Active Learning and Note Taking Guide

Active Learning and
Note Taking Guide
Course 2
Program Consultant
Douglas Fisher, Ph.D.
Professor of Language and Literacy Education
San Diego State University
San Diego, CA
Acknowledgments
Grateful acknowledgment is given to authors, publishers, photographers, museums, and agents for permission to reprint the following
copyrighted material. Every effort has been made to determine copyright owners. In case of any omissions, the Publisher will be
pleased to make suitable acknowledgments in future editions.
Acknowledgments continued on p. 356.
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TIME © TIME, Inc. TIME and the Red Border Design are registered trademarks of TIME, Inc. Used under license.
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Glencoe/McGraw-Hill
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ISBN-13 (student edition): 978-0-07-876343-4

ISBN-10 (student edition): 0-07-876343-6
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 048 12 11 10 09 08 07 06
Table of Contents
To the Students and Parents ...................................................................... viii

How to Use This Book ...................................................................................... ix
UNIT 1 Why Do We Read?

Genre Focus: Informational Media ...............................................................................1
Reading Workshop 1
Note Taking: Setting a Purpose for Reading ...............................................................3
Gary Soto Interactive Reading: Seventh Grade .............................................................................6
Reading Workshop 2
Note Taking: Previewing .............................................................................................. 16
Jack Anderson Interactive Reading: Where You Are .......................................................................... 19
Reading Workshop 3
Note Taking: Reviewing................................................................................................23
Lesley Reed Interactive Reading: Teaching Nepalis to Read, Plant, and Vote ...........................26
Reading Workshop 4
Note Taking: Understanding Text Structure ..............................................................32
Jane Yolen Interactive Reading: Suzy and Leah ...........................................................................35
Comparing Literature Workshop
Note Taking: Comparing Theme ................................................................................49
Tie It Together ...............................................................................................................53
UNIT 2 How Can We Become Who We Want to Be?

Genre Focus: Biography ................................................................................................55
Reading Workshop 1
Note Taking: Activating Prior Knowledge..................................................................57
Barbara A. Lewis Interactive Reading: Kids in Action: Dalie Jimenez..................................................60
Reading Workshop 2
Note Taking: Connecting .............................................................................................64
Lavendhri Pillay Interactive Reading: Toward a Rainbow Nation .......................................................67
Reading Workshop 3
Note Taking: Making Inferences .................................................................................73
Maya Angelou Interactive Reading: New Directions ..........................................................................76
Active Learning and Note Taking Guide iii

Reading Workshop 4
Christina Cheakalos Note Taking: Understanding Sequence .....................................................................82
and Matt Birkbeck Interactive Reading: Miracle Hands ...........................................................................85
Note Taking: Comparing Setting.................................................................................90
Tie It Together ...............................................................................................................94
UNIT 3 Who Can We Really Count On?

Genre Focus: The Short Story ......................................................................................95
Reading Workshop 1
Note Taking: Drawing Conclusions ............................................................................97
uncredited Interactive Reading: Friendships and Peer Pressure .............................................100
Reading Workshop 2
Note Taking: Responding ...........................................................................................105
O. Henry Interactive Reading: After Twenty Years ..................................................................108
Reading Workshop 3
Note Taking: Synthesizing.......................................................................................... 115
Sari Locker Interactive Reading: Friends Forever ....................................................................... 118
Reading Workshop 4
Henry and Note Taking: Determining the Main Idea ...............................................................124
Melissa Billings Interactive Reading: The Brinks Robbery ................................................................127
Note Taking: Comparing Plot ....................................................................................133
Tie It Together .............................................................................................................137
UNIT 4 Who Influences Us and How Do They Do So?

Genre Focus: Persuasive Writing ..............................................................................139
Reading Workshop 1
Note Taking: Understanding Persuasive Techniques ............................................. 141
Langston Hughes Interactive Reading: Thank You M’am .....................................................................144
Reading Workshop 2
Note Taking: Distinguishing Fact and Opinion ....................................................... 151
Sidney Poitier Interactive Reading: Oprah Winfrey ........................................................................154
iv Active Learning and Note Taking Guide

Reading Workshop 3
Note Taking: Author’s Purpose and Perspective ....................................................158
Edna St. Vincent Millay Interactive Reading: The Courage That My Mother Had ...................................... 161
Eve Merriam Interactive Reading: Two People I Want to Be Like ...............................................162
Reading Workshop 4
John Yinger and Note Taking: Compare and Contrast .......................................................................165
Matthew Spalding Interactive Reading: Should Naturalized Citizens Be President? .........................168
Reading Across Texts Workshop
Note Taking: Reading for Persuasive Techniques .................................................. 173
Tie It Together ............................................................................................................. 177
UNIT 5 Is Progress Always Good?

Genre Focus: Science and Technology Writing ...................................................... 179
Reading Workshop 1
Note Taking: Paraphrasing and Summarizing ........................................................ 181
Cindy Kauffman Interactive Reading: Cyber Chitchat .........................................................................184
Reading Workshop 2
Note Taking: Using Text Features .............................................................................190
Daniel Biggs Interactive Reading: Conserving Resources ............................................................193
Reading Workshop 3
Note Taking: Taking Notes .........................................................................................199
Joni Mitchell Interactive Reading: Big Yellow Taxi .........................................................................202
Reading Workshop 4
Note Taking: Identifying Problem and Solution .....................................................206
Claire Miller Interactive Reading: Missing! ....................................................................................209
Joseph Bruchac Interactive Reading: Birdfoot’s Grandpa ................................................................. 212
Note Taking: Reading for Author’s Craft ................................................................. 215
Tie It Together ............................................................................................................. 219
UNIT 6 Why Do We Share Our Stories?

Genre Focus: Folktales .................................................................................................221
Reading Workshop 1
Note Taking: Understanding Cause and Effect .......................................................223
Gwido Mariko Interactive Reading: The Lion, the Hare, and the Hyena......................................226
Active Learning and Note Taking Guide v

Reading Workshop 2
Note Taking: Questioning ..........................................................................................232
Rudolfo A. Anaya Interactive Reading: The Boy and His Grandfather ...............................................235
Reading Workshop 3
Note Taking: Predicting ..............................................................................................239
Laurence Yep Interactive Reading: We Are All One .......................................................................242
Reading Workshop 4
Note Taking: Analyzing ..............................................................................................250
Judith Ortiz Cofer Interactive Reading: Aunty Misery ...........................................................................253
Note Taking: Comparing Cultural Context ..............................................................258
Tie It Together .............................................................................................................262
UNIT 7 What Makes You Tick?

Genre Focus: Poetry .....................................................................................................263
Reading Workshop 1
Note Taking: Evaluating .............................................................................................265
Edgar Allan Poe Interactive Reading: Annabel Lee .............................................................................268
Reading Workshop 2
Note Taking: Interpreting ...........................................................................................272
Janet S. Wong Interactive Reading: Face It .......................................................................................275
Arnold Adoff Interactive Reading: Almost Ready ..........................................................................276
Reading Workshop 3
Note Taking: Monitoring Comprehension ..............................................................279
Walt Whitman Interactive Reading: Miracles ....................................................................................282
Robert Frost Interactive Reading: The Pasture ..............................................................................283
Reading Workshop 4
Note Taking: Connecting ...........................................................................................286
Jean Little Interactive Reading: Growing Pains .........................................................................289
Note Taking: Comparing Figurative Language .......................................................293
Tie It Together .............................................................................................................298
vi Active Learning and Note Taking Guide

UNIT 8 What Is a Community?
Genre Focus: Historical Documents ..........................................................................299
Reading Workshop 1
Note Taking: Visualizing .............................................................................................301
uncredited Interactive Reading: Kingdoms of Gold and Salt ...................................................304
Reading Workshop 2
Note Taking: Skimming and Scanning .....................................................................308
Graeme Davis Interactive Reading: Letters From Home................................................................. 311
Reading Workshop 3
Note Taking: Clarifying............................................................................................... 317
Amanda Hinnant Interactive Reading: Ah, Wilderness! .......................................................................320
Reading Workshop 4
Note Taking: Predicting ..............................................................................................326
Rod Serling Interactive Reading: The Monsters Are Due On Maple Street, Act 2..................329
Note Taking: Reading for Author’s Credibility ........................................................343
Tie It Together .............................................................................................................347
Hot Words Journal ........................................................................................... 348
Acknowledgments............................................................................................. 356
Active Learning and Note Taking Guide vii

To Students & Parents
T he Active Learning and Note Taking Guide is a special kind of book—
one you can actually interact with and make your own. The Note Taking
portion is designed to work with the lessons in Reading with Purpose,
Course 1. The Interactive Reading portion encourages you to activate prior
knowledge, review important words, interact with the reading selections,
and review what you have read.
Note Taking
Write notes in the Notes column as you read the lessons. After you have
read a lesson, review your notes and write questions or key ideas in the
Cues column. Use your notes to study by covering the Notes column and
answering the questions or explaining the key ideas in the Cues column.
Then complete the Summary portion of the Note Taking pages to review
what you have learned.
Interactive Reading
Before you read a selection, connect what you will learn with what you
already know by completing the Connect activity. Review the terms in the Word
Power section. These are words that will appear in the reading selection.
As you read the selection, circle, underline, or highlight parts of the selection
that grab your attention or that are hard to understand. Jot down words you
want to remember. Fill the margins with your thoughts and questions. You
can mark up these selections in a way that works for you—a way that helps
you understand and remember what you read.
How to Get Started

Before you start using this book, take a few minutes to review How to
Use This Book on pages ix–xii. These pages will help you get a good start
to taking notes and using the reading selections.
The Active Learning and Note Taking Guide is interactive and fun. You’ll
discover that the note taking skills and strategies you learn to use in this book
will help you become a better note taker in all your classes. You’ll also like
reading the interesting and varied selections. You’ll become a better reader.
Note to Parents and Guardians

Ask your students to show you their work as they proceed through this
workbook. You might enjoy reading along!
viii Active Learning and Note Taking Guide

How to Use This Book
Note Taking Pages
The Note Taking pages of this book guide you through the process of taking notes
about the reading skills and literary and text elements you will be learning about.
These pages follow the Cornell Note Taking Method and includes several parts: the
preview, notes, cues, and summary.
Preview You will use

UNIT 1 READING WORKSHOP 3 Notes As you read,
a pre-reading strategy to Note Taking
take notes on the skill
preview the material you Skill Lesson: Reviewing (Reading with Purpose, pp. 54–55)
lesson pages. Graphic

are about to study. Preview Scan the information on review. What does reviewing mean?
Reviewing means organizers and write-on

lines help you organize
Cues Notes your notes.
Reviewing helps you:
1.
2.
Notes As you read,
Steps in Reviewing take notes here on the
literary elements or
text elements. Graphic
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Cues After you have organizers and write-on

taken notes, use the UNIT
lines help you organize
1 R
Cues column to write EAD
IN GW
OR KSH
your notes.
Key T OP
questions or phrases ext E
lem ent:
Lead
3
Cue (Read
that will help you s ing w
ith Pu
rpo se, p.
57) Note
Note
review the information Lead
s
Takin
g
you studied.
Active Learning and Note Taking Guide Course 2, Unit 1 23
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Before You Read Pages
The Before You Read page helps prepare you for the reading selection by previewing
vocabulary words and connecting your own experience to what you’re about to read.
What You’ll Learn Look forward to the reading

skill and literary or text element you will be practicing
in this reading selection.
Hot Words Choose

UNIT 1 READING WORKSHOP 3
words that you think
Connect Before you Interactive Reading
are important, difficult,
read, think about your Before You Read Teaching Nepalis to Read, Plant, and Vote
or interesting. You can
own experience and What You’ll Learn
Key Reading Skill: Reviewing As you read, you might write these words in
share your knowledge Key Text Element: Lead
find words that you want
to know more about. They
your Hot Words Journal
and opinions. Connect might be ones you really
like or ones that you don’t
Education is a force that can change people’s lives.
Consider the benefits of education in your life. How
understand. You can add at the back of this book
them to your Hot Words
does learning benefit you now and how will it help
you in the future?
Journal at the back of this
book.
to build your knowledge
and vocabulary.
Word Power
Use each word in a sentence.
determined (dih TUR mund) adj. having firmly decided; unwilling
to change one’s mind
illegal (ih LEE gul) adj. against the law
Word Power
Vocabulary words are inspired (in SPY urd) v. made someone want to do something;
introduced on the form of the verb inspire

Big Question
Before You Read page. Why Do We Read?
Read the selection, Preview how the
Each word is followed “Teaching Nepalis to Read,
Plant, and Vote,” to find reading selection will
by its pronunciation, its out how one family helped
thousands of people in
connect to the Big
part of speech, a defini- Nepal learn to read.
Question for this unit.
tion, and an opportunity
for you to create a sen- 23-31 U1RW3 876343.indd 25 5/23/06 12:39:21 PM
tence using the word.
x Active Learning and Note Taking Guide

Interactive Reading Pages
Look for the signal UNIT
button It guides you to 1 RE

AD ING W
ORK SHOP
3
a side margin activity and Interact

ive Rea
back into the reading. Teachin ding
Nepalis g
Read, P to
and Vo lant
Key Te
xt Elem
Lead ent
1
Margin Notes These notes What fa
cts abou
te
does the t the artic
lead for le
will ask a question to get you selection
give you?
this
thinking about what you’re Dhung

Seventy
years ag
o, a bo by Lesle
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el was y named
reading, help you with a difficult result,
write.
thousa
not allo
nds of
wed to
Nepalis
go to sc
Bishnu
hool. A
Prasad
This is have le sa
the rem
passage, point out an important Dinesh
When
, and D
inesh’s
arkable
w ife, Rat
story of
arned
B is
to read
hnu, h
and
Bishnu na. 1 is son
was a
development, or model a skill. school
It was
in Nep
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against far aw e
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villages the law
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What qu that it al, beca to start du.
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UNIT 1 RE u’s chil overnm r of
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However, he ty26fighCo ting ds tha t re e month g so, B
liti cal par come acro ss wor s for br is h nu was
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1, wh en
Un w ea k
Congres ernment. In 195 kno ing the
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democracy —t powe r, education wa more about.
ment came to 23-31 U1
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finally allowe
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went the page. You can and Not
e Taking
hnu’s third son m college. them to your Hot
Words Guide
Dinesh is Bis du ate d fro
nta ry sch ool , he gra e to get a Jou rna l at the back of
to eleme En gli sh, he was abl
studied volunteers. this book.
Because he had
3
. Peace Corps
Nepali to U.S vel around
job teaching
5/23/06
e the op po rtunity to tra 12:39:22

PM
cam
With the job
Nepal.
Dinesh soon
noticed ho w few po
ew how to rea
or Nepalis, esp
d. They now
e-
Mark the Text When
and girls, kn have
cially women
had the right
to go to sch
is
ool , but they didn’t
realization ins
pired Dinesh
you see this symbol, you’ll
che rs. Th
schools or tea ps as a champ
ion
to follow in his
father ’s footste
nds of lives we
re underline or highlight a bit
cat ion . As a result, thousa
of edu
changed.
tunate to hav
e married Ra
tna, a of text, or circle interesting
Dinesh was for o was also com
mitted to
lively young
wo ma n wh
or. They create
d an organizat
ion called
cate
or difficult words.
helping the po Center to edu
ill Companies, Inc.
n Ser vic es
al Educatio
the Non-Form
poor Nepalis. were work-
project: “We
bes their first lived in caves
Dinesh descri
of The McGraw-H
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visited,
ing with a ver
on the sides
of steep hills.
the forest bec
When we first
aus e the y were scared
of Your Notes Use this
they ran into ieve our
-Hill, a division
I couldn’t bel
Footnotes strangers. Th
ey had no thi ng .
space to jot down any
oe/McGraw
Selection footnotes ideas, questions, or thoughts

Copyright © Glenc
explain words or 1
A political part
y is an organiz
ation that trie
s to get its can
didates
you have as you read.
ce. t in whi ch the
elected to offi is a governmen
MAWK ruh see) ing.
phrases that you may 2
A democracy (dih
people hold the power through
the U.S. Peace
vot
Corps help peo
ple in oth
must live in
er cou ntries
this country
3
Volunteers in ps volunteers
ls. Peace Cor people there. 27
not know to help you learn useful skil speak the language of the
for two years
and
Course 2, Uni
t1
ng Guide
and Note Taki
better understand the Active Learning
5/23/06 12:39
:23 PM
selection. 23-31 U1RW

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27
Active Learning and Note Taking Guide xi

After You Read Pages
The After You Read pages help you practice the reading skills you have learned and
use your knowledge of literary and text elements in the reading election.
Graphic organizers and questions to answer

help you analyze the reading using your new skills.
Interactive Reading UNIT 1 READING WORKSHOP 3
Skill Review: Lead

Analyze the lead in “Teaching Nepalis to Read, Plant, and Vote.”
What does the lead say that’s surprising to you?
What questions does the lead create for you? What more would you like to learn?
Restate the information supplied in the lead.
Who?
What?
Lead Where?
When?
How?
Evaluate the lead. How does this lead affect you? Did it make you to want
to read on? Why or why not?
23-31 U1RW3 876343.indd 31 5/23/06 12:39:27 PM
xii Active Learning and Note Taking Guide

UNIT 1 Genre Focus Note Taking
Informational Media (Reading with Purpose, p. 4)
Preview Scan the information on informational media. List examples of

informational media.
Textbooks,
Cues Notes
Why do we read or Use informational media to
watch informational • get news
media?
• learn how to make or do something
•
•
key reading skills Key Reading Skills
setting a purpose before reading, decide what questions the
selection might answer
previewing look at title, headings, pictures, learn what
information is in the reading
Key Text Elements

photos and help understand information, make reading
illustrations more interesting
titles, heads, and
decks
lead introduce the story

Unit 1 Genre Focus Note Taking
Summary
Identify some types of informational media.

• TV news reports •
• textbooks •
List and define key reading skills.
setting a purpose
title, headings, pictures give idea what is

contained in material

List and define key elements.
photos and illustrations
grabs attention, introduces text
2 Course 2, Unit 1 Active Learning and Note Taking Guide

UNIT 1 READING WORKSHOP 1 Note Taking
Skill Lesson: Setting a Purpose for Reading (Reading with Purpose, pp. 12–13)
Preview Skim the information on setting a purpose for reading. Write one
thing you already knew about the topic.
I knew
Cues Notes
What is “setting a Before reading, ask yourself
purpose for reading?”
•
•
Setting a purpose helps you identify

answering
a question
learning to
do a task
To set a purpose for reading

• think about what you are reading and why
•
•

Note Taking
Literary Element: Theme (Reading with Purpose, p. 25)
Cues Notes
Theme is the main idea or message in a piece of literature.
Tips for thinking To think about theme

about theme •
•
•
Summary
Apply your knowledge about setting purposes for reading by filling in the
graphic organizer below.
Reading a picture book about

material a mystery novel
the Grand Canyon

to find
your
your favorite
purpose
Mexican recipe
for reading

Interactive Reading
Before You Read Seventh Grade

What You’ll Learn
Key Reading Skill: Setting a Purpose for Reading As you read, you might
find words that you want
Literary Element: Theme
to know more about.
Connect They might be ones you
really like or ones that
Think back to the first day of school this year. What did
you don’t understand. You
you hope would be the same as last year? What did you
can add them to your Hot
hope would be different? Describe your hopes on that
Words Journal at the back
first day.
of this book.
Word Power
propelled (proh PELD) v. pushed or moved forward

glimpse (glimps) n. a quick look
campus (KAM pus) n. the land and buildings around a school
eventually (ih VEN choo ul lee) adv. In the end; finally
Why Do We Read?
Read the selection “Seventh
impress (im PRES) v. to have a strong effect on Grade” to find out about
a day in the lives of other
seventh graders.

UNIT 1 READING WORKSHOP 1 Interactive Reading
Seventh Grade by Gary Soto
On the first day of school, Victor stood in line half

Key Reading Skill 1 an hour before he came to a wobbly card table. 1
Setting a Purpose He was handed a packet of papers and a computer

for Reading card on which he listed his one elective,1 French. He
already spoke Spanish and English, he thought some
Think about the title of this
story. Read the first line. What day he might travel to France, it was cool; not like
do you think the story is Fresno, where summer days reached 110 degrees in
going to be about? the shade. There were rivers in France, and huge
churches, and fair-skinned people everywhere, the
way there were brown people all around Victor.
Besides, Teresa, a girl he had liked since they
were in catechism2 classes at Saint Theresa’s, was
taking French, too. With any luck they would be
in the same class. Teresa is going to be my girl this
year, he promised himself as he left the gym full of
students in their new fall clothes. She was cute. And

good at math, too, Victor thought as he walked down
the hall to his homeroom. He ran into his friend,
Michael Torres, by the water fountain that never
Literary Element 2 turned off. 2
Theme They shook hands, raza-style 3, and jerked their

heads at one another in a saludo de vato.4 “How
One way to figure out the
come you’re making a face?” asked Victor.
theme, or main idea, of
the story is to watch what “I ain’t making a face, ese. This is my face.”
the main character does. Michael said his face had changed during the
Who seems to be the main
character in this story?
1
An elective is a class that a student chooses to take.
2
At catechism (KAT uh kiz um) classes, students learn about the
Roman Catholic Religion.
3
Raza-style (RAW zuh) refers to the way Mexican Americans or other
Hispanic people do something.
4
Saludo de vato (suh LOO doh \ day \ VAW toh) is a greeting.

summer. He had read a GQ magazine that his older

brother borrowed from the Book Mobile and noticed As you read, you might
that the male models all had the same look on their find words that you want
faces. They would stand, one arm around a beauti- to know more about. They
ful woman and scowl. They would sit at a pool, their might be ones you really
rippled stomachs dark with shadow, and scowl. They like or ones that you don’t
would sit at dinner tables, cool drinks in their hands, understand.
Circle those words on
and scowl.
the page. Add these to
“I think it works,” Michael said. He scowled and your Hot Words Journal
let his upper lip quiver. His teeth showed along with at the back of this book.
the ferocity5 of his soul. “Belinda Reyes walked by a
while ago and looked at me,” he said.
Victor didn’t say anything, though he thought
his friend looked pretty strange. They talked about
recent movies, baseball, their parents, and the horrors
of picking grapes in order to buy their fall clothes.
Picking grapes was like living in Siberia,6 except hot
and more boring.
“What classes are you taking?” Michael said,
scowling.
“French. How ‘bout you?”

“Spanish. I ain’t so good at it, even if I’m
Mexican.”
“I’m not either, but I’m better at it than math,
that’s for sure.”
A tinny, three-beat bell propelled students to their
homerooms. The two friends socked each other in
the arm and went their ways, Victor thinking, man,
that’s weird. Michael thinks making a face makes him
handsome.
On the way to his homeroom, Victor tried a scowl.
He felt foolish, until out of the corner of his eye he
5
Ferocity (fuh RAW suh tee) means “unfriendliness or anger.”
6
Siberia is a very cold part of northern Russia.

Your Notes saw a girl looking at him. Umm, he thought, maybe

it does work. He scowled with greater conviction.7
In homeroom, roll was taken, emergency cards
were passed out, and they were given a bulletin to
take home to their parents. The principal, Mr. Belton,
spoke over the crackling loudspeaker, welcoming the
students to a new year, new experiences, and new-
friendships. The students squirmed in their chairs
and ignored him. They were anxious to go to first
classes. Victor sat calmly, thinking of Teresa, who
sat two rows away, reading a paperback novel. This
would be his lucky year. She was in his homeroom,
and would probably be in his English and math. And
of course, French.
The bell rang for first period, and the students
herded noisily through the door. Only Teresa
lingered, talking with the homeroom teacher.
“So you think I should talk to Mrs. Gaines?” she
asked the teacher. “She would know about ballet?”
“She would be a good bet,” the teacher said. Then

added, “Or the gym teacher, Mrs. Garza.”
Victor lingered, keeping his head down and staring
at his desk. He wanted to leave when she did so he
could bump into her and say something clever.
He watched her on the sly.8 As she turned to leave,
he stood up and hurried to the door, where he man-
aged to catch her eye. She smiled and said, “Hi,
Victor.”
He smiled back and said, “Yeah, that’s me.”
His brown face blushed. Why hadn’t he said, “Hi,
Teresa,” or “How was your summer?” or something
nice?
7
To do something with conviction is to do it with strong belief.
8
When you do something on the sly, you do it so that no one notices.

As Teresa walked down the hall, Victor walked the

other way, looking back, admiring how gracefully she
walked, one foot in front of the other. So much for
being in the same class, he thought. As he trudged
to English, he practiced scowling. 3 3 Key Reading Skill
In English they reviewed the parts of speech. Mr. Setting a Purpose
Lucas, a portly man, waddled down the aisle, asking, for Reading
“What is a noun?”
What was your purpose for
“A person, place, or thing,” said the class in reading before you began
unison.9 “Yes, now somebody give me an example reading? Has it changed now
of a person-you, Victor Rodriguez.” that you’ve started to read the
“Teresa,” Victor said automatically. Some of the story?
girls giggled. They knew he had a crush on Teresa.
He felt himself blushing again.
“Correct,” Mr. Lucas said. “Now provide me with a
place.”
Mr. Lucas called on a freckled kid who answered,
“Teresa’s house with a kitchen full of big brothers.”
After English, Victor had math, his weakest sub-
ject. He sat in the back by the window, hoping that
he would not be called on. Victor understood most

of the problems, but some of the stuff looked like the
teacher made it up as she went along. It was confus-
ing, like the inside of a watch.
After math he had a fifteen-minute break, then
social studies, and, finally lunch. He bought a tuna
casserole with buttered rolls, some fruit cocktail, and
milk. He sat with Michael, who practiced scowling
between bites.
Girls walked by and looked at him.
“See what I mean, Vic?” Michael scowled. “They
love it.”
“Yeah, I guess so.”
9
In unison means “all together.”

They ate slowly, Victor scanning the horizon10 for a

glimpse of Teresa. He didn’t see her. She must have
brought lunch, he thought, and is eating outside.
Victor scraped his plate and left Michael, who was
busy scowling at a girl two tables away.
The small, triangle-shaped campus bustled with
students talking about their new classes. Everyone
was in a sunny mood. Victor hurried to the bag
lunch area, where he sat down and opened his math
book. He moved his lips as if he were reading, but
his mind was somewhere else. He raised his eyes
slowly and looked around. No Teresa.
He lowered his eyes, pretending to study, then
looked slowly to the left. No Teresa. He turned a
page in the book and stared at some math problems
that scared him because he knew he would have to
do them eventually. He looked to the right. Still no
sign of her. He stretched out lazily in an attempt to
disguise his snooping.
Key Reading Skill 4 Then he saw her. She was sitting with a girlfriend

Setting a Purpose for under a plum tree. Victor moved to a table near her
Reading and daydreamed about taking her to a movie. When
Review what has happened in the bell sounded, Teresa looked up, and their eyes
the story so far. What do you met. She smiled sweetly and gathered her books.
want to find out as you con- Her next class was French, same as Victor’s. 4
tinue to read? How has your They were among the last students to arrive in
purpose for reading changed? class, so all the good desks in the back had already
been taken. Victor was forced to sit near the front, a
few desks away from Teresa, while Mr. Bueller wrote
French words on the chalkboard.
The bell rang, and Mr. Bueller wiped his hands,
turned to the class, and said, “Bonjour.”11
10
Scanning the horizon means looking far ahead to find something in
the distance.
11
Bonjour (bohn ZHOOR) is French for “Good day” or Hello.”

“Bonjour,” braved a few students. 5 Literary Element

“Bonjour,” Victor whispered. He wondered if Teresa
Theme
heard him.
Mr. Bueller said that if the students studied hard, Victor is embarrassed because
at the end of the year they could go to France and be he was trying to impress
Teresa. From this information,
understood by the populace.
what do you think the story’s
One kid raised his hand and asked, “What’s theme might be?
‘populace’?”
“The people, the people of France.” Mr. Bueller
asked if anyone knew French. Victor raised his hand,
wanting to impress Teresa. The teacher beamed and
said, “Très bien. Parlez-vous français?”12
Victor didn’t know what to say. The teacher wet
his lips and asked something else in French. The
room grew silent. Victor felt all eyes staring at him.
He tried to bluff his way out by making noises that
sounded French.
“La me vava me con le grandma,” he said uncertainly.
Mr. Bueller, wrinkling his face in curiosity, asked
him to speak up.
Great rosebushes of red bloomed on Victor’s

cheeks. A river of nervous sweat ran down his
palms. He felt awful. Teresa sat a few desks away, no 6 Key Reading Skill
doubt thinking he was a fool. Without looking at Mr. Setting a Purpose
Bueller, Victor mumbled, “Frenchie oh wewe gee in for Reading
September.” 5 Did Victor’s foolishness make
Mr. Bueller asked Victor to repeat what he had you adjust your purpose?
said. “Frenchie oh wewe gee in September,” Victor Why or why not?
repeated.
Mr. Bueller understood that the boy didn’t know
French and turned away. He walked to the black-
board and pointed to the words on the board with
his steel-edged ruler. 6
12
Très bien. Parlez-vous français? (tray bee an \ PAR lay voo \ fron
SAY) means “Very well. Do you speak French?”

Your Notes “Le bateau,”13 he sang.

“Le bateau,” the students repeated.
“Le bateau est sur l’eau,”14 he sang.
“Le bateau est sur l’eau.”
Victor was too weak from failure to join the class.
He stared at board and wished he had taken Spanish
not French. Better yet, he wished he could start his
life over. He had never been so embarrassed. He bit
his thumb until he tore off a sliver of skin.
The bell sounded for fifth period, and Victor
shot out of the room, avoiding the stares of the
other kids, but had to return for his math book. He
looked sheepishly15 at the teacher, who was erasing
the board, then widened his eyes in terror at Teresa
who stood in front of him. “I didn’t know you knew
French,” she said. “That was good.”
Mr. Bueller looked at Victor, and Victor looked
back. Oh please, don’t say anything, Victor pleaded
with his eyes. I’ll wash your car, mow your lawn,
Literary Element 7 walk your dog-anything! I’ll be your best student,

Theme and I’ll clean your erasers after school.
How are Mr. Bueller’s
Mr. Bueller shuffled through the papers on his
memories like Victor’s desk. He smiled and hummed as he sat down to
experience in French class? work. He remembered his college years when he
What do Mr. Bueller’s dated a girlfriend in borrowed cars. She thought he
memories help you was rich because each time he picked her up he had
understand about the theme? a different car. It was fun until he had spent all his
money on her and had to write home to his parents
because he was broke. 7
13
Le bateau (luh \ bah TOH) is French for “the boat.”
14
Le bateau est sur leau (ay\ syur loh) means “the boat is on
the water.”
15
Sheepishly means the way a sheep might act. Sheep are shy. When
you look sheepishly at someone, you show that you are shy and
embarrassed.

Victor couldn’t stand to look at Teresa. He was

sweaty with shame. “Yeah, well, I picked up a few
things from movies and books and stuff like that.”
They left the class together.
Teresa asked him if he would help her with her
French. “Sure, anytime,” Victor said.
“I won’t be bothering you, will I?”
“Oh no, I like being bothered.”
“Bonjour,” Teresa said, leaving him outside her next
class. She smiled and pushed wisps of hair from her 8
face. Why Do We Read?
“Yeah, right, Bonjour,” Victor said. He turned and
Would you tell a friend
headed to his class. The rosebushes of shame on his to read “Seventh Grade”?
face became bouquets of love. Teresa is a great girl, Why or why not?
he thought. And Mr. Bueller is a good guy. He raced
to metal shop. After metal shop there was biology,
and after biology a long sprint to the public library,
where he checked out three French textbooks.
He was going to like seventh grade. 8
Do the characters remind

you of a friend? What reason
would you give to this friend
to recommend the story?

After You Read Seventh Grade

Skill Review: Setting a Purpose for Reading
Review the purpose for reading that you stated on page 6 of this workbook.
Summarize how your purpose changed as you read the story.
Analyze the strategy you might have used if your primary purpose for

reading had been to find out how other kids dressed on the first day of
a new school year.

Skill Review: Theme

Explain what you think the theme of this story is.
“Seventh Grade”
Draw a poster that expresses the theme of “Seventh Grade.”


Skill Lesson: Previewing (Reading with Purpose, pp. 38–39)
Preview Scan the information on previewing. What information do you think

this lesson will cover?
Cues Notes
Previewing =
How does previewing Previewing shows you Previewing helps you

help me?

Text Features for Previewing

Note Taking
Key Literary Element: Title (Reading with Purpose, p. 41)
Cues Notes
Checklist for Using Titles
✔ Read the title and think about what it means.

___
✔
___
✔
___
Summary
Analyze the titles of the two selections in this reading workshop.
Where You Are Message of Hope

What does this title mean

to you?
What other meaning could

the title have?
Based on the title, what do

you think this selection will
be about?

Interactive Reading
Before You Read Where You Are

What You’ll Learn
As you read, you might
Key Reading Skill: Previewing
to know more about. They Key Literary Element: Title
might be ones you really
Connect
understand. You can add Take a look around you. What do you see?
them to your Hot Words View 1:
Journal at the back of
this book.
Move to a different place in the same room. What do you
see that you didn’t see before?
View 2:
Word Power
margin (MAR jin) n. the blank space around the printed area on

a page
condition (kon DISH un) n. state of being
reclining (rih KLY ning) v. lying down; form of the verb recline
Why Do We Read?
Read the poem, “Where precisely (prih SYS lee) adv. exactly
You Are,” and think about
how your location and
experience—where you are—
affect your point of view.
Where You 1 Key Reading Skill
Are 1 2
Previewing
Look at the first few lines of
“Where You Are.” How do
by Jack Anderson they lead you back to the
poem’s title?
This is where you are.

Please note.
You are reading a poem
Beginning, “This is where you are.”
5 Now get up
And walk three times around the room,
Then drink from a faucet
(If you can find a faucet).
Do not use a glass.
10 Stick your mouth directly
Into the stream of water.

Feel the water,
2 Key Literary Element
Its coldness, its wetness.
If there is no faucet near you Title
15 Or if the water is not potable Why do you think the poem
Observe sky is called “Where You Are”?
And whatever may fill it
(In the margin you may write
The names of three things
20 You see in the sky)
And try to decide
Whether our present condition
Is best described
As peace or war.
15 Potable (POH tuh bul) means “suitable for drinking.”

25 What is the difference

As you read, you might Between this and “this”?
find words that you want Please take note
to know more about. They Of where you are.
Did you really walk around the room
30 As requested?
understand.
Circle those words on Have you written anything in the margin?
the page. Add these to Are you sitting, standing,
your Hot Words Journal Or reclining?
at the back of this book. You are reading a poem
35 Which will end,
“Of all this is.”
But you are not there yet.
You are here.
You are getting there.
40 Now explain precisely
What the point
3 Of all this is. 3
Why do you think someone
might want to read a poem

like “Where You Are”?

After You Read Where You Are

Skill Review: Previewing
Restate what you learned from previewing the poem on pages 19 and 20.
Summarize what you learned when you used text features to preview the poem.
Feature What You Learned

title
line lengths
first four lines of the poem
Evaluate the following title, subhead, and first paragraph of the selection.
from Volcano
by Patricia Lauber
The Volcano Wakes
For many years the volcano slept. It was silent and still,
big and beautiful. Then the volcano, which was named
Mount St. Helens, began to stir. On March 20, 1980, it was
shaken by a strong earthquake. The quake was a sign of
movement inside St. Helens. It was a sign of a waking
volcano that might soon erupt again.
Feature What You Learned

title
subtitle
first paragraph

Skill Review: Title

Identify phrases or lines of the poem that connect back to the title. Explain how the phrases or
lines relate to the title.
Line(s) from the poem Connection to the title

line 1 This is “where you are” repeats the title
line 4 This is “where you are” repeats line 1 which repeats title phrase
line 28 take note of where you are
Explain how the title helped you understand the poem’s meaning.

Skill Lesson: Reviewing (Reading with Purpose, pp. 54–55)
Preview Scan the information on reviewing. What does reviewing mean?
Reviewing means
Cues Notes
Reviewing helps you
1.
2.
Steps in Reviewing

Note Taking
Key Text Element: Lead (Reading with Purpose, p. 57)
Cues Notes
Lead
a good lead tells

Summary
Organize the activities that are part of reviewing.
1.
2.
3.
4.
5.
6.
Identify what a magazine lead tells you about an article.
• • • • •

Interactive Reading
Before You Read Teaching Nepalis to Read, Plant, and Vote

What You’ll Learn
Key Reading Skill: Reviewing As you read, you might
Key Text Element: Lead
Connect might be ones you really
Education is a force that can change people’s lives.
understand. You can add
Consider the benefits of education in your life. How
does learning benefit you now and how will it help
you in the future?
book.
Word Power
determined (dih TUR mund) adj. having firmly decided; unwilling

to change one’s mind
illegal (ih LEE gul) adj. against the law
Why Do We Read?
inspired (in SPY urd) v. made someone want to do something; Read the selection,
“Teaching Nepalis to Read,
form of the verb inspire Plant, and Vote,” to find
out how one family helped
thousands of people in
Nepal learn to read.
Teaching
Nepalis to
Key Text Element
Read, Plant
and Vote
1
Lead
What facts about the article
does the lead for this by Lesley Reed
selection give you?
Seventy years ago, a boy named Bishnu Prasad
Dhungel was not allowed to go to school. As a
result, thousands of Nepalis have learned to read and
write. This is the remarkable story of Bishnu, his son
Dinesh, and Dinesh’s wife, Ratna. 1

When Bishnu was a child, there was only one
school in Nepal and it was far away in Kathmandu.
It was actually against the law to start schools in the
villages of Nepal, because the government believed
that it was easier to control people if they didn’t
know how to read and write.
What questions does it make Bishnu helped on the family farm, but he longed
you want to answer?
to go to school. Finally, he was so determined to get
an education that he ran away to Kathmandu, walk-
ing for three entire days. He completed one year of
school, enough to get a government job.
As Bishnu’s children grew, he was determined that
they would go to school, so he brought a teacher
from India to teach them. For doing so, Bishnu was
sent to jail for three months for breaking the law.

However, he didn’t give up. He joined the Nepali

Congress—a then-illegal political party1 fighting for As you read, you may
democracy2—to fight the government. In 1951, when come across words that
a new government came to power, education was you may want to know
finally allowed. more about.
Dinesh is Bishnu’s third son. He not only went Circle those words on
to elementary school, he graduated from college. the page. You can add
Because he had studied English, he was able to get a
job teaching Nepali to U.S. Peace Corps3 volunteers. this book.
With the job came the opportunity to travel around
Nepal.
Dinesh soon noticed how few poor Nepalis, espe-
cially women and girls, knew how to read. They now
had the right to go to school, but they didn’t have
schools or teachers. This realization inspired Dinesh
to follow in his father’s footsteps as a champion
of education. As a result, thousands of lives were
changed.
Dinesh was fortunate to have married Ratna, a
lively young woman who was also committed to
helping the poor. They created an organization called

the Non-Formal Education Services Center to educate
poor Nepalis.
Dinesh describes their first project: “We were work-
ing with a very poor tribal group that lived in caves
on the sides of steep hills. When we first visited,
they ran into the forest because they were scared of
strangers. They had nothing. I couldn’t believe our
1
A political party is an organization that tries to get its candidates
elected to office.
2
A democracy (dih MAWK ruh see) is a government in which the
people hold the power through voting.
3
Volunteers in the U.S. Peace Corps help people in other countries
learn useful skills. Peace Corps volunteers must live in this country
for two years and speak the language of the people there.

brothers and sisters were living in this condition.”

While they’d set out to teach reading and writing,
they quickly realized that they needed to do some-
Key Reading Skill 2
thing about the poverty they saw. After talking with
Reviewing the villagers, they decided to buy goats for the ten
Without looking back at poorest families. Goats could scale4 the steep hillsides
the selection, answer this and eat the brush that grew there. When the goats
question: gave birth, the kids5 were given to other poor fami-
• How did raising goats and lies. Dinesh and Ratna also learned that orange trees
planting orange trees help would grow in the area, so they planted hundreds
lift some Nepalis out of of trees.
poverty?
The villagers were required to save one quarter of
the money they earned from the goats and oranges.
With their savings, they sent their children to the
schools that the center helped build. They were even-
tually able to buy land and build better houses.
Since then, the center has taught 20,000 adults and
5,000 children to read as well as helped to lift them
out of poverty. They have built 15 schools and 56
drinking water systems and planted thousands of

trees. When democracy came to Nepal in 1990, the
center also taught the meaning of democracy and the
Review the text to find importance of voting and human rights6. 2
any information you might
Ratna was eager to help the women and children
have missed or forgotten. If
in another village, so she started her own organiza-
reviewing the text has helped
you answer the question tion, called HANDS. To get to the village, she had to
more completely, write your wade a river seven times. It was a three-and-a-half
new answer below. hour walk to the nearest health clinic. When the river
was flooded, the people couldn’t get to the clinic at
all. Ratna’s organization built a health center. It also
taught women and girls to raise animals, to farm
4
Here, to scale means “to climb.”
5
Kids are baby goats.
6
Human rights are basic privileges or freedoms that every person is
supposed to have.

organically7 and make tofu8, to sew, and to make

pressed-flower cards (which Ratna sells in the United
States). Of course, they also learn to read and write.
“In the poor areas of Nepal,” Dinesh says, “there
is no TV or computer or electricity. Most children
don’t have enough pencils or paper. When the rainy
season starts, it seems like all the rain is falling in the
class because the roofs leak so much. The classrooms
are tiny, dark, and cold. The children need to help
their parents with housework, fetching firewood, and
taking care of goats or their younger brothers and
sisters. Because of this, only one out of ten children
complete grade 10.”
Dinesh and Ratna have spent their lives trying to
change this. Of this, Dinesh says, “We are proud.” 3 3
Why Do We Read?
How did learning to read
change the lives of the people
in poor areas of Nepal?
7
When farmers grow food organically, they do not use chemicals to
help fruits or vegetables grow or to control insects.
8
Tofu is a food made from soybeans. It is inexpensive to make and
good for your health.

After You Read Teaching Nepalis to Read, Plant, and Vote
Skill Review: Reviewing

List the key events you remember from your reading of “Teaching Nepalis to
Read, Plant, and Vote.” Then review the story and add any additional important
events or details about the events in the On Review column.
Key Events
First Reading On Review

Describe the characters you remember from your reading of “Teaching Nepalis
to Read, Plant, and Vote.” Then review the story and add any additional details
about the characters and their relationships in the On Review column.
Characters
First Reading On Review

Skill Review: Lead

Analyze the lead in “Teaching Nepalis to Read, Plant, and Vote.”
What does the lead say that’s surprising to you?
What questions does the lead create for you? What more would you like to learn?
Restate the information supplied in the lead.
Who?
What?
Lead Where?
When?
How?
Evaluate the lead. How does this lead affect you? Did it make you to want
to read on? Why or why not?

Skill Lesson: Understanding Text Structure (Reading with Purpose, pp. 78–79)
Preview Scan the information about understanding text structure. What do

you think you’ll learn as you read?
Cues Notes
Two types of text structure:
1. Sequence =
2. =
Understanding text structure helps you
•
•
•

transition words
clarify the order of

steps in a process
examples: examples:

Note Taking
Cues
Think about
Ask
Summary
Create four sentences using the transition words listed on page 79 of your
textbook. Two sentences should show steps in a process and two sentences
should show cause and effect.
1.
2.
3.
4.

Interactive Reading
Before You Read Suzy and Leah

What You’ll Learn
Key Reading Skill: Understanding Text Structure
to know more about. They Literary Element: Theme
Connect
understand. You can add Think of a time you met someone who was very differ-
them to your Hot Words ent from you. Describe how you felt about this person
Journal at the back of the first time you met. Did your relationship change over
this book. time? What did you learn from this person?

Word Power
refugee (REF yoo jee) n. a person who flees for safety, especially
because of war or natural disaster
swarmed (swormd) v. moved in a large group; form of the verb

swarm
Why Do We Read?
Read the selection, “Suzy
and Leah,” to find out how permanent (PUR muh nunt) adj. lasting
two young girls viewed the
lives of refugees during
World War II.
1 Reviewing Skills
Suzy and Leah 1

Previewing
Preview the story to get an
idea of what you are going
by Jane Yolen to read about. Read the title
and first few sentences of
August 5, 1944 the story. Skim the text. Look
Dear Diary, at the photos. What do you
Today I walked past that place, the one that was in find out about the story by
the newspaper, the one all the kids have been talk- previewing it?
ing about. Gosh, is it ugly! A line of rickety wooden
buildings just like in the army. And a fence lots
higher than my head. With barbed wire1 on top. How
can anyone—even a refugee—live there?
I took two candy bars along, just like everyone said
I should. When I held them up, all those kids just
swarmed over to the fence, grabbing. Like in a zoo.
Except for this one girl, with two dark braids and
bangs nearly covering her eyes. She was just standing
to one side, staring at me. It was so creepy. After a 2 Literary Element
minute I looked away. When I looked back, she was Theme

gone. I mean gone. Disappeared as if she’d never been.
Each girl has a first
Suzy impression of the other girl.
What is that impression based
August 5, 1944 on? How does each girl react
My dear Mutti, 2
to the other? Do you think
I have but a single piece of paper to write on. And this might be a clue to what
a broken pencil. But I will write small so I can tell all. the theme of the story is?
I address it to you, Mutti, though you are gone from
me forever. I write in English, to learn better, because
I want to make myself be understood. 2
1
Barbed wire is twisted wire with sharp points attached to it. It is
used for fences.
2
Mutti (MOO tee) is a way of saying “Mommy” in German.

Your Notes Today another girl came. With more sweets. A

girl with yellow hair and a false smile. Yonni and
Zipporah and Ruth, my friends, all grabbed for the
sweets. Like wild animals. Like . . . like prisoners.
But we are not wild animals. And we are no longer
prisoners. Even though we are still penned in.
I stared at the yellow-haired girl until she was
forced to look down. Then I walked away. When I
turned to look back, she was gone.
Disappeared. As if she had never been.
Leah
September 2, 1944
Dear Diary,
I brought the refugee kids oranges today. Can you
believe it—they didn’t know you’re supposed to peel
oranges first. One boy tried to eat one like an apple.
He made an awful face, but then he ate it anyway. I
showed them how to peel oranges with the second
one. After I stopped laughing.

Mom says they are going to be coming to school.
Of course they’ll have to be cleaned up first. Ugh.
My hand still feels itchy from where one little boy
grabbed it in his. I wonder if he had bugs.
Suzy
September 2, 1944
My dear Mutti,
Today we got cereal in a box. At first I did not
know what it was. Before the war we ate such lovely
porridge3 with milk straight from our cows. And eggs
fresh from the hen’s nest, though you know how I
hated that nasty old chicken. How often she pecked
me! In the German camp, it was potato soup—with
3
Porridge (POR ij) is hot cereal.

onions when we were lucky, without either onion

or potato when we were not. And after, when I was
running from the Nazis, it was stale brown bread, if
we could find any. But cereal in a box—that is some-
thing. 3 3 Key Reading Skill
I will not take a sweet from that yellow-haired girl, Understanding Text
though. She laughed at Yonni. I will not take another Structure
orange fruit.
When did Leah eat porridge
Leah with fresh milk? When did she
try cereal from a box? Circle
September 5, 1944 the signal words that show
Dear Diary, the order of events.
So how are those refugee kids going to learn? Our
teachers teach in English. This is America, after all.
I wouldn’t want to be one of them. Imagine going
to school and not being able to speak English or
understand anything that’s going on. I can’t imagine
anything worse.
Suzy
September 5, 1944
My dear Mutti,
The adults of the Americans say we are safe now.
And so 4 we must go to their school. But I say no 4 Key Reading Skill
place is safe for us. Did not the Germans say that we Understanding Text
were safe in their camps? And there you and baby Structure
Natan were killed. How much time has passed
And how could we learn in this American school since Suzy and Leah first
anyway? I have a little English. But Ruth and saw one another through the
Zipporah and the others, though they speak Yiddish4 fence? (Hint: Look at the dates
and Russian and German, they have no English at all. of the diary entries.)
None beyond thank you and please and more sweets.
4
Yiddish (YIH dish) is a language spoken by Jews of eastern and
central European background. It is based on German and includes
words from other languages of that area of Europe. Yiddish is writ-
ten in Hebrew letters.

Your Notes And then there is little Avi. How could he go

to this school? He will speak nothing at all. He
stopped speaking, they say, when he was hidden
away in a cupboard by his grandmother who was
taken by the Nazis after she swore there was no
child in the house. And he was almost three days in
that cupboard without food, without water, without
words to comfort him. Is English a safer language
than German?
There is barbed wire still between us and the
world.
Leah
September 14, 1944

Dear Diary,
At least the refugee kids are wearing better clothes
now. And they all have shoes. Some of them still
had those stripy pajamas on when they arrived in
America.
The girls all wore dresses to their first day at

school, though. They even had hair bows, gifts from
the teachers. Of course I recognized my old blue pin-
afore.5 The girl with the dark braids had it on, and
Mom hadn’t even told me she was giving it away.
I wouldn’t have minded so much if she had only
asked. It doesn’t fit me anymore, anyway.
The girl in my old pinafore was the only one with-
out a name tag, so all day long no one knew her
name.
Suzy
5
A pinafore (PIN uh for) is a dress with a low neck and no sleeves
that buttons in the back. It is usually worn with a blouse or as an
apron over another dress.

September 14, 1944

My dear Mutti,
I put on the blue dress for our first day. It fit me
well. The color reminded me of your eyes and the
blue skies over our farm before the smoke from the
burning darkened it. Zipporah braided my hair, but
I had no mirror until we got to the school and they
showed us the toilets. They call it a bathroom, but
there is no bath in it at all, which is strange. I have
never been in a school with boys before.
They have placed us all in low grades. Because of
our English. I do not care. This way I do not have to
see the girl with the yellow hair who smiles so falsely
at me.
But they made us wear tags with our names
printed on them. That made me afraid. What next?
Yellow stars? I tore mine off and threw it behind a
bush before we went in.
Leah 5 5 Literary Element
Theme
September 16, 1944

Often, a problem in a story
Dear Diary,
is a clue to what the theme
Mr. Forest has assigned each of us to a refugee to is. Do you think Suzy has a
help them with their English. He gave me the girl problem understanding the
with the dark braids, the one without the name tag, children in the camp? Why or
the one in my pinafore. Gee, she’s as prickly as a why not?
porcupine. I asked if I could have a different kid. He
said I was the best English student and
she already spoke the best English. He wants her to
learn as fast as possible so she can help the others.
As if she would, Miss Porcupine.
Her name is Leah. I wish she would wear another
dress.
Suzy

September 16, 1944

As you read, you might My dear Mutti,
come across words that Now I have a real notebook and a pen. I am writ-
you may want to know ing to you at school now. I cannot take the notebook
more about. back to the shelter. Someone there will surely borrow
Circle those words on it. I will instead keep it here. In the little cupboard
the page. You can add
each one of us has been given.7
I wish I had another dress. I wish I had a different
this book. student helping me and not the yellow-haired girl.
Leah
September 20, 1944

Dear Diary,
Can’t she ever smile, that Leah? I’ve brought her
candy bars and apples from home. I tried to give
her a handkerchief with a yellow flower on it. She
wouldn’t take any of them.
Her whole name is Leah Shoshana Hershkowitz. At
least, that’s the way she writes it. When she says it, it
sounds all different, low and growly. I laughed when

I tried to say it, but she wouldn’t laugh with me.
What a grouch.
And yesterday, when I took her English paper to
correct it, she shrank back against her chair as if I
was going to hit her or something. Honestly!
Mom says I should invite her home for dinner
soon. We’ll have to get her a special pass for that. But
I don’t know if I want her to come. It’s not like she’s
any fun at all. I wish Mr. Forest would let me trade.
Suzy

September 20, 1944 6 Literary Element

My dear Mutti,
Theme
The girl with the yellow hair is called Suzy Ann
Do you think Leah has a
McCarthy. It is a silly name. It means nothing. I
problem understanding Suzy?
asked her who she was named for, and she said, “For Could that be a clue to the
a book my mom liked.” A book! I am named after theme?
my great-grandmother on my mother’s side, who
was an important woman in our village. I am proud
to carry on her name. 6
This Suzy brings many sweets. But I must call
them candies now. And a handkerchief. She expects
me to be grateful. But how can I be grateful? She
treats me like a pet, a pet she does not really like or
trust. She wants to feed me like an animal behind bars.
If I write all this down, I will not hold so much
anger. I have much anger. And terror besides. Terror.
It is a new word for me, but an old feeling. One day
soon this Suzy and her people will stop being nice to
us. They will remember we are not just refugees but
Jews, and they will turn on us. Just as the Germans 7 Literary Element
did. Of this I am sure.

Theme
Leah
Are Suzy’s feelings toward
Leah changing? Do you
September 30, 1944
think that wondering about
Dear Diary, someone might be a first
Leah’s English is very good now. But she still never step toward understanding
smiles. Especially she never smiles at me. It’s like she the person? Might the theme
has a permanent frown and permanent frown lines of this story have to do with
between her eyes. It makes her look much older than understanding other people?
anyone in our class. Like a little old lady.
I wonder if she eats enough. She won’t take the
candy bars. And she saves the school lunch in her
napkin, hiding it away in her pocket. She thinks no
one sees her do it, but I do. Does she eat it later? 7

Your Notes I’m sure they get dinner at the shelter. Mom says
they do. Mom also says we have to eat everything on
our plates. Sometimes when we’re having dinner I
think of Leah Shoshana Hershkowitz.
Suzy
September 30, 1944

My dear Mutti,
Avi loves the food I bring home from school. What
does he know? It is not even kosher.6 Sometimes they
serve ham. But I do not tell Avi. He needs all the
food he can get. He is a growing boy.
I, too, am growing fast. Soon I will not fit into the
blue dress. I have no other.
Leah
October 9, 1944
Dear Diary,
They skipped Leah up to our grade, her English
has gotten so good. Except for some words, like vic-

tory, which she pronounces “wick-toe-ree.” I try not
to laugh, but sometimes I just can’t help it!
Leah knows a lot about the world and nothing
about America. She thinks New York is right next to
Chicago, for goodness sakes! She can’t dance at all.
She doesn’t know the words to any of the top songs.
And she’s so stuck up, she only talks in class to
answer questions. The other refugees aren’t like that
at all. Why is it only my refugee who’s so mean?
Suzy
6
Kosher (KOH shur) is a Yiddish word meaning “fit or proper to eat
according to Jewish law.”

October 9, 1944
My dear Mutti,
I think of you all the time. I went to Suzy’s house
because Mr. Forest said they had gone to a great deal
of trouble to get a pass for me. I did not want to
go so much, my stomach hurt the whole time I was
there. 8 8 Literary Element
Suzy’s Mutti was nice, all pink and gold. She wore Theme
a dress with pink roses all over it and it reminded
Why do you think Leah tries
me of your dress, the blue one with the asters. You
not to love Suzy’s mother?
were wearing it when we were put on the train. And How might the way Leah acts
the last time I saw you at the camp with Natan. Oh, affect other people’s ability to
Mutti. I had to steel my heart against Suzy’s mother. understand her?
If I love her, I will forget you. And that I must never do.
I brought back food from her house, though, for
Avi. I could not eat it myself. You would like the way
Avi grows bigger and stronger. And he talks now, but
only to me. He says, “More, Leah, please.” And he
says “light” for the sun. Sometimes when I am really
lonely I call him Natan, but only at night after he has
fallen asleep.
Leah
October 10, 1944

Dear Diary,
Leah was not in school today. When I asked
her friend Zipporah, she shrugged. “She is ill in
her stomach,” she said. “What did she eat at your
house?”
I didn’t answer “Nothing,” though that would
have been true. She hid it all in a handkerchief Mom
gave her. Mom said, “She eats like a bird.7 How does
she stay alive?”
Suzy
7
When people say someone eats like a bird, they are saying the person
hardly eats anything.

October 11, 1944

Dear Diary,
They’ve asked me to gather Leah’s things from
school and bring them to the hospital. She had to
have her appendix8 out and nearly died. She almost
didn’t tell them she was sick until too late. Why did
she do that? I would have been screaming my head
off with the pain.
Mom says we have to visit, that I’m Leah’s
American best friend. Hah! We’re going to bring sev-
eral of my old dresses, but not my green one with
the white trim. I don’t want her to have it. Even if it
doesn’t fit me anymore.
Suzy
October 12, 1944

Dear Diary,
Literary Element 9 I did a terrible thing. I read Leah’s diary. I’d kill
Theme anyone who did that to me! 9
At first it made no sense. Who were Mutti and
Suzy knows that reading

Natan, and why were they killed? What were the yel-
Leah’s diary is wrong. But
does it help her understand low stars? What does kosher mean? And the way she
Leah better? Do you think talked about me made me furious. Who did she think
the theme might have she was, little Miss Porcupine? All I did was bring
something to do with not candy and fruit and try to make those poor refugee
judging someone until you kids feel at home.
know about that person’s Then, when I asked Mom some questions, carefully,
experiences?
so she wouldn’t guess I had read Leah’s diary, she
explained. She said the Nazis killed people, mothers
and children as well as men. In places called concen-
tration camps. And that all the Jews—people who
weren’t Christians like us—had to wear yellow stars
on their clothes so they could be spotted blocks and
8
The appendix (uh PEN diks) is a finger-shaped sack found in the
belly. If it becomes swollen or infected, it can cause sharp pain and
often has to be removed.

blocks away. It was so awful I could hardly believe it,

but Mom said it was true.
How was I supposed to know all that? How can
Leah stand any of us? How could she live with all
that pain?
Suzy
October 12, 1944

My dear Mutti,
Suzy and her mother came to see me in the hos-
pital. They brought me my notebook so now I can
write again.
I was so frightened about being sick. I did not tell
anyone for a long time, even though it hurt so much.
In the German camp, if you were sick and could not
do your work, they did not let you live.
But in the middle of the night, I had so much
fever, a doctor was sent for. Little Avi found me. He
ran to one of the guards. He spoke out loud for the
first time. He said, “Please, for Leah. Do not let her
go into the dark.”

The doctor tells me I nearly died, but they saved
me. They have given me much medicines and soon
I will eat the food and they will be sure it is kosher,
too. And I am alive. This I can hardly believe. Alive!
Then Suzy came with her Mutti, saying, “I am
sorry. I am so sorry. I did not know. I did not under-
stand.” Suzy did a bad thing. She read my notebook.
But it helped her understand. And then, instead of
making an apology, she did a strange thing. She took
a red book with a lock out of her pocket and gave it
to me. “Read this,” she said. “And when you are out

of the hospital, I have a green dress with white trim

I want you to have. It will be just perfect with your
eyes.”
I do not know what this trim may be. But I like the
idea of a green dress. And I have a new word now,
as well. It is this: diary.
A new word. A new land. And—it is just possible—
a new friend.
10 Leah 10
How do you think both
Suzy and Leah would
answer the question
“Why would someone
read this story?”

After You Read Suzy and Leah

Skill Review: Understanding Text Structure
Identify three events from “Suzy and Leah.” Name one effect for each event.
Review the story to identify the transition words or phrase that connected the
event and effect.
Event Effect
Transition words
Event Effect
Transition words
Event Effect
Transition words

Skill Review: Theme

Review the events in Suzy’s diary entries and Leah’s letters to identify the
story’s theme. In the chart below, show how Suzy and Leah change in the
way they think about each other.
Date How the girls think about each other
August 5 and September 2, 1944

Event: Suzy and Leah first see
each other at the refugee camp
September 16 and 20
Event: Suzy and Leah must work
together at school.
October 11 and 12
Event:

Write what you think the theme of this story is. Use the notes you wrote in
the chart above to help you figure out the theme.
THEME

COMPARING LITERATURE WORKSHOP
How to Compare Literature: Theme (Reading with Purpose, pp. 102–103)
Preview Skim the information on theme. Scan the title, headings, paragraphs,
and illustrations. What aspect of a reading will you be comparing
in this lesson?
Cues Notes
What is “comparing”? Comparing =
Alike Different
“Summer Reading”
“The First Book”
Theme =
Find theme by asking
?
?
?

Note Taking
Summary
Define theme.
Theme is the
Explain what to look at in comparing literature.
Name two techniques you can use to compare pieces of literature.
1. 2.

Identify three questions to ask that will help to determine a reading’s
theme.

Interactive Reading
Before You Read Summer Reading

What You’ll Learn
Reading Skill: How to Compare As you read, you might
Describe the kinds of reading you like to do in the
summer.
this book.
Word Power
category (KAT uh gor ee) n. a division, type, or group in

a list or system
gestured (JES churd) v. showed (something) by a motion

of the hand or other part of the body; form of the verb gesture
consciously (KAWN shus lee) adv. knowingly; on purpose
browsed (browzd) v. looked through in a casual way; form

of the verb browse
Why Do We Read?
encounter (in KOWN tur) n. an unexpected meeting “Summer Reading”
describes how a new world
opened up to the narrator
through books one summer.
Interactive Reading
Before You Read The First Book

What You’ll Learn
As you read, you might Reading Skill: How to Compare
might be ones you really Connect
Think of a time when a friend came to you for advice
about doing something they’ve never done but you
have done many times. What kind of advice and
encouragement did you give?
book.

Word Power
Review the vocabulary words for the Comparing Literature
Workshop. Write a short paragraph using at least three of
the words.
category browsed
gestured vividly
consciously encounter
Why Do We Read?
In “The First Book,” the
poet gives advice to
someone just about to start
reading their first book.
Interactive Reading
Tie It Together
Identify the themes of “Summer Reading” and “The First Book” by filling in
the chart below.
Summer Reading The First Book

• What is this writer
telling me?
• What is the writer’s

main idea?
• How would the writer

answer the Big Question:
“Why do we read?
Compare the themes of “Summer Reading” and “The First Book.” How are
the themes alike?
How are the themes are different?

Biography (Reading with Purpose, p. 132)
Preview Skim the information on biography. Name an example of

autobiographical writing.
Cues Notes
Why do we read Use biography to learn about

biography?
•
•
•
Key Reading Skills

activating prior recall what you already know about the
knowledge main character, the topic, or the setting
Key Literary Elements

narrator

Summary
Create an outline to summarize what you’ve learned about the biography genre.
Introduction
A. Biography is
B.
I. Why read biographies?
A.
B.
C.
II.
A. Key Reading Skills
1.

2.
3.
4.
B. Key Literary Elements

1.
2.
3.
4.

Skill Lesson: Activating Prior Knowledge (Reading with Purpose, pp. 136–137)
Preview Skim the information on activating prior knowledge.

Write one thing you knew already and one thing you learned.
1. I knew
2. I didn’t know
Cues Notes
Activating prior knowledge is
Remembering things I have read, seen,

or experienced can help me
To activate prior knowledge

•

Note Taking
Key Literary Element: Narrator (Reading with Purpose, p. 139)
Cues Notes
To learn about a narrator
•
•
•
Summary
Identify narrators and recognize your prior knowledge in the graphic organizer below.
If you
were The Autobiography of Oprah Winfrey:
reading Mark Twain A Biography

your prior
knowledge
might
include
the
narrator
would be

Interactive Reading
Kids in Action:
Before You Read Dalie Jimenez
What You’ll Learn
Key Reading Skill: Activating Prior Knowledge As you read, you might
Key Literary Element: Narrator
Think about a social cause or an issue in your school that
is important to you. Why is this issue important to you?
What action have you taken to advance your cause?
this book.
Word Power
psychology (sy KAW luh jee) n. the study of human thought and
behavior
selfless (SELF lus) adj. having no concern for oneself; thinking of

others first
campus (KAM pus) n. the land and buildings around a school
disadvantaged (dis ad VAN tijd) adj. lacking in basic needs; poor

How Can We Become
Who We Want to Be?
Read the selection “Kids
funding (FUN ding) n. money given for a special purpose or
in Action: Dalie Jimenez”
reason to learn about how a
student took action to help
disadvantaged children.
Kids in Action:
Key Reading Skill 1 Dalie Jimenez
Activating Prior by Barbara A. Lewis
Knowledge
Miami, Florida. When Dalie Jimenez learned in
What do you already know psychology class that reading to young children helps
about getting a head start at
their brains develop, she wondered about disadvantaged
something? Keep that in mind
kids. Did their parents have the books or the time to
as you read.
read to them? Did they get enough attention to get a
good head start? 1
And that’s exactly where Dalie’s wondering landed
her—at a Miami Head Start program. (Head Start is
a federal program designed to help disadvantaged
preschoolers keep pace with other kids their age.)
Dalie, then 14, went there to volunteer. Before she
went, she told her club, Future Homemakers of
America (FHA), about her idea, and about 30 of her
Key Literary Element 2 friends joined her. 2
Narrator “We created a library for the children,” Dalie said,

“mostly from donated books. We read to the kids and
How would you describe the
narrator’s attitude toward used puppets to act out stories. We baked goodies for
Jimenez? (Think about what them.”
Lewis has told you so far A few years later, in 1995, when she heard that
about Jimenez). Head Start’s funding was about to be cut by a third,
Dalie knew she had to do something. That huge cut
would practically destroy the program. She decided
to lobby to restore funding.
Dalie and her friends made 600 paper dolls to send
to politicians. They wrote on the dolls, “Don’t give
up Head Start.” She went to the legislative hearing
in her state and spoke to the senators, lobbied, and
handed out flyers, all aimed at convincing the law-
makers not to allow the huge cut in funding.

Then with the help of FHA, Dalie went to the U.S.

Congress in person. She followed up by writing a As you read, you may
letter to the editor of the Miami Herald. come across words that
Dalie and her friends weren’t the only ones who you may want to know
cared. The media publicized the problem in maga- more about.
zines and newspapers. Such efforts started a chain Circle those words on
reaction1 of protest against cutting funding. the page. You can add
The result of all this combined outrage? The law-
makers did not cut the funding and the program was this book.
saved. When Dalie heard the good news, she hugged
her FHA friends. Then she went back to Head Start
and hugged her little friends, who reached up,
touched her hair, climbed on her lap, and begged
for another story, not understanding that this dedi-
cated young volunteer had just helped to shape
their future. 3 3
Does Jimenez fight for her

dreams or accept defeat
easily? Explain.
1
A chain reaction is a series of events in which each event causes the
next. A protest is an expression of disapproval or disagreement. In a
chain reaction of protest, one protest leads to another.

Kids in Action:
After You Read Dalie Jimenez
Skill Review: Activating Prior Knowledge
Identify what you already know about young children and programs like Head Start. Brainstorm
about each of these topics and write your responses.
what children
need in order
to learn
what children
need in order

to grow
what programs
like Head Start
do for children
Define what it means to get a “head start” at something.

Skill Review: Narrator

Evaluate the kinds of words the author uses to describe Jimenez.
What information about Jimenez does How do these descriptions reveal the author’s
the author include? feelings about Jimenez?
How does she describe Jimenez?
Analyze the author’s word choices to determine if she has a bias for or against Jimenez.
Do you feel the author is giving you a fair picture, or does Jimenez seem too good to be true?
Explain your answer.

Skill Lesson: Connecting (Reading with Purpose, pp. 156–157)
Preview Scan the information on connecting. Write two things you think you
will learn.
1.
2.
Cues Notes
Connecting is
Connecting helps you

Questions to Help You Connect to Reading
Ask

Note Taking
Key Literary Element: Point of View (Reading with Purpose, p. 159)
Cues Notes
In first-person point of view, the narrator
• tells
• uses the pronoun
In third-person point of view, the narrator

•
•
Summary
Identify connections you have with a friend or family member in the

diagram below.
Me Our My friend or
connections relative
Describe an experience you had together, using the first-person point of

view. Then describe the same experience using third-person.
first person:
third person:

Interactive Reading
Before You Read Toward a Rainbow Nation

What You’ll Learn
As you read, you might Key Reading Skill: Connecting
Key Literary Element: Point of View
to know more about.
They might be ones you Connect
Do people at your school tend to hang out with other
people who are like them? Or do different types of
people mix together? Why do you think this happens?
Words Journal at the
back of this book.
Word Power
subjected (sub JEK tid) v. exposed (to); forced to hear or see

cultures (KUL churz) n. groups of people who share a history and
way of life
cliques (kliks) n. groups of people who leave others out
How Can We Become

Who We Want To Be?
optimistic (awp tuh MIS tik) adj. taking the view that things will
Read the selection “Toward
a Rainbow Nation” to find turn out well
out about how a girl in
South Africa experiences
life after Apartheid.

Toward a
A I N BOW
R Nation by Lavendhri Pillay
People ask me all the time, “What are you?” I say

I’m South African. Then they say, “No-no-no, but
what are you?” When I was small, I was always told
that my great-grandfather came from India to pick
sugarcane, but my family doesn’t really have ties to
India anymore. So I say, “I was born here, I’ve lived
here my whole life, I don’t know anything else, so
I’m South African.”
I’ve grown up different from a lot of other teen-
agers in South Africa because I’ve been subjected to 1 Key Reading Skill
all different races and different kinds of people. I’m

Connecting
a really lucky person. 1
Do you know many people
Since I was seven, I’ve gone to school at Sacred
who are different from you in
Heart, where everybody’s completely mixed. We’ve some way? Have you made
got Coloured, black, British, Chinese, white, Indian, friends with some of them?
Afrikaans,1 everybody. So from an early age I learned Explain.
to accept these different people. In our school it’s
about what kind of reputation you make for yourself,
what kind of person you are.
I’ve lived in Yeoville2 most of my life with my
mother, sister, and two brothers. It’s a place where
1
Under the apartheid laws, a person of more than one race was
called coloured. South Africa was once a British colony, and this
is the British spelling. The Afrikaans are descendants of the Dutch
settlers who moved to South Africa in the 1600s.
2
Yeoville (YOH vil) is a part of the city of Johannesburg where
people of different races live in the same neighborhoods.

Key Literary Element 2 many cultures live. It’s really nice living here because
you get to find out about people and what their lives
Point of View are like. You’re not judging them; you can actually
Who is the narrator of this get to know what’s going on with them. People in
article? How can you tell? Yeoville don’t care about what you look like; people
What do you know about are just themselves.
the narrator so far?
I have a really big group of friends, and within
that group we have the whole country. But there’s
never been any weirdness between us at all. We
aren’t black, white, Indian, or Coloured; we’re just
us. We don’t actually look at anybody’s race; it’s
just, “Hey, you’re my friend, you’re a nice person, I
like you.” 2
We do regular teenage things together. We gossip a
lot like normal girls, and on the weekends we sleep
over at each other’s houses and phone people and
find out what they’ve been doing. We talk about
music; we go to the movies; we swim.
Because we’re mixed, we’re more powerful; we get
to learn from each other. If I were to be in a com-

pletely Indian community, it would always be the
Key Reading Skill 3
same things. But when I visit my friends’ homes, I
Connecting see differences in their settings, and all of our fami-
Pillay says she always learns lies deal with things totally differently. It’s always a
something when she visits learning experience. 3
her friends’ homes because I’ve also been to Soweto and Eldorado Park [a
everyone lives differently. Coloured township near Johannesburg] many times,
What have you learned from and I’ve been able to see what other people are
visiting a friend’s home? actually going through. It’s good for me to see that
I’m not the only person on earth and that not every-
body lives like me. I’ve been able to grow up with
everything I need. If I didn’t see those places, I
would think that everybody had normal houses and
enough money to do what they wanted like I do.
Then I think I’d be quite small-minded.

A lot of our parents call my friends and me the

rainbow nation. I think it makes them feel good to
see us together; it’s kind of like what everybody 4 Key Reading Skill
should be like racial-wise, how people should inter- Connecting
act with each other, but don’t. When our parents
According to Pillay, her
were small, they had apartheid, they didn’t have the
generation and her parents’
opportunity to mix, and I’m sure they envy us for generation have had different
having all of the new experiences that they never experiences. How has your
would have even dreamed of having when they childhood differed from
were young. 4 your parents?
But as a nation I don’t think we can call ourselves
the rainbow people yet. Most South Africans are still
completely trapped in apartheid mentally. I’ve had a
lot of experiences with racism, like at this restaurant
when the people there wouldn’t serve us because
of our color. Everybody else got up and left when
we came in, and then it took half an hour for the
waiter to come serve us and then an hour to get
our breakfast.
Even though apartheid’s not law anymore, it’s still
alive. People still divide themselves into these cliques:

black, Coloured, Indian, white. Like when my friends
and I go to the mall, we notice that other people give
us really weird looks. I think it’s because we’re so
mixed, and others have been raised with this wall
blocking them. They’re like, Wow, what’s wrong
with that group? How can they be comfortable with
each other?
I think it’s good for people to see us, because it’s As you read, you may
showing them that you can have fun with another come across words that
race; it’s not abnormal. People need to see that aside you may want to know
more about.
from their cultural differences and their skin color,
we all need the same basics: We all need to breathe,
drink water, eat; we’re all exactly the same. They them to your Hot Words
should just look beyond what they’ve been taught, Journal at the back of
this book.

Your Notes they should try and have an open mind about things.
Most South Africans will probably find this very
difficult, but it’s definitely worth it.
If someone did come up to us and say she wanted
to mix, we’d say, “All right, come join us!” If she was
scared, I’d say, “I know it might be difficult because
you haven’t done it before, but all you have to do
is think about what kind of people they are and not
what they look like. Try closing your eyes and talking
to them, and then you’ll get used to them and even-
tually you won’t think about where they’re from.
You’ll learn to appreciate people for who and what
they are, to see past everything.”
I think people my age should learn about apartheid
because it is our past, it’s our parents and our grand-
5 parents, it affects us. If we know the history of our
country, we’ll be able to know what was wrong about
Based on what Pillay says and
thinks about her future, do
what people did, and not to do it again.
you think she will work alone But at the same time, I think we should be making
or with others to achieve her a future. We can’t just get stuck in one place, always

goals? What do you think she staying on the same subject. My generation was lucky
will do to become who she enough to not have been part of the struggle against
wants to be? apartheid, to have been only young when elections
happened; we’ve grown up in other times when race
is no longer governed by law, no longer an obligation.
That gives us the freedom to address anything. We
need to learn how to move on, to look at other issues
that affect us, to try and do better, more different
things. Our generation is more open-minded than
our parents’, and this makes me optimistic about this
country. Since it’s up to us, I think we can change
things. 5

After You Read Toward a Rainbow Nation

Skill Review: Connecting
Examine how you feel when you are around people who are different from you. Write words that
come to mind in the diagram below.
shy
How do I feel when I am

around people who are
different from me?
happy
Compare your feelings and views to those of Pillay in “Toward a Rainbow Nation.” How are they
similar and how are they different? Write a brief paragraph comparing and contrasting your views
of diversity.

Skill Review: Point of View

Locate the “I” statements that Pillay uses to write about her life in “Toward a Rainbow Nation.”
I
Organize a paragraph about Pillay below. As you consider what to write, think about Pillay’s

personality. Is she someone you’d like to know? Would you choose her as a friend? Why or
why not?
Topic sentence:
Detail: Detail: Detail:
Conclusion:

Skill Lesson: Making Inferences (Reading with Purpose, pp. 176–177)
Preview Skim the information on making inferences. Write one

thing you knew already, and one thing you learned.
1. I knew
2. I didn’t know
Cues Notes
Inferring is
Make inferences because authors don’t include every detail.

Authors
• assume readers know what they mean.
•
•
To make
inferences

Interactive Reading
Key Literary Element: Setting (Reading with Purpose, p. 179)
Cues Notes
Setting is
•
•
Summary
Apply your knowledge of setting and how to make inferences in the graphic organizer below.
What can you infer from each of these situations? What setting can you imagine for each situation?
The girls huddled together as the wind howled outside their tent.
Inference: Setting:

The girls huddled together and whispered as the new girl passed by.
Inference: Setting:
The girls huddled together beside the soccer field and cheered.
Inference: Setting:

Interactive Reading
Before You Read New Directions

What You’ll Learn
Key Reading Skill: Making Inferences As you read, you might
Key Literary Element: Setting
Describe a time when you decided to make a change in
your life. What motivated you to change? How did it
feel? What were the results of this change?
this book.
Word Power
conceded (kun SEE dud) v. admitted to be true or right

meticulously (muh TIK yuh lus lee) adv. carefully and correctly
assess (uh SES) v. to determine the meaning or importance of; to

analyze
How Can We Become

Who We Want to Be?
ominous (AW muh nus) adj. threatening harm or evil Read the selection “New
Directions” to find out how
Annie Johnson changed her
life for the better.

N
Directions
ew
by Maya Angelou
In 1903 the late Mrs. Annie Johnson of Arkansas

found herself with two toddling sons, very little
money, a slight ability to read and add simple num-
bers. To this picture add a disastrous marriage and
the burdensome fact that Mrs. Johnson was a Negro.
When she told her husband, Mr. William Johnson,
of her dissatisfaction with their marriage, he conceded
that he too found it to be less than he expected, and
Key Reading Skill 1 had been secretly hoping to leave and study religion.
He added that he thought God was calling him not

Inferring
only to preach but to do so in Enid, Oklahoma. He
What reason did William did not tell her that he knew a minister in Enid with
Johnson say he had for
whom he could study and who had a friendly, unmar-
ending their marriage? What
ried daughter. They parted amicably,1 Annie keeping
did he not say? What would
you say was his real motive? the one-room house and William taking most of the
cash to carry himself to Oklahoma. 1
Annie, over six feet tall, big-boned, decided that
she would not go to work as a domestic2 and leave
her “precious babes” to anyone else’s care. There was
1
When Annie and William parted amicably, they went their separate
ways without feelings of anger or unfriendliness.
2
A domestic is a household servant.

no possibility of being hired at the town’s cotton gin 2 Key Literary Element
or lumber mill, but maybe there was a way to make
Setting
the two factories work for her. In her words,
Think about Annie’s walk as
“I looked up the road I was going and back the way
she carried stones in pails.
I come, and since I wasn’t satisfied, I decided to step
Where did she go and when?
off the road and cut me a new path.” She told herself Why did she go there?
that she wasn’t a fancy cook but that she could “mix
groceries well enough to scare hungry away and
from starving a man.”
She made her plans meticulously and in secret.
One early evening to see if she was ready, she placed
stones in two five-gallon pails and carried them three
miles to the cotton gin. She rested a little, and then,
discarding some rocks, she walked in the darkness to
the saw mill five miles farther along the dirt road. On
her way back to her little house and her babies, she
dumped the remaining rocks along the path. 2
That same night she worked into the early hours
boiling chicken and frying ham. She made dough
and filled the rolled-out pastry with meat. At last
she went to sleep. 3

The next morning she left her house carrying 3 Key Reading Skill
the meat pies, lard, an iron brazier, and coals for a
Inferring
fire. Just before lunch she appeared in an empty lot
Think about Annie’s reason
behind the cotton gin. As the dinner noon bell rang,
for making her plans in
she dropped the savors into boiling fat and the
secret. What motive do you
think she had?

aroma rose and floated over to the workers who

spilled out of the gin, covered with white lint,
Key Literary Element 4 looking like specters.3 4
Setting Most workers had brought their lunches of pinto
beans and biscuits or crackers, onions and cans of
Remember where and when
sardines, but they were tempted by the hot meat
Annie set up her brazier on
the first day she sold meat pies which Annie ladled out of the fat. She wrapped
pies. Why were the time and them in newspapers, which soaked up the grease,
place important to the success and offered them for sale at a nickel each. Although
of her new business? business was slow, those first days Annie was deter-
mined. She balanced her appearances between the
two hours of activity.
So, on Monday if she offered hot fresh pies at the
cotton gin and sold the remaining cooled-down pies
at the lumber mill for three cents, then on Tuesday
she went first to the lumber mill presenting fresh,
just-cooked pies as the lumbermen covered in saw-
Key Reading Skill 5 dust emerged from the mill. 5
Inferring For the next few years, on balmy spring days, blis-
tering summer noons, and cold, wet, and wintry mid-
Why did Annie sell hot pies at

the cotton gin and cold ones days, Annie never disappointed her customers, who
at the saw mill one day, then could count on seeing the tall, brown-skin woman
do the opposite the next day? bent over her brazier, carefully turning the meat pies.
When she felt certain that the workers had become
dependent on her, she built a stall between the two
hives of industry and let the men run to her for their
lunchtime provisions.
3
Another name for a ghost is a specter.

She had indeed stepped from the road which 6 Key Literary Element
seemed to have been chosen for her and cut herself
Setting
a brand-new path. In years that stall became a store
where customers could buy cheese, meal, syrup, Annie Johnson walked two
cookies, candy, writing tablets, pickles, canned goods, roads. One was a real dirt
road. What was the other road?
fresh fruit, soft drinks, coal, oil, and leather soles for
worn-out shoes. 6
Each of us has the right and the responsibility to
assess the roads which lie ahead, and those over
which we have traveled, and if the future road looms
ominous or unpromising, and the roads back uninvit-
ing, then we need to gather our resolve and, carrying
only the necessary baggage, step off that road into
another direction. If the new choice is also unpalat-
able, without embarrassment, we must be ready to
change that as well. 7
How does Annie respond to

unexpected changes in her
life? What does the title “New

Directions” mean to Annie?

After You Read New Directions

Skill Review: Inferring
Evaluate what the author has told you about the characters and their actions
in “New Directions.” What can you infer about their motives? What clues support
your inferences?
Why do you think Annie’s husband wants to move to Oklahoma?
Your clues
Why do you think Annie carried rocks to the cotton gin and the mill?
Your clues
Organize a paragraph that explains what inferences you can make about the kind of

person Annie is.
Topic sentence:
Conclusion:

Skill Review: Setting

Describe four settings for the events in “New Directions.” Explain how each setting is
significant to the story.
Setting 1
Description:
Significance:
Setting 2
Description:
Significance:
Setting 3
Description:
Significance:
Setting 4
Description:
Significance:

Skill Lesson: Understanding Sequence (Reading with Purpose, pp. 204–205)
Preview Scan the information about understanding sequence.

Write one form of sequence on the line below.
Cues Notes
Sequence is
Sequence in biography or autobiography is
Common Forms of Sequence

•

•
Following a sequence helps you
Signal words for sequence:

Note Taking
Key Literary Element: Sensory Details (Reading with Purpose, p. 207)
Cues Notes
Sensory Details
•
Summary
Apply your knowledge of sequence and sensory details by placing five events from your
day today in sequence in the organizer below. For each event, identify a sensory detail.
Event 1: Event 3: Event 5:
Event 2: Event 4:
Detail: Detail:

Interactive Reading
Before You Read Miracle HANDS

What You’ll Learn
As you read, you might Key Reading Skill: Understanding Sequence
Key Literary Element: Sensory Details
Describe someone who has overcome big obstacles in
life in order to succeed. Maybe it’s someone you know
personally or someone you’ve read about. Explain what
the person has accomplished. What have you learned
book.
from this person’s life?
Word Power

desperate (DES pur ut) adj. so needy as to be willing to
try anything
discipline (DIS uh plin) n. control of behavior, especially

self-control
How Can We Become
Who We Want to Be?
Read the selection “Miracle
Hands” to find out how
Chung overcame his
physical limitations to
achieve his dreams.
Miracle
HANDS
Woosik Chung’s hands were cut off when he was 3.
Now he’s becoming a surgeon.
By Christina Cheakalos and Matt Birkbeck
When Woosik Chung was in his first year of medical
school, a surgeon handed him a scalpel1 to make a cut
during a knee operation. “It was quite a rush,” says
Chung, 28. “At that moment, I understood that using
my hands as a surgeon was an honor and a privilege.”

In Chung’s case, that moment was very close to a
miracle. When he was 3 years old, both his hands were
cut off in an accident. Then, in a risky operation, they
were successfully reattached.
Chung’s against-all-odds story started in 1978 as he
played hide-and-seek with friends in a town in South
Korea. Ducking behind a tractor, the curious little boy
reached out to touch the moving fan of the tractor’s
engine. In a split second, the fan blades cut off both his
hands at the wrists. 1 1 Key Literary Element
Chung’s horrified father saw the accident from his
Sensory Details
apartment window. He and his wife filled a bucket
Circle the words or details
that tell you how serious
Chung’s accident was.
1
A scalpel is a small, very sharp knife used in surgery.

with ice and frantically ran to their screaming son.

Key Reading Skill 2 Both of his hands lay on the ground. 2
Identifying Sequence The boy’s parents carried him to a hospital just

blocks away. Since it was a national holiday, there
The events of Chung’s
experience are told out of weren’t any doctors available who specialized in
time order in this selection. reattaching limbs. So Chung’s father, John, an army
What event really came first surgeon, reattached Woosik’s hands himself in a nine-
in Chung’s life? hour operation. “I had never completed a surgery like
that,” says John. “But I was desperate. I prayed and
did my best.”
His best, it turns out, was first-rate. It didn’t seem
that way, however, when the doctors removed Chung’s
casts two months later. The young boy couldn’t move
his hands. No one knew if Chung would ever regain
the use of them.
But a couple of years later, Chung was able to move
his hands, eventually regaining full use of them. For
that, Chung thanks his grandfather, a tae kwon do
grand master who used this martial art as his grand-
son’s physical therapy.2 Chung says his grandfather

taught him the discipline he needed to practice several
hours a day.
2
Like karate and judo, tae kwon do is a martial art. All three are forms
of fighting and exercise. Physical therapy exercises help a person
recover from an illness, injury, or surgery.

When Chung was 14, his family moved to the United 3 Key Reading Skill
States. After high school, he went to Yale University,
Identifying Sequence
where he earned a degree and was also a tae kwon
do champ, ranking second in the U.S. He considered Look back at this paragraph.
trying out for the 2000 Olympics but chose instead to Circle the signal words that
help you follow the sequence
study medicine. “When he told me,” says his father, “I
of events.
was very happy.” 3
When he finishes his five-year program, Chung
knows exactly what he wants to be: a hand surgeon.
“The best way I can thank my dad,” says Chung, “is
to help others in similar situations.” 4 4
—Updated 2005, from People, July 14, 2003
Why Do We Read?
Judging from this article, do
you think Chung is willing to
work to achieve goals?

After You Read Miracle HANDS

Skill Review: Understanding Sequence
The article “Miracle Hands” is not told in chronological order.
Organize the events in this article so that they are in chronological order. For
each event, note the signal words, dates, and ages that helped you keep track
of the sequence of events.
Sequence of Events Signal Word(s)

Identify one series of cause-and-effect relationships in Chung’s life by completing the
diagram below.

Skill Review: Sensory Details

Identify three sentences from the story that show how the writer uses sensory
details to help you experience what is happening. To which senses does the
writer appeal?
Sensory Details from Story Sense
Choose a paragraph from the story that includes sensory details. Rewrite the paragraph in the
space below, leaving out the sensory details. Then answer the questions that follow.
How did the sensory details in the original paragraph affect your experience of the story?
Why do you think these details are important to the story?

How to Compare Literature: Setting (Reading with Purpose, pp. 222–223)
Preview Scan the title, headings, paragraphs, and illustrations. What aspect
of a reading will you be comparing in this lesson?
Cues Notes
What is “setting”? Setting is
Details of Setting
•

•

Note Taking
How to Compare Literature: Setting (Reading with Purpose, pp. 222–223)
Summary
Describe the setting you are in as you are working on this page. Use the graphic
organizer below to jot down details about the setting. Then use those details to
write a paragraph describing your setting.
Place Physical appearance Other characters
Time Sounds and smells Other details


Note Taking
Before You Read Barrio Boy

What You’ll Learn
Literary Element: Setting
Scan the title and photographs in “Barrio Boy.” When
and where do you think this story takes place? Who do
you think the characters in the story are?
this book.
Word Power
wholeheartedly (hohl HAR tid lee) adv. sincerely and

enthusiastically
menace (MEN us) n. threat or danger
formidable (for MID uh bul) adj. causing fear because of size,

strength, or power
obnoxious (ub NAWK shus) adj. annoying and disagreeable

How Can We Become
Who We Want to Be?
persistently (pur SIS tunt lee) adv. over and over again;
Read the selection “Barrio
Boy” to find out how the repeatedly
author adjusted to life in a
new and unfamiliar culture.

Note Taking
Before You Read How I Learned English

What You’ll Learn
Literary Element: Setting
Recall your own experience in a new place, such as
on the first day of class, or as a newcomer in a group.
How did you feel at first? How did your feelings change
during or after the experience? Predict how you will feel
this book.
the next time you’re the “new kid.”
Word Power
notions (NOH shunz) n. ideas, beliefs, or opinions
banished (BAN ishd) adj. sent away

How Can We Become
Who We Want to Be?
In “How I Learned English,”
the poet describes how
he made friends in a new
country.

Interactive Reading
Tie It Together
Analyze the settings of “Barrio Boy” and “How I Learned English” by filling in the chart
below. Then compare the settings of the two stories.
Details
Characteristic of Setting
Barrio Boy How I Learned English
Place
Time
Physical Appearance
Sounds and Smells
Surrounding Characters
How Setting Influenced the

Story or Character(s)
Compare
How Settings Are Alike
How Settings Are Different

The Short Story (Reading with Purpose, p. 254)
Preview Scan the information on the short story. What advantages do you
think short stories might have over a longer piece of writing?
Cues Notes
Short stories are fiction, or made up stories, about

people and events. They usually have
Key Reading Skills

drawing conclusions use information from text to
make a general statement
about people, places, events,
or ideas

Cues Notes
the biggest struggle in the story
Summary
Match the key reading skill or literary element from the column on the left with its
definition on the right.
conflict A. a series of related events in a story that explore and/or

solve a problem
dialogue B. a person in the story
character C. form ideas of your own from information and ideas in

the story
plot D. tell what you like, dislike, or find interesting about
the story
draw conclusions E. the characters’ conversation
respond F. find the most important idea and the details that
support it
synthesize G. the biggest struggle in the story
determine the main idea H. make a general statement about people, places, events,
and supporting details or ideas in the story

Skill Lesson: Drawing Conclusions (Reading with Purpose, pp. 266–267)
Preview Scan the information on drawing conclusions. Set your own

purpose for reading this information.
My purpose for reading:
Cues Notes
What is “drawing
conclusions”?
Drawing conclusions helps

To draw
conclusions

Note Taking
Text Element: Text Features (Reading with Purpose, p. 269)
Cues Notes
Text Features
Signals for important words and ideas:
Summary

Summarize what you know about drawing conclusions.
Illustrate the three types of text features that signal important ideas.

Interactive Reading
Before You Read Friendships and Peer Pressure

What You’ll Learn
Key Reading Skill: Drawing Conclusions As you read, you might
Text Element: Text Features
Think about one of your best friends. What makes that
person a good friend? How would you describe your
friendship? Why is this person important to you?
this book.
Word Power
sacrifices (SAK ruh fy siz) n. important things that a person gives

up to help others
empathize (EM puh thyz) v. to understand another person’s

feelings
persuasive (pur SWAY siv) adj. able to convince others to do Who Can We
something Really Count On?
Read the selection
“Friendships and Peer
Pressure” to find out
about the powerful role
friendships play in our lives.
Friendships
and Peer
Pressure
The Importance of Friends
Your relationships with friends become especially
important during the teen years. Friendships are
relationships between people who like each other and
who have similar interests and values.1 Good friend-
ships generally begin when people realize that they
have common experiences, goals, and values. Each
person must also show a willingness to reach out,
Key Reading Skill 1 to listen, and to care about the needs of the other
Drawing Conclusions person. 1

Forming strong friendships is an important part of
Before you can draw a
conclusion, you have to
social health.2 To make new friends, get involved in
activities at school or in the community. For example,

gather facts and information.
This article will give you join a school club or volunteer at a local youth group.
several ideas about what a When you participate in activities that you enjoy,
good friend is and what a you’re likely to meet others who share your interests.
good friend does. Make a list
of these qualities. Later, you’ll How Can You Be a Good Friend?
draw a conclusion based on A friend is much more than an acquaintance, some-
these ideas. one you see occasionally or know casually. Your
relationship with a friend is deeper and means more
to you. Although there is no accepted test for friend-
ship, most people whom you call friends will have
the following qualities:
1
Values are beliefs or ideas about what is important.
2
Being healthy means taking care of your mind and your body. Social
health is the part of your life that involves relationships with other
people.

• Trustworthiness. Good friends are there for you

when you need support. They are honest with you,
they keep their promises, and they don’t reveal your
secrets. Good friends live up to your realistic expec-
tations. If necessary, these friends would be willing
to make sacrifices for you. 2 2
• Caring. Good friends listen carefully when you In this paragraph, the authors
want to talk. They try to understand how you feel. describe trustworthiness. If
In fact, they empathize with you when you have someone is trustworthy, can
strong feelings such as joy, sadness, or disappoint- you always count on him or
ment. Friends don’t just recognize your strengths her? Would you describe your
friends as trustworthy?
and talents—they tell you about them and help you
develop them. Caring friends might try to help you
overcome your weaknesses, but they accept you as
you are. They don’t hold grudges and can forgive
you if you make a mistake.
• Respect. Good friends will not ask you to do any-
thing that is wrong or dangerous or pressure you
if you refuse. They respect your beliefs because
they respect you. They also understand that your
opinions may be different from theirs, and they

realize that this is healthy. Because you and your 3 Text Element
good friends usually share similar values, they will
Text Features
not expect you to betray those values. If friends
disagree, they are willing to compromise, which Have you noticed that some
means to give up something in order to reach a words are bold and are
followed by words in italics?
solution that satisfies everyone.
The writers are giving you a
Peer Pressure definition of important words.
Most of your friends are probably your peers— Keep a list of these words in
your Learner’s Notebook.
people close to your age who are similar to you
in many ways. You may be concerned about what
your peers think of you, how they react to you, and
whether they accept you. Their opinions can affect
your ideas of how you should think and act. This
is called peer pressure—the influence that people your
age have on you to think and act like them. 3
Resisting Negative Peer Pressure There may be

times when your peers want you to do something
that you know is not right. You want to stand your
ground,3 but it’s difficult, especially if they are per-
suasive. You may worry that you will be unpopular
or that people will make fun of you if you don’t go
along. It takes courage to stand up for yourself when
others want you to take risks.
As a teen you are developing the ability to think
Key Reading Skill 4 for yourself and make more of your own decisions.
Even when you’re sure of yourself, however, it can be
Drawing Conclusions
difficult to stand up to your peers.
Look at the list you made
Respect from Your Peers People of all ages want to
of things that a good friend
be well liked by their peers. You, too, probably would
is and things that a good
friend does. Now think like to be popular. Remember, however, that just
about a friend you have. being popular isn’t enough. You also want your peers
Based on your list and your to respect you— to hold you in high regard because
own experiences, draw a of your responsible behavior.
conclusion about whether Popularity can be based on your possessions or on
your friend is a good friend. how you look. What makes a person popular can

vary depending on styles and the changing makeup
of different groups. Respect, on the other hand,
is based on who you are as a complete person.
Although it’s natural to want to be popular, you may
face4 situations in which you discover that preserv-
ing your character is worth more than popularity. If
other teens pressure you to take drugs, for example,
and you give in, you may become part of a popular
crowd. However, you will probably also lose some
people’s respect. Character traits such as trustworthi-
ness, fairness, and responsibility earn the lasting
respect of peers and adults. 4
3
In this sentence, to stand your ground means to not be forced to
change your mind.
4
As a verb, to face something is to meet it or deal bravely with it.

After You Read Friendships and Peer Pressure

Skill Review: Drawing Conclusions
Identify important ideas about friendship and peer pressure from the reading. Then draw
conclusions based on the ideas you identified. From those conclusions, what general conclusion
about friendship and peer pressure can you make?
Friendship Conclusions
Peer Pressure Conclusions

General Conclusion about Friendship and Peer Pressure

Skill Review: Text Features

Locate examples of the following text features in “Friendships and Peer Pressure.” Then explain
how each feature helps you understand the reading.
Text Feature Examples How does it help?
bold type

italics
bullets

Skill Lesson: Responding (Reading with Purpose, pp. 298–299)
Preview Skim the information on responding. Write one thing you think
you’ll learn from this reading. Accept all reasonable responses.
One thing I will learn:
Cues Notes
Responding means thinking about
Responses should be
about the reading
To respond
✓

Note Taking
Key Literary Element: Dialogue (Reading with Purpose, p. 301)
Cues Notes
Dialogue =
To identify dialogue look for
•
•
•
Summary
Define the process of responding in your own words.

Create a dialogue with a friend about a book you have just finished reading.
Your friend should ask you questions, and you should provide the answers.

Interactive Reading
Before You Read AFTER Twenty YEARS

What You’ll Learn
Key Reading Skill: Responding As you read, you might
Key Literary Element: Dialogue
Think of a time when your loyalty to a friend or family
member was tested. What event or person challenged
your loyalty? Did you choose to be faithful to that person?
Why or why not? What resulted from your choice?
this book.
Word Power
habitual (huh BICH oo ul) adj. regular; usual; done out of habit
vicinity (vuh SIN ih tee) n. the area around a certain place
destiny (DES tuh nee) n. what the future holds for a person
corresponded (kor uh SPAWN did) v. wrote letters to each other Who Can We Really
Count On?
Read the selection “After
dismally (DIZ mul ee) adv. in a sad or gloomy way
Twenty Years” to find out
if old friends will keep a
20-year-old promise.
Your Notes
AFTER
Twenty
YEARS
by O. Henry
The policeman on the beat moved up the avenue

impressively. The impressiveness was habitual and
not for show, for spectators were few. The time was
barely 10 o’clock at night, but chilly gusts of wind
with a taste of rain in them had well nigh depeopled
the streets.
Trying doors as he went, twirling his club with
many intricate and artful movements, turning now
and then to cast his watchful eye down the pacific

thoroughfare, the officer, with his stalwart1 form and
slight swagger, made a fine picture of a guardian of
the peace. The vicinity was one that kept early hours.
Now and then you might see the lights of a cigar
store or of an all-night lunch counter; but the major-
ity of the doors belonged to business places that had
long since been closed.
When about midway of a certain block the police-
man suddenly slowed his walk. In the doorway
of a darkened hardware store a man leaned, with
an unlighted cigar in his mouth. As the policeman
walked up to him the man spoke up quickly.
1
Intricate means “complicated,” and artful means “skillful.” The
pacific thoroughfare is the peaceful street, and stalwart is another
word for “strong.”

“It’s all right, officer,” he said, reassuringly. “I’m 1 Key Literary Element
just waiting for a friend. It’s an appointment made
Dialogue
twenty years ago. Sounds a little funny to you, doesn’t
What facts do you learn
it? Well, I’ll explain if you’d like to make certain it’s
from reading this dialogue?
all straight. About that long ago there used to be a Write down five facts you
restaurant where this store stands—‘Big Joe’ Brady’s learned that are taken from
restaurant.” the dialogue.
“Until five years ago,” said the policeman. “It was
1.
torn down then.” 1
The man in the doorway struck a match and lit his
cigar. The light showed a pale, square-jawed face with 2.
keen eyes, and a little white scar near his right eyebrow.
His scarfpin was a large diamond, oddly set.
3.
“Twenty years ago tonight,” said the man, “I dined
here at ‘Big Joe’ Brady’s with Jimmy Wells, my best
chum, and the finest chap2 in the world. He and I 4.
were raised here in New York, just like two brothers,
together. I was eighteen and Jimmy was twenty. The
5.
next morning I was to start for the West to make my
fortune. You couldn’t have dragged Jimmy out of
New York; he thought it was the only place on earth.

Well, we agreed that night that we would meet here
again exactly twenty years from that date and time, 2
no matter what our conditions might be or from Does it seem realistic that
what distance we might have to come. We figured two men can count on
that in twenty years each of us ought to have our each other to show up
destiny worked out and our fortunes made, whatever after 20 years?
they were going to be.” 2
“It sounds pretty interesting,” said the policeman.
“Rather a long time between meets, though, it seems
to me. Haven’t you heard from your friend since
you left?”
2
A chum is a friend, and a chap is a man or boy.

Your Notes “Well, yes, for a time we corresponded,” said the

other. “But after a year or two we lost track of each
other. You see, the West is a pretty big proposition,3
and I kept hustling around over it pretty lively. But
I know Jimmy will meet me here if he’s alive, for he
always was the truest, staunchest4 old chap in the
world. He’ll never forget. I came a thousand miles to
stand in this door tonight, and it’s worth it if my old
partner turns up.”
The waiting man pulled out a handsome watch,
the lids of it set with small diamonds.
“Three minutes to ten,” he announced. “It was
exactly ten o’clock when we parted here at the
restaurant door.”
“Did pretty well out West, didn’t you?” asked the
policeman.
“You bet! I hope Jimmy has done half as well. He
was a kind of plodder,5 though, good fellow as he
was. I’ve had to compete with some of the sharpest
wits going to get my pile. A man gets in a groove in

New York. It takes the West to put a razor-edge on
Key Reading Skill 3 him.” 3
The policeman twirled his club and took a step or
Responding
two.
Jimmy says that the West
“I’ll be on my way. Hope your friend comes
makes a man sharper than
New York does. What is your
around all right. Going to call time on him sharp?”
response to his attitude? “I should say not!” said the other. “I’ll give him
half an hour at least. If Jimmy is alive on earth he’ll
be here by that time. So long, officer.”
“Good-night, sir,” said the policeman, passing on
along his beat, trying doors as he went.
3
In this sentence, proposition means “a challenging opportunity.”
4
Staunchest means “most loyal and dependable.”
5
A plodder is someone who moves slowly, but the meaning here is
that Jimmy is not a quick thinker.

There was now a fine, cold drizzle falling, and the

wind had risen from its uncertain puffs into a steady
blow. The few foot passengers astir in that quarter
hurried dismally and silently along with coat collars
turned high and pocketed hands. And in the door
of the hardware store the man who had come a
thousand miles to fill an appointment, uncertain
almost to absurdity,6 with the friend of his youth,
smoked his cigar and waited.
About twenty minutes he waited, and then a tall
man in a long overcoat, with collar turned up to his
ears, hurried across from the opposite side of the
street. He went directly to the waiting man.
“Is that you, Bob?” he asked, doubtfully.
“Is that you, Jimmy Wells?” cried the man in
the door.
“Bless my heart!” exclaimed the new arrival, grasping
both the other’s hands with his own. “It’s Bob, sure
as fate.7 I was certain I’d find you here if you were 4 Reviewing Skills
still in existence. Well, well, well!—twenty years is Drawing Conclusions
a long time. The old restaurant’s gone, Bob; I wish

You’ve gotten a few clues
it had lasted, so we could have had another dinner about Jimmy. Can you draw
there. How has the West treated you, old man?” any conclusions about the
“Bully;8 it has given me everything I asked it for. two men? How are they
You’ve changed lots, Jimmy. I never thought you alike or different? Check
were so tall by two or three inches.” your answer by reading the
“Oh, I grew a bit after I was twenty.” next paragraph.
“Doing well in New York, Jimmy?”
“Moderately. I have a position in one of the city
departments. Come on, Bob; we’ll go around to a
place I know of, and have a good long talk about
old times.” 4
6
Absurdity is the state of being ridiculous.
7
Fate is your fortune, or what the future holds for you.
8
Here, bully is slang for “excellent” or in “in the best way.”

The two men started up the street, arm in arm. The

man from the West, his egotism9 enlarged by success,
was beginning to outline the history of his career. The
other, submerged in his overcoat, listened with interest.
At the corner stood a drug store, brilliant with electric
lights. When they came into this glare each of them
turned simultaneously to gaze upon the other’s face.
The man from the West stopped suddenly and
released his arm.
“You’re not Jimmy Wells,” he snapped. “Twenty
years is a long time, but not long enough to change a
man’s nose from a Roman to a pug.”10
“It sometimes changes a good man into a bad one,”
said the tall man. “You’ve been under arrest for ten
minutes, ‘Silky’ Bob. Chicago thinks you may have
dropped over our way and wires us she wants to
have a chat with you. Going quietly, are you? That’s
sensible. Now, before we go on to the station here’s a
note I was asked to hand you. You may read it here
at the window. It’s from Patrolman Wells.”

5 The man from the West unfolded the little piece
Did Jimmy let his old friend of paper handed him. His hand was steady when he
down? Was he someone began to read, but it trembled a little by the time he
“Silky” Bob could count? had finished. The note was rather short.
Why or why not?
Bob: I was at the appointed place on time.
When you struck the match to light your cigar
I saw it was the face of the man wanted in
Chicago. Somehow I couldn’t do it myself, so
I went around and got a plain clothes man11 to
do the job.
Jimmy 5
9
A person’s egotism is a great sense of self-importance.
10
A Roman nose is long and bold. A pug nose is short and thick.
11
Jimmy met Bob in his police uniform. A plain clothes man is a police
officer who is working but not wearing his uniform.

After You Read AFTER Twenty YEARS

Skill Review: Responding
Express three responses to the story. Support each response with details from the story and your
own experiences.
Response:
Supporting Detail Supporting Detail Supporting Detail
Response:
Response:

Skill Review: Dialogue

Draw rectangles around two sections of the dialogue in “After Twenty Years” that helped you better
understand the story and the characters. Summarize each section of dialogue in the spaces below,
and then answer the questions that follow.
Summary of first marked dialogue:
What does this section of dialogue tell you about the characters?
How does this dialogue affect your experience of the story?

Summary of second marked dialogue:
What does this section of dialogue tell you about the characters?
How does this dialogue affect your experience of the story?

Skill Lesson: Synthesizing (Reading with Purpose, pp. 320–321)
Preview Scan the information on synthesizing. How does synthesizing use

ideas to create ideas?
Cues Notes
What is Synthesizing combines

“synthesizing”?
+
to create a new idea.
Synthesizing is important because

Synthesize
As you read:
After you read:

Note Taking
Literary Element: Nonfiction (Reading with Purpose, p. 333)
Cues Notes
Nonfiction
Nonfiction is about
Nonfiction uses subheads to
•
•
Summary
Explain synthesizing by completing the graphic organizer below.
+ =

Define these terms.
nonfiction:
subhead:

Interactive Reading
Before You Read FRIENDS Forever

What You’ll Learn
Key Reading Skill: Synthesizing As you read, you might
Literary Element: Nonfiction
Describe a conflict you had with a friend. What caused
the conflict? How did you both respond? Were you able
to resolve your differences?
this book.
Word Power
possessive (puh ZES iv) adj. wanting to keep something for

oneself
sincerity (sin SAIR uh tee) n. the ability to be honest
pranks (praynks) n. playful jokes or tricks Who Can We Really

Count On?
Read the selection “Friends
Forever” to find out how
you can build friendships
you can count on.
Mending a broken friendship is never easy, but it’s almost

always worth the work. Here, three sets of pals talk about
the problems they have faced and how they have patched
things up.
by Sari Locker
Drifting apart 1
After meeting in seventh grade, Nat Brown and

Reviewing Skills 1

Chris Brennan, both now 15, actually caught grief for
Previewing being such close pals. “Chris’s sister would make fun
Before you read, circle the of us, because we would talk all the time, just like
subheads. What do the girls,” says Nat. Despite the teasing, the two teens
subheads make you think from Wellesley, Massachusetts, continued their friend-
the article is about? ship for another year before they started to drift
apart. “Chris got a girlfriend and started spending
all of his time with her,” says Nat. “I felt like he was
ignoring me.” The two got over that hump1 by doing
what they do best: communicating. “Some guys are
insecure, so they can’t talk about their feelings,” says
Chris. “But we’re big, tough guys, and we can still
talk openly.”
1
In this sentence, got over that hump means “got past that hard time.”

There was more trouble ahead, however. They

both had girlfriends and even less time to share. “We As you read, you might
played football and lacrosse together, but it wasn’t the find words that you want
same,” recalls Chris. The friendship might have ended to know more about. They
if it hadn’t been for a family crisis. “Nat’s mom was might be ones you really
diagnosed with breast cancer last year,” says Chris. like or ones that you don’t
“When I heard his mom was sick, it made me think understand. You can add
about him more. I wanted to be there for him.” Chris them to your Hot Words
and Nat’s friendship is still on the mend, but they’re
this book.
both putting more energy into it these days.
Three was a crowd
When Wendy Pennington, 14, moved from
Springfield, Missouri, to Wichita, Kansas, she lost her
old friends by not keeping in touch. So when her
family moved back to Springfield three years later,
she was forced to start fresh. Wendy met Jeanette
Hodgson and Rita Weston (not her real name), both
14, on the bus ride to school the first day of seventh
grade. The three became the best of friends—or so it
seemed. About a month after they started hanging
2 Key Reading Skill

out together, their relationship underwent a dramatic
shift:2 Rita and Wendy grew closer together and they Synthesizing
began to squeeze Jeanette out. “Rita would sleep over Here, the word loser means
at Wendy’s on school nights just to make me jeal- “someone who feels alone or
ous,” says Jeanette. Those feelings of rejection took a left out.” Think about what
toll on her. “I got really depressed,” Jeanette admits. loser means in this selection.
What other meanings can that
“I felt like a loser.” 2
word have?
It was only when Rita’s family moved to Arizona
that Wendy realized how unfair she had been to
Jeanette. “I felt bad that Jeanette had been so upset.
Rita was possessive of me, and I didn’t stand up to
her,” she explains.
2
Dramatic shift is another way to say “big change.”

Literary Element 3 With Rita out of the picture, Wendy could spend
her time winning back Jeanette’s trust. “Before, I
Nonfiction
didn’t say anything to Jeanette about what was
The writer is using words
happening with Rita. Now I let Jeanette know how
that the real teens in the
article might use. Cracking lucky I am to have her as a friend.” Understandably,
up is a way to say laughing Jeanette had her doubts about Wendy’s sincerity. “I
really hard. Look for other was skeptical at first,” says Jeanette. “But I had to
expressions like cracking up trust her because I didn’t want to lose her as a friend
as you read and circle them. again. Now we’re like sisters.” And Wendy is grateful
that Jeanette didn’t hold a grudge.3
From push to shove
At one time, New Yorkers David Santiago, 16, and
his pal Efrain Vellon, 15, had a habit of playing pranks
back and forth—until one day things went too far.
“We were in science class, and we started throwing
pieces of pencils at each other,” explains Efrain.
Continues David, “But when a piece hit Efrain in the
face, he thought I was trying to pick a fight.”
4 In a matter of minutes, David and Efrain got into a
serious shoving match, which their teacher broke up.

After solving their problems
and disagreements, how did A few days later, the boys’ parents met with guidance
the teens in this article show counselors while the two boys waited outside. At one
that they could count on one point, they looked at each other and started cracking
another? up. “We saw how stupid it was,” says Efrain. Adds
David, “We let pressures about how guys are supposed
to act get to us.” 3
Ironically, the fight ended up bringing them closer
together. “If it weren’t for the fight, we probably
wouldn’t have become such good friends,” says
Efrain. These days David and Efrain take their friend-
ship more seriously. “And if we have a fight, we talk
about it. Then we laugh about it,” says David. 4
—Updated 2005, from Teen People, May 19, 1998
3
When you don’t forgive someone for a long time, you hold
a grudge.

Friendship pitfalls Your Notes

To keep friends, you’ll need to avoid some snags.
Here’s what to watch for.
1. COMPETITION: Whether you’re outdoing your
friend in school or sports, it’s best not to rub it
in. Nobody likes a bragging winner. True friends
support each other at all times.
2. CHANGE: Everyone grows up, and sometimes
that means growing apart from childhood friends.
But just because you don’t share all the same
interests, it doesn’t mean you can’t stay close.
You’ll always have one thing in common:
your history.
3. PEER PRESSURE: If you start hanging out
with a new crowd, you shouldn’t be expected
to ditch old friends simply because they aren’t
in that social circle. Remember, the only person
qualified to decide whom you should be friends
with is you.
4. BOYFRIENDS/GIRLFRIENDS: When one of you

finds a boyfriend/girlfriend, it can be the kiss of
death for a friendship. So if you’ve hooked up, be
sensitive to your friend’s feelings. Imagine how
you would want to be treated if the roles were
reversed and you were the one left out.
5. DISTANCE: Separations can put a strain on the
strongest relationship. You may have to work
a little harder to keep in touch with your pal
(there’s always e-mail and road trips), but you’ll
cherish your time together even more.

After You Read FRIENDS Forever

Skill Review: Synthesizing
Combine what you learned from the reading with your own knowledge and experiences
to create a new idea.
What I Already Knew
What lessons have you learned about maintaining strong

friendships in your own life?
+
What I Learned
List the challenges the friends encounter in “Friends Forever.”

What advice does the article offer for building strong friendships?
=
My New Idea
What actions can you take to improve your current friendships?

Skill Review: Nonfiction

Analyze the nonfiction techniques in “Friends Forever” by answering the
questions below.
1. How did the subheads help you as you read?
2. Improve one of the subheads. Write both the old subhead and your new
subhead below.
3. What did the author do to communicate more effectively with her target
audience of kids and teenagers?
4. Name two things that you learned from the reading.

Skill Lesson: Determining the Main Idea (Reading with Purpose, pp. 346–347)
Preview Skim the information on determining the main idea. Write one thing
you knew already and one thing you learned.
1. I knew
2. I didn’t know
Cues Notes
The main idea
is the most important idea in the text
Finding the main idea helps you
To find the main idea

Interactive Reading
Key Literary Element: Plot (Reading with Purpose, p. 349)
Cues Notes
Plot =
Plot Parts
exposition introduces characters, setting, and conflict
Summary
Explain how to find the main idea of a reading.
Organize the following plot parts in the correct sequence.
climax exposition falling action resolution rising action

Interactive Reading
Before You Read The Brink’s Robbery

What You’ll Learn
As you read, you might Key Reading Skill: Determining the Main Idea
find words that you want Key Literary Element: Plot
like or ones that you don’t Have you ever tried to do something in secret? Maybe
understand. You can add you tried to get away with something at home. Or maybe
them to your Hot Words you tried to surprise someone. How did you plan to do
Journal at the back of it? Were you able to keep your secret a secret?
this book.
Word Power
flawless (FLAW lus) adj. perfect; without mistakes

vaults (vawltz) n. locked rooms or boxes for keeping money and
valuables
Who Can We Really

Count On?
Read the selection “The bold (bold) adj. confident; daring
Brink’s Robbery” to find
out what happens when a
group of bank robbers find
out they can’t count on stunned (stund) adj. shocked; surprised; amazed
each other.

The Brink’s
Robbery
Joseph “Big Joe” McGinnis dreamed of committing the
perfect crime. In 1948 he hooked up with Tony “Fats” Pino.
by Henry and Melissa Billings
Pino shared McGinnis’s dream.

Together, these two longtime criminals set to work.
They spent two years planning a flawless robbery.
Nothing would be left to chance. No evidence would
be left behind. And, if all went well, they would both
end up rich.
The two thieves picked a tough target to rob—the
Brink’s Company in Boston. Brink’s is an armored car
service. It sends steel-plated cars to pick up money 1 Key Literary Element
from stores around town. The armored cars take the
Plot
money to Brink’s headquarters. There it is counted,
The exposition is the first
sorted, and held until the stores need it again. part of the plot. What have
In 1950, as much as $10 million a day flowed you learned so far about
through the Brink’s office. 1 characters, setting, and
McGinnis and Pino planned their robbery with conflict?
great care. They picked nine other men to join them.
These were not just any nine men. Each brought a
special skill to the group. Some, for instance, were
good drivers or sharp lookout men. Also, seven of
the men had to be the same size. McGinnis and Pino
chose men who were about five feet nine inches tall
and weighed between 170 and 180 pounds. These
men would be the ones to enter the Brink’s office and
bring out the money. They would all dress alike. They
would wear the same scary masks, rubbersoled shoes,

gloves, coats, and caps. That would make it hard for

the Brink’s guards to identify them. (McGinnis would
be one of the seven, but Pino was too heavy for the
Key Reading Skill 2 job. He agreed to stay with the getaway truck.) 2
Robbing the Brink’s headquarters would not be easy.
Determining the
Main Idea The place was full of steel vaults and armed guards.
McGinnis and Pino knew this. So they took plenty of
The first sentence of a
time. They studied the layout of the building. They
paragraph will sometimes
tell you the main idea of found out when the guards were on duty and where
the paragraph. Reread this they were stationed. They watched the money flow in
paragraph. What do you and out of the office. They knew when the big money
think is the main idea? What was there.
supporting details back up the One of the toughest problems they faced was the
main idea? locks. The gang had to pass through five locked
doors to get from the street to the Brink’s office.
McGinnis and Pino came up with a bold plan. Late
one night, a few of the gang members slipped into
the building. One of them, a professional locksmith,
removed the lock on the first door. He took it away
and quickly made a key for it. Then—that same

night—he hurried back to the Brink’s building. He
got the lock back in place before anyone noticed it
Key Literary Element 3 was missing. 3
The robbers returned on four other nights. Each
Plot
time they repeated their actions. They made keys for
You’ve already read the
the locks on the four other doors. Now they would
exposition of the plot, which
introduces the characters,
be able to walk right into the Brink’s office. There,
setting, and conflict. What they knew, they would find guards standing inside a
part of the plot are you wire cage. That was where all the money was.
reading now? Next, McGinnis and Pino made the gang practice
the robbery. More than 20 times, the thieves slipped
into the building. They used their keys to unlock
door after door. Each time, they got right up to the
innermost door. Then they turned and left.
At last, McGinnis and Pino decided they were
ready for the real thing. On January 17, 1950, they

gave the signal. That night, a little before seven 4 Key Literary Element
o’clock, the men took their places. Seven of them
put on masks and sneaked into the building. They Plot
opened the five locked doors. At 7:10 p.m., they The robbery is finally taking
opened the innermost door. They were in the Brink’s place. What part of the plot
is this?
office. There, as expected, they saw five guards. The
guards were all inside the wire cage, counting money.
The thieves stuck their guns through the holes in
the cage. “This is a stickup,” one growled. “Open the
gate and don’t give us any trouble.” Thomas Lloyd,
the head guard, looked at the seven drawn guns. He
knew it was hopeless to put up a fight. He instructed
one of the other guards to go ahead and open the
cage door. 4
Inside the cage, the thieves ordered the guards to lie
facedown on the floor. They tied the guards’ hands
behind their backs. In addition, they tied their feet
together and put tape across their mouths. Then the
crooks grabbed the money. They took all they could
carry. In total, they stole more than 1,200 pounds in
5 Reviewing Skills
coins, bills, and checks. By 7:27 p.m. they were out of

the building. The robbery had gone perfectly. In cash Responding
alone, they had made off with exactly $1,218,211.29! 5 What are your thoughts at
When news of the heist1 spread, people were this point? Has anything
stunned. They hadn’t thought anyone would ever surprised you?
dare rob Brink’s. But, clearly, someone had. The police
had no clues about who had done it. They searched
everywhere. They organized a huge manhunt, but
they didn’t even know whom they were looking for.
All they knew for sure was that the seven robbers
were “of medium weight and height.”
1
Heist is another word for robbery.

Meanwhile, the Brink’s robbers played it safe. They

drove the loot2 to the home of Jazz Maffie in nearby
Roxbury. Then each man went back home to his
family. The next day they all went to their regular
day jobs as if nothing had happened. The thieves
stayed calm. They waited a month before splitting
6 up the money. Each man got about $100,000. 6
Think about the Big Question. For six years, the police tried to solve the crime.
Do you think the gang They failed. But during that time, trouble was
members can really count brewing inside the gang. One of the robbers did
on one another? Why or not like the way the money had been divided. Specs
why not? O’Keefe began demanding a larger share of the loot.
McGinnis and the others became worried. They
feared O’Keefe might go to the police. So they hired
a gunman named Trigger Burke to kill him. One day
Burke opened fire as O’Keefe drove by in his car.
Luckily for O’Keefe—and unluckily for the rest of
the gang—Burke missed his target.
Furious about the attack, O’Keefe did turn to the
police. He told them the whole story. The police

quickly rounded up all the Brink’s robbers. The
11 men were brought to trial in 1956. All of them,
including Specs O’Keefe, were found guilty. Since
O’Keefe had helped solve the crime, however, police
allowed him to go free. The rest of the gang got long
prison terms. In the end, then, the dream of Big Joe
McGinnis and Fats Pino had turned into a nightmare.
2
Loot is stolen goods or money

After You Read The Brink’s Robbery

Skill Review: Determining the Main Idea
Select four paragraphs that are important in the development of the plot of
this story. Draw rectangles around those paragraphs in the reading. Then write
the main idea from each of those paragraphs in the spaces below.
Paragraph 1 Main Idea:
Summarize the story of “The Brink’s Robbery.”

State the main idea of the story, based on the main ideas from the paragraphs
you selected and your summary.
Main Idea:

Skill Review: Plot

Identify the events of different parts of the plot of “The Brink’s Robbery.”
Climax
Rising Action
Falling Action
Exposition
Resolution

How to Compare Literature: Plot (Reading with Purpose, pp. 368–369)
of literature will you be comparing in this lesson?
Cues Notes
Characteristics
of narrative poems
and short stories
Conflict
occurs
between
Plot Parts
introduction of the characters, setting, and
situation or conflict

Note Taking
Summary
Organize the parts of plot in the correct sequence.
Explain the role of conflict in each part of the plot.

Interactive Reading
Before You Read Lob’s Girl

What You’ll Learn
Literary Element: Plot
“Lob’s Girl” explores the strong friendship between a
girl and her dog. What other stories do you know that
deal with the relationship between a person and his or
her pet?
this book.
Word Power
secretive (SEE krih tiv) adj. hidden or private

hurtle (HUR tul) v. to move fast with a lot of force
aggrieved (uh GREEVD) adj. feeling insulted or unfairly treated
succeeded (suk SEED ed) v. followed; happened after
haggard (HAG urd) adj. worn as a result of grief, worry, or illness
Who Can We Really

agitated (AJ uh tayt ud) adj. excited, nervous, or disturbed; Count On?
stirred up Read “Lob’s Girl” to learn
about a girl who could rely
on her dog.

Interactive Reading
Before You Read The Highwayman

What You’ll Learn

find words that you want Literary Element: Plot
like or ones that you don’t Tales of doomed love have been told by storytellers
understand. You can add and songwriters throughout history. On the lines below,
them to your Hot Words describe a song or story you know that tells a sad love
Journal at the back of story. Why do you think such tales are popular around
this book. the world?

Word Power
torrent (TOR unt) n. a strong rush of anything flowing swiftly

and wildly
jest (jest) n. a joke, prank, or amusing remark
Who Can We Really

Count On? writhed (rythd) v. twisted and turned, as from suffering
In “The Highwayman,” the
poet describes the loyalty
of love even in the face
of death.
Interactive Reading
Tie It Together
Compare the plots of “Lob’s Girl” and “The Highwayman” by filling in the chart below.
Lob’s Girl The Highwayman

Exposition
Rising action
Climax
Falling action
Resolution

Persuasive Writing (Reading with Purpose, pp. 412–413)
Preview Skim the information on persuasive writing. Name some examples

of persuasive writing.
Cues Notes
Key Reading Skills

understanding
persuasive
techniques
attitude the author has toward a subject

or audience

Summary
Identify three sources of persuasion.
1. 2. 3.
Formulate questions to apply the key reading skills you studied.
In order to: Ask:

understand persuasive
techniques
distinguish fact from
opinion
identify the author’s
purpose and perspective
compare and contrast

Formulate questions to recognize key literary elements.
To recognize: Ask:
How does the writer express herself or himself?
tone
diction, language, and

word choice
What reasons does the writer use to support his or her ideas?

Skill Lesson: Understanding Persuasive Techniques
(Reading with Purpose, pp. 416–417)
Preview Scan the information on understanding persuasive techniques.

Predict one thing you think you will learn.
Cues Notes
Persuasive Techniques
Definition:
Used in:
Understanding persuasive techniques

helps me:
To identify persuasive techniques, look for:

•
•
•
•
Note Taking
Key Literary Element: Style (Reading with Purpose, p. 425)
Cues Notes
Style in a short story involves many elements, including
dialogue and description
• kinds of words a writer uses in descriptions

•
•
•
Summary
Identify four persuasive techniques.

1.
2.

3.
4.
Name four things to look for when you think about style in a short story.
1.
2.
3.
4.

Interactive Reading
Before You Read Thank You, M’am

What You’ll Learn
Key Reading Skill: Understanding Persuasive Techniques As you read, you might
Key Literary Element: Style
Think of someone you don’t know personally who has
influenced you to make a positive change. What did this
person say or do to influence you? What change did you
make as a result?
this book.
Word Power
slung (slung) adj. hung or thrown loosely
frail (frayl) adj. weak; easily broken
Who Influences Us and

How Do They Do So?
barren (BAIR un) adj. bare; empty; dull or uninteresting
Read the selection “Thank
You M’am” to find out how
an old woman persuades a
young boy to change
his ways.
Key Literary Element 1

Style
Think about the style of this Thank You,
M’am
description. Are the words
simple or fancy? Are the
sentences easy to follow or
difficult to understand?
by Langston Hughes
On the basis of your
responses, describe the style She was a large woman with a large purse that had
of this paragraph. Then
everything in it but hammer and nails. It had a long
explain how the style makes
strap and she carried it slung across her shoulder. It
you feel about the story.
was about eleven o’clock at night, and she was
walking alone, when a boy ran up behind her and
tried to snatch her purse. The strap broke with the
single tug the boy gave it from behind. But the boy’s
weight, and the weight of the purse combined caused
him to lose his balance so, instead of taking off full

blast as he had hoped, the boy fell on his back on the
Key Reading Skill 2
sidewalk, and his legs flew up. The large woman sim-
Understanding Persuasive ply turned around and kicked him right square in his
Techniques blue jeaned sitter. Then she reached down, picked the
The woman is doing most of boy up by his shirt front, and shook him until his teeth
the persuading. What is her rattled. 1
opinion of what the boy has After that the woman said, “Pick up my pocketbook,
tried to do?
boy, and give it here.”
She still held him. But she bent down enough to per-
mit him to stoop and pick up her purse. Then she said,
“Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said,
“Yes’m.”
The woman said, “What did you want to do it for?”
The boy said, “I didn’t aim to.”
She said, “You a lie!” 2

By that time two or three people passed, stopped,

turned to look, and some stood watching. As you read, you might
“If I turn you loose, will you run?” asked the find words that you want
woman. to know more about. They
“Yes’m,” said the boy. might be ones you really
“Then I won’t turn you loose,” said the woman. She like or ones that you don’t
did not release him. understand. You can add
“I’m very sorry, lady, I’m sorry,” whispered the boy.
“Um-hum! And your face is dirty. I got a great mind this book.
to wash your face for you. Ain’t you got nobody home
to tell you to wash your face?”
Your Notes
“No’m,” said the boy.
“Then it will get washed this evening,” said the
large woman starting up the street, dragging the fright-
ened boy behind her.
He looked as if he were fourteen or fifteen, frail and
willow-wild, in tennis shoes and blue jeans.
The woman said, “You ought to be my son. I would
teach you right from wrong. Least I can do right now
is to wash your face. Are you hungry?”
“No’m,” said the being-dragged boy. “I just want

you to turn me loose.”
“Was I bothering you when I turned that corner?”
asked the woman.
“No’m.”
“But you put yourself in contact with me,” said the
woman. “If you think that that contact is not going to
last awhile, you got another thought coming. When I
get through with you, sir, you are going to remember
Mrs. Luella Bates Washington Jones.”
Sweat popped out on the boy’s face and he began
to struggle. Mrs. Jones stopped, jerked him around in
front of her, put a half nelson about his neck, and con-
tinued to drag him up the street. When she got
to her door, she dragged the boy inside, down a hall,
and into a large kitchenette-furnished room at the rear
of the house. She switched on the light and left the
Reviewing Skills 3 door open. The boy could hear other roomers laugh-
ing and talking in the large house. Some of their doors
Activating Prior
were open, too, so he knew he and the woman were
Knowledge
not alone. The woman still had him by the neck in the
Roger’s question is based on middle of her room.
some prior knowledge of who
She said, “What is your name?”
goes to jail and why. What
knowledge do you have about “Roger,” answered the boy.
that? Where did you learn “Then, Roger, you go to that sink and wash your
it? How might Roger have face,” said the woman, whereupon she turned him
learned what he knows—or loose—at last. Roger looked at the door—looked at the
thinks he knows? woman—looked at the door—and went to the sink.
“Let the water run until it gets warm,” she said.
“Here’s a clean towel.”
“You gonna take me to jail?” asked the boy,
bending over the sink. 3
“Not with that face, I would not take you nowhere,”
said the woman. “Here I am trying to get home to
cook me a bite to eat and you snatch my pocketbook!
Maybe you ain’t been to your supper either, late as it
be. Have you?”

Key Reading Skill 4 “There’s nobody home at my house,” said the boy.
“Then we’ll eat,” said the woman. “I believe you’re
Understanding Persuasive
hungry—or been hungry—to try to snatch my
Techniques
pocketbook.”
Mrs. Jones is trying to grab
“I wanted a pair of blue suede shoes,”1 said the boy.
Roger’s attention. If you were
Roger, what would surprise “Well, you didn’t have to snatch my pocketbook
you about what Mrs. Jones to get some suede shoes,” said Mrs. Luella Bates
said? Washington Jones. “You could of asked me.”
“M’am?” 4
The water dripping from his face, the boy looked at
her. There was a long pause. A very long pause. After
he had dried his face and not knowing what else to do
dried it again, the boy turned around, wondering what
1
Blue suede shoes are men’s shoes made of soft leather. These shoes
became popular in the late 1950s after Elvis Presley recorded a hit
song called “Blue Suede Shoes.”

next. The door was open. He could make a dash for it

down the hall. He could run, run, run, run, run!
The woman was sitting on the daybed.2 After a while
she said, “I were young once and I wanted things I
could not get.”
There was another long pause. The boy’s mouth
opened. Then he frowned, but not knowing he
frowned.
The woman said, “Um-hum! You thought I was
going to say but, didn’t you? You thought I was going
to say, but I didn’t snatch people’s pocketbooks. Well, I
wasn’t going to say that.” Pause. Silence. “I have done
things, too, which I would not tell you, son—neither
tell God, if he didn’t already know. So you
set down while I fix us something to eat. You might
run that comb through your hair so you will look pre-
sentable.”
In another corner of the room behind a screen was a
gas plate and an icebox.3 Mrs. Jones got up and went
behind the screen. The woman did not watch the boy 5 Key Reading Skill
to see if he was going to run now, nor did she watch Understanding Persuasive
her purse which she left behind her on the daybed. Techniques
But the boy took care to sit on the far side of the room Do you think Mrs. Jones
where he thought she could easily see him out of the is beginning to persuade
corner of her eye, if she wanted to. He did not trust Roger to behave the way
the woman not to trust him. And he did not want to she wants him to? Explain
be mistrusted now. 5 why or why not.
“Do you need somebody to go to the store,” asked
the boy, “maybe to get some milk or something?”
“Don’t believe I do,” said the woman, “unless you
just want sweet milk yourself. I was going to make
2
A daybed is a sofa that can be converted into a bed.
3
The gas plate is a small version of a stovetop, with “burners” fueled
by gas. Before electricity, a block of ice cooled food inside a special
box. People use the word icebox to refer to a refrigerator.

Key Literary Element 6 cocoa out of this canned milk I got here.”
“That will be fine,” said the boy.
Style
She heated some lima beans and ham she had in the
What kind of feeling do
icebox, made the cocoa, and set the table. The woman
the details in this description
add? What kinds of things did not ask the boy anything about where he lived, or
are described? his folks, or anything else that would embarrass him.
Instead, as they ate, she told him about her job in a
hotel beauty shop that stayed open late, what the work
was like, and how all kinds of women came in and
out, blondes, red-heads, and Spanish. Then she cut him
a half of her ten-cent cake. 6
“Eat some more, son,” she said.
When they were finished eating she got up and said,
“Now, here, take this ten dollars and buy yourself
some blue suede shoes. And next time, do not make
the mistake of latching onto my pocketbook nor
nobody else’s—because shoes come by devilish like
that will burn your feet. I got to get my rest now. But I
wish you would behave yourself, son, from here on in.”
She led him down the hall to the front door and

opened it. “Goodnight! Behave yourself, boy!” she said,
7 looking out into the street.
What does Mrs. Jones want The boy wanted to say something else other than,
to persuade Roger to do? Do “Thank you, m’am,” to Mrs. Luella Bates Washington
you think she is successful? Jones, but he couldn’t do so as he turned at the barren
Explain your answer. stoop4 and looked back at the large woman in the door.
He barely managed to say, “Thank you,” before she
shut the door. And he never saw her again. 7
4
A stoop is a porch or set of steps at the entrance of a building.

After You Read Thank You, M’am

Skill Review: Understanding Persuasive Techniques
Identify the persuasive techniques that Mrs. Jones uses with Roger in “Thank You M’am.”
Mrs. Jones’s
Persuasive Techniques
Statements Supporting Word Choices

Her Opinions
Unexpected Actions
Analyze how Mrs. Jones’s persuasive techniques affect Roger.

Skill Review: Style

Analyze elements of the author’s style in “Thank you, M’am.”
Descriptions Word Choice
Elements
of
Style
Sentence Length Dialogue

Apply what you have learned about the author’s style to answer the questions below.
1. What do you think is the author’s purpose in writing this story?
2. How does the author’s style help achieve this goal?

Skill Lesson: Distinguishing Fact and Opinion (Reading with Purpose, pp. 438–439)
Preview Skim the information on distinguishing fact and opinion. Write one
thing you already knew and one thing you will learn.
I knew
I will learn
Cues Notes
Fact =
Example:
Opinion =
Example:
To distinguish fact and opinion:
determine if the parts are

Note Taking
Key Literary Element: Tone (Reading with Purpose, p. 449)
Cues Notes
Tone =
Ask yourself:
✓
✓
✓
Summary
Distinguish fact and opinion in the following sentences.

Fact or Opinion?
The movie was too violent.
The movie won an award for best picture.

That girl is a great singer.
The judge ruled in his sister’s favor.
Identify three questions to ask about tone.

•

Interactive Reading
Before You Read Oprah WINFREY

What You’ll Learn
Key Reading Skill: Distinguishing Fact and Opinion As you read, you might
Key Literary Element: Tone
Think of someone who has inspired you to try some-
thing new or to achieve more than you thought you
could. Maybe this person was a parent, a friend, a coach,
or a celebrity. Describe how that person inspired you.
this book.
Word Power
implied (im PLYD) v. suggested; hinted
compassion (kum PASH un) n. deep concerns for the troubles Who Influences Us and
How Do They Do So?
of others
Read the selection “Oprah
Winfrey” to find out
how actor Sidney Poitier
influenced a young girl to
achieve her dreams.
Key Reading Skill 1
Distinguishing Fact
and Opinion
Does the last sentence of this
paragraph state a fact or an
opinion? How can you tell? Oprah
WINFREY
Her influence has reached far and wide
by Sidney Poitier
The future of a poor African American female born

in Kosciusko, Mississippi, on January 29, 1954, was
not promising. Oprah Gail Winfrey had enormous
obstacles in front of her. She was born to unwed
teenage parents and living in a segregated1 society.
Key Literary Element 2 For the first six years of her life, Oprah was raised

by her maternal2 grandmother on a farm in rural
Tone Mississippi. Oprah’s grandmother taught her how
Based on the title, subtitle, to read at an early age. The young girl developed a
and the first paragraphs, love for books that continues today. And by the age
how would you describe of 3, she was reciting speeches in church. Oprah often
the writer’s tone?
heard her grandmother tell others that Oprah was
“gifted.” Perhaps it was this feeling of being special
that helped Oprah get through the difficult years that
she would later spend living with her mother. 1 2
Oprah moved in with her mother and half sister in
Milwaukee, Wisconsin, when she was 6. She lived in
1
In a segregated society, people of different races or religions live sepa-
rately.
2
Oprah’s maternal grandmother was her mother’s mother.

a crowded two-bedroom apartment shared with

family and friends. Oprah was lonely and unhappy.
She suffered both physical and mental abuse from
family members and friends of her family. 3 3 Key Reading Skill
But even during those difficult years, seeds of hope
Distinguishing Fact and
were being planted. On April 13, 1964, 10-year-old Opinion
Oprah was sitting on the linoleum floor of her mother’s
What information is stated
apartment watching television. She witnessed an event
as fact in this paragraph?
that connected to something deep inside of her. She
saw me, a young African American actor, receive an
Academy Award. Sharing in that moment and all it
implied, she later told me, caused her to say softly to
herself, “If he can do that, I wonder what I could do?”
Life with her mother became worse, and as Oprah
grew up, she repeatedly ran away and got in trouble.
Her mother tried to place her in a home for troubled
teens, but fortunately there were no openings.
Oprah’s father offered to take her into his home in
Nashville, Tennessee. With strict rules and discipline,
Oprah’s father helped her turn her life around.
The journey of Oprah Winfrey had begun. For more

than 20 years, Oprah’s openness about her own life,
compassion for others, and vision for a better world 4
have made her talk show enormously influential. What kinds of influence
Oprah inspires her viewers to effect change in their does Oprah have on other
lives and the lives of others. She is a perfect example people today?
of someone who has succeeded in spite of the
disadvantages she has faced.
Oprah’s wide-ranging charity work with children and
families in Africa and elsewhere, her popular book club
and magazine, and her contributions to improving race
relations—all speak to the human family, to touching
hearts and leaving each one uplifted.
Besides being compassionate, Oprah is well-informed,
dazzlingly curious, and as down-to-earth and loving
as any human being I’ve ever known. 4
–From TIME, April 26, 2004
After You Read Oprah WINFREY

Skill Review: Distinguishing Fact and Opinion
Classify statements in “Oprah Winfrey” as either facts or opinions. Then determine
how those facts and opinions reflect the author’s feelings about Oprah Winfrey.
Fact Opinion
Fact Opinion

Fact Opinion
The Author’s Feelings About Oprah Winfrey

Skill Review: Tone

Identify words, phrases, and sentences in “Oprah Winfrey” that help create the tone.
words, phrases,
and sentences that
create the tone
Describe the author’s tone at the beginning, middle, and end of the story.
Does his tone change? Use examples from the reading to support your descriptions.
Beginning:
Middle:
End:

Skill Lesson: Identifying Author’s Purpose and Perspective
Preview Skim the information on identifying author’s purpose and

perspective. Write one question you have about the topic.
Cues Notes
Purpose =
Perspective =
author’s feelings
about the topic

author’s purpose
and perspective
purposes
for
writing

Interactive Reading
Key Literary Element: Diction, Language, and Word Choice
(Reading with Purpose, p. 457)
Cues Notes
Poetry =
To learn about a poet’s choices, think about:
•
•
•
Diction =
Summary
Identify the author’s purpose (or purposes) for writing each of the following.
Topic Purpose
an article on the
benefits of vitamins
a poem about spring
an editorial
a training manual
Apply what you know about diction, language, and word choice in poetry to
write four lines of poetry on a subject of your choice.

Interactive Reading
The Courage That My Mother Had and

Before You Read Two People I Want to Be Like
What You’ll Learn
As you read, you might Key Reading Skill: Identifying Author’s Purpose and Perspective
find words that you want Key Literary Element: Diction, Language, and Word Choice
like or ones that you don’t If you could have dinner with any two people, from the
understand. You can add present or the past, who would you choose and why?
this book.
Word Power

quarried (KWAYR eed) adj. cut or blasted from the earth for use
in construction

How Do They Do So?
Read the poems “The brooch (brohch) n. a piece of jewelry pinned to one’s clothing
Courage That My Mother
Had” and “Two People I
Want to Be Like” to find
out how a mother and two
strangers influenced these
poets.

The 1 Key Reading Skills
Courage
Identifying Author’s
Purpose and Perspective
How do you think the speaker
feels about her mother? Is she
That My happy to have the brooch?
Mother Had by Edna St. Vincent Millay
The courage that my mother had

Went with her, and is with her still:
Rock from New England quarried;
Now granite in a granite hill.
5 The golden brooch my mother wore

She left behind for me to wear;
I have no thing I treasure more:
Yet, it is something I could spare. 1 2
How do you think the

Oh, if instead she’d left to me speaker’s mother influenced
10 The thing she took into the grave!— her? Does she feel that her
That courage like a rock, which she mother left her with enough
Has no more need of, and I have. 2 courage?


Diction, Language, and
TWO
Word Choice
Think about the words
PEOPLE
punching and slapping and
the phrase bagging bottles.
Think about how they sound
I Want to
as well as what they mean.
How does the author’s
language affect the rhythm
Be Like
and the feeling of the poem? By Eve Merriam
That man
stuck in traffic
not pounding his fists against the steering wheel
not trying to shift to the next lane
just
using the time
for a slow steady grin
of remembering

all the good unstuck times
and that woman

4 clerking in the supermarket
Look back at the title of the at rush hour

poem. Why do you think the bagging bottles and cartons and boxes and jars and
speaker wants to be like the cans
two people described? punching it all out
slapping it all along
and leveling a smile
at everyone in the line. 3
I wish they were married to each other.
Maybe it’s better they’re not,

so they can pass their sweet harmony
around. 4
The Courage That My Mother Had and

After You Read Two People I Want to Be Like
Skill Review: Identifying Author’s Purpose and Perspective
Analyze one of the poems in this reading by answering the questions below.
Title of poem:
1. What is the topic of this poem?
2. What is the poet’s perspective on the person or people in the poem?

3. What words and phrases tell you how the poet feels?
4. How do you feel as you read the poem, and why do you feel this way?
5. Why do you think the author wrote the poem? What was her purpose?

Skill Review: Diction, Language, and Word Choice

Examine three words or phrases in one of the poems and assess why the poet chose those words
and how the words affect you.
Poem:
Words/Phrases Why do you think the poet How do these words
chose these words? affect me?

Draw a picture based on what you “see” as you read the poem you analyzed above.

Skill Lesson: Using Text Structure: Compare and Contrast
Preview Scan the information on using text structure to compare and

contrast. Find definitions for “compare” and “contrast.”
1. Compare:
2. Contrast:
Cues Notes
Comparing shows
Comparing and contrasting helps
writers
What to look for
Key signal words

Note Taking
Key Literary Element: Argument (Reading with Purpose, p. 477)
Cues Notes
Argument =
Writer’s purpose for Argument

using argument
The reader’s job when reading argument:
Summary

Write a brief paragraph comparing and contrasting two friends or family members.
Illustrate the use of argument by writing two sentences. In the first sentence, state an opinion
you want readers to accept. In the second sentence, provide an argument to convince your
readers.
1.
2.

Interactive Reading
Should Naturalized
Before You Read Citizens be PRESIDENT?
What You’ll Learn
Key Reading Skill: Using Text Structure: Compare and Contrast As you read, you might
Key Literary Element: Argument
What do you think are the most important qualities for like or ones that you don’t
a good president? What factors might influence you to understand. You can add
vote for or against a candidate? Write a description of them to your Hot Words
your ideal president. Journal at the back of
this book.
Word Power
principle (PRIN suh pul) n. a basic idea or concept

relevant (REL uh vunt) adj. pertaining to or related to
ensure (en SHUR) v. to guarantee or make certain
requirement (rih KWY ur munt) n. demand or condition Who Influences Us and

How Do They Do So?
Read the selection “Should
Naturalized Citizens be
assurance (uh SHUR uns) n. confidence; certainty President?” to contrast how
two writers try to influence
your opinions about the
presidency.
Should Naturalized
Citizens be
PRESIDENT?
The Consitution says that only ‘natural-born’
citizens can be President. Should we change that?
YES My son, Jonah, came to the U.S. from Vietnam
as a 4-month-old baby. When his second-grade class
studied the presidency, he was told that he cannot run
for President when he grows up, even if he wants to.
According to the Constitution, only a “natural-born
Key Reading Skill 1 Citizen” can be President.
More than 12.8 million naturalized citizens, including
Using Text Structure: 250,000 foreign-born adoptees like Jonah, are second-
Compare and Contrast
class citizens who cannot hold the highest office in

The writer compares the the land.
past situation of women and
The natural-born-citizen clause violates a central
minorities with the current
principle of American democracy: All citizens should
situation of naturalized
citizens. Does using this have equal rights. When written, the Constitution
structure make the situation embraced this principle but failed to protect the rights
clearer? Explain. of women and of racial and ethnic minorities. The 14th,
15th, and 19th Amendments have been added to
protect these groups. The next step is to remove the
natural-born-citizen clause. 1
The Founding Fathers1 included the . . . clause so no
foreign prince could buy his way into the presidency.
This concern is no longer relevant. Some people say
1
The Founding Fathers are the leaders who wrote the U.S. Constitution
after the colonies won independence from Great Britain.

we still need this clause to ensure that the President is 2 Key Literary Element
loyal to the country, but naturalized citizens are a very
Argument
loyal group.
Have the two writers stated
Moreover, the Constitution allows any natural-born
their arguments? If so, what
citizen, loyal or not, to run for President and relies on sentence in each part of the
voting rights and the judgment of the American people article states that writer’s
to keep disloyal people from being elected. These main argument?
protections would work just as well if we let naturalized
citizens run for President, too.
—John Yinger, Syracuse University
NO America has always been open to foreign-born

immigrants becoming full and equal citizens—with one
exception: Only a “natural-born Citizen” can become
President. This requirement strikes a reasonable
balance between our society’s openness and the
ongoing requirements of national security.
One of the legal conditions for becoming an
American citizen is to be “attached to the principles
of the Constitution of the United States.” New citizens
also must take an oath to renounce “all allegiance
and fidelity”2 to other nations. But in the case of the

presidency we need even more assurance of that
allegiance than an oath.
The presidency is unique: One person makes crucial
decisions, many having to do with foreign policy and
national security. With a single executive, there are no
checks to override the possibility of foreign influence,
or mitigate3 any lingering favoritism for one’s native
homeland. 2
2
To take an oath is to swear or promise to do something. To become
a citizen, an immigrant must promise to give up (renounce) loyalty
(allegiance and fidelity) to any other nation.
3
To make something less important is to mitigate it. Spalding is saying
that there is danger in having a foreign-born President who may be
too connected to his or her native land.
Unlike any other position or office, the attachment4

of the President must be absolute. This comes most
often from being born in—and educated and formed
by—this country.
In general, constitutional amendments should be
pursued only after careful consideration, when it is
necessary to address a great national issue and when
there is broad-based support among the American
3 people. That is not the case here. 3
Which argument do you think —Matthew Spalding, The Heritage Foundation

is more persuasive? Why?
4
Here, attachment refers to his earlier statement that the President
must be dedicated (attached) only to the United States.

Should Naturalized
After You Read Citizens be PRESIDENT?
Skill Review: Compare and Contrast
Contrast the arguments for and against allowing naturalized citizens to serve as president.
Then draw a conclusion about citizenship and the presidency from each of the arguments.
Should Naturalized Citizens Be President?

Arguments For Arguments Against
Conclusion: Conclusion:

Skill Review: Argument

Locate statements in the reading that you think best express or support each writer’s arguments.
Then give your reaction to the statement.
Opinion: yes or no Statement My Reaction to the Statement

READING ACROSS TEXTS WORKSHOP
Reading for Persuasive Techniques (Reading with Purpose, pp. 494–495)
of the selection will you be reading for in this lesson?
Cues Notes
know difference between facts and opinions
=
be able to think for yourself
Propaganda
tries to
Types of Propaganda Techniques

Value words
(glittering generalities)
Testimonial
Bandwagon

Note Taking
Reading for Persuasive Techniques (Reading with Purpose, pp. 494–495)
Cues Notes
Comparison Standards
Summary

Identify the two important things to look for in persuasive writing.
1. 2.
Create your own examples of each of the following propaganda techniques.
Propaganda Technique Example
Value words (glittering generalities)
Testimonial
Bandwagon

Interactive Reading
Take the Junk Out
Before You Read of Marketing Food to Kids
What You’ll Learn
Key Reading Skill: Reading for Persuasive Techniques As you read, you might
Connect to know more about. They
Do you have a favorite food or drink? Describe how you might be ones you really
would try to persuade someone to purchase a food or like or ones that you don’t
drink that you particularly like. understand. You can add
book.
Word Power
prominent (PRAW mih nunt) adj. easy to see; standing out
entice (en TYS) v. to attract by making (something) seem Who Influences Us and
How Do They Do So?
desirable; tempt
Read the selection “Take
the Junk Out of Marketing
Food to Kids” to find out
why the writer wants to
limit advertising aimed at
children.
Interactive Reading
Before You Read Grainies

What You’ll Learn
As you read, you might Reading Skill: Reading for Persuasive Techniques
Connect
might be ones you really Think about the wall of cereals available at a grocery
like or ones that you don’t store. Describe the details of the boxes that you think
understand. You can add were designed with kids in mind. How do you think
them to your Hot Words they differ from boxes designed to appeal to adults?
this book.

How Do They Do So?
Read the selection “Grainies”
to find out how the writer
tries to persuade the reader
to eat the cereal.
Interactive Reading
Tie It Together
Analyze the persuasive techniques used in “Take the Junk Out of Marketing Food to Kids” and
“Grainies” by completing the chart below.
Take the Junk Food Out Grainies

Persuasive
techniques:
How is the argument
built? What sources
are used? Can the
information be
proven?
Facts or Opinions:
Do I believe the
writer? What parts are
facts, and what parts
are opinions?
Purpose and
perspective:
What does the writer
hope to achieve? From
what perspective is
this written?
Compare and contrast the persuasive techniques in the two readings.

Science and Technology Writing (Reading with Purpose, p. 524)
Preview Scan the information on science and technology writing. List some
developments in science that you have read about or heard about
on television or radio.
Cues Notes
usefulness of science Read science and technology writing to:
and technology
•
writing
•
Key Reading Skills

retelling and summarizing main ideas and
details in your own words

author’s craft

Summary
Organize key reading skills.
paraphrase and summarize
use text features
Summarize key literary elements.
combination of elements that make up writing;

purpose, character, theme, and tone

Skill Lesson: Paraphrasing and Summarizing (Reading with Purpose, pp. 528–529)
Preview Scan the information on paraphrasing and summarizing. Write one

thing you knew already, and one thing you learned.
I knew
I didn’t know
Cues Notes
A good summary includes

Paraphrasing is
Benefits of paraphrasing and summarizing:
•
•
•
•
Effective paraphrasing and summarizing answers the following

questions:
1. 4
2. 5.
3. 6.

Note Taking
Key Literary Element: Author’s Craft (Reading with Purpose, p. 531)
Cues Notes
Author’s Craft
Elements Questions to Ask
Audience
Summary
Identify what a summary includes.

•
•
Define paraphrasing.
Identify the elements of the author’s craft.
Author’s Craft

Interactive Reading
Before You Read Cyber Chitchat

What You’ll Learn
Key Reading Skill: Paraphrasing and Summarizing As you read, you might
Key Literary Element: Author’s Craft
to know more about.
How do you keep in touch with your friends? How do
other members of your family choose to communicate
with their friends?
back of this book.
Word Power
monitor (MAW nuh tur) v. to watch over or check on
decipher (dih SY fur) v. to figure out the meaning of
atrocious (uh TROH shus) adj. very bad; terrible; horrible

Is Progress Always
Good?
Read the selection “Cyber
Chitchat” to find out how
poised (poyzd) adj. in a position of being ready a mother struggles to
understand the new way
that her daughter keeps in
touch with her friends.

Reviewing Skills
Setting a Purpose for
1 Cyber Chitchat by Cindy Kauffman
Reading
In the first paragraph, the I’m glad we teach spelling in our schools. That
author says that children way, our children can busy themselves unlearning it
unlearn spelling when they when they log on to the Internet. 1
use the Internet. What One day last week, I stood and watched my
purpose for reading does this thirteen-year-old “chat” with some friends via e-mail.
information give you? I thought I’d take the opportunity to monitor the
electronic conversation being passed between these
preteens—who long ago decided the telephone wasn’t
good enough for them.
Looking over her shoulder, I very quickly found
that I needed a translator to decipher what was being
said. Squinting down at the monitor,1 I asked my
daughter, “What kind of atrocious spelling is that?
And what does it mean?”
Peeved at the interruption, she kept typing and
2
Key Literary Element 2 answered, “Wat duz WAT mean?”

“That writing on the screen. The jargon2 your
Author’s Craft friends are sending you, which sounds an awful lot
One element of author’s like the way E.T.3 talked in the movie. Look—here
craft is word choice. Look at comes some more . . . ‘CU lata.’ Now what does that
how the author spells her mean? Is it a new coffee flavor of some kind?”
daughter’s response. Why do
“No, Mom,” she answered. “It means—Oh wait
you think the author chose to
a minute!” She quickly typed in, “Brb, every1,” and
spell her daughter’s response
in this way? turned patronizingly4 around to me.
“UC,” she began.
1
Here, monitor refers to the computer screen.
2
Jargon is language used by a group of people for a particular activity.
3
E.T. was the title character of the movie E.T. The Extra Terrestrial. He
spoke in short, simple words and phrases.
4
Patronizingly means “acting as if one is better than others.”

“Whoa! Wait a minute. Say it in English,” I

admonished.5
“You see,” she began again, “we use a different
type of spelling when we chat online. It’s much easier
and saves time. It’s pronounced the same as always,
but it’s quicker to type and read. For example, when 3 Key Reading Skill
I want to say, ‘Be right back, everyone,’ I use, ‘Brb,
Paraphrasing and
every1,’ instead. Or, I’ll hit ‘CU lata,’ rather than type
Summarizing
out, ‘See you later.’ It’s a real time-saver.” 3
“OIC,” I said thoughtfully. Paraphrase the daughter’s
explanation for using different
After observing further, I momentarily asked,
spelling online.
“Then what about this word, ‘kewl’? I assume it
means, ‘cool . . . ‘ but it has the same number of let-
ters, either way.”
“Phonetically, it makes more sense,” she explained.
“Why waste time using some English linguist’s6 twist
on the alphabet, when ‘kewl’ comes off the fingers
more naturally?”
“Hmm,” I mused. “I wonder what your second
grade teacher would think about that . . .”
“Oh, you mean Mrs. Jonz?” 4

“No—I mean Mrs. Jones,“ I corrected. “She took
Why Do We Read?
great care in teaching you how to spell words like,
What is the author’s
‘about,’ ‘until,’ ‘know,’ ‘better,’ and ‘nothing.’ Yet for
opinion of her daughter’s
all of her efforts, you’re sending e-mail messages like
writing? Does she think that
this one: ‘Dear Ashley: Can’t tell U any more bout technology has a positive
that cute kid in our class till I no something. Betta go or a negative effect on her
now; nuttin more to say—Me.’” 4 daughter?
5
Admonished is a way of saying “expressed disapproval in a nice
way.”
6
To spell a word phonetically (fuh NET ik lee) is to spell it the way
it sounds when spoken. A linguist (LING gwist) is a person who
knows a lot about language.

Your Notes Looking down at her hands poised on the key-

board, I expected her eyes to start showing some
chagrin.7 Instead, she had them trained on the
computer monitor and an incoming response from
Ashley. “Waz up?” it read. “Got your message but
g2g now, as sorta have gobs of homework. Talk 2U
lata, KK?”
“G2g . . . ?” I started to ask.
“Got to go!” my daughter answered, typing
feverishly.
“O,” I said. “And I suppose ‘KK’ means, ‘OK.’”
“Ya.”
“Isn’t that rather babyish? Don’t you remember the
months we spent teaching you how to talk? Have
you no appreciation for what you’re undoing here?”
Before I could continue my lecture, the instant-mes-
saging box we’d been using to “I.M.” Ashley sud-
denly grew into three boxes, each with a different
name attached. Then it multiplied into four, then five,
and finally six.

My young e-mailer was really fervent8 now—
reading messages from six friends simultaneously,9
scanning each box for pertinent news and typing
in jumbles of consonants in reply. I’d never seen
anything like it. There had apparently been a prear-
ranged log-on time, which all seven friends honored
unconditionally. Clearly, it put to shame the previous
generation’s system of passing around an in-class
note that read, “Everyone meet at the swing-set after
school so we can all talk.”
7
A person showing chagrin feels embarrassment or shame.
8
Someone who is fervent is intense about what he or she is doing.
9
To do things simultaneously is to do them at the same time.

I could see why she abbreviated. This was

like playing Bingo with six cards at once. Except
that these girls could type faster than any Bingo
announcer could shout numbers.
Cross-eyed from reading and deciphering incoming
messages from all parts of the city, I finally closed my
eyelids and rubbed them hard, walking away.
And I thought my three-way calling telephone ser-
vice was the ultimate in communication. Obviously, I
didn’t know what “ultimate” really was.
Now all I need is an adult education course that
teaches this new, “shoddy-spell” e-mail language to
floundering parents. If I find one, I’ll sign up in a
heartbeat. 5 5 Key Literary Element
. . . And b betta off 4 it, I’m shur. Author’s Craft
The word shoddy means
“sloppy; poorly made or
done.” What does the choice
to use shoddy-spell tell you
about the author’s opinion?

After You Read Cyber Chitchat

Skill Review: Paraphrasing and Summarizing
Paraphrase the two reasons the author’s daughter gave to explain using
different spelling online.
1.
2.
Summarize two reasons Kauffman gives her daughter for not using different
spelling online.
1.

2.
Recommend a new title for the selection that better express Kauffman’s
attitude about the new technology.
Your
new title

Skill Review: Author’s Craft

Describe Kauffman’s reaction to instant messaging as her daughter text
messages her friends. Identify three words or phrases that show how she
feels.
Kauffman’s reaction:
Evaluate the selection for each element of the author’s craft.
Elements Evaluation
Audience
Characters
Theme
Tone

Skill Lesson: Using Text Features (Reading with Purpose, pp. 556–557)
Preview Skim the information on using text features. Identify three text
features.
1.
2.
3.
Cues Notes
Text features are
.
Feature Type Uses

Note Taking
Key Literary Element: Concept and Definition (Reading with Purpose, p. 559)
Cues Notes
A word has at least one definition. The same word might also
name a concept.
Concept Definition
is is
To begin to understand a concept look at _________________
Summary
Identify how each type of text structure presents information.

Write a definition of the word friendship. Then write two sentences that
explain the concept of friendship.
Definition
Friendship means
Concept
Friendship is

Before You Read Conserving Resources

What You’ll Learn
As you read, you might Key Reading Skill: Using Text Features
Key Literary Element: Concept and definition
to know more about.
Reducing consumption of materials, reusing items, and
recycling materials are all ways to conserve resources.
How does your family or your school conserve resources?
back of this book.
Word Power
resources (REE sor suz) n. supplies that can be used as needed

reduce (rih DOOS) v. to use less of; make less of
Is Progress Always consumption (kun SUMP shun) n. the act of using up, spending,
Good? or wasting
Read “Conserving
Resources,” to find out
about why it is important
to conserve resources and
how to do so.

Conserving Resources
from Glencoe Science
Resource Use
Resources such as petroleum and metals are important
for making the products you use every day at home
and in school. For example, petroleum is used to
produce plastics and fuel. Minerals are used to make
automobiles and bicycles. However, if these resources
are not used carefully, the environment can be
damaged. Conservation is the careful use of earth
materials to reduce damage to the environment.
Conservation can prevent future shortages of some
materials. 1 1
Is Progress Always Good?

Reduce, Reuse, Recycle New inventions seem great
1
Developed countries such as the United States use because they make life easier.
more natural resources than other regions, as shown But a new product may use
in Figure 1. Ways to conserve resources include up resources. What is the
problem with inventing more
reducing the use of materials, and reusing and

products that use resources
recycling materials. You can reduce the consumption
such as petroleum and metal?
of materials in simple ways, such as using both sides
of notebook paper or carrying lunch to school in
a nondisposable container. Reusing an item means
finding another use for it instead of throwing it
away. You can reuse old clothes by giving them to
someone else or by cutting them into rags. The rags
can be used in place of paper towels for cleaning
jobs around your home. Reducing and reusing are
methods of waste prevention.
1
A developed country uses advanced technology and has a strong
economy.

Reusing Yard Waste Outdoors, you can do helpful

As you read, you may things, too. If you cut grass or rake leaves, you can
come across words that compost these items instead of putting them into the
you may want to know trash. Composting means piling yard wastes where
more about. they can decompose gradually. Decomposed material
Circle those words on provides needed nutrients for your garden or flower
bed. Some cities no longer pick up yard waste to take
to landfills.2 In these places, composting is common.
this book. If everyone in the United States composted, it would
reduce the trash put into landfills by 20 percent.
Recycling Materials If reducing and reusing are not

possible, the next best method to reduce the amount
of materials in the landfill is to recycle. Recycling is
Key Literary Element 2 processing waste materials to make a new object. 2
Concept and Definition
The definition of the word
consumption is “an amount Yearly Consumption per Person
(of something) used up.” U.S. Rest of world
Look at the bar graph in 3,800

Figure 1 and read the title 340 328
31
and caption. Based on this
information, how would you
explain the concept of yearly 181
consumption? 151
700
5
Oil Steel Metals Paper

(L) (kg) (kg) (kg)
Figure 1 A person in the United States uses more resources than

the average person elsewhere.
2
Landfills are places where dirt and garbage are buried in layers.
194 Course 2, Unit 5 Active Learning and Note Taking Guide, Adapted
Paper makes up about 40 percent of the mass of

trash. Americans throw away a large amount of
paper each year. Recycling this paper would use
58 percent less water and generate 74 percent less
air pollution than producing new paper from trees.
The paper doesn’t even include newspapers. More
than 500,000 trees are cut every week just to print
newspapers. 3 3 Reviewing Skills
Companies have found that recycling can be good Identifying Author’s
for business. They can recover part of the cost of Purpose
materials by recycling the waste. Some businesses use Authors write with a goal in
scrap materials such as steel to make new products. mind, such as to entertain, to
These practices save money, energy and reduce the persuade, to inform, and to
amount of waste sent to landfills. describe. What purpose do
Figure 2 shows that the amount of material you think the author of this
deposited in landfills has decreased since 1980. In article had?
addition to saving landfill space, reducing, reusing
and recycling can reduce energy use and minimize
the need to extract raw materials from Earth.
Recycling Methods What types of recycling

programs does your state have? Many states or cities
have some form of recycling laws. For example, in
some places people who recycle pay lower trash-
collection fees. In other places a refundable deposit is
made on all beverage containers. This means paying
extra money at the store for a drink, but you get your
money back if you return the container to the store
for recycling.
There are several disadvantages to recycling. More
people and trucks are needed to haul materials
separately from your trash. The materials then must
be separated at special facilities. In addition, demand

for things made from recycled materials must exist,

and items made from recycled materials often cost
Key Reading Skill 4 more. 4
Using Text Features

The Population Outlook The human population
Bold headings lead you
through this article. Which explosion3 already has had an effect on the
heading guides you to a environment and the organisms that inhabit Earth. It’s
section about the number of unlikely that the population will begin to decline in
people living on Earth? the near future. To make up for this, resources must
be used wisely. Conserving resources by reducing,
reusing, and recycling is an important way that you
can make a difference.
Landfill Use in the United States

900
Kg of trash per person per year
800
700
600
500
400
1980 1990 2000
Figure 2 U.S. trash production is increasing, but trash deposited in landfills is decreasing.
In 1980, 82 percent of trash went to a landfill; today, it’s only 55 percent, thanks to waste-
reducing methods such as recycling.
3
The population explosion is the recent increase in the number of
people on Earth. It has occurred because more people are being
born and more people are living longer.

After You Read Conserving Resources

Skill Review: Using Text Features
Identify four text features used in the story. For each text feature, state the
type of feature and describe it helps you better understand the article.
Text Feature Type of Feature How does it help you?


Skill Review: Concept and Definition

Write what you’ve learned about the definition and the concept of conserving resources.
Conserving resources
Definition
Concept

List three pieces of information from the selection that helped you better
understand the concept of conserving resources.

Skill Lesson: Taking Notes (Reading with Purpose, pp. 578–579)
Preview Scan the information on taking notes. Predict two questions you
will be able to answer after this lesson.
Question 1:
Question 2:
Cues Notes
Methods of Taking Notes

Questions to
ask about topic
What to take notes on

Note Taking
Cues Notes
Theme is
To understand theme:
•
•
•
Summary
Identify the process for taking notes.

Summarize the literary element by completing the following sentence.
An author develops a , or , in a work of literature.

Interactive Reading
Before You Read Big Yellow Taxi

What You’ll Learn
Key Reading Skill: Taking Notes As you read, you might
to know more about.
Have you ever visited a place very different from your
own city or town? If so, did that visit make you appreci-
ate things about the place you live more than you had
before? If not, what things about your home might you
back of this book.
miss if they were no longer there?
Word Power
paradise (PAIR uh dys) n. a beautiful, wonderful, happy place;

heaven
boutique (boo TEEK) n. a small, fashionable store

Is Progress Always
Good?
Read the selection “Big
Yellow Taxi” to find out
how Joni Mitchell feels
about progress.

Key Reading Skill 1 Big Yellow Taxi

Taking Notes by Cindy Kauffman
Review the first stanza, or
They paved paradise
group of lines. Circle lines
that are repeated. What does And put up a parking lot
the author say that asks a With a pink hotel, a boutique
question? And a swinging hot spot
5 Don’t it always seem to go
That you don’t know what you’ve got
‘Til it’s gone
They paved paradise
And put up a parking lot 1
10 They took all the trees

And put them in a tree museum
And they charged the people
A dollar and a half just to seem ‘em
Don’t it always seem to go,
15 That you don’t know what you’ve got
Literary Element 2

‘Til it’s gone
Theme They paved paradise
What do the details in lines And put up a parking lot
20–22 make you think Hey farmer, farmer
about? How do you think 20 Put away that DDT* now
Mitchell feels about the use
Give me spots on my apples
of chemicals? How does
But leave me the birds and the bees
this information help you to
discover the theme of the Please! 2
song?
20 D.D.T. is a chemical that farmers used to kill insects. But it also

killed the birds that ate those insects. After it was found to be dan-
gerous to humans, D.D.T. was not allowed in the United States.

Don’t it always seem to go

25 That you don’t know what you’ve got As you read, you may
‘Til it’s gone come across words that
They paved paradise you may want to know
And put up a parking lot more about.
Late last night Circle those words on
30 I heard the screen door slam the page. You can add
And a big yellow taxi
Took away my old man this book.
That you don’t know what you’ve got
35 ‘Til it’s gone
They paved paradise
And put up a parking lot
I said
40 That you don’t know what you’ve got
‘Til it’s gone
They paved paradise
And put up a parking lot
They paved paradise

45 And put up a parking lot
They paved paradise 3
And put up a parking lot 3 What does Mitchell think
about progress?

After You Read Big Yellow Taxi

Skill Review: Taking Notes
Identify words or phrases in the first four stanzas of the poem that answer
who and what questions.
Who? What?
Stanza 1
Stanza 2
Stanza 3

Stanza 4
Summarize what the author describes as disappearing or gone in each stanza.
Stanza 1
Stanza 2
Stanza 3
Stanza 4

Skill Review: Theme

Evaluate Mitchell’s message, noting especially the repeated words and phrases. Write
the song’s theme in the center. In the surrounding ovals, summarize the concept of each
stanza, showing how it supports the poem’s theme.

Skill Lesson: Identifying Problem and Solution (Reading with Purpose, pp. 602–603)
Preview Preview the information identifying problem and solution. Predict

two things you think you will learn about identifying problem and
solution.
1.
2.
Cues Notes
Writers use a problem solution structure to
.
Problem and solution structure helps you understand:
•
•
•

Solution Words
Problem
Solution

Note Taking
Key Literary Element: Description (Reading with Purpose, p. 605)
Cues Notes
Uses of description
Summary
Explain how problem and solution is used by writers.

Match the five senses to descriptions that might appeal to them.

Sight The scent of jasmine floated through the night.
Hearing The hot sidewalk burned my feet.
Touch Dappled, shifting sunlight filled the clearing.
Smell The buttery cookie melted on my tongue.
Taste At dawn, car horns wake me up.
Compose sentences that appeal to three of the senses.
1.
2.
3.

Before You Read MISSING! and Birdfoot’s Grampa

What You’ll Learn
As you read, you might Key Reading Skill: Identifying Problem and Solution
Key Literary Element: Description
to know more about.
Imagine what would happen in your town if the weather
suddenly stayed twenty degrees warmer year round.
How would that affect you and your family?
back of this book.
Word Power
cope (kohp) v. to deal with and try to overcome problems; often

used with the word with
habitat (HAB uh tat) n. the place where a plant or animal

naturally lives and grows; home
Is Progress Always
Good?
extinction (ek STINGK shun) n. the act of wiping out of existence
Read the selection
“Missing!” and “Birdfoot’s or being wiped out of existence
Grampa” to find out the
problems that face frogs
and toads and what some
people are doing to help
save them.

MISSING! by Claire Miller
The frog population in Costa Rica is declining. Scientists

search for answers.
The cloud-covered mountains of Costa Rica are home

to a variety of frogs. Many live in the Monteverde
Cloud Forest Reserve. Over the years, cloud coverage
has changed in the region. Now, some of the forest’s
frogs have disappeared, and the changing clouds may
be part of their problem. 1 1 Key Reading Skill
Identifying Problem and
Super Soakers Unlike humans, frogs don’t drink Solution
water. Instead, they absorb it through their skin. Most
What is the problem in the
of it soaks through a “seat patch” on their bottoms Monteverde Cloud Forest
when they sit on moist ground. Reserve? Who or what is
In the Monteverde Cloud Forest Reserve, the frogs affected by the problem?
have depended on the clouds that hang around the
mountains to keep the forest floor wet and the moun-

tain streams flowing. Where do the clouds come from?
When Earth’s water evaporates from oceans, lakes,
or puddles, it changes from liquid to water vapor.
This water vapor rises when heated by the sun.
Strong winds can also blow it upward.
In Monteverde, the water vapor would often rise
until it ran into cold air around the mountaintops.
This cold air condensed the vapor into liquid water
droplets. The droplets then clumped together to make
up a cloud.
Clouds are the form that water takes right before
it returns to Earth as rain, snow, sleet, or hail. In
Monteverde, when clouds blanketed the mountain,
the droplets gathered to make the little pools of water
that the frogs need.

These days, the clouds often form high in the sky

instead of down on the mountains of Monteverde. As
a result, the forest floor is drier than it once was. So
what’s causing this high cloud formation?
In recent years, the air temperature in Monteverde
has increased. Often the air around the mountain-
tops is too warm to condense the water vapor. So the
water vapor keeps rising until it forms clouds high
above the mountains. At the same time, the land
below dries out. So the frogs (and their cousins, the
toads) have a hard time finding the water they need
Key Literary Element 2 on the forest floor. 2
Description
Turning Up the Heat Most scientists believe that peo-
Science writers must make
ple are causing many places on Earth to get warmer,
their descriptions clear and
interesting. In this paragraph, including Monteverde. They call it global warming.
the author describes weather People often add to global warming by burning
changes that are drying fuels such as oil, natural gas, and coal. These fuels
out the land. How does the power almost everything we plug in or drive. As the
author’s description help you fuels are burned, a gas called carbon dioxide is given
picture and understand what’s

off. Carbon dioxide occurs naturally in our atmo-
happening?
sphere. It helps to keep Earth warm by holding in
the sun’s heat. But having too much carbon dioxide
in the air is like throwing a heavy blanket around the
planet—it keeps in too much of the sun’s heat, and
the world gets warmer.
Missing Toad Alan J. Pounds is a scientist who has

lived and worked in the Monteverde Cloud Forest
Reserve for 24 years—and he’s noticed a change in
cloud cover and frog populations. “In the early 1980s,
there were hundreds of golden toads,” he says. “But
by 1989, people found only a few of them, and since
then, we haven’t seen any!”
High cloud formation caused by global warming
is a serious problem. And according to Pounds, it
adds to a growing list of troubles that the wildlife of
Monteverde is faced with. “The frogs and other wild

animals have to cope with many problems, such as
habitat loss and disease. But when global warming is
added to all these problems, it may push them over
the edge to extinction.” 3 3
Machines create carbon

You Can Help It’s too late to save the extinct golden dioxide. What do you think
toads, but there are things that you and your fam- the scientists who study the
ily can do to keep the world from getting warmer. Monteverde mountains would
For starters, encourage your family to use the car say about progress?
less. Also, turn off the lights and appliances that you
aren’t using. All these things burn fuel and contribute
to global warming. By becoming an Earth-friendly
family, you’ll help wildlife all around the world!
Your Notes

Key Reading Skill 1
Identifying Problem and Birdfoot’s Grampa

Solution by Joseph Bruchac
What problem do the toads
The old man
face in the poem? Is it similar
to the problems of the frogs must have stopped our car
and toads in “Missing!”? two dozen times to climb out
and gather into his hands
5 the small toads blinded
by our lights and leaping,
live drops of rain. 1
The rain was falling,
a mist about his white hair
10 and I kept saying
Key Literary Element 2 you can’t save them all,
accept it, get back in
Description we’ve got places to go.
The poet’s description creates But, leathery hands full
a picture of the man, the 15 of wet brown life,
rainy evening, and the toads.
knee deep in the summer
Circle five words that help

roadside grass,
describe this picture.
he just smiled and said
3 they have places to go to
20 too. 2 3
In this poem, how is progress
or technology threatening the
toads? What do you think the
poet is saying about progress
and nature?

After You Read MISSING! and Birdfoot’s Grampa

Skill Review: Identifying Problem and Solution
Identify the problem and solution stated in each selection.
Missing! Birdfoot’s Grampa

What is the problem?
How has progress or

technology caused
the problem?
What can people

do to help solve the

problem?

Skill Review: Description

Identify the descriptive phrases Miller uses in “Missing!” to describe the reserve before
the cloud cover changed.
List the descriptive phrases Miller uses to describe the reserve after the cloud cover changed.
Name the phrases the author of “Birdfoot’s Grampa” uses to describe the man in the poem.

Birdfoot’s
Grampa

How to Read Across Texts: Author’s Craft (Reading with Purpose, pp. 622–623)
Preview Skim the information on author’s craft. What aspect of a reading

will you be comparing in this lesson?
Cues Notes
To believe someone’s opinion, you either:
or
Studying author’s craft

Elements of Author’s Craft

Note Taking
Summary
Explain what a reader expects from a writer he or she doesn’t know.
Summarize how a writer uses the elements of author’s craft to create a

convincing message.

Interactive Reading
America the
Before You Read Not-So-Beautiful
What You’ll Learn
Reading Skill: Reading for Author’s Craft As you read, you might
Literary Element: Author’s Purpose
to know more about.
Do you think Americans produce too much garbage?
Why? What advice would you like to offer your family,
friends, or community on how to take care of Earth?
back of this book.
Word Power
discarding (dis KARD ing) n. the act of throwing out or getting rid of
prohibiting (proh HIB it ing) adj. preventing or forbidding
prosperity (praw SPAIR uh tee) n. the condition of being Is Progress Always

Good?
successful or having good fortune
Read “America the Not-So-
Beautiful,” to find out what
the author thinks about
America’s garbage problem.

Interactive Reading
Before You Read A Glimpse of Home

What You’ll Learn
As you read, you might Reading Skill: Reading for Author’s Craft
Literary Element: Author’s Purpose
to know more about.
What communities do you belong to? For instance, you
are part of a family, attend a school, and live in city or
county. What are even larger communities are you a part
of? Which would be easiest to write about? Why?
back of this book.

Word Power
transforming (trans FORM ing) v. changing form of the verb

(transform)
Is Progress Always
Good?
In “A Glimpse of Home,” obligation (awb luh GAY shun) n. a duty; a promise to perform
the author presents her and act
idea on how to care for
Earth that she learned from
her space travel.

Interactive Reading
Tie It Together
Contrast the elements and perspective the authors used in “America the Not
So Beautiful” and “A Glimpse of Home.” Note that the authors share the
same purpose.
America the Not So Beautiful
Audience:
Organization:
Tone:
Purpose: to expose that Earth has a

terrible problem with trash.
“A Glimpse of Home”
Audience:
Organization:
Tone:

Folktales (Reading with Purpose, pp. 652–653)
Preview Skim the information on folktales. What folktale do you already

know? How did you come to know it?
Cues Notes
Types of Folklore
• folktale
• •
• •
• •
Common Aspects of Folklore

key reading skills Key Reading Skills

understanding
cause and effect

Cues Notes
key literary elements Key Literary Elements

the main idea of a story, poem, novel, or
play
Summary
Match each of the types of folklore below to the correct description.
A. trickster tale _____ fantasy story about larger-than-life person

B. origin story _____ the story about the beginnings of something in nature
C. fairy tale _____ a story about gods and goddesses

D. tall tale _____ a story in which a character, often an animal, outsmarts
an enemy
E. legend _____ a story with magical beings who change the lives of
ordinary people
F. myth _____ a story about an amazing event or accomplishment
Explain why the literary elements of “cultural allusions” and “dialect” might
be particularly significant when studying folklore.

Skill Lesson: Understanding Cause and Effect (Reading with Purpose, pp. 656–657)
Preview Scan the information on understanding cause and effect. Name one
thing you already know about cause and effect.
_____________________________________________________________
Cues Notes
cause is
effect is
Cause and effect helps you understand
Words or phrases that signal cause and effect:

Note Taking
Key Literary Element: Theme (Reading with Purpose, p. 659)
Cues Notes
Theme is
moral of a fable
Indirectly
Summary
Apply your knowledge of cause, effect, and theme to fill in the graphic
organizer.
Amanda never does Kim pretends she’s

cause her homework. hurt in order to
play a joke.

Robert
effect lies to his
friends.
You shouldn’t play

moral of mean tricks on
the story your friends.

Interactive Reading
The Lion, the Hare,

Before You Read and the Hyena
What You’ll Learn
Key Reading Skill: Understanding Cause and Effect As you read, you might
Key Literary Element: Theme
to know more about.
Think about a time when you have wondered if someone
was being nice to you because you had something he or
she wanted. How did that make you feel?
of this book.
Word Power
solitude (SAWL uh tood) n. the state of being alone
accumulate (uh KYOO myuh layt) v. to increase gradually in

quantity or number
Why Do We Share Our
Stories?
Read the selection “The
Lion, the Hare, and the
conspicuous (kun SPIK yoo us) adj. obvious or noticeable
Hyena” to find out what
happens when someone
uses lies and trickery to
get what he wants.

Key Reading Skill 1 The Lion, the Hare,

Understanding Cause and
Effect
and the Hyena
retold by Phyllis Savory
How did the hare come to
live with the lion? A lion named Simba once lived alone in a cave. In
his younger days the solitude had not worried him,
but not very long before this tale begins he had hurt
his leg so badly that he was unable to provide food
for himself. Eventually he began to realize that com-
panionship had its advantages.
Things would have gone very badly for him, had
not Sunguru the Hare happened to be passing his
cave one day. Looking inside, Sunguru realized that
the lion was starving. He set about at once caring for
his sick friend and seeing to his comfort.
Under the hare’s careful nursing, Simba gradually
regained his strength until finally he was well enough
to catch small game for the two of them to eat. Soon
quite a large pile of bones began to accumulate out-
Key Reading Skill 2 side the entrance to the lion’s cave. 1

Understanding Cause and One day Nyangau the Hyena, while sniffing
Effect around in the hope of scrounging something for
What was the hyena’s plan his supper, caught the appetizing smell of marrow-
for getting some of those bones.1 His nose led him to Simba’s cave, but as the
bones for himself? bones could be seen clearly from inside he could not
steal them with safety. Being a cowardly fellow, like
the rest of his kind, he decided that the only way
to gain possession of the tasty morsels would be to
make friends with Simba. He therefore crept up to
the entrance of the cave and gave a cough. 2
1
To scrounge is to get by finding, begging, borrowing, or stealing.
Marrow is the soft substance found in the hollow centers of most
bones.

“Who makes the evening hideous with his dreadful Your Notes
croakings?” demanded the lion, rising to his feet and
preparing to investigate the noise.
“It is I, your friend, Nyangau,” faltered2 the hyena,
losing what little courage he possessed. “I have come
to tell you how sadly you have been missed by the
animals, and how greatly we are looking forward to
your early return to good health!”
“Well, get out,” growled the lion, “for it seems
to me that a friend would have inquired about my
health long before this, instead of waiting until I
could be of use to him once more. Get out, I say!”
The hyena shuffled off with alacrity, his scruffy
tail tucked between his bandy legs, followed by the
insulting giggles of the hare. But he could not forget
the pile of tempting bones outside the entrance to the
lion’s cave.
“I shall try again,” resolved the thick-skinned
hyena. A few days later he made a point of paying
his visit while the hare was away fetching water to
cook the evening meal.

He found the lion dozing at the entrance to his
cave.
“Friend,” simpered Nyangau, “I am led to believe
that the wound on your leg is making poor progress,
due to the underhanded treatment that you are
receiving from your so-called friend Sunguru.”
“What do you mean?” snarled the lion malevolently.3
“I have to thank Sunguru that I did not starve to death
during the worst of my illness, while you and your
companions were conspicuous by your absence!”
2
When Nyangau faltered, he spoke brokenly or weakly because of fear.
3
To say or act with hatred is to do so malevolently.

Reviewing Skills 3 “Nevertheless, what I have told you is true,”

confided the hyena. “It is well known throughout the
Comparing and
countryside that Sunguru is purposely giving you the
Contrasting
wrong treatment for your wound to prevent your
What were Sunguru’s and recovery. For when you are well, he will lose his
Nyangau’s reasons for their
position as your housekeeper—a very comfortable
relationship with Simba?
living for him, to be sure! Let me warn you, good friend,
that Sunguru is not acting in your best interests!” 3
At that moment the hare returned from the river
with his gourd filled with water. “Well,” he said,
addressing the hyena as he put down his load, “I did
not expect to see you here after your hasty and
inglorious departure from our presence the other day.
Tell me, what do you want this time?”
Simba turned to the hare. “I have been listening,”
he said, “to Nyangau’s tales about you. He tells me
that you are renowned throughout the countryside
for your skill and cunning4 as a doctor. He also tells
me that the medicines you prescribe are without
Key Literary Element 4 rival. But he insists that you could have cured the

wound on my leg a long time ago, had it been in
Theme
your interest to do so. Is this true?”
Using what you know about
Sunguru thought for a moment. He knew that he
the characters and the plot
had to treat this situation with care, for he had a strong
of this story, what would you
say the implied theme is? suspicion that Nyangau was trying to trick him. 4
“Well,” he answered with hesitation, “yes, and no.
You see, I am only a very small animal, and some-
times the medicines that I require are very big, and I
am unable to procure5 them—as, for instance, in your
case, good Simba.”
“What do you mean?” spluttered the lion, sitting
up and at once showing interest.
4
To be renowned is to be famous. Here, cunning means “skillful in the
use of resources.”
5
Procure means “to get or gain possession of.”

“Just this,” replied the hare. “I need a piece of skin 5 Key Literary Element
from the back of a full-grown hyena to place on your
Understanding Cause and
wound before it will be completely healed.”
Effect
Hearing this, the lion sprang onto Nyangau before
Name a cause and an effect
the surprised creature had time to get away. Tearing
that happens here.
a strip of skin off the foolish fellow’s back from his
head to his tail, he clapped it on the wound on his Cause:
leg. As the skin came away from the hyena’s back,
so the hairs that remained stretched and stood on
end. To this day Nyangau and his kind still have
long, coarse hairs standing up on the crests of their Effect:
misshapen bodies. 5
Sunguru’s fame as a doctor spread far and wide
after this episode, for the wound on Simba’s leg
healed without further trouble. But it was many
weeks before the hyena had the courage to show
himself in public again. 6
How do you think Nyangau

would share this story with

his hyena buddies?

The Lion, the Hare,
After You Read and the Hyena
Skill Review: Understanding Cause and Effect
Identify the causes and effects in “The Lion, the Hare, and the Hyena.” The same event can be
both an effect and a cause.
CAUSE:
EFFECT/CAUSE:
EFFECT/CAUSE:

EFFECT/CAUSE:
EFFECT/CAUSE:
CAUSE:

Skill Review: Theme

Analyze the events of the story by answering the questions below. Then use
what you learn to determine the theme of the story.
1. What happens to Simba at the beginning of the story?
2. Why does Nyangau lie about Sunguru?
3. How does Sunguru turn Nyangau’s lies against him?
4. Which character is most affected by the end of the story? How is he changed?
Theme:

Skill Lesson: Questioning (Reading with Purpose, pp. 680–681)
Preview Skim the information on questioning. Describe the reading skill you
will be learning about in this lesson.
_____________________________________________________________
_____________________________________________________________
Cues Notes
Questioning
definition
method
benefit

Types of questions to ask:

Note Taking
Key Literary Element: Characterization and Character
(Reading with Purpose, p. 683)
Cues Notes
Direct characterization is
Indirect characterization is
Summary
Explain how questioning can help you.
Compare and contrast direct and indirect characterization.
Direct Characterization Indirect Characterization

Similarity
Difference

Interactive Reading
Before You Read The Boy and His Grandfather

What You’ll Learn
As you read, you might Key Reading Skill: Questioning
Key Literary Element: Characterization
to know more about.
Think of older people you have known who had some
difficulty caring for themselves. Who cared for them?
What responsibility do you believe younger people have
toward older people?
of this book.
Word Power

neglected (ni GLEK tud) adj. ignored; not cared for
frequently (FREE kwunt lee) adv. often
Why Do We Share Our

Stories?
Boy and His Grandfather”
to find out how one boy’s
love for his father showed
the father how badly he
had treated his own parent.

Boy and His

The As you read, you may
come across words that
Grandfather by Rudolfo A. Anaya

you may want to know
more about.
In the old days it was not unusual to find several them to your Hot Words
generations living together in one home. Usually, Journal at the back of
everyone lived in peace and harmony, but this this book.
situation caused problems for one man whose
household included, besides his wife and small son,
his elderly father. 1 1 Key Reading Skill
It so happened that the daughter-in-law took a Questioning
dislike to the old man. He was always in the way,
In this paragraph, you learn
she said, and she insisted he be removed to a small
that there are problems in the
room apart from the house. home that might be important
Because the old man was out of sight, he was often to the story. What is a
neglected. Sometimes he even went hungry. They question you could ask about
took poor care of him, and in winter the old man the problems?
often suffered from the cold. One day the little grand-
son visited his grandfather.

“My little one,” the grandfather said, “go and find
a blanket and cover me. It is cold and I am freezing.”
The small boy ran to the barn to look for a blanket,
and there he found a rug.
“Father, please cut this rug in half,” he asked his
father.
“Why? What are you going to do with it?”
“I’m going to take it to my grandfather because he
is cold.”
“Well, take the entire rug,” replied his father.

Key Literary Element 2 “No,” his son answered, “I cannot take it all. I
want you to cut it in half so I can save the other half
Characterization
for you when you are as old as my grandfather. Then
The writer does not give I will have it for you so you will not be cold.”
direct characterization of His son’s response was enough to make the man
the grandfather’s son or
realize how poorly he had treated his own father. The
grandson. You learn about
them from their actions. What man then brought his father back into his home and
do you know about each from ordered that a warm room be prepared. From that
his behavior? time on he took care of his father’s needs and visited
him frequently every day. 2 3

3
Why is it important to pass on

stories like “The Boy and His
Grandfather”?

After You Read The Boy and His Grandfather

Skill Review: Questioning
Formulate questions about the characters, conflicts, problems, and solutions in the story. State your
questions and then answer them.
Q: A:
Q: A:
Q: A:
Q: A:

Skill Review: Characterization

Analyze how we learn about the characters of the grandfather, the son, and the grandson
in the story.
Grandfather His Son His Grandson

What does the
author tell about this
character? (direct
characterization)
What do you
learn from the
character’s words
or actions? (indirect
characterization)

How do you feel
about this character?
Why?

Skill Lesson: Predicting (Reading with Purpose, pp. 702–703)
Preview Scan the information on predicting. Name two questions you think
you’ll be able to answer as you read.
1.
2.
Cues Notes
Predicting is
Good predictions depend on:

Steps to Predicting
Make a prediction.

Note Taking
Key Literary Element: Cultural Allusions (Reading with Purpose, p. 715)
Cues Notes
cultural allusion is
Questions to Identify Cultural Allusions

?
Summary
Explain what predicting is and how you can make good predictions.

Identify four cultural allusions or symbols in your own culture. Then
categorize each of them as either positive or negative.
Cultural Allusion/Symbol Positive or Negative?

Interactive Reading
Before You Read We Are All One

What You’ll Learn
Key Reading Skill: Predicting As you read, you might
Key Literary Element: Cultural Allusions
to know more about.
Think of a time when you worked hard to achieve a goal.
How did you feel when you finally reached it?
of this book.
Word Power
scurrying (SKUR ee ing) v. running or moving quickly or excitedly

regretfully (rih GRET ful ee) adv. in a way that shows sorrow,
distress, or disappointment
omen (OH mun) n. a sign or event thought to predict good or

bad fortune
Why Do We Share Our

Stories?
frustration (frus TRAY shun) n. irritation at being kept from doing
Read the selection “We Are
or achieving something All One” to learn about
an important moral lesson
Chinese parents taught their
children in America.

We Are ALL ONE by Laurence Yep
Long ago there was a rich man with a disease in

his eyes. For many years, the pain was so great that
he could not sleep at night. He saw every doctor he
could, but none of them could help him.
“What good is all my money?” he groaned. Finally,
he became so desperate that he sent criers1 through the
city offering a reward to anyone who could cure him.
Now in that city lived an old candy peddler. He
would walk around with his baskets of candy, but he
was so kind-hearted that he gave away as much as
Key Reading Skill 1 he sold, so he was always poor. 1
Predicting When the old peddler heard the announcement, he

remembered something his mother had said. She had
What do you expect this
folktale will be about? What once told him about a magical herb that was good for
will happen to the rich man? the eyes. So he packed up his baskets and went back
What will the peddler do? to the single tiny room in which his family lived.

Base your answers on the When he told his plan to his wife, she scolded
story’s title and on the first him, “If you go off on this crazy hunt, how are we
three paragraphs. supposed to eat?”
Usually the peddler gave in to his wife, but this
time he was stubborn. “There are two baskets of
candy,” he said. “I’ll be back before they’re gone.”
The next morning, as soon as the soldiers opened
the gates, he was the first one to leave the city. He
did not stop until he was deep inside the woods. As
a boy, he had often wandered there. He had liked to
pretend that the shadowy forest was a green sea and
he was a fish slipping through the cool waters.
1
Before modern forms of communication, criers gave people the
news. Some criers were public officials who announced important
events; others were hired by individuals.

As he examined the ground, he noticed ants

scurrying about. On their backs were larvae2 like As you read, you may
white grains of rice. A rock had fallen into a stream, come across words that
so the water now spilled into the ant’s nest. 2 you may want to know
“We’re all one,” the kind-hearted peddler said. So more about.
he waded into the shallow stream and put the rock Circle those words on
on the bank. Then with a sharp stick, he dug a the page. You can add
shallow ditch that sent the rest of the water back
into the stream. this book.
Without another thought about his good deed, he
began to search through the forest. He looked every-
where; but as the day went on, he grew sleepy. “Ho-
hum. I got up too early. I’ll take just a short nap,” he 2 Key Literary Element
decided, and lay down in the shade of an old tree, Cultural Allusions
where he fell right asleep. In many cultures, ants stand
In his dreams, the old peddler found himself stand- for the positive values of
ing in the middle of a great city. Tall buildings rose hard work and determination.
high overhead. He couldn’t see the sky even when he Anyone who has ever
tilted back his head. An escort of soldiers marched up watched ants has seen how
to him with a loud clatter of their black lacquer armor. busy they seem. Why do you
think the storyteller uses ants
“Our queen wishes to see you,” the captain said.

here? What message might
The frightened peddler could only obey and let the
they give to the peddler and
fierce soldiers lead him into a shining palace. There, to readers?
a woman with a high crown sat upon a tall throne.
Trembling, the old peddler fell to his knees and
touched his forehead against the floor.
But the queen ordered him to stand. “Like the
great Emperor Yü of long ago, you tamed the great
flood. We are all one now. You have only to ask, and
I or any of my people will come to your aid.”
The old peddler cleared his throat. “I am looking for
a certain herb. It will cure any disease of the eyes.”
2
Larvae (LAR vee) is the plural form of larva. They’re insects at a very
young, wormlike stage of development.

The queen shook her head regretfully. “I have

never heard of that herb. But you will surely find it
if you keep looking for it.”
And then the old peddler woke. Sitting up, he saw
that in his wanderings he had come back to the ants’
nest. It was there he had taken his nap. His dream
city had been the ants’ nest itself.
“This is a good omen,” he said to himself, and he
began searching even harder. He was so determined
to find the herb that he did not notice how time had
passed. He was surprised when he saw how the light
was fading. He looked all around then. There was no
sight of his city—only strange hills. He realized then
Key Reading Skill 3 that he had searched so far he had gotten lost. 3
Predicting Night was coming fast and with it the cold. He

rubbed his arms and hunted for shelter. In the twi-
Why does the peddler think
that he will find the herb? Will light, he thought he could see the green tiles of a roof.
he find his way home? He stumbled through the growing darkness until he
reached a ruined temple. Weeds grew through cracks
in the stones and most of the roof itself had fallen in.

Still, the ruins would provide some protection.
As he started inside, he saw a centipede with
bright orange skin and red tufts of fur along its back.
Yellow dots covered its sides like a dozen tiny eyes.
It was also rushing into the temple as fast as it could,
but there was a bird swooping down toward it.
The old peddler waved his arms and shouted,
scaring the bird away. Then he put down his palm
in front of the insect. “We are all one, you and I.”
The many feet tickled his skin as the centipede
climbed onto his hand.
Inside the temple, he gathered dried leaves and
found old sticks of wood and soon he had a fire
going. The peddler even picked some fresh leaves for
the centipede from a bush near the temple doorway.
“I may have to go hungry, but you don’t have to,
friend.”
Stretching out beside the fire, the old peddler Your Notes
pillowed his head on his arms. He was so tired that
he soon fell asleep, but even in his sleep he dreamed
he was still searching in the woods. Suddenly he
thought he heard footsteps near his head. He woke
instantly and looked about, but he only saw the
brightly colored centipede.
“Was it you, friend?” The old peddler chuckled
and, lying down, he closed his eyes again. “I must be
getting nervous.”
“We are one, you and I,” a voice said faintly—as if
from a long distance. “If you go south, you will find
a pine tree with two trunks. By its roots, you will
find a magic bead. A cousin of mine spat on it years
ago. Dissolve that bead in wine and tell the rich man
to drink it if he wants to heal his eyes.”
The old peddler trembled when he heard the voice,
because he realized that the centipede was magical.
He wanted to run from the temple, but he couldn’t 4 Key Literary Element
even get up. It was as if he were glued to the floor.
Cultural Allusions
But then the old peddler reasoned with himself: If

The pine tree is an allusion
the centipede had wanted to hurt me, it could have
to eternal life and health
long ago. Instead, it seems to want to help me.
because it stays green year
So the old peddler stayed where he was, but he round, even in the snow. How
did not dare open his eyes. When the first sunlight might the pine tree relate to
fell through the roof, he raised one eyelid cautiously. the way the peddler feels?
There was no sign of the centipede. He sat up and
looked around, but the magical centipede was gone.
He followed the centipede’s instructions when he
left the temple. Traveling south, he kept a sharp eye
out for the pine tree with two trunks. He walked
until late in the afternoon, but all he saw were normal
pine trees. 4

Key Reading Skill 5 Wearily he sat down and sighed. Even if he found
the pine tree, he couldn’t be sure that he would find
Predicting
the bead. Someone else might even have discovered
Does the peddler’s it a long time ago. 5
conversation with the But something made him look a little longer. Just
centipede make it seem more
when he was thinking about turning back, he saw the
likely or less likely that he will
find the herb? Why? odd tree. Somehow his tired legs managed to carry
him over to the tree, and he got down on his knees.
But the ground was covered with pine needles and
his old eyes were too weak. The old peddler could
have wept with frustration, and then he remembered
the ants. 6
He began to call, “Ants, ants, we are all one.”
Almost immediately, thousands of ants came
boiling out of nowhere. Delighted, the old man held
up his fingers. “I’m looking for a bead. It might be
very tiny.”
Then, careful not to crush any of his little helpers,
the old man sat down to wait. In no time, the ants
Reviewing Skills 6 reappeared with a tiny bead. With trembling fingers,

the old man took the bead from them and examined
Comparing and it. It was colored orange and looked as if it had
Contrasting
yellow eyes on the sides.
What part of the description There was nothing very special about the bead, but
of the peddler here reminds
the old peddler treated it like a fine jewel. Putting
you of the rich man?
the bead into his pouch, the old peddler bowed his
head. “I thank you and I thank your queen,” the old
man said. After the ants disappeared among the pine
needles, he made his way out of the woods.
The next day, he reached the house of the rich
man. However, he was so poor and ragged that the
gatekeeper only laughed at him. “How could an old
beggar like you help my master?”
The old peddler tried to argue. “Beggar or rich
man, we are all one.”

But it so happened that the rich man was passing

by the gates. He went over to the old peddler. “I said
anyone could see me. But it’ll mean a stick across
your back if you’re wasting my time.”
The old peddler took out the pouch. “Dissolve this
bead in some wine and drink it down.” Then, turning
the pouch upside down, he shook the tiny bead onto
his palm and handed it to the rich man.
The rich man immediately called for a cup of
wine. Dropping the bead into the wine, he waited a
moment and then drank it down. Instantly the pain
vanished. Shortly after that, his eyes healed.
The rich man was so happy and grateful that
he doubled the reward. And the kindly old peddler
and his family lived comfortably for the rest of
their lives. 7 7
Why do you think Chinese

parents shared this story from
their homeland with their
children who were born in
America? What advice does
the story offer?

After You Read We Are All One

Skill Review: Predicting
Review the predictions you made on pages 242, 244, and 246.
Summarize what you predicted the story would be about based on the title “We Are All One.”
State a detail from the first three paragraphs that gave you a clue about
what the story would be about.

Analyze what you already knew about folktales that gave you a hint about
what the story might be about.
Evaluate how predicting what the story would be about before you read it
affected how you read the story.

Skill Review: Cultural Allusions

Identify people, animals, or objects in “We Are All One” that are cultural allusions. Then choose
one of these cultural allusions and explain why you think it is important to the story.
Cultural Allusions
was/were important to the story because

Skill Lesson: Analyzing (Reading with Purpose, pp. 730–731)
Preview Scan the information on analyzing. What is analyzing?

_____________________________________________________________
Cues Notes
To analyze: Think about:
characters

plot
informational
essay

Note Taking
Key Literary Element: Dialect (Reading with Purpose, p. 733)
Cues Notes
Dialect is
In a dialect:
•
•
•
Summary
Create an outline that shows what you should focus on when analyzing
certain types of writing.
I. Fiction
A.
B.
C.
D.
1.
2.
II. Informational Text
A.
B.
Name one dialect you have heard and explain how it is different from your own.

Interactive Reading
Before You Read Aunty Misery

What You’ll Learn
As you read, you might Key Reading Skill: Analyzing
Key Literary Element: Dialect
to know more about.
What problem do you have that is difficult to solve? If a
wish could solve the problem, what would that wish be?
of this book.
Word Power
sorcerer (SOR sur ur) n. a person who practices magic with the
help of spirits

taunt (tawnt) v. to make fun of in a mean way
gnarled (narld) adj. rough, twisted, and knotty, as a tree trunk or

branches
Why Do We Share Our

Stories? potions (POH shunz) n. drinks, especially drinks that are supposed
Read the selection “Aunty to have magical powers
Misery” to learn how one
woman cleverly cheated
death.

Aunty Misery
A Folktale from Puerto Rico
by Judith Ortiz Cofer
This is a story about an old, a very old woman who

lived alone in her little hut with no other company than
a beautiful pear tree that grew at her door. She spent
all her time taking care of this tree. The neighborhood
children drove the old woman crazy by stealing her
fruit. They would climb her tree, shake its delicate
limbs, and run away with armloads of golden pears,
yelling insults at la Tia Miseria,1 Aunty Misery, as they
called her. 1 1 Key Reading Skill
One day, a traveler stopped at the old woman’s
Analyzing
hut and asked her for permission to spend the night
Think about the main
under her roof. Aunty Misery saw that he had an
character. Does she have a
honest face and bid the pilgrim come in. She fed him family? How does she spend
and made a bed for him in front of her hearth. In the her time? Why does the tree
morning the stranger told her that he would show his mean so much to her? What
gratitude for her hospitality by granting her one wish. problem does she have?
“There is only one thing that I desire,” said Aunty
Misery.
“Ask, and it shall be yours,” replied the stranger,
who was a sorcerer in disguise.
“I wish that anyone who climbs up my pear tree
should not be able to come back down until I permit it.”
1
La Tia Miseria (luh TEE uh mih zuh REE uh)

“Your wish is granted,” said the stranger, touching

Reviewing Skills 2 the pear tree as he left Aunty Misery’s house. 2
Understanding Cause and And so it happened that when the children came
Effect back to taunt the old woman and to steal her fruit,
What causes the stranger to she stood at her window watching them. Several of
grant Aunty Misery’s wish? them shimmied2 up the trunk of the pear tree and
immediately got stuck to it as if with glue. She let
them cry and beg her for a long time before she gave
the tree permission to let them go on the condition
that they never again steal her fruit, or bother her.
Time passed and both Aunty Misery and her tree
grew bent and gnarled with age. One day another
traveler stopped at her door. This one looked untrust-
worthy to her, so before letting him into her home
the old woman asked him what he was doing in her
village. He answered her in a voice that was dry and
hoarse, as if he had swallowed a desert: “I am Death,
and I have come to take you with me.”
Your Notes Thinking fast Aunty Misery said, “All right, but
before I go I would like to pluck some pears from

my beloved tree to remember how much pleasure it
brought me in this life. But I am a very old woman
and cannot climb to the tallest branches where the
best fruit is. Will you be so kind as to do it for me?”
With a heavy sigh like wind through a tomb,
Señor3 Death climbed the pear tree. Immediately he
became stuck to it as if with glue. And no matter
how much he cursed and threatened, Aunty Misery
would not allow the tree to release Death.
2
Shimmied means climbed by using the hands, arms, feet, and legs to
pull and push oneself up. To shinny is to climb by using the hands,
arms, feet, and legs to pull and push oneself up.
3
Señor (sen YOR) is Spanish for “Mister.”

Many years passed and there were no deaths in the 3 Key Reading Skill
world. The people who make their living from death
Analyzing
began to protest loudly. The doctors claimed no one
bothered to come in for examinations or treatments Look at the problems that
anymore, because they did not fear dying; the phar- occurred because Death was
stuck in a tree. Why are all
macists’ business suffered too because medicines are,
these situations a problem?
like magic potions, bought to prevent or postpone
the inevitable; priests and undertakers were unhappy
with the situation also, for obvious reasons. There
were also many old folks tired of life who wanted to
pass on to the next world to rest from miseries of this
one. 3
La Tia Miseria was blamed by these people for
their troubles, of course. Not wishing to be unfair,
the old woman made a deal with her prisoner, Death:
if he promised not ever to come for her again, she
would give him his freedom. He agreed. And that
is why there are two things you can always count
on running into in this world: Misery and Death: La
miseria y la muerte.4 4 4
Death has always been a fear

and a fascination for people.
Why do you think people
have shared this folktale
again and again?
4
Y la muerte (ee luh MWAIR tay)

After You Read Aunty Misery

Skill Review: Analyzing
Analyze the plot of “Aunty Misery.”
Conflict 1: Aunty Misery does not want children stealing pears from her tree.
Event 1: Climax 1:
Conflict 2:

Event 2: Climax 2:
Resolution:

Skill Review: Dialect

Locate the Spanish phrases used in “Aunty Misery” and give their English meanings.
Spanish Phrase English Meaning
Evaluate the effect of using these phrases in the story.


How to Compare Literature: Cultural Context (Reading with Purpose, pp. 748–749)
of a reading will you be comparing in this lesson?
_____________________________________________________________
Cues Notes
Cultural context is
Details that reveal cultural context

Note Taking
Summary
Define cultural context.
Recognize details that reveal the cultural context of a reading.

Cultural Context

Interactive Reading
Before You Read Aunt Sue’s Stories

What You’ll Learn
Literary Element: Cultural Context
to know more about.
Recall a story, poem, or song that makes you sad. Do you
think the author meant to make you sad when he or she
wrote it? What other reason(s) could an author have for
sharing a very sad story?
of this book.
Why Do We Share Our

Stories?
Read the poem “Aunt Sue’s
Stories” to find out how a
child responds to his aunt’s
stories of slavery.

Interactive Reading
Before You Read I Ask My Mother to Sing

What You’ll Learn
Literary Element: Cultural Context
to know more about.
Think about a song, story, poem, or other piece of writing
that brings back memories for you or someone close to
you. What is it about the piece that makes you remember?
Why do you think people listen to or read things that
of this book.
bring back strong memories?
Why Do We Share Our

Stories?
In “I Ask My Mother to
Sing,” the poet relates how
he feels about his mother’s
song.

Interactive Reading
Tie It Together
Analyze the details of each poem’s cultural context by filling in the chart below. Then compare the
cultural contexts of the two poems.
Cultural Context
Aunt Sue’s Stories I Ask My Mother to Sing
Details
Setting
What people in the

poem value
References to past
events
Experiences, shared or
otherwise
Places mentioned
Feelings expressed

How are the cultural contexts alike?
How are the cultural contexts different?

Poetry (Reading with Purpose, pp. 774–775)
Preview Preview the material on poetry. What are the two main kinds of
poetry?
Cues Notes
Why read poetry? Read poetry to
•
•
•
Key Reading Skills

make judgments or form opinions

sound devices

Summary
Identify the two main types of poetry.
1.
2.
Explain how to use four key reading skills for reading poetry.
Reading Skill Use to

Identify key literary elements in poetry and ways to recognize these elements
Elements of Poetry Look for

Skill Lesson: Evaluating (Reading with Purpose, pp. 776–777)
Preview Skim the information on evaluating. Write one thing you already
knew about evaluating and one thing you learned.
1. I knew
2. I learned
Cues Notes
What is Evaluating is
“evaluating”?
Ask
?
Evaluate to

Note Taking
Key Literary Element: Sound Devices (Reading with Purpose, p. 779)
Cues Notes
alliteration is
assonance is
Summary
Apply what you’ve learned about evaluating to write two questions you would use to evaluate a
movie.
1.
2.

Explain how evaluating helps you better understand what you read.
Write a sentence using alliteration.
Write a sentence using assonance.

Interactive Reading
Before You Read Annabel Lee

What You’ll Learn
Key Reading Skill: Evaluating As you read, you might
Key Literary Element: Sound Devices
to know more about.
When have you experienced a personal loss? Perhaps a
good friend moved away or maybe you lost something
or someone important to you. How did you respond to
this loss? Who or what helped you deal with it?
of this book.
Word Power
coveted (KUV it id) v. wanted what another person had
What Makes You Tick?

tomb (toom) n. vault, chamber, or grave for the dead Read the poem, “Annabel
Lee” to see how the poet
communicates his love
and deals with the loss of
someone important to him.


Sound Devices
In the first two stanzas, Poe
uses alliteration by repeating
Annabel Lee by Edgar Allan Poe
the consonant “l.” How does
Poe’s use of alliteration help It was many and many a year ago,
you feel what the speaker In a kingdom by the sea,
is feeling? That a maiden there lived whom you may know
By the name of Annabel Lee;—
5 And this maiden she lived with no other thought
Than to love and be loved by me. 1
She was a child and I was a child,

In this kingdom by the sea,
But we loved with a love that was more than love—
10 I and my Annabel Lee—
With a love that the wingéd seraphs* of heaven
Key Literary Element 2 Coveted her and me. 2
Sound Devices
And this was the reason that, long ago,
Remember that assonance

In this kingdom by the sea,
is the repetition of vowel
sounds. Circle an example of
15 A wind blew out of a cloud by night
assonance in line 7. Chilling my Annabel Lee;
So that her high-born kinsmen came
And bore her away from me,
To shut her up in a sepulchre*
20 In this kingdom by the sea.
11 Seraphs (SAIR ufs) are high-ranking angels who are said to burn
with love for God.
19 A sepulchre (SEP ul kur) is a burial place.

The angels, not half so happy in Heaven, 3 Key Reading Skill

Went envying her and me:—
Evaluating
Yes! that was the reason (as all men know,
In this kingdom by the sea) Does Poe succeed in showing
25 That the wind came out of the cloud, chilling you how deeply the speaker
loves Annabel Lee? Explain.
And killing my Annabel Lee.
But our love it was stronger by far than the love

Of those who were older than we—
Of many far wiser than we—
30 And neither the angels in Heaven above,
Nor the demons down under the sea,
Can ever dissever* my soul from the soul
Of the beautiful Annabel Lee:— 3
For the moon never beams without bringing me

dreams
35 Of the beautiful Annabel Lee;
And the stars never rise but I see the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side

Of my darling, my darling, my life and my bride,
40 In her sepulchre there by the sea—
In her tomb by the side of the sea. 4 4
What gives the speaker’s life

meaning?
32 To dissever (di SEV ur) is to separate or split apart.

After You Read Annabel Lee

Skill Review: Evaluating
Evaluate the poem “Annabel Lee” by creating four questions on the following
topics and answering your questions.
Poem’s message or main idea
Question:
Evaluation:
Poet’s use of sound devices
Question:
Evaluation:

Speaker’s voice
Question:
Evaluation:
My opinion of the poem
Question:
Evaluation:

Skill Review: Sound Devices

Identify two examples of alliteration in “Annabel Lee.” Underline the sounds
that are repeated in each example.
Examples of Alliteration
1.
2.
Identify two examples of assonance in “Annabel Lee.” Underline the sounds that are repeated in
each example.
Examples of Assonance
1.
2.
Identify two examples of both alliteration and assonance in the poem.
Examples of Alliteration and Assonance

1.
2.
Assess the use of these sound devices. How do they affect you as you read the poem?

Skill Lesson: Interpreting (Reading with Purpose, pp. 798–799)
Preview Skim the information on interpreting. Predict one thing you think
you will learn in this lesson.
_____________________________________________________________
_____________________________________________________________
Cues Notes
What is
“interpreting”? Interpreting is
to decide

Finding meaning in reading =
To interpret, ask

Note Taking
Key Literary Element: Symbolism (Reading with Purpose, p. 801)
Cues Notes
What is a A symbol is
“symbol”?
To identify symbols
Summary
List some things you can do to interpret what you read.

1. Look at the topic.
2.
3.
4.
Identify two common symbols and their meanings.
Symbol Meaning

Before You Read Face It and AlmOST REady

What You’ll Learn
As you read, you might Key Reading Skill: Interpreting
Key Literary Element: Symbolism
to know more about.
How has your family influenced who you are? What
physical traits or abilities have you inherited? Is your
personality like someone elses in your family? Describe
one thing you’ve “inherited” from your family.
of this book.

Read the poems, “Face It”
and “Almost Ready” to get
a look inside the lives of
these two poets. How do
these poets see themselves?

1 Key Reading Skill

Face It by Janet S. Wong
Interpreting
Why is the speaker talking
about parts of the face?
My nose belongs What does this say about her?
to Guangdong, China—
short and round, a Jang family nose.
My eyes belong
to Alsace, France—
wide like Grandmother Hemmerling’s. 1 2
But my mouth, my big-talking mouth, belongs

to me, alone.
Symbolism
What do facial features
inherited from relatives
symbolize to the speaker?

AlmOST REady by Arnold Adoff
I as
am this
going cool
to and
her in-
birth- control
day young
party dude:
as as as as
soon soon soon soon
as as as as
I I I I
find find find find
my my my my
new hip deep right

4 shirt, shoes, voice, mask. 4
In each of these poems, what
makes the speaker tick?

After You Read Face It and AlmOST REady

Skill Review: Interpreting
Interpret the poems by answering the questions below.
Face It
What is this poem about?
What do you already know that connects with this poem?
What bigger meaning is the speaker communicating? How do you know?

Almost Ready
What do you already know that connects with this poem?
What bigger meaning is the speaker communicating? How do you know?

Skill Review: Symbolism

Evaluate how the meaning of two of the symbols in each poem contributes to the poem’s meaning.
Face It
Symbol: Symbol:
Meaning of Symbol: Meaning of Symbol:
How do these symbols contribute to the poem’s meaning?

Almost Ready
Symbol: Symbol:
Meaning of Symbol: Meaning of Symbol:
How do these symbols contribute to the poem’s meaning?

Skill Lesson: Monitoring Comprehension (Reading with Purpose, pp. 814–815)
Preview Skim the information on monitoring comprehension. Predict how

monitoring comprehension will help you interpret what you read.
_____________________________________________________________
_____________________________________________________________
Cues Notes
What is “monitoring monitoring comprehension =

comprehension”?
+
Monitoring comprehension helps you
•
To monitor comprehension

Note Taking
Key Literary Element: Rhyme, Rhythm, and Meter (Reading with Purpose, p. 817)
Cues Notes
What is “rhyme, Rhyme =

rhythm, and
meter”?
end =
Rhythm =

= a predictable rhythm
Summary
Describe two things you can do to monitor comprehension.
1.
2.
List and define three types of rhymes.

Interactive Reading
Before You Read Miracles and The Pasture

What You’ll Learn
Key Reading Skill: Monitoring Comprehension As you read, you might
Key Literary Element: Rhyme, Rhythm, and Meter
to know more about.
Write a poem about the things, little and big, that you
appreciate in life.
of this book.

Read the poems, “Miracles”
and “The Pasture” to see
how two poets find joy and
beauty in the world around
them.

Key Reading Skill

Monitoring
Comprehension
1
Miracles by Walt Whitman
Why, who makes much of a miracle?

In line 19, what does “the
As to me I know of nothing else but miracles,
same” mean? (Reread the two
lines before this one. Notice Whether I walk the streets of Manhattan,
the word that ends each of Or dart my sight over the roofs of houses toward
them.) the sky,
5 Or wade with naked feet along the beach just in
the edge of the water,
Or stand under trees in the woods,
Or talk by day with any one I love . . .
Or sit at table at dinner with the rest,
Or look at strangers opposite me riding in the car.
10 Or watch honey-bees busy around the hive of a
summer forenoon,
Or animals feeding in the fields,
Or birds, or the wonderfulness of the sundown, or
of stars shining so quiet and bright,
Or the exquisite delicate thin curve of the new

2 moon in spring;
These with the rest, one and all, are to me miracles,
According to the poem, what
is important to Whitman? 15 The whole referring, yet each distinct and in its
What makes him tick? place.*
To me every hour of the light and dark is a miracle,

Every cubic inch of space is a miracle,
Every square yard of the surface of the earth is
spread with the same,
Every foot of the interior swarms with the same. 1
20 To me the sea is a continual miracle,

The fishes that swim—the rocks—the motion of
the waves—the ships with men in them,
What stranger miracles are there? 2
15 This line suggests that all of these small, separate miracles are
involved in, or refer to, some greater miracle.

The 3 Key Literary Element
Pasture
Rhyme, Rhythm, and
Meter
Frost creates rhythm in the
by Robert Frost poem by adding punctuation.
Where should you pause
I’m going out to clean the pasture spring; when reading this poem
I’ll only stop to rake the leaves away aloud or to yourself?
(And wait to watch the water clear, I may):
I shan’t be gone long.—You come too. 3 4
5 I’m going out to fetch the little calf

That’s standing by the mother. It’s so young, 4 Key Literary Element
It totters when she licks it with her tongue.
Rhyme, Rhythm, and
I shan’t be gone long.—You come too. 5
Meter
In the first stanza, lines 2
and 3 rhyme. Does the same
rhyme pattern appear in the
second stanza? What else is
the same in the two stanzas?
5 Key Reading Skill

Monitoring
Comprehension
Reread it to make sure that
you’re right. Focus on the
meaning of the word spring.

After You Read Miracles and The Pasture

Skill Review: Monitoring Comprehension
Identify words in “Miracles” that you don’t understand and formulate
questions about anything that isn’t clear to you. Reread the poem to find
definitions and answers to your questions.
New Words or Questions Definitions or Answers

Write a brief summary of “Miracles.”
Summarize “The Pasture” after rereading the poem to find answers to any
questions you have.

Skill Review: Rhyme, Rhythm, and Meter

Compare and contrast the rhythm, rhyme, and meter used in the two poems.
Miracles The Pasture

Rhythm
Rhyme
Meter
Analyze one of the poems by answering this question: How does the poet use rhythm, rhyme, and
meter to communicate his message?

Skill Lesson: Connecting (Reading with Purpose, pp. 834–835)
Preview Preview the information on connecting. Write one thing you already
know about connecting.
I knew
Cues Notes
What is Connecting is
“connecting”?
Connecting helps you

To connect to what you read, ask

Note Taking
Key Literary Element: Figurative Language (Reading with Purpose, p. 837)
Cues Notes
Figurative language
is includes
which which
compares compares
Summary
Identify two questions you can ask to connect with a poem or story.
1.
2.
Create two sentences, one containing a simile and one containing a

metaphor.
Simile
Metaphor

Before You Read Growing Pains

What You’ll Learn
As you read, you might Key Reading Skill: Connecting
Key Literary Element: Figurative Language
to know more about.
Describe a time when you were angry with a family
member or friend. How were you able to resolve your
conflict? Write about what happened.
of this book.

Read the poem, “Growing
Pains,” to find out how
a young girl handles the
challenges of growing up.

Figurative Language
Growing Pains A metaphor describes one

thing as if it were another.
Find the metaphor in these
by Jean Little five lines.
Mother got mad at me tonight and bawled me out.
She said I was lazy and self-centered.
She said my room was a pigsty.
She said she was sick and tired of forever nagging
but I gave her no choice. 1
5 She went on and on until I began to cry.
I hate crying in front of people. It was horrible. 2
I got away, though, and went to bed and it was

over.
I knew things would be okay in the morning;
Stiff with being sorry, too polite, but okay.
10 I was glad to be by myself.
2 Key Reading Skill

Then she came to my room and apologized.
She explained, too. Connecting
Things had gone wrong all day at the store. How do you feel when
She hadn’t had a letter from my sister and she someone is angry with you?
What do you do to resolve
was worried.
that conflict?
15 Dad had also done something to hurt her.
She even told me about that.
Then she cried.
I kept saying, “It’s all right. Don’t worry.”
And wishing she’d stop.

Reviewing Skills 3
20 I’m just a kid.
Interpreting
I can forgive her getting mad at me. That’s easy.
What line shows the speaker’s But her sadness . . .
sympathy toward her mother?
I don’t know what to do with her sadness.
Which line expresses the
I yell at her often, “You don’t understand me!”
speaker’s helplessness?
25 But I don’t want to have to understand her.
That’s expecting too much. 3 4

4
Do you think the speaker

is ready to take on adult
responsibilities? Explain.

After You Read Growing Pains
Skill Review: Connecting

Connect with the characters, events, and ideas in “Growing Pains” by
considering your own conflicts or misunderstandings with a friend or relative.
Make notes in the organizer below about your own connection to the
speaker’s problem.
My
Connections
to
“Growing
Pains”

Skill Review: Figurative Language

Classify two examples of figurative language from “Growing Pains” as similes,
metaphors, or sensory details.
Example:
Type:
Example:
Type:

Describe how this figurative language helps you see or experience what
happens in the poem.
Create your own simile or metaphor from a situation in your life.
Type: Example:

Skill Lesson: Figurative Language (Reading with Purpose, pp. 852–853)
Preview Skim the information on using figurative language. How does a

writer appeal to the senses in using figurative language?
_____________________________________________________________
_____________________________________________________________
Cues Notes
Figurative language
is
Two types of figurative language

metaphor
compares describes
Figurative language appeals to your sense of

Note Taking
Summary
Explain why writers use figurative language.
Define simile.
Define metaphor.

Create a sentence that appeals to each sense.
Sense Example
Sight
Hearing
Touch
Smell
Taste

Interactive Reading
Before You Read The Women’s 400 Meters

What You’ll Learn
Literary Element: Figurative Language
to know more about.
Who do you know that is a runner? How do they
describe the running experience?
of this book.
How do you think they feel before running a race? How

might you feel if you were in the starting blocks?
Word Power
insignia (in SIG nee uh) n. a mark or sign that indicates rank,
authority, or honor
feint (faynt) v. to move in a way that’s meant to trick an

opponent What Makes You Tick?
Read the selection, “The
Women’s 400 Meters,” to
find out why athletes love
to compete.

Interactive Reading
Before You Read To James

What You’ll Learn
Reading Skill: How to Compare
to know more about. Literary Element: Figurative Language
They might be ones you
really like or ones that Connect
you don’t understand. You How would you feel if you taught someone something
can add them to your Hot and they were very successful at it? Would you be proud
Words Journal at the back or maybe a little jealous? Describe someone you’re proud
of this book. of on the lines below. Pay special attention to how you
feel about them while you write.

In “To James,” the poet
gives advice on how a
runner can achieve his
goals.

Interactive Reading
Before You Read Slam, Dunk, & Hook

What You’ll Learn
Literary Element: Figurative Language
to know more about.
Recall a game you’ve watched where the team you were
rooting for won. Then recall a game where your team
lost. Did you feel as if you were a part of the games by
shouting or applauding? Describe your thoughts about
back of this book.
the connection between players and their fans.

In “Slam, Dunk & Hook,”
the poet suggests reasons
people play basketball.

Interactive Reading
Tie It Together
Compare similarities and differences in how the three different writers used
figurative language in their poems. Complete the diagram by labeling the
common theme of all three in the center.
Slam, Dunk, & Hook
All
To James The Women’s 400 Meters

Historical Documents (Reading with Purpose, p. 880)
Preview Scan the information on historical documents. List examples

of historical documents.
Cues Notes
Why read historical Read historical documents to
documents?
Key Reading Skills

picture in your mind what the writer
is describing
skimming and
scanning

language that helps the reader see, hear,
feel, smell, and taste what is described

Summary
Match the key reading skill or literary element to its description.
Key Reading Skills and

Literary Elements Descriptions
1. visualizing A. making guesses about what will happen
2. skimming B. a play written or adapted for television
3. scanning C. language that helps the reader see, hear, feel,

smell, and taste what is described
4. clarifying
D. running your eyes over a page to get an idea
5. predicting of what it’s about
6. imagery E. clearing up what you don’t understand

7. organization F. how ideas in a selection are structured
8. figurative language G. language used for descriptive effect
9. teleplay H. picturing in your mind what the writer

is describing
I. reading quickly to find the main idea

Skill Lesson: Visualizing (Reading with Purpose, pp. 884–885)
Preview Scan the information on visualizing. List three key words or phrases
that stand out to you.
1.
2.
3.
Cues Notes
What is “visualizing”?
Visualizing is
Visualizing helps you
•
Visualizing Checklist
✔ Imagine what the characters look like.

Note Taking
Key Literary Element: Imagery (Reading with Purpose, p. 887)
Cues Notes
Imagery is
To identify it, look for details and descriptions of
•
•
•
Summary
Summarize the process and benefits of visualizing while you read.

Describe what you see around you now. Use imagery that will help the
reader “see” where you are.

Interactive Reading
Before You Read Kingdoms oof Gold and Salt

What You’ll Learn
Key Reading Skill: Visualizing As you read, you may find
words that you want to
Key Literary Element: Imagery
know more about. They
The kingdoms of ancient Africa grew wealthy from
gold and salt. What do you know about these kingdoms?
What do you think life was like for the kings and
sultans who ruled?
this book.
What Is a Community?
Read the selection
“Kingdoms of Gold and
Salt” to find out what life
was like for the rulers and
people of ancient Africa.

Kingdoms ooff
Gold and Salt
Collected by Basil Davidson
Key Reading Skill 1 The King of Ghana

When the king gives audience to his people, to
Visualizing
listen to their complaints and to set them to rights,
Can you imagine, or visualize,
he sits in a pavilion around which stand ten pages1
the scene in the king’s court?
holding shields and gold-mounted swords. On his
Who stands and sits around
him? Draw a picture of the right hand are the sons of the princes of his empire,
scene that shows the king splendidly clad and with gold plaited2 in their hair.
and his people. The governor of the city is seated on the ground
in front of the king, and all around him are his
counselors in the same position. The gate of the
chamber is guarded by dogs of an excellent breed.
These dogs never leave their place of duty. They wear

collars of gold and silver, ornamented with metals.
The beginning of a royal audience is announced by
the beating of a kind of drum they call deba. This
drum is made of a long piece of hollowed wood.
The people gather when they hear its sound. 1
—Abu Ubayd al-Bakri
The Sultan of Mali

The sultan of this kingdom presides in his palace
on a great balcony called bembe where he has a seat
of ebony 3 that is like a throne fit for a large and
1
A pavilion is a large tent. A page is an attendant.
2
Clad means “clothed” or “dressed.” Plaited means “woven”
or “braided.”
3
Ebony is a hard, heavy wood.

tall person: on either side it is flanked by elephant

2
tusks turned towards each other. His arms stand
near him, being all of gold, saber, lance, quiver,4 bow What Is a Community?
and arrows. He wears wide trousers made of about The king and the sultan
twenty pieces [of stuff] of a kind which he alone may surround themselves with
wear. . . . His officers are seated in a circle about people, jewels, and weapons.
What does this say about
him, in two rows, one to the right and one to the
their communities?
left; beyond them sit the chief commanders of his
cavalry5. . . .
The officers of this king, his soldiers and his guard
receive gifts of land and presents. Some among the
greatest of them receive as much as fifty thousand
mitqals6 of gold each year, besides which the king
provides them with horses and clothing. 2
—Ibn Fadl Allah al Omariv
White Gold
Its houses and mosques7. . . are built of blocks of
salt, roofed with camel skins. There are no trees there,
nothing but sand. In the sand is a salt mine; they dig 3 Key Literary Element
for the salt, and find it in thick slabs . . . [They] use Imagery
salt as a medium of exchange . . . they cut it up into
Circle words or phrases that
pieces and buy and sell with it. The business done at help you understand how it
Taghaza . . . amounts to an enormous figure in terms would feel to be in Taghaza.
of hundredweights of gold-dust. 3 If you were digging with the
—Ibn Battuta people, what might your skin
and mouth feel like?
4
The king’s arms refer to his weapons made of gold, including a saber
(a kind of sword), a lance (a pole), and a quiver (a basket that holds
bows and arrows).
5
Troops of soldiers mounted on horseback are called cavalry.
6
Mitqals are an ancient unit of measure.
7
A mosque is a Muslim place of worship.

After You Read Kingdoms oof Gold and Salt

Skill Review: Visualizing
Identify four descriptive words or phrases from “Kingdoms of Gold and Salt”
that helped you visualize the text.
1.
2.
3.
4.
Draw one of the scenes from “Kingdoms of Gold and Salt.” Write a caption
for your drawing.
Caption:

Skill Review: Imagery

Select examples of images that helped you visualize people, places, and
things in “Kingdoms of Gold and Salt.” Identify the sense or senses to which
each image appeals.
People
Image Sense(s)
Places
Image Sense(s)
Things
Image Sense(s)

Skill Lesson: Skimming and Scanning (Reading with Purpose, pp. 912–913)
Preview Preview the information on skimming and scanning. Write two

questions you hope to answer after you read the selection.
1.
2.
Cues Notes
What is “skimming”? Skimming
Use it to
What is “scanning”? Scanning

Use it to
To skim
•
•
To scan

Note Taking
Key Literary Element: Organization (Reading with Purpose, p. 915)
Cues Notes
What is organization? organization is
Types of organization
= =
“big” idea
found in: found in:

title and first few
paragraphs
Summary
Organize what you know about skimming and scanning in the Venn diagram below.
Skimming Both Scanning
Explain how an understanding of organization can help you skim or scan a reading selection.

Before You Read Letters from Home

What You’ll Learn
As you read, you might Key Reading Skill: Skimming and Scanning
find words that you want Key Literary Element: Organization
like or ones that you don’t Do you have family or friends who live far from you?
understand. You can add Do you communicate with them? Do they communicate
them to your Hot Words with you? What would it mean to you to receive a letter
Journal at the back of or e-mail from them?
this book.

Word Power
sufficiently (suh FISH unt lee) adv. enough to meet the needs
of the situation
Read the selection “Letters
from Home” to find out policy (PAW luh see) n. a regular or usual way of handling things
how people far from home
in ancient times stayed
connected with family
and friends.

Letters from Home 1

1 Key Reading Skill
Skimming and Scanning
by Graeme Davis
Before you read, skim and
Vindolanda was first built as a garrison at the scan the selection to get an
idea of how difficult it is. Do
extreme edge of the Roman world. Yet it was not
you see words that you don’t
as isolated as it might seem, since Vindolanda was
know? If so, write them on
part of a series of forts built to protect the northern the lines below.
boundary of Rome’s province of Britannia.1 Lying just
to the south of the Wall, it continued to be used as a
fort after Hadrian’s Wall was built.
The soldiers at Vindolanda, like military personnel
everywhere, must have looked forward to receiving
letters from home. In 1973, archaeologists2 found
some letters dating to the end of the first century
and early second century a.d., just a few years before
Hadrian’s Wall was built. They were sufficiently
well-preserved to be readable. To date, more than
1,100 documents have come to light, offering a
unique insight into what life was like in the area.
It was Roman policy to station units far away from

the provinces in which they had been recruited. The
Romans favored this practice because they believed
the soldiers would then have no ties to the people
they might be fighting and would not become caught
up in local politics or independence movements. The
troops stationed at Hadrian’s Wall came from every
part of the empire except Britain. At one time, units
of Syrian archers3 were stationed there—the cold and
damp of northern Britain must have come as a shock!
1
Garrison is another word for “fort.” A province is a region of a
country or, in this case, of an empire. Britannia is an old name
for what is now Great Britain.
2
Archaeologists (ar kee AWL uh jists) study ancient cultures by
examining their tools, pottery, buildings, and so on.
3
Archers were soldiers armed with bows and arrows.

Key Literary Element 2 Reading the Letters 2

Organization Two types of document have been uncovered at
Vindolanda. The first type was written in ink directly on
Skim the first paragraph on
this page. How does the first thin slips of wood. The second consists of wooden tablets
sentence help you understand with a recessed center filled with black wax in which
what the paragraph is letters were incised with a metal stilus.4 The wax could
generally about? What are then be smoothed over so that the tablet could be used
two specific details that again. Although in almost every case the wax has long
you expect to find in the since disappeared, scratches made by the writer’s stilus
paragraph?
remain visible in the wooden backing. In fact, the scratches
are similar to the impression a pen makes in the next sheet
of paper if you press too hard when writing on a pad.
Because the pieces of wood had spent centuries in
garbage pits, they were discolored. However, with the
aid of infrared photography,5 archaeologists are able to
make out what was written on some of them. Research
continues, and more documents are constantly being
interpreted. On the next four pages are excerpts from
several Vindolanda letters. 3
A Birthday Invitation from a Lady

Claudia Severa to her Lepitlina, greetings. On 11
Key Reading Skill 3
September, sister, for the celebration of my birthday, I give
Skimming and Scanning you a warm invitation to make sure that you come to us.
Skim this page. What do you
A Readiness Report
think these first two letters
are about? 18 May, net number of the First Cohort of Tungrians,
commanded by Julius Verecundus the prefect: 752,
including 6 centurions.6
4
To incise means to cut into or carve. A stilus is a hard-pointed
instrument used for writing or making marks in something hard.
5
Infrared photography can take pictures of things that are not visible
to the human eye.
6
This letter writer is simply reporting the number of soldiers available
for fighting and other duties. The First Cohort of Tungrians was a
group of soldiers from Tungria, which is present-day Belgium and
Holland. A prefect was a high Roman official, and centurions were
officers, each in command of 100 soldiers.

Of whom there are absent: guards of the governor, 46;

at the office of Ferox at Coria, 337, including 2 centurions;
at London, 1 centurion [writing becomes fragmentary]
Total absentees: 456, including 5 centurions.
Remainder present: 296, including 1 centurion.
From these: sick, 15; wounded, 6; suffering from
inflammation of the eyes; 10. Total of these: 31.
Remainder, fit for active service: 265, including
1 centurion.
Send Money! 4 4 Key Reading Skill

Several times I have written to you that I have Skimming and Scanning
bought about five thousand modii of grain, on
What does the letter writer
account of which I need cash. Unless you send me need money for? Scan the
some cash, at least 500 denarii,7 I shall lose the deposit paragraph to find out.
I put down of around 300 denarii [for a shipment
of grain], and I shall be embarrassed. So, I ask you,
send me some cash as soon as possible.”
Shipment of Parts
Metto to Advectus, very many greetings. I have sent
you wooden materials through the agency of Saco:

34 wheel hubs, 38 axles for carts including one axle
turned on the lathe, 300 spokes, 26 bed boards, 8 seats,
[writing becomes fragmentary] 6 benches, and 6 goat-
skins. I pray that you are in good health, brother.8
A Care Package from Home

I have sent you . . . [word missing] . . . pairs of
socks from Sattua, two pairs of sandals and two pairs
of underpants . . .
7
Modii (MOH dee) is the plural form of modius, a Roman unit
of measure. Denarii (duh NAR ee) is the plural of denarius, a
Roman coin.
8
Advectus may have been related. It’s more likely, however, that he
uses the word brother as a sign of friendship, just as men do today.

Your Notes What’s New?

Chrauttius to Veldeius his brother and old
messmate,9 very many greetings. And I ask you,
brother Veldeius—I am surprised that you have
written nothing back to me for such a long time—
whether you have heard anything from our elders, or
about . . . [name missing] . . . in which unit he is; and
greet him from me, and Virilis the veterinary doctor.
Ask Virilis whether you may send through one of
our friends the pair of shears10 that he promised me
in exchange for money. And I ask you, brother Virilis,
to greet from me our sister Thuttena. Write back to
me how Velbuteius is. I hope you enjoy the best of
fortune. Farewell.
An Appeal to the Governor

As befits an honest man, I implore your lordship
not to allow me, an innocent man, to have been
beaten with rods and, my lord, since I was unable
to complain to the prefect because he was detained11

by ill-health, I have complained in vain to the
5 beneficiarius [another official] and the rest of the
centurions of his unit. Accordingly, I implore your
mercifulness not to allow me, a man from overseas
What do members of a and an innocent one, about whose good faith you
community count on one
may [ask anyone], to have been bloodied by rods as
another for?
if I had committed some crime. 5
9
These men may have been real brothers and were once soldiers
together. The soldiers’ dining room was called the “mess,” and
their messmates were those they ate with.
10
Shears are large scissors.
11
To implore is to beg. Detained means “held up” or “stopped
from going.”

After You Read Letters from Home

Skill Review: Skimming and Scanning
Apply your knowledge of skimming and scanning to answer the questions below.
Skimming
1. What did skimming the selection tell you about the topic of this reading?
2. What parts of the selection helped you determine the main idea? Identify
specific elements.
3. Based on your skimming, did you decide to read this selection quickly or
slowly? Explain your answer.
Scanning
1. What was Vindolanda?
2. What kinds of letters were featured in this reading?
3. Where in the selection would you read to find information about Roman
reports?

Skill Review: Organization

Show the organizational structure of the selection “Letters from Home.”
Specific detail:
Specific detail:
Specific detail:
General idea: Specific detail:

Specific detail:
Specific detail:
Specific detail:
Specific detail:

Skill Lesson: Clarifying (Reading with Purpose, pp. 930–931)
Preview Scan the information on clarifying. Identify two techniques that

you can use to clarify what you read.
1.
2.
Cues Notes
What is “clarifying”? Clarifying is
•
Clarifying helps you
To clarify
•
•
•
•

Note Taking
Key Literary Element: Figurative Language (Reading with Purpose, p. 933)
Cues Notes
What is figurative Figurative language =

language?
Two common forms of figurative language

simile metaphor
similarities
differences
Summary
Explain how you can clarify text that is difficult or confusing.

Describe two things or people using figurative language.
1.
2.

Interactive Reading
Before You Read Ah, WILDERNESS!

What You’ll Learn
Key Reading Skill: Clarifying As you read, you might
Key Literary Element: Figurative Language
How do you feel about the great outdoors? Does the idea
of living in a remote place appeal to you? Why or why not?
this book.
Word Power
plunges (PLUN jiz) v. dips or moves downward suddenly

solitary (SAWL uh tair ee) adj. all alone
generate (JEN uh rayt) v. to produce or create
rationing (RASH un ing) n. the controlled use of something

Read the selection “Ah,
Wilderness!” to find out
trek (trek) n. a slow or difficult journey how a family maintains
their sense of community
while living in the middle
of nowhere.

Ah, WILDERNESS
WILDERNESS!!
By Amanda Hinnant
come across words that
you want to know more
about. Living in the middle of nowhere with solar panels and a
Circle those words on few snowmobiles is not a choice many would make. But
the page. You can add the Bailis family did—and they’ve never looked back
Journal at the back of On this sunny day, the Bailis home has a
this book. breathtaking view of aspen forests and majestic,
snowcapped mountains. The Bailises live on a mesa,
a raised area of land with a flat top and steep cliffs
on all sides, about twenty miles outside of Telluride,
Colorado. Later, as twilight approaches, shadows
outline the black trees and the San Juan Mountains1.
Then, with surprising quickness, the sun sets, and the
mesa plunges into a deep, silent, solitary darkness.
In contrast to the dark, hushed outdoors, the Bailis

living room is bathed in light and positively hums
with activity. Light from the fireplace, the center of
the family’s house, casts a warm, buttery glow over
Ray and Beth Bailis and their boys, Max, 8, and Finn,
3. Beth and Max are working at the computer while
Ray and Finn are happily playing a board game.
Besides living in the middle of nowhere, the Bailis
family lives “off the grid,” which means that they
generate their own energy instead of relying on the
area’s power company. But being independent of
the power company doesn’t mean that it’s the Dark
Ages at the Bailis residence. Their home has all the
1
The San Juan Mountains in Colorado are some of the highest and
most rugged mountains in the United States.

modern conveniences that any 21st-century family 1 Key Reading Skill

could hope to have: microwave, Internet, washer and
Clarifying
dryer, television. A big difference, however, is that
the Bailises must plan the use of these appliances “Dark Ages” refers to the
carefully. They know exactly how much or how little Middle Ages (about 476 to
1000 A.D.). When the writer
energy they can use. Running too many appliances at
says the family is not living
once will shut down the inverter2, which is roughly in the Dark Ages, she means
the same as blowing a fuse in your home. 1 the family is not out of step
For this family, rationing energy has practically with modern times. But she
become second nature and is also a way to be closer also means something else. In
to nature. Solar panels on the roof soak up the what other way is the family
sun’s energy, and a wind generator uses the wind not living in the dark?
to generate most of the house’s power. For sunless
days with little wind, when neither solar panels nor
a wind generator can do any good, there’s a propane
generator in the back.
Most of the time, Beth says, remote living makes
you feel like you can do anything. And the Bailises
know from experience that they can handle just about
anything. When they moved into their house, it was
heated by a woodstove that needed to be fed at 3 a.m.,

the propane generator didn’t work very well, the roof
didn’t have any solar panels, and the old windows
let the cold air leak in. Life in this remote spot was a
lot like camping indoors. They burned lots and lots 2 Key Literary Element
of candles and learned how to survive on very little Figurative Language
energy without letting it affect them too much.
What does the writer compare
Today snow is landing all around the house, the swirling snow to? (Hint:
swirling past the windows as if in a just-shaken snow look for the signal words as if.)
globe. 2 The snow determines how the Bailises
dress as well as how they drive. Early on this snowy
morning, the family members bundle into snow
clothes. Each individual has two sets of gloves,
2
An inverter is a device that converts electricity into a form that can be
used in a home.

goggles, and scarves (because one set is always wet).

There aren’t any snowplows rumbling by to clear
the road so, from about November to May each
year, the Bailis family must ride on snowmobiles
from their house to their cars, parked 2 ½ miles away
on the main road. Everything they carry, including
briefcases, groceries, mail, and garbage, has to fit
onto their snowmobiles or the sleds behind them.
Beth and Ray commute to Telluride, where she is a
landscape designer and he is in sales, and the boys
make the trek into town to go to school.
The chilly weather doesn’t daunt3 Max and Finn,
who love the snow. “My boys are true polar bears,”
Beth says. When they are not busy with schoolwork
or chores, they enjoy romping around outside. The
boys may have inherited their love of the outdoors
from their mother, who grew up on a large cattle
ranch in Missouri and spent most of her childhood
outside. “I was a child of nature,” Beth says. “I
3 would leave the house in the morning and not come

back until the afternoon. Fishing, walking the creek—
What Is a Community? I never felt afraid.” 3
How is the cattle ranch in Beth hopes her boys will be connected with nature
Missouri where Beth grew up in the same way. Already she sees evidence of this
different from the community
connection dawning. She loves how Max, in all
she lives in today?
his self-portraits and family sketches, includes the
mountain range behind their house. “He really has a
sense of where he is from and who he is,” she says.
She expects that her boys’ upbringing will help them
feel unique4, the way she felt when she left the ranch
and went to college. “It just gives them an identity,”
she explains.
3
To daunt someone is to scare.
4
A unique (yoo NEEK) person is one of a kind, special because he or
she is different from others.

Your Notes
Home Off the Range
The Bailises are just like any other
American family—except . . .
• “Traffic” sounds they sometimes hear
outside the house often come from a
“bugling” herd of elk.
• Beth celebrates a sunny, windy day by
running the vacuum cleaner and the
dishwasher at the same time.
• The family snowmobiles have names:
the Pig, Phazer, Wildcat, and Kitty Cat
(the child-size one).
• They know the exact longitude and
latitude of their house in case they
have to be rescued by helicopter.
• The family is so accustomed to the
9,900-foot altitude that, when they
visit Ray’s sisters in California, they
get giddy from the higher level of
oxygen.
• Beth worries about mountain lions

when the boys play out back.
—Updated 2005, from Real Simple, March 2004

After You Read Ah, WILDERNESS

WILDERNESS!!
Skill Review: Clarifying
Select one section of text in “Ah, Wilderness!” that is unclear to you. Draw a
bracket in the margin beside this section. Circle any unfamiliar words in the
section and find their meanings. Write the words and their definitions below.
Formulate questions about anything that is still unclear to you.
Locate answers to your questions by slowly rereading the selection. Write the

answers to your questions in the space below.
Summarize the selection in your own words.

Skill Review: Figurative Language

Identify two examples of simile or metaphor in “Ah, Wilderness!” Then
answer the questions about each use of figurative language.
Example of figurative language:
Is this a simile or metaphor? What is the author comparing?
How does this use of figurative language help you understand what life is like for the
Bailis family?
Example of figurative language:
Is this a simile or metaphor? What is the author comparing?
How does this use of figurative language help you understand what life is like for the
Bailis family?

Skill Lesson: Predicting (Reading with Purpose, pp. 952–953)
Preview Scan the information on predicting. Write one purpose for reading
this information. Then write one question you think this section
will answer.
1. My purpose for reading is
2. This section will tell me
Cues Notes
What is “predicting”? saying what will happen before it happens
Predicting
Who makes
predictions?

Why are
predictions
important?
How do I make 1.
predictions?
2.

Note Taking
Key Literary Element: Organization (Reading with Purpose, p. 915)
Cues Notes
What is a teleplay? a teleplay is
describe characters, settings, costumes, etc.

Summary
Define predicting.
Predict how the rest of your day will go based on what’s happened so far today.
Explain how stage directions help readers of a teleplay.

The Monsters Are Due on Maple Street,

Before You Read Act II
What You’ll Learn
As you read, you might Key Reading Skill: Predicting
Key Literary Element: Teleplay
Describe a time when you felt prejudged or when you
judged someone else without really knowing that
person. How does this kind of prejudice affect people
and relationships?
this book.

Word Power
legitimate (lih JIT uh mit) adj. following the rules; lawful; allowed
explicit (eks PLIS it) adj. clearly expressed
Monsters Are Due on prejudices (PREJ uh dis us) n. unfavorable opinions or judgments
Maple Street, Act II” to formed unfairly
find out how a community
responds when the people
face fear and uncertainty.

The
Monsters
Are Due on Maple Street, Act II
by Rod Serling
[We see a medium shot of the GOODMAN entry hall at night.

On the side table rests an unlit candle. MRS. GOODMAN
walks into the scene, a glass of milk in hand. She sets the
milk down on the table, lights the candle with a match from
a box on the table, picks up the glass of milk, and starts out
of scene.
MRS. GOODMAN comes through her porch door, glass of
milk in hand. The entry hall, with table and lit candle,
can be seen behind her.
Outside, the camera slowly pans down the sidewalk, taking
in little knots of people who stand around talking in low
voices. At the end of each conversation they look toward
LES GOODMAN’S house. From the various houses we can see 1 Key Literary Element
candlelight but no electricity, and there’s an all-pervading
Teleplay
quiet that blankets the whole area, disturbed only by the
How do the camera directions
almost whispered voices of the people as they stand around.
help you understand what the
The camera pans over to one group where CHARLIE stands.
neighbors are thinking and
He stares across at GOODMAN’S house. talking about?
We see a long shot of the house. Two men stand across the
street in almost sentry-like poses. Then we see a medium
shot of a group of people.] 1
SALLY.[A little timorously.]1 It just doesn’t seem right,
though, keeping watch on them. Why . . . he was
1
Timorously means “lacking courage or self-confidence; timidly.”

Your Notes right when he said he was one of our neighbors. Why,
I’ve known Ethel Goodman ever since they moved in.
We’ve been good friends—
CHARLIE. That don’t prove a thing. Any guy who’d
spend his time lookin’ up at the sky early in the
morning—well, there’s something wrong with that
kind of person. There’s something that ain’t legitimate.
Maybe under normal circumstances we could let it go
by, but these aren’t normal circumstances. Why, look
at this street! Nothin’ but candles. Why, it’s like goin’
back into the dark ages or somethin’!
[STEVE walks down the steps of his porch, walks down
the street over to Les Goodman’s house, and then stops
at the foot of the steps. GOODMAN stands there, his wife
behind him, very frightened.]
GOODMAN. Just stay right where you are, Steve. We
don’t want any trouble, but this time if anybody sets
foot on my porch, that’s what they’re going to get—
trouble!

STEVE. Look, Les—
GOODMAN. I’ve already explained to you people. I
don’t sleep very well at night sometimes. I get up
and I take a walk and I look up at the sky. I look at
the stars!
MRS. GOODMAN. That’s exactly what he does. Why
this whole thing, it’s . . . it’s some kind of madness
or something.
STEVE. [Nods grimly.] That’s exactly what it is—some
kind of madness.
CHARLIE’S VOICE. [Shrill, from across the street.] You best
watch who you’re seen with, Steve! Until we get this
all straightened out, you ain’t exactly above suspicion
yourself.

STEVE.[Whirling around toward him.] Or you, Charlie. 2 Key Reading Skill

Or any of us, it seems. From age eight on up.
Predicting
WOMAN. What I’d like to know is—what are we
Charlie predicts that those
gonna do? Just stand around here all night? responsible for the mysterious
CHARLIE. There’s nothin’ else we can do! [He turns events on Maple Street will
back looking toward STEVE and GOODMAN again.] One of accidentally reveal themselves.
’em’ll tip their hand. They got to. 2 Do you agree? What do you
think will happen next?
STEVE. [Raising his voice.] There’s something you can do,
Charlie. You could go home and keep your mouth shut.
You could quit strutting around like a self-appointed
hanging judge and just climb into bed and forget it.
CHARLIE. You sound real anxious to have that happen,
Steve. I think we better keep our eye on you too!
DON. [As if he were taking the bit in his teeth, takes a
hesitant step to the front.] I think everything might as
well come out now. [He turns toward STEVE.] Your wife’s
done plenty of talking, Steve, about how odd you are!
CHARLIE. [Picking this up, his eyes widening.] Go ahead,
tell us what she’s said. 3

[We see a long shot of STEVE as he walks toward them
Teleplay
from across the street.]
What do the stage directions
STEVE. Go ahead, what’s my wife said? Let’s get it all tell you about Charlie? What
out. Let’s pick out every idiosyncrasy of every single is he eager to do?
man, woman, and child on the street. And then we
might as well set up some kind of kangaroo court.2
How about a firing squad at dawn, Charlie, so we
can get rid of all the suspects? Narrow them down.
Make it easier for you.
2
An idiosyncracy (id ee uh SINK ruh see) is an odd little habit,
gesture, or way of acting. A kangaroo court is an unofficial trial in
which fair legal procedures are ignored.

DON. There’s no need gettin’ so upset, Steve. It’s just

As you read, you may that . . . well . . . Myra’s talked about how there’s
come across words that been plenty of nights you spent hours down in your
you want to know more basement workin’ on some kind of radio or something.
about. Well, none of us have ever seen that radio—
the page. You can add [By this time STEVE has reached the group. He stands
them to your Hot Words there defiantly close to them.]
Journal at the back of CHARLIE. Go ahead, Steve. What kind of “radio set”
this book.
you workin’ on? I never seen it. Neither has anyone
else. Who you talk to on that radio set? And who
talks to you?
STEVE. I’m surprised at you, Charlie. How come
you’re so dense all of a sudden? [A pause.] Who do I
talk to? I talk to monsters from outer space. I talk to
three-headed green men who fly over here in what
look like meteors.
[STEVE’S wife steps down from the porch, bites her lip,
calls out.]
MRS. BRAND. Steve! Steve, please. [Then looking around,

frightened, she walks toward the group.] It’s just a ham
radio3 set, that’s all. I bought him a book on it myself.
It’s just a ham radio set. A lot of people have them. I
can show it to you. It’s right down in the basement.
STEVE. [Whirls around toward her.] Show them nothing!
If they want to look inside our house—let them get a
search warrant.
CHARLIE. Look, buddy, you can’t afford to—
STEVE. [Interrupting.] Charlie, don’t tell me what I
can afford! And stop telling me who’s dangerous
3
Ham radio is a hobby in which a person operates his or her own
radio station, sending messages by voice or Morse code.

and who isn’t and who’s safe and who’s a menace.

4
[He turns to the group and shouts.] And you’re with
him, too—all of you! You’re standing here all set to What Is a Community?
crucify—all set to find a scapegoat4—all desperate to What is Steve saying about
point some kind of a finger at a neighbor! Well now his community? How do you
look, friends, the only thing that’s gonna happen is think the neighbors treated
one another before this
that we’ll eat each other up alive— 4
evening?
[He stops abruptly as CHARLIE suddenly grabs his arm.]
CHARLIE. [In a hushed voice.] That’s not the only thing
that can happen to us.
[Cut to a long shot looking down the street. A figure has
suddenly materialized in the gloom and in the silence we
can hear the clickety-clack of slow, measured footsteps
on concrete as the figure walks slowly toward them. One
of the women lets out a stifled cry. The young mother
grabs her boy as do a couple of others.] 5
TOMMY. [Shouting, frightened.] It’s the monster! It’s the
monster!
[Another woman lets out a wail and the people fall
back in a group, staring toward the darkness and the 5 Key Reading Skill
approaching figure. We see a medium group shot of Predicting
the people as they stand in the shadows watching. DON Who is the dark figure down
MARTIN joins them, carrying a shotgun. He holds it up.] the street? How do you think
DON. We may need this. the group will respond as it
comes closer?
STEVE.A shotgun? [He pulls it out of DON’s hand.]
Good Lord—will anybody think a thought around
here? Will you people wise up? What good would a
shotgun do against—
[Now CHARLIE pulls the gun from STEVE’S hand.]
4
A scapegoat is someone who is made to take the blame and suffer for
the mistakes or misfortunes of another person or a group.

Your Notes CHARLIE. No more talk, Steve. You’re going to talk

us into a grave! You’d let whatever’s out there walk
right over us, wouldn’t yuh? Well, some of us won’t!
[He swings the gun around to point it toward the
sidewalk. The dark figure continues to walk toward
them. The group stands there, fearful, apprehensive,
mothers clutching children, men standing in front of
wives. CHARLIE slowly raises the gun. As the figure
gets closer and closer he suddenly pulls the trigger. The
sound of it explodes in the stillness. There is a long
angle shot looking down at the figure, who suddenly lets
out a small cry, stumbles forward onto his knees and
then falls forward on his face. DON, CHARLIE, and STEVE
race forward over to him. STEVE is there first and turns
the man over. Now the crowd gathers around them.]
STEVE. [Slowly looks up.] It’s Pete Van Horn.
DON. [In a hushed voice.] Pete Van Horn! He was just
gonna go over to the next block to see if the power
was on—

WOMAN. You killed him, Charlie. You shot him dead!
CHARLIE. [Looks around at the circle of faces, his eyes
frightened, his face contorted.] But . . . but I didn’t
know who he was. I certainly didn’t know who he
was. He comes walkin’ out of the darkness—how am
I supposed to know who he was? [He grabs STEVE.]
Steve—you know why I shot! How was I supposed
to know he wasn’t a monster or something? [He grabs
DON now.] We’re all scared of the same thing, I was
just tryin’ to . . . tryin’ to protect my home, that’s
all! Look, all of you, that’s all I was tryin’ to do. [He
looks down wildly at the body.] I didn’t know it was
somebody we knew! I didn’t know—

[There’s a sudden hush and then an intake of breath. 6 Key Reading Skill
We see a medium shot of the living room window of
Predicting
CHARLIE’S house. The window is not lit, but suddenly the
house lights come on behind it.] 6 Think about how the
neighbors have acted all night.
WOMAN. [In a very hushed voice.] Charlie . . . Charlie . How do you think they’ll
. . the lights just went on in your house. Why did the respond to Charlie now?
lights just go on?
DON. What about it, Charlie? How come you’re the
only one with lights now?
GOODMAN. That’s what I’d like to know.
[A pause as they all stare toward CHARLIE.]
GOODMAN. You were so quick to kill, Charlie and you

were so quick to tell us who we had to be careful of.
Well, maybe you had to kill. Maybe Peter there was
trying to tell us something. Maybe he’d found out
something and came back to tell us who there was
amongst us we should watch out for—
[CHARLIE backs away from the group, his eyes wide
with fright.]
7 Reviewing Skill
CHARLIE. No . . . no . . . it’s nothing of the sort! I
Inferring
don’t know why the lights are on, I swear I don’t.
Somebody’s pulling a gag or something. 7 Why does Charlie now say
that someone is pulling a
[He bumps against STEVE, who grabs him and whirls gag, or joke?
him around.]
STEVE. A gag? A gag? Charlie, there’s a dead man on
the sidewalk and you killed him. Does this thing look
like a gag to you?
[CHARLIE breaks away and screams as he runs toward
his house.]
CHARLIE. No! No! Please!

[A man breaks away from the crowd to chase charlie.

We see a long angle shot looking down as the man
tackles CHARLIE and lands on top of him. The other
people start to run toward them. CHARLIE is up on his
feet, breaks away from the other man’s grasp, lands a
couple of desperate punches that push the man aside.
Then he forces his way, fighting, through the crowd to
once again break free, jumps up on his front porch. A
rock thrown from the group smashes a window alongside
of him, the broken glass flying past him. A couple of
pieces cut him. He stands there perspiring, rumpled,
blood running down from a cut on the cheek. His wife
breaks away from the group to throw herself into his
arms. He buries his face against her. We can see the
crowd converging on the porch now.] 8
voices.
It must have been him.
He’s the one.
We got to get Charlie.
Key Reading Skill 8
[Another rock lands on the porch. Now CHARLIE pushes

Predicting
his wife behind him, facing the group.]
Think about how Charlie has
acted toward his neighbors. CHARLIE. Look, look I swear to you . . . it isn’t me . . .
How do you predict Charlie but I do know who it is . . . I swear to you, I do know
will defend himself and his who it is. I know who the monster is here. I know
wife from the crowd? who it is that doesn’t belong. I swear to you I know.
GOODMAN. [Shouting.] What are you waiting for?
WOMAN. [Shouting.] Come on, Charlie, come on.
MAN ONE. [Shouting.] Who is it, Charlie, tell us!
DON. [Pushing his way to the front of the crowd] All
right, Charlie, let’s hear it!
[CHARLIE’S eyes dart around wildly.]

CHARLIE. It’s . . . it’s . . . Your Notes

MAN TWO. [Screaming.] Go ahead, Charlie, tell us.
CHARLIE. It’s . . . it’s the kid. It’s Tommy. He’s the one.
[There’s a gasp from the crowd as we cut to a shot of
SALLY holding her son TOMMY. The boy at first doesn’t
understand and then, realizing the eyes are all on him,
buries his face against his mother.]
SALLY. [Backs away.] That’s crazy! That’s crazy! He’s a
little boy.
WOMAN. But he knew! He was the only one who
knew! He told us all about it. Well, how did he
know? How could he have known?
[The various people take this up and repeat the question
aloud.]
voices.
How could he know?
Who told him?
Make the kid answer.
DON. It was Charlie who killed old man Van Horn.

WOMAN. But it was the kid here who knew what
was going to happen all the time. He was the one
who knew!
[We see a close-up of STEVE.]
STEVE. Are you all gone crazy? [Pause as he looks

about.] Stop.
[A fist crashes at STEVE’S face, staggering him back out
of the frame of the picture.
There are several close camera shots suggesting the
coming of violence. A hand fires a rifle. A fist clenches.

Key Literary Element 9 A hand grabs the hammer from VAN HORN’S body, etc.
Meanwhile, we hear the following lines.] 9
Teleplay
DON. Charlie has to be the one—Where’s my rifle—
Reread the stage directions.
Pretend you are watching WOMAN. Les Goodman’s the one. His car started!
the action on TV. Visualize Let’s wreck it.
what the people and actions
MRS. GOODMAN. What about Steve’s radio—He’s the
look like.
one that called them—
MR. GOODMAN. Smash the radio. Get me a hammer.
Get me something.
STEVE. Stop—Stop—
CHARLIE. Where’s that kid—Let’s get him.
MAN ONE. Get Steve—Get Charlie—They’re working
together.
[The crowd starts to converge around the mother, who
grabs the child and starts to run with him. The crowd
starts to follow, at first walking fast, and then running
after him.
We see a full shot of the street as suddenly CHARLIE’S

lights go off and the lights in another house go on. They
stay on for a moment, then from across the street other
lights go on and then off again.]
MAN ONE. [Shouting.] It isn’t the kid . . . it’s Bob
Weaver’s house.
WOMAN. It isn’t Bob Weaver’s house, it’s Don Martin’s
place.
CHARLIE. I tell you it’s the kid.
DON. It’s Charlie. He’s the one.
[We move into a series of close-ups of various people
as they shout, accuse, scream, interspersing these shots
with shots of houses as the lights go on and off, and

then slowly in the middle of this nightmarish morass5 Your Notes

of sight and sound the camera starts to pull away, until
once again we’ve reached the opening shot looking at the
Maple Street sign from high above.
The camera continues to move away until we dissolve
to a shot looking toward the metal side of a space craft,
which sits shrouded in darkness. An open door throws
out a beam of light from the illuminated interior.
Two figures silhouetted against the bright lights appear.
We get only a vague feeling of form, but nothing more
explicit than that.]
FIGURE ONE. Understand the procedure now? Just stop
a few of their machines and radios and telephones
and lawn mowers . . . Throw them into darkness for
a few hours, and then you just sit back and watch the
pattern.
FIGURE TWO. And this pattern is always the same?
FIGURE ONE. With few variations. They pick the
most dangerous enemy they can find . . . and it’s
themselves. And all we need do is sit back . . . and

watch.
FIGURE TWO. Then I take it this place . . . this Maple
Street . . . is not unique.
FIGURE ONE. [Shaking his head.] By no means. Their
world is full of Maple Streets. And we’ll go from one
to the other and let them destroy themselves. One to
the other . . . one to the other . . . one to the other—
[Now the camera pans up for a shot of the starry sky
and over this we hear the narrator’s voice.]
5
Interspersing means “scattering or mixing in over brief periods.”
A morass (muh RAS) is any difficult or confused condition or
situation.

NARRATOR ’S VOICE. The tools of conquest do not

necessarily come with bombs and explosions and
fallout.6 There are weapons that are simply thoughts,
attitudes, prejudices—to be found only in the minds
of men. For the record, prejudices can kill and
suspicion can destroy and a thoughtless frightened
search for a scapegoat has a fallout all its own for the
children . . . and the children yet unborn. [A pause.]
And the pity of it is . . . that these things cannot be
10 confined to . . . The Twilight Zone! 10
What Is a Comunity?
What does the narrator say
can harm communities?
6
Fallout is the radioactive dust particles that result from a nuclear
explosion.

After You Read The Monsters Are Due on Maple Street, Act II
Skill Review: Predicting

Review the predictions that you stated on pages 331, 333, 335 and 336 of
this workbook.
Identify what you based your predictions on.
Summarize how your predictions changed as you read the story.

Compare the end of the story with your prediction. Were you surprised by
the ending? Did you see it coming?

Skill Review: Teleplay

Select a set of stage directions from the teleplay. The directions you pick
should be longer than just a few lines. Summarize the stage directions in the
space below. Then answer the questions that follow.
Stage Directions, page and paragraph numbers:
Summary:
How do these stage directions serve the cast and crew producing the
teleplay?

How do these stage directions serve you as a reader of the teleplay?
As a reader, which do you think is more important in understanding this

teleplay, the dialogue or the stage directions? Explain your answer.

Reading Across Texts (Reading with Purpose, pp. 982–983)
Preview Skim the information on informational text. What aspect of a

reading will you be comparing in this lesson?
Cues Notes
vvWhen reading nonfiction, ask
1.
2. What are the writer’s sources?

3.

Note Taking
Summary
Select two pieces of nonfiction informational text. Analyze each selection by

asking questions about the author’s credibility. Write the questions in the
chart below.
Selection 1 title: Selection 2 title:
the writer’s qualifications
the writer’s sources

bias for or against the subject

Interactive Reading
Before You Read Teacher Hero: Erin Gruwell

What You’ll Learn
Reading Skill: Finding Similarities and Differences As you read, you might
Between Texts find words that you want
Think of someone you know who could be described like or ones that you don’t
as a hero. Explain what makes that person heroic. understand. You can add
this book.
Word Power
tolerance (TAWL ur uns) n. sympathy for people, beliefs, or ideas

that are different from one’s own
discrimination (dis krih mih NAY shin) n. treatment based on

class, religion, or ethnic origin
objectively (ub JEK tiv lee) adv. without being influenced by What Is a Community?
personal feelings Read the selection “Teacher
Hero: Erin Gruwell” to find
out about how a teacher
changed the lives of
students in her class.

Interactive Reading
Before You Read Zlata’s Diary

What You’ll Learn
As you read, you might Reading Skill: Finding Similarities and Differences
find words that you want Between Texts
like or ones that you don’t What would you include in a diary if you kept one?
understand. You can add Would you think about people in the future who might
them to your Hot Words read it? Describe what your diary would reveal about
Journal at the back of your community and your place in it.
this book.

Word Power
cope (cohp) v. to struggle or deal with in the hope of

being successful
What Is a Community? aggressor (uh GRES ur) n. a person, group, or nation that
The author of “Zlata’s causes a conflict or war
Diary” tells how the war
in Sarajevo affected her
community.

Interactive Reading
Tie It Together
Evaluate the credibility of “Teacher Hero: Erin Gruwell” and “from Zlata’s
Diary” using the charts below.
Teacher Hero:
from Zlata’s Diary
Erin Gruwell
author’s
qualifications
author’s
sources
bias for or
against the
subject
Compare and contrast the two selections.
Teacher Hero:
from Zlata’s Diary
Erin Gruwell
similarities
differences

Journal
Use the following pages to create your personal Hot Words Journal—a sampling of the
interesting or difficult words you circle as you read the selections in this book.
1. In each reading selection, choose words to include in your Hot Words Journal.
Highlight or underline the sentence in which each word occurs.
2. On the lines under each selection title, list the words you’ve chosen as your “Hot Words.”
Include the page number where each word occurs and a short definition.
3. Use a dictionary to check the word’s meaning.
Hot Words Activities

Select a word from your Hot Words Journal and complete one of these activities or
another vocabulary activity that your teacher suggests. Use a separate sheet of paper.
Be sure to write down the activity prompts or questions as well as your responses.
inition
Concept of Def Possible Sentence
Write the word. Choose a word and confirm its definition in a
ory) dictionary. Then write a sentence using the word
What is it? (categ
roperties) either correctly or incorrectly. Ask a partner to
What is it like? (p ions)
read
amples? (illustrat your sentence and guess whether or not the
What are some ex sen-
tence is “possible.” Discuss your partner’s respo
nse.
What It Is, What It

Isn’t
(This activity work
s best with noun
verbs) s and
Write the word and its
definition. Word Web ition in a
What are some example d confirm its defin
s? Choose a word an center
ite the word in the
What are not some ex dictionary. Then wr words
amples? b. List other related
What are the main chara circle of a word we ea
cteristics of this word? the center circle. Us
What are not characte in bubbles around he lp yo u.
ristics of this word? aurus to
dictionary or a thes
Context Clues Sentence Invention

tence that includes
Choose a word and write a sen Choose a word and copy the sele
help convey the word’s
the word and a context clue to where it occurred in this book.
ction sentence
you r word. Ask a Then write another
meaning. Be sure to underline sentence of your own using the
in you r sentence to word. Underline
partner to use the context clue your chosen word in both sen
e exa mples of context tences.
define the underlined word. Som
exa mp les, related
clues are synonyms, antonyms,
ideas, and definitions.
348 Active Learning and Note Taking Guide, Adapted

My Hot Words
Seventh Grade
Where You Are
Teaching Nepalis to Read, Plant, and Vote
Suzy and Leah
Kids in Action: Dalie Jimenez
Toward a Rainbow Nation
Active Learning and Note Taking Guide 349

New Directions
Miracle Hands
Friendships and Peer Pressure
After Twenty Years
Friends Forever
350 Active Learning and Note Taking Guide

The Brinks Robbery
Thank You M’am
Oprah Winfrey
The Courage That My Mother Had
Two People I Want to Be Like

Should Naturalized Citizens Be President?
Cyber Chitchat
Conserving Resources
Big Yellow Taxi
Missing!
Birdfoot’s Grandpa

The Lion, the Hare, and the Hyena
The Boy and His Grandfather
We Are All One
Aunty Misery
Annabel Lee
Face It

Almost Ready
Miracles
The Pasture
Growing Pains
Kingdoms of Gold and Salt

Letters From Home
Ah! Wilderness
The Monsters Are Due On Maple Street, Act 2

Acknowledgments
“Seventh Grade,” from Baseball in April and “Thank You M’am” by Langston Hughes. “The Lion, the Hare and the Hyena” from
Other Stories by Gary Soto. Copyright © Copyright © 1958 by Langston Hughes. Nelson Mandela’s Favorite African Folktales,
1990 by Gary Soto. Copyright renewed 1986 by George edited by Nelson Mandela. Copyright ©
Houston Bass. 2002 in this selection by Tafelberg Publishers
“Where You Are” from The Invention of Ltd. Used by permission of W.W. Norton &
New Jersey by Jack Anderson. Copyright © “Oprah Winfrey” by Sidney Poitier. from Company, Inc.
1969 by the University of Pittsburgh Press. TIME, April 26, 2004.
“The Boy and His Grandfather” by Rudolfo
“Teaching Nepalis to Read, Plant, and Vote” ‘The Courage That My Mother Had” by Edna Anaya, from Cuentos: Tales from the
by Lesley Reed. Faces: People, Places, and St. Vincent Millay. From Collected Poems, Hispanic Southwest. Copyright © 1980 by
Cultures, April 2005. HarperCollins. Copyright © 1954, 1982 by the Museum of New Mexico Press.
Norma Millay Ellis. All rights reserved.
“Suzy and Leah” by Jane Yolen. American “We Are All One” from The Rainbow People
Girl May/June 1993. “Two People I Want to Be Like” from If Only by Laurence Yep. Copyright © 1989 by
I Could Tell You, by Eve Merriam. Copyright Laurence Yep.
"Kids in Action: Dalie Jimenez," excerpted © 1983 by Eve Merriam. Reprinted by
from The Kid’s Guide to Social Action: permission of Marian Reiner. “Aunty Misery: A Folktale from Puerto Rico”
How to Solve the Social Problems You by Judith Ortiz Cofer.
Choose—and Turn Creative Thinking into From “Should Naturalized Citizens be
Positive Action (Revised, Expanded, Updated President?” by John Yinger and Matthew “Face It” from A Suitcase of Seaweed and
Edition) Barbara A. Lewis © 1998. Used Spalding. Published in The New York Times Other Poems by Janet S. Wong. Copyright
with permission from Free Spirit Publishing Upfront, February 14, 2005. Copyright © 1996 Janet S. Wong.
Inc., Minneapolis, MN; 1-866-703-7322; © 2005 by Scholastic, Inc. Reprinted by
www.freespirit.com. All rights reserved. permission. “Almost Ready” from Slow Dance Heart
Break Blues by Arnold Adoff. Copyright ©
“Toward a Rainbow Nation” by Lavendhri “Cyber Chitchat” by Cindy Kauffman, from 1995 by Arnold Adoff.
Pillay. From No More Strangers Now: Young Chocolate for a Teen’s Dreams, Copyright ©
Voices from a New South Africa, interviews 2003, ed. by Kay Allenbaugh. “Growing Pains” from Hey World, Here I
by Tim McKee. Copyright © 1998 by Am! Copyright © 1986 by Jean Little.
Timothy Saunders McKee. “Conserving Resources” from Glencoe
Science, copyright © 2006 by Glencoe/ “Kingdoms of Gold and Salt” from
“New Directions” from Wouldn’t Toke Nothing McGraw-Hill. Discovering Our Past: Medieval and Early
For My Journey Now by Maya Angelou. Modern Times, copyright © 2006 by
Copyright © 1993 by Maya Angelou. “Big Yellow Taxi,” by Joni Mitchell. Copyright Glencoe/McGraw-Hill.
© 1970 Siquomb Publishing Corp. All rights
“Miracle Hands” by Christina Cheakalos administered by Song/ATV Music Publishing, “Letters from Home” by Graeme Davis. dig,
and Matt Birkbeck, updated 2007 from © 8 Music Square West, Nashville, TN 37203. May/June 2005.
Time Inc. All rights reserved. Used by permission.
“Ah, Wilderness!” by Amanda Hinnant,
“Friendships and Peer Pressure” from From “Missing: The Frog Population in updated 2006 from Real Simple, March
Teen Health, copyright © 2005 by Costa Rica is Declining. Scientists Search 2004. Copyright © TIME Inc.
GIencoe/McGraw-Hill. for Answers” by Claire Miller. Published
in Scholastic Superscience Red, April 2005. “The Monsters Are Due On Maple Street”
“Friends Forever” by Sari Locker. Updated Copyright © 2005 by Scholastic Inc. by Rod Serling. All rights reserved. © 1960
2005 from Teen People, May 19, 1998. Reprinted by permission. Rod Serling; © 1988 by Carolyn Serling, Jodi
Serling and Anne Serling
“The Brink’s Robbery” from The Wild Side: “Birdfoot’s Grampa” from Entering
Crime and Punishment Copyright © 2001 Onondaga, copyright © 1975 by Joseph
by NTC/Contemporary Publishing Croup. Inc. Bruchac. Reprinted by permission of
Barbara S. Kouts.

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ISBN-13 (student edition): 978-0-07-876343-4

Printed in the United States of America.

To the Students and Parents ...................................................................... viii

UNIT 1 Why Do We Read?

UNIT 2 How Can We Become Who We Want to Be?

Active Learning and Note Taking Guide iii

UNIT 3 Who Can We Really Count On?

UNIT 4 Who Influences Us and How Do They Do So?

iv Active Learning and Note Taking Guide

UNIT 5 Is Progress Always Good?

UNIT 6 Why Do We Share Our Stories?

Active Learning and Note Taking Guide v

UNIT 7 What Makes You Tick?

vi Active Learning and Note Taking Guide

Hot Words Journal ........................................................................................... 348

Active Learning and Note Taking Guide vii

How to Get Started

Note to Parents and Guardians

viii Active Learning and Note Taking Guide

Preview You will use

lesson pages. Graphic

Reviewing means organizers and write-on

Cues After you have organizers and write-on

What You’ll Learn Look forward to the reading

Hot Words Choose

illegal (ih LEE gul) adj. against the law

introduced on the form of the verb inspire

tence using the word.

x Active Learning and Note Taking Guide

Look for the signal UNIT

button It guides you to 1 RE

a side margin activity and Interact

thinking about what you’re Dhung

e the op po rtunity to tra 12:39:22

y po or trib al group that

Selection footnotes ideas, questions, or thoughts

selection. 23-31 U1RW

Active Learning and Note Taking Guide xi

Graphic organizers and questions to answer

Interactive Reading UNIT 1 READING WORKSHOP 3

Skill Review: Lead

What does the lead say that’s surprising to you?

Restate the information supplied in the lead.

Active Learning and Note Taking Guide Course 2, Unit 1 31

23-31 U1RW3 876343.indd 31 5/23/06 12:39:27 PM

xii Active Learning and Note Taking Guide

Informational Media (Reading with Purpose, p. 4)

Preview Scan the information on informational media. List examples of

Key Text Elements

Active Learning and Note Taking Guide Course 2, Unit 1 1

Identify some types of informational media.

List and define key reading skills.

title, headings, pictures give idea what is

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

photos and illustrations

grabs attention, introduces text

2 Course 2, Unit 1 Active Learning and Note Taking Guide

Setting a purpose helps you identify

To set a purpose for reading

Active Learning and Note Taking Guide Course 2, Unit 1 3

Tips for thinking To think about theme