菡严 Education

Bothell, WA* Chic ago,!L*C olumbus, OH •New York, NY

Gover and Title Pages: Nathan Love

www.mheonline.com/readingwonders

盡■ Education

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ISBN: 978-0-02-118711-9
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1 2 3 4 5 6 7 8 9 Q V R 17 16 15 1 4 1 3 1 2
 A Reading/Language Arts Program

Program Authors
Diane August Jan Hasbrouck
Donald R. Bear Margaret Kilgo
Janice A. Dole Jay McTighe
Jana Echevarria Scott G. Paris
Douglas Fisher Timothy Shanahan
David Francis Josefina V.Tinajero
Vicki Gibson

Education
Bothell, WA* Chic agoJL^C olumbus, OH •New York, NY
 Excursio ns
A cro ss

The Big Idea

What can we gain from reading about past
civilizations?.......... .......... .................. ...... .88
■
Week 1 # Contributions

W
Vocabulary.................................................................................. 92
Empire of the S e a ...................... 94
Comprehension Strategy: Ask and Answer Questions.. 98
Comprehension Skill: Problem and Solution.....................99
Genre: Expository.....................................................................100
Vocabulary Strategy: Latin Roots........................................101
Writing: Ideas.............................................................................102

Vocabulary............................................................................... 106
The Democracy Debate....... 108
Comprehension Strategy: Ask and Answer Questions. . . 112
Comprehension Skill: Compare and Contrast.................113
Genre: Expository.....................................................................114
Vocabulary Strategy: Greek and Latin Prefixes...............115
Writing: Ideas.............................................................................116

Go Digital! Find all lessons on lin e at w w w .connected.m cgraw -hill.com .

W eek 3 # A ncient S o cie tie s
Vocabulary...................................................................................... 120
YaskuPs Mighty Trade..................................122
Comprehension Strategy: Make, Confirm, Revise Predictions........... 126
Comprehension Skill: Point of View...................................................127
Genre: Historical Fiction ....................................................................128
Vocabulary Strategy: Connotations and Denotations.........................129
Writing: Organization....................................................................................130

Vocabulary...................................................... . 134
Cusi#s Secret....................... 136
Comprehension Strategy: Make, Confirm, Revise
Predictions................................................................ 140
Comprehension Skill: Point of View....................... 141
Genre: Historical Fiction........................................... 142
Vocabulary Strategy: Greek and Latin Suffixes. . . 143
Writing: Sentence Fluency....................................... 144

W eek 5 • P ast and P re se n t

Vocabulary.................................................
» "Ozymandias" ••…
Genre: Poetry......................................................
Comprehension Skill: Theme...........................
Literary Elements: Rhyme Scheme and Meter
Vocabulary Strategy: Personification.............
Writing: Word Choice.........................................

7
Excursions
Across

What can we gain from reading

shnut nact riuili7atinnc?
伽 Past
T h e Past! the dark, unfathom^d retrospect!
T h e teem ing gulf! the sleepers and the shadows!
T h e past! the infinite greatness o f the past!
F or what is the present, after all, but a grow th
out o f the past?

—W alt 揪 “Passage to India”

 Weekly Concept Contributions .

P ^ ^ ^ ^ sse n tia l Question ^ )|

What contributions were
made by early civilizations?

90
If you had any doubt that ancient peoples
were skilled engineers, a visit to the Temple
of Amun-Re at Karnak in Luxor, Egypt,
(at left) would be enough to convince you.
Archaeologists believe the massive
sandstone blocks utilized in constructing
the 134 carved columns were hauled to
Karnak from 100 miles away.
(JftTa ■

^ Modern engineers are still puzzling over

how beams weighing 140,000 pounds were
lifted onto the tops of the 69-foot columns.

Write words you have learned

about the skills of ancient builders i
and artisans. Then talk with a
partner about what ancient x
buildings and artifacts tell us about 《

the people who made them.

 ce ss Words to Know
A

g | Vocabulary
Use the picture and the sentences to talk with a
partner about each word.

名 artifact We examined the ancient artifact to

figure out how it was made.
D escribe the oldest artifact you
have seen.

H communal At the picnic, we all ate together at a

communal table.
W hat is a synonym for communal?

m m m
s ls o 〕/ 6

derived Lemonade is derived from lemons.

.E
u u e wE

W hat types of foods and drinks can be

.s
ll!M^Jeqllsoq ou jBtnoqd/lplJEESQ

derived from apples?

a.

I:

inscnption The inscription that goes with her statue

quotes one of her famous speeches.
c ls f s IS C O / u e B J O S

W hat else might a statue's inscription

include?
steMS
ou)

92
 m illennium After ten centuries, a new millennium
began in the year 2000.
How many decades are there in one
millennium?

Kyle wrote formal thank-you notes on

special stationery.
How are the words stationery and
paper related?

You should utilize all tools safely.

D escribe some tools that are dangerous
if you utilize them incorrectly.

s
lm ow/J
cc

S os
Farmers use special plant food to increase ec

alJ
crop yields.

elQ l
K-

qJa
Why would farm ers want to produce

u/S
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cc e
ci'
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知々 LU
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Pick three words. Write three al

cn
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u
ll xud9/u

Use the online visual glossary aJ

pu

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uioA n9 {q

93
ou)
 Shared Read Genre • Expository Text

ire of

Read about the contributions made

by the ancient Phoenicians.

i
94
Between the Mountains
and the Sea
Around 1500 B.CVa remarkable
civilization began to develop. Squeezed
between tree-covered mountains to the
east and the Mediterranean Sea to the west,
tiny Phoenicia would flourish for more
than 1,000 years. During that m illennium ,
the Phoenicians would explore far beyond
their homeland and establish a trading empire. It was their
clever solutions to key problems that enabled them to thrive.

Resource Rich
Imagine what it was like to live in Phoenicia. Although your
country is not big in size, it is rich in resources. Cedar trees cover the
hills. Farmers grow many crops, including large yields o f grapes,
olives, and wheat. There are more than enough resources fo r your
own people. How will you profit from what you don't use?
To benefit from their resources, the Phoenicians began
producing various goods. For example, they cut cedar trees to
use as timber for building. They used the shells from a type
of snail called the mxirex to make a highly prized purple dye.
And as more than one ancient artifact shows, they also made
beautiful objects of glass. The Phoenicians believed they could
find buyers for all of these goods.

From Cedar Trees to Cargo Ships

Because o f Phoenicia's location, your neighbors include Greeks,
Egyptians, Hebrews, and other groups. These people are all possible
trading partners. The most practical way o f reaching them is to cross
the Mediterranean. But your merchants have access only to small
boats, which cannot hold much cargo. How will you transport your
goods to the people who want them?
95
 A Modern shipbuilders reproduce
the design s of Phoenician ships.
m
Archaeologists have been able
to utilize written records from
other civilizations to learn about the
Phoenicians. From those records,
they have derived evidence that
the Phoenicians constructed enormous cargo ships jfrom cedar
wood. They used a method called "keeling the hull." The keel
was a large wooden beam forming the central spine of the ship.
The ship's curved hull, or frame, was built around the keel.
This technique kept the ship strong and stable in the water. As a
result, Phoenician ships cotild safely carry large, heavy loads.
The Phoenicians also became skilled navigators. In earlier
times, traders had sailed only during the daytime. They stayed
dose to the coast for fear of losing their way. But the Phoenicians
learned how to find their way using the stars. They could chart
a course and steer their ships by locating the North Star,
which soon became known as the "Phoenician star. 〃

Trade Routes and Trading Posts

Your work as a Phoenician merchant includes exporting
timber, dyed fabrics, glassware, and some foods. You also
want to import copper, tin, silk, spices, horses, and papyrus
fo r making stationery to write on. How will you create a
system o f trade routes fo r buying and selling these goods?
At first, there were few set trade routes for the Phoenicians
to follow. So they developed their own. They traveled west and
south around Africa and north to Europe. Phoenician routes
helped other people trade, too. As Phoenician merchants sailed
from place to place, they exchanged goods, ideas, and customs
among people in many cultures. Their routine ports even
developed into cities. Carthage in northern Africa provided a
safe harbor for Phoenician merchants over many years.
 Z6
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一 _ Comprehension Strategy

■ Ask and Answer Questions

Asking and answering questions about an expository text can
help you understand it. You can ask yourself questions before,
during, and after reading each section of "Empire of the Sea."

Find Text Evidence

When a text includes headings, use them to ask yourself a
question before reading each section. If you can answer your
question easily, continue on. If not, reread the section.

page 95
Before reading ''Resource /?/c/),/
Resource Rich
Imaginewhat it wasliketoliveinPhoenicia. Although / asked, M
What does resource
yourcountryisnotbiginsize, itis richinresources. rich mean?,/1read that
Cedartreescoverthehills. Farmersgrowmanycrops, Phoenicians hod more trees
includinglargeyields ofgrapes, olives, andwheat. There
aremorethanenoughresourcesforyourownpeople. How and food than they needed
willyouprofitfromwhatyoudon'tuse? and could sell some. Now I
To benefit from their resources, the Phoenicians /enow resource rich means
began producing various goods. For example, they
having more than you need.
cut cedar trees to use as timber for building. They
used the shells from a type of snail called the murex

Your Tarn
Askyourself a question before reading’’From Cedar Trees
to Cargo Ships.” If you cannot answer the question after
reading the section, reread it. Remember to use the
strategy Ask and Answer Questions as you read.

98
 Comprehension Skill

g | Problem and Solution

The structure of an informational text may highlight several
problems and the solutions to them. A text about a historical
topic may discuss the ways people solved problems in the past.

Find Text Evidence

When I reread "Empire o f the Sea," I note that the author describes
different problems the Phoenicians faced, I can identify each
problem and then look for the solution they found

Problem So lu tio n
f-------- "
| Each problem has
" \
its own solution,
The Phoenicians They produced \
__ _____ ^ ^ ^ X
needed ways to goods that they
profit from their believed they
many resources. could sell.
m 0 VVAM*打，
The Phoenicians
Your Turn
needed a way to
transport their Reread "Empire of the Sea/’
products. For each section, identify the
problem that the Phoenicians
faced and list it in the graphic
organizer. Then identify the
solution the Phoenicians found
for each problem.

99
 Informational Text

■ Expository
The selection "’Empire of the Sea" is an expository text.
An Expository text:
• May provide information about people and places in
history
• May include timelines and maps

Find Text Evidence

"Empire o f the Sea" gives me information about the history and
technology o f Phoenicia. A timeline provides context by showing
dates o f important events in Phoenician history, A mop shows
where this ancient civilization was located

Text Features
Timelines Timelines show important
dates and events in sequence.
Maps Maps may show the location
From Al«ph to Z«yin
W ith trade going w ell, you ?ieed to keep tuxurate records o f sales.
of historical places in relation to
But writing system s were, complicated. Egyptian writing involved
making an or carving, cfsym bds caUed
M esopotamian writing, calkd cune^orm, grouped wedge-like shapes
present-day national boundaries.
to represent ideas and nunibm , sim pler, com m wnA i8}f8tem cf
writing could you. use tohelp everyone wtdersUmdyour records?
The PhoenidanB found a solution: an alphabet Tliis new
aystem of writing used combinations of the same letters to
represent different sounds. Beginning wiih the Letter aleph, their
* alphabet izucluded 22 consanants. Because of its sizz^lidty/ it was
soon widely adopted in many pla^s. It also became the basis for

M
alphabets used in many modem languages^ including ours.
By 300 B . ^ the Phoenician trading dvilization had faUen into
dedJxie. But the Phoenidans"
andshlpl丨 building designs lived cm. Thousands of y e w latei^ tiie
contributi<
tionsof andent
a Fhoenida ccmliniie to enrich our worlxL

Malw Connections
Identify two text features in ""Empire
| Talk about the important contributions
ofttie Phoenklans. ess e n t ia l q u e st io n
of the Sea."Tell your partner what
Desalbe how one Phoenician Innovation
affectsyoureverydaylife.tejcttOSelf information you learned from each
of the features.

100
 Vocabulary Strategy

■ Latin Roots
As you read ""Empire of the Sea,wyou may come across words
you don't recognize. Knowing the meanings of common Latin
roots can help you define an unfamiliar word.

Find Text Evidence

I read the word civilization in the first sentence on page 95 o f
"Empire o f the Sea." If I know the Latin root cW- means "citizen," I
can figure out that civilization means ua collection ofcitizensf

Around 1500 B.CVa remarkable civilization began

to develop.

Below are Latin roots for other words in "Empire of the Sea."

Latin Root Meaning

-struct- build

nav-

-port-
ship

carry
m 沙VVAW吩
Your Turn
Use the Latin roots from the chart to
help you find the meanings of the
following words in "Empire of the Sea.7/
tran sp o rt, page 95
constructed, page 96
navig ato rs, page 96

101
 ccs^ Writing TVait Ideas

Readers to
W riters include im portant details to help readers understand

m the topic or central idea of an expository t e x t The details

m ay be facts, quotations, exam ples, or other key inform ation.
Writers are also careful to om it details that tell about a different
topic. Reread the excerpt from "Em pire of the Sea 〃below.

Expert Model

Supporting Details At first, there were few set trade routes for the
Identify the topic and Phoenicians to follow. So they developed their
supporting details. own. They traveled west and south around Africa
How do the details and north to Europe. Phoenician routes helped
support th e topic? other people trade, too. As Phoenician merchants
sailed from place to place, they
exchanged goods, ideas, and
customs among people in many
cultures. Their routine ports
even developed into cities.
Carthage in northern Africa
provided a safe harbor for
Phoenician merchants over
many years.
EODSMdN/zoio/UInqlv

102
 Editing Marks

Writers 纖
八 Insert
个 Insert comma
Tate out.
Check spelling.
l1 -™
s= s Mate a capital letter.
Leon w rote an expository text about the
m telep h on e. Read Leon's revision of this section. Grammar ^Handbookj
Nouns See page 454.
Student Model

T h e C h a n g in g Telephone
have many morefeat ures
To d ays teleph 〇nesAw〇rk b e t t e d

than phones did 100 y e a rs ago.

Todayyphones can forw ard calls, ta k e

callers
m essages, and let several sp e a k

to each other at the sam e time.

handsets Your Turn
Cordless w ^ c a n be carried from
Cell phone users can even surf Identify Leon's topic and
room to room. ~^ ~solcf~
supporting details.
the Internet and send email.
iv?T Tell why Leon replaced
-are cordless m ode^ j[ust imagine the
some nouns.
excitement tomorrow s phones will bring! W Tell how revisions
improved his writing.

I Go Digital!
Write online in W riters Workspace

103
Weekly Concept Dem ocracy
] ) m o c r a t ic Q m c c p ts
This curious arrangement of stacked seats is all that
remains of the Bouleuterion, a building built around
175 B.C. for a very special purpose.
People in the ancient Ionian city of Priene governed
themselves. The Demos was an annual assembly of all
citizens, but the Boule was a smaller elected council
of 640 people.
The Bouleuterion was a place
for the council to meet and
decide important issues,
much as the U.S. Senate
chamber is today.

T y if A | ^ u 處
Write words you have learned about the structure of
Priene's government. Then talk with a partner about why
you think it was organized this way.
 Words to Know

Vocabulary
Use the picture and the sentences to talk with a
partner about each word.

At the tryouts, we heard many singers

who were aspiring to perform in our
school talent show.
W hat is a synonym for aspiring?

Learning to dribble the ball is a good

foundation for playing basketball.
W hat is a foundation for playing
baseball?
S S E I AU3 /xdlllapu2 ujlJOQ<SVN E

The grand marshal’s float preceded the

VD
rest of the parade.
If you preceded a friend to cfass# who
D)
would arrive first?

>L

J5
v/sd5eEU4oq au iBsoqd/sdfJ lox勺uo{q

""I principal The principal ingredients of an omelet

o.
f 〜 are eggs.
I: Mk F W hat is the principal ingredient in your
favorite meal?
n»
ou)

106
 \ prom ote Many zoos today promote the idea of
animal conservation.
W hat idea do you think is important to
promote?

| restrict
Using a leash can help restrict a dog’s
movements.
How else might you re strict a dog#s
movements?

\ 、 ▲. speculation Cloudy skies lead to speculation over the

>%/ --------------- chance of rain.
W hat speculation happens in a detective

t story?
>s

E
n3

< /lu-sdJnp!dlepdds^ d
I w ithstood The lighthouse withstood the hurricane's
force.
g
>
How are the meanings of withstood and

L U IA U a o E o g a jn
survived sim ilar?

crr
w euJlxud9/A e> ;^ ueA I^ A qdeJ6010LI 5 s

c3)

Your Turn
Pick three words. Write three questions
for your partner to answer. a.

Use the online visual glossary cx:

u o Je v {q o u )

107
 Shared Read i Genre • Expository Tex

The
Democracy ^
DEBATE

Essential Question
How did democracy develop?
Read about the ideas that
philosophers in ancient Greece
and Rome had about democracy.

108
m
Born and Raised in Greece democracy. Socrates
ave you ever heard the was one of the

H phrase "government by the

people?" That is the meaning
of the word democracy. The United
States is a democratic republic, as
are many countries around the
world. But where did democracy
come from? Some of the earliest
ideas about democracy arose in the
city of Athens in ancient Greece.
But how should democracy be put
into practice? The answer to that
question has been strongly debated
for centuries.
Even when democracy was a
new idea, people argued about how
it should work. How should power
be shared? Should all people be
allowed to vote and make important
decisions? Among the first people
to think about these key issues were
the ancient Greek philosophers.
Great Minds
The word philosopher means
"lover of wisdom," a person who
seeks knowledge and is able to
make good and fair decisions.
One of the best-known Greek
philosophers, Socrates, lived nearly
2,500 years ago. He valued wisdom
p rin c ip a l critics
of government run
by the people. He
felt that only fair
and wise individuals
should be allowed to
decide things.
The ideas that Socrates had
about democracy were considered
dangerous to the existing democracy
in Athens. The current Athenian
leaders did not want some other
"fair and w ise" people asp irin g to
run their city. Socrates was a famous
teacher. And specu lation among
the city's leaders included worries
that he would encourage young
students to pick up his radical ideas.
So they chose to execute him.
Students of
Philosophy
The philosopher
Plato had studied
with Socrates. He
also thought seriously |
about democracy. In |
380 B.C., Plato shared his I
S'
ideas about government in his book |
The Republic, He agreed with Socrates |
Ol

highly, and he thought deeply about that rule by the people would bring |

109
 p
ifpoor decisions and a weak
aboutpoor
government. But, unlike his teacher,
he believed that three different
groups of people could share
the responsibility of governing.
The "highest" group would be
philosopher-kings guided only
by what is best for the state. The
second group would be soldiers
who protected the state. The last
group would be common people
who provided goods and services.
Around 388 B.CVPlato formed
a school called the Academy. A star
pupil there was the philosopher
Aristotle, who believed in balance
and moderation. About 350 B.C.,
Aristotle wrote in his book Politics
that a government that tries to
restrict power to a few educated
men would not work. It would
benefit only the rich. A democracy
run by common people would not
work either, because such people
might not make wise decisions.
P h ilo so p h e r
K in g s
m that the Roman republic was
S o ld ie rs
P ro d u ce rs o f G oods
an d S e r v ic e s
no
Aristotle's
solution was
combining the
two. This would
give people
from all parts of
society a voice.
Changes in Rome
About 400 years after Aristotle,
the influence of Greek thinking
was still felt by philosophers in
Rome. Cicero is the best known
Roman philosopher. Like Aristotle,
he believed a balance of power
brought peace and prosperity.
That was because different
types of people took
part in government.
Cicero believed
that the Roman
republic was the best
model for government
because it was mixed.
It combined features of
a monarchy, an aristocracy,
and a democracy. Cicero saw
breaking down, mostly because the
aristocracy had gained too much
power. In his book, On the Republic,
he urged a return to a more
balanced government.
 F b llo v o p h e r P Ia t ;e T i m e F e ir lo d Id e a - A b o u t D e m o c ra c y

S o cra te s G reece 4 6 9 -3 9 9 B.C. O n ly w is e a n d ju s t p e o p le s h o u ld g o v e rn .

Plato G reece 427-347 B.C. Rule should be shared by philosopher-

kings, soldiers, and providers of goods.

A risto tle G reece 3 8 4 -3 2 2 B.C. E d u c a t e d a n d c o m m o n p e o p le s h o u ld

e a c h h a v e a ro le in g o v e r n m e n t.

C ice ro Rom e 106-43 B.C. T h e Rom an republic—a m onarch, an

aristocracy, and the people— is best.

The Debate Continues Representatives would give more

The founders of the United people a voice. They also endorsed
States also thought about how a having one president and a system
democracy should be organized. of courts to interpret the laws.
They studied governments that
Today, people are still debating
had preceded ours and believed
what the meaning of democracy
that the fou nd ation of any new
is and how our government
government should revisit Greek
should be organized. The U.S.
and Roman ideas. For example,
Constitution has been amended
Thomas Paine wrote booklets to
more than 25 times to reflect
prom ote the idea that people
changing ideas. Yet it is important
a 6 il& a e A a v a a n s r u jld

should govern themselves. James

to remember that our government
Madison admired Aristotle’s and
has roots in ideas from ancient
Cicero's beliefs in balancing power
times. Democracy has w ithstood
among different groups.
the test of time.
sa swsil

In 178乃Madison helped
Alexander Hamilton write
Make Connections
省

a set of essays called TTze

！
aj apvs s f s箜l

o-
Talk about how the philosophers'
Federalist to encourage states
ideas influenced our democracy.
to ratify the Constitution.
ESSENTIAL QUESTION
They made the case for
8/

:l
UUE>SPUBS

having a pair of law-making How does your understanding of

groups. The smaller Senate democracy compare to the ideas
s
:s!qJOU/UB03o(_}

would be similar to Rome's the philosophers had? t e x t t o s e l f

senate, while the House of
 Comprehension Strategy

_ Ask and Answer Questions

Before reading an informational text such as "The Democracy
Debate,’ use the title and any headings to ask yourself
questions that will set your purpose for reading. Answering
those questions as you read can help you understand the text.

Find Text Evidence

Sometimes the author of an informational text introduces an
idea right at the beginning that helps you ask a purpose-setting
question. Reread the section "Bom and Raised in Greece" on
page 109 o f'Th e Democracy Debate"

Born and Raised in Greece democracy- So Near the end o f the first paragraph-
ave you ever heard the was one of the
I read the author's question. But
H phrase "government by the
people?" That is the meaning
of the word democracy. The United
States is a democratic republic, as
principal crit
of govemmen
by the people
felt that \
how should democracy be put into
practice? / think this is a good question
are many countries around the
world. But where did dem ocracy
to set my purpose for reading.
come from? Some of the earliest
ideas about democracy arose in the ideas
city of Athens in ancient Greece. about democr
But how should democracy be put dangerous to
into practice? The answer to that in Athens, Th
question has been strongly debated
for centuries.
Evert when democracy was a
leaders did no
"fair and wise
run their city,
Your Turn :
new idea, people argued about how teacher. And s
it should work. How should power the citj^s lead How did you answer the purpose-
be shared? Should all people be that he would
students to pi
setting questions you had before
allowed to vote and make important
decisions? Among the first people So they chose you read the section "Great Minds?M
to think about these key issues were
the ancient Greek philosophers. s If you could not answer your
questions, reread the section.

112
 Comprehension Skill

_ Compare and Contrast

Authors of some informational texts organize their ideas by
comparing and contrasting them. A text about history often
presents differing views that people had about a to p ic

Find Text Evidence

When I reread "The Democracy Debate," I can look for the ways
the author compares and contrasts the ideas that ancient
philosophers had about government Signal words and phrases,
such as "unlike" and ’’agreed with”help me identify how the
philosophers' ideas were the same and how they were different.

The center section

show s w hat both have
in com m on.

SOCRATES / BOTH \ PLATO

— mm
Your Turn w m
b elieved t h a t ,/ believed t h a t ! b elieved
o n ly w ise 1I com m on 1 p h ilo so p h er
p eo p le people 1 kings sho u ld
sh o u ld 1i should not J' gover n w ith Reread wThe Democracy
govern \ govern by / so ld iers and
Debate."Compare and contrast
\ th e m s e lv e s / co m m o n j
ideas about government that
V p e o p le /
Plato and Aristotle had. Use
the graphic organizer to help
you organize the information.

I Go Digital!
L Use the interactive graphic organizer

113
 Expository
’’The Democracy Debate" is an expository text.
An Exp o sito ry text:
• May be about a topic from history
• May include headings, diagrams, and charts

Find Text Evidence

"The Democracy Debate"presents different views held by
various thinkers in the p ast The diagram on page 110 provides a
visual representation o f one idea. The chart on page 111 shows
information from the text in a simple, organized way.

to c va tM Gr«oc» 469 -3 9 9 B C. O nly w b 0 and ju st p«opl» should g〇v«m .

m
^
Text Features
Pla ta G rw K s Ruls jiio u ld ba aharvd by philoaophor-
kings, soldiers, and provid ers 〇r goods. ^ 「 Charts Charts often summarize
I
and common peopl
a role In flovw nrnw wT information and compare related
106-43 B C The Rom an republic—« monarch, an
aristncrBcy; and tha p«opl»—is b a st

The Debate Continuea Represento^es would give m » e

L details from the text.
Ih e founders of the United people a voice. They also endorsed
States also thou^it about how a
dezxiDCjacy should be organized.
having one president and a ^stem
of courts to interpret thekwa.
Diagrams Diagrams often illustrate
They studied goverameniB that
Today, people are still debating
had preceded ours and believed
tfiat * e foundation of any new
what the meaning of specific ideas from the text.
is and how our government
government should revisit Greek
should be organized. The US.
and Roman ideas. For exan^le,

m
Constitutton has been amended
"niomafl Paine wrote booklets to
mere than 25 times to reflect
promote the idea that people changing ideas. Vet it is importaiit
should govern themselves. James to remember that our government
Madison admired ArlstoUe^&and
has roots in ideas from andait
Clcen/s beliefs In balancing power
times, Deznocracy has withstood
among diifepent groups.
In 178^ Madison he^cd
Akxander Hamilton write
the test of time.
Your Turn
Mato C〇 nn«ction«
a set of essajra called 77»
1
to encourage states 7 Talk about how the philosophers
fdeas Influenced our democracy.
to ratify the Constilutioin.
They made the case for
ESSENTIAL QUESTION Find and list two text features in
having a potr of kw-maldiig How does your understanding of
groiq^ Hie sm^Ila Senate
would be aiinilar to Rameys
democracy compare to the ideas
the philosophers had? t ex t to self
"The Democracy Debate:’Tel I your
senate, while the House of
partner what information you
>*
Eel<>soq 坩勺eu3l<

learned from each of the features.

o.

114
■ Greek and Latin Prefixes
Knowing the meanings of common prefixes can help you define
unfamiliar words. Below are some prefixes and their meanings.

Prefix Meaning Example

en- "in, into" enforce wput in force; make happen^
pro- "in front" proclaim /#claim or say in front ofw
re- "back, again" recall 》 "call back; think again"

Find Text Evidence

/ am not sure o f the meaning o f the word encourage on page 109
o f "The Democracy Debate," If I know that the prefix en- means ”in"
or Into/' I can figure out that encourage means "to put courage
intof,

And speculation. . . included worries that he would

encourage young students to pick up his radical ideas.

■ • ( .!" !» I
【丨 厕 ^ _；： , 編

Use Greek and Latin prefixes from the list above to

help you find the meanings of these words from "The
Democracy Debate/7
protected (-tect- means wcover#/), page 110
reflect (-fleet means tfbendw), page 111
 W riters of expository texts help readers understand a topic
by including details that are interesting, im portant, and
inform ative. They develop a topic w ith facts, exam ples,
quotations, and other key inform ation. Reread the excerpt
from "The D em ocracy Debate" below.

Expert Model

Develop a Topic Changes in Rome

Identify the topic of About 400 years after Aristotle, the influence
the excerpt. How does
of Greek thinking was still felt by philosophers
the w riter use details in Rome. Cicero is the best known Roman
to develop the topic? philosopher. Like Aristotle, he believed a balance
of power brought peace and prosperity. That was
because different types of people took part in
government.
Cicero believed that the Roman republic was
the best model for government because it was
mixed. It combined features of a monarchy, an
aristocracy, and a democracy. Cicero saw that
the Roman republic was breaking down, mostly
because the aristocracy had gained too much
power. In his book, On the Republic, he urged a
return to a more balanced government.

5：
sa

116
 Editing M arks
八 Insert
个 Insert comma
Insert period
T〇k e out
a=s Mate a capital letter.
Kara w rote an expository text about a voting
process. Read Kara's revisions.

Nouns See pages 454-

Student Model 455.

V b t©
"
Crnnt〇M
gt>inng
Each week on "Rising Star/^singers

perform before a panel of superstar

judges. The audience then use^their

computers or phones to vote for their

The singer with the fewest votes leaves the show.
fav〇pitesAAs the sh 〇w#s host soys, M
If

you soy otey, your favorite will stay!，#

Your Turn
, my favorite singer on the show.
Last week, M ae L^got the thircf-
Identify the details Kara
lowest number of votes. I thought she used to develop her topic.
Tell why she deleted the
might be eliminated, but this week she fin a l/#s#,in uses.
Tell how revisions
got the most votes! I hope shell be as improved her writing.

successful a s last season's winner was.

117
 Essential Question
^ What was life like for
in ancient cultures?
When you look at this fresco, or wall painting,
from a town in ancient Rome, you can't help
wondering what these people were like.
Both the woman and girl are dressed up.
Is this a special family occasion? Is the girl
the woman’s daughter, or her younger sister?
The woman is playing a kind of harp called
a klthara. What does her expression show?
How does she feel about performing?
Do these two remind you of people you know?

Write words you have learned about studying

the everyday lives of people who lived in
ancient times. Then talk with a partner about
what this painting tells you about the ancient
Romans.

119
 Words to Know

g| Vocabulary
Use the picture and the sentences to talk with a
partner about each word.

alcove We moved our table into the alcove in

m iL
our kitchen.
Describe an indoor or outdoor alcove
that you have seen.

com m erce All commerce involves trading goods or

services for money.
W hat types of commerce are you
fam iliar with?
s 6eull

at
Xud9/Us sl

*s
c

The sisters’ domestic chores include

9i fxEe</UOSJed c3a^s qJ5/uosu ou老 1 E ly/sae

ca

cleaning up after meals.

Q-
W hat domestic responsibilities do
you have?
.w

i{ K exotic
In my city, owning an exotic pet, such as a
>l dangerous snake, is illegal.
nl

W hat is an antonym fo r exotic?

possv必6usqs£dqezs{qs^

V ' 7 1

120
 fluent Having lived in Spain, she is flu en t in
English and Spanish.
W hat people are often fluent in two
languages?

• stifling Splashing in a wading pool is one way to

cool off in this stiflin g heat.
W hat is a synonym for stifling?

An energetic new puppy can cause some

u p h eavalin a home.
How might a puppy cause upheaval?

utm ost A good doctor treats patients with the

E S A d ^ ^ d B e l u lAU3 /sa6eulls £
utm ost care.
W hat is a synonym for utmost?

13

沙VVWW外
?l
EI ^^EVddv

s,

m Pick three words. Write three questions SK

Eelv/sd

for your partner to answer.

cn
EUII
psl t

Use the online visual glossary

co
q01^

121
Shared Read Genre • Historical Fiction
 Located in what is notv Afghanistan, the ancient
city ofB actra in the Kushan Empire was a key market fo r
merchants traveling the Silk Road trade route. In AD 110, lively
co m m erce attracted merchants from east and w est to the fam ous
market in Bactra. In the follow ing, Yaskulf the 12-year-old son o f
a Bactrian merchant, is eager to make his first official trade.

夏 MaJke Plans
It is early, but I am awake. Though we are only in the
month of fJyper&erefeiios, it is a cold autumn day. As I quickly
dress, I think about how the Chinese caravan arrived last
night. If winter comes early, we may not see another caravan
for months, as snow will close the passes. My family must
have success at the market tomorrow.
Tomorrow I become a trader, I think. Father says I will be
there only to watch and learn, but Grandfather says that
Father is too cautious. He says Father makes timid trades and
does not obtain the best prices, especially for lapis lazuli.
Lapis lazuli! How I love the brilliant blue stone that comes
from the mines up north. Grandfather says that even the
Egyptians prized this stone. He has awarded me some beads
of my own and is instructing me on how to price them.^You
listen, and you learn from me. Always watch the eyes of the
man you bargain with. The eyes say when he is willing to pay
more and when he will walk away/7

Thieves!
When Grandfather and I reach our storage room today,
Father is already there. "Thieves!" he cries."They took
everything!" Grandfather surveys the room and says it is not
everything. I too spot yarn and metal cups tossed on the floor.
 Father points to a small alcove/a shelf we have carved in
the wall. "The thieves missed our wool rugs and sacks of salt.
But all our lazuli stones are gone!〃 I comprehend how little
is left for the market tomorrow. What remains are dom estic
items, and common home goods will not fetch many drachm
coins. The merchants from China will likely dismiss our wares.
Quickly, I remind Father that I still have my lazuli beads.
Grandfather peers at me, thinking/7Yes/he says, nodding.
^Your stones are now of the utm ost importance, our only
hope for a successful trade. You must convince the
Chinese that your stones are of the highest quality,
or we will not get the best price//
I swallow hard. Grandfather smiles and puts
his hand on my shoulder."Don’t fret,Yaskul.You
possess the skill to make this trade a mighty one/

夏 MaRe a Friend
In the evenings I slip away to observe the Chinese traders
before we meet them at market. I feel my eyes widen when the
traders draw dose to their fire^ light. Their exotic robes truly
glow with color. They are so much finer than my clothes.
Suddenly, one man of perhaps 19 years walks toward me.
I jump badg but he smiles and waves at m e."Do not be
frightened/^His voice is friendly.^Is Bactra your home?,,I am
amazed that he is so fluent in my language. This young man has
traveled much already, I think/’Are you a 仕ader?"he asks me.
"I amYaskul,〃 I say."M y family are trad ers,H e introduces
him self as Zhang."I have heard that n a m e, I answer/’Did
not a great man named Zhang come to Bactra long ago?〃
Zhang nods."Zhang Qian was sent to find allies
for us. But he found instead your marvelous marketplace.
124
 He called your people 'shrewd traders."’
m We smile. I tell him of the upheaval
caused today by the theft of our goods.
^Your luck was hard. Even so, you will
trade well/ Zhang says. I hope he is right.

M arket Day
I have strung my beads as a necklace, which shows the
stones well. Father has guarded our remaining merchandise
all night. With Grandfather, we transport it to the marketplace.
Todays bright sun will make the stalls grow hot and stiflin g.
I am amazed by all the goods for sale: tea, almonds, elegant
ceramics, carved ivory and jade, and the finest Chinese silk. We
reach our stall as the Chinese traders arrive. Zhang nods to me
as Father begins bartering with the oldest Chinese merchant,
but this elder does not seem impressed by our offerings.
Then Zhang speaks.^Do you have any of the vivid blue
stones your people are known for?77Grandfather gently pushes
me forward. Nervously, I hold out my necklace. I notice the
oldest merchant's eyes light up, and I
hear myself tell him how particularly Make Connections
fine these beads are. The trading
Talk about the im portance of
grows lively, and before I realize it,
trade in the lives of people
we agree on a high price. I hand him
living in the ancient city of
the necklace, and Father collects a
Bactra. ESSENTIAL QUESTION
handful of drachms.
Zhang winks at me, but says not a Describe a tim e w hen you

word. After the Chinese traders depart, overcam e nervousness

Grandfather embraces me, and even to succeed at som ething

Father thumps me on the back. Now I im portant to you. text TO s e l f

can truly call myself a trader!

125
 Comprehension Strategy

g| Make Predictions
Pausing occasionally to predict, or make logical guesses, about
what will happen next can help you understand a story. As you
read "TaskuTs Mighty Trade/1identify clues in the text that help
you confirm or revise your predictions.

Find Text Evidence

You may have wondered how Yaskul would be affected by the
theft of the lazuli stones. Reread "Thieves!" on pages 123.

I read that Yaskul’s beads

Thieves!
W hen G randfather and I reach our storage room today>
are the only lazuli stones
Fattier is already there. "T h iev es!" he criesZ T liey took the family has left From
everything!" Grandfather surveys the room and says it is n ot
everything. I too spot yam and m etal cups tossed on the floor.
this I predicted that Yaskul
Father points to a sm all alcove, a shelf w e have carved in must help his family. When
the w all. /<fThe thieves m issed crur w ool rugs and sacks o f salt. I read that Yaskul would
But all our lazuli stones are gone!0 1 com prehend how litde
is left for the m arket tomorrow. W hat rem ains are dom estic trade the beads himself, it
item s, and com m on hom e goods w ill not fetch m any drachm
confirmed my prediction.
coins. The m erchants from China w ill likely dism iss our w 邊
Quickly/1 rem ind Father that I still have m y lazuli beads. ^

Your Turn

Reread wl Make a Friendffon page 124. What clues did you

use to predict the role Zhang would play during YaskuTs
trade the next day? As you read, remember to use the
strategy Make Predictions.

126
 Comprehension Skill

gg Point of View
In fiction, a narrator tells the story. When one of the characters
is the narrator, the story has a first-person point of view.

^ Find Text Evidence

When I reread u\Make Plansf, on page 123,1see that
the narrator uses the first-person pronouns \f me,
and my. This shows that the story is narrated by one
character. I know I will learn about other characters
and events only from the narrator’s perspective.

Details Point of View

Yaskul is telling The story has
the story, so he a first-person 必VVABOM令
is the narrator. point of view.
Your Turn
Yaskul uses the
pronouns "I," Reread 'YaskuTs Mighty
u a

me, and my.

i it a
Trade.〃Decide what you can
and cannot know about the
characters and events, and list
the information in the graphic
organizer. Then tell how you
know the story has a first-
person point of view.

Go Digital!
Use the interactive graphic organizer

127
_ Historical Fiction
The story"Yaskul's Mighty Trade"is historical fiction.
Historical Fiction:
• Takes place in a real setting from history and may refer
to real people from the past
• May include foreign words that reflect the setting

Find Text Evidence

I can tell 〃 Yaskul’s Mighty Trade" is historical fiction, because the
story takes place in a real city in the p ast The characters mention
a real person in history. Words from other languages, such as
drachms, show that the characters live in a foreign place.

Historical Setting The setting

Father points to a small alcove, a shelf we have carved in
places the plot in the past.
(he walL^The thieves missed our wool nigs and sacks of s a lt
But all our lazuli stones ar« gone!4! comprehend how little
iA left for the market tomoirow.'What remains are domestic Foreign Language Words The
items, and common home goods will not fetch nuuty dr^w t
coins. The merchants from China will likely dismiss our w are£
Quickly, I remmd Father that I still have my lazuli beads.
characters use ancient words from
Grandfather peera at me, t h i n k i n g . h e says, nodding.
^Tfbur stones are now of the utmost importance^ our only
another language.
hope for a auccesaful trade.You must convince the
Chinese ttiat your stones are of the highest quality,
or we will not get the best p r ic e ,
I awallaw hard* Grandfather smiles and puts
his hand on my ahoulder.^on^t fre^'ykBkuL'Ybu
p〇 99ess the skill to make this in d e a mighty one/

I M a k e a lt le n d
In the evening, I Blip away to observe the Chinese traders
before we meet them, at m arket I feel my eyes widen when the
Your Turn
tra d e r draw dose to their fir^s ligh t H td r exotic robea truly
glow with colcnvlliey are so mudi finer than my clothes.
Suddenfy#one man of pexhap& 19 yeors walks toward me.
I )ump back, but he smiles and waves at me.^Do not be
Find two passages in"Yaskul's Mighty
frightened^His voice is firiendly.^Te Bactra your horn ed ! 9m
amazed ihat he ia so fluent in my language.lhis yming man has Trade” that show it is historical fiction.
traveled much already I thinlL^Aie you a traderT^he asks me.
**\amYukuV^I say.^My family are tradera.^He introduces Tell your partner how each adds to
hlmBelf as Zhang.^I have heard that nam e^I answer.^Dld
not a great man named Zhang come to Bactra long ago?A
Zhang noda^Zhang Qian waa aent to find allies
the setting or the plot.
for us. But he found instead your marvelous marketplace.

128
_ Connotations and
Denotations
In a story like "Yaskul's Mighty Trade," the author may use
certain words that have a positive or negative tone. The tone
that a word has in context is called its connotation. A word's
straightforward dictionary meaning is called its denotation.

^ Find Text Evidence

On page 123 o f "Yaskul’s Mighty Trade/’ Yaskul uses the words
cautious and timid to describe Grandfather's view o f Father's
trades. Both words have similar meanings, or denotations. But the
tone, or connotation, o f t\mid is negative, as in "always fearful."
Cautious has the positive connotation o f abeing careful!1

Grandfather says that Father is too|cautious.

He says Father makes[timidjtrades.

Decide whether the connotation of each word, as used

in '"YaskuTs Mighty Trade/" is more positive or negative.
• tossed , page 123
• c om m on, page 124
• shr ew d, page 125

129
 Writing Trait ^ Organization

Readers to •
A strong conclusion brings a story to a logical, satisfying end.
W riters of fiction often co nclude w ith a key event in the plot.
The w riter m ay also clarify w hat has happened, reflect on
the ch aracters'feelin g s and experiences, or even surprise the
reader. Reread the conclusion to "Yaskul’s M ighty Trade” below.

Expert Model

Strong Then Zhang speaks, "Do you have any

Conclusions
W hat is the key event in
the story’s conclusion?
How do the characters
feel about it? How does
the last paragraph
clarify w hat happened
previously?
of the vivid blue stones your people are
known for?" Grandfather gently pushes me
forward. Nervously, I hold out my necklace.
I notice the oldest merchant’s eyes light up,
and I hear myseK tell him how particularly
fine these beads are. The trading grows
lively, and before I realize it, we agree on
a high price. I hand him the necklace, and
Father collects a handful of drachms.
Zhang winks at me, but says not a
word. After the Chinese traders depart,
Grandfather embraces me, and even Father
thumps me on the back. Now I can truly
call myself a trader!

fji
I

130
 Editing M arks
八 Insert
Insert comma.
Check spelling.
Tate out.
s= s M ate a capital letter.
M artina wrote a story about a C h in ese boy
returning hom e after a long journey. Read
Martina's revisions to her conclusion.
Plural Nouns
See page 455,
Student Model

G a o could not believe th a t h is f ir s t

(s^)jurney on th e g re a t S ilk Road w as

over/ The m onths he sp en t in the

〇〇VVAB0Jt4^
caravan ancf th e m iles he traveled hacf

changed h is life fo re v e r/H e could se e

Your Turn 禮
geese and smiled with anticipation Identify the key event
a flo ck of wild^^goos^^flying o verh ea^
that co ncludes Martina's
story.
He knew th e se b ird s would soon be
Tell how she corrected a

nesting again n ear th e lake by h is plural noun.

Tell how revisions
home.J/^hen G a o le ft Xian, he had im proved her writing.
^ ^ who had experienced many great things
been a boy. Now he fe lt like a marj^ Go D igital!
Write online in W riters Workspace

131
Weekly Concept Influences

Essential Question m
What influences the
developm ent of a culture?
T#^oat)lfe ( S )
 Words to Know

m Vocabulary
Use the picture and the sentences to talk with a
partner about each word.

O ne benefit of being tall is that you can

see over high walls.

W h a t is a benefit of studying h a rd ?

The ju g g ler deftly kept the apples in the

air for several m inutes.
s3Jnp uvp s/cslssllds$ fsv6eE_

fi:
D e sc rib e som ething th a t you do deftly.

.E

鐘
W hen the team played badly, fans reacted

il
xus/

w ith derision.
s'
'5
How might people show derision fo r a
o cqof j

cx:

w'
s p o r ts te am ?
qJO
〕/Ealn:>/J s uq:>s ulsJIOf

a/ T l eaves
a> The birds built a nest under the eaves
a» of our roof.

W hy might b ird s build a nest under the

sv wEIxud9/6cJPIOQ zsou)

D)

e aves?

-s

134
 The carpenter's expertise could be seen
in the fine detailing.
What expertise does a chef in a fine
restaurant have?

l!? JB u<j£ n S £ Laughing at someone shows a lot

of impudence.
j How are the meanings of the words
impudence and behavior related?

My grandmother's scrapbooks preserve a

legacy of fam ily memories.
How else might a legacy be preserved?

ES5M3N/ssdJ
d sym m etry o.
The butterfly’s wings show beautiful

v s n z / 6蘇
symmetry.

A il昏 9/3
What else in nature shows symmetry?

层 ％2.9s 署 姜

ra
l
v

Your Turn 戰
/lw

co

.2
-e
0yp^^^!召 另 售I

Pick three words. Write three

questions for your partner to answer.
Use the online visual glossary
P lABou)

rd

135
 Beautiful textiles had great value to the Inca, whose empire arose
in what is now Peru. The year is 1430f and ll-year~old Cusi is an Incan
girl with a special talent fo r weaving. Although few girls were allowed
to receive an education in Inca society, Cusi dreams o f going to school.

A Fam ily Tradition A Special Invitation

As they did most mornings,
Cusi and her mother were working
at their handheld looms. A curious
girl, Cusi asked, "Tell me again,
Mama: How is it that our family
became such fine weavers?"
"When I was a girl, your
grandmother taught me to shear
wool from the alpaca in our herds
and then to weave with it," Cusi's
mother patiently responded.
/#It was her m other~your great
grandmother~who had passed our
family's legacy on to her."
When the sun grew warm,
Cusi took her loom to the shadows
beneath the eaves of their house.
Alone now, she gazed over at the
girls, schoolhouse gleaming on a
nearby hill. "How I wish I could go
th e re , she said longingly. "I do not
understand why there are schools
for all the boys but so few gMs have
a chance to leam. It is not fair!"
As Cusi was voicing her
thoughts, she spied one of the
schoors mamaconas, or teachers,
walking along a nearby path. Cusi
fell silent as the woman stopped to
watch her weave. Pretending not to
see the teacher, she did her very best
to show off her skills.
Cusi began working a vibrant
pattern into the perimeter of the
cloth. Her hands deftly glided
over the woolen strands, darting
as quickly as a hummingbird flies.
The teacher watched in amazement,
impressed by the loveliness and
symmetry of Cusi's design.
Then Cusfs concentration
was broken by a knocking sound.
She looked up to see her parents
greeting Mamacona at the door.
Humbly, the teacher said to them,
watched your daughter working
at her loom. She is young to have
such expertise. you allow her
to become one of my students?7’
 Hearing this, Cusi wanted to
rush forward and shout for joy, but
she knew Incan girls should not
display such impudence. So she
remained still. After what seemed
like hours, Cusi’s father spoke. "We
will miss her, but yes, we would
be honored to have Cusi attend
school. An education will be of great
benefit to her/'
That night, Cusi's parents made
the arrangements for her to begin
school. She would leave them in just
one week. Cusi felt such optimism,
but she was nervous, too.
Much to Learn
Cusi found living at the school
so different from being at home.
She had to memorize the essentials
of Incan history and beliefs, and
she also learned to prepare foods,
including chicha morada, a special
drink made from purple com.
But the highlight of Cusi’s new
life was weaving class. She relished
learning to spin yam from the
precious wool of vicunas. Cusi had
glimpsed the tiny camels roaming
distant hills, and once on market
day she had even secretly stroked
a garment made from their silky
wool. She knew only royal people
could wear such robes. "It is a
privilege just to touch fibers as fine
as these/7 she sighed contentedly.
One afternoon, while the other
girls were practicing techniques she
had already mastered, Cusi began
to daydream. Her thoughts drifted
back to a day when she had seen a
village elder using a quipu to count
and record the number of alpacas in
the herds. The counting tool, made
by knotting strands of wool, had
fascinated her.
"Excuse me, sir," she had said to
the man. "W ill you please show me
how to use the counting threads?"
With a sneer of derision, the
man had shouted angrily at Cusi.
^Foolish girl! Has no one told you
only men may use the quipu? Never
speak such nonsense again!"
Cusi had run away as fast as her
legs would take her, yet she never
forgot about the quipu. Even now,
as she recalled that long ago scene,
her fingers worked at tying knots in
a wool cord. She was convinced the
secrets of this forbidden tool were
the key to great knowledge.
 Suddenly, a classmate’s shout
startled Cusi from her thoughts.
"Cusi has fallen asleep!" The girls
broke into laughter and, blushing,
Cusi hid the knots in her lap.
"Enough!" the teacher said to
quiet the class. "Cusi, please step
outside/7
A Secret to IVeasure
When they were alone,
Mamacona gestured toward the
knotted wool that Cusi held behind
her back. ^Show me what you have
made/’ she said sternly. When Cusi
gave her the knots, the woman’s
eyes widened in alarm. "Is this a
quipu? Women should not possess
these things. You take great risk!"
"But if I knew how to use the
qu ip u / Cusi pleaded, could
keep school records, and the royal
merchants could no longer cheat us
when bujring our vicuna robes./,
Mamacona struggled with her
thoughts. She knew well the ban
against women using the quipu, but
she herself had possessed this thirst
for knowledge when she was a girl.
She recalled how her brother had
secretly taught her to keep accounts
with the quipu. In the end, she was
won over by Cusi's hopeful plea.
"I will teach you to make a 璆wipw
properly/' she whispered. Cusi’s
face lit up. g/But.. .you must promise
never to tell anyone!77
Cusi hugged her teacher. "Thank
you, Mamacona. I promise. I will
not disappoint you. I will learn, and
I will forever keep our secret!’'
Make Connections
Talk about the importance of
wool and weaving in the Inca
culture. E S S E N T IA L Q U ESTIO N
Describe a time when you
learned something you had
wanted to know for a long
tim e . T E X T TO S E L F
 Comprehension Strategy

Make Predictions
As you read a story, use what you learn about the characters,
setting, and plot to confirm or revise predictions you make.
After each section of "Cusi’s Secret," pause to predict what will
happen next. Confirm or revise your predictions as you read on.

j § ) ) Find Text Evidence

You may have used what the introduction says about the lives
of Incan girls to predict whether Cusi will be able to attend
school. Reread "A Special Invitation” to help you confirm or
revise your prediction.

remained still. After what seemed It surprised me when Cusi's father

like hours, Cusi's father spoke. "We agreed to let Cusi attend school.
will miss her, but yes, we would
I had predicted that Cusi, like most
be honored to have Cusi attend
school. An education will be of great Incan girlsf would not get a formal
benefit to her/7 education. So I revised my predictions
That night, Cusi's parents made about the rest o f the story.
the arrangements for her to begin
school. She would leave them in just
one week. Cusi felt such optimism,

Your Turn
What prediction did you make after reading "Much to Learn〃
？
Did you confirm or revise your prediction? As you read,
remember to use the strategy Make Predictions.

140
 Comprehension Skill

_ Point of View
When a narrator who is not one of the characters tells the story,
the story has a third-person point of view. A third-person
narrator lets readers know what each of the characters thinks.

Find Text Evidence

When I reread "AFamily Tradition" on page 137 o f "Cusi’s Secret,”
I see that neither Cusi nor her mother is telling the story. The
narrator is not participating in the action, i will learn about the
events from the perspectives o f more than one character.

The narrator know s

Details m ore than any one of the
characters can know.
The story is not "Cusi’s Secret"
told by one of is tolcf from a
the characters. third-person
沙VVAM*打，
point of view.
The narrator
uses the
Your Turn ■
third-person Reread "Cusi's Secret." Identify
pronouns #shew
more details that show how
the reader learns about the
and "hereto tell
characters and the plot. Then
Cusi s thoughts
tell how you know the story has
and actions.
a third-person point of view.

141
gg Historical Fiction
The author of X u si's Secret77uses what historians know about
the past to create a realistic setting and plot.
Historical Fiction:
• Usually includes dialogue
• May include flashbacks to earlier times in the
characters'lives

Find Text Evidence

"Cusi’s Secret" uses historical facts about life in the Inca Empire,
but the characters and dialogue are imagined by the author. It
includes flashbacks to tell us more about the characters'pasts.

Hearing this, Cusi wanted to
rush forward and shout for joy, but
she knew Incan g^ris should not
display such impudence. So she
remained stflL After v/hat seemed
like hours^ Cual^s father spoke. ""We
will miss her, but yes, we would
be honored to have Cusi attend
school. An education will be of great
to heLM
That night, CusiA
a patents made
the arrangem«\ta for her to begin
school. She would leave ihem In just
one week. Cusi felt such optimism,
but she was nervous, too.
Much to Leant
Ctisi found living at the school
so different from being at home
She had to memorize 1he essentials
of Incan history and beliefs^ and
she also learned to prepare foods,
including dtkha morada, a special
drinlc made from, purple com.
But the highlight of Cuai^ new
life was weaving class. relished
learning to spin yam from the
predoua wool of vicunas. Cusi had
glimpsed the tiny cainfils roaming
distant hills, and once on market
day she had even secretly stroked
a garment made froin their silky
page 138
wool,. iShe knew only loyal people
could1iwear such robes. I t is a
Dialogue Dialogue lets characters
privilege just to touch fibers as fine
as these/ she sighed contentedly. 4 speak for themselves.
One afternoon^ while the other
girls were practtdng techniques she
had already mastered, Cusi began Flashback Flashbacks are events
to daydream. Her th o u g h drifted
back to a day when she had seen a
village elder using a quipu to count
that happened before the current
and record the number of alpacas In
■tfie herds- The counting tool, made plot events.
by knotting strands of wool, had
fascinated her.
"Excuse me, sii^ she had said to
Hie Irian. you please show me
how to use the counting threads^
Wiih a sneer of derision, the
man had shouted angrily at Cusi
^TooHflh girll Has no orue told you
only m m mny use the quipu? Never
apeak such rkomsense againr
Cusi had run away as fast as her
legs would take her, yet she never
foi^ot about the quiptL Even now^
as she recalled that long ago scene^
her fingers woiioed at tying knots in Find two examples of information
a wool coid. was convinced the
secrets of this forbidden tool were
* e key to great knowledge.
that is based on historical fact in
"Cusi’s Secret." Then identify one
example of a flashback.

142
■ Greek and Latin Suffixes
Common suffixes can help you define an unfamiliar word. Below
are some Greek and Latin suffixes and their meanings:

Suffix_____________Meaning________ Example
-ion, -tion, -sion "the state of" educating ^ education
-ism "the state of" being real > realism
-ize "to make" a summary^ summarize
-ous "full of" fam e 今 famous

Find Text Evidence

/ read the word concentration on page 137. If! know that the
suffix -ion means f/the state of,f, lean figure out that concentration
means uthe state o f concentrating/1

Then Cusi's concentration was broken by a knocking sound.

meaning of each of these words from "Cusi's Secret."

optim ism (opf/m- means "best, favorable”), page 738
nervous, page 138
m em orize, page 138
Tell how you used the suffix to help you understand
the meaning of each word.

143
 Writing TVait Sentence Fluency … 1

i headers to .
Writers of fiction use transitions to guide readers from one plot

m event to the next. Transitions are words and phrases such as

"suddenly” or "the next day." Reread the excerpt from "Cusi’s
Secret" below.

Expert Model

Transitions Hearing this, Cusi wanted to rush forward

Identify the and shout for joy, but she knew Incan girls should
transitions. How do not display such impudence. So she remained
they show when an still. After what seemed like hours, Cusi's father
event happens? spoke. "We will miss her, but yes, we would be
honored to have Cusi attend school. An education
will be of great benefit to her. 〃
That night, Cusi's parents made the
arrangements for her to begin school. She would
leave them in just one week. Cusi felt such
optimism, but she was nervous, too.

144
 Editing M arks

Writers 量
A Add
^ Add a comma
Tate out
Check spelling
a— Make a lowercase fetter.

m Kevin wrote a narrative about getting over

stage fright. Read Kevin's revisions. Grammar ^Handbooks
Possessive Nouns
Student Model
See page 456.

Goodbye Stage Fright!

F o r y e a rs, I wanted to try out fo r

school musicals^ but I w as too a fra id

to sing in public. M y Aunt M ay hacf

ever since I could remember
been a singej^ MIt isn#t so sca ry /' sh e

a ssu re d me. ^ W ell have you read y fo r

th e audition^ in no tim e!##

Your Turn
Aunt M ay helped me p ra ctic e
Finally, ^ Identify the transitions
my song fo r a week 八 ^ he day of th e that Kevin used.
Tell how he corrected
audition arrived . A fte r I sang fo r th e
possessive nouns.
d irecto r, I w as relieved. T h a n k s to my Tell how revisions
f
improved his writing.
auni^ help, my sta g e frig h t w as gone!
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Write online in W riters Workspace
J
145
Essential Q uestion m
What can the past teach us?
 -

Td seen photographs of ruins like this.

But it wasn’t until we were standing
right inside this Greek temple in Sicily
that I started contemplating what people
might have been thinking 2,400 years ago.

Why did they choose this place? How did

they decide on the number of columns?
And what can something that has survived all
these years tell us about ourselves?
As we looked at the beautiful scene, it was as
if we could hear the voices of people from long ago,
commemorating their job well done.
 Words to Know

Vocabulary
m Use the picture and the sentences to talk with a
partner about each word.

ommemorate We watch fireworks as a way to

commemorate the Fourth of July.
•阶
How do you commemorate
Thanksgiving Day?

The girls had to contemplate whether

they should go out or stay home.
W hat decision have you had to
contemplate?
sa6em
一 Xuau/UOISIA
ls65/Jdul i

Lisa felt forlorn when her best friend

-s
moved away.
>!
老

W hat is an antonym of forlorn?

s

LL.
fx u le < /3 :x li$ 3 6 e EQ
I

M-
i
q

The grand, snow-topped mountain range

JO
w/x
ef sdsEI

^' looked majestic in the distance.

W hat is a synonym for m ajestic?
AU3

eJ
/ .n p i5 u n A 5 u n o A s^
s

148
■ Poetry Terms
lyric poetry
I like reading lyric poetry
because it expresses the poet's
strong personal feelings.
W h a t might th e top ic of a lyric
poem be?
sonnet
Each of the 14 lines in a sonnet
contains pairs of stressed and
unstressed syllables.
Tell why you th in k a sonnet
would be e a sy or h a rd to write.

rhyme scheme meter

A poem's rhyme scheme is the
pattern made by its end rhymes.
W h y m ust you read an en tire
poem to identify its rhym e
sch e m e ?
You can hear stressed and
unstressed syllables when a
poem with strong meter is read.
How coufcf you determ ine the
m eter in a poem ?

Your Turn

Pick three words or poetry terms, and

write a question about each for your
partner to answer.
Go Digitol! Use the oniine visual glossary

149
r
I m et a traveler from an antique land

W ho sa id :叮 wo vast and trunkless legs of stone

Stand in the desert. . . Near them, on the sand,

Half sunk, a shattered visage lies, whose frown,

And wrinkled lip, and sneer of cold command,

Tell that its sculptor well those passions read

W hich yet survive, stamped on these lifeless things,

The hand that mocked them, and the heart that fed:

And on the pedestal these words appear:

fM y name is Ozymandias， king of kings:

Look on my works, ye Mighty, and despair^

Nothing beside remains. Round the decay

Of that colossal wreck, boundless and bare

The lone and level sands stretch far aw ay .

一 Percy Bysshe Shelley

 lj Lifelong^
Friends
W hen I w as but a lad of ten,
I joined the world of working men,
Apprentice w as the nam e I took,
I learned the way to print a book.

The print shop had an air of gloom,

And sunlight seem ed to shun the room,
My m aster w as a man I feared,
He raged at me and pulled his beard.

The printing press w as friend to me,

M ajestic as a m ighty tree,
And so I grew to love th at place,
My heart woiild sing, my pulse would race.

152
m
Each
!ach tim e I worked w ith type and ink,
I alw ays trem bled ju st to think
T h at all th ose m any row s of words
Would soon fly up and out like birds.

Those books w ere tutors glad to share

Their w ords w ith people everyw here,
So m any books for eager hands,
For rich and poor in m any lands.

Though now my youth h as p assed away,

And near th e h earth I spend my day,
W hen I'm forlorn, I contem plate
The m any books I helped create.

A s I com m em orate my p ast,

One view of m ine w ill alw ays last:
E ach book a lifelong friend m ight be
To som eone, yes, but m ost to me.
一 Constance Andrea Keremes
 Genre Poetry

Lyric Poetry and Sonnet

m Lyric poetry:
• Expresses the speaker’s thoughts or personal feelings
• Has a musical quality but does not always rhyme
A sonnet:
• Has fourteen lines and a pattern to its end rhymes
• Uses pairs of stressed and unstressed syllables

j 〇 ) Find Text Evidence

The speaker in "Ozymandias" describes a reaction to a ruined
statue. When I read the poem out loud, it sounds almost like a
song, so I think it's a lyric poem. It has fourteen lines, a pattern o f
rhyming words, and a pattern o f stressed and unstressed syllables
in each line. This structure tells me it's also a sonnet

page 151
I met a traveler from an antique land
1 Rhyming words may be at
Who said: ^Two vast and trunkless legs of stone
Stand in the desert. . . Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read

瞀方
Which yet survive, stamped on these lifeless things,
The hand that mocked them4and the heart that fed: Your Turn
And on the pedestal these words appear:
‘My name is Ozymandias, king of kings: Reread "Lifelong Friends" on pages
Look on my works, ye Mighty, and despair!*
152-153. Decide if it is an exam ple
Nothing beside remains. Round the decay
of a lyric poem. Then determ ine if
, Of that colossal wreck, boundless and bate
K The lone and level sands stretch £ar away.M
it is a sonnet and explain why.
—Percy Bjraslie Shelley

154
 Comprehension Skill cess
L

_ Theme
The theme of a poem is the overall idea, or message about life,
that the poet wants to communicate. Usually, the poet does not
state the theme directly. To determine a poem's theme, look
for key details that provide clues about the message the poet
wants to convey.

^ Find Text Evidence

In "Lifelong Friends:’ the speaker describes the "gloom" o f the print
shop and how his master yaged/' Yet he loves working with the
"majestic" printing press and the idea o f making books for people
to read I can look for more details about this contradiction to infer
the poet's m essage and identify the theme o f poem.

155
 Literary Elements
A

■ Rhyme Scheme and Meter

The stanzas, or groups of lines in a poem, often contain
sound patterns. One pattern is a rhyme scheme, which places
rhyming words at the ends of lines. Another pattern involves a
combination of stressed and unstressed syllables called meter.
Rhyme schemes and meter give poetry a lyrical, musical quality.

Find Text Evidence

Reread’’Lifelong Friends" on pages 152-153. Listen for sound
patterns within the poem. Pay attention to both rhyming
patterns and patterns of stressed and unstressed syllables.

page 152
The last words in each pair o f lines
rhyme. If I use letters to represent this
pattern, each stanza has a rhyme
schem e of aabb. Each line has four pairs
o f syllables. The first syllable in each pair
is unstressed and the second is stressed,

Tuni 瞀
Reread "Ozymandias." Use letters
to represent the rhyme scheme in
lines 11-14. Then tell whether the
pattern of stressed and unstressed
syllables is the same in each line.

156
 Vocabulary Strategy cess

M Personification
Personification is a kind of figurative language that poets use to
make descriptions and images more vivid. When poets use this
device, which gives human abilities or feelings to nonhuman
objects, animals, or ideas, we see ordinary things in a new way.

Find Text Evidence

In the sixth line of'tifelon g Friends/'And sunlight seemed to
shun the room, the poet gives a human ability to the sunlight
This personification o f sunlight gives me a mental image o f
sunlight purposely avoiding the room, the way a person might

The print shop had an air of gloom,

And sunJight seem ed to shun the zoom,
My m aster w as a man I feared,
He raged at me and pulled his beard.

沙VVWOJU令

Your Turn

Find two more examples of personification

in the poem'"Lifelong Friends.wTell how each
helps you understand an idea the poet is
trying to convey with figurative language.

157
 Word Choice

Readers to
Writers use vivid words and phrases to appeal to readers'

m senses. This precise language helps readers visualize the

w riter’s observations and ideas. Reread the excerpt from
"Lifelong Friends."
Expert Model

Precise Language from^Lifelon g

Identify the vivid
words that describe Friends”
the speaker’s feelings The printing press w as friend to me,
about the printing M ajestic as a m ighty tree,
press. How does
And so I grew to love th at place,
the phrase my pulse
would race help you to My heart would sing, my pulse would race.
visualize how he feels
S90
柯Elx^oD/sv il s

Each tim e I worked w ith type and ink,

while he works?
ot
I alw ays trem bled ju st to think,
That all those many rows of words,
.«
i

Would soon fly up and out like birds.

 Editing M arks
A Add

Writers ^ Add a comma

A Add a period
Take out
5= r M ate a capital letter
M M Jun w rote a description of his m p3 player. Read
l^ l^ l Jun#s revisions. Grammar ^Handbookj
Student Model Appositives
See page 456.
y^iujbU!/ y\^ 〇j^ b ^
1 never go anyw here without my mp3
miniscule
player. T h is m achine is so th a t it

f it s right in my p ocket. Th e tiny device^

my f a v o r it e s /rm usic to my e a rs .w W hen

必VVAM*你
I need an e sca p e on my way home, 1
Captivating tunes Your Turn _
sim p ly click . fill my e a rs in a
k / Why did Jun replace
fla sh .
some of the common
words?
M y mp3 playei>\a n e ce ssa ry tool,
^ most valuable 1^ Explain why he added
is a device I co nsid er My commas to the third
sentence.
p a re n ts sa y th ey never had one a t my \y^ Tell how revisions
improved his writing.
age, and I ju s t don't know how they
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159
978-0-02-118711-9
MHID: 0-02-118711-8