
A nal
y zey ze
anan A uAt huot hr ’s
o r ’s
C hCoic
h oic
e s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 32
VOCABUL
VOCABUL ARY
ARY
SKILL:
SKILL: S ele
S ele
c t io
c tnioVo
n Voc a cbular
a bulary . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 34
VOCABUL
VOCABUL ARY
ARY
STRATEGY:
STRATEGY: S ySn yonnyo ny
msms and andA nto
A nto ny ny msms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 35
L ANGUAGE
L ANGUAGE SKILL:
SKILL:P unP un
c t uat
c t uat
inging D ialo
D ialo guegue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 36
WRITING
WRITING SKILL:
SKILL:WrWr
i tei te
a Lai ter
L i ter
ar yarAy nalA nal
y sis
y sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 38
SPEAKING
SPEAKING AND
AND LISTENING:
LISTENING: PerPerfo rfomr m a Sa cSene
c ene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 39
Performance
Performance
Task:
Task:
Write
Write
a Fictional
a Fictional
Narrative
Narrative
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 40
Contents
Contents iiiiii
CContents
ontents
Unit22 The
Unit TheNatural
NaturalWorld
World
Annie
Annie DillardLiving
Dillard Living
Like
Like
Weasels
Weasels
READING
READING SKILL:
SKILL:A nal y zey ze
A nal F igur
F igurat iat
vei ve L anguage
L anguage . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 44 44
VOCABUL
VOCABUL ARY
ARYSKILL:
SKILL: S eleS ele
c t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 46
VOCABUL
VOCABUL ARY
ARYSTRATEGY:
STRATEGY: U sUe sae Tahe T hes aur
s aurus us. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 47
L ANGUAGE
L ANGUAGE SKILL:
SKILL: P arP taricipial
t icipial P hrP ahrs ae s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 48
WRITING
WRITING SKILL:
SKILL:C oCndu
o ndu c t cRt eRs e sarch
e arch . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 50 50
SPEAKING
SPEAKING AND
AND LISTENING:
LISTENING: S hare
S hare Yo Your ur N ote N ote s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 51
COMPARING
COMPARING TEXTS
TEXTS
Cynthia
Cynthia BarnettOrigins
Barnett Originsfrom Rain:
from Rain:
A Natural
A Natural and and Cultural
Cultural History
History
Kazim Ali AliRain
Kazim Rain
READING
READING SKILL:
SKILL:
A nal
A naly zey ze a Sa eSquen e quenc e cofe ofI d eI da es aosr oErvent E vent s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 52
READING
READING SKILL:
SKILL:
A nal
A naly zey ze To Tonene and and C oCnno nnot at
otio atns io ns. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 54 54
VOCABUL
VOCABUL ARY ARY
SKILL:
SKILL: S eleS elec t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 56
VOCABUL
VOCABUL ARY ARY
STRATEGY:
STRATEGY: D omain
D omain - S -pSepciefci
icf icWoWo rd srd.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 57
L ANGUAGE
L ANGUAGE SKILL:
SKILL: A dje
A djec t icval
t i val
and andA dAverd ver
bial bial P hrP ahrs ae ss.e s. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 58 58
WRITING
WRITING SKILL:
SKILL:WrWri tei te
a Poa Po emem . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 60 60
SPEAKING
SPEAKING AND
ANDLISTENING:
LISTENING: H oldH old
a Ga roG upro up D isDcus is cus siosio n .n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 61
Jane
Jane GoodallFirst
Goodall First
Observations
Observations
from In In
from thethe Shadow
Shadow of ofMan Man
READING
READINGSKILL:
SKILL:A nal y zey ze
A nal C ent
C ent r alr al
I d eI da es aand
s and D etDails
et ails. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 62
VOCABUL
VOCABULARY
ARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 64
VOCABUL
VOCABULARY
ARYSTRATEGY:
STRATEGY: R oRotosotand s and A f fAi fxe
f i xe
s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 65
L ANGUAGE
L ANGUAGESKILL:
SKILL: M isMplac
is plac
e deandd and D angling
D angling M oMdiofdi ierf ier
s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 66
WRITING
WRITINGSKILL:
SKILL: WrWr
i tei te
a Ra eRs ep sopnso ns
e toe to L i ter
L i ter
at ure
at ure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 68
SPEAKING
SPEAKINGANDAND LISTENING:
LISTENING: H old H olda Sa oScroat cricat ic
S eminar
S eminar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 69
Sy Sy MontgomeryDeep
Montgomery Deep
Intellect
Intellect
READING
READING SKILL:
SKILL:
A nal y zey ze
A nal A uAt huot hr ’s
o r ’sPointPoint of of V iew V iew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 70
READING
READING SKILL:
SKILL:
A nal
A nal
y zey ze
a Sa ubje
S ubje c t cint in Two Two M eMdiums e diums . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 72 72
VOCABUL
VOCABUL ARYARY
SKILL:
SKILL: S ele
S ele
c t io
c tnioVo n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 74
VOCABUL
VOCABUL ARYARY
STRATEGY:
STRATEGY: S had
S had e s eof s of M eManing e aning . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 75 75
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVer
b Pb hrP ahrs ae s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 76
WRITING
WRITING SKILL:
SKILL:
WrWr
i tei te
ananA rgument
A rgument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 78
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: R eRade ad and and D isDcus is cus s As rgument
A rgument s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 79
COMPARING
COMPARING TEXTS
TEXTS
Dr.Dr.
Sally
Sally BoysenNew
Boysen New Caledonian
CaledonianCrows
CrowsHookHook a Treat
a Treat from
from TheThe Smartest
Smartest Animals
Animals onon thethe PlanetPlanet
AesopTheThe
Aesop Crow
Crowand
and
thethe
Pitcher
Pitcher
READING
READING SKILL:
SKILL: D eter
D etermine
mine a Taheme T heme o r oCr ent C ent r alr al I d eI da e a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 80
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 82
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: P atPterat ter
ns ns of of WoWo rd rd C hange
C hange s .s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 83
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVerb M b oMoodos d. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 84
WRITING
WRITING SKILL:
SKILL: WrWr
i tei te
a Na arN raratriat
vei ve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 86
SPEAKING
SPEAKING ANDAND LISTENING:
LISTENING: D isDcusis cuss Isd eI da es a.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 87
Performance
Performance
Task:
Task:
Write
Write
an an
Argument
Argument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 88
iviv Contents
Contents
CContents
ontents
Unit33 Powerful
Unit PowerfulWords
Words
Wangari
Wangari MaathaiNobel
Maathai Nobel
Peace
Peace
Prize
Prize
Lecture
Lecture
READING
READING SKILL:
SKILL:
A nal
A naly zey ze
C ent
C entr alr al
I d eI da es a.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 92
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 94
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: Et yEtmolo
y molo g y g. y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 95
L ANGUAGE
L ANGUAGE SKILL:
SKILL:E liminate
E liminate WoWo rdine
rdine s s sand
s and R eRdund e dund anan c y c. y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 96
WRITING
WRITING SKILL:
SKILL:
WrWri tei te
ananI nfo
I nfo
r mat
r mati vei ve TexTex t .t .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 98 98
SPEAKING
SPEAKING ANDAND
LISTENING:
LISTENING: D isDcus
is cus s Yo s Your ur R eRpeopr to.r t. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 99
COMPARING
COMPARING TEXTS
TEXTS
Latifa
Latifa al-Zayyatfrom
al-Zayyat TheThe
from Open
OpenDoor
Door
Elizabeth
Elizabeth AlexanderPraise
Alexander Praise
Song
Song
forfor
thethe
Day
Day
READING
READING SKILL:
SKILL:A nal
A naly zey zet het heD evelo
D evelo pment
pment of of a Taheme T heme . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 100
. 100
READING
READING SKILL:
SKILL:A nal
A naly zey zeC ulCtulurt al
ur al
PerPers p sepc et icve
t i ve
s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
. 102
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele
S elec t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
. 104
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: B aBs ae sWo
e Wo rd srdand
s and R oRotosot. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
. 105
L ANGUAGE
L ANGUAGE SKILL:
SKILL:A cAt icve
t i ve
and and P aPs asisve
si veVoicVoic e .e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
. 106
WRITING
WRITING SKILL:
SKILL:WrWri tei te
a Lai ter
L i ter
ar yarAy nal
A nal
y sis
y sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
. 108
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: D isDcus
is cuss Yos Yo
ur urL i terL i ter
ar yarAy nal A nal y sis y sis . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 109
. 109
ElifElif ShafakTheThe
Shafak Politics
Politics
of of
Fiction
Fiction
READING
READING SKILL:
SKILL:
A uAt huot hr ’s P urP purops oe s .e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
o r ’s 110
. 110
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele S ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
. 112
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: S ySn yonnyo ny
msms and and A nto A nto ny ny msms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
. 113
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVer b M b oMoodos d. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
. 114
WRITING
WRITING SKILL:
SKILL:WrWri tei tea Ra eRs ep sopnso ns
e to e to L i ter
L i terat ureat ure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
. 116
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: E valuate
E valuate a Sa pSepe eche ch . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 117
. 117
Elisabetta
Elisabetta Intini10 10
Intini Reasons
ReasonsWeWe
Should
ShouldBeBe Exploring
Exploring Space
Space
READING
READINGSKILL:
SKILL:A nal
A nal
y zey ze
anan A uAt huot hr ’s
o r ’sC laims
C laims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
. 118
VOCABUL
VOCABULARY
ARY
SKILL:
SKILL: S ele
S ele
c t io
c tnioVon Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
. 120
VOCABUL
VOCABULARY
ARY
STRATEGY:
STRATEGY: U sUe sRe eferen
R eferen c e cSe oSurc o urce s e.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
. 121
L ANGUAGE
L ANGUAGESKILL:
SKILL:N oNuno un P hrP ahrs ae s e .s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
. 122
WRITING
WRITINGSKILL:
SKILL:WrWr
i tei te
a Lai ter
L i ter
ar yarAy nal A nal y sisy sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
. 124
SPEAKING
SPEAKINGAND
AND LISTENING:
LISTENING: P rePsreent s ent a Sa pSepe eche ch . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 125
. 125
COMPARING
COMPARING TEXTS
TEXTS
Richard
Richard Wrightfrom
Wright Black
from Black
Boy
Boy
Shin
Shin Dal-JaBlank
Dal-Ja BlankPaper:
Paper:
Part
Part
OneOne
READING
READING SKILL:
SKILL:
A nal
A nal
y zey zeWoWo rd rdC hCoich oice . e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
. 126
READING
READING SKILL:
SKILL:
O bje
O bje
c t icve
t i ve
S ummar
S ummar ie sie. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
. 128
VOCABUL
VOCABUL ARYARY
SKILL:
SKILL: S eleS elec t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
. 130
VOCABUL
VOCABUL ARYARY
STRATEGY:
STRATEGY: I dioms
I dioms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
. 131
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVer
b Pb hrP ahrs ae s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
. 132
WRITING
WRITING SKILL:
SKILL:
WrWr
i tei te
a Lai terL i ter
ar yarAy nalA nal y sisy sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
. 134
SPEAKING
SPEAKING AND
ANDLISTENING:
LISTENING: P rePsreent
s ent a Da r Damat r amat ic ic R eRading e ading . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 135
. 135
Performance
Performance
Task:
Task:
Write
Write
an an
Opinion
Opinion
Essay
Essay
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
. 136
Acknowledgments
Acknowledgments
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
. 141
Contents
Contents v v
Language and Grammar Handbook
PARTS OF SPEECH ► My mother herself told me the story.
Noun – a word that refers to a person, place, thing, or • Relative pronouns – that, which, whichever, who,
whoever, whom, whomever, whose. Relative
idea. Nouns can be classified in different ways.
pronouns introduce relative clauses.
► Common and proper nouns ► Mahmud is the student who won the award.
• Common nouns refer to a general person, place, • Interrogative pronouns – what, which, who/whom/
or thing rather than a specific one. They are not whose. Interrogative pronouns are used to ask
capitalized unless they are the first word of a questions.
sentence.
► Who left the backpack in the hallway?
► The doctor is running behind schedule.
• Some pronouns, such as who and which, can serve
• Proper nouns refer to a specific person, place, or as relative pronouns and interrogative pronouns.
thing. They are capitalized. When joining two ideas, they are classified as relative
► The nurse told me Doctor Andrews is running behind pronouns. When used in a questioning sense, they
schedule. are classified as interrogative.
► Singular and plural nouns ► Relative: I returned the book, which was overdue.
• Singular nouns refer to only one person, place, thing, ► Interrogative: Which would you like to see first?
or idea. • Demonstrative pronouns – this, that, these, those,
► The dog chased the squirrel. neither, none. Demonstrative pronouns point out
• Plural nouns refer to more than one person, place, particular persons, places, things, or ideas.
thing, or idea. ► Singular: This is a pleasant beach to visit.
► The students passed in their papers. ► Plural: Those are stunning paintings.
Pronoun – a word that takes the place of an • Demonstrative pronouns functioning as adjectives.
antecedent—that is, a noun or a noun phrase. Pronouns When this, that, these, those, or neither appears with a
can be classified as singular (taking the place of a single noun, it is considered an adjective.
person, place, thing, or idea) and plural (taking the place ► Pronoun: I just finished the race. That was exciting!
of more than one person, place, thing, or idea). ► Adjective: That pencil needs to be sharpened.
► These are the main types of pronouns. • Indefinite pronouns –Indefinite pronouns refer to
• Personal pronouns – I, you, she/he/it, we, they, me, one or more people or things that are not specifically
her/him, us, them. Personal pronouns take the place identified. Examples include something, somewhere,
of a person or group of people doing something or anything, everybody, nowhere, no one, some, all,
having a certain quality. many, each, any, both.
• Possessive pronouns – my/mine, your/yours, her/ ► Everybody lives somewhere.
hers, his, its, our/ours, their/theirs. Possessive • Reciprocal pronouns – each other, one another.
pronouns show that the antecedent owns or Reciprocal pronouns point to a shared action or a
possesses something relationship.
• Reflexive pronouns – myself, yourself, herself/ ► The twins gave each other birthday gifts.
himself/itself, ourselves, themselves. A reflexive
pronoun refers to the subject of the sentence. ► Pronoun case
► Donna bought herself a new dress. • Subjective case – the pronoun (I, you, she/he/it, we,
• Intensive pronouns – myself, yourself, herself/ they, who) is used as a subject.
himself/itself, ourselves, themselves. An intensive ► You have a new neighbor.
pronoun appears close to the noun or noun phrase it ► Who moved my notebook?
names; it emphasizes its antecedent.
vi Language and Grammar Handbook
• Objective case – the pronoun (me, you, him, her, ► Cheryl did promise she would be here.
it, us, them, whom) is used as an object of a verb or ► I could listen to this song all day.
preposition.
► Hand the money to me, please. ► Principal verb forms – Verbs whose past tense and past
participle are formed by adding -ed to the base form are
► Give me a little more time.
called regular verbs. The base form is the same as the
► To whom should I address my letter? present-tense form. Verbs that do not follow this pattern
• Possessive case – the pronoun (my/mine, your/ are irregular verbs. Here are examples.
yours, her/hers, his, its, our/ours, their/theirs) shows • Regular verb
ownership. ► Base form: play
► That’s my sister on stage.
► Past tense: played
► The owl turned its head toward the noise.
► Present participle: playing
Verb – a word that shows action or being. Types of verbs ► Past participle: played
include action verbs, linking verbs, and helping verbs.
• Irregular verb
► Types of verbs ► Base form: buy
• Action verbs tell what the subject of the sentence ► Past tense: bought
does.
► Present participle: buying
► The baby cried for her mother.
► Past participle: bought
► The car zoomed around the corner.
• Action verbs can be transitive or intransitive. ► Verb tense tells when the action in a sentence occurs.
Transitive verbs must have a direct object—a noun. • The three main tenses are present tense, past tense,
Usually intransitive verbs do not make sense without and future tense.
an object. Transitive verbs do not need a direct ► Simple present: I play.
object.
► Simple past: I played.
► Transitive verb with direct object: She needs a friend.
► Future: I will play.
► Intransitive verb: He waited.
• Linking verbs link the subject of a sentence to more • Progressive tense shows ongoing action.
information about it. The most common linking verbs ► Present progressive: I am playing.
are the forms of to be: am, is, are, was, and were. ► Past progressive: I was playing.
They also include verbs related to the senses: look,
► Future progressive: I will be playing.
sound, feel, taste, and smell. Other common linking
verbs are seem, appear, and become. • Perfect tense describes actions with an end point.
► The peaches are ripe. ► Present perfect: I have played.
► That jacket looks great on you! ► Past perfect: I had played.
► My friend was happy to see me. ► Future perfect: I will have played.
• Helping verbs assist the main verb. The most • Perfect progressive tense describes ongoing actions
common helping verbs are forms of be, have, and with an end point.
do. Other examples (known as modal helping verbs) ► Present perfect progressive: I have been playing.
include may, can, will, shall, could, would, should,
might, must, and ought. ► Past perfect progressive: I had been playing.
► Our father is waiting for us. ► Future perfect progressive: I will have been playing.
Solution: eread your writin sentence by • Break down the assignment so that you
sentence. Here is one strategy you might try: Start understand all of its parts.
• Include the exact words from the source. ► Using MLA for In-text Citations
• Use quotation marks to show that the words To cite a direct quote in the body of a research
are not your own. report:
• Use attribution phrases such as “Smith said” • Use attribution phrases such as “Smith said”
or “According to Smith” to cite the source in or “According to Smith” to cite the source in
your research report. your research report.
Direct quotations can be complete sentences or • Include the page number from the source in
they can be partial sentences that are integrated into parentheses at the end of the quotation.
one of your own sentences.
“America was where all my mother’s hopes lay. She had come here in 1949
after losing everything in China . . . There were so many ways for things to
get better.”
Evidence Inference
“America was where all my The narrator’s mother
mother’s hopes lay.” sees America as a place of
“after losing everything in new hope. She wants her
China” daughter to succeed and
“There were so many ways fulfill dreams that were
for things to get better.” beyond the mother's reach.
Readers can use inferences to learn more about people’s relationships. Notice how the
girl’s mother responds to Auntie Lindo in this passage.
Example 2
“‘She bring home too many trophy,’” lamented Auntie Lindo that Sunday . . .
And my mother squared her shoulders and bragged: ‘Our problem worser
than yours. If we ask Jing-mei wash dish, she hear nothing but music. It’s like
you can’t stop this natural talent.’”
Evidence Inference
“Our problem worser than The narrator’s mother is
yours.” proud and boastful. She
“she hear nothing but music” wants Auntie Lindo to think
“It’s like you can’t stop this the narrator has more talent
natural talent.” than Waverly.
Evidence Inference
“I got scared.”
2. Near the end of the story, the narrator’s mother gives her the piano. Reread pages 15
and 16. Then, fill in the chart to show how the narrator feels about the piano.
Evidence Inference
3. Why is it important to cite evidence from the story when making an inference?
Reading Skill 1
Vocabulary Skill: Selection Vocabulary
Two Kinds
abundance conspired listlessly reproach
asserting inevitable memorize rhythm
APPLY Complete the sentence to show you understand the meaning of the
boldface word.
1. We had an abundance of vegetables in our garden, so we .
2. Because rain was inevitable, we .
3. My brother and I conspired to surprise our mom by .
The phrase “something else” is slang for a person or event that stands out in some
way. By using this slang, the father acknowledges his daughter’s performance without
saying anything negative to hurt her feelings. He also avoids making a compliment
that would not be true.
Example 2
“‘What are you picking on her for?’ I said carelessly. ‘She’s pretty good.
Maybe she’s not the best, but she’s trying hard.’”
Pick on means “criticize unfairly.” In more formal dialogue, a character might say, “Why
are you criticizing her?” For a girl talking back to her mother, the slang term “picking on”
sounds realistic.
A pronoun shift is a mistake that occurs when a pronoun does not agree with the
number or person of the noun or nouns it replaces. You can usually correct the mistake
by changing the pronoun.
Example 1
her
The mother wanted she daughter to be a prodigy.
A pronoun should also match the gender of the person or thing it is replacing.
Example 3
his
Old Chong had lost her hearing many years ago.
2. The narrator and him mother watched old movies on they TV.
3. The narrator’s father showed he disappointment in the narrator after she talent show.
4. The girl practiced she piano every day to try and become a prodigy.
3. Write a short paragraph about the characters in “Two Kinds.” Use at least five pronouns.
Circle the pronouns. Make sure your paragraph is free of pronoun shifts.
Language Skill 5
Writing Skill: Write Diary Entries
Assignment: Write two diary entries, one for the narrator of “Two Kinds” and one for
her mother, each at a different point in the story. What is distinct about each character’s
thoughts and feelings? What does one have to say about the other?
To prepare, review your diary entries. Think about each character’s way of speaking.
Would she sound calm, excited, frustrated, or relieved when discussing the event in the
entry? Write your ideas on the chart.
As you read aloud, use your voice to convey the mother’s and daughter’s emotions.
When it’s your turn to listen, pay attention to your partner’s words and use of voice.
Then, as you discuss the writing experience with your partner, remember to do
the following:
• Speak clearly so that your partner can understand you.
• Listen carefully to your partner’s ideas. Avoid interrupting.
• Ask questions to find out more about your partner’s thinking.
“But recently he turned twelve, and in New York City, because everything is
a little accelerated, twelve is really thirteen. And when thirteen happens to
kids, as you all know, something profound changes.”
Readers can use personal experience to better understand articles like “Parents, Teens,
and Technology,” too.
Example 2
“We’re so accustomed to using the Internet that it seems almost natural, and
we often forget that it’s not. As a generation, we tend to know a lot more
about the Internet than our parents and members of older generations.”
“I said, ‘Yeah. So tell me, what’s your password?’ And he said, ‘It’s, uh,
Montreal Puck.’
It wasn’t exactly ‘Dad,’ but it was pretty close; it was something that we
had shared, and that secretly he had encoded as his way out into the world.”
2. Read the following sentence from “Parents, Teens, and Technology.” Then make an
inference about the relationship between the authors and their father.
3. The authors of “Parents, Teens, and Technology” say that teens are “just the people”
to teach the older generation about technology. Do you think the son in “LOL!” would
agree? Support your inference with information from both texts.
Reading Skill 9
Vocabulary Skill: Selection Vocabulary
“LOL!”
absorb adolescents mortality
accelerated autonomy prevalence
PRACTICE A. Fill in the blank with the word that best completes each sentence.
1. You have to look at every of a situation to really understand it.
2. The students are so to using computers, it’s easy for them.
3. Because of new medical technology, rates of have dropped.
4. The photographer was because he used technology in new ways.
PRACTICE B. Circle the letter next to the sentence that uses the vocabulary
word correctly.
1. accelerated a. The plant’s growth accelerated after we started using fertilizer.
b. The car accelerated when she put on the brakes.
2. prevalence a. The prevalence of cell phones makes it easy to talk to friends.
b. The boy could not find a pencil because of its prevalence.
3. absorb a. The book was so easy to understand, I could not absorb it.
b. Students easily absorb new information about technology.
4. autonomy a. We worked together because we value autonomy.
b. Our teacher wants us to develop autonomy by thinking for ourselves.
APPLY Use each word in a sentence that shows you understand the word’s meaning.
1. adolescents
2. influential
3. absorb
Some words have similar denotations but very different connotations. Read the three
sentences below.
All of these sentences mean that Sam concentrates on his work. However, each verb has
a slightly different connotation. In the first sentence, “thinks” has a neutral connotation.
In the second sentence, “focuses” has a positive connotation because it implies that Sam
is doing well. In the third sentence, “obsesses” has a negative connotation because it
implies that Sam is overly fixated on his work.
2. looked (negative)
3. mob (neutral)
The father didn’t understand the meaning of “LOL.” It made him feel
embarrassed.
It’s not clear what the pronoun It refers to in the second sentence. This problem often
arises with the pronouns it, this, which, and that. Adding a noun or a noun phrase can
correct the vague pronoun and clarify the sentence’s meaning.
Example 2
Sometimes a pronoun is vague because it has more than one possible antecedent. Look
at the following example.
Example 3
The pronoun he could refer to either Luke or his dad. You can add a noun or noun
phrase, or reword the sentence to fix the vague pronoun.
Example 4
Replace vague pronoun: When Luke messaged his dad, his dad smiled.
Or rewrite: Luke’s dad smiled when he received Luke’s message.
c. Some of you may have read about him over the years.
d. Luke sent instant messages to his father, which made him happy.
g. When teens and adults use technology, they have different methods.
2. Write a paragraph describing how you and your friends use technology. Include at
least four pronouns. Make sure all the pronouns have clear antecedents. Underline the
pronouns and circle their antecedents.
Language Skill 13
Writing Skill: Write a Short Story
Assignment: Write a brief short story in which a teenager and his or her parent (or
another older adult) have a “generation gap” experience involving technology. Include
ideas from the article and blog post you have read.
SEQUENCE OF EVENTS
1.
2.
3.
4.
Share your story with a partner, then decide who will play each role. One partner will be
the teenager, and the other will play the adult. If there are more than two characters in
your story, invite other students to join your group. Plan how you will act out each story.
Use dialogue from your story as you act out the story. When you’ve finished, perform
your partner’s short story. You may exchange roles if you wish.
As you perform your story, remember to do the following:
• Speak loudly and clearly so your class can hear you.
• Convey the character’s age, personality, and emotions through tone of voice,
posture, and gestures.
• Interact with your partner to show how the parent and teenager relate to each other.
• If it fits the story, consider using a sound effect, such as knocking at a door,
hand clapping, or yawning. Such effects should not detract from the overall
performance, though.